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1. Data Analysis Techniques of the Research and Information Collecting
The researcher analyzed the data based on the types of data and the purposes of gathering the data. According to Ary, Jacobs, and Sorensen 2010,
“the various agree-disagree responses are assigned a numerical values, and the total scale score is found by summing numerical reponses given to each item” p.
209. There are some analysis items for Likert scale. According to Ary, Jacobs, and Sorensen 2010, there are item mean and standar deviation. Thus, the
gathered data of the questionnaires were analyzed using descriptive statistic, central tendency - mean score.
“Measure of central tendency is the single numerical value that is considered the most typical of the values of quantitative
variable” Burke Christensen, 2008, p. 472. In other words, “measure if central tendency
or averages… The term average means the sum of the scores divided by the number of scores
“ Ary, Jacobs, Sorensen, 2010. Besides, Burke and Christensen 2008 states that mean score is an aritmatic average. The blank table
3.6 was the sample presentation of the students‟ characteristics identification
using questionnaires.
Table 3.6: Means of the Tenth Grade Students ’ Characteristic Identification
blank
No Statements
Ratings of Responses
Central Tendency 1
2 3
4 N
Means 01
02 N
Total Mean
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Notes:
n : total repondents
Mean : average points of the responses of each statement
Total Mean: sum of the means of all statements
The formula of the mean was shown as follows;
Notes:
: the responses for each statement : mean of each item
To interpret the meaning of the quantitative results to the thesis report, the researcher created the categorizations to summarize the research findings. This
way aimed to put the meaning on the quantitative data. According to Widyoko 2012, to interpret the data, the researcher used two types of data interval one of
which is the total score of all items. The categorizations were the results found interval scale from the sum of the highest possible score and lowest possible
score. The highest possible scale score was 5 SA X N the number of items; the lowest possible score 1 SD X N the number of items Ary, Jacobs,
Sorensen, 2010.The range of interval scale was the highest possible scale minus lowest possible scale divided by 4 the sum of class Widoyoko, 2012.
Therefore, the interval scale was 4 X 10 – 1 X 104 = 40-104= 7.5.
The categorizations were applying task-based learning and contextual materials, the difficulties in learning and the suitability of the designed materials.
For the difficulties in learning, especially, the results were in form of negatively
Kategori