scholarly journals IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING

2020 ◽  
Vol 6 (2) ◽  
pp. 94-100
Author(s):  
Hartati Hartati
Keyword(s):  
Control Group ◽  
Group Design ◽  
Effective Factor ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Classes ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

scholarly journals THE EFFECTIVENESS OF SELF COLLECTION STRATEGY AND MOTIVATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY

JURNAL BASIS ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Selfa Idriani
Keyword(s):  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Individual Accountability ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
English Subject

This research purposed to prove whether Self Collection Strategy and Students’ Motivation gives significant effect on the students’ Vocabulary Mastery on English Subject. This research was quasi-experimental research by using the post test-only control group design. The population was the students at Economic Accountant Department Bung Hatta University in the academic year of 2016/2017. The writer used cluster random sampling to select the samples. To collect the data, the researcher used vocabulary test. The data analyzed by using t-test and SPSS 16.0. The findings of this research showed that the mean score of students who were taught by using Self Collection Strategy was 84. The mean score of students who were taught by using memory strategy was 76. It means that Self Collection Strategy gave significant effect toward their vocabulary mastery on English Subject. The elements of Self Collection Strategy such as heterogeneous group, individual accountability, and group reward are considered as the effort for the findings.

scholarly journals IMPROVING STUDENTS� VOCABULARY MASTERY THROUGH ELECTRONIC DICTIONARY

2017 ◽  
Vol 2 (2) ◽  
pp. 88
Author(s):  
Sri Yanti
Keyword(s):  
Quantitative Research ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Electronic Dictionary ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Level Of Significance

This research is designed to investigate the use of electronic dictionary in improving students� vocabulary mastery. This quantitative research applied quasi-experimental with nonequivalent control group design by involving 65 second-grader of SMAN 1 Garawangi. There were two instruments used in this research, namely test, consisted of pretest and posttest, and questionnaire. As result, the findings showed that the mean score of experimental class on pretest was 53, and the mean score of experimental class achieved 86 after the treatment. The improvement of students� vocabulary mastery can also be seen from the level of significance (two-tailed) in paired t-test that was less than the alpha (0.000<0.05). It indicated that the null hypothesis was rejected and Ha was accepted which means that there was significant difference of means between pre-test and post-test of experimental class. Besides, most students endorsed ten items of questionnaire involving affective, behavioral, and cognitive aspects which means that most students in experimental class agreed that electronic dictionary can help them in improving their vocabulary mastery. Finally, the researcher concludes that the use of electronic dictionary can improve students� vocabulary mastery.Keywords: electronic dictionary, vocabulary mastery, quasi-experimental, nonequivalent control group

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

scholarly journals Visiting EFL Class: The Use of Sentence-Soup Game in Writing Class

2018 ◽  
Vol 3 (2) ◽  
pp. 329
Author(s):  
Lelina Efendi ◽  
Agus Wirabhakti
Keyword(s):  
Null Hypothesis ◽  
Teaching Writing ◽  
Control Group ◽  
Achievement Level ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group ◽  
Test Result

The present quasi experimental study was conducted to describe how theimplementation of sentence soup game in the teaching writing and to determine the significant difference of the students’ achievement according to their pre-test and posttest result. The sample of study was 70 eighth grade students of SMPN 4 PalimananCirebon. A pre-test and post-test equivalent group design was used to compare the achievement of two groups. The collected data was statistically analyzed by t test formula. The result showed that: 1).The implementation of sentence soup game assessed gave positive effect in teaching writing. It evidenced if students got advantages in this learning with playing activity. 2a).There was no significant difference of the students’ pre-test result. Where null hypothesis was accepted, the tobtained was less than the tcritical (0,980 < 1,667). 2b). There was significant difference of the students’ post-test result. Where null hypothesis was rejected, the tobtained higher than tcritical (2,692 > 1,667). The students’ performance of experimental group was better based on the difference between the mean scores. The mean of experimental group was 5,5 on pre-test and 7,4 on post-test, hence control group was 5,0 on pre-test and 6,7 on post-test. It indicated if teaching English writing through sentence soup game enhanced the achievement level of the students.

scholarly journals Influence of FG Vega Technique on students’ academic performance in science 8

2021 ◽  
Vol 2 (2) ◽  
pp. 55-62
Author(s):  
Franco Gil A. Vega ◽  
Merlyn M. Lasaca
Keyword(s):  
Academic Performance ◽  
Experimental Method ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study was conducted to determine the influence of the FG Vega technique on students' academic performance to address the least learned competency in Science 8. Seventy students from Grade 8 classes served as respondents of the study. The study employed a quasi-experimental method. The mean score of students who took the post-test is 32.03 and 27.57 respectively for the experimental and control group. The results can be gleaned that the score of each student in the experimental group has a little variation of mean with 6.71 as compared to the control group with a variation of 7.52. The results can be observed that the mean score of students in the pre-test under the control group is 8.80 and 11.34 under the experimental group. Thus, the results of the study can be further concluded that the students under the experimental group outperformed the students in the control group. Since the significant level is lesser than the p-value of 0.05, indicates that there is a significant difference between the pre-test and post-test under the experimental group. Hence, there is a significant difference between the post-test of the experimental and control group.

scholarly journals Using Noddy Cartoon to Improve the Writing Skill of the First Year Students of SMK Terpadu Mega Rezky Makassar

2017 ◽  
Vol 4 (2) ◽  
pp. 109-119
Author(s):  
Novalia Tanasy
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

This research is conducted to find out: (1) whether or not the use of Noddy cartoon is effective in improving the writing skill of the first year students of SMK Terpadu Mega Rezky Makassar and (2) the attitude of the first year students of SMK Terpadu Mega Rezky Makassar toward the use of Noddy cartoon in improving their writing skill. The research employs quasi-experimental method with two groups namely control and experimental groups. Each group consists of 30 students. The sample is chosen by applying cluster random sampling technique. The writer uses a test of writing and questionnaire in experimental group. The data obtained through the test is analyzed by using inferential statistic through SPSS version 22.0 program. The Likert-scale is used to analyze data of the student’s response to the questionnaire. In conducting the research, the writer applies Noddy cartoon episodes as the medium in improving the students’ writing skill. The result of this research shows that the use of Noddy cartoon is effective in improving the writing skill achievements of the first year students of SMK Terpadu Mega Rezky Makassar. It is indicated by the significant difference between the result of post-test in the experimental and control groups. The mean score of post-test in the experimental group is 76.77, which is higher than the mean score of post-test in the control group which is only 65.97. Furthermore, the data that are collected from the questionnaire show that the students have positive attitude towards the use of Noddy cartoon in learning writing, which is in scale of 83.20 or categorized as positive.

scholarly journals THE EFFECTIVENESS OF DIRECT PEER FEEDBACK TO INCREASE STUDENTS’ WRITING PERFORMANCE SUJITO (CORRESPONDING AUTHOR)

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emilia Yunita ◽  
Sujito Sujito
Keyword(s):  
Conventional Method ◽  
Peer Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Writing Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

ABSTRACT This study intended to investigate if there was any significant difference between students’ writing performance who were treated using direct peer feedback and students writing performance who were treated using conventional method. The samples were X TKJ1 and X TKJ2 at SMK Mahardika Karangploso in the 2015/2016 academic year. In this study, the researcher used quasi-experimental research design to gain the data. The researcher implemented direct peer feedback in experimental group and conventional method in control group. Writing test as an instrument was used to collect the data. The research was conducted by the researcher for six meetings. Independent sample t-test was used to examine the data, the result showed that the mean score of experimental group was bigger than control group (82.17 > 71.38). Moreover, the sig.2-tailed value was less than 0.05 (0.000 < 0.05). It meant that there was significant differences between students’ writing performance who were treated using direct peer feedback and students’ writing performance who were treated using conventional method. Keyword: performance, peer feedback,

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

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