The descriptions of the formula above are as follow: t : the t- value
r : Correlation coefficient value n : Number or sum of the participants
Then, to know the level of correlation of two variables covered critical thinking and reading comprehension skill, the can also be interpreted with the
table of r score interpretation as presented in the following table:
Table 3.1 Table of r Score Interpretation
NO. the “r” score
Interpretation
1 0.90
–1.00 Very high
2 0.70
–0.89 High
3 0.40
–0.69 Moderate
4 0.20
–0.39 Low
5 0.00
–0.19 Very low
Table 3.1 above represents the interpretation of correlation coefficient value . If the value of is between 0.90
—1.00, it means that the both of the variables analyzed have very high correlation; while if the score gained ranges
between 0.00 —0.19, it can be interpreted that the relationship between two
variables analyzed is very low.
G. Statistical Hypotheses
The non- directional two- tail test was used in terms of the statistical hypotheses, which is presented as follow:
Ho: r = 0 or if rt, Ho is accepted, and is rejected. H1: r = 0 or if rt, H1 is accepted, and is rejected.
The descriptions of those formulas are as follow:
H. Research hypothesis H1: There is a significant relationship between
critical thinking skill and reading comprehension skill of descriptive text at the eleventh grade students of SMA Kharisma Bangsa, academic year
20152016. I.
The null hypothesis Ho: There is no significant relationship between critical thinking skill and reading comprehension skill of descriptive text at
the eleventh grade students of SMA Kharisma Bangsa, academic year 20152016.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter discusses the research findings from which the data were collected and analyzed. The discussion is distributed into data description of
critical thinking ability and Comprehension reading ability, data analysis and hypotheses test.
A. Data Description
1. Critical Thinking Ability Data
The ability of students’ citical thinking of SMA Kharisma Bangsa was
determined by calculating the number of correct answer of the critical thinking test. The answer then is analyzed and scored. This figure below is the illustration
of the critical thinking ability data:
Figure 4.1 Histogram of the Students’ Score Frequency of Critical Thinking Test
The Figure 4.1 above shows that from 35 participants who did the critical thinking test, the most frequently appeared score mode are the group score of
interval 70 —75, there are 8 students. Beside, there are 2 participants who got the
highest score in the interval of 90 —95. The lowest score of critical thinking test
is in the interval of 40 —45 with only one student.
