32
CHAPTER IV
12. M. Tasbih al-faraby 70 good
13. M. fadlih mansyur 66 good
14. M. Gaffar 45 poor
15. M. Rifky 54 poor
16 Nia ramadani 75 good
17 Nur fauziah 79 good
18 Nur halisah 66 good
19 Ririn agreani 75 good
20 Sitti sartiani 66 good
21 Samsuryadi 62 fair
(Source: result of research)
The rate percentage was acquired by the students in pre-test vocabulary mastery. It has been mentioned in the previous chapter that after tabulation and analyzing the score percentage. The score was classified into five levels as follow:
Table 4.2 The frequency and percentage of the result pre-test
No Classification Score Frequency Percentage%
1 Very good 80-100 0 0
2 Good 66-79 9 42,8%
3 Fair 56-65 5 23,8%
4 Poor 40-55 7 33,3%
5 Very poor ≤39 0 0
Total 21 100%
(Source: result of research)
34
The table shows that, there is no students got the score “very good”,9 or 42,8
% students got the score “good”, 5 or 23,8 % students got the score “fair”, 7 or 33,3% students got the score “Poor”, and none students got the score “Very poor”.
Based on the table above, it showed that the rate percentage of the students’
score achievement vocabulary in post-test is not good, because there is no one students got very good, even tough there ar no students thah had got very poor and mostly of them got good but in reality some of them were cheat when the pre test conducte that is why their value ae is mostly good.
Table 4.3 The result students’ score on post-test
No Students Score Classifcation
1. Agus salim 70 Good
2. Asmaul husna 70 Good
3. Cahyadi 79 Good
4. Diky kurniawan 87 Very good
5. Edy 66 Good
6. Elvi yulianda sari 83 Very good
7. Fadila 79 Good
8. Ferdy ardiansyah 62 Fair
9. Haikal 70 Good
10. Hasnawiah 75 Good
11. Ifank 66 Good
12. M. Tasbih al-faraby 83 Very good
13. M. fadlih mansyur 87 Very good
14. M. Gaffar 70 Good
15. M. Rifky 79 Good
16 Nia ramadani 95 Very good
17 Nur fauziah 91 Very good
19 Ririn agreani 87 Very good
20 Sitti sartiani 70 Good
21 Samsuryadi 62 Fair
(Source: result of research)
Table 4.4 The frequency and percentage of the result post-test
No Classification Score Frequency Percentage%
1 Very good 80-100 8 38%
2 Good 66-79 11 52,3%
3 Fair 56-65 2 23,8%
4 Poor 40-55 0 0
5 Very poor ≤39 0 0
Total 21 100%
(Source: result of research)
The table shows that, there where 8 or 38% students got thee score “Very good”, 11 or 52,3% students got the score “good”, 2 or 23,8% and none students got the score “Poor and Very poor”.
According to data between the table 4.2 and 4.4, it cn be seen that before giving tratment about materils of vocabulary to improve vocabulary of the students is limited. Some of them got poor classifications score but when the researcher gave treatment to the students and gve post-test. None of them got poor classifications. It means that the students’ vocabulary mastery was increased.
2. The mean score of the pretest and post-test was tabulated as follows:
1) 𝑋1̅̅̅̅ = ∑𝑋1
n = 59,8 2) 𝑋2̅̅̅̅ = ∑𝑋2
n = 77
Table 4.5 The mean score pre-tst and post-test
36
Test Mean score classifications
Pre-test 59,8 Fair
Post-test 77 Good
(Source: result of research)
From the result data above shows that the mean score obtained as very different.
The result of post-test 8 while the mean score of pre-test. It’s the proved by the mean score of pre-test 59,8. It means that after gave treatment by using principled eclecticism method. The sudents score obtained increased and the classifications was very different. It proved that the classifications of pre-test is fair than classifications of post-test is good.
3. The work sheet of the calculatin of the score on pre-test and post-test on the students’ vocabulary mastery.
Table 4.6 The Work Sheet Of The Calculation Score Of Pre-Test And Post-Test No X1 X2 (X1)2 (X2)2 D(X2 – X1) D(X2-X1)2
1 62 70 3,84 4,90 8 64
2 62 70 3,84 4,90 8 64
3 62 79 3,84 6,24 17 289
4 70 87 4,90 7,56 17 289
5 58 66 3,364 4,35 8 64
6 66 83 4,35 6,88 17 289
7 41 79 1,68 6,24 38 1,44
8 41 62 1,68 3,84 21 441
9 41 70 1,68 1,68 29 841
10 54 75 2,91 2,91 21 441
11 41 66 1,68 1,68 25 625
12 70 83 4,90 3,84 13 165
13 66 87 4,35 4,35 21 441
14 45 70 2,025 3,84 25 625
16 75 95 2,91 5,62 20 400
17 79 91 6,24 6,24 12 144
18 66 87 7,56 4,35 21 441
19 75 87 7,56 5,62 12 144
20 66 70 4,90 4,35 4 16
21 62 62 3,84 3,84 0 0
Total 1,256 1,618 76,055 84.52 421 6,409
(Source: result of research)
1) The standard deviation of the students’ post-test was tabulated s follows : 4. SD = √∑ X
2−(∑ X)2 N N−1
5. SD = √1,618 −
(1,577536)2 21 21−1
6. SD = √1,618 −
1.703,025 21 20
7. SD = √1,618−0,051, 20
8. SD = √1.567
20
9. SD = √0,078 10. SD =0,88
Thus, the standard deviation of the pre-test is 0,88 2) Standard deviation of pre-test
3) SD = √∑ X1−
(∑ X)2 N N−1
4) SD = √1,256 −
(1,577536)2 21 21−1
5) SD = √ 1,256 −
2.48861983 21 20
6) SD = √1,256−0,118505706 20
7) SD = √1,244149433 20
8) SD = √0,062 9) SD = 0,24
10) Thus, the SD of the pre-test is 0,24
38
11)
Table 4.7 Standar deviation
No Test Standar deviation
1 Pre-test 0,24
2 Post-test 0,88
(Source: result of research)
The table above showed that standars deviation of the students on pre-test was 0,24 and standard deviation of post-test was 0,88.
5. T-test value
The following is the table to find out the difference of the mean score between pre-test and post-test.
Table 4.6 The Worksheet Of The Calculation Of The Score On Pre-Test And Post-Test On The Students’ Writing Ability In Writing Paragraph.
No X1 X2 (X1)2 (X2)2 D(X2 – X1) D(X2-X1)2
1 62 70 3,84 4,90 8 64
2 62 70 3,84 4,90 8 64
3 62 79 3,84 6,24 17 289
4 70 87 4,90 7,56 17 289
5 58 66 3,364 4,35 8 64
6 66 83 4,35 6,88 17 289
7 41 79 1,68 6,24 38 1,44
8 41 62 1,68 3,84 21 441
9 41 70 1,68 1,68 29 841
10 54 75 2,91 2,91 21 441
11 41 66 1,68 1,68 25 625
12 70 83 4,90 3,84 13 165
13 66 87 4,35 4,35 21 441
14 45 70 2,025 3,84 25 625
15 54 79 2,91 2,91 25 625
16 75 95 2,91 5,62 20 400
18 66 87 7,56 4,35 21 441
19 75 87 7,56 5,62 12 144
20 66 70 4,90 4,35 4 16
21 62 62 3,84 3,84 0 0
Total 1,256 1,618 76,055 84.52 421 6,409
(Source: result of research)
In the other to see the students’ score, the following is t-test was statistically applied:
Find out D D = ∑𝐷
N = 421
21 = 20,047
The calculation the t-test value
t = D
√∑ D2−(∑ D)2N
N(N−1)
t = 29,17
√6,409−(421)221
21(20−1)
t = 29,17
√6,409−
177,241 21 21(20)
t = 29,17
√6,409−156.241
t = 29,17420
√−149.832 t = 29,17420
√−0,356 t = 29,17
−0,59 t = 𝟐𝟖. 𝟓𝟖
Thus, the t-test value is 𝟐𝟖. 𝟓𝟖 Hypothesis Testing
To find out degree of freedom (df) the researcher used : Df = N – 1
Df = 21 - 1 Df = 20
40
After obtaining the degree of freedom, the t-table at the degree of freedom 20 in significat degrees of 0,05 (5%), the table is .. 1,725.the following table showed that.
Table 4.7
Variable T-test value T-table value
Pre-test and post-test 28.58 1,725
(Source: result of research) 4.2 Discussion
4.2.1 The improvement of students’ Vocabulary mastery by using Principled eclecticism method.
Based on the finding in the previous section showed that the students’s vocabulary mastery has developed, student’s score after giving treatment was higher than beore giving treatment.
As explained in dta collection a vocabulary test was administered twice in re- test and post-tst. Brown said that test is a method of measuring a persons’
ability,knowledge, or performance in a given domain. The pre-test was given before treatment, which aim to check the students’ known and unknown words and the pst- test was given after treatment to check the students’s known and unknown words and the post-test was given after treatment to check the student’s achievement on English language learning (vocabulary) by using Principle eclecticism Method.
By looking at the test finding, from the data provided in classifiction table base on the vocabulary, clearly to see that there where no one students who got very good,fourty-two (42,8)% students got good score, twenty three (23,8) % students got fair score,( 33,3) % students got poor score and no one students got very poor score.
y poor up to fair and very good classification.
In addition, the mean score of pre-test was and mean score of post-test was. A conclusion. The mean score of post-test (77) was greater than pre-test (59,8). Even, for the level significant (p) 5% and df 20, and the value of table is 0,725
There are 2 method that used of the researcher and there are several ways of the researcher to increase students’ vocabulary mastery not only implementing techniques of teaching vocabulary. So, the students can increase their vocabulary masery because the students listening vocabulary or dialog and then the researcher asking the students directly by using english language. It can be helped the students cause the researcher using media and these effective, innovative and creative and easier to memorize the vocabulary.
The researcher used principled eclecticism method to make students unbored in the classroom and more actively. this method is also modern method because it is combination several method that what the students need and what the tacher need.
4.2.2 To find out how to implementation of Principled eclcticism method to improve students’ Vocabulary.
There were six meetings for doing the treatment of this research. At the first, before giving the treatment, the students did the pre-test it purposed to know the students’ ability in vocabulary before getting the treatment. The steps of this test was the teacher introduced the researcher before he leaved the class. the researcher started to introduced her self and gave information about her aim with the students and motivated students about the importance of English for students before giving the material made the students interest to do next instruction of the researcher. The researcher explains little about the material. After the researcher gave work of pre-
42
test about vocabulary. It purposed to know the students’ improvement in vocabulary before getting the treatment. In this case the researcher checked the students’ work at home.
After that the researcher gave explanation and then gave students a chance to ask the researcher if they did not understand about how to do instrument there were some students asked about instrument, and the researcher an explained once the test more and after the students understood, the researcher asked the students to aswer the question. The researcher began to guide the students to understand the process of principleld eclecticism method.
The first meeting, the researcher introduced principled clecticism method, namely audioligual and direct method. After tthat the researcher played the audio about conversation and the sudents repeated what the native speaker said. And then the researcher explain the meaning of dialog and showed a picture and asking the students.
The second meeeting the researcher explain the material and asking the students one by one. After that the researcher gave vocabularies list to students to memorized.
The third meeting the researcher showed some picture and asking “what it is”
and explain about the picture. After that the resercher given vocabularies related the picture and asking one by one to be tested.
The four meeting the researcher read a dialog loudly and the students repeted what the researcher said. After the researcher read the dialog many times andthe students repated it, the researcher showed some picture and the students must be answer what is the picture to be tested.
to be two pairs. Every couple perform in front of the class. Students reading conversation. The resercher asking every students some vocabularies. After that the researcher close the class
The six meeting the students memorize vocabularies and then continue th material. After thaht the researcher asking the students the opinion abut principled eclecticism method. The researcher give motivation to students to study hard.
In the last, the researcher gave a post-test. The researcher gave paper to students and the researcher gave explanation and then gave students a chance to ask the researcher if they did not understand about how to do instrument there were some students asked about instrument, and the researcher an explained once the test more and after the students understood, the researcher asked the students to aswer the question
From the first meeting until the last meeting, the implementation of principled ececticism as a method changed clasroom situation more active in class and in learning process although there are many students have less of vocabulary, and less pronunciation but the students get as long as the process of learning through principled eclecticism as a method. Every meeting the students memorized vocabularies. It show that, implemented the principled eclecticism method that able to interest the students in learning, they are group, individually. Finally, as a fact what the researcher have used in this research, it was able to increase the students’
vocabulary.
44 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented of two parts namely conclusion and suggestion. The conclusion was based on the researcher finding and the discussion. The suggestion was based on the conclusion.
5.1. Conclusions
Based on the data analysis, research finding , and discussion in the previous chapter, the resercher come to the the following conclusion. Using principle eclecticism method in teaching English vocabulary is effective of used and students quality increase. It is prove by rejecting of null hypothesis (Ho) and accepting of alternative hypothesis (Ha), after the aplicaton of t-test formula of post-test where t- test value (28,58) is higher and (1,725). It totaly shows that teaching the vocabulary by using principled eclecticism method is better than teaching without principled eclecticism method. Studens can do the techniques and also students’ vocabulary got improvement. Their vocabulary increase that can pronounce well, speak english by using grammatical structure, memorize more words before given treatment . however it is work to teaching vocabbulary by using principled eclecticim method especially in the second year of students of SMPN 2 Mattiro Bulu Kabupaten Pinrang
5.2 Suggestions
Based on the researcher, the researheer give some suggestions as follows:
1. In teaching writing ability, the teacher is hoped more creative and has a good feedback in teaching her students in order to maximize teaching learning process and does not make the students to be bored.
2. The teacher should be active in giving the feedback to involve the students in teaching learning process.
during teaching learning process.
4. The students should practice their vocabulary so that they are easy to develop their ideas.
5. Principled eclecticism method can be applied in English teaching learning process, particularly the attempt of increasing the students’ vocabulary skill