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Taking a Closer Look at Communication Strategy and its Pedagogical Implication in EFL Class Muhammad Sukirlan
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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The primary goal of English Language Teaching (ELT) is to develop the students’ communicative competence through which the students are expected to able to communicate messages in varieties of communicative situations both in spoken and in written forms. There are five copmponents of communicative competence, namely linguistic, sociolinguistic, discourse, actional, and strategic competences. One of theelements of strategic competence is the students’ use of communication strategies which will be the focus of this article.Communication strategies refer to the strategies used by the speaker to cope with the communication problems as the results of the gap between the speaker’s available linguistic knowledge and the messagehe/she intends to deliver. Therefore this article puts emphasis on the implementation of communication strategies in the classroom to support the achievement of students’ communicative competence. In particular, this article deals with communicative competence, definition of communication stragegy, taxonomy of communication strategy, teachingcommunicationstrategies, and teachingand learning activities in the class

STUDENTS ENGLISH LITERATURE PRODUCTS PREFERENCE AND VOCABULARY IN WRITING Reza Ramanda; Patuan Raja; Muhammad Sukirlan
U-JET Vol 3, No 8 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk menemukan apakah siswa dengan preferensi produk literatur yang berbeda mempunyai prestasi vocabulary yang berbeda dalam hal writing. Dalam penelitian ini, apa yang peneliti maksud dengan prestasi vocabulary adalah word count, lexical density, dan readability.Sampel diambil dari mahasiswa Program Pendidikan Bahasa Inggris, jurusan Pendidikan Bahasa dan Seni, Universitas Lampung. Penelitian ini merupakan penelitian kuantitatif; peneliti menggunakan studi Co-relational, desain Ex-Post Facto. Ada dua instrument: test text tertulis, dan kuestioner. Hasil diambil dari perbandingan rata rata mean antara sample dengan preferensi yang berbeda dan dianalisa melalui ANOVA. Signifikansi muncul di perbandingan mean lexical density;dengan preferensi film mempunyai rata rata mean tertinggi diantara preferensi produk literatur lainnya. Peneliti menyimpulkan bahwa sampel dengan preferensi yang berbeda memiliki prestasi vocabulary yang berbeda dalam writing; dengan detail: perbedaan preferensi mempengaruhi prestasi vocabulary sampel dalam lexical density.The purpose of this research was to find if student with different literature preference has different vocabulary achievement in writing. In this research, what the researcher means by vocabulary achievement are word count, lexical density, and readability. The samples were students of English Study Program in Arts and Language Education Department in University of Lampung. This research was quantitative research; the researcher used Co-relational study, Ex-Post Facto design. There were two instruments: text writing test, and questionnaire. Result was received from mean average comparison between samples with difference preference and analyzed through ANOVA. Significance is showed in mean comparison of lexical density; with movie preference which has the highest average mean between other literature products preference. The researcher concluded that sample with difference preference has different vocabulary achievement in writing; with detail: the different preference affected samples vocabulary achievement in lexical density.Keyword: lexical density, literature preference, readability, text analysis, word count

The use of guessing game to improve students' vocabulary mastery Ajeng Anggraini; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 9, No 2 (2020): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan pada kemampuan kosa kata siswa setelah diajar dengan menggunakan guessing game, dan bagaimana respon siswa dalam pembelajaran kosa kata setelah diajar menggunakan guessing game. Populasi penelitian ini adalah siswa kelas satu SMPN 4 Bandar Lampung. Sampel dari penelitian ini adalah kelas VII A yang terdiri dari 32 siswa. Penelitian ini menggunakan desain kuntitatif dengan menggunakan tes kosa kata dan desain kualitatif dengan menggunakan kuesioner. Hasil dari penelitian ini menunjukan bahwa terdapat hasil yang signifikan terhadap kosa kata siswa setelah diajar menggunakan guessing game karena t-value t-table. Aspek kosa kata yang paling tinggi peningkatannya yaitu kata kerja. Selain itu, hasil kedua yang diteliti menggunakan kuesioner menunjukan bahwa sebagian besar siswa belajar tanpa tekanan, belajar dengan senang, dan mendapatkan pengetahuan baru. The aims of the research were to find out whether there was a significant improvement in students’ vocabulary mastery after being taught by using guessing game, and how is students’ response in vocabulary mastery after being taught by using guessing game. The population of the research was the first-grade students’ of SMPN 4 Bandar Lampung. The sample of the research was class VII A consisted of 32 students. This research applied a quantitative and qualitative design. The result of this research showed that there was a significant improvement in students’ vocabulary mastery after being taught by using guessing game since t-value t-table. And the most improved aspect of vocabulary was verb. In addition, the second research which used questionnaire showed that the majority of the students work with no pressure, have some fun, and get some new information.Keywords: vocabulary, guessing game, students’ response.

CORRELATION BETWEEN STUDENTS` VOCABULARY MASTERY AND THEIR READING COMPREHENSION OF NARRATIVE TEXT Arizka Miftah Faridl; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 4, No 1 (2015): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui korelasi antara penguasaan kosa kata dalam membaca teks narasi. Penelitian ini menggunakan desain co-relational pada ex post facto. Data sampel dipilih dengan menggunakan sistem acak. Pengambilan sampel diambil dari siswa kelas 9 SMP N 1 Tegineneng pesawaran kelas IX D yang terdiri dari 30 siswa. Pengumpulan data dengan menggunakan test dan dianalisa dengan menggunakan SPSS pada level significant 0,05 .Hasil menunjukan ada korelasi signifikan antara kemampuan penguasaan kosa kata siswa dan kemampuan narati teksnya, dengan rxy adalah 0.729 dengan N berjumlah 30, derajad kebebasan pada level 0,05 sementara r table 0.370 yang berarti korelasi signifikan. Oleh karena itu hipotesis penelitian h1 diterima dan hipotesis h0 ditolak.The objective of this research is to find out the correlation between students` vocabulary mastery and their reading focus on narrative text. This. The research design used a corelational design of ex post facto design. The samples of the research were selected by using simple random sampling from the students of the third year of SMP N 1 Tegineneng, Pesawaran. Class IX.D was taken as the sample class of this research which consists of 30 students. The data were collected by means of test and were analyzed by using SPSS at the significant level 0.05, the result showed that there was a significant correlation between students` vocabulary mastery and their reading comprehesion in of narrative text. The result showed that is 0.729 with N 30, Degree of freedom (df) N-2 to the real level = 0.05 while is 0.370. Thus, ; meaning the correlation is significant. Therefore, the research hypothesis ( ) was accepted and the null hypothesis ( ) was rejected.Keywords: narrative text, students, vocabulary

AN ANALYSIS OF USING SILENT WAY METHOD TO IMPROVE YOUNG LEARNER VOCABULARY Adestamia Lambung Negara; Muhammad Sukirlan; Sudirman Sudirman
U-JET Vol 3, No 8 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah (1) menemukan tipe kosakata siswa yang meningkat setelah diajarkan melalui metode Silent Way, dan (2) menemukan masalah apa yang dialami oleh siswa ketika siswa diajarkan menggunakan metode Silent Way dalam pengajaran kosakata. Data didapat melalui tes kosakata dan observasi, dan diolah menggunakan The One-Shot Case Study. Hasil test menunjukan bahwa siswa memperoleh nilai tertinggi pada noun. Jumlah nilai yang didapat oleh noun adalah 67. Siswa memperoleh nilai tertinggi pada noun dibandingkan dengan verb (38.734.8). Berdasarkan data observasi, peneliti menemukan masalah yang dialami siswa, yaitu siswa yang mempunyai kemampuan rendah dalam penguasaan Bahasa Inggris masih mengalami kebingungan dalam mengikuti pelajaran. Mereka bingung dalam menentukan respon mereka apakah sudah benar atau belum dalam pelajaran tersebut.The objectives of the research were: (1) to find out students’ vocabulary type that improved after being taught by using Silent Way, and (2) to find out what problems the students faced when taught using Silent Way in teaching vocabulary. The data were collected by using vocabulary test and observations, and were computed by using The One Shot-Case Study. The result of the test showed that the students got the highest score in noun. The total score of noun was 67. The students got higher increase in noun than verb (38.726.5). Based on the observation data, The researcher found a problem that the students of low level of English mastery were still confused to follow the lesson. They were confused to find out whether their response was already correct or not.Keywords: silent way, vocabulary, young learner

Teaching Speaking Through Hidden Object Game at Senior High School Cecille Ameilia Kurniawan; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini dilaksanakan untuk mencari tahu (1) ada atau tidaknya peningkatan secara signifikan dalam pencapaian berbicara siswa dengan menggunakan permainan hidden object sebagai sebuah medium dalam mengajarkan monolog deskripsi, dan (2) respon siswa dalam implementasi permainan hidden object. Subjek penelitian ini adalah 36 siswa kelas sepuluh SMA. Data diperoleh dari pretest, posttest dan kuesioner. Paired samples t-test digunakan untuk menguji nilai siswa. Hasil uji menunjukkan bahwa terdapat peningkatan signifikan secara statistik oleh permainan hidden object terhadap pencapaian berbicara siswa dengan tingkat signifikan (0.000.05). Para siswa juga memberikan respon positif terhadap implementasi permainan hidden object. Berdasarkan hal ini, dapat disimpulkan bahwa permainan hidden object mempermudah siswa untuk meningkatkan pencapaian berbicara.The research was conducted to find out (1) whether the hidden object game as a medium in teaching descriptive speaking has a significance effect to increase speaking achievement, and (2) how the students responses to the implementation of the hidden object game. The subjects were 36 students of first grade students of senior high school. The data were obtained from the pretest, the posttest, and the questionnaire. Paired samples t-test was used to test the students scores. The result showed that there was a statistically significant effect of the hidden object game on the students speaking achievement with significant level (0.000.05). The students also gave positive responses of the implementation of the hidden object game. This suggests that the hidden object game facilitates the students to improve their speaking achievement.Keywords: Hidden object game, speaking achievement, teaching speaking.

THE IMPLEMENTATION OF GROUP DISCUSSION TECHNIQUE IN TEACHING LISTENING Fitrivani Amalia Rahadi; Muhammad Sukirlan; Sudirman Sudirman
U-JET Vol 3, No 6 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk menganalisis masalah yang dihadapi siswa ketika belajar mendengarkan dengan diskusi kelompok dan aspek keterampian mendengarkan yang lebih baik dari keterampilan yang lain. Penelitian kualitatif ini dilakukan di kelas VIII F. Peneliti memeroleh data melalui kuesioner, pre-test dan post-test. Data dianalisa dengan cara menginterpretasi, menghitung nilai rata-rata dan membandingkan nilai siswa antara keterampilan macro dan micro di pre-test dan post-test. Hasil penelitian menunjukan bahwa terdapat lima masalah utama yang dihadapi siswa yaitu, mengobrol saat berdiskusi, teman yang tidak berkontribusi, teman yang mendominasi, teman kelompok, tidak ingin menjadi ketua kelompok. Kesimpulannya, masalah dalam diskusi disebabkan oleh kondisi diskusi yang tidak mendukung dan keahlian makro bisa tampil lebih baik karena adanya schemata di proses top-down.The aims of this research were to analyse the problems faced by the students when studying listening in group discussion and to analyse which particular aspect of listening skill performed better than the other skill. This qualitative research used class VIII F. The researcher gained the data from questionnaire, pre-test and post-test. The data were analysed by interpreting, calculating the average, and comparing of students’ answer both macro and micro-skills in pre-test and post-test. The results showed that there were five major problems faced by students they were: chatting another topic while discussing, not-contributing member, dominant friend, group-mate, willingness to be a leader of discussion. In listening skills, the students performed better in macro-skills than in micro-skills. In conclusion, problems in discussion can be caused by the imperfect condition of discussion and macro-skills can perform better because of the existence of schemata in the top-down process.Keywords: group discussion, listening, macro and micro-skills

THE USE OF METACOGNITIVE LEARNING STRATEGY TRAINING TOWARD READING COMPREHENSION Destoprani Brajannoto; Ag Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk menemukan efek pelatihan penggunaan strategi belajar metakognitif terhadap pemahaman membaca siswa. Penelitian ini bersifat kuantitatif yang menggunakan desain pre-test dan post-test. Data diperoleh melalui kuisioner dan tes membaca. Hasilnya menunjukan bahwa pelatihan memberikan efek yang signifikan terhadap penggunaan strategi belajar metakognitif dan pemahaman membaca siswa, serta kedua variabel saling berhubungan satu sama lain. Rata-rata nilai pemahaman membaca siswa mendapat kenaikan yang signifikan dari 56,67 ke 71,63 (14,96 poin), dan t-value lebih tinggi daripada t-table (12,923 2,046). Dapat disimpulkan bahwa hasilnya signifikan (p0.05). Implikasi dari penelitian ini adalah, guru dapat membantu siswa menggunakan strategi belajar metakognitif untuk memfasilitasi pemahaman membaca mereka serta dapat digunakan oleh siswa untuk menyelesaikan tugas lainnya.This study was aimed to find out the effect the training on the use of metacognitive learning strategy on the learners’ reading comprehension. This study was a quantitative research which used one group pretest and posttest design. The data were obtained by using reading performance checklist and reading test. The result showed that the training gives a significant effect on using of metacognitive and learners reading comprehension, and also both variabels were directly corelated to each other. The mean of the learners’ reading comprehension was significantly increase from 56.67 to 71.63 (14.96 point), and t-value was higher than t-table (12.923 2.046). It can be concluded that the result was significant (p0.05). The implication of this study is the teachers can help learners use metacognitive learning strategies to facilitate their reading comprehension and also it can be used by the learners to accomplish other tasks.Keywords: learners’ reading comprehension, learning strategy training, metacocnitive learning strategy.

A COMPARATIVE STUDY OF STUDENTS' LISTENING COMPREHENSION TAUGHT THROUGH VIDEO AND AUDIO Logi Bellamari Puspita; Muhammad Sukirlan; Dedy Supriyadi
U-JET Vol 3, No 8 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan dari penelitian ini adalah: (1) untuk mengetahui apakah ada perbedaan yang signifikan mengenai pemahaman menyimak siswa setelah diajarkan melalui video dan yang diajarkan melalui audio, dan (2) untuk mengetahui media manakah yang lebih baik untuk meningkatkan pemahaman menyimak siswa. Penelitian ini dilakukan terhadap siswa kelas satu SMP Negeri 26 Bandar Lampung. Data dianalisis dengan menggunakan Independent Sample t-test di SPSS 16.0. Ada perbedaan yang signifikan mengenai prestasi pemahaman menyimak antara siswa yang diajarkan melalui video dan audio. Hal ini dapat dilihat dari sign lebih kecil dari alpha (0,0260,05). Di kelas eksperimen 1 peningkatan nilai adalah 15,7 sedangkan kelas eksperimen 2 peningkatan nilai adalah 10,82. Menurut hasil data, pengajaran menyimak melalui video lebih efektif untuk meningkatkan pemahaman menyimak siswa karena video dapat memberikan suasana yang lebih menyenangkan bagi siswa di kelas .The purpose of this research were: (1) to find out whether there is a significant difference of the students' listening comprehension after being taught through video and those who are taught through audio, and (2) to find out which one of those media is better to increase students' listening comprehension. This research was conducted to the first grade students of SMP Negeri 26 Bandar Lampung. The data were analyzed by using Independent Sample t-test in SPSS 16.0. There is a significant difference of the students’ listening comprehension achievement between the students who were taught through video and those who were taught through audio. It can be seen from sign smaller than alpha (0.0260.05). In experimental class 1 the increase score is 15.7 while in experimental class 2 is 10.82. From the result of the data, teaching listening through video is more effective to increase students’ listening comprehension because video can give more enjoyable listening atmosphere for students in the classroom.Keywords: audio, listening comprehension, video.

The use of modified GRASP to teach students’ reading comprehension Atik Winarti; Tuntun Sinaga; Muhammad Sukirlan
U-JET Vol 9, No 2 (2020): U-JET
Publisher : FKIP UNILA

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This research is conducted to find out: 1) the significant difference on students’ reading comprehension before and after the implementation of GRASP; 2) the difference on reading aspect through modified GRASP; and 3) the correlation between students’ self-esteem and reading comprehension.This quasi-experimental research uses one group pre-test post-test design. It applies modified GRASP on students’ reading comprehension. The samples, taken purposively, are 30 students of the tenth grader. The result shows that there is difference of students’ reading comprehension before and after taught by GRASP and there is significant improvement between pretest of posttest. Based on the calculation of the reading aspects, it can be seen that the aspect of references became the lowest aspect that can be mastered by the students on the original GRASP (Pretest) class. After the researcher modified the GRASP, there was improvement in the aspect of references, especially main idea. Furthermore, there is correlation between students’ self-esteem with students’ reading comprehension.Keywords: Self-Esteem, Modified GRASP and Reading Comprehension Penelitian ini dilakukan untuk mengetahui: 1) perbedaan yang signifikan pada pemahaman membaca siswa sebelum dan sesudah implementasi GRASP; 2) perbedaan pada aspek membaca melalui modifikasi GRASP; dan 3) korelasi antara harga diri siswa dan pemahaman membaca siswa. Penelitian kuasi-eksperimental ini menggunakan satu kelompok pre-test post-test design. Penelitian ini memodifikasi GRASP untuk meneliti pemahaman membaca siswa. Sampel yang diambil secara purposive terdiri dari 30 siswa kelas sepuluh. Hasil penelitian menunjukkan ada perbedaan pemahaman membaca siswa sebelum dan sesudah diajarkan menggunakan GRASP dan ada peningkatan yang signifikan antara pretest dan posttest. Berdasarkan perhitungan aspek membaca, dapat dilihat bahwa aspek referensi menjadi aspek terendah yang dapat dikuasai oleh siswa pada kelas GRASP (Pretest). Selanjutnya, setelah peneliti memodifikasi GRASP, ada peningkatan dalam aspek referensi, terutama ide utama.Disamping itu, ada korelasi antara harga diri siswa dengan pemahaman membaca siswa.

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