Testing Hypothesis - RESEARCH METHODOLOGY

CHAPTER III RESEARCH METHODOLOGY

B. Testing Hypothesis

b. T-test

The technique of analysis the data, the writer would employ SPPSS (Statistical Product and Service Solution) version 22 program. this case, the data would be analyzed by t-test. There were toto kinds of sample t-test, they were paired sample t-test and independent sample t-test. for the more elaborated as follow

This study an independent sample t-test was conducted to find out whether or not there was a significant difference between the experimental and control class after the student were given the treatment, the calculation of independent sample t-test was used to analyzed the score of post-test in experiment and control class.

Independent Sample T-test Post-test experiment and control class Levene's

Test for Equality of

Variances t-test for Equality of Means

F Sig. T df

Sig.

(2-tailed )

Mean Differe nce

Std.

Error Diffe rence

95% Confidence Interval of the Difference

Lower Upper Equal variances

assumed

.375 .545 -11.700 26 .000 -6.991 .598 -8.219 -5.763

Equal variances not assumed

-11.700 24.216 .000 -6.991 .598 -8.224 -5.758

CHAPTER V

CONCLUSSION AND SUGGESTION A. Conclusion

After conducted the study, there were some result that could be concluded.

First, there was a significant improvement before and after taught by the strategy, proven by the data that was found. It can be proven by the statistical data the researcher found was -10.034>-2.160 it means H0 is rejected. Second;

the result student score who taught by Cognitive Strategy Instruction in Writing (CSIW) higher than the mean students‟ score who did not taught by it tcount <

ttable was -11.700<-2.056 it means Ha is accepted. So, Cognitive Strategy Instruction in Writing (CSIW) strategy is effectiveness technique in teaching writing.

B. Suggestion

After doing research, the write would give suggestion to the teachers and other researchers. For English teacher, his strategy is appropriate to be applied in the writing skill, not only for descriptive text but also other text like narrative text, analytical exposition etc. Not only for writing, teacher also suggested to be creative and choose the appropriate strategy in teaching learning in the classroom. For other researcher; this study should be developed with other design research.

Appendix A The data instrument

Exercise

Name :

Class :

Direction : Write the descriptive text and than choose one topic above..!!!

Topic : - Flora and Fauna

Appendix B Assessment rubric

No Aspect of

Writing

Total

Score Description

1. ACCURACY

Grammar 20%

Grammar is mostly correct

Grammar is less correct but it doesn‟t influence the meaning

Grammar is less correct and it influences the meaning

Vocabulary 10%

Vocabulary choice is appropiate

Vocabulary choice is less appropiate but it doesn‟t influence the meaning

Voacabulary choice is less appropiate and it influence the meaning

Mechanics 5%

The punctuation and spelling are mostly correct

The punctuation and spelling are less correct and they don‟t influence the meaning

The punctuation and spelling are less correct and they influence the meaning

2. FLUENCY

Fluency 30%

The ideas are clear, attractive and easy to read

The ideas are monotonous but still easy to read

The ideas are unclear and difficult to read

Organization 35%

The ideas are organized, logically, and clearly The ideas are organized, less logically, and clearly

The ideas are organized illogically

Appendix C Normality test

1. Normality test of pre-test and post-test control class

Descriptives

Statistic

Std.

Error VAR0000

Mean 56.5746 .24834

95% Confidence Interval for Mean

Lower

Bound 56.0381 Upper

Bound 57.1112

5% Trimmed Mean 56.5927

Median 56.6375

Variance .863

Std. Deviation .92921

Minimum 54.70

Maximum 58.13

Range 3.42

Interquartile Range 1.07

Skewness -.378 .597

Kurtosis .139 1.154

Mn VAR0000 2

Mean 65.8575 .51265

95% Confidence Interval for Mean

Lower

Bound 64.7500

Upper

Bound 66.9650

5% Trimmed Mean 65.9108

Median 65.6250

Variance 3.679

Std. Deviation 1.91817

Minimum 62.01

Maximum 68.75

Range 6.74

Interquartile Range 2.84

Skewness -.276 .597

Kurtosis -.024 1.154

2. Normality test of pre-test and post-test experiment class

Descriptives

Statistic

Std.

Error

Pre-test Mean 61.4036 1.10915

95% Confidence Interval for Mean

Lower

Bound 59.0074 Upper

Bound 63.7997

5% Trimmed Mean 61.5595

Median 62.0625

Variance 17.223

Std. Deviation 4.15006

Minimum 52.25

Maximum 67.75

Range 15.50

Interquartile Range 5.41

Skewness -.589 .597

Kurtosis .568 1.154

Post-test Mean 73.0089 .36064

95% Confidence Interval for Mean

Lower

Bound 72.2298 Upper

Bound 73.7880

5% Trimmed Mean 72.9891

Median 72.9375

Variance 1.821

Std. Deviation 1.34938

Minimum 71.13

Maximum 75.25

Range 4.13

Interquartile Range 2.06

Skewness .155 .597

Kurtosis -1.330 1.154

Appendix D

The descriptive statistic

1. The result of pre-test and post-test Experiment class

STUDENT PRE-TEST

POST-TES

St1 57.25 71.625

St2 52.25 72.375

St3 56.625 75.25

St4 61.5 74.625

St5 62.625 73.5

St6 62.25 73.625

St7 59.9 74.625

St8 61.875 71.25

St9 67.125 73.875

St10 67.75 73.875

St11 59.25 72.125

St12 62.875 72.125

St13 64.125 72.125

St14 64.25 72.125

a. Pre-test of experiment class

Statistics

N Valid 14 Missing 0

Mean 61.4036

Minimum 52.25

Maximum 67.75

b. Post-test of experiment class

Statistics

N Valid 14

Missing 0

Mean 73.0089

Minimum 71.13

Maximum 75.25

2. The result of pre-test and post-test control class

STUDENT PRE-TEST

POST-TES

St1 55.75 68.75

St2 56.65 66

St3 57 66

St4 56.25 65.25

St5 56.2 65.25

St6 58.125 68

St7 56.625 68

St8 56.5 65.75

St9 57 65.25

St10 55.245 64.875

St11 57.625 68.25

St12 56.75 62.005

St13 57.625 65.5

St14 54.7 63.125

1. Pre-test of control class

Statistics

N Valid 14

Missing 0

Mean 56.5746

Minimum 54.70

Maximum 58.13

Mean: 56.5746 Minimum: 54.70 Maximum: 58.13

2. Post-test of control class

Statistics N

N Valid 14

Missing 0

Mean 65.8575

Minimum 62.01

Maximum 68.75

Mean: 65.8575 Minimum: 62.01 Maximum: 68.75

Appendix E The result of t-test a. Paired sample t-test

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error Mean

Pair 1 sebelum kursus 61.40 14 4.150 1.109

sesudah kursus 73.01 14 1.349 .361

Paired Samples Correlations

Correlatio

n Sig.

Pair 1 sebelum kursus &

sesudah kursus 14 .031 .916

b. Independent t-test

Group Statistics experiment

post-tes N Mean

Std.

Deviation

Std. Error Mean control

post-test

1 14 66.02 1.783 .476

2 14 73.01 1.349 .361

Appendix F Lesson plan

Rencana Pelaksanaan pembelajaran

Nama sekolah : MTs Al-Khairiyah Kota Jambi

Kelas / semester : VIII ( Delapan ) / 1 ( Experimenta lClass ) Mata pelajaran : Bahasa Inggris

Alokasi waktu : 1 x 45 menit

Tema : Person

Skill : Writing

A. Standar kompetensi :

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar :

6.1.Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

C. Indikator :

1. Melengkapi rumpang teks fungsional pendek

2. Meyusun kata menjadi teks fungsional yang bermakna 3. Menulis teks fungsional pendek

D. Tujuan pembelajaran :

1. siswa melengkapi rumpang teks fungsional pendek

2. siswa Meyusun kata menjadi teks fungsional yang bermakna 3. siswa menulis teksfunsional pendek

E. Nilai – nilai karakter :

- Dapat dipercaya

- Rasa hormat dan perhatian - Tekun

- Bersahabat / komunikatif

F. Materi pembelajaran : Definition of descriptive text

a descriptive text is a text that describes the features of someone, something, or a certain place.

The Purpose :

1. To describe current activities or events ( running commentaries ) 2. To describe activities in the pictures

The structure :

1. Identification is the part of the paragraph that introduces the character 2. Description is the part of the paragraph that describes the character.

The language features : 1. Specific participants

2. The use of present continous tense 3. Action verb

Example :

My name is Kevin. My parents‟ names are Mr and Mrs Steward. I have two elder sisters. Their names are Jessica and Hanna. We like travelling. The place that we often visit is Bali. Almost every holiday , we go to my grandfather‟s house in Bali. He has a restaurant

near Kuta beach. The restaurant face directly to the beach so that the people in the restaurant can see the sunset. The tourists like to visit my grandfather‟s restaurant.

G. Metodependekatan :CSIW ( Cognitive Strategy instruction in Writing )

I. Langkah- langkah pembelajaran

No. Kegiatan Waktu

1. Pendahuluan a. Greeting.

b. Guru mengecek kehadiran siswa..

c. Guru memberikan motivasi yaitu menjelaskan pentingnya materi yang akan dipelajari.

5 Menit

2. Kegiatan Inti

 Eksplorasi :

a. Guru menjelaskan materi pelajaran tentang descriptive text.

b. Siswa merespon dan member kritikan dan pertanyaan seputar penjelasan descriptive text.

 Elaborasi :

a. Guru menjelaskan tentang pembahasan Cognitive Strategy Instruction in Writing (CSIW)

- Analyzing the text, point out and discuss the following.

 The topic of the text.

 Its purpose.

 The kind of question the reader might expect the text to answer.

 The audience.

 The text structure itself.

30 Menit

 Signal words that might be used in the text structure.

- Modeling the writing process

 Listing the steps in a process and indicating needed materials. Also talk about the text structure that you plan to use, why you are using that structure, and what might be some signal words that could be used to “glue” the structure together. Later, after a discussion with students, model the revising and editing processes.

- Guiding students: Introducing think sheets.

 Who is my audience?

 What is my goal?

 What do I know about the topic?

 What can I tell my audience at the beginning to get them interested?

 What do I need to tell my audience so they will understand what I am trying to say?

 How can I group my ideas?

 What signal words might I use?

 What might be a good ending sentence?

b. Siswa merespon guru serta memberikan kritik dan pertanyaan seputar pelajar.

 Konfirmasi :

a. Guru membantu siswa dalam kesulitan b. Guru mengevaluasi pelajaran.

3. Penutup

a. Guru memberi kesimpulan apa yang dipelajari.

b. Guru memberitahu siswa bahwa pertemuan selanjutnya

akan melanjutkan materi hari ini yang belum selesai.

c. Dan menutup pelajaran dengan berdo‟a

10 Menit

I. BentukdanPenilaian : 1. Teknik : testulisesai

2. Bentuk instrument : students write the descriptive text based on the topic J. Rubrik penilaian :

No Aspect of

Writing

Total

Score Description

1. ACCURACY

Grammar 20%

Grammar is mostly correct Grammar is less correct but it doesn‟t influence the meaning Grammar is less correct and it influences the meaning

Vocabulary 10%

Vocabulary choice is appropiate

Vocabulary choice is less appropiate but it doesn‟t influence the meaning

Voacabulary choice is less appropiate and it influence the meaning

Mechanics 5%

The punctuation and spelling are mostly correct

The punctuation and spelling are less correct and they don‟t influence the meaning

The punctuation and spelling are less correct and they

influence the meaning 2. FLUENCY

Fluency 30%

The ideas are clear, attractive and easy to read

The ideas are monotonous but still easy to read

The ideas are unclear and difficult to read

Organization 35%

The ideas are organized, logically, and clearly

The ideas are organized, less logically, and clearly

The ideas are organized illogically

Mengetahui, peneliti, 2017

Kepala MTs Al-khairiyah Kota Jambi

Rubama, S.AG RISKA YUSUF

NIP. (……….) TE. 130561

Rencana Pelaksanaan pembelajaran

Nama sekolah : MTs Al-Khairiyah Kota Jambi Kelas / semester : VIII ( Delapan ) / 1 ( Control Class ) Mata pelajaran : Bahasa Inggris

Alokasi waktu : 1 x 45 menit

Tema : Person

Skill : Writing

A. Standar kompetensi :

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar :

6.2.Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

C. Indikator :

4. Melengkapi rumpang teks fungsional pendek

5. Meyusun kata menjadi teks fungsional yang bermakna 6. Menulis teks fungsional pendek

D. Tujuan pembelajaran :

1. siswa melengkapi rumpang teks fungsional pendek

2. siswa Meyusun kata menjadi teks fungsional yang bermakna

3. siswa menulis teksfunsional pendek

E. Nilai – nilai karakter :

- Dapat dipercaya

- Rasa hormat dan perhatian - Tekun

- Bersahabat / komunikatif

F. Materi pembelajaran : Definition of descriptive text

a descriptive text is a text that describes the features of someone, something, or a certain place.

The Purpose :

3. To describe current activities or events ( running commentaries ) 4. To describe activities in the pictures

The structure :

3. Identification is the part of the paragraph that introduces the character 4. Description is the part of the paragraph that describes the character.

The language features : 4. Specific participants

5. The use of present continous tense 6. Action verb

Example :

near Kuta beach. The restaurant face directly to the beach so that the people in the restaurant can see the sunset. The tourists like to visit my grandfather‟s restaurant.

G. Metode pendekatan :

I. Langkah- langkah pembelajaran

No. Kegiatan Waktu

1. Pendahuluan d. Greeting.

e. Guru mengecek kehadiran siswa..

f. Guru memberikan motivasi yaitu menjelaskan pentingnya materi yang akan dipelajari.

5 Menit

2. Kegiatan Inti

 Eksplorasi :

c. Guru menanyakan kepada siswa apa itu descriptive text.

d. Siswa merespon dan member kritikan dan pertanyaan seputar penjelasan descriptive text.

 Elaborasi :

c. Guru memberikan copy paper ke siswa

d. Guru menjelaskan tentang pembahasan Descriptive text.

Is a text which says what a person or a thing is like.

Its purpose is to describe and reveal a particular person, place or thing.

 Struktur Descriptive Text (generic structure) adalah.

1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum tentang suatu topik.

2.Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda, tempat, atau orang yang dideskripsikan.

35 Menit

 Ciri-ciri Descriptive Text :

- Menggunakan simple present tense

- Menggunakan attribute verb, seperti be (am, is, are)

- Hanya fokus pada satu objek tersebut.

e. Siswa merespon guru serta memberikan kritik dan pertanyaan seputar pelajar.

f. Guru meminta siswa membuat text descriptive.

 Konfirmasi :

c. Guru membantu siswa dalam kesulitan d. Guru mengevaluasi pelajaran.

3. Penutup

d. Guru memberi kesimpulan apa yang dipelajari.

e. Dan menutup pelajaran dengan berdo‟a

5Menit

II. BentukdanPenilaian : 3. Teknik : testulisesai

4. Bentuk instrument : students write the descriptive text based on the topic.

K. Rubrik penilaian :

No Aspect of

Writing

Total

Score Description

Grammar 20%

Grammar is mostly correct

Grammar is less correct but it doesn‟t influence

1. ACCURACY

the meaning

Grammar is less correct and it influences the meaning

Vocabulary 10%

Vocabulary choice is appropiate

Vocabulary choice is less appropiate but it doesn‟t influence the meaning

Voacabulary choice is less appropiate and it influence the meaning

Mechanics 5%

The punctuation and spelling are mostly correct

The punctuation and spelling are less correct and they don‟t influence the meaning

The punctuation and spelling are less correct and they influence the meaning

2. FLUENCY

Fluency 30%

The ideas are clear, attractive and easy to read

The ideas are monotonous but still easy to read

The ideas are unclear and difficult to read Organization 35% The ideas are organized,

logically, and clearly The ideas are organized, less logically, and clearly

The ideas are organized illogically

Mengetahui, peneliti, 2017

Kepala MTs Al-khairiyah Kota Jambi

Rubama, S.AG RISKA YUSUF

NIP. (……….) TE. 130 561

Appendix G

Documentation

The picture of class VIII A

The picture of class VIII B

Dalam dokumen THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION IN WRITING (CSIW) TO TEACH WRITING FOR EIGHT GRADE AT ISLAMIC JUNIOR HIGH SCHOOL AL-KHAIRIYAH KOTA JAMBI (Halaman 38-67)