CHAPTER IV FINDING AND DISCUSSION
A. Finding
After conducting this research it was found that there was an improvement on students’ vocabulary after using Simon Says Game in teaching vocabulary at the first grade of SMP Muhammadiyah 12 Makassar.
The students’ improvement can be clearly in the following explanation : 1. The classification of the students’ score in pre-test and post-test
Table 4.1 The Rate Percentage of the Students’ Score in Pre-test and post-test
Frequency Percentage Frequency Percentage
1 Excellent 96-100 0 0 9 39,13%
2 Very good 86-95 0 0 6 26,08%
3 Good 76-85 7 30,43 % 1 4,34%
4 Fairly good 66-75 4 17,39% 2 8,69%
5 Fairly 56-65 3 13,04% 4 17,39%
6 Poor 36-55 8 34,78% 1 4,34%
7 Very poor 0-35 1 4,34% 0 0
23 100% 23 100%
Post-test
Total
Classification Score
NO Pre-test
The table 4.1 shows that the percentage and frequency of the students’
pre-test and post-test. Based on the table above in pre-test there were 7 students ( 30,43%) classified into good, 4 students ( 17,39%) classified fairly good, 3 students ( 13,04%) classified into fairly, 8 students (34,78%) classified into poor and 1 student (4,34%) classified into very poor.
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While in post-test there were 9 students (39,13%) classified into excellent, 6 students (26,08%) classified into very good, 1 student (4,34%) classified into good, 2 students (8,69%) classified into fairly good, 4 students (17,39%) classified into fairy, and 1 student (4,34%) classified into poor.
To see clearly the students’ score frequency and percentage of the students’ vocabulary, the graphic would be shows the pre-test and post-test result:
Graphic 4.1 The pre-test and post-test score frequency and percentage of the students’ vocabulary
Based on the graphic above shows that the percentage and frequency of the students’ pre-test and post-test. in pre-test there were 7 students ( 30,43%) classified into good, 4 students ( 17,39%) classified fairly good, 3 students ( 13,04%) classified into fairly, 8 students (34,78%) classified into poor and 1 student (4,34%) classified into very poor.
While in post-test there were 9 students (39,13%) classified into excellent, 6 students (26,08%) classified into very good, 1 student (4,34%)
0 0
30.43
17.39
13.04
34.78
4.34 39.13
26.08
4.34
8.69
17.39
4.34 0 0
5 10 15 20 25 30 35 40 45
Pretest Posttest
classified into good, 2 students (8,69%) classified into fairly good, 4 students (17,39%) classified into fairy, and 1 student (4,34%) classified into poor.
It can be concluded that the rate percentage in the post-test was greater than the rate percentage in the pre-test.
Table 4.2 The classification of the Students’ Score in term of noun and verb in Pre-test and post-test
NO Classifications Score Pre-test Post-test
Noun Verb Noun Verb
1. Excellent 96-100 1 0 6 10
2. Very good 86-95 1 0 7 4
3. Good 76-85 5 5 3 2
4. Fairly good 66-75 7 4 3 2
5. Fairly 56-65 0 4 3 3
6. Poor 36-55 5 8 1 2
7. Very poor 0-35 4 2 0 0
Total 23 23 23 23
Based on the table above shows that in pre-test score noun there was 1 student got excellent score 1 student got very good score, 5 students got good score, 7 students got fairly good score, there was no student got fairly score, 5 students got poor score and 4 students got very poor score. While in score verb there was no student got excellent score, there was no student got very good score, there were 5 students got good score, 7 students got fairly good score, there was no students got fairly score, there were 5 students got poor score and 4 students got very poor score. Its mean that, in pre-test score noun greater than verb.
In post-test score noun there were 6 students got excellent score, 7 students got very good score, 3 students got good score, 3 students got fairly good score, 3 students got fairly score and 1 student got very poor score.
While in score verb there were 10 students got excellent score, 4 students got very good score, 2 students got good score, 2 students got fairly good score, 3 students got fairly score and there was no student got very poor score. Its mean that, in post-test score verb greater than noun.
2. The mean score and standard deviation of the students’ pre-test and post-test.
Table 4.3 The Mean score and the standard deviation
Test Mean score Standard Deviation
Pre-test 61,95 18,39
Post-test 85,39 15,78
The table above showed that the students’ mean score and standard deviation of pre-test and post-test. The mean score of the students’ post- test was higher than the mean score of the students’ pre-test. The students’
mean score of pre-test was 61,95 while the students’ mean score of post- test was 85,39. The standard deviation of the students’ pre-test was 18,39 and the post-test was 15,78.
Graphic 4.2. The Mean score and the standard deviation
The graphic above shows that the students’ mean score and standard deviation of pre-test and post-test. The mean score of the students’ post-test was higher than the mean score of the students’ pre-test. The students’ mean
61.95
18.39 85.39
15.78 0
20 40 60 80 100
mean score standar deviation
pre-test post-test
score of pre-test was 61,95 while the students’ mean score of post-test was 85,39. he standard deviation of the students’ pre-test was 18,39 and the post- test was 15,78.
3. The improvement of the students’ vocabulary Table 4.4 The improvement of students’ vocabulary
Component Pre-test Post-test Improvement (%)
Verb and noun 61,95 85,39 37%
The table above shows that the pre-test was 61,95 and post-test was 85,39. In order words, The score of pre-test was higher than pre-test. The improvement from pre-test to post-test was 37%.
Graphic 4.3. The improvement of the students’ vocabulary
The graphic above presented about the improvement of the students’ vocabulary between pre-test and post-test. The improvement from pre-test to post-test was 37%.
61.95
85.39
37%
0 10 20 30 40 50 60 70 80 90
pre-test post-test improvement
pre-test post-test improvement
4. Hypothesis testing
In order to see whether or not, there was a significant difference between the result of the pre-test and post-test was been applied, the t-test analysis from students’ score in vocabulary test was conducted. The result of t-test can be seen in .after calculating of t-test value, then it was compared with the value of t-table with the level of significance (p) =0,05 with the degree of freedom (DF)=22 because the sample was 23 students (N-1=22). The value of t-test was that t-table value.
The table 4.5 T-test the students’ vocabulary
Component T-test value T-table value
Noun and verb 9,29 2.074
The table 4.4 shows that t-test value was higher than t-table value (9,29 > 2.074). It means that there were significant difference between of students’ vocabulary before and after use Simon Says Game to the students’ vocabulary of the first grade of SMP Muhammadiyah 12 Makassar. It can concluded that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted. In other words, the use of Simon Says Game can improve students’ vocabulary.