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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 Study of Speech Act Sets of Refusal on Indonesian Students Speaking English Candra Cahyani Gani; Muhammad Sukirlan; Ari Nurweni
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan produksi ujaran dalam menolak undangan antara siswa yang memiliki kemampuan Bahasa Inggris yang tinggi dan rendah. Penelitian ini adalah penelitian kualitatif dengan menggunakan purposive sampling. Sasaran penelitian ini adalah 4 siswa dengan nilai IELTS lebih dari atau sama dengan 6.5 dan 4 siswa dengan nilai IELTS kurang dari atau sama dengan 5. Tes berbicara dengan metode roleplay digunakan sebagai alat pengambilan data. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan Bahasa Inggris yang tinggi mampu memproduksi ujaran yang lebih bervariasi dalam menolak undangan dan mampu menggunakan strategi penolakan yang berbeda dalam situasi sosial yang berbeda.The aim of this study was to find out whether there was a difference of speech act set of refusal between high proficiency and low proficiency students. This research was qualitative research using purposive sampling. The subjects were 5 students who have 6.5 IELTS score or higher and 5 students who have 5 IELTS score or lower. Speaking test and roleplay method were used to collect the data. The result of this research showed that high proficiency students produce more uterances to express refusal than the those with low proficiency. This indicates that higher proficiency students produce various uterances in the different social contexts.Keywords: speech act, refusal, high proficiency, low proficiency.
CORRELATION STUDY BETWEEN STUDENTS’ MOTIVATION AND THEIR READING COMPREHENSION Rori Maidasari Saraswati; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi siswa dan pemahaman membaca mereka. Desain penelitian ini menggunakan deskriptif kuantitatif. Subjek penelitian ini adalah 40 siswa kelas dua Madrasah Tsanawiah Negeri di Bandar Lampung. Kuisioner dan tes membaca diberikan sebagai instrumen dari motivasi dan membaca. Data dianalisis menggunakan Pearson Product Moment Correlation di SPSS 16.0. Hasil dari penelitian ini menunjukkan koefisien korelasi antara motivasi siswa dan pemahaman membaca mereka sebesar 0.637 pada tingkat signifikan 0.01. Koefisien korelasi lebih tinggi dari nilai kritis r tabel (0.637 0.393). Oleh karena itu, hipotesis nol ditolak dan hipotesis penelitian diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa ada hubungan antara motivasi siswa dan pemahaman membaca mereka. The aim of this study was to find out the correlation between students’ motivation and their reading comprehension. This research was quantitative research. The subjects of this research were 40 second grade students of Secondary Islamic School in Bandar Lampung. The questionnaire and reading tests were administrated as the instruments of motivation and reading. The data were analyzed by using Pearson Product Moment Correlation in SPSS 16.0. The result shows that the coefficient correlation between students’ motivation and their reading comprehension is 0.637 at the significant level of 0.01. The coefficient correlation is higher than the critical value of r table (0.6370.393). Therefore, the null hypothesis is rejected and the research hypothesis is accepted. Based on the result, it can be concluded that there is correlation between students’ motivation and their reading comprehension. Keywords: correlation, motivation, reading comprehension. 
IMPROVING STUDENTS’ DESCRIPTIVE WRITING ABILITY THROUGH TEACHER’S INDIRECT FEEDBACK Gilang Jaka Pramana; Patuan Raja; Muhammad Sukirlan
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk melihat apakah umpan balik tak langsung dari guru dapat meningkatkan kemampuan menulis deskriptif siswa serta melihat aspek menulis apa yang paling berkembang setelah penerapannya dalam mengajar penulisan deskriptif. Peneliti menggunakan desain pretest and posttest pada penelitian ini. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 57,96 (pretest) ke 72,41 (posttest) dan nilai signifikansi berada dibawah 0.05. Mekanik mendapatkan peningkatan tertinggi dimana nilai rata-rata meningkat dari 7,78 (pretest) ke 13,33 (posttest). Dapat disimpulkan bahwa umpan balik tak langsung dari guru dapat digunakan sebagai salah satu cara alternatif dalam pengajaran menulis guna meningkatkan kemampuan menulis deskriptif siswa. The objectives of this research were to see whether teacher’s indirect feedback can improve students’ descriptive writing ability or not and to see what aspect of writing improved more after its implementation in teaching descriptive writing. The researcher used pre-test and post-test design in this research. Based on the data, it was found that there were significant improvements in students’ descriptive writing ability. The data shows that the mean improved from 57.96 (pretest) to 72.41 (posttest) and the value of significance was 0.000 and the sign α (0.000 0.05). Mechanics got the highest increase in which the mean score was increased from 7.78 (pretest) to 13.33 (posttest). It can be said that teacher’s indirect feedback can be used as an alternative ways in teaching writing in order to improve students’ descriptive writing ability. Keywords: indirect feedback, teaching writing, writing ability.
DIRECTED READING THINKING ACTIVITY (DRTA) ON STUDENTS READING COMPREHENSION Uswatun Hasanah; Cucu Sutarsyah; Muhammad Sukirlan
U-JET Vol 6, No 1 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan pemahaman membaca siswa, untuk mengetahui aspek membaca yang paling meningkat, dan untuk menggambarkan pelaksanaan DRTA dengan pembelajaran kooperatif. Penelitian ini dilakukan di SMA Minhajuttullab Way Jepara Lampung Timur untuk siswa kelas sebelas. Dalam pengumpulan data, peneliti memberikan tes pemahaman membaca, pengamatan, dan wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa ada perbedaan dan peningkatan pada pemahaman membaca siswa. Selain itu, pemahaman informasi spesifik merupakan aspek membaca yang paling meningkat. Selain itu, hasil observasi dan wawancara menunjukkan bahwa siswa berpartisipasi aktif dalam kegiatan belajar mengajar membaca, terutama selama kegiatan DRTA. Dengan demikian, dapat disimpulkan bahwa pelaksanaan DRTA dengan pembelajaran kooperatif efektif untuk meningkatkan pemahaman membaca siswa.This research was aimed to investigate whether there was a difference of students reading comprehension achievement, to find out reading aspect which mostly improved, and to describe the implementation of DRTA with cooperative learning. This research was conducted at SMA Minhajuttullab Way Jepara East Lampung to the eleventh grade students. In collecting the data, the researcher administered reading comprehension test, observation, and interview. The data were analyzed both quantitatively and qualitatively. The result indicated there was a difference of the students reading comprehension achievement. In addition, understanding specific information aspect mostly improved. Furthermore, the observation and interview results indicated the students participated actively in teaching and learning activities of reading, especially during DRTA activities. Thus, it could be concluded the implementation of DRTA with cooperative learning was effective to improve students reading comprehension achievement.Keywords: cooperative learning, DRTA, reading comprehension.
INCREASING STUDENTS' VOCABULARY MASTERY THROUGH PICTURE SEQUENCE Rika Fitriyanti; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 2, No 11 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk (1) menemukan apakah mengajar menggunakan media picture sequence dapat menambah kosakata siswa, dan (2) meneliti aktivitas siswa dalam proses belajar mengajar melalui media picture sequence. Subjek dalam penelitian ini adalah siswa SMP Negeri 1 Abung Tinggi kelas VIII yang terdiri dari 30 siswa. One-group pre test post test digunakan untuk menganalisis signifikan perbedaan. Selain itu, questionnaire digunakan untuk melihat aktivitas siswa dalam proses belajar mengajar. Hasil penelitian ini menunjukkan bahwa rata – rata pre test adalah 56.6 sedangkan rata-rata post test 73.3. Nilai signifikan (p=0.000, p0.05). Ini menunjukkan bahwa hipotesis diterima. Hasil juga menunjukan bahwa siswa lebih aktif diajarkan dengan media ini. Dapat disimpulkan bahwa media picture sequence dapat digunakan sebagai media mengajar kosakata.The research is aimed to (1) find out whether teaching using picture sequence can increased students’ vocabulary mastery, (2) to investigate students’ activity in teaching learning process using picture sequence. The subject of this research was the second grade student of SMPN 1 Abung Tinggi consisting of 30 students. One group pre-test post-test design was carried out to analyze the significant difference. Based on the result, it can be reported that the mean of the pre-test is 56.6 while the mean of post-test is 73.3. The significant (2-tailed) value was (p=0.000, p0.05). It showed that the hypothesis was accepted. It can be reported that the students were active during the teaching process, in conclusion picture sequence is applicable for teaching vocabulary.Keywords: increasing, picture sequence, vocabulary.
ANALYSIS OF STUDENTS’ LEARNING STYLE AND THEIR LISTENING ABILITY Neni Kartika; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 3, No 3 (2014): U-JET
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Abstract

Tujuan penelitian ini adalah untuk meneliti tipe gaya belajar yang dimiliki siswa dan meneliti hasil nilai mendengarkan siswa berdasarkan gaya belajar. Sampel penelitian adalah siswa SMA kelas XI IPA 1 yang terdiri dari 32 siswa. Desain penelitian menggunakan metode deskriptif kuantitatif. Dalam pengumpulan data, peneliti menggunakan kuesioner, dokumen, dan tes mendengarkan. Data dianalisis dengan membandingkan hasil rata-rata dengan presentase. Berdasarkan hasil kuesioner dan dokumen, ditemukan tiga gaya belajar siswa: 37,5% visual, 40,62% auditori, dan 21,87% kinestetik. Auditori adalah gaya belajar yang paling dominan. Hasil tes mendengarkan dari siswa visual adalah 57,01, auditori 79,14, dan kinestetik 56,11. Kesimpulannya, siswa auditori memperoleh nilai tertinggi pada tes mendengarkan. Diharapkan guru mempunyai prioritas dalam menyampaikan pelajaran berdasarkan gaya belajar siswa secara efektif. The purposes of this research are to find out the types of learning style students have and to find out the students’ means score of listening and their learning style. The sample of the research is the students of SMA class XI IPA 1 consisting of 32 students. The design is in form of descriptive quantitative research. In collecting the data, the researcher used questionnaire, document and listening test. In this research, the data are analyzed by comparing the mean score in test manually by percentage. Based on the result of questionnaire and document, the students had three types of learning style: they are 37.5% of visual, 40.62% of auditory, and 21.87% of kinesthetic, in which auditory is the most dominant. As the result of listening test, the mean score of visual is 57.01, auditory is 79.14, and kinesthetic is 56.11. It showed that auditory students obtain the highest score in listening.  It is hoped that the teacher has the priority in delivering the lesson according to the students’ learning style effectively.Keywords: auditory, kinesthetic, learning style, listening, visual
THE INFLUENCE OF PEER CORRECTION IN STUDENTS’ DESCRIPTIVE TEXT WRITING AT SMKN 2 METRO Annisa Putri; Patuan Raja; Muhammad Sukirlan
U-JET Vol 2, No 1 (2013): U-JET
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 Abstract The objective of this research is to found out whether Peer Correction can give positive influence in students’ descriptive text writing. This quantitative research was conducted at SMK Negeri 2 Metro. The research took place in class XAC-1 which consists of 26 students. The instruments used to gather the data were writing test (pre test and post test). The writer conducted pre test before treatments and post test after the treatment.The result of the research shows that the average of the pre test was 57.50. The students have limited vocabulary, they were not able to make simple present tense perfectly, and several students were not able to make a sentence understandable. After the treatment, the average score of the post test was 83.26. By analyzing the average score of pre test and post test, it was found that the increase was 25.76.Based on the finding above, it can be concluded that peer correction can give positive influence in students’ descriptive writing. It can be seen from the average scores of pre-test 57.50 and post test 83.26.Keywords:Writing, Descriptive text, Peer Correction
TEACHING SPEAKING THROUGH ROLE-PLAY TO EXTROVERT AND INTROVERT STUDENTS Ria Sukanti Effendi; Muhammad Sukirlan; Ari Nurweni
U-JET Vol 3, No 7 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah (1) menemukan perbedaan prestasi berbicara antara siswa ekstrovert and introvert yang diajar melalui teknik role-play, dan (2) mengetahui tanggapan siswa terhadap teknik role-play. Data dikumpulkan melalui tes berbicara dan kuesioner, dan dihitung dengan menggunakan SPSS 16.0. Hasil analisis data menunjukkan bahwa skor rata-rata dari kelompok introvert pada pretest dan posttest mengalami kenaikan dari 60.7368 menjadi 63.4737. Sementara itu skor rata-rata dari kelompok ekstrovert pada pretest dan posttest mengalami kenaikan dari 57.6 menjadi 62.4. T-value lebih rendah daripada t-table ( 1.2102.042 ). Ini berarti bahwa tidak ada perbedaan signifikan dari prestasi berbicara antara siswa ekstrovert dan introvert yang diajar melalui teknik role-play. Kelemahan penguasaan bahasa Inggris siswa dan jenis tugas yang diberikan adalah penyebab mengapa tidak ada perbedaan yang signifikan.The purposes of the research were: (1) to find out the difference of speaking achievement between extrovert and introvert students who are taught through role-play technique, (2) to find out the students’ responses toward role-play technique. The data were collected by using speaking test and questionnaire, and were computed by using SPSS 16.0. The results showed that the mean score of the introvert group in the pretest and posttest was gained from 60.7368 to 63.4737. Meanwhile the mean score of the extrovert group in the pretest and posttest was gained from 57.6 to 62.4. T-value was lower than the t-table (1.2102.042). It means that there was no significant difference of the speaking achievement between extrovert and introvert students who were taught through role-play technique. The debility of the students’ English mastery and the type of the task were the causes why there is no significant difference between introvert and extrovert students’ speaking achievement in performing role-play in this research.Keywords: extrovert and introvert, role play, speaking achievement.
A MODIFIED PROCESS WRITING PROCEDURE TO LOWER STUDENTS WRITING ANXIETY Ihyaul Layli Hasanah; Flora Flora; Muhammad Sukirlan
U-JET Vol 6, No 1 (2017): U-JET
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This study investigated the effectiveness of Modified Process Writing Procedure to lower students writing anxiety and to foster students writing achievement, and the causes of writing anxiety mostly felt by eleventh graders in State Senior High School 2 Pringsewu. This study employed mixed-method approach. The data were obtained from questionnaire, writing test and interview then analyzed using descriptive statistics and paired sample t-test. The interview data were transcribed to answer the third research question. The findings revealed that Modified Process Writing Procedure is effective to lower students' writing anxiety since the tobt is higher than the tcrit. Regarding the second research question, it revealed that Modified Process Writing Procedure is effective to foster students writing achievement since the tobt is higher than the tcrit. It is also found that the causes mostly felt by the students are linguistic difficulties, low self-confidence in writing, and insufficient writing practice.Penelitian ini bertujuan untuk mengukur efektifitas penggunaan Modifikasi Prosedur Menulis Berproses untuk menurukan ketakutan menulis siswa dan meningkatkan prestasi menulis siswa, serta mengetahui penyebab ketakutan menulis yang dirasakan oleh siswa kelas 11 di SMAN 2 Pringsewu. Penelitian ini menggunakan metode campuran. Data yang diperoleh dari kuisioner, tes menulis, dan interviu dianalisis menggunakan deskripsi statitistik dan uji t dengan sampel berpasangan. Data interviu ditranskripsi untuk menjawab pertanyaan penelitian nomor tiga. Dari hasil penelitian terbukti bahwa Modifikasi Prosedur Menulis Berproses efektif digunakan untuk menurunkan ketakutan menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Modifikasi Prosedur Menulis Berproses terbukti pula dapat meningkatkan prestasi menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Ditemukan pula bahwa penyebab ketakutan menulis yang paling sering dirasakan siswa yaitu kesulitan linguistik, rendah diri dalam menulis dan kurangnya latihan menulis.Kata kunci: ketakutan menulis, pendekatan menulis berproses, , prestasi menulis, penyebab ketakutan menulis
The Implementation of Rap Strategy to Improve Students’ Reading Comprehension Retanisa Mentari; Muhammad Sukirlan; Ari Nurweni
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman membaca siswa setelah penerapan strategi RAP. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 33 siswa tingkat pertama SMA. Tes membaca digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan membaca siswa dengan tinggat signifikansi 0.05. Hal ini menandakan bahwa strategi RAP dapat diterapkan untuk meningkatkan keterampilan pemahaman membaca siswa.The objectives of the research were to find out whether there was a statistically significant difference of the students’ reading comprehension achievement the students were taught through RAP strategy. The approach of the research was quantitative. The subjects were 33 students of the first grade of SMA. The reading tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension with the significant level 0.05. This suggests that RAP strategy facilitates the students to improve their achievement in reading comprehension. Keywords: reading, reading comprehension, RAP strategy
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