Findings - FINDINGS AND DISCUSSION - the effectiveness of mobile learning based html5

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings

The result that the researcher reported in this chapter based on the data analysis collected by using pre-test and post-test (before and after the treatment) about students’ vocabulary achievement in detail as follows.

1. The Improvement of the Students’ Vocabulary Achievement

A Pre-Test was conducted to find out the data of the students’

achievement in vocabulary before the treatment was given. The result of the test showed that the students’ achievement about vocabulary before the treatment.

The highest score was 66.17 and the lowest score was 44.11. The mean (X) was 55.83.

The Post-Test was also conducted to find out the data of the students’

achievement in vocabulary after the treatment was given. The highest score was 100 and the lowest score was 76.47. The mean (X) was 88.84 hence the improvement percentage can be seen in the following table.

Table 4.1 The Improvement of the Students’ Vocabulary Achievement Mean Score

Improvement (%)

Pre-Test Post-Test

55.83 88.84 59.13%

The table showed that there was an improvement as many as 59.13% in students’ achievement of plural and singular noun about things in the classroom, things about public building, things in the house (things in the living room and garage), and things around the yard. The rate percentage of the students’ Pre- Test and Post-Test scores were presented in the following table.

Table 4.2 The Rate Percentage of the Pre-Test and the Post-Test Score

No Classification

Pre-Test Post-Test

F % F %

1 Excellent (90-100) 0 0% 2 6.5%

2 Very Good (80-89) 0 0% 20 64.5%

3 Good (70-79) 0 0% 9 29%

4 Fairly Good (60-69) 1 3.2% 0 0%

5. Fair (≥59) 10 32.3% 0 0%

6 Poor 19 61.3% 0 0%

7 Very Poor 1 3.2% 0 0%

Total 31 100% 31 100%

The table 4.2 showed that in the Pre-Test, which was done before treatment, which 1 students (3.2%) belonged to ‘fairly good’ category, 10 students (32.3%) who belonged to ‘fair’ category, 19 students (61.3%) who belonged to ‘poor’

category, and 1 students (3.2%) belonged to ‘very poor’ category.

While in the Post-Test that done after the treatment, from 31 students, there was 2 student (6.5%) who belonged to ‘excellent’ category, 20 students (64.5%) belonged to ‘very good’ category, and 9 students (29%) which belonged to ‘good’

category. Based on the result, it can be concluded that the rate percentage in the Post-Test was higher than the rate percentage of Pre-Test.

There was an improvement of mean score of Pre-Test and Post-Test. Before the treatment, the researcher conducted Pre-Test, the mean score was 55.83. After the treatment, the mean score was 88.84. It means that the improvement happened after the implementation of Lima Sahabat in teaching vocabulary. As the conclusion, it was relatively fair to state that the implementation of Lima Sahabat as learning tool in teaching vocabulary at the class VII B of a junior high school students could improve students’ vocabulary achievement based on the chart of Pre- Test and Post-Test improvement percentage as follows.

Chart 4.1 The Mean Score of the Pre-Test and the Post-Test 2. The Success Rate of the Students’ Score of Pre-Test and Post-Test

Before determining whether the data would analyze using parametric statistic or non-parametric statistic, normality test conducted. Normality test aim to test whether the dependent variable data had a normal distribution or not.

To test for normality, researcher analyzed the difference score of Pre-Test and Post-Test then the difference scores were used to determine the normality on the basis of the decision: if the p – value > α = 0.05, then the data fulfills the assumption of normality or normally distributed.

Based on the result of the normality test, the p – value of Shapiro-Wilk is bigger (0.830) than the level of significant (0.05) indicates that the data meets

55.83

88.84

0 10 20 30 40 50 60 70 80 90 100

Pre-test Post-test

the assumption of normality. Thus, the dependent variable has a normal distribution. The results presented as follows.

Table 4.3 Test of Normality of the Data

Mean SD p*

Difference of Pre-Test and

Post-Test

33.01 8.24 0.830 p > 0.05

*p – value of Shapiro-Wilk is not significant at the 0.05 level.

The data of Pre-Test and Post-Test was distribute normally hence this study conducted a parametric statistic analyze using Paired-Samples t-test that was performed to find out whether or not there was any statistically significant difference between success rates of students’ score in Pre-Test and Post-Test.

Based on Paired Samples t-test, it was found that the p – value = 0.00 is less than the α = 0.05 then H0 was rejected and H1 was accepted means that there was a significant difference between the average value before treatment (Pre- Test) and the average value after treatment (Post-Test) hence it can be concluded that there is a statistically significant difference. The following is a table of test results using the Paired Samples t-test.

Table 4.4 The Success Rate of the Students’ Score

N = 31 Mean SD t p*

Pre-Test

Post-Test

33.01 8.24 22.29 0.000 p < 0.05

*p – value of Sig. (2-tailed) is significant at the 0.05 level.

As the conclusion, the difference in data from Pre-Test and Post-Test is normally distributed hence could be analyze with parametric statistic then to be tested with Paired Samples t-test by using SPSS and the result relatively fair to state that the implementation of Lima Sahabat as a learning tool in teaching vocabulary in the class VII B of a junior high school students could significantly improve students’ vocabulary achievement.

B. Discussion

In supporting recent reviewed literatures, this study provides additional support to Talan's (2020) conclusion “mobile learning had a positive and broadly significant effect on learning performance”, it also endorses the argument proposed by Kukulska-Hulme et al. (2017) that “mobile phones and other portable devices should enable new ways of learning that embrace learning beyond the classroom that, increasingly, formal learning takes place in informal settings”. Reason why to the success rate of students’ score of learning outcome may be attributed to the three reasons that supported by recent studies.

First, how the use of learning source of the developed mobile learning

interactive application based HTML5 named Lima Sahabat was presented in this study about features and characteristic (Klimova and Polakova, 2020) (Yurdagül and Öz, 2018), design presentation aspect (Hao et al., 2019) (Hashemifardnia et al., 2018), and also the instructional design (Clark and Mayer, 2016) (Mayer, 2017) (Mayer, 2018). Second, how the strategy in presenting the vocabulary learning through mobile learning as a part of the researcher’s role as teachers in this study who planning, organizing, training, and monitoring, the learning designed for 2013 curriculum hence proper to the students’ current level and needs, including spaced repetition in learning activity (reviewing at students’ own pace and recall the vocabulary learning while the meeting) was the important part that students had done, the use of theme-based learning for vocabulary (Nation, 2020) hence the teaching and learning process organizing well with clear focus in each meetings of treatment, and also the use of flashcard concept in presenting vocabulary learning (Li and Tong, 2019) (Kusumawati et al., 2017). Third, the concept of mobile learning in training (pre-training and creating learning environment which lead the discussion as learning topic) and monitoring (giving instruction in learning activity about how to use the learning source and controlling the students learning activity) (Abiky, 2021) (Çetinkaya and Sütçü, 2018) (Chik and Benson, 2020).

Compared to the recent studies about developed mobile learning interactive application to support vocabulary learning (Putra and Wardani, 2021) (Wijaya et al., 2019) (Sharifi et al., 2015) (Friatin and Widiyaningsih,

2018) (Wu, 2015) (Makoe and Shandu, 2018) (Wang et al., 2018) (Li and Tong, 2019) (Kusumawati et al., 2017). The developed mobile learning interactive application based HTML5 named Lima Sahabat was special which had its own design presentation and focus in presenting learning needs. It was designed for 2013 curriculum education that consist of 62 vocabularies (noun) for learning vocabulary of the seventh grade students of junior high school level with the functionality of multimedia that can be accessed by various mobile computing devices through internet browser in HTML5 format (web access).

43 CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclusion

At the conclusion of this study, the researcher designed, implemented, and evaluated an interactive application based HTML5 named Lima Sahabat as a learning source with learning presentation established from curriculum standard of seventh grade students of junior high school in Indonesia (2013 curriculum) and also the use of WhatsApp and Google Meet (video conferencing tool) as a learning tool to control and monitor students’ learning which can be followed as a way of mobile learning. The developed of Lima Sahabat is to facilitate and enhance vocabulary achievement of students for learning English as a foreign language during Learning from Home policy in distance education.

The finding shows that the use of Lima Sahabat can enhance vocabulary achievements of students. Based on our findings, the improvement percentage was 59.13% of Pre-Test (mean score: 55.83) and Post-Test (mean score: 88.84) hence there was an improvement after the implementation the concept of mobile learning interactive application, as a result, the success rate of the students’ score between Pre-Test and Post-Test found that the p–value = 0.00 is less than the α = 0.05 then H0 was rejected and H1 was accepted which means that there was a significant improvement of students’ vocabulary achievement at the seventh grade of junior high school in SMP Unismuh Makassar.

44 B. Suggestion

Despite the learning source in this study can be operated by students itself, the teachers have an important role in this case because the learning vocabulary by using mobile learning interactive application must not be separated from pedagogical element for the better result, than without assisted by the teacher hence the researcher adapts the concept of mobile learning about its instructional to be taught for students and assessing the students’ in learning vocabulary depends on how the teacher deliver their lesson with using the mobile learning to the students in interesting way. So that, procedure in distance education with the use of learning source and learning tools can be combined with method, technique, or strategy. The success on teaching and learning is not depend on lesson plan or textbook only, but more important is how the teacher presents the learning with the use of learning source and learning tools to support distance learning. So that, here some suggestions for the English teachers, students, and the next researchers, as follows.

1. For the Teacher

a. Teachers, who teaching English as a foreign language specializing on learning vocabulary for seventh grade students of junior high school in distance education, are suggested to use the learning concept in this study because the use of mobile learning interactive application is effective based on the result of this study and supported by recent studies, or the teacher can adapt the concept of learning in this study based on learning need and condition of their own school current

learning materials or curriculum. In addition, learning materials in this study were analyzed based on material of curriculum standard (curriculum 2013) hence it is proper for the students’ level.

b. This study as a best practice that provides an example of learning activity in distance education about how the concept of learning vocabulary in theme-based separately presented in each meeting, how the use of the concept of interactive multimedia principle in presenting the materials, and how the use of learning source and learning tools in learning that help students and the teacher for the effective and measurable result of the learning activity that can be used in any level of students (not only for seventh grade students of junior high school).

2. The Students

a. The students are hoped not only about memorizing, but to be understand in using their vocabulary in dialogue context.

b. Students should actively asking, answering, and discussing with teacher and other students if there are problems such as how vocabulary to be pronounced, how its form in sentences, and its context in dialog that not explained in the learning source or hard to understand.

3. The Researcher

This concept of learning and the finding in this study will be useful for further research which concerns on best practice in distance education specializing in learning vocabulary for seventh grade students of junior high school to cater problems in the term of providing innovative learning source.

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A P P E N D I C

E

S

51 APPENDICE 1

LESSON PLAN

Online Lesson Plan/Rencana Pelaksanaan Pembelajaran (RPP) Daring http://bit.ly/rppdaringm-learning

A. First Meeting

(RPP Daring Kelas VII, Pembelajaran 1, Chapter IV “This is My World”)

52 B. Second Meeting

(RPP Daring Kelas VII, Pembelajaran 2, Chapter IV “This is My World”)

53 C. Third Meeting

(RPP Daring Kelas VII, Pembelajaran 3, Chapter IV “This is My World”)

54 D. Fourth Meeting

(RPP Daring Kelas VII, Pembelajaran 4, Chapter IV “This is My World”)

55 E. Fifth Meeting

(RPP Daring Kelas VII, Pembelajaran 5, Chapter IV “This is My World”)

56 F. Sixth Meeting

(RPP Daring Kelas VII, Pembelajaran 6, Chapter IV “This is My World”)

57 G. Seventh Meeting

(RPP Daring Kelas VII, Pembelajaran 7, Chapter IV “This is My World”)

58 H. Eighth Meeting

(RPP Daring Kelas VII, Pembelajaran 8, Chapter IV “This is My World”)

59 I. Ninth Meeting

(RPP Daring Kelas VII, Pembelajaran 9, Chapter IV “This is My World”)

60 J. Tenth Meeting

(RPP Daring Kelas VII, Pembelajaran 10, Chapter IV “This is My World”)

Dalam dokumen the effectiveness of mobile learning based html5 (Halaman 51-117)