CHAPTER III: RESEARCH METHODOLOGY
D. Discussion
CHAPTER IV
FINDING AND DISCUSSION
media. Such as an electronic mail or email ([email protected]). Then SMPN 03 South Bengkulu provided electricity to help teaching and learning activities. The source of electricity used by SMPN 03 South Bengkulu comes from PLN. Learning at SMPN 03 South Bengkulu is done in the morning.
Within a week, learning is carried out for 6 days.
SMPN 03 South Bengkulu has an A accreditation,
based on certificate 599/BAP-SM-
SM/KP/X/2016.Currently, the number of teachers who teach at SMPN 03 South Bengkulu is 37 subject teachers, 3 BK teachers and 15 others are the principal and staff at SMPN 03 South Bengkulu. In addition, the number of active students currently recorded is 527 students with 18 classes from class VII to class IX.
2. Vision and Mission at SMPN 03 South Bengkulu a. Vision
Creating a clean school environment
Embedded a religious atmosphere in the school community
Improved national exam scores
Won various academic and non-academic competitions
b. Mission
Optimizing the participation of citizens to maintain the cleanliness of the school environment
Planting protective trees and arranging school gardens
Carry out various religious activities
Carry out various self-development activities
a. The description of Pre-test and Post-test scores in control class
Table 4.1
Descriptive statistics of Pre-test – Post-test Paired Samples Statistics
Mean N
Std.
Deviation
Std. Error Mean Pair 1 Students' vocabulary
mastery skills (Control- Posttest)
56.92 26 13.570 2.661
Students' vocabulary mastery skills (Control- Pretest)
19.04 26 8.126 1.594
The table above was described theMean and Standard Deviation values for Students' vocabulary mastery skills (Control-Pretest VIII B) and Students' vocabulary mastery skills (Control-Posttest VIII B). From the table, it is known that Students' vocabulary mastery skills (Control-Posttest VIII B) with an average value (Mean) of 56.92 and a Standard Deviation value (Std.
Deviation) of 13,570, while Students' vocabulary mastery skills (Control-Pretest VIII B) with an average value
(Mean) of 19.04 and a value of Standard Deviation (Std.
Deviation) of 8.126.
b. The description of Pre-test and Post-test scores in experimental class students’
Table 4.2
Descriptive statistics of Pre-test – Post-test Paired Samples Statistics
Mean N
Std.
Deviation
Std. Error Mean Pair 1 Students' vocabulary
mastery skills (Experiment-Posttest)
80.40 25 10.890 2.178
Students' vocabulary mastery skills (Experiment-Pretest)
16.20 25 9.274 1.855
The table above was described the meanand Standard Deviationvalues for Students' vocabulary mastery skills in the experimental class in VIII A (Experiment-Pretest) and Students' vocabulary mastery skills in the experimental class in VIII A (Experimental- Posttest). From the table, it is known that Students' vocabulary mastery skills (Experiment-Posttest VIII A) with an average value (Mean) of 80.40 and a Standard
Deviation value (Std. Deviation) of 10,890, while Students' vocabulary mastery skills (Experiment –Pretest VIII A) with an average value (Mean) of 16.20 and a value of Standard Deviation (Std. Deviation) of 9.274.
C. Analysis of Data 1) Test of Normality
Tabel 4.3
Test of Normality on Pre-test Experiment, Pre-test Control, Post-test Experiment,and Post-test
Control.
One-Sample Kolmogorov-Smirnov Test
Students' vocabular y mastery
skills (Control-
Pretest)
Students' vocabular y mastery
skills (Control- Posttest)
Students' vocabular y mastery
skills (Experime nt-Pretest)
Students' vocabular y mastery
skills (Experime
nt- Posttest)
N 26 26 25 25
Normal Parametersa,b
Mean 19.04 56.92 16.20 80.40
Std.
Deviation
8.126 13.570 9.274 10.890
Most Extreme Differences
Absolute .152 .157 .151 .131
Positive .152 .157 .151 .090
Negative -.117 -.109 -.114 -.131
Test Statistic .152 .157 .151 .131
Asymp. Sig. (2-tailed) .126c .101c .142c .200c,d a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
a) The Result of Normality Data of Pre-Test and Post- Test Score
The table above was described the results of the data normality test of Students' vocabulary mastery skills (Control-Pretest), Students' vocabulary mastery skills (Control-Posttest), Students' vocabulary mastery skills (Experiment-Pretest) and Students' vocabulary mastery skills (Experiment-Posttest) using the Kolmogorov Smirnov test. From the table, it is known that the p-value (Sig.) for Students' vocabulary mastery skills (Control- Pretest) is 0.126, the p-value (Sig.) for Students' vocabulary mastery skills (Control-Posttest) is 0.101, and the p-value (Sig. ) for Students' vocabulary mastery skills (Experiment-Pretest) of 0.142 and the value of p (Sig.) for
Students' vocabulary mastery skills (Experiment-Posttest) of 0.200. Because all p>0.05, the data are Students' vocabulary mastery skills (Control-Pretest), Students' vocabulary mastery skills (Control-Posttest), Students' vocabulary mastery skills (Experiment-Pretest) and Students' vocabulary mastery skills (Experimental). - Posttest) is said to be normally distributed.
2) Test of Homogeneity
Table 4.4
Test of Homogeneity score Experiment-Control Class
Group Statistics
Class N Mean
Std.
Deviation
Std.
Error Mean Students'
vocabulary mastery skills
Experiment 25 80.40 10.890 2.178
Control 26 56.92 13.570 2.661
The table above was described the mean (Mean) and Standard Deviation (Std. Deviation) values for Students' vocabulary mastery skills (Experiment) and
Students' vocabulary mastery skills (Control). From the table, it is known that Students' vocabulary mastery skills (Experiment) with an average value (Mean) of 80.40 and a Standard Deviation value (Std. Deviation) of 10.890, while Students' vocabulary mastery skills (Control) with an average value of The mean (Mean) is 56.92 and the Standard Deviation (Std. Deviation) is 10.890.
3) Indepent Sample T-Test Table 4.5
Independent Samples Test Independent Samples Test
Students' vocabulary mastery skills
Equal variances
assumed
Equal varian ces not assum
ed Levene's Test F
for Equality of Sig. .296
Variances
t-test for T Equality of
Means
Df 47.504
Sig. (2-tailed) .000
Mean Difference 23.477 23.477
Std. Error Difference 3.454 3.439
95% Confidence Interval of the Difference
Lower 16.536 16.561 Upper 30.418 30.393
The table above was described the results of the data homogeneity test of Students' vocabulary mastery skills (Experiment) and Students' vocabulary mastery skills (Control) using the Levene Test (Test F) with a p- value of 0.296. Because of the value of p>0.05, the data of Students' vocabulary mastery skills (Experiment) and Students' vocabulary mastery skills (Control) are said to be the same or homogeneous.
The table above also described the results of the average difference test between Students' vocabulary mastery skills (Experiment) and Students' vocabulary mastery skills (Control) used the Independent Samples t- Test. The Independent Samples t-Test was used because the Students' vocabulary mastery skills (Experiment) and Students' vocabulary mastery skills (Control) data was
normally distributed. From the table, it is known that the value of the Independent Samples t-Test (t-count) is 6.797 and the t-table is 2.010 with a p-value of 0.000. Because the t-count > t-tab el or p<0.05, it can be said that there is an average difference between Students' vocabulary mastery skills (Experiment) and Students' vocabulary mastery skills (Control). This means that there is a significant effect on students' vocabulary mastery at SMPN 03 South Bengkulu.
D. Discussion
The total number of students in the population of class VIII is 168, according to the findings of a study conducted at SMPN 03 South Bengkulu. This study includes 51 samples in total. The sample was separated into two groups, namely 26 students from the control group and 25 students from the experimental group.
Based on the description of the research results, the researchers in this study conducted several discussions,
one of which was about how word walls media affects students' vocabulary skills.
Judging the results of the normality test and homogeneity test shows that the two classes have variants that are not significantly different and are normally distributed. This is used as a benchmark that the two classes have the same condition before being given treatment in each class. After that, the research continued with the selection of the control class, namely class VIII B with conventional methods, and the experimental class, namely class VIII A using word wall media.
Learning English using word wall media is learning that combines creativity with teaching materials.
Here the task of the researcher is to convey the material to students and students pay attention. After that, the researcher gave the task that must be done and then discussed it together. When learning at the first meeting, students tend to be passive. However, during the
discussion, the students was more active. This is because the teacher more often asks for answers from students and then explains according to the material being studied
Overall, the characters from these two classes are almost the same, namely, they get bored easily. Seen when the researcher explained, several times the researcher reminded students to pay attention. Or the researcher greets students with "hello" or "hi" to get students' attention back. The concentration of students only revolved around a few minutes after that they felt bored. The difference began to be seen at the second meeting, namely when the researchers used word wall media in the learning process in the experimental class, and used conventional methods in the control class.
The conditions in the control class was still the same as in the first meeting and here the conditions in the experimental class was more conducive. Learning worked together makes students more responsible. Here the
teacher instructed the students in each group to all work and participate. Although there are some students who still looked passive in their groups, here the role of the researcher reminded and guided each group so that all children in the group worked together in the learning process.
The difference is very visible at the third meeting, namely when the control class still used conventional methods while the experimental class usedwordwall media. It is very clear that the difference between the two classes is how enthusiastic the children are in participating in the learning. In the control class the conditions was still the same as in the first meeting, but in the experimental class the enthusiasm of the students was very high.
Wordwall media enough makes students interested and gives full attention. After that, they learned to use wordwallmedia with enthusiasm by paying attention to the researcher who act as teachers.
Furthermore, at the fourth meeting until the eighth meeting the learning process in the experimental class remained as conducive as in the third meeting, while in the control class it was still the same as in the first meeting. Both the experimental group and the control group started with the same level of vocabulary mastery.
The researcher also demonstrated this by giving a pre- treatment test and indicating the level of initial vocabulary ability. The experimental group has a pre-test mean score of 16.20, while the control group has a score of 19.04.
According to statistical analysis, their pre-test vocabulary mastery scores were not significantly different.
Based on the results of the research, the following interpretations are presented to increase the research score. After the researchers completed the treatment and post-test. Judging from the results of the average post-test scores of the two classes, the experimental class showed better results. Here, of course, cannot be separated from
the use of the word wall media itself. The researcher found that word wall media has a statistically significant effect on students' vocabulary mastery, according to the findings. The experimental class has a higher post-test average score of 80.40 than the control class which has a value of 56.92. It was found that Wordwall media has a significant effect on students' vocabulary mastery.
Then, word wall media provides opportunities for students to develop their vocabulary mastery skills through a deeper understanding of vocabulary teaching through media, and they can easily understand the teaching given by remembering the given vocabulary, with strategies using Wordwall media students its not feel bad. This makes learning not boring because they do not get a monotonous teaching and learning process in class, especially in learning vocabulary mastery which is considered a monotonous, uninteresting and boring lesson.
Based on the results of this research, the researcher also found that this research was in line with several previous studies. According to several previous studies, word wall media has an influence on students' vocabulary mastery. In several related studies, previous researchers used different research methods from this research method, some previous studies used qualitative methods, systematic reviews, and classroom action research, while in this research the researcher used a quasi-experimental method. According to suggestions from previous researchers, vocabulary mastery using word wall media should used the quasi-experimental method because it will be more effective. And this is proven, that the quasi-experimental method is better than other methods.
CHAPTER V CONCLUSION A. Conclusion
Based on research conducted at SMPN 03 South Bengkulu in the 2020/2021 academic year, the researcher can concluded that firstly by using word walls media the researcher can improve students' vocabulary mastery skills which have been proven by their significantly increased scores, it can be concluded the word wall media can effect of students' vocabulary mastery. Second, based on students' responses to teaching and learning activities, students are clearly very interested in using word walls media, this is indicated by their participation in learning and class discussions.
Third, students are more active in learning vocabulary. As a result, the used of word walls media can help students improve and master vocabulary themselves.
According to the discussion in the previous chapter, the
85
used of word walls media in the learning process can help students overcome their laziness to add and remember new vocabulary. The students' pre-test scores was low, but their post-treatment scores was higher than the pre-test scores. This indirectly explained that the used of word walls media in the learning process can increase and affect students' interest in vocabulary mastery class. This can help students overcome their laziness in learning vocabulary. This can improve the English and students' motivation in learning vocabulary mastery.
B. Suggestion
In this section, the researcher provided several recommendations, namely: first, the used of word walls media to improve students' vocabulary mastery skills will be very beneficial for teachers and students of course. As a result, teachers must continue to use word walls as a media of learning when in class teaching and learning vocabulary. Second, learning media is very beneficial for
students because it makes learning more interesting, faster, more fun, and more effective. Therefore, students are advised to use appropriate word walls media to better understand and understand the learning proses.
Third, this research is a teaching process research that has a very broad scope. Another research on the use of word walls media by students is needed. Other researchers can use word walls media to see the effectiveness of certain English categories. Fourth, the researcher recommends that other researchers conduct research on the differences in effectiveness between the word walls application on Google and the word walls Media which can be made by using tools. Finally, the researcher understands that this research has flaws and errors. Therefore, the researcher would greatly appreciate any constructive suggestions for improvement in this research.
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