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Good Readers Are Good Thinkers Dianti, Rahma; Pamuji, Arif
JURNAL DIDASCEIN BAHASA Vol 2, No 1 (2016): November
Publisher : UNIVERSITAS TRIDINANTI PALEMBANG

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ABSTRACT: This article highlights the relationship between reading activity and thinking skill, and to expose the impacts of reading comprehension toward someone’s thinking skill and vice versa. Reading involves cognitive process. A reader can process the text during reading activity while she or he thinks over what stated in the passage to comprehend the text. Comprehension is the reason for reading. If readers can read the words but do not understand fully what the meaning of the text being read, they are not really reading. The reading itself involves thinking. It takes place when a reader recognizes printed symbols, interprets the prints, and responds by saying the words and gets meaning from the process of reading. When reading, good readers usually go beyond the line and interpret what is written in the light of the context of their own experiences, select the ideas that are pertinent to the purposes for reading, evaluate them, compare them with the available facts, and reach tentative conclusions or generate new ideas. Therefore, reading is a cognitive process. EFL students who read routinely and critically must significantly expand their insights about the world, which lead them to be broad minded. Furthermore, to be critical thinkers, the students must firstly be avid readers.

Promoting gallery walk to foster students writing skill Ujang Amrullah; Rahma Dianti
Language and Education Journal Vol 6 No 01 (2021): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i01.210

This research highlighted the application of gallery walk to enhance students’ achievement in writing a recount text. The goal of this research are to assess whether or not the use of gallery walk could foster the students’ writing score and to find the significant difference in students’ recount text writing achievement between those who were taught by using gallery walk and that of those who were not. This research used a quasi-experimental research design with no random sampling. The samples were taken by using purposive sampling, consisting of 37 students for the experimental and control groups. The data were collected by using a written test and administered before and after the treatment. To verify the hypotheses, the data were analyzed using paired sample t-test and independent sample-test and the calculation was done using SPSS program. The result showed that the promotion of gallery walk could foster students’ achievement in writing a recount text and there was a significant difference between posttest results of both groups.

A correlational study on tertiary students’ reading habits and their critical reading skills Iqbal Risca; Rahma Dianti
Language and Education Journal Vol 6 No 2 (2021): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v6i02.280

Reading habit influences students’ achievement of reading comprehension. It is assumed that if people have good reading habit, they will have good comprehension toward reading texts. The study was highlighted to examine the association between English education department students’ reading habits and their critical reading skills. This study was conducted using a correlational research design. The population of this study consisted of 112 undegraduate students of English Education department of Tridinanti University in the academic year 2017/2018. There were 37 students participating as the sample of the study chosen by using purposive sampling. In collecting the data, a questionnaire of reading habit and a critical reading test were distributed. A correlational analysis using Pearson Product Moment was applied to seek the association between the variables measured. Based on the data analysis result, it was found that students’ reading habit was not significantly correlated with students’ critical reading skills.

THE CORRELATION BETWEEN CRITICAL THINKING SKILLS AND CRITICAL READING SKILLS OF THE ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY Rahma Dianti
Edukasi Vol 2 No 1 (2015): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

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Critical thinking skill is one of the most crucial life skills that should be possessed by the students. The objectives of this study were: (1) to find out whether or not there was a significant correlation between student’s critical thinking and critical reading skills, (2) to know the student’s level of their critical thinking skills, (3) to know the student’s level of critical reading skills, (4) to find out the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills, (5) to seek the mean difference of student’s critical thinking skills based on their gender, and (6) to seek the mean differences of student’s critical reading skills based on their gender. This research was conducted using correlational research design. In collecting the data, there were two tests administered in this study, those were CAAP for Critical Thinking Test and the SAT for Critical Reading skills. The population of this study consisted of 170 undergraduate students of English Education Study Program of Sriwijaya University in Bukit Besar campus in the academic year 2011/2012. 114 out of 170 undergraduate students became the samples of this study who were chosen using proportionate stratified random sampling technique based on the student’s gender. Based on the data collected and the analyses applied in this study, the findings revealed that (1) the student’s level of critical thinking skill was in the level of analysis, (2) the students were categorized as poor in critical reading skills, (3) there was a significant and positive correlation between student’s critical thinking and critical reading skills with r-value 0.713, (4) only two out of three aspects of critical thinking –analysis and evaluation- that contributed the influence toward each aspect of critical reading skills, (5) there was no mean difference between male and female students toward their critical thinking skills, and (6) there was no mean difference between male and female students toward their critical reading skills.

THE LINK BETWEEN VLS AND READING COMPREHENSION Darmawan Budiyanto; Gaya Tridinanti; Rahma Dianti; Muhammad Rasyid Ridho
Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v10i2.2530

The purpose of this study was to determine the correlation between vocabulary learning strategies and reading comprehension, as well as the extent to which vocabulary learning strategies contributed to students' reading comprehension. The correlational research design was used for this study. The sample of 68 students was chosen using the purposive sample technique. The questionnaire on vocabulary learning strategies and the reading comprehension test were used to collect data and Pearson Product Moment and regression analysis were used to analyze the obtained data. The study found that students' vocabulary learning strategies questionnaire and reading comprehension test scores were in the average range. First, with a p-value 0.003 less than the alpha value of 0.05, there was a significant correlation between vocabulary learning strategies and reading comprehension of tenth-grade students at SMA N 10 Palembang. The R-value of.358 indicates that Ha was accepted and Ho (null hypothesis) was automatically rejected. A low correlation was discovered between vocabulary learning strategies and reading comprehension of SMA N 10 Palembang tenth-grade students. Second, the regression value revealed 0.128 influences of vocabulary learning strategy and reading comprehension, implying that the contribution and interaction effect of vocabulary learning strategy and reading comprehension was 12.8%.

STUDENTS’ PERCEPTION OF CAKE APPLICATION FOR STUDENTS’ SPEAKING SKILLS Audrin Bianca Mareta; Yuyun Hendrety; Rahma Dianti
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.v6i1.1158

A great use of information and communication technology (ICT) has recently affected language pedagogy. ICT usage shifts how English is taught and learned. Many people nowadays use mobile apps as a solution for language learning. One of the smartphone applications that students have been using lately is the Cake application. This study investigates students' perceptions and benefits of using the Cake application in English learning at Sandika Sukajadi High School, Banyuasin. A quantitative method featuring a survey design was employed as the research framework. 104 students, who were selected using a total sampling technique, participated as the sample in this study. A closed-ended questionnaire, distributed using Google Forms, was used to collect the data, which was then analyzed using percentage analysis. The findings revealed that most students perceived positively of using the Cake app for learning spoken English. This study found that (1) the Cake app is a helpful, user-friendly, and interesting tool for students in the English learning process, and (2) the Cake app has many benefits for students in improving their English speaking skills. With its flexibility, it enables students to manage their self-paced learning. Students can have a greater chance to improve their speaking skills using the Cake application.

THE EFFECT OF THE THREE-STEP INTERVIEW TECHNIQUE ON ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS Aldi; Yuyun Hendrety; Rahma Dianti
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.v6i2.1593

Enhancing students' speaking skills remains a major obstacle in English instruction, especially in secondary schools with vocational programs where effective communication is crucial. This study investigated whether eleventh-grade students at SMK PGRI 2 Palembang might improve their speaking proficiency by using the three-step interview technique. A quantitative method with a quasi-experimental design was employed, involving 42 students selected through purposive sampling, with 22 assigned to the experimental group and 20 to the control group. Data were collected through a speaking test. The obtained data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test, since the data were not normally distributed. The Wilcoxon Signed-Rank test revealed a significant improvement in speaking achievement within the experimental group (Asymp. Sig. = 0.000 < 0.05), indicating that the three-step interview technique effectively fostered students’ speaking achievement. However, the Mann-Whitney U test showed no significant difference between the experimental and control groups (Asymp. Sig. = 0.192 > 0.05), suggesting that the technique did not outperform traditional methods in this sample. These findings imply that while the three-step interview technique can be a useful classroom strategy to support speaking development, further research with larger samples and diverse contexts is recommended to evaluate its comparative effectiveness.

Profiling Pre-Service Teachers’ Digital Literacy Levels: A Survey Research Oni Setiawan Peranginangin; Rahma Dianti; Heru Setiawan
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.v7i1.1894

The increasing use of digital technology in higher education has made digital literacy an essential skill, especially for students who are preparing to become teachers. This study aims to profile the level and the dimensions of digital literacy among pre-service teacher students of the Faculty of Teacher Training and Education at Tridinanti University. This research used a quantitative method with a cross-sectional survey design, involving 144 pre-service teacher students selected through total sampling. Data were collected using a Digital Literacy Scale (DLS), consisting of nine dimensions of digital literacy originally proposed by Chen (2015) and operationalized in the digital literacy scale developed by Amin et al. (2021). The obtained data were analyzed using mean score and percentage analysis. The results show that, in general, students already have a good level of digital literacy. The results of the percentage analysis showed that they tend to perform well in areas such as citizenship (ethical awareness), creativity, and collaboration in digital environments. However, some aspects, particularly those related to managing information and maintaining digital connections, are still not as strong. These findings indicate that although students are quite ready to participate in technology-based learning, there is still a need to improve their ability to critically evaluate and manage information. Overall, this study highlights the importance of strengthening digital literacy as part of teacher education programs.

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