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All Journal U-JET: Unila Journal of English Teaching
Dedy Supriyadi
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Humanities Education Languange, Linguistic, Communication & Media

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INCREASING STUDENTS’ READING COMPREHENSION ABILITY THROUGH MIND MAPPING TECHNIQUE OF REPORT TEXT Nadya Oktarima; Dedy Supriyadi; Sudirman Sudirman
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menentukan: (i) apakah ada peningkatan yang signifikan dalam kemampuan membaca siswa melalui penerapan teknik Mind Mapping dalam teks report dan (ii) aspek kemampuan membaca yang paling banyak dan paling sedikit meningkat. Subyek penelitian ini adalah 28 siswa di kelas X of SMAN 2 Natar. Data dikumpulkan melalui membaca bentuk pilihan ganda dan dianalisis menggunakan SPSS 16.0. Hasil dari penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan dalam membaca siswa pada teks report setelah diajar melalui penerapan teknik Mind Mapping karena nilai t-value t-table (7.796 2.051) dengan nilai signifikan 0.05. Nilai rata-rata yang diperoleh dalam pre-test adalah 82.36 dan nilai rata-rata dalam post-test adalah 95.02. Nilai peningkatan diperoleh sebesar 10.16 dan aspek kemampuan membaca yang paling banyak peningkatannya adalah kosa kata sedangkan yang paling sedikit adalah menentukan informasi detail. This research was aimed at examining: (i) whether there is significant increase on students’ reading comprehension ability after being taught through Mind Mapping Technique of report text and (ii) the aspect of reading skills that increased the most and the least. The subjects of this research were 28 students in class X. The data in form of scores were collected using multiple choices and analized using SPSS 16.0. The result of this research showed that there was significant increased of students’ reading comprehension to  a  report text after being taught through Mind Mapping technique  since t-value   t-table (7.796 2.051) with significant value was 0.05. The average score of pre-test was 82.36 and the average score of post-test was 95.02. It gained 10.16 and the most increased aspect of reading skills is vocabulary whereas the least increased is finding detail information. Keywords: mind mapping technique, reading comprehension, report text.
The Comparison of English Teaching Learning Technique Using Crossword Puzzle Game and Scrabble Game in Improving Vocabulary Mastery at the Second Grade of SMPN 5 Bandar Lampung Rizka Dwi Rahayu; Cucu Sutarsyah; Dedy Supriyadi
U-JET Vol 8, No 4 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan terhadap penguasaan kosakata siswa setelah diajarkan melalui permainan crossword puzzle dan scrabble dan megetahui tehnik permainan mana yang lebih memotivasi siswa. Sasaran penelitian ini mencakup dua kelas di SMPN 5 Bandar Lampung, yaitu kelas VIII F dan kelas VIII H. Penelitian ini dianalisis menggunakan SPSS 22.0. Hasil menunjukan bahwa terdapat perbedaan namun tidak signifikan. Hal itu terlihat dari hasil uji T-test bahwa T-hitungT-tabel (-1.7622.66) pada derajat kebebasan (df)= 55 dengan signifikansi 0.01. Rata-rata nilai pre-tes pada kelas crossword puzzle adalah 61.50, sedangkan rata-rata nilai post-test 84.18. Sebaliknya, rata-rata nilai pre-tes pada kelas Scrabble adalah 48.24, sedangkan rata-rata nilai post-test 75.62. Oleh karena itu, dapat disimpulkan bahwa permainan scrabble sama unggulnya dengan permainan crossword puzzle untuk membantu menguasai kosakata.Abstract: The objectives of this research are to find out whether there is significant difference of students’ vocabulary mastery taught through crossword puzzle and scrabble game and to know which technique is better for students. The subject of this research is two classes at SMPN 5 Bandar Lampung, it is class VIII F and VIII H. This research was analyzed using SPSS 22.0. The result showed that there is no significant different. It could be seen from the increase of students’ mean score from pre-test to post-test and in T-test result, it is showed that t-countt-table (-1.7622.66) at df=55 with significant level 0.01. The mean score of pre-test in crossword puzzle class is 61.50 while the mean score of post-test is 84.18. On the contrary, the mean score of pre-test in scrabble class is 48.24 while the mean post-test score is 75.62. Therefore, it can be concluded that scrabble and crossword puzzle game is equally good to help students to master the vocabulary.
THE IMPLEMENTATION OF STORY MAPPING STRATEGY IN INCREASING STUDENTS READING COMPREHENSION Ara Imanda Putri; Tuntun Sinaga; Dedy Supriyadi
U-JET Vol 6, No 1 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk meneliti bagaimana meningkatkan kemampuan pemahaman siswa SMPN 2 Trimurjo dalam pembelajaran membaca menggunakan strategi Story Mapping. Penelitian ini adalah penelitian tindak kelas. Data diperoleh dari pre-test, post-test, lembar pengamatan, dan kuisioner. Sampel dari penelitian ini adalah 25 siswa SMPN 2 Trimurjo dari kelas VIII B. Data dianalisa menggunakan uraian deskripsi. Hasil penelitian menunjukkan bahwa siswa yang mencapai target nilai minimum adalah sebanyak 88% siswa di cycle II. Hasil pengamatan menunjukkan bahwa 84% siswa terlibat aktif dalam pembelajaran membaca setelah menggunakan strategi Story Mapping. Ini dapat disarankan bahwa penggunaan strategi Story Mapping dalam membaca dapat membantu meningkatkan kemampuan pemahaman siswa.This research was aimed to explore the implementation of Story Mapping strategy to foster the students reading comprehension achievement at the second grade of SMPN 2 Trimurjo. This research was classroom action research. The data were obtained from the pre-test, post-test, observation, and questionnaires. The samples of this study were 25 students of SMPN 2 Trimurjo from the class VIII B. The data were analyzed using the descriptive analysis. The result of this research showed that the students who achieved the target of minimum score were 88% at the cycle II. The results of the observation showed that 84% students were actively enganged in reading class after the implementation of Story Mapping strategy. This suggests that the implementation of Story Mapping strategy in reading helps the students to improve their comprehension achievement.Keywords: narrative, reading comprehension, story mapping strategy
THE IMPLEMENTATION OF QUESIONING TECHNIQUE TO INCREASE STUDENTS' READING COMPREHENSION ABILITY Lisa Amelia; Ujang Suparman; Dedy Supriyadi
U-JET Vol 2, No 11 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan apakah ada peningkatan yang berarti dalam kemampuan membaca pemahaman siswa setelah diajar menggunakan teknik bertanya. Populasi dalam penelitian ini adalah siswa SMP Negeri 2 Natar Lampung Selatan, dan kelas VIIIC yang terdiri dari 32 siswa sebagai sampel. Data diperoleh dari nilai pretest-posttest dan dianalisis dengan menggunakan t-test melalui SPSS versi 17.0. Hasil analisis data menunjukkan bahwa nilai rata-rata pretest siswa adalah 54.52 sedangkan nilai rata-rata posttest adalah 65.00. Nilai signifikan (p=0.000, p0.005), nilai t 10.48. Ini menunjukkan bahwa hipotesis diterima. Berdasarkan data analisis dapat disimpulkan bahwa ada peningkatan yang berarti dari pencapaian dalam kemampuan membaca pemahaman siswa setelah diajarkan dengan menggunakan teknik bertanya.The aim of this research is to find out whether there is any significant increase of students’ reading comprehension ability after being taught using questioning technique. The population of this reseach were the second year of SMPN 2 Natar Lampung Selatan, and VIIIC consisted 32 students as sample. The data were collected by using pretest-posttest design and analyzed using Repeated Measure t-test with Statistical Package for Social Sciences (SPSS) version 17.0. The result shows that the students’ mean score of pretest is 54.52 while the mean score of posttest is 65.00. The significant value was (p=0.000, p0.005), t-value was 10.48. It showed that hypothesis was accepted. It is concluded that there is any significant increase of students’ reading comprehension ability after being taught using questioning technique.Keywords: questioning technique, reading comprehension ability, short functional text.
THE EFFECT OF PQ4R STRATEGY IN READING COMPREHENSION ACHIEVEMENT Ratih Yunita Sari; Sudirman Sudirman; Dedy Supriyadi
U-JET Vol 4, No 3 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk (1) menginvestigasi apakah ada perbedaan pada pemahaman membaca siswa sebelum dan sesudah diajar menggunakan strategi PQ4R. (2) menemukan aspek membaca manakah yang paling meningkat setelah diajar menggunakan strategi PQ4R. Untuk mencapai tujuan ini, peneliti menggunakan studi kuantitatif kelas sebagai sampel, melibatkan satu kelas. Instrumen untuk pengumpulan data dalam penelitian ini adalah tes membaca. Hasil analisis data menunjukan bahwa terdapat perbedaan pada pencapaian pemahaman membaca siswa setelah diajar menggunakan strategi PQ4R. Kemudian, pemahaman kosa kata adalah aspek yang paling meningkat diantara aspek yang lain. Hasil tes hipotesis menunjukan bahwa nilai signifikan (2- tailed) adalah 0.000 (p0.05). Dapat disimpulkan bahwa H0 ditolak dan menunjukan bahwa strategi PQ4R dapat meningkatkan pemahaman siswa dalam membaca di semua aspek terutama dalam aspek memahami kosa kata.This study aimed at (1) investigating whether there was a significant difference of students reading comprehension achievement before and after being taught by using PQ4R strategy. (2) finding out the aspects of reading comprehension achievement of the students that increase most after being taught by using PQ4R strategy. The researcher carried out quantitative study with one group Pre-test Post-test Design, involving one class as experimental class. The instrument in this research was reading test. The results of data analysis showed there was a significant difference on students reading comprehension achievement after being taught by using PQ4R strategy. Then, understanding vocabulary increased the most than the other aspects. Hypothesis test showed that the significance value (2- tailed) was 0.000 (p0.05). It could be concluded that null-hypothesis was rejected, and it be inferred PQ4R strategy increase the students reading comprehension in all aspects especially in understanding vocabulary.. Keywords: effect, pq4r strategy, reading comprehension
Co-Authors Ara Imanda Putri Cucu Sutarsyah I Ketut Suada Lisa Amelia Nadya Oktarima Ratih Yunita Sari Rizka Dwi Rahayu Sudirman Sudirman Tuntun Sinaga Ujang Suparman