THE EFFECT OF APPLYING THINK TALK WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Ingrid Laurensia Simanungkalit And Sortha Silitonga
Keyword(s):  
Experimental Research ◽  
English Teachers ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Control Groups ◽  
Writing Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study dealt with the effect of applying Think Talk Write strategy on students’ achievement in writing spoof text. It was an experimental research. The subject was social students of Grade XI, SMA Negeri 17 Medan, which consisted of 113 students. The research was divided into two groups: experimental and control groups. The instrument to collect the data was writing test. The result of the reliability was 0.70, and the test was reliable. The data were analyzed by using t-test formula. The analysis showed the scores of the students in the experimental group were higher than in the control group at the level of significant=0.05 with the degree of freedom (df) 72,t-observed 4.871> t-table 1.994. The findings indicate that applying Think Talk Write strategy significantly affected the students’ achievement in writing spoof text. English teachers are suggested using Think Talk Write strategy in order to improve students’ achievement in writing.

scholarly journals The Effect of Applying Skimming Technique on Grade XI Students’ Reading Comprehension

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Benny Jefri Wijaya Hutabarat And Tina Mariany Arifin
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Experimental Research ◽  
T Test ◽  
Control Group ◽  
Control Groups ◽  
The Subject ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying skimming technique on Grade XI students’ reading comprehension. It was an experimental research. The subject was students of Grade XI, Private Senior High School (Sekolah Menengah Atas Swasta: SMA) Methodist-7, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.89. The data were analyzed by using t-test formula. The analyze showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 60 , t-observed value 3.71 > t-table value 2.00. Based on the reliability of the test, it was found that the test was reliable. The findings indicated that using Skimming Technique significantly affected the students’ reading comprehension. So, English teachers are suggested to use Skimming Technique in order to improve students’ reading comprehension.   Keywords: Skimming Technique, Reading Comprehension, Experimental Research.

THE EFFECT OF USING VISUAL, AUDITORY, KINESTHETIC (VAK) LEARNING MODEL ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Halimatun Husna Rambe And Zainuddin
Keyword(s):  
Experimental Research ◽  
Learning Model ◽  
Degree Of Freedom ◽  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Writing Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study deals with the applications of Visual, Auditory, Kinesthetic (VAK) Learning Model on Students’ Achievement in Writing Recount Text. It was conducted by using experimental research. The objective of the study was to find out whether VAK learning model significantly effected the students’ achievement in writing recount text. This study was conducted to 2013/2014 the eighth grade of SMP N. 1 Tg.Morawa, which consisted of 324 students in nine classess. The sample was divided into two groups: experimental and control groups. The instrument used to collect the data was writing test. It was found that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance µ = 0.05 with the degree of freedom (df) 70, t-observed value 2.39 > t-table value 1.994. It means that Visual, Auditory, Kinesthetic (VAK) Learning Model has a significant effect on students’ achievement in Writing Recount Text

THE EFFECT OF APPLYING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Poppy Priscilia Marbun And Tjut Ernidawati
Keyword(s):  
Experimental Research ◽  
T Test ◽  
Degree Of Freedom ◽  
Reading Test ◽  
Control Group ◽  
Critical Reading ◽  
Notation System ◽  
The Subject ◽  
Experimental Group ◽  
Very High

This study deals with the Effect of Applying Interactive Notation System forEffective Reading and Thinking (INSERT) Strategy on Students’ Achievement inReading Analytical Exposition Text. The objective of the study is to find outwhether Interactive Notation System for Effective Reading and Thinking(INSERT) Strategy significantly affects the students’ achievement in readinganalytical exposition text. It was an experimental research. The subject of thestudy was the students of eleventh (XI) grade students of SMA Negeri 1 TebingTinggi. The sample was divided into two groups. The Experimental group wastaught by applying Interactive Notation System for Effective Reading andThinking (INSERT) strategy, while the control group was taught by applyingQuestion Answer Relationship (QAR) strategy. Levels of reading comprehensionused in the reading test were literal, interpretative and critical reading. Thepercentages of each level were 35%, 45% and 20%.To obtain the reliability of thetest, the writer applied Kuder Richardson formula (KR-21). The result of thecalculation showed that the reliability of the test was 0.83, which means that thereliability of the test is very high. The data was analyzed by using t-test formula.The analysis showed that tobserved is exceeded than ttable (4.10 > 2.00) at the level ofsignificance of 0.05 with the degree of freedom (df) 58. The findings indicate thatusing Interactive Notation System for Effective Reading and Thinking (INSERT)strategy significantly affected the students’ reading analytical exposition text.

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

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eka Desi Ariyuni And Rahmad Husein
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Procedure Text ◽  
Essay Tests ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

The objective of this study was to investigate whether video significantly affected on students’ achievement in writing procedure text. This study was an experimental research design. The population of this study was grade XI students of SMA Swasta Sinar Harapan Lubuk Pakam with 70 students as samples who were divided into two groups, namely experimental and control group. The experimental group was taught by using video, while the control group was taught by without video. The instrument of collecting data was essay tests. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue is higher than ttable (4.79 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 68. It implies that video is appropriate to be applied for writing procedure text.

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

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Desy Mita Rahmani And Sumarsih
Keyword(s):  
Experimental Research ◽  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Sentence Combining ◽  
Writing Test ◽  
Class Viii ◽  
Experimental Group

This is an attempt to discover the effect of applying Sentence Combining Technique on Students’ Achievement in Writing Recount Text. It was conducted by using experimental research. The population of this research was the eighth (VIII) grade students of SMP Budi Satrya which consists of five parallel classes with the total number of sampling through lottery technique. The result was class VIII-1 consisted of 30 students became the experimental group and class VIII-3 consisted of 30 students became the control group. The experimental group was taught by using Sentence Combining Technique while the control group was taught by using Picture Word Inductive Model. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed (2.75) is higher than the value of t-table (2.004) ( α = 0.05 ) with the degree of freedom (df) = 58. It means that there is a significant effect of applying Sentence Combining Technique on the students’ achievement in writing Recount texts. So, the alternative hypothesis (Ha) is accepted.

THE EFFECT OF USING TOTAL PHYSICAL RESPONSE STORYTELLING ON STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Yenni Rofina Simanjuntak And Lince Sihombing
Keyword(s):  
Experimental Research ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
The Third ◽  
Oral Test ◽  
Physical Response ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study deals with the investigation of the effect of using Total Physical Response Storytelling on Students’ Speaking Achievement. This study was conducted by using experimental research. The population of the study was the third grade of SMP N 22 Medan. There were seventy two students used as the sample out of the research taken from two classes and they were divided into two groups namely the experimental group and control group. The experimental group was taught by using Total Physical Response Storytelling while the control group taught without using Total Physical Response Storytelling. The instrument of collecting the data was an oral test. To obtain the result of the reliability of the test, the researcher used the Product Moment Formula. The result of the calculation showed that the reliability of the test was 0.63, which means that the reliability of the test is high. The data were analyzed by using t-test formula. The result of the analysis showed that tobserved is exceeded than ttable (3,692 > 1,994) at the level of significance of 0.05 with the degree of freedom (df) 70. The result of this study showed that the students’ speaking achievement taught by using Total Physical Response Storytelling is higher than those who taught without using Total Physical Response Storytelling.

THE EFFECT OF APPLYING PQRST METHOD ON STUDENTS’ READING COMPREHENSION

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Herbiana Sipayung And Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Experimental Research ◽  
Traditional Method ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study deals with the effect of applying PQRST method on students’ reading comprehension. The objective of this study is to find out whether PQRST method significantly effect on students’ reading comprehension or not. This study was conducted by using experimental research design. The population of the study was the students of grade X of SMA Negeri 1 Sidamanik. There were sixty students as the sample of the research. This study conducted with two randomized groups namely experimental and control group. The experimental group was taught by using PQRST method while control group was taught using traditional method. The data of the study were obtain from students’ score of test. To determine the reliability of the test, the writer used the Kuder Richardson formula (KR-21). The result of the study showed that reliability of the test was 0.618. The data were analyzed by using t-test formula, the analysis showed that score students in the experimental group was significantly higher than that of students in the level of control group at the level of significance 0.05 with the degree of freedom (df) 58 the t-observed is 5.333 while t-table is 2.000. It can be concluded that applying PQRST method significantly affects on students’ reading comprehension. It means that the hypothesis is accepted.

THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Astri Khoirun Nissa And Sri Juriati Ownie
Keyword(s):  
Experimental Design ◽  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Test ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study is aimed to find out whether Examples Non Examples method significantly effects the students’ achievement in writing descriptive text. This study was an experimental design. The population of the study was grade VIII of SMP Swasta Siti Hajar. There were two classes as the sample and each class consisted of 30 students. The classes were divided into two groups, namely Experimental and Control group. Experimental group was the class taught by applying Examples Non Examples method, while Control was taught without using Examples Non Examples method. In this study, writing test was used as the instrument of collecting the data. Both experimental and control group were asked to write descriptive paragraph in pre-test and post-test. The data obtained were analyzed statistically by t-test formula. The result got that t-observed (t-obs) is higher than t-table (2.64 > 2.042) at the level significance 0.05 with the degree of freedom (df) 58. It means that the alternative hypothesis (Ha) is accepted and Examples Non Examples method significantly effects students’ achievement in writing descriptive text.

THE EFFECT OF APPLYING DISCUSSION STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Saidatul Hanim And Rahmah
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Achievement ◽  
Writing Test ◽  
Level Of Significance ◽  
Experimental Group

The objective of the study is to discover the effect of applying Discussion Strategy on students’ achievement in writing descriptive text. The study was conducted by using experimental research design. The samples were taken by using random technique through lottery and two out of 7 classes were taken into samples, X-1 as experimental group was taught Discussion Strategy and X-3 as control group was taught Conventional Strategy, each class has 30 students. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. After analyzing the data, it was found that the value of t0 (3,561) with the degree of freedom (df)=58 at the level of significance p (0,05) = 2,004. It means that t0 was considerably higher than tt (3,561 > 2,004). The result showed that Discussion Strategy had a significant effect on students’ writing achievement. So, the alternative hypothesis (Ha) is accepted.

THE EFFECT OF USING WORDLESS PICTURE BOOK ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Sirikit Karola Br Sembiring And Johan Sinulingga
Keyword(s):  
Experimental Research ◽  
Quantitative Data ◽  
Picture Book ◽  
English Teachers ◽  
Degree Of Freedom ◽  
Control Group ◽  
Writing Achievement ◽  
The Subject ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of Using Wordless Picture Book on students’ achievement in writing recount text. It was an experimental research. The subject was students of Grade VIII, SMP Negeri 1 Stabat. Two classes from five parallel classes were taken by lottery technique which divided into two groups, 30 students as control group and 30 students as experimental group. The instrument used in this research is to find quantitative data. The analysis in were showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant  = 0.05 with the degree of freedom (df) 58, t-observed value 3.006 > t-table value > 2.000. The findings indicate that using Wordless Picture Book significantly affected the students’ writing achievement. So, English teachers are suggested to use Wordless Picture Book in order to improve students’ achievement in writing recount text.

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