CHAPTER IV RESULT AND DISCUSSION
C. Discussion
Table 4.11 Contrast test
ANOVA
Value
Sum of Squares df Mean Square F Sig.
Between Groups 2223,077 1 2223,077 36,92
9
,000
Within Groups 3009,923 50 60,198
Total 5233,000 51
Based on the summary table of the further contrast test above, it canIt is concluded that, for contrast in this study, namely, H0 = rejected because the significance value is 0.000 with α 0.05, which means that there is a difference significant between the storytelling method which is given treatment and the untreated is picture narrating method.
Based on the results of data analysis about the motivation to learn English, especially speaking skills as an experimental class using the storytelling method which was given treatment at SMPN 03 Bengkulu in the high category, with intervals> 73.5 as many as 17 students with a percentage of 55%, and moderate with the interval 66.5 - 72.5 as many as 6 students with a percentage of 34%. While in the lowest category with an interval of <66.5, there were 3 students with a percentage of 13%. Based on the description of the data above, it can be concluded that motivation learns English class VIII B students in the high category as many as 17 students with a percentage of 55%.
The results of data analysis about the motivation to learn English class VIII A as a control class using the picture narrating method without giving treatment in the class are in the medium category with an interval between - 46.28 - 13.44 as many as 18 students with a percentage of 74% and in the low category with interval <-46.28 as many as 7 students with a percentage of 7%.
Whereas in the high category with an interval of> 13.44 as many as 7 students with a present of 18%. Based on the description of the data above, it can be concluded that the motivation to learn English of class VIIIA students is in the medium category as many as 18 students with a percentage of 74%. In this study, the medium category means that students who have the motivation to learn English have the willingness and encouragement and sufficient learning needs. The students who have high learning motivation in learning English are students who are active in the classroom and outside the classroom and have
good expectations. Students who have low motivation to learn English are students who are less interested in learning English with several factors that influence it, including students who do not pay attention to learning, are less interested in learning methods; class conditions are less conducive because many students are busy or indifferent. If seen from the results obtained by researchers from the questionnaire given to 52 respondents Based on the results of the Kolmogrov-Smirnov test with the SPSS version 25 program, it can be seen that the results of the level of learning English using the speaking method given treatment with a significance level, namely (α) 0 , 05 are 0.200. While the picture narrating method without treatment with a significance level of (α) 0.05 is 0.59. So it can be concluded that the data can be concluded to be normally distributed. Meanwhile, for the questionnaire on the motivation to learn English, there is no need to use normality testing because the data is categorical. The results of the homogeneity test resulted in a significant value of motivation to learn English, namely 0.441> α 0.05.
Because the significance value is more than α 0.05, the data comes from a homogeneous population. Then, based on the results of the hypothesis with the 1-way ANOVA test conducted by the researcher using the SPSS version 25 program, the significance value of 0.000 <α 0.05 was obtained, so H0 was rejected, which means that there was an influence between the learning method on the motivation to learn English of class VIII students at SMPN 03 Central Bengkulu.
Based on the summary of the results of the continued Contrast test, the researcher can conclude that there is a significant difference between the two methods with or without using treatment compared to the motivation to learn English of class VIII students at SMPN 03 Bengkulu Tengah. So it can be said that the difference between the method and also the provision of treatment in the teaching and learning process is very important, because sometimes teachers in class face students who are lazy, bored, bored, and so on. so that this situation cannot be ignored because this can reduce student motivation when the teaching and learning process takes place.
CHAPTER V
CONCLUSION AND SUGGESTION
1. Conclusion
Based on the results of the research that the author has stated above and the discussion that has been described in the previous chapter, the researcher can conclude as follows:
A. There is no significant influence between the pictures narrating method or without prior simulation on the learning motivation of class VIII A students in English subjects at SMPN 03 Bengkulu in the middle of the 2020/2021 academic year. H1 = there is at least one 𝜏 i ≠ 1, which means that the method without treatment only affects 1% of student learning motivation.
B. There is an influence on the storytelling method by providing treatment on the motivation to learn English of class VIII B students in English subjects at SMPN 03 Bengkulu in the middle of the 2020/2021 academic year. This is indicated by the results of the data hypothesis test with a value of P = 0.000
<0.05, then H0 is rejected.
So it can be concluded that the better the method used, the better the student's learning motivation.
2. Suggestion
Based on the conclusions of the research results above, the author can provide the following suggestions:
A. Teachers of English subjects should be able to provide innovation and new enthusiasm, especially in teaching so that students are more enthusiastic about receiving knowledge so that maximum learning objectives can be achieved.
B. Teachers should use appropriate learning methods, and it would be better if they use media aids in the learning process so that children become more motivated in learning.
C. For students, it can foster enthusiasm for learning because the use of media tends not to be boring so that students are motivated to continue learning.
D. For students, learning English can compete in world education.
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