CHAPTER III RESEARCH METHOD
G. Data analysis
The data analyzed through the scoring system that used rating scale to collected the data. The researcher used to formula as follow:
1. Scoring the Reading Text
The data of the test in this research collected and analyzed by using descriptive statistic. The descriptive analysis used to determine the mean, percentage, and significant test (T-test) of students’ scores in reading test. In
analyzed the data through the pre-test and post- test the researcher used test, the procedure as follows:
a. Scoring the students’ answer of pre-test and post-test by using this formula Table 3.1 Rubric for Literal and Interpretative Reading Achievement
Category Score
1 2 3 4
Identifies main ideas in eading
Attempts to identify the
main ideas(s);
however the main idea may be
stated incorrectly
or may be missing
Identifies the mai idea(s), and includes
some supporting
details.
Identifies the main
idea(s) correctly, and includes
many supporting
details.
Clearly and accurately
identifies the main ides(s), and
includes most of the
relevant supporting
details Expresses main
ideas and supporting details
May contain
few, incorrect or
irrelevant details
Much of the response is
copied directly from the text. may
contain major inaccuracies.
Response is written mostly in
the students’s own words.
May contain minor inaccurates
Response is written
in the students’s own words.
Make and supports conclusion appropriately
Fails to make an inference, or makes an
inference which is illogical of
irrelevant
Makes a general inference
about character(s)
and/or event(s) with
few/no supporting
details or uses irrelevant
details
Makes a general inference
about character(s)
and/or event(s) with some supporting details, or
uses irrelevant
details
Makes a logical and
relevant inference
about character(s)
and/or event(s).
Details from the
reading support the
inferences made.
score =
′
x 10
(Dianne McKay, 2007) Table 3.2 Classification of Scoring Pre-test and Post-test
No. Classification Score
1 Excellent 90–100
2 Very good 80–89
3 Good 70–79
4 Fairy 60–69
5 Poor 0–59
(Kanwil Dikbud, 2012:49) b. Calculating the mean score of the students
To calculate the mean score of students’literal and interpretative reading, the following formula applied.
=
∑Where:
: the mean score
∑x : The sum of all score N : the number of students
Gay (1996:449) c. calculatedthe percentage of the students’literal and interoretative reading score, the formula which used as follow:
P= X 100%
Where:
P : Percentage
Fq : Frequency of the correct answer N : The total number of the students
Sudjana (1990:36) d. calculated the percentage of the students’ improvement literal and
interpretative reading score, the formula which used as follow:
P = X 100
Where:
P : The Percentage of Students’ Improvement : The Main Score of Pre-test
: The Main Score of Post-test
Sudjana (1990:36) e. Finding the significant difference between the pre-test and post-test by
calculating the value of the t-test. The followig formula as employed:
=∑
t =
∑ (∑ )
( )
where:
t : Test of significance : The Mean score
∑ : The sum of Total score of difference
∑ : The Square of the sum score of difference N : The Total o fstudents’ number
Gay (1981:289) After calculating the result of t-test value, the researcher used t-table to
compare, there was signicant difference or not. To show us interval of the significance o the sample as follows:
If t-test> t-table ...there was significant different t-test<t- table ...there was no significant difference J. Hyphotesis Testing
For the hyphotesis testing, the t-test value compared with t-table value at the level of significance 0,05 with the degree of freedom df= N-1, the criteria for the hyphotesis test as follows:
Table 3.3 Comparision the Hyphotesis Testing
Comparision
Hyphotesis
t-test> t-table Accepted Rejected
t-test<t- table Rejected Accepted
Tiro, (2004:256)
The table above mean (1) The t-test value was smaller than t-table value, the null hyphotesis s accepted while the alternative hyphotesis is rejected, and (2) the t-test value was equal to greater t-table value, the null hyphotesis rejected while the alternative is accepted.
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
The finding of the research that teaching reading achievement through inference strategy could increase the students’ literal reading achievement and also could increase the students’ interpretative reading achievement. In the further interpretation of the data analysis were given below:
1. Students’ Literal Reading Achievement Using Inference Strategy
Students’ literal reading achievement using inference strategy have different in pre-test and post-test. In pre-test students still less understand about main idea and supporting details but after applied inference strategy the students more understand about main idea and supporting details, can be seen clearly in the following table:
Table 4.1Students’ Literal Reading Achievement Using Inference Strategy No. Literal Reading
Achievement
The Students’ Score Achievement Pre-test Post-test (%)
1. Main Idea 5.6 8.9 59
2. Supporting Details 5.6 8.6 54
5.6 8.8 56
The data on the table 4.1 shows that the improvement of literal reading achievement main idea 59% from the score 5.6 in pre-test to be 8.9 in post-test.
Then, the ncreasement of literal reading achievement supporting detail 54% from
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the score 5.6 in pre-test to be 8.6 in post-test In applied inference strategy in the class, the data collected through the test and shows that the used of inference strategy could increased the students’ literal reading achievement. After calculating the score, the researcher found that the students’ achievement in literal reading achievement was increase 56% from the mean score 5.6 to be 8.8 on post- test.
chart 4.1. Students’ literal reading achievement using Inference Strategy
The data on the chart 4.1 shows that the mean score of student literal achievement increased from the mean score 5.6 in pre-test to be 8.8 in post-test.
After calculating the mean score, the researcher found that the students’
achievement in literal reading achievement was increase 56% from the mean score 5.6 in pre-test to be 8.8 on post-test.
After calculated the frequency and the rate percentage of pre-test and post- test of students’ literal and interpretative reading achievement were classified into the following table.
5.6
8.8
0 2 4 6 8 10
Pre-test post-test
Literal Achievement
Literal Achievement
Table 4.2 Percentage Literal Reading Achievement in Pre-test and Post-test
No. Classification Pre-test Post-Test
F % F %
1. Excellent (90-100) 0 0 14 51.8
2. Very good (80-89) 0 0 11 40.7
3. Good (70-79) 0 0 2 7.40
4. Fair (60-69) 12 44 0 0
5. Poor (0-59) 15 55,5 0 0
Total 27 100 100
The data on the table 4.2 shows that the classification of students’
increasement of literal reading achievement. In pre-test there were 12 (44.4%) students got fairly, 15 (15.5%) got poor, and then none of them got excellent, very good, and good. After doing treatment, the students’ score classification in post- test changed 14 (51.8%) students got excellent, 11 (40.7%) students got very good, 2 (7.40%) students got good and then none of them got fairy and poor.
2.Students’ Interpretative Reading Achievement Using Inference Strategy To answer the research question in the previous chapter, the researcher administeres a test. Firstly, pre-test was given before the treatment. Secondly, post-test was given after the treatment. The result of the students’ interpretative reading achievement in pre-test and post-test presented in the table below:
Table 4.3 Students’ Interpretative Reading Achievement Using Inference Strategy
No. Interpretative Reading Achievement
The Students’ Score Achievement (%) Pre-test Post-test
1. Conclusion 4.7 8.5 81
4.7 8.5 81
The data on the table 4.3 shows that the score of Interpretative 81% from the mean score 4.7 in pre-test to be 8.5 in post-test. In applied inference strategy in the class, the data collected through the test and showed that the used of inference strategy could increased the students’ interpretative reading achievement.
Chart 4.2.Students’ interpretative reading achievement Using Inference Strategy
The data on the chart 4.2 shows that the mean score of student interpretative reading achievement increased from the mean score 4.7 in pre-test to be 8.5 in post-test. After calculating the score, the researcher found that the students’
4.7
8.5
0 2 4 6 8 10
Pre-test Post-test
Conclusion
Conclusion
interpretative reading achievement increased 81% from the mean score 4.7 to be 8.5 on post-test.
4.4 Percentage Interpretative Reading Achievement in Pre-test and Post-test
No. Classification Pre-test Post-Test
F % F %
1. Excellent (90-100) 0 0 1 3,7
2. Very good (80-89) 0 0 23 85,1
3. Good (70-79) 1 3,7 3 11,1
4. Fair (60-69) 9 33,3 0 0
5. Poor (0-59) 17 62,9 0 0
Total 27 100 27 100
The data on the table 4.4 shows that the classification of students’ increased of Interpretative Reading Achievement in pre-test there were 1 (3.7%) students got good, 9 (33.3%) students got fairly, 17 (62.9%) students got poor, and then none of them got excellent and very good. After doing treatment, the students’
score classification in post-test changed 1 (3.7%) students got excellent, 23 (85.1%) students got very good, 3 (11.1%) students got good and then none of them got fairy and poor.
Table 4.5 Students’ Literal and Interpretative of Reading Achievement Using Inference Strategy
No. Indicator The Students’ Score Achievement (%) Pre-test Post-test
1. Literal Achievement 5.6 8.8 56
2. Interpretative Achievemnt 4.7 8.5 81
5.1 8.6 69
The data on the table 4.5 shows that the result of data analysis from pre-test and post-test of students’ reading literal achievement and interpretative reading achievement the mean score of indicator of reading for main idea and supporting details in pre-test was 5.6, which classified as fairly good, in countrary the mean score in post-test was 8.8, which classified as good and the improvement of students was 56%. The mean score of reading for conclusion in pre-test was 4.7, which is classified as fair, in contrary the mean score in post-test was 8.5 and the achievement of students were 81%.
Chart 4.3. Students’ interpretative reading achievement using Inference Strategy
5.1
8.6
0 2 4 6 8 10
Pre-test Post-test
Literal and Interpretative Achievement
Literal and interpretative
The data on the chart 4.3 shows that the result of data analysis the mean score from pre-test and post-test of students’ on literal reading achievement and interpretative reading achievement of calculating both of indicator was 5.1 in pre- test which was classified as fair and 8.6 which was classified as good in post-test with 69%. It means that the students’ literal and interpretative Reading achievement had increase after treated by using inference strategy.
3. Hypothesis Testing
To know the level of significant of the pre-test and post-test, the researcher used t-test analysis on the level of significant (P) = 0.05 with the Degree of Freedom (df) = N-1, where N= Number of subject (27 Students) then the value of t-table was 1.706 the t-test statistical, analysis for independent sample was applied.
The result of data analysis t-test of the students’ reading achievement through inference strategy table below.
Table 4.6 The Comparision of T-test and T-table Score of the Students Reading Achievement
Variable T-test T-table
Literal Reading Achievement 4.86 1.706
Interpretative Reading Achievement
12.5 1.706
8.6 1.706
The data on the table shows that the value of t-test was higher than the value of t-table. The t-test value of main idea and supporting details were greater than t- table (4.86>1.706) and t-test value of conclusion were greather than t-table (12.5>1.706). The result of calculating t-test of the indicators in the students’ t- table in literal and interpretative reading achievement was greater than t-table (8.6>1.706). It were more clearly shown in chart:
Chart 4.3.Students’ literal reading achievement using Inference Strategy
The data on the chart 4.3 shows that the value of the t-test was greater than t-table. The score in variable of reading achievement was (8.6>1.706). It was said that the null hypothesis ( ) rejected and the alternative hypothesis ( ) accepted.
It mean that there was a significant difference between the result of the students’
literal and interpretative reading achievement in reading through Inference Strategy.
If the t- test value was higher than t-table at the level of significance 0.05 and degree freedom (df) 27 (N-1 = 27-1), thus the alternative hypothesis ( ) accepted and null hypothesis ( ) rejected. In contrary, if the value was lower
8.6 1.706
0 1 2 3 4 5
T-test T-table
Hypothesis Test
Literal Reading Interpretative Reading
than t-table at the level of significance 0.05 and the degree freedom 26, thus the alternative hypothesis rejected and null hypothesis accepted.
B. Discussion
The description the analysis of the data from reading test as explaines in the previous section showed that the students’ increasement in literal and interpretative reading achievement. It examines the result of treatment teaching and learning process toward the effectiveness of inference strategy to increase reading achievement dealing with literal and interpretative reading achievement at the Eleventh Grade Students of SMA Muhammadiyah Sungguminasa which conducted with pre-test, treatment and post-test during seventh (7) meeting.
The students’ mean score after teaching Reading Achievement using Inference Strategy was better than before the treatment was given to the students.
Before giving treatment, the students’ achievement in literal and interpretative were poor. After giving the treatment, their achievement was significantly increased and categorized as good.
1. Students Literal Reading Achievement Using Inference Strategy
Students literal reading achievement supported by the score of students on pre-test in main idea was 5.6 and 8.9 before applied Inference Strategy the student could not decide clearly identified main idea by providing strong evidence, details relating to the main idea. But after applied Inference Strategy the students easily for decide main idea with applied asking question related about the content of the text and the most important detail were the top.
The mean score pre and post test of supporting details before applied Inference Strategy the students could not complete important information with obvious and key issue unsupported of supporting details. But after applied Inference Strategy they were could tell and quality detail of important information of the text in supporting details.
After calculating the students’ mean score of Literal Reading Achievement in pre-test and post-test, then explain the classification of increase the students’
literal reading achievement. In pre-test there were 12 (44.4%) students got fairly, 15 (15.5%) got poor, and then none of them got excellent, very good, and good.
After doing treatment, the students’ score classification in post-test changed 14 (51.8%) students got excellent, 11 (40.7%) students got very good, 2 (7.40%) students got good and then none of them got fairy and poor.
Based on the finding above in applied inference strategy in the class, the data collected through the test as explained in previous finding section showed that the students’ achievement in the literal was significantly increased. The data on the table 4.1 showed that the score of literal increased 56% from the mean score in pre-test 5.6 to be 8.6 in post-test. The score of the students’ post-test was higher than the main score of the students’ pre-test. Therefore, it can be concluded that Inference Strategy could increased students’ achievement in literal reading achievement.
2. Students Interpretative Reading Achievement Using Inference Strategy Students’ interpretative reading achievement supported by the score of students on pre-test in making conclusion was 4.7 and 8.5. before applied
Inference Strategy the student could not decide clearly determined conclusion by providing strong evidence, details relating to the conclusion. But after applied Inference Strategy the students easily for decide conclusion with applied asking question related about the content of the text. then, the Strategy Inference can maximally encourage students to found information given by the reading text and understanding about the content of the text. The mean score pre-test and post-test of conclusion before applied Inference Strategy the students could not completed important information with obvious from the test and make a draw conclusion from their prior knowledge. But after applied Inference Strategy they were could Makes connections between conclusions they draw and other important information of the text.
After calculating the students score of the indicator of Interpretative Reading Achievement in pre-test and post-test also explained the classification of students’ increased of Interpretative Reading Achievement. In pre-test there were 1 (3.7%) students got good, 9 (33.3%) students got fairly, 17 (62.9%) students got poor, and then none of them got excellent and very good. After doing treatment, the students’ score classification in post-test changed 1 (3.7%) students got excellent, 23 (85.1%) students got very good, 3 (11.1%) students got good and then none of them got fairy and poor.
Based on the finding above in applying inference strategy in the class, the data was collected through the test as explains in previous found section showed that the students’ achievement in the literal was significantly increased. The data on the table 4.2 showed that the score of interpretative was increased 81% from
the mean score in pre-test 4.7 to be 8.5 in post-test. The score of the students’
post-test was higher than the main score of the students’ pre-test. Therefore, it can be concluded that Inference Strategy could increase the students achievement in Interpretative reading achievement.
3. The Significant Difference of T-test and T-variable
Through the result of pre-test and post-test, the result of t-test value of the both level of the significant = 0.05, degree of the freedom (df) = 26 indicated that t-table value was 1.706 and t-test value was 8.6. Therefore, it can be concluded that statistically hypothesis of was rejected. It means that the using of Inference Strategycould increase the students’ achievement of reading.
Inference Strategy was process of drawing personal meaning from a text to help students draw conclusion from their own prior knowledge of the relationship between explicitly stated information and implied information. Inference Strategy applied asking question related about the text to make connections between conclusions they draw and other beliefs or knowledge or clue from the text.
inference strategy as guiding to help reader to found the supportig details about the text that give more information about the topic and help readers remember important information from the text to idetify main idea.
By seeing the effectiveness of the students’ literal and interpretative achievement in reading skill. it concluded that Inference Strategy increase the students’ achievement literal and interpretative in reading. It could showed from the students’ reading test in pre-test and post-test. In pre-test, some students were difficult to answer the question and find out main idea, supporting details and
conclusion. But the students’ reading achievement in post-test, which the content of reading achievement could be understand. Thus, the application of Inferene Strategy is funcional to teach narrative text inferene. Pinnell & Scharer (2003) claim that making an inference involves using background knowledge combined with information from the text and illustrations to draw conclusions about what is implied but not directly stated. It help students were easy to answer the questions and find out main idea, supporting details, and conclusion. Harvey and Goudvis (2000), many readers' questions are not explicitly answered by the author but through inferences made by the readers. It could concluded that making inferences is really about digging deep to find the important meaning of the message.
From the discussion above, it could be concluded that the Eleventh Grade Students of SMA Muhammadiyah Sungguminasa in Academic Year 2016/2017 have good achievement in reading after being taught through Inference Strategy especially in increasing reading text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducted the experimental research about the effectiveness of using Inference Strategy in increasing the students’ reading achievement and based on the researcher found in the previous chapter, the researcher concluded that :
1. Inference Strategy increase the students literal reading achievement in terms of main idea and supporting details. It proved by the mean score of literal achievement students was greater after giving treatment and the t- test value literal achievement was greater than t-table. It means that there was significance difference between before and after giving treatment.
2. Inference Strategy increase the students interpretative reading achievement in terms of conclusion. It proved by the mean score of interpretative achievement students was greater after giving treatment and the t- test value interpretative achievement was greater than t-table. The result of calculating t-test of the indicators in the students’ t-test reading achievement (literal and interpretative achievement) was greater than t-table. It means that there was significance difference between before and after giving treatment.
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