scholarly journals The effectiveness of using special applications in reading aloud in the Arabic language for second-grade students (WhatsApp as a model): فاعلية استخدام التطبيقات الذكية في تعليم القراءة الجهرية في اللغة العربية لطلبة الصف الثاني الأساسي (الواتس آب أنموذجا)

2021 ◽  
Vol 5 (38) ◽  
pp. 178-157
Author(s):  
Abdalah Atta Khaleel Al-Emosh Abdalah Atta Khaleel Al-Emosh
Keyword(s):  
Reading Aloud ◽  
Writing Skills ◽  
Arabic Language ◽  
Female Students ◽  
Second Grade ◽  
Teaching Reading ◽  
Control Groups ◽  
Basic Study ◽  
Second Grade Students ◽  
And Control

The current study aimed at detecting the effectiveness of using the applications. The basic study depends on the gender variable, and in order to achieve the schedule of study objectives, the educational strategy was based on the application of WhatsApp, and a test in the Arabic language, and the semi-experimental study was used, The study sample consisted of (69) male and female students, who were divided into two experimental and control groups, and the study found the effectiveness of using smart applications in teaching reading aloud in the Arabic language to second-grade students, and there were differences in the effectiveness of using smart applications in teaching reading and writing skills in The Arabic language for second-grade students is attributed to the variable of gender.

scholarly journals COMPARATIVE STUDY BETWEEN CIRC AND CONTENT BASED INSTRUCTION IN TEACHING READING

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ari Putri Fatimah
Keyword(s):  
Test Score ◽  
Alternative Hypothesis ◽  
Second Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Based Instruction ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

This study is aimed at finding out the different influence between two methods that is CIRC and CBI in teaching reading and to find out is there any influence between CIRC and CBI in teaching reading. Using CIRC was had positive effect to students score in learning reading and using CBI was had no effect to students score in learning reading. The kind of this study is causal experimental research. The population of this study was all the students of the second grade students at SMP Negeri 6 Woja Dompu that consist of 100 students from four classes. In which the sample of this research used two classes where each group consist of 25 students. Significant of the sample were divided into two group which were experimental group and control group. The experimental was taught by CIRC and control taught by CBI. The instruments that used the data were objective test with multiple choice were analyzed by using t-test formula. CIRC class get total score of pre-test is 1055 and  pos-test score is 1605 and in CBI class get total score of pre-test is 1245 and pos-test score is 1540. The result of the analysis, it showed that the value of ttest(t obtained) is 1,890 was higher than ttableis 1,677. Based on the result of this investigation, it was proved that the null hypothesis (Ho) was clearly rejected. Therefore the alternative hypothesis is accepted.

scholarly journals The Effect of the Strategy of Learning by Playing on the Students' Acquisition of the Spelling Performance Skills and their Attitudes Towards it Among a Sample of Second Basic Grade Students in Jordan

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Atef Muflih Alamreen
Keyword(s):  
Second Grade ◽  
Control Groups ◽  
Performance Skills ◽  
Spelling Performance ◽  
Second Grade Students ◽  
And Gender ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aims at identifying the impact of the strategy of learning by playing on students' acquisition of spelling performance skills and their attitudes towards it among the second grade students in Jordan. The study sample consisted of 96 students. The results showed statistically significant differences between the experimental and control groups in the acquiring the spelling performance skills and the scale towards spelling in favor of the experimental group. The results indicated that there were no statistically significant differences due to gender in the acquiring the spelling performance skills and the scale towards spelling, and that there was no effect of interaction attitudes between group and gender.    

scholarly journals The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Students

1998 ◽  
Vol 8 (4) ◽  
pp. 579-583 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jayne M. Zajicek
Keyword(s):  
Environmental Education ◽  
Environmental Attitudes ◽  
Second Grade ◽  
Control Groups ◽  
Environmental Attitude ◽  
School Students ◽  
Second Grade Students ◽  
Hands On ◽  
Fourth Grade Students ◽  
And Control

Project GREEN (Garden Resources for Environmental Education Now) is a garden program designed to help teachers integrate environmental education into their classroom using a hands-on tool, the garden. The objectives of this research project were to 1) develop an interdisciplinary garden activity guide to help teachers integrate environmental education into their curricula and 2) evaluate whether children developed positive environmental attitudes by participating in the activities. Students participating in the Project GREEN garden program had more positive environmental attitude scores than those students who did not participate. Second-grade students in the experimental and control groups had more positive environmental attitudes than fourth-grade students. In addition, this research found a significant correlation between the number of outdoor related activities students had experienced and their environmental attitudes.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals THE EFFECT OF DEFINITIONS TOWARD STUDENTS’ VOCABULARY

2018 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
Tawali Tawali
Keyword(s):  
Experimental Study ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This research is aimed to find out the effect of definitions toward students’ vocabulary mastery: it was an experimental study at the second grade student of MTs NW Haqqul Yaqin Sayang- sayang. The subject of this research was the second grade of MTs NW Haqqul Yaqin Sayang- sayang.The research was used experimental method with quantitative approach. The population of this research consist of 55 students, and the sample is 29 for experimental group while 26 for control group. The technique of collecting data was used definition for experimental group and matching word with antonym for control group. The data was collected by using post-test only and the data was analyzed by t-test formula. Based on data analysis the mean score of experimental group was 76,4 and control group was 69,23, beside of that standard deviation for experimental group was 114,28 and for control group was 113,09 and the value of t-test was 2,44 and t-table was 2,000. Degree of freedom is 53 with significant level 0,05. It means that the value of t-test was higher than t-table (t-test ˃ t-table). The alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, the conclusion of this research was there was an effect of definition toward students’ vocabulary mastery: an experimental study at the second grade students of MTs NW Haqqul Yaqin Sayang-sayang.

scholarly journals دور وليات الفصول فى تنمية المهارة اللغوية لطالبات الفصل الأول للبنات الحرم الثالث بمعهد دارالسلام كونتور

2020 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Fitri Rahmadhani Salsabilla
Keyword(s):  
Grade Level ◽  
Language Skills ◽  
Writing Skills ◽  
Field Research ◽  
Arabic Language ◽  
Female Students ◽  
Class 1 ◽  
Qualitative Descriptive ◽  
New Student

In essence, the success of female students in the learning  in Gontor not only with intelligence possessed, but there are other factors that will influence this, that factor was the ability to speak Arabic. Arabic language skills is the ability of a person to has the ability to speak include: the ability of hearing, speech, reading, and writing skills are good and right. One of the parties responsible and plays an important role in instilling the ability to speak Arabic in ITTC Darussalam Gontor is master of class, because master of class is as representative headmaster and Director of KMI. Moreover, a new student class 1 KMI much needed next grade level This research is a qualitative descriptive field research, data collection techniques used are: 1) Interview, 2) Observation, and 3) Documentation. And to analyze the data, researchers use Miles and Huberman, namely: 1) Data Reduction, 2) Presentation of Data, and 3) Withdrawal Conclusion and Verivikasi Data. Therefore, the role and efforts master of class 1 in imparting language skills is required. From the analysis conducted, the researcher concludes that: 1) The role of the homeroom teacher in instilling the ability of the language is very important, and the role is: a) Motivate and teach students to be able to have language skills, b) Teaching Arabic with props and requires students to bring dictionary, c) Provide new vocabulary, d) Provide good example, e) Guarding to participate in the following language activities.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals GUIDING QUESTIONS TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILLS: RECOUNT TEXT

2020 ◽  
Vol 13 (01) ◽  
pp. 27-36
Author(s):  
Siti Nuraeni Muhtar ◽  
Lina Rustina Rustina ◽  
R Nadia R P Dalimunthe
Keyword(s):  
Quantitative Method ◽  
Writing Skills ◽  
T Test ◽  
Second Grade ◽  
Test Design ◽  
Random Group ◽  
Second Grade Students ◽  
Post Test ◽  
Written Test ◽  
Guiding Questions

This research aimed to find out whether there was an improvement of the students’ skills in writing recount text after using guiding questions as a technique of writing. The method applied in this research was a quantitative method which use one group pre-test and post-test design. Random group sampling is used as the technique in taking a sample. Afterthat, the researcher took one class consist of 31 of second grade students as research participants. This research was held in 6 meetings involved pre-test, four meetings for treatment, and post-test. The instrument of data collecting was a written test. In analyzing the data, the researcher used SPSS v.16 and t-test.

The Role of Input in Second Language Acquisition

2000 ◽  
Vol 129-130 ◽  
pp. 225-274
Author(s):  
Ali Işik
Keyword(s):  
Second Language Acquisition ◽  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Efl Students ◽  
And Control ◽  
Grammatical Structures

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks. Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test. The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.

The Effects of Instruction on Length Relations on the Classification, Seriation, and Transitivity Performances of First- and Second-Grade Children

1974 ◽  
Vol 5 (3) ◽  
pp. 115-125
Author(s):  
Martin L. Johnson
Keyword(s):  
Elementary Schools ◽  
Significant Relationship ◽  
School Effects ◽  
Second Grade ◽  
Control Groups ◽  
School Effect ◽  
And Control ◽  
Main Effects

A sample of 81 first- and second-grade children from 2 Atlanta elementary schools was randomly partitioned into experimental and control groups. The experimental children were given experiences in sorting and seriating linear objects. The main effects of treatment and grade were significant (p < .01) on a seriation test. Grade and school effects were significant (p < .05) on a conservation test, with only school effect significant (p < .05) on a transitivity test. No significant relationship could be detected between classification and transitive ability using “same length as”; or between seriation and transitive ability using “shorter than” and “longer than.”

Sign in / Sign up

Export Citation Format

Share Document