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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia U-JET: Unila Journal of English Teaching JURNAL TIYUH LAMPUNG
Bambang Setiyadi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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RELATIONSHIP BETWEEN VOCABULARY MASTERY AND VOCABULARY LEARNING STRATEGIES Purwanti Purwanti; Bambang Setiyadi; Ari Nurweni
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi frekuensi strategi belajar kosakata yang digunakan siswa kelas 2 SMA dan mengetahui hubungan antara penguasaan kosakata dan strategi yang digunakan. Sampel dipilih secara acak yaitu kelas XI IPS 2. Instrumen yang digunakan pada penelitian ini adalah kuesioner berdasarkan rancangan Schmitt (1997) dan uji pengukuran kosakata yang dirancang berdasarkan buku bahasa Inggris yang digunakan siswa. Hasil penelitian menunjukkan bahwa ada hubungan antara penguasaan kosakata siswa dan strategi mereka dalam belajar kosa kata (r-nilai= 1). Hubungan itu ada pada strategi penentuan, strategi sosial, strategi memori, dan strategi metakognitif. R-nilai pada masing-masing strategi adalah 0.904, 0.493, 0.78, dan 0.730 dan nilai signifikannya kurang dari 0.05 (p0.05). Sedangkan tidak ada hubungan untuk strategi kognitif karena nilai signifikanya lebih tinggi dari 0.05 (p0.05) dan r-nilai 0.534.The purpose of this study was to identify the frequency of vocabulary learning strategies used by the second year students of SMA and to find out the relationship between their vocabulary mastery and their strategies in learning vocabulary. The sample was randomly chosen and it was class XI IPS 2. The instruments were questionnaire based on Schmitts (1997) study and vocabulary test based on students English book. The result of the research showed that there was a relationship between the students vocabulary mastery and their strategies in learning vocabulary (r-value= 1). The relationship was on determination strategy, social strategy, memory strategy, and metacognitive strategy. The r-value was 0.904, 0.493, 0.478, and 0.730 respectively and the significant value was less than 0.05 (p0.05). While there was no relationship for cognitive strategy because the significant value was higher than 0.05 (p0.05) and the r-value was 0.534.Keywords: vocabulary, vocabulary mastery, vocabulary learning strategies
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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Abstract

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 
Teaching speaking skills through retelling story technique at senior high school Intan Dika Saputri; Bambang Setiyadi; Burhanuddin Burhanuddin
U-JET Vol 9, No 2 (2020): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research were to find out whether there was a statistically significant improvement on students’ speaking skills in English after the students were taught the retelling story technique and to investigate the relation between students’ responses and their speaking achievement. This study was conducted through quantitative approaches, with a total of 30 tenth-grade students at SMAN 1 Gadingrejo. The data were collected by using a speaking test and questionnaire. Data were analyzed by using a Paired Sample t-test and a Pearson Product Moment. The result showed that there was a statistically significant improvement in students’ speaking skills in English after the students were taught the retelling story technique, it can be seen from the result of the Paired-Sample T-Test where the significant value was lower than 0.05 (0.000.309). Hence, it can believe that the retelling story technique is effective to improve students’ speaking skills in English and also the students’ response plays q big role in their achievement after the implementation of the technique in learning language process.Keywords: speaking skills, retelling story technique, a physical object.
IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES Melati Dwi Anda Syaputri; Bambang Setiyadi; Sudirman Sudirman
U-JET Vol 4, No 2 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini untuk mengetahui tipe belajar dan strategi yang digunakan siswa berdasarkan tipe belajarnya dalam kemampuan membaca bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan pada kelas 1 SMAN 3 yang berjumlah 32 siawa. Untuk mengumpulkan data, peneliti memberikan dua kuesioner untuk mengetahui tipe dan strategi belajar dalam membaca. Data dianalisis dengan ANOVA. Hasil penelitian ini menunjukkan bahwa (1) siswa yang tergolong kinestetik berjumlah 15 siswa (46,88%), visual 9 siswa (28,12%) dan auditori 8 siswa (25%), (2) siswa visual lebih sering menggunakan strategi kognitif, siswa kinestetik dan auditori lebih sering menggunakan strategi sosial dalam membaca. Seluruh siswa menggunakan strategi metakognitif sebagai pilihan kedua dalam membaca. Oleh karena itu, dengan mengetahui tipe dan strategi belajar siswa, guru dapat lebih kreatif dalam memilih metode belajar yang tepat karena mereka mengetahui bagaimana karakter siswa dan yang mereka butuhkan.This research was aimed at finding out learning styles and the strategies used by learners with different learning styles in learning English reading. This research was a quantitative study and was conducted to 32 learners in first grade of SMAN 3. In collecting data, the researcher gave two questionnaires to measure learning styles and reading learning strategies. The data were analized using ANOVA. The results showed that (1) the learners which were group under kinesthetic was found 15 learners (46,88%), visual was 9 learners (28,12%) and auditory was 8 learners (25%), (2) visual learners mostly used cognitive strategy, kinesthetic learners and auditory learners mostly used social strategy in learning reading. Then, all learners used metacognitive as the second preference of strategy. Thus, by identifying learning styles and strategies, the teacher will be more creative in choosing appropriate methods in learning process because they know what characteristics that the learners have and what they need. Keywords: learning strategies, learning styles, reading
The Effect Of A Metacognition-Based Communication Strategy Training On Learners’ Oral Communication Skill Evi Fitri Aglina; Bambang Setiyadi; Feni Munifatullah
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini merperkenalkan sebuah Pelatihan Strategi Berkomunikasi yang berbasis Metakognisi yang bertujuan untuk meningkatkan keahlian berkomunikasi lisan para mahasiswa. Pelatihan ini dilakukan dalam bentuk beberapa aktivitas untuk meng-aktifkan kategori-kategori yang ada dalam metakognisi dan melatih kemampuan penampilan lisan dengan menggunakan Permainan Peran. Penelitian yang merupakan penelitian kuantitative ini menggunakan desain penelitian murni dengan tujuan mengukur keahlian berkomunikasi lisan para pembelajar bahasa asing sebagai efek dari pelatihaan yang dilakukan. Objek penelitian adalah 61 orang mahasiswa program Bahasa Inggris semester 4 di UIN Raden Inten Lampung yang berusia dari 20-24 tahun. Sampel penelitian dalam kelas experimen (n=31) mengikuti 5 minggu program pelatihan yang meliputi rangkaian aktivitas bertujuan meningkatkan keahlian berkomunikasi lisan mereka. Peserta dalam kelompok kontrol (n=30) mengikuti program pembelajaran yang biasa di dalam kelas berbicara.This study introduces a Metacognition-Based Communication Strategy Training (MBCST) in order to improve the students' oral communication skill. The training was conducted in the form of several activities to activate some metacognitive categories and to rehearsal oral performance by using Role Play. This present study which is a quantitative study with a true-experimental design, was aimed to measure EFL’s oral communication skill as the effect of MBCST. The participants were 61 fourth semester undergraduate students of English Department of UIN Raden Inten Lampung, ranging from 20-24 years of age. The participants in experimental group (n=31) went through a five week intervention program of a Communication Strategy Training that engaged them in a sequence activitities for improving their oral communication skill. The participants in the control group (n=30) went through a conventional speaking instruction program.Keywords: Communication strategies, metacognition, metacognitive awareness, oral communication skill.
THE ROLE OF METACOGNITIVE LEARNING STRATEGIES IN STUDENTS' READING COMPREHENSION Rizky Bunga Listari; Bambang Setiyadi; Budi Kadaryanto
U-JET Vol 2, No 3 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are to find whether there is any significant correlation between metacognitive learning strategies and students’ reading comprehension and to find out how frequent students have applied each metacognitive learning strategies in their learning reading. This research was conducted at the first grade of SMA Negeri 7 Bandar Lampung. This is a quantitative co-relation study that focused on the product (result of the test). The result showed that the students used arranging and evaluating more frequently than centering and planning strategies. The mean score of arranging and evaluating are 4.88 and 3.48 which mean these strategies are frequently used. The calculation showed that the coefficient correlation (r) was 0.924 which mean that there is high correlation between metacognitive learning strategies and students’ reading comprehension. It indicates that the teachers need to introduce to the learners about metacognitive learning strategies to succeed in reading.  Keywords: Reading comprehension, arranging, evaluating, centering, planning, metacognitive learning strategies.
IMPLEMENTING VISUAL DICTIONARY AND SEQUENTIAL ART TOWARD STUDENTS’ ACHIEVEMENT OF VOCABULARY Annisa Fidiyati; Bambang Setiyadi; Rosita Simbolon
U-JET Vol 2, No 10 (2013): U-JET
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Abstract

Tujuan dari penelitian perbandingan ini adalah untuk mengetahui, media yang manakah yang lebih efektif untuk meningkatkan penguasaan kosa kata siswa, dan masalah-masalah yang dihadapi siswa dalam proses belajar. Populasi dalam penelitian ini adalah siswa kelas IX SMP Muhammadiyah Trimurjo dan sampelnya adalah kelas IXA dan IXB. Data diperoleh dari pretest, postest, observasi, dan wawancara. Berdasarkan perhitungan, hasilnya menunjukkan bahwa hipotesis diterima, karena t-value (3.148) t-table (2.042). Hal ini berarti bahwa visual dictionary lebih efektif untuk meningkatkan penguasaan kosa kata siswa karena nilai rata-rata siswa pada posttest di eksperimen kelas 1 (75.23) lebih tinggi dari posttest di kelas eksperimen 2 (68.37). Kemudian, masalah utama yang dihadapi siswa dalam belajar kosa kata adalah dalam memahami penggunaan kata. The objectives of this comparative research were to determine which one of the media was more effective to increase students’ vocabulary achievement, and to investigate the problems that students’ face during the teaching learning activity. The population of this research was the grade IX students of SMP Muhammadiyah Trimurjo and the sample of this research were IXA and IXB. The data were obtained from pretest, posttest, observation, and interview. Based on the calculation, the result showed that hypothesis was accepted, because t-value (3.148) t-table (2.042). Thus, Visual Dictionary was more effective to increase students’ vocabulary achievement than sequential art because posttest in experimental class 1 (75.23) was higher than experimental class 2 (68.37). Then, the students’ main problem in learning vocabulary was in understanding the words use.Keywords: comparative, sequential art, visual dictionary, vocabulary
The Role of Students’ Language Learning Strategies in Speaking Annisa Octa Elvira; Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

 Abstract: The purposes of this study are (i) to find out the significant difference of speaking among high and low frequency users in learnng strategies, (ii) to investigate the most frequent strategy used by high performer in speaking. This study was carried out at Muhammadiyah 2 Senior High School involving 29 students selected as sample. The data were collected by means of English speaking test and questionnaire test of speaking. The data were analyzed and interpreted by using ANOVA supported by SPSS v.16. The result reveals that there are (i) the difference of speaking among high and low frequency users in learning strategies was significant (p .05; p= .000) where Fvalue was higher that Ftable (74.32 2.76), (ii) most of high performer in speaking used cognitive strategies in speaking. Based on the result it can be concluded that there was a significant difference in speaking among high and low frequency users in learning strategies and it also showed that most of high performer in speaking used cognitive strategies in speaking. It means that the teachers should be aware of students’ learning strategy in speaking because the more the students use learning strategy in speaking the better their ability will be.  Keyword: cognitive strategies, language learning strategy, metacognitive strategies, social strategies, speaking.
The comparative study in reading comprehension achievement on students with visual, auditory, and kinesthetic learning styles Risa Destriani Riduan; Bambang Setiyadi; Huzairin Huzairin
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
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Abstract

Reading has an influential role in language achievement where each student has their own preferred way to guide them which is called learning styles. The researcher interested in conducting the comparative study because students’ learning styles i.e., visual, auditory, and kinesthetic have dissimilar attainment in reading comprehension. The objectives of this research were to determine i) the significant difference in students’ reading comprehension achievement among students with visual, auditory, and kinesthetic learning styles and ii) the highest and lowest reading aspect of each VAK student’s achievement. The approach of this research was quantitative. The sample of this research was 30 students in X IPA 6 of  SMAN 3 Bandar Lampung chosen by purposive sampling method. Questionnaires and reading test were used to collect the data. The data were analyzed by using One Way Anova and MANOVA in SPSS 17.0 for Windows. The result showed there was a significant difference in students’ reading comprehension achievement based on their learning style since the f-value was 1.287 with the alpha 0.07. In addition, the result of the VAK students’ achievement showed the highest aspect of visual students was determining vocabulary, while the highest aspect of auditory and kinesthetic students was determining reference. The lowest aspect of visual and auditory students was finding main idea while the lowest aspect of kinesthetic students was making inference. Keywords: reading comprehension, reading achievement, visual, auditory, kinestheticdoi: https://dx.doi.org/10.23960/UJET.v10.i2.202112
The correlation between students’ reading habit and reading ability at the first grade of MAN 1 Bandar Lampung Novia Dwi Rahayu; Bambang Setiyadi; Ramlan Ginting Suka
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
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This quantitative research was aimed to find out whether there was any significant correlation between students’ reading habit and reading ability and also to find out the most correlated aspect of reading with students’ reading habit. The subject of research were thirty four students at MAN 1 Bandar Lampung. The researcher measured reading habit by using questionnaire. On other hand, reading test was used to assest students’ reading ability. The data from both instruments were analyzed by using Pearson Product Moment. The result showed that there was a significant correlation between students’ reading habit and reading ability since the significant correlation coefficient was 0.000 and the r value was 0.840, which indicates very high correlation. Reference has shown as the most correlated aspect among reading aspects.Keywords: correlation, reading habit, reading abilitydoi: https://dx.doi.org/10.23960/UJET.v10.i2.202103
Co-Authors Ade Siska Afini Rahmadia Putri Anggi Try Pratidina Annisa Fidiyati Annisa Octa Elvira Apri Mahendra Putra Ari Nurweni Bagus Sugeng Riyadi Basturi Hasan Budi Kadaryanto Burhanuddin Burhanuddin Deddy Supriyadi Desti Mulya Sari Deva Setyawan Dito Setiyawan Edi Suyanto Emilda Oktaviyani Evi Fitri Aglina farida ariyani Fefiyana Fefiyana Feni Munifatullah Fitri Susmiati Flora Flora Flora Nainggolan Hartati Hasan Hendi Nur Pratama Huzairin Huzairin I Ketut Suada Intan Dika Saputri Lutfan Adli Mahpul Mahpul Melati Dwi Anda Syaputri Muhammad Sukirlan Nabila Ayu Nisa Nabila Putri Ni Nyoman Wety S. Novia Dwi Rahayu Nurlaksana Eko Rusminto PURWANTI PURWANTI Ramlan Ginting Suka Ratna Dewi Rika Kemala Rika Silvia Rinna Slamet Risa Destriani Riduan Rizky Bunga Listari rosita simbolon Ryan Puby Sumarta Salmina Salmina Samara Fitri Azhari Sudirman Sudirman Tangzilal Imam Ma'ruf Ujang Suparman