CHAPTER I: INTRODUCTION
D. Conceptual Framework
Input:
Process:
Output:
Figure 2.1 Stages of Improving Students’ Vocabulary
Based on the figure 2.1. The researcher was improve students‟ vocabulary using role play method that focus on the students‟ vocabulary (noun and verb).
Vocabulary
Noun Verb
Role Play Method
Improving Students‟
Vocabulary
Noun and Verb
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In this research, the writer used pre-experimental research to know the use of Role Play Method to improve students‟ vocabulary at SMP Handayani Sungguminasa with one group pre-test and post-test. Pre-test was given to the students before the treatment and post-test was given after the treatment.
Table 3.1 Research Design
Pre-test Treatment Post-test
O1 X O2
(Gay, 2012) O1 : Pre-test
X : treatment O2 : Post-test
In conducting the research, the researcher took action in the form of learning process as follows:
1. Pre-test
Before doing the treatment, the students was given pre-test to know their basic knowledge in vocabulary. The test consisted a vocabulary test in multiple choice form, consisted of 20 number of the test, 10 numbers for noun and verb.
2. Treatment
After giving the pre-test, the students were given some treatments by using role play method. The research was taken four meetings in the classroom. The
researcher gave treatment to improve students‟ vocabulary using role play method at junior high school as follows:
a. The teacher prepare a scenario.
b. The teacher gave example of material to students by using role play method.
c. The teacher divided students into 6 group consisted of 5 students.
d. The teacher explained to each group to write down noun and verb around the classroom.
e. Every groups one by one to read the results of their assignments.
f. The teacher gave feedback to the students.
3. Post-test
The writer gave post-test for the students after the treatment in multiple choice form, consisted of 20 number of the test, 10 number for noun and verb. Test on post-test same of the test in the pre-test but different of questions. The writer gave the post-test to find out the value of the treatment whether or not the result of the post-test is better than the result of the pre-test.
B. Research Variable and Indicator 1. Variables
There were two kinds of variables in this research. The variables were follows:
a. Independent Variable (X) : Role Play Method b. Dependent Variable (Y) : Students‟ vocabulary.
2. Indicator
The indicator of this research, the students are able to know the meaning of the words.
C. Population and Sample 1. Population
The population of this research was the eighth grade of SMP Handayani Sungguminasa in the academic year 2019/2020. The population consist of three classes. The total of the population of this research is 30 students.
Table 3.2 Number of Population
Class Number of Students
VIII- A 30
VIII-B 30
VIII-C 30
TOTAL 90
2. Sample
The sampling technique of this research was purposive sampling technique. The writer selected this technique based on the statement of the teacher that students‟ achievement in eighth grade is getting low in English especially in vocabulary. The writer selected class VIII-A SMP Handayani Sungguminasa as a sample. The total of the sample is 30 students.
D. Research Instrument
This research, the writer used vocabulary test as an instrument in the multiple choice. The writer gave test to the students in order to be done. Test materials are English vocabulary gave by the researcher to know the students‟
vocabulary mastery.
This research used two kinds of test, they are: Pre-test and Post-test. Pre- test gave before the treatment. Post-test gave after the treatment it was taken one meetings, each test consisted of 90 minutes. Before the students worked on test, the researcher gave instruction. The researcher was applied multiple choice in Pre-test and Post-test.
E. Data Collection
The procedures of collecting data in this research were as follows:
1. Pre-test
Before doing the treatment, the students were given pre-test to know their basic knowledge in vocabulary. The test consisted a vocabulary test in multiple choice form.
2. Treatment
The sample was treated by using Role Play Method. In this case, the students were taught about vocabulary (noun and verb) around the classroom. The treatments were conducted three meetings.
3. Post-test
After the treatment, the post-test was conducted to find out the students‟
vocabulary. It was used to check the result of the treatments; it was useful to know
whether the Role Play Method use was effective to improve the students‟
vocabulary. The test was also containing vocabulary test.
F. Data Analysis
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the students‟ correct answer of pre-test and post-test by using this formula:
(Depdikbud, 2017 : 93) 2. Classifying the score of the students into following chriteria:
The mean score of the students was classified in to four levels as follows:
Table 3.1 Scoring Chriteria
No. Score Mark
1.
2.
3.
4.
5.
6.
7.
Score 96 – 100 Score 86 – 95 Score 76 – 85 Score 66 – 75 Score 56 – 65 Score 36 – 55 Score 0 – 35
Excellent Very good
Good Fairly good
Fairly Poor Very poor
(Depdikbud, 2017) The researcher used 20 numbers of item for every pretest and postest. To get the score for every student, the researcher divided the students‟ correct answer with the number of items and times 100.
After getting students‟ score, it can be categorized by using the table above.
3. Calculating the mean score of the students‟ answer by using the following formula:
̅
Notation:
̅ = The mean or arithmetic average of the score
∑X = The sum of all scores N = The total number of subject
(Gayet al, 2012) 4. Calculating the standard deviation of the students‟ score in pre-test and
post-test by using the following formula:
√
( ) Notation:
SD = Standard mean deviation n = The total number of students
∑X = The sum of the score
∑X2 = The sum of the squares
(∑X)2 = The squares of the sum of the score 1 = Constant number
(Gay et al, 2012) 5. Computing the frequency and the rate percentage of the students‟ scores
Where:
P = Percentage F = Frequency
N = The total number of students
6. Testing the hypothesis to find out the difference between pre-test and post- test by the following formula:
̅
√ ( ) ( ) Where: ̅
Notation:
t = Test of significance
̅ = the mean score of total deviation = sum of total score difference
= square of the sum of total score difference n = The total of the subject
1 = a consonant number
(Gay et al, 2012)
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After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post-test. Pre-test was given before the treatment and post-test was given after the treatment. The results presented as follows:
1. The Students’ Mean Score of Noun and Verb in Pre-test and Post-test
To find out the answer of the research question in the previous chapter, the researcher used essay test. A pre-test was administrated before the treatment and post-test was administrated after doing the treatment which aimed to know whether there was a significant difference of the students‟ vocabulary before and after the treatments were given to the students.
After calculating the result of the students‟ score, the mean score of both the pre-test and post-test could be presented in the following table:
Table 4.1 The students’ mean score of noun and verb in pre-test and post-test
Variables
Mean score
Percent Improvement Pre-test Post-test
Noun 49.17 72.16 46.75%
Verb 50.33 74.67 48.36%
The table above shows that, the students‟ mean score of the noun in pre-test was 49.17 and the students‟ mean score of verb in pre-test was 50.33. While the students mean score of noun in post-test was 72.16 and the students mean score of verb in pot-test was 74.67. The improvement of the students‟ mean score of noun in pre-test and post-test was 22.99 and the improvement students‟ mean score of verb in pre-test and post-test was 24.34.
In the other words we can say that, the improvement was significantly different and the students‟ ability progressed, because the mean score of post-test was higher than pre-test.
Next, the students‟ mean score of noun and verb (pre-test and post-test) from the recapped in the following chart:
To know the percentage of the students‟ mean score of noun and verb in pre- test clearly, following the table was presented:
47.17 50.33
72.16 74.67
46.75% 48.36%
0 10 20 30 40 50 60 70 80
Noun Verb
Mean Score Pre-test and Post-test
Pre-test Post-test Improvement
Table 4.2 Mean score of pre-test, post-test, and improvement of noun
Variables
Mean score
Improvement Pre-test Post-test
Noun 49.17 72.16 22.99
Based on the table above, it shows that the mean score in pre-test of noun is (49.17) and the post-test is (72.16) and the improvement is (22.99). It‟s clearly seen that they were significantly different. In brief, it shows that the mean score of the students‟ vocabulary by using Role Play Method can be achieved.
Table 4.3 Mean score of pre-test, post-test, and improvement of verb Variables
Mean score
Improvement Pre-test Post-test
verb 50.33 74.67 24.34
Based on the table above, it shows that the mean score in pre-test of verb is (50.33) and the post-test is (74.67) and the improvement is (24.34). It‟s clearly seen that they were significantly different. In brief, it shows that the mean score of the students‟ vocabulary by using Role Play Method can be achieved.
Table 4.4 Total mean score between pre-test and post-test in term of noun and verb
Variable
Score
Pre-test (X1) Post-test (X2)
Total 99.50 146.83
Average 3.31 4.89
The table 4.4 above shows that, there was an improvement of students‟
vocabulary in term of noun and verb before and after treatment was given. The average of total mean score of pre-test (X1) was derived from the total score of noun and verb (99.50) divided by the total number of students (30) and the result got was (3.31), and the average of total mean score of post-test (X2) was derived from the total score of noun and verb (146.83) divided by the total number of students (30) and the result got was (4.89). The improvement of the students‟
vocabulary is shown in this table below:
Table 4.5 Total mean score of pre-test, post-test, and improvement of noun and verb
Variables
Mean score
Improvement Pre-test Post-test
Average 3.31 4.89 1.58
To sum up the table above, it can be seen clearly that the average of total mean score of noun and verb improved from pre-test to post-test. In pre-test (3.31), in post-test (4.89), and improvement by pre-test to post-test is (1.58).
2. The Classification of Students’ Pre-test and Post-test Scores
The percentage of the pre-test and post-test calculated the noun score and verb. The result can be seen the following tables:
Table 4.6 the Rate Percentage of Noun Pre-test and Post-test Score
No. Classification Score
Vocabulary (Noun) Pre-test Post-test
f % F %
1 Excellent 96-100 0 0% 0 0%
2 Very Good 86-95 0 0% 2 6,67%
3 Good 76-85 0 0% 8 26,67%
4 Fairly Good 66-75 2 6,67% 17 56,66%
5 Fairly 56-65 6 20% 3 10%
6 Poor 36-55 17 56,66% 0 0%
7 Very Poor 0-35 5 16,67% 0 0%
Total 30 100% 30 100%
The table shows that from 30 students of (Pre-test), there were 0 students who categorized to “Excellent”, “Very Good” and “Good”, 2 students (6.67%) who categorized to “Fairly Good” and 6 students (20%) who categorized to “Fairly“, while 17 students (56.66%) categorized to “Poor” and 5 students who categorized to “Very Poor”.
The table shows that from 30 students of (Post-test), in this table 0 students who categorized to “Excellent”, 2 students (6,67%) who categorized to “Very
Good”, 8 students (26,67%) who categorized to “Good”, 17 students (56,66%) who categorized to “Fairly Good” and 3 students (10%) who categorized to
“Fairly”, while 0 students (0%) who categorized to “Poor” and “Very Poor”
If compare both of the tables above, it can be seen clearly that the number are different, because in table (Pre-test of noun), 0 students who categorized to
“Excellent” and in table (Post-test of noun) 0 students who categorized to
“Excellent”. In table (Pre-test of noun) 0 students who categorized to “Very Good”
and in this table (Post-test of noun) 2 students who categorized to “Very Good”.
In the table (Pre-test of noun) 0 students who categorized to “Good” and in the table (Post-test of noun) 8 students who categorized to “Good”. In the table (Pre- test of noun) 2 students who categorized to “Fairly Good” and in the table (Post- test of noun) 17 students who categorized to “Fairly Good”. In the table (Pre-test of noun) 6 students who categorized to “Fairly” and in the table (Post-test of noun) 3 students who categorized to “Fairly”. And in the table (Pre-test of noun) 17 students who categorized to “Poor” and 5 students who categorized to “Very Poor”. In the table (Post-test of noun) 0 students who categorized to “Poor‟ and
“Very Poor”.
Table 4.7 The Rate Percentage of verb Pre-test and Post-test Score
No. Classification Score
Vocabulary (verb) Pre-test Post-test
f % F %
1 Excellent 96-100 0 0% 0 0%
2 Very Good 86-95 0 0% 1 3,34%
3 Good 76-85 0 0% 7 23.33%
4 Fairly Good 66-75 2 6,67% 18 60%
5 Fairly 56-65 6 20% 4 13,33%
6 Poor 36-55 19 63,33% 0 0%
7 Very Poor 0-53 3 10% 0 0%
Total 30 100% 30 100%
The table shows that from 30 students, there were 0 students who categorized to “Excellent”, “Very Good” and “Good”, 2 students (6.67%) who categorized to
“Fairly Good” and 6 students (20%) who categorized to “Fairly“, while 19 students (63.66%) categorized to “Poor” and 3 students who categorized to “Very Poor”. The table shows that from 30 students, in this table 0 students who categorized to “Excellent”, 1 students (3,34%) who categorized to “Very Good”, 7 students (23,33%) who categorized to “Good”, 18 students (60%) who categorized to “Fairly Good” and 4 students (13,33%) who categorized to “Fairly”, while 0 students (0%) who categorized to “Poor” and “Very Poor”
If compare both of the tables above, it can be seen clearly that the number are different, because in table (Pre-test of verb), 0 students who categorized to
“Excellent” and in table (Post-test of verb) 0 students who categorized to
“Excellent”. In table (Pre-test of verb) 0 students who categorized to “Very Good”
and in this table (Post-test of verb) 1 students who categorized to “Very Good”. In the table (Pre-test of verb) 0 students who categorized to “Good” and in the table (Post-test of verb) 7 students who categorized to “Good”. In the table (Pre-test of verb) 2 students who categorized to “Fairly Good” and in the table (Post-test of
verb) 18 students who categorized to “Fairly Good”. In the table (Pre-test) 6 students who categorized to “Fairly” and in the table (Post-test of verb) 4 students who categorized to “Fairly”. And in the table (Pre-test of verb) 19 students who categorized to “Poor” and 3 students who categorized to “Very Poor”. In the table (Post-test of verb) 0 students who categorized to “Poor‟ and “Very Poor”.
3. The Comparison of the Test Result
The distribution the value of t-test value and t-table can be seen in the following table 4.8 below:
Table 4.8 Distribution the value of t-test and t-table Variables
Pre- test
Post- test
t-test t-table Comparison Classification
Noun 49.17 72.16 22.42 1.699 t-test>t-table Significance Verb 50.33 74.67 21.55 1.699 t-test>t-table Significance
The data on the table 4.8 above shows that the value of the t-test was higher than the value of t-table. It was indicated that there was a significance difference between, the result of the students‟ noun and verb in vocabulary by using Role Play Method after treatment.
4. Hypothesis Testing
If the t-test value is higher than t-table at the level of significance 0.05 and degree freedom (df) 29 (N-1=30-1), thus the alternative hypothesis (H1) was accepted and null hypothesis (Ho) is rejected. In contrary, if the value was lower
than t-table at the level of significance 0.05 and the degree freedom (df) 29 (N- 1=30-1) thus the alternative hypothesis is rejected and null hypothesis is accepted.
B. Discussion
In this part, the discussion dealing with the interpretation of findings derived from the result of finding about observation result of the students‟ vocabulary in terms of noun and verb.
In improving the students‟ vocabulary in terms of noun and verb, the researcher used role play method in teaching vocabulary. Where using role play method such as vocabulary (noun and verb) around the classroom can help the students improve their vocabulary and it can also help the students to differentiate between noun and verb.
The findings of this research similar to Firman, (2013) “the correlation between the vocabulary enrichment and reading ability at the second year students of SMP Negeri 2 Sungguinasa”.the result of the research indicated that there was standard correlation between students‟ enrichment vocabulary and reading ability, it concluded that there was high correlation between students‟ enrichment in vocabulary and reading ability.
Meanwhile, Irwan, (2010) “the correlation between students‟ vocabulary mastery and reading comprehension”. The result of the research indicated that there was a correlation between vocabulary mastery and reading comprehension, who gain the better score in vocabulary test they get the better score in reading test too. It means the vocabulary mastery is important for reading comprehension and it also shows that vocabulary score can support the reading score and at last
no students get good score in reading unless their vocabulary score is good as well.
The other researcher, Darmayanti, (2003) conclude that improving the vocabulary mastery of the second year students of MAN Model Makassar through English derivation and inflection is an effective way to improve students‟
vocabulary.
The students thought that the teaching vocabulary through using role play method was very helpful to improve their vocabulary. The effective at this method is that it should fulfill what they need to memories the vocabulary, how to make the subject interesting to it is easy to save in their mind.
The data had been showed in pre-test there were many students‟ inadequate score. In pre-test, some students found many difficulties in vocabulary. It made them could not distinguish between noun and verb. It was too different with post- test that some of students got higher than the value in pre-test. The students got a significant development after giving treatment. The students could improve their vocabulary.
From the result of pre-test, the total mean score of the students‟ vocabulary in terms of noun and verb was 99.50, it can be concluding that the students‟ in vocabulary were classify as inadequate. The result of the post-test was 146.83, it can be classified average.
Based on the result of the data, the researcher concluded that after the treatment by using role play method the students were in very good category. It
means that by using role play method in teaching vocabulary the students can improve their vocabulary.
On the other hand, the result of the post-test showed that the students had significant progress, one of the students got excellent classification. In other words, the students vocabulary increased by using role play method. So, using role play method in this research had a big influence in students‟ vocabulary because can help the students to improved their vocabulary.
The data described the most of them success to improve their score into the students‟ vocabulary in terms of noun and verb by using role play method. The improvement is also following by the significance. It is obtained the value of the t-test in noun was (22.42) the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in verb is 21.55 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29 is greater than t-table (1.699) for the degree of freedom (0.05), it means that the null hypothesis (Ho) was rejected and alternative Hypothesis (H1) was accepted.
From the result of calculation, it is obtained the value of the t-test in noun is 22.42 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in verb is 21.55 the degree of freedom (df) is 29 (obtained from N-1)
= (30-1=29). The researcher used the degree of significance of 0.05 the value of degree of significance are 1.699. If the test compared with each value of the degrees of significance, the result of noun is 22.42>1.699, the result of verb is 21.55>1.699. Since t-test score obtained from the result of calculating, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.