scholarly journals IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENT THROUGH MINGLE MODEL

2020 ◽  
Vol 5 (2) ◽  
pp. 56-67
Author(s):  
Indrawati FR ◽  
Rofi Inayaturrohmah
Keyword(s):  
Alternative Hypothesis ◽  
Critical Value ◽  
Control Group ◽  
Vocational High School ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Model Treatment ◽  
And Control

The purposes of this study are to unveil the application of Mingle Model to enhance students’ speaking skill at tenth grade of Vocational High School Number 1 Simpangkatis, Bangka and to clarify whether there was or not a significance difference of student mastery of speaking skills between two classes; experimental class where Mingle Model was implemented and non-experimental class where there was no new model given by teacher. This study used quantitative approach with quasi experimental design. There were 72 students from two classes taken as the sample purposively; TKI 1 and TKI 2. This research applied Mingle Model as the treatment given to the experimental class. This study considers some aspects in speaking; comprehension, pronunciation, vocabulary, grammar, and fluency. From the finding, it showed that the students who were given Mingle Model treatment reached better or higher score in the post test than the students who were taught by Non-Mingle Model. In this case, the alternative hypothesis (Ha) was accepted as t-obtained, 3.56, was higher than the critical value of t-table, 2.00. Based on the evidence above, the research concluded that between the experimental and control group there was a considerable difference of students’ speaking performances. Therefore, the findings of this study confirmed that M

scholarly journals Teaching Speaking with Multiple Intelligences Method for Eleventh Grade Students of SMKN 3 Langsa

2021 ◽  
Vol 6 (2) ◽  
pp. 145-153
Author(s):  
Cut Intan Kausar ◽  
Nabilla Aulia Swastica ◽  
Anggun Santoso ◽  
Haura Tahani ◽  
Indah Nur Rizky
Keyword(s):  
Multiple Intelligences ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Statistical Computation ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Test Computation ◽  
And Control ◽  
Experimental Group

The research authorized “Teaching Speaking with Multiple Intelligences Method” focus on observing the influence of application of Multiple Intelligences Method for affecting students’ speaking skill. The purpose of this study was the application of Multiple Intelligences which was dominant in teaching speaking. This study used experimental method with quasi- experimental as the design toward the students. There were two groups consisted of experimental and control group. The experimental group was taught by implementing Multiple Intelligence method and the control group was taught by using usual technique of the teacher. The data were obtained through pre-test and post-test with T-test computation to analyze it. The research states that the implementation of Multiple Intelligences method was more effective in affect students’ speaking skill. It was proven by the result of statistical computation which uttered that t-value (18.54) was higher than t-table, t-value > t-table, (2.000, α = 0.05 and dk = 58). In conclusion, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability

2020 ◽  
Vol 9 (2) ◽  
pp. 227-241
Author(s):  
Syafrizal Syafrizal ◽  
John Pahamzah
Keyword(s):  
Role Play ◽  
Control Group ◽  
Twelfth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Teaching Learning ◽  
And Control ◽  
Experimental Group ◽  
Method Show

The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.

scholarly journals THE EFFECT OF JUMBLED TEXTS TOWARDS STUDENTS’ ABILITY IN WRITING IN SMPN 3 TANJUNG

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 72
Author(s):  
Yunita Astuti ◽  
Tri Setianingsih
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Second Grade ◽  
Control Group ◽  
Group Design ◽  
Inferential Statistic ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The aim of this research was to find out whether jumbled texts have any effects towards students’ ability in writing. This study was experiments research and used pre-test and post-test non-equivalent group design of quasi experimental design. The population of this study was all students of the second grade at SMPN 3 Tanjung and the sample was two classes which consisted of 22 students of each class. To analyze the data this study used descriptive statistic and inferential statistic. The finding of this research showed that the t-test was 3,416 > t-table 1, 682. The mean score of experimental and control group was 760>60,59. It can be concluded that alternative hypothesis was accepted and null hypothesis was rejected and jumbled texts was effective toward students’ ability in writing.Keywords: Jumbled Texts, Ability, Writing

scholarly journals THE EFFECT OF DICTOGLOSS STRATEGY ON THE LISTENING COMPETENCY OF THE TENTH GRADE STUDENTS AT SMA NEGERI 1 SUKASADA IN ACADEMIC YEAR 2016/2017

2017 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
G.A.P. Suprianti ◽  
I Putu Mega Pratama
Keyword(s):  
Null Hypothesis ◽  
Sampling Technique ◽  
Critical Value ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This study aimed at investigating whether or not there was any significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMA N 1 Sukasada. Two classes were taken as samples in this study using cluster random sampling technique. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given different treatments. The experimental group was taught by using dictogloss strategy, meanwhile the control group was taught by using conventional strategy (cloze listening strategy). To collect the data the instruments used in this study were the teaching scenario and post-test in the form of listening test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t-observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy.

The Effect of Using EDRAAK Educational Platform on the Academic Achievement among Tenth Grade Students and Their Attitudes Towards it: أثر استخدام منصة إدراك التعليمية على التحصيل الدراسي في مادة الرياضيات لدى طلبة الصف العاشر الأساسي واتجاهاتهم نحوها

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Mohammad Falah Al-Shugairat, Mohammad Salameh Al-Rsaaie
Keyword(s):  
Academic Achievement ◽  
Study Groups ◽  
Choice Test ◽  
Control Group ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study aimed to identify the Effect of Using EDRAAK Educational Platform on the Academic Achievement among the Tenth Graders and Their Attitudes towards It, the sample of the study consisted of (50) students from the tenth grade in the Petra District Education Directorate, who were randomly divided into two groups (experimental and control). The researchers used the quasi-experimental approach, and the study tools consisted of a multiple-choice test of (20) items to measure student achievement, and an attitudes scale consisting of (24) items, and the results of the study showed There were statistically significant differences at the level of significance (α≤0.05) for teaching using EDRAAK platform on the achievement of tenth grade students in basic mathematics, where the value of t = 3.616 and by looking at the average achievement of the members of the two study groups (experimental and control) on the post-test we find that the difference is due to the average achievement of the experimental group students, which reached (10.64), while the average achievement of the control group on the post-test was (7.24). The results also showed that there are statistically significant differences at the significance level (α≤0.05) for teaching using EDRAAK educational platform on the attitudes of the tenth grade basic students towards mathematics, where the value of t = 2.42, and by looking at the average trends of the members of the two study groups (experimental and control) on the post-test (attitudes), we find that the differences between the averages of students attitudes on the post-test are in the interest of the group’s students the experimental group reached (2.89), while the average attitudes of the control group students reached (2.68). The researchers recommend the necessity of adopting educational platforms as an integral part of the education process in the schools of the Hashemite Kingdom of Jordan.

scholarly journals THE EFFECT OF WATCHING ENGLISH MOVIE TO IMPROVE STUDENTS’ LISTENING SKILL

2020 ◽  
Vol 11 (1) ◽  
pp. 110
Author(s):  
Juwita Boneka Sinaga
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Listening Skill ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
And Control ◽  
Positive Effect

The objective of the study was to find out whether significant effect of watching English movie to improve students’ listening skill at SMAN 16 Batam in academic 2019/2020. The researcher used quantitative method and focused on quasi experimental. The population in this research is all of tenth grade students that consisted of 400 students that selected by  using simple random sampling technique. The subject of the study was grade X social 1 and X4. The researcher conducted research in two classes as experimental class and control class. The researcher use quantitative data by giving pre-test and post-test measure the students’ listening skill. The result of the calculating t-test was tcount > ttable (3,269 > 1,990). It means that Null hypothesis was rejected and alternative hypothesis was accepted. Therefore, in this research was a significant effect of watching English movie to improve students’ listening skill at tenth grade of SMAN 16 Batam. Moreover, watching English movie was gave positive effect to improve students’ listening skill. Watching English movie could motivate the students and interested in learning listening skill. Therefore, the English teacher could carry out the watching English movie to improve students’ listening skill.

scholarly journals Word-Wall Technique in Improving Students’ Vocabulary Mastery at the first Grade of SMPN 4 Kajuara Kabupaten Bone

2020 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Misrawati Misrawati ◽  
Sitti Nurjannah ◽  
Muthmainnah Mursidin
Keyword(s):  
Alternative Hypothesis ◽  
First Grade ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Word Wall ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This research aims to know (1) whether the use of word wall technique is able to improve students’ vocabulary mastery, (2) the students’ interest to learn vocabulary by using word wall technique. This research was conducted at SMPN 4 Kajuara Kabupaten Bone academic year 2017-2018. The subject of this research consisted of 52 students of first grade. The design of the research was quasi-experimental design where the research used two group, they were experimental group and control group. There were 2 classes as a sample namely VII-A as experimental group (taught by word wall) with the total number of 26 students and VII-B as control group (without word wall) with the total number of 26 students. The researcher administered pre-test and post-test to both groups. The result of data shows that there an improvement and interest of using word wall technique toward the students’ vocabulary mastery. Thre percentage of students’ pre-test of experimental group was 19.34 and the score of post-test was 41.74. Therefore, the alternative hypothesis (Ha) of this research is accepted. It means that the use of ward wall technique improves students’ vocabulary mastery at the first grade of SMPN 4 Kajuara Kabupaten Bone.Penelitian ini bertujuan untuk mengetahui (1) apakah penggunaan teknik dinding kata mampu meningktkan penguasaan kosakata siswa, (2) ketertarikan siswa untuk belajar kosakata dengan dinding kata. Penelitian ini telah diadakan di SMPN 4 Kajuara Kabupaten Bone tahun pelajaran 2017/2018. Pokok persoalan pada penelitian ini terdiri dari 52 siswa kelas satu. Bentuk penelitian adalah berbentuk quasi-experimental dimana penelitian menggunakan dua kelompok, yaitu kelompok experimen dan kelompok control. Ada dua kelas sebagai sampel yakni, VII A sebagai kelompok ekperimen (mengajar dengan dinding kata) dengan jumlah 26 siswa dan VII B sebagai kelompok kontrol (tanpa dinding kata) dengan jumlah 26 siswa. Peneliti memberikan pre-test and post-test untuk kedua kelompok. Hasil dari data menujukkan ada peningkatan dan ketertarikan dengan menggunakan teknik didnding kata terhadap peningkatan kosakata siswa. Persentasi skor siswa sebeum diajarkan dengan menggunakan teknik dnding kata adalah 19.34% dan setelah mengajar dengan teknik dinding kata adalah 41.76%. Oleh karena itu, hipotesis altenatif (Ha) untuk penelitian ini diterima. Itu berarti bahwa penggunaan teknik dinding kata meningkatkan penguasaan kosakata siswa di kelas satu SMPN 4 Kajauara Kabupaten Bone.

scholarly journals Using Star (Select, Teach, Activate and Revisit) Strategy to Increase Vocabulary Mastery of Eighth Grade Students

2021 ◽  
Vol 1 (1) ◽  
pp. 11-19
Author(s):  
Supiah Supiah ◽  
Defia Syntha Defi
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The objectives of this study were: (1) to describe the implementation of STAR (Select, Teach, Activate and Revisit) strategy of the eighth grade students of MTs N 1 Bangka, and (2) to find out whether there was any significant difference in vocabulary mastery between the students who were taught by using STAR strategy and the students who were taught without STAR strategy. This study was focused on vocabulary mastery. The total number of sample was 64 students. In this study, the researcher used experimental research method with a quasi-experimental design. The result showed that the students’ vocabulary mastery significantly increased. It could be seen from the pre-test and post-test mean score. Furthermore, the result of independent sample t-test of students’ post-test between experimental group and control group showed that the t-obtained was higher than t-table (2.547 > 2.00) and the p-output was lower than computation with level significant 0.05 (0.014 < 0.05). It means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It could be concluded that STAR strategy was effective to increase students’ vocabulary mastery.

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