CHAPTER III RESEARCH METHOD
F. Data Analysis
For data analysis, the analysis method used by the researcher in this research was percentage Descriptive analysis, percentage descriptive analysis is obtained by frequency divide by the number of respondents multiplied by 100%. The formulated are as follow:
P = F X 100
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N Note :
P: Percentage of answers
F: Frequency of values obtained from all items N: Number of respondents
(Sudjana, 2001) Then, the category process of the Analysis of Students‟ Ability in Critical Reading strategy on Reading Comprehension.
Characteristic Classified into:
Table 3.1 Interpretation Score
No Interpretation Score Category
1 80-100 Excellent
2 70-79 Good
3 60-69 Fair
4 50-59 Poor
5 <49 Very Poor
(Saukah, 1997)
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presented finding of the research and discussion. The research findings showed the data obtained from the result in order to know how the ability of the eleventh grade students MA Bontomarannu is in use critical reading strategy on reading comprehension.
The discussion contains the description and the data interpretation.
A. Findings
The data described in this findings was taken from the Eleventh grade students MA Bontomarannu in using of Critical Reading strategy in their reading comprehension.
1. The Ability of Implicit Critical Comprehension of the Students.
Based on data that was taken by using critical reading strategy, the student‟s Ability in Implicit Critical Comprehension can be described in below:
Table 4.1
The Score Distribution of Students Ability in Implicit Critical Comprehension.
No Interpretation Score
Frequency % Category
1 80-100 - - Excellent
2 70-79 5 29,41 Good
3 60-69 - - Fair
4 50-59 9 52,94 Poor
5 <49 3 17,65 Very Poor
Total 17 100
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The table above shows that there were 5 students (29,41%) were included „good‟ category, 9 students (52,94%) who included „poor‟ category and 3 students (17,65%) who included „very poor‟ category. There were no students who included „excellent‟ and fair.
2. The Ability of Explicit Critical Comprehension of the Students.
Based on data that was taken by using critical reading strategy, the student‟s Ability in Explicit Critical Comprehension can be described in below:
Table 4.2
The Score Distribution of Students Ability in Explicit Critical Comprehension.
No Interpretation Score
Frequency % Category
1 80-100 2 11,76 Excellent
2 70-79 12 70,59 Good
3 60-69 - - Fair
4 50-59 - - Poor
5 <49 3 17,65 Very Poor
Total 17 100
The table above shows that there were 2 students (11,76%) were included „excellent‟ category, 12 students (70,59%) who included „good‟
category and 3 students (17,65%) who included „very poor‟ category. There were no students who included „fair and „poor‟.
3. The Ability of Point of View Critical Comprehension of the Students.
Based on data that was taken by using critical reading strategy, the student‟s Ability in Point of View Critical Comprehension can be described in below:
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Table 4.3
The Score Distribution of Students Ability in Point of View Critical Comprehension.
No Interpretation Score
Frequency % Category
1 80-100 - - Excellent
2 70-79 4 23,53 Good
3 60-69 - - Fair
4 50-59 8 47,06 Poor
5 <49 5 29,41 Very Poor
Total 17 100
The table above shows that there were 4 students (23,53%) were included
„good‟ category and 8 students (47,06%) who included „poor‟ category and 5 students (29,41%) who included „very poor‟ category. There were no students who included „excellent‟, and ‟fair‟.
Table 4.4
Students‟ Critical Classification and Percentage.
No Critical reading strategy
Category
Excellent Good Fair Poor Very Poor T %
F % F % F % F % F %
1 Implicit 0 0 5 29,41 0 0 9 52,94 3 17,65 17 100
2 Explicit 2 11,76 12 70,59 0 0 0 0 3 17,65 17 100
3 Point of View
0 0 4 23,53 0 0 8 47,06 5 29,41 17 100
Total 2 3,92 21 41,18 0 0 17 33,33 11 21,57 51 100 Table above showed that the 17 students‟. It was found out that implicit counted with a percentage was 52,94% on poor category. Meanwhile, the lowest percentage of the students‟ implicit was 0% on excellent and fair. Then explicit came secondly with a percentage was 70,59% on good category. Meanwhile, the lowest percentage of the students‟ explicit was 0% on fair and poor category and point of view the percentage was 47,06% on poor category. Meanwhile, the
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lowest percentage of the students‟ point of view was 0% on excellent and fair category.
B. Discussion
This research was carried out at MA Bontomarannu with students in the sample eleventh grade. The objective of the research was to find out the students‟
ability in using critical reading strategy on reading comprehension. The reading text was to know the analysis of students‟ ability in using critical reading strategy on reading comprehension by the teacher in learning, in this case how the students are focus on drama in the text, answer honestly what they feel about the statement or questions. In learning process teacher can be expressed in the form of good thinking, analytical approach, make students more critical in reading and their opinions in the class.
This research focuses on finding out the students‟ ability in using critical reading strategy on reading comprehension, reading comprehension as variable X and critical reading strategy as variable Y. There were three research questions formulated: (1) Implicit critical comprehension, (2) Explicit critical comprehension, (3) Point of view critical comprehension.
1. The Ability of Implicit Critical Comprehension of the Students.
The result of findings found that most of the students gave result of learning in teaching process because it turns out that most student‟s poor category to critical reading strategy implemented by the teacher in reading learning. Based on the findings, the result of calculation showed that the percentage of the student‟s implicit critical comprehension was 52,94%. It means that, in rate
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score of critical in reading comprehension was poor category. Then, the researcher decided to give narrative text as teaching material for example drama about the question 1,2,3,and 4 in enchanted fish of implicit the text. If students used critical reading strategy when reading the text students can focus in their reading and background knowledge to find out the information about the text.
In relation to findings with previous researches showed in the researcher found out that implicit critical comprehension was not directly stated.
The reader must understand implicit information and facts based on other clues in the text. Larson (1984) the implicit information has no form but the information is part of the total communication intended or assumed by the writer. The implicit meaning contained in a communication occurs based on over known information.
2. The Ability of Explicit Critical Comprehension of the Students.
Students‟ ability in explicit critical comprehension, students‟ good category about the question number 5, 6, 7, and 8. Because this text type is easy to be understand by the readers and then the reader will get the message of text well.
Based on the findings the result of calculating showed that the percentage of students ability in explicit critical comprehension was 70,59%. It means that, in rate score of critical reading strategy in reading comprehension was good. In explicit reading comprehension there were two indicators that factual information and understanding the text.
In relation to findings with previous research from the data showed in the
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researcher found out that explicit critical comprehension was students will develop stronger reading comprehension skills on their own if the teacher gives them explicit. According to Ballou‟s (2012) study indicated that explicit teaching of reading strategies led to the improvement in students‟ attitudes toward reading. Readers are facilitated by some information that is clearly asserted in the text. Therefore, readers do not need to break their background knowledge deeply.
3. The Ability of Point of View Critical Comprehension of the Students.
Students‟ ability in explicit critical comprehension of the students have poor category. Based on the findings, the result of calculation showed that the mean score of the students reading comprehension was 47,06%. According to Jauhari (2013) point of view is also called the narrative center, which functions to determine the style and style of the story. Point of view can be used to express the feelings, thoughts, motivations, and experiences of one or many. These points of view include: first-person perspective, third-person perspective, point of view from the author himself, and the point of view of a knowledgeable person.
From the findings and the discussion above, the researcher concluded that critical reading comprehension helped to improve students‟ analysis and evaluation to comprehend the meaning especially this explicit that is described.
If the students use critical reading comprehension in the class, students can understand how to apply analytic, synthetic, and evaluative thinking processes.
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The use of implicit meaning requires the use of background knowledge to find out the information obtained in the text is insufficient to assist them. The goal of explicit was to determine the meaning of the text that was being read.
Ballou‟s, in this case, explicit teaching of reading strategies led to the improvement in students‟ attitudes toward reading. Also, Point of view can be used to express the feelings, thoughts, motivations, and experiences of one or many.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is the last part of the study, which consist of conclusion and suggestion. The conclusion is drawn according to the result of this research, while suggestion is intended to give information for the students.
A. Conclusion
Based on the result of the research, the researcher concluded that the Eleventh Grade Students of MA Bontomarannu had result of learning on the use of critical reading strategy by their English teacher. Explicit type is more dominant the question in the text and the mean score of the students reading text it was categorized good. Implicit type is low the question in the text and the mean score of the students reading text it was categorized poor and point of view is more low the question in the text and the mean score of students reading text it was categorized poor. It was proven by the result of the analysis, the students ability about the method used by the teacher which has a considerable influence in improving the quality of student‟s understanding the text, analyze the text, create new ideas and get new information of learning English in the future. It means that the students very motivating as well as content knowledge and reading comprehension in reader development involvement.
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B. Suggestion
Based on conclusion above, the researcher proposes some suggestion as follows:
1. For the English teacher at Madrasah Aliyah Bontomarannu, it is useful to apply critical reading strategy as one of the alternative way in teaching reading in narrative text to make a variation in teaching reading in narrative text so that the students do not get bored in learning English especially in reading in narrative text.
2. The next researchers are suggested to use the results of this study as the additional reference and comparative study in term of the analysis of students‟ ability in using the critical reading strategy on reading comprehension.
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APPENDICES
35
APPENDIX 1
LIST OF PARTICIPANTS Madrasah Aliyah Bontomarannu
No Name Male/Female
1 Students 1 Male
2 Students 2 Female
3 Students 3 Female
4 Students 4 Female
5 Students 5 Male
6 Students 6 Female
7 Students 7 Male
8 Students 8 Female
9 Students 9 Male
10 Students 10 Male
11 Students 11 Male
12 Students 12 Female
13 Students 13 Female
14 Students 14 Female
15 Students 15 Female
16 Students 16 Male
17 Students 17 Male
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APPENDIX 2
THE MEAN SCORE FOR STUDENTS‟ CRITICAL READING 1. The Ability of Implicit Critical Comprehension of the Students
Good 5 x 100 17
= 29,41
Poor 9 x 100 17
= 52,94
Very poor 3 x 100 17
= 17,65
2. The Ability of Explicit Critical Comprehension of the Students
Excellent 2 x 100 17
= 11,76
Good 12 x 100 17
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= 70,59
Very poor 3 x 100 17
= 17,65
3. The Ability of Point of View Critical Comprehension of the Students
Good 4 x 100 17
= 23,53
Poor 8 x 100 17
= 47,06
Very poor 5 x 100 17
= 29,41
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APPENDIX 3
The Percentage of students‟ critical reading
No Critical reading strategy
Category
Excellent Good Fair Poor Very Poor T %
F % F % F % F % F %
1 Implicit 0 0 5 29,41 0 0 9 52,94 3 17,65 17 100
2 Explicit 2 11,76 12 70,59 0 0 0 0 3 17,65 17 100
3 Point of View
0 0 4 23,53 0 0 8 47,06 5 29,41 17 100
Total 2 3,92 21 41,18 0 0 17 33,33 11 21,57 51 100
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APPENDIX 4
STUDENTS’ WORKSHEETS 1. Narrative text
2. Here there is no moral value that can be taken because the wise snows a bad attitude and greet
3. This story text about a magic fish and a very greedy wife 4. In this story we can learn that being greedy is not good
5. I think the Prince might sinful to his parents. So, his parents cursed Prince became a fish.
6. I think, fisherman's wife was greedy and I feel angry with her 7. I think no. He will turn into a human again if he doing a favor.
8. Because, fisherman's wife was greedy.
9. All that he has accomplished so far, finished and returned to his origin because she was to greedy
10. When I was a fish in the story, I would think that the man is never satisfied with the gift of god.
1. Narrative text
2. Greedy, liar, always want to win alone
3. The greedy wife always ask her husband with repeated requests to the magic fish 4. Can‟t be greedy
5. I think the Prince might sinful to his parents. So, his parents cursed Prince became a fish.
6. The enchanted fish in my opinion feel so angry with her 7. I think no. He will turn into a human again if he doing a favor.
8. Because, fisherman's wife was greedy.
9. The fisherman and his wife formed into poor again and life in small hut 10. Fisherman‟s wife
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1. Descriptive text
2. Never be a greedy person 3. The enchanted fish
4. Never be a person who is greedy for all the good we have received in life. Begin to do good to everyone without expecting anything in return 5. I think the Prince might sinful to his parents. So, his parents cursed
Prince became a fish.
6. I think, fisherman's wife was greedy and I feel angry with her because she always asked something even that impossible.
7. I think no. He will turn into a human again if he doing a favor.
8. Because, fisherman's wife was greedy.
9. The life of the wife and fisherman returned to normal
10. I‟m a fish in aquarium and my master is she is very nice to me, well usually. She always give me food all day at afternoon but she is like to catch me in right when she is boring, I‟m feel dizzy when she do it. But even so I love my master
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APPENDIX 5
RESEARCH INSTRUMENT
Name :
Class :
The enchanted fish
There once a was a fisherman who lives with his wife in a small hut close by the seaside. The fisherman used to go fishing every day. One day, as he sat in his boat with his rod, suddenly he caught a huge fish. But the fish could talk and asked to release. The fisherman threw it back because he didn't want to hurt a talking fish.
When he went home, he told her everything that had happened. But his wife asked him to meet the fish and wanted a nice cozy cottage. He wasn't sure, but he still went to the seashore and asked his plea.
The fish immediately came swimming to him and asked what his wife wanted.
The fish asked him to go home and said she was already in the cottage.
Then one day, his wife said that there was not enough room in this cottage, went back to the fish and told him to make his wife an emperor. With a heavy heart, he went to the middle of the sea and asked his plea. And the fish asked he went home and said she was an emperor already. And there were happy for a while.
Then a time came when she was not able to sleep all night and she was very angry because she couldn't prevent the sun from rising. She asked him to meet the fish and made her the lord of everything.
He went shivering with fear, and asked his wife's plea. The fish asked him to go home, to his small hut and they lived there to this very day.
QUESTION (Implicit)
1. What type of text is the above text?
2. What is the moral value from the text above?
3. What is this story about?
4. What lesson did you learn from this story?
(Explicit)
5. The story doesn't reveal how the prince was turned into a fish. What do you think might have happened?
6. What do you think of fisherman‟s wife? Do you feel sorry for her? Or do you feel angry with her ?
7. Do you think the prince will stay a fish forever?
8. Why did the fisherman‟s wife keep asking her husband to go back to the fish?