Pub Date : 1900-01-01DOI: 10.23960/ujet.v10.i1.202286
Rostania Dwi Nanda, A. Setiyadi, L. Sholihah
The objectives of the research are to identify the improvements to students’ writing skill and to find which aspect has the most significant improvement. This research used a quantitative method and Repeated Measures T-test used to analyze the data. The instrument is a writing test that consists of pre-test and post-test. The result shows that students’ overall mean was 68.07 In the pre-test, while the mean of the post-test was 77.64. It means that there was an increase in students’ scores by 9.57 points. Moreover, the most improved aspect was grammar. The mean of this aspect in the post-test (18.6) was higher than the mean in the pre-test (15.4) with the gain of 3.2. It can be said that Instagram can be applied in teaching writing to improve writing skill.
{"title":"Teaching writing through Instagram to improve students’ writing skill at the first grade of SMA Negeri 15 Bandar Lampung","authors":"Rostania Dwi Nanda, A. Setiyadi, L. Sholihah","doi":"10.23960/ujet.v10.i1.202286","DOIUrl":"https://doi.org/10.23960/ujet.v10.i1.202286","url":null,"abstract":"The objectives of the research are to identify the improvements to students’ writing skill and to find which aspect has the most significant improvement. This research used a quantitative method and Repeated Measures T-test used to analyze the data. The instrument is a writing test that consists of pre-test and post-test. The result shows that students’ overall mean was 68.07 In the pre-test, while the mean of the post-test was 77.64. It means that there was an increase in students’ scores by 9.57 points. Moreover, the most improved aspect was grammar. The mean of this aspect in the post-test (18.6) was higher than the mean in the pre-test (15.4) with the gain of 3.2. It can be said that Instagram can be applied in teaching writing to improve writing skill.","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":"133096989","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.i4.202102
Galih Aisha Oktiasti Isella, Ari Nurweni, L. Sholihah
This research was intended to investigate what aspect of writing has the highest correlation with students’ reading habit. This research is quantitative using ex-post facto design. The study was conducted on 28 students of the eleventh grade in SMAN 1 Natar. Research instruments included reading habit questionnaire and writing test. This research used scoring rubric for writing test which covered five aspects of writing; content, organization, vocabulary, language use and mechanic. The data were in form of scores taken from questionnaire and writing test. Moreover, the score of each aspect of writing was analyzed by using Pearson Product Moment Correlation analysis in SPSS 20.0 along with the score of reading habit to get the correlation between two variables. The result of analysis showed that the coefficient correlation between content aspect and reading habit was determined to be 0.514. Thus, it was implied that content aspect has the highest correlation with reading habit among the five aspects of writing.
{"title":"Aspects of writing and its correlation with students’ reading habit of the eleventh grade in SMAN 1 Natar","authors":"Galih Aisha Oktiasti Isella, Ari Nurweni, L. Sholihah","doi":"10.23960/ujet.v10.i4.202102","DOIUrl":"https://doi.org/10.23960/ujet.v10.i4.202102","url":null,"abstract":"This research was intended to investigate what aspect of writing has the highest correlation with students’ reading habit. This research is quantitative using ex-post facto design. The study was conducted on 28 students of the eleventh grade in SMAN 1 Natar. Research instruments included reading habit questionnaire and writing test. This research used scoring rubric for writing test which covered five aspects of writing; content, organization, vocabulary, language use and mechanic. The data were in form of scores taken from questionnaire and writing test. Moreover, the score of each aspect of writing was analyzed by using Pearson Product Moment Correlation analysis in SPSS 20.0 along with the score of reading habit to get the correlation between two variables. The result of analysis showed that the coefficient correlation between content aspect and reading habit was determined to be 0.514. Thus, it was implied that content aspect has the highest correlation with reading habit among the five aspects of writing.","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":"130831113","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.v11i2.202212
Kurniandani Rosaida, A. Setiyadi, G. E. Putrawan
The aim of this study is to find out: 1) whether there is statistically significant difference of students’ writing skill in describing people between the pretest and the posttest in the implementation of visual thinking strategy, 2) which aspect improved the most after the implementation of visual thinking strategy. This research was a quantitative research. The subjects of the research were 30 students at the first grade of SMPN 1 Rawajitu Timur. The writing test was administered as the instrument of the research. The data were analyzed by using Paired Sample T-test in which the significance level was determined by p<0.05.The result of the research showed that the value of significant level was 0.00<0.05. It means that there was an improvement in students’ writing ability of descriptive text after the implementation of visual thinking strategy and the aspect of writing that improved the most after the implementation of visual thinking strategy was grammar. Moreover, the mean score of posttest (70.5) was higher than the pretest (56.7) with the gain was 13.8. Overall, regarding to the results above, it can be stated that visual thinking strategy is effective to improve students’ writing skill in describing people. Keywords: visual thinking strategy, writing, describing people.
{"title":"Improving students’ writing achievement using Visual Thinking strategy for junior high school students","authors":"Kurniandani Rosaida, A. Setiyadi, G. E. Putrawan","doi":"10.23960/ujet.v11i2.202212","DOIUrl":"https://doi.org/10.23960/ujet.v11i2.202212","url":null,"abstract":"The aim of this study is to find out: 1) whether there is statistically significant difference of students’ writing skill in describing people between the pretest and the posttest in the implementation of visual thinking strategy, 2) which aspect improved the most after the implementation of visual thinking strategy. This research was a quantitative research. The subjects of the research were 30 students at the first grade of SMPN 1 Rawajitu Timur. The writing test was administered as the instrument of the research. The data were analyzed by using Paired Sample T-test in which the significance level was determined by p<0.05.The result of the research showed that the value of significant level was 0.00<0.05. It means that there was an improvement in students’ writing ability of descriptive text after the implementation of visual thinking strategy and the aspect of writing that improved the most after the implementation of visual thinking strategy was grammar. Moreover, the mean score of posttest (70.5) was higher than the pretest (56.7) with the gain was 13.8. Overall, regarding to the results above, it can be stated that visual thinking strategy is effective to improve students’ writing skill in describing people. Keywords: visual thinking strategy, writing, describing people.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"9 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":"129083049","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.i3.202204
Eka Wiji Rahayu, Hery Yufrizal, Ujang Suparman
The Covid-19 pandemic has resulted in the shifting of teaching-learning process replaced with E-learning. This study focused on knowing the students' perception and motivation towards English E-Learning during the Covid-19 pandemic at SMA Negeri 4 Bandar Lampung. The objectives of this research were to find outthe students’ perception and motivation toward English E-learning during the covid-19 pandemic. There were 80 students of tenth graders at SMA Negeri 4 Bandar Lampung who participated in this research. The instrument of this research was a questionnaire. This research applied descriptive research using quantitative method. The detections from data analysis, students show a positive perception toward English E-learning, because with E-learning, the process of learning English has become much easier and E-learning can foster students’ interest and motivated in learning English. Even though students found problems in implementing English E-learning, students also found learning English through E-Learning is quite effective.
新冠肺炎疫情导致了教学过程的转变，取而代之的是电子学习。本研究的重点是了解在新冠肺炎大流行期间，SMA Negeri 4 Bandar Lampung学生对英语电子学习的看法和动机。本研究的目的是了解新冠肺炎疫情期间学生对英语在线学习的看法和动机。有80名南榜市SMA Negeri 4的十年级学生参与了这项研究。本研究的工具是问卷调查。本研究采用定量方法进行描述性研究。从数据分析中发现，学生对英语电子学习表现出积极的看法，因为电子学习使学习英语的过程变得更加容易，电子学习可以培养学生学习英语的兴趣和动力。尽管学生在实施英语E-learning时发现了一些问题，但学生也发现通过E-learning学习英语是非常有效的。
{"title":"The tenth-gradestudents’ perception and motivation on English e-learning during the Covid-19 pandemic at SMAN 4 Bandar Lampung in the academic year of 2021/2022","authors":"Eka Wiji Rahayu, Hery Yufrizal, Ujang Suparman","doi":"10.23960/ujet.v11.i3.202204","DOIUrl":"https://doi.org/10.23960/ujet.v11.i3.202204","url":null,"abstract":"The Covid-19 pandemic has resulted in the shifting of teaching-learning process replaced with E-learning. This study focused on knowing the students' perception and motivation towards English E-Learning during the Covid-19 pandemic at SMA Negeri 4 Bandar Lampung. The objectives of this research were to find outthe students’ perception and motivation toward English E-learning during the covid-19 pandemic. There were 80 students of tenth graders at SMA Negeri 4 Bandar Lampung who participated in this research. The instrument of this research was a questionnaire. This research applied descriptive research using quantitative method. The detections from data analysis, students show a positive perception toward English E-learning, because with E-learning, the process of learning English has become much easier and E-learning can foster students’ interest and motivated in learning English. Even though students found problems in implementing English E-learning, students also found learning English through E-Learning is quite effective.","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":"130231989","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 aims of this research are to find out whether there is a significant difference of students’ reading comprehension at the first grade of SMAN 3 Kotabumi before and after the implementation of QAR strategy and to investigate which aspect of reading comprehension improves the most after the implementation of QAR strategy. This research was a quantitative research which used a one group pre-test and post-test design. This research was conducted on January 17th to February 21st 2020 in which the population was the first grade of SMAN 3 Kotabumi. The sample of this research was class X MIPA 4 which consisted of 30 students. The data was analyzed by using Repeated Measure T-Test in which the criteria of accepted hypothesis were p < 0.05, and t-value > t-table. The result of this research showed that there was a significant difference of students’ reading comprehension after the implementation of QAR strategy. It can be seen from the students’ mean scores of pre-test and post-test which improves from 63.44 to 71.22 in which the gain was 7.78. The statistical analysis also revealed that t-value was higher than t-table (19.341 > 2.04523) with the significant level of 0.000. Besides that, the researcher also finds that making inference the aspect of reading comprehension which improves the most and the lowest was understanding vocabulary. It can be concluded that QAR strategy can be applied to improve students’ reading comprehension ability and all aspects of reading comprehension can be integrated using QAR strategy.
{"title":"Improving students’ reading comprehension through question answer relationship (QAR) strategy at the first grade on SMAN 3 Kotabumi","authors":"Fitria Widia Astuti, Ujang Suparman, Hery Yufrizal","doi":"10.23960/ujet.v9.i4.202004","DOIUrl":"https://doi.org/10.23960/ujet.v9.i4.202004","url":null,"abstract":"The aims of this research are to find out whether there is a significant difference of students’ reading comprehension at the first grade of SMAN 3 Kotabumi before and after the implementation of QAR strategy and to investigate which aspect of reading comprehension improves the most after the implementation of QAR strategy. This research was a quantitative research which used a one group pre-test and post-test design. This research was conducted on January 17th to February 21st 2020 in which the population was the first grade of SMAN 3 Kotabumi. The sample of this research was class X MIPA 4 which consisted of 30 students. The data was analyzed by using Repeated Measure T-Test in which the criteria of accepted hypothesis were p < 0.05, and t-value > t-table. The result of this research showed that there was a significant difference of students’ reading comprehension after the implementation of QAR strategy. It can be seen from the students’ mean scores of pre-test and post-test which improves from 63.44 to 71.22 in which the gain was 7.78. The statistical analysis also revealed that t-value was higher than t-table (19.341 > 2.04523) with the significant level of 0.000. Besides that, the researcher also finds that making inference the aspect of reading comprehension which improves the most and the lowest was understanding vocabulary. It can be concluded that QAR strategy can be applied to improve students’ reading comprehension ability and all aspects of reading comprehension can be integrated using QAR strategy.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"132 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":"127589276","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.i2.202110
Violita Cahya Rivai, C. Sutarsyah, Flora Nainggolan
The objectives of this research were to find out whether teaching by using Funny Stories could give improvement toward students’ vocabulary or not and to find out the students responses in learning vocabulary by using funny stories. This research was conducted at the second grade of SMA YADIKA Bandar Lampung in the academic year 2020/2021 using one group pretest-posttest design. The sample of this research was XI IPA 1 class which consisted of 30 students. The instrument of this study was vocabulary test in multiple choices. The tests were given to see how far the students improve their vocabulary after the treatment. The data were analyzed by usinf SPPS 16.0. The result of the research showed that t-value (10.266) was higher than t-table (2.042) and the value of a significant level was 0.00 < 0.005. it means that there is an improvement of students’ scores in vocabulary test after the implementation of Funny Stories. The mean score of pre-test was (77.08) and the mean score of post-test was (86.17) it means the students improved about 9.08. In addition, it was found out that 29 students (96.7%) had positive responses and one student (3.3%) had a negative response after the use of funny stories. Thus, the result of sudents questionnaire had shown that most of the students had positive responses after the use of funny stories of teaching vocabulary test. Keyword: Funny Stories, Vocabulary, Response.
{"title":"IMPROVING STUDENTS’ VOCABULARY THROUGH FUNNY STORIES AT THE SECOND GRADE OF SMA YADIKA BANDAR LAMPUNG","authors":"Violita Cahya Rivai, C. Sutarsyah, Flora Nainggolan","doi":"10.23960/ujet.v10.i2.202110","DOIUrl":"https://doi.org/10.23960/ujet.v10.i2.202110","url":null,"abstract":"The objectives of this research were to find out whether teaching by using Funny Stories could give improvement toward students’ vocabulary or not and to find out the students responses in learning vocabulary by using funny stories. This research was conducted at the second grade of SMA YADIKA Bandar Lampung in the academic year 2020/2021 using one group pretest-posttest design. The sample of this research was XI IPA 1 class which consisted of 30 students. The instrument of this study was vocabulary test in multiple choices. The tests were given to see how far the students improve their vocabulary after the treatment. The data were analyzed by usinf SPPS 16.0. The result of the research showed that t-value (10.266) was higher than t-table (2.042) and the value of a significant level was 0.00 < 0.005. it means that there is an improvement of students’ scores in vocabulary test after the implementation of Funny Stories. The mean score of pre-test was (77.08) and the mean score of post-test was (86.17) it means the students improved about 9.08. In addition, it was found out that 29 students (96.7%) had positive responses and one student (3.3%) had a negative response after the use of funny stories. Thus, the result of sudents questionnaire had shown that most of the students had positive responses after the use of funny stories of teaching vocabulary test. Keyword: Funny Stories, Vocabulary, Response.","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":"130980574","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.i3.202113
Agiska Berliana, D. Supriyadi, Gita Hilmi Prakoso
This research employed the correlation design. This quantitative research was aimed to find out the correlation between students’ reading speed and students’ reading comprehension. The subject of research was thirty five students at SMAN 10 Bandar Lampung. In collecting the data, the researcher used reading speed test and multiple choices test as the instruments. Reading speed test was used to know students’ reading speed and multiple-choice test was used to know their reading comprehension. The data from both instruments were analyzed by using Pearson Product Moment Correlation. The result showed that there was a significant correlation between students’ reading speed and students’ reading comprehension since the significant correlation was 0.000 and the r value was 0.641. The value shows the strong correlation between reading speed and reading comprehension. Keywords: correlation, reading speed, reading comprehension.
{"title":"The correlation between students’ reading speed and students’ reading comprehension of the first year students in SMAN 10 Bandar Lampung","authors":"Agiska Berliana, D. Supriyadi, Gita Hilmi Prakoso","doi":"10.23960/ujet.v10.i3.202113","DOIUrl":"https://doi.org/10.23960/ujet.v10.i3.202113","url":null,"abstract":"This research employed the correlation design. This quantitative research was aimed to find out the correlation between students’ reading speed and students’ reading comprehension. The subject of research was thirty five students at SMAN 10 Bandar Lampung. In collecting the data, the researcher used reading speed test and multiple choices test as the instruments. Reading speed test was used to know students’ reading speed and multiple-choice test was used to know their reading comprehension. The data from both instruments were analyzed by using Pearson Product Moment Correlation. The result showed that there was a significant correlation between students’ reading speed and students’ reading comprehension since the significant correlation was 0.000 and the r value was 0.641. The value shows the strong correlation between reading speed and reading comprehension. Keywords: correlation, reading speed, reading comprehension.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"78 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":"129944788","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.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.v9.i3.202102
Yudha Aulia Ramadhanti, Hery Yufrizal, F. Munifatullah
The objective of this research was to find out (i) whether there was an improvement of students’ vocabulary achievement and (ii) which type of content words that improved the most after being taught by using STAD technique. The current study was quantitative research. The subjects of the research were the students of SMPN 8 Bandar Lampung. The data were collected throughvocabulary testsanalyzed by using Repeated Measures T-Test. The findings showed that there was an improvement of students' vocabulary achievement after the treatment given by using the STAD technique since the significant level was p < 0.05 (p= 0.000) and the most significantly improved type of content words was a noun. It was proved by using One-Way ANOVA computation.In brief, it can be concluded that the STAD technique could be used as a teaching technique to improve vocabulary achievement in terms of content words. This suggests that the STAD technique facilitates the students to be actively involved in learning.
{"title":"Improvement students’ achievement in vocabulary through Students-Teams Achievement Divisions (STAD) at SMPN 8 Bandarlampung","authors":"Yudha Aulia Ramadhanti, Hery Yufrizal, F. Munifatullah","doi":"10.23960/ujet.v9.i3.202102","DOIUrl":"https://doi.org/10.23960/ujet.v9.i3.202102","url":null,"abstract":"The objective of this research was to find out (i) whether there was an improvement of students’ vocabulary achievement and (ii) which type of content words that improved the most after being taught by using STAD technique. The current study was quantitative research. The subjects of the research were the students of SMPN 8 Bandar Lampung. The data were collected throughvocabulary testsanalyzed by using Repeated Measures T-Test. The findings showed that there was an improvement of students' vocabulary achievement after the treatment given by using the STAD technique since the significant level was p < 0.05 (p= 0.000) and the most significantly improved type of content words was a noun. It was proved by using One-Way ANOVA computation.In brief, it can be concluded that the STAD technique could be used as a teaching technique to improve vocabulary achievement in terms of content words. This suggests that the STAD technique facilitates the students to be actively involved in learning.","PeriodicalId":300659,"journal":{"name":"U-Jet: Unila Journal of English Language Teaching","volume":"5 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":"116228922","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}
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