Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of English Education The Journal of English Literacy Education DIDASCEIN （Journal of English Education）
Nita Ria
Universitas Tridinanti
Education Languange, Linguistic, Communication & Media Other

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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 : English Education Study Program, Faculty of Teacher Training and Education, 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
VOCABULARY MASTERY AND ITS INFLUENCE ON STUDENTS’ DESCRIPTIVE WRITING: A CORRELATION RESEARCH Elsa Kurnia; Gaya Tridinanti; Nita Ria
Didascein : Journal of English Education Vol 6 No 2 (2025): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1582

Abstract

This research aimed to determine the correlation between tenth-grade students' vocabulary mastery and their descriptive writing ability, and to determine the contribution of students' vocabulary mastery to their descriptive writing ability. The research design was a correlational study, and the population consisted of 450 tenth-grade students from 14 classes at SMA N 10 Palembang. To select the sample of this research, purposive sampling was implemented. There were 72 students as a sample from classes X.7 and X.8. The obtained data were analyzed using correlation and regression analyses. The data were obtained from writing ability and vocabulary mastery tests. The results indicated that the significant coefficient between writing ability and vocabulary mastery was 0.802, which was higher than the alpha value of 0.05. It means that vocabulary mastery and writing ability were not correlated. At that point, the correlation coefficient was 0.030, which placed it in the low category of the correlation coefficient. Subsequently, regression analysis revealed that the R-value was 0.066 and its coefficient of determination (R-squared) was 0.004. It concluded that the contribution of vocabulary mastery to writing skill was only 0.04%. In conclusion, the r-value was less than the alpha-value (0.802 > 0.05), indicating that there was no significant relationship between writing ability and vocabulary mastery. There was no contribution or interaction effect on vocabulary mastery or writing ability, since the R-value was 0.004, or only 0.04%.
STUDENTS’ ERRORS IN CHANGING NOUNS INTO ADJECTIVES Nita Ria
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 1 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Abstract

The main objective of this research was to investigate the errors or mistakes students made in changing nouns into adjectices. The population of this research was the seventh grade students of one private junior high school in Palembang in the academic year of 2016-2017. The sample of this study was 36 students who were selected randomly by using cluster sampling. To collect the data, a written test was given to the sample. The results of the test were analyzed descriptively.The findings showed that the students made errors in changing nouns into adjectives with the suffixes “-less”(58.3%), “-ful” (66.6%), “-able” (61.1%) and “ y” (55.5%) and they made mistake with the suffixes “-ly” (52.7%) of the incorrect answers. It is expected that the results of this research can be used as consideration for the English teachers in their teaching, especially the one focusing on changing nouns into adjectives.
The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research Okta Rianti Hasim; Yuyun Hendrety; Nita Ria
Journal of English Education Vol. 2 No. 2 (2024): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v2i2.710

Abstract

The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based on the statistical, it was found that the correlation coefficient or the R-value (0.000) with significant coefficient (p-value) was 0.422, which was higher than 0.05. It means that significant value (2-tailed) was higher than alpha value (0.422> 0.05). It could be concluded that there was a significant correlation between students' reading comprehension and listening skill. Since the Pearson correlation coefficient was 0.000, it indicated that there was correlation between students' reading.  Also, for the contribution of listening comprehension to reading comprehension it was only 17.8%. It means that listening comprehension has no influence to reading comprehension. In conclusion, the findings indicate that students who have high listening comprehension does mean that they will also have good reading comprehension. Also, reading comprehension can be used to help listening skills because listening is the ability to capture sounds, complete, speak, syntax, jargon, and obtain data.
Co-Authors Elsa Kurnia Gaya Tridinanti Jenny Elvinna Manurung Okta Rianti Hasim Reni Oktariani Yuyun Hendrety