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All Journal U-JET: Unila Journal of English Teaching JURNAL TIYUH LAMPUNG
Tuntun Sinaga
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The Implementation of Jigsaw Cooperative Learning Technique in Reading Narrative Text Artha Novela Purba; Flora Flora; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan secara statistik nilai capaian pemahaman bacaan dan mencari aspek membaca mana yang paling meningkat melalui teknik Jigsaw cooperative learning. Penelitian ini menggunakan satu kelompok desain pre-test dan post-test. Subyek penelitian ini adalah 31 siswa di kelas IX D pada tahun akademik 2017/2018. Data dikumpulkan dengan menggunakan tes membaca dalam bentuk pilihan ganda. Data dianalisis dengan menggunakan paired sample t-test. Hasilnya menunjukkan bahwa ada peningkatan  pencapaian pemahamaan bacaan siswa yang signifikan secara statistik dengan tingkat signifikansi 0.00 0.05. Hasilnya juga menunjukkan bahwa pengajaran membaca menggunakan teknik Jigsaw cooperative learning membantu siswa untuk menemukan informasi spesifik dari teks dengan mudah. The aim of this study were to find out whether there is a statistically significant improvement of the students’ reading comprehension achievement and to know which aspects of reading improve the most after the students were taught through Jigsaw cooperative learning technique. This study employed one group of pre-test and post-test design. The subjects of this research were 31 students in class IX D in the academic year 2017/2018. The data were collected using the reading tests in forms of multiple-choice. The data were analyzed using paired sample test. The result showed that there was a statistically significant improvement of the students’ reading comprehension achievement with the significant level 0.000.05. This suggests that teaching reading using Jigsaw cooperative learning technique facilitates the students to find specific information from the text easily. Keywords: Jigsaw cooperative learning technique, reading comprehension achievement, narrative text.
Developing Writing Achievement By Using Student Teams Achievement Division Titis Arsiwi; Heri Yufrizal; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Tujuan dari penelitian ini adalah untuk mengetahui pengaruh kemampuan menulis siswa dengan menggunakan STAD. Desain penelitian ini adalah quasi experimental time series. Subyek penelitian terdiri dari 30 siswa yang berjenis kelamin perempuan. Peneliti menggunakan tes tertulis dan lembar observasi untuk memperoleh data. Pertama, untuk menemukan apakah ada efek yang signifikan pada STAD yang berhubungan dengan kemampuan siswa dalam menulis pada saat sebelum dan sesudah di berikan STAD. Kedua, untuk menemukan topik yang paling berpengaruh dalam menulis siswa dengan menggunakan STAD.  Ketiga, untuk mengetahui bagaimanakah STAD diterapkan dalam pembelajaran menulis. Penulis menganalisa data dengan menggunakan deskriptif statistik yaitu ONE WAY ANOVA dan lembar observasi. Hasilnya menunjukkan bahwa STAD dapat meningkatkan kemampuan menulis siswa berdasarkan hasil menulis siswa.  The aim of this study is to investigate the effect  of student’s writing ability by usimg Student Teams Achievement Division. The design is quasi-experimental time series design. The subject of the research consist of 30 students, all the participants are female. Then the researcher used writing test and observation sheet to obtain the data. Firstly, in order to find out whether there is a significant effect of STAD related to student’s ability in writing before and after giving STAD. Secondly, to find out which topic of writing is mostly influenced by using STAD. And thirdly, to find out how STAD is implemented in teaching writing. The researcher analyzed the data by using descriptive statistic namely one way anova and also observation sheets. The result shows that Student Team Achievement Division (STAD) can increase students writing ability based on the result score in descriptive writing. Keywords: STAD, teaching, writing.
The Modified Think-Pair-Share (MTPS) Strategy to Improve EFL Learners’ Motivation and Speaking Achievement Riris Harwiyati; Cucu Sutarsyah; Tuntun Sinaga
U-JET Vol 8, No 3 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini menguji i) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan MTPS, ii) peningkatan motivasi pelajar EFL sebelum dan sesudah penerapan TPS, iii) hubungan antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan MTPS, iv) korelasi antara motivasi peserta didik EFL dan prestasi berbicara setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat di MTPS dibandingkan dengan yang ada di TPS. Desain pretest-posttest group kontrol diimplementasikan dalam penelitian ini. Subjek penelitian adalah mahasiswa semester dua Jurusan Bahasa Inggris Universitas Metro Muhammadiyah. Kuisioner motivasi dan tes berbicara digunakan untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa i) motivasi peserta didik meningkat secara signifikan di MTPS, ii) motivasi peserta didik tidak meningkat secara signifikan di TPS, iii) Motivasi tidak berkorelasi erat dengan prestasi berbicara setelah menerapkan MTPS, iv) Ada korelasi positif antara motivasi dan prestasi berbicara peserta didik setelah menerapkan TPS, dan v) aspek berbicara yang paling meningkat adalah komprehensibilitas. Ini menunjukkan bahwa MTPS memfasilitasi peserta didik untuk termotivasi untuk belajar dan berbicara untuk tingkat apa pun tetapi dengan menyesuaikan konten video, dan TPS memfasilitasi peserta didik untuk berbicara dalam tingkat pemahaman yang lebih tinggi.This study examined i) the improvement of EFL learner’s motivation before and after implementing MTPS, ii) the improvement of EFL learner’s motivation before and after implementing TPS, iii) the correlation between EFL learners’ motivation and speaking achievement after applying MTPS, iv) the correlation between EFL learners’ motivation and speaking achievement after applying TPS, and v) the most improved speaking aspect in MTPS compared to that in TPS. A true experiment control group pretest-posttest design was implemented in this study. The subject was second-semester university students of English Department of Muhammadiyah University of Metro. Motivation questionnaire and the speaking test were used to collect the data. The results showed that i) the learners’ motivation significantly improved in MTPS, ii) the learners’ motivation not significantly improved in TPS, iii) Motivation did not closely correlate with speaking achievement after implementing MTPS, iv) There was a positive correlation between learners’ motivation and their speaking achievement after applying TPS, and v) the most improved speaking aspect was comprehensibility. This suggests that MTPS facilitated the learners to be motivated to learn and to speak for any level but by adjusting the content of the video, and TPS facilitated the learners to speak in the higher level of comprehension.Keywords: Motivation, MTPS, Speaking Achievement, TPS.
THE EFFECT OF STUDENTS MOTIVATIONAL BEHAVIORTOWARD THEIR READING COMPREHENSION AT THE SECOND GRADE OF SMA N 1 PRINGSEWU Diyah Anggraini; Ag Bambang Setiyadi; Tuntun Sinaga
U-JET Vol 6, No 4 (2017): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan a) apakah ada hubungan antara perilaku motivasi siswa terhadap hasil pemahaman membaca mereka danb) apa jenis perilaku motivasi yang paling mempengaruhi terhadap hasil pemahaman membaca siswa. Penelitian ini adalah penelitian kuantitatif.Sasaran penelitian ini sebanyak 26 siswa kelas dua SMAN 1 Pringsewu.Tes kuesioner dan membaca digunakan sebagai alat untuk pengambilan data. Analisis data menggunakan program statistik untuk ilmu sosial (SPSS) versi 16.0.Hasil menunjukkan bahwa terdapat hubungan yang signifikan antara perilaku motivasi siswa terhadap hasil pemahaman membaca siswa dan attention merupakan jenis perilaku motivasi siswa yang paling mempengaruhi terhadap hasil pemahaman membaca siswa.Dapat disarankan bahwa perilaku motivasi berperan penting didalam pemahaman membaca siswa.The aims of this study were to find out a)the correlation between students motivational behavior and their reading comprehensionand b) what kind of motivational behavior mostly influences students reading comprehension. This research was quantitative research. The subjects of this research were 26 second grade students of SMAN 1 Pringsewu.The Questionnaire and reading tests were administrated as the instrument. The data were analyzed by using statistical Package for Social Science (SPSS) version 16.0. The result showed that there was a significant correlation between the students,motivational behavior and their reading comprehension with the significant level 0.000.05. Attention, as a part of motivational behavior, provides the most contributionto students reading comprehension. This suggests that motivational behavior plays an important role in reading comprehension.Keywords: correlation, motivational behavior, reading comprehension
The Effectiveness of Scaffolding Technique on Students' Writing Analytical Expository Text Desy Mutia Sari; Ujang Suparman; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menginvestigasi keefektifan teknik scaffolding terhadap kemampuan menulis eksposisi analitis siswa. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimental. Subyek penelitian ini adalah siswa kelas dua sekolah menengah atas dengan jumlah peserta adalah 35 siswa. Tes menulis digunakan sebagai instrumen untuk memperoleh data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa scaffolding secara signifikan dapat meningkatkan kemampuan menulis siswa dengan tingkat signifikansi 0.05.Hal ini menandakan bahwa teknik scaffolding dapat diterapkan untuk meningkatkan keterampilan menulis siswa.  This paper reports the study investigating the effectiveness of scaffolding technique on the students’ analytical writing achievement. This study is quantitative research with the experimental design. The subjects of this research were the second-grade students of senior high school with 35 students in total.The writing test was used as the instrument to elicit the data. The data were analyzed by using Repeated Measure t-test.The results showed that scaffolding significantly improved the students’ writing achievement with the significant level 0.05. This suggests that scaffolding technique facilitates the students to improve their ability in writing.Keywords:scaffolding technique, analytical exposition, writing achievement.
The Effect of Learning Style Based Activities on Reading Achievement of Nursing Students Delta Rahwanda; Hery Yufrizal; Tuntun Sinaga
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini menginvestigasi dampak dari aktifitas berdasarkan gaya belajar terhadap pencapaian membaca siswa keperawatan dan kesesuaiannya antara hasil tes akhir dan hasil angket. Subyek penelitian ini adalah mahasiswa semester empat akademi keperawatan Bunda Delima, Bandar Lampung. Mereka dipilih menggunakan angket kecenderungan gaya belajar dan tes. Data diperoleh dari hasil tiga tes dan angket. One way anova di SPSS (Statistical Program for Social Science) digunakan untuk menganalisa data. Hasil penelitian menunjukkan bahwa tidak ada perbedaan signifikan pada pencapaian membaca siswa setelah diajar menggunakan aktifitas berdasarkan gaya belajar tertentu dan ada kesesuaian antara hasil tes dan hasil angket. Bagaimanapun, mengadakan aktifitas berdasarkan kecenderungan gaya belajar siswa membantu mereka memahami materi lebih baik.This study investigated the effect of learning styles-based activities on reading achievement of nursing academy students and the congruence between the post-test results and the questionnaire results. The subject of this research was the fourth-semester students of Bunda Delima nursing academy, Bandar Lampung. They were chosen purposely by using learning style preference questionnaire and reading test. The data were obtained from the result of three post-tests and questionnaires. One way anova in SPSS (Statistical Package for Social Science) was used to analyze the data. The result shows that there is no significant difference on students’ reading achievement after being taught using activities based on a certain learning style and there is congruence between the post-test results and the questionnaire results. However, conducting activities based on student learning style preference help students comprehend the material better.Keywords: Achievement, activity, learning style.
The Implementation of Jigsaw Cooperative Learning Technique in Reading Narrative Text Artha Novela Purba; Flora Flora; Tuntun Sinaga
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan secara statistik nilai capaian pemahaman bacaan dan mencari aspek membaca mana yang paling meningkat melalui teknik Jigsaw cooperative learning. Penelitian ini menggunakan satu kelompok desain pre-test dan post-test. Subyek penelitian ini adalah 31 siswa di kelas IX D pada tahun akademik 2017/2018. Data dikumpulkan dengan menggunakan tes membaca dalam bentuk pilihan ganda. Data dianalisis dengan menggunakan paired sample t-test. Hasilnya menunjukkan bahwa ada peningkatan  pencapaian pemahamaan bacaan siswa yang signifikan secara statistik dengan tingkat signifikansi 0.00 0.05. Hasilnya juga menunjukkan bahwa pengajaran membaca menggunakan teknik Jigsaw cooperative learning membantu siswa untuk menemukan informasi spesifik dari teks dengan mudah. Abstract: The aim of this study were to find out whether there is a statistically significant improvement of the students’ reading comprehension achievement and to know which aspects of reading improve the most after the students were taught through Jigsaw cooperative learning technique. This study employed one group of pre-test and post-test design. The subjects of this research were 31 students in class IX D in the academic year 2017/2018. The data were collected using the reading tests in forms of multiple-choice. The data were analyzed using paired sample test. The result showed that there was a statistically significant improvement of the students’ reading comprehension achievement with the significant level 0.000.05. This suggests that teaching reading using Jigsaw cooperative learning technique facilitates the students to find specific information from the text easily. Keywords: Jigsaw cooperative learning technique, reading comprehension achievement, narrative text.
Concept Mapping in Group of Peer Review on Students’ Writing Skill Dita Yusmelita Sari; Patuan Raja; Tuntun Sinaga
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini dilakukan untuk mengetahui apakah ada perubahan dalam prestasi menulis siswa sebelum dan sesudah implementasi pemetaan konsep dan masalah apa yang dihadapi siswa dalam pelaksanaan pemetaan konsep dalam review sejawat pada pencapaian menulis. Sampel, yang diambil secara purposive, adalah 25 siswa kelas sepuluh. Instrumen yang digunakan dalam penelitian ini adalah tes menulis dan wawancara. Berdasarkan perhitungan, pretest yang terdiri dari 25 siswa memiliki nilai rata-rata 68,80 dan posttest memiliki nilai rata-rata 75,00. Berdasarkan perhitungan, baik pada taraf signifikansi 0,05 dan 0,01 ttabel, Ho ditolak dan Ha diterima. Ini berarti bahwa ada perbedaan yang signifikan setelah penerapan pemetaan konsep dalam mengajar menulis kepada siswa. Prestasi menulis siswa setelah menggunakan pemetaan konsep dalam kelompok review sejawat meningkat.This current research was conducted in order to find out whether there were any changes in students’ writing achievement before and after the implementation of concept mapping and what problems did the students face in the implementation of concept mapping in peer review on writing achievement. The samples, who were taken purposively, were 25 students of the tenth grader. The instruments used in this study were writing pretest and posttest and interview.Based on the calculation, the pretest that consists of 25 students has a mean score of 68.80 and the posttest has mean score 75.00. Based on the calculation, both on the significance level of 0.05 and 0.01 tcalculation ttable, Ho is rejected and Ha is accepted. It means that there is a significant difference after the implementation of concept mapping in teaching writing to the students. The students’ writing achievement after using concept mapping in the group of peer review is increased.Keywords: Concept mapping, group of peer review, writing skill.
The Effect of Implementing KWL and QAR Strategies on Students Reading Comprehension with Different Motivation Yuli Anita Pakpahan; Cucu Sutarsyah; Tuntun Sinaga
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran KWL dan QAR terhadap motivasi siswa dalam membaca. Metode menggunakan rancangan desain faktorial 2x2. Populasi berjumlah 216 siswa, 72 siswa sebagai sampel dengan Random Sampling. Data menggunakan kuisioner motivasi dan tes membaca dengan ANAVA dua jalur. Hasil diperoleh: (1) hasil belajar membaca siswa yang menggunakan QAR= 85.33 lebih tinggi dibandingkan dengan KWL= 77.56, thitung 7.837 ttabel = 1.67, (2) Hasil membaca siswa yang memiliki motivasi tinggi = 83.67 lebih tinggi dibandingkan yang memiliki motivasi rendah = 79.22, thitung 3.551 ttabel = 1.67, dan (3) terdapat interaksi antara strategi mengajar dan motivasi, Fobservasi = 4.670 Ftabel = 3.98. Siswa bermotivasi tinggi memperoleh hasil lebih tinggi dengan KWL, sedangkan bermotivasi rendah mendapat nilai lebih tinggi dengan QAR.This study was intended to examine the implementation of KWL and QAR strategies on students motivation in reading comprehension. The research used an experimental research with factorial design 2x2. The population was 216 students. The sample were 72 students with Random Sampling technique. The data were collected through motivation questionnaire and reading test and analyzed by using Two-Way ANOVA. The finding showed: (1) the students reading comprehension who were taught by QAR strategy was 85.33 higher than those who were taught by using KWL strategy was 77.56 with tcount = 7.837 ttable = 1.67, (2) the students having high motivation was 83.67 higher than low motivation was 79.22 with tcount = 3.551 ttable = 1.67 and (3) there was interaction between teaching strategies and motivation on students reading comprehension, Fobserved = 4.670 Ftable = 3.98. The students having high motivation got higher scores if they were taught KWL strategy, while students having low motivation got higher scores if they were taught QAR strategy.Keywords: KWL, QAR strategies, motivation, reading comprehension
THE CORRELATION BETWEEN STUDENTS READING INTEREST AND STUDENTS READING COMPREHENSION Ewo Priyo Susanto; Cucu Sutarsyah; Tuntun Sinaga
U-JET Vol 4, No 8 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menginvestigasi hubungan antara minat baca siswa dengan pemahaman membaca siswa. Penelitian ini merupakan penelitian kuantitatif. Sampel dalam penelitian ini sebanyak 30 siswa pada tahun ke dua di SMAN 1 Punggur. Teknik pengumpulan data yang digunakan adalah kuesioner dan tes membaca. Desain penelitian adalah ex post facto design. Hasil penelitian menunjukan bahwa nilai korelasi antara kedua variable adalah 0.673 dan nilai pengaruhnya adalah 0.434. Hal itu terlihat ketika minat baca siswa tinggi maka nilai tes membaca mereka tinggi. Berdasarkan pada hasil penelitian dapat disimpulkan bahwa ada hubungan antara minat baca siswa dan pemahaman membaca mereka. Dengan mempunyai minat baca tinggi, maka siswa akan lebih baik memahami bacaan daripada mereka yang mempunyai minat baca rendah.The objective of this research was to investigate the relationship between students reading interest and students reading comprehension. This research was a quantitative research. The sample of the research consisted of thirty students of second grade at SMAN 1 Punggur. The data collecting technique that used were questionnaire and reading test. The design of the research was ex post facto design. The results of this research showed that the coefficient correlation was 0.673 and the coefficient influences value of both variables was 0.434. It was shown when the students got high score in interest score; they also got high score for their reading comprehension. Based on the results of the research it could be concluded that there was correlation between students reading interest and their reading comprehension. By having high reading interest, students were able to read better than those who have low interest.Keywords: reading comprehension, reading interest, correlation.
Co-Authors Ag Bambang Setiyadi Angga Gustama Ara Imanda Putri Artha Novela Purba Cucu Sutarsyah Dedy Supriyadi Delta Rahwanda Desiy Andayani Desy Mutia Sari Dita Yusmelita Sari Diyah Anggraini Ewo Priyo Susanto farida ariyani Ferdian Muhammad Flora Flora Heri Yufrizal Hery Yufrizal Iqbal Hilal Muhammad Sukirlan Nurul Aulia Patuan Raja Riris Harwiyati Titis Arsiwi Ujang Suparman Yuli Anita Pakpahan