Masyariqul Anwar Caringin)
By :
M. Iskak Saqofi
1111014000129
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta , 2016
Key Words: Realia, Concrete Nouns
The aim of this study was to obtained empirical evidence about the influence of using realia in teaching concrete noun which was observed and analysed at the second grade students of MTs Masyariqul Anwar Caringin.
The method of this study is quantitative by taking 60 students as the sample from all of 130 students as populations. The sample of students was divided into two classes; 30 students for experimental class and other 30 students for controlled class. Before giving the treatment, the writer gave pre-test to both experimental and controlled class. Then the writer taught concrete noun in the experimental class by using realia and in controlled class without using realia as media of learning. After four meetings, the writer gave post-test to both classes. The score of pre-test and post-test were collected from twenty multiple-choice questions, then, it was analysed by using t-test.
The finding of this study shows that realia has significant influence in teaching concrete noun. It is proved by tobservation (3.75) which is higher than ttable in significant degree of 5% (1.672). It is considered that the null hypothesis (H0) in this study is rejected and the alternative hypothesis (Ha) which states that there
ii
Anwar Caringin),Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016
Kata Kunci: Realia, Concrete Noun.
Penelitian ini bertujuan untuk memeroleh bukti empiris tentang pengaruh penggunaan realia dalam pengajaran conceret nouns yang dilaksanankan dan dianalisa pada siswa kelas dua MTs Masyariqul Anwar Caringin.
Metode yang digunakan pada penelitian ini adalah metode quantitatif dengan mengambil 60 siswa sebagai sample dari total 130 siswa yang dibagi menjadi dua kelas: 30 siswa sebagai kelas experimen dan 30 siswa lainnya sebagai kelas kontrol. Sebelum memberikan pengajaran menggunakan realia, peneliti memberikan pra-tes pada kelas experimen dan juga pada kelas control. Kemudian peneliti mengajarkan concrete noun pada kelas experimen dengan menggunakan realia dan pada kelas kontrol denga tidak menggunakan realia sebagai media pengajaran. Setelah empat kali pertemuan, peneliti memberikan purna-tes menggunakan dua puluh pertanyaan pilihan ganda pada setiap tesnya, selanjutnya data dianalisa menggunakan rumus t-test
iii
blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation
be upon to the prophet Muhammad, his family, his companion and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers,
institutions, family especially to my beloved parents, brothers, sisters and friends
who have contributed in the different ways hence this “Skripsi” is processed until
it becomes a complete writing which will be presented to the Faculty of Tarbiyah
and Teachers’ Training in partial fulfillment of the requirements for the degree of
S. Pd. in English Languge Education.
The first, he would like to give thanks to his advisors Drs. Nasrun Mahmud,
M.Pd, and Devi Yusnita, M.Pd, who have given his precious help, guidance and
advices patiently during the completion and the development of the study. The
second, he also his greatest gratitude and honor to Dr. Ratna Sari Dewi, M.Pd, as
his academic advisor who always gives support and advice during his study.
He also realizes that he will never able to finish this “Skripsi” without help and support from people around him. Therefore, he would like to give his
gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Traning Islamic State University Syarif Hidayatullah Jakarta.
2. Dr. Alek, M.Pd., as the Head of Department of English Education
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education
4. All lecturers of Department of English Education who always give
motivation and valuable knowledge during his study.
5. His parents, Mr. Hasni and Mrs. Asiah, his beloved brothers, Asytari
Kanjeng and Aliyudin, and aslo his beloved sister, Tuti Alawiyah, Eti
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always support him.
9. All friends from Class C in Academic Year 2011 who always support him.
10. The eight year students of Nusantara Plus Junior High School in Academic
Year 2014/2015, as the participant of this research.
The words are not enough to say any appreciation for their help and
contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover, the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for
him to get critiques and suggestion to make this “Skripsi” better.
Jakarta, October 13th 2016
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AKNOWLEGEMENT ... iii
TABLE OF CONTENT ... v
LIST OF TABLES ... viii
LIST OF DIAGRAMS ... ix
LIST OF APPENDICES ... x
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Limitation of the Problem ... 4
C. Formulation of the Problem ... 4
D. Objective of the Research ... 4
E. Significant of the Research ... 5
CHAPTER II. THEORETICAL FRAMEWORK ... 6
A. Noun ... 6
1. Definition of Noun ... 6
2. Type of Nouns ... 7
a. Proper and Common Noun ... 7
b. Abstract and Concrete Noun ... 7
c. Countable and Uncountable Noun ... 8
d. Singular and Plural Noun ... 8
e. Animate and Inanimate Noun ... 8
B. Realia... 9
1. Definition of Realia ... 9
2. Kind of Realia ... 10
vi
D. Theoretical Framework ... 15
E. Theoretical Hypothesis... 16
CHAPTER III. RESEARCH METHODOLOGY ... 17
A. Place and Time of the Research ... 17
B. Population and Sample ... 17
C. Research Methodology and Design ... 17
D. Research Instrument ... 19
1. Pilot Study of the Instrument ... 19
E. Trustworthy of the Study ... 19
1. Validity and Reliability of the Instrument ... 19
F. Technique of Data Collection ... 20
1. Pre-test... 20
2. Post-test ... 20
G. Technique of Data Analysis ... 21
1. Normality Test of the Data ... 21
2. Homogeneity Test of the Data ... 22
3. T-test of the Data ... 22
H. Statistical Hypothesis ... 24
CHAPTER IV. RESEARCH FINDING ... 26
A. Data Description... 26
1. Data of Experimental Class ... 26
2. Data of Controlled Class ... 32
B. Data Analysis ... 38
1. Normality Test ... 38
vii
3. Hypothesis Test ... 41
C. Data Interpretation ... 45
CHAPTER V. CONCLUSION AND SUGGESTION ... 48
A. Conclusion ... 48
B. Suggestion ... 48
BIBLIOGRAPHY ... 50
viii
Table 4.2 Data description of Pre-test Result of Experimental Class
Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class
Table 4.4 Data Description of Post-test Result of Experimental Class
Table 4.5 Frequency Distribution of Post-test Result of Experimental Class
Table 4.6 Students’ Score of Controlled Class
Table 4.7 Data description of Pre-test Result of Controlled Class
Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class
Table 4.9 Data Description of Post-test Result of Controlled Class
Table 4.10 Frequency Distribution of Post-test Result of Controlled Class
Table 4.11 Normality Pre-test Result between Experimental and Controlled Class
Table 4.12 Normality Post-test Result between Experimental and Controlled Class
Table 4.13 Homogeneity Pre-test Result between Experimental and Controlled Class
Table 4.14 Homogeneity Post-test Result between Experimental and
Controlled Class
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Diagram 4.3 Diagram of Pre-test Result of Controlled Class
Diagram 4.4 Diagram of Post-test Result of Controlled Class
x
Appendix3 Rencana Pelaksanaan Pembelajaran (RPP) Experimental Class
Appendix4 Rencana Pelaksanaan Pembelajaran (RPP) Controlled Class
Appendix5 Pre-test Question
Appendix6 Post-test Question
Appendix7 Validity of the Test
Appendix8 Surat Bimbingan Skripsi
Appendix9 Surat Permohonan Izin Penelitian
1
Nowadays, English becomes more important to people because of the
emergence of globalization era which has no borders between countries in the
world. The globalization era made people had to adapt for future social order
of life. Considering that Indonesia had encountered AFTA 2015, it caused
people from another countries vied to each other to dominate vocation or
others jobs and English was used to almost all of equipment and technology in
globalization era.1 Besides, English is accepted and used as an international medium of communication, it is also used in various aspect of life such as in
culture, economic, politic, science etc. According to 5 Minute English,
Saturday (2/5/2015) the importance of learning English were; first English is a
common language which was used by people whole the world, second English
becomes an adaptation language because each countries that were colonialized
influence by English, third English is a scientific language because many
information written by using English etc.2 Therefore, for most people knowing and studying English is a necessary both of to communicate and to get
information around the world.
In many non-English speaking countries, English becomes a foreign
language or second language. In Indonesia, English became one of the most
popular foreign languages which is taught in Indonesia from elementary up to
higher education level. It stated in the act of republic of Indonesia number 20,
year 2003 on national education system, article 37 verse 1 and 2 which contain
language as one of the compulsory subjects in elementary, secondary and
higher education curriculums.3 Moreover, in the article 37 verse 1 explained
1
m.kompasiana.com/ninditawm/pentingnya-bahasa-inggris_54f8be42a333115c378b4624
2
m.okezone.com/read/2015/05/01/65/1143161/sepuluh-alasan-pentingnya-belajar-bahasa-inggris
3
that the learning material for language focuses three languages, those are
Bahasa Indonesia, local language and English as foreign language.4 It means that English as one of the language which should be taught in Indonesian
school. In addition, Nasrun Mahmud, the write’s Teaching English as Foreign Language lecturer (TEFL), said in his lecturing that English is even taught
from elementary school up to university level.5
Learning about language means learning about skills and components
of the language itself. There are four basics English language skill called
listening, speaking, reading and writing, and English components such as
grammar, vocabulary, Pronunciation etc. Mastering both of language skills
and language components are important in language learning. Yet, we have to
consider which one should be taught first and then what should be taught
latter.
In a learning foreign language, children are easy to remember the
words which they can see the things (concrete). Therefore, the learning of
foreign language is better if we start from the acquisition of the concrete thing.
“Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”6
Moreover,
according to Scott and Ytreberg, “most activities for the young learner should include movement and involve the sense, you will need a plenty of objects and
picture to work with”.7
It is clear that the children acquire some nouns earlier
that another word class, such as verb, adjective or adverb. It is because nous is
one of the concrete object that can be understood by students in their foreign
language learning. Rodger found that nouns are easiest to learn, following by
adjectives; on the other hand, verbs and adverbs were most difficult. The
4
Act of Republic of Indonesia, op. cit., p. 50.
5
Nasrun Mahmud, “The Uniqueness and Main Function of English in Indonesia Formal Education and English in the View of Act of Republic of Indonesia on National Education
System”, in Lecturing Seminar in TEFL Syarif Hidayatullah State Islamic University, Jakarta, March 17th 2014.
6
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language Education, (Cambridge university press, 1998), p. 218.
7
opinion is also supported by Ellis and Beaton. They confirmed that nouns are
easier than verbs because learner can form mental images of them more
readily.8
Even nouns are easiy, most of student in MTs Maysariqul Anwar
Caringin face difficulties in remembering the words which have been
explained by their teacher. Based on direct observation, the writer found that
the problems are; first, the students are bored to learn. Second, the teacher’s way of teaching which emphasize to teacher centre and students’ worksheet.
Third, lack of learning media.
.However, using media in language learning is important. It helps
teacher explain the material to students and makes students easy to
understand. According to Arsyad, there are two important factors related to
each other. They are method of teaching and media of learning.9 Furthermore, Munadi Stated that media of learning can convey planned message from the
source then create the conductive learning condition when the receiver can do
the learning process efficiently.10 In addition, Hamalik in Arsyad Said That using media in teaching and learning process can excite the students’ will and interest, motivate and stimulate learning activity and give the students
psychological effect.11 Although media of learning is important and give advantages in teaching and learning process, MTs Masyariqul Anwar Caringin
still lack of media in learning. This condition makes the teacher teach his
students by using students’ worksheet only. Of course, it makes student feel bored to learn. If they feel bored to learn then how they can understand and
remember the materials and words that have been explained.
To help the students overcome their problems, the writer proposed
media to teach nouns in order to increase their will, interest, and motivation to
learn. The learning media is realia which give a way to students to understand
8
John Read, Assessing Vocabulary, (Cambridge: Cambridge University Press, 2000), p. 40.
9
Azhar Arsyad, Media Pembelajaran, (Jakarta: Rajawali Pers, 2004), p. 15.
10
Yudhi Munadi, Media Pembelajaran, (Jakarta: Gaung Persada Press, 2010), pp. 7-8. 11
and master the material delivered in teaching and learning process. This media
facilitate student to understand and remember the material that has been
taught. Because, these media give opportunity to students to see, touch, feel
and smell the object of the study. Learning language by using realia as media
make students understand and memorize the word longer because they
experience by all of their sense. In addition, according to Gower et al said
when presenting new vocabulary, realia often illustrate meaning more directly
and quickly than through verbal explanation. Moreover, Hunt and Belgar
stated that realia can help learners because they not only hear the word but
also receive visual reinforcement.12 Because of those reasons, the writer is interested in conducting a research about “The Influence of Using Realia in
Teaching Concrete Nouns. (A Quasi-experimental Study at the Second Grade Students of MTs Masyariqul Anwar Caringin)”
B. Limitation of the Problem
To avoid misunderstanding and to clarify the problem, the writer
limits the problem of the research on the influence of using realia in teaching
concrete nouns at the second grade students of Mts Maysariqul Anwar
Caringin.
C. Formulation of the Problem
Based on the background above, the writer states the problem of this
research as follow: is there any significant influence of using realia in teaching
concrete nouns at the second grade students of MTs Masyariqul Anwar?
D. The objective of the Research
Based on the formulation above, the research is conducted to get
empirical evidence that using realia has a significant influence in teaching
concrete nouns at the second grade students of MTs Masyariqul Anwar
Caringin.
12
E. The significant of the Research
The result of this study is expected to be useful firstly for the teacher,
this research is expected to be useful information and positive contribution,
especially in teaching concrete noun, mainly for teacher and students’ at MTs Masyariqul Anwar Caringin. Teachers are expected to apply realia around the school in teaching concrete noun. Secondly for the student, it is hoped can
help students in learning and remembering new word that has been taught.
Finally for future research, the research hopefully also can be used as the
reference for those who want to conduct a research in English teaching
learning process especially about the use of media realia in teaching concrete
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Noun
1. Definition of Noun
A noun is word describing who or what in a sentence, it can be person,
place or thing. A “thing” can be anything, an animal, a device, a point, an
object, an event, and so on. It is in line with Hill that noun is a word names
person, place or thing.1
According to Frank, the noun is one of the most important part of
speech.2 Because in making any basic sentence, a noun has essential role that work together with pronoun, verb, adjective, adverb, and article to
make up a good sentence. In addition, Frank Said noun may function as
the chief word in many structures of modification.3 Just as a car is not a functioning car without all of synchronized parts working together, a
sentence is not a functioning sentence without the correct usage and
combination of all its essential parts of speech.
In a learning foreign language, children are easy to remember the
words which they can see the things (concrete). Therefore, the learning of
foreign language is better if we start from the acquisition of the concrete
thing. “Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”4 Moreover, Allen stated that the success in learning often depends on
number of senses which are used in the learning process. When students
can touch something in addition to hearing or seeing the word that names
1
McGraw-Hill, Grammar: Practice Book Grade 2, (New York: McGraw-Hill Companies), p. 26.
2
Marcella Frank, Modern English; A Partial Reference Guide, (Englewood Cliffs, New Jersey: Prentice-Hall, Inc, 1972), p. 6.
3
Ibid.
4
it, there is a stronger chance that the word will be learned.5 It is clear that the children acquire some nouns earlier that another word class, such as
verb, adjective or adverb.
Based on the explanation above, the writer has an intention to discuss
more about noun. It is because nous is one of the concrete object that can
be understood by students in their foreign language learning. Rodger
found that nouns are easiest to learn, following by adjectives; on the other
hand, verbs and adverbs were most difficult. The opinion is also supported
by Ellis and Beaton in Read’s book; they confirmed that nouns are easier than verbs because learner can form mental images of them more readily.6 Thus, the writer wants to identify the noun itself and kind of nouns itself.
2. Types of Nouns
In grammar class people may have learned about noun which
commonly defined as word that refer to a person, place, thing or idea. It is
in line with Hatch and Brown that a noun refers to a person, place or
thing.7 Noun can be divided into subclasses: a. Proper noun and Common noun
Proper noun is noun names a special person, place or thing.8 For example like (Jakarta, Bandung, and Surabaya). While
common noun is word uses to name general items rather than
specific ones, like (city, state, and woman).
b. Abstract noun and Concrete nouns
Abstract noun is word for concept.9 Means the word
referring to ideas, concepts, emotions, and other “things” you
5
Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983), p. 8.
6
John Read, op. cit. p. 40.
7
Evelyn Hatch and Cheryl Brown, op cit, p. 219.
8
McGraw-Hill, Grammar: Practice Book Grade 3, (New York: McGraw-Hill Companies), p. 34.
9
cannot physically interact with. Those are ideas that exist in our
mind only. You cannot see, smell, taste, touch, or hear something
named abstract noun, like (hope, understanding, beauty and love).
While Concrete noun is word for psychical object that can be
perceived by the sense. We can see, touch, and smell the object.10 Means that is used for actual thing you can touch, see, smell, taste,
feel, and hear – things you interact with every day, like (table and chair).
c. Countable and uncountable nouns
Countable noun refers to thing that can be counted whether
singular or plural. Frank cited that countable noun usually made
plural by the addition of –s.11 For example, like (books, birds and pianos). While uncountable noun is anything that cannot be
counted. Frank stated mass (uncountable) nouns is word for
concrete objects stated in an undivided quantity. For example like
(coffee, iron, and water). 12 d. Singular and plural nouns
Singular noun refers to one thing or according to Hill noun
singular noun names one person, place, or thing.13 For example, like (book, bird, and piano). While plural noun represents more
than one thing. Hill cited that plural noun names more than one
person, place, or thing. 14 For example, like (books, bird and people).
e. Animate and inanimate noun
Animate noun is noun that refers to the living thing, person,
animal, and other creature. For example like (cat, bird, and dog).
10
Marcella Frank, op. cit. p. 7.
11
ibid.
12
ibid.
13
McGraw-Hill, op. cit. p. 31.
14
While inanimate noun is noun that refers to a material object or
non-living thing. For example, like (letter, postcard and pen).15 B. Realia
1. Definition of Realia
Realia is a term for any real, concrete object in used in or out the
classroom to create connection with vocabulary words, stimulate
conversation, and build a background knowledge. It is used by teacher to
demonstrate real life (particularly of people situated). Objects that are
intrinsically interesting can provide a good starting point for a variety of
language work and communication activities. Realia also make learning
process more enjoyable. It gives students opportunity to use all of their
sense to learn about a given subject, and it is appropriately for any grade
or skill level.
Realia is real life objects that enable students to make connections to
their own lives. In language teaching, realia are actual objects, which have
a purpose outside the classroom and can be used in the classroom.
Realia consists of actual objects or items, which is used in the
classroom to illustrate and teach vocabulary or to serve as an aid to
facilitate language acquisition and production.16
In education, realia are objects from real life used in the classroom
instruction by educator to improve students’ understanding of their
cultures and real life situations. A teacher of a foreign language often
employs realia to strengthen students’ association between words for
everyday objects and the objects themselves. In many cases, these objects
are part of an instructional kit which includes manual and is thus
considered as being part of a documentary whole by librarians.17
15
www.myenglishpage.com/site_php_files/grammar-lesson-noun.php accessed on september 28th 2016
16
http://www.usingenglish.com/weblog/archive/000228.html/ accessed on February 10th 2016.
17
Based on the definition above the writer conclude that realia is one of
the visual media which can be touched and seen to serve and to facilitate
language teaching to understand real life situations.
For example, if students learn about “apple”, they will remember them
much higher after they see, touch, smell the object. Moreover, realia
enhance meaning and make vocabulary more concrete and, therefore, more
comprehensible.18 Bringing realia into English lesson is a great icebreaker, and serve as a useful tool for explaining students about material.
Many students have had monotonous experiences of learning English
at school as the writer found in MTs Masyariqul Anwar Caringin. Using realia and other visual aids like pictures will interest and help to create a
conducive atmosphere to learning.
If you are going to teach young learner English, realia is a must.
Young learner are at the perfect age to learn a language by using their
senses to see, to touch, to hear, to smell, and to taste the learning object.
Bring fruits, vegetables and toys then ask them to play those realia
whether on the table or under the table and make the simple story using
realia and or pictures, and the students will enjoy their English lesson.
2. Kinds of Realia
A teacher of a foreign language often employs realia to strengthen
students’ association between word for everyday object and the object
themselves. According to Argawati, there are several kinds of realia
that can be used by the teacher. They are:
a. The real object being learnt and it can possibly show the
student, such as stationaries, (Book, pencil, eraser, bag, pan,
ruler, etc.), thing in the classroom (Table, chair, black/white
board, picture, chalk, etc.), parts of the body (hand, hair, eyes,
nose, ears, mouth, foot, etc.) etc.
18
b. The replica of the object if the real object are not possible to
bring to the classroom, such as, animal (cow, goat, frog, cat,
lion, dog, etc.), vehicle (bus, train, plane, motorcycle, etc.),
occupations (doctor, soldier, steward, police officer, fisherman,
etc.), etc.19
3. The Characteristic of Realia
Here some characteristic of realia that has been listed by Bierbaum.20 They are:
a. They are related to the real world.
b. They are usually more portable and accessible that the whole
environment they present.
c. They can be touched, manipulated and observed.
d. They are often inexpensive readily obtained.
e. They are almost infinitely various.
f. They are versatile, and may fill several learning objective or
educational recreational needs.
g. They are often meaningful without language.
h. They combine elements of instructional and appeal to the
cognitive domains.
i. They may lead from the general to the particular, or reserve.
4. Use of Realia
Here some reason why realia should be used in teaching and learning
process:
a. Kinaesthetic learning is the type of learning that students will
most effectively acquire, mostly because they will have
hands-on experience. The use of realia brings a welcome change in
the class, a break from typical class activities.
19
Ningtyas Orilina Argawati, “The Effectiveness of Using Realia in Teaching English Vocabulary on the 3rdGrade of Elementary School Student in SD Bentakan I Bakti Sukoharjo” skripsi of Sebelas Maret University, Surakarta, 2009.
20
b. The unexpectedness of having to suddenly interact with real
objects will keep students on their toes. It will create
excitement, and they will have fun.
c. Student have chance to practice real life situation like asking
for something to other person in a foreign language. 21
It can be much more affective for students if they can touch, smell and
see the object at the same time as hearing the new word, with young
learner, classroom management can become trickier if you bring in real
objects as excitement levels tend to rise.
In addition, using realia in the EFL classroom serve to foster a more
creative and active teaching-learning environment and promotes cultural
understanding.
5. The Advantages of Using Realia
The main advantage of using realia into the classroom is to make
learning experience more memorable for the learner. To give a couple of
simple examples, if you are going to teach vocabulary of fruit and
vegetables it can be much more affective for student if they can touch,
smell and see the object at the same time as hearing the new word. This
would appeal to wider range learner style than a simple flashcard picture
of the piece of fruit or vegetables. (With very young learner, classroom
management can become trickier if you bring in real object as excitement
tend to rise).22
As English teacher, the use of realia is only limited by your
imagination. It is possible to use realia to teach almost any subject. Using
realia stimulate the mind, and is one way of encouraging creativity by
involving the senses.23
21
http://usingenglish.com/archives/000228html/ accessed on February 10th 2016.
22
http://www.teachingenglish.org.uk/article/realia-0, accessed on February 10th 2016.
23
Realia breathes life into new vocabulary, and the chances of students
remembering the new words you have taught them increases. The
probability of remembering it become much higher after experiencing the
taste, touch, and smell of the object. Realia does not have to be limited to
food or drink. Time tables, tickets, newspapers, clothes. In fact any object
you can think of can be used as a teaching aid.
6. The Disadvantage of Using Realia
Realia also has some disadvantages in teaching vocabulary, thore are:
a. Realia would be used only concrete nouns for example: car,
bag, window, etc. It is only able to describe concrete thing and
impossible to describe abstract object using realia for example
abstract noun (poor, need), adjective (nice, angry), verb (work),
adverb (next week, tomorrow) those things can only be
expressed by action or expression not real object.
b. The limitation on the object which were brought to class are the
size, portability, and safety.
1) Sizes
The teacher could not bring the reaia in the class because
the size is too large, too long, or too wide. So, it I
impossible for the teacher to provide them.
2) Portability
Portability is the accessibility to bring objects to the class.
Not all of realia can be brought to the class.
3) Safety
In choosing the realia teacher should be concern whether or
not it is safe. For example dangerous object like animal
cannot be brought to the class.
From the description above, it can be concluded that using relia
objects that cannot be presented in the class. In this case, the teacher
was able to use stationary, parts of body, furniture, clock etc.
C. Previous Related Studies
There are several previous studies which are carried out by several
researchers regarding on using realia and pictures in teaching language.
The first is conducted by Dwi Wantini that entitled “Improving Students’ Vocabulary Mastery Using Realia”. She carried out the research
at fourth grade students of SD Negeri Kalimacan Sragen. To investigate
the use of realia, the researcher used Classroom Action Research (CAR) as
the method of research. To indicate the improvement of the students’ vocabulary mastery, she conducted two cycle in which each of the cycle
consist of planning, action, observation and reflection. She concluded that
the result of her research showed that teaching English using realia can
improve the students’ achievement especially mastering vocabulary and
also giving a positive changes to students’ attitude in learning.24
The second is conducted by Muhammad Nugroho which entitle “The Use of Realia in Teaching Speaking”. In this experiment study, the
researcher use realia in teaching speaking to the first grade students of
senior high school PGRI 3. He gave pre-test and post-test. After getting
the data, he analysed and processed by using statistical calculation of t-test
formula with significant degree 5% and 1%. The result is to (t observation) is higher than tt (t table). It means that there are any significant influences in learning by using realia and without realia.25
The third was taken from Ningtyas Orilina Argawat which entitled
“The Effectiveness of Using Realia in Teaching English Vocabulary to the 3rd Grade of Elementary School Student in SD Bentakan I Baki Sukoharjo”. In this study, the researcher used realia in teaching English
24Dwi Wantini, “Improving Students’ Vocabulary Mastery Using Realia”, A Thesis, in
Universitas Sebelas Maret Surakarta. Tidak Dipublikasikan.
25Muhammad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN
vocabulary. He drawn some conclusions those are: First is the process of
using realia in teaching English vocabularies consist of five steps. They
are greeting, motivation strategies, presentation strategies, skill practice
and assessment. Second is that using realia in teaching English
vocabularies to third grade students faced some difficulties. The
difficulties lie in the fact; not all of realia related to the topic could be
brought into the classroom and that the students made disturbance due to
the realia. Third is even there were some difficulties in teaching English
vocabulary, it can be solved by several solutions. They are; replacing
realia with their replica such dolls and toys and applying the resolute
regulation to the students during the lesson. Overall, she said that using
realia in teaching English vocabulary is effective.
D. Theoretical framework
There are three variable in this study, they are “Concrete noun” as dependent variable and “realia” as dependent variable. The research is
focused on experimental research because the writer want to know
whether or not realia has any significant influence in teaching concrete
noun. Besides that, the writer want to know whether if learning concrete
noun by using realia better or not at the second grade of MTs Masyariqul
Anwar.
Noun is an important the part of speech, because it function as the
chief word in constructing sentence. Noun (concrete things) become
important part in learning foreign language because children are easy to
remember the word which they can see, touch and smell.
Media is a mediator between teacher and students in teaching and
learning process. Media are needed to help students stimulating and
motivating them in teaching and learning process. It is also needed to
make material easier to be accepted by students.
As we have discussed about, realia has many advantages. Provided
learning because they can see, touch, smell the object of the learning
material.
As the reason above, it is expected that realia can be useful media and
be applied in teaching and learning process. Because, by providing a
pleasurable experience, they will be relaxed and their inhibitions about
acquiring a foreign language are lessened.
E. Theoretical Hypothesis
Based on the theoretical and conceptual framework above, the writer
formulated the hypothesis of tis research: there is a significant influence
between using realia and teaching concrete noun.
The theoretical hypothesises were formulated as follow:
1. Alternative Hypothesis (Ha): There is a significant influence of using realia in teaching concrete noun at the second grade
student of MTs Masyariqul Anwar caringin.
2. Null Hypothesis (H0): There is no significant influence of using realia in teaching concrete noun at the second grade student of
17
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The study was conducted at MTs Masyariqul Anwar Caringin. It
located at Jl. Perintis Kemerdekaan Km2.5 Labuan-Banten. The study was
conducted about one month. It was begun by observation on the school
and interviewing the English teacher on April 2nd 2016. Then continued by doing pilot study of the instrument on April 4th 2016. After that, the instruments were analysed and the significant items were selected for
pre-test and post-pre-test. The students were given pre-pre-test on April 9th April 2016, and then they were given treatment. During the treatment, the
experimental study was consistent held by applying realia and without it in
teaching concrete noun. And on 30th April 2016 in the last meeting, the students were given post-test to get the data to be analysed.
B. Population and Sample
The population were the all of 130 students at second grade
students of MTs Masyariqul Anwar are four classes. The classes namely
class 2.A, 2.B, 2.C, and 2.D. For the research, the writer took two classes
as sample of the research. They are class 2.A (30 students) as the
controlled class and 2.B (30 students) as the experimental class. The
sample was taken based on the purposive sampling. It was used because
the writer only take the sample whish was suitable with the purpose of the
research.1
C. Research Methodology and Design
The method of this research was quantitative because the objective
of quantitative research is to develop and employ mathematical models,
theories and or hypothesis pertaining to phenomena.2 The design of the
1
Syofian siregar, Metode Penelitian Quantitatif: Dilengkapi Perbandingan Perhitungan Manual dan SPSS Edisi Pertama, (Jakarta: Kencana Prenadamedia Group, 2013), p.33.
2
research was experimental research. Because experimental research as the
description and analysis of what or will occur, under carefully controlled
condition.3 In conducting this research, the writer used the quasi experimental design. Quasi-experimental design was applied because the
writer was able to control at least one of most dominant variable of the
research,4 and he chose this design because the experimental design is used to determine influences an outcome or dependent variable.5 This research used two groups as the object of the research; those were
experimental class and controlled class. In this research, the experimental
class received some treatment that is using realia in learning concrete
nouns and controlled class did not. The quasi-experimental design was
[image:32.595.105.516.107.538.2]described in the following table.
Table 3.1
Pre-test and Post-test Design
Group Pre-test Treatment Post-test
Experimental Q1 Learning concrete noun by using
realia.
Q2
Controlled Q1 Learning concrete noun without realia. Q2
Based on the table above, the writer took two classes, experimental
class and controlled class. The writer gave the pre-test to both of
experiment and controlled class before he gave the treatment. He taught
the students in experimental class by using realia and in controlled class
without using it. After four meeting, the writer gave the post-test to the
both of students in experimental and controlled class. It was given to know
3
Yogesh Kumar Singh, Fundamental of Research Methodology and Statistic, (New Delhi, New Age International Publisher, 2006), p. 134.
4
Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Bandung: PT Remaja Rosda Karya, 2012), p.220.
5
the influence of realia in teaching concrete nouns to the second grade
students of MTs Masyariqul Anwar Caringin.
D. Research instrument
1. Pilot Study of the Instrument
The pilot study was held in order to check validity and reliability of
the instrument. It was conducted before doing pre-test and post-test.
There were 50 items in the pilot study of instrument which given to
respondents to be answered. Each questions have four possible
answers.
E. Trustworthy of the Study
1. Validity and Reliability of Instrument
As it has been told previously that the instrument used in this
research is test. Before the instrument is given to the sample of the
research, it has to be tasted to see the validity and reliability of the
instrument. After conducting the pilot study, validity and reliability
test is applied. Validity test is conducted to check whether the test
measures what is needed to be measured.6 Meanwhile reliability test is conducted to know how representative, how consistent, and
how replicable the measurement.
The writer made the instrument for pre-test which is consist of
50 number of questions in the type of multiple choice test. The test
firstly being tested to 2.A students of MTs Masyariqul Anwar
Caringin on April 4th 2016. After being tested, the instruments were analysed by using ANATES software to see the validity and
reliability if the test. The result showed that the reliability of the
test is 0.82 which means that the reliability of the test is high. For
the validity, it can be see the table from the result of the calculation
of df with the formula df = (n-2) and see the tables for the significant value of p=0.05. From the formula, it result that the df =
6
0.273. It means that every item which has coefficient-correlation ≥ 0.273 is significant or valid. Yet, every item that has
coefficient-correlation ≤ 0.273 is not significant or not valid. After the writer analysed the calculation of the test, there were 33 items valid to be
used as the pre-test of the research. In order to make easier to
calculate the data, the writer used 20 of valid items as pre-test of
this research.
For the post-test items, the writer used 13 valid items left
because they has been analysed by ANATES software and they are
significant of valid. However, to make easier to calculate the data,
the writer still need 7 others valid items. Thus, the writer reused
seven items of pre-test. So, the final item used in post-test of the
research consisted of 20 number of questions.
F. Technique of Data Collection
Collecting data is an important thing, in this research the technique
of data collection which is used by the writer.
1. Pre-test
The pre-test was given in the beginning of attending class (pre-test
was given before doing the experiment) in order to know students’ knowledge and achievement of the concrete nouns material. The
instrument consist of 20 multiple choice items test and each items
was scored 5 point so total score of this test was 100.
2. Post-test
The post-test was given in the end of the treatment, in order to
know the students’ ability and students’ achievement in mastering
the material about concrete nouns. The instrument consist of 20
multiple choice items test and each items was scored 5 point so the
total score of this test was 100.
The data analysis technique is an activity to process and analyse
the data that have been gathered. While, in analysing the data, the writer
used t-test. However, before the t-test was employed, the writer tested the
data whether they were distributed normally and homogeneous.
1. The Data Normality Test
The test of data normality is used to know whether the data that
have been gathered from the sample came from the normal distributed
population. To test the data normality, the writer used the SPSS
version 22.0 for window. Shapiro-Wilk formula with the steps as
follow:
a) Formulate the hypothesis for the normality test of the data
as follow:
H0: The data is normally distributed. H1: The data is not normally distributed.
b) Test the normality of the data is analysed using SPSS.
c) The criteria of the decision making is:
If the degree of significance is ≤ 0.05, H0 is accepted If the degree of significance is > 0.05, H0 is rejected And the steps to do normality test of the data as below:
a) From the menu at the top of the screen click on Analyze
then Descriptive then Explore.
b) Move all of the data into the Dependent list.
c) Under display ensure that there is only a ticks next to
Plots.
d) Click on the Plots tab to open the plots dialogue box.
e) Under Boxplot click None, then remove any ticks under
Descriptive Place. Place a tick on normality plot with test.
2. Homogeneity Test of the Data
The homogeneity test of the data is used to test whether the data
come from the homogeneous or heterogeneous population. This test
was conducted after normality test of the data.
To analyse the homogeneity of the data, the criteria of the test are
as follow:
α = 0.05
is accepted if < F <
is rejected if
The formula used can be seen as follows:
F =
or F=
The writer used SPSS version 22.0 for Windows to calculate
homogeneity test. The steps to do homogeneity test as below:
a) From the menu at the top of the screen click on Analyze the
Compare Means then One-Way ANOVA.
b) Move the data from experimental class into Dependent list
and the data from controlled class into Factor.
c) Under Contrast and Post-Hoc ensure that there is a tick to
Options.
e) Place a tick in Homogeneity of variance test.
f) Click Continue, and then OK.
3. T-test of the data
The writer conducted T-test formula to prove the hypothesis. This
is the last test that was purposed to find out the different of significant
degree between increasing of pre-test and post-test result and the
achievement in both experimental and class controlled class.
The writer has sought the formula as follows:7
MІ = Mean of experimental group (Variable X)
MЇ = Mean of controlled group (Variable Y)
SEMІ = Standard error of mean Variable X SEMЇ= Standard error of mean Variable Y
Afterwards, the calculation goes to several processes as follows:8 1. Determining Mean of Variable X
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X
√
4. Determining Standard of Deviation Score of Variable Y
7
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014), p. 315.
8
√
5. Determining Standard Error of Mean of Variable X
√
6. Determining Standard Error of Mean of Variable Y
√
7. Determining Standard Error of Difference of Mean of Variable X
and Mean of Variable Y
SEMІ-MЇ =√
8. Determining
9. Determining ttable in the significance degree of 5%, with df ( degree of freedom)
df = (NІ + NЇ) – 2
H. Statistical Hypothesis
The data obtains from experimental class and controlled class that
had been calculated by using t-test formula are tested the assumption as
follows9:
9
H0: µ1 = µ2 : There is no significant influence of using realia in teaching concrete noun at the second grade student of MTs
Masyariqul Anwar Caringin.
Ha: µ1 ≠ µ2 : There is a significant influence of using realia in teaching concrete noun at the second grade student of MTs
Masyariqul Anwar Caringin.
In which
H0 = Null hypothesis
Ha = Alternative hypothesis
The criteria for the hypothesis testing as follow:
1. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is rejected and Ha is accepted. This mean that there is a significant influence of using realia in teaching
concrete noun at the second grade students of MTs Masyariqul
Anwar Caringin.
2. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is accepted and Ha is rejected. This mean that there is no significant influence of using realia in teaching
concrete noun at the second grade students of MTs Masyariqul
26
After presenting the material, the writer collected the data from both
experimental class and controlled class. The data that he got were from
pre-test and post-test which gave to students of MTs Masyariqul Anwar.
The test used was objective test or multiple choice form of the
experimental class and controlled class. The test consisted of 20 test items
and the accumulation of the correct items was multiplied by 5. So, if the
students got 20 correct answer, they got 100 points.
1. The Data of Experimental class
In the following table is the score of pre-test and post-test
in experimental class.
[image:40.595.109.515.189.767.2]Table 4.1
The Students’ Score of experimental class
Students’ Number
Experimental Class
Gained Score
Pre-test Post-test
1 60 80 20
2 70 75 15
3 75 90 15
4 75 90 15
5 55 65 10
6 75 85 10
7 60 65 5
8 70 70 0
9 50 60 10
10 85 80 -5
12 65 85 20
13 80 80 0
14 75 80 5
15 85 90 5
16 70 75 5
17 60 70 10
18 60 70 10
19 60 80 20
20 65 80 15
21 65 75 10
22 80 85 5
23 70 75 5
24 60 70 10
25 80 85 5
26 55 70 15
27 65 75 10
28 50 60 10
29 70 75 5
30 60 85 25
Total 2000 2290 300
Average 66,66 76,33 10
Based on the table 4.1 above, the result of the pre-test and
post-test of the experimental class showed that the highest score on
pre-test was 85 and the lowest was 50 with average was 66.6.
Thus, the researcher gave the treatment to the students of
experimental class by using realia to teach concrete noun. Then
the result showed there a significant differences, the highest score
It can be seen that the average of gained score of the experimental
class was about 10 points.
Before analysing the hypothesis, the writer has to analyse
the result of the data. The analysis was done by using SPSS v.22
for windows. The result of pre-test and post-test on experimental
[image:42.595.107.519.157.562.2]class were reached by the steps as follow: Analyze – Description Statistic – Frequencies Statistics. They are resented as bellow:
Table 4.2
Data Description of Pre-test Experimental Class
Statistics
Class Score
N Valid 30 30
Missing 0 0
Mean 1,00 66,67
Median 1,00 65,00
Mode 1 60
Std. Deviation ,000 10,114
Variance ,000 102,299
Minimum 1 50
Maximum 1 85
Sum 30 2000
Percentiles 25 1,00 60,00
50 1,00 65,00
75 1,00 75,00
The table 4.2 shows the mean of 30 students is 66.67. The
media is the centre of value which separated the data from the
lowest up to highest value. The median score based on the table is
65.00. The mode is defined as the value that appears most
frequently. The mode score is 60. The set of scores constitute a
population determine as variance score is 102.229. Standard
for a group as a whole and it is 10.114. Then the sum of gained
sore is 2000.
According to the table above, it can be made a table of
frequency distribution that is presented as follow:
F r e q u e n c y
[image:43.595.108.514.203.520.2]Distribution of Pre-test Result of Experimental Class Table 4.3
The table above is a tool of presentation consisting of
columns and row and there numbers which describe the division
and percentage of frequency distribution. It also can be described
by diagram as follow:
Frequency Percent Valid Percent
Cumulative
Percent
Valid 50 3 10,0 10,0 10,0
55 2 6,7 6,7 16,7
60 7 23,3 23,3 40,0
65 4 13,3 13,3 53,3
70 5 16,7 16,7 70,0
75 4 13,3 13,3 83,3
80 3 10,0 10,0 93,3
85 2 6,7 6,7 100,0
Diagram 4.1
Diagram of Pre-test Result of Experimental Class The result of post-test in second grade as experimental class
[image:44.595.106.520.111.739.2]in this research are presented as table below:
Table 4.4
Data Description of Post-test Experimental Class
Statistics
Class Score
N Valid 30 30
Missing 0 0
Mean 1,00 76,33
Median 1,00 75,00
Mode 1 75a
Std. Deviation ,000 8,604
Variance ,000 74,023
Minimum 1 60
Maximum 1 90
Sum 30 2290
Percentiles 25 1,00 70,00
50 1,00 75,00
75 1,00 85,00
Based on table 4.4 above shows the mean of 30 students is
76.33. The median score from the table is 75. And the mode score
is 75. The set of score constitute a population determine as
variance score is 74.02. Standard deviation is a quantity calculated
to indicate the extent of deviation for a group as a whole and it is
8.604. Then the sum gained from the total score is 2290.
According to the table above, it can be made a table
[image:45.595.107.519.160.529.2]frequency distribution which is presented as follow.
Table 4.5
Frequency Distribution of Post-test Result of Experimental Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 60 2 6,7 6,7 6,7
65 3 10,0 10,0 16,7
70 5 16,7 16,7 33,3
75 6 20,0 20,0 53,3
80 6 20,0 20,0 73,3
85 5 16,7 16,7 90,0
90 3 10,0 10,0 100,0
Total 30 100,0 100,0
The table above is a tool of presentation consisting of
columns and rows and there numbers which describe the division
and percentage of frequency distribution. It also can be describe by
Diagram 4.2
Diagram post-test Result of Experimental Class 2. The Data of Controlled Class
[image:46.595.105.519.112.740.2]Table 4.6
The Students’ Score of Controlled class
Students’ Number
Controlled Class
Gained Score
Pre-test Post-test
1 65 75 10
2 55 60 5
3 65 60 -5
4 75 70 -5
5 60 65 5
6 80 85 5
7 60 70 10
8 75 80 5
10 60 65 5
11 55 60 5
12 80 85 5
13 75 75 0
14 55 65 10
15 70 75 5
16 70 75 5
17 75 80 5
18 65 75 10
19 65 65 0
20 70 70 0
21 60 75 15
22 65 70 5
23 70 80 10
24 65 70 5
25 60 65 5
26 70 80 10
27 60 65 5
28 60 70 10
29 50 65 5
30 70 65 -5
Total 1950 2060 150
Average 65 68,66 5
Based on the table 4.6 above, the result of the pre-test of the
controlled class shows that the highest score on pre-test was 80
and the lowest was 50 with average was 65. The writer do not give
treatment to the controlled class. The student of the controlled class
memorize and to find the meaning of the word using dictionary.
Then, the result of the controlled class showed that the highest
score on post-test was 85 and the lowest was 60 with average was
68.66. It can be seen that the average of the gained score of the
controlled class was about 5 points.
The writer had to analyse the result of the data of controlled
class. The data was analysed using SPSS v.22 for windows by
steps as follow: Analyze – Description – Statistic – Frequency
[image:48.595.106.518.207.601.2]Statistic. The table is below:
Table 4.7
Data Description of Pre-test Result of Controlled Class
The table 4.7 shows that the mean of the 30 students is
65.67. The median score from the table is 65. The mode score is
60. The set of the score constitute a population determine as
variance score is 58.161. Standard deviation is a quantity
calculated to indicate the extent of deviation for a group as a whole
and it is 7.626. Then the sum gained from the total score is 1970. Statistics
Class Score
N Valid 30 30
Missing 0 0
Mean 2,00 65,67
Median 2,00 65,00
Mode 2 60a
Std. Deviation ,000 7,626
Variance ,000 58,161
Minimum 2 50
Maximum 2 80
Sum 60 1970
Percentiles 25 2,00 60,00
50 2,00 65,00
75 2,00 70,00
According to the table above, the table frequency
[image:49.595.106.516.163.521.2]distribution which is presented as follow:
Table 4.8 F
r e q u e n c y
D i
stribution of Pre-test Result of Controlled Class
The table above is a tool of presentation consisting of
columns and rows and there numbers which describe the division
and percentage of frequency distribution. It also can be described
by diagram as follow:
Score
Frequency Percent Valid Percent Cumulative Percent
Valid 50 1 3,3 3,3 3,3
55 3 10,0 10,0 13,3
60 7 23,3 23,3 36,7
65 7 23,3 23,3 60,0
70 6 20,0 20,0 80,0
75 4 13,3 13,3 93,3
80 2 6,7 6,7 100,0
Diagram 4.3
The result achieved from the post-test in controlled class of
[image:50.595.110.518.119.732.2]this research are presented in table below:
Table 4.9
Data Description of Post-test of Controlled Class
Statistics
Class Score
N Valid 30 30
Missing 0 0
Mean 2,00 71,00
Median 2,00 70,00
Mode 2 65
Std. Deviation ,000 7,120
Variance ,000 50,690
Minimum 2 60
Maximum 2 85
Sum 60 2130
Percentiles 25 2,00 65,00
50 2,00 70,00
The table 4.9 shows that the mean of the 30 students is 71.
The median score from the table is 70. The mode score is 65. The
set of the score constitute a population determine as variance score
is 50.690. Standard deviation is a quantity calculated to indicate the
extent of deviation for a group as a whole and it is 7.1206. Then
the sum gained from the total score is 2130.
The table of frequency distribution which reached based on
[image:51.595.105.519.114.542.2]the table above is presented as follow:
Table 4.10
Frequency Distribution of Post-test Result of Controlled Class
T
h
e
table above is a tool of presentation consisting of columns and
rows and there numbers which describe the division and
percentage of frequency distribution. It can be described by
diagram as follow:
Score
Frequency Percent Valid Percent Cumulative Percent
Valid 60 3 10,0 10,0 10,0
65 8 26,7 26,7 36,7
70 7 23,3 23,3 60,0
75 6 20,0 20,0 80,0
80 4 13,3 13,3 93,3
85 2 6,7 6,7 100,0
Diagram 4.4
B. Data Analysis 1. Normality test
a) Pre-test Normality test
The normality test in this research use Saphiro Wilk because the
participant 50. The data was analysed by using SPSS v.22 for
windows with the criteria 0.05. The result of normality test of
[image:52.595.106.521.120.535.2]the data are presented as follow:
Table 4.11
Normality Pre-test between Experimental and Controlled Class
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score experimental class ,145 30 ,108 ,953 30 ,207
controlled class ,138 30 ,150 ,958 30 ,270
From the table 4.11 above, it can be seen that the significance of
the normality pre-test score in experimental class is 0.207. It can be
calculated that the data are normally distributed because 0.207
0.05. Then, the significance of pre-test score in controlled class is
0.270. Therefore, the data are normally distributed because 0.270
0.05. So the writer can conclude that the result in both of
experimental and controlled class are normally distributed.
b) Post-test Normality test
The normality in this test used Saphiro Wilk. The data was
analysed by using SPSS v.22 for windows. Then the result of
[image:53.595.106.556.98.530.2]normality test of the data are presented as follow:
Table 4.12
Normality Post-test result Between Experimental and
Controlled Class
From the table 4.12 above, shows that the significance of the
normality post-test score in experimental class is 0.175. It means
that the data are normally distributed because 0.207 0.05.
Moreover, the significance of post-test score in controlled class is
0.057. By meaning the data are normally distributed because 0.057
0.05. Then the writer conclude that the result in both of
experimental and controlled class are normally distributed. Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score experimental class ,132 30 ,195 ,951 30 ,175
controlled class ,167 30 ,032 ,933 30 ,057
2. Homogeneity test
a) Pre-test Homogeneity test
Based on calculation of the normality test, the write reached to the
point that all data in pre-test and post-test both of experimental
class and controlled class had been normally distributed. The next
step is the calculation to find the pre-test and post-test homogeneity
of the data by using SPSS v.22 for windows. The result of pre-test
[image:54.595.119.517.165.532.2]homogeneity test of the data is presented as follow:
Table 4.13
Homogeneity Pre-test between Experimental and Controlled Class
The table 4.13 above shows that the significance of pre-test
homogeneity result between experimental and controlled class is
0.072. Thus, it can be concluded that the data of pre-test is
homogeneous because 0.072 0.05.
b) Post-test Homogeneity test
The data of post-test homogeneity test was analysed by using SPSS
v.22 for windows and the result is as follow:
Table 4.14
Homogeneity Post-test between Experimental and Controlled Class Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
3,354 1 58 ,072
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
[image:54.595.225.464.666.707.2]According to the table above shows that the significance of
post-test between experimental and controlled class is 0.276. Therefore,
is can be concluded that the data of post-test is homogeneous
because 0.276 0.05. So, it shows both of groups are
homogenous.
3. Hypothesis test
The next calculation was testing the hypothesis. The data was
analysed by using t-test formula. This technique is useful to prove
statistically whether there is a significant influence between using
realia and pictures in experimental and controlled class. The
experimental class was X variable and the controlled c
