CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
B. Data Analysis
5. Independent Sample T-test
1 He or she uses words that are often the same and very little vocabulary.
1. Validity Test
According to Amir Hamzah (2018) Instruments, the measuring instrument can be said to have high validity if the instrument performs its measuring function or provides measurement results that are by the purpose of the measurement29. While the validity itself, means the extent to which the accuracy and accuracy of a measuring instrument perform its function. In this study, the researcher used an oral test as the instrument.
The validity test is used to determine how much this instrument has given results. In conducting this validity test, the examiner asked the validator to test the validity of this study.
2. Reliability Test
can be said to be reliable if a measuring device is used twice to measure the same symptoms and the measurement results obtained are relatively consistent, then the measuring device is reliable in another sense namely, reliability shows the consistency of a measuring instrument in measuring the same symptoms. The reliability test of this study was taken from other populations that were not sampled in this study or at the level of the research population because, the reliability test was carried out on classes that did not include in the research sample. For the reliability test, the researcher chose class 8B of SMP Plus As-Shafa Jubung. The author did some of the analytical techniques before conducting the pre-test and post-test in the experimental and control classes. At the time, the
29 Amir Hamzah, Metode Penelitian & Pengembangan (Malang, Literasi Nusantara,2018) 128-129
researcher had found 2 classes had the same ability and had a reliability test or trial. Then, the researcher gave a speaking test to collect data through pre-test and post-test to the experimental class and control class.
The following is a data analysis technique that the researcher did after the students took the speaking test from 2 classes:
a. In the data analysis technique, the first thing to do was present the data using descriptive statistics. Descriptive statistics is statistical activities carried out include collecting, processing data, presenting data, and inferring data to find an overview of; the characteristics of the shape of the character, on the population, the organization of society based on data obtained regularly, concisely and clearly30.
b. In the second data analysis technique, the researcher conducted a normality test on the data obtained in the previous speaking test. the condition for determining what type of statistic to use in subsequent analysis requires the normality of the data distribution. The normality test was carried out in this study because it met the absolute requirements before statistical analysis.
The following formula is used for data analysis techniques:
x2∑ ( )
Explanation:
Χ2: The value of chi squared itself Oi : observations
Ei : Frequency according to expectations
30 Ivan Fanani Qomusuddin, Statistik Pendidikan ( Yogyakarta, Deepublish, 2019) 2
c. For the third data analysis technique, the researcher uses paired samples t-test to determine the ratio of data obtained from the results of tests done through pre-test and post-test for the control and experimental classes. The average difference test or commonly called the Paired sample t test, namely two paired samples, is used to test the difference in the average for two independent (independent) samples in pairs. Then it can be seen the average difference between the pre-test and the post-test in the control class and the experimental class.
d. In the next step, the researcher uses the homogeneity test to determine the homogeneity of the variance of each of the two different samples.
A homogeneity test is a requirement to perform an independent sample t-test. The data used are post-test data in the experimental class and the control class. The researcher used for the homogeneity test was the Kolmogorov Smirnov homogeneity.
e. The last for the data analysis technique is the independent sample t- test. Independent sample t-test aims to determine whether the two different samples have a significant difference in mean.
The following formula is used in the independent sample t-test:
T =
√
X1: average score for group 1 (experimental class) X2: average score for group 2 (control class)
n1: number of respondents in group 1 (experimental class)
n2: number of respondents in group 2 (control class)
s1 : what is the score variance of group 1 (experimental class) s2 : what is the score variance of group 2 (control class)
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter contains an explanation of the data, data analysis, hypothesis testing, and discussion based on the results of this study.
A. Description of the data
In the description of the data, the researcher discusses how the results of the research conducted by the researcher on the ability to speak English in the 8th grade of SMP Plus As-Shafa Jubung. In this study, researcher researched on two classes of experimental class and control class for class 8A consisting of 16 students as the control class while for class 8B consisting of 16 students as the experimental class. In each of these classes, the researcher gave a speaking test in the form of a pre-test and post-test. There are differences in treatment in the two classes studied by the researcher in this process. For the experimental class, before learning using the bamboo dance method the researcher gave a pre-test first and a post-test was carried out after the class was given the learning process, using the bamboo dance method. For the control class, before the researcher taught the recount text the researcher gave a pre-test and after doing the recount text paragraph learning process the researcher gave a post-test.
For the pre-test stage for the experimental class, it was held on February 20, 2021 at 8.20-09.45 WIB and for the control class on February 22, 2021, 12.10-13.35 WIB. in the implementation of the pre-test, because previously the English teacher had explained what recount text was and the
English teacher had implemented memorizing vocabulary. In every meeting in learning English, students have to memorize 10 vocabulary still they are not confident to speak English, so for this pre-test the researcher only re- explained the formula from the recount text for 5 minutes after the researcher had explained. The researcher gave time to students for 10 minutes to write an unforgettable pleasant or sad experience, only one paragraph consisting of 5 lines after completion, students one by one came forward and retold what they wrote with body gestures according to the story they wrote. The researcher gave the same direction in the experimental and control classes in the pre-test.
After conducting the pre-test, the researcher applied the bamboo dance method to the experimental class. The first treatment was carried out on February 27, 2021, the researcher divided the group into two groups, each group contained 8 students because each group would line up facing each other like bamboo and share information in turn by students briefly. The first process before the researcher practiced the bamboo dance method, the researcher gave the topic on the blackboard a story about an unforgettable experience and each group had to analyze the purpose of the text and after finishing the groups 1 & 2 facing each other and each student who had faced each other in front and sharing information about what their group had discussed and then they shifted when they were done. In this way, each student gets a new partner to share information with. The second treatment was carried out on March 5, 2021, the researcher gave the form of a recount
text paragraph to each group and each group looked for a generic structure in the paragraph. The researcher did the treatment 4 times because it took time for students to be more confident in providing information to their interlocutor.
After doing the treatment, the researcher conducted a post-test on the experimental and control class. The post-test was held on March 26, 2021.
The researcher re-explained the recount text to the students. After that, the researcher instructed the students to write an unforgettable sad or pleasant experience in one paragraph containing 7 lines for 10 minutes. After finishing, the students advanced one by one, retelling what they wrote without constantly looking at the paper they brought with gestures for a maximum of 5 minutes.
In assessing students' speaking ability, the researcher used an oral assessment rubric obtained and known from the Language Assessment Principles and Classroom practices of Douglass Brown and writing the English Language of J. Heaton. To assess students' speaking ability, the researcher used an inter-rater and used video recordings to help the researcher when there were deficiencies in the assessment. The step in assessing students' speaking, in which there is a tolerance value, and there are 5 tolerance values. From the rubric of this research, researchers can assess easily.
1. Students' speaking ability pre-test scores.
a. Experimental Class.
Before the researcher taught and applied the learning techniques used, the researcher conducted a pre-test in advance where the students were asked to write an unforgettable experience and when the students had done forward one by one to retell what they had written. After the pre-test, the researcher chose class 8B ,which became the experimental class because class 8B needed more treatment. The number of students from class 8B consists of 16 students. The following are the speaking pre-test scores for grade 8B students:
Table 4.1
Scoring Rubric of the Pre-test in the Experimental Class
No Subject
Aspect of Speaking
Total Score
Comprehension Fluency Pronunciation Grammar Vocabulary
1. Aisyah NurAini
1 2 3 4 5 6
3 3 3 4 3 16
2 Dewi Eka Febriyanti 2 4 3 3 2 14
3 Dewi Helen Sindi Puspita 4 4 3 4 3 18
4 Faridatu lHasanah 5 4 3 2 4 18
5 Fitri Wulandari 4 2 3 3 3 15
6 Ira Anggi Anggraeni 5 3 3 2 4 17
7 Lu‟luil Hidayatul Rohma 5 3 2 2 3 15
NO Subject 1 2 3 4 5 6
8 Naili Farah Suroyo Dewi 4 4 4 3 4 19
9 Nofitasari 3 2 4 3 3 15
10 Putri Ayu 5 4 3 4 3 19
11 Restu Saputri 3 3 4 4 3 17
12 Sinta Dwi Afkarina 4 4 3 3 4 18
13 Sulastri Ningsih 3 2 2 3 3 13
14 Yeni Nofitasari Dewi 4 3 3 3 3 16
15 Kanza Imanie Ajra 5 3 3 3 3 17
16 Fiqih Alodye Nove 5 4 3 3 3 18
From the 5 aspects of assessment in the experimental class for the pre-test, the highest score of students was 25 for a perfect score.
However, there are some students whose scores are still low, in the scoring rubric pre-test the students' scores are still at least 13 and a maximum of 19.
Table 4.2
Scoring rubric of the Pre-test in the Control Class
No Subject
Aspect of Speaking
Total Score
Comprehension Fluency Pronunciation Grammar Vocabulary
1 2 3 4 5 6
1 Aril Adit Syahputra 4 3 4 3 3
2 Bagas Prama Ananta 3 4 3 3 3 16
3 Bagus Indra Prasetyo 5 3 3 4 3 18
4 Fajar Syahputra 3 3 4 3 4 17
5 Fikri Irwansyah 4 2 3 3 2 14
No Subject 1 2 3 4 5 6
6 Ifan Kurniawan 4 3 3 2 3 15
7 M. Rendi 4 3 4 3 3 17
8 M. Rizky 5 4 3 3 4 19
9 M. Ilham 3 1 3 3 3 13
10 M. Aryo 4 3 3 3 2 15
11 M. Farhan 5 3 3 4 4 19
12 N. Afandi 4 2 3 3 4 16
13 Reza Agung 4 3 3 3 5 18
14 Yusrodul Fadli 3 2 2 3 3 13
15 Wildan Habib 3 3 2 3 3 14
16 Raditya Putra Pradana 4 3 4 4 3 18
As shown in the table above, the control class score shows that the lowest score is 13 while the highest is 19.
2. Scoring Rubric of the Post-test in the Experimental Class.
a. Experimental Class
In the assessment of the post-test experimental class section, the following table shows the post-test assessment results after learning the techniques taught by bamboo dance. The data was obtained through an oral speaking test with different directions. The following are the scores from the experimental class for the post-test assessment:
Table 4.3
No Subject
Aspect of Speaking
Total Score
Comprehension Fluency Pronunciation Grammar Vocabulary
1 Aisyah Nur Aini 4 5 3 5 3 22
2 Dewi Eka Febriyanti 4 5 5 3 5 22
3 Dewi Helen Sindi Puspita 5 3 4 5 5 22
4 Faridatul Hasanah 5 4 4 5 5 23
5 Fitri Wulandari 5 3 4 4 4 20
6 Ira Anggi Anggraeni 5 5 4 3 4 21
7 Lu‟luil Hidayatul Rohma 4 5 5 5 4 23
8 Naili Farah Suroyo Dewi 4 5 4 3 4 19
9 Nofitasari 4 5 5 3 4 21
10 Putri Ayu 5 4 3 4 5 21
11 Restu Saputri 4 5 3 3 4 19
12 Sinta Dwi Afkarina 5 4 5 4 5 23
13 Sulastri Ningsih 5 4 5 3 3 20
14 Yeni Nofitasari Dewi 5 5 4 5 5 23
15 Kanza Imanie Ajra 4 5 3 4 4 20
16 Fiqih Alodye Nove 5 4 4 4 4 21
The source obtained from the data above is that the minimum post-test score of students in the experimental class is 19 while the maximum score is 23. The conclusion from the results of the data above is that the post-test scores of students in the experimental class
have increased compared to the pre-test results, when before taught the bamboo dance method.
b. Control Class
The Following are the Post-test scores of the control class:
Table 4.4
Scoring Rubric of the Post-test in the Control Class
No Subject
Aspect of Speaking
Total Score
Comprehension Fluency Pronunciation Grammar Vocabulary
1 Aril Adit Syahputra 5 4 3 4 3 19
2 Bagas Prama Ananta 5 4 4 4 5 22
3 Bagus Indra Prasetyo 4 5 4 4 3 20
4 Fajar Syahputra 5 4 3 3 3 18
5 Fikri Irwansyah 4 5 4 4 3 20
6 Ifan Kurniawan 4 4 3 3 3 17
7 M. Rendi 5 5 4 5 4 23
8 M. Rizky 4 3 3 4 4 18
9 M. Ilham 4 3 4 3 3 17
10 M. Aryo 5 5 4 3 4 21
11 M. Farhan 5 4 3 3 4 19
12 N. Afandi 5 4 4 3 4 20
13 Reza Agung 5 4 5 4 4 22
14 Yusrodul Fadli 5 4 3 5 4 21
15 Wildan Habib 5 3 4 3 3 18
16 Raditya Putra Pradana 5 4 5 3 4 22
The results of the post-test assessment data for the control class for the minimum value is 17 while the maximum value is 22.
B. Data Analysis
Data retrieved from the control class and experimental class. Data analysis is needed because to find out the comparison between the two classes used in the study, as we know, the control class and the experimental class.
The experimental class itself uses the bamboo dance method, while the control class does not use the bamboo dance method. The following are the results of the pre-test and post-test for the experimental class and the control class:
Table 4.5
Table of data results between the control class and the experimental class.
No
Experimental Class Control Class Pre-test Post-test Pre-test Post-test
1 2 3 5
1 16 22 16 19
2 14 22 16 22
3 18 22 18 20
4 18 23 17 18
5 15 20 14 20
6 17 21 15 17
7 15 23 17 23
8 19 19 19 18
9 15 21 13 17
10 19 21 15 21
No 1 2 3 4
11 17 18 19 19
12 18 23 16 20
13 13 20 18 22
14 16 23 13 21
15 17 20 14 18
16 18 21 18 22
The results of data from research that has been carried out for 2 months in class 8A as a control class and 8B as an experimental class at SMP Plus As-Shafa Jubung 2020/2021 in analyzing the data the researcher uses SPSS version 21. For the results below:
1. Descriptive Anlysis
For calculation at this stage, using SPSS version 21. By combining the pre-test and post-test for the experimental class and control class, the following are the results obtained:
Table 4.6
Statistical Descriptive Analysis
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pre-test Experimental 16 13 19 16.56 1.788
Post-test Experimental 16 19 23 21.25 1.390
Pre-test Control 16 13 19 16.13 1.996
Post-test Control 16 17 23 19.81 1.905
Valid N (listwise) 16
Source: Primary Data Processed
Based on the output above, it is known that the minimum score of students' speaking skill Pre-test Experimental is 13 while the maximum value is 19. The mean value is 16,56 and the standard deviation is 1,78.
The minimum score of students' speaking skills Post-test Experimental is 19 while the maximum value is 23. The mean value is 21,25 and the
standard deviation is 1,39. The minimum score of students' speaking skill Pre-test Control is 13 while the maximum value is 19. The mean value is 16,13 and the standard deviation is 1,99. The minimum score of students' speaking skill in Post-test Control is 17 while the maximum value is 23.
The mean value is 19,81 and the standard deviation is 1,91. From the result of these calculations, there is an influence and an increase in the use of learning techniques using bamboo dance.
2. Normality Test
Analyzing the data required a normality test. The normality test was carried out in this study because it was one of the absolute requirements before statistical analysis. There are two normality tests at this stage, the first using Kolmogorov-Smirnov or Shapiro-Wilk, or even we can use both. However, this study chose to use the Kolmogorov- Smirnov as a normality test.
Table 4.7 Normality Test
Test of Normality
Class
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic df Sig.
Students Speaking Skill
Pre-test Experimental .164 16 .200* .940 16 .347
Post-test Experimental .146 16 .200* .906 16 .100
Pre-test Control .139 16 .200* .938 16 .327
Post-test Control .142 16 .200* .941 16 .362
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Based on the output above, it is known that the significance value (Sig.) for all data both on the Kolmogorov-Smirnov test and the Shapiro-Wilk
test > 0.05, it can be concluded that the research data is normally distributed.
3. Paired Sample T-test
The test of the mean difference of two paired samples serves to test the difference in the mean for two pairs of independent samples.
Paired sample t-test can be used if the data are normally distributed. And the test results above show that the data is normally distributed, therefore the following are the results of the paired sample t-test from the experimental class and the control class:
Table 4.8
The output data of Paired Sample T-test
In the data above, it is known that Pair 1 obtained the value of Sig. (2- tailed) of 0.000 < 0.05, it can be concluded that there is a difference in the average students' speaking skills for the experimental class Pre-test and the experimental class students' speaking skills. Post-test. While the output of Pair 2 obtained the value of Sig. (2-tailed) of 0.000 < 0.05, it can be concluded that there is a difference in the average students'
Paired Samples Test Paired Differences
T df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference Lower Upper Pair 1 Pre-test Experimental -
Post-test Experimental -4.688 2.301 .575 -5.914 -3.461 -8.148 15 .000 Pair 2 Pre-test Control - Post-test
Control -3.688 2.442 .610 -4.989 -2.386 -6.041 15 .000
This test performed to determine whether the average of the two sample groups had a significant difference or not. Independent sample t- test was conducted by testing each data from the control class and the experimental class.
Table 4.10
Independent Sample Test
Levene's Test for Equality of Variances
t-test for Equality of Means
F Sig. T Df Sig. (2-
tailed)
Mean Differe nce
Std.
Error Differe nce
95%
Confidence Interval of the
Difference
Lower Upp er Students'
Speaking Skill
Equal variances assumed
2.032 .164 2.438 30 .021 1.438 .590 .233 2.64 2 Equal
variances not assumed
2.438
27.449 .022 1.438 .590 .229 2.64 6
The data output above is obtained by the value of Sig. (2-tailed) of 0.021 < 0.05, it can be concluded that there is a difference in the average students' speaking skill between the students' speaking skill Post-test experimental class and students' speaking skill Post-test control class.
T =
√
=
√
=
√
=
√=
=
2, 01210909147C. Hypothesis Testing
1. If The hypothesis test T-score is greater than the T-table, then the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Therefore, the bamboo dance is effective and has an effect on improving the speaking skills of 8th grade students at SMP Plus As-Shafa Jubung for the 2020/2021 school year.
2. However, if the T-score is smaller than the T-table, the null hypothesis (H0) is accepted while the alternative hypothesis is rejected. This means that the bamboo dance method is not effective in improving the speaking ability of 8th grade students at SMP Plus As-Shafa Jubung for the 2020/2021 academic year. From according to the data presented above, the t-score is 2.01210909147 and it shows a high t-score because the average post-test score of the experimental class students is 23 from the highest score of 25 after the bamboo dance method is different from the pre-test results obtained. the highest score is 19 and it shows that the t- score is higher than the significant > 0.05 level after the learning model of the bamboo dance method is carried out.
D. Discussion
The purpose of this study was to find out how was the effectiveness of the bamboo dance method was in improving the speaking ability of 8th grade students at SMP Plus As-Shafa Jubung for the 2020/2021 academic year. For data collection techniques in this study, namely a test or more precisely speaking test. This study conducted a speaking test in the experimental and
control classes in grade 8 students. In the experimental class for the test itself, there were pre-test and post-test to compare the speaking scores achieved by students before and after treatment (using the bamboo dance method). As for the control class, the researcher only taught recount paragraphs with the usual learning without any treatment or method. The data analysis shows that the average pre-test score in the experimental class before the bamboo dance method was taught was 13, with a minimum score of 13 students and a maximum of 19.
This means that the average data is still low. After the researcher carried out the bamboo dance method, the data analysis was obtained from the post-test score with an average value of 22. The minimum score achieved by students in the post-test was 19 and the maximum score was 23. The results from the previous data show that the bamboo dance method is very effective and can be an alternative for teaching in the classroom. Therefore, in hypothesis testing, the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected, so the bamboo dance method makes students actively interact with other students and improves students' speaking skills.
Cooperative learning is more than just group work. A critical difference between cooperative learning and traditional group work is that in the latter, students are asked to work in groups with no attention paid to group functioning, whereas in cooperative learning, group work is carefully