Table 4.7 The Comparison of Students’ score in Experimental and Controlled Class.
Students X
Y X
X - MX Y
Y - MX x
2
y
2
1 30
3 7.7
-0.5 59.29
0.25 2
30 24
7.7 20.5
59.29 420.25
3 13
30 -5.3
26.5 28.09
702.25 4
37 -17
14.7 -20.5
216.09 420.25
5 33
13 10.7
9.5 114.49
90.25 6
6 -16.3
-3.5 265.69
12.25 7
10 26
-12.3 22.5
151.29 506.25
8 10
-13 -12.3
-16.5 151.29
272.25 9
30 -10
7.7 -13.5
59.29 182.25
10 34
-7 31.7
-10.5 1,004.89
110.25 11
-3 4
-25.3 0.5
640.09 0.25
12 30
3 7.7
-0.5 59.29
0.25 13
10 -6
-12.3 -9.5
151.29 90.25
14 10
6 -12.3
2.5 151.29
6.25 15
20 7
-2.3 3.5
5.29 12.25
16 26
10 3.7
6.5 13.69
42.25 17
27 10
4.7 -9.5
22.09 90.25
18 53
23 30.7
19.5 942.49
380.25
Students X
Y X
X-MX Y
Y-MY X
2
Y
2
19 24
-34 1.7
-37.5 2.89
1,406.25 20
16 14
-6.3 10.5
39.69 110.25
Ʃ X = 446
Ʃ Y = 70
Ʃ x =24 Ʃ y =0
Ʃ x
2
=4137.8 Ʃ y
2
= 4764.7
5
The procedures of calculation were as follow: a.
Determining Mean of variable X, the formulation is: M
x =
1 N
X
M
x
=
20 446
M
x
= 22.30 b.
Determining Mean of variable Y, the formulation is
M
y =
2
N y
M
y
=
20 70
M
y
= 3.50 c.
Determining Standar of Deviation Score of variable X, the formulation is: SD
X
=
1 2
N X
SD
X
=
20 8
. 4137
SD
X
= √
SD
X
= 14 d.
Determining Standar of Deviation Score of variable Y, the formulation: SD
y
=
2 2
N y
SD
y
=
20 75
. 4764
SD
y
= √
SD
y
= 15
e. Determining Standar Error of Mean of variable X, the formula is:
SE
MX
=
1 1
N SD
x
SE
MX
=
1 20
14
SE
MX
=
19 14
SE
MX
=
35 .
4 14
SE
MX
= 3.2 f.
Determining Standar Error of Mean of variable Y, the formula is: SE
MY
=
1 2
N SD
y
SE
MY
=
1 20
15
SE
MY
=
19 15
SE
MY
=
35 .
4 15
SE
MY
= 3.4
g. Determining Standar Error of Different Mean of variable X and variable Y, the
formula is: SE
Mx – My
= √
SE
Mx – My
= √
SE
Mx – My
= √
SE
Mx – My
= √
SE
Mx – My
= 4.6
h. Determining t
o
with formula:
t
o
=
My Mx
y x
SE M
M
t
o
=
6 .
4 5
. 3
3 .
22
t
o
= 4.08
i. Determining t – table in significance level 5 with degree freedom df:
df = N1 + N2 -2 df = 20 + 20
– 2 df = 38
From the statistical calculation above, it was found that the value of the
t
o
was 4.08 and the degree of freedom df was 38. The value of
t
table
with df=38 at 0.05 alpha level of significance is 1.68. Therefore, the writer summarized that
t
o
is higher that the
t
table
4.081.68. The result of the manual calculation is almost the same with the calculation using SPSS. The value of
t
o
which is calculated using SPSS is 4.051, as can be seen in table 4.6. Both findings mean that there was
significant difference between the gained score of the experimental group and the controlled group. The gain score of the experimental group was significantly
higher. This means that there was a significant improvement group from the pre- test score to the post test score.
C. Test of Hypothesis
This research is conducted in order to answer the research question: “Is there any significant influence using Contextual Teaching and Learning in
teaching the simple past tense at the second grade students of SMK Bintang Nusantara, Tangerang Selatan?”
To get the answer of the research question, the writer proposed alternative hypothesis H
a
and null hypothesis H
o
as follow: H
a
: there is a significant difference of students‟ achievement between those who were taught by using CTL in teaching the simple past
tense in experiment class XI Multimedia and those who are taught without using CTL in controlled class XI Akuntansi
H
o
: there is no significant difference of students‟ acheivement between those who were taught by using CTL in teaching the
simple past tense in experiment class XI Multimedia and those who were taught without using CTL method in controlled class
X Akuntansi. The criteria of the hypothesis above are: If
t
o
t
t
, H
a
is accepted and H
o
is rejected; and If
t
o
t
t
, H
a
is rejected and H
o
is accepted. From the result of the statistical calculation, it shows that the value of
t
t
with df=38 in the significance 5 is 1.68, while the value of the
t
o
is 4.051. Since to score is higher than
t
t
, it means that alternative hypothesis H
a
of research is accepted and the null hypothesis H
o
is rejected. It can be concluded that there is a significant improvement between students‟ mastery in learning
simple past tense through Contextual Teaching Learning. Therefore, teaching simple past tense through Contextual Teaching and Learning is effective for the
second grade of SMK Bintang Nusantara Tangerang Selatan in academic year 20132014.
D. Data Interpretation
This research titled, “The Effectiveness of Contextual Teaching and Learning in Teaching the Simple Past Tense”. From the title of the research it can
be said that there are two variables. The first variable is the Contextual Teaching and Learning and the second one is teaching the simple past tense. Based on the
result of the statistical calculation, it showed that teaching the simple past tense using Contextual Teaching and Learning method could increase students‟ score
which the data got from the experimental class. Meanwhile, the score of the students in the controlled class, which was taught by different method, could not
catch the scores of the students in the experimental class. From this finding, the writer concluded that, the two variables in this research gave a good effect to the
students‟ comprehension. The Contextual Teaching and Learning method had successfully increasing the students‟ score in learning the simple past tense.
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION
The purpose of this study was to know whether Contextual Teaching and Learning was effective in teaching the simple past tense for the second grade
students at SMK Bintang Nusantara and whether it could give an improvement in students‟ mastery of the subject matter. Based on the research which was carried
out in the second grade at SMK Bintang Nusantara, Pondok Aren-Tangerang Selatan academic year 2013-2014, it is concluded that Contextual Teaching and
Learning is effective to enhance the learner‟s comprehension in learning the simple past tense.
The result of the statistic calculation indicated that the value of
t
o
= 4.08 and the value of df degree of freedom was 38 on degree of significance of 5 is
1.68. Comparing the
t
o
with each values of the degree of significance the writer found that
t
o
1.68. So,
t
o
is higher than the
t
table
, which means that the Null Hypothesis Ho is rejected and the Alternative Hypothesis Ha is accepted.
Thus, it can be concluded that the Contextual Teaching and Learning in teaching the simple past tense is effective.
B. SUGGESTION
Based on the result and the process of the research, the writer would like to give some suggestions as below :
1. To the English teacher :
a. In order to make the students fully understand about the grammar in
English, it is necessary to make meaningful activities in the classrom, since the system of the language between Bahasa Indonesia and English
is different. The teacher should be more creative in teaching grammar especially for the simple past tense, that is by giving the students
meaningful tasks, and teaching them the material by relating it to their
50
real life situation. Those way of teaching are based on the Contextual Teaching and Learning. The method that is used by the writer in teaching
simple past tense and succeed to increase the students‟ score in learning the simple past tense.
b. It is proved that the CTL is effective in improving students‟
comprehension in learning the simple past tense, thus the english teacher should create an attractive learning process, by using various technique
and media. 2.
For the students : Based on the research the writer found that the students could understand
the simple past tense easily when they relate it to their real life experiences, so that it could be more meaningful to them. The writer suggests to the students, if
they learn anything, especially in learning English, they should make it meaningful to them, so that they can comprehend the subject easily.
