CHAPTER II REVIEW OF RELATED LITERATURE
2.2 Previous Research Finding
Some researhers have conducted research by using few techniques in teaching vocabulary, they are:
Erni in her research on the students’ vocabulary mastery through teaching the form of a word visually. The research of data analysis showed that there is a significant difference between the students’ vcabulary mastery before and after learning English through teching the from of a word visually, in which it was proved by the development of mean score of pre-test (12,264) and standard deviatin (10,74).
The mean score of post-test (68,104) and the standard deviation (21,31). T-test result in which the value of t-test was 15,21. It was greater than t-table was 1,711 at the level significance 0,05 and degree of freedom (df) was 24. It means that the null hypthesis (H0) was rejected and the alternative hypothesis (H1) was accepted. 16
Jodi Lyn Brokaw in his research on Visual-Spatial Teaching To Improve Science Learning. Based on the research, the implementation of the visual-spatial teaching strategies in his classroom was a benefit to his students and his self. His enjoyed integrating the diverse visual-spatial intelligence techniques to provide a different way of learning for the students. The activities allowed me to create a variance to the type of lessons that his taught, while maintaining the importance of the content. His also benefited from these activities by keeping the students more engaged and manageable while they were learning. His will definitely be
16Erni, “Improving Student’s Vocabulary Mastery Through Teaching The From A word Visually” (Unpublished skripsi: English program Tarbiyah and Adab Department; Parepare, 2017), p.
43.
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incorporating more visula-spatial activities in my classroom in the years to come.
The visual-spatial teaching style also had a positive impact on the students. They seemed to enjoy doing the varios activities. They were more angaged while participating in the hands on activities. It allowed them to visualize the vocabulary words while they were learning the definitions. The students also learned the content well, as show on the result of the post-tests. The students were also allowed to work in cooperative groups or with partners. It provided more sharing of ideas and cooperation amongst the students.17
Basically, it is necessary for each research have difference. With the result, the research explains the difference of her study with the other especially for two related researches which is presented above. First, the difference of Erni’s research with this study is that Erni’s research use diference teaching strategy in improving students’ vocabulary mastery. Then, for the second related research by Jodi Lyn Brokaw in his research on Visual-Spatial Teaching To Improve Science Learning, the difference of this study is that Jodi Lyn Brokow use visual spatial intelligence to improve scince learning. While in this research, the researcher focus to study students’ visul spatial intelligence in teaching vocabulary.
17Jodi Lyn Brokaw, “Visual Spatial Teaching To Improve Science Learning” (Montana State University:Master of Science: July 2012), p. 56.
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2.3 Conceptual Framework
The concept framework of this research would be given in following : INPUT PROCESS OUTPUT
Teaching Vocabulary. The Students’vocabulary
achivement.
Teaching Vocabulary Through Visual Spatial Intelligence by Howard Gardner.
2.4 Hypothesis
The hypothesis as follows :
Ho : Spatial visual intelligence is not able to enhance student’s vocabulary.
H1 : Spatial visual intelligence is able to enhance student’s vocabulary.
2.5 Operational Definition of Variable
There are two variables consist in this research, there are independent variable and dependent variable. The independent variable is students’ visual spatial intelligence and dependent variable is teaching vocabulary.
2.5.1 Visual spatial inteligence is one of way that in teaching and learning process focus on the students to develop their vocabulary achievement.
2.5.2 Teaching vocabulary is the researcher’s action to apply visual spatial intelligence in the class at the second year of MAN Sidenrengg Rappang.
CHAPTER III
METHODOLOGY OF RESEARCH
3.1 Research Design
This research used quantitative research based on computation and measurement, operational variables and statistic. The design method of this research will use pre-experimental design with one group pre-test and post-test design. It is purpose to know whether teaching vocabulary by enhancing students’s spatial visual intelligence.
The test as follow :
O
1X O
2In which : O1 = Pre-test X
O2
= Treatment
= Post-test1 3.2 Location and Duration of the research
The location of this research at the second year of Madrasah Aliyah Negeri Sidenreng Rappang. The researcher used the quantitative research that has several times to collect and analyze data. This research used more than one month for collecting data.
1L.R Gay, “Educational Competence For Analysis and Aplication”, Second Edication (Colombus, Ohio: Charles E. Meril Publishing, 1981), p. 225.
22
23
3.3 Population and Sample 3.3.1 Population
The population of this research was the second year students of MAN Sidrap academic year 2019/2020. The total numbers of population are:
Table 3.1 Population Data of the Second Year of MAN Sidenreng Rappang No. Class The Number Of Students
Total
Male Female
1 XI Mia I 11 20 31
2 XI Mia II 11 12 32
3 XI Mia III 12 19 31
4 XI IIs I 17 11 29
5 XI IIs II 10 20 30
Total 153
(Source :Data MAN Sidenreng Rappang 2019/2020) 3.3.2 Sample
Based on the population above, the sample of this research was the second year students of MAN Sidenreng Rappang. The researcher used a purposive sampling technique with criteria such as the students have minimum report score of 70-75, the middle class which has medium score, and the studets have interest in English subject.
Based on the criteria above, the researcher took class XI Mia 3 as a sample to get valid data. Therefore, the total sample of the research was 31 students.
Table 3.2 Sample data of the Class XI Mia 3
Class Male Female Total
XI Mia III 12 19 31
(Source:Data MAN Sidenreng Rappang 2019/2020)
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3.4 The Instruments of the research 3.4.1 The Instrument
The instrument of this research used a vocabulary test and Questionnaire.
3.4.1.1 Test
The instrument of this research is test. The test was apply for pre-test and post-test. The pre-test aims at finding out the prior vocabulary of the students, while post-test aims at finding out the students vocabulary after treatment.
The test consist 80 items, they were 20 multiple choises items, 10 arrangements items, 50 translate words.
3.4.1.2 Questionnaire
The last technique in collecting data is the use of questionnaire. The purpose is to get information from the students, after being taught by Spatial Visual Intelligence. It will use to support the primary data from the teaching learning activities and the test.
3.5 The Procedure of Collecting Data
The procedure of collecting data describes as follows : 3.5.1 Pre-test
Pretest is the first meeting and the researcher was introduced herself to the students. Then, explained the purposed of this research. After that, the researcher gave the test consist 80 items, they are 20 multiple choise items, 10 arrangement, and 50 tranlate words to know student’s vocabulary before doing treatment.
3.5.2 Treatment
After the pre-test, students was do treatment and learn by using picture as a media in teaching vocabulary through student’s visual spatial intelligence. The researher was use series of picture without show the topics. The Students
25
wasadequate to identify and list every word hidden in the picture. The researcher gave a targer number of vocabulary that mush be obtained by the students in each meeting with minimum of 50 vocabulary words. The students continued to classify the content words founded on it. They are clasify into anything of Noun (e.x, people, things, food, uncountable, countable, place), Verb, Adjective, and Adverb over all which is behind the picture.
3.5.2.1 The First Meeting
In this meeting, the researcher showed a picture by projektor and mention the category of Noun, in this case everything countained of nouns. The activity as follow:
The researcher showed the picture by projector. While showing the picture, the researcher explained definition of noun. After that, the researcher pointed category of noun in the picture and pronounced the words correctly and write it on the whiteboard. For make lerning activities more interesting, the reseracher ask students to leave the class and to look for the category of noun that is outside the class. Then, the researcher asked students to repeat up the word many times, and asked them to write the words in their books. At the end of the lesson, the researcher gave the students answer sheet to check students’ understanding about this lesson.
3.5.2.2 The Second Meeting
In this meeting is the same as in previous meeting before and the researher mentioned the category of Verb. Before starting the lesson, the researcher asked the students to mention Noun word that were discussed at the previous meeting. The activity as follow:
The researcher showed the picture by projector. While showing the picture, the researher explained definition of Verb. After that, the researcher pointed category
26
of verb in the picture and pronounced the word correctly and write in on the whiteboard.For make lerning activities more interesting, the reseracher ask students to leave the class and to look for the category of noun that is outside the class. Then, the researcher asked students to repeat up the word many times, and asked them to write the words in their books. At the end of the lesson, the researcher gave the students answer sheet to check students’ understanding about this lesson.
3.5.2.3 The Third Meeting
In this activity is the same as in previous activity and the researher mentioned the category of Adjective. Before starting the lesson, the researcher asked the students to mention Noun and Verb worsd that were discussed at the previous meeting. The activity as follow :
The researcher showed the picture by projector. While showing the picture, the researher explained definition of Adjective. After that, the researcher pointed category of verb in the picture and pronounced the word correctly and write in on the whiteboard. For make lerning activities more interesting, the reseracher ask students to leave the class and to look for the category of noun that is outside the class. Then, the researcher asked students to repeat up the word many times, and asked them to write the words in their books. At the end of the lesson, the researcher gave the students answer sheet to check students’ understanding about this lesson.
3.5.2.4 The FourthMeeting
In this activity is the same as in previous meeting and the researher mentioned the category of Adverb. Before starting the lesson, the researcher askedthe students to mention Noun, Verb, and Adjective words that were discussed at the
previous meeting. The activity as follow:
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The researcher showed the picture by projector. While showing the picture, the researcher explained definition of Adverb. After that, the researcher pointed category of verb in the picture and pronounce the word correctly and write in on the whiteboard. For make lerning activities more interesting, the reseracher ask students to leave the class and to look for the category of noun that is outside the class .Then, the researcher will ask students to repeat up the word many times, and asked them to write the words in their books. At the end of the lesson, the researcher gave the students answer sheet to check students’ understood about this lesson.
3.5.3 Post-Test
At the end of the research, the researcher conducted the post-test by using the same test in pre-test. In this case, post-test conducted to measure the significant result after enhancing visual spatial intelligence. The researcher gave the students a test consist 80 items they are 20 multiple choice, 10 arrangement items, and 50translate word. This test to know students’ vocabulary achievement after the researcher giving treatment
3.5.4 Questionnaire
Questinnaire gave after the students would be giving the test. The questionnaire has 30 questions consisting of 5 options namely strongly agree, agree, uncertain, disagree, strogly disagree. The purpose of this questionnaire is to find out are student’s interested in teaching vocabulary through students’s visual spatial intelligence.
3.6 Technique of Data Analysis
The data collection through the test was analyzed quantitatively in percentage to measure participation to teach vocabulary through students’ visual spatial
28
intelligence. The following criteria; the data will be collected through the test are score by using the following criteria:
3.6.1 The Scoring of Students
1. Scoring students answer by dividing the correct answer with the total answer.
Scoring the students answer following formula:
Score = S t u d ent s Cor r ec t Answ er
X 100
The total number of item
2. The data collecting from the both of pretest and post-test are classified as:2 Follow:
Table 3.3 Classification Students’ Score
No. Classification Score
1 Excellent 86-100
2 Good 71-85
3 Fair 56-70
4 Poor 41-55
5 Very Poor ≤402
2Suharsini Arikunto, Dasar-dasar Evaluasi Pendidikan, Edisi Revisi (Jakarta; PT. Bumi Aksara, 2005), p. 245.
29
3. Calculating the rate percentage of the students’score:
P = 𝐹
X 100
𝑁
In Which: P = Percentages F = Frequensy
N = Number of sample
4. Finding out the mean score will use the following formula:
X= ∑X N In Which: X = Mean
∑𝑋 N
= The sum of the all total Score
= The total number of sample3
5. Calculating of mean score of different between pre-test and post-test by using the following formula:4
D =
∑D N
In Which : D : The mean difference of score
∑D : The total score of difference between pre-test and post-test
N : The total sample
3L. R. Gay, “Educational Research Competencies for Analysis and Aplication” (Columbus:
Chales E. Merril, 2001), p. 298.
4L. R. Gay, “Educational Research Competencies...”, p. 331.
30
√(∑𝐷) − (∑𝐷 )
6. Finding the significance difference of mean score between the pre-test and post- test by calculating the valueof t-test . the formula as follow:
t= 𝐷
2 𝑁 2 (𝑁−1)
In Which: T : Test of significant
D : The mean score of difference (X1 - X2)
∑𝐷 : The difference score of two tests (pre-test and post-test)
(∑��)2 : The sum of the difference score of the two tests N : The number of sample5
7. The Criteria of testing hypotesis:
µ= µ
2µ>µ
2The researcher will use two tails with 0,05 levels of significances. For independent sample, the formula of freedom (df) is n-1
1) If t-table > t-test, H0 is accepted and H1 is rejected, it means that Visual spatial Intelligence is not able to enhance students’ vocabulary.
2) If t-table ≤ t-test, H1 is accepted and H0 is rejected, it means that Visual spatial Intelligence is able to enhance students’ vocabulary.
5L. R. Gay, “Educational Research Competencies...”, p. 341.
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3.6.2 The Formula of Questionnaer Table 3.4The liker scala rating
Classification Scale (+) Scale (-)
SS 5 1
S 4 2
RR 3 3
TS 2 4
STS 1 5
Table 3.3 The following is Ratting score of the category
Score Classification
81-100 Very Strong
61-80 Strong
41-60 Enough
21-40 Low
0-20 Very Low6
3.6.2.1 Calculating the rate percentage of how to enhance vocabulary achievement score:
P =
𝐹𝑥 100 %
𝑁
Where :
P : Percentage F : Frequency
N : Total number times high score x question items
6Ridwan and Akdon, Rumus dan Data dalam Analisis Statistika (Bandung: Alfabeta, 2002).
CHAPTER IV
FINDING AND DISCUSSION
4.1 Findings
The finding of this research is finding out the answer of the problem statement in the background. The researcher applied a test that was given twice, namely pre-test and post-test. A pre-test was given before doing treatment while post-test was given after treatment and the result of post-test of this research able to answer the reseacher questions number one that aim to find out teaching vocabulary through students’
Visual Spatial Intelligence able to enhance studants’ vocabulary achievement. After giving pre-test and post-test, the researcher gave students questionnaire toanswer the researcher questions number two to find out students interested in learning vocabulary through students’ Visual Spatial Inteligenceat the second year of MAN Sidenreng Rappang.
4.1.1 The students’ vocabulary achievement at second grade of MAN Sidenreng Rappang.
4.1.1.1 The result of the students’score in pre-test Tabel 4.1 The result of students’ score in pre-test
No Respondents
Pre-test
Classification Correct
Answer Score (x) Score (x2)
1 SI 72 90 8100 Excellent
2 S2 52 71 5041 Good
3 S3 67 83 6889 Good
4 S4 67 83 6889 Good
5 S5 64 80 6400 Good
6 S6 69 86 7396 Excellent
7 S7 70 87 749 Excellent
8 S8 71 88 7744 Excellent
9 S9 66 82 6724 Good
32
33
The continue table 4.1
10 S10 64 80 6400 Good
11 S11 68 85 7225 Good
12 S12 55 68 4624 Fair
13 S13 70 87 7569 Excellent
14 S14 66 82 6724 Good
15 S15 60 75 5625 Good
16 S16 69 86 7396 Excellent
17 S17 58 72 5184 Good
18 S18 57 71 6889 Good
19 S19 60 75 5625 Good
20 S20 62 77 5929 Good
21 S21 66 82 6724 Good
22 S22 46 57 3249 Fair
23 S23 70 87 7569 Excellent
24 S24 28 35 1225 Very Poor
25 S25 69 86 7396 Excellent
26 S26 55 68 4624 Fair
27 S27 56 69 4761 Fair
Total ∑ ��= 2092 ∑ 𝒙 = 160670
The rate percentage was acquired by the students in pre-test vocabulary achievement. It has been mention in the previous chapter that after tabulation and analyzing the score into percentage.The score was classification into five levels as follow:
Tabel 4.2 The Frequency and percentage of the result pre-test
NO Score Classification Frequency Percentage %
1 86-100 Excellent 8 29,62%
2 71-85 Good 14 51,85%
3 56-70 Fair 4 14,81%
4 41-55 Poor 0 0%
5 ≤402 Very Poor 1 3,703%
Total 27 100%
The data above shows that, there were 8 students (29,62%) got excellent,14 students got Good (51,85%), 4 students got Fair (14,81%), none students got Poor
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(0%), and 1 student got very poor” (3,70%). Based on the data obove the researcher concluded that most of the students got good score, it means that students’
vocabulary is good. Moreover, based on the data that have been analyzed, the students who got excellent score were students have been a good English value in the class.
4.1.1.2 The students’ score in post-test Tabel 4.3 The students’ score in post-test
No Students
Post-test
Classification Correct
Answer Score (x) Score (x2)
1 SI 74 92 8464 Excellent
2 S2 61 76 5776 Good
3 S3 70 87 7569 Excellent
4 S4 72 90 8100 Excellent
5 S5 71 88 7744 Excellent
6 S6 70 87 7569 Excellent
7 S7 68 85 7225 Good
8 S8 70 87 7569 Excellent
9 S9 72 90 8100 Excellent
10 S10 71 88 7744 Excellent
11 S11 72 90 8100 Excellent
12 S12 58 72 5184 Good
13 S13 71 88 7744 Excellent
14 S14 70 87 7569 Excellent
15 S15 71 88 7744 Excellent
16 S16 61 75 5625 Good
17 S17 64 80 6400 Good
18 S18 61 76 5776 Good
19 S19 58 72 5184 Good
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The continue table 4.3
20 S20 69 86 7396 Excellent
21 S21 72 90 8100 Excellent
22 S22 90 87 7569 Excellent
23 S23 70 87 7569 Excellent
24 S24 53 66 4356 Fair
25 S25 72 90 8100 Excellent
26 S26 60 75 5625 Good
27 S27 65 81 6561 Good
Total ∑ 𝒙 = 2260 ∑ 𝒙 =190462
Based on the data above that students post-test score is higher than pre-test was only 2092 while post test score was 220. From this fact the researcher cloncluded that the students’ achievement is improved.
The rate percentage was acquired by the students in post-test vocabulary achievement. It has been mention in the previous chapter that after tabulation and analyzing the score into percentage.The score was classification into five levels as follow:
Tabel 4.4 The Frequency and percentage of the result post-test
NO Score Classification Frequency Percentage
1 86-100 Excellent 17 62,96%
2 71-85 Good 9 33,33%
3 56-70 Fair 1 3,70%
4 41-55 Poor 0 0%
5 ≤402 Very Poor 0 0%
Total 27 100%
Based on the data above shows the result of students’ score in post-test, there were 17 students (62,96%) got Excellent score, there were 9 students (33,33%) got
36
= =
Good score, the only one students (3,70%) got Fair, and none student got poor and very poor. It could be seen that most of the students got Excellent score, it means that the rate percentage of the students’ score achievement vocabulary in post-test is varied.
Based on the table 4.2 and 4.4, the researcher concluded that before giving and after treatment about meterial of vocabulary the students’ vocabulary achievement was increased.
4.1.1.3 The Mean Score Of Pre-test and Post-test 1. Pre-test
X = ∑X
=
N
2092
27
=
77,48Thus, the mean score (X1) of pre-test is 77, 48
Based on the result above that the mean score of pre-test is 77,48. It could be seen that 27 students’ ability in vocabulary was still good because most of students got good score and none students got poor.
2. Post-test
X = ∑X N 2260 27 83,70
Thus, the mean score (X2) of post-test is 83,70
Based on the result above that the mean score of post-test is 83,70. It could be seen that 27 students ability in vocabulary was good because most of students got good score and none students good poor and very poor score.
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No X1 X2 (X1)2 (X2)2 D(X2-X1) D(X2-X1)2
1 90 92 8100 8464 2 4
2 71 76 5041 5776 5 25
3 83 87 6889 7569 4 16
4 83 90 6889 8100 7 49
5 80 88 6400 7744 8 64
6 86 87 7396 7569 1 1
7 87 85 7569 7225 -2 4
8 88 87 7744 7569 -1 1
9 82 90 6724 8100 8 64
10 80 88 6400 7744 8 64
11 85 90 7225 8100 5 25
12 68 72 4624 5184 4 16
13 87 88 7569 7744 1 1
14 82 87 6724 7569 5 25
15 75 88 5625 7744 13 169
16 86 75 7396 5625 -11 121
17 72 80 5184 6400 8 64
18 71 76 5041 5776 5 25
19 75 72 5625 5184 -3 9
20 77 86 5929 7396 9 81
21 82 90 6724 8100 8 64
22 57 87 3249 7569 30 900
23 87 87 7569 7569 0 0
24 35 66 1225 4356 31 961
25 86 90 7396 8100 4 16
26 68 75 4624 5625 7 49
27 69 81 4761 6561 12 144
N 2092 2260 165642 190462 168 2962
4.1.2 Using Students’ Visual Spatial Intelligence in Teaching Vocabulary at The Second Year of MAN Sidenreng Rappang.
4.1.2.1 T-test Value
The following is the table to find out the difference of the mean score between pre-test and post-test. After found out the students’ score in pre-test and post-test, the researcher calculated the calculating of the students’ score in pre-test and post-test.
The data of the table below showed the calculating score of the pre-test and post-test.
Table 4.5 The calculating of the score on pre-test and post-test