scholarly journals The Use of the Bits and Pieces Game on Students’ Achievement on Writing Report Text

2021 ◽  
Vol 13 (1) ◽  
pp. 301-306
Author(s):  
Ramanda Rizky ◽  
Yetty Zainil
Keyword(s):  
Experimental Research ◽  
Teaching Method ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Writing Scores ◽  
Report Text

This experimental research intended to examine the effects of the Bits and Pieces game on students’ achievement in the writing report text. Sixty-eight students in the tenth grade participated in an experimental class taught through the Bits and pieces game. The participants in the control class taught through the Conventional teaching method. After the treatment was done, the students in both grades were tested. As the results, the mean average showed that there was an increase in writing scores. Additionally, the score in the experimental class showed that the Bits and Pieces game was adequate to be taught. Nevertheless, the score in the control class showed that the Conventional teaching method was not effective to be taught because there was no significant difference between the score in the pre-test and post-test. Furthermore, learning through the Bits and Pieces game encourages students’ broader skills of cooperation and negotiation.

scholarly journals THE EFFECTIVENESS OF USING CONVERSATION VIDEO ENTITLED “APOLOGY” TO IMPROVE STUDENTS’ PRONUNCIATION ABILITY THE CASE OF TENHT YEAR SMA N 1 JEPARA

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Yusuf Bahtiar
Keyword(s):  
Experimental Research ◽  
Research Result ◽  
T Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Post Class ◽  
The Mean ◽  
Test Treatments

The main objectives of this research are: (1) To know there are effectiveness or not of improving students’ pronunciation ability taught without using conversation video entitled “apology” (2) To know there are effectiveness or not of improving students’ pronunciation ability taught using conversation video entitled “apology” (3) to find out whether there is or not significant difference of the effectiveness of improving students’ pronunciation ability taught without using conversation video entitled “apology” and taught using conversation video entitled “apology”. This study is pre experimental research. The population of the research is 300 students of the tenth grade students of SMA N 1 Jepara 2012/2013. The writer took 30 students from oneclass. The instrument of this research is spoken test. The writer gave the students pre test, treatments and post-test. The treatment is that the students were taught by using conversation video entitled “apology”.The research result is that the mean of score post-test class (71,53) is higher than score pre test class (62,33). The writer used T-test formula to know the differences of pre test and post class score. The result of t-test is 12,16 and the t-table of 30 students is 1.967. The value of T-table is lower than T-test, so it can be concluded that there is a significant improvement of student’s pronunciation ability taught using conversation video entitled “apology”of tenth grade students of SMA N 1 Jepara.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals THE EFFECT OF SILENT WAY METHOD ON THE STUDENTS’ SPEAKING COMPETENCE AT THE TENTH GRADE OF SMAN 1 KONTUKOOWUNA

2020 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Wa Sani ◽  
Rohmana Rohmana ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Experimental Research ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Test Design ◽  
Paired Sample ◽  
Oral Test ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The objective of the study was to find out whether or not the silent way method can significantly affect students’ speaking competence. The design of this study was a pre-experimental research design (one group pre-test post-test design). The researcher applied a simple random sampling technique. The class 10 IPA1 was taken as the sample of the study with 18 students. The instrument of this study was an oral test in pre-test and post-test. This research was conducted through the following procedures: giving a pre-test, applying treatments and giving a post-test. The data were analyzed by using paired sample t-test. Through the SPSS16.0 version. The result showed that the mean score on students’ speaking competence in a pre-test was 32.22 and in the post-test was 49.44. Hypothesis testing found that the value of sig (2 tailed) was 0.00 while the significant alpha value was 0.0. It could be concluded that the value of sig (2 tailed) was lower than the significant alpha value was (0.00<0.05). Therefore, H1 was accepted and H0 was rejected. So, the use of the silent way method had a significant on the students’ speaking competence at the tenth grade of SMAN 1 Kontu kowuna.

scholarly journals Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research)

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Soviyah Soviyah ◽  
Yunia Purwaningtias
Keyword(s):  
Experimental Research ◽  
Junior High School ◽  
Control Group ◽  
Sample Population ◽  
Central Java ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Pictures use in an educational setting fits the idiom: old but gold. There have been plenty of studies revealing how good the use of pictures in the classrooms is. Pictures have been long known to have the ability to help motivate, demonstrate, and instruct the students during a learning process. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically, it aims at finding out the effectiveness of the use of picture cues in teaching writing.The study belongs to experimental research involving two groups of experiment and control. The eighth-grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing a sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it’s done quantitatively applying both descriptive and inferential statistics.The result of the research shows that there is a significant difference in the students’ writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pre-test shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the post-test indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in a score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.

scholarly journals The Effect of Reinforcement toward Students' Speaking Ability

2019 ◽  
Vol 3 (3) ◽  
pp. 299-310
Author(s):  
Herdianti Kusumawardhani ◽  
Syafrizal S ◽  
Ildi Kurniawan
Keyword(s):  
Experimental Research ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
T Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Collection Data ◽  
Experimental Group

This Experimental Research was conducted to find out whether reinforcement can improve the students’ speaking ability or not. The population of the research was the tenth grade students of SMAN 7 Bengkulu. The simple random sampling of the research was taken X MIPA 1 as the Experimental Group. The collection data used pre-test and post-test to see the changes of the students’ speaking score. T-test used to see the significant difference between both tests. The treatment is given to the students a set of praises as feedback in every students oral response. After doing 6 times of treatment on Experimental Group, the result indicates that reinforcement affected students speaking ability significantly. It was found that -Tcount was -18,351and  -Ttable was -2,060. It means that -Ttable score was greater than -Tcount. It could be concluded that the experiment was successful because of reinforcement can improve the students’ speaking ability.

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Trisilia Devana
Keyword(s):  
Statistical Analysis ◽  
Teaching Method ◽  
Whole Brain ◽  
Significance Level ◽  
Speaking Test ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Whole Brain Teaching

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that  there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. 

scholarly journals Student-centered learning approach in teaching basic grammar

2017 ◽  
Vol 7 (2) ◽  
pp. 209
Author(s):  
Muhammad Buditama
Keyword(s):  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Guide ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

<p>The study determined the effect of student-centered learning approach in teaching basic grammar of the tenth-grade students. Specifically, this study sought answers to following questions: 1). How does the result of the pre-test compare to that of post-test of the control and experimental groups? 2). Is there any significant difference in the results of the test between the control and experimental groups? 3). What is student-centered teaching guide in basic grammar that can be developed based on the findings of the study? It was applied an experimental research design in this study. The result in the post-test of the control and experimental groups showed that the computed the T value of 3.03 was higher than the tabular value of 2.03, at the degree of freedom of 34, at 5% level of significance. This condition rejects the null hypothesis that there is no significant difference in the mean scores in the post-test of the control and experimental groups. The student-centered teaching guide enhanced the students’ writing skill in the basic grammar of the tenth-grade students in the experimental group<em>.</em><em></em></p>

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

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.

scholarly journals THE USE OF AUDIOVISUAL MEDIA TO INCREASE THE STUDENTS’ VOCABULARY: A CASE OF THE TENTH GRADE STUDENTS OF SMA N 1 CEPIRING KENDAL

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Rudi Hartono
Keyword(s):  
T Test ◽  
Control Group ◽  
Audiovisual Media ◽  
Final Project ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study is concerned with teaching vocabulary by using audiovisual media. The objectives of this final project are 1) to find out the students’ vocabulary taught without using audiovisual media, 2) to find out the students’ vocabulary taught using audiovisual media, 3) to find out significance difference between the students’ vocabularywho are taught by using audiovisual media and those taught without using audiovisual media. The population of this study is the tenth grade students of SMA N 1 Cepiring Kendal. The researcher takes two classes as the subject of thisresearch. The classes are X IIS 3 and XIIS 4. They are divided into experimental group (X IIS 3) and control group (X IIS 4). The researcher uses test to get the data. The test consists of two tests, they are pre-test and post-test. From the data analysis, the researcher obtains the mean score both the experimentaland control groups. The mean score of thepre-test in the experimental group is 56.71, while the mean score of the post-test in the experimental group is 75.42. The improvement in the experimental group is 18.42. The mean score of the pre-test in the control group is 52.85, while the mean score ofthe post-test in the control group is 61.00. The improvement in the control group is 8.15.The result of t-test is 8.01, while the value of t-table is 2.00. It means that the value of t-test is higher than t-table (8.01 > 2.00). From the data above, it can be concluded that there are significant difference between the students’ who are taught by using audiovisual media and taught without using audiovisual media. The data proves that it is affective to use audiovisual mediato increase students’ vocabulary ability.

scholarly journals IMPROVING ENGLISH VOCABULARY MASTERY THROUGH TALKING STICK STRATEGY AT THE TENTH GRADE STUDENTS OF SMA NEGERI 1 KASIMBAR

2021 ◽  
Vol 2 (2) ◽  
pp. 150-160
Author(s):  
Wahyu Alansah ◽  
Nurasmawati ◽  
Ana Kuliahana
Keyword(s):  
Data Analysis ◽  
Experimental Research ◽  
Score Improvement ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Set Up ◽  
Level Of Significance ◽  
And Control

Students usually feel bored in vocabulary lesson because they have less vocabulary and the teacher used same strategy in every meeting. In learning vocabulary, it is important used attractive strategy in order to the students interest to learn vocabulary. This research focuses on the using of talking stick strategy to the tenth grade students’ vocabulary mastery at SMA Negeri 1 Kasimbar. The researcher applied quasi experimental research design and need pre-test and post-test to both experimental and control class. The pre-test was to know the level of students’ vocabulary mastery ability before giving treatment while the post-test was used to know the result after giving treatment. There was a significant difference score of the post-test of the experimental class (696,64) and the control class (516,66). The level of significance was set up 0,05 with 18 degree of freedom ( (df) = Nx + Ny – 2 = 10 + 10 – 2). The result of data analysis indicates that  tcounted (2,573) which was higher than ttable (2,153),it means that the hypothesis of the research was accepted. Thus, there was significant score improvement of using talking stick strategy to the tenth grade students at SMA Negeri 1 Kasimbar.

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