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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal Didascein Bahasa IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Community Journal Journal of English Education and Teaching (JEET) Jurnal Ilmiah Bina Edukasi ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Journal International Inspire Education Technology (JIIET) Global Expert: Jurnal Bahasa dan Sastra Jurnal Ilmiah Ilmu Terapan Universitas Jambi PPSDP International Journal of Education Journal of English Education International Journal of Education Research and Development
Budiyanto, Darmawan
UNIVERSITAS TRIDINANTI PALEMBANG
Religion Computer Science & IT Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students' Computer Literacy Skill, Motivation, and Reading Comprehension in Eleventh Grade Budiyanto, Darmawan; Tridinanti, Gaya; Ridho, M.Rasyid
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.81711

Abstract

Computer literacy, defined as the ability to effectively use computers and related technologies, is increasingly important in modern education. This study aims to analyze the relationships between computer literacy, student motivation, and reading comprehension among eleventh-grade students. A correlational research design was used, involving 300 students selected through stratified random sampling. Data collection was based on the International Computer and Information Literacy Study (ICILS) for assessing computer literacy, the Academic Motivation Scale (AMS) for measuring motivation, and the Gates-MacGinitie Reading Tests (GMRT) for evaluating reading comprehension. Statistical analyses, including Pearson correlation and multiple regression, were performed using SPSS software. Results showed significant positive correlations among computer literacy, motivation (both intrinsic and extrinsic), and reading comprehension. Computer literacy had a strong correlation with reading comprehension (r = 0.60, p < 0.01). Intrinsic motivation (r = 0.62, p < 0.01) and extrinsic motivation (r = 0.48, p < 0.01) also positively correlated with reading comprehension. Multiple regression analysis indicated that computer literacy (β = 0.42, p < 0.001) and intrinsic motivation (β = 0.38, p < 0.001) were significant predictors of reading comprehension, with extrinsic motivation contributing as well (β = 0.22, p < 0.01). The novelty of this research lies in its integrated examination of computer literacy, motivation, and reading comprehension. The findings underscore the importance of these factors in enhancing academic achievement.
The Exploration of Tik-Tok App to Teaching Speaking at the Eleventh Grade Students Saputri, Kurnia; Marliasari, Sherly; Budiyanto, Darmawan
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i2.11536

Abstract

Digital platforms have become increasingly integrated into educational practices in recent years in order to improve learning outcomes. TikTok, a popular social media app, offers unique opportunities for language learning, particularly in developing speaking skills. This study investigates the effectiveness of using TikTok as a tool for teaching speaking to eleventh-grade students at SMA N 2 Palembang. Objective: The primary aim of this research is to explore the impact of TikTok on students' speaking skills, engagement, and motivation in the learning process. The study also examines the potential challenges and benefits of integrating TikTok into language teaching. A mixed-methods approach was employed, combining quantitative and qualitative data. The sample comprised 250 eleventh-grade students who participated in a pre- and post-intervention speaking test. Additionally, a questionnaire was administered to gather data on student engagement and motivation. In-depth interviews with 10 students provided qualitative insights into their experiences. Quantitative data were analysed using paired t-tests and ANOVA, while qualitative data were subjected to thematic analysis. The quantitative analysis revealed a significant improvement in students' speaking test scores from pre-test (M = 65.3, SD = 10.4) to post-test (M = 75.8, SD = 8.7), with a mean difference of 10.5 points (t(249) = 18.63, p < 0.001). The questionnaire results indicated high levels of engagement (M = 4.5, SD = 0.6) and motivation (M = 4.6, SD = 0.5). Qualitative findings highlighted increased student confidence, practical application of speaking skills, and the supportive role of peer feedback. However, challenges such as technical difficulties and potential distractions were noted. The integration of TikTok into language teaching significantly improves students' speaking skills and engagement. While challenges exist, they can be mitigated with careful planning and support. This research contributes to the growing body of literature on digital and social media integration in education, offering a novel approach to enhancing speaking proficiency in EFL learners.
The Relationship Impacting Coping Strategies, Anxiety, and Learning Stress in Eleventh-Grade English Students Herman, Marliah Ananda; Budiyanto, Darmawan; Setiawan, Heru; Ridho, M.Rasyid
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.188

Abstract

The purpose of this research to coping method and anxiety has any kind of meaningful relationship, there was a connection between them that was meaningful coping strategy and anxiety of English is being taught to students in the eleventh grade at SMA Negeri 2 Palembang., there was any significant correlation between coping strategy and learning stress of the eleventh graders is in learning English at SMA Negeri 2 Palembang, how much did coping strategy contribute toward anxiety of the eleventh graders is in learning English, how much did coping strategy contribute towards anxiety and learning stress in students eleventh graders of learning English. This researched used experimental study with correlational approach, In order to collect data for this research, the writer used cluster sampling to select 420 students from the population of the study in the eleventh grade at SMA Negeri 2 Palembang. Questionnaire and analyzing the data used correlation study and spearman correlation. The result of this study was to found out the regression analysis and got score of 0,562. It can be concluded that there was correlation between students' coping strategy and anxiety. The result that the correlation using Shapiro-Wilk test for Anxiety 0,000, and the significance coefficient (Sig -2tailed) of Shapiro-Wilk for learning stress 0,000 and it’s lower than 0,05.It means that the normality of data was rejected because the data used Spearman correlation.
Picture Series Strategy and Motivation in Eleventh Grade Speaking Achievement: An Experimental Research Design Syaputra, Tomi; Budiyanto, Darmawan; Tridinanti, Gaya; Ridho, M. Rasyid
Journal of English Education Vol. 1 No. 2 (2023): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v1i2.189

Abstract

Despite the fact that speaking proficiency is essential for learning a foreign language, the majority of students struggle with it. This research set intended to discover: (1) whether or not students who trained to use the picture sequence approach and those who studied the presenting strategy had significantly different speaking abilities, (2) whether or not there was motivated and uninspired students perform significantly differently in speaking tasks, (3) whether or not there was the interact of picture series and motivation on speaking achievement. There were 60 students as sample and used purposive sampling, quantitative with factorial design approach, the information was gathered utilizing a speaking test and a questionnaire, paired sample t-test, independent sample t-test, and two-way ANOVA. Results, there is a big gap in speaking ability. It was proved by the result of paired t-test with t obtained (-13.950) was lower than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. Also, it was proved by the result of independent sample t-test with t obtained (4,516) was higher than t- table (1.697) and the significant value (0.000) was lower than a (0.05). It indicated that students' speaking achievement was improved. In addition, the result of two-way ANOVA showed that A significant value was obtained of 0.003 < 0.05, that there was a difference between experimental group and the control group's speaking proficiency among students was motivated and uninspired. A significant value was obtained of 0.010 <0.05, Consequently, it could be said that there was a difference in speaking achievement between students who were motivated and those who weren't. A significant value of 0.355 > 0.05 was obtained, so it could be concluded there was no interact between learning methods and student motivation towards speaking achievement.   
The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students Ariyani, Hastin Yoka; Budiyanto, Darmawan; Manurung, Jenny Elvinna
Journal of English Education Vol. 2 No. 1 (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.v2i1.448

Abstract

Reading requires the ability to detect and evaluate words inside sentences, as well as extract underlying information. This research focused on finding out whether or not there was any significant correlation among cognitive style inventory, reading habit and reading achievement of undergraduate EFL students at Tridinanti University. This study used quantitative design with correlational approach and involved 65 students as the sample through total sampling. The data were collected by using cognitive style inventory questionnaire, a reading habit questionnaire, and a reading achievement test. The data were analyzed by using Rank-Spearmen to investigate the correlation among cognitive style inventory, reading habits and reading achievement. After analyzing and calculating the data, it was found that there was significant correlation among cognitive style inventory, reading habits and reading achievement of undergraduate EFL students at Tridinanti University, since the p-value (0,301) was higher than r-table (0,244). It means that, Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The degree of correlation coefficients was weak category.
Raising an Awareness of World Englishes in ELT Classroom through Listening Journal Budiyanto, Darmawan; Tridinanti, Gaya; Sari, Farnia
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.303-321

Abstract

The use of listening journals is a useful pedagogy tool that will be applied in the classroom activities. Listening journal is a tool to promote the varieties of English of speakers from any cultural background. The aims of the study (1) to extend awareness of English varieties in the ELT class, (2) To extend listening journals reflected awareness of existing English varieties in ELT, (3) to describe students’ attitudes towards English varieties. The methodology is a qualitative research method. The sample of the study is the students of the English Education Study Program located in Palembang South Sumatera, Indonesia. The total sample are students of the English Education Study Program located in Palembang South Sumatera, Indonesia. The researchers use intake sampling techniques to select the sample. All the participants will be used as a sample. The interview and reflection will be measured to answer the problems of the study. Thematic analysis will be used to analyze the data.
Exploration of Using the PADLET App in Teaching Writing at State Senior High Schools Budiyanto, Darmawan; Tridinanti, Gaya; Ridho, M.Rasyid
International Journal of Education Research and Development Vol. 5 No. 1 (2025): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v5i1.72

Abstract

This study investigates how Palembang senior high school students may improve their writing abilities by using the PADLET software. The research combines quantitative and qualitative analysis using a mixed-methods methodology. A quasi-experimental method is used for the quantitative component, using purposive sampling with 120 students from four different schools split into experimental and control groups. While the control groups used conventional techniques, the experimental groups used PADLET for writing exercises. Writing performance gains were measured using pre- and post-tests. Qualitative data were gathered through interviews with eight English teachers to understand their experiences with PADLET in the classroom. Statistical analysis of writing scores showed significant improvements in the experimental groups. Thematic analysis of teacher interviews revealed positive perceptions of PADLET, highlighting its potential to boost collaboration and student engagement. The study concludes that PADLET is an effective tool for teaching writing, offering both educational and practical benefits.
Artificial Intelligence in ELT: Advancing Adaptive and Personalized Language Learning Budiyanto, Darmawan; Tridinanti, Gaya; Saputri, Kurnia; Apriani, Eka; Sartika, Dewi
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16713

Abstract

This study investigates the pedagogical benefits and challenges of integrating Artificial Intelligence (AI) technologies in English Language Teaching (ELT) classrooms. With the rapid advancement of AI, its application in education, particularly in language learning, has generated increasing scholarly and practical interest. A mixed-methods approach was adopted, combining quantitative data from a survey of 120 English teachers in Palembang with qualitative insights from in-depth interviews with 10 teachers. The survey employed a Likert-scale questionnaire to assess the perceived impact of AI, while thematic analysis was applied to the interview data. The findings indicate that 78% of respondents agreed AI supports personalized learning, 82% believed it enhances student engagement, and 75% reported increased student motivation. Nevertheless, 45% of teachers identified technical barriers such as unreliable internet access, and 52% expressed concerns over insufficient teacher training. Qualitative evidence reinforced these perspectives, with teachers highlighting the irreplaceable role of human interaction and warning against excessive reliance on AI tools. Overall, the study suggests that AI can enrich ELT by providing tailored content and real-time feedback, but its effective integration depends on addressing infrastructural limitations and strengthening teacher preparedness. Teachers also emphasized balancing AI with traditional pedagogies to preserve the essential human dimension of language learning. Beyond the classroom, these findings carry broader implications for policy and practice. They highlight the need for systemic reforms in infrastructure, sustained professional development, and stronger alignment between AI tools and curriculum goals. If strategically implemented, AI has the potential not only to enhance ELT practices but also to advance equitable, future-ready education systems.
Promoting Critical Thinking and Public Speaking Skills Through Debates at Tridinanti University Setiawan, Heru; Budiyanto, Darmawan; Jamilul Insan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.4299

Abstract

Critical thinking and public speaking skills are common issues now in Indonesia, but not many high school students have good critical thinking and public speaking skills in English. Therefore, this study was aimed to find out whether or not there was any significant differences in speaking skill between students who were taught by using debate technique and those who were not. There were 16 students of the third semester students involved in this study as the sample. They were divided into two groups, experimental group consisted of 8 students and control group consisted of 8 students. This study used quasi nonequivalent group design. The experimental group were taught by using debate technique meanwhile the control group were taught by using lecturing method. The result showed that the mean score of experimental groups increased from 63.28 in pretest to 73.80 in posttest. Furthermore, the result of independent t-test from experimental and control group shown that the t-obtained was 10.942 and it was higher than t-table 2.0049. It meant that there were any significant differences between experimental and control groups which was caused by debate technique given to the experimental group. It can be concluded that there was any significant difference between students who were taught using debate and students who were not. The results show that using debating activities played a significant role in improving and enhancing the critical thinking ability of high school students. Students’ feedback concerning the use of debating activities are, in general, also quite optimistic. Besides, the research proposes some suggestions for minimizing the drawbacks of using debating activities to enhance the potentiality of this method and make it more interesting, meaningful and effective.
The Social Media Discourse Analysis to improve Students' EFL Critical Thinking in Universitas Tridinanti Budiyanto, Darmawan; Ridho, M. Rasyid
Global Expert: Jurnal Bahasa dan Sastra Vol. 12 No. 1 (2024): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v12i1.4392

Abstract

This study explores the impact of social media discourse analysis on enhancing the critical thinking skills of EFL (English as a Foreign Language) students at Universitas Tridinanti. A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis. The study involved 150 EFL students divided into control and experimental groups. Quantitative data were gathered through pre-test and post-test assessments, analysed using descriptive statistics, inferential statistics (paired and independent sample t-tests), and ANCOVA. Qualitative data were obtained from semi-structured interviews and documentation observation, involving 10 participants from the experimental group. Quantitative findings revealed a significant improvement in the critical thinking skills of students in the experimental group, with mean post-test scores increasing from 60 to 75, compared to a smaller increase in the control group. Qualitative results supported these findings, highlighting increased engagement, motivation, and enhanced critical thinking skills due to the interactive and collaborative nature of social media platforms. This research is novel in its focused application of social media discourse analysis within an EFL context at Universitas Tridinanti, providing context-specific insights and practical implications for similar educational settings. The integration of both quantitative and qualitative methods enriches the understanding of social media's educational impact. The study concludes that social media discourse analysis effectively improves EFL students' critical thinking skills at Universitas Tridinanti. Keywords: social media, discourse analysis, critical thinking, EFL students, mixed-methods
Co-Authors Aprillitzavivayarti Aprillitzavivayarti Ariyani, Hastin Yoka Bujaya, Muhammad DEWI SARTIKA Eka Apriani, Eka Farnia Sari, Farnia Gaya Tridinanti, Gaya Herman, Marliah Ananda Heru Setiawan Hidajati, Enny Jamilul Insan Jenny Elvinna Manurung, Jenny Elvinna Kurnia Saputri, Kurnia Manisah, Manisah Marliasari, Sherly Moh. Rasyid Ridho Nita Ria, Nita Nurhayati Nurhayati Nuzula, Khalidatun Nyayu Lulu Nadya, Nyayu Lulu Ridho, M.Rasyid Shilviany, Sary Sucini, Emelia Syaputra, Tomi