a. Results of pre-test and post-test in experimental group
Table.4.2 Pretest Frequency Percent
Valid Percent
Cumulative Percent
Valid 10 1 3,1 3,1 3,1
35 1 3,1 3,1 6,3
55 1 3,1 3,1 9,4
60 1 3,1 3,1 12,5
65 4 12,5 12,5 25,0
70 6 18,8 18,8 43,8
75 4 12,5 12,5 56,3
80 6 18,8 18,8 75,0
85 5 15,6 15,6 90,6
90 1 3,1 3,1 93,8
95 2 6,3 6,3 100,0
Total 32 100,0 100,0
Table.4.3
Posttest Frequency Percent
Valid Percent
Cumulative Percent
Valid 55 1 3,1 3,1 3,1
80 3 9,4 9,4 12,5
85 10 31,3 31,3 43,8
90 8 25,0 25,0 68,8
95 8 25,0 25,0 93,8
100 2 6,3 6,3 100,0
Total 32 100,0 100,0
The results of pre-test in experimental group from 32 students, there were 1 student got score 10 (3.1%), 1 student got score 35 (3.1%), 1 student got score 55 (3.1%), 1 student got score 60 (3.1%), 4 students got score 65 (12.5%), 6 students got score 70 (18.8%), 4 students got score 75 (12.5%), 6 students got score 80 (18.8%), 5 students got score 85 (15.6%), 1 student got score 90 (3.1%), and 2 students got score 95 (6.3%). In the post-test, from 32 students there were 1 student got score 55 (3.1%), 3 students got score 80 (9.4%), 10 students got score 85 (31.3%), 8 students got score 90 (25.0%), 8 students got score 95 (25.0%), and 2 students got score 100 (6.3%).
The high score in pre-test is 95 and low score in pre test is 10.
Meanwhile, the high score in post-test is 100 and low score in post-test is 55. Therefore, it can be seen that there were significant difference score between pre-test and post-test in experimental group. The complete calculation can be seen in appendix.
b. Results of pre-test and post-test in Control Group Table. 4.4
Pretest
Frequency Percent
Valid Percent
Cumulative Percent
Valid 55 1 3,6 3,6 3,6
65 4 14,3 14,3 17,9
70 6 21,4 21,4 39,3
75 4 14,3 14,3 53,6
80 5 17,9 17,9 71,4
85 2 7,1 7,1 78,6
90 5 17,9 17,9 96,4
95 1 3,6 3,6 100,0
Total 28 100,0 100,0
Table. 4.5
Posttest Frequency Percent
Valid Percent
Cumulative Percent
Valid 60 3 10,7 10,7 10,7
65 4 14,3 14,3 25,0
70 13 46,4 46,4 71,4
75 5 17,9 17,9 89,3
80 3 10,7 10,7 100,0
Total 28 100,0 100,0
The results of pre-test in control group from 28 students, there were 1 student got score 55 (3.6%), 4 students got bscore 65 (14.3%), 6 students got score 70 (21.4%), 4 students got score 75 (14.3%), 5 students got score 80 (17.9%), 2 students got score 85 (7.1%), 5 students got score 90 (17.9%), and 1 student got score (3.6%). In the post-test, from 28 students, there were 3 students got score 60 (10.7%), 4 students got score 65 (14.3%), 13 students got score 70 (46.45%), 5 students got score 75 (17.9%), and 3 students got score 80 (10.7%).
The high score in pre-test is 95 and low score 55. Meanwhile, the high score post-test is 80 and low score in post-test is 60. Therefore, it can be seen that there were lowering score in Control group. The complete calculation can be seen in appendix.
2. Statistical Analysis of the test a. The result of normality test Table. 4.6
One-Sample Kolmogorov-Smirnov Test
nilai
N 32
Normal Parametersa,b
Mean 72,6563
Std. Deviation 16,55803 Most Extreme
Differences
Absolute ,197
Positive ,134
Negative -,197
Kolmogorov-Smirnov Z 1,114
Asymp. Sig. (2-tailed) ,167
a. Test distribution is Normal.
b. Calculated from data.
The result of the test showed that the data was normal. Because the significance was more than 0.05 (0.167>0.05).
b. The Analysis of Paired Sample t-test in Experimental Group
The result of the test shows that there was a statistically significant improvement on students‟ reading comprehension before the implementation Authentic material (Mean=15.625, std.deviation=14.522), and after implementation Authentic material (Mean=88.28, std.deviation=8.192), T(-6.087), p<0.05
c. The Analysis of Independent Sample t-test
The result of the test shows that there was no significant difference between the result of the post-test in experimental and control group. In this result showed that the mean differences is 18.103 and the significance
value is higher than 0.05, 0.158>0.05. Therefore, it can be concluded that there are difference in the improvement between experimental and control group. Although there is improvement in control group but no more than experimental group. In this result there was differences between experimental and control group but no significant.
B. Interpretations
In this part there was some discussions. It can be seen that authentic material brings significances improvement on students reading comprehensionto by some adavantages‟ authentic material (Martinez ; 2000). The first advantages is are exposed to real discourse as in videos of interview with famous people intermediate students listen for general idea.
The secondly, authentic materials keep student informed about what is happening in the world, so they have an intrinsic educational value. Thirdly, as language change is reflected in the materials so that students and teachers can keep abreast of such cahnges. Fourthly, reading texts are ideal reach /pactice mini-skills such as scanning, e.g. students are given news article and asked to look for specific information. Fifthly, different authentic materials such as articles, newspapers, and so on contain a wide variety of text types, and langauge styles not easily found in conventional teaching materials. Thus, it can help students extend their vocabulary and help memorize them in a number of meaningful recycling. Lastly, authentic materials can encourage reading for pleasure because they are likely to contain topics of interest to learners, especially it students are given the chance to have a say about the topics of kinds of authentic materials to be used in class.
Meanwhiel, evidenced from the research that has been done by the author of the test items, the value of which has been in the can by the students in though using spss version 19.0. the results showed than an
association between authentic material with the value the ability to reading comprehension is (+) 0.134, a positive sign indicates that there is a positive effect between authentic material with reading comprehension. It means the greater the ability reading comprehension students, the more similarly lacking a sense of authentic material students. The end result there was no any significance difference score between experimental group and control group. Based on analysis independent t-test the significance is 0.158>0.05 the p value sifnificance more than 0.05 Ha rejected (there was no significance diffrence between experimental group and control group).
BAB V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
This chapter is designed to draw the conclusions and suggestions based on the data presentation and discussion from the previous chapter. The conclusion is based on data analysis has been that has been described in previous chapters, so it can be concluded as follows :
1. First, based on the results of the analysis obtained by calculating using parametric statistical of normality test, it can be concluded that the data was normal. Result calculation is done in chapter four (IV) shows, the significance of 0.167, which means greater than 0.05,0.167>0.05.
2. Second, based on the results of the analysis obtained by calculation using parametric statistical analysis of independent t-test, it can be concluded that there is no significant between experimental group and control group. Value calculation is done in chapter four (IV) shows, the significance of 0,158, which means greater than α which is 0,05. If the value of p (0,158) is greater than α then Ho is accepted.
3. The end result is there is no significant score between experimental and control group but still there is differences score. And there improvement in experimental group after giving treatment by using authentic material.
B. Suggestion
After completing this present study and drawing the conclusions from the findings and discussions several suggestions are
1. For other researchers of the similar subject are expented to conduct a better study with a better research methodology and more data
collection instruments. Furthermore, the investigations of authentic material in other skills such as speaking, listening, and writing are expected to be conducted in the future research in order to give more pictures about authentic material.
2. For students research hopefully can give the ideas for English students in reading comprehension that more easily to understood if your read using authentic material.
REFERENCES
Ary, et all. (2006). Introduction to Research In Education. Thomson, Waddsworth
Brown, H. Douglas. (2004). Language Assesment: Principles and Classroom Practice. San Fransisco:Longman
Cresswell,J,R & Wallen, N, E, (2007). How to Design and Evaluate Research in Education(6th ). New York: McGraw-Hill Companies
Cahyono. B.Y.(2009). Teaching English With Insight from Linguistics. Malang:
State University of Malang Press
Cahyono,B,Y & Megawati, F, (2013). Materials and Media in English Language Teaching. Malang: State University of Malang Press
Desitarahmi, Rina. (2013). Using authentic materials to improve reading comprehension of grade eight students of SMP 15 Yogyakarta.
Yogyakarta: Universitas Negeri Yogyakarta.
Doug Buehl. Classroom Strategies For Interactive Learning. Delaware:
International Reading Association, Inc
Emzir. (2014). Metodologi Penelitian Pendidikan : Kuantitatif dan Kualitatif . Jakarta :Rajawali Pers.
FITK, UIN STS Jambi. (2015). Pedoman Penulisan Skripsi.
Fraenkel, J,R & Wallen, N, E, (2007). How to Design and Evaluate in Education (6th ed). New York: McGraw-Hill Companies
Grabe, W. (2009). Reading In a Second language Moving From Theory to Practice. Cambridge: Cambridge University Press.
Harmer, J. (2004). The Practice of English Language teaching. England:
Pearson Education Limited
Iskandar .(2008). Metodology Penelitian Pendidikan Sosial : Kuantitatif dan Kualitatif. Jakarta:GP Press
Kligner, J.K, S. Voughan, and A. Boardman. (2007). Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The Guilford Press.
Kasmadi & Nia, S, S. (2013). Panduan Modern Penelitian Kuantitatif. Bandung : Alafabeta,cv
Peacock, M. (1997). The Effect of Authentic Materials on The Motivation of EFL Learners. ELT Journal.
Sugiyono. (2014). metode penelitian manajemen.Bandung:Alfabeta CV.
Wahyono, Teguh. (2012). Analisis Statistik Mudah Dengan SPSS 20. Jakarta : PT Elex Media Komputindo.