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CHAPTER IV FINDINGS AND DISCUSSION

B. Discussion Of Research

Variabel

Uji T – Test

Selisih Keterangan

Rata-Rata Df Sig

Pretest 75.3478 69

0.001 7,5942 Signifikan

Posttest 82.9420 69

Based on the table above, it can be concluded that testing data analysis using paired samples statistics has increased between pre-test and post-test on students’

reading comprehension skills in narrative texts. The average value before is 75.34 and the post-test is 82.94, and the difference between the two is 7.5942 and P = 0.001 because P 0.05 means the increase is significant. Thus it can be said that the application of the edmodo application significantly affects the students’

reading comprehension ability.

At the beginning, their reading narrative text was very bad. Almost of them were confused and spent much time to think about the meaning of the word in the reading text. They only read, but they did not understand about how to find out the characteristics, theme, and moral message of the reading narrative text. The writer gave the treatment by using edmodo. As the result, students become active and enjoy in reading activity. They would be easy to do the reading activity. Most of their utterance were correct and no need to read for a long time to understand what they read.

In using edmodo in reading activity, the writer found that the mean score of post-test students‟ achievement is greater than pre-test. In table 4.3 showed that the score of find out the characteristics which the mean score of pre-test was 76 and after using edmodo, the mean score of post-test was 87. Then, in table 4.6 showed that the score of find out the theme which the mean score of pre-test was 75 and after using edmodo, the mean score of post-test was 86. Also, in table 4.9 showed that the score of find out the moral message which the mean score of pre- test was 74 and after using edmodo, the mean score of post-test was 86. Therefore, the writer indicated that there was a significant improvement after treatment by using edmodo.

According to Yustinaningrum,(2018) suggested Interest in learning can increase with the application of learning using edmodo with an increase in interest in learning by 76%. According Rosyidah et al.,( 2019) find that the use of edmodo media as an E-Learning-based media can encourage students to explore their

knowledge or improve their cognitive abilities through independent assignments or class group discussions given. So, based on the statement above, the writer believed that the use of edmodo application can help students reading comprehension of narrative text to learn independently, make students actively look for material sources before learning, conduct online discussions about given assignments, and complete assignments on time and it could make the students understand about the characteristics, theme and moral message of reading narrative text that they read. Then, the use of edmodo gave more good contributon for the students to explore their reading skill and their understandable because it easy for students to see information or teaching materials provided by the teacher, and students can collect anytime and anywhere.

In addition to increasing student interest in using edmodo, learning media can improve students’ critical thinking skills. Based on Permana & Chamisijatin (2019) research, it was found that project-based learning using edmodo learning media can improve students’ necessary thinking skills. Strengthened by Yenni &

Malalina (2018), The results of this study found that the retention value of students who were taught with the edmodo-based Blended Learning model was significantly higher than those conducted by the direct learning model.

Through the testing data analysis using paired samples statistics has increased between pre-test and post-test on students’ reading comprehension skills in narrative texts. The average value pre-text is 75.34 and the post-test is 82.94, and

the difference between the two is 7.5942 and P = 0.001 because P 0.05 means the increase is significant.

Therefore, it can be concluded that statistically hypothesis of H1 was accepted and the statistically hypothesis of H0 is rejected. The writer was concluded that the use of edmodo application improve the students‟ ability reading comprehension of narrative text in terms to identify characteristics, theme, and moral message. It could be showed from the students‟ reading test in pre-test and post-test. In pre- test, some students were difficult to answer the questions and find out characteristics, theme, and moral message. But, the students‟ reading narrative text in post-test, which the content of reading narrative text could be understand. And then, the students were easy to answer the questions and find out characteristics, theme, and moral message.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter describes the conclusion and suggestions of this research.

A. Conclusion

Edmodo is a learning platform that facilitates lecturers and students to carry out interactive online learning. In addition, parents can also see the development of their children from this platform. The edmodo application has an attractive and attractive appearance because it resembles social media, which offers convenience to manage online learning and various teaching materials. In addition, this application allows every parent to access and participate in providing guidance to students and providing advice even from far away locations. In other words, the function of edmodo is to facilitate lecturers and students to carry out interactive learning online.

The test results are based on research on the effect of edmodo on students’

reading comprehension skills in the English Department. The analysis of the data obtained through (t-test) between the average pre-test and post-test scores has a significant difference that we know by applying this edmodo application. can trigger the development of the IQ of students who are studying, and it can be found that there is an increase in students’ reading comprehension ability after using edmodo, especially on characters, themes, and moral messages.

64

B. Suggestion 1. For application

It is necessary to upgrade and improve the quality of the application, especially in terms of the quality of network usage, where errors still often occur in several conditions. For example, students often cannot upload specific assignments on quizzes because the network requires a higher quality level and several other feature improvements. The edmodo application can be the best choice in the learning platform for lecturers and students.

2. Next researcher

The next research hopes to conduct research using edmodo comparisons with different texts with different data analysis techniques and subjects.

3. For institutions

It is hoped that this research can be a reference, a source of information for educators to students.

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APPENDICES

APPENDIX I The students‟ row of pre-test

NO Respondents

Pre-test

Characteristics Theme Moral Message

1 AMR 76 78 80

2 MRQ 80 80 80

3 FDU 75 75 70

4 NRB 80 78 76

5 AAS 78 75 70

6 AFR 72 80 75

7 MJR 80 78 78

8 MFD 75 75 74

9 KHS 80 70 80

10 NPR 77 80 74

11 JRD 76 78 80

12 SDE 73 75 74

13 ARH 80 79 75

14 AMR 75 70 70

15 MAD 80 70 75

16 NPR 77 75 70

17 DAS 75 74 74

18 NZK 76 72 72

19 MSA 70 70 72

20 BRS 78 72 70

21 ISR 75 72 72

22 SIF 78 76 76

23 NHH 76 74 74

Total ∑x ═ 1762 ∑x ═ 1726 ∑x ═ 1711

Mean score(x) 76 75 74

APPENDIX II The students‟ row of post test

NO Respondents

Post-test

Characteristics Theme Moral Message

1 AMR 85 80 88

2 MRQ 90 92 85

3 FDU 80 80 75

4 NRB 95 85 85

5 AAS 90 85 80

6 AFR 85 85 92

7 MJR 85 90 88

8 MFD 90 92 88

9 KHS 85 85 84

10 NPR 80 98 92

11 JRD 88 82 88

12 SDE 88 86 86

13 ARH 95 88 84

14 AMR 85 85 84

15 MAD 90 88 82

16 NPR 94 80 80

17 DAS 85 88 90

18 NZK 92 88 86

19 MSA 80 80 92

20 BRS 86 84 95

21 ISR 90 82 88

22 SIF 85 90 82

23 NHH 80 95 90

Total ∑x = 10913 ∑x =1988 ∑x = 1984

Mean score(x) 87 86 86

APPENDIX III

Scoring classification of the students pre-test and post-test 1. Characteristics

No Respondents characteristics

Pre- test Classification Post test Classification

1 AMR 76 Good 85 Good

2 MRQ 80 Good 90 Very good

3 FDU 75 Fairly good 80 Good

4 NRB 80 Good 95 Very good

5 AAS 78 Good 90 Very good

6 AFR 72 Fairly good 85 Good

7 MJR 80 Good 85 Good

8 MFD 75 Fairly good 90 Very good

9 KHS 80 Good 85 Good

10 NPR 77 Good 80 Good

11 JRD 76 Good 88 Very good

12 SDE 73 Fairly good 88 Very good

13 ARH 80 Good 95 Very good

14 AMR 75 Fairly good 85 Good

15 MAD 80 Good 90 Very good

16 NPR 77 Good 94 Very good

17 DAS 75 Fairly good 85 Good

18 NZK 76 Good 92 Very good

19 MSA 70 Fairly good 80 Good

20 BRS 78 Good 86 Very good

21 ISR 75 Fairly good 90 Very good

22 SIF 78 Good 85 Good

23 NHH 76 Good 80 Good

2. Theme

No Respondents Theme

Pre- test Classification Post test Classification

1 AMR 78 Good 80 Good

2 MRQ 80 Good 92 Very good

3 FDU 75 Fairly good 80 Good

4 NRB 78 Good 85 Good

5 AAS 75 Fairly good 85 Good

6 AFR 80 Good 85 Good

7 MJR 78 Good 90 Very Good

8 MFD 75 Fairly good 92 Very good

9 KHS 70 Fairly Good 85 Good

10 NPR 80 Good 98 Excellent

11 JRD 78 Good 82 Good

12 SDE 75 Fairly good 86 Very good

13 ARH 79 Good 88 Very good

14 AMR 70 Fairly good 85 Good

15 MAD 70 Fairly Good 88 Very good

16 NPR 75 Fairly Good 80 Good

17 DAS 74 Fairly good 88 Very Good

18 NZK 72 Fairly Good 88 Very good

19 MSA 70 Fairly good 80 Good

20 BRS 72 Fairly Good 84 Good

21 ISR 72 Fairly good 82 Good

22 SIF 76 Good 90 Very Good

23 NHH 74 Fairly Good 95 Very Good

3. Moral message

No Respondents Moral Message

Pre- test Classification Post test Classification

1 AMR 80 Good 88 Very Good

2 MRQ 80 Good 85 Good

3 FDU 70 Fairly good 75 Fairly Good

4 NRB 76 Good 85 Good

5 AAS 70 Fairly good 80 Good

6 AFR 75 Fairly Good 92 Very Good

7 MJR 78 Good 88 Very Good

8 MFD 74 Fairly good 88 Very good

9 KHS 80 Good 84 Good

10 NPR 74 Fairly Good 92 Very Good

11 JRD 80 Good 88 Very Good

12 SDE 74 Fairly good 86 Very good

13 ARH 75 Fairly Good 84 Good

14 AMR 70 Fairly good 84 Good

15 MAD 75 Fairly Good 82 Good

16 NPR 70 Fairly Good 80 Good

17 DAS 74 Fairly good 90 Very Good

18 NZK 72 Fairly Good 86 Very Good

19 MSA 72 Fairly good 92 Very Good

20 BRS 70 Fairly Good 95 Very Good

21 ISR 72 Fairly good 88 Very Good

22 SIF 76 Good 82 Good

23 NHH 74 Fairly Good 90 Very Good

APPENDIX IV Mean score of the pre-test and post-test

a. The students‟ mean score of pre test and post-test in reading narrative text in term of identify characteristics.

Pre-test Post-test

X =

X

=

=

𝟏𝟕𝟔𝟐

𝟐𝟑

=

𝟏𝟎𝟗𝟏𝟑

𝟐𝟑

= 76

( good)

= 87

( very good) b. The students‟ mean score of pre test and post-test in reading narrative text in

term of identify theme .

Pre-test Post-test

X =

X

=

=

𝟏𝟕𝟐𝟔

𝟐𝟑

=

𝟏𝟗𝟖𝟖

𝟐𝟑

= 75

( fairly good)

= 86

( very good)

c. The students‟ mean score of pre test and post-test in reading narrative text in term of identify theme .

Pre-test Post-test

X =

X

=

=

𝟏𝟕𝟏𝟏

𝟐𝟑

=

𝟏𝟗𝟖𝟒

𝟐𝟑

= 74

( fairly good)

= 86

(very good)

APPENDIX V

The percentages of the students‟ ability in reading narrative text.

1. Characeristics

p =

2 1

1

×100%

p =

87 76

76

×100%

p =14.4%

2. Theme

p =

2 1

1

×100%

p =

86 75

75

×100%

p =15%

3. Moral message

p =

2 1

1

×100%

p =

86 74

74

×100

% p =16.2%

APPENDIX VI 1. Uji Normalitas

Descriptives

Pretest-Posttest Statistic

Std.

Error Reading

comprehension By Using Edmodo

Pretest Characteristic

Mean 76.6087 .57531

95% Confidence Interval for Mean

Lo wer Bo und

75.4156

Up per Bo und

77.8018

5% Trimmed Mean 76.7729

Median 76.0000

Variance 7.613

Std. Deviation 2.75910

Minimum 70.00

Maximum 80.00

Range 10.00

Interquartile Range 5.00

Case Processing Summary

Pretest-Posttest

Cases

Valid Missing Total

N Percent N Percent N Percent

Reading comprehension By Using Edmodo

Pretest Characteristic 23 100.0% 0 0.0% 23 100.0%

Pretest Theme 23 100.0% 0 0.0% 23 100.0%

Pretest Moral Massege 23 100.0% 0 0.0% 23 100.0%

Posttest Characteristic 23 100.0% 0 0.0% 23 100.0%

Posttest Theme 23 100.0% 0 0.0% 23 100.0%

Posttest Moral Massege 23 100.0% 0 0.0% 23 100.0%

Skewness -.505 .481

Kurtosis .014 .935

Pretest Theme Mean 75.0435 .71261

95% Confidence Interval for Mean

Lower Bound

73.5656

Upper Bound

76.5213

5% Trimmed Mean 75.0483

Median 75.0000

Variance 11.680

Std. Deviation 3.41758

Minimum 70.00

Maximum 80.00

Range 10.00

Interquartile Range 6.00

Skewness -.085 .481

Kurtosis -1.176 .935

Pretest Moral Massege

Mean 74.3913 .71610

95% Confidence Interval for Mean

Lower Bound

72.9062

Upper Bound

75.8764

5% Trimmed Mean 74.3237

Median 74.0000

Variance 11.794

Std. Deviation 3.43431

Minimum 70.00

Maximum 80.00

Range 10.00

Interquartile Range 4.00

Skewness .365 .481

Kurtosis -.838 .935

Posttest Characteristic

Mean 87.0870 .96769

95% Confidence Interval for Mean

Lower Bound

85.0801

Upper Bound

89.0938

5% Trimmed Mean 87.0411

Median 86.0000

Variance 21.538

Std. Deviation 4.64086

Minimum 80.00

Maximum 95.00

Range 15.00

Interquartile Range 5.00

Skewness .038 .481

Kurtosis -.715 .935

Posttest Theme Mean 86.4348 1.01923

95% Confidence Interval for Mean

Lower Bound

84.3210

Upper Bound

88.5485

5% Trimmed Mean 86.1715

Median 85.0000

Variance 23.893

Std. Deviation 4.88808

Minimum 80.00

Maximum 98.00

Range 18.00

Interquartile Range 8.00

Skewness .578 .481

Kurtosis .020 .935

Posttest Moral Massege

Mean 86.2609 .97238

95% Confidence Interval for Mean

Lower Bound

84.2443

Upper Bound

88.2775

5% Trimmed Mean 86.3865

Median 86.0000

Variance 21.747

Std. Deviation 4.66337

Minimum 75.00

Maximum 95.00

Range 20.00

Interquartile Range 6.00

Skewness -.367 .481

Kurtosis .259 .935

2. Uji Hipotesis T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 75.3478 69 3.30697 .39811

Posttest 82.9420 69 18.18523 2.18924

Paired Samples Test Paired Differences

t df

Sig.

(2- tailed) Mean

Std.

Deviation Std. Error Mean

95% Confidence Interval of the Difference

Lower Upper Pretest –

Posttest

-7.59420 18.69989 2.25120 -12.08641 -3.10200 -3.373 68 .001

APPENDIX VII INSTRUMENT

A. Pre-test

The Legend Of Malin Kundang

The Legend Of Malin Kundang A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant‟s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone.

Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman.

When he was sailing on his trading journey, his ship landed on a coast near a small village. The local people recognized that it was Malin Kundang, a boy from the area.

The news ran fast in the town; “Malin Kundang has become rich and now he is here”.

An old woman, who was Malin Kundang‟s mother, ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, feeling enraged, she cursed Malin Kundang that he would turn into a stone if he didn‟t apologize to her. Malin Kundang just laughed and set sail.

Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone.

Questions:

1. What is the title of the story above?

2. How many characters in the story above? Mention them!

3. Who was Malin Kundang?

4. How did the merchant allow Malin Kundang to join him in the sail?

5. Why did Malin Kundang and his mother have to live hard?

6. What happened many years after Malin Kundang join the sail?

7. How did the local people react when they saw Malin Kundang landing on the coast?

8. What did Malin Kundang‟s mother do when she heard that Malin Kundang landed on the coast?

9. What made Malin Kundang‟s mother sad and angry?

10. Explain the moral message contained in the story above!

B. Post-test

The Legend of Kesodo Feast

The Legend of Kesodo Feast Hundreds years ago, the last king of Majapahit had a young princess from one of his wives. The princess was named Roro Anteng. Later, Roro Anteng married Joko Seger, who came from Brahman caste. Because of unfortunate situation the couple was forced to leave the kingdom. They settled in the mountain area. They ruled the area and named it Tengger, which was derived from their names, Roro Anteng and Joko Seger. After several years of reign, the region flourished in prosperity, but Roro Anteng and Joko Seger were sad because they did not have a child.

They climbed the top of mountain and prayed there night and day hoping that the God would listen. The prayer was heard and Betoro Bromo promised them many children. However, they had to promise that they would sacrifice their youngest child in return. Roro Anteng gave birth to a child, then another and another. In the end, Roro Anteng and Joko Seger had 25 children. Soon it was time to sacrifice the youngest child, Kusuma, but the parents could not do it. They tried to hide him, but an eruption happened and Kusuma fell into the crater.

There was silence before they heard a voice. “I have to be sacrificed so that you will all stay alive. From now on, you should arrange an annual offering ceremony on the 14th of Kesodo (the twelfth month of Tengerese calendar)”. It was Kusuma‟s voice. Kusuma‟s brothers and sisters held the offering ceremony every year. Instead

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