scholarly journals The Process in the Acquisition of Rhetorical Concepts of Students in the Fifth Grade

2019 ◽  
Keyword(s):  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Concept Definition ◽  
Significant Difference ◽  
Post Test ◽  
Research Experiment ◽  
Instructional Plans ◽  
Acquisition Processes ◽  
Experimental Group

To investigate the research objectives, the researchers put the following hypothesis: There was no statistically significant difference at the level of (0.05) between the average score of the students of the experimental group who studied the language of rhetoric according to model of learning method, and the average score of the students of the control group who studied the same article in the traditional way acquiring rhetorical concept. The researchers relied on the experimental design with the partial setting of the post-test, which depends on the experimental group that is taught using the model of the learning method, and the control group taught using the traditional method. The research sample consists of (69) female students, (34) students in the experimental group, and (35) students in the control group, the differences between the two groups in (age, intelligence) have been considered. Then, the researchers tried to adjust a number of extraneous variables that may affect the dependent variable. The researchers studied the two research groups and included the following subjects: Courage, Genetics, Disability, and Interview. In order to conduct the research experiment, the researchers identified the rhetorical concepts in the three chapters, which reached (8) historical concepts, and formulated behavioral goals in the light of their acquisition processes (concept definition, concept differentiation, concept application) Writing instructional plans and preparing the acquisition test of rhetorical concepts. The following statistical methods: (TEST for two independent samples, the difficulty and discrimination coefficient, and the coefficient of correlation Pearson and Seberman) have been used, and the following conclusion appeared: 1. The students of the experimental group who studied according to the model of the learning process were superior to the students of the control group who studied the traditional way of acquiring rhetorical concepts In the light of the results of the research, a number of conclusions about teaching using the model of learning appeared and a set of recommendations and suggestions are given.

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals Efektivitas Penggunaan Model Quantum Teaching dalam Meningkatkan Hasil Belajar IPA

2020 ◽  
Vol 4 (2) ◽  
pp. 96
Author(s):  
Alice Yeni Verawati Wote ◽  
Mardince Sasingan ◽  
Okvin Elserlis Kitong
Keyword(s):  
Hypothesis Test ◽  
Fourth Grade ◽  
Learning Model ◽  
Average Score ◽  
Control Group ◽  
Design Data ◽  
Significant Difference ◽  
Post Test ◽  
Teaching Learning ◽  
Experimental Group

The aim of this research was to determine the significant difference in the application of quantum teaching learning model in natural science subject. This research was conducted on fourth grade students of SD INPRES Kupa-Kupa with the population of 20 students. The sample of this research divided into control group consisted of 10 students and the experimental group consisted of 10 students. This research used a post-test only design. Data analysis used normality, homogeneity and hypothesis test. The result showed that the average score obtained by post test of experimental group, it was 87 higher than control group, it was 52. The t-count = 14.42 > t-table = 2.228, it could be concluded that H0 was rejected and 𝐻𝑎 was accepted or the application of a quantum teaching learning model could improve the learning outcomes on fourth grade elementary students

scholarly journals The vocabulary mastery for early childhood through songs

2021 ◽  
Vol 12 (2) ◽  
pp. 117-125
Author(s):  
Djoko Sri Bimo ◽  
Maria Yustina Rensi Dartani
Keyword(s):  
Early Childhood ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Education Students ◽  
Vocabulary Skills ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The study was an experimental study that aims to improve early childhood’s education students in English vocabulary skills through interactive songs learning method for early childhood at PAUD Tarbiyatul Athfal 49, that was located in Kuripan, Ngadirgo village, Mijen district, Semarang. The study involved two groups of students, those were the control group (25 students) who were taught by using pictures, and the experimental group (25 students) who were taught by using songs. The pre-test was given before the treatment began and the post-test was carried out after the experiment was finished. The null hypothesis was then drawn, and T-test was also conducted to compare the mean score of the two groups. The mean score of the control group was 13.3, while the mean score of the experimental group was 16.4. The results showed that the mean score of the experimental group was higher than the control groups The t-test that had been carried out also showed that there were significant difference between the two groups was 0,23 (the figure was above 0,5). Based on the above results, it proved that Tarbiyatul Athfal early childhood education students understood in English by using songs was better than other learning method, since songs can motivate them to know more about English vocabulary

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING METHOD COMPARED TO LECTURE-BASED LEARNING IN ANATOMY LECTURES

2018 ◽  
Vol 7 (2) ◽  
pp. 118
Author(s):  
Saharnauli J. Verawaty Simorangkir
Keyword(s):  
Cooperative Learning ◽  
Retention Test ◽  
Test Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Jigsaw Method ◽  
And Control ◽  
Experimental Group

Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method. 

scholarly journals Penerapan Strategi Pembelajaran PDEODE untuk Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar Peserta Didik Kelas VII SMPN 14 Kendari pada Materi Pokok Kalor dan Perpindahnnya

2020 ◽  
Vol 5 (3) ◽  
pp. 271
Author(s):  
Putri Supraningsi A.B ◽  
Muhammad Anas ◽  
Hunaidah M
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is motivated by the low critical thinking skills and learning outcomes possessed by the students of VII grade of SMPN 14 Kendari. This study aims to determine the enhancement in critical thinking skills and learning outcomes on the subject Matter of Heat and Its Transfer. The population of this study were all students of VII grade of SMPN 14 Kendari who were registered in the odd semester in 2019/2020 school year, with total 204 students. The sample of this research was group VII3 with total 41 students as the experimental group and group VII4 with total 41 students as the control group who were taken by using random sampling techniques. The research data were analysed by using descriptive and inferential statistics. Research results show: 1) There is no significant difference between the pre-test average scores of students critical thinking skills in the experimental group and the control group; 2) There is no significant difference between the pre-test average scores of the experimental group students and the control group; 3) The post-test average score of students from critical thinking skills in the experimental group was significantly higher than in the control group; 4) The post-test average score of the experimental group students was significantly higher than in the control group; 5) The average value of N-gain critical thinking skills of students in the experimental group was significantly higher than the control group; 6) ) The average value of N-gain learning outcomes of students in the experimental group was significantly higher than the control group.

scholarly journals THE EFFECT OF DIFFERENTIATED LEARNING METHOD IN TEACHING ARABIC LANGUAGE ON STUDENTS MOTIVATION

2014 ◽  
Vol 5 (1) ◽  
pp. 671-678
Author(s):  
Najiba Abdullah Meyad ◽  
Samsilah Roslan ◽  
Maria Chong Abdullah ◽  
Pabiyah HajiMaming
Keyword(s):  
Foreign Language ◽  
Arabic Language ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Comparison Groups ◽  
Differentiated Learning ◽  
And Control ◽  
Experimental Group

This paper investigates the effect of Differentiated Learning Method (DLM) on students motivation towards studying the Arabic language (AL) as a foreign language in Malaysia. The participants in this study were 100 (47 males and 53 females) Malaysian form four students attending secondary school in Kolej Islam Sultan Alam Shah (KISAS). They were selected for this study to determine the effect of DLM on their motivation towards studying AL. The pre-and post-questionnaire comparison groups design was used to determine if there were significant differences between the experimental and control groups. The experimental group was taught using DLM based on the Universal Design of Learning model (UDL) and Differentiated Instruction model (DI), while the control group was taught using the Teacher Centered Method (TCM). Descriptive statistics were used to determine the effect of DLM on students motivation towards studying AL. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=155.740, SD=12 .663) and the control group (M=145.280, SD= 14.405); t (3.856); p<.05). The experimental group was generally more motivated than the control group which proves that the DLM is an effective approach in improving students motivation towards studying the Arabic Language as a foreign language in Malaysia.

scholarly journals THE EFFECT OF DIFFERENTIATED LEARNING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING SKILLS IN LEARNING ARABIC AS A FOREIGN LANGUAGE

2015 ◽  
Vol 6 (2) ◽  
pp. 889-895
Author(s):  
Naj Abdullah ◽  
Samsilah Roslan ◽  
Maria Chong Abdullah ◽  
Pabiyah HajiMaming
Keyword(s):  
Foreign Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Comparison Groups ◽  
Differentiated Learning ◽  
Experimental Group

Differentiated Learning is a method of teaching which has been set and used in education to meet learners’ various needs and preferences. This paper investigates the effect of Differentiated learning method (DLM) on students’ achievement in writing skills in learning Arabic as a foreign language in Malaysia. A total of 100 students (47 males and 53 females), who were randomly selected, participated in this study. The pre-and post-tests comparison groups design was used to determine if there was significant differences between the experimental and control groups. The experimental group was taught using DLM, while the control group was taught using the teacher-centered method (TCM). Descriptive statistics were used to determine the effect of DLM on students’ achievement in writing skills. The statistical results demonstrated that there was a significant difference in the post-test between the experimental group (M=10.14, SD=2.79) and the control group (M=8.20, SD= 2.38); t (3.73), p < .05). The experimental group’s achievement was generally more than the control group’s which proves that the DLM is an effective approach in improving students’ writing achievement in learning Arabic Language as a foreign language in Malaysia.

scholarly journals PENERAPAN METODE ROLE PLAYING PADA PEMBELAJARAN FISIKA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 7 (2) ◽  
pp. 111-120
Author(s):  
Zulfikar Is Paudi
Keyword(s):  
Chemical Bond ◽  
Role Play ◽  
Role Playing ◽  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Tenth Grade ◽  
Academic Year ◽  
Experimental Group

Research  dealing  with  Role-Play  Learning  and  Conventional  Learning  methods,  have  been conducted.  The  main  reason  for  this  research  was  that  chemical  bond  was  one  of  the  difficult  but fundamental materials to be mastered by the students at grade X. The purpose of this research was to investigate the students’ achievement on the topic of Hukum Newton at SMA Negeri 1 Palu. One way of increasing their achievement was by using Role-Play method. In order to make their learning understandable, not boring, and easy to grasp, the researcher applied an interesting method called Role- Play.  The  population  of  this  research  was  the  tenth  grade  students  of  SMA  Negeri  1  Palu  in the  academic  year  2017/2018.  The  sample  was  32  students  of  grade  XA as  the  experimental  group (Role-Play) and 32 students of grade XC as the control group (Conventional Learning). The data were collected through the test on Hukum Newton. Based on the analysis, it is found that the average score of the experimental group was 20.65 with deviation standard of 2.413 and of the control group was 15.06 with deviation standard of 2.975. The hypothesis testing was that the t-counted value was 12.75 and the t-table value was 1.67 with the significant value (α) of 0.05. The results showed that there was a significant difference in the students’ achievement dealing with the topic of Hukum Newton through the application of Role-Play Learning method and Conventional Learning method at grade X at SMA Negeri 1 Palu in the Academic Year 2017/2018.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Sign in / Sign up

Export Citation Format

Share Document