H. Technique of Analyzing the Data
In analyzing the data, the formulas used are
11
: 1
Determining the Mean of Variable I Variable X, uses a formula as follow:
M
x
or M
1
=
∑
2 Determining the Mean of Variable II Variable Y, uses a formula as
follow: M
y
or M
2
=
∑
3 Determining the Standard Deviation of Variable X uses a formula as
follow: SD
x
or SD
1
=
√
∑
4 Determining the Standard Deviation of Variable Y uses a formula as
follow: SD
y
or SD
2
=
√
∑
5 Determining the Standard Error Mean of Variable X uses a formula as
follow: or
=
√
6 Determining the Standard Error Mean of Variable Y uses a formula as
follow: or
=
√
7 Determining the difference of Standard Error between Mean of
Variable X and Mean of Variable Y, uses a formula as follow:
11
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT RajaGrafindo Persada, 2010, pp. 315
—316
– =
√
2
+
2
8 Determining t
o
: t
o
= 9
Determining t-table in significance level of 5 and with degree of freedom df:
df = N
1
N
2
2 Note:
Variable X = descriptive writing by using clustering technique Variable Y = descriptive writing without using clustering technique
M
1
= Mean of variable X M
2
= Mean of variable Y SD
1
= Standard Deviation of variable X SD
2
= Standard Deviation of variable Y SE
= Standard Error of Mean of variable X SE
= Standard Error of Mean of variable Y df
= degree of freedom To score the students’ performance in writing descriptive text, the scoring
uses analytic score devised according to Hughes is as follows
12
:
Table 3.1 Analytic Scoring according to Hughes:
Criteria of writing
Rating Score
Indicators Grammar
6 5
4 Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do not, however, interfere with comprehension.
Errors of grammar or word order fairly frequent; occasional
re-reading necessary
for full
12
Arthur Hughes, Testing for Language Teachers, Second Edition, Cambridge: Cambridge University Press, 2003, pp. 101
—102.
3
2
1 comprehension.
Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part.
Errors of grammar or word order very frequent; reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to make comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1 Use of vocabulary and idiom rarely distinguishable
from that of educated native writer. Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired. Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate vocabulary.
Limited vocabulary and frequent errors clearly hinder expression of ideas.
Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make comprehension virtually impossible.
Mechanics 6
5
4
3
2 Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent; occasional
re-reading necessary
for full
comprehension. Frequent errors in spelling or punctuation; lead
sometimes to obscurity. Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
1 Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
Fluency style and ease of
communication
6
5
4
3
2
1 Choice of structures and vocabulary consistently
appropriate; like that of educated native writer. Occasional lack of consistency in choice of structures
and vocabulary which does not, however, impair overall ease of communication.
‗Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.
Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of
communication. Communication often impaired by completely
inappropriate or misused structures and vocabulary items.
A ‗hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost
impossible.
Form organization
6
5
4
3
2
1 Highly organized; clear progression of ideas well
linked; like educated native writer. Material well organized; links could occasionally be
clearer but communication not impaired. Some lack of organization; re-reading required for
clarification of ideas. Little or no attempt at connectivity, though reader can
deduce some organization. Individual may be clear, but very difficult to deduce
connection between them. Lack of organization so severe that communication is
seriously impaired.
Nilai = Jumlah skor maksimal x100 30
I. Statistic Hypotheses
H
o
: µ
1
= µ
2
: the alternative hypotheses Ha is rejected and the null hypotheses is accepted.
H
a
: µ
1
≠ µ
2
: the alternative hypotheses Ha is accepted and the null hypotheses is rejected.
Note:
1
: Mean of the experimental class
2
: Mean of the controlled class
33
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
Kategori