77 However, there is no significance difference in the stude
nts‟ pronunciation ability of control group using Fidel Charts. The post-test score of
the group using Fidel Charts improved also. Based on the post-test data of the two groups, we can see that the score of experimental group is higher than the pre-test
data. It means that the use of Audio Lingual Method is more effective than using Fidel Charts.
4.5.4 Wilcoxon-Signed Rank Test
For the other control group, the use of Wilcoxon-Signed Rank Test should be done because the number of the students for this group consist less than thirty
students. The computation of Wilcoxon-Signed Rank Test using SPSS program is shown below:
Table 4.11
b. song_postsong_pre
c. song_post = song_pre
Table 4.11 shows that there are ten students got higher score on pre-test, seventeen students got higher score on post-test, and two students got the same
score in their pre-test and post-test. It implies that more than fifty percent of the
78
Test Statistics
b
song_post -
song_pre Z
- 1.180
a
Asymp. Sig. 2 -
tailed .238
a. Based on negative ranks.
b.
Wilcoxon Signed Ranks Test
students improved their ability of pronunciation after getting treatment using Fidel Charts.
Table 4.12
Based on the table 4.12, we can see that the z-score is -1.180. When z-score is more than 1.96 or less than -1.96, the differences is significant. Because the z-
score is more than -1.96, it means that the differences got by the students after getting treatment using songs is not significant. Furthermore, we can see the score
of Asymp. Sig. 2-tailed is 0.238. This score is more than 0.05, it also implies that the differences got after the treatment using songs is not significant.
4.5.5 Discussion on Difference Test
After doing in-group T-test and Wilcoxon-Signed Rank Test, we can conclude that there are differences between pre-test and post-test group in all groups.
However, the improvement of students‟ pronunciation using ɑudio-Lingual Method in Experimental group is significant and the control groups are not
significant. The differences of the improvement will be presented in the chart 4.3 below:
79
Chart 4.3
Comparison of Pre-test and Post-test
ɒased on chart 4.3 above, we can see that the improvement of students‟ pronunciation ability from experimental group is higher than the improvement of
the students‟ pronunciation ability from control groups. It can be inferred that the use of Audio-Lingual Method is more effective than the use of songs and Fidel
Charts as media in teaching pronunciation.
4.5.6 Motivation Questionnaire Analysis
