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Improving Students Writing Descriptive Text Ability through Realia Reni Andriyani; Patuan Raja; Muhammad Sukirlan
U-JET Vol 6, No 9 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui peningkatan yang signifikan secara statistik pada kemampuan menulis deskriptif teks siswa setelah belajar menggunakan realia. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian ini sebanyak 25 siswa kelas VIII.A di MTs. Raudlatul Mutaallimin Kasui, Way Kanan. Tes menulis (pretest dan posttest) digunakan sebagai alat untuk pengambilan data. Hasil menunjukan bahwa terdapat peningkatan yang signifikan secara statistik pada pencapaian kemampuan menulis siswa dengan tingkat signifikansi p0.05. Dapat disarankan bahwa pengajaran menulis menggunakan realia membantu siswa untuk meningkatkan kemampuan mereka dalam menulis.The aim of this study was to find out whether there was statistically significant improvement of students writing descriptive texts after the implementation of realia. This research was quantitative research. The subjects of this research were 25 students of class VIII.A at MTs. Raudlatul Mutaallimin Kasui, Way Kanan. Writing tests were used to collect the data. The result showed that there was a statistically significant improvement of the students writing with the significant level p0.05. This suggests that writing through realia facilitates students to improve their writing.Keywords: descriptive text, writing, realia.

METACOGNITIVE READING STRATEGY TRAINING FOR HIGH SCHOOL STUDENTS Emi Sari; Patuan Raja; Ari Nurweni
U-JET Vol 5, No 2 (2016): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh dari Metacognitive Reading Strategy Training (MRST) terhadap pemahaman membaca siswa. Penelitian ini merupakan kajian kuantitatif yang menggunakan one group pre-test post-test design. Sampel penelitian ini terdiri 25 siswa SMA yang dipilih secara purposive. Instrumen yang digunakan adalah tes pemahaman membaca. Paired-sample t-test digunakan untuk menganalisis pengaruh terhadap pemahaman membaca siswa. Hasil analisis menunjukkan bahwa terdapat pengaruh yang signifikan dari pemahaman membaca siswa sebelum dan sesudah MRST, dengan nilai t-ratio 13.498 yang berarti lebih tinggi dibandingkan dengan t-table 2.056. Temuan tersebut menjelaskan bahwa MRST efektif dalam meningkatkan kemampuan pemahaman membaca siswa.This research was aimed to find out whether there is an effect of Metacognitive Reading Strategy Training (MRST) on the students reading comprehension. This research was carried out using a quantitative study with one group pre-test post-test design. The subjects numbering of 25 high school students were taken purposively. The instrument used was the reading comprehension test. This study used paired-sample t-test to analyze the effects of students reading comprehension. The result of the analyses indicated that there was a significant effect of students reading comprehension before and after metacognitive reading strategy training, within t-ratio 13.498 which means that it was higher than t-table 2.056. This finding indicates that the MRST was effective in impoving the students reading comprehension ability.Keywords: metacognition, MRST, reading comprehension.

Implementing Schoology in Blended Learning Environment and Its Relation to Creativity in Writing Ketrin Viollita; Patuan Raja; Ari Nurweni
U-JET Vol 7, No 5 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui 1)apakah ada perbedaan yang signifikan terhadap kemampuan siswa dalam menulis sebelum dan sesudah diajar melalui Schoology dalam lingkungan blended learning, 2) apakah ada perbedaan yang signifikan antara siswa yang memiliki kreatifitas tinggi dan kreatifitas rendah dalam menulis. Penelitian ini menerapkan desain kuantitatif dengan pretest posttest. Instrumen yang digunakan adalah tes menulis dan tes kreatifitas. Penelitian ini menggunakan Paired samples t-test dan ANOVA untuk menganalisis data. Hasil dari penelitian ini menunjukkan bahwa 1) ada perbedaan yang signifikan terhadap kemampuan siswa dalam menulis sebelum /dan sesudah diajar melalui Schoology dalam lingkungan blended learning karena t-value (9.029) t-table (2.069)dengan sig. level0.05, 2) ada perbedaan yang signifikan antara siswa yang memiliki kreatifitas tinggi dan kreatifitas rendah dalam menulis. Jadi, dapat disimpulkan bahwa Schoology merupakan cara yang efektif untuk mengajar menulis.This research was done to find out 1) whether there is any significant difference in the students' writing achievement before and after the implementation of Schoology in blended learning environment and 2) the difference of students’ writing achievement between students who have high creativity low creativity.. Quantitative design was done with one group pre-test and post-test design. The instruments used were the creativity and writing test. Paired samples t-test and ANOVA were used to analyze the data. The results showed that 1) there is a significant difference of students' writing achievement since t-value (9.029) t-table (2.069) with sig. level0.05 and 2) There is a significant difference in writing achievement between students who have high creativity and low creativity. Thus, it can be concluded that the implementation of Schoology is an effective way to teach writing and it gives an impact to the students in constructing and showing their best ideas in written form.Keywords: Blended learning environment, creativity, high creativity, low creativity, schoology , writing.

Pairing Students of Different Proficiency Levels in Blended Learning Context to Improve Students’ Speaking Skill in Vocational High School Elvandari Maulana; Patuan Raja; Ari Nurweni
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini menyelidiki apakah ada perbedaan yang signifikan antara siswa dari tingkat kemahiran yang berbeda dalam keterampilan berbicara mereka setelah dipasangkan dalam konteks pembelajaran campuran dan kelompok yang paling meningkat setelah dipasangkan dalam konteks pembelajaran campuran. Ada 24 siswa sebagai sampel penelitian yang dibagi menjadi kelompok tinggi dan rendah (T = 12, R = 12). Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara siswa dari tingkat kemahiran yang berbeda dalam keterampilan berbicara mereka setelah dipasangkan dalam konteks pembelajaran campuran. Selain itu, kelompok rendah adalah kelompok yang mengalami peningkatan dalam keterampilan berbicara lebih tinggi. Ditemukan bahwa kenaikan rata-rata kelompok rendah lebih tinggi daripada kelompok tinggi. Ini menunjukkan bahwa pembelajaran campuran efektif untuk mengajar berbicara. Tingkat kemahiran yang berbeda dari siswa juga dapat berperan dalam membantu siswa belajar berbicara.This research investigated whether there was a significant difference between students with different proficiency level in their speaking skill after being paired in the blended learning context and the group that is most improved after being paired in blended learning context. There were 24 students as the sample of the research which were divided into high and low-proficiency groups (H=12, L=12). The results revealed that there was a significant difference between students of different proficiency level in their speaking skill after being paired in the blended learning context. Moreover, the low-proficiency group was the one that was mostly improved in speaking skill. It was found that the mean gain of low-proficiency group was higher than the high-proficiency group. It shows that blended learning is effective for teaching speaking. The students’ different proficiency level also can play role in helping students learn speaking.Keywords: Blended learning, pairing students of different level proficiency, speaking skill.

Cognitive Strategy Training in Improving Students’ Reading Comprehension Anisa Tia Mahilda; Patuan Raja; Tuntun Sinaga
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini menyelidiki apakah i) pelatihan strategi kognitif secara signifikan meningkatkan pemahaman membaca siswa dan ii) proses pelatihan strategi kognitif dalam meningkatkan pemahaman membaca siswa. Penelitian ini menggunakan desain kuasi eksperimental dengan pendekatan kuantitatif. Subjek penelitian berasal dari 60 siswa sebagai kelas kontrol dan eksperimen. Data dikumpulkan melalui test awal, test akhir, dan perlakuan (training). Data dari tes dianalisis menggunakan SPSS. Hasil menunjukkan bahwa pelatihan strategi kognitif meningkatkan kemampuan membaca siswa dengan taraf signifikansi 0,05. Selanjutnya, proses pelatihan strategi kognitif berjalan dengan lancar dalam arti siswa dapat menerapkan strategi kognitif selama proses pelatihan.. Ini menunjukkan bahwa pelatihan strategi kognitif mempermudah siswa untuk meningkatkan pemahaman membaca mereka.This research investigated whether i) cognitive strategy training significantly improved students’ reading comprehension and ii) the process of cognitive strategy training in improving students’ reading comprehension. The research used quasi-experimental design using quantitative approach. The subjects of the research were 60 students for both control and experimental classes. The data were collected through the pre test, post test, and treatment. The data from the tests were analyzed using SPSS. The result showed that cognitive strategy training improved the students' reading comprehension with the significant level 0.05. Furthermore, the process of cognitive strategy training ran well in the sense that the students could apply cognitive strategies during the training process. This suggests that cognitive strategy training facilitates learners to improve their reading comprehension.Keywords: Cognitive strategy, cognitive strategy training, reading comprehension.

The Effectiveness of Teaching Writing Recount Text through Clustering Technique Helidatasa Utami; Patuan Raja; Flora Nainggolan
U-JET Vol 6, No 2 (2017): U-JET
Publisher : FKIP UNILA

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The aim of this study was to find out whether there was a statistically significant increase of students writing ability in recount texts after they were taught through clustering technique. This research was quantitative research. The subjects of this research were 31 students. The writing test was administrated as the instrument of the research. The data were analyzed by using t-test value with the significant level p0.05 through SPSS version 17.0. The result showed that there was a statistically significant increase of students writing ability. This suggests that teaching writing using clustering technique facilitates the students to develop the ideas easily.Penelitian ini bertujuan untuk meneliti apakah ada peningkatan pada kemampuan siswa dalam menulis teks recount setelah belajar melalui tehnik clustering. Penelitian ini adalah penelitian kuantitatif. Subjek penelitian sebanyak 31 siswa. Tes menulis digunakan sebagai alat untuk pengambilan data. Data yang diperoleh dianalisis menggunakan t-test dengan tingkat signifikan level p0.05 menggunakan SPPS versi 17.0. Hasil menunjukkan bahwa terdapat perbedaan signifikan secara statistik pada pencapaian menulis siswa. Dapat disarankan bahwa pengajaran menulis menggunakan tehnik clustering dapat membuat siswa terlibat kreatif dalam pembelajaran dan dapat membantu mengembangkan ide dengan mudah.Kata kunci: tehnik clustering, teks recount, menulis.

AUTHENTIC AND SIMPLIFIED MATERIALS ON STUDENTS WRITING ABILITY OF RECOUNT TEXT Ida Fitri Mardaningsih; Patuan Raja; Muhammad Sukirlan
U-JET Vol 4, No 3 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan pada kemampuan siswa dalam menulis teks recount dengan menerapkan materi autentik dan materi yang disederhanakan. Penelitian ini menggunakan pendekatan kuantitatif yang telah dilakukan pada 32 siswa dari X IPA2 sebagai kelas percobaan 1 dan 32 siswa dari X IPA3 sebagai kelas percobaan 2 di SMA Negeri 3 Metro. Dalam pengumpulan data, peneliti memberikan pre-tes dan post-tes untuk menganalisis peningkatan nilai siswa. Data dianalisis menggunakan Independent Group t-test. Hasil penelitian menunjukkan bahwa ada perbedaan yang berarti pada kemampuan siswa dalam menulis teks recount dengan menerapkan materi autentik dan materi yang disederhanakan dalam 3 aspek menulis, yaitu: isi, penggunaan bahasa, dan kosakata. Maka, penelitian ini menyarankan guru agar lebih kreatif dalam mengaplikasikan materi yang sesuai sehingga siswa dapat menulis teks recount dengan baik.The objective of this research was to find out whether there is different students writing ability of recount text who were taught by using authentic materials and simplified materials. This research used quantitative method which had conducted to 32 students in X IPA2 as experimental class 1 and 32 students in X IPA3 as experimental class 2 at Senior High School Negeri 3 Metro. In collecting the data, the researcher gave pre-test and post-test to analyze the increase of students score. The data were analyzed by using Independent Group t-test. The results showed that there was significant difference on students writing ability of recount text who are taught through authentic and simplified materials in terms of 3 aspects of writing; content, language use, and vocabulary. Thus, this research recommends the teacher to be more creative in applying the appropriate materials to make the students write recount text well.Keywords: authentic materials, simplified materials, writing, recount text

IMPROVING STUDENTS’ WRITING IN RECOUNT TEXT THROUGH SEQUENCE OF PICTURES AT THE SECOND GRADE OF MTSN 1 BANDARLAMPUNG As'ad Rizki As-shidiqi; Patuan Raja; Ari Nurweni
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Tujuan dari penelitian ini ialah untuk mengetahui peningkatan kemampuan menulis siswa dalam pembelajaran teks recount dengan menggunakan sequence of pictures dan mengetahui aspek kemampuan menulis siswa yang paling meningkat setelah mereka diajarkan menggunakan sequence of pictures. Desain yang digunakan ialah satu kelompok pretest posttest. Subjek penelitian ini ialah 30 siswa kelas VIII C MTsN 1 Bandar Lampung. Instrumen yang digunakan ialah tes menulis. Data dalam bentuk skor yang diambil dari pretest dan posttest dan dianalisis dengan menggunakan Paired Sampel t-test. Penelitian ini menemukan adanya peningkatan statistik kemampuan menulis siswa dalam pembelajaran teks recount dilihat dari skor pretest ke skor posttest (58,9 menjadi 70,8) setelah menggunakan sequence of pictures. Aspek penulisan yang paling meningkat ialah konten karena sifat sequence of pictutres memandu siswa untuk mengembangkan ide-ide.The aims of this study were to find out whether there was any improvement of the students’ writing skill in recount text after they have been taught by using sequence of pictures and to investigate which aspects of the students’ writing skill improved the most after they have been taught by using sequence of pictures. The design used was one group pretest posttest. The subjects were 30 students of class VIIIC of MTsN 1 Bandar Lampung. The instrument was a writing test. The data were in form of scores taken from the pretest and posttest and were analyzed by using Paired Sampel t-test. The result showed there was a statistically improvement of students’ writing skill in recount text viewed from the pretest score to the posttest score (58.9 to 70.8) after they have been taught by using sequence of pictures. The aspect of writing that improved the most was content. This is because the nature of sequence of pictures mainly guides the students to develop the ideas.Keywords: recount text, sequence of pictures, writing.

The Influence of Integrating Double Pro Double TS on Students' Speaking Anxiety Danang Danang; Patuan Raja; Muhammad Sukirlan
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini menguji 1) peningkatan berbahasa Inggris peserta didik sebelum dan setelah penerapan Double Pro dan Double TS, 2) penurunan tingkat kecemasan peserta didik setelah penerapan Double Pro dan Double TS dan 3) jenis kecemasan yang paling dominan dialami olah peserta didik selama kelas speaking. Design pretest-post-test diimplementasikandalam penelitian ini. Subject penelitian ini adalah peserta didik SMP Qur’an Bandar Lampung yang berjumlah 30. Speaking test dan kuisioner kecemasan digunakan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa 1) peningkatan berbahas Inggris siswameningkat secara significant, 2) terjadi penurunan tingak kecemasan peserta didik dan 3) jenis kecemasan yang dominan di alami peserta didik adalah fear of negative evaluation. Ini menunjukan bahwa Double Pro dan Double TS sangat efektif membantu peserta didik untuk belajar bahasa inggris dengan mengurangi tingkat kecemasan mereka dalam belajar. This study examined i) students’ speaking before and after the implementation of Double Pro and Double TS, ii) students’ speaking anxiety decrease and iii) the most anxiety type experienced by students. Subjects of the research were 30 students of SMP Quran Darul Fattah Bandar Lampung. Pre-test and post-test were employed. Speaking test and anxiety Questionnare were administered to students. The results showed that 1) there was significant students increase on their speaking; 2) there was students’ anxiety decrease and 3) most dominant anxiety experienced by students was fear of negative evaluation. In short, the integration of Double Pro and Double TS was really effective to help students to speak and decrease their anxiety. Keyword: Anxiety, double pro, double TS.

Improving Students’ Writing Ability in Recount Text using Think Talk Write (TTW) Strategy Siswati Arningtyas; Patuan Raja; Ari Nurweni
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah melihat apakah kemampuan menulis siswa meningkat setelah mereka belajar menulis melalui penggunaan strategi Think Talk Write dan aspek penulisan manakah yang paling meningkat melalui penggunaan strategi Think Talk Write. Data penelitian dianalisis menggunakan t-test dengan level signifikan p0.05. Tes menulis digunakan sebagai instrumen dalam pretest dan posttest. Hasil penelitian ini bahwa t-value (5.170) lebih tinggi dari t-tabel (2,030) dan nilai signifikansi two tail adalah 0,0000 0,05. Ini berarti bahwa ada peningkatan yang signifikan secara statistik pada kemampuan menulis siswa dalam teks recount menggunakan strategi Think Talk Write. Oleh karena itu, hipotesis penelitian diterima.. Selain itu, semua aspek penulisan meningkat berdasarkan hasilnya. Aspek yang paling meningkat adalah organization, kemudian diikuti oleh language use, content, vocabulary, dan mechanic. The aim of this research was to find out whether students’ writing increased after they learnt writing through the use of Think Talk Write strategy and which aspect of writing increased the most after they learnt writing through the use of Think Talk Write strategy. The data were analyzed by using t-test with the significant level p0.05. Writing test was used as instrument in pretest and posttest. The results of this research that t-value (5.170) was higher than t-table (2.030) and the value of two tail significance was 0.0000 0.05. It means that there is statistically significant improvement on students’ writing ability in recount text using Think Talk Write strategy. Therefore, the hypothesis of the research was accepted. Besides, all aspects of writing were improved regarding to the results. The aspect improved the most was organization, then followed by language use, content, vocabulary, and mechanic.Keywords: writing, recount text, Think Talk Write strategy.

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