CHAPTER IV
RESULT AND DISCUSSION A. The Situation of SMP N 2 Banjit Way kanan.
SMP N 2 Banjit is located on Jl.Wisnu KerthaNo.007 Ds. Bali Sadhar Utara kecamatanBanjitKabupaten Way Kanan.This school was established onDesember 1989. And now the headmaster of SMP N 2 Banjit, Way Kanan is Jakiman, S.Pd. The activities of teaching learning process are done in the morning. The classes begin at 07.30 AM in the morning and finish at 01.30 PM.
The school has 19 classes. They consist of seventh classes of students in seventh class, six classes of students in eighth class, and six classes of students in nineth class. The total numbers of teachers who teach in the school are 37 teachers, and the total numbers of the students are 564 students.
B. Students’ Situation in SMP N 2 Banjit Way Kanan
Table 7
The students of SMP N 2 Banjit
No Class Total
1 VII A- VII G 206
2 VIII A- VIII F 183
3 IXA – IXF 175
Total 564
C. Facilities of the school at SMP N 2 Banjit Way Kanan
Table 8
The facilities of the School
No Class Total
1 2 3 4 5 6 7 8 9 10 Classroom
D. The Properties of SMP N 2 Banjit Way Kanan
Table 9
The Facilities of SMP N 2 Banjit N
o
The Name of Properties Total
1 Computer 30
2 Cupboard 10
3 Wall magazine 10
4 Teachers’ table 50
5 Teachers’ chair 50
6 Students’ table 709
7 Students’ chair 709
8 White board 29
9 Volleyball court 2
10 Tennis court 2
11 Badminton court 2
12 Football court 1
13 Ceremony court 2
14 long jump court 1
15 Basketball court 1
E. Research Procedure
The research conducted in September12th 2016. Before conducted the research, firstly, the writer asked the permission to the headmaster and the teacher of English at the school. After had the permission, the writer conducted through the following steps:
1. Determining the subject of research, namely the students at the first semester of the tenth grade of SMP N 2 Banjit Way Kanan
3. Determining the sample of research by using cluster random sampling.
4. Holding the try out test to know the reliability of the test and validity of the test, it given to the students out of the research sample.
5. Holding pre-test in order to know the students’ mastery of modal auxiliary before they had treatment.
6. Analyzing the data gotten through the pre-test.
7. Giving the treatment to experimental class by using panel discussion technique.
8. Holding post-test in order to know the students’ achievement of modal auxiliary after the treatments.
9. Analyzing the data gotten through post-test. The data were analyzed by using statistical formula.
10. Testing the hypothesis and made the conclusion. 11. Reporting the result of the research.
F. Process of Treatment
1. Description of the FirstTreatments
In the first treatment the students looked nervous. They did not know the meaning of some sentences which is said by the writer. So the writer gave a technique by using Panel discussion. Then the writer mentions to the students what isPanel discussionitself and the procedures to use this technique.
In the first treatment, the writer explained aboutthe kinds of modal auxiliary and the modal auxiliary form.Then the writer told the students that they work as individual to do the exercise already prepared, after that the writer introduce about panel discussion technique.The writer also gave the procedures to use this technique. Then the writer dictated one by one the sentence which is students should think about an appropriate specific grammar (modal auxiliary). The writer chose one of the students to gap what the answer. Then the others students check it together.
After that the writer gave conclusion from the material given, then she gave chance to the students to ask if they had difficulty.Finally the writer gave exercise to the students related the material given, as their home work. The students looked interesting in teaching learning process.
The second treatment was better than the first because the students did not look nervous anymore. They enjoyed the materials given, in this session the writer explains about modal auxiliary.
After explaining about the material, the writer told the students that they work as individually to do excercise by using panel discussionlike the first treatment. The procedure was same with the previous treatment.
After that the writer gave conclusions from the material given, then she gave chance to the students to ask if they had difficulty. Finally the writer gave task to the students related the material given, as their homework. The students looked interest in teaching learning process, they enthusiastic to do the task given.
3. Description of the Third Treatment
It was better than before because the students felt in accustomed in teaching learning process through panel discussion. In this session, the writer discussed about modal auxiliary
After explaining about the material, the writer told the students that they work as group to do exsercise by using panel discussion like the first and the second treatment. The procedure was same with the previous treatments.
task.
G. Data Analysis 1. Result of Analysis
This research was aimed to know whether there were any significant influenceof students’ modal auxiliary mastery after they were given treatment by using “panel discussion” as technique in this research. The research was conducted to the first semester of eight class ofSMPN 2 Banjit, Way kanan. The number of population is212 students. Two classes as sample of the research, they were VIII A and VIII B In this case, the writer used cluster random sampling when choosing the sample.
Pretest consisted of 18 and posttest consisted of 20multiple choice items with 4 options. Pretest was conducted previously on september 12th, 2017 at 7.30 A.M for class VIII A as the experimental class and class VIII B as the control class at 13.10 P.M. the pretest was administrated in order to see the students’ initial modal auxiliary mastery.
the researcher gave the posttest to the sample. The posttest was conducted on oktober 9th, 2017 at 7.30 A.M for class VIII A as the experimental class and class VIII B as the control class at 13.10 P.M.
The pre-test of control class administered on september 12th, 2017 in class VIII. It was the first meeting, the writer conducted pre-test in order to find out the previous students’ mastery of modal auxiliary. The analysis show that the mean score of pretest in control class is 53 the highest score is 77,7 and the lowest is 38,8 the median score is 50. There were 11 students who got score less than 50.(See Appendix 21)
While in experimental class the mean score is 59.43, the highest score is 77.2 and the lowest is 44.4 the median score is 58.3, There were 15 students who got score less than 58.3.(See Appendix 23)
3. Result of Posttest
The analysis shows that the mean score of posttest in control class is 66,25, the highest score is 85 and the lowest was 44,4 the median score is 70. There were 13 students who got score less than 70. (See Appendix 22).
While in experimental class the mean score of posttest is 76.25, the highest score is 90 and the lowest is 60 the median score is 75. There were no students who got score less than 60. (See Appendix 24)
4. Result of Normality Test
From the calculation for pretest in experimental class, the data is normal. It can be seen as follows:
Moreover, the calculation for posttest in experimental class, the data is normal. It can be seen as follows:
L observed = 0,15483 L critical= 0,15662
L observed <L critical (See Appendix 28)
Then, the calculation data for pretest in control class is normal. It can be seen as follows:
L observed = 0,15298 L critical = 0,15662
L observed <L critical (See Appendix 25)
Moreover, the calculation data for posttest in control class is normal. It can be seen as follows:
L observed = 0,15372 L critical= 0,15662
L observed <L critical (See Appendix 26) The test criteria:
L observed >L critical : It means that the data were not in the normal distribution. L observed <L critical : It means that the data were in the normal distribution. With ά = 0,05
5. Result of Homogeneity Test
F0,05(30,30)=1.90, so the data in the experimental class is homogeneous because the score of
Fobserved<Fcritical, that is 0.60< 1.71
and the data in the control class is homogeneous because the score of Fobserved<Fcritical, that is 0,62< 1.71 (See Appendix 29)
6. Result of Hypothetical Test
The result of the T-test is 2.53 while the db (number of sample from both control and experimental classes subtracted by 2) is 62. So that the result of level of significant 0.05 is 1.99. From this, it can be seen that the result of T-test is significant in the range of 0.05. If Tobserved ≥ Tcritical Ha is a accepted because 2.53 ≥ 1.99. So in this case, Ha is accepted. Then, it can be assumed that panel discussion can increase students’ modal auxiliary mastery. It means that there is significant influence in students’ modal auxiliary mastery after they had been treated by using panel discussion technique. From the explanation above, it can be seen that the modal auxiliary score of the students after being treated by using panel discussion technique are higher than used ordinary technique.
(See Appendix 30).
H. Discussion
in the second treatment, it was better than the first treatment because the students did not look surprise anymore. They felt more enjoyable. The writer started the teaching learning process by explaining more abouttheme of material using her technique (panel discussion). The third treatment was better than the previous treatment, because in the third treatment the students felt accustomed in teaching learning process through panel discussion. Moreover, the students felt enjoyable with the material, they also could understand the material well. In the final meeting, the writer gave the students post-test. And the result of the post-test showed that they got better score than in the pre-test.
Based on the analysis of the data and the testing of Hypothesis, the result of the calculation is found that the null hypothesis (Ho) is rejected and thealternative hypothesis (Ha) is accepted. From the analysis above, it is known that the students who got high frequency of using panel discussion get better result than the students using lecturing technique in teaching modal auxiliary.
