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c. Note-Taking Pairs technique compared with DR-TA technique for the
students having high linguistic intelligence
Ǵ Ǵ
뾸痀痀w痀 �a痀oam |m d.
Note-Taking Pairs technique compared with DR-TA technique for the students having low linguistic intelligence
Ǵ Ǵ
뾸痀痀w痀 �a痀oam |m or
Ǵ Ǵ
뾸痀痀w痀 �a痀oam |m The analyses of the results of the computation were: 1
was compared with
, if , the difference was significant, and if
, the difference was not significant. 2 To know which one was better, the means were compared.
F. Statistical Hypothesis
The researcher formulated the statistical hypothesis that consisted of null hypothesis H
o
and alternative hypothesis H
. The statistical hypotheses were as follows:
1. The difference on student’s reading competence between the students who
were taught by using Note-Taking Pairs technique and the students who were taught by using DR-TA technique.
H
o1
: µ
A1
= µ
A2
H
1
: µ
A1
µ
A2
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H
o1
: There was no difference on student’s reading competence between the students who were taught by using Note-Taking Pairs technique
and the students who were taught by using DR-TA technique. H
1
: The students who were taught by using Note-Taking Pairs technique had better reading competence than the students who
were taught by using DR-TA technique.
2. The difference on student’s reading competence between the students who
had high level of linguistic intelligence and the students who had low level of linguistic intelligence.
H
o2
: µ
B1
= µ
B2
H
2
: µ
B1
µ
B2
H
o2
: There was no difference on student’s reading competence between the students who had high level of linguistic intelligence and the
students who had low level of linguistic intelligence. H
2
: The students who had high level of linguistic intelligence had better reading competence than the students who had low level of
linguistic intelligence.
3. The interaction between teaching techniques and students’ linguistic
intelligence on student’s reading competence. H
o3
: µ
A
x µ
B
= 0 H
3
: µ
A
x µ
B
≠ 0
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H
o3
: There was no interaction between teaching techniques and students’ linguistic intelligence on student’s reading competence. It
means that the effect of student’s linguistic intelligence level on reading competence did not depend on teaching techniques.
H
3
: There was an interaction effect between teaching techniques and student’s linguistic intelligence on student’s reading competence. It
means that the effect of student’s linguistic intelligence level on reading competence depended on teaching techniques.
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102
CHAPTER IV THE RESULT OF THE STUDY
