G. Statistical Hypothesis
The statistical hypotheses of this research are:
1. H
= X
1
X
2
the mean score of the experimental class post-test is smaller than the mean score of the controlled class post-test; there is
not a positive effect of using blog on students’ accuracy and complexity in writing.
2.
Ha = X
1
X
2
the mean score of the experimental class post-test is bigger than the mean score of the controlled class post-test; there is a
positive effect of using blog on students’ accuracy and complexity in
writing .
34
CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter presents the data description which consists of the score of pre- test and post-test of the experimental class and the controlled class for complexity
and accuracy. Furthermore, the description will be followed by the discussion of
the research finding.
A. Data Description
In the following description, it would be presented research finding. The finding was obtained from students’ pre-test and post-test score. But, the
scores are divided by students’ complexity and accuracy.
1.
Complexity
The complexity in writing is scored by counting the number of longer clauses and subordinators.
1
The example below how the writer counted the number of subordinate to get the complexity score;
“because it is expensive.” This is counted one subordinate
clause.
a. Complexity in Experimental Class
The experimental class in this research was a class of students in XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of
20 students. Based on the test given to experimental class, the complexity pre-
test mean score X was 5.80. In addition, the lowest score in pre-test was 1, while the highest score in pre-test was 11. After the treatment,
which was using blog in writing, mean score X of students was increased to 14.85. In addition, the lowest score in post-test was 4,
while the highest score in post-test was 29. The finding showed that students’ post test scores were higher than students’ pre-test score. The
1
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, Cambridge: Cambridge University Press, 2002, p.16
range between pre-test mean score and post-test mean score was 9.05 points. It meant that the increasing score between pre-test and post-test
for complexity was quiet significant. The pre-test and the post test score of the students can be seen in table 4.1
Table 4.1 The Summary Table of Complexity Pre-test and Post test Experimental Class
Pre-test Post test
Mean
5,80 14,85
Median 5,00
14,00
Modus 4
21
Minimum 1
4
Maximum 11
29
Sum
116 298
b. Complexity in Controlled Class
The experimental class in this research was a class of students in XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of
20 students. Based on the test given to controlled class, the complexity of pre-
test mean score X was 6,70. In addition, the lowest score in pre-test was 3, while the highest score in pre-test was 11. In controlled class,
even though students learned to write without using blog, mean score X of students was increased to 11.00. The lowest score in post-test
was 4, while the highest score in post-test was 20. The finding showed that students’ post test scores were higher than students’ pre-test score.
The range between pre-test mean score and post-test mean score was 4.3 points. It meant that the increasing point between pre-test and post-
test was not significant and the increasing point of controlled class is lower than the increasing point of experimental class. The pre-test and
the post test score of the students can be seen in table 4.2
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