CHAPTER III: RESEARCH METHOD
G. Technique of Data Analysis
After the score of experiment class and the controlled class had been gathered, the data of pre-test and post-test was used to analyze the significant effect of comic strips on students’ writing recount text. This research also used IBM SPSS V 25 for windows to help the data analysis technique.
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The data analysis techniques that used in this research are:
1. Normality Test
A normal distribution in statistical research was one of the crucial premises before a t-test can be performed. It used to know whether the data normally distributed or not. The analysis of the normality test in this researchused Shapiro-Wilk with α= 0.05. If the normality test resulted > α=
0.05, thedata were distributed normally. Meanwhile, if the result of the data was < α=0.05, then the data were not normally distributed. Software IBM SPSS V 25 for Windows was used to analyze the normality.
2. Homogeneity Test
The assumption of equal variances was important as a normality test.
The variances of data were tested to find out if they were equal or homogeneous. To achieve this data, the Levene Statistic test was used in thisresearch with α=0.05. If the homogeneity test resulted > α= 0.05, then thedata were homogeneous. Meanwhile, if the result was < α= 0.05, the data were not homogeneous. Software IBM SPSS V 25 for Windows was used to analyze the homogeneity.
3. Hypothesis Test
a. Paired Sample T-test
Paired sample t-test is used to determine whether there is a difference in the average of two paired samples. The paired sample t-test in this research is use to answer whether comic strips media have a significant effect on students' writing recount text. To answer this problem, the paired sample t-test is carried out on the experimental class pre-test data with post- test data for the experimental class and the control class. In this research, the data analysis was used theSPSS application V 25 for Windows.
To test the hypothesis, in this study using a paired T-test based on the significance value (Sig):
31
a) If the significance value is < 0.05, then H0 is rejected and Ha is accepted or comic strips has significant effect on students' writing recount text at 8th grade of MTs Ma’arif NU 01 Susukan.
b) If the significance value is > 0.05, then H0 is accepted and Ha is rejected or comic strips does not has significant effect on students' writing recount text at 8th grade of MTs Ma’arif NU 01 Susukan.
b. Independent Sample Test
An independent sample test was used to determine if the mean value of a given target variable for one group differs from the mean value of the target variable for a different group.52 In this research, this test to find out whether there was a mean difference between the control class and the experimental class. Hypothesis in the independent sample test as follows:
Ha: There is an average difference between the control and experimental groups.
H0: There is not an average difference between the experimental and control groups.
The conclusion was determined by looking at the probability value.
1) If the probability value < Research Alpha (0.05), the H0 is rejected and Ha is accepted.
2) If the probability value > Research Alpha (0.05), the H0 is accepted and Ha is rejected.53
4. The students’ work (pre-test and post-test) was assessed by Mrs. Neina Agustin Prabawatie, S.Pd. as the English teacher and used the following scoring rubric:
Table 3.1
Scale for Assessing the Students’ Writing Test54
52 J. De Coster & H. Claypool, Data analysis in SPSS, 2004
53Tomo Djudin, Statistika Parametrik – Dasar Pemikiran dan Penerapannya dalam Penelitian.
Yogyakarta: 2013
54 Arthur Hughes, Testing for language teacher, (Cambridge,University Press, 2003), p. 104.
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Component Score Criteria
Content
30-27 Excellent to
very good
Knowledgeable, substantive, development of thesis, relevant
to assign topic 26-22
Good to average
Sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lacksdetail.
21-17 Fair to poor
Limited knowledge of subject, little substance, inadequate
development of topic 16-13
Very poor
Does enough to evaluate not show knowledge of subject,non-
substantive, partinent, ornot enough to evaluate
Form/organization
20-18 Excellent to
very good
Fluent expression, ideas,clearly stated/supported,
succinct, well-organized,logical sequencing, cohesive 17-14
Good to average
Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but
incomplete sequence 13-10
Fair to poor
Non-fluent, ideas confused or disconnected, lack logical sequencing and development 9-7
Very poor
Does not communicate, no organization or not enough to
evaluate
33 Vocabulary/style
20-18 Excellent to
very good
Sophisticated rang, effective word/idiom choice and usage, word from mastery, appropriate
register 17-14
Good to average
Adequate range, occasionalerrors of word/idiom form
choice, usage but meaning not obscured.
13-10 Fair to poor
Limited range, frequent error of word/idiom form, choice,
usage, meaning confused or obscured
9-7 Very poor
Essentially translation, little knowledge of English, vocabulary, idiom, word form,
or not enough to evaluate
Grammar
25-22 Excellent to
very good
Effective, complex construction, few error of agreement, tense, number,word, order/function, articles,pronouns,
preposition 21-18
Good to average
Effective but simple construction, minor problem complex construction, several errors agreement, tense,number,
word, order/function,articles, pronoun, preposition,but meaning seldom obscured
Major problem in simple/complex construction,
34 17-11 Fair to poor
frequent error of negation, agreement, tense, number, word, order/ function, articles,
pronouns, preposition and or fragment, run-ons, deletions, meaning confused or obscured 10-5
Very poor
Virtually o mastery no masteryof sentence construction rule, dominated by errors, does no communicate, or not enough to
evaluate
Mechanic
5 Excellent to
very good
Demonstrate mastery of conventions, few errors of
spelling, punctuation, capitalization, paragraphing 4
Good to average
Occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not
obscured
3 Fair to poor
Frequent errors of spelling, punctuation, capitalization,
paragraphing, poor handwriting, meaning confused
or obscured 2
Very poor
No mastery of conventions, dominated by errors ofspelling,
punctuation,
capitalization, paragraphing, handwriting illegible, or not
enough to evaluate
35 CHAPTER IV
FINDING AND DISCUSSION
In this chapter, will presents the data which is taken from MTs Ma’arif NU 01 Susukan Banjarnegara at eighth grader in the academic year of 2022/2023. There are 60 students as the sample of this research that decided to be two classes, one class as an experimental class (30 participants) and a control class (30 participants).
The data collected from tests and documentation.
A. Description of the Research
The research had been conducted since May 15th, 2023 to May 30th 2023 in MTs Ma’arif NU 01 Susukan Banjarnegara. This thesis research had been carried through 5 steps or 5 meetings. They involved pre-test-, three times of treatment, and post-test. To find the difference between the students who were taught recount text through comic strips and the students who were taught using a method that usually teacher used without treatment, the researcher conducted of quantitative data in MTs Ma’arif NU 01 Susukan Banjarnegara in the academic year 2022/2023.
In this section, presents the students’ writing achievement before and after being taught by applying comic strips. As mentioned before, test was used as the instrument in collecting data. The test is administered to class VIII-A as an experimental class and VIII-B as control class. The researcher presents and analyzes the data through two kinds of tests, they are pre-test and post-test. Those tests were conducted to the two classes, VIII-A as an experimental class that consists of 30 students, and the VIII-B as a control class consists of 30. The pre-test was given before being taught by applying comic strips and the post-test is given after being taught by applying comic strips. The collected data are described in the form of a table that includes the pre-test and post-test scores in the single-group. To measure the writing test the writer used the analysis method. According to H.D Brown analytic scoring test in writing test, there are five major items in categories. They are grammar, vocabulary, content, organization, and mechanic, scale is defined into five categories: they are excellent, good, average, poor, and very poor.
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The last, class VIII-A which consists of 30 students was chosen as experimental group and class VIII-B which consists of 30 students as a control group. The number of students was gained from the documentation of the related to school with the help of the English teacher. Then, the pre-test was conducted on 15th May 2023 in the experimental group and 16th May 2023 in control group. The students were given a choice for choose some of comic strips in the pre-test. There are six comic strips which divided into three themes. They are free to choose which one that will be to make a recount paragraph. After giving a pre-test, the writer determined the materials and lesson plans for learning activities. Pre-test conducted to both groups to know that two groups were normal and homogeny.
After knowing the control group and experimental group had the same variant, the treatment conducted only in experimental class on 20th May until 27th of May 2023. The treatment for the experimental class used comic strip which appropriate to develop students’ active in a group and individually. When students were joining in the activity of comic strip, they did it enthusiastically.
After the experimental class and control class conducted the learning process, a post-test was given which applies the essay, they finished their work in 90 minutes. The researcher given a post-test on 29th May in experimental class and 30th July 2023 in control class. In post-test, students rewrite a recount paragraph based on the comic strip which they had previously chosen in the pre-test.
The next step, both classes conducted pre-test and post-test. And treatment is only for experimental class. The data was counted to get the result of this research and analyzed it to prove the truth of the hypothesis that has designed. Data processing begins with the first phase include analysis of normality, homogeneity, and test of average.
B. Treatment
In first meeting, the learning activities begin with greetings and prayer.
Then, the students were stimulated by giving a riddle. They should to guess what the writer brings or shows in front of the class which is recount text. After that, the writerexplains about recount text, the structure and also the characteristics. At last,
37
the writer gives a pre-test. They should make a recount paragraph according to the comic strips which they choose. Thus activities, was carried out in both classes that is experimental class and controlled class.
1. First Treatment (treatment 1)
In second meeting (treatment 1), the students got an explanation about comic strips media first. Then, they were asked to make a group which consisting of 4-5 students. After that, the students were given a comic strip and the group should to write a story based on comic strips that have they got. Last, they were discuss together about the students’ handwriting.
Figure 1: Comic Strip for Treatment 1(Source: www.storyboardthat.com ) 2. Second Treatment (treatment 2)
In third meeting (treatment 2), the students were given a comic strip again and they were asked to write in pairs based on the story in the comic strips. Then, they were discuss together about the students’ handwriting.
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Figure 2: Comic Strip for Treatment 2 (Source: www.storyboardthat.com) 3. Last Treatment (treatment 3)
In fourth meeting (treatment 3), the students were given a test individually which is an incomplete recount text based on comic strip and ask the students to fill in the blank. After that, they weree discuss together about the students’ work. The last is the experimenter analyze the product of students writing.
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Figure 3: Incomplete Recount Text with Comic Strip for Treatment 3 (Source: https://docplayer.info)
The steps of treatment activities above follow the procedures of teaching writing of recount text by Samsul and Dina55 which had been described in the literature review.
The controlled class was not taught using comic strips just explaining about the material of recount text and letting the students to do the exercise in the module (LKS).
C. Descriptive Data Analysis
This chapter presents the result of the test given to the sample, thestudents’
of MTs Ma’arif NU 01 Susukan Banjarnegara. The result was used to get empirical evidence about the effect of using comic strips in teaching writing of recount text at eight grades of MTs Ma’arif NU 01 Susukan Banjarnegara in 2022/2023 academic year. The result of the research is prompted as the data descriptionbased on the result of the test. The result of the data analysis obtained through awriting test.
1. The Data of Experimental Class
The experiment class was VIII-A students of MTs Ma’arif NU 01 Susukan Banjarnegarawhich consisted of 30 students taught by using comic strips as a media ofteaching writing recount text. The data were collected from students’ pre-test score that conducted before the teaching media was implemented and students’
post-test score which was conducted after the teaching media was implemented.
The data is presented in table 4.1:
Table 4.1
Students’ Score of Experimental Class Students’
Initial
Pre-test Post-test Gained Score
55 Samsul, Arifin and Dina Riyanti, Loc.Cit
40
AMT 72 82 10
ASF 72 93 21
ADK 69 88 19
AR 70 86 16
AM 65 83 18
BDC 63 86 23
BAKR 55 80 25
ES 67 84 17
FDA 66 79 13
FM 78 91 13
FWP 85 98 13
FAS 63 81 18
H 64 79 15
IAM 53 73 20
IM 61 87 26
KC 78 93 15
LNA 80 86 6
LTS 47 85 38
LUH 43 83 40
MRAA 53 82 29
MZA 49 85 36
MHR 69 75 6
MLH 61 81 20
MRZF 68 82 14
NNL 72 90 18
RBP 75 85 10
R 50 78 28
SJ 70 85 15
SRH 68 86 18
WA 66 80 14
TOTAL 1952 2526 574
MEAN 65.06 84.2 19.1
According to the data shown, the mean score of pre-test was 65.06, the lowest score of pre-test was 43 and the highest score was 85. Meanwhile, the score was gained after the treatment of writing with comic strips was done.
Based on the result of the post-test, the mean score was 84.2, the lowest
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score of was 73 and the highest score was 98. The gained score was also calculated to decide significant difference between students' writing scorebefore and after the teaching media. It can be seen from the data that theminimum gained score is 6 and the maximum gained score is 40. Otherwise, thesum of gained score is 574 and the mean of gained score is 19.1.
Based on the data description from the pre-test to the post-test, it can be concluded that there was significant difference before and after teaching writing using comic strips applied to writing skill of recount text.
2. The Data of Control Class
The control class was VIII-B students of MTs Ma’arif NU 01 Susukan Banjarnegara which consisted of 30 students who did not teach by using comic strips as a mediain teaching writing of recount text. The data were gathered from students’ pre-test and post-test score. The data is presented in table 4.2:
Table 4.2
Students’ Score of Control Class Students’
Initial
Pre-test Post-test Gained Score
AR 51 71 20
ALR 44 56 12
AF 68 88 20
AS 80 85 5
AAR 80 95 15
DA 77 78 1
DFS 85 90 5
DP 73 88 15
EMA 63 67 4
FK 69 77 8
FNU 59 78 19
FDCP 83 85 2
IS 56 76 20
KNRR 66 78 12
MZAT 60 80 20
MZAF 78 79 1
42
MIL 45 65 20
NP 49 70 21
NSR 63 75 12
PDNC 60 72 12
RU 72 80 8
RDM 38 52 14
RA 63 67 4
RFA 62 75 13
RF 70 78 8
RM 75 80 5
RSN 70 77 7
SNS 61 81 20
S 52 57 5
SBH 52 66 14
TOTAL 1924 2266 342
MEAN 64.13 75.53 11.4
According to the data shown, the mean score of pre-test was 64.13, the lowest score of pre-test was 44 and the highest score was 85. Meanwhile, the mean score of post-test was 75.53, the lowest score of post-test was 52 and the highest score was 95. The students in control class also gained their score, it can be seen that the minimum gained score was 1 and the maximum gained score was 21. Then, the sum of gained score is 342. The mean score of gained score is 11.4.
Based on the data in table 4.1 and 4.2, it can be seen that the score of experimental class which was taught by using comic strips is higher than the control class which learns to comprehend writing recount text without using comic strips. It is also described by the figure of chart as belows:
Chart 1: Ratio of Pre-test, Post-test, and Gained Score in Experimental and Control Class
43 D. Inferential Data Analysis
1. The Normality Test
The normality test was conducted before calculating the t-test. The purpose of normality test is to know whether the data from two classes has been normally distributed or not. In this research, the normality test was analyzed using IBM SPSS V 25 software for windows.
The hypothesis for the ormality test formulated as follow:
H0 : the data are normally distributed Ha : the data are not normally distributed Normality test criteria are as follow:
Ha is accepted if Sig. ɑ > 0,05 Ha is rejected if Sig. ɑ < 0,05
The result of normality test was analyzed Shapiro-Wilk test in IBM SPSS V 25 for windows:
Table 5.1
Result of Normality Test Tests of Normality
Shapiro-Wilk 0
20 40 60 80 100
Pre-test Post-test Gained Score Experimental Class Controlled Class
44
Statistic df Sig.
Pre-test Experiment Class .968 30 .496
Pre-test Control Class .979 30 .802
Post-test Experiment Class .977 30 .743
Post-test Control Class .963 30 .363
According to the normality test above, it showed that the probability value of t statistic > 0,05 level of significant. Then the data meet the assumption of normally. Thus, the independent and dependent variables have a normal distribution and can be used for the next test.
2. The Homogeneity Test
The homogeneity test aims to determine whether a variance from two or more data groups is homogeneous or not. The IBM SPSS V 25 for Windows and the Levene statistic were utilized in this homogeneity test. Here are the results of the calculation:
Table 5.2
Result of Homogeneity Test of Pre-test Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Result of Pre-test
Based on Mean 1.303 1 58 .258
Based on Median 1.268 1 58 .265
Based on Median and with adjusted df
1.268 1 57.680 .265
Based on trimmed mean 1.346 1 58 .251
From the table, the significance level of homogeneity in the pretest is 0.258 >
0.05, which indicated that the score of the pre-test in the experiment class and control class was homogeneous.
45 Table 5.2
Result of Homogeneity Test of Post-test Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Result of Post-test
Based on Mean 6.950 1 58 .011
Based on Median 5.313 1 58 .025
Based on Median and with adjusted df
5.313 1 42.469 .026
Based on trimmed mean 6.652 1 58 .012
Based on the table above, significance level of homogeneity in post-test is 0.011
< 0.05, which indicated that score of post-test in experiment class and control class was not homogeneous.
3. Paired Sample T-test of Control Class
Paired sample t-test was conducted to find out the difference in the students’
writing recount text using comic strips in experimental class and not using comic strips in control class.
The result of Paired Sample T-test of control class that calculated by IBM SPSS V 25 software for windows can be seen on the following table:
Table 6.1
Result Paired Sample Statistics Control Class Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pre-Test Control Class 64.13 30 12.202 2.228
Post-Test Control Class 75.53 30 9.999 1.826
The table of paired sample statistics shows the descriptive value of each variable in the paired samples. The mean score of the pre-test is 64.13 and the distribution of data (Std Deviation) is 12.202 with a standard error (Std. Error Mean) is 2.228.
Meanwhile, the mean score of the post-test is 75.53 and the distribution of data (Std.
Deviation) is 9.999 with a standard error (Std. Error Mean) is 1.826. Based on the