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In discriminating power, there are four categories. They are poor, satisfactory, good, and excellent. From 30 items of try-out of pre-test, there were
16 items that were poor, 12 items were satisfactory, and 2 items were good. Whereas, in the result of try out for post-test, there were 19 items that were poor,
items were satisfactory, 2 items were good, and 1 item was excellent.
4.2.2 The Result Analysis of Writing
In the writing test, there were several aspects of writing comprehension which were consisted in the writing instrument. After conducting the try-out for writing
in the pre-test and post-test, there would be an analysis for it.
4.2.2.1 Item Validity
It was taken from the students’ try-out test result of writing hortatory exposition text by including a scoring analysis on five items. They are grammar, vocabulary,
spelling, content and fluency. The computing of validity instrument was 0.85 for grammar aspect, 0.95 for vocabulary, 0.86 for spelling, 0.71 for content and 0.67
for fluency. For = 5 with n=36, the result of r
table
= 0.44. Since the result value
was higher than the critical value r
table
, it was assumed that the instrument was valid.
4.2.2.2 Reliability
The computing of reliability of the try-out instrument was 1.17 for =5 with n=36, the result of r
table
= 0.44. Since the result of computation value was higher
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than the critical value, it was concluded that the instrument used in this research was reliable.
4.2.2.3 Level of Difficulty
The computation of the difficulty level of five items was medium. It means that the items were neither too easy nor difficult for the students to do. It could be seen
that the grammar, vocabulary, spelling, and content aspect shows 0.67 while fluency aspect shows 0.68. It meant that those were considered to medium item.
From those computations, I concluded that the final totals of the items analysis for both experimental and control group instrument were considered good
to be obtained.
4.2.2.4 Discriminating Power
From the computation of discriminating power of the five items of writing Hortatory Exposition Text, it was obvious that all items were significance. It was
shown by the t was higher than t-table, as the following was the aspect of grammar was significant because t3.95 t-table1.99; the vocabulary aspect
t5.43 t-table1.99; the spelling aspect t2.74 t-table1.99; the content aspect t3.95 t-table1.99; the fluency aspect t2.36 t-table1.99.
4.3 The Difference between Pre-Test and Post-Test Result of Students’ Reading and Writing Comprehension
The result of pre-test and post-test in this research was analyzed based on each aspect of reading and writing comprehension.
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4.3.1 Reading
