Articles
<![CDATA[Developing a teaching model through students-selected topics and implicit corrective feedback in teaching writing ]]>
<![CDATA[Anggi Try Pratidina]]>;
<![CDATA[Bambang Setiyadi]]>;
<![CDATA[Mahpul mahpul]]>
<![CDATA[ U-JET Vol 9, No 1 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (509.473 KB)
<![CDATA[This study is aimed at finding the difference in writing achievement between students taught through original students-selected topics and those taught through students-selected topic and implicit corrective feedback. In addition, this study is also aimed to find out whether or not there is correlation between students’ writing attitude and their writing achievement. The subjects of this research were the first grade students of SMAN 13 Bandar Lampung in the academic year 2019/2020. The research was conducted to 34 students in experimental class and 34 students in control class. In collecting the data, the researcher administered writing tests and attitude questionnaire. Then, the data were analyzed quantitatively. The results shows that students-selected topics and implicit corrective feedback affected students’ writing achievement. The result revealed that t-value was higher than t-table (5.8451.996) with the significance level of less than 005 (0.000 0.005). Keywords: Implicit corrective feedback, students-selected topic, students’ writing attitude.]]>
<![CDATA[The Effect Of Task Complexity On Students Spoken Performance By Eighth Grade Students ]]>
<![CDATA[Rizqi Fitria Mulyadi]]>;
<![CDATA[Ag Bambang Setiyadi]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (360.551 KB)
<![CDATA[Penelitian ini bertujuan untuk mengamati efektifitas task complexity pada kinerja lisan siswa dalam hal complexity, akurasi dan kefasihan dan hubungan antara persepsi siswa terhadap task complexity dan kinerja lisan siswa dalam hal complexity, akurasi dan kefasihan. Subjek penelitian adalah siswa kelas delapan dari SMPN 21 Bandar Lampung. Hasil penelitian menunjukkan bahwa, task complexity sederhana dengan memanipulsi task complexity dengan dua dimensi dari resource-directing dan resource-depleting dapat digunakan untuk meningkatkan complexity dan kefasihan siswa pada kinerja lisan siswa. Di sisi lain, task complexity rumit dengan memanipulasi task complexity menggunakan dua dimensi dari resource-directing dan resource-depleting dapat digunakan untuk meningkatkan akurasi dan complexity siswa. Selain itu, siswa mengalami masalah dalam menjalankan tugas bukan hanya karena tingkat kompleksitas tugas (faktor kognitif) tetapi juga karena faktor lain seperti kesulitan tugas (faktor siswa seperti keyakinan diri dan motivasi).The aim of this study is to investigate the effect of task complexity on students spoken performance in terms of complexity, accuracy and fluency (CAF) and the relationship between students perception of the task complexity and students spoken/oral performance in terms of CAF. The subjects were the eighth grade students of SMPN 21 Bandar Lampung. The result of the research showed that, the simple task complexity with manipulating task complexity along with two dimensions resource-directing and resource-depleting can be used to increase the students complexity and fluency on students spoken performance. On the other hands, the complex task complexity with manipulating task complexity along two dimensions resource-directing and resource-depleting can be used to increase the students accuracy and complexity. Besides that, the students had problems in performing the task not only because of the level of task complexity (cognitive factors), but also because of the other factors such as task difficulty (learner factors e.g., confidence, motivation).Keywords: CAF, task complexity, TBLT.]]>
<![CDATA[Metacognitive Strategies Training In Reading Class ]]>
<![CDATA[Melati Dwi Anda Syaputri]]>;
<![CDATA[Ag. Bambang Setiyadi]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (120.789 KB)
<![CDATA[Penelitian ini meneliti pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa dan penggunaan strategi metakognitif. Penelitian ini menggunakan desain eksperimental. Pesertanya adalah siswa kelas X SMA Darma Bangsa. Data dikumpulkan menggunakan tes membaca, kuesioner dan wawancara. Tes membaca diberikan untuk mengetahui pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa. Kuesioner dan wawabcara digunakan untuk mengetahui pengaruh pelatihan strategi metakognitif pada penggunaan strategi metakognitif. Data dianalisis menggunakan Paired Sample T-test SPPS versi 17. Hasil penelitian menunjukkan bahwa pelatihan strategi metakognitif dapat meningkatkan prestasi membaca siswa dan penggunaan strategi metakognitif. Temuan ini didukung oleh hasil wawancara yang menunjukkan respon positif dari siswa. Secara keseluruhan, pelatihan strategi metakognitif dapat menjadi salah satu kegiatan untuk memberi para siswa pengetahuan tentang strategi metakognitif dan meningkatkan pencapaian membaca siswa serta penggunaan strategi.This study investigated the effect of metacognitive strategies training on students’ reading achievement and the use of metacognitive strategies. The participants were the tenth grade students of SMA Darma Bangsa. The data were collected using reading test, questionnaire and interview. The reading test was administered to find out the effect of metacognitive strategies training on students’ reading achievement. The questionnaire and interview were administered to find out the effect of metacognitive strategies training on the use of metacognitive strategies. The data were analyzed by using Paired Sample T-test with SPSS version 17. The results showed that metacognitive strategies training improved students’ reading achievement and the use of metacognitive strategies. This finding was supported by the interview result that showed positive responses toward the training. Overall, it is perceived that the training can serve as one of activities to give students awareness about metacognitive strategies use and improve student’s reading achievement.Keywords: Metacognitive strategies, reading, training. ]]>
<![CDATA[Pairing in Peer Review Technique According to Students' Proficiency Levels on Improving Students' Writing Achievement ]]>
<![CDATA[Yugestina Yugestina]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 4 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (595.462 KB)
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui: i) kelompok pasangan yang berbeda menghasilkan prestasi menulis statistik yang berbeda, ii) pengaruh pasangan yang berbeda pada setiap aspek penulisan. Pendekatan kuantitatif digunakan dalam penelitian ini. Subyek penelitian adalah 42 siswa kelas X SMA. Nelson English language test dan tes menulis digunakan untuk mengumpulkan data. Data dianalisis menggunakan skala penilaian Jacob. Hasil penelitian menunjukkan bahwa kelompok pasangan yang berbeda menghasilkan prestasi menulis yang berbeda. Selain itu, ada pengaruh yang signifikan secara statistik dari pasangan yang berbeda pada setiap aspek penulisan. Hal ini menunjukkan bahwa memasangkan siswa dengan tingkat yang sama atau campuran dalam memfasilitasi siswa untuk meningkatkan prestasi menulis mereka.The objectives of the current study were to find out: i) different groups of pairing resulted in statistical different writing achievement, ii) the effect of different pairs on every single aspect of writing. The quantitative approach was used in this study. The subjects were 42 students of the tenth grade of senior high school level. Nelson English language test and writing test were used to collect the data. The data were analyzed using a rating scale of Jacob. The results showed that different groups of pairing resulted in different writing achievement. Furthermore, there was the statistically significant effect of different pairs on every single aspect of writing. This suggests that pairing students with similar or mixed levels can facilitate the students to improve their writing achievement.Keywords : Pairing, peer review technique, writing achievement.]]>
<![CDATA[The Cognitive Strategy Training : Blocked Buttom-Up Top-Down Approach In Listening Class ]]>
<![CDATA[Eka Pra Setiyawati]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 7, No 4 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (373.691 KB)
<![CDATA[Penelitian ini dilakukan untuk mengetahui apakah pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down mempengaruhi kemampuan mendengar siswa terutama pada empat aspek mendengar. Desain penelitian ini adalah kuantitatif dengan satu kelompok pre-test post –test. Instrumen pada penelitian ini berupa tes mendengar dengan 9 butir soal. Validitas instrumen diukur menggunakan pearson product moment dan reliabilitas instrumen diukur menggunakan correlation product moment dan spearman brown. Subjek penelitian diambil dengan random klaster, yaitu 21 siswa SMA kelas XI. Hasil analisis data menunjukkan bahwa aspek dalam kemampuan mendengar siswa meningkat, tertinggi pada aspek menentukan detail (36%) dan terendah pada aspek menentukan ide pokok (13%). Akhirnya, dapat disimpulkan bahwa pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down dapat mempengaruhi kemampuan mendengar siswa.This research was conducted to find out whether cognitive strategy training based on blocked buttom-up top-down approach affect the students’ listening comprehension in term of four listening’s aspects. The design of this research was quantitative with one-group pretest-posttest design.The instrument was 9 items of listening test. The validity of the research was measured using pearson product moment and the reliability of the research was measured with correlation product moment and spearman brown.The subject who were chosen by cluster random sampling, were 21 second year of senior high school students.The result of the data analysis showed that the aspects of listening comprehension were improved mainly in finding detail (36%) and lowly in finding main idea (13%).Finally, it could be concluded that cognitive strategy training based on blocked buttom-up top-down approach could affect the students’ listening comprehension.Keywords: Buttom-up top-down approach, cognitive strategy training, listening. ]]>
<![CDATA[VOCABULARY LEARNING STRATEGIES AND VOCABULARY SIZE OF THE INDONESIAN SENIOR HIGH STUDENTS ]]>
<![CDATA[Kharis Munandar]]>;
<![CDATA[Ari Nurweni]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 4, No 7 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (65.53 KB)
<![CDATA[Penelitian ini bertujuan untuk meneliti hubungan antara strategi belajar kosa kata siswa dengan penguasaan kosa kata bahasa Inggris. Subyek penelitian ini sebanyak 120 siswa pada tahun ke dua di MAN 1 Bandar Lampung. Teknik pengumpulan data yang digunakan adalah kuesioner dan vocabulary size test. Desain penelitian adalah ex post facto design. Hasil penelitian menunjukan bahwa nilai korelasi antara kedua variable adalah 0.67 dan nilai pengaruhnya adalah 0.45. Lebih jauh, ditemukan data bahwa sosial strategi mempunyai hubungan yang positif dengan siswa yang mendapat skor antara 60-100 pada tes kosa kata, sementara itu determinasi strategi adalah strategi yang digunakan oleh sebagian besar siswa yang mendapat skor kosa kata antara 40-59. Berdasarkan pada hasil, dapat disimpulkan bahwa ada hubungan antara strategi belajar kosa kata siswa dan penguasaan kosa kata bahasa Inggris.The objective of this research was to investigate the correlation between students' vocabulary learning strategies and their vocabulary size. The subjects were 120 second year students of MAN 1 Bandar Lampung. The data collecting techniques were questionnaire and vocabulary size test. The design was ex post facto design. The result showed that the correlation value between the two variables was 0.67 and the value of X toward Y was 0.45. Furthermore, it was found that the social strategy had positive correlation with the students who got 60-100 range scores on vocabulary size test, while the determination strategy was the strategy used by the majority of students who got 40-59 range scores on vocabulary size test. Based on the result, it could be concluded that there was a significant correlation between students' vocabulary learning strategies and their vocabulary size.Keywords: correlation, vocabulary learning strategies, vocabulary size.]]>
<![CDATA[Improving students' speaking skill through storytelling at the tenth grade of SMA Al-Kautsar Bandarlampung ]]>
<![CDATA[Khairani Putri Salsya]]>;
<![CDATA[Mahpul Mahpul]]>;
<![CDATA[Rafista Deviyanti]]>
<![CDATA[ U-JET Vol 9, No 3 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.865 KB)
<![CDATA[The objectives of this research were to find out whether there is an improvement of the students’ skill in speaking English after being taught of storytelling technique and to find out the students’ perception toward the implementation of storytelling technique. The approach of the research was quantitative. The subjects were 30 students of class X IPS 2 at SMA Al-Kautsar Bandar Lampung in 2019/2020 academic year. The students’ speaking scores were compared between the pre-test and the post-test by using Paired Sample T-test with the significant level 0,000. The students’ perception toward the implementation of storytelling technique was 0.754. The result of the research showed that there was an improvement of the students’ speaking skill from the pre-test (56.73) to the post-test (68.25). Furthermore, the result of questionnaires showed that most students gave positive perception toward the implementation of storytelling technique in improving students’ speaking skill. This suggests that storytelling technique can be used as a strategy to improve the students’ speaking skill.Keywords: storytelling technique, speaking skill, students’ perception.]]>
<![CDATA[The implementation of Mind-mapping technique to improve student’s descriptive text writing ability ]]>
<![CDATA[Naomy Dwi Saraswati]]>;
<![CDATA[Mahpul Mahpul]]>;
<![CDATA[Dian Shafwati]]>
<![CDATA[ U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (666.297 KB)
<![CDATA[The objectives of this research were to find out if there was any significant difference on students' writing ability in a descriptive text before and after the implementation of mind-mapping technique and to investigate the students’ perception toward the use of mind-mapping technique in teaching writing ability. The population of this research was the first year students of SMA Surya Dharma 2 Bandarlampung. The sample of this research was X Science 1 which consisted of 33 students. The data were taken from the tests and they were analyzed by using paired sample t-test. The result of the research showed that there was a significant difference on students’ writing ability since t-valuet-table (20.967 2.0345). The mean score of post-test (68.98) and the pre-test score (62.73). It gained 6.25. In addition, the second result showed that the mean of the questionnaire was 78.78. It means the students’ perception toward the implementation of the strategy was positive. Most of the students agreed that the strategy was applied in teaching reading process. Briefly, it could be concluded that mind-mapping technique enabled to improve the students’ achievements in writing ability and showed positive impact to students toward the use of the technique in teaching process.Keywords: Writing ability, Descriptive text, Mind-mapping techniquedoi: https://dx.doi.org/10.23960/UJET.v10.i2.202111]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL THROUGH JIGSAW TECHNIQUE OF THE FIRST GRADE STUDENTS AT SMAN 11 BANDAR LAMPUNG ]]>
<![CDATA[Naafi Pratama Hastieny Prabowo]]>;
<![CDATA[Basturi Hasan]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 8, No 2 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Tentunya, belajar keterampilan berbicara dalam bahasa inggris merupakan hal yang kompleks. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan secara statistik pada kemampuan berbicara siswa antara pre-test dan post-test setelah diajar melalui jigsaw teknik pada cerita naratif dan untuk mengetahui aspek berbicara apa yang meningkat secara statistik. Populasi penelitian ini adalah 15 siswa SMA Negeri 11 Bandar Lampung. Hasil penelitian menunjukan bahwa adanya perbedaan yang signifikan secara statistik antara pre-test dan post-test, dengan nilai signifikan kurang dari 0.05. Ini membuktikan bahwa tehnik Jigsaw mampu memfasilitasi siswa untuk meningkatkan kemampuan berbicara mereka.For Indonesian learners, learning to speak English appropriately is naturally a complex matter. Therefore, the objective of this research was to find out whether there is a statistically significant difference of the students’ speaking performance between the pretest and the postest in the implementation of the jigsaw technique on a narrative story and to find out what aspect of speaking statistically improve. The subjects were 15 students of Senior High School 11 Bandar Lampung. The results showed that there was a statistically significant difference between the pre-test and the post-test, the significant value was less than 0.05. This research suggests that the Jigsaw technique facilitates the students to improve their speaking.Keywords: improvement, jigsaw technique, speaking performance, narrative story]]>
<![CDATA[Using Authentic Materials to Enhance Students’ Reading Comprehension Achievement ]]>
<![CDATA[Kartika Wulandari]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 8, No 1 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (377.504 KB)
<![CDATA[Tujuan dari penelitian ini adalah untuk memeriksa i) efek signifikan secara statistik pada penggunaan materi otentik terhadap pencapaian pemahaman membaca siswa, ii) persepsi siswa pada penggunaan materi otentik terhadap proses pembelajaran siswa. Penelitian ini menggunakan metode campuran dan kedua desain baik kuantitatif ataupun kualitatif sama-sama di gunakan secara seimbang. Subjek dari penelitian ini adalah siswa kelas X IPA 2 di SMAN 2 Metro. Hasil penelitian ini menunjukkan bahwa ada efek signifikan secara statistik dari materi otentik pada pencapaian pemahaman membaca dengan nilai signifikan (2-tailed) 0.00. Siswa menganggap bahwa materi otentik dapat meningkatkan pencapaian pemahaman membaca berdasarkan dari hasil wawancara. Hasil penelitian ini menyarankan bahwa materi otentik dapat memfasilitasi siswa untuk meningkatkan pencapaian pemahaman membaca mereka.The objectives of this research were to investigate i) a statistically significant effect on the use of authentic materials on the students’ reading comprehension achievement, ii) the students’ perceptions on the use of authentic materials toward the students’ learning process. The research used mix method and both quantitative and qualitative design were equally employed. The subjects were the students of class X IPA 2 in SMAN 2 Metro. The results showed that there was a statistically significant effect on the use of authentic materials on the students’ reading comprehension achievement with the significant value (2-tailed) was 0.00. The students perceived that authentic materials can enhance their reading comprehension achievement. This suggests that authentic materials facilitate learners to improve their reading comprehension achievement.Keywords: Authentic materials, enhancing reading, reading comprehension.]]>
