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All Journal Journal of Development Research
Ratna Nurlia
Universitas PGRI Adi Buana Kampus Blitar
Civil Engineering, Building, Construction & Architecture Education Social Sciences

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 1 
The Effectiveness of Combining Scripting and Talking Chips on the Students’ Speaking Achievement Annisa Rahmasari; Ratna Nurlia
Journal of Development Research Vol. 6 No. 1 (2022): Volume 6, Number 1, May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i1.216

Abstract

This research is to find the effectiveness of combining Scriting and Talking Chips which helps students to be more active in speaking class. This research used quasi-experimental research with non-randomized pretest posttest design. The students of English Department of UNIPA Campus Blitar who took Basic Speaking 1 were the subjects of this research, in which Class A as the experimental group and class B as the control group. The instruments of this research were speaking test (pretest and posttest). One group was taught by combining scripting and talking chips method, in contrast, the control group was taught by using direct method. Then, both groups were given a posttest. The data was analyzed using ANCOVA and computed by SPSS version 20. The result of the analysis indicated that combining Scripting and Talking Chips strategy could make students’ speaking achievement better.
The Success of Using a Chain Writing Method With Comic Strip to Teach Writing to Junior High School Students Herlina Rahmawati; Ratna Nurlia
Journal of Development Research Vol. 6 No. 2 (2022): Volume 6, Number 2, November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i2.257

Abstract

The purpose of this study is to evaluate the chain writing technique for teaching how to write descriptive text using comic strips. This study employed a quasi-experimental methodology. Both the experimental class and the control class participated in the study four times each. A test is the instrument in use. Based on the analysis of the data, the experimental class's test results for creating an English paragraph had an average score of 86.22. While the control group's test results yielded an average score of 74.13. For degrees db = 5%, the value of thitung is 4.78, while the value of ttabel is 3.15. The use of the chain writing approach is significantly impacted since thitung > ttabel. The chain writing technique significantly improves the descriptive text writing abilities of first grade junior high school students. This demonstrates that learning to write more effectively through chain writing than through lecturing. It is recognized that the chain writing learning method can enhance learning outcomes based on the outputs of data processing.
The Effectiveness of Team-Assisted Individualization (TAI) in Teaching Grammar Ratna Nurlia; Herlina Rahmawati
Journal of Development Research Vol. 7 No. 1 (2023): Volume 7, Number 1, May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i1.311

Abstract

The aim of this study is to know the effectiveness of Team Assisted Individualization on English Department students’ English Grammar achievement. Quasi Experimental research using non-randomized pre-test post-test had been applied with the subject of study was the second semester of English departments students who took contemporary English grammar in Adi Buana University of Campus Blitar. Class A was experimental group and class B was control group. In collecting the data, pretest had been given to the two groups before treatment. The treatment given to class A was using Team Assisted Individualization in teaching grammar while class B as control group was using Grammar Translation Method. Then the post test was delivered to the two groups after the treatment. ANCOVA was used to analyze the data by applying SPSS for windows version 20 and the result showed that the students taught by using Team Assisted Individualization had achieved grammar skill better.
The Effectiveness of Student Team Achievement Division Method with Gitmind in the Teaching Writing for Junior High School Students Ratna Nurlia; Wiratno Wiratno
Journal of Development Research Vol. 7 No. 2 (2023): Volume 7, Number 2, November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v7i2.347

Abstract

Writing is one of the language skills that middle school students need to have. The purpose of this study was to determine the effectiveness of using the Student Group Performance Method with Gitmind to improve the writing ability of 7th grade students at Junior High School. In this study, a quasi-experimental design was used. The sample includes two classes (groups), an experimental class of 25 students and a control class of 24 students. This study uses the ANCOVA formula to analyze data. Research shows that instructional students who use Gitmind and the Student Team Performance Division method have better academic results. It is supported by the estimated marginal mean for the two groups, which is 56. 963 for the grammar translation method and 78. 474 for students taught using the Student Group Achievement Division with Gitmind method.
The Effectiveness of Somatic, Auditory, Visual, Intellectual (SAVI) Method in Teaching Reading on Descriptive Text for Senior High School Students Dessy Ayu Ardini; Ratna Nurlia
Journal of Development Research Vol. 8 No. 1 (2024): Volume 8, Number 1, May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v8i1.368

Abstract

To find the effect of Somatic, Auditory, Visual, Intellectual (SAVI) method on the students’ reading achievement was the aim of this study. Quasi experimental using non randomized pre-test posttest had been the research design in this study which involving first year students of senior high school as the subject of study. Class X5 was experimental group and class X7 was control group. To collect the data, pretest was given before the treatment. Somatic, Auditory, Visual, Intellectual (SAVI) method was given to experimental group and grammar translation method was given to control group. As result, T-score got from posttest with equal variance assumed was 6.604 with the probability 0.000 which was smaller than 0.05. It means the students taught by using Somatic, Auditory, Visual, Intellectual (SAVI) method achieved reading skill better than those who are taught by using Grammar Translation Method.
Co-Authors Dessy Ayu Ardini Herlina Rahmawati Wiratno Wiratno