Articles

Multi Media for Receptive and Productive Second and Foreign Language Skill Development Yufrizal, Hery
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

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Abstract

This article discusses the use of multimedia for receptive and pruductive second and forreign language development. The theoretical bases use for the application of multimedia in second language teaching is on the basis of comprehensible input and comprehensible output, two terms which have been discussed and analyzed in second language acquisition research for the last two decades.Use of multimedia in this article is on two types of language skills: receptive and productive skills covering the four language skills listening, reading, speaking, and writing. Practical examples of the use of multimedia is directed toward using it by learners and by teachers as learning faciltators. A wide range of internet use for university students is given in a more detailed perspective.Key words: multimedia, receptive skills, productive skills, internet, comprehensible input and comprehensible output.
THE EFFECTS OF INFORMATION GAP TASK IN TEACHING ENGLISH SPEAKING Shabrina, Nadya; Yufrizal, Hery; Suka, Ramlan Ginting
U-JET Vol 2, No 5 (2013): U-JET
Publisher : FKIP UNILA

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Guidline of School Based Curriculum (KTSP), the students are expected to master four skills in English subject. They are listening, reading, speaking and writing. Speaking is one of the important skills that the students have to master. The ability to communicate is the primary goal of foreign language instruction that speaking is put ahead on the other skills. On the contrary, for most students speaking is the most difficult part when they learn foreign language. A common problem for foreign language teacher is dealing with passive class because of the students’ afraid of making mistakes and lack of vocabulary. This research was quantitative descriptive research. This research conducted to find out the effect of using information gap task in speaking class. The design of this research was one group pretest-posttest, experimental design. The subjects were class XI IPA 1 SMA YP UNILA consisting of 30 students. In collecting the data, the researcher administered speaking test and interview. The test was given to the students to see how far the students improve their speaking ability.Based on the data, the researcher found that there were significant improvements in students’ speaking ability. The data shows that value of two tail significance was 0.000 and the sign < α (0.000 < 0.05). It could be stated that the hypothesis was accepted. The mean of speaking achievement in pretest was 64 and the mean of posttest was 72. It means that there was improvement in speaking ability. Information gap task used in this research stimulated the students to speak a lot in the classroom. It can be used to increase the interactions among the students. They became more confidence to express their ideas. They started to speak their ideas and respond the teacher well.Keywords: completing drawing activity, information gap task, speaking.
ANALYSIS OF CURRICULUM 2013 IMPLEMENTED AT SEVEN GRADE OF SMP 2 BANDARLAMPUNG Hamhij, Naili Adilah; Yufrizal, Hery; Suka, Ramlan Ginting
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk menganalisis rencana pelaksanaan pembelajaran yang dibuat oleh guru bahasa Inggris dan proses belajar berdasarkan kurikulum 2013. Penelitian ini adalah kualitatif. Sampel penelitian diambil dari kelas VII-12 dan 1 orang guru. Data diperoleh dengan observasi, rekaman video, RPP, kegiatan siswa, kegiatan guru, dan proses belajar mengajar. Peneliti menggunakan lembar observasi dalam menganalisis data yang dikumpulkan. Hasil penilitian menunjukkan bahwa, guru mengimplementasikan RPP dengan baik berdasarkan komponen pada penilaian RPP kurikulum 2013 yang dibuktikan dengan perolehan nilai 94.6. Semua komponen (25) tertulis lengkap yaitu (21) komponen mendapatkan nilai (3), (4) komponen memperoleh nilai (2). Selama pembelajaran, guru mengimplementasikan kurikulum 2013 menerapkan konsep pendekatan ilmiah ditunjukkan dengan perolehan nilai 90.9 yang dikategorikan sebagai proses belajar mengajar yang sangat baik, penilaian berdasarkan penilaian kurikulum 2013.The aims of this study are to analyze lesson plan arranged by the English teacher from 25 components and the learning process in the implementation of 2013 curriculum. This research was qualitative method. The sample of the research was class VII-12 and one of the English teacher. Data were gained by observations and video recording. The researcher used observations sheet in analyzing the data collected. Result of the research shows that teacher implemented 2013 curriculum clearly based on components in 2013 curriculum proved by scored of the lesson plan 94.6. All components (25) completed, (21) components scored (3) as the maximum score and (4) components scored (2). During teaching learning, teacher also implemented 2013 curriculum with the concept of scientific approach, it shows by scored 90.9 and categorized as good the teaching learning process all the scoring based on the assessment of the 2013 curriculum.Keywords: 2013 curriculum, analysis implementation, english teaching
THE IMPLEMENTATION OF EXCLUSIVE LEARNING MODEL IN TEACHING ENGLISH Prasetyorini, Diah Ayu; Yufrizal, Hery; Kadaryanto, Budi
U-JET Vol 3, No 5 (2014): U-JET
Publisher : FKIP UNILA

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Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan model pembelajaran Exclusive dalam  pengajaran Bahasa Inggris and mengetahui bagaimana respon siswa terhadap model pembelajaran Exclusive. Penelitian ini merupakan penelitian deskriptif kualitatif yang berfokus pada proses penerapan model pembelajaran Eksklusif dalam Pengajaran Bahasa Inggris. Penelitian metode ini di terapkan pada murid SMAN 2 Metro kelas X PMS 3. Peneliti menemukan bahwa model pembelajaran Eksklusif dapat membuat siswa meningkatkan kemampuan dalam bahasa Inggris; Berbicara, Membaca, Menulis dan Mendengarkan. Peneliti menyarankan kepada guru bahasa Inggris untuk menggunakan model pembelajaran Eksklusif sebagai metode pembelajaran yang digunakan dalam mengajar bahasa Inggris karena model pembelajaran Exclusive dapat membuat siswa mengembangkan ide kreatif mereka The objectives of the research were to investigate how is the implementation of Exclusive learning model in teaching English and to find out students’ response towards the implementation of Exclusive learning model.This research was a descriptive qualitative research which focused on the process of implementing Exclusive learning model in Teaching English. This research was conducted at the First Year Students of SMAN 2 Metro and the subject was class X PMS 3. The researcher found that Exclusive learning model could make the students improve their skill in English; Speaking, Reading, Writing and Listening. This learning model could make the classroom environment better and made the students active during teaching learning activities. The researcher suggested to the English teacher to use Exclusive learning model as their method in teaching English because Exclusive learning model could make the students develop their creative thinking and enjoy in the classroom.Keywords: exclusive, learning model, english teaching
THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY Destriani, Ni Wayan; Yufrizal, Hery; Sudirman, Sudirman
U-JET Vol 2, No 2 (2013): U-JET
Publisher : FKIP UNILA

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The objective of this research was to find out the correlation between students schemata and their speaking ability. The population of this research was the second grade of SMA Negeri 1 Kotagajah consisting of 8 classes. The sample was XI Science 3 numbering of 26 students was chosen based random sampling technique. In collecting the data, the researcher used multiple choices test covering content schemata, formal schemata, and linguistic schemata test and the speaking test was done in form of transactional conversation. The data were analyzed by using the statistical formula of Pearson Product Moment and SPSS 17. The result of the analyses showed that the coefficient correlation between students content schemata and their speaking ability was 0.43, between students formal schemata and their speaking ability was 0.46, between students linguistic schemata and their speaking ability was 0.91 and between the whole schemata and students speaking ability was 0.81. It can be conclude that there are positive significant correlation between students schemata and their speaking ability.  Keywords: Correlation, Content Schemata, Formal schemata, Linguistic Schemata, Speaking Ability and Students’ Schemata.
INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING Fandana, Reza; Yufrizal, Hery; Simbolon, Rosita
U-JET Vol 2, No 9 (2013): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk mencari tahu apakah ada perbedaan yg signifikan dari kemampuan berbicara siswa setelah diajar menggunakan problem solving dan untuk mengetahui topik yang paling efektif untuk mengajar berbicara. Sampel penelitian ini adalah siswa kelas sepuluh (X1). Penelitian ini menggunakan times series designsembilan pertemuan. Untuk mengumpulkan data tes berbicara menggunakan penampilan berbicara. Untuk memberi penilaian terdapat dua penilai. hasil perlakuan pertama  26.187 (t-value), perlakuan dua 22.079 (t-value) , perlakuan tiga 43.847 (t-value) > 2. 048 (t-table) berarti terdapat perbedaan yang signifikan pada kemampuan berbicara siswa setelah menggunakan problem solving. Oleh karena itu perkiraan pertama diterima.  Lebih dari itu, rata rata berbicara nilai pada topik friend adalah 66.86 dan meningkatkan pada 67.66 di topik family dan dan topik terakhir adalah 68.18 di topik holiday. Maka, topik family adalah topik yang paling efektif.There are two main objectives of this research (1) To find out whether there is any significant different of students’ speaking ability after being taught through problem solving (2) To know most effective topic for teaching speaking. The sample was students of tenth grade ( X1). The study employed times series design nine times. There were two raters to score students’ speaking performance. The result is 1st treatment  26.187 (t-value),  2nd   treatment 22.079 (t-value) , 3rd   treatment 43.847 (t-value) > 2. 048 (t-table) means that there are significant differences of students’ speaking ability after being taught through problem solving.  Therefore, the first hypothesis is accepted. Moreover, the result of mean score for friend topic is 66.86 and is up to 67.66 in family topic and then the last topic is up 68.18 (gain of 0.52) in holiday topic. So, the most effective topic is family.Keywords : increasing, problem solving, speaking. 
THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY putri, ni made anggi arlina; Yufrizal, Hery; Sudirman, Sudirman
U-JET Vol 2, No 5 (2013): U-JET
Publisher : FKIP UNILA

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 The objective of this research was to find out the correlation between students schemata and their speaking ability. The population of this research was the second grade of SMA Negeri 1 Kotagajah consisting of 8 classes. The sample was XI Science 3 numbering of 26 students was chosen based random sampling technique. In collecting the data, the researcher used multiple choices test covering content schemata, formal schemata, and linguistic schemata test and the speaking test was done in form of transactional conversation. The data were analyzed by using the statistical formula of Pearson Product Moment and SPSS 17. The result of the analyses showed that the coefficient correlation between students content schemata and their speaking ability was 0.43, between students formal schemata and their speaking ability was 0.46, between students linguistic schemata and their speaking ability was 0.91 and between the whole schemata and students speaking ability was 0.81. It can be conclude that there are positive significant correlation between students schemata and their speaking ability. Keywords: Correlation, Content Schemata, Formal schemata, Linguistic
COMPARATIVE STUDY BETWEEN STUDENTS’ READING ACHIEVEMENT TAUGHT THROUGH INFORMATION TRANSFER AND TRANSLATION TECHNIQUE Riyanti, Triya Heni; Yufrizal, Hery; Sudirman, Sudirman
U-JET Vol 2, No 2 (2013): U-JET
Publisher : FKIP UNILA

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This research was intended to find out whether there was a significant difference of students’ reading achievement in comprehending authentic material taught through information transfer and translation technique and to find out which of the two techniques was more effective for teaching reading of authentic material. This research took place in SMPN 1 Natar. It consists of two classes of the third grader. Control group pre-test post-test design was applied in this research. The instrument used in this research was reading test in the form of 25 multiple choices. Then, the data were analyzed by using Independent t-test with Statistically Package for Social Science (SPSS) version 15.0. Based on the result of the test, the significant difference was determined by  p<0.05. The t-test revealed that the result was significant (p=0.012) in which (t-value > t-table), 2.598 > 2.000. It indicated that there was a significant difference in students’ reading achievement before and after being taught through information transfer and translation technique. Besides, information transfer was more effective than translation in increasing students’ reading comprehension achievement because it helped students to comprehend the text given by using self-questioning strategy. Thus, it is concluded that information transfer technique can be applied and recommended as a reference to teach English in reading skill.  Keywords: authentic material, information transfer, reading achievement, translation PERBANDINGAN
UTILIZING SHORT STORY TO IMPROVE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT Herawan, Nissa Dwiyanti Febriyana; Yufrizal, Hery; Sukirlan, Muhammad
U-JET Vol 2, No 8 (2013): U-JET
Publisher : FKIP UNILA

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Tujuan penelitian ini adalah untuk meneliti (1) apakah ada perbedaan signifikan dari pemahaman membaca menggunakan Short Story. (2) aspek membaca yang sangat berpengaruh, dan (3) reaksi siswa setelah menggunakan Short Story. Populasi penelitian ini adalah kelas 2 SMAN 1 Sindang Indramayu yang berjumlah 30 siswa. One group time series design digunakan untuk menganalisis perbedaan signifikan. Selain itu, kuesioner dan wawancara diberikan untuk melihat reaksi setelah diajar menggunakan Short Story. Nilai rata-rata untuk pre-test adalah 52.5, 56.6, dan 57, sedangkan untuk post-test adalah 49, 58, dan 73.1. Nilai signifikannya adalah p=0.000, p<0.05, yang menunjukkan bahwa hipotesis diterima. Informasi spesifik menjadi yang berpengaruh dan siswa mendapatkan reaksi positif setelah diajar menggunakan Short Story. Oleh karena itu, Short Story bisa digunakan sebagai materi untuk mengajar bahasa inggris dalam kelas membaca.The objectives of this research is to investigate (1) whether there is any significant difference of the students’ reading comprehension through Short Story, (2) the aspects of reading is mostly affected by Short Story, and (3) the students’ reaction through Short Story. The population of this research was the second year of SMAN 1 Sindang Indramayu consisting of 30 students. One group time series design was carried out to analyze the significant difference. Besides that, questionnaire and interview were given to see the students’ reaction through Short Story. The means of the pre-tests are 52.5, 56.6, and 57. While the means of post-tests are 49, 58, and 73.1. The significant (2-tailed) value was (p=0.000, p<0.05), it showed that the hypothesis was accepted. The specific information was analyzed as the most increase and the students had positive reactions after being taught through Short Story. Therefore, Short Story can be applied and recommended as a material to teach English in reading class.  Keywords: aspects of reading, reading comprehension, short story.
THE IMPLEMENTATION OF DRAMA IN ENGLISH CLASS Karlina, Karlina; Yufrizal, Hery; Hasan, Hartati
U-JET Vol 2, No 3 (2013): U-JET
Publisher : FKIP UNILA

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The objective of this research is to analyze the process, the components of drama, and the impression of the students toward the implementing of drama in English classroom. This research was a descriptive qualitative which focused on the process of implementing drama in the English classroom. It concerned with an instruction of drama technique that was implemented to create interesting activity in the classroom. The research used observation and audiovisual recording in order to know how drama was implemented in English class. From the questionnaire, the writer knew the impression of the students toward the implementing drama in English class. The sample of the research was class IX.1 consisting of 32 students. The result shows that the process of drama is doing well. From the elements of drama make students to deliver the message from the text to the audience well and from the components of drama can develop creative thinking, increases self confidence, active, and enjoying activities in the class. Another results shows that the impression of students are; they enjoy the subject. It has seen from result of questionnaire. The researcher suggests that the teacher must use drama technique in teaching English in classroom and uses the elements and components of drama. Keywords:drama, elements drama, components drama
Co-Authors Adani, Ulfah Shadrina Ag Bambang Setiyadi Ag. Bambang Setiyadi Amalia N, Aghnia Anwar Fadila, Anwar Apriyani, Eka Ardianto, Daniel Julius Arfah, Yaumi Ari Nurweni Bambang Setiyadi Basturi Hasan Besthia, Windy Budi Kadaryanto Caturhani, Shofura Chairul Ichwan, Chairul Cintia Arinanda Prima Putri, Cintia Arinanda Prima Cucu Sutarsyah Dede Jihan Rasika Dewi, Kurnelia Mustika Diah Ayu Prasetyorini Edward Rukmana Elsya Rivana Erfina, Suesi Erizkha Hardanti, Erizkha Fajar Prayoga Falina, Lolita Farida Ariyani Fitri Wulansari Flora Flora, Flora Gasma, Yunita Gita Hilmi Prakoso, Gita Hilmi Hanafiah, Nur Arifah Hartati Hasan Herlina Herlina Huzairin Huzairin Intan Hamzah Isnaini, Rahmiati Jati, Seli Oktaria Juliyanto, M Irham Karlina Karlina Khairun Nisa Kiki Astuti, Kiki Korry Yulidha Hapsari Kurniawati, Esti Kyawardani, Hanny Putri Lia Anggraini Sari, Lia Anggraini Lia Annisa Mahdalena Lia Puspitasari Linda Septarina, Linda Mahpul Mahpul, Mahpul Mareta, Silviani Maulani, Fikha Okta Mega Ayu Desiana Meilia Rachmawati Melina Sari Meyrisda Mifta Indah Sari Mohammad Fikri Nugraha Kholid Muhammad Sukirlan Mujiono Mujiono Munifatullah, Feni Munifatullah, Feni Nadya Shabrina Naili Adilah Hamhij Ni Made Anggi ni made anggi arlina putri Ni Wayan Destriani Nidia Putri, Nidia Nissa Dwiyanti Febriyana Herawan Nita Sitta Rachma, Nita Sitta Novita Sari Noviyanti, Tresia Nurul Aini Patuan Raja Prameswari, Ayu Pratiwi, Nery Eka Putrawan, Gede Eka Putrawan, Gede Eka Rachmat Pradikta, Rachmat Rahwanda, Delta Ramlan Ginting Suka Ratih Septiana Putri Reni Mariana, Reni Resti Febtrina Reza Fandana Rizky Ayuningtyas, Rizky Rosita Simbolon rudiati, rudiati Saputra, Medi Heri Saputri, Nina Chintya Satifa, Oreza Savitri, Yola Septiana, Esa Widi Septiawan, Habi Setiarini, Yulita Setiawati, Ning Shirtha El Rusyda Silka Samarindo Suci Lestari, Suci Sudirman Sudirman Sukirlan, Muhammd Sulastri Sulastri Susanti, Denti Sushanty Saleh Sutanto, Iwan Tommy Hastomo Triya Heni Riyanti Tuntun Sinaga Ujang Suparman Very Indra Wahyu Widiyaningsih, Widiyaningsih Wisastra, Panji Yulisa, E. Lilis Yuliska, Ariza