scholarly journals THE USE OF PQRST (PREVIEW, QUESTION, READ, STATE, TEST) IN TEACHING READING NARRATIVE TEXT FOR EIGHT GRADERS STUDENTS OF SMPN 2 PURWOASRI

2020 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
Zamratus Zahra Abdillah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Test Method ◽  
Teaching Reading ◽  
New Information ◽  
Significant Difference ◽  
State Test ◽  
Before And After ◽  
Post Test

PQRST (Preview, Question, Read, State, and Test) Method is alternative method to make teaching and learning process interesting. Through PQRST method, the students can participate in the teaching and learning process actively. PQRST method is expected to be effective because the use of it can avoid the weakness of common method that be used in teaching and learning process. The research design used is quantitative and the method is one group pre-test and post-test experimental design. In this study, the data are collected from the result of pre-test and post-test. After getting result of score between pre-test and post-test, the data was couted by using SPSS to find t-test. It is used to describe whether there is significant difference between students' reading narrative text before and after being taught by using PQRST method. It is recommended for the teacher to use PQRST method. It can help them to develop their teching method, especially in teaching reading narrative text. It also recommended for the reader this research hopefully can add the new knowledge which they have not been known before and the last for the further researcher this research hopefully can give new information and references in doing same kind research, and they can improve this research to be complete and better.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

scholarly journals TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL

2019 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Afifah Linda Sari ◽  
Radityo Tri Nugroho
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Main Idea ◽  
Reading Skill ◽  
Teaching Reading ◽  
Significant Difference ◽  
Before And After ◽  
Research Procedure ◽  
Second Year ◽  
Teaching Learning

Abstract: This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the students’ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching learning process from the first meeting until fourth meeting the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the students’ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is appropriate method in increasing the students reading skills and helpful in teaching-learning process. 

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

scholarly journals Learning The Strategy of Reasoning Through Marzano Dimensional Mastery Learning Model Among Form Four Students for The Topic Of Differentiation

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Mohamad Nizam Arshad ◽  
Noor Azean Atan ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Implementation Process ◽  
T Test ◽  
Education Development ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Reasoning Skills

Reasoning skills are very important in encouraging students to think more critically and logically, as depicted in the Malaysian Education Development Plan (2013-2025). Therefore, this study looked into improving the Differentiation Reasoning Level (DRL) of reasoning skills among students for a topic in the Additional Mathematics subject,  known as Differentiation, through reasoning learning strategy. The study participants consisted of a total of 31 students from a secondary boarding school in Johor, selected through a purposive sampling method. A pre-test was carried out for the participants, from the advanced level, followed by a number of repetition tests, before the post-test assessment was conducted. The data collection for this study employed a set of Reasoning Test on Differentiation (RTD) and 10 sets of learning activities on Differentiation based on modified Marzano Rubric for Specific Task of Situations (1992). This dimension involved four types of reasoning skills, namely,  comparison, classification, inductive, and deductive. The survey data, through paired samples t-test, revealed a significant difference between the mean scores in pre-test and post-test (p <0.05). In addition, the paired sample t-test showed a significant difference on the level of reasoning among students from each construct in the reasoning skills before and after using this module. In conclusion, the Marzano Model of Dimensional Learning (1992) is a thinking skill model that can help improve students' reasoning skills. The model covers analysis aspects of what has been learned by implementing the process of identifying reasons, which will help students to add and expand their knowledge. The findings also implied that, the processes of teaching and learning play an important role in ensuring students’ capability to emphasize on the implementation process of reasoning skills

scholarly journals THE EFFECT OF APPLYING DICTOGLOSS TECHNIQUE ON UPGRADING STUDENTS’ COMPETENCE IN WRITING NARRATIVE TEXT AT GRADE XI OF SMAN 4 KENDARI

2020 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Sarni Gita Mustika ◽  
Asrun Lio ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Hypothesis Testing ◽  
Learning Process ◽  
Teaching And Learning ◽  
T Test ◽  
Narrative Text ◽  
Paired Samples ◽  
Post Test ◽  
The Mean ◽  
Writing Competence

This research aims to find out whether or not any significant effect of the Dictogloss technique on upgrading students’ competence in writing narrative text. The subjects of this research were all students in class XI MIA 5 of SMAN 4 Kendari which consisted of 34 students, but only 32 students who were participated in the pre-test and post-test. The researcher collected data by given pre-test to know students’ writing competence. The treatment conducted in teaching and learning process by applying Dictogloss technique. The post-test to know students’ writing competence after being taught by applying Dictogloss technique. The data were analyzed by using paired samples t test. The result showed that the use of Dictogloss technique is significantly influenced students’ writing competence which is reflected by the enhanmcement of students mean score from pre-test to post-test. It can be seen from the mean score of post-test is 77,78, while the mean score of pre-test is 53,19. Furthermore, the result of hypothesis testing showed that the value of Sig.(2 tailed) was 0,000 while the significance ρ value is 0,05, means that (H0) is rejected and (H1) is accepted. Therefore, it can be concluded that there is a significant effect of applying Dictogloss technique on upgrading students’ competence in writing narrative test of SMAN 4 Kendari.

scholarly journals Pengaruh Metode Cooperative Type Jigsaw Terhadap Peningkatan Hasil Belajar Siswa Mata Pelajaran Pendidikan Agama Islam di Kelas V MI Muhammadiyah 09 Kranji Lamongan

2021 ◽  
Vol 7 (1) ◽  
pp. 101-120
Author(s):  
M. Chotibuddin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Test Method ◽  
Correlation Test ◽  
Before And After ◽  
Post Test ◽  
Jigsaw Method ◽  
Test Result

Learning and teaching are the most important activities in the whole educational process. This implies that the success or failure of the educational goals depends on how to design the teaching and learning process (learning) professionally. The success of the learning process cannot be separated from the preparation of students and the preparation of educators. In learning activities, methods are needed for educators and their use varies according to the goals to be achieved after teaching ends. An educator will not be able to carry out his duties if he does not master any of the teaching methods that have been formulated. The methods used in data collection are the observation method and the test method. The data analysis used was the instrument validity test, the normality test and the homogeneity test. The results of the research carried out proved that student learning outcomes before and after using the jigsaw method could be seen from the average pre-test scores of 62.00 and 76.60 post-test results. The pre-test result value is lower than the post-test score, so it means that there are differences in student learning outcomes before and after using the jigsaw method in the learning process.The percentage of the completeness criteria of the pre-test result value is 28%, while the posttest result score is 68%. From this data, it can be seen that using the jigsaw method can affect student learning outcomes. Hypothesis testing using the Product Moment Correlation test and Paired Sample T-test with the help of SPSS 20 software in the sig (2-tailed) section is known to be 0.000 <0.05. As the basis for decision making in the Product Moment Correlation test anddecision guidelines based on the probability value, it can be concluded that H0 is rejected and Ha is accepted. This means that the jigsaw method can affect the improvement of learning outcomes of class V Islamic Religious Education at MI Muhammadiyah 09 Kranji Lamongan

scholarly journals The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

2019 ◽  
Vol 5 (02) ◽  
pp. 131-135
Author(s):  
Dewi Yulyanti ◽  
Slamet Wahyudi Yulianto ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Research Result ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

scholarly journals Engaging Multimedia into Speaking Class Practices: Toward students’ Achievement and Motivation

2017 ◽  
Vol 2 (2) ◽  
pp. 167 ◽  
Author(s):  
Ratnawati Ratnawati ◽  
Didih Faridah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Second Grade ◽  
Mixed Method Research ◽  
Positive Effects ◽  
Qualitative Approaches ◽  
Significant Difference ◽  
Post Test ◽  
Research Findings ◽  
T Distribution

The present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of Galuh University, Ciamis. Further, the study came from insights on students’ boredom during speaking class which affected their achievement and motivation.  Mixed method research design (Creswell, 2013) then employed to answer several proposed hypotheses. For proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. The research findings indicates that  multimedia in speaking class got positive responds from students in term of motivation and accomplishment. The great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. Moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. In this side, the researcher employed experiment of two equivalent groups: control and experimental group. It then reported that t-test related is 2.04  out of 1.70 for  t- distribution which points out that there is significant difference between the results of both tests. It means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of students’ interests, feedback and their cognitive aspects. In line with above statements, the further studies is also necessary  dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education.        

scholarly journals Outcome of Experienced Based Learning (Field Trip) As a Learning Technique in Gaining Knowledge among Graduate and Post Graduate Nursing Students.

2017 ◽  
Vol 07 (02) ◽  
pp. 038-041
Author(s):  
Malarvizhi G. ◽  
H. Glory ◽  
S. Rajeswari ◽  
Bindu C Vasanthi
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Central Place ◽  
Experience Based Learning ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Knowledge And Attitude ◽  
The Individual

AbstractEducation brings changes in behavior of the individual in a desirable manner. It aims at all round development of an individual to become mature, self-sufficient, intellectually, culturally refined, socially efficient and spiritually advanced. In experience- based is that the experience of the learner occupies central place in all considerations of teaching and learning. A key element of experience-based learning is that learners analyze their experience by reflecting, evaluating and reconstructing it in order to draw meaning from it in the light of prior experience. The main aim of the study is to assess the knowledge of nursing students before and after Experience based learning and to determine the attitude of EBL at the end of the field trips. A quasi Experimental research design was adopted. Sample free technique was used to select the 90 B.sc and M.sc (N) students. The data was collected by using semi structured knowledge questionnaire. Inferential and descriptive statistics was used to analyze the data. There was a significant difference in pre test and post test mean score (t= 15.98 at p<0.001). A weak positive correlation was found between post- test knowledge and attitude. There is a significant improvement in knowledge of students in various child welfare services among the present students (c =3.18±.421) than the previous year (c=2.86 ±.371).

scholarly journals Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

2012 ◽  
Vol 5 (1) ◽  
pp. 121-145 ◽  
Author(s):  
Iisrohli Irawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Written Feedback ◽  
Writing Ability ◽  
Significant Difference ◽  
Post Test ◽  
Class Viii ◽  
Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research 

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