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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia U-JET: Unila Journal of English Teaching JURNAL TIYUH LAMPUNG Jurnal Pengabdian Sosial Indonesia
Cucu Sutarsyah
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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INTERFERENSI MORFOLOGI BAHASA OGAN DALAM PEMAKAIAN BAHASA INDONESIA MURID SEKOLAH DASAR Dewi Sri Rezki; Cucu Sutarsyah; Nurlaksana Eko Rusminto
J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 Sep (2014): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Lampung

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Abstract

This study aimed to describe the form of morphology interference in Bahasa Ogan through Bahasa Indonesia as communication language in school. The method used in this research is descriptive qualitative method. The data collecting technique used are observation technique, recording and taking note technique. The data analysis is done by interactive analysis, changing and broadening technique The result shows that there is bahasa Ogan interference through bahasa Indonesia. The form of interference consists of morphology interference in bahasa Ogan that is prefix {be-}, prefix {te-}, prefix {nge-}, prefix {ke-}, prefix {se-}, suffix interference is {-an}, confix interference {ke-/-an}, and other interference is phonem elemination, phonem change, word derivation interference, word relative name interference, and phrase interference.Penelitian ini bertujuan untuk mendeskripsikan bentuk interferensi morfologi bahasa Ogan dalam pemakaian bahasa Indonesia sebagai bahasa komunikasi di sekolah. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Teknik pengumpulan data dengan teknik observasi, teknik rekam, dan catatan lapangan.Analisis data dilakukan dengan model analisis interaktif, dan teknik ganti dan perluas. Hasil penelitian ini menunjukkan adanya interferensi bahasa Ogan terhadap bahasa Indonesia. Wujud interferensi meliputi interferensi morfologi bahasa Ogan yaitu Prefiks {be-}, prefiks {te-}, prefiks {nge-}, prefiks {ke-}, prefiks {se-}, interferensi sufiks {-an}, interferensi konfiks {ke-/-an} dan interferensi lainnya berupa penghilang fonem, perubahan fonem, interferensi kata dasar, interferensi kata sapaan kekerabatan, dan interferensi frasa.Kata kunci: bahasa ogan, interferensi, morfologi.
THE IMPLEMENTATION OF PROJECTED PICTURE IN INCREASING STUDENTS' ENGLISH VOCABULARY ACHIEVEMENT Weni Jayanti Arista; Cucu Sutarsyah; rosita simbolon
U-JET Vol 2, No 8 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The students’ difficulty in memorizing the English vocabulary is one of problems faced by the students. Therefore, this research was conducted to find out whether there is difference of the students’ English vocabulary achievement before and after the implementation of projected picture and to investigate whether or not it can be used to increase students’ English vocabulary achievement. The research was conducted in SMPN 1 Seputih Banyak, in which VII A as experimental class. The design used was one-group pretest-post test design. The result can be seen from the mean score of the students. The mean score of pretest was 49.58 and post test was 68.48. It means that there is an increase of 18.90. The t-test result shows that t-ratio higher than t-table; the result is 20.8462.042, with the level of significant is p0.05 and significance 2-tailed is p=.000. Moreover, based on subtopics taught, it was found that subtopic ‘things at school’ had the highest difference than others. Based on result above, it can be concluded that there is difference of the students’ English vocabulary achievement before and after being taught through projected picture and it can increase the students’ English vocabulary achievement.Keywords: achievement, increasing, projected picture, vocabulary.
The use of Short Animated Stories to improve students' writing in Narrative text at SMP N 3 Natar Tri Agustin; Cucu Sutarsyah; Huzairin Huzairin
U-JET Vol 10, No 1 (2021): U-JET
Publisher : FKIP UNILA

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Abstract

This study aimed to find out whether there is a significant difference in students writing narrative text after being taught through using short animated stories and to find out which aspect of writing skill that improves after being taught by using short animated stories and to investigate what is the students response after being taught through using short animated stories. The sample of this research was VIII B at SMP N 3 Natar. The writing test and questionnaire were administered as the instrument of this research. The data were analyzed by using a repeated measure t-test in which the significance was determined by p0,005. The result showed that the students mean score in the pretest 52.26 while in the posttest mean score was 64.17 in which t-valuet-table (27.8142.074) or sig p0.05 (0.0000.05). Furthermore, organization (3.41) was the aspect of writing that was improved by students. Besides, the result of questionnaires showed that most students (78.3%) gave positive responses toward the implementation of short animated stories in writing narrative text. Thus, it can be concluded that Short Animated Stories is effective to improve students writing narrative text.Keywords: Short Animated Stories, Writing Skill, Narrative text DOI: https://dx.doi.org/10.23960/UJET.v10.i1.202104
AN ANALYSIS OF STUDENTS’ PROBLEMS IN FINDING MAIN IDEA OF READING TEXT Rima Mauli AD; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 3, No 7 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menganalisis masalah siswa dalam menemukan main idea dan untuk mengetahui persepsi siswa terhadap tes membaca dalam menemukan main idea. Subjek penelitian ini adalah kelas VIII A MTsN 1 Kotabumi. Peneliti menggunakan tiga instrumen pengambilan data: tes membaca, wawancara dan kuesioner. Hasil dari tes membaca menunjukan bahwa hanya ada 5 siswa yang mendapat nilai 61-70 dan 8 siswa yang mendapat nilai 31-40. Berdasarkan hasil yang didapat dari wawancara terdapat 6 masalah yang siswa temukan dalam menemukan main idea: kurangnya minat siswa, kurangnya pengetahuan kosa kata, kalimat yang panjang, miskin strategi membaca, kebingungan tata bahasa, dan tidak tahu bagian paragraf. Hasil dari kuesioner dapat disimpulkan bahwa siswa kelas VIII A masih kesulitan dalam menemukan main idea karena mereka tidak mengetahui arti dari main idea dan banyak kata-kata sulit yang membuat mereka bingung untuk menemukan main idea pada teks bacaan. This research was intended to analyze the students’ problems in finding main idea and to trace the students’ perception toward a reading test in finding main idea. The participants were class VIII A MTsN 1 Kotabumi. The researcher used three data collecting techniques: reading test, interview, and questionnaire. The result of reading test showed that there were only 5 students who got score 61-70 and 8 students who got score 31-40. Based on the result of interview there were six students’ problems faced in finding the main idea: lack of students interest, lack of vocabulary knowledge, length of the sentence, poor reading strategy, grammatical confusion, and ignorance of paragraph component. The result of questionnaire can be concluded that the students class VIII A still get difficulties in finding main idea because they do not know what main idea is and many difficult words make them confused to find main idea of reading text.Keywords: main idea, problems, reading   
Implementing Clustering Technique in Teaching Descriptive Writing Puti Ainun Rahmani; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitaian ini adalah untuk  mengetahui 1) apakah ada peningkatan yang signifikan pada kemampuan siswa dalam   menulis   teks  deskriptif   dengan   menggunakan   teknik   clustering, dan 2) kesulitan apa saja yang dihadapi oleh siswa dalam menggunakan teknik clustering. Tes yang digunakan adalah tes menulis teks deskriptif dan kuisioner. Data penelitian dikumpulkan melalui pre-test, post-test dan kuisioner. Hasil penelitian menunjukan bahwa terdapat perbedaan yang signifikan secara statistik antara pre-test dan post-test setelah penerapan teknik clustering dengan nilai signifikansi 0.05. Selanjutnya, kebanyakan siswa mengalami kesulitan dalam penggunaan kata sifat dan mengembangkan topik utama pada saat menggunakan teknik clustering untuk menulis paragraf deskriptifnya.The aims of this study were to investigate 1) if there was a statistically significant increase of the students’ ability   in   writing   descriptive   paragraphs   by   using clustering technique, and 2) the difficulties the students encountered in using the clustering technique. The writing test and questionnaires were used to collect the data. The data were collected by administering the pre-test, the post-test, and questionnaires. The result showed that there was a statistically significant increase of writing ability between the pre-test and the post-test after the implementing clustering technique with the significant level 0.05. Furthermore, the students most found it difficult to identify adjective and to develop the main idea in clustering the the topic for their descriptive writing.Keywords: clustering technique, descriptive, writing.
THE IMPLEMENTATION OF DIARY WRITING ACTIVITY TO IMPROVE STUDENTS’ WRITING SKILL IN RECOUNT TEXT AT SMAN 1 NATAR Silvia Rahayu Anggraini; Cucu Sutarsyah; Huzairin Huzairin
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
Publisher : FKIP UNILA

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Abstract

The aim of this study are to find out whether there is significant improvement in students writing skill and to investigate what language features produced by students after being taught by using diary writing. The sample of this research was X IPS-4 at SMAN 1 Natar.  The writing test was administered as the instrument of this research. The data were analyzed by using repeated measure t-test in which the significance was determined by p0,005. The result showed that the students’ mean score in pretest 60.82 while in the posttest mean score was 74.12 in which t-valuet-table (11.8822.452) or sig p0.05 (0.0000.05). Furthermore, specific time and passive voice are the new language features that produced by students. It can be concluded that diary writing activity is effective to improve students’ writing skill.doi: https://dx.doi.org/10.23960/UJET.v10.i2.202109
An analysis of teacher and student talk in the classroom interaction of the eightgrade of MTs DarulUlumTanjungBintang Sabila qurrota a'yun; Cucu Sutarsyah; Gede Eka Putrawan
U-JET Vol 9, No 4 (2020): U-JET
Publisher : FKIP UNILA

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Abstract

The aims of this research are to describe the results of research on interaction patterns and interaction characteristics in the classroom in learning and teaching activities in MtsDarulUlumTanjungBintang. This type of research is descriptive qualitative and the data are collected through classroom observation by utilizing a video recorder to record interactions between teachers and students in English class and to record the process of interview with the teacher and students. Participants in the interview process are the teacher, six students with a low level of English, and six students with a high level of English. This research relies on El-Hanafi type grouping theory (2013) to identify patterns of interaction occurring in the class and Flanders theory's Interaction Analysis Code (FIAC) model to identify interaction characteristics in the study. During the observation, the researcher found out that the interaction in the class tended to use verbal communication. Moreover, the pattern of interaction occurring in the study were students - students' interaction,  teacher - whole class interaction,  teacher - whole group interaction, teacher - individual students' interaction, or individual - teacher interaction. The teacher is more direct in her teaching. It can be seen from the ratio between the verbal and non-verbal communication, the result is less than verbal communication 40,4% And non-verbal communication 19% it means that the teacher gives lesson (lecturing) and direction to the students during the teaching learning process. The teacher attempts to make her students being more active in the class by giving chance for the student to ask when the teacher was lecturing. Keywords: teacher talk, student talk, classroom interaction
Teaching Vocabulary Using Storytelling Linda Ismawati; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan secara signifikan pada pencapaian kosakata siswa menggunakan storytelling. One group pretest and posttest design digunakan pada penelitian ini. Data diperoleh dari pre-test dan post-test. Hasil menunjukkan bahwa terdapat perbedaan signifikan secara statistik pada pencapaian kosakata siswa dengan tingkat signifikan (0.000.05). Dapat disarankan bahwa pengajaran kosakata menggunakan storytelling dapat membuat siswa terlibat aktif dalam pembelajaran dan dapat membantu meningkatkan kemampuan kosakata siswa.This research was intended to find out whether there was a statistically significant increase of the students vocabulary achievement after the students were taught through storytelling. One group pretest and posttest design was used in this research. The data were obtained from the pre-test and the post-test. The result showed that there was a statistically significant increase of students vocabulary achievement with the significant level (0.000.05). This suggests that teaching vocabulary using storytelling leads the students to be actively involved in learning and helps the students improve their vocabulary mastery.Keywords: storytelling, teaching vocabulary, vocabulary mastery
Metacognitive Strategy Training to Improve Students’ Reading Achievement. Basyirudin Almubarak; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini menyelidiki perbedaan yang signifikan antara pelatihan metakognitif strategi reguler dan termodifikasi dalam meningkatkan pemahaman membaca serta penigkatan aspek pemahaman membaca yang diajar. Penelitian ini menerapkan desain eksperimen yang sebenarnya. Terdapat 26 siswa dalam kelompok eksperimental dan 27 siswa dalam kontrol sebagai sampel yang dipilih secara acak di SMAN 1 tegineneng Pesawaran. Untuk mengumpulkan data, tes digunakan. Data dari tes dianalisis dengan SPSS menghasilkan nilai signifikansi yang lebih rendah dari taraf signifikansi (0,000,05) yang berarti bahwa ada perbedaan yang signifikan pada peningkatan kemampuan membaca siswa antara pelatihan metakognitif strategi yang regular dan termodifikasi.. Oleh karena itu, pelatihan metakognitif strategy yang termodifikasi lebih baik untuk digunakan dan dapat meningkatkan pencapaian pemahaman siswa. Selain itu, kemampuan siswa dalam aspek  memahami detail teks meningkat paling signifikan.This research investigated the difference between modified and regular metacognitive strategy training in improving students' reading achievement and students’ reading aspects. This study applied the true experimental design. There were 26 experimental students and 27 control students as the sample chosen randomly at SMAN 1 Tegineneng. To collect the data, the reading test was employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level (0.00˂0.05) meaning that there is a significant difference between modified and regular metacognitive strategy training in improving students’ reading achievement. It is found that Modified metacognitive strategy training gets statistically significant difference in improving students' reading achievement. It also reveals that that supporting detail gets the best performance by the student.Keywords: Modified metacognitive strategy training, reading aspect, reading comprehension.
Developing oral presentation based on scientific approaches to improve students' speaking skills Fajar Prayoga; Cucu Sutarsyah; Hery Yufrizal
U-JET Vol 9, No 1 (2020): U-JET
Publisher : FKIP UNILA

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Abstract

This study was aimed i) to find out the significant difference of students’ speaking achievement between oral presentation based on scientific approaches and conventional oral presentation and also ii) to find out what aspects of speaking significantly improve between control class and experimental class. The subjects of this research were the second grade of SMA Muhammadiyah 2 Bandar Lampung. The result shows that i) there was a statistically significant difference of students’ speaking achievement between oral presentation based on scientific approaches and conventional oral presentation, ii) Based on the gain score of each aspects of speaking, the comprehension aspect is significantly improve after taught using oral presentation based on scientific approaches. It can be said that oral presentation based on scientific approaches is more effective to improve the students speaking achievement than conventional oral presentation.Keywords: Oral presentation, scientific approach, speaking achievement.
Co-Authors Adelia Puspita Afif Albaironi Haka Ahmad Dani Zailani Aisyatul Vidyah Qori'ah Amirotul Khaidar Andini Oktaviani Anggun Veranita Ari Nurweni Aria Nugraha Arief Wisudiyantoro Asep Hardiyanto Aulia Maharani Putri Aji Ayu Pratami Putri Basyirudin Almubarak Budi Kadaryanto Burhanuddin Burhanuddin Deddy Supriyadi Dedy Supriyadi Dewi Sri Rezki Edhita Gloria Simanjuntak Editha Gloria Simanjuntak Efi Litaria Endah Luthfiyah Eni Wanti Erika Sukma Lestari Erizkha Hardanti Ewo Priyo Susanto Fajar Prayoga Fajar Prayoga farida ariyani Feni Munifatullah Fitri Anggraeni Fitri Chitra Amelia Flora Flora Flora Nainggolan Gede Eka Putrawan Hartati Hasan Hatika Nesia Hellen Lorena Hery Yufrizal Huzairin Huzairin I Dewa Putu Widhyastika Ibnu Haikal Ihsaan Sholaahuddin Ilona Mutiara Rinjani Irfan Dwi Cahya Iskadina Eka Putri Jaka Dirgantara Joko Setyo Puji Santoso Komang Wastawan Linda Ismawati Lusi Dwi Wardhani Mahpul Mahpul Meylinda Susanti Muhammad Iqbal Arramany Muhammad Sukirlan Munaris . Nana Agustina Nimas Lalyana Karwati Novita Nurdiana Nur Patmasari Nurfeni Nurfeni Nuri Fatmawati Nurlaksana Eko Rusminto Nyoman Adi Irawan Nyoman Wardani Puti Ainun Rahmani Ramlan Ginting Suka Ria Silvita Tanum Rifka Arina Ruantika Rima Mauli AD Ririn Kholidiana Riris Harwiyati Rizka Dwi Rahayu Rori Maidasari Saraswati rosita simbolon Sabila qurrota a'yun Selvia Gustina Sembiring, Rinawati Septy Ayuningtyas Silvia Rahayu Anggraini Sri Suci Suryawati Sudirman Sudirman Tri Agustin Tuntun Sinaga Ujang Suparman Uswatun Hasanah Violita Cahya Rivai Weni Jayanti Arista Wijayati Wijayati Yosua Permata Adi Yuli Anita Pakpahan Yuliana Simatupang Yulianti, Erni Yuniati Al Aida Yusi Indah Putri Zuny Aisyah