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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 INFLUENCE OF READING HABIT TOWARD READING COMPREHENSION Afif Albaironi Haka; Cucu Sutarsyah; Ramlan Ginting Suka
U-JET Vol 4, No 8 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menemukan pengaruh yang signifikan antara kebiasaan membaca dan pemahaman membaca siswa. Sejumlah 38 siswa dari kelas XI IPA 3 MAN 1 Model Bandar Lampung dipilih sebagai kelas sampel. Metode dalam penelitian ini adalah ex-post-facto. Alat pengumpulan datanya adalah kuisioner Reading Habit dan tes Reading Comprehension. Hasil penelitian menunjukan nilai signifikansi regresi lebih rendah dari 0,05. Hasil regresi sederhana menunjukan kebiasaan membaca berpengaruh 85.1% terhadap pemahaman membaca siswa. Oleh karna itu, dapat disimpulkan bahwa ada pengaruh yang signifikan antara kebiasaan membaca dan pemahaman membaca siswa. Hal itu berarti semakin siswa memiliki kebiasaan membaca yang tinggi. semakin tinggi juga pemahaman membacanya .The objective of this study was to find out whether there was significant influence of students reading habit toward their reading comprehension. Thirty eight students of XI IPA 3 MAN 1 Model Bandar Lampung were selected as sample class of this research. The design used was ex-post-facto design. The instruments were Reading Habit Questionnaire and Reading Comprehension tests. The result of calculation showed that significant value of regression was lower than 0,05. The result of simple linear regression interpreted that reading habit influenced 85.1% toward reading comprehension. Therefore, it could be concluded that there was significant influence of students reading habit toward their reading comprehension. It implied that the higher students reading habit is, the higher their reading comprehension they will get.Keywords: reading, reading comprehension, reading habit
Developing STAD Technique To Encourage Student Reading Comprehension Achievement Based On Extrovert And Introvert Personality I Dewa Putu Widhyastika; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa dalam membaca bahasa Inggris bagi siswa ekstrovert dan introvert setelah diajarkan dengan menggunakan metode STAD. Penelitian ini menggunakan metode campuran kuantitatif dan kualitatif dalam menganalisa data penelitian. Instrumen penelitian menggunakan tes, koesioner, dan lembar observasi. Hasil penelitian menunjukkan bahwa hasil rata-rata siswa dalam postest di kelas eksperimental (72,57) lebih tinggi dari pada kelas kontrol (60,41). Hasil ini menyimpulkan bahwa teknik STAD secara efektif dapat meningkatkan hasil belajar membaca bahasa Inggris. Selain itu, STAD juga terbukti dapat meningkatkan keaktifan siswa di dalam kelas yakni dengan mengikutsertakan seluruh siswa dalam kegiatan dan tugas kelompok. Teknik ini juga cukup efektif dalam meningkatkan kemampuan siswa dalam menentukan ide utama dalam bacaan sehingga para siswa akan dapat meningkatkan kemampuan berfikir kritis dalam kegiatan diskusi di kelas.The objective of this research is to investigate the difference of reading comprehension achievement between students who are categorized extrovert and introvert before and after being taught through STAD technique. This research used the mixed methods of quantitative and qualitative method in collecting and analyzing the data. The research instruments were test, questionnaire, and observation. The result showed that the students mean score of post test in experimental class (72.57) was higher than that in the pre test (60. 41) with the t-test revealed that the result was significant (p=000). It means that STAD technique is effective to increase the students reading comprehension achievement. Moreover, STAD technique can be used to improve the students activities in reading since it is an interesting technique that can involve the students to work in groups. This technique is also more effective to help students determine the main idea of the text since they could build their critical thinking during the discussion process.Keywords: Exstrovert and introvert, reading achievement, Student-Team Achievement Division (STAD).
COMPARATIVE STUDY OF READING ACHIEVEMENT OF NARRATIVE BETWEEN STUDENTS TAUGHT THROUGH GRAPHIC ORGANIZER AND TRANSLATION Ayu Pratami Putri; Cucu Sutarsyah; Budi Kadaryanto
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of the research are to find out whether there is significant difference in the improvement of students reading comprehension achievement of English narrative text between students taught through graphic organizer and taught through literal translationand to find out which one is more effective technique. The research was conducted at SMAN 1 Natar especially the first grade. To gain the objective of the research, the researcher conducted quantitative design with pre-test posttest experimental group design. The test result showed that the mean of posttest in the experimental group one was 79.8and the mean of the posttest in the experimental class two was 72, probability level (p) was 0.000. The experimental class two gained the lower average score in posttest than experimental class one. The mean difference was 7.87. It was lower than 0.05. It means that H1was accepted and H0 was rejected since 0.000.05. It proves that the treatments given by the researcher had better effect of the students’ achievement. Based on the data, the researcher concludes that the application of graphic organizer improves students’ reading comprehension achievement of narrative text. Keywords: comparative, graphic organizer,literal translation,reading achievement.
The Effect of Schemata Activation Strategy on Students’ Reading Comprehension of Extrovert and Introvert Students at The Third Grade of SMA Negeri 1 Tumijajar West Tulang Bawang Wijayati Wijayati; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini menganalisis perbedaan yang signifikan pada aspek membaca siswa ekstrovert dan introvert  dengan menggunakan schemata activation strategy. Penelitian ini menggunakan  pretes and postes grup desain.  Ada 32 siswa sebagai sampel penelitian yang dibagi menjadi kelompok ekstrovert dan introvert. Data penelitian ini adalah tes reading dan kuesioner. Hasil penelitian menunjukkan bahwa (1) ada perbedaan yang signifikan antara siswa ekstrovert yang diajar menggunakan schemata activation strategy dengan thitung 10,22 ttabel  = 2,04; (2) ada perbedaan yang signifikan siswa introvert yang diajar menggunakan schemata activation strategy dengan thitung 7,76 ttabel  = 2,04; (3) dan,  ada perbedaan yang signifikan antara siswa ekstrovert dan introvert yang diajar menggunakan schemata activation strategy dengan thitung 2,09 ttabel  = 2,04.This research investigated the significant difference on students’ reading comprehension of extrovert and introvert students who were taught by schemata activation strategy. The research used one group pretest posttest design. There were 32 students  as the sample of the research whcih were divided into extroverts and introverts (E = 16, I = 16). The data were elicited through reading test and questionnaire of personality.The results of the research  showed that (1) there is significant different of  the students’ reading comprehension of extrovert students who were taught by schemata activation strategy with tcount 10.22 ttabel  = 2.04; (2) there is significant difference on the students’ reading comprehension of introvert students who were taught by schemata activation strategy with tcount 7.76 ttabel  = 2.04; (3) and, there is significant difference on the students’ reading comprehension  of extrovert students and introvert students who were taught by schemata activation strategy with tcount 2.09 ttabel  = 2.04.Keywords: Extrovert, introvert, reading comprehension, schemata activation strategy.
An Analysis of Students Grammatical Errors in Their Descriptive Writing nyoman wardani; Cucu Sutarsyah; Feni Munifatullah
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mencari tahu i) jenis kesalahan yang siswa buat yang tergolong surface strategy taxonomy dan communicative effect taxonomy dalam menulis karangan deskriptif, serta ii) menyelidiki jenis kesalahan yang sering dan jarang muncul pada karangan siswa tersebut. Penelitian ini bersifat qualitatif. Subjek penelitian ini adalah 29 siswa kelas XI IPA1 dari SMA Yadika Bandar Lampung. Tes menulis digunakan sebagai instrumen penelitian. Hasil menunjukkan bahwa siswa membuat semua jenis kesalahan dari surface strategy taxonomy, yaitu omission, addition, misformation, and misordering; maupun communicative effect taxonomy, yaitu kesalahan global dan lokal. Dalam surface strategy taxonomy, jenis kesalahan yang sering muncul adalah misformation; dan jenis yang jarang muncul adalah misordering. Dalam communicative effect taxonomy, jenis kesalahan yang dominan adalah kesalahan lokal, sedangkan kesalahan global merupakan jenis kesalahan yang jarang terjadi.This study aimed at finding out i) the types of error that learners committed in terms of surface strategy and communicative effect taxonomies in their descriptive writing; and ii) the types of errors the students most and least frequently used in their writing on the basis of both taxonomies. This study was a qualitative research. The subjects were 29 learners of class XI IPA 1 of SMA Yadika Bandar Lampung. The writing test was used as the instrument. The findings revealed that the learners committed all error types in terms of surface strategy taxonomy: omission, addition, misformation, and misordering; and communicative effect taxonomy: global and local errors. In terms of surface strategy taxonomy, misformation was the most frequent error type the students committed, while misordering was the least frequent error type. In terms of communicative effect taxonomy, the most dominant error type was local errors; while the least frequent error type was global errors.Keywords: communicative effect taxonomy, descriptive writing, surface strategy taxonomy
Analysis Of Students’ Anxiety In Speaking Of Grade VIII Junior High School Efi Litaria; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Artikel ini berfokus pada hasil penelitian yang mencoba untuk menganalisis kecemasan berbicara siswa terhadap keterampilan berbicara mereka. Metode penelitian adalah quasi-experimental design dengan two way ANOVA. Berdasarkan hasil penelitian, diketahui bahwa skor keterampilan berbicara yang diajarkan menggunakan diskusi secara signifikan berbeda dari skor keterampilan berbicara yang diajarkan menggunakan permainan peran untuk siswa yang memiliki kecemasan berbicara rendah tetapi penerapan teknik ini sama untuk mengajar berbicara kepada siswa yang memiliki kecemasan berbicara yang tinggi; Namun, berdasarkan hasil ANOVA, skor siswa yang memiliki kecemasan berbicara yang tinggi dalam keterampilan berbicara yang diajarkan menggunakan permainan peran masih lebih baik dari pada mereka yang berada di kelas diskusi. Artinya, ada interaksi antara teknik mengajar dan kecemasan berbicara siswa terhadap keterampilan berbicara siswa.This article focuses on the results of the study attempting 1) to find out the significance difference on students’ speaking skill between those who are in discussion and role play technique 2) to find out the significance difference on students’ speaking skill between high and low anxiety . Research method was quasi-experimental design with two way ANOVA. Based on the research findings, it is known that the score of speaking skill taught using  discussion is significantly different from the score of speaking skill taught using role-play to the students having low speaking anxiety but the implementation of the technique is equal for teaching speaking to the students having high speaking anxiety; however, based on the result of ANOVA, the score of students having high speaking anxiety in speaking skill taught using  role-play is still better than those who are in discussion class. It means that, there is an interaction between teaching technique and students’ speaking anxiety on the students’ speaking skill. Keywords: Anxiety, Speaking Skill, Teaching Speaking, Discussion Technique, Role-Play Technique.
The Implementation of A Collaborative Technique in Improving Students Writing Descriptive Texts Hatika Nesia; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 6, No 2 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah ada perbedaan pada kemampuan siswa dalam menulis teks deskriptif setelah belajar melalui teknik kolaboratif. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian sebanyak 28 siswa. Tes menulis digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukkan bahwa adanya peningkatan kemampuan menulis siswa yang signifikan dengan tingkat signifikansi 0.05. Hal ini menandakan bahwa teknik kolaboratif memberikan kesempatan kepada siswa dalam penyampaian dan mengembangkan ide dengan mudah.The aim of this study is to find out whether there is a statistically significant difference of students writing ability in descriptive texts between the pretest and the posttest in the implementation of collaborative technique. This research was quantitative research. The subjects of this research were 28 students at the second year of SMP N 19 Bandar Lampung. The writing test was administrated as the instrument of the research. The result showed that there was a statistically significant difference of students writing ability between the pre test and the post test with significant level 0.05. This suggests that collaborative gives oppurtunities for students to share and develop the ideas more easily.Keywords: collaborative technique, writing, descriptive text.
Error analysis in descriptive text writing made by the first-grade students of senior high school Ahmad Dani Zailani; Cucu Sutarsyah; Novita Nurdiana
U-JET Vol 10, No 1 (2021): U-JET
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Abstract

This research was aimed at finding out the types of errors made by the students in writing descriptive text. In conducting the research, the researcher used descriptive qualitative design. The researcher analyzed and described students' errors based on surface strategy taxonomy. The population of this research was the first-grade students of SMAN 14 Bandar Lampung in the academic year 2020/2021. The sample of this research was X science 2 which consisted of 32 students. The instrument of this research was a writing task. The writing task was used to collect data on errors committed by the students. The result of the analysis showed the students committed all types of errors in omission, addition, misformation, and misordering. It shows that the frequency of the errors from the students' descriptive writing based on surface strategy taxonomy that is an omission that consists of 65 or 25%, the second is an addition that consists of 52 or 20%, then the third is misformation that consists of 130 errors or 50%, and the last is misordering that consists of 13 or 5%. Based on the result of this research was most of the students still committed all four errors types of Surface Strategy Taxonomy. It means that although the students were taught English especially in the descriptive text in Junior High School, they still had problems in writing descriptive text. DOI: https://dx.doi.org/10.23960/UJET.v10.i1.202106
Implementing Clustering Technique in Teaching Descriptive Writing Puti Ainun Rahmani; Cucu Sutarsyah; Ari Nurweni
U-JET Vol 7, No 3 (2018): U-JET
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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.
AN ANALYSIS OF STUDENT’S READING ANXIETY AND IT’S EFFECT ON READING COMPREHENSION Joko Setyo Puji Santoso; Cucu Sutarsyah; Sudirman Sudirman
U-JET Vol 2, No 10 (2013): U-JET
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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah kecemasan yang merupakan faktor psikologi negatif dapat mempengaruhi pemahaman membaca siswa dan juga menentukan perbedaan yang signifikansi antara siswa tingkat kecemasan tinggi dan siswa tingkat kecemasan rendah. Hasil dari penelitian ini menunjukan perbedaan yang signifikan antara kedua kelompok tersebut. Rataan nilai kelompok siswa tingkat kecemasan tinggi adalah 62.37 sementara untuk kelompok tingkat kecemasan rendah adalah 83.81.  Berdasarkan hasil analisis Mann-Whitney, didapatkan nilai p 0.005 yang menunjukan bahwa kelompok siswa tingkat kecemasan rendah memiliki nilai yang lebih tinggi dibandingkan kelompok siswa tingkat kecemasan tinggi. Hasil analisis Linear Regression menunjukan nilai r2 ­­(0.319), yang berarti kecemasan membaca juga ikut berperan dalam pencapaian pemahaman membaca siswa. Karenanya, guru sebaiknya berupaya mengurangi kecemasan siswa agar pencapaian mereka lebih maksimal. This research aimed to find out whether a negative psychological affective factor known as anxiety could really affect students’ reading comprehension and to determine the difference in reading comprehension between students with higher level of anxiety and those with lower level of anxiety. The results show that the students’ reading comprehension significantly differs between the two groups. The mean score of higher level of anxiety students was 62.37 while the mean score for lower level of anxiety students was 83.81. Based on the analysis by using Mann-Whitney U Test, it shows that lower level anxiety students have higher score in reading comprehension than those with higher level of anxiety as the computation resulted in p value at 0.005. The next analysis by using Linear Regression resulted in r2 ­­(0.319). This number shows that reading anxiety may give contribution to the overall students’ reading comprehension achievement. Therefore, teacher should lessen the student’s anxiety to maximize their achievement.   Keywords :  effect, reading anxiety, reading comprehension 
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