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The Implementation of Jigsaw Technique and Student Team Achievement Division (STAD) in Teaching Reading Caesar Astri Perwitasari; Ag. Bambang Setiyadi; Gede Eka Putrawan
U-JET Vol 6, No 11 (2017): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk (i) menemukan apakah ada perubahan yang signifikan didalam pencapaian siswa didalam kemampuan membaca teks recount setelah penerapan teknik Jigsaw dan STAD; (ii) menemukan aspek membaca yang mempunyai perubahan paling signifikan setelah penerapan teknik Jigsaw dan STAD. Penelitian ini dilakukan melalui desain kuantitatif. Populasi dari penelitian ini adalah siswa kelas dua di SMPN 1 Abung Surakarta. Hasil penelitian menunjukkan bahwa teknik Jigsaw lebih efektif meningkatkan kemampuan siswa di dalam kemampuan membaca siswa, terdapat perbedaan yang signifikan terhadap kemampuan membaca siswa dengan taraf signifikansi sebesar 0,0010,05, dan spesifik informasi adalah aspek yang mempunyai peningkatan paling signifikan didalam pembelajaran reading. Hal ini dapat disimpulkan bahwa teknik Jigsaw membantu siswa untuk meningkatkan kemampuan mereka didalam aspek membaca daripada teknik STAD.The objectives of the research were aimed at finding out (i) whether there was a statistically significant difference of the students recount text reading achievement after the implementation of Jigsaw technique and Student Team Achievement Division (STAD); (ii) statistically significant improvement of aspects of reading through both methods. This research was done through a quantitative study. The subject was the second grade students at SMPN 1 Abung Surakarta. The results showed that there was a statistically significant difference of students reading achievement between the two techniques with the significant level 0.0010.05. That is, Jigsaw Technique was more effective than Student Team Achievement Division (STAD). Specific information was the aspect of reading that significantly improved through both methods. This suggests that Jigsaw technique facilitates students to improve their ability in reading comprehension compared to student team achievement division (STAD).Keywords: Jigsaw Technique, reading comprehension, STAD Technique, Recount Text

CORRELATION BETWEEN STUDENTS' ACADEMIC SELF-EFFICACY AND THEIR ENGAGEMENT IN SPEAKING ENGLISH CLASS Desilya Anggraini; Ag. Bambang Setiyadi; Sudirman Sudirman
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan mengungkapkan hubungan antara self efficacy akademis siswa dan keterlibatan mereka di dalam pembelajaran berbicara Bahasa Inggris dan menganalisis seberapa jauh self efficacy akademis siswa berkontribusi pada keterlibatan mereka dalam pembelajaran berbicara Bahasa Inggris. Enam puluh satu siswa SMA Sugar Group Lampung Tengah dipilih sebagai sampel penelitian ini dengan menggunakan sampel bertujuan. Untuk mengumpulkan data, peneliti menggunakan dua macam angket atau kuesioner; kuesioner self efficacy akademis dari Pintrinch and De Groot (1990) dan indeks keterlibatan dalam pembelajaran dari Schreiner and Louis (2006). Hasil penelitian menunjukan bahwa koefisien hubungan dua variabel 0.384 dan ini merupakan hubungan yang signifikan dimana r-hasil 0.384 r-tabel 0.254. Ditemukan pula bahwa self efficacy akademis siswa memberikan kontribusi 14,8% pada keterlibatan mereka dalam pembelajaran berbicara Bahasa Inggris. Jadi, dapat disimpulkan bahwa self efficacy merupakan faktor penentu kualitas keterlibatan siswa dalam proses pembelajaran.This research is aimed at finding out the correlation between students’ academic self efficacy and their engagement in speaking class and finding out how far students’ academic self efficacy contribute their engagement in speaking English class. Sixty one students of SMA Sugar Group Lampung Tengah were selected as sample of this research by using purposive sample. To collect the data, the researcher used two kinds of questionnaire; students’ academic self efficacy questionnaire by Pintrinch and De Groot (1990) and Engaged Learning Index by Schreiner and Louis (2006). The result showed that the coefficient correlation of two variables was 0.384 and it was significant where r-value is (0.384) r-table (0.254). It was also found that students’ academic self efficacy contributed 14.8% to their engagement in speaking English class. So, it can be concluded that self efficacy is a factor in determining quality of student’s engagement in learning process.Keywords: correlation, speaking involvement, students’ academic self efficacy, students’ engagement

Designing L2-Based Communication Strategies Teaching for Speaking Class Nuh Sunyoto; Ag. Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 6, No 6 (2017): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk (1) mengetahui prestasi berbicara siswa setelah diajar L2-based communication strategies (CSs), (2) mengetahui frekuensi penggunakan CSs oleh siswa, Penelitian ini melibatkan 36 siwa. Data dianalisis dengan menggunakan t-test. Hasil menunjukkan bahwa (1) ada peningkatan prestasi berbicara siswa. Semua aspek berbicara; tatabahasa, pelafalan, kosa kata, kelancaran, dan pemahaman meningkat secara nyata, terutama pada aspek kosa kata, (2) setelah dilatih siswa lebih sering menggunakan CSs. Dalam penelitian ini komunikasi lisan sebagai alat utama untuk meneliti unjuk kerja siswa. Jadi dapat disimpulkan bahwa pengajaran CSs efektif untuk pembelajaran berbicara siswa.This research is intended (1) to investigate students speaking skills after being taught L2-based communication strategies (CSs), (2) to find out students frequency of using CSs. This research involves 36 students. The data were analyzed using t-test. The results of the research showed that (1) there is significant increase in the students speaking skills. All of the aspects of speaking; grammar, pronunciation, vocabulary, fluency, and comprehension increase significantly, mainly for the aspect of vocabulary. (2) The students more frequently use CSs after the training. In this research, oral communication is the main tool which is used to investigate participants performance. Therefore, it can be concluded that teaching CSs is effective for speaking class.Keywords : appeal for assistance, approximation, circumlocution, communication strategies.

THE RELATIONSHIP BETWEEN STUDENTS' MORPHOLOGICAL AWARENESS AND THEIR READING COMPREHENSION Kinanti Kinanti; Ag. Bambang Setiyadi; Ujang Suparman
U-JET Vol 4, No 4 (2015): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk menemukan hubungan yang signifikan antara kesadaran morfologi dan pemahaman membaca siswa. Sejumlah 32 siswa dari kelas XI IPA 1 SMAN 15 Bandar Lampung dipilih sebagai kelas sampel. Metode dalam penelitian ini adalah ex-post-facto perihal penelitian korelasi. Alat pengumpulan datanya adalah tes Morphological Awareness dan Reading Comprehension. Hasil penelitian menunjukan koefisien korelasi terhitung lebih tinggi dibandingkan dengan nilai kritis dari r tabel (0.7290.449). Selain itu dianalisis juga regresi sederhana untuk melihat seberapa jauh kesadaran morfologi berpengaruh terhadap pemahaman membaca siswa. Hasil regresi sederhana menunjukan kesadaran morfologi berpengaruh 51.5% terhadap pemahaman membaca siswa. Oleh karena itu, dapat disimpulkan bahwa ada hubungan yang signifikan antara kesadaran morfologi dan pemahaman membaca siswa. Hal itu berarti bahwa morfologi dapat diterapkan sebagai salah satu strategi demi meningkatkan pemahaman membaca siswa.The objective of this study was to find out whether there was significant correlation between students morphological awareness and their reading comprehension. Thirty two students of XI IPA 1 SMAN 15 Bandar Lampung were selected as the sample class of this research. The design used was ex-post-facto design in term of co-relational study. The instruments were Morphological Awareness and Reading Comprehension tests. The result of calculation showed that coefficient correlation was higher than the critical value of r table (0.7290.449). Simple regression was done to analyze how far the contribution of morphological awareness to students reading comprehension. The result interpreted that morphological awareness influenced 51.5% toward reading comprehension. Therefore, it can be concluded that there was significant correlation between students morphological awareness and their reading comprehension. It implied that morphology can be applied as strategy of increasing students reading comprehension.Keywords: morphological awareness, reading comprehension, reading

THE DIFFERENCE BETWEEN SUCCESSFUL AND UNSUCCESSFUL LEARNERS IN ENGLISH LISTENING'S LEARNING STRATEGIES Muhammad Reza Febrian; Ag. Bambang Setiyadi; Ramlan Ginting Suka
U-JET Vol 3, No 7 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mengetahui (1) perbedaan antara siswa yang berhasil dan tidak berhasil, dalam penggunaan strategi kemampuan mendengarkan bahasa Inggris yang berbeda. (2) Strategi belajar yang paling efektif, dan (3) strategi belajar yang paling sering digunakan siswa dalam mendengarkan. Penelitian ini merupakan studi kuantitatif. Sampel yang digunakan adalah siswa kelas XI SMA Negeri 14 Bandar Lampung. Independent t-test digunakan untuk menganalisis data kemampuan mendengar siswa dan strategi belajar dalam taraf signifikan 0.05. Hasil penelitian ini menunjukkan (1) ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi kognitif (p= 0.02) dan social strategi (p= 0.02) namun, tidak ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan metakognitif strategi (p=0.065). (2) Strategi belajar paling efektif dalam kemampuan mendengarkan adalah strategi metakognitif. (3) Strategi sosial adalah yang paling sering digunakan siswa dalam kemampuan mendengarkan bahasa Inggris.This present study aimed to investigate (1) difference between successful and unsuccessful learners in using different learning strategies in English listening skill (2) The most effective learning strategy in students’ listening skill, and (3) The most frequent learning strategy used by the students in listening. This is a quantitative study. The samples of the study were the learners at the second grade of SMA Negeri 14 Bandar Lampung. Independent t-test was used to analyze the data at the significant level of 0.05. The result showed that (1) there is significant difference between successful and unsuccessful learners in using cognitive (p=0.02) and social (p=0.02). There is no significant difference between successful and unsuccessful learners in using meta-cognitive (p=0.065). (2) The most effective learning strategy in listening skill is meta-cognitive strategy. (3) Social strategy is the type of learning strategies mostly used by the students.Keywords: learning strategy, listening skill, successful learners, unsuccessful learners

Metacognitive Strategies Training In Reading Class Melati Dwi Anda Syaputri; Ag. Bambang Setiyadi; Mahpul Mahpul
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

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Penelitian ini meneliti pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa dan penggunaan strategi metakognitif. Penelitian ini menggunakan desain eksperimental. Pesertanya adalah siswa kelas X SMA Darma Bangsa. Data dikumpulkan menggunakan tes membaca, kuesioner dan wawancara. Tes membaca diberikan untuk mengetahui pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa. Kuesioner dan wawabcara digunakan untuk mengetahui pengaruh pelatihan strategi metakognitif pada penggunaan strategi metakognitif. Data dianalisis menggunakan Paired Sample T-test SPPS versi 17. Hasil penelitian menunjukkan bahwa pelatihan strategi metakognitif dapat meningkatkan prestasi membaca siswa dan penggunaan strategi metakognitif. Temuan ini didukung oleh hasil wawancara yang menunjukkan respon positif dari siswa. Secara keseluruhan, pelatihan strategi metakognitif dapat menjadi salah satu kegiatan untuk memberi para siswa pengetahuan tentang strategi metakognitif dan meningkatkan pencapaian membaca siswa serta penggunaan strategi.This study investigated the effect of metacognitive strategies training on students’ reading achievement and the use of metacognitive strategies. The participants were the tenth grade students of SMA Darma Bangsa. The data were collected using reading test, questionnaire and interview. The reading test was administered to find out the effect of metacognitive strategies training on students’ reading achievement. The questionnaire and interview were administered to find out the effect of metacognitive strategies training on the use of metacognitive strategies. The data were analyzed by using Paired Sample T-test with SPSS version 17. The results showed that metacognitive strategies training improved students’ reading achievement and the use of metacognitive strategies. This finding was supported by the interview result that showed positive responses toward the training. Overall, it is perceived that the training can serve as one of activities to give students awareness about metacognitive strategies use and improve student’s reading achievement.Keywords: Metacognitive strategies, reading, training.

COMPARING LOW AND HIGH LEVEL OF ANXIETY STUDENTS AND THEIR READING PERFORMANCE Ayu Pratiwi; Ag. Bambang Setiyadi; Muhammad Sukirlan
U-JET Vol 5, No 2 (2016): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk menemukan perbedaan signifikan antara siswa dengan tingkat rendah kekhawatiran dan tingkat tinggi kekhawatiran terhadap prestasi membaca siswa. Sejumlah 24 siswa dari kelas XI MIA 3 dipilih sebagai kelas sampel. Metode dalam penelitian ini adalah ex-post facto perihal penelitian komparasi. Alat pengumpulan datanya adalah tes Reading Anxiety dan Reading Performance. Hasil penelitian menunjukan bahwa nilai perbandingan t-value lebih tinggi dibandingkan dengan nilai kritis darit-table(7.1362.074). Pengujian dua arah signifikan untuk varian yang sama menunjukkan 0.0000.05. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan yang signifikan dari prestasi membaca siswa antara tingkat tinggi dan tingkat rendah kekhawatiran.Hal itu berarti bahwa siswa dengan tingkat tinggi kekhawatiran dapat berpengaruh negatif terhadap prestasi kemampuan membaca.The objective of this study was to find out whether there was a significant difference of reading performance between the students of lower level of anxiety and those of higher level of anxiety. Twenty four students of XI MIA 3 were selected as the sample class of this research. An ex-post-facto design was used in terms of comparative study. The instruments wereForeign Language Reading Anxiety questionnaire test (FLRA) andReading Performance test. The results of calculation showed that t-ratio was higher than t-table (7.1362.074). The two tail significance for equal variances showed that 0.0000.05. It can be concluded that there was a significant difference of reading performance between higher level students and lower level students based on anxiety. It implies that higher students level of anxiety can impact negatively on their reading performance ability.Keywords: reading anxiety, reading performance, reading

The implementation of Guessing Game technique in teaching speaking Anggun Dwi Cahyani; Ag. Bambang Setiyadi; Mahpul Mahpul
U-JET Vol 9, No 3 (2020): U-JET
Publisher : FKIP UNILA

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Capability of speaking in English has necessarily become the need of the students of senior high school. However, the majority of the students have low capability of speaking. This was due to a number of factors, one which was the inappropriate use of the method the teacher used in the classroom. The guessing game technique was beloved to have enabled students to improve their speaking capability.The current research aimed to investigate i) the significant improvement of the students’ speaking ability after the implementation of the guessing game technique, ii) the effect of the guessing game technique on the students’ capability in every single aspect of speaking and, iii) the correlation between the students’ attitudes and their speaking achievement.The subjects of the research were 35 students at SMAN 1 Sidomulyo. There were three raters who assessed students’ speaking ability. The data were collected trough the tests (pre-test and post-test) and questionnaires. Furthermore, the Repeated measure t-test was used to analyze the data collected from both the pre and the post tests. While, the data from questionnaires were analyzed by using Pearson product moment.The results showed that the guessing game technique has a statistically significant effect on the students’ speaking ability with the significant level 0.05. Moreover, there was correlation between the students’ attitudes and their speaking achievement. This suggests that the guessing game technique facilitates students to improve their capability of speaking.Keywords: speaking, guessing game technique, descriptive text, attitude

THE ROLE OF ATTITUDE TO LANGUAGE LEARNING IN READING COMPREHENSION Slamet Riyanto; Ag. Bambang Setiyadi; Budi Kadaryanto
U-JET Vol 4, No 3 (2015): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini untuk mengetahui korelasi antara sikap siswa terhadap pembelajaran bahasa Inggris dan pemahaman membaca mereka. Desain ex post facto dipakai dalam penelitian ini. Sampel dipilih dengan random sampling dan terdiri dari 32 siswa kelas XI MIA 3 SMAN 1 Sumberejo. Data diperoleh dengan cara menyebarkan kuesioner dan melaksanakan tes pemahaman membaca. Berdasarkan hasil penelitian, sikap siswa terhadap pembelajaran bahasa berkorelasi dengan pemahaman membaca mereka (r value: 0.638). Analisa korelasi antara sikap terhadap pembelajaran bahasa dan aspek membaca mengungkap bahwa sikap terhadap pembelajaran bahasa berkontribusi paling besar terhadap pemahaman kosa-kata (r value: 0.599). Temuan ini menunjukkan salah satu faktor yang mempengaruhi pemahaman kosa-kata siswa adalah sikap terhadap pembelajaran bahasa. Oleh karena itu, guru perlu mengingat bahwa meningkatkan sikap terhadap pembelajaran bahasa penting untuk memperbaiki kemampuan membaca siswa, terutama pemahaman kosa-kata mereka.The aim of this research was to investigate the correlation between students attitude towards language learning and their reading comprehension. Ex post facto design was used in the study. The sample selected through random sampling consisted of 32 students of XI MIA 3 SMAN 1 Sumberejo. Data were elicited through distributing questionnaire and administering reading comprehension test. In reliance to the result of the study, the students attitude to language learning correlated with their reading comprehension (r value: 0.638). The analysis of correlation between attitude to language learning and aspect of reading revealed that attitude to language learning most contributed to understanding vocabulary (r value: 0.599). This finding showed that one of the factors exerting an influence upon learners understanding vocabulary was their attitude to language learning. Therefore, teacher needs to bear in mind that enhancing attitude to language learning is essential to boost learners performance in reading comprehension, particularly their understanding vocabulary.Keywords: correlation, attitude to language learning, reading comprehension

COMPARING STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY THROUGH CLUSTERING TECHNIQUE AND DERIVATIONAL EXERCISES Titik Oktavia; Ag. Bambang Setiyadi; Sudirman Sudirman
U-JET Vol 3, No 6 (2014): U-JET
Publisher : FKIP UNILA

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Penelitian ini bertujuan untuk mencari mana yang lebih baik antara Clustering Technique dan Derivational Exercises dalam meningkatkan pemerolehan kosa kata siswa. Penelitian ini melibatkan dua kelas eksperimental yaitu kelas XI IPS 1 dan XI IPS 2 di SMAN 1 Kalirejo. Data didapat melalui pemerolehan pre-test dan post test dan dianalisa menggunakan Independent Group T-test. Hasilnya menunjukan bahwa rata-rata nilai tengah dari post test di kelas pertama adalah 76,55 sedangkan di kelas kedua adalah 62,79 and level signifikannya (p) adalah 0,000. Hal ini berarti Clustering Technique secara signifikan lebih baik daripada Derivational Exercises dalam meningkatkan pemerolehan kosa kata siswa. Clustering Technique lebih sederhana untuk dimengerti oleh siswa daripada Derivational Exercises.This research was intended to find out which one was better between Clustering Technique and Derivational Exercises in improving students’ vocabulary achievement. This research used two experimental classes, they are class XI IPS 1 and XI IPS 2 in SMAN 1 Kalirejo. The data were collected from the gain of pre-test and post test and analyzed by using Independent Group T-test. The result showed that the mean score of post test in the first class was 76.55 while in the second class was 62.79 and probability level (p) was 0.000. It means that Clustering Technique was significantly better than Derivational Exercises in improving students’ vocabulary achievement. Clustering Technique is simpler to be understood by the students than Derivational Exercises.Keywords: clustering technique, derivational exercises, students’ vocabulary achievement.

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