scholarly journals Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

1997 ◽  
Vol 45 (4) ◽  
pp. 536-546 ◽  
Author(s):  
Ouida Taylor
Keyword(s):  
Eighth Grade ◽  
Instructional Purpose ◽  
Verbal Praise ◽  
Significant Difference ◽  
Choral Students

This study was an investigation of the effect that familiarity with a teacher and rehearsal context might have on seventh- and eighth-grade choral students' interpretations of teacher verbal praise. Teachers (N = 4) labeled randomly selected videotaped examples of their praise according to the purpose it was intended to serve. Students (N = 80) viewed 16 brief (30-second) examples of the praise and labeled it as deserved (directed at the performance) or one of three instructional uses (i.e., to encourage, to gain student cooperation, or to send a message to other members of the class). Results showed students across choirs could separate deserved from instructional praise, but in 9 examples, familiarity with a context made a significant difference in labeling praise as deserved and in detecting a specific instructional purpose. Results suggest the importance of further investigations that determine how teachers intend praise to function and how their students interpret its use.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals The Influence of Storytelling on EFL Students Motivation in Speaking Practice in SMPN 03 Bengkulu Tengah

2021 ◽  
Vol 1 (4) ◽  
pp. 470-477
Author(s):  
Sri Noprianti ◽  
Ali Akbarjono ◽  
Feny Martina
Keyword(s):  
Experimental Research ◽  
Driving Force ◽  
Research Method ◽  
Eighth Grade ◽  
Control Group ◽  
Motivation To Learn ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
Class Viii

Based on the explanation of the theory by Gardner the state is motivation comes from within a person as a driving force to achieve goals for more advanced change. This study aims to determine how enthusiastic student's Eighth grade in the SMPN 03 Bengkulu Tengah are in learning English, especially speaking English. Researchers used a quasi-experimental research method, namely a control group posttest only design which showed a significant difference between 74, 92%, and 61.96% of the experimental class in the control class. From this hypothesis, the researcher obtained a comparison of the experimental class in the treatment using the storytelling method of 4.34% and the control class with the narrative picture method of 3.58%. So the researcher can conclude that there is a significant difference between the two methods with or without the use of treatment compared to the motivation to learn English in class VIII students at SMPN 03 Bengkulu Tengah.

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

scholarly journals THE EFFECTIVENESS OF USING CARTOON VIDEOS IN TEACHING SPEAKING TO THE STUDENTS OF SMPN 2 RANTAU KALIMANTAN SELATAN IN ACADEMIC YEAR OF 2013/2014

2019 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Nor Millah Hayati
Keyword(s):  
Conventional Method ◽  
Descriptive Analysis ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Research Findings ◽  
Class Viii ◽  
The Mean ◽  
Academic Year

This thesis is purposed at proving the effectiveness of cartoon videos in teaching speaking to the Eighth Grade Students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014, and showing that there is a significant difference in speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method. This study is an experimental research. The population of this study was the eighth grade students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014 which consisted of seven classes. The total number of population was 158. There were two classes taken as the sample, Class VIII B serving as control class were taught by using conventional method, while class VIII F as the experimental class were taught by using cartoon videos. Class VIII B consisted of 22 students and class VIII F consisted of 22 students. Both classes were given the pre-test at the beginning and the post-test at the end after the treatment. The data were collected by using speaking test. The data were analyzed by using t-test computation, descriptive analysis, and inferential analysis. The research findings show that there is a significant difference in students’ speaking ability between the experimental group taught by using cartoon videos and those who were taught by using conventional method. The result of the pre-test shows that both groups are poor, while the post-test result shows that the experiment group is better than the control one. The mean score of the experimental class in pre-test was 42.50 and that of control class was 42.73. The mean score in post-test of the experimental class was 75.68 and that of the control class was 57.50. It can be seen that the mean score of the experimental class was higher than that of control class in post-test. Furthermore, based on the hypothesis testing, it could be seen that the value of -t obtained (-5.245) < - t table (-2.018), at the significant level 5%. This implied that there is a significant difference of students’ speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method.

scholarly journals Examining the relationship between academic achievement and attitudes of the middle school students

2016 ◽  
Vol 11 (4) ◽  
pp. 203-212 ◽  
Author(s):  
Murat Tezer ◽  
Celalettin Özden ◽  
Mucahit Elci
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Parent Education ◽  
Family Income ◽  
Eighth Grade ◽  
School Students ◽  
Significant Difference ◽  
Attitudes Towards Technology ◽  
The Relationship ◽  
Technology And Design

In this study, the relationship between academic achievement and attitudes towards “technology and design lesson” of the middle school, eighth grade students’  gender, family income level, parent education level attitudes towards technology and design lesson have been investigated, and examined the relationship between attitudes and academic achievement. Eighth-grade total of 98 students selected from 3 middle schools by simple random sampling method has been identified at research in North Cyprus. The data collection tool used in this study was the ‘technology and design course attitude scale’. Descriptive survey model was used in the research. The data were analyzed using independent sample t-test, Anova, correlation, frequency and percentage calculations. At the end of the research; no significant difference found between attitudes towards technology and design lesson according to students’ gender, family income, parent education levels. Also no significant relationship found between students’ academic achievements in “technology and design course” and “attitudes toward the technology and design course”.   Keywords: Technology and design, academic achievement, attitude towards lesson, students

scholarly journals EVALUATION OF FEMALE STUDENTS' ATTITUDES TOWARD THE VALUE OF CITIZENSHIP FOR THE EIGHTH-GRADE BOOK OF NATIONAL AND CIVIC EDUCATION IN THE GOVERNORATE OF AJLOUN

2020 ◽  
Vol 5 (34) ◽  
pp. 147-159
Author(s):  
Khitam Al-Smadi ◽  
Najihah Abd Wahid ◽  
Anas Mohd Yunus ◽  
Heyam Okleh Almomani
Keyword(s):  
Civic Education ◽  
Student Attitudes ◽  
Female Students ◽  
Eighth Grade ◽  
Experimental Sample ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Students Attitudes ◽  
Girls School ◽  
The Impact

The paper is an attempt to evaluate female students’ attitudes towards the value of citizenship in the book of national and civic education in Jordan. It is mainly built on the key issues surrounding the book of national and civic education. The study aims to identify female students’ attitudes towards citizenship values for the eighth-grade book of national and civic education. The study population consists of (120) eighth-grade students at Anjara Elementary Girls School. They were selected by a simple random method. In order to achieve the objectives of the study, a study tool consisting of (37) items was developed, divided into two areas, values towards women and society, religious, moral and social values, and then applying pre- and post-test for control and experimental sample. The results of the study showed that there was a statistically significant difference between the average performance of female students in the experimental and control groups on the scale of students' attitudes towards the post values of citizenship traced to the teaching of national and civic education book in favor of the experimental group. The study recommended that the values of citizenship in the national and civic education book for secondary schools needs to be developed in the Hashemite Kingdom of Jordan to measure the impact of female student attitudes toward it.

scholarly journals The effect of realia on descriptive text writing quality at the eighth grade students of SMPN 1 Bendo

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Risky Alif Widayanti
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Research Approach ◽  
Writing Quality ◽  
Significant Difference ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Positive Effect ◽  
Text Writing

This research is conducted to explain about the Effect of Realia on Descriptive Text Writing Quality at The Eight Grade Students of SMPN 1 Bendo. The sample of this research are 8-K consisted of 21 students in the eighth grade of SMPN 1 Bendo. The research approach that is used in this study is quantitative. The research was conducted by using experimental research. The data was collected by doing test. The technique of data analysis that is used in this research is paired sample T-test. The result of this research shows that Realia gives significant effect to the students’ writing quality in descriptive text. It can be seen that the significant value is 0.000. It shows that the probabilities value of students’ writing skill is lower than 0.05 (0.000&lt;0.05) level of significant. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be stated that there is significant difference on the students’ descriptive text writing skill before being taught using Realia and after being taught using Realia. So, it can be concluded that Realia helps the students in the process of writing descriptive text and this media has positive effect on the students’ descriptive text writing quality.

scholarly journals Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

2021 ◽  
Vol 2 (1) ◽  
pp. 15-31
Author(s):  
Leonard Jackson
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Strategies ◽  
Standardized Test ◽  
Special Education Students ◽  
Eighth Grade ◽  
Education Students ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

scholarly journals The impact of the use of educational strategies in developing the ability to solve sports problems: أثر استخدام الاستراتيجيات التعليمية في تنمية القدرة على حل المسألة الرياضية لدى طلاب الصف الثامن الأساسي في محافظة عجلون

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Alaa Ahmad Ali Alsmadi
Keyword(s):  
Experimental Method ◽  
Mathematical Problem ◽  
Eighth Grade ◽  
Control Group ◽  
Educational Strategies ◽  
Significant Difference ◽  
Modern Methods ◽  
Eighth Grade Students ◽  
The Impact ◽  
Experimental Group

  The study aimed to study the effect of the use of educational strategies in developing the ability to solve the mathematical problem in the mathematics of the eighth grade students in Ajloun Governorate. The study was based on the semi- experimental method. The sample consisted of 88 students in the eighth grade,: The experimental group, the number of students (43) students, and the control group (45) Students. The results of the study showed that there is a statistically significant difference at the level of (0.05αα) in the ability to solve the mathematical problem among the eighth grade students in mathematics in Jordan due to the method of teaching according to the strategy of solving the mathematical issue. The study recommended several recommendations, To use modern methods of education, and to hold workshops for teachers to introduce them to the importance of strategies to solve the sports issue    

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