CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
This part presents the result about the students’ literal reading comprehension dealing with main ideas and supporting idea, interpretive comprehension dealing making conclusion and the observation result of the students’
activeness in teaching and learning process. The researcher applied Double Brain Power Method to improve the students’ score reading comprehension.
Before taking a classroom action research through Double Brain Power Method, the researcher hold diagnostic test to measure the students’ prior knowledge in English reading. After gave diagnostic test, the researcher found that the students’
score in reading comprehension at the Second Grade of SMAS YPPP WONOMULYO Kabupaten Polman is poor, but it still must be improved.
Diagnostic test mean score was 4.80%. The mean score in cycle I was 6.13% and the mean score in cycle II was 8.66%. It means that there was the improvement the students’ score in reading comprehension used Double Brain Power Method.
The mean score of the students’ ability in literal comprehension (main idea) in cycle 1 was 6.13% and classified as fairly good . While the mean score in cycle 2 was 8.66.% and classified as good. It means that there was the improvement students’
score reading comprehension used Double Brain Power Method.
The mean score of the students’ ability in interpretive comprehension (making conclusion) in cycle 1 was 5.93% and classified as fair . While the mean score in cycle 2 was 8.40% and classified as good. It means that there was the improvement
students’ score reading comprehension used Double Brain Power Method.
The observation result of students’ activeness in teaching and learning process improved significantly through Double Brain Power Method in cycle 1 the students activeness in the 1st meeting was 50% it meant that there was still the other activity that the students were done during the teaching and learning process. Next meeting researcher repaired the weakness so the activeness of students in last meeting of cycle I became 71%. Then in the cycle II researcher gave revision again for problem that students faced during the teaching and learning process so in cycle II, the students’
activeness in the last meeting became 87%. It meant that the students pay full attention during teaching and learning process and there was no another activity that the students were done. The students were joining the teaching and learning process seriously. Even if some students did not know what they would write yet they were
still active in asking. It means that, the application of Double Brain Power Method could improve the students’ activeness during teaching and learning process and it was successful.
Based on the discussion above, it can be known that there were different result between cycle I and cycle II in teaching reading through Double Brain Power Method. The researcher may say that teaching reading through Double Brain Power Method was a good method to improving the students’ score in reading comprehension.
In this part the discussion presented the method applied in teaching reading comprehension. The application of discovery learning method in teaching reading comprehension at the Second Grade Students of SMAS YPPP WONOMULYO Kabupaten POLMAN can improved the students’ score and their ability to understand the materials of reading comprehension in cycle I and cycle II. This can be proved by the result of findings about the students’ literal reading comprehension dealing with main ideas and interpretive comprehension dealing making conclusion and the observation result of the students’ activeness in teaching and learning process.
57
CONCLUSION AND SUGGESTION This chapter consists of conclusion and suggestion.
A. Conclusion
Based on the research findings and discussion in the previous chapter, the researcher comes to the following conclusions.
1. Using Double Brain Power Method can improve the students’ score in literal reading comprehension at the Second Grade of SMAS YPPP WONOMULYO Kabupaten POLMAN. It was indicated by the mean score of the students’ D-Test was 4.80 it was classified as poor achievement. It was also lower than the mean score of the students’ literal comprehension in cycle I was 6.13 it was classified as fairly good and cycle II was 8.66 it was classified as good.
2. Using Double Brain Power Method can improve the students’ score in interpretive comprehension at the Second Grade of SMAS YPPP WONOMULYO Kabupaten POLMAN. It was indicated by the mean score of the students’ D-Test was 4.30 it was classified as poor achievement. It was also lower than the mean score of the students’
interpretive comprehension in cycle I was 5.93 it was classified as fair and cycle II was 8.40 it was classified as good.
B. Suggestion
Based on the conclusion above, the researcher addresses the following suggestion and recommendation.
1. It is suggested that the teachers, especially those who teach English of the senior high school use a Double Brain Power Method as one alternative among other teaching methods that can be used in teaching reading comprehension
2. For the teacher, it is suggested to increase the creativity to find out interesting and effective strategy or method that can motivate student in lteaching reading.
3. For the next researcher, it is suggested to use Double Brain Power Method as a reference to conduct their research on the same field. It is really possible that there is another more effective way to teach reading ability.
BIBLIOGRAPHY
Alfiah, (2004). Improving Students’ Reading Comprehension Through English Magazine, Makassar. FBS State University. Thesis
Arikunto, S., Suhardjono & Supardi (2008). Penelitian Tindakan Kelas. Jakarta:
Bumi Aksara.
Alderson, J. Charles, Clapham, C., Wall, D. (1995). Language test construction and evaluation.Cambridge:Cambridge University Press.
Asimov, Isaac, The Brain, Houghton Mifflin, (1966)
Bruer, J. (1998). Brain Science, Brain Fiction. Educational leadership,14-18
Carnine, Douglas, et.al. (1990). Direct Instruction Reading. Ohio/Merril Publishing Company.
Chaudron, C. (2004). Models and method for discovering learner’s processing of output. Studies at the second language acquisition, 7, 1-14. Retrieved from the world wide web: http//www.yahoo.com/
[email protected]. Accessed on January 2010
Carel in Alimahsudin at all (2006). Teaching Straegy Focus in Reading.States University of MakassarDennis, Daniel (1998).The intentional stance.
Cambridge, Mass.: MIT Press. ISBN 0-262-54053-3.
Depdikbud. (1985). Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk Pelaksanaan System Penilaian. Jakarta:Depdikbud
Elliot, John. (1991). Action Research for Educational Change. Buckingham:
OpenUniversity Press.
Erni Triyanti. (2007). Improving Reading Comprehension of SMAN 2 Takalar Through Interpretive Reading. FBS State University of Makassar. Thesis Finocchiaro, Mary. (1989). English as a Second/Foreign Language: From Theory to
Practice. Englewood Cliffs, NJ: Prentice Hall Regents.
Finley, K. Thomas (1991).Mental dynamics, Prentice Hall.
Gay, L.R. (1981). Educational Research. Ohio; Bell and Howel Company.
Gave,B. Philip (1966), Webster’s Third New International Dictionary, USA: G and C, Marriam Company Publisher,MassacChusects
Harmer, Jeremy. (2001). The Practice of English Language Teaching. New York:
Longman.
Hasnawati. (2000). Using authentic materials to improve reading comprehension..
FBS Makassar State University. Thesis.
Hornby, AS, (1994). Oxford advanced learner’s dictionary of current English, 4th ed…oxford: oxford university press.
Harris, J. A. & Sipay, R. E. (1985). How to increase reading ability. A guide to developmental and remedial methods. New Yersey: Longman Inc.
James M.R. Delgado (1969). Physical control of the mind; towards a psycho civilized society. Fitzhenry & Whiteside Limited, Toronto citebook. p. 25.
Kustaryo. (1998). Faktor-faktor yang mempengaruhi kemampuan membaca. Jakarta:
Bumi Aksara.
Liznayati. (2005). The Relation of Reading Speed and The Reading Comprehension Ability. FBS State University of Makassar. Thesis
Murcia, C. M. (2001). Teaching English as a second or foreign language. USA:
Heinle & Heinle.
Marksheffel in Belotani. (2005). The teaching of Reading Comprehension through Quantum Learning at the second year students of SMA negeri 1 Liukang Tangaya Pangkep.
Nunan, David. (1992). Research Method in Language Learning. Cambridge:
Cambridge University Press.
Robertson, Ian. (1987). Sociology. New York, NY: Worth Publisher, Inc.
Rubin, Dorothy. (1997). Diagnosis and Correction in Reading Instruction. Boston.
MA: Allyn and Bacon.
wideweb:http//www.yahoo.com. Accessed on june 2010
Smith, B. Nila and H. Allan Robinson. (1980). Reading Instruction for Todays Children. Englewood. Cliffs, NJ: Prentice-Hall Inc.
St. Ratnawati. (2006). Improving the students vocabulary through reading descriptive text. FBS State University of Makassar. Thesis
APPENDICES A
LESSON PLAN
APPENDICES B
INSTRUMENT OF THE RESEARCH :
DIAGNOSTIC TEST TEST OF CYCLE I
TEST OF CYCLE II
APPENDICES C
THE RESULT OF:
DIAGNOSTIC TEST CYCLE I
CYCLE II
APPENDICES D
NAMA NAMA SISWA
LEMBAR PENGAMATAN PROSES BELAJAR &
MENGAJAR
DAFTAR HADIR SISWA
APPENDICES E
DOKUMENTASI
Rencana Pelaksanaa Pembelajaran (RPP)
Mata pelajaran : Bahasa Inggris Kelas/semester : XI/2
Pertemuan ke : 1
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
I. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu pengetahuan.
II. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
III. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
IV. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut dalam indikator di atas.
V. Materi pokok : Teks Narrative
Contoh Teks :
GATOTKACA
Gatotkaca was a strong and brave man from Pringgani Kingdom. He was son of Bimasena and Arimbi. The baby was so strong that no weapon could cut of his umbilical cord. It’s been a year, Bimasena said sadly, but my son still has his umbilical cord Hearing that, his brother named Arjuna decided to meditate for god’s guide. Arjuna didn’t realize that at the same time Karna was meditating nearby. Since the two of them looked alike, god Batara Narada by mistake gave a super power weapon Kantawijaya to Karna. Then Narada told his mistake to Arjuna, and Arjuna tried to take away the weapon. They were fighting fiercely. Karna manage to keep the weapon. Arjuna, on the other han, got the case only. Miraculously, the case cut the Gatotkaca’s cord and then penetrated the baby’s stomach. It’s made the baby strength, but Arjuna has a strong feeling that he’ll be killed the weapon.
Seeing this, Narada then took Gatotkaca to the Nirvana. Narada would have the baby fight Patih Sekipu who was attacking the Nirvana. Sekipu grabbed Gatotkaca. He hit the baby hard on its leg, but the baby kicked him. He squeezed the baby’s arm, but the baby pulled his arm so hard. With great embarrassment, Sekipu returned the baby to Narada and then run away.
Narada was so amazed to Gatotkaca that he planned to give more power to him. Narada plunged Gatotkaca to Candradimuka, which was the crater of mount Jamurdipa. almost immediately, the other god threw all inds of powerful weapons into the crater. The following day Gatotkaca emerged from the depth in the shape of fully grown man with the power equql to all kinds of weapons.
The gods gave him a soecial gift, a hat called Basunanda, a vest called Antrakusuma, and sandals called Pandakacarma. With these all, Gatotkaca could fly fom cloud to cloud as fast as lighting to defnd not only his father and uncle but also the gods.
VI. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
VII. Langkah pembelajaran a. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi pembelajaran
b. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication, resolution).
− Siswa menganalisa generic structure dari narrative teks yang diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran berikutnya.
c. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam VIII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
https://suparnaenglishclassdiscussion.wordpress.com/2013/06/28/rpp-bahasa- inggris-tentang-reading-narrative-text/
IX. Penilaian
The ways to give score the student’s answer by using the following formula:
c. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization that states or implies the main idea
- The answer states or implies the main idea from the story
- Indicator inaccurate or in complete understanding of main idea
- The answer include minimal or no understanding of main idea
- No answer
4
3 2 1 0
( Hammer in Murniati 2015:35) Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score - Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development idea
4
3
- Conclusion reflect only reading in development of idea. It is poor
- Conclusion those answers, but do not reflect any reading of resources in development idea.
2 1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran (RPP)
Mata pelajaran : Bahasa Inggris Kelas/semester : XI/2
Pertemuan ke : 2
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
I. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu pengetahuan.
II. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
III. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
IV. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut dalam indikator di atas.
V. Materi pokok : Teks Narrative
Contoh Teks :
Snow White
Once upon a time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if she ran away. The next morning she ran away into the woods.
She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs.
The dwarfs said, “What is your name?” Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs the whole story. The dwarfs said, “If you want, you may live here with us.” Snow White answered, “Oh, could I?
Thank you.” Finally, Snow White and the seven dwarfs lived happily ever after.
VI. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
VII. Langkah pembelajaran d. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi pembelajaran
e. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication, resolution).
− Siswa menganalisa generic structure dari narrative teks yang diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran berikutnya.
f. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam VIII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://www.caramudahbelajarbahasainggris.net/2015/04/contoh-dan-soal- narrative-text-beserta-jawaban.htm
IX. Penilaian
The ways to give score the student’s answer by using the following formula:
d. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization that states or implies the main idea
- The answer states or implies the main idea from the story
- Indicator inaccurate or in complete understanding of main idea
- The answer include minimal or no understanding of main idea
- No answer
4 3 2 1 0
( Hammer in Murniati 2015:35)
Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score - Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development idea
- Conclusion reflect only reading in development of idea. It is poor
- Conclusion those answers, but do not reflect any reading of resources in development idea.
4 3 2 1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran (RPP)
Mata pelajaran : Bahasa Inggris Kelas/semester : XI/2
Pertemuan ke : 3
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
X. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu pengetahuan.
XI. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XII. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XIII. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut dalam indikator di atas.
XIV. Materi pokok : Teks Narrative
Contoh Teks :
The Lion and the Mouse
One day, a Lion lay asleep in the jungle. A tiny Mouse, running about in the grass and not noticing where he was going, ran over Lion’s head and down his nose.
The Lion awoke with a loud roar and down came his paw over the little Meuse. The great beast I was about to open his huge jaws to swallow the tiny creature when “Pardon me, O King, I beg of you,” cried the frightened Mouse.
“If you will only forgive me this time, I shall never forget your kindness. 1 meant no harm and I certainly didn’t want to disturb Your Majesty. If you will spare my life, perhaps I may be able to do you a good turn, too.” The Lion began to laugh, and he laughed and laughed. “How could a tiny creature like you ever do anything to help me? And he shook with laughter. “Oh well” he shrugged, looking down at the frightened Mouse, “you’re not so much of a meal anyway.”
He took his paw off the poor little prisoner and the Mouse quickly scampered away. Some time after this, some hunters, trying to capture the Lion alive so they could carry him to their king set up rope nets in the jungle. The Lion, who was hunting for some food, fell into the trap. Her roared and thrashed about trying to free himself but with every move he made, the ropes bound him tighter.
The unhappy Lion feared he could never escape, and he roared pitifully.
His thunderous bellows echoed through the jungle. The tiny Mouse, scurrying about far away, heard Lion’s roars “That may be there very Lion who once freed me,” he said, remembering his promise. And he ran to whether he could help.
Discovering the sad state the Lion was in, the Mouse said to him, “Stop, stop!
You must not roar.
If you make so much noise, the hunters will come and capture you. I’ll get you out of this trap.” With his sharp little teeth, the Mouse gnawed at the ropes until they broke. When the Lion had stepped out of the net and was free once “Thank you, good Mouse,” said the Lion gently. “You did help me even though I am big and you are so little. I see now that kindness is always worthwhile.”
Moral of the story: Even the strong sometimes need the friendship of the weak.
Answer the questions based on the text above!
1. What is the title of the text?
2. Where was the story happen?
3. Who is the main character of the story?
4. When was the lion captured by some hunters?
5. What was the moral value of the text above?
Find out the main idea of each paragraph!
XV. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−