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Rahma Dianti
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INDONESIA
DIDASCEIN （Journal of English Education）
Published by UNIVERSITAS TRIDINANTI PALEMBANG
ISSN : 27164942     EISSN : 2721494X     DOI : https://doi.org/10.5233
Core Subject :
Didascein: Journal of English Education, periodically issued twice a year, is a scientific journal managed by the English Education Department of the Teacher Training and Education Faculty of Tridinanti University. This journal focuses on facilitating researchers, academicians, and teachers of English to publish their scientific works or papers under the following scopes: English education, language assessment and evaluation, and English linguistics.
Arjuna Subject : -
Articles 55 Documents
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Enhancing Students’ Writing Procedure Text Using the Scramble Method Arief Pamuji Arief
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.185

Abstract

Students can communicate their ideas more effectively by writing down their ideas. Nevertheless, writing still presents challenges for students. Therefore, this research aims to determine the impact of the scramble method in improving students' procedural text writing skills and to find out what aspects of writing improve after using the scramble method. The experimental method using a pre-experimental design was used to conduct this research. Since the total population of this study was 26 students nursing students in the fourth semester, all the students were taken as samples using the study population sampling technique. To measure the students’ writing ability, pre-and post-tests of procedures writing were applied. To analyze the data, a t-test of paired sample t-test was used. The result revealed that the scramble method was effective in improving students’ writing skills. The findings revealed that the t-obtained (14.08) was higher than the t-table (2.059) at a significant p-value level less than 0.5. It indicated that the scramble method improved students' writing skills. Besides, students' writing skills increased in the following areas: vocabulary (1.85), organization (1.58), structure (1.15), content (0.81), and mechanism (0.65). Students' writing improved with the scramble method as they actively participated in reassembling scrambled sentences, encouraging their enthusiasm to write on engaging subjects.
Differentiated Learning Approach for Improving Report Text Learning Outcomes for Tenth Graders Yossi Stefani; Rudi Anton Simanjuntak; Ismail Petrus
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.186

Abstract

The use of differentiated learning approaches to learning has become a trend in the MERDEKA Curriculum. This study aimed to improve English learning outcomes of report text through the differentiated learning approach based on students' readiness. This study utilized Classroom Action Research conducted in class XB at SMAN 4 Palembang with 34 students. Data for this research were obtained from tests, observations, tasks, and documentation. The data were analyzed qualitatively and quantitatively. Qualitative analysis involved data processing, reading, classifying, and interpreting, while quantitative data were analyzed using percentage analysis. This study consisted of two cycles, starting with the pre-cycle. Initially, 12 students (35.3%) passed, while 22 students (64.7%) did not reach the Minimum Learning Mastery Standard (KKM) with an average score of 63.82. After Cycle I, the number of students who successfully completed the tasks increased to 15 (44.1%), with 19 students (55.9%) not reaching the target, and the average score improved to 71.17. In Cycle II, a significant improvement was observed, with 33 students (97%) reaching the KKM, and only 1 student (3%) did not pass, resulting in an average score of 89.11. The differentiated learning approach effectively enhances English learning outcomes. Teachers should employ differentiated learning for enhanced results and create engaging classrooms.
TED Talks Video: A Technology to Teach Listening Skills Fitri Novia; Ratna Nery; Ria Almukni
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.200

Abstract

In the development of ICT, TED Talks Video as an authentic video can be used in listening classrooms. The use of real videos in listening comprehension lessons, like TED Talks, may enhance listening in English. Consequently, the study's goal was to determine whether or not students who were taught using the TED Talks Video application and those who were not had significantly different listening skills. It employed a quasi-experimental design. The eleventh graders at SMA Negeri 1 Pampangan participated in this study. The sample was selected by using a purposive sampling technique. The cloze test was used to obtain the data. A T-test was used to analyze the data. Based on the results of the independent sample t-test, the independent sample t-test result showed that the t-test obtained (2.825) was higher than the t-table (2.00) and ρ-value (0.000) was smaller than the α-value (0.05). It was shown that students who were taught using the TED Talks Video application had significantly better listening skills than those who were not. In conclusion, the TED Talks Video could be used to solve students' problems in listening skills. The TED Talks Videos can be used by English teachers as authentic listening materials and teaching aids.
Reading Anxiety and Reading Comprehension in Senior High School Students Yuni Kartika; Ridha Ilma; Renny Kurnia Sari
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.203

Abstract

There is an indication that language anxiety impairs one’s ability to perform a language. Anxiety was one of the factors that affected reading activities since it is up to humans to control their own anxiety in order to improve their reading comprehension. This study aimed to examine the correlation and the contribution of students' reading anxiety to their reading comprehension This study utilized quantitative research by employing a correlational research design. To collect data for this study, 88 students from one of the senior high schools in Banyuasin, South Sumatra, were chosen utilizing the cluster sampling technique. A reading anxiety questionnaire and a reading comprehension test were instruments to collect the data. The findings revealed that there was no significant correlation between students' reading anxiety and reading comprehension, with the correlation coefficient or R-value (.063) being lower than r-table (0.177). Furthermore, the significant level (sig.2-tailed) was (0.599). It showed that p (0.559) was more than (0.05). There was no contribution between students' reading anxiety and reading comprehension in this study since there was no significant association between reading anxiety and reading comprehension. The study's findings demonstrated that students' reading anxiety had no effect on their ability to comprehend what they read.
Developing Writing Skills in Descriptive Text Using the Dictogloss Technique of Senior High School Students Defriansyah Safei; Jenny Elvinna
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.209

Abstract

Dictogloss is a teaching technique to help teachers in the teaching and learning process, particularly in teaching descriptive text. This study was aimed at finding out whether or not there were any significant differences between students who were taught by using Dictogloss and students who were not. There were 90 students of tenth grade MAN 2 Palembang involved in this investigation comprising two groups, 45 students of the experimental group and 45 students of the control group. The Purposive sampling technique also was used in this study. The writers used a non-equivalent group design. They taught the experimental group students to write descriptive writing by using the dictogloss technique, meanwhile, the control group students taught by using the lecturing method. The data from two groups were collected from the result of the pretest and post-test scores which were analyzed to get the main score differences. The writers found out that the mean score of the experimental group improved significantly from 63.8 pretest to 73.4 in the posttest. The results of the Independent T-test showed that the mean score between the control and experimental groups was 4.664. It meant that there was a very significant difference between the two groups which was caused by the technique given to the experimental group.
The Relationship between the Use of Social Media as an English Learning Media and Students' Learning Motivation of the Eleventh Graders Khatami Abror; Heru Setiawan
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.343

Abstract

This research explores the impact of social media on learning motivation among eleventh-grade students at SMA PUSRI Palembang. The data was taken by involving 84 students as samples. The data was using a Social Media Questionnaire and Students’ Learning Motivation. By comparing the characteristics of social media questionnaire responses and students' learning motivation, the study aimed to determine the relationship between social media usage and learning motivation. Correlation analysis revealed a robust positive association between students' learning motivation and their use of social media for English learning. The correlation coefficient (r-value) of 0.925 exceeded the critical threshold (r_table) of 0.212, signifying statistical significance. It indicates a substantial link between social media as an English learning tool (X) and students' learning motivation (Y). Furthermore, the regression analysis demonstrated the significant impact of social media on students' motivation to learn. The significance level (alpha) was less than 0.05, and the t-value of 22.016 exceeded the required t-table value of 1.663. In summary, social media has significantly enhanced students' motivation to learn English at SMA PUSRI Palembang.
Cultivating Secondary Students’ Speaking Skill Using Tea Party Technique Joe Kevin; Rahma Dianti; Gaya Tridinanti
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.406

Abstract

The study focused on using the Tea Party Technique to improve the speaking abilities of eighth-grade students. The Tea Party technique is a cooperative strategy that encourages the students to actively communicate with their speaking partners. The purpose of the study was to examine the effectiveness of the Tea Party technique in improving the speaking abilities of eighth-grade students and to ascertain whether there was a difference in the speaking abilities between the students who received a treatment using the Tea Party technique and those who did not. A quasi-experimental design was employed by the researchers. The eighth-grade students of SMP Tri Dharma Palembang in the 2020–2021 academic year were involved as the target population. The researchers used cluster random sampling to choose the sample. 42 students participated as the sample, which was split into an experimental and a control group. Every group had twenty-one participants. An oral test was used to gather the data. The test was administered twice. Both the Paired Sample T-Test and the Independent Sample T-Test were used to analyze the gathered data. The results of the Paired Sample T-Test showed that the Tea Party technique was effective in improving the eighth-grade students' speaking skills. The Independent Sample T-Test also showed that there was a significant difference in the students' speaking skills between those who were taught using the Tea Party Technique and those who were not.
Exploring Canva Application to Write Announcement Text Fitri Novia; Rachmanita; Gustina
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.457

Abstract

One digital industrial technology of revolution 4.0 that may help students with their writing issues is Canva since this app can be an appealing and captivating medium to foster their writing. The purpose of this study was to determine whether writing achievement among students at SMP Negeri 1 Sungai Pinang who received instruction using the Canva App differed significantly from that of those who did not. The current research used a quasi-experimental design. The study’s samples included 66 students chosen using the purposive sampling method. Students were placed into two groups: experimental and control.   A written test was used to collect the data which consisted of five topics. The result of the independent sample t-test found that the value of t-obtained was 10.897 at the significant level p<0.05 in two-tailed testing and the degree of freedom was 70, the critical t-table was 1.997. Since the value of t-obtained was higher than the critical value t-table (1.997) and ρ-value (0.00) lower than αvalue (0.05). The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that students who were taught using the Canva App and those who were not had a significant difference in writing achievement abilities.
Teachers’ Challenges in Teaching Reading Comprehension at Islamic Junior High School Ridwan Hidayat; Ridha Ilma; Eko Saputra
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.468

Abstract

There are many challenges teachers must go through in terms of developing reading comprehension and the benefits can be seen after the teacher implements them, education stakeholders. This study used a qualitative study with a case study research approach to identify teacher challenges in teaching reading comprehension. There were two English teachers from one of the Islamic junior high schools in Palembang which was chosen as the sample by using purposive sampling and the interview was the instrument to collect the data. Thematic analysis was used to analyze the data. The results showed that teachers faced several challenges in teaching reading comprehension, such as (1) challenges in teaching, (2) teaching method, (3) lack of understanding, (4) assessing students' abilities, (5) Students' lack of vocabulary mastery, (6) students' boredom, (7) mother tongue interference. It was hoped that English teachers might help students comprehend the meaning of a given text and choose reading materials that suit their reading level and interests.
The The Correlation between Vocabulary Learning Strategies and Reading Comprehension Aan Julistri; Gaya Tridinanti; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.488

Abstract

This study aimed to find out the correlation between vocabulary learning strategies and reading comprehension and to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. This study used a correlational research design. The sample was selected by using a purposive sample technique, consisting of 68 students.  The result of the study showed that the level of students’ vocabulary learning strategies questionnaire and reading comprehension test was in the average category. The data obtained were analyzed by using Pearson Product Moment and Regression Analysis. Pearson Product Moment was aimed to find out the correlation between vocabulary learning strategies and reading comprehension and  Regression Analysis was used to determine the extent to which vocabulary learning strategies contributed to the reading comprehension of students. Based on the result of data analysis, it was revealed that there was a significant correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang since the p-value (0.003) was lower than the alpha value 0.05. The r-value (0.358) was higher than the r-table (0.2012). It showed that there was a low correlation between vocabulary learning strategies and reading comprehension of the eleventh-grade students of SMA Islam Az-Zahrah Palembang. Moreover, vocabulary learning strategy contributed as much as 12.8%. It could be concluded that the contribution was in the deficient category.

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