CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

The purpose of this research is to know the difference of vocabulary

acquisitions of the students who are taught using conventional way and

students who are taught using digital storytelling at the third grade of SMP

Muhammadiyah 9 Ngemplak Boyolali in the academic year 2023/2024.

This research also aims to measure the effectiveness of using digital

storytelling to teach vocabulary at the third grade of SMP Mugammadiyah 9

Ngemplak Boyolali in the academic year 2024/2025. In this research, the

researcher took third grade of class B and C as experimental group which

was taught vocabulary using digital storytelling and IX A as the control

group which was taught vocabulary conventional method.

The data were acquired from the result of the test. In this research,

the researcher utilized same learning resource but the media were used to

teach were different. The researcher was able to collect the data from the

pre-test which was given before treatment, and post-test was given after

treatment. The scores of the students were compered using t-test to prove

whether there is a significant difference between the groups and to find

which group obtained higher score. Here the result of the vocabulary

achievement. Then the data are explained in detail. It includes the mean,

mode, median, and standard deviation.

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a. Experimental Group

The experimental group is a group that was taught by using digital

storytelling media. The experimental group is 9B and 9C totaling of 40

students. Below is the table shows the score of pre-test and post-test in

vocabulary acquisition.

Table 4.1 List Pre-Test and Post-Test Scores in Experimental Group

IX B
No Initial Pre-Test Post-Test
1. ABP 75 85
2. AC 60 80
3. AH 70 80
4. AI 65 80
5. AR 70 85
6. AKA 75 85
7. AKN 80 85
8. DAA 65 75
9. DBS 75 80
10. DAL 65 75
11. DF 80 85
12. EMR 65 75
13. FNA 50 85
14. HMZ 70 85
15. HKR 80 95
16. KVN 70 90
17. KSP 75 80
18. KK 65 90
19. NBK 85 90
20. NPA 65 85
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The data presented below are the result of pre-test and post-test of

vocabulary test. The data includes the mean, median, mode, standard

deviation, and minimum and maximum.

Table 4.2 Statistic of the Pre-Test Scores of Experimental Group

Pre-Test Scores of Experimental Group

Values Class XI B
Valid 20
N
Missing 0
Mean 71.09
Median 72.50
Mode 75
Std. Deviation 9.19
Minimum 50
Maximum 90
Sum 2275

The table shows the lowest score for entire population was 50 and the

highest score was 90. Class A achieved more score totaling 2275 points

than class C with 2090 points in pre-test. Below is the table for post-test

scores.

The frequency distribution of the data pre-test experimental

group is in the table 4.2.

Table 4.2 Frequency Distribution of Pre-Test Experimental Group

Frequency Distribution of Pre-Test Experimental Group

Percentag Cumulative Cumulative
Frequency
e Frequency Percentage
Score 50 1 3,13 1 3,13
55 3 9,38 4 12,50
60 5 15,63 8 28,13
65 5 15,63 13 43,75
70 7 23,44 20 67,19
75 5 18,75 25 85,94
80 5 10,94 30 96,88
85 1 1,56 31 98,44
90 1 1,56 32 100,00
Total 20 100% 40 100%

After the experimental class received treatment utilizing digital

storytelling, the researcher conducted a post-test session. Descriptive

analysis of the post-test data showed that lowest score was 75 and the

highest score was 100. The mean was 84.84 and 83.13, the median was 85
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and 80, the mode was 85 and 80, and the std deviation was 6.83 and 5.94.

The acquired data post-test experimental group is in the table 4.3 and 4.4.

Table 4.3 Statistic of the Post-Test Scores of Experimental Group

Post-Test Scores of Experimental Group

Values Class XI B
Valid 20
N
Missing 0
Mean 84.84
Median 85
Mode 85
Std. Deviation 6.83
Minimum 75
Maximum 100
Sum 2715

The post-test score shown significant improvement score for both

classes. Both classes have a score of 100 in maximum and neither class has

score below 75 in minimum.

Table 4.4 Frequency Distribution of Post-Test Experimental Group

Frequency Distribution of Pre-Test Experimental Group

Cumulative Cumulative
Frequency Percentage
Frequency Percentage
Score 75 3 9,44 3 9,44
80 6 18,88 9 29,50
85 9 28,14 18 59,00
90 11 31,56 29 87,94
95 3 9,44 32 100
Total 20 100% 40 100%

b. Control Group

The control group is a group that was taught by using conventional

method. The control group is 9A consist of 14 students. Below is the table

providing the score of pre-test and post-test in teaching vocabulary.

Table 4.5 List Pre-Test and Post-Test Scores of Control Group

No Initial Pre-Test Post-Test

1. AAT 55 70
2. ASD 50 75
3. AYR 80 90
4. DPH 60 75
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5. DVP 65 75
6. FAP 55 75
7. FCR 60 75
8. FAA 65 70
9. KNR 50 75
10. MDA 80 85
11. MFF 50 70
12. MFK 65 75
13. MF 55 75
14. MF 50 80

The data presented are the result of pre-test and post-test of

vocabulary test. The description includes the mean, median, mode, and std.

deviation, and minimum and maximum. The following data is shown in

table 4.6.

Table 4.6 Statistic of the Scores

Pre-Test Scores of Control Post-Test Scores of Control

Group Group
Values Class XI A Values Class XI A
Valid 14 Valid 14
N Missing N Missing
0 0
Mean 74.84 Mean 62,5
Median 75 Median 65
Mode 75 Mode 65
Std. Std. Deviation
Deviation
8,51 11,63
Minimum 65 Minimum 45
Maximum 95 Maximum 90
Sum 2395 Sum 2000
From the table above, descriptive analysis of the pre-test data showed

that lower score was 45 and the highest score was 90. The mean was 62.5,

the median was 65, the mode was 65, and the std. deviation was 11.63. The

frequency distribution of the data pre-test control group is in the table 4.7.

Table 4.7 Frequency Distribution of Pre-Test Control Group

Pre-Test Control Group Data

Cumulative Cumulative
Frequency Percent
Frequency Percent
Valid 45 0 6,25 1 3.8
50 1 25,00 9 30.8
55 2 9,38 12 38.5
60 2 9,38 10 57.7
65 1 31,25 9 73.1
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70 1 3,13 8 76.9
80 0 0,00 8 76.9
90 2 15,63 7 96.2
95 1 3.13 6 100
Total 10 100% 14 100%

After giving the treatment using conventional teaching using textbook,

the researcher gave the post-test. Analysis of the post-test data showed that

lower score was 65 and the highest score was 95. The mean was 74.84, the

median was 75, the mode was 75, and the std. deviation was 8.51. The

frequency distribution of the data post-test control group is in the table 4.8.

Table 4.8 Frequency Distribution of Post-Test Control Group

Post-Test Control Group Data

Cumulative Cumulative
Frequency Percent
Frequency Percent
Valid 65 7 21,88 7 21,88
70 6 18,75 13 40,63
75 10 31,25 23 71,88
80 4 12,50 27 84,38
85 1 3,13 28 87,50
90 3 9,38 31 96,88
95 1 1,56 32 98,44
Total 26 100% 32 100%

2. Pre-Requisite Test

a. Normality Test

Normality test is used to test the sample from population whether they

have normal distribution or not. In this research, the researcher used

Kolmogorov-Smirnov and Shapiro-Wilk methods for the normality. The

sample treated as normal if the distribution value of Sig. > 0.05, and if Sig.

value < 0.05, the data is not in normal distribution.

Table 4.9 Tests of Normality

Tests of Normality
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Kolmogorov-Smirnova Shapiro-Wilk

Class Statistic df Sig. Statistic df Sig.

Res Pre-Test .168 26 .056 .955 26 .303

ult Experime
nt
Post-Test .165 26 .065 .911 26 .028
Experime
nt
Pre-Test Control .156 26 .103 .898 26 .014

Post-Test .164 26 .071 .939 26 .130

Control
a. Lilliefors Significance Correction

The result criteria of normality test were Ha accepted if Sig. value > 0.05.

the result of the data pre-test in experimental group showed that the Sig. was

0.056. While, the result of the data post-test in experimental group showed that

the Sig. was 0.065. it means that pre-test and post-test in experimental

group were normal distribution because Sig. > 0.05. The result criteria of

normality test were Ha accepted if Sig. value > 0.05. the result of the data pre-

test in control group showed that the Sig. was 0.103. While, the result of the

data post-test in control group showed that the Sig. was 0.071. it means that

pre-test and post-test in experimental group were normal distribution because

Sig. > 0.05.

b. Homogeneity Test

The next step of the calculation was finding the homogeneity of the data.

Homogeneity test is used to know whether the both population of experimental

and control class are homogeneous or not. The result of the data is as follows:

Table 4.10 Test of Homogeneity of Variance

Test of Homogeneity of Variance

Levene
Statistic df1 df2 Sig.

Based on Mean 1.646 1 50 .205

Based on Median .908 1 50 .345

Based on Median and .908 1 43.423 .346

with adjusted df
Based on trimmed 1.441 1 50 .236
mean
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To determining the homogeneity distribution w ith criteria, if Sig.

value > 0.05, so the data is homogeneous distribution. The result showed that

the Sig. 0.205. it means the result was homogeneous because Sig. value >

0.05.

3. Hypothesis Testing

After normality and homogeneity test were done, the next step is

hypothesis test. In this research, the researcher used T-Test of independents

sample and T-Test of Paired Sample in IBM SPSS for hypothesis test.

a. T-Test of Independents Sample

This test is used to find of the average difference between 2 samples. The

result of independent sample T-test can be seen in table 4.11.

Table 4.11 Independent Sample T-test

Independent Samples Test

Std.
Sig. Mean Error
(2-tailed) Difference Differenc Lower
e
Equal .001 6.731 1.999 2.716
variances
assumed
t-test for Equality of Means 95% Confidence Interval of the Difference

The result of computation (t-test) states that Sig. (2-tailed) is 0.001

and the level of significance 0.05. The result provides that Sig. (2-tailed) <

0.05. So, the alternative hypothesis (Ha) is accepted and the null hypothesis

(Ho) is rejected. It means that there is a significant difference between

vocabulary skill in students who are taught using digital storytelling and those

who are taught using textbook at the first grade of SMP Muhammadiyah 9

Ngemplak in the academic year 2024/2025.

b. T-Test of Paired Sample

This test is used to find of the effectiveness of the technique. This test is

used to check experimental class and control class.

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Table 4.12 Paired Sample T-test of Experimental class

Paired Samples Test

Upper t Df Sig. (2-tailed)

Pai PreTest -10.304 -9.217 25 .000

r1 –
PostTest
Paired Differences 95% Confidence Interval of the Difference

The result of computation (t-test) states that Sig.(2-tailed) is 0.001 and

the level of significance 0.05. The result provides that Sig.(2-tailed) < 0.05. So,

the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected. It means that there is an effectiveness of using digital storytelling to

teach vocabulary at the first grade of SMP Muhammadiyah 9 Ngemplak in the

academic year 2024/2025.

Table 4.13 Paired Sample T-test of Control class

Paired Samples Test

Upper T Df Sig. (2-tailed)

Pair 1 PreTest - -9.586 25 .000
- 12.230
PostTes
t
Paired Differences 95% Confidence Interval of the Difference

The result of computation (t-test) states that Sig.(2-tailed) is 0.001 and

the level of significance 0.05. The result provides that Sig.(2-tailed) < 0.05. So,

the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected. It means that there is an effectiveness of using digital storytelling to

teach vocabulary at the first grade of SMP Muhammadiyah 9 Ngemplak

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B. Discussion

1. The significant difference of vocabulary skill of the students who were

taught using digital storytelling and students who were taught using text

book t the third grade of SMP Muhammadiyah 9 Ngemplak in the

academic year 2024/2025.

The first result of the research shows that there is a significant difference

between vocabulary skill in students who are taught using digital storytelling

and students who are taught using text book at the first grade of SMP

Muhammadiyah 9 Ngemplak in the academic year 2024/2025. It can be proved

from the result of independent sample T-test that Sig. (2-tailed) 0.001 is lower

than 0.05. It means that scores of students taught by using digital storytelling

are higher than scores of students taught by using textbook.

Based on the teaching and learning process in the classroom, teaching

vocabulary using digital storytelling made the students more interested than

using textbook. Teaching vocabulary using digital storytelling gives

opportunities for students to increase their vocabulary skill. The researcher

gives the students digital storytelling, and the researcher asked the students to

memorize them. And because digital storytelling is a new media for them in

learning, that makes them more enthusiasm in learning. They will think that

digital storytelling is different from what they usually get in their class before.

Based on the results of the study showed that students’ vocabulary

increased significantly. The average scores taught using Digital storytelling

shows 84.23, while the average taught using textbook shows 78.27. It means

that there is a significant difference between vocabulary skill in students who

are taught using digital storytelling and those who are taught using textbook

and there is an effective of digital storytelling to teach vocabulary at the first

grade of SMP Muhammadiyah 9 Ngemplak in the academic year 2024/2025.

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2. The effectiveness of using digital storytelling to teach vocabulary at the

third grade of SMP Muhammadiyah 9 Ngemplak in the academic year

2024/2025.

The second result of the research shows that there is an effectiveness of

using digital storytelling to teach vocabulary at the first grade of SMP

Muhammadiyah 9 Ngemplak in the academic year 2024/2025. It can be proved

from the result of paired sample T-test that Sig. (2-tailed) 0.000 is lower than

0.05. The mean scores of the both groups are differences. The mean score in

pre-test experimental class is 70.77, the mean score in post-test experimental

class is 84.23, while the mean score in pre-test control class is 62.50 and the

mean score in post-test control class is 78.27. It means that the students who

were taught using digital storytelling have better achievement than those who

were taught using textbook.

Based on the teaching vocabulary in the classroom, Zuhri and Salman

(2022) stated that digital media were practical media that can help teachers and

students in teaching and learning process. According to Schmitt and McCarthy

(1997) that story can provide a sense of progress and a sense of achievement,

especially if the goals have been met and can be specifically made suit their

needs and are thus self-motivating.

By the explanation in the previous findings, it can be concluded that

digital storytelling is more effective to teach vocabulary rather than

conventional method used in classroom. As the result shows, the vocabulary

acquisition by the students who were taught using digital storytelling shows

that they can acquire more vocabulary knowledge by using digital storytelling.

The students who were receive lesson by utilizing digital storytelling scores

better than the students who did not receive same teaching method. The

research result shows a significant difference between vocabulary skill in

students who are taught using digital storytelling and those who are taught
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using conventional method third grade of SMP Muhammadiyah 9 Ngemplak in

the academic year 2024/2025.