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All Journal U-JET: Unila Journal of English Teaching
Agustinus Bambang Setiyadi
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Humanities Education Languange, Linguistic, Communication & Media

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THE IMPLEMENTATION OF “POWER TEACHING” APPROACH IN INCREASING STUDENTS’ SPEAKING PARTICIPATION Fitriah Wirani; Agustinus Bambang Setiyadi; Hartati Hasan
U-JET Vol 3, No 4 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan bagaimana langkah-langkah dari power teaching, diimplementasi di kelas, kenaikan partisipasi berbicara siswa, dan respon siswa. Subjek dalam penelitian ini adalah siswa kelas VIII yang terdiri dari 33 siswa. Penelitian ini menggunakan desain kualitatif dengan self reflective paradigms. Hasil penelitian menunjukkan bahwa (1) keempat langkah dari teknik power teaching yakni controlling, exploring, pursuing, dan preserving berjalan dengan baik, (2) peningkatan partisipasi berbicara siswa dalam proses pembelajaran setelah diajar melalui power teaching, (3) siswa memberikan respon positif  setelah diajar dengan power teaching. Karena itu, power teaching bisa digunakan dalam pengajaran berbicara karena pendekatan ini dapat membuat siswa berpartisipasi dalam kegiatan berbicara, memaksimalkan peran siswa dan keterlibatan mereka dalam proses belajar dan mengajar dan meminimalis waktu guru dalam menjelaskan.The objectives of this research were to find out how the steps of power teaching are implemented in the class, the increase of students’ speaking participation, and the students’ responses. The subject of this research was the second year students consisting of 33 students in class VIII. This study used a qualitative research with self reflective teaching paradigms. The results showed that (1) the four steps suggested from power teaching techniques namely, controlling, exploring, pursuing, and preserving runs successfully, (2) the increase of student’s speaking participation in learning process after being taught through power teaching. (3) the students gave positive responses after being taught through power teaching. Therefore, it is recommended to use  power teaching in teaching speaking since this approach could make students participate in speaking activity, maximize the students’ role and involvement in teaching learning process and minimize the teachers’ talk time.Keywords: power teaching, self reflective teaching paradigms, speaking participation
TRAINING LEARNERS METACOGNITIVE LEARNING STRATEGIES TO USE LEARNING STRATEGIES IN ENGLISH READING Ketrin Viollita; Agustinus Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

This present study aimed to investigate (1) the direct effect of the training to the use of metacognitive strategies on the learners (2) which metacognitive strategy mostly used by the learners after the training (3) whether there is significant difference between learners‘ reading comprehension before and after the training. This was a combination between qualitative and quantitative study which used one group pretest-posttest design. The samples of the study were the learners at the second grade of SMP Negeri 1 Metro. Repeated Measures t-test was used to analyze the data of learners‘ reading comprehension. The hypothesis was computed by SPSS 16 at the significant level of 0.05. The result showed that (1) the use of metacognitive strategies on the learners were directly affected by the training (2) planning strategy was mostly used by the learners (3) it was suspected that there was significant difference on the learners‘ reading comprehension. The use of learners‘ metacognitive strategies were affected about 0.29 point. Meanwhile the learners‘ post test reading comprehension was significantly different with the pretest (p0.05; p=0.005). It can be concluded that the training directly affected the learners‘ metacognitive strategies use and indirectly resulted the significant difference between the learners‘ reading comprehension.Keywords : metacognitive learning strategies training, learning strategies, learners’ reading comprehension.
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORYTELLING Fikri Kurniawan; Agustinus Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk: 1) menganalisis peningkatan dari penguasaan aspek kosa kata siswa menggunakan storytelling, 2) mengetahui masalah yang dihadapi siswa dalam mempelajari kosakata dengan menggunakan storytelling. Data dikumpulkan melalui tes kosakata dan wawancara untuk mengetahui masalah yang dihadapi. Hasil penelitian menunjukan bahwa nilai rata-rata dari pre-test adalah 40.62 dan nilai rata-rata dari post-test adalah 55.62, dengan nilai penambahan 15. Nilai t lebih tinggi dari t-tabel (7.006 2.120), bisa diartikan bahwa hasilnya signifikan (p0.05. Storytelling telah meningkatkan penguasaan kosakata siswa dalam semua aspek; nouns (meningkat 21%), verbs (meningkat 17%), adjectives (meningkat 13%), dan adverb (meningkat 6%). Dilain hal, hasil dari wawancara menunjukan bahwa para siswa memiliki masalah dengan memahami adverbs, menghafalkan jumlah kosakata, memahami kosakata yang dikatakan oleh guru, dan pelafalan kata.This research was aimed at: 1) analyzing the improvement of students’ vocabulary aspect storytelling through storytelling, 2) finding out the problems the students face in learning vocabulary through storytelling. The data were obtained from the vocabulary test and interview to find out the problems the students face. The result showed that the students’ mean score of the pre-test was 40.62 and the mean score of the post-test was 55.62, in which their gain score was 15. Storytelling technique improved the students’ all aspects of vocabulary, such as nouns (21% improved), verbs (17% improved), adjectives (13% improved), and adverbs (6% improved). T- value was higher than t-table (7.006 2.120), it can be concluded that the result was significant (p0.05). Besides that, the result of the interview showed that the students had problem in understanding adverbs, memorizing the number of vocabularies, understanding what words the teacher said, and pronunciation.Keyword: storytelling, teaching vocabulary, vocabulary mastery, young learners
THE INFLUENCE OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION Muhammad Fauzan Pratama; Agustinus Bambang Setiyadi; Flora Flora
U-JET Vol 4, No 6 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui jenis strategi pembelajaran bahasa yang digunakan siswa dalam pemahaman membaca dan untuk mengetahui pengaruh penggunaan strategi pembelajaran bahasa terhadap pemahaman membaca. Penelitian ini dilakukan kepada 30 siswa di kelas X.9 di SMAN 14 Bandar Lampung. Peneliti memberikan kuesioner strategi pembelajaran bahasa dan tes pemahaman membaca. Hasil penelitian menunjukkan bahwa ada 15 siswa yang menggunakan strategi kognitif, sementara ada 9 siswa yang menggunakan strategi metakognitif dan strategi sosial yang 6 siswa. Kemudian, hasil dari One-Way ANOVA menunjukkan bahwa F untuk strategi kognitif adalah 37,18 dengan p = 0,000, F untuk strategi metakognitif adalah 15,75 dengan p = 0,000, dan F untuk strategi sosial adalah 5.97 dengan p = .001. Hasil tersebut berarti bahwa H1 diterima, sehingga strategi kognitif, metakognitif, dan sosial secara statistik signifikan untuk pemahaman membaca. The aims of this research were to find out the type of language learning strategy that was used by students in reading comprehension and to find out the influence of using language learning strategies toward reading comprehension. This research was conducted to 30 students in class X.9 at SMAN 14 Bandar Lampung. Questionnaire of language learning strategies and reading comprehension test were given as the instruments. The results showed that there were 15 students who used cognitive strategy, while there were 9 students who used metacognitive strategy and social strategy were 6 students. Then, the result of One-Way ANOVA showed that F for cognitive strategy was 37.18 with p= .000, F for metacognitive strategy was 15.75 with p= .000, and F for social strategy was 5.97 with p= .001. The results mean that H1 was accepted, so that the cognitive, metacognitive, and social strategies were statistically significant to reading comprehension.Keywords: language learning strategies, influence, reading comprehension
Co-Authors Fikri Kurniawan Fitriah Wirani Flora Flora Hartati Hasan Ketrin Viollita Muhammad Fauzan Pratama Muhammad Sukirlan