scholarly journals The effectiveness of task-based language teaching to improve students' speaking skills

2021 ◽  
Vol 5 (1) ◽  
pp. 205-214
Author(s):  
Morita Panduwangi ◽  
Keyword(s):  
Private College ◽  
Control Group ◽  
English Department ◽  
Self Confidence ◽  
Post Test ◽  
English Speaking ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Speaking Skills

This study aims to find out the effectiveness of Task-Based English Teaching (TBLT) to improve college students’ speaking skills. Teaching speaking is considered to be difficult as there are various factors involved, both from the teachers’ part and the students’ as well. TBLT uses authentic sources of teaching materials with tasks as the essence of the teaching instructions. The research was done in a private college in Bogor. Sixty 1st semester-students of non-English department are the subjects of the research. They were divided into two groups: the control group and experimental group. Each group consists of 30 students. The control group was taught using a more conventional method, however the experimental group was taught using Task-based instructions. A pre and post test were administered to both groups to find out the effectiveness of TBLT to improve their speaking skills. The mean scores of pre and post English speaking tests were tabulated using SPSS to identify whether there was a difference in students’ achievement of both groups and whether the difference was significant or not. Questionnaires were also distributed to find out their perspectives towards the English lessons. The results of the tests were supported by the students’ answers in the questionnaires in which all students of the experimental group showed significant improvement in their speaking skills in term of accuracy and fluency. Their perspective after experiencing TBLT in the English lessons also demonstrates a significant change resulting in students’ higher self confidence in speaking.

scholarly journals PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Davi Sofyan
Keyword(s):  
Cooperative Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Student Teams ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Cluster Random Sampling

The purpose of this study was to determine how much influence the cooperative learning model type student team's achievement division has on basketball shoot lay-up skills. The research method used in this research is a quasi-experimental method. The type of research design used was the non-equivalent group design. The population in this study were students of class XI SMA Negeri 1 Majalengka in 2019 totaling 424 students. The sampling technique used in this study was cluster random sampling technique. The sample in this study amounted to 214 students consisting of class XI IPS 1-4 and XI MIPA 7-8. The experimental group class XI IPS 1-2 and XI MIPA, control group class XI IPS 3-4 and XI MIPA 8. The results showed that the mean pre-test lay-up shoot of the experimental group was 4.09 while the control group was 3.92. The mean post-test shoot lay-up of the experimental group was 6.76 while the control group was 4.72. Furthermore, by looking at 95% confidence interval of the difference, there is a difference between the shoot lay-up results of the experimental group and the control group, which is -0.190 to 2.412. Thus, it can be concluded that STAD is effective in improving basketball shoot lay-up skills.

scholarly journals The Effects of Task-Based Language Teaching on Writing Achievement at a High School in Vietnam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Dang Thi Thu Huong ◽  
Keyword(s):  
High School ◽  
Teaching Writing ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test’s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test’s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants’ level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals THE EFFECT OF SUMMARIZING TECHNIQUE ON READING ACHIEVEMENT

2020 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Siti Syafi’atul Qomariyah
Keyword(s):  
Data Analysis ◽  
Reading Achievement ◽  
Critical Value ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
The Difference ◽  
Level Of Significance ◽  
Experimental Group

This article is a report of experimental conducted at the second year students of SMA Kanjeng Sepuh Sidayu Gresik. This study was conducted to measure the effect of summarizing technique on reading achievement. The instrument used for collecting data was test.  The data analysis showed that mean of pretest was 37,94 in experimental group and 33,68 in control group. The result of t-test of pre-test was 2,444 and t-critical was 1,684 in level of significant .05. And the mean of post-test was 74,52 in experimental group and 68,39 in control group. The difference between the two mean score is 6.13. The mean of the control group is lower than the experimental one. In which the highest score was 52 and the lowest score was 20 in control group and experimental group. From the data analysis, the writer got findings. The mean score of experimental group was 74.52 and the mean score of control group was 68.39. after applying the ANCOVA formula, it indicates that F-value was 4.117 and the critical value with the level of significance .05 was 4.00. The finding shows that students’ achievement of reading in posttest (after treatment) of experimental group was higher than control group. It was found out that summarizing technique was effective in reading achievement.

scholarly journals Effectiveness of Active Debate Method in English Speaking Skills of Students in SMAN 3 Padangsidimpuan

2019 ◽  
Vol 2 (2) ◽  
pp. 171
Author(s):  
Khairunnisah Nasution ◽  
Apriyanti Hasibuan ◽  
Happy Sri Rezeki Purba
Keyword(s):  
T Test ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Calculation Results ◽  
Active Debate ◽  
English Speaking ◽  
The Difference ◽  
Experimental Group ◽  
Speaking Skills

<em>This research aimed are : 1) Knowing the effectiveness of the debate method in improving students' speaking skills in learning English, 2) Knowing the differences in students' speaking skills using the debate method and without using debate method.The data was collected using test, they were pretest and postest. The result of evaluation was analyzed through quantitative. The results showed: There was a significant difference between the speaking skills of students who received speaking learning using the active debate method with students who received speaking learning without using the active debate method The difference in speaking skills is indicated by the results of the posttest t-test of the control group and the posttest of the experimental group, namely the calculation results show that the t count score is greater than the t table score (th: 2.882&gt; tt: 1.994) at the 5% significance level and db 70. The results of the t-test showed that there were differences in the speaking skills of the control group students who received speaking learning without using the active debate method and the experimental group that received speaking learning using the active debate method.</em>

scholarly journals EXAMINING THE EFFECTS OF PEER REVIEWING ON STUDENTS� COMPETENCE IN WRITING ARGUMENTATIVE TEXT AT THE FOURTH SEMESTER OF ENGLISH DEPARTMENT OF STAIN WATAMPONE

2019 ◽  
Vol 12 (2) ◽  
pp. 168-182
Author(s):  
MUSFIRAH MUSFIRAH
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
English Department ◽  
Argumentative Text ◽  
Content Organization ◽  
Peer Reviewing ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

The research aimed at finding out (1) The effectiveness of peer reviewing in enhancing the writing competence of the students of STAIN Watampone. (2) The writing components: content, organization, vocabulary, language use, and mechanics in that are mostly affected in the use of peer reviewing technique. This research applied a quasi-experimental method to two groups. The experimental group applied peer reviewing technique while the control group applied self assessment technique. The subjects of this research were the students of the fourth semester English Department of STAIN Watampone. The sample was chosen by applying cluster random sampling technique. In collecting data, the researcher used writing test in pretest and posttest. The data that was used in the form of quantitative data in the form of test results to write argumentative text. Then the results were analyzed by T-Test and ANOVA analysis using SPSS version 20 Program. The results of the analysis of the data showed that (1) peer reviewing techniques can enhance the quality of learning outcomes and process of writing argumentative text. It was proved by the mean score of posttest of experimental group was 75.16 while mean score of post test of control group was 68.85. The mean score of posttest was higher than the mean score of pretest (75.1668.85). (2) The writing component was most affected of the use of peer reviewing was content (M: 22.05).

scholarly journals ENHANCING ENGLISH SPEAKING SKILL THROUGH JIGSAW COOPERATIVE LEARNING (Action Research In X Class of MIA SMA Negeri 2 DKI Jakarta)

2018 ◽  
Vol 17 (2) ◽  
pp. 46-53
Author(s):  
Khaessar Indra Perkasa ◽  
Emzir Emzir ◽  
Ratna Dewanti ◽  
Ratna Dewanti
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
In The Beginning ◽  
Student Input ◽  
And Control ◽  
Experimental Group ◽  
Speaking Skills

Abstract Many factors make quality education or not. These factors include the professionalism of educators, educational inputs both in the form of student input and facilities (infrastructure input), learning process, environment and others. This paper attempts to confirm the process of improving students' speaking skills on English subjects through cooperative learning of Jigsaw models on students in X Class of MIA SMA Negeri 2 DKI Jakarta. The subjects were 108 students studying speaking English The subjects then were randomly assigned into experimental group and control group The experiment lasted for nine weeks started with pre-test in the beginning and ended with a post - test in the last meeting. During the treatment, the teacher applied planning, drafting, revising and editing stages in learning. The result shows Learning outcomes in students, especially speaking skills in students in SMA Negeri 2 DKI Jakarta has increased. This is evident through the experiments on cycles I and II both for class 10 Mipa 1, from the mean of 70.9167 to 84.2778. class 10 Mipa 2, from the average 71.8056 to 86.2222 and for class 10 Mipa 3 from the average 70.5833 to the average 84.2222 so that the total increase during applying the Jigsaw type cooperative learning model from the initial value. Keywords: skill speaking english, jigsaw cooperative learning

scholarly journals Use of Project-based Training in Teaching Business Translation

2021 ◽  
Vol 2 (4) ◽  
pp. 11-16
Author(s):  
Belqes Al-Sowaidi
Keyword(s):  
Project Based Learning ◽  
Control Group ◽  
Undergraduate Level ◽  
Teaching Business ◽  
Post Test ◽  
Pros And Cons ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Traditional Manner

The present study reports on the use of project-based learning in teaching business translation at the undergraduate level at two Yemeni universities; namely, Al-Saeed University and Taiz University. Two groups of students, one control and the other experimental, were selected. Both groups took a pre-test in business translation in which they were asked to translate several texts from Arabic into English, and vice versa. After the pre-test, the two groups completed a 3-month business translation course. Project-based translation training was used with the experimental group. The control group covered the content of the course in a traditional manner. Both groups were asked to take a post-test in business translation after completion of the course. The study concluded that the experimental group that completed the project-based training showed more progress than the control group. The difference between the mean of the two groups was found to be significant, at p < 0.05. Members of the experimental group were also interviewed about the project-based approach adopted in the programme to gain insights into its pros and cons.

Effect of Activity-Based Games on Students' Academic Achievement in Social Sciences

2021 ◽  
pp. 82-95
Keyword(s):  
Academic Achievement ◽  
Performance Test ◽  
Mean Value ◽  
Control Group ◽  
Second Phase ◽  
Initial Stage ◽  
Post Test ◽  
The Mean ◽  
Based Instruction ◽  
Experimental Group

The purpose of the research was to investigatethe effect of activity-based games on the academic achievement of graduate-level pupils in social sciences.An experimental research design with a pre-and post-test control group was used in this study. As pre-test and post-test, MCQ achievement tests containing 70 items were used as research methods for data collecting. The initial stage in this initiative was to collect data on what inspires children to learn. Both groups took a pre-test, and the results were tallied.The project's second phase was to study the effects of variousactivities on academic achievement. Both groups were given an MCQ performance test. The T-test was used to analyze the data. The findings of this study demonstrated that, compared to the control group, mostpupils'marks improved in the experimental group. The mean value showedthat experimental group participants scored 18.77on the post-test, while control group students scored 16.21. According to a post-lesson poll, most students regarded activity-based games to be more engaging than lecture-based instruction.

A STUDY ON THE EFFECTIVENESS OF USING ALPHABET CARDS GAME IN TEACHING VOCABULARY FOR COMMERCIAL BUSINESS ADMINISTRATION STUDENTS

2017 ◽  
Vol 1 ◽  
pp. 54
Author(s):  
Arita Destianingsih ◽  
Ari Satria
Keyword(s):  
Business Administration ◽  
Mean Value ◽  
T Test ◽  
Control Group ◽  
Business Administration Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group ◽  
Administration Students

The aim of this study was to know the effectiveness of the use of alphabet cards game as interesting tool to explain vocabularies and it make it easier to remember their meanings. This study belongs to the quasi experimental research and presents pre-test, post test and to investigate the effect of using alphabet cards game on vocabulary mastery of commercial business administration students. The participants were the students from commercial business administration students at the third semester (N=54) of State Polytechnic Bengkalis and divided into two groups. Both groups were taught vocabulary, however, the experimental group students who are exposed to alphabet cards game and the controlled group students who received conventional method. Pre-test and post-test were given to both experimental group students and controlled group students. The score of the vocabulary tests were compared through independent sample t-test. The mean value of pre-test of experimental class was 61.35, while the control class was 52.23. After learning using alphabet card games in experimental class the mean value obtained in post-test was 78.85, while in control class was 59.04.  The improved of learning outcomes can be seen from the level of significance was 0.000 and it was lower than t test 0.000<0.05.  It means that the hypothesis null is not accepted. Therefore, it can be concluded that the score of the students in learning vocabulary between the experimental group and control group was significantly different. The experimental group students who learned vocabulary using alphabet cards game had increased their vocabulary mastery.

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