BAB IV FINDINGS AND DISCUSSION
B. Discussion
In applying Self Question, the students are able improve the levels of reading comprehension. There is literal comprehension. Richards (1995) states that different types of reading comprehension are distinguished according to the readers’ purposes and the type of reading that they use. The students also could improve their understanding of the main idea and supporting details.
From the data showed in the pretest and posttest the achievement of the students on their literal level of comprehension is increased where the data of posttest significantly improved from the distribution frequency of the result and the mean score in the test.
The result of the students’ achievement on the literal level of comprehension above indicates that the students have improvement to recognize the literal statements in the text. The students can explicitly or directly state the information given in the text; for example, main ideas, details, cause and effect and sequences written in the text.
The data analysis shows that most of the students In the pre-test there were 2 students (9.09 %) got fairly good score, 6 students (27.27 %) got fair score, 7 students (31.8%) got poor score 7 students (31.8%) got very poor score. It means that the ability of the students to comprehend the text. But after giving treatment the table shows that out of 22 students. There were students no got excellent and very good score, 4 student (18.18%) got good score, 11 students (50 %) got fairly good score, 6 students (27.27%) got fair score and 1 students (4.54%) got poor score
The mean score of that students’ pre-test was 5.04 and post-test was 6.77. The standard deviation of pre-test was 1.13 and standard deviation of post-test was 0.81. The mean score of the students’ post-test was higher than the mean score of the pre-test.
The value of the t-test is greater than t-table (9.3 > 2.080). based on the result of the t-test, the researcher found that there were a significant difference between the result of pre-test and post-test. In the other words, communicative tasks is effective in developing the students’ reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents conclusion and suggestions based on the findings and discussions of data analysis.
A. Conclusion
Based on the findings and discussion of the research, it can be concluded that the teaching of English reading using Self Question can improve the reading comprehension of the second year students SMP Neg. 2 Pa’jukukang kab. Bantaeng. It was proved by the t-test value, that is 46.5, which was greater than the t-table (2.080) Which was classified as good score, the researcher also concludes that there was a significant difference between the reading comprehension of the students of SMP Neg. 2 Pa’jukukang kab.
Bantaeng before and after Self Question Strategy. In other words can improve students’ reading comprehension.
B. Suggestion
In order to improve the student’s reading comprehension, the writer puts forward some suggestion as follows:
1. The teacher should give the students more training, guidance, motivation in reading.
2. The teacher should presents various strategies in teaching reading in order to make the students more interesting in the reading skills, especially in understanding a text and how to make questions from the text.
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3. It was suggested to use this Self Question Strategy could improve the students’ reading comprehension.
4. The material of reading should be designed and presented by using Self Question Strategy that the students can study them attractively an effectively.
5. The writer suggest to other researchers to conduct further research about Self Question Strategy to see what strategies are more helpful for the students in reading or make this strategy to be completeness in learning process especially in teaching reading.
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