CHAPTER III: RESEARCH METHOD
G. Testing Hypothesis
By got the students’ significance scores (t-test) it was compared with the value of t-table. If it was found that the value of t-test was equal or higher than the value of t-table, it means that Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted because there was significance difference between pre-test and post-test, moreover after taught vocabulary (noun and verb) by using recitation method. The criteria for the hypothesis testing as follows in table below:
Table 3.1. Criteria for the Hypothesis Testing
Testing Hypothesis
H0 H1
t-test > t-table Rejected Accepted t-test < t-table Accepted Rejected
(Sugiyono, 2014)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents research findings and discussion. Findings from the study include a description of the effect of using recitation method to improve students’ vocabulary (Pre-test and Post-test). And then, the discussion further
explains the explanation and interpretation of the findings A. Findings
1. The Effect of Recitation Method
Research findings describe the results of data analysis. The vocabulary test consists of pre-test and post-test. Pre-test gave to know about students’ vocabulary before presenting recitation method or gave treatment, and post-test gave to know the improvement of students’
vocabulary after gave treatment. Researcher completed the pre-test and post-test results, if the post-test results are higher than the pre-test, it means the method can give effect to improve students’ vocabulary.
Table 4.1 The rate percentage and frequency of pre-test score
No. Score Category Pre-test
F P
1. 91-100 Very good 0 0%
2. 76-90 Good 4 20%
3. 61-75 Fairly 6 30%
4. 51-60 Poor 4 20%
5. Less 50 Very poor 6 30%
TOTAL 20 100%
Figure 4.1 The criteria of students’ score in pre-test
The table 4.1 and figure 4.1, showed about the frequency and percentage post-test score of students’ vocabulary. In the pre-test, there were no students classified very good category, 4 students or 20%
classified into the good category, 6 students or 30% classified into the fairly category, 4 students or 20% classified the poor category and students classified in the very poor category ware 6 students or 60%.
Table 4.2 The rate percentage and frequency of post-test score
No. Score Category Post-test
F P
1. 91-100 Very good 2 10%
2. 76-90 Good 9 45%
3. 61-75 Fairly 5 25%
4. 51-60 Poor 3 15%
5. Less 50 Very poor 1 5%
TOTAL 20 100%
0 1 2 3 4 5 6 7
Very Poor Poor Fairly Good Very Good
The criteria of students’ score in pre-test
Score Classification
Figure 4.2 The criteria of students’ score in post-test
The table 4.2 and Figure 4.2, showed about the rate percentage and frequency of students’ vocabulary score in post-test. There were 2 or 10%
students in the very good category, 9 students or 45% classified into the good category, 5 students or 25% classified into fairly category, 3 students or 15% classified into poor category, and also 1 student or 5% classified into very poor category. It meant that the students’ vocabulary score of the post-test was better than the pre-test because the rate percentage of the post-test was higher than the percentage of the pre-test.
Table 4.3 The mean score and improvement of the students’
vocabulary
Indicator Mean N Improvement
PRE-TEST 59.40 20
21.54%
POS-TEST 72.20 20
0 1 2 3 4 5 6 7 8 9 10
Very Poor Poor Fairly Good Very Good
The criteria of students’ score in post-test
Score Classification
The table 4.3 showed 20 students as samples in the pre-test and post-test, then the table also stated the mean score of students’ vocabulary test. The mean score of students’vocabulary test was around 59.40 in the pre-test with a standard deviation was 16.561 and the post-test was 72.20 with a standard deviation was 15.182, it was provided by the pre-test and post-test average score where the post-test score was higher and had a significant effect in the pre-test mean score after gave treatment.
Figure 4.3 The improvement of the students’ vocabulary
The figure 4.3 above showed an improving in students’ score from pretest to posttest. Scores were obtained after assessing students' vocabulary tests after treatment was given. The mean value improved significantly from 59.40 in the pre-test up to 72.20 on the post-test. It proved that using recitation method could give an effect in improving of 21.54%.
0 20 40 60 80
Students Pretest students Post-test The Students' Improvement
Table 4.4 The t-test of the students’ improvement
t-test t-table
10.929 2.093
The table 4.5 showed the t-test value was higher than t-table value.
The table showed the result was 10.929>2.093, it meant that there was improvement in the students’ vocabulary before and after given treatment used recitation method at the second grade students of MTs DDI Mattoanging Bantaeng.
Based on the elaboration above, it could be concluded that the null hypothesis (H
0) was rejected whereas the alternative hypothesis was accepted before and after used recitation method at the second grade students of MTs DDI Mattoanging Bantaeng.
B. Discussion
In this part, the discussion covered the interpretation of the research
findings derived from the result of the students’ vocabulary by using
recitation method. Based on the findings’ result above, the students’ score
percentage in vocabulary before used recitation method was poor. The
condition might because teaching method, so that the students cannot
improve their vocabulary. In the pre-test acquired mean score 59.40 and the
post-test improved to 72.20 of 20 students. It meant that after giving the
treatment by using recitation method, it had a significance effect in improving
students’ vocabulary.
Furthermore, the results of this research indicate the students’
improvement of vocabulary at second grade of MTs DDI Mattoanging in the academic year 2019/2020. Based on the results, In the pre-test, there were no students classified very good category, 4 students or 20% classified into the good category, 6 students or 30% classified into the fairly category, 4 students or 20% classified the poor category and students classified in the very poor category ware 6 students or 60%. Then, in the post-test there were 2 or 10% students in the very good category, 9 students or 45% classified into the good category, 5 students or 25% classified into fairly category, 3 students or 15% classified into poor category, and also 1 student or 5%
classified into very poor category. It meant that the students’ vocabulary score of the post-test was better than the pre-test because the rate percentage of the post-test was higher than the percentage of the pre-test. This research used recitation method to improve students’ vocabulary.
There were some findings that support the findings of this research, the first, from Marekas (2016), The results of his research showed that the cycle of applying the recitation method could increase the activity and learning outcomes of integrated IPS students in class VIIIE SMPN 7 Kotabumi, North Lampung Regency, 2015-2016 Academic Year.
The second was Wibowo (2018). The result after treatment showed
significant differences in student learning outcomes on equality of citizenship
between experimental class and control class which means there is a
significant influence of student's interest and the result of study using recitation method.
The third was Slameto (1991) in his book Learning Process in The Credit Semester System (SKS), the use of recitation method can help students to improve their vocabulary. This is can proof by the result of this research that evidence the most of students agree recitation method can help them to improve students’ vocabulary.
The relationship between the three findings above with this research has the same research results. The results research of the three findings above and the results of this research were in accordance with were expected. The use of recitation method had a significant effect when the teacher using in learning and teaching process in improving students’ vocabulary.
Base on the all result of data analysis above, researcher concluded that
there was a significant effect of students’ vocabulary (in the term of noun and
verb) in using recitation method.
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter the researcher will present the conclusion of the study and suggestions for students, teacher and further researcher.
A. Conclusion
Based on the findings and discussion, it can be concluded that recitation method method could give an effect to improve students’
vovabulary. The result showed that t-test was higher than ttable (10.929>2.093). So, H1 (alternative Hypothesis) was accepted and H0 (Null Hypothesis) was rejected. Also, the mean score of post-test is 72.20 than the pre-test is 59.40 so that the post-test is higher than the pre-test. Thus, there was a significant effect. Using recitation method can give effect to improve students’ vocabulary at the second grade of MTs DDI Mattoanging Bantaeng.
B. Suggestion
Based on the findings of research, the researcher would like to propose the following suggestion:
1. For the teachers, they should use recitation method for their teaching learning process, because recitation method will improve students’
vocabulary and probably it could give positive impact in other skills, like
speaking, listening, writing, and reading.
2. For other researchers, the result of this research can be used as reference
and can be applied this method in the other classroom.
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Students’ Interest and Learning Results. STKIP Persada Khatulistiwa.Willkins. David, 2002, How to Teach Vocabulary, Harlow: Pearson Education Ltd.
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Appendix 1. Pre-test
PRE-TEST
A. Choose the best answer from the option a, b, c, or d!
1. We must call the ______ to catch the robber.
a. Hospital b. Post office c. Police d. Ambulance
2. My father is reading ______ in the office now.
a. A newspaper b. A television c. A speaker d. A radio
3. My grandmother always tell me to wash my _______ before eating something.
a. Teeth b. Face c. Feet d. Hands
4. _____ is a spicy food from Indonesia.
a. Cake b. Rendang c. Pudding d. Chocolate
5. We cancel having dinner at the restaurant because all _______ are booked.
a. Tables b. Rooms c. Chairs d. Foods
6. We need _____ to bring our school books.
a. Uniform b. Bag
c. Pencil case d. Wallet
7. Before entering someone’s house, we must _______ on the door.
a. Cry b. Scream c. Hit d. Knock
8. Will you go with me to the _____ to watch a movie?
a. Stadium b. Cinema c. Hospital d. Theater
9. We buy a book in a _______ . a. Supermarket
b. Fruitstall c. Bookstore d. Music studio
10. _____ is the place for students to study.
a. Library b. Classroom c. Teacher’s office d. School canteen
B. Read the following sentences and decide the word in the bracket belongs to the specified part of speech!
1. What did he (tell) you about me?
a. Adjective b. Verb c. Noun d. Conjunction
2. On Sundays, I (swim) from six to eleven in the morning.
a. Adjective b. Verb c. Preposition d. Adverb
3. I will go to one of beautiful (islands) in Indonesia this month.
a. Adjective b. Verb c. Preposition d. Noun
4. I don’t (believe) him because he has lied to me for many times.
a. Adjective b. Verb c. Conjunction d. Adverb
5. I like (playing) jazz music.
a. Adjective b. Verb c. Noun d. Adverb
6. (Dita) is an amazing English teacher at school.
a. Adjective b. Verb c. Preposition d. Noun
7. Don’t try to (approach) him when he is angry.
a. Adjective b. Verb c. Preposition d. Adverb
8. Learning (English) is very important for students.
a. Noun b. Verb c. Preposition d. Adverb
9. I don’t know how to fix the (problem).
a. Adjective b. Verb c. Preposition d. Noun
10. I am not ready to get married this (year).
a. Adjective b. Verb c. Noun d. Adverb
C. Complete the sentences by choosing the words below!
Drinks Likes
Piece Bar
Cup Plate
Bowl Slice
Brings Bucket
1. I only ate a _________ of pizza last night and I got stomachache.
2. I will buy a _________ of chocolate for my little sister.
3. The little girl cannot bring a full _________ of water to the garden.
4. Bimo always a glass of milk in the morning every day.
5. My mother made a _________ of fried rice for my dinner.
6. It is very nice to have a _________ of tea in the evening with your favorite person.
7. He me a package of spicy chips and a lollipop for my little sister.
8. Amara to drink a bottle of fresh water after running or having an exercise.
9. Someone usually loves to eat a ________ of chicken soup when he is sick.
10. My sister is having a birthday party and she gives a _______ of her
birthday cake to everyone.
Appendix 2. Key Answer of Pre-test
KEY ANSWER:
A.
1. C. Police 2. A. A newspaper 3. D. Hands 4. B. Rendang 5. A. Tables 6. B. Bag 7. D. Knock 8. B. Cinema 9. C. Bookstore 10. B. Classroom
B.
1. B. Verb 2. B. Verb 3. D. Noun 4. B. Verb 5. C. Noun 6. D. Noun 7. B. Verb 8. A. Noun 9. D. Noun 10. C. Noun
C.
1. A slice of pizza 2. A bar of chocolate 3. A bucket of water 4. Drinks
5. A plate of fried rice
6. A cup of tea 7. Brings 8. Likes
9. A bowl of chicken soup 10. A piece of birthday cake
Appendix 3. Post-test
POST-TEST
A. Choose the correct answer from the option a, b, c, or d.
1. A school is the place where students … with their teachers.
a. teach b. work c. play d. study
2. My little sister and brother are very hungry, so I …… lunch for them.
a. prepare b. wear c. throw d. kick
3. Thomas ….. the competition in a National Olimpiade. He looks very happy.
a. jumped b. lost c. celebrated d. won
4. My younger brother went to dentist two days ago because his ….. were in pain.
a. teeth b. ears c. hands d. fingers
5. My sister is a nurse. She works in Anak Bunda Hospital. She ….. every patient there.
a. sees b. thinks c. ignores d. help
6. You can find …. in your kitchen.
a. pillow b. stove c. television d. sofa
7. My mother is a tailor. She sews and makes … . a. books
b. foods
c. chairs d. clothes
8. My father always reads ….. every morning in living room.
a. newspaper b. radio c. computer d. television
9. The gardener that works at my school … the grass and plants a very beautiful flower every Friday.
a. throws b. plants c. cuts d. goes
10. My friend’s …… are sick, so he cannot hear anything well.
a. cheeks b. nose c. eyes d. ears
B. Read the following sentences and decide the word in the bracket belongs to the specified part of speech!
1. Last (Friday) was a holiday. it was independence.
a. Adjective b. Verb c. Noun d. Conjunction
2. Day, So I didn’t (have) to go to classes. I slept a little.
a. Adjective b. Verb
c. Conjunction d. Noun
3. Later than usual. Around (ten), my friend Larry came.
a. Adjective b. Conjunction c. Noun d. Verb
4. Over to my apartment. we (pack) a picnic basket.
a. Noun
b. Conjunction
c. Adjective d. Verb
5. She takes the bus to (forest) park.
a. Adjective b. Verb
c. Conjunction d. Noun
6. During the afternoon, we (do) many things.
a. Verb b. Adjective c. Noun d. Conjunction
7.When we get to the (park), we spend time until night.
a. Adjective b. Verb c. Noun d. Conjunction
8. One duck (was) very clever.
a. Adjective b. Conjunction c. Noun d. Verb
9. Another duck was a (thief).
a. Adjective b. Verb c. Noun d. Conjunction
10. Who is an artist, (draw) pictures.
a. Noun b. Conjunction c. Verb
d. Adjective
C. Complete the sentences by choosing the words below!
Send See
Spend Went
Read Kite
Borrowed Friend
Sushi Sun rises
1. He … my motorcycle last week.
2. We made the …. five days ago.
3. I … a newspaper this morning.
4. They … the letters to their parents.
5. I … to Taman Safari last week.
6. Safa and Fatih … the dolphin show with many people.
7. We … our holiday in Taman Safari.
8. Last week, I and my lovely…. went to Taman Safari Indonesia.
9. We take….. for breakfast.
10. It is my first time to see the ….in Mount Fuji.
Appendix 4. Key Answer of Post-test
KEY ANSWER:
A.
1. D. Study 2. A. Prepare 3. D. Won 4. A. Teeth 5. D. Help 6. B. Stove 7. D. Clothes 8. A. Newspaper 9. C. Cuts 10. D. Ears
B.
1. C. Noun 2. B. Verb 3. C. Noun 4. D. Verb 5. D. Noun 6. A. Verb 7. C. Noun 8. D. Verb 9. C. Noun 10. C. Verb
C.
1. Borrowed 2. Kite 3. Read 4. Send 5. Went 6. See
7. Spend 8. Friend 9. Sushi 10. Sun rises
Appendix 5. Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTs DDI Mattoanging Bantaeng Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII A /Ganjil Materi Pokok : Report Text Alokasi Waktu : 4 Pertemuan
A. Kompetensi Inti
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No Kompetensi Dasar Indikator Pencapaian
Kompetensi 1 1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, damai), santun, responsif dan proaktif, sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingintahunya 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
KI 4 : Memahami makna teks monolog dan esei sederhana berbentuk report, secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
internasional yang diwujudkan dalam semangat belajar.
2
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3 Menunjukkan perilaku tanggung jawab,
peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3
3.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks report lisan dan tulis dengan memberi dan meminta informasi terkait report text, sesuai dengan konteks penggunaannya
3.1.1
3.1.2
3.1.3
Mengidentifikasi fungsi social, struktur teks dan unsur
kebahasaan teks report, sesuai dengan konteks
penggunaannya Memahami unsur kebahasaanteks interaski transaksional lisan dan tulis dalam teks report
Menganalisis fungsi social, struktur teks, dan unsur kebahasaan terkait teks report, sesuai dengan konteks
penggunaannya:
4 4.1
4.2
Menangkap makna dalam teks ilmiah faktual (factual report) lisan dan tulis, pendek dan sederhana, terkait dengan mata pelajaran lain.
Menyusun teks ilmiah faktual (factual report), lisan dan tulis, pendek dan sederhana dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
4.1.1
4.1.2
Menyalin text factual report dengan memberikan tanda baca yang tepat.
Mempresentasekan text factual report tersebut didepan kelas