Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.
The objectives of this study are to reveal what communication strategies used by an English teacher in communication with first-grade students of MTs NW Bonjeruk. The research used a qualitative approach, more specifically classroom discourse analysis in analyzing this study since the source of the data was communication strategies which are used by an English teacher in communicating with students during an English teaching-learning activity. The result of the study showed that there were four of five communication strategies proposed that appeared in the teaching-learning process. They were achievement or compensatory strategies, stalling or time gaining strategies, self-monitoring strategies, and interactional strategies. The strategy which was not found in the transcription is avoidance or reduction strategy. Based on the results of the study, the teacher often uses code-switching more than other strategies.
This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group. The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary
Penelitian ini bertujuan untuk memperoleh informasi pengaruh pemberian ekstrak daun kemangi terhadap performans ayam broiler. Ayam yang digunakan sebanyak 48 ekor dipelihara selama 28 hari. Ayam dipelihara dalam petak kandang sistem panggung berukuran 0,75 x 0,75 x 0,5 meter sebanyak 12 petak dengan masing-masing petak diisi dengan 4 ekor ayam. Penelitian ini dilaksanakan pada bulan Desember 2012- Januari 2013 di Kandang Peternakan Fakultas Peternakan Universitas Haluoleo Kendari. Penelitian ini menggunakan Rancangan Acak Lengkap (RAL) dengan 4 perlakuan dan 3 ulangan. Perlakuan terdiri atas P0 (Air minum tanpa penambahan ekstrak daun kemangi), P1 (Air minum dengan 5 ml ekstrak daun kemangi/liter air minum), P2 (Air minum dengan 10 ml ekstrak daun kemangi/liter air minum), P3 (Air minum dengan 15 ml ekstrak daun kemangi/liter air minum). Hasil penelitian menunjukkan konsumsi air minum berada pada kisaran 157,56±3,89- 165,73±6,79 ml/hari; konsumsi ransum berada pada kisaran 88,70±0,99- 90,23±0,34 gram/hari; pertambahan bobot badan berada pada kisaran 53,46±2,10-58,42±1,56 gram/hari; konversi ransum berada pada kisaran 1,54±0,07- 1,66±0,04 dengan rataan yang dicapai adalah 1,59. Hasil analisis sidik ragam pemberian ekstrak daun kemangi dalam air minum sampai 15 ml/liter terhadap konsumsi air minum, konsumsi ransum, pertambahan bobot badan dan konversi ransum tidak berpengaruh nyata (p>0,05).Kata kunci: Kemangi, Broiler, Performans
The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.
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