CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
0.05 with degree of the freedom (df) = 25 indicated that t-table value is 2.064. The result of the data analysis t-test of the students‟ reading comprehension through contextual guessing technique table below:
Table 4.6. The Comparison of T-test and T-table Score of the Students’
Reading Comprehension.
Variables t-test t-table Description
Literal Comprehension 12.30 2.064 Significance Inferential Comprehension 13.36 2.064 Significance
The table shows that the value of the t-test is higher than the value of t-table.
The t-test value of main idea is greater than t-table (12.30> 2.064) and t-test value of conclusion are greater than t-table (13.36>2.064). It said that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It means that there is a significance different esult of the students‟ literal and inferential reading comprehension in reading through Contextual Guessing Technique.
obvious comprehension involves surface meaning. Idawati (2009) conducted her research use of Contextual Guess was better then when they where taught by using other technique in improve the students‟ reading comprehension.
Based on the findings above, shows that the students' literal reading comprehension is supported by the mean score of students on pre-test and post- test in main idea is 49 and 77.8. Before applied contextual guessing technique, the students could not decide clearly identified main idea by providing strong evidence, details relating to the main idea. But after applied contextual guessing technique the students easily for decide main idea.
After calculating the students‟ score of the indicator of literal reading comprehension in pre-test and post-test also explain the classification of students‟
improvement of literal reading comprehension. In pre-test, there are 1(4%) student got fairly good, 5(20%) students got fair, 13(52%) students got poor, and 6(24%) students got very poor. After taking treatment, the percentage of student main idea in post-test are 3(12%) students got very good, 10(40%) students got good, 9(36%) students got fairly good, and 3(12%) students got fair. Then none of them got excellent, fair and very poor.
Based on finding above, shows that the students‟ comprehension in literal is significantly improved. The score of the students‟ in post-test is higher than the score of students‟ in pre-test. Therefore, it can be conclusion that the contextual guessing technique could improve the students‟ comprehension in literal reading comprehension.
2. Students’ Inferential Reading Comprehension Using Contextual Guessing Technique.
Inferential of reading comprehension includes thinking process such as drawing conclusions, generalizing and predicting outcomes (Cate, Jane, Marcia, &
Peter, 2001). In Irawati (2006) conducted her research also concludes that there is a significant difference between the reading comprehension before and after using communicative tasks. In other words the communicative tasks can improve students‟ reading comprehension.
Based on finding above shows that the students' inferential reading comprehension is supported by the mean score of students on pre-test and post- test in main idea is 48.4 and 79.4. Before applied contextual guessing technique, the students‟ difficult to get conclusion or reflects resources reading in development idea. But after applied contextual guessing technique the students easily for conclusion and get the meaning moral value of the text.
After calculating the students‟ score of the indicator of inferential reading comprehension in pre-test and post-test also explain the classification of students‟
development reading comprehension. In pre-test, there are 4(16%) students got fair, 18(72%) students got poor, and 3(12%) students got very poor.
After taking treatment, the percentage of students‟ score in post-test are 4(16%) students got very good, 14(56%) students got good, 4(16%) students got fairly good, and 3(12%) students got fair. Then none of them got excellent, fair and very poor. Based on finding above, shows that the students‟ comprehension in inferential is significantly improved. The score of the students‟ in post-test is
higher than the score of students‟ in pre-test. Therefore, it can be conclusion that the contextual guessing technique could improve the students‟ comprehension in inferential reading comprehension.
3. The significant differences of T-test and T-table
Through the result of pre-test and post-test, the result of t-test value of the level of the significant= 0.05, degree of the freedom (df) = 25 indicated that t- table value is 2.064. The t-test is higher than the value of t-table. The t-test value of the main idea is higher than t-table (12.30>2.064) and t-test value of the conclusion are greater than t-table(13.36>2.064).
By the seeing the effective of the students‟ literal and inferential comprehension in reading skill. It is conclusion that contextual guessing technique improve the students‟ comprehension in literal and inferential in reading. It could be showed from the students‟ reading pre-test and post-test, some students were difficult to answer the question and find main idea and conclusion. But the students‟ reading comprehension in post-test, which the content reading comprehension could be understand and were easy to answer the question and find out the main idea and conclusion.
From the discussion above, it can be concluded that the students‟ of the second year students of SMP Negeri 4 Baraka can be argued that using Contextual Guessing Technique is very effective in improving the students reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents some conclusions and suggestions of the result from the data analysis.