cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rafista Deviyanti
Contact Email
rafista.deviyanti@fkip.unila.ac.id
Phone
+6281272350550
Journal Mail Official
ujet@fkip.unila.ac.id
Editorial Address
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.
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 1   2   3   4 
Improving Students' Reading Comprehension of Narrative Text Using Blooket Pandunalbi Prakoso; Fajar Riyantika; Nita Sitta Rachma
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.v2.297

Abstract

This study aimed to determine whether there was a significant improvement in ninth-grade students' reading comprehension of narrative texts at SMP Negeri 3 Pringsewu after being taught using Blooket. This study employed a quantitative approach using a one-group pre-test and post-test design. The sample consisted of 31 students selected through cluster random sampling. Data were collected through a 30-item multiple-choice reading test and were analyzed using a paired sample t-test in SPSS 26.0. The results showed that the t-value was higher than the t-table value (26.952 > 2.042) with a significance value of 0.000, which was lower than 0.05, indicating that the null hypothesis was rejected. The mean score increased from 58.92 in the pre-test to 82.47 in the post-test, with a gain of 23.55 points. The highest improvement was found in main idea (26.48%), while the lowest was in inference (15.53%). It can be concluded that Blooket significantly improved students' reading comprehension of narrative texts. Therefore, English teachers are encouraged to integrate Blooket as an alternative game-based learning medium to enhance students' reading comprehension of narrative texts and foster a more engaging classroom environment.
Comparison Between Collaborative Group Learning and Individual Learning in Improving English Reading Skill at SMA Negeri 1 Seputih Banyak RISMA LUTHFIA SAFIRA SAFIRA; Ag. Bambang Setiyadi; 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.v2.298

Abstract

This study compared collaborative group learning and individual learning to determine which produced greater improvement in students' English reading skills at SMA Negeri 1 Seputih Banyak. A quasi-experimental pre-test and post-test design was used. Two classes of eleventh-grade students were selected through random sampling in the 2025/2026 academic year, resulting in 66 participants: an experimental group (n = 30) receiving collaborative group learning and a control group (n = 36) receiving individual learning, both using analytical exposition texts over three meetings. Reading comprehension was measured across five aspects: main idea, supporting details, vocabulary, inference, and text structure, analyzed via paired samples and independent samples t-tests in SPSS. Both methods produced statistically significant improvement (p = .000). The independent samples t-test revealed a significant difference between groups (t = 3.270, p = .002), with the individual learning group achieving a higher post-test mean (78.61) than the collaborative group learning group (74.60), confirming individual learning as the superior method in this context. Supporting details showed the highest numerical gain in both groups, while inference demonstrated the greatest proportional improvement (79.5% in the control group; 75% in the experimental group). Individual learning outperformed collaborative group learning across all five reading aspects, likely because the naturally teacher-centered classroom environment meant students were already accustomed to independent study.
Understanding Students' Perception Of Using Social Media To Improve Their Vocabulary Mastery Wisnu Wardana; Muhammad Sukirlan; Budi Kadaryanto
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.v2.299

Abstract

This study aimed to investigate students’ perceptions of using social media to improve vocabulary mastery and to identify the vocabulary aspects that students perceived as most enhanced through social media use. The research employed a descriptive quantitative design involving 36 students of the English Education Study Program at Lampung University. Data were collected through a questionnaire consisting of 51 closed-ended items using a five-point Likert scale and were analyzed descriptively. The findings revealed that students generally held positive perceptions toward the use of social media for vocabulary learning, as indicated by an overall mean score of 4.07. Among the four dimensions examined, Usefulness obtained the highest mean score (4.18), followed by Engagement (4.10), Ease of Use (4.05), and Vocabulary Aspects (3.97). Students reported that platforms such as YouTube, Instagram, Facebook, and Spotify provided authentic language exposure, increased motivation, and created enjoyable learning experiences through multimedia content. They also perceived improvements in various vocabulary categories, particularly nouns and verbs, while acknowledging challenges related to the prevalence of informal language, slang, and abbreviations on social media. These findings suggest that social media serves as an accessible, flexible, and engaging supplementary tool for vocabulary development. In conclusion, students perceive social media as an effective medium for enhancing vocabulary mastery, supporting both independent learning and authentic language exposure. Therefore, educators are encouraged to integrate social media into vocabulary learning activities while providing appropriate guidance to ensure a balance between informal and formal language use.
The Use of Webtoon to Improve Tenth Grade Students Writing Skill in Descriptive Text at SMA IT Baitul Jannah Bandar Lampung Adji Wibisono Tansil; Bambang Setiyadi; Anwar Fadila
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.v2.300

Abstract

ABSTRACT THE USE OF WEBTOON TO IMPROVE TENTH GRADE STUDENTS WRITING SKILL IN DESCRIPTIVE TEXT AT SMA IT BAITUL JANNAH BANDAR LAMPUNG Adji Wibisono Tansil This study investigates the effect of using Webtoon as a learning medium to improve students’ writing skills in descriptive text. The research was conducted using a quantitative pre-experimental design with a one-group pretest-posttest approach. The sample consisted of 21 tenth-grade students at SMA Baitul Jannah Bandar Lampung. Data were collected through writing tests administered before and after the treatment. The assessment focused on five aspects of writing: content, organization, vocabulary, language use, and mechanics. The data were analyzed by using a Paired-Sample t-test through SPSS. The results showed that students’ writing achievement improved, as indicated by the increase in the mean score from 50.00 in the pre-test to 79.33 in the post-test. The significance value was 0.000, which is lower than 0.05 (0.000 < 0.05). This indicates that there was a significant difference in students’ writing skills before and after being taught using Webtoon, so the hypothesis was accepted. In conclusion, the use of Webtoon as a learning medium has a positive impact on students’ writing skills, particularly in descriptive text. It enhances students’ motivation and engagement while helping them develop clearer and more structured writing. Therefore, Webtoon can be considered an effective alternative medium for teaching writing in English classrooms. Keywords: webtoon, descriptive text, writing
Improving Students' Writing Achievement in Narrative Texts Using Picture Series Nia Prasti Andini; Cucu Sutarsyah; Khairun Nisa
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.v2.268

Abstract

This study aims to find out whether the use of picture series can improve students’ writing achievement in narrative texts at the ninth grade of SMP Kartika II-2 Bandar Lampung. This research applied a quantitative method with a one-group pre-test and post-test design. One class was selected as the sample and the data were collected through writing tests. The data were analyzed using a paired sample t-test to examine whether there was a significant difference between the pre-test and post-test scores. The results of the t-test showed that there was a significant difference between students’ pre-test and post-test scores in students’ writing achievement. The mean score increased from 63.65 in the pre-test to 82.18 in the post-test, with a mean difference of 18.53. This indicates that students’ writing achievement improved after being taught using picture series. Therefore, picture series can be considered as an effective medium to improve students’ writing achievement in narrative texts at the junior high school level.
Navigating the Spoken–Written Divide: Senior High School Teachers’ Perceptions of Teaching Speaking through the Genre-Based Approach Nabila Hasri Ainun; Aksendro Maximilian
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.v2.318

Abstract

The Genre-Based Approach (GBA), long embedded in Indonesia’s English curriculum and still conceptually retained under the Merdeka Curriculum’s text-type competencies, is widely associated with the teaching of writing, leaving its application to speaking comparatively under-examined. This qualitative case study investigates how two experienced English teachers in a state senior high school in Bandar Lampung perceive and enact GBA in teaching speaking, with particular attention to an issue rarely addressed in prior GBA research: teachers’ awareness of the distinction between spoken and written text. Data were collected through semi-structured interviews, transcribed, and analyzed thematically following an inductive-deductive coding process. Five themes emerged: teachers’ conceptual understanding of GBA, their enactment of the four-stage teaching–learning cycle in speaking lessons, their awareness of the spoken–written text distinction, their perceived effectiveness of GBA for developing speaking, and the contextual challenges they faced. Findings reveal that although both teachers grasped the basic principles of GBA and implemented its four stages, they diverged markedly in their sensitivity to spoken-mode features: one teacher defaulted to written-text-like, rehearsed speech due to perceived student limitations, while the other deliberately cultivated spontaneous, interactive talk. This asymmetry suggests that procedural familiarity with GBA does not guarantee a genre-appropriate treatment of spoken discourse. The study contributes a mode-awareness lens to GBA teacher-cognition research and offers implications for teacher professional development under the Merdeka Curriculum.

Page 4 of 4 | Total Record : 36

 1   2   3   4 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 1 (2026): U-JET Vol. 14 No. 1 (2025): UJET Vol. 13 No. 2 (2024): UJET Vol. 13 No. 1 (2024): UJET