Articles
THE CORRELATION BETWEEN STUDENTS GRAMMAR AND VOCABULARY MASTERY AND THEIR READING ABILITY
Sekar Dini;
Ujang Suparman;
Sudirman Sudirman
U-JET Vol 3, No 8 (2014): U-JET
Publisher : FKIP UNILA
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Penelitian bertujuan menghubungkan korelasi antara penguasaan tata bahasa siswa terhadap kemampuan membaca. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan desain ex-post facto. Sampel dipilih dengan menggunakan probabiliti sampling acak sederhana. Kelas X 5 terpilih sebagai kelas sampel dan kelas X 6 dipilih sebagai kelas uji coba. Data dikumpulkan dengan pemberian tes tata bahasa, tes kosa kata, dan tes membaca pemahaman. Tidak ada pengajaran yang dilakukan di kelas sampel. Data dianalisis dengan menggunakan statistik (SPSS) versi 15.0. Hasil pengujian menunjukkan bahwa koefisien korelasi penguasaan tata bahasa siswa dan penguasaan kosa kata dan kemampuan membaca mereka adalah 0,803 pada tingkat signifikan 0,01. Ini berarti bahwa variabel tersebut berkorelasi positif. Koefisien korelasi (nilai p) lebih tinggi dari rtabel (0,803 0,393). Penelitian ini berarti ada hubungan yang signifikan antara tata bahasa siswa dan penguasaan kosa kata dan kemampuan membaca mereka. This research is quantitative by nature using ex-post facto design. The sample was chosen by using simple probability random sampling. Class X 5 was chosen as the sample class and class X 6 was chosen as the try out class. The data were collected by administering grammar test, vocabulary test, and reading comprehension test. There were no treatments conducted in the sample class. The data were analyzed by using Statistical Packaged for Social Science (SPSS) version 15.0.The test result showed that the coefficient correlation of students grammar mastery and vocabulary mastery and their reading ability is 0.803 at the significant level of 0.01. It means that those variables positively correlated. The correlation coefficient (rvalue) is higher than rtable (0.803 0.393). It means that there is significant correlation between students grammar and vocabulary mastery and their reading ability.Keywords: grammar mastery, reading ability, vocabulary mastery
THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND READING COMPREHENSION AT SECOND GRADE SMPN 11 BANDAR LAMPUNG
Hassena Deva Suhendra;
Deddy Supriyadi;
Sudirman Sudirman
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA
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Tujuan dari penelitian ini adalah untuk mengetahui apakah ada korelasi yang signifikan antara kosakata siswa dan keterampilan membaca mereka. Penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah 30 siswa kelas II SMPN 11 Bandar Lampung. Ada sepuluh kelas siswa kelas dua. Sampel diambil dengan menggunakan simple random sampling dan kelas VIII A diambil sebagai sampel penelitian. Desain penelitian adalah desain ex-post facto. Tujuan keterampilan membaca pemahaman dan tes penguasaan kosakata digunakan sebagai instrumen untuk mengukur tingkat keterampilan pemahaman siswa dan penguasaan kosakata dalam penelitian ini. Hasil analisis korelasi menunjukkan ada korelasi yang signifikan antara penguasaan kosakata siswa dan keterampilan membaca. Dengan tingkat signifikan 0,05. Hasilnya dapat dilihat dari analisis dengan menggunakan Pearson Product Moment, bahwa koefisien korelasi antara penguasaan kosakata siswa dan keterampilan membaca pemahaman adalah 0,549. Ini lebih tinggi dari nilai kritis r tabel (.549 .32). Analisis statistik menunjukkan bahwa koefisien korelasi antara penguasaan kosakata siswa dan pemahaman bacaan mereka juga signifikan (p .01; p = .000). Setelah mempertimbangkan hasilnya, maka hipotesis nol (H01) ditolak dan hipotesis alternatif (H1?) Diterima. Dapat disimpulkan bahwa ada korelasi antara penguasaan kosakata siswa dan prestasi mereka dalam pemahaman membaca. Penguasaan kosa kata yang lebih tinggi didapat oleh siswa, semakin tinggi pemahaman bacaan yang didapat oleh siswa. Ini menunjukkan bahwa dari hasil penelitian ini berarti bahwa mengajar kosa kata adalah suatu keharusan sebelum mengajarkan keterampilan membaca lebih lanjut.The purpose of this study is to find out whether there is a significant correlation between the students’ vocabulary and their reading comprehension skills. This research is quantitative research. The population of the research was 30 students of the second grade of SMPN 11 Bandar Lampung. There were ten classes of the second-grade students. The sample was taken by using simple random sampling and class of VIII A was taken as the sample of the research. The research design was ex-post facto design. The aim of reading comprehension skill and vocabulary mastery test were used as the instruments to measure the level of students’ comprehension skill and vocabulary mastery in this research. The result of the correlation analysis showed there was a significant correlation between the students’ vocabulary mastery and reading comprehension skills. With the significant level of 0.05 The result can be seen from the analysis by using the Pearson Product Moment, that the coefficient correlation between students’ vocabulary mastery and reading comprehension skill was .549. It is higher than the critical value of r table (.549 .32). The statistical analysis shows that the correlation coefficient between the students’ vocabulary mastery and their reading comprehension is also significant (p .01; p = .000). After considering the result, therefore the null hypothesis (H01) is rejected and the alternative hypothesis (H1) is accepted. It can conclude that there is a correlation between students’ vocabulary mastery and their achievement in reading comprehension. The higher vocabulary mastery had gotten by the students, the higher reading comprehension had gotten by the students. This suggests that from the result of this research mean that teaching vocabulary is a necessity before teaching further reading comprehension skills. Keywords: reading comprehension, vocabulary mastery, junior high school, correlation.
THE USE OF THINK PAIR SHARE TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION
Puji Supriyani;
Sudirman Sudirman;
Deddy Supriyadi
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA
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Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa setelah diajar menggunakan teknik 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 yang signifikan 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 teknik untuk meningkatkan kemampuan membaca pada siswa.The aim of this research was to 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 instrument of 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 there was a statistically significant improvement of the students reading comprehension achievement with the significant level is p0.05 (p=0.000). This suggests that TPS technique can be used as an alternative technique to improve reading comprehension achievement.Keywords: think pair share technique, report text, Reading comprehension.
The Implementation of Using Scrambled Pictures as Media in Increasing Student’s Reading Comprehension Achievement at Second Year of SMP Kristen 1 Kota Metro
Yuliana Simatupang;
Cucu Sutarsyah;
Sudirman Sudirman
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA
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Penelitian ini bertujuan untuk membuktikan adanya peningkatan pemahaman membaca siswa melalui teks naratif setelah diajari dengan menggunakan scrambled pictures. Penelitian ini telah dilaksanakan di SMP Kristen 1 Kota Metro. Populasi dari penelitian ini adalah murid kelas 2 SMP. Desain yang digunakan dalam penelitian ini adalah pre-test dan post-test satu kelompok. Dalam penelitian ini peneliti menggunakan satu kelas sebagai sampel. Penelitian ini menggunakan teks naratif dalam tes membaca untuk mengumpulkan data. Berdasarkan analisis data berupa nilai, hasil penelitian ini menunjukkan bahwa ada peningkatan yang signifikan dalam pemahaman membaca siswa setelah mereka diajari dengan menggunakan scrambled pictures. Hasi penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan dari pemahaman membaca siswa setelah diterapan scrambled pictures dengan tingkat signifikasi (0,000,05). Oleh karena itu, penerapan scrambled pictures dalam mengajar pemahaman membaca dapat membantu siswa untuk memahami materi teks naratif dalam membaca. This research was aimed at investigating whether there was a statistically significant improvement of students’ reading comprehension achievement in a narrative text after the implementation of scrambled pictures. It was conducted at SMP Kristen 1 Kota Metro. The subjects of this study were the second grade students in one class. This study adopted a one group pre-test and post-test design. The data in form of score were collected by using narrative reading tests. The results showed that there was a statistically significant improvement of the students’ reading comprehension achievement after the implementation of scrambled pictures with the significant level (0.000.05). This suggests that scrambled pictures in teaching reading comprehension help the students comprehend a narrative text. Keywords: reading comprehension, a narrative text, scrambled pictures.
THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ ACHIEVEMENT IN READING
Desi Setianingrum;
Muhammad Sukirlan;
Sudirman Sudirman
U-JET Vol 2, No 10 (2013): U-JET
Publisher : FKIP UNILA
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Tujuan penelitian ini adalah untuk mengetahui apakah jigsaw dapat meningkatkan kemampuan siswa dalam membaca pemahaman. Populasi dalam penelitian ini adalah siswa kelas satu SMK Negeri Katon yang terdiri dari empat kelas. Dua kelas telah diambil secara acak sebagai penelitian dan uji-coba. Peneliti menggunakan desain pre-test dan post-test. Hasil dari penelitian ini menunjukan bahwa t-rasio (5.684) lebih tinggi daripada ttable 2.369. Hal inimenunjukan bahwa H1 diterima.Skor rata-rata pre-test adalah 51.69 dan post-test adalah 66.63.Skor peningkatan adalah 14.94 point. Ini membuktikan bahwa skor siswa meningkat secara signifikan karena p0.05 (p=0.000). Berdasarkan data, dapat disimpilkan bahwa ada peningkatan dari pemahaman membaca siswa melalui teknik jigsaw. Berdasarkan hasil kuesioner, terdapat 76% siswa yang memberikan respon positif terhadap jigsaw.The objectives of this research are to find out whether using jigsaw technique can increase students’ ability in mastering reading comprehension and to see the respond of the student toward jigsaw technique. The population of this research is the first year students of SMK N 1 Negrikaton consisting of four classes.Two classes were taken randomly as the experimental and try out class. The research was one group pre-test post-test design. The result of the this research shows that, tratio 5.864 was higher than ttable 2.0369. It means that H1 is accepted. The mean score of pre-test was 51.69 and post-test was 66.63 and the increase was 14.94. It proved that the students’ score increase significantly because p0.05 (p=0.000). It can be concluded that there is an improvement in students’reading achievement through jigsaw tecnique. Based on the questionnaire there were 76% of students who give positive respond toward jigsaw.Keywords: jigsaw, reading comprehension, recount text.
TEACHING NARRATIVE WRITING THROUGH GUIDING-QUESTIONS TECHNIQUE AT THE SECOND GRADE OF SMA
Agustina Dwi Jayanti;
Muhammad Sukirlan;
Sudirman Sudirman
U-JET Vol 4, No 7 (2015): U-JET
Publisher : FKIP UNILA
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Penelitian ini bertujuan untuk mengetahui (1) apakah teknik guiding-questions dapat meningkatkan kemampuan menulis narrative siswa, (2) aspek menulis manakah yang paling meningkat, (3) kesulitan siswa dalam menulis. Sampel dalam penelitian ini adalah siswa kelas XI IPS 2 SMAN 1 Belitang. Data didapat melalui tes menulis dan kuesioner lalu dianalisis dengan t-test. Hasil menunjukkan bahwa t-value lebih besar dari t-table (8.8572.0369) Hal itu berarti ada peningkatan signifikan dari teknik guiding questions pada kemampuan menulis narrative siswa. Aspek menulis yang paling meningkat yaitu language use. Sementara, kesulitan siswa kebanyakan terjadi pada aspek language use.This research was intended (1) to find out whether or not guiding-questions technique could be used to increase students narrative writing skill (2) to investigate which aspect of writing increased the most, (3) to know students difficulties in writing. The sample was class XI IPS2 of SMAN 1 Belitang. The data were collected through writing tests and questionnaire and computed using t-test. The result showed that t-value is higher than t-table (8.8572.0369). It means that there was significant increase of guiding questions technique on students narrative writing ability. The aspect of writing that increased the most was language use. Meanwhile, students difficulties mostly occurred in language use aspect.Keywords: guiding-questions technique, narrative, writing
THE EFFECTIVENESS OF STUDENTS READING COMPREHENSION ACHIEVEMENT OF NARRATIVE THROUGH SCHEMA ACTIVATION
Vera Welianti;
Muhammad Sukirlan;
Sudirman Sudirman
U-JET Vol 4, No 4 (2015): U-JET
Publisher : FKIP UNILA
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Tujuan penelitian ini adalah untuk mengetahui apakah schema activation strategy dapat meningkatkan kemampuan membaca siswa pada naratif teks secara signifikan. Penelitian ini menerapkan one group pretest-postest design. Pada penelitian ini hasil datanya diolah dengan menggunakan Pengukuran Perulangan t-test. Hasil dari penelitian ini menunjukkan bahwa adanya peningkatan yang signifikan pada kemampuan membaca siswa setelah diajarkan dengan menggunakan shema activation strategy. Skor rata-rata siswa pada sebelum test yaitu 55.7 sedangkan pada saat setelah test yaitu 63.5. Peningkatan skor rata-rata dari sebeleum tes ke setelah tes adalah 7.9. Dengan menggunakan t-test, dihasilkan t-ratio 7.369 dan t-table 2.052. Karna t-ratio lebih tinggi dari t-table, ini menunjukkan bahwa peningkatannya adalah signifikan.The objective of the research was to find out if the schema activation strategy can increase the students reading comprehension of narrative text significantly. The research was conducted through one group pretest-posttest design. The data were analyzed by using Repeated Measures t-test. The result of the analysis indicates that there is a significant improvement of students reading comprehension achievement after being taught through schema activation strategy. The average score of pre-test is 55.7 while the average score of post-test is 63.5. The increase of the average score from pretest to posttest is 7.9. By using t-test, it was found that t-ratio is 7.369 and t-table is 2.052. Since t-ratio is higher than t-table, it proved that the increase is significant.Keywords: narrative text, reading comprehension, schemata
IMPLEMENTING BACKWARD SPELLING QUIZ IN TEACHING ENGLISH
Ervina Natalia;
Sudirman Sudirman;
Huzairin Huzairin
U-JET Vol 2, No 1 (2013): U-JET
Publisher : FKIP UNILA
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Abstract:This research was intended to find out whether there was a significantdifference of vocabulary achievement of students before and after being taughtthrough backward spelling quiz. One group pretest-posttest, pre-experimental designwas applied. The subject of the research was the grade VIII students of SMP Negeri 1Bumi Nabung Lampung Tengah in the year 2011/2012. Vocabulary test in the form ofmultiple choices was used as the instrument of the research and repeated measures ttestwas accomplished to analyz the data.The results show that the students taught through backward spelling quiz seemed tobe more enjoyable and interested in learning vocabulary since the students couldprovide a good response during teaching learning process. The teaching learningprocess challenged and involved all students in the game. It can be seen from theincrease of the students’ mean score. The students’ mean score of the pretest was57.19 while the mean score of the posttest was 79.30. After comparing the result ofthe pretest and the posttest scores, it was found that there was a significant difference,the mean score of the students increased 22.10 after the treatments. The total numberof items of the students’ correct answer for the three aspects (noun, verb, adjective) inthe pretest was 570 while on the posttest was 874, and the increase was 304.Based on the data analysis the significant level acceptedproposed in this research wasof 0.05, it was noted that p=0.000. It proves that the students’ scores weresignificantly different (p0.05, p=0.000) and the students’ active learning was better.So the hypothesis (H) proposed in this research was accepted. Having conducted theobservation, it was found that this game help teacher to create could good atmospherein the classroom. It was proven since 91% students responded lesson enthusiastically,91% worked cooperatively and 96% were able to create their own sentences by usingvocabulary they had just learnt.Key Words: backward spelling, increasing, vocabulary achievement
The Implementation of Board Game to Improve Students’ Speaking Achievement
Nabila Putri;
Bambang Setiyadi;
Sudirman Sudirman
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA
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Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan secara statistik dari prestasi berbicara siswa setelah diajarkan melalui permainan papan. Penelitian ini dilakukan di SMAN 3 Bandar Lampung pada tahun akademik 2017/2018. Subyek penelitian ini adalah 36 siswa di kelas X MIA 2. Instrumen yang digunakan untuk mendapatkan data dalam penelitian ini adalah tes berbicara yang dinilai oleh dua orang penilai. Pelaksanaan permainan papan tercermin pada aktivitas kelas dan hasil tes. Paired Sample T-Test digunakan untuk menganalisis data dan pengujian hipotesis dihitung menggunakan SPSS versi 17 pada tingkat signifikansi p 0,05. Hasilnya menunjukkan bahwa ada peningkatan prestasi berbicara siswa yang signifikan secara statistik. Ini menunjukkan bahwa mengajar berbicara melalui permainan papan mendorong siswa untuk berbicara bahasa Inggris dengan cara yang lebih menyenangkan.This study was aimed to find out whether there was a statistically significant improvement of students’ speaking achievement after the students were taught through board games. This research was conducted in SMAN 3 Bandar Lampung in the academic year of 2017/2018. The subjects of this research were 36 students in class X MIA 2. The instrument used to get the data in this research was speaking test scored by two raters. The raters were the researcher as the first rater and the English teacher as the second rater. The implementation of the board game was reflected in the classroom activity and the result of tests. Paired Sample T-Test was used to analyze the data and the hypothesis testing was computed using SPSS version 17 at the significance level of p0.05. The result showed that there was a statistically significant improvement of the students’ speaking achievement. This suggests that teaching speaking through board game encourages the students to speak English in more enjoyable way.Keywords: Board Games, Speaking, Achievement, Improvement
Using Dictogloss Technique to Improve Students Writing Ability
Lidya Utami;
Sudirman Sudirman;
Huzairin Huzairin
U-JET Vol 6, No 11 (2017): U-JET
Publisher : FKIP UNILA
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Penelitian ini bertujuan untuk melihat peningkatan kemampuan menulis siswa dengan menggunakan Dictogloss Technique. Tes menulis digunakan sebagai alat pengumpul data dan dilakukan dua kali, yakni sebelum dan sesudah perlakuan. Penelitian ini melibatkan tiga puluh tiga siswa IPS 2 SMA Muhammadiyah 2 Bandar Lampung dengan menggunakan metode kuantitatif mengunakan desain eksperimental quisy. Data terkumpul dianalisa menggunakan SPSS v. 20 dan menunjukkan adanya peningkatan secara signifikan kemampuan menulis siswa sebelum dan sesudah menggunakan teknik tersebut dengan tingkat signifikansi (p = 0,000 0,05). Maka, disimpulkan bahwa Dictogloss Technique dapat diterapkan untuk meningkatkan kemampuan menulis siswa pada materi teks hortatory eksposisi.The aim of the study was to find out whether there was an improvement of students writing ability after the students were taught through Dictogloss Technique. This research was quantitative in nature using pretest and posttest quisy experimental design. The subjects were 33 students of IPS 2 SMA Muhammadiyah 2 Bandar Lampung. Pretest and posttest were used to collect the data. The result of the research analyzed by using SPSS v. 20 and showed that there was a statistically significant increase of students writing ability after the implementation of Dictogloss Technique with the significant level of (p = 0.000 0.05). This suggests that Dictogloss Technique facilitates the students to improve their writing ability.Keywords: dictogloss technique, hortatory exposition text, writing ability, increase