G. Techn
compa of stud
effecti
test is taken r
nique of Da
The co arative techn
dent pre tes ive of the ne
According used for te
randomly fr
ata Analysis
omparative nique, the w
st and post ew method.
g to Anas Su esting the tr
rom the sam
s
technique writer uses
test. One o
udijono stat ruth hypoth
me populatio is used
t-tes;t to fi
of Test “t” f
tes that “ Th esis stated
on.”
1
in test da ind out the
function is
he “t” test i that in two
ata analysi difference
for knowin
is one of sta mean samp
s. In score
ng the
atistic ple is
¾ Fir tes
rst, for know st X and po
wing Stand ost- test Y
dard Deviati is by gettin
ion of the d ng £D and £
different sco £D
2
SD
D
: ore between
n pre-
SD
D
¾ Afte mea
SE
M
¾ Fo
t
o
¾ Af to
con ¾ Sig
• If h
1
A 2008, p.
2
Su
D
= er getting S
an difference
MD =
or the next s
=
fter knowing t
o
by coun nsult to” t”
gnificant cri f t
o
t
t
m hypothesis a
Anas Sudijono, . 278- 279
udijono, p. 31
SD score,
D
e between p
tep is find o the writer
pre- test X can count
and post te Standard E
est Y varia Error from
able. score
out t
o
cost b by using thiss formula:
g the M
D
an nting df and
table point nd SE
MD,
th db = N-1 ,
in 5 sign he next step
, after gettin nification an
p is giving ng the df an
nd 1 signi an interpret
nd db, the w fication.
2
tation writer
itical value : 0.05 and 0.01
means there accepted, H
e is signifi Ho null hyp
ficant differ pothesis is r
rence, and rejected.
Ha altern native
, Pengantar S Statistik Pendid
dikan , Jakartta: PT RajaGraafindo Persad
da. 11-313
• If t
o
t
t
means there is no significant difference, and Ha alternative hypothesis is rejected, Honull hypothesis is accepted
¾ The Hypothesis: H
α alternative hypothesis : There is a significant difference between
pre- test and post test before and after classroom action research
Ho null hypothesis : There is no significant difference between
pre-test and post test before and after classroom action research
H. Action Procedure Stephen Kemmis in D. Hopkins book, A Teacher’s Guide To
Classroom Research, Bristol, PA Open University Press, 1993 stated that “Action research as a form of self-reflective inquiry
undertaken by participants in a social including educational situation in order to improve the rationality and justice of a their
on social or educational practices, b their understanding of these practices, and c the situations in which practices are carried out.”
3
Figure 3.1 and 3.2 Action Research Cycles
3
Tim Pelatih Proyeksi PGSM, Penelitian Tindakan Kelas Jakarta: Proyek Pengembangan Guru Sekolah Menengah, 1999, p. 6.
1. Ini
pr pr
pr le
pr Th
2. Act
th fo
ex ho
da cl
3. O
ev ob
cl itial Plan
First, rocess. Sec
rocess. Thir rocess and
arning Le roviding the
he last, deve
tion In
this he new met
ormat is giv xplain; the
oped to do, ata. The ac
assroom ac
Observation In
this vents durin
bservation f The
co ass, the qu
finding out ond, decidi
rd, plannin deciding
esson Plan e source of
eloping obs
s step, the thod is app
ven based steps in act
the media ction detai
tion researc
s step, the ng action.
forms have t ollecting da
uality of di and observ
ing what su ng the subj
the subjec n. Fifth, a
learning. S servation lea
planning sh lied in teac
on the ma tion, the te
is used, th ls and the
ch report.
writer obse The write
to be prepar ata is qualit
iscussion, e ving the pro
ubject is tr ject is used
ct topic. F arranging w
Seventh is d arning form
hould be do ching learn
aterial. In a acher activ
e instrumen e way in a
erves the cl er arranged
red before t ative the a
etc or qua oblems in t
rouble in te d in the te
Forth, deve worksheet
developing m.
one well an ing process
addition, th vity, the stu
nt is used f action mus
lass situatio d observat
teaching or activeness o
antitative te eaching lea
eaching lea eaching lea
eloping sce paper. S
evaluation
nd regularly s. Also, the
he action h dent activit
for collectin st be writte
on and writ ion form.
action. of students i
est result.
arning arning
arning enario
Sixth, form.
y and e task
has to ty are
ng the en in
es all This
in the Data
collections have to recheck for validity for example the triangulation technique observation, interview, and giving a questionnaire.
4. Reflection These steps will be reflected to the next cycle in action. After the
writer collects data, she evaluates these data. The reflection in classroom action research is included analysis, and synthesis to the observation
result in action. If there are problems, the writer has to re-study in the next
cycle: revise plan, action, observation, and reflection.
CHAPTER IV RESEARCH FINDING
Kategori