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All Journal U-JET: Unila Journal of English Teaching
Flora Flora
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Humanities Education Languange, Linguistic, Communication & Media

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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

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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.
Consciousness-Raising Strategy in Developing ELT Students Speaking Accuracy Panji Wisastra; Hery Yufrizal; flora Flora
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah strategi peningkatan kesadaran dapat meningkatkan kesadaran ketepatan berbicara siswa dan kemampuan ketepatan berbicara siswa. Penelitian ini menggunakan disain satu kali test awal dan test akhir. 26 siswa jurusan bahasa Inggris di universitas Lampung menjadi sampelnya. Peneliti menggunakan kuestioner dan test berbicara. Reliabilitas kuestioner 0.936. Reliabilitas test awal adalah 0.759 dan reliabilitas test akhir adalah 0.799. Data dianalisa secara statistik dengan Paired Sample T test. Untuk kesadaran ketepatan berbicara siswa, nilai T (6.074) adalah lebih tinggi daripada T-table (2.060) dengan alpha level 0.000 atau lebih rendah daripada 0.05 (? ? 0.05). Untuk kemampuan ketepatan berbicara nilai T (26.820) adalah lebih tinggi daripada T-table (2.060) dengan alpha level 0.000 atau lebih rendah dari 0.05 (? ? 0.05). Penemuan tersebut mengindikasikan strategi ketetapan berbicara siswa dapat menjadi sebuah solusi untuk meningkatkan ketepatan berbicara siswa.This research aimed to find out wheter consciousness-raising strategy could improve the students speaking accuracy consciousness and performance or not. The research used one group pre test-post test design. 26 students of English department at Lampung University became the sample. The researcher used questionnaire and speaking test. The reliability of the questionnaire was 0.936. The reliability of the pre-test was 0.759 and the reliability of the post-test was 0.799. The data were analyzed statistically by using Paired Sample T -test. For the students speaking accuracy consciousness, the T-value (6.074) is higher than the T-table (2.060) with alpha level 0.000 or lower than 0.05 (? ? 0.05). For the students speaking accuracy performance, the T-value (26.820) is higher than the T-table (2.060) with alpha level 0.000 or lower than 0.05 (? ? 0.05). The findings indicate that consciousness- raising strategy can be a solution to improve the students speaking accuracy.Keywords: consciousness-raising, speaking accuracy, strategy.
The Implementation of Jigsaw Cooperative Learning Technique in Reading Narrative Text Artha Novela Purba; Flora Flora; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstrak: Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan secara statistik nilai capaian pemahaman bacaan dan mencari aspek membaca mana yang paling meningkat melalui teknik Jigsaw cooperative learning. Penelitian ini menggunakan satu kelompok desain pre-test dan post-test. Subyek penelitian ini adalah 31 siswa di kelas IX D pada tahun akademik 2017/2018. Data dikumpulkan dengan menggunakan tes membaca dalam bentuk pilihan ganda. Data dianalisis dengan menggunakan paired sample t-test. Hasilnya menunjukkan bahwa ada peningkatan  pencapaian pemahamaan bacaan siswa yang signifikan secara statistik dengan tingkat signifikansi 0.00 0.05. Hasilnya juga menunjukkan bahwa pengajaran membaca menggunakan teknik Jigsaw cooperative learning membantu siswa untuk menemukan informasi spesifik dari teks dengan mudah. Abstract: The aim of this study were to find out whether there is a statistically significant improvement of the students’ reading comprehension achievement and to know which aspects of reading improve the most after the students were taught through Jigsaw cooperative learning technique. This study employed one group of pre-test and post-test design. The subjects of this research were 31 students in class IX D in the academic year 2017/2018. The data were collected using the reading tests in forms of multiple-choice. The data were analyzed using paired sample test. The result showed that there was a statistically significant improvement of the students’ reading comprehension achievement with the significant level 0.000.05. This suggests that teaching reading using Jigsaw cooperative learning technique facilitates the students to find specific information from the text easily. Keywords: Jigsaw cooperative learning technique, reading comprehension achievement, narrative text.
Analysis of Learning Strategies in The Speaking Class at The Second Grade Students of Senior High School Wendy Wirawan; Flora Flora; Muhammad Sukirlan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini mengetahui strategi belajar yang digunakan oleh siswa, kemampuan berbicara siswa dan menemukan korelasi antara strategi belajar bahasa dengan kemampuan berbicara siswa. Penelitian ini dilakukan di SMAN 1 Binduriang Bengkulu menggunakan kualitatif dan kuantitatif. 20 siswa kelas dua dipilih sebagai sample. 50 quesionire dan test menggunakan storytelling untuk mengukur kemampuan berbicara siswa. Data dianalisa menggunakan product moment corelation. Ada 6 strategy belajar siswa yang berbeda meliputi; meta-cognitive (3.56), memory (2.95), affective (2.85), sosial (2.82), cognitive (2.77) dan compentation (3.11). Hasil nilai dari kemampuan berbicara siswa adalah (68.05), meliputi; vocabulary (72.5), comprehension (72.5), Pronunciation (66.5), fluency (66.5), dan grammar (62.5). Vocabulary dan comprehension adalah paling tinggi, terdapat hubungan yang signifikan antara penggunaan strategi belajar siswa dengan kemampuan berbicara dimana nilai r adalah 0.562.The objectives of this research are to find out the strategies of language learning that are used by the students, to find out the students speaking ability, and to find out the correlation between students language learning strategies with students speaking ability. This research was conducted in SMAN 1 Binduriang Bengkulu by using qualitative and quantitative method. There were 20 students from the second grade as a sample. 50 items of questionnaires to check the learning strategy and given test in speaking by using storytelling. The data were analyzed by product moment corelation. There are 6 kinds of different language learning strategies, including; meta-cognitive (3.56), memory (2.95), affective (2.85), social (2.82), cognitive (2.77) and compensation (3.11). The average score of students speaking ability is (68.05), such us; vocabulary (72.5), comprehension (72.5), Pronunciation (66.5), fluency (66.5), and grammar (62.5). The average score of vocabulary and comprehension were the highest one, there was a significant correlation between language learning strategies with speaking ability where value was 0.562.Keywords: learning strategy, speaking ability, students speaking ability.
THE INFLUENCE OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION Muhammad Fauzan Pratama; Agustinus Bambang Setiyadi; Flora Flora
U-JET Vol 4, No 6 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui jenis strategi pembelajaran bahasa yang digunakan siswa dalam pemahaman membaca dan untuk mengetahui pengaruh penggunaan strategi pembelajaran bahasa terhadap pemahaman membaca. Penelitian ini dilakukan kepada 30 siswa di kelas X.9 di SMAN 14 Bandar Lampung. Peneliti memberikan kuesioner strategi pembelajaran bahasa dan tes pemahaman membaca. Hasil penelitian menunjukkan bahwa ada 15 siswa yang menggunakan strategi kognitif, sementara ada 9 siswa yang menggunakan strategi metakognitif dan strategi sosial yang 6 siswa. Kemudian, hasil dari One-Way ANOVA menunjukkan bahwa F untuk strategi kognitif adalah 37,18 dengan p = 0,000, F untuk strategi metakognitif adalah 15,75 dengan p = 0,000, dan F untuk strategi sosial adalah 5.97 dengan p = .001. Hasil tersebut berarti bahwa H1 diterima, sehingga strategi kognitif, metakognitif, dan sosial secara statistik signifikan untuk pemahaman membaca. The aims of this research were to find out the type of language learning strategy that was used by students in reading comprehension and to find out the influence of using language learning strategies toward reading comprehension. This research was conducted to 30 students in class X.9 at SMAN 14 Bandar Lampung. Questionnaire of language learning strategies and reading comprehension test were given as the instruments. The results showed that there were 15 students who used cognitive strategy, while there were 9 students who used metacognitive strategy and social strategy were 6 students. Then, the result of One-Way ANOVA showed that F for cognitive strategy was 37.18 with p= .000, F for metacognitive strategy was 15.75 with p= .000, and F for social strategy was 5.97 with p= .001. The results mean that H1 was accepted, so that the cognitive, metacognitive, and social strategies were statistically significant to reading comprehension.Keywords: language learning strategies, influence, reading comprehension
A correlation between students’ morphological awareness and their accuracy in writing recount text Hafifah Azahra; Flora Flora; Rafista Deviyanti
U-JET Vol 10, No 3 (2021): U-JET
Publisher : FKIP UNILA

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The purpose of this study is to find out whether there is a significant correlation between students’ morphological awareness and their accuracy in writing recount text. This is quantitative research by using ex-post facto design. The population of the research was the students of the first grade of SMAN 1 Way Jepara. The researcher took five students from each ten classes as sample by using lottery, so total sample of students were 50. There were two instruments; the first test was morphological awareness test adapted from McBride-Chang et al. (2005) and Zakaria (2008) and the second test was writing a recount text test for measuring the students’ accuracy in writing. The data were analyzed by using Pearson Product Moment Correlation in SPSS version 25. The result of the correlation analysis showed there was a significant correlation between students’ morphological awareness and their accuracy in writing recount text with coefficient correlation was higher than the critical value (0.7980.297) at significant level .01. It means that the H1 is accepted and H0 is rejected. It can be concluded that morphological awareness influenced students’ accuracy. Keywords: Correlation, Morphological Awareness, Accuracy in Writing.doi: https://dx.doi.org/10.23960/UJET.v10.i3.2021x3
The Implementation of Guiding Question Technique in Increasing the Students’ Writing Analytical Exposition Text Nabilla Marsya; Ari Nurweni; Flora Flora
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah teknik guiding question ada peningkatkan signifikan dalam kemampuan menulis siswa khususnya teks eksposisi analisis. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 35 siswa tingkat kedua SMA. Tes menulis diberikan dalam bentuk esai sebagai pretest dan posttes untuk mengumpulkan data. Hasil dari penelitian ini menunjukkan bahwa penggunaan teknik guiding question meningkatkan kemampuan siswa dalam menulis teks eksposisi analisis. Hal ini menandakan bahwa teknik guiding question dapat diterapkan untuk meningkatkan keterampilan menulis siswa.This research aimed to find out whether the guiding question technique significantly improved the students’ ability in writing analytical exposition texts. The approach of the research was quantitative. The subjects were 35 students of the second grade of SMA. The data were collected through both the pretest and the posttest, taking the some of essay writing. The result showed that the use of guiding question technique improved the students’ ability in writing analytical exposition texts with the significant level 0.05. This indicates that guiding question technique can help the students to improve their writing skill. This suggests that guiding question technique help the students improve their ability in writing skills.Keywords: Writing, Analytical Exposition Text, Guiding Question Technique.
A MODIFIED PROCESS WRITING PROCEDURE TO LOWER STUDENTS WRITING ANXIETY Ihyaul Layli Hasanah; Flora Flora; Muhammad Sukirlan
U-JET Vol 6, No 1 (2017): U-JET
Publisher : FKIP UNILA

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This study investigated the effectiveness of Modified Process Writing Procedure to lower students writing anxiety and to foster students writing achievement, and the causes of writing anxiety mostly felt by eleventh graders in State Senior High School 2 Pringsewu. This study employed mixed-method approach. The data were obtained from questionnaire, writing test and interview then analyzed using descriptive statistics and paired sample t-test. The interview data were transcribed to answer the third research question. The findings revealed that Modified Process Writing Procedure is effective to lower students' writing anxiety since the tobt is higher than the tcrit. Regarding the second research question, it revealed that Modified Process Writing Procedure is effective to foster students writing achievement since the tobt is higher than the tcrit. It is also found that the causes mostly felt by the students are linguistic difficulties, low self-confidence in writing, and insufficient writing practice.Penelitian ini bertujuan untuk mengukur efektifitas penggunaan Modifikasi Prosedur Menulis Berproses untuk menurukan ketakutan menulis siswa dan meningkatkan prestasi menulis siswa, serta mengetahui penyebab ketakutan menulis yang dirasakan oleh siswa kelas 11 di SMAN 2 Pringsewu. Penelitian ini menggunakan metode campuran. Data yang diperoleh dari kuisioner, tes menulis, dan interviu dianalisis menggunakan deskripsi statitistik dan uji t dengan sampel berpasangan. Data interviu ditranskripsi untuk menjawab pertanyaan penelitian nomor tiga. Dari hasil penelitian terbukti bahwa Modifikasi Prosedur Menulis Berproses efektif digunakan untuk menurunkan ketakutan menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Modifikasi Prosedur Menulis Berproses terbukti pula dapat meningkatkan prestasi menulis siswa karena nilai t hasil lebih tinggi dari nilai t tabel. Ditemukan pula bahwa penyebab ketakutan menulis yang paling sering dirasakan siswa yaitu kesulitan linguistik, rendah diri dalam menulis dan kurangnya latihan menulis.Kata kunci: ketakutan menulis, pendekatan menulis berproses, , prestasi menulis, penyebab ketakutan menulis
The Effect of Teachers Indirect Feedback on Writing at SMA Al-Azhar 3 Seli Oktaria Jati; Hery Yufrizal; Flora Flora
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah ada perbedaan pada kemampuan siswa dalam kemampuan pemahaman menulis teks deskriptif setelah belajar melalui teknik teachers indirect feedback. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian adalah siswa kelas X IPA 2 di SMA Al-Azhar 3 Bandar Lampung. Tes menulis digunakan sebagai alat untuk pengambilan data. Data dianalisa menggunakan SPSS version 16.0 software program. Hasil penelitian menunjukkan bahwa adanya peningkatan signifikan pada kemampuan siswa dalam menulis teks deskriptif dengan tingkat signifikansi 0.000.05. Hasil selanjutnya menunjukkan bahwa mekanik merupakan aspek menulis yang paling meningkat. Dapat disarankan bahwa teknik teachers indirect feedback memudahkan siswa meningkatkan prestasi menulis.The objective of this research was to investigate whether there is a statistically significant difference of the students writing descriptive texts after the implementation of teachers indirect feedback. This research was quantitative research. The subjects of the research were 25 students of X IPA 2 of SMA Al-Azhar 3 Bandar Lampung. The writing test was used to collect the data. The data was analyzed using SPSS version 16.0 software program. The result showed that there was a statistically significant improvement of the students writing of descriptive text with the significant level 0.000.05. This suggests that indirect feedback facilitates students to improve their writing achievement. Keywords: writing, indirect feedback, descriptive text.
THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS SPEAKING ABILITY Arthadina Julianda; Flora Flora; Budi Kadaryanto
U-JET Vol 4, No 6 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan kemampuan berbicara setelah diajarkan dengan menggunakan teknik role play. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan di kelas X MIA 3 yang berjumlah 36 orang. Data penelitian ini dikumpulkan dengan menggunakan tes berbicara. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan siswa dalam berbicara setelah diajarkan dengan menggunakan teknik role play. Hal ini dapat dibuktikan dengan adanya peningkatan nilai rata-rata siswa dari pretes ke postes yaitu 59.1 ke 67.8, uji hipotesis menunjukkan bahwa nilai t-value 8.621 lebih besar dari t-table 2.0301. Oleh karena itu dapat disimpulkan bahwa teknik role play dapat meningkatkan kemampuan siswa dalam berbicara.The aim of this research was to find out whether there was a significant improvement of the students speaking ability after they were taught by using role play. This research used quantitative approach and it was conducted to 36 students in class X MIA 3. The data of the research were collected by using speaking test. The result showed that there was a significant improvement in students speaking ability after they were taught by using role play. It could be proven from the improvement of students mean score from pretest to posttest, which was 59.1 to 67.8, hypothesis test showed that t-table is 2.0301 and the t- value is 8.621. In conclusion, Role play Technique can improve students speaking skill.Keywords: role play technique, improving, speaking skill
Co-Authors A.A. Ketut Agung Cahyawan W Abdina Saentika Ag Bambang Setiyadi Agustinus Bambang Setiyadi Anggreini Khandari Antisya - Azzahra Ari Nurweni Artha Novela Purba Arthadina Julianda Assyifa Dwi Prabawati Bambang Setiyadi Budi Kadaryanto Budy Wiryawan Cucu Sutarsyah Deddy Supriyadi Desti Ariska Emilda Oktaviyani Erni Yulianti Fais Nurul Hadi Fajar Riyantika Febri Sihaloho Feni Munifatullah Grace Yosephine Silaban Hafifah Azahra Haifa Puti Arlin Hery Yufrizal Ihyaul Layli Hasanah Khairun Nisa Komang Mega Susanti Lusi Elisa Muhammad Fadli Muhammad Fauzan Pratama Muhammad Sukirlan Nabilla Marsya Octavinia Manalu Panji Wisastra Patuan Raja Rafista Deviyanti Ramlan Ginting Ramlan Ginting Suka Reza Fandana Ryan Puby Sumarta Seli Oktaria Jati Siti Hikmatun Nazilah Sudirman Sudirman Tuntun Sinaga Ujang Suparman Wendy Wirawan yolanda rizki putri Zakiyah Zakiyah