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 study

There 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 teachers
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
teachers 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 students 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 students 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 students speaking in oral presentation of the second semester students
of Madrasah Aliah NW Darul Mahmudien in Academic year 2009/2010.
 B. Statement of The Problem
This 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 Study

The 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 Study

The 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 Study

Hopefully, 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 Study
The 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 Terms
To 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 Speaking
a) Teaching
Teaching is to give someone knowledge or to train someone;
to instruct (Quirk, 1978: 1137).

b) Speaking
The 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 Study

Hypothesis 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 learners 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
teachers 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, learners 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 its characteristics, based on
its dimensional presentation and based on its utilize.
Firstly, based on its 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 teachers media needs will be considerably different in a more
open classroom that is responsive to various changes of students 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 students 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
instructors 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
teachers 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 teachers 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 partners 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 humans 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
Experimental Control
Group Group
SAMPL
E
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 students 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 students
results of interviews the writer can be easily listed down the students
scores into a table of students individual , raw and final scores.

1. Calculates the students 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 students 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 students deviation scores,
y2 : is the square of students deviation scores, of control group,
N : is the number of sample
: is the sum of
(Arikunto, 1992:154)

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