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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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FORMATIVE GRAMMAR ASSESSMENT IN BLENDED LEARNING ENVIRONMENTS: CHALLENGES AND SOLUTIONS Hastin Yoka Ariyani; Masagus Firdaus; Santi Mayasari
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.v6i2.1280

Abstract

Formative grammar assessment is crucial in English language learning, especially in building students' accuracy and awareness of language structure. In the modern era of education, blended learning approaches, which combine face-to-face and online learning, have become a popular strategy in increasing student flexibility and engagement. However, implementing formative grammar assessment in a blended learning environment faces several challenges, such as limitations of real-time feedback, difficulties in monitoring individual development consistently, and limitations of automated evaluation tools. The subjects in this study are students of the D3 Hospitality Study Program, who are in semesters II and IV, and are taking English courses emphasizing grammar. A total of 30 students were purposively. This study uses a qualitative case study approach to describe the practice of formative grammar assessment in blended learning. This article presents the results of a case study conducted at the Prasetiya Mandiri Polytechnic, involving D3 Hospitality students who took grammar courses in a blended system. Various assessments include interactive quizzes, weekly assignments, self-reflection, and online grammar discussions. The results show that integrating digital platforms such as Google Forms, Moodle, and learning analytics features can increase the effectiveness of formative assessments. In addition, micro-assessment and peer feedback strategies are practical solutions for overcoming the limitations of direct interaction. This article recommends adaptive approaches and the use of technology to strengthen the grammar assessment process in blended learning.
IMPROVING ELEVENTH GRADERS' SPEAKING ACHIEVEMENT THROUGH THE GOGOMO STRATEGY Asmiranda; Heru Setiawan
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.v6i1.1300

Abstract

GOGOMO is a collaborative approach that enables students to engage and practice speaking with each other. This approach allows students to express their thoughts. This research sought to: (1) determine if there was a notable enhancement in the speaking skills of the eleventh-grade students at SMA Negeri 10 Palembang through the GOGOMO strategy, and (2) assess if there was a significant disparity in speaking skills between the eleventh-grade students at SMA Negeri 10 Palembang who learned with the GOGOMO strategy and those who did not. This research employed a quasi-experimental design involving 70 students, who were chosen through purposive sampling. The data were gathered through a speaking assessment. To confirm the hypotheses, the collected data were examined with the Paired Sample T-Test and Independent Sample T-Test. The findings showed that the GOGOMO strategy significantly enhanced the speaking proficiency of eleventh-grade students at SMA Negeri 10 Palembang. Moreover, a notable difference existed in the speaking achievements of the eleventh-grade students at SMA Negeri 10 Palembang between those instructed with the GOGOMO strategy and those who received no such instruction. The experimental group surpassed the control group in terms of speaking performance. The GOGOMO strategy may have created an environment for students to engage with their peers and enhance their speaking skills. When used for a speaking class, GOGOMO needs to be modified or supplemented, even though it might work well for some activities. Alternative approaches that improve engagement while preserving comprehension accuracy should be investigated in future studies.
Language Variation and Identity Negotiation in College Students’ Social and Digital Communication Ahmad Bayu Fathoni; Krisdian Aulia Putri; Nasywa Abril Maulida Zein; Nazriela Nur Syahbani; Suparwoto Sapto Wahono
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1380

Abstract

This study examines the dynamics of language use among students from a sociolinguistic perspective, particularly within campus and digital communication contexts. As a multicultural and technology-driven environment, the campus provides a space where diverse linguistic practices emerge and reflect students’ social interaction and communication strategies. The objective of this study is to analyze how language variation develops and to explore its relationship with identity negotiation among students. This study employs a literature review method by analyzing 12 relevant scientific articles related to sociolinguistics, language variation, and digital communication. The analysis focuses on identifying patterns of language use and the factors influencing students’ linguistic choices in both face-to-face and online interactions. The findings reveal that language variation among students emerges through continuous social interaction and exposure to digital media. Common forms include code-switching, code-mixing, dialect variation, slang, and lexical innovation, which are influenced by social relationships, cultural background, peer interaction, and technological exposure. Furthermore, language variation is closely related to identity negotiation, as students actively construct and express their social identities through context-dependent linguistic choices. Overall, this study highlights that language use among students functions not only as a means of communication but also as a dynamic social practice shaped by ongoing social and technological changes.
INTEGRATING COOPERATIVE LEARNING AND MUSIC: THE TALKING STICK STRATEGY TO IMPROVE SIMPLE PRESENT TENSE ACHIEVEMENT Fibria Cahyani; Dyah Nugraheny Priastuti
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.v6i2.1445

Abstract

Grammar mastery, particularly the simple present tense, is crucial in developing students’ English proficiency. However, many junior high school students still face challenges in applying this tense accurately, leading to low achievement and reduced motivation in grammar lessons. Combining music and the Talking Stick creates a pedagogical synergy that targets the affective, social, and cognitive aspects of learning. This study aimed to examine the effect of integrating the Talking Stick technique with music on students’ achievement in the simple present tense. This research employed a quantitative quasi-experimental design with a one-group pre-test and post-test format. The sample of the study consisted of 12 seventh-grade students of SMP Taman Harapan Sidoarjo in the 2024/2025 academic year. Data were collected through simple present tense tests and analysed using the Wilcoxon test. This is evidenced by the increase in their average scores, from 60.3 in the pre-test to 74.7 in the post-test, indicating a meaningful academic gain. These findings demonstrated that combining the Talking Stick technique with music can effectively enhance students' achievement in the simple present tense, encourage active participation, and create a more engaging learning atmosphere. This approach can be a valuable alternative to traditional teaching methods, especially in junior high school.
Enhancing Tenth Graders’ Speaking Ability through Quiz-Quiz Trade at SMA PGRI 1 Palembang Muhammad Kamal; Gaya Tridinanti; Jenny Elvinna Manurung
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1449

Abstract

This study focuses on the application of the Quiz-Quiz Trade Technique to assist tenth-grade students in improving their speaking ability. The Quiz-Quiz Trade Technique is a cooperative learning strategy that provides opportunities for students to engage in speaking practice. The objective of this study was to determine the substantial enhancement in speaking abilities by using the Quiz-Quiz Trade Technique among tenth graders at SMA PGRI 1 Palembang, as well as to examine the difference in speaking skills between students taught with this technique and those who were not. This study employed a quasi-experimental design. The population consisted of tenth-grade students at SMA PGRI 1 Palembang during the academic year 2024-2025. Purposive sampling was used to select 70 students, divided into two groups: the experimental group and the control group, each comprising 35 students. Data were gathered through speaking tests conducted twice. The data analysis used a paired-sample t-test and an independent-samples t-test. The paired-sample t-test results indicated a significant improvement in the speaking ability of the tenth graders using the Quiz-Quiz Trade technique. The results of the study showed a significant improvement in students' speaking skills in the experimental group compared to the control group. The independent sample t-test results revealed a significant difference in speaking skills between the students who received instruction using the Quiz-Quiz Trade technique and those who did not.
STUDENTS’ PERCEPTION OF USING QUIZIZZ APPLICATION IN READING CLASS Lina Iswanda; Jenny Elvinna Manurung; Heru Setiawan
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.v6i2.1450

Abstract

Integrating technology into the classroom is essential for enhancing student engagement and learning outcomes. Quizizz is widely adopted to promote interactive and student-centered instruction. This study investigates students’ perceptions and the perceived benefits of using the Quizizz application in reading lessons at SMA Negeri 11 Palembang during the 2024/2025 academic year. A quantitative approach was used, involving 132 tenth-grade students selected through purposive sampling. Data were collected via a closed-ended questionnaire based on five aspects: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (A), Skill Engagement (SKE), and Interaction Engagement (IE), using a Likert scale. The findings indicate that students generally have positive perceptions of Quizizz. They appreciate its interactive interface, multimedia features, instant feedback, and gamification elements like leaderboards, which enhance motivation and engagement. Students reported that Quizizz made reading activities more enjoyable, accessible, and dynamic, contributing to improved participation and focus. Quantitative data show that 55.74% and 56.90% of students chose "Agree" and "Strongly Agree" on key items, indicating overall positive responses. The study concludes that Quizizz is an effective, user-friendly tool that fosters motivation, confidence, and meaningful interaction, while reducing mental effort in learning. Pedagogically, the results suggest that teachers can integrate Quizizz to create more engaging reading environments, curriculum designers can incorporate game-based learning elements into literacy programs, and schools can use such platforms to foster motivation and comprehension in English reading. These results support the integration of game-based learning applications to improve reading comprehension and classroom experiences.
Collaborative Writing with Padlet: : A Strategy for Improving Writing Skill in Senior High School Tarisa Andela Putri; Yuyun Hendrety; Gaya Tridinanti
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1465

Abstract

Collaborative writing is a method where students work in pairs or small groups to generate ideas, provide feedback to one another, and construct written texts together. The purposes of this research were (1) to find out whether or not it was effective to improve students’ writing skill achievement through collaborative writing using Padlet, and (2) to find out whether or not there was any significant difference in students’ writing skill achievement between students who were taught through collaborative writing using Padlet and those who were not. A quasi-experimental design was applied in this research. The population involved all tenth-grade students of SMA Negeri 11 Palembang during the 2024/2025 academic year. A total of 70 students were selected as the sample of this study using a purposive sampling technique and assigned to experimental and control groups. Writing tests were administered to collect the data. The obtained data were analyzed using a paired sample t-test and an independent sample t-test. The results of the paired sample t-test showed that collaborative writing using Padlet was effective in improving students' writing skills. The independent sample t-test showed that there was a significant difference in writing skills between students who were taught collaborative writing using Padlet and those who were not. The results indicated that it was effective to improve students’ writing skill achievement through collaborative writing using Padlet. There was also a significant difference in students’ writing skills between students who were taught through collaborative writing using Padlet and those who were not.
COGNITIVE MAPPING IN THE WRITING CLASSROOM: RETHINKING HOW STUDENTS ORGANIZE AND EXPRESS IDEAS Fitrianti Putri; Umar Abdullah; Fitri Alya Okta Sukma
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.v6i2.1475

Abstract

Many senior high school students struggle with initiating and organizing their ideas, applying grammar accurately, and maintaining cohesion in their writing. Mind mapping is a visual technique that enables students to brainstorm ideas, establish connections, and structure content in a non-linear format. This study investigated the effect of using mind mapping on the writing ability of tenth-grade students at SMA Negeri 14 Palembang. The study used a quantitative method comparing a group taught using mind mapping (the experimental group, 34 students) and a group taught in the usual way (the control group, with 34 students) before and after the treatment. The students’ writing ability was measured with a writing test before and after the treatment. Because the test results were not normally distributed, nonparametric statistical tests were used to analyze the data. The Wilcoxon Signed-Rank Test revealed that the writing ability of the experimental group improved significantly after using mind mapping. Furthermore, the Mann-Whitney U test showed a significant difference in writing test scores between the experimental and control groups after treatment, with the experimental group scoring better. The findings of this research indicated that using mind mapping greatly helped to improve the tenth-grade students’ writing ability in recount text. This study suggests that teachers could use mind mapping as a way to enhance students’ writing skills.
The Role of Listening Strategy Use in Predicting Listening Proficiency among Tenth-Grade EFL Learners Intan Azzahra; Umar Abdullah; Fitri Alya Okta Sukma
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1476

Abstract

Listening is a fundamental skill in EFL learning, yet many students face difficulties and show limited awareness of effective listening strategies.  This study aimed to investigate the role of listening strategy use in predicting proficiency among tenth-grade EFL learners. This study employed a correlational quantitative design with 74 tenth-grade students using convenience sampling. Data were collected using a closed-ended questionnaire to measure metacognitive, cognitive, and socio-affective strategies and a standardized TOEFL Junior listening test to assess listening proficiency. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and regression analysis. The findings revealed a statistically significant positive relationship between the use of listening strategies and listening proficiency. However, the predictive power was relatively low, indicating that listening strategies contributed modestly to students’ listening performance. Among the strategy types, socio-affective strategies were used most frequently, while cognitive and metacognitive strategies were used at moderate levels. These findings suggest that although listening strategies play an important role, listening proficiency is influenced by multiple factors. In addition, factors such as learners’ motivation, prior knowledge, and exposure to English may also contribute significantly to listening achievement. Therefore, it is recommended that teachers incorporate explicit instruction of cognitive and metacognitive strategies and provide greater exposure to authentic listening materials to enhance students’ listening development.
THE RELATIONSHIP BETWEEN SELF-EFFICACY, MOTIVATION, AND SPEAKING ABILITY AMONG FOURTH SEMESTER STUDENTS Sakinah Hubaib
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.v6i2.1484

Abstract

This study aimed to address three objectives: the connection between self-efficacy and speaking skills, the link between motivation and speaking skills, and the simultaneous relationship among self-efficacy, motivation, and speaking skills. The researcher conducted a form of oral assessment to collect data on students' speaking skills. Meanwhile, to collect students’ self-efficacy and motivation, the researcher conducted questionnaires. Every student among the 38 samples was requested to deliver their presentation to the class. The obtained data were analyzed using correlational analysis run by SPSS. The results of the research revealed that there was a statistically significant relationship between self-efficacy and speaking ability (p < 0.05), as well as between motivation and speaking ability (p < 0.05). Furthermore, a significant overall relationship was found among self-efficacy, motivation, and speaking ability (F < 0.05). There was a notable relationship among self-efficacy, motivation, and speaking ability, with F < 0.05. The research findings indicated that both lecturers and students of the English Department at Kutai Kartanegara should focus more on efficacy and motivation. Additionally, the future researcher is encouraged to conduct a more in-depth observation involving a larger population and diverse research instruments in a related study or to implement teaching methods that boost students’ confidence and motivation in speaking classes.

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