scholarly journals The Effectiveness Of Classroom Discussion In Improving English Speaking Skill Among The Students Of SMP N 3 Depok

2015 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Agustinus Hary Setyawan
Keyword(s):  
Standard Deviation ◽  
Test Scores ◽  
Classroom Discussion ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objective of the research is to investigate whether or not there is a significant difference in the mastery of the speaking skill between the students who are taught by using classroom discussion and those who are taught without using classroom discussion. This study is a quasi-experimental study employing two groups. The experimental group is 8A and the control group is 8C. The data were collected by using an achievement test. The data of both pre-test and post-test scores from the control and experimental groups were analyzed by using inferential statistics. To test the hypothesis, the researcher used t-test to find out the differences of speaking skill mastery achievement between control and experimental groups. The result of post-test indicates that t o is higher than the t value at the significance level of 5%, i.e. 2.106<2.000. The level significance is 0.037. It is lower than 0.05. It was found that the mean of the post-test scores and gained scores of the experimental group were higher than that of the control group. The standard deviation of the experimental group decreases from 7.30 to 6.92 or the scores of the experimental group from pre-test to post-test are more homogenous. While, the standard deviation of the control group increases from 7.53 to 8.36 or the scores of the control group from pre-test to post-test are more heterogeneous. Besides, the mean of experimental group increases 207% from the standard deviation of the pre-test. While the mean of the control group also increases 147% from the standard deviation of the pre-test. It is found that classroom discussion is effective in improving English learning achievement in student’s mastery of speaking and there is a significant difference in between the both class.

scholarly journals TEACHING SPEAKING THROUGH CHAIN STORYTELLING TO THE TENTH GRADE STUDENTS OF SMA SRIJAYA NEGARA PALEMBANG

2019 ◽  
Vol 6 (1) ◽  
pp. 28-41
Author(s):  
Lusi Fitriani ◽  
Muslih Hambali
Keyword(s):  
T Test ◽  
Mean Difference ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Experimental Group

The objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking skill of students who were exposed to chain storytelling and (2) whether or not there was a significant difference in speaking skill between students who were exposed to chain storytelling and those who were not. The sample of this study was 60 tenth grade students of SMA Srijaya Negara, which were divided into control and experimental group, and each group had 30 students. To collect the data, each group was assigned pretest and post test. The data analyses used paired sample t test and independent sample t test in SPSS. The result from paired sample t test showed that the mean difference in post test and pretest of experimental group was 16.000 at the significance level of p<0.05 and since t obtained was higher than t table (9.649>2.04523), H01 was rejected and there was a significant improvement in speaking skill of experimental group. The highest contribution was given by story elaboration aspect (content), and then followed by pronunciation, vocabulary, fluency and grammar. The result from independent sample t test showed that the mean difference between post test of experimental group and control group was 2.4000 at the significance level of p>0.05 with t obtained<t table (0.942<2.00171), since t obtained was lower than t table, H02 was accepted and there was no significant difference in speaking skill between students who were taught by using chain storytelling and those who were not. Nevertheless, the mean difference from the experimental group was higher than that of control group (16.600>7.133). Keywords: teaching speaking, chain storytelling

scholarly journals Oral health behavior among school children aged 11–13 years in Saveh, Iran: an evaluation of a theory-driven intervention

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Mahmood Karimy ◽  
Peter Higgs ◽  
Shaghaygh Solayman Abadi ◽  
Bahram Armoon ◽  
Marzieh Araban ◽  
...  
Keyword(s):  
Oral Health ◽  
Standard Deviation ◽  
School Children ◽  
Control Group ◽  
Oral Health Behavior ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

Abstract Background Good oral health (OH) is essential for physical, social, mental health, and overall quality of life. This study assessed the usefulness of the theory of planned behavior (TPB) in changing oral health-related behaviors among school children aged 11–13 years in Saveh, Iran. Methods In this descriptive before and after study, participants were sixth-grade students at single sex primary schools in Saveh city, Iran. We recruited 356 school children in 2019. Using simple random sampling, a male and a female school per district were allocated to the experimental group and the remaining schools to the control group. Our planned oral health education consisted of four one-hour training sessions over 1 week. The first session familiarized the participants with important information about OH. In the second session, we applied a brain storming exercise to identify the benefits and barriers to flossing and brushing. In the third session, a short film about correct brushing and dental flossing technique was shown and research team also used role-playing to correct any mistakes. In the final session students were taught about the importance and the application of OH planning and given forms to help plan for brushing. Results Participants for the study included 356 students (180 in the experimental group and 176 in the control group) who completed the post-test questionnaire. The mean age ± standard deviation was 11.55 years ±0.93 in the experimental group and 11.58 years ±1.01 in the control group. After the intervention, the paired t-test indicated a significant difference between the mean and standard deviation of the action plan and coping plan constructs in the experimental group before and after the intervention (p < 0.05). Covariance analysis indicated a significant difference between scores of intervention and control groups under statistical control of post-test in two groups (covariate) after a peer-led education program (post-test) (p < 0.05). Conclusion A shortage of professional health workers in education settings together with the ease, usefulness and low-cost of this peer-led method, suggest further steps should be taken to implement it more widely to improve and enhance primary school aged students’ oral health behavior.

scholarly journals THE EFFECTIVENESS OF MEMORY TRICKS GAME IN TEACHING GRAMMAR

2020 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Cicilia Ningsi ◽  
Taufik Suadiyatno ◽  
K. Dedy Sandiarsa S.
Keyword(s):  
Sampling Technique ◽  
First Grade ◽  
Control Group ◽  
Significance Level ◽  
Search Game ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Grammar ◽  
Experimental Group

This research was aimed to find out the effectiveness of Memory Tricks game in teaching grammar. The research was experimental research and the design that was used was pre-test and post-test design. The population of the study was the first grade students of SMKN 1 Kuripan especially in TKJ (TeknikKomputer and Jaringan) course which consisted of three classes. Two classes were chosen as the samples, those were TKJ 1 Class as experimental group consisted of thirty five students and TKJ 3 Class as control group consisted thirty five students. They were chosen by usingSimple Random Sampling technique. Experimental group was treated by Memory Tricks game and control group was treated by Verb Search game. The instrument that was used objective test in forms of completion items test. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 76 while the mean score control group was 69.2 and the value of t (t test) = 2,7922 was higher than the value of  (t table) = 1.9955 at the significance level of 0.05% and the number of degree freedom (68). Therefore, according to the result of the analysis, it can be concluded that there is a significant difference between student’s grammar scores taught by Memory Tricks game and taught by Verb Search game. In other words, Memory Tricks game is effective in teaching grammar.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

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 DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Manipulative Approach In Teaching Fractions

2021 ◽  
Vol 2 (5) ◽  
pp. 435-447
Author(s):  
Rea C. Parungao
Keyword(s):  
Test Scores ◽  
Traditional Method ◽  
Number Line ◽  
Virtual Manipulatives ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Fractions ◽  
Experimental Group

This study aimed to determine the effects of using manipulatives in teaching fractions.   Quasi- experimental method of research was used in this study. It was conducted during the first quarter of S.Y. 2019-2020 among the respondents were randomly selected. Two sections of Arayat National High School were the respondents of the study. The control group was the 7-Rosal while the 7-Sampaguita was the experimental group. Both groups were given a pretest prior to the discussion about fractions and a posttest after instruction using the traditional method (control group) and the use of manipulatives (experimental group). The results were then evaluated, analysed through SPSS, and interpreted. Mean, t-test and ANCOVA were utilized to analyze and interpret the data. This study found out that the post-test scores of the respondents from the two groups improved in comparison to their pre-test scores.  The mean pretest and mean posttest scores of both groups showed significant difference. The results showed that the use of virtual manipulatives in converting fractions to decimals had significant difference compared the use of the traditional method. On the contrary, teaching fractions on a number line did not have significant difference. Out of the four operations on fractions, three showed that the use of concrete manipulatives was highly effective. This study recommends that teachers must test the prior knowledge of their students before discussing about fractions to determine the students’ strengths and weaknesses. Although both traditional method and the manipulative approach showed improvement on the post-test results in teaching fractions, still, teachers are encouraged to use manipulatives in teaching fractions to improve students’ performance. It is important for teachers to provide their students opportunities for hands-on manipulation of objects in order to grasp the concepts of fractions more easily. Lastly, teachers must develop the use of concrete and virtual manipulatives in teaching fractions to promote active learning that can enhance students’ mathematics performance and can help them to realize that mathematics is an enjoyable subject.

scholarly journals Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research)

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Soviyah Soviyah ◽  
Yunia Purwaningtias
Keyword(s):  
Experimental Research ◽  
Junior High School ◽  
Control Group ◽  
Sample Population ◽  
Central Java ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Pictures use in an educational setting fits the idiom: old but gold. There have been plenty of studies revealing how good the use of pictures in the classrooms is. Pictures have been long known to have the ability to help motivate, demonstrate, and instruct the students during a learning process. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically, it aims at finding out the effectiveness of the use of picture cues in teaching writing.The study belongs to experimental research involving two groups of experiment and control. The eighth-grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing a sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it’s done quantitatively applying both descriptive and inferential statistics.The result of the research shows that there is a significant difference in the students’ writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pre-test shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the post-test indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in a score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.

scholarly journals The Effect of Practical Presentations’ Strategy on the Achievement of the Ninth Graders Students of the Pre-Vocational Education Subject in Shobak District Schools

2017 ◽  
Vol 10 (5) ◽  
pp. 109 ◽  
Author(s):  
Haroon M. Al Tawarah ◽  
Omar M. Mahasneh ◽  
Nourah A. Al-Hawartheh
Keyword(s):  
Vocational Education ◽  
Ninth Graders ◽  
Control Group ◽  
Experimental Sample ◽  
Control Male ◽  
Male And Female ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The present research was conducted to evaluate the effect of using practical presentations on the achievement of the ninth graders students in pre-vocational education subject in Shobak district schools, in comparison to the prevailing method, and identify whether there are differences attributed to the gender variable. To answer the questions, the study was applied to an experimental sample in two schools of Shobak district consisting of (46) male and female students from the ninth grade for the academic year 2015/2016, who studied the pre-vocational education by using the practical presentation method, and a control group in two schools consisting of (46) students studied by using the lecturing method. The results of the study showed statistically significant differences between mean scores of members of the two groups (the experimental),male and female and (the control), male and female in the post-test application in favor of the of the experimental group that used practical presentations. The results also showed the absence of statistically significant difference at the significance level (0.05) attributed to the gender variable in the achievement of the experimental group.

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

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