Articles
<![CDATA[Teaching Pronunciation of Fricative and Affricate Sounds through English Songs at Grade 8 Students of SMPN 8 Bandar Lampung ]]>
<![CDATA[Dewa Ayu Rini]]>;
<![CDATA[Mahpul Mahpul]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 8, No 1 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Keduanya bunyi frikatif dan afrikatif sering menjadi masalah bagi siswa Indonesia dalam melafalkannya. Hal ini disebabkan ketiadaan bunyi tersebut dalam bahasa Indonesia. Lagu bahasa Inggris dipercaya memungkinkan siswa meningkatkan kemapuan mereka dalam melafalkan bunyi-bunyi tersebut. Studi ini dimaksudkan untuk mengkaji apakah lagu bahasa Inggris dapat meningkatkan kemampuan siswa dalam melafalkan bunyi frikatif dan afrikatif. Desain one group pre-test and post-test digunakan dalam penelitian ini. Data-data diperoleh dengan menggunakan tes pelafalan dari 24 siswa kelas 8 SMPN 8 Bandar Lampung tahun ajaran 2016/2017. Data tersebut dianalisa menggunakan SPSS versi 16.0. Hasil penelitian menunjukkan bahwa lagu bahasa Inggris dapat meningkatkan kemampuan siswa dalam melafalkan bunyi frikatif dan afrikatif secara signifikan dengan level signifikan 0.05. Hasilnya menyatakan bahwa lagu bahasa Inggris memudahkan siswa untuk meningkatkan lafalan frikatif dan afrikatif mereka. Both fricative and affricate sounds often result in problems for Indonesian students to pronounce. This is due to no such sounds in Indonesian. English songs are believed to enable students to improve their ability in pronouncing the sounds. This study was aimed to explore whether English song could significantly increase students’ capability in pronouncing fricative and affricate sounds. One group pre-test and post-test design was used in this research. The data were taken by using pronunciation test from 24 students of grade 8 of SMPN 8 Bandar Lampung in academic year 2016/2017. They were analyzed using SPSS version 16.0. The result showed that English songs could significantly increase the students’ ability in pronouncing fricative and affricate sounds with the significant level 0.05. This suggests that English songs facilitates students to improve their pronunciation in terms of fricative and affricate.Keywords: affricate, fricative, pronunciation, song]]>
<![CDATA[The Implementation of Roundtable Technique in Improving Students’ Writing of Descriptive Text ]]>
<![CDATA[Hasty Utami]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 2 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman menulis siswa setelah penerapan teknik roundtable selama lima kali pertememuan. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 29 siswa tingkat pertama sekolah menengah atas. Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan menulis siswa dengan tingkat signifikansi 0.05. Hal ini menandakan bahwa teknik roundtable dapat diterapkan untuk meningkatkan keterampilan menulis siswa.The objectives of this research were to find out whether there was a statistically significant difference of students’ writing ability after the students were taught through roundtable technique for five meetings. The approach of the research was quantitative. The subjects were 29 students of the first grade of senior high school. The writing tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of the students’ writing ability with the significant level 0.05. This suggests that roundtable technique facilitates the students to improve their ability in writing skills.Keywords: writing, writing ability, roundtable technique]]>
<![CDATA[Designing Multiple Intelligences-Based Instructions To Improve Students Speaking Performance For Aviation Students ]]>
<![CDATA[Rika Kemala]]>;
<![CDATA[Bambang Setiyadi]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidak ada pengaruh yang signifikan secara statistik dari beberapa instruksi berbasis kecerdasan majemuk berdasarkan pada kinerja berbicara siswa. Selain itu, ini bertujuan untuk menyelidiki aspek berbicara yang dapat secara signifikan meningkat melalui beberapa instruksi berbasis kecerdasan majemuk. Selanjutnya, ini juga bertujuan untuk menyelidiki inventarisasi kecerdasan siswa yang dominan yang mempengaruhi lebih banyak melalui serangkaian instruksi berbasis kecerdasan majemuk. Tes berbicara, kuesioner, dan observasi digunakan untuk mengumpulkan data. Instrumen tersebut telah dinyatakan valid dan reliabel dikarenakan telah sesuai dengan teori multiple intelligences oleh Armstrong (2009) dan Harris (1969). Hasil penelitian menunjukkan bahwa ada pengaruh signifikan secara statistik dari beberapa instruksi berbasis kecerdasan majemuk pada kinerja berbicara siswa. Dalam hal inventarisasi dominan kecerdasan siswa, terungkap bahwa siswa yang memiliki kecerdasan linguistik yang dominan adalah kecerdasan tertinggi yang mempengaruhi kinerja berbicara siswa.The present study aimed at investigating whether or not there is a statistically significant effect of designed multiple intelligences-based instructions on students speaking performance, exploring the aspect of speaking that can significantly improve through it and finding the dominant inventory of students intelligence that affected more. Speaking tests, questionnaires, and observation were used to collect the data. The instruments of the reseach were valid and realible. They were constructed based on Armstrongs Multiple Intteligences (2009) and Harris Speaking(1969) theory. The results showed that there was a statistically significant effect of designed multiple intelligences-based instructions on students speaking performance. In term of the dominant inventory of students intelligence it revealed that students who have linguistics intelligence dominant was the highest intelligence that affected on students speaking performance.Keywords: Instruction, multiple intelligences, speaking performance.]]>
<![CDATA[Developing Culture-Based Procedures to Improve Students Cultural Awareness in Verbal and Nonverbal ]]>
<![CDATA[Lutfan Adli]]>;
<![CDATA[Bambang Setiyadi]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari prosedur berbasis budaya terhadap kesadaran budaya siswa baik komunikasi verbal maupun nonverbal dan bagaimana siswa meningkatkan kesadaran budaya mereka terhadap budaya bahasa Inggris baik komunikasi verbal maupun nonverbal. Penelitian ini merupakan metode kuantitatif dan kualitatif. Instrumen penelitian ini menggunakan kuesioner dan observasi. Peserta ada 40 siswa STKIP Muhammadiyah Pringsewu. Hasil penelitian menunjukkan ada pengaruh yang signifikan secara statistik terhadap prosedur berbasis budaya terhadap kesadaran budaya siswa dengan tingkat signifikan (0.000 0.05). Hasil pengamatan menunjukkan bahwa siswa meningkatkan kesadaran budaya budaya dengan meniru verbal dan nonverbal, membuat catatan verbal dan nonverbal, mencari kamus dalam membuat dialog, dan memberi umpan balik kepada orang lain sebagai komponen penting dalam pembelajaran. aktivitas. Peneliti menyarankan agar mengembangkan prosedur berbasis budaya diperlukan untuk meningkatkan kesadaran budaya siswa dalam komunikasi verbal dan nonverbal.This research is intended to find out the significant effect of the culture-based procedures on students cultural awareness in both verbal and nonverbal communication and how students improve their cultural awareness of English culture in both verbal and nonverbal communication.This research wasquantitative and qualitative method. The instruments of this research used questionnaire and observation. The participants were 40 students of STKIP MuhammadiyahPringsewu. The result showed there was a statistically significant effect of culture-based procedures on students cultural awareness with the significant level (0.000 0.05).The observation results showed that students improvecultural awareness by imitating of verbal and nonverbal, making notes of verbal and nonverbal, looking up dictionary in making dialogue, and giving peer feedback to others as important components in learning activity.The researcher suggests that developing culture-based procedures is needed to improve the students cultural awareness.Keywords: Cultural awareness, nonverbal, verbal.]]>
<![CDATA[Designing Task Complexity On The Quantity Of Interaction And Negotiation Of Meaning ]]>
<![CDATA[Nur Arifah Hanafiah]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui apakah ada atau tidak perbedaan dari tipe kompleksitas tugas yang dapat menghasilkan kuantitas dari berbicara dan untuk mencari apakah ada atau tidak perbedaan dari tipe tugas kompleksitas yang dapat menghasilkan negosiasi makna. Satu kelompok mengulangi tindakan perancangan yang dilakukan dalam penelitian ini. Subjek penelitian adalah 30 siswa IAIN Raden Intan Lampung. Peneliti menggunakan tugas berbicara sebagai alat ukur dalam penelitian. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan secara statistik antara jenis kompleksitas tugas dan kuantitas interaksi. Perbedaan signifikan dianalisis dalam hal kuantitas interaksi siswa; jumlah berbicara, giliran berbicara dan jumlah c-unit. Selanjutnya, tugas yang dirancang khusus berdasarkan pengetahuan dan perencanaan sebelumnya memicu siswa untuk menghasilkan negosiasi arti yang paling banyak.The purpose of this study is to find out whether or not different types of task complexity produce quantity of interaction and to find out whether or not different types of task complexity produce negotiation of meaning. One group repeated measures design was carried out in this research. The subjects of the research were 30 students of IAIN Raden Intan Lampung. The researcher used speaking test as the instruments of this research. The speaking test contained of simple and complex of task complexity which had been distributed to the students. The result of analysis shows that there is a statistically significant differences between types of task complexity and the quantity of interaction. The significant differences were analyzed in terms of students interaction quantity; they are length time, turns taken and the number of c- unit. Furthermore, the task which was specifically designed on the basis of prior knowledge and planning triggered the students to produce the most negotiation of meaning.Keywords: Negotiation of meaning, quantity of interaction, task complexity.]]>
<![CDATA[COMPARATIVE STUDY OF AUTHENTIC AND MODIFIED MATERIALS IN TEACHING DESCRIPTIVE WRITING ]]>
<![CDATA[Reininta Kesuma Redante]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 4, No 7 (2015): U-JET ]]>
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<![CDATA[Tujuan penilitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan pada nilai menulis siswa antara siswa yang diajar melalui materi otentik dan modifikasi. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan pada 32 siswa kelas VIII3 dan 32 siswa kelas VIII4. Test menulis digunakan untuk mengumpulkan data. Data dihitung menggunakan Independent Group T-Test of SPSS. Hasil penelitian menunjukan bahwa ada perbedaan yang signifikan pada nilai menulis siswa antara siswa yang diajar melalui materi otentik dan modifikasi. Hal ini dapat dilihat dari nilai rata-rata siswa pada kelas VIII3 meningkat dari 69.37 (pre-test) ke 80.04 (post-test) dan pada kelas VIII4 nilai rata-rata siswa meningkat dari 69.34 (pre-test) ke 82.62 (post-test). Dengan kata lain, materi modifikasi lebih baik digunakan untuk mengajar menulis teks deskriptif bahasa Inggris dibandingkan dengan materi otentik.The aim of this research was to find out whether or not there was a significant difference of the students writing achievement between students who were taught through authentic and modified materials. This research used quantitative approach and was conducted to 32 students in class VIII3 and 32 students in class VIII4. Writing test was used to collect the data. The data were calculated by using Independent Group T-Test of SPSS. The result of the data analysis showed that there was a significant difference of the students writing achievement between students who were taught through authentic and modified materials. It could be seen from students mean score in class VIII3 increased from 69.37 (pre-test) to 80.04 (post-test) and in class VIII4, students mean score increased from 69.34 (pre-test) to 82.62 (post-test). In short, modified material was better for teaching descriptive text writing English than authentic material.Keywords: authentic material, modified material, writing achievement.]]>
<![CDATA[The Use of Think Pair Share Technique to Improve Students Reading Comprehension in Report Text ]]>
<![CDATA[Puji Supriyani]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 6, No 8 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa setelah diajar menggunakanteknik Think Pair Share khususnya dalam membaca teks report. Pendekatan penelitian ini adalah penelitian kuantitatif .Penelitian ini menggunakan desain one group pretest dan posttest. Tes membaca digunakan sebagai instrumen pengambilan data. Data ini di analisis menggunakan repeated measured T-test. Subyek penelitian ini 30 siswa dari kelas 2 pada SMAN 01 Tanjung Raya, Mesuji. Dari hasil penelitian menunjukan bahwa ada peningkatan yangsignifikan dalam aspek membaca dimana pencapaian 14.53 dan level signifikannya adalah p0.05 (p=0.000). Dengan ini disimpulkan bahwa, teknik Think Pair Share direkomendasikan untuk digunakan sebagai alternatif teknikuntuk meningkatkan kemampuan membaca pada siswa.The aim of this researchisto find out whether there is any statistically significant difference of the students reading comprehension achievement of report texts after the students weretaught through Think Pair Share technique.The approach of this research was quantitative. The research used one group pretest and posttest design. The reading test was used as the instrumentof collecting the data. The data were analyzed by using repeated measured T-test. The subjects of this study were 30 students from the second grade students of SMAN 01Tanjung Raya, Mesuji. The result showed that therewas a statistically significant improvementof the students reading comprehension achievement with the significant level is p0.05 (p=0.000).This suggeststhat TPS technique can be used as an alternative technique to improvereading comprehensionachievement.Keywords: think pair share technique, report text, Reading comprehension.]]>
<![CDATA[THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING (TBLT) TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Ricky Octavianus Simamora]]>;
<![CDATA[Mahpul Mahpul]]>;
<![CDATA[Ramlan Ginting]]>
<![CDATA[ U-JET Vol 8, No 1 (2019): U-JET ]]>
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<![CDATA[Abstract. The objectives of this research were to find out whether the implementation of TBLT could improve students’ ability in writing descriptive texts. The subjects were junior high school students of Widya Dharma Bandar lampung. Data of the research were obtained by using writing tests; The pre tests and the post tests. The data were analysed by Repeated measure T-test using SPSS 16.0. The result showed that there are a statistically difference between the pre and the post test . This suggests that TBLT Fasilitates students to improve their capability of writing descriptive texts.Keywords: TBLT, The Framework of TBLT, The Concept of Writing, Descriptive text.]]>
<![CDATA[Teaching Vocabulary through Movies to Improve Students Vocabulary Mastery ]]>
<![CDATA[Lydia Amalia]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 6, No 7 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan penguasaan kosakata siswa setelah diajarkan melalui movies dan kesulitan siswa dalam penggunaan movies. Penelitian ini menggunakan desain one group pretest dan posttest. Tes kosakata dan interview digunakan untuk pengambilan data. Data ini di analisis menggunakan repeated measured T-test. Subyek penelitian ini 24 siswa dari kelas satu pada SMPN 26 Bandar Lampung. Hasil penelitian menunjukkan bahwa adanya peningkatan antara pretest dan posttest. Dengan level signifikan adalah p0.05 (p=0.000). Penemuan kedua mengungkapkan bahwa siswa merasa sulit untuk memahami kata-kata atau frasa yang sulit, pengucapan penutur aslinya dan tingkat kecepatan penutur aslinya. Meskipun siswa menemukan kesulitan, siswa mampu meningkatkan penguasaan kosakata.Dari hasil yang didapat, disimpulkan bahwa movies direkomendasikan untuk digunakan sebagai alternatif media dalam mengajar kosakata.The aims of the research were to find out the improvement of students vocabulary mastery after being taught through movies and the students difficulties to the implementation of movies. The research used one group pretest and posttest design. The vocabulary test and interview were used to collect the data. The datas were analyzed by using repeated measured T-test. The subjects of this study were 24 students from the first grade students of SMPN 26 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). The second finding revealed that the students found it hard to understand the difficult words or phrases, the native speakers pronunciation, and the native speakers speed rate. Even though the students find difficulties, the students are able to improve their vocabulary mastery. This suggests that movies can be used as an alternative media in teaching vocabulary.Keywords: improve, movies, vocabulary mastery]]>
<![CDATA[Developing Materials Based On Task Based Instructions To Enhance Students Writing Ability ]]>
<![CDATA[Yuniati Al Aida]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk 1) menggambarkan proses pembuatan materi ajar berdasarkan task based instruction dan 2) menyelidiki efektifitas task based instruction pada ketrampilan menulis siswa kelas X di SMAN 1 TBT tahun ajaran 2016/ 2017. Penelitian ini mengambil dua kelas sebagai sampel yang dipilih secara acak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa materi yang dikembangkan sangat sesuai dan efektif bagi siswa kelas sepuluh, SMAN 1 TBT. Dalam hal ini, null hipotesis dari tidak ada peningkatan pada kemampuan menulis siswa dengan mengimplementasikan kedua tipe task yang dikembangkan dapat ditolak. Maka dari itu, dengan menggunakan task based instruction dapat meningkatkan kemampuan menulis siswa karena dengan menggunakan kedua tipe task tersebut dapat meningkatkan nilai menulis siswa.The objective of this research were 1) to describe the process of developing materials based on task based instruction and 2) investigate the effectiveness of task based instruction in students writing ability at the first year of SMAN 1 TBT in 2016/2017. The research took two classes as the sample which were selected randomly. This research was design and development research. In collecting the data, questionnaire, interview, and observation sheet distributed to the students, teachers and expert and writing test were given to the students to get the effectiveness of the product. Based on the results, it was found that the developed materials are appropriate and effective to be used for the students of tenth grade of SMAN 1 Tulang Bawang Tengah. In this case, the interpretation would be that the Ho of no difference of students writing by implementing the two types of developed materials could be rejected. Therefore, using task based instruction could improve students writing ability since their score increased through those types of tasks.Keywords : Materials, task based instructions, writing.]]>
