2. Data Analysis
a. Quantitative Data Analysis and Hypotheses Testing
Analyzing quantitative data was conducted to answer the first research question about whether or not the use of pictures affected
the learners’ score when learning comparative adjectives. Because the data of this research fulfilled the requirements
of parametric statistic, the researcher used t- test formula in comparing means between two data groups, pre- test score and post- test score, for testing research
hypotheses. The researcher used SPSS Statistical Product and Service Solution in
analyzing the quantitative data. As the result of analyzing, the researcher provided it as follow:
Table 4.6
In testing the hypotheses, the hypotheses of this research are: H
: The use of pictures does not affect on learners’ score in learning
comparative adjectives significantly. H
₁: The use of pictures affects on learners’ score in learning comparative adjectives significantly.
Further, the criteria of testing hypotheses are: H
is accepted if t-value is less than t-table. H
is rejected if t-value is higher than t-table.
Paired Samples Test
Paired Differences t
df Sig. 2-
tailed Mean
Std. Deviation
Std. Error
Mean 95 Confidence
Interval of the Difference
Lower Upper
Pair 1 posttest -
pretest 58.992
19.841 3.262
52.377 65.607 18.086 36
.000
From the table above, it could be seen that the t-value was 18.086, and the t- table for
α = 0.05, df = 36 and 0.975 was 2.028.
3
From that result it could be concluded that H
was rejected and H
1
was accepted. It meant that the use of pictures affected
on learners’ score in learning comparative adjectives.
b. Qualitative Data Analysis
The qualitative data analysis was conducted for answering the research question. The result of analyzing qualitative data could answer the second research
question about the learners’ perception of the use of pictures in learning comparative adjectives.
In analyzing the qualitative data, as described in qualitative data description, the researcher elaborated the qualitative data- result of interview- based on the
interview specifications. There were two interview specifications which were constructed by the researcher. They were
to know learners’ perceptions about the importance of using picture in learning comparative adjectives, and to know
learners’ perceptions about the use of pictures in learning comparative adjectives. The first interview specification consisted of 2 questions. Further, the second
interview specification consisted of 5 questions. Firstly, the first two interview questions were asked to find out
the learners’ perceptions about the importance of the use of pictures in learning comparative
adjectives. Five of six learners stated that using media such as picture were needed to use in learning English especially in learning comparative adjectives because
the use of media, such as pictures could create unboring and enjoyable class and made the learning material easier and more understandable. One of them said that
“enak belajarnya santai”. The other respondent also said that “soalnya biar lebih ngerti”. Further, only one of six learners stated that the using media, such as
pictures was not needed to use in learning comparative adjectives. He said that he
3
Budi Susetyo, op.cit, p. 322
was not interested in learning comparative adjectives by the use of pictures. He stated that “... males aja” and “lama- lamain Miss, ribet”.
Secondly, the next five interview questions were about the learners’ perception
of the use of pictures in learning comparative adjectives. Five of six learners had positive perceptions of the use of pictures in learning comparative adjectives. They
perceived that the use of pictures in learning comparative adjectives could create interesting, unboring, fun, and enjoyable class. They were happy when learning
comparative adjectives by the use of pictures. They expressed their happiness like “enak aja Miss seneng, lebih ngerti belajarnya”. They also perceived that the use
of pictures could make learning material easier and more understandable. Additionally, the pictures were also could assist them in memorize the learning
material. They argued that pictures could explain the learning material more clearly than a text did
. One of them said that “...soalnya kan ada gambarnya jadi bisa dilihat. Kalau kata- kata kan susah Miss ga bisa dilihat
”. Therefore, they stated that the use of pictures in learning comparative adjectives affected on their
score of comparative adjectives test. The rest of qualitative data respondents, one of six learners perceived the use
of pictures in learning comparative adjectives negatively. He was unhappy when learning comparative adjectives by the use of pictures,
”emm.. biasa aja Miss. Ga enak
”. He also argued that the use of pictures was time consuming, complex, and unclear in delivering the learning material. Moreover, he stated that the use of
pictures did not assist him in memorizing the learning material. Hence, he perceived that the use of pictures did not effect on his score of comparative
adjectives test.
B. Research Discussion
From the analysis of quantitative data, it could be seen that the use of pictures in learning comparative adjectives affected
learners’ score. The high gained score of this research showed an improvement that could be caused by media selection for teaching
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