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Present Tense and 36.8 of items represent the topic of interrogative sentence in Simple Present Tense.
H. Reliability
The reliability was calculated by using the Kuder – Richardson 21 KR-
21 procedure and Alpha Cronbach procedure. This procedure was chosen because it could provide the basic information needed to find out the reliability of
the test using very limited information. The KR-21 procedure was used to calculate the reliability of multiple choice question test. The Alpha Cronbach
procedure was chosen to calculate the reliability of jumbled words and grammatical transformation task. The complete calculation was explained on the
Appendices. The following was the KR-21 formula :
{ }
Where, K = number of item in the test
X = mean of the sample = variance of the sample
The following was the Alpha Cronbach formula : [
] [ ∑
] Hatch Faraday, 1982
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Where, K = number of item in the test
= variance of component = variance of the observed total test scores
This formula was based on the mean of the samples and the numbers of the items Hatch and Farhady, 1982. All of the tests were highly reliable. The
complete calculation of tests’ reliability was on the Appendix.
I. Treatments
Each group had different treatments. Group A was given the deductive approach as the treatment. Group B was given the inductive approach as the
treatment. In two meetings, each group was taught about simple present tense by implementing one of the approaches. The materials were adapted from students’
English book. The researcher taught the students about how to make good sentences by using simple present tense. The sentences included the positive
sentence, negative sentence and interrogative sentence. For further explanation, there were some lesson plans on the Appendix.
J. Data Analysis Technique
The researcher used simple mean comparison to answer the research question. It focused on the each group’s mean score from the result of pre-test and
post-test. First step, the researcher counted the gain of each group. Gain was defined as post-test minus pre-test Knapp Shaffer, 2009. The results of each
student’s gain score was calculated. Then, the result was divided by the number of
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