CHAPTER V CONCLUSION AND SUGGESTION
Picture 2.5. Conceptual Frameworks
This research focus on student’s achievement in reading, the researcher used Webtoon Application as a media to develop student’s achievement in reading. This strategy helped the student to develop their reading comprehension especially for literal comprehension to finding the main idea, supporting details and meaning of words in narrative text. Based on the result with this strategy showed the improvement of students’ achievement in literal reading.
D. Hypothesis
Hypothesis of this research are:
1. H0 (null hypothesis) : there is no significant improve of students’ achievement with using webtoon.
2. H1 (alternative hypothesis) : there is significant improve of students’
achievement with using webtoon.
24 CHAPTER III RESEARCH METHOD A. Research Design
This research implemented a pre-experimental design, the researcher used the one class pretest-posttest design usually involved three steps: (1) administering a pretest measuring the dependent variable ; (2) applying the experiment treatment X to the subjects ; (3) administering a posttest, and measuring the dependent variable. Differences attribute to application of the experimental treatment evaluated by comparing the pretest and posttest score. The design is present as follows:
O1 X O2
Where :
O1= Pretest X = Treatment O2 = Posttest
(Sugiyono, 2013 ) B. Research Variables and Indicators
1. Variable
a. The Independent Variables (X) was a Webtoon Application as the media.
b. Dependent variables (Y) of this research consist of students’ Achievement in literal reading.
2. Indicators
The indicator of this research is literal reading comprehension. This research was to identify the main idea, supporting details and meaning of words to see the use of Webtoon Application in developing students' reading achievement.
C. Population and Sample 1. Population
The study population was the eight grade students at SMP Negeri 3 Bontomarannu, this population consisted of eight grade students. There are four classes which consist of 90 students, one class consists of 20-30 students.
2. Sample
The researcher adopted a random sampling technique in the sample. In which every member of the population has the same opportunity to be the sample of the research, the researcher took class eight B consisting of 20 students as a sample.
D. Research Instrument
This research used reading test, consist of two kinds of test, first is essay test that consist of ten questions on narrative text as the instrument for the study to know students achievement in finding main idea and supporting details, and the second test is pair words this test to know students achievement in vocabulary (meaning word). The tests were given twice, namely the pretest at the beginning of the meeting and the posttest after doing the treatment using the webtoon application, the questions given during the pretest and posttest are the same questions. The purpose of this study is to determine whether using a webtoon application develops
students' achievement in reading.
E. Procedure of Data Collection
The procedure of collecting data involve the following steps:
1. Administrating a Pretest
Before giving the treatment, the researcher gave a Pre-Test to the students.
This aims to identify the students’ prior knowledge of literal reading comprehension.
2. Treatment
After giving the Pre-Test, the writer does the treatment for the students by using a webtoon application. The use of webtoon application In the class as follows:
a. The researcher used Webtoon Application in teaching The steps to use webtoon application in learning:
1) Researcher introduced and asked students to download a webtoon application.
2) The students had to download the “Webtoon” application from the playstore and install it to the students’ smartphone or computer
3) After the Webtoon has already been installed, students need to register an account using Facebook, twitter, line and email, or can also skip it.
Students can also change the language in settings.
4) Students opened it and students found many stories and genres in there.
b. The researcher gives the reading material (name of the comic) in the webtoon application, each student gets the same text.
The researcher evaluated the data use the pre- and Post-Test scores of the students: The researcher utilized categorization abilities to give a grade to the students' reading comprehension in the following manner:
1. To find out the score of the students’ answer of the test, the researcher used formula :
𝑠𝑐𝑜𝑟𝑖𝑛𝑔 = 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑥 𝑠𝑐𝑜𝑟𝑒 𝑖𝑑𝑒𝑎𝑙 (100)
(Depdiknas, 2006)
a. The Assessment of Reading Comprehension
Table 3.1 the Assessment of Reading Comprehension (Identifying Main Idea)
No. Criteria score
1. The answer includes a clear generalization that states or implies the main idea
4 2. The answer states or implies the main idea
from the story
3 3. Indicator inaccurate or incomplete
understanding of main idea
2 4. The answer include minimal or no
understanding of main idea
1
5. No answer 0
(Harmer, 2012) Table 3.2 the Assessment of Reading Comprehension (Identifying Supporting
Details) No
.
Criteria Score
1
Students’ locates and uses all relevant information stated directly in the text to answer question, complete tasks, or otherwise demonstrate clear understanding
4
2
Students’ locates and uses most relevant information stated directly in the text to answer question, complete tasks, or otherwise demonstrate clear understanding
3
3
Students’ locates and uses some relevant information stated directly in the text to answer question, complete
tasks, or otherwise demonstrate clear understanding
2
4
Students’ locates and uses little or no relevant information stated directly in the text to answer questions, complete tasks, otherwise demonstrate clear understanding
1
5 No answer 0
(Harmer, 2012)
Table 3.3 the Assessment of Reading Comprehension (Meaning Word)
Criteria Score
Correct Answer 1
Wrong Answer 0
(Harmer, 2012) Table 3.4 Classifications the Score of The Students
Classification Score
Excellent 96-100
Very Good 86-96
Good 66-85
Fairy 56-65
Poor 36-55
Very Poor 0-35
(Gay, 2006) Calculating the mean of students answer the researcher used SPSS formula 2. The percentage of students achievement calculated used the formula :
P = 𝑋2 − 𝑋1
𝑋1 𝑥 100%
Where:
P= Percentage
x2= Average score of Post-Test x1 = Average score of Pre-Test
(Gay, 2006) 4. Calculated the value of the test to indicate the significance between Post-Test
and Pre-Test, the researcher used the SPSS formula.
The data were collected by administering the test, the test was done twice, namely Pre-Test and Post-Test, the Pre-Test was given before the treatment and the Post-Test was given after treatment.
1. The Improvement of The Students’ Literal Reading Comprehension The researcher found that using webtoon application is effective in improving the students’ literal reading comprehension. Those are identified as the main idea, supporting details, and meaning words. It can be seen from the table below:
Table 4.1 The Improvement Students’ Literal Reading Comprehension Indicator Pre-Test Post -Test Improvement
Main idea 60,75 71,25 14,74 %
Supporting details 44,75 51,25 12,69%
meaning words 42,50 64,50 34,10%
∑ X (jumlah) 148 193,5 61,53 %
Literal reading
comprehension 49,33 62,33 20, 51 %
Based on the table above, it shows the mean score of the indicator of each variable in students’ literal reading comprehension. It indicated that using webtoon applications in teaching and learning reading comprehension is effective because there is improvement in students’ achievement from Pre-test to Post-Test. The mean score of Pre-Test and Post-Test was improved. The students’ mean score of main idea in Pre-Test was 60,75 improved to 71,25 in Post-Test and the improvement from Pre-Test to Post-Test was 14,74%, the students’ mean score of
supporting details in Pre-Test is 44,75 improved to 51,25 in Post-Test and the improvement from Pre-Test to Post-Test was 12,69 %, while the students’ mean score of Meaning words in Pre-Test was 42,50 improved to 64,50 in Post-Test and the improvement from Pre-Test to Post-Test was 34,10 %. Therefore, from the exact general information, the mean score of students’ literal reading in Pre-Test was 49,33, and mean score of Post-Test was 62,33, and the improvement of Pre- Test and Post-Test was 20,51 %. Based on the result it concluded that the use of webtoon application was able to make a good contribution to develop students achievement in reading especially in literal reading comprehension.To see the clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented.