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USING ORAL ERROR CORRECTION IN STORYTELLING TO IMPROVE STUDENTS SPEAKING ACHIEVEMENT Arya Yoga Swara Sumantri; Sudirman Sudirman; Deddy Supriyadi
U-JET Vol 4, No 4 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk menemukan perbedaan signifikan pada prestasi berbicara siswa setelah diajarkan dengan menggunakan teknik oral error correction, menemukan apakah oral error correction dapat meningkatkan kemampuan berbicara siswa pada aspek kosa kata, kelancaran, pemahaman, pelafalan, dan tata bahasa, serta proses belajar mengajar. Penelitian ini menggunakan metode kuantitatif. Sampel dipilih secara khusus berdasarkan tingginya nilai bahasa inggris yaitu kelas XI IPA1 di SMAN 1 Sidomulyo. Data diperoleh dengan mengadakan pretest, treatment, dan posttest. Hasil menyimpulkan bahwa adanya perbedaan prestasi belajar siswa secara signifikan pada level 0.05 karena t-ratio lebih besar dari t-table (6.593 2042), oral error correction pada storytelling dapat meningkatkan kemampuan berbicara siswa. Pada pretest, rata rata siswa adalah 60 sedangkan di posttest menjadi 72.45. Dapat Disimpulkan bahwa oral error correction dapat memberikan meningkatkan kemampian berbicara siswa.The aimed of this study were to find out difference of students speaking achievement after being taught by using Oral Error Correction in Storytelling technique, find out whether Oral Error Correction in Storytelling can be used to improve students speaking aspects in terms of vocabulary, fluency, comprehension, pronunciation, grammar and learning process or not. This research used quantitative research as the research design. It was conducted using one group pre-test post-test design. The subject of this research was class XI IPA 1 of SMAN 1 Sidomulyo. The data were gained by administering pretest, treatment and posttest. The results showed there was significant difference in level 0.05 because t-ratio is higher than t-table (6.593 2042), Oral Error Correction in Storytelling technique was applicable to improve the students speaking achievement. In pretest, students means score was 60 while in posttest it became 72.45. It could be inferred that Oral Error Correction in Storytelling technique gave significant improvement on students speaking achievement.Keywords : oral error correction, speaking, achievement.

THE USE OF PICTURE SERIES TO INCREASE STUDENTS’ SPEAKING ABILITY Rike Febrina Aska; Basturi Hasan; Deddy Supriyadi
U-JET Vol 3, No 4 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui penggunaan picture series untuk meningkatkan kemampuan berbicara siswa dalam procedure text di kelas tiga SMPN 1 Gadingrejo dan aspek yang paling meningkat. Subjek penelitian ini adalah kelas IX.5 dengan jumlah siswa 30 orang. Penelitian ini adalah penelitian kuantitatif dengan menggunakan desain one group pretest-posttest. Kemampuan berbicara siswa akan diberi nilai berdasarkan aspek micro skill yaitu pronunciation, vocabulary, dan grammar kemudian dianalisa dan dihitung dengan menggunakan SPSS. Hasil penelitian menunjukkan bahwa nilai rata-rata dari pretest dan posttest meningkat dengan signifikan dari 47,47 ke 62,93 dan level signifikansi 0,00 (0,05). Hasil penelitian juga menunjukkan bahwa vocabulary adalah aspek yang paling meningkat dengan peningkatan sebesar 7,10. Dapat disimpulkan bahwa picture series dapat digunakan sebagai media pembelajaran berbicara, khususnya procedure text.. Untuk penelitian mendatang disarankan untuk fokus ke aspek macro skill. This research was aimed at investigating the use of picture series to increase students’ speaking ability in procedure text at the third grade of SMPN 1 Gadingrejo and what the most increasing aspect is. The subject of this research was class IX.5 with 30 students. This was quantitative research with one group pretest-posttest design. Students’ speaking were given score based on micro skill aspects they are pronunciation, vocabulary, and grammar then analyzed and computed by using SPSS. The result showed that the mean score from pretest and posttest increased significantly from 47.47 to 62.93 and the significant 2-tailed was 0.00 (0.05). The result also showed that vocabulary is the most increasing aspect with the increase about 7/10. It could be concluded that picture series is able to be used as a learning media for speaking, especially for procedure text. For the further research is suggested to focus on speaking macro skill aspects.Keywords: picture series, procedure text, speaking ability.

The Increasing of Students' Speaking Ability through Talking Chips Technique Rima Karunia Sari; Sudirman Sudirman; Deddy Supriyadi
U-JET Vol 6, No 3 (2017): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk menemukan pengaruh Talking Chips Technique untuk meningkatkan kemampuan berbicara siswa. Subyek penelitian terdiri atas tiga puluh siswa tahun pertama SMAN 1 Gunung Sugih. Penelitian ini menggunakan model T-Test. Pengumpulan data dilakukan dengan memberikan pretest dan posttest. Hasil dari penelitian ini menunjukan bahwa ini menunjukan efek yang signifikan dari TCT pada pencapaian berbicara siswa dengan level signifikan ( 0,00 0.05 ) ini dapat disarankan bahwa TCT dapat digunakan untuk meningkatkan kemampuan berbicara. Dapat disarankan bahwa Talking Chips Technique dapat meningkatkan kemampuan berbicara siswa.The objective of this research was to investigate the effect of Talking Chips Technique on the students speaking ability. The subjects were thirty students of the first grade at SMAN 1 Gunung Sugih. The study employed T-Test design. The data were collected through the pretest and the posttest. The result of this research showed that there was a statisticaly significant effect of TCT on the students speaking achivement with the significant level (0,00 0,05). This suggests that Talking Chip Technique can be used to improve the students speaking ability.Keywords: TCT, speaking ability, speaking improvement.

The Influence of Retelling Story Technique in Improving Students Speaking Skill by Using Picture Series Siti Farhana; Flora Flora; Deddy Supriyadi
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

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Berbicara merupakan aktivitas yang dilakukan oleh manusia untuk berkomunikasi dan berinteraksi dengan orang lain. Siswa-siswi diharapkan agar mampu untuk mengekspresikan, berkomunikasi, dan memberikan informasi. Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan yang statistic dalam kemampuan berbicara siswa setelah penerapan dari teknik retelling story menggunakan rangkaian gambar. Penelitian ini adalah penelitian kuantitatif. Sampel penelitian ini adalah 30 siswa tingkat pertama SMAN 3 Bandar Lampung. Pre-tes dan pos-tes berbicara telah dilakukan untuk mengumpulkan data. Hasil penelitian menunjukan bahwa adanya peningkatan yang signifikan secara statistik dalam kemampuan berbicara siswa setelah penerapan teknik retelling story menggunakan rangkaian gambar dangan tingkat signifikan 0.05. Ini menunjukan bahwa teknik retelling story menggunakan rangkaian gambar dapat membantu siswa menigkatkan kemampuan berbicara mereka.Speaking is an activity conducted by people to communicate and interact with other people in appropriate and correct situations. The students are expected to be able to express, communicate, and give information. This study, therefore, was aimed at finding out whether there was a statistically significant improvement of students speaking skill after the implementation of retelling story technique by using picture series. This research was a quantitative research. The subjects of this research were 30 students of the first year of SMAN 3 Bandar Lampung. Speaking tests in the forms of the pre-test and the post-test were done to collect the data. The results showed that there was a statistically significant improvement of the students speaking skill after the implementation of retelling story technique by using picture series with the significant level 0.05. This indicates that retelling story technique by using picture series helps students improve their speaking skill.Keywords: implementation, speaking, retelling story technique.

THE IMPLEMENTATION OF GUESSING GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT SMPN 10 BANDAR LAMPUNG Sri Dwi Ayu; Ari Nurweni; Deddy Supriyadi
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Abstrak. Penelitian ini bertujuan untuk meneliti apakah ada perbedaan yang signifikan secara statistik pada penguasaan kosakata siswa setelah mereka diajarkan melalui guessing game. Penelitian ini adalah penelitian kuantitatif. Subjek penelitian ini sebanyak 30 siswa dari kelas 7 pada SMPN 10 Bandar Lampung. Tes kosakata digunakan sebagai alat pengumpulan data. Data ini di analisis menggunakan Repeated Measures t-test dengan tingkat signifikan p0.05. Hasil penelitian menunjukkan bahwa secara statistik ada perbedaan yang signifikan pada penguasaan kosakata siswa setelah penerapan guessing game. Dapat disimpulkan bahwa guessing game memfasilitasi siswa untuk meningkatkan penguasaan kosa kata mereka. Abstact. The aim of this research was to find out whether there was a statistically significant difference of the students’ vocabulary mastery after they were taught through guessing game. This research was a quantitative research. The subjects of this research were 30 students at the seventh grade of SMPN 10 Bandar Lampung. A vocabulary test was used as the research instrument. The data were analyzed by using Repeated Measures t-test with the significant level of p0.05. The result showed that there was a statistically significant difference of the students’ vocabulary mastery after the implementation of guessing game. This suggests that guessing game facilitates the students to improve their vocabulary mastery. Keywords: vocabulary, vocabulary mastery, guessing game

STUDENTS’ READING ACHIEVEMENT TAUGHT USING AUTHENTIC MATERIAL AND MODIFIED MATERIAL Afini Rahmadia Putri; Bambang Setiyadi; Deddy Supriyadi
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk membandingkan pengaruh dari authentic material dan modified material, mengetahui materi yang lebih efektif, dan mengetahui persepsi siswa di dalam pencapaian pemahaman membaca. Penelitian ini adalah penelitian perbandingan yang menggunakan desain Static Group Comparison. Penelitian ini dilaksanakan di kelas dua SMA Muhammadiyah. Data penelitian dikumpulkan dengan menggunakan tes di dalam bentuk narrative text. Hasil penelitian ini menunjukan adanya perbedaan signifikan dari pemahaman membaca siswa antara yang diajar dengan menggunakan authentic material dan yang diajar dengan modified material. Disamping itu, authentic material lebih efektif daripada modified material di dalam pengajaran pemahaman membaca. Ini dapat dibuktikan dengan peningkatan authentic material lebih tinggi dari modified material. Selain itu, siswa memiliki persepsi lebih positif terhadap authentic material daripada modified material. Pada akhirnya, penelitian ini menyarankan guru Bahasa Inggris seharusnya menggunakan authentic material di dalam pengajaran membaca. This study is aimed to compare the effect of authentic material and modified material, to find out the material which is more effective, and to find out students’ perception on reading comprehension achievement. This research is a comparative study that used Static Group Comparison Design. This research was conducted at the second year of SMA Muhammadiyah. The data were collected by using test in narrative text. The results of this research show that there is a significant difference of students’ reading comprehension between those taught using authentic material and those using modified material. Then, authentic material is more effective than modified material. It provides evidence that the gain of authentic material is higher than modified material. Beside that, the students have more positive perception toward authentic material than modified material. Last, it is suggested that the teacher of English may considering using authentic material in teaching reading.Keywords: authentic material, modified material, reading comprehension

AN ANALYSIS OF CLASSROOM INTERACTION Inggar Ginarsih; Muhammad Sukirlan; Deddy Supriyadi
U-JET Vol 2, No 4 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research are (1) to investigate the process of classroom interaction in teaching and learning process, (2) to find out the pattern of classroom interaction suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model in English speaking class at SMP 17 GedongTataan. The result reveals that classroom interaction process in English speaking class reflected the pattern proposed by Initiation-Response-Feedback (IRF) Model. There are six exchanges there are which occurred in Sinclair and Coulthard model including Teacher Inform, Teacher Direct, Teacher Elicit, Student Elicit, Student Inform, and Check. The percentage of Student Inform (Initiation-Feedback/IF) was 33.97%, Teacher Elicit (Initiation-Response-Feedback/IRF) was 16.89%, Student Elicit (Initiation-Response/IR) was 14.95%, Teacher Inform (Initiation/I) was 14.12%, Check (Initiation-Response-Feedback/IRF) was 13.01%, and Teacher Direct (Initiation-respond-feedback/IRF) was 7.20%. Key words: student elicit, student inform, teacher direct, teacher elicit, teacher inform.

Using Short Functional Text to Improves Student's reading Comprehension Dewi Setia Rini; Deddy Supriyadi; Huzairin Huzairin
U-JET Vol 7, No 4 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk meneliti: i) peningkatan kemampuan pemahaman membaca siswa melalui penerapan teks fungsional pendek dan ii) respon siswa terhadap penerapan teks fungsional pendek. Data diperoleh dari pre-test, post-test dan kuesioner. Teknik analisis data menggunakan Repeated T-Test. Hasil menunjukkan bahwa terdapat peningkatan signifikan secara statistik pada pencapaian pemahaman membaca siswa dengan tingkat signifikan 0.00 (0.05). sebelum menggunakan teks fungsional pendek nilai rata-rata adalah 53,5, tetapi setelah menggunakan teks fungsional pendek, nilai rata-ratanya adalah 72,0. Hasil dari kuesioner menunjukkan bahwa respons siswa dalam penerapan teks fungsional pendek sangat baik. Kebanyakan dari siswa tersebut sangat setuju bahwa mereka mendapatkan motivasi. Dan Bagaimanapun, penelitian ini menunjukkan bahwa teknik teks fungsional pendek dapat diterapkan untuk meningkatkan kemampuan membaca siswa. The research was aimed at investigating i) the students’ improvement on reading comprehension after the students were taught through short functional texts and ii) the students’ responses of the application of short funtional texts. The data were obtained from the pre-test, the post-test, and the questionnaire. The data were analyzed by using repeated T-Test trough SPSS. The result showed that there was a statistically significant improvement of the students’ reading comprehension with the significant level of 0.00 (0.05). Before using short functional texts in teaching reading, the mean score was 53.5, but after using short functional texts, in teaching reading, the mean score was 72.0. Furthermore, the results of the questionnaire showed that the students’ responses at the application of short functional text were positive. The majority of the students agree that they were well-motivated. This suggests that short functional texts enable the students to improve their reading achievement.Key words: reading, reading comprehension, short functional test technique, response

THE USE OF VIDEO MOVIE TO IMPROVE STUDENTS' LISTENING COMPREHENSION ACHIEVEMENT Desy Putriani; Muhammad Sukirlan; Deddy Supriyadi
U-JET Vol 2, No 6 (2013): U-JET
Publisher : FKIP UNILA

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The objectives of this research are to find out whether there is any significant increase of student’s listening comprehension achievement after being taught through video movie and to investigate the process of teaching listening through video movie in the classroom.This research was conducted at the first grade students of SMAN 1 Natar Lampung Selatan. This quantitative research applied one group pretest – posttest design. Objective listening comprehension test was used as the instrument and the data were analyzed by using repeated measure t- test. The results show that there is a significant increase from pre-test to post-test. The average score of pre-test is 54.83 and the post-test is 72.17 and t-value is higher than t-table. By comparing the score of pre-test and post-test, it can be found that the gain is 17.33. This proves that the treatments had a positive effect on the students’ achievement. Based on the data, it can be concluded that the implementation of video movie in the classroom increase students’ listening comprehension achievement.Keywords : listening comprehension, narrative text, students achievement, video movie

THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND READING COMPREHENSION AT SECOND GRADE SMPN 11 BANDAR LAMPUNG Hassena Deva Suhendra; Deddy Supriyadi; Sudirman Sudirman
U-JET Vol 8, No 1 (2019): U-JET
Publisher : FKIP UNILA

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Tujuan dari penelitian ini adalah untuk mengetahui apakah ada korelasi yang signifikan antara kosakata siswa dan keterampilan membaca mereka. Penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah 30 siswa kelas II SMPN 11 Bandar Lampung. Ada sepuluh kelas siswa kelas dua. Sampel diambil dengan menggunakan simple random sampling dan kelas VIII A diambil sebagai sampel penelitian. Desain penelitian adalah desain ex-post facto. Tujuan keterampilan membaca pemahaman dan tes penguasaan kosakata digunakan sebagai instrumen untuk mengukur tingkat keterampilan pemahaman siswa dan penguasaan kosakata dalam penelitian ini. Hasil analisis korelasi menunjukkan ada korelasi yang signifikan antara penguasaan kosakata siswa dan keterampilan membaca. Dengan tingkat signifikan 0,05. Hasilnya dapat dilihat dari analisis dengan menggunakan Pearson Product Moment, bahwa koefisien korelasi antara penguasaan kosakata siswa dan keterampilan membaca pemahaman adalah 0,549. Ini lebih tinggi dari nilai kritis r tabel (.549 .32). Analisis statistik menunjukkan bahwa koefisien korelasi antara penguasaan kosakata siswa dan pemahaman bacaan mereka juga signifikan (p .01; p = .000). Setelah mempertimbangkan hasilnya, maka hipotesis nol (H01) ditolak dan hipotesis alternatif (H1?) Diterima. Dapat disimpulkan bahwa ada korelasi antara penguasaan kosakata siswa dan prestasi mereka dalam pemahaman membaca. Penguasaan kosa kata yang lebih tinggi didapat oleh siswa, semakin tinggi pemahaman bacaan yang didapat oleh siswa. Ini menunjukkan bahwa dari hasil penelitian ini berarti bahwa mengajar kosa kata adalah suatu keharusan sebelum mengajarkan keterampilan membaca lebih lanjut.The purpose of this study is to find out whether there is a significant correlation between the students’ vocabulary and their reading comprehension skills. This research is quantitative research. The population of the research was 30 students of the second grade of SMPN 11 Bandar Lampung. There were ten classes of the second-grade students. The sample was taken by using simple random sampling and class of VIII A was taken as the sample of the research. The research design was ex-post facto design. The aim of reading comprehension skill and vocabulary mastery test were used as the instruments to measure the level of students’ comprehension skill and vocabulary mastery in this research. The result of the correlation analysis showed there was a significant correlation between the students’ vocabulary mastery and reading comprehension skills. With the significant level of 0.05 The result can be seen from the analysis by using the Pearson Product Moment, that the coefficient correlation between students’ vocabulary mastery and reading comprehension skill was .549. It is higher than the critical value of r table (.549 .32). The statistical analysis shows that the correlation coefficient between the students’ vocabulary mastery and their reading comprehension is also significant (p .01; p = .000). After considering the result, therefore the null hypothesis (H01) is rejected and the alternative hypothesis (H1) is accepted. It can conclude that there is a correlation between students’ vocabulary mastery and their achievement in reading comprehension. The higher vocabulary mastery had gotten by the students, the higher reading comprehension had gotten by the students. This suggests that from the result of this research mean that teaching vocabulary is a necessity before teaching further reading comprehension skills. Keywords: reading comprehension, vocabulary mastery, junior high school, correlation.

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