scholarly journals TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 82-93
Author(s):  
Dita Fitriana ◽  
Rahmawati Khadijah Maro
Keyword(s):  
High School ◽  
Test Score ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
Board Game ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.

scholarly journals TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Dita Fitriana ◽  
Rahmawati Khadijah Maro
Keyword(s):  
High School ◽  
Test Score ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
Board Game ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.

scholarly journals The Use of Digital Guessing Game to Improve Students’ Speaking Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 115-126
Author(s):  
Ai Hayati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This study was investigated the effects of Digital Guessing Games strategy on students?  speaking ability of Islamic Senior High School students as well as to find out their perceptions of using it. In doing so, the subjects consisted of 44 students who were in tenth grade. Then they were divided into two equal experimental and control groups randomly (N=22). This study used explanatory sequential mixed-method whereas pre-test and post-test were administrated to collect quantitative and questionnaire was given to collect qualitative data.The experimental group was taught speaking using DGG application, whereas the control group using conventional guessing game. Analyzing the data through the independent sample t-test revealed the effectiveness of DGG application, the experimental group out performed the control group of speaking narrative text. Furthermore, an Islamic Senior High School students in Tasikmalaya had a positive attitude toward utilization of DGG application. 

scholarly journals THE USE OF AUDIOVISUAL MEDIA TO INCREASE THE STUDENTS’ VOCABULARY: A CASE OF THE TENTH GRADE STUDENTS OF SMA N 1 CEPIRING KENDAL

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Rudi Hartono
Keyword(s):  
T Test ◽  
Control Group ◽  
Audiovisual Media ◽  
Final Project ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study is concerned with teaching vocabulary by using audiovisual media. The objectives of this final project are 1) to find out the students’ vocabulary taught without using audiovisual media, 2) to find out the students’ vocabulary taught using audiovisual media, 3) to find out significance difference between the students’ vocabularywho are taught by using audiovisual media and those taught without using audiovisual media. The population of this study is the tenth grade students of SMA N 1 Cepiring Kendal. The researcher takes two classes as the subject of thisresearch. The classes are X IIS 3 and XIIS 4. They are divided into experimental group (X IIS 3) and control group (X IIS 4). The researcher uses test to get the data. The test consists of two tests, they are pre-test and post-test. From the data analysis, the researcher obtains the mean score both the experimentaland control groups. The mean score of thepre-test in the experimental group is 56.71, while the mean score of the post-test in the experimental group is 75.42. The improvement in the experimental group is 18.42. The mean score of the pre-test in the control group is 52.85, while the mean score ofthe post-test in the control group is 61.00. The improvement in the control group is 8.15.The result of t-test is 8.01, while the value of t-table is 2.00. It means that the value of t-test is higher than t-table (8.01 > 2.00). From the data above, it can be concluded that there are significant difference between the students’ who are taught by using audiovisual media and taught without using audiovisual media. The data proves that it is affective to use audiovisual mediato increase students’ vocabulary ability.

scholarly journals The Hand and Glove Puppet in Teaching English as Foreign Language

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 67-73
Author(s):  
Maria Ramasari ◽  
Windi Virgia
Keyword(s):  
T Test ◽  
Control Group ◽  
Test Calculation ◽  
Tenth Grade ◽  
Post Test ◽  
Alternative Hypotheses ◽  
The Mean ◽  
And Control ◽  
Experimental Group ◽  
Paired T Test

The objective of this research was to find out whether or not it was significantly difference achievement between the tenth grade students of MA Negeri 1 (Model) Lubuklinggau who were taught speaking by using Hand and Glove Puppets and those who were not taught speaking by using Hand and Glove Puppets. The researcher used quasi-experimental research. The sample of this research was taken by using cluster random sampling with 30 students in the experimental group, and 30 students in the control group taken from two classes of the tenth grade students of MA Negeri 1 (Model) Lubuklinggau. Based on the result of the data analysis there were three major findings namely: (1) the students’ score in the pre-test, (2) the students’ score in the post-test, and (3) the result of paired T-Test calculation. The mean score in the pre-test of the Experimental group was 63.88 and the mean score in the pre-test of the Control group was 49.77. While, the mean score in the post-test of the Experimental group was 72.44 and the mean score in the post-test of the Control group was 56.21 The result of paired t-test calculation shows that tobtained was 7.70 in the pre-test of the experimental and control group and 8.91 in the post-test of the experimental and control group. It was higher than 2.045 as the critical value of the ttable of degree of freedom 29 with 0.05 significant level for two-tailed test. So, the null hypotheses was rejected and the alternative hypotheses was accepted. It meant that it was effective to teaching speaking by using Hand and Glove Puppets to the tenth grade students of MA Negeri 1 (Model) Lubuklinggau.

scholarly journals IMPROVING THE LISTENING COMPREHENSION OF THE FIRST YEAR STUDENTS OF A STATE SENIOR HIGH SCHOOL IN ENREKANG, INDONESIA

2018 ◽  
Vol 2 (2) ◽  
pp. 22-26
Author(s):  
Ita Sarmita Samad
Keyword(s):  
High School ◽  
Listening Comprehension ◽  
Senior High School ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The Difference ◽  
And Control ◽  
Experimental Group

This study aims at finding out whether or not the implementation of jigsaw listening improves the Listening comprehension of the first year students of a state senior high school in Enrekang. This study employs a quasi experimental method. The population of this study is the first year students of a state senior high school in Enrekang in the academic year 2012/2013. It uses random sampling, taking two classes totalling 52 students. It involves two groups, namely experimental class and control class. The students’ pre-test and post-test shows that there is significance different between experimental and control group. The result of the gained of mean score shows the difference between those groups. The difference of the mean score of pre-test and post-test of experimental group is 16.62 while control group is 0.73. It means that . The students of experimental group get better improvement than the students’ of control group. Thus, it can be concluded that the hypothesis is tenable. Besides, the t-test value of gained score (2.65) is higher than t-table (2.021). Thus, it can be concluded that the jigsaw listening improves the students’ listening comprehension.

scholarly journals THE EFFECTIVENESS OF USING INSTAGRAM IN DEVELOPING STUDENTS’ DESCRIPTIVE TEXT WRITING

2019 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Ari Hilman
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group ◽  
Senior High School Students ◽  
Text Writing

ABSTRACTThis study investigates the effects of Instagram on students’ descriptive text writing of Islamic Senior High School students as well as to find out their perceptions of using Instagram for learning descriptive text writing. In doing so, the subjects consisted of 48 students who were in tenth grade. Then they were divided into two equal experimental and control groups (N=24).Their age ranged between 16 and 17 years old. Gender of participants was not considered as a variable in the study. This study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. The experimental group was taught descriptive text writing via Instagram application, whereas the control group followed Facebook application. Analyzing the data through the independent sample t-test revealed that with the help of Instagram application, the experimental group outperformed the control group in terms of writing descriptive text. Furthermore, Islamic Senior High School students had a positive attitude toward utilization of Instagram application.Keywords: Instagram, students, descriptive text writing

scholarly journals PENGARUH PENGGUNAAN STRATEGI GALLERY WALK TERHADAP PEMAHAMAN MEMBACA SISWA KELAS DUA DI SMP MUHAMMADIYAH 1 PEKANBARU

2019 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Nabila Jannati ◽  
Jismulatif Jismulatif
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Second Year ◽  
And Control ◽  
Experimental Group

The research was aimed to find out the effect of gallery walk strategy toward reading comprehension of the second year students of SMP Muhammadiyah 1 Pekanbaru. The design of this research was quasi-experimental research with an experimental group and control group pre-test and post-test. These two groups were selected to be a sample by using cluster random sampling. The data were analyzed by using t-test formula. It was found that t-test score was 2.351 while the t-table was 2.001. Since t-test score was higher than t-table, it can be concluded that alternative hypothesis was accepted. It means that there is a significant effect of gallery walk strategy on reading comprehension of the second year students of SMP Muhammadiyah 1 Pekanbaru.

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

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.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

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