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rosita simbolon
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Humanities Education Languange, Linguistic, Communication & Media

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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.
DIFFERENCES OF COMMUNICATION STRATEGIES USED BY EXTROVERT STUDENTS AND INTROVERT STUDENTS IN ENGLISH SPEAKING Elsya Rivana; Hery Yufrizal; Rosita Simbolon
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research is to find out which communication strategies are frequently used by extrovert students and introvert students. The design of this research used taxonomic analysis which is adopted from Dorney‟s taxonomy of communication strategy. One class, XI science 1 which consisted of 36 students, was taken as the sample of the research. The result shows that there are 16 students who were classified into extrovert group, 14 students were introvert, and 6 students were mediocre group. Meanwhile, it was found that there are 138 CSs used by extrovert and introvert students. The extrovert students used 52 CSs or as many as 37% from the total of percentage. Besides, introvert students used 86 CSs or as many as 63%. Moreover, extrovert students tended to use appeal for help frequently. On the other hand, introvert students mostly used time gaining strategies. Since Indonesian students may not understand how to use CSs in English speaking activity; the researcher suggests that the teachers teach about CSs by providing them L2 models of CSs.  Keywords: communication strategy, extrovert,                 introvert, taxonomic analysis
THE CORRELATION BETWEEN STUDENTS’ LEARNING STRATEGIES AND TEXT TYPES IN STUDENTS’ READING COMPREHENSION Arifa Mega Putri; Ujang Suparman; Rosita Simbolon
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research are to find out whether there is any correlation between students’ learning strategies and text types in students’ reading comprehension; and to investigate which learning strategy is mostly applied by students in reading. The design of this research is a co-relational study of ex post design. The sample of the research was class VIII B consisting of 30 students. The result shows that there is a correlation between students’ learning strategies and text types in students’ reading comprehension with rxy are 0.416 (on descriptive text) and 0.403 (on recount text) with N 30 at  = 0.05 while rtable is 0.3494. Thus, rxy rtable; meaning that there is correlation of the two variables which are categorized as moderate correlation. Another result shows that metacognitive strategies are mostly applied by students in reading. It has been found that the mean of cognitive learning strategies is 32.1; metacognitive strategies is 32.33; and socio-affective strategies is 28.5. The researcher suggests that the English teacher should apply metacognitive strategies in teaching reading comprehension as one of alternative strategies especially because it has been found that the strategy can make them successful in learning reading. Keywords: descriptive text, learning strategies, reading comprehension, recount text, text types
A COMPARATIVE STUDY BETWEEN INFORMATION GAP TASK IN PAIR AND SMALL GROUP WORK OF STUDENTS’ SPEAKING ABILITY Ni Made Anggi; Hery Yufrizal; Rosita Simbolon
U-JET Vol 2, No 3 (2013): U-JET
Publisher : FKIP UNILA

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The purposes of the qualitative research were to find out the significant difference of students’ speaking ability between students who are taught through information gap task in pair and small group work and to determine which pattern is better in getting students to talk at second grade of SMAN 1 Seputih Raman. The study focused on pattern that is used in information gap task. The participants were the second grade of SMAN 1 Seputih Raman. The data were recorded and analyzed by using Independent group t-test (SPSS version 20). The data shows that there is significant different result in between pair and small group. Small group work has better pattern that encourages students to talk in information gaptechnique.Keywords: information gap, pair, small group, speaking ability  
COMPARATIVE STUDY OF READING ACHIEVEMENT THROUGH USING INFORMATION CATEGORIZING AND FACT-OPINION CATEGORIZING IN SMAN 15 BANDAR LAMPUNG Irene Brainnita Oktarin; Muhammad Sukirlan; Rosita Simbolon
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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 The objectives of this research are to investigate which of the two sub-skills in reading is more effective for comprehending the text, and to find out whether there is any significant difference of students’ reading comprehension achievement between those who are using information categorizing and those of using fact-opinion categorizing. This is a quantitative study which had intact group pre-test post-test design.The result shows that there is a significant difference of students’ reading comprehension achievement between those who were taught using information categorizing and those taught using fact-opinion categorizing. The significant increase of students’ achievement in the experimental class I (information categorizing) is (p0.05, p=0.00) with the increase of mean in pre-test and post-test is 19.34 points. Meanwhile, in experimental class II (fact-opinion categorizing) the significant increase of pre-test and post-test is also (p0.05, p=0.00), but the increase of mean is only 12.37. It indicates that the information categorizing is more effective sub-skill than fact-opinion categorizing in increasing the students’ reading comprehension achievement. Keywords: Comparative Study, fact-opinion categorizing, information categorizing, reading achievement.
IMPLEMENTATION OF DEBATE TECHNIQUE IN TEACHING SPEAKING Intan Hamzah; Hery Yufrizal; Rosita Simbolon
U-JET Vol 2, No 3 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research are to describe the procedures of Debate technique which are implemented in speaking class and to analyze the interaction activities in term of Sinclair and Coulthard Initiation-Response-Feedback (IRF) Model and interview to gain the data. The subject of this research is the second grade students of SMA YP Unila Bandar Lampung. The result of this research is Debate technique is implemented well in speaking class. It can stimulate the students to speak in English through five debate sessions. Student Elicitation dominates the interaction by having 43 interactions or 46.74% of the total interaction. The second highest is Teacher Elicitation by having 20 interactions or 21.74% of the total interaction. The third is Teacher Informing by having 12 interactions or 13.05%. The fourth and fifth percentages are Student Informing and Checking by having 8 interactions or 8.69%. And the rest is Teacher Directing by having 1 interaction or 1.09% of the total interaction. The result of the interview shows that students enjoy the teaching learning process. The conclusion of this research is Debate technique can stimulate the students to speak up and interact with each other.  Keywords: analysis, debate, interaction.
IMPLEMENTATION OF GUESSING GAME IN TEACHING VOCABULARY AT THE FIFTH GRADE Ina Mutmainah; Sudirman Sudirman; Rosita Simbolon
U-JET Vol 2, No 9 (2013): U-JET
Publisher : FKIP UNILA

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Penulis mengadakan penelitian kualitatif ini bertujuan untuk menganalisa proses interaksi kelas pada proses belajar dan mengajar dalam pembelajaran kosa kata bahasa Inggris melalui permainanan guessing dan untuk menganalisa pola interaksi kelas berdasarkan pada model Initiation-Response-Feedback (IRF) yang penggunaannya disarankan oleh Sinclair and Coulthard. Penulis meneliti partisipasi siswa selama proses belajar mengajar menggunakan video perekam, kemudian penulis menjelaskan interaksi dan mengkatagorikan data dengan memberikan kode rekaman yang diusulkan oleh pola Sinclair and Coulthard. Hasil dari analisa data menunjukkan bahwa terdapat enam pola pertukaran yang terjadi sepanjang penerapan permainan guessing. Enam pola tersebut adalah Teacher Elicit (Initiation-Response-Feedback) 32,9%, Student Elicit (Initiation-Response/IR) 22,4%, Student Inform (Initiation-Feedback/IF) 16,8%, Teacher Inform (Initiation/I) 12,4 %, Teacher Direct (Initiation-Response-Feedback/IRF) 10,6 %, dan Check (Initiation-Response-Feedback/IRF) 5,0 %.The writer conducted this qualitative research to analyze the process of classroom interaction in teaching and learning process in English teaching vocabulary through guessing game and to analyze the pattern of classroom interaction based on Initiation-Response-Feedback (IRF) model suggested by Sinclair and Coulthard. The writer observed the participation of students during the process of teaching and learning using video recorded, then the writer transcribed the interaction and then categorized the data by giving a code the transcription suggested by Sinclair and Coulthard patterns. The result of data analysis shows that there are six exchange patterns happened during the implementation of guessing game. It is Teacher Elicit (Initiation-Response-Feedback/IRF) 32, 9%, Student Elicit (Initiation-Response/IR) 22,4%, Student Inform (Initiation-Feedback/IF) 16,8%, Teacher Inform (Initiation/I) 12,4 %, Teacher Direct (Initiation-Response-Feedback/IRF) 10,6 %, and Check (Initiation-Response-Feedback/IRF) 5,0 %.Keywords : classroom interaction, guessing game, vocabulary
THE IMPLEMENTATION OF RECIPROCAL TECHNIQUE IN NARRATIVE TEXT TO INCREASE THE STUDENTS’ READING COMPREHENSION Widi Andewi; Patuan Raja; Rosita Simbolon
U-JET Vol 2, No 7 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk: 1) mengetahui apakah penerapan RTT di teks narasi dapat meningkatkan peningkatan pemahaman membaca siswa, dan 2) mengetahui masalah-maslah yang dihadapi siswa selama pengajaran membaca melalui RTT. Data diperoleh dari pre-test dan post-test dan juga dari observasi dan wawancara. Obyek penelitian ini adalah kelas XI IPS. Hasil penelitian memperlihatkan bahwa nilai rata-rata pre-test siswa adalah 45.67 dan nilai rata-rata post-test mereka adalah 64.64, dimana peningkatan nilai mereka adalah 18.96. Berdasarkan observasi dan wawancara selama perlakuan, ada masalah-masalah yang dihadapi siswa dalam pengajaran pemahaman membaca melalui RTT. Ini dapat disimpulkan bahwa RTT dapat meningkatkan pemahaman membaca siswa dan siswa mempunyai masalah-masalah dalam penerapan empat strategi dari RTT.This research is aimed to: 1) find out whether implementing RTT in narrative text can increase the students’ reading comprehension achievement, and 2) find out the problems faced by the students in learning reading comprehension through RTT. The data were obtained from the pre-test and post-test and also from the observation and interview. The sample of this research was XI IPS 3 class. The result shows that the students’ mean score of the pre-test is 45.67 and their mean score of the post-test is 64.64, in which their gain score is 18.96. Based on the obsevation and interview during the treatments, there were problems faced by the students in learning reading comprehension through RTT. It can be concluded that RTT can increase the students’ reading comprehension in narrative text  and the students have problems in applying the four main strategies of RTT. Keywords: increase, reading comprehension, reciprocal Technique
The Implementation of Three - Step Interview Technique in Teaching Speaking Meyrisda Mifta Indah Sari; Hery Yufrizal; Rosita Simbolon
U-JET Vol 2, No 8 (2013): U-JET
Publisher : FKIP UNILA

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There are two objectives of this research (1) to find out whether there is a significant difference of students’  performance after applying Three – Step Interview technique in 3 different topics; (2) to find out the effect of students’ speaking achievement in every aspect of speaking. The method was time series design. The result shows that : (1)Three – Step Interview is applicable to improve the students speaking ability. Students’ mean score in post-test 1 is 45.40 ,post test 2 increase to 61.60; its gain is 16.2 and in post test 3  increase up to 81.20 its gain is 19.6 ; ( 2 ) Three – Step Interview technique gives good effect for the students’ speaking achievement in every aspect of speaking. Based on the result above, it can be said that Three – Step Interview can be applied in teaching speaking in order to improve students speaking ability.  Key words: speaking, three – Step interview technique, time series design
INCREASING STUDENTS’ ABILITY IN SUMMARIZING RECOUNT TEXT OF WRITING THROUGH TPS TECHNIQUE Gestiana Purwaningtias; Editha Gloria Simanjuntak; Rosita Simbolon
U-JET Vol 2, No 9 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan hasil dalam kemampuan siswa merangkum teks melalui TPS dan untuk mengetahui bagaimana kegiatan siswa dalam proses belajar melalui TPS. Populasi dalam penelitian ini adalah siswa kelas dua SMPN 1 Seputih Agung, Lampung Tengah terdiri dari tujuh kelas. Sampel dalam penelitian ini adalah kelas VIIIC. Data diperoleh dari pretest, postest, dan observasi. Berdasarkan perhitungan, hasilnya menunjukkan bahwa nilai rata-rata siswa pada posttest (72.11) lebih tinggi dari pretest (53.33) dengan perbedaan 18.78 poin. Hal ini menunjukkan bahwa hipotesis diterima, karena t-value (25.491) t-table (1.684). TPS meningkatkan tidak hanya kemampuan siswa dalam merangkum teks, tetapi juga meningkatkan kegiatan siswa selama proses belajar. Oleh karena itu, TPS dianjurkan untuk digunakan oleh guru untuk meningkatkan prestasi menulis siswa.The objectives of this research were to investigate whether there is an increase in students’ writing ability in summarizing text after being taught through TPS and to find out the students’ activity in learning process using TPS. The population of this research was the second year students of SMPN 1 Seputih Agung, Lampung Tengah consisting of seven classes. The sample of this research was VIIIC. The data were obtained from pretest, posttest, and observation. Based on the calculation, the result showed that the students’ mean score of posttest (72.11) was higher than pretest (53.33) with the gained score was 18.78. It showed that hypothesis was accepted, because t-value (25.491) t-table (1.684). TPS increase not only students’ ability in summarizing text, but also improve students’ activity in learning process. Thus, it is concluded that TPS can be applied and recommended as a reference to teach English in writing class.Keywords: increase, recount text, summarizing text, think pair share
Co-Authors Annisa Fidiyati Arifa Mega Putri Bambang Setiyadi Cucu Sutarsyah Dynasti Stefani Rebecca Nainggolan Editha Gloria Simanjuntak Elsya Rivana Gestiana Purwaningtias Herry Yufrizal Hery Yufrizal I Ketut Suada Ina Mutmainah Intan Hamzah Irene Brainita Oktarin Irene Brainnita Oktarin Jesy Yunita Fatmadi Lidya Shinta Mutiara Meyrisda Mifta Indah Sari Muhammad Sukirlan Ni Made Anggi Patuan Raja Reza Fandana Ujang Suparman Weni Jayanti Arista Widi Andewi Yusni Triana