1. Students’ achievement of synonymous words
To find out the answer to research question in the previous chapter, the writer administered tests which where given twice. A pretest is given before the treatment to know the students’ prior knowledge, while the post-test was administered after the treatment which aims to know the vocabulary mastery of the students after giving treatment. Both the mean scores of pretest and posttest were then compared to see whether or not there is significant difference of the achievement of the students before and after giving treatment by using Frontloading strategy. The result of pretest and posttest were presented in the following table.
Table 1.
The mean scores and standard deviation in pre-test and post-test of synonymous words
Test Mean Score Standard Deviation
Pre-Test 42.66 9.837
Post-Test 77.67 78.06
The results of data analysis are derived from pre-test and post-test of the student’s vocabulary in the table above. The mean score in pre – test was 42.66
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and the standard deviation was 9.837 and the mean score of post test was 77.67 and the standard deviation were 78.06.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
a. The frequency and rate percentage of the students’ pretest and posttest score of synonymous
Table 2.
Frequency and rate percentage of the students’ pre-test and post-test score of synonymous words
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1.
2.
3.
4.
5.
6.
7.
Excellent Very good
Good Fairly good
Fair Poor Very poor
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
0 0 1 0 0 7 12
0 0 5 0 0 35 60
0 4 11
5 0 0 0
0 20 55 25 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are ( 5%) out of 20 students got good scores, ( 35%) got poor scores, (60 %) students got very poor scores. None of 20 students got excellent, very good, fair and fairly good scores.
The table above also shows thet the results of students vocabulary in post – test. There are (20%) out of 20 students got very good scores, (55%) got fairly good scores, and (25%) students got fairly good scores. None of 20 students got excellent, fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, fair, poor, and very poor in the post test was greater than the rate percentage in the pretest.
b. The chart of percentage the students’ pre-test and post-test score of synonymous words
Chart 1.
The chart of percentage the students’ pre-test and post-test score of synonymous words
Exellent Very good
Good Fairly good
Fair Poor Very poor
0% 0% 5%
0% 0%
35%
60%
0%
20%
55%
25%
0% 0% 0%
Pre-Test and Post-Test ( Synonymous Words )
Pre-Test Post-Test
2. Student’s achievement of antonymous words Table 3.
The mean score and standard deviation in pre-test and post-test of synonymous words
Test Mean Score Standard Deviation
Pre-Test 37.5 43.308
Post-Test 77.06 79.24
The results of data analysis are derived from pre-test and post-test of the student’s vocabulary in the table above. The mean score in pre – test was 37.5 and the standard deviation was 43.308 and the mean score of post test was 77.06 and the standard deviation were 79.24.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
a. The frequency and rate percentage of the students’ pretest and posttest score of antonymous words
Table 4.
Frequency and rate percentage of the students’ pre-test and post-test score of antonymous words
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1. Excellent 96 – 100 0 0 1 5
2.
3.
4.
5.
6.
7.
Very good Good Fairly good
Fair Poor Very poor
86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
1 0 2 3 3 11
5 0 10 15 15 55
5 6 8 0 0 0
25 30 40 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are ( 4.76%) out of 20 students got very good scores, ( 10%) got fairly good scores, 3 (15 %) students got fair scores, ( 15%) got poor scores, ( 55%) got very poor scores .None of 20 students got excellent, good scores.
The table above also shows thet the results of students vocabulary in post – test. There are (4.76%) out of 20 students got excellent scores, (25%) got very good scores, and (30%) students got good scores, (40%) students got fairly good scores None of 20 students got fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, fair, poor, and very poor in the post test was greater than the rate percentage in the pretest.
b. The chart of percentage the students’ pre-test and post-test score of Antonymous words
Chart 2.
The chart of percentage the students’ pre-test and post-test score of Antonymous words
3. Indicators of student’s scores in pre-test and post test Synonymous words a. Progress of the Indicators in Understanding Synonymous words
Table 5.
Progress of the Indicators in Understanding Synonymous words
No. Indicators Pre-Test Post-Test Progress %
1. Verb 72.5 73.25 1.03
2. Adjective 47 82 74.46
3. Noun 37.5 77.5 106.6
The table above shows that that in the synonymous word test of the three indicators have quite different progress. where the noun indicator has the most
Exellent Very good
Good Fairly good
Fair Poor Very poor
0% 5% 0%
10% 15% 15%
55%
5%
25% 30% 25%
0% 0% 0%
Pre-Test and Post-Test (Antonymous Words )
Pre-Test Post-Test
progress compared to the other two indicators, which is as much as (106.6%) this shows that the noun indicator is more widely known by students. while the progress of a number (74.46%) of the adjective indicator shows that the adjective also has quite a lot of progress, far compared to the verb indicator which actually has a little achievement progress namely the verb indicator (1.03) this shows that the verb indicator is only little known by students.
b. The chart of Percentage Indicators in Understanding Synonymous words Chart 3.
The chart of Percentage Indicators in Understanding Synonymous words
0 20 40 60 80 100
Verb Adjective Noun 72,5
47
37,5 73,25 82
77,5
0,72 0,74
1,06 Pre-Test
Post-Test Percentage
4. Indicators of student’s scores in pre-test and post test of Antonymous words a. Progress of Indicators in Understanding Antonymous words
Table 6.
Progress of Indicators in Understanding Antonymous words
No. Indicators Pre-Test Post-Test Progress
%
1. Verb 51.25 82.5 60.91
2. Adjective 62.5 91.5 46.4
3. Noun 37.5 77.6 106.9
Based on the table above shows that in the antonymous word test of the three indicators have quite different progress. where the noun indicator has the most progress compared to the other two indicators, which is as much as (106.9%) this shows that the noun indicator is more widely known by students. while the progress of a number (60.91%) of the verb indicator shows that the adjective also has quite a lot of progress, and slightly different from the verb, the adjective indicator gets (46.4%) progress, and this shows that the adjective is not really understood by students.
b. The chart of Percentage Indicators in Understanding Antonymous words Chart 4.
The chart of Percentage Indicators in Understanding Antonymous words
5. Students achievement in pre-test and post test Table 7.
The mean score and standard deviation of pretest and posttest
Test Mean Score Standard Deviation
Pre-Test 4.22 4.230
Post-Test 7.72 7.920
The results of data analysis from pre-test and post-test of the students vocabulary in the table above. The mean score in pre – test was 4,22 and the standard deviation was 4.230, and the mean score of post test was 7.72 and the standard deviation were 7.920.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
0 20 40 60 80 100
Verb Adjective Noun 51,25 62,5
37,5 82,5 91,5
77,6
0,6 0,46
1,06 Pre-Test
Post-Test Percentage
a. The frequency and rate percentage of the students’ pretest and posttest score Table 8.
Frequency and rate percentage of the students’ pre-test and post-test score
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1.
2.
3.
4.
5.
6.
7.
Excellent Very good
Good Fairly good
Fair Poor Very poor
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
0 0 0 0 3 4 13
0 0 0 0 15 20 65.
0 3 10
7 0 0 0
0 15 50 35 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are (15%) out of 20 students got fair good scores, (20%) got poor scores, (65%) students got very poor scores. None of 20 students got excellent, very good, good, and fairly scores.
The table above also shows thet the results of students vocabulary in post – test. There are (15%) out of 20 students got very good scores, (50%) got good scores, and (35%) students got fairly good scores. None of 20 students got excellent, fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, very good, good, and fairly good in the post test was greater than the rate percentage in the pretest.
b. percentage of the students’ pre-test and post-test score
Chart 5.
percentage of the students’ pre-test and post-test score
6. Test significance of synonymous and antonymous words
To know the level of significance of the pre – test and post – test, the writer used t-test analysis on the level of significance (p) = 0,1 with the degree of freedom (DF) = N-1, Where the N = number of subject (20) students then the value of t-table is 1.729. The test statistics, analysis of the independent sample was applied. The following table showed the results of t-test calculation
Exellent Very good
Good Fairly good
Fair Poor Very
poor
0% 0% 0% 0%
15% 20%
62%
0%
15%
50%
35%
0% 0% 0%
Pre-Test and Post-Test (Antonymous Words )
Pre-Test Post-Test
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.