Posttest Essays Research Articles

Pengaruh Model Pembelajaran Kooperatif Tipe Make A Match Berbantuan Aplikasi 3D terhadap Pemahaman Konsep pada Materi Sistem Pencernaan

This research utilized a cooperative learning model of make a match type assisted by a 3D application to investigate the influence of students' conceptual understanding on the topic of the digestive system in Grade XI of a Private High School in Medan City. The objectives of this study were to determine the impact of using the cooperative learning model of make a match type assisted by a 3D application and to assess students' conceptual understanding of the digestive system material. The research design employed was a non-equivalent control group quasi-experimental approach with a quantitative method. The study was conducted with an experimental group and a control group. The instruments administered to both groups consisted of pretest (before treatment) and posttest (after treatment) essay questions adjusted according to conceptual understanding indicators. Data analysis included descriptive statistical approach, inferential analysis, and independent t-test hypothesis testing to evaluate the influence and differences in students' conceptual understanding between the experimental group (treatment) and the control group using conventional learning models. The results of this study indicated that the posttest scores in the experimental group increased by 73.95 points, compared to only 12.19 points in the control group. The findings suggest a significant impact of the treatment (experimental group) on students' conceptual understanding of the digestive system material in one of the Private High Schools in Medan City.

Pengembangan Bahan Ajar Digital Berbasis Articulate Storyline pada Pembelajaran Teks Prosedur di Sekolah Menengah Atas

<p><em>Short learning hours mean that learning cannot be carried out effectively. Learning materials that cannot be conveyed well will affect students' understanding, so they require teaching materials that students can study independently and can be accessed at any time. Teaching materials are generally used as learning tools that contain learning materials for a teacher to use in delivering learning. This research aims to develop articulate storyline-based digital teaching materials in the form of learning applications on procedural text material as an alternative for solving existing problems in class 11 Science 1 SMA Muhammadiyah 1 Pekanbaru. The method used in this research is R&D through the ADDIE approach. This research uses a Pre-Experimental Design, namely using only one experimental class without a control class with a One-Group Pretest-Posttest Design model. The research instruments used were questionnaires and pre-test and post-test essay questions. The result is that the average percentage of expert validation of products is 92% in the very good category, the average percentage of teacher assessments is 93% in the very good category, the average percentage of student assessments is 90% in the very good category. The research results can be concluded that there are differences in student learning outcomes between learning procedural texts without digital teaching materials in the form of learning applications using digital teaching materials based in the form of learning applications based on the Wilcoxon test of pretest and posttest data with Asymp values. Sig. (2-tailed) of 0.000 < 0.05</em></p>

The impact of language learning strategies and motivation on L2 writers’ lexical accuracy in response to WCF

The role individual differences play in developing learners’ L2 has received sufficient attention, but only few studies have addressed the relationship between these differences and learners’ lexical development. Accordingly, this study investigates the influence of two learner differences, namely language learning strategies (LLS) and motivation on reducing 63 L2 learners’ lexical errors revised in response to coded teacher feedback. Data was collected from a pretest essay and a survey about students’ motivation to learn. Students received training sessions on how to apply LLS to revise lexical errors in response to coded teacher feedback and filled in a questionnaire about the strategies they used for error correction. After training, students wrote an immediate and delayed post-test essays which were used to monitor any development in their lexical performance. Analysis of students’ errors on the three testing sessions revealed that LLS significantly reduced “connotation”, “unnecessary”, informal, and “general” word errors at different post-tests. Moreover, different factors (feedback method, revision techniques, and sources of revision) influenced students’ lexical error revision. Finally, motivation subscales and total scores showed significant associations with the different types of lexical errors at the pretest; however, at the post-test, a higher total score was significantly associated with lower frequency of “collocation” errors.

Pengaruh Media Blog Terhadap Kemampuan Menulis Teks Cerpen pada Siswa Kelas Xl MAS Al-Washliyah Tebing Tinggi Tahun Pembelajaran 2022-2023

This study examines the impact of using blog media on students' short story writing skills in class XI at Mas Al-Washliyah Tebing Tinggi during the 2022-2023 academic year. The quantitative descriptive method was employed, with a total sample size of 32 students from both experimental and control classes. The data was collected through pretest and posttest essays. Posttest scores in the experimental class showed 12% in the very good category, 75% in the good category, 13% in the sufficient category, and 0% in the less and very less categories, with an average score of 75.25. On the other hand, the control class demonstrated 38% in the good category, 38% in the sufficient category, 19% in the less category, and 5% in the very less category, with an average score of 64.87. The results indicated that the experimental class, which utilized blog media, outperformed the control class that used conventional methods. Therefore, it can be concluded that blog media positively influences learning outcomes in writing short stories.

Integrating Game-Based-Learning to Improve Students’ Essay Writing in High School Sociology

This study integrates game-based learning (GBL) in sociology lessons to investigate its impact on students’ essay writing. The study had a sample size of seven students from a Year 12 Sociology class in one of the high schools in Brunei Darussalam. This qualitative research made use of data collection instruments consisting of pre-test and post-test essay questions, semi-structured interviews, and lesson observations. Findings from the study have shown that the implementation of games that utilize civilization-building elements such as city building and resource management in a sociology lesson had a significant impact on students' performance in essay writing, specifically the quality of their argument, provided that they were used within the right context. The study also found an increase in students’ motivation, collaboration, and enjoyment of learning, attributing this to the games' designs and their easy accessibility via smartphones. Students’ perceptions of the use of GBL indicated a willingness to use it again as a learning tool in the near future. The findings provided insights into this area of study and may be able to provide useful information to educators, especially sociology teachers, who wish to make use of games to aid in making their students' learning an enjoyable experience in their lessons.

Comparing monomodal traditional writing and digital multimodal composing in EAP classrooms: Linguistic performance and writing development

In response to mixed perceptions about the digital multimodal composing (DMC) approach to conceptualizing and teaching second language (L2) writing, the purpose of the current study is to compare students' linguistic performance on traditional monomodal writing and DMC tasks, as well as writing development over time under traditional and DMC instructional conditions. A total of 41 Korean university English as a foreign language (EFL) students were randomly assigned to two instructional groups: traditional writing and DMC. Over one semester, both the DMC and the traditional writing groups completed TOEFL-style independent writing pretests and posttests, and depending on their intervention condition, they completed either monomodal writing or DMC tasks for two elemental genres (causal analysis and argumentation). For the first research question, focused on output of traditional writing and DMC tasks, the two groups' language use on each of the two assigned genres (causal analysis and argumentation) was analyzed separately, and their linguistic performance was compared using independent t-tests. For the second research question, the pretest and posttest essays were scored using an analytic rubric focused on content, organization and language, and the two groups’ timed writing performance was compared using linear mixed effect models. The findings indicated that students produced longer texts for DMC tasks, and that there were significant gains in writing development over time for both DMC and traditional writing instructed groups. The DMC-integrated group, however, showed greater gains. Pedagogical implications for the use of DMC in L2 writing instruction are discussed.

Implementation of an Inquiry Model Assisted with PHET and Teaching Aids to Improve Vocational Students' Learning Outcomes in The Sound Waves Concept

Physics learning still tends to be conventional and very rarely takes place using practicum media, so students become less enthusiast. This is contrary with students in vocational schools who tend to learn through practice. This study aims to determine the effect of guided inquiry model assisted with PhET media and teaching aids in physics learning outcomes of class X students of SMKN 3 Technology and Engineering Jayapura on the sound waves concept. This study used the pre-experimental method with one group pretest-posttest design, the research sample was selected from two (control and experimental class) of nine classes through a purposive sampling technique with 25 students each group. The study used pretest and posttest essay questions which were validated by experts. The pretest and posttest data were then tested for normality and the results were normal, then N-gain analysis and hypothesis testing α = 5% significance value were performed. The results of the N-gain analysis obtained were 0.70 where the average value of the posttest>pretest ranged from moderate to high for the experimental class while the N-gain was 0.57 where the average posttest>pretest ranged from low to moderate for the experimental of class control. The results of the hypothesis test were found (tcount < ttable) = (0,000 < 0,05) where H0 was rejected, so that there was an improvement in learning outcomes and there were differences in learning outcomes before and after learning with treatment in experimental class. The success of this treatment can be seen from the enthusiasm of the students who are involved independently in operating the PhET application on computer media and visual aids during learning. This learning pattern can be applied by readers/teachers in researchers but also in the development of teacher learning towards students' understanding of physics concepts.

When Writing Gets Rough: Writing Assistance Towards the Transformation of Educational Landscape

Writing is one of the skills that has been harmed throughout these tough times of pandemics since students have been unable to strengthen their writing skills. The purpose of this study was to see how well BTLEd students could write the various elements of an argumentative essay in the (Pre-Test) and (Post-Test) phases. The pre-test and post-test essay scores of the 65 BTLEd students were analyzed using a mixed-method technique. The students' degree of competence in writing the various elements of the argumentative essay in their pre-test was described as progressively competent, according to the findings. However, the students' post-test performance improved after they completed their virtual writing intervention. Furthermore, it was noted that there is a significant difference between the pre-test and post-test performance of the respondents. Students' competency in writing must be continuously monitored and evaluated in order to improve their skills in writing argumentative essays.

Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction

The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.

Law Undergraduates’ Understanding and Appropriation of Arguments in Online Essay Writing Tutorials

The art of constructing an assertive argument is a crucial lifelong skill for law students to master. The English language teachers at Bennett University Law School introduce the topic of argumentative essay writing to its first-year law undergraduates and teach the basic structure of an argument in a standard five paragraph argumentative essay and then gradually elaborate on the content. The pedagogy makes use of the online platforms of i-Learn learning management and Clarity English programs (customised English language teaching software) to engage students in essay writing tutorials. The study analyses how the students develop the understanding of framing a strong argument and move towards attaining appropriation in it. This was done by comparing pre-test and post-test results of the control and experimental groups and by content analysis of the transcripts. The target group in the study included 120 students of BA LLB (Hons) who are divided into control and experimental groups. The study also tries to figure out the comparative advantage of classroom teaching in physical settings, online group discussions on i-Learn forums, and individual practice sessions on Study Skills Success and the Practical Writing program offered by Clarity English. This was done through student survey analysis. The overall data involved pre-test and post-test essay writing transcripts, online discussion forum transcripts on i-Learn, and student surveys. This educational intervention is an attempt to assess and design the best teaching practice with available resources for teaching argumentative essay writing to law undergraduates.

Pengaruh Pembelajaran Tematik Integratif Terhadap Kemampuan Berpikir Kreatif Siswa

This study aims to determine the effect of integrative thematic learning on the creative thinking abilities of fourth grade students at MI PUI Cikaso. This type of research is quantitative with a design form using Quasi Experimental Disgn. The study population was all students in class IV MI PUI Cikaso totaling 48 students. The sample is class IV A as a control class with 24 students and class IV B as an experimental class with 24 students. This study uses 5 items pretest and posttest essay test items. Data collection techniques used were normality test, homogeneity test, and hypothesis testing. The results showed that integrative thematic learning with the help of traditional games had an effect on students' creative thinking abilities. This is evidenced by obtaining the results of the hypothesis Sig. (2-tailed) = 0.002 less than a = 0.05 then H0 is rejected and H1 is accepted, meaning that there is an effect of integrative thematic learning on students' creative thinking abilities.

CAN ARGUMENT-DRIVEN INQUIRY MODELS HAVE IMPACT ON CRITICAL THINKING SKILLS FOR STUDENTS WITH DIFFERENT PERSONALITY TYPES?

Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

Using Problem-Based Learning to Enhance Junior High School Students’ Understanding and Attitude Towards Linear Equations Word Problems

The study was a Quasi-experimental research project conducted to investigate on using problem-based learning to enhance the understanding of Junior High School students at Winneba University Practice Junior High School, Unipra, Winneba-Ghana on linear equation word problems solving. Two form 3 intact classes of 3A and 3B were used for the study and were assigned as control and experimental groups. The control group consists of thirty-two students and the experimental group thirty-eight students. Data was collected through pre-test and post-test essay typed questions and a questionnaire on students’ attitude to linear equations word problems. The questionnaire contained twenty likert-type questions. The independent samples t-test was used to find the differences between the groups. The experimental group differed statistically significantly on post-test scores from the control group. This study identified that problem-based learning improved students problem-solving abilities and increased students’ confidence in doing linear equation word problems because the felt more competent in working word problems in linear equations. The study also explored students’ attitude to linear equations word problems through the use of a Likert-type questionnaire. The findings showed that students’ attitude toward word problems in linear equations were generally positive. It is therefore recommended that Ghana Education Service should provide in-service training for Mathematics teachers on the use of Problem-Based learning and Mathematics teachers should also integrate problem-based learning approach in their students. Keywords : Problem-Based Learning, Attitude DOI : 10.7176/JEP/10-3-14

Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students

This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N = 829) participated in one of three conditions: NC Write + SRSD instruction, NC Write + traditional writing instruction, or a comparison condition. Results of multilevel models showed that students in the NC Write + traditional writing instruction condition produced higher-quality essays than comparison students at posttest. Students in the NC Write + SRSD instruction condition produced posttest essays that were of a higher quality, longer, and included more basic elements of argumentative essays than students in the other two conditions. Social validity data from surveys and interviews showed that students and teachers rated NC Write and SRSD instruction favorably. Overall study results suggest that incorporating AWE into a program of writing instruction supports improvements in students’ writing quality. Findings provide initial evidence that when supported by AWE, SRSD may be implemented by teachers at a lower than normal treatment intensity and still have a strong, positive impact on students’ writing quality.

Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction?

The study developed a model of linguistic constructs to predict writing quality for college basic writers and analyzed how those constructs changed following instruction. Analysis used a corpus of argumentative essays from a quasi-experimental, instructional study with 252 students (MacArthur, Philippakos, & Ianetta, 2015) that found large effects (ES = 1.22) on quality of argumentative writing. Coh-Metrix (McNamara, Graesser, McCarthy, & Cai, 2014) was used to analyze the essays for lexical and syntactic complexity and cohesion. Structural equation modeling found that referential cohesion (p < .001) and lexical complexity (p < .01) positively predicted quality on posttest essays while syntactic complexity (p < .001) was negatively related to quality. Length explained 30% of variance in quality; the full model explained 48.7%. Confirmatory factor analysis was used to impute factor scores for pretest and posttest essays. Analysis of covariance using these factors found that the treatment group wrote posttest essays with greater lexical complexity (p < .01) and referential cohesion (p < .01) and less use of connectives (p < .05) than a business-as-usual control group.

以回應歷史圖像寫作來增進高階思考發展之大學英文寫作課程個案研究

In a democratic society students need to cultivate independent and higher-order thought processes, and school curricula should provide students with activities facilitating this. This mode of teaching, however, is not always present in subjects like English as a Foreign or Second Language, where the focus of the instruction tends to be solely on its linguistic attributes. Thus, the researcher conducted an online historical image response project with an attempt to encourage higher-order thinking into the EFL writing course. The wiki was employed as a platform for the researcher's 18 Taiwanese university students to post responses to images for a group of American university students. The study aims to find out what higher-order thinking, if any, the participating students exhibited throughout the process, what transformation, if any, the student final writings exhibited after the implementation of the project, and what the students self-reported about the impact the project had on their thought processing. Various sources of data were collected and analyzed, including the participating students' postings on the wiki, pre-test and post-test essay writings, open-ended retrospective written surveys, and follow-up interviews with five randomly selected students. The findings indicate the following: The students exhibited higher-order thinking, especially evaluation and analysis, in their writings; their final writings displayed more thorough understandings and judgmental opinions toward the historical events than before; in addition to considering the project beneficial to their English learning, the students found it also fostered independent and critical thinking skills. In this paper the researcher reports the theoretical background that guided the construction of the project, the process of the project implementation, and the results of the project on students’ thought processes. In the end, pedagogical suggestions are made based on the findings.

Who Gains the Benefits of On-Task Versus Off-Task Self-Assessment? Higher or Lower Proficiency?

This study was attempted to investigate the effects of two different types of selfassessment:on-task versus off-task on EFL Indonesian students’ writing performanceacross different proficiency level. The on-task self-assessment asked the students toself-evaluate their performance immediately after they completed their English writingtasks. The off-task self-assessment asked the students to evaluate their overallperformance in a general and somewhat in de-contextualized way. The total number offorty-eight (48) students participated in this study and randomly assigned into twoexperimental groups. The data was gained from the post-test (essay writing test). Theresults indicated that the low proficiency students in on-task self-assessment groupposed a significant effect and they could self-assess their writing performance moreaccurately than they had in an off-task format. In conclusion, on-task self-assessment issuggested to be implemented for lower achievers to consolidate their writingperformance. However, further research is suggested to conduct to know the students’experiences in applying on-task and off-task self-assessment as an effective writingstrategy.

Can Data Driven Learning address L2 writers' habitual errors with English linking adverbials?

Previous studies in second language (L2) writing emphasize the importance of cohesiveness to fluent academic writing, yet L2 writers tend to over-use and misuse linking adverbials (LAs), including both subordinating conjunctions (because) and transition words (however), which reduces the cohesion and readability of their texts. This study explores how Data Driven Learning (DDL) affects students' ability to use LAs correctly within their persuasive essays. Twelve participants, under instructor guidance, accessed a website with links to the Michigan Corpus of Upper Level Student Papers (MICUSP), a list of keywords, and instructional materials. After finding Key Words in Context (KWICs) in MICUSP, students induced the rule for each keyword. Students' pretest essays produced ample documentation of misuse of LAs, echoing previous research. Pretest and posttest essays provided data for measuring improvement in accuracy of students’ use of LAs. Posttest essay results indicate a change in correct use of LAs by the treatment group, from pretest (87.7% correct) to posttest (91.4%). Comparing the treatment and control groups, the mean percentage of correctly used LAs in the posttest essays was 88% for the comparison group and 91% for the treatment group. Discussion includes a comparison to previous research and suggestions for instructors and researchers.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING DIPADU STUDENT FACILITATOR AND EXPLAINING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMAN 6 KEDIRI PADA POKOK BAHASAN FUNGI

&lt;p&gt;&lt;em&gt; &lt;/em&gt;&lt;em&gt;Kingdom Fungi material is material to learn about mushrooms. In the Kingdom Fungi consist of six phylum that zygomycota, Ascomycota, Basidiomycota, Deuteromycota, Lumut crust, and Mycorrhiza. The material has many types of fungi kingdom, scientific name, and classification of fungi that constrain students to memorize and understand that students need learning model that can provide a good learning experience. This study aimed to determine the effect of learning model combined Student Problem Based Learning Facilitator And Explaining the ability of critical thinking on the matter Kingdom Fungi in grade X SMAN 6 Kediri. This study was conducted in August and September of odd semester 2016/2017 academic year. This research was conducted by quasi-experimental research subjects in class X-9 and X-10. Parameters measured were critical thinking skills that are measured using posttest essay. The results were analyzed using critical thinking skills t test showed the t-test calculation results obtained Sig. (2-tailed) 0.000 &amp;lt;0.05. This means there is significant influence learning model combined Student Problem Based Learning Facilitator And Explaining to students' critical thinking skills matter Kingdom Fungi&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING MODEL TOWARD THE ABILITY OF CONCEPT COMPREHENSION AND STUDENTS CREATIVITIENESS IN SMP N 3 JETIS

The mathematics learning at SMP N 3 Jetis Bantul is still using a direct instructional model. In this model, the teacher plays an important role in providing information about new concepts and demonstrate a pattern or rules. It makes the process of concept comprehension and creativity of students is very low. The study aimed to know the differences between the ability of concept comprehension and students’ creativity in the learning which was using problem-based learning models and direct instructional model along compared to the effectiveness of both models toward the ability of concept comprehension and student’s creativity. There are four classes of research subjects, they are VIII D, VIII E, VIII F, and VIII G SMP N 3 Jetis Bantul. The researcher used a purposive sampling technique class VIII G chosen as an experimental class and VIII F as a control class. The design of the research was posttest only control design. Data collection technique used to test. Data collection instruments such as concept comprehension in the form of posttest essay questions and essay questions creativity. Test data collection instruments used validity test and reliability test. The Data analysis technique used was the prerequisites test analysis including normality test and homogeneity test continued hypothesis test. The results of experimental class hypothesis test with significance level 5% and showed that: (1) so then there was a significant difference between the ability of concept comprehension which used problem-based learning model and direct instructional model (2) so then there was a significant difference of student creativity which used problem-based learning model and direct instructional model, (3) so then the results of students mathematics learning used problem-based learning model was better than using direct instructional model, (4) so then student creativity who used problem-based learning model was better than using the direct instructional model.