scholarly journals TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) AS A TECHNIQUE TO FOSTER STUDENTS’ SPEAKING SKILL

2017 ◽  
Vol 4 (1) ◽  
pp. 19-36
Author(s):  
Lasim Muzammil ◽  
Andy Andy
Keyword(s):  
Second Language Acquisition ◽  
Control Group ◽  
Test Analysis ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
And Control

Teaching Proficiency through Reading and Storytelling (TPRS) is quite essential to improve EFL learners’ speaking ability. It can be done successfully by means of the basic concept of TPRS known as comprehensible input in second language acquisition (SLA). This paper presents a study on learners’ speaking ability through TPRS making use of three important steps; Showing, Telling, and Reading. This is a quantitative study using quasi-experimental as the two intact groups are used; experimental and control group. The data are obtained from pre-test, post-test and questionnaires viewed from both students’ and teachers’ perspective. The data from pre-test and post-test are analyzed by using independent sample t-test. The experimental and control are ascertained to be homogenous in term of English performance from the pre-test analysis. The post-test are carried out from both groups after the treatment and the the result of the test are compared in order to prove if the null hypothesis is rejected indicating that there is significant difference performance between the two groups. The result of the study is expected to be beneficial for English teachers, EFL learners, and further researchers. Keywords: Speaking Skill, Teaching Proficiency through Reading and Storytelling (TPRS)

scholarly journals PENGARUH LATIHPengaruh Latihan Fisik Terhadap Kemampuan Kognitif Lansia Di Desa Ngesrep Kecamatan Ngemplak Kabupaten BoyolaliAN FISIK TERHADAP KEMAMPUAN KOGNITIF LANSIA DI DESA NGESREP KECAMATAN NGEMPLAK KABUPATEN BOYOLALI

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Andreany Kusumowardani ◽  
Endang Sri Wahyuni
Keyword(s):  
Older People ◽  
Cognitive Performance ◽  
Exercise Intervention ◽  
T Test ◽  
Control Group ◽  
Test Analysis ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract : Exercise, Older People, Cognitive Performance, MMSE. Cognitive performance in older people declines gradually due to aging process. It raises problems in functional daily activities, risks of injury, and dependency. Literatures have been revealed the benefits of exercise for health, not only physically, but also mentally. The purpose of this study was to determine the effect of exercise on the cognitive performance of older people in Ngesrep Village, Boyolali District. This study was a quasi experimental one group pre test- post test with control group. A constitutive sampling method was applied to get subjects, and found 20 people for each experiment and control group. The instrument used was Mini Mental State Examination (MMSE). Based on paired t-test analysis in the experiment group, it was found a significant difference on the cognitive performance pre and post exercise intervention (α = 0.05, t = 2.492, p = 0.022, r = 0.657). In the control group, there was no diferrence in pre and post test (p = 0.053). Based on independent t-test analysis between experiment and control group, it was found a significant difference before the intervention (p = 0.031), but after the intervention, there was no difference between the two groups. It was due to the increasing MMSE’s score on the experiment group, whereas the score of control group was relatively the same. Physical exercise had a significant influence on the cognitive performance of older people in this study, so it should be held in Ngesrep Village’s Posyandu routinely.

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability

2020 ◽  
Vol 9 (2) ◽  
pp. 227-241
Author(s):  
Syafrizal Syafrizal ◽  
John Pahamzah
Keyword(s):  
Role Play ◽  
Control Group ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Teaching Learning ◽  
And Control ◽  
Experimental Group ◽  
Method Show

The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.

scholarly journals DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING

2018 ◽  
Vol 4 (2) ◽  
pp. 268
Author(s):  
Nur Aliyah Nur
Keyword(s):  
English Education ◽  
Sampling Technique ◽  
Control Group ◽  
Education Department ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control

The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

scholarly journals METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

2019 ◽  
Vol 2 (3) ◽  
pp. 62-71
Author(s):  
Herlina Syafrianti ◽  
Bambang Suwarno ◽  
Elfrida .
Keyword(s):  
Reading Comprehension ◽  
Wilcoxon Test ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension

scholarly journals History teaching based on the fundamental sources of Turkish cultureTürk kültürünün temel kaynaklarına dayalı tarih öğretimi

2016 ◽  
Vol 13 (3) ◽  
pp. 5772
Author(s):  
Servet Hali ◽  
Yavuz Bolat
Keyword(s):  
Student Success ◽  
Reading Skills ◽  
Teaching Method ◽  
Primary Sources ◽  
Control Group ◽  
Significant Difference ◽  
Turkish Culture ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kulla­nılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.

scholarly journals Using Herringbone Technique in Teaching Reading Narrative Text at the Eighth Grade Students of SMP Negeri 9 Parepare

2018 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Sudarmanto Sudarmanto
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Test Use ◽  
And Control ◽  
Experimental Group

This research discussed how the use herringbone technique  to improve the students’ ability in reading. This research used quasi experimental design that applied a pre-test and post-test design. The data was analyzed by using t-test. The population of this research was the eight year students of SMP Negeri 9 Parepare in academic year 2013/2014. There were two classes, a class for experimental class and a class for control class. It utilized cluster random sampling technique. The number of each class was 30 students. The instrument used in this research was reading test use of herringbone technique in learning reading. The result of this research was a significant difference between experimental group and control group. This indicates the mean score of the post-test of experimental group was 97 while that of the control group was 92. Moreover, the t-test value (7,24) was higher than t-table value (2.021). In other words, Hypothesis Alternative (H1) was accepted and Hypothesis Null (H0) was rejected. This means that Using Herringbone technique can improve the students’ reading comprehension by using herringbone technique.

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