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Gaya Tridinanti
Universitas Tridinanti
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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

Abstract

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.
The Anatomy of AI-Assisted Scientific Writing: Comparative Insights into Generative, Retrieval, and Language Enhancement Technologies Gaya Tridinanti; Nurul Maskana; Irvan Maulana; Yovanka Faradila
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.v4i1.1126

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed scientific writing practices in higher education by providing innovative support for literature exploration, content generation, paraphrasing, grammar correction, and manuscript refinement. Despite the increasing adoption of AI-powered writing platforms, comprehensive comparative studies examining their strengths, limitations, and educational implications remain limited. Therefore, this study aimed to investigate the roles, capabilities, and challenges of six widely used AI tools Perplexity.ai, Braintext, QuillBot, Claude, Gemini AI, and Grammarly in supporting scientific writing. This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 framework. Relevant studies published between 2019 and 2025 were retrieved from Google Scholar, Scopus, ScienceDirect, SpringerLink, and Taylor & Francis Online. The initial search identified 126 records. After removing duplicate records, 108 studies were screened based on titles and abstracts. Subsequently, 78 full-text articles were assessed for eligibility, and 35 peer-reviewed studies met all inclusion criteria and were included in the final synthesis. The findings revealed four major themes: (1) efficiency and productivity enhancement, (2) improvement of writing quality and linguistic accuracy, (3) ethical and academic integrity concerns, and (4) pedagogical implications for higher education and English education. The review demonstrated that each AI platform offers distinct advantages in supporting scientific writing; however, no single tool comprehensively addresses all writing requirements. Furthermore, challenges related to hallucination, factual accuracy, transparency, and overreliance remain significant concerns. The study concludes that AI should function as a cognitive support tool rather than a substitute for human intellectual engagement.
EDUKASI PEMILAHAN SAMPAH ORGANIK DAN NON ORGANIK PADA MASYARAKAT DI KELURAHAN 22 ILIR PALEMBANG KECAMATAN BUKIT KECIL Gaya Tridinanti; Edi Suryadi; Mukhlas Mukhlas; Sheina Nabila Khomairoh; Sirrila Dewi Selfina; Sinta Nadia Sari; Dini Nugraha
Jurnal Pengabdian Kepada Masyarakat (ABDIMAS) Universitas Baturaja Vol. 5 No. 2 (2025): Jurnal Pengabdian Kepada Masyarakat (ABDIMAS) Universitas Baturaja
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54895/abdimu.v5i2.3182

Abstract

Isu lingkungan menjadi masalah yang tidak dapat dihindari, termasuk di Kelurahan 22 Ilir Palembang Kecamatan Bukit Kecil. Sampah menjadi salah satu tantangan yang dihadapi pemerintah setempat, yang hingga saat ini belum dikelola dengan baik sehingga menimbulkan dampak negatif terhadap lingkungan. Tujuan dari kegiatan ini adalah untuk meningkatkan pemahaman dan keterampilan masyarakat dalam mengelola sampah organik dan anorganik. Metode yang digunakan dalam kegiatan ini melibatkan intervensi fisik melalui pelatihan pengelolaan sampah plastik dengan pendekatan sosialisasi dan diskusi langsung di Masjid Istiqomah, Kelurahan 22 Ilir Palembang Kecamatan Bukit Kecil. Evaluasi dilakukan dengan memberikan penanda berupa stiker pada kotak sampah organik dan anorganik. Hasil dari kegiatan pengabdian ini menunjukkan peningkatan pemahaman masyarakat mengenai perbedaan antara sampah organik dan anorganik setelah pelatihan. Selain itu, dari pelatihan pengelolaan sampah organik dan anorganik, berhasil diproduksi satu karung kompos, serta pupuk kompos dari sampah rumah tangga seperti sisa sayuran dan cangkang telur.
Reading Attitude, Reading Interest, and Reading Achievement among Eleventh-Grade Students Ria Lestari; Gaya Tridinanti; Jenny Elvinna Manurung
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.453

Abstract

The study aimed to determine whether students’ psychological factors, particularly their attitudes and interests toward reading, were significantly related to their academic performance in reading English texts. This study employed a quantitative correlational design. The population consisted of all eleventh-grade students at SMA Negeri 21 Palembang, with a total of 388 students, and a sample of 105 students was selected through cluster random sampling. Data were collected using two questionnaires and a reading test. The collected data were analyzed using Pearson Product-Moment correlation and multiple regression analysis to determine both partial and simultaneous relationships among the variables. The results showed that there was no significant correlation between reading attitude and reading achievement. Provides a concise summary of purpose, methods, results, and conclusions. The key statistics (r = 0.028, r = 0.377, R² = 0.143) are appropriately included. indicating that students with higher reading interest tended to achieve better reading performance. Furthermore, multiple regression analysis revealed a significant simultaneous relationship between reading attitude and reading interest toward reading achievement (r = 0.378, p = 0.000), with a combined contribution of 14.3%. These findings suggest that reading interest plays a more influential role in supporting students’ reading achievement.
THE CORRELATION BETWEEN STUDENTS’ HABIT IN WATCHING ENGLISH MOVIE AND VOCABULARY MASTERY Rizky Azhar Azhar; Gaya Tridinanti
Didascein : Journal of English Education Vol 4 No 1 (2023): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i1.77

Abstract

Watching English movie is to enrich students’ knowledge especially vocabulary. The objectives were to find out whether or not there was a significant correlation between habit in watching English movie and vocabulary mastery of the tenth grade students. It was also found out how much habit in watching English movie contributes toward vocabulary mastery of the tenth grade students at MAN 2 Palembang. This study involved 77 students as the sample chosen by using purposive sampling. The data were collected by using habit in watching English movie questionnaire and vocabulary mastery test. It was found that there was a significant correlation between habit in watching English movie and vocabulary mastery of the tenth grade students at MAN 2 Palembang since the p-value (0.024) was lower than 0.05. It can be stated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Then, the r value was 0.836 that showed high correlation between students’ habit in watching English movie and vocabulary mastery. It is assumed that watching English movie gave contribution to vocabulary mastery as much as 41.9 %. In conclusion, there is a positive correlation between students’ habit in watching English movie and vocabulary mastery.
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 : Program Pendidikan Bahasa Inggris 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
Enhancing Tenth Graders’ Speaking Ability through Quiz-Quiz Trade at SMA PGRI 1 Palembang Muhammad Kamal; Gaya Tridinanti; Jenny Elvinna Manurung
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.v7i1.1449

Abstract

This study focuses on the application of the Quiz-Quiz Trade Technique to assist tenth-grade students in improving their speaking ability. The Quiz-Quiz Trade Technique is a cooperative learning strategy that provides opportunities for students to engage in speaking practice. The objective of this study was to determine the substantial enhancement in speaking abilities by using the Quiz-Quiz Trade Technique among tenth graders at SMA PGRI 1 Palembang, as well as to examine the difference in speaking skills between students taught with this technique and those who were not. This study employed a quasi-experimental design. The population consisted of tenth-grade students at SMA PGRI 1 Palembang during the academic year 2024-2025. Purposive sampling was used to select 70 students, divided into two groups: the experimental group and the control group, each comprising 35 students. Data were gathered through speaking tests conducted twice. The data analysis used a paired-sample t-test and an independent-samples t-test. The paired-sample t-test results indicated a significant improvement in the speaking ability of the tenth graders using the Quiz-Quiz Trade technique. The results of the study showed a significant improvement in students' speaking skills in the experimental group compared to the control group. The independent sample t-test results revealed a significant difference in speaking skills between the students who received instruction using the Quiz-Quiz Trade technique and those who did not.
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 : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1465

Abstract

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.
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
Publisher : Program Pendidikan Bahasa Inggris 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%.
Co-Authors Darmawan Budiyanto Dini Nugraha Edi Suryadi Elsa Kurnia Heru Setiawan Irvan Maulana Jenny Elvinna Manurung Muhammad Kamal Mukhlas Mukhlas Nita Ria Nurul Maskana Reni Oktariani Ria Lestari Rizky Azhar Azhar Sheina Nabila Khomairoh Sinta Nadia Sari Sirrila Dewi Selfina Tarisa Andela Putri Yovanka Faradila Yuyun Hendrety