scholarly journals The Use of Digital Guessing Game to Improve Students’ Speaking Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 115-126
Author(s):  
Ai Hayati
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This study was investigated the effects of Digital Guessing Games strategy on students?  speaking ability of Islamic Senior High School students as well as to find out their perceptions of using it. In doing so, the subjects consisted of 44 students who were in tenth grade. Then they were divided into two equal experimental and control groups randomly (N=22). This study used explanatory sequential mixed-method whereas pre-test and post-test were administrated to collect quantitative and questionnaire was given to collect qualitative data.The experimental group was taught speaking using DGG application, whereas the control group using conventional guessing game. Analyzing the data through the independent sample t-test revealed the effectiveness of DGG application, the experimental group out performed the control group of speaking narrative text. Furthermore, an Islamic Senior High School students in Tasikmalaya had a positive attitude toward utilization of DGG application. 

scholarly journals THE EFFECTIVENESS OF USING INSTAGRAM IN DEVELOPING STUDENTS’ DESCRIPTIVE TEXT WRITING

2019 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Ari Hilman
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group ◽  
Senior High School Students ◽  
Text Writing

ABSTRACTThis study investigates the effects of Instagram on students’ descriptive text writing of Islamic Senior High School students as well as to find out their perceptions of using Instagram for learning descriptive text writing. In doing so, the subjects consisted of 48 students who were in tenth grade. Then they were divided into two equal experimental and control groups (N=24).Their age ranged between 16 and 17 years old. Gender of participants was not considered as a variable in the study. This study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. The experimental group was taught descriptive text writing via Instagram application, whereas the control group followed Facebook application. Analyzing the data through the independent sample t-test revealed that with the help of Instagram application, the experimental group outperformed the control group in terms of writing descriptive text. Furthermore, Islamic Senior High School students had a positive attitude toward utilization of Instagram application.Keywords: Instagram, students, descriptive text writing

scholarly journals THE EFFECTIVENESS OF USING PADLET IN TEACHING WRITING DESCRIPTIVE TEXT

2018 ◽  
Vol 2 (2) ◽  
pp. 71
Author(s):  
Ilham Sukma Taufikurohman
Keyword(s):  
High School Students ◽  
Teaching Writing ◽  
Control Group ◽  
School Students ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students ◽  
Text Writing

This study was investigated the effects of Padlet on students’ descriptive text writing of Senior High School students as well as to find out their perceptions of using Padlet for learning descriptive text writing. In doing so, the subjects consisted of 54 students who were in tenth grade. Then they were divided into two equal experimental and control groups (N=27). Their age ranged between 16 and 17 years old. Gender of participants was not considered as a variable in the study. This study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. The experimental group was taught descriptive text writing via Padlet application, whereas the control group was taught by conventional media. Analyzing the data through the independent sample t-test revealed that with the help of Padlet application, the experimental group outperformed the control group in terms of writing descriptive text. Furthermore, the students had a positive attitude toward utilization of Padlet application.Keywords: Padlet, students, descriptive text writing

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

scholarly journals The Influence of Guided Inquiry Learning Using Flash Based Invertebramedia on the Senior High School Students’ Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 137-143 ◽  
Author(s):  
Anifatussholihah Anifatussholihah ◽  
Nur Rahayu Utami ◽  
Niken Subekti
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Outcome ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
And Control ◽  
Experimental Group ◽  
Senior High School Students

This research aims to know the influence of guided inquiry learning with flash based Invertebramedia on the learning outcome of senior high school students. The research was done in SMA N 1 Pamotan using Quasi Experimental Design. The sample of the study was X MIPA 1 class (experimental group) and X MIPA 2 class (control group) which was taken by purposive sampling technique. The results showed that there were increasing of cognitive’s learning outcome of the experiment group was 80% and control group was 34.2%. There was a significant difference in the average of cognitive learning outcomes of the experimental group and control group. Analysis of affective and psychomotor aspects showed that learning outcome the experimental group higher that the control group. So, the activity of students during learning process was enchancement. The average of the student’s questionnaire responses after joining the learning was 84.9% in good criteria. The teacher and the students also gave good responses on the implementation of the learning in general. The conclusion of the research is the application of guided inquiry learning with Invertebramedia based on flash influence on high school student’s learning outcomes.

scholarly journals The effect of blended learning model on senior high school students’ achievement

2018 ◽  
Vol 42 ◽  
pp. 00027 ◽  
Author(s):  
Iga Setia Utami
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Learning Model ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Information And Communication ◽  
Experimental Group ◽  
Senior High School Students

The purpose of this research was to determine the effect of blended learning model on senior high school students’ achievement. This study used experimental research method with randomized control group pretest-posttest design. The study was carried out with 63 students attending information and communication technology course, where 31 of whom were in the experimental group and 32 of whom were in the control group. In the experimental group, teacher used blended learning as instructional model, while in the control group, the course was taught based on traditional teaching model. Data collected from the result of learning objective test with 35 questions. The research showed that the learning result of experimental group is higher than the learning result of control group. Based on the result of this research, it can be concluded that the blended learning model contributed more to the students’ achievement.

scholarly journals The Differential Effects of the Algorithm and Proportional Reasoning Approaches on Senior High School Students’ Understanding of Titrimetric Analysis

2019 ◽  
Vol 7 (12) ◽  
Author(s):  
Kennedy Ameyaw Baah ◽  
Solomon Boachie ◽  
Francis Quansah ◽  
Joan Danquah
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Proportional Reasoning ◽  
Senior High School ◽  
Control Group ◽  
Instructional Approach ◽  
School Students ◽  
Post Test ◽  
Experimental Group

This study evaluated The Differential Effects of Algorithm and Proportional Reasoning Approaches on Senior High School Students’ Understanding of Titrimetric Analysis in Berekum Presbyterian Senior High School in the Brong Ahafo Region. The target population was the science students in the school. The accessible population consisted of science one and science two final year elective chemistry students. Quasi-experimental design was used for this study. In this design the researcher used a questionnaire and test to solicit information on students’ understanding on the Effects of Proportional and Algorithm Reasoning Approaches. Purposive sampling technique was used to select 30 students for the research. Science A students formed the experimental group and were taught using algorithm approach while the science B students comprised the control group and were taught using the proportional reasoning approach. There was no interaction between the control group and the experimental group. Difference in performance in pre-test and post-test, the analysis of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed statistically better at significant level (p-value = 0.000 at a=0.05). Students in the experimental group (algorithm approach) performance were better in post-test than the post-test of students in the control group (proportional reasoning). The Hake Gain was then used to calculate for students understanding in titrimetric analysis using algorithm instructional approach in teaching and learning of titrimetric analysis. The gain 0.46 (SD = 0.132) achieved fell within the range i.e. 0.36< 〈 g〉 <0.68 meaning that students understood the titrimetric analysis after they were exposed to algorithm instructional approach. The results of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed significantly better than proportional instructional approach Keywords: algorithm approach, stoichiometry, proportional instructional approach, titration.

scholarly journals TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Dita Fitriana ◽  
Rahmawati Khadijah Maro
Keyword(s):  
High School ◽  
Test Score ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
Board Game ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.

The Effect of Using Humor on High School Students’ Grammar Performance and Motivation

2016 ◽  
Vol 6 (7) ◽  
pp. 1466 ◽  
Author(s):  
Elham Kavandi ◽  
Reza Kavandi
Keyword(s):  
High School ◽  
High School Students ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Dependent Variables ◽  
Post Test ◽  
Group A ◽  
And Control ◽  
Experimental Group

Teaching in high schools needs specific techniques, methods and skills in order to motivate the students (Ss) properly. In this study, the aim was to explore the effect of humor on students' grammar performance and their motivation. The study was designed as true-experimental research-randomized control experimental group, pre-test, post-test design. The participants were second grade high school students (120 students) in four classes. So, the researcher gave them a Nelson test in order to homogenize them. Out of 120 Ss, only 60 Ss who could get 50% percent of score were selected. Then, the Ss randomly were assigned one member of each pair to the experimental group and the other to the control group containing 30 Ss male in each cause-effect relationship between the independent and dependent variables. Then, the data analysis was done by SPSS version 21. The results indicated that there were statistically significant differences between the gained scores in the groups, namely experimental group in comparison to the control group. A questionnaire was also given to the participants to gather their opinions about humor and its effect on their motivation. The finding showed that a large number of students agree of using humor, because it is enjoyable and motivator. It can be concluded that there is significance relationship between using humor and the Ss grammar performance, and their motivations. . Then, through giving the treatment and placebo to the experimental and control groups, respectively, the researcher tried to observe the direct

scholarly journals TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 82-93
Author(s):  
Dita Fitriana ◽  
Rahmawati Khadijah Maro
Keyword(s):  
High School ◽  
Test Score ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
Board Game ◽  
Tenth Grade ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.

scholarly journals The Effectiveness of Nomophobia Therapy on Self-Esteem and Nomophobia Symptoms in High School Students

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Nasrin Mohammadi Nasab ◽  
Gholamreza Manshaee ◽  
Mohammad Ali Nadi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Background: High mobile-phone dependency may cause cognitive, emotional, and academic impairments among students; hence, proper therapies should be performed to prevent the risk. Objectives: The present study aimed to investigate the effectiveness of the nomophobia therapy package on self-esteem and nomophobia symptoms in high school students. Methods: The research method was quasi-experimental with a pre-test, post-test, and follow-up design and a control group. The statistical population included all the students showing nomophobia symptoms who were in high schools in Isfahan in the academic year of 2018 - 2019. Using purposive sampling, we selected 30 students willing to participate in the project and randomly divided them into experimental (n = 15) and control (n = 15) groups. The research instrument included Nomophobia Questionnaire and Self-Esteem Questionnaire. The experimental group underwent eight sessions (75-minute sessions per week) of nomophobia therapy. The follow-up was performed after two months. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, and repeated measures ANOVA. SPSS version 23.0 was further used to analyze the data. Results: The mean ± SD of the post-test scores of self-esteem and nomophobia symptoms were (19.26 ± 3.34) and (50.60 ± 5.07) in the experimental group and (13.46 ± 2.47) and (71.63 ± 8.47) in the control groups. The difference between the scores of the experimental and control groups in the pre-test was not significant (all P-values were > 0.05). Also, the post-test scores did not have a significant difference from the follow-up scores (all P-values were > 0.05). Nomophobia therapy effectively increased self-esteem in students with nomophobia symptoms in the experimental group (P = 0.0001). The training intervention sessions decreased the nomophobia symptoms of high school students in the experimental groups compared to the control group (P = 0.0001). Conclusions: According to research findings, nomophobia therapy was an efficient therapy for improving self-esteem and reducing nomophobia symptoms in students who suffer from the syndrome.

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