“A Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of S,Pd (S-1)
in English Language Education
By Heni Wahyuni
109014000213
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ABSTARCT
HENI WAHYUNI (NIM. 109014000213). The Effectiveness of Collocation Instruction towards Strudents’ Writing Skill of Procedure Text: (A Quasi-Experimental Study for Grade VII of SMP Islamiyah Ciputat).
The objective of this study was to see whether using collocation instruction is
effective or not towards students’ writing skill of procedure text. This study was conducted at grade VII of SMP Islamiyah Ciputat academic year 2014/2015 with the total number of sample 60 which divided into two classes: 30 samples from experimental class and 30 samples from control class. The writer used convenience sampling as sampling technique. The method used in this study was quantitative method with quasi-experiment study as a design. The instrument of this study was pre-test and post-test. The test item in this study was written test. For scoring rubric, analytic scoring is used in this study. The result of the study showed that the calculation of the value of tvalue is 5.12 and the degree of freedom (df) is 58. The value of ttable in the degree of freedom and at the degree of significance 5% is 1.672 or in other words, tvalue > ttable. It means that Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. Therefore, it can be concluded that
ABSTRAK
HENI WAHYUNI (NIM. 109014000213). Keefektifan Collocation Instruction terhadap Kemampuan Menulis Teks Prosedur Siswa (Studi Kuasi-Experimen terhadap kelas VII SMP Islamiyah Ciputat).
Tujuanstudi ini adalah untuk melihat efektif atau tidaknya penggunaan collocation instruction terhadap keterampilan siswa dalam menulis teks prosedur. Studi ini dilakukan di kelas VII SMP Islamiyah Ciputat tahun ajaran 2014/2015 dengan jumlah sampel 60 yang terbagi ke dalam dua kelas: 30 sampel kelas
eksperimental dan 30 sampel kelas kontrol. Penulis menggunakan convenience
sampling sebagai teknik pengambilan sampel. Metode yang digunakan dalam studi ini adalah metode kuantitatif dengan penelitian kuasi experimen sebagai design-nya. Instumen studi ini adalah pre-tes dan post-tes. Item tes dalam studi ini adalah tes
tertulis. Untuk rubrik penilaian, analytic scoring digunakan dalam studi ini. Hasil dari
studi ini menunjukan bahwa penghitungan nilai tvalue adalah 5.12 dan derajat
kebebasannya (df) adalah 58. Nilai ttable pada derajat kebebasan dan pada derajat signifikan 5% adalah 1.672 atau dengan kata lain, tvalue > ttable. Ini berarti bahwa Hipotesis Null (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu,
dapat disimpulkan bahwa collocation instruction efektif terhadap kemampuan siswa
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Prayers and blessings be
upon the best of creation, our Prophet Muhammad SAW, and upon his family and
companions, and all who follow in their footsteps.
The writer is deeply grateful to Allah because she finally be able to
accomplish her ‘skripsi’ entitled “The Effectiveness of Collocation Instruction toward
Students’ Writing Skill of Procedure Text (A Quasi-Experiment Study at Grade VII
of SMP Islamiyah Ciputat). This ‘skripsi’ is the requirement fulfilled for the Degree
of Strata I (Bachelor of Art) in Department of English Language Education.
The writer would like to give sincere gratitude to her beloved mother,
Warnidah, and her beloved father, Suyono, who always hope and pray for her
success. It is blessing to have them as parents. Their strong support and all their
loving kindness always motivate her to do better and better in her life. They are the
most tolerance of writer’s weaknesses in everything. Besides her parents, the writer
would like to express deep gratitude toher most precious family, Attin Suprihatin, the
writer’s beloved sister, Ikin Sodikin, the writer’s brother in law, and Azi Agis
Waryono, the writer’s brother, who always give her motivation to achive her goals of
life.
The writer also would like to give appreciation to the following people for
their their substantial contribution in the process of making this ‘skripsi’:
1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and
Teachers’ Training.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. All lecturers in Department of English Education who had given great
4. Zaharil Anasy, M.Hum and Dr. Fahriany, M.Pd., as advisors who gave the writer helpful advice and detailed guidance in accomplishing this ‘skripsi’. The writer would like to thank both of them for all their kindness.
5. Anggi Pranata, S.Pd., as English teacher of grade VII of SMP Islamiyah
Ciputat who gave permission to conduct study at his class.
6. All of writer’s friends in E Class Department of English Education 2009.
7. Anyone who gave positive contribution to the writer.
The ssuggestions and criticisms will be valuable to correct the weakness of
this study.
Jakarta, 04 June 2015
The Writer,
TABLE OF CONTENTS
APPROVAL SHEET
ENDORSEMENT SHEET
ABSTACT……… i
ABSTRAK………... ii
ACKNOWLEDGEMENT………... iii
TABLE OF CONTENTS………... v
LIST OF TABLES………... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES……… x
CHAPTER I : INTRODUCTION A. Background of the Study ……….. 1
B. Identification of the Problems ……….. 5
C. Limitation of the Problems ………... 5
D. Formulation of the Problems ……… 5
E. Purpose of the Study ……….. 5
F. Significance of the Study ………. 6
CHAPTER II : THEORETICAL FRAMEWORK A. Literature Review ……….. 7
1. Procedure Text ………... 7
a. Definition of Procedure Text ………... 7
b. Purpose of Procedure Text ………... 8
c. Genre of Procedure Text ... 8
d. Grammatical Feature of Procedure Text ... 9
e. Organization of Procedure Text …....………... 10
2. Collocation ………... 13
a. Definition of Collocation ………... 13
b. Categorization of Collocation………. 14
3. Using Collocation Instruction for Improving Students’ Writing Skill of Procedure Text……… 17
B. Previous Study ……….. 20
C. Conceptual Framework ……… 21
D. Research Hypothesis ……… 22
CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of the Study ………... 23
B. Method and Research Design of the Study…...……….... 24
C. Population and Sample ……… 24
D. Data Collection ...……...……….. 25
E. Scoring Rubric ...……… 28
F. Data Analysis ...………...…… 29
G. Hypothesis Statistics ………. 31
CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. Data Description ………... 33
1. Pre-test Score ………... 33
2. Post-test Score ………. 35
3. Gained Score ………... 36
4. Frequency Distribution of Experimental Class ... 38
5. Frequency Distribution of Controlled Class ... 41
B. Data Analysis ………... 44
1. Normality Test of Pre-Test ……….. 44
2. Normality Test of Post-Test ……… 45
4. Homogeneity Test of Post-Test ……….. 47
5. T-Test Formula………... 49
C. Test Hypothesis ……… 53
D. Data Interpretation ………...…….... 54
E. Discussion ... 54
CHAPTER V : CONCLUSION, IMPLICATION AND SUGGESTION F. Conclusion ………. 56
G. Implication ………. 56
H. Suggestion ……….. 57
REFERENCES………... 58
viii
LIST OF TABLES
Table 4.1 The Pre-Test Score of Experimental Class and Controlled Class .... 33
Table 4.2 The Post-Test Score of Experimental Class and Controlled Class.. 35
Table 4.3 The Gain Score of Experiment Class and Controlled Class ……... 37
Table 4.4 The Frequency Distribution of the pre-test of Experimental Class .. 38
Table 4.5 The Frequency Distribution of the post-test of Experimental
Class... 40
Table 4.6 The Frequency Distribution of the pre-test of Controlled Class ... 41
Table 4.7 The Frequency Distribution of the post-test of Controlled Class.... 43
Table 4.8 The Result of Normality Pre-Test of Experimental and Controlled
Class ………... 44
Table 4.9 The Result of Normality Post-Test of Experimental and Controlled
Class ………... 45
Table 4.10 The Result of Homogeneity Pre-Test of Experimental and
Controlled Class ………….………... 47
Table 4.11 The Result of Homogeneity Post-Test of Experimental and
Controlled Class ……..………... 48
Table 4.12 The Comparison of the Students’ Gain Score of Experimental and
ix
[image:13.612.116.522.153.565.2]LIST OF FIGURES
Figure 4.1 Diagram of frequency distribution of the pre-test score of the
experimental class………... 39
Figure 4.2 Diagram of frequency distribution of the post-test score of the
experimental class…………..………... 40
Figure 4.3 Diagram of frequency distribution of the pre-test score of the
controlled class ...……… 42
Figure 4.4 Diagram of frequency distribution of the post-test score of
LIST OF APPENDICES
Appendix 1 Frequency Distribution of Experimental Class………... 61
Appendix 2 Frequency Distribution of Controlled Class…………..……….. 66
Appendix 3 Normality of Pre-test ...……… 71
Appendix 4 Normality of Post-test…...……… 73
Appendix 5 Instrument of Pre-Test...………. 75
Appendix 6 Instrument of Pre-Test (Experimental Class) ………... 76
Appendix 7 Instrument of Pre-Test (Control Class) ……...………….... 77
Appendix 8 Lesson Plan (Experimental Class) ...……… 78
Appendix 9 Lesson Plan (Controlled Class) ...………. 85
Appendix 10 The Subject List of Experimental Group ... 95
Appendix 11 The Subject List of Controlled Group ... 97
Appendix 12 Samples of Students’ Writing ... 99
Appendix 13 t-Table ... 103
Appendix 14 f-Table ... 104
Appendix 15 z-Table ... 105
CHAPTER I
INTRODUCTION
This chapter consists of background of study, identification of the problem,
limitation of the study, formulation of the study, purpose of the study, and significant
of the study.
A. Background of Study
English has a position as an international language. It means that English
widely used in many countries around the world to communicate both orally and
written. It is used in trade, advertisement, educational institution, and many other
areas not only in native speaker country but also in non-native speaker country.
English creates great opportunities to interact with other countries as a global citizen
and help to promote culture in international scale.
Indonesia is one of the non-native speaker countries. It means that English is
not used by Indonesian people in their daily conversation because the status of
English in Indonesia is as a foreign language. However, English become a subject
that has to be taught in Indonesian schools. The general goal of Language learning
based on Standar Kompetensi Lulusan Satuan Pendidikan (SKL-SP) is the students
can show their listening skill, speaking skill, reading skill, and writing skill in a
simple form.1
As one of the four English skills that have to be mastered, writing skill
considers as productive skill. It means that writing include in producing language. In
writing, students have a role as active learner rather than passive receiver of
information. It is necessary for students to write effectively by producing good
1
sentences and good text. They should be able to organize ideas and to clarify concept
in order to make sure that information can be understood by reader.
The Standard Competance (Standar Kompetensi) of English writing skill for
junior high school students in Indonesia is “Mengungkapkan makna secara tertulis
dalam wacana interpersonal dan transaksional sederhana, secara formal maupun
informal, dalam bentuk recount, narrative, procedure, descriptive, dan report, dalam
konteks kehidupan sehari-hari.”2 It means that students have to perform the ability in
giving written expression of interpersonal discourse and simple transactional,
formally or informally, in the form of recount, narrative, procedure, descriptive, and
report in the context of daily life.
As one of the written form that required to be learned, procedure text is
important in our daily life. It tells how something is done through steps and actions.
In writing procedure text, students are required to be able to produce their own simple
procedure text with using the generic structure of procedure text that involves goal,
materials (equipments and ingredients), and sequence of step. However, based on the
writer’s experience in teaching procedure text in grade VII of junior high school, the
students often have problem to arrange the words for constructing the text. The
students often confuse to combine words in an appropriate pattern. It can be assumed
that students do not know the words that usually comes together. Students often
confuse to arrange procedure text because they do not know the key words that
become important for their writing.
The students often confuse in connecting words because they translate words
as a single isolation in their mother tongue. For Indonesian students, they often make
a mistake in combining words such as water boil for the English boiling water or jam
strawberry for the English strawberry jam. It is because of the negative transfer from
2
their mother tongue to target language. Mother tongue, here Indonesian, has different
pattern with English as a target language. Instead of writing heat the oil, some
students may produce hot the oil. Students have lack of knowledge of vocabulary and
have difficulty to differentiate between verb and adjective because both heat and hot
have the same meaning panas in Indonesian.
One of the difficulties in writing is how to organize and sequence ideas.
Writing involves not only putting sentences together in language that is
grammatically correct and appropriate, but also organizing the ideas in those sentence
in a logical way so that they make a coherent text which is easy for the reader to
follow.3 That is the reason why students from both native speaker or non-native
speaker of writing class need extra effort to do their task. In non-native speaker, the
challenge is much bigger than that. It is because the hinderance such as how they
combine words, which word is appropriate for what exactly they mean in their first
language, etc.
Language consists of chunks which refer to collocations that will produce
continuous coherent text when they combined.4 Collocations itself are the words
combination or the group of words that often combined together. Collocation
instruction is a method to help students notice these chunks or collocation through
using them in writing process.5 With using collocation instruction, students will not
use words as a single isolation but word is combined with other word as a group. The
word will be grouped with other word that usually comes together in a certain
context.
3
J. Hadfield & C. Hadfield, Oxford Basics Introduction to Teaching English, Oxford: Oxford University Press, 2008 p.117
4
Michael Lewis, Implementing the Lexical Approach Putting Theory into Practice (Hove: Language Teaching Publications, 1997), p.7
5
Fatemeh, Eidian, et al.,. The Impact of Lexical Collocation Instructionon Developing Writing Skill Among Iranian EFL Learners. International Journal of Language Learning and Applied
Collocations are necessary to build students’ mental lexicon.6 In writing, the
lexicon activated words based on the meaning and then translated into orthographic
code.7 With giving words combination, it can be considered that the words that often
come together in the context of procedure text particularly in genre of recipes will be
placed in one catalog entries in the students’ lexicon. For instance, when students are
given lexical collocation such as heat the oil or fry the onion, it will help them to
identify what they should do if they have nouns such as oil and onion. Other example
is grammatical collocation such as pour into. The students will automatically think what they should do and to what kind of equipment it should be placed.
As the writer mentioned earlier about the problem that faced by grade 7 of
junior high school students in writing procedure text and the necessary of collocation
in building students’ mental lexicon and its role in producing coherent text, the writer
decided to conduct the study that had aim to find out whether collocation
instruction,which means noticing collocation through using them in writing process,
has positive effect in writing procedure text at grade VII of SMP Islamiyah Ciputat
where the writer had access and permission to conduct this study.
The writer selected free collocation that only related in the context of
procedure text particularly in genre of recipes to be presented, for instance,
verb+noun (crack the egg, heat the oil), verb+adverb (stir carefully), and
verb+preposition (pour into, boil for).The writer expected that it will help to reduce
students’confusion in constructing procedure text because the way words combined
in collocation is necessary to avoid students’ mistake as an impact of different pattern
of Indonesian as mother tongue with English as a target language.
6
Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical Approach, (Hove: Language Teaching Publications, 2000), pp.53-56
7
B. Identification of the Problem
Based on the background of the study above, the writer identified the
problems as follow:
1. Students have a problem in combining words with an appropriate pattern
because they do not know the words that often combined together.
2. Students have a problem of negative transfer because Indonesian, as students’
mother tongue has different pattern with English as a target language.
3. Students have difficulty in arranging words for constructing a text because
they often confuse to connect the words in an appropriate way.
C. Limitation of the study
This study focuses on two main investigations. The first is the implementation
of collocation instruction and the second is positive effect of collocation instruction in
the process of writing procedure text at grade VII of SMP Islamiyah Ciputat.
D. Formulation of the study
Based on the identification of the problem above, the writer formulates the
study as follows “Is collocation instruction effective towards students’ writing skill of
procedure text at grade VII of SMP Islamiyah Ciputat?”
E. Purpose of the study
The aim of this study is to find out whether collocation instruction is effective
or not for improving students’ writing skill of procedure text at grade VII of SMP
F. Significant of the study
There are three significant from the writer:
1. The writer hopes that this study will raise teacher awareness to take
collocation instruction into consideration in teaching procedure text because it
will help students to produce multi word rather than word as a single isolation.
2. The writer hopes that this study will encourage teacher to use collocation
instruction for teaching procedure text because collocation instruction will
help students’ understanding of combining words in an appropriate pattern
and arranging them into a text.
3. The writer hopes that this study will have benefit on the nextsimilar subject
CHAPTER II
THEORITICAL FRAMEWORK
This chapter consists of literature review that describes writing and
collocation, previous study, thinking framework, and hypothesis of this study.
A.
Literature Review
1. Procedure Text
a. Definition of Procedure Text
A text can be seen from two key perspectives, a thing that can be recorded,
analysed and discussed; and also a process that is the outcome of a socially produced
occasion.1 Procedure text is one of the text types that shows a process to make or to
operate something. Procedure text has a function to tell how something is done
through a sequence of step. A procedure enables people to do or to make things that
are new to them and to make sure they do or make things in the correct order. It also
includes all that need to be done.
Procedure covers the countless things that people do. It has a goal and a result.
The result of procedure should be reflected in the goal. The procedure tells how to
achieve the goal. It should be consist of step by step to achieve the goal. Procedure is
important in daily life, for instance, telling how to make a cup of coffee, telling step
by step instruction how to cook rice using rice cooker, giving direction to someone’s
house, etc.
1
b. The purpose of procedure Text
Beard mentions four purposes of texts which are to persuade, to instruct or
advise, to entertain and to inform.2 Procedure text involve in the category of texts that
has a purpose to instruct or advise. It is a text that gives instruction to the reader what
they should do to achieve their goal.
Procedure is written for different audiences. In writing a procedure text, it is
required to think about the audience and consider the following in order to achieve
the purpose which is to instruct or advise the audience to do something3:
- The age of the audience.
- Whether the audience has any previous experience of the procedure.
- Whether the audience will need special instructions about the
equipment needed or about the steps to be done.
c. Genre of Procedure Text
Writing is a process that often heavily influenced by the constraints of genres,
then these elements have to be present in learning activities.4 There are various genre
in writing procedure text. Genre itself is defined as a category assigned on the basis
of external criteria such as intended audience, purpose, and activity type.5 It means
that genre describes certain types of activities. Genre in procedure text includes
recipes, directions, instruction manuals, administrative procedures, maintenance
notices, advices texts, rules, etc.
2
Adrian Beard, How Text Work, (New York: Routledge, 2003), p.25
3
June Keir, Text Types Book 3 Informative Texts Recognising And Creating Procedures, Explanations, Recounts And Descriptions, (Australia: Ready-Ed Publications, 2009) p.14
4
Jeremy Harmer, How to Teach Writing. (Edinburg: Pearson Education Limited, 2004), p.86
5
Procedure texts explain how to realize a certain goal by means of actions
which are at least partially temporally organized.6 A procedure text can be a simple,
ordered list of instructions to reach a goal, but it can also be less linear, outlining
different ways to realize something, with arguments, advices, conditions, hypothesis,
preferences. It also often contains a number of recommendations, warnings, and
comments of various types.
d. Grammatical Features of Procedure Text
The following are some of the grammatical feature of procedure text7:
Action Verb
It is used to represent the processes involved in completing a task,
for instance:
Spread the bread with the jam. Pour the water into the pan.
Adverb
It is often used to qualify verbs and to provide extrra information
about how a task should be completed, for instance:
Add the ingredients slowly. Stir the tea carefully.
Temporal connective
It is used to ensure processes are placed in the correct order of
time, for instance:
First melt the butter, then add the flour.
6
Estelle Delpech & Patrick Saint-Dizier, Investigating the Structure of Procedural Texts: Identification of Titles and Instructions, JADT (Journées Internationales d’Analyse statistique des Données Textuelles, 2008).
7
e. Organisation of procedure text
According to Hodge and William, organization is basically a system of
coordinated social units concerned with accomplishment of certain goal.8 Therefore,
organisation of procedure text means a well organized system that concerned with the
way how a certain goal has to be achieved when someone want to make or to do
something. The organisation of procedure text is more common called by generic
structure. The organisation of procedure text can be explained specifically as follow:
1) First, procedure texts generally begin with the goal of the task, which
is used as a title, for instance, ‘How to Make a cup of coffee’.
2) After the goal, a list of material that includes equipments and
ingredients is required to complete the task.
3) In the final, the text end with the sequence of steps specifying how
the goal is to be achieved.
The organisation of procedure text focuses on instructional texts in sequence
of action. It is organised in temporal sequences that are identified by the use of
numbers (such as 1, 2, 3 etc.) or temporal connectives (such as then, next, after that).
It indicates an ability to deal with aspects of grammar by action verbs, and the
temporal nature of sequencing, represented in the grammar by temporal connectives.9
The following are examples of procedure text genre recipes based on the organisation
mention above:
Example 1:
Goal How to Make a cup of Coffee
List of Material Equipment:
8
B.J. Hodge & William P. Anthony, Organization Theory 2nd Ed., (Boston: Allyn and Bacon, Inc ,1984), p. 10
9
cup
spoon
Ingredients:
water
coffee
2 spoonful of sugar
a dash of milk
Sequence of Step 1. First, boil the water for several minutes.
2. Then, take a cup.
3. Then, put the coffee into the cup.
4. And then, pour the boiling water into the cup.
5. After that, add 2 spoonful of sugar.
6. Next, add a dash of milk into the cup.
7. And next, stir all the ingredients carefully.
8. Finally, enjoy your cup of coffee.
Example 2:
Title/Goal How to Make a Glass of Orange Juice
Materials Equipments:
Glass
Squeezer
Ingredients:
Oranges
Water
Sugar
Sequence of Steps
2. Second, squeeze the oranges.
3. Then, take a glass.
4. And then, put the squeezed oranges into the glass.
5. After that, pour the boiling water into the glass.
6. Next, add the sugar into the glass.
7. And next, stir all the ingredients carefully.
8. After that, add the ice cubes into the glass.
9. Finally, enjoy your orange juice.
f. Assessing Procedure Text
Assessing students' writing ability require the clarity of objective or criterion
which can be assessed through a variety of tasks. The following is assessment criteria
used for assessing the generic structure and grammatical features of procedure text
writing10:
1. Genre-based criteria
- The writing mainly instructs or advises.
- The theme of writing is consistent with the task.
- The structure or staging of the text consistent with the genre.
2. Textual language criteria:
- The text is formatted appropriately.
- The text uses correctly structured simple, compound and complex
sentences.
- The text uses tense appropriately and consistently.
3. Syntactical language criteria:
10
- All main clauses have essential elements such as a main verb and
statements have the subject and main verb in the correct order.
- The subject and main verb agree in person and number.
- Prepositions are used appropriately and with some variety.
- Articles and plurals are used correctly.
- Sentence, simple and complex punctuation is punctuation is
correct.
4. Spelling
- Most high-frequency words are spelt correctly.
- Most less frequently used words and words with common but not
simple pattern are spelt correctly.
- Most words with difficult or unusual patterns are spelt correctly.
- Most challenging words appropriate to the task are spelt correctly.
- All challenging words appropriate to the task spelt correctly.
2. Collocations
a. Definition of Collocation
Collocations are the way in which words are used together regularly. The term
of collocations are derived from the Latin word collocare which means to place
together or to assemble, and this term introduced by J. R. Firth in 1930s. Collocations
are seen as language chunks which are memorized by speakers as whole units in
order to achieve language fluency.11 They are the occurrence of two or more words
within a short space of each other in a text. They are a pair or group of words that are
often used together.
11
Collocations are one of the main concerns of lexicography. Lexicography
itself is focus on the meaning and use of words, a central to dictionary making.12 The
elements involved in collocations are assumed to be lexemes, for instance, it is
assumed that combinations such as pay attention, pays attention, paid attention and
attention was paid are instantiations of the same collocations.
In Lexical Approach, an approach of language learning that suggests a much
more central role for lexis or all the words of a language, collocations describe as the
way individual words co-occur with others.13 This approach was developed by
Michael Lewis who believes that the primary approach in foreign language teaching
should be focused on the lexicon (vocabulary) of the target language as opposed to
using the more traditional grammatical or structural approach. It suggests that
vocabulary should be taught in chunks instead of as individual words. These chunks
are refered to as collocations which mean words that frequently go together.14
From several definitions above, it can be concluded that collocation is the
combination of words that usually comes together in an appropriate pattern. The way
words combine is important because learners can recognise certain pattern that
usually appear in a certain context.
b. Categorization of Collocation
Sinclair mentions two types of collocation, significant collocation and casual
collocation.15 Significant collocations have high intencity to come together. For
example, the words dog and barked, barked is not very common and, it usually occurs
near the word dog. Casual collocations are the combination of common words, such
12
Douglas Bieber, et al., Corpus Linguistics: Investigating language Structure and Use,
(Cambridge: Cambridge University Press, 2000), p.21
13
Michael Lewis, The Lexical Approach: The State of ELT and a Way Forward, (Londan: Language Teaching Publications, 1999), p.93
14
Deborah L. N., et. al., Kaleidoskope of Models and Strategies Teaching English to Speakers of Other Languages, (New York:Greenwood Publishing Group Inc., 2006), p. 55
15
as the big house, both big and house can be callocated with many other common words, the small house, the big problem. It is depend on the context of situation where those words have to be combined.
Hill differentiates collocation into more specific types16:
1. Unique collocations
They have the unique meaning such as foot the bill which means to pay
an amount of money, not related to the part of body as the individual
word foot.
2. Strong collocations
They are not unique but strong or very strong combination such as
ulterior motives, harbour grudge.
3. Weak collocations
They are the combination of usual words in English, for example bad
habit, expensive car, good time.
4. Medium-strength collocation
They are not strong or weak but in the middle, for instance hold a conversation, make a mistake, do the homework.
Collocation includes idiom and phrasal verb. Lewis mentions that all
collocations are idiomatic and all phrasal verbs and idioms are collocations or contain
collocations. Collocations are placed on a sliding scale of meaning and form
relatively unrestricted (collocations) to highly fixed (idioms). He classifies
collocation into free collocation, restricted collocation, figurative idiom, and pure
idiom.17
There are two major categories of collocation, lexical collocation and
grammatical collocation. Lexical collocation is collocation in which two lexical
16
Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical Approach, (Hove: Language Teaching Publications, 2000), pp. 63-64
17
elements co-occur and grammatical collocations are collocations in which a lexical
and a more grammatical element, for instance a preposition.18 There are several
combinations of grammatical collocation and lexical collocation19:
1. Grammatical collocations
noun+preposition combination
sympathy with, blocade against, apathy towards
noun+to-infinitive
an effort to get a job
a struggle to solve the problem
noun+that-clause
He took an oath that he would do his duty.
preposition+noun
by accident, in advance, etc.
adjective+preposition
they are angry at the children.
predicate adjective+to-infinitive
It was necessary to work together.
Collocational verb patterns
For instance verb+preposition:
Boil the vegetable for five minutes
2. Lexical collocation
verb (usually transitive) + noun/ pronoun (or prepositional phrase)
come to an agreement, compose a music,
18
Nadja Nesselhauf, Collocations in a Learner Corpus, (Amsterdam: John Benjamins Publishing Company, 2004), p.22
19
set an alarm
verb (meaning eradication and or nullification) + a noun
reject an appeal, withdraw an offer,
annul a marriage
adjective + noun
best regards, kindest regards, strong tea
noun + verb
bomb explode, bees buzz, alarm go off
noun + noun
a bouquet of flower, a glass of water,
a bit of advice
adverb + adjective
hopelessly addicted, deeply absorbed,
closly acquinted
verb + adverb
appreciate sincerely, argue heatedly
3. Using Collocation Instruction for Improving Students’ Writing Skill of
Procedure Text
Writing as a process refers to the act of collecting ideas and arranging them
until they are presented in a way that is understood by the reader.20 In writing
procedure text, students have to identify the verbs in the text with comparing the
verbs with the nouns. They discuss the relationship between the verb and the noun in
the sentence, and the way the verbs indicates what is to be done with the noun, for
instance crack the egg, pour the water. They also have to add extra information to the
20
way the verbs should be performed. this includes identifying adverbs such as
carefully and slowly.21
Collocation refer to the limitations on how words can be used together, for
instance which prepositions are used with particular verbs, or which verbs and nouns
are often used together. The term of collocation instruction means noticing,
highlighting and conciousness-raising certain combination of words to students.
There are two types of instruction, explicit instruction and implicit instruction.22
Explicit instruction involves the construction of explicit knowledge consciously,
learners are given the target items and try to develop concepts and rules on their
own. On the other hand, implicit instruction refers to a kind of instruction in which
learners learn the target items with reading a text for comprehension of the content
rather than for learning that items in that text.
Collocation will make students recognise the multi word combination and
they can use them to construct a text in an appropriate way. With giving collocation
in writing procedure text, the process of identifying which action should be done in
the sequence of step will be easier because teacher enrich students with free
collocation so that students can combine words for constructing procedure text. The
following are common collocations which introduced to student in the context of
procedure text particularly in genre of recipes:
1. Verb+Noun Combination
garlic peel chilli onion
onion chop garlic chilli water boil vegetables 21
Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.168
22
water pour
milk
crack
eggs whisk
bread spread jam
oil heat
soup
cheese grate
coconut
onion fry garlic chilli
2. Verb+Adverb
Stir ... carefully Mix together ...
3. Verb+Preposition
Place ... on ...
with ... Spread ...
On ...
Mix ...with ...
Boil ... for ... Pour ... into ... Chop ... into ...
The instruction also can be implemented in exercise as follow in order to help
Verb Noun
Spread
Heat
Pour
Crack
Peel
Water
Egg
Onion
Oil
Jam
The following are examples of combining words exercise:
Boil the water for several minutes. Chop the onion into small pieces.
Pour the water into a cup. Place fried rice on the plate.
Stir all the ingredient carefully. Mix together all the ingredients.
B.
Previous Study
1. The first study is the research from Malinda Prawati, et al titled Teaching
Writing Procedure Text Through Demonstration. This study is the experimental
study with pre-test and post-test as instrument.They used demonstration to teach
students writing procedure texts and has the result that demonstration has high
not use demonstration but uses collocation instruction in increasing students’ writing skill on procedure text with the same experimental method and pre-test
and post-test instrument.
2. The second study is focus on using collocation instruction to
developstudents’ writing skill. This study is a part of 2013 International Journal of Language Learning and Applied LinguisticsWorld. It is titled
The Impact of Lexical Collocation Instructionon Developing Writing Skill Among Iranian EFL Learners by Fatemeh Eidian, et al. This is an experimental study which has experimental and control groups with pre-test and
post-test as an instrument using university students as sample population. The
result of this study showed that lexical collocation can develop students’
writing skill. The differences between this study and the writer’s study is
the writer study uses junior high school students as sample population and
it does not measure writing skill generally, but only one type of writing
which is procedure texts with recipes as genre specification.
C.
Conceptual Framework
Students can use the grammatical features, generic structure, and vocabularies
that have been given to express their ideas in written text. Procedure text is one of the
types of written texts that students learned. Procedure text is the text that tells how to
do or how to make something. Writing procedure text becomes one of English
materials in grade VII students syllabus. The purpose of learning procedure text based
on the syllabus is to make students able to produce their own simple procedure text
accurately, fluency, and acceptably. Procedure text tells the action should be done for
making something, and the way verbs (action) work with nouns (object of action) is
definitely crucial. However, students often confuse to arrange procedure text because
they do not know the key words, such as verbs and nouns, which become important
for their writing. They often have problem to combine those words and connect them
The writer considered about using collocation instruction in procedure text
writing. Collocations are important because they will make students think about multi
word and reduce their confusion in arranging text. It can make students recognise the
pattern of certain words combination in an appropriate way. Collocation instruction
that used by writer in writing procedure text means giving combination of free
collocation of verb+noun, verb+adverb, and verb+preposition in learning procedure
text. It is necessary because the ability of students to identify the verbs in the text
with comparing the verbs with the nouns and also identify adverbs are required in
constructing procedure text. The writer expected that collocation instruction will
make students easier to construct a simple procedure text writing particularly in
genre of recipes.
D.
Research Hypothesis
Collocation instruction will have an effect to improve students’ writing
procedure text because students will not use word as a single isolation but use words
as a group. It can reduce students confusion in arranging text because they can
combine words since the ability of students to identify the verbs in the text with
comparing the verbs with the nouns and also identify adverbs are required in
CHAPTER III
RESEARCH METHDOLOGY
This chapter consists of the explanation about place and time of the study, method and design of the study, population and sample, data collection, scoring rubric, data analysis, and hypothesis statistics.
A. Place and Time of the Study
This study conducted at SMP Islamiyah Ciputat. This study held from 8th of
April to 29th of April. The writer gave the treatment in academic year 2014/2015.
The Schedule of the Study
No Task Preparation Time
1. Preliminary visit Permission Letter Monday, 31th of
March 2015
2. Communicate with the
headmaster and English
Teacher
Permission Letter Wednesday, 1st of
April 2015
3. Pre-test Pre test Wednesday, 8th of
April 2015
4. Treatment Lesson Plan,
Handbook,
Worksheet, Teaching
Materials
The day of treatment
of Experimental and
Controlled Class
5. Post-test Post test Wednesday, 29th of
B. Method and Design of the Study
This study uses quantitative method. According to Creswell, quantitative
research has several characteristics, one of them is describing a research problem
through a description of trends or a need for an explanation of the relationship among
variables. It is also analyzing trends, comparing groups, or relating variable using
statistical analysis and interpreting results by comparing them with prior predictions
and past research.1 This study used quasi-experimental design with controlled group
and experimental group. Quasi-experimental design were used because this study is
an experimental design that does not meet all the requirements necessary for
controlling the influence of extraneous variables. In this study, controlled group
means a group who only gets traditional learning like translating or doing exercise
without being given some collocations. In contrast, experimental group was presented
some collocations related to the context of procedure text particularly genre of recipes
during writing class.
C. Population and Sample
Population is a group of individuals who have the same characteristic that the
researcher can identify, whereas sample is a subgroup of the population that the
researcher plans to study. Sample is individuals who are represents the entire
population.2 In this study, the writer uses convenience sampling approach of
nonprobability sampling. The reason of the writer using that sampling approach is
because the writer selects participants who are available to be studied. The writer
decided to conduct study at grade VII students of SMP Islamiyah Ciputat because the
students were available for this study which means that the students fulfilled the
criteria of this study. It also because the writer had access to the school and had the
permission of the principal to conduct this study. This study will be conducted in two
1
Jhon W. Creswell, Education Research Methodology, (Boston: Pearson Education, Inc., 2012), p.13
2
equal classes, the first class as experimental group who receives the experimental
treatment and second class is control group.
D. Data Collection
The writer used instrument in order to get the better data. To make this study
successful, the writer used some instruments to collect data, they are as follows:
1. Test
a. Pre-test
Pre-test provides a measure on some attribute or characteristic that the
writer assess for participants in an experiment before they receive a
treatment.3 The purpose of pre-test is to know the basic students’ ability
in writing procedure text. The instrument of the pre-test is written test.
b. Post-test
Post-test is a measure on some attribute or characteristic that is assessed
for participants in an experiment after a treatment.4 The purpose of
post-test in this study is to know the students’ ability improvement in writing
procedure texts. The instrument of the post-test is written test.
2. Validity of Test
Validity is the compatibility of a test. It means that a test should measure what
supposed to measure. There are several types of validity, and one of them is
content validity. Content validity means that the validity is based on a careful
analysis of the language being tested and the particular course objective.5
Alderson, et al. argue that content validity involves a judgement from experts
in some systematic way such as analysing the content of the test and
3
Jhon W. Creswell, Ibid., p.297
4
Ibid.
5
comparing them with statement of what the content should be.6 They add that
the statement may be organized as syllabus or curriculum, or a domain
specification. Therefore, the writer used curriculum and syllabus KTSP of VII
grade junior high school as content validity to justify that the test is valid.
3. Observation
Observation was the activity that was done by the writer to get the data. The
observation focused on teacher and students activity in classroom. In this part,
the researcher used checklist as instrument to take information related to the
activity in the class room. The following is the observation checklist used by
the writer:
Observation Checklist
No Activities Description
1 Teacher’s clarity in explaining material Very Good
Good
Average
Poor
Very poor
2 Classroom management Very Good
Good
Average
Poor
Very poor
3 Teacher’s interaction with students Very Good
Good
6
Average
Poor
Very poor
4 Students’ attention towards teacher’s
presentation
Very Good
Good
Average
Poor
Very poor
5 Students’ response of teacher’ questions Very Good
Good
Average
Poor
Very poor
6 Students’ understanding of material Very Good
Good
Average
Poor
Very poor
7 Students’ enthusiasm to join the class Very Good
Good
Average
Poor
4. Documentation
Document is a piece of written or printed material that provides an
information. It refers to the archival data that help the writer to collect the
required data. It can help the writer to get accurate data concerning to the
study. It can be defined as looking for the data concerning matters or variable
that are taken in form of notes of meeting, book, agenda etc.
E. Scoring Rubric
The writer used analytic scales as a scoring technique. In analytic scoring,
texts are rated on several aspects of writing or criteria rather than given a single
score.7 The criteria rated as follow:
Scoring Rubric
Content
30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc 26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc
21 – 17 FAIR TO POOR : inadequate development topic - etc 16 – 13 VERY POOR : not enough to evaluate – etc
Organization
20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc 17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc
13 -10 FAIR TO POOR : lacks logical sequencing and development– etc 9-7 VERY POOR : no organization, not enough to evaluate – etc
Vocabulary
20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register (words use for particular situation– etc
17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but meaning not obscured
13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning confused or obscured – etc
9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not enough to evaluate
Language use
25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function, articles, preposition - etc
21-19 GOOD TO AVERAGE : several errors of word order/function, articles,
7
preposition – etc
17 – 11 FAIR TO POOR : frequent errors of word order/function, articles, preposition - etc
10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc Mechanics
5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation, capitalization – etc
4 GOOD TO AVERAGE : occasional errors of spelling, punctuation, capitalization – etc
3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc 2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc Total Score:
Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press,
2009), p.116
F. Data Analysis
1. Test of Normality
Test of normality is used to test whether the sample comes from
population that distributed normally or not.8 The writer determined the
normality of data from students’ writing scores of pre-test and post-test
that had obtained in advance. For calculation of normality test, the writer
used Lilliefors test with the formulation as follow:
Zivalue = ̅
Annotation:
X = the students’ score from the controlled class interval
̅ = the mean score of controlled class pre-test
= standard of deviation
F(Zi) = Zivalue on Ztable
8
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
2. Test of Homogeneity
Test of Homogeneity is used to test the variance and to know whether the
data were homogeneous or not.9 The writer determined the homogeneity
of the data using Fisher-test. The following is the formulation of the homogeneity test:
Fvalue=
Annotation:
S12: the greatest variance
S22: the smallest variance
3. T-Test Formulation
The final step is testing the statistical hypothesis with using the following
Statistic calculation of T-test formulation.10
a. Analyzing the Mean of Variable X with formula :
M x ∑
b. Analyzing the Mean of Variable Y with formula :
M y ∑
c. Analyzing the Standard Deviation Score of Variable X with formula :
9
Budi Susetyo, Ibid, p. 160 10
√∑
d. Analyzing the Standard Deviation Score of Variable Y with formula :
√∑
e. Analyzing the Standard Error Mean of Variable X with formula :
SEMx =
√
f. Analyzing the Standard Error Mean of Variable Y with formula :
SEMy =
√
g. Analyzing the Standard Error of different Mean of Variable X and Mean of
Variable Y with formula :
SEMx
–
SEMy =
√
h. Analyzing t0with formula :
t
0=
i. Analyzing the degree of freedom (df) with formula :
df = n
1+ n
2–
2
G. Hypothesis Statistics
The limitation of this studyhypothesis determine as follow:
H0: Collocation instruction is not effective towards students’ writing skill of
procedure text for grade VII at SMP Islamiyah Ciputat.
H1: Collocation instruction is effective towards students’ writing skill of
procedure text for grade VII at SMP Islamiyah Ciputat.
Ho : µ 1 = µ 2
H1: µ 1 ≠ µ 2
For the next step, the writer used the following criteria:
1. If t-test (tt) > t-table (to) in significant rank of 0,05, Ho (null hypothesis) is
rejected. It means there is significant difference between students’
achievement in writing procedure text for grade VII at SMP Islamiyah
Ciputat in experimental group.
2. If t-test (tt) < t-table (to) in significant rank of 0,05, Ho (the null
hypothesis) is accepted. It means there is no significant difference between
students’ achievement in writing procedure text for grade VII at SMP
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of some information about data description, data
analyzing, test hypothesis and finding interpretation.
A. Data Description
1. The Pre-Test Score
In this study, the writer collected pre-test score both in experimental class and
controlled class before giving treatment to the students in the classroom. The
[image:47.612.119.524.245.701.2]following is the description of the pre-test score:
Table 4.1
The Pre-Test Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 80 1. C-1 76
2. E-2 65 2. C-2 60
3. E-3 67 3. C-3 76
4. E-4 75 4. C-4 80
5. E-5 77 5. C-5 74
6. E-6 53 6. C-6 68
7. E-7 77 7. C-7 80
8. E-8 80 8. C-8 57
9. E-9 70 9. C-9 76
10. E-10 65 10. C-10 74
11. E-11 53 11. C-11 74
12. E-12 60 12. C-12 70
14. E-14 53 14. C-14 80
15. E-15 60 15. C-15 60
16. E-16 75 16. C-16 74
17. E-17 65 17. C-17 63
18. E-18 70 18. C-18 74
19. E-19 60 19. C-19 63
20. E-20 70 20. C-20 60
21. E-21 75 21. C-21 57
22. E-22 80 22. C-22 74
23. E-23 70 23. C-23 68
24. E-24 65 24. C-24 70
25. E-25 75 25. C-25 60
26. E-26 67 26. C-26 68
27. E-27 67 27. C-27 68
28. E-28 60 28. C-28 57
29. E-29 75 29. C-29 70
30. E-30 53 30. C-30 68
N = 30 ∑ X = 2015 N = 30 ∑ Y = 2075
Mean X 67.16 Mean Y 69.16
Based on table 4.1, it can be seen that 53 was the lowest students’ pre-test
score in experimental class and 80 was the highest students’ pre-test score in
experimental class while 57 the lowest students’ post-test score in control class was
53 and 80 was the highest students’ pre-test score in controlled class. Moreover, the
total students’ score of pre-test in experimental class was 2015 and the total students’ score of pre-test in controlled class was 2075. The experimental class has the average
score 67.16 and the controlled class has the average score 69.16
2. The Post-Test Score
Post-test score was collected both in experimental class and controlled class
after giving the treatment to the students in the classroom aiming to find out whether
[image:49.612.116.526.163.717.2]it has an effect in improving students’ ability or not. The following is the description of the pre-test score:
Table 4.2
The Post-Test Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 89 1. C-1 83
2. E-2 78 2. C-2 75
3. E-3 87 3. C-3 80
4. E-4 80 4. C-4 80
5. E-5 85 5. C-5 83
6. E-6 74 6. C-6 72
7. E-7 89 7. C-7 80
8. E-8 89 8. C-8 60
9. E-9 80 9. C-9 75
10. E-10 74 10. C-10 70
11. E-11 78 11. C-11 75
12. E-12 75 12. C-12 78
13. E-13 78 13. C-13 83
14. E-14 75 14. C-14 80
15. E-15 80 15. C-15 78
16. E-16 87 16. C-16 78
17. E-17 80 17. C-17 75
18. E-18 85 18. C-18 70
20. E-20 87 20. C-20 70
21. E-21 89 21. C-21 75
22. E-22 80 22. C-22 83
23. E-23 67 23. C-23 72
24. E-24 78 24. C-24 80
25. E-25 85 25. C-25 67
26. E-26 85 26. C-26 60
27. E-27 78 27. C-27 72
28. E-28 85 28. C-28 72
29. E-29 80 29. C-29 67
30. E-30 67 30. C-30 60
N = 30 ∑ X = 2419 N = 30 ∑ Y = 2213
Mean X 80.63 Mean Y 73.76
Based on table 4.2, it can be seen that 67 was the lowest students’ post-test
score in experimental class and 89 was the highest students’ post-test score in
experimental class while 60 was the lowest students’ post-test score in controlled
class and 83 was the highest students’ post-test score in controlled class. In addition,
2419 was the total students’ score of pos-test in experimental class and 2213 was the
total students’ score of post-test in controlled class. The experimental class has the
average score 80.63 and the controlled class has the average score 73.76.
3. Gain Score
In this study, gain score was used as primary data to calculate ttest after finding
out the mean score, standard deviation score and standard error mean score. It is the
Table 4.3
The Gain Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 9 1. C-1 7
2. E-2 13 2. C-2 15
3. E-3 20 3. C-3 4
4. E-4 5 4. C-4 0
5. E-5 8 5. C-5 9
6. E-6 21 6. C-6 4
7. E-7 12 7. C-7 0
8. E-8 9 8. C-8 3
9. E-9 10 9. C-9 -1
10. E-10 9 10. C-10 -4
11. E-11 25 11. C-11 1
12. E-12 15 12. C-12 8
13. E-13 25 13. C-13 7
14. E-14 22 14. C-14 0
15. E-15 20 15. C-15 18
16. E-16 12 16. C-16 4
17. E-17 15 17. C-17 12
18. E-18 15 18. C-18 -4
19. E-19 15 19. C-19 -3
20. E-20 17 20. C-20 10
21. E-21 14 21. C-21 18
22. E-22 0 22. C-22 9
24. E-24 13 24. C-24 10
25. E-25 10 25. C-25 7
26. E-26 18 26. C-26 -8
27. E-27 11 27. C-27 4
28. E-28 25 28. C-28 15
29. E-29 5 29. E-29 -3
30. E-30 14 30. E-30 -8
N = 30 ∑ X = 404 N = 30 ∑ Y = 138
Mean X 13.46 Mean Y 4.6
Table 4.3 shows that -3 was the lowest students’ gain score in experimental
class and 25 the highest students’ gain score in experimental class while -8 was the
lowest students’ gain score in controlled class and 18 the highest students’ gain score
in controlled class. In addition, 404 was the total students’ gain score in experimental
class and 138 was the total students’ gain score in controlled class. The experimental
class has the average score of 13.46 and the controlled class has the average score of
4.6.
4. The Frequency Distribution of the Experimental Class
[image:52.612.120.519.113.342.2]a. Pre-test score of the experimental class
Table 4.4
The Frequency Distribution of the pre-test of Experimental Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 53-57 52.5 57.5 5 16.66 %
2. 58-62 57.5 62.5 4 13.33 %
[image:52.612.118.525.320.695.2]4. 68-72 67.5 72.5 4 13.33 %
5. 73-77 72.5 77.5 7 23.33 %
6. 78-82 77.5 82.5 3 10 %
[image:53.612.121.527.111.673.2]∑ 30 100%
Figure 4.1 Diagram of frequency distribution of the pre-test score of the
experimental class
The data of the pre-test score of the experimental class presented into
frequency distribution table and diagram form. The classification of the data
was made based on the length of interval (P), number of classes (K), and range
(R). The table 4.4 shows that the length of the interval was 5 and the numbers
of class interval were 6. The up class boundary of the first class interval was
57.5 and the up class boundary of the last interval was 82.5. The total numbers
of students were 30. Moreover, the most frequency appearance on the
frequency distributed was the score between 63-67 and 73-77 with the number
of absolute frequency 7 and the relative frequency 23.33 %. In addition, the
least appearance of score was on interval 78-82 with the number of absolute 0
1 2 3 4 5 6 7
53-57 58-62 63-67 68-72 73-77 78-82
Class Interval
frequency 3 and relative frequency 10%. The whole description of statistical
calculation can be seen on the appendix.
[image:54.612.119.522.211.678.2]b. Post-test score of the experimental class
Table 4.5
The Frequency Distribution of the post-test of Experimental Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 67-70 66.5 70.5 2 6.66 %
2. 71-74 70.5 74.5 2 6.66 %
3 75-78 74.5 78.5 8 26.66 %
4. 79-82 78.5 82.5 6 20 %
5. 83-86 82.5 86.5 5 16.66 %
6. 87-90 86.5 90.5 7 23.33 %
∑ 30 100%
0 1 2 3 4 5 6 7 8
67-70 71-74 75-78 79-82 83-86 87-90
Class Interval
Figure 4.2 Diagram of frequency distribution of the post-test score of the
experimental class
Table 4.5 shows that the numbers of the class interval was 6 and the
length of interval was 4. The low class boundary of the first class interval was
66.5 and the low class boundary from last class was 86.5. The total numbers of
absolute frequency were 30. The table also shows that the most frequency
appearance on the frequency distributed was the score in interval 75-78 with the
absolute frequency 8 and relative frequency 26.66%. Moreover, the least
appearance of score was the score between interval 67-70 and 71-74 with the
absolute frequency 2 and relative frequency 6.66%. On the other hand, the
upclass boundary on the first interval was 70.5 and the up class boundary of the
last interval was 90.5. The whole description of statistical calculation can be
seen on the appendix.
5. The Frequency Distribution of the Controlled Class
a. Pre-test score of the controlled class
Table 4.6
The Frequency Distribution of the pre-test of Controlled Class
No. Interval Low Class
Boundary
Up Class Boundary
Frequency
Absolute Relative
1. 57-60 56.5 60.5 7 23.33 %
2. 61-64 60.5 64.5 2 6.66 %
3 65-68 64.5 68.5 5 16.66 %
4. 69-72 68.5 72.5 3 10 %
5. 73-76 72.5 76.5 6 20 %
[image:55.612.121.521.196.695.2]Figure 4.3 Diagram of frequency distribution of the pre-test score of the
controlled class
Table 4.6 shows that the numbers of the class interval were 6 and the
length of the interval was 4. While the lowe
