Pub Date : 1900-01-01DOI: 10.23960/ujet.v11i2.202210
Sayu Putuyana Febiyanti, Ari Nurweni, Muhammad Sukirlan
The aim of this research was to find out whether there was an improvement in students' reading comprehension after they were taught by using Listen-Read-Discuss (LRD) Strategy.The sample of this research was 30 students ineleventh grade of IPS 3 in SMA Negeri 1 Penawar Aji in academic year 2019/2020. The data were obtained after conducting the pretest and posttest.The result of this research shows that there is a significant improvement in students’ reading comprehension. It can be seen in the mean score of pretest which was 63.4 that improved to 71.2 in posttest and the t-value is 22.015 with df 19 meanwhile in t-table of 19 is 2.0930. It means that t-value is higher than t-table (22.015 > 2.0930). The significant value was 0.00, which was lower than 0.05. It indicated that H1 is accepted, and that there was a significant improvement in students’ reading comprehension after they were taught using Listen-Read-Discuss Strategy. It can be concluded that Listen-Read-Discuss Strategy could be used as an alternative technique to improve students’ reading comprehension. Keywords: listen-read-discuss, Listen-Read-Discuss Strategy, reading comprehension.
本研究的目的是了解学生在接受“听-读-讨论”策略教学后，其阅读理解能力是否有所提高。本研究的样本为2019/2020学年SMA Negeri 1 Penawar Aji的IPS 3 11年级的30名学生。数据通过前测和后测得到。本研究结果表明，学生的阅读理解能力有了显著提高。由前测均分63.4提高到后测均分71.2可知，t值为22.015,df为19,t表19为2.0930。即t值高于t表(22.015 > 2.0930)。显著性值为0.00，低于0.05。这表明H1是被接受的，使用听-读-讨论策略教学后，学生的阅读理解能力有了显著的提高。综上所述，听-读-讨论策略可以作为提高学生阅读理解能力的一种替代策略。关键词:听-读-讨论;听-读-讨论策略;
{"title":"The implementation of Listen-Read-Discuss Strategy to improve the eleventh-grade students’ reading comprehension at SMAN 1 PenawarAji","authors":"Sayu Putuyana Febiyanti, Ari Nurweni, Muhammad Sukirlan","doi":"10.23960/ujet.v11i2.202210","DOIUrl":"https://doi.org/10.23960/ujet.v11i2.202210","url":null,"abstract":"The aim of this research was to find out whether there was an improvement in students' reading comprehension after they were taught by using Listen-Read-Discuss (LRD) Strategy.The sample of this research was 30 students ineleventh grade of IPS 3 in SMA Negeri 1 Penawar Aji in academic year 2019/2020. The data were obtained after conducting the pretest and posttest.The result of this research shows that there is a significant improvement in students’ reading comprehension. It can be seen in the mean score of pretest which was 63.4 that improved to 71.2 in posttest and the t-value is 22.015 with df 19 meanwhile in t-table of 19 is 2.0930. It means that t-value is higher than t-table (22.015 > 2.0930). The significant value was 0.00, which was lower than 0.05. It indicated that H1 is accepted, and that there was a significant improvement in students’ reading comprehension after they were taught using Listen-Read-Discuss Strategy. It can be concluded that Listen-Read-Discuss Strategy could be used as an alternative technique to improve students’ reading comprehension. Keywords: listen-read-discuss, Listen-Read-Discuss Strategy, reading comprehension.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"91 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":"133014494","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.i3.202108
Nova Regilianti, Mahpul Mahpul, Huzairin Huzairin
The aim of this study is to know whether there is any improvement of students' speaking achievement after using WhatsApp group application. This is pre-experimental research that involved 1 class in junior high school which included 26 students. The data collecting was gained through pre-test and post-test. Those data were analyzed quantitatively. The result showed that there was significant improvement of students' speaking achievement after using WhatsApp group application. That finding showed that statistically, the average scores of post-test significantly improved than the average scores in the pre-test. It is suggested to use WhatsApp group application to improve students' speaking achievement effectively.
{"title":"Improving students’ speaking achievement by using WhatsApp group application in SMP Negeri 4 Natar Lampung Selatan","authors":"Nova Regilianti, Mahpul Mahpul, Huzairin Huzairin","doi":"10.23960/ujet.v10.i3.202108","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202108","url":null,"abstract":"The aim of this study is to know whether there is any improvement of students' speaking achievement after using WhatsApp group application. This is pre-experimental research that involved 1 class in junior high school which included 26 students. The data collecting was gained through pre-test and post-test. Those data were analyzed quantitatively. The result showed that there was significant improvement of students' speaking achievement after using WhatsApp group application. That finding showed that statistically, the average scores of post-test significantly improved than the average scores in the pre-test. It is suggested to use WhatsApp group application to improve students' speaking achievement effectively.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"23 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":"121051916","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.i1.202108
Dila Anggita, Mahpul Mahpul, Fajar Riyantika
{"title":"The use of Picture series on Instagram to improve students’ writing in EFL Writing class","authors":"Dila Anggita, Mahpul Mahpul, Fajar Riyantika","doi":"10.23960/ujet.v10.i1.202108","DOIUrl":"https://doi.org/10.23960/ujet.v10.i1.202108","url":null,"abstract":"","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"8 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":"131402554","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.i3.2021x2
Endah Luthfiyah, C. Sutarsyah, B. burhanuddin
This research aims to find out the types of errors made by students in their descriptive text writing, the dominant errors made by the students, and to know students’ perception toward their error in writing. Moreover, this study used a descriptive qualitative study. In collecting the data, the researcher used a writing test and a written interview. The result of this study showed that students made 418 errors in writing descriptive text, they are organization 10 errors (2.4%), vocabulary 70 errors (16.7%), grammar 9 errors (2.2%), mechanic 162 errors (38.8%), omission 62 errors (14.8%), addition 74 errors (17.7%), misformation 23 errors (5.5%), and misordering 8 errors (1.9%). Based on the result, the mechanic was the dominant error that occurred in students’ writing. In addition, based on students' written interview result, the errors that students made were cause by their ignorance and lack of knowledge in writing. The purposes of this research were to know the errors made by students in writing then; the students will be motivated to continue learning so as not to make the same errors. Keywords: Error analysis, Writing, Descriptive Text, Students’ Perception
{"title":"An analysis of students' errors in writing descriptive text","authors":"Endah Luthfiyah, C. Sutarsyah, B. burhanuddin","doi":"10.23960/ujet.v10.i3.2021x2","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.2021x2","url":null,"abstract":"This research aims to find out the types of errors made by students in their descriptive text writing, the dominant errors made by the students, and to know students’ perception toward their error in writing. Moreover, this study used a descriptive qualitative study. In collecting the data, the researcher used a writing test and a written interview. The result of this study showed that students made 418 errors in writing descriptive text, they are organization 10 errors (2.4%), vocabulary 70 errors (16.7%), grammar 9 errors (2.2%), mechanic 162 errors (38.8%), omission 62 errors (14.8%), addition 74 errors (17.7%), misformation 23 errors (5.5%), and misordering 8 errors (1.9%). Based on the result, the mechanic was the dominant error that occurred in students’ writing. In addition, based on students' written interview result, the errors that students made were cause by their ignorance and lack of knowledge in writing. The purposes of this research were to know the errors made by students in writing then; the students will be motivated to continue learning so as not to make the same errors. Keywords: Error analysis, Writing, Descriptive Text, Students’ Perception","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"51 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":"133173643","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.i4.202113
Thio Galih Kuncoro, C. Sutarsyah, K. Nisa
This research was aimed to find out whether there is any significant improvement in students’ vocabulary mastery after using of scrabble games, and how are students’ response in learning vocabulary after using of scrabble games. The subjects of the research were 32 students of class XI at SMAN 14 Bandar Lampung. One group pre-test post-test design was used in this research. The researcher conducted the research in six meetings which consisted of try out test, pre-test, three times of treatment, and post-test. The data were analyzed by using Repeated Measure T-Test in which the significance was determined by p<0.05 and hypothesis testing was computed using Statistical Package for Social Science (SPSS). Based on the calculation, the result of the research showed that the mean score of pre-tests is 77.625 and the post-test is 84.0625 in which the gain is 6.4375. The results of t-value (10.376) is higher than t-table (2.0395) and the value of two-tailed significance is 0.000 < 0.05. It showed that the hypothesis is accepted that is, there is a significant improvement of students’ vocabulary mastery after the use of guessing games. The result also shows that the most improving aspect of vocabulary is verb with the mean score of pre-tests is 77.86 and the mean score of post-tests is 86.46. The improvement of the verb is 8.60 with the percentage is 33.74%. Moreover, the researcher used the open-ended questionnaire to find the students’ responses in learning vocabulary by using a scrabble game. The result of the questionnaire showed that the majority of the students work with no pressure, have some fun, and get some new information. Therefore, based on the result, it is concluded that scrabble game technique can be applied to improve the students’ vocabulary mastery.
{"title":"The effect of using Scrabble Game on students’ vocabulary mastery through blended learning at the eleventh grade of SMAN 14 Bandar Lampung","authors":"Thio Galih Kuncoro, C. Sutarsyah, K. Nisa","doi":"10.23960/ujet.v10.i4.202113","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202113","url":null,"abstract":"This research was aimed to find out whether there is any significant improvement in students’ vocabulary mastery after using of scrabble games, and how are students’ response in learning vocabulary after using of scrabble games. The subjects of the research were 32 students of class XI at SMAN 14 Bandar Lampung. One group pre-test post-test design was used in this research. The researcher conducted the research in six meetings which consisted of try out test, pre-test, three times of treatment, and post-test. The data were analyzed by using Repeated Measure T-Test in which the significance was determined by p<0.05 and hypothesis testing was computed using Statistical Package for Social Science (SPSS). Based on the calculation, the result of the research showed that the mean score of pre-tests is 77.625 and the post-test is 84.0625 in which the gain is 6.4375. The results of t-value (10.376) is higher than t-table (2.0395) and the value of two-tailed significance is 0.000 < 0.05. It showed that the hypothesis is accepted that is, there is a significant improvement of students’ vocabulary mastery after the use of guessing games. The result also shows that the most improving aspect of vocabulary is verb with the mean score of pre-tests is 77.86 and the mean score of post-tests is 86.46. The improvement of the verb is 8.60 with the percentage is 33.74%. Moreover, the researcher used the open-ended questionnaire to find the students’ responses in learning vocabulary by using a scrabble game. The result of the questionnaire showed that the majority of the students work with no pressure, have some fun, and get some new information. Therefore, based on the result, it is concluded that scrabble game technique can be applied to improve the students’ vocabulary mastery.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"41 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":"133844710","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.i3.202107
Firanda Dias Indah, S. Sudirman, Dian Shafwati
The aim of this study was to find out the problem occurred in students’ writing when using picture series technique in learning recount text. This research was a qualitative research. The subjects of this research were 36 students of SMAN 10 Bandar Lampung in academic year 2019/2020 at the second semester. Interview, analysing students’ worksheets and observation sheet were the instrument that used to collect the data. Before taking the data, the students had already been taught by picture series technique as a treatment. Furthermore, there is statistically significant improvement of students’ writing achievement on recount text written by the students after they were taught through picture series technique. After that, interview was done, as one of the instrument, in order to find out the result of this research. The result shows that one of the most common problems is the students still confused with the use of past tense and past continuous tense and lack of vocabulary on the students’ worksheets. Based on the analysis of the students worksheets it was found that some of the students still use English-Indonesian languange. In addition, it was found that the problems that the students made in their writing recount text worksheets are classified into four aspect of writing, namely organization, content, grammar, and vocabulary. Keywords: writing, problem, recount text, picture series technique.
{"title":"The problem occurred in students’ writing when using Picture Series technique in learning recount text","authors":"Firanda Dias Indah, S. Sudirman, Dian Shafwati","doi":"10.23960/ujet.v9.i3.202107","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202107","url":null,"abstract":"The aim of this study was to find out the problem occurred in students’ writing when using picture series technique in learning recount text. This research was a qualitative research. The subjects of this research were 36 students of SMAN 10 Bandar Lampung in academic year 2019/2020 at the second semester. Interview, analysing students’ worksheets and observation sheet were the instrument that used to collect the data. Before taking the data, the students had already been taught by picture series technique as a treatment. Furthermore, there is statistically significant improvement of students’ writing achievement on recount text written by the students after they were taught through picture series technique. After that, interview was done, as one of the instrument, in order to find out the result of this research. The result shows that one of the most common problems is the students still confused with the use of past tense and past continuous tense and lack of vocabulary on the students’ worksheets. Based on the analysis of the students worksheets it was found that some of the students still use English-Indonesian languange. In addition, it was found that the problems that the students made in their writing recount text worksheets are classified into four aspect of writing, namely organization, content, grammar, and vocabulary. Keywords: writing, problem, recount text, picture series technique.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"12 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":"129215699","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.i3.202202
Ragil Quanita Putri, Dewi Syafitri
ABSTRACTThis research is a literature review about teaching vocabulary by using a game called crossword puzzle game. The purpose of this research was to describe the process of teaching vocabulary using crossword puzzle game, and to describe teacher problems and student problems in the teaching and learning process. In this research, the researcher used descriptive qualitative research. In several literature reviews, researchers found several cases such as, problems that are often encountered by a teacher, namely; The teacher has difficulty in handling the class because the students make it too crowded by themselves, the teaching method is wrong, and requires students to share some vocabulary words in the meeting but students can only master some of them, and also some obstacles that are often encountered by a student in learning vocabulary, that is; Students find the teacher's explanation boring, and they perceive vocabulary learning as knowing the main meaning of new words obtained only from textbooks or from the teacher, so it is difficult for them to use words based on the appropriate context. Therefore, teaching English vocabulary applies crossword puzzle games is effective in increasing students' vocabulary.
{"title":"Crossword puzzle game to improve students’ vocabulary mastery","authors":"Ragil Quanita Putri, Dewi Syafitri","doi":"10.23960/ujet.v11.i3.202202","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202202","url":null,"abstract":"ABSTRACTThis research is a literature review about teaching vocabulary by using a game called crossword puzzle game. The purpose of this research was to describe the process of teaching vocabulary using crossword puzzle game, and to describe teacher problems and student problems in the teaching and learning process. In this research, the researcher used descriptive qualitative research. In several literature reviews, researchers found several cases such as, problems that are often encountered by a teacher, namely; The teacher has difficulty in handling the class because the students make it too crowded by themselves, the teaching method is wrong, and requires students to share some vocabulary words in the meeting but students can only master some of them, and also some obstacles that are often encountered by a student in learning vocabulary, that is; Students find the teacher's explanation boring, and they perceive vocabulary learning as knowing the main meaning of new words obtained only from textbooks or from the teacher, so it is difficult for them to use words based on the appropriate context. Therefore, teaching English vocabulary applies crossword puzzle games is effective in increasing students' vocabulary.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"55 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":"127643607","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.i4.202106
Porti Rosenna Br Manjorang, Ujang Suparman, B. burhanuddin
The objectives of this research was to find out whether there was a statistically significant difference of students’ reading comprehension ability of narrative texts after the students were taught through CSR strategy and also to find out which aspect of reading comprehension improves the most after CSR was implemented in teaching reading at the tenth grade of SMKN 1 Terbanggi Besar . This research was a quantitative research and the method was one group pre-test and post-test design. In pre-test students mean score was 52.17 while in post-test it increase to 76.15; the gain obtained in pre-test to post-test was 23.98. The subjects of the research were 26 students at the tenth grade of SMKN 1 Terbanggi Besar . The reading comprehension test was used as the research instrument. The data were analyzed using paired sample t-test. The result showed that there was a statistically significant difference of students’ reading comprehension of narrative texts. Determining main idea was the aspect that improved the most after implementing Collaborative Strategic Reading technique.
{"title":"The use of collaborative strategic reading to improve students’ reading comprehension.","authors":"Porti Rosenna Br Manjorang, Ujang Suparman, B. burhanuddin","doi":"10.23960/ujet.v10.i4.202106","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202106","url":null,"abstract":"The objectives of this research was to find out whether there was a statistically significant difference of students’ reading comprehension ability of narrative texts after the students were taught through CSR strategy and also to find out which aspect of reading comprehension improves the most after CSR was implemented in teaching reading at the tenth grade of SMKN 1 Terbanggi Besar . This research was a quantitative research and the method was one group pre-test and post-test design. In pre-test students mean score was 52.17 while in post-test it increase to 76.15; the gain obtained in pre-test to post-test was 23.98. The subjects of the research were 26 students at the tenth grade of SMKN 1 Terbanggi Besar . The reading comprehension test was used as the research instrument. The data were analyzed using paired sample t-test. The result showed that there was a statistically significant difference of students’ reading comprehension of narrative texts. Determining main idea was the aspect that improved the most after implementing Collaborative Strategic Reading technique.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"51 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":"116913217","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.i3.202103
Ajeng Putri Widiarti, Hery Yufrizal, S. Sudirman
The aims of this research were to find out whether there was a significant difference on students’ speaking achievement and students’ confidence after the implementation of Blended Learning. This research was a quantitative with one group pre-test and post-test design. Speaking test and questionnaire of students’ confidence were used to collect the data. The subjects were 32 students of class XI Science 4 of SMAN 2 Bandar Lampung. The data of speaking test were analyzed by using Paired Samples T-test. The questionnaire was in form of scores and analyzed by using Cronbach’s Alpha. The results show that there was a significant difference on students’ speaking achievement and improvement of students’ confidence. This suggests that Blended Learning can influence the students to improve their confidence in speaking achievement. Keywords: Blended learning, confidence, speaking achievement.
{"title":"The influence of blended learning to improve students' confidence in speaking achievement","authors":"Ajeng Putri Widiarti, Hery Yufrizal, S. Sudirman","doi":"10.23960/ujet.v9.i3.202103","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202103","url":null,"abstract":"The aims of this research were to find out whether there was a significant difference on students’ speaking achievement and students’ confidence after the implementation of Blended Learning. This research was a quantitative with one group pre-test and post-test design. Speaking test and questionnaire of students’ confidence were used to collect the data. The subjects were 32 students of class XI Science 4 of SMAN 2 Bandar Lampung. The data of speaking test were analyzed by using Paired Samples T-test. The questionnaire was in form of scores and analyzed by using Cronbach’s Alpha. The results show that there was a significant difference on students’ speaking achievement and improvement of students’ confidence. This suggests that Blended Learning can influence the students to improve their confidence in speaking achievement. Keywords: Blended learning, confidence, speaking achievement.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"60 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":"133307808","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}
This quantitative research was conducted to see if the use of English subtitled video on YouTube is effective to increase students’ vocabulary achievement, and to investigate the students’ perception on the use of English subtitled video on YouTube in vocabulary learning. The researcher used one group pretest and posttest design. The sample of this research was IX C students at SMP Negeri 1 Ambarawa. The instruments used in this study were vocabulary test and questionnaire. The data were analyzed by using Repeated Measures T-Test in Statistical Package for Social Science (SPSS) software in which the significance was determined by p<0.05. The result of the research showed that the mean score of pretest was 4.6 while the posttest was 6.1 with 1.5 different points. The result of t-value (6.049) was higher than t-table (2.045), and the value of significance was 0.000 > 0.05. It indicated that the hypothesis was accepted; therefore, there is a significant difference between students vocabulary achievement after teaching by using English subtitled video on YouTube. Moreover, the researcher used close-ended questionnaire to investigate the students’ perception after the implementation of English subtitled video on YouTube in vocabulary learning. The result of the questionnaire showed that the use of the medium was enjoyable, effective, and beneficial for students to learn vocabulary. This was proven by the result of the percentage of each item of the questionnaire which showed more than 70%. Thus, based on the result, it is concluded that English subtitled video on YouTube can be applied to increase students’ vocabulary achievement. Keywords: Effective, Perception, Subtitled Video, Vocabulary
本定量研究旨在观察使用YouTube上的英语字幕视频是否能有效提高学生的词汇成绩，并调查学生对使用YouTube上的英语字幕视频进行词汇学习的看法。研究人员采用了一组前测和后测设计。本研究的样本是SMP Negeri 1 Ambarawa的IX C学生。本研究使用的工具是词汇测试和问卷调查。数据分析采用SPSS软件中的重复计量t检验，p < 0.05为显著性。这表明该假设被接受;因此，使用YouTube上的英语字幕视频教学后，学生的词汇成绩有显著差异。此外，研究者还采用封闭式问卷调查的方式，调查学生在YouTube上播放英语字幕视频后对词汇学习的感知。问卷调查的结果表明，媒体的使用是愉快的，有效的，有利于学生学习词汇。问卷中每一项的百分比都在70%以上的结果证明了这一点。由此得出结论，YouTube上的英语字幕视频可以用来提高学生的词汇成绩。关键词:有效，感知，字幕视频，词汇
{"title":"The use of English subtitled video on Youtube to improve students’ vocabulary achievement","authors":"Kiromil Baroroh, Huzairin Huzairin, Novita Nurdiana","doi":"10.23960/ujet.v10.i3.202105","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202105","url":null,"abstract":"This quantitative research was conducted to see if the use of English subtitled video on YouTube is effective to increase students’ vocabulary achievement, and to investigate the students’ perception on the use of English subtitled video on YouTube in vocabulary learning. The researcher used one group pretest and posttest design. The sample of this research was IX C students at SMP Negeri 1 Ambarawa. The instruments used in this study were vocabulary test and questionnaire. The data were analyzed by using Repeated Measures T-Test in Statistical Package for Social Science (SPSS) software in which the significance was determined by p<0.05. The result of the research showed that the mean score of pretest was 4.6 while the posttest was 6.1 with 1.5 different points. The result of t-value (6.049) was higher than t-table (2.045), and the value of significance was 0.000 > 0.05. It indicated that the hypothesis was accepted; therefore, there is a significant difference between students vocabulary achievement after teaching by using English subtitled video on YouTube. Moreover, the researcher used close-ended questionnaire to investigate the students’ perception after the implementation of English subtitled video on YouTube in vocabulary learning. The result of the questionnaire showed that the use of the medium was enjoyable, effective, and beneficial for students to learn vocabulary. This was proven by the result of the percentage of each item of the questionnaire which showed more than 70%. Thus, based on the result, it is concluded that English subtitled video on YouTube can be applied to increase students’ vocabulary achievement. Keywords: Effective, Perception, Subtitled Video, Vocabulary","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"13 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":"127981722","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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