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B. Normality and Homogeneity Test
Normality and homogeneity test must be done. The normality test is to know that the sample is in normal distribution and the homogeneity test is
to know that the data are homogeneous. Each test is presented in the following section:
1. Normality Test The sample is in normal distribution if L
o
L obtained is lower than L
t
L table at the level of significance a = 0.05. L stands for Lilliefors. Table 7. Normality Test
No Data
The number of
Sample L
obtained L
o
L Table L
t
Alfa a
Distribution of Population
1 A
1
B
1
11 0.142
0.249 0.05
Normal 2
A
1
B
2
11 0.235
0.249 0.05
Normal 3
A
2
B
1
11 0.155
0.249 0.05
Normal 4
A
2
B
2
11 0.204
0.249 0.05
Normal 5
A
1
22 0.170
0.190 0.05
Normal 6
A
2
22 0.1586
0.190 0.05
Normal 2. Homogeneity Test
Homogeneity test is done to know whether the data are homogenous. If
c
2
is lower than
c
t 2
0.05, it can be concluded that the data are homogenous.
Table 8. The Homogeneity Test Sample
df 1df
si
2
log si
2
df log si
2
1 10
0.09 124.891
2.0965 23.0615
2 10
0.09 128.291
2.1081 23.1891
3 10
0.09 48.29
1.6838 18.5216
4 10
0.09 31.419
1.4971 16.4681
40 0.3636
81.2403
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c
2
= 2.303 { B - S logS
i
x n-1 } = 2.303 84.49 - 81.0348
= 3.4552 Based on the result of the calculation above. it can be seen that the
c
2
3.4552 is lower than
c
t
at the level of significance a= 0.05 = 7.81. Because
c
2
c
t
3.49 7.81, the data are homogenous,.
C. Hypothesis Testing
Hypothesis test can be done after the results of normality and homogeneity test are fulfilled. The data analysis is done by using
multifactor analysis of variance 2 x 2. H is rejected if F
Ft. it means that there is a significant difference and an interaction. If H
is rejected the analysis is continued to know which group is better using Tukey test. The multifactor
analysis of variance 2 x 2 and Tukey test are described as below: a. Summary of a 2 x 2 Multifactor Analysis of Variance
1. Multifactor Anova
Data Intelligence
There Phase Technique
Conventional method
Sum High A
1
CELL 1 60
68 72
76 80
80 80
84 88
88 92
Data = 11 CELL 2
56 56
60 60
64 64
68 68
68 76
76 Data = 11
Data = 22 SX = 1584
X
= 72
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SX = 868 = 78.9
SX = 716
X
= 65.09 Low A
2
CELL 3 56
60 60
60 64
64 64
64 64
68 76
Data = 11 SX = 700
X
= 63.63 CELL 4
60 60
64 64
64 68
68 68
72 76
76 Data = 11
SX = 740
X
= 67.27 Data = 22
SX = 1440
X
= 65.45
Total Data = 22
SX = 1568 X= 71.27
Data = 22 SX = 1456
X= 66.18 Data = 44
SX = 3024 X= 68.545
F. Anova F. Ms. Groups =
3 1594
= 531.39 F column =
164 .
49 09
. 285
= 5.798
Ms. Within groups =
40 56
. 1966
= 49.164 F row
=
164 .
49 275
. 471
= 9.585
Ms. Column =
1 09
. 285
= 285.09 F
ic
=
164 .
49 805
. 837
= 17.002
Ms. row =
1 275
. 471
= 471.275
Ms. interaction =
1 805
. 837
= 837.805 X
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Table 9: Summary Multifactor Analysis of Variance Source of variance
SS dF
Ms F
o
F
t
0.5 Between columns
Between rows Columns by rows
Between groups Within Groups
285.09 471.275
837.805 1594.17
1966.56 1
1 1
3
40 285.09
471.275 837.805
531.39 49.164
5.798 9.585
17.002 -
- 4.08
4.08 4.08
- -
3560.73 43
- -
- Based on the table above, it can be concluded that:
1
Because F between columns 5.79 is higher than F
t
at the level of significance a = 0.05 4.08, the difference between columns is
significant. It can be concluded that the technique of teaching reading differ significantly from one another in
their effect on the performance of the subject in the experiment. The mean score of
students using Three –Phase Technique 71.27 is higher than using Conventional Method 66.18. It means that teaching reading using Three-
Phase Technique is more effective than using Conventional Method.
2
Because F
row
between row 9.58 is higher than F
t
at the level of significance a = 0.05 4.08. The difference between rows is significant. It can be
concluded that the students having high and those having low IQ are significantly different. The mean score of students having high IQ 78.9 is
higher than low IQ 63.63. It means that the students reading achievement having high IQ and low IQ is significant.
3. Because F
interaction
between group 17.002 is bigger than F
t
at the level of significance a= 0.05 4.08. There is interaction effect between the two
variables, teaching method and intelligence, It means the effect of teaching method depend on the degree of intelligence. Three-phase technique is more
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suitable technique for the students with high intelligence, while conventional method is suitable technique for students with low intelligence in teaching
reading comprehension.
Tukey Test
Data Intelligence
There Phase Technique
Conventional method
Sum High A
1
Group 1 Data = 11
Sx = 868
x
= 78.9 Group 2
Data = 11 Sx = 716
x
= 65.09 Data = 22
Sx = 1584
x
= 72 Low A
2
Group 3 Data = 11
Sx = 700
x
= 63.63 Group 4
Data = 11 Sx = 740
x
= 67.27 Data = 22
Sx = 1440
x
= 65.45 Total
Data = 22 Sx = 1568
x
= 71.27 Data = 22
Sx = 1456
x
= 66,18 Data = 44
Sx = 3024
x
= 68.72
1. Three Phase Technique compared with Conventional Method q =
n |
2 1
Variance Error
X X
c c
-
= 22
| 167
. 49
18 .
66 27
. 71
- =
494 .
1 09
. 15
= 3.406
q
o
between columns 3.406 is higher than q
t
at the level of significance a = 0.05 2.95. The difference between columns is significant
2. Three Phase Technique compared with Conventional Technique for the students having high intelligence
q =
n |
1 2
1 1
Variance Error
X X
r c
r c
-
= 11
| 164
. 49
63 .
63 9
. 78
- =
6019 .
2 27
. 15
= 5.868
Because q
o
between columns high intelligence 5.868 is higher than q
t
at the
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level of significance a = 0.05 is 3.11 and q
t
at the level of significance a = 0.01 is 4.39, teaching technique using Three Phase differs significantly from
Conventional method for students who have high intelligence. Because mean A
1
B
1
78.9 is higher than A
1
B
2
63.63, it can be concluded that Three Phase Technique is more effective than Conventional method to teach reading for
students having high intelligence. 3. Three Phase Technique compared with Conventional Technique for the
students having low intelligence q =
n |
2 2
2 1
Variance Error
X X
r c
r c
-
= 11
| 164
. 49
90 .
62 27
. 67
- =
6019 .
2 37
. 4
= 1.6795 q
o
between cells A
1
B
2
and A
2
B
2
1.6795 is lower than q
t
at the level of significance a = 0,05 3,11.
b. Summary of Tukey Test The finding of q is found by dividing the difference between the means
by the square root of the ratio of the within group variation and the sample size. Between
group q
o
q
t
0.05 A
1
– A
2
3.406 2.95
A
1
B
1
– A
1
B
2
5.868 3.11
A
1
B
2
– A
2
B
2
1.6795 3.11
From the summary of Tuckey test, it can be concluded that: 1. Because q between columns 3.406 is higher than qt 2.95, the difference
between columns is significant. It can be concluded that teaching reading
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using three-phase technique to the seventh grade students at SMPN 5Nganjuk significantly differs from teaching reading using conventional method.
2. Because q between columns 5.868 is higher than qt 3.11, the difference between the students having high intelligence and those having low
intelligence is significant. It can be concluded that the students having high intelligence is significantly different from those having low intelligence.
3. Because qo between columns 1.6795 is lower than qt 3.11, the difference between using three-phase technique and conventional method for teaching
reading to the students having low intelligence is not significant.
D. Discussion
a. Three – Phase Technique is more effective than Conventional method. Conventional method is generally described from the instructor’s point of
view, and the students’ need for interaction with the instructor is not addressed
Munson in
Lewison and
Blouse, 2003
in http:www.reproline.jhu.edu. Conventional method emphasizes on teacher-
centered. Students do the activity in teaching and learning process passively, because they just receive and take notes from the teachers’
presentationBlanckard, 2007
in File:C:Documents20and20settingsAdministratorTraining-selivery-
method html. . Three – Phase Technique is a technique of teaching and
learning process where the activities and the classroom focus on the students as the centre of the teaching learning process. Abbott 1985: 92 – 102
states that pre – reading, whilst reading and post – reading activities will help the students learn to read efficiently and develop their reading
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comprehension, and makes the students as the central activities in the classroom. The students have to be more active in the teaching and learning
process. On the contrary, Conventional method makes the students depend on the teacher’s explanation and translation is almost all the times in reading
class. The teacher will be engaged in many planning decisions, such as deciding what heshe wants to teach, when heshe wishes teach, and how
heshe will go about the reading process Parsons, Hinson, and Brown, 2001: 11. The students only wait until all the words are translated by the
teacher to get the massage of the text given to them. This model does not promote achievement in creativity, thinking, and problem solving.
Therefore, Three – Phase Technique is more effective than Conventional method.
b. The reading achievement of the students with high intelligence is better than the students with low intelligence. Three-phase technique focuses on
students’ attention on the text itself and makes them read it carefully. To make reading a text interesting, it is important to include variety of different
activities, activities before reading the text, and questions and tasks of different kinds Doff, 1988: 170 – 182 . The students have to be more
active in the classroom. Therefore, Three – Phase Technique is more effective than Conventional Method for the students having high
intelligence. The students with high intelligence have much bravery to answer teacher’s question whenever they are asked or not. They have strong
intention in learning that makes them understand the lesson more easily. Meanwhile, the students with low intelligence usually do not have any
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interest in joining the learning process. They are passive in the class. They depend on the teacher mostly. Conventional method is more effective than
Three – Phase Technique for students having low intelligence. One of characteristics of key element in Conventional Method is teacher centrality.
It means that teacher always control the class activity. The teacher decides what is to be learnt and how and is visibly in charge. The teacher will be
engaged in many planning decisions, such as deciding what heshe wants to teach, when heshe wishes to teach, and how heshe will go about the
reading process Parsons, Hinson, and Brown, 2001: 11. The students who have low intelligence usually do not have any interest in joining the learning
process. They usually prefer having Conventional Method in joining reading class. They do not need to be more active in the class. They prefer listening
to the teacher to having effort to do anything by themselves. They become the followers in joining the reading class by waiting the teacher’s
explanation and translation word by word to get the massage of the text. In reading process they do it almost all the times. They are passive in the class.
They depend on the teacher mostly. Conventional method refers to a type of reading activity or text consists of text followed by comprehension
questions Ur, 1996: 143 – 145. Teacher always explains and translate the whole text to get the message of the text. After the students answer
comprehension question and the teacher always gives correction for the mistake that the students make Cruickshank, Bainer, and Metcalf, 1999:
224. Therefore, Conventional Method is more effective for the students
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having low intelligence. There is an interaction between teaching technique and intelligence.
c. There is interaction between teaching technique and intelligence. Teaching technique which is used by the teacher in the class gives a big influence for
the success of the teaching and learning process. Three – Phase Technique makes the students more active in teaching and learning process. The
teacher helps the students improve their ability to comprehend the text. The aim of this activity is to lead students to predict the content of the reading
text, encourage students to continue reading for a purpose and help them comprehend the text. Asking questions at the end of a story allows the
students to reflect on their reading and to relate it to their own experiences. In learning activity, teacher creates lessons by using the various types
Crowl, Kamiosky, and Podell, 1997: 187. Intelligence has an important role in influencing learning activity. If the students have high intelligence,
they have high ability in comprehending many texts that the teacher gives to them. They like to read anything that the teacher gives to them. Three -
Phase Technique can make the students more active in joining the teaching learning process for those having high intelligence and conventional method
is more effective for students having low intelligence, because in this method the teacher always help the students to understand the text. The
teacher usually translates word by word, sentence by sentence to help the students understand the text. The teacher gives the explanation in the
straight forward way and gives feedback and direct correction for the students’ mistake Cruickshank, Bainer, and Metcalf, 1999: 224. It is the
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characteristics for the students having low intelligence. The students are passive in the class and they just become the followers in the teaching and
learning process. It can be concluded that there is an interaction between teaching techniques and the degree of intelligence.
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Kategori