cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hijrah Syam
Contact Email
deejournal@iainpalu.ac.id
Phone
+6287765136677
Journal Mail Official
deejournal@uindatokarama.ac.id
Editorial Address
State Islamic University (UIN) Datokarama Palu Diponegoro Street No. 23 Palu Central Sulawesi Province, Sulawesi, Indonesia 94221
Location
Kota palu,
Sulawesi tengah
INDONESIA
Datokarama English Education Journal (deejournal)
Published by Universitas Islam Negeri DATOKARAMA PALU
ISSN : -     EISSN : 27234967     DOI : https://doi.org/10.24239/dee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media Other
deejournal: Datokarama English Education Journal is authorized by the English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu. The publication is issued twice a year, in June and December. This journal invites lecturers, researchers, and educational practitioners in the field of English Language Education and Teaching, Linguistics, and Literature, to write or disseminate research findings. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2024): June" : 6 Documents clear
Students’ Perceptions of English Blended Learning During the New Normal Era Arifi Dwi Fadila; Faurina Anastasia
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.78

Abstract

This study aims to determine students’ perceptions of the blended learning model for learning English in the new normal era. Using a quantitative research method design, the data were collected from students in classes XI, IPA, and IPS using simple random sampling. 56 students were selected as research samples using a simple random sampling technique. In collecting the data, the researcher distributed a questionnaire to students. The researcher used descriptive statistics to analyze the data and made it easier by using the SPSS 25 program. The results showed that students' perceptions reflected positive perceptions toward blended learning models. Students believe that the implementation of the blended learning model in learning English is beneficial during the new normal era. Students experience the benefits of learning English using a blended learning model, both online and face-to-face. Based on these results, this study provides an evaluation of the implementation of a learning model in the 21st century, especially during the COVID-19 pandemic crisis, such as using a blended learning model in the process of teaching and learning English in high schools. In conclusion, the majority of students at Senior High School 1 Harau revealed positive perceptions of English blended learning during the new normal era.
The Use of Mnemonic Technique in Increasing Students’ English Vocabulary Mastery Ummul Husnul Auliya; Nurdin, Nurdin; Afifah, Afifah
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.79

Abstract

Acquiring a sufficient vocabulary in English can be a formidable obstacle, which in turn affects one's proficiency in listening, speaking, reading, and writing. Students frequently encounter difficulties in comprehending word meanings. In order to tackle this issue, multiple strategies are utilized to improve one's command of vocabulary, one of which is the Mnemonic Technique. This study examines the efficacy of the Mnemonic Technique in enhancing vocabulary acquisition among tenth-grade students at SMKS Muhammadiyah Marawola. The data for this study were acquired through field notes, observation sheets, and pre-test and post-tests as part of a Classroom Action Research project. The Mnemonic Technique, specifically the acrostic approach, was employed to enhance memory by constructing sentences. The study comprised two iterations, with each iteration encompassing preparation, execution, observation, and reflection stages. The results demonstrated a noteworthy enhancement in the students' proficiency in language. During cycle I, the average pre-test score was 65.87, which subsequently rose to 73.87 in the post-test. During cycle II, the average post-test score showed a further improvement to 89.87. The proportion of pupils achieving the passing grade increased from 75% in cycle I to 87.5% in cycle II. In conclusion, the Mnemonic Technique has been shown to be beneficial in improving students' vocabulary, increasing their level of engagement, fostering creativity, and leading to higher learning outcomes.
The Use of Direct Reading Thinking Activity (DRTA) to Improve Students’ Narrative Text Reading Comprehension Moh. Fadil; Muhammad Ihsan; Dzakiah, Dzakiah
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.80

Abstract

This study examines the effectiveness of the Direct Reading Thinking Activity (DRTA) technique in improving the ability of ninth-grade students at MTs Alkhairaat Alindau to understand and comprehend narrative texts. The main study inquiry investigates the efficacy of the DRTA technique in enhancing students' reading comprehension abilities. The research utilizes a quantitative methodology and follows a pre-experimental design, specifically employing a one-group pretest-posttest framework. The study included a total of 27 ninth-grade students, who serve as both the population and sample. The data gathering process involved administering pretests and posttests, while the analysis utilized descriptive statistics, T-tests, and hypothesis testing. The results suggest that the DRTA technique has a substantial positive impact on pupils' reading comprehension. The initial average score was 46.29, and the statistical analysis showed that the calculated t-value (6.998) was higher than the critical t-value (1.708), resulting in the rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). These findings demonstrate that implementing the Directed Reading-Thinking Activity (DRTA) technique effectively enhances the narrative text reading comprehension of ninth-grade students at MTs Alkhairaat Alindau.
The Readiness of the Undergraduate Students of the English Tadris Department at UIN Datokarama Palu in Using Google Classroom During Covid-19 Pandemic Fana Riskiana; Ruslin, Ruslin; Yuni Amelia
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.82

Abstract

The spread of the coronavirus outbreak has forced educational institutions to transform learning activities in universities into network-based learning at home. Students unfamiliar with the online learning (google Classroom) system will face various challenges, especially in understanding lessons that cause learning outcomes to be less than optimal. Students' readiness is the first step in accepting and responding to the transformation of learning to achieve their learning goals. The Problems in this research are: (1) How is the readiness of students to implement online learning using Google Classroom? (2) What factors affect student’s readiness to use Google Classroom during the COVID-19 pandemic? It is qualitative descriptive research. The data collection techniques were a questionnaire and an interview. The results indicated that most English students are ready to face online learning using Google Classroom during the COVID-19 pandemic. Four indicators could be used to identify how students were ready for online learning. First, it was the skills of students in using Google Classroom. Second, the students understood how to use technological devices for learning including Google Classroom. Third, the students were ready to receive learning materials through Google Classroom. In addition, the students’ attitudes towards Google Classroom were categorized as sufficiently acceptable. This was shown by the average scores of students, which were 76%. Related to the factors that influenced students’ readiness for online learning, learning facilities and other infrastructures contributed to the readiness of students in learning English via Google Classroom during the Covid-19 Pandemic.
Students’ Perception Regarding the Use of Google Translate for English Text Translation Mastang, Mastang; Afifah, Afifah; Fatima, Fatima
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.83

Abstract

The use of digital tools in the learning process is common. Google Translate is used as an online translation tool to help the process of translating English texts. This research aims to discover the English Tadris Study Program students’ perception regarding using Google Translate to translate English texts at State Islamic University Datokarama Palu. The formulation of the problem is “How do the English Tadris Study Program students perceive the use of Google translate in translating English texts at State Islamic University Datokarama Palu?”. This research used a descriptive qualitative approach. The data were collected through questionnaires and interviews with 20 English Tadris Study Program batch 2020 students as research informants. The results showed that some students used Google Translate to translate English texts. The existence of Google Translate can help students with translation. Besides that, Google Translate helps students understand English texts. Some positive perceptions conveyed by the students from the results of the interview were about the use of Google translate, including easy access, help in knowing the pronunciation of a word, increasing vocabulary, and saving time in translating. However, there is a negative perception about using Google Translate, namely the accuracy of the translation results. The students argue that the translation results from Google Translate provide inaccurate translations, so it is recommended that translation results be rechecked using other translation media.
Benefits and Problems of Using Learning Applications in Teaching English Joko Prayudha.S
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.84

Abstract

This research describes the benefits and problems of teaching English using learning applications. This research is library research. The analysis shows that teaching English using learning technology has several benefits in the teaching and learning process, such as helping students understand the material more easily, increasing interest and motivation in learning, building self-confidence, training cooperation, increasing critical thinking, and creating an atmosphere where learning becomes more fun. For example, in learning speaking, teachers can use social media platforms to practice their English speaking skills, such as by recording videos on YouTube, voice recordings on WhatsApp Voice and so on. Besides that, several difficulties when teaching English using learning applications are time management, difficulty developing material, and students failure to focus on certain parts of learning. In this technology-based learning environment, it is necessary for the teacher to provide clear instructions to students regarding the use of learning applications so that the activity process can be carried out properly and appropriately. To be successful in teaching English by using learning applications, several aspects must be considered that involve all parties, including the availability of infrastructure and devices, the readiness of learning materials, learning activities that support students' cognitive development, and the readiness of teachers and students to carry out various learning applications.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025): December Vol. 6 No. 1 (2025): June Vol. 5 No. 2 (2024): December Vol. 5 No. 1 (2024): June Vol. 4 No. 2 (2023): December Vol. 4 No. 1 (2023): June Vol. 3 No. 2 (2022): December Vol. 3 No. 1 (2022): June Vol. 2 No. 2 (2021): December Vol. 2 No. 1 (2021): August Vol. 1 No. 2 (2020): December Vol. 1 No. 1 (2020): August More Issue