Chart 4.1 The Pre Test, the Post Test, and the Gain Scores of
the Control Class and the Experimental Class
The diagram above describes the score of both classes in average level. It shows that the students’ achievement in teaching Irregular Plural Nouns by using
Drilling experimental class higher than using Grammar Translation Method control class.
From the table above, the writer calculated them based on the steps of t-test formula, as follows:
1. Determining Mean I with formula Mean Variable I =
Σ
=
361 20
= 18.05 2. Determining Mean II with formula
Mean Variable II =
Σ
=
166 20
= 8.3 3. Determining of Standard Deviation of Variable I
SD
x
=
Σx
2
10 20
30 40
50 60
70 80
Control class Exeriment
Class Pre-Test
Post-Test Gain Score
=
1958.95 20
= 97.948 = 9.897
4. Determining of Standard Deviation of Variable II SD
y
=
ΣY
2
=
1528.2 20
= 76.41 = 8.741
5. Determining Standard of Error Mean of Variable I SEMx
=
� −1
=
9.897 20−1
=
9.897 19
=
9.897 4.359
= 2.270 6. Determining Standard of Error Mean of Variable II
SEMy =
� −1
=
9.897 20−1
=
8.741 19
=
8.741 4.359
= 1.943 7. Determining Standard of Error Mean of Variable I
SEMx – My
= �
2
+ �
2
= 2.270
2
+ 1.943
2
= 5.153 + 3.780
= 8.932 = 2.988645 = 2.989
8. Determining t
o
with formula
t
o
= M
x
– M
y
SEM
x
– M
y
= 18.05 – 8.3
2.989 = 9.75 = 3.261961 = 3.262
2.989
9. Determining t – table in significance level 5 and 1 with df.
df = N2 + N1
– 2 = 20 + 20
– 2 = 40
– 2 = 38 Because the value of 38 is not mentioned in the table, the writer use the value
that closer to 38 is 40 df degree of freedom. 1. The significance level of 5 tt t-table = 2.021
2. The significance level of 1 tt t-table = 2.704 10.
The comparison between t-score with t-table: T-score = 2.021 3.262 2.704
B. Hypothesis Testing
The statistic hypothesisstates: If t
o
t-observation higher than t
t
t-table, it means Drilling is effective in teaching Irregular Plural Nouns. H
a
is accepted and H
o
is rejected. If t
o
t-observation lower than t
t
t-table, it means Drilling is not effective in teaching Irregular Plural Nouns. H
a
is rejected and H
o
is accepted. The writer states the hypothesis is follows: 1 H
a
:”There is a significant difference between the students’ Irregular Plural Nouns scores taught by Drilling
and taught by Grammar Translation Method ”, 2 H
= “There is no a significant difference between the students’ active and Irregular scores taught by using
Drilling and taught by Grammar Translation Method”.
C. Findings
From the result of the statistic calculation indicates that the value of t
o
is 3.262. The degree of the freedom df is 38 obtain from N1+N2-2 = 20+20-2
in this skripsi, the writer used the degree of significance of 5 and 1. In the table of significance, it can be seen that on df = 38 and on the degree of
significance of 5 and 1, the value of the degree of significance are 2.02 and 2.70.
The result of comparing the calculation of t
o
with each values of degree of significance is 2.023.2622.70. It means that the result of calculating is higher
than t
t
, so the alternative hypothesis H
a
is accepted and the null hypothesis H
o
is rejected. It means that the Drilling has significance influence to teach Irregular Plural
Nouns. It can be seen from the result of statistic calculation from both the experimental class and the control class. It concluded that Drilling has good
influence in teaching Irregular Plural Nouns in the first grade students of SMK Lingga Kencana Depok.
D. Discussion
Based on the explanations above, Drillingin teaching Irregular Plural Nouns is effective to solve students problems about English Grammar, especially Irregular
Plural Nouns. Teaching Irregular Plural Nouns by using Drilling made students active, enjoy and easy to understand the material. Drilling may become the
alternative technique to teach Irregular Plural Nouns. According to the result of hyphothesis testing, it is known that using Drilling
has significance influence to increase students’ understanding, especially Irregular Plural Nouns. It can be shown from the score of the experimental class which is
higher than the control class. It means that teaching Irregular Plural Nouns by using Drilling is more effective than using Grammar Translation Method.
The application of Drilling in teaching Irregular Plural Nouns that the writer presented is for First Grade of Senior High School students. But it also can be
applied in Junior High School, because this technique was proved to make students interested in learning, enjoying, and being active in class.
43
CHAPTER V CONCLUSION AND SUGESTION
This chapter presents the conclusion and the suggestion. In this chapter the writer would like to give some conclusion and offer some suggestions that may
have relation to the subject.
A. Conclusion
It can be said that using Drillingin teaching Irregular Plural Nouns is effective. It showed from the students’ score of Irregular Plural Nouns taught using Drilling
is higher than the students’ score of Irregular Plural Nouns taught using Grammar
Translation Method. It means that using Drilling is effective to teach Irregular Plural Nouns.
Based on the result of the research, it showed that the value of “t
” t- observation is 3.262 a
nd the value of “t
t
” t-table from the df 40 on degree of significance of 5 is 2.02. It means that the value of t
is higher than the value of t
t
. So, the alternative hypothesis H
a
is accepted and the null hypothesis H is
rejected, or it can be said that is effective using Drilling in Teaching Irregular Plural Nouns.
B. Suggestion
The writer would like to give suggestion on teaching irregular plural of nouns form as follows:
1. The teachers shouldnt get easily bored when they find theirs students hard to master the lesson.
2. If the students get confused in using the form of the words irregular of nouns form, give them many examples of sentences which consist of
given words. Explain the lesson clearly. Remember do not be angry with them when they make mistakes. Lead them patiently.
3. Use drilling in the teaching learning process.
44
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