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Table 4.2  The frequency’s table of pre-test


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THE USE OF DESCRIBING PICTURE STRATEGY T

Table 4.2 
The frequency’s table of pre-test 
Interval Class 
Fi 
Xi 
Fixi 
23-25 

24 
120 
26-28 

27 
216 
29-31 

30 
180 
32-34 

33 
33 
35-37 

36 
36 
Total 
21 
150 
585 
Note: 
X = Mean 
xi
= refers to the middle score of interval class 
Fi
= refers to frequency 
FiXi = refers to the amount of multiplication between frequency
and middle class


51 
2.
Post-Test 
In analyzing the data of post-test, the writer calculated the score to find out 
Range (R), Class Number (CN), Interval (I), and Mean (X) by using statistical 
formula, which are: 
a.
Range
From the table 4.1, it can be seen that the highest score of post-test is 
45 and the lowest score is 29. Thus, the range is: 

= 45 
– 29 = 16 
b.
Class Number 
CN 
= 1+ (3.3) log 21 
= 5.3626 (it can be taken 5) 
c.
Interval 

=
= 3.2 (it can be taken 3) 
d.
Table of Frequency 
The frequency distribution can be calculated as the following table: 
 
 
 
 
Table 4.3 
 
 
 
The frequency’s table of post-test 
Interval Class 
Fi 
xi 
Fixi 
29-32 
11 
30.5 
335.5 
33-36 

34.5 
138 
37-40 

38.5 
192.5 
41-44 

42.5 

45-48 

46.5 
46.5 
Total 
21 
192.5 
712.5 


52 
Based on the table 4.3, the mean is identified by using the formula 
below; 
 
= 33.92 = 34
 
Table 4.4 
 
The Scores of Pre-test, Post-test, and Mean
No 
Name 
Score 
Pre-
Test
Post-
Test 

RJ 
25 
29 

MN 
31 
31 

FE 
33 
40 

ZV 
27 
33 

RP 
29 
37 

AW 
30 
29 

JA 
28 
33 

MH 
36 
45 

HR 
31 
40 
10 
RF 
25 
29 
11 
MA 
23 
30 
12 
DP 
31 
38 
13 
SI 
27 
32 
14 
MZ 
23 
29 
15 
AA 
31 
38 
16 
SR 
27 
29 
17 
YF 
26 
31 
18 
AR 
24 
29 
19 
JR 
28 
33 
20 
MY 
28 
33 
21 
BG 
26 
30 
 
Mean 
28 
34 
According to the calculation, the average score of pre-test is 28 and post 
test is 34. The result difference indicates that there is the effect of using describing 
picture strategy on the students‟ improvement of English speaking skill at the 
second grade students of 
SMPN 2 Darul Imarah Garot, Aceh Besar. The students‟ 
English speaking skill improved after getting the treatment. It can be seen that 
there was difference in the improvement of students‟ English speaking skill by 
using


53 
describing picture strategy. It can be concluded that describing picture strategy is 
effective used in teaching and learning English speaking skill.
B.
Examining Hypothesis 
In examining hypothesis, the writer used “t” test (t
0
) to determine the 
significant difference in examinin
g the students‟ pre-test and post-test scores. 
Firstly, the hypothesis was examined as the use of describing picture strategy 
improves students‟ English speaking skill. Secondly, the writer listed the pre-test 
and post-test score in order to find up the difference score among those tests. 
Hypothesis of this study used T
table
at significant level of 
α = 0.05. In this 
study, there are alternative hypothesis (Ha) and null hypothesis (H
0
) determined 
as: 
Ha
: The use of describing picture strategy improves students‟ English speaking 
skill. 
H
0
: The use of describing picture strategy does not improve students‟ English 
speaking skill. 
If significant value (T
score
) > 0.05, using describing picture strategy will 
improve students‟ English speaking skill. If significant value (T
score
) < 0.05, using 
describing picture strategy will not improve students‟ English speaking skill.


54 
Table 4.5 
 
The different scores of pre-test and post-test
No 
Name 
Score 
X-Y 

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