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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 36 Documents
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Students’ perception in the use of shadowing techniques on listening skills in English Education study program University of Lampung Sholihah, Lilis; Supriady, Deddy; Shalma, Diana; Agrifinna, Dinda
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.148

Abstract

One of the receptive skills is listening, which involves understanding the speaker's uttered words. The frequency with which learners practice hearing English language expressions has an impact on their listening abilities. One benefit is the abundance of resources available for use in teaching listening, such as easily accessible podcasts and YouTube videos. But teaching strategies and tactics are just as vital as the media, which is one of the key elements for listening skills. It is well recognized that S1 Language Education students’ listening skills still require development. The researcher administered listening practice which is called shadowing technique in which the students have to practice listening from the podcast, Youtube video and conversations. Then, they are assigned to repeat after the speakers’ utterance. The researchers conducted a pre-test of listening abilities before the listening class in order to conduct a pre-survey, but the outcomes were still far from the perfections. Their listening’s’ skill need to be improved. It is believed that by employing the Shadowing Technique, students' proficiency will grow. Thus, the goal of this study is to know the students’ perceptions on the use of shadowing technique in listening class of English Education students of FKIP University of Lampung. The research uses quantitative method with questionnaire as the instrument of the study. The sample of this study is S1 students of the English Education Study Program, FKIP University of Lampung, consisting of 27 of 2th semester students who take pre-intermediate listening course. The shadowing technique using YouTube videos and podcasts is expected to improve students' listening skills. The results have produced some interesting finding.
The implementation of Preview, Question, Read, Summarize and Test (PQRST) technique for students’ reading comprehension in the second grade of junior high school Sukirlan, Muhammad; Shafwati, Dian; Shelina Rynaldo, Agnessi
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.152

Abstract

This study aims to find out whether the PQRST (Preview, Question, Read, Summarize, and Test) technique can improve reading comprehension of the students in the second grade of junior high school at SMP YBL Natar. The data were collected using a reading comprehension test, which was used to measure students’ performance before and after the technique was applied. The results showed a clear improvement. The average score increased from 65.30 on the pre-test to 74.50 on the post-test, with a gain of 9.20 points. A paired samples t-test was used to analyze the data, and the result was statistically significant at the 0.05 level (p < 0.05). Based on these findings, it can be concluded that the PQRST technique is effective in improving students’ reading comprehension.
The Role of Social Interaction in Reducing Foreign Language Anxiety: Insights from Indonesian Learners Rafista, Deviyanti; Ajrina, Kiasati; Rianti, Shafa
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.155

Abstract

Foreign Language Anxiety (FLA) remains a significant barrier to effective language learning, often manifesting as fear, self-doubt, and avoidance of communication. While many studies have explored the causes and effects of FLA, few have investigated its potential solutions, particularly through the lens of social interaction. This study explores how language learners perceive the role of social interaction in reducing anxiety, and what forms of interaction are considered most supportive. Employing a qualitative phenomenological approach, semi-structured interviews were conducted with seven Indonesian learners aged 19–21 who had experienced FLA. Thematic analysis revealed three major findings: (1) learners overwhelmingly preferred paired practice over group activities due to reduced pressure and more personalized feedback; (2) interaction with lecturers often heightened anxiety because of hierarchical power dynamics and fear of evaluation; and (3) some learners never experienced moments of growing confidence, indicating fixed mindsets and a lack of positive reinforcement. The study highlights the importance of emotionally safe learning environments, anxiety-sensitive feedback, and structured peer interaction. These findings suggest that rethinking classroom dynamics—particularly by incorporating dyadic tasks and reducing evaluative stressors—may better support learners in managing FLA.
IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH FLOWCHART MEDIA Elfira Lutfi; Ari Nurweni; Lilis Sholihah
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.64

Abstract

This research measured the improvement in the students’ writing skills in writing explanation text using flowchart media. Pretest and posttest were used as instruments for data collection. The students were known to experience some difficulties, especially in organizing their ideas systematically regarding the topic to be written and some make mistakes in writing vocabulary according to the pretest results. While the posttest results showed an increase in students’ writing which becomes more organized. From the statistical analysis, the mean score of the students increased by 7.00 after the flowchart media was implemented. The t-value obtained was 8.885 with a degree of freedom (df) of 35, therefore the t-table obtained was 2.030. The level of significance showed a value of 0.000 or less than the probability of 0.05 and indicates a significant increase in the students’ writing skills. In other words, the use of flowchart media significantly helped to improve the students’ writing skills.
THE IMPLEMENTATION OF WORDWALL.NET AS A LEARNING MEDIUM TO IMPROVE VOCABULARY ACHIEVEMENT OF SEVENTH-GRADE STUDENTS AT SMP AL AZHAR 3 BANDAR LAMPUNG Fayza Rahadina Adriani; Feni Munifatullah; Lilis Sholihah
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.128

Abstract

This research explores the use of Wordwall.net as an instructional tool to enhance the vocabulary proficiency of seventh-grade students at SMP Al Azhar 3 Bandar Lampung. Utilizing a quantitative approach with a one-group pre-test and post-test design, the study involved 30 students from class VII C, chosen through cluster random sampling. The instruments used were vocabulary assessments administered before and after the treatment, targeting content words such as nouns, verbs, adjectives, and adverbs. Results from the paired sample t-test revealed a notable improvement in students' vocabulary scores, with the average score rising from 55.78 on the pre-test to 82.56 on the post-test, reflecting a mean gain of 26.78. The calculated t-value (21.492) exceeded the critical value (2.045), and the significance level (p = 0.000) was well below 0.05. All vocabulary components showed significant gains, with the most substantial improvements observed in adjectives and nouns, increasing by 7.72 and 11.4 points respectively. These results demonstrate that Wordwall.net is an effective platform for enhancing vocabulary skills among junior high school learners.
Improving Students' Reading Comprehension on Narrative Text Through Story Mapping Technique Ajeng Anggita Pimpi; Endang Komariah; Dian Shafwati
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.213

Abstract

The objectives of this research were to find out whether any significant improvement of students’ reading comprehension after being taught through story mapping technique and which aspect of reading that improve the most after being taught through story mapping technique. This research was quantitative reasearch which used one-group pre-test and post-test design. The population of this research was the eleventh grade students of SMA Negeri 1 Seputih Banyak. The sample of this research was XI 2 which consisted of 35 students. The instruments for collecting the data was reading test which consisted of pre-test and post-test. The results were analyzed by using Paired Sample T-Test. The result of this research showed that the average score of  the post-test (76.557) was higher than the pre-test (63.446). It increased by 13.1114. According to the results of the paired sample test, it was found that the t-value (13.162) is higher than the t-table (2.032). The significant value is less than 5% (0.00 < 0.05). The aspect of reading that improved the most after being taught through story mapping technique was inference. In this research, it was found that inference was the aspect that improved the most with an increase of 3.24. It can be concluded that story mapping technique can significantly improve students’ reading comprehension in narrative text.
Teaching Speaking Through Song to Improve Students' Speaking Achievement at 7th Grade UPT SMPN 1 Gadingrejo LILIANA SYAFITRI; Mahpul; Novita Nurdiana
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.271

Abstract

This research was conducted to find out whether the use of English songs can improve students’ speaking achievement in the seventh grade of UPT SMPN 1 Gadingrejo. This study applied a quantitative approach with a pre-experimental design using a one-group pre-test and post-test. The sample consisted of one class of seventh-grade students, and the data were collected through speaking tests assessing pronunciation, fluency, linguistic features, and extra-linguistic features. The results showed that students’ speaking achievement improved after the implementation of English songs, as seen from their better performance in pronunciation, fluency, vocabulary, grammar, and confidence. The statistical analysis also indicated that the significance value was lower than 0.05, meaning that there was a significant difference between the pre-test and post-test scores. In conclusion, the use of English songs is effective in improving students’ speaking achievement and can create a more enjoyable and motivating learning atmosphere. Therefore, English songs can be used as an alternative teaching medium in teaching speaking. 
The Effectiveness of using Animated Short Video on Students’ Writing Ability in Narrative Text Ragil Sedya Pangestuti; Patuan Raja; Desy Awal Mar&#039;an
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.274

Abstract

This study examined whether animated short videos could improve students’ narrative writing ability. The research used a quantitative one-group pre-test and post-test design with one class of twelfth-grade students. Narrative writing tests were given before and after three teaching sessions using animated short videos. The results showed that students’ narrative writing ability increased after the treatment. Animated short videos helped students develop ideas, organize paragraphs, and understand narrative structures more clearly. Improvements were found in several aspects of writing, including content, organization, grammar, mechanics, style and quality of expression. Statistical analysis showed a significant difference between the pre-test and post-test scores, indicating that animated short videos had a positive effect on students’ writing ability. Therefore, animated short videos can be considered an effective medium for teaching narrative writing in senior high schools.
The Correlation between Students' Reading Anxiety and Their Reading Comprehension Maula Zaki Bunayya; Ag. Bambang Setiyadi; Fajar Riyantika
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.279

Abstract

The research aims to find out whether or not there was any significant correlation between students’ reading anxiety and their reading comprehension. This study was a quantitative research with sample consisted of 22 students in class VIII.3 of SMP Negeri 1 Pringsewu. The instruments were the Foreign Language Reading Anxiety Scale (FLRAS) questionnaire developed by Saito, Horwitz and Garza (1999) and reading comprehension test. Pearson Product-Moment Correlation was used through SPSS 25 version to analyze the data. The results of this research revealed that there was a significant correlation between students’ reading anxiety and their reading comprehension since r-value -0.678 > r-table 0.423. The data showed that students’ reading anxiety and reading comprehension scores correlates with each other, and the correlation is negative. It means students with higher reading anxiety, associated with lower reading comprehension. And the lower reading anxiety, tend to be followed by the higher reading comprehension.
The Use of Gamification Through Three Steps Interview Technique to Improve Speaking Skills of Vocational Higher School Students in Bandar Lampung Fadya Aula Annisa; Flora; Rafista Deviyanti
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.289

Abstract

Limited speaking practice has been identified as a primary factor contributing to low confidence among vocational high school students, and this leads to the low confidence in speaking. This research aims to explore and analyze the improvement in students' speaking skills after the implementation of the Three-Steps Interview technique based on gamification in English language learning. The research was conducted using a quantitative approach to experimental design. The subjects consisted of 35 tenth-grade students at SMK Budi Karya Natar, who participated in five meetings, each lasting 80 minutes. The data were collected from speaking tests based on Mahpul (2014) speaking rubric in terms of pronunciation, fluency, linguistic features and extra linguistic features. The data were analyzed by using the t-test for the speaking tests. After the treatment, the results from the data analysis showed that mean score rose from 25.06 to 31.76 (p < .001). Therefore, it can be concluded that the gamified Three-Steps Interview technique effectively improves vocational high school students’ speaking skills, particularly in fluency and confidence, although it was not optimal in addressing fossilized pronunciation errors.

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