Pub Date : 2022-12-15DOI: 10.23960/ujet.v11.i4.202207
Grace Silaban, Flora Flora, Fajar Riyantika
The objectives of this research were to find out whether there is a significant improvement in students' writing achievement of descriptive text because of using FRESH (Fact, Reason, Elaboration, and Shift) and to determine which aspect of writing improves the most. The population of this research was the firstgrade students of SMPN 32 Bekasi in the academic year 2021/2022. The sample of this research was class VII I which consisted of 29 students. This research was quantitative research by using One Group Pre-test and Post-test Design. The writing test was used as the instrument for pre-test and post-test. The data were taken from the test and they were analyzed by using Paired Sample T-test. The result of this research showed there is a significant improvement of students’ writing achievement of descriptive text after the implementation of FRESH since the value of the significant level was 0.00 that lower than 0.05. On the other hand, all aspects of writing improved regarding the results, but the organization was improved the most. Briefly, it could be concluded that FRESH enabled to improve the students’ writing achievement.
{"title":"Improving students' writing achievement in descriptive text through FRESH technique at the first grade of SMPN 32 Bekasi","authors":"Grace Silaban, Flora Flora, Fajar Riyantika","doi":"10.23960/ujet.v11.i4.202207","DOIUrl":"https://doi.org/10.23960/ujet.v11.i4.202207","url":null,"abstract":"The objectives of this research were to find out whether there is a significant improvement in students' writing achievement of descriptive text because of using FRESH (Fact, Reason, Elaboration, and Shift) and to determine which aspect of writing improves the most. The population of this research was the firstgrade students of SMPN 32 Bekasi in the academic year 2021/2022. The sample of this research was class VII I which consisted of 29 students. This research was quantitative research by using One Group Pre-test and Post-test Design. The writing test was used as the instrument for pre-test and post-test. The data were taken from the test and they were analyzed by using Paired Sample T-test. The result of this research showed there is a significant improvement of students’ writing achievement of descriptive text after the implementation of FRESH since the value of the significant level was 0.00 that lower than 0.05. On the other hand, all aspects of writing improved regarding the results, but the organization was improved the most. Briefly, it could be concluded that FRESH enabled to improve the students’ writing achievement.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127397694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.23960/ujet.v11.i4.202201
Sahri Sahri, Ujang Suparman, Fajar Riyantika
Reading is one of the important skills which should be mastered by students. At the same time, the students have difficulties learning a foreign language. Also, it is believed that every student has a different capacity for learning a foreign language. Therefore, this research aims to find out whether there is a significant difference in students’ reading ability after the implementation of mind mapping in learning reading comprehension and to find out the difficulties of students in learning reading comprehension through mind mapping as the media. In collecting the data the researcher used a reading comprehension test and interview, and the data were analyzed using SPSS program.The result of this research showed that the students’ scores have increased and the T-test revealed that the results are significant; t (two-sided p ) =001 at a significance level of 0.05 (p=001, p<0.05). The data shows that the degree of freedom is 27, the t-value is 6.091 and the t-table is 2.051 with a significance level of 5%, which means the T-Value is higher. It can be concluded that there is a significance improvement between pre-test scores and post-test scores of students’ reading comprehension ability after implementation of the mind mapping technique in teaching reading comprehension.
{"title":"The implementation of Mind mapping technique in teaching reading comprehension","authors":"Sahri Sahri, Ujang Suparman, Fajar Riyantika","doi":"10.23960/ujet.v11.i4.202201","DOIUrl":"https://doi.org/10.23960/ujet.v11.i4.202201","url":null,"abstract":"Reading is one of the important skills which should be mastered by students. At the same time, the students have difficulties learning a foreign language. Also, it is believed that every student has a different capacity for learning a foreign language. Therefore, this research aims to find out whether there is a significant difference in students’ reading ability after the implementation of mind mapping in learning reading comprehension and to find out the difficulties of students in learning reading comprehension through mind mapping as the media. In collecting the data the researcher used a reading comprehension test and interview, and the data were analyzed using SPSS program.The result of this research showed that the students’ scores have increased and the T-test revealed that the results are significant; t (two-sided p ) =001 at a significance level of 0.05 (p=001, p<0.05). The data shows that the degree of freedom is 27, the t-value is 6.091 and the t-table is 2.051 with a significance level of 5%, which means the T-Value is higher. It can be concluded that there is a significance improvement between pre-test scores and post-test scores of students’ reading comprehension ability after implementation of the mind mapping technique in teaching reading comprehension.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130276789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.23960/ujet.v9.i3.202105
Anggun Dwi Cahyani, A. Setiyadi, Mahpul Mahpul
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
{"title":"The implementation of Guessing Game technique in teaching speaking","authors":"Anggun Dwi Cahyani, A. Setiyadi, Mahpul Mahpul","doi":"10.23960/ujet.v9.i3.202105","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202105","url":null,"abstract":"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","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116684999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-14DOI: 10.23960/ujet.v7i5.201814
I. Sari, Ari Nurweni, Flora Nainggolan
The aims of the research were to find out the improvement of students’ reading comprehension after they were through by information gap technique. The research used one group pretest and posttest design. The reading test was used to collect the data. The datas were analyzed by using repeated measured T-test. The subjects of this study were 30 students from second grade students of SMAN 12 Bandar Lampung. The result showed that there was a statistically significant improvement of the students’ mean score between the pretest and the posttest with significant level p<0.05 (p=0.000). This suggests that information gap technique facilities the student to improve their reading comprehension achievement.
{"title":"Improving Students Reading Comprehension Through Information Gap Technique","authors":"I. Sari, Ari Nurweni, Flora Nainggolan","doi":"10.23960/ujet.v7i5.201814","DOIUrl":"https://doi.org/10.23960/ujet.v7i5.201814","url":null,"abstract":"The aims of the research were to find out the improvement of students’ reading comprehension after they were through by information gap technique. The research used one group pretest and posttest design. The reading test was used to collect the data. The datas were analyzed by using repeated measured T-test. The subjects of this study were 30 students from second grade students of SMAN 12 Bandar Lampung. The result showed that there was a statistically significant improvement of the students’ mean score between the pretest and the posttest with significant level p<0.05 (p=0.000). This suggests that information gap technique facilities the student to improve their reading comprehension achievement.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125246986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-12DOI: 10.23960/ujet.v7i5.201813
A. A. Junaidi, C. Sutarsyah, Dedy Supriadi
This current study was aimed to find out the average of learners’ vocabulary mastery, investigate the most frequently used and the most effective strategy, and to find out how was the difference of vocabulary mastery among different learning strategy used. The population of this research was the beginner learner of Just Speak English Learning Center. The instruments in collecting the data were questionnaire based on Setiyadi (2012) study and vocabulary mastery test. The result of data analysis showed that the learners’ average vocabulary mastery score was 71,07. The questionnaire analysis showed that cognitive strategy was the most frequently used (47%). While, the average score of cognitive strategy learner was 71,86, metacognitive strategy learner was 83,67, and social strategy learner was 62,4. It can be concluded that metacognitive strategy was the most effective for vocabulary mastery.
本研究旨在了解学习者词汇掌握的平均水平，调查最常用和最有效的学习策略，并了解不同学习策略对词汇掌握的影响。本研究的研究对象为Just Speak English Learning Center的初学者。收集数据的工具是基于Setiyadi(2012)研究的问卷调查和词汇掌握测试。数据分析结果显示，英语学习者的平均词汇掌握得分为71.07分。问卷分析显示，认知策略的使用频率最高(47%)。认知策略学习者的平均分为71,86分，元认知策略学习者的平均分为83,67分，社会策略学习者的平均分为62,4分。综上所述，元认知策略对词汇掌握最为有效。
{"title":"Vocabulary Mastery in Different Language Learning Strategies of The Beginner Language Learners","authors":"A. A. Junaidi, C. Sutarsyah, Dedy Supriadi","doi":"10.23960/ujet.v7i5.201813","DOIUrl":"https://doi.org/10.23960/ujet.v7i5.201813","url":null,"abstract":"This current study was aimed to find out the average of learners’ vocabulary mastery, investigate the most frequently used and the most effective strategy, and to find out how was the difference of vocabulary mastery among different learning strategy used. The population of this research was the beginner learner of Just Speak English Learning Center. The instruments in collecting the data were questionnaire based on Setiyadi (2012) study and vocabulary mastery test. The result of data analysis showed that the learners’ average vocabulary mastery score was 71,07. The questionnaire analysis showed that cognitive strategy was the most frequently used (47%). While, the average score of cognitive strategy learner was 71,86, metacognitive strategy learner was 83,67, and social strategy learner was 62,4. It can be concluded that metacognitive strategy was the most effective for vocabulary mastery.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115548287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-22DOI: 10.23960/ujet.v7i5.201808
Nuri Fatmawati, C. Sutarsyah, Ari Nurweni
The aim of this study was to find out whether the use of the wh-question technique improved the students’ reading ability. This study was a quantitative study. Reading tests were used as the instrument to elicit the data. The subjects of this research were 60 second grade students of SMAN 2 Tulang Bawang Udik. The result showed the students who were taught through wh-question technique had better achievement and the difference was statistically significant. This suggests that wh-question technique facilitates the students to improve their reading ability.
{"title":"The Implementation of Wh-Question Technique to Increase Students’ Reading Comprehension Ability of Narrative Text at The Second Grade SMAN 2 Tulang Bawang Udik","authors":"Nuri Fatmawati, C. Sutarsyah, Ari Nurweni","doi":"10.23960/ujet.v7i5.201808","DOIUrl":"https://doi.org/10.23960/ujet.v7i5.201808","url":null,"abstract":"The aim of this study was to find out whether the use of the wh-question technique improved the students’ reading ability. This study was a quantitative study. Reading tests were used as the instrument to elicit the data. The subjects of this research were 60 second grade students of SMAN 2 Tulang Bawang Udik. The result showed the students who were taught through wh-question technique had better achievement and the difference was statistically significant. This suggests that wh-question technique facilitates the students to improve their reading ability.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127151582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-14DOI: 10.23960/ujet.v7i5.201816
Novita Sari, Ujang Suparman, Hery Yufrizal
This research investigated how the process of reciprocal teaching in classroom and to examine whether is there any significant difference in students’ reading comprehension between students who taught by using Reciprocal Teaching and non reciprocal, also to investigate is there any significant differences between extrovert and introvert, as the supported data students perceptions. This study applied the true experimental design. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level 0.00 ˂0.05 meaning that there is a significant difference in students’ reading achievement between Reciprocal Teaching and non reciprocal teaching, the researcher also found that extrovert is outperformed in reading activity using reciprocal both personality helping each other. Data from the questionnaire resulting that the students perceived positively. Reciprocal Teaching is preferable to use and promote students’ comprehension.
{"title":"Developing Students' Reading Comprehension Ability using Reciprocal Teaching among Extrovert and Introvert Learners","authors":"Novita Sari, Ujang Suparman, Hery Yufrizal","doi":"10.23960/ujet.v7i5.201816","DOIUrl":"https://doi.org/10.23960/ujet.v7i5.201816","url":null,"abstract":"This research investigated how the process of reciprocal teaching in classroom and to examine whether is there any significant difference in students’ reading comprehension between students who taught by using Reciprocal Teaching and non reciprocal, also to investigate is there any significant differences between extrovert and introvert, as the supported data students perceptions. This study applied the true experimental design. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level 0.00 ˂0.05 meaning that there is a significant difference in students’ reading achievement between Reciprocal Teaching and non reciprocal teaching, the researcher also found that extrovert is outperformed in reading activity using reciprocal both personality helping each other. Data from the questionnaire resulting that the students perceived positively. Reciprocal Teaching is preferable to use and promote students’ comprehension.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132420517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-12DOI: 10.23960/ujet.v7.i5.201801
Medi Heri Saputra
This research investigated whether there is any significant difference in students’ reading comprehension between students who taught by using Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC) and those who taught by using Cooperative Integrated Reading Comprehension (CIRC), and their perceptions towards GBCIRC. This study applied the true experimental design. There were 32 experimental students and 32 control students as the sample chosen randomly at SMAN 1 Seputih Mataram. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level (0.00˂0.05) meaning that there is a significant difference between students who taught by using Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC) and those who taught by using Cooperative Integrated Reading Comprehension (CIRC). Furthermore, data from the questionnaire were analyzed with descriptive statistic resulting that the students perceived positively towards the implementation of GBCIRC. Hence, GBCIRC is preferable to use and can promote students’ comprehension achievement. Keywords: Cooperative Integrated Reading Comprehension (CIRC), Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC), reading comprehension, perception.
{"title":"Modified Cooperative Integrated Reading Comprehension through Genre Based Approach to Promote Students' Reading Achievement","authors":"Medi Heri Saputra","doi":"10.23960/ujet.v7.i5.201801","DOIUrl":"https://doi.org/10.23960/ujet.v7.i5.201801","url":null,"abstract":"This research investigated whether there is any significant difference in students’ reading comprehension between students who taught by using Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC) and those who taught by using Cooperative Integrated Reading Comprehension (CIRC), and their perceptions towards GBCIRC. This study applied the true experimental design. There were 32 experimental students and 32 control students as the sample chosen randomly at SMAN 1 Seputih Mataram. To collect the data, test, and questionnaire were employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level (0.00˂0.05) meaning that there is a significant difference between students who taught by using Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC) and those who taught by using Cooperative Integrated Reading Comprehension (CIRC). Furthermore, data from the questionnaire were analyzed with descriptive statistic resulting that the students perceived positively towards the implementation of GBCIRC. Hence, GBCIRC is preferable to use and can promote students’ comprehension achievement. Keywords: Cooperative Integrated Reading Comprehension (CIRC), Genre-Based Cooperative Integrated Reading Comprehension (GBCIRC), reading comprehension, perception.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125563878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.23960/ujet.v10.i2.202101
Agnes Odelia, Bambang Setiyadi, Fajar Riyantika
This research was aimed to find out whether there was significant correlation between students’ self-confidence and their speaking skill and to find out which aspect of speaking had the most correlation with students self-confidence. Applying quantitative approach, this research was conducted using questionnaire and speaking test. The subjects of the research were thirty students at SMA Negeri 3 Bandar Lampung. The data of the questionnaire were collected through Google Form and the speaking tests were gathered through Google Drive. The correlation of the data was analyzed using Pearson Product-moment correlation with the significant level of 0.05. The result showed that there was significant correlation between students’ self-confidence and the students speaking skill with the r- value is 0.830 and the sig. value is lower than 0.05 (0.00<0.05). To find out which aspect of speaking has most correlation with students’ self-confidence, the researcher used Pearson Product-moment. It was found that fluency was the aspect that has the most correlation with self-confidence by having the score of 0.767. It can be concluded that there is correlation between students’ self-confidence and their speaking skill.
本研究旨在了解学生的自信心与口语能力之间是否存在显著的相关关系，以及口语的哪一方面与学生的自信心相关性最大。本研究采用定量方法，采用问卷调查法和口语测试法。这项研究的对象是南榜市SMA Negeri 3的30名学生。问卷数据通过Google Form收集，口语测试数据通过Google Drive收集。数据的相关性采用Pearson积差相关分析，显著性水平为0.05。结果显示，学生自信与学生口语能力之间存在显著相关，r值为0.830，符号值<0.05(0.00<0.05)。为了找出说话的哪个方面与学生的自信最相关，研究者使用了Pearson Product-moment。结果表明，流利度与自信心的相关性最高，得分为0.767。由此可见，学生的自信心与口语能力之间存在着一定的相关性。
{"title":"The correlation between students self-confidence and speaking skill of first-year students of sman 3 bandar lampung","authors":"Agnes Odelia, Bambang Setiyadi, Fajar Riyantika","doi":"10.23960/ujet.v10.i2.202101","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202101","url":null,"abstract":"This research was aimed to find out whether there was significant correlation between students’ self-confidence and their speaking skill and to find out which aspect of speaking had the most correlation with students self-confidence. Applying quantitative approach, this research was conducted using questionnaire and speaking test. The subjects of the research were thirty students at SMA Negeri 3 Bandar Lampung. The data of the questionnaire were collected through Google Form and the speaking tests were gathered through Google Drive. The correlation of the data was analyzed using Pearson Product-moment correlation with the significant level of 0.05. The result showed that there was significant correlation between students’ self-confidence and the students speaking skill with the r- value is 0.830 and the sig. value is lower than 0.05 (0.00<0.05). To find out which aspect of speaking has most correlation with students’ self-confidence, the researcher used Pearson Product-moment. It was found that fluency was the aspect that has the most correlation with self-confidence by having the score of 0.767. It can be concluded that there is correlation between students’ self-confidence and their speaking skill.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129629609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.23960/ujet.v10.i4.202108
Y. Fitri, Hery Yufrizal, L. Sholihah
The objectives of this research were to find out whether there is any significant improvement of the students’ writing performance in descriptive texts and to investigate which aspects in writing skills that improve better after the implementation of a personal photograph in writing descriptive texts. The research was quantitative by using one group pre test and post test design. The population of this research was the first grades students of MTs N 12 Tanah Datar in the academic year 2020/2021. The sample of this research was VII F that consisted of 28 students. The instrument of this research was writing test. The results showed that there was a significant improvement of the students’ writing performance after the implementation of a personal photographs in writing descriptive texts. It could be seen from the gain on pretest and posttest score. Based on the data, the mean value obtained in the pre-test was 69.32, while the post-test was 84.43., so mean score increased 15.11, in which t-value>t-table (12.93>2.052) or sig (0.00<0.05). Furthermore, content was one of the aspects in writing skills that improve better after the implementation of a personal photograph in writing descriptive texts. The percentage of this aspect in the pretest was 20.995 while in the post test was 25.37., so the score increased 4.375. As a result, it can be concluded that personal photographs not only improved the students’ writing performance but also all of the aspect of writing skills, because personal photographs can help students in developing their idea in writing descriptive texts. Personal photographs also can make students more active and easier when they want to describe something. Keyword: Personal Photographs, Writing Performance, Descriptive Texts
{"title":"Improving students' writing performance by using personal photographs in writing Descriptive text at Mts N 12 Tanah Datar","authors":"Y. Fitri, Hery Yufrizal, L. Sholihah","doi":"10.23960/ujet.v10.i4.202108","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202108","url":null,"abstract":"The objectives of this research were to find out whether there is any significant improvement of the students’ writing performance in descriptive texts and to investigate which aspects in writing skills that improve better after the implementation of a personal photograph in writing descriptive texts. The research was quantitative by using one group pre test and post test design. The population of this research was the first grades students of MTs N 12 Tanah Datar in the academic year 2020/2021. The sample of this research was VII F that consisted of 28 students. The instrument of this research was writing test. The results showed that there was a significant improvement of the students’ writing performance after the implementation of a personal photographs in writing descriptive texts. It could be seen from the gain on pretest and posttest score. Based on the data, the mean value obtained in the pre-test was 69.32, while the post-test was 84.43., so mean score increased 15.11, in which t-value>t-table (12.93>2.052) or sig (0.00<0.05). Furthermore, content was one of the aspects in writing skills that improve better after the implementation of a personal photograph in writing descriptive texts. The percentage of this aspect in the pretest was 20.995 while in the post test was 25.37., so the score increased 4.375. As a result, it can be concluded that personal photographs not only improved the students’ writing performance but also all of the aspect of writing skills, because personal photographs can help students in developing their idea in writing descriptive texts. Personal photographs also can make students more active and easier when they want to describe something. Keyword: Personal Photographs, Writing Performance, Descriptive Texts","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129661252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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