CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
1. The Improvement the Students Literal reading comprehension in Terms of Main Idea
The researcher used Information Transfer Activity Technique in treatment to see the students’ improvement in reading comprehension in terms of the main idea and there was improvement in pre-test to post- test. It showed from mean score of the students in pre-test and post-test and also improvement percentage. It could be seen in the table below:
Table 4.1 The students improvement in terms of main idea
No Indicator Pre-Test Post-Test Range
1 Mean Score 6.45 7.66 1.21
2 Improvement 18.75 %
Based on the table 4.1 above, it showed that the mean score of the students in pre-test were 6.45. Most of students felt confused how to find the main idea of the text. It was caused they had less knowledge about placement of main idea. After that the researcher gave treatment by using Information Transfer Activity Technique and the score of the students’ had improved. It showed in post-test which to be 7.66. The students’ reading was suitable, they could find the main idea of the text.
The result of pre-test and post-test had improvement which was 18.75 % with range was 1.21. The data showed that the influence of information transfer activity technique could improve the students’ reading comprehension in terms the main idea.
The improvement of the students mean score in pre-test and post-test proved that using Information Transfer Activity Technique is effective in increasing the students reading comprehension in terms the main idea.
2. The Students’Rate Percentage and Frequency of Literal Reading Comprehension in Terms of Main Idea
The following table showed that the percentage of main idea through Information Transfer Activity Technique in pre-test and post-test.
Tabel 4.2 The Percentage of main idea in Reading Comprehension NO. Classification Score
Pre Test Post Test
F % F %
1. Excellent 9.6–10 3 9.67% 4 12.90%
2. Very Good 8.6 - 9.5 0 0 0 0
3. Good 7.6 - 8.5 0 0 0 0
4. Fairly Good 6.6 - 7.5 12 38.70% 25 80.04%
5. Fair 5.6 - 6.5 0 0 0 0
6. Poor 3.6 - 5.5 16 51.61% 2 6.45%
7. Very Poor 0 - 3.5 0 0 0 0
Total 31 100% 31 100%
(Depdikbud, 1981:45) The table above shows about the classification in pre-test and post-test, the classification in pre test where as 3 students (9.67%) got excellent, 12 students (38.70%) got fairly good and 16 students (51.61%) got poor. Therefore the classification in post-test where as 4 students (12.90%) got excellent, 25 students (80.04%) got fairly good and 2 students (6.45%) got poor.
3. The Improvement the Students Literal reading comprehension in Terms of Supporting Details
The researcher also assessed in terms of supporting details. It was begin pre-test to post-test. After the researcher gave pre-test and post-test, there was improvement in reading comprehension in terms of supporting details of the text.
It was indicated by the significant difference between students’ pre-test and post-
test score. Beside that, the researcher also had counted improvement percentage of students. It showed at the following table:
Table 4.3. The students improvement in terms of supporting details
No Indicator Pre-Test Post-Test Range
1 Mean Score 6.09 6.38 0.29
2 Improvement 476.1%
Table 4.3 described that mean score in pre-test was lower than mean score of post-test. Mean score in pre-test was 6.09 it caused that most of students still did not understand about the text. Mean score of post-test was 6.38, it was improved from pre-test. Based on the data in pre-test and post-test had happened improvement of the students’ in terms of supporting details. The percentage of improvement the students in pre-test to post-test was 476.1 % with range was 0.29. It was means that Information Transfer Activity Technique could improve students’ reading comprehensionin terms supporting details.
The improvement of the students mean score in pre-test and post-test proved that using Information Transfer Activity Technique is effective in increasing the students reading comprehension in terms supporting details of the text.
It proved that there was significant improvement of students’ reading comprehension in terms main idea and supporting details of the text using Information Transfer Activity Technique at the Tenth Grade Students of SMAN 1 Hu’u Kab. Dompu NTB. Based on the result, we could conclude that the influence
of Information Transfer Activity Technique could improve of students’ reading comprehension in terms main idea and supporting details of the text.
4. The Students’Rate Percentage and Frequency of Literal Reading Comprehension in Terms of Supporting Details
The following table showed that the percentage of supporting details through Information Transfer Activity Technique in pre-test and post-test.
Tabel 4.4 The Percentage of supporting details in reading comprehension
NO. Classification Score
Pre Test Post Test
F % F %
1. Excellent 9.6 - 10 0 0 0 0
2. Very Good 8.6 - 9.5 2 6.45% 6 19.35%
3. Good 7.6 - 8.5 1 3.22% 7 22.58%
4. Fairly Good 6.6 - 7.5 5 16.12% 18 58.06%
5. Fair 5.6 - 6.5 11 35.48% 0 0
6. Poor 3.6 - 5.5 12 38.70% 0 0
7. Very Poor 0 - 3.5 0 0 0 0
Total 31 100% 31 100%
The table above shows about the classification in pre-test and post-test, the classification in pre test where as 2 students (6.45%) gotvery good, 1students (3.22%) got good, 5 students (16.12%) got fairly good, 11 students(35.48%) got fair, and 12 students (38.70%) got poor.Therefore the classification in post-test where as 6 students
(3%)gotvery good, 7 students(2.58%18) got good and 18 students(58.06%)go fairly good.
5. Test of Significance (t-test)
The following table showed the result of t-test calculation:
Table 4.5 The T-Test Analysis of the Students’ Improvement Variable t-test value t-table value Remark
Students Score
57.6 2.042 Significantly different
The table 4.5 above, showed that t-test value was greater than t-table. The result of the test was significant difference between t-table and t-test (57.6<2.042), it means that t-table was lower than t- test.
The result of the test statistical analysis showed that there was significant difference between the students’ pre-test score before got treatment by using Information Transfer Activity Technique with the students post-test score after treatment. The statement was proved by the t-test value (57.6) which higher than t-table value (2.042) at the level of significance 0.05 and the degree of freedom (N-1) = (31-1) = 30.
In addition the t-test value was greater than t-table value that is (57.6<2.042), it means that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted.
Seeing the result above, it can be concluded that teaching English using Information Transfer Activity Technique can improve reading comprehension at the Tenth Grade Students ofSMAN 1 Hu’u Kab. Dompu NTB.