CHAPTER II REVIEW OF RELATED LITERATURE
2.2 The concept of Game
2.2.4 Definition of Relay Race Game
2.2.3.4 Performance Students
Performance can be interpreted as the level of achievement of results or
"The degree of accomplishment" (Rue and Byars, 1981: 375). Often also called the level of achievement of organizational goals. Evaluation of performance or also
called performance is a very important activity. The assessment referred to can be made as input to make improvements to improve performance.
According to Mangkunegara, performance is performance is the result of work in quality and quantity achieved by an amployee in performing his duties as an educator responsibility.18
2.2.4 Conceptual Framework
The focuss of this research the use of a relay race game to increase the students perfromance in learnin English at SMPN 2 Pangale.
The conceptual framwork of this research is presented this folling:
18Keke.T. Aritonang, Kompensasi Kerja, Disiplin Kerja Guru dan Kinerja Guru SMP Kristen BPK penabur Jakarta (Jakarta : 2005), P. 5.
20
Figure 2.1 Conceptual Framework INPUT
The Understanding about basic structure in learning English
PROCESS
Increase in learning English by applying conventional Method Increase in learning English by
applying Relay race game
OUTPUT
To increase the students performance in learning Experimental Class Control Class
Students performance in learning English (Experimental Class)
Students performance in learning English (Control Class)
2.4 Hypothesis
It is a temporary problem before the data collected through collecting proving.
Based on the research problem mentioned above, the researcher predicts that:
2.4.1 Null Hypothesis (Ho)
By increase in learning English the students who focus on problem-based learning is not able improve students' skills in increase English in students at SMPN 2 pangale.
2.4.2 Alternative Hypothesis (H1)
By increase in learning English that focuses on problem-based learning able to improve students' skills in English.
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CHAPTER III
METODE OF THE RESEARCH
In this part would describe about the description of the research design, setting of the research, subjective of research, research variable and the operational
definition, instrument of the research, procedur of collecting data, and technique of data analysis.
3.1 Research Design
In this research, the researcher would like to collect, process, analysis data to get conclusion of the research. This research is called quantitative research because it would use statistic analysis. This research employed Quasi Experimental Design.
Nonequivalent Control group Design is used in this research. This research is presented as follow:
Where: O1 : Pre-test for the experiment group and control group X : Treatment in Learning English
O2 : Post Test for the experiment group and control group.19 3.2 Variables and Operational Defination of Items
3.2.1 Variables
19 Sugiyono, Metode Penelitian (Pendekatan Kuantitatif, Kualitatif, dan R&D), (Bandung:Alfabeta, 2013), p. 116.
O1 X O2 O1 X O2
There are two variables of this research; these are independent variable and dependent variable.
3.2.1.1 Independent variable
Independent variable is the used of a Relay race game to increase the students’
in learning english.
3.2.1.2 Dependent variable
Dependent variable of this researche to increase the students performance in learning English at SMPN 2 Pangale.
3.3 Location and Duration
The research is conducted in SMPN 2 Pangale, West Sulawesi and it took duration was about two month.
3.4 Population and Sample 3.4.1 Population
The population of this research is the at SMPN 2 Pangale. It consisted of two classes. They were class VIII A and VIII B consisted of 40 students.
Table 3.1 The total of the eight grade students of SMPN 2 Pangale.
No. Class Male Fermale Total
1. VIII A 7 13 20
2. VIII B 8 12 20
Total 17 23 40
24
(Source of SMPN 2 Pangale) 3.4.2 Sample
base on the population, the research chose two classes those are VIII A and VIII B as sample by using total sampling. the researcher concider that the students' understanding or knowledge about increase learning english. basides, it is
recommendation of the English teacher. The teacher states that in the students in the class have representation of the population. VIII A as an experimental class that consisted of 20 students, and VIII B as a control class that consisted of 20 students.
The total number of sample is 40 students consist 13 male and 37 female.
Table 3.2 The total of samples of the research
No. Class Male Female Total
1 VIII A as experimental Class 9 11 20
2 VIII B as Control Class 8 12 20
Total 17 23 40
3.5 Instrument of the Research
In collecting data, researcher using writing test and performance as the instrument of this research. the students made some test that relates to the students' enviorment of relates to the students' real life situation as the writing test. After making some question, the students addresed their increase in learning english as the performance test.
3.6 Procedure of Collection Data
In this research, data is all informations that is directly gathers from the research's subject. The present of data collecting is in chronological order bellow:
3.6.1 Pre-Test
Before continuing to provide treatment, the researcher will geve the students the pre-test as an activity in the first meeting. Where students make several sentences based on their understanding of learning English. After, students make a test, the students speak in front of their friends and researcher.
3.6 2. Post-Test
After giving a treatment, the researcher will gave the test which use in the post-test. It is a significant result after doing the treatment. The post-test will be given at the end of the day and the steps will be the same as the steps in the pre-test.
3.7 Treatment
After giving a pre-test, the researcher provided care to students and has finished the meeting, in this meeting the author used the final learning contextual learning specifically to improve the problem of learning English in the experimental class and conventional methods in the control class.
3.7.1 Experimental Class 3.7.1.1 The first meeting
1. The greeting to the students to open the class.
2. The researcher gave direction to pray before learning.
3. The researcher absent the students.
4. Before the lesson of the convey to learning purpose.
5. The researcher explains about expressions for greeting and introducing self material.
6. The researcher explains about the application of the game.
7. The researcher will divide students into 4 groups.
26
8. The researcher asks the students to memorize the expressions that have been gave.
9. The researcher asks students to line up and write memorized expressions on the board alternately within 15 minutes.
10. The researcher assignments to students to make a conversation using expressions.
11. The researcher gave motivation to the students.
12. The researcher gave a greeting to the students to close the class.
3.7.2 The second meeting
1. The greeting to the students to open the class.
1. The researcher gave direction to pray before learning.
2. The researcher absent the students.
3. Before the lesson of the Convey to learning purpose.
4. The researcher explains about expression material asking about someone's condition after she / he is ill.
5. The researcher explains about the application of the game.
6. The researcher divide students into 4 groups.
7. The researcher asks the students to memorize the expressions that have been give 8. The researcher asks students to line up and write memorized expressions on the
board alternately within 15 minutes.
9. The researcher assignments to students to make a conversation using expressions.
10. The researcher gave motivation to the students.
11. The researcher gave a greeting to the students to close the class.
3.7.4 The third meeting
1. The researcher gave to the students to open the class.
2. The researcher gave direction to pray before learning.
3. The researcher absent the students.
4. Before the convey learning purpose learning researcher.
5. The researcher explained the material about expressions of telling goodbay to students.
6. The researcher explained about the application of the game 7. The researcher divide students into 4 groups.
8. The researcher asks the students to memorize the expressions that have been gave.
9. The researcher ask students to line up and write memorized expressions on the board alternately within 15 minutes.
10. The researcher assignments to students to make a conversation using expressions.
11. The researcher gave motivation to the students.
12. The researcher gave a greeting to the students to close the class.
3.7.5 Control Class 3.7.5.1 The first meeting
1. The greeting to the students to open the class.
2. The researcher gave direction to pray before learning.
3. The researcher absent the students.
4. Before the lesson of the convey to learning purpose.
5. The researcher explains about expressions for greeting and introducing self material.
6. The researcher assignments to students to make a conversation using expression.
7. The researcher gave e motivation to the students.
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8. The researcher gave a greeting to the students to close the class.
3.7.5.2 The second meeting
1. The greeting to the students to open the class.
2. The researcher gave direction to pray before learning.
3. The researcher absent the students.
4. Before the lesson of the Convey to learning purpose.
5. The researcher explains about expression material asking about someone's condition after she / he is ill..
6. The researcher gave motivation to the students.
7. The researcher gave a greeting to the students to close the class.
3.5.7.3 The third meeting
1. The researcher gave to the students to open the class.
2. The researcher gave direction to pray before learning.
3. The researcher absent the students.
4. Before the convey learning purpose learning researcher.
5. The researcher explained the material about expressions of telling goodbay to students..
6. The researcher gave motivation to the students.
7. The researcher gave a greeting to the students to close the class.
3.8 Technique of Data Analysis
The data collected through the test was analyzed quantitatively. This
quantitative analysis employed statically caculation to the test the hypothesis. Some formulas was applied in this research to process the data as follows:
3.6.1 Scoring the students’ correct answer of pre-test and post-test.20 Table 3.3 Scoring the students correct answer of pre-test and post-test
Classification Score Criteria
Fluency
9-10 7-8 5-6 3-4 1-2
- Directly explain completely - Explain completely while thinking - Explain but not complete
- Explain while thinking but not complete - Purpose is not clear, needs a lot of
communicating usually does not respond.
Vocabulary
9-10 7-8 5-6 3-4 1-2
- Professional vocabulary adequate to discuss all interest.
- Professional vocabulary adequate to discuss special interest.
- Choice of words recently accurate.
- Vocabulary limited to basic personal and survival area.
- Vocabulary inadequate for even the simplets conversation.
Pronunciation
9-10 7-8 5-6 3-4 1-2
- Very good pronunciation - Good pronunciation - Fair pronunciation - Poor pronunciation - Very poor pronunciation21
1.6.2 Classifying the score of the students into the following criteria:
20 Skala nilai pada Raport peserta didik Kurikulum 2013, http://googleweblight.com/fatkoer.wordpress.com/skala-nilai-raport-kurikulum-2013. (Accessed on 29th of April 2017),
21Yanti, The Aplication of Socio Drama in Improving Students’ Speaking Skill of the First Year Students at SMP PGRI 1 Parepare. (Unpublished),
30
Table 3.4 Classification of the students’ Score
No Score Classification
1 80-100 Very good
2 66-79 Good
3 56-65 Fair
4 40-55 Poor
5 <39 Very poor22
1.6.3 Calculation the frequency and percentage of the students Fq
P = N X 100%
Where:
P = Precentage Fq = prequency
N = Total number of sample23
1.6.4 Concluding the mean score of students’ pre-test and post-test using this formula:
Where:
X = Mean score
∑x = The sum of the all score N = Total number of sample24
22Suharsimi Arikunto, Dasar-Dasar Evaluasi pendidikan, Edisi revisi; (jakarta: Bumi Aksara.
2009), p. 245.
23Rismawati B, Using “Tahta” Game in Improving Students’ Vocabulary at the Second Grade of SMP Negeri 8 Pinrang”, (Parepare, 2015), p. 37.
1.6.5 Finding out the standard deviation by using the following formula:
√
Where:
SD = Standard deviation
SS = The square roofof the sum of square N = The total number of subject
∑x2 = The sum of square25
1.6.6 Finding out the significant different between pre-test and post-test by calculating the value of t-test by using the following formula:
̅̅̅̅ ̅̅̅̅
√( ) Where:
T = Test of significant
X1 = The mean score of experimental class X2 = The mean score of control class
SS1 = The sum of square of experimental class SS2 = The sum of square of control class N1 = The total number of experimental class N2 = The total number of control class
1 = Constant number
2 = The number of class involved26
24Sukardi,Methodology Penelitian Pendidikan Kompetensi dan Praktiknya, (jakarta. PT. Bumi Aksara, 2004), p. 88.
25Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2009), p.
264-265.
26Sukardi, Metodology Penelitian Pendidikan Kompetensi dan Praktiknya, (Jakarta: PT. Bumi Aksara, 2004), p. 91.
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CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of two parts, namely the finding of research and the discussion of the research. The finding of the research cover the description of the result of data collected through test that can be discussed in the part below.
4.1 Findings
The findings of this research deals with the students’ score in pre-test and post- test, the students’ score classification, mean scor, the significant differences between the score of pre-test and post-test, and hypothesis testing of the faired samples. This findings are described as follows:
4.1.1 Students’ In Speaking Ability Using Relay Race Game as Experimental group.
This section described the result of data analysis pre-test and post-test in using relay race game at VIII A class as Experimental group in SMPN 2 Pangale in
academic year of 2019/2020.
4.1.1.1 The Students’ Score of Pre-test in Experimental Group
In pre-test the researcher gave some question to the students for making conversation to see their skill in learning english using Relay Race Game, the kind of the test is oral test. Therefore, the researcher recorded the students’ answer to gain the value of the students. There are thrid aspects to give score for students, they were fluency, vocabulary, and pronunciation. The result was described in the following table:
Table 4.1 Students’ Score in experiment group (Pre-Test) No Name of
students Fluency Vocabulary pronounciation Total Score
1 Zhakira 4 5 5 14 50
2 Supia 4 5 4 13 40
3 Safri 4 4 5 13 50
4 Agung 6 4 4 14 40
5 Rahmadi 4 4 4 12 43
6 Aryo 4 4 4 12 45
7 Rusmiati 5 5 4 14 40
8 Nasta 5 3 3 11 40
9 Eja bunga 5 4 4 13 55
10 Rosdiana 4 4 4 12 33
11 Rasmawati 6 5 5 16 60
12 Nur haida 5 4 4 13 45
13 Nur hamia 4 4 4 12 45
14 Aswil 3 3 3 9 39
15 Mirdad 4 3 3 10 40
16 Ekawati 5 6 5 16 63
17 Shanti hawa 5 4 4 13 45
18 Risma 4 5 3 12 43
19 Taswin andika 4 3 3 10 40
20 Ridwan 5 4 4 13 50
(Data’ Source: the students’ score in experiment group (pre-test)
Mean score of the pre-test:
=
12,60The following is a general description of the ability scores of the students' performance in learning English student procedures before and after applying the
34
Relay race game Method obtained from the Pretest and Posttest scores obtained from the formula discussed earlier.
Tests carried out using parametric statistical types of Frequencies on the IBM SPSS Version 21 application, note that the value of the ability of the students' performance in learning English in Pretest shows that the average value of 12.60 categories is very good. Descriptive, it can be said that the increase in students' performance in learning English has increased from before applying the Method of use of a relay race game.
Table: Students’ Score in experiment group (Pre-Test)
Statistic Pretest
N
Valid 20
Missing 0
Mean 12,60
Std. Error of Mean ,400
Median 12,64a
Mode 13
Std. Deviation 1,789
Variance 3,200
Skewness ,002
Std. Error of Skewness ,512
Kurtosis ,309
Std. Error of Kurtosis ,992
Range 7
Minimum 9
Maximum 16
Sum 252
Percentiles
10 10,00b
20 11,17
25 11,50
30 11,83
40 12,27
50 12,64
60 13,00
70 13,44
Based on the pretest given to 20 respondents with 10 question items. The results showed the Relay race game score effectively improved the ability of the students' performance in learning English in class VIII A to be at a mean, 12.60 median 12.64, mode 13, variance 3,200 and standard deviation 1.789.
4.1.1.2 The Students’ Score of Post-test in Experimental group
While the students’ score on post-test or the result of students after giving treatment can be seen clearly in the following table:
Table 4.2 Students’ Score in Experiment group (Post-Test)
No Name of
students Fluency vocabulary pronounciation Total Score
1 Zhakira 7 8 7 22 80
2 Supia 7 7 7 21 63
3 Safri 6 7 7 20 68
36
4 Agung 8 5 7 20 66
5 Rahmadi 7 7 6 20 65
6 Aryo 6 8 7 21 75
7 Rusmiati 8 7 7 22 75
8 Nasta 7 7 6 20 65
9 Eja bunga 8 7 6 21 73
10 Rosdiana 6 7 6 19 63
11 Rasmawati 8 8 7 23 65
12 Nur haida 7 7 6 20 63
13 Nur hamia 7 6 6 19 65
14 Aswil 6 7 6 19 68
15 Mirdad 7 5 5 17 70
16 Ekawati 7 8 7 22 68
17 Shanti hawa. 6 7 6 19 70
18 Risma 7 6 6 19 65
19 Taswin andika 7 7 7 21 63
20 Ridwan 8 7 6 21 75
Data’ Source: the students’ score in Experiment group (post-test))
Mean score of the post-test:
=
20,30After presented the data as on the table above, then classify the data in thrid classifications by looking at the table 4.2 below:
4.1.1.3 Scoring Classifications Achievement of the Students in Experimental group on Pre-test and Post-test
Table 4.3 The Rate Frequency of the Students’ Pretest and Posttest Score in Experimental group (Relay Race Game)
No Classification Scores
Frequency Pretest Posttest
1 Very Good 80-100 0 1
2 Good 66-79 0 10
3 Fair 56-65 1 9
4 Poor 40-55 17 0
5 Very Poor ≤ 39 2 0
Total 20
Table 4.4 shows that the average score of students before using Relay Race Game represented that most of students’ In English Learning got poor classification. As the result of it, the researcher approximated that the speaking achievement of the students was low, because they were still shy to in english learning, don’t know how to
express their, feeling, lack of motivation in learning English and they could not dispense their skill especially in english learning. After giving treatment through Relay Race Game method no one student got very poor, it is different from students’
frequency before giving treatment because the students’ in english learning
achievement after treatment bigger than before using Relay Race Game method . It could be proven that teaching english learning through using method leads the
students expressions greeting their and introducation self in learning English. It could say that using Relay Race Game method is significant.
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Table: Students’ Score in Experiment group (Post-Test)
Statistic Post-test
N
Valid 20
Missing 0
Mean 20,30
Std. Error of Mean ,317
Median 20,30a
Mode 19c
Std. Deviation 1,418
Variance 2,011
Skewness -,224
Std. Error of Skewness ,512
Kurtosis ,255
Std. Error of Kurtosis ,992
Range 6
Minimum 17
Maximum 23
Sum 406
Percentiles
10 18,00b
20 19,10
25 19,30
30 19,50
40 19,90
50 20,30
60 20,70
70 21,13
75 21,38
80 21,63
90 22,25
Based on the post-test given to 20 respondents with 10 question items. The results shoed the Relay race game score effectively improved the ability of students in class VIII A English learning performance to be at, mean 20.30 median 20.30a 19c mode, variance 2.011 and standard deviation 1.418
4.1.1.4 Normality Test
Data Normality Test Effective score of the ability variable The students' performance in learning English before applying the Relay race game Method.
From the normality test table, the significant level in the Col-Smirnov column is 0.00.
this means that p <0.05, so that it can be concluded that the distribution of the ability score data of the students' performance in learning english after applying the relay race game method is normal (systematic) can be assessed as a percentage of 95%
with the category of "good".
Test of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Pretest ,169 20 ,138 ,944 20 ,290
Posttest ,139 20 ,200* ,948 20 ,334
Paired Test Sample Test Results Paired Samples Test
40
Paired Differences
T Df
Sig.
(2- tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
Pretest – Posttest
-
7,700 1,302 ,291 -8,309 -7,091 -
26,452 19 ,000 Based on the test results shown in the paired sample test table, the
calculated t value of 26.462 and t table value of 0.468 with degrees of freedom (df) of 19, and the significance of 2- tailed of 0.00, minus sign (-) on the results of t - count is not. denotes value, but shows the intent as a hint of the difference or degree of difference. The significance value is smaller (>) than alpha (α) 0.05. This can be interpreted that student learning outcomes before and after applying the relay race game method there are differences, until there is an effect or effect of the learning model applied to the ability of students in English, students are considered effective.
It can be concluded that the effective relay race game method is used as teaching material in learning English especially in everyday conversation material.
4.1.1.5 Determination of Categories Based on Absolute Standards on the Pretest Competency Test
Tabel Pre-test
Frequency Percent Valid Percent Cumulative Percent
Valid
9 1 5,0 5,0 5,0
10 2 10,0 10,0 15,0
11 1 5,0 5,0 20,0
12 5 25,0 25,0 45,0
13 6 30,0 30,0 75,0
14 3 15,0 15,0 90,0
16 2 10,0 10,0 100,0
Total 20 100,0 100,0
There are 5 categories of student acquisition in the pre-test implementation, namely the very good, good, fair and very poor categories. In the category known interval acquisition value of students 16 with a frequency of 2 students, then, the frequency value is divided by the number of students namely 20 students and multiplied by 100, obtained a percentage value of 94% with a good category.
In the category of "good enough" it is known that the interval for the acquisition of student scores shows the value of the interval 13 with a frequency of 6 students, then the frequency value is divided by the number of students, which is 20 students and multiplied by 100 gets a 75.0% participatory value with a good enough category.
In the category of "Less" it is known that the interval of students' score shows an interval of 9 with a frequency of 1 student, then the frequency value is divided by the number of students, which is 20 students and multiplied by 100 gets a 5.0% participant value with a less category.
4.1.1.6. Determination of Categories Based on Absolute Standards on Posttest competency tests
Table Post-test
Frequency Percent Valid Percent Cumulative Percent
Valid
17 1 5,0 5,0 5,0
19 5 25,0 25,0 30,0
20 5 25,0 25,0 55,0