Table 3.2 The Total Students of Senior High School 16 Padang
31
CHAPTER III
RESEARCH METHOD
A. Research Design
This research was an experimental research. In this research, there
were two variables that had correlation each other. The variables were the
effect of Stop and Dare Strategy as independent variable and students’ writing
skill as dependent variable. Variable was an object of study that became
important point in research.
According to Gay (2000: 367-368), the experimental research was the
only type of research that can test hypotheses to establish cause-and effect
relationship. And consist of two classes, which were experimental class and
control class. In this research, the experimental class was taught by Stop and
Dare Strategy and the control class was taught by Conventional Strategy
(Three Phase Strategy).
Besides, the two classes were taught by different writing strategy but
both of classes taught by researcher with the same topic and the same length
of time. After deciding which classes were experimental and control, the
researcher continue with the treatment process. The treatment was given to
experimental class about six meetings and also six meetings in control class.
Every meeting the researcher gave different topics. At the end of treatment,
the researcher gave the students post-test to see effect of the treatment towards
students’ writing skill.
31
32
Finally, at the end of the research, the researcher compare the mean
score students’ writing of experimental class and control class to prove
whether or not students who were taught of Stop and Dare strategy had better
writing skill in analytical exposition than who were not at Senior High School
16 Padang
Table 3.1
The Research Design of This Research
Independent Variable
Dependent Variable
X
0
--0
Group
E
C
E
C
X
0
: Experimental Class
: Control Class
: Treatment (teaching through Stop and Dare Strategy)
: Post test for Experimental Group and Control Group
B. Population and Sample
1. Population
Gay (2012:122) states that population was a group of interest to the
researcher, the group to which she or he would like the result of the study
to be generalized. In this research, the population of this research was
eleventh grade students of Senior High School 16 Padang. Total number of
the population is 104 consist of three classes (XI IPA1, XI IPA2, XI IPA3)
Table 3.2
The Total Students of Senior High School 16 Padang
No
1
2
3
Class
XI IPA 1
XI IPA 2
XI IPA 3
Total Siswa
Total
35
35
34
104
33
2. Sample
According to Gay (2012:134) a sample is a group of individuals,
items, or events that represents the characteristic of the larger group from
which the sample is drawn. Then, process of selecting a number of
individuals for a study in such a way that the individuals represent the
larger group from which they were selected is called Sampling.
Researcher used cluster random sampling. Gay (2012:144) says that
cluster random sampling is sampling in which group, not individual are
randomly selected.
To get the representative sample of this research the researcher did
these steps:
a. Collected students’ daily writing score from all of students at eleventh
grades. (see appendix 1)
b. Test of normality, normality test has an objective to know the
population normal or not. The normality test analyzed by using SPSS
(Statistical Product and Service Solution) with data exploration of
Kolmogorov-Smoirnov test and Shapiro Wilk. Based on that test the
data stated normal if every classes has significance or probability
score bigger than 0.05. It can be seen on the table
34
Table 3.3
Test of Normality Population
Tests of Normality
VAR00002
a
Kolmogorov-Smirnov
Statistic
Df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
35
.200
*
.953
35
.144
XI IPA2
.140
35
XI IPA3
.173
34
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
.079
.012
.942
.878
35
34
.066
.001
XI IPA1
VAR00001
.105
Based on the table, can be seen that the significance or
probability score just two classes (IPA1 and IPA2) bigger than 0.05 in
both Kolmogorov-Smirnov and Shapiro-Wilk.
To see whether the sample normal or not in distribution,
researcher also use normal graphic of Q-Q plot, the data is normal if
the distribution of data plot be in the surrounding of aslant and athwart
line. From the normality test, researcher got the output as below:
35
From the chart above can be seen that the drops spread around
the line. So, it can be concluded that the distribution of all the
population were not normal. Two classes was normal and the other not
normal.
36
c. After did the normality test, researcher analyzed the homogeneous
variation test. This test has an objective as to know whether the
sample homogeny or not. The researcher did the test of homogeneity
by using Test of Homogeneity of Variance. Population has homogeny
variance if P-value is bigger than 0.05. See the table below:
Table 3.4
Test of Homogeneity Population
Test of Homogeneity of Variance
Levene Statistic df1
VAR00001
df2
Sig.
Based on Mean
Based on Median
2.428
1.206
2
2
101
101
.093
.304
Based on Median and with
adjusted df
1.206
2
93.314
.304
Based on trimmed mean
2.212
2
101
.115
The decision of column test of homogeneity of variance shown
that p-value 0.001 is smaller than 0.05, so it can be concluded that all
the class were homogeneity.
d. After researcher analyzed the homogeneity and normality test,
researcher found all classes was homogeny but one class was not
normal. Then, sample of this research consisted of two classes: an
experimental class and control class. Researcher was chosen those
normal and homogeny classes as sample in this research.
In
determining experimental class and control class, the researcher used
flapping a coin. So, the researcher got XI IPA2 as control class and XI
IPA1 as experimental class.
37
No
1
2
Table 3.5
Sample of Research
Class
Number of Student
XI IPA 1 (Experimental Class)
35
XI IPA 2 (Control Class)
35
Total Sample
70
C. Variable and Data
There are three variables in this research:
1.
Independent Variable
In this research, the independent variable was Stop and Dare Strategy that
was given to students in experimental class.
2.
Dependent Variable
The indication which appeared from treatment was result of students’
writing aspects that was gotten from test that was given at the end of
research.
3.
Control Variable, variable which was kept same teacher, syllabus,
curriculum, subject, and same material of subject.
D. Place and Time of the Research
This research conducted in Senior High School 16, Padang of
academic year 2017/2018.
E. Instrument of the Research
Instrument was a tool to collect the data; it was used to get the
accurate, complete and systematic research result from the sample. The
instrument of this research was test. The test is written test and the researcher
makes the test. The test was given at the end of the meeting (post-test). Test
used to measure students’ skill or to know significant effects from the
38
application of Stop and Dare Strategy in writing, because through using the
test researcher known students’ score by mastering all component in writing.
The researcher used Jacob's criteria (1981:90) in scoring the students' writing
product assessed based on five component that are; content, organization,
vocabulary, language use, and mechanics.
F. Procedures of Doing Research
1. Preparation
a. Setting a schedule of the research
b. Determining the population and sample
c. Preparing the lessons plan arranged by curriculum or syllabus for six
meetings to experimental and control class
d. Preparing research instrument
2. Application Step
Researcher gave treatment by using Stop and Dare Strategy in
Experimental class. The scenario of learning for experimental class and
control class can be seen as follows:
Table 3.6
Procedure of Teaching
Experimental Class
Control Class
A. Pre-teaching Activity (5
A. Pre-teaching Activity (5
Minutes)
Minutes)
1. Greeting.
1. Greeting.
2. Checking students’
2. Checking students’
attendance list.
attendance list.
3. The teacher gives some
3. Teacher introduces
appreciation and motivation
learning objective to
to students
students.
4. Teacher gives a topic for
4. Teacher writes a topic of
students
the lesson on the
whiteboard.
39
B. Whilst-teaching Activity
1. Exploration (25 Minutes)
1. Exploration
a) Teacher gives a topic for
Building Knowledge of
students
the Field (BKOF) (10
b) Teacher guides students
Minutes)
to brainstorm the topic
a) The teacher introduces
of material
the topic based on the
c) Teacher uses kind of
syllabus.
learning approach,
b) The teacher gives
learning media and other
some questions based
sources
on the topic to build
d) Guides the interaction
students’ background
between students and
knowledge and
students, students and
arguments.
teacher, students and the
c) Students answer
other sources
teacher’s question
e) Teacher explain about
analytical exposition
2. Elaboration
(generic structure,
Modelling of Text
purpose and language
(MOT)
(15 Minutes)
feature of the text)
Teacher explain the
f) Ask the students to make
material about:
a simple text about
a) Generic structure of
analytical exposition
the text
2. Elaboration (25 minutes)
b) The purpose of the text
In elaboration activity,
c) Language features of
students should be:
the text
a) Students make their own
Teacher also explain about
text
each step of strategy
b) Uses the language
feature of analytical
Join Construction of the
exposition in write a text
Text (JCOT) (20 Minutes)
such as present tense,
a) Guided the students to
sentence connector, etc
use Suspend Judgment
3. Confirmation (15 Minutes)
b) Ask students to Take a
c) Gives confirmation
Side with place (+) at
the top on one box
about the result of
c) Ask students to
exploration and
Organize Ideas with
elaboration to students
place a star
through many sources
d) Plan More as Your
d) Student write/read their
Write
essay in front of the
B. Whilst-teaching Activity
40
e) Leads students to
Develop Topic
Sentence
f) Add Supporting Ideas
g) Reject one of
Arguments
h) End with Conclusion
Independent
Construction of Text
(ICOT) (15 Minutes)
e)
class
gives them correction
for their essay
a) Let the students make
their own text
independently
3. Confirmation (10
Minutes)
a) Student read their
writing in front of the
class
b) gives them correction
for their essay
C. Post-teaching Activity
(5 Minutes)
1. Teacher gives the
opportunity for the
students to ask their
difficulties.
2. Teacher concludes the
lesson.
3. Teacher closes the lesson.
4. Final Phase
D. Post-teaching Activity (10
Minutes)
4. Teacher gives the
opportunity for the students
to ask their difficulties.
5. Teacher concludes the
lesson.
6. Teacher closes the lesson.
a. Giving test (post-test) to experimental and control class
b. Processing data
c. Taking conclusion from Strategy of data collection
G. Technique of Data Collection
1. Test
The data of this research was collected by using writing test. The
data of this research was the student’s score in post-test. The researcher
gave treatment to experiment and control class. The classes conducted for
41
six meetings. And the material was taught is a kind of the monologue text
(Analytical Exposition text) by using Stop and Dare Strategy in
experimental class and conventional Strategy. In this section, the
researcher prepares an instructional design for each meeting.
At the end of this research, the researcher gave the post-test to
students in experimental and control class. Post-test was the process of
giving the test after giving the treatment. It was aimed to find out the effect
of treatments to students’ writing score.
2. Scoring
Researcher used scoring technique of Jacob (1981: 92) in this
research to assess students’ writing
Table 3.3
Weighting Table for Writing
No
1
2
3
4
Rating
Quality
Excellent to
very good
Good to
average
Fair to poor
Very Poor
Max Score
Score
Content
Organization
Vocabulary
Language
Use
Mechanic
27-30
18-20
18-20
22-25
5
22-26
14-17
14-17
18-21
4
17-21
13-16
30
10-13
7-9
20
10-13
7-9
20
11-17
5-10
25
3
2
5
H. Technique of Data Analysis
Technique of data analysis in this research used statistical procedure
and supported by SPSS program. It gave a way to analyze the differences
between the groups. To analyze the students’ score in post-test, the researcher
used T-test formula. In this case, T-test means a statistical procedure used to
42
determine whether there was any significant effect of the mean score between
the two sets of tests. The purpose was to see difference of students’ writing
Skill between experimental class and control class.
In analyzing students’ test score, some steps were done before
analyzing the different mean by using t-test formula as follows Sudjana
(2005:67, 93, 239):
T-test formulas develop which was presented as follow:
I.
This formula was used to decide mean of students’ test score in
experiment and control class:
∑ி
ܺതଵ = ∑ భி భ
(Experiment class)
భ
II.
III.
∑ி
ܺതଶ = ∑ మி మ
(Control class)
మ
This formula was used to decide standard deviation of experiment class
݊ଵ ∑ ܨଵ ܺଵଶ (∑ ܨଵ ܺଵ )ଶ
ܵଵଶ =
݊ଵ (݊ଵ − 1)
This formula was used to decide standard deviation of control class
ܵଶଶ
݊ଶ ∑ ܨଶ ܺଶଶ (∑ ܨଶ ܺଶ )ଶ
=
݊ଶ (݊ଶ − 1)
The formula of T-test was followed by Sudjana, (1996: 239)
ݔҧଵ − തതത
ݔଶ
=ݐ
1
1
ܵට +
݊ଵ ݊ଶ
With
Where:
t
X1
X2
n1
n2
ଶ
ܵ =
(భ ାଵ)ௌభమ ା(మ ାଵ)ௌమమ
భ ାమ ିଶ
= the value of t calculated
= mean score of experiment class
= mean score of control class
= the number of subject of experiment class
= the number of subject of control class
43
S12
S22
= standard deviation of experiment group
= standard deviation of control group
The T-table uses to see whether there was any significant effect between
the mean score of post-test experiment class and control class. The value of
T-calculated was consulted with the value of T-table. The data was analyzed by
using simple regression for hypothesis with 5 % (=0, 05) of significance level
and the value of T-table of the degree of freedom (N1-1). If the value of Tcalculated
was bigger than the value of T-table, the hypothesis was accepted. On
the contrary, if the value of the T- calculated was smaller than the value T-table, the
hypothesis was not accept.
CHAPTER III
RESEARCH METHOD
A. Research Design
This research was an experimental research. In this research, there
were two variables that had correlation each other. The variables were the
effect of Stop and Dare Strategy as independent variable and students’ writing
skill as dependent variable. Variable was an object of study that became
important point in research.
According to Gay (2000: 367-368), the experimental research was the
only type of research that can test hypotheses to establish cause-and effect
relationship. And consist of two classes, which were experimental class and
control class. In this research, the experimental class was taught by Stop and
Dare Strategy and the control class was taught by Conventional Strategy
(Three Phase Strategy).
Besides, the two classes were taught by different writing strategy but
both of classes taught by researcher with the same topic and the same length
of time. After deciding which classes were experimental and control, the
researcher continue with the treatment process. The treatment was given to
experimental class about six meetings and also six meetings in control class.
Every meeting the researcher gave different topics. At the end of treatment,
the researcher gave the students post-test to see effect of the treatment towards
students’ writing skill.
31
32
Finally, at the end of the research, the researcher compare the mean
score students’ writing of experimental class and control class to prove
whether or not students who were taught of Stop and Dare strategy had better
writing skill in analytical exposition than who were not at Senior High School
16 Padang
Table 3.1
The Research Design of This Research
Independent Variable
Dependent Variable
X
0
--0
Group
E
C
E
C
X
0
: Experimental Class
: Control Class
: Treatment (teaching through Stop and Dare Strategy)
: Post test for Experimental Group and Control Group
B. Population and Sample
1. Population
Gay (2012:122) states that population was a group of interest to the
researcher, the group to which she or he would like the result of the study
to be generalized. In this research, the population of this research was
eleventh grade students of Senior High School 16 Padang. Total number of
the population is 104 consist of three classes (XI IPA1, XI IPA2, XI IPA3)
Table 3.2
The Total Students of Senior High School 16 Padang
No
1
2
3
Class
XI IPA 1
XI IPA 2
XI IPA 3
Total Siswa
Total
35
35
34
104
33
2. Sample
According to Gay (2012:134) a sample is a group of individuals,
items, or events that represents the characteristic of the larger group from
which the sample is drawn. Then, process of selecting a number of
individuals for a study in such a way that the individuals represent the
larger group from which they were selected is called Sampling.
Researcher used cluster random sampling. Gay (2012:144) says that
cluster random sampling is sampling in which group, not individual are
randomly selected.
To get the representative sample of this research the researcher did
these steps:
a. Collected students’ daily writing score from all of students at eleventh
grades. (see appendix 1)
b. Test of normality, normality test has an objective to know the
population normal or not. The normality test analyzed by using SPSS
(Statistical Product and Service Solution) with data exploration of
Kolmogorov-Smoirnov test and Shapiro Wilk. Based on that test the
data stated normal if every classes has significance or probability
score bigger than 0.05. It can be seen on the table
34
Table 3.3
Test of Normality Population
Tests of Normality
VAR00002
a
Kolmogorov-Smirnov
Statistic
Df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
35
.200
*
.953
35
.144
XI IPA2
.140
35
XI IPA3
.173
34
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
.079
.012
.942
.878
35
34
.066
.001
XI IPA1
VAR00001
.105
Based on the table, can be seen that the significance or
probability score just two classes (IPA1 and IPA2) bigger than 0.05 in
both Kolmogorov-Smirnov and Shapiro-Wilk.
To see whether the sample normal or not in distribution,
researcher also use normal graphic of Q-Q plot, the data is normal if
the distribution of data plot be in the surrounding of aslant and athwart
line. From the normality test, researcher got the output as below:
35
From the chart above can be seen that the drops spread around
the line. So, it can be concluded that the distribution of all the
population were not normal. Two classes was normal and the other not
normal.
36
c. After did the normality test, researcher analyzed the homogeneous
variation test. This test has an objective as to know whether the
sample homogeny or not. The researcher did the test of homogeneity
by using Test of Homogeneity of Variance. Population has homogeny
variance if P-value is bigger than 0.05. See the table below:
Table 3.4
Test of Homogeneity Population
Test of Homogeneity of Variance
Levene Statistic df1
VAR00001
df2
Sig.
Based on Mean
Based on Median
2.428
1.206
2
2
101
101
.093
.304
Based on Median and with
adjusted df
1.206
2
93.314
.304
Based on trimmed mean
2.212
2
101
.115
The decision of column test of homogeneity of variance shown
that p-value 0.001 is smaller than 0.05, so it can be concluded that all
the class were homogeneity.
d. After researcher analyzed the homogeneity and normality test,
researcher found all classes was homogeny but one class was not
normal. Then, sample of this research consisted of two classes: an
experimental class and control class. Researcher was chosen those
normal and homogeny classes as sample in this research.
In
determining experimental class and control class, the researcher used
flapping a coin. So, the researcher got XI IPA2 as control class and XI
IPA1 as experimental class.
37
No
1
2
Table 3.5
Sample of Research
Class
Number of Student
XI IPA 1 (Experimental Class)
35
XI IPA 2 (Control Class)
35
Total Sample
70
C. Variable and Data
There are three variables in this research:
1.
Independent Variable
In this research, the independent variable was Stop and Dare Strategy that
was given to students in experimental class.
2.
Dependent Variable
The indication which appeared from treatment was result of students’
writing aspects that was gotten from test that was given at the end of
research.
3.
Control Variable, variable which was kept same teacher, syllabus,
curriculum, subject, and same material of subject.
D. Place and Time of the Research
This research conducted in Senior High School 16, Padang of
academic year 2017/2018.
E. Instrument of the Research
Instrument was a tool to collect the data; it was used to get the
accurate, complete and systematic research result from the sample. The
instrument of this research was test. The test is written test and the researcher
makes the test. The test was given at the end of the meeting (post-test). Test
used to measure students’ skill or to know significant effects from the
38
application of Stop and Dare Strategy in writing, because through using the
test researcher known students’ score by mastering all component in writing.
The researcher used Jacob's criteria (1981:90) in scoring the students' writing
product assessed based on five component that are; content, organization,
vocabulary, language use, and mechanics.
F. Procedures of Doing Research
1. Preparation
a. Setting a schedule of the research
b. Determining the population and sample
c. Preparing the lessons plan arranged by curriculum or syllabus for six
meetings to experimental and control class
d. Preparing research instrument
2. Application Step
Researcher gave treatment by using Stop and Dare Strategy in
Experimental class. The scenario of learning for experimental class and
control class can be seen as follows:
Table 3.6
Procedure of Teaching
Experimental Class
Control Class
A. Pre-teaching Activity (5
A. Pre-teaching Activity (5
Minutes)
Minutes)
1. Greeting.
1. Greeting.
2. Checking students’
2. Checking students’
attendance list.
attendance list.
3. The teacher gives some
3. Teacher introduces
appreciation and motivation
learning objective to
to students
students.
4. Teacher gives a topic for
4. Teacher writes a topic of
students
the lesson on the
whiteboard.
39
B. Whilst-teaching Activity
1. Exploration (25 Minutes)
1. Exploration
a) Teacher gives a topic for
Building Knowledge of
students
the Field (BKOF) (10
b) Teacher guides students
Minutes)
to brainstorm the topic
a) The teacher introduces
of material
the topic based on the
c) Teacher uses kind of
syllabus.
learning approach,
b) The teacher gives
learning media and other
some questions based
sources
on the topic to build
d) Guides the interaction
students’ background
between students and
knowledge and
students, students and
arguments.
teacher, students and the
c) Students answer
other sources
teacher’s question
e) Teacher explain about
analytical exposition
2. Elaboration
(generic structure,
Modelling of Text
purpose and language
(MOT)
(15 Minutes)
feature of the text)
Teacher explain the
f) Ask the students to make
material about:
a simple text about
a) Generic structure of
analytical exposition
the text
2. Elaboration (25 minutes)
b) The purpose of the text
In elaboration activity,
c) Language features of
students should be:
the text
a) Students make their own
Teacher also explain about
text
each step of strategy
b) Uses the language
feature of analytical
Join Construction of the
exposition in write a text
Text (JCOT) (20 Minutes)
such as present tense,
a) Guided the students to
sentence connector, etc
use Suspend Judgment
3. Confirmation (15 Minutes)
b) Ask students to Take a
c) Gives confirmation
Side with place (+) at
the top on one box
about the result of
c) Ask students to
exploration and
Organize Ideas with
elaboration to students
place a star
through many sources
d) Plan More as Your
d) Student write/read their
Write
essay in front of the
B. Whilst-teaching Activity
40
e) Leads students to
Develop Topic
Sentence
f) Add Supporting Ideas
g) Reject one of
Arguments
h) End with Conclusion
Independent
Construction of Text
(ICOT) (15 Minutes)
e)
class
gives them correction
for their essay
a) Let the students make
their own text
independently
3. Confirmation (10
Minutes)
a) Student read their
writing in front of the
class
b) gives them correction
for their essay
C. Post-teaching Activity
(5 Minutes)
1. Teacher gives the
opportunity for the
students to ask their
difficulties.
2. Teacher concludes the
lesson.
3. Teacher closes the lesson.
4. Final Phase
D. Post-teaching Activity (10
Minutes)
4. Teacher gives the
opportunity for the students
to ask their difficulties.
5. Teacher concludes the
lesson.
6. Teacher closes the lesson.
a. Giving test (post-test) to experimental and control class
b. Processing data
c. Taking conclusion from Strategy of data collection
G. Technique of Data Collection
1. Test
The data of this research was collected by using writing test. The
data of this research was the student’s score in post-test. The researcher
gave treatment to experiment and control class. The classes conducted for
41
six meetings. And the material was taught is a kind of the monologue text
(Analytical Exposition text) by using Stop and Dare Strategy in
experimental class and conventional Strategy. In this section, the
researcher prepares an instructional design for each meeting.
At the end of this research, the researcher gave the post-test to
students in experimental and control class. Post-test was the process of
giving the test after giving the treatment. It was aimed to find out the effect
of treatments to students’ writing score.
2. Scoring
Researcher used scoring technique of Jacob (1981: 92) in this
research to assess students’ writing
Table 3.3
Weighting Table for Writing
No
1
2
3
4
Rating
Quality
Excellent to
very good
Good to
average
Fair to poor
Very Poor
Max Score
Score
Content
Organization
Vocabulary
Language
Use
Mechanic
27-30
18-20
18-20
22-25
5
22-26
14-17
14-17
18-21
4
17-21
13-16
30
10-13
7-9
20
10-13
7-9
20
11-17
5-10
25
3
2
5
H. Technique of Data Analysis
Technique of data analysis in this research used statistical procedure
and supported by SPSS program. It gave a way to analyze the differences
between the groups. To analyze the students’ score in post-test, the researcher
used T-test formula. In this case, T-test means a statistical procedure used to
42
determine whether there was any significant effect of the mean score between
the two sets of tests. The purpose was to see difference of students’ writing
Skill between experimental class and control class.
In analyzing students’ test score, some steps were done before
analyzing the different mean by using t-test formula as follows Sudjana
(2005:67, 93, 239):
T-test formulas develop which was presented as follow:
I.
This formula was used to decide mean of students’ test score in
experiment and control class:
∑ி
ܺതଵ = ∑ భி భ
(Experiment class)
భ
II.
III.
∑ி
ܺതଶ = ∑ మி మ
(Control class)
మ
This formula was used to decide standard deviation of experiment class
݊ଵ ∑ ܨଵ ܺଵଶ (∑ ܨଵ ܺଵ )ଶ
ܵଵଶ =
݊ଵ (݊ଵ − 1)
This formula was used to decide standard deviation of control class
ܵଶଶ
݊ଶ ∑ ܨଶ ܺଶଶ (∑ ܨଶ ܺଶ )ଶ
=
݊ଶ (݊ଶ − 1)
The formula of T-test was followed by Sudjana, (1996: 239)
ݔҧଵ − തതത
ݔଶ
=ݐ
1
1
ܵට +
݊ଵ ݊ଶ
With
Where:
t
X1
X2
n1
n2
ଶ
ܵ =
(భ ାଵ)ௌభమ ା(మ ାଵ)ௌమమ
భ ାమ ିଶ
= the value of t calculated
= mean score of experiment class
= mean score of control class
= the number of subject of experiment class
= the number of subject of control class
43
S12
S22
= standard deviation of experiment group
= standard deviation of control group
The T-table uses to see whether there was any significant effect between
the mean score of post-test experiment class and control class. The value of
T-calculated was consulted with the value of T-table. The data was analyzed by
using simple regression for hypothesis with 5 % (=0, 05) of significance level
and the value of T-table of the degree of freedom (N1-1). If the value of Tcalculated
was bigger than the value of T-table, the hypothesis was accepted. On
the contrary, if the value of the T- calculated was smaller than the value T-table, the
hypothesis was not accept.