CHAPTER III RESEARCH METHOD
G. Data Analysis Technique
The data was collected and analyzed as follows:
1. Normality Test
A grouping of data is used in a normality test to determine whether or not the data fits a distributed-normal curve. The researcher applied the kolmogorov smirnov normalcy test. The sample distribution's fit as well as other distributions are both recognizable to kolmogorov smirnov. In this test, sample data are compared to mean scores from normally distributed datasets with
comparable standard deviations. Using statistical analysis for the normality test with a confidence level of 0.05.
2. Homogeneity Test
The The T-test has been carried out, the F-test would be carried out. To find out the similarities the variances of the two F- count samples were then compared with the F-table.
3. T-Test
The T-test was the following data analysis technique. The t- test is a statistic used to determine the significant difference between the two sample means of the two variables being compared.
Quantitative data analysis was used in this study. The Researcher found the average value. The researcher also found a significant difference between the groups in terms of the listening test. The researcher also measures the contribution of digital storytelling media assisted by bottom-up and top-down strategies to student listening skills. When determining the test means, the Researcher found pre-test and post-test normality, and test homogeneity. the researcher used the post-test of the
experimental and control classes. The scores were analyzed statistically. The data analysis technique used in this study is the Independent T-test.
The Formula for the T-test can be seen as follows:
57 CHAPTER IV
RESULT AND DISCUSION
In this part, the result of the research was presented. From April 28 to June 17, 2022, the study took place. This study was divided into two classes, namely class X MIPA 2 and class X MIPA 3. Using digital storytelling in the experimental class while using conventional learning in the control class. The finding of this study was obtained based on data analysis as presented in Chapter III. The finding was as follow.
A. Results
1. The Results of Listening skills Test
This section describes and analyzes the before and after tests treatment. The experimental group and the control group students each received a pre-test and a post-test. Students took the pre-test before the treatment began, and the post-test followed the completion of the treatment.
a. The Description of Pre-Test and Post Test Results in Experimental Class Students’ Pre-Test and Post-Test.
Data were collected from the results of the pre-test and post- test scores of students in the experimental class. Graphically, the total score of pre-test and post-test students in the experimental class will be shown in the appendix, the graph below explains the progress that occurred in each student after the research was carried out.
Table 4.1
Description of Pre-Test and Post-Test in the Experimental Class
Descriptive Statistics
Paired Samples Statistics
Mean N
Std.
Deviation
Std.
Error Mean Pair 1 Nilai Siswa Kelas
Eksperimen (Post- Test)
78.50 30 8.423 1.538
Nilai Siswa Kelas Eksperimen (Pre- test)
60.67 30 7.512 1.372
In the experimental class (X MIPA 2) the average score (Mean) and standard deviation for the score of the experimental class (pre-test) and students' core in the experimental class (post- test). From the table, it can be seen that the score of the experimental class students (pre-test) with a score of average (mean) of 60.67 and a standard deviation of 7.512 and while the scores of experimental class students (post-test) with an average score (Mean ) is 78.50 and the standard deviation is 8.423.
Graphic 4.1
Graph for Pre-Test and Post-Test Scores in Experimental Class
0 2 4 6 8 10 12 14 16 18
Excellent Good Avarage Poor Very Poor Pre-test Post-Test
Based on the graph above, the post-test score is higher than the pre-test score. This means that teaching listening skills using digital storytelling assisted bottom-up and top-down strategies can increase students' listening skill scores.
Table 4.2
The Distribution in Experimental Class
Score Interval
Category
Pre-Test Post-Test
Frequency (Student)
Percentage (%)
Frequency (Student)
Percentage (%)
100-90 Excellent 2 6,67 1 3,33
89-80 Very Good 17 56,6 8 26,6
79-70 Good 0 0 15 50
69-6 Poor 6 20 4 13,3
59-0 Very Poor 5 16,6 2 6,67
According to statistical statistics, the pre-test means score was 60.67 out of 30 students. The pre-test has a maximum score of 75 acquired by two students and a minimum score of 50 earned by 5 students. From the results of the analysis, as may be seen, the majority of the students' listening skills in class X MIPA 2 are
still low. Furthermore, the description of the table above also presents the post-test scores. The score was obtained after the digital storytelling treatment was carried out. Based on the post- test results above, it can be seen that the post-test average increased to 78.50.
According to the description of the scores in the experimental class above, 1 student had the highest post-test score of 95, and 2 students received the lowest post-test score of 65.
According to table 4.2, the experimental class had 2 (6.67%) students who scored in the excellent category, 17 (56.6%) students who scored in the very good category, 0 (%) students who scored in the good category, 6 (20%) students who scored in the poor category, and 5 (16.6%) students who scored in the very poor category. really low category. While in the post-test, there were 0 (%) students in the very good category, 5 (21%) in the good category, 12 (50%) in the moderate category, 6 (25%) in the poor category, and 1 (4%) in the very poor category.
From the description of the data above, it can be concluded that there is a significant effect of using bottom-up and top-down assisted digital storytelling strategies on students' listening skills.
b. The Description of Pre-Test and Post-Test Results in Control Class Students’ Pre-Test and Post-Test.
Data were collected from the results of the pre-test and post- test scores of students in the control class. The following is an illustration of student scores in the control class.
Table 4.3
Description of Pre-Test and Post-Test in the Control Class
Descriptive statistics
Paired Samples Statistics
Mean N
Std.
Deviation
Std. Error Mean Pair 1 Nilai Siswa
Kelas Kontrol (Post-Test)
73.17 30 9.237 1.686
Nilai Siswa Kelas Kontrol (Pre-Test)
59.17 30 7.666 1.400
In the control class (X MIPA 3) the average score (mean) and standard deviation for the score of the control class (pre-test) and the score of students in the control class (post-test). From the table, it can be seen that the score of the experimental class students (pre-test) with an average score (mean) of 59.17 and a standard deviation of 7.666 and while the score of the experimental class students (post-test) with an average score (mean ) is 73.17 and the standard deviation is 9.237.
Graphic 4.2
Graph for Pre-Test and Post-Test Scores in Control Class
0 2 4 6 8 10 12 14
Excellent Very Good Good Poor Very Poor
Pre-Test Post-Test
Based on the graph above, the post-test scores were not much different from the pre-test scores. Because this class does not use a digital storytelling strategy in the treatment. But students still get higher scores because the questions used are the same, only different stories and the material taught is the same as in the experimental class.
Table 4.4
The Distribution in Control Class
Score Interval
Category
Pre-Test Post-Test
Frequency (Student)
Percentag e (%)
Frequency (Student)
Percentage (%)
100-90 Excellent 2 6,67 3 10
89-80 Very Good 2 6,67 6 20
79-70 Good 13 43,3 16 53,3
69-6 Poor 5 16,6 0 0
59-0 Very Poor 8 26,6 5 16,6
Based on figures 4.3 and 4.4 it can be seen that the post-test scores and pre-test scores are not much different. According to the data, out of 30 students, the pre-test means score was 59.17.
While 2 students received the highest pretest score of 75, and 8
students received the lowest score of 50. From the analysis results, it can be seen that most of the X MIPA 2 students also have low listening skills.
Based on the post-test results above, it can be seen that the post-test score in the control class too improved, on average by 73.17. From the description of the scores in the control class above, 3 students had the highest post-test score of 90, and 5 students received the lowest post-test score of 60.
Table 4.4, the results of the pre-test in the control class, shows that 2 (6.67%) of the students fall into the excellent category, 2 (6.67%) fall into the very good category, 13 (43.3%) fall into the good category, 5 (16.6%) fall into the poor category, and 8 (26.6%) fall into the very poor category. really low category. While in the post-test, 3 (10%) students scored in the excellent category, 6 (20%) in the very good category, 16 (53.3%) in the good category, 0 (0%), and 5 (16.6%) in the very poor category, respectively, there were students in each of the other categories.
Because the post-test scores of using digital storytelling were higher than without using it, it can be inferred from the difference in student scores in the tables that using digital storytelling assisted bottom-up and top-down strategies in teaching listening to class ten science students had a positive impact.
2. Normality and Homogeneity
Data homogeneity and normality should be assessed before analysis. Using the Kolmogorov-Smirnov test, the homogeneity and normality of the data were determined
a. Normality Test
1. The results of Normality Pre-Test and Post-Test Score Using IBM statistics SPSS 20, the Liliefors test was used to determine the results of the normality test on the pre-test and post-test scores for both the experimental and control classes. The following is the outcome that was obtained:
NPar tests (Uji Normalitas)
Table 4.5
The Result Comparison of Normality Test of the Experimental and Control Class
One-Sample Kolmogorov-Smirnov Test Nilai
Siswa Kelas Kontrol (Pre-Test)
Nilai Siswa Kelas Kontrol (Post-Test)
Nilai Siswa Kelas Eksperimen
(Pre-Test)
Nilai Siswa Kelas Eksperimen
(Post-Test)
N 30 30 30 30
Normal Parametersa,b
Mean 59.17 73.17 60.67 78.50
Std.
Deviation
7.666 9.237 7.512 8.423
Most Extreme Differences
Absolute .151 .134 .141 .137
Positive .151 .134 .141 .129
Negative -.116 -.099 -.118 -.137
Test Statistic .151 .134 .141 .137
Asymp. Sig. (2-tailed) .080c .178c .130c .155c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
The data scores of the experimental class students (pre-test), experimental class students (post-test), control class students (pre-test), and experimental class students (post-test) were normalized using the kolmogorov smirnov test, and the results were shown in the table above. According to the table, the control class's score (sig.) for the pre-test was 0.080, while the control class's score (sig.) for the post-test was 0.178. Students in the experimental class scored 0.130 on the pre-test, while the post- test p-value (sig.) for the experimental class was 0.155. The test results for students in the control class (pre-test), control class (post-test), experimental class (pre-test), and experimental class (post-test) are stated to be normally distributed because all p values are higher than 0.05.
b. The Result of Normality Data of Pre-Test and Post-Test Score in the Experimental Class
Table 4.6
The Result of Normality of Experimental Class Paired Samples Test
Pair 1 Nilai Siswa Kelas Eksperimen (Post-Test) -
Nilai Siswa Kelas Eksperimen (Pre-Test) Paired
Differences
Mean 17.833
Std. Deviation 6.114
Std. Error Mean 1.116
95% Confidence Interval of the Difference
Lowe r
15.550
Uppe r
20.116
t 15.975
df 29
Sig. (2-tailed) .000
The table above describes the results of the average difference test between the experiment class student score (pre- test) and the experiment class student score (post-test) using the Paired Samples t-Test. The Paired Samples t-Test test was used because the data of the experimental class student scores (pre-test) and the experimental class student scores (post-test) were normally distributed. From the table, it is known that the Paired Samples t-Test (t-count) test score is 15.975 and the t-table is
2.045 with a p-value of 0.000. Because the score of t-count > t- table or score <0.05, it is said that there is an average difference between the scores of students in the experimental class (pre-test) and the scores of students in the experimental class (post-test).
c. The Result of Normality Data of Pre-Test and Post-Test Score in the Control Class
T-test
Table 4.7
The Result of Normality of the Control Class Paired Samples Test
Pair 1 Nilai Siswa Kelas Kontrol (Post-Test) -
Nilai Siswa Kelas Kontrol (Pre-Test) Paired
Differences
Mean 14.000
Std. Deviation 8.749
Std. Error Mean 1.597
95% Confidence Interval of the Difference
Lowe r
10.733
Uppe r
17.267
t 8.764
df 29
Sig. (2-tailed) .000
The table above illustrates the results of the average difference test between control class students' scores (pre-test)
and control class students' scores (post-test) using the paired samples t-test. Paired samples t-test was used because the data for the control class (pre-test) and control (post-test) students' scores were normally distributed. From the table, it is known that the paired samples t-test (t-count) test score is 8.764 and the t-table is 2.045 with a p-value of 0.000. Because the score of t-count > t- table or score <0.05, it is said that there is an average difference between the scores of the control class students (pre-test) and the control class students' scores (post-test).
b. Homogeneity Test
A homogeneity test was conducted after the normalcy test was finished as a preparatory analysis test. The researcher employed the levene statistic test from IBM's SPSS 20 statistical program to compute the homogeneity test. The conclusions drawn from these computations are listed below.
1. The Result of Homogeneity Test of Both the Experimental and Control Class’ Homogeneity of Variances
(a) The Statistically Analysis Result and Paired Sample t-Test Analysis
This section provided a statistical analysis of the results of the pre-test and post-test in the experimental class. It also discussed and evaluated the test after the treatment was administered to the students.
Table 4.8
Homogeneity Test Results Experiment Class and Control Class Test Homogeneity of Variance
Independent Samples Test
Nilai Siswa Equal
variances assumed
Equal variances not
assumed Levene's Test for
Equality of Variances
F .372
Sig. .544
t-test for Equality of Means
t 2.337 2.337
df 58 57.514
Sig. (2-tailed) .023 .023
Mean Difference 5.333 5.333
Std. Error Difference 2.282 2.282
95% Confidence Interval of the Difference
Lowe r
.765 .764
Uppe r
9.902 9.903
The table above describes the results of the homogeneity test of the experimental class students' scores and the control class students' scores using the levene test (F test) and a p-value of 0.544 was obtained. Because of the score of p> 0.05, the data on the score of the experimental class students and the control class students are said to be the same or homogeneous.
The table above also describes the results of the average difference test between the experimental class students' scores and the control class students' scores using the independent samples t-test. The independent samples t-test was used because the data for the experimental class students' scores and the control class students' scores were normally distributed. From the table, it is known that the score of the Independent Samples t-Test (t- count) is 2.337 and the t-table is 2.002 with a p-value of 0.023.
Because the score of t-count> t-table or score <0.05, it is said that there is an average difference between the scores of the experiment class students and the control class students, indicating that there is a significant effect of digital storytelling with Bottom-up and top-down strategy on students listening skills.
B. Discussion
According to the pre-test administered before the treatment, the listening proficiency levels of the experimental class and the control class are equal. The experimental class's mean pre-test score was 60.67, while the control classes were 59.17 on average.
The following interpretations are presented in the context of the study's findings: The results of the post-test showed a statistically significant impact on listening skills between students who were taught using the digital storytelling assisted bottom-up and top- down strategies and those who did not. The average post-test score in the experimental class (78.50) is higher than the post-test mean in the control class 73.17). It can be understood that the digital storytelling method assisted bottom-up and top-down strategy has a significant influence affect the listening skill of high school students in class X MIPA. The t-value obtained is known that the score of the independent samples t-test (t-count) is 2.337 and the t-table is 2.002 with a p-value of 0.023. Because the score of t-count> t-table or score<0.05, it is said that Ha is accepted and Ho is rejected. This means that there is a significant
difference in the listening skills of students who are taught using digital storytelling-assisted bottom-up and top-down strategies.
There were 30 students total in this study 30 in the experimental group and 30 in the control group. Based on the study of the aforementioned results, it can be interpreted that the use of digital storytelling-assisted bottom-up and top-down strategies can help students' listening skills when teaching listening. This proves that the digital storytelling method assisted bottom-up and top-down strategies. helps students to listen to learning material with fun because of the method used, and can understand the overall material better than before.
The use of digital storytelling has the potential to be used in facilitating learning, digital storytelling also has a good influence on students. By using digital storytelling, you can create an interesting teaching method and keep students' attention to learning, because digital storytelling is very effective use in the learning process. This is indicated by several expert opinions as follows: Hibbing and Erikson (2003) and Boster, Meyer, Toberto,
& Inge (2002), in Robin (2009) explain that "it has been shown
that the use of multimedia in the classroom helps students remember new information and understand challenging content.
and educators can use digital storytelling as an important tool in their classrooms." according to Small's research, information read on a screen lasts longer in memory. Furthermore, reading on a screen speeds up the process of connecting neurons in the brain.
This is one of the reasons why digital multimedia storytelling is suitable for use as a learning tool.
Digital storytelling influences students' listening skills.
There are several reasons why students' listening skills improved and were significantly better than before using the digital storytelling method. Maybe because of digital storytelling, students can see and listen to the material via digital provided by the teacher, for example, those used by researcher laptops, in- focus, and speakers, students are interested because they can immediately see the stories that are displayed, they can ask and answer questions actively, and when answering students' questions are more creative because they remember the stories that were shown previously and students also better understand
the whole story because they immediately see the pictures of the stories that are displayed compared to conventional teaching which tends to be boring. Students can easily understand the digital storytelling method after being explained by the researcher.
In addition, one of the factors that cause student learning outcomes. The post-test results were higher than the students' pre- test results because the same material related to digital storytelling was repeated in the post-test so that students were somewhat familiar with the instructions. Because students in the control class did not get treatment.
In digital storytelling, the results of the students' post-test scores did not increase significantly. The students were not exposed to the digital storytelling method used in English lessons, so, especially in listening to narrative text, students in the control class got scores that were not too far from the post-test scores.
However, they can get a high score compared to the pre-test because the questions and stories used are the same. The results of this study indicate that the use of digital storytelling methods assisted by bottom-up and top-down strategies can provide a