CHAPTER IV: FINDING AND DISCUSSION
B. DISCUSSION
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(93.75%) in the fourth meeting, the average of the students’ activeness is(84.38%).
The result is presented in the chart below that shows the average of the students’ activeness in the cycle I and cycle II.
Figure 4.8: The Percentage of the Students’ Activeness
The chart above shows that there is improvement of the students’ activeness in teaching and learning process where in cycle I is (56.25%) lower than cycle II, but after conducting in cycle II the students’ activeness in teaching and learning process becomes (84.38%). The improvement of the students’ activeness is (28.13%).
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1. The Improvement the Students’ Literal Reading Comprehension in Terms of Main Idea and Supporting Details.
Before conducting the cycle I, the researcher firstly investigated the prior knowledge of the students by giving the diagnostic test. The result of diagnostic test showed that the mean score of the students’ literal comprehension was still low. The application of Immediate Written Recall (IWR) technique had effect that is effective, where the researcher found in the data source from D-test result in component main ideas and supporting details where the students just could get score main idea 5.07 and 5.20 supporting details it was classified as a poor. It means that it’s far from the target. But after implementing of Immediate Written Recall (IWR) technique the students could got score of main ideas 6.31 and 6.38 for supporting details in cycle I and classified as fair.
The result of the test showed that the mean score of the students’ literal comprehension in term main idea and supporting details had improved well. The researcher thought about the narrative text in cycle 1 by using Immediate Written Recall (IWR) technique in the class. The researcher found that the students still difficult to found the main idea and supporting detail in each paragraph well.
The difficulty of the students in found main idea and supporting details had been analyzed, so the researcher has to think the solution of the problem. So that, the researcher decided to do the cycle II by doing revision in the lesson plan which prepared I revised planning of cycle II, after implementing the cycle II the students’ mean score become 7.78 for main idea and 7.84 for supporting details and classified as good. The improvement from Diagnostic test to cycle I and
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Cycle I to Cycle II is significantly. The researcher was not continued to the third cycle because the target score has been achieved in cycle II.
2. The Improvement of the Students’ Summarizing in Term of Content.
Before the research began to use Immediate Written Recall (IWR) technique to improve the students’ proficiency in summarizing in teaching process of cycle I the research used some text as a teaching material. The research then leaded the teaching process through some activities in the classroom where the activities related to the procedure of Immediate Written Recall (IWR) technique some of the activities done to build up the students’ proficiency in summarizing. The activities included, giving example and explanation of how the summary written.
After the research conducting action for four meeting, the research then tested the students. The result of the test showed the students’ proficiency in summarizing still low. The application of had effect that is effective. Where the research found in the data source from D-test result in component of content that the students just could get score for the content that was 5.27 and classified as a poor, it means that it is far from the target, but after implementing the students could get score of content are 6.31 in cycle I and classified as fair. It was proved by the students’ means score in summarizing in term content was still fewer than 7.00.
The result of the test showed that the mean score of students summarizing in term of content had improved well. The research thought about the narrative text in the cycle I by using Immediate Written Recall (IWR) technique in the class.
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The research found that the students still difficult found the content each paragraph well. The difficulty of the students in found content had been analyzed, so the research has to think the solution of problem. Considering those found fact, the research then conducted to continue the action to cycle II.
In the cycle II, the action was done by using some test as teaching material.
The researcher in every meeting always gave more explanation and example about summarizing. The research also gave the students exercise both in school and homework. After conducting the action along four meetings, the researcher then tested the students. The result of the test showed a significant improvement of the students’ mean score in summarizing is 7.91 that are classified as very good classification. The improvement from Diagnostic test to cycle I and Cycle I to Cycle II is significantly. The researcher was not continued to the third cycle because the target score has been achieved in cycle II.
3. The Improvement of the Students’ Reading comprehension in terms of Literal Comprehension and Summarizing.
By combining the whole score of literal reading comprehension and summarizing in the D-test to cycle I and cycle II, the improvement of the students’
reading comprehension in detail finally can be formulated. In the D-test 5.28 and in cycle I, the students’ mean score is 6.29, and then it becomes 7.83 in the cycle II. The improvement is 24.34%.
There is significant improvement of the students’ reading comprehension after taking an action in the cycle I and cycle II by using Immediate Written Recall (IWR) technique. the ultimate mean score of the students reading
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comprehension is 7.83 that is 1.4 greater than the mean score in the cycle I indicates that mean score of the students improve significantly and the target to improve the students’ mean score to 7.00 as minimal criteria can be reached.
4. The Result of the Students’ Activeness in Teaching and Learning Process
The result of observation of the students’ activeness in teaching and learning process toward the use of Immediate Written Recall (IWR) technique in improving the students’ reading comprehension at the eleventh grade students of SMA Muhammadiyah 4 Mariso Makassar in class XI which is conducted in 2 cycles during 8 meetngs is taken by the observer through observation sheet. In the first meeting until the fourth meeting the students’ activeness improves normally.
It can be seen in the first meeting 45.83%, the second meeting (54.16%), the third meeting (58.33%), the fourth meeting (66.66%). The average of the students’
activeness in cycle I is 56.25%.
In cycle II, the improvement of the students’ activeness is also up like in cycle I. Where in the first meeting in cycle II the students’ activeness is 75%
improves 81.25% in the second meeting. In the third meeting in cycle II the students’ activeness improves normally to 87.5%, and then in the fourth meeting the students’ activeness improve to 93.75%. This is caused by teaching material is really interesting for the students. So the average of the students’ activeness in cycle II is 84.38%. The improvement of the students’ activeness from cycle I to cycle II is 28.13%.
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CHAPTER V
CONCLUSION AND SUGGESTION
After getting research and collecting the data the researcher finally arrived to the conclusion and suggestion. In this part consist of conclusion and suggestion
A. Conclusion
Based on the research finding and discussion in the previous chapter, the following conclusions are presented:
1. Using Immediate Written Recall (IWR) is one of the reading comprehension techniques that could improve the students’ reading comprehension of the eleventh grade of SMA Muhammadiyah 4 Mariso Makassar in case of literal comprehension and summarizing.
2. Using Immediate Written Recall (IWR) is able to improve the students’
literal reading comprehension at the eleventh grade students’ of SMA Muhammadiyah 4 Mariso Makassar. It is proved by the students’
achievement in cycle II higher than cycle I and D-test where in D-test the students’ mean score and achievement in literal reading comprehension is 5.13, but after evaluation in cycle I the students’ literal comprehension becomes 6.34 and cycle II becomes 7.81.
3. Using Immediate Written Recall (IWR) technique is able to improve the students’ summarizing at the eleventh grade students’ of SMA Muhammadiyah 4 Mariso Makassar. It is proved by the students’
achievement in cycle II higher than cycle I and D-test where in D-test
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the students’ mean score and achievement in summarizing is 5.27, but after evaluation in cycle I the students’ summarizing becomes 6.31 and cycle II becomes 7.91
4. The eleventh grade students’ of SMA Muhammadiyah 4 Mariso Makassar made a significant improvement of participation in joining in teaching and learning process from cycle I until cycle II by using Immediate Written Recall (IWR) technique.
B. Suggestions
Based on the conclusion above, the researcher addresses the following suggestion and recommendation:
1. It is suggested that the teacher, especially those who teach English at the senior high school use Immediate Written Recall (IWR) technique as one of alternative among other teaching technique that can be used in teaching reading comprehension.
2. It is suggested that the English teacher to use Immediate Written Recall (IWR) technique in presenting the reading comprehension materials, because it is effective to improve the students.
3. For the teacher, they can attempt to call up all the ability to increase the study process quality as their burden by doing or using a Classroom Action Research in many classes.
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