scholarly journals KEBERKESANAN KAEDAH FLIPPED CLASSROOM DALAM MENINGKATKAN KEMAHIRAN MENGOLAH ISI KARANGAN MURID-MURID SEKOLAH RENDAH

2020 ◽  
Vol 6 (1) ◽  
pp. 189-203
Author(s):  
Md Fadzil Masri ◽  
Zamri Mahamod
Keyword(s):  
Social Sciences ◽  
Standard Deviation ◽  
Flipped Classroom ◽  
Control Group ◽  
Essay Writing ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Kajian ini dilaksanakan bagi mengkaji keberkesanan kaedah Flipped Classroom dalam meningkatkan kemahiran mengolah isi karangan Bahasa Melayu tahun 6. Kajian kuasi-eksperimen ini adalah berbentuk kuantitatif. Kajian ini dijalankan kepada 31 responden bagi kumpulan eksperimen yang diajar menggunakan kaedah Flipped Classroom dan 28 responden bagi kumpulan kawalan. Instrumen yang digunakan merangkumi ujian pra, ujian pasca, dan senarai semak. Instrumen ujian pra dan pasca dilaksanakan bagi melihat hasil dalam perbezaan prestasi penulisan isi karangan bagi kumpulan eksperimen dan kawalan. Instrumen senarai semak digunakan bagi melihat aspek pengolahan isi karangan murid. Data yang diperoleh telah dianalisis menggunakan perisian Statistical Packages for Social Sciences (SPSS) Version 23.0. Hasil kajian juga dianalisis menggunakan ujian-t. Skor min bagi kumpulan eksperimen ialah 20.64 dengan sisihan piawai 2.244 menunjukkan dapatan yang lebih tinggi jika dibandingkan skor min bagi kumpulan kawalan 14.00 dan sisihan piawai 3.620. Hasil kajian ini boleh digunakan para guru untuk menggunakan kaedah Flipped Classroom dalam topik atau mata muridan lain dengan lebih berkesan dan bersistematik. This study was undertaken to assess the effectiveness of Flipped Classroom in improving writing skills in converting the Malay 6. In this quasi-experimental study was quantitative. This study was conducted on 31 respondents for the experimental group taught using the Flipped Classroom method and 28 respondents for the control group. The instruments used include pre-test, post-test, and checklist. Pre- and post-test instruments were implemented to see the results in the differences in essay writing performance for the experimental and control groups. The checklist instrument is used to look at the processing aspects of student essay content. The data obtained were analyzed using Statistical Packages for Social Sciences (SPSS) Version 23.0 software. The results of the study were also analyzed using t-test. The mean score for the experimental group was 20.64 with a standard deviation of 2.244 showing higher findings when compared to the mean score for the control group 14.00 and a standard deviation of 3.620. The results of this study can be used by teachers to use the Flipped Classroom method in other students' topics or points more effectively and systematically.

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals Enhancing Students’ Vocabulary Mastery using Spot It! Card Game in Distance Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 483-491
Author(s):  
Suci Ayu Kurniah P ◽  
Rusliana Rusliana ◽  
Erna Fitriani Pratiwi
Keyword(s):  
Distance Learning ◽  
Control Group ◽  
Card Game ◽  
Slight Improvement ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Second Year ◽  
And Control ◽  
Experimental Group

This study aimed at finding the effectiveness of Spot it! Card Game in enhancing students’ English vocabulary mastery in distance learning. The research used a quasi-experimental research design. The participants were the second year students of SMA Pesantren Modern Datuk Sulaeman Palopo Bagian Putri which were divided into experimental group and control group consisted of 20 students in each group. The result indicates that the students of the experimental group have significant improvement of the mean score which is5,42 on Pre-test classified as Poor to 8,89 on Post-test classified as Very Good after given treatment using Spot It! Card Game. Meanwhile, students of the control group show slight improvement which is 6,36 on pre-test classified as Fair to 7,91 on post-test classified as Good after given treatment using the conventional method. It means enhancing students’ vocabulary mastery using Spot It! Card Game is more effective than using the conventional methods in distance learning.

scholarly journals Is It Truly Improvisational Exercise Push Students’ Speaking Ability

2017 ◽  
Vol 1 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Muhammad Aswad
Keyword(s):  
Control Group ◽  
Grammatical Structure ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Speaking Performance ◽  
And Control ◽  
Experimental Group

Improvisational exercises is a technique which consist three steps, they are preparation, modelling, and playing, that is preparation the teacher presents exercises, the students practice (modelling), and then procedure (playing)and the it provides three main goals; (1) the students pronounciation improve, (2) proper use of grammatical structure is reinforced, (3) vocabulary practice in enhanced. With this background, this research was quasi-experimental, with non-equivalent control group design. The sample consisted of two classes of students enrolled in 2013/2014 academic year, which one group was taken to be an experimental and the other to be a control group. The data obtained through the test were analysed by using statistical analysis. In conducting the research, the researcher used improvisational exercise technique to evaluate the students’ speaking performance which covered by three components of speaking, such as: fluency, accuracy, and comprehensibility. The research findings shows thatthe use of improvisational exercise technique (presentation, modelling, and playing) in teaching speaking can improve the speaking performance of the eight year students of  SMP Negeri 2 Majene significantly after being given treatment. The mean score of experimental group in post-test and control group were significantly different. The mean score of post-test in experimental group (3.36) was higher than control group (3.00).Thus, it is recomended for all English teacher to improve the students ability in speaking.

scholarly journals The Effect of the Use of Stories in Improving the Writing Ability of the Second Year Students of Madrasah Tsanawiyah Negeri Mangempang Barru

2017 ◽  
Vol 1 (1) ◽  
pp. 57-66
Author(s):  
Syamsiah Syamsiah
Keyword(s):  
Control Group ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Inferential Analysis ◽  
Second Year ◽  
And Control ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigated the implementation of the use of stories in improving the students’ writing ability. The objectives of this research were (1) to find out whether or not the use of the stories is effective to improve the writing ability, (2) to find out which of the writing components that is mostly increased by the implementation of the use of stories. This research was carried out on the second year students of MTs N Mangempang Barru. The writer employed a quasi-experimental design. This research assigned two groups namely experimental and control group. Each group consists of 24 students. The sample was using cluster random sampling. The experiment group of were taught by using stories while in other group taught by using mono text. The instrument of this research was writing descriptive text. The data obtained through the test were analyzed by using inferential analysis by some formulas. Based on the result of research the mean score of post test of experimental group (73.42) was higher than the control group (69.50). The result of the t-test value (2.99) was higher than t-table value (2.021) . in other words, Ho was rejected and H1 was accepted..This means that the use of stories significantly improved the students’ writing ability of the second year students of MTs N Mangempang Barru.  

scholarly journals The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students

2020 ◽  
Author(s):  
M Valiollahi ◽  
N Shahmiri ◽  
B Mirzaian
Keyword(s):  
Standard Deviation ◽  
Academic Engagement ◽  
Control Group ◽  
Academic Procrastination ◽  
Rehabilitation Training ◽  
Post Test ◽  
The Mean ◽  
Group Rehabilitation ◽  
And Control ◽  
Experimental Group

Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01. Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among 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 IMPROVING STUDENTS’ WRITING SKILL THROUGH REFLECTIVE JOURNAL: A STUDY AT A SENIOR HIGH SCHOOL IN ACEH

2020 ◽  
Vol 8 (3) ◽  
pp. 221-230
Author(s):  
Dina Miftahul Jannah ◽  
Bustami Usman ◽  
Bukhari Daud ◽  
Asnawi Muslem ◽  
Iskandar Abdul Samad
Keyword(s):  
Journal Writing ◽  
Control Group ◽  
Reflective Journal ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

scholarly journals THE EFFECT OF SHADOWING TECHNIQUE ON STUDENTS’ SPEAKING ABILITY OF EIGHT GRADE AT SMP NEGERI 1 PARIGI

2019 ◽  
Vol 4 (3) ◽  
pp. 363
Author(s):  
Melly Astriyani ◽  
La Miliha ◽  
Wa Ode Fatmawati
Keyword(s):  
Teaching And Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Speaking Test ◽  
Oral Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The objective of this study is to find out the effect of shadowing technique on students’ speaking ability. The design of this study is quasi experimental were consist of two   classes;   experimental   class   and   control   class   of students’ eight grade students at SMP Negeri 1 Parigi. The researcher applied purposive sampling technique. The instrument of this research was oral test in pre-test and post-test.  This  study  was  conducted  from  March  21st  to April  7th,  2018.  The  instrument  used  for  collecting  data were speaking test and the data was analyzed by using SPSS version 16.0. The findings show the students speaking score in experimental class is higher than the students speaking score in control class. It has proved by the comparison of the mean score from both control class and experimental class. The mean score of post-test in control group is 2.52 and the mean score of post-test in experimental group is 3.31. The gain score from post-test in control group to post-test in experimental group is 0.79. Furthermore, the effect size of the study is 0.6 and it indicates there is any significant effect of shadowing technique on students’ speaking ability of eight grade students’ at SMP Negeri 1 Parigi. In short, shadowing technique is recommended to teacher to be use in teaching and learning process as an additional technique in teaching speaking especially to students speaking ability. Keywords: Speaking Ability, Shadowing technique

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

2019 ◽  
Vol 4 (3) ◽  
pp. 335
Author(s):  
Eva Veronica ◽  
Mursalim Mursalim
Keyword(s):  
Test Score ◽  
Control Group ◽  
Vocabulary Test ◽  
Seventh Grade ◽  
Mobile Access ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group ◽  
Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile  Access  (Audio  visual  easy  learn  English)  as  a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access  (Audio  Visual  Easy  Learn  English),  and  giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that  there  was a  significant  effect  of  using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

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