The Discussions of the Research Findings
B. The Discussions of the Research Findings
The researcher has found the result of the research and it is concluded that there is a significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.
The following is some important discussion related to the research findings to make the research more meaningful.
1. The Common Response of the Research Problem
The common response of the main problem of the research is that there is a significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017. The response is based on the formulation of the problem as discussed in Chapter I.
Up to all, t he progression of the students’ learning outcome through implementation of Taxonomy Strategy on mastering vocabulary is the greatest expectation of the researcher in conducting the research. When pre-test was held, the researcher noticed that the mean of students’ score of experimental and control class was lower than MCC score and included on very low criterion. When the researcher conducted teaching-learning process especially in mastering vocabulary, the most students could not classify the part of speech, they were unable to list the words descriptive text, they were also unable to organize the word of descriptive text alphabetically, the students were unable to write the word related the topic of descriptive text specifically, and the students were unable to determine the topic of descriptive text, and the students also had little prior knowledge about the focus
material of the test. Afterwards, the researcher decided to treat both class in teaching but with different method of teaching. The researcher taught the students of experimental by applying Taxonomy Strategy while the students of control class had been taught through Conventional Teaching Method. The researcher taught the students in two meetings only. After the last teaching, the researcher conducted post- test to the both class. Fortunately, the result of post-test data computation showed the progression of the students’ ability for both classes in mastering vocabulary. The mean of students’ score of experimental class was higher than MCC score and included on high criterion also , while the mean of the students’ score of control class was lower than MCC score and included on adequate criterion. This condition signaled that implementation of Taxonomy Strategy had positive effect toward the students’ ability in mastering vocabulary.
Moreover, based on the computation of hypotheses testing, it shows that t count is higher than t table (3.204 > 1.999). In summary, it can be said that H 0 is rejected and
H a is ACCEPTED.
2. The Analysis and Interpretation of the Research Findings
According to the result of computation of pre-test data, the researcher noticed that the students’ ability in mastering vocabulary was lower and unsuccessful if it was
confirmed to the MCC score. Based on the calculation, the students’ mean score of experimental class was 61 which was included on adequate criterion, meanwhile the
students’ mean score of control class was 53 which was included also on low criterion. Recognizing to the analysis of the result of pre-test data, the researcher identified some
roots of the students’ problem in mastering vocabulary. Most of them could not classify the part of speech. Most of them were also unable to list the words of a certain descriptive text. Besides, some students who were able to lists enough words of descriptive text, yet they were unable to organize the words themselves alphabetically. The students were also unable to write the word related the topic of descriptive text specifically, and they were unable to determine the topic of descriptive text. Besides, the using of Conventional Teaching Method in teaching-learning process before the test made the students less mastery about. After pre-test, the researcher treated the both class with teaching them with different teaching method. The researcher taught the students of experimental class by using Taxonomy Strategy, while the students of control class was taught through Conventional Teaching Method.
In teaching the students of experimental class, the researcher applied Taxonomy Strategy as the best way to grow the skill in mastering vocabulary. The researcher explained the material teaching and guided them learning vocabulary through Taxonomy Strategy whereby the material teaching was descriptive text. After treatment, the researcher performed post-test and noticed for the progression of the students’ ability in mastering vocabulary. The mean of the students score of experimental class in post-test was higher than the mean of the students score in pre- test (81>61 ). Reflecting also to the students’ evaluation sheet, the researcher noted that actually the students had progression in mastering vocabulary. As the conclusion, Taxonomy Strategy solved the students’ problem in mastering vocabulary as identified in Chapter I. As implications, the students can finished their tasks as were listed in the evaluation sheet. Their vocabulary mastery was high than before. Fortunately, the
student s’ ability of control class also had progression such as the students’ ability of experimental class which can be seen on their mean score, whereby, their mean score of post-test was higher than their mean score of pre-test (71>53). However, the mean of students’ score of experimental class in post-test was still higher than the mean of students’ score of control class (81>71). Recognizing to the computation before, so the researcher concluded that implementation of Taxonomy Strategy in learning had sign ificant effect on the students’ ability in mastering vocabulary.
3. The Research Findings versus the Latest Related Research
The implementation of Taxonomy Strategy in teaching also had been ever conducted by Firian (2010) and it was focused on “Increasing the Students’ Ability in Mastering Vocabulary by Using Taxonomy Strategy at the seventh Grade of SMP Negeri 1 Pariaman in 2009/2010 .” Meanwhile, the research is entitled on finding the effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017 which is focused on descriptive text material.
Based on the analysis, the difference between the latest related research’s title and the researcher’s title was the research method. The latest related research researcher conducted Classroom Action Research (CAR) at the seventh grade of SMP Negeri 1 Pariaman, while the research researcher conducted quantitative research at the eighth grade of SMP Negeri 3 Lolofitu Moi. The latest related research was conducted
in two cycles whereby each cycle was consisted of two meetings, while the research was conducted in four meeting only in which two meetings for test (pre-test and post- test) and two meetings more for teaching.
In summary, the latest related research shown that the students’ ability in mastering vocabulary was increased because of applying Taxonomy Strateg. Moreover, the result of the research was also show that there was significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017. Thus, the research and latest related research were most different in the procedure because of the difference of research method.
4. The Research Findings Implications
Regarding to the result of the research findings, it has implications as follows.
a. Taxonomy Strategy helps the students to mastery vocabulary easily.
b. Taxonomy Strategy solved the students’ problem in writing as the problem of the research as identified in Chapter I.
c. The implementation of Taxonomy Strategy in teaching vocabulary guided to the successfulness for Minimum Competence Criterion achievement, or in other
words, Taxonomy Strategy had positive effect to the students’ learning outcome especially in mastering vocabulary.
d. Recognizing to the result of the research shows the significant effect of the implementation of Free Write Method on the students’ ability in writing recount
text, it can be proved and the stepping stone for the English teacher to use the method when teaching writing to the students.
e. From the research, the readers acquire important information especially about discussion of Taxonomy Strategy as the teaching vocabulary strategy.
f. Result of the research also is a golden experience of the researcher.
g. Result of the research can be used for further researchers when conducting the research by using Free Write Method as one of its variable.
5. The Research Findings versus Theory
After getting the result of the research, the researcher compared it with the theories written by expert. According to Preszler (2006:25), Taxonomy Strategy organize controlled vocabulary terms into a hierarchy, from the general to the specific term, and it is represented visually as a tree. Meanwhile, the result of the research shows that Taxonomy Strategy reflects to the regenerating or listing words alphabetically without concentrates to the general terms to specific terms, or without represented visually as a tree. Moreover, Taxonomy Strategy is more reflect to the thesaurus. Besides, Preszler (2006:25) was also asserts that Taxonomy Strategy is closed to show relationship (family tree) among of words, while in the research findings, Taxonomy Strategy focused on listing words in the same initial alphabetically without pointed to deep relationship among of them.
In summary, all theories do not run well absolutely in the field. It also sometimes functionless that can be said as weaknesses. Thus, the theories as explained before shows the contradiction with the research findings. However, the result of the research solved the students’ problem in mastering vocabulary and proved that there is significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary itself.
6. The Analysis of Research Findings Limitations
There are several items should be considered as the limitations of the research findings since the research is conducted as follows.
a. In conducting the research, the researcher focused on descriptive text as the material teaching which was considered suitable for the students at the eighth grade of SMP Negeri 3 Lolofitu Moi, whereby, the different result may be found if they were given to the students in different school even in the same grade or class.
b. There are four meetings only taken in conducting the research, two meetings for test (pretest and posttest) and two meetings more for treatment. The result of the research might be different if the number of meeting of the research is reduced or added.
c. The researcher got difficulty to control the students’ activities in a large class.
d. The researcher had the limitation in comparing the theories in getting the result findings of the research.