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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 58 Documents
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VOCABULARY MASTERY AND ITS INFLUENCE ON STUDENTS’ DESCRIPTIVE WRITING: A CORRELATION RESEARCH Elsa Kurnia; Gaya Tridinanti; Nita Ria
Didascein : Journal of English Education Vol 6 No 2 (2025): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1582

Abstract

This research aimed to determine the correlation between tenth-grade students' vocabulary mastery and their descriptive writing ability, and to determine the contribution of students' vocabulary mastery to their descriptive writing ability. The research design was a correlational study, and the population consisted of 450 tenth-grade students from 14 classes at SMA N 10 Palembang. To select the sample of this research, purposive sampling was implemented. There were 72 students as a sample from classes X.7 and X.8. The obtained data were analyzed using correlation and regression analyses. The data were obtained from writing ability and vocabulary mastery tests. The results indicated that the significant coefficient between writing ability and vocabulary mastery was 0.802, which was higher than the alpha value of 0.05. It means that vocabulary mastery and writing ability were not correlated. At that point, the correlation coefficient was 0.030, which placed it in the low category of the correlation coefficient. Subsequently, regression analysis revealed that the R-value was 0.066 and its coefficient of determination (R-squared) was 0.004. It concluded that the contribution of vocabulary mastery to writing skill was only 0.04%. In conclusion, the r-value was less than the alpha-value (0.802 > 0.05), indicating that there was no significant relationship between writing ability and vocabulary mastery. There was no contribution or interaction effect on vocabulary mastery or writing ability, since the R-value was 0.004, or only 0.04%.
THE EFFECT OF THE THREE-STEP INTERVIEW TECHNIQUE ON ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS Aldi; Yuyun Hendrety; Rahma Dianti
Didascein : Journal of English Education Vol 6 No 2 (2025): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1593

Abstract

Enhancing students' speaking skills remains a major obstacle in English instruction, especially in secondary schools with vocational programs where effective communication is crucial. This study investigated whether eleventh-grade students at SMK PGRI 2 Palembang might improve their speaking proficiency by using the three-step interview technique. A quantitative method with a quasi-experimental design was employed, involving 42 students selected through purposive sampling, with 22 assigned to the experimental group and 20 to the control group. Data were collected through a speaking test. The obtained data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test, since the data were not normally distributed. The Wilcoxon Signed-Rank test revealed a significant improvement in speaking achievement within the experimental group (Asymp. Sig. = 0.000 < 0.05), indicating that the three-step interview technique effectively fostered students’ speaking achievement. However, the Mann-Whitney U test showed no significant difference between the experimental and control groups (Asymp. Sig. = 0.192 > 0.05), suggesting that the technique did not outperform traditional methods in this sample. These findings imply that while the three-step interview technique can be a useful classroom strategy to support speaking development, further research with larger samples and diverse contexts is recommended to evaluate its comparative effectiveness.
Developing Local-Content Agricultural Reading Materials for Freshmen Ketut Armawan; Kadek Andre Karisma Dewantara; Luh Sri Damayanti; Salsabila Gita Nurani; Asti Siti Nurazizah
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1893

Abstract

This study developed and evaluated agricultural local-content-based instructional reading materials alongside a Group Reading Assessment (GRA) instrument for English as a Foreign Language (EFL) freshmen at STIPER Belitang, an agricultural college in South Sumatra, Indonesia. Employing Akker's (1999) developmental research framework and Tessmer's (1993) formative evaluation model, this investigation addressed a critical yet underexplored gap—the systematic absence of contextualized English reading resources integrating authentic local agricultural content for Indonesian university freshmen. The materials were validated by expert reviewers and tested through one-to-one, small group, and field trial phases. Results confirmed high validity (M = 3.10), high practicality (M = 3.12 and 3.08, respectively), and significant criterion-related validity (r = 0.711 for reading materials; r = 0.812 for the GRA). The field test further revealed that 71.4% of students surpassed the minimum mastery criterion, affirming the products' potential effectiveness. This study contributes a replicable, context-sensitive framework for ESP material development that bridges language learning with students' immediate agricultural environment, thereby enhancing both learner engagement and reading comprehension outcomes.
Profiling Pre-Service Teachers’ Digital Literacy Levels: A Survey Research Oni Setiawan Peranginangin; Rahma Dianti; Heru Setiawan
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1894

Abstract

The increasing use of digital technology in higher education has made digital literacy an essential skill, especially for students who are preparing to become teachers. This study aims to profile the level and the dimensions of digital literacy among pre-service teacher students of the Faculty of Teacher Training and Education at Tridinanti University. This research used a quantitative method with a cross-sectional survey design, involving 144 pre-service teacher students selected through total sampling. Data were collected using a Digital Literacy Scale (DLS), consisting of nine dimensions of digital literacy originally proposed by Chen (2015) and operationalized in the digital literacy scale developed by Amin et al. (2021). The obtained data were analyzed using mean score and percentage analysis. The results show that, in general, students already have a good level of digital literacy. The results of the percentage analysis showed that they tend to perform well in areas such as citizenship (ethical awareness), creativity, and collaboration in digital environments. However, some aspects, particularly those related to managing information and maintaining digital connections, are still not as strong. These findings indicate that although students are quite ready to participate in technology-based learning, there is still a need to improve their ability to critically evaluate and manage information. Overall, this study highlights the importance of strengthening digital literacy as part of teacher education programs.
The Relationship Between Students’ Learning Motivation and Their English Achievement Akhmad Ghifari; Adelia Salsabila; Reihan Norfansyah; M. Rayhandi Pratama; Muhammad Syahriwan; Abdul Syahid
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1924

Abstract

Learning motivation is considered one of the factors that may influence students’ academic achievement, especially in learning English as a foreign language. This study aimed to investigate the relationship between students’ learning motivation and their English achievement among fourth-semester students of the English Education Department. The study employed a quantitative correlational research design. Data were collected using a learning motivation questionnaire distributed through Google Form and students’ English achievement scores obtained from academic records. The questionnaire consisted of positive and negative statements related to students’ motivation in learning English and employed a five-point Likert scale ranging from Strongly Agree to Strongly Disagree. The participants of this study were 20 fourth-semester students of the English Education Department. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Spearman rank correlation. The findings showed that most students demonstrated high levels of learning motivation and satisfactory English achievement. The correlation analysis revealed a low positive relationship between students’ learning motivation and English achievement (ρ = 0.229). However, the significance value (p = 0.330) indicated that the relationship was not statistically significant. These findings suggest that learning motivation alone may not significantly determine students’ English achievement, as academic performance may also be influenced by other factors such as learning strategies, teaching methods, self-confidence, and classroom environment. The findings of this study are expected to contribute to English teaching practice by encouraging lecturers to maintain students’ motivation through meaningful learning activities, constructive feedback, collaborative learning, and supportive classroom environments.
THE EFFECT OF CLAIM-EVIDENCE-REASONING (CER) ON STUDENTS’ WRITING SKILLS Dio Anindio; Yuyun Hendrety
Didascein : Journal of English Education Vol 7 No 2 (2026): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i2.1748

Abstract

CER is used to guide students in constructing well-organized writing by presenting a claim, providing supporting evidence, and explaining the logical reasoning that links the evidence to the claim. The purposes of the research were (1) to find out whether or not there was any significant improvement in the eleventh graders’ writing skill achievement by using the CER technique and (2) to find out whether or not there was any significant difference in the eleventh graders’ writing skill achievement between students who were taught using CER and those who were not. This study used a quasi-experimental pretest–posttest non-equivalent group design. The samples were selected through purposive sampling, involving 34 students in the experimental group and 33 students in the control group. Data were collected using writing tests. The data were analyzed using a paired-samples t-test and an independent-samples t-test. The results of the paired-samples t-test showed that the obtained t-value (15.354) was higher than the t-table value (2.0322), indicating a significant improvement in students’ writing skill achievement. The independent-samples t-test revealed that the obtained t-value (5.826) was higher than the t-table value (1.995), indicating a significant difference between the two groups. It could be concluded that the implementation of the CER technique was effective in enhancing students’ writing skill achievement. Other findings revealed that there was a significant difference in students’ writing skills between students who were taught using the CER technique and those who were not.
SENIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF ENGLISH CLUB PARTICIPATION:: BENEFITS AND CHALLENGES FOR ENGLISH LANGUAGE DEVELOPMENT Putra Sulaiman; Ridha Ilma; Deta Desvitasari
Didascein : Journal of English Education Vol 7 No 2 (2026): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i2.2175

Abstract

English learners in Indonesia have limited opportunities to use English communicatively outside formal classroom instruction. Although English Clubs may provide supplementary learning opportunities, students' experiences of their linguistic and non-linguistic benefits, as well as the challenges they encounter, require further investigation. This study explored senior high school students' perceptions of English Club participation in supporting their English language development. Employing a qualitative case study design, the study involved six eleventh-grade students (three male and three female, aged 16–17) from a senior high school in Palembang, Indonesia. The participants were selected through homogeneous purposive sampling based on their consistent participation in the English Club for at least one year. Data were collected through semi-structured interviews and analyzed thematically. Member checking was conducted to confirm the accuracy of the interview data. The participants perceived that English Club activities supported the development of their speaking, listening, reading, and writing skills. They also reported increased confidence, motivation, and awareness of their strengths and areas for improvement. Interactive activities, regular practice, and peer support contributed to a collaborative and low-anxiety learning environment. Nevertheless, the participants identified limited variation in learning materials, insufficient session duration, and scheduling conflicts with academic responsibilities as major challenges. The findings indicate that English clubs can complement formal EFL instruction by providing opportunities for meaningful language practice and encouraging learner autonomy. However, more systematic planning, varied materials, and flexible scheduling are necessary to improve program implementation and accommodate students' diverse learning needs.
THE LINK BETWEEN CRITICAL THINKING ABILITY AND WRITING ACHIEVEMENT OF ELEVENTH-GRADE STUDENTS Febri Pratama Putra; Ridha Ilma; Deta Desvitasari
Didascein : Journal of English Education Vol 7 No 2 (2026): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i2.2176

Abstract

Effective writing necessitates that students generate important ideas, organize them coherently, and articulate their ideas clearly using suitable language. This study examined the relationship between critical thinking ability and writing achievement among eleventh-grade students in Palembang. The population consisted of 518 students, from which 67 students were selected through convenience sampling. The data were obtained using the Cornell Critical Thinking Test Form X (CCTT-X) and a writing assessment. The results revealed a significant positive correlation between critical thinking ability and writing achievement, with a correlation coefficient of 0.546. Furthermore, critical thinking skills significantly influenced students’ writing achievement, explaining 29.8% of the variance, as indicated by an R-squared value of 0.298. Based on these findings, the alternative hypothesis (Hα) was accepted, while the null hypothesis (H0) was rejected, demonstrating a significant relationship between critical thinking and writing performance. The researchers suggest that these findings may provide useful information for English teachers, students, and future researchers interested in the development of critical thinking and writing skills.

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