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6. Determining standard error of mean variable Y:
� =
� √ −
=
. √ −
=
. 5.
= .
7. Determining standard error of different mean of variable x and mean of variable Y:
�
−
= √� + �
= √ .
+ . =
√ . + .
= √ .
= 1.69 8. Statistical t-test formula:
�
�=
�
− �
��−�
= . − .5 .
= .. = .
9. Determining t
t le
in significance level 0.05, with df degree of freedom df = N
x
+ N
y
– 2 = 30 + 30 – 2 = 58 From the calculation above, the df value is 58 and from degree of significant
value 0.05 or t
t
is 1.67.
10. Hypothesis Testing From the calculation above, the calculated t-test of t
was 1.10 and the degree of freedom df was 58. Furthermore, the degree significance that was used for
this research is 5 or 0.05, therefore from t
table
it was 1.67. Compared to the t
table,
the result of t was lower than t
table.
Those calculations were meant to know if video game has positive effect on students’ reading comprehension of narrative text on eighth grade students of
SMPN 96 Jakarta Selatan. Therefore, the hypotheses are: H
: Video Game has no positive effect on Students’ Reading Comprehension
of Narrative Text
H
1
: Video Game has a positive effect on students’ Reading Comprehension
of Narrative Text.
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To test the hypothesis, data obtained from the calculation are tested using t
test
formula as follows: a. If
t
e v ti
t
t
t le
t
t
in significant degree of 0.05, H the null
hypothesis is rejected. This means that video game has no positive effect on students’ reading comprehension of narrative text.
b. If t
e v ti
t
t
t le
t
t
in significant degree of 0.05, H the null
hypothesis is accepted. This means that video game has positive effect on students’ reading comprehension of narrative text.
B. Interpretation
Based on the data analysis, there were slight differences between students using video games on reading comprehension of narrative text and the students
who did not use video games on reading comprehension of narrative text. It can be seen from their average score on both post-test and gained score between the
students. Students who used video games were the experimental class, have average of
gained score of 11.4, meanwhile the students who only get usual teaching have average of gained score of 9.53. It means that the students who used video games
on their reading comprehension of narrative text have higher gain score than those who did not get the treatment. Then, the average score of post-test on the
experimental class was 65.4, meanwhile the average score of post-test on controlled class was 64.2. It was only slightly higher than the students who did not
get video game treatment. Before using the t
test
formula, the researcher calculates the normality and homogeneity of data collected. The purpose of analyzing normality data was to
get to know if the data was normally distributed or not. It can be calculated by comparing between t
max
and t
table.
The researcher used Shapiro-Wilk Test in analyzing the normality of the data. Both of pre-test and post-test on the experimental class were distributed normally.
According to the data calculated, the significant value of normality test of pre-test in expe
rimental class was 0.520 α 0.05 and for post-test, the significant value on
44
the experimental class was 0.502 α 0.05. Then, in the controlled class, the data was also distributed normally; it can be seen based on the calculation. The
significant value of normality test of pre- test in controlled class was 0.252 α
0.05 and for post- test, the significant value on controlled class was 0.282 α 0.05.
After analyzing the normality of data, the homogeneity data was calculated to get to know whether the sample from experimental class and controlled class was
homogeneous or not. The result from both classes were homogeneous, homogeneity test on pre-
test was 0.907 α 0.05 and the homogeneity test result on post-
test was 0.334 α 0.05. According to the hypothesis, H was accepted
which concludes that the sample from experimental class are not different from the controlled class.
Testing hypotheses was the last calculation, t
test
was used to calculate the result of gained score from the sample both experimental class and controlled
class. This research used t-test formula in the significance deg ree α of 5. The
result concludes that t
test
t
o
t
table
t
t
or 1.10 1.672. This means that the null hypothesis H
was accepted that there was no significant effect of video game on students’ reading comprehension of narrative text at the eighth grade of SMP
Negeri 96 Jakarta Selatan. This research result was different from the related study in Chapter 2. In
Chapter 2, the research done by Vehdat and Ting-Yu Yang were for advanced students’ and it is proved that learning English via video game was motivating
and enhancing the students’ English skill, while in this research, the sample were
students with limited skills in Eglish. The game used in the research was different from this research, both of the later research using advanced American base
adventure game while this research using Japan based adventure game which was more classic. That is why this research result was different from the related study,
because the differences between the samples background knowledge and game used in the research.
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45
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter includes the conclusion of the research and suggestions for students, teachers and future researcher.
A. Conclusion
This quasi-experimental research was conducted to get the empirical evidence about the
effect of video game towards students’ reading comprehension of narrative text at the eighth grade students’ of SMPN 96 Jakarta Selatan in
academic year 20152016. Based on the statistical calculation and hypotheses testing in Chapter IV, in significance degree of 5 the result concludes that
t
test
t
o
t
table
t
t
or 1.10 1.672. This means that the null hypothesis H was
accepted that there was no significant effect of video game on students’ reading comprehension of narrative text at the eighth grade of SMP Negeri 96 Jakarta
Selatan. Even if the statistic says that there was no significant effect, but the students’ post-test score appeared to be slightly higher than their pre-test and also
the students were very eager to use a video game as their media for learning English as a foreign language.
B. Suggestions
From the conclusion above, these are suggestions for people who would like to have research on the same field. The suggestions are as follows:
1. For Students Students can find another media for learning English as their second language
that also entertain them while enhancing their reading comprehension, especially on Narrative Text. If the students tempted to try another video game to enhance
their reading comprehension, it is recommended for them to extend their experience outside the research.
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2. For Teachers Teacher could still having an extended research in method of teaching that
will provide not only students’ learning but also students’ needs in many aspects, such as their creativity and learning engagement.
3. For Future Researchers This research could be another reference for future researchers that wish to
know more about digital media in learning English as a foreign language in order that they will do a research which is closest related to the recent focus or problem
discussed in this skripsi.
