17. 17
55 67,5
3025 4556,25
3712,5
18. 18
67,5 69,5
4556,25 4830,25
4691,25
19. 19
70 83,5
4900 6972,25
5845
20. 20
75 64,5
5625 4160,25
4837,5
21. 21
57,5 72,5
3306,25 5256,25
4168,75
22. 22
92,5 84,5
8556,25 7140,25
7816,25
23. 23
77,5 74,5
6006,25 5550,25
5773,75
24. 24
92,5 81,5
8556,25 6642,25
7538,75
25. 25
60 77
3600 5929
4620
26. 26
72,5 79,5
5256,25 6320,25
5763,75
27. 27
82,5 75
6806,25 5625
6187,5
28. 28
70 76
4900 5776
5320
29. 29
72,5 75,5
5256,25 5700,25
5473,75
30. 30
77,5 77,5
6006,25 6006,25
6006,25
31. 31
42,5 68
1806,25 4624
2890
32. 32
82,5 88,5
6806,25 7832,25
7301,25
33. 33
67,5 63
4556,25 3969
4252,5
34. 34
65 73,5
4225 5402,25
4777,5
35. 35
82,5 80,5
6806,25 6480,25
6641,25
Total N= 35
2557,5 2664
190706,25 203908,75
195861,3
From the table above, it results the following data: N
: 35 ∑ : 2557.5
∑ : 2664 ∑ Y : 195861.3
ΣX² : 190706.25 ΣY² : 203908.75
The data above shows that N indicates the number or sum of the participants: ∑
indicates the sum of variable X score: ∑ indicates the Sum of variable Y score:
while, ∑ Y is the symbol of the sum of the variables paired scores.
From those data, the correlation coefficient between two variables is tested using Pearson Product Moment and it is symbolized with
. The calculation of is presented in details as follow:
∑ ∑ ∑ √[ ∑
∑ ] [ ∑
∑ ]
√[ ][
]
√[ ][ ]
√
√
After being manually calculated, it results that the Pearson Product Moment or
score is 0.573. The result above is in similarity with the result of two- tailed Pearson Product Moment calculation using SPPSS software. The result
is presented in the following table:
Table 4.6 The Results of Pearson Product Moment Correlation
X Y
X
Pearson Correlation 1
,573 Sig. 2-tailed
,000 Sum of Squares and Cross-products
3826,071 1235,500
Covariance 112,532
36,338 N
35 35
Y Pearson Correlation
,573 1
Sig. 2-tailed ,000
Sum of Squares and Cross-products 1235,500
1216,400 Covariance
36,338 35,776
N 35
35 . Correlation is significant at the 0.01 level 2-tailed.
The Table 4.6 above represents the result of Pearson Product Moment Correlation Coefficient using SPPSS software. It reveals that the coefficient
correlation of the two variables critical thinking ability and comprehension reading ability is .573. It means that the score of correlation coefficient
is higher than score in the r table rt. In this case, the correlation coefficient
found is 0.573; while the r table rt score in the significant of 0.05 5 is 0.304 and 0.393 in the significant of 0.01 1. Therefore, the
= 0.573 =
0.304 and =
= 0.393.
2. Testing Hypotheses
After both of the data critical thinking ability and comprehension reading ability are analyzed; then, the hypotheses of this study are tested. The
hypotheses are tested by comparing the T table and the T test. The hypotheses of this study are:
: = 0 or if
, is accepted, and
is rejected. :
0 or if t ,
is accepted, and is rejected
The descriptions of those hypotheses are presented detail as follow: 1.
The null hypothesis : There is no significant relationship between critical
thinking ability and comprehension reading ability of the eleventh grade students of SMA Kharisma Bangsa, academic year 2015 2016.
2. Researchhypothesis
: There is a significant relationship between critical thinking ability and comprehension reading ability of the eleventh grade
students of SMA Kharisma Bangsa, academic year 2015 2016. According to the research finding, the calculation of
score is obtained 0.573. Then, the score
is compared with the r table rt with the the level of significance at 0.05
5 and the level of significance of 0.01 1 with df= 33.
In order to test the research hypotheses of this study, the value of t-test is calculated. The calculation of t-test presented in detail as follow:
r = 0.573 N= 35
df= 33 t
√ √
t
√ √
t
t
479 4.01
Based on the calculation above, it is found that the score of t= 4.01. The result of t test is compared with the t table in the level of significance of 0.05
5 and the level of significance of 0.01 1. The t table are obtained respectively in 1.67 and 2.43 with interpolation see appendix. Therefore, the
t= 4.01 = 1.67 and t= 4.01
= 2.43. Next, to determine the correlation between critical thinking ability and
comprehension reading ability employed to the population is tested with the following criteria:
1. :
= 0 or if ,
is accepted, and is rejected.
2. :
0 or if t ,,
is accepted, and is rejected.
Due to the fact that the t and t
, is accepted and
is rejected. This result can be interpreted that there is significant relationship
between critical thinking ability and comprehension reading ability of the eleventh grade students of SMA Kharisma Bangsa, academic year 20152016.
C. Discussion
Based on the data description above, it can be interpreted that the critical thinking ability of the eleventh grade students of SMA Kharisma Bangsa is
averagely fairly good. The average score mean of critical thinking ability is 73.1. The students’ comprehension reading skill in average is fairly good as well.
The mean score of students’ comprehension reading ability is 76.0. It is slightly better than the students’ critical thinking ability.
According to the results of the calculation of data analysis, the score of correlation coefficient
is higher than score in the r table rt. In this case, the correlation coefficient
found is 0.573; while the r table rt score in the significant of 0.05 5 is 0.304 and 0.393 in the significant of 0.01 1.
Therefore, the = 0.573
= 0.304 and =
= 0.393. It means that the alternative hypothesis
is accepted and null hypothesis is
rejected. In other words, there is significant correlation between critical thinking ability and reading ability in term of comprehension reading.
In addition, based on the calculation of the t test, it is found that the score of t= 4.01 and it is higher than the score of t table. The result of t test is
compared with the t table in the level of significance of 0.05 5 and the
level of significance of 0.01 1. The t table are obtained respectively in
1.67 and 2.43 with interpolation see appendix 10. Therefore, the t= 4.01
= 1.67 and t= 4.01 = 2.43. Due to the fact that the
result of t test is higher than t table, consequently, is accepted and
is
