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25
Which:
r
11 :
Coefficient of the reliability
r
2 / 21 / 1
:
r
xy
which is mentioned as index correlation
between two parts of instrument.
R
2 / 21 / 1
=
} ) ( }{ ) ( {
) )( (
2 2 2 2
Y Y N X X N
Y X XY N
(Arikunto 2006: 180-183)
Aftergetting the result of the computation, the
researcher categorized it into standard reliability as follow:
0.80 1.00 = very reliable
0.60 0.79 = reliable
0.36 0.59 = reliable enough
0.20 0.35 = less reliable
0.0 0.19 = not reliable
c. Level of Difficulty
P =
Js
B
P = The level of difficulties
B = A number of students who answer the items test correctly
Js = The number of students
The standard of P (level of difficulty) test is as the following:
0.00 0.30 = difficult
0.30 0.70 = sufficient
26
0.70 1.00 = easy
d. Discriminating Power
The score of the test can be used as the criterion
measured to separate the good student from the bad ones in
the performance of the individual item. The researcher uses
the formula of discrimination power. The formula is as
follow:
D =
JA
BA
-
JB
BB
Which:
D : The discrimination index
BA : The number of the students in the upper group,
who answered the item correctly.
BB : The number of the students in the lower group,
who answered the item correctly.
JA : The number of the students in the upper group
JB : The number of the students in the lower group
The discrimination power classification is as follows:
1. 0.00D0.20 = poor
2. 0.20D0.40 = sufficient
3. 0.40D0.70 = good
4. 0.70D1.00 = excellent
27
If D is negative, all of the items are good. Thus, if the
items have the negative D value, it will be better to throw
them away.
E. Technique of Data Analysis
In analyzing the data which was collected through the pre-test
and post-test, the researcher used quantitative data.
1. The result of the pre-test was to know the students spelling ability
before being taught through minimal pairs. The researcher find the
mean of the students pre-test result, the formula which is used as
follow :
M =
N
x
Which:
M = Mean of score
Which:
M = Mean of score
Which:
P = Percentage achievement
F = Total score
N = Maximum score (100)
The Criterion of Percentage
The score Letter score
Grade
80 100 A
Excellent
66 79 B
Good
29
56 -65 C
Fair
40 45 D
Poor
30 39 E
Very poor
3. To know whether there was significant difference or not, used t-test
formula. The researcher had to know mean differences (MD). So the
researcher used the following formula as follow:
Which:
MD = Mean differences.
d = Sum of difference score of pre-test and post-test.
N = Total subject.
After getting Mean difference and the students score
deviation, the researcher differentiated whether the students result
of teaching spelling through minimal pairs was significant or not.
The researcher used the t-test formula:
t =
30
Which:
t = t-test
Md = Mean of different of pre-test and post-test.
Xd = Deviation each subject (d-Md).
Which:
X = 2355
N = 36
So the researcher got:
X =
N
X
=
36
2355
= 65,41
33
From the score of pre-test, there were 6 students, who got A,
9 students who got B, 16 student who got C, 5 students who got D.
Then, the researcher obtained the percentage of the students letter
grade by applying the following formula:
P =
N
F
X 100%
The percentage of letter grade A
P =
N
F
X 100%
P =
36
6
X 100% = 16,66%
The percentage of letter grade B
P =
N
F
X 100%
P =
36
9
X 100% = 25%
The percentage of letter grade C
P =
N
F
X 100%
P =
36
16
X 100% = 44,44%
The percentage of letter grade D
P =
N
F
X 100%
P =
36
5
X 100% = 13,88 %
34
a. There were 6 students who get A in pre-test or 17%
b. There were 9 students who get B in pre-test or 25%
c. There were 16 students who get C in pre-test or 44 %
d. There were 5 students who get D in pre-test or 14%
a. Validity of Test
To measure the validity of the test, the researcher uses the
formula as the following:
rxy =
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
For the example the item number 2 as follow:
N= 36 xy =471 x = 841 y = 9116
x= 29 y= 568
Based on this data the validity of the test can calculate as
follow:
r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 29 ( ) 841 ( 36 {
) 568 )( 29 ( ) 471 .( 36
=
} 322624 328176 . 29435
16472 16956
= 0,455
35
The result of computing the validity test was obtained r
xy
= 0,455. Then, it was consulted r product moment with N= 36 and
significance level 5% in which r
table
= 0,3291. Since the result of
the computation was higher than r
table
, the item number 2 was
considered to be valid.
b. Reliability of the Test
To measure the reliability of the test, the researcher uses
the formula as following:
r
11
=
2 / 21 / 1
2 / 21 / 1
1
) .( 2
r
r
=
696 . 0 1
) 696 . 0 .( 2
=
696 . 1
392 . 1
= 0.820
From the computation above, it was found that r
11
(the
total of reliability test) was 0.820. Then, it was consulted with the
r
table
of the critical value with the significant level 5% and the
number of subject was 36, which was the r
table
is 0,3291. The
reliability was 0.820, it was higher than the r
table,
so the instrument
was reliable.
36
c. Level of Difficulties
To calculate level of difficulties, the formula which is
used by researcher as follow:
P =
JS
B
Which:
P = Index of difficulties
B = The number students correct answer
JS = The number of students
For example an item number 2 :
P =
36
29
= 0.805
From the computation above, it could be categorized of
having difficulty level that the test is easy.
d. Discriminating Power
To measure discriminating power, the researcher uses the
formula as follow:
D =
JB
BB
JA
BA
37
Which:
D : The discrimination index
BA : The number of the students in the upper group,
who answered the item correctly.
BB : The number of the students in the lower group,
who answered the item correctly.
JA : The number of the students in the upper group
JB : The number of the students in the lower group
For example an item no 2:
D =
JB
BB
JA
BA
=
18
12
18
17
= 0.94 0.66
= 0.28
From the computation above the discriminating power
was satisfactory.
38
2. The Students Spelling Ability after being taught using Minimal
Pairs.
The research was done on June 7
th
2013. The post-test was
given after researcher gave treatments about English Spelling through
Minimal pairs. In the post-test, the research used multiple choice in the
test. The post-test was 20 numbers and it was done in 40 minutes. It
was to know the students understanding about English spelling after
the research explained about it. It was done in order to express various
level of achievement by giving the letter grades based on the following
percentage.
Table 4.2
Score Range of Students Spelling Ability
The Percentage of Correct
Answer
Grade Level of
Achievement
85%-100% A( Excellent) Outstanding
70%-84% B( Good) Above Average
55%-69% C( Fair) Average
Achievement
40%-54% D( Less) Below Average
0%-39% E( Poor) Insufficient
39
In order to know the studentsspelling ability in detail, the
following formula was used to find out of the average of the students
score:
X =
N
X
Which:
X = 2840
N =36
So the researcher got: X =
N
X
=
36
2840
= 78,88
The average of the post test was 78,88. It means that the
students spelling ability through Minimal Pairs has a significant
improvement.
From the score of post-test, there were 16 students, who got
grade A. 15 students who got B, 5 students who got C. And then the
researcher obtained the percentage of the students letter grade by
applying the following formula:
P =
N
F
X 100%
The percentage of letter grade A
P =
36
16
X 100% = 45 %
40
The percentage of letter grade B
P =
N
F
X 100%
P =
36
15
X 100% = 41%
The percentage of letter grade C
P =
N
F
X 100%
P =
36
5
X 100% = 14%
The percentage of letter grade D
P =
N
F
X 100%
P =
36
0
X 100% = 0 %
The percentage of letter grade E
P =
N
F
X 100%
P =
36
0
X 100% = 0%
a. There were 16 students who got A in post-test or 45%
b. There were 15 students who got B in post-test or 41%
c. There were 5 students who got C in post-test or 14%
d. There were no student who got D in post-test or 0 %
e. There were no student who got E in post-test or 0%
41
From the explanation above, the researcher could answer the
statement of the problem in this research that was effective to use
Minimal Pairs as an alternative technique in teaching and learning
English Spelling to young learners because it was appropriate to the
children.
3. Differences of Students Spelling Ability before and after being
taught through Minimal Pairs
The researcher made a tabulation of the mean both of pre-test
and post-test after getting the whole result of the test. The researcher
got 65.41 for the pre-test mean and 78.88 for the post test. The post
test was higher than pre-test. It had high differences in students
spelling ability. The data were obtained from the students score of pre-
test and post test. The total score of pre-test was 2553 and post test was
2840.
The mean of pre-test and post-test could be calculated by
using the following formula:
1
X =
N
X
1
and 2
X =
N
X
2
Which:
1
X
= the mean score of post-test
2
X
= the number of post-test score
The computation the mean score of pre-test is:
1
X =
N
X
1
1
X
=
36
2355
1
X = 65.41
The computation the mean score of post-test is:
2
X =
N
X
2
2
X =
36
2840
2
X = 78.88
The calculation of mean of pre-test was 65.41. The score of
post-test was 78.88. The mean of post-test was higher than pre-test.
The differences between two means were 13.47. It was obvious that
through Minimal Pairs improved of students spelling ability.
To carry out statistical analysis about significant difference
on students spelling ability before and after being taught through
Minimal Pairs can be calculated using the following formula:
43
t =
) 1 (
2
N N
d X
Md
Which:
Md = mean from the differences between pre-test and post-test
d = deviation of each subject
d X
2
= the total of deviation quadrate
N = subject in the sample
Before finding the t-test value, the researcher calculated Md as follow:
Md =
N
d
=
36
480
= 13.33
Then the researcher calculates d X
2
as follow:
d X
2
=
N
d
d
2
2
) (
= 12880 -
36
) 480 (
2
= 12880-
36
230400
= 12880 6400
= 6480
Finally, the researcher finds out the t-test value:
44
t =
) 1 (
2
N N
d X
Md
t =
) 1 36 ( 36
6480
33 . 13
t =
1260
6480
33 . 13
t =
27 . 2
33 . 13
t = 5.87
The t-value of the test was 5.87
According the calculation above, the result showed that t-test
obtained > t-table. The result obtained 5.87 in significance 5% with db
2.032. The result of the t-test was higher than the t-table. There was
significance use of Minimal Pairs in improving students spelling
ability so alternative hypothesis (Ha) was received.
Minimal Pairs could improve the studentsspelling ability. It
was seen by the result of the pre-test and post-test. Before using
minimal pairs, the average score of pre-test was 65.41. After using
Minimal Pairs, the result had a significant improvement that was
78.88.
The Improvement of using Minimal pairs in students
spelling ability can be seen from the comparison between score of pre-
45
test, post-test and the average of the students spelling ability. Minimal
Pairs could be effective if the score of the students have been
increased.
B. Discussions
In discussion, the researcher discused about the significant
difference of students spelling ability after and before being taught using
Minimal Pairs. From the investigation that the reseacher had conducted,
the researcher got several points to interpret.
First, the researcher taught the students about shopping materials
without using Minimal Pairs. Then, the researcher gave the pre-test. There
were 20 numbers in multiple choices. After pre-test, the reseacher got the
data. From the calculation above, the mean score of students pre-test was
65,41. From the pre-test result, there were 6 students who got A from 36
students. The precentage of letter grade A was 16%. Then, there were 9
students who got B from 36 students. The precentage of letter grade B was
25%. After that, the students who got C was 16 students so the precentage
of the letter grade C was 44%. Next, the students who got D in pre-test
was 5 students. The precentage of students letter grade D was 14%.
Based on the pre-test result, the researcher concluded that the score
range of students level achievement was fair with the letter grade C. The
score range of students ability was fair because it scored 65.41. The
problem of students spelling in pre-test was students can not spell some
46
similiar words. From example, some students were not be able to
differentiate between the pairs of words pen and pan. Some of them were
still can not correctly choose which words are spelt according to the
question given. The reseacher also found that student still confused to
distinguish the change of the words. For example these words, come and
came. So, there were students mistaken those words.
Second, the researcher conducted the post-test after giving the
students the treatment using Minimal Pairs. In the post-test the students
was given test 20 numbers of multiple choice and students did it in 40
minutes. From the score of post test, there were 16 students who got A.
The precentage of students letter grade A was 45 %. Then, the researcher
got the precentage of students letter grade B was 15 %. There were more
students who got B in post-test than in pre-test which was 15 students.
Next, the students who got C in post-test was less than in pre-test. There
were only 5 students who got C in post-test. And, there were no students in
post-test who got D. In the same way, the result of students score in post-
test was increase.
In short, from the mean score of post-test was 78. The score range
of students of achievement showed the level achievement was above
average with the letter grade B which was good. In the same way, it
showed the students improvement in spelling ability. The reseacher can
see the contrast; there was 13.47% difference. It can be concluded that the
difference is statistically significant. From the comparison of pre-test and
47
post test result, Minimal Pairs can be used in teaching spelling for Junior
High school students.
Third, After the investigation had conducted and got the data. The
researcher found the students problem in spelling. When they were given
the treatment using minimal pairs, most students were difficult to spell the
pairs of words are read by the reseacher. For example the words, pen and
pan. Although it was simple words but students often mistaken the words.
Some words like bean and bin, tin and ten were not familiar with the
students eventhough it was related to the shopping materials. Most
students often asked the researcher the meaning of those words. In brief,
the students was also lack in their vocabulary.
According to the research findings, the researcher found that
Minimal Pairs made the students more interests in study English spelling.
Teaching spelling through Minimal Pairs has advantages in learning
process. It made teaching learning process would interest the students
attention, so it could motivate the students. Using Minimal Pairs in
teaching English spelling would be meaningful, so it could be understood
to the students and it might master and reach the teaching purpose. Using
Minimal Pairs could attrack students attention and it was easier to
understand the words and memorized them so that they can spell English
words correctly.
48
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The researcher draws some conclusions as the result of the
research seventh grade students of SMP Negeri 7 Semarang. The researcher
presents the conclusions and suggestions to the readers, especially for the
students and the teachers.
A. Conclusions
Based on the computation result in the previous chapters, the researcher
would like to make some conclusions as followings:
1. The students spelling ability of seventh grade students of SMP Negeri 7
Semarang in academic year 2012/2013 before being taught by using
Minimal Pairs was fair. It can be known from the mean of pre test score of
the students was 65.41
2. The students spelling ability of seventh grade students of SMP Negeri 7
Semarang in academic year 2012/2013 after being taught by using
Minimal Pairs was good. It can be known from the mean of post test score
was 78.88.
3. There was significant difference of the students spelling ability of seventh
grade students of SMP Negeri 7 by using Minimal Pairs. It can be known
from the differences of pre test and post test by using t-test formula. The
result of t-test was 5.87 in significance 5% with db 2.032. The result of t-
49
test was higher than t-table. So, There was significance use of Minimal
pairs in improving students spelling ability so alternative hypothesis (Ha)
was received.
B. Suggestions
After having the research in SMP Negeri 7 Semarang, the researcher
would like to give some suggestions. They are as follows:
1. For the teacher
a. Using Minimal Pairs as an technique in teaching spelling is
recommended for the English teachers. The research showed that
Minimal Pairs can be an alternative technique to teach spelling. It can
improve students spelling ability.
b. Teacher are expected to be more creative in teaching English, so the
students can feel more excited to learn English as the foreign
language.
c. Teacher should pay attention to the students English spelling in order
to write correctly in acceptable English.
d. It is better to the teacher to give enough time in teaching spelling,
instead of writing and reading activities.
e. The teacher also should give more motivated to learn English.
Teacher should make students understand that English is not only one
of major lesson at school but English as their needed to learn in order
to compete in global area.
50
2. For the reader
a. The research can help the readers to understand how spelling is
important to help students write in correct English orthography.
b. The researcher hopes that the readers would know how to apply
Minimal pairs as a technique in teaching spelling.
3. For the Researcher
a. The researcher should give more efforts to learn in order to be a
better teacher.
b. Through this research, the research know that Minimal Pairs can be
used as a technique in teaching spelling.
4. For the students
a. The students need to be more active and motivated while learning
English so that they can understand better.
b. The students have to practice English more in order to speak, write,
and read English not only at school but in their social lives.
c. The students need to improve their spelling since spelling need a
gradual process not instant.
d. The students need to practices some similar English words by using
Minimal Pairs so that they can differentiate the words.
51
BIBLIOGRAPHY
Arikunto, Suharsini. 2006. Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: PT Rineka Cipta.
Avery, Peter and Susan Ehrlich. 2004. Teaching English American
pronounciation.Oxford: Oxford University Press.
Baker, Ann. Ship or Sheep? Third Edition. 2006. Cambridge: Cambridge
University Press.
Best, John W and Kahn V, James. 2006. Research in Education. United state of
America: Pearson Education, Inc.
Broughton, G., Brumfit, C., Flavell, R.., Hill, P., & Picas, A. 2003. Teaching
English as a Foreign Language. University of London Institute of
Education.
Brown, Adam. 2005.Sounds, symbols and Spelling. Singapore : Mc Graw- Hill
Companies.
Brown, Douglas. H. 2004. Language Assesment: principles and classroom
practices. Pearson Education,Inc.
Cohen, lourence. 2007. Research Method in Education. London: Routledge
Creswell, John W. 2012. Educational Research: Planning, Conducting, and
Evaluating quantitaive and qualitative Research-4th Edition.Pearson
Education, Inc.
Department of Education and Childrens services. 2011.Spelling: from beginnings
to Proficiency.The state of south Australia.
Fraenkel, Jack R and Norman E wallen. 2008. How to design and Evaluate
Research in Education. New York: Mc Grawn Hill.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. London:
Pearson Education Limited
Hornby, AS. 2008. Oxford advance Learners Dictionary of Current English.
Oxford: Oxford University Press
Moats,L.C (2005/2006,winter). How spelling supports reading:And why it is more
regular and predictable than you may think. American educator.
52
Reed, D. K. 2012. Why teach spelling?.Portsmouth, NH: RMC Research
Corporation, Center on Instruction.
Shemesh, Ruth and Sheila Waller. 2000. Teaching English Spelling: A practical
guide. Cambridge: Cambridge University Press.
Sugiyono. 2010. Statistika Untuk Penelitian. Bandung: CV Alfabeta
Urdan, Timothy C.2005.Statistic in Plain English. London: Lawrence Erlbaum
Associates, Inc.
Westwood, Peter. 2005. Spelling: Approaches to teaching and assesment (second
Edition). Australia: Acer Press.
http://www.aft.org/pdfs/americaneducator/winter0506/Moats.pdf accesed on June,
22th 2013.
53
APPENDICES
54
Appendix 2
The Name of Subject Study
No Students Code Name Gender
1 S-1 Abhista Hadaya Putri Female
2 S-2 Adelia Dwi Setiawati Female
3 S-3 Ardia Novitasari Female
4 S-4 Asysyafa Mustofa Male
5 S-5 Aulia Asdiana Female
6 S-6 Bagas Putra Prakasa Male
7 S-7 Choirunnisa Nur N Female
8 S-8 Dara Female
9 S-9 Deva Prastya Male
10 S-10 Egi Cahya Pratama Male
11 S-11 Fajar Maulana Ikhsan Male
12 S-12 Fanny Nanda Febrianto Male
13 S-13 Feren Alinata C Female
14 S-14 Fery Ardianto Male
15 S-15 Hannydar Anishah Wahyudi Female
16 S-16 Ika Rizki Sulistyaningrum Female
17 S-17 Ikke Citrasari Female
18 S-18 Ines Sufidiva Alia Female
19 S-19 Jibran Nurul falah Male
20 S-20 Julieta Wulandari Female
55
21 S-21 Khofifah Putri Pratiwi Female
22 S-22 Laily Nur Aini Female
23 S-23 Maharani Putri Female
24 S-24 Muhammad Raffi Male
25 S-25 Muhammad Zalul Radhitya Male
26 S-26 Nova Nadia Aprilia Female
27 S-27 Novan Nurohim Male
28 S-28 Qitfirul Muis Male
29 S-29 Rahma Fatimah Female
30 S-30 Riza Baihaqi Male
31 S-31 Rizky Adi Saputra Male
32 S-32 Rofiqoh Miftakhul Jannah Male
33 S-33 Sofie Ulya Female
34 S-34 Vina Kusuma Ningsih Female
35 S-35 Winda Novianti Female
36 S-36 Yuni Putri Maulani Female
56
Appendix 3
Score of pre-test
No Student
Code
Total Point
Collected
Score Achievement Grade
1 S-1 15 75 B
2 S-2 15 75 B
3 S-3 17 85 A
4 S-4 11 55 C
5 S-5 11 55 C
6 S-6 13 65 C
7 S-7 14 70 B
8 S-8 13 65 C
9 S-9 10 50 D
10 S-10 9 45 D
11 S-11 15 75 B
12 S-12 13 65 C
13 S-13 11 55 C
14 S-14 14 70 B
15 S-15 17 85 A
16 S-16 13 65 C
17 S-17 12 60 C
18 S-18 17 85 A
57
19 S-19 14 70 B
20 S-20 17 85 A
21 S-21 12 60 C
22 S-22 12 60 C
23 S-23 9 45 D
24 S-24 13 65 C
25 S-25 13 65 C
26 S-26 14 70 B
27 S-27 14 70 B
28 S-28 12 60 C
29 S-29 9 45 D
30 S-30 18 90 A
31 S-31 14 70 B
32 S-32 10 50 C
33 S-33 18 90 A
34 S-34 9 45 D
35 S-35 10 50 C
36 S-36 13 65 C
Total 2355
Average of Students Code 65,41
58
Appendix 5
Instrument of The study
Post-Test
1. One ___ can produce wool and milk.
a. Sheep
b. Ship
c. Sleep
d. Sip
2. I usually use a____ on a hot day.
a. Pan
b. Pen
c. Fan
d. Pin
3. This ____ made of sheep wool.
a. Boat
b. Coat
c. Cold
d. Code
4. Andy : Hey, Nice ____. It is match with your clothes.
Ira : Thanks, Andy.
a. Hat
b. Heart
c. Hurt
d. Hut
5. Shop assistant : What can I do for you, Miss?
Customer : I need a kilo of _____.
a. Tears
59
b. Beers
c. Bears
d. Pears
6. Iwan needs three kilograms of ______.
a. Ages
b. Eggs
c. Add
d. Ate
7. Joel wants to sell a _____. He is going to leave this town.
a. House
b. Horse
c. Host
d. Hose
8. Nina needs money. So, She ____ her car to get money.
a. Shell
b. Sale
c. Sell
d. Shall
9. My mother asks me to get some vegetables at the grocery. She will make a
_____ for our dinner tonight.
a. Soap
b. Shop
c. Soup
d. Sop
10. Last night, I bought a ____of sardines.
a. Thin
b. Tin
c. Ten
d. Then
11. He washed his hands with______.
a. Soap
60
b. Soup
c. Shot
d. Slop
12. Heru loves ____ so much. It makes him energetic everyday.
a. Copy
b. Coffee
c. Soffie
d. Cafe
13. Ani : Don, Can you teach me how to make a ___of tea?
Don : Yes, I can. It is simple thing.
a. Cap
b. Cab
c. Cut
d. Cup
14. Shop assistant : Welcome to our shop, What can I do for you?
Customer : I need a ____of bread
a. Love
b. Loaf
c. Laugh
d. Lots
15. Sherly : Look, I have a new_____.
Abdul : Wow, its nice. What is it made of?
Leather or plastic?
Sherly : Leather.
Abdul : Gee, it must be very expensive.
Sherly : I do not know, it was a birthday present from my grandpa.
a. Back
b. Bed
c. Bag
d. Pack
16. Shanti : It is very hot today!
61
Tigor : Would you like something to drink?
Shanti : Coke would be nice at this moment.
Tigor : Okay, I will buy two ____ of coke at Indomaret right now.
a. Can
b. Cans
c. Chances
d. Sands
17. Last week, I _____ one kilo of apples at Johar Market.
a. Boat
b. Coat
c. Bought
d. Vote
18. Shopkeeper : Hello, What can I do for you?
Customer : I need a ___pants.
a. Shout
b. Shot
c. Shoot
d. Short
19. I always drink two_____of milks before I go to school.
a. Grass
b. Glasses
c. Classes
d. Crash
20. Customer : How much all this things?
Shop Assistant : its 100.000 rupiahs.
Customer : Ok, Here you are.
Shop Assitant : Do you have our shop member ____.
Customer : No, I dont.
a. Cart
b. Card
c. Car
62
d. Cap
Appendix 4
Score of post-test
No Student
Code
Total Point
Collected
Score Achievement Grade
1 S-1 18 90 A
2 S-2 17 85 A
3 S-3 18 90 A
4 S-4 19 95 A
5 S-5 18 90 A
6 S-6 16 80 B
7 S-7 18 90 A
8 S-8 19 95 A
9 S-9 15 75 B
10 S-10 14 70 B
11 S-11 17 85 B
12 S-12 18 90 A
13 S-13 18 90 A
14 S-14 17 85 A
15 S-15 17 85 A
16 S-16 14 70 B
17 S-17 15 75 B
18 S-18 16 80 B
63
19 S-19 15 75 B
20 S-20 17 85 B
21 S-21 12 60 C
22 S-22 14 70 B
23 S-23 17 85 A
24 S-24 19 95 A
25 S-25 14 70 B
26 S-26 14 70 B
27 S-27 13 65 C
28 S-28 13 65 C
29 S-29 12 60 C
30 S-30 14 70 B
31 S-31 16 80 B
32 S-32 13 65 C
33 S-33 18 90 A
34 S-34 14 70 B
35 S-35 14 70 B
36 S-36 15 75 B
Total score 2840
Average of students code 78,88
64
Appendix 7
Table analysis of validity, reability, difficulty of test and discriminating
power.
a. The validity of the Test
r
xy
=
} ) ( ) . .( ) ( ) ( {
) )( ( .
2 2 2 2
y y N x x N
y x xy N
1. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 27 ( ) 27 ( 36 {
) 568 )( 27 ( ) 438 .( 36
=
} 322624 328176 }{ 729 972 {
15336 15678
=
52 . 1161
432
= 0.3719 (valid)
2. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 29 ( ) 29 ( 36 {
) 568 )( 29 ( ) 471 .( 36
=
} 322624 328176 }{ 841 1044 {
16472 16956
65
=
} 5552 }{ 203 {
484
=
62 . 1061
484
= 0.455 (valid)
3. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 30 ( ) 30 ( 36 {
) 568 )( 30 ( ) 484 .( 36
=
} 322624 328176 }{ 900 1080 {
17040 17424
=
} 5552 }{ 180 {
384
=
79 . 999
384
= 0.384 (valid)
4. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 25 ( ) 25 ( 36 {
) 568 )( 25 ( ) 513 .( 36
=
} 322624 3281756 }{ 625 900 {
14200 18468
=
} 5552 }{ 275 {
4268
=
63 . 1235
4268
66
= 0.3454 (valid)
5. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 32 ( ) 32 ( 36 {
) 568 )( 32 ( ) 513 .( 36
=
} 322624 321876 }{ 1024 1152 {
18176 18468
=
} 5552 }{ 128 {
292
=
843
292
= 0.346(valid)
6. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 33 ( ) 33 ( 36 {
) 568 )( 33 ( ) 527 .( 36
=
} 322624 328176 }{ 1089 1188 {
18744 18972
=
} 5552 }{ 99 {
228
=
38 . 741
228
= 0.307(invalid)
7. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
67
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 24 ( ) 24 ( 36 {
) 568 )( 24 ( ) 393 .( 36
=
} 322624 328176 }{ 576 864 {
13632 14148
=
} 5552 }{ 288 {
516
=
50 . 1264
516
= 0.408(valid)
8. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 28 ( ) 28 ( 36 {
) 568 )( 28 ( ) 449 .( 36
=
} 322624 328761 }{ 784 1008 {
15904 16164
=
} 5552 }{ 224 {
260
=
18 . 1115
260
= 0.2333(invalid)
9. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 30 ( ) 30 ( 36 {
) 568 )( 30 ( ) 476 .( 36
68
=
} 322624 328176 }{ 900 1080 {
17040 17136
=
} 5552 }{ 180 {
96
=
81 , 999
96
= 0.096(invalid)
10. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 28 ( ) 28 ( 36 {
) 568 )( 28 ( ) 456 .( 36
=
} 322624 328176 }{ 784 1008 {
15904 16416
=
} 5552 }{ 224 {
512
=
18 . 1115
512
= 0.4591(valid)
11. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 28 ( ) 28 ( 36 {
) 568 )( 28 ( ) 446 .( 36
=
} 322624 328176 }{ 784 1008 {
15904 16056
69
=
} 5552 }{ 224 {
152
=
18 . 1115
152
= 0.1363(invalid)
12. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 32 ( ) 32 ( 36 {
) 568 )( 32 ( ) 507 .( 36
=
} 322624 328176 }{ 1024 1152 {
18176 18252
=
} 5552 }{ 128 {
76
=
843
76
= 0.090(invalid)
13. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 34 ( ) 34 ( 36 {
) 568 )( 34 ( ) 537 .( 36
=
} 322624 328176 }{ 1156 1224 {
19312 19332
=
} 5552 }{ 68 {
20
70
=
43 . 614
20
= 0.032(invalid)
14. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 28 ( ) 28 ( 36 {
) 568 )( 28 ( ) 455 .( 36
=
} 322624 328176 }{ 784 1008 {
15904 16380
=
} 5552 }{ 224 {
476
=
18 . 1115
476
= 0.426(valid)
15. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 29 ( ) 29 ( 36 {
) 568 )( 29 ( ) 467 .( 36
=
} 322624 328176 }{ 841 1044 {
16472 16812
=
} 5552 }{ 203 {
340
=
62 . 1061
340
= 0.330(valid)
71
16. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 26 ( ) 26 ( 36 {
) 568 )( 26 ( ) 414 .( 36
=
} 322624 328176 }{ 676 936 {
14768 14904
=
} 5552 }{ 260 {
136
=
46 . 1201
136
= 0.113(invalid)
17. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 526 ( ) 11942 ( 25 }{ ) 16 ( ) 16 ( 25 {
) 526 )( 16 ( ) 365 .( 25
=
} 276676 298550 }{ 256 400 {
8416 9125
=
} 21874 }{ 144 {
709
=
78 . 1774
709
= 0.399(valid)
18. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
72
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 17 ( ) 17 ( 36 {
) 568 )( 17 ( ) 283 .( 36
=
} 322624 328176 }{ 289 612 {
9656 10188
=
} 5552 }{ 323 {
523
=
14 . 1339
523
= 0.397(valid)
19. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 32 ( ) 32 ( 36 {
) 568 )( 32 ( ) 508 .( 36
=
} 322624 328176 }{ 1024 1152 {
18176 18288
=
} 5552 }{ 128 {
112
=
843
112
= 0.132(invalid)
20. r
xy
=
} ) ( }{ ) ( x {N
y) x)( ( - xy N
2 2 2 2
y y N x
=
2 2
) 568 ( ) 9116 ( 36 }{ ) 22 ( ) 22 ( 36 {
) 568 )( 22 ( ) 355 .( 36
73
=
} 322624 328176 }{ 484 792 {
12496 12780
=
} 5552 }{ 308 {
284
=
67 . 1307
284
= 0.217(valid)
b. Reliability of the Test
r
11
=
2 / 21 / 1
2 / 21 / 1
1
) .( 2
r
r
=
697 . 0 1
) 697 . 0 .( 2
=
697 . 1
394 . 1
= 0.821
c. Level of Difficulties
For example an item number 2 :
P =
36
29
= 0.80
d. Discriminating Power
For example an item no 2:
D =
JB
BB
JA
BA
=
18
12
18
17
74
= 0.94 0.66
= 0.28
75
Appendix 6
The Effectiveness using Minimal Pairs
No St
Code
Score Gain (d)
{post-test pre-
test}
d
2
Pre-test Post-test
1 S-1 75 90
15 225
2 S-2 75 85
10 100
3 S-3 85 90
5 25
4 S-4 55 95
40 1600
5 S-5 55 90
35 1225
6 S-6 65 80
15 225
7 S-7 70 90
20 400
8 S-8 65 95
30 900
9 S-9 50 75
25 625
10 S-10 45 70
25 625
11 S-11 75 85
10 100
12 S-12 65 90
25 625
13 S-13 55 90
35 1225
14 S-14 70 85
15 225
15 S-15 85 85
0 0
16 S-16 65 70
5 25
17 S-17 60 75
15 225
76
18 S-18 85 80
-5 25
19 S-19 70 75
5 25
20 S-20 85 85
0 0
21 S-21 60 60
0 0
22 S-22 60 70
10 100
23 S-23 45 85
35 1225
24 S-24 65 95
30 900
25 S-25 65 70
5 25
26 S-26 70 70
0 0
27 S-27 70 65
-5 25
28 S-28 60 65
5 25
29 S-29 45 60
15 225
30 S-30 90 70
-20 400
31 S-31 70 80
10 100
32 S-32 50 65
15 225
33 S-33 90 90
0 0
34 S-34 45 70
25 625
35 S-35 50 70
20 400
36 S-36 65 75
10 100
480 12880
77
To carry out statistical analysis about significant difference on
students spelling ability before and after being taught by using Minimal
Pairs can be calculated using the following formula:
t =
) 1 (
2
N N
d X
Md
Which:
Md = mean from the differences between pre-test and post-test
d = deviation of each subject
d X
2
= the total of deviation quadrate
N = subject in the sample
Before finding the t-test value, the researcher calculated Md as follow:
Md =
N
d
=
36
480
= 13.33
Then the researcher calculated d X
2
as follow:
d X
2
=
N
d
d
2
2
) (
= 12880-
36
) 480 (
2
= 12880-
36
230400
78
= 6480
Finally, the researcher found the t-test value:
t =
) 1 (
2
N N
d X
Md
t =
) 1 36 ( 36
6480
33 . 13
t =
1260
6480
33 . 13
t =
27 . 2
33 . 13
t = 5.87
79
Appendix 9
Documentation
1. First Meeting ( pre test )
80
2. Second Meeting (treatment )
81
82
3. Third Meeting (post test)