9-7 - VERY POOR: Essentially translation, little
knowledge of English vocabulary, idioms, word form, or not enough to evaluate
L an
gu age
Use
25-22 - TO VERY GOOD: Effective EXCELENT
complex construction, few errors of agreement, tense, number, word orderfunction, articles,
pronouns, preposition
21-18 - GOOD TO AVERAGE: Effective but simple
construction, minor problems in complex construction, several errors of agreement, tense,
number, word orderfunction, articles, pronouns, preposition but meaning seldom obscured
17-11 - FAIR
TO POOR
: Major
problems in
simplecomplex construction, frequent errors of negation, agreement, tense, number, word
orderfunction, articles, pronouns, preposition andor fragments, run on, deletions, meaning
confused or obscured
10-5 - VERY POOR: Virtually no mastery of sentence
construction rules, dominated by errors, does not communicate or not enough to evaluate
M ec
h an
ics
5 - EXCELENT TO VERY GOOD: Demonstrates
mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing
4 - GOOD TO AVERAGE: Occasional errors of
spelling, punctuation, capitalization, paragraphing but meaning not obscured
3 - FAIR TO POOR: Frequent errors of spelling,
punctuations, capitalization, paragraphing, poor handwriting, meaning confused or obscured
2 - VERY POOR: No mastery of convention,
dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting eligible,
or not enough to evaluate
Scoring profile by Jacobs 1981
10
From the table above, the writer gave the score of each students whether they had higher score or lower score, also the writer involves the
10
Arthur Hughes, Testing For language Teachers Second Edition, Edinburgh: Cambridge University Press, 2003, p.104.
English teachers at the school to give writing scors. It is to avoid bias at scoring the students. Next the writer compared the score from the both
English teacher then analyzed it.
F. Technique of Data Analysis
To find out the differences of students ’ scores in experimental class
and students’ scores in controlled class, the writer used the formula of t-test
by using statistical calculation. The writer showed the data from manual calculation and by using SPSS Statistic Product and Statistic Solution to
compare the data whether or no they have the same result. After getting the pre test score of experimental and controlled class
then the writer showed it in the table to know the achievement from each students before they were given any treatment. Next, after the score of post
test collected from experimental and controlled class, it was showed by table to compare whether there is significant difference of post-test score
between the experimental and the controlled class. The last was by using SPSS to find out the gained score of experimental and controlled class, the
aim is to compare the score of experiment and controlled class. Meanwhile, the statistical calculation by using t-test formula is follow.
11
:
Mx : Mean of the Difference of Experimental Class My : Mean of the Difference of Controlled Class
SE
Mx
: Standard Error of Experimental Class SE
My
: Standard Error of Controlled Class X : Using Think Pair Share in Experimental Class
11
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008, p.32.
t
o
=
Y : Do not using Think Pair Share in Controlled Class Prior the calculation of t
test,
there are several steps to be taken, they are as follow:
1. Determining mean of variable X the formulation is:
2. Determining mean of variable Y the formulation is:
3. Determining standard of deviation score of variable X the formulation is
4. Determining standard of deviation score of variable Y the formulation is:
5. Determining standard error of mean of variable X the formulation is:
6. Determining standard error of mean of variable Y the formulation is:
M
x
=
M
y
=
SD
x
= √
SD
y
= √
SE
x
=
√
SE
y
=
√
7. Determining standard error of different mean of variable X and variable Y the formulation is:
8. Determining t
o
with formula:
9. After the writer collected the data and the next steps is determining t-table in significance level 5 0,5 and 1 0,1 with degree of freedom
In Which: df
:Degree of freedom N
1
:Total number of students of experimental class N
2
:Total number of students of controlled class 10. Giving interpretation of t
o
with the procedures as follow: a Formulating the alternative hypothesis H
a
: “There is a significant
difference of the students’ achievement that had been taught of descriptive writing by using cooperative learning as the
experimental class or variable X between the students’s
achievement from controlled class or variable Y using conventional method
.” b Formulating the alternative hypothesis H
: ”There is no
significant difference of the students’ achievement that had been df=N1+N2-2
SE
Mx-My
= √
t
o
=
taught of descriptive writing by using cooperative learning as the experimental class or variable X
between the students’s achievement from controlled class or variable Y using
conventional method .”
c The calculation of t
hitung
is compared with t
table
by using degree of significance 0.05.
d If t
test
t
table
, so the alternative hypothesis H
a
is accepted e If t
test
t
table
, so the null hypothesis H
o
is rejected
