scholarly journals The Use of Diary to Improve the Writing Ability of the English Second Graders at Hamzanwadi University

Educatio ◽  
2022 ◽  
Vol 16 (2) ◽  
pp. 156-161
Author(s):  
Rudini Rudini ◽  
◽  
Hanofi Harianto ◽  
Ridwan Ridwan ◽  
Zulfa Azizaturrohmi ◽  
...  
Keyword(s):  
Alternative Hypothesis ◽  
Simple Random Sampling ◽  
Second Graders ◽  
Teaching Writing ◽  
Writing Ability ◽  
Class D ◽  
The Mean ◽  
Number Of Individuals ◽  
English Students ◽  
Exhaustive List

The research aimed at finding out the use of a diary in improving the writing ability of the English students of Hamzanwadi University. The problems formulated in this research were (1) Is the use of diary effective in teaching writing for the English students of Hamzanwadi University? (2) How effective is using a diary in teaching writing for the English students of Hamzanwadi University? The research design of this study was one group pretest and posttest. The population of this research was the second-semester students of Hamzanwadi University, which consisted of 105 students in 4 classes. The present researcher took class D as the sample that consisted of 20 students. The present researcher generated a simple random sampling by obtaining an exhaustive list of a population and then randomly selecting a certain number of individuals to comprise the sample. A pretest and a posttest were given to the students to collect the data. The result of the data analysis indicated that the mean score of the pretest was 34.86 while in the posttest was 48.00. In testing the hypothesis, the result of the t-test was -9.706. The null hypothesis was rejected, and the alternative hypothesis was accepted. So, it can be said that using a diary was significantly effective in teaching writing.

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals THE CORRELATIONAL STUDY BETWEEN STUDENTS INTEREST AND THE STUDENTS READING COMPREHENSION

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Yunus Yusrini Islamiah Reski
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Pearson Correlation ◽  
Criterion Variable ◽  
Class D ◽  
Coefficient Corrélation ◽  
The Mean ◽  
Research Students ◽  
Object Of Study ◽  
Reading Interest

The objectives of the study are to find out significant correlation between reading interest through the students reading comprehension. In this research, the researcher used quantitative method by Pearson correlation product moment. There are four variables in this research. Students interest as prediction variable and Reading comprehension as criterion variable, the technique of collecting data was by using a questionnaire and test. The questionnaire consists of 20 items and 46 items of reading comprehension. The object of study is 30 students from class D at the third semester. After getting the score of the students interest and reading comprehension, the data were statistically computed to find out the correlation between those variables. From the calculation by using product moment formula, it was found out that the mean scores of the students interest 75.53. The mean of the scores of the students reading comprehension is 5.53. The result of applying the variable rx1y (ro) distribution shows that the coefficient correlation between students interest and reading comprehension is 0.919 or 91.9% means that there was very strong correlation. The degree of significance 5% is 0,000. It means p is smaller than 0.05 (0.05 < 0.000). So, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. The conclusion of this research is there is a significant correlation between students interest and their reading comprehension.

scholarly journals DOES SCAFFOLDING HELP STUDENTS TO WRITE BETTER?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Yunik Susanti
Keyword(s):  
Teaching Writing ◽  
Teaching Methodologies ◽  
Writing Ability ◽  
T Score ◽  
Moment Interaction ◽  
Teaching Technique ◽  
Post Test ◽  
The Mean ◽  
Stages Of Learning ◽  
Scaffolding Technique

<p>Learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning. The capacity of teacher to create positive classroom atmosphere and using appropriate teaching technique will help students to attain the goal of writing. This pre-experimental research aims to measure the effectiveness of scaffolding technique to the students writing ability. The result of the data analysis shows that the mean score of pre-test and post-test are 58. 87 and 71. 29 . Then the t-score  is 4. 45 and the t-table at the degree of significant 5% is 2. 042, so the t-score 4. 45 is higher than the t-table. It means very significant, thus scaffolding technique is effective to be used in teaching writing as it helps the students to write better. This result supports the proposed theory which stated that scaffolding helps the students to write by providing a support structure to enable certain activities and skills to develop lies on the frameworks used by the teacher, giving the actual carrying out of particular activities in class, also there is the assistance provided in moment-to-moment interaction among students and teacher.</p>

scholarly journals THE EFFECTIVENESS OF “I CHALLENGE GAME” IN TEACHING GRAMMAR

2018 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Yuliani Yuliani
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Second Grade Students ◽  
The Mean ◽  
Teaching Grammar ◽  
Experimental Group

This study was to find out the effectiveness of I challenge game in teaching grammar. This research was quasi experimental design. The population of this study was the second grade students of SMPN 2 Kediri which consisted of four classes. Two classes were chosen as the samples, those were VIII B Class as experimental group consisted of twenty six students and VIII D Class as control group consisted twenty five students. They were chosen by using simple random sampling technique. Experimental group was treated by I Challenge Game and control group was treated by Grammar Draughts Game. The instrument that was used objective test informs of multiple choices. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 67,04 while the mean score control group was 52,54 and the value of t (t test) = 1,716 was higher than  (t table) = 1.677 at the significance level of 0,05% and the number of degree freedom (df) 49. It meant that alternative hypothesis (Ha) was accpeted and null hypothesis (Ho) was rejected. It could be calculated that I Challenge Game was effective in teaching grammar at the second grade students of SMPN 2 Kediri.

scholarly journals The Effect of Project Based Learning to the Students’writing Ability in Descriptive Text

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Imanuella Natalia
Keyword(s):  
Alternative Hypothesis ◽  
Project Based Learning ◽  
T Test ◽  
Teaching Writing ◽  
Writing Ability ◽  
T Score ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Test Computation

This study aims to know the effect of Project Based Learning to the students’ writing ability in descriptive text in the eighth grade students of SMPN 8 Kediri in which the experimental research design was applied . The sample consisted of 16 males and 14 females students. The essay test of writing descriptive text was used to collect the data about the students’ writing ability before and after the treatments about teaching writing using project based learning.Then the data were analyzed using statistical formula of t-test computation. The result shown that the students’total score of post-test is 2460, and then total score of p re-test is 2217. It means that students’ score increased. Based on the data report of the table of t-test based on signification 5%, the result of this research showed that T-score (14, 54) ˃ T-table 5% (1, 699).  It means that was significant so the Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Besides, in analyze t-test, t-score is higher than t-table. The score of t-test is 14, 54 and the t-table is 1, 699 in the level of significant 5% (0, 05). Based on the t-test result which obtain that Project Based Learning has significant effect t-score 14.54 and the table is 1.699 in the level of significant 5%. From the data analysis, it can be seen that Project Based Learning is effective to the students’ writing descriptive text ability.

scholarly journals Pengaruh Pemberian Tugas Awal dalam Pembelajaran Ekspositori terhadap Hasil Belajar Siswa SMAN 11 Makassar (Materi Pokok Kesetimbangan Kimia)

2018 ◽  
Vol 19 (1) ◽  
pp. 87
Author(s):  
Nurfadzillah Nurfadzillah ◽  
Muhammad Danial ◽  
Army Auliah
Keyword(s):  
Statistical Analysis ◽  
Alternative Hypothesis ◽  
Simple Random Sampling ◽  
Positive Influence ◽  
Learning Achievement ◽  
Post Test ◽  
Independent Variable ◽  
The Mean ◽  
Academic Year ◽  
Test Result

ABSTRAKJenis penelitian ini adalah penelitian eksperimen semu dengan tujuan untuk mengetahui pengaruh pemberian tugas awal dalam pembelajaran ekspositori terhadap hasil belajar siswa. Populasinya adalah kelas XI IPA SMA Negeri 11 Makassar Tahun ajaran 2015/2016 yang terdiri dari 7 Kelas. Pengambilan sampel melalui teknik random sehingga diperoleh kelas XI IPA1 sebagai kelas eksperimen dan XI IPA2 sebagai kelas kontrol dengan jumlah masing-masing siswa yang dijadikan sampel adalah 32 orang. Variabel bebasnya adalah pemberian tugas awal dalam pembelajaran ekspositori pada kelas eksperimen dan pembelajaran ekspositori pada kelas kontrol, sedangkan variabel terikatnya adalah hasil belajar siswa. Pengumpulan data dilakukan dengan menggunakan tes hasil belajar siswa yang dianalisis dengan Statistik Deskriptif dan Statistik Inferensial dengan bantuan SPSS versi 20. Hasil analisis Deskriptif menunjukkan perolehan nilai rata-rata post-test untuk kelas eksperimen sebesar 67,63 sedangkan kelas kontrol 57,32. Berdasarkan hasil analisis statistik inferensial diperoleh nilai signifikansi sebesar p= 0,046 < α = 0,05 yang berarti bahwa H0 ditolak dan H1 diterima. Hal ini dapat disimpulkan bahwa Pemberian Tugas Awal dalam Pembelajaran Ekspositori berpengaruh positif terhadap hasil belajar siswa kelas XI IPA SMA Negeri 11 Makassar pada materi kesetimbangan kimia.Kata Kunci: Tugas Awal, Ekspositori, Hasil Belajar  ABSTRACTThis research was an experimental research which aimed to discover the influence of pre-task in expository learning to students’ learning achievement of Kelas XI IPA in SMA Negeri 11 Makassar, Academic Year of 2015/2016. There are 6 classes of Kelas XI IPA in SMA Negeri 11 Makassar. This research used simple random sampling, where Kelas XI IPA 1 as the experimental class and Kelas XI IPA 2 as the control class. Each class contains of 32 students. The independent variable is pre-task in expository learning for the experimental class, and expository learning for the control class. The dependent variable is students’ leraning achievement. The data collection was obtained by the descriptive statistical and inferential statistical analysis of students’ test result using SPSS analysis version 20. The result of descriptive statistical analysis showed the mean score of post-test in experimental class was 67,63 and 57,32 in control class. For the result of inferential statistical analysis showed significance value of p= 0,046 < α = 0,05 which means H0(null hypothesis) was rejected and H1 (alternative hypothesis) was accepted. It is concluded that pre-task in learning expository has positive influence to students’ learning achievement of Kelas XI IPA in SMA Negeri 11 Makassar.Key word: Pre-Task, Expository Learning, Learning Achievement

scholarly journals TEACHING HORTATORY EXPOSITION WRITING USING GUIDED WH-QUESTIONS TO THE STUDENTS OF SMA PGRI 1 PONTIANAK GRADE XI

2020 ◽  
Vol 3 (1) ◽  
pp. 81-90
Author(s):  
Cenderato Cenderato
Keyword(s):  
Effect Size ◽  
Alternative Hypothesis ◽  
Research Question ◽  
Teaching Writing ◽  
Highly Effective ◽  
Wh Questions ◽  
Research Findings ◽  
The Mean ◽  
Written Test ◽  
High Level

This research was conducted to answer the research question:  “How effective is the use of Guided Wh-Questions to improve the students’ hortatory exposition writing?” The method of this research was a Pre-experimental Study by applying Pretest, the treatment and Posttest. The treatments were conducted in three time meetings with the purpose to know the effectiveness of the treatment using the Wh-question as a guide to write hortatory exposition.The population of this research was the students of class XI of SMA PGRI 1 Pontianak in academic year 2010 with 40 students of class XIA and Class XIB. But, 20 students of class XIB was considered as a sample of this research. The technique of data collecting was a written test that the students wrote hortatory exposition with the help of Wh-questions as a guide. The research findings showed the total score of pretest is 1286 with the mean score 64.30 and categorized “Average”. Furthermore, the result of posttest is 1493 with the mean score 74.63 and categorized “Good”.The result of computation on the t-test with 6,99 is higher than the t-table for the degree of freedom N-1 (20-1)=19  is 2.093. Effect Size of the treatment is 1. 53. It is categorized “Highly Effective” because the result of 1. 53 is higher than 0.8 that is the high level of effectiveness on Effect Size criteia proposed by Burn (ES > 0.8 = 1. 53 >0.8).  In conclusion, the teaching hortatory exposition writing by using Guided Wh-questions is “highly effective”. Therefore, the null hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is not effective” is rejected. And the alternative hypothesis that says “Teaching Hortatory Exposition Writing using Guided Wh-questions is  effective” is accepted. Keywords: Teaching, writing, Hortatory Exposition, Guided-WH questions

scholarly journals Optimal two-stage sampling for mean estimation in multilevel populations when cluster size is informative

2020 ◽  
pp. 096228022095283
Author(s):  
Francesco Innocenti ◽  
Math JJM Candel ◽  
Frans ES Tan ◽  
Gerard JP van Breukelen
Keyword(s):  
Cluster Size ◽  
Simple Random Sampling ◽  
Equal Probability ◽  
Outcome Variable ◽  
Two Stage ◽  
Mean Estimation ◽  
Informative Cluster Size ◽  
The Mean ◽  
Two Stages ◽  
Number Of Individuals

To estimate the mean of a quantitative variable in a hierarchical population, it is logistically convenient to sample in two stages (two-stage sampling), i.e. selecting first clusters, and then individuals from the sampled clusters. Allowing cluster size to vary in the population and to be related to the mean of the outcome variable of interest (informative cluster size), the following competing sampling designs are considered: sampling clusters with probability proportional to cluster size, and then the same number of individuals per cluster; drawing clusters with equal probability, and then the same percentage of individuals per cluster; and selecting clusters with equal probability, and then the same number of individuals per cluster. For each design, optimal sample sizes are derived under a budget constraint. The three optimal two-stage sampling designs are compared, in terms of efficiency, with each other and with simple random sampling of individuals. Sampling clusters with probability proportional to size is recommended. To overcome the dependency of the optimal design on unknown nuisance parameters, maximin designs are derived. The results are illustrated, assuming probability proportional to size sampling of clusters, with the planning of a hypothetical survey to compare adolescent alcohol consumption between France and Italy.

scholarly journals WRITING AN ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE SCRIPT STRATEGY

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Nyoman Yuningsih ◽  
Novarita Novarita
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Writing Ability ◽  
The Third ◽  
Post Test ◽  
The Mean ◽  
Written Test ◽  
Result Analysis ◽  
Cluster Random Sampling

The purposes of this study was to find out and analyze empirically the effects of cooperative script strategy in enhancing the students’ ability in writing analytical exposition text to the eleventh grade students of SMK N 3 OKU who were taught by using cooperative strategy. The study used experimental design with one group pre-test and post-test. The population of the study were 368 students, there were 12 classes with the 35 sample students, the sample took by using cluster random sampling technique. The data collection method used written test in pre-test and post-test. To analyze the test the researcher used t-test in SPSS 21. First, the writers gave pre-test to the students. The second, the writers taught writing by using cooperative script strategy and the third, they gave post-test to the students to know effectiveness of the strategy which was used. The mean of the pre-test was good (65,20). Meanwhile, the mean of post-test was very good (85,31). It could be seen from the result analysis using paired sample t test that output was 0.000 lower than 0,05. From the score, it can be concluded that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Based on the result finding from this study, the cooperative script strategy was significantly effective to teach writing an analytical exposition text and the writers recommends the teacher use cooperative script strategy in teaching process and also for the students to apply cooperative script strategy to help the students to conveying their idea and improving their writing ability.

scholarly journals A Correlation Between Students’ Intelligence Quotient (IQ) and Their Writing Ability for the Eighth Grade

2020 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
Muhammad Zainul Muttaqin Eka Wiratna ◽  
Hidayatul Hamdiah
Keyword(s):  
Null Hypothesis ◽  
Quantitative Research ◽  
Intelligence Quotient ◽  
Alternative Hypothesis ◽  
Eighth Graders ◽  
Significance Level ◽  
Writing Ability ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Mean

This article was focused on the correlation between students’ intelligence quotient (IQ) and their writing ability. The purpose of the study was to find out whether there is any positive correlation between students’ intelligence quotient (IQ) and their writing ability. This study was quantitative research. The sample was 25 students. To collect the data, the researchers informed the students’ an instrument in multiple-choice tests as many as 15 questions for intelligence quotient (IQ) and an essay which is a form in the descriptive text for writing ability. Descriptive statistic and hypothesis testing were used to analyze the data in this research. Furthermore, the mean score of students’ intelligence quotient (IQ) was 78.00 and 66.24 was the mean score of students’ writing. Moreover, the Standard Deviation of intelligence quotient (IQ)was 3.464 and writing was 4.772. The present researcher found out the result of the correlation coefficient was .403 at p =.046 which was lower than 0.05 (as the standard significance level in SPSS) at two tails. This implied the first Ho (null hypothesis) was rejected and first Ha (alternative hypothesis) was accepted. It means that there was a correlation between students’ intelligence quotient (IQ) and their writing ability for the eighth graders of MTs Ihya’ Ulumuddin. Keywords: Intelligence Quotient (IQ), Writing Ability, and Intelligence

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