The Effect Of Instructional Design Of English Subject Based On Component Display Theory On Student's Achievement
| dc.contributor.author | Mulyadi | |
| dc.date.accessioned | 2018-08-09T07:11:16Z | |
| dc.date.available | 2018-08-09T07:11:16Z | |
| dc.date.issued | 2011 | |
| dc.description.abstract | This study constitutes an attempt to apply the Component Display Theory (CDT) as a knowledge base on designing written instruction. It aims to investigate the effect of “secondary presentation” on; (1) students’ overall achievement, (2) the six learning targets: remember concept, remember procedure, remember principle or rule, and use concept, use procedure, use principle, (3) each level of performance of remember and use simultaneously. CDT refers to two dimensions of instructional objectives and provides “primary” and “secondary presentations.” The “primary presentation” reflects the main instructional messages comprising four components of presentation strategies based on the depth and the method of presentation. The “secondary presentation” elaborates the “primary presentation” to make it easier for learners to receive, process, and record the information. CDT postulates that for every instructional objective there is a combination of instructional strategy components of “primary” and “secondary presentations” that effectively strive for the achievement of the learning objectives. The study limits its scope to the use of (1) “primary presentation” consisting of rules, examples, recall, and practice, and (2) “primary presentation” with “secondary presentation” consisting of rules, examples, recall, practice, and giving introduction and feedback. The population of this study are second year students of Public Junior High School in Bekasi, Eastern Jakarta, Indonesia. The sample consists of 342 respondents, selected by random sampling. Quantitative analysis using Analysis of Covariance (ANCOVA) and Multivariate Analysis of Variance (MANOVA) was used to analyse data. Questionnaires were administered to gather information on student’s academic intrinsic motivation, while multiple choice questions test were used to measure the students’ achievement. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/6258 | |
| dc.language.iso | en | en_US |
| dc.publisher | Universiti Sains Malaysia | en_US |
| dc.subject | Component Display Theory as a knowledge | en_US |
| dc.subject | base on designing written instruction | en_US |
| dc.title | The Effect Of Instructional Design Of English Subject Based On Component Display Theory On Student's Achievement | en_US |
| dc.type | Thesis | en_US |
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