scholarly journals The Effect of Kahoot on Developing EFL Saudi Students' Vocabulary Acquisition, Reading Comprehension, and their Attitudes towards such a Strategy

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategy ◽  
Vocabulary Acquisition ◽  
Control Group ◽  
Saudi Students ◽  
Preparatory Programs ◽  
Comprehension Tests ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

The study investigated the effect of kahoot on developing EFL Saudi students’ vocabulary acquisition, reading comprehension, and their attitudes towards it. To achieve this aim, the researcher adopted the experimental approach and employed a sample consisting of seventy seven male EFL Saudi students at Imam Mohammed Ibn Saud Islamic University at Deanship of Preparatory Programs. The researcher purposefully chose two scientific stream classes assigned one class consisting of (38) students as an experimental group and the other consisting of (39) students as a control group. The traditional method was used in teaching the control group, while kahoot was used with the experimental one in the second term of the academic year (2018-2019). In the current study, three instruments were used: a vocabulary test, a reading comprehension test, and a questionnaire. The findings of the study showed that there are statistically significant differences at (a= 0.05) between the means of both groups on the students' post vocabulary acquisition and reading comprehension tests, in favor of the experimental group. This could be attributed to using kahoot. This indicated that using kahoot as an instructional strategy had a positive effect on developing student’s vocabulary acquisition and reading comprehension.

scholarly journals THE EFFECT OF TEAM PRODUCT TO IMPROVE STUDENTS’ CREATIVITY IN WRITING AT SMPN 1 JONGGAT

2020 ◽  
Vol 8 (1) ◽  
pp. 40
Author(s):  
Zukhairatunniswah Prayati
Keyword(s):  
Control Group ◽  
Product Method ◽  
8Th Grade ◽  
The Subject ◽  
The Mean ◽  
Inferential Analysis ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

scholarly journals Can Explicit Written Corrective Feedback Develop Grammatical and Lexical Accuracy of Saudi EFL Learners?

2018 ◽  
Vol 6 (4) ◽  
pp. 16 ◽  
Author(s):  
Nahla Al-Hazzani ◽  
Sultan Altalhab
Keyword(s):  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Efl Students ◽  
Positive Effect ◽  
Experimental Group ◽  
Made In

Saudi students encounter many problems in writing skill as several studies revealed (e.g. Alhazmi, 2006; Alsamdani, 2010). Providing effective and useful feedback may help to overcome these challenges. Therefore, this study examines the effect of teachers’ written corrective feedback on female Saudi EFL students’ written essays and to what extent it affects students’ written grammatical and lexical accuracy. The sample comprises 50 foundation level students, across two groups: an experimental group (n=29) and a control group (n=21). Data were gathered over a 10-week period using a pre-/post-test/delayed post-test design for comparable groups. The findings show that although many errors were made in the writing performances, the students in the experimental group had significantly better achievements than the students in the control group on the measure. The results lend support to the efficiency of teachers’ written corrective feedback, showing it has a significant positive effect on the participants’ grammatical and lexical accuracy.

scholarly journals Improving students’ reading comprehension achievement through question generation strategy

2020 ◽  
Vol 5 (2) ◽  
pp. 121-127
Author(s):  
Meti Yulistia ◽  
Kiki Rizki Amelia
Keyword(s):  
Reading Comprehension ◽  
The Other ◽  
Control Group ◽  
Question Generation ◽  
Significant Difference ◽  
Reading Text ◽  
Group Reading ◽  
Comprehension Tests ◽  
Experimental Group ◽  
Better Than

This study was aimed to find out whether or not there was a significant difference in reading comprehension achievement between students who were taught by using the Question Generation strategy and that of those who were not. In conducting the study, question generation strategy was used in the experimental group, but the control group did not get any treatment. Sixty students were assigned in two groups, with 30 students in the experimental group and the other 30 students in the control group. Reading comprehension tests was used in collecting the data. Data were analyzed using a t-test. The findings of the study showed that the question generation strategy could improve students’ reading achievement better than and those who were not. Therefore, the question generation strategy was helpful to aid students to understand the reading text

scholarly journals THE EFFECT OF LEXICAL INFERENCING STRATEGIES ON STUDENTS’ READING COMPREHENSION

2018 ◽  
Author(s):  
Juliana Juliana
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Placement Test ◽  
Control Group ◽  
Proficiency Level ◽  
Lexical Inferencing ◽  
Post Test ◽  
Written Test ◽  
Academic Year ◽  
Experimental Group

Abstract: This study was conducted to investigate the effect of lexical inferencing strategies on students’ reading comprehension. The purpose of the study was to find out whether the use of lexical inferencing strategies had effect on students’ reading comprehension. The population of this study was 90 Informatics Engineering students of Potensi Utama University in the fifth semester of 2014-2015 Academic Year. A placement test was given to 90 students to select 60 similar English proficiency level students. The instruments used for collecting data were written test and spoken test. These tests were conducted to identify students’ reading comprehension performance toward lexical inferencing strategies. These data were analyzed applying an experimental research design involving pre-test and post-test. A pre-test and post test were administered for control and experimental groups. The first, control group was taught using conventional method, while the second, experimental group was treated using lexical inferencing strategies. The results of the test showed that the use of the lexical inferencing strategies had significantly affected to students’ reading comprehension performance. Hence, it was concluded that lexical inferencing strategies was recommended to teach to improve the students’ reading comprehension performance.

scholarly journals THE EFFECT OF METACOGNITVE LEARNING STRATEGY TOWARDSTUDENTS’ ACHIEVEMENT IN LISTENING COMPREHENSION (AN EXPERIMENTAL STUDY AT THE SECOND YEAR STUDENTS OF MTs.AL- MADANIYAH JEMPONG MATARAM IN ACADEMIC YEAR 2016-2017

2019 ◽  
Vol 10 (2) ◽  
pp. 23
Author(s):  
Hidayati Hidayati
Keyword(s):  
Listening Comprehension ◽  
Learning Strategy ◽  
T Test ◽  
Control Group ◽  
Metacognitive Learning ◽  
Second Year ◽  
And Control ◽  
Academic Year ◽  
Positive Effect ◽  
Experimental Group

This study is about the effect of metacognitive learning strategy toward students’ achievement in listening comprehension an experimental study at the second-year students of MTs.AL-MADANIYAH Jempong Mataram in the academic year 2016-2017. The purpose of the study is to know whether there is an effect of metacognitive learning strategy or not toward students’ achievement in listening comprehension. The research method was quasi-experimental research with nonequivalent control group design. The population of the research was all of the second year Students of MTs.AL-MADANIYAH Jempong Mataram, conducted of two classes as a sample; Experimental group II A and Control group II B. II A was taught by using Metacognitive Learning Strategy while II B was taught without using Metacognitive Learning Strategy. The researcher gave the Listening test to gather the data. The formula that used to analyze the data was t-test. It is supposed to know the significant difference between students’ score in the experimental group and control group. Based on the computation of the t-test formula, it was found that the mean score of the experimental group was 17,6 and the mean score of the control group was 9,2. After analyzing the data, it was found that t-test was 5,626. The degree of freedom (df) was (Nx+Ny-2) = (25+25-2) =48. The degree of freedom from 38 students as the sample. The researcher got a score for confident level 0.5 or 95% and score 2.000, for confident level 0.1 or 99% is 2.660. It means that t-test was higher than t-table. After the data had been obtained; it was found that metacognitive learning strategy has a positive effect on teaching listening. It showed by the significant value of t-test >t-table. It means that Ha (alternative hypotheses) was accepted because t-test was higher than t-table. Based on the explanation, the researcher concludes that the effect of metacognitive learning strategy toward students achievement in listening comprehension at the second year students of MTs.AL- MADANIYAH Jempong Mataram has a positive effect.

THE EFFECT OF USING QUESTIONING STRATEGIES ON STUDENTS’ READING COMPREHENSION

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hana Julianty Ginting And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Null Hypothesis ◽  
Narrative Text ◽  
Control Group ◽  
Questioning Strategies ◽  
Class Viii ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study aims at investigating the effect of Questioning Strategies on students’ reading comprehension in narrative text. This study was conducted by using experimental research design. The population of the study was the students of grade VIII of SMP Negeri 5 Tebing Tinggi in the academic year 2015/2016, which consisted of 9 parallel classes. Two classes were taken as the sample by applying lottery technique and each groups consisted of 30 students. The sample was divided into two groups. The class VIII-5 was experimental group and class VIII-7 was control group. The Experimental group was taught by applying questioning strategies; otherwise the control group was taught by using conventional strategy. The data of the study were obtained by objectives test. To determine the reliability of the test, KR-20 formula was used. The data calculation showed that the coefficient of reliability of the test was 0.62. It showed that the test was reliable and the reliability was substantial. The data were analyzed by applying t-test formula. After the data were analyzed, the result of the study showed that t-observed (4.29) was higher than t-table (2.00) (t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. Therefore, the null hypothesis (Ho) is rejected and hypothesis alternative (Ha) is accepted. It means that there is significant effect of questioning strategies on students’ reading comprehension in narrative text.

scholarly journals THE EFFECTIVENESS OF PARAGRAPH SHRINKING TECHNIQUE IN TEACHING READING TO JUNIOR HIGH SCHOOL

2021 ◽  
Vol 1 (02) ◽  
pp. 14-22
Author(s):  
Imam Sagita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Main Idea ◽  
Critical Value ◽  
Average Score ◽  
Control Group ◽  
Teaching Reading ◽  
Teaching Learning ◽  
Academic Year ◽  
Experimental Group

ABSTRACT   The main problem of this research was focused on the effective teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. The objective of this thesis is to know the effectiveness of teaching reading comprehension by using paragraph shrinking technique to eight grade students at SMP Negeri 1 Bumi Agung. In writing this research, the researcher used experimental method. The researcher used two groups of students namely control group students at SMP Negeri 1 Bumi Agung in academic year 2013/2014 with total students were 108 from three classes. The form three classes the researcher took two classes as sample. It was 36 students of VII.A as experimental group and it was 36 students of VII.B as control group which chosen by using cluster random sampling. The data obtained from the test analyzed by using SPSS 19 paired sample t-test. Based on the study, the students in the experimental group who used paragraph shrinking have higher achievement in finding the main idea than the students in control group who did not use paragraph shrinking method.  Learning reading thorough paragraph shrinking encourages students to learn more about main idea. It could be seen from their enthusiasm during the teaching learning process. Based on the calculation above, the researcher got the average score in control group was 58.83 and experimental group was 73.34. The standard error of control group was 1.43 and experimental group was 1.78. Meanwhile, its critical value at 5% (1.99) significant with df = 68 was 6.363, t-obtained 1.99 was higher than t-table as a critical value. In other words, Ho was rejected and Ha was accepted, it means that paragraph shrinking was significantly effective in teaching reading. Based on the finding discussed above, it could be concluded that it was significantly effective to applied paragraph shrinking method in teaching reading.  

scholarly journals The Effect of Using Semantic Map Technique in Teaching Reading Comprehension on Students' Achievement

2021 ◽  
Vol 2 (137) ◽  
pp. 43-52
Author(s):  
Ramziya Khaleel Ismael
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Control Group ◽  
Teaching Reading ◽  
Semantic Map ◽  
Significant Difference ◽  
The Mean ◽  
Innovative Techniques ◽  
Positive Effect ◽  
Experimental Group

The positive effect that innovative techniques have has been a broad debate in recent years especially in the matter of teaching reading comprehension. Semantic map is one of the latest techniques used to develop reading comprehension. The current study attempts to provide a more detailed investigation regarding the effects of using semantic map on students' reading comprehension achievement. To investigate the objective of this paper, a null hypothesis is used claiming that there is no statistically significant difference between the mean scores of the experimental group, which is used semantic map technique in teaching reading comprehension and those of the control group which is taught by traditional techniques. A sample of 60 students has been chosen randomly to be divided into equal groups. After 10 weeks of experiment, a posttest is applied for both groups. Then the T-test is used to collect and analyze the data. The findings from this investigation proved that there is a statistically significant difference between the mean scores of the experimental group and those of the control group in the reading comprehension achievement posttest for the benefit of the experimental group.

scholarly journals The effect of hot seat strategy on the 1st intermediate students' Reading comprehension

2020 ◽  
Vol 15 (5) ◽  
pp. 1089-1098
Author(s):  
Salih Omar Abid
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Intermediate Students ◽  
Academic Year ◽  
Experimental Group

This study aims to investigate the effect of hot seat (HS) on the reading comprehension (RC) of 1st intermediate students during the academic year 2019-2020. To achieve the purpose of the study, it is hypothesized that there is no difference between the students' mean of the experimental group which is exposed to HS and that of control group which is not exposed to HS. The experiment has lasted for three weeks and the researcher has taught the two groups by himself. The researcher has used experimental design and chosen randomly a sample consisted of (63) students distributed into two groups. The experimental group as well as the control group are given a pre-test before beginning the experiment to measure the students' RC. The same test is given again at the end of the experiment in order to check whether the students' have been improved or not. The data has been collected and analyzed by using t-test for two independent samples. The results have showed that there was significant improvement in favour of the experimental group. Finally, some points can be concluded such as the importance of HS in teaching EFL because it increases students’ motivation and makes the lesson more enjoyable and effective. In the light of the findings, some recommendations were put forward.    Keywords: Hot Seat, 1st intermediate Students, Reading Comprehension, EFL

scholarly journals The Effect of Using Scaffolding Strategies on EFL Students’ Reading Comprehension Achievement

2015 ◽  
pp. 91-118
Author(s):  
Maysaa Rasheed Abdul-Majeed
Keyword(s):  
Reading Comprehension ◽  
Graphic Organizers ◽  
College Of Education ◽  
Control Group ◽  
Lecture Method ◽  
Significant Difference ◽  
Efl Students ◽  
Scaffolding Strategies ◽  
Academic Year ◽  
Experimental Group

   Scaffolding is a process that supports and improves the performance of students before, during, and after reading. Graphic organizers, pictures, and charts can all serve as scaffolding tools. All of them can help, guide and shape students’ thinking when they apply them, i.e., students can discuss, write an essay, or use them with the difficult reading texts and new challenging information. This study is an attempt to investigate the effect of using scaffolding strategies on EFL students’ achievement in reading comprehension. To fulfil the aims of the study, the researchers have adopted two null hypotheses: first, there is no statistically significant difference between the achievement mean scores of students who practice scaffolding strategies and that of students who do not practice them. Second, there is no statistically significant difference between the experimental group students' achievement mean scores in the pre and posttests of reading comprehension. To achieve the aims of the study, a six-week experiment was conducted using pretest-posttest non-equivalent groups design. Two groups of 22 students each were selected from the population of second year students (N=123)/College of Education for Women/Department of English during the academic year (2013-2014). One group was selected as the experimental group that was taught reading comprehension using scaffolding strategies and other group was selected as the control group that was taught according to the lecture method. The students of both groups were exposed to pre and posttests. Using the t-test for two independent samples, it is found that there is a statistically significant difference in favour of the experimental group. This indicates that teaching by scaffolding strategies is more effective than the presentation practice production teaching or the Lecture Method teaching. Conclusions, recommendations and suggestions for further studies are put forward.

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