CHAPTER IV.FINDINGS AND DISCUSSION
B. Discussion
In this part, the discussion deals with the interpretation of findings derived from the result of findings about the students main ideas, details and conclusion in reading comprehension. Based on the problem statement, they are (1). How is the improvement students’reading comprehension to identify the literal of paragraphs in the text through Construction Integration Model ? (2). How is the improvement students’reading comprehension to identify the interpretative of paragraphs in the text through Construction Integration Model ?.The observation result of the students’reading comprehension in terms of literal comprehension that deals main idea and details, interpretative that deals conclusion. The application of Construction Integration Model in teaching reading material at Madrasah Aliyah Muhammadiyah Limbungcan improve of the students understanding and achievement in learning process.
1. The Students’ Improvement of Interpretative in Reading Comprehension through ConstructionIntegration Model.
The description of data analysis through the test as explain in previous finding section showed that the students’ comprehension about improvement in main idea, details achievement by using Construction Integration Model is significant. It is supported by result of the test value in cycle II was greater than test value of cycle I.
Based on the data of the results of the observation indicated that some students still lack of main ideas D-test, where as 3students (9.37%) got fairly good, 8 students (25%) get poor, and 21 students (65.63%) get very poor.
Therefore, after action again and evaluation in the cycle I, where as 5 students (15.63%) got excellent, 7 students (21.87%) got fairly good , 14 students (43.75%) got poor and this means also that the target in cycle I has not been achieved yet. So, the researcher decided to organize of cycle II, where as 12students (37.5%) got excellent, 11 students (34.37%) got fairly good, and 7 students (21.87%) got poor, and 2 students (6.26%). Therefore, there is a significant improvement of the students’through Construction Integration Model.
The result of the observation indicated that some students’ details D-test, where 1 student (3.12%) got fair, 6 students (18.75%) got poor, 25 students (78.13%) got very poor. Therefore after evaluation in cycle I, where as 6 students (18.75%) got excellent, 1 student (3.12%) got very good, 3 students (9.37%) got good, 7 students (21.88%) got fairly good, 9 students (28.12%) got fair, 6 students (18.75%) got poor. So, the researcher decided to organize of cycle II, where as 7 students (21.88%) got excellent, 5 students (15.62%) got very good, 5 students (15.62%) got good, 6 students (18.75%) got fairly good, 7 students (21.88%) got fair, 2 students (6.25%) got poor. Therefore, there is a significant improvement of the students’ through Construction IntegrationModel.
2. The Students’ Improvement of Interpretative in Reading Comprehension through Construction Integration Model.
The description of data analysis through the test as explain in previous finding section showed that the students’ improvement of conclusion in reading comprehension by using Construction Integration Model is significant. It is
supported by result of the test value in cycle II was greater than test value of cycle I.
Based on the data of the results of the observation indicated that some students still lack of conclusion D-test, where as 4 students (12.5%) got fairly good, 11 students (34.37%) got poor, 17 students (53.13%) got very poor.
Therefore, after action again and evaluation in the cycle I, where as 5 students (15.62%) got excellent, 5 students (15.62%) got fairly good, 14 students (43.76%) got poor, 8 students (25%) got very poor, and this means also that the target in cycle I has not been achieved yet. So, the researcher decided to organize of cycle II, where as 10 students (31.25%) got excellent, 12 students (37.5%) got fairly good, 9 students (28.13%)got poor, 1 student (3.12%) got very poor. Therefore, there is a significant improvement of the students’ through Construction Integration Model.
The data above showed the scores of the students improving. Some of the indicators were successful although some indicators did not increase yet. The table above showed that there was differentiation between first cycle and second cycle, where in second cycle some of the students have increasing significantly than before.
CHAPTER V
CONCLUSION AND SUGGESTION
The chapter consists of two sections. The first section deals with the conclusion of the finding, and the second one deals with suggestions that cover recommendation concerning the classroom implication of the findings and for further related researcher.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher makes inferential in the following conclusion.
1. The use of Construction Integration Model can improve the students’
literal comprehension in terms of finding the main ideas, where the score of D-test (3.59%), cycle I (5.10%), and cycle II (7.57%), from D-tes to cycle I (1.51%), cycle I to cycle II (2.47). And the score of supporting details of D-test (3.10%), cycle I (5.54%) and cycle II (7.95%), from D- test to cycle I (2.44%), cycle I to cycle II (2.41%)of the students at the first grade of Madrasah Aliyah Muhammadiyah Limbung.
2. The use of Construction Integration Model can improve the students’
interpretative comprehension in terms of finding the conclusion, where the score of D-test (3.90%), cycle I (5.62%), and cycle II (7.42%), from D-tes to cycle I (1.72), cycle I to cycle II (1.8%) of the students at the first grade of Madrasah Aliyah Muhammadiyah Limbung.
3. The use of Construction Integration Modelcan make the students active in learning process. And the activeness of cycle II is taller than cycle I (70.89%> 64.64%).
B. Suggestion
To improve the reading comprehension command of the students, the researcher puts forward these suggestions:
1. The researchers in the future are suggested that they develop these research findings to investigate the reading comprehension in any level of students, especially senior high school level. Moreover, the use of classroom action research as research design can be first research implication to secure the issues or problem in improving the students’
reading comprehension.
2. The students is also more cheerful to get active independent and diligent to follow the class. They can do all their activities together and also share their information to each other.
3. The researcher conducts similar researches for getting better result of the research, so that the students get increase in their learning.
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Carnine, in ikbal, (2011). Direct Interaction Reading Second Edition USA. Merill Publishing Company.
Carrel and Patricia. (1988). Interactive Approach to Second Language Reading.
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Cathleen. (1991). AnOverview of Construction Integration Model: a Theory of Comprehension as a Foundation for a New Cognitive Architecture. New York: Sigart.
Dolores in Aulia, (2005). Improving The Students’ Reading Ability By Using Directed Activities Related to The Text. Makassar: UMM.
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Longman Inc.
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Cambridge University Press.
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Heinemann English Teaching.
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Reading Comprehension: Swinburne University of Technology.
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Appendix A Cycle 1
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1
Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah langkah retorika dalam menggunakan teks tulis essay secara akurat, lancar dan berterima dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, recount and procedure.
Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative
-Mengindentifikasi berbagai makna teksS A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
- Memahami makna teks essay yang berbentuk narrative.
- Mampu menemukan ide pokok teks yang di baca.
- Mengidentifikasi berbagai makna dalam teks narrative.
B. Materi Pembelajaran
a. Teks essei pendek berbentuknarrative Lake Toba
Long time ago, there was a boy who roamed around the world. He stayed near a river.
One afternoon, he fished near the river and got a very big fish. He felt happy and surprised. Then he brought it home. The fish changed into a beautiful woman.
And the scales of fish became gold coins. They got married. The boy promised not to tell the origin of his wife to other people. They had a son but he was very naughty and lazy. Once day, the son was ordered to send meal to his father who was working in the farm. On the way the son ate some of meal and left the rest for his father. Thus, his father got angry, so he hit his son and said, “how naughty you are. No wonder, you are really a fish child!” the son told his mother what his father said. The woman was sad because her husband had broken his promise.
Finally, the woman went away and jump into the river. When the woman jumped into the river, it was raining heavily. The river was flooded. Then the area around the river become a large lake. Now, People call it Lake Toba.
b. Kosa kata terkait teks narrative
- Long time ago - gold coins
- River - no wonder
- Fish - naughty
- Farm - etc
c. Ciri kebahasaan teks narrative
Menggunakan kalimat bentuk past tense
Misalnya : - there was a boy who roamed around the world -The fish changed into a beautiful woman - etc
C. Metode Pembelajaran: Construction Integration Model
D. Langkah-langkah Kegiatan Pembelajaran.
No Langkah-Langkah Pembelajaran Waktu
1 Pertemuan 1 (2 x 45 menit) 1. Kegiatan awal
- Salam dan doa
- Tanya jawab tentang kondisi siswa
- Memotivasi siswa akan pentingnya menguasai materi - Menginformasikan kepada siswa manfaat keterampilan
membaca.
2. Kegiatan Inti
- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.
- Guru memperkenalkan topic yang akan dibahas.
- Guru membagikan teks kepada siswa dan memberikan
15 menit
60 menit
instruksi untuk memprediksikan maksud dari judul bacaan tersebut.
- Siswa diminta untuk mengerjakan teks tersebut secara individu.
- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:
nama, tempat kejadian, tanggal dan kapan terjadinya.
- Guru meminta siswa untuk menyimpulkan apa yang mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.
3. Kegiatan Akhir
- Menanyakan kesulitan siswa selama proses belajar mengajar
- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran
15 Menit
E. Sumber pembelajaran
- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian
Teknik : Tes tulis
Bentuk : Membaca nyaring dan Pertanyaan tertulis I. Instrumen
a. Read the text carefully
b. Answer the following questions based on the text above!!
1. What is the mind idea of the text ?
2. Explain by your own word about the mind idea you have found.
3. What are the meaning of :
a. Roamed e. Promised
b. Fished f. Went away
c. Scales g. Flooded
d. Naughty and lazy h. Meal 4. When the woman jumped into the river?
5. Make conclusion base on the text above!
Rubrik penilaian
No Criteria Score
1 2 3 4 5
1 Full and correct answer 20 20 20 20 20
2 Short answer 15 15 15 15 15
3 Incorrect answer 5 5 5 5 5
4 No answer 0 0 0 0 0
Students’ correct answer
Score = X 10 Maximun Scor
Makassar, 2013
Peneliti
Rismayanti
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1
Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah langkah retorika dalam menggunakan teks tulis essay secara akurat, lancar dan berterima dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, recount and procedure.
Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative
-Mengindentifikasi berbagai makna teks A.Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
- Memahami makna teks essay yang berbentuk narrative.
- Mampu menemukan ide pokok teks yang di baca.
- Mengidentifikasi berbagai makna dalam teks narrative.
B. Materi Pembelajaran
a. Teks essei pendek berbentuk narrative Malin Kundang
Long time ago An old woman and her son lived in a little village. Her son was called Maim Kundang. They were very poor but they loved each other very much.
One day Malin Kundang told his mother that he would go to the town and work there. At first his mother did not allow him but finally she let him go with tears.
Malin Kundang worked hard in a big town and in a short time he become a rich man However he completely forgot his poor mother.
Some years later he sailed to a harbour near his village. When his mother heard about this news she came for meet him. Maim Kundang pretended not to know her. He said, ‘You are not my mother! Go away!” Hi mother become very sad and before she went away, she said, “Oh, Malin Kundang, you are wicked son. You’ll never be safe now. You and your money will turn to stone”.
Some days later his ship left the harbour. The sea was calm but when he reached the open sea, there was a great storm The ship was drowned Malin Kundang and his money changed into a stone.
Now people call it Batu Malin Kundang. We can see the stone from Air Manis, a village on the coast of West Sumatra, near Padang.
C. Metode Pembelajaran: Construction Integration Model.
D. Langkah-langkah Kegiatan Pembelajaran.
No Langkah-Langkah Pembelajaran Waktu
1 Pertemuan 1 (2 x 45 menit) A. 1. Kegiatan awal
- Salam dan doa
- Tanya jawab tentang kondisi siswa
- Memotivasi siswa akan pentingnya menguasai materi - Menginformasikan kepada siswa manfaat keterampilan
membaca.
B. 2. Kegiatan Inti
- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.
- Guru memperkenalkan topic yang akan dibahas.
- Guru membagikan teks kepada siswa dan memberikan instruksi untuk memprediksikan maksud dari judul bacaan tersebut.
- Siswa diminta untuk mengerjakan teks tersebut secara individu.
- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:
nama, tempat kejadian, tanggal dan kapan terjadinya.
- Guru meminta siswa untuk menyimpulkan apa yang 15 menit
60 menit
mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.
3. Kegiatan Akhir
- Menanyakan kesulitan siswa selama proses belajar mengajar
- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran
15 menit
E. Sumber pembelajaran
- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian
Teknik : Tes tulis
Bentuk : Membaca nyaring dan Pertanyaan tertulis Instruments :
a. What is the mind idea the text about?
b. Explain by your own word about the mind idea you have found 1. They were very poor (paragraph 1 line 2)..the antonym of poor
is :
a. Big c. small
b. Rich d. large
2. Her mother said that Malin kundang is :
a. Kind son c. wicked son
b. Naughty son d. virtuous son
3. “Now people callit Batu Malin Kundang”(paragraph 6 line 1).
It refer to ….
a. Sea c. money
b. Ship d. stone
4. The moral value from the story is …………..
a. Don’t waste money
b. Respect your mother and don’t make her sad if you want the good life
c. Love is something that we must keep d. Be careful with your words
5. Make conclusion based on the text above!
Rubrik penilaian
No Criteria Score
1 2 3 4 5
1 Full and correct answer 20 20 20 20 20
2 Short answer 15 15 15 15 15
3 Incorrect answer 5 5 5 5 5
4 No answer 0 0 0 0 0
Students’ correct answer
Score = X 10 Maximun Score
Makassar, 2013
Peneliti
Rismayanti
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : Madrasah Aliyah Muhammadiyah Limbung Kelas/Semester : X/1
Aspek/skill : Reading (Membaca) Alokasi waktu : 2 x 45 menit
Standar Kompetensi : Memahami makna teks tulis fungsional pendek dan essay sederhana berbentuk narrative, recount, procedure dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan langkah langkah retorika dalam menggunakan teks tulis essay secara akurat, lancar dan berterima dalam konteks kehidupan sehari hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, recount and procedure.
Indikator :-Mengindentifikasi ide pokok teks narasi yang telah dibaca -Memahami isi teks berbentuk narative
-Mengindentifikasi berbagai makna tsks
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
- Memahami makna teks essay yang berbentuk narrative.
- Mampu menemukan ide pokok teks yang di baca.
- Mengidentifikasi berbagai makna dalam teks narrative.
B. Materi Pembelajaran
Teks esei pendek berbentuk narative
Summer holiday
Last summer holiday, my family and I spent one night at the countryside. We stayed in a small house. It had a big garden with lots of colorful flowers and a swimming pool.
First. We made a fire in front of the house. Then, we sat around the fire and sang lots of song together. After that, we came into the house and had dinner.
Next, we sat in the living room and watched a movie. Finally, everybody fell asleep there.
We woke up very late in the morning and had breakfast. In the afternoon we went home. We were all very happy.
C. Metode Pembelajaran: Construction Integration Model
D. Langkah-langkah Kegiatan Pembelajaran.
No Langkah-Langkah Pembelajaran Waktu
1 Pertemuan 1 (2 x 45 menit) 1. 1. Kegiatan awal
- Salam dan doa
- Tanya jawab tentang kondisi siswa
- Memotivasi siswa akan pentingnya menguasai materi
15 menit
- Menginformasikan kepada siswa manfaat keterampilan membaca.
2. Kegiatan Inti
- Guru menjelaskan metode yang akan di gunakan yaitu Construction Integration Model.
- Guru memperkenalkan topic yang akan dibahas.
- Guru membagikan teks kepada siswa dan memberikan instruksi untuk memprediksikan maksud dari judul bacaan tersebut.
- Siswa diminta untuk mengerjakan teks tersebut secara individu.
- Siswa diminta untuk mengungkapkan apa saja yang mereka ketahui tentang main idea, supporting detail, yakni yang berhubungan dengan bacaan misalnya:
nama, tempat kejadian, tanggal dan kapan terjadinya.
- Guru meminta siswa untuk menyimpulkan apa yang mereka temukan dalam bacaan tersebut sesuai dengan bahasa sendiri.
e. Kegiatan Akhir
- Menanyakan kesulitan siswa selama proses belajar mengajar
- Guru menyimpulkan materi yang telah di ajarkan - Guru menutup kegiatan pembelajaran
60 menit
15 menit
E. Sumber pembelajaran
- Book and Tape Script Look Ahead X - Conversation for everyday situations F. Penilaian
Teknik : Tes tulis
Bentuk : Membaca nyaring dan Pertanyaan tertulis Instruments :
a. Read the text carefully!
b. What is the mind idea the text about?
c. Explain by your own word about the mind idea you have found.
d. Make conclusion base on the text above!
Rubrik penilaian
No Criteria Score
1 2 3 4 5
1 Full and correct answer 20 20 20 20 20
2 Short answer 15 15 15 15 15
3 Incorrect answer 5 5 5 5 5
4 No answer 0 0 0 0 0
Students’ correct answer
Score = X 10 Maximun Score
Makassar, 2013 Peneliti
Rismayanti