scholarly journals THE EFFECT OF ANAGRAM GAMES ON SECONDARY LEVEL STUDENTS’ READING ACHIEVEMENT

2020 ◽  
Vol 5 (1) ◽  
pp. 52-59
Author(s):  
Endang Sulistianingsih ◽  
Rizki Dwi Juliani ◽  
Toto Pradjarto
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Conventional Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
Teaching Reading ◽  
Teachers And Students ◽  
Experimental Group

The study employed a quantitative approach with Two-Group Design. The population consisted of six classes. We took a sample of two classes, VII-C as the experimental group and VII-D as the control group. Samples were determined using cluster sampling techniques. Based on the writer’s observation, some teachers in Junior High School Tegal still used the conventional technique in teaching especially in teaching reading, in fact, reading is very difficult to teach in Junior High School because a lack of vocabulary made the students’ motivation declined in reading. The result of the study revealed the use of Anagram was effective in teaching and learning reading. It happened since in Anagram implementation the students as the participants and the teacher as the facilitator. This situation was suited to the curriculum 2013 in which it concerned students oriented. Besides the students had fun and enjoyed reading because they teach each other, it easy to known students’ lack and need by Anagram Games, students trained to dare to ask and give their opinion especially in leaning reading which has many words and paragraphs. This method is easier, useful and flexible for the teacher to apply because of no need for a lot of time, media, realia and place. So, this study gives recommendations for teachers and students to implement this method.

scholarly journals Teaching Reading Comprehension by Using Computer-Based Reading: An Experimental Study in Indonesian English Language Teaching

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Asmi Rusmanayanti ◽  
M. Laili Hanafi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Computer Based ◽  
Experimental Group

This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.

scholarly journals STAD AS A STRATEGY OF TEACHING READING COMPREHENSION IN JUNIOR HIGH SCHOOL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitri Ferina
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Research Result ◽  
Control Group ◽  
Teaching Reading ◽  
Lecture Method ◽  
Significant Difference ◽  
Experimental Group

This research investigated whether there was a significant difference on students’ achievement in reading comprehension taught using STAD and lecture method. The sample was the eighth-graders of SMPN 3 Banjarmasin. A quasi-experimental design was employed in this research. The experimental group was taught using STAD while control group was taught using lecture method. A reading comprehension test as the instrument of collecting data was administered for both groups. Based on the research result using t-test, it was found that the t value was higher than t-table (2.39315 > 2.00) which means that there is a significant difference of achievement between the experimental group and control group. From these findings it can be interpreted that the use of STAD is more effective than lecture method in teaching reading comprehension for junior high school students. It is suggested for English teachers in Junior High School to use STAD in teaching reading since it is useful in improving students’ reading comprehension achievement.Keywords: reading comprehension, STAD

scholarly journals Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students

2021 ◽  
Vol 15 (2) ◽  
pp. 209-218
Author(s):  
Deswandito Dwi Saptanto ◽  
Tri Arie Bowo ◽  
Ratih Laily Nurjanah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Teaching Aid ◽  
Post Test ◽  
Conventional Methods ◽  
Experimental Group ◽  
Speaking Skills

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.

scholarly journals The Effect of Talking Chips Model Containing Science Literacy on Students’ Learning Competencies In the Material of Climate Change and Its Impact on Ecosystems at Junior High School 20 Padang

2020 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Wa Ode Nurhawa ◽  
Relsas Yogica ◽  
Indra Hartanto ◽  
Syamsurizal Syamsurizal
Keyword(s):  
Climate Change ◽  
High School ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Sampling Technique ◽  
Research Problem ◽  
Control Group ◽  
Cluster Sampling ◽  
Learning Competencies

The research problem at Junior High School 20 Padang  is that the learning model used has not varied, the low competency of students from the aspects of knowledge, attitudes, and skills as well as the implementation of learning models with science literacy. The efforts that can be done are applying the talking chips model with science literacy to the students at Junior High School 20 Padang on the material of climate change and its impact for the ecosystem. The purpose of this research is to find out The Effect of Talking Chips model containing science literacy on students’ learning competencies in the material of climate change and its impact on ecosystems at Junior High School 20 Padang. This research is quasi-experimental research with design randomized control-group posttest only design. The population used was all class VII students’ of Junior High School 20  Padang 2018/2019. Sampling was done using the cluster sampling technique, we selected VII.2 as experimental class and class VII.7 as control class. Based on the results of the students' competency knowledge research  tcount 2.85 > ttable 1.67, the competency attitudes tcount 1.78 > ttable 1.67, and the skills competency tcount 1.78 > ttable 1.67. It showed the hypothesis is accepted. Application of the talking chips model containing science literacy can improve the competencies of class VII students of Junior High School 20 Padang.

scholarly journals Pola Komunikasi Interpersonal antara Guru dengan Murid Berkebutuhan Khusus di SMP Inklusi Sada Ibu

2020 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Iko Fajriaturrizqoh ◽  
Imas Kania Rahman ◽  
Yono Yono
Keyword(s):  
High School ◽  
Special Needs ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Communication Patterns ◽  
Teachers And Students

<p class="15bIsiAbstractBInggris"><em>This research was conducted to describe the interpersonal communication patterns between teachers and students’ ith special needs at the Sada Ibu Inclusion Junior High School Cirebon City in the teaching and learning process. The reseach method used by the author is descriptive qualitative, that is research that produces descriptive data in the form of written ord from the person being observed. Data collection techniques used are observation, direct interview techniques to trusted sources, and documentation. From the result of the reseach that has been done, that the communication between Sada Ibu Inclusive Junior High School teacher are students ith special needs is categorized according to primary, secondary, linear and circular communication patterns which refer to Joseph A. DeVito’s theory of the effectiveness of interpersonal communication. However, in circular communication patterns the responses given tend to be passive because the feedback is not one hundred percent running optimally, the level limitation of students with various special needs</em><em>.</em><em></em></p><p><strong>Abs</strong><strong>trak</strong></p><p>Penelitian ini dilakukan untuk menggambarkan pola komunikasi interpersonal antara guru dengan murid berkebutuhan khusus di Sekolah Menengah Pertama Inklusi Sada Ibu Kota Cirebon dalam proses belajar mengajar. Metode penelitian yang digunakan oleh penulis adalah deskriptif kualitatif, yaitu penelitian yang menghasilkan data deskriptif berupa tulisan kata-kata dari orang yang diamati. teknik pengumpulan data yang digunakan yakni dengan observasi, teknik wawancara secara langsung dengan narasumber terpercaya, dan dokumentasi. Dari hasil penelitian yang telah dilakukan, bahwa komunikasi guru SMP Inklusi Sada Ibu dengan murid berkebutuhan khusus dikategorikan telah sesuai dengan pola komunikasi primer, sekunder, linear dan sirkular yang mengacu pada teori Joseph A. DeVito tentang efektifitas komunikasi interpersonal. Namun pada pola komunikasi sirkular respon yang diberikan cenderung pasif karena feedback tidak seratus persen berjalan secara maksimal karena tingkat keterbatasan murid berkebutuhan khusus yang bermacam-macam..</p>

scholarly journals Research on the Application of PBL Teaching Method in Physics Experiment Teaching

2021 ◽  
pp. 53-56
Author(s):  
Qi Tian ◽  
Zhi-Xin Huang ◽  
Wei Li ◽  
Ming-Hai Wu ◽  
Yu-Jie Chen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
The Times ◽  
Physics Experiment ◽  
Experimental Group ◽  
Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

scholarly journals The Effect of Talking Chips Model Containing Science Literacy on Students’ Learning Competencies In the Material of Climate Change and Its Impact on Ecosystems at Junior High School 20 Padang

2019 ◽  
Vol 4 (4) ◽  
pp. 17
Author(s):  
Wa Ode Nurhawa ◽  
Relsas Yogica ◽  
Indra Hartanto ◽  
Syamsurizal Syamsurizal
Keyword(s):  
Climate Change ◽  
High School ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Sampling Technique ◽  
Research Problem ◽  
Control Group ◽  
Cluster Sampling ◽  
Learning Competencies

The research problem at Junior High School 20 Padang  is that the learning model used has not varied, the low competency of students from the aspects of knowledge, attitudes, and skills as well as the implementation of learning models with science literacy. The efforts that can be done are applying the talking chips model with science literacy to the students at Junior High School 20 Padang on the material of climate change and its impact for the ecosystem. The purpose of this research is to find out The Effect of Talking Chips model containing science literacy on students’ learning competencies in the material of climate change and its impact on ecosystems at Junior High School 20 Padang. This research is quasi-experimental research with design randomized control-group posttest only design. The population used was all class VII students’ of Junior High School 20  Padang 2018/2019. Sampling was done using the cluster sampling technique, we selected VII.2 as experimental class and class VII.7 as control class. Based on the results of the students' competency knowledge research  tcount 2.85 > ttable 1.67, the competency attitudes tcount 1.78 > ttable 1.67, and the skills competency tcount 1.78 > ttable 1.67. It showed the hypothesis is accepted. Application of the talking chips model containing science literacy can improve the competencies of class VII students of Junior High School 20 Padang.

scholarly journals Implementasi Pembelajaran STEM pada Materi Sistem Reproduksi Tumbuhan dan Hewan Terhadap Kemampuan Berpikir Ilmiah Peserta Didik SMP

2020 ◽  
Vol 8 (2) ◽  
pp. 241-256
Author(s):  
Rahmi Agustina ◽  
Ismul Huda ◽  
Cut Nurmaliah
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Integrated Treatment ◽  
Control Group ◽  
Scientific Thinking ◽  
Stem Learning ◽  
Average Value ◽  
Integrated Stem

Learning  science in Junior High School in Pidie district has not yet developed the ability to think scientifically. Leanears have not been able to do a problem analisis and argue with the evisidence and experience of the investigation. That are not given the opportunity to have learning activities that could improve their thinking, and then the equipment used in the process of teaching and learning on the concept of plants and animals reproduction are inediquate. It is proved by the laboratory space that has not been used and incompleted equipment. This study aims to determine the differences in the implementation of integrated STEM learning and STEM Silo on the ability to think scientifically on plant and animal reproduction concept in class IX Pidie State Junior High School. The approach used in this study was quantitative, the type of research was applied research; the method used is quasi-experimental, with the Nonrandomized control group pretest-posttest design. The population in this study amounted to 236 students and the sample to 75 students. The research procedure consisted of giving pretest, giving STEM integrated treatment in the experimental class and STEM silo in the control class, and giving posttest. The instrument for measuring scientific thinking ability is to use essay tests accompanied by rubrics. Data analysis consisted of normality test, independent t-test and ANOVA test. The results of the study showed there are diffences in the average value of scientific thinking integrated STEM class that is76.74 and STEM silos 61.64. The research is aimed at differing students ability to  scientific thinking. The students are taught by using integeted STEM learning and STEM silo in the reproduction of animal plant material grade IX SMP

scholarly journals The Effectiveness of English Talking Book in Teaching Reading at the Eighth Grade of Junior High School

2018 ◽  
Vol 1 (2) ◽  
pp. 114
Author(s):  
Nurani Hartini
Keyword(s):  
High School ◽  
Junior High School ◽  
Fairy Tale ◽  
Junior High ◽  
Reading Aloud ◽  
Reading Scores ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Audiovisual Media

This research untitled "The Effectiveness of English Talking Book in Teaching Reading at the Eighth Grade of Junior High School". The researcher aims to investigate whether the English Talking Book in Teaching Reading at the Eighth Grade of Junior High School effective in reading aloud. Theories used to support this research are from Patel and Jain (2008) about the audiovisual media and reading aloud. Audiovisual media involves more than one sensory organs of the learner which improve retentiveness and makes learning permanent also seeing and hearing go together which play ordinary roles in learning. Meanwhile, reading aloud is very important for the teacher to carry out, to know, and to check the students' pronunciation, information, stress, paused, and rythm and their ability in various short of punctuation marks. The research used experimental research of method, and took two classes consisting of 30 students each class as sample in SMP Al Washliyah Sumber. The data for this experimental study were students' reading scores, and the reading scores were analyzed of using McMillan and Schumacher's formula. The research found that the reading scores of the experimental group is higher than the control group. The result of t account is 0.75, t table is 1.672 forα -5%. It means that t account is higher than t table (t account > t table). Therefore, the conclusion is English Talking Book in Teaching Reading at the Eighth Grade of Junior High School is effective in reading aloud. English Talking Book in Teaching Reading makes the students enthusiasm to learn the fairy tale test and help them produce correct intonation or tunes and notice how English is spoken differently from the way they are written and listen very well. It is suggested to use of English Talking Books in Teaching Reading as an alternative media in order to students' ability in reading aloud other genres of text or to improve students' listening skill.

scholarly journals The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Michael Setiawan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Learning By Teaching ◽  
Post Test ◽  
Experimental Group

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

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