scholarly journals IMPROVING STUDENTS’ WRITING SKILL THROUGH REFLECTIVE JOURNAL: A STUDY AT A SENIOR HIGH SCHOOL IN ACEH

2020 ◽  
Vol 8 (3) ◽  
pp. 221-230
Author(s):  
Dina Miftahul Jannah ◽  
Bustami Usman ◽  
Bukhari Daud ◽  
Asnawi Muslem ◽  
Iskandar Abdul Samad
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Reflective Journal ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

scholarly journals Influence of FG Vega Technique on students’ academic performance in science 8

2021 ◽  
Vol 2 (2) ◽  
pp. 55-62
Author(s):  
Franco Gil A. Vega ◽  
Merlyn M. Lasaca
Keyword(s):  
Academic Performance ◽  
Experimental Method ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study was conducted to determine the influence of the FG Vega technique on students' academic performance to address the least learned competency in Science 8. Seventy students from Grade 8 classes served as respondents of the study. The study employed a quasi-experimental method. The mean score of students who took the post-test is 32.03 and 27.57 respectively for the experimental and control group. The results can be gleaned that the score of each student in the experimental group has a little variation of mean with 6.71 as compared to the control group with a variation of 7.52. The results can be observed that the mean score of students in the pre-test under the control group is 8.80 and 11.34 under the experimental group. Thus, the results of the study can be further concluded that the students under the experimental group outperformed the students in the control group. Since the significant level is lesser than the p-value of 0.05, indicates that there is a significant difference between the pre-test and post-test under the experimental group. Hence, there is a significant difference between the post-test of the experimental and control group.

scholarly journals Using Noddy Cartoon to Improve the Writing Skill of the First Year Students of SMK Terpadu Mega Rezky Makassar

2017 ◽  
Vol 4 (2) ◽  
pp. 109-119
Author(s):  
Novalia Tanasy
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether or not the use of Noddy cartoon is effective in improving the writing skill of the first year students of SMK Terpadu Mega Rezky Makassar and (2) the attitude of the first year students of SMK Terpadu Mega Rezky Makassar toward the use of Noddy cartoon in improving their writing skill. The research employs quasi-experimental method with two groups namely control and experimental groups. Each group consists of 30 students. The sample is chosen by applying cluster random sampling technique. The writer uses a test of writing and questionnaire in experimental group. The data obtained through the test is analyzed by using inferential statistic through SPSS version 22.0 program. The Likert-scale is used to analyze data of the student’s response to the questionnaire. In conducting the research, the writer applies Noddy cartoon episodes as the medium in improving the students’ writing skill. The result of this research shows that the use of Noddy cartoon is effective in improving the writing skill achievements of the first year students of SMK Terpadu Mega Rezky Makassar. It is indicated by the significant difference between the result of post-test in the experimental and control groups. The mean score of post-test in the experimental group is 76.77, which is higher than the mean score of post-test in the control group which is only 65.97. Furthermore, the data that are collected from the questionnaire show that the students have positive attitude towards the use of Noddy cartoon in learning writing, which is in scale of 83.20 or categorized as positive.

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

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.

scholarly journals The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

2019 ◽  
Vol 5 (02) ◽  
pp. 131-135
Author(s):  
Dewi Yulyanti ◽  
Slamet Wahyudi Yulianto ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Research Result ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

scholarly journals KEBERKESANAN KAEDAH FLIPPED CLASSROOM DALAM MENINGKATKAN KEMAHIRAN MENGOLAH ISI KARANGAN MURID-MURID SEKOLAH RENDAH

2020 ◽  
Vol 6 (1) ◽  
pp. 189-203
Author(s):  
Md Fadzil Masri ◽  
Zamri Mahamod
Keyword(s):  
Social Sciences ◽  
Standard Deviation ◽  
Flipped Classroom ◽  
Control Group ◽  
Essay Writing ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Kajian ini dilaksanakan bagi mengkaji keberkesanan kaedah Flipped Classroom dalam meningkatkan kemahiran mengolah isi karangan Bahasa Melayu tahun 6. Kajian kuasi-eksperimen ini adalah berbentuk kuantitatif. Kajian ini dijalankan kepada 31 responden bagi kumpulan eksperimen yang diajar menggunakan kaedah Flipped Classroom dan 28 responden bagi kumpulan kawalan. Instrumen yang digunakan merangkumi ujian pra, ujian pasca, dan senarai semak. Instrumen ujian pra dan pasca dilaksanakan bagi melihat hasil dalam perbezaan prestasi penulisan isi karangan bagi kumpulan eksperimen dan kawalan. Instrumen senarai semak digunakan bagi melihat aspek pengolahan isi karangan murid. Data yang diperoleh telah dianalisis menggunakan perisian Statistical Packages for Social Sciences (SPSS) Version 23.0. Hasil kajian juga dianalisis menggunakan ujian-t. Skor min bagi kumpulan eksperimen ialah 20.64 dengan sisihan piawai 2.244 menunjukkan dapatan yang lebih tinggi jika dibandingkan skor min bagi kumpulan kawalan 14.00 dan sisihan piawai 3.620. Hasil kajian ini boleh digunakan para guru untuk menggunakan kaedah Flipped Classroom dalam topik atau mata muridan lain dengan lebih berkesan dan bersistematik. This study was undertaken to assess the effectiveness of Flipped Classroom in improving writing skills in converting the Malay 6. In this quasi-experimental study was quantitative. This study was conducted on 31 respondents for the experimental group taught using the Flipped Classroom method and 28 respondents for the control group. The instruments used include pre-test, post-test, and checklist. Pre- and post-test instruments were implemented to see the results in the differences in essay writing performance for the experimental and control groups. The checklist instrument is used to look at the processing aspects of student essay content. The data obtained were analyzed using Statistical Packages for Social Sciences (SPSS) Version 23.0 software. The results of the study were also analyzed using t-test. The mean score for the experimental group was 20.64 with a standard deviation of 2.244 showing higher findings when compared to the mean score for the control group 14.00 and a standard deviation of 3.620. The results of this study can be used by teachers to use the Flipped Classroom method in other students' topics or points more effectively and systematically.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

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