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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
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- Table 4.4 The Scores of Pre-test, Post-test, and Mean No Name Score Pre- Test
- Table 4.5 The different scores of pre-test and post-test No Name Score X-Y
Table 4.2
The frequency’s table of pre-test Interval Class Fi Xi Fixi 23-25 5 24 120 26-28 8 27 216 29-31 6 30 180 32-34 1 33 33 35-37 1 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: R = 45 – 29 = 16 b. Class Number CN = 1+ (3.3) log 21 = 5.3626 (it can be taken 5) c. Interval I = = 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 4 34.5 138 37-40 5 38.5 192.5 41-44 0 42.5 0 45-48 1 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 1 RJ 25 29 2 MN 31 31 3 FE 33 40 4 ZV 27 33 5 RP 29 37 6 AW 30 29 7 JA 28 33 8 MH 36 45 9 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 Download 2.02 Mb. Do'stlaringiz bilan baham: |
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