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was to ask permission from the school to do a research in the school APPENDIX 6. Then, the researcher also asked permission from the English teacher
APPENDIX 7. After that, the researcher discussed the time to conduct the research. In this case, the researcher followed the schedule given by the teacher.
Finally, an agreement about the time allocation was made APPENDIX 8. The next step was designing an assessment sheet or rubric to conduct the pre-test and
also the post-test. Last, the researcher came to school and conducted the experiment. The experiment lasted from April 30, 2014 until May 13, 2014.
3.5.2 Conducting the Pre-test
To measure the students’ level in writing before they got any treatment, the researcher conducted the pre-test APPENDIX 2. It was done before the
meeting began. The test was conducted for all the students in the treatment and control groups. In the pre-test, the students had to make an exposition text. The
submitted writings were then assessed by using the rubric that had been prepared before. Then, the students received treatment based on their group.
3.5.3 Conducting the Post-test
After conducting the pre-test, the treatment was given to both groups. The treatment group was taught by using GAIL and the control group was taught by
using the ordinary teaching-learning activities. The final result of these treatments was measured by the post-test APPENDIX 3. Similar to the pre-test, the
researcher gave the students an assignment to write exposition text. Then, their works were assessed by using the same rubric used to assess the pre-test.
3.5.4 The Method of Data Analysis
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When the data of the pre-tests and the post-stest were already collected, the researcher then performed the data analysis. The result of pre-test was
compared to the post-test Kothari, 2004. This comparison was then used to determine whether GAIL improved the students’ writing skill. The detailed
information about how the data was calculated would be explained in data analysis.
3.6 Data Analysis
The researcher collected the scores of the pre-test and post-test as the data of the research. Then, the purpose of the research was to observe the effectiveness
of GAIL in improving students’ writing skill. Therefore, there were two types of data calculation applied here: the comparison of mean and strengthen it by using t-
test for independent sample Balnaves Caputi, 2001. First, the data was calculated by using SPSS V.20 full version. After that, the mean of the pre-test
and post-test for both groups was compared. Then, the researcher performed t-test by using the data. This test was used to determine whether the mean difference
found was significant. The significance level was set at 0.05 for the analysis of the data.
3.7 Hypotheses
In this study, there were two hypotheses that were tested: the hypotheses of the first and the second research problems. The hypotheses were stated as
follows:
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3.7.1 Operational Hypotheses
The operational hypothesis no.1 of this study was: H
= The mean score of the post-tests is lower than or the same as the mean score of the pre-tests.
H
1
= The mean score of the post-test is higher than the mean score of the pre-test
The operational hypothesis no.2 of this study was: H
= The mean gain difference between the pre-tests and the post-tests of the experimental group is lower than or the same as the mean gain difference
between the pre-test and the post-tests of the control group. H
1
= The mean gain difference between the pre-tests and the post-tests of the experimental group is higher than the mean gain difference between the pre-
tests and the post-tests of the control group.
3.7.2 Statistical Hypotheses
1. H
o
= x 1 x 2
H
1
= x 1 x 2 Where x1 is the mean score of the pre-test and x2 is the mean score of rhe
post-test. Null hypothesis H
o
will be rejected if there is a significant difference between the pre-test and post-test mean score of the experimental and control
group. 2. H
o
= MD
exp
≤ MD
con
H
1
= MD
exp
MD
con
