SS =
Sangat Setuju score 4
S =
Setuju score 3
TS =
Tidak Setuju score 2
STS = Sangat Tidak Setuju
score 1
In order to know the students ’ motivation in learning vocabulary through
flashcards, the writer calculated the students’ score that was devised from Harris
1997:84 cited in Sepliana 2006as follow:
1. Calculating the students’ answers
Inter-rater is another person who gives scores besides the writer herself. The questionnaire was tested by the inter-rater before research was done. There are 3-
raters that checked the questionnaire based on Questionaire specification: Students’ response, the benefit of Flashcard and students’ interest. It supposed to
check whether the questionnaire was valid or not and reliable or not. The score are based on the Likert Scale and range to 1 to 4.
2. Tabulating the result of the scores of quantitative and finding the mean score
of the students’ motivation before and after treatment. The mean were calculated by applying:
M = ∑×
Where M : Mean
N ∑×
: Total scores of the students N
: Numbers of the students Setiyadi, 2006:111
3. Drawing conclusion from the table result of the questionnaire were given, that
was by comparing the means score of the students’ motivation before and
after treatment.
3.7 Hypothesis Testing
To check whether the students’ score of motivation after treatment was statistically significant to support the writer’s hypothesis or not, the writer used
Repeated Measures t-test in SPSS program.
The hypothesis were:
H
0:
Flashcards can not be used to increase the students’ motivation in learning
English vocabulary. H
1:
Flashcards can be used to increase the students’ motivation in learning
English vocabulary. Sudjiono, 2001: 382
The criteria were: 1.
If the t-value is higher than 0.01: H
1
is accepted flashcards can be used to increase students’ motivation in learning vocabulary.
2. If the t-value is lower 0.01: H
1
:is accepted flashcards cannot be used to increase students’ motivation in learning vocabulary.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This part basically presents conclusion and suggestion deriving from discussion of
the findings as they are cited below.
5.1 Conclusion
Considering all the data gathered after finishing the research, which had been held in the first grade of SMPN 4 Bukitkemuning - Lampung Utara, two conclusions
are stated as follows: 1.
There is a significant increase of students’ score of motivation in learning vocabulary after they were taught through flashcards. It can be seen from
the mean score of students’ motivation that improved from 68.59 before treatment up to 78.50 after treatment, so the gain score is 9.91 10. At
the significant level 0.01, it was attained that t-ratio is higher than t-table, that was 8.097 2.750 with the 2 tail significance p 0.01 p = .000 .
2. There is a significant increase of students’ vocabulary achievement. It can
be seen from the result of pretest and posttest that there is an improvement
from the students ’ average score from the pretest 69.59 to the posttest
80.25 that is 10.66 points 10.
5.2. Suggestions
Based on the result of the research, the writer would like to propose some suggestions were as follow:
1. Considering the media and the material to be taught, teacher can use
vorious media in teaching learning process in the classroom, in this case in teaching learning vocabulary to improve students’ motivation. Teacher can
use Flashcards as a media or another media that are appropriate for the students because the suitable media can give students interest, so that they
have motivation and do not feel bored to learn English Vocabulary.
2. For the teacher, in teaching vocabulary through flashcard, teacher should
have a good preparation in making the cards. The more creative and colorful flashcards are made, the more the students will be interested in.
3. Writer suggested the reader and other writers or reseachers to use another
media or technique that can improve students motivation in learning
