CHAPTER III RESEARCH METHOD
F. Data analysis
The data collecting through the pre-test and post-test the researcher would be analyzed by the following procedure:
1. Scoring the students correct answer of pre-test and post-test Table 3.1 Scoring of the Test
No Aspect Score
1 Correct 1
2 Incorrect 0
3 Total Maximum Score 15
Students’ Score =
X 100
(Shofa, 2013)
2. The classification of the vocabulary Table 3.2 Scoring of Vocabulary
Points Classification Description
4 Excellent - Write vocabulary as many as possible (more than 15 vocabulary)
- Excellent at identifying word meaning 3 Very Good - Write vocabulary as many as possible
(more than 10 vocabulary)
- Very good at identifying word meaning 2 Good - Write vocabulary as many as possible
(more than 5 vocabulary)
- Good at identifying word meaning 1 Poor - Write vocabulary (less than 5
vocabulary)
- Unable at identifying word meaning
(Adapted from www.slideshare.net) 3. The Classification of the Students‟ Score
Table 3.3 Classification of the Students’ Score
NO Classification Score
1 Excellent 90 – 100
2 Very good 80 – 89
3 Good 70 – 79
4 Fairly good 60 – 69
5 Fair 50 – 59
6 Poor 40 – 49
7 Very poor 0 – 39
(Jacobs, 2002)
The data of this research would be statistically analyzed. The researcher used statistical computation by using SPSS volume 2.3 (statistical program for social science) for hypothetical of test. The objective of using SPSS in this case is to practically and efficiency in the study.
CHAPTER IV
FINDINGS AND DISCUSSION
1. General Location
The researcher conducted the research at SMP Tridharma makassar in academic year 2019/2020. It is located at Maccini Raya No.29 Makassar, which was built in 1983. For more information about SMP Tridharma Makassar.
SMP Tridharma Makassar uses Kurikulum Tingkat Satuan Pendidikan (KTSP) in seventh class. While in eight and ninth class uses K13. So, the researcher also uses lesson plan with K13 model.
2. Time of the Research
This research was conduct in December 2019. The schedule for VIIIA class can be seen in the table follow:
Table 4.1: Class Schedule
Date
Activities
13 November 2019 Pre-test
14 November 2019 First treatment
20 November 2019 Second treatment
21 November 2019 Third treatment
27 November 2019 Forth treatment
28 November 2019 Post-test
B. Findings
To find out the answer of the research question, pre-test gave to find out the first students‟ vocabulary before explain about picture word inductive model in the classroom and post-test gave to find out the improvement of the student‟s vocabulary after doing the treatment which aimed to know whether or not explain about picture word inductive model improve students‟ vocabulary mastery. For the further interpretation of the data analysis were given below:
1. The students’ Vocabulary achievement
The student‟s score of pre-test and post-test were observed on vocabulary. The data can be seen in the following table:
Table 4.2 : Frequency and rate percentage of the students’ vocabulary in pre-test.
Score Classification X1 Frequency Percentage All Percentage
90-100 Excellent 93 3 10.0% 10.0%
80-89 Very Good 86 6 20,0% 43.3%
80 7 23.3%
70-79 Good 73 6 20.0% 20.0%
60-69 Fairly Good 66 5 16.7% 23.4%
60 2 6.7%
50-59 Fair 55 1 3.3% 3.3%
40-49 Poor 0 0 0% 0%
0-39 Very Poor 0 0 0% 0%
Total 30 100 % 100%
Table 4.2 shows that frequency and percentage of the students‟
vocabulary in pre-test from 30 students, there were 3 or 10.0 % got excellent category, 13 or 43.3 % in very good category, there were 6 or 20.0 % in good category,7 or 23.4 % in fairly good category, 1 or 3.3 % in fair category, and there were no students for poor category and very poor category.
Table 4.3 : Frequency and rate percentage of the students’ vocabulary in post-test
Score Classification X2 Frequency Percentage All Percenta
ge
90-100 Excellent 93 7 23.3 % 23.3 %
80-89 Very Good 87 1 3.3 % 50 %
86 8 26.7 %
85 1 3.3 %
80 5 16.7 %
70-79 Good 75 1 3.3 % 16.6 %
73 4 13.3 %
60-69 Fairly Good 66 2 6.7 % 10 %
60 1 3.3 %
50-59 Fair 0 0 0 % 0 %
40-49 Poor 0 0 0 % 0 %
0-39 Very Poor 0 0 0 % 0 %
Total 30 100 % 100%
Table 4.3 Shows that frequency and rate percentage of the students vocabulary in post-test from 30 students, there were 7 or 23.3 % students got excellent category. 15 or 50% of the students in very good category, 5 or 16.6 % in good category, 3 or 10 % in fairly good category and there were no students got in fairly category and poor category.
To knew the percentage of the students‟ improvement in vocabulary, could be seen in figure below:
Figure 4.1 : Percentage of the students’ vocabulary in pre-test and post-test
Figure 4.1 shows that the result of the students‟ evaluation of vocabulary. In pre-test, there was 10% classified into excellent, 43.4%
classified into very good, 20% classified into good, 23.4 classified into fairly good, 3.3% into classified into fair and there was no classified into
0 5 10 15 20 25 30 35 40 45 50
Excellent Very Good
Good Fairly Good
Fair Poor
Pre-test Post-test
poor and then 10.3% classified into very poor category and very poor category.
After having treatment in post-test the improving of the students‟
vocabulary showed that there were 23.3% classified into excellent, 50%
classified into very good, 16.6% classified into good, 10% classified into fairly good and there were no classified into fair category and poor category.
It means that the score and rate percentage in post-test was greater then the rate percentage in pre-test.
a. The Mean Score and Standard Deviation
After having calculated the result of the students pre-test and post- test, the mean score and standard deviation of the students‟ vocabulary in vocabulary test are showed in the table below:
Table 4.4 : The Mean score and Standard Deviation of the Students’
Pretest and Post-test.
Type of test Mean Score Standard Deviation
Pre-test 76.53 10.44
Post-test 82.33 9.08
Table 4.4 showed that the students‟ mean score and standard Deviation in pre-test was 76.53 % (categorized as Good ) with standard Deviation 10.44 and the mean score of post-test was 82.33 (categorized as
Very Good) with standard deviation 9.08 It means that, the mean score of post-test was higher than pre-test.
b. The Improvement of Students’ Vocabulary in Pre-test and Post-test The following table showed the improvement in pre-test and post- test:
Table 4.5: The Improvement of the Students’ Vocabulary in Pre- test and Post-test
Indicator Pre-test Post-test Improvement (%)
Vocabulary 76.53 82.33 95.92 %
Table 4.5 showed that pre-test was 76.53 and post-test was 82.33 the score of post-test > pre-test. Thus, the improvement of the students‟
mean score of pre-test and post-test were 95.92 %. It indicates that the students‟ vocabulary significantly through Picture word inductive (PWIM).
To see clearly the improvement of the students vocabulary, look at the figure below:
Figure 4.2 : figure of the improvement students’ vocabulary in pre- test and post-test
Figure 4.2 shows that the improvement students‟ vocabulary in post-test was higher than pre-test. From pre-test to post-test can improve on 95.92 %.
c. T-test analysis
To know the level of significance of the pre-test and post-test, the researched used t-test analysis on the level of significance (p) + 0.05 with the degree of freedom (df) = N-1, where the N= number of subject (30 students) then the value of table is 2.04523. the t-test statistic, analysis of independent sample was applied. The following table showed the result of t-test calculation.
Table 4.6 : the t-test and t-table of the students’ improvement
Variable t-test Value t-table Value
73 74 75 76 77 78 79 80 81 82 83
76.53
82.33
Pre-test Post-test
Vocabulary 3.881 2.0452
Table 4.6 shows that t=test value higher than the t-test table value (3.881>2.0452). It means that there was improvement of the students‟
vocabulary mastery before and after use Picture word inductive model (pwim) to the students‟ vocabulary mastery of the Eight Grade SMP Tridharma makassar.
Based on elaboration above, it could be concluded that the null hypothesis was rejected. Otherwise, the alternative hypothesis (H1) was accepted. In other words, using picture word inductive model (pwim) improves students‟ vocabulary mastery of the Eight Grade of SMP Tridharma Makassar in academic year 2019/2020.
C. Discussion
Picture word inductive model (PWIM) is an appropriated medium applied in the classroom in teaching vocabulary. This medium is helpful to improve students‟ interest and enjoying in learning which made them more involves in their vocabulary mastery. There were a number of research experts relating to the development or improvement of vocabulary using Picture word inductive model (pwim). They were:
The research on the medium to help learning was carried out by Amir Hamzah in with the title “picture word inductive model in vocabulary mastery”.
In his research, Amir Hamzah explained During the experimentation, students were shown a picture and were asked to identify items in the picture, eliciting words from the children‟s listening and speaking vocabularies. This process essentially created a picture-word dictionary which the students could employ to connect words with corresponding pictures. The experimental group of 14 second graders participated in the 4-week intervention, while the control group, consisting of students from the two other second grade classes, did not receive this intervention. The PWIM intervention was analyzed through nonparametric statistics by examining the vocabulary gains that students made from the pre- assessment to the post-assessment. Additionally, gains of English language learners (ELL) and native-English speakers were compared. Further, gains of the experimental group participants and the control group participants were compared. Results indicated that statistically significant differences were achieved between the control and experimental group participants on the final assessment.
Herlinawati and Hidayati research in 2013 “Picture word inductive model (pwim)”. Improving Students’ ability in Writing a Descriptive Paragraph” The focus on this research was to find out the effect of using Picture Word Inductive Model (PWIM) in writing a descriptive paragraph. This quasi experimental research focuses on writing ability. The population was the eighth students with the total students were 282 students. The sample was students in class VIII.1 consisted of 29 students as experiment class and VIII.2 with 28 students as control class. The instrument of data collecting was test. The test was used to get the data of students‟ writing ability. The technique of data analysis uses T-test which was
analyzed by using SPSS 17.0 for windows. Based on the data analysis, the researcher found that there was significant effect between students‟ writing ability taught by using Picture Word Inductive Model (PWIM) and with the students who were taught using conventional way, with t-test calculation was 3.518 and t-table in significant level 5% = 2.00 and significant level 1%=2.65. It shows the t-test is higher than Sig. point 5% and 1%. 2.00<3.518>2.65. As well, in Levenes‟ test analysis, the Sig.(2-tailed) was 0.01. This significant point was 0.001 lower than 0.005. It means Ho was rejected and Ha was accepted. As the conclusion, the Picture Word Inductive Model (PWIM) gave low effectiveness of students‟
writing ability for the eight grade students at SMPN 06 Pekanbaru.
Marsika Sepyanda, Mukhaiyar, Kusni in 2013 with the “tittle The effect of picture word inductive model (pwim) and students’ self-efficacy toward their writing skill of descriptive texts at grade X of SMA Negeri 1 IX koto sungai lasi “ This research is a quasi experiment with factorial design. The research data was taken from the results of student writing skills tests and self-efficacy questionnaires. Then, the data were analyzed using the t-test and two-way Anova through the Minitab 14 application. The results of this study indicate the PWIM strategy has a significant effect on students' writing skills when compared to the list of strategies commonly used by teachers in writing research. These results add to the t-count of 1,900 which is greater than t-table which is worth 1,684. Then, students who have high self-efficacy who support the PWIM strategy have better abilities in writing texts compared to students who support with a list of strategies, where the t-count is 3.160 which is greater than the t-table which is valued at
1,812. However, students who have low self-efficacy required with PWIM strategies do not have better abilities in writing texts compared to students who support with a list of strategies where a t-count of 1,730 is smaller than a t-table of 1,812. Furthermore, the results of the study also found that there was no interaction between teaching strategies and self-efficacy of students' writing skills in which the F-count was 0.08 which was higher than the F-table which was 2.58.
Devi Suraya, Dewi Novita, Ana Fergina in 2017 with the tittle ”The effect of using picture word inductive model on teaching descriptive text writing “The use of PWIM emphasized more on how students recognized the words by looking at the pictures teacher provided. The purpose of this research was to know the effect of using Picture Word Inductive Model on teaching descriptive text writing on the tenth- grade students of SMA Negeri 2 Sungai Raya, Kubu Raya. This research used quasi- experimental research pretest-posttest non-equivalent group design. The samples of this research were 20 students for experimental group and 20 students for control group. The use of Picture Word Inductive Model had an effect on teaching descriptive text writing. The effect size for the treatment was considered as strong, under the t- test the difference of the interval was significant. It is suggested that teacher uses PWIM as the alternative technique in teaching descriptive text.
Aulia Haning Setyorini in 2016 with tittle “The effectiveness of the word inductive model (picture word inductive) in learning to write poetry in class VII students in SMP Negeri 1 Sentolo,kulon progo”. This research is a quasi- experimental study. Research design used is the pretest-posttes control group design. Inside population this research is VII grade students of SMP Negeri 1 Sentolo, Kulon Progo. The sample technique in this study uses simple random
technique sampling, obtained class VII C as an experimental group and class VII D as a control group. Data collected by pretest and posttest conducted to the experimental class and the control class. Analysis technique the data used is the t- test with a significance level of 5%. The results of the study can be concluded as follows. First, there is significant differences in the ability to write poetry between students who are got learning using the picture word inductive model students who learn without using word inductive models pictured in VII grade students of SMP Negeri 1 Sentolo, Kulon Progo. Pg This can be proven from the results of the experimental posttest t-test the control class and the experimental class obtained thitung 3.703 with db = 62 and p of 0,000. Second, the inductive model of picture words (picture word inductive model) proved effective in learning to write poetry on VII grade students of SMP Negeri 1 Sentolo, Kulon Progo. That can be evidenced from the results of the t-test pretest and posttest experimental class obtained tcount 9.908 with db = 31 and p of 0.000. Class gain score the experiment was 14.84 and the control class was 9.53.
So the conclusion was that using the picture word inductive model in the development of English learning was very important and effective, not only using the picture word inductive model (pwim), but using other model could be used, the core could increase or improve student vocabulary with new innovations.
In this study, several things have been inferred logically. First, for all of the class VIII, they were inclined to have similar problem, when they were conducting a pre-test, in the first meeting, the pre-test was distributed. It seems that most of students did not know how to differentiate which on is adjective and
verb, students did not know how the spelling of the word. Most of them were difficult to answer the test and they just talked to each while they were doing the test. The results of the pre-test were much poor than the post-test because most of them just blank their sheets and did not care with what they wrote in their test.
Second, subjects in pre-experimental class were passive and did not want to answer if they were asked. The cause might be they were lack of vocabularies and lack of enthusiasm for learning. Third, after applying the picture word inductive model (pwim), students in pre-experimental class showed their improvement in vocabularies. Most of them were more interested, active, motivated in learning.
The description of the students‟ vocabulary with the result of data that was explained previously in findings and the description of the students‟ vocabulary between pre-test and post-test. Here were description:
1. The students‟ vocabulary achievement.
Students‟ vocabulary was supported by the mean score of students in post-test higher than the pre-test. Before applying picture word inductive model (pwim) as an English teaching medium, the students could not answer the test vocabulary with false and did not know the meaning of the word. But after applying picture word inductive model (pwim) the students could answer the test vocabulary with true and know the meaning of the word as well. The improvement of students‟ vocabulary could be seen between pre-test and post-test. The students‟ result was significantly different before and after applied PWIM in teaching
vocabulary material. The students‟ text in the pre-test content provisions showed that the students were very lacking in vocabulary mastery, students also do not know the meaning of the word and it turns out there were still many students did not know the spelling of the word.
The students lack in vocabulary and did not care about it. Even though fries (1982) said learning and remember a set of words is prerequisite in learning a particular language. The essential area of language learning was the lexicon or vocabulary had to be taught absolutely when one learned a language, if not, he did not learn language at all.
On the other hand, the students‟ vocabulary text in post-test was better than pre-test. Students‟ vocabulary was supported by the mean score of students on pre-test and post-test in content was 76.53 (Good category) and 8.33 (Very good category). In the treatment for four meetings with the picture word inductive model (pwim) that the first meeting discussed about the English vocabulary material in the classroom used the picture and videos, the second discussed about the vocabulary in classroom with connected the material “Asking and giving Opinion”, the third discussed about the picture again in the classroom, the fourth discusses about the vocabulary with connected the material “agreement and disagreement” and made their creativities about the funny pictures. After treatment for four meetings with the picture word inductive model (pwim) as an English teaching medium, understanding of students vocabulary has improved and
the activity of students in learning and answering vocabulary has increased.
Therefore it means that the picture word inductive model in treatment of students‟ SMP Tridharma Makassar was success to made the Students know the meaning the spelling of the word, also that the students more interested in learning process because the students could make their creativities. The students could memorize the words because every words related with some pictures and some object that was repeat several times.
As a result, the students enjoy, not feeling bored and more excited in learning process.
Moreover, another finding in this research t-test value were higher than t-table value (3.881>2.045) in which to reject the null hypothesis (ho) was rejected otherwise the alternative hypothesis (hi) was accepted. Thus from the discussed above, the students achieve a higher score after giving the treatment.
This technique made the students to be motivated to developed imagination, observation, thoughts ideas in accordance based on the material and situation by the students in vocabulary mastery. It made the students not only learning but also playing, the student saw the situations that exist, full observation and students feel challenged to made the picture with the creativities their caption. Through picture word inductive model (pwim) students could learn without feeling bored, depressed or sleepy in