34
35
B. The Operational Definition of Variables
An Operational definition is specific to the particular study in which it is used.21 Meanwhile, a variable is anything that can take on different values22.
Based on the statement above, variables in this research are consisted of Picture Word Inductive Model and Reading Comprehension Skill. The operational definition as follows:
1. Independent Variable (Picture Word Inductive Model)
Independent variable that are not related to the purpose of the study, but may affect the dependent variable are termed as extraneous variable.23 Independent variable (X) in this research was Picture Word Inductive Model.
Moreover, based on the explanation above the were indicators of the effect of picture word inductive model as follows :
a. The students can understand about the material.
b. The students can guess the meaning of the word.
21Geoffrey Marczyk, David DeMatteo, David Festinger, Essentials of Research Design and Methodology, P. 36
22Ibid .P. 42
23C.R. Kothari, Research Methodology Methods and Techniques (New Delhi: New Age International (P) Limited Publisher), P. 34
2. Dependent Variable (Reading Comprehension Skill)
Dependent variable is is called dependent because it is influenced by the independent variable.24Dependent variable is the variable which is observed and measured to determine the effect of the independent variable. Dependent variable (Y) ofthis research is the students’ Reading Comprehension Skill.
This variable can be measured by using test. It consisted of 15 questions namely fill-in the blank and essay question. There were some indicators that should be gain by students in this variable (reading comprehension skill) they were :
a. Students can read the sentence well.
b. Students can complete the missing of the word.
C. Population, Sample and Sampling Technique 1. Population
The population is all individuals of interest to the research.25 The population of this research is the tenth grade of MA Ma’arif NU 05 Sekampung in academic years of 2018/2019, which consists of 140 students that divided in five classes.
MA Ma’arif NU 05 has five classes for the students that in ten grade now. The classes are:
24Geoffrey Marczyk, David DeMatteo, David Festinger, Essentials of Research Design and Methodology, P. 46
25Geoffrey Marczyk, David DeMatteo, David Festinger, Essentials of Research Design and Methodology, P. 18
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a) X MIA 1 = 28 students b) X MIA 2 = 28 students c) X IIS 1 = 28 students d) X IIS 2 = 28 students e) X IAI = 28 students 2. Sample
Geoffrey defined Sample is a subset of the population.26 In this research, the writer was taken one class as population. It was taken from the tenth grade of MA Ma’arif NU 05 Sekampung which consist of 28 students.
3. Sampling Technique
The writer used Cluster Sampling as sampling technique in this research. This Cluster sampling, the sample units contain groups of elements instead of individuals members or items in the population.27 In order that each member of the population in this research has an opportunity to become a sample, the writer used MIA 1 class consist of 28 students as sample in this research.
D. Data Collection Method
In the data collecting procedure, there were two steps that have to follow in this researchs test and documentation:
26 Ibid., P. 18
27Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, ( New Age International (P) Limited Publisher, 2016), P. 89
1. Test
Test is used for getting data research result and students activities in teaching learning. There are two tests used in this research they are as follows:
a. Pre-test
Pre-test was given to the students before giving a treatment to measure prior knowledge of students reading comprehension skill. There ware 15 of questions were given. The types of questions are Fill-in the blank (10 questions) and Essay (5 questions).
b. Post-test
After giving the treatment, the writer gave the post test to the students’ to find out the result of the students reading comprehensions skill whether the use of picture word inductive model had an effect or not.
2. Documentation
The instruments which are used for documentation are books, magazine, note, data from internet, journal and others.
The writer used the documentation method to get some information about:
1. The history of MA Ma’arif NU 05 Sekampung.
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2. The condition teachers and officials employes in MA Ma’arif NU 05 Sekampung.
3. The quantity of the students of MA Ma’arif NU 05 Sekampung.
4. Organization structure of MA Ma’arif NU 05 Sekampung.
5. The regulation of MA Ma’arif NU 05 Sekampung.
E. Research Instrument
The research instrument was simply device for obtaining information relevan. The research instrumen are :
1. Instrument Blueprint
The research instruments used in this research are :
a. The instrument used to measure of skilled, knowledge and intelligent is reading comprehension test. This research has two terms test namely pre-test and post-test. The kind of test was fill in the blank there were 10 questions and esay there were 5 questions.
b. The instrument used in documentation method is documentation guidance, as follow.
1. Documentation about condition of the teacher in MA Ma’arif NU 05 Sekampung.
2. Documentation about condition of the students in MA Ma’arif NU 05 Sekampung.
Table 3
The Instrument Blueprint
No Variable Indicator Type of
questions
Item number
1.
2.
Independent Variable (X) Picture Word Inductive Model.
Dependent Variable (Y) Reading
Comprehension Skill.
1. Complete fill-in the blank based on the picture.
2. Answer the question accordingg to the text.
1. The students can read the text based on the picture.
2. The students can answer and read the
question.
Fill-in the blank
Essay
1,2,3,4,5,6,7,8,9,10
11,12,13,14,15
2. Instrument Calibration
Instrument calibration is the scale of measurement that was used to decide the instrument standard that used. Therefore, the writer used standard test in written test namely fill in the blank and esay, total number of the test was 15 questions. Total number of the test fill the
41
blank was 10 questions, The score of the correct answer of each questions to fill in the blank 10. Total number of the test esay was 5 questions, the score of the correct answer of each questions to esay 2, 2x5= 10 so the total of the score questions is 20:2x10 so the score is 100.
F. Data Analysis Technique
In this research, the writer analyzed the data by using SPSS aplication to know the differences between pre-test and post-test of the students.
34 CHAPTER IV
RESULT OF THE RESEARCH A. Description of the Research
1. The Description of Research Location
a. The Description of MA Ma’arif NU 05 Sekampung
This research was conducted at MA MA’ARIF NU 05 Sekampung. The school is an Islamic based school, the vision of this school is create the school that has good quality, good attitude and good achievment. This school mission include : First, doing religious values and good attitude everyday, Second, build spirit of achievment for all school member, Third, create students’ discipline and responsibility.
Last, create healty environent.
b. The Condition of MA Ma’arif NU 05 Sekampung
MA Ma’arif NU 05 Sekampung is located on Jl. Kampus Ma’arif, Sumbergede 56 A, Sekampung, Lampung Timur.
c. The Total of The Teachers and The students at MA Ma’arif NU 05 Sekampung
MA Ma’arif NU 05 Sekampung has 59 teachers and 805 students. The total of the students divided some classesthat can be identified class X the amount are 284 students, class XI the amount are 291 students and class XII the amount are 230 students.
35
d. The Organization Structure of MA Ma’arif NU 05 Sekampung The Personal of the organization in MA Ma’arif NU 05 Sekampung are:
Figure 2.
2. Description of Research Data a. The Result of Pre-test Score
To measure the students’ reading comprehension skillwriter used the pre-test before giving the treatment. The writer conducted pre- test in first meeting of this research in order to find out the initial different between the class who similiar level. The form of pre-test that
The Chairman
Chief of committee headmaster
Vice of Administration Vice of Student’s Vice of Curriculum
XI Class XII Class
X Class
Deputy head of school
Class Proxy
Teacher
Students’
was used in this research was writer test. The result of pre-test can be identified as follow:
Table 4
The Result of Pre-Test in Reading comprehension Skill at the Tenth Graders of MA Ma’arif NU 05 Sekampung
No Name of Students’ Score Explanation
1 AR 30 Incomplete
2 AH 30 Incomplete
3 AF 40 Incomplete
4 AN 40 Incomplete
5 AA 30 Incomplete
6 BH 20 Incomplete
7 DI 30 Incomplete
8 DC 30 Incomplete
9 EP 50 Incomplete
10 EZ 60 Incomplete
11 FR 40 Incomplete
12 FA 20 Incomplete
13 FS 30 Incomplete
14 HF 80 Complete
15 IA 60 Incomplete
16 IP 60 Incomplete
17 LK 20 Incomplete
18 LE 30 Incomplete
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19 MS 70 Incomplete
20 MK 30 Incomplete
21 MJ 50 Incomplete
22 MH 50 Incomplete
23 NS 80 Complete
24 RF 80 Complete
25 RB 40 Incomplete
26 RE 40 Incomplete
27 RS 30 Incomplete
28 SJ 50 Incomplete
Total 1220
Average 43,5
The Highest Score 80
The Lowest Score 10
Source : the result of pre-test of students’ reading comprrehension skill
The test was followed by 28 students. The highest score 80 and the lowest score was 10 with the total score 1210. Based on the data, the writer measured the interval class:
Then total of class interval of this result pre-test was 10. It can be seen on the table of frequency distribution bellow :
Table 5
The Table of Frequency Distribution of Pre-Test Score No Interval Frequency Percentage
1 80-89 3 10,8%
2 70-79 1 3,5%
3 60-69 3 10,8%
4 50-59 4 14,2%
5 40-49 5 17,8%
6 30-39 9 32,1%
7 20-29 3 10,8%
Total 28 100%
Based on table above can be conclude that most of students got score <75.
So, it means that most of students of MA Ma’arif NU 05 Sekampung got low score in pre-test.
Graph 1
10,8 %
32,1 %
17,8 %
14,2%
10,8 %
3,5 %
10,8 %
0 1 2 3 4 5 6 7 8 9 10
20-29 30-39 40-49 50-59 60-59 70-79 80-89
Students
Score
Frequency Distribution of Pre-Test Score
frequency
39
Furthermore, based on the table of frequency distribution above, it could be inferred that from 28 students as the sample of the research, just 3 students who got the higher score, which is 80. The data revealed that 3 students got the score between 20-29 or as many as 10,8%. Next, there were 9 students got the score between 30-39 or as many as 32,10%. There were 5 students who got the score between 40-49 or in the other words, as many as 17,80%. Meanwhile, there were who 4 students got the score between 50-59 or as many as 14,2%. Next, there were 3 students who got the score between 60-69 or as many as 10,8%. Besides, there were 1 students who got the score between 70-79 or as many as 3,5%. The last, there were 3 students who got the score between 80-89 or as many as 10,8%.
b. The result of post-test score
After analyzing the weaknes and understanding of students reading comprehension skill, the writer conducted the treatment to help the students find the specific information or part of the text.
After the students’ has been given the treatment the writer gave the post-test to measure their knowing of reading comprehension skill with different question. The post-test was carried out in order to intend the students’ reading comprehension skill after treatment.
.
The result of post-test can be identified as follows : Table 6
Post-test in Reading Comprehension Skill With Picture Word Inductive Model at the Tenth Graders of MA Ma’arif NU 05
Sekampung
No Name Students’ Post-test Explanation
1 AR 70 Incomplete
2 AH 80 Complete
3 AF 50 Incomplete
4 AN 60 Incomplete
5 AA 80 Complete
6 BH 80 Complete
7 DI 70 Incomplete
8 DC 80 Complete
9 EP 60 Incomplete
10 EZ 80 Complete
11 FR 90 Complete
12 FA 70 Incomplete
13 FS 70 Incomplete
14 HF 90 Complete
15 IA 80 Complete
16 IP 70 Incomplete
17 LK 80 Complete
18 LE 60 Incomplete
19 MS 70 Incomplete
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20 MK 80 Complete
21 MJ 80 Complete
22 MH 80 Complete
23 NS 60 Incomplete
24 RF 40 Incomplete
25 RB 80 Complete
26 RE 70 Incomplete
27 RS 60 Incomplete
28 SJ 80 Complete
Total 2020
The Highest Score 90
The Lowest Score 40
Average 72,2
Source : the result of post-test of studenrs’ reading comprehension skill
The test was followed by 28 students. The highest score was 90 and the lowest score was 40 with total score 1960.
The total of class interval of this result post-test writer was 8. It can be seen on the tabel of frequency distribution below:
Table 7
The Table of Frequency Distribution of Post-Test Score No Interval Frequency Percentage
1 88-95 2 7,1%
2 80-87 12 42,9%
3 72-79 0 0%
4 64-71 7 25%
5 56-63 5 17,8%
6 48-55 1 3,6%
7 40-47 1 3,6%
Total 28 100%
Based on the tabel above, can be seen that most of students got score > 75.
So it means that most of students of MA Ma’arif NU 05 Sekampung got high score in post-test.
If the data put into graphic, it can be seen as follow:
Graph 2
Furthermore, based on the table of frequency distribution above, it could be inferred that from 28 students as the sample of the research, just 2
3,6 % 3,6 %
17,8 %
25 %
0
42,9 %
7,1 % 0
2 4 6 8 10 12 14
40-47 48-55 56-63 64-71 72-79 80-87 88-95
Students
Score
Frequency Distribution of Post-Test
Frequency
43
students who got the higher score, which is 90. The data revealed that 1 students got the score between 40-47 or as many as 3.6%. Next, there were 1 students got the score between 48-55 or as many as 3.6%. There were 5 students who got the score between 56-63 or in the other words, as many as 17.8%. Meanwhile, there were who 7 students got the score between 64-71 or as many as 25%. Next, there was no students who got the score between 72-79. Besides, there were 12 students who got the score between 80-87 or as many as 42.9%. The last, there were 2 students who got the score between 88-95 or as many as 7.1%.
B. The Effect of Using The Picture Word Inductive Model On The Students’ Reading Comprehension Skill At MA Ma’arif NU 05 Sekampung East Lampung
After applying Picture Word Inductive Model, the writer analyzed the data by using SPSS in order to prove whether there was a positive and significant effect of Using The Picture Word Inductive Model On The Students’ Reading Comprehension Skill At MA Ma’arif NU 05 Sekampung East Lampung, as follow (Ha) is accepted, if there was a positive and significant effect of using Picture Word Inductive Model on the students’
Reading Comprehension Skill. And (H0) was rejected, if there was no positive and significant effect of using Picture Word Inductive Model on the students’ Reading Comprehension Skill.
1. Prerequisite Test a. Normality Test
Normality test is a test which doing to determine the data that normal distribution. Statistic test that used to this test is kolmogrov and smirnov formula which is helped by SPSS aplication.
H0 : data comes from does not a normally population.
Ha : data comes from a normally distributed population.
Table 8.
The result normality test by using SPSS
Pre Test Post Test
N 28 28
Normal Parametersa,b
Mean 43.5714 72.1429
Std. Deviation 18.3008
4
11.66100
Most Extreme Differences
Absolute .199 .250
Positive .199 .179
Negative -.122 -.250
Kolmogorov-Smirnov Z 1.055 1.322
Asymp. Sig. (2-tailed) .216 .061
Monte Carlo Sig. (2- tailed)
Sig. .195c .055c
95% Confidence Interval
Lower Bound .188 .050
Upper Bound .203 .059
Based on the above table can be concluded that :
1) Pretest sig = 0.216 > 0.05 then H0 is rejected and Ha is accepted. It means that the data comes from population that has normally distributed.
45
2) Posttest sig = 0.195 > 0.05 then H0 is rejected and Ha is accepted. It means that the data comes from population that has normally distributed b. Homogenity test
Homogeneity test is a test which doing to determine the data that homogen distribution. Statistic test that used to this test is levene statistic: α 5%,which is helped by SPSS aplication.
H0 : data homogenous
Ha : data does not homogenous Table 9.
The Result of Homogenity Test by Using SPSS Test of Homogenity of Variances (pretest and post tet)
Levene Statistic
df1 df2 Sig.
.503 3 22 .684
Based on the above table it can concluded that sig. 0.684 > 0.05 then Ho is accepted. So the data has the same variant (homogen).
c. Hypothesis Testing
Hypothesis testing is doing to know whether there is any significant effect or not to the variable Y. Based on the testing normality and homogeneity it can be seen that the data is normal and homogeneous. So hypothesis testing which is used is one sample t test.
H0 : there is no significant effect of using Picture Word Inductive Model on the students Reading Comprehension Skill.
Ha : there is any significant effect of using Picture Word Inductive Model on the students Reading Comprehension Skill.
Table 10.
The Result of One Sample T Test Test Value = 75
T df
Sig. (2- tailed)
Mean Difference
95% Confidence Interval of the Difference
Lower Upper
Pre test
-9.087 27 .000 -31.42857 -38.5249 -24.3322
Post test
-1.297 27 .206 -2.85714 -7.3788 1.6645
Based on the above table can be concluded that sig.(2-tailed) of posttest is 0.206 < 0.05, so H0 is rejected and Ha is accepted. It means that there is a positive and significant effect of using Picture Word Inductive Model on the students’ Reading Comprehension Skill. It implies that the more a teacher uses Picture Word Inductive Model, the better the students’
reading comprehension skill.
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Table 11.
The Differences Score Between Pre-Test and Post-Test Students’ Reading Comprehension Skill at the Tenth Graders of MA Ma’arif NU 05
Sekampung No Name of
Students
Pre-Test Score (X1)
Post Test Score (X2)
D(X1−X2) D2(X1−X2)2
1
AR 30 70
-40 1600
2
AH 30 80
-50 2500
3
AF 40 50
-10 100
4
AN 40 60
-20 400
5
AA 30 80
-50 2500
6
BH 20 80
-60 3600
7
DI 30 70
-40 1600
8
DC 30 80
-50 2500
9
EP 50 60
-10 100
10
EZ 60 80
-20 400
11
FR 40 90
-50 2500
12
FA 20 70
-50 2500
13
FS 30 70
-40 1600
14
HF 80 90
-10 100
15
IA 60 80
-20 400
16
IP 60 70
-10 100
17
LK 20 80
-60 3600
18
LE 30 60
-30 900
19
MS 70 70
0 0
20
MK 30 80
-50 2500
21
MJ 50 80
-30 900
22
MH 50 80
-30 900
23
NS 80 60
20 400
24
RF 80 40
40 1600
25
RB 40 80
-40 1600
26
RE 40 70
-30 900
27
RS 30 60
-30 900
28
SJ 50 80
-30 900
Total ∑X1 = 1220
∑X2 =
2020 ∑D =−800 ∑D2
=37600
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Putting the data above and into the formula of T-test in order to get tobservation. Moreover, after putting the data above into formula t-test, the writer got observed is 7.
C. Interpretation
1. Interpretation of “f-observation”
a. Interpretation of fo to ft as follows :
The critical value If f-observation was 28, the writer interpreted it base on the question above. It can be known that there is significant effect of picture word inductive model on students’ reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
b. Statistical Significant
To know critical value of chi-square (ft), the writer firstly counted the df, df is degree of freedom. The formulation of df=(c-1) (r-1), c is column and r is row.
= (3-1) (2-1)
= 2
The degree of freedom is 2. Therefore, the values of ft 5% is 5,99 and 1% is 9,21. Based on the data above, its mean that “fo” higher “ft” or it can be writer as 5,99<28>9,21. It means that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It can be said that there is
significant influence of picture word inductive model on students’ reading comprehension at te tenth graders of MA Ma’arif NU 05 Sekampung.
2. Interpretation of “t-observation”
a. Interpretation of t-observed
1). If t-observation> t-table, Ha is accepted and Ho is rejected.
2). If t-observation< t-table, Ha is rejected and Ho is accepted
The critical value If t-observation was 6, the writer interpreted it based on the question above. It can be known that there was significant effect of picture word inductive model toward students’ reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
b. Statistical significance
To know critical value of t-test (t-table), the writer firstly counted the df, df is degree of freedom. The formulation of df=N-2, N is the number of the research population.
Df = N-2
= 28-2
= 26
In Df 26 with t-table 5% is 0,404 and 1% is 0,515 with the t- observation is 6. Based on the data above, its mean that “t-observation”
higher “t-table” or it can be writer as 0,404<5>0,515 it can be infered that
51
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
It means there is a positive significant effect of picture word inductive model toward students reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
D. Discussion
This reserach observed the students’ at the tenth graders of MA Ma’arif NU 05 Sekampung. The writer used this class because they have difficultiesto find the specific information or part of text. So, based on the problem the writer applied picture word inductive model to help students’ in learning English especially to found the specific information or part of text.
The writer assumed that teaching and learning with picture word inductive model could help students’ in leraning procces, especially to found specific information or part of text because this picture have a lot of advantage. The advantge of this picture is picture word inductive model belive students can learn from each other and get more practice with the target language by working in picture word inductive model.
Also, picture word inductive model motivate students to found specific information or part of text.
This can lead to the development of a community among class members. The writer recommended this picture for the teacher in order picture word inductive model can be used as an alternative picture in