scholarly journals A Correlation Between Students’ Intelligence Quotient (IQ) and Their Writing Ability for the Eighth Grade

2020 ◽  
Vol 1 (1) ◽  
pp. 12
Author(s):  
Muhammad Zainul Muttaqin Eka Wiratna ◽  
Hidayatul Hamdiah
Keyword(s):  
Null Hypothesis ◽  
Quantitative Research ◽  
Intelligence Quotient ◽  
Alternative Hypothesis ◽  
Eighth Graders ◽  
Significance Level ◽  
Writing Ability ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Mean

This article was focused on the correlation between students’ intelligence quotient (IQ) and their writing ability. The purpose of the study was to find out whether there is any positive correlation between students’ intelligence quotient (IQ) and their writing ability. This study was quantitative research. The sample was 25 students. To collect the data, the researchers informed the students’ an instrument in multiple-choice tests as many as 15 questions for intelligence quotient (IQ) and an essay which is a form in the descriptive text for writing ability. Descriptive statistic and hypothesis testing were used to analyze the data in this research. Furthermore, the mean score of students’ intelligence quotient (IQ) was 78.00 and 66.24 was the mean score of students’ writing. Moreover, the Standard Deviation of intelligence quotient (IQ)was 3.464 and writing was 4.772. The present researcher found out the result of the correlation coefficient was .403 at p =.046 which was lower than 0.05 (as the standard significance level in SPSS) at two tails. This implied the first Ho (null hypothesis) was rejected and first Ha (alternative hypothesis) was accepted. It means that there was a correlation between students’ intelligence quotient (IQ) and their writing ability for the eighth graders of MTs Ihya’ Ulumuddin. Keywords: Intelligence Quotient (IQ), Writing Ability, and Intelligence

scholarly journals Improving Students’ Translation Mastery by Hypnoteaching Implementation

2016 ◽  
Vol 6 (2) ◽  
pp. 58
Author(s):  
Juwita Boneka Sinaga
Keyword(s):  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
T Test ◽  
Metacognitive Strategy ◽  
Brain Wave ◽  
Significance Level ◽  
Significant Difference ◽  
Speaking Skill ◽  
Second Year

There is a need to know why students feel so nervous and lack of confidence when speaking. There may be a relationship between their metacognitive strategy and their self-efficacy in speaking skill. This research aimed at improving students’ translation mastery by hypnoteaching implementation. Hypnoteaching stands for two words- hypnosis and teaching. Majid defines hypnosis as a condition like a sleep called trance due to the reduction of brain wave from beta to alpha or theta. In this condition, the client’s conscious mind is opened and the hypnotist can give suggestions directly to the subconscious mind. This research was a quantitative research classified into a true experimental design. In this research, the instrument that used was multiple choice consist of 10 items. The researcher used t-test formula to find out whether there was a significant difference between the both classes after being treated. Based on the findings on the discussion, the researcher concluded that the implementation of Hypnoteaching method effectively improves the second year students’ translation ability at SMA Negeri 6 Padangsidimpuan, Bone. It could be proven by looking at the comparison between the T-test value and T-table value. The T-test value is 5.957 and with 1% of significance level and 38 degree of freedom, T-table value is 2.712 because the T-test value is higher than T-table, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. That significant improvement could be observed in the students’ motivation while the learning process runs.Keywords: translation mastery, hypnoteaching

scholarly journals A COMPARATIVE STUDY BETWEEN THE USE OF BLOCK STYLE AND POINT BY POINT METHOD ON WRITING ABILITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Taufik Ihsan
Keyword(s):  
Comparative Study ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Total Sample ◽  
T Test ◽  
Point Method ◽  
Cluster Sampling ◽  
Writing Ability ◽  
Significant Difference

The  main aim of this research was to find out whether there is any significant difference between students’ writing ability on using block style method and students’ writing ability on using point by point method. The design of this research is a causal-comparative study that focusing on quantitative research. The subject of this research was level 2 students’ of language center UIN Suska Riau. The object of this research was comparing between using block style and point by point method on students’ writing ability. The sample was two classes; Experiment class (34 students) and compare class (34 students). The total sample was 78 students by using cluster sampling. The test and questionnaire  were used to collect the data and data was anlyzed by using compare means and t-test by using SPSS 20.0. the last finding of this research was found that there was a signifficant difference on students’ writing ability between using block style and point by point method. It shown on comparing the mean score. Block style method was 60.7353 and point by point method was 78.3824. And the hyphothesis testing was show the result of post T-test 11.823, then score of sig.(2-tailed) is 0.000. if we act to null hypothesis (Ho) that is 0.05, it  means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It  means that there is a significant difference between The Use of  Block Style Method and Point by Point Method  on The Students’ Writing Ability at Language Center of UIN Suska Riau. At last,  it shows that Point by point was better compared to the implementation of Block Style Method.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

Suggestopedia method as an effective method in teaching reading comprehension for senior high school

2020 ◽  
Vol 3 (1) ◽  
pp. 98-101
Author(s):  
Deavy Safitri Murfita ◽  
Dian Novita
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Null Hypothesis ◽  
Quantitative Research ◽  
Alternative Hypothesis ◽  
Teaching Reading ◽  
Program Calculation ◽  
Post Test ◽  
Main Activity ◽  
Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement This article investigates major points of the speech verbs. On this case, different meaning of verbs was analyzed from Russian into English.  Therefore, analyses of the theory with methodology were described to make better diffusion. To conclude with both outcomes and shortcomings were outlined to get further analyses as the whole.

scholarly journals USING SUBSTUTION DRILL TECHNIQUE TO IMPROVE STUDENTS’ PRONUNCIATION ABILITY

2014 ◽  
Vol 3 (2) ◽  
pp. 178
Author(s):  
Maharida Maharida
Keyword(s):  
Experimental Method ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Good Classification ◽  
Tenth Grade ◽  
Post Test ◽  
Back Vowel ◽  
Independent Variable ◽  
The Mean ◽  
Teaching Pronunciation

This research aimed to find out the improvement of the students’ pronunciation ability by using Substitution Drill that focused on English Consonants which consisted of dental and palato alveolar consonants and English Vowel which consisted mid-front,mid-central and mid-back vowel. The researcher applied Pre-Experimental method with one group pretest-posttest design and collected the data by giving pre-test and post-test. The sample of the research was class X IPA of SMA Negeri 1 Galesong Selatan which consisted of 33 students. The sample was taken by using the purposive technique. The research variables were teaching pronunciation by using Substitution Drill as an independent variable and dependent variable were English Consonants and English Vowel. The result of the research showed that the tenth-grade students of SMA Negeri 1 Galesong Selatan had fair score in the pre-test. After treatment, their pronunciation ability significant improved. The result of the research was the mean score obtained by the students through pre-test was 5.77 which was classified as fair classification and the mean score of the students on the post-test was 7.32 which was classified as good classification and the value of t-test was greater than t-table (16.48 > 2.037). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the use of Substitution Drill was effective to improve the students’ pronunciation ability.Keywords: improvement, pronunciation, substitution drill, dental, palato alveolar

scholarly journals Number Head Together (NHT) in Teaching Writing in EFL Classroom

2021 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Hidayatul Hamdiah ◽  
Nik Mohd Rahimi Nik Yusoff
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Vocational High School ◽  
Significance Level ◽  
Tenth Graders ◽  
Writing Test ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
The Mean

This article focused on the effectiveness of Number Head Together in teaching writing in the EFL Classroom. The aim of the study was to improve EFL students’ writing. This study was quantitative research and used an experimental design. The population was 30 students and the sample was 15 students. Purposive sampling was used in determining the sample of the study. The writing test was the instrument used to collect the data. The data were analyzed by using descriptive statistics and paired sample t-test to test the hypothesis. The students' instrument was an essay-informed descriptive text. Furthermore, the researchers used pre and post to compare scores before and after implied Number Head Together. The mean score of the pre-test was 49.06 at p = 1.364 and the post-test was 78.40 at p = 1.576 which was higher than 0.05 (as the standard significance level in SPSS). This value showed the differences before and after implementing Number Head Together. Hence, it can be concluded that Number Head Together was significantly effective in teaching writing in the tenth graders of Public Vocational High School (SMKN) 1 Janapria, Indonesia. However, The student's writing improves because in grouping the students able to help each other. Keywords:  Number Head Together (NHT), EFL Classroom,  Teaching Writing

scholarly journals IMPROVING ENGLISH VOCABULARY BY USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO THE FIFTH GRADE STUDENTS OF SDN PASIRKALIKI 1 CIMAHI

2018 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Irfan Hidayat ◽  
Aris Munandar
Keyword(s):  
Data Analysis ◽  
Alternative Hypothesis ◽  
Fifth Grade ◽  
Teaching English ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Physical Response ◽  
The Subject ◽  
The Mean ◽  
Response Method

The objective of this research entitled “IMPROVING ENGLISH VOCABULARY BY USING TOTAL PHYSICAL RESPONSE (TPR) METHOD TO THE FIFTH GRADE STUDENTS OF SDN PASIRKALIKI 1 CIMAHI” was to find out whether or not teaching English Vocabulary using Total Physical Response Method was effective to improve the students’ vocabulary ability. The research used quantitative method and one group pretest-posttest design. The population of this research was 31 of the fifth grade elementary school while the sample was entire population. They are consisted of 31 students. The data of this research were collected by giving pretest and posttest to the subject. The collected data were analyzed by using t-test formula. The results of the data analysis showed that: the mean score of pretest was 44.61, the mean score of posttest was 44.83, the tobs was 2.442, the tcritical value at the significance level 0.05 with degree of freedom (df) 30 was 2.042. Based on the data analysis above, the alternative hypothesis was accepted because the tobs was higher than t critical (2.442>2.042). It also meant that improving English vocabulary using Total Physical Response Method was effective to improve the students’ vocabulary ability. Keywords: Vocabulary, Total Physical Response Method

scholarly journals THE EFFECTIVENESS OF “I CHALLENGE GAME” IN TEACHING GRAMMAR

2018 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Yuliani Yuliani
Keyword(s):  
Alternative Hypothesis ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Second Grade Students ◽  
The Mean ◽  
Teaching Grammar ◽  
Experimental Group

This study was to find out the effectiveness of I challenge game in teaching grammar. This research was quasi experimental design. The population of this study was the second grade students of SMPN 2 Kediri which consisted of four classes. Two classes were chosen as the samples, those were VIII B Class as experimental group consisted of twenty six students and VIII D Class as control group consisted twenty five students. They were chosen by using simple random sampling technique. Experimental group was treated by I Challenge Game and control group was treated by Grammar Draughts Game. The instrument that was used objective test informs of multiple choices. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 67,04 while the mean score control group was 52,54 and the value of t (t test) = 1,716 was higher than  (t table) = 1.677 at the significance level of 0,05% and the number of degree freedom (df) 49. It meant that alternative hypothesis (Ha) was accpeted and null hypothesis (Ho) was rejected. It could be calculated that I Challenge Game was effective in teaching grammar at the second grade students of SMPN 2 Kediri.

scholarly journals PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPA

Instruksional ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 152
Author(s):  
Ika Yuwanita ◽  
Happy Indira Dewi ◽  
Dirgantara Wicaksono
Keyword(s):  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Science Students ◽  
Learning Methods ◽  
Multiple Choice Tests ◽  
Study Results ◽  
Choice Tests

This research aims to know the influence of the method of learning and learning style against the results of the Study IPA. This research uses experimental methods with quantitative research design treatmen by level 2x2. The instruments used to study results of multiple choice tests and is used for visual learning style is the questionnaire. The results of this study indicate that: (1) student learning outcomes given Expository learning methods in higher Learning of students who are granted for Conventional learning methods Learning (2) there is the influence of the interaction between the learning methods and visual learning style (3) the results of the study and science students who have high visual learning style and learning methods given expository learning higher than students who were given conventional learning methods learning (4) the results of the study and science students who have low visual learning style and learning methods given expository learning lower than students who were given conventional learning methods learning.

scholarly journals THE EFFECT OF JUMBLED TEXTS TOWARDS STUDENTS’ ABILITY IN WRITING IN SMPN 3 TANJUNG

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 72
Author(s):  
Yunita Astuti ◽  
Tri Setianingsih
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Second Grade ◽  
Control Group ◽  
Group Design ◽  
Inferential Statistic ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control

The aim of this research was to find out whether jumbled texts have any effects towards students’ ability in writing. This study was experiments research and used pre-test and post-test non-equivalent group design of quasi experimental design. The population of this study was all students of the second grade at SMPN 3 Tanjung and the sample was two classes which consisted of 22 students of each class. To analyze the data this study used descriptive statistic and inferential statistic. The finding of this research showed that the t-test was 3,416 > t-table 1, 682. The mean score of experimental and control group was 760>60,59. It can be concluded that alternative hypothesis was accepted and null hypothesis was rejected and jumbled texts was effective toward students’ ability in writing.Keywords: Jumbled Texts, Ability, Writing

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