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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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The Impact Of Creativity On The Implementation Of Role Play Activity In Teaching Speaking Tresia Noviyanti; Muhammad Sukirlan; Hery Yufrizal
U-JET Vol 6, No 10 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui proses pengajaran berbicara dengan menggunakan aktivitas role play, untuk mengetahui dampak aktivitas role play dalam prestasi belajar siswa, dan untuk mengetahui perbedaan prestasi belajar siswa antara siswa berkreativitas tinggi dan rendah setelah diajar melalui role play. Penelitian ini menggunakan rancangan metode campuran dimana penulis menggunakan tes t-test dan ANOVA untuk menganalisis data. Hasil analisis menunjukkan bahwa: (1) proses belajar mengajar berbicara melalui role play berjalan dengan baik; (2) ada dampak signifikan dari aktivitas role play terhadap prestasi belajar siswa; dan (3) siswa yang memiliki kreativitas tinggi memiliki prestasi berbicara yang lebih baik daripada mereka yang memiliki kreativitas rendah. Kesimpulannya, role play cocok untuk siswa yang kreatif karena prosedur metode ini memberikan apa yang dibutuhkan oleh siswa berkreativitas tinggi. Namun, guru harus memperhatikan kreativitas siswa saat menerapkan kegiatan ini.The objectives of the research are: to know the process of teaching speaking by using role play activity, to find out the impact of role play activity in students speaking achievement, and to find out the difference of students speaking achievement between high and low creative students after being taught through role play. This research used mixed method design that the writer used three instruments, one for speaking (Students speaking pretest and posttest), one for creativity (creativity test), and one for the process of teaching by using Role Play (Observation Check List). Inter rater reliability was used to make sure that the data has reliability. The writer used repeated t-test and ANOVA test in order to find out which hypothesis is accepted. The result of the analysis show that: (1) the teaching learning process of speaking through Role play runs well in the sense that mostly the activity fulfills the criteria of successful speaking ability; (2) there is a significant impact of Role play on students speaking achievement; and (3) the students who have high creativity have better speaking achievement than those who have low creativity. In conclusion, role play is suitable for creative students since the procedures of this method provide what the high creativity students need. However, teacher should pay attention to students creativity when applying this activity.Keywords: Creativity, role play activity, speaking skill.
COMPARING LOW AND HIGH LEVEL OF ANXIETY STUDENTS AND THEIR READING PERFORMANCE Ayu Pratiwi; Ag. Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 5, No 2 (2016): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menemukan perbedaan signifikan antara siswa dengan tingkat rendah kekhawatiran dan tingkat tinggi kekhawatiran terhadap prestasi membaca siswa. Sejumlah 24 siswa dari kelas XI MIA 3 dipilih sebagai kelas sampel. Metode dalam penelitian ini adalah ex-post facto perihal penelitian komparasi. Alat pengumpulan datanya adalah tes Reading Anxiety dan Reading Performance. Hasil penelitian menunjukan bahwa nilai perbandingan t-value lebih tinggi dibandingkan dengan nilai kritis darit-table(7.1362.074). Pengujian dua arah signifikan untuk varian yang sama menunjukkan 0.0000.05. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan yang signifikan dari prestasi membaca siswa antara tingkat tinggi dan tingkat rendah kekhawatiran.Hal itu berarti bahwa siswa dengan tingkat tinggi kekhawatiran dapat berpengaruh negatif terhadap prestasi kemampuan membaca.The objective of this study was to find out whether there was a significant difference of reading performance between the students of lower level of anxiety and those of higher level of anxiety. Twenty four students of XI MIA 3 were selected as the sample class of this research. An ex-post-facto design was used in terms of comparative study. The instruments wereForeign Language Reading Anxiety questionnaire test (FLRA) andReading Performance test. The results of calculation showed that t-ratio was higher than t-table (7.1362.074). The two tail significance for equal variances showed that 0.0000.05. It can be concluded that there was a significant difference of reading performance between higher level students and lower level students based on anxiety. It implies that higher students level of anxiety can impact negatively on their reading performance ability.Keywords: reading anxiety, reading performance, reading
Analysis of Learning Strategies in The Speaking Class at The Second Grade Students of Senior High School Wendy Wirawan; Flora Flora; Muhammad Sukirlan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini mengetahui strategi belajar yang digunakan oleh siswa, kemampuan berbicara siswa dan menemukan korelasi antara strategi belajar bahasa dengan kemampuan berbicara siswa. Penelitian ini dilakukan di SMAN 1 Binduriang Bengkulu menggunakan kualitatif dan kuantitatif. 20 siswa kelas dua dipilih sebagai sample. 50 quesionire dan test menggunakan storytelling untuk mengukur kemampuan berbicara siswa. Data dianalisa menggunakan product moment corelation. Ada 6 strategy belajar siswa yang berbeda meliputi; meta-cognitive (3.56), memory (2.95), affective (2.85), sosial (2.82), cognitive (2.77) dan compentation (3.11). Hasil nilai dari kemampuan berbicara siswa adalah (68.05), meliputi; vocabulary (72.5), comprehension (72.5), Pronunciation (66.5), fluency (66.5), dan grammar (62.5). Vocabulary dan comprehension adalah paling tinggi, terdapat hubungan yang signifikan antara penggunaan strategi belajar siswa dengan kemampuan berbicara dimana nilai r adalah 0.562.The objectives of this research are to find out the strategies of language learning that are used by the students, to find out the students speaking ability, and to find out the correlation between students language learning strategies with students speaking ability. This research was conducted in SMAN 1 Binduriang Bengkulu by using qualitative and quantitative method. There were 20 students from the second grade as a sample. 50 items of questionnaires to check the learning strategy and given test in speaking by using storytelling. The data were analyzed by product moment corelation. There are 6 kinds of different language learning strategies, including; meta-cognitive (3.56), memory (2.95), affective (2.85), social (2.82), cognitive (2.77) and compensation (3.11). The average score of students speaking ability is (68.05), such us; vocabulary (72.5), comprehension (72.5), Pronunciation (66.5), fluency (66.5), and grammar (62.5). The average score of vocabulary and comprehension were the highest one, there was a significant correlation between language learning strategies with speaking ability where value was 0.562.Keywords: learning strategy, speaking ability, students speaking ability.
INCREASING STUDENTS’ READING COMPREHENSION THROUGH MIND MAPPING TECHNIQUE FROM NARRATIVE TEXT Rachma Patria; Muhammad Sukirlan; Edhita Gloria Simanjuntak
U-JET Vol 2, No 2 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are (1) to find out whether or not mind mapping technique can be used to increase students’ reading comprehension, and (2) to investigate the students’ respond after being thought through mind mapping technique. This research was conducted at the first grade students of SMAN 2 Kota Metro numbering of 30 students. This is a quantitative study which had intact group pre-test post-test design. The results show that the students’ mean scores in the pre-test was 58.06 and post-test was 70.46. It can be seen that the students’ mean score of post-test was increased about 12.4 point after being thought through mind mapping technique. The highest score of the pre-test was 86 and the highest score of post-test was increased to 90, in which the highest score gain was 16. The lowest score of the pre-test was 43 and the lowest score of the post-test was 50, in which the lowest score gain was increased to 7. The effectiveness could be seen from the computation which showed that t-value was 7.050 was higher than t-table (2.045). The results show that mind mapping technique was effective to increase the students’ reading comprehension of narrative text. The effectiveness was also supported by the students’ respond from the questionnaire’ result. From questionnaire’ result, 96.6% students gave positive respond toward mind mapping and 3.4% gave negative respond.  Keywords: mind mapping, narrative text, reading comprehension, questionnaire.
THE COMPARISON BETWEEN FIELD-DEPENDENT STUDENTS AND FIELD-INDEPENDENT STUDENTS IN READING COMPREHENSION ACHIEVEMENT Sulistiana Sulistiana; Ari Nurweni; Muhammad Sukirlan
U-JET Vol 4, No 7 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang berarti antara siswa field dependent dan field independent dalam nilai reading comprehension. Penelitian ini menggunakan pendekatan kuantitatif yang telah dilakukan pada 32 siswa dari XI MIA2 sebagai kelas sampel di SMA Negeri 1 Kotaagung. Dalam pengumpulan data, peneliti memberikan kuisioner dan tes reading comprehension untuk menganalisis perbedaan nilai antara siswa field dependent dan siswa field independent. Data dianalisis menggunakan Independent Group t-test. Hasil penelitian menunjukkan bahwa nilai siswa field independent lebih baik daripada nilai field dependent pada lima aspek membaca. Maka, penelitian ini menyarankan guru agar lebih memperhatikan siswa field dependent dalam proses pembelajaran sehingga nilai reading comprehensionnya menjadi lebih baik.The objective of this research was to find out whether there was a significant difference between the field dependent students and field independent students in reading comprehension achievement. This research used quantitative method which was conducted to 32 students in XI MIA2 as the sample class at SMA Negeri 1 Kotaagung. In collecting the data, the researcher used a questionnaire and reading comprehension test to analyze the different scores between field dependent students and field independent students. The data were analyzed by using Independent Group t-test. The result showed that score of that field independent students was better than score of field dependent students in five aspects of reading. Thus, this research recommended the teacher gave more attention to field dependent students in learning process, so that their reading comprehension achievement would be better.Keywords: field-dependent, field-independent, reading comprehension achievement
TEACHING VOCABULARY THROUGH PICTURE Revi Nurhidayah; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 6, No 8 (2017): U-JET
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Penelitian ini bertujuan untuk mengetahui: peningkatan penguasaan kosakata siswa setelah mereka diajarkan melalui gambar. Penelitian ini menggunakan desain one group pretest dan posttest. Tes kosa kata digunakan untuk pengambilan data. Data ini di analisis menggunalkan repeated measured t-test. Subyek penelitian ini 27 siswa dari kelas empat pada SDN 1 Rajabasa Raya. Hasil penelitian menunjukkan bahwa adanya peningkatan antara pretest dan posttest. Dengan level signifikan adalah p0.05 (p=0.000). Dapat disimpulkan bahwa gambar dapat digunakan untuk meningkatkan prestasi belajar kosa kata siswa.The aims of the research was to find out: the improvement of students vocabulary mastery after they were taught through pictures. The research used one group pretest and posttest design. The vocabulary test was used to collect the data. The data were analyzed by using repeated measured t-test. The subjects of this study were 27 students from the first grade students of SDN 1 Rajabasa Raya. The result showed that there was a statistically significant improvement of the students mean score between the pretest and the posttest with significant level p0.05 (p=0.000). This suggests that pictures could be used to improve students vocabulary achievement.Keywords: improve, picture, vocabulary
TEACHING VOCABULARY THROUGH SEMANTIC MAPPING TECHNIQUE AT THE SECOND YEAR OF SMP Musfina Rahma; Muhammad Sukirlan; Sudirman Sudirman
U-JET Vol 4, No 9 (2015): U-JET
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Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan penguasaan kosa kata siswa setelah belajar menggunakan semantic mapping. Penelitian ini menggunakan desain one group pretest posttest. Sample yang digunakan dalam penelitian adalah siswa kelas VIIID SMP berjumlah 35 siswa tahun ajaran 2015/2016. Hasil penelitian menunjukan bahwa nilai rata-rata pra tes para siswa yaitu 57,23 dan nilai rata-rata pasca tes yaitu 72,83 dan t-count lebih tinggi dari t-table (18.951 2.032). Peneliti menggunakan level signifikan 0.05. Hasil penghitungan menunjukan bahwa nilai dua signifikan yaitu 0,000. Jadi hipotesis pada penelitian ini diterima. Itu membuktikan bahwa nilai para siswa meningkat secara signifikan (p0.05,p=0.000). Dengan kata lain adanya perbedaan yang signifikan pada kosakata para siswa setelah belajar melalui semantic mapping. Oleh karena itu, semantic mapping dianjurkan untuk digunakan oleh guru dalam meningkatkan kosakata para siswa.This research was intended to find out whether there was any difference of students vocabulary mastery after being taught through semantic mapping. This research applies one group pretest-posttest design. The sample of this research was class VIIID consisted of 35 students in academic year 2015/2016. The result showed that the students mean score of pretest was 57,23 and the mean score of posttest was 72,83 and t-count was higher than t-table (18,951 2,032). The researcher uses the level of significant 0.05. The result of the computation shows the value of two tailed significance was 0.000. So that the hypothesis in this research was accepted. It proved that the students scores were significantly increase (p0.05, p= 0.000). In other words, there is a significant difference of the students vocabulary after being taught through semantic mapping. Therefore, semantic mapping is recommended to be used by the teacher in increasing the students vocabulary mastery. Keyword: increase, semantic mapping, vocabulary mastery.
THE LANGUAGE IN INTERACTIONAL SPEAKING AND CONVERSATIONAL WRITING Gilang Adittama; Muhammad Sukirlan; Ari Nurweni
U-JET Vol 3, No 6 (2014): U-JET
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Terdapat tempat di mana bahasa lisan dan tulis bisa menyatu. Penelitian ini menginvestigasi faktor-faktor yang membuat menulis terlihat dan terasa seperti berbicara. Sebuah database berisi 200 ujaran dari dua subyek (100 ujaran per subyek) pada percakapan tertulis dan percakapan interaksional (50 ujaran per setting) selama 6 bulan digunakan. Penemuan utama dalam penelitian ini adalah kata-kata yang digunakan pada kedua setting berada pada tahap keumuman yang sama berdasarkan tiga criteria Oxford 3000TM. Ujaran-ujaran tersebut juga sama tingkat kerumitannya. Satu-satunya perbedaan kecil adalah bagaimana ujaran tersebut dituturkan melalui berbagai tindak tutur. Temuan pendukungnya adalah bahwa kedua subyek tidak merasakan perbedaan apapun selama keterlibatan mereka pada kedua setting. Satu subyek tidak membuat persiapan apapun, dan yang satu lagi menyatakan bahwa dia spontan menggunakan kata-kata yang pernah ditulis atau baca dan diingatnya.There are some places for writing, speaking, written language, and spoken language to exist together. This research investigates some factors that make writing looks and feels like speaking. A database of 200 utterances taken from two subjects (100 utterances from each) in conversational writing (50 utterances per subject) and interactional speaking (50 utterances per subject) during the 6 months of data elicitation period is used. The major finding in this research is that the words found in conversational writing and interactional speaking are of similar level of commonness based on the three criteria of The Oxford 3000TM. The utterances are also similar in terms of complexity. The only slight difference is the way they were uttered through variety of speech acts.  One minor finding is that the subjects feel no difference during their involvement in both settings. One subject admits to have made no planning, the other one says that he directly uses the words he has ever used when writing or reading and remembered.  Keywords : conversational writing, interactional speaking, language
THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY Ayu Nurjannah; Muhammad Sukirlan; Ramlan Ginting
U-JET Vol 2, No 9 (2013): U-JET
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Penelitian ini dimaksudkan untuk menemukan ada tidaknya pengaruh yang signifikan motivasi pembelajaran berbahasa Inggris terhadap kemampuan berbicara siswa. Desain penelitian ini adalah ex-post facto dengan menggunakan studi perbandingan. Penelitian dilakukan di SMAN 1 Kotabumi dengan populasi siswa kelas XI yang terdiri dari 36 siswa. Instrumen yang dipakai adalah kuisoner motivasi untuk mengukur motivasi dalam pembelajaran bahasa Inggris dan tes berbicara menggunakan prepared talk. Hasil penelitian ini menunjukkan bahwa ada pengaruh signifikan antara motivasi siswa terhadap kemampuan berbicara. Ini bisa dilihat dari analisis data bahwa sig = 0. 000 (sig 0.05). Selain itu, siswa yang memiliki motivasi tinggi memiliki kemampuan berbicara yang lebih baik dibandingkan dengan yang memiliki motivasi rendah. Oleh karena itu, penulis menyarankan para guru bahasa Inggris untuk mempertahankan motivasi siswa untuk semakin memperbaiki kemampuan berbicaranya.This research aims to find out whether or not there is a significant effect of motivation in learning English on speaking ability. The design of this research is ex post facto research design. This research was conducted in SMAN 1 Kotabumi, and the population was the second grade student consisting of 36 students. The instruments of this research are motivation questionnaire to measure the students’ motivation in learning English and speaking test through prepared talk. The result of this research shows that there is a significant effect of students’ motivation on speaking ability. It can be seen from the result of data analysis that sig = 0. 000 (sig 0.05). Moreover, the students with high motivation have better speaking ability than those with low motivation. Therefore, the writer suggests that English teacher should maintain students’ motivation in order to improve students’ speaking ability. Keywords: effect, high motivation, low motivation, motivation, speaking ability
MOTIVATING STUDENTS IN LEARNING VOCABULARY THROUGH FLASHCARDS Tati Fatmawati; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 2, No 7 (2013): U-JET
Publisher : FKIP UNILA

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This research was intended to find out whether or not flashcards could increase the students’ motivation in learning vocabulary and to investigate the improvement of the students’ vocabulary achievement. The instruments of the research was questionnaire. The score were measured based on the Likert Scale and the range of 1 to 4. The data were analyzed by using Repeated Measured t-test in SPSS 16 for Windows Program. The result of the research shows that the mean score of students’ motivation before they were taught by using flashcards was 68.59 and the mean score after using flashcards was 78.50. At the level significance of 0.01, the result showed that t-ratio is higher than t-table (8.097 2.750) with the 2 tail significant p 0.01 ( p = .000 ). In addition the mean score of students’ vocabulary achievement in pretest was 69.59 and the mean score of students’ vocabulary achievement in posttest was 80.25. Based on the result above, it can be concluded that there was a significant difference of students’ motivation after they were taught through flashcards. It can be said that falshcard could improve students’ motivation in learning vocabulary significantly.Key words: flashcards, learning, motivation, vocabulary
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