The Effect of Using Magnet Summary Strategy toward Reading Comprehension of Narrative Text at the Second Grade of MTs Diniyah Putri Pekanbaru

CHAPTER I

INTRODUCTION

A.    Background of the Research

Reading is one of skills in English to make the students get information from what they read, and it reinforces the other skills of English such as listening, speaking and writing. In reading process, students learn how to get the meaning or information from the text, it needs a thinking process in order to be able to reach the comprehension. But some of the students argue that reading some article or textbook is easy but reading comprehensively is more difficult. Actually, reading skill is very important for students such as; the students can get information from reading, the students can increase their knowledge, students can enlarge the way of their thinking by reading any text. So the students should have skills in reading to enlarge their information and enrich their knowledge.

Furthermore, in KTSP, students are demanded to comprehend several types of the text that related to genre based approach, such as narrative, descriptive, and recount. Especially for the Second Grade of Junior High School, on Based Competency stated that the students should be able to respond  three types of the text they are narrative, descriptive, and recount texts. It meant that the students are expected to understand those types of text in order to achieve the level of comprehension. However, based on the interview toward the English teacher of MTs Diniyah Putri Pekanbaru, it was found that the students had problems in reading narrative text. First, the students got problem in identifying the indicator of generic structures in narrative text, such as the student got problem in finding orientation, complication and resolution. The students were confused in understanding what is the purpose of narrative text, the students got difficulty in getting the essential information from the narrative text.

In this gap of information, The researcher observed that the teacher used the old strategy to teach the students in understanding narrative text. When she teaches narrative text, the teacher just give the explanation to the students by lecturing and there is no modified strategy to understand the text about. Therefore, there were only some students understood with the text.

Referring the explanation above, it can be concluded that there are some problems of teaching reading at The Second grade of MTs Diniyah Putri Pekanbaru. Nevertheles, the teacher can apply  more variety of appropriate strategies in teaching reading, because a good reading strategy will help students to catch the meaning, the specific information and also the easier intention of researcher.

 In order to make teaching learning process in reading activities runnning well, more effective and efficiently to the students, one of many ways to get the goal of teaching and learning process was done for making combining some strategies applied in teaching reading. In other words, teacher could use the effective strategies in order to make the reading activity run successfully in teaching reading comprehension.

In this point, the researcher is going to apply one of the strategies namely Magnet Summary Strategy. Prezsler (2006:20) states that Magnet summary strategy is  a kind  of  strategy that  helps  students expands  on  key  terms  or  concepts from  reading.  It was supported by previous researcher namely Sunarsih (2012) the students who had been been taught by using  Magnet  Summaries  Strategy have    higher    score    in    reading comprehension than the students who had no taught by using Magnet  Summaries  Strategy and it gave significant   effect   toward   students reading comprehension.

Based on explanation above, the researcher is interested in conducting an experiment research by using Magnet Summaries Strategy. Therefore, the researcher will conduct the research entitled: “The Effect of Using Magnet Summary Strategy toward Reading Comprehension of Narrative Text at the Second Grade of MTs Diniyah Putri Pekanbaru”.

B.            The Identification of the Research

Based on explanation above, researcher identifies the problem as follows:

1.      The students got problem in identifying the indicator of generic structures in narrative text, such as the student got problem in finding orientation, complication and resolution.

2.      The students were confused in understanding what the purpose of narrative text.

3.      The teacher did not give an appropriate strategy in understanding a narrative text.

C.    Limitation of the Research

Based on the problem state above, the researcher limited the study on the effect of using Magnet Summary strategy toward reading comprehension of Narrative text at the Second grade of MTs Diniyah Putri Pekanbaru.

D.      Formulation of the Research

The problems of this research was formulated in the following question: “Do  the students taught by using Magnet Summary strategy have an effect than the students who are not taught by using Magnet Summary strategy toward reading comprehension of narrative text at the second grade of MTs Diniyah Putri Pekanbaru?”.

E.       Purpose of the research

The purpose of the research was to identify  the effectiveness  of using Magnet Summary strategy in teaching reading comprehension of narrative text at the second grade of MTs Diniyah Putri Pekanbaru.

F.       Significance of the research

        The finding of this research was expected to give valuable contribution as follows:

1.      For students

  It is expected to give the positive contribution, especially in term of students’ reading comprehension by using Magnet Summary strategy.

2.      For teachers

  Teacher can use the result of this research as reference when they want to improve their ability and get more variation strategies in teaching reading. This research can be an evaluation for the teacher who frequently used monotonous strategy in teaching reading in the classrooms.

3.      For researcher

  The researcher can use this strategy to improve her skill in comprehending the text and also to academic requirement to get under graduated degree.

G.           Definition of the Key Terms

            To avoid misunderstanding of the concept used in this study, some definitions are provided as the following:

a.       Reading comprehension is the process of understanding written text to extract  information, then recalling the information and connecting them to the existing knowledge in a piece of communication whether oral or written (Brown, 1994:291)

b.      Magnet Summaries strategy is strategy that involves the identification of  key terms or concept-magnet words from a reading,    which students use to organize important information into a summary (Buehl, 2009:111)

c.       Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems (English Syllabus 2013)

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A.      Review of Related Theory

1.        The Nature of Reading

                 Reading is one of important factors in four English skills. It is very important for students to learning English as the second language. In addition Linse (2005:69) defines that Reading is a set of skills that involves making sense and deriving meaning from the printed form. It means that reading a text that print for the readers as the medium to get what they need Teaching reading skills to non-native speakers of English involves unique problems and challenges at all conceivable levels of instruction (Murcia, 2001: 151). It is supported by Nunan (1991:72) reading is usually conceived of as solitary activity in which the reader interacts with the text in isolation. It means that there is a relationship between the reader and the text that their read to find the means of text. Snow (2000:15) states that reading does not occur in a vacuum. It is done for a purpose. Reading activity involves one or more purposes, some operation to process the text at hand, and the consequences of performing the activity. It means that reading has purposes to make the readers understand about the topic or main idea in a text or paragraph.

                 Furthermore, Johnson (2008:3-4) states that reading is the practice of using text to create meaning. The two key words here are creating and meaning. If there is no meaning being created, there is no reading taking place. Also, reading is a constantly developing of skill. Also, according to Wallace (2003:7) the reading process has tended to be characterized primarily as psychological, cognitive and individual. So, the reading has relationship with the social process. The factor that can influence the reading ability is psychological, affective and individual from the readers.

2.      Nature of Reading Comprehenshion

                 According to Brown (1994:291) states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. So, reading comprehension is the main factor in teaching English. Reading comprehension is as a process of activating the prior knowledge of the reader which cooperates with his appropriate cognitive skills and reasoning ability to find out the concept from a printed text. It means that is every word, must be able to understand, to interpret, and to select actual information the text by reader.

           Reffering to Klingner  (2007:4) some reading comprehension strategies that been associated with the highest effect sizes for students with learning disabilities are those that teach students strategies that prompt them to monitor and reflect before, during, and after reading. Richards and Renandya (2002:277), defines that reading comprehension is the primary purpose for reading (though this is sometime overlooked when students are asked to read overly difficult texts); raising students’ awareness of main idea in a text are essential for good comprehension. It means that reading comprehension has the purpose to make the readers find meaning from the text which they are reading. Also, Rubin (2000:171) states that reading comprehension has been described as a complex intellectual process involving a number of abilities. It can be concluded that reading comprehension is a process to know the ability of students in teaching and learning process.

           Referring to Klingner (2007:8), reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). It means that reading comprehension as a complex process of constructing meaning by the integration relate to previous knowledge, strategy use, text interest, and understanding of text types. According to Snow (2002:13) reading comprehension is as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: the reader, the text, and the activity or purpose for reading. Rubin (2000:171) state that reading comprehension has been described as a complex intellectual process involving a number of abilities. It can be conducted that reading here is reading comprehension is one the process to know the ability of students in teaching and learning process of language.

           However, According to Snow, (2002:22) we also know that fluent word recognition is not a sufficient condition for successful reading comprehension and that other variables that directly or indirectly influence language comprehension are also critically important determinants of variability in reading comprehension. These variables  include (1)Vocabulary and linguistic knowledge, including oral language skills and an awareness of language structures; (2) non-linguistic abilities and processes (attention, visualization, differencing, reasoning, critical analysis, working memory, etc.); (3) engagement and motivation; (4) an understanding of the purposes and goals of reading; (5) discourse knowledge; (6) domain knowledge; and (7) cognitive and meta cognitive strategy development. Still another important determinant of variability in reading comprehension is a reader’s perceptions of how competent she or he is as a reader.

King and Stanly (1989:330) state that there are five components of reading comprehension may help the students to read carefully:

1.      Finding factual information

        Finding factual information is one component of reading comprehension that is suitable for vocational school students. Factual information requires readers to scan specific details. The factual information questions are generally prepared for students and those, which appear with WH question word. There are many types of questions: reason, purpose, result, time, comparison etc in which of the answer can be found in the text.

2.      Finding main ideas

        Recognition f the main idea of a paragraph is very important because it helps you not only understand the paragraph on the first reading, but also helps you to remember the content later. The main idea of a paragraph is what he paragraph develop. An efficient reader understands not only the ideas but also the relative significance as expressed by the writer. Paragraph is a group of sentences develops a particular topic. Identifying the topic can generally help the reader understand the main idea. The main idea makes a particular statement or emphasizes a special aspect of the topic. The main idea is usually expressed as a complete thought and the main idea usually indicates the authors’ reason or purpose for writing and the message he or she wants to share with the reader. The main idea is not only in the beginning of the paragraph, but also in the middle and at the end of the paragraph.

3.      Finding the meaning of certain word

  It means that the readers could develop his/her guessing ability to the word which is not familiar with him or her, by relating the close meaning of unfamiliar words to the text and of the text that is read. The words have nearly equivalent meaning when it has it or nearly the same meaning as another word. In the other word, the students are expected to be able to form and understand the meaning.

4.      Identifying references

        In English, as in other language, it would be clumsy and boring to have and repeat the same word or phrase every time you use it. Instead of repeating the same word or phrases several times, after it has been used we can usually refer to it than repeat it.  For this purpose, we use reference words. Recognizing reference words and being able to identify the word to which they refer to will help the reader understand the reading passage. Reference words are usually short and very frequently pronoun, such as; it, she, he, this, etc.

5.      Identifying inferences

Inference is a skill where the reader has to be able to read between lines. King and Stanly divide into two attentions, draw logical inferences, and make accurate prediction.

Based on definitions above, it can be concluded that reading is an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader. In reading actively a reader brings her or his background knowledge, emotion, and experience to construct his or her idea in understanding the meaning of the text.

3.        Narrative Text

Narrative text is text that tells a story, recounts events that have happened. According to Wahidi (2009:7) narrative is a text focusing specific participants. Its social function is to tell stories or past events and entertain the readers. Narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. Bonner (1994:48) a narrative tells about something that happened in the past. Signal words and time expressions make the order of narrative clear. It means that every story, which is ordered in the past, is a narrative.

Narrative is a text which contents about a story like a story of citizen (folktale), the story of animals (fable), legend, etc. that a narrative text contains story by presenting the sequence of events and actors which are characterized as heroes or cowards. It can be concluded that narrative text is a spoken or written text to communicate a massage, which is used to interpret its meaning in the story.

The basic purpose of narrative is to entertain, to gain and hold a readers’ interest. However narratives can also be written to teach or inform, to change attitudes/social opinions e.g. “Soap Operas” and “Television Dramas” that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved.

It means that the purpose of narrative is to give entertainment and to deal with actual or vicarious experience indifferent ways, which is the evaluation shows now the problem starts. Then, there will be complication in which the problem arises. The resolution comes to solve the problem.

a.      Generic Structure

One way in understanding narrative text is by identifying the generic structure of that text. The simple generic structure that is taught in junior high school is divided into the following three elements, namely orientation, complication, resolution and reorientation.

1. Orientation

Normally, in the introduction or orientation the writer or narrator explains where the story happened. In this level the writer also used to produce atmosphere so that make the readers are persuaded to follow the story. In other words, it also has a function as the stimulus to the readers the narrator's literature. By reading the introduction of the text readers will understand first the contents of the text before they read it.

2. Complication

In this part, the crisis arises. It is the climax of the narrative. In the middle of the story, generally, the narrator shows the complication. Complication makes the story more interesting because the main character is prevented to reach his or her wanted.

3. Resolution

After spelling many issues in the climax of the narrative, the narrator then tells to the readers about the resolution of issues or the problems. Resolution is the crisis which is resolved, for better or worse. A satisfying narration will give the readers the resolution of the problem or complication. Generally, the resolution is placed in the end of narration, but sometimes the narrator will place other issues or complication after he or she presents the resolution of the problem. It is used to make the story does not come to the end. In short, resolution is the ending of the story.

b.        Language Features

1.      A narrative focuses on specific participants.

2.      There are many action verbs, verbal and mental processes

3.      Direct and indirect speeches are often used

4.      It usually uses Past Tense

5.      Linking words are used, related with time

6.      There are sometimes some dialog and the tense can change

7.      Descriptive language is used to create listener’s or reader’s imagination

8.      Temporal conjunctions are also used.

4.        Teaching Reading by Using Magnet Summary Strategy

Magnet Summary Strategy is one of effective strategies in reading comprehension skill. This strategy is suitable use in reading activity. It can help teacher in teaching learning process and can help students to understand quickly to make summary of the text. According to Buehel (2009) Magnet Summary Strategy is a strategy that help students rise above the details and construct meaningful summaries in their own words. In addition Moss and Lap (2010) states that Magnet summary is a structured process to assist teacher as their provide summarization instruction to your learner. Furthermore, Sejnos and Tiese (2010) state that Magnet summary strategy is a strategy that is by the teacher to teach students to   have read. It will better equip them to read and understand their conten area reading.

Moreover, Buelh (2009:112) there are some advantages of magnet   summaries strategy:

1.      Students learn to  priorize  what they  need to   remember,   and develop    facility in  separating main ideas  from  supporting details.

2.      Students  flesh   out    their understandings of key vocabulary and ideas.

3.      Students gain practice in reducing text   to  their  most   essential elements, allowing them to reflect on  their  personal  understandings of what a text means.

There are some procedures In applying magnet summaries strategy. According to Wood and Janis (2001:76) there are six procedures of Magnet Summaries Strategy.

1.      Direct students to read a passage to find three or four key words or concepts   (magnet words)   that represent what the   author   is describing.

2.      Model the process by writing the magnet  words on the chalkboard or  overhead  projector  and  then asking students to provide details that   support   the   first   magnet words.

3.      Tell  the  students  that  they  will write   this   information   on   and index  card.  Direct  the  students toward cooperatively in groups to select remaining magnet words to complete in similar fashion, each on a separate index card.

4.      Once all groups have completed the   index card,   model  for  the students how to take the information from  one  card  to write a summary statement.

5.      Have the students work  in their groups   to  write  summary statement  for  remaining  magnet words, underlining  the magnet word in each statement.

6.      Students  arrange  their  summary statements into a summary paragraph. Have the students read their summary  paragraphs  aloud  to determine if it sounds right.

B.       Review of related findings

There are some previous researches that have done by some researcher related to magnet summary strategy:

The First, Sunarsih (2012) conducted the research entitled “The Effect of Using Magnet Summaries Strategy toward Students’ Reading Comprehension A Study at Second Year Students of SMAN 1 Sungai Rumbai. She found that the students who had taught by using  Magnet  Summaries  Strategy have    higher    score    in    reading comprehension than the students who have no taught by using Magnet  Summaries  Strategy and the Magnet  Summaries  Strategy gave significant   effect   toward   students reading comprehension.

The Second, Rahmi (2011) conducted the research entitled “Teaching Reading by Using Collaborative and Magnet Summary Strategy at Senior High School”. She found hat Magnet Summary Strategy can make students interest in teaching reading. Then students can be easy to make summary by using own word. Also this strategy can be implemented in writing and speaking skill. Beside that, the teacher can measure the students understanding about text by summary. This strategy uses key word as magnet to make a good summary. so teacher ask the students to find the key word or magnet of the text. Then the teacher ask the students to make sentences by the key word through their own word. And finally, the sentence must be explore in to a summary that still related with the text.

The Third, Puspa (2013) conducted the research entitled “The Effect of Using Magnet Summary Strategy toward Student’s Reading Comprehension (At stated of Eighth Grade Junior High School 09 Aur Duri Padang). She found that the mean score for pretest and post test of the experimental class was (54,96 and 72) with standard deviation (11.36 and 15,45). The mean score for pre test and post test of control class is (50,80 and 64,6) with standard deviation (13.50 and 14,42). It means that the mean score and standard deviation of the experimental class was higher than control class.

The Fourth, Resti (2011) conducted the research entitled “Teaching Reading Comprehension by Combining Think Aloud and Magnet Summary Strategy in Junior High School”. She found that Magnet Summary strategy. This is a good strategy that should be applied in Junior High School. The students can recognize the information they do not understand, share their ideas into a summary, so it can assists them in getting the information they need. For the teacher, it makes the teacher more skilled in selection which strategy can be used to apply.

C.      Conceptual Framework

Dealing with this research, the researcher tries to conceptualize the research to be easy handling of this research. The directions began from observation, pre-test, treatments, and post-test. The preliminary research is observation before giving pre- test to the students. Then, giving pre-test to the students  to see the average score of  them. Next, giving treatment of magnet summary strategy to experimental class. It meant the control class does not get treatment. And the last, giving post test to both experimental and control class. By post-test, the researcher tries to analyze the data in score number form.

Figure 2.1

Conceptual Framework

Treatments

Pre-test

Observation

Post-test

Result

 

 

 

D.      Hypotheses

a.       Alternative Hypotheses (Ha)

Ha : there is significance different between students’ reading comprehension of narrative text by using magnet summary strategy than the students who do not receive the instruction of the method

b.      Null Hypotheses (H0)

H0 : there is no significance different between students’ reading comprehension of narrative text by using magnet summary strategy than the students who do not receive the instruction of the method

CHAPTER III

RESEARCH METHODOLOGY

A.    Kinds of the Research

The research was experimental research. An experimental research was the traditional approach to conducting quantitative research Creswell (2005:282). In an experiment, test an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable. An experiment is used to establish possible cause and effect between the independent and dependent variables. It meant that the researcher attempted to control all variables that influenced the outcome except for the independent variable. Then when the independent variable influenced the dependent variable, it could be said that the independent variable “caused” or “probably caused” the dependent variable. Since experiment was controlled, they were the best of the quantitative designs to use to establish probable cause and effect.

Even though all experiments have common characteristics, their use and applications vary depending on the type of research used. The most common research, the research found in educational research was Quasi experiment in Between-Group Research.

In this type of experimental research, researcher chose Quasi Experimental (pre and post-test) in Between-Group Research. Creswell (2005:295) states Between-Group Research is the most frequently used design in education are those where the researcher compares two or more groups. And the Quasi experimental research includes assignment, but no random assignment of participants to groups. The researcher assigned interact groups of the experimental and control treatments, research a pre-test to both groups, conduct experimental treatment activities with the experimental group only, and then research a post-test to assess the different between the two groups.

Table 3.1

The Table of Quasi Experimental Research

Pre and Posttest Research                     Time

 

Select Control Group	Pretest	No Treatment	Posttest
Select Experimental Group	Pretest	Experimental Treatment	Posttest

(Creswell 2005:297)

B.       Population and Sample

The Population of the research was the second grade of MTs Diniyah Putri Pekanbaru. Number of the students for the Second grade was 90 students. MTs Diniyah Putri Pekanbaru had three classes for the Second grade. The population can be seen in the following table:

Table 3.2

Population of the Research

No	Class	Number of Students
1	II.A	30 Students
2	II.B	30 Students
3	II.C	30 Students
∑		90 Students

A sample is part of the population being examined at the time of research. Thus, the sample of research should be less than the population. The sample must have the characteristics, which represent all the population being observed in the research. It enabled the researcher to collect and organize the data more effectively and practically. In this research, researcher determined the classes based on students based score to see students have equal ability. After calculating the score, researcher got the result that students’ average score of classes. Researcher determined two classes as the sample of this research by using lottery, before doing that, researcher committed that the first taken out was experiment class and the second was control class.

Table 3.3

Sample of the Research

No	Class	Participants	Class Method
			II.B	II.A
1	II.A	30 Students	As Experimental Class	As Control Class
2	II.B	30 students

C.           Setting of the Research

Based on the time allocation on syllabus, there were six meetings consisted of eighty minutes for each (6 x 80 minutes) to teach reading comprehension of narrative text. Therefore, this research ran two weeks in six meetings and to conduct  experimental class of using Magnet Summary strategy. The schedules of this research as follows:

Table 3.4

The schedules of the Research

No	Meetings	Activity	Class
1	Meeting 1 6 January 2015	Pre-test	Control and Treatment Class
2	Meeting 2 10 January 2015	Instruction  reading Narrative by using Magnet Summary strategy	Treatment Class
3	Meeting 3 13 January 2015	Instruction  reading Narrative by using Magnet Summary strategy (The fox and the sick Lion)	Treatment Class
4	Meeting 4 17 January 2015	Instruction  reading Narrative by using Magnet Summary strategy (Ant and Dove)	Treatment Class
5	Meeting 5 20 January 2015	Instruction  reading Narrative by using Magnet Summary strategy (Fox and Goat)	Treatment Class
6	Meeting 6 24 January 2014	Post-test	Post-test

D.      Instrument of the Research

To collect the data researcher used the test as the instrument of this research. The test was multiple choices test. Multiple choice test was the instrument in quantitative research to answer the research question in this research.

Table 3.4:

Blue Print Item Test

No	Reading indicators	Number of Items	Items Number
1. 2. 3. 4.	Finding orientation Finding complication Finding resolution  Finding Communicative Purpose	4 4 4 4	1,5,9,13 2,6,10,14 3,7,11,15 4,8,12,16

                                                                                        (Harmer, 2003: 237)

E.       The Technique of Collecting Data

In this research, the researcher collected the data needed to support this research by doing some steps. The first, the researcher gave pre-test to find out homogeneity between control group and experimental class. The second, the researcher gave some treatments to the experimental class in a particular time. The third was post-test given to both of the classes. 

F.            The Technique of Data Analysis

 In order to find out significance between treatment class and control class by using Magnet Summary strategy in teaching reading comprehension. Researcher  statistically analyzed it by using T-test when the data was normal and homogenous and used U Mann-Whitney if the data was not normal or not homogenous. The data got was used to see the improvement students’ reading comprehension the result data from pre-test and post-test score. The data was analyzed to know the result of the test. The result data then was calculated the average of the score. It was calculating N-Gain between pretest and posttest in experimental class. N-gain was used to know the effect size the treatment that was given to experimental class The Formula as follows:

N-Gain : S_post- S_pre

                               S_maks-S_pre

Note :

S_post      : Posttest Score

S_pre       : Pretest Score

S_maks     : Maximum Ideal Score

Table 3.5

The criteria of achievement N-Gain score

Limitation	Category
G > 0.7	High
0.3 < g < 0.7	Middle
g ≤ 0.3	Low
Meltzer 2002

                                                         

 Next was to analyze, the data of pre-test and post-test. That used Software Statistical Package for Social Science (SPSS) for windows version 20.0. Before hypothesis test, first was done normality test distribution data and homogeneity variance data both classes. Testing normality distribution data in this research was done using test Kolmogorov Smirnov (KS-21) in program SPSS version 20.0. , while Levene Test for testing homogeneity of sample. The continue after normality test and homogeneity test as follows:

1.             T-test

T-test is a parametric statistic used to test the hypothesis, comparative average of two samples, when the data are interval or ratio form. T-test was used when data is normal and homogeneous. To determine the normal and homogenous data used normality and homogeneity test.

a.             Normality test

Normality test is needed to determine the distribution of data. Normality data was known through the equitable distribution of regression of each value. One of methods is used to test the normality of data is Kolmogorov Smirnov (KS-21)

KS=I| Fn(yi-1) – F0 (yi)|

Note:

KS                   : Value of KS

Fn(yi-1)           : Cumulative percentage frequency before i.

F0 (yi)             : Distribution normal of frequency data at i.

(Sugiyono 2010:156)

To calculate KS value obtained subsequently compared with the KS value table. If the Value calculated KS < KS table accept H0 then it means a simple regression model of data or multiple regression followed a normal distribution and conversely if the value calculated KS > KS table then reject H0 it means that a simple regression model of data or multiple regression did not follow a normal distribution.

b.             Homogeneity test

Homogeneity test was performed to determine the equality of research data. In a regression analysis of research data that either should have a homogeneous distribution of data and method used to test the Levene test.

                 (N-K) ∑ni (  - k)²

L =            

              (K-1) ∑ (Vij- k)²

               Vij = Xij-

Note:

L       : Levene Value

X       : Residual data Value

          : Residual data mean

N       : Amount of sample

K       : Amount of group

                                                                                                (Sugiyono 2010:147)

            The value of Levene counting obtained was then compared with Levene table or can also use a significant comparison with alpha value of 5%. If the value of Levene count < Levene table or P value > 5% of the data a simple regression or multiple regression has a homogenous variety. On contrary, if the value of the Levene > Levene table or P value < 5% then data regression simple or multiple regression that does not have homogenous variety. And the hypothesis by T-test formula as below:

         

Note    :

      t     = t-test

  = mean score of treatment class

  = mean score of control class

S₁² = Standard Deviation of treatment class

S₂² = Standard Deviation of control class

n₁    = number of the students of treatment class

n₂   = number of the students of control class     

                                                                              (Zulkarnaen, 2010:187)

2.             U Mann-Whitney test

U-test was used to test the comparative hypothesis of two independent samples when data are ordinal form, If in an observation interval of the form data, then it needed to be changed first into ordinal data. When the data is still shaped interval, we can use T-test to test, but if the assumption of T-test is not match (must be normal), then this test can be used. There are two formulas that are used for testing; both of formulas were used in calculation, it is used to determine the price of U whichever is smaller. U price smaller that are used for testing and comparing with the U table.

U1 = n1.n2 +   - R1

U2 = n1.n2 +   – R

Noted:

n1        : Amount of simple 1

n2        : Amount of simple 2

U1       : Amount of level 1

U2       : Amount of level 2

R1       : Amount of rank sample 1

R2       : Amount of rank sample 2

                                                                                                (Sugiyono 2010:153)