scholarly journals The Effect of Communication Games and Self-Esteem towards Students’ Speaking Skill

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 163-170
Author(s):  
Rifky Fakhrurrazy
Keyword(s):  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Self Esteem ◽  
Communication Games ◽  
Conventional Teaching ◽  
Speaking Skill ◽  
Cluster Random Sampling ◽  
Speaking Skills

This research is an experimental research. This study aims to find out the effect of communication games as a teaching strategy and self-esteem toward students speaking skill at SMP Dr. Abd Ahmad PGAI Padang. The population of this research was students of grade VIII SMP Dr. Abd Ahmad PGAI Padang. The technique used is Cluster Random Sampling. The sample consists of students at VIII A as experimental class and VIII B as control class. In this research, the test is used to analize students’ speaking skill and questionnaire was used to collect self-esteem data. Data from the research were analyzed by using two-way t-test and ANOVA (ANOVA 2x2)4. The results of this research were (1) students taught with Communication Game have better speaking skills than students taught by conventional strategies, (2) the speaking skill of students with high self-esteem with Communication Game gives higher results than Conventional teaching strategies, (3) students 'speaking skills with low Self-Esteem with Communication Game gives higher results than conventional teaching strategies, and (4) there is no interaction between strategy and Self-Esteem in transactional text.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Uziana Uziana ◽  
Berlin Sibarani ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
School Year ◽  
Directed Reading ◽  
Cluster Random Sampling

The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that  The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies

scholarly journals Buzz Group in ESP Class to Improve Students' Speaking Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 88
Author(s):  
Nine Febrie Novitasari ◽  
Dwi Taurina Mila Wardhani
Keyword(s):  
Effective Teaching ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Visual Media ◽  
Group Method ◽  
Effective Teaching Strategies ◽  
Speaking Skill ◽  
Speaking Skills

Teaching strategy and media are two important factors that influence the success of teaching and learning process. The implementation of Buzz group method that are integrated with audio visual media is one example of the effective teaching strategies that can be used to teach speaking. Students taking ESP class at UNARS had difficulties with speaking skill because of their limited vocabularies. Thus, this research tried to see how if Buzz group implemented with audio visual media implemented to the students to mprove their speaking skill. This CAR was held in one cycle. The result showed that the strategy was effective in improving the students’ speaking skill.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND STUDENTS’ PERSONALITIES ON STUDENTS’ ACHIEVEMENT IN WRITING

2020 ◽  
Vol 17 (1) ◽  
pp. 59
Author(s):  
Sri Dewi Yanti ◽  
Anni Holila Pulungan ◽  
I Wayan Dirgeyasa
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
School Students ◽  
Group I ◽  
Experimental Group ◽  
Senior High School Students

The objectives of this experimental research were to investigate whether 1) students’ achievement in writing taught by using Two Stay Two Stray teaching strategy was higher than taught by using Think Talk Write teaching strategy, 2) students’ achievement in writing with extrovert personalities was higher than those with introvert personalities, 3) there was interaction between teaching strategies and students’ personalities on students’ achievement in writing. The population of this research was the students in Grade X of Setia Budi Abadi Senior High School students in the 2018/2019 academic years that is located on Jl.Serdang No. 157 Perbaungan. The total number of population was 129 students. There were 64 students selected as sample of this research by applying random sampling. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group I was treated by using think talk write teaching strategy and experimental group II Keywords: Think Talk Write Teaching Strategy, Two Stay Two Stray Teaching Strategy, Extrovert, and Introvert.  

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SELF REGULATION ON STUDENTS’READING COMPREHENSION

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Irmayanti Irmayanti ◽  
Didik Santoso ◽  
Rahmad Husein
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Self Regulation ◽  
Sampling Technique ◽  
Direct Reading ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this experimental research were to find out whether: (1)The students’ achievement in reading comprehension taught by using Read, Ask, Put, and Paraphrasing (RAPP) strategy was higher than that taught by using Direct, Reading Thinking, Active (DRTA) strategy, (2) the students’ achievement in reading comprehension with high self-regulation was higher than that low self-regulation, and (3) there was an interaction between teaching strategies and self-regulation on the students’ achievement in reading comprehension. The population of this research was the students in grade XII of Madrasah Aliyah Negeri Sipirok of 2016/2017 academic year. There were 63 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionnaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that: (1) the students’ achievement in reading comprehension taught by using RAPP strategy was higher than the students were taught by using DRTA strategy (2) the students’ achievement in reading comprehension with high self-regulation was higher than the students were given low self-regulation, (3) there was interaction between teaching strategies and self-regulation. The students’ achievement in reading comprehension is influenced by teaching strategies and self-regulation. Keywords: teaching strategies, self-regulation, reading comprehension

scholarly journals Using Communicative Games to Improve Students’ Speaking Skill at SMPN 2 LAMASI

2021 ◽  
Vol 8 (1) ◽  
pp. 155-162
Author(s):  
Fibri Indira Lisanty AD ◽  
Jumriani DM
Keyword(s):  
Experimental Design ◽  
Random Sampling ◽  
Sampling Technique ◽  
Total Sample ◽  
Post Test ◽  
Speaking Skill ◽  
Class Viii ◽  
The Mean ◽  
Cluster Random Sampling ◽  
Speaking Skills

This research aims to determine the effectiveness of communicative games that can improve students’ speaking skills in class VIII at SMPN 2 Lamasi. The method that is  applied in this research is a pre-experimental design. The population in this research is the seventh-grade students of SMPN 2 Lamasi, and the total sample is 15 students. The research uses a cluster random sampling technique in determining the sample. The instrument of this research is speaking. The results of this research indicated that after using the communicative games to improve students' speaking skills of SMPN 2 La masi increases. This shows that there are significant differences between student scores in pre-tests and post-test. The mean score of the students’ pre-test is 37.47 and 81.47 in the post-test. So, there is significant different between the result of pre-test and post-test after the treatment. Therefore, the researcher concludes that communicative games is effective in teaching speaking at eight grade of SMPN 2 Lamasi.

scholarly journals PEMBELAJARAN FISIKA BERBASIS MASALAH MELALUI METODE EKSPERIMEN DAN DEMONSTRASI DITINJAU DARI KEMAMPUAN MENGGUNAKAN ALAT UKUR DAN SIKAP ILMIAH SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 63-71
Author(s):  
Abdul Kadir Alaydrus
Keyword(s):  
Experimental Research ◽  
Random Sampling ◽  
P Value ◽  
Cluster Random Sampling

Penelitian ini menggunakan metode eksperimental (experimental research). Populasi penelitian adalah seluruh siswa kelas XI program IPA SMA Negeri 2 Mataram tahun pelajaran 2017/2018, sebanyak 8 kelas. Sampel penelitian ditentukan secara acak dengan teknik cluster random sampling sebanyak dua kelas. Teknik pengumpulan data menggunakan metode tes untuk mendapatkan data prestasi belajar kognitif dan kemampuan menggunakan alat ukur, sedangkan metode angket untuk mendapatkan informasi sikap ilmiah dan prestasi belajar afektif. Dari hasil penelitian dapat disimpulkan bahwa: (1) Tidak ada pengaruh penggunaan metode pembelajaran eksperimen dan demonstrasi terhadap prestasi kognitif (p-value = 0,151) dan afektif (p-value = 0,368). (2) Tidak ada pengaruh kemampuan menggunakan alat ukur terhadap prestasi kognitif (p-value = 0,593) dan afektif (p-value = 726). (3) Tidak ada pengaruh sikap ilmiah terhadap prestasi kognitif (p-value = 0,399) dan afektif (p-value = 0,084). (4) Tidak ada interaksi antara metode pembelajaran dengan kemampuan menggunakan alat ukur terhadap prestasi kognitif (p-value = 0,832). (5) Tidak ada interaksi antara metode pembelajaran dengan sikap ilmiah terhadap prestasi kognitif (p-value = 0,839). (6) Tidak ada interaksi antara kemampuan menggunakan alat ukur dengan sikap ilmiah terhadap prestasi kognitif (p-value = 318). (7) Ada interaksi antara metode pembelajaran dengan kemampuan menggunakan alat ukur dan sikap ilmiah terhadap prestasi kognitif (p-value = 0,029).

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI TAHUN AJARAN 2013/2014

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Hidayat Bahktiar ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Mathematics Achievement ◽  
Experimental Research ◽  
Random Sampling ◽  
Group Technology ◽  
Mathematics Learning ◽  
Learning Model ◽  
Problem Posing ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Cluster Random Sampling

<p><strong>Abstract:</strong> This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better  achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.</p><p><strong>Key words: </strong>Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)</p>

scholarly journals Kontribusi Dukungan Sosial, Self-Esteem, dan Resiliensi terhadap Stres Akademik Siswa SMA

2019 ◽  
Vol 4 (4) ◽  
pp. 491
Author(s):  
Ihdan Nizar Aza ◽  
Adi Atmoko ◽  
Imanuel Hitipeuw
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Random Sampling ◽  
Sampling Technique ◽  
Self Esteem ◽  
Academic Stress ◽  
School Students ◽  
Direct Contribution ◽  
Cluster Random Sampling

<p><strong>Abstract:</strong> This study aims to determine the contribution of social support, self-esteem, and resilience to the academic stress of high school students with path analysis methods with a sample of 307 students taken by cluster random sampling technique. The research instrument was developed by authors with item validity&gt; 0.30 and reliability&gt; 0.70. The results showed a direct contribution of social support and self-esteem to the resilience of 0.242 and 0.453 sig (0.000). The direct contribution of social support, self-esteem, and resilience to academic stress were -0.153, -0.118, and -0.583 sig (0.000). Indirect contribution of social support and self-esteem to academic stress through the resilience of -0.141 and -0.264.</p><strong>Abstrak:</strong> Penelitian ini bertujuan<strong> untuk</strong> mengetahui kontribusi dukungan sosial, <em>self-esteem</em> dan resiliensi terhadap stres akademik siswa SMA dengan metode analisis jalur dengan sampel 307 siswa yang diambil dengan teknik <em>cluster random sampling</em>. Instrumen penelitian dikembangkan penulis dengan validitas butir <strong>&gt;0.30 dan reliabilitas &gt;</strong>0,70. Hasil penelitian menunjukkan kontribusi langsung dukungan sosial dan <em>self-esteem</em> terhadap resiliensi sebesar 0.242 dan 0,453 sig (0.000)., kontribusi langsung dukungan sosial, <em>self-esteem<strong>, </strong></em>dan resiliensi terhadap stres akademik sebesar -0.153, -0.118, dan -0.583 sig (0.000). Kontribusi tidak langsung dukungan sosial dan <em>self-esteem</em> terhadap stres akademik melalui resiliensi sebesar -0.141 dan -0.264.

scholarly journals PENGARUH PEMBERIAN UMPAN BALIK REKAMAN VIDEO DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MICRO TEACHING MAHASISWA

2009 ◽  
Vol 19 (X) ◽  
pp. 43-54 ◽  
Author(s):  
Mochtar M Noor
Keyword(s):  
Experimental Research ◽  
Random Sampling ◽  
Positive Impact ◽  
Sampling Technique ◽  
Education Faculty ◽  
Two Stage ◽  
Learning Achievement ◽  
The Impact ◽  
Cluster Random Sampling

This experimental research aimed at finding out the impact of video recorded feedback on and motivation to the learning achiement in microteaching. The research was conducted at Teachers Education Faculty of Prof. Dr. Hamka in Jakarta. The research samples were selected ny apllying two stage cluster random sampling technique to obtain 60 students from two classes. The results of the research approved the hypotheis that the video taped feedback and motivation had positive impact to the learning achievement in microteaching.

scholarly journals The Effect of Improvisation Technique towards EFL Students’ Speaking Ability

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 118-129
Author(s):  
Hadeli Hadeli ◽  
Eviani Eviani
Keyword(s):  
High School ◽  
Experimental Research ◽  
Random Sampling ◽  
Research Finding ◽  
English Teacher ◽  
Alternative Technique ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
Cluster Random Sampling

The purpose of this research was to determine whether Improvisation Technique gave significant difference in teaching transactional and interpersonal conversation text toward students’ speaking ability. This research was also aimed to find out which components of students’ speaking were mostly improved after using Improvisation Technique. True experimental research was used where the sample was chosen by using cluster random sampling. The result of this research showed that the students had made some progresses. It showed that the mean score of students’ speaking ability in experimental class (79.50) was higher than the mean score of students’ speaking ability in control class (72.21). It means that teaching speaking by using Improvisation Technique gives significant effect towards students’ speaking ability. Based on the research finding, it can be concluded that using Improvisation Technique gave significant effect towards students’ speaking ability at class XI of Senior High School 12 Padang. Thus, it is recommended for English teacher should consider the use of Improvisation Technique as an alternative technique in teaching speaking for getting significant effect towards students’ speaking ability.

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