CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings
1. Data Description
The purpose of this research was to find out a significant effect of using decoding skills for students‟ automaticity in reading comprehension through descriptive in terms of literal comprehension. After providing the data in the experimental and control class about the descriptive text by the students. Research data were drawn from the SMA Negeri 10 Maros by pre-test and post-test scores of tenth- grade students. The description below shows the research outcomes based on pre-test and post-test scores provided to research participants.
a. The Data of Experimental Class
The X MIA 2 was taken as an experimental class by this research.
The class is made up of 26 students. Decoding Skills was used to teach the experimental class. The researcher used pre-test and post-test to retrieve the data. Furthermore, pre-test was performed before the implementation of Decoding Skills. While after the writer implanted Decoding Skills in teaching reading understanding of descriptive text, the post-test was performed. The score for the pre-test and post-test were as follows:
Table 4.1 Score of Pre-test and Post-test of Experimental Class
Students Pre-Test Post-Test Gained Score
1 55 80 25
2 45 75 30
3 70 90 20
4 65 80 15
5 60 85 25
6 45 75 30
7 65 80 15
8 55 75 20
9 45 65 20
10 55 70 15
11 45 80 35
12 75 85 10
13 65 70 5
14 70 85 15
15 55 70 15
16 80 85 5
17 55 85 30
18 65 80 15
19 35 75 40
20 50 70 20
21 60 90 30
22 70 90 20
23 50 90 40
24 60 80 20
25 40 70 30
26 60 80 20
SUM 1495 2060 565
Mean
Score 57.5 79 21,7
Maximum
Score 80 90 40
Minimum
Score 35 65 5
Source: SPSS Versions 21
Based on the description above, it showed that the mean of pre-test was 57,5 and the mean of post-test was 79. Therefore the average of gain score is 21,7. The lowest score of pre-test was 35; the highest score of pre- test was 80. After getting treatment or using Decoding skills, the lowest score of post-test 65, and the highest score of post-test was 95 and the average of post-test were 79.
From the description above, it can be concluded that the students in the experimental class got the improvement of using decoding skills for student‟s automaticity in reading comprehension of descriptive text.
Therefore, the score of the students in post-test is better than in the pre- test. It proves that most of the students can increase their reading comprehension after they are taught by using decoding skill in class.
b. The Data of Controlled Class
The control class was students of X MIA 1. The class was made up 26 students. The control class was not using Decoding Skills. Similar to the experimental class, pre-test and post-test score data of the control class were acquired.
Table 4.2 Score of pre-test and post-test of Controlled Class
Students Pre-Test Post-Test Gained Score
1 60 70 10
2 40 50 10
3 60 65 5
4 80 85 5
5 75 75 0
6 65 75 10
7 65 70 5
8 65 65 0
9 75 80 5
10 60 65 5
11 35 50 15
12 65 60 5
13 60 50 -10
14 45 40 -5
15 70 60 -10
16 50 65 5
17 45 60 15
18 75 65 -10
19 80 80 0
20 55 65 10
21 45 60 15
22 65 75 10
23 50 55 5
24 55 70 15
25 65 75 10
26 70 65 -5
SUM 1575 1693 120
Mean
Score 61 65 4,61
Maximum
Score 80 85 15
Minimum
Score 35 40 0
Source: SPSS Versions 21
Based on the description above of data in control class above, it showed that the mean of pre-test was 61 and the mean of post-test was 65.
Therefore the average of gain score was 4,61. The lowest score of pre-test was 35, the highest score of pre-test was 80. Furthermore, the lowest score of post-test was 40, the highest post-test was 85.
Figure 4.1 The Difference between Students’ Score of Experimental Class and Control Class
Based on the data in Figure 4.1, students in the experimental class achieved greater ratings in understanding descriptive text. It happened after the experimental class was taught using Decoding Skills and control class students were instructed using conventional learning methods. In conclusion, Decoding Skills was effective in reading the understanding of descriptive text for students.
0 10 20 30 40 50 60 70 80 90
Pre-test Post-test
Experimental Class Control Class
2. Analysis of the Data a. Normality Test
The test of normality intends to evaluate whether or not the data was normally distributed. The researcher was testing Kolmogorov – Smirnov and Shapiro-Wilk to evaluate the data‟s normality. The amount of meaning in the studies is 0,05. The results of the analysis will be shown as below:
Table 4.3 Normality Test of Pre-Test and Post-Test of Experimental Class and Controlled Class
Significance (Sig.) in both classes‟ Kolmogorov-Smirnov columns, as shown in Table 4.3, is 0,05. The experimental class was 0,200 and the regulated class was 0,199. According to the consequence, it can be concluded that pre-test experimental class and control class data were normally distributed.
Tests of Normality
Kelas Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Hasil Belajar Siswa
Pre-Test
Eksperimen .104 26 .200* .978 26 .838
Post-Test
Ekperimen .157 26 .097 .929 26 .075
Pre-Test
Control .141 26 .199 .959 26 .379
Post-Test
Control .149 26 .140 .960 26 .383
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
It can be seen in the Kolmogorov-Smirnov rows of the two classes from Table 4,3, Significance (Sign.) is 0.05. The experimental class was 0,097 and controlled class was 0,140. The writer found on the basis of the consequence that the importance of the data in the experimental class and the controlled class is above 0,05. This implies that study information is normally distributed and using Decoding Skills was effective for increase reading comprehension in learning descriptive text understanding.
b. Homogeneity Test
The aim of the homogeneity test is to determine whether or not the information from the class of experimental and controller is homogeneous (equivalent). The research used Levene Statistics in this study to scale the experimental class and controller class homogeneity test. The test outcome can be seen as below:
Table 4.4 Homogeneity Test of Pre-test and Post-tes of Experimental Class
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Pre Test .171 1 50 .681
Post Test 1,477 1 50 .230
Levene
Statistic df1 df2 Sig.
Hasil Belajar Siswa
Based on
Mean 1,477 1 50 .230
Based on
Median 1,638 1 50 .206
Based on Median and with adjusted df
1,638 1 42,741 .207
Based on trimmed mean
1,659 1 50 .204
As mentioned in the Table 4.4, the results of the data showed that the significance of the experimental and controller class pre-test is 0,681.
It implies 0,681 above 0,05. The information from both classes was therefore homogeneous.
The findings of the data showed that sign in Table 4.4. The post- test score value was 0,230. Since the data was greater than the meaning point (0,230 > 0, 05), it was found that the post-test data was homogeneous.
c. Hypothesis Test
At SMA Negeri 10 Maros, the study was to find out the impact of Decoding Skills for student automaticity in reading comprehension.
For this reason, the test of hypothesis is essential in order to find the test outcome. The effect size test therefore contributes to the T-test consequences. The experiment used data from the experimental and controlled class post-test scores to be compared. The outcome of the data can be seen as follows:
Table 4.5 The Result of T-test Calculation
Group Statistics
Class N Mean Std.
Deviation
Std.
Error Mean
Pre_Test
Experimental
Class 26 57,50 11,158 2,188
Control Class 26 60,58 12,274 2,407
Post_Test
Experimental
Class 26 79,23 7,306 1,433
Control Class 26 65,12 10,486 2,056
Source: SPSS 21
Table 4.5 information showed a significant distinction between the experimental class standard deviation pre-test and post-test score. The standard deviation in the experimental class decreased from 11,158 to 10,486 based on both tables. Furthermore, both classes‟ pre and post-test score increases considerably. In other words, the comprehension of teaching reading through Decoding Skills was implemented successfully in the classroom and all students have shown together their progression.
Table 4.6 T-test Result of Pre-test and Post-test Scores
Independent Samples Test Levene's
Test for Equality of
Variances
t-test for Equality of Means
F Sig. T Df Sig.
(2- tail ed)
Mean Differe nce
Std Error Differ
ence
95%
Confidence Interval of the
Difference Lower Upper
Pre-test
Post-test
Equal variances assumed
Equal variances not assumed
Equal variances assumed
Equal variances assumed
.171
1.477
.681 -.946
-.946
5.632
5.632 50
49.552
50
44.646 .349
.349
.000
.000
-3.077
-3.077
14.115
14.115
3.253
3.253
2.506
2.506
-9.611
-9.612
9.081
9.066
3.457
3.459
19.150
19.165
Based on the table 4.6 , the independence sample test findings indicate that p-value or sig (2-tailed) = 0.000, meaning that the null hypothesis (Ho) is dismissed and alternative hypothesis (Ha) is accepted because the p-value (0,000) is lower than sig a = 0.05(0.000 < 0.05).
Accordingly, the use of Decoding Skills for students‟ automaticity in reading comprehension at tenth-grade students of SMA Negeri 10 Maros has a statistical significance.
d. Cohen Effect Size
The final stage after the t-test is the effect size test. The purpose of the effect size test is to determine the level meaning (weak, medium or strong) of the impact of using Decoding Skills for students automaticity in reading comprehension.
In this research, Cohen‟s d effect size calculation was chosen by the researcher for adaptation in the research. In addition, the researcher needs the mean score and standard deviation from the experimental class and controlled class to conduct the effect size test.
D = (Mean of Group A- Mean of Group B) Pooled standard deviation
Louis Cohen et.al (2007)
Pooled standard deviation 7.306 + 10.486 = 8,89 2
D= 79,23 - 65,12
8.89
D = 1.58
The above calculation outcome showed that this research‟s effect size was 1,58. Based on the Cohens effect size criteria, 1,58 was classified as a strong impact. In other words, using Decoding skills has an important impact on the increase reading comprehension by students‟.