scholarly journals Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia

2019 ◽  
Vol 1 (2) ◽  
pp. 81-94
Author(s):  
Rizal Arisman
Keyword(s):  
Conventional Method ◽  
Junior High School ◽  
Hypothesis Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Better Than ◽  
Group Technique

This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL students’ writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL students’ writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL students’ writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve EFL students’ writing skill achievement.

scholarly journals Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia

2019 ◽  
Vol 1 (2) ◽  
pp. 81-94
Author(s):  
Rizal Arisman
Keyword(s):  
Conventional Method ◽  
Junior High School ◽  
Hypothesis Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Better Than ◽  
Group Technique

This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL students’ writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL students’ writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL students’ writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve EFL students’ writing skill achievement.

scholarly journals Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 81-94
Author(s):  
Rizal Arisman
Keyword(s):  
Conventional Method ◽  
Junior High School ◽  
Hypothesis Test ◽  
Significant Difference ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Better Than ◽  
Group Technique

This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL student's writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL student's writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL student's writing skill at pretest in control class was  49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve ESL Student's writing skill achievement.

scholarly journals TRUNK BALANCE EXERCISE LEBIH BAIK DARI PADA STRENGTHENING BACK EXERCISE DALAM MENINGKATKAN KESEIMBANGAN KINERJA OTOT ERECTOR SPINE PADA PEMAIN FUTSAL PEMULA

2017 ◽  
Author(s):  
Yusuf Nasirudin ◽  
Dewa Putu Gde Purwa Samatra ◽  
Wahyuddin ◽  
Susy Purnawati ◽  
Ni Made Linawati ◽  
...  
Keyword(s):  
Hypothesis Test ◽  
Mean Value ◽  
The Body ◽  
Average Value ◽  
Balance Exercise ◽  
Strengthening Exercise ◽  
Significant Difference ◽  
Trunk Balance ◽  
The Mean ◽  
Better Than

In the game of futsal, work of postural muscle balance needed to maintain the stability of the body for receiving the pass and put the ball into the other team's goal at the time of attack, changing the direction of movement quickly when returning to their respective positions and avoid of back disorder. This research is a form of experimental research that will test the effectiveness of the provision of trunk balance exercise is better than the strengthening of back exercises to improve muscle work balance of erector spine on futsal beginner players, in this study sample will be divided into two groups, the first group will be given trunk balance exercise to improve balance of erectorspine muscles work in futsal begginer players, the second group will be given back strengthening exercise to improve balance of erectorspine muscles work in futsal begginer players.This study was conducted for 6 weeks and the intervention performed 18 times during the study period. Samples measured by surface electromyography to measure work of right and left erector muscle by calculating the proportion of the work on the muscle, the measurement is performed at before the intervention and then intervention in accordance with the grouping which has been divided and then after completion of the intervention, the samples will be re-measured to obtain the value of the intervention.The results of the first group who has been given of trunk balance exercise shows the average value of the before treatment (83.82 ± 2.94) % and the mean value of the after treatment (96.74 ± 2.39) %, and in the second group who has been given strengthening back exercise shows the mean value of the before treatment (88.29 ± 1.89) % and the mean value after treatment (95.91 ± 1.75) %, with the probability value of both groups is 0.000 (p <0.05), and can be expressed there is a significant difference between both groups. In the fourth hypothesis test conducted comparative results of both groups, using independent samples t-test using mean value of the first and second groups, in the first group (12.92 ± 2.94) %, and the second group (7.61 ± 2.12) %, with a probability value 0.000 (p<0.05) and can be expressed in statistical analysis is no significant difference between both treatments were carried out and that means, giving trunk balance exercise is better than back strengthening exercise to improve balance of erector spine muscles work on futsal beginner players.

scholarly journals Using Board Game Through TTW Strategy in Descriptive Writing

2021 ◽  
Vol 10 (1) ◽  
pp. 46-54
Author(s):  
Nur Sholikha Muntiari ◽  
Fika Megawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Board Game ◽  
Seventh Grade ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental

This research aims to find out the effect of using board game through TTW strategy on seventh grade students’ writing skill in descriptive text. Quasi-experimental design was implemented to the seventh grade in one of junior high school. The subject of this study was the whole population of seventh grade students in junor high school, in total 81 students. The data collection was taken from pre-test and post-test. The average score of experimental group is 73.81, and the average score of control group is 57.46. Moreover, the hypothesis test shows that Ho is rejected because tcounting (5.71) is higher than ttable (2.31). In TTW strategy the students collaborate between three activities those are Think, Talk, and Write. TTW strategy is more effective becausethe students have enough time in learning process in a class. Additionally, the result of this study indicates that using board game through TTW strategy gives significant effect for developing English writing skill.

scholarly journals Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning

2017 ◽  
Vol 10 (8) ◽  
pp. 135
Author(s):  
Manal Mohamed Khodary
Keyword(s):  
Vocabulary Learning ◽  
Achievement Test ◽  
Control Group ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Faculty Of Education ◽  
Experimental Group

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students’ vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, KSA. They formed two groups: an experimental group (n = 40) and a control one (n = 40). Both groups were pre-tested by using the pre Vocabulary Achievement Test (VAT) for equivalence in vocabulary prior to the treatment. The researcher taught the experimental group throughout the sessions that based on using the VSSPlus in vocabulary learning and she taught vocabulary to the control group by using the Vocabulary Self-Collection Strategy (VSS). Then, the researcher post tested the two groups by using the post VAT and she used the t-test to calculate the differences between the mean scores of the pre and post VAT. The results revealed that a statistically significant difference was found between the mean scores of the experimental group and the control group on the post VAT in favor of the experimental group. The results also showed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post VAT in favor of the post VAT. Therefore, it was concluded that the experimental group outperformed the control group on the post VAT as a result of receiving training on the VSSPlus. It was also concluded that the experimental group performed better on the post VAT than the pre VAT because the VSSPlus helped them develop vocabulary. Some recommendations and suggestions for further research were provided.

scholarly journals THE EFFECT OF HAMBURGER STRATEGY ON STUDENTS’ READING COMPREHENSION OF RECOUNT TEXTS

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Ismalianing Eviyuliwati ◽  
Cesar Abi Sarwan
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
English Education ◽  
School Level ◽  
Teaching Reading ◽  
High School Level ◽  
Significant Difference ◽  
8Th Grade ◽  
Quasi Experimental ◽  
The Mean

ABSTRACTThe study is aimed at finding whether or not the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the eighth-grade students of a Junior High School level called MTs. Daarul Ma’arif in Jakarta, Indonesia. The samples of the study are 43 students who are divided into two groups, the experimental class (22 students) and the controlled class (21 students). The research method used is a quantitative method which employs a quasi-experimental design. The data collection is conducted through pretests and posttests. The validity and the reliability of the tests are measured by using ANATES. Furthermore, the collected data are analyzed using SPSS version 23 to find the t-value, i.e. to know whether there is a significant difference of the mean scores of posttests of the two groups. The finding shows that the mean score of the experimental class is 77.27 and that of the control class is 70.00. The t-value is 2.892. In addition, the hypothesis testing shows that at the sig. 2-tailed, probability  values (p) is 0.006, while alpha value (α) is 0.05. In other words, p < α, which indicates that Hѳ is rejected and Ha is accepted. In conclusion, the Hamburger Strategy is effective to use in teaching reading comprehension of recount texts at the 8th-grade students of MTs. Daarul Ma’arif, Jakarta, Indonesia. ABSTRAKPenelitian ini bertujuan untuk membuktikan apakah Strategi Hamburger efektif bila dipakai untuk mengajar Membaca Teks Recount pada siswa kelas 8 MTs Daarul Ma’arif Jakarta, Indonesia. Sampel penelitian ini terdiri dari 41 siswa yang terbagi dalam dua kelompok, kelompok ekperimen (22 siswa) dan kelompok kontrol (21 siswa). Penelitian ini adalah peneliatian kuantitatif dengan menggunakan desain kuasi-eksperimental. Pengumpulan data dilakukan dengan memberikan pretes dan postes. Validitas dan realibilitas tesnya diuji dengan ANATES. Setelah data terkumpul, dilakukan Uji-t melalui SPSS 23 untuk mengetahui adakah perbedaan yang signifikan pada rerata nilai postes kedua kelompok. Hasil penelitiannya menunjukkan bahwa rerata nilai postes kelompok eksperimen adalah 77,27, sedangkan kelompok kontrol mendapatkan rerata nilai postes sebesar 70,00. Nilai-t nya ditemukan 2,892. Sedangkan dalam uji hipotesa disebutkan nilai probabilitas (p) = 0,006 dan nilai alpha ((α) = 0.05. Dengan kata lain nilai p < nilai (α), yang artinya Hѳ ditolak dan Ha diterima. Kesimpulannya, Hamburger Strategi efektif digunakan dalam mengajar Membaca Teks Recount siswa MTs. Daarul Ma’arif Jakarta, Indonesia. How to Cite: Eviyuliwati., I., Sarwan, C. A.(2018). The Effect of Hamburger Strategy on Students’ Reading Comprehension of Recount Texts. IJEE (Indonesian Journal of English Education), 5(1), 49-60. doi:10.15408/ijee.v5i1.9880

scholarly journals Using Noddy Cartoon to Improve the Writing Skill of the First Year Students of SMK Terpadu Mega Rezky Makassar

2017 ◽  
Vol 4 (2) ◽  
pp. 109-119
Author(s):  
Novalia Tanasy
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether or not the use of Noddy cartoon is effective in improving the writing skill of the first year students of SMK Terpadu Mega Rezky Makassar and (2) the attitude of the first year students of SMK Terpadu Mega Rezky Makassar toward the use of Noddy cartoon in improving their writing skill. The research employs quasi-experimental method with two groups namely control and experimental groups. Each group consists of 30 students. The sample is chosen by applying cluster random sampling technique. The writer uses a test of writing and questionnaire in experimental group. The data obtained through the test is analyzed by using inferential statistic through SPSS version 22.0 program. The Likert-scale is used to analyze data of the student’s response to the questionnaire. In conducting the research, the writer applies Noddy cartoon episodes as the medium in improving the students’ writing skill. The result of this research shows that the use of Noddy cartoon is effective in improving the writing skill achievements of the first year students of SMK Terpadu Mega Rezky Makassar. It is indicated by the significant difference between the result of post-test in the experimental and control groups. The mean score of post-test in the experimental group is 76.77, which is higher than the mean score of post-test in the control group which is only 65.97. Furthermore, the data that are collected from the questionnaire show that the students have positive attitude towards the use of Noddy cartoon in learning writing, which is in scale of 83.20 or categorized as positive.

scholarly journals THE EFFECTIVENESS OF DIRECT PEER FEEDBACK TO INCREASE STUDENTS’ WRITING PERFORMANCE SUJITO (CORRESPONDING AUTHOR)

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emilia Yunita ◽  
Sujito Sujito
Keyword(s):  
Conventional Method ◽  
Peer Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Writing Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

ABSTRACT This study intended to investigate if there was any significant difference between students’ writing performance who were treated using direct peer feedback and students writing performance who were treated using conventional method. The samples were X TKJ1 and X TKJ2 at SMK Mahardika Karangploso in the 2015/2016 academic year. In this study, the researcher used quasi-experimental research design to gain the data. The researcher implemented direct peer feedback in experimental group and conventional method in control group. Writing test as an instrument was used to collect the data. The research was conducted by the researcher for six meetings. Independent sample t-test was used to examine the data, the result showed that the mean score of experimental group was bigger than control group (82.17 > 71.38). Moreover, the sig.2-tailed value was less than 0.05 (0.000 < 0.05). It meant that there was significant differences between students’ writing performance who were treated using direct peer feedback and students’ writing performance who were treated using conventional method. Keyword: performance, peer feedback,

TONGUE TWISTER AS AN ICE BREAKER IN BOOSTING STUDENTS’ SPEAKING ABILITY

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Nopa Yusnilita ◽  
Nurul Afifah
Keyword(s):  
Simple Random Sampling ◽  
Maximum Score ◽  
Significance Level ◽  
Tenth Graders ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Tongue Twister ◽  
Better Than

This study discussed about how tongue twister effective  in boosting students’ speaking ability at the tenth graders of MAN 1 OKU. To collect data, the researcher used test in the form of recording video as an instrument. The methodology of this research was experimental research and the researcher used Quasi experimental method. From the population, the researcher took class X.IPA3 and X.IPS 1 as samples of this research, where X.IPA 3 was as the experimental class, and X.IPS 1 as the control class. The total number of sample was 72. The samples were taken by using simple random sampling. The students’ mean score in pretest in control class was 4.66 while the pretest in experimental class was 6.49. The mean score in posttest in control class was 4.94 and the mean score of posttest in experimental class was 7.36. Based on the distribution of students’ score in pre-test and post-test Tongue Twister strategy was effective in boosting students’ speaking ability to the tenth Graders of MAN1 OKU because the students’ score in post-test was better than pre-test both in control class and experimental class, and the significant difference is seen in experimental class that is taught by tongue twister. The minimum scores in pre-test were 1.67 in each class, and  and the maximum score were 6.94 and 8.33, while the minimum scores in post-test were 1.67 and 5, while the maximum score was 7.5 and 9.17. If the value of Sig. (2-tailed) = 0,000 more than the Significance level (a=0,05) it means that it was significantly effective to use Tongue Twister strategy in boosting students’ speaking ability at the tenth graders of MAN 1 OKU

scholarly journals IMPROVING STUDENTS’ WRITING SKILL THROUGH REFLECTIVE JOURNAL: A STUDY AT A SENIOR HIGH SCHOOL IN ACEH

2020 ◽  
Vol 8 (3) ◽  
pp. 221-230
Author(s):  
Dina Miftahul Jannah ◽  
Bustami Usman ◽  
Bukhari Daud ◽  
Asnawi Muslem ◽  
Iskandar Abdul Samad
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Reflective Journal ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

Sign in / Sign up

Export Citation Format

Share Document