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All Journal U-JET: Unila Journal of English Teaching Jurnal Pendidikan Progresif
Budi Kadaryanto
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THE USE OF BROCHURE IN INCREASING STUDENTS SPEAKING ABILITY Fidelia Tria Marista; Hartati Hasan; Budi Kadaryanto
U-JET Vol 3, No 4 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan brosur terhadap kemampuan berbicara siswa dan mengetahui aspek manakah yang mengalami peningkatan paling tinggi dari lima aspek berbicara. Peneliti menggunakan metode kuantitatif dan one group pretest-posttes desain. Populasi penelitian ini adalah siswa kelas 2 SMAN 1 Seputih Raman TA 2013/ 2014 dimana kelas XI IPS 3 sebagai sampelnya. Data penelitian dianalisis menggunakan Repeated Measure t-test dan SPSS versi 17.0. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest adalah 64,9 dan postetst mencapai 78.9 (peningkatan 14) dan pemahaman adalah aspek yang memiliki peningkatan paling tinggi dari 13.2 ke 16.8 (peningkatan 3.6). Berdasarkan hasil peneltian tersebut, hipotesis penelitian ini dapat diterima karena tail dari two tail significant adalah p=0.000 yang berarti p0.05. Dapat disimpulkan bahwa pengajaran speaking menggunakan brosur dapat meningkatkan kemampuan berbicara siswa secara efektif.The objectives of this research are to find out whether or not the use of brochure can improve the students’ speaking ability and to know which aspect is the most increase of students’ speaking achievement. The researcher used quantitative method and one group pretest-posttest design. The population was the eleventh grade students at SMAN 1 Seputih Raman in the academic year 2013/ 2014 and the sample was class XI Social 3. The data were analyzed using Repeated Measure t-test and SPSS version 17.0. The results shows that the mean score of pretest is 64.9 while in the posttest is 78.9 (gain 14) and the aspect which most increase is comprehension which improves from 13.2 up to 16.8 (gain 3.6). Based on the data analysis above, the hypothesis is accepted because the tail of two tail significant is p=0.000 which is means that p0.05. It can be concluded that teaching speaking using brochure is effective in improving students’ speaking ability.Keywords: brochure, increasing, speaking, use
The Correlation between Students' Motivation and Their English Speaking Ability Mesi Astriani; Ujang Suparman; Budi Kadaryanto
U-JET Vol 2, No 5 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Nowadays, although speaking has been taught from Elementary school to Senior High School, many students are still incapable of speaking in English well. This may be caused by the limitation of opportunity to practice it or psychological factors. One of the factors that make the students fail to learn English is due to their low of motivation. As it is known, motivation is one of the factors that can influence the students‟ ability in learning language. This research is quantitative. The design used was expost-facto design. It was conducted at SMPN 19 Bandar Lampung and the participant was class VIII F consisting of 36 students. However there were two students who didnot take part in the study, so the research participants were 34 students only. In collecting the data, the writer applied the questionnaire for measuring the students‟ motivation and subjective test for speaking. Based on the result of this resarch, it is concluded that there is a significant correlation between students‟ motivation and their English speaking ability. The coefficient correlation is 0.873, categorized as high or strong correlation.Keyword: correlation, motivation, role play, speaking ability,
THE IMPLEMENTATION OF EXCLUSIVE LEARNING MODEL IN TEACHING ENGLISH Diah Ayu Prasetyorini; Hery Yufrizal; Budi Kadaryanto
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan model pembelajaran Exclusive dalam  pengajaran Bahasa Inggris and mengetahui bagaimana respon siswa terhadap model pembelajaran Exclusive. Penelitian ini merupakan penelitian deskriptif kualitatif yang berfokus pada proses penerapan model pembelajaran Eksklusif dalam Pengajaran Bahasa Inggris. Penelitian metode ini di terapkan pada murid SMAN 2 Metro kelas X PMS 3. Peneliti menemukan bahwa model pembelajaran Eksklusif dapat membuat siswa meningkatkan kemampuan dalam bahasa Inggris; Berbicara, Membaca, Menulis dan Mendengarkan. Peneliti menyarankan kepada guru bahasa Inggris untuk menggunakan model pembelajaran Eksklusif sebagai metode pembelajaran yang digunakan dalam mengajar bahasa Inggris karena model pembelajaran Exclusive dapat membuat siswa mengembangkan ide kreatif mereka The objectives of the research were to investigate how is the implementation of Exclusive learning model in teaching English and to find out students’ response towards the implementation of Exclusive learning model.This research was a descriptive qualitative research which focused on the process of implementing Exclusive learning model in Teaching English. This research was conducted at the First Year Students of SMAN 2 Metro and the subject was class X PMS 3. The researcher found that Exclusive learning model could make the students improve their skill in English; Speaking, Reading, Writing and Listening. This learning model could make the classroom environment better and made the students active during teaching learning activities. The researcher suggested to the English teacher to use Exclusive learning model as their method in teaching English because Exclusive learning model could make the students develop their creative thinking and enjoy in the classroom.Keywords: exclusive, learning model, english teaching
IMPLEMENTING THE EXCLUSIVE LEARNING MODEL IN TEACHING READING COMPREHENSION Kartika Wulandari; Ari Nurweni; Budi Kadaryanto
U-JET Vol 3, No 6 (2014): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk menemukan apakah ada perbedaan yang  signifikan pada aspek prestasi membaca siswa setelah diajarkan dengan menggunakan model pembelajaran EXCLUSIVE. Penelitian ini adalah kuantitatif berdasarkan desain control group pretest-posttest. Sampel dipilih secara acak dengan menggunakan lotere, yaitu kelas X PMS1 sebagai kelas eksperimen dan X PMS3 sebagai kelas kontrol. Data diperoleh dengan mengadakan tryout, pretest, treatment, dan posttest. Hasil penelitian menunjukkan bahwa level signifikan adalah 0,05 dan hipotesa dibuktikan jika αp. Hal itu dapat dilihat dari hasil t-test yang menunjukkan sig. (2-tailed)  adalah ,001. Ini dapat diperkirakan bahwa H1 diterima dan H0 ditolak karena 0,001 0,05. Jadi kita dapat menyimpulkan bahwa ada peningkatan signifikan dari prestasi siswa setelah mereka diajarkan dengan menggunakan model pembelajaran EXCLUSIVE.The aims of this study are to find out whether there is a significant difference in students’ reading comprehension aspects after being taught by EXCLUSIVE learning model. This research was quantitative based on the control group pretest-posttest design. The samples which were chosen randomly by using the lottery, that were X PMS1 as experimental class and X PMS3 as control class. The data were gained by administering tryout, pretest, treatments, and posttest. The result of the research showed that the significance level is in 0.05 and the hypothesis is approved if αp. It can be seen that t-test result showed sig. (2-tailed) is .001. It can be inferred that H1 is accepted and H0 is rejected since 0.001 0.05. So we can conclude that there is a significant increase of students’ achievement after they are taught by using the EXCLUSIVE learning model.Keywords: comprehension, exclusive learning model, reading aspect
THE IMPLEMENTATION OF RAPQ TECHNIQUE IN IMPROVING STUDENTS READING COMPREHENSION Tika Yekti; Muhammad Sukirlan; Budi Kadaryanto
U-JET Vol 4, No 7 (2015): U-JET
Publisher : FKIP UNILA

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Abstract

Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan dari pemahaman membaca dan untuk menemukan aspek dalam membaca yang memiliki peningkatan tertinggi setelah diajar melalui teknik RAPQ. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan pada kelas VIII A, SMP Kartika Jaya II-2 Bandar Lampung yang berjumlah 30 siswa. Random sampling digunakan untuk memilih kelas dan paired sample t-test digunakan untuk menganalisis data. Alat pengumpulan data adalah tes reading comprehension. Hasil penelitian menunjukan bahwa t-value lebih tinggi dari t-table (15.237 2.160). Hasil penelitian menunjukan nilai rata-rata dari pre-test adalah 53,5. Sedangkan nilai rata-rata post-test adalah 72. Vocabulary adalah aspek yang memiliki peningkatan tertinggi (6,67%). Oleh sebab itu dapat disimpulkan bahwa ada peningkatan dari pemahaman membaca siswa setelah diajarkan melalui teknik RAPQ.The objectives of this study were to find out the significant difference of students reading comprehension and to find out the aspects of reading comprehension that the most improved after being taught by using RAPQ technique. This research was a quantitative study and was conducted to 30 learners in class VIII A of SMP Kartika Jaya II-2 Bandar Lampung. Random sampling was used to select the class and paired sample t-test was used to analyze the data. The instrument was reading comprehension test. The result of the calculation showed that t-value was higher than t-table(15.237 2.160). The result showed the mean score of pre-test was 53.5, while the mean score of post-test was 72. Vocabulary was the most improved aspect (6.67%). Therefore, it could be concluded that there was an improvement of students reading comprehension after being taught through RAPQ technique.Keywords: improving, RAPQ technique, reading comprehension
THE IMPLEMENTATION OF GUIDED READING ACTIVITY ON READING COMPREHENSION AT XI GRADE Hesti Setya Wati; Patuan Raja; Budi Kadaryanto
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui peningkatan nilai membaca siswa melalui aktifitas membaca terbimbing. Responden pada penelitian ini adalah siswa kelas 11 berjumlah 28 siswa. Peneliti menggunakan desain penelitian one pre-test post-test design. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat hingga 23.38 dari 58.43 menjadi 81.71 dengan nilai total meningkat dari 1636 hingga 2288. Nilai t-test menunjukkan peningkatan yang signifikan (p0.05, p=0.000). Hal ini membuktikan bahwa penerapan aktifitas membaca terbimbing meningkatkan pemahaman membaca siswa.The objective of this research was to find out whether there is improvement on students reading comprehension through the implementation of guided reading activity. The sample of this research was grade XI numbering of 28 students. The researcher used one pre-test post-test design. The researcher found out that there is an improvement in students reading comprehension after being taught by guided reading activity. The mean of students gain score was 23.38 from 58.43 up to 81.71 with total 2288.The t-test also revealed that the result was significant (p0.05, p=0.000). It indicates that the implementation of guided reading activity improves students reading comprehension.Keywords: guided reading activity, reading comprehension, reading
AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT BASED ON SURFACE STRATEGY TAXONOMY Bulqis Jolay Waway; Huzairin Huzairin; Budi Kadaryanto
U-JET Vol 2, No 7 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Grammar is important aspects that should be mastered in order to make a well-structured writing. In learning process, the students still made errors and mistakes, so it is important to analyze their errors and diagnose the difficulty of the study in the classroom.  The highest students‟ errors frequency of each error type is misformation of verb which consist of 43 errors or 53%, the second is omission of verb which consist of 14 errors or 20.6%, then the third is addition of preposition which consist of 10 errors or 59%, and the last is misordering of phrase which consist of 9 errors or 100%.The highest frequency of whole errors is misformation, and the lowest one is misordering. It occurred because the difference of Indonesian language and English are different. Therefore, English teacher should not ignore the errors committed by the students. The teacher can give remedial teaching for the students to improve students‟ mastery in writing skillKeywords: writing, surface strategy taxonomy, recount text.
THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE TO IMPROVE THE STUDENTS' READING COMPREHENSION ACHIEVEMENT Cintia Laras Ati; Huzairin Huzairin; Budi Kadaryanto
U-JET Vol 2, No 11 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan pada prestasi pemahaman membaca dan untuk mengetahui tanggapan siswa pada siswa sebelum dan setelah pemberian teknik pembelajaran reciprocal. Populasi dalam penelitian ini adalah siswa kelas tiga SMPN 2 natar. Penelitian ini menggunakan pre-test dan post-test satu kelompok dan para siswa diajar sebanyak tiga kali. Data dianalisa dengan menggunakan t-test Pengukuran Berulang. Pada pre-tes, nilai rata-rata adalah 52.74 dan menjadi 69.63 pada post test. Ini berarti bahwa ada peningkatan sebesar 16.89. Hasil t-test menunjukkan bahwa t-ratio lebih tinggi daripada t-table (16.698 2.042) dengan signifikan level p 0.05 dan signifikan 2-tailed p=0.000. Dapat dikatakan bahwa teknik pembelajaran reciprocal dapat meningkatkan  pemahaman membaca pada siswa dan memberikan tanggapan yang positif.The aim of this research is to find out whether there is significant difference on students’ reading comprehension and to identify the student response before and after being treated reciprocal teaching technique. The sample of the research was IX C as try out test and IX B as Experimental class. The study employed one group pretest and posttest design and the students were given three treatments. The data were obtained by using Repeated Measure t-test. In pre test, the mean score is 52.74 and it becomes 69.63 in post test. It means that there is an increase of 16.89 points. The result of t-test shows that t-ratio is higher than t-table (16.698 2.042) with the level of significant is p 0.05 and significant two tail is p=0.000. It can be said that reciprocal teaching technique improves the students’ reading comprehension and gives a positive response.Keywords: improve, reciprocal teaching technique, reading comprehension
IMPLEMENTING ROLE-PLAY IN TEACHING SPEAKING AT THE SECOND GRADE OF SMA Reni Mariana; Hery Yufrizal; Budi Kadaryanto
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk menemukan bagaimana bermain peran meningkatkan partisipasi siswa dalam latihan berbicara dan masalah apa saja yang muncul dalam penerapan bermain peran di tingkat kedua di SMA Muhammadiyah 2 Bandar Lampung tahun ajaran 2014/2015. Data yang didapat berupa hasil observasi, rekaman video, dan jawaban siswa pada kuisioner. Hasil penelitian ini menunjukkan bahwa bermain peran meningkatkan participasi siswa dalam latihan berbicara dengan memperkenalkan kata kunci baru kepada siswa, mendorong siswa berlatih melafalkan ungkapan yang dipelajari, mendorong siswa untuk membuat dan mempraktikkan percakapan mereka sendiri, mendorong siswa untuk bermain peran di depan kelas. Selain itu, masalah yang muncul selama penerapan bermain peran adalah kontrol kelas, memakan waktu, dan perbedaan menonjol antara siswa berprestasi dan kurang berprestasi.The aim of the research was to find out how role play improve students participation to practice speaking and what problems occurred during the implementation of role play at the second grade of SMA Muhammadiyah 2 Bandar Lampung at academic year 2014/2015. The data were observation result, video recording and students answer to the questionnaire. The result of the research showed that role play improved students participation in practice speaking through introducing key words to the students, encouraging the students to practice pronouncing the target speech function, encouraging the students to make and practice their own dialog, and encouraging the students to perform their own dialog (role playing) in front of the class. Besides that, problems occurred during the implementation of role play were class control, time consuming, and gap between superior and inferior students.Keywords: role play, students participation, speaking
THE EFFECTIFENESS OF USING WORD CATEGORIZATION METHOD IN IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT Muhammad Bima Surya Kesuma; Budi Kadaryanto; Ramlan Ginting Suka
U-JET Vol 2, No 10 (2013): U-JET
Publisher : FKIP UNILA

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Abstract

Memiliki kemampuan yang cukup dalam tata bahasa tanpa menguasai kosakata akan sia-sia untuk melakukan komunikasi. Banyak orang menyadari bahwa keterbatasan mereka akan kosakata telah membuat mereka sulit untuk mengekspresikan ide mereka. Menguasai kosakata penting ketika kita belajar bahasa Inggris. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui apakah metode kategorisasi kata secara signifikan dapat meningkatkan kosa kata siswa. Desain eksperimen semu digunakan untuk melakukan penelitian ini. Hasil analisis data menunjukkan bahwa pelaksanaan Metode Pengkategorisasian Kata dapat digunakan untuk meningkatkan prestasi siswa dalam penguasaan kosakata. Hal ini terbukti dari signifikansi yang kurang dari 0,05. Dapat disimpulkan bahwa penggunakan Metode Pengkategorisasian Kata dalam proses belajar mengajar cukup efektif untuk meningkatkan kosakata siswa. Having sufficient ability in grammar without mastring vocabulary will be useless for carrying out communication. Many people realize that their limitation of vocabulary has made them difficult to express their idea. Mastering vocabulary is important when we learn English. Therefore, the objective of the research was to find whether or not word categorization method can significantly improve students’ achievement in learning vocabulary of the eight grade students. Quasi experimental design was used to conduct this research. The result of the data analysis showed that the implementation of Word Categorization Method could be used to increase students’ achievement in vocabulary mastery. It was proved by significance that is less than 0.05. It could be concluded that he using of Word Categorization Method in teaching and learning process is effective enough to increase students’ vocabulary achievement. Keywords: picture, teaching vocabulary, word categorization method.
Co-Authors Ag. Bambang Setiyadi Annisa Kencana Wulan Ari Nurweni Arthadina Julianda Ayu Pratami Putri Bambang Setiyadi Bulqis Jolay Waway Cintia Laras Ati Cucu Sutarsyah Deddy Supriyadi Diah Ayu Prasetyorini Diah Utaminingsih Dian Pratiwi Dian Setya Rini Esti Hayuningtyas Fidelia Tria Marista Fitri Chitra Amelia Flora Flora Hartati Hasan Heri Yufrizal Hery Yufrizal Hesti Setya Wati Huzairin Huzairin Jannatun Siti Ayisah Kartika Wulandari Kiki Astuti Komang Mega Susanti Meilia Rachmawati Mesi Astriani Meylinda Susanti Muhammad Almynadi Lihawa Muhammad Bima Surya Kesuma Muhammad Sukirlan Mujiono Mujiono Patuan Raja Putu Juwita Sari Ramlan Ginting Suka Ratna Juwitasari Realita Siwi Juwita N. Reni Mariana Rizky Ayuningtyas Rizky Bunga Listari Rizky Kurnia Wijaya Safera Virana Silka Samarindo Siti Istiqomah Slamet Riyanto Supriyadi Supriyadi Tika Yekti Ujang Suparman Yuria Viani Yusmansyah Yusmansyah