THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS
This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimen...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Edi Puryanto [verfasserIn] Yumna Rasyid [verfasserIn] Fathiathy Murtadho [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
Learning Strategy, Initial Knowledge, Writing Skills, Assesment |
|---|
| Übergeordnetes Werk: |
In: Getsempena English Education Journal - English Education Department, 2018, 7(2020), 2 |
|---|---|
| Übergeordnetes Werk: |
volume:7 ; year:2020 ; number:2 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.46244/geej.v7i2.1189 |
|---|
| Katalog-ID: |
DOAJ08652254X |
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| 520 | |a This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008< Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485< ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge. | ||
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10.46244/geej.v7i2.1189 doi (DE-627)DOAJ08652254X (DE-599)DOAJ8d65fdd7b63c45cfac4bde4b323cfdf5 DE-627 ger DE-627 rakwb eng Edi Puryanto verfasserin aut THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008< Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485< ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge. Learning Strategy, Initial Knowledge, Writing Skills, Assesment Education L Auxiliary sciences of history C Yumna Rasyid verfasserin aut Fathiathy Murtadho verfasserin aut In Getsempena English Education Journal English Education Department, 2018 7(2020), 2 (DE-627)1760623016 25026801 nnns volume:7 year:2020 number:2 https://doi.org/10.46244/geej.v7i2.1189 kostenfrei https://doaj.org/article/8d65fdd7b63c45cfac4bde4b323cfdf5 kostenfrei https://ejournal.bbg.ac.id/geej/article/view/1189 kostenfrei https://doaj.org/toc/2355-004X Journal toc kostenfrei https://doaj.org/toc/2502-6801 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 7 2020 2 |
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Getsempena English Education Journal |
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Edi Puryanto Yumna Rasyid Fathiathy Murtadho |
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10.46244/geej.v7i2.1189 |
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effect of learning strategy and initial knowledge on the ability to develop writing skills assessment instruments |
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THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS |
| abstract |
This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008< Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485< ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge. |
| abstractGer |
This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008< Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485< ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge. |
| abstract_unstemmed |
This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008< Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485< ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge. |
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THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS |
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https://doi.org/10.46244/geej.v7i2.1189 https://doaj.org/article/8d65fdd7b63c45cfac4bde4b323cfdf5 https://ejournal.bbg.ac.id/geej/article/view/1189 https://doaj.org/toc/2355-004X https://doaj.org/toc/2502-6801 |
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