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<![CDATA[USING DROP EVERYTHING AND READ (DEAR) TECHNIQUE TO IMPROVE READING COMPREHENSION OF DESCRIPTIVE TEXT ]]>
<![CDATA[Repelita Siregar]]>;
<![CDATA[Gaya Tridinanti]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.1 March 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i1.776
<![CDATA[The objective of this study was to find out whether or not there was any significant differences on reading comprehension of descriptive text between the tenth grade students’ of SMA Methodist 4 Talang Kelapa who were taught using DEAR technique and those who were not. A quasi experimental research design was used in this study. There were 70 students taken as the sample who were chosen by using purposive sampling technique, consisting of 35 students as the experimental group and 35 students as the control group. In collecting the data, reading comprehension test of Descriptive text was used. The result of independent sample t-test found that t-obtained 3,531 was higher than t-table 1,995 with the degree of freedom (df=68) and the signicant 2-tailed was 0,001. It meant that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that there was a significant difference on reading comprehension of descriptive text between students who were taught using DEAR technique and those who were not. Therefore, DEAR technique was effective to be used as a technique in teaching reading comprehension. Besides that, teaching reading through the DEAR technique also able to improve and maintain the students’ concentration, interest and enjoyment in reading the English text. Keyword: Reading comprehension, descriptive, DEAR technique.]]>
<![CDATA[THE CORRELATION BETWEEN GRAMMAR MASTERY AND WRITING ABILITY ON MIDWIFERY STUDENTS OF STIKES PEMBINA PALEMBANG IN 2019 ]]>
<![CDATA[Arief Pamuji]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.1 March 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i1.588
<![CDATA[The purpose of this study was to determine the relationship between grammar mastery and writing ability on midwifery students at STIKES Pembina Palembang. The population in this study was 22 of fourth semester students of the midwifery study program, STIKES Pembina and study sample were all the population that using total sampling. The data were obtained by using 2 tests, namely the TOEFL (structure and written expression) test and the English writing test. To verify the hypothesis, the data were analyzed by using correlation analysis and using the Statistical Product and Service Solution (SPSS) software version 21.00. Based on data analysis the correlation coefficient on grammar mastery and writing ability was 0.790, this showed that the relationship had a very high relationship and the value of r- is higher than the critical value of r null hypothesis table (Ho) was rejected and consequently, the research hypothesis (H1) received.Keywords: Grammar Mastery, and Writing Ability]]>
<![CDATA[THE CORRELATION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND READING COMPREHENSION ]]>
<![CDATA[Amrin Winata]]>;
<![CDATA[Farnia Sari]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.1 March 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i1.771
<![CDATA[Self-regulation is one of the motivational factors influencing the students’ learning process. It helps the students to accomplish the learning goals by formulating the thoughts and action to support the learning process. The aims of this study were to find out (1) the students Self-Regulated Learning (SRL) strategies at the eleventh graders of SMA Arinda Palembang, and (2) whether there was or not any significant correlation between SRL and reading comprehension of narrative text. The population and sample of this study was the students of eleventh grade of SMA Arinda Palembang. The total of sample was 46 students selected by using non-random sampling technique. Self-regulated learning (SRL) strategies questionnaire and reading comprehension test were administered as the instruments of study and they were distributed to the students to gather the data. In analyzing the data, correlation analysis was used. Based on the statistical analysis, it was found that the correlation coefficient or the r-value (0.631) was higher than r-table (0.245). Then, the level probability (p) significant (sig.2-tailed) was 0.000. it means that p-value (0.000) was lower than 0.05. it can be concluded that there was high significant correlation between the students’ self-regulated learning strategies and reading comprehension in narrative text. Keywords: Self-regulated learning strategies, reading comprehension]]>
<![CDATA[UNDERGRADUATE STUDENTS’ READING INTEREST AND READING COMPREHENSION OF TRIDINANTI UNIVERSITY PALEMBANG ]]>
<![CDATA[W Wilda]]>;
<![CDATA[Ridha Ilma]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.2 September 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i2.668
<![CDATA[Reading comprehension is an active thinking process that is depended not only comprehension skill but the students’ experience and prior knowledge comprehension involves understanding the vocabulary, seeing the relationship among words and concept making judgment and evaluating. The study was aimed to find the significant correlation and contribution between reading interest and reading comprehension. Fifty four students of Undergraduate EFL students of Tridinnati University Palembang became the sample of the study. The data was gained from students’ reading interest questionnaire and their reading comprehension test. In analyzing the data, correlation analysis and regression analysis were used. The result showed that the correlation coefficient level between reading interest and reading comprehension was 0.477 with the sig. value 0.000, it means that there was a significant correlation between reading interest and reading comprehension of undergraduate EFL students Tridinanti University Palembang. Then, reading interest gave contribution to reading comprehension as much as 18.6%.Key words: reading interest, reaing comprehension.]]>
<![CDATA[USING PEER ASSISTED LEARNING STRATEGY TO IMPROVE READING COMPREHENSION OF ANALYTICAL EXPOSITION TO THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 11 PALEMBANG ]]>
<![CDATA[Intan Permata Sari]]>;
<![CDATA[Jenny Elvinna Manurung]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.1 March 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i1.594
<![CDATA[The objective of this study was to find out whether or not there was any significant difference on reading comprehension of analytical exposition between the eleventh grade students’ of SMA Negeri 11 Palembang who were taught by using Peer Assisted Learning strategy (PALS) and those who were not and to find out whether or not it was effective to use Peer Assisted Learning Strategy (PALS) to improve reading comprehension of analytical exposition to the eleventh grade students’ at SMA Negeri 11 Palembang. This study used quasi experimental method to conduct the research. There were 78 students was taken as sample. Each class consisted 39 students from both XI IPS 3 as experimental group and XI IPS 4 as a control group. In collecting the data, the test was used in reading comprehension as a pretest and posttest. To verify the hypothesis, the result of independent sample t-test found that t-obtained (11.077) was higher than t-table (1.9917) with degree of freedom (df=76), and the significance 2-tailed was 0.000. The result of the data showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that there was any significant difference on reading comprehension between the eleventh grade students of SMA Negeri 11 Palembang who were taught by using Peer Assisted Learning Strategy (PALS) and those who were not and also it was effective to use Peer Assisted Learning Strategy (PALS) to improve reading comprehension of analytical exposition to the eleventh grade students of SMA Negeri 11 Palembang.Keywords: Reading comprehension, Analytical exposition, Peer Assisted Learning Strategy.]]>
<![CDATA[IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH MAKE A MATCH TECHNIQUE TO THE SEVENTH GRADERS OF SMP NEGERI 40 PALEMBANG ]]>
<![CDATA[Yuyun Hendrety]]>;
<![CDATA[Heru Setiawan]]>;
<![CDATA[Shelvi Carmelya]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.1 March 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i1.777
<![CDATA[Vocabulary is learned through focused, conscious study, but even more commonly in an indirect manner through listening, reading and using context clues to figure out the meaning. However, this kind of incidental learning is only possible if the amount of unknown words remains low. The purpose of this study was to find out whether or not Make a Match technique was effective to improve students’ vocabulary mastery. In conducting this study, the researchers used quasi experimental research design. Test was used as the technique for collecting data. The data were analyzed by using paired and independent sample t-test. The population was all the seventh graders of SMP Negeri 40 Palembang in the academic 2019/2020. The researchers used purposive sampling technique and took the classes of VII.9 and VII.10 as the sample of the study. The result showed that make a match was effective to improve students’ vocabulary mastery. It was found that the value of t-obtained was higher than the critical value of r-table or the t-obtained was 6.998 then t-table was 1.999. Based on the result of the analysis, it is claimed that make a match technique was effective to improve students’ vocabulary mastery to the seventh graders of SMP Negeri 40 Palembang. Keywords: Make a match technique, vocabulary mastery]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 11 PALEMBANG USING GIST ]]>
<![CDATA[Yulia Anggraini]]>;
<![CDATA[Yuyun Hendrety]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.1 March 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i1.589
<![CDATA[This study aimed to find out whether or not there was any significant difference in students’ reading comprehension in narrative text between students who were taught by using GIST strategy and those who were not. Quasi experimental research was used in this study. The experimental group was taught by using GIST strategy meanwhile the control group was taught by using Discussion strategy. This study used purposive sampling. The samples of this study were 78 students of the tenth grade students of SMA Negeri 11 Palembang. Reading comprehension test was given as the technique for collecting data. To analyze the data, the researcher used paired and independent t-test. The finding of the study revealed that GIST strategy was more effective to help the students to understand the meaning of narrative text and improve their reading comprehension. There was also significant difference on reading comprehension between students who used GIST strategy and those who did not. It can be stated that GIST strategy can be an effective strategy to teach reading comprehension. It was also found that the students’ reading achievement of narrative text at the control group also improved significantly. However, the improvement achieved by the experimental group was higher than the control group.Keywords: reading comprehension, GIST, narrative text.]]>
<![CDATA[PROMOTING SNIPS STRATEGY TO FOSTER STUDENTS READING COMPREHENSION AT SMP XAVERIUS 2 PALEMBANG ]]>
<![CDATA[Elfrida Harianja]]>
<![CDATA[ Didascein : Journal of English Education Vol.2 No.1 March 2021 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v2i1.772
<![CDATA[The SNIPS strategy offers simple steps of reading activity by formulating the previous knowledge, interesting things in a text to help students comprehend and conclude the text. The objective of the study was to find out whether or not there was any significant difference in students’ reading comprehension of narrative text between the eighth grade students who were taught by using SNIPS strategy and those who were not. In conducting the study, the writer applied the experimental method by using quasi-experimental design. This design consisted of experimental and control groups. The VIII.B class became the control group and VIII.C became the experimental group. The two classes were chosen using purposive sampling technique and by considering they had the same level and problem of competency in learning English. Reading comprehension test was the instrument for collecting the data that was administered twice, the pre-test and post-test. The result showed that SNIPS strategy had a significant difference in the students’ reading comprehension. Based on the independent sample t-test analysis, it was found that the significant level was 0.000<0.05. It indicated that there was any significant difference in students’ reading comprehension in narrative text between the eighth grade students who were taught by using SNIPS strategy and those who were not. Keywords: Reading comprehension, SNIPS strategy]]>
<![CDATA[THE USE OF PIE TECHNIQUE IN TEACHING WRITING SKILL ]]>
<![CDATA[Putri Septa Riani]]>;
<![CDATA[Farnia Sari]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.2 September 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i2.669
<![CDATA[The aim of this study is to investigate differences of students’ writing skill in analytical exposition text between the eleventh grade students of SMAN 11 Palembang who are taught by using PIE Technique and those who are not. The population of this study is the eleventh grade students of SMAN 11 Palembang in academic year of 2019/2020 wih the total number of students is 515 comprising 12 classes. The sample consists of two groups, experimental and control groups for each group consists of 40 students with the total numbers of 80 students. In collecting the data, pretest, treatment and posttest are used to obtain the data. The results show that the result of paired sample t-test in experimental group showed that the t-obtained (11.902) was higher that t-table (1.684). The result of paired sample t-test in control group showed that the t-obtained (5.609) was higher than t-table (1.684). The result of independent t-obtained (10.718) was higher than t-table (1.664). The data used to analyze by using t-test find that there is a significant difference in writing skill between the students who are taught by using PIE Technique and those who are not.Keywords: PIE technique, teaching, writing skill,]]>
<![CDATA[THE CORRELATION BETWEEN DIGITAL LITERACY AND ENGLISH PROFICIENCY OF UNIKA MUSI CHARITAS FIRST-YEAR STUDENTS ]]>
<![CDATA[Anastasia Ronauli Hasibuan]]>;
<![CDATA[Ira Irzawati]]>
<![CDATA[ Didascein : Journal of English Education Vol.1 No.2 September 2020 ]]>
Publisher : <![CDATA[Universitas Tridinanti Palembang ]]>
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DOI: 10.36767/d.v1i2.664
<![CDATA[This study aimed to discover the correlation between digital literacy and English proficiency of first-year students at Unika Musi Charitas. One hundred seventy three students were involved by using purposive sampling technique. The data were collected by using questionnaire which elaborates students’ digital literacy as well as the score of their English proficiency. To analyze the results, Pearson Product Moment formula was used to measure the relationship between the two discussed variables. Findings were described into the results of participants’ English proficiency level, digital literacy insight as well as the correlation test. Viewing from the proficiency level, 64.2% of the participants were categorized as basic users which can perform limited language use on daily topics. In addition, the mean score of their digital literacy insight was 66.99 with the maximum and minimum scores were 100 and 10 descriptively. The correlation test obtained significant correlation between digital literacy and English proficiency with Pearson correlation value of 0.394 at significance level of 0.000. This strongly confirms that the ability of using digital things and language carry positive intercourse.Keywords: Digital literacy, English proficiency]]>
