58
Figure 4.3 A Developmental Pattern of the Acquisition of the Grammatical
Aspects Usage aspect knowledge but overall mean of the acquisition grammatical aspect
knowledge is higher.
Figure 4.2 A Developmental Pattern of the Acquisition of the Grammatical Aspects
Knowledge
59 Further, to investigate if there is any correlation between grammatical
aspects usage and grammatical aspects knowledge or not, the writer decided to ran Pearson Product Moment correlation test. Statistical analysis from the Pearson
Product Moment can identify whether there is any significant correlation between two variables or not. In this case, the observed variables were grammatical aspects
usage and grammatical aspects knowledge. The result from Pearson Product Moment Analysis is presented as follows:
Table 4.3 Statistical result of the Pearson Product Moment of
the grammatical aspects usage and knowledge
Correlations
Aspect usage
Aspect knowledge
Aspect usage
Pearson Correlation 1
.713 Sig. 2-tailed
.000 Sum of Squares and
Cross-products 3053.956
1994.111 Covariance
34.314 22.406
N 90
90 Aspect
knowledge Pearson Correlation
.713 1
Sig. 2-tailed .000
Sum of Squares and Cross-products
1994.111 2562.222
Covariance 22.406
28.789 N
90 90
. Correlation is significant at the 0.01 level 2-tailed.
Table 4.3 shows a positive correlation between grammatical aspect usage and its knowledge r = .713
and statistically significant p 0.000 0.05. There are double asterisks indicates that the correlation between two measured variables
was significant at the 0.01 level 2-tailed.
60
2. Significant Difference in the Development of the Acquisition of Grammatical Aspects
There are two kinds of test results that can be utilized to check the normality of data, namely Kolmogorov-Smirnov
a
and Shapiro-Wilk. According to Ricci 2005 as cited in Hall 2010 “Shapiro-Wilk test is the most powerful test
for small sample sizes under 50.” Given the fact that the number of data used in this study is more than 50, and then this study used Kolmogorov-Smirnov
a
test result to determine the data normality. The data follows the normal distribution
when the Kolmogorov-Smirnov
a
sig. value 0.05. This section shares the finding from the statistical analysis of the
grammatical aspects acquisition in general, which is a combination between the grammatical aspects usage score and grammatical aspects knowledge score.
Further, the result of those analyses will be utilized to find out the developmental pattern of grammatical aspects acquisitions specifically in the grammatical aspects
usage and grammatical aspects knowledge. In addition, the analysis would help the writer to find out if there is a significant difference in the development of the
grammatical aspects acquisition of the EFL learners as well as determining the most problematic grammatical aspects for the EFL learners.
The obtained data from test score was labeled into three categories, namely total score of grammatical aspects acquisition, grammatical aspects usage
score and grammatical aspect knowledge score. The result of normality test from each data set is presented as follows:
61
Table 4.4 Test of Normality
Table 4.4 demonstrates the Kolmogorov-Smirnov
a
and Shapiro-Wilk test result of 1 aspect acquisition score that consists of the score from grammatical
aspects usage and grammatical aspects knowledge scores. 2 Grammatical aspects usage score and 3 grammatical aspect knowledge score. In addition, there are
also scores of each grammatical aspects usage number 4,5,6 and 7 and knowledge number 8,9,10 and 11 of each aspect, as well as the total score of
grammatical aspect usage and knowledge of each grammatical aspect number 12,13,14 and 15.
Despite investigating the normality of data, the writer needed to run a test of homogeneity to determine the type statistical data analysis that will be run in
the next analysis step. Test of homogeneity aimed at investigating whether the
Tests of Normality
Kolmogorov-Smirnov
a
Shapiro-Wilk Statistic
df Sig.
Statistic df Sig.
1 Aspects acquisition .099
90 .028
.984 90
.325 2 Aspect usage AU
.108 90
.012 .959
90 .006
3 Aspect knowledge AK .094
90 .049
.975 90
.077 4 AU.Simple
.130 90
.001 .939
90 .000
5 AU.Perfect .147
90 .000
.917 90
.000 6 AU.Progressive
.185 90
.000 .929
90 .000
7 AU.Perfect-Progressive .197
90 .000
.838 90
.000 8 AK.Simple
.195 90
.000 .930
90 .000
9 AK.Perfect .148
90 .000
.955 90
.003 10 AK.Progressive
.123 90
.002 .970
90 .033
11 AK.Perfect-progressive .136
90 .000
.950 90
.002 12 Simple aspect
.113 90
.006 .961
90 .009
13 Perfect aspect .104
90 .017
.972 90
.051 14 Progressive aspect
.129 90
.001 .964
90 .015
15 Perfect-progressive aspect .164
90 .000
.923 90
.000 a. Lilliefors Significance Correction
62 variances of the groups are equal or not Larson-Hall, 2010. One of the ways to
test the homogeneity is using Levene’s tests of homogeneity of variance. The data distribution is considered as homogeneous when the sig. level of the Levene’s test
0.05. Hence, when the variances are considered as homogenous then parametric statistics can be applied. In contrast, when the variances are not considered as
homogenous then the writer needs to apply non-parametric statistics. The following table presents the results of the test of homogeneity of variance of
grammatical aspects acquisitions from the three sample groups.
Table 4.5 Test of Homogeneity Test of Homogeneity of Variances
Aspects acquisitions Levene
Statistic df1
df2 Sig.
.465 2
86 .630
Table 4.5 shows the result of homogeneity of variance test of the grammatical aspects acquisition of three sample groups with Sig. value of 0.630.
The variances are considered as homogeneous when the obtained Sig. value 0.05. Therefore, according to the test of homogeneity of variance, the variance of
the grammatical aspects acquisition is considered as homogeneous. As stated in chapter one, there are three research questions need to be
answered in this study. The second research question is whether there is any significant difference in the development of the acquisition of the grammatical
aspects among three groups of students the second semester, fourth semester and the sixth semester students. Related to the first research question there were two
hypotheses presented:
63 H
: there is no significant difference in the development of the acquisition of the grammatical aspects of the second semester, the fourth semester,
and the sixth semester students. p ≥ 0.05 H
1
: there is significant difference in the development of the acquisition of the grammatical aspects of the second semester, the fourth semester,
and the sixth semester students. p ≤ 0.05 To answer this research question the writer ran a descriptive analysis
statistic, the Kruskall-Wallis H operation. The Kruskal-Wallis H analyzed the data of overall score of grammatical aspect acquisition as a total result of grammatical
aspects knowledge and grammatical aspects usage scores. The result of Kruskal- Wallis H operation of overall grammatical aspects acquisition is presented as
follows:
Table 4.6 Kruskal-Wallis H test result of grammatical aspects acquisition
The analysis result form table 4.6 shows that obtained p-value from the Kruskal-Wallis H test is 0.001, when the p-value is 0.05 H
is rejected. From
this result it can be interpreted that p value 0.001 α 0.05, consequently H is
rejected. Therefore, it can be assumed that there is significant difference in the development of the grammatical aspect acquisition of the second semester, fourth
semester and the sixth semester students of the English Letters Department. In spite of the fact that the mean values of those three groups are not consistent with
the length of study, which is in this case the mean value of the fourth semester
Test Statistics
a,b
Aspects acquisition Chi-Square
14.901 df
2 Asymp. Sig.
.001 a. Kruskal Wallis Test
b. Grouping Variable: Groups
64 groups is higher than the sixth semester group, nevertheless, there is a significant
difference in the development of the grammatical aspect acquisition of the three groups of students. A statistically significant result can be inferred that the result
of the statistical analysis is not likely to happen because of chance. To support the result of Kruskal-Wallis H test, the writer also ran Jonkchere-Terpstra test. The
following table presents the test result:
According to the result from Figure 4.2, it is obvious that the decision column shows hypothesis test decides the null hypothesis is rejected. Therefore,
statistically, the answer of the first research question is: yes, there is a significant difference on the development of the grammatical aspects acquisition of the
second semester, fourth semester and the sixth semester students. Other statistical data analyses were also conducted to check the
significance difference in the development of the grammatical aspect acquisition between the second and the fourth semester students, the second and the sixth
semester students as well as the fourth and the sixth semester students. The following figures present the results of the Jonkchere-Terpstra tests in which each
of them shows the significance of the developmental pattern, a summary that tell
Figure 4.4 Hypothesis Test Summary of Grammatical Aspects Acquisition
