is significant effect of Socratic Questioning on students‘ reading comprehension in analytical exposition text in the eleventh grade of SMA PGRI 56 Ciputat.
10) . Effect Size
To identify the strength of the effect, the writer analyzed the data by using Cohen‘s formulation. The steps of calculation are :
d =
Determining pooled standard deviation with formula :
SDpooled = √ ( )
√
√ √
Determining the effect size with the formula :
d =
To interpret the result of effect size, the Cohen‘s d effect size criteria was used to figure out the level of the effect strengthens. The criteria can be seen as follows :
0 – 0.20 = weak
0.20 – 0.50 = modest effect 0.50 – 1.00 = moderate effect
>1.00 = strong effect
The result of the effect size is 0.05. Referring to the Cohen‘s effect size, 0.05 is on the interval 0 – 0.20. It can be inferred that the effect size of Socratic Questioning on Students‘ reading comprehension in analytical exposition text at eleventh grade of SMA PGRI 56 Ciputat has weak effect.
Another objective is to support related to previous study teaching using Socratic Questioning.
The research findings above show that the experimental students got an average pre-test score (60.51) which is lower than pre-test score of control class student (66.28). However, in post- test, students from the experimental class perform better than students from control class. Experimental students obtained average post-test scores (68.59), while the control class students obtained average post-test scores (68.23). Furthermore, The experimental class students obtained average gained score of 8.08, while the control class students only got 2.30.
In the data description it can be said that in pre-test, experimental class students got low mean score (60.51) before they were treated using Socratic Questioning. After using Socratic Questioning, this class got a higher score in their post-test (68.59) than in their pre-test. It can be inferred that there is a significant difference between student‘s score in before using Socratic Questioning and after using it. There is a significance gain score between pre- test and post-test of experimental class 8.08. The gain score of the experimental class is higher than the gain scores of control class. It means that using Socratic Questioning gives more improvement in students‘ reading comprehension than without using it.
Meanwhile, from the data description, it can be seen that students‘ of control class got low score (66.28) but it was higher than pre-test score of experimental class. After treated by applying a conventional way and conducting a post-test , their score increased, but the improvement is not as significant as the experimental class score. They got 68.23 in their post-test that means their gain score is 2.03. It can be inferred that the writer did not get a significance difference by using the conventional way.
Then, the data were analyzed to prove the significance by using statistical calculation. Before the data were calculated using t-test, the writer conducted normality and homogeneity test. It was conducted to see the distribution and
the variant of the data as the requirement to do t-test. The normality test shows that pretest in experimental class is 0.200 and in control class is 0.077.
Furthermore, the normality test of post-test in experimental class is 0.19 and control class is 0.200. The scores was above 0.05, that means the data was normally distributed. Meanwhile, the score of homogeneity test based on the mean in the pre-test is 0.476, and based on the mean in the post-test is 0.558.
Both of degree significance of pretest and post-test were higher than 0.05 which mean the data were homogeny or in same variant. The next step is calculating the data using t-test, it was proved by the hypothesis test that in degree of significance 5% and degree of freedom 74, Null Hypothesis (H0) was rejected and Alternative hypothesis (Ha) was accepted and since t0 (2.99) was higher than the tt(1.99). However, after the effect size was calculated, it shows that the effect size of Socratic Question has weak effect, since the effect size calculation (0.05) was in interval 0 – 0.20.
Furthermore, in measuring to the level of effectiveness of Socratic Questiong on students‘ reading comprehension, the writer used Cohens’s d formula. The result of Cohens’s d formula showed that the effect size score that gained is 0.05. Based on the criteria of the effect size, it is categorized into weak effect. It means Socratic Questioning gave weak effect in students‘
reading comprehension of analytical exposition text. So, it can be inferred that Socratic Questioning has weak effect toward students‘ reading comprehension of analytical exposition text at the eleventh grade students of SMA PGRI 56 Ciputat.
From the statistical calculation above, it can be concluded that Socratic Questioning has significant effect with weak effect level for students‘ reading comprehension in analytical exposition text. This research support the previous study conducted by Kusmayarni that found Socratic Questioning gave positive impact on learning and teaching English.
Specifically, this statistical calculation is in line with what Paul and Elder theories that Socratic Questioning can be used to pursue thought for analyzing
concept and explore background knowledge. It was shown by the result of experimental class students who got higher post – test score than their pre-test score.
This research also proved Paul and Elder‘s theory that Socratic Questioning can be used to explore complex idea, uncover assumption, logical impact of something, and open up problem and issue. It can be seen based on the writer‘s observation during the research that many students can reveal their background knowledge more comprehensively. They stated their assumption, their arguments about impact, and explore their thought when the writer asked them six types of Socratic Questioning.
However, the Cohen‘s d calculation showed that the level of score improvement was in weak level. It can be seen from the observation during the treatment. The writer noted that some students lack of motivation, less in participation, and tended to follow their friends‘ arguments. Students who had lack motivation can be seen form their attitude. They looked lazy to follow the treatment. When they were asked about their arguments, they did not want to use their critical thinking optimally and tended to copy their friends‘ answer.
From the explanation above, it can be summarized that Socratic Questioning has impact in improving students‘ reading comprehension. It is proven by the result of t-test. In the other hand, some factors made this method did not give impact as high as the writer‘s expectation. However, the result of this study can be reference to further research about Socratic Questioning.
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