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All Journal U-JET: Unila Journal of English Teaching
Deddy Supriyadi
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Humanities Education Languange, Linguistic, Communication & Media

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THE USE OF THINK PAIR SHARE TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION Puji Supriyani; Sudirman Sudirman; Deddy Supriyadi
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa setelah diajar menggunakan teknik Think Pair Share khususnya dalam membaca teks report. Pendekatan penelitian ini adalah penelitian kuantitatif. Penelitian ini menggunakan desain one group pretest dan posttest. Tes membaca digunakan sebagai instrumen pengambilan data. Data ini di analisis menggunakan repeated measured T-test. Subyek penelitian ini 30 siswa dari kelas 2 pada SMAN 01 Tanjung Raya, Mesuji. Dari hasil penelitian menunjukan bahwa ada peningkatan yang signifikan dalam aspek membaca dimana pencapaian 14.53 dan level signifikannya adalah p0.05 (p=0.000). Dengan ini disimpulkan bahwa, teknik Think Pair Share direkomendasikan untuk digunakan sebagai alternatif teknik untuk meningkatkan kemampuan membaca pada siswa.The aim of this research was to find out whether there is any statistically significant difference of the students reading comprehension achievement of report texts after the students weretaught through Think Pair Share technique.The approach of this research was quantitative. The research used one group pretest and posttest design. The reading test was used as the instrument of collecting the data. The data were analyzed by using repeated measured T-test. The subjects of this study were 30 students from the second grade students of SMAN 01Tanjung Raya, Mesuji. The result showed that there was a statistically significant improvement of the students reading comprehension achievement with the significant level is p0.05 (p=0.000). This suggests that TPS technique can be used as an alternative technique to improve reading comprehension achievement.Keywords: think pair share technique, report text, Reading comprehension.
INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PERSUASIVE GROUP PRESENTATION Fajar Prayoga; Cucu Sutarsyah; Deddy Supriyadi
U-JET Vol 3, No 6 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan perbedaan signifikan pada prestasi berbicara siswa setelah diajarkan melalui teknik persuasive group presentation, mengetahui apakah persuasive group presentation dapat meningkatkan kemampuan berbicara siswa pada aspek kosa kata, kelancaran, pemahaman, pelafalan, dan tata bahasa, serta menganalisa proses belajar mengajar dengan menggunakan teknik tersebut. Penelitian ini menggunakan metode penggabungan antara kuantitatif dan kualitatif. Sampel dipilih secara khusus berdasarkan tingginya nilai bahasa Inggris yaitu kelas XI IPA1. Hasil menyimpulkan bahwa adanya perbedaan prestasi belajar siswa secara signifikan pada level 0.05 karena t-ratio lebih besar dari t-table (5746 2045), kemampuan berbicara siswa meningkat setelah mereka diajarkan melalui teknik persuasive group presentation, dan proses belajar mengajar melalui teknik tersebut telah berjalan lancar meskipun adanya beberapa masalah yang dihadapi oleh siswa dan guru bahasa Inggris.The aims of this study are to find out significant difference of students’ speaking achievement after being taught through persuasive group presentation technique, whether or not persuasive group presentation can be used to increase students’ speaking aspects in terms of vocabulary, fluency, comprehension, pronunciation, grammar and analyze teaching learning process by using current technique. This research used mix method between quantitative and qualitative. The sample was chosen purposively based on the highest score that was XI IPA1. The results are there is significant difference in level 0.05 because t-ratio is higher than t-table (5746  2045), students’ achievement was increasing after they taught through persuasive group presentation technique, and teaching learning process by using current technique ran well although there are problems which faced by students and English teacher. Keywords: achievement, persuasive group presentation technique, speaking aspect.
IMPROVING STUDENTS' READING COMPREHENSION THROUGH WH-QUESTIONS TECHNIQUE Yusi Indah Putri; Cucu Sutarsyah; Deddy Supriyadi
U-JET Vol 4, No 3 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk menyelidiki apakah terdapat perbedaan yang signifikan dari kemampuan siswa dalam memahami bacaan sebelum dan setelah penerapan teknik WH- Questions dan untuk menyelidiki apakah teknik WH-Questions memberikan peningkatan yang signifikan terhadap kemampuan siswa dalam memahami bacaan. Data diperoleh dari pre-test dan post-test untuk mengetahui apakah ada peningkatan kemampuan siswa dalam memahami bacaan setelah diajar dengan menggunakan teknik WH-Questions. Hasil penelitian menunjukkan bahwa t-value lebih tinggi dari t-tabel (7,050 2,045) dan ? (0,00 0,05) yang berarti ada perbedaan yang signifikan antara nilai rata-rata siswa pada pretest dan posttest. Peningkatan tertinggi berasal dari aspek menemukan informasi rinci. Nilai rata-rata aspek ini dalam pretest adalah 67 kemudian meningkat menjadi 85 di posttest. Jadi, dapat disimpulkan bahwa teknik WH-Questions memberi efek positif untuk meningkatkan kemampuan siswa dalam memahami bacaan, terutama dalam aspek mencari informasi rinci.The objectives of this research are to investigate whether there is significant differences of the students reading comprehension before and after the implementation of WH-Questions technique and to investigate whether WH-questions technique give significant improvement to the students reading comprehension. The data were obtained from the pre-test and post-test to find out whether there is an improvement of the students reading comprehension achievement after being taught by using Wh-Questions technique. The result showed that the t-value is higher than t-table (7.050 2.045) and ? (0.00 0.05) meaning there was significance difference between students mean score in pretest and posttest. The highest improvement came from finding detail information aspect. The mean score of this aspect in the pretest was 67 then increased to 85 in the posttest. So, it can be concluded that WH-question technique gave a positive effect to improve students reading comprehension, especially in finding detail information.Keywords: reading comprehension, teaching reading, wh-questions technique
THE EFFECTS OF CROSSWORD PUZZLE GAME ON SPEAKING ACHIEVMENT Desti Aryani; Ujang Suparman; Deddy Supriyadi
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are to find out whether the crossword puzzle game can be used to improve the students‟ speaking ability and to determine whether there is a significant different before and after being taught through crossword puzzle game. This research was quantitative by nature. The design of this research was one group pretest-posttest. The subjects were class VIII D Muhammadiyah Junior High School 3 consisting of 36 students. In collecting the data, the researcher administered speaking test and interview. The result show that the mean score of the students‟ pretest 58.00 and the posttest 82.00. By comparing between the mean score of pretest and posttest, it can be found that increase was 24.00. From the computation, it can be found that t-value (35.994) is higher than t-table (2.042). It means that there was improvement in speaking ability. The data show that value of two tail significance was 0.000 and the sign α (0.000 0.05). It could be stated that the hypothesis alternative was accepted.  Keywords: crosswords puzzle game, speking achievement, students' ability
TEACHING READING OF DESCRIPTIVE TEXT THROUGH JIGSAW Jaka Dirgantara; Cucu Sutarsyah; Deddy Supriyadi
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

The purposes of this study are to find out whether there is any significant difference of students’ reading comprehension achievement before and after being taught through Jigsaw technique and to find out whether there is a significant increase of students’ reading comprehension before and after pre test and post test. The design of this research was measured by one group pre-test and post-test. The subject of research was class VII of even semester 2012/2013 of academic year. The instrument used to measure students’ reading achievement is reading comprehension test which consisted of 28 multiple choices. The data were analyzed by using repeated measure test formula. The result of the computation shows that the average score in pretest was (49.76) and the posttest was (57.97). The result of the computation showed that the value of the two tailed significance was 0.000. Since the sign α (0.0000.05), the value indicates that the numbers represents the significance. It means that there is a significant difference of students’ achievement in listening ability before and after being taught through Jigsaw technique. Therefore, dictation technique is recommended to be used by teachers to improve the students’ reading ability.Keywords: difference, jigsaw, reading ability.
THE EFFECT OF STUDENTS LEARNING MOTIVATION AND LEARNING STRATEGIES TOWARDS READING SKILL Muhammad Haris; Ag Bambang Setiyadi; Deddy Supriyadi
U-JET Vol 4, No 8 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mencari tahu korelasi antara motivasi belajar dan strategi belajar siswa terhadap kemampuan membaca. Desain dari penelitian ini adalah penelitian kuantitatif. Penelitian ini diterapkan kepada 30 siswa kelas X di SMAN 1 Seputih Agung, Lampung Tengah. Peneliti menemukan bahwa ada korelasi antara motivasi belajar dan strategi belajar siswa terhadap kemampuan membaca pada siswa kelas X di SMAN 1 Seputih Agung. Ini telah dibuktikan dari hasil Independent Sample T-test antara motivasi belajar dan membaca bahwa nilai t = 0.219 dan two tail significance menunjukkan p0.05 (p= 0.828). Hasil dari korelasi antara strategi belajar dan membaca juga menunjukkan korelasi yang signifikan dengan rata-rata r0,5. Peneliti juga menyarankan guru untuk mengetahui motivasi belajar dan memperkenalkan tipe-tipe strategi belajar kepada siswanya dengan tujuan membantu siswa mendapatkan kemampuan membaca yang lebih baik. This research was aimed to find out the correlation between students learning motivation and learning strategies towards reading skill. The design of this study was quantitative research. This research was applied to 30 first grade students of SMAN 1 Seputih Agung, Lampung Tengah. The researcher found that there were correlation between students learning motivation and learning strategies towards reading skill in first grade of SMAN 1 Seputih Agung. It was proven by the result of Independent Sample T-test between learning motivation and reading that t value = 0.219 and the two tail significance showed p0.05 (p= 0.828). The result of the correlation between learning strategies and reading also showed significant correlation with the average r0,5. The researcher also suggested the teacher are to know their learning motivation and introduced the types of learning strategies to their students in order to help the students to get better reading skill.Keywords: language learning strategies, learning motivation, reading comprehension
USING SHORT FUNCTIONAL TEXT TO IMPROVES STUDENTS' READING COMPREHENSION dewi setia rini setia rini; Deddy Supriyadi; Huzairin Huzairin
U-JET Vol 7, No 4 (2018): U-JET
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Abstract: The research was aimed at investigating i) the students’ improvement on reading comprehension after the students were taught through short functional texts and ii) the students’ responses of the application of short funtional texts. The data were obtained from the pre-test, the post-test, and the questionnaire. The data were analyzed by using repeated T-Test trough SPSS. The result showed that there was a statistically significant improvement of   the students’ reading comprehension with the significant level of 0.00 (0.05). Before using short functional texts in teaching reading, the mean score was 53.5, but after using short functional texts, in teaching reading, the mean score was 72.0. Furthermore, the results of the questionnaire showed that the students’ responses at the application of short functional text were positive. The majority of the  students agree  that  they  were  well-motivated. This suggests that short functional texts enable the students to improve their reading achievement.
TEACHING SUFFIXES TO INCREASE STUDENTS VOCABULARY MASTERY AT 2nd GRADE OF SMAN Fenny Widyawati; Patuan Raja; Deddy Supriyadi
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk meneliti apakah suffix dapat digunakan untuk meningkatkan kosa kata siswa dan menentukan aspek kosa kata mana yang paling meningkat. Sampel penelitian ini adalah XI IPS 1 SMAN 1 Way Lima sebanyak 29 siswa. Penelitian ini adalah penelitian kuantitatif yang menggunakan one group pretest posttest design. Hasil penelitian ini menunjukkan bahwa ada peningkatan penguasaan kosa kata siswa setelah pengajaran suffix. Data menunjukkan bahwa t-value lebih tinggi dari t-table (16.1242.048). Ini berarti bahwa ada peningkatan yang signifikan pada penguasaan kosa kata siswa setelah diajarkan suffix. Grammar of word adalah aspek dari kosa kata yang kenaikannya tertinggi. Hasil analisa menunjukkan bahwa pengajaran suffix dapat meningkatkan kemampuan kosa kata siswa. Berdasarkan hasil dari penelitian, peneliti menyarankan guru Bahasa Inggris untuk menerapkan suffix dalam mengajar kosa kata karena dapat membuat penguasaan kosa kata siswa lebih baik.This research was intended to investigate whether or not teaching suffixes could be used to increase students vocabulary mastery and which aspect of vocabulary increased the most after being taught through suffixes. The sample was class XI social 1 of SMAN 1 Way Lima consisting of 29 students. This study was quantitative research which used one group pretest posttest design. Repeated measure t-test was used to analyze the quantitative data and the hypothesis testing was computed using SPSS version 16.0. The result showed that t-value is higher than t-table (16.1242.048). It means that there was a significant increase of students vocabulary masteryafter being taught by using suffixes. Grammar of Word is the aspect of vocabulary that increased the most. The analysis of result showed that suffixes can increase students vocabulary mastery. Based on the finding, the researcher suggests the English teacher to implement suffixes in teaching vocabulary because it can make students vocabulary mastery better.Keyword: grammar of word, suffixes, vocabulary mastery, teaching suffixes.
A COMPARATIVE STUDY OF STUDENTS’ READING Indah Ansani Putri; Ujang Suparman; Deddy Supriyadi
U-JET Vol 2, No 1 (2013): U-JET
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Abstract:The objective of this research is to find out whether there is anysignificant difference of students’ reading comprehension achievement betweenthe students who are taught through NHT technique and those through PRtechnique. The research was conducted at SMAN 1 Seputih Raman, LampungTengah. Two classes were taken as the sample of the research; class XI IPA 4 andclass XI IPS 4. Pretest-posttest control group design was applied in this research.The result in both experimental classes showed that there was a significantincrease of students’ reading comprehension achievement after they were taughtthrough NHT technique and PR technique (p0.05; p= .000). The data analysisshowed that the mean score in the experimental class increased from 61.48 into73.81. Meanwhile, the mean score in the control class increased from 58.50 into66.92. It can be concluded that NHT technique is more effective to help thestudents improve their reading ability than PR technique is. Thus, it suggests thatthe English teacher should apply a technique especially NHT technique inteaching reading comprehension as one of alternative techniques.Keywords: Reading comprehension achievement, Numbered Heads Together(NHT) technique, Predictive Reading (PR) technique.
TEACHING SPEAKING THROUGH TASK-BASED LANGUAGE TEACHING AT THE FIRST GRADE STUDENTS OF SMAN 1 GEDONG TATAAN Kiki Anggraeni; Mahpul Mahpul; Deddy Supriyadi
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk mengetahui apakah ada efek dari penerapan teknik pembelajaran bahasa berbasis Task (Task-Based Language Teaching) terhadap pencapaian berbicara siswa pada siswa tingkat pertama di SMAN 1 Gedong Tataan dan bagaimana kinerja siswa. Penelitian ini menggunakan pendekatan kuantitatif. Subjek nya adalah 30 siswa kelas X IPA 5 di SMAN 1 Gedong Tataan. Tes berbicara dalam bentuk menceritakan kejadian masa lampau digunakan untuk mengumpulan data. Data dianalisis menggunakan Pired Sample T-test. Hasilnya menunjukkan bahwa ada efek secara statistik terhadap pencapaian berbicara siswa setelah diajarkan Task-Based Language Teaching dengan level signifikansi 0.00. Dengan demikian, TBLT adalah salah satu teknik yang dapat dijadikan sebagai alternatif teknik pembelajaran bahasa untuk meningkatakan pencapaian berbicara siswa.    The aim of this study was to find out whether there was a statistically significant effect of Task-based language teaching (TBLT) on students’ speaking achievement in terms of complexity, accuracy, and fluency aspect of the first grade students at SMAN 1 Gedong Tataan The research used quantitative approach. The subjects were 30 students in class X IPA 5 of SMAN 1 Gedong Tataan. The speaking tests in the form of telling the past story were used to collect the data. The data were analyzed using paired sample T-test. The result showed that there was a statistically significant effect of the implementation of TBLT on the students’ speaking achievement with the significant level 0.00. This suggests that TBLT facilitates the students to improve their speaking achievement.    Keywords: Task-based language teaching technique, speaking, achievement.  
Co-Authors Afini Rahmadia Putri Ag Bambang Setiyadi Amir Sarifuddin Ara Bella Pandora Vista Ari Nurweni Aria Safitri Arya Yoga Swara Sumantri Bambang Setiyadi Basturi Hasan Budi Kadaryanto Budy Wiryawan Cucu Sutarsyah Desti Ariska Desti Aryani Desy Putriani Dewi Setia Rini dewi setia rini setia rini Erwin Pranoto Fajar Prayoga Fajar Riyantika Fenny Widyawati Flora Flora Hassena Deva Suhendra Hery Yufrizal Huzairin Huzairin I Ketut Suada Indah Ansani Putri Inggar Ginarsih Jaka Dirgantara Kiki Anggraeni Mahpul Mahpul Muhammad Haris Muhammad Sukirlan Nabila Visa Pratiwi Patuan Raja Puji Supriyani Resti Febtrina Revi Marsita Rike Febrina Aska Rima Karunia Sari Safera Virana Sri Dwi Ayu Suci Handayani Sudirman Sudirman Ujang Suparman Yusi Indah Putri