Articles
<![CDATA[INCREASING STUDENTS' SPEAKING ABILITY THROUGH CLAMSHELL TECHNIQUE ]]>
<![CDATA[Amir Sarifuddin]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 3, No 7 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah teknik Clamshell dapat meningkatkan kemampuan berbicara siswa, dan aspek apa yang paling dipengaruhi oleh teknik ini. Peneliti menggunakan desain pre-test dan post-test dalam penelitian ini. Setelah meneliti siswa kelas XI di SMAN 1 Talangpadang, ditemukan bahwa ada peningkatan yang signifikan dalam kemampuan berbicara siswa. Data tersebut menunjukkan bahwa nilai rata-rata membaik dari 50,5 (pretest) ke 64 (posttest) dan nilai signifikansi 0.000 dan tanda α (0,000 0,05). Kefasihan mendapat kenaikan tertinggi di mana nilai rata-rata meningkat dari 9,5 (pretest) sampai 13 (posttest). Dapat dikatakan bahwa teknik Clamshell dapat meningkatkan kemampuan berbahasa siswa dan kefasihan menjadi aspek yang paling dipengaruhi oleh teknik Clamshell.The purpose of this study was to determine whether Clamshell technique can improve students' speaking ability, and what aspect was most influenced by this technique. Researchers used the design of pre-test and post-test in this study. After doing research on XI grade students at SMAN 1 Talangpadang, it was found that there was a significant improvement in their speaking ability. The data shows that the average value improved from 50.5 (pretest) to 64 (posttest) and the significance value 0.000 and a α (0.000 0.05). Fluency got the highest increase in the average value from 9.5 (pretest) to 13 (posttest). The results showed that the Clamshell technique can improve students speaking ability and fluency is most influenced by Clamshell technique.Keywords: clamshell learning, fluency, speaking.]]>
<![CDATA[Analysis Of Students’ Anxiety In Speaking Of Grade VIII Junior High School ]]>
<![CDATA[Efi Litaria]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 7, No 4 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Artikel ini berfokus pada hasil penelitian yang mencoba untuk menganalisis kecemasan berbicara siswa terhadap keterampilan berbicara mereka. Metode penelitian adalah quasi-experimental design dengan two way ANOVA. Berdasarkan hasil penelitian, diketahui bahwa skor keterampilan berbicara yang diajarkan menggunakan diskusi secara signifikan berbeda dari skor keterampilan berbicara yang diajarkan menggunakan permainan peran untuk siswa yang memiliki kecemasan berbicara rendah tetapi penerapan teknik ini sama untuk mengajar berbicara kepada siswa yang memiliki kecemasan berbicara yang tinggi; Namun, berdasarkan hasil ANOVA, skor siswa yang memiliki kecemasan berbicara yang tinggi dalam keterampilan berbicara yang diajarkan menggunakan permainan peran masih lebih baik dari pada mereka yang berada di kelas diskusi. Artinya, ada interaksi antara teknik mengajar dan kecemasan berbicara siswa terhadap keterampilan berbicara siswa.This article focuses on the results of the study attempting 1) to find out the significance difference on students’ speaking skill between those who are in discussion and role play technique 2) to find out the significance difference on students’ speaking skill between high and low anxiety . Research method was quasi-experimental design with two way ANOVA. Based on the research findings, it is known that the score of speaking skill taught using discussion is significantly different from the score of speaking skill taught using role-play to the students having low speaking anxiety but the implementation of the technique is equal for teaching speaking to the students having high speaking anxiety; however, based on the result of ANOVA, the score of students having high speaking anxiety in speaking skill taught using role-play is still better than those who are in discussion class. It means that, there is an interaction between teaching technique and students’ speaking anxiety on the students’ speaking skill. Keywords: Anxiety, Speaking Skill, Teaching Speaking, Discussion Technique, Role-Play Technique.]]>
<![CDATA[Investigating Learners’ Negotiation of Meaning and Language Awareness based on Learners’ Level of Proficiency ]]>
<![CDATA[Anggreini Khandari]]>;
<![CDATA[Flora Flora]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 8, No 2 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan mengetahui proses negosiasi makna dan meneliti kesadaran bahasa siswa selama proses negosiasi makna dengan menekankan pada perbedaan tingkat kecakapan siswa. Subjek penelitian adalah enam siswa SMA. Penelitian ini adalah sebuah studi kasus. Temuan menunjukan bahwa siswa menggunakan berbagai cara untuk mengekspresikan setengah atau seluruh kurangnya pemahaman mereka dan respon dari sinyal yang diberikan lawan bicara. Selanjutnya, siswa membuat banyak kesalahan dalam proses interaksi yang mengindikasikan siswa dengan kecapakan yang berbeda memiliki kesadaran yang rendah (39,5%) terhadap kesalahan lawan bicara. Sisanya, (60,5%) menindikasikan siswa tidak sadar kesalahan lawan bicara yang tidak diperbaiki. Oleh karena itu, tidak ada jaminan bahwa negosiasi makna dapat membantu siswa untuk mendapat input yang komprehensif jika siswa memiliki kesadaran rendah terhadap bahasa yang dipelajari.The research aimed to find out the process of negotiation of meaning and investigate students’ awareness during negotiation of meaning process by emphasizing students’ language awareness with different level of proficiency. The subjects were six senior high school students.This research was a case study. The findings showed that the students used various ways to express their partial or total lack understanding and react to the interlocutor’s signal. Furthermore, the students made many mistakes on the process of interaction which indicated the students with different level of proficiency had a low awareness (39.5%) to interlocutor mistakes. The rest, (60.5%) indicated the students’ unawareness because all mistakes made by interlocutor were not corrected. Therefore, there was no guarantee that interaction focused on negotiation of meaning could help students to obtain comprehensible input if the participants had a low awareness to language learnt. Keywords: Language awareness, negotiation of meaning, proficiency. ]]>
<![CDATA[Teaching reading using GIST viewed from students' intelligence at tenth grade of SMK N 1 Pekalongan ]]>
<![CDATA[Flory Aria Putri]]>;
<![CDATA[Ari Nurweni]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 9, No 2 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini dilakukan untuk mengetahui (1) Perbedaan yang signifikan pada pemahaman membaca siswa sebelum dan sesudah implementasi GIST; (2) Perbedaan yang signifikan pada pemahaman membaca siswa antara siswa dengan kecerdasan tinggi dan rendah; dan (3) Korelasi antara kecerdasan siswa dan pemahaman membaca siswa. Penelitian quasi-eksperimental ini menggunakan desain satu kelompok pretest post-test. Hasil penelitian menunjukkan bahwa (1) Penggunaan GIST dalam proses meningkatkan pemahaman membaca siswa membawa respon positif bagi siswa (2) Siswa dengan kecerdasan tingkat tinggi cenderung memiliki pemahaman membaca yang lebih baik daripada siswa dengan kecerdasan rendah (3) Ada korelasi antara kecerdasan siswa dan pemahaman membaca siswa. Jadi, proses pemahaman bacaan melibatkan kecerdasan manusia untuk mendapatkan informasi teks yang benar. Dan menggunakan GIST dalam proses belajar mengajar, itu juga membantu guru dalam penyampaian materi sehingga lebih mudah dipahami oleh siswa. The research is conducted in order to find out (1) the significant difference on students’ reading comprehension before and after the implementation of GIST; (2) the significant difference on students’ reading comprehension between students with high and low intelligence; and (3) There is correlation between students’ intelligence and students’ reading comprehension. This quasi-experimental research employs one group pretest post-test design. The results show that (1) The use of the GIST in the process of improving the students’ reading comprehension brings positive response for the students, (2) The Sstudents with high level of intelligence tend to have better reading comprehension than the student with low intelligence, (3) There is correlation between students’ intelligence and students’ reading comprehension. So, the process of reading comprehension involved human intelligence to get the right information of the text. Shortly, using GIST in the teaching and learning process assists teachers in the delivery of the material so it is easier to be understood by students. Keywords: GIST, Reading Comprehension, Students’ Intelligence, Teaching Reading.]]>
<![CDATA[COMPARATIVE STUDY OF READING ACHIEVEMENT THROUGH USING INFORMATION CATEGORIZING AND FACT-OPINION CATEGORIZING IN SMAN 15 BANDAR LAMPUNG ]]>
<![CDATA[Irene Brainita Oktarin]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Rosita Simbolon]]>
<![CDATA[ U-JET Vol 2, No 3 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[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]]>
<![CDATA[INCREASING STUDENTS’ WRITING THROUGH APPLYING PRESENT TENSE FORM BY USING PICTURE SERIES ]]>
<![CDATA[Aji Ade Pamungkas]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 3, No 3 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh gambar seri terhadap kemampuan menulis siswa. Penelitian ini menggunakan one group pretest posttest design. Obyek dari penelitian ini adalah siswa kelas tujuh MTs dan sampel adalah kelas VII.A. Data diambil dari pretest dan posttest. Peneliti membandingkan nilai rata-rata pretest dan posttest. Data dianalisis dengan menggunakan Repeated Measure t-Test. Hasil menunjukkan bahwa nilai rata-rata menulis adalah 45.66 pada pretest dan 62.35 pada posttest. Peningkatan mencakup semua aspek menulis: konten 28%, tata bahasa 35%, organisasi 43%, kosa kata 49% dan mekanikal 20%. Hasil perhitungan menunjukkan bahwa t-value lebih tinggi daripada t-tabel (7.1172,021) dengan nilai signifikansi dari two tailed α (0.0000,5). Berarti bahwa Ha diterima dan H0 ditolak. Ini membuktikan bahwa gambar seri memberikan pengaruh yang signifikan terhadap kemampuan menulis siswa.This research is aimed to find out the influence of picture series on students’ writing achievement. It used one group pretest posttest design. The population of this research was the seventh grade students of MTs and the sample was class VIIA. The data were taken from pretest and posttest. The researcher compared the mean score of pretest and posttest. The data were analyzed by using Repeated Measure t-Test. The results show that the mean score of pretest was45.66and the posttest was62.35. The increase includes all aspects of writing: content 28%, grammar 35%, organization 43%, vocabulary 49%, and mechanics 20%. The result of the computation shows that t-value is higher than t-table (7.1172,021) with the value of two tailed significance α (0.000 0.5). It means that Ha is accepted and H0 is rejected. It proves that picture seriessignificantly influence students’ writing achievement.Keywords: present tense, picture series, writing ability]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH VIDEO ]]>
<![CDATA[dela septy arum]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada i) peningkatan yang signifikan dalam pencapaian berbicara siswa setelah penerapan media video, ii) respon siswa terhadap pembelajaran menggunakan video. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat kedua SMA. Pre-tes dan pos-tes dilakukan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan dalam pencapaian berbicara siswa setelah penerapan media video dangan tingkat signifikan 0.00. Ini menunjukan bahwa media video dapat membantu siswa menigkatkan pencapaian berbicara mereka. Mayoritas siswa juga memberikan respon yang positif terhadap pembelajaran berbicara melalui video. This research was aimed at finding out whether there i) was statistically significant improvement of students’ speaking achievement after the implementation of media of video,ii) the students’ responseson learning speaking through video. This research was quantitative research. The subjects of this research were 30 students of the second year of SMA. Speaking tests in the forms of the pre-test and the post-test were employed to collect the data. The results showed that there was statistically significant improvement of the students’ speaking achievement after the implementation of video with the significant level 0.00. This indicates that media of video help students improve their speaking achievement. The majority of students also showed that they gave positive responses on the process of teaching speaking through video. Keywords: improving, speaking, video. ]]>
<![CDATA[MEASURING STUDENT VOCABULARY SIZE OF 2000 WORDLIST ]]>
<![CDATA[Chairul Ichwan]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 4, No 8 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui penguasaan kosa kata bahasa Inggris 2000 wordlist di sekolah menengah atas yang berada di Bandarlampung dan mengetahui perbedaan penguasaan kosa kata bahasa Inggris antara level 1 dan level 2. Peneliti menggunakan desain t-test dalam penelitian ini. Hasil dari penelitian ini ditemukan bahwa ada perbedaan dalam penguasaan kosa kata bahasa Inggris di sekolah menengah atas yang berada di bandarlampung. Hasil dari penelitian ini juga menunjukkan bahwa ada perbedaan dalam penguasaan kosa kata bahasa Inggris antara level 1 dan level 2. Hasil menunjukkan bahwa rata-rata nilai kosa kata level 1 adalah 473,50, level 2 adalah 360,82 dan penguasaan 2000 kosa kata siswa SMA Negeri 15 Bandarlampung tidak mencapai 2000 kata dengan nilai rata-rata 833, 93.The purpose of this study was to determine students English vocabulary size of 2000 wordlist in senior high school located in Bandarlampung and to investigate difference vocabulary size between level 1 and level 2. The researcher uses t-test design in this study. The result of the research showed that there is a difference between students vocabulary size in level 1 and level 2. The data showed that on the level 1 the mean score of the student is 473,50 and level 2 is 360,82. The result also found that SMA Negeri 15 Bandarlampung has not achieved 2000 word with the mean score is 833,93.Keywords: vocabulary size, word definition matching format, wordlist.]]>
<![CDATA[AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONG ]]>
<![CDATA[Hardiansyah Putra]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Hartati Hasan]]>
<![CDATA[ U-JET Vol 4, No 2 (2015): U-JET ]]>
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<![CDATA[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 instrumen; 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.Keywords: fricatives consonants, observation, pronunciation test]]>
<![CDATA[TEACHING READING COMPREHENSION USING FAIRY TALE AT THE SECOND GRADE OF SMPN ]]>
<![CDATA[Fifi Desmiyati]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 3, No 2 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk (1) menemukan apakah mengajar menggunakan fairy tale dapat meningkatkan pemahaman membaca siswa, dan (2) meneliti aspek membaca yang paling mengalami peningkatan. Subjek dalam penelitin ini adalah siswa SMP Negeri yang mana terdiri dari 35 siswa kelas VIII B. One-group pre test post test design merupakan alat pengelompokan data yang digunakan untuk menganalisis signifikan perbedaan. Hasil penelitian ini menunjukkan bahwa rata –rata pre test adalah 53.04 sedangkan rata-rata post test 68.08, Dengan nilai signifikan (p=0.000, p0.05). Ini menunjukkan bahwa hipotesis kerja diterima. Ide pokok adalah aspek membaca yang mengalami penigkatan tertinggi. Oleh karena itu, fairy tale bisa digunakan dan disarankan sebagai materi utamanya keterampilan membaca untuk mengajar bahasa Inggris.The research is aimed to (1) find out whether teaching using fairy tale can increase student’s reading comprehension (2) investigate which aspect of reading is mostly increased. The subject of this research was the second grade students of SMPN consisting 35 students in class VIII B. One group pre-test post-test design was used to analyze the significant difference. Based on the result of the research, it can be reported that the mean score of the pre-test is 53.04 while the mean score of post-test is 68.08. The significant (2-tailed) value was (p=0.000, p0.05). It showed that the hypothesis was accepted. The main idea was alternative analyzed as the most increase of the five reading aspects. Therefore, fairy tale can be applied and recommended as a material to teach English in reading class.Keywords : aspect of reading, fairy tale, main idea, reading comprehension.]]>
