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Submitted by :
AWEY MULYANA
2017
ABSTRACT
The Influence of Mind Mapping Technique toward Students’ Descriptive
Writing at the Tenth Grade of Pondok Pesantren Daar El-Qolam 3 Kampus
Dzaa Izza
The objective of this research is to find out the influence of mind mapping
technique toward students’ descriptive writing at the eleventh grade of senior high school
students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. The researcher used
quantitative research by applying true experimental design for conducting the research.
The population of this research was the eleventh grade of senior high school students in
Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. The sample of this research
consists of 30 students of each class. The experimental class was XI IPA 1 and XI IPA 2
as control class with 30 students in each class. The instrument of this research was written
test, there are pre-test and post-test that given to both classes. Before the treatment, the
students were given the pre-test. After giving the treatments in the experiment class and
with different treatment in control class, the students were given the post-test. For the
experimental class, the researcher used mind mapping technique in learning descriptive
text. In testing the hypothesis the researcher used t-test as formulas to know the influence
of mind mapping technique toward students’ descriptive writing at the eleventh grade of
senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza.
The calculation showed the result of is higher than (3.80≥ 2.00) with the
significance 0.05 (5%). It means that mind mapping technique was giving influence in
teaching descriptive writing.
ii
3.5 Research Instrument.................................................................................................................14
3.5.1 Pre-test..........................................................................................................................14
3.5.2 Post-test........................................................................................................................15
3.6 Data Collecting Technique.......................................................................................................15
3.7 Validity and Reliability............................................................................................................15
3.7.1 Content Validity............................................................................................................15
3.7.2 Inter-Rater Reliability...................................................................................................15
3.8 Data Analysis Technique..........................................................................................................16
3.8.1 Normality Test..............................................................................................................17
3.8.2 Homogeneity Test.........................................................................................................17
3.8.3 Hypothesis Testing........................................................................................................18
3.9 Research Procedure..................................................................................................................19
CHAPTER IV...................................................................................................................................20
RESEARCH FINDINGS AND DISCUSSION...............................................................................20
4.1 Data Description.......................................................................Error! Bookmark not defined.
4.2.1 Content Validity............................................................................................................21
4.2.2 Inter-Rater Reliability...................................................................................................21
4.2 Research Finding.....................................................................................................................22
4.2.1 Normality Test..............................................................................................................22
4.2.2 Homogeneity Test.........................................................................................................24
4.2.3 Hypothesis Test.............................................................................................................24
4.3 Research Discussion.................................................................Error! Bookmark not defined.
CHAPTER V....................................................................................................................................28
CONCLUSION AND SUGGESTION.............................................................................................28
5.1 Conclusion..................................................................................Error! Bookmark not defined.
5.2 Suggestion................................................................................................................................28
REFERENCES.................................................................................................................................29
APPENDICES..................................................................................................................................31
iii
LIST OF APPENDICES
LIST OF TABLES
iii
Table 2.1 Generic Structure of Descriptive Text ..................................................... 19
CHAPTER I
INTRODUCTION
iv
1 Background of the Research
Writing is the way to express the ideas in written from using letters, words,
art or media, and it requires mental process in order to express the ideas (Uusen,
2009: 10). Westwood (2008: 18) said that “Written language is perhaps the most
difficult of all skills to acquire because its development involves the effective
Not only speaking, the ability of writing determines person’s success in their
communication. Besides spoken, the people need written media to deliver their
idea to others.
descriptive text because the students find it difficulty to write a descriptive text
especially at the eleventh grade of senior high school students in Pondok Pesantren
Daar El-Qolam 3 Kampus Dzaa Izza. It is also accepted by the English teacher of
Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa Izza. He said that the students
are difficult to find the way writing a descriptive text. The students also feel less
enthusiastic to write a descriptive text because they are confused how to start the
writing.
To overcome the problems, the teacher should be able create the interesting,
process. One of the techniques that can be used to help the students’ is mind
Based on the problem above, the researcher would like to conduct a research
v
Descriptive Writing at the eleventh grade of Pondok Pesantren Daar El-Qolam
senior high school students in Pondok Pesantren Daar El-Qolam 3 Kampus Dzaa
Izza.
Based on the limitation of the problem above, the researcher formulates the
students’ descriptive writing at the tenth grade of senior high school students in
vi
6 Hypothesis
Dzaa Izza”.
2. The Null hypothesis (Ho)
“There is no influence toward students’ descriptive writing at the eleventh
vii
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Writing
writing doesn’t happen all at once. Meyers (2005: 2) says “You cannot see and
hear your readers, so you must think about their reaction. You must choose a
subject that will interest them and try to present it in an interesting way”.
From the definition above, the researcher can conclude that writing is a way
learned process that takes time and concentered practice because the writer has
more time to think then they do in oral activities. As a result, writing is a unity
Reid (2008: 8) says that there are three general purposes of writing, and they
can all occur in a single essay, although usually one of the purposes is dominant:
Based on the definition above, the researcher can conclude that writers have
to focus on the purpose of their writing since this will affect what language they
0
choose and how they use it. When they have determined their purpose, they know
what kind of information they need, how they want to organize and develop that
Brown (2004: 220) describes that there are four types of writing skill area.
1. Imitative Writing
The category includes the ability to spell correctly. The students have to attain
skills in the fundamental, basic tasks of writing letters, words, punctuation, and
very brief sentences. This level is usually for Elementary School level.
2. Intensive (Controlled) Writing
This category, most assessment tasks are more concerned with a focus on form,
and are rather strictly controlled by the text design. The students have to attain
discourse conventions that will achieve the objective of the written text. It has
strong emphasis on context and meaning. This skill area of writing is usually
strategies of writing for all purposes, such as an essay, a term paper, a thesis,
etc. the writers focus on achieving a purpose, organizing and developing ideas
1
logically, using details to illustrate ides, demonstrating syntactic and lexical
second point from Brown (2004: 220), controlled writing. Most assessment
tasks are more concerned with a focus on form, and are rather strictly
compose written text (Harmer, 2004: 12). Writing comes from working through a
process of writing (Meyers, 2002: 2). Any good paragraph or essay goes through
many stages before it’s finished. Writers may write their ideas without worrying
about grammar as their first draft. Then rewrite the draft, revise it until their ideas
become understandable for the readers. The most important thing when someone
sentence or one phrase and can be unity of sentences that have communicative
Descriptive text is used to help the writer develop an aspect of their work,
reader can create vivid pictures of characters, place, object etc. In description, a
2
writer uses words to paint a picture of something a person, a scene, or even a
feeling.
From those, it can be said that descriptive text is a text which say what a
person or a thing is like. Its purpose is to describe and reveal a particular person,
place, or thing. The purpose of descriptive writing is giving a clear picture about
such a way that the reader can visualize the topic and enter into
Showing, rather than telling through the use of active verbs and
precise modifiers
Uses Descriptive writing appears almost everywhere and is often
a character in narrative
The generic structure of descriptive text has function to make the text
appropriate with the concept of the writing. The writers will helped by the rule of
3
2.2.3 General Concept of Mind Mapping Technique
Mind mapping is a diagram that has functions as a way to organize ideas and
branches and typically it contains words, colors, short phrase and picture Buzan
(2005: 6). Buzan also says that mind mapping is a primary tool used for
stimulating thought that shows ideas which are generated around a central theme
and how they are interlinked. The figure 2.1 below is an example of a mind map.
Based on the definition above, the researcher concludes that mind mapping is
the way to organize idea represents words, tasks, or another links that
Those few headlines shows the advantages of using mind maps whenever
students want to get things done faster, more effectively, and with better end
Advantages:
4
a) Easily add ideas or links later.
b) Helps to concentrate on information structure and relationships between
notes.
e) Mind maps can incorporate a mass of material (For example, a jet’s
Disadvantages:
a) People may want to redraw the maps later-but that will help them
understand. Mind maps are a great help when preparing essays and
naturally just a technique which has both positive and negative things inside.
Oftentimes, the learners can take the advantages through this technique,
first, the teacher explains about descriptive text, including its schematic
5
structures, linguistic features. Second, teacher introduces the mind-mapping
technique and its function to help student in their writing lesson. Third, the
teacher gives a topic to discuss and by leading several questions about the
topic given, the teacher shows the student how to make a mind-map about the
topic. Next, the teacher gives blank paper to students and asks students to
make their own mind-map from the other topic. At the end of the first
The next meeting, the teacher asks students to make a descriptive text
based on their mind map designs. While students are making their
composition, the teacher goes around the class to check students’ composition
and helps them if they have problems in writing their descriptive text. In the
end of the lesson, several students are asked to read their composition in front
of class and they have to submit their compositions. Finally, after the teaching
evaluates the teaching learning activity. When teacher finds problems in this
evaluating stage, the teacher has to try to find another strategy to improve
writing through mind mapping can play central role English written language
text, the students can construct a paragraph from word to describe a sentence.
By having this research, it was hoped that this would give positive outcomes
6
For this purpose, the researcher used mind mapping in teaching descriptive
7
8
CHAPTER III
RESEARCH METHODOLOGY
reveals the research design, research setting, research population and sample, data
This research used quantitative approach that dealing with true experimental
uses objective measurement to gather numeric data that are used to answer
research gained the numeric data and analyzed by using statistical computation.
group and a control group both measured at pre-test and post-test on the
X
E
(English Song)
C -
students that will receive the treatment. The control class refers to a control of
students that did not receive the treatment and it is needed for comparison
purposes. The treatment gave to find out the effect of mind mapping
Dzaa Izza, which was located at Pangkat Jayanti, Tangerang, Banten. The
researcher chose this school because the researcher found that the students were
difficult to find the way writing a descriptive text. The research was conducted in
one week that consist of two meetings; one meeting for pre-test and one treatment,
3.4.1 Population
It means to get the data of population the researcher chooses one characteristic or
13
In this research, population of the research is the tenth grade of senior high
academic year 2017/2018. The population of the tenth grade is 240 students that
3.4.2 Sample
of the research. In this research, the researcher determined the sample by using
student’s writing skill in descriptive text, so the test that was given is written test.
The students were asked to write a descriptive text. The tests that were given by
the researcher were pre-test before the treatment and post-test after the treatment.
The tests were given to measure the students’ writing skill in descriptive text
whether the treatment was giving the significant influence or not after treatment.
3.5.1 Pre-test
The researcher gave the pre-test in order to know the students’ writing
ability. The pre-test were conducted before the treatment in both experiment and
control class. The item that was used in pre-test was written test.
14
3.5.2 Post-test
The researcher gave the post-test to find out whether the treatment was
descriptive text. The item that was used in post-test was similar to the pre-test.
The technique in collecting the data in this research was test. This research
used pre-test before treatment and post-test after treatment to measure students’
writing descriptive text. The test was formed as written test. The students were
asked to write a descriptive text based on particular topic. In order to see whether
the test was valid and reliable or not, the researcher used content validity and
To get validity of the test, researcher used content validity which measure
the content of the test based on the program. According to Creswell (2012:162),
content validity is useful when the possibilities of the tests are well known and
easily identifiable. It means content validity can be done by asking help from the
expert of the English teacher in that school to analyze whether the concept of the
test is valid or not. This technique was done by proposing a test which was based
on the curriculum.
ratings given by judges. Inter-rater reliability was used to get the reliable test by
15
checking the result of the test with two raters. After getting the two sets of scores
from two raters, the scores were calculated to get the correlation coefficient.
The two raters in this research were the English teacher of Pondok
Pesantren Daar El-Qolam 3 Kampus Dzaa Izza and the researcher. The researcher
chose the English teacher of the school because she had good understanding in
English and also had enough experience in teaching writing. The two raters
The researcher used Cohen Kappa which measures inter-rater reliability with
formula as follow:
Note:
: Chance of agreement
16
3.8 Data Analysis Technique
The data collected by researcher through test were analyzed. The researcher
did the analysis in order to know the result of the control and experimental class
statistic which was involving normality, homogeneity, and test of significant value
distribution of pre-test and post-test in two groups are normally distributed. The
researcher used graphical method for normality of distribution test. The graphic
data from experimental and control classes. This test is performed to determine
17
And
, .
Notes:
Mx = mean of sample 1
My = mean of sample 2
18
Nx = number of subject in sample 1
Ny = number of subject in sample 2
= variance of sample 1
= variance of sample 2
Below are the criteria of the test:
If it means that the null hypothesis ( ) is refused.
Research Procedure
In conducting the research, the following steps will be done as the research
procedure:
7. Discussing with the English teacher about material and technique of the
research.
19
20
50
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The research was conducted on 23rd to 24th of October on the first semester
technique toward students’ descriptive writing. The research took place at the
eleventh grade of senior high school students in Pondok Pesantren Daar El-Qolam
3 Kampus Dzaa Izza as the population of the research. The sample was 60
students from 2 classes. In order to answer the research question about the
researcher used test as the instrument to collect the data. There were two tests
used in this research, pre-test and post-test. Pre-test was conducted before the
treatment and post-test was conducted after the treatment. The result of the data
50
51
Based on the table above, it was found that there was significant difference
between students’ writing skill from the experimental class that received treatment
sheet then compared it to Kurikulum 2013 (K13) of the eleventh grade of senior
high school. The researcher then asked for help from the expert of the subject to
analyze whether the concept of the test was valid or not. Thus, this validity did not
need a trial and statistic analytic. Here is the validity of the research:
Table 4.2 Content Validity
Basic Competence 3.6 To apply the structures of the text and language
elements to spoken transactional interaction text
uses giving and asking information about the nature
or adjective of the people, animals, or things in
accordance with the context of its use.
Indicator Students can write a short paragraph of descriptive
text with the correct structure.
Technique Written Test
Instrument of Test Pretest
Write a simple descriptive text about: people, idol
Posttest
Write a simple descriptive text about: people, idol
Time Allocation 30 Inutes
To make sure that the research instrument was reliable, the researcher used
raters in comparing the students’ score. The researcher cooperated with the
51
52
scoring students’ writing. The results between the two raters then compared to the
From the table above, it can be concluded that the data of pre-test and
Normality test is used in order to figure the distribution of the test was
experimental class and control class. Detail calculation of the required statistics of
ncy
que
Fre
Students’ Score
52
53
ncy
que
Fre
Students’ Score
cy
uen
Freq
Students’ Score
53
54
ency
Frequ
Students’ Score
Based on the results of normality pre-test and post-test, the graphic
The researcher used homogeneity test to find out the similarity between
The result of sample homogeneity of the pre-test was 1.56, and the result of
comparing the value of the highest variance and the lowest variance with
54
55
was homogeneous.
To find out the mean difference of experimental and control class, the
researcher used t-test formula. There are alternative hypothesis ( ) and null
hypothesis ( ) that assumed in this research. If the null hypothesis was rejected,
it means that there were the differences between the experimental and control
follows:
formula with the degree of significance 5% was used. The formula as follow:
tcount =
55
56
tcount =
tcount =
tcount =
tcount = = 3.80
To interpret the value of t-test, the result was compared with the value of
ttable, degree of freedom was used. The degree of freedom formula as follow:
d.f = ( + – 2)
= (30 + 30 – 2)
= 58
accepted and the null hypothesis is rejected. It means that mind mapping
random sampling which is involved two classes as the sample, they are; control
56
57
In both of class, before doing the pre-test, the researcher checked the content
validity of the instrument by comparing the test with the curriculum of the school
and signed by the English teacher of the school. After the pre-test is done, the
highest score in the control class was 80, the lowest score was 30, and the mean
score of the students was 53.36. The highest score of pre-test in experimental class
was 75, the lowest score was 40, and the mean score was 57.7. Same with the
control class, the students in experimental class also found that writing activity
was difficult. The researcher found out that writing activity was difficult to them,
especially in arranging the idea, concept, and topic of the writing and lack in
vocabularies.
After learning how to write a simple descriptive text by using illustration,
the students were asked to do a post-test. The highest score of post-test in control
class was 85, the lowest score was 45, and the mean score was 64.
When doing the treatment for the experimental class, first, the researcher
introduced them about mind mapping. The students were explained on how doing
the mind mapping by giving them the technique of mind mapping. After doing the
mind mapping activity, the researcher made discussion session where the students
could discuss their problem in fixing their writing. The researcher uses mind
mapping because it is one of the powerful techniques for helping students develop
ideas and concept in writing. Using mind mapping, the students are likely
writing. The highest score of post-test in experimental class was 80, the lowest
score was 45, and the mean score was 64.13. The treatment was done
57
58
inter-rater reliability to measure the reliability. The researcher cooperated with the
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result of this research, it can be concluded that mind mapping
improve students’ writing skill, the used of mind mapping stimulate thought that
5.2 Suggestion
58
59
School.
b. The teacher should give clear explanation and instruction in directing the
Finally, the researcher realizes that this research still have some weaknesses
and mistakes. Therefore, the researcher would like to accept any constructive
59
REFERENCES
Anderson, M., & Anderson, K. (1997). Text Types in English 1-2. South Yara:
Macmillan Education Australia.
Ary, Donald. (2010). Introduction to Research in Education. New York. Thomson
Learning [online]
Available at:
http://books.google.co.id/books?
id=WSQLAAAAQBAJ&pg=PA168&Ipg=PA168&dq=cluster+random+sampling+by+ary=don
ald&source [Accessed on October 12th, 2016]
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. New
York: Longman.
Buzan, T. (1993). The Mind Map Book. London: BBC Books.
Buzan, T. (2007). Buku Pintar Mind Map Untuk Anak. Jakrta: PT Gramedia
Pustaka Utama.
Creswell, John W. 2012. Education Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. Pearson. Fourth Edition.
Dawson, et al. (2005). Pre-writing: Clustering. University of Richmond Writing
Center.
Edward. L. (2011). Advantages and Disadvantages of Mind Maps. [Online].
Available at: http://iqmindbrainlibrary.com/ [Accessed on March 13rd, 2016].
Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta.
Gerot, Linda & Wignell, Peter. (1995). Making Sense of Functional Grammar.
Sydney: Antipodean Educational Enterprise.
Hatch, Evelyn.,Lazaraton, Anne. 1991. The Research Manual: Design and
Statistics for Applied Linguistics. Los Angeles; University of California.
Harmer, Jeremy. (2004). How to Teach Writing. Pearson Education Limited:
Longman
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Hayes, A. F. & Krippendorff, K. (2007). Answering the call for a standard
reliability measure for coding data. Communication Methods and Measures.
[Online]
Maurley, Diane. (2007). Mind Mapping Complex Information. Retrieved from
Acrobat Reader – [2007-11.pdf]. [Accessed on March 15th , 2016]
Naqbi, S. A. (2008). The Use of Mind Mapping to Develop Writing Skill in UAE
Schools. Retrieved from Acrobat Reader – [2008-11. Pdf]. Accessed on March
25th , 2016.
Uusen, A. (2009). Changing Teachers’ Attitude Towards Writing, teaching of
Writing and Assessment of Writing. Retrieved from Acrobat Reader – [2009-10.
Pdf]. [Accessed on March 26th , 2016].
Westwood. P. (2008). What Teacher Needs to Know About Reading and Writing
Difficulties. Australia: ACER press.
29
APPENDICES
APPENDIX 1
TEACHING INSTRUMENT
30
APPENDIX 2
RESEARCH INSTRUMENT
2.1 Pre-Test
2.2 Post-Test
2.3 Students’ Work Sheet
31
32
Pretest
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Name :
Class :
Posttest
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
Name :
Class :
APPENDIX 3
Data Calculation
3.1 Respondents of Control Class
3.2 Respondents of Experimental Class
3.3 Row Score of Control and Experimental Class
3.4 Students’ Score of Control and Experimental Class
3.5 Inter-rater Reliability of Pre-Test of Control Class
3.6 Inter-rater Reliability of Pre-Test of Experimental Class
3.7 Inter-rater Reliability of Post-Test of Control Class
3.8 Inter-rater Reliability of Post-Test of Experimental Class
3.5 Normality of Pre-Test of Control Class
3.6 Normality of Pre-Test of Experimental Class
3.7 Normality of Post-Test of Control Class
3.8 Normality of Post-Test of Experimental Class
3.9 Variance Homogeneity of Pre-Test
3.10 Variance Homogeneity of Post-Test
3.11 Independent T-test
3.12 Result of Effect Size (r)
RESPONDENTS OF EXPERIMENTAL CLASS
NO NAME CODE
1 AHMAD FAIZ RAMDANI AF
2 ANDI ADITA AD
3 ANJALNA DESTYANA AJ
4 AREL LION DHOMATULOH AL
5 AYU KHOIRUNNISA AY
6 BENI ASYROF BA
7 DELA AGUSTINA DA
8 FATUR ROHMAN FR
9 HARIS RIYADI HR
10 HAYATI NUFUS HN
11 INTAN IN
12 JAKIAH JA
13 KHOIRUNNISA KH
14 MIFTAHUL FIKRI MF
15 MILLATUL AULIA MI
16 MOCHAMMAD SYIFA UL-HAZ MS
17 MUHAMAD IBNU KAFI IB
18 MUHAMAD RAMDHANI RA
19 NURFITRIYANI NF
20 PUTRI NABILA PN
21 RAJNI WARASTRI MANYARI RJ
22 REZA ANANDA FEBRIAN RE
23 RISKA ARISKA RS
24 RIYANI RY
25 ROSITA RI
26 SITI NURHOFIFAH NH
27 SURYADI SR
28 TIA AGUSTIN TA
29 WILDHAN ARDHIA ALBAHY WI
30 YULITA YL
RESPONDENTS OF CONTROL CLASS
NO NAME CODE
1 ALFIAN MARTIN HAQIKI AL
2 AMMUNA RIZKIA AZ-ZAHRA AM
3 AYUNI HIDAYATI AY
4 DAEFATTUROZ DF
5 FAUJIAH SAPUTRI FA
6 FERDI FIRDAUS FE
7 IKBAL IB
8 IVANA KAZZIA IV
9 KHOIRUL ANAM AN
10 LAORA AYU NABILA LA
11 MARLINA MA
12 MOCHAMAD RIZKI MUHARAM RZ
13 MUHAMAD DELVIS WIRANA DE
14 MUHAMAD ZULKIFLI ZU
15 MUHAMMAD ADRIAN SAPUTRA AD
16 NAZWA AULIA PUTRI NW
17 NIKMATULLAH NM
18 PUTRI PU
19 RAKA AULIA RAHMAN RA
20 RASID RS
21 RISTA HADAYANI RI
22 SEFRINA IRAWAN SF
23 SEPTA ALFARIZKI SP
24 SINTIAWATI SN
25 SITI SRI AYUNDA ST
26 SYIFA AULIA KHASANAH SY
27 TALSANIA SALMA TL
28 WAHYU ALAMSAH WY
29 YAS'A FADILLAH YS
30 ZAENAL ABIDIN ZN
Raw Score of Pre-Test Experimental Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 1 1 2 2 3 9
2 2 2 3 3 3 13
3 1 2 3 3 3 12
4 1 2 3 3 3 12
5 1 2 2 3 3 11
6 1 2 3 3 3 12
7 1 2 2 2 1 8
8 1 2 3 3 3 12
9 1 2 3 4 3 9
10 1 2 3 3 3 12
11 1 2 3 1 3 10
12 1 2 2 2 1 8
13 1 2 3 3 3 12
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 1 2 2 3 3 11
18 2 2 3 3 3 13
19 3 2 3 3 3 14
20 1 2 3 1 3 10
21 3 2 3 3 4 15
22 1 2 3 3 3 10
23 3 2 3 3 3 13
24 1 2 2 3 3 12
25 3 2 3 3 3 14
26 1 2 3 1 3 10
27 1 2 2 1 3 9
28 1 2 2 1 3 9
29 1 2 3 3 3 12
30 1 3 3 3 3 13
Raw Score of Pre-Test Experimental Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 1 1 2 2 3 9
2 2 2 3 3 3 13
3 1 2 3 3 3 12
4 1 2 3 3 3 12
5 1 2 2 3 3 11
6 1 2 3 3 3 12
7 1 2 2 2 1 8
8 1 2 3 3 3 12
9 1 2 3 4 3 13
10 1 2 3 3 3 12
11 1 2 3 1 3 10
12 1 2 2 2 1 8
13 1 2 3 3 3 12
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 1 2 2 3 3 11
18 2 2 3 3 3 13
19 3 2 3 3 3 14
20 1 2 3 1 3 10
21 3 2 3 3 4 15
22 1 2 3 3 3 12
23 3 2 3 3 3 14
24 1 2 2 3 3 11
25 3 2 3 3 3 14
26 1 2 3 1 3 10
27 1 2 2 1 3 9
28 1 2 2 1 3 9
29 1 2 3 3 3 12
30 1 3 3 3 3 13
Raw Score of Post-Test Experimental Class
Subject Total
Item
1 1 1 3 3 3 11
2 1 1 3 3 3 11
3 2 2 3 3 3 13
4 3 3 2 3 4 15
5 1 2 3 3 3 12
6 1 2 3 3 3 13
7 1 1 2 3 3 10
8 3 2 3 3 3 14
9 1 1 3 3 3 11
10 3 2 3 3 3 14
11 1 2 3 3 3 12
12 1 1 2 3 3 10
13 3 3 2 3 4 15
14 3 2 3 3 3 14
15 2 2 3 3 3 12
16 3 2 3 3 3 14
17 2 2 3 3 3 13
18 1 2 3 3 3 12
19 3 3 2 3 4 15
20 1 1 2 3 3 11
21 2 3 3 4 4 16
22 1 1 3 3 3 11
23 2 3 3 4 4 16
24 3 2 3 3 3 14
25 3 3 2 3 4 15
26 2 3 3 4 4 16
27 1 1 2 2 3 9
28 1 2 3 3 3 12
29 3 2 3 3 3 14
30 2 3 3 4 4 16
Subject Total
Item
1 1 1 3 3 3 11
2 1 1 3 3 3 11
3 2 2 3 3 3 13
4 3 3 2 3 4 15
5 1 2 3 3 3 12
6 1 2 3 3 3 12
7 1 1 2 3 3 10
8 3 2 3 3 3 14
9 1 1 3 3 3 11
10 3 2 3 3 3 14
11 1 2 3 3 3 12
12 1 1 2 3 3 10
13 3 3 2 3 4 15
14 3 2 3 3 3 14
15 2 2 3 3 3 13
16 3 2 3 3 3 14
17 2 2 3 3 3 13
18 1 2 3 3 3 12
19 3 3 2 3 4 15
20 1 1 2 3 3 10
21 2 3 3 4 4 16
22 1 1 3 3 3 11
23 2 3 3 4 4 16
24 3 2 3 3 3 14
25 3 3 2 3 4 15
26 2 3 3 4 4 16
27 1 1 2 2 3 9
28 1 2 3 3 3 12
29 3 2 3 3 3 14
30 2 3 3 4 4 16
Raw Score of Pre-Test Control Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 1 1 3 3 3 11
2 2 3 3 3 3 14
3 2 2 3 3 3 12
4 3 3 2 1 1 10
5 2 2 3 3 3 11
6 1 1 2 2 3 9
7 1 1 1 2 2 7
8 1 2 3 3 3 12
9 1 1 2 2 3 9
10 1 1 1 2 2 7
11 1 2 3 3 3 11
12 1 1 3 3 3 11
13 2 3 3 3 3 12
14 2 1 1 1 1 6
15 2 3 3 3 3 14
16 2 2 3 3 3 13
17 2 3 3 3 3 14
18 1 1 3 3 3 11
19 2 3 3 4 4 16
20 2 1 1 1 1 6
21 2 1 1 1 1 6
22 2 2 3 3 3 13
23 2 2 3 3 3 13
24 3 3 2 1 1 10
25 1 1 2 2 3 9
26 2 3 3 3 3 14
27 1 1 2 2 3 9
28 1 1 3 3 3 11
29 2 2 3 3 3 11
30 3 3 2 1 1 10
Raw Score of Pre-Test Control Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 1 1 3 3 3 11
2 2 3 3 3 3 14
3 2 2 3 3 3 13
4 3 3 2 1 1 10
5 2 2 3 3 3 13
6 1 1 2 2 3 9
7 1 1 1 2 2 7
8 1 2 3 3 3 12
9 1 1 2 2 3 9
10 1 1 1 2 2 7
11 1 2 3 3 3 12
12 1 1 3 3 3 11
13 2 3 3 3 3 14
14 2 1 1 1 1 6
15 2 3 3 3 3 14
16 2 2 3 3 3 13
17 2 3 3 3 3 14
18 1 1 3 3 3 11
19 2 3 3 4 4 16
20 2 1 1 1 1 6
21 2 1 1 1 1 6
22 2 2 3 3 3 13
23 2 2 3 3 3 13
24 3 3 2 1 1 10
25 1 1 2 2 3 9
26 2 3 3 3 3 14
27 1 1 2 2 3 9
28 1 1 3 3 3 11
29 2 2 3 3 3 13
30 3 3 2 1 1 10
Raw Score of Post-Test Control Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 3 3 3 2 1 12
2 2 3 3 3 3 14
3 3 3 3 3 2 14
4 1 1 3 3 3 13
5 3 3 3 2 3 14
6 1 3 1 2 3 10
7 1 3 1 2 3 10
8 2 3 3 3 4 15
9 1 1 3 3 3 11
10 1 1 2 2 3 9
11 3 3 3 2 3 14
12 1 1 3 3 3 11
13 3 3 3 2 3 13
14 1 1 3 3 3 11
15 3 3 3 2 3 14
16 2 3 3 3 4 15
17 2 2 3 3 3 13
18 2 2 3 3 3 13
19 2 3 4 4 4 17
20 1 1 2 2 3 9
21 1 1 2 2 3 10
22 3 3 3 2 3 15
23 2 3 4 4 4 17
24 1 1 3 3 3 11
25 1 1 3 3 3 11
26 1 3 1 2 3 10
27 2 2 3 3 3 13
28 2 2 3 3 3 13
29 2 3 3 3 4 15
30 3 3 3 2 1 12
Raw Score of Post-Test Control Class
Item
Subject Total
Context Form Vocabulary Grammar Mechanics
1 3 3 3 2 1 12
2 2 3 3 3 3 14
3 3 3 3 3 2 14
4 1 1 3 3 3 11
5 3 3 3 2 3 14
6 1 3 1 2 3 10
7 1 3 1 2 3 10
8 2 3 3 3 4 15
9 1 1 3 3 3 11
10 1 1 2 2 3 9
11 3 3 3 2 3 14
12 1 1 3 3 3 11
13 3 3 3 2 3 14
14 1 1 3 3 3 11
15 3 3 3 2 3 14
16 2 3 3 3 4 15
17 2 2 3 3 3 13
18 2 2 3 3 3 13
19 2 3 4 4 4 17
20 1 1 2 2 3 9
21 1 1 2 2 3 10
22 3 3 3 2 3 15
23 2 3 4 4 4 17
24 1 1 3 3 3 11
25 1 1 3 3 3 11
26 1 3 1 2 3 10
27 2 2 3 3 3 13
28 2 2 3 3 3 13
29 2 3 3 3 4 15
30 3 3 3 2 1 12
Students' Score of Experimental Class
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AF 45 45 55 60
2 AD 65 60 55 55
3 AJ 60 60 65 60
4 AL 60 60 75 75
5 AY 55 55 60 60
6 BA 60 60 65 60
7 DA 40 40 50 50
8 FR 60 65 70 70
9 HR 45 45 55 55
10 HN 60 60 70 70
11 IN 50 50 60 60
12 JA 40 40 50 50
13 KH 60 60 75 75
14 MF 70 70 70 70
15 MI 65 65 60 65
16 MS 70 70 70 70
17 IB 55 55 65 65
18 RA 65 65 60 70
19 NF 70 70 75 75
20 PN 50 50 55 50
21 RJ 75 75 80 80
22 RE 50 60 55 55
23 RS 65 70 80 80
24 RY 60 55 70 70
25 RI 70 70 75 75
26 NH 50 50 80 80
27 SR 45 45 45 45
28 TA 45 45 60 60
29 WI 60 60 70 70
30 YL 65 65 80 80
MEAN 57.7 58 65.2 65.4
Pre-test Post-test
NO Students' Code
Rater 1 Rater 2 Rater 1 Rater 2
1 AL 55 55 60 60
2 AM 70 70 70 70
3 AY 60 65 70 70
4 DF 50 50 65 55
5 FA 55 65 70 70
6 FE 40 45 50 50
7 IB 35 35 50 50
8 IV 60 60 75 75
9 AN 45 45 55 55
10 LA 35 35 45 45
11 MA 55 60 70 70
12 RZ 55 55 55 55
13 DE 60 70 65 70
14 ZU 30 30 55 55
15 AD 70 70 70 70
16 NW 65 65 75 75
17 NM 40 40 65 65
18 PU 55 55 65 65
19 RA 80 80 85 85
20 RS 30 30 45 45
21 RI 30 30 50 50
22 SF 65 65 75 75
23 SP 65 65 75 85
24 SN 50 50 70 70
25 ST 45 45 55 55
26 SY 70 70 50 50
27 TL 45 45 65 65
28 WY 55 55 65 65
29 YS 55 65 75 75
30 ZN 50 50 60 60
MEAN 52.5 54 63.4 63.5
Criteria
Satisfactory = 8
Unsatisfactory = 19
Step 2: calculated the value of coefficient of the agreement by using this formula:
Where:
: Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
P0
P0
P0
P0
1) Mean of agreement R1
= 0.3
2) Mean of agreement R2
= 0.34
3) Mean of disagreement R1
= 0.7
4) Mean of disagreement R2
= 0.67
Pe 0.102 + 0.469
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
KK = 0.9 - 0.571
1 – 0.571
KK = 0.329
0.429
KK = 0.76
Inter-Rater Reliability
Criteria
Satisfactory = 7
Unsatisfactory = 19
Where:
: Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
P0
P0
P0
P0
= 0.36
2) Mean of agreement R2
= 0.23
3) Mean of disagreement R1
= 0.63
4) Mean of disagreement R2
= 0.76
Pe 0.571
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
0.86 - 0.571
KK =
1 – 0.571
KK = 0.289
0.429
KK = 0.68
Inter-Rater Reliability
Criteria
Satisfactory = 15
Unsatisfactory = 11
Step 2: calculated the value of coefficient of the agreement by using this formula:
Where:
: Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
P0
P0
P0
P0
1) Mean of agreement R1
= 0.56
2) Mean of agreement R2
= 0.56
3) Mean of disagreement R1
= 0.43
4) Mean of disagreement R2
= 0.43
Pe 0.508
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
0.86 - 0.508
KK =
1 – 0.508
0.375
KK =
0.492
KK = 0.72
Criteria
Unsatisfactory = 11
Step 2: calculated the value of coefficient of the agreement by using this formula:
Where:
: Chance of agreement
To find out the value of coefficient of the agreement, follow the step 3 up
to the step 5 first:
P0
P0
P0
P0
Step 4, find out the Pe with the formula:
1) Mean of agreement R1
= 0.56
2) Mean of agreement R2
= 0.6
3) Mean of disagreement R1
= 0.43
4) Mean of disagreement R2
= 0.4
Pe 0.513
Step 6, put the value of P0 and Pe for find out the coefficient of the agreement to
the formula as follow:
KK = 0.9 - 0.513
1 – 0.513
KK = 0.387
0.487
KK = 0.79
PRE-TEST EXPERIMENTAL
CLASS
R1
1 0
1 8 1 9 0.3
R2
0 2 19 21 0.7
10 20 30
0.33333 0.66667
K=(Pr(a)- (Pr(e))/(1-Pr(e))
Pr(a) 0.9
Pr(e) 0.566667
K 0.769231
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
1 38-43 37,5 2 40.5 1640.25 81 3280.5
2 44-49 43,5 4 46.5 2162.25 186 8649
3 50-55 49,5 6 52.5 2756.25 315 16537.5
4 56-61 55,5 8 58.5 3422.25 468 27378
20801.2
5 62-67 61,5 5 64.5 4160.25 322.5
5
6 68-73 67,5 4 70.5 4970.25 282 19881
7 74-79 73,5 1 76.5 5852.25 76.5 5852.25
24963.7 102379.
30 409.5 1731
5 5
= 57.7
Median
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
experimental class was normally distributed.
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
= 64.13
Median
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
experimental class was normally distributed.
Middle
Limit of
No Interval f Value X2i f. Xi f. X2i
Class
(x)
= 53.36
Median
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the pre-test of
control class was normally distributed.
Middle
Limit of
No Interval F Value X2i f. Xi f. X2i
Class
(x)
= 64
Median
7
Mode
S
Frequency
Students’ Score
Based on the result of graphic above, it can be concluded that the post-test of
control class was normally distributed.
Homogeneity Variance of Pre-Test
Based on the result of normality test of control class and experimental class,
the tests were normally distributed because graphical method. Then, the
variants (biggest variant and smallest variant) with the level of significance 0.05
(5 %).
= 1,56
= F (1 – α)(dk = k)(dk = N – k – 1)
= F (1 - α)(dk = 1)(dk = 30 – 2 – 1)
= F (1 – 0.05)(1)(27)
= F (0.95)(27)
homogenous
homogenous
= 1,18
= F (1 – α)(df = k)(df = N – k – 1)
= F (1 - α)(df = 1)(df = 30 – 2 – 1)
= F (1 – 0.05)(1)(27)
= F (0.95)(1.27)
homogenous
If it means that the variance of test was
homogenous
homogenous.
Hypothesis Testing
formula with the degree of significance 5% was used. The formula as follow:
Students X Y x Y
1 55 60 10.16 3.33 103.22 11.08
2 55 70 10.16 -6.67 103.22 44.48
3 65 70 0.16 -6.67 0.02 44.48
4 75 65 -9.84 -1.67 96.82 2.78
5 60 70 5.16 -6.67 26.62 44.48
6 65 50 0.16 13.33 0.02 177.68
7 50 50 15.16 13.33 229.82 177.68
8 70 75 -4.84 -11.67 23.42 136.18
9 55 55 10.16 8.33 103.22 69.38
10 70 45 -4.84 18.33 23.42 335.98
11 60 70 5.16 -6.67 26.62 44.48
12 50 55 15.16 8.33 229.82 69.38
13 75 65 -9.84 -1.67 96.82 2.78
14 70 55 -4.84 8.33 23.42 69.38
15 60 70 5.16 -6.67 26.62 44.48
16 70 75 -4.84 -11.67 23.42 136.18
17 65 60 0.16 3.33 0.02 11.08
18 60 65 5.16 -1.67 26.62 2.78
19 75 85 -9.84 -21.67 96.82 469.58
20 55 45 10.16 18.33 103.22 335.98
21 80 50 -14.84 13.33 220.22 177.68
22 55 75 10.16 -11.67 103.22 136.18
23 80 75 -14.84 -11.67 220.22 136.18
24 70 70 -4.84 -6.67 23.42 44.48
25 75 55 -9.84 8.33 96.82 69.38
26 80 50 -14.84 13.33 220.22 177.68
27 45 65 20.16 -1.67 406.42 2.78
28 60 65 5.16 -1.67 26.62 2.78
29 70 75 -4.84 -11.67 23.42 136.18
30 80 65 -14.84 -1.67 220.22 2.78
65.2 63.4 97.47 103.88
Step 2: Calculated the value of
tcount =
tcount =
tcount =
tcount =
tcount =
tcount = = 3.80
d.f = ( + – 2)
= (30 + 30 – 2)
= 58
4.5 Table of T
In Experimental Class
In Control Class