skripsi yulma
TRANSCRIPT
TEACHING ACTIVE AND PASSIVE VOICE BY USING INDICATIVE
STRATEGY TO THE SECOND YEAR STUDENTS OF THE SENIOR
HIGH SCHOOL 2 OF ULU MUSI
1. Background
In Indonesia English is taught as compulsory subject to high-school
students and college students. At some elementary school, English has been
introduced as a local content subject to their fourth grade pupils. The objective of
teaching English to Indonesian students is that the students are able to
communicate in English both orally and in writing. To achieve the objective, the
students should have the four language skills, namely listening, speaking, reading
and writing. Besides, to support their language skills, the students should master
the language components, such as pronunciation, grammar, and vocabulary.
Grammar is one of the language components that the students should
master. Grammar is a linguistic description of a particular language, a set of
statements or rules that explain how the language works (Calderonnello,
1986:481). It is important to master grammar because person who has a good
grammar mastery would be able to understand utterances/sentences produced by
other people and to produce grammatical utterances/sentences understood to other
people.
One English grammar that is taught to the second grade students at senior
high school is passive voice. Passive voice is the original “receiver”, the action
the grammatical subject, and the original “doer” of the action. There are two
special form called voice (Marcella, 1972:55), they are:
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1. Active Voice
2. Passive Voice
1) The active voice is the “normal” voice. This is the voice that we use most
of the time. In the active voice, the object receives the action of the verb,
for example: *Cat eat fish.
2) The passive voice is less usual. In the passive voice, the subject receives
the action of the verb. The object of the verb becomes the subject of the
passive verb, for example: “Fish is eaten by cat.
The form of the voice especially the passive, is not easy to be understood
by the students. The passive voice is less usual than the active voice. The active
voice is the normal voice, but sometimes we need the passive voice. In this case
the teacher should give instruction to the students how to construct the passive
voice, when to use it and how to conjugate it. The indicative strategy represents a
more modern style of teaching where the new grammatical structures or rules are
presented to the students in a real language context (Goner, Phillips, and Walters
135).
Indicative grammar teaching is based on trial and error, experiments.
The students learn from trying different things, seeing what works and what does
not. Through experimenting, they figure out the grammatical rules. The
indicative strategy is also known as the discovery learning approach where lesson
begin by the teacher providing examples to demonstrate how the language is
employed. In doing so, the students derive the rule by themselves and the
language is practised in further activities (Thornbury, Scott, 2006, p.29-48).
Based on the above statement, the writer intended to conduct a study to find out
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whether or not indicative strategy is effective in teaching active and passive voice
to the students.
The reason for choosing this topic, because the writer experienced to see
most of the students of Senior High School faced difficulties in learning passive
voice. For example when they have to change the active sentence in present
tense, they still put the verb in active form and also they do not understand in
changing the “be” form of the voice. Using indicative strategy might help them of
overcome the problem in learning English grammar. For this study the writer
would like to use the second grade students of SMA Negeri 2 of Ulu Musi as the
sample of this study. This study would be entitled “Teaching Active and Passive
Voice by Using Indicative Strategy to the Second Grade Students of the State
Senor High School 2 of Ulu Musi.
2. Problem
It is understandable that grammar plays an important role in learning
English Language. Having a good, command of the language means not only to
master the four language skills of reading, waiting, listening and speaking but also
to achieve grammatical competence. When students face problems in acquiring
the language, teacher should make an attempt to male their lessons as interesting
as possible and not resort to the traditional “chalk and talk” method, which can be
dull, and predominantly teacher centered.
This study tried to find out whether indicative strategy has effects on the
students’ learning of the use of the structure especially active and passive voice,
through practice of the language in context of expressing the meaning in various
language system, orally and accurately in the context of daily need in identifying
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the subject of a sentence and then forming the pattern of active voice and its
changing into passive voice in the form of positive, negative and interrogative.
The students then understand to construct the active and passive voice with in
correct sentences.
2.1 Limitation of the Problem
The study is limited in the following points;
1) The grammar that will be taught to the students are the active and passive
voice in the Simple Present Tense and Simple Past Tense, through the practice
of the language in context of expressing of daily need in a report text, narrative
and analytical exposition, and letter realize the rules of changing of the verb,
the verb form of the active and passive voice in the Simple Present Tense and
Simple Past Tense from the practical examples.
2) The learners learn from trying different things, seeing what works and what
does not thorough experimenting they figure out the grammatical rules
especially active and passive voice.
3) The verb that will be taught to the students are:
1. Go 6. Ask 11. Attack 16. Serve 21. Sings 26. Pay2. Walk 7. bring 12. Be 17. Tell 22. Steal 27. Stay3. See 8. Buy 13. Guide 18. eat 23. Tear 28. Leave4. Take 9. Visit 14. Guard 19. Say 24. Sit 29. Put5. Give 10. Make 15. Watch 20. Tell 25. Kill 30. Stir
2.2 Formulation of the Problem
This study is formulated in the following “Is it effective to teach active and
passive voice by using indicative strategy to the second grade students of the State Senior
High School 2 of Ulu Musi?
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3. Objective of the Study
The objective of the Study is to find out the effectiveness of indicative
strategy in teaching active and passive voice to the second year students of of the State
Senior High School 2 of Ulu Musi?
4. Significance of the Study
The significance of this study emphasized on the following points:
(1) To the writer
This study would increase her knowledge to know how the active and passive
voice is taught to the students by using indicative strategy is tested and how
to measure their achievement.
(2) To the Teacher
By giving the written test using indicative strategy, the writer expects, it
would encourage their students to learn English grammar, so that from now
on they can self-access study on it and the indicative strategy can be the
supplementary material for classroom now.
(3) To the Students
For the second year students of the State Senior High School 2 of Ulu Musi,
they are expected to keep on learning English grammar correctly by following
the indicative strategy rules, as they should be. In addition, this study may
attract them to learn the grammar of English better.
(4) To the Institution
This study could be one of the informative references, so by doing the
indicative strategy, the students’ grammar would be better.
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5. Literature Review
This part will present (1) the concept of teaching, (2) the concept of active
and passive voice, (3) the concept of grammar, (4) the concept of indicative
strategy, and (5) related previous study
5.1 The Concept of Teaching
Teaching is profession conducted by using a combination of an art, science
and skill. It is an art because it relies on the teacher’s creative provision of the
best possible learning environment and activities for his/her students. It is science
since it is a system, an ordered set of ideas and methods used by the teachers in
doing their main jobs: planning a lesson, implementing the plan in the classroom
and evaluating the outcomes of the activities. It is skill because it demands the
ability attained from relevant theories and practice to assist students expertly in
learning so that they are able to gain linguistic and communicative competence in
the target language (Saleh, 1997:16). While Brown (1994) states teaching is
showing or helping some one to learn how to do something, giving instructions,
guiding in the study of something, providing with knowledge, causing to know or
understand.
Base on the definition above, the writer can conclude that the meaning of
teaching is a process of a transferring knowledge from someone to another one in
order to make people know or understand about something. For example, in this
case teacher will be transfer about active and passive voice by using indicative
strategy to her students.
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5.2 The Concept of Active and Passive Voice
(Wren and Martin, 1982:91) give definition that the active and passive
voice is usually more direct and vigorous than the passive. The need to make a
particular word the subject of the sentence will often determine which voice is to
be used. The active voice is the “normal” voice. This is the voice that we use
most of the time. The voice is used to indicate that the grammatical subject of the
verb is performing the action or causing the happening denoted by the verb. We
are probably already familiar with the active voice. In the active voice, the object
receives the action of the verb, for example:
active
subject verb object
>
Cats
Everybody
eat
drinks
fish.
water
The passive voice is less usual. In the passive voice the subject receives
the action of the verb. The voice used to indicate that the grammatical subject of
the verb is the recipient (not the cource) of the action denoted by the verb, for
example:
passive subject verb object
<
Fish are eaten by cats.
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The object of the active verb becomes the subject of the passive verb:
subject verb object
active Everybody drinks water.
passive Water is drunk by everybody.
5.2.1 Construction of the Passive Voice
The structure of the passive voice is very simple (Wren and Martin,
1982:92): subject + auxiliary verb (be) + main verb (past participle). The main
verb is always in its past participle form.
Look at these examples:
subjectauxiliary verb (to be)
main verb (past participle)
Water is drunk by everyone.
100 people
are employedby this company.
I am paid in euro.
We are not paid in dollars.
Are they paid in yen?
5.2.2 Use of the Passive Voice
We use the passive when:
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- we want to make the active object more important
- we do not know the active subject
subject verb object
give importance to active object (President Kennedy)
President Kennedy
was killedby Lee Harvey Oswald.
active subject unknown My wallethas been stolen.
?
Note that we always use by to introduce the passive object (Fish are eaten by
cats).
Look at this sentence: - He was killed with a gun.
Normally we use by to introduce the passive object. But the gun is not the
active subject. The gun did not kill him. He was killed by somebody with a gun. In
the active voice, it would be: Somebody killed him with a gun. The gun is the
instrument. Somebody is the "agent" or "doer".
In this study, the tenses of active and passive voice that will be taught to
the students are in Simple Present Tense and Simple Past Tense.
5.3 The Concept of Grammar
Grammar is defined by Ur (1992:4) as “the way language manipulates, and
combines words (or bit words) in order to form longer units of meaning.” Thos
definition is quite close to the common understanding of what grammar is. The
main difference is that it tells us how the rules of language actually work- they
arrange and shape words. Nevertheless, knowing what these rules di is not a very
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motivating factor alone. Crystal (2004:5) says, “Grammar is the structural
foundation of our ability to express ourselves. The more we are aware of how it
works, the more we can monitor the meaning and effectiveness of the way and
others we use language. It can help foster precision, detect ambiguity, and exploit
the richness of expression available in English. Additionally, it can help
everyone, not only teachers of English, but teachers of anything for all teaching
grammar is ultimately a matter of getting to grips with meaning.
Maugham (1938:176) adds, “It is necessary to know grammar, and it is
better to write grammatically than not, but it is well to remember that grammar is
common speech formulated. Usage is the only test.”
As it can be seen from the above definitions, grammar is not an
unimportant set of rules that can be ignored without consequences. It is a very
complex phenomenon and even though learners may find it difficult thing to
master, the time devoted to is that is certainly not wasted. Making students realize
it, however, is only the first step in teaching grammar, and the following activities
can take many different forms, based on a selected approach and method.
5.4 The Concept of Indicative Strategy
An indicative strategy is a strategy to study the grammar through the
practice of writing the sentence and then forming the sentence in the correct
grammar guided by the teacher and then practice by themselves about the
sentence, expressing the verb forms, and forming active and passive in correct
pattern (Felder & Henriques1995). Indicative approach can also be called rule-
discovery learning. The teacher presents the examples of the active and passive
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sentences and explains to the students the meaning, the pattern and the use of the
structure, then the students discovering grammar rules while working through
exercises of active and passive voice.
In this sense, learners understand grammatical rules from the examples.
The presentation of grammatical rules can be spoken or written. Eisenstein (cited in Long
& Richards, 1987) maintains that the indicative approach tries to utilize the very
strong reward value of bringing order, clarity and meaning to experiences. This
approach involves learners’ participating actively in their own instruction. In addition, the
approach encourages a learner to develop her/his own mental set of strategies for dealing
with tasks. In other words, this approach attempts to highlight grammatical rules
implicitly in which the learners are encouraged to conclude the rules given by the
teacher.
The main purpose of teaching grammar at the undergraduate level is to
provide remediation as there is not much ‘new grammar’ to be taught at this level.
As said before, since the students are not able to produce grammatically correct
sentences in connected texts, there is a need to make a journey from the teaching
of formal grammar to the teaching of functional grammar. It must be remembered
that the ultimate aim of teaching grammar at the undergraduate level is to enable
students to take part in communicative interaction and so an attempt that must be
made to bring grammar closer to students’ life. Context plays a very significant
role in the teaching of grammar. Topics that can give an opportunity to the
students to practice a particular grammatical item must be given and students can
be motivated to speak on those topics. The following examples reveal how a
teacher can move from the teaching of formal grammar to the teaching of
functional grammar:
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- After teaching the simple past tense, students can be asked to speak on
topics like “The Happiest Day of My Life” or “The First Day of My
Colledge”.
- After discussing the rules of the active-passive voice, the teacher can
ask students to write a paragraph on “How is tea prepared at home”.
5.4.1 Teaching Active and Passive Voice by Using Indicative Strategy
According to Krashen (1993:33-44) offers steps in teaching active and
passive voice by using indicative strategy, which can be roughly characterized as
the following four steps:
STEP 1: Students are given a representative set of sentences about active and
passive voice.
- Students are given a mixed group of grammatical and ungrammatical
sentences regarding the use of the active and passive voice, as
exemplified:
a. Cats eat fish (active)
b. *Cats eats fish
c. Fish is eaten by cats (passive)
d. *Fish is eat by cat
STEP 2: Students are asked to generalize active and passive forms.
Students are asked to produce or generalize a grammatical rule from the
active and passive sentences to account for both its grammatical and
ungrammatical sentences. Based on their grammatical judgments about the two
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sentences students would formulate a tentative grammatical rule which governs
the use of the active and passive voice.
STEP 3: Students are asked to check and test the active and passive sentence.
Students are asked to check and test the rule of the voice sentence
involving the use of the active and passive, and to find out whether this
grammatical rule can be applied in the sentence.
STEP 4: Students are asked to revise the grammatical rule of the voice to
accommodate the new sentences.
The students check the result of the sentence, and check whether the
sentence is grammatical or not.
This steps involves learners’ participating actively in their own instruction.
In addition, the approach encourages students to develop her/his own mental set
of
strategies for dealing with tasks. In other words, this approach attempts to
highlight grammatical rules implicitly in which the students are encouraged to
conclude the rules given by the teacher.
5.3.1 The Advantages and Disadvantages of Indicative Strategy
(Krasen, 1993:33-44) The inductive approach offers advantages and
disadvantages as seen in the Table 1 below.
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TABLE 2
THE ADVANTAGES AND DISADVANTAGES OF INDICATIVE STRATEGY
5.4 Related Previous Study
There are quite many theses discussed about pronunciation and songs, but the writer will take only one thesis which closely related to this thesis with the tide
"Efektivitas Penggunaan Lembar Kerja Siswa pada Pokok Bahasan Passive Voice dan Active Voice untuk Siswa Kelas VII MTs NU 01 Kramat Kabupaten Tegal
Tahun 2009/2010", written by Rosita, Imut Diah in 2010. The objective is to find out to know whether using media of Work Sheet to Student has positive effect on structure ability Passive Voice and Active Voice for Students at Class VII MTs NU
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01 Kramat Tegal Regency in Academic Year 2009/2010. The research result shows on degree significance of 5% (0,05), there is significance difference between mastery in English Writing skill of student who are taught by using work sheet of student, and
those who are taught without using work sheet of Student at MTs. The result of t-test
is 6,5254 and t-table is 2,021. So, it is higher than t-table. The similarities and
differences are found, they arc:
1) The similarities are:
a. Both talked about active and passive for the topic of the study.
2) The Differences arc:
a. The previous thesis was Written in 2010 while the writer in 2011
b. The previous thesis used the work sheet media to know its effect on the
students structure ability passive voice and active voice
c. The previous thesis population was 120 students and the samples was 40
students, the writers' population was 70 from two classes and the sample will
be all with one class as the experiment and the other class as the control
group.
d. The previous study used the true experimental method while the writer will
use experimental method.
6. Hypotheses
In relation to the objective of the study as mentioned above, the writer
formulates the following two hypotheses.
Ho : It is not effective teaching active and passive voice to the the second grade
students of the State Senior High School 2 of Ulu Musi.
HA : It is effective teaching active and passive voice to the the second grade
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students of the State Senior High School 2 of Ulu Musi.
7. Criteria for Testing the Hypotheses
For testing the hypotheses formulated above, the writer will use critical value
of the students of the t-test distribution table (Hatch and Farhady, 1982:272). Due to
the fact that the writer will use 35 pairs students as the sample of the study, and the
degree of freedom (df) was 34 (35-l ), therefore to accept the alternative hypotheses
with 0.5% significance the writer will use the t-distribution table (Hatch and Farhady,
1982:272) with one tailed test, the result of the matched t-test oft-obtained should
exceed 1.684. If the t-table is lower or smaller than 1.684, the null hypothesis (Ho) is
accepted and the alternative is rejected. On the other hand, if the result of the t-table
is higher than 1.684, the null hypothesis (Ho) is rejected and alternative hypothesis is
accepted (Hatch and Farhady , 1982:272).
8.2 Research Variables
A variable is a type of concept that can take or different values or have
categories, such as tree, house, desk, teacher creativity, and school. There are two
kinds of variables in this study: independent variable and dependent variable. The
independent variable is a variable which influences other variables and come first,
such as teaching method, teacher behavior, methods of instruction curriculum,
individual characteristics, SES (Social Economy Status) and peer group behavior.
Dependent variable is the one that is affected by or predicted by the independent
variable, such as achievement attitudes, values, self concept, a social development
(Dane, i990:22)
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In this study, the independent variable of the research is the teaching media
that is songs and pictures, and the dependent variable is the students' vocabulary
achievement.
8.3 Operational Definitions
The title of this study is "Teaching Active and Passive Voice by Using
Indicative Strategy to the Second Grade Students the State Senior High School 2
of Ulu Musi. From the title of this study, the dependent variable is students'
grammar achievement and the independent variables is indicative strategy.
Therefore, it is necessary to clarify the terms used. In this study, in order to avoid
misunderstanding in writing, the writer tried to find out the key words relating
with this title. They are teaching, active and passive voice, and indicative strategy.
1) "Teaching" is the teacher's activities in transferring knowledge or skill to
he/his students. This study will teach active and passive voice by using
indicative strategy
2). "active voice” is the subject of the sentence performs the action denoted by the
verb, and “passive voice” is in which the subject of a sentence or clause
denotes the recipient of the action rather than the performer.
3) "Indicative strategy" is.the strategy for teaching the students learn the use of
the structure through practice of the language in context, and later realize the
rules from the practical examples.
8.4 Population and Sample
8.4.1 Population
According to Arikunto (1993:2), population is all research subjects." The
population of this study will be all of the second year students of the state Senior
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High school 2 of Ulu Musi, in the academic year of 2010/2011. The number of
the population is 105. There are three classes in the population as follows:
TABLE 2THE POPULATION OF THE STUDY
No. Class Total Students1 VIII.1 252 VIII.2 253 VIII.3 25
Total 75Source: The State Senior High School 2 of Ulu Musi in the academic year 2011/2012
8.4.2 Sample
According to Arikunto (1993:104) sample is a part of the population that
will be investigated. Because of the limited of time and the suggestion from the
headmaster, the writer will used purposive sampling to take the sampling.
Purposive sampling is one of the most common strategies, groups, participants
according to preselected criteria relevant to a particular reserch question (Bernard:
1995:205). The sample of this study is only one class that is class 11.1, which
consisted of 25 students. It could be seen in table 3.
TABLE 3
THE SAMPLE OF THE STUDY
No. Class Total Students1 VIII.1 25
Total 25Source: The State Senior High School 2 of Ulu Musi in the academic year 2011/2012
8.5 Techniques for Collecting the Data
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In teaching active and passive voice by using indicative strategy, the writer
will only use one technique that is a test. The writer will give a pre-test and
posttest in teaching active and passive voice to the students by using indicative
strategy. The test will be 30 questions which 15 items of active and passive voice
in the form of multiple choices, changing sentences, and sentence completion, in
the Simple Present and Past Tense.
8.5.1 Validity
The most important variable in edging the adequacy of a measurement is
its validity. Validity refers to extent to which the result of an evaluation procedure
serves the particular uses for which they are intended to measure (see
Tinambunan, 1988:11). It can be said, for example, a ruler is used to measure
height, watches to measure time and scales to measure weight.
There are three types of validity: content validity, criterion related validity,
and construct validity. However, the most important concern for the classroom
achievement testing is content validity (Tinambunan, 1988:12-13). Therefore, the
discussion is focused on content validity. The test item will be specified in table
3.
TABLE 3TEST SPECIFICATION
Objective Indicators Material Content of the Test Number of items
Item
To measure the students’ achievement to answer the grammar
The students are able to answer the questions by using indicative strategy
Active and Passive Voice
1. Go 16. serve2. Walk 17. tell3. See 18. eat4. Take 19. say5. Give 20. buy6. Ask 21. sing7. Hide 22. steal
1 – 10
11-20
Multiple Choice
Changing sentences
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8. Bring 23. tear9. Visit 24. sit10. Make 25. kill11. Attack 26. pay12. Help 27. put13. Guide 28. stay14. Guard 29. stir15. Watch 30. drive
21-30 Sentence Completion
3.4 Reliability of the Test
Reliability is a measure of degree to which test gives consistent result.
Fraenkel and Wallen (1993:149) say that for the research purposes, a usual clue is
that reliability should be at least 0.70 and preferably higher. The following
formula was used in testing reliability.
(Fraenkel and Wallen, 1993:149)
Where: KR 21 = Kuder-Richardson Reliability Coefficient,
K = Number of Items in the Test
M = The Number of the Students’ Correct Answers
SD = Standard Deviation of the Set of Test Scores
The Formula is: SD=
(Hatch and Farhady, 1982:59)
Where: SD = Standar Deviation
X = The Number of the Students’ Correct Answers
= The Average Number of the Correct Answers
N = The Number of the Students
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TABLE 4THE STUDENTS’ SCORES IN THE TRY-OUT TEST
No Number of Items
Number of Correct Answers (X)
1 30 11 -7,4 54,762 30 12 -6,4 40,963 30 13 -5,4 54,764 30 15 -5,4 54,765 30 17 -4,4 19,366 30 17 -4,4 19,367 30 18 -3,4 11,558 30 1 -3,4 11,559 30 11 -2,4 5,7610 30 11 -2,4 5,7611 30 11 -2,4 5,7612 30 12 -1,4 1,9513 30 12 -1,4 1,9514 30 12 -1,4 1,9515 30 13 -0,4 0,1616 30 13 -0,4 0,1617 30 14 -0,4 0,1618 30 14 0,6 0,3619 30 16 0,6 0,3620 30 16 0,6 0,3621 30 17 1,6 2,5622 30 17 1,6 2,5623 30 18 1,6 2,5624 30 18 2,6 6,7625 30 19 2,6 6,76
505 183.04
Average =
21
= 13.9
SD =
=
=
= 2,70
=
=
=
=
=
= 0.75
The reliability coefficient of the test material is 0.75,it was suitable for the
eighth grade students of the State Junior High School 3 of Lais MUBA. It means
that the test material is reliable to be used as the test instrument for collecting
data.
3.5 Techniques for Analyzing the Data
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There will be two kinds of techniques in analyzing the data, they are:
1) Percentage Analysis
The data obtained from the test will be analyzed by using percentage
analysis. The percentage analysis formula is as follows:
Where: X = Score of Percentage Result
R = Total Number of Correct Answer
T = Number of Sample
N = Number of Test Items
In order to get the percentage scores the total of students' choices divided
by the total number of the sample students and multiplied by 100%. The criteria
are as
follows:
Ranges Category9.6 – 108.6 – 9.57.6 – 8.56.6 – 7.55.6 – 6.60 – 5.5
ExcellentVery GoodGoodSufficientPoorVery Poor
Source: The State Senior High School 2 of Ulu Musi in the academic year 2011/2012
2) T-Test
The test is probably the most widely used statistical for the comparison of
two means (Arikunto, 2002:267), there are several kinds of t-test, but we can
choose a suitable depending on the case concerned. To know the significant
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difference between the students’ achievement in the experimental group and that
in the control group, the independent t-test was applied. T-test was done to find
out the homogeneity the result of the test. The formula is as follow:
T The value of t obtained
= Mean of the Experimental Group
= Mean of the Control Group
N1 = The Number of Students in the Experimental Group
N2 = The Number of Students in the Control Group
S = Standard Deviation
(Sudjana, 1986:232)
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[1] William F. Mackey, Language Teaching Analysis, (London: Longman, Green and Co. Ltd, 1966), p. 138.
Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April 26th, 2007 at http://www.nthuleen.com/papers/720report.html
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 1986), p. 18
.
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