Analytical scoring t-Test Method and Procedure of Collecting Data

58 In this study, the control group used pictures and the experimental group used Five-Minute Activities. 3 Post-test After having the treatment, the students were asked to do post-test. This test was used to find out the significant difference between the students’ ability in writing a descriptive text before and after the treatment; and whether or not there is significant difference between the group taught by using Five-Minute Activities and taught by using pictures.

3.7.1 Analytical scoring

I chose the essay test as my instrument research. It means that the score depends on the capability of me. Therefore, I must have guidance of evaluation appropriately. As I told before on the chapeter two about the scoring guidance, there are two scoring guidances : First is the analytical scoring, the rating scale as proposed by Brown 2004: 243, that is an analytical scoring scale specified five major categories and a description of five different levels in each category, ranging from unacceptable to excellent. Second, the scoring which is based on the analytic method. This method is made to inform the students about their achievement Heaton, 1975:95. In this study, I used the rating scale as proposed by Heaton Grid. I used that scoring scale because it gives a description of score in each criterion clearly and it is very suitable to score the writing test. The score ranges were used for evaluating each writing test. Getting all writing test scored, it was the time for me 59 as the researcher to totalize it into the final score. This score would be the studens’ score for their writing skill and it would help me classifying the students’ writing proficiency. “There are 5 items scored, they are form, grammar, style, content and mechanic. Each is scored 5, then the maximum score is 25. This method is made to inform the students about their achievement”Heaton, 1975:95. The result is raw scores so that it is necessary to multiply them by 4 to get more meaningful numerical data. The obtained rating scale ranges from1-100. Thus I could take an example for students who got 25 of raw score. Its score was multipled by 4. It means that shehe got 100.

3.7.2 t-Test

t-Test was used to determine the significance of the test that had been given. It means that whether or not test given is more effective in teaching descriptive text. The writer used the formula of Arikunto 2006: 311 as follows: ⎥ ⎥ ⎦ ⎤ ⎢ ⎢ ⎣ ⎡ + ⎥ ⎥ ⎦ ⎤ ⎢ ⎢ ⎣ ⎡ − + + − = ∑ ∑ y x y x N N N N Y X My Mx t 1 1 2 2 2 Where, t = t-test M x = the difference gain of pre test and post test of the experimental group M y = the difference gain of pre test and post test of the control group ∑ X = the sum of the difference gain of pre test and post test of the experimental group ∑ Y = the sum of the difference gain of pre test and post test of the control group N x = the number of the students of the experimental group N y = the number of the students of the experimental group 60 The result of t test calculation then would be compared to the value of t table. This study will be signed as significant if the value of t test is higher than t table.

3.8 Method of Reporting the Results

Dokumen yang terkait

An Analysis On High School Students’ Ability To Master Passive Voice A Study Case : The Second Year Students At SMK Negeri 2 Pematangsiantar

1 73 52

THE USE OF ATTRIBUTE CHARTS STRATEGY TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXTS

0 2 135

THE USE OF CLUSTERING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING ANALYTICAL EXPOSITIONS FOR SENIOR HIGH SCHOOL

0 6 128

USING BRAINSTORMING TECHNIQUE TO IMPROVE STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT

1 14 115

THE USE OF PICTURES TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXTS : A Quasi-Experimental Research of Tenth Grade Students at one of Senior High Schools in Bandung.

0 1 37

THE USE OF VIDEOS TO IMPROVE STUDENTS’ SPEAKING ABILITY: A Quasi-Experimental Study to the Seventh Grade Students of Junior High School in Bandung).

7 15 38

THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE TEXT : A Quasi-Experimental Research at One Senior High School in West Bandung.

0 0 33

The use of five-minute freewriting to reduce students` writing anxiety in paragraph writing class.

1 1 122

(ABSTRAK) THE USE OF FIVE - MINUTE ACTIVITIES TO IMPROVE STUDENTS’ ABILITY IN WRITING A DESCRIPTIVE TEXT AT THE SEVENTH GRADEJUNIOR HIGH SCHOOL (An Experimental Study at the Seventh Grade Students of SMP N 6 Tegal in the Academic Year of 2010/2011).

0 0 2

The Use of Poem to Improve Students’ Ability in Writing Descriptive Text at the Tenth Grade of Ummul Mukminin Islamic Boarding School Makassar - Repositori UIN Alauddin Makassar

0 0 146