Hypothesis Testing

C. Hypothesis Testing

1. Multifactor Analysis of Variance

A hypothesis test can be done after the normality and the homogeneity of the data are fulfilled, The hypothesis test is done by using multifactor analysis of variance 2 x 2. From the analysis, it can be concluded that H o is rejected if

F o >F t. It means that there are a difference and an interaction. If H o is rejected, the analysis is continued to Tukey test. Tukey test is used to know which group is better. Furthermore, the multifactor analysis of variance 2 x 2 and Tukey test are described in the following calculations:

Summary of a 2 x 2 Multifactor Analysis of Variance

Source of

F t(0,01) Between columns

SS

df MS

F t(0,5)

variance

4.08 7.31 (teaching methods) Between rows

40.604 (interest) Columns by rows 327.27

86.957 (interaction) Between groups

Within groups

Table 18. Multifactor Analysis of Variance

The table above shows that:

a. Because F o between columns (13.913) is higher than F t( .05) (4.08) and

F t( .01) (7.31), the difference between columns is significant. It can be concluded that methods of teaching differ significantly from one another in their effect on the performance of the subjects in the

experiment. The mean (  ) of group-discussion using word wall is

29.59, meanwhile the mean (  ) of expository teaching model is 27.41.

Thus, group-discussion using word wall is more effective than expository teaching model for teaching reading.

b. Because F o between rows (40.604) is higher than F t( .05) (4.08) and

F t( .01) (7.31), the difference between rows is significant. It can be concluded that students having high interest and those having low

interest are significantly different. The mean (  ) of students having

high interest is 30.36, meanwhile the mean (  ) of students having low

interest is 26.64. That is why, the students having high interest have better reading competence than students having low interest.

c. Because F o interaction (86.967) is higher than F t( .05) (4.08) and F t( .01) (7.31), there is the interaction effect between the two variables, methods of teaching and the degree of interest. It means that the effect of teaching methods depend on the degree of interest.

2. Tukey Test

The q is found by dividing the difference between the means by the square root of the ratio of the within group variation and the sample size.

X i  X j q=

a. Between columns q =

Error vari ance/n

3 . 76 / 22 0 . 4136 Because between columns q o is higher than q t(0.05) = 2.95 and q t(0.01) =

4.02, group-discussion using word wall differs significantly from expository teaching model for teaching reading, particularly for young learners. The mean score of the students who were taught through group-discussion using word wall is (29.59) is higher than that of the students who were taught through expository teaching model (27.41). It can be concluded that group-discussion using word wall is more effective than expository teaching model for teaching reading.

1 c 2 b. Between columns r 1

(HI)

Error vari ance/n

Because between columns (HI) q o is higher than q t(0.05) = 3.11 and q t(0.01) = 4.39, it can be said that group-discussion using word wall differs significantly from expository teaching model for teaching reading for the students having high interest. The mean score of the students who have high interest who were taught through group-discussion using word wall (34.18) is higher than those students with high interest who were taught through expository teaching model (26.55), so group- Because between columns (HI) q o is higher than q t(0.05) = 3.11 and q t(0.01) = 4.39, it can be said that group-discussion using word wall differs significantly from expository teaching model for teaching reading for the students having high interest. The mean score of the students who have high interest who were taught through group-discussion using word wall (34.18) is higher than those students with high interest who were taught through expository teaching model (26.55), so group-

c. Between columns q =

2 (LI) 2

or

Error vari ance/n

X c 2 r 2  X c 1 r 2 q= Error vari ance/n

Since between columns (LI) q o is higher than q t(0.05) = 3.11 and q t(0.01) =

4.39, expository teaching model differs significantly from group- discussion using word wall for teaching reading for the students with low interest. The mean score of the students having low interest who were taught through expository teaching model (28.27) is higher than those students taught through group-discussion using word wall (25). That is why, expository teaching model is more effective than group- discussion using word wall for teaching reading for students with low interest.

D. Discussion The result of study and the hypothesis test show that these problem statements are fulfilled. The result of the study generally means that:

1. Group-discussion using word wall is more effective than expository teaching model since through group-discussion using word wall, students will get opportunities to participate actively in their groups. The group- discussion will give students chance to share ideas and solve problem presented on the word wall. Word wall used will be very useful for attracting students’ interest to read everything in this word wall . Meanwhile, expository teaching model applied is less effective to improve students’ reading competence for the expository teaching model less attract students to get involved in the teaching learning process. That is why, group-discussion using word wall is more effective than expository teaching model to teach reading (In line with the theory of Orlich’s, 1998: 263).

Group-discussion using word wall is more effective than expository teaching model for students having high interest. The reason is that the students who have high interest will be encouraged if the teacher gives them a chance for to get involved actively in the teaching learning process. The application of group-discussion using word wall to teach

reading needs the students’ active-involvement to find answers together with their group members . When students get involved in a group- discussion by asking questions, looking for new vocabularies in a dictionary, giving ideas and so on , indirectly, they are motivated to learn. Besides, they also develop a sense of togetherness and a sense of ownership about the learning . Group-discussion using word wall is reading needs the students’ active-involvement to find answers together with their group members . When students get involved in a group- discussion by asking questions, looking for new vocabularies in a dictionary, giving ideas and so on , indirectly, they are motivated to learn. Besides, they also develop a sense of togetherness and a sense of ownership about the learning . Group-discussion using word wall is

2. Students who have high interest have better reading competence than students having low interest. The students with high interest of learning usually pay attention to and have a good attitude in participating in the learning process. They tend to be active and pay attention to the learning process. In the class activities, they also pay better attention to the teacher’s explanation and instruction, ask critical questions, give suggestions, share ideas, etc.

Otherwise, the students who have low interest tend to listen to the teacher’s explanation during the lesson rather than express their opinion and ask questions. They usually have low interest to learn more, thus they like to be passive. Besides, they are also less confident and afraid

to express their idea. Thus, students with high interest have better reading competence than those having low interest. Interest is important in learning. There are some reasons why interest is important in learning. The first reason is that interest provides strong motivation to learn. Students, who are interested in an activity in language class, whether it is play or work, will give more effort to learn than students who are less interested or bored. The second reason is that interest influences the form and intensity of student’s aspirations. When students begin to think about their future vocations, for example, they will set goals for what they want to be and do when they grow-up. The greater students’ convinced idea of vacation future will create the greater interest in every students’ activity. The final reason is that interest will add enjoyment to any activity that the individual engages in. If students are interested in an activity, the experiences will be far more enjoyable than if they are bored (Hurlock, 1983: 4 20).

3. There is an interaction between teaching methods and interest for teaching method and interest are inseparable. Teaching methods used by the teacher will influence students learning activities in the teaching-learning process. Unlike the expository teaching model, which places the student in a passive learning role, group-discussion requires the students’ active- involvement in the learning process . The teacher becomes a facilitator, organizer, and consultant for students who are engaged in group-

discussion. Many teachers like to use group-discussion because it discussion. Many teachers like to use group-discussion because it