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Pelatihan pengembangan materi ajar speaking berdasarkan rekayasa faktor kognitif (task complexity) bagi guru-guru SMP dan SMA di Kabupaten Lampung Selatan Mahpul Mahpul
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol 4 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v4i3.236

Model pembelajaran berbasis task (TBLT) sudah diadopsi secara luas di berbagai negara sebagai metode pembelajaran bahasa Inggris karena TBLT terbukti efektif mampu memfasilitasi siswa terlibat aktif dalam proses pembelajaran bahasa Inggris khususnya berbicara. Efektifitas/keberhasilan TBLT sebagai metode pembelajaran bahasa Inggris dalam membantu para siswa meningkatkan kemampuan speaking dibuktikan dengan temuan beberapa penelitian yang dilakukan di berbagai negara terutama di mana bahasa Inggris sebagai bahasa asing. Namun, di Indonesia metode ini masih belum populer dan sangat sedikit guru maupun praktisi yang menerapkan metode ini. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk membantu para guru bahasa Inggris SMP dan SMA di Kabupaten Lampung Selatan meningkatkan wawasan dan pengetahuan tentang pengembangan/pembuatan model pembelajaran speaking (berbicara) berdasarkan rekayasa faktor kognitif (task complexity) melalui pelatihan dan workshop dengan menyajikan materi melalui tatap muka langsung mengenai pengembangan materi ajar speaking berbasis task secara teoritis; dan (2) melakukan simulasi pengembangan materi ajar speaking berbasis task. Hasil pelatihan menunjukkan bahwa para peserta pelatihan ini mendapatkan manfaat nyata yaitu peningkatan profesionalisme agar mampu memperbaiki kualitas proses pembelajaran Bahasa Inggris khususnya speaking sehingga kemampuan berbicara para siswa SMP dan SMA mengalami peningkatan. Pelatihan sejenis secara berkelanjutan di masa mendatang masih sangat perlu untuk dilakukan.

STUDENTS AWARENESS OF MISTAKES IN NEGOTIATION OF MEANING Ferayani Ulrica; Flora Nainggolan; Mahpul Mahpul
U-JET Vol 6, No 1 (2017): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.982 KB)

Tujuan penelitian ini adalah untuk menemukan kesalahan yang dibuat oleh siswa selama interaksi dan menganalisis kesadaran siswa terhadap kesalahan didalam negosiasi makna.Hasil dari penelitian menunjukkan bahwa siswa membuat kesalahan dalam grammar (74%), pronunciation (17%), dan vocabulary (9%). Hasilnya juga menunjukkan bahwa kesadaran siswa terhadap kesalahan didalam negosiasi makna rendah. Dapat disimpulkan bahwa hanya 16 ucapan yang tidak tepat (30%) bisa dikoreksi oleh siswa. Sisanya, 38 ucapan (70%) tidak dikoreksi karena siswa tidak sadar ada kesalahan yang dibuat oleh temannya pada saat interaksi. Dari kesalahan yang bisa dikoreksi, hanya 4 ucapan yang bisa menjadi input.Kebanyakan siswa tidak sadar atau tidak fokus terhadap kesalahan selama interaksi karena beberapa alasan, seperti siswa lebih fokus terhadap makna and siswa berada di profesiensi level yang sama.The aims of this research were to find out the mistake that learners make during interaction and analyze the students awareness of mistakes in negotiation of meaning.The result of the research proved that the students made mistakes in grammar (74%), pronunciation (17%), and vocabulary (9%). The result showed the extend of students awareness in responding a mistake in negotiation of meaning was low. It could be sum that only 16 incorrect utterances (30%) could be corrected by the students. The rest, 38 utterances (70%) were not corrected because the students were not aware of the mistakes that made by their interlocutor.From the mistake that could be corrected, only 4 utterances became an input. Most students were not aware or did not pay attention on the mistake during interaction because of some reason, such as the learner focused on meaning and they were in the same proficiency level.Keywords: awareness, mistake, negotiation of meaning.

The use of Picture series on Instagram to improve students’ writing in EFL Writing class Dila Anggita; Mahpul Mahpul; Fajar Riyantika
U-JET Vol 10, No 1 (2021): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (816.574 KB)

Instagram has been used as the medium to upload photos, e.g. picture series. The current research was intended to find out I) whether picture series on Instagram could facilitate students to improve their writing achievement, II) students' perceptions of the use of picture series. The design of the research was mixed quantitative and qualitative approaches. The subjects of the research were 31 students of the first grade of SMA Negeri 2 Bandar Lampung. The data were collected through the writing tests (pre and post-tests) and questionnaires. The results showed that (i) there was a statistically significant improvement of the students’ writing achievement after the students were taught using picture series on Instagram with the significant 0.05. (ii) There were positive perceptions of the use of picture series on Instagram. This suggests that picture series on Instagram facilitates students to improve students’ writing achievement. Keywords: Picture Series, Instagram, writing achievement, EFL Class.DOI: http://dx.doi.org/10.23960/UJET.v10.i1.202108

The Effect Of Corrective Feedback Towards Students Speaking Performance Related To Learning Style Adhi Nurhartanto; Cucu Sutarsyah; Mahpul Mahpul
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengidentifikasi sampai sejauh apa siswa yang memiliki perbedaan gaya belajar mendapat keuntungan dari feedback. Subyek penelitian adalah siswa Program Diploma Lembaga Bahasa Inggris (LBI) Bandar Lampung. Penelitian ini mengambil 15 siswa sebagai subyek penelitian. Data diambil dengan menggunakan tes lisan dan dinilai oleh dua interrater. Klasifikasi gaya belajar siswa ditentukan dengan menggunakan Kuesioner Gaya Belajar milik Willing (1988) Siswa-siswa diminta untuk memproduksi kalimat secara lisan berdasarkan seri gambar dalam bentuk simple present tense dan simple past tense. Hasil penelitian menemukan bahwa pembelajar konkrit mendapat keuntungan lebih banyak dari feedback yang bersifat mengoreksi dibandingkan gaya belajar yang lain sementara siswa dengan gaya belajar yang berorientasi otoritas mendapat keuntungan paling sedikit.This research was intended to identify to what extent students with different learning style benefitted from corrective feedback. The subjects of the study were the students of Diploma program of Lembaga Bahasa Inggris (LBI) Bandar Lampung. This study took 15 students as the subject of the research. The data were taken by using oral tests scored by two interraters. The classification of the students learning styles was done based on Willings Learning Style Questionnaire (1988). The students were asked to make oral production based on series of pictures in simple present tense and simple past tense. The result found that concrete learners gained more benefit from corrective feedback than the other learning styles while the authority-oriented learners gained very little from corrective feedback.Keywords: Corrective feedback, learning style, speaking.

Improving students’ vocabulary mastery through Animation Film at the first grade of SMP Negeri 18 Bandarlampung Metta Nidya Adhannisa; Huzairin Huzairin; Mahpul Mahpul
U-JET Vol 9, No 4 (2020): U-JET
Publisher : FKIP UNILA

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The aims of this research were to find out i) the effect of animation film on the students’ vocabulary mastery and ii) the students’ perceptions of the implementation of animation film in learning vocabulary. The design of the study was one group pre-test post-test. The subjects of the current research were 32 students of class VII C of SMPN 18 Bandarlampung in the academic year 2019/2020. The vocabulary test and questionnaire were used to elicit the data. The result showed that the animation film had a statistically significant effect on the students' vocabulary mastery with the significant level 0.05. The majority of students felt that learning vocabulary through animation film made them easy, relaxed, successful, interested, and well-motivated. This suggests that animation film facilitates students to improve their vocabulary mastery.

The Use of Task Complexity in Written Data Imelda Ayu Mustika; Mahpul Mahpul; Muhammad Sukirlan
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (55.15 KB)

Penelitian ini bertujuan i) untuk menginvestigasi efek dari jenis task yang komplex terhadap hasil menulis siswa dalam bentuk kompleksitas, akurasi, dan kelancaran, ii) untuk mencari perbedaan aspek yang siknifikan di setiap tugas. Subjek dari penelitian ini adalah murid-murid SMAN 7Bandar Lampung. Alat yang digunakan adalah tiga jenis task menulis yang dimanipulasi dan dikombinasikan antara ‘resource directing’ i.e. –few elements,-there and then, -reasoning demands) dan resource depleting (+planning, +single task, +prior knowledge). Hasil nya menunjukan bahwa task yang dibuat ‘reasoning demands’ berpengaruh dikompleksitas dan kelancaran. Lalu, task yang berbentuk ‘there and then’ mempunyai pengaruh yang positif di keakurasian hasil menulis siswa. ii). Aspek CAF di task 3 dan task 2 memiliki perbedaan yang siknifikan dari task 1. Bisa disimpulkan bahwa memanipulasi dan menggabungkan ‘resource directing dan resource depleting’ mempunyai efek yang positif dan juga siknifikan terhadap hasil menulis siswa.This study was aimed i)to investigate the effect of types of task complexity in students’ written performance in terms of complexity, accuracy, and fluency, ii) to find out the significant different aspect of task. The subjects of this research were the tenth grade students of SMAN 7Bandar Lampung. The instruments were three types of written task that manipulated and combined along resource directing (i.e. –few elements,-there and then, -reasoning demands) and resource depleting (+planning, +single task, +prior knowledge).The result showed that i)the task which was designed -reasoning demands affected on complexity and fluency.Then, the task in form of -there and then had positive effect on accuracy in student written performance. ii) The aspect of CAF in task 3 and task 2 had significant different than task 1. It can be said that manipulating and combining resource directing and resource depleting had positive and significant effect in students’ written performance.Keywords: CAF, resource directing-resource depleting , task complexity.

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17667

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

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