Written Test Scores Research Articles

Analysis of Bilingual Implementation in Improving Students' English Proficiency in Islamic Boarding Schools

Improving English language skills among santri in pesantren is a challenge that requires innovative approaches, such as bilingual programs. This study aims to analyze the effectiveness of bilingual implementation in improving the English language skills of santri in pesantren. The research method involved statistical evaluation of reading and writing test scores and questionnaire responses in measuring the impact of the program, complemented by thematic analysis of the qualitative data to identify key themes related to program implementation and effectiveness. The reading test results showed that 75% of the santri achieved ‘Good’ to ‘Very Good’ scores, signaling strong reading comprehension. However, the writing test results showed that no santri achieved a ‘Very Good’ score, although 35% of santri scored ‘Good’ and 43% scored ‘Fair,’ indicating proficiency in writing mechanics, grammar, and vocabulary. The perspective of the santri regarding the bilingual program was also positive, with the majority agreeing or strongly agreeing with the program's effectiveness. The implications of this study suggest that while the bilingual program effectively improves reading skills, there needs to be further focus on developing writing skills. Suggestions for future research include longitudinal research and a broader evaluation of language skills to gain a holistic view of the effectiveness of the bilingual program.

Does Explicit Instruction Drive Improvement in Writing and Collocation?

Explicit Instruction is an educational approach known for its structured and systematic method of teaching, which enhances various academic skills. While its impact on writing skills has been extensively explored, its potential benefits for young students in developing writing proficiency and collocation awareness have garnered interest. This study aims to determine the extent to which Explicit Instruction can improve students' awareness of collocations and writing skills among 25 young students of MTs Darussalam Amping Parak, West Sumatera, Indonesia. Data were collected from writing tasks, tests, observational checklists, and field notes as all participants underwent an Explicit Instruction intervention over two cycles. The findings show that during the first cycle, the average collocation test score was 53.64, with no students meeting the minimum achievement criteria, though this was an improvement from the pre-cycle average of 36.8. In the second cycle, the average score rose to 75.84, with 11 students surpassing the score of 75. For the writing test, the first cycle's average score was 69.96, with 9 students meeting the minimum standard, up from a pre-cycle average of 55.73. By the second cycle, the average writing test score increased to 82.37, with 20 students passing the minimum standard. These results indicate that Explicit Instruction can enhance students' awareness of collocations and improve their writing skills, suggesting that this instructional method is effective for young students and could be integrated into their writing curriculum to foster better writing proficiency.

Efektivitas Norm-Referenced Assessment (PAN) dalam Meningkatkan Pemahaman Mata Pelajaran dan Motivasi Siswa: Studi Kasus di SDN 03/III Sungai Deras

This study aims to evaluate the effectiveness of testing based on norms at SDN 03/III Sungai Deras involving 19 grade V students. The research sample was 19 students in grade V at SDN 03/III Sungai Deras. Data were collected through written tests and motivational questionnaires, then analyzed using descriptive statistics and paired t-tests. Results showed a significant increase in the average written test score from 65 to 78 post-intervention, with a corresponding decrease in standard deviation indicating improved consistency. Similarly, the motivation questionnaire revealed an increase in average scores from 3.2 to 4.1 post-intervention, with improved consistency in motivation levels. Statistical analysis confirmed significant differences between pre-test and post-test scores (t = 5.80, p < 0.05). Discussion underscores the positive impact of norm-referenced assessment on enhancing subject understanding and student motivation, emphasizing its relevance in fostering a competitive yet supportive learning.

IMPROVING THE EIGHTH GRADERS’ SKILL IN WRITING PERSONAL ESSAY THROUGH STORY-BASED APPROACH

Abstract: The problem faced is that most of the students were demotivated in writing English, and they used to write limited sentences because they were struggling in both grammar and looking for ideas. Story-based approach is a hilarious strategy by using many stories that can be applied to build the students’ grammatical mastery as well as in improving their writing skill for personal essay in the form of a recount text. This current study aims to solve the problems and explain how the story- based approach applied. The research design employed is a classroom action research. The participants of this study are 32 students of 8B in SMPN 18 Malang. The data were collected from preliminary study, writing test, observation, interview, and field notes. The result indicated that the students’ writing skill of personal essays improves through this strategy. It was proven from the uplift of the mean score from preliminary study (47.00) to writing test (77.00). The writing test score has achieved the target score (70.00). A story-based approach contributes the students’ writing skill as well as grammatical mastery learning strategy, and it can also be applied for young learners and college students.

Insights on Literacy From Stroke Survivors With Aphasia: A Mixed-Methods Inquiry.

Individuals with aphasia commonly experience reading and writing difficulties, negatively impacting everyday communication and life participation. Using mixed methods, this study aimed to understand literacy experiences described by individuals with aphasia and explore how their perspectives are related to test performance and other demographic factors. Twenty-one stroke survivors with aphasia completed reading and writing testing and shared their perspectives through a close-ended survey and an open-ended interview about literacy abilities and experiences. Quantitative methods were used to compare pre- and poststroke self-ratings and explore associations between self-ratings and demographic factors. Qualitative methods were used to identify themes in the interviews. The data sets were merged to derive mixed-methods results for a more in-depth view of participants' perspectives. Significant decreases in perceived literacy abilities were found; however, there were no differences in literacy importance or enjoyment pre- to poststroke. Reading and writing test scores were correlated with self-rated abilities but not with importance, enjoyment, or frequency of reading and writing. The thematic analysis process identified four main themes: Feelings about literacy, Literacy challenges, Literacy supports, and Literacy goals. The data indicate that individuals with aphasia highly value reading and writing and are heavily invested, despite recognized challenges, in using and improving these skills. Therefore, assessments and treatments addressing literacy in aphasia are critical, and individuals with aphasia should be invited to share their literacy experiences and goals, allowing for more person-centered clinical resources to be collaboratively constructed. https://doi.org/10.23641/asha.25893049.

The impact of water quality on children's education: evidence from 39 districts in the Ganges Basin of India

Abstract We investigate the effect of water quality on the educational outcomes of children aged 8–11 in 39 districts in five states in the Ganges Basin of India. Using data from the Centre for Pollution Control Board of India and the Indian Human Development Survey (IHDS) 2011–12, we study the effect of water quality in the Ganges Basin on the performance in three test scores. Our evidence suggests that faecal coliform levels in water sources above safety thresholds negatively affect reading and writing test scores. The effects of Nitrate-N and Nitrite-N in the water appear to be weaker compared to those of faecal coliform. The results establish that water pollution caused by excessive presence of faecal coliform is an important environmental factor in determining educational outcomes of children. High levels of faecal coliform in the water could be lowering cognitive abilities of the pollution-affected children through the channel of waterborne diseases.

Korelasi Skor Quizizz Mastery Peak dan Nilai Tes Tertulis Dalam Pemahaman Teks Analytical Exposition Siswa Kelas X SMA Negeri 1 Pekanbaru

Technology is a part of human life. Technology contributes to the development of society and helps people's daily lives. Nowadays students spend more time with their cell phones. Learning media in the field of technology that can be used in the teaching and learning process is the quiz on the Quizizz 'Mastery Peak' application because it can replace the traditional method of using paper and pen. On the other hand, traditional learning methods in the form of written tests that still use paper and pen have positive effects, for example students can complete their work more efficiently. In the world of education, especially in English subjects, students study various genres of text, one of which is studying analytical exposition text in class X SMA Merdeka Curriculum. This study aims to determine whether or not there is a correlation between Quizizz 'Mastery Peak' scores and written test scores in understanding analytical exposition texts of grade X students of SMA Negeri 1 Pekanbaru. The sample in this study amounted to 40 people using purposive sampling technique. The method used in this research is quantitative correlation. Data analysis technique using correlation test obtained significance number of 0.535, where 0.535 > 0.05 then H0 is accepted Ha is rejected. This means that there is no correlation between Quizizz 'Mastery Peak' scores and students' written test scores in understanding analytical exposition text.

UPAYA MENINGKATKAN KETERAMPILAN MENULIS BAHASA INGGRIS MELALUI TEKNIK EGRU PADA SISWA KELAS X SMK NEGERI 1 ENDE

This research aims to improve students' writing skills and improve mastery of sentence patterns and vocabulary in learning English and improve students' writing learning outcomes, especially in class X of SMK Negeri 1 Ende, Mautapaga Village, East Ende District, Ende Regency, East Nusa Tenggara. The subjects of this research were 39 students of class X- SMK Negeri 1 Ende. This research was carried out in three cycles, namely cycle I presented short message texts with the topic "Announcement", while cycles II and III presented descriptive texts with the topic "Description of people or things". In both cycles using the EGRU-based Literacy learning model, the results of data analysis showed that the average writing test score in cycle I was 65.38, the average writing test score in cycle II was 70.83 and in cycle III was 74.84. In cycle I there were 56.41% of students classified as active and very active, in cycle II there were 97.44% of students classified as active and very active, while in cycle III all students appeared active. Based on the student response questionnaire, out of 39 people, 36 people stated that they agreed to use EGRU in learning English, especially writing. Based on this classroom action research, EGRU has a big influence on students' writing activities, skills and learning outcomes. Therefore, it is hoped that similar teachers will use EGRU with a literacy approach in learning English, especially writing.

Validity of automated essay scores for elementary-age English language learners: Evidence of bias?

Given increased prevalence of automated writing evaluation (AWE) systems in classroom settings, more research is needed to explore the potential for bias in automated scores with respect to English language learners (ELLs). Thus, this research study investigated and compared the predictive validity of automated and human scoring methods for elementary-age English ELLs on a writing test designed for ELLs and a state writing test designed for the general population. This study focused on the MI Write AWE system and sampled 2829 students comprising ELLs and non-ELLs in Grades 3–5. Results of multilevel regression analyses and simple slopes estimation indicated that, for ELLs, the automated MI Write score had similar predictive validity to the human score for both writing tests. However, automated and human scores for ELLs were less closely related to the state writing test score than scores for non-ELL students. Findings suggest that MI Write’s automated scoring was not uniquely biased relative to human scoring but does reproduce the same biases evident with human scoring. Implications and directions for future research are discussed.

The Profile of Undergraduate Students' Ability in Writing Exposition Text

This study was aimed to identify the ability of first-semester students' class of 2023/2024 in writing analytical exposition texts according to CEFR level at UNK Semarang and identify the problems faced as well as solutions to these problems. The data were taken from 35 students' writing products and the results of interviews with several students. Data analysis for assessment writing will use Ratnaningsih' theory and CEFR. This research uses mixed methods, in the first stage the researchers will carry out a quantitative method first (calculating writing test scores) and then the researchers will carry out a qualitative method (interviews). The results of this study showed that the writing skill level of participants is at level C1, where the highest aspect obtained by most students is content and the lowest aspect is mechanics. Apart from that, the main problems in writing analytical exposition text are grammar, vocabulary, spelling, punctuation, and capitalization. Lastly, researchers can propose for the problems in this study is to increase or diligently practice writing in English, note down a new vocabulary that has never been known before and increase knowledge with various kinds of references found, for example from YouTube.

Comparative Analysis Accuracy ID3 Algorithm and C4.5 Algorithm in Selection of Candidates Basic Physics Laboratory Assistant

Basic Physics Laboratory is one of the supporting laboratories at Gunadarma University. Each practical activity in the laboratory is supervised by respective assistants. Therefore, a support system is needed as a basis for decision-making in determining assistant candidates. This decision-making process is processed using data mining techniques, specifically classification algorithms. The criteria or attributes used in the decision-making process include written test scores, practical test scores, presentation scores, equipment usage abilities, and interviews. The classification algorithms used in this research are ID3 and C4.5 algorithms. The tools used to implement these algorithms are RapidMiner Studio 9.10. These algorithms will generate decision trees that can be used as decision support. The aim of this research is to conduct an accuracy comparison analysis for the ID3 and C4.5 algorithms. The highest accuracy obtained will be used as a reference for determining whether assistant candidates are accepted or not. The accuracy results show that the C4.5 algorithm has the highest accuracy, precision, and recall compared to the ID3 algorithm. The determination of the highest value is done using the k-fold cross-validation model for values 2, 4, 6, 8, and 10. The C4.5 algorithm has the highest accuracy of 96.67% at k-fold value = 2.

The Construction of Teaching System of Foreign Language Courses in Colleges and Universities Based on the GFKE Model

Abstract Under the guidance of foreign language curriculum design theory, foreign language courses in colleges and universities should construct a foreign language course teaching system from the aspects of reconfiguring the course objectives, updating the course content, and designing a diversified evaluation system. This paper combines the 5Ds framework with the GFKE model to establish the teaching system of foreign language courses in colleges and universities, designs the blended teaching mode of foreign language courses in colleges and universities, and constructs the corresponding course evaluation index system. Taking Z University in H province as the research object, the relevant teaching process of foreign language courses was designed, the coefficient of variation method solved the weights of evaluation indexes, and the teaching effect of foreign language courses in universities was comprehensively evaluated by set-pair analysis. On this basis, a validation analysis was carried out using the dimensions of teaching effect and teaching evaluation. The reading scores of students in the Experiment 1 class went up by 3.31 points, and the average score of students’ writing test scores went up by 53.86%, as per the findings. In the posttest of the depth of knowledge of English vocabulary, the experimental 1 class scored 25.83 points, which was 45.28% more than the control 2 class’s score. Blending foreign language courses based on the GRKE model can promote the improvement of students’ foreign language learning ability, and teaching evaluation results will be more accurate.

Exploring EFL teachers’ work engagement and students’ perceptive interaction behaviours in online collaborative teaching

The overarching objective of this study was to explore online learning effect of English writing combining teachers’ teaching engagement with perceptive interaction behaviour of students. The Utrecht Work Engagement Scale (UWES) of online teaching and the questionnaire of perceptive interaction behaviours from students were adopted to find the appropriate participants in this study, and finally four teachers with different levels of work engagement (high vs. low) were selected and 100 undergraduates in university with Perceptive Oral Interaction (POI) and Perceptive Written Interaction (PWI) were verified, One-way ANOVA were used to check the homogeneity of variances (p< .05). Through the writing test scores, the two-way ANOVA was conducted to find whether the teachers’ engagement (high vs. low) affects students’ English writing learning, whether the types of perceptive interaction behaviours (POI vs. PWI) affect their English writing learning gains, and whether there is an interaction between teachers’ engagement and types of perceptive interaction behaviours on their English writing learning. The results shows that there is a significant interaction between teacher’s online work engagement and students’ online behavioural perceptive interaction, and students with POI behaviour under the guidance of high work engagement from teachers yield higher learning gains than the other groups. However, the results also shows that students with POI got lower effect than students with PWI when they all met the teachers with low online work engagement, which need to be further studied in the future.

An Empirical Study on the Reversal Effect of English Teaching in Colleges and Universities in the Internet Era

Abstract This paper begins with the innovation of English teaching in colleges and universities during the Internet era. It then presents innovative application strategies, exemplified by the online learning platform and online teaching quality evaluation. Finally, it conducts empirical research on the reversal effect of English teaching in colleges and universities during the Internet era, using application analysis. Text information extraction is accomplished by mutual information technology; teaching resource transmission and scheduling are realized by the Markov chain; collaborative filtering of teaching resources is carried out; and an online learning platform is constructed. Create an online assessment ensemble for teaching quality, set assessment constraints for optimization, generate an affiliation function for English teaching quality assessment and construct an algorithm for English teaching quality online assessment. Conduct teaching practice at the University of Rochester to empirically demonstrate the effects of counterbalancing on English teaching in colleges and universities. After the practice, the speaking, reading, and writing test scores of the subject students increased by 2, 2.41, and 1.46, respectively, compared to their pre-practice scores, and their learning anxiety decreased. During the practice period, English class attendance was stable at more than 90% since the 5th week, and the dimensions of English learning ability were higher than 3.5. The subject students also had high satisfaction attitudes toward the overall quality of English teaching.

Implementasi Kurikulum Muatan Lokal Dalam Proses Pembelajaran Aksara Arab Melayu Pada Kelas IV di MIS YPI Batang Kuis Sumatera Utara

This research aims to analyze curriculum implementation in the Malay Arabic script learning process in class V at MIS YPI Batang Kuis using descriptive qualitative methods. The research method in this study was carried out using data collection techniques, namely interviews, documentation and observation. The objects of this research were 30 students in class IV MIS YPI Batang Kuis. The data collection technique in this research is equipped with tests and questionnaires which take place face to face with students. Data analysis methods include assessing writing test scores, calculating the percentage of reading ability, as well as evaluating overall results to understand the effectiveness of teaching Malay Arabic script. It is hoped that the findings from this research will provide a more comprehensive view regarding the implementation of the Malay Arabic script learning curriculum in the form of teaching strategies that best support Malay Arabic learning in class V MIS YPI Batang Kuis. The results of this research can be a reflection to improve existing teaching methods. By understanding the successes and challenges in the learning process, more effective strategies can be developed to improve students' understanding of the Malay Arabic script. It is hoped that the implications of this research can help prepare better curriculum and teaching guidelines and improve the quality of the Malay Arabic script learning process at a broader level.

Analisis Proses Pembelajaran Aksara Arab Melayu pada Kelas IV di MIS YPI Batangkuis melalui Metode Kualitatif Deskriptif

This research aims to analyze the Arabic-Malay script learning process in class V at MIS YPI Batangkuis using descriptive qualitative methods. The research method in this study was carried out using 2 (two) data collection techniques, namely interviews and observation. The objects of this research were 30 students in class IV MIS YPI Batangkuis. Data collection techniques in this research were carried out using tests and questionnaires which took place face to face with students. Data analysis methods include assessing writing test scores, calculating the percentage of reading ability, as well as evaluating overall results to understand the effectiveness of teaching Arabic-Malay. It is hoped that the findings from this research will provide a more comprehensive view of the teaching strategies that best support Arabic-Malay language learning in the fifth grade environment of MIS YPI Batangkuis. The results of this research can be a reflection to improve existing teaching methods. By understanding the successes and challenges in the learning process, more effective strategies can be developed to improve students' understanding of Arabic-Malay. It is hoped that the implications of this research can help develop better teaching guidelines and improve the quality of Arabic-Malay language education at a broader level.

Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI

At present, it is undeniable that the influence of Artificial Intelligence (AI) in learning English is increasing. AI helps students develop English sentences. This study aims to assist eleventh-grade students’ skills in creating hortatory exposition texts using QuillBot AI. It was Classroom Action Research (CAR) using the Kemmis, McTaggart, and Nixon paradigm conducted in two cycles, each consisting of three meetings. Each cycle included planning, acting, observing, and reflecting. The participants of this study were students from XI IPA 2A, consisting of 20 students. The data collection technique employed was a test. Before giving treatment, the students did a pre-test in the form of a writing test. Then, the researcher taught the students using Quillbot AI in several meetings. A paired sample t-test was administered using the SPSS version 25 to analyze the obtained data. The findings revealed that using QuillBot AI in the writing class considerably improved students’ writing skills. It was demonstrated by the results of the students’ writing test scores. In the pre-test, the students’ mean score was 53.55. Then, after utilizing QuillBot AI, the students’ mean post-test score was 78.90. In addition, the significance of the difference could also be seen in the acquisition of a sig. (2-tailed) value of 0.000, which meant it was smaller than 0.05. Based on the statistics presented, Ho was refused, and Ha was approved, indicating that QuillBot AI’s usage impacted the students’ ability to create hortatory exposition texts.

Using Mind Mapping to Improve Students' Writing Skills of the Eleventh Grade at MAS Yaspen Nurul Huda Serapuh ABC in the Academic of the Year 2023

The aim of this study is to investigate the use of mind mapping as a tool to improve the writing skills of students in Yaspen Nurul Huda Serapuh ABC 2023. Four students with writing difficulties participated in the study. In the study, researchers used observational techniques to determine students’ writing abilities through mind mapping. Teacher performed descriptive analyzes of students’ writing test scores before and after they applied the ”mind mapping” technique in their writing. The purpose of this study was also to determine the effectiveness of mind mapping in teaching writing. The results of this study provide insight into the effectiveness of using mind mapping in writing classes in these schools to improve students writing skills.
 
 Keywords: using mind mapping, improve students’ skills, results of study

UPAYA PENINGKATAN PEMAHAMAN KONSEP SISWA PADA PEMBELAJARAN PERKAKAS TANGAN MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI SMKN 1 CILEUNGSI

The purpose of this study was to increase students' understanding of the concepts of class X TPGM at SMKN 1 Cileungsi through the problem-based learning model. The method used is Classroom Action Research (CAR) using the spiral/cycle model from Kemmis and McTaggart which consists of 2 cycles with four stages in each cycle namely, planning, action, observation and reflection. The subjects of this study were 36 students. Data collection techniques used include observation, learning achievement tests, and documentation. Data on student activity was obtained through class observation and analyzed to compare student activity levels in each cycle. Data about students' understanding of concepts can be seen from the learning outcomes obtained through written tests and practical tests then analyzed to compare the results of the exams in each cycle. The results showed an increase in activity and student learning outcomes in the subject of hand tools using the PBL method. This is evidenced by the increase in student activity as seen from the percentage of student activity in cycle I of 55.56% (enough) increased by 22.22% in cycle II to 77.78% (good). Of the 9 aspects observed in cycle I, 4 aspects are still below the KKM, namely in the aspect of the ability to work on student worksheets, the courage of students in presenting their findings, the ability of students to relate material to real life, and the ability to solve problems while in cycle II all aspects have reached KKM. An increase in students' understanding of concepts can be seen from the average increase in practical test scores and written test scores. The average practice test score in cycle I was 68.24 (55.56%) increasing to 81.59 (86.11%) in cycle II. While the average written test score in cycle I was 59.08 (41.67%) increased to 62.04 (77.78%) in cycle II of the 36 students who still had not reached the KKM on the practical test as many as 5 students (13 .89%) while in the written test there were 8 students (22.22%) at the end of the cycle.

Simulation Training in the Management of Adverse Contrast Reactions: A Systematic Review

BackgroundSimulation-based training has become increasingly prominent within medical education, but its utility within radiology remains underexplored. ObjectiveTo appraise the evidence for the effectiveness of simulation on the management of adverse reactions to contrast media. MethodsA systematic search of the literature was conducted. Eligible studies recruited radiology residents, provided simulation-based training focused on contrast reaction management, and measured any effectiveness outcome compared with any nonsimulation training or no training. The quality of studies was appraised and outcomes were classified according to Kirkpatrick’s hierarchy and the strength of evidence. ResultsOut of 146 screened results, 15 articles were included that described 17 studies—3 randomized trials and 14 pretest-posttest studies of hands-on or, less commonly, computer-based simulation. In all 16 studies that assessed knowledge before and after intervention, written test scores improved after simulation. Most studies noted improvements in comfort or confidence managing contrast reactions as well. In all three studies that assessed knowledge after simulation and after didactic lecture as a control, posttest scores were not statistically significantly better in the simulation groups than the lecture groups. Common study limitations included single-group designs, measuring only learning outcomes using unvalidated instruments, modest sample sizes, and limited assessment of long-term retention. ConclusionSimulation produces subjective improvements and knowledge gain relevant to contrast reaction management. Further research is required to demonstrate superiority of simulation-based contrast reaction management training over traditional didactic lecture-based instruction.