The chart above also shows that the data of students’ reading speed in control class with high reading attitude are distributed normally. Because, if the sample is form a normal distribution, then the cases fall more or less in a straight line.
While, for the students’ reading speed with low reading attitude in control class, the data distribution can be seen in the following chart:
Chart 15. The Chart of Students’ Reading Speed with Low Reading Attitude Normality Testing of Control Class
The chart above also shows that the data of students’ reading speed in control class with low reading attitude are distributed normally. As we can see that the cases fall more or less in a straight line, which indicates the data distributed normally.
b. Homogeneity Testing
Test homogeneity of the students’ reading speed was done to see whether the data in both of experimental and control classes are homogeny or not. The test of homogeneity was analyzed by using SPSS 17 for Windows with Levene statistic test with significance level 0.05. The summary of homogeneity testing of students’ reading attitude and students’ reading speed as general can be seen on the following table:
Table 20. Test of Homogeneity in Experiment and Control Classes
Experiment and Control Class
Variables Sig Data Variance Reading Attitude 0.429 Homogenous
Reading Speed 0.314 Homogenous
The data from the table above show that the significant value of students’
reading attitude in experimental and control class is 0.429 (Sig > 0.05) or can be seen in appendix 17 page 182. It means that the variance of the samples is homogeny due to the students’ reading attitude. While, the significant value of students’ reading speed in experimental and control class is 0.314 (Sig > 0.05) or can be seen in appendix 41 page 262. It also shows that the variance of the samples was homogeny due to the students’ reading speed.
Specifically, homogeneity testing of data students who have high reading attitude and low reading attitude in experimental class and control class can be seen on the following table:
Table 21. Test of Homogeneity of Students who have High and Low Reading Attitude in Experiment and Control Classes
Sig Data Variance Experiment and Control Class
with High Reading Attitude 0.763 Homogenous
Experiment and Control Class
with Low Reading Attitude 0.436 Homogenous
The data from the table above show that the significant value of students who have high reading attitude in experimental and control class is 0.763 (Sig >
0.05) or can be seen on appendix 17 page 184. It means that the variance of the samples is homogeny due to the students’ reading speed with high reading attitude. While, the significant value of students who have low attitude in experimental and control class is 0.436 (Sig > 0.05) or can be seen on appendix 17 page 184. It means that the variance of the samples is homogeny due to the students’ reading speed with low reading attitude.
Furthermore, homogeneity testing of data of students’ reading speed with high and low reading attitude in experimental and control class are found that:
Table 22. Test of Homogeneity of Students’ Reading Speed with High And Low Reading Attitude in Experiment and Control Classes
Sig Data Variance Experiment and Control Class
with High Reading Attitude 0.947 Homogenous
Experiment and Control Class 0.907 Homogenous
with Low Reading Attitude
The data from the table above shows that the significant value of students’
reading speed with high reading attitude in experimental and control class is 0.947 (Sig > 0.05) or can be seen on appendix 42 page 264. It means that the variance of the samples is homogeny due to the students’ reading speed with high reading attitude. While, the significant value of students’ reading speed with low attitude in experimental and control class is 0.907 (Sig > 0.05) or can be seen on appendix 42 page 234. It means that the variance of the samples is homogeny due to the students’ reading speed with low reading attitude.
In short, all of the data are distributed normally and homogenous. It had fulfilled the requirements to continue to hypothesis testing.
3. Hypothesis Testing
Due to normality and homogeneity, the hypothesis testing could be done.
In this research, the first, the second and the third hypothesis were tested by using t-test, while the fourth hypothesis was analyzed by using analysis of two ways ANOVA with formula unweighted mean (Ferguson, 1976:256). In computing and processing the data SPSS 17 for Windows used.
a. Hypothesis 1
The result of first hypothesis in this research shows that the score of students’ reading speed test which is taught through Know Want Learned strategy
is significantly higher than that of Three Phase strategy. It can be seen on the following table
Table 23. Result of Hypothesis 1
Classification
Classes
Experiment Control
N 30 31
150.92 126.82
S2 1675.068 946.34
Tobserved 2.605
ttable 2.000
Sig 0.012
The result of hypothesis testing shows that: tobserved 2.605 and ttable 2.000 with df = 60 and α = 0.05. As tobserved is higher than ttable (tobserved > ttable). So, statistically null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted for this 1st hypothesis. The students who are taught by using KWL strategy get higher result in reading speed than those who are taught by using strategy Three-phase strategy at second grade students of SMAN 1 Curup Selatan.
Furthermore, because probability of significance value is 0.012 which less than the specified alpha value, then the tobserved is significant. So, the students who are taught by using KWL strategy get significantly higher result in reading speed than those who are taught by using strategy Three-phase strategy at second grade students of SMAN 1 Curup Selatan. The procedure of first hypothesis testing can be seen in appendix 43 page 282.
b. Hypothesis 2
The result of second hypothesis shows that the score of students’ reading speed with high reading attitude which is taught through KWL strategy is significantly higher than that of Three-Phase strategy. As can be seen on the table below:
Table 26. Result of Hypothesis 2
Classification
Classes
Experiment Control
N 8 8
177.63 143.13
S2 1777.125 1196.125
tobserved 1.789
ttable 1.753
Sig 0.045
The result of the second hypothesis testing is: tobserved 1.789 and ttable 1.753 with df = 15 and α = 0.05. As tobserved is higher than ttable (tobserved > ttable). So, statistically null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted for this 2nd hypothesis. The students who have high reading attitude who are taught by using KWL strategy get higher result in reading speed skill than those who are taught by using Three-phase strategy at second grade students of SMAN 1 Curup Selatan.
In addition, as the probability of significance value is 0.045 which less than the specified alpha value, then the tobserved is significant. So, the students who have high reading attitude who are taught by using KWL strategy get significantly higher result in reading speed than those who are taught by using strategy Three- phase strategy at second grade students of SMAN 1 Curup Selatan. The procedure of second hypothesis testing can be seen in appendix 43 page 268.
c. Hypothesis 3
The result of third hypothesis shows that the score of students’ reading speed with low reading attitude which is taught through KWL strategy is not significantly higher than those who were taught by Three Phase strategy. As can be seen on the table below:
Table 27. Result of Hypothesis 3
Classification
Classes
Experiment Control
N 8 8
115.75 107.25
S2 244.500 238.214
tobserved 1.094
ttable 1.753
Sig 0.292
The result of the fourth hypothesis testing is: tobserved 1.094 and ttable 1.753 with df = 15 and α = 0.05. Since tobserved was higher than ttable (tobserved > ttable). It shows that students’ reading speed with low reading attitude which is taught through KWL strategy is not higher than those who are taught by using Three Phase strategy. So, statistically null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected for this 3rd hypothesis.
Then, as probability of significance value is 0.292 which is more than the specified alpha value, then the tobserved is not significant. So, the score of students’
reading speed with low reading attitude who are taught by using KWL strategy is not significantly higher than those who are taught by using Three Phase strategy at second grade students of SMAN 1 Curup Selatan. The procedure of third hypothesis testing can be seen in appendix 43 page 271.
d. Hypothesis 4
In order to know the interaction between both teaching strategies (KWL strategy and Three Phase strategy) and reading attitude towards students’ reading speed, it was analyzed by using Two Way ANOVA with formula unweighted means which was helped by SPSS 17 for Windows. The result of analysis can be seen on the table below:
Table 24. The Result of Hypothesis 4