The Influence of Using Realia in Teaching Concrete Nouns (A Quasi-experimental Study at the Second Grade Students of MTs Masyariqul Anwar Caringin)

Masyariqul Anwar Caringin)

By : M. Iskak Saqofi

1111014000129

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta , 2016

Key Words: Realia, Concrete Nouns

The aim of this study was to obtained empirical evidence about the influence of using realia in teaching concrete noun which was observed and analysed at the second grade students of MTs Masyariqul Anwar Caringin.

The method of this study is quantitative by taking 60 students as the sample from all of 130 students as populations. The sample of students was divided into two classes; 30 students for experimental class and other 30 students for controlled class. Before giving the treatment, the writer gave pre-test to both experimental and controlled class. Then the writer taught concrete noun in the experimental class by using realia and in controlled class without using realia as media of learning. After four meetings, the writer gave post-test to both classes. The score of pre-test and post-test were collected from twenty multiple-choice questions, then, it was analysed by using t-test.

The finding of this study shows that realia has significant influence in teaching concrete noun. It is proved by tobservation (3.75) which is higher than ttable in significant degree of 5% (1.672). It is considered that the null hypothesis (H0) in this study is rejected and the alternative hypothesis (Ha) which states that there

is significant different between students’ score taught by using realia and without using realia is accepted. It means that the using realia has significant influence in teaching concrete noun.

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Anwar Caringin),Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016

Kata Kunci: Realia, Concrete Noun.

Penelitian ini bertujuan untuk memeroleh bukti empiris tentang pengaruh penggunaan realia dalam pengajaran conceret nouns yang dilaksanankan dan dianalisa pada siswa kelas dua MTs Masyariqul Anwar Caringin.

Metode yang digunakan pada penelitian ini adalah metode quantitatif dengan mengambil 60 siswa sebagai sample dari total 130 siswa yang dibagi menjadi dua kelas: 30 siswa sebagai kelas experimen dan 30 siswa lainnya sebagai kelas kontrol. Sebelum memberikan pengajaran menggunakan realia, peneliti memberikan pra-tes pada kelas experimen dan juga pada kelas control. Kemudian peneliti mengajarkan concrete noun pada kelas experimen dengan menggunakan realia dan pada kelas kontrol denga tidak menggunakan realia sebagai media pengajaran. Setelah empat kali pertemuan, peneliti memberikan purna-tes menggunakan dua puluh pertanyaan pilihan ganda pada setiap tesnya, selanjutnya data dianalisa menggunakan rumus t-test

Temuan dari penelitian ini menunjukan bahwa realia memiliki pengaruh yang sinignifikan dalam pengajaran concrete noun. Terbukti dari besarnya tobserfasi 3.75 > ttabel pada signifikan 5% yaitu 1.672. hasil ini dianggap bahwa hipotesi null (H0) pada penelitian ini dinyatakan ditolak dan hipotesis alternatif (Ha) yang menyatakan bahwa terdapat perbedaan hasil antara siswa yang diajar dengan media realia dengan yang tidak menggunakan realia sebagai media. Oleh karena itu, dalam penelitian ini disimpulkan bahwa penggunaan realia dalam pengajaran concrete noun memiliki pengaruh yang signifikan.

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blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation

be upon to the prophet Muhammad, his family, his companion and his adherence. It is a pleasure to acknowledge the help and contributions to all of lecturers, institutions, family especially to my beloved parents, brothers, sisters and friends who have contributed in the different ways hence this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah

and Teachers’ Training in partial fulfillment of the requirements for the degree of

S. Pd. in English Languge Education.

The first, he would like to give thanks to his advisors Drs. Nasrun Mahmud, M.Pd, and Devi Yusnita, M.Pd, who have given his precious help, guidance and advices patiently during the completion and the development of the study. The second, he also his greatest gratitude and honor to Dr. Ratna Sari Dewi, M.Pd, as his academic advisor who always gives support and advice during his study.

He also realizes that he will never able to finish this “Skripsi” without help and support from people around him. Therefore, he would like to give his gratitude and appreciations to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and

Teachers’ Traning Islamic State University Syarif Hidayatullah Jakarta.

2. Dr. Alek, M.Pd., as the Head of Department of English Education

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education

4. All lecturers of Department of English Education who always give motivation and valuable knowledge during his study.

5. His parents, Mr. Hasni and Mrs. Asiah, his beloved brothers, Asytari Kanjeng and Aliyudin, and aslo his beloved sister, Tuti Alawiyah, Eti Kusnaeti and Mimin Saleh who always support him.

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always support him.

9. All friends from Class C in Academic Year 2011 who always support him. 10.The eight year students of Nusantara Plus Junior High School in Academic

Year 2014/2015, as the participant of this research.

The words are not enough to say any appreciation for their help and

contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover, the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for

him to get critiques and suggestion to make this “Skripsi” better.

Jakarta, October 13th 2016

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AKNOWLEGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLES ... viii

LIST OF DIAGRAMS ... ix

LIST OF APPENDICES ... x

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Limitation of the Problem ... 4

C. Formulation of the Problem ... 4

D. Objective of the Research ... 4

E. Significant of the Research ... 5

CHAPTER II. THEORETICAL FRAMEWORK ... 6

A. Noun ... 6

1. Definition of Noun ... 6

2. Type of Nouns ... 7

a. Proper and Common Noun ... 7

b. Abstract and Concrete Noun ... 7

c. Countable and Uncountable Noun ... 8

d. Singular and Plural Noun ... 8

e. Animate and Inanimate Noun ... 8

B. Realia... 9

1. Definition of Realia ... 9

2. Kind of Realia ... 10

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D. Theoretical Framework ... 15

E. Theoretical Hypothesis... 16

CHAPTER III. RESEARCH METHODOLOGY ... 17

A. Place and Time of the Research ... 17

B. Population and Sample ... 17

C. Research Methodology and Design ... 17

D. Research Instrument ... 19

1. Pilot Study of the Instrument ... 19

E. Trustworthy of the Study ... 19

1. Validity and Reliability of the Instrument ... 19

F. Technique of Data Collection ... 20

1. Pre-test... 20

2. Post-test ... 20

G. Technique of Data Analysis ... 21

1. Normality Test of the Data ... 21

2. Homogeneity Test of the Data ... 22

3. T-test of the Data ... 22

H. Statistical Hypothesis ... 24

CHAPTER IV. RESEARCH FINDING ... 26

A. Data Description... 26

1. Data of Experimental Class ... 26

2. Data of Controlled Class ... 32

B. Data Analysis ... 38

1. Normality Test ... 38

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3. Hypothesis Test ... 41

C. Data Interpretation ... 45

CHAPTER V. CONCLUSION AND SUGGESTION ... 48

A. Conclusion ... 48

B. Suggestion ... 48

BIBLIOGRAPHY ... 50

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Table 4.2 Data description of Pre-test Result of Experimental Class Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class Table 4.4 Data Description of Post-test Result of Experimental Class Table 4.5 Frequency Distribution of Post-test Result of Experimental Class Table 4.6 Students’ Score of Controlled Class

Table 4.7 Data description of Pre-test Result of Controlled Class

Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class Table 4.9 Data Description of Post-test Result of Controlled Class Table 4.10 Frequency Distribution of Post-test Result of Controlled Class Table 4.11 Normality Pre-test Result between Experimental and Controlled

Class

Table 4.12 Normality Post-test Result between Experimental and Controlled Class

Table 4.13 Homogeneity Pre-test Result between Experimental and Controlled Class

Table 4.14 Homogeneity Post-test Result between Experimental and

Controlled Class

Table 4.15 The Statistical Calculation of the Gained Score of Both Experimental and Controlled Class

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Diagram 4.3 Diagram of Pre-test Result of Controlled Class Diagram 4.4 Diagram of Post-test Result of Controlled Class

Diagram 4.5 The Comparison Result between Experimental Class and Controlled Class

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Appendix3 Rencana Pelaksanaan Pembelajaran (RPP) Experimental Class Appendix4 Rencana Pelaksanaan Pembelajaran (RPP) Controlled Class Appendix5 Pre-test Question

Appendix6 Post-test Question Appendix7 Validity of the Test

Appendix8 Surat Bimbingan Skripsi

Appendix9 Surat Permohonan Izin Penelitian

1

Nowadays, English becomes more important to people because of the emergence of globalization era which has no borders between countries in the world. The globalization era made people had to adapt for future social order of life. Considering that Indonesia had encountered AFTA 2015, it caused people from another countries vied to each other to dominate vocation or others jobs and English was used to almost all of equipment and technology in globalization era.1 Besides, English is accepted and used as an international medium of communication, it is also used in various aspect of life such as in culture, economic, politic, science etc. According to 5 Minute English,

Saturday (2/5/2015) the importance of learning English were; first English is a common language which was used by people whole the world, second English becomes an adaptation language because each countries that were colonialized influence by English, third English is a scientific language because many information written by using English etc.2 Therefore, for most people knowing and studying English is a necessary both of to communicate and to get information around the world.

In many non-English speaking countries, English becomes a foreign language or second language. In Indonesia, English became one of the most popular foreign languages which is taught in Indonesia from elementary up to higher education level. It stated in the act of republic of Indonesia number 20, year 2003 on national education system, article 37 verse 1 and 2 which contain language as one of the compulsory subjects in elementary, secondary and higher education curriculums.3 Moreover, in the article 37 verse 1 explained

1

m.kompasiana.com/ninditawm/pentingnya-bahasa-inggris_54f8be42a333115c378b4624

2

m.okezone.com/read/2015/05/01/65/1143161/sepuluh-alasan-pentingnya-belajar-bahasa-inggris

3

Act of Republic of Indonesia on National Education System, (National Education System: Jakarta, 2003), p. 22.

that the learning material for language focuses three languages, those are

Bahasa Indonesia, local language and English as foreign language.4 It means that English as one of the language which should be taught in Indonesian school. In addition, Nasrun Mahmud, the write’s Teaching English as Foreign Language lecturer (TEFL), said in his lecturing that English is even taught from elementary school up to university level.5

Learning about language means learning about skills and components of the language itself. There are four basics English language skill called listening, speaking, reading and writing, and English components such as grammar, vocabulary, Pronunciation etc. Mastering both of language skills and language components are important in language learning. Yet, we have to consider which one should be taught first and then what should be taught latter.

In a learning foreign language, children are easy to remember the words which they can see the things (concrete). Therefore, the learning of foreign language is better if we start from the acquisition of the concrete thing.

“Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”6

Moreover, according to Scott and Ytreberg, “most activities for the young learner should include movement and involve the sense, you will need a plenty of objects and

picture to work with”.7

It is clear that the children acquire some nouns earlier that another word class, such as verb, adjective or adverb. It is because nous is one of the concrete object that can be understood by students in their foreign language learning. Rodger found that nouns are easiest to learn, following by adjectives; on the other hand, verbs and adverbs were most difficult. The

4

Act of Republic of Indonesia, op. cit., p. 50.

5

Nasrun Mahmud, “The Uniqueness and Main Function of English in Indonesia Formal

Education and English in the View of Act of Republic of Indonesia on National Education

System”, in Lecturing Seminar in TEFL Syarif Hidayatullah State Islamic University, Jakarta, March 17th 2014.

6

Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language Education,

(Cambridge university press, 1998), p. 218.

7

Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children, (London, New York: Longman), p. 5.

opinion is also supported by Ellis and Beaton. They confirmed that nouns are easier than verbs because learner can form mental images of them more readily.8

Even nouns are easiy, most of student in MTs Maysariqul Anwar Caringin face difficulties in remembering the words which have been explained by their teacher. Based on direct observation, the writer found that the problems are; first, the students are bored to learn. Second, the teacher’s way of teaching which emphasize to teacher centre and students’ worksheet. Third, lack of learning media.

.However, using media in language learning is important. It helps teacher explain the material to students and makes students easy to understand. According to Arsyad, there are two important factors related to each other. They are method of teaching and media of learning.9 Furthermore, Munadi Stated that media of learning can convey planned message from the source then create the conductive learning condition when the receiver can do the learning process efficiently.10 In addition, Hamalik in Arsyad Said That using media in teaching and learning process can excite the students’ will and interest, motivate and stimulate learning activity and give the students psychological effect.11 Although media of learning is important and give advantages in teaching and learning process, MTs Masyariqul Anwar Caringin still lack of media in learning. This condition makes the teacher teach his

students by using students’ worksheet only. Of course, it makes student feel bored to learn. If they feel bored to learn then how they can understand and remember the materials and words that have been explained.

To help the students overcome their problems, the writer proposed media to teach nouns in order to increase their will, interest, and motivation to learn. The learning media is realia which give a way to students to understand

8

John Read, Assessing Vocabulary, (Cambridge: Cambridge University Press, 2000), p. 40.

9

Azhar Arsyad, Media Pembelajaran, (Jakarta: Rajawali Pers, 2004), p. 15.

10

Yudhi Munadi, Media Pembelajaran, (Jakarta: Gaung Persada Press, 2010), pp. 7-8. 11

and master the material delivered in teaching and learning process. This media facilitate student to understand and remember the material that has been taught. Because, these media give opportunity to students to see, touch, feel and smell the object of the study. Learning language by using realia as media make students understand and memorize the word longer because they experience by all of their sense. In addition, according to Gower et al said when presenting new vocabulary, realia often illustrate meaning more directly and quickly than through verbal explanation. Moreover, Hunt and Belgar stated that realia can help learners because they not only hear the word but also receive visual reinforcement.12 Because of those reasons, the writer is interested in conducting a research about “The Influence of Using Realia in Teaching Concrete Nouns. (A Quasi-experimental Study at the Second Grade Students of MTs Masyariqul Anwar Caringin)”

B. Limitation of the Problem

To avoid misunderstanding and to clarify the problem, the writer limits the problem of the research on the influence of using realia in teaching concrete nouns at the second grade students of Mts Maysariqul Anwar Caringin.

C. Formulation of the Problem

Based on the background above, the writer states the problem of this research as follow: is there any significant influence of using realia in teaching concrete nouns at the second grade students of MTs Masyariqul Anwar?

D. The objective of the Research

Based on the formulation above, the research is conducted to get empirical evidence that using realia has a significant influence in teaching concrete nouns at the second grade students of MTs Masyariqul Anwar Caringin.

12

Adolfo Segundo Parades Oyarzo, “Realia and Vocabulary Learning Among Young Learner”, A thesis of Universidad De Magallanes, Punta Arenas, 2008.

E. The significant of the Research

The result of this study is expected to be useful firstly for the teacher, this research is expected to be useful information and positive contribution,

especially in teaching concrete noun, mainly for teacher and students’ at MTs Masyariqul Anwar Caringin. Teachers are expected to apply realia around the school in teaching concrete noun. Secondly for the student, it is hoped can help students in learning and remembering new word that has been taught. Finally for future research, the research hopefully also can be used as the reference for those who want to conduct a research in English teaching learning process especially about the use of media realia in teaching concrete noun.

6 CHAPTER II

THEORETICAL FRAMEWORK

A. Noun

1. Definition of Noun

A noun is word describing who or what in a sentence, it can be person,

place or thing. A “thing” can be anything, an animal, a device, a point, an

object, an event, and so on. It is in line with Hill that noun is a word names person, place or thing.1

According to Frank, the noun is one of the most important part of speech.2 Because in making any basic sentence, a noun has essential role that work together with pronoun, verb, adjective, adverb, and article to make up a good sentence. In addition, Frank Said noun may function as the chief word in many structures of modification.3 Just as a car is not a functioning car without all of synchronized parts working together, a sentence is not a functioning sentence without the correct usage and combination of all its essential parts of speech.

In a learning foreign language, children are easy to remember the words which they can see the things (concrete). Therefore, the learning of foreign language is better if we start from the acquisition of the concrete

thing. “Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”4 Moreover, Allen stated that the success in learning often depends on number of senses which are used in the learning process. When students can touch something in addition to hearing or seeing the word that names

1

McGraw-Hill, Grammar: Practice Book Grade 2, (New York: McGraw-Hill Companies), p. 26.

2

Marcella Frank, Modern English; A Partial Reference Guide, (Englewood Cliffs, New Jersey: Prentice-Hall, Inc, 1972), p. 6.

3

Ibid.

4

it, there is a stronger chance that the word will be learned.5 It is clear that the children acquire some nouns earlier that another word class, such as verb, adjective or adverb.

Based on the explanation above, the writer has an intention to discuss more about noun. It is because nous is one of the concrete object that can be understood by students in their foreign language learning. Rodger found that nouns are easiest to learn, following by adjectives; on the other hand, verbs and adverbs were most difficult. The opinion is also supported by Ellis and Beaton in Read’s book; they confirmed that nouns are easier than verbs because learner can form mental images of them more readily.6 Thus, the writer wants to identify the noun itself and kind of nouns itself. 2. Types of Nouns

In grammar class people may have learned about noun which commonly defined as word that refer to a person, place, thing or idea. It is in line with Hatch and Brown that a noun refers to a person, place or thing.7 Noun can be divided into subclasses:

a. Proper noun and Common noun

Proper noun is noun names a special person, place or thing.8 For example like (Jakarta, Bandung, and Surabaya). While common noun is word uses to name general items rather than specific ones, like (city, state, and woman).

b. Abstract noun and Concrete nouns

Abstract noun is word for concept.9 Means the word

referring to ideas, concepts, emotions, and other “things” you

5

Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983), p. 8.

6

John Read, op. cit. p. 40.

7

Evelyn Hatch and Cheryl Brown, op cit, p. 219.

8

McGraw-Hill, Grammar: Practice Book Grade 3, (New York: McGraw-Hill Companies), p. 34.

9

cannot physically interact with. Those are ideas that exist in our mind only. You cannot see, smell, taste, touch, or hear something named abstract noun, like (hope, understanding, beauty and love). While Concrete noun is word for psychical object that can be perceived by the sense. We can see, touch, and smell the object.10 Means that is used for actual thing you can touch, see, smell, taste, feel, and hear – things you interact with every day, like (table and chair).

c. Countable and uncountable nouns

Countable noun refers to thing that can be counted whether singular or plural. Frank cited that countable noun usually made plural by the addition of –s.11 For example, like (books, birds and pianos). While uncountable noun is anything that cannot be counted. Frank stated mass (uncountable) nouns is word for concrete objects stated in an undivided quantity. For example like (coffee, iron, and water). 12

d. Singular and plural nouns

Singular noun refers to one thing or according to Hill noun singular noun names one person, place, or thing.13 For example, like (book, bird, and piano). While plural noun represents more than one thing. Hill cited that plural noun names more than one person, place, or thing. 14 For example, like (books, bird and people).

e. Animate and inanimate noun

Animate noun is noun that refers to the living thing, person, animal, and other creature. For example like (cat, bird, and dog).

10

Marcella Frank, op. cit. p. 7.

11

ibid.

12

ibid.

13

McGraw-Hill, op. cit. p. 31.

14

While inanimate noun is noun that refers to a material object or non-living thing. For example, like (letter, postcard and pen).15 B. Realia

1. Definition of Realia

Realia is a term for any real, concrete object in used in or out the classroom to create connection with vocabulary words, stimulate conversation, and build a background knowledge. It is used by teacher to demonstrate real life (particularly of people situated). Objects that are intrinsically interesting can provide a good starting point for a variety of language work and communication activities. Realia also make learning process more enjoyable. It gives students opportunity to use all of their sense to learn about a given subject, and it is appropriately for any grade or skill level.

Realia is real life objects that enable students to make connections to their own lives. In language teaching, realia are actual objects, which have a purpose outside the classroom and can be used in the classroom.

Realia consists of actual objects or items, which is used in the classroom to illustrate and teach vocabulary or to serve as an aid to facilitate language acquisition and production.16

In education, realia are objects from real life used in the classroom

instruction by educator to improve students’ understanding of their

cultures and real life situations. A teacher of a foreign language often

employs realia to strengthen students’ association between words for

everyday objects and the objects themselves. In many cases, these objects are part of an instructional kit which includes manual and is thus considered as being part of a documentary whole by librarians.17

15

www.myenglishpage.com/site_php_files/grammar-lesson-noun.php accessed on september 28th 2016

16

http://www.usingenglish.com/weblog/archive/000228.html/ accessed on February 10th 2016.

17

Based on the definition above the writer conclude that realia is one of the visual media which can be touched and seen to serve and to facilitate language teaching to understand real life situations.

For example, if students learn about “apple”, they will remember them

much higher after they see, touch, smell the object. Moreover, realia enhance meaning and make vocabulary more concrete and, therefore, more comprehensible.18 Bringing realia into English lesson is a great icebreaker, and serve as a useful tool for explaining students about material.

Many students have had monotonous experiences of learning English at school as the writer found in MTs Masyariqul Anwar Caringin. Using realia and other visual aids like pictures will interest and help to create a conducive atmosphere to learning.

If you are going to teach young learner English, realia is a must. Young learner are at the perfect age to learn a language by using their senses to see, to touch, to hear, to smell, and to taste the learning object. Bring fruits, vegetables and toys then ask them to play those realia whether on the table or under the table and make the simple story using realia and or pictures, and the students will enjoy their English lesson. 2. Kinds of Realia

A teacher of a foreign language often employs realia to strengthen

students’ association between word for everyday object and the object

themselves. According to Argawati, there are several kinds of realia that can be used by the teacher. They are:

a. The real object being learnt and it can possibly show the student, such as stationaries, (Book, pencil, eraser, bag, pan, ruler, etc.), thing in the classroom (Table, chair, black/white board, picture, chalk, etc.), parts of the body (hand, hair, eyes, nose, ears, mouth, foot, etc.) etc.

18

b. The replica of the object if the real object are not possible to bring to the classroom, such as, animal (cow, goat, frog, cat, lion, dog, etc.), vehicle (bus, train, plane, motorcycle, etc.), occupations (doctor, soldier, steward, police officer, fisherman, etc.), etc.19

3. The Characteristic of Realia

Here some characteristic of realia that has been listed by Bierbaum.20 They are:

a. They are related to the real world.

b. They are usually more portable and accessible that the whole environment they present.

c. They can be touched, manipulated and observed. d. They are often inexpensive readily obtained. e. They are almost infinitely various.

f. They are versatile, and may fill several learning objective or educational recreational needs.

g. They are often meaningful without language.

h. They combine elements of instructional and appeal to the cognitive domains.

i. They may lead from the general to the particular, or reserve. 4. Use of Realia

Here some reason why realia should be used in teaching and learning process:

a. Kinaesthetic learning is the type of learning that students will most effectively acquire, mostly because they will have hands-on experience. The use of realia brings a welcome change in the class, a break from typical class activities.

19

Ningtyas Orilina Argawati, “The Effectiveness of Using Realia in Teaching English Vocabulary on the 3rdGrade of Elementary School Student in SD Bentakan I Bakti Sukoharjo” skripsi of Sebelas Maret University, Surakarta, 2009.

20

b. The unexpectedness of having to suddenly interact with real objects will keep students on their toes. It will create excitement, and they will have fun.

c. Student have chance to practice real life situation like asking for something to other person in a foreign language. 21

It can be much more affective for students if they can touch, smell and see the object at the same time as hearing the new word, with young learner, classroom management can become trickier if you bring in real objects as excitement levels tend to rise.

In addition, using realia in the EFL classroom serve to foster a more creative and active teaching-learning environment and promotes cultural understanding.

5. The Advantages of Using Realia

The main advantage of using realia into the classroom is to make learning experience more memorable for the learner. To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for student if they can touch, smell and see the object at the same time as hearing the new word. This would appeal to wider range learner style than a simple flashcard picture of the piece of fruit or vegetables. (With very young learner, classroom management can become trickier if you bring in real object as excitement tend to rise).22

As English teacher, the use of realia is only limited by your imagination. It is possible to use realia to teach almost any subject. Using realia stimulate the mind, and is one way of encouraging creativity by involving the senses.23

21

http://usingenglish.com/archives/000228html/ accessed on February 10th 2016.

22

http://www.teachingenglish.org.uk/article/realia-0, accessed on February 10th 2016.

23

Realia breathes life into new vocabulary, and the chances of students remembering the new words you have taught them increases. The probability of remembering it become much higher after experiencing the taste, touch, and smell of the object. Realia does not have to be limited to food or drink. Time tables, tickets, newspapers, clothes. In fact any object you can think of can be used as a teaching aid.

6. The Disadvantage of Using Realia

Realia also has some disadvantages in teaching vocabulary, thore are: a. Realia would be used only concrete nouns for example: car,

bag, window, etc. It is only able to describe concrete thing and impossible to describe abstract object using realia for example abstract noun (poor, need), adjective (nice, angry), verb (work), adverb (next week, tomorrow) those things can only be expressed by action or expression not real object.

b. The limitation on the object which were brought to class are the size, portability, and safety.

1) Sizes

The teacher could not bring the reaia in the class because the size is too large, too long, or too wide. So, it I impossible for the teacher to provide them.

2) Portability

Portability is the accessibility to bring objects to the class. Not all of realia can be brought to the class.

3) Safety

In choosing the realia teacher should be concern whether or not it is safe. For example dangerous object like animal cannot be brought to the class.

From the description above, it can be concluded that using relia was only limited by your imagination. In other way, there were some

objects that cannot be presented in the class. In this case, the teacher was able to use stationary, parts of body, furniture, clock etc.

C. Previous Related Studies

There are several previous studies which are carried out by several researchers regarding on using realia and pictures in teaching language.

The first is conducted by Dwi Wantini that entitled “Improving Students’ Vocabulary Mastery Using Realia”. She carried out the research

at fourth grade students of SD Negeri Kalimacan Sragen. To investigate the use of realia, the researcher used Classroom Action Research (CAR) as the method of research. To indicate the improvement of the students’ vocabulary mastery, she conducted two cycle in which each of the cycle consist of planning, action, observation and reflection. She concluded that the result of her research showed that teaching English using realia can improve the students’ achievement especially mastering vocabulary and

also giving a positive changes to students’ attitude in learning.24

The second is conducted by Muhammad Nugroho which entitle “The Use of Realia in Teaching Speaking”. In this experiment study, the

researcher use realia in teaching speaking to the first grade students of senior high school PGRI 3. He gave pre-test and post-test. After getting the data, he analysed and processed by using statistical calculation of t-test formula with significant degree 5% and 1%. The result is to (t observation) is higher than tt (t table). It means that there are any significant influences in learning by using realia and without realia.25

The third was taken from Ningtyas Orilina Argawat which entitled

“The Effectiveness of Using Realia in Teaching English Vocabulary to the 3rd Grade of Elementary School Student in SD Bentakan I Baki Sukoharjo”. In this study, the researcher used realia in teaching English

24_{Dwi Wantini, “Improving Students’ Vocabulary Mastery Using Realia”, A Thesis, in}

Universitas Sebelas Maret Surakarta. Tidak Dipublikasikan.

25_{Muhammad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN}

vocabulary. He drawn some conclusions those are: First is the process of using realia in teaching English vocabularies consist of five steps. They are greeting, motivation strategies, presentation strategies, skill practice and assessment. Second is that using realia in teaching English vocabularies to third grade students faced some difficulties. The difficulties lie in the fact; not all of realia related to the topic could be brought into the classroom and that the students made disturbance due to the realia. Third is even there were some difficulties in teaching English vocabulary, it can be solved by several solutions. They are; replacing realia with their replica such dolls and toys and applying the resolute regulation to the students during the lesson. Overall, she said that using realia in teaching English vocabulary is effective.

D. Theoretical framework

There are three variable in this study, they are “Concrete noun” as dependent variable and “realia” as dependent variable. The research is

focused on experimental research because the writer want to know whether or not realia has any significant influence in teaching concrete noun. Besides that, the writer want to know whether if learning concrete noun by using realia better or not at the second grade of MTs Masyariqul Anwar.

Noun is an important the part of speech, because it function as the chief word in constructing sentence. Noun (concrete things) become important part in learning foreign language because children are easy to remember the word which they can see, touch and smell.

Media is a mediator between teacher and students in teaching and learning process. Media are needed to help students stimulating and motivating them in teaching and learning process. It is also needed to make material easier to be accepted by students.

As we have discussed about, realia has many advantages. Provided realia into the class will excite students’ will, interest and motivation to learn the language. Using realia also make student more enjoying their

learning because they can see, touch, smell the object of the learning material.

As the reason above, it is expected that realia can be useful media and be applied in teaching and learning process. Because, by providing a pleasurable experience, they will be relaxed and their inhibitions about acquiring a foreign language are lessened.

E. Theoretical Hypothesis

Based on the theoretical and conceptual framework above, the writer formulated the hypothesis of tis research: there is a significant influence between using realia and teaching concrete noun.

The theoretical hypothesises were formulated as follow:

1. Alternative Hypothesis (Ha): There is a significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar caringin.

2. Null Hypothesis (H0): There is no significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar caringin.

17 CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The study was conducted at MTs Masyariqul Anwar Caringin. It located at Jl. Perintis Kemerdekaan Km2.5 Labuan-Banten. The study was conducted about one month. It was begun by observation on the school and interviewing the English teacher on April 2nd 2016. Then continued by doing pilot study of the instrument on April 4th 2016. After that, the instruments were analysed and the significant items were selected for pre-test and post-pre-test. The students were given pre-pre-test on April 9th April 2016, and then they were given treatment. During the treatment, the experimental study was consistent held by applying realia and without it in teaching concrete noun. And on 30th April 2016 in the last meeting, the students were given post-test to get the data to be analysed.

B. Population and Sample

The population were the all of 130 students at second grade students of MTs Masyariqul Anwar are four classes. The classes namely class 2.A, 2.B, 2.C, and 2.D. For the research, the writer took two classes as sample of the research. They are class 2.A (30 students) as the controlled class and 2.B (30 students) as the experimental class. The sample was taken based on the purposive sampling. It was used because the writer only take the sample whish was suitable with the purpose of the research.1

C. Research Methodology and Design

The method of this research was quantitative because the objective of quantitative research is to develop and employ mathematical models, theories and or hypothesis pertaining to phenomena.2 The design of the

1

Syofian siregar, Metode Penelitian Quantitatif: Dilengkapi Perbandingan Perhitungan Manual dan SPSS Edisi Pertama, (Jakarta: Kencana Prenadamedia Group, 2013), p.33.

2

research was experimental research. Because experimental research as the description and analysis of what or will occur, under carefully controlled condition.3 In conducting this research, the writer used the quasi experimental design. Quasi-experimental design was applied because the writer was able to control at least one of most dominant variable of the research,4 and he chose this design because the experimental design is used to determine influences an outcome or dependent variable.5 This research used two groups as the object of the research; those were experimental class and controlled class. In this research, the experimental class received some treatment that is using realia in learning concrete nouns and controlled class did not. The quasi-experimental design was described in the following table.

Table 3.1

Pre-test and Post-test Design

Group Pre-test Treatment Post-test

Experimental Q1 Learning concrete noun by using

realia.

Q2

Controlled Q1 Learning concrete noun without realia. Q2

Based on the table above, the writer took two classes, experimental class and controlled class. The writer gave the pre-test to both of experiment and controlled class before he gave the treatment. He taught the students in experimental class by using realia and in controlled class without using it. After four meeting, the writer gave the post-test to the both of students in experimental and controlled class. It was given to know

3

Yogesh Kumar Singh, Fundamental of Research Methodology and Statistic, (New Delhi, New Age International Publisher, 2006), p. 134.

4

Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Bandung: PT Remaja Rosda Karya, 2012), p.220.

5

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition, (Boston: Pearson Education, 2002), p. 295.

the influence of realia in teaching concrete nouns to the second grade students of MTs Masyariqul Anwar Caringin.

D. Research instrument

1. Pilot Study of the Instrument

The pilot study was held in order to check validity and reliability of the instrument. It was conducted before doing pre-test and post-test. There were 50 items in the pilot study of instrument which given to respondents to be answered. Each questions have four possible answers.

E. Trustworthy of the Study

1. Validity and Reliability of Instrument

As it has been told previously that the instrument used in this research is test. Before the instrument is given to the sample of the research, it has to be tasted to see the validity and reliability of the instrument. After conducting the pilot study, validity and reliability test is applied. Validity test is conducted to check whether the test measures what is needed to be measured.6 Meanwhile reliability test is conducted to know how representative, how consistent, and how replicable the measurement.

The writer made the instrument for pre-test which is consist of 50 number of questions in the type of multiple choice test. The test firstly being tested to 2.A students of MTs Masyariqul Anwar Caringin on April 4th 2016. After being tested, the instruments were analysed by using ANATES software to see the validity and reliability if the test. The result showed that the reliability of the test is 0.82 which means that the reliability of the test is high. For the validity, it can be see the table from the result of the calculation of df with the formula df = (n-2) and see the tables for the significant value of p=0.05. From the formula, it result that the df =

6

Arthur, Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge University Press, 2003) p. 26.

0.273. It means that every item which has coefficient-correlation ≥ 0.273 is significant or valid. Yet, every item that has

coefficient-correlation ≤ 0.273 is not significant or not valid. After the writer analysed the calculation of the test, there were 33 items valid to be used as the pre-test of the research. In order to make easier to calculate the data, the writer used 20 of valid items as pre-test of this research.

For the post-test items, the writer used 13 valid items left because they has been analysed by ANATES software and they are significant of valid. However, to make easier to calculate the data, the writer still need 7 others valid items. Thus, the writer reused seven items of pre-test. So, the final item used in post-test of the research consisted of 20 number of questions.

F. Technique of Data Collection

Collecting data is an important thing, in this research the technique of data collection which is used by the writer.

1. Pre-test

The pre-test was given in the beginning of attending class (pre-test was given before doing the experiment) in order to know students’ knowledge and achievement of the concrete nouns material. The instrument consist of 20 multiple choice items test and each items was scored 5 point so total score of this test was 100.

2. Post-test

The post-test was given in the end of the treatment, in order to

know the students’ ability and students’ achievement in mastering

the material about concrete nouns. The instrument consist of 20 multiple choice items test and each items was scored 5 point so the total score of this test was 100.

The data analysis technique is an activity to process and analyse the data that have been gathered. While, in analysing the data, the writer used t-test. However, before the t-test was employed, the writer tested the data whether they were distributed normally and homogeneous.

1. The Data Normality Test

The test of data normality is used to know whether the data that have been gathered from the sample came from the normal distributed population. To test the data normality, the writer used the SPSS version 22.0 for window. Shapiro-Wilk formula with the steps as follow:

a) Formulate the hypothesis for the normality test of the data as follow:

H0: The data is normally distributed. H1: The data is not normally distributed.

b) Test the normality of the data is analysed using SPSS. c) The criteria of the decision making is:

If the degree of significance is ≤ 0.05, H0 is accepted If the degree of significance is > 0.05, H0 is rejected And the steps to do normality test of the data as below:

a) From the menu at the top of the screen click on Analyze then Descriptive then Explore.

b) Move all of the data into the Dependent list.

c) Under display ensure that there is only a ticks next to Plots.

d) Click on the Plots tab to open the plots dialogue box. e) Under Boxplot click None, then remove any ticks under

Descriptive Place. Place a tick on normality plot with test. f) Click Continue, the OK

2. Homogeneity Test of the Data

The homogeneity test of the data is used to test whether the data come from the homogeneous or heterogeneous population. This test was conducted after normality test of the data.

To analyse the homogeneity of the data, the criteria of the test are as follow:

α = 0.05

is accepted if < F < is rejected if

The formula used can be seen as follows:

F =

or F=

The writer used SPSS version 22.0 for Windows to calculate homogeneity test. The steps to do homogeneity test as below:

a) From the menu at the top of the screen click on Analyze the Compare Means then One-Way ANOVA.

b) Move the data from experimental class into Dependent list and the data from controlled class into Factor.

c) Under Contrast and Post-Hoc ensure that there is a tick to Options.

e) Place a tick in Homogeneity of variance test. f) Click Continue, and then OK.

3. T-test of the data

The writer conducted T-test formula to prove the hypothesis. This is the last test that was purposed to find out the different of significant degree between increasing of pre-test and post-test result and the achievement in both experimental and class controlled class.

The writer has sought the formula as follows:7

MІ = Mean of experimental group (Variable X)

MЇ = Mean of controlled group (Variable Y)

SEMІ = _{Standard error of mean Variable X} SEMЇ= Standard error of mean Variable Y

Afterwards, the calculation goes to several processes as follows:8 1. Determining Mean of Variable X

2. Determining Mean of Variable Y

3. Determining Standard of Deviation Score of Variable X

√

4. Determining Standard of Deviation Score of Variable Y

7

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014), p. 315.

8

√

5. Determining Standard Error of Mean of Variable X

√

6. Determining Standard Error of Mean of Variable Y

√

7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y

SEMІ-MЇ =√

8. Determining

9. Determining ttable in the significance degree of 5%, with df ( degree of freedom)

df = (NІ + NЇ) – 2

H. Statistical Hypothesis

The data obtains from experimental class and controlled class that had been calculated by using t-test formula are tested the assumption as follows9:

9

Budi Susetyo, Statistika untuk Analisa Data Penelitian Dilengkapi Cara Perhitungan dengan SPSS dan MS Office Excel, (Bandung: PT. Refika Aditama, 2010), pp. 208-209.

H0: µ1 = µ2 : There is no significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar Caringin.

Ha: µ1 ≠ µ2 : There is a significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar Caringin.

In which

H0 = Null hypothesis

Ha = Alternative hypothesis

The criteria for the hypothesis testing as follow:

1. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is rejected and Ha is accepted. This mean that there is a significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin.

2. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is accepted and Ha is rejected. This mean that there is no significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin.

26

After presenting the material, the writer collected the data from both experimental class and controlled class. The data that he got were from pre-test and post-test which gave to students of MTs Masyariqul Anwar. The test used was objective test or multiple choice form of the experimental class and controlled class. The test consisted of 20 test items and the accumulation of the correct items was multiplied by 5. So, if the students got 20 correct answer, they got 100 points.

1. The Data of Experimental class

In the following table is the score of pre-test and post-test in experimental class.

Table 4.1

The Students’ Score of experimental class

Students’ Number

Experimental Class

Gained Score

Pre-test Post-test

1 60 80 20

2 70 75 15

3 75 90 15

4 75 90 15

5 55 65 10

6 75 85 10

7 60 65 5

8 70 70 0

9 50 60 10

10 85 80 -5

12 65 85 20

13 80 80 0

14 75 80 5

15 85 90 5

16 70 75 5

17 60 70 10

18 60 70 10

19 60 80 20

20 65 80 15

21 65 75 10

22 80 85 5

23 70 75 5

24 60 70 10

25 80 85 5

26 55 70 15

27 65 75 10

28 50 60 10

29 70 75 5

30 60 85 25

Total 2000 2290 300

Average 66,66 76,33 10

Based on the table 4.1 above, the result of the pre-test and post-test of the experimental class showed that the highest score on pre-test was 85 and the lowest was 50 with average was 66.6. Thus, the researcher gave the treatment to the students of experimental class by using realia to teach concrete noun. Then the result showed there a significant differences, the highest score on post-test was 90 and the lowest was 60 with average was 76.3.

It can be seen that the average of gained score of the experimental class was about 10 points.

Before analysing the hypothesis, the writer has to analyse the result of the data. The analysis was done by using SPSS v.22 for windows. The result of pre-test and post-test on experimental class were reached by the steps as follow: Analyze – Description Statistic – Frequencies Statistics. They are resented as bellow:

Table 4.2

Data Description of Pre-test Experimental Class

Statistics

Class Score

N Valid 30 30

Missing 0 0

Mean 1,00 66,67

Median 1,00 65,00

Mode 1 60

Std. Deviation ,000 10,114

Variance ,000 102,299

Minimum 1 50

Maximum 1 85

Sum 30 2000

Percentiles 25 1,00 60,00

50 1,00 65,00

75 1,00 75,00

The table 4.2 shows the mean of 30 students is 66.67. The media is the centre of value which separated the data from the lowest up to highest value. The median score based on the table is 65.00. The mode is defined as the value that appears most frequently. The mode score is 60. The set of scores constitute a population determine as variance score is 102.229. Standard deviation is a quantity calculated to indicate the extent of deviation

for a group as a whole and it is 10.114. Then the sum of gained sore is 2000.

According to the table above, it can be made a table of frequency distribution that is presented as follow:

F r e q u e n c y

Distribution of Pre-test Result of Experimental Class Table 4.3

The table above is a tool of presentation consisting of columns and row and there numbers which describe the division and percentage of frequency distribution. It also can be described by diagram as follow:

Frequency Percent Valid Percent

Cumulative Percent

Valid 50 3 10,0 10,0 10,0

55 2 6,7 6,7 16,7

60 7 23,3 23,3 40,0

65 4 13,3 13,3 53,3

70 5 16,7 16,7 70,0

75 4 13,3 13,3 83,3

80 3 10,0 10,0 93,3

85 2 6,7 6,7 100,0

Diagram 4.1

Diagram of Pre-test Result of Experimental Class The result of post-test in second grade as experimental class in this research are presented as table below:

Table 4.4

Data Description of Post-test Experimental Class

Statistics

Class Score

N Valid 30 30

Missing 0 0

Mean 1,00 76,33

Median 1,00 75,00

Mode 1 75a

Std. Deviation ,000 8,604

Variance ,000 74,023

Minimum 1 60

Maximum 1 90

Sum 30 2290

Percentiles 25 1,00 70,00

50 1,00 75,00

75 1,00 85,00

Based on table 4.4 above shows the mean of 30 students is 76.33. The median score from the table is 75. And the mode score is 75. The set of score constitute a population determine as variance score is 74.02. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 8.604. Then the sum gained from the total score is 2290.

According to the table above, it can be made a table frequency distribution which is presented as follow.

Table 4.5

Frequency Distribution of Post-test Result of Experimental Class

Frequency Percent Valid Percent

Cumulative Percent

Valid 60 2 6,7 6,7 6,7

65 3 10,0 10,0 16,7

70 5 16,7 16,7 33,3

75 6 20,0 20,0 53,3

80 6 20,0 20,0 73,3

85 5 16,7 16,7 90,0

90 3 10,0 10,0 100,0

Total _{30 100,0 100,0}

The table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It also can be describe by the diagram as follow:

Diagram 4.2

Diagram post-test Result of Experimental Class 2. The Data of Controlled Class

Table 4.6

The Students’ Score of Controlled class

Students’ Number

Controlled Class

Gained Score

Pre-test Post-test

1 65 75 10

2 55 60 5

3 65 60 -5

4 75 70 -5

5 60 65 5

6 80 85 5

7 60 70 10

8 75 80 5

10 60 65 5

11 55 60 5

12 80 85 5

13 75 75 0

14 55 65 10

15 70 75 5

16 70 75 5

17 75 80 5

18 65 75 10

19 65 65 0

20 70 70 0

21 60 75 15

22 65 70 5

23 70 80 10

24 65 70 5

25 60 65 5

26 70 80 10

27 60 65 5

28 60 70 10

29 50 65 5

30 70 65 -5

Total 1950 2060 150

Average 65 68,66 5

Based on the table 4.6 above, the result of the pre-test of the controlled class shows that the highest score on pre-test was 80 and the lowest was 50 with average was 65. The writer do not give treatment to the controlled class. The student of the controlled class taught by giving some list of vocabulary and they were asked to

memorize and to find the meaning of the word using dictionary. Then, the result of the controlled class showed that the highest score on post-test was 85 and the lowest was 60 with average was 68.66. It can be seen that the average of the gained score of the controlled class was about 5 points.

The writer had to analyse the result of the data of controlled class. The data was analysed using SPSS v.22 for windows by steps as follow: Analyze – Description – Statistic – Frequency Statistic. The table is below:

Table 4.7

Data Description of Pre-test Result of Controlled Class

The table 4.7 shows that the mean of the 30 students is 65.67. The median score from the table is 65. The mode score is 60. The set of the score constitute a population determine as variance score is 58.161. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 7.626. Then the sum gained from the total score is 1970.

Statistics

Class Score

N Valid 30 30

Missing 0 0

Mean 2,00 65,67

Median 2,00 65,00

Mode 2 60a

Std. Deviation ,000 7,626

Variance ,000 58,161

Minimum 2 50

Maximum 2 80

Sum 60 1970

Percentiles 25 2,00 60,00

50 2,00 65,00

75 2,00 70,00

According to the table above, the table frequency distribution which is presented as follow:

Table 4.8 F

r e q u e n c y

D i

stribution of Pre-test Result of Controlled Class

The table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It also can be described by diagram as follow:

Score

Frequency Percent Valid Percent Cumulative Percent

Valid 50 1 3,3 3,3 3,3

55 3 10,0 10,0 13,3

60 7 23,3 23,3 36,7

65 7 23,3 23,3 60,0

70 6 20,0 20,0 80,0

75 4 13,3 13,3 93,3

80 2 6,7 6,7 100,0

Diagram 4.3

The result achieved from the post-test in controlled class of this research are presented in table below:

Table 4.9

Data Description of Post-test of Controlled Class

Statistics

Class Score

N Valid 30 30

Missing 0 0

Mean 2,00 71,00

Median 2,00 70,00

Mode 2 65

Std. Deviation ,000 7,120

Variance ,000 50,690

Minimum 2 60

Maximum 2 85

Sum 60 2130

Percentiles 25 2,00 65,00

50 2,00 70,00

The table 4.9 shows that the mean of the 30 students is 71. The median score from the table is 70. The mode score is 65. The set of the score constitute a population determine as variance score is 50.690. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 7.1206. Then the sum gained from the total score is 2130.

The table of frequency distribution which reached based on the table above is presented as follow:

Table 4.10

Frequency Distribution of Post-test Result of Controlled Class

T h

e

table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It can be described by diagram as follow:

Score

Frequency Percent Valid Percent Cumulative Percent

Valid 60 3 10,0 10,0 10,0

65 8 26,7 26,7 36,7

70 7 23,3 23,3 60,0

75 6 20,0 20,0 80,0

80 4 13,3 13,3 93,3

85 2 6,7 6,7 100,0

Diagram 4.4

B. Data Analysis 1. Normality test

a) Pre-test Normality test

The normality test in this research use Saphiro Wilk because the participant 50. The data was analysed by using SPSS v.22 for windows with the criteria 0.05. The result of normality test of the data are presented as follow:

Table 4.11

Normality Pre-test between Experimental and Controlled Class

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score experimental class ,145 30 ,108 ,953 30 ,207

controlled class ,138 30 ,150 ,958 30 ,270

From the table 4.11 above, it can be seen that the significance of the normality pre-test score in experimental class is 0.207. It can be calculated that the data are normally distributed because 0.207 0.05. Then, the significance of pre-test score in controlled class is 0.270. Therefore, the data are normally distributed because 0.270 0.05. So the writer can conclude that the result in both of experimental and controlled class are normally distributed.

b) Post-test Normality test

The normality in this test used Saphiro Wilk. The data was analysed by using SPSS v.22 for windows. Then the result of normality test of the data are presented as follow:

Table 4.12

Normality Post-test result Between Experimental and

Controlled Class

From the table 4.12 above, shows that the significance of the normality post-test score in experimental class is 0.175. It means that the data are normally distributed because 0.207 0.05. Moreover, the significance of post-test score in controlled class is 0.057. By meaning the data are normally distributed because 0.057 0.05. Then the writer conclude that the result in both of experimental and controlled class are normally distributed.

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score experimental class ,132 30 ,195 ,951 30 ,175

controlled class ,167 30 ,032 ,933 30 ,057

2. Homogeneity test

a) Pre-test Homogeneity test

Based on calculation of the normality test, the write reached to the point that all data in pre-test and post-test both of experimental class and controlled class had been normally distributed. The next step is the calculation to find the pre-test and post-test homogeneity of the data by using SPSS v.22 for windows. The result of pre-test homogeneity test of the data is presented as follow:

Table 4.13

Homogeneity Pre-test between Experimental and Controlled Class

The table 4.13 above shows that the significance of pre-test homogeneity result between experimental and controlled class is 0.072. Thus, it can be concluded that the data of pre-test is homogeneous because 0.072 0.05.

b) Post-test Homogeneity test

The data of post-test homogeneity test was analysed by using SPSS v.22 for windows and the result is as follow:

Table 4.14

Homogeneity Post-test between Experimental and Controlled Class

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

3,354 1 58 ,072

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

According to the table above shows that the significance of post-test between experimental and controlled class is 0.276. Therefore, is can be concluded that the data of post-test is homogeneous because 0.276 0.05. So, it shows both of groups are homogenous.

3. Hypothesis test

The next calculation was testing the hypothesis. The data was analysed by using t-test formula. This technique is useful to prove statistically whether there is a significant influence between using realia and pictures in experimental and controlled class. The experimental class was X variable and the controlled class was Y variable.

Before analysing the data, the following table is statistical calculation of the gained score from both of experimental class using realia and pictures and controlled class without using realia and pictures.

Table 4.15

The Statistical Calculation of the Gained score of both Experimental and Controlled Class

No (X) (Y) X2 Y2

1 20 10 400 100

2 15 5 225 25

3 15 -5 225 25

4 15 -5 225 25

5 10 5 100 25

6 10 5 100 25

7 5 10 25 100

8 0 5 0 25

10 -5 5 25 25

11 15 5 225 25

12 20 5 400 25

13 0 0 0 0

14 5 10 25 100

15 5 5 25 25

16 5 5 25 25

17 10 5 100 25

18 10 10 100 100

19 20 0 400 0

20 15 0 225 0

21 10 15 100 225

22 5 5 25 25

23 5 10 25 100

24 10 5 100 25

25 5 5 25 25

26 15 10 225 100

27 10 5 100 25

28 10 10 100 100

29 5 5 25 25

30 25 -5 625 25

� 300 150 4210 1400

From the table above, the writer calculated the data based on the step of t-test formula. The calculation can be seen as follow;

1. Determining Mean of Variable X

2. Determining Mean of Variable Y

3. Determining Standard of Deviation Score of Variable X

√

√ = 11.84

4. Determining Standard of Deviation Score of Variable Y

√

√ = 6.83

5. Determining Standard Error of Mean of Variable X

_√

_{√ √}

6. Determining Standard Error of Mean of Variable Y

_√

7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y

SEMІ-MЇ =√ SEMІ-MЇ =√ =√

=√ =√

= 2.53

8. Determining

9. Determining ttable in the significance degree of 5%, with df ( degree of freedom)

df = (NІ + NЇ) – 2

df = (NІ + NЇ) – 2 = (30 + 30) – 2 = 60 – 2 = 58

Df value is 58 of the degree significant value 0.05 or ttable is 1.672. The statistic hypothesis of this research can be seen as:

(H0) : Means there is no significant influence after using realia in teaching concrete noun at second grade students of MTs

Masyariqul Anwar Caringin.

(Ha) : Means there is a significant influence after using realia in teaching concrete noun at second grade students of MTs

The criteria used as follow:

1. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is rejected and Ha is accepted.

2. If tobservation (to) ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is accepted and Ha is rejected.

Based on the description of the data calculation, it can be inferred that: 1. The value of to is 3.75.

2. The degree of freedom (df) is 58, so the value of ttable in significant 5% is 1.672.

It shows that to ttable, 3.75 1.672. It means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.

C. Data Interpretation

Based on analysis of the data, it was found that there was a significant influence between students in experimental class taught by using realia and controlled class which was not taught by using realia. It

can be seen from the students’ score of pre-test and post-test. The

students’ average of pre-test score in experimental class was 66.66, and

the students’ average of post-test score in experimental class was 76.33. Meanwhile, the students’ average of pre-test score in controlled class was 65. And the students’ average of post-test score in controlled class was 68.66. It can be seen on the diagram below:

0 10 20 30 40 50 60 70 80

pre-test post-test gained score

experimental class control class

Diagram 4.5

The Comparison Result between Experimental Class and Controlled Class

Therefore, it can be concluded that using realia and pictures in teaching concrete noun had a significant influence. It was showed by the

students’ score after using realia in class was better than the students’ before they were given the treatment.

Before testing the hypothesis, the writer analysed the normality and homogeneity of the data. The purpose of analysing the normality was to see whether or not the data has been normally distributed. Meanwhile, the purpose of analysing the homogeneity was to see whether or not the data in both of experimental and controlled class was homogenous. In analysing the normality, the data showed that of pre-test was (0.207) and post-test was (175) in experimental class was higher than 0.05. Furthermore, the pre-test score (0.270) and post-test score (0.57) in controlled class was higher than 0.05. In conclusion, both of pre-test and post-test score in experimental class and controlled class were normally

distributed. The next homogeneity test calculation showed that significant score were 0.072 for pre-test and 0.276 for post-test were higher than 0.05 as the

The final calculation was testing the hypothesis. The writer used t-test formula in the significant degree of 5%. The result showed that ttest (to) ttable (tt) or (3.75 1.672). It means that ttest was higher than ttable and the null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. Means that there is a significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin.

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KEMENTERIAN AGAMA

UIN JAKARTA

FITK

Jl. lr. 11. Juanda No 95 Cipulat 15412 lndonesia

FORM

(FR)

No. Dokumen

:

FITK-FR-AKD-081 Tgl.

Terbit :

1 Maret 2010 No.

Revisi: :

01

Hal 1t1

SURAT BIMBINGAN SKRIPSI

Nomor : Un.O 1/F. llKM "01 "3 1.../...

Lamp.

:..."

Hal

: Bimbingan Skripsi KepadaYth.

Drs" Nasrun Mahmud, M.Pd.

Dqvi Yusnita, M.Pd. Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

A s s alamu' alaikum wr.w b.

Nama

NIM

Jurusan Semester

Judul Skipsi

Tembusan:

l.

DekanFITK

2.

Mahasiswa ybs.

Jakarta, 24 Maret 2015

Dengan

ini

diharapkan kesediaan Saudara

untuk

menjadi pembimbing (materi/teknis) penulisan skipsi mahasiswa:

M.Iskak Saqofi

1 1 1 1014000129

Pendidikan Bahasa Inggris

8

The lnfluence of Using Realia in Teaching Concrete Nouns (A

Qusi-experimental Study at the Second Grade Students

of

MTs Masyariqul Anwar Caringin)

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 26 Februari

2015, abstraksiloutline terlampir. Saudara dapat melakukan perubahan redaksional pada

judul

tersebut. Apabila perubahan substansial dianggap

perlu,

mohon pembimbing

menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi

ini

diharapkan selesai dalam waktu

6

(enam) bulan, dan dapat

diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Was s alamu' alaihtm wr.w b.

a.n.

Inggris

M.Pd.

KEMENTERIAN AGAMA

UIN JAKARTA

FITK

Jt- lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM

(FR)

No. Dokumen

:

FITK-FR-AKD-082 Tgl.

Terbit :

1 Maret 2010 No.

Revisi: :

01

Hal 1t1

SI.JRAT

PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1/KM.01 .31...12016

Lamp.

:

OutlinerProposal

Hal

: Permohonan

lzin

Penelitian

Jakarta, 29 Maret 2016

in

Teaching Concrete Nouns (A Second

Grade

Students

of

MTs

NlP. 19690912 200901 1 008 Kepada Yth"

Kepala MTs Masyariqul Anwar Caringin

di

Tempat

Assal am u' al aiku m wr.wb.

Dengan hormat kami sampaikan bahwa, Nama

NIM Jurusan Semester Judul Skripsi

M. lskak Saqofi 1111014000129

Pendidikan Bahasa lnggris

10

The

lnfluence

of

Using

Realia Quasi-experimental StudY

at

the

r

_{JYlasYariqulAnwar Caringin)}

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang

sedang

menyusun

skripsi,

dan akan

mengadakan penelitian

(riset)

di

instanii/sekolah/madrasah yang Saudara pimpin.

Untuk

itu

kami

mohon Saudara

dapat

mengizinkan mahasiswa

tersebut melaksanakan penelitian dimaksud'

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalam u' al aikum wr.wb.

a.n. Dekan

lnggris

Tembusan:

1.

Dekan FITK

2.

Pembantu Dekan Bidang Akademik

3.

Mahasiswa Yang bersangkutan

'AJ

glilt

y

l$Ut*,tr;tfif

_{1_uU}

_hF

MADBASA}I TSAI{AWIYA}I MASYARIQUI,

ANWAR

TERAKREDITASI DENGAN PERINGKAT

B

SK.

KANWIL

DEP.

AGAMA

PROP.

BANTEN

NO.

Krv.28/I/Dam.05130212006

Jalan Perintis Kemerdekaan Km. 2,5 Telp. (0253) 804693 Caringin Labuan Pandeglang - Kode Pos 42264

SURAT

KETERANGAN

Nomor

: MMA/Ts .1PP.01.2106512016.

Yang bertanda tangan dibawah

ini

Kepala Madrasah Tsanawiyah Masyariqul

Anwar

Caringin

Labuan

Kabupaten Pandeglang dengan

ini

menerangkan

bahwa

:

Nama

NIM

Jurusan Semester

Tahun Akademik

M.

rsKAK

SAQOFT 1 I I 1014000129

Pendidukan Bahasa Inggris

X

(sepuluh)

2AtU2012

Benar bahwa nama tersebut diatas telah melaksanakan Tugas Penelitian (riset)

di

MTs. Masyariqul Anwar

Caringin,

sesuai dengan Judul Skripsi yang

di

ajukan.

Demikian surat keterangan

ini

kami buat dengan sebenar-benarnyq kepadapihak yang berkepentingan semoga maklum adarrya.

30

April

2016.

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