Articles
<![CDATA[ANALYZING STUDENTS’ COMMUNICATION STRATEGIES IN RELATION WITH STUDENTS’ LEARNING STRATEGIES ]]>
<![CDATA[Aria Safitri]]>;
<![CDATA[Ag Bambang Setiyadi]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 3, No 5 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk menemukan (1) jenis strategi berkomunikasi yang paling banyak digunakan siswa kelas X di SMAN (2) jenis strategi belajar siswa yang paling banyak diterapkan (3) perbedaan siknifikan diantara strategi belajar dan strategi berkomunikasi dan (4) pola strategi berkomunikasi yang dipengaruhi oleh strategi belajarnya. Subjek penelitian ini adalah siswa kelas X yang berjumlah 31 siswa. Penelitian ini menggunakan desain factorial. Data penelitian diperoleh dengan menggunakan kuesioner strategi belajar dan tugas berbicara. Hasil penelitian menunjukan bahwa (1) teknik pengulangan mandiri menjadi strategi berkounikasi yang paling banyak digunakan, (2) strategi belajar kognitif menjadi strategi yang paling banyak ditrapkan, (3) tidak ada hubungan yang signifikan antara strategi berkomunikasi dan strategi belajar (4) terdapat pola dalam penggunaan strategi berkomunikasi berdasarkan strategi belajar.The objectives of this research were aimed at finding (1) the communication strategies which were mostly used by students, (2) learning strategies which were mostly used,(3) the significant difference in the use of communication strategies based on learning strategies, and (4) the pattern of communication strategies based on learning strategies. the subject of this research was the first grade students in class X2 of SMAN, consisting 30 students. This research used ex post facto design. the data were collected through questionnaires of learning strategies and speaking task. The result showed that (1) self repetition became the mostly used communication strategies, (2) cognitive strategies were the most implemented learning strategies, (3) there was no significant difference in the use of communication strategies based on learning strategies, and (4) there were some patterns in the use of communication strategies related to learning strategies.Keywords: cognitive strategy, communication strategies, learning strategies, meta-cognitive strategy, social strategy.]]>
<![CDATA[WH-Questions Technique to Improve Students' Reading Comprehension In Narrative Text ]]>
<![CDATA[Nabila Visa Pratiwi]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 7, No 2 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan yang statistic dalam kemampuan prestasi pemahaman membaca siswa setelah penerapan dari teknikWH-Questions. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 31 siswa tingkat kedua SMPN 5 Bandar Lampung. Instrumen yang digunakan untuk mendapatkan data dalam penelitian ini adalah tes membaca. Pre-tes dan pos-tes membaca telah dilakukan untuk mengumpulkan data. Paired Sample T-Test digunakan untuk menganalisis data dan pengujian hipotesis dihitung menggunakan SPSS versi 16 pada tingkat signifikansi p 0,05. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan secara statistik dalam kemampuan prestasi pemahaman membaca siswa setelah penerapan teknik WH-Questionsdengan tingkat signifikan 0.05. Ini menunjukan bahwa teknik WH-Questionsdapat membantu siswa dalam menigkatkan kemampuan pemahaman membaca mereka.This study was aimed to find out whether there was a statistically significant improvement of students’ reading comprehension achievement after the studentswere taught through WH-Question technique. This research was a quantitative research. The subjects of this research were 31 studentsof the second grade of SMPN 5 Bandar Lampung. The instrument used to get the data in this research was reading test. Reading tests in forms of pre-test and post-test were done to collect the data. Paired Sample T-Test was used to analyze the data and the hypothesis testing was computed using SPSS version 16 at the significance level of p0.05. The results showed that there was a statistically significant improvement of the students’ reading comprehension achievement after the studentswere taught through WH-Question technique with the significant level 0.05. This indicates that WH-Question technique helps students improve their reading comprehension achievement.Keywords: Improving, Reading Comprehension, WH-Questions Technique]]>
<![CDATA[The Use of Think Pair Share Technique to Improve Students Reading Comprehension in Report Text ]]>
<![CDATA[Puji Supriyani]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 6, No 8 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[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 were taught 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 14.53 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]]>
<![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[THE IMPLEMENTATION OF PICTURE SERIES IN IMPROVING THE STUDENTS’ WRITING OF RECOUNT TEXT AT THE FIRST GRADE STUDENT OF SMAN 1 PESISIR TENGAH KRUI ]]>
<![CDATA[Desti Ariska]]>;
<![CDATA[Flora Flora]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 8, No 1 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti apakah ada peningkatan pada kemampuan siswa dalam menulis setelah penerapan picture series sebagai media dalam pembelajaran menulis teks recount. Penelitian ini merupakan penelitian ekperimen. Subjek penelitian ini adalah 36 siswa dari kelas X IPS 3 di SMAN 1 Pesisir Tengah Krui. Tes menulis recount dilakukan sebagai alat dalam pengumpulan data. Tes tersebut diberikan untuk melihat sejauh mana peningkatan kemampuan siswa dalam menulis teks recount setelah diadakan perlakuan. Data yang diperoleh dianalisis menggunakan paired sample t-test dengan tingkat signifikan level p0.05 menggunakan SPSS versi 16.0. Hasil menunjukkan bahwa ada peningkatan pada kemampuan siswa menulis. Hal ini menandakan bahwa picture series dapat di terapkan untuk meningkatkan keterampilan menulis siswa. The aim of this study was to find out whether there is an improvement of the students’ writing ability after the implementation of picture series as a media in teaching writing in recount text. This research was an experimental study. The subjects of this reasearch were 36 students of class X IPS 3 at SMAN 1 Pesisir Tengah Krui. The writing tests of recount were administered in collecting the data. The tests were given to see how far the improvement of the students’ recount text writing ability after the treatment. The data were analyzed by using paired sample t-test with the significant level p0.05 through SPSS version 16.0. The result reveals that there is an improvement of the students’ writing ability. This suggests that teaching writing using picture series facilitates the students to improve their writing ability. Keywords: writing ability, recount text, picture series]]>
<![CDATA[Improving Students Reading Comprehension Achievement of Narrative Text Through KWL Strategy ]]>
<![CDATA[Ara Bella Pandora Vista]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan yang signifikan secara statistik dari pencapaian pemahaman bacaan siswa setelah siswa diajarkan melalui strategi know- want- learned (KWL). Penelitian ini menggunakan satu kelompok desain pretest dan post test, quisy experiment. Subyek penelitian ini adalah 23 siswa di kelas IX B pada tahun akademik 2017/2018. Data dikumpulkan menggunakan tes membaca dalam mengambil bentuk pilihan ganda. Data dianalisis menggunakan paired sample test. Hasilnya menunjukkan bahwa ada peningkatan yang signifikan secara statistik dari pencapaian pemahaman bacaan siswa dengan tingkat signifikan 0.00 0.05. Ini menunjukkan bahwa pengajaran membaca menggunakan strategi KWL memfasilitasi siswa untuk menemukan informasi spesifik dari teks dengan mudah.The aim of this study was to find out whether there was a statistically significant improvement of the students reading comprehension achievement after the students were taught through know- want- learned (KWL) strategy. This study employed one group of pretest and post test design, quisy experiment. The subjects of this research were 23 students in class IX B in the academic year 2017/2018. The data were collected using the reading tests taking the forms of multiple-choice. The data were analyzed using paired sample test. The result showed that there was a statistically significant improvement of the students reading comprehension achievement with the significant level 0.000.05. This suggests that teaching reading using KWL strategy facilitates the students to find specific information from the text easily.Keywords : KWL strategy, reading comprehension achievement, narrative text.]]>
<![CDATA[The implementation of the talking chips technique to improve students’ speaking ability at the second grade students of SMAN 1 Seputih Agung ]]>
<![CDATA[Erwin Pranoto]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 9, No 4 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objectives of this research were to find out i) whether there was statistically significant improvement of the students’ speaking ability after the students were taught through the Talking Chips technique and ii) the students’ perceptions of the implementation of the technique. One group pretest posttest was used as the design of the study. The subjects of the research were 34 students of XI MIA I of SMAN 1 Seputih Agung in academic year 2019/2020. The instruments were the speaking test and interview protocol. The data were in the form of speaking scores taken from the pretest, the posttest and interview. The results showed that there was statistically significant improvement of students’ speaking ability in terms of pronunciation, vocabulary, grammar, fluency, and comprehension with the significant level 0.05. Furthermore, the result of the interview showed that the majority of the students (96%) had positive perceptions of the technique. That is, the technique was perceived as the technique that gave a positive learning atmosphere that actively involved the students in the teaching and learning activities. This suggests that the Talking Chips technique facilitates the students to improve their speaking ability. Keywords :Speaking ability, students’ perception, talking chips techniquedoi: https://dx.doi.org/10.23960/UJET.v9.i4.202003]]>
<![CDATA[THE USE OF CROSSWORD PUZZLE ON STUDENTS’ INTERACTION IN LEARNING VOCABULARY ]]>
<![CDATA[Resti Febtrina]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 3, No 6 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah crossword puzzle dibutuhkan untuk mempengaruhi interaksi siswa dalam pembelajaran kosa-kata dan untuk menelaah motivasi siswa dalam berinteraksi ketika mereka belajar kosa-kata. Desain penelitian ini adalah kualitatif phenomenological. Subjek penelitian ini adalah siswa kelas VIII B di SMPN 8 Bandar Lampung, tahun ajaran 2013-2014. Peneliti menggunakan tiga instrument pengambilan data: observasi, dokumentasi, dan wawancara. Data dianalisis dengan menggunakan teori interaksi. Hasil penelitian menunjukkan bahwa total interaksi yang tercipta sekitar 150 interaksi, 133 interaksi siswa-siswa (89.26 %) dan 17 lainnya interaksi antara siswa-guru (10.69 %). Jumlah akhir interaksi siswa-siswa lebih tinggi dari interaksi siswa-guru di dalam kelas. Dapat dikatakan crossword puzzle memiliki pengaruh positive terhadap interaksi siswa di kelas dan dapat memotivasi siswa untuk berinteraksi aktif dalam proses belajar.This research was intended to find out whether a crossword puzzle game was needed to affect the students’ interaction in learning vocabulary and to investigate the students’ motivation to interact when they was learning vocabulary. This research used phenomenological qualitative study.The participants were students at SMPN 8 Bandar Lampung, VIII B class in academic year 2013-2014. She used three data collecting techniques: observation, documentation, and interview. The data were analyzed using some theory interaction patterns and interaction categories. The results showed that the total numbers of interactions in the class were 150 interactions, 133 interactions (89.26 %) were students-students interactions, and 17 interactions (10.69 %) were student-teacher interactions. The total number of students-students interaction was higher than students-teacher interactions. It means that crossword puzzle game has influenced positively the students’ interaction and motivated the students to interact actively in learning process.Keywords: crossword puzzle, learning, students’ interaction, vocabulary.]]>
<![CDATA[The Influence of Retelling Story in Improving Students Speaking Skill by Using Picture Series ]]>
<![CDATA[Siti Farhana]]>;
<![CDATA[Flora Flora]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
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<![CDATA[Abstrak. Berbicara merupakan aktivitas yang dilakukan oleh manusia untukberkomunikasi dan berinteraksi dengan orang lain. Siswa-siswi diharapkan agar mampu untuk mengekspresikan, berkomunikasi, dan memberikan informasi. Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan yang statistic dalam kemampuan berbicara siswa setelah penerapan dari teknik retelling story menggunakan rangkaian gambar. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat pertama SMAN 3 Bandar Lampung. Pre-tes dan pos-tes berbicara telah dilakukan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan secara statistik dalam kemampuan berbicara siswa setelah penerapan teknik retelling story menggunakan rangkaian gambar dangan tingkat signifikan 0.05. Ini menunjukan bahwa teknik retelling story menggunakan rangkaian gambar dapat membantu siswa menigkatkan kemampuan berbicara mereka. Abstract Speaking is an activity conducted by people to communicate and interact with other people in appropriate and correct situations. The students are expected to be able to express, communicate, and give information. This study, therefore, was aimed at finding out whether there was a statistically significant improvement of students speaking skill after the implementation of retelling story technique by using picture series. This research was a quantitative research. The subjects of this research were 30 students of the first year of SMAN 3 Bandar Lampung. Speaking tests in the forms of the pre-test and the post-test were done to collect the data. The results showed that there was a statistically significant improvement of the students speaking skill after the implementation of retelling story technique by using picture series with the significant level 0.05. This indicates that retelling story technique by using picture series helps students improve their speaking skill.]]>
<![CDATA[THE IMPLEMENTATION OF FLASHCARDS TO IMPROVE STUDENTS' VOCABULARY MASTERY IN WRITING ]]>
<![CDATA[Revi Marsita]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Deddy Supriyadi]]>
<![CDATA[ U-JET Vol 4, No 6 (2015): U-JET ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan penguasaan kosa kata siswa dengan menggunakan media flashcards dan peningkatan penggunaan kosa kata siswa dalam menulis setelah diajarkan menggunakan media flashcards. Sample penelitian ini adalah siswa semester pertama yang berjumlah 30 siswa yang dipilih dengan menggunakan teknik lotere. Alat yang digunakan untuk mengumpulkan data adalah tes kosakata pasif dan aktif (pretest dan posttest). Nilai rata-rata dari kosakata pasif pre test adalah 57.75 dan post test adalah 81.58, peningkatan nya adalah 23.83. T-test juga menunjukkan bahwa hasilnya adalah signifikan (p 0.05, p=0.000). Nilai rata-rata dari kosakata aktif pre test adalah 50.35% dan post test adalah 58.74%, dengan peningkatan sebesar 8.29%. Hasil dari tes kosakata aktif juga signifikan. Dapat disimpulkan bahwa flashcards dapat meningkatkan kosakata siswa dalam menulis.The aim of this research was to find out whether there was an improvement of students vocabulary mastery by using flashcards and whether there was an improvement of students vocabulary use in writing after being taught through flashcards. The sample of the research was the first grade class VIIA consisting of 30 students which chosen by using lottery technique. The instruments used to gather the data were passive and active vocabulary test (pre-test and post-test).The mean score of pre test in passive vocabulary was 57.75 and in post-test was 81.58; the gain was up 23.83 points. The T-test also revealed that the result was significant (p 0.05, p=0.000). The mean score of pre test in active vocabulary was 50.35% and in post test was 58.74%, the gain was up to 8.29 points. It can be concluded that flashcards could improve students vocabulary mastery in writing.Keywords: flashcards, vocabulary mastery, writing]]>
