Article Per Year (5 Year)
p-Index From 2020 - 2025
1.853
P-Index
This Author published in this journals
All Journal Buletin Penelitian Tanaman Rempah dan Obat Jurnal Teknologi Informasi Komunikasi Pendidikan U-JET: Unila Journal of English Teaching Buletin Penelitian Tanaman Rempah dan Obat AKSARA: Jurnal Bahasa dan Sastra
Ujang Suparman
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

Published : 91 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 91 Documents
Search

 2   3   4   5   6 
The evaluation of English textbook entitled ‘Stop bullying now’ Irfan Dwi Cahya; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 9, No 1 (2020): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.714 KB)

Abstract

This research was aimed to analyze the eleventh grade of senior high school English textbook based on the standarization of good book criteria from Litz’s and BSNP in terms of content and presentation eligibilities. Moreover, the data were the whole parts of the textbook. For collecting the data, the researcher used questionnaires from Litz and BSNP. The result showed that the textbook fulfilled 5 Litz's criteria among 6 criteria, and fulfilled almost all criteria of BSNP (content and presentation eligibility). In addition, there were some weaknesses of this textbook such as there were no both listening activity and less of speaking skill, or in other words, this textbook had no balance language skill activities among writing, speaking, reading, and listening. In conclusion, the quality of the textbook which had analyzed is good enough although it still needs improvement and revision in several parts.Keywords: Evaluation, textbook, Litz’ and BSNP textbook criteria.
The Implementation of Modified Questioning The Author (MQTA) Strategy to Improve Students’ Reading Comprehension Agustiawan Agustiawan; Ujang Suparman; Muhammad Sukirlan
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.739 KB)

Abstract

Penelitian ini bertujuan i) untuk mengetahui perbedaan prestasi membaca komprehensif antara siswa yang diajar dengan strategi Questioning the Author (QtA) dan strategi Modified Questioning the Author (MQtA), ii) untuk mengetahui aspek mmbaca yang paling meningkat nilainya setelah penerapan strategi QtA dan MQtA , dan iii) untuk mengetahui respon siswa terhadap penerapan strategi MQtA. Subjek penelitian ini adalah siswa kelas delapan SMP IT Ar Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa  i) ada perbedaan yang signifikan secara statistik dalam kemampuan membaca antara siswa yang diajar dengan strategi QtA dan strategi MQtA, ii) Dari lima aspek membaca comprehensif; menentukan Main idea, Supporting details, References, Inferences dan Vocabulries, aspek membaca yang memperoleh nilai tertinggi pada group eksperimen adalah menentukan Main idea dan Inferences sedangkan pada grup kontrol adalah menentukan  References, dan iii) respon siswa terhadap penerapan strategi MQtA adalah positif. Ini menunjukkan bahwa strategi MQtA lebih efektif dibandingkan dengan strategi QtA untuk meningkatkan prestasi membaca komprehensif siswa . Namun, kedua strategi dapat diterapkan pada semua kelas dengan kondisi dan latar belakang pengetahuan yang berbeda.This study was aimed i) to find out whether there was a difference of students’ reading achievement between students taught by using Questioning the Author (QtA) and those taught by using Modified Questioning the Author (MQtA), ii) to find out aspect of reading comprehension which score mostly increased after the implementation of QtA and MQtA, and iii) to find out the students’ responses toward the implementation of MQtA. The subjects of this research were the eighth grade students of SMP IT Ar Raihan Bandar Lampung. The result showed that i) there was a statistically significant difference in students’ reading comprehension achievement between students taught by using QtA and those taught by using MQtA, ii) from five aspects of reading comprehension; determining Main idea, Supporting details, Reference, Inferences and Vocabularies, the reading aspect which gained highest score in experimental group was in determining Main idea and Inferences, while in control group it was in determining References, and iii) the students’ responses toward the implementation of MQtA was positive.  It can be said that MQtA strategy is more effective to increase the students’ reading comprehension achievement. However both QtA and MQtA can be implemented to every classroom with different students’ situation and background knowledge. Keywords: Modified Questioning the Author (MQtA), questioning the author (QtA), reading comprehension achievement.
Teachers' perception on the use of Show and Tell technique in teaching English speaking Riski Wijayanti; Ujang Suparman; Hery Yufrizal
U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this research were to find out the teachers’ perception on the use of Show and Tell technique and to find out what are the obstacles when applying this technique. The subjects were 3 English teachers of SMPN 4 Natar. This research conducted by the researcher using qualitative descriptive method and interview questions were used to collect the data. The result showed that there was no significant difference of teachers’ perception toward this technique, the teachers perceived the Show and Tell technique positively. It happened because the technique was related to the students’ daily life and relevant to the curriculum standard the school applied. It can be concluded, Show and Tell technique is one of good techniques in Teaching English Speaking. The more the techniques or material related to students’ daily life, the more the students would be more easy to understand the material and they would get better scores. Thus, it is suggested the English teachers to use Show and Tell technique to make the teaching English speaking be more interesting and make the students be more active in the learning process. In addition, the teachers have to consider the obstacles toward the technique so the students will get better learning achievement.doi: https://dx.doi.org/10.23960/UJET.v10.i2.202105
The Effectiveness of Scaffolding Technique on Students' Writing Analytical Expository Text Desy Mutia Sari; Ujang Suparman; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.816 KB)

Abstract

Penelitian ini bertujuan untuk menginvestigasi keefektifan teknik scaffolding terhadap kemampuan menulis eksposisi analitis siswa. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimental. Subyek penelitian ini adalah siswa kelas dua sekolah menengah atas dengan jumlah peserta adalah 35 siswa. Tes menulis digunakan sebagai instrumen untuk memperoleh data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa scaffolding secara signifikan dapat meningkatkan kemampuan menulis siswa dengan tingkat signifikansi 0.05.Hal ini menandakan bahwa teknik scaffolding dapat diterapkan untuk meningkatkan keterampilan menulis siswa.  This paper reports the study investigating the effectiveness of scaffolding technique on the students’ analytical writing achievement. This study is quantitative research with the experimental design. The subjects of this research were the second-grade students of senior high school with 35 students in total.The writing test was used as the instrument to elicit the data. The data were analyzed by using Repeated Measure t-test.The results showed that scaffolding significantly improved the students’ writing achievement with the significant level 0.05. This suggests that scaffolding technique facilitates the students to improve their ability in writing.Keywords:scaffolding technique, analytical exposition, writing achievement.
Teaching the Simple Past Tense through Explicit Instruction and Implicit Instruction Intan Trine Chodija; Ari Nurweni; Ujang Suparman
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.841 KB)

Abstract

Penelitian ini meneliti apakah ada perbedaan yang signifikan secara statistik antara pengaruh pengajaran secara eksplisit dan pengajaran secara implisit terhadap penguasaan simple past tense pada siswa. Peneliti juga berusaha untuk mengetahui permasalahan dalam pengajaran dan pembelajaran melalui pengajaran secara eksplisit dan implisit. Enam puluh siswa dari dua kelas di kelas dua SMPN 6 Metro berpartsipasi dalam penelitian ini. Penelitian ini merupakan penelitian kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara pengaruh pengajaran secara eksplisit dan pengajaran secara implisit terhadap penguasaa simple past tense pada siswa. Masalah telah terungkap seperti kesulitan dalam memahami pertanyaan atau materi pelajaran, tidak mengetahui arti bahasa, mengubah dari bentuk sekarang ke lampau, dan lain-lain. Peneliti menyarankan bahwa pengajaran secara eksplisit dibutuhkan untuk menaikkan kemampuan tata bahasa siswa.This study investigated whether there is a statistically significant difference between the effect of explicit instruction and implicit instruction on the students mastery in the simple past tense. The researcher also tried to find out the constraints of teaching and learning the simple past tense through explicit and implicit instruction. Sixty students from two classes in the second grade of SMPN 6 Metro participated in this study. This study were quantitative and qualitative research. The result showed that there was a statistically significant difference between the effect of explicit instruction and implicit instruction on the students mastery in the simple past tense (p=0.006 0.05). The constraints were revealed such as, being difficult to understand the questions or material, not knowing the meaning of the language, changing the present to the past form, etc. The researcher suggests that explicit instruction is needed to improve the students grammar ability. Keywords: Explicit, implicit, simple past tense.
THE EFFECT OF PRE-QUESTIONING TECHNIQUE ON STUDENTS' READING COMPREHENSION ACHIEVEMENT Karina Rabiula; Ujang Suparman; Huzairin Huzairin
U-JET Vol 3, No 4 (2014): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.707 KB)

Abstract

Tujuan penelitian ini adalah (1) mencari proses penerapan tehnik pre-questioning. Penelitian ini dilaksanakan di kelas dua, di SMA Perintis 1 Bandar Lampung dan (2) mencari pengaruh signifikan dari tehnik pre-questioning pada nilai pemahaman membaca siswa. Data didapat dari soal-soal membaca, kuesioner, dan observasi. Data diolah menggunakan SPSS 16.0. Hasil menunjukan bahwa t-ration lebih besar radipada t-table (5.703 2.074). Itu berarti ada pengaruh signifikan dari tehnik pre-questioning pada nilai pemahaman membaca siswa. Data menunjukan bahwa peningkatan antara pre-test dan post-test adalah 1.08. Data dari kuesioner menunjukan bahwa siswa merasa bosan untuk membaca, teks narrative adalah teks yang baik, mereka menyukai soal esei daripada pilihan ganda, mereka menggunakan schemata untuk membantu mendapatkan isi dari teks, dan mereka merasa tehnik pre-questioning adalah tehnik yang sangat baik.The objectives of this research were (1) to find out the process of the implementation of pre-questioning technique and (2) to find out the significant effect of pre-questioning technique on students reading comprehension achievement. This research was conducted at the second grade of SMA Perintis 1 Bandar Lampung . The data were collected from reading tests, questionnaire, and observation. The data were computed by SPSS 16.0. The results showed that t-ratio was higher than t-table (5.703 2.074). it means that there is a significant effect of pre-questioning technique on students’ reading comprehension achievement. The data showed that the increase between pre-test and post-test is 1.08. The data from questionnaire shows that students felt bored to read, narrative text was good, they preferred essay questions to multiple choices, they used their schemata to help them to find out the content of the text, and they felt pre-questioning technique was very good technique.Keywords: pre-questioning technique, reading, schemata. 
INCREASING STUDENTS’ READING COMPREHENSION THROUGH TASK-BASED APPROACH Dwi Astiti Nugra Heni; Ujang Suparman; Hartati Hasan
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.56 KB)

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan signifikan pada prestasi pemahaman membaca siswa setelah diajar menggunakan pendekatan berbasis tugas. Populasi dari penelitian ini adalah siswa tahun pertama SMKN 2 Bandar Lampung yang terdiri dari 15 kelas dan satu kelas diambil sebagai kelas sampel. Sampel ini dipilih dengan menggunakan teknik random sampling. Penelitian ini merupakan penelitian kuantitatif dan menggunakan desain one group pretest- posttest. Skor rata-rata pretest adalah 51,43 dan skor rata-rata posttest adalah 78,43, jadi peningkatannya adalah 27,00. Nilai signifikan (2-tailed) adalah p= 0,000, dimana p 0,05, hal ini menunjukkan bahwa hipotesis satu diterima. Dari lima aspek dalam membaca yang diamati, mengidentifikasi ide pokok merupakan yang paling meningkat dan siswa memiliki respon positif setelah diajar menggunakan pendekatan berbasis tugas. Maka disimpulkan bahwa pendekatan berbasis tugas secara signifikan dapat meningkatkan prestasi membaca pemahaman siswa. The objective of this research is to find out whether there is significant increase of students’ reading comprehension achievement after being taught using task-based approach. The population of this research is the first year students of SMKN 2 Bandar Lampung consisting of 15 classes and one class is taken as the sample class. The sample is selected by using the random sampling technique. This is a quantitative research and one group pretest- posttest design was employed. The mean score of pretest is 51,43 and mean score of posttest is 78,43, so the increase is 27,00. The significant (2-tailed)  value was p=0.000, where p 0.05, it showed that the hypothesis was accepted. From five reading aspects being observed,  identifying main idea was the most increased and students had positive respond after being taught using task-based approach. It was therefore concluded that task-based approach could significantly increase students’ reading comprehension achievement.Keywords: reading aspects, reading comprehension, task-based approach.
THE EFFECT OF THINK-PAIR-SHARE TECHNIQUE ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT Dhona Kartika; Ujang Suparman; Ramlan Ginting Suka
U-JET Vol 2, No 9 (2013): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.263 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terjadi peningkatan hasil belajar membaca siswa ketika mereka diajarkan menggunakan teknik Think-Pair-Share; dan untuk mencari aspek membaca mana yang meningkat secara signifikan. Penelitian ini menggunakan one group pretest-posttest design dengan IX IPA 2 yang terdiri dari 32 siswa dipilih sebagai sample penelitian. Hasil penelitian menunjukkan nilai rata-rata protest siswa (84.22) lebih besar daripada nilai rata-rata pretest mereka (50.16), dengan perbedaan nilai sebesar 34.06. Hasil T-Test menunjukkan nilai kesignifikanan (2-tailed) sebesar 0.000 (p=0.000, p0.05). Hal ini menunjukkan bahwa adanya peningkatan hasil belajar membaca siswa. Peneliti menganjurkan bahwa guru bahasa Inggris dapat menerapkan teknik Think-Pair -Share  dalam mengajarkan pemahaman membaca sebagai salah satu strategi alternatif terutama karena terbukti bahwa strategi tersebut dapat membuat mereka sukses dalam belajar membaca. The objectives of this research is to find out whether there is any significant increase of students’ reading comprehension achievement when they are taught by using Think-Pair-Share technique; and to find out which aspects of reading that significantly increases. The research design used a one group pretest-posttest with IX IPA 1 class, which consisted of 32 students, was taken as the sample of the research. The results showed that the students’ mean score of posttest (84.22) in experimental class was higher than the pretest (50.16) with the gain was 34.06. The results of t-test indicated that the significant (2-tailed) value was 0.000 in α level was p0.05). It showed that the hypothesis was accepted, since there was a significant increase of students’ reading comprehension achievement. The researcher suggests that the English teacher should apply Think-Pair-Share technique in teaching reading comprehension as one of alternative learning strategies especially because it has been found that the strategy can make them successful in learning reading.Keywords: learning strategies, reading comprehension,think pair-share
Improving Students’ Reading Comprehension of Analytical Exposition Text through Think Pair Share Technique Arif Alexander Bastian; Ujang Suparman; Ramlan Ginting Suka
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (207.178 KB)

Abstract

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
Developing Students' Reading Comprehension Ability using Reciprocal Teaching among Extrovert and Introvert Learners Novita Sari; Ujang Suparman; Hery Yufrizal
U-JET Vol 7, No 5 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.401 KB)

Abstract

Penelitian ini menyelidiki proses reciprocal teaching di kelas dan untuk mengetahui perbedaan yang signifikan dalam pemahaman membaca siswa antara siswa yang diajar dengan menggunakan Reciprocal Teaching dan tidak, dan untuk mengetahui apakah ada perbedaan antara etrovert dan introvert dalam penggunaan reciprcal teaching, persepsi siswa terhadap Reciprocal Teaching menjadi perhatian. Penelitian ini menerapkan desain eksperimen yang sebenarnya. Mengumpulkan data, tes, dan kuesioner digunakan. Data dari tes dianalisis dengan SPSS menghasil signifikansi yang lebih rendah dari taraf signifikansi 0,00 0,05) berarti bahwa ada perbedaan yang signifikan pada kemampuan membaca siswa. Selanjutnya, hasil data dari perbedaan antara siswa extrovert dan introvert menunjukan siswa extrovert lebih unggul dari introvert, pada kegiatan membaca menggunaka reciprcal teaching kedua personality saling menolong dalam kegiatan. Data kuesioner menghasilkan siswa memberikan persepsi positif terhadap implementasi Reciprocal Teaching. Reciprocal Teaching baik digunakan dan meningkatkan pencapaian pemahaman siswa.This research investigated how the process of reciprocal teaching in classroom and to examine whether is there  any significant difference in students’ reading comprehension between students who taught by using Reciprocal Teaching and non reciprocal, also to investigate is there any significant differences between extrovert and introvert,  as the supported data students perceptions. This study applied the true experimental design. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level 0.00 ˂0.05 meaning that there is a significant difference in students’ reading achievement between Reciprocal Teaching and non reciprocal teaching, the researcher also found that extrovert is outperformed in reading activity using reciprocal both personality helping each other. Data from the questionnaire resulting that the students perceived positively. Reciprocal Teaching is preferable to use and promote students’ comprehension.Keywords: Personality, reading comprehension, reciprocal teaching, student perception.
Co-Authors A.A. Ketut Agung Cahyawan W Acep Burhan Ade Sopandi Ag Bambang Setiyadi Ag. Bambang Setiyadi Agung Restu Batari Siregar Agustiawan Agustiawan Agustina Ellyana Anggun khoirun nisak Ani Meitikasari Ari Nurweni Arif Alexander Bastian Arifa Mega Putri Asep Hardiyanto Atika Dian Purwandani Bambang Setiyadi Basturi Hasan Budi Kadaryanto Cucu Sutarsyah Deddy Supriyadi Dedy Supriyadi Desti Aryani Desy Mutia Sari Desyandri Desyandri Dhona Kartika Dian Setya Rini Dini Kurnia Nursepti Dio Ferizka Dwi Astiti Nugra Heni Edhita Gloria Simanjuntak Editha Gloria Simanjuntak Ernaini Ernaini Eva Mayang Sari Eva Rachmania Eva Rachmania Eva Syarifatus Sholihat Fajar Riyantika Fathia Rahmania Feni Munifatullah Ferdian Syah Fitri Susmiati Fitria Widia Astuti Flora Flora Flora Nainggolan Gede Eka Putrawan Hartati Hasan Herpratiwi Herpratiw Hery Yufrizal Huzairin Huzairin I Dewa Putu Widhyastika I Ketut Suada Ida Bagus Made Ambara Putra Indah Ansani Putri Intan Trine Chodija Irfan Dwi Cahya Iskadina Eka Putri Isna Yuningsih Kadek Feni Aryati Karina Rabiula Kartika Wulandari Kinanti Kinanti Kurnia Anggraini Lia Amsiana Lia Annisa Mahdalena Lia Puspitasari Lisa Amelia Liska Sari Lusi Elisa Lydia Amalia Mahpul Mahpul Melita Fisilia Olani Mesi Astriani Meutia Rachmatia Mevia Indriani Mirna Oktaviana Muhammad Sukirlan Namrotul Waqidah Nila Wati Idrus Nisa Fitriyani Novi Fitri Novita Sari Nur Choironi Nur Sartika Putri Patuan Raja Putra Mahardhika Putri Rahmi Hayati Rafista Deviyanti Ramlan Ginting Ramlan Ginting Suka Ranti Pratiwi Ratih Widiasari Refa Nisa Yolanda Resti Febtrina Rifka Arina Ruantika Rika Silvia Rima Mauli AD Riski Wijayanti Rissa Priyanti rosita simbolon Rr. Fauzia Nurfitri Sekar Dini Shirtha El Rusyda Sudirman Sudirman Tacca Prita Yudhistira Tince Noeryani Tuntun Sinaga Tuti - Alawiyah Tyas Desita Wengrum vivi handayani Wijayati Wijayati Yola Savitri yolanda rizki putri Yulia Agustiara Putri Yulisa Putri Yusni Triana Zainal Abidin Arief