CHAPTER IV RESULT AND DISCUSSION
2. Picture Narrating
In this method, the researcher does not give some treatment to the control class as well, namely class VIII A, totaling 26 students. The motivation to learn English was obtained by using a speaking test. The distribution of data on the motivation to learn English for class VIII A
0 20 40 60
LOW MODERATE HIGH
Series1
students at SMPN 03 Bengkulu Tengah in 2020/2021 can be seen in Table 4.3, the results are as follows:
Table 4.3
Frequency Distribution of Motivation to Learn English in Class VIII A (Control Class)
Interval class Frequency Percentage (%)
1) 45 – 50 1 5
2) 51 – 56 7 28
3) 57 – 62 8 34
4) 63 – 68 3 9
5) 69 – 74 5 16
6) 75 – 80 2 8
Total 26 100
(source: Primary data processed, 2020)
Based on the data in table 4.3 in the frequency distribution above, it can be seen that the motivation to learn English in class VIII A students with the highest frequency is in the interval class 75 - 80 as many as 2 students.
While the lowest frequency was in the 45 – 50 interval class with 1 student in the 2020/2021 academic year at SMPN 03 Bengkulu Tengah.
Figure 4.3
Student’s histogram of the speaking test in the class VIII A
(source: percentage of data premier from class VIII B)
0 10 20 30 40 50 60 70 80 90
S1 S3 S5 S7 S9 S11 S13 S15 S17 S19 S21 S23 S25
Series1 Mean = 62
Deviations’ Stdrd = 36 N = 26
F R E Q U E N C Y
Based on the results of Figure 4.3 in the frequency distribution above, it can be seen that the motivation to learn English in class VIII A students with the highest frequency is in the interval class 75 – 80 as many as 2 students. While the lowest frequency was in the 45 – 50 interval class with 1 student in the 2020/2021 academic year at SMPN 03 Bengkulu Tengah.
Table 4.4
Category of distribution of student’s motivation to learn English class in VIII A (Control Class)
Criteria Interval’s data Category Frequency Percentage (%)
<ẋ - SD <-46, 28 Low 3 7
(ẋ - SD) – (ẋ + SD) (-46,28 +13,44) Moderate 18 74
> ẋ - SD >13,44 High 7 18
Total 26 100
Based on the data in table 4.3 above, it can be concluded that the highest frequency data is found in interval class > 13,44 with a frequency of 7 students and a percentage high, it can be concluded that the motivation to learn English of class VIII A students using the moderate of picture narrating.
For more details, it can be seen in the following graphic image:
Figure 4.4
Category of Students’ Motivation for Class VIII A (Control Class)
Based on Figure 4.3 above, it is known that the highest frequency of learning motivation for class VIII B students is 74% with a high category, so it can be concluded that the motivation to learn English for class VIII A students at SMPN 03 Bengkulu Tengah in the 2020/2021 school year using the picture narrating is moderate.
From the results of the above data, the researcher found a comparison between the experimental class and the control class in answering the speaking test distributed by the researcher. The data is described in the T-test analysis table below:
0 5 10 15 20
low moderate high
Series1
Table 4.5
Analysis of the T test of student’s motivation t-Test: Paired Two Sample for Means
Sample Class B (treatment
class)
Class A (control class)
Mean 75,03846 61,96154
Variance 73,07846 47,31846
Observations 26 26
Pearson Correlation -0,03538
Hypothesized Mean Difference
0
Df 25
t Stat 5,974667
P(T<=t) one-tail 1,54E-06
t Critical one-tail 1,708141
P(T<=t) two-tail 3,08E-06
t Critical two-tail 2,059539
The average or mean the difference between classes B and A after doing the speaking test in the table above is between 75 and 61, so there is a difference between the treatment and not giving the treatment. The variant results also experienced differences, namely 73 and 47 with a sample of 26 students and df 26-1 is 25. Then the t state description of 5.97 is obtained which is the same as the difference between the two. The hypothesis using two tails with the result of t table is 2.0590539 with a p value of 3.08E-06.
Therefore, the p value is smaller than alpha 5%, the result is accepted H1.
Hypothesis H1 concluded that there is a significant difference between treatment and not given treatment. The researcher also analyzed the results received when doing the speaking test based on the procedure.It is described in the table below:
Table 4.6
Result of Treatment Class and Control class
No Criteria Treatment class Control class
1. Fluency 4,44 3,07
2. Pronunciation 4,47 4,37
3. Accuracy 4,14 3,09
4. Clarity 4,39 4,10
5. Performance skill 4,30 3,29
Total 4,34 3,58
From the table above, it can be seen that the effect of treatment and not being given treatment is between 4.34 to 3,58%. The difference is about 76%
per aspect.The overall results of the data above, the researcher concluded that the students' motivation in learning English in the classroom, especially when speaking test in class B, got had a high degree of motivation and class A got had a moderate degree of motivation with scala likert explanation.
After the explanation above, the researcher also analyzed data from the motivation questionnaire given to students totaling 20 questions, which were analyzed using the unit analysis method, the activities given at the end of the treatment. It is described in the table below:
Table 4.7
Analysis unit questionnaire test of student’s motivation Statistics
Experiment class
Control class
N Valid 26 26
Missing 2 2
Mean 74,92 61,96
Std. Error of Mean 1,378 1,679
Median 75,50 60,00
Mode 80 60
Std. Deviation 7,025 8,563
Kurtosis -,368 -,265
Std. Error of Kurtosis ,887 ,887
Range 27 35
Minimum 61 45
Maximum 88 80
Sum 1948 1611
The overall results of the data from the experimental class which had a percentage of 75, 50% and while the control class had a percentage of 60,00%
showed that students had high motivation towards learning English in class, especially in the field of questionnaires, but this comparison was different from the results class A and B about choosing answers about their motivation in learning English.
B. Prerequisite Test