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All Journal ELTE Journal (English Languange Teaching and Education) Wahana Didaktika Prosiding Universitas PGRI Palembang Pernik : Jurnal Pendidikan Anak Usia Dini Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan
Yuspar Uzer
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“TEACHING WRITING NARRATIVE TEXT THROUGH STORY MAP TO THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 2 OF PALEMBANG” Yuspar Uzer
ELTE Journal (English Languange Teaching and Education) Vol 3, No 1 (2015): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.470

Abstract

Abstract This research entititled “Teaching Writing Narrative Text Through Story Map to the Eighth Grade Students of State Junior High School 2 of Palembang”. The Formulation of the Problems,      “Is it effective to teach writing narrative text through story map to the eighth grade students of State Junior High School 2 of Palembang?” The objective of the research was to find out whether or not it is effective to teach writing narrative text through story map to the eighth grade students of State Junior High School 2 of Palembang.  The method  used  is  pre – experimental method with the one group pre-test and post-test design. According to Fraenkel and Wallen (2012:236), a single group is measured and observed not only after exposed to a treatment of some short but also before. The population of this research is the eighth grade students of State Junior High School 2 of Palembang consisted of 231 students. A convenience sample is a group of individuals who (conveniently) are available for study for VIII.4 consisted 37 students. Finally, from this research it is found that the pre-test was 77.22 and post test was 79.9. Based on the calculation of the match t-test was higher than the critical of t value the data showed that the calculation of the match t-test was 6.56. It means that the null hypothesis was rejected and consequently alternative hypothesis was accepted. In other words teaching writing narrative text through story map to the eighth grade students of state junior high school 2 of Palembang was effective to increase the students’ writing. Keywords: teaching, writing, story map
The Impact of Minimal Response Strategy on the Students’ Speaking Skill to the Tenth Grade Students of State Senior High School 10 Palembang Yuspar Uzer
ELTE Journal (English Languange Teaching and Education) Vol 6, No 1 (2018): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i1.1550

Abstract

AbstractThe problem of this study is formulated into the following question: ‘Is there any significant impact of minimal response strategy on the student’s speaking skill of the tenth grade of state Senior High School 10 of Palembang?. It can be concluded that the impact of Minimal Response Strategy to the students’ speaking skill of state Senior High School 10 of Palembang was significant. It can be seen from the result of pre-test and post-test scores.The students average score in pre-test was 14, 10. The highest score was 18 which were achieved by two students, while the lowest score was 9 which were achieved by two students. The students average score in post-test was 15, 32. The highest score was 18 which were achieved by three students, while the lowest score was 13 which were achieved by seven students. From the result of the matched t-test, it was found that the t-obtained was higher than t-table value. The result of matched t-test formula was 2.77 and t-critical value of t-distribution table was 2.68. It means that the alternative hyphotesis (Ha) with 0, 05% significance level in one tailed testing was accepted consequently and the null hyphothesis (Ho) was rejected. It is concluded that minimal response strategy is effective to improve students’ speaking ability. Keywords: impact of minimal response strategy, speaking skill, improve students’ speaking ability
TEACHING READING COMPREHENSION BY USING SUMMARIZING STRATEGY TO THE ELEVENTH GRADE STUDENTS OF THE STATE SENIOR HIGH SCHOOL 1 OF PALEMBANG YUSPAR UZER
ELTE Journal (English Languange Teaching and Education) Vol 4, No 2 (2016): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1039

Abstract

Abstract The formulation of the of this study was “Is it effective teaching reading comprehension by using summarizing strategy to the eleventh grade students of the State Senior High School 1 of Palembang?” Therefore, the purpose of this study was to find out the effectiveness of teaching reading comprehension by using summarizing strategy to the eleventh grade students of the State Senior High School 1 of Palembang. The population of this study was all the eleventh grade students of the State Senior High School 1 of Palembang  in academic year 2013/2014. The sample was taken class XI.1. that consists of 35 students. The methods of this study were experimental method by using the convenience non random sampling. In collecting the data, the written test was given consisted of 24 questions where 4 items were essay questions, 10 items multiple choice, 10 items short answer. The pretest was given in order to know the students’ achievement and the post-test was given after giving the treatment. To analyze the data, the matched t-test formula was applied. Based on the finding of the study, the writer found that the average score in the pre-test was 6.44 and the average score that the students got in post test 7, 52. The result of t-test calculation indicates that by using summarizing strategy was effective to implement in teaching reading comprehension by using summarizing strategy to the eleventh grade students of the State Senior High School 1 of Palembang  because the t-obtained (12.00) was higher that t-table. Therefore, the alternative hypothesis (Ha) was accepted. It can be concluded that it was effective in teaching reading comprehension by using summarizing strategy to the eleventh grade students of the State Senior High School 1 of Palembang. Keywords: teaching, reading comprehension,summarizing strategy
Contrastive Analysis between English and Indonesian Word Formation Yuspar Uzer
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2315

Abstract

AbstractContrastive Analysis between English and Indonesian Word Formation”. The main problems of this study were as follows : (1) what are the differences between English and Indonesian word formation? (2) what are the similarities between English andIndonesian word formation? (3) What are some possible learning problems faced by Indonesian students in learning word formation in English ?. The objectives of this study were to know the differences and similarities between English and Indonesian word formation and the possible learning problem faced by Indonesian students inlearning word formation in English.In this study, the writer used descriptive method. The data were collected through documentation technique from English and Indonesian books which are relevant to the problem of the study. The data were analyzed by identifying the differences and the similarities of the word formationin the two language.The differences between English and Indonesian word formation are in the form of Affixation, confixation, Infixation, Simulfixation and Reduplication. The similarities between English and Indonesian word formation are in the form Prefixation, Suffixation, Blend, Clipping, Back-Formation and Acronym.Keywords : Contrastive Analysis, Word Formation
TEACHING LISTENING THROUGH DLTA (DIRECTED LISTENING THINKING ACTIVITY) TO THE TENTH GRADE STUDENTS OF PGRI SENIOR HIGH SCHOOL 6 OF PALEMBANG Yuspar Uzer
ELTE Journal (English Languange Teaching and Education) Vol 3, No 2 (2015): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.653

Abstract

Abstract : Directed Listening –Thinking Activity (DLTA) is used in the building knowledge phase of a lesson, the part of a lesson in which students are inquiring to make meaning. In this activity, students listen to a story that is told or read to them and make predictions about what will come next. They are asked to confirm their prediction from time to time with information from the text, and to make new predictions. DLTA teaches students to listen or read actively, develop skill incomprehension of narratives, and use their awareness of genre and their understanding of plot structures to guide predictions. Based on the background above, the writer is interested to do a research entitled “Teaching Listening Through DLTA (Directed Listening Thinking Activity) to the tenth grade students of PGRI Senior High School 6 of Palembang”. The formulation of the problem of this study as follows :”Is it effective to teach listening through DLTA (Directed Listening Thinking Activity) to the Tenth Grade Students Of PGRI Senior High School 6 of Palembang?”. Based on the finding, it is found that the students’ average score in the pre-test was 5.39 and in the post test was 6.6. The significant level 5% (0.05) and degree of freedom (df) was 39 (40-1=39), the critical value of t-table for one tail test was 1.684 and the result of the obtained was 6.05, the result t-obtained of 6.05 exceed 1.684. It means that Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. It indicates that teaching listening through DLTA (Directed Listening Thinking Activity) to the TenthGrade Students of PGRI Senior High School 6 of Palembang was effective. Keyword : Teaching, Listening Comprehension, DLTA (Directed Listening Thinking Activity)
PENGARUH METODE OBSERVASI LANGSUNG DALAM PENULISAN KARANGAN DESKRIPTIF YUSPAR UZER
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 13 No. 2 (2015): Wahana Didaktika Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v13i2.650

Abstract

Abstrak            Kemampuan menulis bukan monopoli orang berbakat. Semua orang akan mampu menulis jika berlatih secara benar. Untuk itulah penulis meneliti masalah adakah pengaruh metode observasi langsung dalam menulis karangan siswa Negeri 4 Palembang. Tujuan dalam penelitian ini untuk mengetahui pengaruh menulis karangan dengan menggunakan metode observasi langsung di SMP Negeri 4 Palembang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Untuk mengetahui data yang diperlukan digunakan teknik tes. Dari analisis data yang telah penulis lakukan dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara kelas yang diberi perlakuan tes dengan metode observasi langsung yaitu kelas VII.1 dan kelas yang tidak diberikan perlakuan yaitu kelas VII.2. Hal ini dapat terlihat nilai tes akhir dari kedua kelas tersebut, kelas yang diberikan perlakuan mendapatkan nilai rata-rata 73, nilai rata-rata tersebut lebih besar dibandingkan dengan kelas yang tidak diberikan perlakuan yang hanya mendapatkan nilai rata-rata 55. Kata kunci : Metode Observasi, Karangan Deskriptif.
KEEFEKTIFAN MODEL PROBLEM BASED INSTRUCTION DALAM PEMBELAJARAN MENULIS KARANGAN ARGUMENTASI YUSPAR UZER
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 15 No. 1 (2017): Wahana Didaktika Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v15i1.1117

Abstract

Tujuan penelitian ini adalah untuk mengetahui hasil belajar siswa selama digunakan model pembelajaran Problem Based Instruction pada materi menulis karangan argumentasi. Hasil penelitian ini diharapkan bermanfaat bagi siswa, guru, sekolah dan peneliti. Anggapan dasar penelitian ini adalah menulis karangan argumentasi merupakan salah satu kompetensi dasar yang terdapat dalam standar isi Mata Pelajaran Bahsa Indonesia SMA Negeri 4 Palembang sudah mempelajari cara-cara menulis karangan argumnetasi. Metode yang digunakan dalam penelitian ini adalah metode Pre Experimental Design atau Quasi Experiment. Data penelitian diperoleh melalui teknik tes, teknik angket, dan teknik wawancara. Berdasarkan hasil tes siswa, setelah membandingkan hasil tes awal dengan hasil tes akhir diperoleh bahwa “to” > “ttabel”, yaitu 3,27 > 2,64 pada taraf signifikan 1% dengan d.b. 70. Kenyataan tersebut dapat dikemukakan, yaitu “Keefektifan model Problem Based Instruction dalam pembelajaran menulis karangan argumentasi di kelas X SMA Negeri 4 Palembnag lebih efektif dari pada model konvensional” terbukti kebenarannya. Oleh karena itu, hipotesis diterima.Kata Kunci: Model Pembelajaran Problem Based Instruction, Menulis, Karangan Argumentasi
PENERAPAN TEKNIK QUANTUM SPEED READING DALAM PENGAJARAN PEMAHAMAN MEMBACA Yuspar Uzer
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 14 No. 3 (2016): Wahana Didaktika Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v14i3.1091

Abstract

AbstrakTeknik Speed reading adalah sebuah teknik atau metode pembelajaran. Perlu dijelaskan bahwa teknik adalah cara yang telah teratur dan terpikir secara baik untuk mencapai sesuatu maksud (dalam ilmu pengetahuan), cara menyelidiki (mengajar). Dalam kamus besar bahasa Indonesia disebutkan bahwa metode adalah cara kerja yang bersistem untuk memudahkan pelaksanaan atau kegiatan guna mencapai tujuan yang ditentukan.  Speed reading dalam bahasa inggris berarti membaca cepat. Menurut Nurhadi dalam bukunya bagaiman meningkatkan kemampuan membaca, Speed reading adalah jenis membaca yang mengutamakan kecepatan untuk mengelola serta cepat proses penerimaan informasi dengan tidak  meninggalkan pemahaman terhadap aspek bacaan. Berbeda dengan pendapat-pendapat sebelumnya, Supriyadi mengatakan bahwa “membaca cepat adalah jenis membaca yang mengutamakan kecepatan mata dalam membaca”. Membaca cepat adalah  membaca sekejap mata, selayang pandang. Tujuannya adalah dalam waktu yang singkat pembaca memperoleh info secara cepat dan tepat dalam kemampuan Berbahasa Inggris. Kata Kunci: Kecepatan, Pemahaman Membaca, Kemampuan Membaca
PENGARUH MODEL PEMBELAJARAN JIGSAW TERHADAP KEMAMPUAN MEMBACA INTENSIF UNTUK SEMESTER III PADA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS DI UNIVERSITAS PGRI PALEMBANG YUSPAR UZER
Jurnal Dosen Universitas PGRI Palembang PROSIDING DOSEN UNIVERSITAS PGRI PALEMBANG EDISI 9
Publisher : Jurnal Dosen Universitas PGRI Palembang

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Abstract

AbstrakPenulis menetapkan Universitas PGRI Palembang sebagai objek atau tempat penelitian berdasarkan alasan: (1) mahasiswa semester III sudah mempelajari materi pembelajaran membaca intensif, khususnya menemukan ide pokok dalam sebuah wacana; (2) berdasarkan wawancara penulis dengan Dosen Bahasa Inggris yang mengajar di semester II pada program studi Bahasa Inggris, masih ada mahasiswa yang belum mampu menentukan ide pokok dalam sebuah wacana atau berbagai bahasa tulisan; (3) berdasarkan pengamatan penulis, Dosen Bahasa Inggris yang mengajar di kelas  mendominasi kegiatan belajar mengajar dan dosen sedikit sekali memberi kesempatan kepada mahasiswa untuk terlibat aktif sehingga minat belajar mahasiswa rendah. Berdasarkan hasil penelitian, diperoleh simpulan yaitu model pembelajaran jigsaw berpengaruh terhadap kemampuan membaca intensif untuk mahasiswa semester III pada program studi Bahasa Inggris di Universitas PGRI Palembang karena terbukti bahwa “to” lebih besar daripada “t. tabel” pada taraf signifikan 5%. Berdasarkan hasil siswa setelah membandingkan hasil tes kelas kontrol dengan hasil kelas eksperimen diperoleh bahwa “to”  > “t. tabel” yaitu 12,83 > 2,00 pada taraf signifikan 5% dengan d.b 58. Kenyataan dikemukakan sebagai berikut. “to” > “t tabel”, tolak Ho, terima Ha (taraf signifikan 5%).12,83 > 2,00, tolak Ho, terima Ha (taraf signifikan 5%). Dengan demikian, hipotesis yang penulis kemukakan yaitu, “Model pembelajaran jigsaw berpengaruh terhadap kemampuan membaca intensif untuk mahasiswa semester III pada program studi Bahasa Inggris di Universitas PGRI Palembang, khususnya memahami ide pokok dalam sebuah wacana”, terbukti kebenarannya. Oleh karena itu, hipotesis diterima.Kata Kunci: Pengaruh Pembelajaran, Kemampuan Membaca Intensif, Jigsaw Teknik. 
PENGAJARAN MENYIMAK (LISTENING COMPREHENSION) DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH Yuspar Uzer
Jurnal Dosen Universitas PGRI Palembang KUMPULAN JURNAL DOSEN UNIVERSITAS PGRI PALEMBANG EDISI 6
Publisher : Jurnal Dosen Universitas PGRI Palembang

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Abstract

Abstrak Keempat keterampilan berbahasa, yaitu Listening, Reading, Speaking and Writing sering dikelompokkan menjadi dua kategori, yaitu dua keterampilan berbahasa yang disebut pertama sebagai keterampilan reseptif, sedangkan dua yang disebut kemudian sebagai keterampilan produktif. Dikatakan sebagai keterampilan reseptif karena ketika menyimak dan membaca, pengguna bahasa hanya menerima informasi saja dan tidak menghasilkan produk bahasa yang terlihat secara fisik. Sementara itu, dalam keterampilan produktif, pengguna bahasa menghasilkan produk bahasa yang dapat diamati, yaitu berupa ujaran atau tulisan. Namun demikian, penggolongan ke dalam dua kelompok itu sebenarnya mengandung kelemahan karena saat menyimak atau membaca, kita sebenarnya tidak hanya menerima informasi saja, melainkan secara aktif menggunakan pengetahuan kita mengenai dunia, menggunakan skema yang ada dalam benak kita, menggunakan informasi yang ada pada teks, menebak, atau menggunakan kamus untuk memaknai tulisan yang ada di hadapan kita. Kata kunci: Menyimak, Bahasa Inggris
Co-Authors Dwi Maharani Ferry Hidayad Marleni Marleni Noviati Noviati Yus Vernandes Uzer