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All Journal U-JET: Unila Journal of English Teaching E-Dimas: Jurnal Pengabdian kepada Masyarakat
Patuan Raja
Lampung University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : U-JET: Unila Journal of English Teaching

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TEACHING SPEAKING ENGLISH THROUGH ROLE PLAY AT THE THIRD GRADE OF SMAN Elsye Yetti Frida; Patuan Raja; Hartati Hasan
U-JET Vol 4, No 4 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah menemukan apakah role play dapat meningkatkan kemampuan berbicara siswa dan untuk mengetahui aspek berbicara yang paling meningkat dalam pengajaran menggunakan role play. Subjek terdiri dari 31 siswa di kelas XII IPA 2 di SMAN 6 Bandar Lampung. Hasil menunjukkan bahwa teknik ini dapat memperbaiki kemampuan berbicara siswa dan terlihat bahwa aspek kelancaran berbicara adalah yang paling meningkat di dalam penelitian ini. Penelitian ini menggunakan desain one group pretest posttest. Terdapat dua penilai untuk menilai pertunjukan siswa. Repeated measure t-test digunakan untuk menganalisis data kuantitatif menggunakan SPSS(16.0). Hasil menyimpulkan bahwa terdapat adanya perbedaan kemampuan berbicara siswa secara signifikan pada level 0.05 karena t-ratio lebih besar darit-table (10.865 2.093), kemampuan berbicara siswa meningkat setelah diajarkan melalui teknik role play, dan aspek berbicara yang paling meningkat adalah aspek kelancaran berbicara.The aims of this research were to find out whether role play can improve the students` speaking ability, and to find out the aspect of speaking which improve the most after implementation of role play in teaching speaking. The subject consisted of 31 students in XII IPA 2 class of SMAN 6 Bandar Lampung. The result showed that this technique can improve students` speaking ability and the researcher could see that fluency was the aspect of speaking which improved the most. The research used one group pretest posttest design. There were two raters to judge the students` speaking performances. Repeated measure t-test was used to analyze the quantitative data and the hypothesis testing was computed by using SPSS(16.0). The result concluded that there was a significant difference on level 0.05 because t-ratio more than t-table (10.865 2.093), students` speaking ability improved after they were taught by using role play technique, and the aspect of speaking which improved the most is fluency.Keywords : improvement, role play, speaking, teaching speaking
A Comparative Study between Self-Editing - Peer Review and Peer Review - Self-Editing in Different Groups of Proficiency to Enhance Students’ Writing Improvement Neni Iryani; Patuan Raja; Mahpul Mahpul
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini meneliti: 1) adakah perbedaan signifikan atas peningkatan kemampuan menulis mahasiswa yang menggunakan strategi self-editing – peer review dan peer review - self-editing; 2) adakah perbedaan signifikan atas peningkatan kemampuan menulis mahasiswa  berdasaran grup proficiency yang berbeda di tiap kelas , dan 3) aspek menulis yang meningkat signifikan di kedua kelas. Subjek penelitian adalah mahasiswa IBI Darmajaya, Lampung. Penelitian menggunakan pendekatan kuantitatif. Instrumen penelitian: tes menulis dan Nelson English Language Proficiency Test (NELT). Hasil penelitian:1) ada perbedaan signifikan pada kemampuan menulis mahasiswa yang menerapkan strategi self-editing – peer review dan peer review -self-editing; 2) ada perbedaan sigifikan pada kemampuan menulis mahasiswa di grup heterogen di kedua kelas; 3) tata bahasa adalah aspek menulis yang meningkat paling signifikan. Self-editing dan peer review dapat meningkatkan kemampuan menulis mahasiswa, dan membalik urutan teknik mengedit dapat meningkatkankemampuan menulis mahasiswa secara berbeda.This research investigated: (1) was there a statistically significant difference of students’ writing improvement between the students treated with self-editing - peer review and peer review - self-editing; (2) was there a statistically significant difference of students’ writing improvement in different groups of proficiency of both classes; and (3) the aspect of writing significantly improved in both classes. The subject of this research was the students of IBI Darmajaya, Lampung. This research used quantitative approach. The instruments were writing test and Nelson English Language Proficiency Test (NELT). The result shows that 1) there was a significant difference of students’ writing improvement between Class A and Class B; 2) there was a statistically significant difference of students’ writing improvement in heterogeneous groups in both classes; 3) it was language use, a writing aspect mostly improved. Self-editing and peer review can help students to improve their writing. Besides, it is inferred that reversing the order of editingstages does affect students’ writing improvement differently.Keywords: Peer review, proficiency level, self-editing, writing improvement.
USING TPS TO IMPROVE STUDENTS WRITING AT THE FIRST GRADE STUDENTS OF SMA Annisa Oktaviani; Patuan Raja; Muhammad Sukirlan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti apakah ada peningkatan kemampuan menulis siswa setelah belajar menggunakan TPS. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian ini sebanyak 30 siswa kelas satu di SMAN 14 Bandar Lampung. Test menulis digunakan sebagai alat untuk pengambilan data. Hasil menunjukan bahwa terdapat perbedaan yang signifikan secara statistik pada pencapaian kemampuan menulis siswa dengan tingkat signifikansi p0.05 (p=0.00). Dapat disarankan bahwa pengajaran menulis menggunakan tehnik TPS membantu siswa untuk meningkatkan kemampuan mereka dalam menulis.The aim of this study was to find out whether there was an improvement of students writing skill after the implementation TPS. This research was quantitative research. The subjects of this research were 30 students at the first grade of SMAN 14 Bandar Lampung. The writing test was administrated as the instrument of this research. The result showed that there was a statistically siqnificant difference of the students writing skill with the siqnificant level p0.05 (p=0.00). This suggests that writing through TPS facilitates students to improve their writing skill.Keywords : think pair share technique, writing skill, recount text
The effect of indirect written corrective feedback on students' recount writing performance at the first grade of senior high school Nida Friskila Devi; Patuan Raja; Khairun Nisa
U-JET Vol 12, No 2 (2023): U-JET
Publisher : FKIP UNILA

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Abstract

The aims of this research were to find out whether there was any effect of Indirect Written Corrective Feedback on students’ recount writing performance and to analyze which aspect of writing improved the most after the implementation of Indirect Written Corrective Feedback. This research is quantitative research using one group pre-test and post-test design. The population was the first-grade students of SMA Perintis 1 Bandar Lampung. The sample was one class of the first grade: X2 class consisting of 30 students. The instrument was writing test in the form of essay. The data were in the form of scores taken from the pre-test and post-test which were analyzed by using Paired Sample t-test. The results showed that there was statistically significant difference between the mean score of the pre-test (56.8) and post-test (67.5). The significant value was determined by sign p0.05 with the result 0.000 0.05 and the t-value t-table with the result 18.270 2.045. The aspect of writing which improved the most was language use. This is because most of the Indirect Written Corrective Feedback used in this research focused on the English structure such as verb tense, verb form, preposition, word-order and subject-verb agreement which are covered in language use aspect of writing. It is suggested that Indirect Written Corrective Feedback can be implemented in teaching other types of text in a long-term period and other educational levels of school. Further researches may focus on symbols to correct error in content and organization aspect. Keywords: Indirect Written Corrective Feedback, teaching writing, recount text, writing performance.
Co-Authors Aditya Putra Mahardhika Pratama Angga Wirayuda Ani Novitasari Anisa Tia Mahilda Annisa Oktaviani Ari Nurweni As'ad Rizki As-shidiqi Astuti Wulandari Bambang Setiyadi Danang Danang Dwi Aziza Elsye Yetti Frida Elvandari Maulana Emi Sari Endah Triasih Sihaloho Fikha Okta Maulani Flora Flora Flora Nainggolan Gede Eka Putrawan Hartati Hasan Helidatasa Utami Hery Yufrizal I Gusti Bagus Wiksuana Ida Fitri Mardaningsih Ketrin Viollita Khairun Nisa Mahpul Mahpul Muhammad Sukirlan Neni Iryani Nida Friskila Devi Rani Tri Aprella Reni Andriyani Siswati Arningtyas Sudirman Sudirman Tuntun Sinaga