Mean Score Of Control Class Research Articles

The Effect of Time Token Technique towards Students’ Speaking Skill at Science Class of Senior High School 1 Pariaman

This research aims at finding out the effect of time token technique towards students’ speaking skill. This research was experiment. The population in this research was students at grade XI of High School 1 Pariaman consist of 170 students. Cluster random sampling was used to determine two classes which consist of 68 students. MIPA1 was treated through time token technique while MIPA5 was treated through debate technique. The result of the study showed that the mean score of experimental class was 78.41 with standard deviation 5.39 and mean score of control class was 75.71 with standard deviation 5.35. In order to prove the hypothesis, the t-test score of experimental class was compared with t-table score. It showed that the result of t-test of the experimental class was 2.094 while the result of t-table at a level of significance with α = 0.05 was 1.997. It indicated that the t-score of experimental class was higher than t-table, 2.094 1.997. It means Ho is rejected and Hi was accepted. It was clear that time token technique gave significance effect towards students’ speaking skill.

THE USE OF MISTAKE BUSTER TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL

This research aimed to find out whether or not Mistake Buster Technique is effective to be used in writing a recount composition and find out the extent to which Mistake Buster Technique improve the ability of students in writing a recount composition for the Second Grade Students. A quasi-experimental design was employed with two classes of the second graders at one school in Makassar selected purposively as a sample. The data were obtained through a pre-test and a post-test. The writing assessment was adopted from Depdikbud (1996) covering language use and organization. The findings were analyzed statistically sing independent t-test procedure.The research findings indicated that the use of Mistake Buster Technique could improve the students‘ writing skill in language use and organization in writing recount composition. It was proved by the students’ mean score of experimental class in pre-test was (10.125) and in post-test was (65.5).While the mean score of control class in pre-test was (9.375) and in post-test was (41.125). The findings of this research shows that the value of t-test in the posttest is higher than t table (4.28 > 2,02). It means that there was a significant difference of the students’ writing skill in language use and organization in writing recount composition before and after being taught using Mistake Buster Technique at the Second Grade of SMPN 33 Makassar. The statistical computation showed that Mistake Buster Technique was likely effective in improving the students’ writing skill on language use and organization in writing recount composition.

THE EFFECTS OF PRE-QUESTION STRATEGY ON THE READING COMPREHENSION ACHIEVEMENT OF THE SECOND GRADE STUDENTS AT SMA NEGERI 1 BANTAENG

The objective of this research was to find out the significant effect of Pre-question Strategy on the reading comprehension. The strategy employed in this research was Quasi-Experimental method involved two groups of students. The research population was the second year students of SMA Negeri 1 Bantaeng, consisted of the population about 270 students and the sample was 60 students. The sampling strategy used was cluster random sampling strategy. The result of data analysis shows that at the level of significance 0.05 with degrees of freedom (df) = n1 + n2 – 2 where n = 58, there was a significant effect on the reading comprehension of the students who used Pre-questioning strategy. It was proved by the result that the mean score of experimental class (77.7) which was taught used Pre-question was higher than the mean score of control class (55.2), which without Pre-question. The way was t-test value was higher than the t-table value (7.,12>2,000). It means that an alternative hypothesis was accepted and the null hypothesis was rejected. Based on the result above, the writer draws a conclusion that the using of the Pre-questioning strategy was effective to improve the students’ reading comprehension. Keywords: Reading, Pre-question, strategy, achievement, comprehension