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Awareness on Elementary Schools English Handbook: Teaching Material Appropriateness Survey Research Yuyun Hendrety; Farnia Sari; Amalia Hasanah; Yunani Atmanegara
Ta'dib: Jurnal Pendidikan Islam Vol 26 No 2 (2021): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v26i2.10265

This study aims to investigate teachers’ and students’ awareness on elementary schools students’ English handbook in terms of the students’ need and interest. It was a survey research involving 5 teachers of English and also 120 fifth grade students at Madrasah Ibtidaiyah Negeri II Palembang. A likert scale questionnaire was distributed as the instrument which was validated and tried out to determine the rigor of the instrument. The data was analyzed by using descriptive analysis. The finding revealed that dealing with elementary schools students English handbook, the teachers tended to disagree that that it was designed based on childrens’ need and interest at the aspect of teaching material, but they agreed that the English handbook fulfilled students’ need and interest in terms of teaching and learning process. Then, students tended to agree that their English handbook fulfil their need and interest. Teachers tended to agree that they need to do some adaptation when using the handbook. Dealing with expectation, teachers tended to strongly disagree that there should be both evaluation and improvement given by the government related to the use of the elementary schools students’ English handbook. In contrast, children tended to agree that government should evaluate and improve the use of elementary schools students English handbook.

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 : 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.v6i1.1158

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.

Collaborative Writing with Padlet: : A Strategy for Improving Writing Skill in Senior High School Tarisa Andela Putri; Yuyun Hendrety; Gaya Tridinanti
Didascein : Journal of English Education Vol 7 No 1 (2026): 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.v7i1.1465

Collaborative writing is a method where students work in pairs or small groups to generate ideas, provide feedback to one another, and construct written texts together. The purposes of this research were (1) to find out whether or not it was effective to improve students’ writing skill achievement through collaborative writing using Padlet, and (2) to find out whether or not there was any significant difference in students’ writing skill achievement between students who were taught through collaborative writing using Padlet and those who were not. A quasi-experimental design was applied in this research. The population involved all tenth-grade students of SMA Negeri 11 Palembang during the 2024/2025 academic year. A total of 70 students were selected as the sample of this study using a purposive sampling technique and assigned to experimental and control groups. Writing tests were administered to collect the data. The obtained data were analyzed using a paired sample t-test and an independent sample t-test. The results of the paired sample t-test showed that collaborative writing using Padlet was effective in improving students' writing skills. The independent sample t-test showed that there was a significant difference in writing skills between students who were taught collaborative writing using Padlet and those who were not. The results indicated that it was effective to improve students’ writing skill achievement through collaborative writing using Padlet. There was also a significant difference in students’ writing skills between students who were taught through collaborative writing using Padlet and those who were not.

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 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.v6i2.1593

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.

THE EFFECT OF CLAIM-EVIDENCE-REASONING (CER) ON STUDENTS’ WRITING SKILLS Dio Anindio; Yuyun Hendrety
Didascein : Journal of English Education Vol 7 No 2 (2026): 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.v7i2.1748

CER is used to guide students in constructing well-organized writing by presenting a claim, providing supporting evidence, and explaining the logical reasoning that links the evidence to the claim. The purposes of the research were (1) to find out whether or not there was any significant improvement in the eleventh graders’ writing skill achievement by using the CER technique and (2) to find out whether or not there was any significant difference in the eleventh graders’ writing skill achievement between students who were taught using CER and those who were not. This study used a quasi-experimental pretest–posttest non-equivalent group design. The samples were selected through purposive sampling, involving 34 students in the experimental group and 33 students in the control group. Data were collected using writing tests. The data were analyzed using a paired-samples t-test and an independent-samples t-test. The results of the paired-samples t-test showed that the obtained t-value (15.354) was higher than the t-table value (2.0322), indicating a significant improvement in students’ writing skill achievement. The independent-samples t-test revealed that the obtained t-value (5.826) was higher than the t-table value (1.995), indicating a significant difference between the two groups. It could be concluded that the implementation of the CER technique was effective in enhancing students’ writing skill achievement. Other findings revealed that there was a significant difference in students’ writing skills between students who were taught using the CER technique and those who were not.

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

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.

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