scholarly journals The use of whatsapp cooperative learning to improve writing ability

2021 ◽  
Vol 5 (2) ◽  
pp. 245-251
Author(s):  
Ni Nyoman Yuliantini ◽  
◽  
I Gusti Ayu Dewi Paramita ◽  
Evin Yudhi Setyono ◽  
Ni Ketut Suciani ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Quantitative Research ◽  
Teaching Writing ◽  
Learning Method ◽  
Writing Ability ◽  
Electronic Engineering ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Experimental Group

English is one of the primary subject that was taught in Electronic Engineering, Politeknik Negeri Bali, which includes speaking, writing and listening. Other than speaking, writing also become one of the most challenging subject in Electronic Engineering. To overcome the low writing skills of students and create pleasant learning atmosphere during the Covid 19 Pandemic, the authors want to try out learning method, namely Cooperative Learning Method with online media in the form of whatsapp. This research is a quantitative research with quasi experimental approach. The groups used in this study consist of two groups namely the experimental group using Whatsapp Cooperative Learning methods and the control grouos using the conventional method. The data collection technique in this study was in the form of a questionnaire and given to the students in both classes. From the data, it can be concluded that learning with the Whatsapp Cooperative Learning method is more effective to be used in teaching writing. It can be seen from the value of 2 of -2, 087 with Sig 0,037< 0,05 means that there is significant difference between the control class and the experimental class. This significant difference can be said as the result of the use of Whatsapp Cooperative Learning in class.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LEARNING METHOD TO REDUCING STUDENTS ANXIETY IN LEARNING MATH AT GRADE VII SMP NEGERI 1 BAUBAU

2021 ◽  
Author(s):  
Suwarni La Usa
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Round Numbers ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group ◽  
Research Show

The problem of this research is whether the application of cooperative learning method is effective in reducing student’s anxiety in learning Math at grade VII at the topic of round numbers. The objective of the research is to know the effectiveness of cooperative learning in reducing student’s anxiety in learning Math at the topic of round numbers at grade VII SMP Negeri 1 Baubau. This research is descriptive quantitative by applying quasi experimental design. The sample taken consisted of 54 students which is each group consisted of 27 students. The instrument used in this research is test. The result of the research show that (1)The mean score of students learning in Math in experimental group before treatment is 56,48 with standard of deviation is 18,65 and after treatment is 83,70 with standard of deviation is 15,54. (2)The mean score of students learning in Math in control group before treatment is 56,67 with standard of deviation is 17,26 and after treatment is 73,51 with standard of deviation is 17,58. (3)Based on the mean score of students result in learning who is taught through those model of learning and seeing the result of statistic inferential of t test shows that learning through cooperative learning method is more effective to reduce students anxiety in learning Math.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

scholarly journals Improving Student�s Writing Skill of Descriptive Text by Using Instagram Posts as Visual Media

2020 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Alfin Candra Adi Pratama ◽  
Hartono Hartono
Keyword(s):  
Communication Technology ◽  
Visual Media ◽  
Teaching Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Before And After ◽  
Data Collection Technique ◽  
Use Of Social Media ◽  
Main Instrument

Writing is one amongst the important skills learned in English. In writing, people express their ideas and opinions. In this era of advanced communication technology, the use of social media to teach and assist students to learn is common for educators. This research investigated the effectiveness of using Instragram in teaching writing of descriptive texts.� As pre-experimental research, this research used written tests of descriptive texts as the main instrument and interview as the supplementary data collection technique. The samples of this research were eleventh grade students of Social one of a public senior high school in Semarang. The result of this research showed that there was a significant difference on the students� ability of writing descriptive texts before and after the treatment. The interview responses also indicated that using Instagram post as visual media for learning descriptive was effective. In conclusion Instagram posts as visual media in teaching descriptive texts can improve student�s writing ability of descriptive text.

scholarly journals Transition Action Details (Tad) Strategy in Teaching Writing Recount Text

2020 ◽  
Vol 5 (1) ◽  
pp. 8-11
Author(s):  
Siti Yulianti ◽  
Dwi Andriani ◽  
Zulaikah Zulaikah
Keyword(s):  
Experimental Design ◽  
Null Hypothesis ◽  
Teaching Writing ◽  
Eighth Grade ◽  
Control Group ◽  
Writing Ability ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Alternative Hypotheses ◽  
Experimental Group

This thesis is entitled "The Use of Transition Action Details Strategy in Teaching Writing Ability to the Eighth Grade Students of SMP Muhammadiyah 1 Rawabening". The objective of this study was to know whether or not there are any significant differences between the student who are taught by using the Transition Action Details Strategy and the student who is not taught by using it. This study used an experimental method, a quasi-experimental design. The population of this study was 47 students, and the sample was 47 students was taken by using purposive sampling, those were 24 students of the experimental group and 23 students of the control group. Based on the calculation by using an independent t-test by using SPSS 16, The writer found that t-obtained was higher than t-table (2.868>2.014) at the significant level a=0.05 in two-tailed testing. It meant that there were any significant differences between the experimental group and the control group. So, the null hypothesis (Ho) was rejected and alternative hypotheses (Ha) were accepted. It can be concluded that Transition Actions Details Strategy was significant in teaching writing ability to the eighth-grade students of SMP Muhammadiyah 1 Rawabening.

scholarly journals IMPLEMENTING SUGGESTOPEDIA LEARNING METHOD IN DEVELOPING WRITING ABILITY OF CIVIL ENGINEERING STUDENTS

Epigram ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 26-31
Author(s):  
Juvrianto Chrissunday Jakob ◽  
Ahmad Nusi ◽  
Hindri Febri Ana Sari
Keyword(s):  
Quantitative Research ◽  
Engineering Students ◽  
Civil Engineering ◽  
T Test ◽  
Learning Method ◽  
Study Program ◽  
Writing Ability ◽  
First Semester ◽  
Engineering Department ◽  
Quasi Experimental

ABSTRACT This present research conducted in Civil Engineering Department and reports the implementation of Suggestopedia Learning Method in developing students’ writing ability. The objective of the research was to find out whether or not the first semester of TKJJ Study Program in Civil Engineering Department of Politeknik Negeri Ambon can develop their writing ability through Suggestopedia Learning Method. A quasi-experimental design as a part a quantitative research employed in this study. The dates obtained through the Pretest and Posttest. The sample was using cluster random sampling. Based on the result of observation, it concluded that: The result of the data analysis showed that the teaching through suggestopedia improved significantly the writing ability of the first semester of TKJJ Study Program in Civil Engineering Department of Politeknik Negeri Ambon. It was proved by the mean score on pretest was 47.077 and the posttest was 79.35. In addition, after analyzing the data by using the test formula, the result of t-test value was 3.746 and t-table value 1,684. It means that the t-test value was greater than t-table value it indicated that H1 was accepted and H0 was rejecting. Therefore, the hypothesis of the research is the students’ writing ability that was taught through Suggestopedia Learning Method was better than the students who were taught through conversation method.  

scholarly journals THE IMPACT OF PEER RESPONSE ON EFL LEARNERS� WRITING DESCRIPTIVE TEXT

2019 ◽  
Vol 5 (1) ◽  
pp. 59
Author(s):  
Nur Rohmat ◽  
Irma Savitri Sadikin
Keyword(s):  
Quantitative Research ◽  
Teaching Writing ◽  
Peer Response ◽  
Gain Score ◽  
Writing Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Mean ◽  
The Impact

The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha α was 0.05. In other words, p < α. It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING METHOD COMPARED TO LECTURE-BASED LEARNING IN ANATOMY LECTURES

2018 ◽  
Vol 7 (2) ◽  
pp. 118
Author(s):  
Saharnauli J. Verawaty Simorangkir
Keyword(s):  
Cooperative Learning ◽  
Retention Test ◽  
Test Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Post Test ◽  
Jigsaw Method ◽  
And Control ◽  
Experimental Group

Background: Jigsaw is a cooperative learning method in which students work together in small groups, helping one another towards a common goal. The aim of this research were to find out the different effect of Jigsaw cooperative learning method with conventional method in terms of anatomy learning achievement and retention. Method: Forty-nine students were randomly assigned into two groups, control group (n=24) and experimental group (n=25). A pretest was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for one session. At the same day, control group was taking classes using the lecture-based learning method. At the end of session, all students were retested (post test) on subject. A retention test was administered 3 weeks after the post test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test.Results: No significant difference was determined between the Jigsaw and lecture based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, no significant difference between the Jigsaw and lecture-based methods. The highest mean retention test score was observed in the lecture-based method.Conclusion: The Jigsaw method is less effective than lecture-based method. 

scholarly journals The Effectiveness of Using Photograph in Teaching Writing

2017 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Megawati Megawati ◽  
Syarif Agussaid Alkadrie
Keyword(s):  
Teaching Writing ◽  
Control Group ◽  
Writing Ability ◽  
Writing Test ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Essay Test ◽  
Academic Year ◽  
Experimental Group

<p>This research entitled: “The Effectiveness of Using Photograph in Teaching Writing” is intended to find out whether there is significantly different in writing ability between the experimental group and the control group.</p><p>This research employed experimental design. The participants of the study were the tenth-grade students at SMAN 1 Karau Kuala in the academic year 2013/2014. Two classes were used in this research. There were X-C as the Experimental group and X-D as the control group. The research instrument used was a writing test in the form of essay test. The data in this research were mainly gathered through the use of pre-test and post-test. The data were analyzed by measuring t-test and SPSS program to calculate the t-value from the score. The finding of the research shows that there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. After the treatments, the mean is 75.43 the standard deviation is 9.370 the df is 44, and the significance is 0.00. If the significance is smaller than 0.05, it means there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. </p>

scholarly journals Using Video Critics Strategy in Developing Students’ Writing

LETS ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 99-107
Author(s):  
Muh Asshiddiqh ◽  
Faridah Abd Rauf
Keyword(s):  
Empirical Data ◽  
Research Method ◽  
Teaching Writing ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Quasi Experimental ◽  
Experimental Group

This study was aimed to see the writing ability development at SMA Negeri 11 Sidrap. The objective of this study is to get the empirical data of the differences between students’ score of writing test who were and were not taught by using Video Critics strategy. The population of this research consists of 56 students. The sample of the research were class XI IPS as the experimental group which consists of 17 students and XI MIPA as the control group which consists of 39 students. The research method used in this research was quasi-experimental with nonequivalent control group design. The data was collected through pretest and posttest. It aimed to know whether Video Critics strategy in teaching writing can develop students’ writing ability.

scholarly journals Cooperative Integrated Reading and Composition (CIRC) and Jigsaw: Which is More Effective on EFL Reading

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Rizal Arisman
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Experimental Method ◽  
Quantitative Approach ◽  
Learning Method ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Jigsaw Method ◽  
The Mean

The objective of this research was to find out the significant difference of two learning method from cooperative learning; those are Cooperative Integrated Reading and Composition (CIRC) and Jigsaw method and which method is more effective in EFL reading comprehension. This research used a quantitative approach by applying a quasi-experimental method. The data were collected from two classes at grade eight students of SMP Negeri 3 Baubau, Southeast Sulawesi in the school year of 2018/2019 using test. The test was applied twice; those were pretest and posttest for each class. The results indicated that there was not any significant difference in EFL reading comprehension between CIRC and Jigsaw group. But, the range between pretest and posttest for each class indicated the Jigsaw method was more effective than the CIRC group since the mean score of EFL reading comprehension in Jigsaw group was greater than the CIRC group.

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