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Table 4.10. The Homogeneity Test Sample
df 1df
s
i 2
log s
i 2
df log s
i 2
1 14
0.0714 78.7810
1.8964 26.5499
2 14
0.0714 32.4952
1.5118 21.1655
3 14
0.0714 29.0667
1.4634 20.4875
4 14
0.0714 91.3524
1.9607 27.4501
56
0.2857 95.6530
氈n10 n
1 氈5 晐 = 2.3026 98.7200 – 95.6530
= 7.062 Based on the result of the calculation above, it can be
seen that χ
o 2
7.062 is lower than χ
t 2
7.815 at the level of significance α = 0.05. Because χ
o 2
χ
t 2
7.062 7.815, it can be concluded that the data are homogeneous.
C. Hypothesis Testing
Hypothesis test can be done after the results of normality and homogeneity test are fulfilled. The test is done by using multifactor analysis of variance 2 x 2.
H
o
is rejected if F
o
F
t
. it means that there is a significant difference and an interaction. If H
o
is rejected the analysis is continued to know the significant difference using Tukey test. The multifactor analysis of variance 2 x 2 and Tukey
test are described as below. 1.
Multifactor of Analysis of Variance 2 x 2 The calculation and the summary of multifactor of analysis variance 2 x 2
test is described in the Table 4.11. and Table 4.12 as follows.
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Table 4.11. Multifactor of Analysis of Variance 2 x 2 Teaching technique
Note-Taking Pairs DR-TA
A
1
A
2
H ig
h L
in g
u is
tic In
te ll
ig en
ce B
1
X X
2
X X
2
62 3844
50 2500
62 3844
54 2916
64 4096
54 2916
66 4356
58 3364
66 4356
60 3600
68 4624
60 3600
68 4624
60 3600
72 5184
62 3844
72 5184
62 3844
76 5776
62 3844
78 6084
64 4096
82 6724
64 4096
84 7056
66 4356
86 7396
68 4624
88 7744
70 4900
X 1094
80892 914
56100 Mean X
72.93 60.93
X
r1
2008 136992
66.93
L o
w L
in g
u is
tic In
te lli
g en
ce B
2
X X
2
X X
2
58 3364
50 2500
58 3364
50 2500
58 3364
50 2500
58 3364
52 2704
60 3600
52 2704
60 3600
56 3136
60 3600
58 3364
62 3844
60 3600
62 3844
60 3600
66 4356
64 4096
68 4624
70 4900
70 4900
72 5184
70 4900
74 5476
72 5184
74 5476
74 5476
74 5476
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X 956
61384 916
57216 Mean X
63.73 61.07
X
r2
1872 118600
62.40 X
c1
X
c2
2050 142276
1830 113316
68.33 61.00
X
t
3880 255592
64.67
Table 4.12. The summary of Multifactor of Analysis of Variance 2 x 2 Source of Variance
SS df
MS F
o
F
t.05
Between columns teaching techniques 806.67
1 806.67
13.93 4.01
Between rows linguistic intelligence
308.27 1
308.27 5.32
Columns by rows interaction 326.67
1 326.67
5.64
Between groups 1441.60
3 480.53
Within groups 3243.73
56 57.92
Total 4685.33
59
a. Because F
o
between columns 13.93 is higher than F
t
4.01 at the level of significance
α = 0.05, the difference between columns is significant, therefore, the H
o
is rejected. It can be concluded that the technique used differs significantly from one another in their effect on the performance of the
subjects in the experiment. It means that the students who are taught by using Note-Taking Pairs technique are better in reading competence than students
who are taught by DR-TA technique. b.
Because F
o
between rows 5.32 is higher than F
t
4.01 at the level of significance α = 0.05, the difference between rows is significant, therefore,
the H
o
is rejected. It can be concluded that the difference between the
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achievement of those subjects having high linguistic intelligence and those having low linguistic intelligence is significant. It means that the students
who have high level of linguistic intelligence have better reading competence than the students who have low linguistic intelligence.
c. Because F
o
interaction 5.64 is higher than F
t
4.01 at the level of significance α = 0.05, therefore, the H
o
is rejected. There is an interaction effect between the two variables, teaching techniques and student’s linguistic
intelligence, It means the effect of teaching techniques depend on the degree of student’s linguistic intelligence. Note-Taking Pairs technique is more
suitable for the students with high linguistic intelligence, while DR-TA technique is suitable for students with low linguistic intelligence in terms of
student’s reading competence.
2. Tukey Test
Tukey test is done to find which technique gives better influence to student’s competence and which group is better in result. q is found by dividing
the difference between the means by the square root of the ration of the within group variation and the sample size.
Table 4.13. The data for Tukey Test
Note-Taking Pairs Directed Reading -
Thinking Activity DRTA
High Linguistic Intelligence
Group 1 Group 3
n = 15 n = 15
n = 30 X = 1094
X = 914 X
r1
= 2008 莐
= 72.93 莐
= 60.93 莐 = 66.93
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Low Linguistic Intelligence
Group 2 Group 4
n = 15 n = 15
n = 30 X = 956
X = 916 X
r2
= 1872 莐
= 63.73 莐
= 61.07 莐 = 62.40
n = 30
n = 30 n = 60
X
c1
= 2050 X
c2
= 1830 X
t
= 3880 莐 = 68.33
莐 = 61.00 莐 = 64.67
a. Note-Taking Pairs technique compared with DR-TA technique.
莐 莐
ꖸúú5ú 䴨oúuons |n 68 33 61 00
792|30 7 33
1 39 2777
From the computation above, it can be concluded that q
o
5.2777 is higher than q
t
2.89. It means that Note-Taking Pairs technique differs significantly from DR-TA technique upon student’s reading competence. The mean score
of students taught using Note-Taking Pairs technique 68.33 is higher than those who taught using DR-TA technique 61.00. It means that the reading
competence of students who are taught using Note-Taking Pairs technique is better than students who are taught using DR-TA technique.
b. Students having high linguistic intelligence compared with students having
low linguistic intelligence. 莐
莐 ꖸúú5ú 䴨oúuons |n
66 93 62 40 792|30
4 3 1 39 3 2626
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From the computation above, it can be concluded that q
o
3.2626 is higher than q
t
2.89. It means that the reading competence of students having high linguistic intelligence differs significantly from students having low linguistic
intelligence. The mean score of students having high linguistic intelligence 66.93 is higher than students having low linguistic intelligence 62.40. It
means that the reading competence of students having high linguistic intelligence is better than students having low linguistic intelligence.
c. Note-Taking Pairs technique compared with DR-TA technique for the
students having high linguistic intelligence 莐
莐 ꖸúú5ú 䴨oúuons |n
72 93 60 93 792|1
12 00 1 97
6 1068
From the computation above, it can be concluded that q
o
6.1068 is higher than q
t
3.01. It means that Note-Taking Pairs technique differs significantly from DR-TA technique for the students having high linguistic intelligence in
reading competence. The mean score of students having high linguistic intelligence who taught using Note-Taking Pairs technique 72.93 is higher
than students having high linguistic intelligence who are taught using DR-TA technique 60.93. It means that Note-Taking Pairs technique is better than
DR-TA technique for students having high linguistic intelligence on reading competence.
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d. Note-Taking Pairs technique compared with DR-TA technique for the
students having low linguistic intelligence 莐
莐 ꖸúú5ú 䴨oúuons |n
63 73 61 07 792|1
2 67 1 97 1 3 71
From the computation above, it can be concluded that q
o
1.3571 is lower than q
t
3.01. It means that Note-Taking Pairs technique does not differ significantly from DR-TA technique for the students having low linguistic
intelligence on reading competence. It means that students with low linguistic intelligence will end up or will “almost” the same result when they taught
using both techniques, Note-Taking Pairs technique and DR-TA technique. e.
Based on the result of Tukey test at point c and d above, it can be concluded that there is an interaction between teaching techniques and linguistic
intelligence. It means that students having high linguistic intelligence who are taught using Note-Taking Pairs technique have better reading competence
than students having high linguistic intelligence who are taught using DR-TA technique. While, in this case, students with low linguistic intelligence will
end up or will “almost” the same result when they are taught using both techniques, Note-Taking Pairs and DR-TA.
D. Discussion
