FINDINGS AND DISCUSSION
3) Hypothesis Test
The hypotheses were tested by using inferential analysis. In this case, the researcher used t-test (testing of significance) or paired-samples t-test and independent-sample t-test, that is, a test to know the significance of the difference between students' result' mean scores in all mean score of pretests and posttests. .
Hypothesis testing in this research used the SPSS application program with α = 0.05. The test criteria are if Sig. (2-tailed) < 0.05, then H0 is rejected, and H1 is accepted, meaning there is a difference between the motivation and learning outcomes of students who are taught by applying picture composition to inhance paragraph writing ability of students composition in grade X MIPA SMA Negeri 3 Polewali Mandar. So the researcher assuming that the level of significance (α) = 0.05, the only thing needed is the degree of freedom (df) = N-2=58. Below are the t-test results in pretest and posttest of the experimental and control group in term of accuracy, fluency, and comprehensibility. It indicated that the alternative hypothesis (H1) was accepted. There was an improvement of using the picture composition learning model on the students' learning outcomes English learning and the null hypothesis (H0) was rejected.
Table 4.13 The Probability Value of t-Test of the Experimental and Control Group Achievement
Experimental Mean t 2 Tailed (α) Remarks
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Group Value
Posttest - Pretest 11.111 13.661 0.00 0.05 Significantly increase
Control Group t 2 Tailed
Value
(α) Remarks
Posttest - Pretest 7.278 11.632 0.00 0.05 Significantly increase
Table 4.13 shows the probability value of t-test of the experimental and control group achievement. In the experimental group, the result of data analysis showed a significant difference between pretest and posttest, where the probability value (0.00) is smaller than the level of significance at t-table (0.05). It can be drawn that the probability value was smaller than α (0.00<0.05). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. The pretest and posttest analysis results showed a significant difference between pretest and posttest results in the control group. The result of data analysis showed that the probability value (0.00) is smaller than the level of significance at t-table (0.05) or it can be said that the probability value was smaller than α (0.00<0.05). It indicated that the alternative hypothesis (H1) was accepted. There was an improvement of using the picture composition learning model on the students' learning outcomes English learning and the null hypothesis (H0) was rejected.
Table 4.14 The Probability Value of t-Test of the Experimental and Control Group Achievement in Pretest and Posttest
T 2 Tailed (α) Remarks
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Value Experimental and
Control Group Pretest
-1,198 0.23 0.05 No
Different Experimental and
Control Group Posttest
1,518 0.134 0.05 No
Different
The result of data analysis in table 4.14 showed that the result t-table value is higher than the probability value with α (0.05). It showed no difference between pretest in the experimental and control group, and the result of data analysis on the posttest of control and experimental groups showed that the probability value was higher than α (0.00<0.05).
The researcher concludes that the data of posttest as the final result gave significant enhancement. It can be summarized hypothesis testing of whether that picture composition was able to give a greater contribution to teaching writing.
B. Discussion
This research used an experimental group and control group. The experimental group was a group given treatment using picture composition media consisting of three component scoring: organization, content and language use. At the same time, a control group is a group that was not treated.
This research aimed to determine the ability to write paragraphs of students by applying picture composition as a media in learning. Based on the previous research that supports this research has proven that the use of this kind of learning media, namely picture and picture can improve students learning
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outcomes this is in line with research conducted by Manurung & Sembiring (2018) that the learning results of students using the Cooperative Integrated Reading and Composition model obtained complete student grades according to the Minimum Completion Criteria (KKM) 70 is as many as 32 people (80%) and incomplete as many as 8 people (20%) with an average value of 77.95 and standard deviation of 9.55. Therefore, this research was designed by applying picture composition learning media in the experimental class, while the control class applied picture and picture learning media.
The hypothesis test uses a paired sample t-test analysis by comparing pre and post tets in each experimental and control group. Data paired sample t-test results in the experimental group showed an 11,111 increase in Sig study results.
(2-tailed) smaller than α (0.00 ≤ 0.05). It indicated that the use of picture composition could significantly improve the writing achievement of students paragraphs. In the control class, sample t-test data analysis showed an increase in learning outcomes by 7,278 with Sig. (2-tailed) smaller than α (0.00 ≤ 0.05).
The results obtained in the independent test sample t-test showed a mean difference of 2,139 with Sig. (2-tailed) greater than α (0.134 ≥0.005). It showed that picture composition learning methods could improve students' writing skills insignificantly.
Based on the interpretation above, it can be said that the use of picture composition method can improve students' writing ability significantly, this is because picture composition is a learning method that uses media assistance so that it can produce interesting and easy learning. Research by Nurrita (2018) said
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that learning media is a tool that can help the teaching and learning process so that the meaning of the message conveyed becomes clear, and the objectives of education or learning can be achieved effectively and efficiently. Learning outcomes were the results given to students in the form of assessment after following the learning process by assessing their knowledge, attitude, and skills with a behaviour change. Learning media serves as one of the learning resources for students to obtain messages and information provided by teachers to improve and form knowledge for students. Pradipta (2016) says that picture composition is a simple and interesting method that easly to complete and can make students easier to write and have many ideas.
Learning with the help of image media can effectively improve students' paragraph writing skills. It corresponds to Asrifin (2015) that there are significant differences between students taught using Picture Stories and those taught without Picture Stories. The result of the t-test value (2.63) is greater than the t-table (alpha two-tail = 0.05: 72 = 2,000). The research concluded that writing teaching using Pictures Story improves students' writing narrative composition at senior high school in Negeri 3 Parepare.
In the experimental group, researchers used learning methods to help picture compostion media improve students' paragraph writing ability. Writing student paragraphs with the help of media picture composition contains three main assessments, namely organization, content and language use. In the assessment, researchers pay attention to main ideas, supporting sentences and concluding sentences made by students. The next assessment component is content by paying
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attention to the paragraph's title that the student has created. The last assessment component is language use by paying attention to the use of language in writing.
The main problem found in student paragraph organization activities, namely the difficulty of placing the main idea appropriately, while in language use activities a common problem found is the lack of English vocabulary of students, so that sentence writing is less effective. Errors in the placement of key ideas can be addressed by giving students a prior understanding of what the main idea is and how it is placed, while the problem of lack of vocabulary, can be solved by providing stimulus to learners to improve vocabulary in English constantly.
64 CHAPTER V