scholarly journals THE EFFECT OF TASK-BASED LEARNING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Ade Suryani Nasution And Masitowarni Siregar
Keyword(s):  
Alternative Hypothesis ◽  
High Reliability ◽  
Sampling Technique ◽  
Test Reliability ◽  
Control Group ◽  
Learning Method ◽  
First Year Students ◽  
Procedure Text ◽  
Level Of Significance ◽  
Experimental Group

This study aims at investigating the effect of Task-Based Learning Method on students’ achievement in writing a procedure text. This study was experimental in nature. The population of this study was the first year students at SMA Negeri 2 Tanjung Balai. The total number of the population was 280 students in seven classes. There were 60 students chosen as the sample by using random sampling technique. The sample was divided into two groups, namely control group and experimental group. The experimental group was taught by using Task-Based Learning Method and control group was taught without using Task-Based Learning Method. The instrument for collecting the data was a writing test. To obtain test reliability, the writer applied the Pearson Product Formula. The calculation showed that the reliability of the test was  0.90. It was categorized as very high reliability. The data were analyzed by using the t-test formula. The result of the analysis showed that the t-observed value was higher than t-table (2.34>2.00) at the level of significance 0.05 with a freedom degree of 58. It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Based on the findings of this study, it was found that there was a significant effect of Task-Based Learning Method on students’ achievement in writing procedure texts.   Key Words: Task-Based Learning, Writing, Procedure Text.

scholarly journals THE EFFECT OF APPLYING VENN DIAGRAM STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Emi Agusriani Samosir And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Test Reliability ◽  
Choice Test ◽  
Venn Diagram ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of applying Venn Diagram Strategy on students’ achievement in reading comprehension. This study was conducted with an experimental design. The population of this study was the first year students in the academic year 2012/2013 at SMK Prayatna-1 Medan. There were sixty students taken as the sample of the research. The sample was divided into two groups: the first group (30 students) as the experimental group and the second group (30 students) as the control group. The experimental group was taught by applying the Venn Diagram Strategy, while the control group was taught without the Venn Diagram Strategy. The instrument for collecting data was a multiple choice test which consisted of 40 items. To obtain test reliability, the researcher used the Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.66. The data were calculated by using the t-test formula. The result of the analysis showed that the t-observed (5.02) was higher than t-table (2.00) at the level of significance (α) 0.05 and the degree of freedom (df) 58. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching reading comprehension through the Venn Diagram Strategy significantly affected reading comprehension.   Key Words: Venn Diagram Strategy, Reading Comprehension, Student Achievement.

THE EFFECT OF USING VIDEO ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Samuel N Panjaitan And Sri Juriati Ownie
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
High Reliability ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Procedure Text ◽  
Level Of Significance ◽  
Experimental Group ◽  
Very High

The objective of the study was to investigate if using video significantly affectedstudents’ achievement in writing procedure text. This study was conducted byexperimental research. The population of the study was all the students of gradeIX of SMP Negeri 5 Sipahutar with the total number of the students was 96 inclasses. There were 64 students chosen as the sample by using random samplingtechnique. The sample was divided into two groups, namely control group andexperimental group. The experimental group was taught by using video andcontrol group was taught without using video. The instrument for collecting datawas writing test. To obtain the reliability of the test, the writer applied PearsonProduct Formula. The calculation showed that the reliability of the test is 0.87. Itwas categorized very high reliability. The data were analyzed by using t-testformula. The result of analysis shows that t-observed value is higher than t table(3.50>2.00) at level of significance 0.05 the degree of freedom 62. It means thatthe alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.Based on the findings of this study, it found that there is a significant effect ofusing video on students’ achievement in writing procedure text.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

scholarly journals THE USE OF CONTEXTUAL TEACHING AND LEARNING METHOD TO IMPROVE THE STUDENTS’ UNDERSTANDING ON THE USE OF RELATIVE CLAUSE

2018 ◽  
Vol 6 (2) ◽  
pp. 6
Author(s):  
Badriyah Badriyah ◽  
Rinda Hardiyanti ◽  
Dian Saputra
Keyword(s):  
Relative Clause ◽  
Teaching And Learning ◽  
English Education ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Method ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

Abstract This research was conducted to find out whether or not The Use of Contextual Teaching and Learning Method was Improve Students’ Understanding on The use of Relative Clause at Sorong Muhammadiyah University. The research method employed was quasi experimental groups. The population of this research was conducted at fifth semesters on English Education Department at Sorong Muhammadiyah University. The sample was chosen by applying stratified sampling technique. This research assigned two groups namely control and experimental groups. Each group consisted of 20 students.. Instrument of this research was test. The research gets the result that Contextual Teaching and Learning Method was effective to improve students’ understanding on the use of Relative Clause. The result of test showed that there was significant progress in students. The results of the research showed that mean score posttest of the experimental group was 84 and the control group was 80. It means that the result of the mean score posttest of experimental group is higher than control group. By using the degree of significance 5% or 0.05 in the t-table it was gotten 2.021. So that t-test value was more than of t-table value (H1: 5,31 > 2.021), So that alternative hypothesis is accepted, while Null hypothesis is rejected (Ho: 5,31 < 2.021). It can be proved that there was a significant on Contextual teaching and Learning method to improve students’ understanding on the use of relative clause. Key words: Relative Clause, Contextual Teaching and Learning. 

THE EFFECT OF APPLYING SENTENCE COMBINING TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Rismawati And Siti Aisyah Ginting
Keyword(s):  
Random Sampling ◽  
High Reliability ◽  
Sampling Technique ◽  
Control Group ◽  
Sentence Combining ◽  
Writing Test ◽  
Conventional Teaching ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aims to discover the effect of applying sentence Combining Technique on students’ achievement in writing descriptive text. It was conducted by using experimental research design. The population of this research was the eight (VIII) grade students of SMP Swasta Prayatna Medan with eight parallel classes. The samples of the research were 20% of the totaling number of students divided into two groups, experimental and control group which were chosen by using random sampling technique. Seventy two students were taken as the samples. The experimental group was taught by using Sentence Combining Technique, while the control group was taught by using conventional teaching. The instrument for collecting the data was a writing test. Pearson Product Moment formula was applied to obtain the reliability of the test. Based on the calculation, it shows that the reliability of the test was 0.86 categorized as high reliability. Then, after analyzing the data, it was found that the value of tobserved was 5.57 with the degree of freedom (df)=70 at the level of significance (α = 0.05). It means that tobserved is higher than ttable (5.57 > 1.67). The result of this study shows that Sentence Combining Technique has a significant effect on students’ achievement in writing descriptive text.

scholarly journals THE EFFECT OF USING CONTEXTUAL TEACHING AND LEARNING (CTL) METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Putri Masrita Lubis And Willem Saragih
Keyword(s):  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Writing Test ◽  
Tenth Grade ◽  
Contextual Teaching ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aims at investigating the effect of using Contextual Teaching and Learning (CTL) Method on Students’ Achievement in Writing Recount Text. This study was conducted by experimental research. The population of this study was the students of the tenth grade of SMA SWASTA SULTAN ISKANDAR MUDA MEDAN. The total number of the population was one hundred sixty students in 6 classes. There were sixty students chosen as the sample by using random sampling technique. The sample was divided into two groups, namely control group and experimental group. The experimental group was taught by using CTL Method and control group was taught without using CTL Method. The instrument for collecting the data was writing test. The data was analyzed by using t-test formula. The result of the analysis shows that t-observed value is higher than t-table (2.34>2.00) at level of significance 0.05 with the degree of freedom 58. It means that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the findings of this study, it was found that there is a significant effect of Contextual Teaching and Learning (CTL) Method on students’ achievement in writing recount text. Key words: Writing, gendre, recount text, Contextual Teaching and Learning (CTL)

THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Muhammad Yusuf And Amrin Saragih
Keyword(s):  
Research Design ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Control Group ◽  
Clustering Technique ◽  
Writing Test ◽  
Level Of Significance ◽  
Experimental Group

This study attempts to investigate the effect of applying clustering technique on the students’ achievement in writing descriptive paragraph. The research design of this study was an experimental one. The population of this study was grade VII of MTSs Al Abraar totaling to 60 students of two parallel classes. The data were obtained from random sampling technique through lottery. The class VII-A became the experimental group and was given the treatment by using clustering technique while class VII-B became control group and was given treatment without using clustering technique. The instrument of collecting data was writing test and inter-rater was used to obtain the reliability of the test. The data were analyzed by using t-test formula. It was also obtained that tobserved is higher than ttable (1.760 > 1.673) at the level of significance (α = 0.05) and degree of freedom (df) = 58. It means that null hypothesis was successfully rejected and alternative hypothesis was accepted. As the conclusion, there is a significant effect of applying clustering technique on the students’ achievement in writing descriptive paragraph.

THE EFFECT OF USING SWELL METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Ayu Wulandari And Rahmad Husein
Keyword(s):  
Experimental Research ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Writing Test ◽  
The Third ◽  
Procedure Text ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aims at investigating the effect of using SWELL Method on Students’ Achievement in Writing Procedure Text. This study was conducted by experimental research. The population of this study was the students of the third grade of SMP NEGERI 2 SELESAI. The total number of the population was one hundred twenty in 4 classes. There were sixty students chosen as the sample using randomly by lottery technique. The sample was divided into two groups, namely experimental group and control group. The experimental group was taught by using SWELL Method and control group was taught by using Demonstration Method. The instrument for collecting the data was writing test. The data was analyzed by using t-test formula. The result of the analysis shows that t-observed value is higher than t-table (2.26>2.00) at level of significance 0.05 with the degree of freedom 58. It means that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the findings of this study, it was found that there is a significant effect of SWELL Method on students’ achievement in writing procedure text.

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

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