CHAPTER III RESEARCH METHODOLOGY
G. Technique Of Analyzing The Data
learning process after implementation of using youtube video
“MmmEnglish”. The Post-Test takes two meetings.
was utilized. The data distribution can be characterized as normal if the normality test result is more than > 0.05, which was performed using SPSS Statistic version 26. (Sugiyono, 2016). Calculating the data's homogeneity was the next step.
Data in both classes were examined using the homogeneity test to see if they were homogeneous or not. To ensure that the test produced results with a significant level greater than = 0.05 and data homogeneity, SPSS Statistic Version 26 was also used. Following that, researchers examined the control class using t-tests.
1. Score Classification
To measure the students‟ pronunciation ability of the students on the two components observed include
accuracy and fluency, the data was tabulated by referring to the scoring system introduced by Heaton (1988:97).
Tabel 3.3 the classification score and criteria of the components above:
No Language components
Description
1 Pronunciation 1. Pronunciation of individual noises as well as expressions 2. Pronunciation of
sentences, the right- handed pronunciation as well as stress 2 Grammatical
Accuracy
Accurate use of structure, or how the learner gets his/her utterance correct 3 Vocabulary The learner‟s capability in
opting for convenient expressions as well as how to settle the issues when he/she cannot find suited expressions by clarifying
around the expression.
4 Fluency 1. The capability to aid the conversation 2. Interpret a text
smoothly forthwith, or otherwise unseemly pause, or otherwise reiterating
expressions/lines.
5 Interactive Communication
The capacity to
understand the meaning across the audience.
No Aspect Scale Indicator
1 Pronunciation 0 1 2 3
Many wrong
pronunciation Frequent incorrect pronunciation
4 Occasional errors in pronunciation Some errors in pronunciation No errors/ minor errors
2 Grammatical Accuracy
0 1 2 3 4
No mastery of sentence
construction Major problems in structure
Several errors in stucture
Minor problems in structure
Demonstrates
mastery of
structure (few
errors)
3 Vocabulary 0
1 2 3 4
Small know-how of English
expressions usual faults of expression decision
Casual faults in term decision Slight faults in expression decision Effective/
convenient expression choosing
4 Fluency 0
1 2 3
Dominated by hesitation
Frequent hesitation Occasional
4 hesitation Minor hesitation No hesitation 5 Interactive
Communication 0 1 2 3 4
Message unclear Disconnected idea Ideas stand but loosely organized
Clear and
organized ideas Well-organized and clear-cut thoughts Source: (Heaton, 1988:99) The maximal score is 20 points.
Obtained score
Student‟s mark = x 100
The maximal score
2. Data Quality Test
a. Validity test
This validity test makes use of Corrected Item - Total Correlation. One of the criteria that seeks to determine whether the item function fits with the scale's overall function is the corrected item-total correlation.
The tool has alignment or consistency on the scale the greater the correlation score. If "r count > r table," the measuring device is considered to be acceptable;
otherwise, it is said to be invalid if "r count<r-table".
b. Reliability Test
A reliability test is an indicator of how much a measuring device can be depended upon or trusted. When using the Cronbach Alpha measurement technique
repeatedly, reliability is the ability of a measuring instrument to consistently measure the same symptoms. A measuring instrument is considered reliable if its Cronbach Alpha value is larger than 0.50 and invalid if it is less than 0.50 (Sugiyono, 2011:121).
2. Inferential Analysis
The inferential analysis used in this study includes the normality test, and the homogeneity test.
a. Normality test
The foundation of parametric statistics is the presumption that the data for each variable under study is normally distributed. In order to determine if the samples used in this study are drawn from a population with a regularly distributed population, a normality test is required.(Alwehaibi & Bint, 2015) The Kolmogorov- Smirnov formula in the Statistical Product for Servicer Solution (SPSS) Program is used by the author to
determine the instrument dependability. The sample value used for research purposes originates from a regularly distributed population if the significant value is greater than 0.05.
b. Homogeneity Test
Basically the homogeneity test was conducted to investigate whether or not the homogeneity of the variation between groups was fulfilled. (Silviyanti, 2014) In looking for instrument reliability, the author uses the Kolmogorov-Smirnov formula in the Statistical Product for Servicer Solution (SPSS) Program. If the significant value is higher than 0.05, then the value of the sample taken for the purposes of the study is homogeneous.
3. Hypothesis test
The comparison test is the data analysis method employed in this study (t test). T The normality test and the homogeneity test are the precondition tests that must
be run on the data before the t-test can be used to examine it (Sugiyono, 2016). In the research that follows, hypothesis testing will be conducted utilizing a comparison test called the t test. Decisions about t-tests are based on:
1. If tcount is equal to or greater than ttable, then the null hypothesis (0) is rejected, which means there is a significant difference.
2. If tcount is smaller than ttable then the null hypothesis (0) is accepted, which means there is no significant difference.
The formula for finding t count is:
t= (X1-X2)/√((〖ΣD〗^2- (ΣD)〗^2/n)/(n(n-1))) or
t=
√
Description:
X1 = First Sample Mean X2 = Second Sample Mean
D = The difference between the first and second scores D2 = Different Square
D2 = Sum of Different Squares n = Number of Sample Pair
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the result of the research and its discussion. In this chapter, the data which had been collected were analyzed and interpreted.
A. Findings
In research on the effectiveness of online media in improving students' english pronunciation skills. With a sample of class X B as the control class and as the experimental class. Before conducting research in schools, the authors first made observations in order to obtain information about the learning process that took place.
In the data collection process, the first technique used was Test testing, the test consisted of two types of pre-test and post-test which contained learning materials to be tested to show learning outcomes from both control and
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experimental classes. After that the data is edited and tabulated for further calculation.
The next step is to analyze and interpret the data obtained. The data from the research results analyzed were learning outcomes scores on the cognitive aspect consisting of pretest and posttest scores from the control and experimental groups. The learning outcomes data were obtained from 24 students in the control class and 24 in the experimental class.
Based on the observations made by the observer, it can be interpreted as follows: In the initial activities it has been carried out very well and pays great attention to students, in the core activity each step of the use of
"mmmEnglish" Youtube Videos is carried out according to what is carried out as what has been observed and can produce a
fun learning process and the last stage is the conclusion that is drawn. what the researcher has done
according to what is on the pre-test, treatment and post- test sheets did well and concluded that in order to achieve good results, it was realized in the process of improving English pronunciation ability learning outcomes.
1. The Students’ Pre- Test and Post-Test Scores
The results of the study are used in tabular form, and in narration (written). The researcher started the research on June 10 to July 22, 2022. The population in this study was 155 students consisting of X A, X B, X C, X D, X E, X F and the sample of this study was X B which consisted of 24 students. The results showed that the use of videos explained through "mmmEnglish"
YouTube Videos as a medium for teaching Pronunciation had an effect on the students' English pronunciation skills at SMAN 09 Bengkulu Selatan. The data were analyzed using SPSS version 26. In the following description, the research findings are presented. After the authors
conducted the research, they obtained two kinds of data;
pre-test and post-test scores:
Table IV.1
The Score of Pre- Test and Post-Test
NO Respondent Pre-Test Post-Test
1 AN 72 92
2 ARP 79 87
3 AAP 77 85
4 BNS 70 82
5 IDA 88 90
6 JDR 81 89
7 LS 76 85
8 PRL 76 80
9 RS 77 83
10 RD 80 84
11 RC 82 88
12 SA 78 80
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13 SD 87 90
14 TAW 88 92
15 THA 83 87
16 TA 81 86
17 TS 79 82
18 TJ 77 81
19 VA 88 90
20 VD 83 87
21 WP 89 92
22 YA 79 81
23 ZAM 78 80
24 ZA 81 83
Total Mean
1929 1974
80,375 85,6667
Based on the table above, the students' highest pre- test score was 82, and the lowest was 72. Meanwhile, the highest post-test score was 92 and the lowest score was
80. After the writer collected data on Ms. in Excel 2010, the author found that the mean score of the pre-test was 80.3 and the mean score of the post-test was 85.6.
2. Data Testing
a. Experimental Class 1) Normality of Pre-Test
Table IV.2 Normality of Pre-Test Kolmogorov-
Smirnova3
Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Pre- Test
.129 24 .200 .935 24 .126
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a. Lilliefors Significance Correction
The writer got the result of a normality test using SPSS 26, which used Lilliefors Significance Correction. From the table IV.2 above, it can be seen that the significance value of the data was 0.200>0.05. It can be concluded that H0 is accepted and the data from the pre-test was in normal distribution.
IV.3
Histogram Normality of Pre-Test
2) Normality of Post-Test
Table IV.3
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Normality of Post-Test Kolmogorov-
Smirnova3
Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Post- Test
.118 24 .200 .928 24 .088
a. Lilliefors Significance Correction
The writer got the result of a normality test using SPSS 26, which used Lilliefors Significance Correction. From the table IV.3 above, it can be seen that the significance value of the data was 0.200>0.05. It can be concluded that H0 is accepted and the data from the pre-test was in normal distribution.
IV.4
Histogram Normality of Post-Test
b. Control Class
Table IV.5
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Normality of Pre-Test 1) Normality of Pre-Test
Kolmogorov- Smirnova3
Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Pre- Test
.223 24 .003 .920 24 .058
a. Lilliefors Significance Correction
The writer got the result of a normality test using SPSS 26, which used Lilliefors Significance Correction. From the table IV.4 above, it can be seen that the significance value of the data was 0.58>0.05. It can be concluded that H0 is accepted and the data from the pre-test was in normal distribution.
IV.6
Histogram Normality of Pre-Test
Table IV.7
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Normality of Post-Test 2) Normality Of Post-Test
Kolmogorov- Smirnova3
Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Post- Test
.176 24 .053 .927 24 .082
a. Lilliefors Significance Correction
The writer got the result of a normality test using SPSS 26, which used Lilliefors Significance Correction. From the table IV.5 above, it can be seen that the significance value of the data was 0.053>0.05. It can be concluded that H0 is accepted and the data from the pre-test was in normal distribution.
IV.8
Histogram Normality of Post-Test
3) Homogeneity Result
79 Table IV.9
Homogeneity Test Results Test of Homogeneity of Variance
Levene Statistic
df1 df2 Sig.
Students' Pronunciation Results
Pretest ,007 1 46 ,933
Posttest ,002 1 46 ,963
The homogeneity test of variance on the pre-test value shows that the significance value is 0.933, it can be seen that higher than 0.05, it can be concluded that the data is homogeneous. The homogeneity test of variance on the post-test value shows that the significance value is 0.963. It can be seen that higher than 0.05, it can be concluded that the data is homogeneous.
4) The Hypothesis of Testing
The writer used a paired sample T-Test to analyze this research. A paired-sample t-test is conducted when a research study only has one group object.
a. Paired Sample T-Test Analysis Table IV.10
Paired Samples Statistics Test Experiment Class Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean P
a i r
1
Pre-Test Eksperimen 68,25 24 6,278 1,281
Post-Test Eksperimen
85,67 24 4,082 ,833
Based on the Paired Samples statistic for the experimental class, the average pre-test result in the experimental class was 68.25 and the standard deviation was 6.27. The average post-test result of the research in the experimental class is 85, 67 and the standard deviation
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is 4,082 this indicates that there is an increase in students' English pronunciation skills.
Table IV.11
Paired Samples Test Experiment Class
Paired Differences
t df
Sig. (2- tailed) Mean
Std . De viat ion
Std.
Error Mean
95% Confidence Interval of the Difference
Lower Upper Pre-Test
Eksperime n - Post-Test Eksperime n
-17,417 7,7 51
1,582 -20,690 -14,144 -11,008 23 ,000
The research was conducted to answer the research problem of whether the use of online media (mmmEnglish) Youtube Videos has any significant effect
on students‟ english pronunciation skills at tenth grade SMAN 09 South Bengkulu. Furthermore, to explain the answer to the question above, the Alternative Hypothesis (Ha) and Null Hypothesis (H0) are assumed as follows:
H0:
There is no significant effect on students‟ english pronunciation skills using online media (mmmEnglish) YouTube Videos as media for teaching pronunciation at the tenth grade of SMAN 09 South Bengkulu.
Ha:
There is significant effect on students‟ english pronunciation skills using online media (mmmEnglish) YouTube Videos as media for teaching pronunciation at the tenth grade of SMAN 09 South Bengkulu.
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To verify the hypothesis, the data from the pre-test and posttest are calculated by using the t-test (paired samples t-test) formula with the assumption as follows:
If the value of sig. (2-tailed) > 0.05, it means that there is no significant effect on students‟ english pronunciation skills using “mmmEnglish” Youtube Videos . H0 (the null hypothesis) is accepted and Ha is rejected.
If the value of sig. (2-tailed) < 0.05, it means that there is effect on students‟ english pronunciation skills using
“mmmEnglish” Youtube Videos. H0 (the null hypothesis) is rejected and Ha is accepted.
Based on the table above, the value of sig. (2- tailed) was 0.000<0.05. According to the result, it can be concluded that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is accepted (Ikhrom et al., 2018). Moreover, there was a significant effect on
students‟ english pronunciation skills when using
“mmmEnglish” YouTube Videos as a medium for teaching pronunciation at the tenth grade of SMAN 09 South Bengkulu. Furthermore, the table above also shows that t0 (count) = 11.008, and df (degree of freedom) =23.
Gay states that the value of tt = 2.145. As a result of (t0 >
tt), 11.008> 2.145, it can be concluded that t0 was greater than tt and that there was a significant difference before and after teaching english pronunciation using
“mmmEnglish” YouTube Videos.
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b. Statistical Analysis of the Results of the Pre- Test and Post-Test in the Control Class
Table IV.12
Paired Samples Statistics Test Control Class Paired Samples Statistics
Mean N Std. Deviation
Std.
Error Mean Pair 1 Pre-Test
Control
74,46 24 7,547 1,540
Post-Test Control
79,54 24 5,242 1,070
Based on the Paired Samples statistic for the control class, the average pre-test result in the control class was 74,46 and the standard deviation was 7,547. The average post-test result of the research in the control class is 79, 54 and the standard deviation is 5,242.
Table IV.13
Paired Samples Test Control Class
Paired Differences
t df Sig.
(2- tail ed) Mean
Std.
Devi ation
Std.
Error Mean
95% Confidence Interval of the Difference
Lower Upper Pair
1
Pre-Test Control Post-Test Control
-5,083 3,229 ,659 -6,447 -3,720 - 7,7 12
23 ,00 0
5) Independent Sample T-Test Analysis of Students Pronunciation Test
87 Table IV.14
Independent Sample T-Test
Independent Samples Test Levene's
Test for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2- taile
d) Mean Differ ence
Std.
Error Differ ence
95%
Confidence Interval of the
Difference Lower Upper
Students ' Pronunci ation Results
Equal variances assumed
,007 ,933 4,516 46 ,000 6,125 1,356 3,395 8,855
Equal variances not assumed
4,516 43,39 8
,000 6,125 1,356 3,391 8,859
Based on the table above, the value t-obtained was 4,516 at the significance level 0,05 in two tailed testing with df was 46. The conclusion that alternative hypothesis was accepted and null hypothesis was rejected. It means that there was significant effect in pronunciation skills within the students in experimental class, who were taught by using
online media (mmmEnglish) Youtube Videos and those who were not.
B. Discussions
This research findings above showed that the students of X B as experimental class who were taught by using “mmmEnglish” YouTube Videos got significant different score in pronunciation skills than the control class. The mean of post-test score gained by experimental class was 85,67. Meanwhile, the students of class control whom taught by direct method only gained 79,54 as the mean of their post-test score. There was significant difference score of pronunciation skills between the two classes. So, it can be concluded that the score of experimental class was higher than the score of control class.
The researcher give pre-test and post-test to experimental class and control class by giving videos
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from “mmmEnglish” YouTube Video and direct method.
The test in the form vocabulary presented on a sheet of paper, which will be practiced by students. Students do pre-test and post-test within 2x40 minutes. In the treatment section, the researcher gives a treatment 4 times meeting for experimental class using video from
“mmmEnglish” YouTube Videos.
At the time of doing the treatment, the researcher found that when the students were shown the video they were very enthusiastic to watch it, students feeling excited and focused. This is in line with the theory kabooha about advantages of using youTube videos, which useful in learning process, especially in pronunciation ability.
Students don‟t just hear the sound and watch it. But, they can also see the tutor explains directly, see the picture and reading the subtitled. After being given material about the vowels in pronunciation, students accept and practice it, then ask a lot of questions.
From the result, the output data of independent sample test (see table IV.10) that the significant values (2- tailed) was 0.000. It means that the significant level less than 0,05 (0.000<0,005) which mean the alternative hypothesis (H1) was accepted, while the nult hypothesis (H0) was rejected. So, it can be concluded that there was significant difference average on experimental class and control class.
Based on previous research by Roki Kurniadi in 2020 with a research entitled Learning English Pronunciation using Online Media” at SMP-IT Al-Fityah School. He shows that YouTube Videos can improve students‟ English pronunciation skills. The researcher applied the procedures of pronunciation skills using YouTube Videos. It can be seen differences in students outcome that was taught using “EngVideos” between those who taught without “EngVideos.
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From the data above the researcher concluded that the group was taught by using videos from
“mmmEnglish” YouTube Videos got a better than the group which was taught through direct method.
mmmEnglish youTube videos was more effective to investigate the students achievement on pronunciation skills. It could make students be more enthusiastic, active and excitedt in teaching learning process in class.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of research findings and the recommended suggestions in order to be considered as a reference for the enhancement for the next follow-up research.
A. Conclusion
Based on the findings a discussion in chapter IV it can be concluded that there was a significant effect using
“mmmEnglish” YouTube Videos on students English pronunciation skills. It supporting factors by the students‟
score in experimental class using “mmmEnglish” get the mean score after treatment or post-test was 85,67. Which higher than the mean score of post-test in control class which was 79,54. Based on t-test it be concluded that alternative hypothesis (H1) was accepted and Null
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hypothesis (H0) was rejected. The factors that influence the contributed of a significant effect is that by using videos from “mmmEnglish” YouTube Videos students can see material, making it easier for students in the experimental class to capture meaning in pronunciation practices. Student feel enjoy, enthusiastic, active and excited to watch it because they not only watch but also read it with subtitled.
B. Suggestion
Considering the effect of using “mmmEnglish”
YouTube Videos on students‟ English pronunciation skills, the researcher would like to give some suggestion especially to teachers, students, and other researcher as follow:
For the teacher, in order to increase students' interest in coming to class, teachers must be more inventive when coming up with teaching and learning activities. The exercise ought to make it easier for learners to participate in the