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Ari Nurweni
Lampung University
Humanities Education Languange, Linguistic, Communication & Media

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IMPROVING STUDENTS’ WRITING IN RECOUNT TEXT THROUGH SEQUENCE OF PICTURES AT THE SECOND GRADE OF MTSN 1 BANDARLAMPUNG As'ad Rizki As-shidiqi; Patuan Raja; Ari Nurweni
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini ialah untuk mengetahui peningkatan kemampuan menulis siswa dalam pembelajaran teks recount dengan menggunakan sequence of pictures dan mengetahui aspek kemampuan menulis siswa yang paling meningkat setelah mereka diajarkan menggunakan sequence of pictures. Desain yang digunakan ialah satu kelompok pretest posttest. Subjek penelitian ini ialah 30 siswa kelas VIII C MTsN 1 Bandar Lampung. Instrumen yang digunakan ialah tes menulis. Data dalam bentuk skor yang diambil dari pretest dan posttest dan dianalisis dengan menggunakan Paired Sampel t-test. Penelitian ini menemukan adanya peningkatan statistik kemampuan menulis siswa dalam pembelajaran teks recount dilihat dari skor pretest ke skor posttest (58,9 menjadi 70,8) setelah menggunakan sequence of pictures. Aspek penulisan yang paling meningkat ialah konten karena sifat sequence of pictutres memandu siswa untuk mengembangkan ide-ide.The aims of this study were to find out whether there was any improvement of the students’ writing skill in recount text after they have been taught by using sequence of pictures and to investigate which aspects of the students’ writing skill improved the most after they have been taught by using sequence of pictures. The design used was one group pretest posttest. The subjects were 30 students of class VIIIC of MTsN 1 Bandar Lampung. The instrument was a writing test. The data were in form of scores taken from the pretest and posttest and were analyzed by using Paired Sampel t-test. The result showed there was a statistically improvement of students’ writing skill in recount text viewed from the pretest score to the posttest score (58.9 to 70.8) after they have been taught by using sequence of pictures. The aspect of writing that improved the most was content. This is because the nature of sequence of pictures mainly guides the students to develop the ideas.Keywords: recount text, sequence of pictures, writing. 
A Comparative Study between Teacher's Direct and Indirect Feedback Techniques in Improving Students' Descriptive Writing at the First Grade of Senior High School 1 Trimurjo Central Lampung Lily Trisiana; Ari Nurweni; Ramlan Ginting
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak. Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan yang signifikan dalam hasil pencapaian menulis teks deskriptif antara siswa yang diajar menggunakan umpan balik dari guru secara langsung dan tidak langsung dan untuk mengetahui aspek manakah dalam keterampilan mikro yang paling meningkat setelah penerapan kedua umpan balik. Penelitian ini dilakukan di SMAN 1 Trimurjo pada tahun ajaran 2018/2019. Peneliti menggunakan pendekatan kuantitatif. Tes menulis diberikan untuk melihat peningkatan menulis teks deskriptif siswa. Data yang dianalisis dengan menggunakan SPSS menunjukkan bahwa kedua teknik umpan balik tersebut efektif untuk meningkatkan kemampuan siswa; konten merupakan aspek penulisan yang paling meningkat di kelas yang diberikan kedua umpan balik. Selain itu, analisis statistik menunjukkan bahwa terdapat peningkatan yang berbeda dalam kemampuan menulis teks deskriptif antara siswa yang diajar menggunakan kedua umpan balik dari guru.Kata Kunci: teks deskriptif, umpan balik dari guru, umpan balik secara langsung, umpan balik secara tidak langsung.Abstract. The objectives of this research were to find out whether there was a significant difference between descriptive writing achievement of students in teacher’s direct and in teacher's indirect feedback class and to find out which aspect of writing in terms of micro skills improved the most after the implementation of both feedbacks. This research was conducted at SMAN 1 Trimurjo in 2018/2019 academic year. the researcher used quantitative approach. In order to see the students’ descriptive writing improvement, the writing tests were administered. The data analyzed by using SPSS reveals that the two feedback techniques were effective to improve the students’ writing; content was the aspect of writing that improved the most by both feedback techniques. In addition, the statistical analysis showed that there was a different improvement of students’ descriptive writing between the students who were taught through both feebacks.Keywords: descriptive writing, teacher’s feedback, teacher's direct feedback, teacher's indirect feedback.
The Implementation of Word Mapping Strategy to Increase Students Vocabulary Mastery at The First Grade Students of SMA N 1 Rumbia Lampung Tengah Rikko Karendra; Ari Nurweni; Ramlan Ginting Suka
U-JET Vol 6, No 7 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan kemampuan penguasaan kosakata setelah pembelajaran dengan menggunakan strategi word mapping. Desain penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 32 siswa kelas X IPS 3. Tes kosakata dalam bentuk pilihan ganda digunakan sebagai alat pengambilan data. Hasil menunjukan bahwa terdapat perbedaan yang signifikan secara statistik pada kemampuan penguasaan kosakata siswa dengan tingkat signifikansi 0.00 0.05. Dapat disimpulkan bahwa pembelajaran menggunakan strategi word mapping dapat membantu siswa untuk mengembangkan kosakata dengan mudah dan membantu memahami teks yang diberikan.The aim of this study was to find out whether there was a statistically significant improvement of the students vocabulary mastery after the students were taught through word mapping strategy. This research was quantitative research. The subjects of this research were 32 students of class X IPS 3. The vocabulary test in the form of multiple choice was administrated as the instrument of this research. The result showed that there was a statistically significant improvement of the students vocabulary mastery with the significant level 0.05. It could be inferred that teaching activity through word mapping strategy facilitates the students to develop the vocabulary and to understand the text easily.
Building Students Self Confidence in Speaking through Group Discussion Agung Putra Mangunsong; Ari Nurweni; Mahpul Mahpul
U-JET Vol 6, No 5 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah i) kelompok diskusi dapat meningkatkan kepercayaan diri siswa dalam berbicara dan ii) apakah ada peningkatan pada kemampuan berbicara siswa setelah belajar dalam kelompok diskusi. Desain penelitian yang digunakan adalah analisa kwantitatif. Subjek penelitian adalah 15 siswa kelas dua di sekolah menengah atas. Selain itu, tes berbicara dan kuesioner di gunakan untuk mengumpulkan data. Pembelajaran menggunakan kelompok diskusi disarankan bagi para guru karena kelompok diskusi memfasilitasi siswa dengan lingkungan berkomunikasi yang menyediakan wadah bagi siswa untuk mengembangkan pemikiran mereka.The aim of this study was to explore whether i) group discussion improved students self-confidence and ii) there was an improvement of students speaking ability after the implementation of group discussion. The design was quantitative analysis. The subjects of this research were 15 students of the second grade of SMAN 8 Bandar Lampung. Speaking tests and questionnaires were administered to collect the data. The result showed that group discussion significantly improved the students self-confidence and the speaking ability. This suggests that group discussion facilitates students to improve their self-confidence and speaking ability.Keywords: group discussion, speaking ability, self-confidence.
Improving Students’ Writing Ability in Recount Text using Think Talk Write (TTW) Strategy Siswati Arningtyas; Patuan Raja; Ari Nurweni
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah melihat apakah kemampuan menulis siswa meningkat setelah mereka belajar menulis melalui penggunaan strategi Think Talk Write dan aspek penulisan manakah yang paling meningkat melalui penggunaan strategi Think Talk Write. Data penelitian dianalisis menggunakan t-test dengan level signifikan p0.05. Tes menulis digunakan sebagai instrumen dalam pretest dan posttest. Hasil penelitian ini bahwa t-value (5.170) lebih tinggi dari t-tabel (2,030) dan nilai signifikansi two tail adalah 0,0000 0,05. Ini berarti bahwa ada peningkatan yang signifikan secara statistik pada kemampuan menulis siswa dalam teks recount menggunakan strategi Think Talk Write. Oleh karena itu, hipotesis penelitian diterima.. Selain itu, semua aspek penulisan meningkat berdasarkan hasilnya. Aspek yang paling meningkat adalah organization, kemudian diikuti oleh language use, content, vocabulary, dan mechanic. The aim of this research was to find out whether students’ writing increased after they learnt writing through the use of Think Talk Write strategy and which aspect of writing increased the most after they learnt writing through the use of Think Talk Write strategy. The data were analyzed by using t-test with the significant level p0.05. Writing test was used as instrument in pretest and posttest. The results of this research that t-value (5.170) was higher than t-table (2.030) and the value of two tail significance was 0.0000 0.05. It means that there is statistically significant improvement on students’ writing ability in recount text using Think Talk Write strategy. Therefore, the hypothesis of the research was accepted. Besides, all aspects of writing were improved regarding to the results. The aspect improved the most was organization, then followed by language use, content, vocabulary, and mechanic.Keywords: writing, recount text, Think Talk Write strategy.
Improving Students Reading Comprehension Through Information Gap Technique Ita Retno Sari; Ari Nurweni; Flora Nainggolan
U-JET Vol 7, No 5 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan membaca siswa setelah diajarkan melalui information gap technique. Penelitian ini menggunakan desain one group pretest dan posttest. Tes membaca digunakan untuk pengambilan data. Data ini di analisis menggunakan repeated measured T-test. Subyek penelitian ini 30 siswa dari kelas dua pada SMAN 12 Bandar Lampung. Hasil penelitian menunjukkan bahwa adanya peningkatan antara pretest dan posttest. Dengan level signifikan adalah p0.05 (p=0.000). Dari hasil yang didapat, disimpulkan bahwa information gap technique memberi kesempatan kepada siswa untuk meningkatkan kemampuan membaca mereka.The aims of the research were to find out the improvement of students’ reading comprehension  after they were through by information gap technique. The research used one group pretest and posttest design. The reading test was used to collect the data. The datas were analyzed by using repeated measured T-test. The subjects of this study were 30 students from second grade students of SMAN 12 Bandar Lampung. The result showed that there was a statistically significant improvement of the students’ mean score between the pretest and the posttest with significant level p0.05 (p=0.000). This suggests that information gap technique facilities the student to improve their reading comprehension achievement.Keywords: improve, information gap technique, reading comprehension
Improving Students Reading Comprehension through Question-Answer Relationship (QAR) Strategy Citra Mustika Zulya; Ari Nurweni; Gede Eka Putrawan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mencari apakah ada perbedaan signifikan pada keterampilan pemahaman menbaca siswa sebelum dan setelah penerapan strategi Question-Answer Relationship (QAR) .Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian sebanyak 22 siswa pada kelas satu di MTsN 2 Lampung Selatan. Uji reading rcomprehension digunakan untuk pengambilan data. Data yang diperoleh dianalisis menggunakan t-test value (Repeated Measure T-test) dengan level signifikansi p0,05. Hasil penelitian menunjukkan bahwa secara statistik ada perbedaan signifikan pada keterampilan pemahaman membaca siswa dengan level signifikansi 0.05. Hal ini menandakan bahwa strategi Question-Answer Relationship (QAR) dapat diterapkan untuk meningkatkan keterampilan pemahaman membaca siswa dalam bahasa Inggris.The aim of this research was to find out whether there was a significant difference of students reading comprehension before and after the implementation of Question-Answer Relationship (QAR) strategy at the first grade of MTsN 2 Lampung Selatan. This research was quantitative research. The subjects of this research were 22 students of the first grade at MTsN 2 Lampung Selatan. Reading comprehension tests were used to collect the data. The data were analyzed using t-test value (Repeated Measure T-test) in which the significance was determined by p0.05. The result indicates that there was a statistically significant difference of the students reading comprehension achievement with a significant level of 0.05. This suggests that QAR strategy facilitates to improve students achievement in reading comprehension.Keywords: reading comprehension, Question-Answer Relationship (QAR) strategy, improvement
The Use of Modified Think-Pair-Share in Teaching Writing Nurina Ulfa; Ag. Bambang Setiyadi; Ari Nurweni
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan (i) untuk mengetahui perbedaan prestasi  menulis antara siswa yang diajar menggunakan strategi Modifikasi Think-Pair-Share (TPS)  dan strategi Think-Pair-Share (TPS), (ii) untuk mengetahui korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Subjek penelitian ini adalah siswa kelas dua SMA IT Ar-Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa (i) ada perbedaan signifikan secara statistik dalam kemampuan menulis antara siswa yang diajar dengan strategi Modifikasi TPS dan strategi TPS, (ii) tidak ada korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Ini menunjukkan bahwa strategi Modifikasi TPS lebih efektif untuk meningkatkan prestasi menulis siswa.This study was aimed (i) to find out whether there was a significant difference in writing achievements between the students taught through the Modified Think-Pair-Share (TPS) and those taught through Original think-pair-share, and (ii) to find out whether there was a correlation between the students’ writing attitudes and their writing achievements. The subjects of this research were the second grade students of SMA IT Ar-Raihan Bandar Lampung. The result showed that (i) there was a statistically significant difference in the students’ ability between the students taught through modified TPS and those taught through TPS, (ii) there was no correlation between the students’ writing attitudes and their writing achievements. It can be said that modified TPS is more effective to increase the students’ ability in writing achievements.Keywords: Modified Think-Pair-Share (TPS), writing achievements, writing attitudes.
IMPROVING STUDENTS’ WRITING IN RECOUNT TEXT THROUGH THE USE OF GUIDING QUESTIONS AT SMAN 1 SEPUTIH MATARAM Nuriasih Nuriasih; Ari Nurweni; Mahpul Mahpul
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak : Tujuan penelitian ini adalah melihat apakah kemampuan menulis siswa meningkat setelah mereka belajar menulis melalui penggunaan teknik Guiding Questions dan aspek penulisan manakah yang paling meningkat melalui penggunaan teknik Guiding Questions. Sasaran penelitian ini mencakup 36 siswa kelas X MIA 3 di SMA Negeri 1 Seputih Mataram Tahun Akademik 2018/2019. Data penelitian dianalisis menggunakan t-test dengan level signifikan p0.05. Hasil penelitian menunjukan bahwa kemampuan menulis siswa meningkat secara signifikan setelah mereka belajar menulis melalui penggunaan teknik Guiding Questions. Meskipun penggunaan bahasa menempati peningkatan tertinggi dalam angka, perhitungan multiple comparison test menunjukkan bahwa perolehan isi tidak berbeda secara signifikan dibandingkan aspek-aspek lain. Abstract : The aim of this research was to find out whether students’ writing increased after they learnt writing through the use of guiding questions technique and which aspect of writing increased the most after they learnt writing through the use of guiding questions technique. The subjects of the research were 36 students of X MIA 3 class at SMA Negeri 1 Seputih Mataram in 2018/2019 academic year. The data were analyzed by using t-test with the significant level p0.05. The result of the research showed that students’ writing improved significantly after they learnt writing through guiding questions technique. Although the language use got the highest increase numericly, the computation of multiple comparison test showed that the gain of the content was not significantly different compared with the other aspects. Keywords: writing, recount text, guiding questions technique.
Modified Dictogloss to Improve Students' Writing Skill Lutfi Ratni Dewi; Flora Flora; Ari Nurweni
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan signifikan pada kemampuan menulis siswa setelah siswa diajar dengan menggunakan modified dictogloss technique, dan aspek apa yang mendapat nilai paling tinggi setelah siswa diajar menggunakan modified dictogloss technique. Penelitian ini menggunakan one group pretest and posttest design adalah desain yang digunakan dalam penelitian ini. Subjek penelitian adalah X MIA 3 SMA Al-Kautsar Bandar Lampung. Hasil penelitian menunjukan bahwa ada peningkatan yang signifikan pada kemampuan menulis siswa setelah diajar menggunakan modified dictogloss technique dilihat dari significant level lebih kecil dari 0.05 (0.00 0.05). Dari masing-masing aspek menulis, konten mendapat nilai paling tinggi (16.07 to 21.27) yang artinya ada peningkatan nilai berjumlah 5.19 atau 34%. Hal ini menandakan bahwa teknik modified dictogloss dapat diterapkan untuk meningkatkan keterampilan menulis siswa khususnya dalam aspek konten.  This research was aimed to find out whether there was a significant improvement on the students’ writing skill, and what aspect got the highest score after the students were taught by using modified dictogloss technique. This research used one group pretest and posttest design. The subject was X MIA 3 of SMA Al-Kautsar Bandar Lampung. The result showed that there was a significant improvement of the students’ writing after being taught through modified dictogloss technique since the significant level is lower than 0.05 ( 0.00 0.05 ). From each aspect of writing, content got the highest score (16.07 to 21.27) which meant the score improved 5.19 or 34%. This suggests that modified dictogloss technique facilitates the students to improve their ability in writing skill especially in the term of content aspect. Keywords: writing, writing ability, modified dictogloss technique
Co-Authors Ag. Bambang Setiyadi Agung Putra Mangunsong Annisa Prima Rani Arnita Annisa Belly As'ad Rizki As-shidiqi Budi Kadaryanto Citra Mustika Zulya Cucu Sutarsyah Dedy Supriyadi E. Lilis Yulisa Elvandari Maulana Emi Sari Endah Savitri Kusuma Endah Triasih Sihaloho Fajar Kurniasih Febriyanti Febriyanti Flora Flora Flora Nainggolan Galant Jodhi Pratama Gede Eka Putrawan Gita Hilmi Prakoso Helidatasa Utami Hery Yufrizal Huzairin Huzairin I Gusti Bagus Wiksuana Ita Retno Sari Ketrin Viollita Lily Trisiana Lutfi Ratni Dewi Mahpul . Mahpul Mahpul Muhammad Sukirlan Nanda Futia Safitri Nuriasih Nuriasih Nurina Ulfa Okta Dwi Anggaraini Patuan Raja Ramlan Ginting Ramlan Ginting Suka Rani Tri Aprella Resty Rahmawanti Rikko Karendra Siswati Arningtyas Teika Ameiratrini Ujang Suparman Umi Ma'rifah Windy Besthia Yulina Suhardiyati