CHAPTER IV RESULT OF THE RESEARCH AND INTERPRETATION
1. Description of Research Location
SMA Purnama Trimurjo was founded on November 14, 1986 by Purnama Education Foundation (YPP) Trimurjo District Central Lampung. Purnama Education Foundation is a foundation which is engaged specifically in education. Institution establishedby YPP is Purnama Kindergarten, Middle School First, High School.
The establishment of Trimurjo Purnama High School is the result board of directors of full education foundation consultations. YPP Management at that time were:
- Mentor : Suyadi
- Chairman I : R. Atmo Suwignyo - Chairman II : N. Budi Utoyo - Treasurer : Karan
- Member : Suwondo and Misadi
As for the consideration being the establishment of SMA Purnama Trimurjo Central Lampung are:
37
1. SMA Purnama Trimurjo at that time only existed in city areas, whereas Notoharjo village and its surroundings are quite far from urban areas.
2. There are still many junior high school graduates who have not been able to continue tohigher schools in the city, while residents of the society has realized the importance of education for the futurenation.
In addition, SMAPurnama Trimurjo have guided by follows:
1. Drs. Heri Suncoyo ( in the period of 1986-1997) 2. Bapak Djumingan ( in the period of 1998-2004) 3. Drs. Suparman ( in the period of 2005-2011) 4. Drs. Widodo (in the period of 2012- Now) b. Vision and Mission of SMA Purnama Trimurjo
1. Vision of School
Achievers in competing based on Faith andpiety. there are Indicator of vision such as:
a. Achievement in increasing the value of UN
b. Achievement in order to continue more educational levelshigh.
c. Achievement in extracurricular activities.
d. Achievement in religious activities and social activities.
2. Mission of School
a. Increasing community participation so that it is able support the school program.
b. Complementing the supporting facilities for learning activities insufficient.
c. Promoting the spirit of achievement through out the community school.
d. Increasing the professionalism of teachers so they are able support the school program.
c. Quantity Students of SMA Purnama Trimurjo
The quantities of sudents at SMA Purnama Trimurjo that can be identified as follows:
Table 5
Total of students at SMA Purnama Trimurjo Central Lampung
No Class Sex Amount
Male Female
1. IPA X 4 9 13
2. IPS X 12 4 16
3. IPA XI 7 6 13
4. IPS XI 9 4 13
5. IPA XII 20 8 28
6. IPS XII 12 11 23
Total 64 42 106
d. The Condition of Teacher and Official Employers at SMA Purnama Trimurjo
Condition of the teacher and official at SMA Purnama Trimurjo, the numbers of teacher and official employers in SMA Purnama Trimurjo Central Lampung are that can be identified as follows:
Table 6
Condition of the Teacher and Official at SMA Purnama Trimurjo
No Name Sex Occupation
1 Drs. Widodo Male Principal
2 Drs. Iswadi Male English teacher
3 Drs. Suparman Male Curiculum
4 Drs. Jarot Puruhito Male Public relation teacher
5 Drs. Juheryanto Male Teacher
6 Suradi, S.Pd Male Mathematics Teacher
7 Sri Winarni, S.T Female Physics Teacher 8 Dewi Eliyani, S.E Female Economic teacher 9 V. Lulus Adi Paromo Male Administration 10 Wiwik Widyawati, S.Pd.I Female IPA teacher 11 Zuli kurnia Fitriani, S.Pd Female Culture Teacher 12 Luci Ariyani, S.Pd Female Culture Teacher
13 Heri Handoko, S.IP Male Teacher/ committe 14 Ricci Feriyana, A.Md Female Power of administration 15 Anang Mustofa, S.Pd Male Teacher fysyk
16 Agus Suseno, S.T Male Physics teacher 17 Lismawati, S.Pd.I Female PAI Teacher 18 Sukarni, A.Md Female Indonesian teacher 19 Purwaningsih, S.Pd Female Teacher
20 Ikin sodikin, S. Pd Male English teacher 21 Kiki rohani, A.Md Male Teacher 22 Evi yuliani, S. Pd Female Teacher 23 Wilis nurati, S. Pd Female Arabic teacher 24 y. fajar, S. Pd Male Mathematics Teacher 25 Tri teguh gunawan Male IPA Teacher
26 Agus hartono,A. Md Male Information system 27 Pandu Pinuju widodo,S.Pd Male History teacher
28 M chairul anam Male IPA Teacher
29 Rio nhaldo Japutra Male Teacher
Sources : Documentation in SMA Purnama Trimurjo Central Lampung e. The ConditionBuilding of SMA Purnama Trimurjo
The condition of facilities in SMA Purnama Trimurjo Central Lampung that can be seen on the table below:
Table7
Building of SMA Purnama Trimurjo Central Lampung that can be seen on the table below:
No Names of Building Total
1 Headmaster Room 1
2 Teacher room 3
3 Canteen 2
4 Laboratory 1
5 Computer room 1
6 Classroom 5
7 Library 1
8 Toilet 3
9 Mosque 1
f. Organization Structure of SMA Purnama Trimurjo
The organization structure SMA Purnama Trimurjo Central Lampung can be shown in the figure as follows:
Figure 2
Organization Structure SMA Purnama Trimurjo Headmaster
KTU V. Lulus Adi P
Status students Drs. Suparman
Curriculum time Drs. Iswadi
Publicist Drs. Jarot Puruhito
The teachers Homeroom teacher
Students
g. Location Sketch of SMA Purnama Trimurjo
The Location Sketch of SMA Purnama Trimurjo Central Lampung that can be seen on the figure below:
Figure 3
Location Sketch of SMA Purnama Trimurjo Central Lampung
Classroom
Classroom
laboratory Lab. com
Classroom
Classroom
Room headmaster
Room TU
Toilet
Mushola Library
Classroom Classroom
Classroom
Teacher Room
Classroom Classroom Classroom
Uks room Bk room
2. The Description of Research Data
This research used classroom action research. The purpose of this research to improve student‟s reading comrprehension by using synonym and antonym context clue at the tenth grade of SMA Purnama Trimurjo Central Lampung. It conducted two cycle. Each sycle I and cycle two.
Every cycle consists of 3 meeting. Its mean that action in cycle one was conducted about 3 meeting, and action in cycle two was conducted also 3 meeting. In each meeting these cycle took 2x40 minutes. There four steps in each cycle such as planning, action, observation, and reflection.
Previously, the researcher done the pre test first.
a. Pre-test activity
The learning, the researcher conducted on Wednesday, October 23rd, 2019. All the students had already prepared when the teaching time came. The researcher greeted the students. The researcher told the students that the researcher would conduct the research in their class in order to know their ability of reading comprehension ability before doing the action of the classroom action research. The pre-test was administrated to the students to be finished individually. The kind of the test was multiple-choice consisted of 25 items. Then, the students‟ pre- test result can be seen on the table below:
Table 8
The Data of Students‟ Pre-test score No Students’ Name Score Category
1 BA 36 Incomplete
2 DAK 28 Incomplete
3 EF 56 Incomplete
4 EH 20 Incomplete
5 FA 40 Incomplete
6 FS 40 Incomplete
7 HC 40 Incomplete
8 JFD 20 Incomplete
9 JK 72 Complete
10 KW 72 Complete
11 LS 60 Incomplete
12 MS 60 Incomplete
13 MS 52 Incomplete
14 NFS 60 Incomplete
15 OJ 52 Incomplete
16 PA 64 Incomplete
17 PS 40 Incomplete
18 RA 48 Incomplete
19 RD 36 Incomplete
20 RDS 72 Complete
21 ROH 44 Incomplete
22 RRU 52 Incomplete
23 SA 52 Incomplete
24 SBF 56 Incomplete
25 SBW 72 Complete
26 SMR 72 Complete
27 THD 40 Incomplete
28 TRI 52 Incomplete
29 YDS 40 Incomplete
TOTAL 1448
AVERAGE 49,93
Table 9
Frequency of students‟ score in Pre-test
No Grade Frequencies Percentage Explanation
1 >70 5 17% COMPLETE
2 < 70 24 83% INCOMPLETE
Total 29 100%
Source: The result score of reading pre-test at the tenth grade of SMA Purnama Trimurjo October 23rd 2019.
Graph 4
The graph of students’ score at pre test
0%
20%
40%
60%
80%
100%
≥ 70 17% < 70 83%
pre-test
pre-test
Based on the data above, it could be inferred that 24 students (82%) were not successful and 5other students (17%) were successful.
The successful students were those who got the minimum mastery criteria at SMA Purnama Trimurjo at least 70. The successful students were fewer than those unsuccessful students. From the pre-test result, the researcher got the average of 49,93, so the result was unsatisfied.
Therefore, theresearcher used synonym and antonym context clue to improve the students‟ reading comprehension ability.
b. Cycle I 1) Planning
In this stage the researcher and the collaborator prepared several things related to teaching and learning process such as: preparing the lesson plan, preparing the material, making the items that will be examined as the pre test and post test 1 in the cycle 1.
2) Acting
a) The first meeting
The first meeting was conducted on Sunday, 28th October 2019 at 12.30 until 14.00 and followed by 29 students. Based on the result pretest score, the researcher has identified and found the problems after taking student‟s pretest score. The first meeting was treatment. The researcher as an English teacher in the classroom. The meeting was started by praying, greeting, checking student‟s attendance list and asking student‟s condition.
The researcher explained about descriptive text that identified about person, place and thing.
For the beginning, the researcher started to introduce the procedure of method that was used in the learning process, then started to deliver the material. The researcher gave a text book about „The Giraffe‟ and asked the students to read it. Then, the researcher asked the students to read through the text once and circled the unfamiliar words without looking the meaning in the dictionary.
Moreover, the researcher asked the students to decide the part of speech of the unfamiliar words. Now I want to ask you. What is the type of the text? Some students answered “descriptive text”, some students kept silent, and two students answered “narrative text”. The researcher said “Good! The type is descriptive text.
Today we will discuss together about synonym and antonym.
Next, the researcher asked students to look at the wider context clues, such as synonym and antonym. Moreover, the researcher also explained about synonym and antonym. The researcher told students “today, we are going to learn more about synonym and antonym”. The teacher asked students “do you know about synonym and antonym” could you give an example about synonym in the classroom. The researcher asked students to make a guess to the meaning of the unfamiliar words. One of
students answers the question. He said that an example of synonym in people the classroom such high, big, small, beautiful and angry. But, he didn‟t understand the unfamiliar meaning and classified of synonym. Then, the researcher gave explanation about the meaning of synonym and antonym. Synonym was similar meaning, and antonym was the opposite meaning in word.
Then, the researcher gave new vocabulary for examples:
fallacious, misleading and somnolent. Next, the researcher gave the students descriptive text and asked the students to read the text. Futhemore, the researcher asked the students to underline keyword in the text. After that, the researcher asked the students to make notes and conclusion about the keyword that they underline.
When the time was up, the researcher called the name one of students than were standing up. The researcher gave the same question for all students who had the name and they answered it.
Then, the researcher had written the words that difficult for students to memorize. In the end of meeting, the teacher gave motivation to the students and stimulating the student to conclude the material. Finally, the researcher Closing the meeting.
b) The second meeting
The second meeting was conducted on Tuesday, October 29st 2019 at 12.30 until 14.00. For 2x45 minutes after the students
given the action. The researcher began the lesson by praying, greeting, checking attendance list and asking the students‟
condition. The activity continue by giving some explanation more about descriptive text how to a play synonym and antonym context clue to understanding. Then, the end this meeting the researcher gave post test cycle I with similar task on pre test before. Kinds of the test were multiple choices which consisted of 25 items. The result of the students‟ test in post test 1 was better than test in pre-test before.
Table 10
The Data of Students‟ Post-test 1 score
No Students’ Name Score Category
1 BA 60 Incomplete
2 DAK 44 Incomplete
3 EF 72 Complete
4 EH 40 Incomplete
5 FA 72 Complete
6 FS 52 Incomplete
7 HC 72 Complete
8 JFD 76 Complete
9 JK 72 Complete
10 KW 76 Complete
11 LS 72 Complete
12 MEI 72 Complete
13 MS 68 Incomplete
14 NFS 72 Complete
15 OJ 60 Incomplete
16 PA 64 Incomplete
17 PS 72 Complete
18 RA 72 Complete
19 RD 60 Incomplete
20 RDS 72 Complete
21 ROH 60 Incomplete
22 RRU 52 Incomplete
23 SA 60 Incomplete
24 SBF 72 Complete
25 SBW 80 Complete
26 SMR 80 Complete
27 THD 60 Incomplete
28 TRI 68 Incomplete
29 YDS 44 Incomplete
TOTAL 1896
AVERAGE 65,37
Table 11
The Frequency of Students‟ Score in Post-test 1
NO Grade Frequencies Percentage Explanation
1 >70 15 51,72 Complete
2 < 70 14 48,27 Incomplete
TOTAL 29 100%
Source: The result score of reading post test 1 at the tenth grade of SMA Purnama Trimurjo on November 5st 2019.
Graph 5
The graph of students’ score at post test 1
Based on the result above, it could be seen that 14 students (48,27%) got score up to the standard and 15 students (51,72%) got score less than the standard. It was higher than the result of pre- test. The criterion of students who were successful in mastering the material should get minimum mastery criteria, at least 70. Learning process was said success when 75% students got score ≥70. The fact showed that the result was unsatisfying.
46%
47%
48%
49%
50%
51%
52%
≥ 70 < 70
52%
48%
post-test 1
Post- test 1
3) Observing
In observation of researcher action, the collaborator observed the students‟ activities. The re searcheras a teacher gave material about reading text especially descriptive text by using synonym and antonym context clue strategy.
While the treatment was being executed, the student activities during the learning process were also being observed by the observer. The students who were active in discussion would get the point by ticking it on the observation sheet for meeting 1 and meeting 2. The indicators of the students‟ activities were:
a) Some students were not active in the learning process.
b) Some of the students still had difficulties in identify the meaning of words and information of the text.
The result of the students‟ learning activities could be seen as follow:
Table 12
The Students‟ Activities Observation in Cycle I No Student‟s
Name
The students pay attention of teacher‟s explanation
The students ask
& answer quastion
The students are active in
class
The students are able to do
the task
1 BA √
2 DAK √ √ √
3 EF √ √ √
4 EH √
5 FA √ √ √
6 HC √ √
7 JFD √ √ √
8 JK √ √
9 KW √ √ √ √
10 LS √ √
11 MEI √ √ √
12 MS √
13 NFS √
14 OJ √ √
15 PA √ √
16 PS √
17 RA √ √ √ √
18 RD √ √ √
19 RDS √ √
20 ROH √ √
21 RRU √
22 SA √ √
23 SBF
24 SBW √ √ √ √
25 FS √ √ √
26 SMR √ √ √
27 THD √ √
28 TRI √ √ √
29 YDS √ √ √ √
Total 21 19 12 15
Table 13
The Frequency Students‟ Activities in Cycle I
No Students Activities Frequency Percentage 1 Pay attention of the teacher
explanation
20 68.96%
2 The students‟ ask/answer question
19 65.51%
3 The students active in the class
12 41.37 %
4 The students able do the task 15 51.72%
Total Students 29
Source: The activityof post test 1 at the tenth grade of SMA Purnama Trimurjo on November 5st 2019.
Graph 6
The graph of students’ activity in cycle 1
The table showed that not all the students‟ active in learning process. There were 20 students (68,96%) who gave attention to the teacher explanation. 19 students (65,51%) who understood the materials, 12 students (41,37%) were able to do the task and 15 students (51,72%) who active in the class.
4) Reflecting
The learning process by using synonym and antonym context clue in cycle 1 has finished. The total score of students reading comprehension ability at pre test is 14.48 and the average is 49.93 and post test cycle 1 is 1896 and the average score is 65.37. From the
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
Activity 1 Activity 2 Activity 3 Activity 4 68,96% 65,51%
41,37%
51,72%
The Student's activity in cycle 1
the student's activity in cycle 1
result cycle 1, it showed that there was improved of the result pre test and post test 1. The students were interested enough in learning process. But, the result was unsuccessful. the students who passed the minimum passing grade was 5 students in pre-test and 15 students in the post-test. Therefore, the research will be continue in cycle 2. The comparison between post-test score and post-test I score was as follow:
Table 14
The Comparison Between Pre-test and Post-test I Score in Cycle I No Students’
Name
Pre Test
Post Test
Improving Explanation
1 BA 36 60 24 Improved
2 DAK 28 44 16 Improved
3 EF 56 72 16 Improved
4 EH 20 40 20 Improved
5 FA 40 72 32 Improved
6 FS 40 52 12 Improved
7 HC 40 72 32 Improved
8 JFD 20 76 56 Improved
9 JK 72 72 0 Constant
10 KW 72 76 4 Improved
11 LS 60 72 12 Improved
12 MEI 60 72 12 Improved
13 MS 52 68 16 Improved
14 NFS 60 72 12 Improved
15 OJ 52 60 8 Improved
16 PA 64 64 0 Constant
17 PS 40 72 32 Improved
18 RA 48 72 24 Constant
19 RD 36 60 36 Improved
20 RDS 72 72 0 Constant
21 ROH 44 60 I6 Improved
22 RRU 52 52 0 Constant
23 SA 52 60 8 Improved
24 SBF 56 72 16 Improved
25 SBW 72 80 8 Improved
26 SMR 72 80 8 Improved
27 THD 40 60 20 Improved
28 TRI 52 68 16 Improved
29 YDS 40 44 4 Improved
TOTAL 1448 1896 460
AVERAGE 49,93 65,37
High Score 72 80
Low Score 20 44
Table 15
The Comparison of Students‟ Pre-Test and Post-Test I in Cycle I Interval Pre-Test Post-Test I Explanation
>70 17% 52% Complete
< 70 83% 48% Incomplete
Total 29 29
Graph 7
The Graph of Students’ Pre test and Post test 1
c. Cycle II 1) Planning
Based on the result in cycle 1, the result showed failure. So, the reseacher try to evaluate and and arrange the planning for cycle 2. In this cycle, the researcher would give explanatiom more about context clue. The researcher prepared lesson plan, material, observation sheet for students, and post test2.
2) Acting
a) The first meeting
The first meeting was conducted on Tuesday, November 12st 2019 at 12.30 until 14.00 followed by 29 students. The researcher began the lesson greeting, praying, checking attendance list and
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
>70 <70
17%
83%
52%
48%
pre test post test
asking the students‟ condition. The researcher continued the material in the last meeting, explained the generic structure and tenses in the text.
Next, the researcher gave the students descriptive text and asked the students to read the text. Then, the researcher asked the students to underline keyword in the text. After that, the researcher asked the students to make notes and conclusion about the keyword that they underline. When the time was up, the researcher called the name one of students than were standing up.
The researcher gave the same question for all students who had the name and they answered it. In this stage, the students were very active in following the lesson. It might be caused they could adapt the condition of the class. The students looked getting more spirit and enthusiasm in following learning process. It looked from their activeness in the class. The good condition of the environment of the class was very helpful in teaching learning process.
Then, the researcher gave the explanation to all of the students about the problem of reading comprehension ability that often faced by the students through the effective strategy; by using synonym and antonym context clue.
b) The second meeting
The second meeting in cycle 2 was conducted on Tuesday, November 19st 2019. The researcher began the lesson by praying, greeting students, checking attendance list and asking student‟s condition. The researcher reviewed material in the last meeting about noun and adjective in the descriptive text. The researcher gave written test for students. There were 10 multiple choice and 10 match question and answer.
c) The third meeting
The third meeting was conducted on Tuesday, November 26th 2019. The researcher began the lesson by praying together, greeting students, checking student‟s attendance list and asked student‟s condition. Then, the researcher gave time 30 minutes to students to finish their test. In this section, the researcher got the result of student‟s post test cycle 2. The result can be seen on the table below:
Table 16
The Data of Students‟ Post Test II score
No Students’ Name Score Category
1 BA 68 Incomplete
2 DAK 72 Complete
3 EF 88 Complete
4 EH 76 Complete
5 FA 76 Complete
6 FS 72 Complete
7 HC 84 Complete
8 JFD 76 Complete
9 JK 80 Complete
10 KW 92 Complete
11 LS 80 Complete
12 MEI 76 Complete
13 MS 72 Complete
14 NFS 76 Complete
15 OJ 72 Complete
16 PA 72 Complete
17 PS 84 Complete
18 RA 72 Complete
19 RD 68 Incomplete
20 RDS 76 Complete
21 ROH 72 Complete
22 RRU 68 Incomplete
23 SA 76 Complete
24 SBF 76 Complete
25 SBW 92 Complete
26 SMR 84 Complete
27 THD 80 Complete
28 TRI 84 Complete
29 YDS 72 Complete
TOTAL 2236
AVERAGE 77,10
Table 17
The Frequency of Students‟ Score in Post-test 1I
NO Grade Frequencies Percentage Explanation
1 >70 26 89 % Complete
2 < 70 3 11% Incomplete
TOTAL 29 100%
Source: The result score of reading post test II at the tenth grade of SMA Purnama Trimurjo on November26th 2019.
Graph 8
The Graph of Students’ Score at Post test 2
Based on the figure 8 above, it could be inferred that 26 students (89%) were successful and 3 other students (11%) were not successful. From the post test 2 results, the researcher got the average of 77%. It was higher than post test 1 in cycle I.
3) Observing
In this step, the researcher presented the material by using synonym and antonym strategy. In learning process, there were also four indicators used to know the students‟ activities like in learning process previously. Based on the result of the observation sheet in cycle II, the researcher indicated that learning process in cycle II was successful. The result score of students‟ learning activities observation, as follow:
0%
20%
40%
60%
80%
100%
<70 >70
11%
89%
Post-test 2
Post-test 2