scholarly journals Comparing the Effects of L2-based with Code-switching-based Instruction on EFL Speaking Classes

2018 ◽  
Vol 9 (5) ◽  
pp. 946
Author(s):  
Dwi Ide Rahayu ◽  
Margana Margana
Keyword(s):  
Junior High School ◽  
Performance Test ◽  
Code Switching ◽  
Control Group ◽  
Central Java ◽  
Before And After ◽  
Post Test ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

This study is aimed at investigating the effects of L2-based and code-switching-based instruction in teaching Indonesian EFL primary level speaking classes by comparing and examining any potential correspondences between the uses of two different instructions with students’ improved speaking achievement. The participant of the study consisted of 70 seventh grade students at a Junior High School in Central Java Province, Indonesia. The samples were divided into two groups: experimental and control group. The former was taught using L2-based-instruction (L2BI) and the later was taught using the most common instruction used i.e. code-switching-based-instruction (CBI). A speaking performance test was developed by the researcher and administered before and after the experiment as pre-test and post-test. The data was analyzed using Analysis of Variance (ANOVA). The finding of the study revealed significant differences (0α 05) between the groups in support of the experimental group.

scholarly journals Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research)

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Soviyah Soviyah ◽  
Yunia Purwaningtias
Keyword(s):  
Experimental Research ◽  
Junior High School ◽  
Control Group ◽  
Sample Population ◽  
Central Java ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Pictures use in an educational setting fits the idiom: old but gold. There have been plenty of studies revealing how good the use of pictures in the classrooms is. Pictures have been long known to have the ability to help motivate, demonstrate, and instruct the students during a learning process. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically, it aims at finding out the effectiveness of the use of picture cues in teaching writing.The study belongs to experimental research involving two groups of experiment and control. The eighth-grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing a sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it’s done quantitatively applying both descriptive and inferential statistics.The result of the research shows that there is a significant difference in the students’ writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pre-test shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the post-test indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in a score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

scholarly journals The Effect of Strategy-Based Instruction on Students’ Speaking Skills atLakidende University

2014 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Irawati . ◽  
Haryanto . ◽  
Syarifuddin Dollah
Keyword(s):  
Control Group ◽  
P Value ◽  
Speaking Test ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group ◽  
Very High

This study aimed at investigating the effect of strategies-based instruction on students’ speaking skill at Lakidende University and the students’ interest in learning English through strategies-based instruction. This research employed Quasi Experimental Method, with non-equivalent control group design. This research assigned experimental group and control group (30 students for each).Speaking test was used to see the effect of strategies-based instruction on students’ speaking skill and questionnaire was used to see students’ interest in learning English through strategies-based instruction. The data obtained through the speaking test were analyzed by using descriptive statistics and inferential statistics. Meanwhile, the data from questionnaire were analyzed in percentage and descriptive statistics. The students’ speaking skill covered three components: accuracy, fluency, and comprehensibility. The findings showed that there was an improvement on the students’ speaking ability after the treatment. There was a significant difference between the results of post-test of experimental and control group, where the mean score of post-test of experimental group was 70.37, which was higher than the mean score of post-test of control group was 59.63.The value of P-value or sig. (2-tailed) shows that P-value or sig. (2-tailed) is smaller than α (0.00 < 0.05).Furthermore, the data that were collected from questionnaire showed that the students were very high interest toward strategies-based instruction. It is showed by the mean score in scale of 89.6, which was categorized as very high interest. Keywords: effect, strategy-based instruction, speaking skill

scholarly journals Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

2019 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Hosna Rasooyar ◽  
Mehrdad Sepehri
Keyword(s):  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
The Third ◽  
Post Test ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Control ◽  
Experimental Group ◽  
Fluency Task

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

Penerapan Metode Pembelajaran Think, Pair, and Share dalam Pembelajaran Menulis Teks Berita

2018 ◽  
Vol 3 (1) ◽  
pp. 71-82
Author(s):  
Suci Noor Anisa Putri Rahayudianti ◽  
Andoyo Sastromiharjo ◽  
Yulianeta Yulianeta
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control ◽  
And Control ◽  
Experimental Group

ABSTRAKSI: Penelitian ini bertujuan untuk mengetahui perbedaan signifikan penerapan metode “think, pair, and share” di kelas eksperimen dan kelas kontrol tentang kemampuan siswa dalam menulis teks berita. Metode yang digunakan adalah eksperimen kuasi, dengan desain kelompok kontrol “non-equivalent”, dan sampel bertujuan terdiri dari dua kelompok: 30 siswa di kelas kontrol dan kelas eksperimen. Hasil penelitian menunjukan bahwa kemampuan menulis teks berita siswa sebelum mendapat perlakuan, secara keseluruhan, masih kurang maksimal. Perolehan nilai pre-test di kelas eksperimen, rata-rata sebesar 41; sedangkan kelas kontrol sebesar 46.8. Pada saat post-test, kelas eksperimen mendapat nilai 80; sedangkan kelas kontrol sebesar 53.8. Kemampuan menulis teks berita siswa kelas eksperimen dan kelas kontrol, dengan demikian, mengalami peningkatan. Hasil uji hipotesis pada siswa kelas VIII SMP (Sekolah Menengah Pertama) Laboratorium UPI (Universitas Pendidikan Indonesia) Kampus Cibiru, Bandung, Jawa Barat, Indonesia ini dapat disimpulkan bahwa terdapat perbedaan signifikan antara kemampuan menulis teks berita siswa kelas eksperimen dan kelas kontrol. KATA KUNCI: Pembelajaran Bahasa; Teknik Berpikir, Berpasangan, Berbagi; Teks Berita; Kemampuan Menulis Siswa.ABSTRACT: “Application of Think, Pair, and Share Learning Methods in News Text Writing Lesson”. This study aims to investigate a significant difference in the implementation of think, pair, share method in the experimental and control groups of students’ ability in writing the news text. The method used is quasi experiment, with non-equivalent control group design, and the purposive sampling was consisted of 30 students for each groups. The finding shows that before the treatment, the students’ achievements in both groups were not maximal. The pre-test score results of the experimental group was 41; while the control group was 46.8. However, the post-test results of the experimental group was 80; but the control group as 53.8. It indicates the students’ ability in writing the news text in the experimental groups improved. The hypothesis test to the students in Year VIII of SMP (Junior High School) Laboratorium School UPI (Indonesia University of Education) Cibiru Campus, Bandung, West Java, Indonesia can be concluded that there is a significant difference in ability of writing the news text between the students in the experimental and control groups.KEY WORD: Language Learning; Think, Pair, Share’s Method; News Text; Student’s Writing Competences.     About the Authors: Suci Noor Anisa Putri Rahayudianti, S.Pd. adalah Alumni Departemen Pendidikan Bahasa dan Sastra Indonesia FPBS UPI (Fakultas Pendidikan Bahasa dan Sastra, Universitas Pendidikan Indonesia) di Bandung, lulus tahun 2017. Dr. Andoyo Sastromiharjo dan Dr. Yulianeta adalah Dosen Senior di Departemen Pendidikan Bahasa dan Sastra Indonesia FPBS UPI di Bandung, Jawa Barat, Indonesia. Alamat e-mail penulis: [email protected] Citation: Rahayudianti, Suci Noor Anisa Putri, Andoyo Sastromiharjo Yulianeta. (2018). “Penerapan Metode Pembelajaran Think, Pair, and Share dalam Pembelajaran Menulis Teks Berita” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 3(1), March, pp.73-84. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (October 9, 2017); Revised (March 2, 2018); and Published (March 30, 2018).

scholarly journals School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study

2021 ◽  
Vol 13 (11) ◽  
pp. 6331
Author(s):  
Jianfen Wu ◽  
Manlin Zhang ◽  
Wenqi Lin ◽  
Yunpeng Wu ◽  
Hui Li
Keyword(s):  
Social Adjustment ◽  
Emotional Competence ◽  
Control Group ◽  
School Based ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Emotional competence (EC) is important for children’s social adjustment and sustainable development. The present study designed a school based emotional competence learning (ECL) program and examined its effectiveness with 56 Chinese preschoolers aged 5–6. A quasi-experimental design was employed to examine the impact of the ECL program on young children’s EC. Two upper Kindergarten classes (Daban) for children aged 5–6 were randomly assigned as experimental group (n = 31, 42% girls, Mage = 68.31 months, SD = 3.75) and control group (n = 25, 44% girls, Mage = 68.16 months, SD = 3.77). The experimental group was engaged in a 15-week ECL program, whereas the control group had similar duration courses without emotional competence training. All the children were administered the Test of Emotion Comprehension, Expression Identification Task, and Emotion Regulation Strategy Inventory before and after the intervention. The results indicated no significant differences between the experimental and control groups in the pre-test. In contrast, the experimental group outperformed the control group in most EC components in the post-test. Meanwhile, the experimental group demonstrated greater increases in EC components. The findings suggest that this ECL program has strong potential as a school-based, structured program for enhancing children’s emotional competence. The educational implications of these findings are discussed.

scholarly journals Efektivitas Biblioterapi Kelompok untuk Menurunkan Agresivitas Siswa Sekolah Dasar

2020 ◽  
Vol 12 (1) ◽  
pp. 93-102
Author(s):  
Fikri Tahta Nurul Fiqih ◽  
Annita Wahyuningtyas ◽  
Abid Abdi Aziz ◽  
Erni Agustina Setiyowati
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Group Design ◽  
Feasibility Assessment ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui efektivitas biblioterapi kelompok dalam menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan metode eksperimen dengan desain Pretest-Postest Control Group Desain. Sampel dipilih berdasarkan hasil seleksi menggunakan skala agresivitas. Penempatan kelompok eksperimen menggunakan randomisasi. Sebanyak 18 siswa sebagai kelompok eksperimen dan 18 siswa sebagai kelompok kontrol. Alat ukur yang digunakan untuk pretest dan post test adalah skala agresivitas yang terdiri dari 55 pernyataan. Biblioterapi dilaksanakan sebanyak 7 sesi dengan menggunakan naskah-naskah cerita yang telah mendapat penilaian kelayakan dari Psikolog. Hasil analisis data menggunakan uji F menghasilkan perbedaan agresivitas yang signifikan antara gainscore kelompok eksperimen dan kontrol. Selain itu terdapat perbedaan agresivitas yang signifikan pada kelompok eksperimen sebelum dan sesudah intervensi, sedangkan pada kelompok control tidak ada perbedaan agresivitas yang signifikan antara pretest dan post test. Dapat disimpulkan bahwa biblioterapi kelompok dapat menurunkan agresivitas siswa.  This study aims to determine the effectiveness of bibliotherapy in reducing aggressiveness in elementary students. This study used an experimental method with the pretest-posttest control group design. The sample is chosen based on the results of the selection using an aggressiveness scale. Placement of the experimental group using randomization. A total of 18 students as the experimental group and 18 students as a control group. The measuring instrument used for the pretest and post-test is an aggressiveness scale consisting of 55 statements. Bibliotherapy was carried out as many as seven sessions using story scripts that had received a feasibility assessment from a Psychologist. The results of data analysis using the F test produced a significant difference in aggressiveness between the gain score of the experimental and control groups. The results showed that there were substantial differences in aggressiveness in the experimental group before and after the intervention. Whereas, in the control group, there was no significant difference in aggressiveness between the pretest and post-test. It can be concluded that bibliotherapy effectively reduces student aggressiveness.

scholarly journals STAD : A Suitable Technique for Increasing Students’ Vocabulary Mastery

2017 ◽  
Vol 4 (1) ◽  
pp. 51-61
Author(s):  
Muhammad Ilyas
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
Control Group ◽  
English Teacher ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Suitable Technique ◽  
Experimental Group

Increasing students’ vocabulary mastery is not an easy way for English teacher in teaching English in the classroom. To realize the difficulties of increasing students’ vocabulary mastery, the English teacher should consider many strategies of teaching. The strategies that are used should be able to make students feel comfortable and enjoy in the classroom and also should be able to encourage and motivate them to learn. One of the strategies is STAD (Student Teams Achievement Divisions). This research focuses on the implementation of STAD to increase students’ vocabulary mastery. The writer would like to find out whether there is a suitable techniqueor not on students’ vocabulary mastery for junior high school students after applying STAD in teaching and learning process.This research is an experimental study in quantitative research. The research involved two equal qualification of sample groups, they are an experimental group and control group. The instrument that used in this research is vocabulary test.Pre-test were given for both groups, after applying STAD in treatment for experimental group, the pos-test was administered by the two groups, experimental group and control group. The writer found that the mean score of experimental group is 52.59 in pre-test and became 71.66 in post-test and control group is 51.52 in pre-test and became 55.81 in post-test. From the result of mean score from each groups, it can be seen that there is significant improvement from experimental group.Consequently, the useof STAD is more effective to increase vocabulary mastery for junior high school students. And the evidence indicates that teaching English vocabulary by using STAD has significant positive effectand become a suitable technique for increasing students’ vocabulary mastery.

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

scholarly journals Vocabulary Analogy as Instructional in Enhancing Reading Comprehension

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Fajrianor Fajrianor
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Null Hypothesis ◽  
Control Group ◽  
Test Results ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Group 2 ◽  
Experimental Group

This research was designed to find out the effects of vocabulary analogy to reading comprehension of seventh grade students of State Junior High School 9, Yogyakarta, Indonesia. Specifically it sought to answer the following questions: 1) How is the effects in reading comprehension of the students taught with  Vocabulary  Analogy  or  without  vocabulary  analogy?  2)  Is  there  a significant difference in the reading comprehension between the control and experimental groups based on the pre-test and post-test results? A test was conducted for control and experimental groups before and after the treatment process. T-test was computed to reveal whether there was a significant  difference in  the pre-test  and post-test results of the control and experimental groups. Findings of the research were: 1) The use of vocabulary analogy improved students’ reading comprehension 2) The computed T value based from the results of pre-test in the control and experimental groups is 0.130,  lower  than  T  tabular  value  of  1.996.  This  result  accepts  the  null hypothesis that there is no significant difference in the results of pre-test of control and experimental groups. Moreover, treatments were given to control and experimental groups after the pre-test, control group was taught without vocabulary analogy and experimental group was taught with vocabulary analogy before the post-test for each group. The computed T value in the post-test of the control and experimental groups is 11.15, higher than T tabular value of 1.996 at5% level significance. This result rejects the null hypothesis that there is no significant difference in the results of pre-test and post-test of control and experimental groups. Based on findings, the following conclusions were drawn: 1) The use of vocabulary  analogy  had  significantly  influenced  students’  reading comprehension particularly of the experimental group 2) There is significant difference in the post-test results of the control and experimental groups. Null hypothesis was rejected since the computed T value was higher than the T tabular value.

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