scholarly journals The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions

2018 ◽  
Vol 6 (2) ◽  
pp. 112
Author(s):  
Astiti Dwi Handayani ◽  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Test Scores ◽  
Instructional Medium ◽  
Efl Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students

<p class="Body"><em>This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.</em></p><p class="Body"><em><br /></em></p>

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 Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

2012 ◽  
Vol 5 (1) ◽  
pp. 121-145 ◽  
Author(s):  
Iisrohli Irawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Written Feedback ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Class Viii ◽  
Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research 

scholarly journals The effect of explicit and implicit teaching vocabulary on Iranian EFL learners vocabulary

2017 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Seyyed Taghi Yaghoubi ◽  
Fatemeh Seyyedi
Keyword(s):  
Test Scores ◽  
Efl Learners ◽  
New Words ◽  
English Classes ◽  
Significant Difference ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test ◽  
Efl Students ◽  
Teaching Learning

This research aimed to find out and compare the effects of two types of teaching- learning vocabularies: explicit vs. implicit teaching-learning on building the EFL vocabulary of Iranian EFL students. The participants of the study were 100 intermediate females EFL students from four English classes. The instruments of this study included a PET test, a pre-test and a post-test. The researchers divided the sample into two groups which were given 15 sessions of treatment; the vocabulary items were taught explicitly to the Explicit Group (EG) by giving them the definitions of the words. However, to the second group, the Implicit Group (IG) the vocabulary items were taught implicitly by giving them example sentences in which the new words were used. After the treatments, a post-test was taken by the participants to examine the effects. The results showed that although both methods of teaching vocabulary were found to be effective, there was a significant difference between the post-test scores of the two groups; the EG which received explicit teaching-learning learnt much more vocabulary than the IG that received implicit teaching-learning of vocabulary. The findings of this study have several pedagogical implications in that they can make EFL teachers in Iran clearer about the more effective way for EFL classes to teach and learn vocabulary.

scholarly journals The Utilization of Picture and Picture Strategy: An Effective Way to Improve Efl Students’ Writing Ability in Madrasah Tsanawiyah

2020 ◽  
Vol 24 (1) ◽  
pp. 31
Author(s):  
M. Arif Rahman Hakim ◽  
Tri Nur Susanti ◽  
Asiyah Asiyah ◽  
Mohamad Jafre Zainol Abidin
Keyword(s):  
Second Grade ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Second Grade Students ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control

The aim of this study is to find out whether or not there was a significant difference between students who were taught using picture and picture strategy and that of those who were not in writing recount text. The study employed a quasi-experimental study. The population in this study were the second grade students of Madrasah Tsanawiyah in Bengkulu city, Indonesia with a total number are 89 students. Out of this population, 60 students were taken as the sample. They are divided into two groups; experiement and control group, which consisted of 30 students for each group. The data were collected by using writing test. The data obtained were analyzed by using t- test formula. The data were found that the result of t-count post-test (6.34) was higher than t- table (2.00) with α = 5 % and df= 58. The finding of this research shows that there is a significant difference between students in Madrasah Tsanawiyah who are taught using picture and picture strategy and that of those who are not. Based on the result on the study, picture and picture strategy can improve students’ writing achievement in writing recount text evidently

Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

2012 ◽  
Vol 5 (1) ◽  
pp. 121
Author(s):  
Iisrohli Irawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Written Feedback ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Class Viii ◽  
Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 < 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research 

scholarly journals THE EFFECT OF TEACHERS’ DIRECT AND INDIRECT FEEDBACK ON STUDENT’ S WRITING ABILITY

2018 ◽  
Vol 1 (1) ◽  
pp. 47-58
Author(s):  
Yuli Latifah ◽  
Bambang Suwarno ◽  
Irma Diani
Keyword(s):  
Data Analysis ◽  
Language Use ◽  
Writing Ability ◽  
General Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
Indirect Feedback ◽  
Group 2 ◽  
Group 1

This study is intended to find out any difference in effectiveness between direct and indirect feedback on students’ writing ability. The design was Quasi-Experiment. The population consisted of the students of the X class of SeniorHigh School 4, Rejang Lebong, Curup, Indonesia. The samples comprised 32 students in group 1 and 32 Students in group 2. The instrument was a writing test. In the data analysis, the researcher used the normality, homogeneity,and t-test.These were calculated and analyzed by using SPSS 20. The tests consisted of pre-test and post-test. In post-test, there was no significant difference between groups on all aspect. There were two results of this study.Firstly, in the post test there was a difference of mean score between experiment group 1 and experiment group 2. In general ability, in group 1 increased by 15.59. Meanwhile, the group 2 increased by 2.60. This indicated that there was an effect of indirect feedback on students’ writing ability. From t-test calculation, t-count was 3.274 which t-table was 1.670. It showed that t obtained was bigger than t-table (3.274 > 1.670). H0 was rejected and H1 was accepted. In other words, the indirect feedback technique was effective on students’ wri ting ability. Based on the data analysis, the indirect feedback technique was positively effective in increasing on students’ writing ability, on general writing ability. There were also significant differences between both groups in the writing ability aspects such as organization, language use and vocabulary. 

scholarly journals “LET’S WRITE A CAPTION!”: UTILIZING INSTAGRAM TO ENHANCE ESP STUDENTS’ WRITING SKILLS

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Arif Nugroho ◽  
Any Rahmawati
Keyword(s):  
First Century ◽  
Instructional Medium ◽  
Writing Ability ◽  
Technology Advancement ◽  
Integration Of Technology ◽  
Significant Difference ◽  
Language Classroom ◽  
Post Test ◽  
Writing Scores ◽  
Teaching Of Writing

The integration of technology in language classroom is a prerequisite in the twenty-first century teaching. Social media as part of technology advancement has a great potential to improve students’ motivation and the efficacy of learning a language. Therefore, the present study sheds light on the effect of the use of Instagram on ESP students’ writing ability. It involved 36 Indonesian ESP students majoring in Sharia Banking of a university in Surakarta Indonesia. The pre-experimental research was conducted in eight meetings, including the writing pre-test and post-test. The students were assigned to write a descriptive essay by means of Instagram as the instructional medium. A questionnaire was also given to reveal their perceptions toward the use of Instagram to practice writing. The result of the data analysis showed that there was a significant difference on the students’ writing scores between the pre-test and the post test. The finding of this study is expected to provide significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia. Based on the findings, some insights are given for teachers and future researchers about the potential use of Instagram on the teaching of writing.

scholarly journals The Development of Integrated Virtual Project - Based Learning Model

2018 ◽  
pp. 284-288
Keyword(s):  
Learning Process ◽  
Test Scores ◽  
Learning Model ◽  
Project Based Learning ◽  
Integration Model ◽  
Significant Difference ◽  
Virtual Class ◽  
Post Test ◽  
Virtual Project ◽  
Expert Validation

Learning innovation requires technology that can adapt, has features that are suitable to be integrated into the learning process, and easy to operate when the learning process takes place. Most of the studies in project-based learning do not integrate information technology elements. Therefore, this study aims to create a virtual class integration model in project-based learning process. This study employed ADDIE research and development design (R&D) based on Romiszowksi. The data were collected using unstructured interviews, expert validation sheets and tests consisting of pre-test and post-test. The results of expert validation indicated that the model developed can be used efficiently and the results of the Ttest showed that there is a significant difference between the students’ pre-test and post-test scores when the integrated virtual project - based learning model is conducted.

scholarly journals The Impact of Memrise Application on Iranian EFL Learners’ Collocation Learning and Retention

2020 ◽  
Vol 4 (2) ◽  
pp. 222
Author(s):  
Zeynab Esmaeili ◽  
Mohsen Shahrokhi
Keyword(s):  
Data Analysis ◽  
Language Learning ◽  
Test Scores ◽  
Differential Effect ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study aimed at investigating the effect of Memrise application on Iranian EFL learners’ collocation learning and retention. To this end, a quasi-experimental design was used. 75 Iranian intermediate EFL learners studying English at a private language institute, namely Farahan, Iran were selected to participate in the study based on convenience sampling in the form of two intact classes. The scores obtained were entered into SPSS software for the purpose of data analysis. The results of data analysis showed that Memrise application had a statistically differential effect on collocation learning of Iranian EFL learners. Moreover, it was demonstrated that Memrise application had a statistically differential effect on collocation retention of Iranian EFL learners. In addition, it was proved that there was a significant difference between the immediate post-test scores Iranian EFL learners who received Memrise application and those who received traditional teaching. Finally, it was indicated that there was a statistically significant difference between the delayed post-test scores of Iranian EFL learners who received Memrise application and those who received traditional teaching. Key Words: Collocation Learning; Collocation Retention; Memrise application; Mobile Assisted Language Learning (MALL); Computer Assisted Language Learning (CALL).

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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