CHAPTER III RESEARCH METHODOLOGY
E. Data Analysis
school that the researcher have research only had two clasess which were only enough for the experimental class and the control class. The researcher was chosen class Xipa at MA Al-Amien Ambulu.
Some of the data analysis techniques described above are
1. First, the researcher present the data using descriptive statistics. Descriptive statistics are used to organized and describe the charateristics of a collection of data.37
2. Normality test, the researcher used to determine whether sample data has been drawn from a normally distributed population. If the sample is less than 50, then Shapiro Wilk is more suitable for use in the normality test.
Meanwhile, for large samples of more than 50, the researcher sould use Kolmogrov Smirnov. The researcher used Shapiro Wilk because the sample of the research is less than 50.
3. The researcher used paired sample t-test to compare data obtained from the reading comprehension skill test through the pre-test and post-test in the experimental class and the control class. According to Widiyanto, paired sample t-test is one of the test methods used to examine the effectiveness of the treatment, marking the difference in the average before and after the treatment is given. 38
4. The researcher used homogeneity test aims to determine the variance homogeneity of two different sample. The homogeneity test is one of requirements to do independent sample t test. the data used in this section is data from post-test experimental class and control class.
37 Neil J Salkind, Statistics for People who (think They) Hate Statistics (Londom: SAGE Publication, 2007), 8.
38 Agus Widiyanto, Statistica Terapan: Konsep dan Aplikasi dalam Penelitian Bidang Pendidikan,
5. The last is independent sample t test. independent sample t test used to know whether data from two different samples have significant mean differences.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher presents the result of the research included the description of data, data analysis, hypothesis testing, and discussion.
A. The Description of Data
In this section, the researcher discusses the description of the result of the research that has been conducted at tenth grade of Senior High School 04 Ma’arif Perintis Tempurejo in academic year 2022/2023. The researcher conducted the research dividing the research into two classes, there are experimental class and control class. Those were X IPA as the experimental class that consist of 15 students and X IPS as a control class that consisted of 14 students. The curriculum that was used at SMA 04 Ma’arif Perintis Tempurejo was Curriculum thirteen. English subject was taught two times in a week, and the allocation time for each meeting was 2x30 minutes.
This research was conducted from May 2nd 2023 until Juni 2nd 2023.
The researcher had prepared lesson plan, the material, post-test and pre-test.
The pre-test was conducted on May 2nd 2023 at 07.00-08.00 in the experimental class and on May 3rd 2023 at 10.20-11.25 in the control class. In the pre-test, the researcher gave ten questions about recount text material such as type of recount text, the purpose of recount text, find the main character of recount text, another in the form of short answer question with several choices under the questions. The allocation of the time to answer the question was 30
minutes. After pre-test, the researcher gave a treatment in the experimental class using Word Attack Strategy.
The researcher gave the treatment for twice. The first treatment was conducted on May 8th 2023 to the experimental class. The researcher gave an ice breaking for the students before start her class. Then, the researcher gave a material about Recount Text, consists of definition of recount text, type of recount text, and purpose of recount text. After that the researcher gave a Word Attack Strategy with procedure of Word Attack Strategy.
Then, the researcher asked to students try to find the definition of recount text, students could distinguish the type of recount text.
The second treatment was conducted on May 17th 2023. In the second treatment, the researcher gave materials about recount text expecially about generic structure of recount text and the characteristic of recount text.
The researcher gave treatment with Word Attack Strategy. The procedure of Word Attack Strategy is:
1. Using picture clues: Look at the picture, the people, object, or action in the picture that make sense in the sentence.
2. Sounding out the word: Start with the first letter, and say each letter sound aloud, blend the sound together and try to say the word.
3. Looking for chunks in the word: Look for familiar letter chunks. They may be sound or symbols, prefixes, suffixes, endings, whole words, or base word. Read each chunk by itself. Then blend the chunks together and sound out the word.
4. Connecting to a word you know: think of word that looks like the unfamiliar words, compare the familiar word to the unfamiliar word.
Decide if the familiar word is a chunk or from of the unfamiliar word, use the know word in the sentences to see if it makes sense. If so, the meaning of the two words is close enough for understanding
5. Rereading the sentences: read the sentence more than one, thing about what word might make sense in the sentence, try the word and see if the sentence make sense.
6. Keep reading: read past the unfamiliar word and read for clues. If the word is repeated, compare the second sentence to the first.
7. Using prior knowledge: Think about what you know about the subject of the book, paragraph, or sentence. Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.
After conducting the treatment, the researcher gave the students post- test. The test was not different from the pre-test. In experimental class the post-test was conducted on May 22th 2023. In control class the post-test was conducted on May 26th 2023. The post-test was done by giving them ten question about recount text with time allocation was 30 minutes.
1. Students’ Reading Comprehension Skill score of Recount Text (pre- test)
a. Experimental Class
In this class, the researcher presented the data of the pre-test in the experimental class before being taught by using Word Attack Strategy. The researcher has already chosen X IPA became the experimental class. The class contains of 15 students. While, for the students’ reading comprehension score in the pre-test of experimental class are as follows:
Table 4. 1
Table of Pre-test Score in Experimental Class
No. Name Score
1 AN 50
2 ANF 50
3 FAS 40
4 HP 30
5 LI 40
6 MMC 40
7 MRMI 30
8 MKR 50
9 MNZ 40
10 NFA 60
11 PRW 40
12 RFAS 60
13 SGN 60
14 WL 20
15 MKN 50
By assessing 10 questions about recount text, the maximum score that must be achieved was 100 for a perfect score. However, there were still some score of students that were classified as low. In this pre-
test, it can be seen that the minumum score is 20 while the maximum score is 60.
b. Control Class
In this section, the researcher presented the data of pre-test on students’ reading comprehension skill score in the control class.
Table 4. 2
Table of Pre-test Score in Control Class
No. Name Score
1 AGP 40
2 AM 50
3 DA 50
4 FS 20
5 FM 30
6 F 40
7 HPR 40
8 IQR 50
9 MHA 60
10 MIM 40
11 MUAW 30
12 WHR 40
13 ZM 40
14 UH 20
From the data above, we know the maximum score in the control class was 50 and the minimum score was 20.
2. Students’ Reading Comprehension Skill score of Recount Text (post- test)
a. Experimental Class
This section showed the data of the post-test in the experimental class after applying Word Attack Strategy. The score as follow:
Table 4. 3
Table of Post-test Score in Experimental Class
No. Name Score
1 AN 70
2 ANF 80
3 FAS 80
4 HP 60
5 LI 50
6 MRC 80
7 MRMI 50
8 MKR 80
9 NNZ 90
10 NFA 80
11 PRW 60
12 RFAS 100
13 SGN 80
14 WL 70
15 MKN 80
The data showed that maximum score of the students’ post-test in the experimental class is 100 and the minimum score is 50. From the data, it can be concluded from the data that the students’ scores have increased comparing from the pre-test result and after applying Word Attack Strategy.
b. Control Class
The post test score of the control class also showed up by data below
Table 4. 4
Table of Post-test Score in Control Class
No. Name Score
1 AGP 50
2 AM 60
3 DA 50
4 FS 40
5 FM 50
6 F 50
7 HPR 40
8 IQR 60
9 MHA 70
10 MIM 50
11 MUAW 40
12 WHR 40
13 ZM 60
14 UH 40
The data above showed score of post-test in control class, the maximum score is 70 which the minumum score is 40.
B. Data Analysis
Based on the data taken from the two classes; experimental class and control class, the researcher analyzed and found the comparison between two classes that were used as research subject. The experimental class was taught recount text material by applying Word Attack Strategy, and the control class did not. The comparison of the experimental class and control class scores can be seen from the data obtained through pre-test and post-test. The researcher provided the table score in the pre-test and post-test for the experimental class and control class. The data are as follows:
Table 4. 5
The data Comparison of Two Classes
No. Experimental class Control class
Pre-test Post-test Pre-test Post-test
1 50 70 40 50
2 50 80 50 60
3 40 80 50 50
4 30 60 20 40
5 40 50 30 50
6 40 80 40 50
7 30 50 40 40
8 50 80 50 60
9 40 90 60 70
10 60 80 40 50
11 40 60 30 40
12 60 100 40 40
13 60 80 40 60
14 20 70 20 40
15 50 80
From the result of the research which was conducted for one month in the X IPA as experimental class and X IPS as control class at Senior High School 04 Maarif Perintis Tempurejo in academic year 2022/2023, the researcher analyzed the data above by using SPSS version 22, and the result are as follows:
1. Descriptive Analysis
The researcher used SPSS version 22 to process the data. By combining two data in pre-test and post-test of exeperimental class and control class. The result are as follows:
Table 4. 6
The Output Data of Descriptive Statistics Descriptive Statistics
N
Minimu m
Maximu
m Mean
Std.
Deviation Pre-test
experimental class
15 20,00 60,00 44,0000 11,83216 Post-test
experimental class
15 50,00 100,00 74,0000 14,04076 Pre-test control
class 14 20,00 60,00 39,2857 11,41139
Post-test
control class 14 40,00 70,00 50,0000 9,60769
Valid N
(listwise) 14
The data above are from the results of a descriptive statistical analysis contains minimum score, maximum score, mean, and standard deviation. By using the data above, we can determine the average scores before and after testing for the experimental and control classes. The results of the post-test of the experimental class were significantly different from the previous pre-tests. From the result above, it can be interpreted that there is an effect of word attack strategy toward students’
reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo in academic year of 2022/2023.
2. Normality Test
The second step in data analysis is normality testing. In this research, a normality test was performed to qualify absolute values prior to statistical analysis. At this stage, there were two possibilities for
normality testing. Use Kolmogrov Smirnov's and Shapiro Wilk. However, the researcher chose the Shapiro-Wilk method as the normality test.
Table 4. 7
The Output Data of Test Normality
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
Pre test experimental class
,187 14 ,200* ,922 14 ,239
post-test experimental class ,243 14 ,025 ,919 14 ,215
pre-test control class ,239 14 ,029 ,921 14 ,225
post-test control class ,214 14 ,081 ,861 14 ,052
Normality test above only focused on the Shapiro-Wilk significance value. The researcher used Shapiro-Wilk because it is effective and valid normality test method use for small samples39. This normality test shows that the data are normal because the significant value is > 0.05.
3. Paired Sample T-test
If your data have a normal distribution, you can perform a paired sample t-test. Paired sample t-test aims to determine whether there is a difference in the mean of two paired samples. The results of the normality test above indicated that the data are normally distributed, so the results of the paired sample t-tests for the experimental class and control class as follows:
39 Jonathan Sarwono, Buku Pintar IBM SPSS Statistics (Jakarta: PT Elex Media Komputindo, 2011) 239.
Table 4. 8
The Output Data of Paired Samples Test
Paired Samples Test
Paired Differences
T df
Sig. (2- tailed) Mean
Std.
Deviatio n
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pai
r 1
Pre test experimental class - post-test experimental class
-30,000 11,952 3,086 -36,619 -23,381 -9,721 14 ,000 Pai
r 2
pre-test control class -
post-test control class -10,714 7,300 1,951 -14,929 -6,499 -5,491 13 ,000
1. If sig (2-tailed) < 0,05, then there is a significant difference between study result in the pre-test and the post-test.
2. If sig (2-tailed) > 0,05, then there is no significant difference between study result in the pre-test and the post-test.
Paired sample t-test was conducted to determine the difference in the average of two samples. Based on the output above, the result of Sigtable (2-tailed) for pair 1 and pair 2 is 0,000 < 0,05. After that, it could be concluded that there were significant difference between study result in the pre-test and post-test.
4. Homogeneity test
Homogeneity test aims to determine whether the variance of the distribution is the same or not. In this section, a homogeneity test was performed to determine whether the post-test data were homogenous or heterogeneous in the experimental class and control class. It was
conducted because homogeneous data is one of the requirements to conduct the independent samples t-test. The results are as follows:
Table 4. 9
The Output Data of Homogeneity Test Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
hasil belajar siswa Based on Mean 2 ,359 1 27 ,136
Based on Median ,698 1 27 ,411
Based on Median and
with adjusted df ,698 1 20,933 ,413
Based on trimmed mean 2,261 1 27 ,144
Based on the data above, we can see that the significant (sig) is 0.136, which is greater than 0.05. After being tested, we can conclude that the results or data being tested for the experimental class and control class are homogenous. Thus, one of the requirements for an independent samples t-test has been fulfilled.
5. Independent sample t-test
Independent sample t-test was conducted to determine whether the two samples group had significant differences on the average or not.
Independent sample t-test was conducted by testing the post-test data of experimental class and the control class.
Table 4. 10
The Output Data of Independent Sample Test
Independent Samples Test Levene's Test
for Equality
of Variances t-test for Equality of Means
F Sig. t Df
Sig.
(2- taile
d)
Mean Differe nce
Std.
Error Differe nce
95%
Confidence Interval of the
Difference
Lower Upper
hasil belajar siswa
Equal varianc es Assum ed
2,35
9 ,136 5,33
3 27 ,000 24,000 4,500 14,76 6
33,23 4
Equal varianc es not assume d
5,40 2
24,8
38 ,000 24,000 4,443 14,84 7
33,15 3
Based on the data, the significant signal (2-tailed) is 0.000 < 0.005.
Hence, there is a difference in the means of the post-test data between the experimental class and the control class.
C. Hypothesis Testing
H0: There is no significant difference between the mathematical abilities of students who apply learning model A and the mathematical abilities of students who apply learning model B.
Ha: There is a significant difference between the mathematical abilities of students who apply learning model A and the mathematical abilities of students who apply learning model B.
1. If sig (2-tailed) < 0,05, H0 rejected and Ha accepted. It mean there is an effect of word attack stretegy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo.
2. If sig (2-tailed) > 0,05, H0 accepted and Ha rejected. It mean there is no effect of word attack stretegy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif
Based on the presented data above, sig (2-tailed) < 0,05 which 0,000 < 0,05, it mean there is an effect of word attack stretegy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo in academic year 2022/2023.
D. Discussion
This research was conducted to know the effect of word attack strategy toward students’ reading comprehension skill on recount text at Senior High School 04 Maarif Perintis Tempurejo in academic year 2022/2023. The research used test as the data collection technique, more pricesely reading comprehension skill test. Reading comprehension skill test was given in the experimental class and control class ot tenth grade students.
In the experimental class, the researcher conducted pre-test and post- test to compare the reading comprehension skill score achieved by students before and after applyingt treatment (Word Attack Strategy). While in control class, the researcher only taught the material about recount text with conventional strategy or without applying Word Attack Strategy.
From the data in data analysis, it can be seen that mean score of pre- test in the ecxperimental class before being taught applying Word Attack Strategy 44,00 with the minimum score of the students was 20 and the maximum score was 60. It means that the average of the data was still low.
After the students were taught by applying Word Attack Strategy, the researcher show the mean score from the data analysis was 74. The minimum score in post-test was 50 and the maximum score was 100.
From the result of the data, it showed that Word Attack Strategy was very effective and it could be alternative way to teach reading comprehsion class. Based on the data above showed that the sample result of hypotesis testing, the result showed sig (2-tailed) was 0,000 < 0,005. It indicated that hypotesis testing of this research cited alternative hypothesis (Ha) was acceptef ehile null hypothesis (H0) was rejected. There was a theory that prove the result of this research about the effect of word attack strategy toward students’ reading comprehension skill that was on the theory from Carin, she said that Word Attack Strategy is a technique of learning that exposes students to a problem and can affect a student to be able to solve problem, answer question, gain knowledge, decoding, pronouncing, understanding unfamiliar words and be able to make a decision. So, Word Attack Strategy makes students’ Reading Comprehension Skill ability improve. A word attack strategy is a strategy that readers use to identify, pronounce, and understand unknown words. These strategies help students attack words from different angles or piece by piece. This means that when reading an unfamiliar word, students can try to break it down into smaller parts. You can also use the context of what you're reading to find clues about unfamiliar words.40 It was reasonable that by applying word attack strategy toward students’ reading comprehension skill on recount text helped the students in developing reading comprehension skill.
The atmosphere of experimental class before being taught by applying Word Attack Strategy was confused. Students were so bored because they felt did not master the material in English learning. When conducting pre-test, the students just guess for the right answer. They still confused about the mean of the text in the paper. But, after being taught by applying Word Attack Strategy, the students understand more the meaning of the question and can answer well. Therefore, in the post-test, the students’ score had increased significantly as showed in the previous data.
In the control class, the researcher taught the same material with convetional strategy. The students of X IPS who became the control class was very excited when the researcher taught their class. The researcher taught Recount Text which definition, type of recount text, generic structure., after that, the researcher asked the students to make their own recount text. In pre- test, the students of control class get crowded and discuss with other friends.
Many students just guess the right answer like in experimental class.
After conducting pre-test, the researcher motivated students about how to increase their reading comprehension skill. Then, the researcher did a post- test to the control class by as the researcher did at the experimental class.