scholarly journals The Effect of Mnemonic Vocabulary Instruction on Reading Comprehension of Students

2018 ◽  
Vol 7 (3) ◽  
pp. 49
Author(s):  
Parima Fasih ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Vocabulary Instruction ◽  
Placement Test ◽  
Control Group ◽  
School Students ◽  
Key Word ◽  
Quasi Experimental ◽  
Keyword Mnemonics ◽  
Group B

The present article was an investigation of mnemonic vocabulary teaching to improve reading comprehension in the EFL classrooms. A major problem with the most of the past researches was that they paid no or little attention to the effects of using mnemonic strategies to improve reading comprehension. The purpose of this paper was to investigate how key word mnemonic vocabulary teaching can improve reading comprehension of the students. To this end, 360 third grade senior high school students from 6 senior high schools of Zanjan were selected through multistage cluster random sampling method and based on Cambridge placement test (2010), 345 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on reading comprehension. In this article there were one control group (A, n=115), and two experimental groups (B, n=115; C, n=115) all of which were male and there were selected randomly by the researchers. During one month in four weeks, every week in two thirty-minute session, group B received direct vocabulary instruction and group C received key word mnemonic instruction. The quantitative component of this article was comprised of the Unit Cloze test. In order to test the effects of Mnemonic Vocabulary Teaching on reading comprehension, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved the reading comprehension of the students. The use of keyword mnemonics as a means to differentiate instruction is an educational implication that can assist teachers seeking better student achievement outcomes.

scholarly journals The Effects of Mnemonic Vocabulary Instruction on Content Vocabulary Learning of Students

2018 ◽  
Vol 4 (1) ◽  
pp. 42-62
Author(s):  
Parima Fasih ◽  
Siros Izadpanah ◽  
Ali Shahnavaz
Keyword(s):  
High School Students ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Placement Test ◽  
Control Group ◽  
School Students ◽  
Key Word ◽  
Quasi Experimental ◽  
Keyword Mnemonics ◽  
Content Vocabulary

The present article is an investigation about the effects of mnemonic vocabulary teaching to improve content vocabulary learning in EFL classrooms. A major issue with the most of the past studies was that they paid little or no attention to the effects of using mnemonic strategies to improve content vocabulary learning. The purpose of this paper is to investigate how key word mnemonic vocabulary teaching can improve the comprehension and learning of the content vocabulary for the students. To this end, 256 third year senior high school students from 6 senior high schools in Zanjan (Iran) were selected through a multistage cluster random sampling method and based on the Cambridge placement test (2010), 230 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on content vocabulary learning. In this article there were one control group (A, n=115), and one experimental group (C, n=115) all of which were male and there were selected randomly. This study was done in May 2017, and over four weeks, in two thirty-minute sessions per week, group C received key word mnemonic instruction. In order to test the effects of mnemonic vocabulary teaching on content vocabulary learning, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved content vocabulary learning for students. The use of keyword mnemonics as a means to differentiate instruction is an educational result that can assist teachers.

The Effect of Contextual Visual Aids on High School Students' Reading Comprehension

2016 ◽  
Vol 6 (9) ◽  
pp. 1827
Author(s):  
Nahid Majidi ◽  
Nader Assadi Aydinlu
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
Homogeneity Test ◽  
Visual Aids ◽  
School Students ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Iranian High School Students

The present study was an attempt to investigate the effect of contextual visual aids on Iranian high school students’ reading comprehension. To do so, a thorough review of the related literature was done and a quasi-experimental study was designed in which the participants were 96 female EFL learners at the intermediate level. These participants were chosen out of 140 learners through a homogeneity test. The selected participants were assigned to four groups; three experimental groups (pre-thematic, thematic and post-thematic) and one control group. The participants went through the procedure of pretest, treatment, and posttest. The data was collected by means of three tests: a PET test, a pretest and a posttest of reading comprehension. A one-way ANOVA was run to probe the research questions posed in this study. The findings revealed that contextual visual aids had a statistically significant effect on Iranian high school students' reading comprehension. The study findings also revealed that among the Contextual Visual Aids, pre-thematic aids had the highest effect on high school students’ reading comprehension. This was followed by thematic visual aids which had a moderate effect on this process. However, the post-thematic visual aids had slightly significant effect on high school students' reading comprehension.

scholarly journals The Effects of Mind Mapping (MP) and Pre-Questioning (PQ) on the Students’ Reading Comprehension

2015 ◽  
Vol 2 (2) ◽  
pp. 160-177
Author(s):  
M Maslakhatin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Control Group ◽  
School Students ◽  
Mind Mapping ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Inferential Comprehension ◽  
Experimental Group ◽  
Literal Comprehension

This study was conducted to investigate the effects of mind mapping and pre-questioning on the students’ reading comprehension and on  the students’ reading comprehension levels: literal comprehension, inferential comprehension, evaluation, and appreciation. This study was a quasi-experimental design, which involved 52 senior high school students of the eleventh grade in Surabaya. Mind mapping was used for the experimental group and pre-questioning was for the control group. The instrument was 25 item reading comprehension test incorporating the four reading comprehension levels based on Barrett taxonomy.  Independent Sample t-test and Manova test were used to analyze the data, which results revealed that there was no significant difference between the students who received mind mapping and those who received pre-questioning in their overall reading comprehension and in their literal comprehension, evaluation, and appreciation level. However, there was a significant difference between the students who received mind mapping and those who received pre-questioning in their inferential comprehension. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3090

scholarly journals Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 71-82
Author(s):  
Muhamad Holandyah ◽  
Nova Lingga Pitaloka ◽  
Wahyudiyanto Wahyudiyanto
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Senior High School ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Paired Sample ◽  
Significant Difference ◽  
Quasi Experimental

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students’ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452).  The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students’ reading comprehension scores.

scholarly journals The Effect of List-Group-Label Strategy on Students’ Reading Interpretative Comprehension

INTELEKTIUM ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 114-121
Author(s):  
Afore Tahir Harefa
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Narrative Text ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Label Strategy

Reading at the level of interpretive understanding is a student activity to respond, get information and meaning by making inferences and reading between the lines of the reading text. This study reveals the problems, namely: students are not able to identify content words such as verbs, nouns, adjectives, and adverbs from the text, students lack vocabulary, students are not able to answer comprehension questions from the text by applying the List-Group-Label Strategy in the teaching and learning process. reading narrative text. The purpose of this study was to determine whether or not there was a significant effect of List-Group-Label Strategy on Students' Reading Comprehension in Narrative Text. This research is a quasi-experimental design. The population in this study were junior high school students and the sample was class VIII students which consisted of two classes as the experimental class and the control class. Each class consists of 30 students. Researchers selected samples using saturated sampling technique. The instrument used in data collection is a written test. Next, the researcher gave a pretest and posttest to the experimental group and the control group to determine the normality of the data and the homogeneity of the sample. After conducting the research, the researcher analyzed the data and produced hypothesis testing, the t-count was 5.067 and the t-table was 2.002. While t-count (5.067) > t-table (2.002), it can be concluded that Ho is rejected and Ha is accepted. In conclusion, there is a significant effect of the List-Group-Label Strategy on students' reading comprehension in narrative texts

scholarly journals The effect of silent short movie on EFL writing achievement of Vocational High School students

2017 ◽  
Vol 7 (2) ◽  
pp. 168
Author(s):  
Rahmani Ayu Rinda Kartika ◽  
S. Susilo ◽  
Muhammad Natsir
Keyword(s):  
High School ◽  
High School Students ◽  
Control Group ◽  
Writing Achievement ◽  
Vocational High School ◽  
School Students ◽  
Efl Writing ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Short Movie

The purpose of the study was to investigate whether or not there is a significant effect of silent short movie on EFL writing achievement of the vocational high school students. This study was quasi-experimental using a nonrandomized control group, pretest-posttest design. There were 61 students who were selected randomly from the 10 classes of tenth-graders of the 6th State Vocational School in Samarinda. The instruments used in the study was writing test. The result revealed that the vocational high school tenth grade students who were taught by silent short movie (M = 8.01, SD = .32) got significantly different achievement in EFL writing than did the vocational high school tenth grade students who were not taught by silent short, t(58) = -2.22, p = .030. This result suggests that the writing aspects which the students significantly outperformed were text organization, sentence formation, grammar, vocabulary, mechanics, and tidiness.

scholarly journals Teaching Solar System Topic through Predict-Observe-Explain-Apply (POEA) Strategy: A Path to Students’ Conceptual Change

2019 ◽  
Vol 4 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Ugi Supriatna ◽  
Achmad Samsudin ◽  
Ridwan Efendi
Keyword(s):  
High School ◽  
High School Students ◽  
Solar System ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Difference

The misconception of the Solar System topic is still found in students so that it becomes one of the obstacles in the learning process. The purpose of this study is to analyze the effectiveness of the implementation of Predict-Observe-Explain-Apply (POEA) learning to change the junior high school students' conception in the Solar System topic. Quasi-experimental research with the non-equivalent control group design was conducted in one of the private junior high schools in Bandung city. Samples were selected based on the test of the average significance of the pretest score of the population. Furthermore, 30 students of the experimental class and 32 students of control class were selected. The research instrument, which consisted of 15 four-tier diagnostic test questions about Solar System were used to collect data before and after treatment. The tests were analyzed quantitatively by using the Mann-Whitney statistical test to determine the significance of the difference in the acceptable conception changes (Acceptable Change) of students in the experimental class with changes in the conception of students in the control class. The results of the research show that the implementation of POEA learning is significantly more effective than POE learning in changing the conception of Solar System topic. The findings of this study can be an alternative for junior high school teachers in planning learning about the Solar System, especially in an effort to change students' misconception about the Solar System.

Music: Effects on Junior High School Students’ Performance in Mathematics

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Roberto G. Sagge Jr.
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Test Anxiety ◽  
Junior High School ◽  
Rating Scale ◽  
Background Music ◽  
Habits Of Mind ◽  
School Students ◽  
Quasi Experimental ◽  
Group B

Mathematics is taught in isolation from other subjects and often lacks creative or artistic flair; hence, students often get bored and do not pay attention in class. This study ascertained the effects of background music on students’ achievement, habits of mind, test anxiety, and disposition. The instrument used were the researcher-made mathematics achievement test, test anxiety rating scale, and disposition rating scale which underwent validation through a panel of experts. The result showed that the pretest mean scores in mathematics achievement of all the three groups were “low.” The pretest mean scores in habits of mind of the three groups were “not developed.” The pretest mean scores in test anxiety of groups A and B were both “moderate” while group c was “high.” The pretest mean scores in disposition to music of groups A and c were both “partially liked” while group B was “liked.” As observed, all the background music used had an impact on the improvement of the students’ scores in mathematics. The results of the study served as bases for the development of music-enhanced mathematics program. Keywords - Mathematics Education, music, habits of mind, test anxiety, disposition, quasi-experimental design, Philippines

Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

2017 ◽  
Vol 7 (8) ◽  
pp. 608
Author(s):  
Dyah Christina Iswandari ◽  
Johannes Ananto Prayogo ◽  
Bambang Yudi Cahyono
Keyword(s):  
High School Students ◽  
Environmental Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Writing Ability ◽  
Quasi Experimental ◽  
Efl Students

This study aims at examining the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. This study employed a quasi-experimental design by involving two classes of senior high school students, each consisted of 30 students. One class was assigned to be the experimental group and treated with environmental PBL, while the other class was assigned to be the control group and taught conventionally. A vocabulary test was used to measure the students’ environment-related vocabulary mastery, while a hortatory writing test was used to examine the students’ writing ability. The data were analyzed by using independent sample t-test. The results of the study showed that the students who were taught by using environmental PBL improved their environment-related vocabulary mastery and their writing ability significantly. The PBL approach is then recommended for future teaching and research. Nevertheless, before implementing this approach, other teachers and future researchers should consider the readiness of the curriculum, the students, and the school infrastructure.

scholarly journals Effects of a pilates school program on hamstrings flexibility of adolescents

2015 ◽  
Vol 21 (4) ◽  
pp. 302-307 ◽  
Author(s):  
Noelia González-Gálvez ◽  
María Carrasco Poyatos ◽  
Pablo Jorge Marcos Pardo ◽  
Rodrigo Gomes de Souza Vale ◽  
Yuri Feito
Keyword(s):  
High School ◽  
High School Students ◽  
Effect Size ◽  
Small Proportion ◽  
T Test ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Hamstring Flexibility ◽  
Experimental Group

INTRODUCTION: Low levels of hamstring flexibility may trigger certain acute and chronic pathologies and injuries. Poor flexibility is observed among teenagers and several authors have recommended the use of specific programs in this population to improve flexibility levels. The Pilates Method (PM) may be an appropriate intervention to achieve this purpose and has rarely been used with this population. Objective: Study was to assess changes in the flexibility of hamstrings after running a didactic PM unit for high-school students.METHODS: This research was developed through a quasi-experimental design. The sample consisted of 66 high-school students divided into experimental group (EG=39) and control group (CG=27). The intervention was carried out 2 times a week for six weeks. Each session lasted 55 minutes divided into three parts: warm-up, main part and cool down. Hamstring flexibility was assessed using the toe-touch test. Paired Student t-test and t-test for independent samples were applied. The size of the effect (d) was determined.RESULTS: The EG showed significant provident in hamstring flexibility (+3.54±3.9cm). The effect size was low (d>d>0,2<0,53), which means that a small proportion of participants improved their results. The control group did not have significant changes after the intervention. In the experimental group, both boys (+3.38± 3.7cm) and girls (+3.85 ± 4.2cm) showed significant improvements. The effect size was low for boys (d>d>0.2<0.53), which means that a small proportion of participants improved their results, and high for girls (d>1.15) which means that a large proportion of participants improved their results.CONCLUSION: This study showed that six-weeks of Pilates training in Physical Education classes has significantly improved the hamstrings flexibility among adolescents.

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