CHAPTER I INTRODUCTION INTRODUCTION
F. Technique of Data Analysis
The data was collecting from the test of vocabulary that analyzes by using the following procedure:
1. To calculate the score of the students’ test
Table 3.1. The classifying the score of students as following:
Depdiknas, (2004) 2. To calculate mean score of the student
Notion:
X : Mean score
: The sum of all the score : The number of the students
Gay, (1981)
SCORE CATEGORY
96-100 Excellent
86-95 Early good
76-85 Good
66-75 Fairly good
56-65 Fair
36-55 Poor
0-35 Very poor
3. To find the students’ improvement the formula as follow:
Notion:
: The students’ improving
: The mean score of the pre-test : The mean score of the post-test
Gay, (1981) 4. Calculating the value of t-test to indicate the significance of the
difference between the pretest and posttest by using the following formula:
Note:
t : test
ƩD2 : the sum of all squares (ƩD)2 : the sum of all sums ΣD : Sum of the differences
N : number of subjects in particular group
20 CHAPTER IV
FINDING AND DISCUSSION A. Findings
In this finding explain the result of the research such as students’ score pre-test and post-test, the students’ scores of indicators. The improvement of students’ vocabulary can be seen in the following table:
1. The improvement of the students’ vocabulary Table 4.1: The students’ mean score.
Indicator
Pre-Test Score
Post-Test Score
Improvement
%
Students Vocabulary 40 54.25 35.6%
Table above show that there is improvement of the students’
vocabulary totally mean score in pre-test before gave treatments was 40 and after gave treatment students’ vocabulary totally mean score in posttest became 54.25. Therefore it could be summarized that students’
vocabulary was improve became 35.6%.
2. The students’ rate percentage and frequency Table 4.2: The students’ all score category.
No Category Score
Pre-Test Post-Test Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - -
3 Good 76-85 - - - -
4 Fairly good 66-75 - - 1 5
5 Fair 56-65 1 5 6 30
6 Poor 36-55 11 55 12 60
7 Very poor 0-35 8 40 1 5
TOTAL 20 100 20 100
The table shows that the category, frequency and percentage of students’ vocabulary, there are different between pre-test and post-test.
The result of pre-test before applied the Board Race method, there was no students in category excellent, very good, good, and fairly good.
Only 1 student in category fair and 11 students in category poor and 8 got category very poor.
The result of post-test after applied the Board Race method shows there is no students in category excellent, very good and good. Only 1 student in category fairly good, 6 students in category fair, 12 students in category poor, and only 1 student got category very poor. It was mean that Board Race method effective to improve students’
vocabulary.
Figure 4.1: the rate frequency of the students’ all score in pre-test and post-test.
Figure 4.1 shows that students’ rate frequency in pre-test and post- test. After applied Board Race method the students’ score was improve which is post-test was higher than pre-test. The result shows that students’ score in pre-test were 40% categorized as very poor while in post-test only 5% students in very poor categories. It means that their understanding about vocabulary was improve.
0 2 4 6 8 10 12 14
pre-test post-test
fairly good fair poor very poor
3. The improvement of the students’ vocabulary in term of verb.
Table 4.3: The students’ mean score of verb.
Indicator
Pre-Test Score
Post-Test Score
Improvement
% Students Vocabulary
in term of Verb
46.75 63.5 26.3%
Table above explain about students’ mean score in term of verb show that the result of students’ in pre-test 46.75 while students’
vocabulary in post-test become 63.5 after applied the treatment.
Therefore it could be summarized that students’ vocabulary in term of verb was improve became 26.3%.
4. The students’ rate percentage and frequency in term of verb Table 4.4: The students’ score category in term of verb
No Category Score
Pre-Test Post-Test Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - - -
3 Good 76-85 - - 4 20
4 Fairly good 66-75 2 10 5 25
5 Fair 56-65 6 30 6 30
6 Poor 36-55 7 35 5 25
7 Very poor 0-35 5 25 - -
TOTAL 20 100 20 100
The table shows that the category, frequency and percentage of students’ vocabulary in term verb, there are different between pre-test and post-test. The result of pre-test before applied the Board Race method, there was no students in category excellent, very good, and good. There only 2 students in category fairly good, 6 in fair categories, 7 students got poor categories and 5 students got category very poor.
The result of post-test after applied the Board Race method shows there was no students in category excellent, and very good. There are 4 students in category good, 5 students in category fairly good, 6 students in category fair, 5 students got category poo and none in very poor categories. It was mean that Board Race method effective to improve students’ vocabulary in the term of verb.
Figure 4.2: the rate frequency of the students’ score in pre-test and post-test in term of verb
Figure 4.2 shows that students’ rate frequency in pre-test and post- test in term of verb. After applied Board Race method the students’
score was improve which is post-test was higher than pre-test. The result shows that students’ score in pre-test were 25% that categorized as very poor and there is no students in good categories, while in post- test there is no students in very poor categories but there were 20% in good categories. It means that their understanding about vocabulary in term of verb was improve.
5. The improvement of the students’ vocabulary in term of Noun Table 4.5: The students’ mean score of Noun
Indicator
Pre- Test Score
Post-test Score
Improvement
% Students Vocabulary in
term Noun
32 51 59.3%
0 1 2 3 4 5 6 7 8
pre-test post-test
good fairly good fair poor very poor
Table above explain about students’ mean score in term of noun.
Based on data above show that the result of students’ pre-test 32 while students’ vocabulary in post-test become 51 after applied Board Race method. Therefore, it could be summarized that students’ vocabulary in term of noun from pre-test to the post-test was improve became 59.3%.
6. The students’ rate percentage and frequency in term of noun Table 4.6: The students’ score category in term of noun.
No Category Score
Pre-Test Post-Test
Freq % Freq %
1 Excellent 96-100 - - - -
2 Very good 86-95 - - - -
3 Good 76-85 - - - -
4 Fairly good 66-75 - - 6 30
5 Fair 56-65 - - 2 10
6 Poor 36-55 8 40 11 55
7 Very poor 0-35 12 60 1 5
TOTAL 20 100 20 100
The table 4.6 shows that the category, frequency and percentage of students’ vocabulary in term of noun, there are different between pre- test and post-test. The result of pre-test before applied Board Race shows that none category excellent, very good, good, fairly good, and fair. There were 6 students got category poor, and 14 students in very poor categories. Therefore, the result show that after applied Board Race only 1 in category good, none in category excellent, very good and fairly good. There were 7 students in category fair, 8 in category poor and 4 in very poor categories. Therefore, there were improvement students’ vocabulary before and after gave treatments.
Figure 4.3: the rate frequency of the students’ score in pre-test and post-test in term of noun.
Figure 4.3 shows that the rate of students’ rate frequency in pre-test and post-test in term of noun. After applied Board Race method the students’ score had improved where pre-test was higher that post-test.
The result shows that students’ score in pre-test were 70% categorized as very poor and none of good categorized while in post-test only 20%
as very poor and there were 5% in good categorized.
0 2 4 6 8 10 12 14
pre-test post-test
fairly good fair poor very poor
Figure 4.4. The Students’ Improvement in Pre-test and Post-test of noun and verb.
Figure 4.4 shows that from 20 students who followed pre-test in term verb of got 46.75% while in the post-test got 63.5% and got improvement 26%. the result shows in term of noun students in pre-test got 32% and post-test became 51%, the students’ improvement in term of nous were 59.3%. It means the students’ score and percentages in post-test was better and higher than pre-test. That is why there are improvement after gave the treatments.
7. Hypothesis Testing
To know the level of significance of the pre-test and post test, the researcher used t-test analysis on the level of significance (p) = 0.05 with the degree of freedom (df) = N-1 (20-1= 20), where number of subject (students) the value of table is 1.729. The t-test statistical, analysis for independent sample is applied. The following table shows the result of t-test calculation:
Pre-test Post-test Improvement
Verb 46.75 63.5 26.3
Noun 32 51 59.3
0 10 20 30 40 50 60 70
Table 4.7.The t.test of students’ improvement
The table above 4.7 shows that t-test value in all (5.61>1.729) and in term of verb were greater than t-table (5.85>1.729), it means that there is difference between the students’ vocabulary in term of verb before and after using Board Race method. The table also show that t- test value in term of noun was greather than t-table (4.37>1.729) it was improved, it means that there is the significance difference between the students’ vocabulary in term of noun before and after applied Board Race. Therefore, it could be said that the use of Board Race method was effective to improve students’ vocabulary mastery at SMP Jaya Negara, Makassar.