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Improving students' ability in writing narrative text through Mind Mapping technique at the first grade of SMAN 15 Bandarlampung Rika Jum'a Virgosa; Deddy Supriady; Khairun Nisa
U-JET Vol 9, No 3 (2020): U-JET
Publisher : FKIP UNILA

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The objectives of this research were to find out whether there is an improvement of the students’ ability in writing narrative text after the implementation of mind mapping technique and to find out the students’ perceptions toward the implementation of mind mapping technique.The approach of the research was quantitative. The subjects were 32 students of class X IPA 4 at SMAN 15 Bandar Lampung in 2019/2020 academic year. Writing tests and questionnaires were used to collect the data. The students’ writing scores were compared between the pre-test and the post-test by using Paired Sample T-test with the significant level 0.05. The students’ perceptions toward the implementation of mind mapping technique were (r = 0.801) since r .60.The result of the research showed that there was an improvement of the students’ ability in writing narrative text from the pre-test (65.75) to the post-test (79.22). It can be seen from the students’ mean score after the implementation of mind mapping technique improved at 13.47. Furthermore, the result of questionnaires showed that most students (84.4%) gave positive perceptions toward the implementation of mind mapping technique in writing narrative text. This suggests that mind mapping technique can be used as a strategy to improve the students’ writing ability.

The effect of teacher written feedback towards students’ writing outcomes at first grade of SMA N 1 Natar Khairun Nisa; Feni Munifatullah; Burhanuddin Burhanuddin
U-JET Vol 10, No 1 (2021): U-JET
Publisher : FKIP UNILA

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Abstract. The current study investigated the effect of teacher written feedback towards students’ writing outcomes in recount text. The study was a quantitative research which utilized one group pretest-posttest design. 20 first-year students of SMA N 1 Natar were selected to be the experimental group of this research. The data was analyzed by using repeated measure t-test with the significance level p0.05. The findings revealed a growth in students’ writing outcomes after being given the treatment. The students’ mean score of the pre-test was 61.7 while the post-test pointed out at score 81.6. It showed that there was a significant difference between the students’ writing outcomes before and after the teacher written feedback was given with significant level 0.05. Moreover, grammar or language use was the aspect of writing that improves the most among the other aspects. In sum, it can be inferred that teacher written feedback can be used to help the students’ improve their writing outcomes.DOI: https://dx.doi.org/10.23960/UJET.v10.i1.202107

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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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

THE USE OF TALKING CHIPS TECHNIQUE TO IMPROVE STUDENTS' SPEAKING ABILITY Khairun Nisa; Patuan Raja; Flora Nainggolan
U-JET Vol 4, No 1 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan kemampuan berbicara siswa setelah diajarkan dengan teknik Talking Chips. Pelitian ini menggunakan pendekatan kuantitatif dilaksanakan pada kelas XI ISOS 3 berjumlah 32 siswa. Peneliti menggunakan tes berbicara dalam pengumpulan data. Hasil penelitian menunjukan bahwa ada peningkatan kemampuan berbicara siswa setelah diajarkan dengan menggunakan teknik Talking Chips. Hal ini dapat dilihat dari peningkatan nilai rata-rata siswa dari pretest ke postes yaitu 60 ke 73.3. Selain itu aspek berbicara yang paling meningkat menggunakan teknik ini adalah pemahaman. Hal ini dapat dilihat dari hasil setiap aspek berbicara dimana pemahaman meningkat paling besar yaitu dari 12.6 menjadi 15.8. Oleh karena itu, teknik Talking Chips baik digunakan untuk mengajarkan berbicara terlebih untuk meningkatkan kemampuan pemahaman siswa.This research was aimed at finding out whether there was a significant improvement in students speaking ability after being taught through Talking Chips Technique. This research used quantitative approach and was conducted to 32 students in class XI ISOS 3. The researcher administered speaking test to collect the data. The result showed that there was an improvement in students speaking ability after being taught through Talking Chips Technique. It could be seen from the increase of students mean score from pre-test to posttest, 60 to 73.3. Besides, the most improvement of each speaking aspect was comprehension. This could be seen from the result of each aspect which showed that the highest improvement was comprehension from 12.6 to 15.8. The T-test revealed those result were significant because p 0.05, p = .000. Thus, Talking Chips Technique is one of the appropriate techniques to improve students speaking ability. Keywords: improvement, speaking ability, talking chips technique

Problem-Based Learning and Writing Process Combination in Teaching Writing Khairun Nisa; Patuan Raja; Hery Yufrizal
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui apakah kombinasi Pembelajaran Berbasis Masalah dan Proses Menulis dalam mata pelajaran menulis mempengaruhi pencapaian siswa dalam menulis atau tidak dan untuk mengetahui persepsi siswa terhadap penerapan Pembelajaran Berbasis Masalah dan proses menulis dalam mata kuliah menulis. Penelitian ini melibatkan 31 mahasiswa mata kuliah pra-lanjutan menulis di Universitas Lampung. Untuk mengumpulkan data, peneliti mengadakan tes menulis, penyebaran kuisioner dan melakukan observasi. Data-data tersebut kemudian dianalisa secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa Pembelajaran Berbasis Masalah dan proses menulis dalam mata pelajaran menulis mempengaruhi pencapaian siswa dalam menulis setelah mendapatkan pengajaran selama empat hari. Sedangkan untuk hasil persepsi siswa terhadap penerapan Pembelajaran Berbasis Masalah dan proses menulis dalam mata kuliah menulis menunjukan bahwa lebih dari 80% mahasiswa setuju dengan pernyataan bahwa Pembelajaran Berbasis Masalah membantu mahasiswa dalam menghasilkan ide-ide untuk mulai menulis.This study was aimed finding out whether PBL and writing process combination in EFL writing class affect the students writing achievement or not and the students perception towards the implementation of PBL and writing process combination in EFL writing class. The study involved 31 Pre- Intermediate writing students of Lampung University. To collect the data, the researcher administered several instruments. They were writing tests, distributed questionnaire, and did observation. Then, the data were analyzed both quantitatively and qualitatively. The results showed that PBL and writing process combination affected the students writing achievement after getting treatment for four days. Besides, for students perception toward the implementation of Problem-Based Learning showed that more than 80% students agreed with the statement which described that PBL helped the students in generating their ideas to start their writing. Keywords: problem-based learning, teaching writing, writing process.

Improving reading comprehension using descriptive text related to the local culture at the second grade of SMA Negeri 14 Bandar Lampung Ni Gusti Ayu Putu Mona; Tuntun Sinaga; Khairun Nisa
U-JET Vol 11, No 2 (2022): U-JET
Publisher : FKIP UNILA

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This research was aimed to find out whether there is significant difference after the implementation of descriptive text related to the local culture toward students’ reading comprehension and to investigate how the students’ appraisal after the implementation. Adapting quantitative approach, this research was conducted through one group pre-test and post-test design. The result showed that there was significant difference of students’ reading comprehension after they were taught through descriptive text related to the local culture concerning the gain of their score from the first to the second test. It could be seen from the computation that the significant value of the test were lower than alpha (0.000.05) while the t-value (9.342) was higher than t-table (2.0322). It was also revealed that students had a positive appraisal after the implementation. It could be seen from the computation that frequency of students above 70% with range frequency (70-100%) who had a high appraisal were 25 and the frequency of students under 55% with range frequency (1-54%) who had a low appraisal were 6. Most of the students accepted the implementation of descriptive text related to the local culture. Thus, local culture can be used as reading material in teaching and learning English. The students have a good score after implementation and they also enjoyed the activities and learning process of reading that has been provided.

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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The aims of this research were to find out whether there was any effect of Indirect Written Corrective Feedback on studentsâ€™ 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.Â Keywords: Indirect Written Corrective Feedback, teaching writing, recount text, writing performance.

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