CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
Table 4.12 the T-test Value of Students’ Reading Comprehension
Variable T-test T-table comprehension classification Literal
comprehensions
17.716 1,690 t-test > t-table Significantly different Interpretative
comprehensions
20.324 1,690 t-test > t-table significanly Table 4.12, showed that t-test value for reading comprehension focused on literal with the t-test value was 17.716> 1.690 and interpretative with t-test
20.324>1.690. It indicated that the result of t-test value in all of variable and indicator was higher than t-table value. It means that there were as a significant different between the result of pre-test and post-test in reading comprehension.
Based on the result, it concluded that there was improvement of the students‟
reading comprehension dealing with literal and interpretative comprehension by using Global Method.
only gave the exercise (reading text) to know their prior knowledge before using Global Method.
At the beginning, their reading comprehension was 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 and the conclusion of the text.
The writer gave the treatment by using Global Method. 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.
The result of the data collection through reading test as explained to the previous finding section that the students‘ achievement after using Global Method was significant. In using Global Method in reading activity, the writer found that the mean score of post-test students‘ achievement is greater than pre-test. In table 4.1 showed that the score of find out the orientation which the mean score of pre-test in literal comprehension was 61.17 and interpretative comprehension was 79.85 after using Global, the score of literal comprehension was 62.14 and interpretative comprehension was 81.14. Then, in table 4.6 showed that the score of to know the improving literal comprehension was 62.14 and in table 4.8 showed that the score of to know the improving interpretative comprehension was 81.14 after using Global method.
Through the result of pre-test and post-test, the result of t-test value of level significant (p) = 0.05 with degree of freedom in Literal (main idea) (df) = 34; in
interpretative (conclusion) (df) = 34. Indicated t-table value is 1.690 and t-table Literal (main idea) is 17.716; in interpretative (conclusion) 20.324.
After the calculating the value t-test analysis, then is it compared with t-table value. As the result, the researcher finds that the value of t-test is higher than the t- table. It means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test that have given by researcher using Global Method in reading class.
From the discussion above, it can be concluded that using Global Method is one of teaching method that can improve students‘ reading comprehension at the Eighth grade SMPN 2 SUNGGUMINASA.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on discussion proposed in previous chapter, it can be concluded that:
1. The use of Global Method can develop students‘ reading literal (main idea) at the Eighth grade of SMPN 2SUNGGUMINASA. It is proven by the students‘ mean score improvement from per-test to post-test. The students‘ mean score of pre-test in literal (main idea) is 62.71. While the post-test is higher than mean score of pre-test the post-test in interpretative comprehension (conclusion) is 79.85. Moreover, based on the data analysis, t-test value is higher than the t-test table (10.716 > 1.690). It means that there is a significant difference. Therefore H0 is rejected and H1is accepted.
2. The use of Global Method can develop students‘ reading interpretative (conclusion) at the Eighth grade of SMPN 2 SUNGGUMINASA. It is proven by the students‘ mean score improvement from pre-test to post- test. The students‘ mean score of pre-test in literal comprehension (main idea) 62.14. While the post-test is higher than mean score of pre-test, the
post-test in interpretative comprehension (conclusion) 81.14. Moreover, based on the data analysis, T-test value is higher than the t-test table values (20.324 > 1.690). It means that there is a significant. Therefore H0 rejected and H1 is accepted.
B. SUGGESTION
After passed all of the procedures to finish this thesis, the researcher would like to give some suggestions in apply Global Method in teaching reading comprehension, as follows:
1. The researcher suggests to the English teacher to know the students interest in English learning and know how to monitoring the students, because it is very important to support the students‘ knowledge in preparing the material or understanding the material before Global Method.
2. The researcher suggests to the teacher that should be creative in teaching English especially Reading. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research. They are suggested to apply the method in different level of the students because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the method in using Global Method to improve students‘ reading comprehension.
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Appendix A Composition Test
A. Pre-Test PRE-TEST
R. A. KARTINI
Every April 21 people in Indonesia commemorate the Kartini day. It is beautiful day for the woman because we celebrate the birth of great lady R.A. Kartini. Everyone knows who os Kartini. She is our national heroine and a great lady with the bright idea.
Kartini was born in 1879 April 21 in mayong jepara. Her father was Rama Sosroningrat a Wedana (assistant of head of regency) in mayong. Her mother, Ma Ngasirah was a girl from Teluk Awur village in Jepara as the daughter of a noble family, she felt luck because she got more than the ordinary people got. She got better education than other children. In november 12 1903 she married adipati djoyodiningrat, the head of rembang regency. According to javanese tradition Kartini had to follow her husband. Then she moved to rembang.
In September 13 1904 she gave a birth to her son. His name was Singgih. But after giving birth to a son, her condition was getting worse and she finally passed away on september 17 1904 on her 25 years old.
Now Kartini has gone. but her spirit and dream will always be in our heart.
Nowadays Indonesian women progress is influenced by kartini's spirit stated on collection of letter "habis gelap terbitlah terang" or from the dusk to the dawn.
R.A. KARTINI
Setiap 21 April masyarakat di Indonesia memperingati hari kartini. Ini adalah hari yang indah untuk wanita karena kita merayakan kelahiran wanita hebat R.A. Kartini.
Semua orang tahu siapa Kartini. Dia adalah pahlawan nasional kami dan seorang wanita hebat dengan ide cemerlang.
Kartini lahir pada tahun 1879 21 April di Mayong Jepara. Ayahnya adalah Rama Sosroningrat seorang Wedana (asisten Bupati) di Mayong. Ibunya, Ma Ngasirah adalah seorang gadis dari desa Teluk Awur di Jepara yang merupakan putri dari keluarga bangsawan, dia merasa beruntung karena dia mendapat lebih dari pada orang biasa. Dia mendapat pendidikan yang lebih baik daripada anak-anak lain. Pada tanggal 12 November 1903 ia menikah dengan adipati djoyodiningrat, kepala Kabupaten Rembang. Menurut tradisi Jawa Kartini harus mengikuti suaminya.
Kemudian ia pindah ke Rembang.
Pada 13 September 1904 ia melahirkan anaknya. Namanya Singgih. Tapi setelah melahirkan seorang putra, kondisinya semakin parah dan dia akhirnya meninggal dunia pada 17 September 1904 berusia 25 tahun.
Sekarang Kartini telah tiada. Tapi semangat dan mimpi nya akan selalu berada di hati kita. Saat ini kemajuan perempuan Indonesia dipengaruhi oleh semangat kartini yang diyatakan dalam koleksi surat "Habis Gelap terbitlah Terang" yang ditulisnya.
Question (Pertanyaan)
1. What is the main idea from the text? (Apa ide pokok dari teks tersebut?) 2. What is the conclusion of the text? (Apa kesimpulan dari teks tersebut?)
B. Post-Test
MAKASSAR
Makassar is the provincial capital of South Sulawesi, Indonesia, and the largest city on Sulawesi Island. From 1971 to 1999, the city was named Ujung Pandang, after a pre-colonial fort in the city, and the two names are often used interchangeably. The port city is located at 5°8′S 119°25′E, on the southwest coast of the island of Sulawesi, facing the Makassar Strait. Its area is 175.77 km2 and has population of around 1.4 million.
Makassar is home to several prominent landmarks including the 16th century Dutch fort Fort Rotterdam, Trans Studio Makassar—the third largest indoor theme park in the world and the Karebosi Link—the first underground shopping center in Indonesia.
Makassar has several famous traditional foods. The most famous is Coto Makassar. It is a stew made from the mixture of nuts and spices with beef parts which include beef brain, tongue and intestine. Konro rib dish is also popular traditional food in
Makassar. Both Coto Makassar and Konro are usually eaten with Burasa, glutinous rice with coconut milk and sauted coconut granule.
In addition, Makassar is the home of pisang epe, or pressed bananas. These are bananas which are pressed, grilled, and covered with palm sugar sauce and sometimes eaten with Durian. Many street vendors sell pisang epe, especially around the area of Losari beach.
MAKASSAR
Makassar adalah ibu kota provinsi Sulawesi Selatan, Indonesia, dan kota terbesar di Pulau Sulawesi. Dari tahun 1971 hingga 1999, kota ini dinamai Ujung Pandang, diambil dari nama benteng pra-kolonial di kota tersebut, dan kedua nama tersebut sering digunakan secara bergantian. Kota pelabuhan ini terletak di 5 ° 8′S 119 ° 25'E, di pantai barat daya pulau Sulawesi, menghadap Selat Makassar. Luas wilayahnya 175,77 km2 dan berpenduduk sekitar 1,4 juta jiwa.
Makassar adalah rumah bagi beberapa landmark terkenal termasuk benteng Belanda abad ke-16 Fort Rotterdam, Trans Studio Makassar - taman hiburan dalam ruangan terbesar ketiga di dunia dan Karebosi Link - pusat perbelanjaan bawah tanah pertama di Indonesia.
Makassar memiliki beberapa makanan tradisional yang terkenal. Yang paling terkenal adalah Coto Makassar. Semur yang terbuat dari campuran kacang-kacangan dan rempah-rempah dengan bagian daging sapi yang meliputi otak sapi, lidah dan usus.
Hidangan iga konro juga merupakan makanan tradisional yang populer di Makassar.
Coto Makassar dan Konro biasanya dimakan dengan burasa, ketan dengan santan dan butiran kelapa yang ditumis.
Selain itu, Makassar adalah rumah bagi Pisang EPE, atau Pisang Peras. Ini adalah pisang yang diperas, dibakar, dan ditutup dengan saus gula aren dan terkadang
dimakan dengan Durian. Banyak pedagang kaki lima yang menjual Pisang Epe, terutama di sekitar kawasan pantai Losari.
Question
1. What is the main idea from the text? (Apa ide pokok dari teks tersebut?) 2. What is the conclusion of the text? (Apa kesimpulan dari teks tersebut?)
Appendix B
The result of the students‘ pre-test
The result of the students‘ post-test
Appendix C
The list name of VIII.5 at SMPN 2 SUNGGUMINASA No Code Name
1 S-1 A. Muh. Ichsan Luthfi Kurniawan
2 S-2 Alfred Jousak Thungadi 3 S-3 Andi Muhammad Raditya
Budianto
4 S-4 Andi Sulfina Ramadhani 5 S-5 Anggi Aprina Ashari
6 S-6 April
7 S-7 Bunga Az-Zahra Said 8 S-8 Dian Pratiwi
9 S-9 Fani Riqqa Utari
10 S-10 Febrianti Rahmadani Dahlan 11 S-11 Fernando Syalom Palensa 12 S-12 Fiqri Andika Pratama 13 S-13 Hasyir Al Fatta
14 S-14 Halizah Noer Ummairah 15 S-15 Indah Ismaniar Fahrani 16 S-16 Indira Tridiska Putri 17 S-17 Kartika Ratna Sari
18 S-18 Lesmana Syaragil Hidayat 19 S-19 M. Fachri Ajis
20 S-20 Mentari Ardiza. A 21 S-21 Muh. Aditiyah Nur
22 S-22 Muh. Agil Syahram Syarif 23 S-23 Muh. Fadhil Ikhsan Ardhana 24 S-24 Muh. Fadil Danial
25 S-25 Muh Fatur Usman 26 S-26 Muh. Khaidir Ali 27 S-27 Muh. Ridho Mustamin 28 S-28 Muh. Syahrul Ramadhan 29 S-29 Muh. Taufiq Ramadhan 30 S-30 Muh. Zyanzam Arfhasyad 31 S-31 Nur Ayudia Putri Ramadhani
Imran
32 S-32 Nurul Annisa Wijaya 33 S-33 Sri Reski Widya Nengsih 34 S-34 St Saffana Thahira Nurdin 35 S-35 St. Fatimah Putri Maimunah
Appendix D
Data Analysis of Students‘ Mean Score Pre-Test and Post-Test Note: Preliteral : Pre-Test Of Main Idea
Postliteral : Post-Test Of Main Idea Preinter : Pre-Test Of Conclusion Postinter : Post-Test Of Conclusion
no Sample preliteral Postliteral preinterpretative postinterpretative
1 S-1 50.00 70.00 55.00 70.00
2 S-2 70.00 80.00 65.00 85.00
3 S-3 50.00 75.00 50.00 70.00
4 S-4 55.00 70.00 50.00 75.00
5 S-5 70.00 80.00 70.00 85.00
6 S-6 50.00 75.00 55.00 75.00
7 S-7 70.00 85.00 65.00 80.00
8 S-8 50.00 70.00 50.00 75.00
9 S-9 70.00 80.00 70.00 80.00
10 S-10 70.00 85.00 65.00 80.00
11 S-11 50.00 75.00 55.00 75.00
12 S-12 70.00 90.00 70.00 85.00
13 S-13 70.00 80.00 70.00 80.00
14 S-14 70.00 85.00 65.00 80.00
15 S-15 70.00 85.00 65.00 85.00
16 S-16 70.00 80.00 70.00 80.00
17 S-17 70.00 85.00 70.00 90.00
18 S-18 50.00 75.00 55.00 80.00
19 S-19 55.00 75.00 50.00 80.00
20 S-20 70.00 90.00 70.00 90.00
21 S-21 70.00 80.00 65.00 85.00
22 S-22 70.00 85.00 70.00 85.00
23 S-23 70.00 80.00 65.00 85.00
24 S-24 60.00 75.00 50.00 80.00
25 S-25 50.00 70.00 55.00 75.00
26 S-26 55.00 80.00 60.00 80.00
27 S-27 50.00 75.00 65.00 80.00
28 S-28 50.00 80.00 50.00 80.00
29 S-29 50.00 70.00 50.00 75.00
30 S-30 70.00 90.00 70.00 90.00
31 S-31 70.00 85.00 65.00 80.00
32 S-32 70.00 80.00 70.00 80.00
33 S-33 70.00 80.00 70.00 85.00
34 S-34 70.00 90.00 65.00 90.00
35 S-35 70.00 85.00 70.00 90.00
Appendix E
To know the score of the students‘ answer of the test, the researcher used formula:
Score =
X 100 Rubric of main idea
No Indicator Score
1 The answer includes a clear generalization that states or implies the main idea
4
2 The answer states or main idea from the story 3 3 Indicator inaccurate or incomplete understanding of main idea 2 4 The answer include minimal or no understanding of main idea 1
Pollard (2007.25) Rubric of conclusion
No Indicator Score
1 Conclusion reflects recourse readings in development of idea. It is excellent.
4
2 Conclusion reflects reading in development of idea. It is good. 3 3 Conclusion reflects only reading in development of idea. It is poor 2 4 Conclusion there answer but do not reflect any reading of recourse
in development idea
1
Clarke (1990)
After Scoring, the data classified as follows:
No Score Classification
1 2 3 4 5.
6.
7.
96-100 86-95 76-85 66-75 56-65 36-55 0-35
Excellent Very good Good Fairly good Fair
Poor Very Poor
(Depdikbud, 2010 : 27)
Appendix F
The Improvement of Students in Reading Comprehension
1. Improvement Students‘ Literal Comprehension (Main Idea)
The students‘ improvement= 29.39%
2. Improvement Students‘ Interpretative Comprehension (Conclusion)
The students‘ improvement= 30.57%
3. The improvement Reading Comprehension
The improvement Reading Comprehension= 11.85%
Appendix G T-Test Analysis
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 preliteral 62.7143 35 9.26274 1.56569
postliteral 79.8571 35 6.12201 1.03481
Pair 2 preinter 62.1429 35 7.88574 1.33293
postinter 81.1429 35 5.43487 .91866
Paired Samples Correlations
N Correlation Sig.
Pair 1 preliteral & postliteral 35 .798 .000
Pair 2 preinter & postinter 35 .713 .000
Paired Samples Test Paired Differences
t df Sig. (2-tailed) Mean Std. Deviation
Std. Error Mean
95% Confidence Interval of the Difference
Lower Upper
Pair 1
preliteral - postliteral
-17.14286 5.72478 .96766 -19.10939 -15.17633 -
17.716 34 .000
Pair 2
preinter - postinter
-19.00000 5.53066 .93485 -20.89985 -17.10015 -
20.324 34 .000
Appendix H
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052 2 0.81650 1.88562 2.91999 4.30265 6.96456 3 0.76489 1.63774 2.35336 3.18245 4.54070 4 0.74070 1.53321 2.13185 2.77645 3.74695 5 0.72669 1.47588 2.01505 2.57058 3.36493 6 0.71756 1.43976 1.94318 2.44691 3.14267 7 0.71114 1.41492 1.89458 2.36462 2.99795 8 0.70639 1.39682 1.85955 2.30600 2.89646 9 0.70272 1.38303 1.83311 2.26216 2.82144 10 0.69981 1.37218 1.81246 2.22814 2.76377 11 0.69745 1.36343 1.79588 2.20099 2.71808 12 0.69548 1.35622 1.78229 2.17881 2.68100 13 0.69383 1.35017 1.77093 2.16037 2.65031 14 0.69242 1.34503 1.76131 2.14479 2.62449 15 0.69120 1.34061 1.75305 2.13145 2.60248 16 0.69013 1.33676 1.74588 2.11991 2.58349 17 0.68920 1.33338 1.73961 2.10982 2.56693 18 0.68836 1.33039 1.73406 2.10092 2.55238 19 0.68762 1.32773 1.72913 2.09302 2.53948 20 0.68695 1.32534 1.72472 2.08596 2.52798 21 0.68635 1.32319 1.72074 2.07961 2.51765 22 0.68581 1.32124 1.71714 2.07387 2.50832 23 0.68531 1.31946 1.71387 2.06866 2.49987 24 0.68485 1.31784 1.71088 2.06390 2.49216 25 0.68443 1.31635 1.70814 2.05954 2.48511 26 0.68404 1.31497 1.70562 2.05553 2.47863 27 0.68368 1.31370 1.70329 2.05183 2.47266 28 0.68335 1.31253 1.70113 2.04841 2.46714 29 0.68304 1.31143 1.69913 2.04523 2.46202 30 0.68276 1.31042 1.69726 2.04227 2.45726 31 0.68249 1.30946 1.69552 2.03951 2.45282 32 0.68223 1.30857 1.69389 2.03693 2.44868 33 0.68200 1.30774 1.69236 2.03452 2.44479 34 0.68177 1.30695 1.69092 2.03224 2.44115 35 0.68156 1.30621 1.68957 2.03011 2.43772 36 0.68137 1.30551 1.68830 2.02809 2.43449 37 0.68118 1.30485 1.68709 2.02619 2.43145
38 0.68100 1.30423 1.68595 2.02439 2.42857 39 0.68083 1.30364 1.68488 2.02269 2.42584
Appendix I
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan pendidikan : SMPN 2 Sungguminasa Mata pelajaran : Bahasa Inggris
Kelas : VIII
Materi Pokok : Teks Deskriptif
A. Kompetensi inti
K1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
K2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dalam lingkungan social dan dalam jangkauan pergaulan dan kebudayaan.
K3 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurangi, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain sama dalam sudut pandang/teori.
B. Kompetensi dasar
4.11 : Menangkap makna dalam teks deskriptif lisan dan tulisan, pendek dan sederhana.
4.4.1 : Menangkap maksna secara kontekstual teraktif fungsi social, struktur teks, dan unsur kebahasaan teks deskriptif, lisan dan tulisan, pendek dan sederhana.
C. Indicator
Menentukan main idea dan menyimpulkan teks deskriptif
Siswa dapat mengidentifikasi main idea dan menyimpulkan suatu parahraph
D. Tujuan pembelajaran
Siswa mampu menentukan dan menidentifikasi main idea dan kesimpulann dalamdeskriptif teks
E. Model/Metode Pembelajaran
Global Method
F. Langkah-langkah kegiatan pembelajaran
Media : Teks/Gambar
Sumber Belajar : Buku dan Internet G. Langkah-langkah kegiatan pembelajaran
1. Pertemuan pertama
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran.
Guru memperkenalkan dirinya sebagai guru bahasa inggris sementara
Memeriksa kehadiran siswa
Menyampaikan tujuan pembelajaran yang akan berlangsung
Menyampaikan materi pembelajaran yang akan dibahas Kegiatan inti:
Menanyakan pada siswa apakah telah mempelajari materim yang telah diberikan sebelumnnya
Guru menanyakan kepada siswa apakah siswa pernah belajar mengenai reading
Guru menjelaskan metode apa yang akan digunakan
Peneliti memberikan teks kepada siswa yang didalamnya terdapat teks bacaan
Guru melibatkan siswa mengingatkan dalam mengidentifikasi teks dalam kalimat
Guru melakukan Tanya jawab dengan siswa berkaitan dengan teks dalam test tersebut
Guru memberikan tugas dab diskusi kepada siswa
Membiasakan siswa membaca dan menulis untuk menyelesaikan masalah
Guru bertanya tentang hal yang belum diketahui siswa mengenai method yang digunakan
Guru memberikan penjelasan dan menyimpulkanterai dengan metode yang digunakan dalam pembelajaran reading
Kegiatan penutup:
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai metode yang digunakan
Guru memberikan penjelasan dan menyimpulkan terkait pembelajaran menggunakan metode tersebut
Guru memberikan penghargaan kepada siswa yang telah aktif dalam pembelajaran
Memberikan motivasi kepada siswa yang belum bias berpartisipasi aktif dalam kegiatan pembelajaran
Menanyakan perasaan siswa setelah melakukan pembelajaran tersebut
Menyampaikan rencana pembelajaran pada pembelajaran berikutnya 2. Pertemuan ke-2
Kegiatan awal:
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran
Memeriksa kehadiran siswa
Menyampaikan tujuan pembelajaran yang akan berlangsung
Menyampaikan materi pembelajara yang akan dibahas
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan materi
Guru mengajak siswa mengingat kembali bacaan yang pernah dipelajari
Kegiatan inti:
Menanyakankepada siswa apakah telah mempelajari materi yang telah diberitahu sebelumnya yaitu tentang bacaan
Guru menjelaskan aturan dan cara menggunakan metode global
Guru memberikan bacaan kepada siswa dengan menggunakan metode global method
Guru bersama siswa mengidentifikasi bacaan dengan menggunakan metode global
Guru melakukan Tanya jawab berkaitan bacaan yang ada dalam teks tersebut menggunakan metode global
Kemudian guru menyebutkan makna dalam bacaan tersebut