CHAPTER IV RESULT OF THE RESEARCH
2. Description of Research Data
To measure the students’ reading comprehension skillwriter used the pre-test before giving the treatment. The writer conducted pre- test in first meeting of this research in order to find out the initial different between the class who similiar level. The form of pre-test that
The Chairman
Chief of committee headmaster
Vice of Administration Vice of Student’s Vice of Curriculum
XI Class XII Class
X Class
Deputy head of school
Class Proxy
Teacher
Students’
was used in this research was writer test. The result of pre-test can be identified as follow:
Table 4
The Result of Pre-Test in Reading comprehension Skill at the Tenth Graders of MA Ma’arif NU 05 Sekampung
No Name of Students’ Score Explanation
1 AR 30 Incomplete
2 AH 30 Incomplete
3 AF 40 Incomplete
4 AN 40 Incomplete
5 AA 30 Incomplete
6 BH 20 Incomplete
7 DI 30 Incomplete
8 DC 30 Incomplete
9 EP 50 Incomplete
10 EZ 60 Incomplete
11 FR 40 Incomplete
12 FA 20 Incomplete
13 FS 30 Incomplete
14 HF 80 Complete
15 IA 60 Incomplete
16 IP 60 Incomplete
17 LK 20 Incomplete
18 LE 30 Incomplete
37
19 MS 70 Incomplete
20 MK 30 Incomplete
21 MJ 50 Incomplete
22 MH 50 Incomplete
23 NS 80 Complete
24 RF 80 Complete
25 RB 40 Incomplete
26 RE 40 Incomplete
27 RS 30 Incomplete
28 SJ 50 Incomplete
Total 1220
Average 43,5
The Highest Score 80
The Lowest Score 10
Source : the result of pre-test of students’ reading comprrehension skill
The test was followed by 28 students. The highest score 80 and the lowest score was 10 with the total score 1210. Based on the data, the writer measured the interval class:
Then total of class interval of this result pre-test was 10. It can be seen on the table of frequency distribution bellow :
Table 5
The Table of Frequency Distribution of Pre-Test Score No Interval Frequency Percentage
1 80-89 3 10,8%
2 70-79 1 3,5%
3 60-69 3 10,8%
4 50-59 4 14,2%
5 40-49 5 17,8%
6 30-39 9 32,1%
7 20-29 3 10,8%
Total 28 100%
Based on table above can be conclude that most of students got score <75.
So, it means that most of students of MA Ma’arif NU 05 Sekampung got low score in pre-test.
Graph 1
10,8 %
32,1 %
17,8 %
14,2%
10,8 %
3,5 %
10,8 %
0 1 2 3 4 5 6 7 8 9 10
20-29 30-39 40-49 50-59 60-59 70-79 80-89
Students
Score
Frequency Distribution of Pre-Test Score
frequency
39
Furthermore, based on the table of frequency distribution above, it could be inferred that from 28 students as the sample of the research, just 3 students who got the higher score, which is 80. The data revealed that 3 students got the score between 20-29 or as many as 10,8%. Next, there were 9 students got the score between 30-39 or as many as 32,10%. There were 5 students who got the score between 40-49 or in the other words, as many as 17,80%. Meanwhile, there were who 4 students got the score between 50-59 or as many as 14,2%. Next, there were 3 students who got the score between 60-69 or as many as 10,8%. Besides, there were 1 students who got the score between 70-79 or as many as 3,5%. The last, there were 3 students who got the score between 80-89 or as many as 10,8%.
b. The result of post-test score
After analyzing the weaknes and understanding of students reading comprehension skill, the writer conducted the treatment to help the students find the specific information or part of the text.
After the students’ has been given the treatment the writer gave the post-test to measure their knowing of reading comprehension skill with different question. The post-test was carried out in order to intend the students’ reading comprehension skill after treatment.
.
The result of post-test can be identified as follows : Table 6
Post-test in Reading Comprehension Skill With Picture Word Inductive Model at the Tenth Graders of MA Ma’arif NU 05
Sekampung
No Name Students’ Post-test Explanation
1 AR 70 Incomplete
2 AH 80 Complete
3 AF 50 Incomplete
4 AN 60 Incomplete
5 AA 80 Complete
6 BH 80 Complete
7 DI 70 Incomplete
8 DC 80 Complete
9 EP 60 Incomplete
10 EZ 80 Complete
11 FR 90 Complete
12 FA 70 Incomplete
13 FS 70 Incomplete
14 HF 90 Complete
15 IA 80 Complete
16 IP 70 Incomplete
17 LK 80 Complete
18 LE 60 Incomplete
19 MS 70 Incomplete
41
20 MK 80 Complete
21 MJ 80 Complete
22 MH 80 Complete
23 NS 60 Incomplete
24 RF 40 Incomplete
25 RB 80 Complete
26 RE 70 Incomplete
27 RS 60 Incomplete
28 SJ 80 Complete
Total 2020
The Highest Score 90
The Lowest Score 40
Average 72,2
Source : the result of post-test of studenrs’ reading comprehension skill
The test was followed by 28 students. The highest score was 90 and the lowest score was 40 with total score 1960.
The total of class interval of this result post-test writer was 8. It can be seen on the tabel of frequency distribution below:
Table 7
The Table of Frequency Distribution of Post-Test Score No Interval Frequency Percentage
1 88-95 2 7,1%
2 80-87 12 42,9%
3 72-79 0 0%
4 64-71 7 25%
5 56-63 5 17,8%
6 48-55 1 3,6%
7 40-47 1 3,6%
Total 28 100%
Based on the tabel above, can be seen that most of students got score > 75.
So it means that most of students of MA Ma’arif NU 05 Sekampung got high score in post-test.
If the data put into graphic, it can be seen as follow:
Graph 2
Furthermore, based on the table of frequency distribution above, it could be inferred that from 28 students as the sample of the research, just 2
3,6 % 3,6 %
17,8 %
25 %
0
42,9 %
7,1 % 0
2 4 6 8 10 12 14
40-47 48-55 56-63 64-71 72-79 80-87 88-95
Students
Score
Frequency Distribution of Post-Test
Frequency
43
students who got the higher score, which is 90. The data revealed that 1 students got the score between 40-47 or as many as 3.6%. Next, there were 1 students got the score between 48-55 or as many as 3.6%. There were 5 students who got the score between 56-63 or in the other words, as many as 17.8%. Meanwhile, there were who 7 students got the score between 64-71 or as many as 25%. Next, there was no students who got the score between 72-79. Besides, there were 12 students who got the score between 80-87 or as many as 42.9%. The last, there were 2 students who got the score between 88-95 or as many as 7.1%.
B. The Effect of Using The Picture Word Inductive Model On The Students’ Reading Comprehension Skill At MA Ma’arif NU 05 Sekampung East Lampung
After applying Picture Word Inductive Model, the writer analyzed the data by using SPSS in order to prove whether there was a positive and significant effect of Using The Picture Word Inductive Model On The Students’ Reading Comprehension Skill At MA Ma’arif NU 05 Sekampung East Lampung, as follow (Ha) is accepted, if there was a positive and significant effect of using Picture Word Inductive Model on the students’
Reading Comprehension Skill. And (H0) was rejected, if there was no positive and significant effect of using Picture Word Inductive Model on the students’ Reading Comprehension Skill.
1. Prerequisite Test a. Normality Test
Normality test is a test which doing to determine the data that normal distribution. Statistic test that used to this test is kolmogrov and smirnov formula which is helped by SPSS aplication.
H0 : data comes from does not a normally population.
Ha : data comes from a normally distributed population.
Table 8.
The result normality test by using SPSS
Pre Test Post Test
N 28 28
Normal Parametersa,b
Mean 43.5714 72.1429
Std. Deviation 18.3008
4
11.66100
Most Extreme Differences
Absolute .199 .250
Positive .199 .179
Negative -.122 -.250
Kolmogorov-Smirnov Z 1.055 1.322
Asymp. Sig. (2-tailed) .216 .061
Monte Carlo Sig. (2- tailed)
Sig. .195c .055c
95% Confidence Interval
Lower Bound .188 .050
Upper Bound .203 .059
Based on the above table can be concluded that :
1) Pretest sig = 0.216 > 0.05 then H0 is rejected and Ha is accepted. It means that the data comes from population that has normally distributed.
45
2) Posttest sig = 0.195 > 0.05 then H0 is rejected and Ha is accepted. It means that the data comes from population that has normally distributed b. Homogenity test
Homogeneity test is a test which doing to determine the data that homogen distribution. Statistic test that used to this test is levene statistic: α 5%,which is helped by SPSS aplication.
H0 : data homogenous
Ha : data does not homogenous Table 9.
The Result of Homogenity Test by Using SPSS Test of Homogenity of Variances (pretest and post tet)
Levene Statistic
df1 df2 Sig.
.503 3 22 .684
Based on the above table it can concluded that sig. 0.684 > 0.05 then Ho is accepted. So the data has the same variant (homogen).
c. Hypothesis Testing
Hypothesis testing is doing to know whether there is any significant effect or not to the variable Y. Based on the testing normality and homogeneity it can be seen that the data is normal and homogeneous. So hypothesis testing which is used is one sample t test.
H0 : there is no significant effect of using Picture Word Inductive Model on the students Reading Comprehension Skill.
Ha : there is any significant effect of using Picture Word Inductive Model on the students Reading Comprehension Skill.
Table 10.
The Result of One Sample T Test Test Value = 75
T df
Sig. (2- tailed)
Mean Difference
95% Confidence Interval of the Difference
Lower Upper
Pre test
-9.087 27 .000 -31.42857 -38.5249 -24.3322
Post test
-1.297 27 .206 -2.85714 -7.3788 1.6645
Based on the above table can be concluded that sig.(2-tailed) of posttest is 0.206 < 0.05, so H0 is rejected and Ha is accepted. It means that there is a positive and significant effect of using Picture Word Inductive Model on the students’ Reading Comprehension Skill. It implies that the more a teacher uses Picture Word Inductive Model, the better the students’
reading comprehension skill.
47
Table 11.
The Differences Score Between Pre-Test and Post-Test Students’ Reading Comprehension Skill at the Tenth Graders of MA Ma’arif NU 05
Sekampung No Name of
Students
Pre-Test Score (X1)
Post Test Score (X2)
D(X1−X2) D2(X1−X2)2
1
AR 30 70
-40 1600
2
AH 30 80
-50 2500
3
AF 40 50
-10 100
4
AN 40 60
-20 400
5
AA 30 80
-50 2500
6
BH 20 80
-60 3600
7
DI 30 70
-40 1600
8
DC 30 80
-50 2500
9
EP 50 60
-10 100
10
EZ 60 80
-20 400
11
FR 40 90
-50 2500
12
FA 20 70
-50 2500
13
FS 30 70
-40 1600
14
HF 80 90
-10 100
15
IA 60 80
-20 400
16
IP 60 70
-10 100
17
LK 20 80
-60 3600
18
LE 30 60
-30 900
19
MS 70 70
0 0
20
MK 30 80
-50 2500
21
MJ 50 80
-30 900
22
MH 50 80
-30 900
23
NS 80 60
20 400
24
RF 80 40
40 1600
25
RB 40 80
-40 1600
26
RE 40 70
-30 900
27
RS 30 60
-30 900
28
SJ 50 80
-30 900
Total ∑X1 = 1220
∑X2 =
2020 ∑D =−800 ∑D2
=37600
49
Putting the data above and into the formula of T-test in order to get tobservation. Moreover, after putting the data above into formula t-test, the writer got observed is 7.
C. Interpretation
1. Interpretation of “f-observation”
a. Interpretation of fo to ft as follows :
The critical value If f-observation was 28, the writer interpreted it base on the question above. It can be known that there is significant effect of picture word inductive model on students’ reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
b. Statistical Significant
To know critical value of chi-square (ft), the writer firstly counted the df, df is degree of freedom. The formulation of df=(c-1) (r-1), c is column and r is row.
= (3-1) (2-1)
= 2
The degree of freedom is 2. Therefore, the values of ft 5% is 5,99 and 1% is 9,21. Based on the data above, its mean that “fo” higher “ft” or it can be writer as 5,99<28>9,21. It means that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It can be said that there is
significant influence of picture word inductive model on students’ reading comprehension at te tenth graders of MA Ma’arif NU 05 Sekampung.
2. Interpretation of “t-observation”
a. Interpretation of t-observed
1). If t-observation> t-table, Ha is accepted and Ho is rejected.
2). If t-observation< t-table, Ha is rejected and Ho is accepted
The critical value If t-observation was 6, the writer interpreted it based on the question above. It can be known that there was significant effect of picture word inductive model toward students’ reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
b. Statistical significance
To know critical value of t-test (t-table), the writer firstly counted the df, df is degree of freedom. The formulation of df=N-2, N is the number of the research population.
Df = N-2
= 28-2
= 26
In Df 26 with t-table 5% is 0,404 and 1% is 0,515 with the t- observation is 6. Based on the data above, its mean that “t-observation”
higher “t-table” or it can be writer as 0,404<5>0,515 it can be infered that
51
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
It means there is a positive significant effect of picture word inductive model toward students reading comprehension skill at the tenth graders of MA Ma’arif NU 05 Sekampung.
D. Discussion
This reserach observed the students’ at the tenth graders of MA Ma’arif NU 05 Sekampung. The writer used this class because they have difficultiesto find the specific information or part of text. So, based on the problem the writer applied picture word inductive model to help students’ in learning English especially to found the specific information or part of text.
The writer assumed that teaching and learning with picture word inductive model could help students’ in leraning procces, especially to found specific information or part of text because this picture have a lot of advantage. The advantge of this picture is picture word inductive model belive students can learn from each other and get more practice with the target language by working in picture word inductive model.
Also, picture word inductive model motivate students to found specific information or part of text.
This can lead to the development of a community among class members. The writer recommended this picture for the teacher in order picture word inductive model can be used as an alternative picture in
process teaching learning. Because picture word inductive model the students can learn more from each other and get easier way to found specific information and understand the material.
Before conducting the research, the witer administred pre-test in order to found out the basic performance of the students before treatment. The result showed that the highest score was 80 while the lowest was 10 and the average score was 43.5, after finishing the treatment, the writer administred post-test. The result of the post-test showed that higher score was 90 while the lowest score was 40 and the average score was 72.2.
As a solution in teaching English especially in found specific information or part of text the teacher have to gave some methods to make the students interest and pay attention i order they did not bored to catch the material. After the students interested, the material that given by the research would be understand by the students more easily.
Based on the discussion above, the writer could take a conclusion that the students’ reading comprehension skill build up after they were taught with picture word inductive model. It was proved by the mean score of pre-test that build up from 43.5 before treatment up to 72.2 after treatment.
E. Limitation
53
This research was conducted in the tenth graders of MA Ma’arif NU 05 Sekampung. The subject of the reserach were the tenth graders in the academic year of 2019/2020. The choice of subject was reading comprehension skill by using the picture word inductive model. The result of this research show that picture word inductive model success to help students in reading comprehension skill. The result of this research only applied in the tenth graders of MA Ma’arif NU 05 Sekampung, so that it cannot be generalized to other schools.
54 CHAPTER V
CONCLUSION AND SUGGESTION A. Conlusion
Based on the result of the reserach, the writer can conclude that picture word inductive model has a positive and significant effect on the students’ reading comprehension skill among the tenth graders at MA Ma’arif NU 05 Sekampung. The model can be used as a method in learning reading comprehension and it can help the students’ to found specific information or part of text and make the students’ be easier and enjoyable to understand the material. It is proven from the results of pretest and posttest. In the students’ posttest score is higher than the students’ pretest score. It is also proven by one sample t test. Sig.(2-tailed) of posttest is 0.206
< 0.05. It impies that Picture Word Inductive Model is effective.
B. Suggestion
Based on the result of the reserach, the writer gave some suggestion as follows :
1. For the Teacher
a. Teacher should have various technique like picture word inductive model to teach English, especially to effect the students’ reading comprehension skill.
b. Prepare some books to effect their knowledge especially in English subject.
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2. For the Students
a. Active in learning process especially English reading subject.
b. Effect their reading comprehension skill performance through picture word inductive model.
3. For the Headmaster
a. Support the English learning process by the preparing the facilitations and instruments completely.
b. Recommend to make the further research about effect reading comprehension skill through picture word inductive model.
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BIBLIOGRAPHY
Abbas PourhoseinGilakjani, How Can Students Improve Their Reading Comprehension Skill, Journal of Studies in Education,(Payame Noor University:Tehran,Iran:2016)
Alien Colonand Sara Martinez, Building Language with The Picture Word Inductive Model, New York: Fordham University publishing, 2013.
Ardiana, “Improving The Students Reading Comprehension in Narrative Text Through Patterned Partner Reading”, Makassar: Exposure Journal, Vol.4, No.2, 2015.
David Scott and Marlene Morrison, Key Ideas in Educational Research,New York:
Continum International Publishing Group, 2005
Dian Rakhmawati, “Learning Cell Technique Toward Reading Comprehension of Narrative Text”, Vol.1, No.2, 2015
Emily.F.Calhoun. Teaching Beginning Reading And Writing With Picture Word Inductive Model. Alexandria, VA: association for supervision and curriculum development, 1999.
Erika Sinambela, Improving Students Reading Comprehension Achievment by using K-W-L Strategy, Medan North Sumatra, 2015, Sciedu Press, English Linguistic Research, Vol.4, No.3.
Fajar Furqon, “Correlation Between Students’ Vocabulary Mastery And Their Reading Comprehension”, Journal of English and Education, Vol.1, No.1, 2013.
Geofrey Marcyzk, David DeMatteo and David Festinger, Essential of Research Design and Methodology, Canada: John Wiley & Sons, Inc., 2005.
Hesham Suleiman Alyousef, “Teaching Reading Comprehension to ESL/EFL Learners”, Journal Reading Matrix, P.147, Vol.5, No.2, 2005
Irfan Marianto Pawana, et.al, Improving Reading Comprehension of The Eleventh Year Students By Using Fairy Tale”, e-Journal of English Language Teaching Society (ELTS), Vol.2, No.1, 2014.
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Karen Anne Mcdonald, “The Picture Word Inductive Model An Effective Model For Vocabulary Instruction”, Fraser University: The University Of British Columbia, 2010.
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APPENDICES
59
No Name of students Score
1 AHMAD REZA MAULANA 30
2 ALVI HABIBATURRAHMAH 30
3 ANANG FAHRUR RIZA 40
4 ANISA NUR UMAMI 40
5 A’YUNUL AHYA 30
6 BANGKIT HASTA SANJAYA 20
7 DEVI INTAN FITRIANI 30
8 DIMAS CATUR JULIANTO 30
9 ERIK PRAYOGA 50
10 ERNI ZULAIHA 60
11 FAKHRUR ROZI 40
12 FARHAN AJI SAPUTRA 20
13 FARKHOLID AHMAD SYAFI’I 30
14 HANDI FIRMANTO 80
15 IBNU AZIZ 60
16 INDAH PUSPITA SARI 60
17 LAILA KHOLIZAH 20
18 LIANA EKA SAWITRI 30
19 M. SAHRAL 70
20 M. AFU’UNG KARIM 30
61
21 M. IRFA’ JAMALUDIN 50
22 MIFTAHUL HUDA 50
23 NADIYA SHUFINNAFSIYA 80
24 RANGGA FIRMANSYAH 80
25 RIO BUDI HARDIONO 40
26 RIYAN EFENDI 40
27 ROFIQOTUS SA’DIYAH 30
28 SANTOSO JOYO BINANGUN 50
Score list of Students’ reading comprehension skill Post-Test
No Name of students Score
1 AHMAD REZA MAULANA 70
2 ALVI HABIBATURRAHMAH 80
3 ANANG FAHRUR RIZA 50
4 ANISA NUR UMAMI 60
5 A’YUNUL AHYA 80
6 BANGKIT HASTA SANJAYA 80
7 DEVI INTAN FITRIANI 70
8 DIMAS CATUR JULIANTO 80
9 ERIK PRAYOGA 60
10 ERNI ZULAIHA 80
12 FARHAN AJI SAPUTRA 70 13 FARKHOLID AHMAD SYAFI’I 70
14 HANDI FIRMANTO 90
15 IBNU AZIZ 80
16 INDAH PUSPITA SARI 70
17 LAILA KHOLIZAH 80
18 LIANA EKA SAWITRI 60
19 M. SAHRAL 70
20 M. AFU’UNG KARIM 80
21 M. IRFA’ JAMALUDIN 80
22 MIFTAHUL HUDA 80
23 NADIYA SHUFINNAFSIYA 60
24 RANGGA FIRMANSYAH 40
25 RIO BUDI HARDIONO 80
26 RIYAN EFENDI 70
27 ROFIQOTUS SA’DIYAH 60
28 SANTOSO JOYO BINANGUN 80
63
65
67
69
71
Class : X
Time : 45 Minutes
A. Complete the following text with the words provided in the box. You may have a discussion with your seatmate. Then, read the text carefully!
Ujung Kulon National Park
This national park, located in the extreme south-westren tip of Java on the Sunda shelf, includes the Ujung Kulon peninsula and several offshore islands and encompasess the natural reserve of Krakatoa. In additionto its natural beauty and geological interest particulary for the study of inland volcanoes-it contains the largest remaining area of lowland rainforest in the Java plan. Several (1) . . . . of endangered plants and animals can be found there, the Javan rhinoceros being the most seriously under threat.
Ujung Kulon National Park, located in Banten Province o the extrime south-west tip of the highly populated island of Java, has the best and most (2) . . . . lowland forest remaining on the island. The property, including the Ujung Kulon peninsula and several offshore islands retains its natural beauty and possesses a very diverse flora and fauna, demonstrating on-going evolution of (3) . . . . processes since the Krakatau ereuption in 1883. The Krakatau volcano as part of the formation of the property, is the most well known and studied of all modern (4) . . . . eruptions, due primarily to the devastating effects (36,000 people killed) registered throughout the northern (5) . . . The poperty is globally significant as the last and most important natural habitat of the critically (6) . . . ., endemic, single-horned Javan Rhinoceros (Rhinoceros sondaicus) along with several other species of endangered plants and animals.
Ujung Kulon is believed to (7) . . . . the last viable natural population of this species, estimated at (8) . . . . 60 individuals. It is not known how this compares to historical densitties, but is a critically low figure from the point of view of species survival and viable genetic diversity.
Other notable mammals in the property include (9) . . . ., such as leopard, wild dog (dhole), leopard cat, fishing cat, Javan mongoose and several species of civets. It is also home to three endemic primate species; the Javan gibbon, Javan leaf monkey and silvered leaf monkey. Over 270 species of birds have been recorded and terrestrial reptiles andd (10) . . . . include two species of python, two crocodile species and numerous frogs and toads.
Extensive Hemisphere Amphibians Species Carnivores
Sustain Geological Endangered Approximately Volcanic