A. Finding
2. Student Learning Interest in Implementing Blended Learning with Quizizz Application
there is no significant increase in students' ability to understand English reading texts after learning by giving online worksheets to the control class.
d. Hypothesis testing
Table 4.7 Hypothesis testing paired sample test (2-tailed) Paired Samples Test
Paired Differences
t df
Sig.
(2-tailed)
Mean Std.
Deviation Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair 1 Pre-Test -
Post-Test -22,000 5,590 1,118 -24,308 -19,692 -19,677 24 ,000
Guidelines for drawing conclusions as described in CHAPTER III that, if the results of the Paired Sample Test (2-Tailed) Sig. < (α) 0.05, then H0 is rejected and Hi is accepted. If the significant value of the Paired Sample Test (2-Tailed) test result is Sig.>(α) 0.05, then H0 is accepted and Hi is rejected. Based on the results of the Paired Sample Test conducted using the SPSS Version 25 computer program for Windows 32bit, it can be seen the value of Sig. (2-tailed) is 0.000.
Thus, the significant value is less than (α) 0.05 or (Sig.(2-tailed) 0.00<0.05).
Based on these results, H0 is rejected and Hi is accepted. In other words, There is a significant difference of the student's learning outcomes in learning English reading text after the implementation of blended learning using the Quizizz application.
2. Student Learning Interest in Implementing Blended Learning with
following the learning process, students can be motivated and pay attention to the material being studied. Thus, students can easily understand every material presented by the teacher. Knowing the importance of increasing student interest in learning, teachers need to always innovate in every learning carried out. In line with that, the researchers distributed questionnaires to determine the level of student interest in learning English by applying the Blended Learning with Quizizz App. in learning English reading text. The following are the results of data analysis collected by researchers through the distribution of questionnaires to 25 respondents in the experimental class.
a. Validity test
Table 4.8 Validity test
Item Rxy Rtable status Item Rxy Rtable status 1 0.489658 0.444 Valid 11 0.830394 0.444 Valid 2 0.432923 0.444 Invalid 12 0.858386 0.444 Valid 3 0.689321 0.444 Valid 13 0.590703 0.444 Valid 4 0.662666 0.444 Valid 14 0.673246 0.444 Valid 5 0.704188 0.444 Valid 15 0.69546 0.444 Valid 6 0.254053 0.444 Invalid 16 0.718457 0.444 Valid 7 0.683334 0.444 Valid 17 0.706712 0.444 Valid 8 0.588568 0.444 Valid 18 0.763991 0.444 Valid 9 0.830394 0.444 Valid 19 0.829531 0.444 Valid 10 0.297416 0.444 Invalid 20 0.549149 0.444 Valid
As previously described in CHAPTER III that if the value of Rxy> Rtable, then it can be said to be valid. On the other hand, if the value of Rxy < Rtable, then the item about the questionnaire instrument is not valid. Based on the table of validity test results above, there are 20 item questions that are tested through the SPSS Version 25 Computer Program for Windows 32bit. The results of the
validity test in the table above show that there are 3 items on the questionnaire that are not valid, namely item numbers 2,6 and 10, for items on other numbers all are valid. Thus, for the next data analysis, the researcher will eliminate invalid item items and will only use valid item items to measure the level of student interest in learning in the application of the blended learning model with the Quizizz app. In learning English reading text material.
b. Reliability test
In this study, the total items of the questionnaire were 20 items. In conducting the reliability test, the items to be tested are items that have been declared valid based on the results of the validity test. Based on the results of the validity tests that have been done previously, there are 3 items that are not valid.
Thus, items that are declared invalid must be reduced. The following is a table of reliability test results with a total of 17 items.
Table 4.9 Reliability test Reliability Statistics
Cronbach's Alpha N of Items
.932 17
The table above shows that the Cronbach's Alpha value in the calculation of the reliability test is 0.932. As described in Chapter III, the guideline in making a decision whether a questionnaire instrument is reliable or not is that the Cronbach's Alpha value must be greater than 0.70 and not more than 0.90. If the value of Cronbach's Alpha> 0.70, then a research instrument is declared reliable.
On the other hand, if Cronbach's Alpha value is <0.70, then a research instrument is declared unreliable so it is not feasible to be used as a measuring instrument in a
study. Furthermore, if Cronbach's Alpha value> 0.90, it is recommended to reduce the number of instruments. Based on the results of the calculation of the reliability test using SPSS, the Cronbach's Alpha value is 0.932. This means that the number of question items on the questionnaire is too much and it is recommended that it be reduced even though it is not mandatory. So the researchers still use 17 items to determine the level of student interest in the implementation of the blended learning model with the Quizizz application in English reading text lessons.
c. The classification score for the questionnaire of the student learning interest on implementation of blended learning with the Quizizz app. in learning English reading text
Based on the results of the validity test that was carried out previously, in which there were 3 items on the questionnaire that was invalid so it had to be reduced. Thus, the total items that can be used in measuring the level of student interest in learning are 17 items. Thus, the maximum total score of the 17 item questions is 85 using the Likert's Scale.
Table 4.10 Frequency distribution of the student interest
No. Score Freq. Percent Criteria
1 69-85 13 52% Strongly Interested
2 56-68 11 44% Interested
3 43-55 1 4% Moderate
4 30-42 0 0% Uninterested
5 17-29 0 % Strongly Uninterested
Total 25 100%
The table 4.10 above shows the frequency distribution of the questionnaire scores on student learning interest in the implementation of the blended learning model with Quizizz App. in learning English reading text. Based on the table above, there are 13 respondents or 52% of the total sample who chose Strongly Interest to participate in learning by implementing the Blended Learning model using the Quizizz application. There are 11 students or 44% of students who choose Interest. While 1 students or 4% chose Moderate. Furthermore, there is no student choose Uninterest and no students choose Strongly Uninterest. Thus, learning English in reading material by implementing the blended learning model with Quizizz App. can increase students' learning interest of the Eleventh Grade student of XI MIPA 1 of SMA Muhammadiyah Kalosi, Enrekang. This can be seen from the frequency distribution table above, that the total respondents who chose to be interested in learning English on Reading material in the implementation of the blended learning model with Quizizz App. up to 96%.