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All Journal Didascein (Journal of English Education) DIDASCEIN （Journal of English Education）
Jenny Elvinna Manurung
Tridinanti University
Education Languange, Linguistic, Communication & Media Social Sciences

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IMPROVING STUDENTS' VOCABULARY MASTERY BY USING WORD SQUARE TECHNIQUE TO STUDENTS OF SMP METHODIST 1 PALEMBANG Jenny Elvinna Manurung; Heru Setiawan; Febby Gresia Sianturi
Didascein : Journal of English Education Vol.2 No.2 September 2021
Publisher : Universitas Tridinanti Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36767/d.v2i2.837

Abstract

The objective of this study to find out whether or not there was any significant difference on vocabulary mastery between students who were taught by using Word Square technique and those who were not. This study used quasi experimental. The population of this study was the eighth grade students of SMP Methodist 1 Palembang. The researchers used purposive sampling. There were 43 students as the sample. Each class consisted of students from VIII.A and 22 students from VIII.B. The researcher used paired sample t-test to compare the pretest and posttest result in experimental and control group. The result revealed that the significance (2-tailed) was 0.000, which is lower than alpha value 0.05, then t- obtained value = 5.340 was higher than t-table 2.086. In conclusion, the use of Word Square technique was effective to improve students' vocabulary mastery at the eighth grade students of SMP Methodist 1 Palembang. The data was analyzed by using independent sample t-test. The result showed that t-obtained 3.121 was higher than t-table 2.020 with degree of freedom (df=41) and the significant 2-tailed was 0.003. Therefore, there was a significant difference on vocabulary mastery between the students who were taught by using Word Square technique and those who were not.Keywords: Word Square Technique, Vocabulary Mastery
STUDENTS' PERCEPTION IN USING ZOOM APPLICATION DURING ONLINE LEARNING IN FKIP AT TRIDINANTI UNIVERSITY PALEMBANG Fia Sisi Abriati; Yunani Atmanegara; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol.3 No.1 March 2022
Publisher : Universitas Tridinanti Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36767/d.v3i1.921

Abstract

The widespread use of the internet brings impact to education and provides the solution for many educational institutions to conduct online learning during Covid-19 pandemic.This study aimed to determine students’ perception in using Zoom application during online learning in Faculty of Teacher Training and Education at Tridinanti University Palembang. Descriptive quantitative survey method was carried out. This study involved 104 students who experienced online learning by using Zoom Application. For collecting the data, questionnaire was used and distributed online to the students. Most students perceived positively toward the use of Zoom application during online learning. The results of this study showed that: (1) Using Zoom application during online learning gave students new learning experience and benefits, (2) Zoom application offers some features that can be easily operated by the users, (3) Zoom application became online learning platform preference, (4)  Using Zoom application could improve students ICT skill, (5) The use of Zoom application during online learning would be continuously used by students, and (6) Students did not find serious problem to participate in online learning using Zoom application. In brief, Zoom Application is an effective educational technology tool for online learning.Keywords:perception, online learning, Zoom application
The The Correlation between Vocabulary Learning Strategies and Reading Comprehension Aan Julistri; Gaya Tridinanti; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.488

Abstract

This study aimed to find out the correlation between vocabulary learning strategies and reading comprehension and to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. This study used a correlational research design. The sample was selected by using a purposive sample technique, consisting of 68 students.  The result of the study showed that the level of students’ vocabulary learning strategies questionnaire and reading comprehension test was in the average category. The data obtained were analyzed by using Pearson Product Moment and Regression Analysis. Pearson Product Moment was aimed to find out the correlation between vocabulary learning strategies and reading comprehension and  Regression Analysis was used to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. Based on the result of data analysis, it was revealed that there was a significant correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang since the p-value (0.003) was lower than the alpha value 0.05. The r-value (0.358) was higher than the r-table (0.2012). It showed that there was a low correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang. Moreover, vocabulary learning strategy contributed as much as 12.8%. It could be concluded that the contribution was in the deficient category.
Prospective Teachers' Learning Strategies in Learning English Laila Amalia; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.836

Abstract

  Language learning strategies are specific actions, processes, acts, or methods that students frequently use to improve their language proficiency. Learning strategies are crucial for language learners since they facilitate the learners in processing language learning and acquisition. This current research highlights the investigation of prospective teachers’ preferences on learning strategies they mostly adopt when learning English. This research used a cross-sectional survey design. The sample was 147 prospective teachers, selected by using total sampling. The data was obtained using a Strategy Inventory of Language Learning (SILL) questionnaire, version 7.0., adopted from Oxford (1990) which consisted of 50 items measuring 6 learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The students used a Likert scale of 5 ratings to respond to each item of the questionnaire describing their preferences and experience in learning English. The obtained data were analyzed descriptively by measuring and comparing the mean score range to identify which learning strategy was mostly employed by the students in English language learning. The research findings showed that the mean score of metacognitive strategy was 3.625. It was higher than other learning strategies. It indicated that the prospective teachers mostly adopted the metacognitive as their learning strategy in learning English.
Co-Authors Aan Julistri Febby Gresia Sianturi Fia Sisi Abriati Gaya Tridinanti Laila Amalia Setiawan, Heru Yunani Atmanegara