scholarly journals Examining the Effectiveness of Folktale in Enhancing Students’ Listening Comprehension on Narrative Story

2021 ◽  
Vol 3 (1) ◽  
pp. 30-39
Author(s):  
Tri Ilma
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Test Items ◽  
Narrative Story ◽  
Valid Data ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

Listening does not receive special attention in teaching and learning processes of English at the Eleventh Grade of MAN 8 Jakarta. This is caused by English teacher’s misconception that speaking and writing should be put in the first priority because they are considered as productive skills. Meanwhile, listening is classified into respective skill. In teacher’s view, productive skills is often valued batter than receptive skill. Consequently, some students do not have good listening comprehension. In principal, this study was conducted to examine the effectiveness of folktale in enhancing students’ listening comprehension on narrative story. Moreover, due to this study utilized experimental method, so two classes were involved. They were XI IPA 1 acted as experimental group and XI IPA II acted as control group. In addition, to obtain valid data, sixty students from both groups were selected randomly to join pre-test and post-test with similar listening test items. The findings of this study showed that the mean score of post-test for experimental group was 80.8 and 68.53 for control group with the degree of freedom (df) was 58. However, the value of t0 (t-count) was 5.96 and the value of tt (t-table) on degree of significance of 5% was 1.67. Having obtained the data, the researcher compared t0 to tt and the result showed that t0 > tt =5.96 > 1.67. It indicates that that H1 or alternative hypothesis was accepted. In other words, This study pointed out that there was significant effect of folktale in enhancing students’ listening comprehension on narrative story.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

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 effectiveness of mobile learning in the teaching and learning of probability

2019 ◽  
Vol 9 (2) ◽  
pp. 9-15
Author(s):  
Durga Gnanasagaran ◽  
Abdul Halim Amat @ Kamaruddin
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study investigates the effectiveness of mobile learning in the teaching and learning of Probability. The context of mobile here is not just restrained to gadgets such as smartphones but also the fact that teaching and learning can occur beyond boundaries and anywhere according to the convenience and personal preference of the students. This study made use of the pretest – posttest quasi experimental design and the students chosen for the study were from a pre-university college located in the northern region of the country. A total of 92 students made up the sample of the study. There were 46 students each in the experimental and control groups respectively. Cluster random sampling was employed as the sampling method here. The instrument used to collect data with the aim of strengthening the outcome of the study was the achievement test. A quantitative approach was undertaken specifically to analyse the obtained data. The paired sample t-test and independent sample t-test were executed in the data analysis process. Initially, every student involved in the study regardless of the group they were in possessed equal strength in their understanding of the content being covered as indicated by the results of their pre-test. The paired sample t-test yielded p < 0.05 which meant that there was a significant difference between the mean score of the pre-test and post-test in the experimental group and control group respectively. The outcome of the independent sample t-test showed that there was a significant difference between the mean score of the experimental group and that of the control group in the post-test (p < 0.05). This indicated that the treatment via mobile learning had indeed played a role in the improved performance of students in Probability, hence proving the effectiveness of mobile learning in the teaching and learning of Probability.

scholarly journals THE EFFECT OF VERB STORY GAME TOWARDS STUDENTS’ MOTIVATION IN LEARNING GRAMMAR

2018 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Deni Suryani
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Second Grade Students ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research was aimed to find out the effect of Verb Story game towards students’ motivation in learning grammar. The research was experimental research and the design that was used was post-test only design. The population of the study was the second grade students of MTs Aunul Ibad NW Beroro course which consisted of four classes. Two classes were chosen as the samples, those were MTs Aunul Ibad NW Beroro A Class as experimental group consisted of twenty four students and C Class as control group consisted twenty four students. They were chosen by using Simple Random Sampling technique. Experimental group was treated by Verb Story game and control group was treated by Verb Search game. The instrument that was used objective test and questionnaire in forms of multiple choices and matching word. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 73,16 while the mean score control group was 55,12 and the value of t (t test) = 3,537 was higher than the value of  (t table) = 2, 013 at the significance level of 5% and the number of degree freedom (46). Therefore, according to the result of the analysis, it can be concluded that it can be concluded that the use of verb story game is effective in learning grammar at second grade students of MTs Aunul Ibad NW Beroro and the result correlation between students’ motivation and grammar, it shows r-test (0,993) > r-table (0,404). Based on the result of the study, it can be conclude there is correlation between students’ motivation and grammar is accepted. In other word, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.  

scholarly journals THE EFFECTIVENESS OF USING TASK BASED LANGUAGE TEACHING (TBLT) IN TEACHING THE STUDENTS’ ENGLISH SPEAKING ABILITY AT THE ELEVENTH GRADE OF SMK PENERBANGAN AAG ADISUTJIPTO YOGYAKARTA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yasmika Baihaqi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is 37.13 and 34.71 for control group. In the post test, the mean of the experimental group becomes 69.13 and 37.94 for control group. The t-test value showed 20.509 with the degree of freedom 62. It was higher than the value of t-table (2.000) at the significant level of 0.05. It means that TBLT method is more effective than teacher’s own method to teach speaking.     Key words: TBLT, Speaking Ability, Teaching and Learning Process.

scholarly journals The Effect of Task-Based Learning (TBL) Approach on the Students’ Listening Comprehension at the Tenth Grade of SMAN 3 Kota Bengkulu

2019 ◽  
Vol 3 (2) ◽  
pp. 260-270
Author(s):  
Gio Fresky Hawara ◽  
Syahrial . ◽  
Wisma Yunita
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Learning Approach ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
English Classroom

This research was aimed to find out the effect of TBL approach on the students’ listening comprehension. This research is a quasi-experimental which was conducted at SMAN 3 Kota Bengkulu in academic year of 2018/2019. The population of this research was the tenth grade students distributed in two classes with the total of 68 students. X- MIPA 1 as experimental group consisted of 34 students and X-MIPA II for control group consisted of 34 students. The instruments of this research was a listening test in the form essay and multiple choice consisted of 14 questions. Pre-test and post-test were conducted in both, experimental and control class. The finding of the result showed that the students taught by using TBL approach got higher score than those  taught without TBL approach. The result showed that there was a significant effect of  using TBL approach on the students’ achievement in listening comprehension which was proven by the result of analysis in independent sample t-test was < 0,05 . It means the alternative hypothesis was accepted. Based on the results and discussions at the research, it can be concluded that teaching and learning listening by using task-based learning approach has a positive effect on students’ listening comprehension. Some suggestions are proposed, Recommendation to teachers using Task-Based Learning Approach in english teaching and learning process because based on this research and previous research indicate the use of Task-Based Learning Approach give positive impact on english learning and The next researcher is recommended to using Task-Based Learning Approach in other English field like speaking and can be use in other method such as english classroom action research.

scholarly journals THE EFFECT OF SHADOWING TECHNIQUE ON STUDENTS’ SPEAKING ABILITY OF EIGHT GRADE AT SMP NEGERI 1 PARIGI

2019 ◽  
Vol 4 (3) ◽  
pp. 363
Author(s):  
Melly Astriyani ◽  
La Miliha ◽  
Wa Ode Fatmawati
Keyword(s):  
Teaching And Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Speaking Test ◽  
Oral Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this study is to find out the effect of shadowing technique on students’ speaking ability. The design of this study is quasi experimental were consist of two   classes;   experimental   class   and   control   class   of students’ eight grade students at SMP Negeri 1 Parigi. The researcher applied purposive sampling technique. The instrument of this research was oral test in pre-test and post-test.  This  study  was  conducted  from  March  21st  to April  7th,  2018.  The  instrument  used  for  collecting  data were speaking test and the data was analyzed by using SPSS version 16.0. The findings show the students speaking score in experimental class is higher than the students speaking score in control class. It has proved by the comparison of the mean score from both control class and experimental class. The mean score of post-test in control group is 2.52 and the mean score of post-test in experimental group is 3.31. The gain score from post-test in control group to post-test in experimental group is 0.79. Furthermore, the effect size of the study is 0.6 and it indicates there is any significant effect of shadowing technique on students’ speaking ability of eight grade students’ at SMP Negeri 1 Parigi. In short, shadowing technique is recommended to teacher to be use in teaching and learning process as an additional technique in teaching speaking especially to students speaking ability. Keywords: Speaking Ability, Shadowing technique

scholarly journals The Effect of the Implementation of Dictogloss Technique on Listening Comprehension of the 10th Grade Students Of SMA Negeri 1 Sukasada

2017 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
I. K. A. H. Yasa Dinatha
Keyword(s):  
Listening Comprehension ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Conventional Teaching ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aimed at investigating whether or not there was a significant effect of the implementation of Dictogloss technique upon listening comprehension of the tenth grade students of SMA Negeri 1 Sukasada. The research was an experimental one with Post-test Only Control Group Design. The population was the tenth grade students of SMA Negeri 1 Sukasada. Cluster Random Sampling was assigned to select the sample of the study. The samples were 20 students at grade X3 for experimental group and 21 at grade X2 for control group. The experimental group was taught by using Dictogloss technique and the control group was taught by using conventional teaching technique. The data was analyzed by using T-test through SPSS program. The result of the data analysis showed that students in experimental group performed better than the students in control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 81.40 while the mean score of the control group was 78.24. The result of the t-test also showed that the value of the tobs was higher than the tcv. The value of the tobs was 2.185 while the value of the tcv was 2.023. It can be concluded that there was a significant effect on students’ listening achievement that were taught by using Dictogloss technique than were taught by using conventional teaching technique. 

scholarly journals TEACHING WRITING DESCRIPTIVE TEXT BY USING FACEBOOK AT SEVENTH GRADE SMPN 1 SEMEN

2021 ◽  
Vol 3 (`1) ◽  
pp. 7
Author(s):  
Qilya Esti Wahyuni ◽  
Ali Rohmad
Keyword(s):  
Alternative Hypothesis ◽  
Teaching Writing ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
Sample Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The purpose of this research is to find out whether Facebook is effective or not in teaching writing descriptive text. This research employed a quantitative approach of using true experimental. Meanwhile, the research using Post-test Only Control Design for writing skill. The research was conducted in the seventh grade of SMPN 1 Semen in academic year 2018/2019. This research using 2 class as the sample, experimental group and control group. To get the result of the research, this research using test. The mean score of experimental group is 72.50 in a good category. Meanwhile, the mean score of control group is 57.83 in fair category. The result of independent sample test show that there is significant difference between experimental group which is taught by using Facebook and control group which is not taught by using Facebook. The alternative hypothesis stated that Facebook is effective to be used in writing descriptive text at the seventh grade of SMPN 1 Semen.

scholarly journals The Use of Digital Storytelling in Teaching Listening Comprehension

2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Juvrianto Chrissunday Jakob ◽  
Haryanto Atmowardoyo ◽  
Sukardi Weda
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Control Group ◽  
Digital Story ◽  
Post Test ◽  
The Difference ◽  
Learning Interest ◽  
Comprehension Tests ◽  
Experimental Group

ABSTRACTThis study focuses on finding out whether or not the use of Digital Storytelling (DST) develops the students’ listening comprehension and to find out the students’ learning interest towards the use of DST. The research employed QUAN – Qual model. The writers gathered the data by using listening comprehension tests and open ended questions. The finding of the study revealed that the students’ result of post-test for experimental group was higher than the students’ result in post-test for control group. The difference of the students’ score was statistically significant; the probability value is smaller than significant level (0.000 < 0.05). The result was H1 is accepted and H0 is rejected. While, the open ended question result showed that students agree that learning English by using digital story is a good supporting media since they have used it for about four weeks in the process of teaching and learning.

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