Table 4.2.a Frequency Distribution of Controlled Class Pre-Test
From the table above, 38.7 students got score about 78 - 83 with the frequency 12 students, 3.22 student got score about 66
– 71, 9.67 students got score about 60
– 65, 16.12 students got score about 72 – 77, and only 16.12 students got score about 84
– 89 and 16.12 students got score about 90
– 95. Data frequency distribution can be described on the chart below :
Diagram 4.2.a Frequency Distribution of Controlled Class Pre-Test
No. Class
Interval Frequency
Percentage 1
60 - 65 3
9.67 2
66 - 71 1
3.22 3
72 - 77 5
16.12 4
78- 83 12
38.70 5
84 - 89 5
16.12 6
90 - 95 5
16.12 Σf
31 100
b. Post-Test of Controlled Class Range Post-test of controlled class
= H – L
= 100 – 55
= 45 Class
= 1 + 3.3 log n = 1 + 3.3 log 31
= 5.92 Interval Pre-Test
= R C = 45 5.92
= 7.6 = 8
Percentage P = x 100
Table 4.2.b Frequency Distribution of Controlled Class Post-
Test
From the table above, 29.03 students got score about 71 - 78 and 79 - 86 with the frequency 9 students, 3.22 student got score about 95 - 100,
No Class
Interval Frequency
Percentage 55-62
2 6.45
63-70 4
12.90 71-78
9 29.03
79-86 9
29.03 87-94
6 19.35
95-100 1
3.22 Σf
31 100
6.45 students got score about 55 – 62, and only 12.9 students got score
about 63 – 70 and 19.35 students got score about 87 – 94.
Data frequency distribution can be described on the chart below:
Diagram 4.2.b Frequency Distribution of Controlled Class Post-Test
From the result of the research, the comparison between experiment and controlled class based on the pretest and post test score can be described on the
chart below:
75 76
77 78
79 80
81
Pretest Posttest
Experiment Class Control Class
Diagram 4.3 Pretest and Posttest score in Experiment and Controlled Class
B. Data Analysis
Before the writer analyzed the data, she had calculated the data into the statistic calculation. The writer used t
test
formula to find the empirical evidence statistically and to make the testing of hypothesis easier. The Experiment Class
was X variable and the Control Class was Y variable. The t
test
formula as follow:
t
0 =
1. The writer determines means of score in Experiment Class =
= = 2.7
2. The writer determines means of score in Controlled Class
= =
= - 1.8
3. Determining standard deviation of Experiment Class
= 2116.94
4. Determining standard deviation of Controlled Class
= 1339.92
5. Determining value of hypotheses testing
t
0 =
t
0 =
t
0 =
t
0 =
t
0 =
t
0 =
t
0 = 2.43
6. Determining Degree of Freedom
The value of Degree of Freedom df is 60 at the degree of significance 5 = 1.671
C.
Hypotheses Testing
In the research, the writer proposes null hypothesis Ho and alternative hypothesis Ha:
H
o
: The use of Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
H
a
: The use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
The assumption of this hypotheses as follows: If t
o
t
table,
the null hypothesis H
o
is rejected and alternative hypothesis Ha is accepted. It means the use of Flash Card is effective in teaching
vocabulary in the seventh grade of MTs N 13 Jakarta If t
o
t
table
,the null hypothesis H
o
is accepted and alternative hypothesis Ha is rejected. It means the use of Flash Card is not effective in
teaching vocabulary in the seventh grade of MTs N 13 Jakarta
Based on the description of data calculation, it can be inferred that: 1. The value of t
o
is 2.43 2. The degree of freedom df is 60, so the value of t
table
in the significance 5 = 1.671
It shows that t
o
t
table,
it means that the null hypothesis H
o
is rejected and the alternative hypothesis Ha is accepted
D.
Interpretation of Data
Flash Card is a card where the words andor pictures are printed or drawn. It can be used to combine vocabulary and picture. It is considered
could effective to improve s tudents’ vocabulary and make teaching and
learning process fun and enjoyable. Students can study new vocabulary by making small group or pair using this card to understand the meaning.
Therefore, this card can minimize the high imbalance between students upper and lower level.
The result of data analysis using t-test showed, the value of t
o
is 2.43 with degree of freedom 60 in the significance degree α of 5, t
table
is 1.671. It means that t
o
t
table
t
o
is higher than t
table
. Therefore, the null hypothesis H
o
is rejected. Then, the alternative hypothesis Ha is accepted that the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs
N 13 Jakarta. The research results showed that there is different score in both classes. The experiment class got increasing score in the posttest and the
controlled class got decreasing score in the posttest. It could be seen from the mean of s
tudents’ pretest and posttest from both classes. The mean of pretest in controlled class is 80.24 and the mean of posttest is 78.47. On the other
side, the mean of pretest in experiment class is 77.34 and the mean of posttest is 80.08. From the result of the research, it can be concluded that the use of
Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
When the writer did the research, there were some problems in the research field. There had been UCUN uji coba ujian nasional for 2 weeks
which disturbed the research schedule. Therefore, schedule in experiment and controlled class should follow the time remaining. Then, there was PENSI
Pentas Seni in MAN 19 that located beside MTs N 13 Jakarta which makes a noisy condition when the writer did research in the class. It made students
didn’t focus on the research. Moreover, the research schedule of experiment class and controlled class
is not same in learning time. For experiment class, the writer did the research before noon. On the contrary, the writer did the research after noon in the
controlled class. It influenced students’ thought and students’ mood in teaching and learning process. The other reason is because the sound system in the class
was not function. The writer used a small sound system to give dialog
recording to students in controlled class. Therefore, the score posttest in the controlled class got decreasing score.
40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the finding of research data, the collected data have been analyzed by T-test to find out whether or not the use of Flash Card is effective
in teaching vocabulary. The writer obtained that T
table
is lower than t
o
in significant level 5 1.671.
The writer states that the null hypothesis H
o
is rejected and the alternative hypothesis Ha is accepted. In other words, the use of Flash Card is
effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.
B. Suggestion
From the result of research above, the writer would like to give some suggestions as the following:
1. For the students Students should repeat the word meaning in flash card again and
again to avoid forgetfulness. It often happened when the teacher asked them to mentions the word meaning that had been learnt
before, students could not answer the questions.
2. For the teacher Teacher should use flash card to teach vocabulary especially for
concrete noun, such as colors, fruits, vegetables, seasons, animals, and others. It is better than the others because it can be bright and
colorful and make a real impact on visual learners. Therefore, it makes students easier to remember the word meaning. Then, flash
card need a lot of teachers’ time, so teachers should work together with their students to collect picture from selected topic. Last, there
are some activities of teaching by using flash card to avoid students’
boring. Some of them such as memory activity, drilling, identification, and TPR activity
3. For further researcher Hopefully this research can be advanced by the further researcher.
Not always to teach word meaning, flash card can also be used to teach speaking by making sentence or story based on the picture
shown on the flashcard, teaching grammar by making language rules on the side of flash card. It is also used to teach pronunciation and
listening skill.
41
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