scholarly journals Students’ Attitude on The Use of Facebook And Blog In Writing Class and Their Writing Competence

2010 ◽  
Vol 4 (1) ◽  
pp. 25 ◽  
Author(s):  
Irfan Rifai
Keyword(s):  
Control Group ◽  
Learning Tools ◽  
Final Test ◽  
Writing Class ◽  
Writing Students ◽  
Students Attitudes ◽  
And Control ◽  
Writing Competence ◽  
The Relationship ◽  
Experimental Group

Article aims to investigate the relationship between students’ attitudes on the use of Facebook and blog as learning tools in writing class. Two groups of students were made as experimental and control group. The experimental group used Facebook and blog in as learning tools for thirteen sessions while the control group only used Binusmaya, local multi channel learning. It was assumed that Facebook and blog would be able to help students in three level of writing mastery: the vocabulary, the accuracy and the fluency in writing. Students’ attitudes were gathered through survey and the results compared to their final test scores. The result shows that students’ lack of enthusiasm was in line with students’ level of achievement in writing and that Facebook and blog did not give significant influence on improving students’ writing competence.   

scholarly journals The effects of critical thinking instruction through asynchronous learning tools on writing

2020 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Sibel Ayg�n ◽  
Fatih Yavuz
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Asynchronous Learning ◽  
Control Group ◽  
Learning Tools ◽  
Before And After ◽  
Students Attitudes ◽  
Thinking Disposition ◽  
Experimental Group

In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

Integrating a Learning Management System into a Writing Course

2015 ◽  
pp. 473-497
Author(s):  
Mehrak Rahimi ◽  
Seyed Shahab Miri
Keyword(s):  
Management System ◽  
Control Group ◽  
Online System ◽  
Positive Attitudes ◽  
Writing Course ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact ◽  
The Relationship ◽  
Experimental Group

In this chapter the impact of using a leaning management system (LMS) to manage homework assignments on students' achievement in a letter writing course was investigated. Additionally, the relationship between students' attitudes toward the online system and their motivated strategies for learning was investigated. Two groups of students participated in the course. The experimental group used the LMS as the homework assistance to submit their homework for one semester. The control group did and delivered their homework using paper-and-pencil approach. The result of the data analysis revealed that the experimental group outperformed the control group in the writing post-test. Further, the students were found to have positive attitudes toward using technology to manage their homework and this attitude was found to be related to their motivated strategies for learning. The motivated strategies were found to be related to achievement in writing, while attitudes towards the system were not.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2020 ◽  
Vol 11 (4) ◽  
pp. 328-350
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning

2021 ◽  
Author(s):  
Ameera Almogheerah
Keyword(s):  
English Language ◽  
Learning Activities ◽  
Control Group ◽  
Learning Tools ◽  
Main Research ◽  
Post Test ◽  
Efl Students ◽  
User Friendly ◽  
And Control ◽  
Experimental Group

The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.

scholarly journals Instructional Media and English: Using Macromedia Flash to Teach EFL Writing

2019 ◽  
Vol 6 (2) ◽  
pp. 311-319
Author(s):  
Ponimin Ponimin ◽  
Hilma Suryani
Keyword(s):  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Writing Test ◽  
Significant Difference ◽  
Nonequivalent Groups ◽  
Quasi Experimental ◽  
And Control ◽  
Writing Competence ◽  
Experimental Group

The objectives of this study were to find out whether or not (1) Macromedia Flash enhanced students’ writing competence, and (2) there was significant difference between the students taught by using Macromedia Flash and those who were not. This study employed quasi experimental design, pretest and posttest nonequivalent groups. There were 39 students of one of junior high schools in Jambi participating in this study. They were grouped in two different classes. The experimental group consisted of 20 students while the other 19 students were in control group. The data were collected by using writing test. Students’ paragraphs writing scores in pretest and posttest were analyzed through the use of paired sample and independent sample t-test statistical analysis. The findings showed that first, based on the result of paired sample t-test, there was significant improvement of the students’ writing competence after the intervention. Second, with regard to the result of independent sample t test, there was significant difference of students’ writing competence in experimental group and control group.

scholarly journals Creative Writing from Theory to Practice: Multi-Tasks for Developing Majmaah University Students' Creative Writing Competence

2019 ◽  
Author(s):  
Faiza Abdalla Elhussien Mohammed
Keyword(s):  
Creative Writing ◽  
English Language ◽  
Language Teachers ◽  
Control Group ◽  
Main Research ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Writing Competence ◽  
Experimental Group

This research investigates the efficiency of applying creative writing multi-tasks in developing level 4 female English major students’ creative writing competence. The study conducted for 12 weeks in 2018- 2019 academic year, in Zulfi College of Education, Majmaah University, Kingdom of Saudi Arabia (KSA). The sample consists of 64 female students divided equally into two groups: experimental and control groups. The experimental group studied an advanced college writing course supported by the creative writing multitasks designed by the researcher. A group of pre and posttest design was applied in the study. When the pre and posttest’s scores of the experimental group were analyzed and compared, it was detected that there was a statistically considerable difference in the pre- and posttest scores, in favor of posttest’s score. Also, it shows that there was a significant difference in the mean scores of the experimental and control group posttest’s scores, favoring the experimental group posttest’s score. These results prove the main research hypothesis: Creative writing multi-tasks have a significant impact on developing the experimental group’s creative writing competence, compared to the control group. The findings indicate that using creative writing multitasks has a positive effect on developing the students’ creative writing competence in both fiction and nonfiction essays. It is recommended for English language teachers to adopt similar creative writing multitasks when teaching writing skill.

scholarly journals The Effectiveness of Using Multimedia in Teaching Islamic Jurisprudence of Sixth Primary Students, and its Impact on Academic Attainments and Students' Attitudes towards it. : فاعلية استخدام الوسائط المتعددة في تدريس مقرر الفقه لتلاميذ الصف السادس الابتدائي وأثر ذلك على التحصيل الدراسي واتجاه التلاميذ نحوه

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Abdullah bin Ibrahim Al-Faqih
Keyword(s):  
Content Analysis ◽  
Attitude Scale ◽  
Primary Students ◽  
Control Group ◽  
Islamic Jurisprudence ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
And Control ◽  
Experimental Group

Aim of the Study: This research aimed at knowing the effectiveness of using multimedia on both academic attainments, and developing the attitude towards the Islamic Jurisprudence of sixth primary students. Assumptions of the Research: The research selected the following assumptions: There are not statistical significant differences at (0.05) level between the averages of the scores of pre and post academic attainments of the experimental and control group. There are not statistical significant differences at (0.05) level in academic attainments between the experimental and control group. There are statistical significant differences at (0.05) level between the students' average scores on the scale of the pre attitude and between the students' average scores on the scale of the post attitude of the control group. Procedures of the Research: The researcher has used the quasi experimental method, The research has been applied on a sample of( 34) students. These students have been divided into two groups; control group with (17) students, and experimental group with (17) students. The Used Statistical Methods: The researcher has used Holistic equation in order to measure the reliability of content analysis. Also, he used Kuder-Rishadr Son equation and Qausi division method to measure the reliability of the academic attainments test. Furthermore, he used Alpha Cronpah equation to measure the reliability of the attitude scale. Finally, he used T-test. The Most Important Results of the Study: There are statistical significant differences between the scores' average of the post test among the students of the experimental group and the control group. The result is for the sake of the experimental group. There are statistical significant differences between the scores' average of the pre and post test of the experimental group, for the sake of the post test. There are statistical significant differences between the scores' average of post scale of the control group, for the sake of the experimental group.

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

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