Open AccessThe Effect of The Whole Language Approach to Student’s Basic Integrated English Skills Learning Achievement
Author(s) -
Gede Wira Bayu,
Luh Sri Surya Wisma Jayanti
Publication year - 2019
Publication title -
international journal of advances in social and economics
Language(s) - English
Resource type - Journals
ISSN - 2685-2691
DOI - 10.33122/ijase.v1i4.117
Subject(s) - mathematics education , test (biology) , control (management) , treatment and control groups , academic year , psychology , academic achievement , significant difference , pedagogy , computer science , mathematics , artificial intelligence , paleontology , statistics , biology
The objectives to be achieved in this study were to find out the effect of the Whole Language Approach to Subject Learning Outcomes Basic Integrated English Skills in Third Semester Students of the PGSD Department Ganesha University of Education (Undiksha) which consisted of 7 classes with 221 students. This research is a quasi-experimental study with the research design used is non-equivalent post-test only control group design. After seven treatments, post-test is held in control group and experiment group. The average score in control group was 68.58 and it’s in the medium category, and in experiment group the post-test score was 85.16 and it’s in the high category. There is 16.58 point of difference. Therefore, it can be said that the whole language approach has a significant influence on the learning achievement of Basic Integrated English skills for third semester students in the Elementary Teacher Education Department, Faculty of Education, Ganesha University of Education (Undiksha) academic year 2017/2018.