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response or the criterion variable presumed to be caused or influenced by the.
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Independent treatment conditions. Based on the definition, the dependent variable of this study is the students’ vocabulary mastery of
surrounding objects. Score of oral performance test. 2. Hypotheses
Tuckman explains that a hypothesis can be defined as an expectation about events based on generalizations of the assumed relationship between
variables.
10
There were two hypotheses of this study. There are: a. There is significant effect of using mime story technique in students’
vocabulary mastery of surrounding subjects. b. There is no significant effect of using mime story technique in students’
vocabulary mastery of surrounding subjects.
9
Ibid., p. 129.
10
B.W. Tuckman, Conducting Educational Research Harcourt Brace Jacobovits, 1978, p. 27.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents research findings and discussion the effect of mime story technique in student’s vocabulary mastery.
A. Research Finding
In this research, the researcher wanted to know the effect of mime story technique on students’ vocabulary mastery of surrounding objects. The effect
could be seen from significant different score of students’ vocabulary mastery before and after thought by using mime story technique. The effect could be seen
from significant different score of students’ vocabulary test before and after thought by using mime story technique. The data of the research were obtained
by doing pre-experimental study, the students study through mime story technique and study without mime story technique of surrounding objects at
seven grade of SMP Al-Ikhlas Gresik. The presentation of the data also answered research problems in chapter I.
The research problems formulated as “Does mime story has effect in students’ vocabulary mastery of surrounding objects at seven grade of SMP Al-Ikhlas
Gresik?” To know the effect of mime story technique, the researcher used pretest and posttest before and after treatment. In this case, the students’ vocabulary
mastery could be seen from those tests. In addition, to answer whether mime story technique has effect toward students’ vocabulary mastery the researcher
analyzed the data by using paired sample T-test.
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1. The students’ vocabulary mastery before being taught using mime story technique
The researcher gave the pretest to the students’ before conducted the treatment. The pretest was conducted at 25
th
July. The pretest was administered to 35 students as a sample. The researcher gave pretest in the
form of scramble words with pictures and number the pictures related to the topic that was thought in SMP Al-Ikhlas Gresik, the topic was
bedroom. The researcher served 15 unscrambles word with picture that has to number by the students see appendix 3. The test was conducted to
know students’ basic competence before the researcher gave the treatment. The students’ achievement before being thought by using mime
story technique.The students got difficulties to understand and grasp the meaning of words. They forgot words and their meanings easily. They also
got difficulties when they had to translate the words from Indonesian into English or vice versa. The students could not pronounce the
wordscorrectly. They still made mistakes to pronounce the words.The students still made mistakes when they wrote words. For example, when
the students found a word which has double letters when they wrote words.Most of the students forgot to write the second letter. Most of the
students also made mistakes when they did the exercises in arranging some letters intoa correct word. The students could only pronounce,
understand,remember, grasp and use words in context about 25 of them.The students were less interested during teaching learning process.
