FINDINGS AND ANALYSIS
3- FINDINGS AND ANALYSIS
3.0- Findings on the pre-test post-test
Table 3.0: The result of paired samples t-test of pre- and post- grammar test for the experimental group
Paired Samples Paired
Paired Samples Test
Mean SD
df Sig.(2- tailed)
Experimenta Pre-test
2.87 -3.04 16 .008 l
Table 3.0 shows the result of paired samples t-test that was conducted on the pre-test and post-test scores of the experimental group. The result indicates that the mean scores of post-test of the experimental group (M= 7.24, SD= 4.19) was significantly greater Table 3.0 shows the result of paired samples t-test that was conducted on the pre-test and post-test scores of the experimental group. The result indicates that the mean scores of post-test of the experimental group (M= 7.24, SD= 4.19) was significantly greater
Table 3.1: The result of paired samples t-test of pre- and post- grammar test for the control group
Paired Samples Paired
Paired Samples Test
Mean SD
df Sig.(2- tailed)
16 .0001 l
Contro Pre-test
4.47 2.98 -3.24
2.75 -4.86
2.30 Meanwhile Table 3.1 shows the result of paired samples t-test conducted on the pre-test
Post-test 7.71
and post-test scores of the control group. The result shows that the mean scores of post- test of the control group (M= 7.71, SD= 2.30) was also significantly greater than the mean scores of pre-test (M= 4.47, SD= 2.98) with the result of the paired samples t- test, t (16) = - 4.86, p =.0001< .05, and the effect size, r = 0.60.
Table 3.2: The ANCOVA result of the post- grammar test scores for the experimental and control groups by using pre- grammar test scores as the covariate
Type
III
Partial Eta Source
F Sig. Squared Corrected
Squares
Df Square
a R Squared = .468 (Adjusted R Squared = .433)
Table 3.2shows the result of the Analysis of Covariance (ANCOVA) which involvespost-test scores of both experimental and control groups as the dependent Table 3.2shows the result of the Analysis of Covariance (ANCOVA) which involvespost-test scores of both experimental and control groups as the dependent
3.1- Findings on the questionnaire Table 3.3: Frequency distribution and mean scores for the attribute Appropriate Attribute: Appropriate
Activity Statement no. Responses Responses
(Frequency distribution)
(Mean)
Strongly Agree Neutral Disagree Strongly Mean Agree
Disagree scores
Total Mean Scores
Based on Table 3.3, it can be seen generally that more than 80% of the students have shown agreement towards the appropriateness of all six activities held in the class. Though it can be seen from the analysis that one respondent perceived the HLT
activities otherwise and less than 20% of the respondents decided to choose ―Neutral‖ on the matter, these figures are not large as well as significant enough to presume HLT
activities as being inappropriate for language learners.
It is also shown that the mean scores for the Appropriate attribute for all six activities are above 4. This implies that the responses of the subjects towards the statements that represent their perceived appropriateness towards HLT activities were largely Agree and Strongly Agree.
From the findings of the Appropriate attribute above, it is unravelled that the majority of students involved as the subjects perceived the HLT activities conducted in their English class as appropriate to be applied in the class and they were suitable for them as learners of English.
Table 3.4: Frequency distribution and mean scores for the attribute Anxiety Attribute: Anxiety
Activity Statement no. Responses Responses
(Frequency distribution)
(Mean)
Strongly Agree Neutral Disagree Strongly Mean Agree
Disagree scores
Total Mean Score
The analysis of the frequency distribution and mean scores of the Anxiety attribute above manage to portray the number of students who perceived the HLT activities as anxiety arousing as still very few. Overall, only five counts of agreement were recorded on the idea that during the activity, the students felt tensed and uneasy. With a range of 60% to 100% of students who chose to state that they did not feel anxious throughout the six HLT activities, it can be deduced that in general, the feelings of anxiety towards the activities were not experienced by the majority of the students. As for the mean scores, Activity 3 and Activity 5 yield the mean scores of 2.03 and
2.12 respectively, while the other four activities obtained the mean scores of below 2. Overall, it can be said that the mean scores received by the Anxiety attribute are quite low as the respondents‘ responses towards the statements regarding their perceived
anxiety towards HLT activities were generally Disagree and Strongly Disagree.
It can be deduced that in general, the feelings of anxiety towards the activities were not experienced by the majority of the students. In other words, this suggests that the HLT activities did not largely create anxiety and tension on the learners.
Table 3.5: Frequency distribution and mean scores for the attribute Interest Attribute: Interest
Activity Statement no. Responses Responses
(Frequency distribution)
(Mean)
Strongly Agree Neutral Disagree Strongly Mean Agree
Disagree scores
Total Mean Score
With the exception of statement 1 for Activities 3, 5 and 6, the results in Table 9.0 generally demonstrate more than 75% of the students agreed with the two statements which indicate the HLT activities conducted as being interesting.
With the exception of Activity 5 which received the mean score of 3.91, a record that is still considered as significantly high, the rest of the activities received the means scores of 4 and above. Thus, it can be said that the responses given to the statements that With the exception of Activity 5 which received the mean score of 3.91, a record that is still considered as significantly high, the rest of the activities received the means scores of 4 and above. Thus, it can be said that the responses given to the statements that
Generally, it is found that more than three quarters of the students or respondents perceived the HLT activities as interesting. Hence, in terms of being interesting, there were more students who accepted the HLT activities as being interesting to be applied in the language class.
In order to support and verify the findings above, each table also points out the total mean scores of all three attributes for all six HLT activities. It is shown that the total mean scores of the Appropriate and Interest attribute are quite high which are 4.23 and
4.15 respectively. This shows the respondents‘ overall agreement towards the statements on their perceived appropriateness of and interest towards HLT activities. In
other words, most of them agree that the HLT activities are appropriate and interesting.
In contrast, the total mean score for the Anxiety attribute was 1.84 whereby this shows the respondents‘ overall disagreement towards the statements on their perceived
anxiety towards HLT activities. This means, most of the students disagree with the sayings that HLT activities are anxiety arousing.