Article Per Year (5 Year)
p-Index From 2020 - 2025
0.983
P-Index
This Author published in this journals
All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia U-JET: Unila Journal of English Teaching JURNAL TIYUH LAMPUNG
Bambang Setiyadi
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 32 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 32 Documents
Search

 1   2   3   4 
ANALISIS NASKAH SOAL UJIAN SEKOLAH DITINJAU DARI TIGA VALIDITAS Ratna Dewi; Bambang Setiyadi; Edi Suyanto
J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 Sep (2014): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (146.87 KB)

Abstract

The problem in this research was how did the validities of appearance, content, and construction of Indonesian language and literature examination problem text from academic year 2011/2012 to 2013/2014. This was a qualitative and descriptive research. The results showed that the appearance validity viewed from principles of composing multiple choice problems including principle of material indicated that there were still inhomogeneous choice answers and a problem with double correct answers. Competences in curriculum had been represented viewed from content validity of school examination problems, and the problems had measured skills of reading and writing in the written examination problem viewed from construction validity.Permasalahan dalam penelitian ini adalah bagaimanakah soal ujian sekolah mata pelajaran Bahasa dan Sastra Indonesia tahun pelajaran 2011/2012 s.d 2013/2014 ditinjau dari validitas tampilan, validitas isi, serta validitas konstruksi. Metode penelitian ini adalah deskriptif kualitatif. Hasil penelitian menunjukkan ditinjau dari validitas tampilan ditinjau dari kaidah penulisan soal pilihan ganda yang meliputi kaidah materi masih terdapat pilihan jawaban yang tidak homogen serta pilihan yang memiliki dua kunci jawaban.sedangkan ditinjau dari validitas isi soal ujian sekolah sudah mewakili kompetensi yang ada di dalam kurikulum sedangkan ditinjau dari validitas konstruksi sudah mengukur kemampuan yang diukur dalam tes tertulis berupa keterampilan membaca dan menulis.Kata kunci: analisis soal ujian, validitas isi, validitas konstruksi, validitastampilan.
The Comparative Study between Reflectivity and Impulsivity Cognitive Style in Using Learning Strategy in Reading and Reading Comprehension Nabila Ayu Nisa; Bambang Setiyadi; Huzairin Huzairin
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.441 KB)

Abstract

Tujuan penelitian ini adalah untuk mengetahui Kelompok mana antara murid yang reflektif atau impulsif yang lebih baik dalam pemahaman membaca dan apakah ada perbedaan yang significant  antara kedua kelompok murid saat menggukan strategi belajar untuk membaca. Alat ukur yang digunakan adalah Matching Failiar Figure Test (MFFT), Language Learning Strategy Questionnaire (LLSQ), dan tes membaca. Hasilnya menunjukan bahwa siswa reflektif lebih baik dalam pemahaman membaca dibandingkan siswa impulsif. Hasilnya juga menunjukan bahwa hipotesis 2 ditolak karna tidak ada nya perbedaan yang signifikan antara siswa reflektif dan impulsif dalam menggunakan strategi belajar. Peneliti dapat menyarankan bahwa penelitian ini sangat penting untuk siswa dapat mengetahui kecenderungan strategi belajar yang mereka gunakan untuk memaksimalkan proses belajar  dalam memahami tes membaca.The aims of this study were to find out whether i) reflective or impulsive students had better comprehension in reading and ii) there was a statistically significant difference between impulsive and reflective students in using different learning strategy in reading. The instruments are Matching Familiar Figure Test (MFFT), Language Learning Strategy Questionnaire (LLSQ), and the reading comprehension test. The result showed that reflective students did better in reding comprehension than the impulsive students. It also showed that the hypothesis was rejected that there was no a statistically significant difference between reflective and impulsive students in using different learning strategy. This suggests that it is very important for the teachers to know students’ dominant learning strategies to maximize their learning process in comprehending reading test.Keywords: learning strategies, impulsivity, reflectivity, reading comprehension.
THE EFFECTIVENESS OF TEACHING LISTENING COMPREHENSION THROUGH ENGLISH SONGS AT ELEVENTH GRADE Dito Setiyawan; Bambang Setiyadi; Sudirman Sudirman
U-JET Vol 3, No 1 (2014): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (48.608 KB)

Abstract

Tujuan penelitian ini adalah menganalisis efektivitas mengajar pemahaman mendengar melalui lagu berbahasa inggris dan menemukan masalah yang dihadapi siswa. Penelitian ini menggunakan one-grup-pretest-posttest desain. Sample penelitian ini adalah kelas XI. Data diambil melalui pre test, post test, perlakuan dan iterviu. Hasil menunjukan rata-rata nilai mean siswa dari post-test 65.3. lebih tinggi dari pretest 53.6, dengan peningkatan sebesar 10.5. Hasil t-test menunjukan signifikan p05, p=,000. Disamping itu, masalah yang dihadapi siswa yaitu: konsentrasi, memahami kata/frase, membedakan pola kalimat, penanda wacana, kecepatan berbicara dan panjangnya lagu. Namun, setelah berlatih, siswa secara bertahap mulai dapat memahami materi dan mampu mengatasi masalah. Dengan demikian, dapat disimpulkan bahwa: lagu berbahasa inggris dapat meningkatkan pemaham mendengar siswa dan mampu mengatasi masalah yang siswa hadapi selama belajar. This aim of this research was to find out whether there is significant improvement of students’ listening ability and to find out the problems faced by the students. This research used one-grup-pretest-posttest design. The sample was eleventh grade. The data were taken by pretest, posttest and interview. The result showed that students’ mean score of posttest was 65.3. that was higher than pretest 53.6. with the gain 10.5. The test revealed that the result was significant p05, p=,000. Besides that, the problems faced in learning were students’ low concentration, understanding the difficult words/phrases, distinguishing sentence pattern and discourse marker, unable keeping up with the speaker’s speed and song materials were long. However, after practicing dialogues frequently, the students started comprehending the materials were able to overcome those problems. Therefore, it could be concluded that: English songs could improve the students’ listening comprehension better and overcome the problems the students faced during treatment.Keywords: listening ability, productive skill, receptive skill
Designing Multiple Intelligences-Based Instructions To Improve Students Speaking Performance For Aviation Students Rika Kemala; Bambang Setiyadi; Mahpul Mahpul
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (567.115 KB)

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah ada atau tidak ada pengaruh yang signifikan secara statistik dari beberapa instruksi berbasis kecerdasan majemuk berdasarkan pada kinerja berbicara siswa. Selain itu, ini bertujuan untuk menyelidiki aspek berbicara yang dapat secara signifikan meningkat melalui beberapa instruksi berbasis kecerdasan majemuk. Selanjutnya, ini juga bertujuan untuk menyelidiki inventarisasi kecerdasan siswa yang dominan yang mempengaruhi lebih banyak melalui serangkaian instruksi berbasis kecerdasan majemuk. Tes berbicara, kuesioner, dan observasi digunakan untuk mengumpulkan data. Instrumen tersebut telah dinyatakan valid dan reliabel dikarenakan telah sesuai dengan teori multiple intelligences oleh Armstrong (2009) dan Harris (1969). Hasil penelitian menunjukkan bahwa ada pengaruh signifikan secara statistik dari beberapa instruksi berbasis kecerdasan majemuk pada kinerja berbicara siswa. Dalam hal inventarisasi dominan kecerdasan siswa, terungkap bahwa siswa yang memiliki kecerdasan linguistik yang dominan adalah kecerdasan tertinggi yang mempengaruhi kinerja berbicara siswa.The present study aimed at investigating whether or not there is a statistically significant effect of designed multiple intelligences-based instructions on students speaking performance, exploring the aspect of speaking that can significantly improve through it and finding the dominant inventory of students intelligence that affected more. Speaking tests, questionnaires, and observation were used to collect the data. The instruments of the reseach were valid and realible. They were constructed based on Armstrongs Multiple Intteligences (2009) and Harris Speaking(1969) theory. The results showed that there was a statistically significant effect of designed multiple intelligences-based instructions on students speaking performance. In term of the dominant inventory of students intelligence it revealed that students who have linguistics intelligence dominant was the highest intelligence that affected on students speaking performance.Keywords: Instruction, multiple intelligences, speaking performance.
Developing Culture-Based Procedures to Improve Students Cultural Awareness in Verbal and Nonverbal Lutfan Adli; Bambang Setiyadi; Mahpul Mahpul
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.906 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh signifikan dari prosedur berbasis budaya terhadap kesadaran budaya siswa baik komunikasi verbal maupun nonverbal dan bagaimana siswa meningkatkan kesadaran budaya mereka terhadap budaya bahasa Inggris baik komunikasi verbal maupun nonverbal. Penelitian ini merupakan metode kuantitatif dan kualitatif. Instrumen penelitian ini menggunakan kuesioner dan observasi. Peserta ada 40 siswa STKIP Muhammadiyah Pringsewu. Hasil penelitian menunjukkan ada pengaruh yang signifikan secara statistik terhadap prosedur berbasis budaya terhadap kesadaran budaya siswa dengan tingkat signifikan (0.000 0.05). Hasil pengamatan menunjukkan bahwa siswa meningkatkan kesadaran budaya budaya dengan meniru verbal dan nonverbal, membuat catatan verbal dan nonverbal, mencari kamus dalam membuat dialog, dan memberi umpan balik kepada orang lain sebagai komponen penting dalam pembelajaran. aktivitas. Peneliti menyarankan agar mengembangkan prosedur berbasis budaya diperlukan untuk meningkatkan kesadaran budaya siswa dalam komunikasi verbal dan nonverbal.This research is intended to find out the significant effect of the culture-based procedures on students cultural awareness in both verbal and nonverbal communication and how students improve their cultural awareness of English culture in both verbal and nonverbal communication.This research wasquantitative and qualitative method. The instruments of this research used questionnaire and observation. The participants were 40 students of STKIP MuhammadiyahPringsewu. The result showed there was a statistically significant effect of culture-based procedures on students cultural awareness with the significant level (0.000 0.05).The observation results showed that students improvecultural awareness by imitating of verbal and nonverbal, making notes of verbal and nonverbal, looking up dictionary in making dialogue, and giving peer feedback to others as important components in learning activity.The researcher suggests that developing culture-based procedures is needed to improve the students cultural awareness.Keywords: Cultural awareness, nonverbal, verbal.
The Implementation of Neuro-linguistic Programming Techniques on Indonesian Students' Self-efficacy and Writing Ability in The Context of English as Foreign Language Hendi Nur Pratama; Bambang Setiyadi; Ari Nurweni
U-JET Vol 8, No 2 (2019): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menemukan apakah teknik NLP dapat meningkatkan Self-efficacy dan kemampuan menulis teks Recount siswa dan untuk mengetahui aspek menulis apa yang meningkat paling signifikan. Penelitian dilakukan pada 30 murid siswa Kelas X yang telah mempelajari bahasa Inggris pada konteks EFL. Instrumen yang digunakan adalah kuesioner dan tes writing. Desain penelitian yang digunakan adalah one group pretest posttest. Data dalam bentuk skor didapatkan dari pre tes dan post tes, dianalisis menggunakan Paired Sampel t-test. Hasil dari pre tes ke post tes menunjukkan terdapat peningkatan yang signifikan pada self-efficacy siswa dan kemampuan menulis teks recount. Aspek menulis yang meningkat paling signifikan adalah vocabulary. Teknik NLP membantu siswa untuk menikmati proses pengajaran dan pembelajaran, bahkan mendorong siswa untuk terus melatih kemampuan writing agar mendapatkan hasil yang lebih baik dari hari ke hari.This study aims to find out whether NLP techniques could improve the students’ self-efficacy and writing ability in recount text and to investigate which aspect of the students’ writing skill improve the most. The study was conducted on 30 tenth grade students who have been learning English in the EFL context. The instruments were questionnaire and writing test. The design used was one group pretest-posttest.  The data were in form of scores taken from the pretest and posttest and were analyzed by using Paired Sampel t-test. The result from pretest to the posttest score showed that there were significant improvements of both students’ self-efficacy and writing ability in recount text. The aspect of writing which improved the most was vocabulary. NLP techniques help the students to enjoy the process of teaching and learning, even encouraged students to practice writing by themselves to get a better result from day to day.Keywords: Writing, recount text, neuro-linguistic programming techniques, self-efficacy
USING PICTURE SERIES IN TEACHING WRITING AT THE SECOND YEAR OF SMA Deva Setyawan; Bambang Setiyadi; Ari Nurweni
U-JET Vol 4, No 9 (2015): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.118 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui efektifitas penggunaan picture series dalam pengajaran teks analitik eksposisi. Komponen di dalam teks dinilai dengan menggunakan rubrik untuk esai argumentatif. Tiga penilai telah dilibatkan dalam penelitian ini. Dua penilai merupakan guru bahasa inggris SMA yang bersangkutan dan satu penilai yang merupakan peneliti sendiri. Sampel dalam penelitian ini adalah kelas XI IPA 1 yang terdiri dari 34 siswa. Desain penelitian ini adalah one group pretest posttest dengan analisa data menggunakan paired sample t-test. Nilai rata-rata untuk pretest adalah 60.75 dan untuk posttest adalah 70.48. Dari analisa data diperoleh juga bahwa tvalue adalah 1.841 dengan (df)=33 di level signifikan 0.05=1.692. Karena tnilai lebih besar dari ttabel maka itu artinya H nol ditolak atau dengan kata lain picture series efektif digunakan dalam pengajaran teks analitik eksposisi.This study aimed at finding out whether the use of picture series was effective for teaching analytical exposition text. The components within text were scored by using an argumentative essay scoring rubric. Three raters were involved in this research. Two of them were the English teachers and one of them was the researcher. The sample was class XI IPA 1 that consisted of 34 students. This research used one group pre-test post-test design and the data was analyzed with paired sample t- test. The average score of the pre-test was 60.75 and the average score of the post-test was 74.48. After analyzing the data, it was also found that the tvalue was 1.841with the degree of freedom (df)=33 at the level of significance 0,05=1.692. Since tvalue was greater than ttable, it concluded that the null hypothesis was rejected or in other words picture series was effective to be used in teaching analytical exposition text.Keywords: picture series, analytical exposition text, argumentative essay scoring rubric.
STUDENTS’ READING ACHIEVEMENT TAUGHT USING AUTHENTIC MATERIAL AND MODIFIED MATERIAL Afini Rahmadia Putri; Bambang Setiyadi; Deddy Supriyadi
U-JET Vol 3, No 3 (2014): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.279 KB)

Abstract

Penelitian ini bertujuan untuk membandingkan pengaruh dari authentic material dan  modified material, mengetahui materi yang lebih efektif, dan mengetahui persepsi siswa di dalam pencapaian pemahaman membaca. Penelitian ini adalah penelitian perbandingan yang menggunakan desain Static Group Comparison. Penelitian ini dilaksanakan di kelas dua SMA Muhammadiyah. Data penelitian dikumpulkan dengan menggunakan tes di dalam bentuk narrative text. Hasil penelitian ini menunjukan adanya perbedaan signifikan dari pemahaman membaca siswa antara yang diajar dengan menggunakan authentic material dan yang diajar dengan modified material. Disamping itu, authentic material lebih efektif daripada modified material di dalam pengajaran pemahaman membaca. Ini dapat dibuktikan dengan peningkatan authentic material lebih tinggi dari modified material. Selain itu, siswa memiliki persepsi lebih positif terhadap authentic material daripada modified material. Pada akhirnya, penelitian ini menyarankan guru Bahasa Inggris seharusnya menggunakan authentic material  di dalam pengajaran membaca. This study is aimed to compare the effect of authentic material and modified material, to find out the material which is more effective, and to find out students’ perception on reading comprehension achievement. This research is a comparative study that used Static Group Comparison Design. This research was conducted at the second year of SMA Muhammadiyah. The data were collected by using test in narrative text. The results of this research show that there is a significant difference of students’ reading comprehension between those taught using authentic material and those using modified material. Then, authentic material is more effective than modified material. It provides evidence that the gain of authentic material is higher than modified material. Beside that, the students have more positive perception toward authentic material than modified material. Last, it is suggested that the teacher of English may considering using authentic material in teaching reading.Keywords: authentic material, modified material, reading comprehension
Developing a teaching model through students-selected topics and implicit corrective feedback in teaching writing Anggi Try Pratidina; Bambang Setiyadi; Mahpul mahpul
U-JET Vol 9, No 1 (2020): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.473 KB)

Abstract

This study is aimed at finding the difference in writing achievement between students taught through original students-selected topics and those taught through students-selected topic and implicit corrective feedback. In addition, this study is also aimed to find out whether or not there is correlation between students’ writing attitude and their writing achievement. The subjects of this research were the first grade students of SMAN 13 Bandar Lampung in the academic year 2019/2020. The research was conducted to 34 students in experimental class and 34 students in control class. In collecting the data, the researcher administered writing tests and attitude questionnaire. Then, the data were analyzed quantitatively. The results shows that students-selected topics and implicit corrective feedback affected students’ writing achievement. The result revealed that t-value was higher than t-table (5.8451.996) with the significance level of less than 005 (0.000 0.005). Keywords: Implicit corrective feedback, students-selected topic, students’ writing attitude.
Incorporating LS-Based Grouping in CP to Optimize Students Interaction and Writing Ability Fefiyana Fefiyana; Bambang Setiyadi; Ari Nurweni
U-JET Vol 7, No 1 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.256 KB)

Abstract

Penelitian ini bertujuan untuk mengukur kemampuan menulis dan interaksi mahasiswa setelah diterapkannya system pengelompokkan berbasis gaya belajar (learning style-based grouping) dalam prosedur kerjasama (cooperative procedure) yang digunakan pada pengajaran kemampuan menulis (writing). Pendekatan kuantitatif dan kualitatif digunakan untuk meneliti dua kelas mahasiswa yang mengambil English 1 sebagai mata kuliah wajib di IBI Darmajaya. Instrumen penelitian yang digunakan mencakup tes kemampuan menulis, observasi video dokumentasi, serta serangkaian kuesioner learning style yang berfungsi sebagai dasar utama pengelompokkan mahasiswa di kedua kelas tersebut. Hasil penelitian menunjukkan adanya perbedaan signifikan pada kemampuan menulis serta interaksi antara kedua kelompok eksperimen setelah diterapkannya pengelompokkan berbasis learning style. Temuan ini membuktikan bahwa implementasi system pengelompokkan heterogen berdasarkan learning style sangat berperan positif dalam mengoptimalkan kemampuan menulis serta memacu interaksi yang konstruktif dan saling menguntungkan.The aims of this research are to investigate the students writing ability and interaction after incorporating learning style-based grouping in cooperation procedure of teaching writing. This research was carried out quantitatively and qualitatively and involved two classes who took English 1 subject as a compulsory subject at IBI Darmajaya. The used instruments were writing test, observation of documented videos, and learning styles questionaires that served as the important measument for grouping of both two experimental classes. It was found that there was a significant difference in the students writing ability and their interaction between the two experimental groups after the implementation of incorporating learning style-based grouping in cooperation procedure of teaching writing. The findings prove that the implementation of heterogenous grouping based on learning styles benefits succesfully in optimizing students writing ability and producing the constructive and promotive interaction.Keywords: Cooperation procedure, interaction, learning style-based grouping, writing ability.
Co-Authors Ade Siska Afini Rahmadia Putri Anggi Try Pratidina Annisa Fidiyati Annisa Octa Elvira Apri Mahendra Putra Ari Nurweni Bagus Sugeng Riyadi Basturi Hasan Budi Kadaryanto Burhanuddin Burhanuddin Deddy Supriyadi Desti Mulya Sari Deva Setyawan Dito Setiyawan Edi Suyanto Emilda Oktaviyani Evi Fitri Aglina farida ariyani Fefiyana Fefiyana Feni Munifatullah Fitri Susmiati Flora Flora Flora Nainggolan Hartati Hasan Hendi Nur Pratama Huzairin Huzairin I Ketut Suada Intan Dika Saputri Lutfan Adli Mahpul Mahpul Melati Dwi Anda Syaputri Muhammad Sukirlan Nabila Ayu Nisa Nabila Putri Ni Nyoman Wety S. Novia Dwi Rahayu Nurlaksana Eko Rusminto PURWANTI PURWANTI Ramlan Ginting Suka Ratna Dewi Rika Kemala Rika Silvia Rinna Slamet Risa Destriani Riduan Rizky Bunga Listari rosita simbolon Ryan Puby Sumarta Salmina Salmina Samara Fitri Azhari Sudirman Sudirman Tangzilal Imam Ma'ruf Ujang Suparman