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p-Index From 2021 - 2026
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All Journal JEE (Journal of English Education) Language and Education Journal DIDASCEIN （Journal of English Education）
Jenny Elvinna Manurung
Universitas Tridinanti
Humanities Education Languange, Linguistic, Communication & Media

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BLENDING HUMAN AND AI IN TRANSLATION TEACHING FOR 21ST- CENTURY EFL CLASSROOM Darmawan Budiyanto; Gaya Tridinanti; Jenny Elvinna Manurung; Heru Setiawan
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4468

Abstract

The integration of Artificial Intelligence (AI) into language education has transformed translation instruction, offering tools such as Google Translate and ChatGPT to support learners in decoding and producing texts across languages. However, despite their widespread use, these tools are often applied without pedagogical structure, resulting in overreliance, misinterpretation, and limited linguistic development, particularly among university students in non-English dominant contexts. This qualitative case study investigated how sixth-semester students from seven universities in Palembang, Indonesia, utilized AI-based translation tools in academic settings. Fourteen English education majors were selected through random sampling. Data were collected through semi-structured interviews and analysis of students’ translation drafts before and after AI use. Thematic analysis was employed to identify translation behaviours, strategies, and instructional needs. Findings indicated persistent issues, including literal idiom transfer, register mismatches, and limited error detection even after AI assistance. Most participants adopted a tool-first approach with minimal revision. However, structured strategies such as guided post-editing and back-translation enhanced lexical accuracy and metalinguistic awareness. The study proposes a four-phase framework integrating AI meaningfully into translation pedagogy for improved learning outcomes.
Reading Attitude, Reading Interest, and Reading Achievement among Eleventh-Grade Students Ria Lestari; Gaya Tridinanti; Jenny Elvinna Manurung
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.453

Abstract

The study aimed to determine whether students’ psychological factors, particularly their attitudes and interests toward reading, were significantly related to their academic performance in reading English texts. This study employed a quantitative correlational design. The population consisted of all eleventh-grade students at SMA Negeri 21 Palembang, with a total of 388 students, and a sample of 105 students was selected through cluster random sampling. Data were collected using two questionnaires and a reading test. The collected data were analyzed using Pearson Product-Moment correlation and multiple regression analysis to determine both partial and simultaneous relationships among the variables. The results showed that there was no significant correlation between reading attitude and reading achievement. Provides a concise summary of purpose, methods, results, and conclusions. The key statistics (r = 0.028, r = 0.377, R² = 0.143) are appropriately included. indicating that students with higher reading interest tended to achieve better reading performance. Furthermore, multiple regression analysis revealed a significant simultaneous relationship between reading attitude and reading interest toward reading achievement (r = 0.378, p = 0.000), with a combined contribution of 14.3%. These findings suggest that reading interest plays a more influential role in supporting students’ reading achievement.
DIGITAL LANGUAGE LEARNING THROUGH DUOLINGO:: A SURVEY STUDY OF TENTH-GRADERS Reni Oktariani; Jenny Elvinna Manurung; Nita Ria; Gaya Tridinanti
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1253

Abstract

The rapid development of technology, particularly in the post-COVID era, has significantly expanded individuals’ perspectives, especially in the realm of education. Technology has enabled greater access to information, and numerous advanced applications are now available to specifically support the improvement of language skills. The Duolingo application is one of the technological tools that can help students become more proficient in English, and it also supports educators by offering ways to uphold the idea of technology-assisted language learning. This study aimed to investigate students’ perceptions of using Duolingo. The population of this study consisted of tenth-grade students at SMA Swasta Sukajadi during the 2023/2024 academic year. The research sample consisted of 106 students, representing classes XA, XB, and XC at SMA Swasta Sandika Sukajadi. The research findings present the results of a descriptive analysis of students' perceptions. Five aspects of students' perceptions regarding the use of the Duolingo application in English learning. The data were collected using a questionnaire. The students’ perceptions were divided into two major categories: positive and negative perceptions. Based on the findings, it can be concluded that the use of the Duolingo application significantly enhances the effectiveness and utility of English language learning. Most students demonstrated a higher level of interest in engaging with English learning through the Duolingo application
Enhancing Tenth Graders’ Speaking Ability through Quiz-Quiz Trade at SMA PGRI 1 Palembang Muhammad Kamal; Gaya Tridinanti; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1449

Abstract

This study focuses on the application of the Quiz-Quiz Trade Technique to assist tenth-grade students in improving their speaking ability. The Quiz-Quiz Trade Technique is a cooperative learning strategy that provides opportunities for students to engage in speaking practice. The objective of this study was to determine the substantial enhancement in speaking abilities by using the Quiz-Quiz Trade Technique among tenth graders at SMA PGRI 1 Palembang, as well as to examine the difference in speaking skills between students taught with this technique and those who were not. This study employed a quasi-experimental design. The population consisted of tenth-grade students at SMA PGRI 1 Palembang during the academic year 2024-2025. Purposive sampling was used to select 70 students, divided into two groups: the experimental group and the control group, each comprising 35 students. Data were gathered through speaking tests conducted twice. The data analysis used a paired-sample t-test and an independent-samples t-test. The paired-sample t-test results indicated a significant improvement in the speaking ability of the tenth graders using the Quiz-Quiz Trade technique. The results of the study showed a significant improvement in students' speaking skills in the experimental group compared to the control group. The independent sample t-test results revealed a significant difference in speaking skills between the students who received instruction using the Quiz-Quiz Trade technique and those who did not.
STUDENTS’ PERCEPTION OF USING QUIZIZZ APPLICATION IN READING CLASS Lina Iswanda; Jenny Elvinna Manurung; Heru Setiawan
Didascein : Journal of English Education Vol 6 No 2 (2025): September
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1450

Abstract

Integrating technology into the classroom is essential for enhancing student engagement and learning outcomes. Quizizz is widely adopted to promote interactive and student-centered instruction. This study investigates students’ perceptions and the perceived benefits of using the Quizizz application in reading lessons at SMA Negeri 11 Palembang during the 2024/2025 academic year. A quantitative approach was used, involving 132 tenth-grade students selected through purposive sampling. Data were collected via a closed-ended questionnaire based on five aspects: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (A), Skill Engagement (SKE), and Interaction Engagement (IE), using a Likert scale. The findings indicate that students generally have positive perceptions of Quizizz. They appreciate its interactive interface, multimedia features, instant feedback, and gamification elements like leaderboards, which enhance motivation and engagement. Students reported that Quizizz made reading activities more enjoyable, accessible, and dynamic, contributing to improved participation and focus. Quantitative data show that 55.74% and 56.90% of students chose "Agree" and "Strongly Agree" on key items, indicating overall positive responses. The study concludes that Quizizz is an effective, user-friendly tool that fosters motivation, confidence, and meaningful interaction, while reducing mental effort in learning. Pedagogically, the results suggest that teachers can integrate Quizizz to create more engaging reading environments, curriculum designers can incorporate game-based learning elements into literacy programs, and schools can use such platforms to foster motivation and comprehension in English reading. These results support the integration of game-based learning applications to improve reading comprehension and classroom experiences.
Co-Authors Darmawan Budiyanto Gaya Tridinanti Heru Setiawan Lina Iswanda Muhammad Kamal Nita Ria Reni Oktariani Ria Lestari