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five items for aspect of using word. The process and the result of the validity and the reliability of the vocabulary test can be seen in Appendix 7.
Meanwhile, for the qualitative data the researcher used the following techniques:
1. Observation. This technique was done to the teaching and learning process that used experiential learning method. The researcher used
participant observation technique in which the researcher was involved as the teacher and other teacher as the collaborator.
2. Interview. The researcher interviewed some students for the purpose of getting information about their vocabulary improvement after being
taught by using experiential learning method. By using interview, the researcher also found the weakness of the method from the students’
perspective. 3. Questionnaire. The researcher decided to ask the students to fulfill the
questionnaire. Here the students should read the questions and give responses or write in short answers.
E. Technique of Analyzing Data
There are two techniques in analyzing data, quantitative and qualitative. First is numerical data or quantitative data. The numerical data
is in the form of vocabulary scores as the result of pre-test or post test. In this research will be analyzed using descriptive statistics, with comparing
the mean of each test to find out the improvement of students’ vocabulary mastery. Besides, the improvement of the scores will be analyzed with
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t-test non independent variable to find out the significance of the improvement from cycle to cycle. The formula to find the mean and the
formula of t-test of non-independent variable as stated by Ngadiso 2006: p.5-17 are as follows:
The formula to find out mean:
n X
X
å
=
The for mulation of t-test was:
1
2 2
- å
- å
=
n n
n D
D D
t
The qualitative data are analyzed using Constant Comparative Method which is proposed by Glaser and Corbin 1967, in Lincoln and
Guba 1984: p. 339 – 340 which consists of four stages as follows: a. Comparing incident applicable to each category,
In this stage, the writer may categorize some “incidents” from the source by doing a comparative judgment.
b. Integrating categories and their properties In this second step, there is a change from comparing incidents with
other incidents classified into the same category to comparing incidents to the rule properties describing the category.
c. Delimiting the theory It happens at the level of the theory construction, because fewer and
fewer modifications will be needed to get along with the data processed. d. Writing the theory
The final step is the researcher can write the theory.
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CHAPTER IV THE RESULT OF THE STUDY
The objective of the research is to improve students’ vocabulary mastery using experiential learning. The result of the research
implementation is presented in chapter IV which consists of three sections. They are introduction, research finding, and discussion.
A. Introduction
The students of the sixth grade of SD Negeri Banaran 01 Grogol Sukoharjo are expected to master English well. Therefore, at elementary
schools, English is introduced to the students through learning its vocabulary because it is the most important element that becomes the basic
competence in order to get other competencies like listening, speaking, reading, and writing. If the students have mastered a number of
vocabularies required in their level, it will be easier for them to master those elements in English learning. By knowing the vocabulary from beginning
the children will get lot of knowledge. Thus, vocabulary should be on the first priority in the English language teaching and learning.
In fact, this condition has not been achieved yet and the students’ vocabulary mastery is low because the students had some problems during
the teaching learning process. The students got difficulties in mastering
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