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All Journal U-JET: Unila Journal of English Teaching Inspiratif Pendidikan
Muhammad Sukirlan
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONG hardiansyah putra; Muhammad Sukirlan; Hartati Hasan
U-JET Vol 4, No 1 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan menganalisa proses pengajaran pronunciation menggunakan lagu dan menentukan pengucapan fricatives consonants yang sulit bagi siswa. Penelitian ini merupakan penelitian deskriptif kualitatif dengan desain triangulasi menggunakan instrument; observasi dan tes. Sampel dipilih dengan menggunakan probabiliti sampling acak sederhana. Pengajaran dan uji coba dilakukan di kelas. Data dianalisis dengan melihat hasil dari observasi dan tes. Hasil pengujian menunjukan bahwa proses pengajaran menggunakan lagu diterima dengan baik oleh siswa dan juga mereka memperbaiki pronunciation mereka dan siswa tetap menemukan kesulitan dalam mengucapkan kata-kata yang berisi fricatives consonants. This research aims to analyze the process of teaching pronunciation through song and determine mispronounced friction/fricatives sounds that is done by the students. This qualitative descriptive employed triangulation with two kinds of Instruments; observation sheets and pronunciation test. One class is randomly taken as sample of the research by using lottery. Teaching and learning conducted in the sample class. The data were analyzed based on the result of observation and pronunciation test. The result of the research showed that the process of teaching pronunciation through song is well accepted by the students well and it can improve students pronunciation and the students still find difficulties in pronouncing the words containing fricatives consonants. Key words: fricatives consonants, observation, pronunciation test
IMPLEMENTATION OF TASK BASED LEARNING METHOD IN WRITING DESCRIPTIVE TEXT Myra Desmayenni; Ag Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 1, No 1 (2012): U-JET
Publisher : FKIP UNILA

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The objectives of this collaborative classroom action research were to find out how Task Based Learning can improve the students parcipation and writing ability in writing descriptive text at class X.9 of SMAN 5 Bandarlampung in academic year 2012/2013. The data were collected through observation sheet, questionnaire, and writing descriptive test. The result of the research showed that there was better improvement of the students participation and writing score in cycle II than cycle II. In addition, the difference between cycle I and cycle II was the modification of the tasks and class setting. It probably become the solution in overcoming the challenge when implementing TBL in large class size.Tujuan dari penelitian tindakan kelas kolaboratif ini adalah untuk mencari bagaimana Task Based Learning dapat meningkatkan partisipasi siswa dan nilai menulis deskriptif pada siswa kelas X.9 di SMAN 5 Bandarlampung pada tahun ajaran 2012/2013. Data penelitian berupa interaksi verbal dan non-verbal dari interaksi guru-siswa dan antar siswa yang dikumpulkan lembar observasi, kuisioner, dan tes menulis deskriptif. Hasil dari penelitian menunjukkan bahwa terdapat peningkatan yg baik pada partisipasi dan nilai hasil menulis siswa pada siklus II dibandingkan siklus I. Selain itu, perbedaan antara perlakuan pada siklus I dan siklus II terletak pada jenis modifikasi tugas-tugasnya dan manajemen kelas tersebut. Hal ini sepertinya dapat menjadi salah satu solusi dalam menangani tantangan pada saat penerapan TBL dalam kelas yang memiliki siswa dalam jumlah cukup besar.Kata kunci : task based learning, penelitian tindakan kelas kolaborative, kemampuan menulis
COMPARATIVE STUDY OF READING ACHIEVEMENT THROUGH USING INFORMATION CATEGORIZING AND FACT-OPINION CATEGORIZING IN SMAN 15 BANDAR LAMPUNG Irene Brainnita Oktarin; Muhammad Sukirlan; Rosita Simbolon
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

 The objectives of this research are to investigate which of the two sub-skills in reading is more effective for comprehending the text, and to find out whether there is any significant difference of students’ reading comprehension achievement between those who are using information categorizing and those of using fact-opinion categorizing. This is a quantitative study which had intact group pre-test post-test design.The result shows that there is a significant difference of students’ reading comprehension achievement between those who were taught using information categorizing and those taught using fact-opinion categorizing. The significant increase of students’ achievement in the experimental class I (information categorizing) is (p0.05, p=0.00) with the increase of mean in pre-test and post-test is 19.34 points. Meanwhile, in experimental class II (fact-opinion categorizing) the significant increase of pre-test and post-test is also (p0.05, p=0.00), but the increase of mean is only 12.37. It indicates that the information categorizing is more effective sub-skill than fact-opinion categorizing in increasing the students’ reading comprehension achievement. Keywords: Comparative Study, fact-opinion categorizing, information categorizing, reading achievement.
Using Modified Jigsaw Flashcard Learning Model To Promote Students’ Speaking Skill Arief Wisudiyantoro; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Artikel ini membahas hasil perbedaan yang signifikan pada keterampilan berbicara siswa sebelum dan sesudah penerapan modifikasi jigsaw flashcard, bagaimana proses modifikasi jigsaw flashcard dalam pengajaran berbicara, dan bagaimana penerapan modifikasi jigsaw flashcard mempengaruhi keterampilan berbicarasiswa. Penelitian ini merupakan penelitian kuasi-eksperi mental dengan satu kelompok desain pre-test dan post-test. Penelitian ini menerapkan modifikasi jigsaw flashcard pada keterampilan berbicara siswa. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan modifikasi jigsaw flashcard efektif untuk meningkatkan keterampilan berbicara siswa. Keterampilan berbicara siswa setelah menggunakan jigsaw flashcards yang dimodifikasi meningkat. Berdasarkan perhitungan, pretest yang terdiridari 25 siswa memiliki skor rata-rata 67,12 untuk pretest dan posttest memilikiskor rata-rata 75,52. Hasil perhitungan menunjukkan bahwa sig (2 tailed) adalah 0,000.Hal tersebut bermakna bahwa sig α (p 0,05; p = 0,000).This article points out the significant difference of students’ speaking skill before and after the implementation of modified jigsaw flashcard, how is the process of jigsaw flashcard modification in teaching speaking, and how the implementation of modified jigsaw flashcard affects students’ speaking skill.This is a quasi-experimental research with one group pre-test post-test design. It applies the modified jigsaw flashcard on students’ speaking skill. Based on the research finding, it can be concluded that the implementation of modified jigsaw flashcard is effective to increase student's speaking skill. Students’ speaking skill after using modified jigsaw flashcards is increased. Based on the calculation, the pretest that consists of 25 students has mean score of 67.12 for the pretest and the posttest has mean score 75.52. The result of the calculation shows that sig (2 tailed) is 0.000. It means that sigα (p0.05p=0.000).Keyword : Flashcard, jigsaw, speaking skill.
Modified Know, Want, How, Learn (KWHL) Strategy in Teaching Descriptive Writing to Junior High School Students Resti Febtrina; Muhammad Sukirlan; Hery Yufrizal
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan i) untuk mengetahui perbedaan kemampuan menulis antara siswa yang diajar dengan strategi KWHL original dan strategi KWHL yang telah dimodifikasi, ii) untuk mengetahui aspect menulis yang paling berpengaruh dengan adanya modifikasi strategi KWHL, dan iii) untuk mengetahu persepsi siswa terhadap modifikasi strategi KWHL. Subjek penelitian ini adalah siswa kelas satu SMA Negeri 13 BandarLampung. Hasil penelitian menunjukkan bahwa  i)ada perbedaan yang signifikan secara statistik dalam kemampuan menulis antara siswa yang diajar dengan strateg iKWHL original dan strategi KWHL yang sudah dimodifikasi, ii) organization menjadi aspect menulis yang paling berpengaruh dengan adanya modifikasi dari strategi KWHL, dan iii) siswa memilik ipersepsi yang positif terhadap modifikasi strategi KWHL. Ini menunjukkan bahwa mofikasi strategi KWHL lebih efektif untuk meningkatkan kemampuan menulis siswa; siswa dapat mengorganisasikan ide mereka dengan baik setelah diajarkan menggunakan modifikasi strategi KWHL dan mereka memiliki respon yang baik terhadap strategi ini.This study was aimed i) to find out whether there was a difference of students’ writing ability between students taught by using original KWHL strategy and the modified of KWHL strategy, ii) to find out which writing aspect affected the most by modifying KWHL strategy, and iii) to find out the students’ perception toward modified KWHL. The subjects of this research were the first grade students of SMAN 13 Bandar Lampung. The result showed that i) there was a statistically significant difference of students’ writing ability between students taught by using original KWHL and modified one, ii) the organization became the most affected writing aspect, and iii) students have positive perception toward modified KWHL.  It can be said that modified KWHL is more effective to increase the students’ writing ability; students can organize their idea well after being taught using modified KWHl, and they have positive respons toward this strategy.  Keywords: Know, Want, How, Learn (KWHL), outlining, students’ perceptions, writing ability.
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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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.
Using WhatsApp to promote students’ writing achievement at the first grade students of SMAN 3 Bandarlampung Anggraini Nurwala; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 9, No 2 (2020): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan signifikan pada kemampuan siswa dalam menulis setelah siswa diajarkan menggunakan WhatsApp sebagai media dalam pembelajaran menulis. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat pertama SMAN 3 Bandar Lampung. Test menulis digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada kemampuan menulis siswa setelah penerapan WhatsApp dalam menulis teks deskriptif dan aspek content adalah aspek menulis yang paling meningkat. Dapat disarankan bahwa mengajarkan menulis teks deskriptif menggunakan WhatsApp efektif dalam meningkatkan kemampuan menulis siswa.   The objectives of this research were to find out the increase of the students’  writing achievement after the students were taught by using WhatsApp as the media in teaching writing and to investigate which aspect of writing got the highest score after the implementation of WhatsApp in teaching writing descriptive text. This research was quantitative research. The subjects were 30 students of the first-grade students of SMAN 3 Bandar Lampung. The writing tests were used as the research instrument. The data were analyzed by using the Repeated Measure t-test. The result showed that there is a statistically significant increase in students’ writing achievement after the implementation of WhatsApp in teaching writing descriptive text and the content aspect of writing was the aspect that improved the most. This suggests that teaching writing descriptive text through WhatsApp is effective in increasing students’ writing achievement.Keywords: WhatsApp, teaching writing, descriptive text.
AN ANALYSIS OF CLASSROOM INTERACTION Inggar Ginarsih; Muhammad Sukirlan; Deddy Supriyadi
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research are (1) to investigate the process of classroom interaction in teaching and learning process, (2) to find out the pattern of classroom interaction suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model in English speaking class at SMP 17 GedongTataan. The result reveals that classroom interaction process in English speaking class reflected the pattern proposed by Initiation-Response-Feedback (IRF) Model. There are six exchanges there are which occurred in Sinclair and Coulthard model including Teacher Inform, Teacher Direct, Teacher Elicit, Student Elicit, Student Inform, and Check. The percentage of Student Inform (Initiation-Feedback/IF) was 33.97%, Teacher Elicit (Initiation-Response-Feedback/IRF) was 16.89%, Student Elicit (Initiation-Response/IR) was 14.95%, Teacher Inform (Initiation/I) was 14.12%, Check (Initiation-Response-Feedback/IRF) was 13.01%, and Teacher Direct (Initiation-respond-feedback/IRF) was 7.20%.  Key words: student elicit, student inform, teacher direct, teacher elicit, teacher inform.
Designing L2-Based Communication Strategies Teaching for Speaking Class Nuh Sunyoto; Ag. Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk (1) mengetahui prestasi berbicara siswa setelah diajar L2-based communication strategies (CSs), (2) mengetahui frekuensi penggunakan CSs oleh siswa, Penelitian ini melibatkan 36 siwa. Data dianalisis dengan menggunakan t-test. Hasil menunjukkan bahwa (1) ada peningkatan prestasi berbicara siswa. Semua aspek berbicara; tatabahasa, pelafalan, kosa kata, kelancaran, dan pemahaman meningkat secara nyata, terutama pada aspek kosa kata, (2) setelah dilatih siswa lebih sering menggunakan CSs. Dalam penelitian ini komunikasi lisan sebagai alat utama untuk meneliti unjuk kerja siswa. Jadi dapat disimpulkan bahwa pengajaran CSs efektif untuk pembelajaran berbicara siswa.This research is intended (1) to investigate students speaking skills after being taught L2-based communication strategies (CSs), (2) to find out students frequency of using CSs. This research involves 36 students. The data were analyzed using t-test. The results of the research showed that (1) there is significant increase in the students speaking skills. All of the aspects of speaking; grammar, pronunciation, vocabulary, fluency, and comprehension increase significantly, mainly for the aspect of vocabulary. (2) The students more frequently use CSs after the training. In this research, oral communication is the main tool which is used to investigate participants performance. Therefore, it can be concluded that teaching CSs is effective for speaking class.Keywords : appeal for assistance, approximation, circumlocution, communication strategies.
CORRELATION BETWEEN STUDENTS LEARNING STRATEGIES AND THEIR SPEAKING SKILL AT HIGH SCHOOL Realita Siwi Juwita N.; Muhammad Sukirlan; Budi Kadaryanto
U-JET Vol 4, No 7 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menemukan apakah ada hubungan antara strategi belajar dan kemampuan berbicara siswa. Penelitian ini dilakukan dengan menggunakan analisis kuantitatif. Adapun sampel yang diteliti pada penelitian ini adalah 30 siswa dari kelas 11 SMAN 15 Bandar Lampung tahun ajaran 2014/2015. Metode dalam penelitian ini adalah metode ex-post facto yang berhubungan dengan pengukuran Pearson Product Moment Correlation (PPMC). Penelitian ini dikumpulkan dengan alat pengumpul data kuisioner (learning strategies) dan tes berbicara (speaking test). Hasil penelitian menunjukan adanya hubungan antara strategi belajar dan kemampuan berbicara di sekolah menengah atas.The objective of this study was to find out whether there was correlation between students learning strategies and their speaking skill. This study was also done by using the analysis of quantitative. The sample of this study was 30 students of eleventh grade of SMAN 15 Bandar Lampung academic year of 2014/2015. This study used ex-post facto design in involving periodic measurements. The instruments of this study were questionnaire and speaking test. The result showed that there was a correlation between learning strategies and speaking skill at high school.Keywords: correlation, learning strategies, speaking skill.
Co-Authors Adhe Shinta Handayani Ag Bambang Setiyadi Ag. Bambang Setiyadi Agustiawan Agustiawan Agustina Dwi Jayanti Agustinus Bambang Setiyadi Aji Ade Pamungkas Amir Sarifuddin Angga Syaputra Anggraini Nurwala Anggreini Khandari Anggun Kemala Sari Ani Meitikasari Annisa Octa Elvira Annisa Putri Ari Nurweni Arief Munandar Zs Arief Wisudiyantoro As’ad Rizki As-shidiqi Ayu Nurjannah Ayu Pratiwi Bambang Setiyadi Basyirudin Almubarak Budi Kadaryanto Candra Cahyani Gani Chairul Ichwan Cindy Yunita Cucu Sutarsyah Deddy Supriady Deddy Supriyadi Dela Septy Arum Desi Setianingrum Desi Zauhana Arifin Desy Putriani desy wulandari Dewi Purnama Sari Dian Shafwati Dimas Redianto Winardi Edhita Gloria Simanjuntak Efi Litaria Eka Pra Setiyawati Esy Octa Utami Fatimah Mulya Sari Ferdian Muhammad Ferdy Aryanda Prasetya Ferli Angga Pratama Fifi Desmiyati Fikri Kurniawan Flora . Flora Flora Flory Aria Putri Frincelly Awlisia Ramadona Gede Eka Putrawan Gilang Adittama Gilang Jaka Pramana Hartati Hasan Heny Cahaya Meidina Herpratiwi Herpratiw Hery Yufrizal Huzairin Huzairin I Ketut Suada Ihyaul Layli Hasanah Ilham Sanjaya Imelda Ayu Mustika Inggar Ginarsih Intan Fitriani Aulia Irene Brainita Oktarin Irene Brainnita Oktarin Isna Yuningsih Iwan Sutanto Jannatun Siti Ayisah Jayawarsa, A.A. Ketut Ketrin Viollita Lilis Sholihah Lolita Falina Mahpul Mahpul Mirna Oktaviana Musfina Rahma Myra Desmayenni Nanang Triasmosari Nandita Wana Putri Neni Kartika Nery Eka Pratiwi Nuh Sunyoto Nur Choironi Nurjihan Zulfa Dzihni Nurul Aulia Patuan Raja Pipit Nurjanah Rachma Patria Rahma Sari Ramlan Ginting Ramlan Ginting Suka Realita Siwi Juwita N. Resti Febtrina Retanisa Mentari Revi Nurhidayah Reza Fandana Ria Sukanti Effendi Rika Fitriyanti RISKY ENDASARI Rori Maidasari Saraswati rosita simbolon Sayu Putuyana Febiyanti Sri Suci Suryawati Sudirman Sudirman Sulastri Sulastri Sulistiana Sulistiana Syifa Kurnia Ramadhani Tati Fatmawati Tika Yekti Tresia Noviyanti Tri Wahyudi Tuntun Sinaga Ujang Suparman Unggul Pratiwi Uswatun Hasanah Vera Welianti Wendy Wirawan Wisnu Wijaya Yuni Apriyani Yunita Gasma Yuria Viani