DIDASCEIN （Journal of English Education）
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.
Articles
55 Documents
<![CDATA[A Correlational Study on Reading Interest and Reading Motivation of the Secondary School Students ]]>
<![CDATA[Devina J Alodia]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i1.539
<![CDATA[Reading is fundamental to understanding and taking inspiration from texts. Students' reading interests can influence their reading motivation. They will be more motivated to read if they are interested in reading. Someone who has a strong interest in reading, as well as clarity and enjoyment in carrying out reading activities, is assumed to be motivated in reading and can instruct himself to read. A correlational research design was used in this research. This research aims to find out whether there is a relationship between reading interest and reading motivation in class XI students. This research sample was selected using convenience sampling techniques. Data collection was carried out using reading interest and reading motivation questionnaires. The relationship between reading motivation and reading interest was tested and applied to find correlations using the non-parametric Spearman rank correlation statistical test. From the results of the data analysis, it was found that students' interest in reading did not correlate significantly with reading motivation which means that it shows that students' interest in reading does not affect their reading motivation.]]>
<![CDATA[The Correlation among Self-Efficacy, Cognitive Strategy, and Students’ Speaking Achievement of Eleventh Graders at SMK Kesehatan Kader Bangsa Palembang ]]>
<![CDATA[Anggi Anggraini]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i1.587
<![CDATA[The objective of this study was to find out whether or not there was a significant correlation among self-efficacy, cognitive strategy, and student speaking achievement of students at SMK Kesehatan Kader Bangsa Palembang. 65 eleventh-grade students were involved as the sample, selected using purposive sampling techniques. The correlational method was applied as the research design. Questionnaires and test were used as data collection instruments. To analyze the data, the writer used a correlational analysis to examine the correlation among the variables. The result of the correlational analysis indicated that there was no correlation between the students’ self-efficacy and speaking achievement. The result of Spearman-Brown showed that the value of r-obtained was -0.096, with a significance value was 0.448 and it was lower than 0.5. The results of correlational analysis between the students' self-efficacy and speaking achievement also showed that there was no correlation between students’ cognitive strategy and their speaking achievement since the value of r obtained was -0.030. In conclusion, these results are explained by the fact that there was no significant relationship between the students’ self-efficacy, cognitive strategies, and students' speaking achievement.]]>
<![CDATA[English Voice Records: ELT Students' Perceptions and Problems ]]>
<![CDATA[Joko Prayudha.S]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i1.664
<![CDATA[When learning a foreign language, someone must understand the target language to establish a good communication interaction. In learning English, it is very necessary to master the language to create very broad international communication. This study examined the perceptions and problems faced by students when making voice record in English to practice English speaking skill. The sample in this study consisted of 36 students who were studying English. The data were obtained through observation, questionnaires, and interviews on the perceptions and problems experienced by students when practicing speaking English using a voice recorder. Data was analyzed in three stages: reduction, display, and conclusion. The study results show that using English voice recordings can help students practice speaking English. Students also feel better and more confident practicing communicating using voice records, which provides an improvement in communicating. However, students face several problems when practicing speaking English using voice records, including inauthentic abilities, a lack of interaction, and not having good fluency if practiced directly without voice note media.]]>
<![CDATA[Leveraging Vlog to Enhance Secondary School Students’ Speaking Performance ]]>
<![CDATA[Ahmad Jumeidi]]>;
<![CDATA[Rahma Dianti]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i1.698
<![CDATA[These days technology is available to assist many facets of education. A vlog is a well-known technology tool used by many people globally to express themselves. This study aimed to explore whether Vlogging implementation as a learning media can significantly leverage secondary students’ speaking performance. This study also aimed to examine whether Vlogging implementation is more effective rather than another approach in improving students’ speaking performance. Quasi-experimental research was employed as the design in carrying out this study. The research participants were 77 students chosen using the purposive sampling technique. A spoken test was administered to gather the data. The obtained data were analyzed using a Paired sample t-test and independent sample t-test. The paired sample t-test results showed that Vlog implementation could significantly leverage the student’s speaking performance. The results of the independent sample test also revealed a significant difference in the students’ speaking performance between the students who were using vlog as a learning media and those who were using a conventional method.]]>
<![CDATA[Teachers' Problems in Teaching Listening Comprehension at MA Patra Mandiri Plaju Palembang ]]>
<![CDATA[Indah Wulandari]]>;
<![CDATA[Amalia Hasanah]]>;
<![CDATA[Deta Desvitasari]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i2.737
<![CDATA[Of the four English skills, listening is the most important skill to be taught, and this process cannot be avoided by all teachers who teach English. However, some teachers still have problems teaching listening comprehension to students. This research aimed to discover the teachers’ problems in teaching listening comprehension at MA Patra Mandiri Plaju Palembang. Two participants were selected for this research. The researcher employed a purposeful sampling technique with a homogenous sampling teaching approach to choose the participants. The design of this study was qualitative research in the form of a case study. This study was conducted at MA Patra Mandiri Plaju Palembang; the researcher utilized one-on-one interviews through open-ended questions to collect data about the problems in teaching listening comprehension by following the interview guidelines. The data was analyzed by using a thematic analysis process. The results showed that there were some problems in teachers' teaching of listening comprehension at MA Patra Mandiri Plaju Palembang, which were divided into (a) students’ psychological factors (motivation, anxiety, and interest), (b) students’ background knowledge, (c) the attitude of students, (d) students’ lack of vocabulary, (e)teaching aids and media, (f) the material, (g) method of teaching listening, (h) fast speed of speech, (i) limited time.]]>
<![CDATA[Students’ Writing Anxiety and Its Correlation to Their Writing Achievement ]]>
<![CDATA[Rizki Annisa]]>;
<![CDATA[Ridha Ilma]]>;
<![CDATA[Renny Kurniasari]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i2.738
<![CDATA[Writing plays an important role in learning and understanding English. Students consider writing difficult due to writing anxiety and lack of confidence. This study aimed to investigate the correlation between students' writing anxiety and their writing achievement. The sample consisted of thirty-three students from one of the senior high schools in Prabumulih, South Sumatra. A correlational study was used to design the study. A questionnaire and reading comprehension test were the instruments to collect the data. Based on the findings, the majority of the students, specifically 61%, exhibited symptoms of physical anxiety. Additionally, a smaller proportion of students, namely 9%, displayed signs of avoidance anxiety, while cognitive anxiety was reported by 30% of the participants. Researchers found that 5 students (15%) on the critical exposition test were considered average, 3 students (9%) were considered fair, 6 students (18%) were considered poor, and 19 students (58%) were considered inadequate. The study found a significant correlation (sig.2-tailed) of 0.30 between students' writing anxiety and their writing achievement. With coefficients of 0.104, cognitive anxiety emerged as the most common form of writing anxiety among students. This finding indicated that cognitive anxiety was responsible for the greatest contribution to students' writing achievement.]]>
<![CDATA[The Correlation Between Reading Attitude and Reading Comprehension Achievement ]]>
<![CDATA[Renny Nur Ferlyanti]]>;
<![CDATA[Shynta Amalia]]>;
<![CDATA[Hariana Amalia]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i2.739
<![CDATA[This research aimed to investigate the correlation between reading attitude and reading comprehension achievement among eleventh-grade students at MAN 1 Lahat. A correlational research method was employed to assess the relationship between these two variables. The study's population comprised nine classes of eleventh-grade students, from which a sample of 98 students was selected through convenience sampling. Data collection involved administering a reading attitude questionnaire designed to measure students' perceptions and feelings toward reading and a reading comprehension test to evaluate their comprehension skills. The correlation between the collected data was analyzed using SPSS 25 software. The findings revealed a correlation coefficient (r) of 0.011, significantly lower than the critical value of the r-table, set at 0.913. These results indicate a weak and statistically insignificant correlation between reading attitude and reading comprehension achievement among the eleventh-grade students at MAN 1 Lahat. Thus, it can be concluded that while there may be some relationship between these variables, the strength of this correlation is not sufficient to be considered meaningful within this specific educational context. Further research could be beneficial to explore additional variables that may significantly impact students’ reading achievements. Understanding these dynamics can provide educators with valuable insights into improving reading instruction and fostering better student comprehension skills.]]>
<![CDATA[SELF-ESTEEM AND READING COMPREHENSION:: A CORRELATIONAL STUDY OF TENTH GRADERS ]]>
<![CDATA[Aisya Perdana Asmaja]]>;
<![CDATA[Shynta Amalia]]>;
<![CDATA[Hariana Amalia]]>
<![CDATA[ Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v6i1.740
<![CDATA[Reading is emphasized as a crucial activity for personal development and academic achievement. Strong reading comprehension skills not only support students’ academic performance but also contribute to the development of critical thinking and the expansion of knowledge. Understanding the factors that influence reading comprehension, such as self-esteem, is essential and worth exploring, particularly in the context of secondary education, where foundational skills and cognitive growth play a significant role in learning outcomes. This study aimed to investigate the correlation between self-esteem and reading comprehension achievement among tenth-grade students at MA Patra Mandiri in Palembang. To analyze the correlation between students’ self-esteem and their reading comprehension achievement, a correlational research design was applied. The study involved nine classes of tenth-grade students, and a sample of 116 students was drawn using a convenience sampling technique. Data were collected using a ready-made self-esteem questionnaire adopted by Kartika (2023) and a reading comprehension test. The findings indicated that the correlation coefficient (r) was 0.125, which was lower than the critical value of the r-table (0.180). Based on these results, it can be concluded that there was a low but insignificant correlation between self-esteem and reading comprehension achievement of tenth-grade students at MA Patra Mandiri Palembang]]>
<![CDATA[Speaking Anxiety of the Eleventh-Grade Students at Senior High School ]]>
<![CDATA[Khalisya]]>;
<![CDATA[Shynta Amalia]]>;
<![CDATA[Rizqy Dwi Amrina]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i2.748
<![CDATA[Anxiety related to speaking can also impair students' communication skills; students who have poorly understood pronunciation feel ashamed and are unwilling to practice speaking. This research was conducted to determine the categories of anxiety of the speaking anxiety level by the eleventh-grade students in the English classroom of SMAN 19 Palembang. This descriptive research used a quantitative descriptive method. The research instrument was a questionnaire. The questionnaire was adapted from the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) from Öztürk and Gürbüz (2014). This research involved 76 students of eleventh grade in the English classroom of SMAN 19 Palembang. It consisted of 17 statements with three categories: high level, medium level, and low level. The collected data was analyzed using descriptive analysis. Based on the research analysis, it was found that the dominant speaking anxiety was test anxiety. The types faced by the respondents were the fear of test anxiety (75.62%), communication apprehension (73%), and fear of negative evaluation (70.04%). Furthermore, from the questionnaire result, the anxiety level category was determined to be 3 categories: high level, medium level, and low level. The level of students’ speaking anxiety in the middle level was 56.6%. It is significantly different from other levels with 32.9% for the low level and 10.5% for the high level. This finding indicated that teachers need to be more aware of students’ anxiety to arouse students’ motivation to speak confidently and fluently in English-speaking classes. Therefore, teachers must be creative in designing better techniques to encourage students to talk more.]]>
<![CDATA[Promoting Four Corners Strategy to Improve Secondary School Students' Speaking Skills ]]>
<![CDATA[Rista Junita]]>;
<![CDATA[Rahma Dianti]]>;
<![CDATA[Nita Ria]]>
<![CDATA[ Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue ]]>
Publisher : <![CDATA[Program Pendidikan Bahasa Inggris Universitas Tridinanti ]]>
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DOI: 10.52333/djoee.v5i2.835
<![CDATA[Four Corners is a cooperative learning strategy that drives students to think things through carefully before sharing them with others. This strategy encourages the students to express their thoughts, opinions, and feelings with their peers by creating four opinion corners: strongly agree corner, agree corner, strongly disagree corner, and disagree corner. This research aimed to investigate the effectiveness of the four corners strategy in enhancing secondary school students’ speaking achievement and compare the students’ speaking achievement between the experimental group and the control group. The researchers employed a quasi-experimental design. 168 students made up the entire population. The research participants were chosen using purposive sampling. 64 students participated as the sample, divided into experimental and control groups. An oral test about asking and giving opinions was used to gather the data. The test was administered twice. The Wilcoxon Signed Rank Test and the Mann-Whitney U Test were used to analyze the data since the data were not normally distributed. The results of the Wilcoxon Signed Rank test revealed that the students showed a considerable improvement in speaking skills when employing the Four Corners strategy. The results of the Mann-Whitney U test showed that students’ speaking abilities who got intervention using the Four Corners strategy were better than the students who did not receive the intervention using the Four Corners strategy.]]>
