CHAPTER III RESEARCH METHOD
G. Procedure of Data Collection
For collecting data in this study, the technique was used in this research is to fill the blank tests in the story. There are several uses in this study, the tests are completed with exercises and test, this includes pre-test and post-test. This study was used as a test to collect the data. The test will be conducted before and after giving treatment to identify the problem in this research. First, students were given a pre-test before giving a treatment. Next, students were tasked post-test after giving a treatment to measure how far students can be effective in vocabulary by using hand puppets. Finally, the result can be found by comparing pre-test and post-test to know there is a significant influence of applying vocabulary by using hand puppets.
H. The technique of Data Analysis
To analyze the data, the researcher has used the comparative technique.
The research was analyzed and compared to the score of the experimental class. This technique is useful to prove statistically, whether there is any significant value between the students’ scores of pre-test and post-test. In analyzing the data from pre-test and post-test of the one class, the researcher used the statistical formulation of the t- test formula.42
To analyze the result of the test, the researcher process the score with the following formula below:
1. The researcher calculated the standard deviation from differences between the score of the X variable (� ).
SD
D= √
∑ �2− [
∑ �]
Where:
SDD : Standard deviation from differences between score of X variable.
N : Number of Sample
42 Prof. Dr. Anas Sudijono, Statistik Penelitian, ( Jakarta: PT. Raja Grapindo Persada 2004), P. 289.
Σ : The sum D : Differnces
2. The research was calculated mean differences ( ): the average score from differences gained scores between I variable and II variable, which is calculated with the formula:
= ∑
Where:
MD : Mean Differences D : Differnces
N : Number of Sample
3. The research was calculated standard error from mean differences wit formula bellow:
�
� =√ −���Where:
� : Calculated Standard Error From Mean Differences.
SDD : Standard deviation from differences between score of X variable.
N : Number of Sample.
4. The researcher was calculated test observation (� ) by using the formula:
� =�
Where:
� : Test Observation
� : Calculated Standard Error From Mean Differences.
MD : Mean Differences
5 The researcher calculated degree of freedom (��) with the formula:
�� = −
Where:
�� : Degree of Freedom N : Number of Sample.
The output of this formula is then interpreted. If the t value obtained than the t critical value (t table), it can be said that there is a significant difference between students’ mean scores in pretest and posttest.
Therefore if the post-test means score is higher than the pretest, then the alternative hypothesis is accepted and vice versa.
I. Validity and Reliability a. Validity
The validity of a measuring instrument refers to the extent to which the measurement results can describe the actual reality.43
In this study, we were used to constructing validity to find out whether the instrument is valid by the assessment expert. The instrument of this research is clarified validly after the expert examines the research instrument. Validation was carried out by lecturers namely from material experts by Jumroh, S.Pd., M.Pd from the validation activities, the researcher has given input from the validator experts to determine the validation from the use of the effectiveness of teaching vocabulary by using hand puppet in MTs Hadil Ishlah Bilebante in academic year 2019/2020.
b. Reliability
A reliable instrument is an instrument that is used several times to measure the same object, was produced the same data44. Based on the explained above that simply reliability is the consistency of a measuring instrument or the extent to which the
43 . Bambang Setiadi, Metode Penelitian untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif dan Kualitatif, (Yogjakarta: Graha Ilmu, 2006), p, 14.
44 . Sugiyono, Metode Penelitian Pendidikan: Pendekatan kuantitatif ,Kualitatif, dan R&D, (Bandung: Alfabeta, 2017), p, 173.
measuring instrument can measure the same subject at different times but shows relatively the same results.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION A. Research Findings
In this discussion, the researcher presents the result of the research.
This research was carried out in January 2020. The data described in this section is the pre-test and post-test scores of the students in composing hand puppet. The descriptive data presented by using Microsoft Excel 2007 and SPSS 16.0 analysis.
1. Data Description.
This section shows the data description of the students’ score in both pre-test and post-test that collected from students as follows:
a. The pre-test scores
Table 4.1
The Result of Students’ Score Pre-Test
Name Pre-test Score
S-1 30
S-2 30
S-3 40
S-4 50
S-5 50
S-6 40
S-7 20
S-8 20
S-9 30
S-10 50
S-11 50
S-12 30
S-13 30
S-14 50
S-15 40
37
S-16 50
S-17 50
S-18 40
S-19 50
S-20 40
S-21 50
S-22 50
S-23 30
S-24 40
Total 960
Mean 41
Max 60
Min 20
Standar.dev 9.91
Based on data above, the highest pre-test score that obtained from the first-grade students of MTs Hadil Ishalah Bilebante was 60 and the lowest score was 20 The total score in pretest was 960 and the mean was 41. The total score was obtained used formula = AVERAGE (data range ) used Microsoft Excel.
Base on the data above, the research was described as the data as follows:
Table 4.2
Descriptive Data Experiment Group
Mean 41
Median 40
Mode 41
Variance 98
Standar Devaition 9.91
Maximun 60
Minimum 20
Range 40
Total 960
b. The post-test scores
Table 4.3
The Result of Students’ Score Post-test Name Post-test Score
S-1 50
S-2 50
S-3 60
S-4 60
S-5 70
S-6 70
S-7 60
S-8 60
S-9 60
S-10 80
S-11 60
S-12 60
S-13 80
S-14 70
S-15 50
S-16 70
S-17 50
S-18 70
S-19 80
S-20 80
S-21 70
S-22 70
S-23 50
S-24 70
Total 1550
Mean 64
Max 80
Min 50
Based on data above, the highest post-test score that obtained from the first-grade students of MTs Hadil Ishalah Bilebante was 80 and the lowest score was 50 The total score in post-test was 1550 and the mean was 64 The total score was obtained used formula = AVERAGE (data range ) used Microsoft Excel.
Base on the data above, the research was described in the data as follows:
Table 4.4
Data Descriptive of Post Test at Experiment Group Descriptive Data Experiment Group
Mean 64
Median 65
Mode 64
Variance 104
Standard Deviation 1020
Maximum 80
Minimum 50
Range 30
Total 1550
c. Comparison of the Test Result
Table 4.5
The Pre-test and Post-test Score Comparison Name
Pre-test Score
Post-test
Score Difference D= X – Y
X Y
S-1 30 50 20
S-2 30 50
20
S-3 40 60
20
S-4 50 60
10
S-5 50 70
20
S-6 40 70
30
S-7 20 60
40
S-8 20 60
40
S-9 30 60
30
S-10 50 80
30
S-11 50 60
20
S-12 30 60
30
S-13 30 80
50
S-14 50 70
20
S-15 40 50
10
S-16 50 70
20
S-17 50 50
0
S-18 40 70
30
S-19 50 80
30
S-20 40 80
40
S-21 50 70
20
S-22 50 70
20
S-23 30 50
20
S-24 40 70
30 N-24 ∑X = 960 ∑Y =1550 ∑D = 600
Based on the data above, after conducted the pre-test and post-test at first-grade students of MTs Hadil Ishalah-Bilebante by used hand puppet, in this case, the test filled the blank. Then the researcher then tries to compare the result of the pre-test and post-test. Table 4.5 showed that the result of pre-test score (∑X)= 960 and post-test score (∑Y)= 1550 and the
differences between pre-test score from the post-test score (∑D) = 600 Table 4.6
Data Descriptive Pre Test and Post Test Descriptive Data Experiment Group
Descriptive Data Experiment Group
Pre-test Post-test
Mean 41 Mean 64
Median 40 Median 65
Mode 41 Mode 64
Variance 98 Variance 104
Standar Devaition 9.91 Standar Devaition 1020
Maximun 60 Maximun 80
Minimum 20 Minimum 50
Range 40 Range 30
Total 960 Total 1550
2. Prerequisite Test
There are two types of prerequisite tests, namely the normality test and homogeneity test. The objective of the normality test is to find out whether the samples of data have been normally distributed or not.
a. Normality Test
Table 4.7
Base on table 4.7 the sample data in the experiment group showed that the Sig. Values in Kolmogorov-Smirnov and Shapiro-Wilk were>
0.05 both the pre-test (0.002 & 0.016) and post-test (0.012 & 0.010) which indicated that sample data in the experiment group was normally distributed.
3. Hypothesis Testing
Table 4.8 presented the outputs of paired sample test analysis, as follow Table 4.8
Paried Sample Test Paired Differences
T Df
Sig.
(2- tailed) Mean
Std.
Deviation Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair 1 PRETEST –
POSTTEST -
2.45833E1 11.41287 2.32964 - 29.40257
-
19.76410 -10.552 23 .000 Normality Test in Experiment Group
Test
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic Df Sig.
students' score in vocabulary
Pretest .228 24 .002 .894 24 .016
Posttest .202 24 .012 .883 24 .010
Base the data above, the result of t-count in one pair experiment group pre-test and post-test and post-test is 10.552 with degree freedom (df)
= 23 and significance value (Sig.2-tailed) 0.000. Then, the df 23 was found in t-table score at significance level 5% (0,05) and the result 2.064. base on the statistical using t-test, it show that t-table = 2.064 and t-count 10.552 which mean that t-count is higher than t-table 10.552>2.064. it can conclude that if the tcount>ttable 10.552>2.064 the alternative hypothesis (Ha) which states that there is a significant effect using hand puppet in teaching the student to ability descriptive text is accepted. Moreover, the significance value (Sign 2-tailed) is less than 000<0.05 which mean the null hypothesis (Ho) there is no significant effect using hand puppet in teaching the student to ability descriptive texts are accepted.
B. Discussion
This study is entitled to the Effectiveness of Teaching Vocabulary by Using Hand Puppet in the first Class Student at MTs Hadil Ishlah Bilebante academic year 2019/2020. This study aimed to determine the effect of teaching vocabulary by using hand puppet. Therefore, researchers took several steps starting from:
1. Pre-Test
The pre-test can be interpreted as an activity to test the level of student knowledge about the material to be delivered and tested while the pre-test is carried out to determine the students' initial abilities.
Therefore, the researchers conducted this pre-test before learning
activities or before students were given treatment. The question instrument consisted of one of the used short stories. Students must pay attention to three aspects used in the assessment related to match a word to definition, complete sentence, and write a definition of moral.
2. Treatments
After the pre-test the research was conducted one treatment used descriptive text. In the treatment the researchers gave treatments. the experimental class used a descriptive text. The implement this researcher gives a reference to students to read the short story text and they were instructed to interpret the words of the short story.
Futhermore, based on what was done during the two meetings, it showed students' vocabulary increased in learning short story as evidenced by the results of the post-test Therefore, the researcher was giving a treatment by hand puppet as media. And talking about spelling and copies a simple word, and a sentence about animals and things. During getting the treatment, the students felt interested, enjoy, active, happy, and enthusiastic to learn English vocabulary.
3. Post-Test
After pre-test and one treatment, research was conducted a post-test to see the students' abilities after used hand puppet in the teaching of the vocabulary and conventional methods. It can be seen from the results that student grades have increased. The question instrument consisted of one of using the descriptive texts. The post-test was given to know the
students’ vocabulary mastery after them getting the treatment. The researcher wanted to know how far the students can memorize and understanding the vocabulary after given treatment was done. It was known that the students’ vocabulary was significant.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the research and data analysis using Microsoft Excel 2007 and SPSS 16.0, the researcher concluded that the use of Hand Puppet effectively impacts on teaching vocabulary for the first-grade Students MTs Hadil Ishalah Bilebante academic year 2019/2020. Based on the result of this study, there is a different average in students’ achievement in effective teaching vocabulary by hand puppet. Since students in the experiment group showed good improvement and also treatments in an oral presentation. The evidence as can be seen from the total score, total difference, and the mean from pre-test to post-test of one experiment. Students in the experiment group prove that by the implementation in learning, the learning process becomes more interesting and the students found it easier for them to answer and solve the material, which helps them to more understand the topic material. Furthermore, the result of the independent t-test that analyzed by using paired sample t-test in SPSS 16.0 showed that the tcount>ttable 10.552>2.064 with the significance value (Sig. 2-tailed) was less than 0.05 (0.000<0.05) means that alternative hypothesis (Ha) was accepted.
B. Suggestion
Based on the conclusion made above, the researcher would like to give some suggestions dealing with teaching and learning vocabulary skills.
It is expected to be useful for students, teachers, and other researchers. The suggestions are as follows:
1. For the students
The students should be more aware of their condition in learning English in order to get the useful knowledge and a good final score especially in learning vocabulary. They don’t have to be shy and afraid of making mistake. They should keep drilling their vocabularies as well, because these activities give them very good influence to improve their vocabulary skills.
2. For the teacher
In teaching vocabulary, the teacher should find a new strategy in order to solve students’ problem in teaching vocabulary . The use of hand puppet as strategy helps the teacher to find such an easy way to teach vocabulary which will trigger them to have inspiration in improving teaching methods in order to increase students’ achievement in learning activity. The successful of the teaching and learning activities are in the teacher’s hand in order to deliver such a useful knowledge and satisfied achievements from their students. So, the teachers must be able to create
47
their own way to arise the students’ interest in the lesson especially in teaching vocabulary.
3. For the Researchers
The result of this research can be used as an additional reference for a similar research with different variables or different population, especially researches dealing with the teaching vocabulary in descriptive text. The researcher also hopes that other researchers can apply this approach in other level of students.
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APPENDIXS
APPENDIX 1
LESSON PLAN
➢ Lesson Plan (Rpp)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MTs Hadil Ishalah Bilebante Mata Pelajaran : Bahasa Inggris
Kelas/Semester : Vll/ Ganjil
Materi Pokok : Teks Deskriptif; Orang
Alokasi Waktu : 3x 2 Jam Pelajaran @45 Menit A. Kompetensi Inti
• KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
• KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
• KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait orang, pendek dan
3.4.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks deskriptif sederhana terkait orang, sesuai dengan konteks penggunaannya di dunia kerja.
sederhana, sesuai dengan konteks penggunaannya
3.4.2 Mengidentifikasi perbedaan cara pengungkapan dari masing- masing konteks.
4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
4.4.2.1 Membuat teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
4.4.2.2 Menghasilkan sebuah teks deskriptif lisan dan tulis, sederhana, terkait orang, benda dan tempat yang koheren.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
➢ Peserta didik mampu mengidentifikasi fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks deskriptif sederhana terkait orang, sesuai dengan konteks penggunaannya di dunia kerja.
➢ Peserta didik mampu mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks.
➢ Peserta didik mampu Membuat teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
➢ Peserta didik mampu Menghasilkan sebuah teks deskriptif lisan dan tulis, sederhana, terkait orang, benda dan tempat yang koheren.
D. Materi Pembelajaran
➢ Fungsi Sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
➢ Struktur Teks Dapat mencakup
- Identifikasi (nama keseluruhan dan bagian) - Sifat (ukuran, warna, jumlah, bentuk, dsb.) - Fungsi, manfaat, tindakan, kebiasaan
➢ Unsur kebahasaan
- Kosa kata dan istilah terkait dengan orang
- Adverbia terkait sifat seperti quite, very, extremely, dst.
- Kalimat dekalraif dan interogatif dalam tense yang benar
- Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb.