A. Approach and Type of Research
1. Approach
The researcher used quantitative approach with experimental research for getting the data. The Quantitative method is a concrete method that is objective, rational, measured, and also
systematically.19 In quantitative research, the research data are form of numbers and analyzed using statistics. This method is important to know because this method is way and step.
Quantitative research deals with numbers and statistics, and allow the resarcher to test a hypothesis by systematically to collecting and analyzing data, and this is how researcher has done the research.
2. Type of Research
In this study, the researcher used a quantitative research method that is quasi-experimental research design because this design is in accordance with the researcher’s research with the objective of the research indicator. It means this study had to establish the causes and consequences from the research conducted by researcher toincreasing student’s vocabulary. The benefit of this research was to help and give students opportunities to speak in the class because students had mastered enough vocabulary.
B. Population and Sample 1. Population
Population is a region of generalization that consists of objects or subjects which become a certain quantity and characteristic
19Sugiono, “ Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung:
Alfabeta, 2010.P.13.
and decided by researcher to study, then to make conclusion.20 The population of this study is ten grade students of MTs Darul Muhajirin Putra Praya in academic year 2021/2022. Ten grades of students consist of two classes. There are 20 students each and the total numbers of students are 40.
2. Sample
Sample is small group or subset of the population.21 The sample of this study is students of 10th grade at MTs Darul Muhajirin Praya. Each class consists of 20 students including experimental group and 20 students for control, total numbers of samples of research is 40 students. The sampling technique is the purposive sampling technique to determine the control group and experimental group as sample of the research.Sugiyono stated that purposive sampling is a technique for determining and considering samples..22
C. Setting and Time of Research
This research was conducted in the first semester of the academic year 2021/2022 at the first grade of MTs Darul Muhajirin
20Sugiono,“ Metode Penelitian Pendidikan”, Bandung : (al-fabeta 2014 hlm 117).
21Albi Anggito and Johan Setiawan,Metodologi PenelitianKualitatif, (Yogyakarta:
CV Jejak, 2018), p. 8.
22Lexy J. Moleong.Metode Penelitian Kualitatif.(Bandung: PT Remaja Rosdakarya, 2013), p. 330.
Praya located in JL.Raya tgh Najamudin Makmun Praya, Central Lombok, West Nusa Tenggara. The accreditation of MTs Darul Muhajirin Praya is “A” Therefore, this study was conducted in one month, starting from 1 July until 30 July 2022. The researchers took four meetings to take data from students. Therefore, the researcher took one meeting for pre-test, two meetings for treatment, and one more meeting for post-test.
D. Variables of Research
In this research, there are two variables, the independent variable (X) and the dependent variable (Y). The Independent variable is a variable that is supposed to influence the other variable, the dependent variable. The title of the research is “ The Effectiveness of Teaching Vocabulary by Using Show and Tell Method at MTs Darul Muhajirin Putra” the writer concludes that the first variable is shown and tell technique as the independent variable and the second variable is vocabulary mastery as the dependent variable.
E. Research Design
In this study, the researcher used a quasi-experimental design.
Quasi-experiment is a research method that test the hypothesis that makes forms a causal relationship through the treatment and tests changes due totreatment itself23. In this experimental design, there were two classes of sample for this research. The first was experimental group and the second was control group with pre-test and post-test non-equivalent group design.The researcher treated the experimental group using show and tell strategy and control group using another strategy.
Here is the model of quasi-experimental that researcher used in this research.24
Table 3.2
Quasi Experimental Research
Class Pre-test Treatment Post-test
Experimental Yes Yes Yes
Control Yes No Yes
Based on the table above, both the experimental and control group was given pre-teat and post-test. The experimental class was given treatment using show and tell while the control group used another strategy.
23Afrinawati, “Pengaruh Strategi PQ4R terhadapHasil BelajarSiswa di SMA DarulMaarif”.(Skripsi. Program Studi Pendidikan Biologi, FakultasTarbiyah dan Keguruan Universitas Islam Negeri SyarifHidayatullah Jakarta, 2010), p. 52
24Sugiyono,Metode…, p.77
F. Instrument of Research
Instruments are a tool to collect data. In this study, the researcher chooses the test as the instrument. According to Sugiyono research instrument is a tool that is used to measure the phenomenon of nature and social phenomena observed.25Measuring an instrument in research is usually called the instrument of research. The instrument in this research was used to know the theeffectiveness of using show and tell method in teaching vocabulary at MTs Darul Muhajirin Praya. Therefore, the instrument of this research wasa vocabulary test. Moreover, vocabulary test was used to knowthe effectiveness of teaching vocabulary by using show and tell method at the first grade of MTs Darul Muhajirin Putra.
The test was divided into pre-test and post-test. The pre-test was given at the beginning of the meeting before the treatment. While the post-test was given to the students after four-time treatments have done. Furthermore, the score of the pre-test was compared with the score of the post-test. Then, those two scores were used as numerical data to measure the effectiveness of usingshow and tell method in teaching vocabulary at MTs Darul Muhajirin Putra.
G. Procedure of Data Collection
The researcher used avocabulary test in obtaining data. The test was used to determine the effectiveness of show and tell
25Ibid, p. 92.
methodcompletion on students vocabulary of the first grade of MTsDarul Muhajirin Praya. Therefore, the test was conducted before and after giving a treatment to identify the problem in this study. The test was given in experimental class and control class to get the students score in their achievement in vocabulary. The procedure of collecting datain this research is including pre-test and post-test the techniques are presented below.
1. Pre-test
There are some steps in the pre-test that the researcher used, namely:
a. The researcher came to the class and ask the attendant about the students.
b. Then, the researcher explained to the students the procedure of test will give students.
c. Next, the researcher explained the purpose of the test and research.
d. At last, the researchers asked the student to present in front of class.26
The pre-test was used to collecting the data and to know student treatment before using show and tell technique and to know students’ knowledge of vocabulary before giving the treatment.
26Andi Putrawansyah, “Effectiveness of Using Youtube Video in Improving Students’ Speaking Skill through Asking And Answer Questions”(Thesis, Teacher Training and Education Muhammadiyah University of Makasar, 2020), p. 21-22.
2. Treatment
The researcher gives the treatment to improve students vocabulary by show and tell. After the researcher conducts a pre- test, the researcher gives the treatment to the students, such as:27 a. The researcher asked the students to introduction themselves.
b. The researcher introduced the introduction of the materials.
c. The researcher explained the materials.
d. The researcher explained the show and tell technique.
e. Then, the researcher divided the students into 5-6 groups.
f. The researcher told the students the topic of the vocabulary and the title.
g. The researcher explained the way of show and tell technique.
h. Then, the researcher askevery group to complete the vocabulary i. The researcher told the use of vocabulary beginning and asked the
students to continue it, and every student in the group had chance to presented the vocabulary and spoke to another students
j. The last, the researchers gave students some motivations in learning English.
3. Post-test
After giving different treatments, students in both the experimental group and control group were given a post-test. This aims to measure student achievement in vocabulary tests.
27Ibid, 22-23.
In vocabulary test, the use of grading rubricswas important because they clarify the quality of students’ performance in what they do. Therefore, rubrics assist teachers in teaching, coordinate teaching, and assessment, and assist students in learning.
Table 3.3
Scoring of Vocabulary Ability28
No Name Aspect Total Score
G F V C P
Note:
G: Grammar F: Fluency V: Vocabulary C: Comprehension P: Pronunciation
In clarifying the score, students scores can be ordered from the highest to the lowest, it would be easier for the teacher to know the student’s achievement. Measurement of student’s achievement is interpreted with the following table:
28Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition, (London: Longman, 2001), p. 406-407
Table 3.4
The Measurement of Students’ Achievement29 No Classification Criteria of Assessment
1 Excellent 96-100
2 Very Good 86-95
3 Good 76-85
4 Fairly Good 66-75
5 Fair 56-65
6 Poor 46-55
7 Very Good 0-45
H. Technique of Data Analysis
In this part, data analysis is the last step in the research methodology which is important in calculating student achievement data. It was used to determine whether show and tell is effective on students’ vocabulary skills. Researchers used several steps in obtaining data:
The data were analyzed using t-test. Prior to the application of t-test, the data should be Normal and Homogeneous. Therefore, normality and homogeneity test should be applied:
1. Normality Testing
The normality test was conducted to determine whether the sample under study was normally distributed or not. The normality is the Kolmogorov-Smirnov test and the Shapiro-Wilk test using SPSSversion 25. Prior to testing, statistical hypothesis were determined as follow:
29AgusRahmat, “Small group Discussion Strategy towards students’ Reading Comprehension of SMA Negeri11 Bulukumba”.Journal of English Language, Literature, and teaching. Metathesis, Vol. 1, No, 2, Oktober 2017, p. 38.
a. Ho = The data in pre-test and pos-test is not normally distributed.
b. Ha = The data in pre-test and pos-test is normally distributed.
The criteria for determining statistical hypothesis are as follow:
a. If the significance (p-value) > α (0.05), it means that Ha is accepted, the sample comes from a normally distributed population
b. If the significance (p-value) ≤ α (0.05), it means that Ho is rejected, the ample comes from not normally distributed population.
2. Homogeneous Testing
Homogeneity was carried out to determine whether the data from the two groups had the same variance or not. Tested by Levinetest using SPSS version 25. Therefore, the basis for decision making is:
a. If the significant value is> 0,05 then the data distribution is homogeneous
b. If the significant value is< 0, 05 the data distribution is not homogeneous
3. Hypothesis Testing
Hypothesis testing in this study requires testing to prove the
truth of the hypotheses that have been formulated previously. In testing the hypothesis, the researcher used independent simple t-test with SPSS version 25. The test accessed whether the mean of groups was statically different from one other, this analysis was appropriate to match the mean of two groups, with the aim of whether of two groups has averages the same or not. The null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted if the test result was lower than 0.05.
I. Validity and Reliability 1. Validity
One of the important principles in the assessment of English learning is validity. According to Sugiyono, validity shows the degree of accuracy between the data that actually occurs in the objects with data that can be collected by researcher30.Validity is a measurement that shows the grade of the number of instruments. An instrument is called a valid one when it can measure by uncovering the variable studied exactly. The method used in measuring the validation of the instrument is called construct validity.
In construct validity, researcher have to measure the students’
difficulty and also to test must qualify. Construct validity focuses on the extent to which the measuring instrument shows results measurement by definition. The definition of variables must be clear
30Sugiyono,Metode...
so that the assessment of construct validity is easy31. If the definition is based on the right theory, and the item statement is appropriate, then the instrument is declared valid with construct validity according to Fraenkel, Wallen, & Hyun in R. Ratika Z.32
Instruments that match the vocabulary test to measure students’ vocabulary skills. The researcher asked the students to montion English vocabulary based on the story with story completion.
While the validity of the content of the researcher to obtain evidence of a valid instrument. In addition, Fraenkel, Wallen, & Hyun said that validity expresses attention to the important relationship between concepts and indicator.
2. Reliability
Reliability that is consistent and dependable. Reliability of the test is the measurement that the explains the consistency of the test.
Arifin in Zulkifli states that a test is said to be reliable if it always gives the same results when tested on the same group at different times or on different occasions.33 The reliability of the instrument was estimated by using the Cronbach Alpha reliability test. Based on the results of the study, the α value of 0.856 was obtained. The table shows that instrument used in this study has a high level of reliability.
Calculations were carried out using the SPSS programversion 25.
31Yusup F, “Uji Validitas dan ReabilitasInstrument PenelitianKuantitatif”.
JurnalTarbiyah.JurnalIlmiahKependidikan. Vol. 7, No. 1, January-June 2018, p. 19
32Ibid.
33MatondangZulkifli, “Validitas dan ReliabilitassuatuInstrumenPenelitian”.
JurnalTabularasa PPS UNIMED, Vol. 6, No. 1, June 2009, p. 93
Table 3.5 The Reliability Score
Reliability Statistics
Cronbach's Alpha N of Items
.856 20
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION A. Research Finding
In this chapter, the findings and discussion of the research are presented. Consists of a description of the data, normality and homogeneity test result, statistical hypothesis testing, and N-gain score.
1. Data Description
There were two classes that are used as research subjects. The first was X IPS as the experimental class and the second was X IPA.
as the control class. Before and after giving treatment to both groups, the researcher conducted a test to get the students’ vocabulary achievement. Both the experimental and the control groups were given two types of tests. There is a pre-test before giving treatment and a post-test given after conducting the treatment. After obtaining the pre-test and post-test scores from the experimental and control group, the researcher made the categories of students score below.
a. The Score of Pre-Test and Post-Test in Experimental Class
The experimental class consists of 20 students. Before giving treatment, students were given a pre-test to determine the student's vocabulary before giving treatment. After giving treatment, students were given a post-test to determine their achievement after receiving treatment in the show and tell for the experimental class and conventional methods for the control class. The score of the pre-test and post-test of the experimental class can be seen in the table below:
1) Pre-Test Score of Experimental Class
No Respondents Pre-test
1 1 60
2 2 50
3 3 40
4 4 50
5 5 50
6 6 60
7 7 70
8 8 40
9 9 40
10 10 60
11 11 60
12 12 70
13 13 50
14 14 50
15 15 60
16 16 40
17 17 60
18 18 70
19 19 80
20 20 40
21 21 50
22 22 80
23 23 30
24 24 30
25 25 30
26 26 30
27 27 30
28 28 30
Table 4.2
The Description of Pre-test score in Experimental Class
No Description Experimental Class
Pre-test
1 Number of Respondents 28
2 Maximum Score 80
3 Minimum Score 20
4 Sum 1410
5 Average 50,.36
The pre-test for the experimental group aimed to determine the student's vocabulary scores the researcher gives the treatment. The results showed that the students got the highest score was 80 and the lowest score was 30, the average score pre-test experimental was 50.36. Then the sum score of the pre-test in the experimental class was 1410. Looking at the data below, shows that for students speaking ability the pre-test scores test from the experimental group.
2) Post-Test of Experimental Class Table 4.3
Students Score of Post-test in Experimental Group No Respondents Students’ Score
1 1 70
2 2 60
3 3 50
4 4 70
5 5 70
6 6 70
7 7 80
8 8 50
9 9 60
10 10 80
11 11 70
12 12 80
13 13 70
14 14 60
15 15 70
16 16 60
17 17 70
18 18 80
19 19 90
20 20 60
21 21 70
22 22 90
23 23 60
24 24 50
25 25 50
26 26 60
27 27 50
28 28 60
Table 4.4
The Description of Post-test Score in Experimental Class
No Description Experimental Class
Post –test
1 Number of Respondents 28
2 Maximum Score 90
3 Minimum Score 50
4 Sum 1860
5 Average 66.43
The post-test was conducted in the experimental group to determine the student's vocabulary. In general, the score post-test was better than the pre-test score. The result of the post-test showed that the highest score was 90 and the lowest score was 50, while the average score of the post-test in the experimental class was 66.43.
Then the sum of post-test in the experimental class was 1860.
Looking at the data below, it is clear that students' vocabulary in the experimental group was better than the pre-test score.
b. The Score of Pre-Test and Post-Test in Control Class 1) Pre-Test of Control Class
Table 4.5
Students Score of Pre-Test in Control Group No Respondents Students’ Score
1 1 50
2 2 50
3 3 70
4 4 70
5 5 60
6 6 50
7 7 40
8 8 30
9 9 40
10 10 30
11 11 50
12 12 60
13 13 70
14 14 30
15 15 40
16 16 40
17 17 30
18 18 60
19 19 70
20 20 40
21 21 50
22 22 50
23 23 40
24 24 50
25 25 40
26 26 50
27 27 50
28 28 40
Table 4.6
The Description of Pre-test Score in Control Class
No Description Pre-test
Control Class
1 Number of Respondents 28
2 Maximum Score 70
3 Minimum Score 30
4 Sum 1330
5 Average 47.50
The pre-test for the control group aimed to determine the student's vocabulary scores before the researcher gives the treatment. The results showed that the students got the highest score was 70 and the lowest score was 30, while the average score of the control class was 47.50. Then, the sum score of the control class was 1330. Looking at the data below, it was seen that the student's vocabulary in the pre-test score of Control Class.
2) Post-test of Control Class
Table 4.7
The Students Score of Post-Test in Control Group No Respondents Post-test
1 1 60
2 2 55
3 3 80
4 4 75
5 5 65
6 6 60
7 7 55
8 8 40
9 9 50
10 10 60
11 11 40
12 12 45
13 13 40
14 14 60
15 15 70
16 16 80
17 17 40
18 18 45
19 19 50
20 20 45
21 21 70
22 22 75
23 23 50
24 24 55
25 25 50
26 26 60
27 27 55
28 28 50
Table 4.8
The Description of Post-Test Score in Control Class
No Descriptor Post-test
Control Class
1 Number of Students 28
2 Maximum Score 80
3 Minimum Score 40
4 Sum 56.43
5 Average 1580
The post-test of control group aimed to determine the students’vocabulary after the researcher thought in the class. The result showed that the students got the highest score was 80 and the lowest score was 40, while the average of control class score was 1580. Then, the sum of control class score was 56.43.
2. Data Analysis
a. Normality Test
Normality test was conducted to determine whether the data
fom the two claseses had normal distributing or not. Researcherused Kolmogorov-Smirnov and Sapiro-Wilk to test for normality. To analyze the data normality the researcher used SPSS version 25, the data presented as follow:
1) Data Normality Test of Pre-test Table 4.9
Test Normality Pre-Test
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statisti
c Df Sig.
Experimenta
l .141 28 .165 .922 28 .039
Control .183 28 .017 .989 28 .011
Based on the test table shows the significance level of the experimental group is 0.165 and the control class is 0.017. if the data is higher than significance level 0.05, it means that the data is normality distributed. So, it can be concluded that the data distribution of the students’ pre-test in experimental class and control class were normal. Afterwards, the result of the post-test normality test is as follow:
2) Data Normality of Post Test
Table 4.10
Test of Normality Post-test
Kolmogorov-Smirnov Shapiro-Wilk Statisti
c Df Sig. Statisti
c Df Sig.
Experimental .174 28 .029 .914 28 .024
Control .134 28 .200 .933 28 .073
Based on the table the significance of the experimental group is 0.290 and the control group is 0.200. If the data is higher that significance level 0.05, it means that the data is normal distributed.
So, it can be concluded that the data distribution of the students’
post-test in experimental class and control class were normal b. Homogenity Testing
After conducting the normality test, the researcher conducted homogeneity test to test the similarity of the sample in two classes. The researcher used Levane statistic to calculate the homogeneity test.
1) homoginity test of pre-test Table 4.11
Test Homogeneity of Variances Pre-test
Levene Statistic df1 df2 Sig.
.904 1 54 .346
The result on the table proves that the significance of the pre- test between the experimental group and control group is 0.346.
Therefore, the pre-test data is homogeneous due to the significance level, which is higher than 0.05. So, it can be concluded that the