scholarly journals Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)

2016 ◽  
Vol 9 (2) ◽  
pp. 137
Author(s):  
Aprilian Ria Adisti
Keyword(s):  
Lesson Plan ◽  
Computer Game ◽  
Field Testing ◽  
First Grade ◽  
Teaching English ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Young Learner ◽  
Learning English

This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material. 

scholarly journals Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)

2016 ◽  
Vol 9 (2) ◽  
pp. 137
Author(s):  
Aprilian Ria Adisti
Keyword(s):  
Lesson Plan ◽  
Computer Game ◽  
Field Testing ◽  
First Grade ◽  
Teaching English ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Young Learner ◽  
Learning English

This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material. 

scholarly journals The Effectiveness of Ice Breaking to Increase Students’ Motivation in Learning English

2021 ◽  
Vol 3 (1) ◽  
pp. 31-38
Author(s):  
Mohammad Sofyan Adi ◽  
Riska Ayu Susanti ◽  
Qomariatul Jannah
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Learning Process ◽  
First Grade ◽  
English Learning ◽  
Teaching English ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

This study was generally attempted to find the effect of ice breaking to increase students' motivation in English learning at the first grade of SMP Nurul Jadid.  This research used pre-experimental design by using one shot case study pre-test and post-test. Before the treatment, the researcher gave the pre-test in one class. Moreover, the researcher taught English by using ice breaking in the experimental class. The last, the researcher conducted the post-test to know whether an ice breaking was effective for teaching English in experimental class. Based on the data analysis, the data t-test (2.77) was higher than t-table value (2.042). The result analyzing showed that there was significant difference on the students’ motivation taught by using ice breaker. The students’ mean score of the pre-test of the experiment class was 60. Then, in the post-test, the mean score of experiment class was 66.1. Therefore, hypothesis H0 was rejected and H1 was accepted. It concluded that ice breaking was effective in teaching English learning toward the students’ motivation for the first grade of SMP Nurul Jadid. Thus, this research make students be enjoy, be active, energize, feeling happiness, interactive in the classroom, stay in the class during learning process, and focus on the material.

scholarly journals The Effectiveness of Using Selfie Photos on Improving Students’ Ability to Express the Fact: a Case of The Seventh Grade Students of SMP Negeri 1 Kragan Rembang

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Nur Azizah
Keyword(s):  
Quantitative Research ◽  
Test Score ◽  
T Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Learning English

The objectives of the study are: 1) To find out the ability to express the fact of the students taught using selfie photos. 2) To find out the ability to express the fact of the students taught without selfie photos. 3) To find out the significant differences of the ability to express the fact between the students taught using selfie photos and those taught without selfie photos. The study uses descriptive quantitative research. The population of this research is the seventh grade students of SMP Negeri 1 Kragan Rembang. The writer takes VII I as experimental group that consists of 36 students and VII D as control group that consists of 36 students as sample. The writer found that the mean score for experimental group in pre-test is 71.44, and after this class is given a treatment by using selfie photos, the result of post-test is 81.33. The mean score for control group in pre-test is 70.22, and the post-test score is 73.89. The writer uses t-test formula to know the significant difference of the ability to express the fact between the students taught using selfie photos and those taught without using selfie photos. The t-test score is 3.455 for 5 percent (0.05) alpha level of significance. The percentage of t-table 5% is 1.99. The calculation shows that t-test is higher than t-table (3.455>1.99). It shows that there is significant difference of the ability to express the fact of the seventh grade studentsat SMP Negeri 1 Kragan Rembang those taught using selfie photos and those taught without using selfie photos. It can be concluded that selfie photos as a media in improving the ability to express the fact of the students is effective. Selfie Photos makes the students active and enjoy in learning English in the classroom. So, the writer suggests to all of the teacher in general to apply selfie photos media in teaching learning process, especially in learning English.

scholarly journals Using Podcasts to Change Learners’ Attitudes and Beliefs in Learning / Teaching English as a Second Language: A Case Study in Secondary Education in Greece

2019 ◽  
pp. 42-48
Author(s):  
Stamatina Nikolou ◽  
Maria Darra
Keyword(s):  
Second Language ◽  
Educational Institution ◽  
Oral Communication ◽  
First Grade ◽  
Control Group ◽  
Attitudes And Beliefs ◽  
Teaching English ◽  
Significant Difference ◽  
Students Attitudes ◽  
Learning English

The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.

scholarly journals THE EFFECTIVENESS OF MEMORY TRICKS GAME IN TEACHING GRAMMAR

2020 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Cicilia Ningsi ◽  
Taufik Suadiyatno ◽  
K. Dedy Sandiarsa S.
Keyword(s):  
Sampling Technique ◽  
First Grade ◽  
Control Group ◽  
Significance Level ◽  
Search Game ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Grammar ◽  
Experimental Group

This research was aimed to find out the effectiveness of Memory Tricks game in teaching grammar. The research was experimental research and the design that was used was pre-test and post-test design. The population of the study was the first grade students of SMKN 1 Kuripan especially in TKJ (TeknikKomputer and Jaringan) course which consisted of three classes. Two classes were chosen as the samples, those were TKJ 1 Class as experimental group consisted of thirty five students and TKJ 3 Class as control group consisted thirty five students. They were chosen by usingSimple Random Sampling technique. Experimental group was treated by Memory Tricks game and control group was treated by Verb Search game. The instrument that was used objective test in forms of completion items test. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of  (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). Therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student’s grammar scores taught by Memory Tricks game and taught by Verb Search game. In other words, Memory Tricks game is effective in teaching grammar.

scholarly journals THE COMBINATION Of STAND-UP, HAND-UP, PAIR-UP(SUHUPU) AND THREE STEPS INTERVIEW STRATEGY TO IMPROVE STUDENTS’SPEAKING ABILITY at SMAN 1 BALAURING

2021 ◽  
Vol 2 (2) ◽  
pp. 33-43
Author(s):  
Kie Samsia
Keyword(s):  
Experimental Method ◽  
Sampling Technique ◽  
First Grade ◽  
Total Sample ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Test Treatment

The objective of this research  was to find out whether or not  combining SUHUPU and three steps interview strategy improve students’ speaking ability at the first grade students of SMAN 1 Balauring. This research used pre-experimental method which one class given pre-test, treatment, and post-test. The sampling technique used was purposive sampling technique. The total sample was 20 students. The result of the data indicated that there was a significant difference between pre-test and post-test, it was proved by the mean score of post-test was higher than the mean score of pre-test (11.30>13.05). The value  of t-test was higher than t-table (20.261>2.093) at the level of significance 0.05 with the degree of freedom(df)=19. Based  on the finding and discussion of the research, it can be  concluded that by combining SUHUPU and three steps interview strategy can improve students’ speaking ability at the first grade students of SMAN 1Balauring.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Falguni P. Desai ◽  
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

Using Podcasts to Change Learners’ Attitudes and Beliefs in Learning / Teaching English as a Second Language: A Case Study in Secondary Education in Greece

2019 ◽  
Vol 2 (2) ◽  
pp. 91-99
Author(s):  
Stamatina Nikolou ◽  
Maria Darra
Keyword(s):  
Second Language ◽  
Educational Institution ◽  
Oral Communication ◽  
First Grade ◽  
Control Group ◽  
Attitudes And Beliefs ◽  
Teaching English ◽  
Significant Difference ◽  
Students Attitudes ◽  
Learning English

The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out with a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned to the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students‟ attitudes and beliefs, though no statistically significant difference has arisen regarding the students‟ interest in the course, their self-confidence in English, the role of gender in learning English, and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent, and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.

Sign in / Sign up

Export Citation Format

Share Document