Cycle 1 Cycle 2
B. Discussions
In this part, discussion deals with the interpretation of findings derived from the result of findings about the students’ main ideas and meaning of words in reading comprehension. The application of Eclectic Approach in teaching reading comprehension at the class VIII C of SMPN 3 Sungguminasa could improve the students’ achievement and their ability to understood the material of reading comprehension in cycle I and cycle II inside the learning process and KKM in SMPN 3 Sungguminasa specially English subject was 7.5.
Based on the previous findings, the researcher would like to compare both of the findings, but before that the researcher made an interview to the English teacher of SMP Negeri 3 Sungguminasa. From the result of the interview the writer found the fact that the second grade of junior high school of SMP Negeri 3 Sungguminasa had problem with reading that was the students’ reading comprehension was still low. It could be seen from the students’ achievement reading score. There were some facts that indicate the problem. First, students had difficulties in understanding the text. They got it difficult in understanding sentences, finding the meaningof the sentences. The
students needed a lot of time in understanding the text. Finally, the students had difficulties in doing exercise.
Dealing with the problem above, so the researcher was expected to help the students in order to improve their reading comprehension limited to the main idea and meaning of the words by using an Eclectic Approach.
Some previous related research finding in reading comprehension, Ufrah (2009:7) found students still have difficulties in reading comprehension, but she used Eclectic Approach to improve the students’ reading comprehension.
Besides, Allen Vanproyen (1994), used this approach to teach reading. Allen found that the student made much greater progress than they had in the past.
Before taking a classroom action research by using an Eclectic Approach, the researcher hold diagnostic test to measure the students’ prior knowledge in English reading. After gave diagnostic test, the researcher found that the students’ main ideas at the second grade of SMPN 3 Sungguminasa was very poor, so it must be improved. The diagnostic tests score was showed that some of students got poor. While diagnostic test the students’Meaning words also was fair.
To improve the students’ reading comprehension, the researcher decided to use Eclectic Approach and then prepared to do cycle I that consisted of 4 phases namely: planning, action, observation, and reflecting. In cycle 1, the researcher found that the students still difficult and confused to comprehend the text. The difficulty of the students in reading had been analyzed, so the researcher had to think the solution of the problem. The
researcher decided to do cycle II by doing revwasion in the lesson plan. In cycle II, the researcher got a good response from the students. Students were fair active in classroom. They can enjoy the teaching and learning process, and their score was improved in cycle II.
In diagnostic test the students’ ability in finding main ideas in reading comprehension were 12 students (35.3%) got poor, 21 students (61.67% ) got fair and 1 student (2.94%) got good. In cycle I, there were 17 students (50%) got fair, 9 students ( 26.47%) got very good and 8 students (23.53%) got excellent. On the contrary, in cycle II, the students’ability in finding main ideas was improved, whereas 31 students (91.17%) got excellent, and 3 students (8.82%) got good. In diagnostic test the students’
ability in finding meaning of words there were 1 student (2.94%) got very poor, 8 students (23.52%) got poor, 2 students (5.9%) got fair, 10 students (29.41%) got fairly good, 9 students (26.47%) got good and 4 students (11.76%) got very good. But in cycle I, the students’ meaning words had improvement, whereas, 5 students’ (14.7%) got poor, and 10 students’
(29.41%) got fair, 2 students (5.9%) got fairly good, 14 students (41.17%) got good and 3 students (8.82%) got very good . In cycle II, the students had improvement from the cycle I. Whereas, 2 students (5.9%) got very good, 23 students (67.63%) got good, and 9students’ (26.47%) got fairly good.
The mean score of the students’ reading comprehension in diagnostic test was 6.16, in cycle I was 7.11, and in cycle II was 8.98. The students’
improvement from diagnostic test to cycle I was 18.99 % and improvement
from cycle I to cycle II was 22.51%. It meant that the students’ reading comprehension improved significantly by using an Eclectic Approach .
The observation result of students’ activeness in teaching and learning process improved significantly by using an Eclectic Approach in improving the students’ reading comprehension. It was proved by the improvement of the mean score of the students’ activeness in cycle I namely 18.1% became 20.04% in cycle II. It also meant that there was improvement of the students’ activeness in learning reading throughEclectic Approach.
Based on the discussion above, we knew that there was different result between cycle I and cycle II in teaching reading comprehension by using an Eclectic Approach. The researcher may say that teaching reading comprehension by using an Eclectic Approach was a good way to improving the students’ reading comprehension.
57 A. CONCLUSION
Based on the research findings and discussion in the previous chapter, it could be concluded that study by using the eclectic approach was very effective to improve the students’ reading comprehension.
It could be seen from the result of the second cycle was described that had improved significantly from the first cycle, where there were no students that got poor and very poor score in the second cycle. Besides it is described also of the implementation in the same cycle were the students have had big interest and confidence in teaching and learning reading comprehension process.
The mean score of the students’ reading comprehension in diagnostic test was 6.16, in cycle I was 7.33, and in cycle II was 8.98. The students’ improvement from diagnostic test to cycle I was 18.99%, and cycle I to cycle II was 22.51%. It meant that the students’ reading comprehension improved significantly by using an Eclectic Approach.