CHAPTER IV: FINDINGS AND DISCUSSION
B. Discussion
a significant different between the result of pretest and posttest in reading comprehension.
Based on these result, it is concluded that there were significant difference of the improving students reading comprehension before and after using picture.
which had been appeared in pre-test, the researcher conducted treatment in three meetings.
The first meeting was on November 13th 2019. It was the first day for treatment. The researcher conducted the first treatment by teaching about Procedure text. Firstly, the researcher explained about Procedure text and its generic structure, purpose, and its example. The researcher than showed the students a picture about how to clean a blender and the students should identify the generic structure and also the researcher brought the students to focus on
The second meeting was on November 18st 2019. It was the second treatment, the teacher given the text about how to replace a microwave light bulb with an irregular picture. Then the students arranged the picture that given by the teacher and also identify the aim or goal, the material and the steps.
The third meeting was on November 23th 2019. In this meeting, the researcher asked the students to arrange the picture that given by the researcher. In this case was identifying the generic structure in procedure text by the groups. The students was divided into five groups, every group was given task with same procedure text and instruction. This meetings show the enthusiasm of the students.
Most of the students show their best work group of this task with four groups had excellent score.
In the three meetings of treatment, the students seemed enthusiastic by applying picture as media and also the students had fun and enjoyable. By using this media, the lesson material was more interesting. It was supported based on
Shin (2006), there are several ways to English for Young Learners. One of them is by supplementing the activity of learning with media. The media which is used in this research is visual media, in the form of picture to attract the students’
attention in the process of learning.
Last meeting was on November 25th 2019. This meeting was for giving the post-test after treatment. Based on the row score, all of the students gave right answer for questions about the aim or goal, the material, and the steps of procedure text. It showed most of the students showed their improvement in their achievement. The following explanation of the improvement:
1. The improvement of students’ achievement in Literal Reading Comprehension
Based on the result of the students’ literal reading comprehension test, the score of the students’ pre-test showed that there is no student got excellent classification, very good classification, good classification, students got fairly good classification 6 (23.08%), students got fair classification 11 (42.31%), students got poor classification 6 (23.08%), and student got very poor classification 3 (11.53%). This meant the students still lack of comprehension especially in procedure text.
While the score of the students’ post-test, it is found that there is not excellent classification, students got very good classification 6 (23.08%), students got good classification 18 (69.22%), students got fairly good classification 1 (3.85%), students got fair classification 1 (3.85%), and then there is no students
got poor classification and student got very poor classification. It concluded that 92.3% of the students gained the passing grade and improved their reading achievement. Furthermore, the result of the data analysis through the reading test also showed that the mean score of pre-test was 59.04 and post-test was 83.46.
2. The significant difference 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 5% = 0.05, degree of the freedom (df) = 25 indicated that t- table value was 2.05954 and t-test value was 16.84. Therefore, it can be concluded that statistically hypothesis of H1 was accepted and the statistically hypothesis of H0 was rejected. It means that the implementation of in teaching procedure text can improve the students’ comprehension of reading.
The data of this research showed that there was a significant difference of students’ reading comprehension between before and after implementation of picture in teaching procedure text. It was beneficial for the students in junior high school who studied English as foreign language because it could improve their comprehension in reading procedure text. It also caused by the involvement of the students during the process. The same thing was said to wright (1989), pictures are very important in helping students to understand something since they can represent place, object, people, etc. Picture can attract the students’ attention and direct the students to concentrate on the lesson.
It also supports according to Kamalia (2016), who used picture in series to improve students’ reading comprehension in narrative text and the result
showed that the use of pictures in series can improve students’ reading comprehension achievement. It means that by looking at the pictures, it helps the students to understand more about the context of the subject, because they will get a lot of information. From the discussion above, it can be concluded that the ninth grade of SMP Negeri 18 Makassar have good skills in reading after being taught through picture, especially in comprehending procedure text.
49 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After conducting the Experimental Research about Improving the Students’ Reading Comprehension by Using Picture and based on research findings in the previous chapter, the researcher concluded that teaching material about implementation of picture in procedure text is effective to improve the students’ literal reading comprehension, it was proved by the mean score of students’ achievement before and after giving treatment is 59.04 become 83.46. There was significant difference of students’ reading comprehension before and after implemented of picture. It could be proven by the value of t-test (16.84) was higher than t-table value (2.05954).
B. Suggestion
Based on the result of the data analysis and conclusion above the researcher suggests:
1. The English teacher at SMP Negeri 18 Makasar is suggested to use picture media because picture media make the students more interesting and easy to get the massage in text, therefor the lesson material would be effective and efficient.
2. The result of this research can also be used as an additional reference or future research with different discussion for the next researcher.
50
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Appendix A
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) PERTEMUAN 1 - 3 KELAS EKSPERIMEN
Sekolah : SMP Negeri 18 Makassar Mata Pelajaran : Bahasa Inggris
Kelas : IX/1
Materi : Procedure Text
Waktu : 2 x 45 menit/pertemuan
A. Kompetensi Inti
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleran,gotong royong), santun, dan percaya diri dalam berinteraksi secara efektifdengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI-3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.4 membandingkan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi
terkait resep
makanan/minuman dan manual, pendek dan sederhana, sesuai
dengan konteks
penggunaannya
3.4.1 Melafalkan beberapa kosa kata yang berhubungan dengan Teks Prosedur tentang resep makanan/minuman dan manual pendek sederhana sesuai dengan konteks penggunaannya
3.4.2 Mengidentifikasi generic structure Teks prosedur sesuai dengan konteks penggunaannya di dalam teks yang tersedia
4.4 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, sangat
pendek dan
sederhana, dalam bentuk resep dan manual
4.4.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks prosedur dengan menyatakan dan menanyakan tentang resep dan manual, pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.4.2 Menangkap makna teks prosedur, lisan dan tulis, berbentuk resep dan manual, pendek dan sederhana.
4.4.3 Menyusun teks prosedur, lisan dan tulis, pendek dan sederhana, berbentuk resep
dan manual, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
C. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi gagasan utama dan generic structure dari sebuah teks prosedur.
2. Siswa mampu mengurutkan gambar untuk kemudian diinterpretasi menjadi sebuah prosedur yang benar.
3. Menyebutkan serta menjelaskan alat/bahan dan proses prosedur dengan benar.
D. Materi Pembelajaran 1. Definition of Procedure Text
Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps.
2. Generic Structure of Procedure Text
Goal : (e.g : How to make spaghetti)
Material or Ingredient : (e.g : the material to cook omelette are egg, onion, vegetable oil, etc. )
Step : (e.g : firstly, wash the tomatoes, onion, …., secondly cut the onions becomes slice. . . )
3. Procedure text tells us how to make or to do something. There are some features of procedure text:
The usage of sequence words/sequencer.
First, … After that, …
Second, … Next, …
Third, … The next step, …
Fourth, … After, …
Then, … At last, …
And then, … Finally, …
The usage of imperative sentence. For example:
- Clean the screen using special liquid Remove the bolt using the wrench Use the remote to choose the channels.
- Turn on the laptop by pressing power button.
Pertemuan Pertama
How to Clean a Blender
There are some ways to clean your blender. First, ensure that the blender jug is sitting in the base properly before proceeding and make sure that the blender is connected to the electricity. It is easy to screw it back together properly after use. Then, add warm water to halfway. After that, add one to two drop of dish-washing liquid. If you have a lemon, put in half a lemon, as the lemon rind will scrape off any particles and the juice and rind will eliminate odors. The fourth steps, place the lid on the blender. Next, press the low blend button and allow to blender for up to 30 seconds. Then, pour the liquid to the sink and rinse under faucet. Finally, place upside down on a dish drying rack to air dry.
How many steps there are mentioned in the text?
Why must we ensure the blender jug is sitting in the base properly?
What can remove the odors on the blender?
How long should we blend the cleaning liquid?
Pertemuan Kedua
What is the third step of the passage?
How to Replace a Microwave Light Bulb
We can change our old microwave bulb into a new one in several ways.
First of all, unplug the microwave or shut off the power from the electricity. Then, locate the screws holding the vent panel in place and remove them. After that, lift off the vent panel of the microwave and set it aside. Next step is cate and remove the halogen light cover. Next, unscrew the old blub from microwave and remove it. Then, screw in a new bulb.
Next, replace the cover to the light box where you take from it before.
After that, replace the vent panel and tighten down the screws. At last, plug the microwave to test the new light bulb.
How many steps there are mentioned in the text?
What is the fifth step of the text?
When should we change our microwave bulb?
Where can we take the microwave cover back after screwing the new bulb?
What should we do before removing the screw?
How to fix a bicycle wheel
There are several ways to fix your bike flat tire. First, flip the bike upside down, balancing on the handlebars and seat. Then, loosen nuts on the axle on the forks.
After that, firmly pull the wheel from between the caliper brake pads and off the forks. Next, with a blunt flat blade screwdriver, gently force between the rim and tire. And then, pull tire over the rim and begin sliding the flat blade around the rim, exposing the inner tube, leaving the tire on the rim. Next step, remove the inner tube and replace with a new inner tube. After that, align the valve stem through the drilled hole of the rim. Next, press the extruded tire all the way around the rim up until you must employ the flat blade once again to slide along the rim until the outer tire is on the rim. Then, slowly add air to the tire, allowing the inner tube to release kinks. At last, tighten the nuts completely and your bike is ready.
How many steps there are mentioned in the text?
Pertemuan Ketiga
What can we use to force between the rim and tire?
What is the step before aligning the valve stem through the drilled hole of the rim?
What can we use to tighten and loosen the nuts?
What we should do before we are sure that the bike is ready?
F. Model dan Metode Pembelajaran
Model Pembelajaran : Pendekatan kontekstual
Metode Pembelajaran : Picture and Picture G. Alat dan Bahan
Gambar
Paper yang disiapkan oleh guru
Double tip
H. Proses Belajar Mengajar
• Pendahuluan
Kegiatan Alokasi Waktu
1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan melakukan pengecekan daftar hadir siswa
2. Siswa menyimak tujuan pembelajaran yang disampaikan guru.
3. Gur menjelaskan pentingnya materi yang akan dipelari dengan menyampaikan kompetensi yang harus dikuasi siswa.
±15 menit
• Kegiatan inti
Kegiatan Alokasi waktu
Pertemuan 1 :
4. Siswa memerhatikan penjelasan guru tentang definisi, kegunaan dan ciri dari procedure text.
5. Guru menanyakan siswa tentang pendapat ataupun pengalaman yang berkaitan dengan procedure text.
6. Siswa mengamati contoh sebuah procedure text penggunaan alat yang tersaji dalam sebuah teks prosedur yang digambarkan guru.
Pertemuan 2 :
7. Guru memberikan beberapa gambar yang belum urut kepada siswa dan meminta siswa untuk mengurutkan gambar tersebut secara bergantian didepan kelas.
8. Guru memberikan teks prosedur kepada siswa dan meminta siswa untuk membacanya.
±60 menit
9. Setelah siswa membaca, guru meminta siswa mengoreksi susunan gambar berdasarkan teks yang telah dibaca.
10. Guru membahas teks yang telah dibagikan serta memberikan susunan gambar yang tepat berdasarkan teks tersebut.
11. Guru memberikan beberapa soal dan evaluasi kepada siswa yang selanjutnya membahasnya secara bersama-sama.
Pertemuan 3 :
12. Guru membentuk siswa ke dalam 5 kelompok.
13. Setiap kelompok diberikan gambar yang tak berurut.
14. Setiap kelompok mengurutkan gambar yang diberikan dan mengindentifikasi generic structure of procedure text (Aim or goal, The Material, and Steps).
15. Guru memberikan beberapa soal dan evaluasi kepada siswa.
• Penutup
Kegiatan Alokasi Waktu
16. Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari.
17. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.
±15 menit
I. Sumber Pelajaran Wikihow.com
Get Along with English, Erlangga
Learning English 3, PT Galaxy Puspa Mega