scholarly journals THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Febriana Hidayati ◽  
Dedeh Rohayati
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Grade Student ◽  
Control Groups ◽  
Group Response ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has  significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in  Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. They served to measure students’ reading comprehension of analytical exposition text by using jigsaw . The instrument, questionnaire was used to collect data about the participants’ response towards  using jigsaw  in comprehending analytical exposition text. From the research, it could be obtained the t-observed value was 2.410,  whereas t-critical was 2.021.It means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

scholarly journals The Effectiveness of a Digital Storytelling-based Program on the Development of Geographical Concepts among Kindergarten Children

2021 ◽  
Vol 36 (1-3) ◽  
Author(s):  
Rasmeya Mohamed Farghali Metwalli
Keyword(s):  
Digital Storytelling ◽  
Control Design ◽  
Kindergarten Children ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

ABSTRACT The purpose of this study was to investigate the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. Eighty-eight kindergarten children were recruited from two public kindergarten schools in Al Fayoum city, during the academic year 2020-2021. A semi-experimental, prepost- test, two groups (experimental and control) design was employed. The data were analysed using t-test to explore the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. The results showed that there was a statistically significant difference between the mean scores of the children of the experimental and control groups using the Pictured Geographical Concepts Scale (sub-scales and composite score) in the post-test, after applying the digital storytelling-based program, which is in favour of the experimental group.

scholarly journals Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety

2020 ◽  
Vol 6 (2) ◽  
pp. 269
Author(s):  
AliAyşe Nur Katmer ◽  
Ramazan Demir ◽  
Ali Çekiç ◽  
Zeynep Hamamcı
Keyword(s):  
Trait Anxiety ◽  
Well Being ◽  
Rank Test ◽  
Control Group ◽  
Subjective Well Being ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study investigates the effects of psychodrama on adults’ anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master’s program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals’ anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals Shadowing Technique; Teaching Listening Skill to ESOL Learners in University

2019 ◽  
Vol 2 (2) ◽  
pp. 83-87
Author(s):  
Siti Aisyah Ginting
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Listening Skills ◽  
Control Groups ◽  
Listening Skill ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The purpose of this paper is to report the effect of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was applied and the technique on collecting the data was administrating pre- and post- tests to the experiment and control groups, which consisted of 40 students in each group. Then, t-test was employed on analyzing the data. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.92, p=. 003 < .05). Therefore, there was a significant effect of applying shadowing technique on students’ listening skill achievements and the experimental group outperformed the control group. To sum up, the alternative hypothesis was accepted and the null hypothesis was rejected.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

scholarly journals Effectiveness of an Intervention Program for Linguistics Skill Development

2017 ◽  
Vol 27 (67) ◽  
pp. 37-45 ◽  
Author(s):  
Acácia Aparecida Angeli dos Santos ◽  
Katya Luciane de Oliveira ◽  
Neide de Brito Cunha ◽  
Paula Cristina Camargo Osés
Keyword(s):  
Reading Comprehension ◽  
Intervention Program ◽  
Sixth Grade ◽  
Control Groups ◽  
School Students ◽  
Formal Instruction ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Spelling Word

Abstract: The importance of language and its formal instruction during the initial school phase has stimulated studies that seek options to implement them successfully. From this perspective, this study aimed to verify the effects of an intervention program on the language skills assessed. The participants were sixth-grade elementary school students evaluated in reading comprehension, spelling, word recognition and metatextual awareness. The intervention program was performed with 103 students, divided into experimental (EG) and control groups (CG). The experimental group attended 10 sessions, which included the use of gradual Cloze technique in texts of various textual genres, which were intended to develop the reading comprehension and the development of metatextual awareness. Analyses indicated the superiority of EG over the CG in the post-test. New studies are needed to permit the generalization of the results.

scholarly journals The Effect of Teaching Supported by Interactive Whiteboard on Students’ Mathematical Achievements in Lower Secondary Education

2016 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Ceren Tunaboylu ◽  
Ergül Demir
Keyword(s):  
Mathematics Teaching ◽  
Test Scores ◽  
Interactive Whiteboard ◽  
Control Groups ◽  
Teaching Process ◽  
Positive Effects ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The aim of this study is to investigate the effect of using the interactive whiteboard in mathematics teaching process on the 7th-grade students’ achievement. This study was conducted as experimental design. Experimental and control groups were composed of 58 7th-grade students from one school in the 2015-2016 educational year in Ankara. As a measurement tool, an achievement test developed by the researchers was used as the pre-test and post-test. An education program which included the activities with the interactive whiteboard was developed by researchers. And, this program was implemented to the experimental group 12 hours over 3 weeks. On the other hand, activities for the control group were limited to the blackboard usage. In the analysis of the data, “analysis of covariance (ANCOVA)” was used by defining the pre-test scores as “covariate” variable.According to the findings, it was observed that there was a significant difference between experimental and control groups pre-test average scores. When the difference of pre-test scores under control, it was observed the significant difference between the average post-test scores in favor of the experimental group. These findings show that using the interactive whiteboard in mathematics teaching process has positive effects on the students’ mathematical achievement. These results are supported by some other researchers’ findings.

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