Technique For Data Analysis - REVIEW RELATED LITERATURE

CHAPTER II: REVIEW RELATED LITERATURE

F. Technique For Data Analysis

The data get from cycle I and cycle II is analyzed through the following steps:

1. Observation Sheet

Field notes (Observation Sheet)

It used to note finding and improvement during action step in each cycle. The guideline of the field note encompassed:

a. Observation towards the students’ activities.

b. Observation towards the researcher’s way of teaching.

2. Test

a. Scoring student reading comprehension test

The assessment of students’ reading comprehension competenced.

1. Critical reading Rubric for accuracy

No Criteria Score

1. Clearly identified the accuracy by understand the content of reading, main idea the importance details of knowing the facts and make inferences and interpretation of the idea.

2. Identified the accuracy and understand the content of reading, main idea the importance details of knowing the facts and make inferences and interpretation of the idea

3 Limited identification accuracy and limited evidence, details relating to the facts .

4. Did not identify the accuracy of the text or understand any evidence, details relating to the accuracy of importance points.

(Harmer, 1995 in Haslinda,2007;37)

Rubric for appropriateness

No Criteria Score

1. Discovered quality details give reader important information, fact, purpose, and values that goes beyond the obvious or predictable.

2. Discovered information were relevant, but one key issue almost unsupported or more predictable than others.

3 Discovered information were relevant, but one or more key issues are unsupported or fairly predictable.

4. Discovered information were somewhat relevant, but several key issues were unsupported or all fairly predictable.

(Harmer, 1995 in Haslinda,2007;37)

2. Creative reading Rubric for conclusion

No Criteria Score

1. Conclusion reflects resource readings in development of idea it is excellent.

2. Conclusion reflects readings in development of idea it is good. 3 3 Conclusion reflect only reading in development of idea it is poor 2 4. Conclusion do not reflect any reading of resources in development

idea

Clarke (1990) 1. Scoring the students answer :

Score: the correct answer X 100 Maximum score

(Gay, 1981:298)

2. Calculated the mean score of the students by using the following formula:

Where:

X = Mean score



^X = Total score

N = Number of student

(Gay, 1981:298 )

3. After collected the data of the students, we classified the score of the students.

We classified the score of the students into the following criteria:

a. 95-100 is classified as excellent b. 85-90 is classified as very good c. 75-80 is classified as good d. 65-70 is classified as fairly good e. 55-60 is classified as fairly f. 45-50 is classified as poor g. 0-35 is classified as very poor

(Layman, 1972:216) 4. To Calculate the percentage of the students’ score, the formula which is used as

follows:

N X _



Notation : P : Rate Percentage

F : Frequency of the correct answer N : The total number of students

(Hatch, 1982:185)

5. To know the percentage of the students’ improvement by applying the following formula:

P = × 100%

Notation: P = Percentage X₁ = 1^st Cycle

X₂ = 2^nd Cycle

(Sudjana in Sari, 2012) 6. To analyze the students’ participation in research toward the material and activities in teaching and learning process by checklist. The students’ active participation described as followed:

No The Students’

Active Participation

Score Indicator

1 Very Active 4 Students’ respond to the material very active

2 Active 3 Students’ respond to the material

actively

3 Fairly Active 2 Students’ respond to the material just once or twice

4 Not Active 1 Students just sit down during the activity without doing something

From the table classification, the researcher calculated the value of percentage got test through the following formula:

P = P = Percentage

FQ = sum of the all the student’s score N = Number students

(Sudjana in Faisal ,2012)

This chapter presents the finding and discussion of the research. The finding consist of the data obtained through achievement test to see the students’ achievement after being taught the materials of reading comprehension on through REAP Technique, data collected through observation and evaluation to see the students’

improvement in learning reading news item text especially in indicators of critical and creative after given treatment in the first and second cycles of the research, while discussion contains analysis of faced in findings.

A. Findings

1. Implementation of Read, Encode, Annotate, Ponder (REAP)technique

The teacher conducts planning before the action, where she prepared the lesson plan through implementing Read, Encode, Annotate, Ponder (REAP) technique, teaching material, and evaluation for students.

The activity in action stage for cycle I is the implementation of the lesson plan. It means that the implementation of every steps of the learning process through Read, Encode, Annotate, Ponder (REAP) technique which have been arranged in the planning stage. Firstly, the teacher explains to the students about the aim of Read, Encode, Annotate, Ponder (REAP) technique. Secondly, the teacher provides to the students to make a partner. Thirdly, the teacher explains the material before read the

text to the students. Fourthly, the teacher asks the students to read the text with their partner and sharing or discuss about the text they read. Fifthly, the teacher asks all students to make a conclusion of the text. Sixthly, the teacher asks the students answer the question based on the text. Finally, the process of Read, Encode, Annotate, Ponder (REAP)technique is the teacher suggests giving correction toward students’ mistakes if the students do not respond correctly and if the results of the students’ scores do not achieve the target then cycle II will be taken.

The activity in the second cycle is almost same with the first cycle. Where, before taking action, the teacher previously makes planning and implies it in the action stage. The difficulty that the researcher fined in the cycle I is the students still difficult to get the appropriateness and make a conclusion.

It can be understood if considering the class situation during the teaching process. Only few of them show their interest in learning and following the teaching process. The others look bored and have no mood in learning process. They are very noise and just playing around the class. It shows that the teaching process during cycle I is not interesting at all for them. So, the teacher decides to make some revision for the next cycle.

The result of revision planning to resolve the students’ difficulty to get the accuracy, appropriateness and make a conclusion of the text is besides providing some interesting topics the teacher also reforms many aspects such as more relaxed in teaching, gives the students motivation before entering the main learning material, explains the learning material clearly, raises the voice, and re-corrects the class

management, and time management. The teacher also gives the students chance to ask the question, explains the students’ mistakes in reading clearly and guided the students in reading well.

The results of the data findings found that teaching reading comprehension through REAP Technique can improve the students’ achievement in Critical comprehension and also can improve the students’ achievement in Creative comprehension.

During the process of cycle 1, in the begining some students feel confuse with this technique where the students read the news item tex tand make the outline. It proved by the reaction and score. But sooner later the technique of learnig make them easy to read News item text and make the outline. Beside that when they make the outline the researcher find some mistakes then gave opportunity to students to asks about correctness. It is very useful for the students because they can undestand about reading News item text. It proved by the result of the cycle I.

Different from cycle I process, the learning process in cycle II, most of students have ready read news item text and made the outline. It because the have understand the elements of the text. In Cycle II researcher gave motivate the students and expalined more detail several mistakes, researcher also made a reader reap in the way of cyle II. It is why there are improvementn in cycle II.

2. The Result of the Students’ Critical comprehension

The improvement of the students’ Critical comprehension, which focused on Accuracy and Appropriate of details as indicators in X class of SMA Madani Makassar as result of the students’ assessment of Diagnostic-Test, cycle I and cycle II can be seen clearly in the following table:

Table 4.1: The Result of the Students’ Critical comprehension

The table above shows that there was the improvement of the students’

Critical comprehension from cycle I to cycle II (74.16< 85.69) in which cycle I of the students’ mean score achievement in Critical comprehension was 74.16 after

No Indicators

The Student’ Score

Cycle I Cycle II 1.

Accuracy 74.72 85.83

Appropriate 73.61 85.55

∑ 148.33 171.38

X

^74.16 ^85.69

evaluation in cycle II, the students’ Critical comprehension becomes 85.69. In the table above also shows that the indicators of students’ Critical comprehension improve significantly in which Cycle I, the students’ in the Accuracy achievement was 74.72 After evaluation in cycle II, the students’ achievement in the Accuracy becomes 85.83. The students’ in Appropriate of details achievement also improves from cycle I namely 73.61 and in cycle II was 85.55.

The table above shows that the use of REAP Technique in teaching and learning process was able to improvement of students’ Critical comprehension after taking action in cycle I and cycle II in which the students’ achievement in cycle II is the highest (85.69> 74.16 ).

To see clearly the improvement of the students’ Critical comprehension, the following chart is presented:

Figure 4.1: The Result of the Students’ Critical comprehension

74.16

85.69

0.00 20.00 40.00 60.00 80.00 100.00

test of cycle I

test of cycle II

Critical Comprehension

I II

The chart above shows the improvement of the students’ Critical comprehension in which cycle II is higher (85.69) than that in cycle I (74.16). It also shows that the result of Cycle I was lowest mean score achievement. The students’

achievement in Cycle I was categorized as fairly. After evaluation in cycle II, there was significant improvement of the students’ Critical comprehension where the result of cycle II categorized as very good.

3. The Result of the Students’ Creative comprehension

The improvement of the students’ Creative comprehension, which focused on conclusion as indicators in X class of SMA MADANI Makassar as result of the students’ assessment of cycle I and cycle II can be seen clearly in the following table:

Table 4.2: The Result of the students’ Creative comprehension

No Indicators

The Student’ Score

Cycle I Cycle II

1 Conclusion

75.00 85.00

∑ 75.00 85.00

X

^75.00 ^85,00

The table above indicates that there was the improvement of the students’

Creative comprehension from cycle I to cycle II (75.00<85.00), in which Cycle I the students’ score achievement in Creative comprehension was 75.00 After evaluation in cycle II the students’ Creative comprehension becomes 85.00.

In the table above also indicates that the indicators of students’ Creative comprehension improve significantly in which Cycle I, the students’ Conclusion achievement were 75.00 After evaluation in cycle II, the students’ Conclusion becomes 85.00 .The table above shows that there was significant improvement of students’ Creative comprehension after taking action in cycle I and cycle II through the application of REAP Technique.

The percentage score improvement of students’ creative comprehension

Figure 4.2:The Result of the Students’ Creative comprehension

The chart above shows the improvement of the students’ Creative reading comprehension in cycle II was higher (85.00) than that in cycle I (75.00). It also shows that the result of Cycle I was lower achievement. (75.00<85.00). After

75.00 85.00

0.00 20.00 40.00 60.00 80.00 100.00

test of cycle I test of cycle II

Creative Comprehension

I II

evaluation in cycle II, there was significant improvement of the students’ Creative reading comprehension.

The improvement of the students’ reading comprehension, which focused on Critical comprehension and Creative comprehension as variables in X class of SMA MADANI Makassar as result of the students’ assessment of cycle I and cycle II can be seen clearly in the following table:

Table 4.3: The Result of the students’ reading comprehension

N0 Indicators

The Student’ Score

Cycle I Cycle II

1 Critical 74.16 85.69

2 Creative 75.00 85.00

∑ 149.16 170.69

X

^74.58 ^85.34

The table above shows that there was improvement of the students’ reading comprehension from cycle I to cycle II, which in Cycle I the students’ mean score achievement in reading comprehension was 74.58, it is categorized as fairly

achievement. After evaluation in cycle II the students’ reading comprehension becomes 85.34, it is categorized as very good.

The table above shows that the use of REAP Technique in teaching and learning process was able to improvement of students’ reading comprehension after taking action in cycle I and cycle II where the students’ achievement in cycle II is the higher (85.34> 74.58).

The percentage score improvement of students’ reading comprehension

Figure 4.3: The Result of the Students’ Reading Comprehension

The chart above shows the improvement of the students’ reading comprehension in cycle II was higher (85.34) than that in cycle I (74.16). It also shows that there was significant improvement of the students’ reading comprehension where the result of cycle I was categorized as fairly and cycle II categorized very good.

74.58

85.34

0.00 20.00 40.00 60.00 80.00 100.00

test of cycle I

test of cycle II

Reading Comprehension

I II

4. The Result of Students’ Activeness in Teaching and Learning Process The result of observation of the students’ activeness in teaching and learning process toward the application REAP Technique in improving the students’ reading comprehension at the second year students of SMA MADANI Makassar in class X which is conducted in 2 cycles during 8 meetings was taken by the observer through observation sheet. It can be seen clearly through the following table:

Table 4.4: The observation result of the students’ activeness in learning.

Cycle

Meetings

I II III IV

62.2% 66.66% 70.83% 72.22%

II 73.66% 76.38% 77.77% 80.55%

The result above was formulated based on the technique of data analysis and the students’ scores that are collected through observation sheet. From the table above shows that in cycle I the students’ activeness in each meeting improves significantly.

It can be seen clearly in table that the students’ activeness in the fourth meeting is higher than the first, the second and the third meeting, where the first meeting in cycle I the students’ activeness was 62.2% and it improves to 66.66% in the second meeting, and then students’ activeness in the third meeting was 70.83% improves to

72.22% in the forth meeting, So the average of the students’ activeness in cycle I was 67.97%.

In cycle II the improvement of the students’ activeness was up and down.

Where in the first meeting in cycle II the students’ activeness was 72.66% decrease to 76.38% in the second meeting and it was lower than the first meeting. It is caused by the discussed topic which is not interesting for the students. In the third meeting in cycle II the students’ activeness improves normally to 77.77%, and then in the forth meeting the students’ activeness improves to 80.55%. This is caused by the teaching material was really interesting for the students and the researcher gives them game when opens the class. So the average of the students’ activeness in cycle II is 77.09%.the result was presented in the chart below that shows the average of student’

activeness in the first cycle and the second cycle.

Figure 4.4: The improvement of students’ Activeness

67.97

77.09

0.00 20.00 40.00 60.00 80.00 100.00

CYCLE I CYCLE II Column1

Student Activiness

I II

The chart above shows that there was improvement of students’ activeness in teaching and learning process where in cycle I was (67.97%) lower than cycle II, but after conducting cycle II the students’ activeness in learning process becomes 77.09%. The improvement of students’ activeness was 9.12

B. Discussion

In this part, the discussion dealing with the interpretation of findings derived from the result of findings about the observation result of the students’ reading comprehension in terms of the result of the students Critical comprehension dealing with the Accuracy and Appropriate of details and Creative reading comprehension dealing with Conclusion.

1. The Result of the Students’ Critical comprehension Dealing with The Accuracy and Appropriate of the details.

a. Accuracy

The application of REAP Technique in improving the students’ Critical comprehension in terms of Accuracy can be seen the difference by considering the result of the students’ Diagnostic Test and the students’ achievement after taking action in cycle I and II through the application of REAP Technique in teaching and learning process.

The percentage of the students’ Accuracy in Critical comprehension After taking an action in cycle I by using REAP Technique, the percentage of the students’

Accuracy was 13 students (72,22%) get good, 5 students (27.77%) get fairly good, and none of the students for the other classification.

In cycle II, the percentage of the students’ Accuracy in Critical comprehension is 1 student (5,55%) get excelent, 14 students (77,77%) get very good, 3 students (16.66%) get good, and none of the students for the other classification. The result above also proves that the use of REAP Technique was able to improve the students’ Critical comprehension in the Accuracy where result of Cycle II was higher than cycle I (5, 55% ≥ 77,77%).

b. Appropriate of Details

The application of REAP Technique in improving the students’ Critical comprehension in terms of Appropriate of details can be seen the difference by considering the result of the students’ achievement after taking action in cycles through the application of REAP Technique in teaching and learning process.

After taking an action in cycle I by using REAP Technique, the percentage of the students’ Appropriate of detail was 12 students (66,66%) good, 3 students (33,33%) get fairly good and none of the students for the other classification

In cycle II, the percentage of the students’ Appropriate of detail in Critical comprehension was 16 students (88,88%) get very good, 2 students (11.11%) get good, and none of the students for the other classification.

The result of students’ Appropriate of details in cycle II was higher than cycle I (88,88% ≥ 66,66%).

The result above proves that the use of REAP Technique was able to improve the students’ Appropriate of details in reading.

2. The Result of the students’ Creative comprehension dealing with Conclusion.

a. Conclusion

The application of REAP Technique in improving the students’ Creative comprehension in terms of conclusion can be seen the difference clearly by considering the result of the students’ test in cycle I and II after using REAP Technique.

The table above shows the percentage of the students’ conclussion in creative comprehension

After taking an action in cycle I by using REAP Technique, the percentage of the students’ conclussion was 14 students (77,77%) get good, 4 students (22,22) get fairly good and none of the students for the other classification

In cycle II, the percentage of the students’ conclussion Creative comprehension was 17 students (94,44%) get very good, 1 student (5.55%) get good, and none of the students for the other classification. The result above also proves that the use of REAP Technique was able to improve the students’ creative

comprehension in the conclussion where result of Cycle I was higher than cycle II test (94,44% ≥ 5,55).

The result of the students’ creative comprehension in terms of in conclusion.

After applying REAP Technique in cycle I and cycle II, the result of students’ in conclusion achievement improves significantly.

The result above proves that the use of REAP Technique was able to improve the students’ in conclusion in creative reading

3. The Result of the Students’ Reading Comprehension dealing with the Students’ Critical Reading Comprehension and Students’ Creative Reading Comprehension.

The result of the data analysis through the reading test shows the students’

reading comprehension in terms of Critical and Creative improves significantly. It was indicated by the mean score of result of the students’. the mean score of the students’ reading test in cycle I that was 62.86 that was classified as fairly and cycle II is 76.16 it was classified as good. Those scores are got from the result test of the students’ Critical reading comprehension and Creative reading comprehension.

a. The students’ Critical reading comprehension at class X of SMA Madani Makassar, in 2012/2013 academic year through REAP Technique.

The indicator of the Accuracy of the students’ Critical reading comprehension in the first cycle has improved from Diagnostic test. The improvement can be seen after

Dalam dokumen This research aimed to find out the improvement of the students’ reading comprehension in terms of critical comprehension and creative comprehension through REAP technique of SMA MADANI Makassar (Halaman 41-57)