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All Journal U-JET: Unila Journal of English Teaching AKSARA: Jurnal Bahasa dan Sastra
Ramlan Ginting Suka
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Arts Humanities Education Languange, Linguistic, Communication & Media

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ANALYSIS OF CURRICULUM 2013 IMPLEMENTED AT SEVEN GRADE OF SMP 2 BANDARLAMPUNG Naili Adilah Hamhij; Hery Yufrizal; Ramlan Ginting Suka
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menganalisis rencana pelaksanaan pembelajaran yang dibuat oleh guru bahasa Inggris dan proses belajar berdasarkan kurikulum 2013. Penelitian ini adalah kualitatif. Sampel penelitian diambil dari kelas VII-12 dan 1 orang guru. Data diperoleh dengan observasi, rekaman video, RPP, kegiatan siswa, kegiatan guru, dan proses belajar mengajar. Peneliti menggunakan lembar observasi dalam menganalisis data yang dikumpulkan. Hasil penilitian menunjukkan bahwa, guru mengimplementasikan RPP dengan baik berdasarkan komponen pada penilaian RPP kurikulum 2013 yang dibuktikan dengan perolehan nilai 94.6. Semua komponen (25) tertulis lengkap yaitu (21) komponen mendapatkan nilai (3), (4) komponen memperoleh nilai (2). Selama pembelajaran, guru mengimplementasikan kurikulum 2013 menerapkan konsep pendekatan ilmiah ditunjukkan dengan perolehan nilai 90.9 yang dikategorikan sebagai proses belajar mengajar yang sangat baik, penilaian berdasarkan penilaian kurikulum 2013.The aims of this study are to analyze lesson plan arranged by the English teacher from 25 components and the learning process in the implementation of 2013 curriculum. This research was qualitative method. The sample of the research was class VII-12 and one of the English teacher. Data were gained by observations and video recording. The researcher used observations sheet in analyzing the data collected. Result of the research shows that teacher implemented 2013 curriculum clearly based on components in 2013 curriculum proved by scored of the lesson plan 94.6. All components (25) completed, (21) components scored (3) as the maximum score and (4) components scored (2). During teaching learning, teacher also implemented 2013 curriculum with the concept of scientific approach, it shows by scored 90.9 and categorized as good the teaching learning process all the scoring based on the assessment of the 2013 curriculum.Keywords: 2013 curriculum, analysis implementation, english teaching
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

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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
TEACHING WRITING THROUGH GUIDED QUESTIONS TECHNIQUE AT THE FIRST GRADE OF SENIOR HIGH SCHOOL 3 BANDAR LAMPUNG Annely Prima Santoso; Ag. Bambang Setiyadi; Ramlan Ginting Suka
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui aspek menulis siswa yang paling meningkat setelah diajar melalui teknik guided questions, dan untuk menyelidiki masalah- masalah yang paling sering siswa hadapi dalam belajar menulis. Populasi penelitian ini adalah siswa kelas satu SMAN 3 Bandarlampung tahun akademik 2018/2019. Sampel penelitian ini adalah X MIA 2 yang terdiri dari 29 siswa. Data diambil dari tes dan wawancara. Hasil penelitian menunjukkan bahwa aspek menulis yang paling meningkat adalah aspek tata bahasa dengan nilai rata-rata pretest adalah 57.84, dan posttest adalah 65.79. Selain itu, hasil wawancara juga menunjukkan bahwa tata bahasa adalah masalah yang paling sering siswa hadapi. Oleh karena itu, hal ini menandakan bahwa teknik guided questions meningkatkan kemampuan mereka dalam menulis teks deskriptif. This research were aimed to find out the most improved aspect of students’ writing after being taught by guided questions technique, and to investigate the most frequently faced problems in learning writing. The population of this research was the first grade students of Senior High School 3 Bandarlampung in the academic year 2018/2019. The sample of this research was X Science 2 which consisted of 29 students. Data were taken from tests and interview. The result showed that the most improved aspect of writing was language use with the mean score of the pretest was 57.84, and the posttest was 65.79. Moreover, the result of the interview showed that language use was the most frequently faced problems. Therefore, it is approved that guided questions technique improves their ability in descriptive text writing. Keywords: writing, writing ability, guided questions technique
The implementation of Peer-Feedback in enhancing students’ writing achievement at SMA Negeri 1 Ketapang Siti Maysyaroh; Flora Nainggolan; Ramlan Ginting Suka
U-JET Vol 9, No 2 (2020): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah 1) untuk melihat apakah terdapat peningkatan kemampuan menulis siswa, secara umum, 2) melihat aspek menulis apa yang paling signifikan peningkatatannya setelah memperoleh perlakuan dengan menggunakan teknik peer feedback, serta 3) untuk mengetahui persepsi siswa terhadap penerapan teknik peer feedback. Penelitian ini menggunakan desain the one-group pretest-posttest yang melibatkan 32 siswa kelas X MIA 2 di SMA Negeri 1 Ketapang tahun akademik 2019/2020. Tes menulis dan kuesioner juga digunakan sebagai alat untuk mengumpulkan data. Data yang terkumpul dianalisis menggunakan paired sample t-test. Berdasarkan hasil analisis data, teknik peer feedback dapat meningkatkan kemampuan menulis siswa, secara umum dan masing-masing aspek menulis juga dapat meningkat secara signifikan dan yang paling signifikan adalah language use. Berdasarkan hasil kuesioner, diperoleh informasi bahwa hampir semua siswa memiliki persepsi yang sangat positif terhadap penerapan peer feedback.This research was conducted to investigate 1) whether there is any significant improvement in students’ writing achievement after being taught by using peer feedback technique, 2) to find out which aspect of writing that improves the most and 3) to find out students’ perception toward the implementation of peer-feedback technique. This research used the one-group pretest-posttest design that involved 32 students of X MIA 2 class at SMA Negeri 1 Ketapang in 2019/2020 academic year. The writing tests and questionnaire were also used as the instruments to collect the data. The data obtained were analyzed by using paired sample t-test. The results showed that there was a statistically significant improvement of students’ writing achievement in general, and all aspects of writing also improve significantly. Among other aspects, language use was the aspect of writing which improved the most. Furthermore, almost all of the students had a very positive perception about the benefits and the implementation of peer feedback.
INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Ramlan Ginting Suka
Aksara: Jurnal Bahasa dan Sastra Vol 16, No 2 (2015): Jurnal Aksara
Publisher : Universitas Lampung

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Abstract

This article presents the individual differences in learning and acquiring a second language. Some learners are successful in learning foreign language quickly while others feel frustrated. Gradman and Hanania (1991) state that there are 22 kinds of individual differences in learning foreign languages. This paper discusses five factors of individual differences. Each factor is expected to provide contribution in learning a second language. Furthermore, individual difference variables are expected to provide guidance to teachers to teach the second language effectively and efficiently.Key words: individual, differences, language acquisition
Conceptual and Communicative Functions in Written Discourse Ramlan Ginting Suka
Aksara: Jurnal Bahasa dan Sastra Vol 18, No 1 (2017): Aksara: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

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Abstract

Discourse is a general term for examples of language use, i.e., language which has been produced as the result of an act of communication. Whereas grammar refers to rules a language uses to form grammatical units as CLAURSE, and PHRASE, and SENTENCE, discourse refers to larger units of language such as paragraphs, conversations, and interviews. Sometimes the study of both written and spoken discourse is known as DISCOURSE ANALYSIS, some researchers however use discourse and TEXT LINGUISTICS to refer to the study of written discourse.Key Words: conceptual, communicative, discourse, text linguistics.
The use of Instagram as media to improve student's writing achievement in Descriptive texts Pipit Nurjanah; Muhammad Sukirlan; Ramlan Ginting Suka
U-JET Vol 11, No 3 (2022): U-JET
Publisher : FKIP UNILA

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Abstract

This research aimed to find out whether or not there is any significant improvement in students’ writing descriptive text after using Instagram and which aspect of writing improves the most after they are taught by using Instagram. The sample of the research were 26 students, and the population is class VIII at SMPN. This research was quantitative. One group of pre-test and post-test designs was used in this research. The instruments used in this research were writing test. The collected data were analyzed statistically through a Paired Samples T-test. The result of the research showed that the mean score of pre-tests is 55.77 and the post-test is 70.12. The results of t-value (15.179) is higher than t-table (2.0595) and the value of two-tailed significance is 0.000 0.05. It showed that the hypothesis is accepted that is, there is a significant improvement of students’ writing achievement after the use of Instagram. The result also shows that the most improving aspect of writing is language use with the mean score of pre-tests is 10.90 and the mean score of post-tests is 16.42. The improvement of the language use is 5.52 with the percentage is 38%. On the other hand, the lowest improvement aspect of writing is mechanics. It showed that the mean score of pre-tests is 2.12 and the mean score of post-tests is 3.02. The gain is 0.90 with the percentage is 6 %. The results indicate that 1.) There was a significant improvement in their writing achievement after being taught by using Instagram. 2.) Language use has a significant increase because this aspect has a higher score of 38% compared to other aspects.. Based on the result, it is concluded that there was a significant improvement in their writing achievement after being taught by using Instagram.
Co-Authors Adhe Shinta Handayani Afif Albaironi Haka Ag Bambang Setiyadi Ag. Bambang Setiyadi Andestia Utami Anggraini Nurwala Anggun khoirun nisak Annely Prima Santoso Arief Munandar Zs Arif Alexander Bastian Ariful Hakim Bambang Setiyadi Budi Kadaryanto Cucu Sutarsyah Cucu Sutaryah Dewi Purnama Sari Dhona Kartika Dwi Paramitha Fatimah Mulya Sari Feni Munifattulah Ferdy Aryanda Prasetya Ferli Angga Pratama Flora Flora Flora Nainggolan Fortina Delana Frincelly Awlisia Ramadona Hery Yufrizal Kamilia Qadarina Mahpul Mahpul Mevia Indriani Muhammad Bima Surya Kesuma Muhammad Reza Febrian Muhammad Sukirlan Nadya Ayu Paradita Nadya Shabrina Naili Adilah Hamhij Neni Kartika Novia Dwi Rahayu Nur Patmasari Patuan Raja Pipit Nurjanah Revi Nurhidayah Ricky Octavianus Simamora Rika Fitriyanti Rima Wati Arifin Ririn Kholidiana Siti Hikmatun Nazilah Siti Maysyaroh Sudirman Sudirman Tati Fatmawati Tince Noeryani Tri Wahyudi Ujang Suparman Yulisa Putri