Pub Date : 1900-01-01DOI: 10.23960/ujet.vol10.i2.202102
A. Puspita, C. Sutarsyah, B. burhanuddin
This quantitative research was conducted to investigate the students’ vocabulary mastery after the implementation of audiovisual media through WhatsApp. The sample was 33 students from X MIPA 1 at SMA Muhammadiyah Bandar Lampung. This research based on the experimental group design which applied the pre-test and post-test as the instrument. Besides, the three meetings were conducted for the treatment. The data were analyzed by using Repeated Measured T-Test. The result of this research shows the mean score for the pre-test is 5.24. Meanwhile, the mean score for the post-test is 6.67. It means that the significant difference of students’ vocabulary achievement reaches out the score of 1.43 points. More specifically, the t-value > t-table shows the number of 5.452 which is higher than the t-table 2.0369. Moreover, the value of significant 2-tailed is 0.000 which can be inferred that it is lower than 0.05. Briefly, it can be inferred that the H1 is accepted and H0 is rejected.
{"title":"The implementation of Audio Visual Media in improving students’ vocabulary mastery through WhatsApp","authors":"A. Puspita, C. Sutarsyah, B. burhanuddin","doi":"10.23960/ujet.vol10.i2.202102","DOIUrl":"https://doi.org/10.23960/ujet.vol10.i2.202102","url":null,"abstract":"This quantitative research was conducted to investigate the students’ vocabulary mastery after the implementation of audiovisual media through WhatsApp. The sample was 33 students from X MIPA 1 at SMA Muhammadiyah Bandar Lampung. This research based on the experimental group design which applied the pre-test and post-test as the instrument. Besides, the three meetings were conducted for the treatment. The data were analyzed by using Repeated Measured T-Test. The result of this research shows the mean score for the pre-test is 5.24. Meanwhile, the mean score for the post-test is 6.67. It means that the significant difference of students’ vocabulary achievement reaches out the score of 1.43 points. More specifically, the t-value > t-table shows the number of 5.452 which is higher than the t-table 2.0369. Moreover, the value of significant 2-tailed is 0.000 which can be inferred that it is lower than 0.05. Briefly, it can be inferred that the H1 is accepted and H0 is rejected.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"2 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":"129394765","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.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.i3.202106
Arum Habibah, Ari Nurweni, Rafista Deviyanti
The primary goals of this research are to investigate the students’ writing apprehension level after being taught through WhatsApp in online learning setting and to find out the correlation between writing apprehension and writing achievement. This study was carried out quantitatively and involved one class of grade X which consisted of thirty-five students. The data was collected through English Writing Test and Writing Apprehension Test, a questionnaire that was developed by Daly and Miller (1975). To test the hypotheses, paired sample t-test and Pearson correlation analysis were applied. The finding of paired sample t-test revealed that there was a significant reduction in the students’ writing apprehension level after the implementation of WhatsApp in online writing classes. Meanwhile, for the correlational analysis, it was done three times to obtain more specific results; the correlation of the data before the treatment, the correlation of the data after the treatment, and the correlation of gain scores of the data. The results showed respectively that two correlational analyses had very high correlation and the last one had an average correlation. Furthermore, all findings showed significant negative correlation; meaning that there was a significant inverse relationship between writing apprehension and writing achievement. This implied that the lower the level of writing apprehension is, the higher the score of writing achievement would be. In conclusion, the implementation of WhatsApp in online writing class is effective to improve students' writing achievement and effective to reduce students’ writing apprehension in Indonesian EFL students.
{"title":"The effect of using WhatsApp in online learning setting on Indonesian EFL students’ writing apprehension and the relation with their writing achievement","authors":"Arum Habibah, Ari Nurweni, Rafista Deviyanti","doi":"10.23960/ujet.v9.i3.202106","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202106","url":null,"abstract":"The primary goals of this research are to investigate the students’ writing apprehension level after being taught through WhatsApp in online learning setting and to find out the correlation between writing apprehension and writing achievement. This study was carried out quantitatively and involved one class of grade X which consisted of thirty-five students. The data was collected through English Writing Test and Writing Apprehension Test, a questionnaire that was developed by Daly and Miller (1975). To test the hypotheses, paired sample t-test and Pearson correlation analysis were applied. The finding of paired sample t-test revealed that there was a significant reduction in the students’ writing apprehension level after the implementation of WhatsApp in online writing classes. Meanwhile, for the correlational analysis, it was done three times to obtain more specific results; the correlation of the data before the treatment, the correlation of the data after the treatment, and the correlation of gain scores of the data. The results showed respectively that two correlational analyses had very high correlation and the last one had an average correlation. Furthermore, all findings showed significant negative correlation; meaning that there was a significant inverse relationship between writing apprehension and writing achievement. This implied that the lower the level of writing apprehension is, the higher the score of writing achievement would be. In conclusion, the implementation of WhatsApp in online writing class is effective to improve students' writing achievement and effective to reduce students’ writing apprehension in Indonesian EFL students.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"2011 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":"133195997","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}
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.i4.202107
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.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.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.v9.i3.202112
Selvi Destiana, Ujang Suparman, Huzairin Huzairin
The objective of this research is to find out whether there is a significant difference in the students’ vocabulary mastery before and after being taught through crossword puzzles and also to find out which content of word that improves the most. The study was quantitative research which used one group pre-test and post-test design. The population of this research was 337 students of the first-grade students of SMPN 14 Bandar Lampung in the academic year 2018/2019. The subject is consisting of 155 male students and 182 female students. The average age of first-grade students is 12 years old. The sample of this research was taken randomly. The class of VII F is chosen as the sample of this research and the class consists of 31 students. A vocabulary test was used to collect the data. The result of students’ vocabulary test was measured in terms of noun, verb, adjective, and adverb. The data were analyzed by using the Repeated Measures t-test (SPSS) in which the significance was determined by p< 0.05. The result of this research shows that the value of significance is 0.000. It means that H1 is accepted and H0 is rejected since the p score is lower than 0.05. Based on the result, it can be concluded that there is a significant difference of the students’ vocabulary mastery before and after being taught through a crossword puzzle. Furthermore, the finding also shows that noun has the highest gain with a percentage of 35%. The mean of the noun in the pretest score is 22.1 and the mean of the noun in the posttest score is 26.4. From the explanation above, a crossword puzzle is recommended to be applied in teaching and learning vocabulary since the result shows a positive effect on students. Keywords: vocabulary, content words, crossword puzzle
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