CHAPTER IV FINDINGS AND DISCUSSION
B. DISCUSSIONS
In this part, discussion deals with the interpretation of findings derived from the result of findings about the students’ literal comprehension main idea, making summary dealing with organization and details, and the observation result of the students’ activeness in teaching and learning process, through the application of List- Inquire-Note-Know (LINK) Strategy.
1. The Improvement of the Students’Literal Comprehension
The result of the data analysis through the readingtest shows that the students’
literal comprehension in term of main idea improved significantly. It is indicated by the percentage of the result of the students’ diagnostic test and the percentage of the
0 10 20 30 40 50 60 70 80 90
1st Meeting
The result of the students’activeness can also be seen in the following chart:
Figure 4: The students’ Activeness Observation in Teaching and Learning Process
B. DISCUSSIONS
In this part, discussion deals with the interpretation of findings derived from the result of findings about the students’ literal comprehension main idea, making summary dealing with organization and details, and the observation result of the students’ activeness in teaching and learning process, through the application of List- Inquire-Note-Know (LINK) Strategy.
1. The Improvement of the Students’Literal Comprehension
The result of the data analysis through the readingtest shows that the students’
literal comprehension in term of main idea improved significantly. It is indicated by the percentage of the result of the students’ diagnostic test and the percentage of the
1st Meeting 2nd Meeting 3rd Meeting 4th Meeting
The result of the students’activeness can also be seen in the following chart:
Figure 4: The students’ Activeness Observation in Teaching and Learning Process
B. DISCUSSIONS
In this part, discussion deals with the interpretation of findings derived from the result of findings about the students’ literal comprehension main idea, making summary dealing with organization and details, and the observation result of the students’ activeness in teaching and learning process, through the application of List- Inquire-Note-Know (LINK) Strategy.
1. The Improvement of the Students’Literal Comprehension
The result of the data analysis through the readingtest shows that the students’
literal comprehension in term of main idea improved significantly. It is indicated by the percentage of the result of the students’ diagnostic test and the percentage of the
Cycle 1 Cycle 2
result of the students’ test in cycle I and II that are difference one another. The mean score of the students’diagnostic test was 5.75 with percentage 57.5%. It is lower than the mean score of the students’ in
In order to see the students’ score achievement ofliteral comprehension in any level of scoring classification, it is presented as follow:
Table 5: The Percentage of the Students’Score in Literal Comprehension
No Classification Range
Non List- Inquire-Note- Know (LINK)
The Application of List- Inquire-Note-Know (LINK) D-Test Cycle I Cycle II
Freq % Freq % Freq %
1 Excellent 9.6–10
2 Very good 8.6–9.5 7 25.92
3 Good 7.6–8.5 1 3.70 8 29.62
4 Fairy good 6.6–7.5 4 14.81 7 25.92 7 25.92
5 Fair 5.6–6.5 13 48.14 16 59.25 5 18.51
6 Poor 3.6–5.5 10 37.03 3 11.11
7 Very poor 0–3.5
Total 27 100 27 100 27 100
The table above shows that the percentage of the students’ literal comprehension in diagnostic test (Non List-Inquire-Note-Know) 4 students (14.81%) got fairy good, 13 students (48.14 %) got fair 10 (37.03) students got poor and none of students for the other classification
And after taking action through List-Inquire-Note-Know (LINK) strategy in cycle I, the percentage of the students’literal comprehension were 1 student (3.70%) got good, 7students (25.92%) got fairy good, 16 students (59.25%) got fair, 3 students (11.11) got poor and none of the students for the other classifications.
And inthe cycle II, the percentage of the students’ literal comprehension were 7 students (25.92%) got very good,8 students (29.62%) got good, 7 students (25.92%) got fairy good, 5 students (18.51) fair good and none of the students for the other classification.
2. The Improvement of the Students in Making Summary
The result of the data analysis through the reading test shows that the students in making summary in term of organization and details improved significantly. It is indicated by the percentage of the result of the students’ diagnostic test and the percentage of the result of the students’ test in cycle I and II that were difference one another. The mean score of the students’ diagnostic test was 4.72 with percentage 47.20%. It is lower than the mean score of the students’ in cycle I was 6.07 with percentage 60.7% and cycle II was 7.39 with percentage 73.9%. These scores were got from three indicators; organization and smooth sentence.
In order to see the students’ score achievement in making summary at any levels of scoring classification, it is presented as follow:
Table 6: The Percentage of the Students’Score in Making Summary
No Classification Range
Non List- Inquire-Note- Know (LINK)
The Application of List- Inquire-Note-Know (LINK) D- Test Cycle I Cycle II
Freq % Freq % Freq %
1 Excellent 9.6–10 1 3.70
2 Very good 8.6–9.5 3 11.11
3 Good 7.6–8.5
4 Fairy good 6.6–7.5 7 25.92 11 40.74
5 Fair 5.6–6.5 4 14.81 10 37.03 10 37.03
6 Poor 3.6–5.5 18 66.7 10 37.03 2 7.40
7 Very poor 0–3.5 5 18.51
Total 27 100 14 100 14 100
The table above shows that the percentage of the students in making summary in diagnostic test (Non List-Inquire-Note-Know) 4 students (14.81%) got fair, 18 students (66.7 %) got poor, 5 students (18.51) got very poor and none of students for the other classification
And after taking action through List-Inquire-Note-Know (LINK) strategy in cycle I, the percentage of the students in making summary were 7 student (25.92%) got fairy good, 10 students (37.03%) got fair, 10 students (37.03%) poor, and none of the students for the other classifications.
The result of the cycle I indicates that the students mean score still low, so the action continued to cycle II. In the cycle II, the percentage of the students’ literal
comprehension were 1 students (25.92%) got excellent, 3 students (11.11%) got very good, 11 student (40.74%) got fairy good, 10 students (37.03%) got fair, 2 students (7.40%) poor, and none of the students for the other classifications.
After getting research and collecting data the researcher finally arrives to the conclusions and suggestion.
A. Conclusions
1. List-Inquire-Note-Know (LINK) Strategy is one of the reading comprehension teaching strategy that could improve the students reading comprehension at the second year students of Madrasah Tsanawiyah Guppi Dante Koa, Enrekang, Regency in case of literal comprehension and making summary
2. The improvement of students literal comprehension from diagnostic test to cycle I is 6.2% and from cycle I to cycle II is 14.9%.
3. The improvement of students in making summary from diagnostic test to cycle I is 13.5% and from cycle I to cycle II is 13.2%
4. The second year students Madrasah Tsanawiyah Guppi Dante Koa, Enrekang Regency made a significant improvement of participation in joining the teaching and learning process from cycle I until cycle II through the application of List-Inquire-Note-Know (LINK) Strategy.
B. Suggestion
The researcher formulates his suggestion practically according to the research implications or significant of the study.
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of reading comprehension and other level of students through the application of List-Inquire-Note-Know (LINK) Strategy