CHAPTER IV FINDING AND DISCUSSIONS
B. Discussion
The effectiveness of using WebQuest on English foreign language at SMA Tridharma MKGR Makassar students' reading comprehension performance was investigated, and it was discovered that both the control and experimental groups' Reading comprehension scores significantly improved.
However, the highly significant differences in post-test comprehension performance between the experimental and control groups suggest that using WebQuest can help students improve their reading comprehension.
This research investigated the use of WebQuest in improving students' reading comprehension, focused on the students' literal reading comprehension at SMA Tridharma MKGR Makassar. The research found that the students' reading comprehension using WebQuest showed the improvement of the students' reading comprehension it is evident from the mean score and percentage of the students‘ pre-test and post-test result.
Accrording to Widyarini F, 2015. In this section, the researcher discussed and compared the results of this research with some previous researches that also used WebQuest. Supported on the research, it‘s proven that teaching reading in students by using WebQuest simultaneously improves students‘ reading comprehension. However, it‘s worth to noting that using webQuest is effective and efficient when the activities and materials involve the students. Therefore, it‘s suggested that teachers should be more creative to use various material resources and make a motivating sort of WebQuest in teaching students‘ more interested and actively involved in teaching learning process. Additionaly, WebQuest also can improve the classroom climate including students‘ participation and motivation in class, which can be seen from the students‘ attitude in joining all activities during the research.Using WebQuest allows students to actively work enthusiastically to work on assignments through WebQuest, they work with small groups and every one students are actively involved. This can be seen from the results of the post-test students who answered the post test well after using the WebQuest, students also experienced a high increase after using WebQuest. (Widyarini. F, 2015)
According to Anggry A 2018, he journal stated the research findings show that the implementation of WebQuest technique could improve students‘
reading comprehension and sophistication climate of reading class. The research results indicated that these web-based learning activities could make students more engaged within the learning process.
The use of the WebQuest is believed to be effective to enhance students‘ reading comprehension. Students‘ reading problems are often reduced by applying the WebQuest facilitate students to be ready to comprehend authentic texts by relating it to their knowledge. The introduction section invites students to predict the content of the texts they‘re going to read. The task and process sections give opportunities for college students to grapes the texts provided. The evaluation and conclusion section sections offer a summary to students which helm them to evaluation their understanding. Students‘ gain score from pre-test to post-test which the questions are adequate to reading section of TOEIC increases. It‘s also proved that the utilization of internet and computer laboratory results in the students‘ motivation in reading thanks to chance for them to access authentic texts. (Rachmawati 2018)
The research showed that there was an improvement to the students‘
achievement in pre-test and pot-test of the 2 groups. The experimental class was more significantly improved than the students‘ result of the post-test of the control
by the mean score 80.23>76.40.Tthe difference of both scores was statistically significant supported the t-test value with significant level 0.05 in
which the probability value is lower than the significant level 0.00. (Weda 2017).
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses the research findings' conclusion and implications, as well as some recommendations based on the findings for improving the teaching of reading comprehension using WebQuest.
A. Conclusion
Based on the results of this research data analysis prove that WebQuest is effective used to improve students' English reading comprehension.
Teaching using WebQuest has succeeded in making teaching and learning become more interesting and successful to improve students' English reading ability. Teaching with using WebQuest makes it easy for teachers and students with provide learning steps that can be followed. Teaching This WebQuest helps students understand the concept of reading more easily.
The use of WebQuest has also able to generate interaction between students with WebQuest. This is because learning with using WebQuest provides opportunities for students to organize their own learning activities, especially in carrying out learning steps and understand the examples of questions and exercises provided. The activities provided in the teaching of WebQuest in the form of practice allows students to use WebQuest in answering the questions given.
35
B. Suggestion
Based on the conclusion above, the researcher would like to give suggestions as follows:
1. Giving input to students to be able to use WebQuest in English Foreign Language especially in literal reading comprehension.
2 The Researcher should use various approaches in teaching and learning process. The use of WebQuest is able help improve students' English reading skills.
3 Further researches need to be explored more about the effectiveness of WebQuest.
BIBLIOGRAPHY
Abbas, Narjes, 2016. How can students improve their reading comprehension skill. Vol. 6. No. 2. 2016. Macrothink institute.
Anggry A, 2018. Implementing WebQuest Technique to improve students reading comprehension. ICTESS.
Dwiarti, E. 2005. An Analysis of Students‘ Problems in Findings the Main Idea of the Text at Second Years of SMU Kosgoro Sekampung, East Lampung. A Script, FKIP, University of Lampung.
Dodge.B. 1997. Some Thoughts About WebQuests. Retrieved from http://WebQuest.sdsu.edu/about_WebQuest Html.
Dodge, B. (1995). WebQuests: A technique for internet-based learning. Distance Educator, 1(2), 10-13.
Eaman, 2017 Using WebQuest to promote reading comprehension for students whit learning disabilities, Roosevelt University.
International journal of special education. Researchgate.
Farhadi, H. (2005). Techniques for Effective Reading. Iran: Iran University of Science and Technology.
Gay, L. R., Geoofrey E. Mills, Peter W. Airasian. 2012. Educational Research: Competencies for Analysis and Application Tenth Edition. USA: Pearson.
Gay, LR, 1981. Education Research, Competencies for Analysis and Application.
USA: Charles E Merill Publishing co.
Gay, L. R., Geoofrey E. Mills, Peter W. Airasian. 2012. Educational Research: Competencies for Analysis and Application Tenth Edition. USA: Pearson.
Gary, 2011. Reading comprehension. ResearchGate.
Haterulez, 2012. Kind of Reading Comprehension Skills. Cemink‘s Voices. http://beddebah-haterulez.blogspot.com/2012/09/kind- of-reading- comprehension-skill.html.
Kirby in Earman. 2007. Using Webquest to Promote Reading Comprehension for Students With Learning Disabilities.
International journal of special education. Researchgate.
Nuttal. 2015. Improving the Students‘ Reading Comperehension Through Reciprocal Teaching Strategy at the Class VII of Madrasah Tsanawiyah DDI Seppong Kab.Majene Sulbar.
Thesis. Muhammadiyah University of Makassar.
Rachmawati U. 2018. Using WebQuest to Improve Students‘ Reading Comprehension of the Second Grade at SMKN 1 Depok, Sleman In the Academic year 2011/2012. Eprints.uny.ac.id.
Richard and Scmindt in Heterluez (2012). Kind of Reading Comprehension Skolls. Cemink‘s Voices.
Saiful. 2019. In his thesis, The Effects of The PORPE Method on Students' Reading Comprehension and Metacognitive Awareness.
Smith & Robinson. 2015. Improving the Students‘ Reading Comperehension Through Reciprocal Teaching Strategy at the Class VII of Madrasah Tsanawiyah DDI Seppong Kab.Majene Sulbar. Thesis. Muhammadiyah University of Makassar.
Syaiful R, Wahib M, Ega B, 2014. Use of WebQuest based learning media in the productive learning process in high school. Vol. 1, No. 1, June 2014. Journal of mechanical engineering education.
Ejournal.upi.edu.
Widyarini F, 2018 Using WebQuest to improve students' reading comprehension, IJSER. Vol. 6, Issue 10, October 2018.
Academia.edu.
Weda S, 2018. The effect of WebQuest on the students reading comprehension.
Yusra Y.
APPENDICES
APPENDIX A The Result of Analysis
Appendix A.1 Data of Pre-Test and Post-Test of experimental Class
Appendix A.2 The Rate Percentage of Students‘ Scores
Appendix A.3 Calculating Of The Mean Score of Pre-Test and Post-Test
Appendix A.4 Scoring Analysis of Pre-Test and Post-Test
Appendix A.5 Table Distribution of T-Table
APPENDIX B The Instrument of Pre-Test and Post-Test APPENDIX C Lesson Plan of Experimental Class
APPENDIX D Documentation
APPENDIX A.1
Data of Pre-Test and Post-Test of Experimental Class
1. The Row Score of Students’ Pre-Test in Experimental Class
No Sample
Pre-Test Experimental
Total Final
Score Classification Reading Comprehension
Literal Comprehension Main
idea
Supporting Details
1 S-1 3 2 5 66 Fairly Good
2 S-2 2 2 4 50 Poor
3 S-3 2 2 4 50 Poor
4 S-4 2 2 4 50 Poor
5 S-5 1 2 3 33 Poor
6 S-6 2 2 4 50 Poor
7 S-7 3 2 5 66 Fairly Good
8 S-8 2 2 4 50 Poor
9 S-9 2 2 4 50 Poor
10 S-10 2 2 4 50 Poor
11 S-11 2 2 4 50 Poor
12 S-12 2 2 4 50 Poor
13 S-13 2 2 4 50 Poor
14 S-14 2 2 4 50 Poor
15 S-15 2 3 5 66 Fairly Good
16 S-16 2 3 5 66 Fairly Good
17 S-17 2 2 4 50 Poor
18 S-18 2 2 4 50 Poor
19 S-19 3 2 5 66 Fairly Good
20 S-20 1 2 3 33 Very Poor
Σx 41 42 83 1.046
X1 2.05 2,1 4.15 52.30
No Sample
Post-Test Experimental
Total Final
Score Classificati on
Reading
Comprehension Literal Comprehension Main
idea
Supporting Details
1 S-1 4 4 8 100 Excellent
2 S-2 4 4 8 100 Excellent
3 S-3 4 4 8 100 Excellent
4 S-4 3 4 7 83 Good
5 S-5 4 4 8 100 Excellent
6 S-6 4 4 8 100 Excellent
7 S-7 4 3 7 83 Good
8 S-8 4 3 7 83 Good
9 S-9 4 4 8 100 Excellent
10 S-10 4 4 8 100 Excellent
11 S-11 4 3 7 83 Good
12 S-12 4 4 8 100 Excellent
13 S-13 4 4 8 100 Excellent
14 S-14 4 4 8 100 Excellent
15 S-15 4 4 8 100 Excellent
16 S-16 4 4 8 100 Excellent
17 S-17 4 4 8 100 Excellent
18 S-18 3 4 7 83 Good
19 S-19 4 4 8 100 Excellent
20 S-20 4 3 7 83 Good
Σx 78 75 153 1.898
X2 3.9 3.75 7.65 94.90
APPENDIX A.2
The Rate Percentage of Students’ Scores
1. The Rate Percentage in PRE Experimental Class
No Classification
Pre-Test Post-Test
F % F %
1 Excellent 0 0% 14 70%
2 Very Good 0 0% 0 0%
3 Good 0 0% 6 30%
4 Fairly Good 5 25% 0 0%
5 Fair 0 0% 0 0%
6 Poor 14 70% 0 0%
7 Very Poor 1 5% 0 0%
TOTAL 20 100% 20 100%
APPENDIX A.3
Calculation of the Mean Score of Pre-Test and Post-Test 1. The Mean Score of Experimental Class
a. Pre-Test
X1 = ∑X
= 1.046
= 52.30 b. Post—Test
𝑁 20
X, = ∑X 𝑁 =
1.898
20 = 94.90
APPENDIX A.3
The Percentage of the Students’ Improvement in Reading Comprehension
1. The improvement of Students’ Literal Reading Comprehension a. Main Idea Mean Score of post-test (X2) : 3.9
Mean Score of pre-test (X1) : 2.05
The Improvement of students‘ score in main idea from pre-test to post-test:
𝑃 = X, − X,
X, × 100%
3.9 − 2.05
= 2.05 × 100%
1.85
= 2.05 × 100%
= 90.24%
The students‘ improvement from pre-test to post-test is 90.24%
a. Supporting Details Main Score of post-test (X2) : 3.75 Main Score of pre-test (X1) : 2.1
The improvement of students‘ score supporting details from pre- test to post-test:
42.6
= 52.30 𝑥 100%
= 81.45%
The students‘ improvement from pre-test to post-test is 81.45
𝑃 = × 100%
= 3.75 − 2.1 2.1
× 100%
1.65
= 2.1 × 100%
= 78.57%
The students‘ improvement from pre-test to post-test is 78.57%
2. The Improvement of Students’ Literal Reading Comprehension
a. Experimental Class
Mean score of Pre-Test (X1) : 52.30 Mean score of Post-Test (X2) : 94.90
The improvement of students‘ score in main idea from pre-test to post-test:
𝑃 = X100%
= 94.90 − 52.30 52.30
𝑥 100%
APPENDIX A.4 Scoring Analysis of Pre-Test and Post-Test
No Name
Pre-Test Score Post-Test Score
D (X2-X1) D2 Main
Idea
Supporting Details
Mean (X1)
Main Idea
Supporting Details
Main (X2)
1 S-1 3 2 2.5 4 4 4 1.5 2,25
2 S-2 2 2 2 4 4 4 2 4
3 S-3 2 2 2 4 4 4 2 4
4 S-4 2 2 2 3 4 3.5 1,5 2.25
5 S-5 1 2 1.5 4 4 4 2.5 6.25
6 S-6 2 2 2 4 4 4 2 4
7 S-7 3 2 2.5 4 3 3.5 1 1
8 S-8 2 2 2 4 3 3.5 1.5 2.25
9 S-9 2 2 2 4 4 4 2 4
10 S-10 2 2 2 4 4 4 2 4
11 S-11 2 2 2 4 3 3.5 1.5 2.25
12 S-12 2 2 2 4 4 4 2 4
13 S-13 2 2 2 4 4 4 2 4
14 S-14 2 2 2 4 4 4 2 4
15 S-15 2 3 2.5 4 4 4 1,5 2.25
16 S-16 2 3 2.5 4 4 4 1,5 2.25
17 S-17 2 2 2 4 4 4 2 4
18 S-18 2 2 2 3 4 3.5 1.5 2.25
19 S-19 3 2 2.5 4 4 4 2 4
20 S-20 1 2 1.5 4 3 3.5 2 4
TOTAL 41 42 41.5 78 75 77 36 67
MEAN 2.05 2.1 2.075 3.9 3.75 3.85
𝑁
67 −
67 −
∑ 𝗑 36 𝐷 = =
20 = 1. 8 𝐷̅ 𝑡 =
√∑ 𝐷2 − (∑ 𝐷)² (𝑁 − 1)
= 1.8
√ (36)²
20
20(20 − 1)
= 1.8
√ 1.296
20
20(19)
= 1.8
√ 6 7
− 6 4 . 8 3 8 0
= 1.8
√ 2.2 380
= 1.8 0.5
= 3.6
The Value of T-Table Level of significance (p) = 0.05 Degree of freedom (df) = N-1
= 20-1 = 19 T-Table = 2.093
APPENDIX A.5
Table Distribution of T-Table
Df
Level of Significance for two-tailed test
0,5 0,2 0,1 0,05 0,02 0,01
Level of Significance for one-tailed test
0,25 0,1 0 0,025 0,01 0.005
1 1,000 3,078 6,314 12,706 31,821 63,657
2 0,816 1,886 2,920 4,303 6,965 9,926
3 0,765 1,638 2,353 3,183 4,541 5,841
4 0,741 1,533 2,132 2,776 3,747 4,604
5 0,727 1,476 2,015 2,571 3,365 4,032
6 0,718 1,440 1,943 2,447 2,143 3,707
7 0,711 1,451 1,895 2,365 2,998 3,499
8 0,706 1,397 1,860 2,306 2,896 3,355
9 0,703 1,383 1,833 2,262 2,821 3,250
10 0,700 1,372 1,812 2,226 2,764 3,169
11 0,697 1,363 1,769 2,201 2,718 3,106
12 0,695 1,356 1,782 2,179 2,681 3,055
13 0,694 1,350 1,771 2,160 2,650 3,120
14 0,692 1,345 1,761 2,143 2,624 2,977
15 0,691 1,341 1,753 2,331 2,604 2,947
16 0,690 1,337 1,746 2,120 2,583 2,921
17 0,689 1,333 1,740 2,110 2,567 2,898
18 0,688 1,330 1,734 2,101 2,552 2,878
19 0,688 1,328 1,729 2,093 2,539 2,861
20 0,687 1,325 1,725 2,086 2,528 2,845
21 0,686 1,323 1,721 2,080 2,518 2,831
22 0,686 1,321 1,717 2,074 2,505 2,819
23 0,685 1,319 1,714 2,690 2,500 2,807
24 0,685 1,318 1,711 2,640 2,492 2,797
25 0,684 1,316 1,708 2,060 2,485 2,787
26 0,684 1,315 1,706 2,056 2,479 2,779
27 0,684 1,314 1,703 2,052 2,473 2,771
28 0,683 1,313 1,701 2,048 2,467 2,763
29 0,683 1,311 1,699 2,045 2,462 2,756
30 0,683 1,310 1,697 2,042 2,457 2,750
40 0,681 1,303 1,684 2,021 2,423 2,704
60 0,679 1,296 1,671 2,000 2,390 2,660
120 0,677 1,289 1,658 2,890 2,358 2,617
∞ 0,674 1,282 1,645 1,960 2,326 2,576
APPENDIX B
THE INSTRUMENT OF PRE-TEST AND POST-TEST
APPENDIX B
THE INSTRUMENT OF PRE-TEST
AND POST-TEST
APPEBDIX B.1
The Instrument Test of Pre-Test
Read the paragraph text below carefully, then answer questions based on story.
SNOW WHITE
Once upon a time, there was a beautiful princess named Snow White. She was kind and gentle and a friend to all animals. One day, Snow White met a charming prince. As they sang a song of love together, Snow White's evil stepmother, the Queen, watched them. The Queen was so jealous of Snow White's beauty that she ordered her Huntsman to kill the young princess. But the Huntsman couldn't bring himself to hurt Snow White. He told her to run far away so the Queen would never find her.
Snow White ran deep into the woods. She was lost and scared but soon found herself in front of a cottage.
The princess knocked, but no one was home. She slowly stepped inside. The cottage was a mess! With the help of her forest friends, Snow White cleaned every nook and cranny. "Maybe whoever lives here will let me stay," said Snow White. Upstairs, Snow White found seven little beds.
She thought they belonged to children. Tired from cleaning, Snow White yawned as she curled up on the beds and fell asleep. Meanwhile, the Seven Dwarfs were heading home from a long day of working in a jewel mine.
They were anxious to get home to their cottage in the woods. The Seven Dwarfs were surprised when they found a princess inside their home! When Snow White awoke, she was charmed by the Seven Dwarfs: Dopey, Sneezy, Happy, Grumpy, Doc, Bashful, and Sleepy.
The Dwarfs wanted to protect the beautiful princess from the evil queen, so they invited Snow White to live with them. To celebrate, the new friends sang and danced the night away. Back at the castle, the Queen
learned that Snow White was still alive. Enraged, she made a magic potion to change her appearance. Her plan was to trick the princess. After the Dwarfs had set off for work the next day, the Queen, disguised as an old peddler woman, offered Snow White a beautiful red apple. Snow White took one bite of the apple and fell into a deep sleep. The Queen had poisoned her! When the Dwarfs came home, they chased the Queen to the top of a stormy mountain. Suddenly, lightning hit the mountain, and the Queen fell, never to be seen again. But Snow White was still in a deep sleep.
The Seven Dwarfs kept watch over her day and night. Finally, Snow White's Prince Charming arrived. He had been searching everywhere for the beautiful princess he had sung with so long ago. The Prince awakened Snow White with Love's First Kiss. The spell was broken! Snow White and the Prince returned to the kingdom and lived happily ever after.
QUESTIONS:
1) What is the story talking about?
2) What is the main idea of the first paragraph?
3) What is the orientation of this story?
4) What is purpose of the story?
5) Write down the resolution of this story?
6) Write down the complication part?
Nama: Muh Agung
Question:
1. What is the story talking about?
Answer: The story talking about snow white and the seventh dwarf 2. What is the main idea of the first paragraph?
Answer: Snow White was kind and gentle and a friend to all animals.
3. What is the orientation of this story?
Answer: Once upon a time, there was a beautiful princess named Snow White. She was kind and gentle and a friend to all animals. One day, Snow White met a charming prince. As they sang a song of love together, Snow White's evil stepmother, the Queen, watched them. The Queen was so jealous of Snow White's beauty that she ordered her Huntsman to kill the young princess. But the Huntsman couldn't bring himself to hurt Snow White. He told her to run far away so the Queen would never find her. Snow White ran deep into the woods. She was lost and scared but soon found herself in front of a cottage.
4. What is purpose of this story?
Answer: The purpose of the story is “If there is someone you don’t know and offer you something you have to be carefully immediately go away.
5. Write down the resolution of this story?
Answer: The Seven Dwarfs kept watch over her day and night. Finally, Snow White's Prince Charming arrived. He had been searching everywhere for the beautiful princess he had sung with so long ago.
6. Write down the complication of part?
Answer: After the Dwarfs had set off for work the next day, the Queen, disguised as an old peddler woman, offered Snow White a beautiful red apple.
Snow White took one bite of the apple and fell into a deep sleep.
Nama : Sri Rahyuni
QUESTIONS:
1) What is the story talking about?
2) What is the main idea of the first paragraph?
3) What is the orientation of this story?
4) What is purpose of the story?
5) Write down the resolution of this story?
6) Write down the complication part?
Answer:
1. That story talking about “Snow White”
2. The main idea of first paragraph is Snow White met a charming prince. As they sang a song of love together, Snow White's evil stepmother, the Queen, watched them.
3. The orientation of this story is One day, Snow White met a charming prince. As they sang a song of love together, Snow White's evil stepmother, the Queen, watched them. The Queen was so jealous of Snow White's beauty that she ordered her Huntsman to kill the young princess. But the Huntsman couldn't bring himself to hurt Snow White. He told her to run far away so the Queen would never find her. Snow White ran deep into the woods. She was lost and scared but soon found herself in front of a cottage.
4. Purpose of the story is “do not be easy to believe a stranger”.
5. The resolution of the story is Snow White's Prince Charming arrived. He had been searching everywhere for the beautiful princess he had sung with so long ago. The Prince awakened Snow White with Love's First Kiss. The spell was broken! Snow White and the Prince returned to the kingdom and lived happily ever after.
6. The complication part is Snow White took one bite of the apple and fell into a deep sleep. The Queen had poisoned her! When the Dwarfs came home, they chased the Queen to the top of a stormy mountain. Suddenly, lightning hit the mountain, and the Queen fell, never to be seen again. But Snow White was still in a deep sleep.
APPENDIX B.2
The Instrument Test of Post-Test THE LEGEND OF MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby.
Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant’s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading journey, his ship landed on a coast near a small village.
The local people recognized that it was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman, who was Malin Kundang’s mother, ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he
ordered his crews to set sail to leave the old woman who was then full of sadness and anger.
Finally, feeling enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize to her. Malin Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone.
QUESTION:
1) What is the story talking about?
2) What is the main idea of the Second paragraph?
3) What is the orientation of this story?
4) Write down the resolution of this story?
5) Write down the complication part?
6) What moral can we learn from the story?