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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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A COMPARATIVE STUDY OF VOCABULARY SIZE AMONG DIFFERENT LEARNING STRATEGIES USE Aria Nugraha; 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 meneliti jumlah rata-rata vocabulary size siswa, menyelidiki startegi yang paling sering digunakan dan paling efektif, dan mengetahui apakah ada perbedaan yang signifikan dari vocabulary size diantara penggunaan strategi yang berbeda-beda. Populasi dari penelitian ini adalah siswa kelas pertama di salah satu SMAN Bandar Lampung. Instrumen yang digunakan dalam mengumpulkan data pada penelitian ini adalah kuesioner berdasarkan penelitian terdahulu yang dirancang oleh Schmitt's (1997) dan uji pengukuran kosakata yang dicapai yang dirancang oleh Sutarsyah (2006). Hasil analisis data menunjukan bahwa jumlah rata-rata vocabulary size siswa adalah 2166 kata. Perhitungan Anova menunjukkan bahwa strategi sosial adalah strategi yang paling sering dan paling efektif untuk digunakan. Sementara itu, semua Fhitung Ftabel, dan semua signifikansi 0,05. Hal ini berarti H0 diterima sehingga tidak ada perbedaan yang signifikan dari vocabulary size diantara penggunaan strategi yang berbeda-beda.This current study was aimed to find out the average of learners vocabulary size, investigate the most frequently used and the most effective strategy, and to find out whether there is significant difference of vocabulary size among different learning strategy used. The population of this research was one of first year students in SMAN Bandar Lampung. The instruments in collecting the data were questionnaire based on Schmitts (1997) study and vocabulary size test by Sutarsyah (2006). The result of data analysis shows that the learners average vocabulary size is 2166 words. The result of Anova calculation showed that social strategy was the most frequently used and the most effective strategy, while, all the Fcount Ftable, and all of p 0.05. It means H0 was accepted, that there was no significant difference of vocabulary size among different learning strategy used.Keywords : vocabulary learning, vocabulary size, vocabulary learning strategies
IMPROVING STUDENTS’ WRITING ABILITY OF NARRATIVE Eni Wanti; Cucu Sutarsyah; Huzairin Huzairin
U-JET Vol 2, No 1 (2013): U-JET
Publisher : FKIP UNILA

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Abstract:There are two main objectives of this research (1) to find out how peercorrection technique improves the students’ activities in teaching-learning process (2)to find out how peer correction technique improves the students’ writing ability inwriting a narrative text. This research uses classroom action research. The subject ofthe research is the students of class X at SMAN 1 Gadingrejo in the academic year2011/2012.The result of this research is that, there was 25.92% of improvement from the firstcycle until second cycle in learning process. It happened since the teacher asked thestudents to change the position in order to make the teaching-learning process runningwell. The passive students in the left row sat next to the active students in the rightrow. It was done in order to make the passive students become more active. Bychanging the students’ position, it encouraged the passive students being more activesince they sat next to the active students. Meanwhile, there are 23 students (85.18%)whose scores had achieved the target of the indicator in learning product. It was foundthat the students’ writing scores improved when the teacher focused on the specificerrors based on the correction checklist that was given. Correction checklist providedspecific errors to enable and help the students in correcting their peer’s work. Byusing it, the students felt easier when they should focus on some errors. It made thestudents know what should be corrected when peer correction was implemented.They could learn from the mistakes that their friends had made and also they couldlearn from their friends who gave the correction to make their writing better.Keywords: peer correction technique, writing, narrative text
TEACHING STORYTELLING WITH SERIAL PICTURES AT THE SECOND YEAR OF SMA Fitri Chitra Amelia; Cucu Sutarsyah; Budi Kadaryanto
U-JET Vol 4, No 8 (2015): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan signifikan dari kemampuan berbicara siswa antara siswa yang diajarkan dengan storytelling dan siswa yang diajarkan dengan storytelling with serial pictures. Untuk membuktikan hipotesa, peneliti menggunakan Control Group Pretest Posttest design. Data dianalisis dengan menggunakan Independent Group t-test. Dalam penelitian ini, peneliti menggunakan SPSS 17 untuk membuktikan apakah hipotesa diterima atau tidak. Hasil dari Independent Group t-test menunjukkan bahwa t-value (7.394) lebih tinggi dari t-table (2.096). Berdasarkan perbedaan nilai rata-rata dari experimental class dan control class, dapat disimpulkan bahwa Storytelling with serial pictures memberikan perbaikan terhadap prestasi berbicara siswa. This research was aimed to find out whether there is a significant difference of students speaking ability between those who are taught through storytelling and those through storytelling with serial pictures. To prove the hypothesis, the researcher used Control Group Pretest Posttest design. The data were analyzed by using independent group T-test. In this case, the researcher used SPSS 17 to prove whether the hypothesis is accepted or not. The result of Independent Group T-test which showed that the T-value (7.394) was higher than T-table (2.096), however the difference is not statically significant. Based on the difference of the mean score of the experimental class and control class, it can be concluded that Storytelling with serial pictures gave a better improvement towards students speaking achievements.Keywords: speaking ability, story telling, story telling with serial pictures
IMPROVING STUDENTS’ VOCABULARY THROUGH FUNNY STORIES AT THE SECOND GRADE OF SMA YADIKA BANDAR LAMPUNG Violita Cahya Rivai; Cucu Sutarsyah; Flora Nainggolan
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
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The objectives of this research were to find out whether teaching by using Funny Stories could give improvement toward students’ vocabulary or not and to find out the students responses in learning vocabulary by using funny stories. This research was conducted at the second grade of SMA YADIKA Bandar Lampung in the academic year 2020/2021 using one group pretest-posttest design. The sample of this research was XI IPA 1 class which consisted of 30 students. The instrument of this study was vocabulary test in multiple choices. The tests were given to see how far the students improve their vocabulary after the treatment. The data were analyzed by usinf SPPS 16.0. The result of the research showed that t-value (10.266) was higher than t-table (2.042) and the value of a significant level was 0.00 0.005. it means that there is an improvement of students’ scores in vocabulary test after the implementation of Funny Stories. The mean score of pre-test was (77.08) and the mean score of post-test was (86.17) it means the students improved about 9.08. In addition, it was found out that 29 students (96.7%) had positive responses and one student (3.3%) had a negative response after the use of funny stories. Thus,  the result of sudents questionnaire had shown that most of the students had positive responses after the use of funny stories of teaching vocabulary test.Keyword: Funny Stories, Vocabulary, Response.doi: https://dx.doi.org/10.23960/UJET.v10.i2.202110
The Modified Think-Pair-Share (MTPS) Strategy to Improve EFL Learners’ Motivation and Speaking Achievement Riris Harwiyati; Cucu Sutarsyah; Tuntun Sinaga
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini menguji i) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan MTPS, ii) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan TPS, iii) hubungan antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan MTPS, iv) korelasi antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat di MTPS dibandingkan dengan yang ada di TPS. Desain pretest-posttest group kontrol diimplementasikan dalam penelitian ini. Subjek penelitian adalah mahasiswa semester dua Jurusan Bahasa Inggris Universitas Metro Muhammadiyah. Kuisioner motivasi dan tes berbicara digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa i) motivasi peserta didik meningkat secara signifikan di MTPS, ii) motivasi peserta didik tidak meningkat secara signifikan di TPS, iii) Motivasi tidak berkorelasi erat dengan prestasi berbicara setelah menerapkan MTPS, iv) Ada korelasi positif antara motivasi dan prestasi berbicara peserta didik setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat adalah komprehensibilitas. Ini menunjukkan bahwa MTPS memfasilitasi peserta didik untuk termotivasi untuk belajar dan berbicara untuk tingkat apa pun tetapi dengan menyesuaikan konten video, dan TPS memfasilitasi peserta didik untuk berbicara dalam tingkat pemahaman yang lebih tinggi.This study examined i) the improvement of EFL learner’s motivation before and after implementing MTPS, ii) the improvement of EFL learner’s motivation before and after implementing TPS, iii) the correlation between EFL learners’ motivation and speaking achievement after applying MTPS, iv) the correlation between EFL learners’ motivation and speaking achievement after applying TPS, and v) the most improved speaking aspect in MTPS compared to that in TPS. A true experiment control group pretest-posttest design was implemented in this study. The subject was second-semester university students of English Department of Muhammadiyah University of Metro. Motivation questionnaire and the speaking test were used to collect the data. The results showed that i) the learners’ motivation significantly improved in MTPS, ii) the learners’ motivation not significantly improved in TPS, iii) Motivation did not closely correlate with speaking achievement after implementing MTPS, iv) There was a positive correlation between learners’ motivation and their speaking achievement after applying TPS, and v) the most improved speaking aspect was comprehensibility. This suggests that MTPS facilitated the learners to be motivated to learn and to speak for any level but by adjusting the content of the video, and TPS facilitated the learners to speak in the higher level of comprehension.Keywords: Motivation, MTPS, Speaking Achievement, TPS.
THE IMPLEMENTATION OF STAD TO INCREASE STUDENTS’ SPEAKING ABILITY Nyoman Adi Irawan; Cucu Sutarsyah; Sudirman Sudirman
U-JET Vol 3, No 1 (2014): U-JET
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Abstract

Penelitian ini bertujuan untuk  mengetahui apakah terdapat peningkatan yang signifikan pada kemampuan berbicara siswa setelah  belajar dengan metode STAD.  Penelitian ini melibatkan 24 siswa kelas X SMK YADIKA NATAR sebagai subjek penelitian. Desain penelitian yang digunakan adalah  one group pretest posttest design.  Data diambil melalui pretest, treatment dan posttest dan dianalisis dengan menggunakan t-test.  Hasil pengujian menunjukan bahwa terdapat peningkatan yang signifikan.  Peningkatan nilai rata-rata  kemampuan berbicara siswa adalah sebesar 20 poin, dari 60.3 pada pre-test menjadi 80.3 pada post-test. Hasil perhitungan menunjukan p0.05, p=,000.  Ini membuktikan bahwa  perlakuan yang diberikan oleh guru dapat meningkatkan kemampuan berbicara siswa secara signifikan.The aim of this research was to know whether there is a significant increase of students’ speaking ability score after being taught through Student team Achievement Division (STAD) teaching technique. The subject of this research were 24 students of first grade senior high school. The research was conducted through one group pre-test and post-test design. The data were collected through pre-test, treatment and post-test and analyzed by using repeated T-Test to examine the significant increase of students’ speaking ability. The result of the test showed that the increase was a significant. The increase were 20 points, from 60.3 in pre-test and 80.3 in post-test. The computation showed that the result was p0.05, p=,000. The value indicates that the numbers represents the significance. It provided that the treatments given by the researcher had increased the student’ speaking ability significantly.Keywords: productive skill, receptive skill, speaking skill
Modifying Teaching Material Of Word Map To Enhance Students Writing Achievement Of Descriptive Paragraph sri suci suryawati; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 7, No 1 (2018): U-JET
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Tujuan penelitian ini adalah untuk 1) mencari masalah- masalah yang dihadapi siswa dalam penerapan modifikasi word map, 2) mencari apakah ada perbedaan yang signifikan pada kemampuan menulis siswa sebelum dan sesudah penerapan modifikasi word map, 3) mencari bagaimanakah penerapan modifikasi word map mempengaruhi kemampuan menulis siswa. Ini adalah penelitian Quasi Ekperimental dengan desain one group pretest- posttest. Alat yang digunakan pada penelitian ini adalah tes menulis dan wawancara. Validiti kedua alat ini berdasarkan konten dan konstrak validiti. Hasil dari penelitian ini menunjukkan bahwa ada perbedaan pada kemampuan menulis siswa. Sehingga, proses modifikasi word map dalam pengajaran efektif dalam pengajaran menulis terutama untuk meningkatkan aspek vocabulary. Penerapan modifikasi dari word map mempengaruhi kemampuan menulis siswa.The aims of this research were to 1) find out the problems the students face in the implementation of modified word map in teaching writing, 2) find out whether there are the significant differences on students writing skill before and after the implementation of modified word map, 3) find out how the implementation of modified word map can affect students writing skill. This is a quasi-experimental research with one group pre-test post-test design. The instruments used in this study were writing test and interview. The validity of the two instruments were based on content and construct validity. The results showed that there was difference on students writing skill. Thus, the process of word map modification in teaching writing is effective in teaching writing especially in promoting the aspect of vocabulary. The implementation of modified word map affects students writing skill.Keywords : Descriptive paragraph , word map, writing achievement.
An analysis of students' errors in writing descriptive text Endah Luthfiyah; Cucu Sutarsyah; Burhanuddin Burhanuddin
U-JET Vol 10, No 3 (2021): U-JET
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ABSTRACTThis research aims to find out the types of errors made by students in their descriptive text writing, the dominant errors made by the students, and to know students’ perception toward their error in writing. Moreover, this study used a descriptive qualitative study. In collecting the data, the researcher used a writing test and a written interview. The result of this study showed that students made 418 errors in writing descriptive text,  they are organization 10 errors (2.4%), vocabulary 70 errors (16.7%), grammar 9 errors (2.2%), mechanic 162 errors (38.8%), omission 62 errors (14.8%), addition 74 errors (17.7%), misformation 23 errors (5.5%), and misordering 8 errors (1.9%). Based on the result, the mechanic was the dominant error that occurred in students’ writing. In addition, based on students' written interview result, the errors that students made were cause by their ignorance and lack of knowledge in writing. The purposes of this research were to know the errors made by students in writing then; the students will be motivated to continue learning so as not to make the same errors.Keywords:  Error analysis, Writing, Descriptive Text, Students’ Perceptiondoi: https://dx.doi.org/10.23960/UJET.v10.i3.2021x2
THE EFFECTIVENESS OF USING RAPQ TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION Ilona Mutiara Rinjani; Cucu Sutarsyah; Hartati Hasan
U-JET Vol 3, No 3 (2014): U-JET
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Tujuan penelitian ini adalah untuk mengetahui aspek membaca yang meningkat paling besar setelah diajar menggunakan RAPQ dan untuk mengetahui tanggapan siswa pada siswa sebelum dan setelah pemberian teknik pembelajaran RAPQ. Populasi dalam penelitian ini adalah siswa kelas dua SMPN. Penelitian ini menggunakan pre-test dan post-test satu kelompok dan para siswa diajar sebanyak tiga kali. Data dianalisis dengan menggunakan t-test Pengukuran Berulang. Pada pre-tes, nilai rata-rata adalah 53,4 menjadi 69,86 pada post test. Ini berarti bahwa ada peningkatan sebesar 16,45. Hasil t-test menunjukkan bahwa t-ratio lebih tinggi daripada t-table (7,849 2,042) dengan signifikan level p 0,05 dan signifikan 2-tailed p=0,000. Dapat disimpulkan bahwa teknik pembelajaran RAPQ dapat meningkatkan pemahaman membaca pada siswa dan memberikan tanggapan yang positif.The aim of this research is to find out the aspects of reading comprehension that can improve the most after being taught through RAPQ and to identify the student response before and after being treated RAPQ teaching technique. The sample of the research was the second grade students of SMPN, VIII B as try out test and VIII C as experimental class. The study employed one group pretest and posttest design and the students were given three treatments. The data were obtained by using Repeated Measure t-test. In pre test, the mean score is 53.4 and it becomes 69.86 in post test. It means that there is an increase of 16.45 points. The result of t-test shows that t-ratio is higher than t-table (7.849 2.042) with the level of significant is p 0.05 and significant two tail is p=0.000. It can be said that RAPQ teaching technique improves the students’ reading comprehension and gives a positive response. Keywords: improve, RAPQ teaching technique, reading comprehension
The Use of Self-Correction in Teaching Recount Text Writing Yosua Permata Adi; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 6, No 1 (2017): U-JET
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Tujuan dari penelitian ini adalah untuk menyelidiki prestasi siswa pada penulisan teks recount setelah siswa diajarkan melalui self-correction dan aspek dalam menulis yang meningkat secara signifikan. Penelitian ini adalah penelitian kuantitatif. Self-correction guidance sheet digunakan sebagai instrumen untuk memperoleh data. Subyek penelitian ini adalah siswa kelas dua SMA. Hasil penelitian menunjukkan bahwa ditemukan adanya peningkatan dalam ketrampilan menulis siswa (0,00 0,05) dengan tingkat signifikan 0,05. Hal ini menunjukkan bahwa self-correction memberikan siswa cara yang berbeda untuk memperbaiki tulisan mereka.The aims of this study were to investigate the students achievement on writing of recount text after the students were taught through self-correction and to see the aspect of writing which improved significantly. This study was a quantitative study. The self-correction guidance sheet was used as the instrument to elicit the data. The subjects of this research were the second grade students of senior high school. The results showed that there was statistically significant improvement of students writing (0.000.05) with the significant level 0.05. This suggests that self-correction provides the students a different way to revise their writing.Keywords: writing, recount text, self-correction
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