Articles
<![CDATA[Multi Media for Receptive and Productive Second and Foreign Language Skill Development ]]>
<![CDATA[Hery Yufrizal]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This article discusses the use of multimedia for receptive and pruductive second and forreign language development. The theoretical bases use for the application of multimedia in second language teaching is on the basis of comprehensible input and comprehensible output, two terms which have been discussed and analyzed in second language acquisition research for the last two decades.Use of multimedia in this article is on two types of language skills: receptive and productive skills covering the four language skills listening, reading, speaking, and writing. Practical examples of the use of multimedia is directed toward using it by learners and by teachers as learning faciltators. A wide range of internet use for university students is given in a more detailed perspective.Key words: multimedia, receptive skills, productive skills, internet, comprehensible input and comprehensible output.]]>
<![CDATA[Musical Drama to Improve Students' Speaking Performance and Confidence ]]>
<![CDATA[Iwan Sutanto]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Hery Yufrizal]]>
<![CDATA[ U-JET Vol 8, No 3 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh Drama Musikal dalam meningkatkan kemampuan berbicara siswa dan untuk mengetahui perbedaan kemampuan berbicara antara siswa yang memiliki kepercayaan diri tinggi dan mereka yang memiliki kepercayaan diri rendah. Subjek penelitian ini adalah siswa kelas XI SMA Darma Bangsa, Bandar Lampung, yang terdiri dari 28 siswa. Desain penelitian ini adalah quasi eksperimental. Hasil penelitian menunjukkan bahwa ada peningkatan yang signifikan pada kemampuan berbicara siswa setelah diajar menggunakan drama musikal dan ada juga perbedaan yang signifikan pada kemampuan berbicara siswa antara siswa yang memiliki kepercayaan diri tinggi dengan mereka yang memiliki kepercayaan diri rendah. Dapat disimpulkan bahwa Drama Musikal efektif untuk digunakan dalam mengajar speaking dan siswa dengan kepercayaan diri tinggi berbicara lebih baik daripada mereka yang memiliki kepercayaan diri rendah.This study was aimed to find out the effect of Musical Drama in improving the students’ speaking performance and to find out the speaking performance differences between the students who have high confidence and those with low confidence. The subjects of the research were the eleventh grade students of SMA Darma Bangsa, Bandar Lampung, consisting of 28 students. The design of this study was quasi experimental research. The results of the research showed that there was a significant improvement in the students’ speaking performance after being taught using musical drama and There was also significant difference in students’ speaking performance between the students who have high confidence with those who have low confidence. It can be concluded that Musical Drama is effective for teaching speaking and the students with high confidence speak better than those with low confidence.Keywords: Confidence, musical drama, speaking performance.]]>
<![CDATA[THE IMPLEMENTATION OF DRAMA IN ENGLISH CLASS ]]>
<![CDATA[Karlina Karlina]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Hartati Hasan]]>
<![CDATA[ U-JET Vol 2, No 3 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objective of this research is to analyze the process, the components of drama, and the impression of the students toward the implementing of drama in English classroom. This research was a descriptive qualitative which focused on the process of implementing drama in the English classroom. It concerned with an instruction of drama technique that was implemented to create interesting activity in the classroom. The research used observation and audiovisual recording in order to know how drama was implemented in English class. From the questionnaire, the writer knew the impression of the students toward the implementing drama in English class. The sample of the research was class IX.1 consisting of 32 students. The result shows that the process of drama is doing well. From the elements of drama make students to deliver the message from the text to the audience well and from the components of drama can develop creative thinking, increases self confidence, active, and enjoying activities in the class. Another results shows that the impression of students are; they enjoy the subject. It has seen from result of questionnaire. The researcher suggests that the teacher must use drama technique in teaching English in classroom and uses the elements and components of drama. Keywords:drama, elements drama, components drama]]>
<![CDATA[THE USE OF LEARNING STRATEGIES IN READING COMPREHENSION ]]>
<![CDATA[Lia Anggraini Sari]]>;
<![CDATA[Ag Bambang Setiyadi]]>;
<![CDATA[Hery Yufrizal]]>
<![CDATA[ U-JET Vol 4, No 8 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi belajar yang berbeda dalam kemampuan membaca bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan di kelas XI dengan total siswa 64 orang. Untuk mengumpulkan data, peneliti memberikan sebuah kuesioner (LLSQ) dan test membaca. Data dianalisis dengan One way Anova. Hasil penelitian menunjukkan bahwa (1) tidak ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi belajar yang berbeda, (2) sebagian besar siswa menggunakan strategi metakognitif (48.43%), sosial (29.69%), dan kognitif (21.88%). Oleh karena itu, siswa perlu diinformasikan tentang strategi-strategi belajar dan penggunaan yang tepat dalam membaca karena pemilihan strategi belajar adalah salah satu cara siswa dalam meningkatkan kemampuan membaca siswa.The research was aimed to find out whether or not there was significant difference between successful and unsuccessful learners in using difference learning strategies in reading comprehension. This research was a quantitative study and was conducted to 64 learners in second grade of SMAN 1 Gedong Tataan. In collecting data, the researcher gave a questionnaire (LLSQ) and reading test. The data was analyzed by using One way Anove. The results showed that (1) there was no significant difference between successful and unsuccessful learners in using difference learning strategies, (2) most of students used metacognitive strategy (48.43%), social (29.69%), and cognitive (21.88%). Therefore, the students need to be informed about learning strategies and how to use them appropriately in reading because choosing learning strategies was one of a students ways in improving their skill in reading.Keywords: learning strategies, reading comprehension, successful learners]]>
<![CDATA[THE IMPLEMENTATION OF EXCLUSIVE LEARNING MODEL IN TEACHING ENGLISH ]]>
<![CDATA[Diah Ayu Prasetyorini]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Budi Kadaryanto]]>
<![CDATA[ U-JET Vol 3, No 5 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan model pembelajaran Exclusive dalam pengajaran Bahasa Inggris and mengetahui bagaimana respon siswa terhadap model pembelajaran Exclusive. Penelitian ini merupakan penelitian deskriptif kualitatif yang berfokus pada proses penerapan model pembelajaran Eksklusif dalam Pengajaran Bahasa Inggris. Penelitian metode ini di terapkan pada murid SMAN 2 Metro kelas X PMS 3. Peneliti menemukan bahwa model pembelajaran Eksklusif dapat membuat siswa meningkatkan kemampuan dalam bahasa Inggris; Berbicara, Membaca, Menulis dan Mendengarkan. Peneliti menyarankan kepada guru bahasa Inggris untuk menggunakan model pembelajaran Eksklusif sebagai metode pembelajaran yang digunakan dalam mengajar bahasa Inggris karena model pembelajaran Exclusive dapat membuat siswa mengembangkan ide kreatif mereka The objectives of the research were to investigate how is the implementation of Exclusive learning model in teaching English and to find out students’ response towards the implementation of Exclusive learning model.This research was a descriptive qualitative research which focused on the process of implementing Exclusive learning model in Teaching English. This research was conducted at the First Year Students of SMAN 2 Metro and the subject was class X PMS 3. The researcher found that Exclusive learning model could make the students improve their skill in English; Speaking, Reading, Writing and Listening. This learning model could make the classroom environment better and made the students active during teaching learning activities. The researcher suggested to the English teacher to use Exclusive learning model as their method in teaching English because Exclusive learning model could make the students develop their creative thinking and enjoy in the classroom.Keywords: exclusive, learning model, english teaching]]>
<![CDATA[DIFFERENCES OF COMMUNICATION STRATEGIES USED BY EXTROVERT STUDENTS AND INTROVERT STUDENTS IN ENGLISH SPEAKING ]]>
<![CDATA[Elsya Rivana]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Rosita Simbolon]]>
<![CDATA[ U-JET Vol 2, No 4 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objectives of this research is to find out which communication strategies are frequently used by extrovert students and introvert students. The design of this research used taxonomic analysis which is adopted from Dorney‟s taxonomy of communication strategy. One class, XI science 1 which consisted of 36 students, was taken as the sample of the research. The result shows that there are 16 students who were classified into extrovert group, 14 students were introvert, and 6 students were mediocre group. Meanwhile, it was found that there are 138 CSs used by extrovert and introvert students. The extrovert students used 52 CSs or as many as 37% from the total of percentage. Besides, introvert students used 86 CSs or as many as 63%. Moreover, extrovert students tended to use appeal for help frequently. On the other hand, introvert students mostly used time gaining strategies. Since Indonesian students may not understand how to use CSs in English speaking activity; the researcher suggests that the teachers teach about CSs by providing them L2 models of CSs. Keywords: communication strategy, extrovert, introvert, taxonomic analysis]]>
<![CDATA[ANALYZING AUTONOMOUS LEARNING AT FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Fitri Wulansari]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Hartati Hasan]]>
<![CDATA[ U-JET Vol 3, No 2 (2014): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menginvestigasi implementasi dari pembelajaran autonomi. Pembelajaran autonomi terdiri dari tiga aspek: perencanaan diri, monitor diri, dan evaluasi diri. Penelitian ini adalah penelitian kualitatif dan juga merupakan studi kasus instrumental. Subjek penelitian ini adalah 22 siswa kelas satu dari sekolah menengah pertama. Penulis mengobservasi kelas serta memberikan kuesioner kepada para siswa untuk menemukan apakah para siswa merupakan autonomous learner atau bukan. Hasil penelitian menunjukkan pada aspek perencanaan hanya 56.83% siswa yang melaksanakan dan ini termasuk kategori kurang. Pada aspek monitoring 81.85% siswa telah melaksanakan dan ini menunjukan kategori baik. Pada aspek evaluasi 62.53% siswa melaksanakan dan ini masuk kategori cukup. Jadi siswa kelas satu pada kelas ini memperoleh kategori baik pada aspek monitoring, sedangkan untuk aspek perencanaan dan evaluasi harus lebih ditingkatkan.This research is aimed at investigating the implementation of autonomous learning. Autonomous learning consists of three aspects: self planning, self monitoring, and self evaluating. This research is a qualitative research and also instrumental case study. The subject of the research is 22 students of the first grade students of junior high school. The writer observed the classroom, and also gave a set of questionnaire to the students to find out whether they are an autonomous learner or not. The result showed that in self planning aspect, 56.83% students are self-planned; they are categorized into “poor”. In self monitoring aspect, 81.85% students are self-monitored; they are categorized into “good”. In self evaluating aspect, 62.53% students are self-evaluated; they are categorized into “fair”. So, the students got good category in self monitoring aspect, whereas for self planning and self evaluating must be improved.Keywords: autonomous learning, implementation, self evaluating, self monitoring, self planning]]>
<![CDATA[Developing oral presentation based on scientific approaches to improve students' speaking skills ]]>
<![CDATA[Fajar Prayoga]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Hery Yufrizal]]>
<![CDATA[ U-JET Vol 9, No 1 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[This study was aimed i) to find out the significant difference of students’ speaking achievement between oral presentation based on scientific approaches and conventional oral presentation and also ii) to find out what aspects of speaking significantly improve between control class and experimental class. The subjects of this research were the second grade of SMA Muhammadiyah 2 Bandar Lampung. The result shows that i) there was a statistically significant difference of students’ speaking achievement between oral presentation based on scientific approaches and conventional oral presentation, ii) Based on the gain score of each aspects of speaking, the comprehension aspect is significantly improve after taught using oral presentation based on scientific approaches. It can be said that oral presentation based on scientific approaches is more effective to improve the students speaking achievement than conventional oral presentation.Keywords: Oral presentation, scientific approach, speaking achievement.]]>
<![CDATA[Designing Speaking Tasks Based on Students Learning Style ]]>
<![CDATA[Sulastri Sulastri]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Muhammad Sukirlan]]>
<![CDATA[ U-JET Vol 6, No 2 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan yang signifikan dari task yang didisain berdasarkan gaya belajar siswa ditinjau dari kuantitas dan kualitas berbicara dan juga untuk mengetahui apakah ada perbedaan dari kuantitas dan kualitas berbicara siswa diantara gaya belajar yang berbeda dan task yang didisain. Penelitian ini menggunakan desain one group repeated measures. Hasil analisis menunjukkan perbedaan yang signifikan dari task yang didisain berdasarkan gaya belajar siswa ditinjau dari kuantitas berbicara, namun tidak pada kualitasnya. Meskipun tidak ada perbedaan yang signifikan pada kuantitas dan kualitas berbicara siswa dari gaya belajar yang berbeda dan task yang didisain, perbedaan tetap ada meskipun sedikit. Hal ini dilihat dari fluktuatif siswa ketika berinteraksi. Itu berarti pengelompokkan gaya belajar menurut Willing sesuai dengan konteks pembelajaran bahasa.The purposes of this study is to find out whether there is a significant difference among task design based on students learning style in the quantity and quality of speaking, and to find out whether there is a difference of students quantity and quality in speaking among students with different learning style and the speaking task. One group repeated measures design has been carried out in this research. The result of analysis shows that there is a significant difference among tasks design based on students learning style in the speaking quantity, but not for the quality.Although there is no difference of students quantity and quality in speaking among students with different learning style and the speaking task, there is still relative different. It can be seen from the fluctuation in their interaction. It seems that Willings classifications of learning style are compatible to language learning context.Keywords: speaking task, quantity and quality of students speaking, learning style]]>
<![CDATA[THE IMPLEMENTATION OF GUESSING MEANING FROM CONTEXT IN IMPROVING STUDENTS READING SKILL ]]>
<![CDATA[Erizkha Hardanti]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Hery Yufrizal]]>
<![CDATA[ U-JET Vol 4, No 8 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk (1) menginvestigasi apakah ada perbedaan pada pemahaman membaca siswa sebelum dan sesudah diajar menggunakan strategi guessing meaning from context, (2) menemukan strategi manakah dari guessing meaning from context yang menghasilkan pencapaian yang lebih baik oleh siswa. Untuk mencapai tujuan ini, peneliti menggunakan studi kuantitatif melibatkan satu kelas. Instrumen untuk pengumpulan data dalam penelitian ini adalah tes membaca. Hasil penelitian menunjukan bahwa terdapat perbedaan pada pencapaian pemahaman membaca siswa setelah diajar menggunakan strategi tersebut. Strategi surrounding words, pictures, experience, dan imagination yang paling signifikan meningkat diantara strategi yang lain. Hasil tes hipotesis menunjukan bahwa nilai signifikan (2- tailed) adalah 0.000 (p0.05). Dapat disimpulkan bahwa H0 ditolak dan menunjukan bahwa strategi guessing meaning from context dapat meningkatkan pemahaman siswa dalam membaca di semua aspek.This study aimed at (1) investigating whether there was a significant difference of students reading comprehension achievement before and after being taught by using Guessing Meaning from Context strategy, (2) findingout in terms of strategies for Guessing Meaning from Context which strategies produced better achievement by the students.The researcher carried out quantitative study with one group Pre-test Post-test Design, involving one class as experimental class. The instrument in this research was reading test. The results of data analysis showed there was a significant difference on students reading comprehension achievement after being taught by using Guessing Meaning from Context strategy. Then, surrounding words, pictures, experience, and imagination as the strategiesincreased the most than the otherstrategies. Hypothesis testshowed thatthe significance value (2- tailed) was 0.000 (p0.05). It could be concluded that null-hypothesis was rejected, and itbe inferred Guessing Meaning from Context strategyincrease the students reading comprehension in all aspects. Keywords: guessing meaning from context, implementation, reading skill.]]>
