CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Research Findings
1. The Data Description
The description of writing score was presented into two sections; the pre-test data and post-test data. In order to answer the research question, the data of each section then were classified into eight categories; A1, A2, B1, B2, A1B1, A1B2, A2B1, and A2B2.
The following descriptive statistic of the data was performed to determine of the range of the data, mean, median, and standard deviation. All of statistical description and calculation of test were performed through SPSS 15.00.
1.1. Data Description of Pre-test Score
It can be seen from the data in Table 4.1 below that some categories of the group show a big difference mean score compared to the other paired group. Here is the data of pre-test score was presented in the Table 4.1. Further discussion on this result and hypotheses testing is presented in the following subsection.
Table 4.1
Descriptive Statistic of Pre-test
A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2
N Valid 20 20 35 5 17 3 18 2
Missing 15 15 0 30 18 32 17 33
Mean 57.70 77.90 67.37 52.60 57.88 56.67 76.33 46.50 Median 57.00 80.00 70.00 53.00 57.00 57.00 75.00 46.50 Std. Deviation 8.951 6.231 12.216 7.635 9.662 3.512 5.961 9.192
Minimum 33 67 33 40 33 53 70 40
Maximum 70 87 89 60 70 60 89 53
Sum 1154 1558 2358 263 984 170 1374 93
Note:
A1 = Students who were taught by using Electronic Dictionary (ED) A2 = Students who were taught by using Printed Dictionary (PD) B1 = Students who had high reading interest
B2 = Students who had low reading interest
A1B1 = ED media with high reading interest in vocabulary knowledge
A1B2 = ED media with low reading interest in vocabulary knowledge A2B1 = PD media with high reading interest in vocabulary knowledge A2B2 = PD media with low reading interest in vocabulary knowledge Here are the data descriptions of pre-test score of each group.
a. The Pre-test Score of Students’ Vocabulary Knowledge Taught by Electronic Dictionary (A1)
The populations of experimental class were 20 students. This class was taught by electronic dictionary media. The empiric score of pre-test stated the highest score was 70 and the lowest score was 33. Furthermore, the mean was 57.70, the median was 57.00, and the standard deviation was 8.951.
As presented in Figure 4.1, it is apparent that in the experimental group most students performed lower than the mean score 57.70. By seeing the mean, it indicated that the average score for the students was low for students who taught by electronic dictionary.
The standard of deviation 8.951 indicated that the answers given by students using electronic dictionary were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.1 Pre-test Score of Students’ Vocabulary Knowledge Taught by Electronic Dictionary
From the Figure 4.1 above, this finding is stated that the effectiveness of electronic dictionary in order to improve students‘ vocabulary knowledge have not have yet relevant to most students in spite of the possibility for some students to not attain as well as others do. In addition, in the result shown the number of students with low vocabulary knowledge is more than those in the other group with electronic dictionary as the treatment.
b. The Pre-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Electronic Dictionary (A1B1)
The populations of experimental class were 20 students. This class was taught by electronic dictionary. From the data description in Table 4.1, the empiric score of pre-test stated the highest score of high reading interest students who was taught by using
A1
70 60
50 40
30
Frequency
6
5
4
3
2
1
0
A1
Mean =57.7 Std. Dev. =8.951
N =20
electronic dictionary was 70 and the lowest score was 33. Furthermore, the mean was 57.88, the median was 57.00, and the standard deviation was 9.662.
As can be seen from Figure 4.2 in the below, this figure is quite revealing in several ways. First, students‘ scores were distributed from high to low achievement with a high frequency around the mean score of 57.88. The mean 57.88 indicated that the average score for the students was low for students who had high reading interest by using electronic dictionary. The standard of deviation 9.662 indicated that the answers given by students using electronic dictionary with high reading interest were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.2 Pre-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Electronic Dictionary
From Figure 4.2, it can be stated that the students‘ vocabulary knowledge in this group with electronic dictionary learning as the treatment is varied from high to low score.
Therefore, electronic dictionary is effective for students who had high reading interest.
Last, the number of students with low score in this group is more than those in the other group with printed dictionary as the treatment.
c. The Pre-test Score of Vocabulary Knowledge in Experimental Class with Low Reading Interest (A1B2)
The empiric score of pre-test stated the highest score of low reading interest students who were taught by using ED was 60 and the lowest score was 53. Furthermore, the mean was 56.67, the median was 57.00, and the standard deviation was 3.512.
By seeing the mean, it indicated that the average score for the students was low for students who had low reading interest by using electronic dictionary. The standard of deviation 3.512 indicated that the answers given by students using electronic dictionary were relatively the same. To make it clear, the data is presented in the histogram on following page.
A1B1
70 60
50 40
30
Frequency
5
4
3
2
1
0
A1B1
Mean =57.88 Std. Dev. =9.662
N =17
Figure 4.3 Pre-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Electronic Dictionary
From Figure 4.3 above, it can be stated that electronic dictionary has an equal contribution in improving the score of students‘ vocabulary knowledge. none of students who had high reading interest got minimum score criteria and students‘ who had low reading interest by using electronic dictionary had low score in vocabulary knowledge.
d. The Pre-test Score of Students’ Vocabulary Knowledge Taught by Printed Dictionary (A2)
The empiric score of pre-test stated the highest score was 87 and the lowest score was 67. Furthermore, the mean of the score was 77.90, the median was 80.00, and the standard deviation was 6.231.
Based on these scores, the mean 77.90 indicated that the average score for the students was high for students who taught by printed dictionary. The standard of deviation 6.231 indicated that the answers given by students using printed dictionary with high reading interest were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.4 Pre-test Score of Students’ Vocabulary Knowledge Taught by Printed Dictionary
From Figure 4.4, it can be stated that printed dictionary has a big contribution in improving the score of students‘ vocabulary knowledge. The number of students with high
A1B2
60 58
56 54
Frequency
1.0
0.8
0.6
0.4
0.2
0.0
Mean =56.67 Std. Dev. =3.512
N =3
A2
90 85
80 75
70 65
Frequency
6
5
4
3
2
1
0
A2
Mean =77.9 Std. Dev. =6.231
N =20
score in this group is more than those in the other group with electronic dictionary as the treatment.
e. The Pre-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Printed Dictionary (A2B1)
The empiric score of pre-test stated the highest score of high reading interest students who were taught by using printed dictionary was 89 and the lowest score was 70.
Furthermore, the mean was 76.33, the median was 75.00, and the standard deviation was 5.961.
As presented in Figure 4.5, the mean 76.33 indicated that the average score for the students was high for students who had high reading interest. The standard of deviation 5.961 indicated that the answers given by students using printed dictionary with high reading interest were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.5 Pre-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Printed Dictionary
From Figure 4.5, it can be stated that printed dictionary is effective for students who had high reading interest. It is because many students who had high reading interest in this class had score higher than minimum criteria.
f. The Pre-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Printed Dictionary (A2B2)
The empiric score of pre-test stated the highest score of low reading interest students who were taught by using printed dictionary was 53 and the lowest score was 40.
Furthermore, the mean was 46.50, the median was 46.50, and the standard deviation was 9.192.
As presented in Figure 4.6, the mean 46.50 indicated that the average score for the students was low for students who had low reading interest. The standard of deviation 5.961 indicated that the answers given by students using printed dictionary with low reading interest were relatively the same. To make it clear, it can be seen in the display of histogram on the following page.
A2B1
90 85
80 75
70
Frequency
5
4
3
2
1
0
A2B1
Mean =76.33 Std. Dev. =5.961
N =18
Figure 4.6 Pre-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Printed Dictionary
From Figure 4.6 above, it can be stated that printed dictionary can be effective in learning vocabulary knowledge for student who had low reading interest, but it can be effective by using electronic dictionary. Last, many students, especially students who had low reading interest, in this class had score lower than minimum criteria.
1.2. Data Description of Post-test Score
The data of post-test score was presented in the Table 4.2.
Table 4.2
Descriptive Statistic of Post-test
A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2
N Valid 20 20 35 5 17 3 18 2
Missing 20 20 5 35 23 37 22 38
Mean 77.95 73.35 79.03 52.00 81.88 55.67 76.33 46.50 Median 80.00 75.00 80.00 50.00 80.00 50.00 75.00 46.50 Std. Deviation 10.836 10.980 5.838 9.721 4.226 9.815 5.961 9.192
Minimum 50 40 70 40 73 50 70 40
Maximum 89 89 89 67 89 67 89 53
Sum 1559 1467 2766 260 1392 167 1374 93
Note:
A1 = Students who were taught by using Electronic Dictionary (ED) A2 = Students who were taught by using Printed Dictionary (PD) B1 = Students who had high reading interest
B2 = Students who had low reading interest
A1B1 = ED media with high reading interest in vocabulary knowledge A1B2 = ED media with low reading interest in vocabulary knowledge A2B1 = PD media with high reading interest in vocabulary knowledge
A2B2
60 55 50 45 40 35 30
Frequency
1.2
1.0
0.8
0.6
0.4
0.2
0.0
A2B2
Mean =46.5 Std. Dev. =9.192
N =2
A2B2 = PD media with low reading interest in vocabulary knowledge Here are the data descriptions of post-test score of each group.
a. The Post-test Score of Students’ Vocabulary Knowledge Taught by Electronic Dictionary (A1)
The participants of experimental class taught by using electronic dictionary (A1) were 20 students in 8A. The empiric score of post-test stated the highest score was 89 and the lowest score was 50. Furthermore, the mean was 77.95, the median was 80.00, and the standard deviation was 10.836.
As presented in Figure 4.7, the mean 77.95 indicated that the average score for the students was high for students who taught by electronic dictionary. It means that electronic dictionary gave the impact of students‘ vocabulary knowledge. There was significant difference from pre-test score. The standard of deviation 10.836 indicated that the answers given by students using electronic dictionary were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.7 Post-test Score of Students’ Vocabulary Knowledge Taught by Electronic Dictionary
From Figure 4.7 above, this finding can be stated that the effectiveness of electronic dictionary in order to improve students‘ vocabulary knowledge was relevant to most students in spite of the possibility for some students to not attain as well as others do. In addition, it indicates that the number of students with low vocabulary knowledge is less than those in the other group with electronic dictionary as the treatment.
b. The Post-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Electronic Dictionary (A1B1)
The populations of experimental class were 20 students. The empiric score of post-test stated the highest score of high reading interest students who were taught by using ED was 89 and the lowest score was 73. Furthermore, the mean was 81.88, the median was 80.00, and the standard deviation was 4.226.
In the Figure 4.8, the mean 81.88 indicated that the average score for the students was high for students who had high reading interest. There was significant difference from pre- test score. The standard of deviation 4.226 indicated that the answers given by students
A1
90 80
70 60
50
Frequency
10
8
6
4
2
0
A1
Mean =77.95 Std. Dev. =10.836
N =20
using electronic dictionary with high reading interest were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.8 Post-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Electronic Dictionary
From Figure 4.8 above, it can be stated that having high reading interest can affect in vocabulary learning process by using electronic dictionary.
c. The Post-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Electronic Dictionary (A1B2)
The populations of experimental class were 20 students. The empiric score of post-test stated the highest score of low reading interest students who were taught by using ED was 67 and the lowest score was 50. Furthermore, the mean was 55.67 the median was 50.00, and the standard deviation was 9.815.
As prevented Figure 4.9, the mean 55.67 indicated that the average score for the students was low for students who had low reading interest. It means that not many students in this class had score lower than minimum criteria. The standard of deviation 9.815 indicated that the answers given by students using electronic dictionary with low reading interest were relatively the same. To make it clear, the data is presented in the histogram next page.
Figure 4.9 Post-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Electronic Dictionary
A1B1
90 85
80 75
70
Frequency
6
4
2
0
A1B1
Mean =81.88 Std. Dev. =4.226
N =17
A1B2
80 70
60 50
40
Frequency
2.5
2.0
1.5
1.0
0.5
0.0
A1B2
Mean =55.67 Std. Dev. =9.815
N =3
From Figure 4.9 above, this finding can be stated that electronic dictionary is not effective for students who had low reading interest in learning vocabulary knowledge.
d. The Post-test Score of Students’ Vocabulary Knowledge Taught by Printed Dictionary (A2)
The populations of control class were 20 students who were taught by Printed Dictionary (A2). The empiric score of post-test stated the highest score was 89 and the lowest score was 40. Furthermore, the mean of the score was 73.35, the median was 75.00, and the standard deviation was 10.980.
As prevented Figure 4.10, the mean 73.35 indicated that the average score for the students was high for students who taught by printed dictionary. The standard of deviation 10.980 indicated that the answers given by students using printed dictionary were relatively the same. To make it clear, it can be seen in the display of histogram below.
Figure 4.10 Post-test Score of Students’ Vocabulary Knowledge Taught by Printed Dictionary
From Figure 4.10 above, it can be stated that students in control class has no improvement in learning vocabulary by using printed dictionary. It means that they can learn English by using electronic dictionary and printed dictionary.
e. The Post-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Printed Dictionary (A2B1)
The empiric score of post-test stated the highest score of high creative thinking students who were taught by using Printed Dictionary was 89 and the lowest score was 70.
Furthermore, the mean was 76.33, the median was 75.00, and the standard deviation was 5.961.
As prevented Figure 4.11, the mean 76.33 indicated that the average score for the students was high for students who had high reading interest by using printed dictionary.
The standard of deviation 5.961 indicated that the answers given by students using printed dictionary with high reading interest were relatively the same. To make it clear, it can be seen in the display of histogram on the following page.
A2
90 80
70 60
50 40
Frequency
12.5
10.0
7.5
5.0
2.5
0.0
A2
Mean =73.35 Std. Dev. =10.98
N =20
Figure 4.11 Post-test Score of Students’ Vocabulary Knowledge with High Reading Interest Taught by Printed Dictionary
From Figure 4.11 above, the finding can be stated that printed dictionary is effective for students, who had high reading interest in learning vocabulary mastery,
f. The Post-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Printed Dictionary (A2B2)
The empiric score of post-test stated the highest score of low reading interest students who were taught by using Printed Dictionary was 53 and the lowest score was 40.
Furthermore, the mean was 46.59, the median was 46.50, and the standard deviation was 9.192.
As prevented Figure 4.12, the mean 46.59 indicated that the average score for the students was low for students who had low reading interest by using printed dictionary.
The standard of deviation 9.192 indicated that the answers given by students using printed dictionary with low reading interest were relatively the same. To make it clear, it can be seen in the display of histogram in following page.
Figure 4.12 Post-test Score of Students’ Vocabulary Knowledge with Low Reading Interest Taught by Printed Dictionary
A2B1
90 85
80 75
70
Frequency
5
4
3
2
1
0
A2B1
Mean =76.33 Std. Dev. =5.961
N =18
A2B2
60 55 50 45 40 35 30
Frequency
1.2
1.0
0.8
0.6
0.4
0.2
0.0
A2B2
Mean =46.5 Std. Dev. =9.192
N =2
From Figure 4.12 above, it can be stated that printed dictionary can be effective in learning vocabulary knowledge for student who had low reading interest, but it can be effective by using electronic dictionary.