Data Presentation RESEARCH FINDINGS AND DISCUSSION

1. The Reliability of the Test

As it was explained in the previous chapter, this research used the split-half method to measure the reliability of the test. The procedure of this method was the thirty items were divided into two equal halves, odd-numbered items and even- numbered items. Then the students’ scores on each half were counted. Next, the coefficient correlation between the two sets of scores was determined using the Pearson Product Moment formula. The result of the coefficient correlation of the two sets of scores or the reliability of the half test was 0.51 see appendix 6. For the reliability of the full test, the Spearman Brown Prophecy formula was used, and the result was 0.68 see appendix 6. According to Best, this result indicates that the test had substantial reliability Best, 1981.

2. Presentation of Descriptive Statistics

The descriptive statistics of the data obtained is presented in table 4.4 below. This descriptive statistics is necessary to answer the first problem of the research, ‘How far have the fourth semester students of the English Language Education Study Program of Sanata Dharma University mastered reported speech?’ The descriptive statistics provides the scores of the mean, median, mode, range and standard deviation. Table 4.4 The Descriptive Statistics No Variables Score 1 Mean 19.60 2 Median 19.50 3 Mode 20 4 Range 14 5 Standard Deviation 3.29 44 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.4 shows that the average score the mean the students achieved in the test was 19.60. This score shows the students’ mastery on reported speech. In determining the students’ mastery on reported speech, this study referred to the academic regulation of Sanata Dharma University. There are three measurement systems which can be used to determine the students’ mastery on certain study material Peraturan Akademik Universitas Sanata Dharma Yogyakarta, 2002. The first is the Sistem Penilaian Acuan Patokan or PAP Criterion-Referenced Measurement System. In this system, the minimum passing score as the minimum standard of mastery the students must achieve is determined first. The second is the Sistem Penilaian Acuan Norma or PAN Norm-Referenced Measurement System. In this system, the achievement of one student is compared to that of the others in the group. The third is the Sistem Penilaian Acuan Kombinasi or PAK Combination- Referenced Measurement System. In this system, the groups’ achievement is compared to the expected achievement, then the minimum passing score is determined. The measurement system which is suitable with the Competence Approach and is used in Sanata Dharma University is the adjusted Criterion- Referenced Measurement System. In this system, the minimum passing score as the minimum standard of mastery is determined first. The minimum passing score is 56 of the highest score the students can achieve in the test. The students achieving 56 of the highest score enter the category of sufficient C.The students who can only achieve 50 of the highest score enter the category of insufficient D. The minimum score for the category of good B and very good A are determined by the lecturer. 45 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Referring to the academic regulation above, then the researcher set the score category applied in this study. The highest score the students could achieve in the test was 30. The 56 of this score is 17. This is the minimum passing score. If the students’ score fall among 17-20, it means they enter the category of sufficient C. The score category is presented below. Score Category 26-30 21-25 17-20 14-16 ≤13 very good A good B sufficient C insufficient D fail E Figure 4.1 The Score Category The students’ average score the mean was 19.60. This score enter the category of sufficient. It can be said that the fourth semester students’ mastery on reported speech was considered sufficient according to the academic regulation of Sanata Dharma University. Table 4.5 shows the students’ scores in relation to the category. Table 4.5 The Students’ Scores in Relation to the Category Category Scores Number of Students Achieving the Category Very good Good Sufficient Insufficient Fail 26-30 21-25 17-20 14-16 ≤13 2 15 25 9 1 From table 4.5 above, it can be seen that only one student entered the category of fail. There were 9 students 17.3 who fell on the category of insufficient. Most of them 25 students or 48.1 entered the category of sufficient. There were 15 students who fell on the category of good, and the category of very good was achieved by two students. 46 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI