Managing Literacy Classroom through Prezi

DOI

10.2991/iccd-19.2019.172How to use a DOI?

Keywords

Classroom management, Prezi, literacy class

Abstract

A learning must be more effective than is achieved. Therefore, managing a classroom needs a valuable tool to meet the need of course objective. In literacy classroom, i.e., writing class for basic level, a helpful tool, like Prezi was required as an effective tool to manage literacy classroom. This pilot research took second graders of lower secondary school, consisting 32 students. The method used in this research is quantitative method with pre-experimental designs used by using one group pre-test and post-test design, that implement purposive sampling technique. The writer analyzed statistically by using ttest formula. The results of this study showed Prezi can promote a well form classroom management in elaborating a literacy classroom. Using the tool in explaining writing skill in descriptive text, the students get improvements. It is statistically shown from students’ scores mean of post-test (72.81) was higher than the students’ scores mean of post-test (51.09). Furthermore, based on statistical calculation results obtained t0 = 12.541>2.040 with df table was 31 at the 5% significance. By conclusion, using a Prezi, as a part of learning management in delivering a topic in literacy classroom seems more valuable than other tool, as such as Power Point, Slideshare, or Digital Mind Map.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Herwina Bahar
AU  - Aswir
AU  - Iswan
AU  - Fitri Nuraini
PY  - 2019/10
DA  - 2019/10
TI  - Managing Literacy Classroom through Prezi
BT  - Proceedings of the 6th International Conference on Community Development (ICCD 2019)
PB  - Atlantis Press
SP  - 653
EP  - 655
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccd-19.2019.172
DO  - 10.2991/iccd-19.2019.172
ID  - Bahar2019/10
ER  -