Articles
<![CDATA[THE EFFECTIFENESS OF USING WORD CATEGORIZATION METHOD IN IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Muhammad Bima Surya Kesuma]]>;
<![CDATA[Budi Kadaryanto]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 2, No 10 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Memiliki kemampuan yang cukup dalam tata bahasa tanpa menguasai kosakata akan sia-sia untuk melakukan komunikasi. Banyak orang menyadari bahwa keterbatasan mereka akan kosakata telah membuat mereka sulit untuk mengekspresikan ide mereka. Menguasai kosakata penting ketika kita belajar bahasa Inggris. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui apakah metode kategorisasi kata secara signifikan dapat meningkatkan kosa kata siswa. Desain eksperimen semu digunakan untuk melakukan penelitian ini. Hasil analisis data menunjukkan bahwa pelaksanaan Metode Pengkategorisasian Kata dapat digunakan untuk meningkatkan prestasi siswa dalam penguasaan kosakata. Hal ini terbukti dari signifikansi yang kurang dari 0,05. Dapat disimpulkan bahwa penggunakan Metode Pengkategorisasian Kata dalam proses belajar mengajar cukup efektif untuk meningkatkan kosakata siswa. Having sufficient ability in grammar without mastring vocabulary will be useless for carrying out communication. Many people realize that their limitation of vocabulary has made them difficult to express their idea. Mastering vocabulary is important when we learn English. Therefore, the objective of the research was to find whether or not word categorization method can significantly improve students’ achievement in learning vocabulary of the eight grade students. Quasi experimental design was used to conduct this research. The result of the data analysis showed that the implementation of Word Categorization Method could be used to increase students’ achievement in vocabulary mastery. It was proved by significance that is less than 0.05. It could be concluded that he using of Word Categorization Method in teaching and learning process is effective enough to increase students’ vocabulary achievement. Keywords: picture, teaching vocabulary, word categorization method.]]>
<![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 ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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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[The Implementation of Contextual Teaching and Learning in Teaching Speaking ]]>
<![CDATA[Rima Wati Arifin]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian tindakan kelas ini dilakukan untuk mengetahui apakah penerapan CTL dapat meningkatkan prestasi berbicara siswa, partisipasi siswa dalam proses pembelajaran, prestasi guru. Penelitian ini mengunakan prosedur penelitian tindakan kelas. Subjek dalam penelitian ini adalah murid kelas X TKJ 1 SMK Persada Bandar Lampung yang berjumlah 22 murid. Tes berbicara dan pengamatan digunakan sebagai alat pengambilan data. Hasilnya menunjukan bahwa penerapan CTL dapat meningkatkan prestasi berbicara siswa, partisipasi siswa dan prestasi guru.This classroom action research was to find out whether the implementation of Contextual Teaching Learning (CTL) improved the students speaking achievement, students participation in teaching learning process, and teachers performance. This research used the procedure of classroom action. The subjects of this research were 22 students of the second grade of X TKJ 1SMK PERSADA Bandar Lampung. The data were collected through the speaking test and observation.The result showed that the implementation of CTL significantly improved the students speaking achievement, students participation, and teachers performance.Keywords: contextual teaching andlearning, implementation, teaching speaking.]]>
<![CDATA[Using WhatsApp to promote students’ writing achievement at the first grade students of SMAN 3 Bandarlampung ]]>
<![CDATA[Anggraini Nurwala]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 9, No 2 (2020): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan signifikan pada kemampuan siswa dalam menulis setelah siswa diajarkan menggunakan WhatsApp sebagai media dalam pembelajaran menulis. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat pertama SMAN 3 Bandar Lampung. Test menulis digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan pada kemampuan menulis siswa setelah penerapan WhatsApp dalam menulis teks deskriptif dan aspek content adalah aspek menulis yang paling meningkat. Dapat disarankan bahwa mengajarkan menulis teks deskriptif menggunakan WhatsApp efektif dalam meningkatkan kemampuan menulis siswa. The objectives of this research were to find out the increase of the students’ writing achievement after the students were taught by using WhatsApp as the media in teaching writing and to investigate which aspect of writing got the highest score after the implementation of WhatsApp in teaching writing descriptive text. This research was quantitative research. The subjects were 30 students of the first-grade students of SMAN 3 Bandar Lampung. The writing tests were used as the research instrument. The data were analyzed by using the Repeated Measure t-test. The result showed that there is a statistically significant increase in students’ writing achievement after the implementation of WhatsApp in teaching writing descriptive text and the content aspect of writing was the aspect that improved the most. This suggests that teaching writing descriptive text through WhatsApp is effective in increasing students’ writing achievement.Keywords: WhatsApp, teaching writing, descriptive text.]]>
<![CDATA[The Implementation of Competitive Learning Strategy to Improve Students’ Achievement in Reading Comprehension ]]>
<![CDATA[Kamilia Qadarina]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 7, No 4 (2018): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan pemahaman membaca teks naratif siswa melalui penerapan strategi Competitive Learning. Penelitian ini adalah kuantitatif dengan one-group pretest - posttest design. Subjek penelitian ini adalah 30 siswa SMP Muhammadiyah 3 Bandar Lampung. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Repeated Measures Sample T-test. Hasil menunjukkan bahwa pencapaian murid dalam pemahaman membaca naratif text meningkat dengan signifikan level sebesar 0.05. Ini menunjukkan bahwa strategi Competitive Learning membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the improvement of students’reading comprehension achievement in narrative texts after the students were taught through Competitive Learning Strategy. This study was quantitative research with one-group pretest - posttest design of pre-experimental design. The subjects of this research were 30 students of SMP Muhammadiyah 3 Bandar Lampung. The data were obtained from the pre test and the post test. The data were analyzed by using Repeated Measures Sample T-test. The results showed that the students’ reading comprehension achievement in narrative texts increased with the significance level 0.05. This suggests that Competitive Learning strategy facilitates the students to improve their reading comprehension achievement. Keywords: Competitive Learning, reading comprehension, narrative text.]]>
<![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 ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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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[THE DIFFERENCE BETWEEN SUCCESSFUL AND UNSUCCESSFUL LEARNERS IN ENGLISH LISTENING'S LEARNING STRATEGIES ]]>
<![CDATA[Muhammad Reza Febrian]]>;
<![CDATA[Ag. Bambang Setiyadi]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 3, No 7 (2014): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui (1) perbedaan antara siswa yang berhasil dan tidak berhasil, dalam penggunaan strategi kemampuan mendengarkan bahasa Inggris yang berbeda. (2) Strategi belajar yang paling efektif, dan (3) strategi belajar yang paling sering digunakan siswa dalam mendengarkan. Penelitian ini merupakan studi kuantitatif. Sampel yang digunakan adalah siswa kelas XI SMA Negeri 14 Bandar Lampung. Independent t-test digunakan untuk menganalisis data kemampuan mendengar siswa dan strategi belajar dalam taraf signifikan 0.05. Hasil penelitian ini menunjukkan (1) ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi kognitif (p= 0.02) dan social strategi (p= 0.02) namun, tidak ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan metakognitif strategi (p=0.065). (2) Strategi belajar paling efektif dalam kemampuan mendengarkan adalah strategi metakognitif. (3) Strategi sosial adalah yang paling sering digunakan siswa dalam kemampuan mendengarkan bahasa Inggris.This present study aimed to investigate (1) difference between successful and unsuccessful learners in using different learning strategies in English listening skill (2) The most effective learning strategy in students’ listening skill, and (3) The most frequent learning strategy used by the students in listening. This is a quantitative study. The samples of the study were the learners at the second grade of SMA Negeri 14 Bandar Lampung. Independent t-test was used to analyze the data at the significant level of 0.05. The result showed that (1) there is significant difference between successful and unsuccessful learners in using cognitive (p=0.02) and social (p=0.02). There is no significant difference between successful and unsuccessful learners in using meta-cognitive (p=0.065). (2) The most effective learning strategy in listening skill is meta-cognitive strategy. (3) Social strategy is the type of learning strategies mostly used by the students.Keywords: learning strategy, listening skill, successful learners, unsuccessful learners]]>
<![CDATA[IMPROVING STUDENTS READING COMPREHENSION THROUGH TASK-BASED LEARNING AT SMPN SECOND GRADE ]]>
<![CDATA[Frincelly Awlisia Ramadona]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 4, No 7 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah terdapat peningkatkan kemampuan membaca siswa menggunakan teknik Task-Based Learning, dan apa masalah yang dihadapi siswa dalam menggunakan teknik tersebut. Peneliti menggunakan desain pre-test dan post-test dalam penelitian ini. Hasil penelitian menunjukkan bahwa ada peningkatan dalam kemampuan membaca siswa setelah diajar menggunakan teknik Task-Based Learning. Data tersebut menunjukkan bahwa nilai rata-rata post-test (68.00) lebih tinggi dibanding nilai rata-rata pre-test (59.17) dengan peningkatan 8.83. Dapat dikatakan bahwa teknik Task-Based Learning meningkatkan kemampuan membaca siswa. Masalah yang dihadapi oleh siswa adalah terbatasnya waktu dan masih bingung dalam menggunakan tugas pembuatan daftar dalam teknik Task-Based Learning.The purposes of this research were to determine whether there was an improvement of students reading comprehension through Task-Based Learning technique and what problems were faced by the students in this technique. Researcher used a pre-test and post-test design in this research. The result of the research showed that there was an improvement in students reading comprehension after being taught using Task-Based Learning technique. The result showed that students mean score of post-test (68.00) was higher than mean score of pre-test (59.17) with 8.83 gain score. It can be said that Task-Based Learning technique improved students' reading comprehension. Problems that were faced by the students were time limitation and still had confused of using listing task in Task-Based Learning technique.Keywords: reading comprehension, task-based learning technique, listing task.]]>
<![CDATA[Teaching Listening Skill through TPR ]]>
<![CDATA[Dewi Purnama Sari]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 6, No 3 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti i) apakah ada peningkatan pada keterampilan menyimak siswa dan ii) respon siswa setelah belajar melalui metode TPR. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian sebanyak 30 siswa pada tahun pertama di SMP Negeri 22 Bandar Lampung. Tes menyimak dan kuesioner digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukkan bahwa adanya peningkatan kemampuan mendengarkan siswa dengan tingkat signifikansi 0.05. Para siswa menunjukkan berbagai respon terhadap metode ini. Tetapi kebanyakan dari mereka menunjukkan respon yang positif. Hal ini menandakan bahwa metode TPR memberikan kesempatan kepada siswa dalam mengembangkan keterampilan mendengarkan dalam bahasa Inggris dengan lebih mudah.The aim of this study is to find out i) whether there is statistically significant improvement of the students listening skill and ii) the students responses after the implementation of TPR. This research was quantitative research. The subjects of this research were 30 students of the first year of SMP Negeri 22 Bandar Lampung. Listening tests and questionnaires were administrated as the instrument of the research. The result showed that there was statistically significant improvement of the students listening skill with the significant level 0.05. There were various responses of the students on this method. But most of them gave positive responses. This suggests that TPR facilitates the students to develop English listening skills more easily.Keywords: ESL, listening skill, TPR]]>
<![CDATA[Correlation between Students’ Vocabulary and Grammar Mastery towards Students’ Reading Comprehension ]]>
<![CDATA[Ririn Kholidiana]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 7, No 5 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada korelasi antara penguasaan kosakata siswa, penguasaan tata bahasa siswa terhadap pemahaman membaca siswa. Penelitian ini menggunakan desain ex-post facto co-relational. Subjek dari penelitian ini adalah kelas XI MIA 2 SMAN 1 Ambarawa yang terdiri dari 32 siswa. Kemudian, data yang diperoleh dianalisis menggunkan Pearson Product Moment Correlation and Multiple Linear Regression Test. Hasil menunjukkan bahwa terdapat korelasi yang signifikan antara penguasaan kosakata dan tata bahasa siswa dengan pemahaman membaca mereka secara statistic dengan level signifikansi 0.05. Ini menunjukkan bahwa untuk mendapatkan kemampuan pemahaman membaca yang bagus, pembelajaran kosakata dan tata bahasa harus ditingkatkan.The objective of this research was to find out whether there was a correlation between students’ vocabulary mastery, grammar mastery and their reading comprehension. This study used ex post facto co-relational design. The subject of this research was class XI MIA 2 of SMAN 1 Ambarawa consisting of 32 students. The data were analyzed by using Pearson Product Moment Correlation and Multiple Linear Regression Test. The result showed that there was a statistically significant correlation between students’ vocabulary mastery, grammar mastery and their reading comprehension with the significant level 0.05. This suggests that to obtain a good reading comprehension, vocabulary mastery and grammar mastery must be improved.Keywords: grammar mastery, vocabulary mastery, reading comprehension]]>
