scholarly journals THE EFFECT OF AUDIO, VIDEO AND MOTIVATION ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT

2021 ◽  
Vol 18 (2) ◽  
pp. 139
Author(s):  
ROUDHATUL . Jannah ◽  
Zainuddin . . ◽  
Rahmad . Husein
Keyword(s):  
Experimental Research ◽  
Significant Interaction ◽  
Listening Comprehension ◽  
Multiple Choice Tests ◽  
Significant Difference ◽  
Choice Tests ◽  
High Motivation ◽  
Video And Audio ◽  
Audio Video ◽  
Low Motivation

ABSTRACTThe objectives of this study were to explain whether : (1) the students’ achievement in listening comprehension taught by using video was significantly higher than that taught by audio (2) the students’ achievement taught to high motivation significantly was higher than that to students’ low motivation? (3) therewas any significant interaction among teaching media (video and audio) and motivation in listening comprehension achievement. The research design is experimental research by using factorial design 2x2. There were 72 students from MAS YMPI Kota Tanjungbalai as sample of this research. The students were divided into two groups. The first group was treated by using Audio and the second group was treated by using Video. Students’ achievement in listening comprehension was measured by using multiple choice tests. The data were analyzed by applying Two-Ways ANOVA. The result revealed that (1) students’ listening comprehension achievement taught by using video wassignificantly higher than that taught by using audio with Fobservedwas higher than that Ftable at level significance α = 0.05 (Fobserved = 155.7>Ftable = 3.98). (2) There was significant difference of students achievement in listening comprehension with high motivation was taught by using video was higher than that low motivation by using audio with Fobserved is higher than Ftable at the level significance α = 0.05 (Fobserved = 93.4>Ftable = 3.98). (3) There was significance interaction among media (audio and video) and students’ motivation on students’ achievement in listening comprehension with Fobservedwas lower than Ftable at level significance α = 0.05 (Fobserved = 1.2 <Ftable = 3.98). Thus, media (audio and video) and students’ motivation significantly affect the students’ achievement in listening comprehension. Keywords: Audio, Video, Motivation, Listening Comprehension

scholarly journals INTERACTION BETWEEN DUAL TEACHING MEDIA AND MOTIVATION ON THE STUDENTS’ LISTENING ACHIEVEMENT

2021 ◽  
Vol 18 (1) ◽  
pp. 68
Author(s):  
Wiwin Pratiwi Harsa ◽  
Amrin . Saragih ◽  
Rahmad . Husein
Keyword(s):  
Factorial Design ◽  
Experimental Research ◽  
Significant Interaction ◽  
Visual Media ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
High Motivation ◽  
Academic Year ◽  
Audio Media ◽  
Low Motivation

ABSTRACTThe objectives of this study are to describe the interaction between the results of teaching by audio visual and audio teaching media, and motivation towards the students’ listening. The research design was experimental research by using factorial design 2x2. There were 64 students from grade eighth in 2020/2021 academic year of SMP Al Washliyah 8 Medan as sample of this research. The students were divided into two groups. The first group was treated by using audio visual media and the second group was treated by using audio media. The motivation test was conducted for classifying the students upon the high and low motivation by using questionnaire. Students’ achievement in listening was measured by using multiple choice tests. The data were analyzed by applying Two-ways ANOVA, the results revealed that students’ listening achievement taught by using audio visual media significantly higher than that taught by using audio media and students’ listening achievement with high motivation was higher than students with low motivation. There was significant interaction between dual teaching media and motivation on the students’ listening achievement with Fobserved is lower than Ftable at the level significance α = 0.05 (Fobs = 1.76 < Ftab = 2.81) however, the value of significant level is α = 0.19 higher than 0.05. Thus, both teaching media and motivation significantly affect the students’ listening achievement.Keywords: Teaching Listening, Audio Visual Media, Audio Media, Motivation, Listening Achievement.

scholarly journals Comparing Authentic and Scripted Language Listening Comprehension in University-Level EFL Learners

2019 ◽  
Vol 43 (3) ◽  
pp. 9
Author(s):  
Robert Long
Keyword(s):  
Listening Comprehension ◽  
Efl Learners ◽  
Japanese University ◽  
Multiple Choice Tests ◽  
Significant Difference ◽  
Choice Tests ◽  
Language Classrooms ◽  
University Level ◽  
Lexical Density ◽  
Authentic Language

This study investigated whether Japanese university EFL learners’ listening comprehension differed significantly on tests of authentic language (AL) or scripted language (SL). Possible differences in comprehension between low and intermediate proficiency students, and how lexical density of the listening samples correlated with listening comprehension, were also explored. Participants scored higher on SL multiple choice tests than on AL tests on average. There was no significant difference in the performance between low and intermediate proficiency students in this study, but there was a significant difference between scores of learners in the two pre-intermediate groups. The inclusion of more content words also appeared to aid the lowest performing students in better understanding authentic listening passages. The researcher suggests explanations for these findings, and suggests the need for more authentic listening practice in language classrooms. 本論は日本人EFL大学生のリスニング力が、オーセンティック・ランゲージ（AL）のテストあるいはスクリプト・ランゲージ（SL）のテストにおいて大きく異なるかどうかを調査したものである。初・中級者間における理解力の相違の可能性や、リスニング・サンプルの語彙密度とリスニング力の関係も調査した。SL多肢選択テストの得点の方がALテストよりも平均して高かった。初・中級者間には有意差はなかったが、2つの準中級学習者群間の得点には有意な相違が認められた。また、内容語をより多く含めることは英語力の低い学習者がオーセンティックなリスニング題材を理解する助けになっているようであった。これらの研究結果に対する説明と、よりオーセンティックなリスニング練習の必要性についても述べる。

THE EFFECT OF APPLYING SQ3R METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Pranata Royganda Sihaloho And Masitowarni Siregar
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Conventional Method ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method inreading comprehension. Experimental research design is used as the research method.This research took place at SMA Nasrani 2Medan. There were 2 classes chosen as thesample with 30 students in each class. The classes were divided into two groups namelyexperimental and control group. The experimental group was taught by using SQ3Rmethod and the control group was taught by using conventional method. The instrumentused to collect the data was a set of multiple choice tests, which divided as pre test andpost test. The result of the research was analyzed by using t-test formula. The resultshowed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is acceptedwhich shows that SQ3R method significantly improves the student’s readingcomprehension.

scholarly journals Beyond right or wrong: More effective feedback for formative multiple-choice tests

2020 ◽  
Vol 9 (5) ◽  
pp. 307-313
Author(s):  
Anna Ryan ◽  
Terry Judd ◽  
David Swanson ◽  
Douglas P. Larsen ◽  
Simone Elliott ◽  
...  
Keyword(s):  
Retention Test ◽  
Multiple Choice ◽  
Far Transfer ◽  
Near Transfer ◽  
Multiple Choice Tests ◽  
Test Occasion ◽  
Significant Difference ◽  
Choice Tests ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Abstract Introduction The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. Methods 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner’s ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) to and more distant (far transfer) from parent items. In a repeat test at 1 week, participants were given different near and far transfer versions of parent items. Feedback type, and near and far transfer items were randomized within and across participants. Results Analysis demonstrated that response-oriented and conceptually focused feedback were superior to traditional right/wrong feedback for both types of transfer tasks and in both immediate and final retention test performance. However, there was no statistically significant difference between response-orientated and conceptually focused groups on near or far transfer problems, nor any differences in performance between our initial test occasion and the retention test 1 week later. As with most studies of transfer, participants’ far transfer scores were lower than for near transfer. Discussion Right/wrong feedback appears to have limited potential to augment test-enhanced learning. Our work suggests that item-level feedback and feedback that identifies and elaborates on key conceptual knowledge are two important areas for future research on learning, retention and transfer.

De validiteit van luistertoetsen Moderne Vreemde Talen

1978 ◽  
Vol 5 ◽  
pp. 59-74
Author(s):  
H.W.M. van den Nieuwenhof
Keyword(s):  
Content Validity ◽  
Listening Comprehension ◽  
Multiple Choice ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Relative Difficulty ◽  
Test Form ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Testing Techniques

For ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions. Are the tests still reliable, as they were 10 years ago? In how far does the multiple choice technique give a true picture of the listening comprehension of students? Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have? An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material. The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form. The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components. It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity. A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.

THE EFFECT OF SQ3R METHOD ON THE STUDENTS’ ABILITY IN READING COMPREHENSION

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Annisa Hutasuhut And Elia Masa Gintings
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Research Method ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to discover the effect of applying SQ3R method in reading comprehension. Experimental research design is used as the research method. This research took place at MTS AMIN DARUSSALAM MEDAN. There were 2 classes chosen as the sample with 32 students in each class. The classes were divided into two groups namely experimental and control group. The experimental group taught by using SQ3R method and the control group was taught by using conventional method. The instrument used to collect the data was a set of multiple choice tests, which divided as pre test and post test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table ( 3,93> 2,00 ) at the level of significant 0,05 with degree of freedom (df) 60. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R method significantly improves the student’s reading comprehension.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals The Influence of Digital Folktales on the Students’ English Vocabulary Mastery of SMP Negeri 9 Buru

2021 ◽  
Author(s):  
M Chairul Basrun Umanailo
Keyword(s):  
Total Population ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
Cluster Sampling ◽  
Multiple Choice Tests ◽  
Significant Difference ◽  
Choice Tests ◽  
Before And After ◽  
Post Test ◽  
The Mean

This study aimed to determine whether digital the use of folktales increases the vocabulary mastery of the seventh-year students of SMP Negeri 9 Buru. This research was a quantitative study by using experimental with a one-group pretest-posttest design. The samples consisted of 20 students from a total population of 320 students and were determined through a one-stage cluster sampling technique. Fiftyitems of multiple-choice tests were used to measure the vocabulary mastery of the students in the pre-test and post-test. The data obtained in this study were analyzed using descriptive statistics to determine the mean score and standard deviation between the pre-test and the post-test. A paired sample t-test through SPSS Version 20 was utilized to determine differences in the students' vocabulary mastery before and after receiving treatment. There is a significant difference between the mean scores in the pre-test and the post-test, namely (1.172 &lt;1.438), which indicates that there are differences in students' vocabulary mastery before and after treatment. The results of hypothesis testing proved that the value of t count = 7.528 is higher than t table = 2.093 (p = 0.05, df = 19). The comparison between the two values shows that the value of t count is greater than T table, which means that Ho: digital folktales does not improve vocabulary mastery of the seventh year students of SMP Negeri 9 Buru, is rejected, and H1: digital folktales increase vocabulary mastery of the seventh year students of SMP Negeri 9 Buru, is accepted. Therefore, it can be concluded that digital use of folktales improved the vocabulary mastery of the seventh-year students’ of SMP Negeri 9 Buru.

scholarly journals The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals INTEGRASI REMEDIASI KESULITAN BELAJAR MENGGUNAKAN MODEL CORE BERBANTUAN BOOKLET TENTANG GETARAN GELOMBANG DI SMP

2020 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Ariza Fitriani Safira ◽  
Haratua Tiur Maria S ◽  
Syukran Mursyid
Keyword(s):  
Conceptual Change ◽  
Learning Difficulties ◽  
High Effectiveness ◽  
Intact Group ◽  
Multiple Choice Tests ◽  
Test Items ◽  
Significant Difference ◽  
Choice Tests ◽  
Class Viii ◽  
Essay Tests

This research aims to examine the effectiveness of the integrated remediation using booklet-assisted CORE leraning model to reduce students' learning difficulties about vibrations and waves at SMP Negeri 2 Pontianak. The research design is One-Group Pretest-Posttest Design with 27 students in class VIII C as samples using the intact group technique. The instruments are two-tiered multiple choice tests to analyze students’ learning difficulties related to concepts and essay tests to analyze students’ learning difficulties related to errors in solving problems. Based on the results, it is found that: (1) Students’ total misconceptions decreasing by 84.2%. (2) There is a significant conceptual change in all test items. (3) All students’ total errors in solving questions decreased by 78.32% (4) There are significant difference between the number of students' initial and final mistakes. (5) The percentage of all students’ learning difficulties decreased by 78.91%. (6) The remediation integration using CORE model assisted by a booklet has a high effectiveness to reduce students’ learning difficulties. The result of this study is expected to be a consideration for teachers in designing learning difficulties’ remediation activities for students, especially about vibrations and waves.Keywords: CORE Learning Model, Booklet, Students’ Learning Difficulties, Vibration and Waves

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