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All Journal Journal MELT (Medium for English Language Teaching)
Ashari P. Swondo
Department of English Education, Universitas Potensi Utama
Languange, Linguistic, Communication & Media

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THE EFFECT OF SNOWBALL THROWING METHOD ON STUDENTS’ VOCABULARY MASTERY Nina Haida Hasanah; Ashari P. Swondo
Journal MELT (Medium for English Language Teaching) Vol 5, No 2 (2020): MELT December 2020
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.5.2.2020.175-185

Abstract

This study was aimed to find the empirical evidence of the effect of Snowball Throwing Method on students’ vocabulary mastery. The method that was used was a quantitative method. The design of this study was experimental study. This study was conducted in MTS AL-IMAM KLUMPANG. The number of the sample of the study was 40 students of seventh  grade. The instrument of this study was tests. The tests were divided into two, there were pre-test and post-test. The data that were obtained from the tests were analysed by using SPSS 20 program. The result of the study showed that the mean score of post test in control class was 66,5 while the mean score of post-test in experimental was 80 .Based on the criteria of hypothesis test that if sig. 2 tailed (p) was lower than alpha (α) 0.05, then Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In this study, the result of sig. 2 tailed was 0.000 and it proved that p <α. It showed that there was a significant effect of Snowball Throwing method on students’ vocabulary mastery
THE EFFECT OF USING GENIUS LEARNING STRATEGY ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXTS Dwi Sulistiani; Ashari P. Swondo
Journal MELT (Medium for English Language Teaching) Vol 5, No 1 (2020): MELT June 2020
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.5.1.2020.54-70

Abstract

The objectives of this research find out whether there is a significant effect of using genius learning strategy on student’s ability in writing descriptive texts. This research belongs to descriptive quantitative design to the eighth grade students of SMP Swasta Pelita Medan. The data was obtained using pre-test and post-test. Pre-test was given to both groups before treatment and post-test was given after treatment. The writer uses Genius Learning strategy as method to support students produce a descriptive text. The result of the study are; the value of the tobs was 9.741 the degree of freedom (df) is 28 at the level significance 0.05 is 1.701. It means the value of tobs is higher than ttable, the Alternative Hypotheses (Ha) is accepted and the Null hypotheses (Ho) is rejected. The researcher concluded that The Genius learning strategy significantly affects the ability of writing descriptive text to the eighth grade at SMP Swasta Pelita Medan.The writer suggests for the students of English Education Department should use the genius learning strategy as it has already been proven effective to improve student’s ability on writing.
THE EFFECT OF MIND MAPPING TECHNIQUE ON STUDENTS’ ACHIEVEMENTIN WRITING ANALYTICAL EXPOSITION TEXT Eka Widya Astuti; Ashari P. Swondo
Journal MELT (Medium for English Language Teaching) Vol 5, No 1 (2020): MELT June 2020
Publisher : Universitas Potensi Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22303/melt.5.1.2020.71-84

Abstract

The completion of this comparison aims to determine the effect of increasing student achievement in writing analytical exposition texts using the Mind Mapping technique and without the Mind Mapping technique. This comparative research is a qualitative research, which involves high school grade 3 students as the population of this comparison, these students who are students from Creativkids Medan. The result of this comparison is that the value of 67.53 is the value obtained using the Mind Mapping technique. Another thing that does not use the Mind Mapping technique gets a score of 63.5. This also causes if students who use the Mind Mapping technique get the t_obs of 3.43 points, which means that it increases more than t table 2.00. This has the effect that the alternative hypothesis (Ha) has been accepted and the null hypothesis (Ho) has been rejected. And this makes the reason for the increase in student achievement figures by using the Mind Mapping technique to write analytical analysis texts. So, it can be summarized that the Mind Mapping technique is very effective, appropriate, and easy to be applied by students who will create correct and directed analytical exposition text.
Co-Authors Dwi Sulistiani Eka Widya Astuti Nina Haida Hasanah