e = the mean score difference of the experimental group c = the mean score difference of the control group
If the mean score difference of the experimental group is higher than that of the control group, Ho is rejected and Hi is accepted. On the contrary if the
mean score difference of the experimental group is the same or lower than that of the control group, Ho is accepted and Hi is rejected.
2. Hypothesis Testing
The mean score difference of the post test and the pre test of the experimental group was 10.83 and that of the control group was 8.5. The
experimental group got higher score than the control group. The t-observed that was calculated using Independent sample t-test was 3.95 and that was higher than
the t-value on the t-table. Since the t-observed was higher than the t-table at the same level of significant different, the null hypothesis Ho was rejected and the
alternative hypothesis Hi was accepted.
F. Result Interpretation
The statistical computation of the experimental group showed that the post test score was higher than the pre test. The difference in the achievement of the
experimental group and the control group was significant. It was strong enough to reject the null hypothesis. This means that the Natural Method was effective to
teach English language to kindergarten students in TK Indriyasana.
G. Summary
Some notes were found during the implementation of the Natural Method. The use of the Natural Method demanded the creativity of the teacher to create
interesting activity that could attract and maintain the students’ attention. The teacher also spent much more energy since she had to act out what she said to
make her talk comprehensible. However, the data gathered showed that the mean score of the experimental group was higher than the control group. It means that
the Natural Method was effective to improve students’ vocabulary mastery. From the observation, it was found that the Natural Method gave contribution in
encouraging the students to interact more closely with the target language. The students were supplied with much comprehensible input since the input was
always provided with gestures and demonstration. The teacher combined new vocabulary and previous vocabulary; hence the students unconsciously repeated
what they had learned. The students were put in a situation where the target language was used to communicate and in fact it led them to produce the target
language.
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CHAPTER V CONCLUSION AND RECOMMENDATION
A. Introduction
This chapter presents the conclusions that were drawn from the research. The researcher also gives recommendations especially for the English teacher for
kindergarten students and other researchers which hopefully would be useful. The first subchapter presents the conclusion and the next is the recommendation.
B. Conclusions
There were 6 conclusions that could be drawn by the writer from the research. The first conclusion is that the use of Natural Method to teach
kindergarten students is effective. The use of the method can improve the students’ vocabulary mastery. It was seen from the mean score of the post test that
was higher than the pre test. The Natural Method was more effective than the traditional method and it was proven by the t-test. The difference of the t-value of
the two groups was significant. As a conclusion, the Natural Method is more effective to improve the students’ vocabulary mastery.
Although the method was effective to improve the students’ vocabulary mastery, it spent much energy of the teacher. This is the second conclusion that it
was not enough for the teacher just to speak in the target language. In order to make the teacher talk easily understood by the students, the teacher used much
gesture, demonstration, and realia. She had to act out what she said to make the input comprehensible.
