Writing A Summary of an

English Research /
Journal
Name:
ANANTI PRATIWI
8206171013

DIKMAT A -20
English Math

Lecture :
Prof. Dian Armanto M.Pd, M.Sc. Ph.D
English Task : Task # 5

ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

TASK #5
Choose and read an abstract of English math
education research/ journal. Write an English
summar.Don’t forget to copy the title and the
abstract in a separate file this task could be done
for the next 2 week
 Disclosure of
Learning
Model
Effectiveness
Via Two Factorial
Anava
Abstract
This study aims to determine the effectiveness of the learning model that is influenced by the
level of students' initial abilities and the combined influence (interaction effect) between the
learning model and the students' initial level of ability to the students' mathematics learning
outcomes. Thelearning model has a central function in learning, namely as a tool and away to
achieve learning goals. The type of research used in this study is a quasi-experimental. The
research subjects used as the subject of the trial were Yogyakarta State and Private Middle
School Students. The object of this research is the students' initial abilities and learning
outcomes of mathematics by using Write and Conventional Think Talk learning models. Data
collection techniques used are test techniques and documentation techniques. Data were analyzed
by two factors, both for initial ability test scores and learning outcome test scores and post
anava test using Scheffe Test. The results of the study with α = 5% indicate: 1) The Think Talk
Write learning model is more effective than theconventional learning model. (2) Learning
outcomes of high-skilled students are better than students who have moderate and low initial
abilities, and (3) there is no interaction between learning methods and students' initial level of
ability based on learning outcomes.

Keywords: Effectiveness, Think Talk Write, Anava

Introduction

Analysis of variance is widely used in studies involving comparative testing,

namely testing the dependent variable by comparing it to the observed independent
sample groups. Analysis of variance is currently widely used in survey research and
experimental research.
Analysis of variance is relatively easy to modify and can be developed for more
complex experimental forms. In addition, this analysis also has a relationship with
regression analysis. As a result, it is used extensively in a wide variety of fields,
from laboratory experiments to advertising, psychology and societal experiments.
The TTW type of cooperative learning model may be more effective for students
who have high initial abilities than students who have moderate and / or low initial
abilities. One factor analysis cannot reveal the interactive effect between the
learning model and the students' initial ability level. A revealing analysis is a two-
factor analysis or factorial design.
Research Methods
This type of research used in this study is a quasi-experimental. It is
said to be quasi-experimental because the researcher is not possible to
control all relevant variables (Tri Suwarni Widayati, 2009). According to
Danim (in Syofian Siregar, 2012) experimental research is research in
conducting an objective, systematic, and controlled study to predict or
control phenomena. Experimental research aims to investigate causal
relationships, by exposing one or more experimental groups and one or
more experimental conditions. The results were compared with one or
more untreated control groups. This research design was in the form of
randomized pretest-posttest Control Group Design, which is a pretest-
posttest control group design involving two groups and randomized class
sampling.
Research Methods
Research Flow :

The data collection techniques used

were documentation techniques and
test techniques. Documentation
techniques are used to collect data
on initial abilities, while technical
tests are used to collect data on
mathematics learning outcomes.
Learning outcomes test in the form
of multiple choice of 20 questions
with 4 alternative answers
Research Methods
The data were analyzed by two-factor
ANOVA, both for the initial ability test
score and the learning outcome test
score. In connection with this analysis,
the following points will be explained: 1)
The experimental unit is students, 2)
The characteristics observed are the
students' mathematics learning
outcomes, in the form of test scores, 3)
Factor A is a learning model, consisting
of 2 models, namely learning model I
(TTW) and learning model II (Lecture).
Factor B is the student's initial ability
level, which consists of 3 levels (high,
medium, low).
Before the learning outcome data is
analyzed, the prerequisite analysis
test will be carried out which
includes the initial ability data
balance test, normality test, and
homogeneity test. Then perform
data analysis with the following
steps: 1) Formulating statistical
hypotheses, 2) Significance level, α
= 5%, 3) calculating F ratio, 4)
comparing fraction with Ftable, 5)
drawing conclusions
Results and Discussion
Based on the results of the balance test, it was found that the students' initial abilities in the
control class and experimental class were in a balanced state. This is indicated by the results of
the t test which showed that the sig = 0.459> α = 0.05.

• Normality test
For initial ability, it was obtained that the value of Sig = 0.061> α = 0.05, it was concluded that
the initial ability data came from populations that were normally distributed. As for the posttest
data, because the value of Sig = 0.054> α = 0.050, it is concluded that the learning outcome data
comes from a normally distributed population.

• Homogeneity test
For the initial ability, the value of sig = 0.123> α = 0.050, it can be concluded that the initial
ability data for the experimental class and the control class have homogeneous variance. As for
the learning outcome data, because the value of sig = 0.801> α = 0.050, it can be concluded that
the learning outcome data for the experimental class and the control class have homogeneous
variance.
Results and Discussion
In this study, hypothesis testing used
two-way analysis of variance with
unequal cells. From the results of the
2-way Anava test, it was found that the
sig = 0.00 <0.05, which means that H0 is
rejected. If H0 is rejected, it means
that H1 is accepted. Thus it can be
concluded that there are differences in
post-test scores / learning outcomes
based on the learning model. This is also
supported by the marginal mean value
of each learning model, namely the mean
TTW of 11.889 while the conventional
mean is 9.578. Therefore it can be
concluded that the TTW learning model
is more effective than the conventional
learning model.
In this study the two samples were given
different treatment, namely the
experimental class applied the TTW
learning model while the control class
applied the conventional learning model.
The TTW learning model has three main
steps, namely Think, Talk, and Write.
When Thinking, students individually think
about solving the math problems they
face.
• At the Think stage, students are
required to think individually to find
answers to these questions.
• Writing stage Students write down the
results obtained during the discussion
so that it can be understood by all
students.
Results and Discussion
This is possible because students with
high initial abilities have a more
adequate knowledge base so that
students can understand concepts and
computations better than students who
have medium and low initial abilities (Ria
Tri Krisnawati, 2011). Likewise, students
with low initial abilities have minimal
knowledge so that mathematical
concepts are not well absorbed.
Students with low initial abilities have
difficulty understanding new material,
because they have difficulty connecting
old concepts with new concepts.
From this research it can be concluded
that the TTW learning model is more
effective than the conventional learning
model (lecture). This is because the
TTW learning model makes students
more active during the learning process.
This learning model is a learning model
that facilitates oral language practice
and writes the language fluently. Think-
talk-write is based on the
understanding that learning is a social
behavior, because in this model
students are encouraged to think, talk,
and then write about a topic.
Results and Discussion

The think-talk-write learning model is used to develop writing fluently and practice
language before writing it and allows students to influence and manipulate ideas
before writing them down. This model also helps students collect and develop ideas
through structured conversations. The think-talk-write strategy chosen in this study
was built by giving students time to carry out these activities (think, reflect and to
compose ideas, and test those ideas before writing them).

Application of the TTW learning model, students can write down solutions to the
problems / questions given including calculations; organize all the work step by step,
whether the solution is using diagrams, graphs, or tables so that it is easy to read and
follow up; corrects all work so that it is certain that there are no jobs or calculations
that are lagging behind; and believes that the best work is complete, easy to read and
guaranteed authenticity (Yamin and Ansari in Adi & Harini, 2007).
Conclusion
Based on the description above, it
can be concluded that: (1) the
TTW learning model is more
effective than the conventional
learning model. (2) The learning
outcomes of students with high
initial abilities are better than
students with moderate and low
initial abilities, and (3) there is no
interaction between learning
methods and students' initial
ability levels based on learning
outcomes.
THANK YOU