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The Use of Authentic Material in Increasing Students’ Ability in Writing Descriptive Text at the Second Grade of SMPN 8 Bandar Lampung Nurul Erdawaty; Patuan Raja; Feni Munifatullah
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti i) apakah ada peningkatan signifikan pada keterampilan pemahaman menulis siswa sebelum dan setelah penerapan authentic material ii) aspek menulis yang paling meningkat setelah penerapan authentic material. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 30 siswa tingkat kedua SMP. Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan menulis siswa dengan tinggat signifikansi 0.05. Isi adalah aspek menulis yang paling meningkat setelah penerapan authentic material. Hal ini menandakan bahwa authentic material dapat diterapkan untuk meningkatkan keterampilan menulis siswa.Kata Kunci: Menulis, Descriptive Text, Authentic Material. The objectives of this research were to investigate whether there was statisfically significant improvement of the students’ ability in writing descriptive texts after being taught through the authentic materials. The approach of the research was quantitative. The subjects were 30 students of the second grade of junior high school. The writing tests were used as  the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of the students’writing achievement with the significant level 0.05. Furthermore, content is the aspect of writing improves the most after the implementation of authentic materials. This suggests that authentic materials facilitate the students to improve their ability in writing skills.Keywords: Writing, Descriptive Text, Authentic Materials.
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
The Use of Authentic Material in Increasing Students’ Ability in Writing Descriptive Text Nurul Erdawaty; Patuan Raja; Feni Munifatullah
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti i) apakah ada peningkatan signifikan pada keterampilan pemahaman menulis siswa sebelum dan setelah penerapan authentic material ii) aspek menulis yang paling meningkat setelah penerapan authentic material. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 30 siswa tingkat kedua SMP. Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan menulis siswa dengan tinggat signifikansi 0.05. Isi adalah aspek menulis yang paling meningkat setelah penerapan authentic material. Hal ini menandakan bahwa authentic material dapat diterapkan untuk meningkatkan keterampilan menulis siswa.The objectives of this research were to investigate whether there was statisfically significant improvement of the students’ ability in writing descriptive texts after being taught through the authentic materials. The approach of the research was quantitative. The subjects were 30 students of the second grade of junior high school. The writing tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of the students’writing achievement with the significant level 0.05. Furthermore, content is the aspect of writing improves the most after the implementation of authentic materials. This suggests that authentic materials facilitate the students to improve their ability in writing skills.Keywords: Writing, Descriptive Text, Authentic Materials.
The effectiveness of using Duolingo to improve students’ vocabulary mastery at the seventh grade of SMPN 8 Bandar Lampung Sinta Br Perangin Angin; Hery Yufrizal; Feni Munifatullah
U-JET Vol 10, No 1 (2021): U-JET
Publisher : FKIP UNILA

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Abstract

The objectives of this research are to find out whether there is any significant improvement in students’ vocabulary mastery after being taught through Duolingo and to investigate the students’ perception of it. The subject of the research was thirty students of SMP N 8 Bandar Lampung who were in seventh grade when the research was conducted. The research was conducted by using one group pretest and posttest design. The data were analyzed by using Repeated Measure T-Test in which the significance was determined by p0.05 and hypothesis testing was computed using Statistical Package for Social Science (SPSS). The students’ perception toward the implementation of Duolingo was also investigated through a close-ended questionnaire. The result of the research showed that the mean score improves from the pretest was 62,1333 and the posttest was 76,3333 in which the gain was 14,2000. The result of the t-value was 12.836 and the sig.2-tailed 0.000. It means that the hypothesis was accepted, there is a significant improvement of the students’ vocabulary mastery after being taught through Duolingo. Furthermore, it was found out that students have a positive perception of the treatment.  They also stated their reasons regarding their answer to the statements in the questionnaire.Keywords: Duolingo, Vocabulary Mastery, Perception.DOI: http://dx.doi.org/10.23960/UJET.v10.i1.202101
The Implementation of Collaborative Technique To Improve Students Writing Desritive Text Rissa Priyanti; Ujang Suparman; Feni Munifatullah
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh teknik collaborative terhadap prestasi menulis siswa. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 29 siswa kelas kedua sekolah menengah pertama (SMP). Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan pada  kemampuan menulis siswa antara pre-test dan post-test dengan tingkat signifikansi 0,05. Hal ini menandakan bahwa teknik collaborative dapat di terapkan untuk meningkatkan keterampilan menulis siswa. The objective of this research was to find out the effect of collaborative technique on the students’ writing achievement. The approach of the research was quantitative. The subjects were 29 students of the second grade of middle school. The writing tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statistically difference of the students’ writing ability between the pre-test and the post-test with the significant level of 0.05.This suggests that collaborative technique facilitates the students to improve their ability in writingskills. Keywords: writing, writing ability, collaborative technique
Reading Comprehension Achievements of Extrovert and Introvert Students Taught Through Jigsaw and SQ4R at SMA Muhammadiyah 1 Pringsewu Aisyatul Vidyah Qori'ah; Cucu Sutarsyah; Feni Munifatullah
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan i) untuk mengetahui perbedaan pencapaian pemahaman membaca antara sebelum dan sesudah diajar menggungakan teknik Jigsaw dan SQ4R, ii) untuk mengetahui perbedaan pencapaian dalam pemahaman membaca antara siswa yang ekstrovert dan siswa yang introvert yang telah diajar menggunakan Jigsaw dan yang diajar menggunakan SQ4R, dan iii) untuk mengetahui interaksi antara kedua teknik dan kepribadia siswa. Subjek penelitian ini adalah siswa kelas satu SMA Muhammadiyah 1 Pringsewu. hasil penelitian menunjukkan bahwa i) tidak ada perbedaan yang signifikan secara statistic dalam pemahaman membaca siswa yang diajar dengan menggunakan teknik Jigsaw dan yang diajar menggunakan SQ4R, ii) ada perbedaan yang signifikan secara statistic dalam pemahaman membaca siswa ekstrovert dan introvert yang telah diajar menggunakan Jigsaw dan SQ4R, dan iii) ada interaksi yang signifikan secara statistic antara kedua teknik dan kepribadian siswa. Ini menunjukkan bahwa Jigsaw dan SQ4R efektif untuk meningkatkan pencapaian dalam pemahaman membaca siswa dan siswa extrovert dan introvert sukses dalam meningkatkan pemahaman membaca setelah diajar melalui Jigsaw dan SQ4R.This study is aimed i) to find out whether there is a statistically significant difference of students’ reading comprehension achievement after being taught through Jigsaw and those taught through SQ4R, ii) to find out whether there is a statistically significant difference of students’ reading comprehension achievements between extrovert and introvert students after being taught through Jigsaw and SQ4R, and iii) to find out a statistically  interaction between those techniques and personality traits. The subjects of this research are the first grade students of SMA Muhammadiyah 1 Pringsewu. The result shows that i) there is no a statistically significant difference in reading comprehension achievements of students after being taught through Jigsaw and SQ4R, ii) there is statistically significant difference in students’ reading comprehension achievement between extrovert and introvert students after being taught through Jigsaw and SQ4R, and iii) there is statistically significant interaction between two techniques and personality traits. It can be said that Jigsaw and SQ4R are effective to increase the students’ reading comprehension achievements and both extrovert and introvert are successful in increasing their reading comprehension achievements after learning with Jigsaw and SQ4R.Keywords: Jigsaw, SQ4R (Survey, Question, Read, Recite, Reflect, Review), personality traits, reading comprehension.
An analysis of students' grammatical errors in their descriptive writing Nyoman Wardani; Cucu Sutarsyah; Feni Munifatullah
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak. Penelitian ini bertujuan untuk mencari tahu i) jenis kesalahan yang siswa buat yang tergolong surface strategy taxonomy dan communicative effect taxonomy dalam menulis karangan deskriptif, serta ii) menyelidiki jenis kesalahan yang sering dan jarang muncul pada karangan siswa tersebut. Penelitian ini bersifat qualitatif. Subjek penelitian ini adalah 29 siswa kelas XI IPA1 dari SMA Yadika Bandar Lampung. Tes menulis digunakan sebagai instrumen penelitian. Hasil menunjukkan bahwa siswa membuat semua jenis kesalahan dari surface strategy taxonomy, yaitu omission, addition, misformation, and misordering; maupun communicative effect taxonomy, yaitu kesalahan global dan lokal. Dalam surface strategy taxonomy, jenis kesalahan yang sering muncul adalah misformation; dan jenis yang jarang muncul adalah misordering. Dalam communicative effect taxonomy, jenis kesalahan yang dominan adalah kesalahan lokal, sedangkan kesalahan global merupakan jenis kesalahan yang jarang terjadi.Abstract. This study aimed at finding out i) the types of error that learners committed in terms of surface strategy and communicative effect taxonomies in their descriptive writing; and ii) the types of errors the students most and least frequently used in their writing on the basis of both taxonomies. This study was a qualitative research. The subjects were 29 learners of class XI IPA 1 of SMA Yadika Bandar Lampung. The writing test was used as the instrument. The findings revealed that the learners committed all error types in terms of surface strategy taxonomy: omission, addition, misformation, and misordering; and communicative effect taxonomy: global and local errors. In terms of surface strategy taxonomy, misformation was the most frequent error type the students committed, while misordering was the least frequent error type. In terms of communicative effect taxonomy, the most dominant error type was local errors; while the least frequent error type was global errors.Keywords: communicative effect taxonomy, descriptive writing, surface strategy taxonomy
An Analysis of Students Grammatical Errors in Their Descriptive Writing Nyoman Wardani; Cucu Sutarsyah; Feni Munifatullah
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mencari tahu i) jenis kesalahan yang siswa buat yang tergolong surface strategy taxonomy dan communicative effect taxonomy dalam menulis karangan deskriptif, serta ii) menyelidiki jenis kesalahan yang sering dan jarang muncul pada karangan siswa tersebut. Penelitian ini bersifat qualitatif. Subjek penelitian ini adalah 29 siswa kelas XI IPA1 dari SMA Yadika Bandar Lampung. Tes menulis digunakan sebagai instrumen penelitian. Hasil menunjukkan bahwa siswa membuat semua jenis kesalahan dari surface strategy taxonomy, yaitu omission, addition, misformation, and misordering; maupun communicative effect taxonomy, yaitu kesalahan global dan lokal. Dalam surface strategy taxonomy, jenis kesalahan yang sering muncul adalah misformation; dan jenis yang jarang muncul adalah misordering. Dalam communicative effect taxonomy, jenis kesalahan yang dominan adalah kesalahan lokal, sedangkan kesalahan global merupakan jenis kesalahan yang jarang terjadi.This study aimed at finding out i) the types of error that learners committed in terms of surface strategy and communicative effect taxonomies in their descriptive writing; and ii) the types of errors the students most and least frequently used in their writing on the basis of both taxonomies. This study was a qualitative research. The subjects were 29 learners of class XI IPA 1 of SMA Yadika Bandar Lampung. The writing test was used as the instrument. The findings revealed that the learners committed all error types in terms of surface strategy taxonomy: omission, addition, misformation, and misordering; and communicative effect taxonomy: global and local errors. In terms of surface strategy taxonomy, misformation was the most frequent error type the students committed, while misordering was the least frequent error type. In terms of communicative effect taxonomy, the most dominant error type was local errors; while the least frequent error type was global errors.Keywords: communicative effect taxonomy, descriptive writing, surface strategy taxonomy
The Effect Of A Metacognition-Based Communication Strategy Training On Learners’ Oral Communication Skill Evi Fitri Aglina; Bambang Setiyadi; Feni Munifatullah
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini merperkenalkan sebuah Pelatihan Strategi Berkomunikasi yang berbasis Metakognisi yang bertujuan untuk meningkatkan keahlian berkomunikasi lisan para mahasiswa. Pelatihan ini dilakukan dalam bentuk beberapa aktivitas untuk meng-aktifkan kategori-kategori yang ada dalam metakognisi dan melatih kemampuan penampilan lisan dengan menggunakan Permainan Peran. Penelitian yang merupakan penelitian kuantitative ini menggunakan desain penelitian murni dengan tujuan mengukur keahlian berkomunikasi lisan para pembelajar bahasa asing sebagai efek dari pelatihaan yang dilakukan. Objek penelitian adalah 61 orang mahasiswa program Bahasa Inggris semester 4 di UIN Raden Inten Lampung yang berusia dari 20-24 tahun. Sampel penelitian dalam kelas experimen (n=31) mengikuti 5 minggu program pelatihan yang meliputi rangkaian aktivitas bertujuan meningkatkan keahlian berkomunikasi lisan mereka. Peserta dalam kelompok kontrol (n=30) mengikuti program pembelajaran yang biasa di dalam kelas berbicara.This study introduces a Metacognition-Based Communication Strategy Training (MBCST) in order to improve the students' oral communication skill. The training was conducted in the form of several activities to activate some metacognitive categories and to rehearsal oral performance by using Role Play. This present study which is a quantitative study with a true-experimental design, was aimed to measure EFL’s oral communication skill as the effect of MBCST. The participants were 61 fourth semester undergraduate students of English Department of UIN Raden Inten Lampung, ranging from 20-24 years of age. The participants in experimental group (n=31) went through a five week intervention program of a Communication Strategy Training that engaged them in a sequence activitities for improving their oral communication skill. The participants in the control group (n=30) went through a conventional speaking instruction program.Keywords: Communication strategies, metacognition, metacognitive awareness, oral communication skill.
A COMPARATIVE STUDY BETWEEN STRESSFUL AND NON-STRESSFUL LEARNING TESTSTOWARDSSTUDENTS’ SPEAKING PERFORMANCE Aghnia Amalia N; Hery Yufrizal; Feni Munifatullah
U-JET Vol 7, No 2 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk meneliti i) apakah ada perbedaan signifikan antara tes pembelajaran yang menyebabkan stres dan tidak stres terhadap keterampilan berbicara ii) apakah ada dampak signifikan dari kecemasan terhadap keterampilan berbicara. Desain penelitian ini adalah Ex-post facto. Subjek penelitian ini adalah 69 siswa kelas sebelas SMA yang terbagi menjadi dua kelas.Tes berbicara dan tes kecemasan digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Independent Sample T-Test and Anova. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antaraketerampilan berbicara siswa melalui tes pembelajaran yang menyebabkan stres dan tidak stres dengan tingkat signifikansi 0.05, dan ada dampak yang signifikan dari kecemasan terhadap keterampilan berbicara. Hal ini menandakan bahwa perbedaan kesulitan tes dapat menyebabkan perbedaan tingkat kecemasan siswa  dalam berbicara. The objectives of this research were to find out whether i) there was a statistically significant difference of students’ speaking performance between stressful and non-stressful learning tests and ii) there was a statistically significant impact of anxiety towards students’ speaking performance. The design of the research wasEx-post facto. The subjects were 69 students of the eleventh grade of SMA which decided into two classes. The speaking tests and the anxiety test were used to collect the data. The data were analyzed by usingIndependent Sample T-Test and Anova.. The result showed that there was a statistically significant difference of students’ speaking performance between stressful and non-stressful learning tests with the significant level 0.05. Furthermore,there was a statistically significant impact of anxiety on students’ speaking performance. This suggests that different test difficultiesresult in different level of students’ anxiety on speaking. Keywords: Speaking performance, stressful learning test, non-stressful learning test, anxiety.