CHAPTER IV FINDING AND DISCUSSION
B. Discussion
The research findings indicated that the students’ reading comprehension by using Blog showed the improvement of the students reading comprehension in the term of main idea and conclusion. From the improvement showed the process in pretest and post test. The result of the students reading in pretest was low, especially in finding the main idea and conclusion. It showed that the students could not express their ideas and their understandable. It was before using Blog in reading activity.
Based on the problem above, the writer gave the treatment by using Blog, so that the students could show the improvement in post-test. In pretest, only gave the exercise (reading text) to know their prior knowledge before using Blog.
At the beginning, their reading comprehension was very bad. Almost of them were confused and spent much time to think about the meaning of the word in the reading text. They only read, but they did not understand about how to find out the main idea, supporting idea, and conclusion of the reading text.
The writer gave the treatment by using Blog. As the result, students become active and enjoy in reading activity. They would be easy to do the reading activity. Most of their utterance were correct and no need to read for a long time to understand what they read.
41
The description of the data collection through reading test as explained to the previous finding section that the students’ achievement after using Blog was significant. In using Blog in reading activity, the writer found that the mean score of post-test students’ achievement is greater than pretest. In table 4.1 showed that the score of find out the main idea which the mean score of pretest was 69 and after using Blog, the mean score of post-test was 77.2. Meanwhile, the means score of find out the main idea in pretest was 67.3 and the mean score of find out the conclusion in post-test was 75. Therefore, the writer indicated that there was a significant improvement after using Blog in the treatment.
According to Poling in DeLallo (2011: 3) suggested that Blog is application that allows for enhanced comprehension and communication among students as well as the ability to build deeper understanding across the curriculum. So, based on the statement before, the writer believed that the use of Blog in reading activity can help the students to interest in doing reading activity and it could make the students understand about the main idea and conclusion of reading text that they read. Then, the use of Blog gave more good contributon for the students to explore their reading skill and their understandable because the students can read the text whenever and wherever they are.
In addition, Ducate and Lomicka in VanEpps, (2012: 4)stated that the function in using Blog inthe clasroom is to increase opportunities for interaction outside of the traditional classroom, teachers are beginning to employ different types of social software such as blogs, wikis, chat or instant messaging.
42
Through the result of pre-test and post-test, the result of t-test value of the level of the significant = 0.05, degree of the freedom (df) = 20 indicated that t- table value was 2.08 and t-test value was 15.6. Therefore, it can be concluded that statistically hypothesis of HI was accepted and the statistically hypothesis of HO is rejected. It meant that the use of Blog in teaching reading comprehension could improve the students’ comprehension of reading.
By seeing the effectiveness of the students’ literal and interpretive comprehension in reading skill. It was concluded that the use of Blog improve the students’ comprehension in literal and interpretive in reading. It could be showed from the students’ reading test in pretest and posttest. In pre-test, some students were difficult to answer the questions and find out main idea, conclusion. But, the students’ reading comprehension in post-test, which the content of reading comprehension could be understand. And then, the students were easy to answer the questions and find out main idea, conclusion.
43 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the Experimental Research about the Use of Blog in teaching reading comprehension and based on the writer findings in the previous chapter, the writer concluded that:
1. The use of Blog is effective to increase the students’ literal reading comprehension in main idea, it was proved by the mean score of literal comprehension before and after giving treatment is 69 becomes 77.2improve 11.8% with the t-test value main idea comprehension is greater than t-table (8.0> 2.08)at the Eleventh Grade Students of SMA Batara Gowa.
2. The use of Blog is effective to increase the students’ interpretive reading comprehension in conclusion, it was proved by the mean score interpretive comprehension before and after giving treatment is 67.3 becomes 75 improve 11.4% with the t-test value interpretive comprehension is greater than t-table (7.6> 2.08). The result of calculating t-test of the indicators in the student’s t-test reading comprehension (literal and interpretive comprehension) is greater than t-table 15.6> 2.08. It means that there is significance difference between before and after giving the treatment at the Eleventh Grade Students.
44 B. Suggestion
Based on the conclusion above, the writer presents some suggestions as follows:
1. It is suggested to the teacher especially for the English Teacher at the Eleventh Grade Students of SMA Batara Gowa, to use a Blog as one alternative among other teaching that can be used in teaching reading comprehension.
2. It is suggested to the English Teacher at English Teacher at the Eleventh Grade Students of SMA Batara Gowa, to use a Blog in presenting the reading comprehension materials because it is effective to increase the students’ reading comprehension.
3. It is suggested to the next writer to use this thesis as an additional reference.
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62
62 A.1 The Students’ Row Scores of Pre-test A.2. The Students’ Row Scores of Post-test
A.3.The students’ Scores of Pretest
X1 and Post-test
X2 , Gain/Difference between the Matched Pairs (D), and Square of the Gain
D2A.4. Scoring Classification of the students pretest and posttest
A.5. Calculation of the Mean Score of Students’ Reading Comprehension A.6. The Percentage of the Students’ Development in Reading Comprehension A.7. Calculating test of significance
A.8. Table distribution of T-Value
APPENDIX A
63
63 APPENDIX A.1
The Students’ Row of Pre-test
Respondents Pre-test
Literal Comprehension Interpretative Comprehension
Main Idea Conclusion
Abdul Harun 70 75
Anjelus Sapong 75 70
Arham 65 60
Asrul B 68 65
Fadil 55 65
Flora Hayati 65 70
Haryanti Yostan 75 65
Ismail Rifki Syahrani 60 55
Muh. Dandi 75 65
Muh. Ridho 80 75
Muhammad Tamrin 72 70
Muhammad Rais 75 64
Muhammad Syafaat 60 60
Nur Asia 75 70
Paulina Asri 70 75
Rahman Sudirman 70 65
Suci Sutra Syam 75 80
Tanisa Putri 65 65
Aditya Santoso 60 65
Sarianus Nelbut 75 75
Nurhafsani 65 60
Total
X= 1450 X= 1414
Mean Score (X) X= 69 X= 67,3
64
64 APENDIX A.2
The Students’ Row of Post-test
Respondents
Post-test
Literal Comprehension Interpretative Comprehension
Main Idea Conclusion
Abdul Harun 80 85
Anjelus Sapong 85 85
Arham 70 70
Asrul B 75 75
Fadil 60 65
Flora Hayati 70 75
Haryanti Yostan 80 80
Ismail Rifki Syahrani 65 70
Muh. Dandi 75 65
Muh. Ridho 90 85
Muhammad Tamrin 80 75
Muhammad Rais 80 70
Muhammad Syafaat 75 65
Nur Asya 85 80
Paulina Asri 80 85
Rahman Sudirman 80 75
Suci Sutra Syam 90 85
Tanisa Putri 82 70
Aditya Santoso 75 75
Sarianus Nelbut 80 80
Nurhafsani 65 60
Total ∑ = 1622 ∑ = 1575
Mean Score (X) X= 77,2 X= 75
65
65 APPENDIX A.3
The students’ Scores of Pretest and Post-test , Gain/Difference between The matched pairs (D), and Square of the Gain
1. Literal Comprehension
Respondents
Literal Comprehension
Pre-test Post-test D (X2-X1) D2
Abdul Harun 70 80 10 100
Anjelus Sapong 75 85 10 100
Arham 65 70 5 25
Asrul B 68 75 7 49
Fadil 55 60 5 25
Flora Hayati 65 70 5 25
Haryanti Yostan 75 80 5 25
Ismail Rifki Syahrani 60 65 5 25
Muh. Dandi 75 75 0 0
Muh. Ridho 80 90 10 100
Muhammad Tamrin 72 80 8 64
Muhammad Rais 75 80 5 25
Muhammad Syafaat 60 75 15 225
Nur Asya 75 85 10 100
Paulina Asri 70 80 10 100
Rahman Sudirman 70 80 10 100
Suci Sutra Syam 75 90 15 225
Tanisa Putri 65 82 17 289
Aditya Santoso 60 75 15 225
Sarianus Nelbut 75 80 5 25
Nurhafsani 65 65 0 0
Total ∑ =1450 ∑ =1622 ∑ =172 ∑ = 1852
66
66 2. Interpretive Comprehension
Respondents Interpretive Comprehension Pre-test Post-test D (X2-X1) D2
Abdul Harun 75 85 10 100
Anjelus Sapong 70 85 15 225
Arham 60 70 10 100
Asrul B 65 75 10 100
Fadil 65 65 0 0
Flora Hayati 70 75 5 25
Haryanti Yostan 65 80 15 225
Ismail Rifki Syahrani 55 70 15 225
Muh. Dandi 65 65 0 0
Muh. Ridho 75 85 10 100
Muhammad Tamrin 70 75 5 25
Muhammad Rais 64 70 6 36
Muhammad Syafaat 60 65 5 25
Nur Asya 70 80 10 100
Paulina Asri 75 85 10 100
Rahman Sudirman 65 75 10 100
Suci Sutra Syam 80 85 5 25
Tanisa Putri 65 70 5 25
Aditya Santoso 65 75 10 100
Sarianus Nelbut 75 80 5 25
Nurhafsani 60 60 0 0
Total ∑ =1414 ∑ =1575 ∑ =161 ∑ =1661
67
67 APPENDIX A.4
1. Scoring Classification of the students pretest and posttest Literal
Respondents
Literal Comprehension
Pre-test Classification Post-test Classification
Abdul Harun 70 Fairly Good 80 Good
Anjelus Sapong 75 Fairly Good 85 Good
Arham 65 Fairly 70 Good
Asrul B 68 Fairly Good 75 Fairly Good
Fadil 55 Poor 60 Fairly
Flora Hayati 65 Fairly 70 Fairly Good
Haryanti Yostan 75 Fairly Good 80 Good
Ismail Rifki Syahrani 60 Fairly 65 Fairly
Muh. Dandi 75 Fairly Good 75 Fairly Good
Muh. Ridho 80 Good 90 Very Good
Muhammad Tamrin 72 Fairly Good 80 Good
Muhammad Rais 75 Fairly Good 80 Good
Muhammad Syafaat 60 Fairly 75 Fairly Good
Nur Asya 75 Fairly Good 85 Good
Paulina Asri 70 Fairly Good 80 Good
Rahman Sudirman 70 Fairly Good 80 Good
Suci Sutra Syam 75 Fairly Good 90 Very Good
Tanisa Putri 65 Fairly 82 Good
Aditya Santoso 60 Fairly 75 FairlyGood
Sarianus Nelbut 75 Fairly Good 80 Good
Nurhafsani 65 Fairly 65 Fairly
68
68
2. Scoring Classification of the students pretest and posttest Interpretive
Respondents
Interpretive Comprehension
Pre-test Classification Post-test Classification
Abdul Harun 75 Fairly Good 85 Good
Anjelus Sapong 70 Fairly Good 85 Good
Arham 60 Fairly 70 FairlyGood
Asrul B 65 Fairly 75 FairlyGood
Fadil 65 Fairly 65 Fairly
Flora Hayati 70 Fairly Good 75 Fairly Good
Haryanti Yostan 65 Fairly 80 Good
Ismail Rifki Syahrani 55 Poor 70 Fairly Good
Muh. Dandi 65 Fairly 65 Fairly
Muh. Ridho 75 Fairly Good 85 Good
Muhammad Tamrin 70 Fairly Good 75 Fairly Good Muhammad Rais
64 Fairly 70 Fairly Good
Muhammad Syafaat
60 Fairly 65 Fairly
Nur Asya 70 Fairly Good 80 Good
Paulina Asri 75 Fairly Good 85 Good
Rahman Sudirman 65 Fairly 75 Fairly Good
Suci Sutra Syam 80 Good 85 Good
Tanisa Putri 65 Fairly 70 Fairly Good
Aditya Santoso 65 Fairly 75 Fairly Good
Sarianus Nelbut 75 Fairly Good 80 Good
Nurhafsani 60 Fairly 60 Fairly
69
69 APPENDIX A.5
Mean score of the Pre-test and Post-test and Gain(D)
a. The students’ mean score of pre-test and post-test in reading for literal comprehension
Pre-test: =
=
= 69 (Fairly Good)
Post-test: =
= 1622
21
= 77,2 (Good)
b. The students’ mean score of pre-test and post-test in reading for interpretive comprehension
Pre-test: =
= 1414 21
= 67,3 (Fairly Good)
Post-test: = = 1575
21 = 75 (Good)
70
70
c. The students’ Mean score of gain (D) literal comprehension
Md = N
dMd =
Md = 8,2
d. The students’ Mean score of gain (D) interpretive comprehension
Md = N
dMd =
Md = 7,6
71
71 APPENDIX A.6
The percentage of the students’ development in reading comprehension
1. Literal Comprehension
= × 100%
= , × 100%
=8,2
69× 100%
= 11,8 %
2. Interpretive Comprehension
= −
× 100%
= 75−67,3
67,3 × 100%
= 7,7
67,3× 100%
= 11,4 %
72
72 APPENDIX A.7
Test of significance
a. Test of significance of Literal Comprehension T =
1
2 2
N N
N d d
Md
21 1
21 21
) 172 1852 (
8,2
2
21 1
21 21 29584 1852
2 , 8
420 1408 1852
2 , 8
420 444 2 ,
8
05 , 1 2 ,
8
02 , 1
2 ,
8
0 . 8
73
73
b. Test of significance of interpretive comprehension T =
1
2 2
N N
N d d
Md
21 1
21 21 1661 161
6 , 7
2
21 1
21 21 25921 1661
6 , 7
420 1234 1661
6 , 7
420 427 6 ,
7
01 , 1
6 ,
7
00 , 1
6 ,
7
6 , 7
74
74 APPENDIX A.8
TABLE DISTRIBUTION OF T-VALUE Degree of freedom (df) = N – 1=21 – 1= 20, T- table= 2.08596
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.0000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30 2 0.8165 1.88562 2.91999 4.30265 6.96456 9.92484 22.327 3 0.7648 1.63774 2.35336 3.18245 4.54070 5.84091 10.214 4 0.7407 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731 5 0.7266 1.47588 2.01505 2.57058 3.36493 4.03214 5.8934 6 0.7175 1.43976 1.94318 2.44691 3.14267 3.70743 5.2076 7 0.7111 1.41492 1.89458 2.36462 2.99795 3.49948 4.7852 8 0.7063 1.39682 1.85955 2.30600 2.89646 3.35539 4.5007 9 0.7027 1.38303 1.83311 2.26216 2.82144 3.24984 4.2968 10 0.6998 1.37218 1.81246 2.22814 2.76377 3.16927 4.1437 11 0.6974 1.36343 1.79588 2.20099 2.71808 3.10581 4.0247 12 0.6954 1.35622 1.78229 2.17881 2.68100 3.05454 3.9296 13 0.6938 1.35017 1.77093 2.16037 2.65031 3.01228 3.8519 14 0.6924 1.34503 1.76131 2.14479 2.62449 2.97684 3.7873 15 0.6912 1.34061 1.75305 2.13145 2.60248 2.94671 3.7328 16 0.6901 1.33676 1.74588 2.11991 2.58349 2.92078 3.6861 17 0.6892 1.33338 1.73961 2.10982 2.56693 2.89823 3.6457 18 0.6883 1.33039 1.73406 2.10092 2.55238 2.87844 3.6104 19 0.6876 1.32773 1.72913 2.09302 2.53948 2.86093 3.5794 20 0.6869 1.32534 1.72472 2.08596 2.52798 2.84534 3.5518 21 0.6863 1.32319 1.72074 2.07961 2.51765 2.83136 3.5271 22 0.6858 1.32124 1.71714 2.07387 2.50832 2.81876 3.5049 23 0.6853 1.31946 1.71387 2.06866 2.49987 2.80734 3.4849 24 0.6848 1.31784 1.71088 2.06390 2.49216 2.79694 3.4667 25 0.6844 1.31635 1.70814 2.05954 2.48511 2.78744 3.4501 26 0.6840 1.31497 1.70562 2.05553 2.47863 2.77871 3.4350 27 0.6836 1.31370 1.70329 2.05183 2.47266 2.77068 3.4210 28 0.6833 1.31253 1.70113 2.04841 2.46714 2.76326 3.4081 29 0.6830 1.31143 1.69913 2.04523 2.46202 2.75639 3.3962 30 0.6827 1.31042 1.69726 2.04227 2.45726 2.75000 3.3851 31 0.6824 1.30946 1.69552 2.03951 2.45282 2.74404 3.3749 32 0.6822 1.30857 1.69389 2.03693 2.44868 2.73848 3.3653 33 0.6820 1.30774 1.69236 2.03452 2.44479 2.73328 3.3563 34 0.6817 1.30695 1.69092 2.03224 2.44115 2.72839 3.3479 35 0.6815 1.30621 1.68957 2.03011 2.43772 2.72381 3.3400 36 0.6813 1.30551 1.68830 2.02809 2.43449 2.71948 3.3326 37 0.6811 1.30485 1.68709 2.02619 2.43145 2.71541 3.3256 38 0.6810 1.30423 1.68595 2.02439 2.42857 2.71156 3.3190 39 0.6808 1.30364 1.68488 2.02269 2.42584 2.70791 3.3127 40 0.6806
7
1.30308 1.68385 2.02108 2.42326 2.70446 3.3068 (Subana, et al, 2005: 8
75
75 B.1 Pre-test
B.2 Post-test B.3. Lesson Plan B.4. Documentations
APPENDIX B
1
Appendix B.1 Pre test
Name:
The Ugly Duckling
One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. “Peep, peep” the little ducklings cried. “Quack, quack” their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days.
Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn’t look like the others at all. He was like a turkey.
When the mother duck brought the children to the pond for their first swimming lesson. The huge grey duckling splashed and paddled about just as nicely as the other ducklings did. “That is not a turkey chick. He is my very own son and quite handsome” the mother said proudly. However, the other animals didn’t agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind. “You are very ugly” they quacked. The little poor duckling was very unhappy. “I wish I looked like them” he thought to himself.
One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter.
Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. “Oh, dear. these beautiful birds will laugh and peck me too” he said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. “I am not an ugly duckling but a beautiful swam” he exclaimed.
Find the Main Idea
2
He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.
1. What is the main idea of the first paragraph?
2. Write down two supporting ideas of the first paragraph!
3. What is the main idea of the second paragraph?
4. Write down two supporting ideas of the second paragraph!
5. What is the main idea of the third paragraph?
6. Write down two supporting ideas of the third paragraph?
7. What is the main idea of the last paragraph?
8. Write down supporting ideas of the third paragraph?
3
The Ugly Duckling
One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. “Peep, peep” the little ducklings cried. “Quack, quack” their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days.
Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn’t look like the others at all. He was like a turkey.
When the mother duck brought the children to the pond for their first swimming lesson. The huge grey duckling splashed and paddled about just as nicely as the other ducklings did. “That is not a turkey chick. He is my very own son and quite handsome” the mother said proudly. However, the other animals didn’t agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind. “You are very ugly” they quacked. The little poor duckling was very unhappy. “I wish I looked like them” he thought to himself.
One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter.
Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. “Oh, dear. these beautiful birds will laugh and peck me too” he said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. “I am not an ugly duckling but a beautiful swam” he exclaimed.
He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.
Find the Conclusion