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Rahma Dianti
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Jalan Kapten Marzuki No.2446 20 Ilir Ilir Timur I Palembang 30129, Sumatera Selatan, Indonesia
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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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Prospective Teachers' Learning Strategies in Learning English Laila Amalia; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.836

Abstract

  Language learning strategies are specific actions, processes, acts, or methods that students frequently use to improve their language proficiency. Learning strategies are crucial for language learners since they facilitate the learners in processing language learning and acquisition. This current research highlights the investigation of prospective teachers’ preferences on learning strategies they mostly adopt when learning English. This research used a cross-sectional survey design. The sample was 147 prospective teachers, selected by using total sampling. The data was obtained using a Strategy Inventory of Language Learning (SILL) questionnaire, version 7.0., adopted from Oxford (1990) which consisted of 50 items measuring 6 learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The students used a Likert scale of 5 ratings to respond to each item of the questionnaire describing their preferences and experience in learning English. The obtained data were analyzed descriptively by measuring and comparing the mean score range to identify which learning strategy was mostly employed by the students in English language learning. The research findings showed that the mean score of metacognitive strategy was 3.625. It was higher than other learning strategies. It indicated that the prospective teachers mostly adopted the metacognitive as their learning strategy in learning English.
Implementation of Bilingual Learning: Perspectives, Challenges, and Obstacles Thursina Andayani; M. Syukri Pesillete; Wulan Widiya Rahayu
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.857

Abstract

Bilingual learning programs refer to two-language learning programs that use the mother tongue and foreign language as learning media. Palembang Civil Aviation Polytechnic has implemented a bilingual learning program based on the curriculum issued by the Human Resources and Development Agency of the Ministry of Transportation. This research aimed to assess the degree of success of bilingual implementation in Polytechnic Civil Aviation Polytechnic. This research used a descriptive qualitative approach, where observation and interview were used to collect data involving all lecturers and cadets using intact sampling with 297 (12 lecturers and 286 cadets). Thematic analysis was used to analyze the data. The data result showed that lecturers and cadets have positive perspectives on bilingual learning even though improvements need to be made to implement bilingual learning to be more effective. In the implementation of bilingual learning, it was indicated that there were some issues regarding challenges and obstacles during bilingual learning. In the challenges, it was found that the participants were not motivated to speak English and were confused about the English language applied in the field of aviation and the goal of the bilingual learning program. Moreover, the lecturers and cadets faced obstacles dealing with material sources, infrastructure support, attitude, ability, and English proficiency.
Improving Reading Achievement on Descriptive Texts Using Choral Reading Strategy Lenny Ita Marbun; Gaya Tridinanti; Heru Setiawan
Didascein : Journal of English Education Vol 5 No 2 (2024): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i2.870

Abstract

Teachers can employ flexible grouping to enhance choral and duet reading which can benefit students' fluency and expressiveness. This strategy enrichment the students of reading boosts confidence in their ability to speak and read English. This research aimed to determine whether there was a significant difference in reading achievement on the descriptive text between tenth-grade students at SMK Gajah Mada 3 Palembang who were taught using the choral reading approach and those who were not. The participants were tenth-grade students from SMK Gajah Mada 3 Palembang. This research sample consisted of 41 students chosen using a purposive selection technique. They were placed into two groups: experimental and control groups. This research used a quasi-experimental design. The data collection tool was a reading achievement test administered twice to the sample (pretest and posttest). There were 20 valid multiple-choice questions. The data were not normally distributed; thus, the Mann-Whitney U Test and the Wilcoxon Signed Rank Test were employed to examine data. According to the Wilcoxon Signed Rank test findings, the students' reading achievement significantly improved when they used the choral reading strategy. The Mann-Whitney U test results demonstrated students who got a treatment utilizing the choral reading technique excelled in reading compared to those who did not. There was a substantial difference in reading achievement on descriptive text between tenth-grade students at SMK Gajah Mada 3 Palembang who were taught using choral reading strategies and those who were not.
EXPLORING STUDENTS’ DIFFICULTIES IN WRITING PROCEDURE TEXTS: INSIGHTS FROM SMA AISYIYAH 1 PALEMBANG Sulfa Aprillia; Roma Nur Asnita; Hariana Amalia
Didascein : Journal of English Education Vol 6 No 2 (2025): September
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.938

Abstract

This study aimed to find out the difficulties encountered by the students in writing procedure texts at SMA ‘Aisyiyah 1 Palembang. Writing is often considered a productive and crucial skill for students' future, yet many learners find it difficult to master due to complex components such as vocabulary, grammar, and sentence structure. This study applied qualitative research with a case study design to investigate the specific phenomena of student challenges in depth. The participants of this study were seven students from the tenth grade, selected by using a purposeful sampling technique, specifically homogeneous sampling. Semi-structured interviews were conducted to collect the primary data, which were then analyzed by using the thematic analysis procedure. The research findings revealed that there were five major difficulties faced by the students in writing procedure text. These difficulties included grammatical problems, specifically in determining pronouns, and mechanical problems such as deciding the right spelling for unfamiliar words. Additionally, students struggled with sentence structure when arranging the steps of the procedure, and faced psychological barriers, including a lack of self-confidence and significant writing anxiety. Problems with the generic structure of the text were also identified. In brief, the tenth-grade students still face diverse challenges in writing, and it is recommended that they improve their comprehension and skills in this specific genre.
TEACHING READING COMPREHENSION USING NEUROLOGICAL IMPRESS METHOD AT JUNIOR HIGH SCHOOL Lina Ayudiyah; Dian Erlina; Fitri Alya Okta Sukma
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.972

Abstract

Reading is a fundamental skill in education, and its importance cannot be overstated. It plays a crucial role in language learning and academic success. The goals of this study were to determine whether there was a significant improvement and whether there was a substantial difference in students’ reading comprehension achievement before and after the implementation of the Neurological Impress Method. The Neurological Impress Method for eighth-grade students at SMPN 7 Palembang. This study was conducted over 12 meetings, employing a quasi-experimental methodology. 68 students were selected as a sample using the convenience sampling technique. There were two groups: control (VIII.9) and experimental (VIII.10). Pre-test and post-test were administered to both groups during data collection. The researcher analyzed the data using SPSS version 26. Based on the outcome of the Paired Sample T-Test, the p-value was 0.000, which was less than 0.05, and the t-value was 8.308, which was higher than the t-table df=33 (2.035). Therefore, it is possible to conclude that students' pre-test and post-test scores improved significantly in the experimental group taught using the Neurological Impress Method. Following the results of the Independent Sample T-Test, the p-value was 0.004, which was less than 0.05, and the t-value was 2.984, which was higher than the t-table df=66 (1.997). As a result, students' pre-test scores differed significantly between the control and experimental groups. The findings of this study demonstrated that the Neurological Impress Method improved students' reading comprehension and could be used as an alternate method for teaching reading comprehension
SPEAKING PRACTICES IN AN ENGLISH CLUB: : STUDENTS’ VOICES IN PALEMBANG Amrina Rosada; Renny Kurniasari; Winny Agustia Riznanda
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.977

Abstract

This study aimed to investigate students’ perceptions of the speaking practices of the English Club at SMAN 19 Palembang, South Sumatra. One of the qualitative research designs, the case study, was applied. The purposive sampling technique was applied, involving 8 students who have been active in the English Club for more than a year. The data were collected through semi-structured interviews by using open-ended questions. Thematic analysis was then employed to analyze the data. The findings indicated that participating in the English Club: (1) enjoy fellowship and companionship, (2) receive moral and emotional support for their views, (3) challenged with reticence, (4) access to much more information, (5) get the same turn to speak, (6) more pleasant and provide more suitable material than regular class, (7) acquire new vocabularies and information, and (8) improved confidence. This study implied that English Clubs can create a supportive and student-centered environment that encourages authentic communication and reduces speaking anxiety, which is often lacking in traditional classrooms. By promoting social bonding and offering more engaging, relevant content, English Clubs foster both linguistic and affective development. This study contributes to the growing body of research on extracurricular language learning by highlighting how peer-supported, informal speaking practices can complement formal instruction. It also provides practical insights for educators and school administrators seeking to improve students' oral proficiency through meaningful, student-driven activities
STUDENTS’ PERCEPTION OF CAKE APPLICATION FOR STUDENTS’ SPEAKING SKILLS Audrin Bianca Mareta; Yuyun Hendrety; Rahma Dianti
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1158

Abstract

A great use of information and communication technology (ICT) has recently affected language pedagogy. ICT usage shifts how English is taught and learned. Many people nowadays use mobile apps as a solution for language learning. One of the smartphone applications that students have been using lately is the Cake application. This study investigates students' perceptions and benefits of using the Cake application in English learning at Sandika Sukajadi High School, Banyuasin. A quantitative method featuring a survey design was employed as the research framework. 104 students, who were selected using a total sampling technique, participated as the sample in this study. A closed-ended questionnaire, distributed using Google Forms, was used to collect the data, which was then analyzed using percentage analysis. The findings revealed that most students perceived positively of using the Cake app for learning spoken English. This study found that (1) the Cake app is a helpful, user-friendly, and interesting tool for students in the English learning process, and (2) the Cake app has many benefits for students in improving their English speaking skills. With its flexibility, it enables students to manage their self-paced learning. Students can have a greater chance to improve their speaking skills using the Cake application.
USING YOUTUBE VIDEOS TO ENHANCE THE EFL STUDENTS’ VOCABULARY MASTERY Robi Soma
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1249

Abstract

Vocabulary is one of the important elements of language. It supports students to be able to master four skills in English. YouTube Videos as a digital-based learning medium can demonstrate language skills better than using audio, which is usually used in conventional teaching. This research aimed to find out whether students who were taught using YouTube videos could improve their vocabulary mastery compared to students who were not taught using YouTube videos. This research used a quantitative approach with a quasi-experimental design. The samples used in this research were students in Class VIII C and VIII D. To collect the data, the researcher used the research instrumentation in the form of vocabulary to measure the students’ prior knowledge before the treatment and to see the students’ treatment results. Furthermore, to analyze the data, the researcher used the t-test. Based on the results collected after conducting this research, the results of the research showed that there was a significant effect of using YouTube videos on vocabulary mastery in students in the experimental class. Students’ English vocabulary learning using YouTube videos was more effective than without using the conventional way of teaching vocabulary. In conclusion, YouTube videos could be used as an alternative way to teach vocabulary to EFL students, especially in the Indonesian context.
DIGITAL LANGUAGE LEARNING THROUGH DUOLINGO:: A SURVEY STUDY OF TENTH-GRADERS Reni Oktariani; Jenny Elvinna Manurung; Nita Ria; Gaya Tridinanti
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1253

Abstract

The rapid development of technology, particularly in the post-COVID era, has significantly expanded individuals’ perspectives, especially in the realm of education. Technology has enabled greater access to information, and numerous advanced applications are now available to specifically support the improvement of language skills. The Duolingo application is one of the technological tools that can help students become more proficient in English, and it also supports educators by offering ways to uphold the idea of technology-assisted language learning. This study aimed to investigate students’ perceptions of using Duolingo. The population of this study consisted of tenth-grade students at SMA Swasta Sukajadi during the 2023/2024 academic year. The research sample consisted of 106 students, representing classes XA, XB, and XC at SMA Swasta Sandika Sukajadi. The research findings present the results of a descriptive analysis of students' perceptions. Five aspects of students' perceptions regarding the use of the Duolingo application in English learning. The data were collected using a questionnaire. The students’ perceptions were divided into two major categories: positive and negative perceptions. Based on the findings, it can be concluded that the use of the Duolingo application significantly enhances the effectiveness and utility of English language learning. Most students demonstrated a higher level of interest in engaging with English learning through the Duolingo application
THE USE OF CHATGPT IN ENGLISH WRITING ACTIVITIES: : STUDENTS’ VOICES Natasya Aprodi Giani; Ridha Ilma; Hariana Amalia
Didascein : Journal of English Education Vol 6 No 1 (2025): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i1.1258

Abstract

The rapid development of artificial intelligence has influenced education, including the use of ChatGPT in language learning. ChatGPT can revolutionize many aspects of education, such as retrieving information, responding to specific questions in a variety of subjects, participating in open discussions, writing and editing essays and reports, creating software code, mentoring students by elucidating programming concepts, supplying sample data for databases and analysis, and carrying out computations. This study investigated students’ perceptions of using ChatGPT in English writing activities at the English Education Study Program of UIN Raden Fatah Palembang. A quantitative approach was used with 136 fourth-semester students as the research participants. Data were collected through an open-ended questionnaire focusing on six aspects: ChatGPT usage, impact on writing, reliability and accuracy, contribution to learning goals, user experience and satisfaction, and training needs. The findings showed that most students had a positive view of ChatGPT, especially in brainstorming and organizing ideas. About 91.3% of students had used ChatGPT in class, and 94.9% had prior experience. Although only 8.7% used it regularly, ChatGPT was seen as helpful for improving efficiency, creativity, and confidence. Students also recognized its limitations, such as the necessity of information verification and avoiding over-reliance. The study concludes that ChatGPT can be a valuable tool for academic writing when it is combined with strong digital literacy and ethical use.

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