Abstract
This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. This study was a quasi-experimental using non- equivalent control group design. Purposive sampling was used to collect the data. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category. 2) Both of groups had similar initial abilities, and there was a difference on the learning outcomes, as well as the verbal communication skill between the control and experimental classes, 3) There was an improvement on the students’ learning outcomes and verbal communication skill on the control and experimental groups, in which the significance value was ɑ=5%; however, the improvement of experimental group was greater than the control group. Therefore, it can be concluded that the MODis-ARCS strategy can improve the students’ verbal communication skill and learning outcomes.
Highlights
Development of Science and Technology (IPTEK) which increasingly encourages education practitioners to improve the learning process, of which process will affect the resulting competencies
Three experts validated the MODis-ARCS strategy that had been developed through the focus group discussion (FGD) mechanism
The results of this study indicates that the use of MODis-ARCS strategy can improve the students’ learning outcomes and verbal communication skill that is based on: 1) the ngain of learning outcomes and verbal communication skill of control group is in the ow category, while for the experimental group is in the moderate category, 2) there is a significant improvement on the students’ learning outcomes and verbal communication skill for the control and experimental groups, in which it is ɑ=5%; 3) the improvement of experimental group is higher that the control group
Summary
Development of Science and Technology (IPTEK) which increasingly encourages education practitioners to improve the learning process, of which process will affect the resulting competencies. The communication skills are needed as provisions for students so that they can be accepted in the job markets and can encourage as well as improve the quality of the institutions they work for (Pravitasari & Ismaniati, 2019). The communication skills enable for the students to participate in decision-making; the students can be involved actively in a cooperative learning (Kulgemeyer & Schecker, 2013; Oktasari et al, 2019). Those skills are one of important factors to reach a learning success. Optimal learning outcomes can be seen from the learning completeness, skilled doing the tasks, and having a
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