scholarly journals Improvement in Narrative Writing Skills with Communicative Teaching in Pakistani High Schools

2020 ◽  
Vol V (I) ◽  
pp. 119-127
Author(s):  
Muhammad Samiullah ◽  
Aftab Ahmad ◽  
Abdul Majeed Khan
Keyword(s):  
Relevant Literature ◽  
Secondary Level ◽  
Control Group ◽  
Narrative Writing ◽  
Control Group Design ◽  
Remarkable Effect ◽  
Post Test ◽  
Communicative Approach ◽  
Curriculum Specialists ◽  
Communicative Teaching

The main objective of this research was to find an effect of communicative approach on narrative writing in 9th graders at secondary level. Relevant literature revealed that narrative writing can be enhanced with the help of communicative teaching. Pre-test post-test nonequivalent control group design had been used. To conduct the experimental study six (06) classes from two schools were selected conveniently were selected to gather data to achieve intended objective. There were 206 students involved in the experimentation. Communicative lessons were delivered in the experimental classroom only. The same pre-test was used as a posttest as well. Results of research depicted that communicative teaching had a remarkable effect on increasing narrative writing at secondary level. The outcome of research is valuable for teachers, curriculum specialists, syllabi designers and policy makers. In addition, communicative approach is recommended for teaching writing related to any genre in English.

scholarly journals Effect of Communicative Approach on Creative Writing at Secondary Level in Pakistan

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Muhammad Samiullah Chauhan
Keyword(s):  
Creative Writing ◽  
Secondary Level ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Communicative Approach ◽  
Curriculum Specialists ◽  
And Control

The main purpose of this study was to examine the effect ofcommunicative approach on creative writing among 9th graders. It wasfound from the literature that different aspects of creative writing can bedeveloped through communicative approach. The pretest posttestnonequivalent control group design, that is, Quasi Experimental designwas used. To carry out this investigation six classes from two schools,one public and one private, were selected to collect data for the purpose.206 students were conveniently selected for experimentation. There were33 girls and 173 boys in all the experimental and control groups. Fourtasks of the creative writing were carefully chosen from literature andwere pilot tested at a smaller group of students. After pilot testing, minorchanges were incorporated. The pre-test was administered to control andexperimental groups. Communicative lessons were delivered in theexperimental classrooms only. The same pre-test was used as the posttestas well. The creative compositions were evaluated in the light ofscoring rubrics. They were rechecked by relevant class instructors forinter-rater reliability. The data were analyzed using t-statistics and thesoftware SPSS. Results of the research showed that communicativeapproach had a noteworthy influence on the increase of creative writingskills among secondary level learners. The outcomes of the research areworthwhile for teachers, curriculum specialists, syllabi designers andpolicy makers. In addition, communicative approach is recommended forteaching of writing any genre in English.

scholarly journals Development of Story Writing Skills through Communicative Approach at Secondary Level in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 143-150
Author(s):  
Aftab Ahmad ◽  
Muhammad Samiullah ◽  
Gulzar Ahmed
Keyword(s):  
Relevant Literature ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Scoring Rubrics ◽  
Quasi Experimental ◽  
Story Writing ◽  
Communicative Approach ◽  
Communicative Teaching

The main aim of this study was to observe the effect of communicative teaching on story writing skills among 9th graders. Relevant literature revealed that story writing skills can be increased through a communicative approach. Quasi-Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. Two groups were selected to collect data to achieve the above-stated aim. The creative compositions related to story writing skills were evaluated in the light of scoring rubrics. The data were analyzed using t-statistics. The communicative approach is recommended for teaching dialogue writing.

scholarly journals Impact of E-Content on Learning Chemistry at Higher Secondary Level

2019 ◽  
Vol 7 (4) ◽  
pp. 70-72
Author(s):  
R Selvaganapathy ◽  
A Edward William Benjamin
Keyword(s):  
Secondary Level ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group ◽  
Test Control ◽  
Learning Chemistry

This paper entitled as “Impact of E-Content on Learning Chemistry at Higher Secondary Level” is tried to test the impact of the multimedia courseware in studying chemistry at the XI standard level by picking a sample of 40 students by containing 20 each with control and experimental group by adopting pre-test and post-test control group design. It attains that there is a significant difference that was built in the experimental group compared with the control group. So it is approved to update the studying strategy at the XI std in learning chemistry. It is also established that this experiment also appreciates the passing percentage.

scholarly journals Development of Functional Writing Skills through Communicative Approach in Pakistani High School

2018 ◽  
Vol III (III) ◽  
pp. 559-572
Author(s):  
Muhammad Samiullah ◽  
Aftab Ahmad ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Language Teaching ◽  
Relevant Literature ◽  
Writing Skills ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Control Group ◽  
Control Group Design ◽  
Scoring Rubrics ◽  
Post Test ◽  
Quasi Experimental

The major and foremost aim of the research had been to observe an effect of (CLT) communicative language teaching approach on functional writing skills among 9th graders in Pakistani high schools. Relevant literature revealed that functional writing skills can be increased through (CLT) communicative language teaching approach. Quasi Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. The pre-test was the same, and it had been used as the post-test as well. Creative compositions related to functional writing skills were examined carefully and were marked as per scoring rubrics. The (CLT) communicative language teaching approach is recommended for English teaching specifically writingrelated tasks in the subject of English.

scholarly journals Effect of Cooperative Learning Approach on Students’ Academic Achievement and Motivation at Secondary level

2020 ◽  
Vol V (I) ◽  
pp. 479-489
Author(s):  
Aroona Hashmi ◽  
Mubushra Khalid ◽  
Tariq Hussain
Keyword(s):  
Cooperative Learning ◽  
Computer Science ◽  
Science Learning ◽  
Secondary Level ◽  
Control Group ◽  
Achievement Scores ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Motivation And Achievement

This study discovers the effect of cooperative learning (CL) on students’ achievement and motivation toward computer science at secondary level. Nonequivalent control group design of Quasi-Experimental Research method was used. Two intact groups i.e. thirty students each, were selected as the sample of the study. Students Team Achievement Division (STAD) method of CL was applied on the experimental group while traditional method (lecture) of teaching was used for control group. Pre-test and post-test were conducted respectively by using teacher made test in computer science. Students’ Motivation toward Computer Science Learning (SMTSL) scale was adapted to explore student’s motivation toward computer science. This study significantly indicates that the posttest motivation and achievement scores of students were better than the pretest motivation and achievement scores toward computer science learning. The study promotes CL approach for computer science learning, and intervention should be given for a long time period to observe its effectiveness.

PENGGUNAAN MODEL PEMBELAJARAN STAD (STUDENT TEAMS-ACHIEVMENT DIVISIONS) DALAM PEMBELAJARAN MENULIS SURAT DINAS SISWA KELAS VIII DI SMP NEGERI SE-KECAMATAN PANYINGKIRAN KABUPATEN MAJALENGKA TAHUN AJARAN 2013/2014

2017 ◽  
Vol 3 (1) ◽  
pp. 447
Author(s):  
Iyay Robia Khoerudin ◽  
Neneng Titin ◽  
Eki Kiyamudin
Keyword(s):  
Random Sampling ◽  
Simple Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Student Teams ◽  
Post Test ◽  
Test Control

Penelitian ini bertujuan untuk mengetahui kemampuan menulis surat dinas siswa kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka, mengetahui kemampuan menulis surat dinas dengan menggunakan model pembelajaran STAD (Student Teams-Achievment Divisions) siswa kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka, serta menjelaskan efektifitas model pembelajaran STAD (Student Teams-Achievment Divisions) untuk meningkatkan  pengajaran menulis surat dinas siswa Kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka.Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif dengan metode eksperimen Pre test-Post test Control Group Design, populasinya yaitu SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka tahun ajaran 2013/2014, sedangkan  sampelnya ditentukan melalui teknik simple random sampling yaitu kelas VIII G SMP Negeri 2 Panyingkiran sebagai kelas eksperimen dan kelas VIII B SMP Negeri 1 Panyingkiran sebagai kelas kontrol. Instrumen pengumpulan data yang digunakan tes tertulis tes awal dan tes akhir, kuesioner, lembar observasi guru dan siswa, setelah data diperoleh maka dilakukan analisis data. Data kuesioner dan observasi dianalisis dalam bentuk uraian sedangkan data tes dianalisis dengan statistik dan di deskripsikan.Berdasarkan perhitungan statistik program SPSS 16.0 diperoleh hasil uji t pretes pada kedua kelas tersebut memiliki nilai t=5.429 derajat kebebasan (df)=n-1=38 nilai probability (sig 2-tailed) sebesar 0,000.  Hal ini berarti t hitung <0,005. Artinya 0,000<0,05, pada uji t ini bahwasanya pretes pada kedua kelas terdapat perbedaan yang signifikan antara kelas eksperimen dengan kelas kontrol.  Apabila ditinjau dari segi rata-rata pretes eksperimen lebih efektif daripada kelas kontrol. Hal ini terbukti dari rata-ratanya pretes kelas eksperimen 64,8 kelas kontrol 62,3 selisih rata-rata 2,5. Sedangkan rata-rata postes kelas eksperimen 81,2 dan kelas kontrol 69 terjadi selisih postes 12,2.

ANALISIS KEMAMPUAN PROBLEM POSING MATEMATIS SISWA DALAM PEMBELAJARAN MODEL KOOPERATIF NHT

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Kadir Kadir ◽  
Munawir Sadzali
Keyword(s):  
Random Sampling ◽  
Problem Posing ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Cluster Random Sampling

Tujuan dari penelitian ini adalah menganalisis pengaruh model pembelajaran kooperatif tipe Number Head Together (NHT) terhadap keterampilan problem posing matematis siswa. Penelitian ini dilakukan di SD Al- Zahra Indonesia, untuk tahun akademik 2014/2015. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan Post-test Only Control Group Design, melibatkan 60 siswa sebagai sampel. Untuk menentukan sampel digunakan teknik cluster random sampling. Pengambilan data menggunakan instrumen seperti tes esai tertulis. Keterampilan problem posing matematis siswa yang mengajar dengan model pembelajaran kooperatif tipe Number Head Together (NHT) lebih tinggi daripada keterampilan problem posing matematis siswa yang diajarkan dengan model pembelajaran klasik (t hitung = 2,01 table t tabel = 2,00 ). Persentase jawaban siswa dari problem posing berdasarkan gambar, tabel dan diagram yang diajarkan dengan model pembelajaran kooperatif tipe Number Head Together (NHT) lebih tinggi daripada siswa yang mengajar dengan model pembelajaran klasik. Kesimpulan hasil penelitian ini bahwa pembelajaran matematika Pecahan dengan model pembelajaran kooperatif tipe Number Head Together (NHT) memiliki pengaruh yang signifikan terhadap keterampilan problem posing matematika siswa.

PENGARUH PEMBELAJARAN INOVATIF TERHADAP HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VIIIB1 SMP NEGERI 2 GEROKGAK DENGAN PENGENDALIAN KECERDASAN LINGUISTIK

2019 ◽  
Vol 1 (1) ◽  
pp. 108-114
Author(s):  
I Made Wirta
Keyword(s):  
Sampling Technique ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Innovative Learning ◽  
Inferential Analysis ◽  
English Students

The main objective of the present study is to investigate the effect of implementing innovative learning approaches upon English students’ achievement. The study was quasi experimental study using the post-test only control group design involving 35 students altogether selected using census sampling technique. The instrument which is used to gather data in the study was test. There were two tests used to gather intended data. They were linguistic test and student achievement test. The obtained data were analyzed statistically using descriptive and inferential analysis. The analysis of covariance was conducted to test the hypotheses.

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

PENINGKATAN KEMAMPUAN PEMAHAMAN DAN KREATIVITAS MATEMATIS SISWA DENGAN MENGGUNAKAN MODEL PENCAPAIAN KONSEP

2013 ◽  
Vol 19 (1) ◽  
pp. 52
Author(s):  
Adi Suarman Situmorang
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
P Value ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Test Control

Abstract Tujuan penelitian bertujuan untuk mengetahui peningkatan kemampuan kreativitas matematika siswa yang diajar dengan model pencapaian konsep lebih tinggi dari siswa yang diajar dengan pembelajaran konvensional. Mengetahui interaksi antara model pembelajaran pencapaian konsep dengan tingkat kemampuan matematika siswa terhadap peningkatan kemampuan kreativitas matematika siswa. Penelitian ini dilaksanakan di SMA Negeri 5 Medan dengan jumlah sampel sebanyak 80 siswa dari 364 siswa SMA kelas X melalui teknik random sampling, Penelitian ini merupakan suatu studi eksperimen dengan desain penelitian pre-test-post-test control group design. Data diperoleh melalui nilai semester untuk kemampuan awal matematis (KAM), tes kemampuan pemahaman matematis, tes kemampuan kreativitas matematis. Data dianalisis dengan uji ANAVA dua jalur. Hasil analisis data menunjukkan bahwa rata-rata tes kemampuan kreativitas eksperimen dan kontrol adalah 13,3 dan 7,58 dengan p-value (2-tailed) adalah 0, dengan 0 < α = 0,05 maka terdapat perbedaan kemampuan kreativitas matematik siswa yang diajarkan dengan Model Pencapaian Konsep (MPK) dan Pendekatan Pembelajaran Konvensional, nilai signifikan sebesar 0,732, karena 0,732 > 0,05 maka tidak ada interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap perbedaan kemampuan kreativitas matematik siswa. .

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