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All Journal U-JET: Unila Journal of English Teaching Inspiratif Pendidikan
Muhammad Sukirlan
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The Implementation of Modified Questioning The Author (MQTA) Strategy to Improve Students’ Reading Comprehension Agustiawan Agustiawan; Ujang Suparman; Muhammad Sukirlan
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan i) untuk mengetahui perbedaan prestasi membaca komprehensif antara siswa yang diajar dengan strategi Questioning the Author (QtA) dan strategi Modified Questioning the Author (MQtA), ii) untuk mengetahui aspek mmbaca yang paling meningkat nilainya setelah penerapan strategi QtA dan MQtA , dan iii) untuk mengetahui respon siswa terhadap penerapan strategi MQtA. Subjek penelitian ini adalah siswa kelas delapan SMP IT Ar Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa  i) ada perbedaan yang signifikan secara statistik dalam kemampuan membaca antara siswa yang diajar dengan strategi QtA dan strategi MQtA, ii) Dari lima aspek membaca comprehensif; menentukan Main idea, Supporting details, References, Inferences dan Vocabulries, aspek membaca yang memperoleh nilai tertinggi pada group eksperimen adalah menentukan Main idea dan Inferences sedangkan pada grup kontrol adalah menentukan  References, dan iii) respon siswa terhadap penerapan strategi MQtA adalah positif. Ini menunjukkan bahwa strategi MQtA lebih efektif dibandingkan dengan strategi QtA untuk meningkatkan prestasi membaca komprehensif siswa . Namun, kedua strategi dapat diterapkan pada semua kelas dengan kondisi dan latar belakang pengetahuan yang berbeda.This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive.  It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge. Keywords: Modified Questioning the Author (MQtA), questioning the author (QtA), reading comprehension achievement.
IMPROVING STUDENTS’ LISTENING ABILITY THROUGH DICTATION TECHNIQUE AT THE FIRST YEAR STUDENTS Fatimah Mulya Sari; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 2, No 3 (2013): U-JET
Publisher : FKIP UNILA

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The objective of this research is to know whether there is a significant improvement of the students’ listening ability after being taught through dictation technique. The population of this research was the first year students of SMA Negeri 1 Tanjungbintang that consists of seven classes and two classes were chosen as the experimental class and the try-out class. One group pre-test and post-test design was carried out in this research. The result of the research proved that there is a significant difference of students’ achievement in listening ability before and after being taught through dictation technique. The total score of pre-test was 2068 and post-test was 2592. The increase was 524. The mean score of pre-test was 57.44 and post-test was 72.00. By comparing between the mean of pre-test and post-test, it can be found that the increase of the mean was 14.56. It proved that the students’ scores increase significantly because p0.05 (p=0.000). Based on the data, it can be concluded that there is a significant difference of students’ achievement in listening ability before and after being taught through dictation technique. Therefore, dictation technique is recommended to be used by teachers to improve the students’ listening ability.Keywords: dictation technique, improvement, listening ability.
INCREASING STUDENTS’ ABILITY IN WRITING OF RECOUNT TEXT THROUGH PEER CORRECTION Jannatun Siti Ayisah; Muhammad Sukirlan; Budi Kadaryanto
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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The objective of this research is to find out whether there is significant increase of students’ ability in writing recount text after they are taught using Peer Correction. This quantative research was conducted at SMA Negeri 5 Bandar Lampung in academic year 2012/2013. The research took place in class X 6 which consisted of 30 students. The instruments used to gather the data were writing test (pre test and post test). The researcher conducted pre test before treatments and post test after the treatments. The students’ mean scores in the pre-test was 57.33 and post-test was 80.5, in which the students’ mean scores gain increased about 23.17. The result of the research shows that t-value (16.223)  was higher than t-table (2.045). It means that there is significant increase of students’ ability in writing of recount text after being taught through peer correction. Based on the finding above, it can be concluded that peer correction can give positive increase in students’ ability in writing recount text.Key words: ability in writing, peer correction, recount text 
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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Abstract

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
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Abstract

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
Teaching Listening Skill through TPR dewi purnama sari; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 6, No 3 (2017): U-JET
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Abstract: Teaching listening skill through TPR. 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, TPRAbstrak: Pengajaran keterampilan menyimak melalui TPR. 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.Kata kunci: ESL, keterampilan menyimak, TPR
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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Abstract

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
The Cognitive Strategy Training : Blocked Buttom-Up Top-Down Approach In Listening Class Eka Pra Setiyawati; Muhammad Sukirlan; Mahpul Mahpul
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini dilakukan untuk mengetahui apakah pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down mempengaruhi kemampuan mendengar siswa terutama pada empat aspek mendengar. Desain penelitian ini adalah kuantitatif dengan satu kelompok pre-test post –test. Instrumen pada  penelitian ini berupa tes mendengar dengan 9 butir soal. Validitas instrumen diukur menggunakan pearson product moment dan reliabilitas instrumen diukur menggunakan correlation product moment dan spearman brown. Subjek penelitian diambil dengan random klaster, yaitu 21 siswa SMA kelas XI. Hasil analisis data menunjukkan bahwa aspek dalam kemampuan mendengar siswa meningkat, tertinggi pada aspek menentukan detail (36%) dan terendah pada aspek menentukan ide pokok (13%). Akhirnya, dapat disimpulkan bahwa pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down dapat mempengaruhi kemampuan mendengar siswa.This research was conducted to find out whether cognitive strategy training based on blocked buttom-up top-down approach affect the students’ listening comprehension in term of four listening’s aspects. The design of this research was quantitative with one-group pretest-posttest design.The instrument was 9 items of listening test. The validity of the research was measured using pearson product moment and the reliability of the research was measured with correlation product moment and spearman brown.The subject who were chosen by cluster random sampling, were 21 second year of senior high school students.The result of the data analysis showed that the aspects of listening comprehension were improved mainly in finding detail (36%) and lowly in finding main idea (13%).Finally, it could be concluded that cognitive strategy training based on blocked buttom-up top-down approach could affect the students’ listening comprehension.Keywords: Buttom-up top-down approach, cognitive strategy training, listening. 
The Use of Animation Film in Improving Students' Narrative Writing Ability Ilham Sanjaya; Patuan Raja; Muhammad Sukirlan
U-JET Vol 3, No 1 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk mendapatkan apakah pengajaran teks narasi dengan menggunakan film animasi bisa meningkatkan kemampuan menulis narasi siswa. Dalam penelitian ini, peneliti menggunakan desain pre-test dan post-test. Hasil penelitian menunjukkan bahwa adanya peningkatan yang signifikan pada kemampuan menulis narasi oleh siswa. Hal ini bisa dilihat dari nilai rata-rata siswa pada pre-test ialah 48.33 dan pada post test ialah 68.33. Pada data ditemukan adanya perolehan peningkatan mencapai 20.0 dari pre-test ke post-test. Dengan nilai signifikansi berada dibawah 0.05 yang berarti terjadi peningatkan yang signifikan. Oleh karena itu, bisa dikatakan bahwa film animasi bisa digunakan sebagai media di dalam pengajaran menulis narasi untuk meningkatkan kemampuan menulis narasi siswa. The objective of this research was to find out whether teaching narrative writing using animation film can improve students’ narrative writing ability. In this research, the researcher used pre-test and post-test design. Based on the data, the researcher found that there were significant improvements in students’ narrative writing abiltity. It could be seen from the mean score of students’ narrative writing in pre test was 48.33 and in the post test was 68.33. From the result it was found that there was an improvement and the mean score was 20.0 The data shows that value of two tail significance was 0.000 and the sign α (0.000 0.05). Therefore, it can be said that animation film can be used as one of the media in teaching narrative writing in order to improve students’ narrative writing ability.Keywords: animation film, narrative text, teaching narrative writing, writing
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORYTELLING Fikri Kurniawan; Agustinus Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk: 1) menganalisis peningkatan dari penguasaan aspek kosa kata siswa menggunakan storytelling, 2) mengetahui masalah yang dihadapi siswa dalam mempelajari kosakata dengan menggunakan storytelling. Data dikumpulkan melalui tes kosakata dan wawancara untuk mengetahui masalah yang dihadapi. Hasil penelitian menunjukan bahwa nilai rata-rata dari pre-test adalah 40.62 dan nilai rata-rata dari post-test adalah 55.62, dengan nilai penambahan 15. Nilai t lebih tinggi dari t-tabel (7.006 2.120), bisa diartikan bahwa hasilnya signifikan (p0.05. Storytelling telah meningkatkan penguasaan kosakata siswa dalam semua aspek; nouns (meningkat 21%), verbs (meningkat 17%), adjectives (meningkat 13%), dan adverb (meningkat 6%). Dilain hal, hasil dari wawancara menunjukan bahwa para siswa memiliki masalah dengan memahami adverbs, menghafalkan jumlah kosakata, memahami kosakata yang dikatakan oleh guru, dan pelafalan kata.This research was aimed at: 1) analyzing the improvement of students’ vocabulary aspect storytelling through storytelling, 2) finding out the problems the students face in learning vocabulary through storytelling. The data were obtained from the vocabulary test and interview to find out the problems the students face. The result showed that the students’ mean score of the pre-test was 40.62 and the mean score of the post-test was 55.62, in which their gain score was 15. Storytelling technique improved the students’ all aspects of vocabulary, such as nouns (21% improved), verbs (17% improved), adjectives (13% improved), and adverbs (6% improved). T- value was higher than t-table (7.006 2.120), it can be concluded that the result was significant (p0.05). Besides that, the result of the interview showed that the students had problem in understanding adverbs, memorizing the number of vocabularies, understanding what words the teacher said, and pronunciation.Keyword: storytelling, teaching vocabulary, vocabulary mastery, young learners
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