Discussion - FINDINGS AND DISCUSSION

CHAPTER IV FINDINGS AND DISCUSSION

B. Discussion

Seeing the result above, it can be concluded that teaching English using Information Transfer Activity Technique can improve reading comprehension at the Tenth Grade Students ofSMAN 1 Hu’u Kab. Dompu NTB.

author. Holt (1996:175) states that reading comprehension is the minds act or power of understanding.

In the first meeting when researcher gave pre-test, the researcher looked the most of students did not know the meaning of main idea. It could be seen in the table 4.1 that the students’ reading comprehension in terms the main idea in pre- test’s the mean score was very poor, it was6.45.

In terms the main idea in pre-test, the students were confused about the main idea of the text were given and the students could not understand the reading text. Beside that students also answer as they know. Dealing with the problem above, so the researcher was expected to help the students in order to improve their reading comprehension by using information transfer activity technique.

After students had given treatment of the researcher, mean score in post-test from students had improved become 7.66. It was higher score than pre-test score.

Pre –test to post-test score, there was improvement score of students from low to high by using Information Transfer Activity Technique. The improvement percentage showed 18.75% with range was 1.21. It means the students have improvement to understand the information or the main idea of the text.

from the text in order to transfer it some other, such as a table, chart or diagram.

By making this change the learners show that they have understood the information and their understanding is deep enough to adapt it in some way.Therefore, Information Transfer Activity Technique could helps students organized information of the text, making it easier for them to pull information together or a better understanding of the main idea of text.

Seeing the result above, using Information Transfer Activity Technique had improved thestudents’ reading comprehensionin terms main idea.

7. The Improvement of the Students Literal reading comprehension in Terms of Supporting Details

In addition, the other problem was supporting details. It was one of important aspect in reading comprehension beside main idea because a good comprehension in reading should be able to conclude what has been understood from the text.

Based on finding and discussion in using Information Transfer Activity Technique in the class, the data was collected by the test as explanation in the previous finding section showed that the students’ reading comprehension in terms of supporting details of the text. It could see in mean score of pre-test and post-test and also improvement percentage on the table 4.3.

The data on the table 4.3 showed that the score improved from 6.09 in pre-test’s mean score to 6.38 in post-test’s score. After calculating of the score between pre-test and post-test, researcher found that reading comprehension of

students improved which was to be 1476.1% with range was 0.29 from mean score 6.09 in pre-test to 6.38 in post-test.

The improvement of the students mean score in pre-test and post-test proved that using Information Transfer Activity Technique is effective in increasing the students reading comprehension in terms supporting details of the text. According to Littelewood (1983) Information Transfer Activity Technique is the information transfer as a technique where the learners must now exract relevant information from the text in order to transfer it some other, such as a table, chart or diagram. By making this change the learners show that they have understood the information and their understanding is deep enough to adapt it in some way.In using Information Transfer Activity Technique, it can helps the teacher explained the materials better than before.

It means that implementation of Information Transfer Activity Technique in treatment of students’ SMAN 1 Hu’u Kab. Dompu NTB was success to make students understandable and knew about reading comprehension.

1. Test of Significance (t-test)

After calculating the value t-test analysis then it was compared with t- table value so researcher found that the value of t-test was greater than the t-table value, it meant that null hypothesis (H₀) was rejected and alternative hypothesis (H1) was accepted because there was difference significant mean score of test that had given by researcher before and after researcher using Information Transfer Activity Technique in reading Comprehension.

T-test value was greater than t-table. It was (57.6<2.042), it means that t- table was lower than t- test and there was significant differentiate between students’ reading comprehension before and after they got Information Transfer Activity Technique at the tenth grade students of SMAN 1 Hu’u Kab. Dompu NTB specially for students of X IPS 3 as sample in this research.

Beside that, the data showed that null hypothesis (H0) was rejected and the alternative hypothesis (H₁) was accepted. The researcher conclude that the influence of Information Transfer Activity Technique was one of good technique that could improve the students’ reading comprehension at the Tenth Grade Students Of SMAN 1 Hu’u Kab. Dompu NTB in academic year 2016/ 2017 could improved in terms the main idea and supporting details.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS A. CONCLUSSION

Based on the research findings and discussions in the previous chapter the following conclusions are presented.

1. Using Information Transfer Activity (ITA) Technique in teaching reading comprehension is able to improve the students’ literal comprehension at the Tenth Grade Students of SMAN 1 HU’U Kab.Dompu NTB. It is proved by the students’ achievement in post test is higher than pre test and when the students’ mean score achievement of literal comprehension focused on main idea in pre test is 6.45 but after give treatment, in post test is 7.66 the students’

literal comprehension becomes 18.75 %.

2. Using Information Transfer Activity Technique is able to improved the students’ literal reading comprehension focused in supporting details. It is proved by 476.1% of improvement which indicates that post-test is higher than the pre-test while pre-test was 6.09 and post-test 6.38.

B. SUGGESTION

Based on the conclusions above, the researcher wants to draw some suggestions are as follows:

1. The English teachers are suggested to apply Information Transfer Activity (ITA) Technique in teaching and learning process especially in teaching reading comprehension to indentifying main idea of paragraph.

2. The English teachers should maximize in giving guidance to the students in learning and teaching process, especially when using Information Transfer Activity (ITA) Technique.

3. The students should increase their ability to learn reading by using Information Transfer Activity (ITA) Technique.

4. The teacher should be creative in teaching using Information Transfer Activity (ITA) Technique because there are many techniques that could be used in teaching especially reading and also the teacher should be creative in designing the lesson material that will be given to the students, so that the students will be more interested in teaching and learning process.

5. The result of this research can also be used as an additional references or further research with different discussion for the next researchers.

6. The next researchers are expected that this finding can be a reference for them to conduct the similar research study about reading comprehension and its testing.

7. The English teachers should be creative to manage the material presentation in the classroom for teaching reading comprehension such as using Information Transfer Activity (ITA) Technique.

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MY BEDROOM

My bedroom is a place for me to rest, relax and sleep. My bedroom was big enough for me, there is a brown door of my photos and two windows with blue curtains. The floor is black. The walls are white, because I like the color white. In my bedroom there is one yellow fluffy beds were comfortable with two pillows, one bolster and one blanket. Above the bed there is a place for my dolls are cute.

There is also a brown cupboard with two doors with large mirror. The cupboard is a place to store all my clothes. In my bedroom there is also a desk for my study. Inside of desks there is a bookshelf. There are a many books, like my books from my junior high school,senior high school and my college books now and many other books.

In front of the bed there are three displays are Surah Yassin, Muhammad, and Allah so when I woke up instantly see it. I always clean my bedroom every day. I love the clean bedroom. And I am happy and comfortable in my bedroom.

Answer the questions below based on the text above!

1. What is the main idea of the text?

2. What is the things above the bad, mention it?

3. Are you bedroom enough big or small?

4. How many displays in front of the bed and explain it?

5. What usually your doing in your bedroom?

6. Are you love to clean your room?

7. How much kinds the book do you have?

8. In paragraph one, how much things in your bedroom and explain it!

9. What things above the bad, please explain it!

10. What is the color of floor and whalls, mention it!

Read following text carefully

DAILY ACTIVITY

Every day I usually wake up at 05.00 , then I make the bed . Then I wash my face, sweeping, washing dishes, and preparing the equipment that will be brought to school . After that I shower . After bathing, dressing and arrange my hair and shaving my face . Then I had breakfast and said goodbye to their parents

Then went to school at 6:30. I go to class and put bags take a broom to clean the school yard, then at 07.00 the bell rang , I and friends lined up in the school yard and we pray together, after sembayang teachers provide guidance to the students about 10 or 15 minutes after that, we went into each class 07.30 we have started the first lesson 11:45 mark bell rang lesson is over, but before we go home sembayang first.12.00.

We are home from school . Got home , I changed clothes and lunch break . Then , I get up and wash your face , and return homework.After that I shower , and change clothes . Then , I searched for my interest worship everyday use at home , after worship , I learned about 1 hour if no homework from school , I studied till 09.00 .

After studying , I tidied up and put the book, then I sleep and the next morning and I woke up at 5:00 and return back on the move . That's my daily activities.

Answer the questions below based on the text above!

1. What is the main idea of the text?

2. What time usually you wake up in the morning?

3. What the activities your doing after you wake up in the morning, explain one of them?

4. Where will you go at 6 .30 oc’lock?

5. After arrived at school what usually your doing, mention what you know!

explain what you know!

10. What you are doing after study?

Nama Sekolah :SMAN 1 HU’U Mata Pelajaran : Bahasa Inggris Kelas/Semester : X/I

Alokasi Waktu : 2 x 45 menit

A. Standar Kompetensi

 Memahami makna teks fungsional pendek dan essay sederhana berbentuk narrative, descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan

 Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari- hari dalam teks berbentuk descriptive

C. Indikator

 Menafsirkan makna teks fungsional pendek berbentuk Descriptive

 Menjawab pertanyaan yang berhubungan dengan text Descriptive

 Menememukan main idea pada teks

 Mentransfer informasi dari teks ke dalam table,diagram, or person

E. Materi Pokok

“Descriptive text”

F. Metode Pembelajaran

Information Transfer Activity (ITA) Technique G. Langkah-Langkah Pembelajaran

1. Kegiatan Awal

a. Siswa memulai proses belajar dengan berdoa.

b. Mengecek kehadiran siswa.

c. Memberikan motivasi kepada siswa untuk belajar

d. Guru memberikan gambaran umum mengenai materi yang akan di ajarkan.

e. Menjelaskan metode yang akan digunakan.

2. Kegiatan Inti

a. Guru menjelaskan materi tentang deskriptif teks dan memberikan contoh tentang deskriptif teks. Guru menjelaskan bagian bagian yang ada dalam teks deskriptif b. Guru membagikan teks kepada siswa kemudian siswa memahami teks bacaan

yang telah dibagikan oleh guru.

c. Siswa menelaah berbagai macam informasi dari teks yang mereka baca dan menemukan ide pokok dari teks tersebut

d. Siswa mentransfer informasi dari hasil bacaannya kedalam tabel atau diagram kemudian informasi tersebut di transfer ke teman-temannya.

3. Kegiatan Akhir

a. Fit back antara guru dan siswa

 Internet source of www.google.co.id I. Penilaian

 Tekhnik : Tugas

 Mengisis titik-titik pada tabel yang telah disediakan dari teks bacaan Rubrik penilaian

Nomor Uraian Skor

1-5 Jawaban benar

Jawaban kurang tepat Jawaban salah

2 1 0

Score: Jumlah jawaban benar x 10 Jumlah item soal

Makassar, Agustus 2016 The Researcher

SRI RAHMAH

Nama Sekolah :SMAN 1 HU’U Mata Pelajaran : Bahasa Inggris Kelas/Semester : X/I

Alokasi Waktu : 2 x 45 menit

A. Standar Kompetensi

 Memahami makna teks fungsional pendek dan essay sederhana berbentuk narrative, descriptive dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan

 Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk descriptive dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari- hari dalam teks berbentuk descriptive

C. Indikator

 Menafsirkan makna teks fungsional pendek berbentuk Descriptive

 Menjawab pertanyaan yang berhubungan dengan text Descriptive

 Menememukan main idea pada teks

 Mentransfer informasi dari teks ke dalam table,diagram, or person D. Tujuan Pembelajaran

“Descrivtivetext”

F. Metode Pembelajaran

Information Transfer Activity (ITA) Technique G. Langkah-Langkah Pembelajaran

1. Kegiatan Awal

a. Siswa memulai proses belajar dengan berdoa.

b. Mengecek kehadiran siswa

c. Memberikan motivasi kepada siswa untuk belajar

d. Guru memberikan gambaran umum mengenai materi yang akan di ajarkan.

2. Kegiatan Inti

telah dibagikan oleh guru.

c. Siswa menelaah berbagai macam informasi dari teks yang mereka baca dan menemukan ide pokok dari teks tersebut

d. Siswa mentransfer informasi dari hasil bacaannya kedalam tabel atau diagram kemudian informasi tersebut di transfer ke teman-temannya.

3. Kegiatan Akhir

a. Fit back antara guru dan siswa b. Guru menyimpulkan pembelajaran.

c. Menutup pelajaran dengan salam.

 Tekhnik : Tugas

 Mengisis titik-titik pada tabel yang telah disediakan dari teks bacaan Rubrik penilaian

Nomor Uraian Skor

1-5 Jawaban benar

Jawaban kurang tepat Jawaban salah

2 1 0

Score: Jumlah jawaban benar x 10 Jumlah item soal

Makassar, Agustus 2016 The Researcher

SRI RAHMAH

smile. Her weight likes 120 lbs.

She is very kind person. She is very lovely, patient and she loves to help poeple. I love my mom, because she is good example to me. She loves being in the curch, and she loves sing and dance too.

She is very good child, wife and mother. She always takes care of her family. She likes her house to be clean organized. She a very organized person, and all things in the house are in the right place. She doesn’t like messes.

She always has a smile on her face. She is so sweet and lovely. I like when I am gong to sleep or went I wake up or when I am going to go to ome places, she always give me a kiss, and when the family have a problem she always be with use to helps us and to give as all her love.

No Mother Like

1 ... A beautiful Person

2 She is not short ...

3 ... Like honey and her colour are light b 4 She is very lovely, patient and ...

5 Because she is good example to me

for me, there is a brown door of my photos and two windows with blue curtains. The floor is black. The walls are white, because I like the color white. In my bedroom there is one yellow fluffy beds were comfortable with two pillows, one bolster and one blanket. Above the bed there is a place for my dolls are cute.

There is also a brown cupboard with two doors with large mirror. The cupboard is a place to store all my clothes. In my bedroom there is also a desk for my study. Inside of desks there is a bookshelf. There are a many books,like my books from my junior high school,senior high school and my college books now and many other books.

No Parts of things Things

1 My bedroom is ...

2 ... There is a brown door of my photos and two windows with blue curtains

3 The floor is black. The walls are white

...

4 ... one yellow fluffy beds were comfortable with two pillows, one bolster and one blanket

Above the bed there is a place for my dolls are cute.

...

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