scholarly journals The Effectiveness of Likes Method in Improving Reading Skills of Orang Asli Students

2017 ◽  
Vol 13 (6) ◽  
pp. 74 ◽  
Author(s):  
Norwaliza Abdul Wahab ◽  
Ridzuan Jaafar ◽  
Ramlee Mustapha ◽  
Arasinah Kamis ◽  
Norhayati Mohd Affandi
Keyword(s):  
Diagnostic Tests ◽  
Primary Schools ◽  
Reading Skills ◽  
Experimental Methods ◽  
Control Group ◽  
Orang Asli ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to examine the effectiveness of the LIKES method in teaching KVKV (consonant, vowel, consonant, vowel) syllables in bahasa Melayu (Malay language) among Orang Asli students in primary schools. This research was conducted in two Orang Asli schools consisting of pupils aged 8 to 10 years as the subjects of the study. Quasi-experimental methods were used to determine the effectiveness of the LIKES method. Assessments were carried out for eight weeks including diagnostic tests as well as pre and post tests. The results showed significant differences in the reading skills of the control group (CG) and experimental group (EG). The study found that the reading skills according to gender was not a significant. Results from the observations showed the Orang Asli students are more focused and enjoyed to learn while using LIKES method in class. The findings clearly show that the LIKES method are suitable to be given to Orang Asli students, or students in remedial classes to improve the skills of reading especially KVKV syllables in bahasa Melayu.

scholarly journals Efficiency of Learning Software ‘Sinding Pimato’ Towards Reading Achievement of Kadazandusun Language for Year One Pupils

2019 ◽  
Vol 6 (3) ◽  
pp. 5365-5369
Author(s):  
Marbella Binti Justine ◽  
Rosliah Kiting ◽  
Julita@Norjietta Binti Taisin
Keyword(s):  
Reading Achievement ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Control Group ◽  
Language Curriculum ◽  
Software Application ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Learning Software ◽  
Experimental Group

Reading skill is an important skill in Kadazandusun language to enable pupils to follow and master the teaching and learning in the classroom. However, the findings from previous studies show that most pupils in primary schools have yet to master the basic skills of reading in the pronunciation aspect. Therefore, this study has to be carried out to study the effectiveness of ‘Sinding Pimato’ software application on the reading achievement of the Year One pupils. This study is a quasi-experimental study. The quantitative approach is used together with pre and post-test instruments. A total of 30 Year One pupils in a school at Tambunan District have become the sample for this study. The sample of the study was divided into two groups, namely the experimental group taught using ‘Sinding Pimato’ software and the control group taught by Chalk and Talk method. The findings show that there is a significant difference in the achievement of reading between the experimental group and the control group. The findings of this study show that the application of ‘Sinding Pimato’ learning software is effective in helping to improve the achievement of reading for the Year One pupils. In conclusion, the ‘Sinding Pimato’ software has an effective effect as a learning tool for Kadazandusun Language. The implication of the study shows that the ‘Sinding Pimato’ software is useful to improve the quality of teaching and learning Kadazandusun language curriculum.

scholarly journals Do Multiple Intelligences Improve EFL Students’ Critical Reading Skills?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alaeddin Khaled Alqatanani
Keyword(s):  
Multiple Intelligences ◽  
Reading Ability ◽  
Reading Skills ◽  
Teaching Method ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

This study examines the potential effect of a program based on multiple intelligences on improving the Jordanian tenth grade English as a Foreign Language (EFL) students’ critical reading skills in English. The researcher claims that multiple intelligences strategies have the potential to provide a suitable resource to empower the quality of TEFL in Jordan. The study follows a quasi- experimental design in which an experimental group and a control group were purposefully chosen from AzZarqa First Directorate of Education (Jordan). In the experimental group, 30 students were taught by multiple intelligences strategies and 29 students of control group were taught by the conventional teaching method as outlined in the teacher’s book. A pre-post achievement test was utilized. The findings reveal statistically significant differences at (α ≤ 0.05) between the two mean scores of experimental and control groups in the post- test in favor of experimental group. The study recommends to examine the effect of using multiple intelligences on EFL students’ achievement in other language skills and sub skills. A number of implications are put forth to enhance the students’ critical reading ability.

scholarly journals PENGARUH METODE CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KEMAMPUAN BERPIKIR INDUKTIF MATERI DAUR AIR PADA SISWA KELAS V SDIT BUNAYYA KABUPATEN TANGERANG

2016 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Yeni Nuraeni ◽  
Annisa Widya Ayuning Tyas
Keyword(s):  
Significant Relationship ◽  
Teaching And Learning ◽  
Hypothesis Test ◽  
Experimental Methods ◽  
Thinking Skills ◽  
Control Group ◽  
Quasi Experimental ◽  
Saturated Sample ◽  
Contextual Teaching ◽  
Experimental Group

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) method on inductive thinking skills concept of recycling water. The method used is a quasi experimental methods. This study was conducted in SDIT Bunayya Tangerang. The population is 36 students in grade five and the samples consisted of two groups, the experimental group who were 18 students and a control group which also totaled 18 students. The technique of this sample is saturated sample. The experimental group is a group that used the Contextual Teaching and Learning (CTL) method, while the control group is the group that used the conventional method. The instrument used in the form of the test is instrument with the type of the description test. Based on the hypothesis test was using t-test with a confidence level of 95% indicates gained value t_count = 5,769 and t_(table )= 2.042. t_count value is greater than t_(table ) it can be concluded that there is a significant relationship between learning of Contextual Teaching and Learning (CTL) method on student inductive thinking. Keywords :Contextual Teaching and Learning (CTL) method, Inductive Thinking Skills

scholarly journals Is questioning a catalyst for critical reading among Jordanian EFL learners?

2019 ◽  
Vol 14 (3) ◽  
pp. 384-400
Author(s):  
Ruba Fahmi Bataineh ◽  
Maysaa Issa Al-Shbatat
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Ninth Grade ◽  
Potential Effect ◽  
Control Group ◽  
Critical Reading ◽  
Questioning Strategies ◽  
Quasi Experimental ◽  
Ninth Grade Students ◽  
Experimental Group

This study examines the potential effect of questioning strategies on Jordanian English as a foreign language ninth-grade students’ critical reading skills. The study uses a quasi-experimental, pre-/post-test design. An experimental group of 85 ninth-grade students from three public schools in Al-Qasr Directorate of Education (Karak, Jordan) was taught through questioning strategies (viz., questioning, self-questioning and a combination of both), and a control group of 19 students was taught per the guidelines of the prescribed Teacher’s Book. Descriptive statistics and analysis of co-variance were used to analyse the students’ scores on the pre- and post-tests. The findings reveal that the experimental group outperformed the control group, as questioning and self-questioning improved students’ critical reading skills, more so for questioning than self-questioning. Keywords: Critical reading, EFL, Jordan, questioning, self-questioning, strategies.

scholarly journals Pengaruh Model Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Siswa di Sekolah Dasar

2019 ◽  
Author(s):  
Desyandri Desyandri
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Significant Relationship ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Experimental Methods ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group

The study aims to determine the effect of model CTL to the learning outcomes of students for citizenship education. The method used is a quasi-experimental methods. This study was conducted in SDN 18 Sungai Salak. The sample in this study consisted of two groups, the experimental group numbering and the control group were numbered 38 students. Based on data analysis usin t-test conducted on the significant level α = 0,05, indicates that the learning outcomes of student who are taught model CTL obtained tcount 2,7604 and ttabel 1,68830, with the result that tcount< ttable. It can be concluded that there is significant relationship between learning model CTL on students learning outcomes.

scholarly journals The Effect of Exercise with Ladder Drill Slaloms and Carioca on Speed and Agility

2020 ◽  
Vol 1 (8) ◽  
pp. 103
Author(s):  
Silva Icha Alviana ◽  
Edy Mintarto ◽  
Agus Hariyanto
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Experimental Methods ◽  
T Test ◽  
Control Group ◽  
Anova Test ◽  
Group I ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The purpose of this study is to analyze about: (1) the effect of slaloms ladder drill exercises on speed and agility; (2) the effect of carioca ladder drill training on speed and agility; (3) the difference between the effect of the Carioca ladder drill and the Carioca ladder drill on speed; (4) differences in the influence of carioca ladder drill and carioca ladder drill on agility. This type of research is quantitative with quasi-experimental methods. The research design used is maching only design and data analysis using t-test and ANOVA. Retrieval of data using a sprint 30 meters to measure speed and agility t-test to measure agility at the time of the pretest and posttest. The results showed that the difference between the pretest and posttest of each group were: (1) experimental group I for speed = 0.577 and agility = 0.663 (2) experimental group II for speed = 0.81 and agility = 0.757 (3) control group for speed = 0.122 and (4) control group for agility = 0.029. Based on the above analysis, it can be concluded that there is an increase in speed and agility for each group after being given the Ladoca drill ladder drill and carioca ladder drill seen from the t-test. In addition, through the ANOVA test, there are differences in speed in the two types of exercise. Carioca drill ladder increases speed compared to slaloms. While in agility there is no difference between ladder drill slaloms and carioca, but both groups have a better influence than the control group.

scholarly journals Spesifikk visuell trening som pedagogisk metode med fokus på øyebevegelser som påvirker barns lesing

2018 ◽  
Vol 11 (2) ◽  
pp. 9
Author(s):  
Lene Solli Fitzgerald ◽  
Anne Berg
Keyword(s):  
Eye Tracking ◽  
Reading Skills ◽  
Reading Speed ◽  
Control Group ◽  
Rhythm Reading ◽  
Physical Technique ◽  
Complicated Process ◽  
Quasi Experimental ◽  
Hand Coordination ◽  
Experimental Group

Lesing er en komplisert prosess med mange ulike komponenter. Barn er av-hengige av å kunne lese for å fungere godt i hverdagen. Denne studien fokuserer på lesehastighet og øyemotoriske bevegelser hos en gruppe skoleelever på 3. trinn. Målet var å studere om Bal-A-Vis-X (Balance, Auditory and Vision eXercises) kan ha effekt på barnas øyemotorikk og lesehastighet. Måleinstru¬mentene var ReadAlyzer og Nonsensordtest. Intervensjons-/treningsmetoden var Bal-A-Vis-X, der sandsekker og små racketballer ble benyttet. Barna ble plassert i en kontroll- og en eksperimentgruppe. Begge gruppene gjennomførte både pre- og posttest. Eksperimentgruppen trente Bal-A-Vis-X i 30 minutter en gang i uken i fem måneder. Øvelsene krever visuelle følgebevegelser, øye-hånd-koordinering og stødige rytmiske bevegelser basert på både visuelle og auditive signaler som krever presis fysisk teknikk. Resultatene viste at eksperimentgruppens lesehastighet ble endret signifikant på både ReadAlyzers lesetest og Nonsensordtest. Kontrollgruppens lesehastighet endret seg ikke signifikant. Denne studien indikerer at Bal-A-Vis-X kan være et supplement for alle barn i skolen med eller uten lesevansker. Metoden har viktige komponenter som er involvert i lesing, den er gøy og den gir barna mestringsfølelse.Nøkkelord: barn, visuell trening, rytme, lesehastighetAbstractReading is a complicated process with many different components. Children need to read in order to cope in daily life. This study focuses on reading speed and eye tracking for a group of pupils in their third year of primary school. The aim of this study was to evaluate whether Bal-A-Vis-X (Balance, Auditory and Vision eXercises) could be a method to improve children’s eye tracking and reading speed. The design is quasi-experimental where ReadAlyzer Eye Move¬ment Recording System (REM) and parts of a nonsense word test were used. The intervention method was Bal-A-Vis-X, using sandbags and small racket balls. The children were placed in a control and an experimental group. Both groups completed pre- and post-tests. The experimental group trained with Bal-A-Vis-X for 30 minutes once a week for five months. The exercises require visual move¬ments, eye and hand coordination, and steady rhythmical movements, based on both visual and auditory signals that require precise physical technique. The children in the experiment group showed significant improvement in reading speed and reading nonsense words. The control group showed no sig¬nificant improvement. This study indicates that Bal-A-Vis-X can be a supple¬mental method for all children in education with or without reading problems. The method has components important for their reading skills, it is fun, and it gives the sense of achievement of new skills.Keywords: children, visual training, rhythm, reading speed

scholarly journals “I’M A SUPERHERO”: INCREASING STUDENTS’ PSYCHOLOGICAL CAPITAL THROUGH STORYTELLING

2020 ◽  
Vol 39 (1) ◽  
pp. 1-11
Author(s):  
Unika Prihatsanti ◽  
Ika Zenita Ratnaningsih ◽  
Anggun Resdasari Prasetyo
Keyword(s):  
Psychological Capital ◽  
Experimental Methods ◽  
Control Group ◽  
First Year ◽  
Control Groups ◽  
First Year College ◽  
Quasi Experimental ◽  
First Year College Students ◽  
And Control ◽  
Experimental Group

Psychological capital as a positive psychological characteristic that reflected through several components such self-efficacy, hope, optimism, and resilience is important to adjust the changes that experienced by freshmen in a college. Storytelling is a form of communication that allows the listener to fully immerse in the content of the story and experience the emotions felt by the characters. This study aims to determine the effect of storytelling activities use “I’m a Superhero” module to increase students’ psychological capital. Quasi-experimental methods were used in the study that involving 127 first-year college students. The subjects of this study divided into two groups, 56 for the experimental group and 71 for the control group. The interventions were done for 22 days divided into six sessions and described in "I'm a Superhero" module. The analysis results using an independent sample t-test showed that there was a difference between experiment and control groups (t(125) = 5.176; p < .01). It shows that the storytelling activity is the potential to be an alternative media to increasing students' psychological capital so that the freshmen more independent and quickly adjust to change.

scholarly journals The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

2021 ◽  
Vol 2 (5) ◽  
pp. 1-11
Author(s):  
Mohammad Abedrabbu Alkhawaldeh ◽  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Training Program ◽  
Primary Schools ◽  
English Language ◽  
Program Effectiveness ◽  
Control Group ◽  
Hearing Impairments ◽  
English Pronunciation ◽  
Quasi Experimental ◽  
Training Courses ◽  
Experimental Group

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children.

scholarly journals Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program

2020 ◽  
Vol 3 (4) ◽  
pp. p30
Author(s):  
Majed Barashid
Keyword(s):  
Reading Skills ◽  
Graphic Organizers ◽  
Empirical Studies ◽  
Potential Effect ◽  
Instructional Program ◽  
Venn Diagram ◽  
Control Group ◽  
Critical Reading ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.

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