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All Journal U-JET: Unila Journal of English Teaching E-Dimas: Jurnal Pengabdian kepada Masyarakat KREDO : Jurnal Ilmiah Bahasa dan Sastra AKSARA: Jurnal Bahasa dan Sastra
Flora Flora
Lampung University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF ROUNDTABLE TECHNIQUE TO IMPROVE STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG Nikita Putri Mahardika; Flora Flora; Gede Eka Putrawan
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan menulis teks deskriptif siswa setelah diajar melalui teknik roundtable dan untuk menyelidiki persepsi siswa terhadap teknik. Populasi penelitian ini adalah siswa kelas satu SMAN 14 Bandarlampung pada tahun akademik 2018/2019. Sampel penelitian ini adalah X MIA 1 yang terdiri dari 30 siswa. Desain penelitian ini adalah one group pretest posttest. Data diambil dari tes dan kuesioner. Hasil penelitian menunjukkan bahwa ada peningkatan pada kemampuan menulis siswa (p 0,05, p = 0,00). Nilai rata-rata pretest adalah 56,93, dan posttest adalah 73,48. Selain itu, persepsi siswa terhadap penerapan teknik roundtable adalah positif. Mayoritas siswa sepakat bahwa teknik ini adalah teknik menarik dan memberi mereka manfaat. Oleh karena itu, hal ini menandakan bahwa teknik roundtable memfasilitasi siswa untuk meningkatkan kemampuan mereka dalam menulis teks deskriptif.The objectives of this research were to find out the improvement of students’ descriptive text writing ability after being taught through roundtable technique and to investigate the students’ perception toward the technique. The population of this research was the first grade students of SMAN 14 Bandar Lampung in the academic year 2018/2019. The sample of this research was X MIA 1 which consisted of 30 students. The research design was one group pretest posttest. The data were taken from tests and questionnaire. The result showed that there was an improvement in the students’ writing ability (p0.05, p=0.00). The mean score of the pretest was 56.93, and the posttest was 73.48. In addition, the students' perception toward the implementation of roundtable technique was positive. The majority of the students agreed that this technique was an interesting technique which gave them benefits. Therefore, this suggests that roundtable technique facilitates the students to improve their ability in descriptive text writing. 
A Comparative Study of Students’ Listening Comprehension Achievement Taught through Video and Audio Mega Widyawati; Flora Flora; Muhammad Sukirlan
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan menyimak setelah diajar menggunakan video dan audio. Penelitian ini menggunakan pendekatan kuantitatif yang melibatkan siswa kelas satu SMA. Sampel penelitian ini terdari atas dua kelompok; kelas kontrol dan eksperimen. Instrumen penelitian ini adalah 30 butir soal pilihan ganda. Untuk mengetahui perbedaan kemampuan menyimak, peneliti menganalisis nilai pos-tes menggunakan Independent Sample t-test pada level signifikansi 0.05. Hasil penelitian ini menunjukan adanya perbedaan kemampuan menyimak antara siswa yang diajar dengan menggunakan video dan audio karena level signifikansi 0.008 dan 0.009 lebih rendah dari alpha (0.05). Di kelas video memiliki peningkatan nilai 1.57707, sedangkan di kelas audio peningkatan sebesar 0.81045. Oleh karena itu, dapat disimpulkan bahwa video lebih baik untuk meningkatkan kemampuan menyimak karena video menyediakan informasi tambahan seperti gambar yang membuat siswa lebih tertarik pada proses belajar. The objective of this study is to find out the significant difference of students’ listening comprehension achievement taught through video and audio. This study used quantitative approach involving the first grade of SMA students. The sample consisted of two groups: control class and experimental class. The instrument of this research was 30 items of multiple choices. To know the significant difference of listening achievement, the researcher analyzed students’ post-test score through Independent Sample t-test at the level of 0.05. The result of this research shows there is significant difference of students’ listening comprehension between students who were taught using video and audio with the significance level of 0.008 and 0.009 lower than alpha (0.05). In video class, the gain score was i 1.57707, while in audio class it was 0.81045. Therefore, it can be concluded that video is better to  improve listening comprehension since video provides additional information such as pictures in which it makes students interested in learning process.Key words: audio, comparative study, listening comprehension, video
Implementing Guiding Question Technique to Improve Students' Writing Recount Text Ability Ni Kadek Yulianingsih; Flora Flora; Gede Eka Putrawan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada perbedaan pada kemampuan siswa dalam menulis teks recount setelah penerapan teknik guiding question. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 35 siswa tingkat pertama SMAN 13 Bandar Lampung. Test menulis digunakan sebagai alat untuk pengambilan data. Hasil penelitian menunjukan bahwa adanya perbedaan kemampuan siswa dalam menulis reks recount setelah penerapan teknik guiding question dan aspek organization adalah aspek menulis yang paling meningkat. Dapat disarankan bahwa teknik guiding question dapat membantu siswa menghasilkan ide dengan lebih mudah.This study was aimed at finding out whether there was a difference of students recount text writing ability after the implementation of guiding question technique. This research was a quantitative research. The subjects of this research were 35 students at the first year of SMAN 13 Bandar Lampung. A writing test was administered as the instrument of this research. The result showed that there was a statistically difference of the students recount text writing ability after the implementation of guiding question technique and the organization aspect of writing was the aspect that improved the most. This suggests that guiding question technique helps the students generate their ideas more easily.Keywords: writing, recount text, guiding question technique.
Improving students’ reading comprehension by using mind mapping technique through Mimind Application as android based mobile learning at the first grade of SMAN 1 Sumberejo in academic year 2020/2021 Dhea Novitasari; Flora Flora; Khairun Nisa
U-JET Vol 10, No 3 (2021): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are: (1) to find out the significant difference of using mind mapping through miMind Application in improving students’ reading comprehension of narrative text; and (2) to know the students’ responses toward miMind Application as android based mobile learning. This is a quantitative study which had intact group pre-test and post-test design. Therefore, the effectiveness of this study can be seen through the significant difference before and after the implementation of mind mapping technique through miMind Application as revealed on the students’ scores. This research was conducted at the first year of SMAN 1 Sumberejo in academic year 2020/2021. The sample of this research was X MIPA 1 consisted of 36 students which was selected by using cluster random sampling. The research data were collected by using reading test and questionnaire.The results show that students’ mean scores in the pre-test was 61.18 and post-test was 76.81. It can be seen that the students’ mean score of post-test increased about 15.63 point after being taught by using mind mapping technique through miMind Application. Then, the results were computately analyzed using Paired Samples T-Test through SPSS 20 Program, which showed that t-value (6.780) was higher than t-table (2.0301) at level of significance 0.05. Based on this result, H0 was rejected, while H1 was accepted. In other words, there is significant difference between the students’ reading comprehension in narrative text before and after the implementation of mind mapping technique through miMind application in SMAN 1 Sumberejo. It was also supported by the students’ responses in questionnaire. From the result, there were 89% students gave positive response toward mind mapping through miMind Application. It can be concluded that mind mapping technique through miMind Application is effective to improve students’ reading comprehension of narrative text. Keywords: Reading Comprehension, Mind Mapping Technique, miMind Application, Android, Mobile Learningdoi: https://dx.doi.org/10.23960/UJET.v10.i3.202106
Modified Dictogloss to Improve Students' Writing Skill Lutfi Ratni Dewi; Flora Flora; Ari Nurweni
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan signifikan pada kemampuan menulis siswa setelah siswa diajar dengan menggunakan modified dictogloss technique, dan aspek apa yang mendapat nilai paling tinggi setelah siswa diajar menggunakan modified dictogloss technique. Penelitian ini menggunakan one group pretest and posttest design adalah desain yang digunakan dalam penelitian ini. Subjek penelitian adalah X MIA 3 SMA Al-Kautsar Bandar Lampung. Hasil penelitian menunjukan bahwa ada peningkatan yang signifikan pada kemampuan menulis siswa setelah diajar menggunakan modified dictogloss technique dilihat dari significant level lebih kecil dari 0.05 (0.00 0.05). Dari masing-masing aspek menulis, konten mendapat nilai paling tinggi (16.07 to 21.27) yang artinya ada peningkatan nilai berjumlah 5.19 atau 34%. Hal ini menandakan bahwa teknik modified dictogloss dapat diterapkan untuk meningkatkan keterampilan menulis siswa khususnya dalam aspek konten.  This research was aimed to find out whether there was a significant improvement on the students’ writing skill, and what aspect got the highest score after the students were taught by using modified dictogloss technique. This research used one group pretest and posttest design. The subject was X MIA 3 of SMA Al-Kautsar Bandar Lampung. The result showed that there was a significant improvement of the students’ writing after being taught through modified dictogloss technique since the significant level is lower than 0.05 ( 0.00 0.05 ). From each aspect of writing, content got the highest score (16.07 to 21.27) which meant the score improved 5.19 or 34%. This suggests that modified dictogloss technique facilitates the students to improve their ability in writing skill especially in the term of content aspect. Keywords: writing, writing ability, modified dictogloss technique
Modified Video and Mind Mapping in Teaching Writing Dwi Aziza; Patuan Raja; Flora Flora
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan i) untuk mengetahui apakah video modifikasi dan mind mapping dapat meningkatkan pencapaian kemampuan menulis, ii) untuk mengetahui apakah ada perbedaan pada siswa laki-laki dan perempuan pada tulisan mereka setelah penerapan video modifikasi dan mind mapping dalam belajar menulis, dan iii) untuk mengetahui persepsi siswa terhadap video modifikasi dan mind mapping. Subjek penelitian ini adalah siswa kelas satu SMAN 3 Bandar Lampung. Hasil penelitian menunjukkan bahwa  i) ada perbedaan yang signifikan dalam kemampuan menulis siswa setelah penerapan video modifikasi dan mind mapping, ii) tidak ada perbedaan antara siswa laki-laki dan wanita setelah penerapan video dan mind mapping, dan iii) siswa memiliki persepsi yang positif terhadap penerapan video midifikasi dan mind mapping dalam menulis. Ini menunjukkan bahwa video mofikasi dan mind mapping lebih efektif untuk meningkatkan kemampuan menulis siswa dan memberikan respon yang baik terhadap strategi ini.  This study was aimed i) to find out whether the modified video and mind mapping can improve the students’ writing, ii) to see whether there is any difference between female and male students on their writing through video and mind mapping and iii) to investigate student’s perception on modified video and mind mapping in writing. The subjects of this research were the first grade students of SMAN 3 Bandar Lampung. The result showed that i) modified video and mind mapping gave significant effect on students’ writing achievement, ii) there is no difference between female and male students on their writing through modified video and mind mapping, and iii) students have positive perception toward modified video and mind mapping.  It can be said that modified video and mind mapping is more effective to improve the students’ writing.It improves after the implementation of modified video and mind mapping, and they have positive respons toward strategy.Keywords: Modified video and mind mapping, students’ perceptions, writing ability.
Designing Collaborative Blended Learning Activities to Improve Students’ Argumentative Essay Writing Ability and Students’ Perception Ani Novitasari; Patuan Raja; Flora Flora
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini mengkaji apakah ada perbedaan peningkatan kemampuan menulis esei argumentatif antara siswa yang diajarkan dengan pembelajaran campuran kolaborasi (CBL) dan siswa yang diajar dengan pembelajaran tradisional, dan juga persepsi mereka terhadap CBL. Studi ini mengaplikasikan desain eksperimen kuasi. Terdapat 33 siswa kelas eksperimen dan 31 siswa kelas kontrol sebagai sampel yang dipilih secara acak di UIN Raden Intan Lampung. Untuk mengumpulkan data, tes dan kuesioner digunakan. Data dari tes dianalisa dengan tes Mann Whitney dengan hasil nilai signifikan yang lebih kecil dari level signifikansi (0.044˂0.05), yang berarti ada perbedaan peningkatan kemampuan menulis esei argumentatif antara siswa yang diajarkan dengan pembelajaran campuran kolaborasi (CBL) dan yang dengan pembelajaran tradisional. Selanjutnya, data dari kuesioner dianalisa dengan statistik deskriptif dengan hasil bahwa siswa berpersepsi positif terhadap CBL dalam menulis esei argumentatif. Jadi, pembelajaran campuran kolaborasi (CBL) lebih dipilih untuk digunakan dan bisa meningkatkan kemampuan menulis esei argumentatif daripada pembelajaran tradisional.This research investigated whether there is different increase of argumentative essay writing ability between students taught by using Collaborative Blended Learning (CBL) and those taught by offline learning, and their perceptions towards CBL. This study applied quasi experimental design. There were 33 experimental students and 31 control students as the sample chosen randomly at UIN Raden Intan Lampung. To collect the data, test and questionnaire were employed. Data from the test were analyzed with Mann Whitney test resulting significance value that was lower than Sig level (0.044˂0.05) meaning that there is different increase of argumentative essay writing ability between students taught by using CBL and those taught by offline learning. Furthermore, data from the questionnaire were analyzed with descriptive statistic resulting that the students perceived positively towards CBL in writing argumentative essay. Hence, CBL is preferable to use and can increase students’ argumentative essay writing ability better than offline learning.Keywords: Argumentative essay writing ability, collaborative blended learning, perception.  
Improving Students' Vocabulary through Group Chat Discussion on WhatsApp in Learning English Third Grade Students at SMP Negeri 1 Bukit Kemuning Angga Wirayuda; Patuan Raja; Flora Flora
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak. Penelitian ini bertujuan  untuk meneliti apakah terdapat peningkatan yang signifikan pada vocabulary siswa dan untuk mengetahui aspek vocabulary yang paling meningkat setelah diterapkannya teknik group chat discussion. Pendekatan penelitian ini adalah kuantitatif. Penelitian ini menggunakan kelompok pre-test dan post-test. Subjek penelitian ini adalah 28 siswa kelas ketiga SMP. Data dikumpulkan menggunakan vocabulary test. Data dianalisis dengan menggunakan Paired Sample t-test. Hasil penelitian menunjukkan bahwa adanya peningkatan dari vocabulary siswa dengan tingkat signifikan 0,00 0,05. Hal ini menunjukkan bahwa penerapan vocabulary menggunakan group chat discussion dapat membantu siswa untuk menemukan makna dari teks dengan mudah. Abstract. The objectives of this research were to find out whether i) there was a statistically significant improvement of students’ vocabulary ii) which aspects of vocabulary improve the most after the students were taught through group chat discussion. The approach of the research was quantitative. This study employed one group pre-test and post-test design. The subjects were 28 students of the third grade of SMP. The data were collected using the vocabulary test. The data were analysed using Paired Sample t-test. The result showed that there was a statistically significant improvement of the students’ vocabulary achievement with the significant level 0.00 0.05. This suggests that teaching vocabulary using group chat discussion facilities the students to find meaning from the text easily. Keywords: Group Chat Discussion, Vocabulary, WhatsApp.
Developed Roundtable Technique Based on Process Approach to Enhance Students’ Writing Skill and Learning Motivation Dimas Sukma Cahyadi; Flora Flora; Muhammad Sukirlan
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan i) untuk menyelidiki apakah teknik roundtable yang dikembangkan berbasis process approach meningkatkan keterampilan menulis siswa lebih baik daripada teknik roundtable konvensional, ii) untuk mengetahui apakah ada peningkatan yang signifikan pada motivasi belajar siswa setelah diajar menggunakan teknik roundtable yang dikembangkan berbasis process approach. Subjek penelitian ini adalah 42 siswa kelas X SMAN 1 Pekalongan. Hasil penelitian menunjukkan bahwa i) teknik roundtable yang dikembangkan berbasis process approach meningkatkan keterampilan menulis siswa lebih baik daripada teknik roundtable konvensional, terutama pada aspek organisasi dan penggunaan bahasa ii) ada peningkatan yang signifikan pada motivasi belajar siswa setelah diajar menggunakan teknik roundtable yang dikembangkan berbasis process approach, khususnya motivasi intrinsik.This study was aimed i) to investigate whether developed roundtable technique based on process approach improves the students’ writing skill better than conventional roundtable technique, ii) to find out whether there is any significant improvement on the students’ learning motivations after being taught by using developed roundtable technique based on process approach. The subjects of this research were 42 students at the tenth grade of SMAN 1 Pekalongan. The result showed that i) developed roundtable technique based on process approach improves the students’ writing skill better than conventional roundtable, especially on the aspect of organization and language use ii) there is significant improvement on the students’ learning motivations after being taught by using developed roundtable technique based on process approach, particularly intrinsic motivation.  Keywords: Conventional roundtable technique, developed roundtable technique based on process approach, learning motivation, writing skill.
The implementation of Mind Mapping technique in teaching writing at the second grade of Junior High School 3 Trimurjo Monica Salisa Rahmawanda; Flora Flora; Gita Hilmi Prakoso
U-JET Vol 10, No 1 (2021): U-JET
Publisher : FKIP UNILA

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The objectives of this research are to find out: 1) Whether there is any significant improvement of students’ writing ability of descriptive text after being taught through mind mapping technique, 2) Which aspect of writing improved the most after being taught by using mind mapping technique and 3) What is the students’ perception towards the implementation of mind mapping technique in descriptive text writing. This research was a quantitative research used a one group pretest-posttest design. The subjects were 23 students of class VIII A at SMP N 3 Trimurjo in 2019/2020 academic year. Writing tests and questionnaires were administered as the instrument of the research. The data were analyzed by using Paired Sample T-test in which the significance level was determined by p0.05. The result of the research showed that the value of significant level was 0.000.05. It means that there was an improvement in students’ writing ability of descriptive text after the implementation of mind mapping technique and the aspect of writing that improved the most after the implementation of mind mapping technique was content. Furthermore, the result of questionnaires showed that most students (75.86%) gave positive towards the implementation of mind mapping technique in descriptive text writing. Most of the students agree that mind mapping technique can help them in composing writing, make them enjoyed and relaxed in composing writing, make them more interested and motivated in writing.  But, almost of them disagree that by using mind mapping technique, they do not have any difficulties to make writing anymore. It means that even they have positive perception towards the implementation of mind mapping technique in descriptive text writing, they still have another difficulty in composing it.Keywords: mind mapping technique, writing ability, students’ perceptionDOI: https://dx.doi.org/10.23960/UJET.v10.i1.202103
Co-Authors Angga Wirayuda Ani Novitasari Ari Nurweni Bambang Setiyadi Dhea Novitasari Dimas Sukma Cahyadi Dwi Aziza Eti Septiani Gede Eka Putrawan Gita Hilmi Prakoso Helidatasa Utami Khairun Nisa Lutfi Ratni Dewi Mega Widyawati Meutia Pebriani Monica Salisa Rahmawanda Muhammad Sukirlan Ni Kadek Yulianingsih Nikita Putri Mahardika Patuan Raja Putri Rahmatika Siti Farhana Tuntun Sinaga