scholarly journals The Effectiveness of Using Selfie Photos on Improving Students’ Ability to Express the Fact: a Case of The Seventh Grade Students of SMP Negeri 1 Kragan Rembang

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Nur Azizah
Keyword(s):  
Quantitative Research ◽  
Test Score ◽  
T Test ◽  
Control Group ◽  
Seventh Grade ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Learning English

The objectives of the study are: 1) To find out the ability to express the fact of the students taught using selfie photos. 2) To find out the ability to express the fact of the students taught without selfie photos. 3) To find out the significant differences of the ability to express the fact between the students taught using selfie photos and those taught without selfie photos. The study uses descriptive quantitative research. The population of this research is the seventh grade students of SMP Negeri 1 Kragan Rembang. The writer takes VII I as experimental group that consists of 36 students and VII D as control group that consists of 36 students as sample. The writer found that the mean score for experimental group in pre-test is 71.44, and after this class is given a treatment by using selfie photos, the result of post-test is 81.33. The mean score for control group in pre-test is 70.22, and the post-test score is 73.89. The writer uses t-test formula to know the significant difference of the ability to express the fact between the students taught using selfie photos and those taught without using selfie photos. The t-test score is 3.455 for 5 percent (0.05) alpha level of significance. The percentage of t-table 5% is 1.99. The calculation shows that t-test is higher than t-table (3.455>1.99). It shows that there is significant difference of the ability to express the fact of the seventh grade studentsat SMP Negeri 1 Kragan Rembang those taught using selfie photos and those taught without using selfie photos. It can be concluded that selfie photos as a media in improving the ability to express the fact of the students is effective. Selfie Photos makes the students active and enjoy in learning English in the classroom. So, the writer suggests to all of the teacher in general to apply selfie photos media in teaching learning process, especially in learning English.

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 The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text

2020 ◽  
Vol 9 (2) ◽  
pp. 162-171
Author(s):  
Rudi Suherman ◽  
Ana Yusyfiana
Keyword(s):  
Reading Comprehension ◽  
Percent Level ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Alternative Choice ◽  
Experimental Group

This research was intended to investigate the effect of a culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was applied to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students from that school. These students were divided equally into the control and experimental group. The experimental group was given the Culture-Based Approach (CBA) as the treatment in comprehending the text.  The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by the T-test. The findings could be summarized that generally, students from the experimental group gained better achievement than from the control group on their post-test scores. The data analysis also showed that there was a significant difference between the mean score of the pre-test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the t- table (2.018) for a 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment of using a Culture-Based Approach. Thus, it is recommended that a Culture-Based Approach should be considered as an alternative choice for English teachers in teaching spoof text.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test&rsquo;s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test&rsquo;s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants&rsquo; level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals THE ART OF ENHANCING VOCABULARY THROUGH TECHNOLOGY

JURNAL SMART ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 35-45
Author(s):  
Normandita Adventina Berliani ◽  
Caroline Victorine Katemba
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Learning Activity ◽  
Control Group ◽  
Effective Strategy ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group ◽  
Learning English

Art is a learning strategy or tool used by the teacher currently. Integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting. This study used technology-Quizlet as the art of enhancing vocabulary. Vocabulary is the most important tool in learning English to communicate, either orally or written. This was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group. The pre and post-test designs were used. Results showed that both groups enhanced in vocabulary. Further, there was a significant difference between the two groups. It can be concluded that Quizlet Application is an effective strategy to enhance students’ vocabulary mastery.

scholarly journals Using a Teaching Media of “Homophone Stories“ to Improve Students’ Vocabulary Mastery: a Case of Seventh Grade Students at SMPN 1 Kranggan in Academic Year 2014/2015

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Nur Hidayati
Keyword(s):  
Quantitative Research ◽  
T Test ◽  
Seventh Grade ◽  
Discrimination Power ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Study Test ◽  
The Mean ◽  
Academic Year

The objectives of the study are (1) To find out the students’ vocabulary mastery before being taught by using homophone stories, (2) To find out the students’ vocabulary mastery after being taught by using homophone stories, (3) To find out the significant difference the vocabulary mastery of the seventh grade students of SMP N 1 Kranggan before and after being taught using homophone stories. The population of the study was the seventh grade students of SMP N 1 Kranggan. The writer took class 7D as a sample of the study. The class consists of 31 students. The writer used experimental quantitative research in the study. Test as the instrument was used to collect the data. The objective of conducting try out test was to measure the validity, reliability, discrimination power, and level difficulty of the test. The data was computed and it was find out that 30 items were valid. Then, the valid items were used for the pre-test and post-test of vocabulary mastery item tests. The result of the mean score of students before being taught by using homophone stories was 56.34 and the mean score of students after being taught by using homophone stories was 77.5. The result showed that the mean score of post-test was higher than pre-test. Then, the writer calculated t-test to know whether or not there was significant difference students’ achievement between them who were taught before using homophone stories and students who were taught after using homophone stories. The result showed that t-test was higher than t-table. It was 9.19> 1.697. It means that there is significant difference between the students’ vocabulary mastery after being taught by using homophone stories and before being taught by using homophone stories. From the data above, it can be concluded that the students’ vocabulary mastery after being taught by using homophone stories was higher than the students’ vocabulary mastery before being taught by using homophone stories. The data prove that it is effective to use homophone stories as a media teaching in improving students’ vocabulary mastery.

scholarly journals The vocabulary mastery for early childhood through songs

2021 ◽  
Vol 12 (2) ◽  
pp. 117-125
Author(s):  
Djoko Sri Bimo ◽  
Maria Yustina Rensi Dartani
Keyword(s):  
Early Childhood ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Education Students ◽  
Vocabulary Skills ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The study was an experimental study that aims to improve early childhood’s education students in English vocabulary skills through interactive songs learning method for early childhood at PAUD Tarbiyatul Athfal 49, that was located in Kuripan, Ngadirgo village, Mijen district, Semarang. The study involved two groups of students, those were the control group (25 students) who were taught by using pictures, and the experimental group (25 students) who were taught by using songs. The pre-test was given before the treatment began and the post-test was carried out after the experiment was finished. The null hypothesis was then drawn, and T-test was also conducted to compare the mean score of the two groups. The mean score of the control group was 13.3, while the mean score of the experimental group was 16.4. The results showed that the mean score of the experimental group was higher than the control groups The t-test that had been carried out also showed that there were significant difference between the two groups was 0,23 (the figure was above 0,5). Based on the above results, it proved that Tarbiyatul Athfal early childhood education students understood in English by using songs was better than other learning method, since songs can motivate them to know more about English vocabulary

scholarly journals THE USE OF AUDIOVISUAL MEDIA TO INCREASE THE STUDENTS’ VOCABULARY: A CASE OF THE TENTH GRADE STUDENTS OF SMA N 1 CEPIRING KENDAL

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Rudi Hartono
Keyword(s):  
T Test ◽  
Control Group ◽  
Audiovisual Media ◽  
Final Project ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study is concerned with teaching vocabulary by using audiovisual media. The objectives of this final project are 1) to find out the students’ vocabulary taught without using audiovisual media, 2) to find out the students’ vocabulary taught using audiovisual media, 3) to find out significance difference between the students’ vocabularywho are taught by using audiovisual media and those taught without using audiovisual media. The population of this study is the tenth grade students of SMA N 1 Cepiring Kendal. The researcher takes two classes as the subject of thisresearch. The classes are X IIS 3 and XIIS 4. They are divided into experimental group (X IIS 3) and control group (X IIS 4). The researcher uses test to get the data. The test consists of two tests, they are pre-test and post-test. From the data analysis, the researcher obtains the mean score both the experimentaland control groups. The mean score of thepre-test in the experimental group is 56.71, while the mean score of the post-test in the experimental group is 75.42. The improvement in the experimental group is 18.42. The mean score of the pre-test in the control group is 52.85, while the mean score ofthe post-test in the control group is 61.00. The improvement in the control group is 8.15.The result of t-test is 8.01, while the value of t-table is 2.00. It means that the value of t-test is higher than t-table (8.01 > 2.00). From the data above, it can be concluded that there are significant difference between the students’ who are taught by using audiovisual media and taught without using audiovisual media. The data proves that it is affective to use audiovisual mediato increase students’ vocabulary ability.

scholarly journals The effectiveness of mobile learning in the teaching and learning of probability

2019 ◽  
Vol 9 (2) ◽  
pp. 9-15
Author(s):  
Durga Gnanasagaran ◽  
Abdul Halim Amat @ Kamaruddin
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study investigates the effectiveness of mobile learning in the teaching and learning of Probability. The context of mobile here is not just restrained to gadgets such as smartphones but also the fact that teaching and learning can occur beyond boundaries and anywhere according to the convenience and personal preference of the students. This study made use of the pretest – posttest quasi experimental design and the students chosen for the study were from a pre-university college located in the northern region of the country. A total of 92 students made up the sample of the study. There were 46 students each in the experimental and control groups respectively. Cluster random sampling was employed as the sampling method here. The instrument used to collect data with the aim of strengthening the outcome of the study was the achievement test. A quantitative approach was undertaken specifically to analyse the obtained data. The paired sample t-test and independent sample t-test were executed in the data analysis process. Initially, every student involved in the study regardless of the group they were in possessed equal strength in their understanding of the content being covered as indicated by the results of their pre-test. The paired sample t-test yielded p < 0.05 which meant that there was a significant difference between the mean score of the pre-test and post-test in the experimental group and control group respectively. The outcome of the independent sample t-test showed that there was a significant difference between the mean score of the experimental group and that of the control group in the post-test (p < 0.05). This indicated that the treatment via mobile learning had indeed played a role in the improved performance of students in Probability, hence proving the effectiveness of mobile learning in the teaching and learning of Probability.

scholarly journals The Effect Of Using Jigsaw Technique On Students’ Vocabulary Ability At Smp Swasta Kartika 1-2 Medan

2020 ◽  
Vol 4 (1) ◽  
pp. 87-101
Author(s):  
Nita Cindy Siregar ◽  
Christy Noverina Girsang
Keyword(s):  
Quantitative Research ◽  
T Test ◽  
Control Group ◽  
Know How ◽  
Post Test ◽  
The Mean ◽  
Jigsaw Technique ◽  
Experimental Group

The title of this research is The Effect of Using Jigsaw Technique On Students’ Vocabulary Ability. This research aimed to know how the effect of using jigsaw technique on students’s vocabulary ability at SMP Kartika 1-2 Medan. In this research, the subjects of this research were VII-1 and VII-2’s class with 62 students, VII-1 consist of 31 students called an experimental group and VII-2 consist of 31 students called a control group. This research was a quantitative research. The mean score of the pre test in experimental group was 39,45, the mean score of the post test was 75,90, the mean score of the pre test in control group was 53,41 and the mean score of the post test was 53,93. It concluded that using jigsaw technique is effective and significantly effect to improved students’ vocabulary ability. It proved by the obtained score of T-test, the T-test showed that T-observe was higher than T-table ( 25,53 > 0,05). It meant that Ha was accepted and H0 was rejected.  

scholarly journals Using a Teaching Media of Homophone Stories to Improve Students’ Vocabulary Mastery: A Case of Seventh Grade Students at SMP N 1 Kranggan

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Nur Hidayati
Keyword(s):  
Quantitative Research ◽  
T Test ◽  
Seventh Grade ◽  
Discrimination Power ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Study Test ◽  
The Mean

The objectives of the study are (1) To find out the students’ vocabulary mastery before being taught by using homophone stories, (2) To find out the students’ vocabulary mastery after being taught by using homophone stories, (3) To find out the significant difference the vocabulary mastery of the seventh grade students of SMP N 1 Kranggan before and after being taught using homophone stories. The population of the study was the seventh grade students of SMP N 1 Kranggan. The writer took class 7D as a sample of the study. The class consists of 31 students. The writer used experimental quantitative research in the study. Test as the instrument was used to collect the data. The objective of conducting try out test was to measure the validity, reliability, discrimination power, and level difficulty of the test. The data was computed and it was find out that 30 items were valid. Then, the valid items were used for the pre-test and post-test of vocabulary mastery item tests. The result of the mean score of students before being taught by using homophone stories was 56.34 and the mean score of students after being taught by using homophone stories was 77.5. The result showed that the mean score of post-test was higher than pre-test. Then, the writer calculated t-test to know whether or not there was significant difference students’ achievement between them who were taught before using homophone stories and students who were taught after using homophone stories. The result showed that t-test was higher than t-table. It was 9.19> 1.697. It means that there is significant difference between the students’ vocabulary mastery after being taught by using homophone stories and before being taught by using homophone stories. From the data above, it can be concluded that the students’ vocabulary mastery after being taught by using homophone stories was higher than the students’ vocabulary mastery before being taught by using homophone stories. The data prove that it is effective to use homophone stories as a media teaching in improving students’ vocabulary mastery.

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