Didascein: Journal of English Education

Collaborative Writing with Padlet:

Tarisa Andela Putri — 2026-03-31

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.

The Role of Listening Strategy Use in Predicting Listening Proficiency among Tenth-Grade EFL Learners

Intan Azzahra — 2026-03-31

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.

Enhancing Tenth Graders’ Speaking Ability through Quiz-Quiz Trade at SMA PGRI 1 Palembang

Muhammad Kamal — 2026-03-31

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.

Language Variation and Identity Negotiation in College Students’ Social and Digital Communication

Ahmad Bayu Fathoni — 2026-03-31

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.