scholarly journals The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension

2018 ◽  
Vol 8 (6) ◽  
pp. 665 ◽  
Author(s):  
Arash Hashemifardnia ◽  
Ehsan Namaziandost ◽  
Sajad Shafiee
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Flipped Classrooms ◽  
Experimental Group

This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were choosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.

scholarly journals The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Michael Setiawan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Learning By Teaching ◽  
Post Test ◽  
Experimental Group

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

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 Examining the Impact of Teaching Strategies and Reading Habits on Students’ Reading Comprehension

2020 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Husni Mubarok ◽  
Nina Sofiana
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Teaching Strategies ◽  
Junior High School ◽  
Control Group ◽  
Reading Habit ◽  
Reading Habits ◽  
School Students ◽  
Post Test ◽  
The Impact

This study investigated the impact of two teaching strategies of cooperative learning; Teams Games Tournaments (TGT) and Student Team Achievement Divisions (STAD) on reading comprehension achievement of Junior High School students with different reading habits. After 34 students in experimental and control class did a pre-test, they were treated by using TGT and STAD. The students were also assigned into two group reading habits; high and low. The experimental group received treatment of TGT whereas the control group was treated by STAD. Then, a post-test was administered, and its results were analyzed through two-way ANOVA. The results revealed that TGT and STAD are effective in improving students’ reading comprehension where F ratio (28.846) ˃ F table (3.99), but on the other side, students’ reading habit, both high and low, cannot affect students' reading comprehension. It was also concluded that there was no interaction effect between teaching strategies and reading habits on students’ reading comprehension.Keywords: teaching strategies, TGT, STAD, reading habit.

scholarly journals Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students

2021 ◽  
Vol 15 (2) ◽  
pp. 209-218
Author(s):  
Deswandito Dwi Saptanto ◽  
Tri Arie Bowo ◽  
Ratih Laily Nurjanah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Teaching Aid ◽  
Post Test ◽  
Conventional Methods ◽  
Experimental Group ◽  
Speaking Skills

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

2017 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
E N Sumarni ◽  
A Widodo ◽  
R Solihat
Keyword(s):  
High School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Data ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Level 2

<p class="Abstract">Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group</p>

scholarly journals THE USE OF THINK-ALOUD STRATEGY TO IMPROVE STUDENTS READING COMPREHENSION: A STUDY OF SENIOR HIGH SCHOOL STUDENTS dalam Prosiding Konferensi Linguistik Tahunan Atma Jaya 15

2021 ◽  
Author(s):  
ekauliyantiputri
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Test Scores ◽  
Senior High School ◽  
Control Group ◽  
Research Approach ◽  
Think Aloud ◽  
School Students ◽  
Post Test

The study aims at investigating the use of think-aloud strategy on eleventh grade students in senior high school. The students are randomly assign to two groups: students in experimental group use think-aloud strategy as their reading strategies in narrative and informative English texts; whereas, students in the control group use regular reading intruction. It is expected that eleventh grade studens in senior high school who apply think-aloud strategy show better reading comprehension than students who do not apply the same strategy. The total of sample in this study are 20 students in the second semester. The study uses experimental as the research approach. The researcher employs pre-test , post test. The tests are made based on a chart that explains the types of comprehension questions developed by Day and Park (2005) which is related to the effort in improving the student’ reading comprehension. The researcher finds that there is a significant relationship between the use of think aloud and overall reading comprehension, inference, prediction, evaluation and personal response comprehension. In addition, the result of the analysis of the pre and post-test scores shows that there is a significant improvement in the students post-test scores in comparison with pre-test scores.

scholarly journals The Effect Of Summarization On Intermediate EFL Learners Reading Comprehension And Their Performance On Display, Referential And Inferential Questions

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Fateme Haji Mirza
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategy ◽  
Control Group ◽  
Generative Learning ◽  
School Students ◽  
Efl Learners ◽  
Experimental Group

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups - control and experimental – each given the same texts taught by one of the researchers during ten sessions. In the control group, learners automatically used their own self-preferred strategies; but the experimental group was taught how to summarize the paragraphs. Then all were post-tested on their achievement of the instructed texts. The results revealed that the use of summarization did not have a significant effect on the readers' performance on display and inferential questions. As for the referential questions, however, the results demonstrated a significant effect for the use of summarization.

scholarly journals The Effects of Study Skills Training on Qualitative Academic Achievement among Students

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Saeid Motevalli ◽  
Mohd Sahandri Ghani Hamzah ◽  
Samsilah Roslan ◽  
Siti Raba’ah Hamzah ◽  
Maryam Gholampour Garmjani
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Skills ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Experimental Group

Abstract: The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.   Keyword: Motivation Study Skills Training, Planning, Qualitative Academic Achievement, Self-efficacy.

scholarly journals Development of Learning Model for Squat-style Long-jump Basic Technique Based on Biomechanics with a Game

2020 ◽  
Vol 4 (1) ◽  
pp. 31-39
Author(s):  
Defliyanto Defliyanto ◽  
Moch Asmawi ◽  
Ramdan Pelana ◽  
Yarmani Yarmani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Long Jump

The aims of this development research were to produce a learning model for basic technique of squat-style long-jump based on biomechanics with the game for junior high school students and to know the effectiveness, efficiency and attractiveness against learning model. This research used Deff model adopted from Research & Development by Borg and Gall. The subject used was junior high school students which consists of 45 students. The instruments used were need analysis, expert’s evaluation, small and large group test. Effectiveness test was to know junior high school students’ jump skill level before being given biomechanic treatment. The Pre-test obtained from the students’ jump result was about 540, and Post-test was about 812. The conducted t-test between the experiment group and the control group obtained was t = 10.152 and in the n-gain score test between the experiment group (biomechanic treatment) obtained by 76% (effective) and the control group obtained by 43.40% (less effective). Therefore, this game model is effective in increasing students’ jump learning. According to the result, it could be inferred that: (1) this model can be developed and applied in physical education, (2) the model proved that there are significant difference in pre-test and post-test between the experiment group (biomechanic treatment) and the control group after the treatment model, based on N-gain test.

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