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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris U-JET: Unila Journal of English Teaching PREMISE: Journal of English Education and Applied Linguistics Englisia Journal EDUTEC : Journal of Education And Technology TELL - US JOURNAL
Patuan Raja
Lampung University
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE IMPLEMENTATION OF FLASHCARDS TO IMPROVE STUDENTS VOCABULARY MASTERY IN WRITING Marsita, Revi; Raja, Patuan; Supriyadi, Deddy
U-JET Vol 4, No 6 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan penguasaan kosa kata siswa dengan menggunakan flashcards dan apakah ada peningkatan penggunaan kosa kata siswa dalam menulis setelah diajarkan menggunakan flashcards. Sample penelitian ini adalah siswa semester pertama yang berjumlah 30 siswa yang dipilih dengan menggunakan teknik lotere. Alat yang digunakan untuk mengumpulkan data adalah tes kosakata pasif dan aktif (pretest dan posttest). Nilai rata-rata dari kosakata pasif pre test adalah 57.75 dan post test adalah 81.58, peningkatan nya adalah 23.83. T-test juga menunjukkan bahwa hasilnya adalah signifikan (p < 0.05, p=0.000). Nilai rata-rata dari kosakata aktif pre test adalah 50.35% dan post test adalah 58.74%, dengan peningkatan sebesar 8.29%. Hasil dari tes kosakata aktif juga signifikan. Dapat disimpulkan bahwa flashcards dapat meningkatkan kosakata siswa dalam menulis. The aim of this research was to find out whether there was an improvement of students’ vocabulary mastery by using flashcards and whether there was an improvement of students’ vocabulary use in writing after being taught through flashcards. The sample of the research was the first grade class VIIA consisting of 30 students which chosen by using lottery technique. The instruments used to gather the data were passive and active vocabulary test (pre-test and post-test).The mean score of pre test in passive vocabulary was 57.75 and in post-test was 81.58; the gain was up 23.83 points. The T-test also revealed that the result was significant (p < 0.05, p=0.000). The mean score of pre test in active vocabulary was 50.35% and in post test was 58.74%, the gain was up to 8.29 points. It can be concluded that flashcards could improve students’ vocabulary mastery in writing.  Key words: flashcards, vocabulary mastery, writing
TEACHING SUFFIXES TO INCREASE STUDENTS’ VOCABULARY MASTERYAT 2nd GRADE OF SMAN Widyawati, Fenny; Raja, Patuan; Supriyadi, Deddy
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk meneliti apakah suffix dapat digunakan untuk meningkatkan kosa kata siswa, menentukan aspek kosa kata mana yang paling meningkat. Sampel penelitian ini adalah XI IPS 1 SMAN 1 Way Lima sebanyak 29 siswa. Penelitian ini adalah kuantitatif yang menggunakan one group pretest posttest design. Hasil penelitian ini menunjukkan bahwa ada peningkatan penguasaan kosa kata siswa setelah pengajaran suffix. Data menunjukkan bahwa t-value lebih tinggi dari t-table (16.124>2.048). Ini berarti bahwa ada peningkatan yang signifikan pada penguasaan kosa kata siswa setelah diajarkan imbuhan akhiran. Grammar of word adalah aspek dari kosa kata yang kenaikannya tertinggi. Hasil analisa menunjukkan bahwa pengajaran imbuhan akhiran dapat meningkatkan kemampuan kosa kata siswa. Berdasarkan hasil dari penelitian, peneliti menyarankan guru Bahasa Inggris untuk menerapkan suffix dalam mengajar kosa kata karena dapat membuat penguasaan kosa kata siswa lebih baik.This research was intended to investigate whether or not teaching suffixes could be used to increase students’ vocabulary mastery and which aspect of vocabulary increased the most after being taught through suffixes. The sample was class XI social 1 of SMAN 1 Way Lima consisting of 29 students. This study was quantitative research which used one group pretest posttest design. Repeated measure t-test was used to analyze the quantitative data and the hypothesis testing was computed using SPSS version 16.0. The result showed that t-value is higher than t-table (16.124>2.048). It means that there was a significant increase of students’ vocabulary masteryafter being taught by using suffixes.  Grammar of Word is the aspect of vocabulary that increased the most. The analysis of result showed that suffixes can increase students’ vocabulary mastery. Based on the finding, the researcher suggests the English teacher to implement suffixes in teaching vocabulary because it can make students’ vocabulary mastery better.Keyword: grammar of word, suffixes, vocabulary mastery
Developing Hots-Based Communicative Language Teaching (CLT) to Improve Students’ Speaking Skill in Foreign Language Learning Sulastri, Siti; Raja, Patuan; Sinaga, Tuntun
EDUTEC : Journal of Education And Technology Vol 7 No 3 (2024): March 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v7i3.797

Abstract

This study aims at finding the significant difference in students’ speaking skill after being taught by using HOTS-based communicative language teaching. A quantitative study in the form of a quasi-experimental design was conducted which involved 27 students from the tenth grade in SMKN 1 Pugung, Tanggamus. The data were collected through pre-test & post-test. The data were collected in form of recording. The data were analyzed using paired sample test and independent sample t-test. The findings showed that 1) there was a significant improvement in students’ speaking skill after being taught by using HOTS-based communicative language teaching. The mean in the speaking pre-test is 65.52 while the post-test is 78.30, with a value of sig. (2-tailed) is 0.000 and it was lower than 0.05. 2). In conclusion, HOTS-based communicative language teaching is appropriate for improving the student’s speaking skills since the student can be more active, and creative, and comprehend the language used.
The use of 360-degree Virtual Tour Video in guided writing technique to increase student’s writing achievement of report texts Vindita, Aisyah Cahya; Raja, Patuan; Nisa, Khairun
U-JET Vol 12, No 2 (2023): U-JET
Publisher : FKIP UNILA

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Abstract

This research aimed to find out whether there was a statistically significant difference of students’ writing achievement between the pre and the post tests after the use of a 360-degree virtual tour video in guided writing technique in the teaching of report texts. This research adopted a quantitative approach with one group pre-test and post-test design. The samples of this research were thirty students in class X-11 at SMAN 9 Bandar Lampung in the academic year 2022/2023, and the data were collected through pre-test and post-test in the form of report text. The data were compared by Paired Sample T-test with a significant level of 0.05. The result showed that there was a statistically significant difference of students’ writing between the pre and the post tests after the students were facilitated by a 360-degree virtual tour video in guided writing technique. This suggests that a 360-degree virtual tour video combined with a guided writing technique facilitates students to improve their writing achievements.Keywords: 360-degree virtual tour video, guided writing technique, report text, student’s writing achievement
The use of picture series to increase students’ Recount text writing achievement Khairunnisa, Shafa; Raja, Patuan; Nisa, Khairun
U-JET Vol 12, No 4 (2023): U-JET
Publisher : FKIP UNILA

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Abstract

This research was to find out the increase of the students’ writing achievement of recount textafter the students were taught by using picture series as the media in teaching writing. This research usedquantitative research conducted through one group the pre-test and the post-test design, because thestudents’ writing performance was measured in one group of participants before and after the treatment. The population was the eighth-grade students of SMPN 1 Pringsewu in the academic year of 2022/2023.The sample of this research was VIII.3 class, which consisted of 31 students. This research used a writingtest as the instrument. The pre-test and the post-test were used to collect the data, and then the pre-test and the post-test scores were analyzed using Paired Sample T-test. The result showed there was a statisticallysignificant difference between the mean score the pre-test and the post-test (63.21 to 79.27) with the gain 16.064 and the significant value 0.000 < 0.05 (based on the hyphothesis criteria) and t value 11.132 is higher than the t table 2.0423. Regarding the findings, all aspects of writing improved. Organization showed the most improvement, while the language use aspect showed the least improvement. The problems faced by students were a lack of vocabulary, confusion with the use of simple past tense, and difficulties in developing their ideas. Based on these results, it can be concluded that the use of picture series significantly enhances students’ writing achievement in recount text. Keywords: Picture Series, recount text, writing.
The effect of indirect written corrective feedback on students' recount writing performance at the first grade of senior high school Devi, Nida Friskila; Raja, Patuan; Nisa, Khairun
U-JET Vol 12, No 2 (2023): U-JET
Publisher : FKIP UNILA

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Abstract

The aims of this research were to find out whether there was any effect of Indirect Written Corrective Feedback on students’ recount writing performance and to analyze which aspect of writing improved the most after the implementation of Indirect Written Corrective Feedback. This research is quantitative research using one group pre-test and post-test design. The population was the first-grade students of SMA Perintis 1 Bandar Lampung. The sample was one class of the first grade: X2 class consisting of 30 students. The instrument was writing test in the form of essay. The data were in the form of scores taken from the pre-test and post-test which were analyzed by using Paired Sample t-test. The results showed that there was statistically significant difference between the mean score of the pre-test (56.8) and post-test (67.5). The significant value was determined by sign p<0.05 with the result 0.000 < 0.05 and the t-value > t-table with the result 18.270 > 2.045. The aspect of writing which improved the most was language use. This is because most of the Indirect Written Corrective Feedback used in this research focused on the English structure such as verb tense, verb form, preposition, word-order and subject-verb agreement which are covered in language use aspect of writing. It is suggested that Indirect Written Corrective Feedback can be implemented in teaching other types of text in a long-term period and other educational levels of school. Further researches may focus on symbols to correct error in content and organization aspect. Keywords: Indirect Written Corrective Feedback, teaching writing, recount text, writing performance.
EXPLORING SPEECH ACTS IN THE SHORT FILM "VALIDATION" Nabila, Nada; Raja, Patuan; Nurweni, Ari
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10852

Abstract

This research analyzed speech acts that were uttered in the Validation short film. This study used pragmatics analysis to consider problems in English language learning, focusing on speech acts. This study aimed to classify the speech act in the Validation short film based on Searle's theory and the types of speech acts used in the Validation short film. This research used a descriptive qualitative method. The data used in this research included all of the utterances performed in the movie. The data analysis used a pragmatic approach based on Searle's theory. According to the theory, there are five classifications of speech act: representative, directive, commissive, expressive, and declarative. Searle discusses two types of speech acts: direct and indirect. It was found that the characters engaged in various classifications of speech acts, including representative, directive, commissive, and expressive. Notably, directive speech acts emerged as the most prevalent form employed by the characters. Additionally, direct speech acts were more frequently utilized than indirect ones. Future researchers are expected to conduct such research to analyze other aspects of pragmatics
INTEGRATING THINK-PAIR-SHARE WITH OUTLINING STRATEGY IN TEACHING NARRATIVE WRITING Virgosa, Rika Jum'a; Raja, Patuan; Flora, Flora
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9326

Abstract

This study investigates the effectiveness of integrating the Think-Pair-Share (TPS) strategy with outlining to enhance students’ writing achievement in writing narrative text. Recognizing the difficulties EFL students face in organizing ideas and the limitations of traditional TPS methods, this study explores whether integrating outlining as a pre-writing activity can improve the quality and structure of students’ writing. A comparative analysis was conducted between students taught using TPS with outlining and those taught using the original TPS method. The study aims to determine if there is a significant difference in writing achievement between the two groups, focusing on aspects such as content, organization, vocabulary, language use, and mechanics. The findings indicate a significant improvement in writing performance among students, suggesting that integrating TPS with outlining can serve as an effective instructional strategy for improving students’ writing skills in EFL contexts.
Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study Ayu, Dian Pawitri; Raja, Patuan; Sinaga, Tuntun
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28156

Abstract

This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and post-intervention writing tests, with student writings evaluated across five aspects. The results, analyzed using a Repeated Measures t-test, revealed significant improvement in writing achievement, evidenced by a higher post-test mean score (82.1) compared to the pre-test (69.8), with a two-tailed significance value below 0.05. This enhancement is attributed to students’ ability to choose discussion topics and utilize emergent language, enabling richer content development in their writing. Thus, this study confirms the viability of incorporating Dogme principles into asynchronous EFL teaching methods to boost writing performance.
Development and Validation of the Multiculturally Responsive Teaching (MRT) Instrument: A Rasch Model Analysis for Assessing Multicultural Competence in English Education Thresia, Fenny; Raja, Patuan; Nurweni, Ari; Kadaryanto, Budi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26547

Abstract

This study aims to develop and validate the Multiculturally Responsive Teaching (MRT) Instrument to assess the multicultural competence of pre-service English teachers. Multicultural competence is essential in fostering inclusive learning environments, yet there is a lack of standardized instruments tailored to measure this construct effectively within teacher education. The study employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instrument was designed based on key dimensions of multicultural competence: racism, social class, religious diversity, gender inequality, language diversity, and cultural differences aspects. Data were collected from 335 English Education students across Indonesia, and analyzed using the Rasch Model to assess the instrument's validity and reliability. Findings indicate that the MRT instrument demonstrates high internal consistency, with a Cronbach’s Alpha of 0.92, a person reliability score of 10.14, and an item reliability score of 5.14, suggesting strong measurement precision. The Person-Item Map (Wright Map) confirms the instrument's ability to differentiate respondents' competence levels, while the rating scale analysis supports the functionality of the Likert scale categories. The classification of item difficulty based on Logit Value Index (LVI) reveals a well-structured hierarchy, ensuring appropriate item calibration. The study concludes that the MRT instrument is a valid and reliable tool for measuring multicultural competence among preservice English teachers. Its application can support curriculum enhancement, professional development, and policy formulation in teacher education programs. Future research is encouraged to expand its implementation in different educational contexts to further validate its effectiveness.
Co-Authors Agnescia, Elany Ali Djamhuri Ari Nurweni Ayu, Dian Pawitri Budi Kadaryanto Deddy Supriyadi Devi, Nida Friskila Fenny Thresia Fenny Widyawati, Fenny Flora Flora, Flora Harun Harun Intan, Laksmi Dwi Khairun Nisa Khairunnisa, Shafa M. Thoha B. Sampurnajaya Muhammad Sukirlan Nabila, Nada Pratiwi, Yoesis Ika Revi Marsita, Revi Sambuaga, Nur Azizah Sasmiati Sasmiati Siti Sulastri Sy, Yennie Ratnasari Tuntun Sinaga Vindita, Aisyah Cahya Virgosa, Rika Jum'a