commit to user
89 Based on the above table, it can be interpreted that:
1. Think Pair Share is more effective than Direct Instruction Method in
teaching reading comprehension
F
o
between columns 7.501 is higher than F
t
3.99 at the level of significance
α = 0.05, H
o
is rejected and the difference between columns is significant. Because the effect of the two methods are not equal, it can be
concluded that teaching reading comprehension using Think Pair Share for the eleventh grade students of MAN 2 metro is significantly different from
the one using Direct Instruction method. The mean score of students taught using Think Pair Share Method 78.06 is higher than the one of those taught
using Direct Instruction Method 61.12. In other words, teaching reading comprehension using Think Pair Share is more effective than the one using
Direct Instruction Method.
2. Students with high motivation have better reading comprehension than
those with low motivation
F
o
between rows 7.848 is higher than F
t
3.99 at the level of significance α
= 0.05, H
o
is rejected and the difference between rows is significant. The difference between rows is significant. Because the effects of the students
having high motivation and those having low motivation are not equal, so it can be concluded that students having high motivation are significantly
different from those having low motivation. The mean score of students having high motivation 69.59 is higher than the one of those having low
motivation 64.32. It can be concluded that the students having high
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90 motivation have higher reading comprehension than students having low
motivation.
3. Think Pair Share is more appropriate when it is used for students with
high motivation while Direct Instruction Method is more appropriate for low motivation students.
F
o
interaction 39.385 is higher than F
t
3.99 at the level of significance α
= 0.05, H
o
is rejected and there is an interaction between the teaching methods and students’ motivation for teaching reading. Thus, it can be summed up that
the effectiveness of the teaching methods depends on the degree of the students’ motivation.
From the hypothesis testing above, it can be seen that there is interaction effect between the two variables, teaching methods and motivation, so calculation
must be continued to Tukey test, it is shown as follows: a. Summary of Tukey Test
The summary and elaboration of Tukey test result is presented below.
Table 4.15 Summary of Tukey Test
Data q
o
q
t
Status Meaning
A
1
– A
2
3.87 2.89
Significant A
1
≠ A
2
B
1
– B
2
3.96 2.89
Significant B
1
≠ B
2
A
1
B
1 –
A
2
B
1
9.08 2.98
Significant A
1
B
1
≠ A
1
B
1
A
1
B
2 –
A
2
B
2
3.54 2.98
Significant A
1
B
2
≠ A
2
B
2
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91
1. Think Pair Share compared by Direct Instruction method
