scholarly journals THE EFFECT OF METACOGNITVE LEARNING STRATEGY TOWARDSTUDENTS’ ACHIEVEMENT IN LISTENING COMPREHENSION (AN EXPERIMENTAL STUDY AT THE SECOND YEAR STUDENTS OF MTs.AL- MADANIYAH JEMPONG MATARAM IN ACADEMIC YEAR 2016-2017

2019 ◽  
Vol 10 (2) ◽  
pp. 23
Author(s):  
Hidayati Hidayati
Keyword(s):  
Listening Comprehension ◽  
Learning Strategy ◽  
T Test ◽  
Control Group ◽  
Metacognitive Learning ◽  
Second Year ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study is about the effect of metacognitive learning strategy toward students’ achievement in listening comprehension an experimental study at the second-year students of MTs.AL-MADANIYAH Jempong Mataram in the academic year 2016-2017. The purpose of the study is to know whether there is an effect of metacognitive learning strategy or not toward students’ achievement in listening comprehension. The research method was quasi-experimental research with nonequivalent control group design. The population of the research was all of the second year Students of MTs.AL-MADANIYAH Jempong Mataram, conducted of two classes as a sample; Experimental group II A and Control group II B. II A was taught by using Metacognitive Learning Strategy while II B was taught without using Metacognitive Learning Strategy. The researcher gave the Listening test to gather the data. The formula that used to analyze the data was t-test. It is supposed to know the significant difference between students’ score in the experimental group and control group. Based on the computation of the t-test formula, it was found that the mean score of the experimental group was 17,6 and the mean score of the control group was 9,2. After analyzing the data, it was found that t-test was 5,626. The degree of freedom (df) was (Nx+Ny-2) = (25+25-2) =48. The degree of freedom from 38 students as the sample. The researcher got a score for confident level 0.5 or 95% and score 2.000, for confident level 0.1 or 99% is 2.660. It means that t-test was higher than t-table. After the data had been obtained; it was found that metacognitive learning strategy has a positive effect on teaching listening. It showed by the significant value of t-test >t-table. It means that Ha (alternative hypotheses) was accepted because t-test was higher than t-table. Based on the explanation, the researcher concludes that the effect of metacognitive learning strategy toward students achievement in listening comprehension at the second year students of MTs.AL- MADANIYAH Jempong Mataram has a positive effect.

THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS’ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Veronika N. And Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Second Year ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study focused on finding out the effect of applying RAP (Read, Ask,Paraphrase) Strategy on students’ reading comprehension in reading analyticalexposition text. This study was conducted in experimental design. The populationof this research was the second year of students in SMA Swasta Katolik BudiMurni 2 Medan. There were seventy students of the second year senior highschool students as the sample of the research. This study was conducted with tworandomized groups namely Experimental Group and Control Group. Theexperimental group was taught by applying RAP Strategy, while the control groupwas taught by applying conventional strategy. The instrument of collecting thedata was multiple choice tests which consisted of 25 items. The data wereanalyzed by using t-test formula. The calculation shown that t-observed (5.36)was higher than t-table (1.994) at the level of significance (α) 0.05 with the degreeof freedom (df) 68. It means that there was a significant effect of applying RAPStrategy on students’ reading comprehension in reading analytical exposition text.

scholarly journals THE EFFECT OF TEAM PRODUCT TO IMPROVE STUDENTS’ CREATIVITY IN WRITING AT SMPN 1 JONGGAT

2020 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Zukhairatunniswah Prayati
Keyword(s):  
Control Group ◽  
Product Method ◽  
8Th Grade ◽  
The Subject ◽  
The Mean ◽  
Inferential Analysis ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

scholarly journals Pengaruh Model Pembelajaran Predict Observe Explain (POE) Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 1 Lembar Tahun Ajaran 2015/2016

2019 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Elistiana Safitri ◽  
Kosim Kosim ◽  
Ahmad Harjono
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Test Result

The aim of this research is to know the effect of using Predict Observe Explain (POE) method toward students’ achievement in Physics. This is an experimental research by using experimental group and control group. The research design was Post-test Only Control Group Design. The population of this research was the students of class VII SMPN 1 Lembar academic year 2015/2016. The sampling technique was Cluster Random Sampling in which class VII 2 as the control group and class VII 3 as the experimental group. Both of the groups were given a pre-test before the treatment to know the homogeneity of the groups. The instrument used is an objective test in form of multiple choices. The finding showed that the mean of the posttest in experimental group was 70 and the control group was 60.67, in which both of them were distributed normal and homogeneous. The post-test result was analyzed by using t-test (t-test polled variants) in which the value of the was 2.473 and the  was 2.015 with dk=46 and the significant level was 5%. It showed that the was accepted and was rejected. Therefore, it can be concluded that Predict Observe Explain (POE) Method gave significant effect to the students’ achievement in Physics at Class VII SMPN 1 Lembar Academic year 2015/2016.

THE EFFECT OF ENGAGE, STUDY, ACTIVATE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rahmadayani Saragih ◽  
Masitowarni Siregar ◽  
Anni Holila Pulungan
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
Post Test ◽  
Second Year ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This study is aimed at finding out the effect of Engage, Study, Activate technique on students’ achievement in writing narrative text. This research applied experimental design. The instrument used to collect the data was a written test. The population was the 2015/2016 second year students (grade VIII) of SMP N 1 Sei Rampah. There were nine paralel classes that consisted of 30 students. The total number of the population were 270 students. The total number of the sample were 60 students. The researcher selected the sample by choosing only 2 classes  by using sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by applying Engage, Study, Activate technique while the control group was taught without applying Engage, Study, Activate technique. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (4.383) is higher than t-table (1.671) with the degree of freedom (df= 58) at the level significance 0.05 one tail test. It means that alternative hypothesis stating that there is a significant effect of Engage, Study, Activate technique on students’ achievement in writing narrative text is accepted. Keywords : ESA Technique, Writing Narrative Text

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 THE EFFECTIVENESS OF RANSOM NOTE GAME IN LEARNING VOCABULARY AT SMPN 1 KERUAK

2020 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
Arbi Maulida Hadijah Zurri ◽  
Kamarudin Kamarudin ◽  
Ahmad Hanan
Keyword(s):  
Experimental Design ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Quasi Experimental ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This research was aimed at finding out the effectevenness of Ransom Note Game in learning vocabulary. this research was quasi experimental design. The populations of this research were all of students at second grade students of SMPN 1 KERUAK that consist of 284 students that consist of eight different classes. In which the sample of this research used two classes where VIII.1 Class as experimental group consisted of 32 student and VIII.3 as control group consisted of 31 students. The experimental was taught by Ransom Note Game Game and control group taught by Puzzle Game. The instruments that used were objective test with multiple choices, matching word, fill in the blank and true or false. The analysis used t-test formula. The result of the analysis, showed that the value of to (t obtained) 2, 0888 was higher than tt (t table) 1, 8702, the significant level 0, 05. Based on the result of this investigation, it was proved that the alternative hypothesis (Ha) was accepted. In other words, there was significant effect of Ransom Note Game in learning vocabulary at the second grade students at SMPN 1 KERUAK in academic year 2016/2017.

scholarly journals Improving Reading Comprehension Through Think-Pair-Share (TPS) Technique Students of STIK Siti Khadijah Palembang

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 9-19
Author(s):  
Nyayu Suryani ◽  
Abdul Aziz Rifa’at
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Study Program ◽  
The Third ◽  
Significant Difference ◽  
Before And After ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The objectives of this study were to find out : (1) the significant improvement on the third semester students’ reading comprehension before and after being taught using Think-Pair-Share technique at STIK Siti Khadijah Palembang, South Sumatera, Indonesia; and (2) the significant difference on students’ reading comprehension between the students who were taught by using Think-Pair-Share technique and those who were not. The population of this study was all the third semester students of STIK Siti Khadijah Palembang which consist of 56 students in academic year 2018/2019. The sample of this study was taken by using total sampling. Thus, the total number of the sample was 56 students. The sample was the third semester students at D.III Nursing Study Program (experimental group) which consist of 28 students and the third semester students at S1 Nursing Study Program (control group) which consist of 28 students. The test was given twice to both experimental and control group. True experimental design was used to analyzed the data. To verify the hypotheses, the data used only posttest design to analyzed by using paired sample t-test and independent sample t-test was 0.005 which was lower than 0.05.The result of this study showed that Reading Comprehension by using Think-Pair-Share technique gave significant improvement on the students’ reading comprehension and gave significant difference between students’ who were taught by Think-Pair-Share technique and those who were not.

scholarly journals PENGARUH HERITAGE NARRATIVE TERHADAP PEMAHAMAN MEMBACA SISWA KELAS VIII SMP TELEKOMUNIKASI PEKANBARU

2019 ◽  
Vol 9 (2) ◽  
pp. 109
Author(s):  
Husnul Fadila ◽  
Jismulatif Jismulatif
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental ◽  
The Mean ◽  
Second Year ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

ABSTRACT: This quasi-experimental research aimed to find out whether there is an effect of heritage narrative on reading comprehension of second year students of SMP Telekomunikasi Pekanbaru. This research was a nonequivalent (pretest and posttest) control-group design. In this design, there two groups as the participant (experimental and control group). Heritage narrative was applied in teaching the experimental group while the control group was taught by using narrative from other culture. The population of this research was all students of second year students in academic year of 2017/2018. The total number of population was 71. The sample is chosen by using cluster random sampling. In analyzing data, the writer used the quantitative approach. The results of the data analysis showed that the mean scores of pre-test were 44.86 (experimental group) and 43.47 (control group). The mean score of students after the treatment was higher than pre-test. Moreover, from the statistical analysis, it was found out the t-test (4.75) was higher than t-table (2.01) at the significance level 5%. It can be concluded that there was effect of heritage narrative on students ’reading comprehension.

scholarly journals THE EFFECTIVENESS OF USING WORD MAP TECHNIQUE IN TEACHING VOCABULARY AT THIRD GRADE STUDENTS OF IKIP MATARAM IN ACADEMIC YEAR 2015/2016

2020 ◽  
Vol 4 (2) ◽  
pp. 134
Author(s):  
Terasne Terasne
Keyword(s):  
T Test ◽  
Control Group ◽  
Third Grade Students ◽  
Three Phase ◽  
Quasi Experimental ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling ◽  
Test Treatment

This research aims to find out the effectiveness of using “Word Map” Technique in teaching vocabulary at third grades students of IKIP Mataram in academic year 2015/2016?”. This was a quasi experimental research. The sample of this research was two classes, they were A class and B class in which consist of 39 students. It takes by using cluster random sampling. The sample of the research divided into two groups namely experimental group and control group. Experimental group was taught by Word Map Technique and control group was taught by Three Phase Technique. The design of the research as follow: Pre-test, Treatment, and Posttest.The instrument was multiple choices test consist of 25 items for right answers was  4 for each item. Then, for all right answer ranged 100 for the highest and for the lowest was 0. Based on the data analysis it was found that t-test score was 7.743 and t-table was 1.668. The result showed that the value of t-test was highest then the value of t-table. So, it conclude that there was significant effect of Word Map Technique in teaching vocabulary at third grades students of IKIP Mataram in academic year 2015/2016.

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