Articles
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MOTIVATIONAL BEHAVIOR AND STUDENTS’ SPEAKING PROFICIENCY ]]>
<![CDATA[Angga Syaputra]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 2 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menginvestigasi i) hubungan antara motivasi belajar siswa dengan kemampuan berbicara bahasa Inggris, ii) jenis dari perilaku motivasi yang memberikan pengaruh terbesar terhadap kemampuan berbicara bahasa inggris. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian ex post de facto design. Subyek dalam penelitian ini sebanyak 40 siswa pada tahun ke dua SMA Al Kautsar Bandarlampung. Teknik pengumpulan data yang digunakan adalah kuesioner dan extensive monologue English speaking test. Berdasarkan hasil, dapat disimpulkan bahwa ada hubungan antara perilaku motivasi siswa dan kemampuan berbicara bahasa inggris. Selain itu, perhatian secara signifikan mempengaruhi kemampuan berbicara siswa. Ini menunjukkan bahwa hanya perhatian yang mengarah kepada kemampuan siswa dalam berbicara diantara dua kategori lainnya dalam motivasi belajar siswa. The objectives of this research were to investigate i) the correlation between students’ motivational behaviors and their English speaking proficiency, ii) the kinds of motivational behaviors that significantly affected the students’ speaking proficiency. The current study was quantitative research with ex post de facto design. The subjects were forty students of the second grade of SMA Al Kautsar Bandarlampung. The data were collected through questionnaires and the extensive monologue English speaking test. The results showed that there is correlation between students’ motivational behavior and their English speaking proficiency. Furthermore, attention significantly affected the students’ speaking proficiency. This suggests that the only attention leads the students’ speaking ability among another two categories of motivational behaviors. Keywords: correlation, English speaking proficiency, motivational behavior.]]>
<![CDATA[COMPARISON BETWEEN USING AUTHENTIC AND NON-AUTHENTIC MATERIALS IN STUDENTS READING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Yuni Apriyani]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Huzairin Huzairin]]>
<![CDATA[ U-JET Vol 4, No 6 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan signifikan antara siswa yang diajar dengan menggunakan materi otentik dan non-otentik juga untuk menyelidiki materi pembelajaran reading yang paling cocok digunakan untuk siswa. Populasi dari penelitian ini adalah siswa kelas dua di SMPN 1 Metro. Sampel penelitian ini sebanyak 52 siswa. Instrumen yang digunakan pada penelitian ini adalah soal reading tentang teks naratif. Hasil perhitungan Independent Group T-Test menunjukkan thitungttabel (6.016 2.009) pada nilai reading antara kelas yang menggunakan materi authentic dan non-authentic dengan signifikansi 0,05. Hal ini berarti H1 diterima bahwa ada perbedaan signifikan dari perbandingan materi pembelajaran reading antara materi authentic dan materi non-authentic dalam nilai reading pada tingkat kelas kedua di SMPN 1 Metro.This present study was aimed to find out whether there is a significant difference of students reading achievement between the students who are taught using authentic and those using non-authentic materials, and to find out which of the two materials is more effective to teach reading. The population was the second grade students of SMPN 1 Metro. There were 52 students as the sample. The instrument was reading test about narrative text. The result of Independent Group T-Test calculation showed that the tvalue table (6.016 2.009) on the students reading achievement between those who are taught using authentic and those using non-authentic materials with p0.05. It means H1 was accepted, that there was significant difference of students reading comprehension achievement between students who were taught by using authentic material and non-authentic materialKeywords: authentic material, non-authentic material, reading comprehension]]>
<![CDATA[Modifying Teaching Material Of Word Map To Enhance Students Writing Achievement Of Descriptive Paragraph ]]>
<![CDATA[sri suci suryawati]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk 1) mencari masalah- masalah yang dihadapi siswa dalam penerapan modifikasi word map, 2) mencari apakah ada perbedaan yang signifikan pada kemampuan menulis siswa sebelum dan sesudah penerapan modifikasi word map, 3) mencari bagaimanakah penerapan modifikasi word map mempengaruhi kemampuan menulis siswa. Ini adalah penelitian Quasi Ekperimental dengan desain one group pretest- posttest. Alat yang digunakan pada penelitian ini adalah tes menulis dan wawancara. Validiti kedua alat ini berdasarkan konten dan konstrak validiti. Hasil dari penelitian ini menunjukkan bahwa ada perbedaan pada kemampuan menulis siswa. Sehingga, proses modifikasi word map dalam pengajaran efektif dalam pengajaran menulis terutama untuk meningkatkan aspek vocabulary. Penerapan modifikasi dari word map mempengaruhi kemampuan menulis siswa.The aims of this research were to 1) find out the problems the students face in the implementation of modified word map in teaching writing, 2) find out whether there are the significant differences on students writing skill before and after the implementation of modified word map, 3) find out how the implementation of modified word map can affect students writing skill. This is a quasi-experimental research with one group pre-test post-test design. The instruments used in this study were writing test and interview. The validity of the two instruments were based on content and construct validity. The results showed that there was difference on students writing skill. Thus, the process of word map modification in teaching writing is effective in teaching writing especially in promoting the aspect of vocabulary. The implementation of modified word map affects students writing skill.Keywords : Descriptive paragraph , word map, writing achievement.]]>
<![CDATA[The correlation study between students' motivation and their vocabulary mastery ]]>
<![CDATA[Rahma Sari]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 9, No 1 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[This research was done to find out the correlation between students’ motivation and their vocabulary mastery. The subjects of this research were 60 students of second year students of SMA Al-Azhar 3 Bandar Lampung in academic year 2018/2019. Motivation questionnaire and vocabulary test were administered as the instruments to measure students’ motivation level and vocabulary mastery. The data were analysed by using Pearson Product Moment Correlation in SPSS version 16.0. From the test results obtained of this study, the results show that the coefficient correlation between students’ motivation and their vocabulary mastery is 0.690 at the significant level of 0.01. The coefficient correlation is higher than the critical value of r table (0.6900.325). According to the research that has been done, it can be concluded that there was a correlation between students’ motivation and their vocabulary mastery, and the research question of this research has been answered clearly. Keywords: correlation, motivation, vocabulary mastery]]>
<![CDATA[Teaching Vocabulary through Song at The First Grade of Senior High School ]]>
<![CDATA[Yunita Gasma]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 6, No 2 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah penggunaan lagu bahasa Inggris dapat meningkatkan kosa kata siswa sekolah menengah atas, dan untuk mengetahui aspek kosa kata yang mana yang mengalami peningkatan tertinggi. Pendekatan penelitian ini adalah penelitian kuantitatif. Tes kosa kata digunakan sebagai instrument pengambilan data. Subyek penelitian ini adalah siswa kelas sepuluh pada siswa sekolah menengah atas di Bandar Lampung. Hasil penelitian menunjukkan bahwa ada peningkatan statistik yang signifakan dalam peningkatan pencapaian kosa kata siswa setelah mereka diajarkan menggunakan lagu. Ini menyarankan bahwa lagu bermanfaat untuk meningkatkan pencapaian kosa kata siswa.The aim of this study was to find out whether the use of song could increase senior high school studentsvocabulary achievement. The approach of this study was quantitative. Vocabulary tests were used as the instrument to elicit the data. The subjects of this study were the first grade students of senior high school students in Bandar Lampung. The result showed that there was a statistically significant increase of students vocabulary achievement after they were taught through songs. This suggests that songs are effective to improve students vocabulary achievement.Key words: vocabulary achievement, media, song]]>
<![CDATA[THE USE OF VIDEO MOVIE TO IMPROVE STUDENTS' LISTENING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Desy Putriani]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 2, No 6 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objectives of this research are to find out whether there is any significant increase of student’s listening comprehension achievement after being taught through video movie and to investigate the process of teaching listening through video movie in the classroom.This research was conducted at the first grade students of SMAN 1 Natar Lampung Selatan. This quantitative research applied one group pretest – posttest design. Objective listening comprehension test was used as the instrument and the data were analyzed by using repeated measure t- test. The results show that there is a significant increase from pre-test to post-test. The average score of pre-test is 54.83 and the post-test is 72.17 and t-value is higher than t-table. By comparing the score of pre-test and post-test, it can be found that the gain is 17.33. This proves that the treatments had a positive effect on the students’ achievement. Based on the data, it can be concluded that the implementation of video movie in the classroom increase students’ listening comprehension achievement.Keywords : listening comprehension, narrative text, students achievement, video movie]]>
<![CDATA[IMPROVING STUDENTS READING COMPREHENSION OF DESCRIPTIVE TEXT BY USING PREDICTION STRATEGY ]]>
<![CDATA[Desy Wulandari]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 6, No 1 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui i) apakah ada peningkatan secara signifikan pada pemahaman membaca siswa setelah diajarkan menggunakan prediction strategy, ii) respon siswa pada penggunaan prediction strategy dalam pembelajaran membaca. Data diperoleh dari pre-test, post-test, dan kuisioner. Hasil menunjukkan bahwa terdapat perbedaan signifikan secara statistik pada kemampuan pemahaman membaca siswa dengan tingkat signifiikan (0.000.05). Hasil dari kuisioner menunjukkan bahwa mayoritas siswa merasa puas dan setuju bahwa prediction strategy dapat meningkatkan kemampuan membaca mereka. Dapat disimpulkan bahwa penggunaan prediction strategy dalam membaca dapat membantu siswa meningkatkan kemampuan membaca mereka khususnya pada descriptive text.This research aimed to find out whether i) there was a statistically significant increase of students reading comprehension after the students were taught through prediction strategy, ii) the students response in the implementation of prediction strategy in reading. The data were obtained from the pre-test, the post-test, and questionnaires. The result showed that there was a statistically significant increase of students reading comprehension with the significant level (0.000.05). The results of questionnaire showed that the majority of the students felt satisfied and agreed that prediction strategy can improve their reading comprehension . This suggests that the use of prediction strategy in reading help the students improve their reading comprehension achievement, in term of descriptive texts.Keywords: Improve, Reading, Comprehension, Prediction, Strategy]]>
<![CDATA[Constructing Video-based Situated Learning Activities to Improve Student’s Listening Achievment ]]>
<![CDATA[Reza Fandana]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Flora Flora]]>
<![CDATA[ U-JET Vol 7, No 5 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mencari tahu i) apakah semua prinsip dari pembelajaran situasional berbasis video bisa di implementasikan, ii) untuk mencari tahu apakah ada peningkatan pencapaian mendengar siswa yang signifikan setelah diajarkan menggunakan pembangunan aktivitas pembelajaran situasional berbasis video. Penelitian menggunakan metode kualitatif dan kuantitatif. Subjek dari penelitian ini adalah 20 siswa X akuntansi 2 di SMKN 1 Simpang Pematang. Hasil menunjukkan bahwa i) prinsip dalam pembelajaran situasional berbasis video bisa diaplikasikan. Hal ini dibuktikan dengan hasil dari centang pengamatan, ii) terdapat peningkatan yang signifikan setelah diajarkan menggunakan pembangunan aktifitas pembelajaran situasional berbasis video. Hal ini dibuktikan dari hasil dari pair sample t-test . Nilai signifikan adalah 0.00. Seperti yang diketahui, jika p 0.05 maka dianggap signifikan. Adapun saran untuk guru agar memilih topik yang sesuai.The objectives of the study are to find out i) whether all the principles of video-based situated learning could be covered in the implementation, ii) To find out whether there was a significant improvement of students' listening achievement after being taught through the constructed video-based situated learning activities. The research used a qualitative and quantitative method. The subject was 20 students of X accounting 2 in SMKN 1 Simpang Pematang. The result showed that i) principle in video-based situated learning in listening can be applied. It was proven by the result of the observation checklist, ii) there is a significant improvement after being taught through the constructed video-based situated learning activities. It was proven from the result of the result of pair sample t-test. The significance value (2-tailed) was 0.00. As known, it is considered significant if p 0.05. iii). Therefore, it is suggested for the teacher to pick an appropriate topic.Keywords: Listening achievement, video-based learning, video-based situated learning.]]>
<![CDATA[IMPROVING STUDENTS READING COMPREHENSION THROUGH TASK-BASED LEARNING AT SMPN SECOND GRADE ]]>
<![CDATA[Frincelly Awlisia Ramadona]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 4, No 7 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah terdapat peningkatkan kemampuan membaca siswa menggunakan teknik Task-Based Learning, dan apa masalah yang dihadapi siswa dalam menggunakan teknik tersebut. Peneliti menggunakan desain pre-test dan post-test dalam penelitian ini. Hasil penelitian menunjukkan bahwa ada peningkatan dalam kemampuan membaca siswa setelah diajar menggunakan teknik Task-Based Learning. Data tersebut menunjukkan bahwa nilai rata-rata post-test (68.00) lebih tinggi dibanding nilai rata-rata pre-test (59.17) dengan peningkatan 8.83. Dapat dikatakan bahwa teknik Task-Based Learning meningkatkan kemampuan membaca siswa. Masalah yang dihadapi oleh siswa adalah terbatasnya waktu dan masih bingung dalam menggunakan tugas pembuatan daftar dalam teknik Task-Based Learning.The purposes of this research were to determine whether there was an improvement of students reading comprehension through Task-Based Learning technique and what problems were faced by the students in this technique. Researcher used a pre-test and post-test design in this research. The result of the research showed that there was an improvement in students reading comprehension after being taught using Task-Based Learning technique. The result showed that students mean score of post-test (68.00) was higher than mean score of pre-test (59.17) with 8.83 gain score. It can be said that Task-Based Learning technique improved students' reading comprehension. Problems that were faced by the students were time limitation and still had confused of using listing task in Task-Based Learning technique.Keywords: reading comprehension, task-based learning technique, listing task.]]>
<![CDATA[Teaching Listening Skill through TPR ]]>
<![CDATA[Dewi Purnama Sari]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 6, No 3 (2017): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti i) apakah ada peningkatan pada keterampilan menyimak siswa dan ii) respon siswa setelah belajar melalui metode TPR. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian sebanyak 30 siswa pada tahun pertama di SMP Negeri 22 Bandar Lampung. Tes menyimak dan kuesioner digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukkan bahwa adanya peningkatan kemampuan mendengarkan siswa dengan tingkat signifikansi 0.05. Para siswa menunjukkan berbagai respon terhadap metode ini. Tetapi kebanyakan dari mereka menunjukkan respon yang positif. Hal ini menandakan bahwa metode TPR memberikan kesempatan kepada siswa dalam mengembangkan keterampilan mendengarkan dalam bahasa Inggris dengan lebih mudah.The aim of this study is to find out i) whether there is statistically significant improvement of the students listening skill and ii) the students responses after the implementation of TPR. This research was quantitative research. The subjects of this research were 30 students of the first year of SMP Negeri 22 Bandar Lampung. Listening tests and questionnaires were administrated as the instrument of the research. The result showed that there was statistically significant improvement of the students listening skill with the significant level 0.05. There were various responses of the students on this method. But most of them gave positive responses. This suggests that TPR facilitates the students to develop English listening skills more easily.Keywords: ESL, listening skill, TPR]]>
