CHAPTER IV: FINDINGS AND DISCUSSON
B. Discussion
The discription of data collection from reading test as explaines in the previous section shows that the students’ skill in literal and interpretative comprehension in reading is improved. It was supported by the frequency and rate percentage of the
result of the students pretest and posttest. Based on the finding above in applying Class Analysis Method in the class, the data is collected through the test to explain in the previous finding section shows that the students’skill in literal and interpretative are significantly improvement the students’ score after giving Class Analysis is better than before the treatment give to the students.
Table 1 shows that the mean score of student’s pre-test was 4.56 which were classified as Poor and the mean score of post-test was 7.02 which were classified as Fairly Good. It means that the using of Class Analysis Methodeffective in improving the students’ reading skill.
Based on the finding above in applying Class Analysis Method in the class, the data is collected through the test as explaines in the previous finding section shows that the students’ skill in the literal and Interpretativeis significantly improvement.
The table 2 shows that the result of students’ reading skill in Literal and Interpretative Comprehension in pre-test, there are 3 students or 15.79% classified into Good score, 4 students or 21.05% classified into Fair score, 5 students or 26.32%
classified into Poor score, and 7 students or 36.84% classified into Very Poor score, and none of them classified into Excellent, Very Good, and Fairly Good score. The table 2 also shows that the result of students’ reading skill in Literal and Interpretative Comprehension in post-test. There are 3 students or 15.79% classified into Very Good score, 3 students or 15.79% classified into Good score, 8 students or 42.11% classified into Fairly Good score, 2 students or 10.53% classified into Fair score, 2 students or 10.53% classified into Poor score and 1 student or 5.26% classified into Very Poor score, and none of them classified into Excellent score. It can be concluded that the rate
percentages were in good and very good category in the post–test was greater than the rate percentage in the pre-test
It is also supported by the result of the data analysis on the Table 3 show that from the level significance (p) = 0.05 and degree of freedom(df ) = 18 which got from formula df = N – 1 with t-table 2.101 ,the value t-test of literal and interpretative comprehension higher than t-table (5.35>2.101). Thus, meaning of literal and interpretative comprehension using Class Analysis Method is significant. It means that Class Analysis Method can improve the students’skill in literal and interpretative comprehension in reading.
Based on the result, hypothesis test shows that Ho is rejected and H1 is accepted. So, the researcher concludes that there is significant improvement of the improving the students’ literal and interpretative comprehension in reading skill using Class Analysis Method at the First Year students of SMP Negeri 1 PujanantingBarru.
Byseeingthe improving the students’ literal and interpretative comprehension in reading skill. It is concluded that Class Analysis Method improve the students’skill in literal and interpretative in reading.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on discussion in previous chapter, the following conclusion is presented:
Based on the result of data analysis and the discussion o the result in the previous chapter, the researcher concludes that the improvement of the first year students of SMP Negeri 1 Pujananting in reading comprehension using Class Analysis Method was good, it was proved by the mean score of students’ pre-test was 4.56 were classified as Poor and the mean score of post-test was 7.02 which were classified as Fairly Good, it shows that the students’ skill in the literal and interpretative is significantly. The result percentage of the Students’ Literal and Interpretative Comprehension shows in pre-test, there were 3 students or 15.79% who got Good score and the result of students’ reading skill in Literal and Interpretative Comprehension in post-test, there were 3 students or 15.79% who got Very Good score. It can be concluded that the rate percentages were good and very good category in the post–test was greater than the rate percentage in the pre-test. The improvement of reading comprehension also was proved by the t-test value that is 5.35 greater than the t-table 2.101 which was classified as a good score with degree freedom(df) is 0,05, the researcher also concludes that there is a significant difference between the reading comprehension of the students of SMP Negeri 1 Pujananting before and after using Class Analysis Method.
38
B. Suggestion
Based on the conclusion above , the researcher presents some suggestions as follows
1. It is suggested that the teachers, especially those who teachers English of the Junior high school by using Class Analysis Method as one alternative among other teaching.
2. It is suggested that the English teachers use Class Analysis Method in presenting the reading comprehension materials, because it is effective to improve the student’s achievement.
3. It is sugested for the teachers of English that use Class Analysis Method to teach literal and interpretative comprehension in reading because it can bring a improvement in reading skill for students.
4. It is suggested that the English teachers use Class Analysis Method for the English literal and interpretative comprehension in reading skill and give motivation to the students.
LAMPIRAN
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP NEGERI 1 PUJANANTING
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII/ I
Aspek/ Skill : Reading
Waktu : 2 X 40 menit
Pertemuan : 1
I. Standar Kompetensi.
Membaca
Memahami makna teks tulis fungsional pendek dan esay pendek berbentuk narrative,danrecountyang berkaitan dengan lingkungan sekitar.
II. Kompetensi Dasar.
Merespons makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang berkaitan dengan lingkungan sekitar.
III. Indikator.
Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk Narrative
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk Narrative
Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk Narrative.
IV. Tujuan Pembelajaran.
Setelah selesai pelajaran ini, peserta didik diharapkan mampu :
Siswa dapat merespon makna dalam teks monolog pendek yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.
Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative.
Siswa dapat menentukan ide pokok dalam teks bacaan
Siswa dapat membuat kesimpulan bacaan dalam teks narrative.
V. Materi Pembelajaran : Teks Narrative.
1. Teks monolog berbentuk narrative, contohnya:
Read the text below!
The Prince and His Best Friends
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the Palace and Franklin Greedy, the son of an Aristocrat.
One day, the Prince, Peter Piper, and Franklin Greedy were talking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.
Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he quietly made up a plan for him and the Prince to escape.
Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Price were riding away on one of the bandit’s horses.
It turns out; Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
2. Narrative text can be explained as below:
a. Generic structure
An orientation ( beginning) It consists of:
a. A setting b .Characters c. A plot
A complication ( middle)
A resolution ( ending )
VI. Metode / Tekhnik
Class Analysis VII. Kegiatan Pembelajaran
A.KegiatanAwal
1. Siswa memulai proses belajar dengan membaca doa.
2. Mengecek kehadiran siswa
3. Menyampaikan tujuan pembelajaran
B. Kegiatan Inti :
1. Peneliti menjelaskan tentang metode yang akan digunakan yaitu metode Class Analysis.
2. Peneliti membagikan text “narrative” pada siswa dan memita siswa untuk membaca dan menyuruh siswa untuk menjawab pertanyaan yang ada pada format tersebut secara individu terlebih dahulu.
3. Peneliti memberi instruksi siswa untuk membentuk group. Setiap group terdiri dari 3 orang atau lebih, lalu guru meminta siswa untuk mendiskusikan jawaban setiap anggota kelompok.
4. Peneliti menyuruh siswa untuk membuat kesimpulan tentang bacaan tersebut.
C. Kegiatan Penutup
1. Menanyakan kesulitan peserta didik dalam teks narrative.
2. Peneliti bersama peserta didik melakukan refleksi.
3. Menyimpulkan materi.
VIII. Sumber Belajar
English in Focus for Grade VII Junior High School
Buku referensi lain.
Alat
- Board Marker / White Board IX. Penilaian.
1. Teknik : Tugas individu.
2. Bentuk Instrumen : Tertulis uraian singkat
Contoh Instrument
Read the text below!
The Prince and His Best Friends
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the Palace and Franklin Greedy, the son of an Aristocrat.
One day, the Prince, Peter Piper, and Franklin Greedy were talking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.
Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he quietly made up a plan for him and the Prince to escape.
Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Price were riding away on one of the bandit’s horses.
It turns out; Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
Answer the following questions!
1. Who were Prince Jonathan’s friends?
2. What happened when the Prince and his two friends were walking in the forest?
3. Where did Peter Piper wait while the Prince was hiding behind the house?
4. Why did Franklin try to persuade the Prince to surrender?
5. Did the Prince and Peter Piper manage to escape from the bandits? How?
6. When did Prince escape from the bandits?
7. Find the main idea of the text above!
8. Make the conclusion of the text above!
X. Pedoman Penilaian.
Penilaian dengan kriteria sebagai berikut:
Rubric for Literal reading
No Criteria Score
1. The answer includes a clear generalization that states or implies the main idea.
4 2. The answer states or implies the main idea. 3 3 Indicator inaccurate or incomplete understanding of main
idea.
2 4. The answer include minimal or no understanding of main
idea.
1
Rubric for Literal reading
No Criteria Score
1. Relevant, telling, quality details givereader important information thatgoes beyond the obvious orpredictable..
4
2. Sequence details were relevant, but one key issue maybe unsupported or morepredictable than others
3 3 Sequence details and information were relevant, but one or
more key issues are unsupported or fairly predictable
2 4. Sequence details were somewhat relevant, but several key
issues were unsupported or are all fairly predictable
1
= 10
Makassar, 2015
The Researcher
JUSRIANTI
RENCANA PELAKSANAANPEMBELAJARAN
(RPP)
Sekolah : SMP NEGERI 1 PUJANANTING
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII/ I
Aspek/ Skill : Reading
Waktu : 2 X 40 menit
Pertemuan : 2
I. Standar Kompetensi.
Membaca
Memahami makna teks tulis fungsional pendek dan esei pendek berbentuk narrative,danrecountyang berkaitan dengan lingkungan sekitar.
II. Kompetensi Dasar.
Merespons makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang berkaitan dengan lingkungan sekitar.
III. Indikator.
Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk narrative
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative
Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk narrative.
IV. Tujuan Pembelajaran.
Setelah selesai pelajaran ini, peserta didik diharapkan mampu :
Siswa dapat merespon makna dalam teks monolog pendek yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, recount.
Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative, recount.
Siswa dapat menentukan ide pokok dalam teks bacaan
Siswa dapat membuat kesimpulan bacaan dalam teks narrative.
V. Materi Pembelajaran : Teks Narrative.
Read the text below!
Telaga Warna
Long ago there was a kingdom in West Java. The kingdom was ruled by a king.
People called their king His Majesty Prabu. Prabu was a kind and wise king. No wonder if that country was prosperous. There’s no hunger in this kingdom.
It was a very happy condition. But it was a pity that Prabu and his queen hadn’t got any children. It made the royal couple very sad. Some old men and women who was respected by Prabu suggested the King to adopt a child. But Prabu and the queen didn’t agree. “No, thank you. But for us, our own daughter or son is better than adopted children,”
The queen was very sad. She often cried. That was why Prabu decided to go. He went to the jungle. There he prayed to God. Every day he begged for a child. His dream comes true. A few months later, the queen got fregnant. All people in the kingdom felt happy. They sent many presents to the palace to express their happiness.
Nine months later a princess was born. People sent their presents again as a gift to a little princess. This baby grew as a beautiful teenager then.
Prabu and Queen loved their daughter so much. They gave whatever she wanted. It made Princess a very spoiled girl. When her wish couldn’t be realized, she became very angry. She even said bad things often. A true princess wouldn’t do that. Even though the princess behaved badly, her parents loved her, so did the people in that kingdom.
Day by day, the princess grew more beautiful. No girls couldn’t compare with her. In a few days, Princess would be 17 years old. So, people of that kingdom went to palace.
They brought many presents for her. Their present’s gifts were very beautiful. Prabu collected the presents. There were really many presents. Then Prabu stored them in a building. Sometimes he could take them to give to this people.
Prabu only took some gold and jewels. Then she brought them to the goldsmith.
“Please make a beautiful necklace for my daughter,” said Prabu. “My pleasure, Your
Majesty,” the goldsmith replied. The goldsmith worked with all his heart and his ability.
He wanted to create the most beautiful necklace in the world because he loved his princess.
The birthday came. People gathered in the palace field. When Prabu and queen appeared, people welcomed them happily. Prabu and his wife waved to their beloved people.
Cheers were louder and louder when the princess appeared with her fabulous pretty face. Everybody admired her beauty. Prabu got up from his chair. A lady gave him a small and glamorous pillow. A wonderful necklace was on it. Prabu took that necklace.”My beloved daughter, today I give this necklace to you. This necklace is a gift from people in this country. They love you so much. They presented it for you to express their happiness, because you have growing to a woman. Please, wear this necklace,”
said Prabu.
Princess accepted the necklace. She looked at the necklace in a glance. “I don’t want to accept it! It’s ugly!” shouted the princess. Then she threw the necklace. The beautiful necklace was broken. The gold and jewels were spread out on the floor.
Everybody couldn’t say anything. They never thought that their beloved princess would do that cruel thing. Nobody spoke. In their silence people heard the queen crying.
Every woman felt sad and began crying too. Then everybody was crying.
Then there was a miracle. Earth was crying. Suddenly, from the underground, a spring emerged. It made pool of water. The palace was getting full. Soon the palace became a big lake. The lake sank the entire kingdom.
Nowadays the water on that lake is not as full as before. There is only a small lake now. People called the lake “Telaga Warna” It is mean “Lake of Color”. It’s located in Puncak, West Java. On a bright day, the lake is full of colour. So beautiful and amazing.
These colors come from shadows of forest, plants, flowers, and sky around the lake. But some people said that the colors are from the princess’s necklace, which spreads at the bottom of the lake.
2. Narrative text can be explained as below:
b. Generic structure
An orientation ( beginning) It consists of:
a. A setting b .Characters c. A plot
A complication ( middle)
A resolution ( ending ) VI. Metode / Tekhnik
Class Analysis VII. Kegiatan Pembelajaran
A. Kegiatan Awal
1. Siswa memulai proses belajar dengan membaca doa.
2. Mengecek kehadiran siswa
3. Menyampaikan tujuan pembelajaran
B. Kegiatan Inti :
1. Peneliti mengingatkan kembali materi yang diajarkan sebelumnya.
2. Peneliti membagikan text “narrative” pada siswa dan memita siswa untuk membaca dan menyuruh siswa untuk menjawab pertanyaan yang ada pada format tersebut secara individu terlebih dahulu.
3. Peneliti memberi instruksi siswa untuk membentuk group.
Setiap group terdiri dari 3 orang atau lebih, lalu guru meminta siswa untuk mendiskusikan jawaban setiap anggota kelompok.
4. Peneliti menyuruh siswa untuk membuat kesimpulan tentang bacaan tersebut.
C. Kegiatan Penutup
1. Menanyakan kesulitan peserta didik dalam teks descriptive.
2. Peneliti bersama peserta didik melakukan refleksi.
3. Menyimpulkan materi.
VIII. Sumber Belajar
English in Focus for Grade VII Junior High School
Buku referensi lain.
Alat
- Board Marker / White Board IX. Penilaian.
1. Teknik : Tugas individu.
3. Bentuk Instrumen : Tertulis uraian singkat
Contoh Instrument
Read the text below!
Telaga Warna
Long ago there was a kingdom in West Java. The kingdom was ruled by a king.
People called their king His Majesty Prabu. Prabu was a kind and wise king. No wonder if that country was prosperous. There’s no hunger in this kingdom.
It was a very happy condition. But it was a pity that Prabu and his queen hadn’t got any children. It made the royal couple very sad. Some old men and women who were respected by Prabu suggested the King to adopt a child. But Prabu and the queen didn’t agree. “No, thank you. But for us, our own daughter or son is better than adopted children,”
The queen was very sad. She often cried. That was why Prabu decided to go. He went to the jungle. There he prayed to God. Every day he begged for a child. His dream comes true. A few months later, the queen got pregnant. All people in the kingdom felt happy. They sent many presents to the palace to express their happiness.
Nine months later a princess was born. People sent their presents again as a gift to a little princess. This baby grew as a beautiful teenager then.
Prabu and Queen loved their daughter so much. They gave whatever she wanted. It made Princess a very spoiled girl. When her wish couldn’t be realized, she became very angry. She even said bad things often. A true princess wouldn’t do that.
Even though the princess behaved badly, her parents loved her, and so did the people in that kingdom.