CHAPTER III...................................................................................................... 19
D. Variables of the Research
the students vocabulary mastery. The test lasts 80 minutes with 8 multiple choice and 5 matching with a total of 25 questions.
C. Population and Sample
2. Dependent Variable
In this reserch, the Dependent Variable is the students vocabulary mastery in essay text.. It is symbolized by “Y”.
E. Reaserch Instrument
In this research, the writer used test as a research instrument because it is a most appropriate instrument to know whether the use of Frontloading Strategy is effective or not to increase students’ vocabulary mastery. The test is a series of questions or exercises and other tools used to measure skill, knowledge, intelligence, ability or held by individuals or groups (Suharsimi, 2010: 193). The test will measure students’ vocabulary mastery appropriately. The test consists of 25 tests about 15 multiple choice, 5 completing sentence and 5 matching but the theme is adopted from syllabus and its’ function to measure students’ vocabulary mastery. The detail computation can be seen in appendices. The writer tests the instrument out of the research subject that is in class VIII B.
The next process, the writer takes the data from the research subject in pre-test and post-test. The results of the test will be shown in the next chapter and its analysis.
F. Procedures of Collecting Data
In this research, the writer uses pre-test and post-test in getting the data.
1. Teaching procedures
In this part, the teaching procedures are divided into 3 steps. They are pre- teaching, whilst teaching and post teaching.
a. Pre- teaching
In pre- teaching activity, teacher needs to recall the students’ background knowledge in order to know the ability of students, also activate and stimulate the 7students’ understanding. Before going to the main point of the lesson, the teacher needs to do these following activities:
1) Greeting 2) Praying
3) Checking students’ attendance 4) Reviewing the previous lesson 5) Stating a new topic
6) Stating the objective of the lesson 7) Explaining the benefit of the lesson b. Whilst- teaching
Whilst teaching activities are the main parts of teaching writing activity.
The goal of teaching and learning process is expected to be achieved in this activity. Whilst-teaching containfivestages. They are; observing, questioning, experimenting, associating, and communicating. According to Preszler (2006: 8)
there are several stages in teaching Front Loading Vocabulary. The stages are stated as follows:
1) Students’ Observing
In observation, the teacher provides the students a text entitled “Monas National Monument”.In this stages teacher gives students a worksheet. The worksheet contains five columns. There are word, synonym, antonym and meaning. In the worksheet teacher provides words that that will be discuss by students. And the students allowed adding other words that students want to know more about it.Teacher tells the students how to do Frontloading Vocabulary Strategy.
For example from the first table, there is word “center”.
What is the synonym of the center ? Students: (middle,core,central,base)
Teacher :Put the “middle,core,central,base” at column synonim.
Students put the words at column synonym.
Figure 2. Example of students’ answer in synonym
Know Want to know Learn
NO.
Words Synonym
Antonym Meaning
1 Center
Middle,Core,Central,Base 2 Struggle
Teacher: Now, what is the antonym of center?
Students : Separate,spread,outer.
Teacher : Put the word separate, spread, outer in column antonym Teacher: So, based on your knowledge the word leader means?
Students :”pusat”
Teacher :Put the word “pusat” in column meaning
Teacher : Now, sits in group make a group of four. Discuss the words in the worksheet with your friend. Asks your group opinion about the words. Do the same stages with your group.
2) Questioning
In this stages, teacher motivated students to asks question related to the text. The students must ask everything that they did not understand about the text. The teacher answer the question by asking other’s opinion.
Then, based on the students’ answer teacher explain the question to make it clear.
3) Associating
In this section students discuss the words that they had with group based on the stages that the teacher done. Students do the same stages untill the last word. The students were not allowed to used any deviced in finding the meaning.
4) Communicating
In this section, the students tell the class the result of their group discussion.
1) Teacher asks one of the members each groups to reports their work 2) Along with students, teacher discusses the group work.
3) The teacher revises the group work if there is a mistake from the group 4) After the group discuss the group works teacher asks students to read
the whole text
5) Teacher asks students to tell their understanding about the whole text.
c. Post- teaching activity
Post teaching activity is the last activity. Teacher evaluates the students’
comprehension about “descriptive text” by asking the students. Then, the students should answer directly. This activity is needed to know how far the students understand about the related topic. Then teacher concludes the lesson.
To improve student’s ability in writing comprehension, the teacher gives individual home work. Before closing the lesson, the teacher gives chance to the students to give feedback. Then, the teacher tells about the topic of the lesson for the next meeting so that the students have preparation in every step of teaching learning process.
The stages are stated as follows:
Teacher evaluate the lesson by asking students “ Beni, please conclude our lesson today”
1) Teacher gives students homework
2) Teacher tells materials for the next meeting 3) Teacher close the lesson.
2. Technique of Data Analysis
This section, the writer tries to find out the score of students and the mean score of the students. To determine the score of each student, the writer uses the following formula:
a. Scoring the students’ correct answer of pre-test and post-test by using the formula:
Score = the total correct answer X 100 Total number of item in test
( Depdiknas,2018 ) b. Concluding the collection data from the students in answering the test, the
writer use formula to get the mean score of the students as follows :
X = ΣX N Where:
X = Mean score
ΣX = The sum of all score N = Number object/sample
(Gay, 2012) c. Classifying score into seven levels, which are based on the Depdikbud standard
of evaluation in Ikhsan (2004) as follows :
Table 1. Classification of the student’s achievement
No. Classification Score
1.
2.
3.
4.
5.
6.
7.
Excellent Very good
Good Fairly good
Fair Poor Very poor
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
( Depdikbud, 2004 )
d. Computing the frequency and the rate percentage of students’ score by using the following formula:
P = F
X 100 % N
Where:
P = Percentage
F = Number of correct answer/frequency N = The total number of subject
( Gay,2012 )
e. Find out the standard deviation of the students vocabulary mastery
√ ( )
Where:
SD = The total square of the students score ΣX = The total score of the students
N = The number of subjects
(Gay, 2012) f. Finding out the significant difference between score of pre – test and post test
by using the formula : t = D
√ ( ) ( ) Where:
t = test is significance D = the mean score
ΣD = the sum of all the score N = the total number of sstudents
(Gay, 2012)
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. Students’ achievement of synonymous words
To find out the answer to research question in the previous chapter, the writer administered tests which where given twice. A pretest is given before the treatment to know the students’ prior knowledge, while the post-test was administered after the treatment which aims to know the vocabulary mastery of the students after giving treatment. Both the mean scores of pretest and posttest were then compared to see whether or not there is significant difference of the achievement of the students before and after giving treatment by using Frontloading strategy. The result of pretest and posttest were presented in the following table.
Table 1.
The mean scores and standard deviation in pre-test and post-test of synonymous words
Test Mean Score Standard Deviation
Pre-Test 42.66 9.837
Post-Test 77.67 78.06
The results of data analysis are derived from pre-test and post-test of the student’s vocabulary in the table above. The mean score in pre – test was 42.66
33
and the standard deviation was 9.837 and the mean score of post test was 77.67 and the standard deviation were 78.06.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
a. The frequency and rate percentage of the students’ pretest and posttest score of synonymous
Table 2.
Frequency and rate percentage of the students’ pre-test and post-test score of synonymous words
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1.
2.
3.
4.
5.
6.
7.
Excellent Very good
Good Fairly good
Fair Poor Very poor
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
0 0 1 0 0 7 12
0 0 5 0 0 35 60
0 4 11
5 0 0 0
0 20 55 25 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are ( 5%) out of 20 students got good scores, ( 35%) got poor scores, (60 %) students got very poor scores. None of 20 students got excellent, very good, fair and fairly good scores.
The table above also shows thet the results of students vocabulary in post – test. There are (20%) out of 20 students got very good scores, (55%) got fairly good scores, and (25%) students got fairly good scores. None of 20 students got excellent, fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, fair, poor, and very poor in the post test was greater than the rate percentage in the pretest.
b. The chart of percentage the students’ pre-test and post-test score of synonymous words
Chart 1.
The chart of percentage the students’ pre-test and post-test score of synonymous words
Exellent Very good
Good Fairly good
Fair Poor Very poor
0% 0% 5%
0% 0%
35%
60%
0%
20%
55%
25%
0% 0% 0%
Pre-Test and Post-Test ( Synonymous Words )
Pre-Test Post-Test
2. Student’s achievement of antonymous words Table 3.
The mean score and standard deviation in pre-test and post-test of synonymous words
Test Mean Score Standard Deviation
Pre-Test 37.5 43.308
Post-Test 77.06 79.24
The results of data analysis are derived from pre-test and post-test of the student’s vocabulary in the table above. The mean score in pre – test was 37.5 and the standard deviation was 43.308 and the mean score of post test was 77.06 and the standard deviation were 79.24.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
a. The frequency and rate percentage of the students’ pretest and posttest score of antonymous words
Table 4.
Frequency and rate percentage of the students’ pre-test and post-test score of antonymous words
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1. Excellent 96 – 100 0 0 1 5
2.
3.
4.
5.
6.
7.
Very good Good Fairly good
Fair Poor Very poor
86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
1 0 2 3 3 11
5 0 10 15 15 55
5 6 8 0 0 0
25 30 40 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are ( 4.76%) out of 20 students got very good scores, ( 10%) got fairly good scores, 3 (15 %) students got fair scores, ( 15%) got poor scores, ( 55%) got very poor scores .None of 20 students got excellent, good scores.
The table above also shows thet the results of students vocabulary in post – test. There are (4.76%) out of 20 students got excellent scores, (25%) got very good scores, and (30%) students got good scores, (40%) students got fairly good scores None of 20 students got fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, fair, poor, and very poor in the post test was greater than the rate percentage in the pretest.
b. The chart of percentage the students’ pre-test and post-test score of Antonymous words
Chart 2.
The chart of percentage the students’ pre-test and post-test score of Antonymous words
3. Indicators of student’s scores in pre-test and post test Synonymous words a. Progress of the Indicators in Understanding Synonymous words
Table 5.
Progress of the Indicators in Understanding Synonymous words
No. Indicators Pre-Test Post-Test Progress %
1. Verb 72.5 73.25 1.03
2. Adjective 47 82 74.46
3. Noun 37.5 77.5 106.6
The table above shows that that in the synonymous word test of the three indicators have quite different progress. where the noun indicator has the most
Exellent Very good
Good Fairly good
Fair Poor Very poor
0% 5% 0%
10% 15% 15%
55%
5%
25% 30% 25%
0% 0% 0%
Pre-Test and Post-Test (Antonymous Words )
Pre-Test Post-Test
progress compared to the other two indicators, which is as much as (106.6%) this shows that the noun indicator is more widely known by students. while the progress of a number (74.46%) of the adjective indicator shows that the adjective also has quite a lot of progress, far compared to the verb indicator which actually has a little achievement progress namely the verb indicator (1.03) this shows that the verb indicator is only little known by students.
b. The chart of Percentage Indicators in Understanding Synonymous words Chart 3.
The chart of Percentage Indicators in Understanding Synonymous words
0 20 40 60 80 100
Verb Adjective Noun 72,5
47
37,5 73,25 82
77,5
0,72 0,74
1,06 Pre-Test
Post-Test Percentage
4. Indicators of student’s scores in pre-test and post test of Antonymous words a. Progress of Indicators in Understanding Antonymous words
Table 6.
Progress of Indicators in Understanding Antonymous words
No. Indicators Pre-Test Post-Test Progress
%
1. Verb 51.25 82.5 60.91
2. Adjective 62.5 91.5 46.4
3. Noun 37.5 77.6 106.9
Based on the table above shows that in the antonymous word test of the three indicators have quite different progress. where the noun indicator has the most progress compared to the other two indicators, which is as much as (106.9%) this shows that the noun indicator is more widely known by students. while the progress of a number (60.91%) of the verb indicator shows that the adjective also has quite a lot of progress, and slightly different from the verb, the adjective indicator gets (46.4%) progress, and this shows that the adjective is not really understood by students.
b. The chart of Percentage Indicators in Understanding Antonymous words Chart 4.
The chart of Percentage Indicators in Understanding Antonymous words
5. Students achievement in pre-test and post test Table 7.
The mean score and standard deviation of pretest and posttest
Test Mean Score Standard Deviation
Pre-Test 4.22 4.230
Post-Test 7.72 7.920
The results of data analysis from pre-test and post-test of the students vocabulary in the table above. The mean score in pre – test was 4,22 and the standard deviation was 4.230, and the mean score of post test was 7.72 and the standard deviation were 7.920.
In conclusion, from the table discussed above the students tested achieved a greater score after giving treatment.
0 20 40 60 80 100
Verb Adjective Noun 51,25 62,5
37,5 82,5 91,5
77,6
0,6 0,46
1,06 Pre-Test
Post-Test Percentage
a. The frequency and rate percentage of the students’ pretest and posttest score Table 8.
Frequency and rate percentage of the students’ pre-test and post-test score
No. Classification Score
Pre – Test Post – Test
Frequency Percentage
%
Frequency Percentage
%
1.
2.
3.
4.
5.
6.
7.
Excellent Very good
Good Fairly good
Fair Poor Very poor
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 0 – 45
0 0 0 0 3 4 13
0 0 0 0 15 20 65.
0 3 10
7 0 0 0
0 15 50 35 0 0 0
Total 20 100% 20 100 %
The table above shows that in the pre-test, there are (15%) out of 20 students got fair good scores, (20%) got poor scores, (65%) students got very poor scores. None of 20 students got excellent, very good, good, and fairly scores.
The table above also shows thet the results of students vocabulary in post – test. There are (15%) out of 20 students got very good scores, (50%) got good scores, and (35%) students got fairly good scores. None of 20 students got excellent, fair, poor, and very poor scores.
In other words, it can be said that, the rate percentage of the students who get excellent, very good, good, and fairly good in the post test was greater than the rate percentage in the pretest.
b. percentage of the students’ pre-test and post-test score
Chart 5.
percentage of the students’ pre-test and post-test score
6. Test significance of synonymous and antonymous words
To know the level of significance of the pre – test and post – test, the writer used t-test analysis on the level of significance (p) = 0,1 with the degree of freedom (DF) = N-1, Where the N = number of subject (20) students then the value of t-table is 1.729. The test statistics, analysis of the independent sample was applied. The following table showed the results of t-test calculation
Exellent Very good
Good Fairly good
Fair Poor Very
poor
0% 0% 0% 0%
15% 20%
62%
0%
15%
50%
35%
0% 0% 0%
Pre-Test and Post-Test (Antonymous Words )
Pre-Test Post-Test
Table 9.
T-test and t-table values pretest and posttest of synonymous words
Variable t-test value t-table
X2 – X1 242.8 1.729
Table 4 above shows that the value of t-test was 242.8 and t-table value was 1.729. Thus the value of t-test was greater than t-table value (242.8 > 1.729).
It means that Frontloading strategy could significantly improve the vocabulary mastery of the eight grade students of Mts DDI Totolisi, Majene.
Based on the elaboration above, it could be concluded that the null hypothesis (H0) was rejected. Otherwise, the alternative hypothesis (H1) was accepted. In other words, there was significance difference in student’s vocabulary mastery of the eight grade students of Mts DDI Totolisi by using Frontloading Strategy.
B. Discussion
The primary purpose of this research of this research was to find out wither the use of frontloading strategy was effective in improving students vocabulary mastery of the eight grade students of Mts DDI Totolisi. To find out the purpose, the research used the test as an instrument. the teat give taught pre- test and post-test.
The population of eight grade students of Mts DDI Totolisi, consist 90 students and the sample was VIII-B, and the sample of the researched were 20 students.
In this discussion, the writer would like to analyze the data and to explain the research findings related to the use of frontloading strategy to increase the students’ vocabulary.
In conducting this research, the writer gave pre-test for VIII-B class at the first meeting. The purpose is to know the students’ knowledge in vocabulary.
There are 25 items of tests; 8 multiple choice and 17 matching. In pre-test of synonym word the greatest score is 53.8 and the greatest score in post-test is 92.3.
While in pre-test of antonym word the greatest score is 53.8 and the greatest score in post-test is 100.0. In pre-test of synonyms indicators the greatest score is 7.5 and the greatest score in post-test is 100.0. And pre-test of antonym indicators the greatest score is 7.5 and the greatest score in post-test is 100.0.
The all score students pre-test, the greatest score is 5.2 and the greatest score in post-test is 9.2.
After giving pre-test, the writer gives the treatment to VIII-B class for six meetings. In the VIII-B class the writer use frontloading as a strategy to teach English vocabulary mastery.
The improvement in the vocabulary mastery is achieved due to potential effects of the frontloading strategy. The improvement in synonym and antonym of the word can be observed during the treatment. During the treatment in
experimental class, the writer introduced the students what frontloading strategy is and how the steps of frontloading strategy is. Then, the writer explained about and antonym of the word that can help the students increase their vocabulary. In every meeting, the writer chose the different topics that were interesting for the students.
Then, the students became more active and interested in describing their ideas and make a list of words because they already know about the types, the examples of and antonym and synonym of the word. The students also shown their contribution when they found some words that did not know by asking the writer or seeing the category of the word, the meaning of the word and the spelling of the word in the dictionary. The writer supervised the students during the discussion by walking around the classroom and supervised each student to help them when they got difficult to describe their ideas or to make a list of words. It means that the presence of the writer is helpful in the implementation of the frontloading strategy. Thus, this strategy is effective and easier to be implemented to increase the students’ vocabulary.
The writer has discussed the results of the student’s vocabulary achievement. The data that have been analyzed above can be discussed in the scope of this research as follows:
1. The results of data analysis showed that there was significant difference between pre-test and posttest. It was based on the fact that the average scores of students in the pretest and posttest were different. Post-test was greater than pre-test. For pre-test acquired means score 4.22. In the post-test increased to 7.72 . Then, the t-value was 242.8. While t-table was only 1.729 with df = 19