22
�
= number of items in the test
2 �
= variance of the total score squared standard deviation = proportion of correct responses on a single item
= proportion of incorrect responses on the same item In order to know whether the test was reliable or not, the writer used the
table of value of reliability coefficient. The classification is presented in Table 3.1.
Table 3.1: The Classification of Reliability Coefficient Best, 1981, p. 255
Coefficient r Relationship
0.00 to 0.20 Negligible
0.20 to 0.40 Low
0.40 to 0.60 Moderate
0.60 to 0.80 Substantial
0.80 to 1.00 High to Very High
2. Data Collection The researcher distributed a test to the students to obtain the data. The test
was conducted in some classes of the sixth and eighth semester students of English Language Education Study Program of Sanata Dharma University. After
designing the test and assuring that it already met the requirements. The researcher administered the test to two classes of sixth semester students. The test
is also given to eighth students randomly. Within the population of the whole sixth and eighth semester students, the researcher took fifty four students of sixth
23
semester and thirty students of eighth semester as the sample. The time allotment for the test was thirty minutes. The test was administered on June until July 2012.
After conducting the test, the researcher classified the sixth and eighth semester students’ work and other semester students’ work. The researcher
ignored the work of those who were not the sixth and eighth semester students in the academic year 20112012. Briefly, only the sixth and eighth students
’ work was analyzed.
E. Data Analysis Technique
The data obtained from the test given were the raw scores and it was evaluated based on some sources. From 30 questions in the test, each correct
answer would be scored 1 one and each incorrect answer will be scored 0 zero. It was necessary to find the mean score in order to know the average score of the
students. The researcher used a formula to calculate the average students’ score.
The formula is as follow: Mean
X = x
N X
= the mean N
= the total number of subjects ∑X
= the sum of the students scores on the test
F. Research Procedure
The research procedure of this study has some steps. They are:
24
1. Reviewing the literature. In this step, the theories underlying this
research were collected. There were three main theories to study: theory of affixation, prefix and mastery. The researcher also collected the theory of
language testing to construct a valid and reliable test. 2.
Designing the research instrument. The instrument used was a test which is conducted in three different classes with different semester.
3. Asking permission from the lecturer. The permission letter was needed
to conduct the test since the participants were students in academic year 2012. 4.
Conducting the test. After getting the lecturer’s permission, the researcher conducted the test. The test papers were distributed at the beginning of
the class. The instruction was given in 5 minutes and fifteen minutes for the students to complete the test.
5. Checking the test result. The researcher checked the answer key with
the answers of the students. It was aimed to find our which items were answered correctly and incorrectly.
6. Analyzing the obtained data. The data for this study, as stated before,
were collected by conducting the test. After collecting the data, it is needed to analyze them.
7. Writing up the data analysis. After obtaining the data, analyzing, and
then discussing them, the researcher wrote up the data analysis. Therefore, this also comes to the summary of the findings, the answer of the research problems,
and suggestion for further study.
25
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and discussion. This part consists of two parts. The first part is the data presentation of from the administered test
including the presentation of students’ achievement. The second part is the analysis of the test.
A. Students’ Knowledge in Prefixation of un- and dis-
The study investigates students’ knowledge in prefixation of un- and dis-. Their mastery can be seen from the correct expressions of un- and dis- in the test
conducted by researcher. The test consisted of thirty four question items. The objective of this test was that the students were able to recognize which type of
prefixes used in the sentences and decide the correct prefix un- and dis-. The test was administered in two classes of the sixth and eight semester
students of the English Language Education Study Program Sanata Dharma University in the academic year 20112012 on June until July 2012. The total
number of the students who participated in the test were 84 students. The students’ achievement in the test can be seen in Figure 4.1 below.
