Articles
<![CDATA[An analysis of teacher and student talk in the classroom interaction of the eightgrade of MTs DarulUlumTanjungBintang ]]>
<![CDATA[Sabila qurrota a'yun]]>;
<![CDATA[Cucu Sutarsyah]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 9, No 4 (2020): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The aims of this research are to describe the results of research on interaction patterns and interaction characteristics in the classroom in learning and teaching activities in MtsDarulUlumTanjungBintang. This type of research is descriptive qualitative and the data are collected through classroom observation by utilizing a video recorder to record interactions between teachers and students in English class and to record the process of interview with the teacher and students. Participants in the interview process are the teacher, six students with a low level of English, and six students with a high level of English. This research relies on El-Hanafi type grouping theory (2013) to identify patterns of interaction occurring in the class and Flanders theory's Interaction Analysis Code (FIAC) model to identify interaction characteristics in the study. During the observation, the researcher found out that the interaction in the class tended to use verbal communication. Moreover, the pattern of interaction occurring in the study were students - students' interaction, teacher - whole class interaction, teacher - whole group interaction, teacher - individual students' interaction, or individual - teacher interaction. The teacher is more direct in her teaching. It can be seen from the ratio between the verbal and non-verbal communication, the result is less than verbal communication 40,4% And non-verbal communication 19% it means that the teacher gives lesson (lecturing) and direction to the students during the teaching learning process. The teacher attempts to make her students being more active in the class by giving chance for the student to ask when the teacher was lecturing. Keywords: teacher talk, student talk, classroom interaction]]>
<![CDATA[The Implementation of PQRST Strategy for Teaching Reading at The First Year of Senior High School ]]>
<![CDATA[Fizri Ismaliana]]>;
<![CDATA[Huzairin Huzairin]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 4 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[This research aimed to investigate whether there was an improvement in students’ reading ability and students’ responses after the implementation of PQRST strategy in teaching reading at the first year of SMAN 1 Kotagajah. One group pre-test post-test design was used in this research. The data were obtained through reading tests (try out, pre-test and post test) and questionnaire. The result showed that there was there was statistically significant improvement of the students’ reading comprehension ability after the implementation of PQRST strategy at the first grade of SMAN 1 Kotagajah with the significant level of (0.000.05). The students’ responses of the implementation of PQRST strategy in teaching reading were positive. This indicates that PQRST strategy facilitates students to improve comprehension ability.Penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan kemampuan pemahaman membaca siswa dan untuk mengetahui tanggapan siswa setelah penerapan strategi PQRST dalam pengajaran pemahaan membaca pada siswa tahun pertama di SMAN 1 Kotagajah. One group pre-test post-test design adalah desain yang digunakan dalam penelitian ini. Data penelitian diperolah berdasarkan test membaca (try out, pre-test and post test) dan angket. Hasil dari penelitian ini menunjukan bahwa terdapat peningkatan kemampuan pemahaman membaca siswa setelah penerapan strategi PQRST dengan level signifikansi (0.000.05). Selain itu, tanggapan siswa terhadap penerapan strategi PQRST dalam pengajaran membaca adalah positif.Hal ini menunjukkan bahwa strategi PQRST meningkatkan kemampuan pemahaman membaca siswa. Keywords: PQRST strategy, teaching reading, students’ response]]>
<![CDATA[The Implementation of Jigsaw Technique and Student Team Achievement Division (STAD) in Teaching Reading ]]>
<![CDATA[Caesar Astri Perwitasari]]>;
<![CDATA[Ag. Bambang Setiyadi]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 6, No 11 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk (i) menemukan apakah ada perubahan yang signifikan didalam pencapaian siswa didalam kemampuan membaca teks recount setelah penerapan teknik Jigsaw dan STAD; (ii) menemukan aspek membaca yang mempunyai perubahan paling signifikan setelah penerapan teknik Jigsaw dan STAD. Penelitian ini dilakukan melalui desain kuantitatif. Populasi dari penelitian ini adalah siswa kelas dua di SMPN 1 Abung Surakarta. Hasil penelitian menunjukkan bahwa teknik Jigsaw lebih efektif meningkatkan kemampuan siswa di dalam kemampuan membaca siswa, terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa dengan taraf signifikansi sebesar 0,0010,05, dan spesifik informasi adalah aspek yang mempunyai peningkatan paling signifikan didalam pembelajaran reading. Hal ini dapat disimpulkan bahwa teknik Jigsaw membantu siswa untuk meningkatkan kemampuan mereka didalam aspek membaca daripada teknik STAD.The objectives of the research were aimed at finding out (i) whether there was a statistically significant difference of the students recount text reading achievement after the implementation of Jigsaw technique and Student Team Achievement Division (STAD); (ii) statistically significant improvement of aspects of reading through both methods. This research was done through a quantitative study. The subject was the second grade students at SMPN 1 Abung Surakarta. The results showed that there was a statistically significant difference of students reading achievement between the two techniques with the significant level 0.0010.05. That is, Jigsaw Technique was more effective than Student Team Achievement Division (STAD). Specific information was the aspect of reading that significantly improved through both methods. This suggests that Jigsaw technique facilitates students to improve their ability in reading comprehension compared to student team achievement division (STAD).Keywords: Jigsaw Technique, reading comprehension, STAD Technique, Recount Text]]>
<![CDATA[The Application of DRTA Technique in Increasing Students Reading Comprehension in Narrative Text ]]>
<![CDATA[Gia Arya Azzahara]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 1 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[The research was aimed at investigating: i) the students improvement on reading comprehension achievement after the students were taught through DRTA technique and ii) the students responses of the application of DRTA technique. The data were obtained from the pre-test, the post-test, and the questionnaire. The data were analyzed by using Paired Sample t-test. The result showed that there was a statistically significant improvement of the students reading comprehension with the significant level of 0.00 (0.05). Furthermore, the results of the questionnaire showed that the students responses at the application of DRTA technique were positive. The majority of the students strongly agree that they were well-motivated and indicated high interest in reading the whole texts due to the strategy of the text prediction. This suggests that DRTA technique enables the students to improve their reading achievement.Key words: reading, reading comprehension, DRTA technique, responsePenelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan pemahaman membaca siswa melalui penerapan teknik DRTA dan ii) respon siswa terhadap penerapan teknik DRTA. Data diperoleh dari pre-test, post-test dan kuesioner. Teknik analisis data menggunakan Paired Sample t-test. Hasil menunjukkan bahwa terdapat peningkatan signifikan secara statistik pada pencapaian pemahaman membaca siswa dengan tingkat signifikan 0.00 (0.05). Hasil dari kuesioner menunjukkan bahwa respons siswa dalam penerapan Teknik DRTA sangat baik. Kebanyakan dari siswa tersebut sangat setuju bahwa mereka mendapatkan motivasi dan minat dalam membaca teks karena mereka diharuskan memprediksi teks itu terlebih dahulu sebelum membacanya. Bagaimanapun, penelitian ini menunjukkan bahwa teknik DRTA dapat diterapkan untuk meningkatkan kemampuan membaca siswa.Kata kunci: membaca, pemahaman membaca, teknik DRTA, respon]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MOTIVATIONAL BEHAVIOR AND STUDENTS’ SPEAKING PROFICIENCY ]]>
<![CDATA[Angga Syaputra]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 2 (2018): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menginvestigasi i) hubungan antara motivasi belajar siswa dengan kemampuan berbicara bahasa Inggris, ii) jenis dari perilaku motivasi yang memberikan pengaruh terbesar terhadap kemampuan berbicara bahasa inggris. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian ex post de facto design. Subyek dalam penelitian ini sebanyak 40 siswa pada tahun ke dua SMA Al Kautsar Bandarlampung. Teknik pengumpulan data yang digunakan adalah kuesioner dan extensive monologue English speaking test. Berdasarkan hasil, dapat disimpulkan bahwa ada hubungan antara perilaku motivasi siswa dan kemampuan berbicara bahasa inggris. Selain itu, perhatian secara signifikan mempengaruhi kemampuan berbicara siswa. Ini menunjukkan bahwa hanya perhatian yang mengarah kepada kemampuan siswa dalam berbicara diantara dua kategori lainnya dalam motivasi belajar siswa. The objectives of this research were to investigate i) the correlation between students’ motivational behaviors and their English speaking proficiency, ii) the kinds of motivational behaviors that significantly affected the students’ speaking proficiency. The current study was quantitative research with ex post de facto design. The subjects were forty students of the second grade of SMA Al Kautsar Bandarlampung. The data were collected through questionnaires and the extensive monologue English speaking test. The results showed that there is correlation between students’ motivational behavior and their English speaking proficiency. Furthermore, attention significantly affected the students’ speaking proficiency. This suggests that the only attention leads the students’ speaking ability among another two categories of motivational behaviors. Keywords: correlation, English speaking proficiency, motivational behavior.]]>
<![CDATA[COMPARATIVE STUDY OF STUDENTS VOCABULARY ACHIEVEMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH SPELLING PUZZLE AND CROSSWORD PUZZLE TECHNIQUES AT THE FIRST GRADE OF SMP MUHAMMADIYAH 3 BANDAR LAMPUNG ]]>
<![CDATA[Mei Ayu Hanifah]]>;
<![CDATA[Huzairin Huzairin]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 6, No 6 (2017): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah teknik Spelling Puzzle lebih efektif untuk meningkatkan kosa kata dalam bahasa inggris siswadari pada teknik Crossword Puzzle dan mengetahui bagaimana respon siswa terhadap penerapan teknik Spelling Puzzle dan Crossword Puzzle. Penelitian ini adalah penelitian kuantitatif., dengan menggunakan 2 kelas sebagai sampel penelitian, yaitu 35 siswa dari kelas 7D dan 33 siswa dari kelas 7E tingkat pertama SMP Muhammadiyah 3 Bandar Lampung. Pre-test, post-test dan kuisioner digunakan sebagai alat untuk pengambilan data. Hasil penelitian pertama menunjukan bahwa teknik Spelling Puzzle lebih efektif daripada teknik Crossword Puzzle. Hal ini dibuktikan dengan nilai rata rata dari Kelas Eksperimen 1 lebih besar daripada nilai Kelas Eksperimen 2. Hasil penelitian kedua menunjukkan bahwa siswa menerima penerepan dari teknik Spelling Puzzle dan Crossword Puzzle.The aims of this research were (i) to find out whether Spelling Puzzle technique was more effective to increase students vocabulary achievement than Crossword Puzzle technique (ii) to find out students responses of the implementation of Spelling Puzzle and Crossword Puzzle techniques. The research design was a quantitative research conducted in two classes. The subjects were 33 students of class 7D and 35 students of class 7E in SMP Muhammadiyah 3 Bandar Lampung. The data were elicited through the pre-test, the post-test and the questionnaires. The first result showed that Spelling Puzzle was more effective than Crossword Puzzle. The second result showed that the students enjoyed both the application of Spelling Puzzle and Crossword Puzzle techniques. This suggests that Spelling Puzzle is effective to enrich students vocabulary.Keywords: vocabulary,spelling puzzle, crossword puzzle.]]>
<![CDATA[The Influence of Think-Talk-Write Technique on Students' Writing Ability at the First Grade of SMAN 1 Pringsewu ]]>
<![CDATA[Dias Fatmasari]]>;
<![CDATA[Ari Nurweni]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 8, No 1 (2019): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Abstrak. Penelitian ini bertujuan untuk melihat apakah ada pengaruh yang signifikan dari teknik belajar Think-Talk-Write terhadap kemampuan menulis siswa dan apakah setiap aspek menulis meningkat secara signifikan setelah implementasi teknik tersebut. Desain yang digunakan dalam penelitian ini adalah one group pretest – posttest. Data penelitian diperoleh melalui pretest dan posttest. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dari teknik tersebut terhadap kemampuan menulis siswa sebab nilai signifikan yang kurang dari 0.05. Hasil selanjutnya menunjukkan bahwa teknik tersebut memberikan pengaruh yang signifikan terhadap aspek menulis siswa. Hal tersebut menunjukkan bahwa teknik tersebut memfasilitasi siswa untuk meningkatkan kemampuan menulis mereka. Abstract. The aims of this research were to investigate whether there was a significant influence of Think-Talk-Write technique on students’ ability in recount text writing and to find out whether each aspect of students’ writing improved significantly after the implementation of this technique. A one group pretest – posttest design was used in this research. The data were obtained through a pretest and a posttest. The result of this research showed that the students’ ability in recount text writing significantly improved after the implementation of this technique in which the significance value was lower than 0.05. Moreover, it also revealed that there was significant improvement on each aspect of writing after the implementation of this technique. This indicates that Think-Talk-Write technique facilitates the students to improve their writing ability. Keywords: Think-Talk-Write, writing ability, recount text, influence.]]>
<![CDATA[Teaching Listening Through Task Based Language Teaching In Descriptive Text ]]>
<![CDATA[Khoirun Nisaa Arnoi]]>;
<![CDATA[Mahpul Mahpul]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pengajaran bahasa berbasis tugas terhadap prestasi mendengarkan siswa kelas satu SMA Al-Kautsar Bandar Lampung. Penelitian ini dilakukan melalui pendekatan kuantitatif. Subjek penelitian adalah 30 siswa kelas satu SMA. Data dikumpulkan melalui sebelum dan sesudah tes, mengambil bentuk tes mendengarkan. Data dianalisis dengan menggunakan Paired Sample T-Test. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dalam menyimak prestasi siswa pada kelas I SMA Al-Kautsar Bandar Lampung setelah diajar dengan menggunakan pengajaran bahasa berbasis tugas dengan tingkat signifikansi 0.05. Hal ini menandakan bahwa pengajaran bahasa berbasis tugas dapat diterapkan untuk meningkatkan keterampilan mendengarkan siswa.The aim of the study was to find out the effect of Task-Based Language Teaching (TBLT) on the students’ listening achievement of the first grade of SMA Al-Kautsar Bandar Lampung. The approach of the research was quantitative. The subjects were 30 students of the first grade of SMA. The data were collected through the pre-and the post tests, taking the forms of listening tests. The data were analyzed by using Paired Sample T-Test. The result showed that there was a statistically significant effect of TBLT on the students’ listening comprehension with the significant level of 0.05. This suggests that TBLT facilitates the students to improve their ability in listening skills.Keywords:listening, listening ability,task-based language teaching]]>
<![CDATA[The Implementation of Picture Sequence Technique in Teaching Procedure Text Writing at the Third Year of SMPN 23 Bandar Lampung ]]>
<![CDATA[Anisa Ramadhani]]>;
<![CDATA[Patuan Raja]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 6, No 5 (2017): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk meneliti apakah ada peningkatan pada kemampuan siswa dalam menulis teks prosedur. Penelitian ini adalah penelitian kuantitatif. Sasaran penelitian sebanyak 29 siswa di SMPN 23 Bandar Lampung. Tes menulis digunakan sebagai alat untuk pengambilan data. Data tersebut dianalisis menggunakan paired sample t-test. Hasil menunjukkan bahwa terdapat peningkatan yang signifikan secara statistik dalam jenis teks prosedur yang ditulis oleh siswa setelah siswa diajar menggunakan teknik picture sequence. Dapat disarankan bahwa teknik picture sequence memungkinkan siswa untuk meningkatkan kemampuan dalam menulis teks prosedur.The aim of this study was to find out whether there was an improvement of students ability of writing procedure text. This research was a quantitative research. The subjects of this research were 29 students at SMPN 23 B andar Lampung. The writing test was administrated as the instrument of the research. The data were analyzed by paired sampe t-test. The results showed that there was a statistically significant improvement of the procedure text written by the students after they were taught through picture sequence technique. The findings suggest that picture sequence technique enables students to improve their ability of writing procedure text.]]>
<![CDATA[The Correlation Between Students' Motivational Behavior and Students' Speaking Proficiency ]]>
<![CDATA[Angga Syaputra]]>;
<![CDATA[Muhammad Sukirlan]]>;
<![CDATA[Gede Eka Putrawan]]>
<![CDATA[ U-JET Vol 7, No 3 (2018): U-JET ]]>
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<![CDATA[Penelitian ini bertujuan untuk menginvestigasi i) hubungan antara motivasi belajar siswa dengan kemampuan berbicara bahasa Inggris, ii) jenisdari perilaku motivasi yang memberikan pengaruh terbesar terhadapkemampuan berbicara bahasa inggris. Penelitian ini merupakan penelitiankuantitatif dengan desain penelitianex post de facto design. Subyek dalam penelitian ini sebanyak 40 siswa pada tahun ke dua SMA Al Kautsar Bandarlampung. Teknik pengumpulan data yang digunakan adalah kuesioner dan extensive monologue English speaking test. Berdasarkan hasil, dapat disimpulkanbahwa ada hubungan antara perilaku motivasi siswa dan kemampuan berbicara bahasa inggris. Selain itu, perhatian secara signifikan mempengaruhi kemampuan berbicara siswa. Ini menunjukkan bahwa hanya perhatian yang mengarah kepada kemampuan siswa dalam berbicara diantara dua kategori lainnya dalam motivasi belajar siswa. The objectives of this research were to investigate i) the correlation betweenstudents’ motivational behaviors and their English speaking proficiency, ii) the kinds of motivational behaviors that significantly affected thestudents’ speaking proficiency. The current study was quantitative research with ex post de facto design. The subjects were forty students of the second grade of SMA Al Kautsar Bandarlampung. The data were collected through questionnaires and the extensive monologue Englishspeaking test. The results showed that there is correlation between students’ motivational behavior and their English speaking proficiency. Furthermore, attention significantly affected the students’ speaking proficiency. This suggests that the only attention leadsthe students’ speaking ability among another two categories of motivational behaviors. Keywords: correlation, English speaking proficiency, motivational behavior.]]>
