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All Journal U-JET: Unila Journal of English Teaching Journal of English Language Teaching and Literature
Reza Fandana
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Constructing Video-based Situated Learning Activities to Improve Student’s Listening Achievment Reza Fandana; Muhammad Sukirlan; Flora Flora
U-JET Vol 7, No 5 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.55 KB)

Abstract

Tujuan dari penelitian ini adalah untuk mencari tahu i) apakah semua prinsip dari pembelajaran situasional berbasis video bisa di implementasikan, ii) untuk mencari tahu apakah ada peningkatan pencapaian mendengar siswa yang signifikan setelah diajarkan menggunakan pembangunan aktivitas pembelajaran situasional berbasis video. Penelitian menggunakan metode kualitatif dan kuantitatif. Subjek dari penelitian ini adalah 20 siswa X akuntansi 2 di SMKN 1 Simpang Pematang. Hasil menunjukkan bahwa i) prinsip dalam pembelajaran situasional berbasis video bisa diaplikasikan. Hal ini dibuktikan dengan hasil dari centang pengamatan, ii) terdapat peningkatan yang signifikan setelah diajarkan menggunakan pembangunan aktifitas pembelajaran situasional berbasis video. Hal ini dibuktikan dari hasil dari pair sample t-test . Nilai signifikan adalah 0.00. Seperti yang diketahui, jika p 0.05 maka dianggap signifikan. Adapun saran untuk guru agar memilih topik yang sesuai.The objectives of the study are to find out i) whether all the principles of video-based situated learning could be covered in the implementation, ii) To find out whether there was a significant improvement of students' listening achievement after being taught through the constructed video-based situated learning activities. The research used a qualitative and quantitative method. The subject was 20 students of X accounting 2 in SMKN 1 Simpang Pematang. The result showed that i) principle in video-based situated learning in listening can be applied. It was proven by the result of the observation checklist, ii) there is a significant improvement after being taught through the constructed video-based situated learning activities. It was proven from the result of the result of pair sample t-test. The significance value (2-tailed) was 0.00. As known, it is considered significant if p 0.05. iii). Therefore, it is suggested for the teacher to pick an appropriate topic.Keywords: Listening achievement, video-based learning, video-based situated learning.
INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING Reza Fandana; Hery Yufrizal; Rosita Simbolon
U-JET Vol 2, No 9 (2013): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (85.426 KB)

Abstract

Tujuan penelitian ini adalah untuk mencari tahu apakah ada perbedaan yg signifikan dari kemampuan berbicara siswa setelah diajar menggunakan problem solving dan untuk mengetahui topik yang paling efektif untuk mengajar berbicara. Sampel penelitian ini adalah siswa kelas sepuluh (X1). Penelitian ini menggunakan times series designsembilan pertemuan. Untuk mengumpulkan data tes berbicara menggunakan penampilan berbicara. Untuk memberi penilaian terdapat dua penilai. hasil perlakuan pertama  26.187 (t-value), perlakuan dua 22.079 (t-value) , perlakuan tiga 43.847 (t-value) 2. 048 (t-table) berarti terdapat perbedaan yang signifikan pada kemampuan berbicara siswa setelah menggunakan problem solving. Oleh karena itu perkiraan pertama diterima.  Lebih dari itu, rata rata berbicara nilai pada topik friend adalah 66.86 dan meningkatkan pada 67.66 di topik family dan dan topik terakhir adalah 68.18 di topik holiday. Maka, topik family adalah topik yang paling efektif.There are two main objectives of this research (1) To find out whether there is any significant different of students’ speaking ability after being taught through problem solving (2) To know most effective topic for teaching speaking. The sample was students of tenth grade ( X1). The study employed times series design nine times. There were two raters to score students’ speaking performance. The result is 1st treatment  26.187 (t-value),  2nd   treatment 22.079 (t-value) , 3rd   treatment 43.847 (t-value) 2. 048 (t-table) means that there are significant differences of students’ speaking ability after being taught through problem solving.  Therefore, the first hypothesis is accepted. Moreover, the result of mean score for friend topic is 66.86 and is up to 67.66 in family topic and then the last topic is up 68.18 (gain of 0.52) in holiday topic. So, the most effective topic is family.Keywords : increasing, problem solving, speaking. 
AN ANALYSIS OF THE NOUN PHRASE AND THE VERB PHRASE PRODUCED IN “LOVE ME LIKE YOU DO” SONG Reza Fandana; Ina Rohiyatussakinah
Journal of English Language Teaching and Literature (JELTL) Vol 6 No 2 (2023): Journal of English Language Teaching and Literature (JELTL)
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v6i2.2757

Abstract

This article dealt with the noun phrase and the verb phrase in the song entitled love me like you do. In this research the writers used qualitative research since the writers will deal with a case study of syntax and the data will be in the form of phrases. The data will be taken as utterances produced in this song. The writers analyze the data, which consists of four stages classifying stage, analyzing stage, evaluating stage, and conclusion stage. The results of the research are 16 noun phrases and 9 verb phrases has been founded
Co-Authors Flora Flora Hery Yufrizal Ina Rohiyatussakinah Muhammad Sukirlan rosita simbolon