Garuda - Garba Rujukan Digital

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

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.

Innovating Listening Pedagogy through English Story with Audio Application in EFL Contexts Jamilul Insan; Heru Setiawan; Rio Ahmad Wildan
Journal of English Education Vol. 4 No. 1 (2026): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v4i2.1228

English Story with Audio is a downloadable and playable audio-based learning application featuring recordings by native speakers. This application is used by teachers to improve students’ listening comprehension. The purpose of this study was to determine: (1) whether or not there was a significant improvement of the ninth graders' listening achievement at MTs Negeri 1 Palembang using English Story with Audio Application, and (2) whether or not there was a significant difference on listening achievement between the ninth graders of MTs Negeri 1 Palembang who were taught using English Story with Audio Application and those who were not. This study used a quasi-experimental design involving 60 students, divided equally into experimental and control groups. Listening tests were given before and after the treatment. Data were analyzed using paired and independent sample t-tests through SPSS. The results showed significant improvement. In the experimental group, 43.3% of students achieved an “Excellent” level, while only 20% in the control group reached the average level. The application proved effective, interactive, and a modern alternative for teaching listening skills at the junior high school level

The Relationship between the Use of Social Media as an English Learning Media and Students' Learning Motivation of the Eleventh Graders Khatami Abror; Heru Setiawan
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.v5i1.343

This research explores the impact of social media on learning motivation among eleventh-grade students at SMA PUSRI Palembang. The data was taken by involving 84 students as samples. The data was using a Social Media Questionnaire and Students’ Learning Motivation. By comparing the characteristics of social media questionnaire responses and students' learning motivation, the study aimed to determine the relationship between social media usage and learning motivation. Correlation analysis revealed a robust positive association between students' learning motivation and their use of social media for English learning. The correlation coefficient (r-value) of 0.925 exceeded the critical threshold (r_table) of 0.212, signifying statistical significance. It indicates a substantial link between social media as an English learning tool (X) and students' learning motivation (Y). Furthermore, the regression analysis demonstrated the significant impact of social media on students' motivation to learn. The significance level (alpha) was less than 0.05, and the t-value of 22.016 exceeded the required t-table value of 1.663. In summary, social media has significantly enhanced students' motivation to learn English at SMA PUSRI Palembang.

IMPROVING ELEVENTH GRADERS' SPEAKING ACHIEVEMENT THROUGH THE GOGOMO STRATEGY Asmiranda; Heru Setiawan
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.v6i1.1300

GOGOMO is a collaborative approach that enables students to engage and practice speaking with each other. This approach allows students to express their thoughts. This research sought to: (1) determine if there was a notable enhancement in the speaking skills of the eleventh-grade students at SMA Negeri 10 Palembang through the GOGOMO strategy, and (2) assess if there was a significant disparity in speaking skills between the eleventh-grade students at SMA Negeri 10 Palembang who learned with the GOGOMO strategy and those who did not. This research employed a quasi-experimental design involving 70 students, who were chosen through purposive sampling. The data were gathered through a speaking assessment. To confirm the hypotheses, the collected data were examined with the Paired Sample T-Test and Independent Sample T-Test. The findings showed that the GOGOMO strategy significantly enhanced the speaking proficiency of eleventh-grade students at SMA Negeri 10 Palembang. Moreover, a notable difference existed in the speaking achievements of the eleventh-grade students at SMA Negeri 10 Palembang between those instructed with the GOGOMO strategy and those who received no such instruction. The experimental group surpassed the control group in terms of speaking performance. The GOGOMO strategy may have created an environment for students to engage with their peers and enhance their speaking skills. When used for a speaking class, GOGOMO needs to be modified or supplemented, even though it might work well for some activities. Alternative approaches that improve engagement while preserving comprehension accuracy should be investigated in future studies.

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

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.

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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