CHAPTER IV RESULT AND DISCUSSION - THE INFLUENCE OF USING PANEL DISCUSSION TOWARD STUDENTS’ MODAL AUXILIARY MASTERY AT THE FIRST SEMESTER OF THE EIGHTHCLASS OF SMP N 2 BANJIT IN 2016/2017 ACADEMIC YEAR - Raden Intan Repository
CHAPTER IV RESULT AND DISCUSSION A. The Situation of SMP N 2 Banjit Way kanan. SMP N 2 Banjit is located on Jl.Wisnu KerthaNo.007 Ds. Bali Sadhar Utara
kecamatanBanjitKabupaten Way Kanan.This school was established onDesember 1989. And now the headmaster of SMP N 2 Banjit, Way Kanan is Jakiman, S.Pd.
The activities of teaching learning process are done in the morning. The classes begin at 07.30 AM in the morning and finish at 01.30 PM.
The school has 19 classes. They consist of seventh classes of students in seventh class, six classes of students in eighth class, and six classes of students in nineth class.
The total numbers of teachers who teach in the school are 37 teachers, and the total numbers of the students are 564 students.
There are some offices at the school, namely headmaster office, teacher office, and administration office. This school has also library, laboratory,computerlaboratory, and a sport building, it is provided with a volley ball court, basket ball court and foot ball court. In this school we can also found canteen, mosque, ancient and some toilets.
B. Students’ Situation in SMP N 2 Banjit Way Kanan
Table 7
The students of SMP N 2 Banjit
No Class Total1 VII A- VII G 206
2 VIII A- VIII F 183
3 IXA – IXF 175
Total 564
C. Facilities of the school at SMP N 2 Banjit Way Kanan Table 8 The facilities of the School
No Class Total
1 Classroom
19
2 Head master’s room
1
3 Teacher’s room
1
4 Computer room
1
5 Library room
1
6 Laboratory room
2
7 Mosque
1
8 Temple
1
9 Cooperation
1
10 UKS
1 Total
29
D. The Properties of SMP N 2 Banjit Way Kanan
10 Tennis court
2. Designing the test, which was the modal auxiliary test that consists were 40 items with four options a, b, c and d.
1. Determining the subject of research, namely the students at the first semester of the tenth grade of SMP N 2 Banjit Way Kanan
2016. Before conducted the research, firstly, the writer asked the permission to the headmaster and the teacher of English at the school. After had the permission, the writer conducted through the following steps:
th
1 E. Research Procedure The research conducted in September12
15 Basketball court
1
2 14 long jump court
13 Ceremony court
1
12 Football court
2
11 Badminton court
2
Table 9
The Facilities of SMP N 2 Banjit
N o The Name of Properties Total1 Computer
9 Volleyball court
29
8 White board
7 Students’ chair 709
6 Students’ table 709
50
5 Teachers’ chair
50
4 Teachers’ table
10
3 Wall magazine
10
2 Cupboard
30
2
3. Determining the sample of research by using cluster random sampling.
4. Holding the try out test to know the reliability of the test and validity of the test, it given to the students out of the research sample.
5. Holding pre-test in order to know the students’ mastery of modal auxiliary before they had treatment.
6. Analyzing the data gotten through the pre-test.
7. Giving the treatment to experimental class by using panel discussion technique.
8. Holding post-test in order to know the students’ achievement of modal auxiliary after the treatments.
9. Analyzing the data gotten through post-test. The data were analyzed by using statistical formula.
10. Testing the hypothesis and made the conclusion.
11. Reporting the result of the research.
F. Process of Treatment
In the process of treatment, the writer found that all activities could run well. All students were paying attention to the teacher seriously while presenting the lesson.
The students did not seem to be worried and nervous anymore and they participates the class well. The treatments were very exciting and interesting to the students. They interested and enjoyed the activities.
1. Description of the FirstTreatments
In the first treatment the students looked nervous. They did not know the meaning of some sentences which is said by the writer. So the writer gave a technique by using Panel discussion. Then the writer mentions to the students what isPanel discussionitself and the procedures to use this technique.
In the first treatment, the writer explained aboutthe kinds of modal auxiliary and the modal auxiliary form.Then the writer told the students that they work as individual to do the exercise already prepared, after that the writer introduce about panel discussion technique.The writer also gave the procedures to use this technique. Then the writer dictated one by one the sentence which is students should think about an appropriate specific grammar (modal auxiliary). The writer chose one of the students to gap what the answer. Then the others students check it together. After that the writer gave conclusion from the material given, then she gave chance to the students to ask if they had difficulty.Finally the writer gave exercise to the students related the material given, as their home work. The students looked interesting in teaching learning process.
2. Description of the Second Treatment
The second treatment was better than the first because the students did not look nervous anymore. They enjoyed the materials given, in this session the writer explains about modal auxiliary. After explaining about the material, the writer told the students that they work as individually to do excercise by using panel discussionlike the first treatment. The procedure was same with the previous treatment. After that the writer gave conclusions from the material given, then she gave chance to the students to ask if they had difficulty. Finally the writer gave task to the students related the material given, as their homework. The students looked interest in teaching learning process, they enthusiastic to do the task given.
3. Description of the Third Treatment
It was better than before because the students felt in accustomed in teaching learning process through panel discussion. In this session, the writer discussed about modal auxiliary After explaining about the material, the writer told the students that they work as group to do exsercise by using panel discussion like the first and the second treatment. The procedure was same with the previous treatments. After that the writer gave conclusions from the material given, then she gave chance to the students to ask if they had difficulty. Finally the writer gave task to the students teaching learning process; they enjoyed the material given and enthusiastic to do the task.
G. Data Analysis
1. Result of Analysis
This research was aimed to know whether there were any significant influenceof students’ modal auxiliary mastery after they were given treatment by using “panel discussion” as technique in this research. The research was conducted to the first semester of eight class ofSMPN 2 Banjit, Way kanan. The number of population is212 students. Two classes as sample of the research, they were VIII A and VIII B In this case, the writer used cluster random sampling when choosing the sample.
Pretest consisted of 18 and posttest consisted of 20multiple choice items with 4
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options. Pretest was conducted previously on september 12 , 2017 at 7.30 A.M for class VIII A as the experimental class and class VIII B as the control class at 13.10 P.M. the pretest was administrated in order to see the students’ initial modal auxiliary mastery. the researcher gave the posttest to the sample. The posttest was conducted on oktober
th
9 , 2017 at 7.30 A.M for class VIII A as the experimental class and class VIII B as the control class at 13.10 P.M.
2. Result of Pretest th
The pre-test of control class administered on september 12 , 2017 in class VIII. It was the first meeting, the writer conducted pre-test in order to find out the previous students’ mastery of modal auxiliary. The analysis show that the mean score of pretest in control class is 53 the highest score is 77,7 and the lowest is 38,8 the median score is 50. There were 11 students who got score less than 50.(See Appendix 21) While in experimental class the mean score is 59.43, the highest score is 77.2 and the lowest is 44.4 the median score is 58.3, There were 15 students who got score less than 58.3.(See Appendix 23)
3. Result of Posttest
The analysis shows that the mean score of posttest in control class is 66,25, the highest score is 85 and the lowest was 44,4 the median score is 70. There were 13 students who got score less than 70. (See Appendix 22). While in experimental class the mean score of posttest is 76.25, the highest score is 90 and the lowest is 60 the median score is 75. There were no students who got score less than 60. (See Appendix 24)
4. Result of Normality Test
From the calculation for pretest in experimental class, the data is normal. It can be seen as follows: L observed = 0,15192 L = 0,15662
critical L observed <L critical (See Appendix27) Moreover, the calculation for posttest in experimental class, the data is normal. It can be seen as follows:
L
= 0,15372 L
According to result of measurement, the researcher got:
With ά = 0,05
critical : It means that the data were in the normal distribution.
<L
observed
L
The test criteria: L observed >L critical : It means that the data were not in the normal distribution.
= 0,15662 L observed <L critical (See Appendix 26)
critical
observed
observed
Moreover, the calculation data for posttest in control class is normal. It can be seen as follows: L
= 0,15662 L observed <L critical (See Appendix 25)
critical
= 0,15298 L
observed
Then, the calculation data for pretest in control class is normal. It can be seen as follows: L
= 0,15662 L observed <L critical (See Appendix 28)
critical
= 0,15483 L
5. Result of Homogeneity Test
F 0,05(30,30) =1.90, so the data in the experimental class is homogeneous because the score of F observed <F critical , that is 0.60< 1.71 and the data in the control class is homogeneous because the score of F <F , that is 0,62< 1.71 (See Appendix 29)
observed critical
6. Result of Hypothetical Test
The result of the T-test is 2.53 while the db (number of sample from both control and experimental classes subtracted by 2) is 62. So that the result of level of significant
0.05
is 1.99. From this, it can be seen that the result of T-test is significant in the range of
0.05. If T observed ≥ T critical Ha is a accepted because 2.53 ≥ 1.99. So in this case, H a is accepted. Then, it can be assumed that panel discussion can increase students’ modal auxiliary mastery. It means that there is significant influence in students’ modal auxiliary mastery after they had been treated by using panel discussion technique.
From the explanation above, it can be seen that the modal auxiliary score of the students after being treated by using panel discussion technique are higher than used ordinary technique. (See Appendix 30).
H. Discussion
In this research, there were three treatments. In the first treatment, the students felt surprise for the new teacher. The writer gave the material to the students, she try to introduce her technique, it was panel discussion, and gave the material using it. While in the second treatment, it was better than the first treatment because the students did not look surprise anymore. They felt more enjoyable. The writer started the teaching learning process by explaining more abouttheme of material using her technique (panel discussion). The third treatment was better than the previous treatment, because in the third treatment the students felt accustomed in teaching learning process through panel discussion. Moreover, the students felt enjoyable with the material, they also could understand the material well. In the final meeting, the writer gave the students post-test. And the result of the post-test showed that they got better score than in the pre-test.
Based on the analysis of the data and the testing of Hypothesis, the result of the calculation is found that the null hypothesis (Ho) is rejected and thealternative hypothesis (Ha) is accepted. From the analysis above, it is known that the students who got high frequency of using panel discussion get better result than the students using lecturing technique in teaching modal auxiliary. Therefore, in this case, the writer would like to say that using panel discussionis one of good technique in motivating students learning English, grammar especially in modal auxiliary mastery. So, it could be said that panel discussioncould influence the students’modal auxiliary mastery.