1) Assigning the reading test for both of experimental class and control class.
2) Analyzing the result of the reading speed test.
3) Computing the data statistically based on the data from research.
4) Analyzing the normality and homogeneity of both classes.
6) Drawing conclusion from the estimation from the research based the result of hypothesis testing analysis.
7) Computing the final report of the research.
CHAPTER IV
FINDING AND DISCUSSION
A. Finding 1. Data Description
All the data needed in this research had been collected by the researcher.
The data were collected from reading speed test and reading attitude questionnaire conducted at XI science class of SMAN 1 Curup Selatan. The reading speed test was given to measure the students’ reading speed effectiveness, while the reading attitude questionnaire was given to measure students’ attitude toward reading in English. Before giving the treatment, the students were given reading attitude questionnaire first, in order to get the data of students’ reading attitude. Then, the experiment class was treated by using Know Want Learned (KWL), while the control class Three-Phased strategy which is the teaching strategy that commonly used by the teacher in teaching reading. After the treatment had been given, both classes were given the reading speed test. It was given to know which one of teaching strategy that was more effective to improve the students’ reading speed.
a. Students’ Reading Attitude
The data of students’ reading attitude were got from the reading attitude questionnaire which consists of 14 items. Before the questionnaire was given to the sample, it had been tried out to find out its validity and reliability. The result showed that the questionnaire was valid and reliable (see appendix 12 page 171).
The questionnaire was distributed before the teaching and learning process began.
The result of students’ reading attitude can be seen as follow:
Table 11. The Summary of Students’ Reading Attitude of Experimental and Control Class
Class N Mean Max Min SD Var. Sum Experimental Class 30 53 65 43 5.55 30.87 1504
Control Class 31 49 62 37 5.45 29.72 1533
The data from the table above show that the highest students’ reading attitude in experimental class is 65 and the lowest students’ reading attitude is 43 while the mean of the score is 53 with the variance 30.87 and standard deviation 5.55. While, the highest score of students’ reading attitude in control class is 62 and the lowest score is 37, and the mean score is 49 with variance 29.72 and standard deviation is 5.45 (see appendix 14 page 174-175)
Then, the students in both experimental and control class are divided based on their reading attitude, which are high and low reading attitude. Guilford (1954:425) states that the number of participant was taken 27% from each score from each category of reading attitude. Therefore, there are 8 students who have high reading attitude in experiment class and 8 students who have high reading attitude in control class, and there are 8 students who have low reading attitude in the experiment class and also 8 students who have low reading attitude in the control class.
The result of students’ reading attitude for each category of reading attitude can be seen as follow:
Table 12. Summary of Student with High and Low Reading Attitude of Experimental and Control Class
Class Reading
Attitude N Mean Max Min SD Var. Sum Experimental
Class
High 8 60.12 65 57 2.64 6.98 481
Low 8 46.5 50 43 2.32 5.42 372
Control Class
High 8 55.75 62 53 3.19 10.21 446
Low 8 42.5 46 37 3.38 11.42 340
The data from the table above show that the students’ score who have high reading attitude in experimental class have interval 65-57 with the mean score 60.12, and the variance of the score is 6.98 with standard deviation 2.64. While, the students who have low reading attitude in experimental class have interval 50- 43 with the mean score 46.5 and the variance of the score is 5.42 with standard deviation 2.32 (see appendix 15 page 178).
Furthermore, for the control class, the data shows that the students’ score who have high reading attitude have interval 62-53 with the mean score 55.75, and the variance of the score is 10.21 with standard deviation 3.19. And for the students who have low reading attitude in control class have interval 46-37 with the mean score 42.5 and the variance of the score is 11.42 with standard deviation 3.38 (See Appendix 15 page 177).
b. Students’ Reading Speed
This research was conducted at science class of eleventh grade students of SMA Negeri 1 Curup Selatan. It was conducted for eight meetings in both
experiment and control classes, including the test of reading speed in the last meeting. The reading speed test was done in both experiment class and control class. As general, it was used in order to know whether students’ reading speed taught by KWL strategy are better than students’ reading speed who are taught by using Three Phase strategy. As general, the result of the test can be seen on the following table:
Table 13. Result of Reading Speed Test in Experimental and Control Class
Class N Mean Max Min SD Var.
Experimental Class 30 145.72 245.42 91.36 38.39 1474.46 Control Class 31 126.82 197.13 73.79 30.76 946.34
The data from the table above show that the highest score of students’
reading speed after got the treatment by using KWL strategy in experimental class is 245.42 wpm, while the lowest score is 91.36 wpm, the average score is 145.72 wpm, variance is 1474.46, and standard deviation is 38.39 (see appendix 35 page 253). On contrast, the control class which use Three-Phased strategy, the highest score is 197.13 wpm, and the lowest score is 73.79 wpm, the average score is 126.82 wpm with the variance 946.34, and the standard deviation is 30.76 (see appendix 37 page 256).
c. The Result of Reading Speed Test of Students who have High Reading Attitude in Experimental and Control Class
Each class was categorized into high and low students’ reading attitude since the beginning of this research. This grouping was based on the
questionnaire of students’ reading attitude toward English as foreign language that was distributed on the beginning of the research before the treatment was given. The students’ reading speed test result of students who have high reading attitude can be seen on the following table.
Table 14. Result of Reading Speed Test of Students who have High Reading Attitude in Experimental and Control Group
Experimental Class Control Class No Name
Total Average Effectiveness of Reading Speed (wpm)
No Name
Total Average Effectiveness of Reading Speed (wpm)
1 MAFV 192 1 ASHH 134
2 NY 256 2 MF 144
3 RFK 202 3 MAD 104
4 IPSN 127 4 BDW 173
5 WP 154 5 DIS 183
6 DSDP 138 6 DW 188
7 DA 156 7 MM 110
8 DG 196 8 NIS 109
Total 1421.00 Total 1145.00 Average 177.63 Average 143.13
Max 256 Max 188 Min 127 Min 104
S. Dev 42.609 S. Dev 34.585
Variance 1815.554 Variance 1196.125 The data above show that the highest score of students’ reading speed of students who have high reading attitude in experimental class is 245 wpm, while the lowest score is 110 wpm, the average score is 158.13, variance is 1815.55, and standard deviation is 42.61 (see appendix 36 page 255 for more detail). On contrast, the control class which use Three-Phased strategy get the highest score 188 wpm, and the lowest score is 104 wpm, the average score is
143.13 wpm with the variance 1196.12, and the standard deviation is 34.58 (see appendix 38 page 258).
d. The Result of Reading Speed Test of Students who have Low Reading Attitude in Experimental and Control Class
Students who have low reading attitude were also categorized based on their scores in responding the questionnaire. Students who have the lowest score are indicated as students who have low reading attitude. The reading speed test result of students who have low reading attitude can be seen on the following table:
Table 15. Result of Reading Speed Test of Students who have Low Reading Attitude in Experimental and Control Class
Experimental Class Control Class
No Name
Total Average Effectiveness of Reading Speed (wpm)
No Name
Total Average Effectiveness of Reading Speed (wpm)
1 SAAF 119 1 YPL 123
2 KDY 96 2 AU 113
3 MEW 133 3 SRW 100
4 DW 110 4 WW 82
5 TAD 132 5 PBU 123
6 SA 91 6 RA 122
7 MSD 125 7 MG 102
8 JP 120 8 EYA 93
Total 926.00 Total 858.00 Average 115.75 Average 107.25
Max 133 Max 123 Min 91 Min 82
S. Dev 15.636 S. Dev 15.434
Variance 244.500 Variance 238.214
The data from the table above show that the highest score of students’
reading speed of students who have low reading attitude in experimental class is 133 wpm, while the lowest score is 91 wpm, the average score is 115.75 wpm, variance is 244.50, and standard deviation is 15.63 (see appendix 36 page 255). On contrast, the control class which use Three-Phased strategy get the highest score 123, and the lowest score is 82, the average score is 107.25, with the variance 238.214, and the standard deviation is 15.43 (see appendix 38 page 258).
2. Pre-requisite Analysis a. Normality Testing
Normality testing was used to find out the data normally distributed or not.
The normality test in this research was analyzed by using Lilliefors test and SPSS 17 for Windows with Shapiro-Wilk Test with significance level 0.05. Normality testing was analyzed toward several data groups. First, normality of reading attitude of experimental class and control class, which can be seen as follow:
Table 16. Normality Testing of Students’ Reading Attitude
Class N Sig Data Distribution
Experiment 30 0.929 Normal
Control 31 0.701 Normal
The data from the table above indicate that the data was distributed normally, where significance value of experimental class is 0.929 (sig > 0.05).
While, the significance value of control class is 0.701 (sig > 0.05). Those mean
that the data of both classes are distributed normally. The calculating of normality testing of students’ reading attitude score of experimental and control class can be seen in appendix 16 page 180. The result of normality testing can be illustrated by the
distribution chart below:
Chart 4. The Chart of Students’ Reading Attitude Normality Testing of