CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
The purpose of this research was to find out whether there is the significance difference the students ―reading comprehension between the students‖ who were taught by using Global method. This research was conducted at the VIII .5 students of SMPN 2 SUNGGUMINASA in the academic year of 2020/2021 which consists of 35 students. The result of data findings found that teaching reading comprehension through Global Mathod can improve the students‟ achievement in Literal Comprehension especially in main ideas and sequence of details, and interpretative comprehension conclusion and predict of outcomes, at the VIII.5 of SMPN 2 SUNGGUMINASA. It could be seen the result data analysis was follow:
1. The Use of Global Method to Improve Students’ Literal (main idea)Reading
a. Pre test
Table 4.1 students’ score in Literal comprehension (main idea) Pre- Test
N Valid 35
Missing 0
Mean 61.7143
Std. Deviation 9.26274
Range 20.00
Minimum 50.00
Maximum 70.00
Based on the data of pre-test, as clearly presented the mean of the total pre- test score was 61.71, the minimum was 50, maximum70 and standard deviation was 9.26274.
Table 4.2 Frequency and Rate Percentage of the students’ Literal comprehension (main idea) in Pre-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 50.00 10 28.6 28.6 28.6
55.00 3 8.6 8.6 37.1
60.00 1 2.9 2.9 40.0
70.00 21 60.0 60.0 100.0
Total 35 100.0 100.0
Table 4.2 shows the frequency and percentage of the students‘ reading pre-test from 35 students. As clearly presented, the highest percentage of the students‘
(60.0%) was in fairy good classification. Meanwhile, some of the students‘ got poor
ability and only a very small percentage were good in reading. In addition there was no students‘ got either very good or very poor category.
In conclusion, before the treatment, the students‘ at the eighth grade of SMPN 2 SUNGGUMINASA had fair ability in reading especially in descriptive text.
b. Post test
Table 4.3 students’ score Literal comprehension (main idea) in post- test
c. Valid N 35
Missing 0
Mean 79.8571
Std. Deviation 6.12201
Range 20.00
Minimum 70.00
Maximum 90.00
Based on the data of post-test above, as clearly presented the mean of the total post- test score 79.85, the minimum was 70, maximum was 90 and standard deviation 6.12201.
Table 4.4 frequency and rate percentage of the students’ Literal comprehension (main idea) in post-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 70.00 5 14.3 14.3 14.3
75.00 7 20.0 20.0 34.3
80.00 11 31.4 31.4 65.7
85.00 8 22.9 22.9 88.6
90.00 4 11.4 11.4 100.0
Total 35 100.0 100.0
Table 4.4 showed the frequency of the students‘ reading in the post-test from 35 students, as presented in the table almost all of the students were in good category or have good reading. Besides, there were very small percentage that got fairy good category just 5 students or 14.3%. There was no students were in fairy category, as well as poor and very poor. It meant that students‘ reading ability in the school was significantly improved after treatment.
Based on the rate percentage on the table 4.2 pre-test it was found that there was not students who got excellent, 21 (60%) students got fairly good, 1 (2,9%) students got fair, 3 (8,6%) students got poor and 10 (28,6%) students got poor. Then, in post-test on table 4.4 there was significant improvement of students‘ reading comprehension.
There are 12(34,3%) students got very good, 18 (51,4%) students got good, 5 (14,3%) students got fairly good, there was not excellent, fair and poor.
Table 4.5 students’ improvement reading in Literal comprehension
Indicator Pre-Test Post-Test Improving %
Literal comprehension
(main idea) 61,71
79,85 27,33%
Based on the table 4.5 shows that the mean score of pre-test was 62,71 and post-test was 79,85. The improvement of pre-test and post-test was 27,33%. Based on the
result, it concluded that the using Global Method was able to give greater contribution in teaching and learning reading text.
2. The Use of Global Method to Improve Students’ Interpretative Reading a. Pre-test
Table 4.6 students score in interpretative comprehension (conclusion)
N Valid 35
Missing 0
Mean 62.1429
Std. Deviation 7.88574
Range 20.00
Minimum 50.00
Maximum 70.00
Based on the data of Pre-Test, As clearly presented that mean of the total pre-test score is 62.14, the minimum is 50, maximum is 70 and standard 7.88.
Table 4.7 Frequency and rate percentage of the students’ Interpretative (conclusion) in pre-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 50.00 7 20.0 20.0 20.0
55.00 5 14.3 14.3 34.3
60.00 1 2.9 2.9 37.1
65.00 10 28.6 28.6 65.7
70.00 12 34.3 34.3 100.0
Total 35 100.0 100.0
The table above shows the frequency and percentage of the students Interpretative (conclusion) pre-test from 35 students. As clearly presented, the highest percentage of the students‘ (34.3%) is in good classification. Meanwhile, seventh of the students gets fairly good. In addition there is no students get poor, fair and excellent category.
In conclusion , before the treatment, the students‘ at the Eighth grade of SMPN 2 SUNGGUMINASA has good ability in reading especially Interpretative (conclusion).
b. Post-Test
Table 4.8 students score in Interpretative comprehension (conclusion) Post-Test
N Valid 35
Missing 0
Mean 81.1429
Std. Deviation 5.43487
Range 20.00
Minimum 70.00
Maximum 90.00
Based on the data of post-test above, as clearly presented the mean of the total post-test score is 81.14, the minimum is 70, the maximum 90 and standard deviation is 5.434.
Table 4.9 frequency and rate percentage of students’ Interpretative comprehension (conclusion) Post-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 70.00 2 5.7 5.7 5.7
75.00 6 17.1 17.1 22.9
80.00 14 40.0 40.0 62.9
85.00 8 22.9 22.9 85.7
90.00 5 14.3 14.3 100.0
Total 35 100.0 100.0
The table above shows the frequency and percentage of the students‘
Interpretative comprehension (conclusion) in the pre-test from 35 students, as presented in the table, almost all of the students are in good category with 22 students or 94.3%. Besides, there are very small percentage that get fairly good, just 2 students or 5.7% and there is no students are in fairly, poor and excellent category. It means that the students‘ interpretative comprehension (conclusion) in that school significantly improve after treatment.
Based on the rate percentage on the 4.7 table in pre-test it is found that there is no students get Excellent, very good and good, 12 (34.2%) and 23 (65.8) fairly good. Then in post-test on table 4.9 there is significant improvement of students‘ Interpretative comprehension. There are 22 (94.3%) students get Good and 2 (5.7%) get fairly good, there is not students get Excellent, fair and poor.
Table 4.10 the Students’ Improvement reading In Interpretative Comprehension (Conclution)
Indicator Pre-test Post-test Improvement %
Interpretative comprehension (conclusion)
62.14 81.14 30.57%
Based on the table above shows that the mean score of pre-test is 62.14 and post-test 81.14. The improvement of pre-test and post-test is 30.15%. Based on the result, it concludes that the use of Global Method is able to give good contribution in teaching and learning Reading especially in Interpretative comprehension (conclusion).
3. Hypothesis Testing (t-test of Significant)
The hypothesis testing in the next step to got conclusion of analysis this research. The researcher committed test in one class was taught by using Global Method. So to know the level of significance of the pre-test and post-test, the researcher used t-test analysis on the level of significance (p) + 0,05 with the degree of freedom (dl) = N-1 where the N- number of subject (35 students) then the value of table is 1,690 the t-test statistic, analysis of independent sample was applied. The researcher uses program SPSS 24 to analysis the T-test.
As for the hypothesis in this research were H0 states that there is no significant difference students‘ reading comprehension before and after treatment reading material by using Global Method in descriptive text of eighth grade
students of SMPN 2 SUNGGUMINASA in the academic years 2020/2021. While the alternative Hypothesis (H1) states that there is significant difference students‘
reading comprehension before and after treatment reading material by using Global Method on descriptive text of eighth grade students of SMPN 2 SUNGGUMINASA in the academic years 2020/2021. Hypothesis test can be done after the normality and correlation test were done.
Table 4.11 T-Test Calculation/Value
Paired Samples Test Paired Differences
t df
Sig.
(2- tailed
) Mean
Std.
Devi ation
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pai
r 1
preliteral – postliteral
- 17.14 286
5.724 78
.9676 6
- 19.109 39
- 15.176 33
- 17.71 6
34 .000 Pai
r 2
preinter – postinter
- 19.00 000
5.530 66
.9348 5
- 20.899 85
- 17.100 15
- 20.32 4
34 .000
Note: Preliteral : Pre-Test Of Main Idea Postliteral : Post-Test Of Main Idea Preinter : Pre-Test Of Conclusion Postinter : Post-Test Of Conclusion
The result of t-test for reading comprehension focus on literal and interpretative levels as follows:
Table 4.12 the T-test Value of Students’ Reading Comprehension
Variable T-test T-table comprehension classification Literal
comprehensions
17.716 1,690 t-test > t-table Significantly different Interpretative
comprehensions
20.324 1,690 t-test > t-table significanly Table 4.12, showed that t-test value for reading comprehension focused on literal with the t-test value was 17.716> 1.690 and interpretative with t-test
20.324>1.690. It indicated that the result of t-test value in all of variable and indicator was higher than t-table value. It means that there were as a significant different between the result of pre-test and post-test in reading comprehension.
Based on the result, it concluded that there was improvement of the students‟
reading comprehension dealing with literal and interpretative comprehension by using Global Method.