scholarly journals Use of Test-Teach-Test Method in English as a Foreign Language Classes

2018 ◽  
Vol 5 ◽  
pp. 15-27
Author(s):  
Pitmbar Paudel
Keyword(s):  
Sampling Procedure ◽  
Test Method ◽  
Sample Population ◽  
Statistical Tool ◽  
Public College ◽  
Test Items ◽  
Experimental Teaching ◽  
Post Test ◽  
Faculty Of Education ◽  
Experimental Group

 The present study 'Use of test-teach-test method in EFL classes' aims to find out the effect of teach-test-teach method in developing vocabulary, grammatical and reading comprehension skills of Bachelor level first year EFL students in the faculty of education, Tribhuvan University, Nepal. For this experimental research, the sample population consisted 42 B. Ed. students from a Public College, Pokhara who were selected using purposive non-random sampling procedure. The students were divided into two groups; experimental and controlled; each consisted 21 students on the basis of odd even ranking system. The main tools for data collection were test items. A pre-test was administered before they were taught for 4 weeks. Then, the experimental group was taught using test-teach-test method. After experimental teaching, post-test was administered by using the same set as that was used in pre-test. The results of both the tests were compared and determined using simple statistical tool; mean. The findings revealed that the experimental group was found to be performed significantly higher than controlled group.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 15-27

scholarly journals Effectiveness of Guided Writing in Teaching Composition

2015 ◽  
Vol 4 ◽  
pp. 18-25
Author(s):  
Dipendra Kumar Khatri
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Sample Population ◽  
Guided Writing ◽  
Post Test ◽  
Teaching Composition ◽  
The Individual ◽  
Individual Scores ◽  
Experimental Group ◽  
Practical Teaching

This article summarizes the study conducted to find out the effectiveness of guided writing in teaching composition. Fifty-two students of grade nine studying at Khelnechour Secondary School, Surkhet were the sample population of this research. The researcher requested one of the teachers to involve in the practical teaching for carrying out the research. The tests (pre-test and post test) were the major tools for data collection. The students were ranked from the first to the fifty-second position based on the results of the pre-test. They were divided into two groups based on odd-even ranking of the individual scores. Then, experimental group was taught through guided writing activities whereas controlled group was taught without guided writing activities. Each groups attended thirty lessons. Then the post-test was administered. The results of these two tests (Pre and Post) were compared and found that guided writing activities were more effective in teaching composition. Journal of NELTA Surkhet Vol.4 2014: 18-25

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.

Effectiveness of Content–based Instruction in Teaching Reading

2020 ◽  
Vol 10 (5) ◽  
pp. 510
Author(s):  
Ramesh Prasad Adhikary
Keyword(s):  
Action Research ◽  
Research Paper ◽  
Teaching Reading ◽  
Test Items ◽  
Experimental Teaching ◽  
Post Test ◽  
Based Instruction ◽  
In The Beginning

This research paper examines the “Effectiveness of Content-Based Instruction in Teaching Reading.” The objective of the study is to find out the effectiveness of content-based instruction in teaching reading. This study was conducted in Shree Jalpa Devi Secindary School Kamalbazar, Achham (Nepal). The students of grade 9 were taken as the sample of the study. First, I administered a pre-test using the test items in the beginning and on the basis of the result of pre- test, experimental teaching was started. Three progressive tests were administered in the interval of seven class periods each. I taught for 25 days using content-based instruction method. The action research was conducted to find out the strengths and weaknesses of content-based instruction on teaching reading. After the completion of teaching, a post-test was administered .The results of both the tests were compared to determine the effectiveness of content-based instruction on teaching reading. Content-based instruction was found to be effective in teaching reading.

Social Networks as a Tool for E-Collaborative Learning and its Effects on Knowledge Acquisition and Satisfaction Among Al-Aqsa University Students

2017 ◽  
Vol 9 (2) ◽  
pp. 24-45
Author(s):  
Hasan R. Mahdi ◽  
Mohanad A. Al-Taban
Keyword(s):  
Social Networks ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Knowledge Acquisition ◽  
Research Methodology ◽  
Group Design ◽  
Post Test ◽  
Faculty Of Education ◽  
Strategy Design ◽  
Experimental Group

The study sought to identify the effectiveness of social networks as a tool for E-collaborative learning on knowledge acquisition among the students of the Faculty of Education at Al-Aqsa University and satisfaction towards it. To answer the study questions, the developmental research methodology and a one experimental group design with Pre-Post Tests was selected. So, the researchers developed: List of content Analysis of “Evaluation & Measurement” Course, Social networks strategy design as E-collaborative learning tool using Elgazzar (2012) ISD model, two approved research tools (knowledge acquisition and satisfaction). Participants were 33 students of the Faculty of Education at Al-Aqsa University. The study concluded that: 1. There are significant differences at level (a = 0.01) between the two means of pre-post scores of the Acquisition of knowledge and favor to the post test 2. There are significant differences at level (a = 0.01) between the two means of pre-post scores of the total score and the dimensions of the satisfaction and favor to the post test.

scholarly journals Investigating the Use of the Flipped Classroom Method in an EFL Vocabulary Course

2018 ◽  
Vol 9 (2) ◽  
pp. 236 ◽  
Author(s):  
Sarah S. Alnuhayt
Keyword(s):  
Data Collection ◽  
Flipped Classroom ◽  
Control Group ◽  
Positive Attitudes ◽  
Post Test ◽  
Faculty Of Education ◽  
English Program ◽  
Experimental Group

This study investigated the efficacy of using the flipped classroom method in EFL vocabulary classes. The participants consisted of45freshmenstudents enrolled in the researcher's ENG.120 Building vocabulary course in  the English program of Al-Mezahemiah Faculty of Education; Shaqra University. The control group was taught traditionally by lecture- style learning while the experimental group was taught using the flipped classroom method. Data collection instruments included pre-post test and a questionnaire. Findings of the test indicated that the experimental group outperformed the control group in the post- test. Findings of the questionnaire indicated that students in the experimental group had positive attitudes regarding using the flipped classroom method in the EFL vocabulary class.

scholarly journals Effectiveness of Educational Intervention Package on knowledge regarding the care of Epilepsy in Children

2020 ◽  
Vol 11 (SPL4) ◽  
pp. 1741-1746
Author(s):  
Essaki Muthurani K ◽  
Pavithra E ◽  
Vaitheeswari ◽  
Kanniammal C ◽  
Abirami P
Keyword(s):  
Demographic Variables ◽  
Test Method ◽  
Family Education ◽  
Control Group ◽  
Intervention Package ◽  
Post Test ◽  
Health Support ◽  
Study Participants ◽  
Experimental Group ◽  
Insufficient Knowledge

Epilepsy is one of childhood's most common neurological disorders. 5 to 10 per 1000 people worldwide. This study aims to determine the efficacy on Education inferences regarding care on Epilepsy in Children among Anganwadi workers and to find out the association between the knowledge on the care of epilepsy in children among Anganwadi workers with population variables. Interventional pretest and post-test method of A quantitative approach to analysis were used. The study participants were 100 Anganwadi workers at Anganwadi center, Kancheepuram district between the age 25-40 years. Convenient sampling method was used to collect the data and assigned to the control group and the experimental group. The tool consists of two sections which include Section A: Demographic variables of the samples include age, religion, type of family, education qualification, marital status. Income and socioeconomic status, area of residence and availability of health support system. Section B: It consists of 30 inquiry form regarding the care of epilepsy in children, meaning and influence, treatment and avoidance of epilepsy. The study found that the majority of Anganwadi staff 25 (25%) had insufficient knowledge of child care epilepsy. So, in Educational service program on the care of epilepsy in children can be organized in Anganwadi centers to improve the knowledge of Anganwadi workers.

scholarly journals Virtual Environment Based on Integrating Active Learning Google Applications to Develop Using Moodle Skills

2018 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Hamzah Mahmoud Daradkah
Keyword(s):  
Active Learning ◽  
Virtual Environment ◽  
Learning Strategy ◽  
Educational Process ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
Faculty Of Education ◽  
Mu'tah University ◽  
Experimental Group

The aim of this research is to identify the effect of designing a virtual environment based on the integration of active learning and Interactive Google applications in developing the skills of using the e-Learning Management System (e-LMS) Moodle among the students of the Faculty of Education at Mu’tah University in Jordan. The research sample consisted of (30) students randomly selected from the Faculty of Education at Mu’tah University in Jordan. The research tools included an achievement test to measure the cognitive aspects of the skills of using the (e-LMS) Moodle and a note card to measure the performance aspects of the skills of using the (e-LMS) Moodle. The study revealed a statistically significant difference between the average scores of the experimental group in the pre and post- test of the(e-LMS) Moodle for students of the Faculty of Education for post-test, as well as the existence of a statistically significant difference between the average scores of the experimental group in the pre- and post-test of the observation card related to the skills used or the (e-LMS) Moodle for students of the Faculty of Education for the benefit of post-test.The study had several recommendations, the most important of which is the need to work on the employment of Google Interactive Applications and e-learning strategy in the participatory virtual environments, and work on the development of the skills of using e-LMSs among the different groups of the administrators of the educational process.

scholarly journals THE USE OF COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Irwandi Irwandi
Keyword(s):  
Confidence Level ◽  
Null Hypothesis ◽  
Collaborative Writing ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Test Items ◽  
Post Test ◽  
Academic Year ◽  
Experimental Group

This study was carried out to find out about the use of collaborative writing technique to improve students ability in writing descriptive text at the second grade of SMPN 1 Praya in academic year 2015/2016. The total number of samples were 40 students, and they were divided into two groups. The first group was called the experimental group consisted of 20 students and the second group was called the control group consists of 20 students. The data of the study was collected by giving both of groups pre-test and the treatment just for the experimental group which was taught by using collaborative writing technique, and then at the last session of both groups was post-test with the same test items. After analyzing the data obtained, the researcher found that the use of collaborative writing technique affects writing a descriptive text. From the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than the t-table. It is mean that the use of collaborative writing technique affects writing a descriptive text. So, the null hypothesis (Ho) was accepted because the use of collaborative writing technique affects writing descriptive text at the second grade of SMPN 1 Praya in Academic Year 2015- 2016.

scholarly journals The Impact of Teaching Vocabulary for Junior High School Students Using Scrabble Game

2019 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Sulaiman Sulaiman
Keyword(s):  
High School Students ◽  
Experimental Research ◽  
Junior High School ◽  
First Grade ◽  
Research Use ◽  
School Students ◽  
Test Items ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

          ABSTRACTThis research aimed to investigate the use of teaching vocabulary using Scrabble Game on the students’ achievement. The method applied in this research is Pre-experimental research. Pre-experimental research use three group Pre-test and Post-test. The sample of this research is the first grade students of SMP Negeri 1 sungai Raya Kepulauan.The experimental group was given a pre-test consisted 20 items of test (that was initially tried out before at the same class). After the Pre-test was done, it was continued with three times of treatments where the researcher used 20 words as the screabble material, antonym and synonym words. After the treatments were given, a Post-test with the same test items was administered. The result of Pre-test and Post-test were calculated and compared to determine significant increase by using the matched t-test formula. The research finding the t observed value is 3.66 indicated that the treatments have an effect on performance. Since the value of the observed t value is 3.66 exceeds the t critical value of 2.262 at the intersection of 9 df and .05, it shows that the students’ scores differ significantly from Pre-test to Post-test. This research shows that teaching vocabulary using scrabble game increases the students’ achievement onvocabulary. Scrabble game is basically suggested and considered good and appropriate as technique at teaching vocabulary.Keywords : scrabble game, vocabulary, pre experimental.

scholarly journals THE EFFECTIVENESS OF USING VOCABULARY TREES AS A TECHNIQUE IN TEACHING VOCABULARY AT ELEMENTARY SCHOOL

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Binta Nugroho Septiyantono
Keyword(s):  
Conventional Method ◽  
Critical Value ◽  
Difficulty Level ◽  
Control Group ◽  
Test Items ◽  
Discriminating Power ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The topic of the research is the effectiveness of vocabulary trees as a teaching aid to develop the students’ vocabulary mastery. The Objective to investigate whether there is any significant difference in the vocabulary mastery between teaching vocabulary trees and using conventional method. In order to achieve the objective of this research, the writer designed an experimental research. The subject used in the research was 60 students of the fifth grade of SD Negeri Bendungan Semarang; 30 students acted as the experimental group to be taught vocabulary using vocabulary trees and the other 30 students as the control group to be taught vocabulary using conventional method. Before the experiment was conducted, a pre-test was given to both groups. A post test was given after the experiment was done. The test consisted of 25 items of multiple choice types. The test items were first tried out to check the validity, reliability, difficulty level and discriminating power. The result shows that there are significant differences in mean score between control group and experimental group. Mean score of the pre test of the experimental group is 50.53 while that of the control group is 48.33. Thus, the difference between the two means is 2.46. In the post test, the mean score of the experimental group is 81.07 and of the control group is 69.73. Thus, the difference between the two means is 11.34. The result of the t-test based on the pre-test is 0.86, while the result on the post test is 4.52 and the critical value 2.000. Based on the result above, it can be concluded that teaching vocabulary using vocabulary trees resulted in a better learning achievement. The t-value of the post test is higher than the critical value, which means that the students got better understanding when they used vocabulary trees as a technique to improve students’ vocabulary mastery than when they used conventional method. In conclusion, vocabulary is effective and applicable enough as a learning aid to be used in developing students’ vocabulary.

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