CHAPTER IV
RESEARCH FINDING AND DISCUSSION
4.1 Pre-Experiment
In this study, the researcher used independent sample t-test. Levene’s test was used to analyze the variance of homogeneity. The researcher took two classes
of first grade of MAN 2 Gresik. They were X-IPA1 as the experimental group
and X-IPA2 as a control group. Pre-test was held on January 6th 2017.
4.1.1 Validity and Reliability
The researcher used content validity and construct validity. In made the
items of the test, the items had matched with the syllabus and the rule to made the
test. To make sure that the items of pre-test and post-test were valid and reliable,
the researcher try out the test two times. At first try out, the researcher made 30
items try out test for pre-test and for the second try out, the researcher made 30
items try out test for post-test. From the 30 items on first try out, there were 20
items valid and reliable, and 10 items invalid, the item numbers were number 2,
5,6 8, 9, 21, 22, 23, 24, and 30. So, the researcher had 20 items for pre-test. On
second try out, from the 30 items there were 22 items valid and reliable. There
were 8 items invalid, the item numbers were number 5, 8, 9, 18, 21, 24, 27, and
28. The researcher took 20 items for post-test. It means that the items of pre-test
and post-test were different items but both of tests still has the same level on
difficulty.
4.1.2 Homogeneity Testing
then held the pre-test in the control group. In pre-test, the researcher gave 20
questions included the materials on the syllabus. To analyze the homogeneity,
assumption was checked in SPSS by levene’s test with the following procedures.
The first procedure was inserting the pre-test data both experimental and control
groups using data view. The second procedures were going to analyze menu,
selecting compare means, and then choosing independents sample t-test. The last
procedure was interpreting the homogeneity test output, the researcher needed to
see lavene’s test column to know whether the equality of variances in groups of
scores were homogeny or not.
Group Statistics
Variances t-test for Equality of Means
The result showed that the score of the experimental group and the control
group were homogeneous. In Levene's test table, the result of the variance
homogeneity test showed that sig. was 0.162. Because the sig was higher than the
level of significance (0,05) or (0.162 > 0,05), it means there was no difference
variance between the experimental group and control group. It showed that both
of two groups’ variance was homogenous or equal.
4.2 Experiment
This research was quasi-experiment method, so it was divided into two
groups; those were experimental group and control group. Both experimental
group and control group had different treatment in the implementation. The
difference is on the learning process. The experimental group was taught used
drama performance strategy and the control group was taught used cooperative
learning strategy.
4.2.1 Treatment of Experimental Group
4.2.1.1 The First Treatment.
The first treatment was held on Monday, 9th January 2017. The
teacher asked about their feeling and checked attendance list. She also
asked their opinion about narrative and drama. After that she told about
the purpose of the lesson and explained about the steps.
On warming up activity the teacher asked the students about their
background knowledge related the topic. After that, she explained the
generic structure of narrative text.
On whilst-teaching activity, the teacher showed an uncomplete
students to make some groups and sat with their member. She devided the
text and asked the students to complete the text by found 10 words that
were available on the box. After the text was completed, the teacher and
the students checked their work.
The students read the text then identified 5W+1H. After identified,
the teacher gave some questions related the story to obtain their
comprehension. To make sure that they comprehend the story, the teacher
asked the students to perform drama of “The Legend of Lake Toba.” A
group of students perform the beginning of the story, then the other
perform the middle and the ending of the story.
On post-teaching activity the teacher review the material include the
moral value that could found from the story.
4.2.1.2 The Second Treatment
The second treatment was held on Tuesday, 10th January 2017. The
teacher asked about their feeling and checked attendance list. On warming
up activity the teacher asked the students about their background
knowledge related the topic. After that, she explained the generic structure
of narrative text.
On whilst-teaching activity, the teacher gave unstructure narrative
text by the title “The Good Stepmother” and asked the students make some
groups and sat with their member. She devided the text and asked the
students to re-arrange into a good narrative text. After the text was
The students read the text then identified 5W+1H. After identified,
the teacher gave some questions related the story to obtain their
comprehension. To make sure that they comprehend the story, the teacher
asked the students to perform drama of “The Good Stepmother.” A group of students perform the beginning of the story, then the other perform the
middle and the ending of the story.
On post-teaching activity the teacher review the material include the
moral value that could found from the story.
4.2.1.3 The Third Treatment
The third treatment was held on Tuesday, 11th January 2017. The
teacher asked about their feeling and checked attendance list. On warming
up activity, the teacher asked the students about their background
knowledge related the topic.
On whilst-teaching activity, the teacher showed a narrative text by
the title “Little Red Riding Hood” and asked the students about the generic
structure of the text. Which paragraph that include orientation? etc.
The teacher asked the students make some groups and sat with their
member. The students read the text then identified 5W+1H. After
identified, the teacher gave some questions related the story to obtain their
comprehension. To make sure that they comprehend the story, the teacher
asked the students to perform drama of “Little Red Riding Hood.” A
group of students perform the beginning of the story, then the other
On post-teaching activity the teacher review the material include the
moral value that could found from the story.
4.2.1.4 The Fourth Treatment
Thefourth treatment was held on Tuesday, 12th January 2017. The
teacher asked about their feeling and checked attendance list. On warming
up activity, the teacher asked the students about their background
knowledge related the topic.
On whilst-teaching activity, the teacher showed a narrative text by
the title “The Lion and The Mouse” and asked the students to find the verb
2. She asked the students make some groups and sat with their member.
The teacher asked the students make some groups and sat with their
member. The students read the text then identified 5W+1H. After
identified, the teacher gave some questions related the story to obtain their
comprehension. To make sure that they comprehend the story, the teacher
asked the students to perform drama of “The Lion and The Mouse.” A group of students perform the beginning of the story, then the other
perform the middle and the ending of the story.
On post-teaching activity the teacher review the material include the
moral value that could found from the story.
4.2.2 Treatment of Control Group
4.2.2.1 The First Treatment
The first treatment was held on Monday, 9th January 2017. The
asked their opinion about narrative then, told them about the purpose of
the lesson.
On warming up activity the teacher asked the students about their
background knowledge related the topic. After that, she explained the
generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make
some groups and sat with their member. She devided the text by the title
“The Legend of Lake Toba” and asked the students to read the text and
identify the 5W+1H by answering the questions. After that the teacher and
the students checked their work together. On post-teaching activity the
teacher review the learning process.
4.2.2.2 The Second Treatment
The second treatment was held on Monday, 10th January 2017. The
teacher asked about their feeling and checked attendance list. She also
asked their opinion about narrative then, told them about the purpose of
the lesson.
On warming up activity the teacher asked the students about their
background knowledge related the topic. After that, she explained the
generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make
some groups and sat with their member. She devided the text by the title
“The Good Stepmother” and asked the students to read the text and
the students checked their work together. On post-teaching activity the
teacher review the learning process.
4.2.2.3 The Third Treatment
The third treatment was held on Monday, 11th January 2017. The
teacher asked about their feeling and checked attendance list. She also
asked their opinion about narrative then, told them about the purpose of
the lesson.
On warming up activity the teacher asked the students about their
background knowledge related the topic. After that, she explained the
generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make
some groups and sat with their member. She devided the text by the title
“Little Red Riding Hood” and asked the students to read the text and
identify the 5W+1H by answering the questions. After that the teacher and
the students checked their work together. On post-teaching activity the
teacher review the learning process.
4.2.2.4 The Fourth Treatment
The fourth treatment was held on Monday, 12th January 2017. The
teacher asked about their feeling and checked attendance list. She also
asked their opinion about narrative then, told them about the purpose of
the lesson.
On warming up activity the teacher asked the students about their
background knowledge related the topic. After that, she explained the
On whilst-teaching activity, the teacher asked the students to make
some groups and sat with their member. She devided the text by the title
“The Lion and The Mouse” and asked the students to read the text and
identify the 5W+1H by answering the questions. After that the teacher and
the students checked their work together. On post-teaching activity the
teacher review the learning process.
4.3 Post-Experiment
The post-test was held on 13th January 2017. The post-test was held to
figure out whether there was significanteffect of drama performance strategy on
students’ reading ability between the students who taught by using drama
performance strategy and students’ taught without drama performance strategy.
The post test score were analyzed to measure the students’ reading ability.
4.3.1 The Scoring of Post-test
The scoring of post-test was used to see the hypothesis. After the
researcher got the result of the student’s post test, the next step was gave the score. The researcher gave an assessment of student’s result. There was 20 items
multiple choices. Each item has 1 score. If the students answer correctly, they got
score 1 for 1 item. If they cannot answer correctly or they cannot answer, they got
score 0 for 1 item. The total score was the sum of score that was got devided the
maximum score multiplied by 100.
4.3.2 Hypothesis Testing
H0 : There is no significant effect on the use of drama performance strategy
on students’ reading narrative between experimental group and control
group.
H1 : There is significant effect on the use of drama performance strategy on
students’ reading narrative between experimental group and control
group.
To interpret the hypothesis test by the probability or the significance with
(0,05), that if sig.(2-tailed) > (0,05), the researcher should accept the H0,
but if sig. (2-tailed) < (0,05) so the researcher can reject H0, it means H1 is
accepted.
Group Statistics
group N Mean Std. Deviation Std. Error Mean
score experiment 32 58.2812 12.80180 2.26306
control 32 51.5625 11.60072 2.05074
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
(Table 2. result of hypothesis testing)
In details of the table showed that probability value in sig. (2-tailed) of
both groups was 0,032. It showed the significance less than (0,05) level or
(0,032< 0,05). It means that the null hypothesis should be rejected and there was a
significant effect on the use of drama performance strategy on students’ reading narrative between experimental group and control group. Therefore, there was a
significant difference between control group and the experimental group. The
result showed that there was different in skill between control group and
influence on the use of drama performance strategy toward reading narrative
between experimental group and control group.
4.4 Discussion
This study was about the effect of drama performance strategy on reading
narrative. The researcher would like to know the drama performance strategy
significantly influence on student’s reading ability or not. Drama performance
strategy was chosen because in drama performance strategy the students were
given opportunity to express their feeling by become the character of the story.
The population of this study was the first grade of MAN 2 Gresik and for
the sample were X-IPA1 as the Experimental group which consist of 32 students ,
and X-IPA2 as the control group which consist of 32 students. So the total of the
sample was 64 students. The experimental was taught by drama performance
strategy and the control group was taught by cooperative learning strategy. Before
the students got treatment, the researcher did pre-test for both groups. Pre-test was
given to find out the initial different between experimental group and control
group as they had similar level in reading ability. The result showed that there
was significant influence on the use of drama performance strategy on students’ reading narrative in experimental group and control group. The results displayed
the probability value of both groups was 0,032. It was less than the level of
significance 0,05 (0,032 < 0,05). It indicated that drama performance strategy
influence students’ ability on reading narrative.
The results of this study was related to previous studies, Gungor, Arzu
(2008) “Effects of Drama on the Use of Reading Comprehension Strategies and
more effective than traditional methods in using reading comprehension
strategies.Yusuf, Hanna Onyi (2015) “Effectiveness of Local Content Drama on the Performance of Students in Reading Comprehension in Secondary Schools in
Kaduna State, Nigeria.”The result showed that the means score of students taught reading comprehension using local content drama was higher than students taught
using conventional method.
The similarities between previous studies and this study were both of
previous studies and this study talked about drama and reading and used
experimental design. The differences between previous studies and this study
were the participants of first previous study were the students of elementary
school; the participants of second previous study were the students of junior high
school; and the participants of this study were the students of senior high school.
Finally based on the result findings and analysis two researchs above, it
can be conclude that drama performance strategy give positive effect on students’
