CHAPTER
I
INTRODUCTION
A. Background of the Research
English is a tool of
communication either oral or written. The education of english in Indonesia is
preparing a standard of competence in the curriculum KTSP, it stipulates that
the ability to be owned by Indonesian students is to understand and express
information, thoughts, feelings, and develop science, technology, and culture
of the English language. Thus, English serves as a tool to communicate in order
to access other information than as a means to foster interpersonal
relationships, exchange information and enjoy the aesthetics of language in
British culture. Therefore, there were three aims of studying of English. First,
was to develop the ability to communicate in English, in oral or written form,
which included the ability to listening, speaking, reading, and writing. Second,
was to raise awareness about the nature of language and the importance of
English as a foreign language to become a major tool of learning. Third, was to
develop an understanding of the interrelations between the languages and
cultures as well as expand cultural horizons so that students have a
cross-cultural insight and can involve themselves in cultural diversity.
One component of language
learning was the understanding of the vocabulary of the English language itself,
in addition to other components.
Vocabulary (English vocabulary)
was the set of words which meaning was known and could be used by a someone in
a language. The compilation of vocabulary was defined as the set of all words that
were understood by everyone or all of the words that are likely to be used by
someone to construct new sentences. Someone's vocabulary choices is generally
considered by an overview of intelligence or educational level.
Understanding vocabulary was
generally regarded as an important part of the process of learning a language
or development of a someone's ability in a language that is already occupied.
School students were often taught new words as part of specific subjects and
many adults who considered the establishment of vocabulary as an exciting and
educational activities.
Vocabulary mastery was the
most basic things that must be mastered in learning English for all students
and the people of Indonesia. How could one express a language if he did not
understand the vocabulary of the language. Especially if the student learned a
foreign language, so the vocabulary of the language was something that was
absolutely owned by language learners. If a student has the vocabulary of the
English language, it would automatically be adequate to support the achievement
of English language four skills competence. And vice versa without having an
adequate vocabulary, a student had a difficulty in achieving the above language
competence.
Becker (1997) explained that the vocabulary was connecting how many vocabulary controlled by the students with academic material and the lack of understanding of language learning vocabulary was a major cause of academic failure experienced by students.
Based on the preliminary observation toward the fifth grade students of SDN 002 Bala Merah Pelalawan, the students were demanded to comprehend the simple descriptive picture text based on the school context, the indicator of this competence was memorizing the words, phrase and sentence correctly.
In this point, I observed that the techniques of teaching and learning vocabulary used by teacher did not attract the attention of students to enrich vocabulary, unavailability of media vocabulary learning effective and engaging for the students and some students did not have a great interest to learn English because they considered it difficult.
In this phenomena, the students needed a
special techniques to achieve their english vocabulary mastery in order to make
the class more favourable. So, the students could comprehend and absorb the
materials that had been taught easily.
There were some
vocabulary mastery strategies with regard to the students’ problems
on vocabulary, strategy of teaching vocabulary was one of the aspects that influenced the
achievement of teaching vocabulary. Using good strategy of teaching helped the students to be mastered
vocabulary, for example by using Cubing strategy.
Cubing strategy was a strategy used by the teacher to provide
opportunities for the students to use and share their thinking about new
vocabularies. Bloom (2008) added that cubing was an effective strategy that gave teachers a precise language for communicating the
outcomes of their learning instruction in teaching vocabulary. Therefore, the
researcher could see
whether cubing strategy was one of strategy could be effective to help students in learning vocabularies.
Based
on explanation above, the researcher was interested to conduct
the research entitled “The Effect of
Using Cubing Strategy
toward Students’ Vocabulary Mastery at the Fifth Grade of SDN 002 Bala Merah Pelalawan”.
B.
Identification of the Problem
Based
on what had been discussed in the background of the research above, these phenomena
were identified as follows:
1. The techniques of teaching
and learning vocabulary used by teacher did not
attract the attention of students.
2. Unavailability of media
vocabulary learning effective and engaging for the students.
3. Some students did
not have a great interest to learn English because they considered it difficult.
C.
Limitation
of the Research
Based
on the phenomena stated above, the researcher limited the study on the Effect
of using Cubing Strategy toward memorizing English vocabulary namely noun,
adjective, and verb at the fifth grade of SDN 002 Bala Merah Pelalawan.
D.
Formulation
of the Research
Based on the statement of the problem
above, research questions appeared in this research. It is: “Do the students at the fifth grade of SDN 002 Bala Merah Pelalawan taught vocabulary by using Cubing Strategy achieve better than the
students who were not taught by using Cubing Starategy?”
E.
Purpose
of the Research
The purpose of the research were to
find out the significant effect of using Cubing strategy at the fifth grade of SDN 002 Bala Merah Pelalawan.
F.
Importance
of the Research
This result of this research is
important to:
1. To
the researcher
One
of ways to get
a degree at English Department of Lancang Kuning University.
2. To
the teacher
as
a resource to teach English especially in teaching vocabulary.
3. To
the students
improve and develop their mastering on
vocabulary.
4. To
the readers
give
information about the use of cubing
strategy in clarifying and developing their mastering on
vocabulary.
5. For
the next researchers
this
research as the reference.
G.
Definition
of Key Terms
In this research, the definition of key terms were
necessary to avoid misunderstanding and misinterpretation; Researcher defined
some terms used in this research as follows:
1. Vocabulary
was the words that people use and utter their daily conversation.
2. Cubing strategy was a
strategy that used by the teacher to provide opportunities for the students to
use and share their thinking about new vocabularies.
CHAPTER II
REVIEW OF RELATED
LITERATURE
A.
Review of Related
Theory
In this related theories, research of
this study elaborated some related theories dealing with using Cubing Strategy
learning in achieving the students’ vocabulary mastery. Those were described as
follows;
1. The
Nature of Vocabulary
Vocabulary is a large number of word forms. It is the total
number of words rules for combining the makeup language. It is very important
for the students in learning English especially for communication to construct
the meaning and making a language. When someone has good vocabulary it means
that he/she is familiar with large number of words, and uses them in
appropriate and accurate terms. According to Leaver at all (2005:162) states that vocabulary is the building
block of the language learning. It means
vocabulary mastery facilitates the learners to be able to speak, read, write,
and listen. Linse (2006:121) vocabulary is the collection of words that an
individual knows. It means that vocabulary
is the total number of words or phrases of language, including single words,
compound words, and idioms that individual knows.
According
to Hornby (2000:1447) vocabulary is list of word with their meanings,
especially in a book for learning a foreign language. It means that vocabulary
is related to a large number of words including new words in foreign language.
In addition, Harmer (2003:37) states that there are eight kinds of part of
speech. They are noun, verb, pronoun, adjective, adverb, prepositional,
determiner, and conjunction. In line, Leaver at all (2005: 170) states that a
noun is a word used as the name of person, place, or thing. An adjective is the word that modifies nouns.
i.e. they tell the reader or listener more about the noun. A verb is the action elements in a sentence.
Vocabulary
can be defined, roughly, as the words we teach in the foreign language.
However, a new item of vocabulary may be more than just a single word: for
example, post office, and mother-in-law, which are made up of two or three
words but express a single idea. A useful convention is to cover all such cases
by talking about vocabulary items rather than words (Ur,1991:60).
From
the explanation of experts above, Vocabulary is one of the keys that build the
four language skills such as speaking, listening, reading, and writing. Vocabulary
also related to the part of speech such as noun, verb, pronoun, adjective,
adverb, prepositional, determiner, and conjunction. In addition, in learning
vocabulary the students not only learn about a large number of words but also
they must understand what the meaning of the word itself. If the students can
realize the meaning of word, they will be easy to recognize what the teacher
says. On the other word, the main point that make successful in language
learning is must be mastering in vocabulary first.
2. Teaching English Vocabulary for Young Learners
There are some opinions which define about young
learners. According to Cameron (2001) young learners are the learners between
five and twelve years old. They are often more enthusiastic and lively as
learners and they want to please the teacher rather that the peer group.
Moreover, Phillips (2003) says that young learners are the children from the
first year of formal schooling (five or six years old) to eleven or twelve
years of age. In this case, young learners are those who are in the first until
the sixth in the elementary school.
Gordon (2007:76) states that young
children’s are capable of learning foreign language words at a relatively fast
rate. It means the students in elementary school can learn foreign language
words faster than adult learner when they learn that word subconsciously as
they learn their mother tongue language, such as when they are playing word
games, rather than memorize a large number of words. From
the principles above in teaching process, the teacher should be able to
identify who the students are, what their needs are, and how the teacher should
teach in a simple and interesting way. Different age of students indicate that
they also have different needs and interest.
In teaching vocabulary, the teacher must be able to
select the words that will be given to the students, according to the
curriculum and the goal of teaching. In application, the materials which are
given have been selected to the students’ need that used in real life. As a
good teacher, it is important to know how to teaching vocabulary because
vocabulary is the ability masters a lot of words to make communications with
other people. In order to communicate well in a language, students should
acquire an adequate number of words and should know how to use them accurately.
The more vocabulary the learners have the easier for them to develop their four
skills.From the explanation
of some experts above, it can be concluded
that by using a strategy in teaching words
to young learner can help them to understand the word that they learned.
3.
Kinds of Vocabulary
According
to Eckersley (1960:3) there are eight kinds of vocabulary. It is stated one the
part of speech. They are noun, pronoun, adjective, verb, adverb, preposition,
conjunctions, and interjection.
Noun :
the word that is related to name of things, people, or place.
Example: house,
hat, iron, Russia, London
Pronoun :
the word that refers to people or things without really naming
them and being compelled to repeat the names
frequently:
e.g : I,
you, them.
Adjective :
the word that qualifies a noun by making its meaning clearer,
fuller or more exact. e.g : sick, new shoes, a blue dress.
Verb :
the word that expresses the idea of action or being that affirms that person or thing is, does or suffers
something.
e.g : boys
played football, he is hungry.
Adverb :
the word that can be added to a verb to make its meaning clearer,
fuller or more exact. e.g : he ran quickly.
Preposition :
the word that is used with noun or
pronouns and show the
relationship between the noun or pronoun and
other word, often
expressing abstract relationship of case or
of time of place.
e.g : the
desk was near the window.
Conjunction :
the word that is used to join words, phrases or sentences.
e.g : he
worked hard because he wanted to succeed.
Interjection :
the word that expresses sudden feeling
or emotion.
e.g : hello!
Oh! Ah!
Here the
students will learn about Adjective, Noun, and Verb, it was based on curriculum
used in SDN 002 Bala Merah Pelalawan, the vocabularies that learnt as follows:
a.
Adjective is word that modifies
a noun or a pronoun by describing, identifying, or quantifying words. An
adjective usually precedes the noun or the pronoun which it modifies.
e.g: happy,
big, high, low, small, red, black
b.
Noun is a word
used to name a person, animal, place, thing, and abstract idea. Nouns are
usually the first words which small children learn. e.g: bag, chair, book, board.
c. Verb is the word that
expresses the idea of action or being that affirms that person or thing is,
does or suffers something. e.g: eat, drink, get, give, take, run.
4.
Teaching English Vocabulary by
Cubing Strategy
Teaching vocabulary is a process of making students
learns a unit of words presented by teachers. There are some expert ideas that
discuss about teaching vocabulary. Allen (1999:17) says that teaching vocabulary
is teaching new labels for familiar concepts. For example, if our students
already know the concept about fair/unfair, so we are teaching vocabulary with
the words like discrimination, bias and stereotyping by using the concept. On
the other hand, if our students totally unknown the concept. So, more time will
be required to develop a meaning full understanding. It means that in teaching
vocabulary the teacher must know the concept in teaching vocabulary.
Cubing strategy is a strategy that used by the teacher to provide
opportunities for the students to use and share their thinking about new
vocabularies. Bloom (2008) adds that cubing is an effective strategy that gives
teachers a precise language for communicating the outcomes of their learning
instruction in teaching vocabulary. Caulfield and Jennings (2005:44) define
that cubing is a strategy to make some instructions on the cube template to
help students think what they have been read and memorize. It helps the
students to identify different levels of thinking and questioning and is a
valuable tool for building students critical and creative thinking skill. In
the taxonomy, the acts for recalling and reporting knowledge are seen as less
sophisticated than the alternatives of translating information into new forms.
However, the students can understand in a new discipline ought to be encouraged
to practice the full array of higher-order thinking skill.
According to Houff (2010:73) there are five advantages
of Cubing strategy in teaching vocabulary.
a.
the strategy can be used to stimulate growth in word
knowledge.
b.
the students can develop their ideas about vocabulary.
c.
the students can use relevant example of the vocabulary.
d.
the students can use the vocabulary in sentences structure
of in short conversation.
e.
it discovers how to recognize unfamiliar or
interesting words from their reading.
There are some experts that express procedures of
cubing strategy. According to Allen and McLaughlin (2009:229) procedures of
cubing are;
1.
The teacher explains the material of the students
about vocabulary topics.
2.
The teacher asks the students to find appropriate
topic that related with the material on books.
3.
The students choose the type of role-playing they
would like to do. Cubes may very with tasks or commands that are appropriate to
the level of readiness of the group.
4.
The students choose teacher designed task from the
choice board from the teachers and also uses a wild card to design a learning activity
related to the topic about vocabulary.
5.
Students write 13-15 minutes on each of the six sides
of a cube. The intent of cubing as to have students generates more ideas or
perspectives.
6.
Then, the students make the list of vocabularies on
their friends cube.
For example the topics about: House
Garage:
Car
Bicycle
|
Bathroom:
soap
Tooth brush
|
House
|
Kitchen:
Stove
Plate
|
Bedroom:
Bed
Pillow
|
Living Room:
Chair
TV
|
List
of Vocabularies:
HOUSE
|
-Living room -Stove
-Chair -Plate
-TV -Garage
-Bathroom -Car
-Soap -Bicycle
-tooth brush
-bedroom
-bed
-Pillow
B.
Review of related
findings
There were some previous researches
that have done by some researcher related to cubing strategy:
The first, Hasanah (2013) conducted the research entitled “Teaching English Vocabulary Using Cubing
Strategy at the Fourth Grade of SDN Cibeber Mandiri 1 Cimahi in Academic Year
2012-2013”. She found that mean score of pretest was 66.41, mean score of
posttest was 86.67 and tobserved was 8.62. The ttable with df=n-1
(39-1=38) and significance level at 0.05 was 1.70. Based on the data
analysis above, the alternative hypothesis of this research was accepted
because tobserved was higher than ttable (8.62>1.7). It also means that
teaching English vocabulary using cubing strategy was effective to increase the
students’vocabulary mastery at the fourth grade students of SDN Cibeber Mandiri
1 Cimai in academic year 2012-2013.
The second, Firdaus (2011) conducted the research entitled
“The
Use of Cubing Strategy to Improve the Students’ Understanding on English
Vocabulary (A Classroom Action Research With The Fourth Graders of SDN 01
Mulyoharjo Jepara In The Academic Year 2010/2011)”. He found that the average
of the students achievement was 57,4. In the first cycle there are about 64% or
many of students joined the class, and the average of the students achievement
was 64,7. In the second cycle there are about 74% or almost majority of the
students joined in the class, the average of the students achievement was 71,8.
In the third cycle there are 80% or majority of students joined the class, the
average of the students achievement was 75,7. Based on the result of the
analysis, the researcher can conclude that the use of cubing strategy is
recommended for the English teacher, especially for elementary school teachers
to attract the students interest and to improve their knowledge in learning
English.
The third, Abdul (2011) conducted the research entitled “The Use of Cubing Strategy in Teaching
Vocabulary (An Experimental Study with the Seventh Grade Students of Mts Darul
Ulum Srikandang Bangsri, Jepara In The Academic Year Of 2011-2012). He found
that the pre-test average of the experimental group was (62.1) and
control group was (63.62). While, the post-test average of the experimental
group was (82.58) and control group was (64.88). The obtained t-test was
(24.34), whereas the t-table was (2.00) for a = 5%. The t-test score was higher
than the t-table (24.34 > 2.00). It was meant that Ha was accepted while Ho
was rejected. Since t-test score was higher than the t-table, the use of cubing
strategy was effective strategy in improving students’vocabulary achievement in
MTs Darul Ulum Srikandang Bangsri, Jepara. Based on the computation, the
researcher concluded that the hypothesis is accepted.
The fourth, Nurbaeti (2013) conducted the research entitled “Teaching Vocabulary Using Cubing Strategy at
the Third Grade Students of SDN 1 Tegalmunjul – Purwakarta”. She found that mean scores of pretest was 12.53, mean scores
of posttest was 16.25. It means cubing strategy can improve the students’
vocabulary mastery. Then, the tobserved was 4.45, and the critical
value was 2.42 with degree of freedom = N-1 (df = 40-1 = 39) and
significance level at .01. Based on the result of the data analysis above, the
alternative hypothesis was accepted because the tobserved was bigger
than the tcritical value (4.45 > 2.42). It also means that cubing
strategy was effected to improve the students’ vocabulary mastery
significantly.
C.
Conceptual Framework
Dealing with the research, researcher
conceptualized the research to ease conducting the research. The direction
begun with the observation, pre-test, treatments, and post-test. The preliminary
research was interview before giving pre-test to the students.
Figure 2.1
Conceptual Framework of the Research
Post-test
|
Pre-test
|
Observationn
|
Treatment
|
Result
|
D.
Hypotheses
1.
Null hypotheses (Ho)
There is no significant effect of using Cubing
Strategy toward students’ vocabulary mastery at the fifth grade of SDN 002 Bala Merah Pelalawan.
2.
Alternative hypotheses (Hα)
There
is significant effect of using
Cubing Strategy toward students’ vocabulary
mastery at the fifth grade of SDN 002 Bala Merah
Pelalawan.
CHAPTER III
RESEARCH METHODOLOGY
A.
Kinds
of the Research
The design of this
research was a quasi-experimental research type pre-test and post-test control
group design. The most commonly used of quasi experimental designs
in educational research could be represented as:
Experimental O1 X O2
-------------------
Control
O3 O4
Cohen (2007: 283)
This
design required at least two groups, each of which was formed by assignment but
not random assignment. Both groups was administrated a pre-test and each group
receives different treatment. Both groups was tested at the end of the study.
Post-test score was compared to determine the effectiveness of the treatment.
This research consisted of two variables; the independent variable symbolized
by “X” that is the use of cubing strategy and the dependent one as “Y” which referred to
students’ vocabulary mastery. In brief,
the research designed by following
table.
Table 3.1
The Table Quasi Experimental Research
Class
|
Pre-test
|
Treatment
|
Post-test
|
Control
|
-
|
||
Experiment
|
T
|
Where:
E : Experimental Group
C : Control Group
T : Treatment Experimental Group
X1
and Y1 : The Pre Test for Both
two Groups
X2
and Y2 : The Post Test for Both
Two Group
B.
Population
and Sample
The Population of the research was the Fifth grade students of SDN 002 Bala
Merah Pelalawan. Number of the students for the fifth grade were 91 students. SDN 002 Bala Merah Pelalawan has three classes for
the fifth
grade. The population can be seen in the following table:
Table 3.2
The Population of
Research
No
|
Class
|
Number of Students
|
Mean Score
|
1
|
V.A
|
27 Students
|
70.49
|
2
|
V.B
|
29 Students
|
70.14
|
3
|
V.C
|
31 Students
|
69.12
|
∑
|
91 Students
|
||
A sample was 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 represented all the
population being observed in the research. In other words, the sample was a
subject of individuals or cases from a population. 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 had equal
ability. After calculating the score, researcher got the result that students’ average score of
class V.A was
70.49,
while class V.B was 70.14. It showed both of classes had equal
ability. Then researcher took randomly as sample of research. Researcher took
two classes as the sample of this research by using lottery, before doing that,
researcher committed the first taken out was experiment class and the second was
control class. Those are V.A became the experimental group and V.B became the control group.
Table 3.3
Sample of the Research
No
|
Class
|
Participants
|
Mean Score
|
Class
|
1
|
V.A
|
27 Students
|
70.49
|
Experimental
|
2
|
V.B
|
29 Students
|
70.14
|
Control
|
3
|
Total
|
56 Students
|
C.
Setting of the Research
The
researcher conducted the research at the fifth grade students of SDN 002 Bala
Merah Pelalawan. It was conducted in January to March
2015. Based
on the time allocation on syllabus, there were five meetings consisting seventy minutes for each (5 x 70 minutes) to teach vocabulary. Therefore, this
research ran
two weeks in five
meetings and to conduct experimental class of using Ball toss. The schedules of
this research are showed
in table 3.4:
Table 3.4
The schedules of the Research
No
|
Meeting
|
Activity
|
Participant class
|
1
|
Meeting 1
(28 January 2015)
|
Pre-test
|
Control and treatment class
|
2
|
Meeting 2
(4 February 2015)
|
Teaching Adjective by Using Cubing strategy about Noun
|
Treatment
class
|
3
|
Meeting 3
(11 February 2015)
|
Teaching Noun by Using Cubing strategy about Adjective
|
Treatment
class
|
4
|
Meeting
4
(18
February 2015)
|
Teaching Verb by Using Cubing
strategy about Verb
|
Treatment
Class
|
5
|
Meeting
5
(25
February 2015)
|
Teaching Verb by Using Cubing
strategy about Verb, Noun and Adjective
|
Treatment
Class
|
6
|
Meeting 6
(4 March 2015)
|
Post-test
|
Control and treatment class
|
D.
Instrument of the Research
Instrument was a tool used to
collect the data from the respondents of the research. In this research, the
instrument was test. The test was
constructed in form multiple
choices. The test was given to
the students at the pre-test and
post test in both of the classes.
Table 3.5
Blue print of Test
Pre-Test
|
Post-Test
|
||
Adjective
|
1,2,3,4,5,6,7
|
Adjective
|
1,2,3,4,5,6,7
|
Noun
|
8,9,10,11,12,13,14
|
Noun
|
8,9,10,11,12,13,14
|
Verb
|
15,16,17,18,19,20
|
Verb
|
15,16,17,18,19,20
|
E.
Techniques of Collecting Data
In
order to explore the research data, the researcher applied multiple choice
tests as an instrument of this research. The number item test consisted of 20
questions. The high score was 100. So for each the correct answer was scored 5.
The specification of the test items were taken from the syllabus of the fifth grade of
SDN 002 Bala Merah Pelalawan.
The researcher used these instruments to know the effect of the Cubing
strategy.
F.
The
Technique of Data Analysis
In order to find out
significance between treatment class and control class by using cubing
strategy in teaching vocabulary, Researcher statistically analyzed it
by using T-test when the data was normal and homogenous and use U Mann-Whitney
if the data was not normal or not homogenous. The data got used to see the
improvement students’ ability
in vocabulary, the
result data from pre-test and post-test score. The data were analyzed to know
the result of the test. The result data then were 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 is given to experimental class
The Formula as follows:
N-Gain
: Spost- Spre
Smaks-Spre
Note
:
Spost : Posttest Score
Spre : Pretest Score
Smaks
: Maximum Ideal Score
Table
3.6
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, it 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 Kolmogorove Smirnov (KS-21) in program
SPSS version
16.0 while Levene Test for testing homogeneity of sample. The continue after
normality test and homogeneity test as follow:
1.
T-test
T-test was 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 was normal and
homogeneous. To determine the normal and homogenous data used normality and
homogeneity test.
a.
Normality test
Normality test was
needed to determine the distribution of data. Normality data is known through
the equitable distribution of regression of each value. One of methods was 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.
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. (Sugiyono 2010:156)
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 is 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 are 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 +
–
R2
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)
maaf mas mau tanya. kalau boleh tau referensi yg dipakai apa saja ya. terimakasih
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