CHAPTER III RESEARCH METHOD
H. Validity and Reliability
However, if the Sig. values Based on Mean < 0.05, it indicates that data variance is not homogeneous.
c. Hypothesis Testing
After obtaining the scores, the writer then analyzed the data by using independent t-test. The writer calculated the data by using paired sample t-testthrough SPSS 16.0 to find out whether there is a significant effect of using power card strategy on students’ability in writing descriptive text or not. In testing the hypothesis, there are two conditions which defined the conclusion of this study as following:
1) Ifis t-test of < t-table in the significance of 0,05 (p=0,01), Ho rejected. It means that the experimental groups have higher skill in descriptive text than control groups.
2) If t-test > t-table in the significance level of 0,05 (p=0,01), Ho is accepted. It means that the control groups have lower skill in descriptive text than experimental groups.
H. Validity and Reliability
the data is valid. Valid means the instrument can be used to measure what should be measured.41
The research used content validity to attain the evidence of valid instrument. Based on the content of validity theory above, the researcher adjusted that the research material based on the syllabus for X class of MAusing curriculum 2013 while making the lesson plan (RPP) as a reference for the learning process.
The researcher conducted consultation for English learning testing experts (Husnawadi MA.TESOL and the English teacher of MA Darul Mahmudien NW Montong-Gamang)
2. Reliability
Reliability is a vital characteristic for both public achievement and proficiency test at the classroom. An instrument test can be considered as areliable if the resultisconsistentand dependable. The given test to the same student or matched students on two different occasions should have asimilar outcome to know if the used test is reliable.Inthisresearch,the researcherusedinter-raterreliability. According to Heale and Twycross, inter-rater reliability is a procedure that includes a quantitative system in order to determining the level of agreement between two or more raters42. This study employed two raters. The first rater is the tenth-grade English teacher from MA Darul Mahmudien NW Montong
41Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), p.173
42Roberta Heale, & Alison Twycross, “Validity and Reliability in Quantitative Research” Journals BMJ. Vol. 18, No. 3, July 2015., p, 67.
Gamang and the second is the English teacher of SMA Darul Mahmudien NW Montong Gamang. The raters were gave the assessment atdifferentplace as well as the time, and occasion.If the students’
scoresare similar or consistent,then the instrumentisreliable.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION A. Research Findings
In this case, the researcher would present the result of the research.
The data was taken from test. The data description will present the result of the calculated data of experimental and control classes with the analysis using excel 2007 and SPSS 16. From the data that will helps the researcher to describe the research finding and discussion related to the effect of narrative storytelling on student’s speaking skills.
1. Data Description
This section shows the data description of the students’ scores in both
of the experimental class and control class. Furthermore, the data were collected from students’ score of pre-test and post-test from both of the class.
The followings are description:
42
a. Pre-test score
Table 4.1
The Student’s Pretest Score of Control and Experiment Class4344 Name Score of Control Class Score of Experiment Class
S-1 36 48
S-2 32 40
S-3 32 48
S-4 40 40
S-5 36 36
S-6 44 40
S-7 36 36
S-8 36 44
S-9 36 48
S-10 36 36
S-11 44 48
S-12 32 36
S-13 44 48
S-14 32 36
S-15 40 36
S-16 36 44
S-17 40 48
S-18 44 40
S-19 40 40
S-20 40 44
S-21 36 40
S-22 32 48
S-23 40 44
S-24 40 44
Total 904 1012
Mean 37.6 42.1
Max 44 48
Min 32 36
The explanation of the data can be seen in the appendix. Related to the table above the writer describe as follow:
43 , Test, Montong-Gamang, 04 November 2019
Table 4.2
The Data Description of Pretest
No Class The Total of
Students
Mean
1 Control Class 24 37.6
2 Experiment Class 24 42.17
Based on data above, explains that related to the pretest of control class the higher score was 44 and the lower score was 32with mean was 37,6and the standard deviation was 4.07182. Furthermore, the score of posttest experiment class, the higher score was 48 and the lower score was 36 with the mean score was 50and the standard deviation was 4.71.
The mean value is obtained by using the formula =AVERAGE (data range) in the Microsoft Excel box then press ENTER.
Related to the table 4.2 inform the scores of pre-test can beclarified that the value between control and experimental classeswith the total number of the students was 48. It can be seen from the mean score of experiment class has higher score than the control class.
b. Treatment
In this section, the researcher was conducted 2 times meeting, in the first meeting the researcher provided an overview and material about narrative text in accordance with syllabus learning materials. In this case, the researcher
gives the assignment after the material was explained and the students also assign an assignment to determine the three elements in the narrative text and they explain in front of the class with their groups. The students of experimental class use narrative storytelling to find and learn speaking and for control class are taught by using conventional method like discussion and teacher center. It can be seen in the first treatment for the experimental class the students began to be enthusiastic because they used learning aids and many of them feel more helped.
c. Posttest Score
Table 4.3
The Students’ Posttest Score f Control and Experiment Class Name Score Control Class Score Experiment Class
S-1 36 76
S-2 44 64
S-3 44 76
S-4 44 64
S-5 36 68
S-6 36 64
S-7 32 68
S-8 32 68
S-9 36 72
S-10 48 68
S-11 36 72
S-12 44 68
S-13 36 72
S-14 44 64
S-15 40 68
S-16 32 64
S-17 40 72
S-18 36 76
S-19 40 72
S-20 40 76
S-21 36 64
S-22 44 72
S-23 40 64
S-24 40 64
Total 936 1656
Mean 39 69
Max 48 76
Min 32 64
The explanation of the data can be seen in the appendix.
Table 4.4
The Data Description of Posttest No Class The Total Of
Students
Mean
1 Control Class 24 39
2 Experiment Class 24 69
Related to data posttest above, the higher score of control class was 48 and the lower score was 32 with the mean score was39, while the standard deviation was 4.45265. In addition, the higher score of experimental class was 76 and the lower score was 64 with the mean was 69 and the standard deviation was 4.4526494.
The mean value is obtained by using the formula = AVERAGE (data range) in the Microsoft Excel box then press ENTER.
According to the table, inform the scores of posttest has a significant score between control and experimental. The control class was increased in
pretest session than in post-test. For this session, the experimental class got higher score than control group.
d. The Calculated Score of Controlled and Experimental Class
Table 4.5
Calculated Table of Control Class45
Students Pre-test Post-test Difference
Y1 Y2 Y
S-1 36 36 0
S-2 32 44 12
S-3 32 44 12
S-4 40 44 4
S-5 36 36 0
S-6 44 36 -8
S-7 36 32 -4
S-8 36 32 -4
S-9 36 36 0
S-10 36 48 12
S-11 44 36 -8
S-12 32 44 12
S-13 44 36 -8
S-14 32 44 12
S-15 40 40 0
S-16 36 32 -4
S-17 40 40 0
S-18 44 36 -8
S-19 40 40 0
S-20 40 40 0
S-21 36 36 0
S-22 32 44 12
S-23 40 40 0
S-24 40 40 0
=24 =904 =936
45 , Test, Montong-Gamang, 04-18 November 2019
Table 4.6
Calculated Table of Experiment Class46 Students Pre-test Post-test Difference
X1 X2 Y
S-1 48 76 28
S-2 40 64 24
S-3 48 76 28
S-4 40 64 24
S-5 36 68 32
S-6 40 64 24
S-7 36 68 32
S-8 44 68 24
S-9 48 72 24
S-10 36 68 32
S-11 48 72 24
S-12 36 68 32
S-13 48 72 24
S-14 36 64 28
S-15 36 68 32
S-16 44 64 20
S-17 48 72 24
S-18 40 76 36
S-19 40 72 32
S-20 44 76 32
S-21 40 64 24
S-22 48 72 24
S-23 44 64 20
S-24 44 64 20
=24 =1012 =1656 =644
Well according to the data in table 12.1 that can be found likes: ƩN = 24, ƩY1 = 904, ƩY2 = 936, ƩY = 32 and ƩX1 =1012 ,ƩX2 =1656 and ƩX =644.
In addition, the researcher finds out the mean deviation and thesquare deviation of experiment and control classes using formula:
1) The mean deviation and the square deviation of experiment class
46 , Test, Montong-Gamang, 04-18 November 2019
=
= 26.8 Then :
= =17776-414736 =-396960
2) The mean deviation and the square deviation of the control class
=
=-1.33
Then :
=
= 1184-1024 =860
Where:
M: The mean score of two groups
X: The student final score for experimental group Y: The student final score for control group N: Is the number of sample
Is the sum
2. Test of Normality Data
Normality is used to determine whether sample data has been drawn from a normal distribution population. Test of normality of the control and experimental classes were conducted to examine whether all variables were normally distributed or not. The test of normality uses the Kolmogorov- Smirnov formula with calculated using SPSS 16. Furthermore, to find the
normality or not if the sig> 0.05. The results are described as follows:
Table 4.7 Test of Normality
No Class Sig Result
1 Posttest Control Class 0,009 Normal
2 Posttest Experiment Class 0,012 Normal
Based on the explanation above, it can be seen that the data of posttest related to the control and experimental has value was sig > 0,05. It can be concluded that the data of posttest is normalAnd the explanation can be seen in the appendix.
3. Test of Homogeneity
After knowing the level of normality data, then a test ofhomogeneity is used to know the level of similarity of variancesbetween the two classes,
control and experimental classes. Theresearcher compared the sig on Levena Statistic with sig > 0.05.
Table 4.8 Test of Homogeneity
Class Sig Statement
Control 0,655 Homogeneity
Experiment 0.581 Homogeneity
Based on the data of test of homogeneity of variance above, the significant value was 0,655 and 0,581. It mean higher than 0,05. So, the data in this research has homogeneity ofvarianceAnd the explanation can be seen in the appendix.
4. Test of Hypothesis
The last is the researcher find out the t-test with a summaryas follow:
Table 4.9 Test of Hypothesis
Paired Differences
T
Df Sig. (2-tailed) Mean
Std.
Deviation
Std. Error Mean
95%
Confide nce Interval of the Differen ce
Lower Upp er
Pair 1 pre test speaking skill control group - post test speaking skill control group
-1.33333 7.04437 1.43793 - 4.3079 1
1.641
24 -.927 23 .363
Pair 2 pre test speaking skill experime ntal group - post test speaking skill experime ntal group
-
2.68333E 1
4.64071 .94728 - 28.792 94
- 24.87 373
- 28.32 7
23 .000
Based on the table 4.9 above, the t-calculated was 28,327 with thedegree of freedom was 46(df =N1+N2 -2 24+24-2=46). In thedegree freedom of 46 was found in the t-tablewas 2,012 in significance value (sig 2-tailed) was 0.00. Consequently, the value of t- calculated > t-table (28,327> 2,012) and its significance value is less than 0.05 (P =0.00<
0.05).It can be concludedthat if the t-calculated>t-table (28,327> 2,012) and the significance value was less than 0.05 (0.00<0.05) it means alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.
B. Discussion
This research titled the effect of using narrative storytelling on students speaking skill for the first years at MA Darul Mahmudien NW
Montong-Gamang in academic year 2018/2019 aims to know the effect of using narrative storytelling. Therefore, researchers do several steps starting from:
1. Pre-test
Pre-test can be defined as an activity to test the level of students' knowledge on material that will convey and will be tested while the pre- test is conducted to determine the initial ability of students. Therefore, the researchers conducted this pre-test before learning activities or before students are given treatment. The question instrument was consist of 5 queations from using narrative text with the topic Putri Mandalika (Putri Nyale). The students had to pay attention to the five aspects used in assessment related to the vocabulary, grammar, comprehension, fluency, and pronounciation. While for the allocation time 2 minute, with the number of students that attended the class was 48 students.
2. Treatment
The researcher gives the treatment in the experimental group only.
The researcher in this treatment the teacher comes to the class. the researcher will teach speaking by using storytelling in narrative text. The experiment groups are given some materials which are consisted
communicative aspects that will be taught by the teacher in different ways.
The experimental group is taught by using storytelling technique, and the control group is taught by using conventional method. The treatment is done for 2 meeting or weeks.
3. Post-test
After pretest and 2 times treatment, the researcher conducted a posttest to see the students' ability after using narrative storytelling and using conventional method. It can be seen the result that the value of students increased. The researcher gives a narrative text story titled Malin Kundang then students given time to read it later they will retell the story with their own sentences. The students had to pay attention to the five aspects used in assessment related to the vocabulary, grammar, comprehension, fluency, and pronunciation.
After seeing the average value of control was 44 and experimental class was 52 with difference score was 8. It can be concluded that in posttest the experimental class has higher score than control class. It can be seen in posttest the used of narrative storytelling give effect or can improve students speaking skills.
4. The Effect of Using Narrative Storytelling on Students Speaking Skill
After students do different activities even though has same material, because the treatment given during the learning process different for both of the classes. It can be seen that the use of narrative storytelling give effect in promoting students' speaking skills with the results that the experimental class value is higher than thecontrol class. The mean score of pretest in control class was 37,6 with the total score was 904, while the mean score of pretest in experimental class was 42,16 with the total score was 1012. After two time treatment, that is the researcher give for experimental class (the students who are given the treatment using narrative storytelling) and control class (the students who are not using narrative storytelling) posttest score are compared to determine the effect of treatment. And the result of posttest related to mean was 39 with total score was 396 for control class and 69 with total score was 1656 for experimental class.
Based on the t-test analysis by using SPSS 16 and excel 2007, itcan be described that t-calculated was 28,327, then, to provewhether there is a significant effect or not, t-calculated will beturned to t-table level in alpha
decision level (a) 0,05 and with the degree freedom 46(df =N1+N2 - 2 24+24-2=46). In the degree freedom of 46 was found in the t-table. In the degree freedom of 46 was found that t-table at 5% was 2,012. It can be concludedthat t-calculated > t-table (-28,327> 2,012) and the result was Ha is accepted.
In addition, some previous studies have shown evidence that using narrative storytelling on students speaking skill. The study is accordance with the result of the research conducted by Inten Mujizat Entitled the effectiveness of using storytelling technique on students speaking skill.
This research was aimed to find empirical evidence that storytelling technique can enhance students speaking ability at eleventh grade of MAN 1 Bekasi. The result showed that the students’ speaking skill in experimental class that was given by the treatment throuht storytelling technique was improved more effectively than the control group.47
Based on that previuous study, it showed that the use of narrative storytelling gives a positive influence on increasing students' speaking skills.Therefore, the use of narrative storytelling provides benefits onstudents' speaking. For the students, narrative storytelling helps the students’ to learning speaking.Besides that, the students also enjoy and can learn wherever andwhenever they want
47Inten Mujizat” The Effectiveness of Using Storytelling Technique on Students Speaking Skill at the Elevent Grade of MAN 1 Bekasi Academix Year 206/2017. (A Skripsi, Department of English Education Science, Syarif Hidayatullah State Islamic University Jakarta 2016).
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusion
Based on the findings and the discussions, the researcher concluded that the use of narrative storytelling affects the students’
speaking skill positively in experiment class. According to the mean score, the mean score that the experiment class gained was higher that does in control class at the posttest. After two time treatments, the result of posttest related to mean was 39 with total score was 396 for control class and 69 with total score was 1656 for experimental class.Moreover, based on the hypothesis testing, the t- calculated was greater that the t-table (28,327> 2,012) and its significance value is less than 0.05 (P =0.00<
0.05) which means that the alternative hypothesis (Ha) was accepted.
B. Suggestions
The researcher would like to give suggest as follows:
1. For the teachers
The researcher hopes this research can support the English teachers to apply this technique in teaching. The teacher is facilitator, controller, and guide all student who need help when they face problem in learning English. The researcher suggests this technique can enrich teacher to add
56
the technique of teaching. In learning process, the good teacher is the teacher who can create good atmosphere with fun learning and make students more comfortable to enjoy the activities. Their interest can grow their motivation in learning then make them easier to receive the material.
2. For the students
The researcher hopes that the students can use narrative storytelling on student’s speaking skill and also the students should increase their speaking skill by using this technique or another technique.The students should take part actively in learning process, do not shy and afraid to express idea especially in speaking. They should be confident to speak English to the teacher or their friends to improve their skill during learning process. They also must pay attention and respect others when their friends or teacher share their ideas or giving instruction.
3. Other researchers
It is recommended to the other researchers who are interested inthe same field to continue this research.
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