CHAPTER IV: RESEARCH FINDING AND DISCUSSION
B. Discussion
This study aims to determine how the effect of Save the Last Word for Me strategy on Students‟ Reading Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember in Academic Year of 2022/2023. The data collection technique used by researcher was multiple choice. The multiple choice was conducted in the experimental class and the control class of the second grade students.
At the first step, the researcher checked the homogeneity of all the population to make the generalization in this research. It was found that the homogeneity of variances was 0.352 with Levene Statistics 0.886 it was higher than α 0.05 (0.352 > 0.05). It means that all the population was homogeny.
(See Appendix 8)
In the experimental class, the researcher conducted pre-test and post- test to compare the scores achieved by students before and after treatment by using Save the Last Word for Me strategy, then taught about recount text material. The students divided in groups, every student have given text and paper, teacher ask students to read the text, after students have read the text, students write down two words that they consider confused, then students discuss in groups. After all groups get a word that was consider confused, students asked to find the meaning of the word. Then, each group was asked to exchange papers with the members, if one of the group members did not know the meaning of the word, they had to exchange the paper with other group members. The teacher observes each group and help students who have
difficulty. After students find the meaning of the words they written, it will be the "last word" for them therefore they have to pay attention to get the last word they can read in front of the class. The teacher given conclusions from the learning results showing that the dominant word that made students confused was "Flashlight" and it can be said that word will be the last word for them. (See Appendix 13). While, for control class the researcher conducted pre-post and post-test too and taught about recount text material conventionally by reading aloud.
Based on the data analysis above, it can be seen that the average pre- test score in the experimental class before taught using Save the Last Word for Me strategy was 49.09 with the minimum score for students was 45 and the maximum score for students was 85. It means that the average data was still low. After the researcher taught the material using Save the Last Word for Me strategy, the data analysis was obtained from post-test with mean score 82.73.
The minimum score achieved by students in the post-test was 80 and the maximum score was 95.
The results data in the previous description show that the used of Save the Last Word for Me strategy was effective and alternative strategy in reading comprehension. Therefore, based on hypothesis testing, it was found that the significance of coefficient was less than α 0.05 (0.002 < 0.05), it means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. So, Save the Last Word for Me strategy was increase students‟
reading comprehension.
There was a previous research that prove results of this research, the effect of using Save the Last Word for Me strategy toward students‟ reading comprehension, it was the article Siti Shanniyah entitles “The Influence of Save The Last Word For Me Strategy toward Students’ Reading Comprehension In Recount Text at the Eighth Grade of SMPN 2 Sukoharjo academic year 2018/2019”. It explained that Save the Last Word for Strategy the post-test mean score in multiple choice test higher than pre- test then, the t- test analysis also showed that Sig.2- tailed is 0.005 which is smaller than 0.05 it means there was a significant difference of students‟ reading comprehension before and after using save the last word for me strategy.39
Before teaching recount text save the last word for me as a learning method in VIII B as experimental class, students of VIII B difficulty had difficulty in reading comprehension, they were also difficult to do exercise and find the information in recount text. During the pre-test process, many students felt difficulty to find the information from reading in recount text.
There were some students who still did not understand the function of recount text. However, after the treatment or when they did the post-test many students could narrate an experience or event that happened in the past.
Therefore, in the post-test, the students' scores experience a significant increase as shown in the previous data.
The use of Save the Last Word for Me strategy as learning strategy made students easier to understand reading comprehension, easy to do
39 Siti Shanniyah, The Influence of “Save the Last Word for Me” Strategy toward Students’
Reading Comprehension in Recount Text at the Eighth Grade of SMPN 2 Sukoharjo Academic Year 2018/2019.
exercise and find the information in recount text. It can be seen from the enthusiasm on the learning process and results of the evaluation in experimental class. This strategy certainly awakened them active, pay attention and listen carefully the material. Therefore this helped them in understanding the material of recount text. This result was in accordance with Rasinski and Padak in Brunner theory that Save the Last Word for Me strategy designed to enhance student understand of text material, as well as to foster group interaction and problem solving.40 So, it can be concluded that the used of Save the Last Word for Me strategy as learning strategy has an effect on students learning outcomes compared to classes taught with other strategy.
While in VIII C class as a control class, the researcher taught and explained the recount text with reading aloud. The researcher explained the meaning of recount text followed by the functions, formula, structure, and examples of recount text. In the pre-test examination, the researcher given multiple choice test.
After conducted the pre-test, the researcher taught and explained about recount text which was not different from experimental class, but the treatment in this class was not used Save the Last Word for Me strategy but used reading aloud. According to the comparison between experimental class and control class, the classes that used by reading aloud were less responsive than class that used Save the Last Word for Me as learning strategy.
40 Judy Tilton Brunner, I Don’t Get It!. Helping Students Understand What They Read. (New York: Rowman &Littlefied Education,2011),p.85.
Based on explanation above, the research of “The Effect Of Save the Last Word For Me Strategy on Students‟ Reading Comprehension of the Second Grade Students At Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember in Academic Year of 2022/2023” can be applied and developed as a learning strategy that can give an effect to students‟ reading comprehension at second grade at Madrasah Tsanawiyah Unggulan Al- Qodiri I Jember.
54
After completing the treatment and analyzing the data, it can be seen that Save the Last Word for Me strategy may improve students' reading comprehension in recount text. This was supported by the scores achieved by the students, in which they received higher scores after the researcher gave the treatment of Save the Last Word for Me strategy as a strategy in learning reading especially reading comprehension. The mean score of post-test in experimental class was 82.73 and the mean score of post-test in control class was 49.77, it showed that the students‟ post-test score in experimental class was higher than students‟ post-test score in control class.
Based on the findings analysis, it can be concluded that there was an effect of Save the Last Word for Me strategy on Students‟ Reading Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember. So, the used of Save the Last Word for Me strategy, it show that the significance sig. (2-tailed) is 0.002 < 0.05. It means the alternative hypothesis (Ha) is accepted, therefore the alternative hypothesis was “There was an effect of Save the Last Word for Me strategy on Students‟
Reading Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember in Academic Year of 2022/2023”
was accepted.
B. Suggestions
Based on the result of this research there are some suggestions as follow:
1. For teacher
The researcher suggested this study can be alternative media in learning process using save the last word for me in second Grade students of Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember.
2. For students
Students should learn be more seriously in learning English reading in order students can improve their reading comprehension.
3. For next researcher
In this research, researcher used Save the Last Word for Me strategy to help students of junior high school. The next researchers can do it in the different level.
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Donald Ary, Cheser Jacobs, and Chris Sorensen, Introduction to Research in Education 8th edition. Ottawa: Wadsworth Cengage Learning. p.301 Cohen, L. Lawrence Manion, and M.K, Research Methods in Education 8th
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Name : Tamziyatul Ismul Maula
NIM : T20196032
Major : English Education Department
Fakulty : Education and Teacher Training Faculty
Institution : Islamic State University Kiai Haji Achmad Siddiq Jember
Declare truthfully that in the results of this research there are no elements of plagiarism of research works or scientific works that have been carried out or made by other people, except in writing quoted in this manuscript and mentioned in the source of quotations and bibliography. If in the future it turns out that the results of this research prove that there are elements of plagiarism and there are claims from other parties, then I am willing to be processed according to the applicable laws and regulations. Thus I made this statement truthfully and without coercion from anyone.
Jember, 17th May 2023 Author
Tamziyatul Ismul Maula NIM. T20196032
APPENDIX 1
Research Matrix
Title Variables Indicator Source of Data Research Method General
Question The Effect of
Save the Last Word For Me Strategy on Students‟
Reading
Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I
Jember in
Academic Year of 2022/2023
Independent:
Save The Last Word for Me Strategy
Dependent:
Reading
Comprehension
a) The definition, procedures of Save the Last Word for me strategy.
b) The advantages and
disadvantages of save the Last Word for me strategy.
c) The definition, indicators and components of Reading
Comprehension d) The general
structure and language feature of personal recount text.
1. Participants Students in the Second Grade of Madrasah
Tsanawiyah Unggulan Al- Qodiri 1 Jember 2. Informant Teachers of second grade Madrasah
Tsanawiyah Unggulan Al- Qodiri 1 Jember
Research approach:
Quantitative (quasi experimental) Research Sample:
Cluster Random Sampling Data Collection:
a. Observation b. Interview
c. Test (pre-test and post-test) Data analysis:
Cronbach‟s Alpha α =
(
) (
)
in which
α = Alpha Cronbach reliability coefficient k = Number of question items tested
∑ = Total item score variance
= Variance of test scores (all K items)
Is there any significant effect of Save the Last Word for me strategy on students‟
reading
comprehension?
APPENDIX 2
RESEARCH JOURNAL
Name : Tamziyatul Ismul Maula
Student Number : T20196032
Tittle : The Effect of Using Save the Last Word for Me Strategy on Students‟ Reading Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember in Academic Year of 2022/2023
Location : Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember
No Date Activity Research Subject Signature
1 February 09th 2023
Asking permission for permission
Ilmi Mufidah, S.Pd.I
2 February 11th 2023
Interview with English teacher
Tutik Handayani, S.Sos
3
13th February
2023
Conducting try out to 10
students 10 students
4 February 16th 2023
Conducting a pre-test in
VIII B Students of VIII B
5 February 18th 2023
Conducting a pre-test in
VIII C Students of VIII C
6 February 25th 2023
Conducting the material
and treatment for VIII B Students of VIII B
7 February 26th 2023
Conducting the material
and treatment for VIII C Students of VIII C
8 March 04th 2023
Conducting a post-test in
VIII B Students of VIII B
9 March 05th 2023
Conducting a post-test in
VIII C Students of VIII C
10 March 11th 2023
Asking permission for accomplishment the research with headmaster of MTs Unggulan Al- Qodiri I Jember
Ilmi Mufidah, S.Pd.I
APPENDIX 3
APPENDIX 4
APPENDIX 5
EXPERT VALIDATION SHEET OF READING COMPREHENSION Instructions:
1. Put a check mark (√) in the column according to your opinion.
2. If there is a need to be revised, please in the column “note”.
No Criteria Score Note
1 2 3 4 A Content
1. The test given is accordance with material for second grade student
of MTS √
B Construct
1. The test is arranged using recount text to determine students‟
reading comprehension
√ 2. There are clear instructions on
how to do the test √
C Language
1. Instructions and questions use correct and grammatical English rules
√ 2. Instructions and questions are
understandable by students √
Skala Penilaian:
1= tidak valid 3= valid
2= kurang valid 4= sangat valid
Jember, 11 Februari 2023 Validator
TUTIK HANDAYANI S.Sos.
APPENDIX 6
The data of two classes studied Students
Number
Experimental class Control class
Pre-test Post-test Pre-test Post-test
1 45 85 40 45
2 45 80 40 45
3 45 75 45 50
4 45 80 45 50
5 40 85 55 60
6 55 90 40 45
7 40 80 40 40
8 55 85 50 60
9 45 95 60 60
10 60 80 50 55
11 55 85 45 45
12 55 75 35 40
13 45 80 40 45
14 60 90 50 55
15 50 85 55 55
16 45 75 35 40
17 55 80 45 50
18 50 85 40 45
19 40 90 45 50
20 45 75 50 55
21 50 80 60 60
22 55 85 35 45
APPENDIX 7
Group Statistics of Independent Sample T-test
Kelas N Mean Std.
Deviation
Std. Error Mean Hasil Belajar
Bahasa Inggris
Experimen
tal Class 22 82.7273 5.50482 1.17363
Control
Class 22 76.3636 7.10161 1.51407
Levene's Test for Equality of
Variances
t-test for Equality of Means F Sig. t df Sig. (2-tailed) Hasil Belajar Bahasa
Inggris
Equal variances assumed
.886 .352 3.322 42 .002 Equal
variances not assumed
3.322 39.5
42 .002
t-test for Equality of Means Mean
Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower Upper
Hasil Belajar Bahasa Inggris
Equal varianc es assume d
6.36364 1.91568 2.49765 10.22963
Equal varianc es not assume d
6.36364 1.91568 2.49051 10.23676
APPENDIX 8
The Homogeneity Test Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Hasil Belajar Bahasa Inggris
Based on Mean .886 1 42 .352
Based on Median .608 1 42 .440
Based on Median and with adjusted df
.608 1 35.760 .441
Based on trimmed
mean .913 1 42 .345
APPENDIX 9
KISI KISI TEST (Blue Print)
Sekolah : MTs Unggulan Al- Qodiri 1 Jember Bentuk : Pilihan Ganda Materi : Recount Text Kelas : VIII (B dan C) Mata Pelajaran : Bahasa Inggris Alokasi Waktu : 2 x 30 menit
No Kompetensi Dasar Kelas Materi Indikator Soal Nomor
Soal
Bentuk Soal 1 4.11.1 Menangkap makna secara
kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks recount secara lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau (personal recount)
4.11.2 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau (personal recount) dengan memerhatikan fungsi social, struktur teks, dan unsur kebahasaan secara baik dan sesuai konteks.
VIII
Recount Text
Disajikan teks recount tentang pengalaman, peserta didik dapat menentukan salah satu rincian peristiwa yang terdapat dalam teks
1 - 10 PG
Disajikan teks recount tentang pengalaman, peserta didik dapat membandingkan gagasan utama antaparagraf
11-12 PG
Disajikan teks recount tentang pengalaman, peserta didik dapat menentukan makna antonym dan pronoun.
13-14 PG
Disajikan teks recount yang pengalaman, peserta didik dapat
menyimpulkan sikap tokoh 15-20 PG
APPENDIX 10
INSTRUMENT
READING COMPREHENSION MTS UNGGULAN AL- QODIRI 1 JEMBER ACADEMIC YEAR 2023/2024
Read the following text carefully. Then, answer the questions by crossing a,b,c or d!
My name is Arman. I am going to tell my experience when having a vacation at Parangtritis Beach. I went there with my parents. It took about two hours from our house by car. My father drove the car while I was sitting on the back seat and having some snack.
After my parents and I got at the beach, we set the mat we brought and put some food and beverage on it. The weather was sunny that time. The wind blew and it was very nice. The waves were so good that I could swim and played water there. I rode on a horse there too. I felt so glad at that time. It was my wonderful vacation. I hope I can visit Parangtritis Beach again.
1. What does Arman tell about?
a. He tells about his experience riding a horse b. He tells about his vacation at Parangtritis Beach c. He never forgets his experience
d. He loves his parents do much 2. With whom did Arman go to the beach?
a. He went there with all his family b. He went there by himself
c. He went there with his parents d. He went there with his friends 3. How did Arman go to the beach?
a. He went there by riding a horse b. He went there by bus
c. He went there by motorcycle d. He went there by car
4. When did Arman and his parents visit the Parangtritis Beach?
a. Last holiday b. Last week c. Last month d. Last year
5. What did Arman bring when having a vacation to Parangtritis Beach?
a. He brought a car
b. He brought some snacks c. He brought a swimsuit
d. He brought some food, beverages and a mat
6. “The wind blew and it was very nice”. What does the underlined word refer to…
a. The wind b. Blew
c. The weather d. Sunny
7. What did Arman ride on?
a. He rode on a boat b. He rode on a horse c. He rode on a bicycle d. He rode on a car
8. How did Arman feel that time?
a. He felt so happy b. He felt so disappointed c. He felt sad
d. He felt unhappy
9. The second paragraph is called a. Opening
b. Orientation c. Events
d. Re-orientation