Null Hypothesis H
There is no significant difference between the mean of the pretest scores and the mean of the posttest scores.
Alternative Hypothesis H
1
The mean of the posttest scores is significantly higher than the mean of the posttest scores.
An important part of the null hypothesis theory is the theory of level of significance. Ary et al. 1990 define the level of significance as the
“predetermined level at which a null hypothesis would be rejected” p. 165. A researcher must determine the level of significance before he carries out his
research. The level of significance one chooses may vary, but the most used level of significance is the .05 level, as was the level of significance set by the
researcher before the experiment. If, for example, a researcher decides that he uses the .05 level of significance for his research and based on the test of significance
he rejects the null hypothesis, he implies that he does not believe that “the null
hypothesis is true because the chances are only 5 out of 100 .05” Gay, 1992, p. 431.
Apart from the theory of level of significance, another inseparable part of any type of tests of significance is degrees of freedom. According to Gay 1992,
degrees of freedom constitute “a function of such factors as the number of subjects and the number of groups” p. 434. Different formulas to determine
degrees of freedom apply depending on the test of significance one would like to carry out. This research, for instance, used the t-test for dependent samples. The
formula used to determine the degrees of freedom is df = N-1, with N being the number of research subjects. Since this study involved a total of 15 students, the
degrees of freedom of the study are 14.
B. Theoretical Framework
In this part of the paper, the researcher provides theories which would be used to provide answers to the questions of the research. There were three theories
which the researcher used to conduct the research. The first theory is that of experimental research. As explained in the early part of this chapter, experimental
research comprises several designs. One of these designs, the one group pretest- posttest design, was the design that the researcher employed in the study. There
was one group of subjects, one pretest, one variable, and one posttest involved in the research.
Many experts have managed to formulate steps on how experimental research, no matter which design is being employed, should be carried out.
Among those experts were Gay and Johnson. Although the two experts proposed similar processes of how researchers should conduct their experimen
t, Johnson’s process of experimental research was the one which the researcher followed due
to its simplicity. Johnson’s procedure for conducting experimental research begins with the
selection of the subjects of the study. The subjects can be selected on a random basis or non-random basis. Upon the selection of the subjects, a researcher will
have to assign the subject to different groups. However, this step does not apply to
some experimental designs which involve only one group of subjects. The third step is the administration of the pretest. The scores of the pretest serve as a
measure to see the current level the subjects are on before the treatment is given. After the administration of the pretest, the researcher will go to the core step of
any experimental study, the implementation of the treatment or experimentation. At this stage of experimental research, the subjects of the study are exposed to a
different method, learning environment, program, or any other variables over a particular period of time. Having done this step, the researcher will then
administer the posttest to see how well the subjects have improved or excelled at a certain lesson or class after being exposed to the treatment. The researcher’s last
task is to compare the mean of the pretest scores to the mean of the posttest scores using the dependent t-test.
Another theory which the researcher used in the study is the guessing from context theory. In the previous part of this chapter, the reader has been provided
with two different procedures for guessing from context. Of the two procedures proposed by Bruton and Samuda 1981 and Clarke and Nation 1980, it is the
latter that the researcher employed when teaching the subjects because it was easier for the researcher and, presumably, the subjects, to comprehend. Clarke and
Nation’s procedure for guessing from context starts with the learners focusing on the unknown word and determining the part of speech of the word. Afterwards,
they have to “look at the clause or sentence containing the unknown word” Nation, 1990, p. 162 and decide the words that modify or go with the word. The
next step is to look whether there is a relationship “between the clause or sentence
containing the unknown word and other sentences or paragraphs” Nation, 1990, p. 162. Relationships between sentences or paragraph may well serve as a clue
for the learners to guess the meaning of an unknown word. After collecting sufficient information, the learner can now guess the meaning of the word. The
last step of Clarke and Nation’s procedure is checking, which consists of four
steps when dictionary work is included. To begin with, the learners must check that his guessing has exactly the same part of speech as the unknown word. The
guess may be wrong if the parts of speech are different. Hereafter, they need to substitute the unknown word with their guess. Check if the meaning of the
sentence makes sense after the word is replaced. If it does, there is a great possibility that the guess is correct. The last sub-step of
this step is breaking “the unknown word into its prefix, root, and suffix
, if possible” Nation, 1990, p. 163 and see if the meanings of the prefix and suffix match that of your guess. When
unsure, the learners may use a dictionary to help them decide the meaning of the unknown word.
Having examined the two theories that will be largely used in this study, the researcher can now outline the steps of how the study will be carried out.
Table 2.4 outlines the steps of the research:
Table 2.2 The Steps of the Research
Step Johnson’s Procedure for Conducting
Experimental Research The Procedure for Guessing from
Context 1.
Select subjects
- 2.
Assign subjects
- 3.
Administer pretest
- 4.
Implement and monitor treatment 1.
Determine the part of speech of the unknown word.
2. Pay attention to the sentence in
