THE USES OF BROCHURES AND PAMPHLETS IN TEACHING SPEAKING: A CASE STUDY AT THE SECOND YEAR

STUDENTS OF MADRASAH ALIYAH DARUL MAHMUDIEN N.W. MONTONG GAMANG

IN ACADEMIC YEAR 2009 / 2010

 

 

CHAPTER I

INTRODUCTION

A.     Background of The studyThere are new appreciations in teaching and learning styles.

The students often have the unique in learning styles, for example: making pictures and sentences in brochures and pamphlets. This particular community comes to classes and effort to have some perceptions on how to encourage the different individuals in be come familiar for learning styles and presented the materials.

It is commonly happened to every body that certain educational levels should be familiar to the different students; it means that the students who come from different background. For example, social background, economic, level of competence, interests. These phenomena emerges the teacher’s brain and as the basic consideration on how she must spend her time and powers to understand these differences and try hard to recognize the substance of phenomena of this complexity life.

However, some insights of individual differences apply to make an intelligent carrier choice. Because the students learn in such different ways and differ so much in what they already know and need to learn. The teacher’s role needs to give only sketchy guidelines here, because it is understandable that the teacher carrier is to share her vicarious experiences under regular guiding by reflection have the real encounter of the harmonious society.

 Regarding the communication process, especially oral communication in which Hendry Guntur Tarigan (1986: 8) in his book “Menulis sebagai suatu keterampilan berbahasa “, (writing as a language skill/called as direct communication is done verbally from the communicator to his partner (interlocutor) in a two –way inter course.

Furthermore, the teacher of language classroom efforts to pay much attention to the student’s capability in speaking the target language in contrary, previously the student in the language classroom are emphasized on the acquisition of linguistic structures or vocabularies, and as a result, the students may know the rules of language usage that will be unable to use the language.

Fortunately, nowadays the students are challenged and rewarded to cope the sufficient knowledge for the sake of their ability in speaking of target language. Means that, firstly, they are challenged by speaking English fluently, for example, when the students could fluently express his desires, ideas, thought or willingness by using the target language, so all at once he may easily learn the listening, reading and writing skills accordingly. Secondly, they felt rewarded when they understood that by mastering the English orally they might get pleasant and intelligent carrier choices beyond the complex and the modern society.   

To cove the students who have the definite capability, specifically, in speaking the target language. The teacher in the language classrooms tries hard to involve themselves, the students and all of their resource mentally and physically gains interest in learning the target language. For one common thing, an imaginative and creative professional teacher stimulates the student’s interest with various kinds of vicarious experiences “learning –by-doing”, for example by asking the students to have field trip, camping, recreation, picnic etc. Another, presenting the materials with miscellaneous interesting and fascinating strategies, approaches and techniques in teaching introduces the students with worth while or powerful media such as television, radio, videos, tape recorder or OHP (over head projector ) and even, easy, -made-media for the schools which cannot effort to pay, because they are unreasonable in finance (Sadiman, et.al 1986: 8).

Brochures and pamphlets are two types of media which can be easily obtained whenever or wherever in the market, even on the trees along the road, on the walls and in any instance which familiar to public relation and advertising or promotion center.

Starting from those above phenomena the writer in this particular writing intends to investigate the effectiveness of brochures and pamphlets about restaurant, hotel, and travel as a media of teaching used to encourage the student’s speaking in oral presentation of the second semester students of Madrasah Aliah NW Darul Mahmudien in Academic year 2009/2010.

B.     Statement of The ProblemThis recent investigation is aimed at finding out the answer of the

following question:a)      “Does the use of Brochures and Pamphlets effective in teaching Speaking?b)      What factor promote Brochures and Pamphlets effective in teaching

Speaking?

C.     The Purpose of The StudyThe general purpose of this investigation is to find out some possibles

language instructional media applicable for language teacher. Especially, this simple investigation is aimed at finding out the effectiveness of brochures and pamphlets in teaching speaking.

D.     The Assumptions of the StudyThe research conducted is based on the following assumptions, that:

1.             The population of this study has approximately similar experiences in

learning English.

2.             Brochures and pamphlets are applicable media in teaching oral presentation

(speaking) of Madrasah Aliah NW Darull Mahmudien.

3.             The instrument of data collection and data analysis is considered valid

enough to get the data needed.

E.     Significance of The StudyHopefully, the research would be of some uses to:

1.             Encourage the application of visual aids as an easy made media for

language instructions.

2.             Encourage the use of brochures and pamphlets for language teaching and

learning, whether for speaking activities or in introducing other language

skills.

3.             Give a considerable suggestion to language teacher to create one easy

made - media and possible applicable visual medium for language

instruction.

F.      Scope of the StudyThe scope of this investigation to be discussed in this writing is limited

to the following points:

1.                   The study is limited to the effectiveness of brochures and pamphlets of

(restaurant, hotel, and travel) in teaching speaking students at Madrasah

Aliah NW Darul Mahmudien.

2.                   This investigation administered at the second year students of Madrasah

Aliah NW Darul Mahmudien in Academic year 2009/2010.

3.                   The  brochures and pamphlets as media of teaching in this study are talk

about the information about tourism in Lombok West Nusa Tenggara.

G.    Definition of The Key TermsTo avoid possible misunderstanding and misinterpretation about the

variables are involved in this particular present study, the following definition are put for words:

1.       Use,  in longman dictionary of contenporary english is the ability of right to

used something(Quirk, 1978: 1210). The word use here refer to teacher

using Brochures and Pamphlets in teaching speaking.2.       Brochures and Pamphlets

a.       Brochures“Brochures is a small thin book (Booklet, pamphlets) especially one giving instructions or details of a service offered, from money, holiday brochures”, (Quirk, 1978: 127)

b.      Pamphlets“Pamphlets are a small book with paper covers which deals   usually with some matters of public interest”, (Quirk, 1978: 789).Brochures and Pamphlets in this study as the media of teaching speaking.

3.       Teaching Speakinga)         Teaching

Teaching is to give someone knowledge or to train someone;

to instruct (Quirk, 1978: 1137).

b)          SpeakingThe term “Speaking” itself refers “to utter words with ordinary speech, modulation, talk “or” to express one self engage in discussion, converse, talk, to recognize another, be on good term” (A Jost, 1993: 1486).  In this study teaching speaking refer to process of transferring knowledge of converse and how to express one idea, thought, desires and willingness into good pattern and ordinary speech used to talk or recognize another by the English teacher in Madrasah Aliah NW Darul Mahmudien to the students under to guidance of brochures and pamphlets media. 

H.     The Hypothesis of The StudyHypothesis is a tentative answer towards a watchfulness problem, until

proved from data that gathered.Alternate hypothesis (Ha) of this recent study is a hypothesis that

states a relationship between experimental treatments that the research expects to emerge. On the other hand, he continues that the null hypothesis (Ho) that a hypothesis which is states no relationship exists between the experimental treatments (Arikunto 1992: 71).

So in this particular investigation the alternate hypothesis is stated which sound that:

“Brochures and Pamphlets are effective in teaching Speaking students of Madrasah Aliyah Darul Mahmudien N.W Montong Gamang ”.

For the sake of statistical computations, the alternate hypothesis (ha) above needs to be changed into null hypothesis (Ho).Which reads:

“Brochures and pamphlets are not effective toward the students speaking students of Madrasah Aliyah Darul Mahmudien N.W Montong Gamang”.

CHAPTER II

REVIEW OF RELATED LITERATURE

A.     Educational Media at a Glance

1.       Media in Nature

These days, many people have written about the “system Approach”

to instruction and instructional planning. Many experimental programs have

been conducted in a majority of the fields of the curricula, each following a

“system approach” or “systematic planning” in nearly every case, media are

regarded as central elements in the approach to systematic instruction.

In the media discussion, another phrase that represents a stage in the

evaluation of knowledge about teaching. “Instructional technology”.

However, not many years ago media were called “Audio-Visual Aids”. These

were physical things-tools for instruction. In more recent years, chalkboards,

audio materials, such as tape recorder, telephone facilities, and radios and

oven more recently, television and computers have appeared where students

are learning.

These many technological resources for instruction have taken their

places among the products of another technology-printing various materials

on paper. For one unacquainted with the term “Instructional technology”.

The following definition is may be useful and worth considering as

quoted from Brown et al (1977: 2).

Instructional technology goes beyond any particular medium or device.

In this sense, instructional technology is more than some of parts. It is

a systematic way of designing, carrying out, and evaluating the total process

of learning and teaching in term of specific objectives .Based upon research

in human learning and communication and human and non human resources

to bring about more effective instruction.

This definition implies that is constantly for improvement of instruction.

Systematic planning and the wise and skillful use of the products of

technology are basic prerequisites.

This media can be all kinds of the “Bridge” which could transpose the

message from the message sender to message receiver (Soeparno 1987: 1).

However, in this particular writing, it is wise to think about the educational

media, or educational audio-visual aids.

The media in the classroom wisely expected to bring the messages or

information from the resource (teacher) through several channels (visual,

Audio-visual, sense and performance) to the receiver (students or a group of

students) (Soeparno 1987: 3).

In this case, the role of the teachers are passive, they only help when

they  needed, and give feed back on learners’ progress based on the test

results.

Discussion on ways to use educational media usually stress on the

need to be consistent with instructional objectives with what the teacher

wants students learn from experiences that media provide (Brown et al

1977: 67).

Furthermore, Syahdan (1986: 67) wrote in his Master Project that

another type of instructional material is that which is selected and adopted

by the instructor to suit the already established instructional strategies. The

instructors role depends on how independent of the instructor the material

are: when the materials are instructor dependent, the instructor will provide

guidance and they provide any instruction contained in the strategy but not

contained in the materials.

On the other hand, Arief Sadiman et al (1986: 4) complained that the

teacher or instructor or may be the trainers are not particularly as learning

resources. However, they are only sources of learning “Directly”, hence,

indirectly; the learner actively creates the harmonious interaction with media

or any other learning sources. Meaning that the teacher or instructor just has

one of a great number of some other learning sources in which probably

could help the students learn or get information of knowledge.

In conclusion, the media which are effort by the teachers in language

classrooms are functioned as the “bridge” used by the source to transmit the

information to receiver. In other words, educational media are used by the

teacher to transfer the knowledge to their students. These transmission

process should be, of course, be done in an acceptable and improbable way.

Where the learners as could gain the knowledge which they do not know yet

to support their previous perspectives. Indeed, the instructor should apply an

intelligible strategy.

2.       Selecting, Classifying, Using and  Producing Media

The effective instruction requires careful planning. Teaching with

instructional media is certainly no exception to this educational truism.

Because, besides his efforts in providing the harmonious climate classroom

with exciting and applicable media, he also should take into consideration his

strategy, approach, the learner’s characteristics, objectives to be learned and

other physical condition surroundings using of media effect significantly the

results obtained.

The following parts, the writer tends to clarify several-important

teacher’s duties in his efforts to apply a fascinating and practicable media in

the classrooms.

Accordingly, the writer will discuss phases of selecting, classifying,

using and producing media.

a.       Principles of media selection.

One question arises, what medium or media that is suitable to apply in

delivering the materials. Syahdan (1986: 47) administered that media

selection is challenging because it is related to the characteristic of the

learners, the setting, the content appropriateness and the cost.

According to him, firstly, the ages of the learners should be taken into

account of consideration, this particular thing to be the point also for Robert F

Mager (1986: 36). That there must be a match between the characteristics of

the learners and the content of the learning material and its presentation.

Brown et al (1977: 73) also recognized that the teacher in selecting the

materials or media must be aware that the students’ experiences, presences,

in interest and capabilities, and learning styles are like influences results of

using media.

Secondly, the selection of media should be related to the behavior the

learners are expected to be able to identify the major components of a

projector, for example, the teacher may use real objects, or even use pictures

and diagrams when real objects are not available.

To the same extent, Less Donaldson and scanner Edward (1979: 87)

pointed out that size of the media and shape of the room is worth to be

considered in selecting media. They wrote as the writer condensed from

them that, when training  session are held in motels, hotels or other sites

away form the teacher own training  facilities, a host of problem may surface.

Thirdly, it happens quite often that the cost factor is neglected. People

are eager to apply advanced technologies, be May more attractive to

learners, but when measures in term of effectiveness, the difference is not

really significant. Moreover, advanced technology requires healthy budged,

good administration and qualified personals (Syahdan 1986: 48).

Relevance to the cost factors, Less Donaldson and Scanner Edward

(979: 87) also proposed that although most market agencies have multitude

of audio aids available, few department provide a total inventory of

everything the educators may need with the increasing use of television,

many trainers have found it economical to purchase this equipment. The

same things come to Brown et al perspectives that the cost of one media

should be accounted. They stated that as a professional educator the teacher

may be asked to assist in assessing and evaluating media for firstly, single-

school purchases for classroom use or for placement in the school media

center. Secondly, system wide purchases of items intended for specified

types of schools, especially opening day collections for new schools.

In conclusion, actually there are many others worthy considering

things for the educators in selecting or choosing media for their effective

instructional, such things listed by Brown et al (1977: 75) for example,

content, purposes, and appropriateness technical quality, circumstances of

use, learner’s very fiction and validation. Meanwhile, scanner and Donaldson

(1979: 88) also listed several consideration in choosing the media of

instruction, for example session objectives, group size the teachers

preferences, session content, audio visual assistance and portability.

b.      Principles of Classifying Media.

Soeparno (1987: 11) wrote that media classification can be done

through three broad criteria, namely, based on it’s characteristics, based on

it’s dimensional presentation and based on it’s utilize.

Firstly, based on it’s characteristic, John Bretz in his taxonomy (1982)

in Soeparno (1987:11) and in Arief  Sadiman et al (1986:20) came up that

media have five criteria or main characteristics, namely, sound, motion, line,

pictures and written. Moreover, some media has specific single characteristic

and some others have multiple characteristics.

Media which have single characteristic for example,

radio tape recorder (sound) slide (pictures), reading box (written), and

reading machine (written).

These characteristic of media is difference from the point of view of

different experts, Arief  Sadiman  (1986: 26) classified media into two broad

categories namely, big media (based on its cost, sophisticate and setting)

and another characteristic is little media (based on its  cost, easily obtained,

can be manipulated, and simple.

Another expert views in classifying the media in different perspectives.

Soeparno (1987:5) classified the media into ten broad categories namely,

verbal symbol, verbal visual, verbal and visual.

c.       Principles in using media

The urgency the teacher and his students feel for access media

resources relates closely to the setting, and viability of the instructional

program. The teacher’s media needs will be considerably different in a more

open classroom that is responsive to various changes of student’s interest

and that encourages individualization or learning.

Having either selected, modified, or designed his materials, the

teacher, then, must plan how the materials will be used and how much time

will spend using them.

Next, prepare the class and ready the necessary equipment and

facilities, then presents the materials into a harmonious and fascinating

classroom (Robert F Mager 1986: 35).

Moreover, Brown et al (1977: 62) suggested five steps in language

classroom activities when the teacher needs to handle the classroom with his

powerful media.

Firstly, media in introduction, to start unit a topical study is the time for

the teacher and his students to examine or develops objectives. The

introductory phases, however, is also the time for a systematic review of

options for uses of media or media related of activities that will be

undertaking through out the various of the study.

Secondly, media in development, students will be encouraged in his

phase to seek and used a variety of media relevant to their studies. This case

will be highly produced the student’s interest and leads to the development

of questions suggesting new direction for exploration (Brown et al 1977: 64).

Thirdly, media in organization is the time to assemble ideas or

information derived from previous research. And also to bring together the

results of individual investigation to produce a coordinated, integrated whole.

Another, media in summarizing, is to provide the students

opportunities to communicate results of work completed.

And the last is media in evaluation, is the time for the students to take

stock to see what they have learned and to understand how they changed as

a results of study.

d.   Principles in media producing.

As the writer stated before that some media cannot be adopted by a

teacher into his instruction. This possibility caused by some factors such as

cost, size and session objectives and the like.

To overcome this problem, an imagination and creative teacher can

design or make his own instructional media according to his preferences.

 Syahdan (1986: 87) listed out eleven steps in developing and

producing instructional media (materials). These steps are as follows:

(1)   Re- examine the strategy you plan for each objectives

(2)   review the literature and consult the subject matter specialist to find out the

existing materials

(3)   think about some possibilities of adapting the existing materials

At this point, two chokes may be taken, and you may develop

materials for instructor a manuals, or you may take notes when you revise

the presentation and activities. Based on your notes, you can develop the

instructor’s guide”.

To the same extent, Robert F Mager (1986: 49) listed several worthy

considerations for the teaching who wants to design own materials of

instructions. These consideration, namely, objectives, (what the students

wants to learn), audience (the character of the learner and their pre-

requisite knowledge), cost (sufficient money), technical expertise (the

teacher’s own materials should be made by himself. professionally),

equipment, (to product new equipment or design. available for preparation or

use The materials, and the last is time, (afford to spend whatever time to

design the materials or to produce it which comes to his mind).

B.     Brochures and Pamphlets as Educational Media

Discussion about the English instruction, generally, we heard the

complications about fatal failure of the English teacher in conducting their

teaching learning process in a harmonious balanced classrooms. One of the

big problems faced is the application of educational aids or educational

media which is inappropriate with that the students needs, objectives are

stated, or even the teacher’s himself preference (Mariana Karim and Fatmi

Hasbullah 1983: 11).

Moreover, the freely choose ready made media or media by utilization

in the market, although they should sometimes spend a lot of money for pay,

and even easy made media(media by design) which they could create by

themselves in their leisure time at home (Hubbard Petter et al 1983: 114).

Regarding the last thing above, in this case a creative and imaginative

teacher are demanded to utilize such media are easily obtained in certain

instance or department    promotion center like Brochures and Pamphlets for

their effective teaching in the exciting language classroom. These media are

available in various kinds or types either for Tourism promotion, University,

Entrance promotion, Entertainment of the places of in tersest, the contest

and the like.

For the following parts, the writer intends to come up the two

worthwhile easy-made-media of brochures and pamphlets as two exciting

and fascinating media in language classroom

C.     Speaking as a Language Skill

Previously, people conceived that language in daily term is spoken.

Certainly, it is reality that spoken dominated the communication activities in

any field for a long time. It has been confirmed by Moira Chimumbo (1982:

204) that in teaching learning activities, for example, the teacher needs

much talk to encourage their pupils to engage in genuine communication in

the classrooms, while the students outside the classroom get large

opportunities to communicate freely.

Among the four language skills (listening, speaking, reading, writing).

Speaking is the second skills that need to comprehend by the people

chronologically in their life, when discussion come up what the expression of

the linguistics that ”language is speaking and also speaking is language”

(Tarigan  Hendry Guntur 1986: 4 ) stated that speaking is closely related to

vocabulary improvements which students received from reading and listening

activities . It needs to be realized that the skills needed in speaking activity it

seems the same or at least similar for the sake effective communication. In

other words, the sequence of integrated language skills and language

elements are necessary to build up an effective communication orally.

1.       Speaking as a Way of Communication

Man is social creature, and the first act long his life is social act. In

other words, it is the action of the exchange of experience, interpreter and

receive though, expressing desires willingness and in the sequence of their

daily life, people need talk; to utter’ or to speak anything in his mind to come

to his desires to one another. The capability in transmitting the ideas into

spoken.

Language is particularly need, in order the people (interlocutors) will be

felt satisfy and as much as possible sympathetic to our utterances.

Speaking is the ability in uttering articulated sounds or expressing the

words, phrases, sentence, stating the ideas, desires and willingness through

audible (sound uttered) or visible (body language) with a well –arranged

combined ideas,

 Tarigan Hendry Guntur (1986: 16-17) stated several common

principles stand of the speaking activity, namely involved two person or

more; used linguistic codes or symbols conventionalized; the exchange

activities of the participants; connects the communicator with another

(intercalates) immediately; currently process; involved vocal and auditory;

apparatus; indiscriminate the fact and what is accepted as the rules.

Firstly, involves two person or more, speaking activities will be create

when the two persons involved in the process. This statement is exception of

the activity of an individual if he strikes his thumb with a hammer.

Secondly, uses linguistic codes or symbols conventionalized. The

communication will be happened if the two ccommunicatorss understand

what his partner’s says or products.

Thirdly, the exchange activities of the participants meaning that the

two or more participants tried to exchange their words but still

understandable by the others.

Fourthly, connects the communicator with another to his environments

immediately. Oral attitude of the communicator must be always response

through well – received by the interlocutor.

The last, communication is currently and relevance to this days action

(up to date)

Even though, under the guidance or help of the printed materials and

graphics or even the recorder could make the communication is long lasting.

These several principles administered by Tarigan (1986: 16-19) is

commonly happened all days and every times in human’s life, when they

have to communicate to or from the others. 

     

2.       Speaking in Language Classroom

These days, the students in language classroom, either dealing with

grammatical, reading, listening, and writing or even in speaking demanded in

students in order to be always in target language (English for most

Indonesian students). The students should be able to create interactions

between them, or to their teachers, pairs, or even at outside the classroom in

English.

For example, in teaching learning process, in teaching speaking, the

teacher asks the students in order to discuss on something. In this case the

students must be able to explore the materials, talked about them and as

well as possible give descriptions about them. This particular type of teaching

technique is known as SAL (Students Active Learning).

When we step to speaking language classroom we will surprise that

there are a lot of teaching technique, teaching styles, teaching media, and

even approaches in teaching speaking. This fact, inspires the government

culture established a worthwhile technique called, PKG (Pemantapan Kerja

Guru) which is stressed on communicative competence of the students. This

approach widely used, especially in speaking classroom to gain the students

who well-capable in converse target language (Hardjo Marsono 1992: 49).

Related to speaking or oral production tests, J.B Heaton (1975: 83)

complained that testing the ability to speak is a most important but

extremely difficult skill to test. Moreover, it is possible for a person to

produce practically all the correct sound but still unable to communicate his

ideas appropriately and effectively. On the other hand, a person can make

humorous errors in both phonology and syntax and test succeed in

expressing himself fairly clearly.

In many tests of oral production it is neither possible nor desirable to

separate the speaking skill from the listening skills. The oral interview is one

way of scoring the students speaking ability. (Heaton 1975: 95) wrote that,

the scoring of the oral interview is highly subjective and thus sometimes has

only low reliability. Tarigan (1986: 27) added that the students are thus

susceptible to psychological tensions and also to constraints of style and

register necessary in such situation.

For example, many students adopt a quite and colorless one in

interviews; some even develop a guarded attitude, while others become over

–friendly, (Heaton 1975: 94).           

CHAPTER III

RESEARCH METHODOLOGY

A.     Method of Study

The method of the research is Experimental; the data collection is

based on the results of the students and the other supporting resource. And

the data are analyzed through descriptive Analysis.    

B.     Population and  Sampling Techniques

1.       Population of the Study

The population of the study is the second year students of Madrasah

Aliah NW Darul Mahmudien 2009/2010, which consists of 74 students. They

are all 3 (II BHS, II IPA and II IPS) classes who have actively joining the English

lesson. Then the writer decide to take them in random sampling by lottre.

2.       Sample of the study

It was stated above that the population of this present study was

the second year students of Madrasah Aliah NW Darul Mahmudien

2009/2010. Since the population consists of 74 students and based on

Arikunto (1992: 40) if the population is less than 100, it is better to take all of

the population as the sample. So, the research subject of this study

is 74 students as shows in the tabel bellow:

POPULATION

SAMPLE

Experimental Group

ControlGroup

37 37

Total 74

C.     Data Collection Procedures

To obtain the data needed the writer will do this research in three months regular

instruction to the subject. (The experimental group treated with brochures and pamphlets and

control group withouttreatment). To apply this investigation the writer give the students

speaking test by (short-direct interview to the students).

Heaton (1975: 94) stated that short-oral direct interview is more effective way to

assess the students’ oral production directly. This activity will be held by the writer himself

under English teacher at the students of Madrasah Aliah NW Darul Mahmudien

2009/2010. Since the short interview is applied, the students are asked to perform their

speaking abilities after delivering brochures and pamphlets treated by teacher. Then the

writer arange the students speaking test (short-direct interview) as showed in the following

table bellow:

To score the student’s ability to communicate orally, the writer uses

the guidelines issued by Heaton (1975: 95).The scoring of interview,

according to him range from an impression mark to the basis of a fairly

detailed marking schema.

The elements to be measured consists of, accent, grammar,

vocabulary, and fluency andccomprehension, Heaton (1975: 94).

D.     Data Analysis procedures

To analyze the data obtained, the writer follows the procedures:

Identification the students individual raw and final scores from the student’s

results of interviews the writer can be  easily listed  down the student’s

scores into a table of student’s individual , raw and final scores.

1.       Calculates the student’s deviation scores :

Meaning that to calculate the deviation of the student, individual pre-

test score to his post-test score to compute this deviation score of the two

groups the writer applies the following formula:

               Ds= Xa - Xb

Where:

Ds       : Is the students individual deviation

Xa       : is the students individual obtained score of post – test            Xb       : Is the Students individual obtained score of pre – test

1. Calculates the Students Individual Means Scores:Heaton (1975:169) wrote that” The means score of any test is then

most efficient measurement of central tendency, but it is not always appropriate. To calculate the student’s means scores the writer in this study applies the following formula:

Where:

Ms       : is the students mean score of group.

X         : is the students score (final score)

N         : is the number of sample 

E         : is the sum of …

(Arikunto 1992: 270)

2.      Computation of the significance of difference between the two

mean score and deviation score with a  t – test

Formula, which runs:

Where:

Mx        : is the mean deviation score of experimental group.

My        : is the mean deviation score of control group.

x2          : is the square of student’s deviation scores,

y2          : is the square of student’s deviation scores, of control group,

N          : is the number of sample

∑          : is the sum of…

      (Arikunto, 1992:154)

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