In order to get the calculation of T-test, there were some steps that the writer had done, namely, determining mean, standard deviation and standard error of
each variable, the following steps as follows: 1.
Determining Mean I with formula:
Mean Variable X M
1
= ΣX
= = 21.23
2. Determining Mean II with formula:
Mean Variable Y M
2
= ΣX
= = 2.23
3. Determining of Standard Deviation of Variable X :
SD
1
= √�
= √
.
=
√ . = 12.95
4. Determining of Standard Deviation of Variable Y:
SD
2
= √� ²
= √
.
=
√ . = 6.60
5. Determining standard of error mean of variable X:
SE
M
=
S √ −
=
. √ −
=
. √
=
. .
=
2.40 6.
Determining standard of error mean of variable Y:
SE
M
=
S √ −
=
. √ −
=
. √
=
. .
=
1.22
7. Determining standard of error mean difference of M
1
and M
2
:
SE
M - M
=
√
SE
M
² + SE
M_
²
=
√
. ² + . ²
=
√
. + .
=
√
. = 2.69
8. Determining t
o
with formula: t
o
= −
S
M −M
=
. − . .
=
.
=
7.063
9. After getting the t-observation
or t
o
, it is necessary for determining degree of freedom df, as follow:
df = N
1
+ N
2
– 2 = 30 + 30
– 2 = 60
– 2 = 58
The value of degree of freedom df is 58. The value of df 58 at the degree of significance t
table
5 0,05 is 1.672 and at the degree of significance 1 0,01 is 2.392.
In this research, the writer proposed null hypothesis H
o
and alternative hypothesis H
a
: H
o
: There is no significant difference of students’ vocabulary mastery between
students who are taught by using picture storybook and students who are taught without using picture storybook.
H
a
: There is a significant difference of students’ vocabulary mastery between
students who are taught by using picture storybook and students who are taught without using picture storybook.
The assumption of this hypothesis as follows: If t
o
≥ t
table
, the Null Hypothesis H
o
is rejected and the alternative hypothesis H
a
is accepted. It means there is a significance difference of students’ vocabulary mastery between students who are taught by using picture
storybook and students who are taught without using picture storybook. If t
o
≤ t
table
, the Null hypothesis H
o
is accepted and the alternative hypothesis H
a
is rejected. There is no significant difference of students’ vocabulary mastery between students who are taught by using picture storybook
and students who are taught without using picture storybook.
Based on the description of data calculation, it could be conclude that: 1.
The value of t
o
is 7.063 2.
The degree of freedom df is 58, so the value of t
table
in the significance 5 0,05 is 1.672 and in the significance 1 is 2.392.
1
3. The comparison between t-score with t-table by using the significance 5
t-score = 1.672 7.063. It showed that t
o
≥ t
tabel
, it means the Null Hypothesis H
o
is rejected and the Alternative Hypothesis H
a
is accepted.
1
Budi Susetyo, Statistika untuk Analisis Data Penelitian, Bandung, PT Refika Aditama, 2010, pp. 320.
D. Interpretation of Data
Based on data description, the seventh grade students of SMP Kartika VIII-1 Cijantung improved, especially students who were taught by using
picture storybook. The result of data were got from test pre-test and post-test. It showed the mean of pre-test of experimental class was 54.73 before they got
a treatment by using picture storybook. Then, the mean increased into 75.97 in post-test after they got the treatment.
In analyzing the data, the writer analyzed the hypothesis of pre-test and post-test in both of class experimental and controlled class. Some steps in data
analyzing were the main steps to find out whether picture storybook was effective for students’ vocabulary mastery or not. The writer analyzed it by
using T-test formula, the significance used 5 0.05, and the criteria value of t-test t
o
≥ t
table
. The calculation showed that t test t
o
got 7.063 and the value of t
table
is 1.672. Then, it revealed t
o
≥ t
table
7.063 ≥ 1.672. Based on the criteria
for the calculation that if value of t
o
≥ t
table
, it means that the Null hypothesis H
o
is rejected and the alternative hypothesis H
a
is accepted. It could be concluded that there is a significant difference on
students’ vocabulary mastery between students who were taught by using picture storybook and students who
were taught without picture storybook. To sum up, the data of research had been conducted based on the
procedures. As the interpretation of data calculation above, there is significance difference on students’ vocabulary mastery between students who were taught
by using picture storybook and students who were taught without picture storybook, because the results showed the hypothesis of H
o
is rejected and H
a
is accepted.
48
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter, the writer presents the conclusion and suggestion after conducting the research, doing analysis, and presenting the results.
A. Conclusion
The data description shows the students in experimental class got higher score in post-test than in controlled class. Also, the result of statistical calculation which was
analyzed in previous chapter shows picture storybook is effective for teaching vocabulary. It means picture storybook could affect
students’ vocabulary well. Moreover, based on the data analysis, the writer concluded some points related to
this research as following: 1.
Based on the result of pre-test, vocabulary of the students at the seventh grade of SMP Kartika VIII-1 Cijantung was low. It could be seen from both classes
experimental and controlled class. The mean score of experimental class was 54.73 and the controlled class was 60.53. After getting treatment by using picture
storybook, the mean score of post-test in experimental class was 75.97. Furthermore, the mean score of post-test in controlled class who were taught
without using picture storybook was 62.77. 2.
The use of picture storybook as the media in teaching vocabulary affected the students’ score well. It could be seen from the result of the statistical calculation
that the value of t
o
was 7.063 which was higher than t
table
at the significance level
5 = 1.672 and t
table
at the significance level 1 = 2.392. It means that the null hypothesis H
o
is rejected and the alternative hypothesis H
a
is accepted. 3.
By using picture storybook in teaching vocabulary, it could help students to master vocabularies.
Also, it could encourage students’ motivation in teaching and learning process. Because, pictures and story in picture storybook could
attract students’ attention and motivate them to learn vocabularies joyfully. Using picture storybook was not only for visual learners but also it could help other
students who have different predominant learning style, such as auditory learners, teacher could help them by read-aloud activity.
4. By using picture storybook, the students were being active and enjoyed their role
in the class. They were enthusiastic and excited when they were taught by using picture storybook, especially in teaching and learning vocabulary noun and
adjective around students’ life.
B. Suggestion
Based on the finding and conclusion above, the writer would like to give some suggestion as follows:
1. Teachers should use appropriate media for teaching vocabulary to help their
students to understand materials easily, for example picture storybook. Because, by using picture storybook, it can help teachers to increase their students’
vocabulary. It is not only for visual learners who see pictures on it, but also it can help auditory learners by reading aloud activity, for readingwriting learners by
reading aloud activity, writing prediction, reflection, reaction to a story and for kinesthetic learners by doing role-play. Moreover, teachers can get picture
storybook easily at the bookstore or online bookstore. For choosing a good picture storybook for teaching vocabulary, teachers should choose theme,
difficulties of words which are appropriate with a topic that will be going to discuss in class.
2. Students can increase their vocabulary by reading picture storybook on their own,
or they can make a small group to do read-aloud activity by using picture storybook. Because students can find picture storybook at bookstore, library,
online bookstore and online library. Also, there are so many picture storybooks which are published with their own level, from elementary until advance.
So, students can choose their picture storybook which suit to them. 3.
For the book writers, they can make other picture storybooks on purpose, for example, picture storybook for focusing on vocabulary, on the first volume, they
can make a picture storybook that focus on noun, on the next volume, it focus on adjective, and so on. In addition, they can make other picture storybooks which
focus on authentic topic, so teacher can use them not only for fun but also for academic purposes.
4. For the next researchers, they can do a research on picture storybook for other
skills in language. Moreover, they can apply new media in hisher research to help students to master vocabulary. The writer hope this research can be used as the
one of references for them to conduct their study.
