Carolina Eka Putri, 2014 The Use Of Reflective Essays In Teaching Recount Texts
Universitas Pendidikan Indonesia
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There were three steps to use the test. The first was stating the hypothesis H
= the scores between experimental and control groups are normally distributed and setting the alpha level of significance at 0.05 two-tailed test.
The second was analyzing the groups’ scores using the Kolmogorov-Smirnov formula. The last was inferring the output data. If the score is non-significant p
0.05, it means that the distribution of the sample is significantly different from normal distribution probably normal. If the result is significant p 0.05 then
the distribution is not significantly different from normal distribution the sample scores are normally distributed Field, 2005.
3.3.3.2 HOMOGENEITY OF VARIANCE
The researcher used the Levene’s test to analyze the homogeneity of variance of the scores. This test was aimed at finding out whether or not the data
in the pre-test and post-test scores were homogenous. According to Field 2005, the Levene’s test hypothesis states that the variances in the groups are equal if the
difference between the variances is zero. The test was calculated by the computation of SPSS 16.0 for Windows.
There were three steps to use the Levene’s test. The first was stating the hypothesis H
= data between the two groups are homogenous and setting the alpha level of significance at 0.05 two-tailed test. The second was analyzing the
groups’ scores using the Levene’s test. The last was inferring the output data. If the result of the test is interpreted to be significant p
≤ 0.05, it means the null hypothesis is incorrect and the variances are significantly difference. On the
contrary, if the result is interpreted to be non-significant p0.05, it means the null hypothesis is accepted and the variances are approximately equal Field,
2005.
3.3.3.3 THE INDEPENDENT T-TEST
The Independent t-test was used to analyze the relationship between the independent variable treatment and the dependent variable Coolidge, 2000. In
the study, the test was aimed at finding out whether or not there was a difference
Carolina Eka Putri, 2014 The Use Of Reflective Essays In Teaching Recount Texts
Universitas Pendidikan Indonesia
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between the experimental and control groups in terms of the groups’ means on the pre-test and post-test scores. The test was calculated by the computation of SPSS
Statistics 16.0 for Windows. There were three steps to use the independent t-test. The first was stating
the hypothesis H = there is no significant difference between the students’
writing scores in the experimental and control group and setting the alpha level of significance at 0.05 two-tailed test. The second was analyzing th
e groups’ scores using the independent t-test. The last was comparing the t
obt
with the level of significance for testing the hypothesis t
crit
. If the t-obtained t-critical, it means that the null hypothesis is rejected because there is a significant difference
between experimental and control groups’ scores Field, 2005.
3.3.3.4 THE DEPENDENT T-TEST
Dependent t-test paired sample t-test is used to analyze and compare the difference of means between the scores of pre-test and post-test of each group
Kranzel Moursund, 1999.In the study, the dependent t-test was used only to the experimental group. It was aimed at finding out whether or not there was a
significant difference between the scores of pre-test and post-test of the experimental group and the effect size of the treatment. The test was calculated by
the computation of SPSS Statistics 16.0 for Windows. There were three steps to use the dependent t-test. The first was stating the
hypothesis H = there is no significant difference between the scores of pre-test
and post-test of the experimental group and setting the alpha level of significance at 0.05. The second was analyzing the scores of pre-test and post-test of the
experimental group. The last was comparing the t
obt
with the level of significance for testing the hypothesis t
crit
. If the t-obtained t-critical, it means that the null hypothesis is rejected because there is a significant difference between the scores
of pre-test and post-test of the experimental groupField, 2005.
Carolina Eka Putri, 2014 The Use Of Reflective Essays In Teaching Recount Texts
Universitas Pendidikan Indonesia
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Table 3. 4 Scale of Effect Size Effect size
r value
Small 0.100
Medium 0.243
Large 0.371
Coolidge, 2000 3.3.4 DATA ANALYSIS ON QUESTIONNAIRE
Questionnaire was administered only to the experimental group to find out students’ responses toward the reflective essay technique. As stated by Arikunto
2010, questionnaire consists of several questions needed by the researcher to obtain some information from the respondents.The questionnaire data were
analyzed based on the frequency of students’ answers. The results were put in the percentage as follow:
Notes: P : Percentage
f0 : Frequency of observed n : Number of samples
Carolina Eka Putri, 2014 The Use Of Reflective Essays In Teaching Recount Texts
Universitas Pendidikan Indonesia
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions from the results of the study which have been analyzed in the previous chapter.
5.1 CONCLUSIONS
The study was concerned on the use of reflective essays to improve students’ scores in writing recount texts. It was conducted to first graders in one
senior high school in Bandung. There are two main objectives of the study. The first was to find out whether or not the use of reflective essays was effective in
improving students’ scores in writing recount texts and the second was to find out students’ responses toward the technique. The elaboration of each point is
presented below. First, the use of reflective essays
was effective in improving students’ scores in writing recount texts. The finding was supported by the results of the
independent t-test computation in the post-test score. The mean score of the experimental group, which received the reflective essay technique, was higher
than the mean score of the control group. The result showed that the value of t
obt
was higher than t
crit
4.042 2.000. Moreover, the products of students’ writing of experimental and control groups also showed the differences on some aspects.
The differences can be seen from th e students’ understanding of the organization
of the text, their choice of words to represent something which increased their vocabulary, their creativity in arranging their sentences into coherent paragraphs,
and their ability in using proper grammar to express their idea. Second, the questionnaire that has been distributed only to the
experimental group showed positive response. It was found that most of students put their interest in the implementation of reflective essays. They agreed that
writing reflective essays brought some benefits for them, especially in enriching
