scholarly journals THE EFFECT OF SCAFFOLDING TECHNIQUE ON STUDENTS’ WRITING COMPETENCY

PRASI ◽  
2021 ◽  
Vol 16 (01) ◽  
pp. 29
Author(s):  
Gede Wisnu Mahayasa ◽  
Putu Eka Dambayana Suputra ◽  
Gede Yudha Paramartha
Keyword(s):  
Online Learning ◽  
Performance Test ◽  
Conventional Technique ◽  
Control Group ◽  
Control Group Design ◽  
Online Mode ◽  
Learning Platform ◽  
Writing Competency ◽  
Academic Year ◽  
Scaffolding Technique

ABSTRACTBecause of Covid 19 pandemic, learning is done in online mode by using various online learning platform. This study aims at investigating the effect of scaffolding technique on students’ writing competency in online learning. To run this research, 60 eleventh grade students of SMAN 1 Sukasada in the academic year 2020/2021 were chosen as the samples. This research applied nonequivalent control group design in which there were two groups compared, namely: scaffolding technique and conventional technique. The data of writing competency were collected by using performance test which were then scored by using analytical scoring rubric. The collected data were then analyzed by using independent sample t test. This research shows that there is no significant effect of Scaffolding technique on students’ writing competency with probability value of 0.606 (p>0,05).Keywords: Scaffolding technique, writing competency, skills 

scholarly journals THE EFFECT OF SELF-ASSESMENT ON STUDENTS’ SELF-EFFICACY AND WRITING COMPETENCY

PRASI ◽  
2021 ◽  
Vol 16 (01) ◽  
pp. 1
Author(s):  
Mona Jiwandani ◽  
Lokita Purnamika Utami ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Performance Test ◽  
Control Group ◽  
Self Assessment ◽  
Efficacy Data ◽  
Control Group Design ◽  
Group Design ◽  
Writing Competency ◽  
Academic Year

ABSTRACTIn this Covid 19 pandemic, learning should be done from distance through online learning. This study aims at investigating the effect of self-assessment on students’ self-efficacy and writing competency simultaneously and separately on online learning. To run this research, 52 eleventh grade students of SMAN 1 Sukasada in the academic year 2020/2021 were chosen as the samples. This research applied nonequivalent control group design in which there were two groups compared, namely: self-assessment and conventional assessment. The data of writing competency were collected by using performance test which were then scored by using analytical scoring rubric, meanwhile self-efficacy data were collected by using questionnaire. The collected data were then analyzed by using One Way MANOVA. This research discovered: (1) there is no significant effect of self-assessment on self-efficacy and writing competency simultaneously (p>0.05), (2) there is no significant effect of self-assessment on writing competency separately (p>0.05), and 3) there is no significant effect of self-assessment on self-efficacy separately (p<0.05).

scholarly journals THE COMPARISON OF STUDENTS’ WRITING DESCRPTIVE TEXT ABILITY BY USING JIGSAW AND SCAFFOLDING TECHNIQUE IN EVEN SEMESTER AT GRADE X STATE SENIOR HIGH SCHOOL 1 SEPUTIH RAMAN ACADEMIC YEAR 2012/2013

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ni Putu Ayu Dian Anggraeni ◽  
Dedi Turmudi
Keyword(s):  
High School ◽  
Senior High School ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Significant Difference ◽  
Academic Year ◽  
Scaffolding Technique ◽  
Jigsaw Technique ◽  
One Way Anova

Writing as one of the four skills has always been as a part of the syllabus in teaching of English. The techniques presented as a solution in this research about writing ability are Jigsaw and Scaffolding technique. There are three problems of the study, (1) Is Jigsaw technique effective to improve students’ writing descriptive text ability? (2) Is Scaffolding technique effective to improve students’ writing descriptive text ability? (3) Is there any significant difference of students’ writing descriptive text ability by using Jigsaw and Scaffolding technique? The objective of this research is (1) To know whether Jigsaw technique is effective to improve students’ writing descriptive text ability. (2) To know whether Scaffolding technique is effective to improve students’ writing descriptive text ability. (3) To know whether there is any significant difference of students’ writing descriptive text ability by using Jigsaw and Scaffolding technique. The method of investigation is held through quantitative experimental research. The researchers uses modified pretest-posttest control group design. In this experiment, the employees control group pre test post test design. The researchers is conducted at the grade X of State Senior High School 1 Seputih Raman in academic year 2012/2013. The popolation in this research is 210 students. It is consist 7 classes and each class consist 30. The researchers takes 90 students from total population as the sample. 30 students as experiment class of Jigsaw, 30 students as experiment class of Scaffolding, and 30 as control class that matching based on classification of student level. And the researchers use cluster random sampling as technique sampling. To analyze data, the researchers uses One Way ANOVA. The researchers got the result of Ft 1% = 7.31 and Ft 5% = 4.08 and it seems that FO > Ft  1% and Ft  5% in which FO = 7.31 > Ft  1% = 7.31 and Ft  5% = 4.08. The criteria of One Way ANOVA is FO ≥ Ft 1%, Ha is accepted. So, there is any difference result of students’ writing ability using Jigsaw and Scaffolding technique. Jigsaw technique is more effective than Scaffolding technique toward students writing descriptive text ability at the grade X of State Senior High School 1 Seputih Raman academic year 2012/2013. The suggestions are to raise the students’ writing descriptive text ability, it uses Jigsaw technique in writing instruction. The students must be fun and enjoy in using Jigsaw technique.

scholarly journals Penerapan Model Pembelajaran Giving Question and Getting Answer Terhadap Kemampuan Komunikasi Matematis Siswa

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Asep Sujana ◽  
Rika Cahyawati
Keyword(s):  
Research Result ◽  
Conventional Technique ◽  
Control Group ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Group Design ◽  
Result Show ◽  
Communication Ability ◽  
And Control ◽  
Academic Year

The research aims to analyse the students pre-ability, post-ability, and improvement of mathematical communication ability towards Giving Question and Getting Answer technique. The research is conducted in SMP Negeri 1 Cinangka academic year 2017/2018. The research method is quasi-experiment with pretest and posttest control group design. The research sample is 33 students for experimental class and 36 students for control class. The improvement is calculated by using N-Gain. The data analysis uses T-Test. The research result show that the student pre-ability of mathematical communication for experimental and control class is equal. The students post-ability of mathematical communication for experimental class is higher than the students who is applied by conventional technique. Therefor, the implementation of Giving Question and Getting Answer technique can improve the students mathematical communication ability for grade VIII SMP Negeri 1 Cinangka.

scholarly journals THE EFFECT OF THEMATIC PATTERNING TECHNIQUE ON STUDENTS’ WRITING COMPETENCY OF TENTH GRADE STUDENTS AT SMAN 4 SINGARAJA

2020 ◽  
Vol 8 (2) ◽  
pp. 35
Author(s):  
N. T. K. K. Astiti ◽  
A. A. I. N. Marhaeni ◽  
P. E. D. Suputra
Keyword(s):  
Conventional Technique ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Writing Competency ◽  
Tenth Grade ◽  
Equivalent Control ◽  
Patterning Technique ◽  
Experimental Group

This study aimed at investigating whether there is a significant effect of the implementation of Thematic Patterning Technique on students’ writing competency of the tenth grade students at SMAN 4 Singaraja.  This is an experimental research.  The population of this study was the tenth grade students. There were two classes, consist of 75 students who were chosen as the samples of the study. Random sampling was used in order to find out the Experimental group and the Control group. This study was designed Posttest Only Non Equivalent Control Group design. The results of the posttest were analyzed descriptively and inferentially. Moreover, the results found that there was a significant difference of implementing thematic patterning technique on students’ writing competency of tenth-grade students at SMAN 4 Singaraja since, the students who were taught by using thematic patterning technique got higher score than students who were taught by using conventional technique (inquiry). Keywords: Thematic Patterning Technique, Writing

scholarly journals The Effect of Duolingo on the Writing Competency of the Tenth Grade Students of SMK N 1 Sukasada in Academic Year 2017/2018

2020 ◽  
Vol 8 (1) ◽  
pp. 21-30
Author(s):  
Ivan Budiani
Keyword(s):  
Descriptive Analysis ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Writing Competency ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This research aimed to investigate whether or not there was a significant effect of the use of Duolingo on the writing competency of the tenth grade students of SMK N 1 Sukasada in academic year 2017/2018. This quasi-experimental research employed post-test only control group design. The population of this research was all the tenth grade students of SMK N 1 Sukasada. This research administered cluster random sampling to determine the sample. The independent sample t-test was administered to examine the equality of both groups and decided X AP1 became the experimental group and X AP2 as the control group. The treatment was given to both groups in which the experimental group treated by using Duolingo and the control group was treated by using conventional teaching media. At the end of the treatment, the post-test was administered to both groups and the result was analyzed using descriptive and inferential statistics by applying independent sample t-test. Based on the result of the descriptive analysis, the students in experimental group could gain better score than the students in control group. Moreover, the result of inferential analysis shows that the result of the independent sample t-test which tobs was higher than tcv. The result of the questionnaire also shows that students like to use Duolingo in the classroom and it helps them in their writing. It means that the implementation of Duolingo contributes significant effect to students’ writing competency of the tenth grade students of SMK N 1 Sukasada in academic year 2017/2018.

scholarly journals THE EFFECT OF SCAFFOLDING STRATEGY ON LEARNER AUTONOMY AND WRITING COMPETENCY OF THE TENTH GRADE STUDENTS OF SMA N 1 SEMARAPURA IN THE ACADEMIC YEAR 2019/2020

2020 ◽  
Vol 8 (2) ◽  
pp. 31-40
Author(s):  
Ni Wayan Eka Maryantini ◽  
Anak Agung Istri Ngurah Marhaeni ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
Sampling Technique ◽  
Learner Autonomy ◽  
Control Group ◽  
Control Group Design ◽  
Writing Competency ◽  
Tenth Grade ◽  
Scaffolding Strategy ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

This study aimed to investigate the effect of scaffolding strategy on learner autonomy and writing competency. This study was conducted in SMA N 1 Semarapura in the academic year 2019/2020 in form of experimental study with Post-Test Only Control Group Design. The population of this study was 368 tenth grade students, wherein two classes which consisted of 66 students were selected by using lottery to determine experimental group and control group as the sample of this study through Cluster Random Sampling Technique. The students of experimental group were treated by using scaffolding strategy and the students of control group were treated by using conventional writing strategy. The data of learner autonomy were collected by using questionnaire, the data of writing competency were collected by using rubric, and then the data were analyzed by using multivariate variance test (MANOVA). The result of this study showed that: (1) scaffolding strategy affected better than conventional writing on learner autonomy, (2) scaffolding strategy affected better than conventional writing on writing competency, and (3) simultaneously, scaffolding strategy affected better than conventional writing on learner autonomy and writing competency. These findings have important contribution to EFL pedagogy in general and in teaching and learning writing in particular. It can be concluded that scaffolding strategy gives positive effect on learner autonomy and writing competency separately and simultaneously.Key Words : learner autonomy, scaffolding strategy, writing competency. 

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

Pengaruh Model PjBL Terhadap Hasil Belajar Murid pada Mata Pelajaran Akidah Akhlak di Madrasah Ibtidaiyah

2020 ◽  
Vol 8 (01) ◽  
pp. 110-126
Author(s):  
Nashran Azizan ◽  
Rahmadani Tanjung
Keyword(s):  
Research Result ◽  
Control Group ◽  
Research Model ◽  
Control Group Design ◽  
Islamic School ◽  
Group Design ◽  
Quasi Experimental ◽  
Moral Lesson ◽  
Learning Test ◽  
Academic Year

This aimed to know the influence of PjBL model toward learning results of moral lessons in knowing the prophet and apostle in IV grade of Islamic School Padangsidimpuan Angkola Julu in academic year 2019/2020 by using PjBL and Direct Instruction model. The research model used Quasi-Experimental Design with None Quivalent Control-Group Design. The used instrument is the learning result test. Data analysis used t-Test. Research result showed (1) there is the influence of PjBL model toward student's learning test on moral lesson of knowing prophet and apostle material.

scholarly journals PENGARUH MODEL QUANTUM TEACHING BERBASIS PENDIDIKAN KARAKTER TERHADAP KOMPETENSI PENGETAHUAN IPA SISWA KELAS V SD GUGUS DEWI SARTIKA DENPASAR TIMUR TAHUN AJARAN 2017/2018

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni KomangMega Lestari
Keyword(s):  
Character Education ◽  
Hypothesis Test ◽  
Test Method ◽  
Control Group ◽  
Teaching Model ◽  
Control Group Design ◽  
Significance Level ◽  
Model Base ◽  
5Th Grade ◽  
Academic Year

This research aims to know the effect of quantum teaching model base character education towards science competency knowledge in 5th grade students of Gugus Dewi Sartika East Denpasar academic year 2017/2018. This study was an experiment with quasy experiment design using the Non-Equivalent Control Group Design. The population of this research is all 5th grade of Gugus Dewi Sartika East Denpasar amounting to 328 students. Sample were taken by random sampling technique. The sample of this research is 5th A grade in SDN  10 Kesiman amount 42 students as the experiment group and 5th B grade in SDN 3 Kesiman amount 53 student as the control group. The data were collected using the test method in the form of a standard multiple choice objective test. The data were analyzed using descriptive statistic and inferential in shape gain score from science competency knowledge. The result if data analysis obtained mean of gain skor from experiment group 16X"> =0,34 > 16X"> =0,25 control group. From the hypothesis test using t-test while at 5% significance level and df 83 obtained thitung =3,214 > ttabel=2,000. Based on these result can be concluded that quantum teaching model base character education influence of science competency knowledge of 5th grade students SD Gugus Dewi Sartika East Denpasar academic year 2017/2018.

scholarly journals PENGARUH LATIHAN LARI KIJANG DAN LARI GAWANG TERHADAP KEMAMPUAN LOMPAT JAUH DITINJAU DARI DAYA LEDAK OTOT TUNGKAI PADA SISWA KELAS VIII SMP NEGERI 4 GOLEWA

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Josep Marsianus Rewo
Keyword(s):  
Student Performance ◽  
Random Sampling ◽  
Performance Test ◽  
Control Group ◽  
Limb Muscle ◽  
Design Data ◽  
Control Group Design ◽  
Equivalent Control ◽  
Long Jump ◽  
Jump Ability

Penelitian ini merupakan kuasi eksperimen yang menggunakan non-equivalent control group design. Data yang dikumpulkan dalam penelitian ini adalah tes unjuk kerja lompat jauh siswa. Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh latihan lari kijang dan lari gawang untuk meningkatkan kemampuan lompat jauh siswa  di tinjau dari daya ledak otot tungkai. Sampel penelitian berjumlah 84 orang siswa kelas VIII yang dipilih dengan teknik random sampling. Data dikumpulkan dengan tes, kemudian dianalisis dengan analisis varian (Anava dua jalur). Hasil penelitian menemukan sebagai berikut. (1) terdapat perbedaan kemampuan lompat jauh antara siswa yang mengikuti model latihan lari kijang dengan siswa yang mengikuti model latihan lari gawang (Fhitung= 4,06>Ftabel(a=5%)) = 4,00, signifikan). (2) Terdapat pengaruh interaksi antara model latihan dengan daya ledak otot tungkai terhadap lompat jauh (Fhitung= 23,39>Ftabel(a=5%) = 4,00, signifikan). (3) Tidak terdapat perbedaan lompat jauh antara siswa yang mengikuti latihan lari kijang dan lari gawang untuk siswa yang memiliki daya ledak otot tungkai tinggi (Qhitung= 16,43>Qtabel = 4,00 signifikan). (4) Terdapat perbedaan lompat jauh antara siswa yang mengikuti model latihan lari kijang dan lari gawang untuk siswa yang memiliki daya ledak otot tungkai rendah (Qhitung = 5,919 >Qtabel= 4,00 signifikan).This study was quasi experiment used non-equivalent control design. The data collected in this study was the student performance test of long jump. This study aims to determine and analyze the influence of the practice of lari kijang and lari gawang to improve students' long jump ability in review of the explosive muscle limb power. The sample of the study was 84 students of grade VIII chosen by random sampling technique. The data was collected by test then analyzed with variant analysis (ANAVA) two ways) and t-test. The result of the study showed that: (1) There is a difference in long jump ability between students who follow the model of lari kijang training with students who follow the model of lari gawang (Fhitung= 4,06 >Ftabel(a=5%)) = 4,00, significant) (2) There is an interaction effect between the exercise model and the explosive muscle limb power against the long jump (Fhitung= 23,39 >Ftabel(a=5%) = 4,00, significant). (3) There is no difference in long jump between students who follow lari kijang and lari gawang for students who have high limb muscle explosive power (Qhitung= 16,43>Qtabel = 4,00 significant) (4) There is a long jump difference between students who follow the model of lari kijang and lari gawang for students who have low limb muscle explosiveness (Qhitung = 5,919 >>Qtabel = 4,00 significant).

Sign in / Sign up

Export Citation Format

Share Document