EEdJ: English Education Journal
Aim: EEdJ: English Education Journal publishes a majoring of multidisciplinary educational scientific articles in English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. Articles can be in the format of a of a research report, conceptual paradigm, or book review. Scope: EEdJ: English Education Journal welcomes papers about theory, method, and research in: English Education; English Teaching and Learning; Curriculum Development; Material Design; English for Specific Purposes; Cross-Cultural Understanding; Technology in Language Learning; Teaching and Learning Evaluation.
Articles
35 Documents
<![CDATA[Using Visual Dictionary in Improving Students’ Vocabulary Achievement ]]>
<![CDATA[Desi Wulan Suci]]>;
<![CDATA[Aisyah Pratiwi]]>;
<![CDATA[Dina Novrieta]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 1 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i1.3451
<![CDATA[This study was focused on finding out whether using visual dictionary can improve students’ vocabulary achievement or not. The sample of this study was students of a public junior high school in Belinyu, Bangka Belitung province. Based on the result analysis (Paired Sample T-Test), it shows that the mean difference of pre-test and post-test in experimental group was 23.88, while the mean difference of pre-test and post-test in control group was 20.00. In addition, the result of difference analysis in post-test of experimental and control group showed that the value of t obtained was 3.712 which exceed the critical value of t-table 2.00 (at the significant level p< 0.05 in two tailed testing with degree of freedom 61. It means that the null hypothesis was rejected and the research hypothesis was accepted. The result of this study revealed that the post-test scores were better than the pre-test scores of experimental group. It could be seen by comparing their means. The mean of the pre-test scores was (59.00) while the mean of the post-test scores was (82.88). In line with the result, the writer suggests that the Visual Dictionary was one of the effective methods to improve students’ enthusiasm in learning English.]]>
<![CDATA[The Correlation between Listening Strategy and Students’ Listening Achievement ]]>
<![CDATA[Meri Anggraeni]]>;
<![CDATA[Dody Sugiarto]]>;
<![CDATA[Zulfikri Betyar Rasuan]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 1 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i1.3452
<![CDATA[The purpose of this study was to determine the relationship between students' listening achievement and their listening approach. The participants in this study were 11th graders. 97 students served as the study's sample population. The data were analyzed using Pearson's r correlation coefficients in this descriptive quantitative study. Data were gathered for this study using a listening test and a questionnaire. Students' listening techniques were discovered using a questionnaire, and their listening abilities were discovered through a listening exam. 28 questions about cognitive, metacognitive, and socio-affective strategies were included in the questionnaire that the students were required to complete. According to the study's findings, there is a high association between the use of cognitive methods and successful listening. The link between socio-affective variables and listening achievement was significant with moderate interpretation, as was the correlation between metacognitive approach and listening achievement. Students' listening strategies and listening achievement at the school exhibit a substantial association, with rxy of cognitive strategy showing > = 0.622, metacognitive strategy showing > = 0.525, and socio-affective strategy showing > = 0.415. As a result, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is disproved.]]>
<![CDATA[Using Word Square Game to Improve Students’ Vocabulary Achievement ]]>
<![CDATA[Atika Suri]]>;
<![CDATA[Ihda Husnayaini]]>;
<![CDATA[Indrawati Indrawati]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 1 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i1.3453
<![CDATA[The purpose of this study was to determine the impact of using the Word Square approach on students' vocabulary achievement. Students in the eighth grade from a public junior high school in Mendo Barat, Bangka Belitung, were chosen as the sample for an experimental type of research and separated into two groups using a quasi-experimental design: the experimental group and the control group. The test was the instrument employed in this study, and the t-test analysis was performed to assess the test data. The test result was analyzed statistically using the Paired Sample T-Test and the Independent Sample T-Test. It revealed that the experimental and control groups' respective mean pre- and post-test differences were 34.268 and 33.334. Additionally, the t-obtained post-test value of 1.549 was greater than the essential t-table value of 2.01. The findings suggested that the null hypothesis was disproved and the alternate hypothesis was found. According to the findings, the Word Square was one of the most successful strategies for increasing students' passion for studying English.]]>
<![CDATA[Improving Students’ Vocabulary Achievement through Make a Match Method ]]>
<![CDATA[Bintari Bintari]]>;
<![CDATA[Supiah Supiah]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 1 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i1.3454
<![CDATA[Developing students’ vocabulary achievement using Make a Match Method in recount text is the main purpose of this study. A quantitative research methodology was implemented with quasi-experimental design. The sample of the study were eight grade students of a public junior high school in Puding Besar, Bangka Belitung. They were taken from two classes which consisted of 44 students. This study was conducted by using purposive sampling technique with test as the instrument. The seekings indicated that the average score of experimental and control group post-test differed 7,87 points. Moreover, the calculation of the independent sample test of experimental and control group revealed that the t-obtained in equal variences assumed was 4.814 and the significant (2-tailed) was.000. it can be inferred that there was a significant difference amongst those two samples as the result of the t-obtained was higher than t-table (4.814˃2.02) and the significant (2-tailed) was more modest than calculation with level significant (.000˂0.05). In other words, Make a Match Method enhanced the students’ vocabulary achievement. Ability to develop the English teaching and learning activity was the expected contribution for this study.]]>
<![CDATA[The Effect of KWL Strategy on EFL Students’ Reading Comprehension Achievement ]]>
<![CDATA[Siti Zuriah]]>;
<![CDATA[Utin Mutia]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 1 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i1.3455
<![CDATA[This study sought to ascertain whether implementing KWL (Know, Want, Learned) has a significant effect on EFL students' success with reading comprehension of a public junior high school in Pangkalpinang, Bangka Belitung province. This research employed experimental research with quasi-experimental design. The sample of this study was the eight-graders. The sample consisted of 80 students’ which belongs to two classes; 42 experimental class and 38 students’ in control class. The test was analyzed by using t-test analysis of SPSS 22 (Statistical Package for the Social Sciences). The result of study showed it was effective to use KWL strategy by obtaining this result: the experimental class mean score was 79.45, which means it was higher than the control class’ (mean=79.37). In conclusion, KWL strategy use significantly influences how well students understand what they read.]]>
<![CDATA[The Correlation between Students’ Grammar Mastery and Their Writing Ability in Descriptive Text ]]>
<![CDATA[Rizky Amelia]]>;
<![CDATA[Indrawati Indrawati]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 2 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i2.3938
<![CDATA[This study aims to seek the correlation between students’ grammar mastery and their writing ability in descriptive text. This is correlational study was conducted to all seventh-grade students of a high school in Bangka Belitung, Indonesia as the population of the study as well as the sample since the number of the population below 50. This study used two kinds of test as the instruments to collect the data; a grammar mastery test which consists of 25 questions and a descriptive writing test. The Boardman scoring scale was used to measure the score of students’ writing. The result of this study showed the result of correlation coefficient computation was 0,305 and for the critical value from a significant level table 0.05/5% was 0,349. It is considered that the null hyphotesis (Ho) was accepted and the alternative hyphotesis (Ha) was rejected. In other words, there was no significance correlation between students’ grammar mastery and their writing ability. The writer found out that most of the students received good scores both in grammar and writing test but they had low scores in other aspects of writing such as; content, organization, word choice, and mechanics.]]>
<![CDATA[Applying Peer Review to Improve Students’ Descriptive Writing Text ]]>
<![CDATA[Devi Oktavianti]]>;
<![CDATA[Aisyah Pratiwi]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 2 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i2.3943
<![CDATA[This research is conducted to determine whether there is a significant difference in students’ descriptive writing score after being treated using peer review compared to those students who did not get the same treatment. This is a quasi-experimental research design with one group as the experimental and one group as the control. Pre-test and post-test were also administered before and after the 10 times treatment given. The population of this research are all of the seventh-grade students in Bangka Islandy the total 80 students. Meanwhile, 50 students from two different classes were the sample of this research. The result of this research showed that the t-obtained in equal variances assumed 6.353 and the significant (2-tailed) was 0.00. Since t-obtained was higher than t-table (2.02) and the significant (2-tailed) was lower than computation with level significant (0.05), it could be stated that there was a significant difference in post-test between the experimental class and control class. It can be concluded that the using of peer review is able to improve the students’ descriptive writing score significantly.]]>
<![CDATA[The Correlation Between Students’ Self-Esteem and Their Writing Ability ]]>
<![CDATA[Selvia Vilani]]>;
<![CDATA[Dody Sugiarto]]>
<![CDATA[ EEdJ: English Education Journal Vol 3 No 2 (2023): English Education Journal 2023 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v3i2.3998
<![CDATA[This study was aimed to figure out the most dominant students’ self-esteem, whether there was any significant correlation between the students’ self-esteem and their writing ability and whether there were differences between students in their self-esteem. The participants of this study were tenth grade students in Payabenua subdistrict, Bangka Belitung province. The data of this study were collected by providing questionnaire sheets in the form of close ended questionnaire and writing test. Furthermore, the results were analyzed by using Pearson Product Moment to correlate both variables students’ self-esteem (X) and writing ability (Y). The result showed that the most dominant students’ self-esteem was the domain of self-esteem with the percentage of 55.38%. Since the correlation coefficient computation was 0.228, and the critical value in a table at significant level 0.05/5% was 0. 2441. Thus, rxy was lower than r-table. In brief, there was no significant correlation between students’ self-esteem and their writing ability. In addition, there was also no significance difference between male and female students’ self-esteem.]]>
<![CDATA[The Strategies used by English Teachers in Teaching Speaking at MTs Nurul Falah Air Mesu Timur ]]>
<![CDATA[Rizki Rahmawati]]>
<![CDATA[ EEdJ: English Education Journal Vol 4 No 1 (2024): English Education Journal 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v4i1.4308
<![CDATA[This study aims to find out the kinds of the strategies used by English teachers in teaching speaking. From these statement, the researcher analyzed the strategies used by English teacher in teaching speaking at Mts Nurul Falah. The objectives of this research were: to elaborate the strategies used by English teacher in teaching speaking at MTs Nurul Falah Air Mesu Timur and to elaborate the implementation in teaching speaking at MTs Nurul Falah Air Mesu Timur. The researcher used descriptive qualitative method and data collection was based on observation and interview. Miles and Huberman technique of analyzing data was used by having data reduction, data display, and drawing conclusion. The researcher collected data was used to observe the process of how the strategies used by English teacher in teaching speaking in class, the interview was used to support the results of the observation checklist. Therefore, this research used triangulation technique method. The findings of this research showed that the teachers applied many strategies to teaching speaking in the classroom, which are roleplay, drilling, discussion, picture describing, storytelling, brainstorming, and creative tasks.]]>
<![CDATA[The Correlation between Students' Vocabulary Achievement and Their Speaking Ability of the Twelfth Grade at MA Al-Islam Kemuja ]]>
<![CDATA[Junita Estriyo]]>
<![CDATA[ EEdJ: English Education Journal Vol 4 No 1 (2024): English Education Journal 2024 ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.32923/eedj.v4i1.4310
<![CDATA[The purposes of this study were to find out: (1) students’ vocabulary achievement, (2) students’ speaking ability, (3) whether there was any significant correlation between students’ vocabulary achievement and students’ speaking ability at MA Al-Islam Kemuja. This study applied a Pearson Product Moment formula. The population of this study were all students of the twelfth grade at Ma Al-Islam Kemuja, with the total 142 students. The total of samples were 45 students of twelfth grade at Ma Al-Islam Kemuja. The result of students’ vocabulary achievement was in good criteria. It could be seen from the result of the mean score of students’ vocabulary achievement namely 76.62. Regarding the students’ speaking ability, the findings of the study showed that the result of the mean score was 68.58 Then, the findings for the correlation between students’ vocabulary achievement and students’ speaking ability was 0.583 and the p-value (Sig. (2- tailed)) was 0.000. Meanwhile, the critical value in the table at significant (2- tailed) level 5% was 0.294. It meant that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that there was significant correlation between students’ vocabulary achievement and students’ speaking ability]]>
