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Rafista Deviyanti
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Pendidikan Bahasa Inggris Gedung C, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung, Jl. Sumantri Brojonegoro No. 1 Gedung Meneng, Bandar Lampung, Lampung, Indonesia.
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UJET: Unila Journal of English Teaching
Published by Universitas Lampung
ISSN : -     EISSN : 27984532     DOI : https://doi.org/10.23960/ujet.v2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Ujet is a biannual journal published in June and December by the English Language Study Program within the Department of Language and Arts Education at the Faculty of Teacher Training and Education, University of Lampung. The journal encompasses a wide range of topics related to English teaching, education, linguistics, applied linguistics, arts, and literature. Our mission is to promote connections between research in English teaching and linguistics, as well as literature and its practical applications in both educational and professional contexts. We warmly invite researchers, scholars, and students to submit their research articles and literature reviews for consideration in our journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 13 No. 2 (2024): UJET" : 5 Documents clear
The Implementation of Mind Mapping Towards Students’ Descriptive Writing Achievement in Junior High School Jens Maritha Rai; Agustinus Bambang Setiyadi; Novita Nurdiana
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.46

Abstract

The research aimed to find out whether there is any significant improvement in students' writing achievement after they are taught with mind mapping technique in teaching writing of descriptive text and to find out which aspect of writing increased the most after the use of mind mapping technique. This research used quantitative research with one group pre-test and post-test design. The results showed that the mean score of the pre-test was 42.78 and the post-test score was 65.85 The gain score was 9.68. It could be seen from the significant value of the test, which was lower than alpha 0.00 < 0.05 and the t-value (15.820) was higher than t-table (1.7033). The statistically showed that there was a significant increased students' writing between the pre-test and the post-test after the students were taught by using mind mapping technique in writing skills. It was followed by content aspect with the gain 6.96 in which the aspect that increased the most. Therefore, it can be concluded that the digital mind mapping technique was effective for students' writing skills in descriptive text, particularly in content aspect.
Implementing Semantic Mapping to Improve Vocabulary Achievement Adilla, Alisya; Nurweni, Ari; Nisa, Khairun
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.80

Abstract

Abstract. This study investigates the effect of semantic mapping on improving vocabulary achievement among tenth-grade English as a Foreign Language (EFL) students at MAN 2 Bandar Lampung. A total of 30 students from class X-C participated in the study. Two treatment sessions were conducted in which student’s categorized content words (nouns, verbs, adjectives, and adverbs) in procedure texts using semantic maps. The results of a paired-sample t-test revealed a significant overall improvement in vocabulary achievement, with the mean score increasing from 42.84 in the pre-test to 63.34 in the post-test (p < 0.05). To compare the improvements across the four vocabulary aspects, a Two-Way ANOVA was conducted. The analysis showed significant differences in performance between the pre-test and post-test for each aspect, with nouns showing the highest gain (31%), followed by adverbs (25%), adjectives (22%), and verbs (21%). The interaction effect between the test (pre-test and post-test) and aspect (noun, verb, adjective, and adverb) was also significant, indicating that the improvement varied across the different aspects of vocabulary. These findings support the effectiveness of semantic mapping as a valuable tool for enhancing vocabulary achievement in EFL learners.  
Junior High School Teachers’ Awareness of Foreign Language Anxiety in English Classroom Fadila, Anwar; Rachma, Nita Sitta; Mar'an, Desy Awal; Nurzafira, Istiqomah; Maulita, Rizki
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.84

Abstract

Foreign language anxiety (FLA) has been a significant area of research in second language acquisition, due to its impact on language learning. However, research focusing on teachers’ awareness of students' FLA remains limited, despite suggestions in the literature that educators play a crucial role in helping students cope with anxiety. To address this gap, the present study explores the awareness of junior high school teachers on students’ FLA. A case study approach was employed, utilizing semi-structured interviews with three junior high school English teachers in Lampung, Indonesia. The data were analysed thematically. The findings indicate that the teachers were generally aware of FLA and could identify its signs, causes, and impact on language learning. However, they appeared to lack awareness that FLA is context-specific and distinct from other forms of anxiety. The study concludes with implications for teacher training and pedagogical practice in relation to managing FLA in the classroom.
Infusing Tri Hita Karana on Teaching Indonesian Vocabularies for Business for International Students GDA Wicaksana; Yeni Suprihatin; Mar'an, Desy Awal
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.85

Abstract

This study aims to analyze the implementation of Tri Hita Karana during teaching Indonesian language for business for international students in Institut Desain dan Bisnis Bali. This study is a qualitative study by collecting the data through observation checklist and interview guide. This study is highly valuable for the reference of promoting the Balinese culture through Indonesia language courses in International classes. The data was analyzed qualitatively by selecting and displaying the data in descriptive as well as drawing conclusion. The result shows that Tri Hita Karana is implemented through drilling technique to fossilize the knowledge to their brain. By implementing project, the lecturer internalizes habituation to the students of Tri Hita Karana.
Pre-Service English Teachers TPACK Framework Understanding Overview Endang Komariah; Atthaya, Syarifah
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.87

Abstract

Qualified English language teachers are required to have knowledge about the integration of technology, pedagogy, and content knowledge in their teaching. This research aims at exploring pre-service English language teachers' understanding of the Technology Pedagogy Content Knowledge (TPACK) framework in English Language Teaching. The descriptive qualitative method was used in this study, and data were collected through a standardized questionnaire related to the TPACK framework. The result of this study shows that pre-service English teachers have a high understanding of TPACK (M=3.81). The highest mean of the TPACK aspect is content knowledge (M=3.98), followed by pedagogical knowledge (M=3.92), technological pedagogical content knowledge (M=3.69), and the last is technology knowledge(M=3.65). However, 47.33% of the subjects do not use technology frequently in teaching English, 56.67% get problems in helping others to coordinate the use of content, technologies, and teaching approaches at school, 72.6 % cannot select appropriate technologies to use in the classroom that enhance what to teach, how to teach, and what students learn, and only 57.33% apply various knowledges in teaching speaking.  It can be concluded that the pre-service teachers have shown their awareness of the importance of TPACK in the teaching and learning process though they still have problems in some aspects. Pre-service English teachers are recommended to use technology by modifying technology and literacy to promote the quality of the teaching and learning outcomes. Other researchers can focus on TPACK implementation in the classroom to compare the understanding of the framework and its practice in the field.

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