using powerpoint for writing recount text
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THE EFFECTIVENESS OF USING POWERPOINT
IN WRITING RECOUNT TEXTS
FOR JUNIOR HIGH SCHOOL STUDENTS
By
SAEPUL APANDI
UNIVERSITAS INDRAPRASTA PGRI
2011
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CHAPTER 1
INTRODUCTION
1. Background of the Study
There are four basic skills in English instruction at schools in
Indonesia: reading, writing, listening and speaking. Generally speaking, these
four basic skills are divided into two major facets; they are receptive and
productive skills. Harmer (1999:199) states that “receptive skills are the ways
in which people extract meaning from the discourse they see or hear”. By this
point of view, listening and reading are considered as receptive skills, while
speaking and writing belong to the productive skills.
Writing as the productive skill is more difficult than any other
skills. It is still hard to conduct, even for those who can read and hear well.
Hadley (2000: 280) elaborates the difficulty in process of writing, arguing
that “Most people who have attempted to put pen on paper to communicate
ideas would agree that expressing oneself clearly in writing can be a slow and
painful process”. Meanwhile, Bell and Burnaby (1984, in Nunan, 1989:36)
strongly outline the complicated activity of writing a foreign language, saying
that ‘It is an extremely complex cognitive activity in which the writer
required to reveal organizing number of variables at once’.
In addition, therefore, writing recount text as the compulsory
content for the Junior High School students based on the newest curriculum,
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School Based-Curriculum (KTSP) is not simply as a matter of “writing things
down”. Some certain features of recount will make more difficult for the
students who learn it. For instance, there are some reasons for this case: 1).
Writing recount requires good grammar, the students have to remember some
specific rules in structure of recount which are different from their own
language. 2). Students spend less of their time for writing. 3). Students
usually have big question in mind whether what they write is correct or
incorrect.
Giving the solutions to the problems in writing as mentioned
above, Byrne (1988:21) highlights the important approach in teaching
writing:
The approaches of teaching writing should encourage the students to write as much as possible and as quickly as possible – without worrying about making mistakes. The important thing is to get one’s ideas down on paper. In this way students feel that they are actually writing, … and consequently writing is an enjoyable experience.
One of the supporting factors towards the students’ achievement in
writing skill is learning media. Providing an appropriate learning media shows
that students are given the opportunities to explore the current writing
material. Considering the importance of media for the students’ learning,
Richard Clark (1984) as cited by Blacker and Oborne (1987:167) points out
the suitable learning media that can be utilized by the students in their
learning, he states that ‘we are continually searching for new technologies that
will produce more learning outcomes than the ‘older’ media, and that the
computer is seen as a particularly powerful technology in this sense’.
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The use of PowerPoint and multimedia, as the medium for learning
English in the classroom, has significantly increased globally in recent years;
few studies have systematically investigated its impact on students learning
and attitudes (Connor n Wong, 2004:15).
As the application which is laid out in a "storyboard" type fashion,
PowerPoint can be utilized for creating and formatting texts and images. For
the learners, this feature can be used as their worksheet for writing the story
more interesting. As, basically a presentation software, PowerPoint program
can be optimized as the teaching instruction used by the teachers in delivering
particular English material. Moreover, some basic features of graphic,
animation, color (imagery) and audio in PowerPoint enable the users to make
the writing activity more meaningful, enjoyable and well-organized as these
features are considered as the underpinning accessories for writing activity.
Considering those facts mentioned above, the writer intends to
explore both writing recount and PowerPoint, following by analyzing the
effectiveness of this computer program in students’ writing of recount texts.
2. Statement of the Problem
The present study is aimed at seeing the effectiveness in using
learning media (i.e. using PowerPoint program) in writing recount texts
compared to the conventional technique of learning current skill. The
effectiveness should be measured in the terms of achievement in writing
skills. For instance, it is intended to see whether PowerPoint program leads to
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a better achievement in writing recount skill. The problem in this research can
be formulated in the following question:
“Does PowerPoint program work effectively in improving students’
ability in writing recount text?”
3. Hypothesis
Based on the statement of the problem, the hypothesis is stated as
follows:
“The students who learned through PowerPoint in writing recount texts would
have no difference with those who did not”.
4. The Objectives of the Study
The goal of this research is to explore PowerPoint Program as the
learning experience, whether it could enhance the proficiency in writing
recount texts for the second year students of MTs Negeri 6 Jakarta.
5. Significance of the Study
By doing this research, the researcher expects some valuable
contribution:
5.1. For the students
They could measure themselves and realize that there is another
learning experience in writing skill.
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5.2. For the teacher
This study can be as the measurement whether not he or she has
succeeded in teaching the students in writing skills, especially in recount
text.
5.3. For the education field
The study is aimed at exploring the central issue of Information and
Communication technology within teaching and learning process,
especially in accordance with the writing skill.
5.4. For the researcher himself
This study should be considered as a source of information and practical
theories to improve his knowledge and teaching experience.
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CHAPTER 2
RECOUNT TEXTS AND POWERPOINT PROGRAM
This chapter presents the review of related literature underpinning this
research covering Recount Texts, Characteristics of Recount Text, Computer for
Learning, and Writing Recount text with PowerPoint, each will be considered.
6. Recount Texts
Rose (2008) suggests three general families of genre: stories,
factual and evaluating. The term ‘genre’ here is used to refer to particular text
type, not to traditional varieties of literature. The genre of the text is partly
determined by the culture in which the text is used, since different cultures
achieve their purposes through language in different ways.
Our national curriculum has determined the story genre for Junior
high school students into two kinds; they are recount and narrative. These two
genres are taught for the second year of junior high school students, as it can
be seen in Competence Standard of writing skill for the second year students
at the second semester (Depdiknas, 2006:58):
Mengungkapkan makna dan langkah retorika dalam essei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narratif dan recount. (to express the meaning and rethoric features of short simple essays by using written language accurately in the form of narrative and recount to be able to interact in the dayly life).
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Derewianka (1990:14) defines that recount as “the unfolding of a
sequence of events over time. We are using English to keep the past alive and
help us to interpret experience, in a recount we reconstruct past experience”.
In line with this definition, Gerot and Wignel (1994:120) highlight recount as
“the text which retell an event”. Based on two previous definitions, the term
of story genre is appropriate for recount.
More detail, Derewianka (1990:15) categorizes the text of recount
into three major types; they are Personal Recount, Factual Recount,
Imaginative Recount, he defines as follows:
Personal Recount is retelling of an activity that the writer or speaker has been personally involved in (e.g. oral anecdote and diary entry), Factual Recount is recording the particulars of an incident (e.g. report of a science experiment, police report, news report and historical account). Finally, Imaginative Recount is taking on an imaginary role and giving details of events (e.g. a day in the life of a Roman slave, how I invented).
In line with the categorization of the recount text, Hardy and
Klarwein (1990:12) describes two kinds of recount text, they are personal
recount as in personal letters and excursion ‘write-ups’, and historical recount
which attempts to retell past experience in the objective view, such as report
of science experiment and police report.
5. The Characteristics of Recount Text
The characteristics of the recount text can be seen from its social
function, schematic structures, and linguistics features. Therefore, a text can
be categorized as a recount text if it fulfills the requirements of these
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characteristics. In the following sections, each characteristic of recount text is
explained.
7. Social Function of Recount Text
Derewianka (1990:10) argues that “the purpose or the social function
of the text type accounts for differences in the texts which are structured in
different ways”. To get a clear understanding about the purpose of recount
text, Derewianka exemplifies with the purpose of instructions, being used to
tell someone how to do or to make something. Thus, the structure of such text
would typically move through the particular stages. Finally he states the
purpose of recount text; it is to tell what happened. To achieve its purpose,
the text will move through a different set of stages which are considered as
schematic structure.
Giving the addition for the purpose of recount text, Macken-Horarik
(2002:21) and Gerot and Wignel (1994:194) tell that the social purpose of the
recount text is to retell events for the purpose of informing or entertaining,
events usually arranged in a temporal sequences. By this view, recount
doesn’t only attempt to inform past experiences or events, but it is also
entertaining and amusing the readers.
Among the points of view about the social function, it can be
summarized that an author of recount text writes a retelling or interpretation
of an event or a series of events which are memorable in his or her life, or in
the life of another person. A recount is a written restructuring or interpretation
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of an event or series of events to inform the past events and or entertain the
readers.
8. The Schematic Structure of Recount Text
According to Derewianka (1990:15) “the focus of a recount is on a
sequence of events, all of which relate to a particular occasion”. Afterwards,
he determines the schematic structure of recount into three stages, namely:
orientation, series of events and personal comment. Giving the same meaning
in different terms, Gerot and Wignel (1994:194) state the terms of orientation,
events and re-orientation for the stages in recount texts. Also Macken-Horarik
(2002:21) gives another term, they are orientation, record of events and re-
orientation.
9. The Linguistic Features of Recount Text
The linguistic features of recount text that can be inferred from two
experts (Derewianka and Gerot-Wignel) as mentioned before, are: First,
focusing on specific participants, with defined identity, such as Mrs. Brady,
our dog, the shopkeeper. Second, using simple past tense, in the form of both
regular and irregular verbs, for example he smiled, it barked, she came. Third,
the verbs used are mainly action verbs (material process). However there
could be also many verbs which refer to what the human participants said,
felt, or thought (verbal and mental processes). Forth, many linking words can
be used to do with time and to make the sentences cohesively, for example:
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on Wednesday, then, at the same time, next, later, before. In other word, it
focuses on the temporal sequence. Fifth, the irrelevant information to the
purpose of the text should be avoided. Sixth, circumstance of place is used to
complete the information in the text.
10. The PowerPoint features for Writing Recount
PowerPoint is also called ‘storyboard type fashion’ or ‘multimedia
storytelling’. It means that it can be used to put and display the particular
words or sentences in the screen and make them more interesting. Conducting
writing recount can be done in PowerPoint in some extent below:
5.1. The students can use PowerPoint as the program for writing, instead of
utilizing word processing. The students can use the spellchecker to
correct their writing, synonym or thesaurus to use proper sentences, or
giving pictures to make writing more meaningful.
5.2. The teachers can apply the notion of Computer Based Instruction
(CBI), in conducting recount text at the classroom teaching. Drill and
practice can be made by creating the skeleton of recount text in Power
Point, Tutorial can be used attractively in introducing the particular
text type, and simulation can be built by utilizing the features of
animation schemes and slide transition.
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CHAPTER 3
RESEARCH METHOD
11. The Research Type
This research is a quasi experimental one. Creswell (2002:298) states
that “In experiment you test an idea, practice or procedure to determine
whether it influences an outcome or dependent variable”. Based on his view,
this study is aimed at applying the use of PowerPoint Program to examine its
effectiveness in writing recount text.
12. The Treatment
Two strategies of teaching writing recount were studied in the
present research; by facilitating PowerPoint program and the conventional
one. In treatment phase, both control and experimental groups are given the
same material of recount text. The procedures in conducting the lesson
material is based on guide book from Ministry of National Education
(2004:23), and will be described below:
13. Time Allocation
The research experiment conducted for 10 sessions, it took a month
and each session was carried out in 80 minutes. The research was conducted
in November 2010, on Monday, Thursday and Friday.
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14. Population and Sample
The population of this research is all second year students of MTs
Negeri 6 Jakarta with the sampling frame consisting of 7 classes or 245
students. The sample is 60 students or two classes; they are 30 students for
the experimental group (class 8-1) and 30 students for the control group (class
8-2), selected purposively based on certain condition without splitting them
randomly.
15. The Research Instrument
There are two kinds of instruments used to gather the data, namely:
1. Instrument for conducting a treatment which was in the form of lesson
plans and recount material, and 2. Instrument for scoring in the form of
pretest and posttest items which consists of Multiple Choice and Essay Test.
The Scoring for the writing test comprises Overall organization (Form),
Cohesion, Vocabulary, Grammar and Mechanic.
16. Data Gathering
The data which was found in this research was, first, the data of the
sample respondents’ ability in writing recount text before receiving the
treatment and second, the data of their achievement after receiving the
treatment.
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17. Data Analysis
Before analyzing the data, the data was verified and classified.
Verification was done to analyze the data, whether or not it can be examined.
Uncompleted and unworthy data was not analyzed and then the completed
ones were coded for further analysis. Data analysis was conducted to analyze
raw scores into fixed scores to get easier to be analyzed.
18. Hypothesis testing
To test the null hypothesis (Ho) in this research, some assumptions
should be fulfilled. Ho is accepted if:
a. There is no significant difference between mean of posttest scores and
pretest scores, either experimental or control group.
b. There is a significant difference between mean of pretest scores of the
two groups.
c. There is no significant difference between mean of posttest score of the
two groups.
To fulfill the assumptions above, statistical of paired samples and
independent samples t-test were applied in this research to determine how
mean of pretest scores were different from posttest scores, both in the group
itself and between two groups with the level of significance of 0.05. The
significance of the test was analyzed by using computer program of Statistical
Package of the Social Science or SPSS v.11.5.
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CHAPTER 4
RESEARCH FINDINGS
19. The Pretest Scores of the Experimental Group
5.3. The scores of Multiple Choice test
The minimum score is 3.50 and the maximum one is 8.00 with
the range of 4.5. In addition, with the analysis of central tendency of the
group , it was obtained that mean is 5.5 , median is 5.5, and mode is 6.5
whereas from the analysis of variance it is found that the standard
deviation is 1.30 and the score of variance is 1.71.
5.4. The Score of Essay test
The minimum score is 4.00 and the maximum one is 8.00 with
the range of 4.00. In addition, with the analysis of central tendency of
the group , it was obtained that mean is 5.22 , median is 5.2, and mode
is 5.2 whereas from the analysis of variance it is found that the standard
deviation is 0.8872 and the score of variance is 0.787.
20. The Posttest Scores of the Experimental Group
5.5. The Multiple Choice Scores
The minimum score is 4.0 and the maximum score is 9.0 with the
range of 5.0. In addition, with the analysis of central tendency of the
group , it was obtained that mean is 6.1 , median is 6.25, and mode is 5.0
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whereas from the analysis of variance it is found that the standard
deviation is 1.483 and the score of variance is 2.201 .
5.6. Essay Score
The minimum score is 4.8 and the maximum score is 8.8 with the
range of 4.0. In addition, with the analysis of central tendency of the
group , it was obtained that mean is 6.34 , median is 6.4, and mode is 6.4
whereas from the analysis of variance it is found that the standard
deviation is 1.10 and the score of variance is 1.21.
21. The Pretest Scores of the Control Group
5.7. Multiple Choice Scores
The minimum score of pretest gained by the control group is 4.0
and the maximum score is 7.0 with the range of 3.0. In addition, with the
analysis of central tendency of the group, it was obtained that mean is
5.93 , median is 6.0, and mode is 6.0 whereas form the analysis of
variance it is found that the standard deviation is 0.82 and the score of
variance is 0.68.
5.8. Essay Score
The minimum score of pretest gained by the experimental group
is 4.0 and the maximum score is 6.0 with the range of 4.0 . In addition,
with the analysis of central tendency of the group , it was obtained that
mean is 4.54 , median is 4.4, and mode is 4.4 whereas form the analysis
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of variance it is found that the standard deviation is 0.75 and the score of
variance is 0.56.
22. The Posttest Scores of the Control Group
5.9. The Multiple Choice Scores
The minimum score of pretest gained by the experimental group
is 4.0 and the maximum score is 7.0 with the range of 3.0 . In addition,
with the analysis of central tendency of the group , it was obtained that
mean is 6.03 , median is 6.0, and mode is 6.0 whereas form the analysis
of variance it is found that the standard deviation is 0.75 and the score of
variance is 0.56 .
5.10. The Essay Scores
The minimum score of pretest gained by the experimental group
is 4.4 and the maximum score is 7.2 with the range of 2.8 . In addition,
with the analysis of central tendency of the group , it was obtained that
mean is 5.86 , median is 6.0, and mode is 6.0 whereas form the analysis
of variance it is found that the standard deviation is 0.74 and the score of
variance is 0.55.
23. Discussion of the Research Findings
This research highlighted the problem on how to improve and
develop students’ ability in writing by giving such kind of treatment on using
PowerPoint program by emphasizing the students’ skill in the matter of
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Fluency, Grammar, Vocabulary, Content (Overall organization) and spelling
or punctuation. By applying paired samples and independent samples of t-
test, this research provides some findings in line with the treatment on
applying the PowerPoint program.
First, from comparative analysis of the pretest and posttest scores of
the experimental group, it was shown that on the level of significance of 0.05,
the value of t-Stat. is 3.68 (multiple choice test) and 5.29 (essay test), the
value of t- Crit. is 2.04. So, t-Stat. > t-Crit. The improvement of the score is
quite significant: 5.6 and 5.3 becomes 6.2 and 6.3. It means that in
consistence with the theory proposed by Butler and Mautz (1996) that
computer program and multimedia affect the students to perform better
quizzes and exams.
Thus, this study which was supported by some research concluded
that using PowerPoint program both for language learning or teaching
instruction is much helpful and effective in developing students’ writing
recount texts.
Second, the result of comparative analysis of the pretest and posttest
score of the control group, it was proved that on the level of significance of
0.05 and degree of freedom of 29, the data showed that t-Stat. is 2.66
(multiple choice) and 2.87 (essay) and t-Crit. is 2.04 without getting a
treatment on using PowerPoint program, the control group also has better
result in finishing the posttest items. The reasons of what happened to the
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group and why there was also a significant improvement from the pretest to
posttest scores had not identified in this research.
The study proved that without any significant differences between
the pretest of the experimental and control groups, it means that both two
groups are in the same condition. It was also indicated that t-Stat. of the
Experimental group is 3.68 (multiple choice) and 5.29 (essay) and t-Stat. of
the control group is 2.66 (multiple choice) and 2.87 (essay), it means that
there was significant difference between respondents who were trained and
those who were not.
The result showed that null hypothesis is rejected, meaning that there
was a significant difference between the students who were taught by using
PowerPoint program and the students who were not involved in the particular
treatment. So, it was concluded that using PowerPoint program can develop
students’ writing ability in recount texts.
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CHAPTER 5
CONCLUSION AND RECOMMENDATION
This research concludes the present study and offers some suggestions.
The conclusions are presented to address the problems of the present study, which
are formulated in research question. The recommendations are made on the basis
of the findings and corresponding discussion.
24. The Conclusion
The present study investigates how to improve and develop students’
ability in writing recount texts by giving the treatment on using PowerPoint
program. It was proved that writing recount texts by using PowerPoint
program is effective in developing students’ writing ability. It can be seen that
the posttest scores were significantly difference with the pretest scores of the
experimental group, so that the result of this research supports what Russell
(2001) believes that the features of PowerPoint such as story template can
help develop writing and storytelling skills. When the students use the
presentation software such as PowerPoint, they will find that there are some
hints which will guide them to write in English well.
The result or the output of learning is also significant difference
between students who used PowerPoint program and those who didn’t use it.
It is assumed that writing recount texts by using PowerPoint program can be
used by the students as the learning media and by the teachers as the teaching
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instruction in order to increase students’ proficiency in writing recount texts.
So, this research supports the notion which was proposed by Castellani and
Jeffs (2001) that Computer-assisted instruction (CAI) enhances teacher’s
instruction and students’ achievement in learning English. It improves
students’ achievement because they receive immediate feedback.
Furthermore, PowerPoint that has two major functions (as a set of drill-
practice and ready-made teaching instruction) can encourage the students’ to
increase their writing skill in recount texts.
25. The Recommendation
First, as a matter of fact, the PowerPoint is much helpful and
effective in developing students’ writing ability. It is recommended that the
English teachers assist the students in solving their writing problems by
treating them with the appropriate method and approach in order to increase
and develop their achievement.
Second, this research has tried to solve one of the problems in
writing skill by using PowerPoint in learning recount texts. So, it was
suggested that other researchers who care of students’ problems in writing
recount text involve other learning media to get the better result and more
application to be used in regular classroom teaching and learning process.
Thus, the writing activities in English classroom can be integrated into more
other interactive computer programs. Finally, writing practice in English will
not be a scary learning anymore
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Harmer, J. (1998). How to Teach English. An Introduction to the Practice of English Language Teaching. Malaysia: Longman.
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ACKNOWLEDGEMENT
Alhamdulillah, with his blessing and the hard effort I have managed, this
paper entitled “The Effectiveness of Using PowerPoint Program in Writing
Recount Texts for Junior High School Students” is finally able to be
accomplished.
First and foremost, special gratitude goes to Drs. H. Nur Pawaidudin as the
headmaster of MTs Negeri 6 Jakarta and Drs. Lebeng, M.Ed as the curriculum
staff for giving me such a beneficial opportunity to conduct the research. To all
students who were involved in this study, and to all of the English teachers in
MTsN 6 and 33 Jakarta with whom I have shared the knowledge during
conducting this research.
A deep thank is also addressed to Prof. Dr. H. Sumaryoto, the Head of
Indraprasta University, for providing the opportunity to do this research, as well
as to his staff, for their kind services.
My deepest love and appreciation are addressed to my beloved wife,
Minarni. Thank you for your understanding and patience waiting for my
graduation. To my parents, and my only sister, I thank them for their endless love,
pray and support. May God always bless us.
Writer,
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TABLE OF CONTENT
AKCNOWLEDGEMENT ............................................................................... i
TABLE OF CONTENT ................................................................................... ii
CHAPTER I INTRODUCTION .................................................................
1. The Background of the Problem ........................................ 1
2. Statement of the Problem ................................................... 3
3. Hypothesis ......................................................................... 4
4. The Objective of the Study ................................................ 4
5. Significance of the Study ................................................... 4
CHAPTER II THEORETICAL FRAMEWORK
1. Recount Text ...................................................................... 6
2. The Characteristics of Recount Text .................................. 7
3. Social Function of Recount Text ....................................... 8
4. The Schematic Structure of Recount Text.......................... 9
5. The Linguistics Features Recount Text .............................. 9
6. The PowerPoint features for Writing Recount .................... 10
CHAPTER III RESEARCH METHOD
1. The Research Type ............................................................ 11
2. The Treatment ................................................................... 11
3. Time Allocation ................................................................ 11
4. Population and Sample ...................................................... 12
5. The Research Instrument ................................................... 12
6. Data Gathering .................................................................. 12
7. Data Analysis `................................................................... 13
8. Hypothesis Testing ............................................................ 13
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CHAPTER IV RESEARCH FINDINGS
1. The Pretest Scores of the Experimental Group .................... 14
2. The Posttest Scores of the Experimental Group .................. 14
3. The Pretest Scores of the Control Group ............................. 15
4. The Posttest Scores of the Control Group ............................ 15
5. Discussion of the Research Findings ................................... 16
CHAPTER V CONCLUSION AND SUGGESTION
1. Conclusion .......................................................................... 19
2. Suggestion .......................................................................... 20
BIBLIOGRAPHY
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