scholarly journals Applying Multiple Intelligence-Based Activities (Miba) to Promote Students’ Writing Performance

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Dahlia Husain
Keyword(s):  
Language Learning ◽  
Multiple Intelligence ◽  
Control Group ◽  
State University ◽  
Writing Performance ◽  
Content Organization ◽  
Writing Class ◽  
Quasi Experimental ◽  
Significant Performance ◽  
Experimental Group

The present study was conducted based on the assumption that accommodating students’ differences in classroom setting will lead to students’ success particularly in language learning. This research was aimed to investigate the extent of the application of Multiple Intelligence-Based Activities (MIBA) to promote students’ writing performance. There are 2 homogenous groups of the 4th semester of English Department students of Gorontalo State University enrolled in this study. A total of 40 students from control and experimental group were involved. This study applied quasi-experimental design with pretest and posttest that were given to both groups followed by the perceptional questionnaire to find out the students’ perception toward the application of MIBA. The experimentation comprised 8 types of activities as the embodiment of 8 intelligences proposed by Gardner (2011) to be incorporated into students’ writing class. The students’ writing performance was measured through Jacobs et. al.’s analytic writing scale (as cited in Hughes, 2003) including content, organization, vocabulary, language use and mechanics, while the data from the questionnaire was analyzed through Likert scale measurement. The result of the independent sample t-test revealed that experimental group taught using MIBA showed a statistically significant performance compared to the control group taught using conventional way of teaching with t-observed value was greater than t-table value (2.532 > 2.042).  At last, the data from perceptional questionnaire strongly suggest that the students of experimental group had positive perception toward the application of MIBA. Therefore, it can be concluded that MIBA gave a positive effect in promoting students’ writing performance.

scholarly journals The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a Foreign Language

2008 ◽  
Vol 31 (2) ◽  
pp. 16.1-16.22
Author(s):  
Kuninori Shimbo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Accelerated Learning ◽  
Control Group ◽  
Original Form ◽  
Positive Effects ◽  
Language Classes ◽  
Quasi Experimental ◽  
Major Factors ◽  
Experimental Group

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a foreign language

2008 ◽  
Vol 31 (2) ◽  
pp. 16.1-16.22 ◽  
Author(s):  
Kuninori Shimbo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Accelerated Learning ◽  
Control Group ◽  
Original Form ◽  
Positive Effects ◽  
Language Classes ◽  
Quasi Experimental ◽  
Major Factors ◽  
Experimental Group

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n = 29) and an experimental group (n = 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results of t-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

scholarly journals A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

2017 ◽  
Vol 12 (02) ◽  
pp. 137 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Oral Proficiency ◽  
Learning Model ◽  
Traditional Learning ◽  
Control Group ◽  
Quasi Experimental ◽  
Face To Face Learning ◽  
Experimental Group

The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-experimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.

scholarly journals PERBANDINGAN PENGAPLIKASIAN CONCEALER DAN FOUNDATION PADA RIAS WAJAH MALAM HARI TERHADAP KOREKSI BENTUK ALIS TEBAL

2018 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
DUI VIVI WAHYUNI
Keyword(s):  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
State University ◽  
Control Group Design ◽  
Test Analysis ◽  
Average Value ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Experimental Group

The purpose of this study was to determine the results of thick eyebrow formation without shaving eyebrows by applying cream concealer and foundation cream to night makeup, to find out the best results and the panelists' favorite response. This research method is quasi-experimental method with a Non equivalent control group design. The population in the study were students of the Makeup and Beauty of the Padang State University University who had the shape of thick eyebrows and long face shapes. Sampling using purposive sampling technique and using t test analysis. The results of the analysis show that there are significant differences in the results of the resembling indicator of obtaining p>0.05 (P = 0.635), the highest average in the experimental group (X2) is 3.40, at the level of smoothness p<0.05 (p = 0.020), The highest average score in the experimental group (X2) is 3.60, at the level of fineness p<0.05 (p = 0.047), the highest average value is obtained by the experimental group (X2) is 3.47. the best comparison of results is to apply foundation cream (X2). The results show that the advantages of foundation cream are easier to use and are disguised in night makeup

scholarly journals Mobile-Assisted Task-Based Language Learning, Writing Competency, And Motivation

2020 ◽  
Vol 9 (1) ◽  
pp. 119
Author(s):  
Adelina Kartika Dewi ◽  
Ni Made Ratminingsih ◽  
Made Hery Santosa
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Writing Motivation ◽  
Writing Competency ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group ◽  
One Way Anova

This quasi-experimental study aimed at investigating the effect of mobile-assisted task-based learning on students’ writing competency and students’ motivation in writing. Post-test only control group design was employed in this study. The experimental group was taught by mobile-assisted task-based learning while the control group was taught by non mobile-assisted task-based learning. A writing post-test and questionnaire were used to obtain the data and were analyzed using one-way ANOVA and MANOVA. The findings of the study revealed that (1) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing competency; (2) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing motivation; and (3) there was a simultaneous effect of Mobile-assisted Task-based Learning on the students’ writing competency and students’ motivation in writing. This study concluded that the use of mobile devices as a medium in the learning process is effective to enhance the students’ writing competency and increase students’ motivation in writing.

scholarly journals The Effects of Instructions in L1 and L2 in EFL Listening Classes on A2 Level Learners

2021 ◽  
Vol 45 (3) ◽  
pp. 97-107
Author(s):  
Tarkan Gündüz ◽  
Ferit Kılıçkaya
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Foreign Languages ◽  
Control Group ◽  
State University ◽  
Post Test ◽  
Quasi Experimental ◽  
L2 Listening ◽  
L1 And L2 ◽  
Experimental Group

The current study aimed to investigate the effects of proving instructions in L2 listening activities on the participants’ performance in the classroom and the participants’ views regarding the use of L1. The study included 48 students in the preparatory classes in the School of Foreign languages, at a state university in Turkey. Through the post-test, only quasi-experimental research design, the participants’ performance was compared in classes with L1 and L2 instructions in the listening activities. The results indicated that the participants in the experimental group scored higher than those in the control group who were exposed to L2 instructions.

scholarly journals Mind Mapping and Students' Writing Performance

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ali Ayed Al- Zyoud ◽  
Dina Al Jamal ◽  
Abdallah Baniabdelrahman
Keyword(s):  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Mind Mapping ◽  
Writing Performance ◽  
Mapping Strategy ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mind ◽  
Experimental Group

This study examines the potential effect of mind mapping strategy on developing Jordanian students' writing performance. The researchers claim that mind mapping strategy has the potential to improve Jordanian students' writing performance. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from eleventh grade students at Al Hashymiah School for Boys, Zarqa in Jordan during the second semester of the academic year 2016/2017. In the experimental group, 20 students were taught by mind mapping strategy and 20 students of control group were taught by the conventional teaching method as outlined in the Teacher’s Book. To collect the data, a pre-test and a post-test was utilized. ANCOVA was used to measure statistical differences in the mean scores of the participants of the study. The findings reveal statistically significant differences (at α≤0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends an integration of the mind mapping strategy into the English as a foreign Language (EFL) curriculum in Jordan as it facilitates developing students' writing skill. The study also recommends to examine the effect of using mind mapping strategy on EFL students' achievements in other language skills and sub skills. Teachers are also advised to use the mind mapping strategy to increase students’ interest and motivation to write more often

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals THE EFFECTIVENESS OF DIRECT PEER FEEDBACK TO INCREASE STUDENTS’ WRITING PERFORMANCE SUJITO (CORRESPONDING AUTHOR)

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emilia Yunita ◽  
Sujito Sujito
Keyword(s):  
Conventional Method ◽  
Peer Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Writing Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

ABSTRACT This study intended to investigate if there was any significant difference between students’ writing performance who were treated using direct peer feedback and students writing performance who were treated using conventional method. The samples were X TKJ1 and X TKJ2 at SMK Mahardika Karangploso in the 2015/2016 academic year. In this study, the researcher used quasi-experimental research design to gain the data. The researcher implemented direct peer feedback in experimental group and conventional method in control group. Writing test as an instrument was used to collect the data. The research was conducted by the researcher for six meetings. Independent sample t-test was used to examine the data, the result showed that the mean score of experimental group was bigger than control group (82.17 > 71.38). Moreover, the sig.2-tailed value was less than 0.05 (0.000 < 0.05). It meant that there was significant differences between students’ writing performance who were treated using direct peer feedback and students’ writing performance who were treated using conventional method. Keyword: performance, peer feedback,

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