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

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ANALYSIS OF CLASSROOM INTERACTION IN THE IMPLEMENTATION OF 2013 CURRICULUM Edward Rukmana; Hery Yufrizal; Hartati Hasan
U-JET Vol 3, No 2 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah (1) untuk mengetahui proses interaksi kelas melalui Initiation-Response-Feedback (IRF), (2) untuk mengetahui pola yang dominan muncul di kelas, dan (3) untuk mengetahui pola interaksi di kelas sesuai atau tidak dengan aspek kurikulum 2013. Sampel dari penelitian adalah kelas IPA dan IPS di tahun ajaran 2013/2014. Penelitian ini adalah penelitian kualitatif. Hasil dari pola interaksi melalui Sinclair and Couthard Initiation-Response-Feedback model menunjukan : Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), dan Teacher Direct (11%). Di kelas IPA, interaksi didominasi oleh murid, Student Inform 30%. Pola yang terjadi di kelas IPS didominasi oleh guru, Teacher Elicitation 15%. Dapat disimpulkan bahwa pola interaksi yang muncul tidak sesuai dengan aspek – aspek kurikulum 2013.The aims of this research were (1) to investigate the process of classroom interaction through initiation-response-feedback (IRF), (2) to find out the exchange pattern of classroom interaction that dominantly appear, and (3) to find out whether or not the exchange pattern of classroom interaction is suitable with curriculum 2013. The sample of this research were science class and social class of SMA in the year 2013/2014. The research is qualitative research. The result of the classroom interaction pattern suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model namely: Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), and Teacher Direct (11%). In the science class handled by the students, amounting Student Inform 30%. The exchange pattern in social class taken by the teacher, Teacher Elicitation 15%. It can be concluded that the exchange pattern is not suitable with 2013 curriculum principle.Keywords: classroom interaction, initiation-response-feedback model, student inform.
THE INFLUENCE OF MIND MAPPING TECHNIQUE IN TEACHING WRITING SKILL Melina Sari; Basturi Hasan; Hartati Hasan
U-JET Vol 3, No 4 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan perbedaan signifikan pada prestasi menulis siswa setelah diajarkan dengan menggunakan teknik mind mapping dan apakah mind mapping dapat digunakan untuk meningkatkan aspek menulis pada istilah organisasi, kosa kata, dan tata bahasa. Penelitian ini adalah kuantitatif berdasarkan desain eksperimental. Sampel dipilih secara acak dengan menggunakan lotere yaitu kelas XI IPA1. Data diperoleh dengan mengadakan pretest, posttest dan treatment. Peneliti menggunakan Repeated Measure t-test dalam menganalisa data yang dikumpulkan. Level signifikan adalah 0,05 dan hipotesa dibuktikan jika tanda p. Hal itu dapat dilihat dari hasil t-test yang menunjukkan sig. (2-tailed)  adalah ,000. Ini dapat diperkirakan bahwa H1 diterima dan H0 ditolak karena 0,000 0,05. Jadi kita dapat menyimpulkan bahwa ada peningkatan signifikan dari prestasi siswa setelah mereka diajarkan dengan menggunakan teknik mind mapping.The aims of this study are to find out significant difference in students’ writing achievement after being taught by using mind mapping technique and whether or not mind mapping can be used to increase students’ writing aspect in terms of organization, vocabulary, and grammar. This research was quantitative based on the experimental design. The sample was chosen randomly by using lottery that was XI IPA1. The data were gained by administering pretest. posttest and treatments. The researcher used Repeated Measure t-test in analyzing the data collected. The significance level is in 0.05 and the hypothesis is approved if sign p. It can be seen that t-test result showed sig. (2-tailed) is .000. It can be inferred that H1 is accepted and H0 is rejected since 0.000 0.05. So we can conclude that there is significant increase of students’ achievement after they are taught by using mind mapping technique.Keywords: achievement, mind mapping technique, writing aspect
INCREASING STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH TOTAL PHYSICAL RESPONSE AT THE FIFTH GRADE OF ELEMENTARY SCHOOL Annisa Kencana Wulan; Hartati Hasan; Budi Kadaryanto
U-JET Vol 3, No 1 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan dari pencapaian kosakata sebelum dan setelah diajarkan melalui TPR dan untuk mengetahui apakah ada setiap peningkatan aktivitas siswa melalui penerapan TPR. Hasil penelitian menunjukkan bahwa: (1) nilai rata-rata  pretest adalah 59.90 sedangkan nilai rata-rata posttest adalah 78,86 . Peningkatan nilai rata-rata adalah 18.96 setelah treatment. Ini berarti bahwa ada peningkatan yang signifikan pencapaian kosakata siswa antara pretest dan posttest setelah diajarkan melalui TPR. (2) TPR dapat meningkatkan aktivitas siswa dalam belajar. Ini menunjukan bahwa ada peningkatan yang signifikan dari pencapaian kosakata siswa antara pretest dan posttest setelah di ajarkan melalui TPR. Dengan kata lain, mengajarkan kosakata melalui TPR dianggap lebih baik dalam meningkatkan prestasi kosakata siswa daripada metode lain dan dapat digunakan sebagai acuan mengajar kosakata bahasa inggris.This research was intended to find out whether there was any significant increase of the students` vocabulary before and after being taught through TPR and to find out whether there was any improvement of students’ activity through the implementation of TPR. The result shows: (1) mean score of the pretest was 59.90 while the mean score of the posttest was 78.86. The increase of the mean score was 18.96 after the treatments. It means that there was a significant increase of the students` vocabulary achievement between pretest and posttest after being taught through TPR. (2) The hypothesis proposed in this research was accepted. It means that there was a significant increase of the students` vocabulary achievement between pretest and posttest after being taught through TPR. In other words, teaching vocabulary through TPR is considered to be better in increasing the students` vocabulary achievement than any other methods and it can be used as reference to teach English vocabularyKeywords: increasing, total physical response, vocabulary achievement.
TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE Nana Agustina; Cucu Sutarsyah; Hartati Hasan
U-JET Vol 2, No 7 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

One of the strategies which is considered applicable to teach students’ reading comprehension is scanning technique. Therefore, this research was intended to find out whether there was a significant difference of students’ reading comprehension achievement in identifying the specific information after being taught through scanning technique. This research was conducted at SMPN 5 Bandar Lampung. The population of this research was the second year students. The students were given three treatments. As the instrument, the researcher used objective reading test, that is, multiple choice test. Repeated Measures t-test was used to analyze the data and the hypothesis testing was computed using SPSS version 15.0 at the level significant of .05. Based on the calculation of t-test, the result shows that there is significant increase on students’ reading comprehension after being taught through scanning technique (p.05, p=.000), with the increase of mean point in pretest and posttest was 21.17.  Keywords: reading comprehension, scanning technique, specific information. 
THE IMPLEMENTATION OF JIGSAW TECHNIQUE IN ENGLISH Desti Mulya Sari; Bambang Setiyadi; Hartati Hasan
U-JET Vol 1, No 1 (2012): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are to improve (1) students speaking ability (2) students speaking activity and (3) the quality of teachers performance. The subject of this research is the second grade students of SMAN 2 Bandar Lampung, class XI IPS 1. An action research was carried out in order to improve students speaking ability by using Jigsaw Technique in English speaking class. There were two indicators that were used in this research, i.e. learning product and learning process. The result of the research shows that Jigsaw Tehnique improves the students speaking ability. In term of learning product, in cycle 1, students average speaking score was 61,8 and in cycle 2, it was 67,05. In learning process, it was found that there were some students who could not comprehend the text because the students lacked of vocabulary in cylce 1. But in cycle 2, all of the students could comprehend the text well and focuss on the activities. They became more active in speaking class because the students were given different style of Jigsaw Technique.Tujuan penelitian ini adalah untuk meningkatkan (1) kemampuan bicara siswa (2) aktivitas bicara siswa dan (3) kualitas performa guru. Penelitian ini dilakukan pada siswa-siswi kelas 2 IPS 1 SMAN 2 Bandar Lampung. Penelitian tindak kelas digunakan sebagai metode untuk meningkatkan kemampuan bicara siswa melalui teknik Jigsaw dalam kelas bicara bahasa Inggris. Hasil dari penelitian ini menyatakan bahwa ada kenaikan pada kemampuan bicara siswa. Terdapat dua indikator yang digunakan pada penelitian ini, yaitu produk pembelajaran dan proses pembelajaran. Pada produk pembelajaran di siklus pertama, skor rata-rata siswa adalah 61,8 dan di siklus ke-dua adalah 67,05. Pada proses pembelajaran, ditemukan bahwa ada beberapa siswa yang tidak dapat memahami teks dikarenakan rendahnya pembendaharaan kosakata yang dimiliki. Tetapi di siklus 2, semua siswa dapat memahami isi teks dengan baik dan fokus pada kegiatan mereka. Mereka menjadi lebih aktif dalam kelas bicara karena siswa diberikan teknik Jigsaw dengan style yang berbeda.Kata kunci: jigsaw teknik, peningkatan, bicara
INCREASING STUDENTS' VOCABULARY ACHIEVEMENT BY USING SUBSTITUTION AND CUED RESPONSE DRILLS Diena Yashinta; Hartati Hasan; Huzairin Huzairin
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 pencapaian kosakata siswa setelah diajar menggunakan teknik substitution and cued response drills. Subjek dalam penelitian ini adalah siswa SMP Negeri 10 Bandar Lampung, kelas VIIC terdiri dari 38 siswa. 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 58.42 sedangkan nilai rata-rata posttest adalah 80.98. Nilai signifikan (p=0.000, p0.005), nilai t 12.536. Ini menunjukkan bahwa hipotesis diterima. Berdasarkan data analisis dapat disimpulkan bahwa ada peningkatan pencapaian dalam pemahaman membaca siswa setelah diajarkan dengan menggunakan teknik substitution and cued response drills.The aim of this research is to find out whether there is an increase of students’ vocabulary achievement after being taught using substitution and cued response drills technique. The subjects of this reseach were the first grade students of SMP Negeri 10 Bandar Lampung, VIIC, consisted 38 students. 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 58.42 while the mean score of posttest is 80.98. The significant value (2 tailed) was (p=0.000, p0.005), t-value was 12.536. It showed that hypothesis was accepted. It is concluded that there is an increase of students’ vocabulary achievement after being taught using substitution and cued response drills.Keywords: content words, students’ achievement, substitution and cued response drills.
AN ANALYSIS OF THE PROCESS OF TEACHING PRONUNCIATION THROUGH SONG Hardiansyah Putra; Muhammad Sukirlan; Hartati Hasan
U-JET Vol 4, No 2 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan menganalisa proses pengajaran pronunciation menggunakan lagu dan menentukan pengucapan fricatives consonants yang sulit bagi siswa. Penelitian ini merupakan penelitian deskriptif kualitatif dengan desain triangulasi menggunakan instrumen; observasi dan tes. Sampel dipilih dengan menggunakan probabiliti sampling acak sederhana. Pengajaran dan uji coba dilakukan di kelas. Data dianalisis dengan melihat hasil dari observasi dan tes. Hasil pengujian menunjukan bahwa proses pengajaran menggunakan lagu diterima dengan baik oleh siswa dan juga mereka memperbaiki pronunciation mereka dan siswa tetap menemukan kesulitan dalam mengucapkan kata-kata yang berisi fricatives consonants.This research aims to analyze the process of teaching pronunciation through song and determine mispronounced friction/fricatives sounds that is done by the students. This qualitative descriptive employed triangulation with two kinds of Instruments; observation sheets and pronunciation test.One class is randomly taken as sample of the research by using lottery. Teaching and learning conducted in the sample class. The data were analyzed based on the result of observation and pronunciation test. The result of the research showed that the process of teaching pronunciation through song is well accepted by the students well and it can improve students pronunciation and the students still find difficulties in pronouncing the words containing fricatives consonants.Keywords: fricatives consonants, observation, pronunciation test
Co-Authors Ag Bambang Setiyadi Agustinus Bambang Setiyadi Annisa Kencana Wulan Bambang Setiyadi Basturi Hasan Budi Kadaryanto Cucu Sutarsyah Desti Mulya Sari Diena Yashinta Dwi Astiti Nugra Heni Edward Rukmana Fidelia Tria Marista Fitriah Wirani Hery Yufrizal Huzairin Huzairin Ilona Mutiara Rinjani Jayawarsa, A.A. Ketut Karlina Karlina Laksono Trisnantoro Maulini Rizki Melina Sari Muhammad Sukirlan Nana Agustina Nurul Aini Ria Silvita Tanum Ujang Suparman