scholarly journals AN ANALYSIS OF STUDENTS’ SPEAKING ABILITY IN ENGLISH CONVERSATION CLUB (ECC) PROGRAM AT THE 3rd SEMESTER

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Rica Hiana Shinta Hia ◽  
Herdi Herdi ◽  
M. Fadhly Farhy Abbas

This research is based on students’ speaking ability who had followed the EnglishConversation Club (ECC) program especially for the third semester of English Department. Thepurpose of this study was to analyze the students’ speaking ability at the 3rd semester in the EnglishConversation Club FKIP UNILAK Pekanbaru. The type of the research was mixed method in typeof explanatory design. The number of participant was 53 students. The researcher used twoinstruments, those were test and interview. In analyzing the data, it used in descriptive statistics.The result of the analysis showed that the average score of 3rd semester students’ speaking abilitywas 45.42. It can be concluded that the students’ speaking ability was categorized into failed . Thescore of Standard Deviation was 7.02, Variance was 49.30, and Range was 36 points . It meansthat the students’ speaking ability was homogeneous. According to the Z-Score, it can be seen that49.06% students’ ability was higher than average and 50.94% students ability was below theaverage. In conclusion, the students’ ability in learning speaking English was failed, it had beenaffected by some factors, those were lack of vocabulary, grammar and motivation. It was supportedby the interview, eventhough the students’ perception to English Conversation Club (ECC)program was positive, but in fact, the students’ frequency to speak English was seldom, they wereless practice speaking English everyday.

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Syahdan Syahdan

As the students of English Department, the students should be able in doing grammarwell, in this case Possessive Pronoun. The purpose of this research was to find out the students’ability in applying Possessive Pronoun and their common problem in applying PossessivePronoun in writing sentences at 1st semester FKIP UNILAK Pekanbaru. The type of the researchwas mixed method in type of explanatory design. The number of population was 105 students, theresearcher took 53 students as sample of the 1st semester FKIP UNILAK Pekanbaru selected bysimple random sampling. In collecting the data the researcher used two instrument, test andinterview. The form of test was essay test. The interview is held to support the data. In analyzingthe data, the researcher used SPSS in descriptive statistics. The result of the analysis showedthat the average score of 1st semester student in applying Possessive Pronoun was 52.98.Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93,Variance is 780.25, and Range is 84. According to the Z-Score, it can be seen that 41.5%students’ ability was higher than average and 58.5% students ability was below the average. Itcan be seen that students’ ability in applying Possessive Pronoun was low. For the commonproblem, based on the test, students still mixed up between Possessive Pronoun and PossessiveAdjectives. Students used wrong pattern in using Possessive Pronoun, in which they still useSubject or Object Pronoun. Based on interview, students did not understand clearly aboutPossessive Pronoun, also they have difficulties in learning Possessive Pronoun, for the reason ofabsence of review the lesson. In conclusion, students’ ability in applying Possessive Pronouncorresponds with their common problem.


2019 ◽  
Vol 1 (3) ◽  
pp. 79-83
Author(s):  
Eka Utami Putri ◽  
Syahdan Syahdan

The purpose of this research was to find out the students' ability in applying Possessive pronoun in writing sentences and the problems encounter it.  This mixed method study employs an explanatory design to reveals it. 53 students out of 105 students from1st semester EFL students from one reputable University in Pekanbaru, Indonesia, were invited to this study. These 53 students were selected using simple random sampling and enrolled for an essay test and interview to see the students' ability and explaining the problems. The data analysis using SPSS showed that the average score of students was 52.98. Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93, Variance is 780.25, and Range is 84.  Z-Score was found 41.5%, which is means higher than average and 58.5% while, students' ability was indicated below the average. It showed that the students were low ability in applying possessive pronoun in writing sentences. The study also found the common problems, i.e., (1) students still mixed up between possessive pronoun and possessive adjectives. (2) students used the wrong pattern in using a possessive pronoun. (3) students did not understand clearly about a possessive pronoun, (4) experiencing difficulties in learning possessive pronoun. 


2020 ◽  
Vol 1 (3) ◽  
pp. 89-93
Author(s):  
Syahdan Syahdan ◽  
Eka Utami Putri

The purpose of this research was to find out the students' ability in applying Possessive pronoun in writing sentences and the problems encounter it.  This mixed method study employs an explanatory design to reveals it. 53 students out of 105 students from1st semester EFL students from one reputable University in Pekanbaru, Indonesia, were invited to this study. These 53 students were selected using simple random sampling and enrolled for an essay test and interview to see the students' ability and explaining the problems. The data analysis using SPSS showed that the average score of students was 52.98. Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93, Variance is 780.25, and Range is 84.  Z-Score was found 41.5%, which is means higher than average and 58.5% while, students' ability was indicated below the average. It showed that the students were low ability in applying possessive pronoun in writing sentences. The study also found the common problems, i.e., (1) students still mixed up between possessive pronoun and possessive adjectives. (2) students used the wrong pattern in using a possessive pronoun. (3) students did not understand clearly about a possessive pronoun, (4) experiencing difficulties in learning possessive pronoun. 


Author(s):  
Syamsuddin Syamsuddin ◽  
Andi Azis Jimi

This research aims at finding out whether Blended Learning method was able to improve the students’ achievement and motivation in learning Listening. This research used Action Research design. The subjects of the research were the third semester students of English Department, Faculty of Letters, University of Sawerigading Makassar. This research applied Classroom Action research which consisted of two cycles, each cycle comprised of planning, implementation, observation, and reflection. The data-collecting methods were observation and test. The data were analyzed using descriptive comparative manner. The result of the research revealed that learning listening through blended learning method could improve the students’ achievement. The average score of the initial achievement was 42.07, while at the first cycle was 61.59, and finally, at the second cycle was 68.11. In addition, learning listening through Blended Learning method also increased the students’ learning motivation.


2000 ◽  
Vol 55 (1) ◽  
pp. 45-62
Author(s):  
Zsófia Szirmák

A magyar személyiségszókincs taxonómiai vizsgálatához kapcsolódóan (Szirmák, De Raad, 1994) 620, a magyar személyiségtaxonómia alapját alkotó személyiségleíró melléknevek szociális kívánatosságát, azaz szociális tetszésigény szintjét vizsgáltam. A tanulmány a személyiségleíró melléknevek szociális kívánatosságának középértékét, szórását, z értékét, valamint gyakorisági eloszlását mutatja be tíz ítész hétfokú skálán végzett osztályzatai alapján. A dolgozat emellett a személyiségleíró melléknevek szociális kívánatosságának kutatási irányzatait ismerteti, valamint betekintést enged az angol, német és holland nyelvű taxonómiai kutatáshoz kapcsolódó szociáliskívánatosság-vizsgálatok eredményeibe.In the present study the social desirability is investigated of 620 personality descriptive adjectives from Hungarian personality taxonomy (Szirmák, De Raad, 1994). Ten judges rated the social desirability of the personality relevant descriptors on a seven point scale. The average score, standard deviation, Z score and the frequency distribution of the social desirability of the personality relevant adjectives are presented in detail. The study provides a short overview of the previous social desirability studies with special focus on the taxonomy oriented English, Dutch and German social desirability research.


2020 ◽  
Vol 4 (1) ◽  
pp. 168-181
Author(s):  
Mukminatus Zuhriyah

Almost all of the students who learn English assume that learning grammar of English is not so important. They often think that their English is already acceptable in every condition without good grammar. This assumption makes their care on how important grammar is for their English less. It causes their grammar competence becomes low. Besides, the lecturer’s way of teaching which is not interesting also gives contribution to this low competence. This pre-experimental research was done by implementing gallery walk technique which is believed as an interesting and challenging teaching technique in intermediate English grammar class. The objectives of this research were to know: (1) the students’ grammar competence before the implementation of gallery walk technique, (2) the students’ competence on grammar after being taught by using GWT and (3) the effectiveness of GWT towards students’ grammar competence. The population of this study was two classes of the third semester students of English language eduacation department of UNHASY in the academic year of 2019/2020. The sample was class B comprising of 19 students by using purposive sampling. The students’ average score of grammar before GWT was applied was 67. After GWT was implemented, their mean score of grammar became 73. Because the value of sig. (2-tailed) was lower than 0.05, it showed that the improvement of the average results of pretest and posttest was significantly different. Then, it came to the conclusion that GWT was effective for teaching grammar.


1990 ◽  
Vol 29 (03) ◽  
pp. 167-181 ◽  
Author(s):  
G. Hripcsak

AbstractA connectionist model for decision support was constructed out of several back-propagation modules. Manifestations serve as input to the model; they may be real-valued, and the confidence in their measurement may be specified. The model produces as its output the posterior probability of disease. The model was trained on 1,000 cases taken from a simulated underlying population with three conditionally independent manifestations. The first manifestation had a linear relationship between value and posterior probability of disease, the second had a stepped relationship, and the third was normally distributed. An independent test set of 30,000 cases showed that the model was better able to estimate the posterior probability of disease (the standard deviation of residuals was 0.046, with a 95% confidence interval of 0.046-0.047) than a model constructed using logistic regression (with a standard deviation of residuals of 0.062, with a 95% confidence interval of 0.062-0.063). The model fitted the normal and stepped manifestations better than the linear one. It accommodated intermediate levels of confidence well.


Author(s):  
Nurmi Nurmi ◽  
Hadi Putra ◽  
Penti Nursida ◽  
Khoiro Mahbubah ◽  
Neni Hermita

This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.


Author(s):  
Х.М. Хетагуров

Кленовники Северного Кавказа – особый тип лесных формаций. Особенность проявляется не только в структуре фитоценозов, но и в способах самовозобновления. Объект исследования – чистые и смешанные кленовники в нескольких урочищах РСО-Алания. Объекты расположены в различных условиях горного рельефа и на разной высоте над уровнем моря, от 1100 до 1900 м. Целью исследования является установление особенностей семенного возобновления кленовников, произрастающих в верхнем поясе распространения лесов на Северном Кавказе. Для достижения поставленной цели устанавливали время цветения и созревания семян по вертикальным поясам распространения кленовников. Обилие цветения и средний балл плодоношения устанавливали по В.Г. Капперу. Биометрические характеристики семян определяли по урочищам в трех повторностях. Учет подроста проводили на круговых учетных площадках по 10 м2, в соответствии с методикой А.В. Грязькина. Установлено, что цветение клена Траутфеттера начинается 10–14 мая и заканчивается в третьей декаде мая. Семена начинают созревать к концу августа – к началу сентября. Сроки опадения семян растянуты. Часть семян попадает на почву до начала листопада, поэтому они оказываются погребенными под опадом. Такие семена быстро теряют всхожесть, выпревают. Другая часть опадает вместе с листьями. Третья категория семян (самые легкие) держатся на деревьях до декабря и даже до весны. Естественное возобновление клена семенами под пологом материнского древостоя сильно затруднено из-за мощного травяного покрова. В древостое с сомкнутым пологом доля цветущих и плодоносящих деревьев составляет 2–3%, а средний балл плодоношения составляет 1,3. Освещенность на поверхности почвы не превышает 100 люкс, т. е. составляет 0,2–0,3% от освещенности на открытом месте; на высоте 1,3 м (над травостоем) освещенность несколько выше – от 1,2 до 1,6 тыс. люкс. Под пологом древостоя преобладает подрост вегетативного происхождения. У верхней границы кленового леса подрост семенного происхождения встречается в окнах, прогалинах и на открытых местах в количестве 430–630 экз./га. По высоте преобладает крупный подрост 50–60%, доля мелкого – 10–20%. The maple stands of the North Caucasus – a special type of forest formations. The peculiarity is manifested not only in the structure of phytocoenoses, but also in the ways of self-renewing. Object of research – pure and mixed maple stands in some areas of North Ossetia-Alania. The properties are located in various mountainous terrain and at different heights above sea level from 1100 to 1900 m. The aim of the study is to establish the characteristics of the seed the resumption of the maple stands growing in the upper belt of forests spread in the Northern Caucasus. To achieve this goal setting time of flowering and ripening of seeds on vertical zones distribution dominated. The abundance of flowering and the average score of fruiting was established by V.G. Capper. Biometric characteristics of the seeds was determined by the tracts in three replicates. Accounting for the undergrowth was carried out on a circular experimental plots at 10 m2, in accordance with the method of A.V. Grashkin. It is established that the flowering maple Trautvetter begins may 10–14 and ends in the third week of may. Seeds begin to ripen by late August – early September. The timing of subsidence of the stretched seed. Some of the seeds falls to the ground before the leaves, so they are trapped under the litter. These seeds quickly lose their germination, vypivaet. The other part falls along with the leaves. The third category of seeds (the light) stay on the trees until December and even till spring. Natural regeneration of maple seeds under the canopy of parent stand is very difficult due to the strong grass cover. In forest stands with dense canopy, proportion of flowering and fruit-bearing trees is 2–3%, and the average score of fruiting is 1.3. The illumination on the surface of the soil does not exceed 100 Lux, i. e. 0.2–0.3% of the light in the open, at a height of 1.3 m (on grass) the lighting is slightly higher, from 1.2 to 1.6 thousand Suite. Under the canopy of the forest the undergrowth is dominated by vegetative origin. At the upper boundary of the maple forest, saplings of seed origin occurs in Windows, clearings and open places in the number 430–630 ind./ha. In height dominated by large undergrowth of 50–60%, the share of small – 10–20%.


PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 478-481
Author(s):  
Mouin G. Seikaly ◽  
Richard H. Browne ◽  
Michel Baum

Background. X-linked hypophosphatemia is the most common inherited cause of rickets. Current therapy for this disorder includes vitamin D and phosphate supplementation; however, phosphate therapy has been associated with nephrocalcinosis. The purpose of this study is to evaluate the effect of oral phosphate therapy on growth in patients with X-linked hypophosphatemia treated with either calcitriol or dihydrotachysterol (vitamin D). Methods. We retrospectively evaluated the prepubertal growth of 36 children with X-linked hypophosphatemia. The height standard deviation score (Z-score) of patients initially treated with vitamin D alone and the Z-scores of patients treated with vitamin D and phosphate therapy were compared. In addition, the growth of patients treated with vitamin D was compared with that of patients treated with vitamin D and phosphate from the outset of therapy. Results. Patients treated with vitamin D alone for 5.36 ± 2.18 years had an improvement in Z-score from -3.18 ± 1.10 to -2.49 ± 0.66 SDS, ,P < .05. Adding phosphate therapy for patients initially treated with vitamin D alone for 4.83 ± 2.99 years did not further improve Z-score (-2.49 ±0.66 vs -2.35 ± 0.83). Initial therapy with vitamin D and phosphate for 4.33 ± 2.19 years also improved Z-score, (-2.84 ± 1.02 vs -1.98 ± 0.82, P < .05). The change in Z-score was similar to the group treated with vitamin D alone compared with the group treated initially with vitamin D and phosphate (0.65 ± 0.54 vs 0.85 ± 0.65, respectively). Conclusion. These data demonstrate that both vitamin D alone and in combination with phosphate improved linear growth. Adding oral phosphate for children initially treated with vitamin D alone did not improve Z-score. Initial therapy with vitamin D and vitamin D plus phosphate produced similar changes in linear growth.


Sign in / Sign up

Export Citation Format

Share Document