Based on the table above, it can be concluded that the lowest gained score from pre-test is 36 and the highest score is 72. Mean while, the lowest gained
score from post-test is 66 and the highest score is 90.
2. The Interpretation
Having analyzed the data of pre-test and post-test by using t-test formula, the result shows that the coefficient is 10.978 this means that there is a
significance improvement in teaching conditional sentence type 2 through collaborative learning.
From the result of calculation, it is obtained the value of the to is 10.978, the degree of freedom df is 23. The writer used the degree of significance of
5 and 1. In the table of significance it can be seen that on the df 23 and on the degree of significance of 5 and 1, the value of degree of significance are
2.04 and 2.75 comparing to the to with each value of the degrees of significance, the result is 2.04 10.978 2.75. Since to score obtained from the result of
calculating, the alternative hypothesis Ha is accepted and the null hypothesis Ho is rejected.
1. If the result of calculation to t observation is higher that tt t table, to
tt. So, the null hypothesis Ho is rejected and alternative hypothesis Ha is accepted. It means there is a significance difference between
variable X and variable Y. 2.
If the result of calculation to t observation is lower then tt t table, to tt, so, the null hypothesis Ho is accepted and alternative hypothesis
Ha is rejected. It means that there is no significance difference between variable X and variable Y.
Based on the result of the data analysis, it is proven that the students’ score of the conditional sentence type 2 taught by collaborative learning
method is increased. We also can see from the result of gained score above that the M mean of pre-test scores is 57.08 and the M mean of post-test
scores is 77.5. It means that collaborative learning can improve students’ grammar ability especially in understanding conditional sentences effectively.
This knowledge will retain longer in students’ memory. The result of the calculation above also shows that there is a significant improvement when
students learn conditional sentence type 2 using collaborative learning method.
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CHAPTER V CONCLUSION AND SUGESTION
A. CONCLUSION
Based on the data that have been collected from the result of the statistical calculation and the test of hypothesis, the writer concludes that using collaborative
learning in teaching grammar, in this case, Conditional Sentence Type 2 have influence on students achievement. It means that hypothesis of the research is accepted, or there is
significance influence of collaborative learning and teaching conditional sentence type 2 on students’ achievement. Collaborative Learning is also proven to help students’
problem in learning grammar.
B. SUGGESTION
As closing to this study, the writer feels necessary to write several points below to face some problems in teaching Conditional Sentences type 2:
1. The writer suggests to the teachers to use Collaborative Learning in teaching
grammar subject because it can help the students to get a depth understanding to the subject they learn.
2. Although the role of the teacher is basically a facilitator, but the teacher can play
more roles in making the students active in their learning. 3.
By using Collaborative Learning, both student and teacher can share knowledge and authority. And it makes students feel responsible in their own learning.
4. Teachers should know the students’ problem in dealing with their learning process.
5. Teachers should also master the matter will be taught.
