Data Collection Data Analysis Technique

The Cohen and Olshtain Communicative Ability Scales as follows: 0 = No answer Wrong answers Answer irrelevant to the given situation Answer which do not convey a speaker’s intention at all or change the speaker’s intention 1 = Acceptable answers which contain one or more of the following characteristics but still can convey the speaker correct meaning and intention: too much or too little information, grammatical or lexical errors impairing but not preventing the interlocutor understanding the meaning or intention of the utterance, too polite or rude linguistic expression. 2 = Appropriate answers which fully convey a speaker’s correct meaning and intention and contain the following characteristics: proper amount of information, grammatical and lexical correctness or minor errors which do not affect the interlocutor’s ability to understand the meaning or intention of the utterance, polite linguistic expression. Since the present study was only done using a Multiple-choice test in which the participants were not to produce linguistic expression and the language competence being measured was only implicature in which the possibility of misinterpretation can normally occur, the present study adopted the same score criteria, namely: 0, 1, 2 for different reasons. Zero 0 score was given because the participants did not choose any option given which meant the participants did not show their competence. The score 1 was given to any incorrect answer, because although the participants answered incorrectly it did not mean that the participants did not have any competence, it only showed that the participant misinterpreted the implicature which was explained in the theoretical review that the possibility of implicature misinterpretation is always open. Whereas for any correct answer was scored 2. So, the scoring ranged from 0, 1, and 2. Table 3.2. The scoring of each answer No Score The meaning of the score 1 2 Any correct answer based on the implicature given in the context. 2 1 Any incorrect answer chosen by the participants 3 No option chosen by the respondents Then, all the data collected was analyzed mainly quantitatively using SPSS statistics for Windows so that the Means, the Standard Deviation, and minimum and maximum values of the scores could be seen. The data was analyzed using One-way ANOVA, because the researcher intended to determine if there were any significant differences between the means of three independent unrelated groups, namely the second semester students, the fourth semester students, and the sixth semester students. The next step was to determine which specific groups differed from each other. In this step, a post hoc test was applied. Finally, the result was deeply discussed based on the theoretical framework of the present study. 49 CHAPTER IV : TH E R ESU LT AND THE D ISCU SSION THE RESULT AND THE DISCUSSION This chapter provides the result of the study from the SPSS analysis in answering the research question and the discussion. The result is the collected data which was analyzed using One-way ANOVA to investigate whether there was any significant development of the students’ pragmatic competence in the notion of Implicature between the three groups, namely: the second semester students, the fourth semester students, and the sixth semester students. The discussion is the result being analyzed based on the theoretical review and the theoretical framework of the study.

A. The Results of the Study

To see whether there is a significant difference between groups, One-way ANOVA is usually used. The present study also applied One-way ANOVA to compare the means between the three groups to examine if there was a significant different between the groups. The null hypothesis is that “nothing interesting is happening” or “there is no significant difference between the group means.” H : µ 1 = µ 2 = µ 3 Figure 4.1: Null Hypothesis The null hypothesis states that the three groups, namely the second semester students, the fourth semester students, and the sixth semester students, give a relatively equal means result from the implicature test given. The alternative hypothesis will show that “the population means are not all equal,” which indicates there is a significant difference between the three group means. This does not have to mean that all three groups have different means, but it shows that “at least one of the population means differs significantly from the others.” This present study used the significant level α = 0.05. α = 100 - the confidence interval = 100 - 95 = 0.05 Figure 4.2: The significant level α Since the present study examined three different groups and took 30 respondents for each groups, so the degree of freedom: df between = 2 and df within = 87. The F critical F table which was taken from the table based on df between and df within of the present study was 3.098. The significant level α and the F critical table are also important in determining whether there is a significant difference between the group means. The null hypothesis will be rejected if : F value ˃ F critical table and sig ˂ α Figure 4.3: The null hypothesis rejection condition The present study compared the means of the three groups of students. Each group consists of 30 students, so overall the number of the students N is 90. All the 90 students had the same Implicature test in the same length of time duration which was 30 minutes, though each group did the test in different time because the data was collected during the class hour and the three groups came from different levels of semester. Then data analysis of the present study was done in the SPSS program. The result of the data analysis shows as follows: Table 4.1: Descriptives Statistic Score N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound second semester 30 32.83 2.306 .421 31.97 33.69 26 36 fourth semester 30 32.77 2.609 .476 31.79 33.74 27 37 sixth semester 30 30.60 3.024 .552 29.47 31.73 25 36 Total 90 32.07 2.832 .298 31.47 32.66 25 37 Table 4.1: Descript ives St ati stic Table 4.1 shows that the means of the three groups. The second semester’s mean is 32.83, the fourth semester’s mean is 32.77, and the sixth semester’s mean is 30.66. This shows that the means are decreasing from the lower semester to the higher semester. It indicates that there is no development in the sense of a good change in the statistical numbers from the lower semester to the higher semester. To make the difference of the means between the three groups more clearly comprehensible the means can be displayed in a graph. The graph of the