The use of authentic materials in teaching reading comprehension
D. Research Findings and Discussion
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- Table 2 Test Scores of Experimental Group
- Table 3 Test Scores of Controll Group
- Table 4 Descriptives N Range Min Max Mean Std. Deviation Variance
- Table 5 Tests of Normality V1 Statistic Df Sig. Statistic Df Sig.
- Table 6 Test Staistics
- E. Conclusion and Suggestions
D. Research Findings and Discussion
The data obtained through the tests. The tests were the same, but they were used two times (pre-test and post-test). Pre-tests were given on November, 9 th 2010. The results of the pre- test were intended to find out the students’ capability in reading before they were treated. Furthermore, it was also used to match the students of experimental group who obtain the same score with those of the control group. The following were the results of means of pre- test and post-test of both groups (i.e. control and experimental groups. Table 2 Test Scores of Experimental Group No Pre-Test Post-Test Gain 1 65 66 1 2 47 66 19 3 68 76 9 4 67 79 12 5 60 62 2 6 63 64 1 7 33 36 3 8 61 60 -1 9 52 64 12 10 57 66 9 11 69 68 -1 12 45 52 7 13 70 74 4 14 64 66 2 15 45 48 3 16 66 70 4 17 72 82 10 18 41 68 27 19 63 56 -7 20 38 80 42 21 37 30 -7 22 41 46 5 23 35 34 -1 24 43 64 21 25 31 43 12 Table 3 Test Scores of Controll Group No Pre-Test Post-Test Gain 1 57 60 3 2 67 70 3 3 70 72 2 4 72 76 4 5 51 55 4 92 Yanuarti Apsari : The Use Of Authentic No Pre-Test Post-Test Gain 6 50 48 -2 7 54 54 0 8 46 63 17 9 61 62 1 10 66 61 -5 11 34 55 21 12 58 67 9 13 41 48 7 14 60 62 2 15 32 41 9 16 50 52 2 17 42 62 20 18 63 59 -4 19 65 66 1 20 62 60 -2 21 69 64 -5 22 40 59 19 23 39 63 24 24 45 48 3 25 36 50 14 Quantitative data obtained was statistically analyzed and then compared. For that purpose, the data were analyzed descriptively and inferentially (i.e. parametric test or non-parametric test). The former analysis was used to determine: the mean, variance, standard deviation, etc. The following was the results of descriptive statistics. Table 4 Descriptives N Range Min Max Mean Std. Deviation Variance V1 25 49.00 -7.00 42.00 7.22 10.82 117.09 V2 25 29.00 -5.00 24.00 5.88 8.56 73.19 Based on Table 4, the means of the experimental and control groups were 7.22 and 5.88 respectively. To compare whether the two means were significantly different, first of all the two sets of the data were tested to know whether they were (approximately) normally distributed. Below was the result of normality tests. Table 5 Tests of Normality V1 Statistic Df Sig. Statistic Df Sig. V2 0 1 .179 25 .037 .874 25 .005 .227 25 .002 .894 25 .014 Based on Table 5, the data were not normal in that significant values (Sig = 0.037 & 0.002) were less than 0.05 (Field, 2009). It is because the data were not normal, they had to be analyzed through non-parametric test (i.e. Mann-Whitney U test). The following was the result of analysis. 93 ELTIN Journal, Volume 2/II, October 2014 Table 6 Test Staistics VAR00002 Mann-Whitney U 282.500 Wilcoxon W 607.500 Z -.583 Asymp. Sig. (2-tailed) .560 Based on Table 6, Asymp. Sig (1-tailed) of 0.280 (i.e. 0.560/2) was bigger than 0.05, then the two groups were not significantly different (Field, 2009). This suggest that the teaching of reading comprehension using the authentic materialsdid not produce significantly better learning outcomes than the teaching of reading comprehension using the created materials. In addition, the effect size (r) of treatment was 0.082, which was obtained through the following formula: r = Z (Field, 2009: 550) N Where r = effect size , Z = -0.583, and N = N 1 + N 2 = 50 According to Field (2009: 550), the effect size of 0. 0.082 represented a small effect for the authentic material (it is below 0.1 criterion for a small effect size). E. Conclusion and Suggestions From the analysis and findings of this research, the use of authentic reading text in comparison to created materials (non-authentic reading text) did not produce significantly better learning outcomes. It was indicated by the fact that significant values were less than 0.05. Additionally, the effect size was small. This conclusion suggested that the students’ reading comprehension was affected not only by the reading materials, but also by other factors. Nevertheless, it is recommended that teachers use authentic reading materials for a change. Furthermore, when bringing authentic materials into classroom, they should be used in accordance with students' ability, as well as with suitable tasks being given (Berardo, 2006) . Download 66.32 Kb. Do'stlaringiz bilan baham: |
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