scholarly journals PEER ASSESSMENT FOR IMPROVING WRITING DESCRIPTIVE TEXT OF THE TENTH GRADERS OF SENIOR HIGH SCHOOL SETIA BUDHI SEMARANG

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Wiwik Yully Widyawati
Keyword(s):  
Teaching Method ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Student Writing ◽  
Control Group Design ◽  
Writing Ability ◽  
Assessment Technique ◽  
Tenth Graders ◽  
Post Test

The problems of the study  can be formulated as follows (1) How effective is peer assessment technique applied to students with low and high grammar ability in writing descriptive text?, (2) How effective is teacher assessment technique applied to students with high and low grammar ability in writing descriptive text, (3) Is there any significant interaction among grammar ability, peer assessment technique and writing ability. The research design employed in this study was Experimental Design (factorial design) consisting of a pre test, and post test for control group design and Experiment group. This research involved three variables which consisted of dependent variable (writing ability), independent variable (Peer Assessment Technique) and Grammar ability as moderator. This study found that peer assessment technique can be used to give practice in writing as well as in conducting this technique for teaching writing because it had given effect to the student writing descriptive text. It can be proven from the students’ score. Through this technique, the students could develop and improve their skill either in writing, grammar or vocabulary. They also became responsible to asses their friend’s work and increased their motivation. So, this technique of peer assessment should be used to improve English writing and grammar skill and an English teacher must improve his knowledge in English teaching method so the goal of teaching is gained.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

scholarly journals Grammar-Focused Writing Instruction to the Students’ Writing Recount Text

2020 ◽  
Vol 3 (2) ◽  
pp. 62-69
Author(s):  
Alvio Arisia Safitri ◽  
Dwi Sloria Suharti ◽  
Asep Suhendar
Keyword(s):  
Writing Instruction ◽  
Teaching Method ◽  
T Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Homogeneous Population ◽  
Tenth Grade ◽  
Post Test ◽  
Test Result

In learning English, the students often make some problems while building a recount text. One of the problems causing it is that the teacher might use the old teaching method. This research aimed to observe the effect of grammar-focused writing instruction on the tenth-grade students' writing recount text at one of the Senior High School State at Kabupaten Tangerang. The research method used in this research was a quantitative method with a quasi-experimental design by using a non-equivalent control group design. The population of this research was 460 tenth grade students. The sample of this research was taken from two classes that were chosen by using Simple Random Sampling. There were X IPS 4 as the controlled class and X IPS 5 as the experimental class. The normality test result showed that the data is normally distributed, and the homogeneity test result showed that the variants belong to a homogeneous population. The analysis results of post-test by using t-test (The Pooled Variance Model T-test) were obtained data that t-count = 4,37 and t-table = 1,99 with significant level ɑ = 5% or 0,05. From the post-test calculation result, H0 is rejected, and H1 is accepted. It can be concluded that there is a significant effect of students’ writing recount text between students in the experimental class who were taught by using grammar-focused writing instruction and students in the controlled class who were taught by using the conventional method.

scholarly journals THE INFLUENCE OF HYPERTEXT-BASED HISTORY TEACHING METHOD TOWARDS THE INCREASE OF HISTORICAL UNDERSTANDING

2018 ◽  
Vol 11 (2) ◽  
pp. 152
Author(s):  
Muhamad Arif
Keyword(s):  
Teaching Method ◽  
Learning Activities ◽  
Control Group ◽  
Teaching Model ◽  
Comprehensive Overview ◽  
Control Group Design ◽  
History Teaching ◽  
Post Test ◽  
Equivalent Control ◽  
Teaching Learning

This study was aimed at gaining a comprehensive overview of the influence of hypertext-based history teaching method towards the increase of historical concept understanding. The method used in the study was experimental method, i.e. through non – equivalent control group design (pre-test and post-test). Some points were concluded from the data collected within the study. First, the implemented hypertext-based history teaching model had affected learning activities to focus more on mental activities (thinking process). The whole teaching learning activities benefitted the students a wide chance to study, observe, compose, deliver the questions, answer them, consider others’ view, discuss questions by relating them with textual concepts, and make conclusion together. Second, the hypertext-based history teaching model test showed was proved to that the influence the increase of historical concept mastery was increased by n gain of 0.5 at the experimental class, 0.4 at the control class, with significance value of 0.00 and α = 0.05

scholarly journals The Effect of Mind Mapping Technique in Improving Students’ Writing Report Text

2018 ◽  
Author(s):  
Ilham ◽  
Muhammad Fauzi Bafadal
Keyword(s):  
Mapping Technique ◽  
Control Group ◽  
English Department ◽  
Mind Mapping ◽  
Control Group Design ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Report Text

This study aims to know whether the use of mind mapping technique in teaching report text effective to improve students’ writing ability at the fifth semester student of English Department FKIP UM Mataram in academic year 2015/2016. This study adopts an experimental research which employed a quasi experimental non-equivalent control group design. The sample in this study is two classes of fifth semester of English Department FKIP UM Mataram. This study uses test as an instrument to collect the data, and the data is collected by giving a pretest and a post-test to both experimental and control groups. To analyze the data, the writer uses t-test statistical formula fo find the significance of mind mapping in teaching writing report text. Overall, it was proven that the data analysis showed the significance improvement of students’ writing ability after the mind mapping technique was applied as a treatment for experimental group, whereas for the control group which given conventional method did not show significance improvement.

scholarly journals The Effect of Peer Assessment and Collaborative Assessment on Iranian Intermediate EFL Learners' Writing Ability

2021 ◽  
Vol 3 (13) ◽  
pp. 08-16
Author(s):  
Ghasem Aghajanzadeh Kiasi ◽  
Sona Rezaie
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
English Language ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Collaborative Assessment ◽  
Significant Difference

As an attempt to shed more light on the effectiveness of alternative assessment in second language learning, the current study sought to explore the effects of peer assessment (PA) and collaborative assessment (CA) on the Iranian intermediate EFL learners' writing ability. To fulfil the purpose of this study, 36 Iranian EFL learners studying English at Kadous English Language Institute in Rasht, Iran, were homogenized as intermediate learners based on their performance on Oxford Solutions Placement Test (OSPT). The final pool of qualified candidates was assigned to one control and two experimental groups comprising 12 learners. All the participants sat for a pretest of L2 writing so that their initial level of writing could be appraised and their homogeneity in writing could be determined. The experimental groups received treatment on English writing through utilizing PA and CA strategies. On the other hand, the control group was taught through the conventional method (i.e. teacher assessment, TA). At the end of a twelve-session experiment, a post-test measuring the effectiveness of the treatments and the participants' writing ability was administered. The results of descriptive and inferential analyses revealed a statistically significant difference among CA, PA, and TA strategies. The results also demonstrated that the CA and PA groups outperformed the control group. However, the CA group performed significantly better than the PA group. Based on the findings of this study, language teachers, materials developers, and education authorities can concentrate on employing CA as the main strategy to foster the writing ability of Iranian intermediate EFL learners. However, PA may also be utilized to teach writing where possible.

scholarly journals Blog or slide? Using Appropriate Media to Enhance the Students’ Ability in Writing an English Research Proposal based on Their Reasoning Level

JURNAL IQRA ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 12-25
Author(s):  
Yusti Arini
Keyword(s):  
Experimental Research ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Research Proposal ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Writing Ability ◽  
Post Test

This experimental research is aiming at finding out which media is more appropriate to enhance the students’ ability in writing an English-language qualitative research proposal, Blog or Slide? This is also to find out whether students’ reasoning level influences their writing ability and whether there is any interaction between teaching media and reasoning level. This experimental research was conducted on the students of English Language Education of IAIN Surakarta based on the pre-test post-test control group design. The experimental group consisted of 25 students and control group consisted of 29 students. Two-stage sampling technique, purposive sampling and then cluster sampling, was used to choose the subjects. To analyze the data, the researcher used Two-Way ANOVA technique. The research results show that using Blog media is more effective to enhance the students’ ability in writing an English research proposal compared to using Slide. The students’ reasoning level also influences their writing ability. Furthermore, there is an interaction between teaching media and reasoning level towards students’ ability in writing an English-language research proposal. The students’ with high reasoning level taught by using Blog have higher writing ability compared to those with high reasoning level taught by using Slide. Moreover, the students with low reasoning level taught by using Blog also have higher writing ability compared to those with low reasoning level taught by using Slide.

scholarly journals Interactive workshops as a learning and teaching method for primary healthcare nurses

2021 ◽  
Vol 26 ◽  
Author(s):  
Eva Mukurunge ◽  
Marianne Reid ◽  
Annali Fichardt ◽  
Mariette Nel
Keyword(s):  
Primary Healthcare ◽  
Teaching Method ◽  
Healthcare Providers ◽  
Control Group ◽  
Care Needs ◽  
Control Group Design ◽  
Participant Satisfaction ◽  
Learning And Teaching ◽  
Post Test ◽  
Role Players

Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring.Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.Setting: Primary healthcare clinics.Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and ( 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops.Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

scholarly journals Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

2016 ◽  
Vol 5 (3) ◽  
pp. 40 ◽  
Author(s):  
Liong Kon Thai ◽  
Mohd. Hanafi Mohd Yasin
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Method ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Control Group Design ◽  
Multiplication Facts ◽  
Post Test

<p>Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students’ perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.<strong></strong></p>

scholarly journals THE EFFECT OF PEER ASSESSMENT TOWARDS STUDENTS’ SPEAKING SKILL AT SEMESTER II OF STIE MUHAMMADIYAH JAMBI 2018-2019

2019 ◽  
Vol 6 (2) ◽  
pp. 26
Author(s):  
Syilvia Wenny J ◽  
Rahmat Fajar
Keyword(s):  
English Language ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Control Group Design ◽  
Student Speech ◽  
Language Courses ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Speaking Skills

Speaking subject performed at colleges, especially English language courses, is provided to students to actively develop English speaking skills. However, in fact there are still many students who are less taking advantage of the opportunities given. This has an impact on low student speaking skills. The purpose of the study was to investigate the influence of peer assessment of student speech skills in the second semester of Economics Development of STIE Muhammadiyah JambiThe design of this research is a quasi experimental with a posttest-only control group design. The population of the study was the semester II student of Economics Development of STIE Muhammadiyah Jambi year 2018/2019. The population consisted of 75 students. This research sample was class A as the experimental class and B as the control class. Both classes was taken the value of the speaking test which then be compared. The results of this study showed that students taught using peer assessment had better speaking skills than students taught using the teacher assessment.

scholarly journals Pengaruh Peer Assessment dalam Meningkatkan Keterampilan Anamnesis di Skills Laboratory

2013 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Indah Puspasari Kiay Demak ◽  
Amitya Kumara ◽  
Efrayim Suryadi
Keyword(s):  
Performance Enhancement ◽  
Peer Assessment ◽  
Assessment Method ◽  
Mean Difference ◽  
Control Group ◽  
P Value ◽  
Evaluation Tool ◽  
Control Group Design ◽  
Skills Laboratory ◽  
Post Test

Background: Peer assessment is a breakthrough innovation in assessment method where students assess their fellows. The benefits of it are feedback, cognitive and metacognitive gain, motivation, collaborative learning, self-regulated learning and performance enhancement. Learning in skills laboratory, students are expected to be able to master not only knowledge but also skills. Peer assessment is expected to make students be more motivate in learning and enhance performance. The aim of this study is to find out whether peer assessment can enhance students’ medical interview skills in skills laboratory.Method: The method was a quasi-experiment study with matching-only pretest posttest control group design. The subjects were third-year students in Medical School of Tadulako University which were divided into 2 experiment groups and 2 control groups. Before giving treatment, the skills of students in all group were assessed (pre test). After the treatment, post test was held as an evaluation tool. The raising score from pre test to post test will be analyzed with student t test.Results: P value for raising score was 0,907 (á > 0.05) with mean difference -0.091, which means statistically not significant. The negative number of mean difference indicate that the raising score in experiment group was lower than in control group.Conclusion: Raising score in control group was higher than in experiment group, but not significance statistically. Application of peer assessment in skills laboratory should be more concern in students ability in assessing which can be obtain by intense training and continuous monitoring and feedback from instructor. 

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