scholarly journals The Effectiveness of Using Inductive Method in Teaching English Grammar

2019 ◽  
Vol 7 (1) ◽  
pp. 98
Author(s):  
Ade Novea Retty ◽  
Martono Martono ◽  
Teguh Sarosa
Keyword(s):  
T Test ◽  
Inductive Method ◽  
Control Group ◽  
English Grammar ◽  
Significant Difference ◽  
Deductive Method ◽  
Eighth Grade Students ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86.  It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.

scholarly journals Using Predict-O-Gram Strategy to Improve Student’s Ability in Reading Comprehension

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 33-37
Author(s):  
Ratna Nery ◽  
Nyayu Yayu Suryani
Keyword(s):  
Reading Comprehension ◽  
Social Science ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Class Viii ◽  
Written Test ◽  
Experimental Group

Abstract: The objective of the study was to find out whether or not there was a significant difference in reading comprehension achievement between the students who were taught by using Predict-O-Gram Strategy and that of those who were not. The method used in this study was a quasi-experimental method. The sample of the study was 54 students, which divided into two groups, namely experimental group (class VIII.B) and a control group (class VIII.C), each of them consisted of 27 students. To collect the data the written test was used in the form of multiple-choice. Before giving the test, the test was tried out to non sample students of the eighth grade students of MTs Subulussalam Kayuagung class VIII. A in order to know whether or not the test was valid and reliable for sample not. The data obtained were analyzed by t-test and the calculation was done with SPSS (Statistical Package for Social Science) version 20. Based on the result of independent sample t-test, It found that there was a significant difference in reading comprehension achievement between the students who were taught by using Predict-O-Gram Strategy and that of those who were not.   Keywords: predict-o-gram strategy, reading comprehension

scholarly journals The Effect of Using Comic Strips on The Eighth Grade Students' Narative Writing Achievement at SMP Negeri 5 Jember

2017 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Ika Fitriani Martages ◽  
Bambang Suharjito ◽  
Asih Santihastuti
Keyword(s):  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Writing Achievement ◽  
Comic Strips ◽  
Eighth Grade Students ◽  
Post Test ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

  The aim of this research was to investigate whether or not there was a significant effect of using Comic Strips on the eighth grade students’ narrative writing achievement at SMP Negeri 5 Jember. The research design used was quasi-experimental research with post-test only design. The respondent of the research was chosen by using cluster random sampling. Two of the seven classes were selected as the experimental group and the control group. Through a lottery, class VIII-F was chosen as the experimental group and class VIII-E was chosen as the control group. The data was selected by writing test. Then, the data collected were analyzed by using independent sample t-test. Based on the result of the posttest scores, the mean score writing post-test in experimental group was 76.8000 while the mean score of control group was 70.5156. Moreover, based on the output of Independent sample t-test, the value of sig column of Lavene’s test was 0.020 and this value was lower than 0.05. It indicated that the result of t-test analysis was significant. It meant that the result of this research proved that the use of Comic Strips significantly affected the eighth grade students’ narrative writing achievement at SMP Negeri 5 Jember. It can be seen, especially, from the content and language use.   Keywords : Writing, Writing Achievement, Comic Strips, Media  

scholarly journals A Comparative Study on Teaching ESP Writing Using Inductive and Deductive Method in Balikpapan State Polytechnic

2019 ◽  
Vol 3 (1) ◽  
pp. 63-67
Author(s):  
Elisabeth Milaningrum
Keyword(s):  
Sampling Technique ◽  
Teaching Writing ◽  
Inductive Method ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Deductive Method ◽  
The Mean ◽  
The One ◽  
Experimental Group

The objectives of this research are to know whether there is any significant difference in students’ writing achievement in Balikpapan State Polytechnic between the students who taught using inductive method and those taught using deductive method and to know which group has higher achievement, the group taught using inductive method or the one taught using deductive method. The research methodology used experimental method. The population of this research is the third semester students of mechanical engineering in Balikpapan State Polytechnic. The sampling technique used cluster random sampling and in collecting the data used a test. In analyzing the data used t-test formula. The result of the research shows that there is a significant difference in the achievement of students’ writing skill between the students taught using inductive method and those taught using deductive method. The mean of the experimental group taught using inductive method is 83 while the mean of the control group taught using deductive method is 70. It shows that the mean score of experimental group is higher than the control group. Therefore, it can be concluded that the students taught using inductive method have higher achievement than those taught using deductive. Key word: comparative, deductive method , inductive method, teaching writing 

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 Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test&rsquo;s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test&rsquo;s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants&rsquo; level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

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 THE USE OF CARTOON “FROZEN” MOVIE AS VISUAL MEDIA TO IMPROVE THE STUDENTS’ ABILITY IN LEARNING SPEAKING: A CASE OF NINTH GRADE STUDENTS OF SMP SULTAN AGUNG 1 SEMARANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dyah Nugrahani ◽  
Fitria Fitria
Keyword(s):  
Ninth Grade ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Research Findings ◽  
The Mean ◽  
The Difference ◽  
Ninth Grade Students ◽  
Teaching Learning ◽  
Experimental Group

The objectives of this study are (1) to find out the speaking ability of students in grade 9th of SMP SultanAgung 1 taught without using Cartoon “frozen” movie. (2) to find out the speaking ability of students in grade 9th of SMP Sultan Agung 1 taught with cartoon “frozen” movie. (3) to know the difference in speaking ability of students in grade 9thin SMP Sultan Agung 1 taught with and without using cartoon “frozen” as Media.This study investigates the speaking ability of the students taught using cartoon “frozen” movie as media, the speaking ability of the students taught without using cartoon “frozen” movie as media, whether or not there is significant difference of speaking ability between the students taught using cartoon “frozen” movie and those taught without cartoon “frozen” as media..This study, belongs to experimental quantitative method. The population of the study was ninth grade students of SMP Sultan Agung 1 Semarang. In this study, purposive sampling has been used to take the samples. The samples were 9A as experimental group, and 9E as control group. Then, the instruments of this study were test and document.It was found that the mean of experimental group was 72.53. Meanwhile, the mean of control group was 60.67. The mean of experimental group was higher than the mean of control group. So, it found that there was significant difference of the speaking ability between the students taught using cartoon “frozen” movie and those taught without using cartoon “frozen” movie as media.From the research findings, it can be concluded that since the use of cartoon “frozen” movie as modelin teaching speaking , the students were more interested in teaching learning process. It was proven based on the computation. The result of t-test was3.71 and t-table was 2.00. So the value of t-test was higher than t-table (3.71>2.00).It concludes that using cartoon “frozen” movie as media can promote students speaking ability. Based on the conclusion, some suggestions were proposed for the teacher and the students. The teacher can use cartoon “frozen” movie as media for teaching speaking. The students can use cartoon “frozen” movie to enhance the understanding of the content information, and to promote their speaking ability.

scholarly journals THE USE OF CLUSTERING TECHNIQUE TO IMPROVE THE STUDENTS’ SKILL IN WRITING DESCRIPTIVE PARAGRAPH

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Farnia Sari ◽  
Sri Wahyuni
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Clustering Technique ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

Writing process involves thinking and creative skills. To stimulate the students’ thoughts to express their ideas, clustering technique is effective brainstorming activity to help the students explore their ideas and write consistently. Thus, the objective of this study is to find out whether or not there is any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not. The population of this study was all of the eighth grade students of SMP Srijaya Negara Palembang in academic year 2016/2017. There were three classes that consist of 113 students. The samples of this study were VIII C as a control group and VIII B as an experimental group. This study was conducted by using quasi experimental method with nonequivalent control group design. Then, the data were analyzed by using paired sample t-test and independent sample t-test. The result of independent sample t-test shows that the value of sig. (2-tailed) was 0.00 < 0.05 in the level of significant 0.05. While, the value of t-obtained was 5.213 higher than the critical value of t-table was 1.665 with degree of freedom 76. It can be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted. It means that there was any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not.

scholarly journals The Effect of Guided Questions and Students’ Motivation towards Writing Ability

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Septaniar Septaniar
Keyword(s):  
Factorial Design ◽  
Conventional Method ◽  
Interaction Effect ◽  
T Test ◽  
Average Score ◽  
Control Group ◽  
Writing Ability ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Experimental Group

The objectives of this study were to find whether: (1) there is significant difference inwriting achievement between the students who are taught using guided questionstechnique and conventional method; (2) there is significant difference in average scorebetween high motivated students and low motivated students who are taught usingguided questions and conventional method; (3) and there is an interaction effect oftechniques and students’ motivation in writing ability. This research was conducted atSMPN 1 Sekayu. Sample of this research was 70 students of the eighth grade students(35 students were as experimental group and 35 students were as control group). Themethod of the research was a factorial design. The data were collected through the testand questionnaire and were analyzed by using independent sample t-test and two-wayANOVA. The finding showed that: (1) there was significant difference in writingachievement between the students taught using guided questions; (2) there wassignificant difference between in average score between high motivated students taughtusing guided questions and conventional method; (3) there was no significant differencein average score between low motivated students taught using guided questions andconventional method; (4) there was no significant difference between high and lowmotivated students who taught using guided questions; (5) there was no significantdifference in average score between high motivated students and low motivated studentstaught using conventional method; (6) and there was no an interaction effect oftechniques and students’ motivation in writing ability.

Sign in / Sign up

Export Citation Format

Share Document