Pub Date : 1900-01-01DOI: 10.23960/ujet.v11.i1.202294
Muhammad Shalehuddin, F. Munifatullah, Novita Nurdiana
The objectives of this research are to investigate whether there is a significant difference in the students’ reading comprehension achievement before and after the implementation of schemata activation strategy and which aspect that improves the most in reading comprehension after being taught schema activation strategy. This research was conducted at the third-grade students of SMPN 1 Bukit Kemuning in the academic year 2020/2021. The researcher took class IX. The instrument used to get the data in this research was a reading comprehension test. Reading tests in the forms of pre-test and post-test were done to collect the data. Then, the t-test was used to test the hypothesis. The result of the hypothesis test proves that schemata activation gives a positive effect on students’ reading comprehension achievement. In addition, determining reference was the aspect of reading skills which improved the most after being taught by Schema Activation Strategy. This evidence proved that teaching reading using Schema Activation Strategy facilities more in determining reference. In conclusion, this study suggests that Schema Activation Strategy can be used to improve students’ reading comprehension.
{"title":"Improving students’ reading comprehension in narrative text through schema activation strategy at third grade at SMPN 1 Bukit Kemuning Lampung Utara","authors":"Muhammad Shalehuddin, F. Munifatullah, Novita Nurdiana","doi":"10.23960/ujet.v11.i1.202294","DOIUrl":"https://doi.org/10.23960/ujet.v11.i1.202294","url":null,"abstract":"The objectives of this research are to investigate whether there is a significant difference in the students’ reading comprehension achievement before and after the implementation of schemata activation strategy and which aspect that improves the most in reading comprehension after being taught schema activation strategy. This research was conducted at the third-grade students of SMPN 1 Bukit Kemuning in the academic year 2020/2021. The researcher took class IX. The instrument used to get the data in this research was a reading comprehension test. Reading tests in the forms of pre-test and post-test were done to collect the data. Then, the t-test was used to test the hypothesis. The result of the hypothesis test proves that schemata activation gives a positive effect on students’ reading comprehension achievement. In addition, determining reference was the aspect of reading skills which improved the most after being taught by Schema Activation Strategy. This evidence proved that teaching reading using Schema Activation Strategy facilities more in determining reference. In conclusion, this study suggests that Schema Activation Strategy can be used to improve students’ reading comprehension.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"62 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":"132987780","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.v9.i3.202111
Putri Rahmatika, Flora Flora, Tuntun Sinaga
The objectives of this research were to find out whether teaching by using Picture Word Inductive Model (PWIM) could give improvement toward students’ descriptive text writing or not and to find out which aspect of writing that improved the most after they have been taught by using Picture Word Inductive Model (PWIM). This research was conducted at the first grade of SMPN 10 Bandar Lampung in academic year 2019/2020 using one group pretest posttest design. The sample of this research was VII B class which consisted of 29 students. The result showed that there was an improvement of students’ writing descriptive text after the implementation of PWIM. In addition, all aspects of writing improved regarding to the result, but vocabulary improved the most. Briefly, referring to the result above, it can be said that PWIM is well applied to improve students’ ability in writing descriptive text and all aspects of writing.
{"title":"The implementation of Picture Word Inductive Model (PWIM) to improve students’ writing of descriptive text","authors":"Putri Rahmatika, Flora Flora, Tuntun Sinaga","doi":"10.23960/ujet.v9.i3.202111","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202111","url":null,"abstract":"The objectives of this research were to find out whether teaching by using Picture Word Inductive Model (PWIM) could give improvement toward students’ descriptive text writing or not and to find out which aspect of writing that improved the most after they have been taught by using Picture Word Inductive Model (PWIM). This research was conducted at the first grade of SMPN 10 Bandar Lampung in academic year 2019/2020 using one group pretest posttest design. The sample of this research was VII B class which consisted of 29 students. The result showed that there was an improvement of students’ writing descriptive text after the implementation of PWIM. In addition, all aspects of writing improved regarding to the result, but vocabulary improved the most. Briefly, referring to the result above, it can be said that PWIM is well applied to improve students’ ability in writing descriptive text and all aspects of writing.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"7 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":"115787481","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.i2.202107
Annisa Azzahra, Mahpul Mahpul, Fajar Riyantika
In learning speaking, the students of Senior High School should be able to speak English appropriately. In the real condition, some students of Senior High School found difficulties in speaking English that is caused of some factors. One of the factors was how the teacher delivered the material. The materials were given by the teachers were not interesting. To make them interested and wanted to share their feelings in speaking English, the researcher used news item video as the media in the process of teaching and learning English. The research was intended to find out statistically significant improvement of the students’ speaking ability after they got treatment by using news item video. The subjects of the research were 27 students at SMAN 2 Bandar Lampung. There were three raters who assessed students’ speaking ability. The data were collected through speaking test (pretest and posttest). The paired simple t-test was used to analyze the data collected from both the pretest and posttest. The result showed that the news item video had statistically significant improvement on the students speaking ability with the significant level 0.05. This suggest that the news item video facilitates students to improve their ability of speaking. Keywords: Speaking, news item video, news item text, YouTube.
{"title":"The Use Of News Item On YouTube To Improve Students' Speaking Ability At Grade XII Of SMAN 2 Bandar Lampung","authors":"Annisa Azzahra, Mahpul Mahpul, Fajar Riyantika","doi":"10.23960/ujet.v10.i2.202107","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202107","url":null,"abstract":"In learning speaking, the students of Senior High School should be able to speak English appropriately. In the real condition, some students of Senior High School found difficulties in speaking English that is caused of some factors. One of the factors was how the teacher delivered the material. The materials were given by the teachers were not interesting. To make them interested and wanted to share their feelings in speaking English, the researcher used news item video as the media in the process of teaching and learning English. The research was intended to find out statistically significant improvement of the students’ speaking ability after they got treatment by using news item video. The subjects of the research were 27 students at SMAN 2 Bandar Lampung. There were three raters who assessed students’ speaking ability. The data were collected through speaking test (pretest and posttest). The paired simple t-test was used to analyze the data collected from both the pretest and posttest. The result showed that the news item video had statistically significant improvement on the students speaking ability with the significant level 0.05. This suggest that the news item video facilitates students to improve their ability of speaking. Keywords: Speaking, news item video, news item text, YouTube.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"62 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":"114619035","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.v11.i3.202209
Arnita Annisa Belly, Ari Nurweni, Gita Hilmi Prakoso
The study aimed to describe the improvement of the students’ pronunciation after implementing English songs in the teaching-learning process. The subject of this study was the senior High School students of Mardhotillah Orphanage, Bandar Lampung, which consisted of 10 students. This research was quantitative. The design used was one group pre-test and post-test. The instruments were pronunciation tests and recording. The data collection instrument was a test divided into pre-test and post-test, which the audio recorder had recorded, and they were analyzed using the Paired Sample T-test. The results showed that the students’ mean score on the pre-test was 48.5, and the mean score on the post-test was 72.5. Besides, the improvement of students’ mean scores from pre-test to post-test was 24. It could be seen from the computation that the significant value of the test was lower than alpha (0.00<0.05) while the t-value (5.573) was higher than t-table (2.0452)><0.05) while the T-value (15.095) was higher than T-table (2.2622). Therefore, the hypothesis is accepted that there is a significant difference in students’ pronunciation ability after implementing English songs. Based on the results, it can be concluded that using English songs effectively teaches pronunciation.
{"title":"The use of English songs to improve students pronunciation at Mardhotillah orphanage, Bandar Lampung","authors":"Arnita Annisa Belly, Ari Nurweni, Gita Hilmi Prakoso","doi":"10.23960/ujet.v11.i3.202209","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202209","url":null,"abstract":"The study aimed to describe the improvement of the students’ pronunciation after implementing English songs in the teaching-learning process. The subject of this study was the senior High School students of Mardhotillah Orphanage, Bandar Lampung, which consisted of 10 students. This research was quantitative. The design used was one group pre-test and post-test. The instruments were pronunciation tests and recording. The data collection instrument was a test divided into pre-test and post-test, which the audio recorder had recorded, and they were analyzed using the Paired Sample T-test. The results showed that the students’ mean score on the pre-test was 48.5, and the mean score on the post-test was 72.5. Besides, the improvement of students’ mean scores from pre-test to post-test was 24. It could be seen from the computation that the significant value of the test was lower than alpha (0.00<0.05) while the t-value (5.573) was higher than t-table (2.0452)><0.05) while the T-value (15.095) was higher than T-table (2.2622). Therefore, the hypothesis is accepted that there is a significant difference in students’ pronunciation ability after implementing English songs. Based on the results, it can be concluded that using English songs effectively teaches pronunciation.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"18 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":"130079070","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.i2.202109
Silvia Rahayu Anggraini, C. Sutarsyah, Huzairin Huzairin
The aim of this study are to find out whether there is significant improvement in students writing skill and to investigate what language features produced by students after being taught by using diary writing. The sample of this research was X IPS-4 at SMAN 1 Natar. The writing test was administered as the instrument of this research. The data were analyzed by using repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students’ mean score in pretest 60.82 while in the posttest mean score was 74.12 in which t-value>t-table (11.882>2.452) or sig p<0.05 (0.000<0.05). Furthermore, specific time and passive voice are the new language features that produced by students. It can be concluded that diary writing activity is effective to improve students’ writing skill.
{"title":"THE IMPLEMENTATION OF DIARY WRITING ACTIVITY TO IMPROVE STUDENTS’ WRITING SKILL IN RECOUNT TEXT AT SMAN 1 NATAR","authors":"Silvia Rahayu Anggraini, C. Sutarsyah, Huzairin Huzairin","doi":"10.23960/ujet.v10.i2.202109","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202109","url":null,"abstract":"The aim of this study are to find out whether there is significant improvement in students writing skill and to investigate what language features produced by students after being taught by using diary writing. The sample of this research was X IPS-4 at SMAN 1 Natar. The writing test was administered as the instrument of this research. The data were analyzed by using repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students’ mean score in pretest 60.82 while in the posttest mean score was 74.12 in which t-value>t-table (11.882>2.452) or sig p<0.05 (0.000<0.05). Furthermore, specific time and passive voice are the new language features that produced by students. It can be concluded that diary writing activity is effective to improve students’ writing skill.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"30 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":"114585274","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.i4.202112
Muhammad Husaein Jaya Negara, Ujang Suparman, K. Nisa
Abstract. The objectives of this research were to investigate if there was an improvement in students’ reading comprehension and to find out students’ attitudes toward the implementation of the mind mapping technique for teaching reading comprehension. The samples of this research were 30 students of first-year students of SMAN 1 Natar. The data were obtained through a pre-test and post-test in which the results were analyzed by using Paired Sample T-Test. The results of the research showed that there was a significant improvement in students’ reading comprehension since the t-value was 9.253 with the significance level of 0.00 and the student's attitude toward the implementation of the technique was positive. It can be concluded that the mind mapping technique enables students to improve their reading comprehension and they have a positive attitude toward the use of the strategy for teaching reading. Keywords: mind mapping technique, reading comprehension, students’ attitude
{"title":"The effectiveness of using Mind Mapping Technique to improve students’ reading comprehension in the Narrative Text","authors":"Muhammad Husaein Jaya Negara, Ujang Suparman, K. Nisa","doi":"10.23960/ujet.v10.i4.202112","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202112","url":null,"abstract":"Abstract. The objectives of this research were to investigate if there was an improvement in students’ reading comprehension and to find out students’ attitudes toward the implementation of the mind mapping technique for teaching reading comprehension. The samples of this research were 30 students of first-year students of SMAN 1 Natar. The data were obtained through a pre-test and post-test in which the results were analyzed by using Paired Sample T-Test. The results of the research showed that there was a significant improvement in students’ reading comprehension since the t-value was 9.253 with the significance level of 0.00 and the student's attitude toward the implementation of the technique was positive. It can be concluded that the mind mapping technique enables students to improve their reading comprehension and they have a positive attitude toward the use of the strategy for teaching reading. Keywords: mind mapping technique, reading comprehension, students’ attitude","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"15 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":"125361615","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.i4.202107
Fitrotunnisa Alhaniah, Dian Shafwati
The objectives of this research were to know whether or not there is a significant improvement on reading achievement after teaching using ReadTheory and which reading aspect is improved the most. The design of this study was one group pretest-post test design. The study employed reading test for pretest and post test. The result of study found that the two tailed significance value (p) is 0.000. ReadTheory is significant to improve reading achievement and supporting details are the aspect improved the most. This is proven as the result of post test mean reached 62,59 from 53,40. The improvement was shown in all aspects of reading, especially aspect of supporting details. The gain percentage of supporting details was 13.6%. Thus, the teachers can try to employ ReadTheory in order to enhance reading practice especially in aspects of supporting details. Key Words: ReadTheory, improvement, reading test, reading aspect.
{"title":"Teaching reading using ReadTheory website as an online platform","authors":"Fitrotunnisa Alhaniah, Dian Shafwati","doi":"10.23960/ujet.v10.i4.202107","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202107","url":null,"abstract":"The objectives of this research were to know whether or not there is a significant improvement on reading achievement after teaching using ReadTheory and which reading aspect is improved the most. The design of this study was one group pretest-post test design. The study employed reading test for pretest and post test. The result of study found that the two tailed significance value (p) is 0.000. ReadTheory is significant to improve reading achievement and supporting details are the aspect improved the most. This is proven as the result of post test mean reached 62,59 from 53,40. The improvement was shown in all aspects of reading, especially aspect of supporting details. The gain percentage of supporting details was 13.6%. Thus, the teachers can try to employ ReadTheory in order to enhance reading practice especially in aspects of supporting details. Key Words: ReadTheory, improvement, reading test, reading aspect.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"49 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":"123800036","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.v11.i3.202211
Abia Brilliant Dinarguna
The objective of this research is to find out whether there is any significant improvement in students’ descriptive writing ability after the implementation of pictures as media. This research is a quantitative research, which use a one-group pre-test and post-test design. The population of this research is the seventh grade students of Junior High School 1 Pringsewu. The sample for this research is class 7.1 which consisted of 30 students. The writing test is administered as the instrument of the research. The data is analyzed by using the Paired Sample T-test. It is used to prove the hypothesis in this research. The result of the T-test in this research shows that the value of the significant level is lower than the alpha level (0.00<0.05). It means that H1 is accepted that there is a difference in students’ writing ability after the implementation of pictures as media. The difference indicates that there is an improvement after the implementation of pictures. Thus, it can be concluded that pictures can be applied to improve students’ descriptive writing ability. Based on the result of the research, it is suggested to the teachers to practice the use of pictures as teaching media in writing descriptive text since it would develop students’ writing skills. Keywords: pictures, writing ability,descriptive text
{"title":"THE IMPLEMENTATION OF PICTURES AS MEDIA TO IMPROVE STUDENTS’ DESCRIPTIVE WRITING ABILITY SMP 1 PRINGSEWU","authors":"Abia Brilliant Dinarguna","doi":"10.23960/ujet.v11.i3.202211","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202211","url":null,"abstract":"The objective of this research is to find out whether there is any significant improvement in students’ descriptive writing ability after the implementation of pictures as media. This research is a quantitative research, which use a one-group pre-test and post-test design. The population of this research is the seventh grade students of Junior High School 1 Pringsewu. The sample for this research is class 7.1 which consisted of 30 students. The writing test is administered as the instrument of the research. The data is analyzed by using the Paired Sample T-test. It is used to prove the hypothesis in this research. The result of the T-test in this research shows that the value of the significant level is lower than the alpha level (0.00<0.05). It means that H1 is accepted that there is a difference in students’ writing ability after the implementation of pictures as media. The difference indicates that there is an improvement after the implementation of pictures. Thus, it can be concluded that pictures can be applied to improve students’ descriptive writing ability. Based on the result of the research, it is suggested to the teachers to practice the use of pictures as teaching media in writing descriptive text since it would develop students’ writing skills. Keywords: pictures, writing ability,descriptive text","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"14 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":"128306411","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.v11.i1.202297
Putri Ramadhanty, C. Sutarsyah, Ari Nurweni
Writing is one of language skills which is considered as a complicated skill to be mastered because it requires variety of abilities such as generating ideas, determining purposes, developing arguments, organizing and managing the text effectively, and revising draft. Due to that matter, this research proposed instagram as one of the effective tools used in blended learning to improve student’s writing. The aims of this study are to investigate whether there is any difference in student’s writing achievement after the students are taught by using Peer feedback via instagram , to find out which aspect of writing that improves the most after being taught by using Peer feedback via instagram and to find out what aspect of writing that students correct the most. This research used the one-group pretest-posttest design that involved 30 students of X IPS 4 class at MAN 1 Bandar Lampung in the 2019/2020 academic year. The writing tests were also used as the instruments to collect the data. The data obtained were analyzed by using paired sample t-test in which the significance level was determined by sign <0.05. With regard to the data analysis, the use of instagram can improve the Student’s writing achievement in all aspects of writing: content, organization, vocabulary, language use and mechanics. It is also found that content was the aspect of writing which improved the most. However, the aspect that the students corrected the most was language use.
{"title":"The use of peer feedback via Instagram in Blended learning to improve students' Recount text writing","authors":"Putri Ramadhanty, C. Sutarsyah, Ari Nurweni","doi":"10.23960/ujet.v11.i1.202297","DOIUrl":"https://doi.org/10.23960/ujet.v11.i1.202297","url":null,"abstract":"Writing is one of language skills which is considered as a complicated skill to be mastered because it requires variety of abilities such as generating ideas, determining purposes, developing arguments, organizing and managing the text effectively, and revising draft. Due to that matter, this research proposed instagram as one of the effective tools used in blended learning to improve student’s writing. The aims of this study are to investigate whether there is any difference in student’s writing achievement after the students are taught by using Peer feedback via instagram , to find out which aspect of writing that improves the most after being taught by using Peer feedback via instagram and to find out what aspect of writing that students correct the most. This research used the one-group pretest-posttest design that involved 30 students of X IPS 4 class at MAN 1 Bandar Lampung in the 2019/2020 academic year. The writing tests were also used as the instruments to collect the data. The data obtained were analyzed by using paired sample t-test in which the significance level was determined by sign <0.05. With regard to the data analysis, the use of instagram can improve the Student’s writing achievement in all aspects of writing: content, organization, vocabulary, language use and mechanics. It is also found that content was the aspect of writing which improved the most. However, the aspect that the students corrected the most was language use.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"16 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":"127523512","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.v9.i3.202113
Uswatun Hasanah, Muhammad Sukirlan, Mahpul Mahpul
The current research was conducted to investigate: (1) the questioning strategies used by the teacher in classroom interaction, (2) the students’ responses of the questioning strategies in classroom interaction. The subjects of the study were an English teacher and 30 first year senior high school students at Bandar Lampung. This study was conducted qualitatively by using case study method. The data were collected through classroom observation and interview with students. The observation was used to collect the data of the teacher’s questioning strategies. The interview was conducted to elicit the students’ responses of the teacher’s question. The results showed that the teacher used five teacher’s questioning strategies in the classroom interactions, i.e., repetition, decomposition, rephrasing, code-switching, and wait-time. Wait time strategies were the most frequently used by the teacher. The students were found to have responded the teacher’s questions in forms of both relevant (77%) and irrelevant (23%). This suggests that the teacher’s questions were effectively addressed by the majority of the students. Keywords: classroom interaction, teacher’s questioning strategies, students’ responses.
{"title":"The teacher’s questioning strategies and the students’ responses in the classroom interactions at the first year of SMAN 2 Bandarlampung","authors":"Uswatun Hasanah, Muhammad Sukirlan, Mahpul Mahpul","doi":"10.23960/ujet.v9.i3.202113","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202113","url":null,"abstract":"The current research was conducted to investigate: (1) the questioning strategies used by the teacher in classroom interaction, (2) the students’ responses of the questioning strategies in classroom interaction. The subjects of the study were an English teacher and 30 first year senior high school students at Bandar Lampung. This study was conducted qualitatively by using case study method. The data were collected through classroom observation and interview with students. The observation was used to collect the data of the teacher’s questioning strategies. The interview was conducted to elicit the students’ responses of the teacher’s question. The results showed that the teacher used five teacher’s questioning strategies in the classroom interactions, i.e., repetition, decomposition, rephrasing, code-switching, and wait-time. Wait time strategies were the most frequently used by the teacher. The students were found to have responded the teacher’s questions in forms of both relevant (77%) and irrelevant (23%). This suggests that the teacher’s questions were effectively addressed by the majority of the students. Keywords: classroom interaction, teacher’s questioning strategies, students’ responses.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"35 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":"115744479","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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