3.5.4 Post-test
The purpose of administering post test was to measure the students‟ ability in
developing their academic vocabulary after they received the treatment. By analyzing the
students‟ post-test scores, the writer could measure the significant difference in
students‟ achievement betweenthe experimental and control groups. In addition, the test items in the post test and the pre-test were the same. There
were30 items with multiple-choice test items format in this test, but the items had reshuffledsee Appendix 10page 85 to minimize the possibility of the students
became familiar with the questions and remembered the responses in advance.
3.6 Method of Analyzing Data
In analyzing the research data, the reearcher took the following steps. They are tabulation of the data, applying the appropriate formula for analyzing the data and
testing the hypothesis I and II.
3.6.1 Tabulation of the Data
After conductingpre-testand post-testfor the two groups, the writer scored the students‟ pre-test and post-test and arranged the scores into the rank order.There
were thirty items in the test andthe score of each item for the right answer was 1 and 0 for the wrong answer. The students would get score 100 if all questions
were answered correctly. T he writer used the following formula to give students‟
score: Score =
x 100
3.6.2 Applying the Appropriate Formula
In order to analyze the obtained data, the writer applied Statistical Package for the Social Science SPSS 16.0 application and Microsoft Excel 2007.
3.6.3 Testing Hypothesis I
The hypothesis I in this study was there was a significant difference in students‟
achievement of academic vocabulary mastery between the experimental and the control groups. This hypothesis should be tested, so the writer could accept or
reject null hypothesis and working hypothesis. Thus, the null hypothesis and the working hypothesis could be stated as follows:
H = There was no a significant difference in the
students‟ achievement of academic vocabulary mastery between the experimental and the control
groups. H
1
= There was a significant difference in the students‟ achievement of academic
vocabulary mastery between the experimental and the control groups. In order to test the hypotheses, the writer used t-test statistical analysis by using
Statistical Package for the Social Science SPSS application and the result of the t-test was used to test the hypotheses of the study by the following criteria:
1. If t
value
was higher than 5 t
value
5, the null hypothesis was accepted and the working hypothesis was rejected.
2. If t
value
was lower than 5 t
value
5, the null hypothesis was rejected and the working hypothesis was accepted.
3.6.4 Testing Hypothesis II
The second hypothesis was stated that List-Group-Label LGL strategy was effective and contributedto the
students‟ academic vocabulary mastery. This hypothesis was tested by using normalized learning gain formula based on
Meltzer 2002: 1260 to find out how effective List-Group-Label LGL strategy contributed to the
students‟ academic vocabulary mastery. The formula can be stated as follows:
g =
.
By calculating the value of g, the writer could measure the percentage of the students‟ score improvement in mastering academic vocabulary and the
effectiveness of List-Group-Label LGL strategy based on the percentage of students‟ score improvement could be defined.
43
CHAPTER IV FINDINGS AND DISCUSSION
The writer divided this chapter into research findings and discusssion of the research findings.
4.1 Research Findings
Kategori