CHAPTER III RESEARCH DESIGN
F. Technique of Data Analysis
Data from Questionnaire
There were some steps in analyzing data for document checklist:
1. Collecting data
Researcher collected the data from questionnaire.
2. Classifying
Researcher classified the result of question that has been collected.
3. Analyzing
Researcher will analyze the percentage of questionnaire by using formula below:
4. Concluding
Researcher made conclusion after analyzed the result the data that has been
5. collected
Concluding Researcher made conclusion after analyzed the result the data that has been collected.
Table 3.1 X value interpretation table
X Value Interpretation
0 Very Poor
0,01 – 0.49 Poor
0,50 Fair
0,51 – 0,99 Good Enough
1 Very Good
Sugiono (2012) Skala guttman : 0 < X 0 < 1
Yes = 1 No = 0
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents research findings and discussion. Findings from the study including a description of students opinion using mall in reading class A. Findings
Type of research used in this research was descriptive qualitative research. This research used Questionnaire to find the opinion of the students on using Mall application in reading class.
with the results of data collection through a questionnaire with a number of respondents as many as twenty students using a measuring instrument that is using the Guttman scale to respondents containing twenty questions and respondents answering these questions by giving a tick or writing yes or no on the selected answer, and the results of the questionnaire are as follows: in the table below.
1. Data Analysis of Questionnaire
This part is presented the result of Data Analysis of the students questionnaire in bg, A class in second semester for the 2019/2020 Academic year
Tabel 4.1.1 MALL in learning reading is easly to use by students
No Criteria Total
1 Yes (1) 19
2 No (0) 1
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Based on the table above, from 20 students 19 choose YES and 1 choose NO from the first question.
Tabel 4.1.2 Assessment in MALL is Effective
No Criteria Total
1 Yes (1) 7
2 No (0) 13
Based on the table above, from 20 students 7 choose YES and 13 choose NO from the second question.
Tabel 4.1.3 The use of mobile phones can create interactive learning environments
No Criteria Total
1 Yes (1) 11
2 No (0) 9
Based on the table above, from 20 students 11 choose YES and 9 choose NO from the third question.
Tabel 4.1.4 The multimedia used in mobile phones is useful for reading class
No Criteria Total
1 Yes (1) 19
2 No (0) 1
Based on the table above, from 20 students 19 choose YES and 1 choose NO from the fourth question.
Tabel 4.1.5 The use of mobile phones will facilitate the process of language learning
No Criteria Total
1 Yes (1) 17
2 No (0) 3
Based on the table above, from 20 students 17 choose YES and 3 choose NO from the fifth question.
Tabel 4.1.6 Mobile phones can be used to teach/learn reading skill effectively
No Criteria Total
1 Yes (1) 15
2 No (0) 5
Based on the table above, from 20 students 15 choose YES and 5 choose NO from the sixth question.
Tabel 4.1.7 Aplication in MALL is helpful for learning reading skill
No Criteria Total
1 Yes (1) 14
2 No (0) 6
Based on the table above, from 20 students 14 choose YES and 6 choose NO from the seventh question.
Tabel 4.1.8 The use of mobile phones for reading classlearning is time- efficient
No Criteria Total
1 Yes (1) 11
2 No (0) 9
Based on the table above, from 20 students 11 choose YES and 9 choose NO from the eighth question.
Tabel 4.1.9 Mobile phones can be connected to the internet at any time
No Criteria Total
1 Yes (1) 11
2 No (0) 9
Based on the table above, from 20 students 11 choose YES and 9 choose NO from the ninth question.
Tabel 4.1.10 Mobile phones provide learn ubiquitos
No Criteria Total
1 Yes (1) 20
2 No (0) 0
Based on the table above, all students choose YES from the tenth question.
Tabel 4.1.11 The small screen size of mobile phones disturbs learning in reading class
No Criteria Total
1 Yes (1) 9
2 No (0) 11
Based on the table above, from 20 students 9 choose YES and 11 choose NO from the eleventh question.
Tabel 4.1.12 Slow internet speed
No Criteria Total
1 Yes (1) 17
2 No (0) 3
Based on the table above, from 20 students 17 choose YES and 3 choose NO from the twelfth question.
Tabel 4.1.13 Interent connectivity problems
No Criteria Total
1 Yes (1) 19
2 No (0) 1
Based on the table above, from 20 students 19 choose YES and 1 choose NO from the thirteenth question.
Tabel 4.1.14 The application of online class is complicated to use by students
No Criteria Total
1 Yes (1) 14
2 No (0) 6
Based on the table above, from 20 students 14 choose YES and 6 choose NO from the fourteenth question.
Tabel 4.1.15 Students do not have a good ITC litecary to use mobile phones for learning reading skill
No Criteria Total
1 Yes (1) 13
2 No (0) 7
Based on the table above, from 20 students 13 choose YES and 7 choose NO from the fifteenth question.
Tabel 4.1.16 Students do not have a good ITC litecary to use mobile phones for learning reading skill
No Criteria Total
1 Yes (1) 13
2 No (0) 7
Based on the table above, from 20 students 13 choose YES and 7 choose NO from the fifteenth question.
Tabel 4.1.17 High cost of connectivity to the internet
No Criteria Total
1 Yes (1) 12
2 No (0) 8
Based on the table above, from 20 students 12 choose YES and 8 choose NO from the sixteenth question.
Tabel 4.1.18 Students’ lack of skill/knowledge to use mobile phones for academic purpose
No Criteria Total
1 Yes (1) 4
2 No (0) 16
Based on the table above, from 20 students 4 choose YES and 16 choose NO from the seventeenth question.
Tabel 4.1.19 Incompability of the use of mobile phones with learning reading skill
No Criteria Total
1 Yes (1) 15
2 No (0) 5
Based on the table above, from 20 students 13 choose YES and 7 choose NO from the eighteenth question.
Tabel 4.1.20 Students, resistance to the use of mobile phones for academic purpose
No Criteria Total
1 Yes (1) 13`
2 No (0) 7
Based on the table above, from 20 students 13 choose YES and 7 choose NO from the nineteenth question.
Tabel 4.1.21 Lack of language learning mobile based software and activities
No Criteria Total
1 Yes (1) 14
2 No (0) 6
Based on the table above, from 20 students 14 choose YES and 6 choose NO from the twentieth question.
the table above is the result of the number of answers from students from a total of twenty questions and after obtaining answers to each question, the researcher adds up all yes answers to be able to find the average and then it is known what percentage of the total questions has a value and the last step after getting the percentage then converted into decimal form the value can be put on a scale on the intepration table in the next explanation in this case the researcher does not add up the answers no
from the students because in Gutman's assessment the answer no has no points so it doesn't need to be calculated and for the sum of the answers yes will described in the table below
Tabel 4.2 Table of Data Collection Result
No Criteria Total Average Percentage
1 Yes (1) 274 12.4 66%
2 No(0) 126 2.6 0%
based on the above results, a total score of 274 was obtained from the total number of students who answered yes and the average obtained from the total number of answers "yes" from the total percentage is 100% divided by the total frequency, namely the total number of students and times the average, the results for the scale are 62 % and converted into nominal form to 0.62% after getting the results, place the scale according to the interpretation table below.
Tabel 4.3 Table Interpretation
X Value Interpretation
0 Very Poor
0,01 – 0.49 Poor
0,50 Fair
0,51 – 0,99 Good Enough
1 Very Good
. Guttman scale research is research that wants to get a firm answer to a problem for assessing the answer given a value of 1 for a positive score and o for a negative score then if the value is converted to a percentage then the answer agrees to 1 X 100% = 100% and disagrees becomes 0 X 100% = 0%
To find out the percentage of "yes" answers obtained from the questionnaire which was calculated, it was placed on the percentage scale as follows, the YES answer score was "1" and the answer NO, the answer score was "0" with a total of 274 "yes" answers. 12.4% because the value of the answer "no" is 0 then it does not need to be calculated, the average value of students 12.4% researchers changed it into a percentage so that it could be placed on the Guttman scale by means of an average value of 12.4 with a simple formula that is 100% divided by the number of students which is 20 multiplied by the average result, the percentage of results obtained by students who choose the answer "yes" is 62% and is converted into nominal form to 0.62%. is in the range of 0.51 – 0.99, so it can be said that the perception of students who have used the mall in class is on the "good enough" scale in the interpretation table.
B. Discussion.
Based on the results of the analysis of the guttman scale, the results related to the interpretation table on the "good enough" scale, meaning that the perception of students who use MALL in reading class is that students have positive perceptions. This means that according to students, the use of
applications on the MALL or MALL itself in the reading class is good enough or enough to help them in the learning process, both in receiving the material and in making assignments given to them through the application given on the advice of the lecturer and the atmosphere is quite interactive. and MALL flexibility for academic purposes.
another thing because the scale obtained by students' opinions about MALL in the reading class is that it is good enough, the meaning is quite easy to use because of its flexibility which can be used anytime and anywhere as long as it is reached by the internet. another thing because the scale obtained by students' opinions about MALL in the reading class is that it is good enough, the meaning is quite easy to use because of its flexibility which can be used anytime and anywhere as long as it is reached by the internet and also and MALL is also quite helpful for students for academic purposes such as studying independently they can use MALL to help them learn on their own, even though it's not optimal because there are many paid applications or websites.
with a good enough scale also indicates the learning environment created is good enough for students to receive or participate in the learning process and the interaction between lecturers and students or fellow students is quite fulfilled for a pleasant learning atmosphere or it can be said that even though they do not face to face directly MALL is quite able to live an interactive learning environment.
with a good enough scale also shows that the learning environment
created is good enough for students to receive or participate in the learning process and interactions between lecturers and students or fellow students are quite fulfilled for a pleasant learning atmosphere or it can be said that although not face to face MALL quite able to turn on an interactive learning atmosphere based on the results of a scale good enough. The results show that students have positive perceptions and attitudes towards MALL to support classroom activities.
In this research in line with Yudhiantara & Nasir (2017),stated Toward mobile- assisted language learning (MALL): Reaping mobile phone benefits in classroom activities. This study used questionnaire and observation. The results showed tha students had positive perceptions and attitudes towards cell phones to support class activities.
BAB V
CONCLUSION AND SUGGESTION A. Coclusion
based on the results of the analysis of the guttman scale, the results related to the interpretation table on the "good enough" scale, meaning that the perception of students who use MALL in reading class is that students have positive perceptions. This means that according to students, the use of applications on the MALL or MALL itself in the reading class is good enough or enough to help them in the learning process, both in receiving the material and in making assignments given to them through the application given on the advice of the lecturer and the atmosphere is quite interactive. and MALL flexibility for academic purposes.
B. Suggestion
Considering the result of this research, the researcher offer suggestion as follow : The lecture should be able to further optimize applications that are in accordance with the material being taught and not be monotonous using the same application in teaching or giving assignments in order to increase interest in learning, lecturers must also pay attention to the learning environment using MALL in order to produce an interactive learning environment between lecturers and students and fun so that students enjoy online learning. as good.
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Research Instrument 1: Questionnaire Students’ Perception of Using Mobile Assisted Language Learning (Mall) in Reading Class.
Instructions for students in fill in the Instrument:
1. There are 20 statements in the instrument.
2. The researcher will explain the purpose of the research 3. Students read the statements
4. Students give their perspective by fill the instrument
5. The instruments consists of some points that are strongly disagree, disagree, agree, strongly agree
6. Students submit the instrument which has been fill by students itself.
7. The researcher will analyze the data
8. The researcher will make a conclusion after analyzing the data.
Instrument
No. Item Yes No
1 Mall in learning reading is easily to use by students 2 Assessment in Mall is effective
3 the use of mobile phones can create interactive learning environments
4 the multimedia used in mobile phones is useful for reading class
5 the use of mobile phones will facilitate the process of language learning 6 Mobile phones can be used to teach/learn reading skill effectively 7 Applications in Mall is helpful for learning reading skill
9 Mobile phones can be connected to the Internet at any time 10 Mobile phones provide learn ubiquitous
11 the small screen size of mobile phones disturbs learning process in reading class.
12 Slow Internet speed
13 Internet connectivity problems
14 The application of online class is complicated to use by students
15 Students do not have a good ICT literacy to use mobile phones for learning reading skill.
16 High cost of connectivity to the Internet
17 Students’ lack of skill/knowledge to use mobile phones for academic purposes
18 Incompatibility of the use of mobile phones with Learning reading skill
19 Students’ resistance to the use of mobile phones for academic purposes
20 Lack of language learning mobile- based software and activities
Student Work Results
Students’ perception of using Mobile Assisted Language Learning (Mall) in Reading Class.
Name : Class : BG2A
Nim : 105351100620
Instructions for students in fill in the Instrument: students read carefully the 20 instruments that have been provided and choose the appropriate answer according to the students
INSTRUMENTS
No. ITEM YES No
1. Mall in learning reading is easily to use by students
(Mall dalam pembelajaran membaca mudah digunakan oleh siswa)
Agree
2. Can the tasks given be easily understood?
( apakah tugas yang diberikan dapat dengan mudah dipahami)
Disagree
3. the use of mobile phones can create interactive learning environments
(penggunaan ponsel dapat membuat interaktif lingkungan belajar)
Agree
4.
the multimedia used in mobile phones is useful for reading class
(multimedia yang digunakan di ponsel berguna untuk kelas membaca)
Agree
5. the use of mobile phones will facilitate the process of language learning
(penggunaan handphone akan mempermudah proses pembelajaran bahasa)
Disagree
6. Mobile phones can be used to teach/learn reading skill effectively
(Ponsel dapat digunakan untuk mengajar/mempelajari keterampilan membaca secara efektif)
Disagree