scholarly journals Mind Mapping Technique with Think Pair Share Strategy Towards Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (3) ◽  
pp. 115
Author(s):  
Eko Erfiyanti ◽  
Mustaji . ◽  
Retno Danu R
Keyword(s):  
Conventional Technique ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Starting Point ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is applied to tenth graders of SMKN 1 Pungging to investigate the influence of teaching writing descriptive text ability using mind mapping technique with think pair share strategy. This population of this research is the tent graders that consist of 620 students which is taken 64 students as the sample. There are two classes; they are X TKJ 1 which is applied by teaching writing descriptive text using mapping technique with think pair share strategy and X TKJ 2 which is taught writing descriptive text by conventional technique. However, both of the groups were taught the same materials based on the curriculum. This study used pretest-posttest non-equivalent control group design for experimental and control groups. The pre test and post test were administered not only to the experimental group but also the control group. The pre test is as starting point to verify the condition of both groups. Finally,  at the end of the treatment, the experimental group and the control group received a post test; the result of the post test was to define the significance difference between the experimental group and the control group. The result is there is significance difference between the classes which is taught writing descriptive text using mind mapping technique with think pair share strategy and which is taught writing descriptive by the conventional technique. The result calculated by SPSS 20.0; it is a computer program statistical calculation and the result is further discussed in Hypothesis Testing. It is approved that the mean of post-test of experimental group is increased from 58.28 to 80.16. It can be noticed that the mean of the post-test of experimental is 21.72 higher than the mean of post-test of control group.  

scholarly journals Mind Mapping Technique with Think Pair Share Strategy Towards Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Eko Erfiyanti ◽  
Mustaji Mustaji ◽  
Retno Danu R
Keyword(s):  
Conventional Technique ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Starting Point ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This research is applied to tenth graders of SMKN 1 Pungging to investigate the influence of teaching writing descriptive text ability using mind mapping technique with think pair share strategy. This population of this research is the tent graders that consist of 620 students which is taken 64 students as the sample. There are two classes; they are X TKJ 1 which is applied by teaching writing descriptive text using mapping technique with think pair share strategy and X TKJ 2 which is taught writing descriptive text by conventional technique. However, both of the groups were taught the same materials based on the curriculum. This study used pretest-posttest non-equivalent control group design for experimental and control groups. The pre test and post test were administered not only to the experimental group but also the control group. The pre test is as starting point to verify the condition of both groups. Finally,  at the end of the treatment, the experimental group and the control group received a post test; the result of the post test was to define the significance difference between the experimental group and the control group. The result is there is significance difference between the classes which is taught writing descriptive text using mind mapping technique with think pair share strategy and which is taught writing descriptive by the conventional technique. The result calculated by SPSS 20.0; it is a computer program statistical calculation and the result is further discussed in Hypothesis Testing. It is approved that the mean of post-test of experimental group is increased from 58.28 to 80.16. It can be noticed that the mean of the post-test of experimental is 21.72 higher than the mean of post-test of control group

scholarly journals The Effect of Using Word Family Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Astina in Academic Years of 2017/2018

2017 ◽  
Vol 1 (3) ◽  
pp. 122
Author(s):  
Ni Komang Amelia Kartadi
Keyword(s):  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Conventional Teaching ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study aimed at investigating of the effect of using word family game committed by the fifth grade student in SD Negeri 1 Astina in mastering the English vocabulary. This study was True-Experimental with post-test only control group design. The population was 59 students of the fifth grade and the sample was selected by using cluster random sampling. The sample of this research study was 22 students in 5A as an Experimental Group while 22 students in 5B as a Control Group. The experimental group was taught by using Word Family Game and control group was taught without using Word Family Game. The data was analyzed descriptively and inferentially through SPSS 16.0 Program. Descriptively, the students in experimental group were achieved better than the students in control group. It was proven by the result of the mean score of the experimental group was 90.45, while the mean score of control group was 83.18. The result of the t-test also showed that the score of the (tobs) was 3.393 which the score of (tcv) was 1.682 which based on the degree of freedom was 42. It showed that the (tobs) > (tcv), where: 3.393 > 1.682. It could be concluded that the word family game had a significant effect on the students’ vocabulary mastery rather than using conventional teaching. 

scholarly journals Pengaruh Teknik Mind Mapping Terhadap Motivasi Belajar dan Keterampilan Menulis Bahasa Inggris Siswa Kelas VIII SMP Negeri 4 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
ANAK AGUNG AYU SRI MARTINI . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Random Sampling ◽  
Conventional Technique ◽  
Learning Motivation ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Significant Difference ◽  
Writing Skill ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan perbedaan motivasi belajar dan keterampilan menulis secara bersama-sama diantara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional, perbedaan motivasi belajar antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional, dan perbedaan keterampilan menulis antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 4 Abang dengan 2 kelas dipilih sebagai sampel. Pemilihan sampel dilakukan dengan teknik Random Sampling. Penelitian ini merupakan penelitian quasi experiment dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Pengumpulan data dilakukan menggunakan angket motivasi belajar menulis dan tes keterampilan menulis. Data yang diperoleh dianalisis dengan MANCOVA dengan menggunakan motivasi belajar awal dan keterampilan menulis awal sebagai kovariat. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: pertama terdapat perbedaan yang signifikan pada motivasi belajar dan keterampilan menulis secara bersama-sama antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional; kedua terdapat perbedaan yang signifikan pada motivasi belajar antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional; ketiga terdapat perbedaan yang signifikan pada keterampilan menulis antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional.Kata Kunci : Teknik Mind Mapping, Motivasi Belajar, Keterampilan Menulis This study aimed at describing the difference in learning motivation and writing skill simultaneously of the students who learned by mind mapping technique and those who learned by conventional technique, the difference in learning motivation of the students who learned by mind mapping technique and those who learned by conventional technique, the difference in writing skill of the students who learned by mind mapping technique and those who learned by conventional technique. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population of the study was eighth grade students consisting of three classes. The selection of the sample for this study was based on random sampling technique, two classes were selected as the sample, one as the experimental group and the other was the control group. The data was collected by administering students’ learning motivation questionaire and writing test. The data was analyzed by using MANCOVA in which pre-students’ learning motivation and pre-students’ writing skill used as covariat. The hypothesis was tested at 5% level of significance. The results indicated that (1) there was a significant difference in learning motivation and writing skill simultaneously of the students who learned by mind mapping technique and by conventional technique, (2) there was a significant difference learning motivation in writing of the students who learned by mind mapping technique and by conventional technique, (3) there was a significant difference in writing skill of the students who learned mind mapping technique and by conventional technique.keyword : Mind Mapping Technique, Learning Motivation, Writing Skill

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Game Techniques to Solve Students' Adjustment Problems: Evidance From Indonesia

2021 ◽  
Vol 15 ◽  
pp. 191-201
Author(s):  
Edy Irawan ◽  
Syarifuddin Dahlan ◽  
Een Y. Haenilah ◽  
Tubagus Ali Rachman Puja Kesuma ◽  
Albet Maydiantoro ◽  
...  
Keyword(s):  
Mean Value ◽  
Control Group ◽  
Adjustment Problems ◽  
Control Group Design ◽  
Guidance Services ◽  
Post Test ◽  
Change In The Mean ◽  
The Mean ◽  
Experimental Group ◽  
Group Guidance

This research is motivated by the problems of students who fail to achieve happiness in their lives; this is caused by the inability of students to make adjustments to all forms of change in maintaining survival. Efforts that can be made to overcome this problem are to provide group guidance services with game techniques. This study aims to test whether the game technique in group guidance services is effective for improving students' self-adjustment. The method used in this research is experimental research using Pretest-Posttest Control Group Design. The results showed that there was a change in the mean value at the pre-test of 93.43 for the experimental class and 92.57 for the control class and the mean value at the post-test of 151.64 for the experimental class and 98.71 for the control class. So that the mean value at the time of post-test increased by 58.21 for the experimental group and 06.14 for the control group. These changes mean that group guidance with game techniques is empirically proven to be effective in increasing student adaptation

scholarly journals Pengaruh Model Pembelajaran Predict Observe Explain (POE) Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 1 Lembar Tahun Ajaran 2015/2016

2019 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Elistiana Safitri ◽  
Kosim Kosim ◽  
Ahmad Harjono
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Test Result

The aim of this research is to know the effect of using Predict Observe Explain (POE) method toward students’ achievement in Physics. This is an experimental research by using experimental group and control group. The research design was Post-test Only Control Group Design. The population of this research was the students of class VII SMPN 1 Lembar academic year 2015/2016. The sampling technique was Cluster Random Sampling in which class VII 2 as the control group and class VII 3 as the experimental group. Both of the groups were given a pre-test before the treatment to know the homogeneity of the groups. The instrument used is an objective test in form of multiple choices. The finding showed that the mean of the posttest in experimental group was 70 and the control group was 60.67, in which both of them were distributed normal and homogeneous. The post-test result was analyzed by using t-test (t-test polled variants) in which the value of the was 2.473 and the  was 2.015 with dk=46 and the significant level was 5%. It showed that the was accepted and was rejected. Therefore, it can be concluded that Predict Observe Explain (POE) Method gave significant effect to the students’ achievement in Physics at Class VII SMPN 1 Lembar Academic year 2015/2016.

scholarly journals The Effect of Mind Mapping Technique in Improving Students’ Writing Report Text

2018 ◽  
Author(s):  
Ilham ◽  
Muhammad Fauzi Bafadal
Keyword(s):  
Mapping Technique ◽  
Control Group ◽  
English Department ◽  
Mind Mapping ◽  
Control Group Design ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Report Text

This study aims to know whether the use of mind mapping technique in teaching report text effective to improve students’ writing ability at the fifth semester student of English Department FKIP UM Mataram in academic year 2015/2016. This study adopts an experimental research which employed a quasi experimental non-equivalent control group design. The sample in this study is two classes of fifth semester of English Department FKIP UM Mataram. This study uses test as an instrument to collect the data, and the data is collected by giving a pretest and a post-test to both experimental and control groups. To analyze the data, the writer uses t-test statistical formula fo find the significance of mind mapping in teaching writing report text. Overall, it was proven that the data analysis showed the significance improvement of students’ writing ability after the mind mapping technique was applied as a treatment for experimental group, whereas for the control group which given conventional method did not show significance improvement.

scholarly journals The Effect of Using Word Clap Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Banjar Jawa in Academic Years of 2017/2018

2017 ◽  
Vol 1 (3) ◽  
pp. 162
Author(s):  
Putu Tressya Susanti
Keyword(s):  
T Test ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Conventional Teaching ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Better Than

This study aimed at investigating whether or not there was a significant effect of using Word Clap Game on the vocabulary mastery of the fifth grade students of SD Negeri 1 Banjar Jawa. The research was true experimental with Post-test Only Control Group Design. The population was the fifth grade students of SD Negeri 1 Banjar Jawa. Cluster Random Sampling was assigned to select the sample of the study. The samples were 30 students at grade 5A for experimental group and 30 students at grade 5B for control group. Those two groups were determined by lottery. The experimental group was taught by using Word Clap Game and the control group was taught by using conventional teaching technique. The data were 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 89,33 while the mean score of the control group was 84,67. The result of the t-test also showed that the value of the tobs was greater than the tcv where the tobs was 2,586 while the tcv was 1,672. Based on the findings, it was concluded that there was a significant effect of using word clap game on the students’ vocabulary mastery rather than using conventional teaching. 

scholarly journals Is It Truly Improvisational Exercise Push Students’ Speaking Ability

2017 ◽  
Vol 1 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Muhammad Aswad
Keyword(s):  
Control Group ◽  
Grammatical Structure ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Speaking Performance ◽  
And Control ◽  
Experimental Group

Improvisational exercises is a technique which consist three steps, they are preparation, modelling, and playing, that is preparation the teacher presents exercises, the students practice (modelling), and then procedure (playing)and the it provides three main goals; (1) the students pronounciation improve, (2) proper use of grammatical structure is reinforced, (3) vocabulary practice in enhanced. With this background, this research was quasi-experimental, with non-equivalent control group design. The sample consisted of two classes of students enrolled in 2013/2014 academic year, which one group was taken to be an experimental and the other to be a control group. The data obtained through the test were analysed by using statistical analysis. In conducting the research, the researcher used improvisational exercise technique to evaluate the students’ speaking performance which covered by three components of speaking, such as: fluency, accuracy, and comprehensibility. The research findings shows thatthe use of improvisational exercise technique (presentation, modelling, and playing) in teaching speaking can improve the speaking performance of the eight year students of  SMP Negeri 2 Majene significantly after being given treatment. The mean score of experimental group in post-test and control group were significantly different. The mean score of post-test in experimental group (3.36) was higher than control group (3.00).Thus, it is recomended for all English teacher to improve the students ability in speaking.

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