Discussion - FINDINGS AND DISCUSSIONS

CHAPTER IV FINDINGS AND DISCUSSIONS

B. Discussion

Pooled standard deviation 7.306 + 10.486 = 8,89 2

D= 79,23 - 65,12

8.89

D = 1.58

The above calculation outcome showed that this research‟s effect size was 1,58. Based on the Cohens effect size criteria, 1,58 was classified as a strong impact. In other words, using Decoding skills has an important impact on the increase reading comprehension by students‟.

case the writer divides discussion about data analysis, which is intended to find out the any significant effect of using Decoding Skills for students‟

automaticity in reading comprehension, it can be identified through the result of pre-test and post- test experiment class and control class.

The calculated outcome of this research showed that decoding skills was efficient for tenth-grade students‟ reading comprehension of descriptive text in SMA Negeri 10 Maros. The researcher discovered that the autonomous t-test stated that the decoding skills were statistically efficient. From post-test data analysis, this can be seen as the p-value or sig (2-tailed) = 0,000 <sig a= 0,05.

Also by comparing the results of this research between the Experimental classes were treated by Decoding Skills and the Control class was not treated equally. Then reading tests between both classes produces contrasting achievements. By the data in Table 4.1 showed the growing mean score from the experimental class in the descriptive statistics following the implementation of the Decoding Skills from 57,5 to 79. Meanwhile, the control class rating also enhanced significantly, although the strategy that emerged in Table 4.2 was not applied. Its 61 has grown to 65.

According to Hamednalla (2017), Decoding is the process of recognizing letters and sounds to read words.Reading comprehension is a process that involves memory, thinking abstractly, visualization, and

understanding vocabulary as well as knowing how to properly decode, (Ness, 2010: 25).The experimental class did not perform as well as the control class in the pre-test. The experimental class that received the treatment was noted to create interesting changes in their ability to understanding reading comprehension of descriptive text. The use of these decoding skills was proven to help students who have difficulty understanding especially of them.

Therefore, using these decoding skills can increase students‟ reading comprehension. This finding was also in line with the previous research study from Yan,M., at al. (2020), who explained in their result that the decoding vocabulary in reading comprehension ability 666 Chinese children was measured in kindergarten. The result of regression showed that decoding and vocabulary accounted for 32% to 76% of the variance for reading comprehension across grades, and the unique contribution of decoding decreased over the grades while that of vocabulary increased.

The implication and future research direction relating to the influence of decoding and vocabulary on reading development are discussed. So, that decoding was great importance for reading comprehension at the beginning of schools.

Setiawati (2019), in her research, with the title The Students‟ Decoding Ability in Comprehending Reading Text, applied a quantitative method, show that the students' decoding ability in comprehending reading text is the result mean values that researcher obtained through analyzing the data

that has been collected from sixth components of decoding ability. They are previewing, reading for main idea, using context for vocabulary, scanning detail, making inference and locating reference is around 76.73 and from the data, the researcher can conclude that the value is in the 'average' category. In the early grades, decoding instruction is of great importance. Decoding is the ability to capture a certain code and identify the message contained (Adams 1990 etc.).

Moreover, the results of this study certainly support the previously thought related research and showed that the using decoding skill was efficient for students in understanding the text and support. It also showed that teaching reading comprehension of descriptive text using decoding skills made students became active.

It also found from the outcomes that the alternative hypothesis (H1) was approved and that the null hypothesis (Ho) was dismissed. It is also confirmed, the effect size test outcomes is 1.58. Based on the d-effect size criteria of Cohens, 1.58 was classified as a strong effect. In other words, using decoding skill has a significant effect on the increase of the reading comprehension in descriptive text by the students. Therefore, the data processed given responses to the submitted study questions. In conclusion, the study outcome showed that the using decoding skills for students‟

automaticity in reading comprehension was effective on students‟ increase reading comprehension for tenth grade of SMA Negeri 10 Maros.

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

This research was intended to demonstrate the effect of using decoding skills for student‟s automaticity in reading comprehension for tenth-grade students of SMA Negeri 10 Maros in academic year 2021/2022. The researcher used two classes: the experimental class and control class. For both classes, the pre-test and post-test are conducted. The experimental class was taught using decoding skills, while decoding skills has not been given to the controlled class.

Based on data analysis, it can be concluded that using decoding skills was successful for teaching reading comprehension of descriptive text to the tenth-grade students of SMA Negeri 10 Maros. In addition, the outcome of Cohens‟ d‟s effect size test is 1,58. It suggested that this research‟s scope impact is strong. Moreover, it can be concluded is significantly increase the students‟ scores. It also can be proven by the test result and the difference in pre-test and post-test between the two means of score. The pre-test average score was 57,5. The post-test average score was 79. In other words, using decoding skills in teaching of reading comprehension would increase the ability of students and the score of students in reading descriptive text.

It was found that the outcome of the standard deviation from the pre- test of both classes is lower than the post-test; there were 11,158 and 12,274

became 7,306 and 10,486. This mean that decoding skills is implemented effectively in the classroom and all students demonstrated together their progress. It means that Ho was rejected and H1 was accepted. There was a significant effect using decoding skills for students‟ automaticity in reading comprehension.

B. Suggestion a. English Teacher

The English teacher should be more creative to choose, method, strategy, and approach in teaching learning, so that the students would be more interested and motivated to study English for Reading Comprehension.

b. Students

The students should be more active, not nervous and not afraid making mistakes during teaching learning process, especially in reading class. They should more practice in reading English text and enjoying reading class.

c. Other researcher

This research can be a guide for other researchers who are interested in doing similar research. The author also hopes that other researchers will be able to explore more with different skills and research design.

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APPENDIX 1

Lesson Plan (Experimental Class)

Sekolah : SMA Negeri 10 Maros Mata Pelajaran : Bahasa Inggris

Kelas : X

Tahun Pelajaran : 2020/2021 Materi Pokok : Descriptive Text Alokasi Waktu : 4 x Pertemuan

A. TUJUAN PEMBELAJARAN

1. Menentukan informasi rinci dari teks yang berbentuk deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya

2. Menentukan ide pokok dari teks deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya

3. Menceritakan kembali teks deskriptif yang dibaca baik secara lisan maupun tulisan.

B. KOMPETENSI DASAR

3.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait orang, tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya.

4.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya.

C. INDIKATOR

Mengidentifikasi fungsi sosial struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata dan bangunan bersejarah dan merespon makna dalam teks deskriptif, lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah

D. METODE

Metode Pembelajaran: Decoding Skills E. MEDIA / SUMBER BELAJAR

1. Media: Papan tulis, spidol, Alat tulis

2. Sumber belajar : Buku paket bahasa inggris kelas X & Internet F. KEGIATAN PEMBELAJARAN

PENDAHULUAN

1. Menyiapkan siswa untuk mengikuti proses pembelajaran

2. Guru berkomunikasi dengan siswa dan memberikan pertanyaan terkait materi yang akan diajarkan

3. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

4. Memotivasi siswa secara kontekstual sesuai manfaat dan aplikasi materi pembelajaran dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional

KEGIATAN INTI

1. Guru membagikan contoh descriptive text tentang dan meminta siswa mengamati teks tersebut .

2. Guru beserta siswa melakukan aktivitas penerapan atau penggunaan Decoding Skills dengan teks deskriptive yang telah disediakan guru.

3. Langkah-Langkah nya :

1. First, the teacher may divide the students in pairs

2. Second, the teachers give of a descriptive text on a page which includes the decoding.

3. Third, the teachers ask students to read and understand the coding contained in the text.

4. Four, the teacher gives time to the students to consciously focusing on remembering what they have read. Give time to the students around 5 minutes to make them really considering what they have just read.

5. Finally, the teacher asks the students to retell their what they remember from the text.

PENUTUP

1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan tentang materi yang telah dipelajari

2. Guru mengucapkan salam dan penutup pertemuan G. PENILAIAN

- Bentuk soal: Pilihan Ganda ( Untuk tiap nomor, tiap jawaban benar mendapatkan skor 5)

- Teknik / instrument : Pre-Test & Post-Test / Pilihan Ganda

Maros, Desember 2021 Peneliti Guru Mata Pelajaran

Kurniati Syahrianti, S.S.

Nim. 105351115117 Nip. 19740923 200701 2 013

Lampiran

(First Meeting)

My Mother, Mrs. Azizah

My mother is a very a nice, friendly, and fashionable woman. Her name is Mrs. Azizah. She is a business woman. She works at one of the big companies in my city.

My mother has an ideal appearance. Her weight is about 65 kilograms and 169 centimeters tall. She has light brown skin. She has an oval shaped face with a pair of brown eyes that makes her even prettier. Her hair is curly with brownish ringlet. She also has a pointed nose and nice lips. My mother is still young, she will be 27 by the next June.

My mother is a great mother to me. Even though she is a busy person, but she always spares some times to look after her children, especially for my little sister.

My mother isn‟t good at cooking, but she always tries to serve us delicious meal for breakfast like scrambled egg or toasted bread. I‟m so grateful for having a mother like her.

(Second meeting)

My English Teacher

Each student has a teacher for sure. Because the teacher is a person who contributed to deliver and pour the knowledge they have to the students. Therefore we have to respect our teachers, because of his services we can be a smart kid and understands about all things.

My teacher called mrs.Yurika, she was born 30 years ago, mrs Yurika has a body that is not so high and not so short. She has a clean white Skin. She was a very beautiful person and a person who likes to give advice to me.Mrs. Yurika always supported me to continue to deepen and understand the English language, she also always give support to me to continue to learn about the English language and all subjects in schools. Therefore I'd always respected her

(Third Meeting)

Borobudur

Temple Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is situated in central Java. Borobudur temple is one of the Seven Wonders of the World which needs to be preserved its circumstances. The people all over the world know that Borobudur is one of the greatest art works that ever known since long time ago.

Borobudur temple was built by Syailendra Dynasty during the eighth century.

It needed more than two million river stones. It is the biggest temple in the world.

After going into some restorations, Borobudur is visited by more and more tourists, both domestic and foreign tourists. Most of them admire Borobudur temple because of its beauty, its elegance and the story of the relief on its walls.

Domestic tourists usually go there by bus or private cars, while foreign tourists like to join travel bureau because they don‟t need to think of the transportation, accommodation, and itinerary. There are some money changers around the location. It makes them easier to change their money. But some of them like to bring credit cards and checks.

(https://www.jagoanbahasainggris.com/2017/11/contoh-descriptive-text tentangtempat-wisata.html).

(Fourth meeting)

Nusa Lembongan

Nusa Lembongan is one of the three sets of islands located in the southeast of Bali, Nusa Penida, Nusa Lembongan and Nusa Ceningan. From those three islands, Nusa Lembongan is the best one.

Having condition which is still beautiful and natural, this island is ready to pamper you. If you like water sports, especially diving or snorkeling, it is recommended for you to decide Nusa Lembongan as the next destination. There are several locations with underwater natural beauty which are not doubtful. Coral reefs and colorful fish around the island of Nusa Lembongan is so riveting. There are also some equipment‟s for snorkeling and diving to rent.

Most residents of Nusa Lembongan is seaweed farmers, so it is not be surprising if you get in Nusa Lembongan, you will see seaweed which is being spread out in the sun, because there are also some villages where seaweed cultivation becomes main commodity. Not infrequently travelers rent a motorbike or bicycle to surround the island. Come and prove naturalness of this island.

(https://www.englishiana.com/2016/05/contoh-descriptive-text- tempatwisata.html)

APPENDIX 2

Lesson Plan (Control Class) Sekolah : SMA Negeri 10 Maros

MataPelajaran : Bahasa Inggris Kelas : X

TahunPelajaran : 2020/2021 Materi Pokok : Descriptive Text AlokasiWaktu : 4 x Pertemuan

A. TUJUAN PEMBELAJARAN

1. Menentukan informasi rinci dari teks yang berbentuk deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya

2. Menentukan ide pokok dari teks deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya

3. Menceritakan kembali teks deskriptif yang dibaca baik secara lisan maupun tulisan.

B. KOMPETENSI DASAR

C. INDIKATOR

Metode Pembelajaran : Scientific approach E. MEDIA / SUMBER BELAJAR