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The Description of Research Location a. The History of MTS N 1 East Lampung

Dalam dokumen an undergraduate thesis - IAIN Repository (Halaman 54-76)

A. The result of The Research

1. The Description of Research Location a. The History of MTS N 1 East Lampung

MTS N 1 East Lampung is located on Street Lembayung Banjarrejo East Lampung. In the beginning, MTS N 1 East Lampung was established on April 19, 1983.

Vision and Mission in MTSN 1 East Lampung : Vision :

Making School to be Qualified, Islamic, and Popular Mission :

Increasing education quality with an educative environment so the school becomes favorite one.

Forming students who are taqwa, have akhlakul karimah and have deep knowledge abaout religion.

Greating condusive and confortable enviroment.

b. The Condition of Teacher and Official Employees Graphic

The Condition of Teacher and Official Employees

Source : The Condition of Teacher and Official Employees

c. The Number of Students’ MTS N 1 East Lampung Table 2

The number of students‟ MTS N 1 East Lampung

Source: Documentation at MTS N 1 East Lampung

25

34

0 5 10 15 20 25 30 35 40

Male Female

VII A 5% VII B

5% VII C 5% VIID

5%

VII E 4%

VII F 5%

VII G 5%

VIII A VIII B 4%

VIII C 4%

5%

VIII D 5%

VIII E 5%

VIII F 5%

VIII G 5%

IX A 4%

IX B 6%

IX C 6%

IX D 6%

IX E 6%

IX F 6%

d. Learning Facilities

The condition of Learning Facilities in MTS N 1 l Lampung Timur was under renovation. The data confirms that MTS N 1 has 30 rooms which consist of 18 Classrooms, 1 Principal's room, 1 Living room, 2 Teacher's room, 1 School health service room, 1 Library, 1 Ceremony yard, 1 mosque, 1 computer room, 2 physical laboratories, 1 Cooperation, 1 administration room. And there are several Extracurricular activities:

Troop flag raises heritage (Paskib), KIR, Spiritual (Rohis), Scout (Pramuka). School Activities Sports nuance: Basketball, Football, Badminton, Volleyball, Futsal.

2. The Description of Research Data a. Action and Learning at Pre-Test

This research used classroom action research whose had a purpose to improve the students' activity and the result of the study in MTs N 1 East Lampung. It was conducted in two cycles. The researcher used the Question-Answer Relationship (QAR) Strategy to improve the students Reading Comprehension.

In this research before the process of cycle one, the research conducted the pretest on Friday, November 16th, 2018. The researcher gave a pre- test for the students to see how far the students‟ reading comprehension in narrative text for the treatment was given. In pre-test activity, the researcher gave a test. The researcher gave the text along with questions

to the students, Then the result of pre-test could be seen in the table below:

Table 3

The Students’ Pre-test Result of Reading Comprehension in Narrative Text

No Name Score Note

1 AGP 65 Incomplete

2 AMA 75 Complete

3 AH 67 Incomplete

4 AAFB 63 Incomplete

5 AAB 62 Incomplete

6 ARR 63 Incomplete

7 AZR 80 Complete

8 ANA 72 Incomplete

9 AFA 70 Incomplete

10 ADN 62 Incomplete

11 BNH 63 Incomplete

12 BAA 58 Incomplete

13 EA 67 Incomplete

14 HRIKR 65 Incomplete

15 HAA 73 Incomplete

16 ID 62 Incomplete

17 KTT 68 Incomplete

18 MHL 60 Incomplete

19 MS 58 Incomplete

20 MM 67 Incomplete

21 MP 50 Incomplete

22 MHS 61 Incomplete

23 OA 67 Incomplete

24 PB 75 Complete

25 PC 63 Incomplete

26 RAR 74 Incomplete

27 RAA 75 Complete

28 RN 63 Incomplete

Total 1848

Average 66

High Score 80

Low Score 50

Source: The result of Pre-test on November 16th2018

Table 4

Percentage Students’ Score of Pre-test of Reading Comprehension in Narrative Text

No Score Frequency Percentages Category

1 >75 4 14,28% Complete

2 <75 24 85,72% Incomplete

Total 28 100%

Source: The result of Pre-test on November 16th, 2018

Graphic 1

The Comparision of Students’ Activity in Pre Test

Source: The result of Pre Test

Based on the table above, it can be seen just only 4 students were complete and 24 students were incomplete. while the standard minimum for English lesson in MTsN 1 East Lampung least 75. It was the reason why the researcher implemented the Question-Answer Relationship (QAR) Strategy to improve their reading comprehension in narrative text.

b. Action and Learning Activity in Cycle 1 1. The first meeting

The first meeting was conducted on Saturday, November 17th, 2018, for 2x45 minutes. The steps of learning activity at the first meeting as follows:

a) Planning

In this step, the researcher prepared the lesson plan, material, and method that would be used in a teaching-learning

24

4 0

5 10 15 20 25 30

Incomplete Complete

process. The material was Narrative text. The material included definition, parts and the example of narrative text. Moreover, the researcher made an observation sheet that consists of the list of students' name and list of the students' activities that would be observed during the teaching-learning process.

b) Acting

Acting was the second step in this research. The researcher conducted this cycle in two meetings. The schedule of activities in this cycle is as follows:

Table 5

The Schedule of Action in Cycle 1

Meeting Day/Date Time

1st Saturday, November 17th,2018

10.20 – 11.45

2nd Monday, November 19th, 2018

12.30 – 13.55

The first meeting was conducted on Saturday, November 17th, 2018, for 2x45 minutes. The meeting was started by praying, At the beginning of a teaching-learning process, the researcher greeted students by saying "Assalamualaikum wr.wb and good morning" and all of the students answered by saying

"Waalaikumsalam wr. Wb and good morning miss". Then, the researcher asked about their condition first before blocked

attendance list. The condition of the class was less effective because the collaborator handed the class to make sure the students' effectiveness before the researcher was doing research in the class.

It showed that some students gave their full nice attention to the researcher during the learning process. The researcher started the lesson by asking a question about the students' daily activity. After that, the researcher explained the material about narrative text and question-answer relationship (QAR) strategy. Question-Answer Relationship (QAR) is a strategy teaches students to divide questions based on their categories and helps them to understand more both the questions and the answers inside the text.

After finishing the explanation, the researcher gave the students a chance to ask a question. He asked them "do you understand about the narrative text? Is there any question?" there was no comment or question from the students. Yes, miss, the students answered. Then, the researcher asked students to read a text about Kancil, after it the researcher asked the student about the text. “do you understand about the text?” There were some students understand about it. The researcher said “Let‟s reread the tale of Kancil so I can ask you think aloud about the text while you read the story. Right here on the first clinic, it says “Kancil is the smartest animal in the jungle”. The researcher reread the text. “You can discuss what the main idea is of the text”. The researcher gave

the clue in every sentence until the end. After finished, the researcher asked the student about the text that consists of identification of main idea and detail information of the text.

In this session, the students were more active to follow the teaching-learning process, because they enjoyed following the learning process. But, there was still some problem faced by students. Such as many students just silent when the teacher gave a question, there were some students who were passive when learning process and some student difficult to comprehend the text.

After 2 x 45 minutes, the bell rang and the researcher closed the lesson and reminded the students that it would be discussed in the next meeting.

c) Observing

The observing was done by the researcher during the learning process; there was the observation that had been done such as, observation on the student's activities.

b. The Second meeting

The second meeting was conducted on Monday, November 19th 2018, for 2x45 minutes. The steps of learning activity at the first meeting as follows:

1) Planning

a) Preparing the material of descriptive text.

b) Preparing the lesson plan.

c) Making instruments of data collection that was the observation sheet of the students‟activities

2) Acting

The second meeting was done on Monday, November 19th, 2018.

The researcher greeted the students and they answered it friendly. Then, the researcher checked the attendance list. The activity continued by giving some explanation more about narrative text. The text was about the animal. The researcher asked the students to read the text. After it, the researcher asked the student “Do you understand about the text?” Most of the students did not understand. The researcher said “Let's reread the text, Once upon a time, there was a pigeon living in a nest on the woods. But unfortunately, there was a fox who intended to steal her eggs”. And then the researcher gave the clue. After gave the clue the researcher asked the students to determine the part of the text. Then, at the end of this meeting, the researcher gave post-test cycle 1 with the similar task on pre-test before. The students had to answer questions related to a narrative text given in 40 minutes. The students did it seriously. It seemed that the students' score would be improved. The score of post-test cycle 1 can be seen in the table below:

Table 6

The Students’ Post-test 1 Result of Reading Comprehension in Narrative Text in Cycle 1

No Name Score Note

1 AGP 70 Incomplete

2 AMA 75 Complete

3 AH 77 Complete

4 AAFB 70 Incomplete

5 AAB 71 Incomplete

6 ARR 71 Incomplete

7 AZR 82 Complete

8 ANA 75 Complete

9 AFA 75 Complete

10 ADN 73 Incomplete

11 BNH 75 Complete

12 BAA 71 Incomplete

13 EA 75 Complete

14 HRIKR 73 Incomplete

15 HAA 74 Incomplete

16 ID 75 Complete

17 KTT 76 Complete

18 MHL 73 Incomplete

19 MS 75 Complete

20 MM 78 Complete

21 MP 75 Comptete

22 MHS 76 Complete

23 OA 78 Complete

24 PB 78 Complete

25 PC 68 Incomplete

26 RAR 78 Complete

27 RAA 79 Complete

28 RN 75 Complete

Total 2091

Average 74,68

High Score 82

Low Score 68

Source: The result of Post-test on November 19th2018 Table 7

The frequency of Students'Score of Post test I of Reading Comprehension in Narrative Text

No Score Frequency Percentages Category

1 >75 18 64,28% Incomplete

2 <75 10 35,72% Complete

Total 28 100%

Source: The result of Post-test1 on November 19th2018 Graphic 2

The Comparision of Students’ Activity in Post Test I

Source: The result of Post Test I

Based on the data above, it can be seen that 18 students got a high score and 10 students got an average score. It was higher than the result of the pre-test. The criterion of students who got a

18

10 0

5 10 15 20

Incomplete Complete

minimum score of 75. The learning process was said success when 70% got a score above 75. The fact showed that the result was unsatisfactory.

3) Observing

While the treatment was given, the observation was also conducted. Here, the researcher was as a teacher and the English teacher was as a collaborator who observes the students' activities during the teaching-learning process.

After doing the treatment and observation, the researcher got the result of the students‟ learning activities from the collaborator as follows:

Table 8

The Result of Students Activity in Cycle 1

No Aspect Of The Research Frequency Percentage 1 Pay attention to the teacher's

explanation 22 78,57%

2 Ask/answer the question from the teacher 6 21,43%

3 Active in Class 14 50%

4 The students able to do the task using

QAR 28 100%

Total 250%

Average 62,5%

From table above, it was revealed that there were 22 students (78,57%) who paid attention to the teacher explanation, 6 students (21,43%) ask/answer question from the teacher, 14 students (50%) were active in group, and 28 students doing the task, the average from the cycle 1 was 62,5%.

According to the result of the observation above, it can be concluded that the learning process was sufficient. The weaknesses in the implementation of the learning process in cycle I were some student made noisily and still confuse with the material was given.

2) Reflecting

From the result of a cycle I, it showed that there was an improvement in the result at pre-test and post-test 1. The students were interested enough in the learning process, but the research should be continued to the next cycle because of the condition of learning process still uncontrolled, some students still did not focus on the material and made the class noisy and the students' average has not achieved the standard minimum criteria yet.

After the researchers held a pre-test and post-test 1 researchers get students who have not met the indicator, therefore researchers will continue to cycle 2.

Graphic 3

The result Complete of Pre-test and Post Test 1

Source: The result Complete of Pre-test and Post Test 1

Based on the analysis above, the researcher concluded that this research should be continued to cycle II.

c. Action and Learning Activity in cycle 2

The actions in the cycle 2 consist of 2 meetings, one meeting for the action, and one meeting for the test 2 as follows :

a. The First Meeting

1. Planning

In the planning of cycle 2, the researcher and collaborator discussed some of the problems that found in cycle 1. Therefore, in this step, the researcher would prepare the lesson plan, material, and method that would be used in a teaching-learning process. The

4

10

0 2 4 6 8 10 12

Pre Test Post Test I

material was a narrative text. The material included identification and information and the example of narrative text. Moreover, the researcher made an observation sheet that consists of a list of students' name and list of the students' activities that would be observed during the teaching-learning process.

2. Acting

In this session, they were looked more enthusiasm and more active in following the learning process. They asked more question or answered it. They also could deliver their result discussion well.

The first meeting was done on Saturday, November 24th, 2018. At the beginning of the class, the researcher greeted the students friendly. The students answered it friendly also.

The learning process in the cycle 2 was focused on the weakness of cycle 1. The researcher found the students' problems were is low vocabulary and confused with the information of the text. The researcher asked about the previous material before she explained more about it. After that, the researcher explained again what was narrative and how to understand it. Then, the researcher gave an example of narrative text.

Next, the researcher gave a narrative text entitled Goldilocks and Three Bears. The student read the text, and then the researcher asked the student about the text. Most of the student did not

understand. The researcher said "Let's reread the text. Right here on the first line, it says “One day, a little girl named Goldilocks walked down the jungle.” The researcher read about The Tale of Goldilocks.

Then, the student determined the main idea and the information contained in the text. The researcher gave the clue until the last line.

The students looked very enthusiastic to read the text. In this second meeting, the students seemed more active than the previous meeting.

Finally, the bell rang after 2 x 45 minutes. It meant that the time was up and the researcher closed the lesson and reminded the students to study again about narrative text.

b. The Second Meeting a. Planning

Based on the problem, faced in the first cycle, the researcher made a lesson plan that focused on it, she also prepared the observation sheet of the student.

b) Acting

The second meeting was done on Monday, November 26th, 2018.

The researcher began the class by greeted the students. After that, the researcher asked about their condition and checked the attendance list.

The researcher reviewed explanations of the material of narrative text.

The researcher gave the Sangkuriang text. The researcher said “Let's reread the text of Sangkuriang. Right here on the first line, it says “Once upon a time, there lived a beautiful young woman named Dayang

Sumbi.” The researcher read about the Tale of Sangkuriang. Then, the student determined the structure, the main idea and important information of the text. The researcher gave the clue until the last line.

The researcher asked the students whether they have any question about the material. Then, the researcher gave feedback to the students about their question.

After that, the researcher gave pos-test cycle 2 with the similar task on post-test cycle 1 before. She gave 40 minutes for the students to finish their task. The score of post-test cycle 2 can be seen in the table below:

Table 9

Table of the result Score of Students’ Reading Comprehension in Narrative Text in Cycle II

No Name Score Note

1 AGP 75 Complete

2 AMA 75 Complete

3 AH 80 Complete

4 AAFB 75 Complete

5 AAB 76 Complete

6 ARR 76 Complete

7 AZR 85 Complete

8 ANA 76 Complete

9 AFA 77 Complete

10 ADN 75 Complete

11 BNH 76 Complete

12 BAA 75 Complete

13 EA 77 Complete

14 HRIKR 75 Complete

15 HAA 76 Complete

16 ID 76 Complete

17 KTT 77 Complete

18 MHL 75 Complete

19 MS 76 Complete

20 MM 78 Complete

21 MP 76 Complete

22 MHS 78 Complete

23 OA 78 Complete

24 PB 78 Complete

25 PC 75 Complete

26 RAR 78 Complete

27 RAA 80 Complete

28 RN 76 Complete

Total 2150

Average 76,79

High Score 85

Low Score 75

Source: The result of Post test on November 26th, 2018

Table 10

Percentage Students’ Score of Post-test in Cycle II No Score Frequency Percentages Category

4 >75 28 100% Complete

5 <75 - Incomplete

Total 100%

Source: The result of Post-test on November 26th 2018

Graphic 4

The Comparision of Students’ Activity in Post Test II

Source: The result of Post Test II

The table above is the result of students‟ score at post-test 2.

It can be seen that there was an improvement from the score of post-test 1 and posttest 2. There were 28,6% got an average score and 71,4% got a high score. The lowest score was 75 and the highest score was 85 and the average score was 76,79. The average on post-test 1 was 74,68. It means that there was an improvement from post-test 1 and post-test 2.

3) Observing

In this stage, the observation was done by the researcher.

There were some observations that had been done such as; observation on the student's activities, and observation on the result of the evaluation.

The observing was done by the researcher that is presented in meeting II in cycle 2. After doing the treatment and observation, the

28

0 5 10 15 20 25 30

Incomplete Complete

researcher got the result of the students‟ learning activities from the collaborator as follows:

Table 11

The Result of Students Activity in Cycle II

No Aspect Of The Research Frequency Percentage 1 Pay attention to the teacher's

explanation 24 85,71%

2 Ask/answer the question from the teacher 12 42,86%

3 Active in Class 21 75%

4 The students able to do the task using

QAR 28 100%

Total 303,6%

Average 75,9%

From table above, it was revealed that there were 24 students (85,71%) who paid attention to the teacher explanation, 12 students (42,86%) ask/answer question from the teacher, 21 students (75%) were active in group, and 28 students doing the task, the average from the cycle II was 303,6% doing the task. Based on the table above, it can be seen that the activity of the students is better than before and there was an increase from the cycle 1 and cycle 2. It is from the average of the cycle 1 about 62,5% to be 75,9%, it could be concluded that the learning process was successful. It can be inferred that the learning process has done well and the students were active in the class than cycle I.

4) Reflecting

The result of cycle II is better than cycle I, it can be seen that the most of the students have not difficulty to describes the theme of the text. It happened because the student was easy

to think aloud in their mind. The students have serious in doing the assignment. In this meeting, most of the students got a good score. It happened caused the teacher and the researcher has revised and improved the teaching and learning process in cycle I.In the cycle II, the students were also active to do the assignment and test than before.

Finally, the researcher concluded that the problem had been solved by using Pyramid Discussion Method. The teacher help student to comprehend the text by thinking aloud in their main, so they were easy to understand about the text. And their writing descriptive text was improving.

Graphic 5

The Comparision of Students’ Activity in Post Test I and Post Test II

Source: The result of Post Test I and Post Test II

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0 5 10 15 20 25 30

Post Test I Post Test II

10

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