CHAPTER III RESEARCH METHOD
E. Research instrument
1. Listening comprehension test
To identify the students‘ listening comprehension of the seventh grade of MTS Muhammadiyah Metro, the writer was apply listening comprehension. The test is measuring the ability of the students about the topic on listening subject.
The test consists of pre-test and post-test, of this research will be in the form of multiple choice, feel and the blank test that asks the students to see videos and listen to songs then do English question.
The table of specification of multipel choice test:
30
Outcomes to Assess
Content Standard Objectives Item Test Number
3.4 completion of social functions, text structure, and uns linguistic interaction text transactional oral and written
which involves action give and ask information related to name and number of animals, objects, and the construction of a near state with the lives of students a day-day, according to the context its use. (Discussions linguistic and vocabulary Related articles and plural and singular)
1. The students are able to identify and mention various objects, animals and public buildings in the surrounding environment.
Social Functions
No.1,2,3
Text structure
4,5,6
linguistic Element
7,8, 9, 10
Source: Silabus Bahasa Inggris kelas VII Kurikulum 2013 F. Data anaysis technique
In appaying experimental research to find out the differences between two sample are utilized t-test formulation. It is devides into two types appropriate to the subject as the sample namely t-test (independent sample) and t-test (correlated sample). On the condition that the sample are being derived from two different population there was independent sample. On the
contraty, if the sample merely consisted of same population referred to correlated sample.
To investigate whether there is any positive and significant influence of possible sentence strategy toward the students‘ listening comprehension in the seventh grade of students in MTS Muhammadiyah Metroin academic year 2019/2020, the researcher analyze the data by using t-test.
The writer will invistigate the differnces between the uses of experimental and control group. According to Yogesh Kumar Signh the formulation of t-test is as follows:25
√( ) ( )
M : The mean of score each group.
N : Subjects in the sample
X : Deviation of each grade X2 and X1 Y : Deviation of each grade Y2 and Y1
25 Yogesh Kumar Signh, Fundamental of Research Method..., p.237.
32
CHAPTER IV
RESULT RESULT AND DISCUSSION A. Research Result
1. Description of Research Location
a. The History and The Profile of MTs Muhammadiyah Metro MTs Muhammadiyah Metro is the integration of the 6th of PGA Muhammadiyah, which was established on 1 August 1956.
With the number of SK 660/1105/LP.56/1997. Then in 1956, the existence of the 6th of PGA Muhammadiyah changed to MTs Muhammadiyah that have been registered by NSM: 21218020613 which was approved by the Ministry of Religion with number of SK: D/WH/MTS/323/2001 then on November 21, 2001 MTs Muhammadiyah Metro received an equalized certificate by the Department of Religion of Lampung with the NSM:
212/80206/212.
Since the establishment of MTs Muhammadiyah Metro until today it has experienced five times the success of the principal‘s leadership, among others:
a) Mr. M. Sidiq, BA b) Mr. Retno Anwar c) Mr. Surahyu, S.Ag d) Mr. Sugiman, BA e) Mr. Sukardi, S.Sos.I
f) Mr. AndiKurniawan, S.Pd g) Mrs. Dra. RahmahMustikawati h) Mr. Busro, S.Ag
The 4th head of MTs Muhammadiyah Metro, Mr. Sugiman served until 2003, after Mr. Sugiman retired his position was replaced by Mr. Sukardi until 2012. Then MTs Muhammadiyah Metro was headed by Mr. AndiKurniawan. For the next is Mrs.
Dra. RahmahMustikawati. After Mrs. DraRahmahMustikawati retired was replaced by Mr. Busro until now.
b. The Condition of the Teacher Official of MTs Muhammadiyah Metro
The number of teachers and official employers in MTs Muhammadiyah Metro in academic year of 2019/2020 can be identified as follow:
Table 4
The Condition of Teacher and Official Employees in MTs Muhammadiyah Metro
No. NAME POSITION
1. Busro, S.Ag Headmaster
2. Andi Kurniawan, S.Pd Curriculum Representative, Science Teacher
3. Saifudin, S.Pd Students Representative 4. Drs. Sahriza Public Relations
5. Sukardi, S.Sos.I Islamic Teacher 6. Dra. Rahmah
Mustikawati
Social Teacher 7. Eko Sumanto, Kom.I Counseling 8. Sri Hartati, Pg SLTP Social Teacher
9. Holman Indonesian Teacher
10. Isamudin, M.Pd Mathematics Teacher
34
11. Maharani Pratama, S.Pd PKN Teacher 12. Muniroh, S.Pd.I Art Teacher 13. Rahmayani, S.Pd.I Fiqh Teacher 14. Farida Trisati, S.Pd Science Teacher 15. Arief Permana, S.Pd English Teacher 16. Hanif Yulianto, S.E Lampung Teacher 17. Dwi Yanti, S.Pd Akhlaq Teacher 18. Arfi Adi Sukmawan, S.Pd Sport Teacher 19. Badar Aziz, S.Kom Official Employee 20. Eva Oktavian Hasan, S.E Indonesian Teacher 21. Parmiati, S.Pd Arabic Teacher 22. Heri Polsen, S.Pd Indonesian Teacher 23. Fatiyah, S.Pd Social Teacher, Librarian 24. Arif Mubarak, S.E Official Employee 25. Muhammad Ilyas, S.Kom Official Employee 26. Edi Yuliawan Cleaning Person
Source: Documentation of MTs Muhammadiyah Metro in Academic year 2019/2020.
c. Students Quantity of MTs Muhammadiyah Metro
The students‘ quantities of MTs Muhammadiyah Metro in academic year 2019/2020 are 187 students, that can be identified as follow:
Table 5
The Students Quantity of MTs Muhammadiyah Metro in Academic Year 2019/2020
NO CLASS TOTAL
1. Class VII 62
2. Class VIII 66
3. Class IX 59
TOTAL 187
d. Organization Structure of MTs Muhammadiyah Metro Figure
The Organization Structure of MTs Muhammadiyah Metro in Academic Year 2019/2020
VICE OF PUBLIC RELATION DRS. SAHRIZA i EQUIPMENT AND EXPRENSE STAFF 7 PEOPLE
COMMITEE SLAMET HARSONO
e. The Location’s Sketch of MTs Muhammadiyah Metro The location sketch of MTs Muhammadiyah Metro as follow:
The location’s sketch of MTs Muhammadiyah Metro
JL. Ahamd Dahlan
Studets
50
HEAD MASTER BUSRO, S.Ag HEAD OF CLERICAL DRS. SAHRIZAL
VICE OF STUDENT AFFAIR SAIFUDIN, S.Pd.
VICE OF CURRICULUM ANDI kURNIAWAN, S.Pd. VICE OF SARPRAS HANIF YULIANTO, SE FINANCES STAFF ARIEF PERMANA, S.PdEMPLOYEE STAFF
46 1
45
34
N
43 2
3 4 5 6
37 36 35
44 25
26 47
30
28 29
33 32 31
41 40 39 38
42
Teachers
36
Note: 1 : Gate 30-33 : Gate
2 : Computer room 43 : Teachers room 3 : Clerical room 44 : Fish pond
4 : Guest room 45 : Toilet
5 : Headmaster room 46 : Canteen
6 : WAKA room 47 : Auditorium
7 : Counseling room 48 : Mosque 8 : Chemistry lab 50 : Polres Metro 9 : Library
27 : OSIS room 28 : Language lab 29 : Biology lab 2. Research Data
1. The Result of Video and Song 1) Video
Based test on Wednesday, October 30st, 2019. Beginning at 10.50-12.00 am, as long as time allocation 2x35 minutes.
Meanwhile, to know students‘ activities at class the researcher used the observation sheet. The scores are follows:
Table 6
The scoring data of the student listening comprehension using video
No Name Score Category
1 AAK 80 Very good
2 AAA 70 Good
3 AZ 40 Unsatisafactory
4 DI 80 Very good
5 DPH 60 Fair
6 DA 70 Good
7 FFT 30 Unsatisafactory
8 FVZ 70 Good
9 FE 70 Good
10 LRC 80 Very good
11 MFA 70 Good
12 MRS 70 Good
13 NAN 50 Unsatisafactory
14 RIA 40 Unsatisafactory
15 RB 70 Good
16 SM 50 Unsatisafactory
17 RD 60 Fair
18 ZAB 50 Unsatisafactory
19 ME 60 Fair
Total 1020
Average 63,75
38
Source: the result of control class of MTS Muhammadiyah Metro
The researcher found that in class VIIIA the highest score was 80 and the lowest score was 40 with the average score was 63,75.
Based on the data above, next the writer would find out the class interval. The writer use the formulation below to know the class interval. The formulation was bellow:
IR= NT-NR K
Ex:
IR : Class Interval T : The Highest Score R : The Lowest Score
K : Total number of the interval class N : Total number of categories
K = 1 + 3,3 Log N = 1 + 3,3 Log (19) = 1 + 3,3 (1,278) = 1 + 4,578 = 5,578 = 6
R = NT-NR K = 80-30 6 = 8,3 = 8
After find out the class interval, the data from interval class above would be put into the table of into the table of frequency distribution as below:
Table 7
The frequence distribution of video
Score Fequence Category
72-80 64-71 56-63 48-55 40-47 32-39 24-31
3 7 3 3 2 0 1
16%
36%
16%
16%
11%
0 5%
∑N = 19 100%
0 1 2 3 4 5 6 7 8
72-80 64-71 56-63 48-55 40-47 32-39 24-31
Video
Video
40
Based on the diagram above the student how got score 72-80 is 3, 64-71 is 7, 56-63 is 3, 48-55 is 3, 40-47 is 2, 32-39 is 0 because no student were getting the score it, 24-31 is 1. So the conclude, the highest precentage is score 64-71.
Tabel 8
The list account for the srandard deviation of video
Score Fi Xi Xi2 Fi.Xi Fi.Xi2
72-80 3 76 5776 228 17.328
64-71 7 67,5 4556,5 189,8 31.896
56-63 3 59,5 3540,25 178,5 10.621
48-55 3 51,5 2652,25 154,5 7.957
40-47 2 43,5 1892,25 87 3.785
32-39 0 35,5 1260,5 0 0
24-31 1 27,5 756,25 27,5 756
∑Fi=19 ∑Fi.Xi
=865,3 ∑Fi.Xi2=35.675 So, it can be seen the standar devitation as follows:
∑Fi=19
∑Fi.Xi= 865,3
∑Fi.Xi2=35.675
S2 =
√
= √
= √
= √
= 14 2) Song
Based test on Wednesday, October 30th, 2019. Beginning at 12.50-14.00 pm, as long as time allocation 2x35 minutes.
Meanwhile, to know students‘ activities at class the researcher used the observation sheet. The scores are follows:
Table 9
The scoring data of the student listening comprehension using song
No Nama Siswa Score Category
1 AAG 70 Good
2 ARS 70 Good
3 ASM 60 Fair
4 ASP 50 Unsatisfactory
5 AG 40 Unsatisfactory
6 AR 60 Fair
7 ANK 70 Good
8 ANF 80 Very Good
9 ESP 50 Unsatisfactory
10 FR 60 Fair
11 HIA 40 Unsatisfactory
12 JA 40 Unsatisfactory
13 MSA 70 Good
14 RFA 70 Good
15 SN 60 Fair
16 YR 60 Fair
17 RRA 30 Unsatisfactory
42
18 MFA 30 Unsatisfactory
19 IN 40 Unsatisfactory
TOTAL 1050
AVERAGE 55,26
Source: the result of control class of MTS Muhammadiyah Metro Based on the data above, next the writer would find out the class interval. The writer use the formulation below to know the class interval. The formulation was bellow:
IR= NT-NR K
Ex:
IR : Class Interval T : The Highest Score R : The Lowest Score
K : Total number of the interval class N : Total number of categories
K = 1 + 3,3 Log N = 1 + 3,3 Log (19) = 1 + 3,3 (1,278) = 1 + 4,578 = 5,578 = 6
R = NT-NR K = 80-30 6 = 8,3 = 8
After find out the class interval, the data from interval class above would be put into the table of into the table of frequency distribution as below:
Table 10
The frequence distribution of song
Score Fequence Category 72-80
64-71 56-63
1 5 5
5%
26%
26%
48-55 40-47 31-39 22-30
2 4 0 2
11%
21%
0%
11%
∑N = 19 100%
Based on the diagram above the student how got score 72-80 is 1, 64-71 is 5, 56-63 is 5, 48-55 is 2, 40-47 is 4, 32-39 is 0 because no student were getting the score it, 22-30 is 2. So the conclude, the highest precentage is score 64-71 and 56-63.
Tabel 11
The list account for the srandard deviation of song
Score Fi Xi Xi
2Fi.Xi Fi.Xi
243-50 3 46 2116 138 6348
36-42 3 39 1521 117 4563
29-35 4 32 1024 128 4096
22-28 0 25 625 0 0
15-21 3 18 324 54 972
0 1 2 3 4 5 6
72-80 64-71 56-63 48-55 40-47 31-39 22-30
Song
Song
44
8-14 6 11 121 66 726
∑Fi=19 ∑ Fi.Xi= 503 ∑Fi.Xi2=16705
From the tabel above it was obtainted:
∑Fi=19 Fi.Xi= 503
∑Fi.Xi2=16705
So, it can be seen the standar deviation as follows:
S2
= √
n Fi Xi2 Fi Xi 2n n 1
= √
19 16705 503 219 19 1
= √
317 395 253 009 342=
√188 2= 13,7
B. The more effective between students listening comprehension taught by using video and song.
From the students result test of two techniques above, it can be seen on table bellow:
Table 12
The comparison of Video and Song
Media Score Frequency Precentage Category Mean Video 90-100
80-89 70-79 60-69
<59
3 7 3 6
16%
36%
16%
33%
Excellent Very good
Good Fair Unsatisfactory
63,75
Song 90-100 80-89 70-79 60-69
<59
1 5 5 8
5%
26%
26%
41%
Excellent Very good
Good Fair Unsatisfactory
55,26
From the students result test of two techniques above, the writer concluded that the technique that more effective was video. It can be seen from the test result for song got average 55,26. Meanwhile video 63,75.
C. Hypotesis Testing
Prepering the table in order to pove whether is there any significant differences between video and song in the student listening comprehension the writer got the data out put as follows:
46
Table 13
The hypothesis testing result Students‘ listening
comprehension
Media N Mean Std. Deviation
Video 19 63,75 14
Song 19 55,26 13,7
The table above demonstrated that mean of video result was 63,75.
The standard deviation was 14 with the total sample of 19. Meanwhile, mean of song result was 55,26 its standard deviation was 13,7 with total sample of 19. It means that song is more effective technique in the students‘ listening comprehension than video.
After applying the media, the writer analyzed the data by using t- test in order to prove whether is there any significant differences differences between video and song in the students‘ listening comprehension at the seventh grade of MTS Muhammadiyah Metro.
D. Interpretation
Interpretation of ―t-observed‖
If t-observed >t-table, Ha is accepted and Ho is rejected.
If t-observed < t-table, Ha is rejected and Ho is accepted.
To know the critical value of t-test (t-observed), the writer firstly counted dƒ.
dƒ is degree of freendom. The formulation of dƒ= N1 + N2 – 2. N is amount of reseach population.
Dƒ = N1 + N2 – 2 = 19 + 19 – 2 = 36
After considering the t-test table by using dƒ 36, the reseacher found it in table at α =0,05 is 2,02 and table at α = 0,01 is 2‘70. The writer got the data out out by using t-test two ways anova as follows:
Sgab = ( )
=
=
= 13,8
48
t = ̅̅̅̅
̅̅̅̅
√
= √
=
√
=
=
= 2,1
From the computation above t-observed is 2,1. It can be seen on the table below:
Tabel 14 The group statistics Variabel Average The amount of
std deviation
Df Ttest
Ttable
5% 1%
Video 63,75
13,8 36 2,1 2,02 2,70
Song 55,26
The data cinfirm that 2,02 <2,1>2,70 it means that t-observed is hinger that t-tabel. Therefore, it can be inferred that Ha is accepted and Ho is rejected.
It means that there is significant difference between video in the students‘
listening comprehension at the seventh grade of MTS Muhammadiyah Metro.
E. Discussion
This research discuss about the comparison of using video and song in students‘ listening comprehension. The finding of the study indicate that there is significant differences between video and song. The writer observer how to make the students to lisent with this way of teacing listening. In media video the students can be see picture with good and the student more understand.
F. Limitation
This research was conducted at the seventh grade of MTS Muhammadiyah Metro. Moreover, this research was held on the academic year of 2019/2020. Thus, this research could not be generalized in other class, students and school.
50
CHAPTER V CONCLUSION
A. Conclusion
Based on the result of this research, the researcher concluded that t-
observed is bigger than t-table or 2,02<2,1. Therefore it can be inferred that Alternative Hypothesis (Ha) is accepted and Null Hypothesis (Ho) is rejected. It can be inferred that there is significant difference between the using of video and song the students‘ listening comprehension the seventh grade students of Mts Muhammadiyah Metro. Video more effective to increase the students‘ listening comprehension, it can be seen that t-observed
2,1<2,70. So, the researcher concluded that:
1. There is positive and significant comparison between using video and song.
2. Video is more effective in teaching listening for the students.
B. Suggestion
After the researcher had done the research at seventh grade of MTs Muhammadiyah Metro, the researcher would like to give some suggestions as follows:
1. To the students
This technique can motivate and increase their skill in studying English especially in writing. It is suggested to increase their ability in mastery listening in order to cusses in learning English. And also this strategy can make the students be more active in learning English process.
2. To the English teacher
It is better for the English teacher to use make a match as a media in teaching listening to increase the students‘ listening comprehension.
3. To Headmaster
The headmaster should give the guidance or training to the teacher about the method, media in teaching learning especially in picture place.The headmaster can recommend to the teacher in order to try this is video.
4. To Other Researcher
For other researcher, this research in video can be used as input to conduct the next research with different subject, population and place.
52
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