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<![CDATA[The Influence of Think-Talk-Write Technique by Using Picture to Improve Students' Descriptive Writing at the First Grade of Senior High School ]]>
<![CDATA[Rafika Indah]]>;
<![CDATA[Basturi Hasan]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan menulis teks deskriptif siswa melalui penerapan teknik Think-Talk-Write dan ii) aspek menulis yang paling meningkat. Penelitian ini adalah kuasi-eksperimental dengan one-group pretest-posttest design. Subjek penelitian ini adalah siswa kelas X IPA 6 di SMA Al Azhar 3 Bandar Lampung yang terdiri atas 34 siswa. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Paired Sample T-test. Nilai rata-rata yang diperoleh dalam pre test adalah 54.83 dan nilai rata-rata yang diperoleh dalam post test adalah 64.95. Hasil menunjukkan bahwa pencapaian murid terhadap skill menulis deskriptif text meningkat secara statistik dengan level signifikansi 0.05. Ini menunjukkan bahwa teknik Think-Talk-Write membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the students’ improvement on writing descriptive text after the students were taught through Think-Talk-Write technique and ii) the aspect of writing improves the most. This study was quasi-experimental research with one-group pretest-posttest design of pre-experimental design. The subject of this research was class X IPA 6 of SMA Al Azhar 3 Bandar Lampung consisting of 34 students. The data were obtained from the pre test and post test. Then, the data were analyzed by using Paired Sample T-test. The average score of the pre-test was 54.83 and the average score of the post-test was 64.95. The results showed that the students’ achievement on writing descriptive text statistically increased with the significant level 0.05. This suggests that Think-Talk-Write technique facilitates the students to improve their writing achievement. Keywords: think-talk-write, teaching writing, descriptive text.]]>
<![CDATA[The Influence of Think-Talk-Write Technique to Improve Students' Descriptive Writing at the First Grade of Senior High School ]]>
<![CDATA[Rafika Indah]]>;
<![CDATA[Basturi Hasan]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan menulis teks deskriptif siswa melalui penerapan teknik Think-Talk-Write dan ii) aspek menulis yang paling meningkat. Penelitian ini adalah kuasi-eksperimental dengan one-group pretest-posttest design. Subjek penelitian ini adalah siswa kelas X IPA 6 di SMA Al Azhar 3 Bandar Lampung yang terdiri atas 34 siswa. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Paired Sample T-test. Nilai rata-rata yang diperoleh dalam pre test adalah 54.83 dan nilai rata-rata yang diperoleh dalam post test adalah 64.95. Hasil menunjukkan bahwa pencapaian murid terhadap skill menulis deskriptif text meningkat secara statistik dengan level signifikansi 0.05. Ini menunjukkan bahwa teknik Think-Talk-Write membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the students’ improvement on writing descriptive text after the students were taught through Think-Talk-Write technique and ii) the aspect of writing improves the most. This study was quasi-experimental research with one-group pretest-posttest design of pre-experimental design. The subject of this research was class X IPA 6 of SMA Al Azhar 3 Bandar Lampung consisting of 34 students. The data were obtained from the pre test and post test. Then, the data were analyzed by using Paired Sample T-test. The average score of the pre-test was 54.83 and the average score of the post-test was 64.95. The results showed that the students’ achievement on writing descriptive text statistically increased with the significant level 0.05. This suggests that Think-Talk-Write technique facilitates the students to improve their writing achievement.Keywords: think-talk-write, teaching writing, descriptive text.]]>
<![CDATA[TEXTLESS COMIC TO IMPROVE NARRATIVE TEXT WRITING ABILITY ]]>
<![CDATA[Tri Widioko]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 4, No 5 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penilitian ini adalah untuk mengetahui apakah ada peningkatan kemampuan siswa dalam menulis naratif teks setelah diajar menggunakan textless comic. Penelitian ini menggunakan pendekatan kuantitatif dan dilakanakan di kelas XI IPA 4 yang berjumlah 31 orang. Peneliti menggunakan tes menulis untuk mengumpulan data. Hasil penelitian menunjukan bahwa ada peningkatan kemampuan siswa dalam menulis setelah diajar menggunakan media textless comic. Hal ini dapat dibuktikan dari adanya peningkatan nilai rata-rata siswa dari pretes ke postes yaitu 59.46 ke 75.96, dengan nilai t-value 11.376 dan t- table 2.042. Oleh karena itu dapat disimpulkan jika media textless comic dapat meningkatkan kemampuan siswa dalam menulis.The aim of this research was to find out whether or not there was an improvement of the students ability in writing narrative text after being taught by using textless comic. This research used quantitative approach and was conducted to 31 students in class XI IPA 4. The researcher administered writing test in collecting the data. The result of the data analysis showed that there was an improvement in students ability after they were taught by using textless comic. It could be proven from the improvement of students mean score from pretest to posttest, which was 59.46 to 75.96, with t-value 11.376 and the t- table 2.042. In short, textless comic can improve students ability in writing narrative text.Keywords: improving, narrative text, textless comic, writing skill]]>
<![CDATA[comparison between students' reading comprehension through buzz group and herringbone technique ]]>
<![CDATA[vivi handayani]]>;
<![CDATA[ujang suparman]]>;
<![CDATA[flora nainggolan]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menemukan perbedaan kemampuan membaca siswa setelah diajar dengan teknik buzz group dan herringbone Subjek penelitian ini adalah 37 siswa di SMA Utama 2 Bandar Lampung. Hasil uji statistik menunjukkan bahwa terdapat perbedaan kemampuan membaca siswa yang diajar dengan teknik buzz group dan herringbone dengan tingkat signifikan 0.0000.05. Tetapi teknik buzz group lebih baik dari pada herringbone dalam meningkatkan kemampuan membaca siswa. Berdasarkan hal ini, dapat disimpulkan bahwa teknik buzz group adalah teknik yang efektif untuk meningkatkan kemampuan membaca siswa.This study was intended to find out whether there was a statistically significant difference of the students reading comprehension achievement after being taught through buzz group technique and herringbone technique. The subjects were 37 students of SMA Utama 2 Bandar Lampung. The result showed that there was a statistically significant difference of students reading comprehension achievement between buzz group technique and herringbone technique with the significant level 0.0000.05. This suggested that buzz group technique facilitates the students to improve their reading comprehension achievement in learning English.]]>
<![CDATA[IMPROVING STUDENTS’ VOCABULARY THROUGH FUNNY STORIES AT THE SECOND GRADE OF SMA YADIKA BANDAR LAMPUNG ]]>
<![CDATA[Violita Cahya Rivai]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 10, No 2 (2021): Vol 10, No 2 (2021): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objectives of this research were to find out whether teaching by using Funny Stories could give improvement toward students’ vocabulary or not and to find out the students responses in learning vocabulary by using funny stories. This research was conducted at the second grade of SMA YADIKA Bandar Lampung in the academic year 2020/2021 using one group pretest-posttest design. The sample of this research was XI IPA 1 class which consisted of 30 students. The instrument of this study was vocabulary test in multiple choices. The tests were given to see how far the students improve their vocabulary after the treatment. The data were analyzed by usinf SPPS 16.0. The result of the research showed that t-value (10.266) was higher than t-table (2.042) and the value of a significant level was 0.00 0.005. it means that there is an improvement of students’ scores in vocabulary test after the implementation of Funny Stories. The mean score of pre-test was (77.08) and the mean score of post-test was (86.17) it means the students improved about 9.08. In addition, it was found out that 29 students (96.7%) had positive responses and one student (3.3%) had a negative response after the use of funny stories. Thus, the result of sudents questionnaire had shown that most of the students had positive responses after the use of funny stories of teaching vocabulary test.Keyword: Funny Stories, Vocabulary, Response.doi: https://dx.doi.org/10.23960/UJET.v10.i2.202110]]>
<![CDATA[The Influence of Think-Talk-Write Technique by Using Picture to Improve Students' Descriptive Writing at the First Grade of Senior High School ]]>
<![CDATA[Rafika Indah]]>;
<![CDATA[Basturi Hasan]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (208.206 KB)
<![CDATA[Penelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan menulis teks deskriptif siswa melalui penerapan teknik Think-Talk-Write dan ii) aspek menulis yang paling meningkat. Penelitian ini adalah kuasi-eksperimental dengan one-group pretest-posttest design. Subjek penelitian ini adalah siswa kelas X IPA 6 di SMA Al Azhar 3 Bandar Lampung yang terdiri atas 34 siswa. Data penelitian ini diperoleh melalui pre test dan post test. Kemudian, data tersebut dianalisis dengan menggunakan Paired Sample T-test. Nilai rata-rata yang diperoleh dalam pre test adalah 54.83 dan nilai rata-rata yang diperoleh dalam post test adalah 64.95. Hasil menunjukkan bahwa pencapaian murid terhadap skill menulis deskriptif text meningkat secara statistik dengan level signifikansi 0.05. Ini menunjukkan bahwa teknik Think-Talk-Write membantu siswa dalam meningkatkan kemampuan menulis siswa. This research was aimed at investigating: i) the students’ improvement on writing descriptive text after the students were taught through Think-Talk-Write technique and ii) the aspect of writing improves the most. This study was quasi-experimental research with one-group pretest-posttest design of pre-experimental design. The subject of this research was class X IPA 6 of SMA Al Azhar 3 Bandar Lampung consisting of 34 students. The data were obtained from the pre test and post test. Then, the data were analyzed by using Paired Sample T-test. The average score of the pre-test was 54.83 and the average score of the post-test was 64.95. The results showed that the students’ achievement on writing descriptive text statistically increased with the significant level 0.05. This suggests that Think-Talk-Write technique facilitates the students to improve their writing achievement. Keywords: think-talk-write, teaching writing, descriptive text.]]>
<![CDATA[Online learning by using WhatsApp to improve students’ writing achievement in recount rext at the first grade of SMAN 7 Bandar Lampung ]]>
<![CDATA[Sakinah Sakinah]]>;
<![CDATA[Ari Nurweni]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 10, No 1 (2021): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The objectives of this research are to find out whether there is any significant improvement on students’ writing achievement by using online learning activity by using WhatsApp and to investigate students’ perception of it. This is a quantitative research. The population of the sample was thirty two students of the X MIA 6 of SMAN 7 Bandar Lampung in the academic year 2020/2021.The data were collected by using writing test and questionnaire. The data were analyzed by using Paired Samples T-Test and descriptive statistics. It is shown that there was statistically significant improvement of the students’ writing achievement after they were taught through online learning by WhatsApp group chat. Moreover, it could be seen from the computation of Paired Samples T-Test where the T-value (17,576) was higher than t-table with the significance level was 0.00 0.05. The result of this research indicates that there is significant improvement in all aspects of students’ writing achievement. This suggests that online learning activity by using WhatsApp can be used as a strategy to improve the students’ writing achievement. Keywords: Whatsapp, online learning, writing.DOI: https://dx.doi.org/10.23960/UJET.v10.i1.202110]]>
<![CDATA[THE USE OF TALKING CHIPS TECHNIQUE TO IMPROVE STUDENTS' SPEAKING ABILITY ]]>
<![CDATA[Khairun Nisa]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 4, No 1 (2015): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan kemampuan berbicara siswa setelah diajarkan dengan teknik Talking Chips. Pelitian ini menggunakan pendekatan kuantitatif dilaksanakan pada kelas XI ISOS 3 berjumlah 32 siswa. Peneliti menggunakan tes berbicara dalam pengumpulan data. Hasil penelitian menunjukan bahwa ada peningkatan kemampuan berbicara siswa setelah diajarkan dengan menggunakan teknik Talking Chips. Hal ini dapat dilihat dari peningkatan nilai rata-rata siswa dari pretest ke postes yaitu 60 ke 73.3. Selain itu aspek berbicara yang paling meningkat menggunakan teknik ini adalah pemahaman. Hal ini dapat dilihat dari hasil setiap aspek berbicara dimana pemahaman meningkat paling besar yaitu dari 12.6 menjadi 15.8. Oleh karena itu, teknik Talking Chips baik digunakan untuk mengajarkan berbicara terlebih untuk meningkatkan kemampuan pemahaman siswa.This research was aimed at finding out whether there was a significant improvement in students speaking ability after being taught through Talking Chips Technique. This research used quantitative approach and was conducted to 32 students in class XI ISOS 3. The researcher administered speaking test to collect the data. The result showed that there was an improvement in students speaking ability after being taught through Talking Chips Technique. It could be seen from the increase of students mean score from pre-test to posttest, 60 to 73.3. Besides, the most improvement of each speaking aspect was comprehension. This could be seen from the result of each aspect which showed that the highest improvement was comprehension from 12.6 to 15.8. The T-test revealed those result were significant because p 0.05, p = .000. Thus, Talking Chips Technique is one of the appropriate techniques to improve students speaking ability. Keywords: improvement, speaking ability, talking chips technique]]>
<![CDATA[Teacher’s corrective feedback within discovery learning strategy to enhance students’ writing accuracy ]]>
<![CDATA[Irawati Irawati]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Flora Nainggolan]]>
<![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 whether teacher’s corrective feedback within discovery learning strategy significantly enhances student’s writing accuracy and ii) to find out the highest enhancement on aspects of writing accuracy. The study used The One Group Pre-Test – Post-Test Design. A total of 25 students of the eleventh grade of SMAN 1 Kibang participated in the study. The data were collected through writing test. The results of this study revealed that i) there is a significant enhancement on the students’ writing accuracy after the implementation of teacher’s corrective feedback within discovery learning strategy with the significant value (p) = 0.000 ( 0.05) and t-value 18.160 (2.060), ii) among the three aspects of writing accuracy (grammar, vocabulary and spelling), the highest enhancement occurred on grammar aspect.Keywords: Discovery learning, teacher’s corrective feedback, writing accuracy.]]>
<![CDATA[Comparison Between Students' Reading Comprehension Through Buzz Group and Herringbone Technique ]]>
<![CDATA[Vivi Handayani]]>;
<![CDATA[Ujang Suparman]]>;
<![CDATA[Flora Nainggolan]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menemukan perbedaan kemampuan membaca siswa setelah diajar dengan teknik buzz group dan herringbone Subjek penelitian ini adalah 37 siswa di SMA Utama 2 Bandar Lampung. Hasil uji statistik menunjukkan bahwa terdapat perbedaan kemampuan membaca siswa yang diajar dengan teknik buzz group dan herringbone dengan tingkat signifikan 0.0000.05. Tetapi teknik buzz group lebih baik dari pada herringbone dalam meningkatkan kemampuan membaca siswa. Berdasarkan hal ini, dapat disimpulkan bahwa teknik buzz group adalah teknik yang efektif untuk meningkatkan kemampuan membaca siswa.This study was intended to find out whether there was a statistically significant difference of the students reading comprehension achievement after being taught through buzz group technique and herringbone technique. The subjects were 37 students of SMA Utama 2 Bandar Lampung. The result showed that there was a statistically significant difference of students reading comprehension achievement between buzz group technique and herringbone technique with the significant level 0.0000.05. This suggested that buzz group technique facilitates the students to improve their reading comprehension achievement in learning English.Keywords: buzz group technique, herringbone technique, reading comprehension achievement.]]>
