=
= 6.02
i. Determining t – table in significance level 5 with degree freedom df:
df = N1 + N2 -2 = 24 + 24
– 2 = 46
Because the score of 46 is not mentioned in the table, the writer used the closets to 46 which is 50 as degree of freedom. The writer gained t
–table: Degree of significance 5 = 2.01.
j. The comparison between t
o
and t – table
From the calculation above, it was found that the result of the t
o
was 6.02 and the degree of freedom
df was 50. In the research, the writer used the degree of significance 5 . It can be seen that the df and the degree of
significance 5 = 2.01. By comparing the results of t
o
= 6.02 and t- table on the degree of significance 5 = 2.01 the writer summarized that the t
o
was higher t
– table.
It means that H
a
alternative Hypotheses was accepted and H
o
null Hypotheses was rejected. Because t
o
t – table. The alternative hypotheses H
a
is accepted and the null hypotheses H
o
is rejected. It means that peer tutoring is effective towards students’ understanding of simple past tense at the eighth grade of
MTs Negeri 19 Jakarta.
C. The Interpretation of the Data
Based on the formulations above, the results of the statistic calculation indicated that the result of the t
o
was 6.02 and the degree of freedom df was 50
on the degree of significance 5 = 2.01. Comparing to t
o
with each values of the degree of significance, the writer finds that 2.01. So, t
o
is higher than t –
table
. Since t
o
in the table is higher than t –
table
score obtained from the result of calculating, so the alternative hypotheses H
a
is accepted and the null hypotheses H
o
is rejected. According to the explanation about the analysis of the result on the tables
above, we can interpret that teaching simple past tense by using peer tutoring was successful
. From the data of the students’ score of experiment class given above, it can be proved that peer tutoring is effective towards
students’ understanding of simple past tense.
35
CHAPTER V CONCLUSION AND SUGGESTION
1. Conclusion
This research was conducted to look at the effectiveness of Peer Tutoring in teaching Simple Past Tense. A Quasi-experimental research was decided as a design
for this research by organizing pretest and posttest controlled group design. According to the quantitative result of this study, it can be concluded that Peer
Tutoring is effective towards s tudents’ understanding in using Simple Past Tense.
This condition was shown by the improving of students’ score and the result of t-test statistic. The value of t-test statistic shows that t
o
was higher than t – table. It states
that the alternative hypothesis is accepted. In short, Using Peer Tutoring technique could improve students’ understanding. It was supported by the significant different
mean score of control class that was lower 13.90 than experiment class 36.67. Furthermore, qualitatively, Peer Tutoring promoted more enjoyable learning
that could improve students’ motivation, because when they learn in group, students
who have role as tutor would learn how to teach and raise their self-confidence and train their communication skill. For the students who have role as tutee, they would
lower their anxiety so they were motivated to learn. Second, it enhanced students’
awareness of their social dynamic in the classroom. And the last, good motivation and attention to learn led to good understanding.
It can be concluded that Peer tutoring is a technique in which group of students’ volunteers who help others in their learning or students from similar social
grouping who are not professional teachers helping others to learn. Peer tutoring is effective towards students’ understanding of simple past tense. It can be applied not
only in teaching grammar but also for teaching in many varieties of subjects.
37
36
2. Suggestion
Based on the conclusion above, the writer would give some suggestions for students, teachers, and further researchers. For students, peer tutoring can promote
student gains, both academically and socially. Academically, peer tutoring promotes students’ improvement of their score. Socially, students who used the peer tutoring
benefited socially as evidenced by their increased their social awareness because they not only have role as students but also have roles as tutor and tutees. Yet, the writer
highlighted the benefits of peer tutoring in promoting stu dents’ academic
achievement. For teachers, peer tutoring can be used as a variety of teaching method. By
doing well – structured of the program, this method is effective in teaching simple
past tense. The writer believes that it is also effective for teaching other materials in English teaching learning.
For further researchers, the writer would like to provide this skripsi as reference in doing research and hopefully it can be useful for them.
38
BIBLIOGRAPHY
. Arikunto, Suharsimi. Prosedur Penelitian. Jakarta: PT Rineka Cipta. Edisi Revisi.
2010. Alternberg, Robert M. Vago. English Grammar: Understanding the Basics.
Cambridge: Cambridge University Press, 2010. Biber Douglas and friends. Grammar of Spoken and Written English Edinburg:
Longman, 1999. Bowman, lisa. Perrot. Classwide Peer Tutoring: An Strategy for Students With
Emotional Behavioral Disorders. Celce- Murcia Freeman.
The Grammar Book: an ESLEFL Teacher’s Course 2
nd
Ed. Boston: Hinle and Heinle.
Chen, ChingLiu,Chang-Chen. A case study of peer tutoring program in higher
education. Research in Higher Education Journal, 2009.
Choy, Penelope, et al. Basic Grammar and Usage for Canadians.Toronto: Nelson, a division of Thomson Canada Limited. 2007.
Cowan Ron. The Teacher’s Grammar of English: A Course Book and Reference
Guide. New York: Cambridge University Press. 2008. Colvin, W Janet. Peer Tutoring and Social dynamics in Higher Education. Mentoring
and Tutoring, Vol. 15, No. 2, May 2007.
Cramer Ronald, et al. Language: Structure and Use. Chicago: Scott, Foresman and Company, 1984.
Creswell, W John. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson. 2012.
Falchikov Nancy, Learning Together: Peer Tutoring in Higher Education.London: Routledge Falmer. 2001
Fulk, M Barbara, King Katy. Peer Tutoring at Work. Journal of Teaching Ecceptional Children, Vol, 34, No. 2, 2001.
