CHAPTER I INTRODUCTION

1.1 Background of The Problem Communication is a social event that can occur anywhere without knowing the place and time. Language as the tool of communication has an important role to reveal an intention of someone else. People will be able to express their thought and feeling through communication. English is an important means of communication which used by many countries in this world. English is used in many fields of life such as in Politics, Economics, Social, and Education. Since English has been declared as nternational language, our government states English as one of the curriculum core that must be taught from elementary school up to university levels. !herefore, the purpose of teaching English is to provide the students with the knowledge of that language. !hen, as an international language that plays an important role in globali"ation era, English is expected to be ac#uired. English is a sub$ect in education curriculum in ndonesia. English as language learning has four skills. !hey are listening, writing, reading and speaking. %riting and speaking are productive skill, while reading and listening are receptive skill. !hese skills are very important in language learning and the students must know, understand and master these fourth skills. &eading is one of the fourth skills than should be mastered by the students. &eading is a learning process of transferring information from writer
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to the reader by using writing form. !he writer is the sender of the information, thoughts, ideas and the reader is the receiver of the information. &eading gives many advantages for the reader because most of information like technology, social, science, economy and others are mostly in written form. !hrough reading the readers can get some information that they need to understand about the content of reading text. &eading is useless without comprehension. !he purpose of reading's process is to catch the point of text. %hen the readers read the text, they process and transfer all the information on their brain, so they must focus on reading comprehension. !herefore, comprehension becomes really important to improve in learning reading in the classroom. (nd one way to improve reading comprehension is answer the #uestion about the text or passage we read. %hile the writer had been doing teaching practice on )unior *igh School (l+("har , -atam exactly at class . .(, the writer found that almost

all students have a difficulty to answer the #uestion based on the text they read. !he other problem was the students not really understand about the using of %* #uestion. t was one of the reasons why the students have difficulty to answer the #uestion about a text. -ased on the above phenomenon, it is certain that the students have lack of skill in reading comprehension in which/ 0. !hey don't understand about %* #uestion. !hey still confuse the meaning and the function of it

,. !hey can't answer the #uestion correctly based on the text. Questioning has long been used by teachers as a way to guide and monitor students' learning. 1&esearch shows that teacher #uestioning strongly supports and advances students2 learning from reading 3(rmbruster, Lehr, 4 5sborn, ,6607.1 8uestioning is effective for improving comprehension because it gives the students a purpose for reading, focuses attention on what must be learned, helps develop active thinking while reading, helps monitor comprehension, helps review content, and relates what is learned to what is already known 3(rmbruster, Lehr, 4 5sborn, ,6607. &esearch findings suggest that a student2s understanding and recall can be readily shaped by the types of #uestions to which they become accustomed 39uke 4 Pearson, ,66,7 !herefore, if inferential understanding is desired, #uestion answering behavior can be shaped by the #uestions that re#uire them to connect information in the text to their knowledge base. Chamot 30:;</=07 says that strategy in teaching learning is techni#ues, approaches, or deliberate actions that teacher and students take in order to facilitate the learning and recall of both linguistic and content area information. 5ne of the useful strategies that will be helpful in improving students reading comprehension is 8uestion (nswer &elation, shortened >8(&'. 8uestion (nswer &elation 38(&7 is a reading comprehension strategy developed to 1clarify how students approach the tasks of reading texts and answering #uestions1 3&aphael 0:;?7. 8(& strategy was developed by !affy &aphael in 0:;?.

&aphael created 8uestion+(nswer &elationships as a way to help students reali"e that the answers they seek are related to the type of #uestion that is asked@ it encourages them to be strategic about their search for answers based on an awareness of what different types of #uestions look for. Even more important understands where the answer will come from. -ased on the reason above, the writer is interested to conduct the research on A9oes the use of #uestion answer relationships 38(&7 strategy give significant effect to improve students' reading comprehensionBC 1. Iden!"f"ca!"on of The Problem !he English teacher has to be able to organi"e teaching and learning activities. !hey have to give materials by using a suitable techni#ue and master the lesson effectively. n teaching English for children there are many ways or methods can be used. %e as teacher must be able to get innovations and give motivations to the students in learning process. !his way will make the students en$oy study English. &eading comprehension is a thinking activity. !his process involves getting the main idea from the text. !eaching reading is very important in order to make students master in English. Students need to be introduced with as many reading materials as possible, because in the future it will help them to get many information and knowledge by the language. n learning reading comprehension, the students are expected to comprehend a text. 8uestioning usually used to see the students' understanding of a text or passage. (fter read a text, students will be given some #uestion related with

the text they read. !he researcher found that most of the students still have problem and difficulties to answer the #uestion correctly. 5ne of the useful strategies that will be helpful in answering #uestions in reading comprehension is 8uestion (nswer &elationships 38(&7. 8uestion (nswer &elation 38(&7 is a reading comprehension strategy developed to 1clarify how students approach the tasks of reading texts and answering #uestions1 1.# $"m"!a!"on of The Problem% !o avoid misunderstanding and to clarify the problem, it is necessary to make limitation of the problem. n this research, the writer limits the problem on the effect of using 8uestion+(nswer &elations 38(&7 strategy to improve students' reading comprehension especially in the second year of )unior *igh School (l+("har , -atam. 1.& The formula!"on of The Problem. !he researcher conducts the research to see how well the 8uestion+ (nswer &elations 38(&7 strategy improves students' understanding in reading a text. 9ealing with the limitation of the problem, the researcher would like to formulate the problem into the general research #uestion/ 9oes the use of 8uestion+(nswer &elationships 38(&7 strategy give significant effect to improve students' reading comprehensionB 1.' Ob(ec!")e of The Re%earch !he ob$ective of my research is to find out the effectiveness of 8uestion+(nswer &elationships 38(&7 strategy in improving students'

reading comprehension. Durthermore, this research will know whether using 8(& strategy can be more effective to improve students' reading comprehension. 1.* +"gn"f"cance of The Re%earch !his study is expected to give contribution to the teachers where they may choose one of the various strategies in teaching and learning process to improve students' reading comprehension. n addition, this research will be valuable to the students/ 0. !hey will easily answer the #uestion. ,. !hey will more understand about the text they read. E. !hey will get good result after learning and using 8(& strategy. 1., Def"n"!"on of -e. Term n order to clarify what variables are involves in the research, some definitions are put forwards/ 0. 8uestion (nswer &elationship 38(&7 is a reading comprehension strategy developed to 1clarify how students approach the tasks of reading texts and answering #uestions1 3&aphael 0:;?7. 8(& strategy was developed by !affy &aphael in 0:;?. ,. &eading comprehension can be described as understanding a text that is read

CHAPTER II RE/IE0 O1 RE$ATED $ITERATURE

!his chapter will describe nature of reading, and concepts of 8uestion (nswer &elationship 38(&7 strategy, relevant studies, and framework. .1 Na!ure of Read"ng n this section, the writer will state about definitions of reading. Fany experts state their ideas on definition of reading. (ccording to -urhan 3,60,/ :7, reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. t says a physic activity because the parts of the body, our eyes particularly, do it. (nd it says mental activity because perception and memory as parts of thought are involved in it. *e then concludes that the main goal of reading is a process of comprehending written texts. 9ealing of it, Cline et.al 3,66?/ ,7, states that reading is decoding and understanding written texts. 9ecoding re#uires translating the symbols of writing system 3including -raille7 into the spoken words which they represent. Gnderstanding is determined by the purposes for reading, the context, the nature of the text, and the readers' strategies and knowledge. Durther, Cline et.al 3,66?/ ,7 in their second definition states that reading is the process of deriving meaning from the text. Dor the ma$ority of readers, this process involves decoding written text. Some individuals re#uire adaptation such as -raille or auditory to support the decoding process. Gnderstanding is conceptual

determined by the purposes for reading, the context, the nature of the text, and the reader's strategies and knowledge. Charles in !ohir 3,660/H7 states that reading is a transmitting of information process where the author tells all the readers about his ideas or message. Such as, the author is regard as the informants 3sender7 and the reader on another hand is receiver. 9uring the reading process it means that the reader can be done during reading activity is only grasping and decoding information, meanwhile he cannot as #uestion or comment to the author directly. !inker and Cullogh 30:=H/:7 state reading is identification and recognition of print or written symbol, which serve as stimuli for the recall of meaning built up through past experience. Drom those definitions, it can be concluded reading is meaning getting process the reader always tries to catch what the writer says and means actually. (lso from those definitions of reading some people formulate definitions of reading comprehension. (ccording to %illiam 30:;</<;?7 reading can be point as four step process. !he four steps are interrelated to other, they are/ 0. %ord perception, the ability to recogni"e a point ,. Comprehension, the ability to infer ideas from words E. &eaction, a step in which the reader interacts intellectually and emotionally. <. ntegration, absorbing the ideas in context of one's personal background.

Dinally, *arris et all 30:;6/H7 define reading as a process of meaning elaboration or thinking in relation to written symbols. !he recognition and comprehension %ritten symbols are influenced by reader's perception skill, experience, language background, mind sets and reasoning abilities as they anticipate meaning on the bases of what has read. . Conce2! of Read"ng Com2rehen%"on &eading is one of the important skills which have to be learned by the students in order to master English well. &eading is also included into receptive skill besides listening. &eceptive skill is the way in which people extract meaning from the discourse they see or hear 3*armer, ,660/ 0::7. !o achieve the purpose of reading, which is to get general or detail information from the text, the students have to comprehend the text in order to understand the information effectively. Iillet and !emple 3in Jgadiso, 0::;, ,7 say, AComprehension is the understanding new information in light of what we have already knownC. !his thing will make students be more successful in applying and improving everything that had been learned and understood. &eading comprehension is the process of using syntactic, semantic, and rhetorical information found in the printed texts to reconstruct in the reader's mind, using the knowledge of the world he or she possessesK 3Jgadiso, 0::;/ 07 !hinker 30:=H@H7 states that reading comprehension is not $ust reading with a loud voice but also to establish and understand the meaning of words, sentence, and paragraph sense the relationship among the ideas. (s it is, if a

student $ust reads loudly, but cannot understand the content of the passages, it means heLshe fails in comprehending the passage. 5phelia 30:;:@ ,6H7 assumes that reading comprehension is understand evaluating and utili"ing of information between author and reader. t sounds like the author and the reader can communicate one other. t means that a reader in this case, tries to understand what he is saying. Smith and 9ale 30:;6/=7 state that reading comprehension means understanding, evaluating, utili"ing of information and gaining through an interaction between reader and author. &eading comprehension is such a kind of dialogue between reader and author in which the written language becomes the medium that cause the dialogue happen when the two persons communicate through the medium of print reading comprehension refers to reading with comprehension. !hus reading comprehension is reading by comprehension the meaning of a passage or what is or has been read. 5ne who reads something by understanding it can be said that he does a reading comprehension. !he following are levels of reading comprehension according to Smith 30:?:7 and Carnine 30::67/ a7 Level of reading comprehension according to Smith 30:?:7 and %ayne 30:=:7 are. 07 Literal comprehension@ that is the skill of getting primary direct literal meaning of a word, idea, or sentence in context. ,7 nterpretation@ that is to identify ideal and meaning that are not explicitly stated in the written text.

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E7 Critical reading@ that is to evaluate what is read, and examines critically the thought of the writer. <7 Creative reading@ that is to apply ideas from the text to new situations and to recombine author's ideas with other ideas to from new concepts or to expand old ones. b7 Level of reading comprehension Carnine in Carnine 30::67 are/ 07 Comprehension skill for the primary level consists of/ i7 Literal comprehension@ that is to receive information stated in a passage ii7 Se#uencing comprehension@ that is to under several from a passage according to when they happened. iii7 Summari"ation@ that is to receive information stated in a passage. ,7 Comprehension skill for the intermediate level consist of/ i7 nferential comprehension@ that is to reveal relationship between two ob$ects or averts 3stated on not stated7. ii7 Critical reading@ that is to identify the author's conclusion to determine what evidence is presented, and to identify family argument. iii7 Comprehension skill for the advanced level that is the appreciation of the author' work. .# The conce2! of 3ue%!"on An%4er Rela!"on%h"2% 53AR6 +!ra!eg. (ccording to Pearson and )ohnson 30:=;7 cited in Swanson and 9e La Pa" 30::;7, answers for #uestions can be text explicit, text implicit or script

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implicit. !ext explicit #uestions are those in which the answer is stated explicitly in the text. !ext implicit #uestions are those in which the answer is inferred from the text, using information across sentences or paragraphs. Script implicit #uestions are those in which information comes from the pupil's own knowledge base. 8uestion (nswer &elationships 38(&7 is a reading comprehension strategy developed to 1clarify how students approach the tasks of reading texts and answering #uestions1 3&aphael 0:;?7. !affy &aphael developed 8(& as a tool for clarifying how students can approach the task of reading texts and answering #uestions. t helps them reali"e the need to consider both

information in the text and information from their own background knowledge. %ithout 8(& instruction students often over rely on text information or background knowledge. Dour types of #uestions are examined in the 8(&/ 0. R"gh! There 3ue%!"on%/ Literal #uestions whose answers can be found in the text. 5ften the words used in the #uestion are the same words found in the text. ,. Th"nk and +earch 3ue%!"on%/ (nswers are gathered from several parts of the text and put together to make meaning. E. Au!hor and 7ou/ !hese #uestions are based on information provided in the text but the student is re#uired to relate it to their own experience. (lthough the answer does not lie directly in the text, the student must have read it in order to answer the #uestion.

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<. On 8. O4n/ !hese #uestions do not re#uire the student to have read the passage but heLshe must use their background or prior knowledge to answer the #uestion Question Answer Relationship (QAR)

The Te:!

8. -no4ledge

In The Book

In 8. Head

R"gh! There

Th"nk and +earch

Te:! and 8e

On 8. O4n

The Core Question Answer Relationships

!eaching 8(&s to students begins with helping them understand the core notion/ that when confronted with a #uestion, the answer will come either from the text or from what kids know. !hese are the Core Categories, which &aphael calls n the -ook 3or video or %%% page...7 and n Fy *ead. *ere are the steps in the 8(& procedure/ 0. Read !he 9ue%!"on% f"r%!. Students read the #uestions as a preview before reading the text to give them an idea of what to think about as they read. ,. Pred"c! ho4 !o an%4er !he 9ue%!"on%. Students consider which of the four types each #uestion represents and the level of thinking re#uired answering it.
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E. Read !he !e:!. Students read the text while thinking about the #uestions they will answer afterward. <. An%4er !he 9ue%!"on%. Students reread the #uestions, determine where to find the answers, locate the answers, and write them. H. +hare an%4er%. Students read their answers aloud and explain how they answered the #uestions. Students should again refer to the type of #uestion and whether the answer was Ain the bookC or Ain the head.C Essentially, 8(& teaches students three comprehension strategies/ 3a7 locating information, 3b7 determining text structures and how they convey information, and 3c7 determining when an inference is re#uired 3&aphael, 0:;?7. Gsing 8(&, students will be able to recogni"e possible answer locations by classifying #uestions by type as well as monitor their comprehension of the text. Extending the use of 8(& to frame comprehension strategy instruction can help pupils see the >relationships among the strategies they are learning and the task demands represented by different #uestions' 3&aphael 4 (u, ,66H7. Fore importantly, the taxonomy provides both the teacher and pupils >a shared language to make visible the largely invisible processes underlying reading and listening comprehension' 3&aphael 4 (u, ,66H7. !his common language gives the teacher and pupils the means to discuss and analy"e the #uestions as well as explore and $ustify the use of the appropriate strategies.

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Students use the 8(& procedure whenever they're expected to answer #uestions after reading a story, informational book, or content+area textbook. !hey can also write their own Ain the bookC and Ain the headC #uestions. . Rele)an! +!ud"e% n conducting the research, the writer will use several relevance studies. !he idea of this study was taken from &achel Ian+Ioh Swee Peng, !an Lay *oon, Sharon Daith Mhoo, and sabel Farilyn )oseph in their study Impact of Question-Answer-Relationships on Reading Comprehension that the writer read from internet. !heir research has shown that using 8(& provides pupils a systematic way of analy"ing task demands of different #uestion probes which in turn can improve reading comprehension. .# The conce2!ual frame 4ork
Students Teaching reading Process Teacher

Strateg!

Question answer Relationshi

Treat"ent

Teaching Reading Process

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-ased on the scheme above, the teacher and students are both core elements in teaching writing process. !he teacher will use 8uestion answer &elationship 38(&7 strategy@ it is used by experimental group. (nd in the end of treatment, the writer will see the effectiveness of this strategy based on the students' reading achievement.

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CHAPTER III RE+EARCH 8ETHODO$O;7

#.1 Re%earch De%"gn

!his research is experimental research because the purpose of this study is to identify cause+effect between both of the variables, whereas 8uestion (nswer &elationship 3N7 and Students2 &eading Comprehension 3O7. !he relationship between both variables is shown in the schema below/
Question Answer Relationship (X)

Students' Reading Comprehension (Y)

(ccording to Iay in Educational &esearch, he stated A!he experimental method is the only method of research that can truly test hypotheses concerning cause+and+effect relationships. t represents the most valid approach to the solution of educational problems, both practical and theoretical, and to the advancement of education as a scienceC 3p. ,:;7 !he experimental design must be have two groups/ an experimental group and the one is control group. !hey are treated in different ways, the experimental group is taught by using 8uestion (nswer &elationship strategy in their activities and the control group is taught by using Conventional Strategy 3clo"e procedure7. !his experimental research was done in limited time 3a month7 and students were treated differently, the material given, length of the time and the teacher were exactly same.
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!he design belongs to #uasi+experimental design. Creswell, )ohn 30::</ 0E,7 #uasi+experimental design/ the experimental and control classes are selected without random assignment. -oth classes take a pretest and a posttest in order to know the students' writing competence after treatment. !he design of this research can be seen in this formula/ Iroup ( Iroup 5 5 N 5 5

%here/ (/ Experimental group -/ Control group N/ !eaching by using Clustering strategy 5/ Pre+test and post+test
#. Po2ula!"on and +am2le

#. .1 Po2ula!"on Iay 30:;=/ 06,7 says that population is a group to which the researcher would like the results of the study to be generali"able and sampling is the processes of selecting a number of individuals for a study in such a way that the individuals represent the large group from which they were selected. Population is generali"ation of "one that consists of sub$ect possess of #uality and characteristic permanent by researcher for learning and then pulled the conclusion 3Sugiono, ,66:/ 00=7. n this research, the population is the second year students of )unior *igh School (l+("har , -atam. !he total number of the population is ?< students. !hey are distributed into two classes. Each class consisted of E, students.

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#. . +am2le !he sample is taken by cluster sampling. Iay 30:;=/0067 says that cluster sampling is sampling in which group, not individuals, are randomly selected. !he researcher uses this sampling techni#ue because it was hard for her to regroup the existed group. *ence, the researcher takes the sample classically. !he samples of this study are . ( and . -.

-y Dlapping a coin, one of two groups will be randomly chosen as experimental group and the other as the control group. !hen, number of all sample are ?< students@ E, students are in the experimental group and E, students are in the control group. 9ealing with the sample si"e of experimental research, ?< students are representative enough to be the sample of this research.
#.# Place and T"me of Re%earch

!he research had been held in the second year students of )unior *igh School (l+("har , -atam. !his research started on :+E6 Jovember ,60E. -efore giving treatment, the research gave all classes of the second year student pre+test in order to determine the experimental and control class. (fter give treatment for eight times, the researcher gave both classes posttest in order to know the students' reading comprehension. (nd to see whether the use of 8uestion (nswer &elationship 38(&7 strategy give significant effect to students' reading comprehension, the researcher compare the result of pretest and posttest of both classes.

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#.& In%!rumen! of The Re%earch

!he instrument of this research is test. -efore giving the test, the writer tries out the test it to students out of the sample in order to make sure whether they understand the instruction or not. ( test must have content validity if it measures what is going to be measured. (rikunto 3,660/?,7 says that one of the characteristics of test validity is content validity. t means the test is valid if it fixes with the material that has been given to the students and it is based on the Curriculum and syllabus. !he writer will use the Curriculum or syllabus and teaching material to construct the test. (ccording to Iay 3,666/0:07, validity was the most important #uality of a test. t was the degree to which a test measures it was supposed to measure and conse#uently, permitted appropriate interpretations of test scores. !o be able to test the hypothesis and got better result, a test should have internal and external validities/ Dirst, nternal .alidity@ the teacher taught the same class 3experimental and control class7, the students asked to $oin the class while activities were going on, students' loss was controlled by tightening the absent list, contamination in experimental class was controlled by not telling the students about the research. Second, External .alidity@ the researcher divided the students into two classes 3experimental and control classes7, the teacher constructed the situation of experimental class $ust as the daily situation, this research was followed the school schedule, not told the experimental students that they were as the ob$ect of research.

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n this research, the researcher used written test. !he written test as done on pre+test and post+test toward two classes 3experimental and control classes7. !he test consisted of #uestions based on the text the students read. !he researcher choose essay test because the students can comprehend the material while the post+test was intended to know the students' reading comprehension. !he students of experimental class taught answering the #uestion through 8uestion (nswer &elationship 38(&7 strategy and the students of control class only taught through conventional techni#ue.
#.' Procedure of Do"ng Re%earch

!he idea of procedure of doing research comes from Paid 30::H7. n teaching and learning process, the researcher will follow these three+steps. First, pre+teaching activity@ the teacher starts lesson through greetings or giving the ideas on the related both in the last and the lesson being taught. Second, whilst+teaching activity@ the teacher will present the teaching material and give the correction or feedback. The last, post+teaching activity@ the teacher will close the lesson by giving the #uestions to students whether they have mastered or not. !hen, the teacher will give the homework. n addition, the procedures research in experimental and control class can be seen in the following table@

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Procedure of Do"ng Re%earch Experimental Class A. Pre-teaching activity 0. !he teacher introduces the topic based on the syllabus ,. !he teacher gives many ,. !he teacher gives many #uestions based on the topic to build students' background knowledge. hilst-teaching activity 0. !he teacher distributes the text and the #uestions that explain about (nswer what 8(& have been prepared to the students. ,. !he teacher asks students to answer the #uestions. E. !he students change their answers with their friend and correct them. 0. !he teacher corrects the and the #uestions based on the topic to build students' background knowledge. B. hilst-teaching activity 0. !he teacher distributes the text and the #uestions that B. have been prepared to the students. ,. !eacher 8uestion E. (fter to explain Control Class A. Pre-teaching activity 0. !he teacher introduces the topic based on the syllabus

&elationship 38(&7 Strategy strategy is, teacher ask student answer the #uestions through 8(& strategy. checks the students' answer. C. Post-teaching activity 0. activity. ,. !he teacher gives opportunity for the students to ask #uestion !he teacher monitors the students'

<. !he teacher discusses and C. Post-teaching activity students' ,. !he assignment collects

discusses in front of the class. teacher students' assignment

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-esides that, the writer conducted the research through some steps as follow/ !irst" the population of the research was second year students of )unior *igh School (l+("har , -atam. !here were two classes 3experimental and control classes7@ #econd" in gaining the samples of this research was non+ randomi"ed@ Third" each of them 3samples7 was given the pre+test before going treatment and calculated the mean@ !ourth" the two classes will be determined as control and experimental class@ !ifth" after the treatment, the teacher gave the post+test to the students and calculated mean@ #i$th" the results of the test were analy"ed by using t+test@ #eventh" got the findings, and analy"ed the >data'@ !inally" drew conclusion and purposed suggestions. #.* Techn"9ue of Da!a Collec!"on !he data will be collected by giving writing test. 9ata of this research is the students2 scores of pre+test and post+test. !he pre+test will be given in the first meeting and the post+test at the end of treatment. %riting test will be given to both of control and experimental group for <H minutes. n addition, pre+test is given to recogni"e that how far the comprehension of students in answering the #uestions based on the text before the writer conducts the treatment. Durthermore, the researcher will give experimental group for seven times by using 8uestion (nswer &elationship 38(&7 strategy. Dinally, to identify the effectiveness of 8uestion (nswer &elationship 38(&7 strategy in improving students' reading comprehension, the writer will give post+test for both of experimental and control groups.

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#., Techn"9ue of Da!a Anal.%"%

!he data of study will be analy"ed by using statistical procedure t+test. !he formula that is used is a t+test. !he purpose is to differentiate of students' writing competence between experimental group and control group. !he formula of t+test is as follow Sud$ana 30:;:/ ,E:7/
T= %0 % , 0 0 s + n0 n,

( n0 0) #0, + ( n, 0) # ,, =
n0 + n, ,

%here/ % 0 Q Fean score of pre+test % , Q Fean score of post+test #0, Q Standard deviation of pre+test , #, Q Standard deviation of post+test n0 Q Jumber of samples in pre+test n, Q Jumber of samples in post+test !he t+table was employed to see whether there was a significant difference between the mean score of pre+test and post+test of experimental class. !hen, it was also used to see whether there was a significant difference between the mean score of pre+test and post+test of control group. !he value of t obtained was consulted with the value of t+table. !he data was analy"ed by using simple regression for hypothesis with H R 3Q6,6H7 of significance level and the value of t+table of the level of freedom 3J0+07 S 3J,+07 f the value t+obtained was bigger than the value of t+table, the null hypothesis was accepted. 5n the contrary, if the value of the t obtained was e#ual, bigger or smaller than the value t+table, the alternative one is not accepted 3t+table7 t+obtained.
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