scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Falguni P. Desai ◽  
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals Teaching English through Drama to Tribal Students of Undergraduate Level at Remote Area of South Gujarat Region in India

2020 ◽  
Author(s):  
Falguni P. Desai
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Teaching English ◽  
Test Form ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Experimental Group

Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.

scholarly journals THE USE OF ENGLISH COMICS “AVENGERS” FOR ENRICHING STUDENT’S VOCABULAR MASTERY: A CASE OF THE EIGHTH GRADE STUDENTS OF SMPN 20 SEMARANG

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Susanti Susanti
Keyword(s):  
Learning Process ◽  
English Language ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Eighth Grade Students ◽  
Post Test ◽  
Teaching Learning ◽  
Experimental Group ◽  
Test Result

In teaching learning process, one of the important components of the English language is vocabulary since it is the most important thing in conducting communication. But the students often get problems in expressing their ideas as they are lack of vocabularies. To enrich their vocabularies, a treatment is given to them. The treatment is teaching vocabulary by using English comic Avengers for the experimental group. The problems of this study are: How is the result of using English comics as a medium in teaching English vocabulary?. Is comic effective as a medium in teaching English vocabulary?. From pre-test (44.0625) to post-test (62.5) for control group and pre-test (44.69) to post-test (72.81) for experimental group. It means that the use English comic is effective for enriching vocabulary mastery.The t-test result showed that t-test was 3.47 and the t-table for 5% was 1.67. It means that t-test was higher than t-table (3.47>1.67).

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

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 DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

scholarly journals Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research)

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Soviyah Soviyah ◽  
Yunia Purwaningtias
Keyword(s):  
Experimental Research ◽  
Junior High School ◽  
Control Group ◽  
Sample Population ◽  
Central Java ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Pictures use in an educational setting fits the idiom: old but gold. There have been plenty of studies revealing how good the use of pictures in the classrooms is. Pictures have been long known to have the ability to help motivate, demonstrate, and instruct the students during a learning process. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically, it aims at finding out the effectiveness of the use of picture cues in teaching writing.The study belongs to experimental research involving two groups of experiment and control. The eighth-grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing a sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it’s done quantitatively applying both descriptive and inferential statistics.The result of the research shows that there is a significant difference in the students’ writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pre-test shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the post-test indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in a score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.

scholarly journals The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

2019 ◽  
Vol 5 (02) ◽  
pp. 131-135
Author(s):  
Dewi Yulyanti ◽  
Slamet Wahyudi Yulianto ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Research Result ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

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