THE EFFECTIVENESS OF MASTERY LEARNING TECHNIQUE ON IMPROVING STUDENTS’ ABILITY IN COMPLETING ENGLISH NATIONAL EXAMINATION
DOI:
https://doi.org/10.29121/granthaalayah.v8.i2.2020.184Keywords:
Mastery Learning Technique, National Examination, Completing, Ability, EffectivenessAbstract [English]
This research is aimed at finding the effectiveness of mastery learning technique on improving students' ability in completing the English National Examination. This study was done at Bimbingan Belajar Gereja HKBP Sutotoyo, Jakarta. The research method used was quantitative research with "pre and post-test design", using two groups of research subjects. The population of the study 88 students consisted of Primary School (23 people) and Senior High School Students (62 persons), and the sample of the students was the Junior High School Students which was divided into group namely experimental group (33 persons) and control group (32 persons) which were selected using clustering sampling. The instrument of the research was a set of English Final Examination. The finding of the research is that the t-value is greater than t-table (4.323> 2,000) and the significance value is smaller than the significance level of 0.05 (0.000 <0.05). Then it is concluded that mastery learning technique significantly affects the students' ability in completing the English National Examination at Bimbingan Belajar HKBP Sutoyo, Jakarta. So, it is suggested that mastery learning technique should be implemented to improve the students' ability in completing the English National Examination.
Downloads
References
Zimmerman, B. J., & Dibenedetto, M. K. (2008). Mastery learning and assessment: Implications for students and teachers in an era of high‐stakes testing. Psychology in the Schools, 45(3), 206-216. DOI: https://doi.org/10.1002/pits.20291
Juknevičienė, R., & Šeškauskienė, I. (2014). The national examination of English in Lithuania: searching for evidence of CEFR criteria achievement levels. Studies About Languages, 25, 88-96. DOI: https://doi.org/10.5755/j01.sal.0.25.8579
Ilc, G., & Stopar, A. (2015). Validating the Slovenian national alignment to CEFR: The case of the B2 reading comprehension examination in English. Language Testing, 32(4), 443-462. DOI: https://doi.org/10.1177/0265532214562098
Wayne, D. B., Butter, J., Siddall, V. J., Fudala, M. J., Wade, L. D., Feinglass, J., & McGaghie, W. C. (2006). Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. Journal of general internal medicine, 21(3), 251-256. DOI: https://doi.org/10.1111/j.1525-1497.2006.00341.x
Boggs, S., Shore, M., & Shore, J. (2004). Using e-learning platforms for mastery learning in developmental mathematics courses. Mathematics and Computer Education, 38(2), 213.
Butter, J., McGaghie, W. C., Cohen, E. R., Kaye, M., & Wayne, D. B. (2010). Simulation-based mastery learning improves cardiac auscultation skills in medical students. Journal of general internal medicine, 25(8), 780-785. DOI: https://doi.org/10.1007/s11606-010-1309-x
Orosco, M. J. (2010). A sociocultural examination of the response to intervention with Latino English language learners. Theory into Practice, 49(4), 265-272. DOI: https://doi.org/10.1080/00405841.2010.510703
Sweeney, P. D., & McFarlin, D. B. (2004). Social comparisons and income satisfaction: A cross‐national examination. Journal of Occupational and Organizational Psychology, 77(2), 149-154. DOI: https://doi.org/10.1348/096317904774202117
Chemiron, K. E. (2015). Effects of English language proficiency on performance of physics in national examination in west Pokot County in Kenya (Doctoral dissertation, Thesis. Graduate Program of University of Nairobi).
Cheng, L., & Qi, L. (2006). Description and examination of the national matriculation English test. Language Assessment Quarterly: An International Journal, 3(1), 53-70. DOI: https://doi.org/10.1207/s15434311laq0301_4
Cleveland, M., Rojas-Méndez, J. I., Laroche, M., & Papadopoulos, N. (2016). Identity, culture, dispositions and behaviour: A cross-national examination of globalization and culture change. Journal of Business Research, 69(3), 1090-1102. DOI: https://doi.org/10.1016/j.jbusres.2015.08.025
Cohen, E. R., Barsuk, J. H., Moazed, F., Caprio, T., Didwania, A., McGaghie, W. C., & Wayne, D. B. (2013). Making July safer: simulation-based mastery learning during intern boot camp. Academic Medicine, 88(2), 233-239. DOI: https://doi.org/10.1097/ACM.0b013e31827bfc0a
Eppich, W. J., Hunt, E. A., Duval-Arnould, J. M., Siddall, V. J., & Cheng, A. (2015). Structuring feedback and debriefing to achieve mastery learning goals. Academic Medicine, 90(11), 1501-1508. DOI: https://doi.org/10.1097/ACM.0000000000000934
Guskey, T. R. (2010). Lessons of mastery learning. Educational leadership, 68(2), 52.
McGaghie, W. C. (2015). Mastery learning: it is time for medical education to join the 21st century. Academic Medicine, 90(11), 1438-1441. DOI: https://doi.org/10.1097/ACM.0000000000000911
McGaghie, W. C., Issenberg, S. B., Barsuk, J. H., & Wayne, D. B. (2014). A critical review of simulation‐based mastery learning with translational outcomes. Medical education, 48(4), 375-385. DOI: https://doi.org/10.1111/medu.12391
Wambugu, P. W., & Changeiywo, J. M. (2008). Effects of Mastery Learning Approach on Secondary School Students' Physics Achievement. Eurasia Journal of Mathematics, Science & technology education, 4(3).
Wayne, D. B., Barsuk, J. H., O'Leary, K. J., Fudala, M. J., & McGaghie, W. C. (2008). Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. Journal of Hospital Medicine: An Official Publication of the Society of Hospital Medicine, 3(1), 48-54. DOI: https://doi.org/10.1002/jhm.268
Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English–speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research. DOI: https://doi.org/10.1044/1092-4388(2009/08-0056)
Cyders, M. A., Littlefield, A. K., Coffey, S., & Karyadi, K. A. (2014). Examination of a short English version of the UPPS-P Impulsive Behavior Scale. Addictive behaviours, 39(9), 1372-1376. DOI: https://doi.org/10.1016/j.addbeh.2014.02.013
Liu, D. (2011). The most frequently used English phrasal verbs in American and British English: A multicorpus examination. Tesol Quarterly, 45(4), 661-688. DOI: https://doi.org/10.5054/tq.2011.247707
Naibaho, L. (2016). Improving Students' Essay Writing Ability through Consultancy Prewriting Protocol at the Christian University of Indonesia.
Naibaho, L. (2019). Teachers’roles in English Language Teaching: A Students Centered Learning Approach. International Journal of Research-Granthaalayah, 7(4), 206-212.
Naibaho, L. The Integration of Group Discussion Method Using Audio-Visual Learning Media Toward Students’learning Achievement On Listening.
Sormin, E., Julianti, K., Nadeak, B., & Naibaho, L. (2019). Use of Construction Inquiry Learning Model to Improve the Interest of Learning Students Grade Xi SMA Angkasa 2 in Colloid Materials. PEOPLE: International Journal of Social Sciences, 5(2).
Nadeak, B., & Naibaho, L. (2019, November). Investigating the effect of learning multimedia and thinking style preference on learning achievement on anatomy at Universitas Kristen Indonesia. In Journal of Physics: Conference Series (Vol. 1387, No. 1, p. 012116). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1387/1/012116
Alas, E., & Liiv, S. (2014). Assessment literacy of national examination interviewers and raters–experience with the CEFR. Eesti Rakenduslingvistika Ühingu aastaraamat, 10, 7-22. DOI: https://doi.org/10.5128/ERYa10.01
Downloads
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
