conducted, the level significant to be used in the experiment had divided first. I used the 5 .05 alpha level significance as usually used in psychological and
educational research. The number of subjects in this experiment for experimental and control group
were 60 with the degree of freedom df 58, that was N1+N2-2. At the 5 .05 alpha level of significance, the obtained critical value is 2.15. It is higher than the
critical value on the table 2.151.71 so the difference is statistically significant. Based on the computation there was significant difference between teaching writing
using small group discussion and teaching writing without small group discussion. It can be seen by the result of the test where the students taught writing using small
group discussion got higher grades than the students taught writing without small group discussion.
4.3 Grade Achievement
The study was to find out whether using small group discussion, as a method to develop mastery of writing skills of the tenth year students was effective.
The measurement of the students’ achievement based on Harris 1969:134 could be interpreted with the following table.
Criteria of Mastery Grade
91-100 A Excellent
81-90 B Very
good 71-80 C Good
61-70 D Fair 51-60 E Poor
Less than 50 Very poor
Harris, 1969:134 Frequency was the number of the students in the one grade. The number of
the students in the one grade was put into percentage. To show the score was described in the frequency and percentage for both pretest and post-test. The list
below was the achievement according to the grade for the both group. Table 1
The List of the Experimental Group
Frequency Percentage Pretest Post-test Pretest Post-test
A - - - -
B - 4 - 13.33 C 7 25
23.33 83.33
D 23 1 76.59 3.33
E - - - -
Table 2
The List of the Control Group
Frequency Percentage Pretest Post-test Pretest Post-test
A - - - -
B 1 1 13.34 3.34
C 10 22 33.33 73.26
D 18 7 59.94 23.33
E 1 - 3.33 - The result of writing test of experimental and control group for pretest and
post-test is reported here in the form of polygon. The vertical line with numbers besides at shows the percentage of students for each grade. The horizontal line shows
the grade achievement of the scores obtained by students.
a. Relative frequency of the result of writing test of the experimental group.
This polygon describes the result of writing test obtained the experimental group. The broken line --- shows the achievement of experimental group in pretest,
the percentage of the students who got grade D were 76.59 and that of the students who got grade D were 23.33. The solid line shows the achievement of
experimental group in doing the posttest. The percentage of the students who got grade D,C, and B were 13.33, 83.33, and
3.33 respectively.
b. Relative frequency of the result of writing test of the control group.
This polygon describes the result of writing test achieved the control group. The broken line --- shows the achievement of control in doing pretest, the
percentage of the students who got grade E, D, C, and B were 3.33, 59.94, 33.3, 3.33. The solid line ___ shows the achievement of control group in doing
the posttest; the percentages of the students who get D, C, and B were 23.33, 73.33, and 3.33 respectively.
c. Relative frequencies of the result of writing post-test both of the groups.
This polygon presents the achievement of both groups in doing the post-test. The broken line --- describes the achievement of the control group in doing post-
test, the percentage of the students who get grade D, C, and B were 23.33, 73.26, and 3.33. The solid line __ describes the achievement of the experimental group
in doing the post-test, the percentage of the students who got D, C, and B were 3.33, 83.33, and 13.33 respectively.
4.4 Discussion of the Research Findings 4.4.1 The Meaning of the Test
