Table 9.
T-test and t-table values pretest and posttest of synonymous words
Variable t-test value t-table
X2 – X1 242.8 1.729
Table 4 above shows that the value of t-test was 242.8 and t-table value was 1.729. Thus the value of t-test was greater than t-table value (242.8 > 1.729).
It means that Frontloading strategy could significantly improve the vocabulary mastery of the eight grade students of Mts DDI Totolisi, Majene.
Based on the elaboration above, it could be concluded that the null hypothesis (H0) was rejected. Otherwise, the alternative hypothesis (H1) was accepted. In other words, there was significance difference in student’s vocabulary mastery of the eight grade students of Mts DDI Totolisi by using Frontloading Strategy.
The population of eight grade students of Mts DDI Totolisi, consist 90 students and the sample was VIII-B, and the sample of the researched were 20 students.
In this discussion, the writer would like to analyze the data and to explain the research findings related to the use of frontloading strategy to increase the students’ vocabulary.
In conducting this research, the writer gave pre-test for VIII-B class at the first meeting. The purpose is to know the students’ knowledge in vocabulary.
There are 25 items of tests; 8 multiple choice and 17 matching. In pre-test of synonym word the greatest score is 53.8 and the greatest score in post-test is 92.3.
While in pre-test of antonym word the greatest score is 53.8 and the greatest score in post-test is 100.0. In pre-test of synonyms indicators the greatest score is 7.5 and the greatest score in post-test is 100.0. And pre-test of antonym indicators the greatest score is 7.5 and the greatest score in post-test is 100.0.
The all score students pre-test, the greatest score is 5.2 and the greatest score in post-test is 9.2.
After giving pre-test, the writer gives the treatment to VIII-B class for six meetings. In the VIII-B class the writer use frontloading as a strategy to teach English vocabulary mastery.
The improvement in the vocabulary mastery is achieved due to potential effects of the frontloading strategy. The improvement in synonym and antonym of the word can be observed during the treatment. During the treatment in
experimental class, the writer introduced the students what frontloading strategy is and how the steps of frontloading strategy is. Then, the writer explained about and antonym of the word that can help the students increase their vocabulary. In every meeting, the writer chose the different topics that were interesting for the students.
Then, the students became more active and interested in describing their ideas and make a list of words because they already know about the types, the examples of and antonym and synonym of the word. The students also shown their contribution when they found some words that did not know by asking the writer or seeing the category of the word, the meaning of the word and the spelling of the word in the dictionary. The writer supervised the students during the discussion by walking around the classroom and supervised each student to help them when they got difficult to describe their ideas or to make a list of words. It means that the presence of the writer is helpful in the implementation of the frontloading strategy. Thus, this strategy is effective and easier to be implemented to increase the students’ vocabulary.
The writer has discussed the results of the student’s vocabulary achievement. The data that have been analyzed above can be discussed in the scope of this research as follows:
1. The results of data analysis showed that there was significant difference between pre-test and posttest. It was based on the fact that the average scores of students in the pretest and posttest were different. Post-test was greater than pre-test. For pre-test acquired means score 4.22. In the post-test increased to 7.72 . Then, the t-value was 242.8. While t-table was only 1.729 with df = 19
and α = 0.1 The hypothesis was proved. The treatment that is given was successful. It can be concluded that the apply of Frontloading strategy can improve the students’ vocabulary mastery.
2. The mean score of the students obtain had high achievement in learning vocabulary by using Frontloading strategy. Thus, based the mean score, it can be inferred that the hypothesis that Frontloading strategy was effective to improve the students’ vocabulary mastery of the eight grade students of Mts DDI Totolisi.
3. In the matter of improving the students’ vocabulary mastery of the eight grade students of Mts DDI Totolisi by using Frontloading strategy, it can be inferred that Frontloading strategy was effective to use to improve the students’
vocabulary mastery of the eight grade students of Mts DDI Totolisi. This was proved by that Frontloading strategy was given to the students were interested in learning vocabulary.
Thus, the results presents a fact that it is effective for the students to improve their vocabulary mastery in synonym and antonym of the word can be observed during the treatment is effective for the students
After conducting this research, the writer believes that the use of frontloading strategy is effective to increase the students’ vocabulary. It is supported by Sishatminingsih (2015), the previous writer who did a research on
“The Effectiveness of Using Frontloading Strategy to Improve Students Vocabulary Mastery in The Seventh Grade Students at SMP N 1 Karanggayam in The Academic Year 2014/2015”. She stated that the use of frontloading strategy is
effective to increase the students’ vocabulary mastery. Thus, the writer has proven that use of frontloading strategy is effective to increase the vocabulary in the eight grade students at Mts DDI Totolisi.