40
In this chapter, the researcher presents the findings and the discussions of the action research about the implementation NHT technique in improving seventh graders’ reading ability on Descriptive text through modified NHT technique.
A. Research Findings
Cycle 1
The description of findings in cycle 1 is presented based on two criterias of success:
1. The Students’ Improvement in Reading Ability
Based on the result of pretest, there were only 3 students or 10, 71% of the students that could pass KKM ( see appendix 3). While from the cycle 1 test, there were 13 of 28 students or 46, 42% of students who did the test could pass KKM (see appendix 7). It meant that there was a improvement of students’ reading ability from pretest to cycle 1 test, but it did not achieve the criteria of success yet, because there must ≥ 75% of students that pass KKM.
2. The Students’ Performance in the Teaching and Learning Process
The difference was the researcher changed the manner in forming groups based on NHT technique. In the cycle 1, the researcher formed the groups by asking the students to count 1-9. The students that got number 1 should sit down with the student that also got number 1, the students that got number 2 should sit down with the students that also got number 2, and so on. After that, the researcher gave number 1-4 to each groups. Example: to the first group, number 1 is JS, number 2 is IK, and number 3 is RZ. The manners to make group like that was not effective when the result of counting made students who often made noisy sat down with the students that also often made noisy and low ability students sat down with low ability students.
Therefore, the researcher separated the students that often made noisy did not become one group with the students that also often made noisy. The researcher also mixed the students’ abilities. In each groups, the researcher always put one or two students that had high low ability. It was done because from the cycle 1 there were some groups that consisted with the same low abilities were less able to share knowledge to each other, and could not help their group mates yet. Even, there were two groups that consisted of students that often madey noisy and could not engage to the teaching and learning process.
Cycle 2
The description of findings in cycle 2 is presented based on two criterias of success:
Based on the result of cycle 1 test there were 13 of 28 students or 46, 42% of students who did the test could pass KKM. While from the cycle 2 test, there were 25 of 28 students who did the test could pass KKM, or 89, 29% of students who did the test could pass KKM (see appendix 12). It meant that there was a significant improvement of students’ reading ability from cycle 1 test to cycle 2 test, and it has achieved the criteria of success, because there were more than 75% of students could pass KKM.
2. The Students’ Performance in the Teaching and Learning Process
1, 2, 3, or 4 from each groups to answer the questions. Most of students that were called were ready answer the teacher’s calling, because they were seemed not afraid any more to be asked to answer the questions, and they also could give the correct answers and could supply support for their answers. The last was, the teacher gave feedback toward their answers and most of the students paid attention to the teacher’s feedback. And acccording to the description, there were 88% students that had good performances in the teaching and learning process (see appendix 13). Because the criterias of success have been acheieved, it meant that the cycle 2 was success, and the researcher decided to stop this research.
