The Technique of Analysis the data

CHAPTER III RESEARCH METHOD

F. The Technique of Analysis the data

d. Reflection

1) Analyzing the data form the observation of cycle II.

2) The researcher and the teacher discussing about the result of the observation of cycle II.

3) Making a conclusion from cycle II.

2. Calculating the collection data from the students in answering the test, the researcher used formula to get the mean score of the students as follows :

x= N



Where :

x = Mean Score



^x= The sum of all scores N = The total number of samples

(Gay,2012)

3. The researcher analysed the data of cycle I and II by applying percentage technique as follows:

𝑃 = F

N× 100 Where:

P : The class percentage F : Total percentage score N : Number of Students

4. To find the students’ improvement the formula as follows :

P ¹

1 2

x x x 

X 100

Where :

P = the students’ improving X1 = the mean score of Cycle I X2 = the mean score of Cycle II

(Gay,2012) 5. Scoring the data classified as follow

Table 3.1 : Score Classification of students’ vocabulary mastery

No Score Classification

1 96-100 Excellent

2 86-95 Very Good

3 76-85 Good

4 66-75 Fairly Good

5 56-65 Fair

6 36-55 Poor

7 0-35 Very Poor

32 CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the result of the study is presented, and discussed by the researcher related to the actions that have been applied.

A. Findings

The goal of this study was to seen if students’ vocabulary competence improved after they were taught untilizing the storytelling method. This study involved 20 student from SMPN 3 Sungguminasa in the 7th grade.

According to the finding of the research, developing vocabulary mastery through the storytelling method can improve students’ achievement in understanding nouns and verbs. The results of data analysis can be seen as follows:

1. The results of improvement students' verbs, and nouns after using the storytelling method.

The reseacher conduted theree types of tests to the students’ in this study the D-test, cycle I, and cycle II. The following table show the results of using narrative text to improve student’ vocabulary mastery.

Table 4.1 mean score of Verbs, and Nouns.

Criteria D-Test Cycle I Cycle II

Verbs 46.65 69.55 84.5

Nouns 40.75 58.75 76.05

Mean score 43.7 64.15 80.27

0 50 100

D-Test Cycle I Cycle II

IMPROVEMENT OF VERBS &

NOUSN

Verbs Nouns

The table above shows that the students' vocabulary mastery scores at SMPN 3 Sungguminasa from D-test to cycle I, and cycle II, in which cycle II is greater than cycle I, and D-test. About the mean score vocabulary in cycle II, the student get 80.27 or high, greater than cycle I, and D-test where the students get 64.15 or middle, and the students get 43.7 or low in.

Figure 4.1. Improvement of Verbs and Nouns

Graphic I above shows that the average value of the D-test was 43.7 increased to 64.15 in cycle I, and then in cycle II, the mean score was 80.27. It indicates that the application of the storytelling method in improving the vocabulary mastery of seventh grade students of SMPN 3 sungguminasa.

Table 4.2 Improvement the students’ Vocabulary mastery.

Indicators

Mean Score Improvement

D-test Cycle 1 Cycle 2 DT=C1 C1=C2 DT=C2

Verbs 46.65 69.55 84.5 49.08 21.49 81.13

Nouns 40.75 58.75 76.05 44.17 29.44 86.62

Total Score 87.4 128.3 160.55 93.25 50.93 167.75 Mean Score 43.7 64.15 80.27 46.62 25.46 83.87

Based on table 4.2 it shows that in the verbs the average value of cycle I was 69.55, and cycle II was 84.5. The increase in cycle I, and cycle II was 21.49. In understanding nouns the average value of cycle I was 58.75, and cycle II was 76.05.

The increase in cycle I, and cycle II was 29.44. Based on the result of the study, it was concluded that the use of the storytelling method was able to make a greater contribution to learning vocabulary mastery. This section present the result of students’ mastery of vocabulary, such as verbs, nouns. The students’ cycle I, and cycle II scores are classified into several criteria, and percentages as follow.

Table 4.3 the frequency of the students’ improvement to find out Verbs, and Nouns of D-test, cycle I, and cycle II.

Number Classification Range

D-test The Application of using storytelling method

Freq %

Cycle I Cycle II

Freq % Freq %

1 Excellent 96-100 0 0 0 0 4 20%

2 Very good 86-95 0 0 2 10 0 0

3 Good 76-85 0 0 5 25% 11 55%

4 Fairly good 66-75 0 0 2 10% 1 5%

5 Fair 56-65 3 15% 4 20% 4 20%

6 Poor 36-55 12 60% 7 35% 0 0

7 Very poor 0-35 5 25% 0 0 0 0

Total 20 100 20 100 20 100

Figure 2. Rate percentage and frequency

Based on the table, and the graphic 3 above, it can show that D-test there were 3 students (15%) get fair score, 12 students (60%) get poor score, and 5 students (25%) get very poor score. While in the cycle I there were 2 students (10%) get very good score, 5 students (25%) get good score, 1 students (5%) get fairly good score, 5 students (25%) get fair score, and 7 students (35%) get poor score. In the cycle II there were 3 students (15%) get excellent score, 1 students (5%) get Very good score, 12 students (60%) get Good score, and 4 students (20%) get fair score.

0 0 0 0

0 2

0 3

0 0

0 2 4 6 8 10 12 14

Excellent Very Good Good Fairly Good Fair Poor Very Poor D-Test Cycle I Cycle II

that the minimal succes criteria (KKM) was 7.5 on three tests, including the D-test, cycle I, and, cycle II before using the approach, but the students’ average score was 43.7, so the researcher focused on improving students’ vocabulary mastery scores. The researcher used storytelling method, and the students’ ability was improve after being treated because the students’ diagnostic test score before treatment was relatively low. The student scored higher than the diagnostic test score in cycle I after therapy, but still fell short of the success criteria.

When given the test, many students have difficulty in answering questions because students do not understand the meaning of the content of the story given, students also have difficulty in distinguishing, and finding verbs, and nouns. The goal of this study used narrative text to improve students’ vocabulary mastery of verbs, and nouns used the storytelling method. According to the comparison test between the D-test, cycle I, cycle II, the students’ scores increased, and difference was significant.

From the discussion above, it can be concluded that using the storytelling method is one of the learning media that can improve students' vocabulary mastery in class VII SMP Negeri 3 Sungguminasa.

37 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the discussion presented in the previous chapter, the following conclusion is that the use of the storytelling method can improve students' vocabulary mastery, especially in reading narrative texts in grade VII SMP Negeri 3 Sungguminasa. This is evidenced by the increase in the average score of students from the D-test, cycle I, and cycle II. This means that there is a significant difference.

B. Suggestion

Based on the conclusions above, the researchers propose the following suggestions:

1. During the Covid-19 pandemic, English teachers must be more creative in choosing media, methods, strategies, etc. in teaching Narrative text, so that students are more interested and motivated to learn English.

2. English teachers must understand what students need during the Covid-19 pandemic so that students are more active.

3. The use of the storytelling method as a learning method can be applied in English learning materials.

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Hajis, A. R. (2014). Improving Student’ Vocabularey by Using Visual Media (A classroom action resarch at the sevent garde SMP NegeriI 10 Makassar ) Halimah, Dewi. 2016. Improving The Students’ Vocabulary Mastery By Using Story

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APPENDICES A Teaching Material

There were some processes of doing the action during cycle I, and cycle II. The actions conducted by the researcher in eight meetings, four meetting in cycle I for meetings in cycle II. All of the action could be explained as follow:

1. Cycle I

a. The first meeting of cycle I. Researcher introduced the topic of the material that would given. In the first meeting the researcher gave materials about narrative text. The researcher gave the theme for narrativbe text that “The Cows and The Lion” This activity was started by the researcher giving a storytelling reading video. The researcher asked the students to watch the video reading the text carefully. After that, the researcher asked each student to read the text and the researcher asked the students to translate the material into Indonesian using a dictionary. Then the researcher and students discuss it together.

The Cows and The Lion.

There was a village near a jungle. The village cows used to go up the jungle in search of food.

In the forest there lived a wicked lion. He used to kill a cow now, and then, and eat her. This was happening for quite sometime. The cows were frightened.

One day, all the cows held a meeting. An old cow said, “Listen everybody, the lion eats one of us only because we go into the jungle separately. From now on we will all be together”.

From then on all the cows went into the jungle in a herd. When they heard, or saw the lion all of them united moo, and chased him away.

Intruction: read the story correctly and translate the story.

a. The second meeting, the researcher gave material about verbs and nouns, and how much vocabulary the students knew.

Materi nouns and verbs (kata benda dan kata kerja) A. Nouns (kata benda)

1. Pengertian nouns

Noun adalah suatu kata yang digunakan untuk menamai orang, benda, hewan, tempat, dan konsep abstrak Dalam bahasa Inggris.

Contoh kata benda (nouns)

 Book Pencil

 House Coffee

 Teacher Food

 Nurse Toys

 Room Hospital Contoh kalimat kata benda (nouns)

 Rara only brought one book from home.

(Rara hanya membawa satu buku dari rumah)

 The student needs a pencil.

(Murid membutuhkan sebuah pensil)

 They enjoyed the party at my house.

(Mereka menikmati pesta di rumahku)

 Robert stopped drinking coffee.

(Robert berhenti minum kopi)

 She is a smart teacher and I like her

(dia adalah seoarng guru yag cantik dan aku menyukainya)

 Do you like this food?

(apakah kamu suka makanan ini?)

 She is a nurse in this hospital

(dia adalah seorang perawat di rumah sakit ini)

 My father bought three toys for my little sister.

(Ayahku membeli tiga mainan untuk adik perempuanku)

 This room is so clean (ruangan ini sangatlah bersih)

 That is a new hospital (itu adalah rumah sakit baru)

B. Verbs (kata kerja)

Verbs (kata kerja) merupakan kata yang menunjukkan suatu tindakan, kejadian, keadaan, dan sikap dalam bahasa inggris.

Contoh kata kerja (verbs)

 Eat Help

 Follow Make

 Leave Meet

 Plays Borrows

 Wish like

Contoh kalimat kata kerja (verbs)

 We eat meat every day (Kita makan meat setiap hari)

 I help her to clean her room.

(Saya membantu dia untuk membersihkan ruangannya)

 We follow the match yesterday.

(Kami mengikuti pertandingan kemarin)

 You make me crazy.

(Kamu membuatku gila)

 I leave Jakarta to Lombok tomorrow.

(Saya meninggalkan Jakarta dan akan ke Lombok besok)

 I meet Tania last Sunday.

(Saya bertemu Tania Minggu kemarin)

 Jonathan plays a guitar (Jonathan bermain gitar)

 Rio borrows me a book.

(Rio meminjamkan buku untukku)

 She wish me to visit her

(Dia menginginkan saya untuk mengunjunginya)

c. The third meeting researcher revuiew the story, and explains how find out the verbs, and nouns in the story.

d. The fourth meeting of the researcher gave a test to find out the result of students score in cycle I, and student sent their assignments in Google classroom or the WhatsApp aplication.

Test Cycle I Intruction

1. Complete the gap filling belpw according to the contens of the story.

2. Choose verbs, an nouns in the correct answer.

The Cows and The Lion.

There was a village near a jungle. The village cows used to go up the jungle in search of food.

In the forest there lived a wicked lion. He used to kill a cow now, and then, and eat her. This was happening for quite sometime. The cows were frightened.

One day, all the cows held a meeting. An old cow said, “Listen everybody, the lion eats one of us only because we go into the jungle separately. From now on we will all be together”.

From then on all the cows went into the jungle in a herd. When they heard, or saw the lion all of them united moo, and chased him away.

2. Cycle II

a. The fifth meeting the researcher used luring system, and gave story text to students, to make it easier for students to understand how to read storytelling correctly.

Intruction : read the story correctly and translate the story.

Friend

Bunny rabbit lived in the forest. He had many friends. He was proud of his friends.One day Bunny rabbit heard the loud barking of the wild dogs. He was very scared. He decided to ask for help. He quickly went to his friend deer. He said: “Dear friend, some wild dogs are chasing me. Can you chase them away with your sharp antlers?” Dear said: “That is right, I can. But now I am busy. Why don’t you ask bear for help?”

Bunny rabbit ran to the bear. “My dear friend you are very strong, please help me.

Some wild dogs are after me. Please chase them away,” he requested the bear. Bear

replied: “I am sorry. I am hungry and tired. I need to find some food. Please ask the monkey for help”.

Poor Bunny went to the monkey, elephant, goat and all his friends. Bunny felt sad that nobody was ready to help him. He understood that he has to think of a way out.

He hid under a bush. He lay still the wild dogs went their way.

b. The sixth meeting reviewed the story and asked students about the process of finding verbs and nouns in stories, and gave material about verbs and nouns, and how much vocabulary the students knew.

1. Pengertian nouns

Noun adalah suatu kata yang digunakan untuk menamai orang, benda, hewan, tempat, dan konsep abstrak Dalam bahasa Inggris.

2. Verbs (kata kerja)

Verbs (kata kerja) merupakan kata yang menunjukkan suatu tindakan, kejadian, keadaan, dan sikap dalam bahasa inggris.

Noun Verbs

Contoh kata benda (nouns)

 Book Pencil

 House Coffee

 Teacher Food

 Nurse Toys

 Room Hospital

Contoh kalimat kata benda (nouns)

 Rara only brought one book from home.

(Rara hanya membawa satu buku dari rumah)

 The student needs a pencil.

(Murid membutuhkan sebuah pensil)

 They enjoyed the party at my house.

(Mereka menikmati pesta di rumahku)

 Robert stopped drinking coffee.

(Robert berhenti minum kopi)

 She is a smart teacher and I like her

(dia adalah seoarng guru yag cantik dan aku menyukainya)

 Do you like this food?

(apakah kamu suka makanan ini?)

 She is a nurse in this hospital

Contoh kata kerja (verbs)

 Eat Help

 Follow Make

 Leave Meet

 Plays Borrows

 Wish like

Contoh kalimat kata kerja (verbs)

 We eat meat every day (Kita makan meat setiap hari)

 I help her to clean her room.

(Saya membantu dia untuk membersihkan ruangannya)

 We follow the match yesterday.

(Kami mengikuti pertandingan kemarin)

 You make me crazy.

 (Kamu membuatku gila)

 I leave Jakarta to Lombok tomorrow.

 (Saya meninggalkan Jakarta dan akan ke Lombok besok)

 I meet Tania last Sunday.

 (Saya bertemu Tania Minggu kemarin)

(dia adalah seorang perawat di rumah sakit ini)

 My father bought three toys for my little sister.

(Ayahku membeli tiga mainan untuk adik perempuanku)

 This room is so clean (ruangan ini sangatlah bersih)

 That is a new hospital (itu adalah rumah sakit baru)

 Jonathan plays a guitar

(Jonathan bermain gitar)

 Rio borrows me a book.

(Rio meminjamkan buku untukku)

 She wish me to visit her

(Dia menginginkan saya untuk mengunjunginya)

c. The seventh meeting the researcher reviewed again about the story, and how to find verbs, and nouns in the story. The researcher also reviewed how much vocabulary the students knew, and the understanding of the story.

d. The eight meeting of the researcher gave a test to determine student scores in cycle II to improve students’ vocabulary mastery.

Test Cycle II Intruction

1. Complete the gap filling belpw according to the contens of the story.

2. Choose verbs, an nouns in the correct answer.

Friend

Why don’t you ask bear for help?”

Bunny rabbit ran to the bear. “My dear friend you are very strong, please help me. Some wild dogs are after me. Please chase them away,” he requested the bear. Bear replied: “I am sorry. I am hungry and tired. I need to find some food. Please ask the monkey for help”.

Poor Bunny went to the monkey, elephant, goat and all his friends. Bunny felt sad that nobody was ready to help him. He understood that he has to think of a way out. He hid under a bush. He lay still the wild dogs went their way.

Dalam dokumen supposed to improve students’ Vocabulary mastery. Researcher (Halaman 45-48)