Pengaruh Teknik Pembelajaran Time Token dan Sikap Bahasa  terhadap Keterampilan Berbicara  Siswa Kelas VIII  SMPN 1 Batang Anai

Susanty, Yanti; Panjaitan, Chery Julida

doi:10.37755/jsbi.v18i1.343

Cited by 1 publication

(2 citation statements)

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“…There needs to be a change in learning to overcome this, one of which is applying a learning model (Hastuti et al, 2020). Learning models that can be applied is the Project-Based learning model (Fini et al, 2018;Widayanti et al, 2018), the problem-based learning model (Darlis et al, 2020;Nuralita et al, 2020), the discovery learning model (Lestari et al, 2020;Syarofah et al, 2019), the inquiry model (Hastuti et al, 2020;Lusidawaty et al, 2020), and the Time Token Arends model (Hidayah et al, 2021;Indraswati et al, 2021;Susanty & Panjaitan, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Token Arends Learning Model on Communication and Physics Learning Outcomes

Widayanti

Nurviana²,

Fatmawati³

2022

Tadris

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This research aims to determine whether the Time Token Arends learning model affects communication and physics learning outcomes. All tenth-grade students in one of the high schools in Ogan Komering Ulu Timur became the population, and the sample was determined by random cluster sampling. The research design was the pretest-posttest control group design. The subjects of this research consisted of 58 students. The experimental class implemented the Time Token Arends model, and the control class implemented the conventional model (lecturing and questions and answers). The researchers performed the hypothesis testing using the t-test. Based on the pretest and posttest results, the mean score of the experimental class was higher than the control class. The pretest means a score of the experimental class was 37 and the mean score of the control class was 36. Furthermore, the posttest means a score of the experimental class was 79, and the control class was 64. The mean scores difference indicated a significant effect of the Time Token Arends learning model. The results were supported by the tobserved value greater than the tcritical value, namely 22.02 greater than 1.67. Therefore, H0 was rejected, and Ha was accepted. The percentage of student communication increased significantly after the Time Token Arends model was applied. Future researchers need to develop appropriate instruments to measure scientific communication and student learning outcomes during the current pandemic. During the coupons distribution session, it is necessary to ensure that all students receive coupons without exception.

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Section: Introductionmentioning

confidence: 99%

“…Several previous studies have implemented the Time Token Arends model to improve speaking skills (Aqil et al, 2020;Bakti et al, 2019;Susanty & Panjaitan, 2021;Wijayanti et al, 2019), improving learning outcomes (Lestari et al, 2020), and improving social skills (Dewi et al, 2020)…”

Section: Introductionmentioning

confidence: 99%