Enriching Vocabulary For The Fourth Grade Students Of Elementary School Using Total Physical Response

The aim of this research is to find a significant difference between teaching vocabulary using TPR method and teaching vocabulary using conventional method and prove the influences of both. The research was conducted in the form of quasi experiment. The researcher did the experiment using these two classes as a comparison. To analyze the data the writer used statistical calculation of the t-test to determine the final calculation of to (t- observation) that was done to measure the last score of the research test. In analyzing the data, the writer uses the comparative and the influences techniques. This techniques is to prove statistically whether any significant differences and influences between two variables. The processed and analyzed data through the following steps: describing the result of the test of each class, determining interval, mean, modus, median, deviation standard, variance of each class and the last is proving of t-test. The result of the statistic calculation indicated that t-observation (t0) is higher than t-table (tt), 5.82>2.462, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. And based on the comparison result, it was found that zh = 4.64, Z0.05 = 1.645, Z0.01= 2.462, it concludes that 2.462 < 4.64 > 1.645, So Ho rejected if t0 > tα/2. According to the explanation above, we can interpret that teaching vocabulary using Total Physical Response is quite success. It can be proved by the data of students’ score of experiment class is higher than controlled class.

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Improving Students’ Writing Skill by Using Wholesome Scattering Game

EEdJ: English Education Journal ◽

10.32923/eedj.v1i1.1790 ◽

2021 ◽

Vol 1 (1) ◽

pp. 39-47

Author(s):

Dina Novrieta ◽

Sopi Nurisa

Keyword(s):

Null Hypothesis ◽

Alternative Hypothesis ◽

Writing Skills ◽

Sampling Technique ◽

T Test ◽

Control Group ◽

Paired Sample ◽

Significant Difference ◽

Writing Skill ◽

Academic Year

The aim of this research is to describe the implementation of Wholesome Scattering Game in improving students’ writing skills on descriptive text and to find out whether there is a significant difference between students who were taught by using Wholesome Scattering Game and the students who were not. This research used quantitative approach focusing on experimental research which was conducted at SMAN 2 Sungaiselan in academic year 2019/2020. The researcher used purposive sampling technique and two classes were taken as samples, with 69 students (35 students for the control group and 34 students for the experimental). The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who were taught by using Wholesome Scattering Game got higher score than those who were taught by using non-Wholesome Scattering Game. It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between students who were taught by using Wholesome Scattering Game and the students who were taught without using Wholesome Scattering Game.

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English Environment Programs at Polytechnic of National Informatics

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v1i1.4081 ◽

2018 ◽

Vol 1 (1) ◽

pp. 37-43

Author(s):

Fiviyanti Hasim

Keyword(s):

Data Analysis ◽

Null Hypothesis ◽

Alternative Hypothesis ◽

T Test ◽

Control Group ◽

Test Design ◽

Significant Difference ◽

Post Test ◽

Second Year ◽

Experimental Group

English Environment Programs is one of method In Improving Speaking Ability At Polytechnic of National Informatics. This research aims at finding out wheather or not the use of English environment Programs improve the speaking ability. This research used Quasy experimental method with two group pre-test and post-test design. The result of the data analysis showed that the degree of freedom (df) was 43 (n1 + n2 – 2) where n1 = 30 and n2 = 15 so 30 + 15 – 2 = 43), the level of significant (α) = 0.05, the t-test value of students’ speaking ability= 3.765, and the t-table value = 2.021. The t-test value is greater than the t-table value (3.765 > 2.021), this showed that there is a significant difference of improvement between the Control group and Experimental Group. It means that the Alternative Hypothesis (H1) is accepted while the Null Hypothesis (H0) rejected. Based on the result above, the researcher concluded that the using of English Environment Programs can improve the speaking ability of the second year students of Polytechnic of National InformaticsKeywords: English Environment, Speaking, Effectiveness

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ENGLISH ENVIRONMENT PROGRAMS AT POLYTECHNIC OF NATIONAL INFORMATICS

JURNAL ILMU BUDAYA ◽

10.34050/jib.v6i1.4304 ◽

2018 ◽

Vol 6 (1) ◽

Author(s):

Fiviyanti Hasim ◽

Hamzah Machmoed ◽

Nasmilah Nasmilah

Keyword(s):

Data Analysis ◽

Null Hypothesis ◽

Alternative Hypothesis ◽

T Test ◽

Control Group ◽

Test Design ◽

Significant Difference ◽

Post Test ◽

Second Year ◽

Experimental Group

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The Use of Testing, Demonstrating, Practicing, and Revising (TDPR) Technique to Improve Students' Ability in Pronouncing Plosive Consonants

Linguistics and Elt Journal ◽

10.31764/leltj.v9i1.732 ◽

2019 ◽

Vol 5 (1) ◽

pp. 18

Author(s):

Rima Rahmaniah

Keyword(s):

Experimental Research ◽

Null Hypothesis ◽

Research Method ◽

Alternative Hypothesis ◽

T Test ◽

Classroom Activities ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

The Mean

Testing, Demonstrating, Practicing and Revising (TDPR) technique is a technique which includes testing, demonstrating, practicing and revising activities to know and improve the students’ pronunciation ability. Deriving from the importance of pronunciation, the main purpose of the current study is to investigate the use of Testing, Demonstrating, Practicing and Revising (TDPR) technique to improve the students’ ability in pronouncing plosive consonants. Based on the purpose of the study, a series of classroom activities with TDPR technique was done. In gathering the data, the researcher applied a quasi-experimental research method. Pre-test and post-test were distributed to 72 students of SMKN 1 Praya Tengah. The result of the study has revealed that there was a significant difference between the mean of pre-test and the post-test, t-test 5.10 ˃ t-table 1.994, it means that the null hypothesis (Ho) is rejected meanwhile alternative hypothesis (Ha) is accepted. It proved that the TDPR technique can improve students’ ability in pronouncing plosive consonants.

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The Effectiveness of Phonics Approach in Teaching Reading

IJECA (International Journal of Education and Curriculum Application) ◽

10.31764/ijeca.v0i0.1981 ◽

2018 ◽

pp. 52

Author(s):

Atika Salman Faris

Keyword(s):

Null Hypothesis ◽

Alternative Hypothesis ◽

T Test ◽

Read Aloud ◽

Seventh Graders ◽

Teaching Reading ◽

Paired Sample ◽

Significant Difference ◽

Post Test ◽

The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After, calculating the data, it could be known that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

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Improving Students’ Translation Mastery by Hypnoteaching Implementation

ANGLO-SAXON Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris ◽

10.33373/anglo.v7i1.493 ◽

2016 ◽

Vol 6 (2) ◽

pp. 58

Author(s):

Juwita Boneka Sinaga

Keyword(s):

Null Hypothesis ◽

Quantitative Research ◽

Alternative Hypothesis ◽

T Test ◽

Metacognitive Strategy ◽

Brain Wave ◽

Significance Level ◽

Significant Difference ◽

Speaking Skill ◽

Second Year

There is a need to know why students feel so nervous and lack of confidence when speaking. There may be a relationship between their metacognitive strategy and their self-efficacy in speaking skill. This research aimed at improving students’ translation mastery by hypnoteaching implementation. Hypnoteaching stands for two words- hypnosis and teaching. Majid defines hypnosis as a condition like a sleep called trance due to the reduction of brain wave from beta to alpha or theta. In this condition, the client’s conscious mind is opened and the hypnotist can give suggestions directly to the subconscious mind. This research was a quantitative research classified into a true experimental design. In this research, the instrument that used was multiple choice consist of 10 items. The researcher used t-test formula to find out whether there was a significant difference between the both classes after being treated. Based on the findings on the discussion, the researcher concluded that the implementation of Hypnoteaching method effectively improves the second year students’ translation ability at SMA Negeri 6 Padangsidimpuan, Bone. It could be proven by looking at the comparison between the T-test value and T-table value. The T-test value is 5.957 and with 1% of significance level and 38 degree of freedom, T-table value is 2.712 because the T-test value is higher than T-table, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. That significant improvement could be observed in the students’ motivation while the learning process runs.Keywords: translation mastery, hypnoteaching

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Phonics Approach in Teaching Reading

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v6i3.739 ◽

2019 ◽

Vol 6 (3) ◽

pp. 204

Author(s):

Atika Salman Paris

Keyword(s):

Null Hypothesis ◽

Alternative Hypothesis ◽

T Test ◽

Read Aloud ◽

Seventh Graders ◽

Teaching Reading ◽

Paired Sample ◽

Significant Difference ◽

Post Test ◽

The Mean

This research aimed to determine the effectiveness of phonics approach in teaching reading for the seventh graders of SMP Negeri 1 Aikmel, East Lombok, and to what extent it is effective. This research was designed as pre-experimental with read aloud test as the instrument to collect data. The sample of this research consisted of 36 students of SMP Negeri 1 Aikmel. The sample was taken through purposive sampling. In collecting the data, a pre-test and a post-test were given to the students. SPSS 17 for Windows and paired-sample t-test were applied to analyze the collected data. After calculating the data, it was found that there was a significant difference in the mean scores between pre-test and post-test, t(df=35) = 23.314 at p = 0.001, meaning that the null hypothesis was rejected and the alternative hypothesis was accepted. In a nutshell, phonics approach was significantly effective in teaching reading for the seventh graders of SMP Negeri 1 Aikmel.

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THE IMPLEMENTATION OF DEBATE TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN SPEAKING

EXPOSURE JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS ◽

10.26618/ejpbi.v5i2.845 ◽

2016 ◽

Vol 5 (2) ◽

pp. 154

Author(s):

Farisha Andi Baso

Keyword(s):

Research Design ◽

Null Hypothesis ◽

Alternative Hypothesis ◽

Sampling Technique ◽

T Test ◽

Speaking Test ◽

Significant Difference ◽

Before And After ◽

Post Test ◽

Speaking Skill

This study aimed at finding out the students’ speaking skill by using debate.The research design used a pre-experimental, in which it used the pre-test and post-test comparison to find out the result of the research. The population of the research was all students of the Eleventh Grade Students of SMA Perguruan Tinggi Islam Makassar which consisted of three classes. Each class consists of more than 20 students, so the total number of population was 85 students. Among the total number of population, the researcher took one class to be a sample of this research by using purposive sampling technique. The instruments of this research were speaking test and recording. To analyze the score of the students’ achievement in pre-test and post-test, the researcher used t-test analyses. The result of the data showed that there was a significant difference between pre-test and post-test. The value of t-test (6.35) was greater than the t-table (1.729) at the level of significant (p) = 0.05 and degree of freedom (df) = 19. It can be said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Which means that there was a significant difference between the students’ speaking ability before and after using debate or it can be said that the use of debate was effective in improving the students’ speaking skill at the Eleventh Grade of SMA Perguruan Tinggi Islam Makassar?Keywords: Debate Technique, Speaking Ability

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A COMPARATIVE STUDY BETWEEN THE USE OF BLOCK STYLE AND POINT BY POINT METHOD ON WRITING ABILITY

Indonesian Journal of Integrated English Language Teaching ◽

10.24014/ijielt.v3i1.3970 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Muhammad Taufik Ihsan

Keyword(s):

Comparative Study ◽

Null Hypothesis ◽

Quantitative Research ◽

Alternative Hypothesis ◽

Total Sample ◽

T Test ◽

Point Method ◽

Cluster Sampling ◽

Writing Ability ◽

Significant Difference

The main aim of this research was to find out whether there is any significant difference between students’ writing ability on using block style method and students’ writing ability on using point by point method. The design of this research is a causal-comparative study that focusing on quantitative research. The subject of this research was level 2 students’ of language center UIN Suska Riau. The object of this research was comparing between using block style and point by point method on students’ writing ability. The sample was two classes; Experiment class (34 students) and compare class (34 students). The total sample was 78 students by using cluster sampling. The test and questionnaire were used to collect the data and data was anlyzed by using compare means and t-test by using SPSS 20.0. the last finding of this research was found that there was a signifficant difference on students’ writing ability between using block style and point by point method. It shown on comparing the mean score. Block style method was 60.7353 and point by point method was 78.3824. And the hyphothesis testing was show the result of post T-test 11.823, then score of sig.(2-tailed) is 0.000. if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It means that there is a significant difference between The Use of Block Style Method and Point by Point Method on The Students’ Writing Ability at Language Center of UIN Suska Riau. At last, it shows that Point by point was better compared to the implementation of Block Style Method.

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COPS STRATEGY: A STRATEGY TO TEACH WRITING SKILL

UAD TEFL International Conference ◽

10.12928/utic.v1.174.2017 ◽

2017 ◽

Vol 1 ◽

pp. 247

Author(s):

Fitri Novia

Keyword(s):

Null Hypothesis ◽

Alternative Hypothesis ◽

Sampling Technique ◽

T Test ◽

Writing Achievement ◽

Purposive Sampling ◽

Significant Difference ◽

Writing Skill ◽

Written Test

The purpose of this study was to find out whether or not there was a significant difference in writing achievement between students who were taught through COPS strategy and that of those who were not. The sample of the study was 71 students of SMP N 1 Sungai Pinang Ogan Ilir. Purposive sampling technique was used to select the sample. Written test was used to collect the data which consisted of five topics. T-test was used to analyze the data. Based on the result, it was found that the t-obtained (6.450) was higher than t-table (1.950) and the àvalue (0.000) was lower than Pvalue (0.05), the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It meant that there was a significant difference in writing achievement between students who were taught by through COPS Strategy and that of those were not. Thus, COPS strategy can be used to teach writing skill.

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