The effectiveness of using songs in teaching english articles (an experimental research with the third graders of MIN Purwokerto in the academic year of 2010 / 2011 )
Bibliographic record
Abstract
Music and song are included in teaching media. The use of music and song in the classroom can stimulate very positive associations to the study of a language. They can also make the classroom situation more enjoyable for students and increase the students’ interest to learn. Songs are chosen here because many of the students had listened to it. It can stimulate their motivation to learn, and to help the students learn grammar, especially English Article. The problem of this research can be stated how is the effectiveness of using songs in teaching English Articles? The objectives of this study is to find out the effectiveness of songs in teaching English Articles. The study was conducted at MIN Purwokerto. The subjects of this study were the students at MIN Purwokerto in two classes thus were as experimental and control groups. The numbers of the subjects were 24 students in experimental group and 24 students in control group. This research used experimental method. The techniques of data collection used by the writer are test, documentation. Based on the statistical data, the writer got a description that the results of test score of the experimental class which was given treatment using songs as media was 77.416 and control class which did not get treatment using songs as media that was 70.5. Based on the t-test with standard of significant 5%, it was found = 2.712 with = 2.00. Consequently based the result, the process of learning English using songs as media is effective. The correlation between using songs in teaching English Articles (variable X) and the effectiveness of using songs in teaching English Article (variable Y) was found = 2.712 with = 2.00. Because > . In conclusion, there is a real difference in score between those who using song as media and those who learn without using songs as media. In another word, the process of learning English articles using songs as media is effective
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.029 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.015 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".