THE EFFECT
OF ROLE PLAY METHOD ON THE sTUDENTS’ SPEAKING MASTERY OF THE 2013/2014 EIGHT
YEAR STUDENTS OF SMP SWASTA AL HIDAYAH
BUKIT SARI
KEC. PADANG TUALANG
P R O P O S A L
DALAM RANGKA MEMENUHI TUGAS AKHIR
EDUCATIONAL RESEARCH
Oleh
:
Name : FIATRI NOVITA
Student Reg. No. :
11032830
Study Program : English Education
Department : Arts and Languages Education
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
( S T K I P )
PERGURUAN TINGGI BUDIDAYA BINJAI
2 0 1 3
TABLE OF CONTENT
CHAPTER
I : INTRODUCTION
A. The Background of the study………………..… 1
B. The Identification of the Study………………… 5
C. The Limitation of the Study…………………… 5
D. The Formulation of The Problem ……………… 6
E. The Objective of the Study…………………..… 6
F. The Significance of The Study ………………... 6
CHAPTER
II : Theoretical
Framework, Conceptual Framework
and
Hypothesis……………………………………….. 7
A. Theoretical Framework ………………………… 7
1.
Speaking……………………………………… 7
2. Teaching Speaking……………….…………. 7
3.
Definition of Speaking Skill..……………….. 8
4. The Role
of the Teacher in Teaching Speaking.. 10
5. The
Importance of Speaking..…….…………. 12
6. Models of
Teaching Speaking…….…………. 13
7. Role Play
Method..……………….…………. 15
B . Conceptual
Framework ………………………… 21
C. Hypothesis ……………………………………… 22
CHAPTER
III : METHODOLOGY OF RESEARCH
A. Time and Location…………………………… 23
B. Research Design…………………………… 23
C. Population and Sample……………………… 23
D. Variable of the Study…………….. ..………. 24
E. The instrument for Collecting Data
..………. 24
F. The Technique for Analyzing the Data……… 25
REFERENCES
……………………………………………………………. 26
CHAPTER I
INTRODUCTION
A. The Background of the Study
There are ways of communicating language. One of the
ways is speaking . It is the way that a language communicated. speaking, indeed,
is not the most determining way whether a communication goes as it is expected
or not. People can also write to communicate the language. But most people
speak, they speak everyday. Therefore, the writer limits his study by carrying
out a research on speaking , especially English speaking for real-life use.
English speaking is very important to be mastered
since it is worldwide used, in other words it is the language which is
internationally used. As part of the international community, it is necessary
to master English speaking for it plays important roles in the coming era where
everything is going to be globalized. When someone is in Japan, for example (or
in any other countries whose mother tongue is not English), and he does not speak
Japanese, he can communicate with English to interact with people there. That
is why English is needed to be learnt.
People tend to assume that the successfulness of
mastering foreign language is by communicating the language, in other words by speaking
it out. Littlewood believes that there is nothing new, of course, about the
basic idea that communicative ability is the goal of foreign language learning.
Students of language learning supposed to be able of communicating the language.
Those students of foreign language learning should be able to implement the
knowledge (theory) of language into its real performance. For then their
learning is successful.
In the contrary from what it is expected, today lots
of foreign language (English) learners “failed” in mastering English as a means
of communication. What is emphasized in this study is the students’ failure to
communicate the language they learn speaking in real-life conversation. That
was what the writer saw when he was conducting his pre-observation to students
of the ninth year at SMP Swasta Al Hidayah Bukit Sari . He found that the
students were great at answering some extracted questions, but when they had to
use English in speaking, they found themselves difficult to do so. Their
organization of structure was not good. Both their performance and motivation of
speaking were not satisfying. It is strengthen by the fact the writer found
from the interview with some students. The writer asked them about the quality
of their English speaking , whether they have got adequate ability of speaking or
not. They had same answers although they uttered them in different languages.
They said that their English speaking was not yet good. It indicates the existence
of problem in students’ speaking ability.
From the interview with some students, the writer
found various answers to the questions. However, for some focal questions,
their answers are pretty much similar. They think that English plays important roles.
Although the roles of English for each student are sometimes personal for them.
They told the writer what English is for them. The first student thinks that
English is a foreign language which should be learnt for communicating. The
second student thinks that English is very important for its role as an
international means of communication. The third student thinks that English
will be very useful for her future; He also thinks that when one masters
English he or she will be a ‘cool’ person. He believes that mastering English
makes his gain more confidence. The fourth student has more or less similar
opinion with the third student about the
way he sees English. And just like his friends, the fifth student also thinks
that English is important for he wants to be a tour guide. So, they are in one
voice stating that English is important.
Yet, they have different interest in learning and
practicing language abilitys. Some like speaking or listening, but some others
do not think the same way. Since the writer focuses his interest in speaking
ability, he asked them few questions about speaking . How they see English and their
performance in speaking out the language so far. The answers are various.
From the interview, the writer can draw a conclusion
that there are some points (answers) which are more or less similar. The points
are as follows: (1) they are
having the same opinion that they have not yet had an ‘adequate’ ability in speaking
, however, they want to learn and practice more to improve their speaking ability,
(2) they have problems (in speaking ) if they have to write, and (3) they way ‘speaking
’ taught in classroom (according to them in an undirected language) still needs
improvement.
In other words students have difficulties in using
the language in real. The writer also directly asked the classroom teacher
whether speaking is a real problem in his classroom activity. It was proved when they had to present a
story to be written in their own words. From
the close-look the writer had conducted, he saw that there were only few of the
students presented it well, most of them did not meet the “requirements”
(correct vocabulary, good pronunciation, firm manner.
From
student point of view, the cause is related to their language performance,
psychological performance, and motivation. Students have no adequate knowledge
in presenting language in oral way, in other words they are lack of vocabulary.
Students’ low motivation and low awareness of how important of mastering speaking
abilitys, and self-esteem has become the indicators which can be seen clearly.
The students tend to make some excuses to avoid speaking .
From
the description above, the writer assumes that there should be an appropriate
method (or technique) in teaching speaking to overcome such problems. A method
(or technique) which will accommodate the improvement of students’ speaking
ability. From six students the writer had interviewed, all of them were in one
voice that speaking English communicatively is still a problem for them, but it
is the ability that they mostly want to master. They believe that speaking English
is very important, especially for their future. But their learning today has
not promote learning good speaking . In dealing with such problem, the writer
is eager to give a try in overcoming the problem in English speaking by
conducting an action research wich attempts to improve students speaking
ability through small-group discussion technique. The writer believes that
small-group discusion is a good technique in managing classroom activity
especially in conducting speaking activity. Wallwork says that small-group discussion provides a
psychologically safe situation in which to master the material, and encourage
the students to contribute to class activity. For then it is said that
small-group discussion is a friendly technique. It is also a technique which
gives students opportunity to speak the language creatively in communicative
way and unburdened situation.
B. The
Identification of the Study
The problem of the study are formulated as
follows :
a. Indonesian
Junior High School students’ ability in speaking is regarded low.
b. Indonesian Junior High School generally perform low ability in speaking
ability.
c. English is required as only one of the
subjects in the curriculum with limited time allocated for its instruction.
d. The linguistic differences, the
socio-cultural differences, the curriculum, the lack of materials such as
textbooks and teaching materials, lack of sufficiently qualified teachers,
students’ interest and attitude, educational facilities, learning environment
and so on should be given more attention in order get better results in the
teaching and learning of English.
e. The students are indicated to be unable to
read a text effectively and efficiently.
f. The study also indicates that the factors
of failure in learning speaking ability is that the materials and the teaching
strategies do not motivate students.
g. Some speaking materials are not appropriate
for the learners so that the texts very difficult to be read.
C. The
Limitation of the
Study
The present study tries to investigate the effect of role play method in learning speaking ability. The method focuses on the role play method in which the learners’ in learning
speaking ability and the which it
relates to the teaching strategies and material selection.
D. The
Formulation of the Problem
The formulation Of The Problems Are Formulated As
Follow “Are There Effect Of Role
Play Method On The Students’ Speaking Mastery Of The 2013/2014 Eight Year Students Of Smp Swasta Al Hidayah Bukit Sari Kec.
Padang Tualang?
E. The Objectives of the Study
The present
study is intended to find out the effects of using role play method on
the ninth year students of SMP Swasta Al Hidayah Bukit Sari on speaking ability.
F. The Significance of the Study
This
study is considered important for students as the information for those who
want to know more about the effect of Role play method on speaking ability. As everybody knows that speaking
ability is one of the integrated abilitys that students must master if they
want to master about a language especially English. Thus the outcomes of this
study would be very useful to help students and teachers in teaching and
studying process.
CHAPTER II
THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK
AND THE HYPOTHESIS
A. Theoretical Framework
1.
Definition of Speaking Skill
In Webster
New World Dictionary, speaking is to utter words orally, talk; to
communicate as by talking; to make a request; to make a speech.[1]
Skill is ability to do something well.[2]
Speaking
is a skill which deserves attention every bit as much as literary skills, in
both first and second language. To most people, mastering the speaking skill is
the single most important aspect of learning a second or foreign language, and
success is measured in terms of the ability to carry out a conversation in the
language.[3]
Speaking
is so much a part of daily life that people take it for granted. The average
person produces tens of thousands of words a day, although some peoples, like
auctioneers or politicians-may produce even more than that. So natural and
integral is speaking that people forget how they once struggled to achieve this
ability-until, that is, they have to learn how to do it all over again in a
foreign language.[4]
Speaking
in a second or foreign language has often been viewed as the most demanding of
the four skills. When attempting to speak, learners must muster their thoughts
and encode those ideas in the vocabulary and syntactic structures of the target
language.
Depending
on the formality and importance of the speech situation (and their own personal
linguistic propensities), the learners may also attempt to monitor their
output. In conversations and other interactive speech events, the speakers must
attend to the feedback from their interlocutors and observe the rules of
discourse used in the target culture. Phonological considerations add to the
difficulty of the task, especially for adult learners, as speakers strive to
achieve good pronunciation. The speed of such interaction is also an issue
because there may not be adequate time for processing either outgoing speech or
incoming messages at the typical rate of native-speaker interaction. All of
these factors combine to make speaking in a second or foreign language a
formidable task for language learners. Yet for many people, speaking is seen as
the central skill. The desire to communicate with others, often face to face
and in real time, drives people to attempt to speak fluently and correctly.
There is a dynamic tension caused by the competing needs for fluency and
accuracy during natural speech.[5]
People
can define speaking as the way to carry out our feeling through words,
conversation with other. Speaking also used to communicate as by talking, to
make a request, to make a speech. It means that they always use it in their
life, because without speaking they will be a dumb and never know everybodys
means.
2.
Teaching Speaking
Teaching
and learning process of English in Junior High School is based on the school
based curriculum. The latest approach stressed that the language is acquired
through communication. The basic language assumptions are:
a. Language as a means of communication is used
to express meaning grammatically.
b. Learning a foreign language is how to
communicate using that language itself as a target language, written or orally.
They are supported by the elements of the target language.
Speaking
is an interactive task and it happens under real time processing constraints.
It means that they will be able to use words and phrases fluently without very
much conscious thought. Effective speakers need to be able to process language
in their own heads and put it into coherent order so that it comes out in forms
that are not only comprehensible, but also convey the meanings that are intended.[6]
One of
the reasons for including speaking activities in language lessons is to help
students familiar with oral use of language in English conversation. Speaking
activities provide exercise opportunities in real life speaking in the safety
classroom.
3.
The Roles of the Teacher in Speaking
Class
Speaking
is a means to communicate with other people; it can be done in monologues or
dialogues. So the role of speaking in human life is so important, because human
can not live normally without communicating with other people. But the problem
that commonly faced by the teacher in speaking class is so complicated, such as
the students who are mostly afraid to speak up. It is so difficult for the teacher
to make them speak, the students are not only afraid to speak up but also they
do not have much vocabulary to speak. So the teacher has important role in
encouraging students to speak.
The
role of teacher in the classroom can affect the success of teaching and
learning process. According to Diane in Ratna, the teacher facilitates
communication in the classroom. In this role, one of the major responsibilities
is to establish situations likely to promote
communication.[7]
Teachers should play such of different roles in teaching speaking. Harmer
states the roles as follow:
a. Prompter: Students sometimes get lost, cannot
think what to say next, or in some other way lose the fluency the teacher
expects of them. The teacher can leave them to struggle out of situation on
their own, and indeed sometimes this may be the best option. However, the teacher
may be able to see the activity progress by offering discrete suggestion.[8]
b. Participant: Teachers should be good animators
when asking students to produce language. Sometimes this can be achieved by
setting up an activity clearly and with enthusiasm. At other times, however, teachers
may want to participate in discussion or role play themselves. That way they
can prompt covertly, introduce new information to help the activity along,
ensure continuing students engagement, and generally maintain
creative atmosphere. However, in such circumstances they have to be careful
that they do not participate too much, thus dominating the speaking and drawing
all the attention to them.[9]
c. Feedback provider: When students are in the
middle of a speaking activity, over-correction may inhibit them and take the communicativeness
out of the activity. On the other hand, helpful and gentle correction may get
students out of the mistakes or errors they have made.[10]
4.
The Importance of Speaking
In
learning English, speaking is important to support students ability
to use the language. As one of language skill, speaking has given an important
contribution to human work. The important speaking can be seen in people daily
activities and business activities. Speaking is an interactive task and it
happens under real time processing constraints. It means that they will be able
to use words and phrases fluently without very much conscious thought.
As
skill that enables people to produce utterances, when genuinely communicative,
speaking is desire (and purpose driven), in other words they genuinely want to
communicate something to achieve particular end.[11]
5.
Models of Teaching Speaking
Average
person who want learn English language, most certainly they have same reason.
It is can speak English. So, they learn English language to try speaking
English. Usually, failure of learn speaking cause bore situation in the class,
unattractive, less fun and silent in the class. There are many models of
learning speaking.
According
to M. Solahudin in Kiat-Kiat Praktis Belajar Speaking, there are
some models of learning speaking as follows:
a. Main class and study club It is better for
meeting with the teacher in the class twice a day. First meeting is called main
class and second meeting is called study club. Main class is meeting with the
teacher, that the teacher as students advisor in the class. The
teacher has important character in the class. All activities in the class
depend on the teacher. Study club is group of learning, it held to repeat the material
study in the class by senior. Because the senior is not teacher, so the
students more enjoy make questions and practices speaking with the senior.
Activities in the study club are not different with main class, because the
reason of study is to explain material learning.[12]
b. Conversation on the way
Conversation
on the way is one of activity in speaking class. The function is to bore
disappear in the class. They can share about their daily activity. So, the
students feel the conversation more clearly, attractive, and comfortable.[13]28
c. Discussion group
Discussion
group is one of activity in speaking class. Discussion in speaking’s program
only talking about easy topic. Because this discussion just to train the
students to speak English. The purpose of discussion is to train the students
to speak English more clearly.[14]
d. Describing picture
Describing
picture is one of activity in teaching speaking English. In this activity,
students must describe pictures in front of class. Every student gets one
picture and must describe it. The purposes of this activity are to train
students’ imagination and retell story in speaking English.[15]
Those
are models that Solahudin offers to use in speaking class, and as the title of
this research, the researcher chooses the last model. The researcher thinks
that describing picture is suitable to improve students’ speaking skill in
descriptive text because the purposes of these activities are to train students
imagination and describe something in speaking English. Usually, students cant
speak anything because they have not idea. The researcher hopes that picture
can help students to speak English, because students will be easier to say when
they see. The writer will make this activity more attractive and make students
get enjoyable in the class.
2.
Role Play
Method
a. The Definition of Role Play
Method
Brown (2001: 183), role-play minimally involves (a) giving
a role to one or more members of a group and (b) assigning an objective or
purpose that participants must accomplish. He suggests that role-play can
conducted with a single person, in pairs or in groups, with each person
assigned a role to accomplish an objective.
a) Be
impressed by the strong and long-lasting in the memory of the student. Besides
a nice safety net for each other forgotten.
b) Very attractive to students, allowing classes
to be dynamic and enthusiastic.
c) Evokes passion
and a spirit of optimism in students and foster a sense of community and social
solidarity is high.
d) Can live events that take place easily, and
have picking grains wisdom contained in it with appreciation of students' own.
e) It may be possible to enhance the
professional skills of students, and to foster / employment opportunities for.
One of the method to be used in teaching the speaking skill
is role-playing. Role-play allows students to explore their inner resources,
empathize with other, and use their own experiences as scaffolds upon which
credible actions. As a result, students can improve their ability to produce
the target language, acquire many of its nonverbal nuances, improve the ability
to work cooperatively in group situations, and effectively deal with affective
issues. Role play has high appeal for students because it allows them to be
creative and to put themselves in another person’s place for a while (Richard,
2003: 222). In the method of playing a role, the pressure point located on the
emotional involvement and observation senses into a real problem situation
faced.
Role playing allows people to make mistakes in a nonthreatening
environment. They can test several solutions to very realistic problems, and
the application is immediate. It also fulfills some of the very basic
principles of the teaching-learning process such as learner involvement and
intrinsic motivation. A positive climate often results in which one can see
himself as others see him.
The involvement of the role playing participants can create
both an emotional and intellectual attachment to the subject matter at hand. If
a skillful teacher has accurately matched the problem situation to the needs of
his group, the solving of realistic life problems can be expected.
Role playing can often create a sense of community within
the class. Although at first it may seem a threatening method, once the class
learns to share a mutual confidence and commitment to the learning process, the
sharing of analysis over the role situations will develop a camaraderie never
possible in monological teaching methods such as the lecture.
1. Problems in Role
Playing
Perhaps the major drawback to teaching by role playing is
the insecurity of class members. Some may react negatively to participating in
a situation which will be discussed and possibly criticized by other members of
the class. And role playing takes time. The class discussion of a
five-to-ten-minute role playing situation may extend to several times the
length of the situation itself. Sometimes extremely beneficial results may
accrue. At other times, because of ineffective performance on the part of the
players, or mishandling on the part of an unprepared teacher, the outcome may
only be a superficial rehash of what everyone already knows about the problem.
The relationship of the people in the group is a crucial
factor in the success of role playing. At times it may emerge as a negative
factor. For example, previous interpersonal difficulties experienced by group
members may arise in class to corrupt the role playing situation. Also, if the
group has people of different status, they may be reluctant to become involved for
fear of being humiliated before the members of the class who are smarter or
more popular.
These difficulties with the method are formidable, but they
are not insurmountable. Nor are they so extensive that they should prohibit us
from experimenting with role playing. The potential benefits of the method
quickly overbalance the difficulties which seem so apparent in the initial
preparation stages.
2. Principles for
Effective Role Playing
As a teaching technique, role playing is based on the
philosophy that meanings are in people, not in words or symbols. If that
philosophy is accurate, we must first of all share the meanings, then clarify
our understandings of each other’s meanings, and finally, if necessary, change
our meanings.
In the language of phenomenological psychology, this has to
do with changing the self concept. The self concept is best changed through
direct involvement in a realistic and life-related problem situation rather
than through hearing about such situations from others.
Creating a teaching situation which can lead to the change
of self concepts requires a distinct organizational pattern. One helpful
structure for role playing follows:
1. Preparation
a.
Define the problem
b.
Create a readiness for the role
c.
Establish the situation
d.
Cast the characters
e.
Brief and warm up
f.
Consider the training
2. Playing
a)
Acting
b)
Stopping
c)
Involving the audience
d)
Analyzing the discussion
e)
Evaluating
Although we do not have time to explore each of these in
detail, it is important to note that all of them focus on group experiences
rather than on unilateral behavior of the teacher. The group should share in
the defining of the problem, carrying out the role playing situation, discussing the results,
and evaluating the whole experience.
The teacher must identify the situation clearly so
that both the characters and the audience understand the problem at hand. In
casting the characters, the wise teacher will try to accept volunteers rather
than assign roles. Students must realize that acting ability is not at stake
here but rather the spontaneous discharge of how one thinks the character of
his role would react in the defined situation.
Players may be instructed publicly so that the audience
knows what to expect or privately so that the audience can interpret the
meaning of their behavior. Be sure to allow for creativity of the actors within
their character roles and do not overstructure the situation.
The discussion and analysis of the role playing situation
depends upon how well we involve the audience. Key questions may be asked by
the leader and/or buzz groups may be formed. All members of the group (actors
and the audience) should participate, and the reactions of the actors may be
profitably compared to those of the audience.
The audience is just as much involved in the learning
situation as the actors are. In the analysis and discussion time, the audience
should provide possible solutions to the realistic problem situations which
surface.
It is important to evaluate role playing in the
light of the prescribed goals. Categorizing behavior is often overdone and gets
in the way of the learning process. Evaluation should proceed on both group and
personal levels, raising questions concerning the validity of the original
purpose.
Throughout the entire process it will be necessary to deal
with certain problems which arise in role playing situations. The backward,
silent member must be encouraged to contribute. Create an atmosphere in which
he is unafraid to share ideas, confident that no one will laugh at his
contributions or harshly criticize his conclusions.
The overbearing monopolizer must be curtailed in the
discussion phase of role playing lest he dominate the group and thereby quash
the dynamic, Solving this problem may require some personal counseling outside
of class. Tension and conflict in the group may not always be bad. Sometimes
these elements act as a stimulant to thinking. There is such a thing as
“creative tension,” and it is frequently found in a role playing situation as
group dynamic emerges.
At the end of the discussion time the group should
collectively measure its effectiveness in reaching biblical solutions to the
role problem posed at the beginning. The techniques of role playing afford
another approach to involving students in their own learning process toward the
clarification of self concepts, evaluation of behavior, and aligning of that
behavior with reality.
B. Conceptual Framework
It’s how a role play method can lead to an improvement
of students speaking ability. A discussion that works is primarily one in which
students say as much as possible. A discussion gives students chances to
rehearse their speaking ability as much as possible. Underlining that language
is a habit, speaking needs to be rehearsed as often as possible and to be used
in real communication as natural as possible.
The physical focus of the discussion is close and
directed towards the individual student; that is to say, whoever is speaking is
only a small distance away, clearly audible, facing the others and addressing
them personally. As it is stated before, and the writer would like to emphasize
more, a collection of students in a classroom itself is actually referred to as
a group.
One of the important components of learning is the opportunity
for active practice and feedback. As classes get larger and larger, the
avaibility of such opportunities grows less and less. So, role play method it
is to overcome such problems or situations. It gives students opportunities to
speaking ability more. That is the way role play method goes in its trial of improving
students’ speaking ability.
C. Hypothesis
Based on the previous
discussion on the background for this study, the hypothesis is formulated as
following : There is Effect Of
Role Play Method On The Students’ Speaking Mastery Of The 2013/2014 Eight Year Students Of Smp Swasta Al
Hidayah Bukit Sari Kec. Padang Tualang.
CHAPTER III
METHODOLOGY OF RESEARCH
A. Time and Location
The study will be conducted December 2013 at the SMP Swasta Al Hidayah Bukit Sari . The reason for choosing the school was that the students in the school also learned speaking ability as a part of their English curriculum.
B. Research Design
The study will be intended to find out the effect of role
play method to their speaking
ability scores. However, further finding should be explored in order to
determine whether or not they were interested in the material selections and
the teaching strategies. For this purpose, then, descriptive statistical analysis
was applied. In this case, the sample’s responses were calculated to find out
the dominant responses representative.
C. Population and Sample
The population of the present study is the eigth year students of SMP Swasta Al Hidayah Bukit Sari
which consists of 80 students in two classrooms. Therefore, in terms of
accessibility of the data collection, then the 40 students will take as the sample by using stratified sampling.
D.
Variable of The Study
The variable of this study
consist of two variable, namely dependent variable and independent variable.
Dependent variable is speaking ability, that is the mental process by which readers take the
words encoded by writer and use them to construct an interpretation of what
they think the writer intended to convoy. And then the independent
variable is role play method.
E. Instrument for Collecting Data
There is instrument for collecting the data in the present
study, namely speaking ability test. This test was in the form of multiple-choice test
which consisted of 25 items. For the purpose of content validity, then the
items were taken from their speaking textbooks used in the classrooms for first
semester. Then, for the purpose of reliability measurement, KR 20 formula was used.
The formula is shown below:
|
n - 1 S2x
|
Notes:
S2x = Variance of the scores
N = Number of items of the test
å p. q = The proportion of p . q
E. Techniques for Analyzing the Data
In this researches, the writher prepared a test as the technique for
collecting the data. These studies are used by multiple choice test to measure
of speaking ability and to know the deeper knowledge in having. Speaking
ability using multiple choices test that consisted of 25 items. Every items
will give one point, and score ranking
from 0 – 100 was determined by counting
the correct and applying the formula.
Which S = Score of the tests R = Number of the point value
N = Number of items
In order to know the effect of role
play method to speaking ability, the data calculated by using t-test as
follows:
Where:
X is the mean score of experimental group.
Y is the mean score of control group.
X2 is the square of students’ deviation scores,
Y2
is the square of students’ deviation scores, of control group,
N is the number of sample
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[1] David
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[2] Oxford
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[3] David
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[4] Scott
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[5] Jack C.
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[6] Jeremy
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[9] Ibid.,
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[10] Ibid.,
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[11] Jo
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[13] Ibid.,
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[14] Ibid.,
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[15] Ibid.,
p. 99.
[16] Arikunto,
Suharsimi. 2010. Prosedur Penelitian
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