Pub Date : 1900-01-01DOI: 10.23960/ujet.v10.i3.202106
Dhea Novitasari, Flora Flora, K. Nisa
The objectives of this research are: (1) to find out the significant difference of using mind mapping through miMind Application in improving students’ reading comprehension of narrative text; and (2) to know the students’ responses toward miMind Application as android based mobile learning. This is a quantitative study which had intact group pre-test and post-test design. Therefore, the effectiveness of this study can be seen through the significant difference before and after the implementation of mind mapping technique through miMind Application as revealed on the students’ scores. This research was conducted at the first year of SMAN 1 Sumberejo in academic year 2020/2021. The sample of this research was X MIPA 1 consisted of 36 students which was selected by using cluster random sampling. The research data were collected by using reading test and questionnaire. The results show that students’ mean scores in the pre-test was 61.18 and post-test was 76.81. It can be seen that the students’ mean score of post-test increased about 15.63 point after being taught by using mind mapping technique through miMind Application. Then, the results were computately analyzed using Paired Samples T-Test through SPSS 20 Program, which showed that t-value (6.780) was higher than t-table (2.0301) at level of significance 0.05. Based on this result, H0 was rejected, while H1 was accepted. In other words, there is significant difference between the students’ reading comprehension in narrative text before and after the implementation of mind mapping technique through miMind application in SMAN 1 Sumberejo. It was also supported by the students’ responses in questionnaire. From the result, there were 89% students gave positive response toward mind mapping through miMind Application. It can be concluded that mind mapping technique through miMind Application is effective to improve students’ reading comprehension of narrative text. Keywords: Reading Comprehension, Mind Mapping Technique, miMind Application, Android, Mobile Learning
{"title":"Improving students’ reading comprehension by using mind mapping technique through Mimind Application as android based mobile learning at the first grade of SMAN 1 Sumberejo in academic year 2020/2021","authors":"Dhea Novitasari, Flora Flora, K. Nisa","doi":"10.23960/ujet.v10.i3.202106","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202106","url":null,"abstract":"The objectives of this research are: (1) to find out the significant difference of using mind mapping through miMind Application in improving students’ reading comprehension of narrative text; and (2) to know the students’ responses toward miMind Application as android based mobile learning. This is a quantitative study which had intact group pre-test and post-test design. Therefore, the effectiveness of this study can be seen through the significant difference before and after the implementation of mind mapping technique through miMind Application as revealed on the students’ scores. This research was conducted at the first year of SMAN 1 Sumberejo in academic year 2020/2021. The sample of this research was X MIPA 1 consisted of 36 students which was selected by using cluster random sampling. The research data were collected by using reading test and questionnaire. The results show that students’ mean scores in the pre-test was 61.18 and post-test was 76.81. It can be seen that the students’ mean score of post-test increased about 15.63 point after being taught by using mind mapping technique through miMind Application. Then, the results were computately analyzed using Paired Samples T-Test through SPSS 20 Program, which showed that t-value (6.780) was higher than t-table (2.0301) at level of significance 0.05. Based on this result, H0 was rejected, while H1 was accepted. In other words, there is significant difference between the students’ reading comprehension in narrative text before and after the implementation of mind mapping technique through miMind application in SMAN 1 Sumberejo. It was also supported by the students’ responses in questionnaire. From the result, there were 89% students gave positive response toward mind mapping through miMind Application. It can be concluded that mind mapping technique through miMind Application is effective to improve students’ reading comprehension of narrative text. Keywords: Reading Comprehension, Mind Mapping Technique, miMind Application, Android, Mobile Learning","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"20 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":"134124352","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.i3.202210
P. Nurjanah, Muhammad Sukirlan, Ramlan Ginting Suka
This research aimed to find out whether or not there is any significant improvement in students’ writing descriptive text after using Instagram and which aspect of writing improves the most after they are taught by using Instagram. The sample of the research were 26 students, and the population is class VIII at SMPN. This research was quantitative. One group of pre-test and post-test designs was used in this research. The instruments used in this research were writing test. The collected data were analyzed statistically through a Paired Samples T-test. The result of the research showed that the mean score of pre-tests is 55.77 and the post-test is 70.12. The results of t-value (15.179) is higher than t-table (2.0595) 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’ writing achievement after the use of Instagram. The result also shows that the most improving aspect of writing is language use with the mean score of pre-tests is 10.90 and the mean score of post-tests is 16.42. The improvement of the language use is 5.52 with the percentage is 38%. On the other hand, the lowest improvement aspect of writing is mechanics. It showed that the mean score of pre-tests is 2.12 and the mean score of post-tests is 3.02. The gain is 0.90 with the percentage is 6 %. The results indicate that 1.) There was a significant improvement in their writing achievement after being taught by using Instagram. 2.) Language use has a significant increase because this aspect has a higher score of 38% compared to other aspects.. Based on the result, it is concluded that there was a significant improvement in their writing achievement after being taught by using Instagram.
{"title":"The use of Instagram as media to improve student's writing achievement in Descriptive texts","authors":"P. Nurjanah, Muhammad Sukirlan, Ramlan Ginting Suka","doi":"10.23960/ujet.v11.i3.202210","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202210","url":null,"abstract":"This research aimed to find out whether or not there is any significant improvement in students’ writing descriptive text after using Instagram and which aspect of writing improves the most after they are taught by using Instagram. The sample of the research were 26 students, and the population is class VIII at SMPN. This research was quantitative. One group of pre-test and post-test designs was used in this research. The instruments used in this research were writing test. The collected data were analyzed statistically through a Paired Samples T-test. The result of the research showed that the mean score of pre-tests is 55.77 and the post-test is 70.12. The results of t-value (15.179) is higher than t-table (2.0595) 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’ writing achievement after the use of Instagram. The result also shows that the most improving aspect of writing is language use with the mean score of pre-tests is 10.90 and the mean score of post-tests is 16.42. The improvement of the language use is 5.52 with the percentage is 38%. On the other hand, the lowest improvement aspect of writing is mechanics. It showed that the mean score of pre-tests is 2.12 and the mean score of post-tests is 3.02. The gain is 0.90 with the percentage is 6 %. The results indicate that 1.) There was a significant improvement in their writing achievement after being taught by using Instagram. 2.) Language use has a significant increase because this aspect has a higher score of 38% compared to other aspects.. Based on the result, it is concluded that there was a significant improvement in their writing achievement after being taught by using Instagram.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"115 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":"133564450","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.i3.202111
Aji Prayugo, C. Sutarsyah, Fajar Riyantika
This research aims to find the correlation between students’ motivation and vocabulary size and investigate the extent to which student motivation affects students’ vocabulary size. This research is quantitative research by using the correlation method. In taking the sample, the researcher used the purposive sampling technique. The number of the sample is 30 students at XI IPA 1 SMA N 1 Jati Agung. The instrument of this research was a questionnaire and vocabulary size test. There were 50 multiple-choice items for the vocabulary size test and 30 items for the students’ motivation questionnaire. The finding showed that there is correlation between students’ motivation and their vocabulary size. The coefficient correlation was higher than the critical value of the r-table (0.708>0.361). It also found that students with high motivation could get 30% - 60% higher scores than students with low motivation; it assumed that student’ motivation affects students’ vocabulary size.
{"title":"The correlation between students’ motivation and their vocabulary size at eleventh grade","authors":"Aji Prayugo, C. Sutarsyah, Fajar Riyantika","doi":"10.23960/ujet.v10.i3.202111","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202111","url":null,"abstract":"This research aims to find the correlation between students’ motivation and vocabulary size and investigate the extent to which student motivation affects students’ vocabulary size. This research is quantitative research by using the correlation method. In taking the sample, the researcher used the purposive sampling technique. The number of the sample is 30 students at XI IPA 1 SMA N 1 Jati Agung. The instrument of this research was a questionnaire and vocabulary size test. There were 50 multiple-choice items for the vocabulary size test and 30 items for the students’ motivation questionnaire. The finding showed that there is correlation between students’ motivation and their vocabulary size. The coefficient correlation was higher than the critical value of the r-table (0.708>0.361). It also found that students with high motivation could get 30% - 60% higher scores than students with low motivation; it assumed that student’ motivation affects students’ vocabulary size.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"45 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":"122017781","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}
The objectives of this research are to investigate the kind of errors that students frequently made in the use of word order in recount text and investigate the reason why students make errors in the use of word order in writing recount text. This study takes a qualitative approach, with 15 high school students who lived in LKSA Budi Utomo Metro, Indonesia as the data sources. The instruments used in this research were writing test, interview guideline, and recorder to collect the data. The data results showed that 119 errors appear frequently in the writing test which then were classified into two types such as in sentence structure which there were 97 errors or 81% out of total and noun phrase were 22 errors or 18,5%. Additionally, the students’ interview response showed that first language interference and carelessness became the reasons why they made errors.
{"title":"The analysis of high school students’ errors of word order in Recount text writing","authors":"Sekar Melati, Ramlan Ginting Suka, Fajar Riyantika","doi":"10.23960/ujet.v11.i1.202291","DOIUrl":"https://doi.org/10.23960/ujet.v11.i1.202291","url":null,"abstract":"The objectives of this research are to investigate the kind of errors that students frequently made in the use of word order in recount text and investigate the reason why students make errors in the use of word order in writing recount text. This study takes a qualitative approach, with 15 high school students who lived in LKSA Budi Utomo Metro, Indonesia as the data sources. The instruments used in this research were writing test, interview guideline, and recorder to collect the data. The data results showed that 119 errors appear frequently in the writing test which then were classified into two types such as in sentence structure which there were 97 errors or 81% out of total and noun phrase were 22 errors or 18,5%. Additionally, the students’ interview response showed that first language interference and carelessness became the reasons why they made errors.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"56 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":"130214015","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.i2.202111
Naomy Dwi Saraswati, Mahpul Mahpul, Dian Shafwati
The objectives of this research were to find out if there was any significant difference on students' writing ability in a descriptive text before and after the implementation of mind-mapping technique and to investigate the students’ perception toward the use of mind-mapping technique in teaching writing ability. The population of this research was the first year students of SMA Surya Dharma 2 Bandarlampung. The sample of this research was X Science 1 which consisted of 33 students. The data were taken from the tests and they were analyzed by using paired sample t-test. The result of the research showed that there was a significant difference on students’ writing ability since t-value>t-table (20.967 > 2.0345). The mean score of post-test (68.98) and the pre-test score (62.73). It gained 6.25. In addition, the second result showed that the mean of the questionnaire was 78.78. It means the students’ perception toward the implementation of the strategy was positive. Most of the students agreed that the strategy was applied in teaching reading process. Briefly, it could be concluded that mind-mapping technique enabled to improve the students’ achievements in writing ability and showed positive impact to students toward the use of the technique in teaching process. Keywords: Writing ability, Descriptive text, Mind-mapping technique
{"title":"The implementation of Mind-mapping technique to improve student’s descriptive text writing ability","authors":"Naomy Dwi Saraswati, Mahpul Mahpul, Dian Shafwati","doi":"10.23960/ujet.v10.i2.202111","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202111","url":null,"abstract":"The objectives of this research were to find out if there was any significant difference on students' writing ability in a descriptive text before and after the implementation of mind-mapping technique and to investigate the students’ perception toward the use of mind-mapping technique in teaching writing ability. The population of this research was the first year students of SMA Surya Dharma 2 Bandarlampung. The sample of this research was X Science 1 which consisted of 33 students. The data were taken from the tests and they were analyzed by using paired sample t-test. The result of the research showed that there was a significant difference on students’ writing ability since t-value>t-table (20.967 > 2.0345). The mean score of post-test (68.98) and the pre-test score (62.73). It gained 6.25. In addition, the second result showed that the mean of the questionnaire was 78.78. It means the students’ perception toward the implementation of the strategy was positive. Most of the students agreed that the strategy was applied in teaching reading process. Briefly, it could be concluded that mind-mapping technique enabled to improve the students’ achievements in writing ability and showed positive impact to students toward the use of the technique in teaching process. Keywords: Writing ability, Descriptive text, Mind-mapping technique","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"141 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":"130360136","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.i1.202104
T. Agustin, C. Sutarsyah, Huzairin Huzairin
This study aimed to find out whether there is a significant difference in students writing narrative text after being taught through using short animated stories and to find out which aspect of writing skill that improves after being taught by using short animated stories and to investigate what is the students response after being taught through using short animated stories. The sample of this research was VIII B at SMP N 3 Natar. The writing test and questionnaire were administered as the instrument of this research. The data were analyzed by using a repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students mean score in the pretest 52.26 while in the posttest mean score was 64.17 in which t-value>t-table (27.814>2.074) or sig p<0.05 (0.000<0.05). Furthermore, organization (3.41) was the aspect of writing that was improved by students. Besides, the result of questionnaires showed that most students (78.3%) gave positive responses toward the implementation of short animated stories in writing narrative text. Thus, it can be concluded that Short Animated Stories is effective to improve students writing narrative text. Keywords: Short Animated Stories, Writing Skill, Narrative text
{"title":"The use of Short Animated Stories to improve students' writing in Narrative text at SMP N 3 Natar","authors":"T. Agustin, C. Sutarsyah, Huzairin Huzairin","doi":"10.23960/ujet.v10.i1.202104","DOIUrl":"https://doi.org/10.23960/ujet.v10.i1.202104","url":null,"abstract":"This study aimed to find out whether there is a significant difference in students writing narrative text after being taught through using short animated stories and to find out which aspect of writing skill that improves after being taught by using short animated stories and to investigate what is the students response after being taught through using short animated stories. The sample of this research was VIII B at SMP N 3 Natar. The writing test and questionnaire were administered as the instrument of this research. The data were analyzed by using a repeated measure t-test in which the significance was determined by p<0,005. The result showed that the students mean score in the pretest 52.26 while in the posttest mean score was 64.17 in which t-value>t-table (27.814>2.074) or sig p<0.05 (0.000<0.05). Furthermore, organization (3.41) was the aspect of writing that was improved by students. Besides, the result of questionnaires showed that most students (78.3%) gave positive responses toward the implementation of short animated stories in writing narrative text. Thus, it can be concluded that Short Animated Stories is effective to improve students writing narrative text. Keywords: Short Animated Stories, Writing Skill, Narrative text","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"1 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":"129009465","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.i1.202290
Nadiya Hasna Amrina, Mahpul Mahpul, Hery Yufrizal
The research objectives were to find out (i) whether online learning using Rubelmu has a significant difference on students’ vocabulary mastery at SMP Muhammadiyah 3 Bandarlampung and (ii) the students’ perceptions of online learning using Rubelmu. This was quantitative research with one pretest-posttest design. The subjects use 30 samples taken from the second grade of SMP Muhammadiyah 3 Bandarlampung. The one group gathered from the result of pretest-posttest to measure the significance difference were collected through the pretest and the post test. Questionnaires were used to find the students’ perceptions. The data collected were compared by using SPSS. The outcome showed that online learning using Rubelmu had a significant difference on students’ vocabulary mastery. There was an improvement of students’ vocabulary mastery based on the gain of mean score score that was indicatively increased from 59.5 to 80.5. Questionnaire was distributed to measure the students’ perception about Rubelmu. As expected, the finding shows the students had a positive perception of online learning using Rubelmu.
{"title":"The effect of the online learning model of Rumah Belajar Muhammadiyah (Rubelmu) on students’ vocabulary achievement at second grade of SMP Muhammadiyah 3 Bandarlampung","authors":"Nadiya Hasna Amrina, Mahpul Mahpul, Hery Yufrizal","doi":"10.23960/ujet.v11.i1.202290","DOIUrl":"https://doi.org/10.23960/ujet.v11.i1.202290","url":null,"abstract":"The research objectives were to find out (i) whether online learning using Rubelmu has a significant difference on students’ vocabulary mastery at SMP Muhammadiyah 3 Bandarlampung and (ii) the students’ perceptions of online learning using Rubelmu. This was quantitative research with one pretest-posttest design. The subjects use 30 samples taken from the second grade of SMP Muhammadiyah 3 Bandarlampung. The one group gathered from the result of pretest-posttest to measure the significance difference were collected through the pretest and the post test. Questionnaires were used to find the students’ perceptions. The data collected were compared by using SPSS. The outcome showed that online learning using Rubelmu had a significant difference on students’ vocabulary mastery. There was an improvement of students’ vocabulary mastery based on the gain of mean score score that was indicatively increased from 59.5 to 80.5. Questionnaire was distributed to measure the students’ perception about Rubelmu. As expected, the finding shows the students had a positive perception of online learning using Rubelmu.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"25 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":"115187335","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.i4.202104
Rindudinnia Aidaintan, G. E. Putrawan, Ramlan Ginting Suka
The objectives of this research were to found out the improvement of the students' writing achievement before and after the implementation of scaffolding and also to found out what aspects of writing improved the most after the implementation of scaffolding at SMA N 1 Sendang Agung. The subject of this research was students of eleventh-grade (class XI IPA 1) in the academic year 2020/2021. This research was conducted virtually through Google Classroom. This research was a quantitative research and the method was one group pretest and post-test design. The analysis of SPSS 20 shows that there was an improvement of students' writing ability after the implementation of scaffolding. Beside, based on seeing the analysis of students' worked in pre-test and post-test on each aspect of writing, it could be found that content was the aspect that increased the most than other. Keyword: scaffolding, writing, online classes.
本研究的目的是为了找出学生的写作成绩的改善前后脚手架的实施，并找出哪些方面的写作提高最大的实施脚手架在SMA N 1仙堂阿贡。这项研究是通过谷歌课堂进行的。本研究为定量研究，方法为一组前测后测设计。SPSS 20分析显示，实施脚手架教学后，学生的写作能力有所提高。此外，通过对学生在写作各方面的前测和后测工作的分析，可以发现，内容是增加最多的方面。关键词:脚手架，写作，在线课堂。
{"title":"The implementation of scaffolding on students’ writing ability in English online classes","authors":"Rindudinnia Aidaintan, G. E. Putrawan, Ramlan Ginting Suka","doi":"10.23960/ujet.v10.i4.202104","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202104","url":null,"abstract":"The objectives of this research were to found out the improvement of the students' writing achievement before and after the implementation of scaffolding and also to found out what aspects of writing improved the most after the implementation of scaffolding at SMA N 1 Sendang Agung. The subject of this research was students of eleventh-grade (class XI IPA 1) in the academic year 2020/2021. This research was conducted virtually through Google Classroom. This research was a quantitative research and the method was one group pretest and post-test design. The analysis of SPSS 20 shows that there was an improvement of students' writing ability after the implementation of scaffolding. Beside, based on seeing the analysis of students' worked in pre-test and post-test on each aspect of writing, it could be found that content was the aspect that increased the most than other. Keyword: scaffolding, writing, online classes.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"24 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":"131441210","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.i4.202109
Antika Rinanda, Hery Yufrizal, Rafista Deviyanti
The objectives of this research were to identify the students’ perception of the use of online assessment on Google Classroom in EFL classrooms and to find out the students’ challenges in doing online assessment in Google Classroom in EFL classrooms. The subjects were consisted of 45 English department students of Lampung University. A close-ended and an open-ended questionnaire were used to collect the data. The data from close-ended questionnaire was analyzed by using descriptive statistic on SPSS, while the data from the open-ended questionnaire was analyzed manually. The result of this study indicated that the students have a positive perception toward the use of online assessment in Google Classroom. It happened because the mean score of the questionnaire was 3.67 to 5.00. the range score indicates that the level of students’ perception is on the high level. This study also found out that there are several challenges of the students faced when using online assessment in Google Classroom, those are; time, internet connection, the system problems and about the controller. Based on the research finding above, it be concluded that there are strengths and weaknesses toward the implementation o online assessment. Although as previously from the results of the data obtained that students have positive perceptions of the use of online assessment in Google Classroom, it does not mean that there are no difficulties from the students in doing the online assessment in Google Classroom. Keywords: Google Classroom, online assessment, students’ perception
{"title":"Students' perception toward the use of google classroom as an assessment media in EFL","authors":"Antika Rinanda, Hery Yufrizal, Rafista Deviyanti","doi":"10.23960/ujet.v10.i4.202109","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202109","url":null,"abstract":"The objectives of this research were to identify the students’ perception of the use of online assessment on Google Classroom in EFL classrooms and to find out the students’ challenges in doing online assessment in Google Classroom in EFL classrooms. The subjects were consisted of 45 English department students of Lampung University. A close-ended and an open-ended questionnaire were used to collect the data. The data from close-ended questionnaire was analyzed by using descriptive statistic on SPSS, while the data from the open-ended questionnaire was analyzed manually. The result of this study indicated that the students have a positive perception toward the use of online assessment in Google Classroom. It happened because the mean score of the questionnaire was 3.67 to 5.00. the range score indicates that the level of students’ perception is on the high level. This study also found out that there are several challenges of the students faced when using online assessment in Google Classroom, those are; time, internet connection, the system problems and about the controller. Based on the research finding above, it be concluded that there are strengths and weaknesses toward the implementation o online assessment. Although as previously from the results of the data obtained that students have positive perceptions of the use of online assessment in Google Classroom, it does not mean that there are no difficulties from the students in doing the online assessment in Google Classroom. Keywords: Google Classroom, online assessment, students’ perception","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"6 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":"131762181","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.v11i2.202218
Luluk Nabila Ulfa, Hery Yufrizal, Novita Nurdiana
The aims of this research are to find out whether there is significant effect of dictogloss method on the students’ listening achievement and to investigate in what part of speech the students get better achievement after learning through dictogloss method. The sample of this research was the first grade that consisted of 23 students. The instrument of this research was listening test. The researcher used paired samples t-test to analyze the data, in which the significant was determined by p<0.05. The result showed that mean score of pretest (24.56) and posttest (55.65) in which t-value>t-table (9.264 > 2.074) or sig p<0.05 (0.000<0.05). Furthermore, part of speech in listening test that improved the most after learning through dictogloss method was verb. As a result, it can be concluded that dictogloss method is effective to improve students’ listening achievement. Dictogloss method can help the students in understanding the text easier, especially in descriptive text. Keyword: Dictogloss method, Listening Comprehension, Descriptive Text
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