CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
1. 1. The students improvement on understanding the main idea
The researcher used Fishbone Strategy in treatment in experimental class and expository in class control to see the students’
improvement in reading comprehension on understanding the main idea and there was improvement in pretest to post test. In showed from mean score of the students in pre-test and post-test and also improvement percentage. It could be see in the table below.
a. Experiment Class
No Indicator Pre-test Post- test Range
1 Mean score 2.7 3.4 0.7
2 Improvement 50.39%
Table 4.1 The students improvement on understanding the main idea Based on the table 4.1 above, it showed that the mean score of the students in pre- test were 2.7. Most of the students’ felt confuse how to find the main idea of the text. it was caused they had less knowledge about placement of main idea. After that researcher gave treatment gave treatment by using Fishbone Strategy and score of the students’ had improved. It showed in post-test which to be 3.4. 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 50.39 range was 3.4. The data showed that the influence of Fishbone Strategy could improve the students’ reading comprehension on understanding the main idea.
The improvement of the students mean score in pre-test and post-test proved that used Fishbone Strategy was used the students reading comprehension on understanding the main idea. Fishbone Strategy encourage the students to read a text in a phrase or chunk of language that represents meaning rather than separate words. By these Strategy, the researcher explained the materials in a fun way. Therefore, Fishbone Strategy could helps students organized information of the text, making it easer for them to pull information together or a better understanding of the main idea of text.
b. Control Class
No Indicator Pre-test Post- test Range
1 Mean score 2.1 2.6 0.5
2 Improvement 40.28 %
Table 4.2 The students improvement on understanding the main idea Table 4.2 shows that the average score of the control class students. In the control class the researcher used the technique of expository in the learning process. Prior to treatment or trials, the mean score in the main idea trial test was 2.1 after administering treatment or post-tests on the technique expository, the mean value of the reading in terms of the main idea being 2.6. while the improvement of students' reading comprehension in terms of main idea is 40.28%.
2. The students improvement on making conclusion of the text a. Experimental class
The researcher also assessed students’ on making conclusion of the text. it was begin pre-test to post-test. After researcher gave pre-test and post-test, there was improvement in reading comprehension on making conclusion of the text. it was indicated by the significant difference between students’ pre-test and post- test score.
Based that, researcher also had counted improvement percentage of students. It showed at the following table.
No Indicator Pre-test Post- test Range
1 Mean score 1.8 3.1 1.3
2 Improvement 70 %
Table 4.3 describe that mean score in pre-test was lower than mean score of post-test. Mean score in pre-test was 1.8. it caused that most of students still did not understand about the text. mean score of post-test was 3.2, it was improved from pre-test. Based on the data in pre-test and post-test had happened improvement of the students’ on making conclusion. The percentage of improvement the students in pre-test to post-test was 70 % with range was 1.3. it was mean that Fishbone Strategy could improve students’
reading comprehension on making conclusion.
The improvement of the students mean score in pre-test and post-test proved that used Fishbone Strategy to improve students’ reading comprehension on making conclusion of the text. Fishbone Strategy encouraged the students’ to read a text in a phrase or chunks of language that represents meaning rather than separate words. In used Fishbone Strategy, it can helps the teacher explained the materials better than before. Fishbone
Fishbone Strategy make a better understanding of the meaning form the text do the students can make conclusion of the text easily.
It proved that there was significant improvement of the students’
reading comprehension on understanding the main idea and making conclusion of the text used Fishbone Strategy at the second grade students of Sma Muhammadiyah Disamakan Makassar. Based on the result, we could conclude that the Fishbone Strategy could improved of students’ reading comprehension on understanding the main idea and making conclusion of the text.
b. Control Group
No Indicator Pre-test Post- test Range
1 Mean score 1.6 2.6 1
2 Improvement 60 %
Table 4.4 shows that the average score of the control class students. In the control class the researcher used the technique of expository in the learning process. Prior to treatment or trials, the mean score in the main idea trial test was 1.6 after administering treatment or post-tests on the technique expository, the mean value of the reading in terms of the main idea being 2.6.
while the improvement of students' reading comprehension in terms of conclusion is 60%.
3. The mean score and standard deviation of the pre test scores of experimental and control class
After calculating the data of both classes, the mean score and standard deviation of both classes were presented following table.
Table 4.5 The mean score and standard deviation of the students
Class Mean score Standard deviation
Experimental 55.3 10.7
Control 0.04 8.2
Table 4.5 shows that the mean score of the students in the experimental clas was 55.3 and the standard deviation was 10.7, while in the control class , the mean score was 0.04 and the standard deviation was 8.2. in order to know whether or not the main score of both classes are significantly different at the level of significant 0.05 with the degress of freedom (df) = (n1+ n2 – 2), t-test analysis for independent sample was employed.
4. The Mean Score and Standard Deviation of the Post-Test Scores class experiment and Control Class
After calculating the data of both classes, the mean score and standard deviation of both classes were presented following table.
Table 4.6. The Mean Score and Standard Deviation of the Students
Class Mean Score Standard
Deviation
Experimental 87.1 63.8
Control 62.5 23.4
Table 4.6 shows that the mean score of the students in the experimental class was 87.1 and the standard deviation was 63.8. while in the control class, the mean score was 62.5, and the standard deviation was 23.4. In order to know whether or not the mean scores of both classes are significantly difference at the level of significance 0.05 with degrees of freedom (df)=n1+n2, t-test for independent sample was employed
5. The t- Test value Students in pre-test and post-test
In order to know whether or not the mean score was difference between two variable at the level of significance 0.05 with degrees of freedom (df)= n1
+n2= 2, t-test for independent sample was employed.
The following table shows the result of the calculation.
Table 4.7 T-test of the students’ pre-test
Variable T-test t- teable
Pre- test 5.8 2.060
6. Hypothesis Testing
The hypothesis was tested by using t-test in order to verify whether students’ ability using Fishbone Strategy was different significantly from students’ improved expository technique. The hypothesis testing between experimental group and control group can be known by used t-test. The result of t-test can be seen in table 4.10 as follows:
Table 4.9 Hypothesis Testing
Variable t-test value t-table value Remark
X1-
x
2 12.29 2.060 Significantlydifferent
Table 4.9 shows that t-test value was greater than t-table value. The result of the showed that there was a significant difference between the score
of t-table and t-test (2.060< 12.29), it means that t-table was lower than t-test at the level of significance .05 and the degree of freedom (N1 +N2) -2 = (26- 26) – 2 = 50. It was indicated that the null hypothesis (HO) is rejected and alternative hypothesis (H1) is accepted.