scholarly journals THE EFFECTIVENESS OF INTUITIVE-IMITATIVE APPROACH FOR TEACHING ENGLISH PRONUNCIATION IN INDONESIA VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 6 (1) ◽  
pp. 77
Author(s):  
Annisa Shofa Tsuraya
Keyword(s):  
High School ◽  
Test Score ◽  
Vocational High School ◽  
Spoken English ◽  
English Pronunciation ◽  
Post Test ◽  
The Difference ◽  
Sentence Stress ◽  
Casual Speech ◽  
Teaching Pronunciation

Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self-esteem, facilitate communication, and possibly lead to a better job or least much respect in the workplace. This research aimed at investigating the effect of Intuitive-Imitative Approach in teaching pronunciation. The participants of this research were the second-year students of Indonesia Vocational High School in amount of 40 students. This research applied pre-experimental method. The instruments of this research were pre-test and post-test in oral test. The result of this research finally showed that the students’ pronunciation of post-test score was higher than the students’ pre-test score. Meanwhile, the result of t­-test showed that the difference was significant where value of the t-test was greater than the value of the t-table (20.17 ≥ 2.069). Thus, it can be concluded that the use of Intuitive-Imitative Approach is effective to use in teaching pronunciation. So that, by applying this method in learning pronunciation, the teacher are hoped to be more creative to enrich their selected word by choosing the unique words to stimulate students and present them an enjoyable, relax, and understandable way in learning process. 

scholarly journals IMPROVING STUDENTS� PRONUNCIATION THROUGH TELL ME MORE PRONUNCIATION SOFTWARE

2017 ◽  
Vol 2 (2) ◽  
pp. 110
Author(s):  
Trivania Ayulistya
Keyword(s):  
High School ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
T Test ◽  
Vocational High School ◽  
Post Test ◽  
The Mean ◽  
Teaching Pronunciation ◽  
Test Result

This research aims at finding out whether using Tell Me More software as media can improve students� pronunciation at tenth grader in Vocational High School Karya Nasional Kuningan. Pre-experimental design was employed in this research to test the objective theories. Pre-test, post-test and questionnaire were used to collect the data. The data were analyzed by using SPSS 20.0. The t-test result was 0.000. It means that it was lower than 0.05 (0.000<0.05) so that the null hypothesis is rejected and alternative hypothesis is accepted. Besides, the mean scores of pre-test and post-test in pre-experimental class were significantly different (4,09 up to 6,02). To confirm the result of this research, questionnaires were also used to describe students� attitude towards the use of this software in improving their pronunciation. As result, it was found that in affective aspects, there were 63,3% of the students who agreed with the use of Tell Me More Software as media to improve students� pronunciation. In behavioral aspects, there were 50% of the students who agreed with the use of Tell Me More Software as media. The last in cognitive aspects, there were 52,5% of the students who agreed with the use of Tell Me More Software as media. Based on those results, Tell Me More software can be applied by English teachers in teaching pronunciation since this software is effective to improve students� pronunciation.Keywords: Tell Me More software, pronunciation, students

scholarly journals PENGEMBANGAN MEDIA VIDEO MATA PELAJARAN KOMPOSISI FOTO DIGITAL BAGI SISWA KELAS XI MULTIMEDIA DI SEKOLAH MENENGAH KEJURUAN

2017 ◽  
Vol 5 (2) ◽  
pp. 10
Author(s):  
Utrisa Luftania Furi ◽  
NFn Mustaji
Keyword(s):  
High School ◽  
Data Analysis ◽  
T Test ◽  
Development Model ◽  
Vocational High School ◽  
Digital Photo ◽  
Post Test ◽  
The Subject ◽  
Addie Model ◽  
And Control

The purpose of this research is to produce a decent and effective digital photo video media for the subject of composition for the students of class XI Multimedia of Vocational High School. The development model used is the ADDIE model. To determine the feasibility of the product is based on expert test ie media experts and content experts. To know the effectiveness of the product is based on a comparison of learning result test between experiment class and control class at SMKN 1 Dlanggu Mojokerto. Based on the results of expert test data analysis obtained conclusion that the learning video media developed feasible to use in learning. The result of the value of pre-test and post- test conducted in control class and experimental class by using t-test obtained t-count is 13,11 and by using t-test distribution table with significant level 5% obtained t-table = 2 , 68, thus the video learning media declared effective. The conclusion of this study indicates that the video learning media subjects composition of digital photos declared feasible and effective for students class XI Multimedia Vocational Secondary School.AbstrakTujuan penelitian ini adalah menghasilkan media video mata pelajaran komposisi foto digital yang layak dan efektif bagi siswa kelas XI Multimedia Sekolah Menengah Kejuruan. Model pengembangan yang digunakan adalah model ADDIE. Untuk mengetahui kelayakan produk didasarkan pada uji ahli yakni ahli media dan ahli isi. Untuk mengetahui keefektifan produk didasarkan pada perbandingan tes hasil belajar antara kelas eksperimen dan kelas kontrol di SMKN 1 Dlanggu Mojokerto. Berdasarkan hasil analisis data uji ahli diperoleh simpulan bahwa media video pembelajaran yang dikembangkan layak digunakan dalam pembelajaran. Hasil nilai dari pre-test dan post-test yang dilakukan pada kelas kontrol dan kelas eksperimen dengan menggunakan uji-t diperoleh t-hitung adalah 13,11 dan dengan menggunakan tabel distribusi uji-t dengan taraf signifikan 5% diperoleh t-tabel = 2,68, dengan demikian media video pembelajaran dinyatakan efektif. Kesimpulan penelitian ini menunjukkan bahwa media video pembelajaran mata pelajaran komposisi foto digital dinyatakan layak dan efektif bagi siswa kelas XI Multimedia Sekolah Menengah Kejuruan.

scholarly journals The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran

2015 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Olyvia Revalita Candraloka
Keyword(s):  
High School ◽  
Teaching Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Vocational High School ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference ◽  
Clarification Request

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

scholarly journals Analisis Pengalihan Aset SMA/SMK sebagai Dampak dari Pemberlakuan Undang-Undang Nomor 23/2014 tentang Pemerintahan Daerah: Studi pada Provinsi Banten

2019 ◽  
Vol 10 (2) ◽  
pp. 77-90
Author(s):  
Venti Eka Satya
Keyword(s):  
High School ◽  
Asset Management ◽  
Provincial Government ◽  
Vocational High School ◽  
City Governments ◽  
Recording Process ◽  
Asset Transfer ◽  
Qualitative Descriptive ◽  
Handover Process ◽  
The Difference

Based on the mandate of Law Number 23 Year 2014 on Local Government, the management and authority of high school (SMA) and vocational high school (SMK) in the district/city governments are taken over by the provincial governments. The handover began in March 2016, and must be completed in early 2017. BPK’s audit found a difference of asset value of about Rp26 billion during the handover process. This study aims to determine the process of asset transfer carried out by the district/city governments to the provincial government, problems and constraints faced as well as the accounting treatment of the transferred assets. This study uses a qualitative descriptive method with empirical data which are collected through observation, interviews and documentation. The asset transfer procedure start from the recording process of assets owned by the district/city education office. The asset record data is subsequently submitted by the district/city education office to the district/city regional financial and asset management agency (BPKAD). Furthermore, without prior confirmation and physical checking, these records were used as a basis for calculating the amount of assets to be handed over to the provincial BPKAD in October 2016.Total assets transferred was Rp1,738,599,434,341.84, and the difference in value found by the BPK was due to incomplete reporting of grants to SMA/SMK that was allocated from the APBN. Problems that are quite complicated are in school’s land ownership, inadequate quantity and quality of human resources, multiple asset recording, lack of complete reporting, and various other administrative and accounting problems.AbtrakBerdasarkan amanat Undang-Undang Nomor 23 Tahun 2014 tentang Pemerintahan Daerah, pengelolaan dan kewenangan pendidikan Sekolah Menengah Atas (SMA) dan Sekolah Menengah Kejuruan (SMK) di pemerintah kabupaten/kota, diambil alih oleh pemerintah provinsi. Serah terima ini mulai dilaksanakan pada bulan Maret 2016, dan harus tuntas pada awal tahun 2017. Hasil audit BPK menemukan adanya selisih nilai aset sebesar Rp26 miliar dalam proses serah terima aset ini. Penelitian ini bertujuan untuk mengetahui proses pengalihan aset yang dilakukan oleh pemerintah kabupaten/kota dan provinsi, permasalahan dan kendala yang dihadapi serta perlakuan akuntansi terhadap aset yang dialihkan tersebut. Penelitian ini menggunakan metode deskriptif kualitatif dengan menggunakan data empiris yang dikumpulkan melalui observasi, wawancara dan dokumentasi. Proses ini dimulai dari data catatan aset yang dimiliki oleh dindikbud kabupaten/kota. Data tersebut diserahkan oleh dindikbud kabupaten/kota kepada BPKAD kabupaten/kota. Selanjutnya tanpa melakukan konfirmasi dan pengecekan fisik terlebih dahulu catatan tersebut dijadikan dasar untuk melakukan penghitungan jumlah aset yang akan diserahterimakan kepada pihak BPKAD provinsi pada bulan Oktober 2016. Nilai total aset yang dialihkan sebesar Rp1.738.599.434.341,84, selisih nilai yang ditemukan BPK disebabkan oleh tidak lengkapnya pelaporan hibah ke SMA/SMK yang bersumber dari APBN. Permasalahan yang cukup rumit terdapat pada kepemilikan tanah sekolah, kualitas dan kuantitas sumber daya manusia yang kurang memadai, pencatatan aset ganda, kurang lengkapnya pelaporan, serta berbagai permasalahan administratif dan akuntansi lainnya.  

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

scholarly journals Role of JIGSAW method of teaching in improving clinical diagnosis among final year medical students – A prospective observational study

2021 ◽  
Vol 12 (12) ◽  
pp. 44-49
Author(s):  
Appandraj S ◽  
Sivagamasundari V ◽  
Varatharajan Sakthivadivel
Keyword(s):  
Observational Study ◽  
Test Score ◽  
Prospective Observational Study ◽  
Coronary Syndrome ◽  
Post Test ◽  
Jigsaw Method ◽  
The Mean ◽  
The Difference ◽  
Didactic Lecture ◽  
Teaching Learning

Background: The Jigsaw method is a form of cooperative learning, in which students are actively involved in the teaching-learning process that improves the long-term retention of acquired knowledge. Aims and Objectives: The objective of this study was to assess the knowledge acquired by students using the Jigsaw learning method in Internal Medicine. Materials and Methods: A prospective observational study was conducted with 100 students. The acute coronary syndrome was taken for 1 h as a didactic lecture, and a pre-test was conducted. The students were divided into five groups and were put for the intervention “Jigsaw.” The pre- and post-test were conducted, and feedback was collected from the students. Paired t-test was used to perform analysis of pre- and post-test. Feedback evaluation was done by a 5-point Liker scale. P<0.05 was considered statistically significant, and the data were analyzed using CoGuide software. Results: The mean pre-test score was 8.44 ± 2.33 ranged (3–14) and the mean post-test score was 11.03 ± 2.07 (ranged 6–15). The difference of 2.39 (95% CI: 2.19–2.59) increase in marks post-test after the Jigsaw method was statistically significant (P<0.001). The satisfaction level was 50–55% on the Likert scale based on the questionnaire given. There was a significant improvement in the post-test scores of the students after Jigsaw. Conclusion: The Jigsaw method improved knowledge in the short-term by engaging students in group work and motivation to learn. Overall response based on the questionnaire about the Jigsaw method was positive.

scholarly journals Perbandingan Metode Pembelajaran Number Heads Together (NHT) Dan Metode Pembelajaran Student Team Achievement Division (STAD) Terhadap Hasil Belajar Siswa Kelas VII Di MTs Madinatussalam

2021 ◽  
Vol 9 (3) ◽  
pp. 195-201
Author(s):  
Adha Siagian ◽  
◽  
Kartika Manalu ◽  
Khairuddin Khairuddin
Keyword(s):  
Learning Outcomes ◽  
Test Score ◽  
Hypothesis Test ◽  
Class Ii ◽  
Class I ◽  
Choice Test ◽  
Learning Method ◽  
High Category ◽  
Post Test ◽  
The Difference

This study aims to determine the differences between NHT) and STAD learning outcomes of clas VII Biology MTs Madinatussalam. The sample of this research is class VII-1 with 32 student as NHT class and 32 student in VII-2 as STAD class. The instrument used in this study was a multiple choice test concisting of 20 questions. The results of analysis showed that the average post-test score for the experimental class I NHT was 82 very high category. Meanwhile, the experimental class II STAD the average post-test score was 67,2 high category. The hypothesis test of the difference in learning outcomes of students in expremental class I NHT and expremental class II STAD, obtained tcount = 6,036>ttable = 1.999, then Ho is rejected and Ha is acepted. This shows that there is a difference in the biology lerning out comes of student who are thought using NHT learning method and those taught using the STAD learning method.

scholarly journals PENERAPAN MEDIA PEMBELAJARAN LECTORA INSPIRE UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR PERHITUNGAN KONSTRUKSI MESIN SISWA KELAS XI MESIN DI SMK PIRI SLEMAN

TAMAN VOKASI ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Sandi Sanjaya ◽  
Suparmin Suparmin
Keyword(s):  
High School ◽  
Mean Value ◽  
Male Students ◽  
Vocational High School ◽  
Learning Achievement ◽  
Construction Machinery ◽  
Post Test ◽  
Interest Level ◽  
The Mean ◽  
11Th Grade

The objection of this study is to increase the level of interest and learning achievement about calculation of construction machinery subjects in the 11th grade of mechanical class of PIRI Sleman Vocational High School through the Lectora Inspire learning media. The type of this research is classroom action research. This research was conducted in two cycles. The research subject is mechanical class of PIRI Sleman Vocational High School, which includes fifteen male students. The data collection method is using the evaluation data which is collected through the learning achievement test, Beside that, the research is used to know the students interest in learning subjects Construction Engineering Calculations using a questionnaire. Data analysis method used is a comparative technique that compares the results of pre-test and post-test. The result showed that by using the Lectora Inspire learning media, the level of interests and learning achievement about calculation of construction machinery subjects in the 11th grade of mechanical class of PIRI Sleman Vocational High School was increased. In the first cycle, students interest reached about 64.87%, which is included in the high criteria. The initial competency of the subject obtained from the pre-test showing that there are three or 20% students have fulfilled the minimum achievement criteria, while twelve students or 80% students haven’t fulfilled it yet. The enhancement of student achievement in the first cycle, who passed the minimum achievement criteria is ten students with a percentage of 66.67% or the mean value is 75.07. For the second cycle of post test result showed the students who reached 75 point is thirteen students with a percentage of 86.67% or the mean value is 75.07. Overall, the interest level for study calculations of construction machinery in mechanical class of PIRI Sleman Vocational High School increased by 66.67%.

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 Promoting the Increase of Mathematical Representative Skill in Vocational Students through Blended Problem-Based Learning

2019 ◽  
Vol 2 (2) ◽  
pp. 65
Author(s):  
Sri Rahayu Setiyorini ◽  
Azalina Nurul Fajariah
Keyword(s):  
High School ◽  
Problem Based Learning ◽  
Mathematical Representation ◽  
Control Group ◽  
Vocational Students ◽  
Vocational High School ◽  
Control Group Design ◽  
Significance Level ◽  
Lecture Method ◽  
Post Test

Low mathematical representation skill causes the inability of vocational students solving problems creatively as demanded by industries. Researches showed that blended problem-based learning (BL-PBL) combining online and offline learning to train students to independently solve problems was proven to increase mathematical skills in education levels other than vocational school. Therefore, this research aimed to evaluate BL-PBL effect to mathematical representation skill escalation in vocational high school. Quantitative study with pre-test and post-test control group design was performed to two randomly-chosen classes over vocational schools in Kabupaten Bandung Barat, West Java, Indonesia. Samples were divided into two groups: experimental (BL-PBL method) and control (lecture method). Initial skill was determined by pre-test while learning outcome was determined using post-test. Data was analysed by t-test and two-way ANOVA with 0.05 significance level using IBM SPSS. Result showed the initial skill of two groups was similar. After treatment, N-gain data uncovered a significant increase of representative skill in experimental group. While, two-way ANOVA test showed no interaction between learning model used and student grouping based on initial skill to representation skill. Finally, BL-PBL was proven to increase mathematical representation skill in vocational students and, hence, is suggested to be implemented in vocational high school

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