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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
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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THE IMPLEMENTATION OF QUESIONING TECHNIQUE TO INCREASE STUDENTS' READING COMPREHENSION ABILITY Lisa Amelia; Ujang Suparman; Dedy Supriyadi
U-JET Vol 2, No 11 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan apakah ada peningkatan yang berarti dalam kemampuan membaca pemahaman siswa setelah diajar menggunakan teknik bertanya. Populasi dalam penelitian ini adalah siswa SMP Negeri 2 Natar Lampung Selatan, dan kelas VIIIC yang terdiri dari 32 siswa sebagai sampel. Data diperoleh dari nilai pretest-posttest dan dianalisis dengan menggunakan t-test melalui SPSS versi 17.0. Hasil analisis data menunjukkan bahwa nilai rata-rata pretest siswa adalah 54.52 sedangkan nilai rata-rata posttest adalah 65.00. Nilai signifikan (p=0.000, p0.005), nilai t 10.48. Ini menunjukkan bahwa hipotesis diterima. Berdasarkan data analisis dapat disimpulkan bahwa ada peningkatan yang berarti dari pencapaian dalam kemampuan membaca pemahaman siswa setelah diajarkan dengan menggunakan teknik bertanya.The aim of this research is to find out whether there is any significant increase of students’ reading comprehension ability after being taught using questioning technique. The population of this reseach were the second year of SMPN 2 Natar Lampung Selatan, and VIIIC consisted 32 students as sample. The data were collected by using pretest-posttest design and analyzed using Repeated Measure t-test with Statistical Package for Social Sciences (SPSS) version 17.0. The result shows that the students’ mean score of pretest is 54.52 while the mean score of posttest is 65.00. The significant value was (p=0.000, p0.005), t-value was 10.48. It showed that hypothesis was accepted. It is concluded that there is any significant increase of students’ reading comprehension ability after being taught using questioning technique.Keywords: questioning technique, reading comprehension ability, short functional text.
Activating Students Schemata In Teaching Reading Comprehension Fitri Susmiati; Bambang Setiyadi; Ujang Suparman
U-JET Vol 6, No 4 (2017): U-JET
Publisher : FKIP UNILA

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This research investigated the significant difference between Schema Activation Strategy and Graphic Organizers in students reading comprehension achievement and to find out what reading aspect improves the students reading comprehension better between implementing schema activation strategy and graphic organizers.The sample are two classes of the second grade at SMPN 21 Bandar Lampung. There are two classes and 34 students each class.This reseacrh is quantitative by using one group pretest and posttest design. The instrument is 30 multiple choice reading test. The data is analyzed by using t-test. The result of sig. (2- tailed) was 0.00 for the experimental class one and experimental class two the sig. (two-tailed) was 0.101. It shows that there was a significant difference of schema activation strategy on students reading comprehension but there was no significant difference of graphic organizers on students reading comprehension. The gain scores of reading aspects, it is found that both of experimental classes generally improved for five aspects of reading but in experimental class two, it is tend to increase slightly. Finally, schema activation strategy improves students reading comprehension better than graphic organizers does.Penelitian ini meneliti perbedaan yang signifikan antara schema activation strategy dan graphic organizers dalam pencapaian pemahaman membaca siswa dan mencari tahu aspek membaca yang paling berpengaruh terhadap pemahaman siswa yang diajar dengan menggunakan schema activation strategy dan graphic organizers. Subjek penelitian adalah dua kelas siswa kelas 8 di SMPN 21 Bandar Lampung. Ada dua kelas penelitian dan masing masing 34 siswa. Penelitian ini adalah quantitatif dengan mengunakan pretest posttest group disain. Instrument penelitian adalah 30 soal pilihan ganda reading test. Data di analisis menggunakan t- test. Hasilnya sig. (two-tailed) adalah 0,00 untuk experimental kelas pertama dan experimental kelas kedua sig. (two-tailed) adalah 0.101. Itu menunjukan bahwa ada perbedaan yang signifikan untuk kelas yang diajar menggunakan schema activation strategy dan tidak ada perbedaan yang signifikan pada kelas yang diajar menggunakan grahic organizers. Berdasarkan pencapaian hasil dari aspek membaca, ditemukan bahwa kedua kelas eksperimen umumnya meningkat dalam 5 aspek membaca tetapi pada kelas experimen kedua cenderung meningkat sedikit. Akhirnya, schema activation strategy meningkatkan pemahaman membaca siswa lebih baik dari pada graphic organizers.Kata Kunci: Graphic Organizers, Reading Comprehension, Schema Activation Strategy.
Developing STAD Technique To Encourage Student Reading Comprehension Achievement Based On Extrovert And Introvert Personality I Dewa Putu Widhyastika; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 6, No 8 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa dalam membaca bahasa Inggris bagi siswa ekstrovert dan introvert setelah diajarkan dengan menggunakan metode STAD. Penelitian ini menggunakan metode campuran kuantitatif dan kualitatif dalam menganalisa data penelitian. Instrumen penelitian menggunakan tes, koesioner, dan lembar observasi. Hasil penelitian menunjukkan bahwa hasil rata-rata siswa dalam postest di kelas eksperimental (72,57) lebih tinggi dari pada kelas kontrol (60,41). Hasil ini menyimpulkan bahwa teknik STAD secara efektif dapat meningkatkan hasil belajar membaca bahasa Inggris. Selain itu, STAD juga terbukti dapat meningkatkan keaktifan siswa di dalam kelas yakni dengan mengikutsertakan seluruh siswa dalam kegiatan dan tugas kelompok. Teknik ini juga cukup efektif dalam meningkatkan kemampuan siswa dalam menentukan ide utama dalam bacaan sehingga para siswa akan dapat meningkatkan kemampuan berfikir kritis dalam kegiatan diskusi di kelas.The objective of this research is to investigate the difference of reading comprehension achievement between students who are categorized extrovert and introvert before and after being taught through STAD technique. This research used the mixed methods of quantitative and qualitative method in collecting and analyzing the data. The research instruments were test, questionnaire, and observation. The result showed that the students mean score of post test in experimental class (72.57) was higher than that in the pre test (60. 41) with the t-test revealed that the result was significant (p=000). It means that STAD technique is effective to increase the students reading comprehension achievement. Moreover, STAD technique can be used to improve the students activities in reading since it is an interesting technique that can involve the students to work in groups. This technique is also more effective to help students determine the main idea of the text since they could build their critical thinking during the discussion process.Keywords: Exstrovert and introvert, reading achievement, Student-Team Achievement Division (STAD).
THE IMPLEMENTATION OF TASK-BASED LEARNING TO IMPROVE STUDENTS' READING COMPREHENSION Iskadina Eka Putri; Ujang Suparman; Basturi Hasan
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui: 1) apakah implementasi TBL di dalam teks recount dapat meningkatkan nilai membaca komprehensif siswa, 2) opini siswa tentang penggunaan TBL dalam mengajar membaca komprehensif, 3) masalah yang dihadapi siswa dalam pembelajaran membaca komprehensif dengan menggunakan TBL. Data dikumpulkan melalui tes membaca, wawancara, kuesioner, dan observasi. Hasil penelitian menunjukan bahwa nilai rata-rata dari pre-test adalah 46,8 dan nilai rata-rata dari post-test adalah 65,60, dengan nilai penambahan 18,8. Hasil uji hipotesis menunjukan bahwa hipotesis diterima (p=0.000, p0.005), t-value 7,714. TBL telah meningkatkan kemampuan membaca komprehensif siswa dalam semua aspek. Opini-opini siswa tentang implementasi TBL dalam membaca komprehensif bagus. Para siswa memiliki masalah dengan batas waktu dan jumlah gambar.This study is aimed at finding out: 1) whether there is any significance increase of students’ reading comprehension achievement after the application of TBL for teaching reading comprehension, 2) the students’ opinions about the use of TBL, and 3) the problems faced by the students in learning reading comprehension through TBL. The data were obtained from the reading tests, interview, questionnaire, and observation. The results show that the students’ mean score of the pre-test is 46.8 and their mean score of the post-test is 65.60, in which their gain score is 18.8. The result of the hypothesis test showed that the hypothesis of this research was accepted (p0.05,p=0.000), t-value was 7.714. TBL increased the students reading comprehension ability in all of its aspects. The students’ opinions about the implementation of TBL in reading comprehension were good. The students had problems in time limit and amount of picture.Keywords: reading comprehension, recount text, task-based learning
CORRELATION STUDY OF STUDENTS MOTIVATION AND STUDENTS VOCABULARY MASTERY TOWARD READING COMPREHENSION yolanda rizki putri; Ujang Suparman; Flora Flora
U-JET Vol 5, No 2 (2016): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan apakah ada hubungan antara motivasi, penguasaan kosakata, dan pemahaman membaca siswa. Desain penelitian ini kuantitatif menggunakan ex post facto designs. Peneliti menggunakan sampel penelitian sebanyak 28 siswa. Instrumen yang digunakan adalah kuesioner motivasi, tes kosa kata, dan tes pemahaman membaca. Data yang terkumpul dianalisis menggunakan Pearson Product Moment Correlation di SPSS 17.0. Hasil penelitian menunjukkan bahwa nilai r dari motivasi and pemahaman membaca, penguasaan kosa kata dan pemahaman membaca adalah .862 dan .844. Dapat disimpulkan bahwa ada hubungan yang berarti antara motivasi, penguasaan kosa kata dan pemahaman membaca siswa. Semakin tinggi motivasi dan penguasaan kosa kata, maka semakin tinggi pemahaman membaca siswa.The purpose of this study is to find out whether there is a significant correlation between students motivation and vocabulary mastery toward their reading comprehension or not. It is quantitative research that applied ex post facto designs. The researcher employed 28 students of SMPN 31 Bandar Lampung as sample. The instrument of this research was in the form of motivation questionnaire, vocabulary test and reading comprehension test. The collected data were analyzed by using Pearson Product Moment Correlation in SPSS 17.0. The result showed that r of students motivation and reading comprehension, and students vocabulary mastery and students reading comprehension were .862 and .844 respectively. Therefore, it can be concluded that there is a positive correlation between students motivation and vocabulary mastery toward their reading comprehension. The higher the students motivation and vocabulary mastery are, the higher the students reading comprehension achievement is.Keyword: motivation, reading comprehension, vocabulary mastery
The Effect of Schemata Activation Strategy on Students’ Reading Comprehension of Extrovert and Introvert Students at The Third Grade of SMA Negeri 1 Tumijajar West Tulang Bawang Wijayati Wijayati; Cucu Sutarsyah; Ujang Suparman
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini menganalisis perbedaan yang signifikan pada aspek membaca siswa ekstrovert dan introvert  dengan menggunakan schemata activation strategy. Penelitian ini menggunakan  pretes and postes grup desain.  Ada 32 siswa sebagai sampel penelitian yang dibagi menjadi kelompok ekstrovert dan introvert. Data penelitian ini adalah tes reading dan kuesioner. Hasil penelitian menunjukkan bahwa (1) ada perbedaan yang signifikan antara siswa ekstrovert yang diajar menggunakan schemata activation strategy dengan thitung 10,22 ttabel  = 2,04; (2) ada perbedaan yang signifikan siswa introvert yang diajar menggunakan schemata activation strategy dengan thitung 7,76 ttabel  = 2,04; (3) dan,  ada perbedaan yang signifikan antara siswa ekstrovert dan introvert yang diajar menggunakan schemata activation strategy dengan thitung 2,09 ttabel  = 2,04.This research investigated the significant difference on students’ reading comprehension of extrovert and introvert students who were taught by schemata activation strategy. The research used one group pretest posttest design. There were 32 students  as the sample of the research whcih were divided into extroverts and introverts (E = 16, I = 16). The data were elicited through reading test and questionnaire of personality.The results of the research  showed that (1) there is significant different of  the students’ reading comprehension of extrovert students who were taught by schemata activation strategy with tcount 10.22 ttabel  = 2.04; (2) there is significant difference on the students’ reading comprehension of introvert students who were taught by schemata activation strategy with tcount 7.76 ttabel  = 2.04; (3) and, there is significant difference on the students’ reading comprehension  of extrovert students and introvert students who were taught by schemata activation strategy with tcount 2.09 ttabel  = 2.04.Keywords: Extrovert, introvert, reading comprehension, schemata activation strategy.
THE EFFECT OF STUDENTS’ SELF-ESTEEM ON THEIR READING COMPREHENSION ACHIEVEMENT Putri Rahmi Hayati; Ujang Suparman; Huzairin Huzairin
U-JET Vol 2, No 10 (2013): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh antara penghargaan diri dengan kemampuan memahami bacaan dan apakah siswa dengan penghargaan diri yang tinggi lebih baik kemampuan memahami bacaanya dibandingkan dengan siswa yang memiliki penghargaan diri yang sedang dan rendah. Penulis memberikan soal-soal berupa teks kepada siswa dan angket untuk mengetahui tingkat penghargaan diri siswa. Penulis menggunakan desain Ex Post Facto pada penelitiannya dan One-Way Anova untuk menganalisa hubungan anta kedua variabel tersebut. Pada penelitian ini, ditemukan bahwa ada pengaruh yang signifikan antara penghargaan diri terhadap kemampuan memahami bacaan pada siswa dengan sig 0.000 (sig 0.05).This research is to investigate the effect of students’ self-esteem on their reading comprehension achievement and to find out whether students with high self-esteem get reading comprehension better than students with middle and low self-esteem. The writer administered the test of self-esteem and reading comprehension at the first year students. The writer used the Ex Post Facto as the research design and One-Way Anova to indicate the effect of students’ self-esteem on their reading comprehension achievement. In this research, the writer found that there is significant effect of students’ self-esteem on their reading comprehension achievement with sig 0.000 (sig 0.05).Keywords: achievement, reading comprehension, self-esteem
The Use Of Jigsaw Strategy To Improve Students' Reading Comprehension Achievement At SMKN 1 CANDIPURO Tuti - Alawiyah; Ujang Suparman; Khairun Nisa
U-JET Vol 10, No 4 (2021): U-JET
Publisher : FKIP UNILA

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The objectives of this research are to find out the improvement of the students' reading ability before and after the implementation of jigsaw strategy and also to identify student perception about the use of jigsaw strategy at SMK N 1 Candipuro. This research was a quantitative research and the method was one group pretest and post-test design. The reading test was administrated as the instrument in this research. In pre-test, students mean score was 53. 86 while in post-test it increases to 65.46; the gain obtained in pre-test to post-test is 11.59. The analysis of SPSS 20 shows that there is improvement of students' reading ability after the implementation of jigsaw strategy; Based on seeing the analysis of students' work in pre-test and post-test on each aspect of reading. It could be found that determining main idea was the aspect that increased the most. Keyword: Jigsaw strategy, Readingdoi: https://dx.doi.org/10.23960/UJET.v10.i4.202105
STUDENTS’ LISTENING ACHIEVEMENT TAUGHT THROUGH DIALOGUE VIDEO AND ANIMATION MOVIE Ferdian Syah; Ujang Suparman; Sudirman Sudirman
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk membandingkan antara film animasi dan video percakapan yang digunakan untuk meningkatkan kemampuan mendengar siswa. Sampel penelitian ini diambil dari siswa kelas XI IPA 2 dan IPA 3 di SMAN 12 Bandar Lampung. Pembelajaran melalui film animasi menunjukkan bahwa nilai rata-rata siswa kelas pertama mengalami peningkatan angka dari 62.8 menjadi 67.46 (4.66 poin) dan pembelajaran melalui video percakapan siswa kelas kedua mengalami peningkatan angka dari 54.9 menjadi 57.60 (2.7 poin). Kesimpulan dari penelitian ini adalah bahwa tidak ada satupun dari kedua media yang menunjukkan nilai yang signifikan untuk meningkatkan kemampuan mendengar siswa.The purpose of this research was aimed to find out which media that was better to improve students’ listening ability using animation movie and dialogue video. The sample of this research was taken from the students of SMAN 12 Bandar Lampung XI IPA 2 and XI IPA 3. By teaching through dialogue video and animation movie, it was found that mean score of experimental class one was increased from 62.8 to 67.46 (4.66 points). On the other hand, mean score of experimental class two was increased from 54.9 to 57.60 (2.7 points). The result showed that none of both media which can be used significantly to increase students’ listening achievement.Keywords: animation movie, dialogue video, students’ listening achievement.
TEACHING VOCABULARY THROUGH MOVIES TO IMPROVE STUDENTS VOCABULARY MASTERY Lydia Amalia; Ujang Suparman; Mahpul Mahpul
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan: i) untuk mengetahui peningkatan penguasaan kosakata siswa setelah diajarkan melalui movies dan ii) untuk mengetahui kesulitan siswa dalam penggunaan movies. Penelitian ini menggunakan desain one group pretest dan posttest. Tes kosa kata dan interview digunakan untuk pengambilan data. Data ini di analisis menggunalkan 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: i) to find out the improvement of students vocabulary mastery after being taught through movies, and ii) to find out 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 data 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 alternative media in teaching vocabulary.Key words: improve, movies, vocabulary mastery
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