scholarly journals The Effect of Using Active Class Strategy through Educational Games on the Achievement of 7th Grade Students in English Language at Public Schools in Wadi Al-Sir Directorate, Jordan

2021 ◽  
Vol 11 (4) ◽  
pp. 286
Author(s):  
Monther Alogiliy ◽  
Mona Smadi ◽  
Fatima Al Jarrah ◽  
Mariam Al Khalidi
Keyword(s):  
Public Schools ◽  
Active Learning ◽  
English Language ◽  
Learning Strategy ◽  
Educational Games ◽  
Control Group ◽  
Seventh Grade ◽  
Government Schools ◽  
Level Of Significance ◽  
Experimental Group

This study aimed to investigate the effect of using active learning through educational games on academic achievement and retention in the English language subject among seventh-grade students in government schools in Wadi Al-Sir Directorate/Jordan. The study tool (achievement test) was prepared, and six appropriate educational games were designed to teach the educational content. To ensure the validity of the tool, the test was presented to five referees from teachers and educational supervisors in the Wadi Al-Sir Directorate of Education. The researchers also calculated the reliability of the test, and its value was (0.89), which is a good value that meets the purposes of the study, and the difficulty factor and the discrimination coefficient were calculated for each item of the test. The study population consisted of students of the seventh grade in public schools in Wadi Al-Sir directorate of education, and the study sample consisted of (120) students, who were divided into two groups, a control group, and an experimental group, where the experimental group studied using active learning strategy through educational games, while the control group studied using the traditional method, the application took two weeks. The results of the study showed the following: - There were statistically significant differences at the level of significance ((α = 0.05)) between the levels in the measurements: pre, post, and retention for the experimental group. - The presence of statistically significant differences at the level of significance () between levels (remembering, application, synthesis, and total score) in the measurements: pre-, post-, and retention for the control group. - There are no statistically significant differences at the level of significance () in the levels of memory and comprehension in the posttest between the control and experimental group, while there are statistically significant differences in the levels of application, analysis, synthesis, and posttest in favor of the experimental group. - There are no statistically significant differences at the level of significance () in the levels of remembering, comprehension, application, and the measure of retention between the control and experimental group, while there are statistically significant differences in the levels of analysis and synthesis, in measuring retention and in favor of the experimental group. The researchers recommended the necessity of using the strategy of active learning through educational games in teaching other subjects, and for the rest of the classes.   Received: 9 February 2021 / Accepted: 26 May 2021 / Published: 8 July 2021

scholarly journals EFEKTIVITAS IMPLEMENTASI STRATEGI ENJOYABLE LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR BAHASA INGGRIS PERMULAAN PESERTA DIDIK SEKOLAH DASAR

2019 ◽  
Vol 3 (3) ◽  
pp. 341
Author(s):  
Gede Wira Bayu ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Visual Media ◽  
Control Group ◽  
Significance Level ◽  
Experimental Group

This research is based on the low learning outcomes of English language learning in elementary schools especially after the implementation of the 2013 curriculum where the time of learning English is much reduced from 4 hours a week in the Education Unit Level Curriculum (KTSP) to only 2 hours a week in the 2013 curriculum. To overcome these problems, it is considered important to implement the Audio-Visual Media-Assisted Enjoyable Learning Strategy. Pre-experimental research One Group Pretest-Posttest Design. The subjects in this study were grade 2 students in 8 elementary schools who had just implemented the 2013 curriculum in the 2018/2019 learning year in Buleleng sub-district. The data in this study were obtained by interview methods and field notes. With the random sampling technique, the subjects of this study were selected, namely grade 2 students in SD N 5 Banyuning, amounting to 27 students as a control group, and second grade students in SD N 2 Banjar Tegal, amounting to 25 students as the experimental group. Based on the results of the calculation of the tcount of 5.34. To find out the value of t table with degrees of freedom (dk) = 44 significance level (α) = 0.05 obtained the value of t table = 2.023. By comparing the value of tcount and ttable, the ratio of tcount> ttable is obtained, meaning H0 is rejected and Ha is accepted. And from the average, it was known that the experimental group was 20.86 and the control group was 15.18. This means experiment> control group. Thus, the Enjoyable Learning strategy assisted by audio visual media has a significant effect on the learning outcomes of English in Class II SD students in the 2013 Curriculum Application in the District of Buleleng, Buleleng Regency, Academic Year 2018/2019.

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

scholarly journals The Use of Course Review Horray (CRH) Strategy to Promote Students' Self-Confidence in Learning Vocabulary

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 68-82
Author(s):  
Kamarudin Kamarudin ◽  
Tawali Tawali ◽  
Muhammad Muhlisin
Keyword(s):  
English Language ◽  
Control Group ◽  
Seventh Grade ◽  
Huge Number ◽  
Self Confidence ◽  
Post Test ◽  
Quasi Experimental ◽  
Speak Up ◽  
And Control ◽  
Experimental Group

This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group.  The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

THE EFFECT OF APPLYING STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) METHOD ON STUDENTS’ ACHIEVEMENT IN WRITNG DESCRIPTIVE TEXT

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Cuna Dwi Mella And Sri Juriaty Ownie
Keyword(s):  
Degree Of Freedom ◽  
Control Group ◽  
Seventh Grade ◽  
Purposive Sampling ◽  
Student Teams ◽  
Post Test ◽  
Level Of Significance ◽  
Experimental Group

This study deals with the applications of Student Teams Achievement Division (STAD)method on students’ achievement in writing descriptive text. The objective of the study wasto find out whether STAD method significantly effected the students’ achievement in writingdescriptive text. This study was conducted to 2012/2013 the seventh grade of SMP N.1 SeiRampah, which consisted of 320 students in eight classes. Fourty students were taken as thesample by using purposive sampling. The sample was divided into two groups. The firstgroup was experimental group, it was taught by applying STAD method in writingdescriptive text, while the second group was control group, that was taught without applyingSTAD method. The instrument that was used in this study was a test. Those test wereconsisted of two test, pre test and post test. The result showed that the realibility of the testwas 0,99. Then, after analyzing the data it was found that the value of t-observed was 3,085with the degree of freedom (df) 38 at the level of significance p(0,05) = 2,002. It means thatt-observed is higher than t-table (3,085 > 2,002). Based on the result, Ha was accepted. Itmeans that STAD method has a significant effect on students’ achievement in writingdescriptive text.

scholarly journals The Effect of Strategy Training on Vocabulary Learning of EFL University Students

2020 ◽  
Vol 2 (3) ◽  
pp. 284-295
Author(s):  
Salma Seffar
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learning Ability ◽  
Control Group ◽  
Vocabulary Learning Strategies ◽  
Language Courses ◽  
Experimental Group

This study investigated the effect of training in five vocabulary learning strategies (VLS) on the vocabulary learning of EFL university students. The five vocabulary learning strategies were ‘Dictionary Work’, ‘Word Cards’, ‘Semantic Mapping’, ‘Word Parts’, and ‘Guessing from Context’. Forty-eight first year university students, in both the control group (24 students receiving English language courses) and the experimental group (24 students receiving English language courses besides VLS training) belonging to similar proficiency and vocabulary size levels, participated in the study. Data were collected utilizing two research instruments namely a vocabulary learning strategy questionnaire, pre-and post-tests of vocabulary learning ability. The vocabulary learning strategy questionnaire was used to elicit what types of vocabulary learning strategies the subjects employed while they learned and memorized the vocabulary taught independently outside and inside the class. The pre-test was employed to determine pre-existing knowledge of the participants. The posttest was administered to identify the impact of vocabulary learning strategy instruction on the students’ vocabulary knowledge. Descriptive statistics and t-test showed that after introducing vocabulary learning strategies training (VLST) in class, subjects from the experimental group used more VLS and significantly outperformed subjects of the control group in their ability to learn new words.

scholarly journals The Effect of Using Smart Board on the Achievement of Tenth Grade Students in English language and on Verbal Interaction during Teaching in Public Schools

2017 ◽  
Vol 5 (1) ◽  
pp. 197 ◽  
Author(s):  
Nibal Abdelkarim Mousa Malkawi
Keyword(s):  
Public Schools ◽  
English Language ◽  
Teaching Strategy ◽  
Verbal Interaction ◽  
Control Group ◽  
Smart Board ◽  
Significant Difference ◽  
Tenth Grade ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effect of using the smart board on the achievement of tenth grade students in the English language, and verbal interaction, where the study sought to answer two questions:Does the achievement of tenth grade students in English language vary due to teaching strategy?Does the ratio of verbal interaction using smart board in teaching among tenth grade students vary from the ratio of verbal interaction at Flanders? (81) students from two sections chosen randomly from among (5) sections participated in the study, the experimental and control groups were chosen randomly, the experimental group were taught using smart board, and the control group were taught using the traditional way supported by computer. Achievement test in English language was applied, and Flanders' modified tool for the analysis of the verbal interaction was applied on the experimental group. The results showed the existence of significant differences in the achievement of the students; and in favor of the experimental group. The results showed a statistically significant difference in the ratio of speech of students who were taught using smart board. And the rate of teachers' speaking during teaching with smart board has increased, and periods of interruption verbal communication, and the percentage of questions rose by the teacher and her encouragement to her students, and the responses of the students and their initiatives.In light of the findings, the study recommends the need to urge teachers to use the smart board in the teaching of the English language, and holding workshops to train teachers on how to use the smart board in teaching, and conducting studies reveal the reality of the use of the smart board.

scholarly journals Kearifan Lokal dalam Pembelajaran Bahasa Inggris: Sarana Meningkatkan Keterampilan Pelajar Bahasa Inggris Dewasa

2020 ◽  
Vol 16 (2) ◽  
pp. 133
Author(s):  
Aco Nasir ◽  
Andriani Andriani
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
P Value ◽  
English Learning ◽  
Quasi Experimental ◽  
Parametric Testing ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

This study aims at investigating the effect of the integrated local wisdom on English Learning at university Students. The research employed a quasi-experimental design. The experimental class was taught by implementing the integrated local wisdom on English Learning and the non-experimental class by conventional strategy. The subject was the 152 second semester students of Non-English Language teaching Department, Al Asyariah Mandar University. The sample was randomly selected to be one of the classes into the experimental group and the other one into the control group. Since the statistical assumptions were not fulfilled in this study therefore, the data were analyzed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The mean score of the students’ reading comprehension achievement in the end of the study was 79.63 in the experimental group while the mean score of the students’ achievement in control group was 56.76 and the p-value was .000, meaning was smaller than level of significance 0.05 (sig 0.000 < 0.05). The finding showed that the integrated local wisdom on English Learning statistically impacted students’ skill using English as Communication devise in daily life compared to one taught using the Conventional strategy.

scholarly journals The Impact of Literacy and Numeracy Drive (LND) on English Language Learning in Rural and Urban Public Schools of Gujranwala, Punjab

2021 ◽  
Vol VI (III) ◽  
pp. 137-149
Author(s):  
Muhammad Asad Habib ◽  
Muhammad Asif ◽  
Rana Imran Ali
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Control Group ◽  
English Language Learning ◽  
Rural And Urban ◽  
Urban Public Schools ◽  
The Impact ◽  
Experimental Group

The study examines the impact of Literacy and Numeracy Drive (LND) on the English language learning outcomes and environment at primary sections of rural and urban public schools of district Gujranwala, Punjab, Pakistan. The data were gathered from two public schools: one from a rural area and another from an urban center. The partakers, N=60, served in the controlled and experiment groups. The control group was imparted the prescribed syllabus with the traditional method. In contrast, the experimental group was trained through LND's systematic learning objectives (SLOs), Tablet PCs, specific booklets, and tests. Three pre-tests were conducted before the treatment, and three post-tests were administered after two months of instruction. The study used quasi-experimental methods, and the gathered data were analyzed using SPSS 25. The results show a significant improvement in the outcomes of the experimental group, while no significant change was observed in the case of the control group. The results demonstrate that systematic SOL-based language teaching, technological assistance, and hand training help improve the English language pedagogy. The study suggests that such intervention scan enhance the overall English language teaching environment. As a result,the reach of LND should be extended to other sections of public schools

scholarly journals Efektivitas Pembelajaran Matematika dengan Strategi Pembelajaran Aktif Index Card Match (ICM)

2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
St. Syahdan ◽  
Abdul Arif
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Control Group ◽  
Index Card ◽  
Active Learning Strategies ◽  
Experimental Group

This research is an experimental research which aim to know whether the active learning strategy index card match is more effective than expository learning strategy used learning mathematic for students in class VII State Islamic Junior High School at Pitumpanua, Wajo Regency. The design of the research used Posttest Control Group Design. In this research therean experimental group namely VIID class with 32 students which was taught using ICM active learning strategies and one groupcontrolnamely VIIE class with the same number students taught by expository learning strategy. Technique collection data used result of the learning tests, observation sheets for student activity, and questionnaire sheets for the student respond. Data analyzed used description statistic analyzed and statistic inferential analyzed. According to description statistic analyzed obtained:1) In the experimental group, the result of the mathematics learningobtained average of 74,16 with the deviation standard of 12.972 in the high criteria, while in the group control the average learning result of student amount 66,12 with the deviation standard 12,973 in the medium criteria. 2) Learning activities of students in the experimental group showed a positive attitude with a percentage of 58.04% and 51.45% in the control group. 3) The Student responses in the experimental learning group showed a positive response with percentage of 89.87% while in the control group 63.73%. Statistic inferential analyzed shows t count> t table (2.476> 1.67) with a significance of 5%, So we can conclude that the hypothesis is accepted it mean that learning mathematics in grade VII students of State Islamic Junior High School at Pitumpanua country of Wajo Regency through ICM active learning strategies is more effective than expository learning strategies

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