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<![CDATA[IMPROVING SPEAKING SKILL BY USING YOUTUBE ]]>
<![CDATA[Vera Dila]]>;
<![CDATA[Gaya Tridinanti]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.826
<![CDATA[English is an international language used to communicate and interact with other people in the world. It has the widest range of any language spoken today. English is found in many fields for social communication, such as politics, business, science, technology, entertainment even it is the most language used in the internet. It means that English is the global language of spoken communication for many activities. The objective of this study was to find out whether or not there was any significant improvement on speaking skill by using YouTube at SMA Methodist 2 Palembang. This study used pre-experimental method that was used quantitative approach with one group pretest and posttest design. There were 24 students taken as the sample by using purposive sampling technique as an experimental group. The class was X. MIA1. In collecting the data, speaking test was used as the technique. The result of paired sample t-test of speaking skill showed that the value of t-obtained was 10.837 at the significance level 0.000 with degree of freedom was 23. It means that the result of the data showed that there was significant improvement on speaking skill students The students were interested in joining the class and more creative during teaching and learning process.Keywords: YouTube, speaking skill, descriptive text]]>
<![CDATA[THE CORRELATION BETWEEN PAST TENSE MASTERY AND WRITING SKILL IN PERSONAL RECOUNT TEXT ]]>
<![CDATA[Dewi Agustini]]>;
<![CDATA[Yuyun Hendrety]]>;
<![CDATA[Farnia Sari]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.829
<![CDATA[Past tense mastery supports the students’ writing skill in personal recount text. Considering the importance of past tense in the text construction, the investigation concerned on the correlation between past tense mastery and writing skill in personal recount text of the tenth grade students of SMA Arinda Palembang. The objective of this study was to find out whether there was a significant correlation between past tense mastery and writing skill in personal recount text of the tenth-grade students of SMA Arinda Palembang. The sample of this study was 62 students taken from X1 and X2 of SMA Arinda Palembang by using purposive sampling technique. The method used in this study was a quantitative method with a correlational research. The data collected were writing test and past tense mastery test. The result of this study showed that there was no a significant correlation between students’ past tense mastery and writing skill in personal recount text in low category. It was proved by correlation coefficient between students’ past tense mastery and writing skill was 0.633 (rxy ) at the significance level 0.062 was higher than 0.05. On the basis of the finding, the writers concluded that there is no a significant correlation between students’ past tense mastery and writing skill. It means that when students have minimum level of past tense mastery, it did not mean that they also get poor achievement in writing.Past tense mastery supports the students’ writing skill in personal recount text. Considering the importance of past tense in the text construction, the investigation concerned on the correlation between past tense mastery and writing skill in personal recount text of the tenth grade students of SMA Arinda Palembang. The objective of this study was to find out whether there was a significant correlation between past tense mastery and writing skill in personal recount text of the tenth-grade students of SMA Arinda Palembang. The sample of this study was 62 students taken from X1 and X2 of SMA Arinda Palembang by using purposive sampling technique. The method used in this study was a quantitative method with a correlational research. The data collected were writing test and past tense mastery test. The result of this study showed that there was no a significant correlation between students’ past tense mastery and writing skill in personal recount text in low category. It was proved by correlation coefficient between students’ past tense mastery and writing skill was 0.633 (rxy ) at the significance level 0.062 was higher than 0.05. On the basis of the finding, the writers concluded that there is no a significant correlation between students’ past tense mastery and writing skill. It means that when students have minimum level of past tense mastery, it did not mean that they also get poor achievement in writing.Keywords: past tense, writing skill, personal recount text]]>
<![CDATA[EXPLORING THE INFLUENCE OF SELF-EFFICACY TO UNDERGRADUATE STUDENTS' VOCABULARY MASTERY ]]>
<![CDATA[Indri Gisella]]>;
<![CDATA[M Mulyadi]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.821
<![CDATA[Self-efficacy has become one of the important factor in learning, especially learning language, self-efficacy has brought essential effect to learners themselves that could influence the outcome of study development well. Vocabulary carries essential role in mastering a language, so therefore, it is important to find out the influence between both self-efficacy and vocabulary mastery. The objective of this research was to find out the influence of self-efficacy to undergraduate students' vocabulary mastery. The correlation research design was applied in this research. The population of this research was 54 seventh semester students of English education study program at University of PGRI Palembang in academic year 2020/2021. As the sample of the research, 24 seventh semester students of PGRI University of Palembang were selected through purposive sampling, the judgment of selecting the sample was consideration of students’ vocabulary score and the discussion between researcher and the lecturer. The data were collected by using questionnaire and test, they are self-efficacy questionnaire and vocabulary test. The result of the test and questionnaire were analyzed by using simple linear regression analysis. The result analysis showed that the Sig value of simple linear regression was 0.01 which is lower than α 0.05. Based on the regression analysis result, there was a significant influence of self-efficacy to undergraduate students' vocabulary mastery at University of PGRI Palembang. Keywords: self-efficacy, vocabulary mastery]]>
<![CDATA[THE INFLUENCE OF ENGLISH READING ATTITUDE ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Peni Septianingsi]]>;
<![CDATA[Yunani Atmanegara]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.838
<![CDATA[Attitude in reading the English texts drives students to have enjoyable or unpleasing reading practice and affects the final result. This study intended to look for the influence of English reading attitude along with its aspects on students' reading comprehension. It also attempted to figure out which aspect of reading attitude contributed to reading comprehension. This study was conducted using correlation method. The population was the tenth grade students of an Islamic Senior High School in Palembang. The total sample participated was118 students selected by using cluster random technique. The data collection technique used reading attitude questionnaire and reading comprehension test. After analyzing the data using correlation and regression analysis, it was found that there was a significant correlation between reading attitude and reading comprehension. Though the correlation was in low category, reading attitude gave contribution to reading comprehension. For the aspects of reading attitude, cognitive attitude, negative affect, and self-assessment significantly correlated to reading comprehension. However, only negative affect showed its contribution. It indicates that English reading attitude influenced reading comprehension in positive way but only in small portion. Students could recognize the importance of reading English text for their language improvement and future success. However, poor reading comprehension skill obstructed them to have more practice in reading. The negative feelings about reading materials block students to achieve comprehension on the subject matter.Keywords: reading attitude, reading comprehension]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS' LANGUAGE LEARNING STRATEGY AND READING COMPREHENSION ]]>
<![CDATA[Putri Wulandari]]>;
<![CDATA[Fitri Novia]]>;
<![CDATA[Kiki Rizki Amelia]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.822
<![CDATA[The objective of the study was to find out whether or not there was a significant correlation between the eighth-grade students' language learning strategy and their reading comprehension at SMPN 3 Kayuagung. The population of the study was all the eighth-grade students of SMPN 3 Kayuagung. The total number of the populations was 189 students. The sample of the study was 100 students taken by using purposive sampling. To conduct this study, correlation research design was used. To collect the data, the questionnaire and reading test were used. Before giving the test to the samples, the test was tried out to non-sample students at SMPN 3 Kayuagung in order to know whether or not test was reliable and valid for samples or not. In order to analyze the data, the correlation analysis applied was Pearson Product Moment. Based on the result, it was found that the Correlation Coefficient or r-obtained (0.075), it was lower than r-table (0.195), at p-value: 0.461>0.05. The finding showed that there was no significant correlation between students' language learning strategy and their reading comprehension. The students did not apply language learning strategy in reading comprehension so that they got trouble in understanding a reading passage. Keywords: language learning strategy, reading comprehension]]>
<![CDATA[IMPROVING STUDENTS' VOCABULARY MASTERY BY USING WORD SQUARE TECHNIQUE TO STUDENTS OF SMP METHODIST 1 PALEMBANG ]]>
<![CDATA[Jenny Elvinna Manurung]]>;
<![CDATA[Heru Setiawan]]>;
<![CDATA[Febby Gresia Sianturi]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.837
<![CDATA[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]]>
<![CDATA[CORRECTIVE FEEDBACK AND THE DEVELOPMENT IN WRITING A PARAGRAPH AT THE SECOND SEMESTER STUDENTS OF MUHAMMADIYAH KOTABUMI UNIVERSITY ]]>
<![CDATA[Rulik Setiani]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.823
<![CDATA[Corrective feedback is the most common ways of written feedback that usually used by lecturer to correct the mistakes of the students' writing and improve students' language accuracy in their writing tasks. Giving correction can be done by orally or written. It will inform about the errors of thestudents' writing especially a paragraph by Direct or Indirecrt corrective feedback. Furthermore, it also can encourage the students to improve their writing paragraph. The aims of the research are to investigate the types of corrective feedback that the lecturer provided in students' writing a paragraph, to investigate the students' development in writing a paragraph after receiving corrective feedback, and to investigate the dominant of corrective feedback that the lecturer provided in students' writing. This research employed qualitative research that examined 10 students in second semester of Muhammadiyah Kotabumi University. The instrument used was students' writing a paragraph. The result of this research showed that lecturer used both direct and indirect corrective feedbacks. It found that direct corrective feedback is more dominant than indirect corrective feedback. Moreover, it was also found that there were some improvements in their second written text after corrective feedback was given. In addition, giving some corrective feedbacks on students' writing paragraph could develop students' writing ability and motivate them revise and do better in their writing. Keywords: corrective feedback, direct and indirect, paragraph writing]]>
<![CDATA[THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 INDRALAYA ]]>
<![CDATA[Nita Ria]]>;
<![CDATA[Novi Perdawati]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.2 September 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i2.825
<![CDATA[Vocabulary mastery is an individual's skill in using words of a language. Reading comprehension is the act of understanding of a text. Reader can understand the meaning, main idea, topic and summary of the text by mastering vocabulary. The objectives of this study were to find out whether or not there was a significant correlation between vocabulary mastery and reading comprehension of the eleventh grade students of SMA Negeri 1 Indralaya and to find out in how much the vocabulary mastery contributes toward reading comprehension of the eleventh grade students. This study used a correlational research design. This study involved 65 students as the sample chosen by using cluster random sampling technique. The data were collected by vocabulary mastery test and reading comprehension test. The techniques for analyzing the data were correlational analysis and regression analysis. The results of study found that there was a significant correlation between vocabulary mastery and reading comprehension of the eleventh-grade students since p-value (0.049) was lower than 0.05. Then, the rvalue was 0.245 that showed as weak or low correlation between vocabulary mastery and reading comprehension of the eleventh grade Students. Vocabulary mastery also gave contribution to reading comprehension as much as 6 %. Keywords: vocabulary mastery, reading comprehension, explanation text]]>
