CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
df = 25
Result of Comparison
Hypothesis
H0 H1
t-test>t-table 2.06 > 13.25 13.25 > 2.06
Table 4.4. Result of Hypothesis
The Table 4.6 above shows that t-test value for reading skill was higher than t-table 13.25 > 2.06. It means that there is significant difference between the students‟ reading in the class before and after using buddy reading strategy at the second grade students of MTs Muhammadiyah Lempangan Gowa.
The hypothesis was needed to find out whether the hypothesis was accepted or rejected. If the result of t-test was lower than t-table‟ value, the null hypothesis (H0) will be rejected, and if the result of t-test was higher than the t- table‟ value, the alternative hypothesis (H1) will be accepted.
On the other hand, students„ reading comprehension is supported by the mean score of students on Pre-test and Post-test. The students„ mean score in Pre-test and Post-test were 60.03 and 80.03 which are classified as fairly good and very good.
Before applying buddy reading strategy, the students were difficult to finding main idea, supporting detail and making conclusion from the text as well. But after applying the strategy, they are easily to finding main idea, supporting detail and making conclusion from the text. It was suitable with Wood (2009) states this strategy in reading, the students can use some steps to encourage their thinking to make a conclusion from some questions then they should write their summary in paper after that the teacher can know about their ability in reading text.
To sum up, based on the result of this study, which showed the students„
scores were much higher after the treatment in experimental class buddy reading strategy in teaching reading was surely beneficial improve students„ reading skill. It was suitable with Melanie (2015) states that buddy reading or partner reading is another fun and effective pedagogical strategy for promoting the development of reading fluency and buddy reading strategy can help the students to improve their reading skill.
The use of buddy reading strategy was the most appropriate strategy for learning because the teachers could provide interesting materials from the environment. In the use of buddy reading strategy there were advantages as follows:
1) It allows students to take turns reading and provide each other with feedback as a way to monitor comprehension.
2) It provides a model of fluent reading and helps students learn decoding skills by offering positive feedback.
3) It provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual remediation.
From the comparison of the result of pre-test and post-test score in the experimental class, the skill of experimental class was getting higher. It concluded that the treatment of using buddy reading strategy to the experimental class was successful.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducting the pre experimental research about the effectiveness of using buddy reading strategy in teaching reading comprehension and based on the researcher findings in the previous chapter, the researcher concluded that:
Buddy reading strategy is effective the students reading skill in teaching reading comprehension. The result of the research were the mean score of content obtained by the students through Pre-test was 68.03 and Post- test was 80.03. The deviation scores for pre-test was 2.65 and post-test was 3.14. The standar deviation scores for pre-test was 69.08 and post-test was 81.66. And the last was the scores of test significant was 13.25.
B. Suggestion
There were a lot of learning strategies or methods to be used in teaching learning progress. The using of buddy reading strategy was an alternative way of teaching reading, especially, reading comprehension. Here were some suggestions as follows:
1. Buddy reading strategy was suggested to use for teacher as an alternative strategy or method in teaching English especially reading.
2. The further researchers are suggested to find out much references about buddy reading strategy.
3. Finally, the researcher expected that this thesis would bring new views for all the readers and the english teachers. Hopefully, there would be other advantages of using buddy reading strategy in teaching and learning process not only in reading, but also in the other skills.
BIBLIOGRAPHY
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Cambridge University Press.
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Depdikbud. 2006. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk Pelaksanaan Penilaian Sekolah Menengah Umum. Jakarta: Departemen Pendidikan dan Kebudayaan.
Gay, L., R. 1981. Educational Research, Competencies for Analysis and Application.
Chicago: Charles E. Merril publishing Company.
Harmer, Jeremy. 2003. The practice of English language teaching. London:
Longman.
Hornby, A. S. 1995. Oxford advanced learners dictionary current English. London:
Oxford University Press.
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Padang : STKIP PGRI Sumatera Barat.
Jamie R. 2005. Improving Student Reading Fluency to Impact Reading Comprehension. Pawnee Elementary School.
Mclauglin and Allen. 2002. Critical Literacy: Enhancing Students Comprehension of Text. New York. Scholastic.42.
Melanie. 2015. Buddy Reading With Your Child.
https://www.allaboutlearningpress.com (Accessed may 30th 2018).
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Washington DC : US. Government Printing Office.
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APPENDICES
APPENDIX I Research Instrument
“PRE-TEST”
Name : Class :
Theme : Place Instruction:
1. Finding main idea from the text ! 2. What is supporting detail of the text ? 3. Making conclusion from the text !
The Monas National Monument
The Monas National Monument is a 132-meter tower in the center of Merdeka Square, Central Jakarta, Indonesia Jakarta, is the capital of the state. It symbolizes the struggle for Indonesian independence of our country. The monument consists of a 117.7 m obelisk on a 45m square platform at a height of 17 m. The towering monument symbolizes the philosophy of Lingga and Yoni. Resembles a phallus, or pestle mortar pestle and Yoni resembles rice or mortar, two important things in the tradition of Indonesian agriculture. Construction began in 1961 under the direction of President Sukarno, the first president of the us and the monument was opened to the public in 1975. It is topped by a flame covered with gold foil, and now the monument calls.
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APPENDIX I
The Students’ Total Score in Pre-test
No Sample The Students’ Result
Pre-test (O1) O12 Classification
1 S-1 65 4.225 Average
2 S-2 71 5.041 Good
3 S-3 71 5.041 Very poor
4 S-4 65 4.225 Average
5 S-5 64 4.096 Average
6 S-6 65 4.225 Average
7 S-7 64 4.096 Average
8 S-8 72 5.184 Good
9 S-9 72 5.184 Good
10 S-10 71 5.041 Good
11 S-11 71 5.041 Good
12 S-12 65 4.225 Average
13 S-13 72 5.184 Good
14 S-14 71 5.041 Good
15 S-15 64 4.096 Average
16 S-16 72 5.184 Good
17 S-17 65 4.225 Average
18 S-18 65 4.225 Average
19 S-19 71 5.041 Good
20 S-20 72 5.184 Good
21 S-21 72 5.184 Good
22 S-22 64 4.096 Average
23 S-23 65 4.225 Average
24 S-24 65 4.225 Average
25 S-25 71 5.041 Good
26 S-26 64 4.096 Average
N=26
Total 1.769
120.671
Average
Mean 68.03
APPENDIX II
“POS-TEST”
Name : Group : Class :
Theme : Artist Instruction:
1. Finding main idea from the text ! 2. What is supporting detail of the text ? 3. Making conclusion from the text !
Cristiano Ronaldo
His name is Cristiano Ronaldo. We can call him as Ronaldo. But, Madridista (Real Madrid's fans) often calls him CR7. CR is the abreaviation of Cristiano Ronaldo, and 7 is his shirt number when playing for both Manchester United and Real Madrid. Ronaldo was born in Funchal, Madeira, Portugal on 5 February 1985.
His father's name is Jose Dinis Aveiro. His mother's name is Maria Dolores Dos Santos Aveiro. He has one brother, Hugo, and two sisters, Elma and Liliana Catia.
Cristiano Ronaldo is a famous footballer. He is from Portugal, a country in Europe.
Before playing for Real Madrid, he has played for Sporting Lisbon and Manchester United. People knows Cristiano Ronaldo is a good football player. He can run fast and dribble well. As a striker, he becomes a goal getter for Manchester United and Real Madrid along his career. He can get more than 30 goals every season.
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APPENDIX II
The Students’ Total Score in Post-test
No Sample The Students’ Result
Post-test (O2) O22 Classification
1 S-1 78 6.084 Good
2 S-2 82 6.724 Very Good
3 S-3 82 6.724 Very Good
4 S-4 78 6.084 Good
5 S-5 77 5.929 Good
6 S-6 78 6.084 Good
7 S-7 77 5.929 Good
8 S-8 83 6.889 Very Good
9 S-9 83 6.889 Very Good
10 S-10 82 6.724 Very Good
11 S-11 82 6.724 Very Good
12 S-12 78 6.084 Good
13 S-13 83 6.889 Very Good
14 S-14 82 6.724 Very Good
15 S-15 77 5.929 Good
16 S-16 83 6.889 Very Good
17 S-17 78 6.084 Good
18 S-18 78 6.084 Good
19 S-19 82 6.724 Very Good
20 S-20 83 6.889 Very Good
21 S-21 83 6.889 Very Good
22 S-22 77 5.929 Good
23 S-23 78 6.084 Good
24 S-24 78 6.084 Good
25 S-25 82 5.625 Very Good
26 S-26 77 5.929 Good N=26
Total 2.081
166.719 Very Good
Mean 80.03
APPENDIX III
The Students’ Rating Score in Pre-test and Post-test
No Sample
Tests D
(O2-O1) D2 Pre Test Post Test
1 S-1 65 78 13 169
2 S-2 71 82 11 121
3 S-3 71 82 11 121
4 S-4 65 78 13 169
5 S-5 64 77 13 169
6 S-6 65 78 13 169
7 S-7 64 77 13 169
8 S-8 72 83 11 121
9 S-9 72 83 11 121
10 S-10 71 82 11 121
11 S-11 71 82 11 121
12 S-12 65 78 13 169
13 S-13 72 83 11 121
14 S-14 71 82 11 121
15 S-15 64 77 13 169
16 S-16 72 83 11 121
17 S-17 65 78 13 169
18 S-18 65 78 13 169
19 S-19 71 82 11 121
20 S-20 72 83 11 121
21 S-21 72 83 11 121
22 S-22 64 77 13 169
23 S-23 65 78 13 169
24 S-24 65 78 13 169
25 S-25 71 82 11 121
26 S-26 64 77 13 169
N=
26 Total 1.769 2.081 312 3.770
APPENDIX IV
DATA ANALYSIS OF THE STUDENTS’ SCORE
1. Mean score of the students in pre-test
N X X
26 1.769
X = 68,03
2. Mean score of the students in post-test
N X X
26 2.081
X = 80,03
3. Standar Deviation (Pre-test)
√∑
(∑ )
√ ( )
√ √
√
4. Standar Deviation (Post-test)
√∑
(∑ )
√ ( )
√ √
√
5. Deviation (Pre-test)
̅ ∑ ̅
6. Deviation (Post-test)
̅ ∑ ̅
7. Test of Significant
1
2 2
n N
N D D
T D
25 2626 334 . 770 97 . 3
65 , 2
T
650 38 , 26
65 ,
2 T
APPENDIX V
The Distribution of T-Table
Df
α(level of significant)
0.10 0.05 0.01 0.001
1 6.314 12.706 63.657 636.619
2 2.920 4.303 9.925 31.598
3 2.353 3.182 5.841 12.941
4 2.132 2.776 4.604 8.610
5 2.015 2.571 4.032 6.859
6 1.943 2.447 3.707 5.959
7 1.895 2.365 3.499 5.405
8 1.860 2.306 3.355 5.041
9 1.833 2.262 3.250 4.781
10 1.812 2.228 3.169 4.587
11 1.796 2.201 3.106 4.437
12 1.782 2.179 3.055 4.318
13 1.771 2.160 3.012 4.221
14 1.761 2.145 2.977 4.140
15 1.753 2.131 2.602 4.073
16 1.746 2.120 2.921 4.015
17 1.740 2.110 2.898 3.965
18 1.734 2.101 2.878 3.922
19 1.729 2.093 2.845 3.850
20 1.725 2.086 2.831 3.819
21 1.721 2.080 2.831 3.819
22 1.717 2.074 2.819 3.792
23 1.714 2.069 2.807 3.767
24 1.711 2.064 2.797 3.745
25
1.7082.060
2.787 3.72526 1.706 2.056 2.779 3.707
27 1.706 2.052 2.771 3.690
28 1.701 2.048 2.763 3.674
29 1.699 2.045 2.462 3.659
30 1.697 2.042 2.750 3.646
40 1.684 2.021 2.704 3.551
60 1.671 2.000 2.660 3.460
120 1.658 1.980 2.617 3.373
APPENDIX VI
The Attendance List of VIII A MTs Muhammadiyah Lempangan Gowa
Numb Reg.
Numb Name TR 1 TR 2 TR 3 TR 4 Ket.
1 17001 AFS A P P P
2 17002 ASY P P P P
3 17004 AML P P P P
4 17005 ANS P A P P
5 17006 ATQ P P P A
6 17007 DWY P P P P
7 17008 FBR P P P P
8 17009 ISSN A P P P
9 17010 JSB P P P P
10 17011 MLM P P P P
11 17012 MTN P P P P
12 17013 NAML P P P P
13 17014 NHD P A P P
14 17015 NHN P P P A
15 17016 NNS P P P P
16 17017 NRH P P P P
17 17018 NDS P P A P
18 17019 RSM A P P P
19 17020 RRM P P A P
20 17021 SVN P A P P
21 17022 STA P P A P
22 17023 SC A P A P
23 17024 ULF A P P A
24 17025 ZFD P A P P
25 17026 MTH P P A A
26 17027 NRI P P A P
Note :
1. TR (Treatment) 2. P (Present) 3. A (Absent)
APPENDIX VII LESSON PLAN
School : MTs Muhammadiyah Lempangan Gowa Subject : English
Grade : VIII A
Skill Focus : Reading the paragraph Strategy focus : Buddy Reading Strategy Time Allotment : 2 x 45 minutes (90 minutes)
A. Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk recount untuk berinteraksi dengan lingkungan sekitar
B. Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk recount dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
C. Kompetensi Inti
1. Memahami dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku yang jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan , teknologi, seni, budaya, terkait fenomena dan kejadian tampak mata.
4. Mencoba mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori.
D. Tujuan pembelajaran
Pada akhirnya pembelajaran, siswa dapat:
1. Siswa dapat menemukan ide utama dari bacaan.
2. Siswa dapat menyampaikan ide utama dari bacaan.
3. Merespon pertanyaan.
4. Merespon instruksi.
E. Materi Pembelajaran Teks Bacaan (Descriptive)
Aedes Aegephty
Aedes aegephty is an animals to bring a fever dengue disease. The mosquito breed in the stagnant water. It developed very fast. If person has dengue fever, he will have a fever for more than 3 days. After that, fever falls. Unresolved fever causes out red spots. Fever will increase again. Blood vessels can break in the body. Some people to be death.
F. Metode Pembelajaran Buddy Reading Strategy
G. Langkah-langkah Kegiatan Pertemuan ke-1
Phase Activities Time
Opening 1. The researcher opens the lesson by 20 minutes
greeting “Assalamualaikum wr. Wb, Good Morning students…”
2. The researcher checks the students‟ roll 3. The researcher introduces himself and his
purpose
4. The students are asked to introduce themselves one by one by using english 5. The researcher builds the students‟
motivation
6. The researcher explains about buddy reading strategy and the rules when applying it
7. The researcher divides the students into some groups (2 students each group).
Main e. The researcher give the paragraph text to the students.
f. The researcher ask the students to read the text in pairs.
g. The students are asked to answers the questions.
h. The students are asked to tell the answer about main idea from the paragraph.
20 minutes
Closing 1. The researcher gives a conclusion about the materials.
2. The researcher closes the lesson by praying.
5 minutes
Pertemuan Ke-2
Phase Activities Time
Opening 1. The researcher opens the lesson by greeting
“Assalamualaikum wr. Wb, Good Morning students…”
2. The researcher checks the students‟ roll 3. The researcher asks the students about the
previous material and give explanation
10 minutes
Main 1. The researcher continues the materials.
2. The students are asked to back and sit together with their group mate
3. The researcher give another types of paragraph text. ”A house is a building that functions as a home, ranging from rudimentary huts of nomadic tribes to complex, fixed structures of wood, brick, concrete or other materials containing plumbing, ventilation and electrical systems. Many houses have several large rooms and several small rooms with their specialized functions. Most modern houses usually consist of a bedroom, bathroom, kitchen or cooking area, and a living room.”
4. The researcher ask the students to read the text in pairs.
5. The students are asked to tell the answer about main idea from the paragraph.
20 minutes
Closing 1. The researcher gives a game to the students 2. The researcher gives a conclusion about the
materials.
15 minutes
3. The researcher closes the lesson by praying.
Pertemuan Ke-3
Phase Activities Time
Opening 1. The researcher opens the lesson by greeting “Assalamualaikum wr. Wb, Good Morning students…”
2. The researcher checks the students‟ roll 3. The researcher explains the previous
materials
10 minutes
Main 1. The researcher continues the materials.
2. The students are asked to back and sit together with their group mate
3. The researcher give another types of paragraph text. Machu Picchu is a famous symbol of the Incan Empire history. It is also well known as the lost Incan city. It was built in 1450 but a hundred years later it was abandoned after the Spanish came and conquered the Incan Empire. Machu Picchu is a city built with the polished stone. It is located in the middle of a tropical mountain forest with an extraordinarily beautiful panorama. The main building is Intihuatana, the Temple of the Sun, and Room of the Three
20 minutes
Windows, which are called the Sacred District. Initially, the city was a fortress and then transformed into the capital of the Incas. Machu Picchu means Old Mountain. The city stands about 3 thousands meters above sea-level, among the high mountains.
Though it takes long time to reach the place, the dazzling panorama is very worth it.
4. The researcher ask the students to read the text in pairs.
5. The students are asked to tell the answer about main idea from the paragraph.
Closing 1. The researcher gives a game to the students
2. The researcher gives a conclusion about the materials.
3. The researcher closes the lesson by praying.
15 minutes
Pertemuan ke-4
Phase Activities Time
Opening 1. The researcher opens the lesson by greeting “Assalamualaikum wr. Wb, Good Morning students…” and then checking the students‟ roll
15 minutes
2. Before starting the teaching learning process, the researcher gives brain gym to students as an ice breaking to make students felt relaxed and created enjoyable atmosphere in the clas
Main 1. The researcher repeats and reminds all the material to all of the students.
2. The researcher asks one by one the students about their understanding.
3. The researcher ask the students to tell about ”The Teacher”. The aims is to prepare the students to face the post-test 4. The researcher checks the task and gives
explanation to the students
5. The researcher gives advices and suggestions
25 minutes
Closing The researcher closes the class 5 minutes
Sungguminasa, November 2018 Mengetahui,
Guru Mata Pelajaran Peneliti
ST. SAHDANA HUSNAINI, S.Pd ROSMIA PUSPASARI
NBM. 123 170 NIM. 10 535 6039 14
APPENDIX VIII DOCUMENTATION