A. Result
1. The result of writing ability test
CHAPTER IV
RESULT AND DISCUSSION
Based on figure 4.1, the post test score was higher than Pre-test score. It means teaching writing by using Flipped Classroom Model could significant effect to the student’ writing score.
1.2.The distribution of pre-test and post-test scores in the Control class can be seen on figure 4.2
Graphically the total score of students pre-test and post-test in the Control class can be seen on following figure:
Table 4.2 The Distribution in control class
Score Category Pre-Test Post-test
Interval Frequency (
Students)
Percentage (%)
Frequency (Students)
Percentage (%)
86-100 Excellent 0 0% 0 0%
76-85 Very Good
0 0% 5 13,9%
56-75 Good 11 30% 15 41,6%
40-59 Poor 13 36,1% 11 30,5%
0-39 Very Poor 12 33,3% 5 13,9%
Based on the table 4.2, the pre-test in the control group, there was no stuednts in excellent and very good catagory, 11(30,5%) students were good category, 13(36,1%) students were poor category, and 12(33,3%) were very poor
category. While, in post-test, there was no students in excellent category, 5(14%) students were in very good category, 15(41%) students were in good category, 11(30,5%) students were in poor category, and 5(13,8%) students were very poor category.
1.3.The description of Pre-test and Post-test Scores in the experimental Class Graphically the total score of students pre-test and post-test in the control class can be seen on figure :
Figure 4.3 The Result of Pre-Test and Post-Test in Experimental Class
1.4.Students’ Pre-test and Post-test in experimental Class
Based on Figure 4.2, it was showed that the post-test was higher than pre- test . It means the score of students’ writing increased gradually. The distribution of pre-test and post-test scores in the control class can be seen on table. 4.4.
Table 4.4
The Distribution in Experimental class
Score Category Pre-Test Post-test
Interval Frequency
(Students)
Percentage (%)
Frequency (Students)
Percentage (%)
pre-test post-tets 0
10 20
excellent very good good
poor very poor
0 0
10 13 13
0 6
16
11
3
pre-test post-tets
86-100 Excellent 0 0% 0 0%
76-85 Very Good 0 0% 6 16,5%
60-75 Good 10 27,7% 16 44,5%
40-59 Poor 13 36,1% 11 30,6%
0-39 Very Poor 13 36,1% 3 8,8%
Based on the table 4.4, the pre-test in experimental class there was no students in excellent and very good catagory,10(27,7 %) students in good category, 13(36,1%) students were in poor category, and 13(36,1%) students were in very poor category.While in post-test there was 0(0%) students were in Excellent category,6(16,6 %) students were in very good category, 16(44,5%) students were in good category, 11(30,6%) students were in poor category, and 3(8,8%) students were in very poor category.
2. The Normality and Homogenity of the data
Before analyzing the data, homogenity and normality of the data should measured first. Hence the Kolmogrov Smirnov test was used to determine.
2.1.The result of normality of the data of pre test and post-test in control class
In analyzing the normality of the data of pre test and post-test scores control class , one sample Kolmogrov Smirnov test was used since the data of each group more than 50 data.
The test of normality of pre test and post-test control class be seen figure 4.5
One-Sample Kolmogorov-Smirnov Test
pre control post control
N 36 36
Normal Parametersa Mean 48.64 60.19
Std. Deviation 15.824 18.233
Most Extreme Differences Absolute .226 .232
Positive .226 .106
Negative -.195 -.232
Kolmogorov-Smirnov Z 1.356 1.394
Asymp. Sig. (2-tailed) .051 .041
a. Test distribution is Normal.
The table above illustrates the normality test results of the Score Pre-Test control class and the Score Post-Test control Class using the Kolmogorov Smirnov Test. From the table it is known that the p value (sig.) for the score pre- test control class is 0,051, and the p value ( sig.) for the score post-test control class is 0,041. Since all p value are >0,05, the score pre-test and post-test in control class are said to be normally.
Figure 4.6
The histogram of normal data of pre-test and scores of the control class.
Figure 4.7
The histogram of normal data of post-test scores of control class.
2.2.The Result of Normality Data of Pre-Test and Post-Test in experimental Class
In analyzing the normality of the data of pre-test and post-test scores in experimental class , one sample Kolmogrov Smirnov test was used since the data of each group more than 50 data. The test of normality of pre test control class be seen :
The test of normality of pre test and post-test experimental class be seen figure 4.8
One-Sample Kolmogorov-Smirnov Test
pre experimental post
experimental
N 36 36
Normal Parametersa Mean 48.83 62.67
Std. Deviation 17.363 14.247
Most Extreme Differences Absolute .234 .144
Positive .234 .112
Negative -.127 -.144
Kolmogorov-Smirnov Z 1.407 .862
Asymp. Sig. (2-tailed) .038 .447
a. Test distribution is Normal.
The table above illustrates the normality test results of the Score Pre-Test experimental Class and the Score Post-Test experimental Class using the Kolmogorov Smirnov Test. . From the table it is known that the p value (sig.) for the score pre-test control class is 0,038, and the p value ( sig.) for the score post-
test control class is 0,447. Since all p value are >0,05, the score pre-test and post- test in control class are said to be normally.
Figure 4.9
Histogram of pre-test in experimental class
Figure 4.10
Histogram of post-test in experimental class
3. The Result of Homogenity of Variences Test
To analyze the homogenity of varience of experiment and control class post-test,the researcher using statistic in SPSS 16.0. the result can be seen in the table bellow:
Figure.4.11
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
2.354 9 24 .046
Based from the table above, showed that te significant was 0,046. Was <
than alpha level of 0,05 meaning that the variance of every treatment was homogeneous.
3.1.The statistical analysis result
In order to verify the hypothesis proposal, the statistical analyses were applied . The T-test and independent sample, t-test in which paired t-test was used to find out whether there are significant differences in students’ writing ability before and after the treatment in the experiment class and control class, meanwhile independent sample t-test using SPSS 16.0 program for window was applied in order to find out whether or not there was significance in students’
writing ability between the experimental class and control class.
3.2.Paired Sample T-Test for Control Class
The following is the statistical description of sample pre-test and post-test in control group.
Figure 4.12
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
pre control 48.64 36 15.824 2.637
post control 60.19 36 18.233 3.039
The table above illustrates the mean value (Mean) and Standard Deviation (Std.
Deviation) scores for the Score Pre-Test control Class and the Score Post-Test control Class. From the table it is known that the mean value (Mean) is 48.64 and the Standard Deviation (Std. Deviation) value is 15.824 for the Score Pre-Test control Class, while the mean value is 60.19 and the Standard Deviation (Std.
Deviation) value of 18.233 for the Score Post-Test control Class.
Figure 4.13
Paired Samples Correlations
N Correlation Sig.
pre control & post control 36 .614 .000
Figure 4.14
Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference
Lower Upper pre control - post
control
-11.556 15.110 2.518 -16.668 -6.443 -4.589 35 .000
The result of the paired sample t-test, paired sample difference in mean between pre-test of writing ability achievement in the control class was -11.556 with standard deviation of 15.110 and t-obtained was -4.589 at the significant level of 0,05 and the degree of freedom 35
4. Paired Sample T-Test for Experimental Class
The following is the statistical description of sample pre-test and post-test in experimental group .
Figure 4.15
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
pre experimental 48.83 36 17.363 2.894
post experimental 62.67 36 14.247 2.374
The table above illustrates the mean value (Mean) and Standard Deviation (Std. Deviation) scores for the Score Pre-Test experimental Class and the Score Post-Test experimental Class. From the table it is known that the mean value (Mean) is 48.83 and the Standard Deviation (Std. Deviation) value is 17.363 for the Score Pre-Test experimental Class, while the mean value is 62.67 and the Standard Deviation (Std. Deviation) value of 14.247 for the Score Post-Test experimental Class.
Figure 4.16
Paired Samples Correlations
N Correlation Sig.
pre experimental & post experimental
36 .858 .000
Figure 4.17
Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference
Lower Upper pre experimental -
post experimental
-13.833 8.955 1.493 -16.863 -10.803 -9.268 35 .000
The result of the paired sample t-test, paired sample difference in mean between pre-test of writing ability achievement in the experimental class was -
13.833 with standard deviation of 8.955 and t-obtained was -9.268 at the significant level of 0,05 and the degree of freedom 35 .
5. Independent Sample T-Test Analysis of Students Writing Ability Test In order to find out whether or not there was significant difference in writingg ability achievement between the students who are taught by using Flipped classroom model and who were not, the result of posttest scores writing ability achievement in the experimental group and control group were compared by using independent sample t-test.
Figure 4.18
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2- tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower Upper post
exp
Equal variances assumed
5.602 .021 -.641 70 .524 -2.472 3.857 -10.164 5.219
Equal variances not assumed
-.641 66.133 .524 -2.472 3.857 -10.172 5.227
6. Regression
Regression is a statistical technique to determine the liniear relationship between two or more variables. Regression is primary used
for prediction and casual inference. Regression also shows the relationship between one independent variable (X) and dependent variable (Y). Before analyzing the data of experimental,the researcher did normality and homogenity test, after that the researcher did the regression test.
Figure 4.19
The contribution of Flipped classroom on students writing ability acievement using stepwise regression analysis
Model R R2 Percent of
contribution
F Significance
Experiment .858 .735 73,5% 94.459 .000
Based fro the table above, R is the correlation of Flipped classroom and students writing score was identified 858, R2 is percent contribution of flipped classroom model to students writing score was identified 735, F is a certain value that is used as a comparison, whether a test thatused F artimetic is said to be significant or not, score of F 94.459. It was identified that the contribution of Flipped classroom model contribute 73,5% and trhe unexplained factor contributed 26,4% on students writing ability.
Figure 4.20
ANOVAb
Model Sum of Squares Df Mean Square F Sig.
1 Regression 5223.749 1 5223.749 94.459 .000a
Residual 1880.251 34 55.301
Total 7104.000 35
B. Discussion
Based on the result of this study,the following interpretation are presented to strengthen the value of this study.
First, the result of this study showed a ststistically signifcant difference in writing ability achievement between the students who were taught using flipped classroom model and those who were not. The mean of score post-test in experimental class is 0,447 was higher than the mean score of post-test in control class 0,041. It was also assumed that flipped clasroom model gave significant effect in students writing ability achievement.
Second, students will find it easier to learn by using this flipped classroom model, because they learn first at home using the material or teaching material provided by the teacher. The material can be in the form of learning videos, which make students not feel bored while studying and will become more interesting. In addition, students who cannot attend the class on that day also need to worry because they will miss the subject, because students can still learn it themselves through the media given by the teacher. Flippped classroom model gives a positive effect on the ability to write students, especially in writing narrative text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result and discussion in the previous chapter, some conclusions are , After doing this research, collecting the data, and the analyzing them, the researcher found that the result of this study showed a statistically significant effect of Flipped Classroom Model on students’
writing ability.
The students, better achievement toward writing ability can be seen on the mean score of the post-test of experimental class was 69,81 which was higher than the mean score of post test in control class which was 62.03. It showed that flipped classroom model gave significant effect to students’writing ability.
There were some reasons why Flipped Classroom Model gave significant effect to increase students’ writing ability in experimental class.
First, The students in experimental class were provided the situation where they did so discovery activities which actively involved then in analysis and application. Second, During the treatment was conducted Flipped classroom model succeeded in helping the students to explore their ability in writing through a deeper understanding conceptual knowledge by the materi through figure out. Morever, the students become active participation when the teacher creat a group discussion in the class and messenger.
While the students in control class that only got conventional strategy which was usually used by the teacher were not significantly improved. The students in control class got littelbit low post test scores than post-test score of experimental class. It can be concluded that the flipped classroom model is able toward students’writing ability. Most of the tenth grade students in the experimental class had better development and post-test scores than their score in pre-test.
The result of this research indicate that using flipped classroom model provides a significant different toward students’ writing abilty of what they found knowledge about vocabulary, and how to make a good content. Therefore, In this research it means that flipped classroom model can toward students’ writing ability at tenth Grade Student in SMA Negeri 01 Pasemah Air Keruh2018/2019.
B. Suggestion
Based on the conclusion above, there are some suggested recommendations for an English teachers in SMA 01 Pasemah Air Keruh, first Flipped classroom models can be applied at senior high school level, especially at Xth grade to improve the students ability and achievement in writing narrative text.
Flipped cclassroom model can make enjoyable in learning for students, they never felt bored when they learning with video learning.
Therefore,Flipped Classroom Model can be one of the choice for the English teacher to help students in improve their writing ability in
narrative text. Teacher must creatvie in make video learning to be used in teaching narrative text.
Second this research was one of the way in improving student writing ability in narrative text.
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