CHAPTER IV CONCLUSION AND SUGGESTION
A. Findings 33
In this findings explain the result of the research such as students‟ score pre-test and post-test in terms of verb and noun. The data can been seen as follows:
1. The students’ vocabulary mastery in terms of verb.
Table 4.1: The students’ score category in terms of verb
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - - 3 10
2 Very good 86-95 - - 4 13.33
3 Good 76-85 1 3.33 4 13.33
4 Fairly good 66-75 1 3.33 13 43.34
5 Fair 56-65 3 10 6 20
6 Poor 36-55 17 56.67 - -
7 Very poor 0-35 8 26.67 - -
TOTAL 30 100 30 100
33
60 50 40 30 20 10
0
Very Poor Poor Fair Fairly
Good Very Good Excellent
Post-test 0 0 20 43.34 13.33 13.33 10
Table 4.1 shows that the students‟ vocabulary score category in terms of verb, in the pre-test majority of students were score categorized as poor, even sadly there were 8 students performed very poor score. Meanwhile the rest of students were categorized to have as fair, good and very good ability.
After implementing extensive reading approach most of students‟ score went up to fairly good, and only 6 students were in fair category. Furthermore, 11 students spread in 3 categories and interestingly there are no students were very poor and poor vocabulary score.
Figure 4.1: the rate frequency of the students’ score in pre-test and post- test in terms of verb.
Good
Pre-test 26.67 56.67 10 3.33 3.33 0 0
Figure 4.1 presents the students‟ rate frequency in pre-test and post-test in terms of noun. After implementing extensive reading approach the students‟
score improved in which the pre-test score was higher than the post-test score.
As the figure shows the percentage of very poor and poor category declined
quiet significantly from 26.67% and 56.67% to zero. For fair category, the percentage of students score improve double from the pre-test percentage. In conversely to the first and two categories, the percentage of students‟ score in fairly good and good categories significantly increased from 3.33% became 43.34% and 13.33%. In addition, the percentages of very good and excellent from zero became 13.33% and 10%.
Table 4.2: The students’ mean score in terms of verb.
Indicator Pre-Test
Score
Post-Test Score
Improvement
% Students Vocabulary
in terms of Verb
42.67 74.67 75.00%
Table 4.1 shows that there is an improvement on the students‟ vocabulary in terms of verb where students‟ mean score of pre-test was 42.67 and after the treatment it improve to 74.67%.
2. The students’ vocabulary mastery in terms of noun
Table 4.3: The students’ score category in terms of noun.
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - 5 16.67
2 Very good 86-95 - 3 10
3 Good 76-85 1 3.33 7 23.33
4 Fairly good 66-75 2 6.67 11 36.67
5 Fair 56-65 5 16.67 4 13.33
6 Poor 36-55 15 50 - -
7 Very poor 0-35 7 23.33 - -
TOTAL 30 100 30 100
The table 4.3 presents students‟ score category in terms of noun. The result shows that in the pre-test before implementing extensive reading approach majority of students‟ score were categorized as poor. Even though, there were 7 students categorized as very poor. Meanwhile several of the students were categorized to have as fair, fairly good and good ability.
After implementing extensive reading approach most of students‟
vocabulary score went up to categorized as fairly good and only there were 4 students categorized as fair. Meanwhile there were 7 students in categorized as good. The rest of it there were 8 students spread in categorized as very good and excellent.
60 50 40 30 20 10
0
Very Poor Poor Fair Fairly
Good Very
Excellent
Post-Test 0 0 13.33 36.67 22.33 10 16.67
Figure 4.2: the rate frequency of the students’ score in pre-test and post-test in terms of noun.
Good Good
Pre-test 23.33 50 16.67 6.67 3.33 0 0
Figure 4.1 presents the students‟ rate frequency in pre-test and post-test in terms of noun. After implementing extensive reading approach the students‟
score improved in which the pre-test score was higher than the post-test score.
The result shows that the percentage of very poor and poor category declined quiet significantly from 23.33% and 50% to zero.
For fair category, the percentage of students score in pre-test were 16.67 and in post-test only 13.33. While the percentage of students significantly increased were in fairly good and good categorized in which from 6.67% became 36.67%
and good category from 3.33 to 13.33. In addition, the percentages of very good and excellent from zero became 10% and 16.67%.
Table 4.4: The students’ mean score in terms of Noun
Indicator
Pre-Test Score
Post-test Score
Improvement
% Students Vocabulary in
terms of Noun
43.33 78.00 80.00 %
Table 4.4 shows that the result of students‟ score in pre-test 43.33 while students‟ vocabulary in post-test became 78,00. Therefore can be concluded that there is an improvement students‟ vocabulary in terms of noun from pre-test to the post-test, the improvement was 80.00%.
3. Hypothesis Testing
To know the level of significance of the pre-test and post test, the researcher used t-test analysis on the level of significance (p) = 0.05 with the degree of freedom (df) = N-1 (30-1= 29), where number of subject the value of table is 1.699. The t-test statistical, analysis for independent sample is applied.
The following table shows the result of t-test calculation:
Table 4.5.The t.test of students’ improvement
Components t-test value t-table value
Verb 20.7 1.699
Noun 18.9 1.699
The table 4.3 shows that t-test value in terms of verb were greater than t- table (20.7>1.699), it means that there is difference between the students‟
vocabulary in terms of verb before and after using extensive reading. The table also shows that t-test value in terms of noun was greater than t-table (18.9>1.699).
It means that there is significance difference between the students‟ vocabulary in terms of noun before and after using extensive reading. Therefore the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is also can be said that extensive reading is effective to improving students‟
vocabulary mastery at XI MIA 4 of SMA Negeri 2 Takalar.
B. Discussion
In this section, the researcher presents the discussion of the findings about the students‟ vocabulary improvement in terms of noun and verb in teaching learning process by using extensive reading. It indicated by students‟ score in pre-test and post-test.
The implementation of extensive reading could improve the students‟
vocabulary in terms of verb. The researcher found that before implementing extensive reading majority of students in pre-test was poor classification, but after implementing extensive reading students‟ score in post-test went up categorized as fairly good .By using extensive reading approach students can fulfill what they need to memorize the vocabulary because by reading with a lot, students can met words and looked up the unfamiliar word in the reading material. That is supported by Donaghy (2016) said that by implementing extensive reading approach students will meet a new vocabulary, therefore they learn more
vocabulary and memorize them. Nuttall in Ayuningtyas (2012) also said that extensive reading effective way to improve students‟ vocabulary mastery.
Students will have many chances to see word repeatedly by varied of reading material and become familiar with them. Therefore, it can said that there were improvement in students‟ vocabulary after did treatments by using extensive reading approach.
In addition it was supported by the mean score in terms of verb was 42.67 and after students were given treatments become 74.67. It showed that students‟
vocabulary in terms of verb improved better after implementing extensive reading was 75.00%. It meant that the competence students‟ vocabulary in terms of verb more improve after used extensive reading.
Besides that, by implementation of extensive reading could improve the students‟ vocabulary in terms of noun. The researcher found that before implementing extensive reading approach majority of students in pre-test were categorized poor, while after students were given treatments, students score in post-test rose classified as fairly good. Therefore, it could be conclude that there were improvement in students‟ vocabulary in terms of noun after implementing extensive reading approach.
In addition, it was supported by the mean score in terms of noun was 43.33 and after post-test became 78.00. It showed that students‟ vocabulary in terms of noun improved better after implementation of extensive reading was 80.00 %. Therefore extensive reading could help students to improve their vocabulary. That is also supported by Day and Bamford (2004) the students who
read more will not only became better and more confident readers but also the students‟ vocabularies will get richer. Anderson also said by doing activity of extensive reading students‟ reading fluency will increase naturally along with increasing students‟ fluency it become students more easy to understand the material and. also can building students‟ vocabulary because students read as much as possible, so students will met with new words.
The other researchers supported such as Ayu (2018) after implementing extensive reading activities the students got a lot vocabulary and students became more active in learning process. Sudirman (2017) found that by extensive reading could help students to improve their vocabulary. The result before applying extensive reading students‟ mean score in pre-test still poor and after applying extensive reading students mean score improved. That make students more confidence. Ayuningtyas (2011) found that applied of the extensive reading activities successfully improved students‟ vocabulary mastery by using book flood activity and telling truth. The students can memorize the words easily so that their understanding can increase. In addition this activities not only make them enthusiastic but also improve their activeness in the teaching and learning process. Arafa (2018), found that the result of implemented extensive reading activity successfully improving students‟ vocabulary mastery. Not only that the activities make the students more active in learning process and also motivation of the students can increase. Similarly in this research, the researcher developed students‟ vocabulary in terms of noun and verb. After implementing extensive reading not just improved students‟ vocabulary but students also more confidence
and active in learning process because they have many words and looked up the unfamiliar word in the reading material. Therefore it could be conclude that extensive reading approach can help students to improve their vocabulary.
According to Laufer in Tintari (2016) stated that vocabulary learning is at the heart of language learning and language use. Vocabulary has become powerful to improve achievement and can help students to communicate and express their ideas.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter explained the conclusion and suggestion based on the research finding and discussion.
A. Conclusion
Based on the research finding and discussion, the researcher can concluded that extensive reading approach is effective to improve students‟ vocabulary mastery in terms of verb and noun at XI MIA 4 of SMA Negeri 2 Takalar, it can be seen from the results before extensive reading approach was applied students‟ score in pre-test in terms of verb was 41.33 and after applying extensive reading students‟ score became 74.64. Meanwhile Students score in term of noun before implementing extensive reading was 43.33 and after applying extensive reading students‟ score became 78.00.
B. Suggestion
Based on conclusion above, the researcher proposes suggestion as follow:
1. Based on the success of implemented of extensive reading. Therefore teacher should be used this approach to help students to improve their vocabulary. English teachers should be selective and understand what the students need to improve their vocabulary such as the reading material suitable for their level, easy material and reading with pleasure.
2. Extensive reading activity should be implemented in learning process because not only can improve students‟ vocabulary but also can help
43
43
students to improve other skills because activities of extensive reading where students reading with a lot materials. It provides with chance to get accustomed to new vocabulary. Therefore students can develop their writing skill and reading comprehension and etcetera.
3. This research can become one reference for the next researchers related to their research. The next researcher can develop this topic more such as use this approach to enhance students‟ writing skill or another skill.
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A
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DATA
RECAPITULATION
APPENDIX A
APPENDIX A.1
Table of students’ vocabulary achievement in terms of verb.
Students Pre (X1) Post (X2) D (X2-X1) D2
S-1 20 60 40.0 1600.0
S-2 30 60 30.0 900.0
S-3 30 70 40.0 1600.0
S-4 40 90 50.0 2500.0
S-5 50 70 20.0 400.0
S-6 40 60 20.0 400.0
S-7 20 60 40.0 1600.0
S-8 40 70 30.0 900.0
S-9 40 80 40.0 1600.0
S-10 50 90 40.0 1600.0
S-11 30 70 40.0 1600.0
S-12 20 60 40.0 1600.0
S-13 60 100 40.0 1600.0
S-14 50 70 20.0 400.0
S-15 60 100 40.0 1600.0
S-16 50 70 20.0 400.0
S-17 70 90 20.0 400.0
S-18 40 70 30.0 900.0
S-19 40 70 30.0 900.0
S-20 30 70 40.0 1600.0
S-21 40 70 30.0 900.0
S-22 60 90 30.0 900.0
S-23 50 80 30.0 900.0
S-24 40 70 30.0 900.0
S-25 50 80 30.0 900.0
S-26 30 70 40.0 1600.0
S-27 40 70 30.0 900.0
S-28 40 60 20.0 400.0
S-29 40 70 30.0 900.0
S-30 80 100 20.0 400.0
TOTAL ∑X=1280 ∑X=2240 ∑D=960.0 ∑D2=32800.0 =42.67 =74.67 (∑D)2=921600.0
Table of students’ vocabulary achievement in terms of noun.
Students Pre (X1) Post (X2) D (X2-X1) D2
S-1 40 70 30.0 900.0
S-2 20 60 40.0 1600.0
S-3 50 70 20.0 400.0
S-4 70 100 30.0 900.0
S-5 40 80 40.0 1600.0
S-6 20 60 40.0 1600.0
S-7 20 70 50.0 2500.0
S-8 50 80 30.0 900.0
S-9 40 70 30.0 900.0
S-10 70 100 30.0 900.0
S-11 40 80 40.0 1600.0
S-12 30 70 40.0 1600.0
S-13 80 100 20.0 400.0
S-14 60 80 20.0 400.0
S-15 40 100 60.0 3600.0
S-16 40 70 30.0 900.0
S-17 60 90 30.0 900.0
S-18 50 90 40.0 1600.0
S-19 40 70 30.0 900.0
S-20 40 70 30.0 900.0
S-21 40 70 30.0 900.0
S-22 60 80 20.0 400.0
S-23 30 70 40.0 1600.0
S-24 40 80 40.0 1600.0
S-25 40 90 50.0 2500.0
S-26 40 70 30.0 900.0
S-27 60 80 20.0 400.0
S-28 20 60 40.0 1600.0
S-29 10 60 50.0 2500.0
S-30 60 100 40.0 1600.0
TOTAL ∑X=1300 ∑X=2340 ∑D=1040.0 ∑D2=39000.0 =43.33 =78 (∑D)21081600.00
√ 30
APPENDIX A.2
a. Calculating the t-test analysis of students‟ vocabulary in terms of verb.
= ∑D
N
= 960
30
= 32
960/30 t =
32800−921600 29.30
32 t = 32800− 30720
√ 870
32 t = 2080
√ 870
32 t =
√2.39 t = 32
1.54 t = 20.7
√ 30
b. Calculating the t-test analysis of students‟ vocabulary in terms of noun.
= ∑D
N
= 1040
30
= 34.67
1040/30 t =
39000−1081600 29.30
34.67 t = 39000−36053
√ 870
34.67 t = 2947
√ 870
34.67 t =
√3.38 34.67 t = 1,83
t = 18.9
APPENDIX A.3
a. The students‟ vocabulary mean score of the pre-test and post-test in terms of Verb.
Pre-test: = ∑
𝑁
1280
= 30
=42.67 Post-test: 2= ∑
𝑁
2240
= 30
=74.67
b. The students‟ vocabulary mean score of the pre-test and post-test in terms of Noun.
Pre-test: = ∑
𝑁
1300
= 30
=43.33 Post-test: 2= ∑
𝑁
2340
= 30
=78
APPENDIX A.4
The percentage of the students‟ vocabulary development
a. Verb
P = 2− 1 X 100%
1
P = 74.67−42.67
X 100%
42.67
P = 32
42.67 X 100%
P = 75.00 % b. Noun
P = 2− 1 X 100%
1
P = 78−43.33 X 100%
43.33
P = 34.67 X 100%
43.33
P = 80.00%
APPENDIX A.5
1. Classification of students‟ vocabulary scores in terms of verb.
Students Pre-test classification Post-test Classification
20 very poor 60 Fair
S-2 30 very poor 60 Fair
S-3 30 very poor 70 Fairly Good
S-4 40 poor 90 Very Good
S-5 50 poor 70 Fairly Good
S-6 40 poor 60 Fair
S-7 20 very poor 60 Fair
S-8 40 poor 70 Fairly Good
S-9 40 poor 80 Good
S-10 50 poor 90 Very Good
S-11 30 very poor 70 Fairly Good
S-12 20 very poor 60 Fair
S-13 60 Fair 100 Excellent
S-14 50 poor 70 Fairly Good
S-15 60 Fair 100 Excellent
S-16 50 poor 70 Fairly Good
S-17 70 Fairly Good 90 Very Good
S-18 40 poor 70 Fairly Good
S-19 40 Poor 70 Fairly good
S-20 30 very poor 70 Fairly Good
S-21 40 poor 70 Fairly Good
S-22 60 Fair 90 Very Good
S-23 50 Poor 80 Good
S-24 40 Poor 70 Fairly Good
S-25 50 Poor 80 Good
S-26 30 very poor 70 Fairly Good
S-27 40 Poor 70 Fairly Good
S-28 40 Poor 60 Fair
S-29 40 Poor 70 Fairly Good
S-30 80 Good 100 Excellent
2. Classification of students‟ vocabulary scores in terms of noun.
Students Pre- test
classification Post-test Classification
S-1 40 Poor 70 Fairly Good
S-2 20 Very Poor 60 Fair
S-3 50 Very Poor 70 Fairly Good
S-4 70 Fairly Good 100 Excellent
S-5 40 Poor 80 Good
S-6 20 Very Poor 60 Fair
S-7 20 Very Poor 70 Fairly Good
S-8 50 Poor 80 Good
S-9 40 Poor 70 Fairly Good
S-10 70 Fairly Good 100 Excellent
S-11 40 Poor 80 Good
S-12 30 Very Poor 70 Fairly Good
S-13 80 Good 100 Excellent
S-14 60 Fair 80 Good
S-15 40 Poor 100 Excellent
S-16 40 Poor 70 Fairly Good
S-17 60 Fair 90 Very Good
S-18 50 Poor 90 Very Good
S-19 40 Poor 70 fairly good
S-20 40 Poor 70 Fairly Good
S-21 40 Poor 70 Fairly Good
S-22 60 Fair 80 Good
S-23 30 Very Poor 70 Fairly Good
S-24 40 Poor 80 Good
S-25 40 Poor 90 Very Good
S-26 40 Poor 70 Fairly Good
S-27 60 Fair 80 Good
S-28 20 Very Poor 60 Fair
S-29 10 Very Poor 60 Fair
S-30 60 Fair 100 Excellent
APPENDIX A.6
Table Distribution of T-Value
DF A = 0.1 0.05 0.025 0.01 0.005 0.001 0.0005
∞ ta =
1.282
1.645 1.96 2.326 2.576 3.091 3.291
1 3.078 6.314 12.706 31.821 63.656 318.289 636.578
2 1.886 2.92 4.303 6.965 9.925 22.328 31.6
3 1.638 2.353 3.182 4.541 5.841 10.214 12.924
4 1.533 2.132 2.776 3.747 4.604 7.173 8.61
5 1.476 2.015 2.571 3.365 4.032 5.894 6.869
6 1.44 1.943 2.447 3.143 3.707 5.208 5.959
7 1.415 1.895 2.365 2.998 3.499 4.785 5.408
8 1.397 1.86 2.306 2.896 3.355 4.501 5.041
9 1.383 1.833 2.262 2.821 3.25 4.297 4.781
10 1.372 1.812 2.228 2.764 3.169 4.144 4.587
11 1.363 1.796 2.201 2.718 3.106 4.025 4.437
12 1.356 1.782 2.179 2.681 3.055 3.93 4.318
13 1.35 1.771 2.16 2.65 3.012 3.852 4.221
14 1.345 1.761 2.145 2.624 2.977 3.787 4.14
15 1.341 1.753 2.131 2.602 2.947 3.733 4.073
16 1.337 1.746 2.12 2.583 2.921 3.686 4.015
17 1.333 1.74 2.11 2.567 2.898 3.646 3.965
18 1.33 1.734 2.101 2.552 2.878 3.61 3.922
19 1.328 1.729 2.093 2.539 2.861 3.579 3.883
20 1.325 1.725 2.086 2.528 2.845 3.552 3.85
21 1.323 1.721 2.08 2.518 2.831 3.527 3.819
22 1.321 1.717 2.074 2.508 2.819 3.505 3.792
23 1.319 1.714 2.069 2.5 2.807 3.485 3.768
24 1.318 1.711 2.064 2.492 2.797 3.467 3.745
25 1.316 1.708 2.06 2.485 2.787 3.45 3.725
26 1.315 1.706 2.056 2.479 2.779 3.435 3.707
27 1.314 1.703 2.052 2.473 2.771 3.421 3.689
28 1.313 1.701 2.048 2.467 2.763 3.408 3.674
29 1.311 1.699 2.045 2.462 2.756 3.396 3.66
30 1.31 1.697 2.042 2.457 2.75 3.385 3.646
60 1.296 1.671 2 2.39 2.66 3.232 3.46
120 1.289 1.658 1.98 2.358 2.617 3.16 3.373
1000 1.282 1.646 1.962 2.33 2.581 3.098 3.3
LESSON PLAN
APPENDIX B
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMA Negeri 2 Takalar
Mata Pelajaran/Aspek : Bahasa Inggris/ Vocabulary (Verb and Noun)
Kelas/Semester : XI/Ganjil
Materi Pokok : Text Analytical Exposition Alokasi Waktu : 6 X Pertemuan (2x45 Menit) A. Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.