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<![CDATA[AN ANALYSIS ON THE STUDENTS’ INDIRECT LEARNING STRATEGIES IN WRITING SKILL ]]>
<![CDATA[Yusri .]]>;
<![CDATA[Tri Setiani]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4 Nomor 1, November 2018 ]]>
Publisher : <![CDATA[Jurnal Didascein Bahasa ]]>
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<![CDATA[The problem of this study was “what are the indirect learning strategies in writing skill applied by the eleventh grade students of SMAN 12 Palembang?” The objective of this study was to find out the indirect learning strategies in writing skill applied by the eleventh grade students of State Senior High School 12 Palembang. This study used qualitative descriptive method. The population of this study was 232 of the eleventh grade students of State Senior High School 12 Palembang in the academic year of 2016 / 2017. This study used purposive sampling technique. The data were collected through the SILL questionnaire and documentation. Based on the study, it showed that eventhough there was no learning strategy applied by the students in the high use, but according to the average use of the strategy, metacognitive strategies (Mean = 3.28) became the most frequently strategies applied by the students, then, followed by affective strategies (Mean = 2.65), and the last was social strategies (Mean = 2.46). In conclusion, all the indirect learning strategies in writing skill that are metacognitive, affective, and social strategies were applied by the eleventh grade students of State Senior High School 12 Palembang. Keywords: Analysis, Indirect Learning Strategies, Writing Skill.]]>
<![CDATA[MORAL VALUES IN NOVEL “KADO PUTRI UNGU” BY SYAMSA HAWA ]]>
<![CDATA[Doni Samaya]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 3 nomor. 2, Mei 2018 ]]>
Publisher : <![CDATA[Jurnal Didascein Bahasa ]]>
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<![CDATA[The aim of this research is to describe the moral values of the novel Kado untuk Putri Ungu written by Syamsa Hawa. The subject of this study is the novel Kado untuk Putri Ungu written by Syamsa Hawa and object of this study is moral values of Kado untuk Putri Ungu written by Syamsa Hawa. The data collection is documentation. The results of documentation is analyzed by using descriptive qualitative method. Based on the results of this research, the researcher found out that novel Kado untuk Putri Ungu written by Syamsa Hawa contained the moral values as follows: 1) the relationship between human and herself, 2) the relationship between human and human, 3) the relationship between human and God.Keywords: moral values, novel, Kado untuk Putri Ungu.]]>
<![CDATA[THE RECEPTION OF LITERATURE STUDENTS OF CLASS IVB SDN 25 TOWARD FAIRY TALE ENTITLED “KENDI EMAS DAN ULAR” ]]>
<![CDATA[Nurulanningsih .]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4 Nomor 1, November 2018 ]]>
Publisher : <![CDATA[Jurnal Didascein Bahasa ]]>
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<![CDATA[One of the literary works that is categorized as children's literature, i.e., a fairy tale. This study describes the reception of literature students class IVb SDN 25 Kilkenny against the fabled Golden Jug (kendi emas) and snakes (ular). This tale is one of 13 fairy tales found in the Thematic book 8 for SD/MI Class IV, works of Ari Subakti. The chosen fairy tale Gold Jug and the snake because it gives moral value of honesty. This literary reception research used the synchronous responses as research method to contemporary readers, meaning that readers are used as respondents in a period of time. The sample in this study was the students of class IVb SDN 25 Palembang that consists of 35 people. The sampling technique used purposive sampling. The data collection techniques in this research apllied question form/questionnaire. The analytical techniques of descriptive statistics was qualitative. Based on the results and discussion toward the reception of literature students of class IVb SDN 25 Palembang toward the fabled Golden Jug and Snake. It can be concluded that admission of students against the good fairy tale story i.e. marked with 54.28% of students responded very efficiently toward such tales and 26.66% of students responded with memorable the fairytales.Keywords: reception, literature, fairy tale.]]>
<![CDATA[IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH SIX THINKING HAT STRATEGY AT SMA NEGERI 11 PALEMBANG ]]>
<![CDATA[Rizki Larasanti]]>;
<![CDATA[Rahma Dianti]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[This study aimed for investigating: (1) whether or not Six Thinking Hat strategy significantly improved student’s speaking achievement, and (2) whether or not there was any significant difference in students’ speaking achievement between those who were taught by using Six Thinking Hats strategy and those who were not. A quasi experimental research design was administered. The samples were taken by using purposive sampling, consisting of 34 students for experimental group and 29 students for control group. Spoken test was used as data collection technique. To verify the hypotheses, the data from the pre-test and post-test from the two groups were analyzed by paired sample t-tst and independent sample t-test. Based on the results of the study, it was revealed that Six Thinking Hats strategy could significantly improve students’ speaking achievement. The result of paired sample t -test confirmed that there was a significant progress of students’ speaking achievement in giving opinion after they got the intervention of this strategy. Next, the result of Independent-sample t-test showed that there was a significant difference between students’ speaking achievement for both of groups. Experimental group outperformed control group in speaking achievement]]>
<![CDATA[THE CORRELATION BETWEEN TRANSLATION ABILITY AND READING HABIT TOWARD WRITING ABILITY ]]>
<![CDATA[Darmawan Budiyanto]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[This research is aimed to find out the correlation between (1) translation ability and writing ability; (2) reading habit and writing ability; (3) translation ability and reading habit toward writing ability. The population of the study was the fourth semester in the academic year 2019/2020. The sampling technique used is convenience non random sampling. The researcher used test to obtain the data of students’ translation ability, then questionnaire to obtain the data of students’ reading habit level and test to obtain the data of students’ writing ability. Theresearcher used Product Moment formula to know the coefficient correlation and linear regression to find out the significance correlation. There three results of the study, fist hypothesis, showed that the coefficient of correlation between students’ translation ability (X1) and their writing ability (Y) is higher than 0 (0.9083>0) and linear regression showed that t obtain is higher than t table (10.415 > 2.069). Second hypothesis, showed that the coefficient of correlation between students’ reading habit (X2) and their writing ability (Y) is higher than 0 (0.6939>0) and linear regression showed that t obtain is higher than t table (4.621 > 2.069). Furthermore, the third hypothesis showed that the coefficient of correlation (ryx1x2) between students’ translation ability (X1) reading habit (X2) and their writing ability (Y) is higher than 0 (0.8304>0) and linear regression showed that t obtain is higher than t table (24.443 > 3.44). It means translation ability and reading habit is a good predictor for the students’ writing ability.]]>
<![CDATA[THE CORRELATION BETWEEN PRESENT TENSE MASTERY AND THE WRITING ABILITY OF DESCRIPTIVE TEXT OF NINTH GRADE STUDENTS AT SMPN 19 PALEMBANG ]]>
<![CDATA[R.M. Syafruddin]]>;
<![CDATA[Aigen Pausel]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
Publisher : <![CDATA[Jurnal Didascein Bahasa ]]>
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<![CDATA[The aim of this study was to find out whether there was significant correlation or not between present tense mastery and writing ability descriptive text. The population was the ninth grade students with the total 253 students from 9 classes at SMPN 19 Palembang. To select the sample of this study, purposive sampling technique was implemented. There were 111 students as sample. The data were selected from students’ present tense score and their writing descriptive text score. In analyzing the data, correlation analysis was used. Based on the statistical analysis, it was found that the correlation coefficient or the r-value (0.609) was higher than r-table (0.186). Then, the level of probability (p) significance (sig.2-tailed) was 0.000. It means that p-value (0.000) was lower than 0.05. It can be concluded that there was high significant correlation between the students’ present tense mastery and writing ability of descriptive text.]]>
<![CDATA[THE HUMANITY VALUES IN GUY DE MAUPASSANT’S A PIECE OF STRING AND THE IMPLICATION FOR ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Desi Apriani]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[The aims of the study are to describe the humanity values found in Guy De Maupassant’s A piece of String; to describe Guy De Maupassant’s humanity in society of life atation of the indications in main characters to describe the implementation of analysis A Piece of String in ELT through literature. This research are classifies as qualitative research or used description and interpretation of the indications in main characters in the novel accurately. The libarary sources consist of primary and secondary data. The primary data was the short story and the secondary data were from books periodicals, magazines, non-printed sources on internet then data are gathered, together analyzed and finally written in description method. May The Result`of the study shows that: 1) The elements of humanity values in Piece of String follows: (1) understanding, (2) bravery, (3) togetherness, (4) cooperative, (5) honesty, (6) patience, and (7) loyalty. 2) The result is the students thus may learn the use of the words they get themselves more effectively pedagogically. The value of literature does not gial only insight of humanity, but that of values for learning the English language in the classroom. Although pedagogy is sometimes seen as a neubulos concept, it is essential a combination of knowledge and skills required for effective teaching.]]>
<![CDATA[BUILDING STUDENTS’ DIGITAL LITERACY SKILL THROUGH WEBLOG-LIBRARY CENTER APPROACH ]]>
<![CDATA[Yunani Atmanegara]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[In connection with today’s digitalization era,the integration of ICT into English literacy learningneeds more concern from educators. Teachers are encouraged to explore the use of ICT and develop students’ digital literacy skill as well. This study used weblog-library center as one of alternative to use in literacy learning. This study involved forty students of the eleventh grade divided into experimental and control group. Both groups were given digital literacy questionnaire in the beginning and at the end of the studycovering four digital literacy components; basic ICT skills, information sources, digital competencies, andattitude and perspective toward digital usage and digital transformation. In addition, observation was conducted in experimental group to obtain clear information about students’ digital literacy progress. The questionnaire was analyzed by using paired and independent sample t-tests. Meanwhile, observation results were calculated using percentage analysis. The results indicate that weblog-library center could improve students’ digital literacy not only as the students perceived, but also as the teacher percieved. The experimental students could use digital tool properly and appropriately so that their ICT skill developed, the knowledge about getting information sources increased, digital competence enhanced and attitude and perspective about digital usage and transformation were positive. ]]>
<![CDATA[THE INTEGRATION OF WEB-BASED LEARNING MEDIA INTO ELT: USING WEBQUEST TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT ]]>
<![CDATA[Ira Irzawati]]>;
<![CDATA[Anastasia Ronauli Hasibuan]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[In recent decades, the integration of web-based learning media into English Language Teaching (ELT) has become an ideal choice for the educators to support students’ success in learning English. This research presents the use of a web-based learning medium (Webquest) to enhance students’ writing achievement. It involved sixty-two of eleventh grade students which divided into two groups; experimental and control groups. The researchers applied Webquest in experimental class to investigate whether the integration of Webquest into teaching and learning activities was effective or not to improve students’ writing achievement. To collect the data, writing test in form of essaywas administered to both groups. The data were analyzed by using independent and pair t-tests. The results revealed that the experimental group students’ writing achievement outperformed the control group students’ writing achievement. In a nutshell, it is believed that Webquest is an effective learning tool to improve students’ writing achievement.]]>
<![CDATA[USE OF FRESH TECHNIQUE IN TEACHING WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMP PGRI SUKAMORO ]]>
<![CDATA[Nita Ria]]>;
<![CDATA[Ratih Novtapianti]]>
<![CDATA[ Jurnal Didascein Bahasa Vol 4, No 2 (2019): Jurnal Didascein Vol. 4 No.2 Tahun 2019 ]]>
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<![CDATA[Writing is one of important skills to transfer knowledge between teacher and students. The objective of the study was to find out whether or not there was any significant differenceon writing achievement between the students who were taught by using FRESH technique in writing descriptive text and those who were not. The population of the study was the eighth grade students of SMP PGRI Sukamoro in academic year 2017/2018. The purposive sampling was used on this study. In conducting the study, the writers did experimental method by using quasi-experimental design to the two groups of students. Class VIII 1 became the experimental group and VIII 2 became the control group. The two classes were chosen because they had same level of competency in learning English. Instrument for collecting the data wastest.The result of the data showed that the mean score of post-test of experimental group was 74.11 and post-test of control group was 59.75.It means that there was a significant difference on writing achievement between the students who were taught by using FRESH technique in writing descriptive text and those who were not.]]>
