Data Analysis Technique - RESEARCH METHODOLGY

CHAPTER III RESEARCH METHODOLGY

3.7 Data Analysis Technique

Statistical analysis technique include instrument testing, pre-test and hypothesis test. The aim of statistics descriptive test was at describing the information from a research study. This test divided into six types. They are interval, mode, median, mean, variants, and standard deviation. In this data analysis can use the help of Minitab software.

3.7.2 Inferential Statistics

The inferential statistics focused on qustion, if there was significant differences in reading ability between students who will be taught using DLTA method and those who would be not taught using DLTA method.

a. Normality Test

Normality test was used to know whether the data of the sample are from the normal distribution. If the data was distributed normal then it can be used parametric statistics whereas if the data was not normally distributed, nonparametric statistics are used. In this data normality test can use the help of Minitab software.

b. Homogenity Test

Homogenity test was used to know whether the research data are homogeneous.

This test was used to know whether the both classes have the same variant. Homogenity test use significance criteria for two-sided test calculation results > 0.05 means the variance in each group is the same (homogeneous) using Minitab software for windows.

b. Hyphotesis Test

The researcher would process the data to know the mean scores of pre-test and posttest from both experimental and control classes and their differences. To find out the differences of the students’ scores, the researcher used the t-test formula. According to sugiyono (2014), using the formula:

𝑡 =𝑟√𝑛 − 2

√1 − 𝑟² Information:

t = distribution t r = partial corelation

r² = coefficeient of determination n = amount of data

The researcher would establish the hypothesis of the research as follows:

(Ho): there is no significant difference between students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method at seventh grade students of SMP Negeri 1 Bintan.

(Ha): there is a significant difference between students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method at seventh grade students of SMP Negeri 1 Bintan

The result of the hyphotesis can be determined based on criteria:

1. If t-test (t0) > t-table tt, in significant degree of 0,05, null hyphotest (Ho) is rejected. It means that there is an effect on students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method.

2. If t-test (t0) < t-table tt, in significant degree of 0,05, null hyphotest (Ho) is accepted. It means that there is no effect on students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method.

To determine whether there is an effect of DLTA metod on students’ listening skill, the researcher uses statistical hyphotesis which can be formulated below:

Ho: µ1 = µ2

Ha: µ1 > µ2

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION 4.1 Findings

4.1.1 Data Description

The researcher described the data as the gained score data, where both of the table bellowed showed the students’ score before the treatment (pre-test) and after the treatment (post-test).

The researcer measured students’ listening skill in understanding the meaning of song by using pre-test and post-test. The testing was done in two classes: those are VII G as an experimental class and VII H as a control class. the result as follows:

Table 4.1 Score Gained On The Experimental Class

No Name Pre-test Score Post-test Score Score Gained

1 I B 55 95 +40

2 R A T 55 90 +35

3 S W S 55 90 +35

4 S A 55 90 +35

5 E I 55 80 +25

6 S F 50 75 +25

7 D A 40 70 +30

8 A N H 40 70 +30

9 M 40 70 +30

10 R T P 35 70 +35

11 A S 35 70 +35

12 C A T 35 70 +35

13 A D 35 70 +35

14 F A 35 70 +35

15 N R 35 70 +35

16 N H 35 70 +35

17 A W 35 70 +35

18 M H 35 70 +35

19 K I 25 70 +45

20 A D 25 70 +45

21 M Z M 25 70 +45

22 T M P 25 70 +45

23 P C 25 70 +45

24 G R 20 60 +40

25 D 20 60 +40

The table shows that the progress of students’ scores after the researcher gave the treatment. For example, the student number 1 from experimental class with initial

“IB” got 55 for his pre-test result and got 95 for his post-test, it means that the treatment have worked and success. This data also showed that the lowest and highest scores from the pre-test were 55 and 20, while on the post-test they were 95 and 60.

The score gained table result for control class as follows:

Table 4.2 Score Gained The Control Class

No Name Pre-test

Score

Post-test Score

Score Gained

1 D P I L 50 65 +15

2 F Z 50 65 +15

3 R D 40 65 +25

4 B Z 40 65 +25

5 F R M 35 65 +30

6 M Z 35 60 +30

7 R F 35 60 +30

8 D K 35 60 +30

9 N D 35 60 +30

10 L A N 35 55 +20

11 N R 35 55 +20

12 P D M 35 55 +20

13 W I 35 55 +20

14 I F 35 55 +20

15 S P 35 55 +20

16 A 35 55 +20

17 C O 35 55 +20

18 F 35 55 +20

19 F 35 55 +20

20 M A 30 40 +10

21 S J 25 40 +15

22 N 20 40 +20

23 S A 15 40 +25

24 R 15 30 +25

25 K M R 15 30 +25

From the data can be seen the progress of students’ scpres after the reseacrher gave the control treatment: For example, the student number 1 from control class with initial “D” got 50 for her pre-test result and got 65 for her post-test result, it means that the treatments have worked and success.

4.1.2 Data Analysis

The researcher described the test result on this part. The test result may gained from pre-test and post-test that had been done in the experimental and control classes. The tests were done to find out whether DLTA method effective for students’ listening skill in understanding the meaning of song.

4.1.3 Pre-test in experimental class

From the pre-test result of experimental class, the researcher got the distribution table as follows:

Table 4.3 Frequency Distribution of Pretest Score at Experimental Class Score Interval Frequency Percentage

20 – 25 2 8%

26 – 31 0 0

32 – 37 14 56%

38 – 43 3 12%

44 – 49 0 0

50 – 55 6 24%

TOTAL 25 100%

Table 4.3 shows that students’ lowest score is in score interval 20-25 which were two students, and the percentage was 8%. The highest score was in interval 50-55. the students who got the highest score were 6 stidents (24%). The most acquired score was in interval 32-37 with frequency 14 students (56%).

From the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.3 Data Distribution of Pretest Score of Experimental Class

No Centralization and Distribution of Data Value

1 Mode 35.00

2 Median 35.00

3 Mean 39.20

4 Sum 980.00

5 Standard Deviation 9.54

6 Standard Error of Mean 1.91

7 Maximum 55.00

8 Minimum 20.00

4.1.2.2 Pre-test in control class

From the pre-test result of control class, the researcher got the distribution table as follows:

Table 4.4 Frequency Distribution of Pretest Score at Control Class Score Interval Frequency Percentage

15 – 21 4 16 %

22 – 28 1 4 %

29 – 35 16 64 %

36 – 42 2 8 %

43 – 50 2 8 %

TOTAL 25 100 %

Table 4.4 shows that students’ lowest score was in score interval 15 – 21 which three students, and the percentage was 16%. The highest score was in interval 43 – 50 which two students (8%). The most acquired score was in interval 29 – 35 with frequency (64%).

from the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.5 Data Distribution of Pretest Score at Control Class No Centralization and Distribution of Data Value

1 Mode 35.00

2 Median 35.00

3 Mean 1.80

4 Sum 825.00

5 Standard Deviation 9.01

6 Standard Error of Mean 1.80

7 Maximum 50.00

8 Minimum 15.00

4.1.2.3 Post-test in experimental class

From the post-test result of experimental class, the researcher got the distribution table as follows:

Table 4.6 Frequency Distribution of Posttest Score at Experimental Class Score Interval Frequency Percentage

60 – 65 2 8%

66 – 71 17 68%

72 – 77 1 4%

78 – 83 1 4%

84 – 89 0 0%

90 – 95 4 16%

TOTAL 25 100%

Table 4.6 shows that students’ lowest score is in score interval 60 - 65 which was two student, and the percentage was 8%. The highest score was in score interval 90 - 95. The students who got the highest score was 4 students (16%). The most acquired score was in interval 66 - 71 with frequency 17 students (68%).

The researcher calculated the statistic descrptive on the table as follows

Table 4.6 Data Distribution of Posttest Score of Experimental Class No Centralization and Distribution of Data Value

1 Mode 70.00

2 Median 70.00

3 Mean 73.20

4 Sum 1830.00

5 Standard Deviation 8.88

6 Standard Error of Mean 1.78

7 Maximum 95.00

8 Minimum 60.00

4.1.2.4 Post-test in control class

From the post-test result of control class, the researcher got the distribution table as follows

Table 4.7 Frequency Distribution of Posttest Score at Control Class Score Interval Frequency Percentage

30 – 35 2 8%

36 – 41 4 16%

42 - 47 0 0

48 - 53 0 0

54 - 59 10 40%

60 - 65 9 36%

TOTAL 25 100%

Table 4.7 shows that the lowest score was in score interval 30 – 35 which two students, adm percentage 8%. The highest score was in interval 60 – 65 which 9 students (36%). The most acquired score was in inteval 54 – 59 with frequency (40%).

From the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.12 Data Distribution of Posttest Score at Control Class No Centralization and Distribution of Data Value

1 Mode 55.00

2 Median 55.00

3 Mean 53.40

4 Sum 1335.00

5 Standard Deviation 10.58

6 Standard Error of Mean 2.12

7 Maximum 65.00

8 Minimum 30.00

4.1.2.5 Normality Test

The normality test was perfomed using Ryan-Joiner. The test was for the two groups, both pos-test and pretest group, to determine if the distribution of the data from the sample is normal. Thus, the researcher used Minitab software. If the normality test

result was higher than the level of significance α (0.05), the score woud be normally distributed.

Figure 4.1 Normality test on experiment class

From the picture above, it is show that p-Value is 0.063, and the p-Value is 0.05. So 0.063 > 0.05, it can be says that data of experimental class is in normal distribution.

Figure 4.2 Normality test on control class

From the picture above, it shows that p-Value is 0.076, and the p-Value is 0.05.

So 0.076 > 0.05, it can be said that data of control class is in normal distribution.

4.1.2.6 Homogenity test

Homogenity test was used to test whether the data from the two groups have the same variant in order that the hypothesis can be tested by t-test. Like a normality test, this test also used Minitab software

Figure 4.4 Homogenity test

Picture 4.4 shows that P-Value Bonett’s is 0.388 and P-Value Levene’s test is 0.917 with the P-Value is 0.05. So, both homogenity test result are higher than 0.05.Thus it can be concluded that data of experiment and control classes was homogeneous.

4.1.2.7 Hypothesis test

In this part, the researcher calculated the data to test the hypothesis that whether there was an effect on students’ understanding the meaning of song in experimental class which used DLTA method and students’ understanding the meaning of song in control class without DLTA method.

Based on the hypothesis that had been explained in chapter III, which is:

For the hypothesis test, the researcher used T-test. T-test is a statistical test used to test the truth of the null hypothesis. The statistical T-test basically showed how much the influence of one independent variable individually in expalining the variation of the dependent variable

Table 4.13Result hypothesis test analysis on both sample

Varible Class N Ttest Ttable Note

Undertanding the Meaning of Song

Experiment 25 6.082 2.060 Ttest > Ttable it means significant

4.2 Data Discussion

The table above shows that the result of testing hypotheses, it can be explained that the result of the hypotheses test shows that there is a significant difference of effect on the students’ listening skill in understanding the meaning of song between those who are taught using DLTA method and those are using conventional method.

It is important to train students to listen effectively rather than to test their listening skills (Thompson, 2004, as cited in Desouky, 2012). The students’ listening skill in understanding the meaning of song after using DLTA method was good. There were 17 students got score 66–71, it means that on the students’ listening skill in understanding the meaning of song was good, 4 students got score 90–95 it means that on the students’ listening skill in understanding the meaning of song was very good.

Using conventional method is the lack of the ability to slow down the tempo of the song when a grammatically difficult part is playing, or to fasten it when there is the repetition of certain parts (Miller, 2002). The students’ listening skill in understanding the meanig of song after using conventional method, there were 10 students got score 54–59, it means that on the students listening skill in understanding the meaning of song was less, 9 students got score 60–65 it means that on the students’ listening skill in understanding the meaning of song was enough.

The posttest mean score of the experimental class was 73.20 while the posttest score of the control class was 53.40. The mean score of the experimental class was higher than the mean score of the controll class. It shows a difference between the two means. Based on the data analysis t0 is higher than tt. It means that the alternative hyphoteses (Ha) was accepted and the null hyphoteses (H0) was rejected. So there was significant effect of the DLTA method through students’ understanding the meaning of song. The result of this study was in line with a studiy conducted by Al-Khayyat (2015). Learning English via DLTA was an easy method for students who are studyied English as a foreign language. So, it was found that using DLTA has helped students to comprehend a text and enjoy analyzing it.

The result of this study showed the same result of by Susilawati (2013). There was the influence of usage of DLTA method on understanding the meaning of song.

This researcher concluded that teaching listening by using DLTA method could motivate students become interested. The result of the students’ understanding the meaning of song was good. Based on the researcher’s analysis in the field, the students feel enjoy and free to lstening. In other words, DLTA method effective to teaching listening in understanding the meaning of song, especially for the students of SMP Negeri 1 BINTAN.

34 CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

After conducting the research and calculating the data, the conclusion could be stated that it was effective of using DLTA method on students’ understanding the meaning of song. The experimental class, the lowest score in pretest was 20 and the highest score was 55. After the researcher gave the treatment by using DLTA method in teaching understanding the meaning of song,, the researcher gave the students’ posttest.

The data showed in the postest that the lowest score was 60 and the highest score was 95. the control class, the lowest score in pretest was 15 and the highest score was 50.

The data showed in posttest that the lowest score was 30 and the highest score was 65.

Students’ understanding the meaning of song got the higher score if students used DLTA method to help them in understanding the meaning of song. Students who did not receive treatment got the lower score than students who received treatment. So the answer of research problem was proven that there was effective of using DLTA method on students’ listening skill in understanding the meaning of song. where there was a significant progress in students’ understanding the meaning of song.

5.2 Suggestion 5.1.2 For Teacher

It is recommended to teacher to use Directed Listening-Thinking Activity in teaching listening. The teacher should be creative to teaching listening in students’

understanding the meaning of song by giving some assignment or homework,

especially the question in form of content of the text and supporting details, which is regarded more difficult for the students.

5.2.2 For Students

The students should pay more attention to the lesson that has been explained by the teacher. It can make students to be a self-supporting learner and students will have good habbit if they are comfort.

5.2.3 For Other Researcher

This study needs to be developed in order to get the deeper concept of the DLTA method in teaching listening. a longer experimental period is needed to enable the research to draw a more valid conclusion.

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APPENDIX

Cited from (Beins, 2012)

d.f. TINGKAT SIGNIFIKANSI

dua sisi 20% 10% 5% 2% 1% 0.2% 0.1%

satu sisi 10% 5% 2.5% 1% 0.5% 0.1% 0.05%

1 3.078 6.314 12.706 31.821 63.657 318.309 636.619

2 1.886 2.920 4.303 6.965 9.925 22.327 31.599

3 1.638 2.353 3.182 4.541 5.841 10.215 12.924

4 1.533 2.132 2.776 3.747 4.604 7.173 8.610

5 1.476 2.015 2.571 3.365 4.032 5.893 6.869

6 1.440 1.943 2.447 3.143 3.707 5.208 5.959

7 1.415 1.895 2.365 2.998 3.499 4.785 5.408

8 1.397 1.860 2.306 2.896 3.355 4.501 5.041

9 1.383 1.833 2.262 2.821 3.250 4.297 4.781

10 1.372 1.812 2.228 2.764 3.169 4.144 4.587

11 1.363 1.796 2.201 2.718 3.106 4.025 4.437

12 1.356 1.782 2.179 2.681 3.055 3.930 4.318

13 1.350 1.771 2.160 2.650 3.012 3.852 4.221

14 1.345 1.761 2.145 2.624 2.977 3.787 4.140

15 1.341 1.753 2.131 2.602 2.947 3.733 4.073

16 1.337 1.746 2.120 2.583 2.921 3.686 4.015

17 1.333 1.740 2.110 2.567 2.898 3.646 3.965

18 1.330 1.734 2.101 2.552 2.878 3.610 3.922

19 1.328 1.729 2.093 2.539 2.861 3.579 3.883

20 1.325 1.725 2.086 2.528 2.845 3.552 3.850

21 1.323 1.721 2.080 2.518 2.831 3.527 3.819

22 1.321 1.717 2.074 2.508 2.819 3.505 3.792

23 1.319 1.714 2.069 2.500 2.807 3.485 3.768

24 1.318 1.711 2.064 2.492 2.797 3.467 3.745

25 1.316 1.708 2.060 2.485 2.787 3.450 3.725

26 1.315 1.706 2.056 2.479 2.779 3.435 3.707

27 1.314 1.703 2.052 2.473 2.771 3.421 3.690

APPENDIX I

Dalam dokumen THE EFFECT OF USING DIRECTED LISTE NING THINKING ACTIVITY (DLTA) METHOD TO LISTENING SKILL IN UNDERSTANDING THE MEANING OF SONG AT 7 (Halaman 35-38)