Score Of Post-test In Experimental Class Research Articles

The Effect Of Jigsaw Teachnique On Students’ Writing Skill At Eeventh Grade Of SMA Negeri 5 Pematang Siantar

This research was carried out to find whether or not the effect of Jigsaw technique on students’ writing skill in Analytical Exposition Text at eeventh grade of SMA Negeri 5 Pematang Siantar. The research methodoogy used in this research was a quasi-experimental research. There were two classes taken as the samples of this research, class XI IPS 2 as the experimental class and class XI IPS 4 as the contro class. The mean score in experimental class from pre-test to post-test was 51,66 and 72,22. The mean score in contro class from pre-test to post-test was 54,44 and 61,66. The improvement as the experimental class got in post-test was 20,56 and as the contro class got in post-test was 7,22. The sum of standard deviation in experimental class was 2037,50 and in contro class was 3271,88. The data were colected by administering pre-test and post-test. The research findings showed that there was significant effect by using Jigsaw technique on students’ writing skill. It can be seen from the testing hypothesis, it showed that the t-test value (6,51) was higher than the t-table value (1,98) at leve of significance 5% with degree of freedom (df) was 70. This are by the score of post-test in both classes. The average post-test score in experimental class was 72,22 was higher than the average post-test score in contro class which was 51,66. It can be concluded that there is a significant difference in the writing skill between the students who are taught by using Jigsaw technique on Students’ writing skill in Analytical Exposition Texts and those who are taught without using it.

Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels

Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.

THE EFFECT OF USING BALL TOSS STRATEGY IN TEACHING VOCABULARY AT THE FOURTH GRADE OF SDN 023 PANDAU JAYA

The purpose of this research was to find out there was significant effect of the students who were taught by using ball toss strategy better than the students who were not taught on vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya. This research was Quasi Experimental research. The population of this research was the the fourth grade of SDN 023 Pandau Jaya. The number of sample was 56 students; Experimental class was IV.A consisting of 28 students, and Control class was IV.C consisting of 28 students. After calculating U-Mann whitney test, the researcher found that Asymp.Sig 2 tailed < Significant level (0.00 < 0.05), so that Alternative Hypothesis was accepted, it meant that there was significant effect of using Ball Toss Strategy toward students’ vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya and the average post-test score of experimental class was 71.42, increased from pre-test score 54.10. The average post-test on control class was 63.57 was lower than Experimental class. N-Gain of this research was 0.35, it was categorized middle. As the conclusion, there was different vocabulary mastery of the students who received in class instruction of ball toss strategy than students who did not receive instruction of ball toss strategy. REFERENCES Aefsky, Fern. 2000. Making decision about diverse learners. United States. Handbooks, manuals. Allen, Janet. 1999. Word and Word in teaching Vocabulary in Grade 4-12. Portland: Stelhouse Publishers. Alicia. 2010. Teaching Vocabulary by Using Ball Toss Review Strategy at Elementary School 144 Padang. Retrieved on April 2014. http://ejournal-s1.stkip-pgri-sumbar.ac.id/index.php/Inggris/article/view/737/728 Asfiyah. 2011. The Use of Ball Toss Strategy to Improve Students Vocabulary in Concrete Noun (An Experimental Research at the Second Grade of MTS. Mafatihut Thullab An-Nawawy Surodadi Jepara in Academic Year of 2010/2011. Retrieved on April 2014. Unpublished Thesis: http://library. walisongo.ac.id/digilib/files/disk1/115/jtptiain-gdl-asfiyah-5707-1-053411341.pdf Creswell, Jhon W, 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Second Edition. USA: University of Nebraska-Linclon. Eckersley, C.E. 1960. A Comprehensive English Grammar for Foreign Language Students. London: Longman. Hasanah. 2013. Teaching English Vocabulary Using Ball Toss Strategy at the Fourth Grade Students of SDN Cibeber Mandiri 1 Cimahi in Academic Year 2012-2013.Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2 /files/ 2013/11 /0922055567-Hasanah. Hornby, AS.2000. Oxford Advanced Learner’s Dictionary. Oxford university Press. Khaty. 2010. 40 active strategy learningstrategies inclusive Classroom. United States. Lybrary of congres catalog. Leaver,et al.2005. Achieving Success in Second Language Acquisition. Cambridge University Press. Linse, Caroline. 2006. Practical English Language Teaching: Young Learners. NewYork: McGraw Hill. Meltzer,D.E. 2002. The relationship between Mathematics Preparation and Conceptual Learning Gains in Physic: A possible: “hidden variable” in diagnostic pretest score. American Journal. Nunan, David. 1991. Practical English Language. America: Cambridge University Press. Septiani. 2013. Teaching Vocabulary Using Ball Toss Strategy on Students of Elementary (A Case Study at the Sixth Grade SD Pandu Bandung. Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2/files/2013/11/09220536-Septiani. Sugiyono, Prof.Dr. 2010. Statiska Untuk Penelitian. Bandung. CV.Alfabeta Toby. 2002. Strategies for teaching. San Francisco: Market Strevrt. Ur, Penny. 1991. A Course in Language Teaching: Practiceand Theory. Cambridge University Press. Zulkarnain. 2010. Statiska Penelitian. Pekanbaru: Cendekia Insani Pekanbaru.

Using Story Frame Approach to Increase Students’ Reading Comprehension at Senior High School

Using the Story Structure Approach to Increase Students. Reading Comprehension at the tenth grade of SMAN 2 Kejuruan Muda. This research was conducted on the Story Frame technique to improve students' awareness of reading. It was done in the Senior High School. This research used a quantitative approach with an experimental class and a control class needed. As the sample, there were 28 students in each experimental and control classes. Test and observation were used in the data collection technique. Then the result of the test will score by using analytic score and the researchers used "t-test" formula to calculated the data by comparing students' pre-test and post-test. This study found that students reading post-test score in experimental class using story frame strategy had a higher score of 76,67 higher than the student control class and a score post-test of 67,62, based on the formula, the difference in control class learning without Story Frame strategy. In addition, the Story Frame technique has made their reading comprehension more important. Based on these results, it concluded that the Story Frame technique could increase students' reading comprehension. Thus the hyphothesis was approved by the research method.

Effectiveness of Problem Based Learning and Value Clarification Technique in History Learning to Improve Moral Awareness

Moral awareness is one of the students affective skill that able to become a successful indicator of history learning. It causes history learning has a purpose in building students attitude. The study intended to know the effectiveness of learning history by using problem based learning and value clarification technique for improving students moral awareness. The research method used experimental quasi. Its sample was students of XI Social Science SMAN 2 Padang, consisting of twenty nine students in experimental class and twenty eight students in control class. Based on statistical measurement result showed the mean of post-test score in experimental class was 127 and control class was 111.25. Hypothesis test result by using t test independent samples, was gotten t arithmetic value of 1.749 with significant level of 0,000 < 0,025, thus H0 rejected. Furthermore, it could be concluded that problem based learning and value clarification technique effective to improve students moral awareness of history learning in high school.

Effectiveness of Problem Based Learning and Value Clarification Technique in History Learning to Improve Moral Awareness

Moral awareness is one of the students affective skill that able to become a successful indicator of history learning. It causes history learning has a purpose in building students attitude. The study intended to know the effectiveness of learning history by using problem based learning and value clarification technique for improving students moral awareness. The research method used experimental quasi. Its sample was students of XI Social Science SMAN 2 Padang, consisting of twenty nine students in experimental class and twenty eight students in control class. Based on statistical measurement result showed the mean of post-test score in experimental class was 127 and control class was 111.25. Hypothesis test result by using t test independent samples, was gotten t arithmetic value of 1.749 with significant level of 0,000 < 0,025, thus H0 rejected. Furthermore, it could be concluded that problem based learning and value clarification technique effective to improve students moral awareness of history learning in high school.

Integrating Augmented Reality (AR) In EFL Class For Teaching Vocabulary

In the industrial era 4.0, the use of technology in the learning process is an important element. Teachers need to be more technologically in their teaching process since the use of technology has become a lifestyle. Augmented Reality (AR) is an interactive experience of a real-world environment which is considered effective as good medium in learning especially in English vocabulary. This article aims to explore the use of AR for young learners by comparing it with conventional paper flashcards. This method used quantitative research or more specifically quasi-experimental design at the second grade of Primary school in Padalarang. The data of the research was obtained from pre-test and post-test and it was analyzed by using SPSS 22 for windows. The results showed that both AR and conventional flashcard could significantly improve young learners’ vocabulary. However, the mean score of posttest in experimental class was 74.83 and 62.5 for control class. The data analysis revealed that the null hypothesis was rejected. In other word, the posttest score of experimental class was higher than control class. In summary, learning English vocabulary through augmented reality (AR) could improve students’ vocabulary mastery. It made young learners more engaged and excited to learn English vocabulary.

THE EFFECTIVENESS OF VOICE OF AMERICA NEWS VIDEO AS THE TEACHING MEDIA OF LISTENING ABILITY AT FIRST GRADE OF SMAN 1 BABAKAN

Abstract : Listening is considered as the most important skill and it is role as the beginning of the other skills. However, many students faced difficulties to master listening because they lack of vocabulary and students less pay attention . In this research was used VOA news video . Therefore, the objective of this research including 1) How is the effect iveness of using VOA news video on students listening ability? and 2) How is the student’s perception on the use of VOA news video on students listening ability ?. This research is quasi experimental, The population of the research is all students of SMAN 1 Babakan 2017/2018, the sample are students of X IPA 1 consists of 36 students and X IPA 2 consists of 35 students. The instrument of this research is test; pre-test and post-test and questionnaire. The research findings showed that there is an effect from pre-test and post-test score in experimental class after being taught through VOA news video. The mean score of pre-test is 60,42 and the post-test is 87,14 . The hypothesis test showed the significant score of regression was 0,000 because of significant score t table (2,03452) thus, H 0 rejected means that there is effect using VOA news video in students listening ability . In addition, the perception of the students, most of students responded agree of VOA news video as media teaching listening. Therefore, VOA news video is recommended as a media to be used by English teachers to teaching listening ability. Keywords: VOA News Video, Media, Teaching Listening Ability.

The Influence of Think, Talk, and Write (TTW) Strategy towards Students' Descriptive Writing Mastery

This research paper was aimed at investigating the influence of Think, Talk, and Write (TTW) stategy towards students’descriptive writing at 2nd grade students of MTS MA Cikaliung. The population of this research was 117. The researcher used simple random sampling to determine the sample. There were two classes taken as sample, VIII C as experimental class with 29 students, and VIII B as control class with 29 students too. This research paper employs the quantitave research design with characteristics of experimental research. The data collection method of this research used a test involving pre-test and post-test. After giving pre-test and post-test, the researcher found that the post-test score of experimental class was higher than the post-test score of control class, which were 2024 &gt; 1731. It means that students’writing score was increase after treating by think, talk, and write strategy. Through calculating the t-test, the researcher also found that t-count was higher than t-table, which were 4.77 &gt; 2.005. It means that there is significant influence of applying think, talk, and write strategy in teaching writing. The findings of this research show that it is significant for the teachers to choose the appropriate stategy for improving students’ writing mastery, particularly think, talk, and write strategy as mentioned above. It is also wise for the teachers to identify the students’ responses on the strategy used to determine which strategy is appropriate for them. The findings also expect others researcher to investigate the influence of this strategy on other students’ English skill.