scholarly journals Short Film Animation As Media For Teaching Writing Descriptive Text

2021 ◽  
Vol 9 ◽  
Author(s):  
Dona Nur Faizah ◽  
Dian Novita
Keyword(s):  
Junior High School ◽  
Degrees Of Freedom ◽  
Alternative Hypothesis ◽  
Teaching Writing ◽  
Short Film ◽  
Average Score ◽  
Test Results ◽  
Significance Level ◽  
Post Test ◽  
Quasi Experimental

This research is to know the effects of the use of short film animation as media for teaching writing descriptive text for 7thgrade students at Junior High School. The method that used in this study was Quasi-Experimental, which are conducted an experimental class and control class. Based on the results of statistical calculations, the average score in the experimental class the pre-test value is lower than the post-test. Meanwhile, in the control class the average pre-test and post-test results were still as low. The t-test results showed that the tv value was higher than the table (3.80> 1,999) with 62 degrees of freedom and a significance level of 5%. That is, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. So, the use of animated short films gives effect in writing descriptive text.

scholarly journals The TED Talks Application as a Learning Tool in Teaching Spaking

2021 ◽  
Vol 6 (1) ◽  
pp. 45-52
Author(s):  
Mutiara Indah Sari ◽  
M. Sofian Hadi ◽  
Mutiarani Mutiarani
Keyword(s):  
Test Score ◽  
Alternative Hypothesis ◽  
T Test ◽  
Test Results ◽  
Significance Level ◽  
Design Culture ◽  
Post Test ◽  
Sample Test ◽  
Quasi Experimental ◽  
Ted Talks

The aim of this study is to improve the learning of English with a speech variable using the TED Talks Application. The quantitative approach is the technique used in this research. The design used in this quantitative study is a quasi-experimental design, which utilizes a pre-test and post-test design culture. The population in this study was 20 grade XII students of SMK Muhammadiyah Parung, Bogor in the academic year 2020/2021. Pre-test and post-test data were analyzed using SPSS 25 version. The results of the study showed that the students pre-test score was 64.70 and after treatment, the students post-test score was 87.60. The results of this study also clarified that the t-test in the paired sample test in which tobtained was 28.56 and the crucial tvalue at significance level (p)=0.05 was 2.093, which means that t-test in which the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) accepted. The writer finding might summarize that the student’s post-test results are higher than the student’s pre-test results. In other words, the use of TED Talks is useful in the 12th grade of vocational high school for students who speak English.

scholarly journals Teaching Writing through Process-Genre Method

2019 ◽  
Vol 4 (1) ◽  
pp. 22-25
Author(s):  
Santi Ariyanti
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Average Score ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Written Test

The main problem of this study was "Is it effective to teach writing through the process-genre method to the tenth-grade students of Islamic Senior High School NU Yosowinangun?". The objective of this study is to find out whether the process-genre method was effective to teach writing to the tenth-grade students of Islamic Senior High School NU Yosowinangun, writing ability of descriptive text. This research used a quantitative research method using the pre-experimental method. The population of the study was all the tenth-grade students of Islamic Senior High School NU Yosowinangun in the academic 2019/2020, with 106 students. The sample was 20 students taken by using one-stage cluster random sampling. The data were analyzed through the matched t-test formula to find out the effectiveness of teaching writing through the process-genre method. The technique for collecting data used a written test twice in the pre-test and post-test. Based on the result of the data analysis, it was found that the highest score in the pre-test was 69 and the lowest score was 41, and the average score was 52.8. While in the post-test, the highest score was 85 and the lowest score was 70, where the average score was 79, it was found that the value of t-obt was 18.7, where the value of t-tab was 1.725, at significance level 0.05 or 95% with a degree of freedom. . It can be concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that teaching writing through the process-genre method to the tenth-grade students of Islamic Senior High School NU Yosowinangun was effective.

scholarly journals THE EFFECT OF BOGGLE GAMES ON THE VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS' AT MTS. NURUL HIKMAH

2021 ◽  
Vol 10 (1) ◽  
pp. 18
Author(s):  
Nurul Komariayul Soliha ◽  
Abdul Rohim
Keyword(s):  
Test Score ◽  
Teaching And Learning ◽  
Degrees Of Freedom ◽  
Control Group ◽  
Test Results ◽  
Seventh Grade ◽  
Control Group Design ◽  
Significance Level ◽  
Post Test ◽  
Quasi Experimental

AbstractThe research is aimed to investigate whether there is an effect of the Boggle game on vocabulary mastery of seventh-grade students at MTs. Nurul Hikmah. The design used was quasi-experimental method with Nonequivalent control group design. The subject of population in this research is seventh-grade students of MTs Nurul Hikmah. The sample of this research were 60 students, who were classified into 30 students of experimental class and 30 students of controlled class. The technique of collecting data with used the research instrument was a test consisting of a pre-test and post-test. The results of thisresearch stated that the used of Boggle games in learning vocabulary affected students' vocabulary mastery. This can be seen from the t-test results of pre-test and post-test at a significance level of 5% (0.05) alpha and degrees of freedom of 2.00, where the t-count of pre-test is higher than the t-table (2.03 > 2.00) with the average pre-test score of the experimental class was higher than the average pre-test score of the control class (49.47 > 42.60) and the t-count of post-test is higher than the t-table (5.75> 2.00) with the average post-test score of the experimental class was higher than the average pre-test score of the control class (83.50 > 73.10). It can be concluded that there is significant effect of Boggle game on the seventh grade students’ vocabulary mastery at MTs. Nurul Hikmah. It means that the Boggle game is effective in learning vocabulary mastery for the seventh-grade students of MTs Nurul Hikmah. By using the Boggle game, the teaching and learning process becomes more interesting. Key words: Boggle Game, Vocabulary Mastery.

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION

2019 ◽  
Vol 2 (1) ◽  
pp. 60-74
Author(s):  
Herawati Unmura
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Significance Level ◽  
First Semester ◽  
Reading Experience ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.

scholarly journals Brainstorming Technique In Teaching Writing Descriptive Text

2020 ◽  
Vol 5 (2) ◽  
pp. 71-74
Author(s):  
Febri Anggraini
Keyword(s):  
Alternative Hypothesis ◽  
Writing Skills ◽  
Conventional Technique ◽  
Teaching Writing ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Written Test

This study investigated the effect of the brainstorming technique to Increase Students’ Writing Skill at the Tenth Grade of MA YPI Darul Huda Lubuk Harjo. The objective of the study was to find and describe whether there any significant difference between students who are taught by using brainstorming techniques and the students who are taught by using the conventional technique to teach writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo. Therefore, for this study writer used quasi-experimental design as the method. The population was 158 and for sample 58 students, a sample of this study used purposive sampling. In this study, the writer was collecting the data used a written test as an instrument, and it was analyzed by an Independent t-test using SPSS 16, the result showed that t –obtained was higher than t table  (6,573  >2.000), and the value of sig (2 tailed) =0.00 less than the value significance level (0,05). It meant that there were no significant differences between the experimental group and the control group. So, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis was rejected. It can be concluded that Brainstorming Technique was significant to increase students’ writing skills at the tenth grade of MA YPI Darul Huda Lubuk Harjo.

Pengaruh Penggunaan Metode Outdoor Study dengan Memanfaatkan Lingkungan Terhadap Hasil Belajar IPA pada Murid Sekolah Dasar

2020 ◽  
Vol 2 (1) ◽  
pp. 20-25
Author(s):  
Maria Ulfah ◽  
Nasrah Nasrah
Keyword(s):  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Average Score ◽  
Test Design ◽  
Learning Resource ◽  
Study Methods ◽  
Significance Level ◽  
Post Test ◽  
Study Population ◽  
Class Iv

This type of research is a pre-experimental research in the form of One Group PreTest Post Test Design which is an experiment in which implementation only involves one class as an experimental class that aims to determine the effect of the use of outdoor study methods by utilizing the environment as a learning resource for learning outcomes of science in class students IV SD Inpres Bontomanai, Tamalate District, Makassar City. The subjects of the study population were Grade IV students of SD Inpres Bontomanai consisting of 2 classes with randomly selected samples (random classes) so that Class IV A. . Whereas the posttest obtained an average score of 66.94. Based on the results of inferential statistical analysis using the t test it is known that the tcount obtained was 4.41. Degrees of freedom (d.b) = 20-1 = 19 with a significance level of 0.05 obtained ttable = 2.09. So, tcount> ttable or 4.41> 2.09, then Ho is rejected and Ha is accepted. This means that the use of outdoor study methods by utilizing the environment as a learning resource affects the learning outcomes of science in class IV A students of SD Inpres Bontomanai, Tamalate District, Makassar City.

scholarly journals The Effect of Student Facilitator Model and Explaining towards Students' Learning Competencies in Global Warming Material at Junior High School 4 Koto XI Tarusan

2019 ◽  
Vol 4 (2) ◽  
pp. 61
Author(s):  
Mawarni Rezki ◽  
Siska Alicia Farma ◽  
Sa'diatul Fuadiyah ◽  
Lufri Lufri
Keyword(s):  
Global Warming ◽  
Junior High School ◽  
Learning Process ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Learning Competencies ◽  
Experimental Group

This research aims to find out the effect of Student Facilitator and Explaining  model towards students' learning competencies, which still below from the average and  there have no learning process that pursue the students  to be active and creative until the students can increase their learning competencies; both cognitive and affective rather for students psikimotor  in learning process. The research was quasi-experimental reserach with randomize control  group post-test only design. The sample was taken by purposive sampling technique which grade VII.3 as the experimental group and garde VII.4 as the control group. The population of this research was VII grade students that devided into seven classes at SMPN 4 Koto XI Tarusan in academic year 2018/2019. The result of this research showed  the average score for grade VII.3 was (77,15) for experimental group and  (68,52) for control group in students' learning competency. Then for  behavioural competence the  average score in experimental group was (84,08) and the control group reached (78,96) which the data was distributed normally and variant homogeneously. In hyphotesis testing was found by the formula tcount> ttable, learning competency (2,73 > 1,68), behavioural competency (2,77 > 1,68).  Based on the result of the study, it can be concluded that the Student Facilitator and Explaining model give positive effect for the students' learning competency in global warming material at SMPN 4 Koto XI Tarusan.

scholarly journals The Effectiveness of Science-Based Learning towards Students’ Understanding of Complex Analysis Courses

2018 ◽  
pp. 137
Author(s):  
Mariamah Mariamah
Keyword(s):  
Degrees Of Freedom ◽  
Complex Analysis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Test Results ◽  
Experimental Procedure ◽  
Learning Procedure ◽  
Post Test ◽  
Standard Value ◽  
Experimental Group

The purpose of this study is to describe the effectiveness of science-based learning drill towards students' understanding of complex analysis courses. This research employed experimental procedure with one group posttest design. The experimental group consisted of 20 sixth semester students taking complex analysis courses. They were treated with drills on science-based learning procedure followed with a post test that is composed of seven questions. To measure the effectiveness of the procedure, t-test was applied. With a standard value of 70 (value = 70), the computation using SPSS 16 program showed the t test results at a significant level of 5% was 1. 78, t table 1.327, and degrees of freedom (dk = 20-1). Because t arithmetic is greater than t table, the alternative hypothesis (Ha) is accepted. It can be concluded from the statistical analysis that science-based learning drills are effective to influence students’ understanding of materials in complex analysis courses.The purpose of this study is to describe the effectiveness of science-based learning drill towards students' understanding of complex analysis courses. This research employed experimental procedure with one group posttest design. The experimental group consisted of 20 sixth semester students taking complex analysis courses. They were treated with drills on science-based learning procedure followed with a post test that is composed of seven questions. To measure the effectiveness of the procedure, t-test was applied. With a standard value of 70 (value = 70), the computation using SPSS 16 program showed the t test results at a significant level of 5% was 1. 78, t table 1.327, and degrees of freedom (dk = 20-1). Because t arithmetic is greater than t table, the alternative hypothesis (Ha) is accepted. It can be concluded from the statistical analysis that science-based learning drills are effective to influence students’ understanding of materials in complex analysis courses.

scholarly journals Pembelajaran Membuat Resensi Drama dengan Teknik Think Talk Write pada Siswa Kelas XI Bahasa SMA Negeri 1 Cileunyi, Bandung

2018 ◽  
Vol 1 (1) ◽  
pp. 47-52
Author(s):  
Henri Henriyan Al Gadri
Keyword(s):  
Experimental Method ◽  
Confidence Level ◽  
Degree Of Freedom ◽  
Average Score ◽  
Significance Level ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental

This study discusses about the ability of researchers and students in learning to make drama reviews with think talk write technique. The aim of this study is to get an overview of the ability of researcher in the planning and implementation of learning, the ability of students to review drama and the effectiveness of think talk write technique used in learning to make drama reviews. The method used in this study is a quasi-experimental method. The result of this study shows that the researcher is able to carry out learning to review drama with think talk write technique, which is proven by the value obtained at  3.68 with a percentage of 92.25%, students are able to make drama reviews with think talk writing techniques as evidenced by the average score of 4.2 and the average value of post-test 8.45 with a difference of 4.2, and think talk write techniques is effective to use in learning drama review based on the tcount test of (5.67) ttable of (2.04) at the significance level of 5% with a confidence level of 95% of the degree of freedom 19.

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