Among Groups
df
a
= k - 1
SS
a
= ₁
₁
MS
a
= SS
a
k - 1
MS
a
MS
w
Within Groups
df
w
= n - k
SS
w
= SS
tot
- SS
a
MS
w =
SSw
n - k
Total
df
tot
= n - 1
SS
tot
= -
Note : F
: Analysis of Variance MS
: Mean Square MS
a
: Mean Square among groups
MS
w
: Mean Square within groups
SS : Sum of Square
SS
a
: Sum of Square among groups
SS
w
: Sum of Square within groups
SStot : Total Sum of Square df
: Degree of Freedom df
b
: Degree of Freedom among groups df
w
: Degree of Freedom within groups df
tot
: Total Degree of Freedom n
: Number of sample k
: Number of groups f
: Frequency of sample
f
tot
: Total of Frequency
14
Significant critical value : 5 0.05
14
Sugiyono, op. cit., pp. 279-280.
G.
STATISTICAL HYPOTHESIS
Based on the data analysis above, it is formulated a hypothesis as below: 1. H
1
Alternative Hypothesis H
1 =
There is significant difference of students’ reading comprehension
based on their learning styles; visual, auditory and kinesthetic. 2. H
Null Hypothesis H
0 =
There is no significant difference of students’ reading comprehension based on their learning styles; visual, auditory and kinesthetic.
The criteria of the hypothesis are: H
₁ is accepted if F-value F˳ F-table F
t
and probability significant sig. value 0.05
H ˳ is accepted if F-value F˳
F-table F
t
and probability significant sig. value 0.05
34
CHAPTER IV RESEARCH FINDINGS
A. Data Description
As mentioned in the previous chapter, the study used descriptive and inferential
analysis. It investigated and analyzed three major of students’ learning styles. They are visual, auditory and kinesthetic learning styles. In this research,
the learning styles will be compared with the achievement of reading comprehension in ETIS.
To figure out and get the data of the study, the adopted questionnaires about learning styles were distributed to the respondents. While, ETIS reading
comprehension scores of 60 students of eighth term in English Education Department were taken from Center for Language Development UIN Syarif
Hidayatullah Jakarta were acquired from the documentation. Then, the data description described from the documentation of reading
comprehension scores revealed the frequencies of each variables, such as total score, mean, median, mode, the highest and lowest score for students reading
comprehension. Moreover, the inferential statistic reports the hypothesis test and analysis of variance ANOVA.
Additionally, in this chapter, the data will be presented and described in the detail by using tables in this chapter.
1. Learning Style
In the third chapter, it had been explained that in recognizing students’
learning styles is using the questionnaires. The questionnaires are distributed to 60 students of English Education Department who joining the
ETISTOEFL remedial training UIN Syarif Hidayatullah Jakarta. After that, the next step is inputting the score of questionnaire of each student to Ms.
Excel 2010 and then starting to calculate or sum the score of each student. From the result, it can be determined what learning styles that students have.
One of the highest score among three kinds of learning styles indicates the
major learning styles that students have. T he students’ learning styles score
can be seen on the tables below:
Table 4.1 The Score and Classification of Students’ Learning Styles
Students Learning Style
1 Kinesthetic
2 Visual
3 Visual
4 Kinesthetic
5 Visual
6 Kinesthetic
7 Kinesthetic
8 Auditory
9 Auditory
10 Auditory
11 Kinesthetic
12 Kinesthetic
13 Kinesthetic
14 Auditory
15 Kinesthetic
16 Kinesthetic
17 Visual
18 Auditory
19 Kinesthetic
20 Kinesthetic
21 Visual
22 Kinesthetic
23 Auditory
24 Visual
25 Visual
26 Kinesthetic
27 Kinesthetic
28 Visual
29 Kinesthetic
30 Kinesthetic
31 Kinesthetic
32 Kinesthetic
33 Kinesthetic
34 Kinesthetic
35 Kinesthetic
36 Kinesthetic
37 Kinesthetic
38 Visual
39 Auditory
40 Kinesthetic
41 Visual
42 Kinesthetic
43 Auditory
44 Kinesthetic
45 Kinesthetic
46 Auditory
47 Visual
48 Auditory
49 Visual
50 Kinesthetic
51 Visual
52 Kinesthetic
53 Kinesthetic
54 Auditory
55 Visual
