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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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THE CORRELATION OF STUDENTS’ MOTIVATION AND THEIR READING COMPREHENSION Rori Maidasari Saraswati; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi siswa dan pemahaman membaca mereka. Desain penelitian ini menggunakan deskriptif kuantitatif. Subjek penelitian ini adalah 40 siswa kelas dua Madrasah Tsanawiah Negeri di Bandar Lampung. Kuisioner dan tes membaca diberikan sebagai instrumen dari motivasi dan membaca. Data dianalisis menggunakan Pearson Product Moment Correlation di SPSS 16.0. Hasil dari penelitian ini menunjukkan koefisien korelasi antara motivasi siswa dan pemahaman membaca mereka sebesar 0,637 pada tingkat signifikan 0.01. Koefisien korelasi lebih tinggi dari nilai kritis r tabel (0.637 0.393). Oleh karena itu, hipotesis nol ditolak dan hipotesis penelitian diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa ada hubungan antara motivasi siswa dan pemahaman membaca mereka.The aim of this study was to find out the correlation of students’ motivation and their reading comprehension. This research was quantitative research. The subjects of this research were 40 second grade students of Secondary Islamic School in Bandar Lampung. The questionnaire and reading tests were administrated as the instruments of motivation and reading. The data were analyzed by using Pearson Product Moment Correlation in SPSS 16.0. The result shows that the coefficient correlation between students’ motivation and their reading comprehension is 0.637 at the significant level of 0.01. The coefficient correlation is higher than the critical value of r table (0.6370.393). Therefore, the null hypothesis is rejected and the research hypothesis is accepted. Based on the result, it can be concluded that there is correlation between students’ motivation and their reading comprehension.Keywords: correlation, motivation, reading comprehension. 
THE IMPLEMENTATION OF GUESSING MEANING FROM CONTEXT IN IMPROVING STUDENTS READING SKILL Erizkha Hardanti; Cucu Sutarsyah; Hery Yufrizal
U-JET Vol 4, No 8 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk (1) menginvestigasi apakah ada perbedaan pada pemahaman membaca siswa sebelum dan sesudah diajar menggunakan strategi guessing meaning from context, (2) menemukan strategi manakah dari guessing meaning from context yang menghasilkan pencapaian yang lebih baik oleh siswa. Untuk mencapai tujuan ini, peneliti menggunakan studi kuantitatif melibatkan satu kelas. Instrumen untuk pengumpulan data dalam penelitian ini adalah tes membaca. Hasil penelitian menunjukan bahwa terdapat perbedaan pada pencapaian pemahaman membaca siswa setelah diajar menggunakan strategi tersebut. Strategi surrounding words, pictures, experience, dan imagination yang paling signifikan meningkat diantara strategi yang lain. Hasil tes hipotesis menunjukan bahwa nilai signifikan (2- tailed) adalah 0.000 (p0.05). Dapat disimpulkan bahwa H0 ditolak dan menunjukan bahwa strategi guessing meaning from context dapat meningkatkan pemahaman siswa dalam membaca di semua aspek.This study aimed at (1) investigating whether there was a significant difference of students reading comprehension achievement before and after being taught by using Guessing Meaning from Context strategy, (2) findingout in terms of strategies for Guessing Meaning from Context which strategies produced better achievement by the students.The researcher carried out quantitative study with one group Pre-test Post-test Design, involving one class as experimental class. The instrument in this research was reading test. The results of data analysis showed there was a significant difference on students reading comprehension achievement after being taught by using Guessing Meaning from Context strategy. Then, surrounding words, pictures, experience, and imagination as the strategiesincreased the most than the otherstrategies. Hypothesis testshowed thatthe significance value (2- tailed) was 0.000 (p0.05). It could be concluded that null-hypothesis was rejected, and itbe inferred Guessing Meaning from Context strategyincrease the students reading comprehension in all aspects. Keywords: guessing meaning from context, implementation, reading skill.
THE EFFECTIVENESS OF USING SCRAMBLED PICTURES IN INCREASING STUDENTS’ READING ABILITY Ria Silvita Tanum; Cucu Sutarsyah; Hartati Hasan
U-JET Vol 3, No 2 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah terdapat perbedaan yang signifikan dari pencapaian pemahaman membaca siswa sebelum dan setelah diajarkan menggunakan gambar-gambar acak dan mengetahui aspek yang manakah dari kemampuan membaca yang paling tinggi peningkatannya setelah penerapan dari pembelajaran ini. Sampel dari penelitian ini adalah kelas VIII D dari kelas delapan SMP tahun ajaran 2013/2014. Penelitian ini menggunakan satu kelompok desain pretest posttest dengan instrumen tes membaca. Hasil dari pembelajaran membaca dengan menggunakan gambar-gambar acak menunjukan bahwa terdapat perbedaan yang signifikan dalam pemahaman membaca siswa t-ratio t-table (22,893 2,045). Nilai rata-rata posttest (63,23) lebih tinggi daripada nilai rata-rata pretest (53,33), dan memiliki peningkatan 9,9 dan aspek kemampuan membaca yang paling tinggi peningkatannya adalah ide pokok dengan persentasenya yaitu 32,22% (paling tinggi daripada aspek-aspek yang lain).   The aims of this research were to find out if there was significant difference of students’ reading comprehension after being through scrambled pictures and to investigate which aspect of reading skill was the most increased after the implementation of this study. The sample of this research was class VIII D of the second grade of SMP in academic year 2013/2014. This research applied one group pre-test post-test design using reading test as the instrument. The result of study showed that there is a significant difference on students’ reading comprehension since t-ratio t-table ( 22.893 2.045). The average of post-test score (63.23) is higher than that of pre-test (53.33), and it has gain 9.9 and the most increased aspect of reading skills is the finding main idea since the percentage is 32.22% (higher than other aspects).  Keywords: effectiveness, reading ability, scrambled pictures.
TEACHING SPEAKING THROUGH INFORMATION TRANSFER TASK AT SECOND GRADE STUDENTS OF SMP Rifka Arina Ruantika; Cucu Sutarsyah; Huzairin Huzairin
U-JET Vol 5, No 2 (2016): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah information transfer task dapatmeningkatkan kemampuan berbicara bahasa Inggris siswa dan untuk mengetahuipersepsi siswa tentang belajar berbicara menggunakan teknik information transfertask. Ada dua instrumen yang digunakan dalam penelitian ini, yang pertama tesberbicara dan yang kedua angket persepsi siswa. Penelitian tindakan kelas inidilaksanakan dalam dua siklus, hasil siklus pertama 17 siswa (65.38%) mencapainilai ? 70, akan tetapi hasil siklus pertama belum memenuhi indikator keberhasilanpenelitian ini, maka dari itu, siklus kedua pun dilaksanakan. Hasil siklus keduamenunjukkan ada 22 siswa (84.61%) mencapai nilai ? 70. Lalu, hasil angketpersepsi siswa menunjukkan 20 siswa (76.92%) menyukai pembelajaranmenggunakan information transfer task. Jadi, dapat disimpulkan bahwa dari hasilpenelitian tindakan kelas ini ditemukan bahwa information transfer task dapatmeningkatkan kemampuan berbicara siswa dan membuat siswa puas denganpembelajaran.This research was conducted to find out whether information transfer task couldimprove students speaking ability and to analyze students perception about theimplementation ofinformation transfer task. There were two instruments in thisresearch i.e. speaking test and questionnaire. This classroom action research wasconducted in two cycles and in the cycle one there were 17 students (65.38%) whoreached score ? 70, because the indicator had not been fulfilled in the cycle one, theresearcher did cycle two. In cycle two there were 22 students (84.61%) who got ?70. Then, the result for students perception questionnaire showed that 20 students(76.92%) stated that they were active and satisfied with teaching learning processthrough information transfer task. So, it could be concluded that from the result ofthis classroom action research it was found that information transfer task couldimprove students speaking ability and make the students satisfied with the teachinglearning process.Keywords : car, information transfer, speaking ability, teaching speaking
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.
Integrating Moodle In Aesthetic-Efferent Reading Comprehension Activities In Blended Learning Context Erni Yulianti; Cucu Sutarsyah; Flora Flora
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini meneliti penggunaan moodle untuk mendukung pemahaman bacaan estetika-efferent dalam kegiatan belajar-mengajar pada konteks pembelajaran campuran. Penelitian ini merupakan penelitian kualitatif. Para siswa di salah satu sekolah menengah atas di Pangkalpinang adalah peserta dalam penelitian ini. Penelitian ini menggunakan tiga teknik dalam pengumpulan data; observasi, wawancara dan kuesioner. Data dari observasi di analisis secara qualitative untuk menginvestasi interaksi aktual dalam mengintegrasikan Moodle pada kegiatan membaca pemahaman secara estetika-efferent. Data dari wawancara di transkripsikan dan dianalisis berdasarkan pertanyaan penelitian, sedangkan kuesioner data di analisis menggunakan Skala Likert. Kuesioner menggambarkan sikap siswa terhadap Moodle dalam pembelajaran campuran yang dirumuskan ke dalam tiga kategori (positif, tidak pasti, dan negatif). Hasil penelitian menunjukkan bahwa empat fitur moodle, upload dan sharing materi, forum, kuis, dan penilaian diterapkan untuk mendukung kegiatan pemahaman bacaan secara estetika-efferent. Data menunjukkan bahwa moodle memfasilitasi siswa dalam kegiatan pemahaman bacaan secara estetika-efferent di dalam forum dan kuis. Sikap siswa terhadap pengintegrasian moodle pada aktivitas membaca secara estetika-efferent adalah positif.This study investigated the use of moodle to support aesthetic-efferent readingcomprehension in teaching and learning activities for blended-learning context. This study was qualitative research. The students at one of senior high schools in Pangkalpinang were the participants in this study. This study employed three techniques in data collection; they were observation, interview and questionnaire.The data from observations were analyzed qualitatively to investigate their actual interaction in integrating moodle for aesthetic-efferent reading comprehension activities. The data from interviews were transcribed and analyzed based on research questions while the data from questionnaires were analyzed by using Likert Scales. The questionnaires portrayed the students attitude toward moodle in terms of blended learning, were formulated into three categories (positive, uncertain, and negative).The results of study showed that four moodle features, uploading and sharing materials, forum, quiz, and grade were applied to support classroom aesthetic-efferent reading comprehension activities. The data showed that moodle facilitated students in aesthetic-efferent reading comprehension activities in forum and quiz. And Students attitude toward integrating of moodle for aesthetic-efferent reading comprehension activities was positive.Keywords: Aesthetic-efferent reading comprehension, blended learning, moodle.
INCREASING STUDENTS’ READING COMPREHENSION THROUGH MAKE A MATCH TYPE OF COOPERATIVE LEARNING Komang Wastawan; Cucu Sutarsyah; Sudirman Sudirman
U-JET Vol 3, No 2 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat sebuah perbedaan yang signifikan dari pencapaian pemahaman membaca siswa sebelum dan setelah diajarkan menggunakan tipe make a match pembelajaran koperatif dan mengetahui apakah terdapat sebuah peningkatan dari pemahaman membaca siswa setelah diajarkan menggunakan tipe make a match pembelajaran koperatif. Sampel dari penelitian ini adalah kelas X1 dari kelas sepuluh SMAN 1 Seputih Banyak pada tahun 2013/2014. Penelitian ini diterapkan dengan menggunakan satu kelompok desain pretest posttest. Hasil dari pembelajaran membaca dengan menggunakan tipe make a match  pembelajaran koperatif menunjukan bahwa terdapat sebuah perbedaan yang signifikan dalam pemahaman membaca siswa (p 0.05, p= 0.00). nilai rata-rata posttest (64.79) lebih tinggi daripada nilai rata-rata pretest (51.48), dan memiliki peningkatan 13.31. Hal tersebut berarti bahwa terdapat sebuah peningkatan dari pencapaian pemahaman membaca siswa setelah diajarkan menggunakan tipe make a match pembelajaran koperatif.The aims of this research were to find out whether there was a significant difference of students’ reading comprehension achievement before and after being taught through make a match type of cooperative learning and to find if there was an increase of students’ reading comprehension after the instruction. The sample of this research was class X1 of the first grade of SMA in the year 2013/2014. The research applied one group pre-test post-test design. The result of the reading study by using make a match type of cooperative learning showed that there was a significant difference on students’ reading comprehension since (p 0.05, p = 0.00). The average of post-test score (64.79) was higher than that of pre-test (51.48), and it has gain 13.31. It means that there is an increase of students’ reading comprehension achievement after being taught through make a match type of cooperative learning. Keywords: cooperative learning, make a match type, reading comprehension.
Using Modified Jigsaw Flashcard Learning Model To Promote Students’ Speaking Skill Arief Wisudiyantoro; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Artikel ini membahas hasil perbedaan yang signifikan pada keterampilan berbicara siswa sebelum dan sesudah penerapan modifikasi jigsaw flashcard, bagaimana proses modifikasi jigsaw flashcard dalam pengajaran berbicara, dan bagaimana penerapan modifikasi jigsaw flashcard mempengaruhi keterampilan berbicarasiswa. Penelitian ini merupakan penelitian kuasi-eksperi mental dengan satu kelompok desain pre-test dan post-test. Penelitian ini menerapkan modifikasi jigsaw flashcard pada keterampilan berbicara siswa. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan modifikasi jigsaw flashcard efektif untuk meningkatkan keterampilan berbicara siswa. Keterampilan berbicara siswa setelah menggunakan jigsaw flashcards yang dimodifikasi meningkat. Berdasarkan perhitungan, pretest yang terdiridari 25 siswa memiliki skor rata-rata 67,12 untuk pretest dan posttest memilikiskor rata-rata 75,52. Hasil perhitungan menunjukkan bahwa sig (2 tailed) adalah 0,000.Hal tersebut bermakna bahwa sig α (p 0,05; p = 0,000).This article points out the significant difference of students’ speaking skill before and after the implementation of modified jigsaw flashcard, how is the process of jigsaw flashcard modification in teaching speaking, and how the implementation of modified jigsaw flashcard affects students’ speaking skill.This is a quasi-experimental research with one group pre-test post-test design. It applies the modified jigsaw flashcard on students’ speaking skill. Based on the research finding, it can be concluded that the implementation of modified jigsaw flashcard is effective to increase student's speaking skill. Students’ speaking skill after using modified jigsaw flashcards is increased. Based on the calculation, the pretest that consists of 25 students has mean score of 67.12 for the pretest and the posttest has mean score 75.52. The result of the calculation shows that sig (2 tailed) is 0.000. It means that sigα (p0.05p=0.000).Keyword : Flashcard, jigsaw, speaking skill.
Developing Materials Based On Task Based Instructions To Enhance Students Writing Ability Yuniati Al Aida; Cucu Sutarsyah; Mahpul Mahpul
U-JET Vol 7, No 1 (2018): U-JET
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Abstract

Tujuan dari penelitian ini adalah untuk 1) menggambarkan proses pembuatan materi ajar berdasarkan task based instruction dan 2) menyelidiki efektifitas task based instruction pada ketrampilan menulis siswa kelas X di SMAN 1 TBT tahun ajaran 2016/ 2017. Penelitian ini mengambil dua kelas sebagai sampel yang dipilih secara acak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa materi yang dikembangkan sangat sesuai dan efektif bagi siswa kelas sepuluh, SMAN 1 TBT. Dalam hal ini, null hipotesis dari tidak ada peningkatan pada kemampuan menulis siswa dengan mengimplementasikan kedua tipe task yang dikembangkan dapat ditolak. Maka dari itu, dengan menggunakan task based instruction dapat meningkatkan kemampuan menulis siswa karena dengan menggunakan kedua tipe task tersebut dapat meningkatkan nilai menulis siswa.The objective of this research were 1) to describe the process of developing materials based on task based instruction and 2) investigate the effectiveness of task based instruction in students writing ability at the first year of SMAN 1 TBT in 2016/2017. The research took two classes as the sample which were selected randomly. This research was design and development research. In collecting the data, questionnaire, interview, and observation sheet distributed to the students, teachers and expert and writing test were given to the students to get the effectiveness of the product. Based on the results, it was found that the developed materials are appropriate and effective to be used for the students of tenth grade of SMAN 1 Tulang Bawang Tengah. In this case, the interpretation would be that the Ho of no difference of students writing by implementing the two types of developed materials could be rejected. Therefore, using task based instruction could improve students writing ability since their score increased through those types of tasks.Keywords : Materials, task based instructions, writing.
AN ANALYSIS OF THE ELEMENTARY SCHOOL STUDENTS PROBLEM IN LEARNING ENGLISH PRONUNCIATION Selvia Gustina; cucu Sutarsyah; Sudirman Sudirman
U-JET Vol 4, No 3 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah menganalisis kesulitan siswa dalam mempelajari pengucapan bunyi-bunyi dasar Bahasa Inggris. Desain penelitian ini adalah studi kasus. Data dikumpulkan dengan menganalisa rekaman pengucapan siswa. Subyek penelitian ini adalah siswa-siswa kelas lima SD. Rekaman tersebut dianalisis menggunakan inter-rater reliability. Hasil analisa menunjukkan bahwa para siswa hanya mampu mengucapkan 27 bunyi dari 44 bunyi dasar Bahasa Inggris yang ada. Bunyi-bunyi yang sulit diucapkan siswa adalah: Consonants (initial /p/, final /b/, final /d/, middle dan final /?/, /?/, /?/, /v/, /?/, //, /?/, /z/, /?/ and /r/). Vowels (/i:/, //, /?:/, /?:/, dan initial /?:/). Diphthongs (/??/, middle and final /a?/, initial /e?/, initial dan middle /??/, /e?/ and /??/). Kesulitan mereka dalam mengucapkan bunyi-bunyi tersebut disebabkan oleh perbedaan cara pengucapan atau bahkan bunyi-bunyi tersebut tidak ada dalam sistem pengucapan Bahasa Indonesia.The objective of this research was to analyze the elementary school students problem in learning English basic sounds pronunciation. The research design was case study. The data were collected by recording the students pronunciation. The subjects of the research were the elementary students grade five. The recorded sounds were analyzed through inter-rater reliability and it was found that all the students could only pronounce 27 of 44 English basic sounds correctly. The result showed that there are several English basic sounds considered difficult to pronounce by the students; they were: consonants (initial /p/, final /b/, final /d/, middle and final /?/, /?/, /?/, /v/, /?/, / /, /?/, /z/, /?/ and /r/). vowels (/i:/, //, /?:/, /?:/, and initial /?:/). Diphthongs (/??/, middle and final /a?/, initial /e?/, initial and middle /??/, /e?/ and /??/). The students found problem in pronouncing those sounds which are pronounced in different ways with Indonesian or even the sounds are not found in Indonesian.Keywords: pronunciation, consonants, vowels, diphthongs
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