Articles
<![CDATA[INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF NARRATIVE TEXT THROUGH SELF-QUESTIONING STRATEGY ]]>
<![CDATA[Tince Noeryani]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 2, No 2 (2013): U-JET ]]>
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<![CDATA[The motivating problem of the current research is that the students’ reading comprehension ability is very poor. Therefore, the purpose of teaching language at school is to develop the students’ reading skill. Reading plays an important role in teaching and learning process. But, based on the information from the teacher in SMPN 2 Terusan Nunyai, sometimes the students still have difficulties in comprehending the text. They get difficulties in getting main idea, finding the answer questions and getting specific information from the text, like a narrative text which has long sentences and vocabularies usages. One of the efforts to overcome the problem is by using certain strategy, such as self-questioning strategy. Therefore, the objective of the research was to investigate whether self-questioning strategy can be used to increase the students’ reading comprehension achievement in narrative text or not. The researcher applied one group pre-test post-test design. The sample of the research was the second grade of SMPN 2 Terusan Nunyai, Lampung Tengah. One class was taken as the experimental class. The finding shows that self-questioning strategy can be used to increase the students’ reading comprehension achievement. It can be seen from the progress of students’ reading comprehension achievement after being taught through self-questioning strategy. The result of the research showed that the mean score of students’ post-test in the experimental class was 78.63 higher than the mean score of students’ pre-test was 58.63, with the mean difference was 20.0. The value of two significant was 0.000. It means that H 0 was rejected and H1 was accepted since 0.000 0.05. Keywords: narrative text, self-questioning strategy, reading.]]>
<![CDATA[Improving students’ content words vocabulary through songs at SMP Negeri 4 Bandar Lampung ]]>
<![CDATA[Melita Fisilia Olani]]>;
<![CDATA[Ari Nurweni]]>;
<![CDATA[Ujang Suparman]]>
<![CDATA[ U-JET Vol 10, No 4 (2021): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[abstract: The objectives of this research are to find out whether there is an improvement of students’ content words vocabulary after they are taught by using songs. This research was conducted at the second-grade students of SMPN 4 Bandar Lampung in academic year 2019/2020. The researcher took class VIII D. The instrument used to get the data in this research was vocabulary test. Vocabulary tests in the forms of pre-test and post-test were done to collect the data. Then, the t-test was used to test the hypothesis. The result of the hypothesis test proves that song gives a positive effect on students’ content words vocabulary. It can be seen from the mean score of the pre-test and post-test which was analyzed through SPSS 16.00. In the pre-test, the mean score was 75 and it increases to 80 in the post-test. It means that there is an increase of 5 points. The result of t-test shows that the level of significance is p 0.05 and significant two tail is p=0.000. It can be said that song gives positive effect because it can increase students’ vocabulary. Keywords: improving, vocabulary, songdoi: https://dx.doi.org/10.23960/UJET.v10.i4.202111]]>
<![CDATA[The Use of Modified Jigsaw Technique to Improve Tenth Grade Students' Writing Ability ]]>
<![CDATA[Rifka Arina Ruantika]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Ari Nurweni]]>
<![CDATA[ U-JET Vol 8, No 3 (2019): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan i) untuk mengetahui perbedaan kemampuan menulis siswa yang diajar dengan teknik jigsaw asli dan teknik jigsaw yang dimodifikasi ii) untuk mengetahui aspek menulis paling meningkat setelah para siswa menerima perlakuan menggunakan kedua teknik tersebut. Subjek penelitian ini adalah para siswa kelas sepuluh di SMKN 1 Natar. Peneliti menggunakan tes menulis untuk mengumpulkan data penelitian ini. Hasil penelitian ini menunjukkan ada suatu perbedaan yang siginifikan pada kemampuan menulis siswa antara siswa yang diajar dengan teknik jigsaw asli dan yang dimodifikasi. Selain itu, tatabahasa adalah aspek menulis paling meningkat setelah para siswa menerima perlakuan menggunakan teknik jigsaw asli dan yang dimodifikasi. Dari hasil penelitian tersebut, bisa dikatan bahwa teknik jigsaw asli dan yang dimodifikasi adalah teknik yang bisa digunakan untuk meningkatkan kemampuan menulis siswa terutama pada aspek tatabahasa.This research was aimed i) to find out whether there was a difference of students’ writing ability between the students taught using original jigsaw technique and those taught using modified jigsaw technique ii) to find out which writing aspect that improved the most after the students received the treatment using those two techniques. The subjects of this research were the tenth-grade students of SMKN 1 Natar. The researcher used writing tests in collecting the data of the research. The results showed that there was a significant difference in students’ writing ability between the students who were taught using original and modified jigsaw techniques. Besides, it showed that grammar was the most improved writing aspect after the students received the treatment using original and jigsaw techniques. From the results of the research, it can be stated that the original and modified jigsaw techniques were good techniques that can be used to improve students writing ability especially on grammar aspect. Keywords: Jigsaw technique, modified jigsaw technique, , teaching writing, writing aspect.]]>
<![CDATA[Improving students’ reading comprehension through question answer relationship (QAR) strategy at the first grade on SMAN 3 Kotabumi ]]>
<![CDATA[Fitria Widia Astuti]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Hery Yufrizal]]>
<![CDATA[ U-JET Vol 9, No 4 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The aims of this research are to find out whether there is a significant difference of students’ reading comprehension at the first grade of SMAN 3 Kotabumi before and after the implementation of QAR strategy and to investigate which aspect of reading comprehension improves the most after the implementation of QAR strategy. This research was a quantitative research which used a one group pre-test and post-test design. This research was conducted on January 17th to February 21st 2020 in which the population was the first grade of SMAN 3 Kotabumi. The sample of this research was class X MIPA 4 which consisted of 30 students. The data was analyzed by using Repeated Measure T-Test in which the criteria of accepted hypothesis were p 0.05, and t-value t-table. The result of this research showed that there was a significant difference of students’ reading comprehension after the implementation of QAR strategy. It can be seen from the students’ mean scores of pre-test and post-test which improves from 63.44 to 71.22 in which the gain was 7.78. The statistical analysis also revealed that t-value was higher than t-table (19.341 2.04523) with the significant level of 0.000. Besides that, the researcher also finds that making inference the aspect of reading comprehension which improves the most and the lowest was understanding vocabulary. It can be concluded that QAR strategy can be applied to improve students’ reading comprehension ability and all aspects of reading comprehension can be integrated using QAR strategy. Keywords: Question Answer Relationship (QAR), reading comprehension.doi: https://dx.doi.org/10.23960/UJET.v9.i4.202004]]>
<![CDATA[TEACHING OF READING COMPREHENSION OF NARRATIVE THROUGH SHORT STORY AND PICTURE SERIES ]]>
<![CDATA[Lia Amsiana]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 3, No 4 (2014): U-JET ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah terdapat sebuah peningkatan yang signifikan dari pencapaian siswa dalam cerita narasi antara siswa yang diajarkan menggunakan gambar berseri dan cerita pendek. Dan menganalisis tekhnik manakah yang lebih efektif dalam meningkatan kemampuan membaca siswa. Sampel penelitian ini adalah kelas X2 dan X3 dari kelas sepuluh SMAN 1 Purbolinggo pada tahun 2014/2015. Penelitian ini diterapkan dengan menggunakan kelompok desain pretest posttest eksperimen dengan menggunakan instrumen tes membaca dan kuesioner. Hasil dari pembelajaran membaca dengan menggunakan gambar berseri menunjukkan bahwa terdapat sebuah peningkatan yang signifikan dalam pemahaman membaca siswa (p 0.05, p= 0.00). Jumlah nilai dari posttest di kelompok satu adalah 2232 dan di kelompok dua adalah 2086, itu artinya kelompok satu lebih tinggi dari kelompok dua. Nilai rata- rata posttest kelompok satu adalah 74.43. The aim of this research were to find out if there was any significant differenece in the improvement in narrative text between students’ who are taught through picture series and short story and which technique is more effective in improving students reading. The sample of this research was class X2 and X3 of the first grade of SMAN 1 Purbolinggo in the year 2014/2015. This research applied pretest posttest experimental group design with the instrument was reading test and questionnaire. The result of study showed that there is a significant difference on students’ reading comprehension since (p 0.05, p= 0.00). The total score of posttest in experimental class one was 2232 and experimental class two was 2086, it is mean that experimental class one was higher than experimental class two. The average in posttest experimental class one 74.43. Keywords: comparative, narrative text, picture series, short story.]]>
<![CDATA[Teaching Vocabulary through Movies to Improve Students Vocabulary Mastery ]]>
<![CDATA[Lydia Amalia]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Mahpul Mahpul]]>
<![CDATA[ U-JET Vol 6, No 7 (2017): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan penguasaan kosakata siswa setelah diajarkan melalui movies dan kesulitan siswa dalam penggunaan movies. Penelitian ini menggunakan desain one group pretest dan posttest. Tes kosakata dan interview digunakan untuk pengambilan data. Data ini di analisis menggunakan repeated measured T-test. Subyek penelitian ini 24 siswa dari kelas satu pada SMPN 26 Bandar Lampung. Hasil penelitian menunjukkan bahwa adanya peningkatan antara pretest dan posttest. Dengan level signifikan adalah p0.05 (p=0.000). Penemuan kedua mengungkapkan bahwa siswa merasa sulit untuk memahami kata-kata atau frasa yang sulit, pengucapan penutur aslinya dan tingkat kecepatan penutur aslinya. Meskipun siswa menemukan kesulitan, siswa mampu meningkatkan penguasaan kosakata.Dari hasil yang didapat, disimpulkan bahwa movies direkomendasikan untuk digunakan sebagai alternatif media dalam mengajar kosakata.The aims of the research were to find out the improvement of students vocabulary mastery after being taught through movies and the students difficulties to the implementation of movies. The research used one group pretest and posttest design. The vocabulary test and interview were used to collect the data. The datas were analyzed by using repeated measured T-test. The subjects of this study were 24 students from the first grade students of SMPN 26 Bandar Lampung. 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). The second finding revealed that the students found it hard to understand the difficult words or phrases, the native speakers pronunciation, and the native speakers speed rate. Even though the students find difficulties, the students are able to improve their vocabulary mastery. This suggests that movies can be used as an alternative media in teaching vocabulary.Keywords: improve, movies, vocabulary mastery]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS TRANSLATION ABILITY AND READING COMPREHENSION ]]>
<![CDATA[Ratih Widiasari]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Sudirman Sudirman]]>
<![CDATA[ U-JET Vol 4, No 4 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk menemukan apakah ada hubungan antara kemampuan menerjemahkan dan pemahaman membaca siswa. Desain penelitian ini kuantitatif menggunakan ex post facto designs. Populasi dari penelitian ini adalah siswa kelas satu di SMA Muhammadiyah 1 Trimurjo. Peneliti menggunakan sampelpenelitian sebanyak 30 siswa. Instrumen yang digunakan adalah tes menerjemahkan dan pemahaman membaca. Data yang terkumpul analisa menggunakan Pearson Product Moment Correlation di SPSS 16.0. Hasil pengujian menunjukkan bahwa koefisien korelasi kemampuan penerjemahan siswa dan pemahaman membaca siswa 0,724 pada tingkat signifikan 0,01. Dapat disimpulkan bahwa ada hubungan yang signifikan antara kemampuan penerjemahan siswa dan pemahaman membaca siswa. The purpose of this study is to find out whether there is significant correlation between students translation ability and reading comprehension. This was quantitative research applied ex post facto designs. The population of this study was the first grade students of SMA Muhammadiyah 1 Trimurjo. The researcher used sample that consist of 30 students. The instruments of this research were translation and reading comprehension test. The data collected were analyzed by using Pearson Product Moment Correlation in SPSS 16.0. The test result showed that coefficient correlation of students translation and their reading comprehension is 0.724 at the significant level of 0.01. It can be concluded that there is significant correlation between students translation ability and their reading comprehension. Key words: correlation, reading comprehension, translation]]>
<![CDATA[comparison between students' reading comprehension through buzz group and herringbone technique ]]>
<![CDATA[vivi handayani]]>;
<![CDATA[ujang suparman]]>;
<![CDATA[flora nainggolan]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menemukan perbedaan kemampuan membaca siswa setelah diajar dengan teknik buzz group dan herringbone Subjek penelitian ini adalah 37 siswa di SMA Utama 2 Bandar Lampung. Hasil uji statistik menunjukkan bahwa terdapat perbedaan kemampuan membaca siswa yang diajar dengan teknik buzz group dan herringbone dengan tingkat signifikan 0.0000.05. Tetapi teknik buzz group lebih baik dari pada herringbone dalam meningkatkan kemampuan membaca siswa. Berdasarkan hal ini, dapat disimpulkan bahwa teknik buzz group adalah teknik yang efektif untuk meningkatkan kemampuan membaca siswa.This study was intended to find out whether there was a statistically significant difference of the students reading comprehension achievement after being taught through buzz group technique and herringbone technique. The subjects were 37 students of SMA Utama 2 Bandar Lampung. The result showed that there was a statistically significant difference of students reading comprehension achievement between buzz group technique and herringbone technique with the significant level 0.0000.05. This suggested that buzz group technique facilitates the students to improve their reading comprehension achievement in learning English.]]>
<![CDATA[Improving Students’ Reading Comprehension of Analytical Exposition Text through Think Pair Share Technique ]]>
<![CDATA[Arif Alexander Bastian]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 7, No 2 (2018): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman membaca siswa antara pre-test dan post-test setelah penerapan teknik TPS. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 30 siswa tingkat kedua 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 antara pre-test dan post-test dengan tinggat signifikansi 0.05. Hal ini menandakan bahwa teknik TPS 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 between the pre-test and post-test in the implementation of TPS technique. The approach of the research was quantitative. The subjects were 30 students of the second grade of SMA. The data were collected through the reading test. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension between the pre-test and post-test with the significant level 0.05. This suggests that TPS technique facilitates the students to improve their achievement in reading comprehension.Keywords: reading, reading comprehension, TPS technique]]>
<![CDATA[Improving students' reading comprehension ability of Descriptive text through Mind Mapping strategy at the first grade of MTSN 1 Bandar Lampung ]]>
<![CDATA[Fathia Rahmania]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Rafista Deviyanti]]>
<![CDATA[ U-JET Vol 10, No 1 (2021): U-JET ]]>
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<![CDATA[The objectives of this research were to find out whether there is any significant difference of the students’ reading comprehension at the first grade of MTsN 1 Bandar Lampung before and after the implementation of mind mapping strategy and to find out the students’ responses on the implementation of mind mapping strategy at the first grade of MTsN 1 Bandar Lampung. The design used was one group pretest posttest. The subject of the research was the first-grade students of MTsN 1 Bandar Lampung. VII C was chosen as the experimental class and VII D was chosen as the control class. The instrumen were reading test and questionnaire. The data were in form of scores taken from pretest and posttest. The result indicated that there was an improvement of students’ reading ability viewed from the pretest to posttest score (30.72 to 57.82) after they had been taught using mind mapping technique. Besides, a set of questionnaire was used to find out the students’ responses toward the mind mapping technique. It was found that majority of the students had positive responses toward the mind mapping technique. Thus, it can be concluded that Mind Mapping technique facilitates the students to improve their reading ability.DOI: https://dx.doi.org/10.23960/UJET.v10.i1.202105]]>
