CHAPTER III RESEARCH METHOD RESEARCH METHOD
A. Findings
The purpose of this research was to find out whether there is the significance differences the students’ after used Quizizz application. This research was conducted at the X MIPA 1 students of SMA Negeri 1 Pangkep in the academic year of 2020/2021 which consists of 22 students.
The result of data findings found that teaching reading comprehension through Quizizz Application was improve the students’ achievement in literal comprehension in main idea and interpretive comprehension understanding vocabulary, at the X MIPA 1 of SMA Negeri 1 Pangkep. It could be seen the result data analysis was follow :
1. The improvement of Students’ Literal comprehension (Main idea) and Interpretative comprehension (Understanding vocabulary)
In order to answer the research question in the previous chapter, the researcher administrated two kinds of test such as pre-test that given before the treatment and post-test that given after the students got the
treatmentbefore. The result of the students’ improvement in reading by using descriptive text multiple choice text was presented in the table below :
Table 4.1 mean score of literal and interpretative comprehension.
Criteria Pre - test Post – test Literal Comptehension
(Main idea) 53,63 79,09
Interpretative Comprehension
(Understanding vocabulary) 63,63 80,00
The table shows the students’ improvement in finding literal (Main idea) in reading as the result of calculating the students pre-test and post-test in terms of content and organization by using descriptive text. The students’ reading score about main idea in pre-test (53,63) lower than the post-test (79,09). It mean score of the students’ pre-test.
Figure 4.1 mean score of literal and interpretative comprehension.
In explanation the table also scan be shown in chart of the students’
improvement in finding understanding vocabulary in reading as the result of calculating the students’ pre-test and post test in terms of main idea and understanding vocabulary by using descriptive test withe the Quizizz application.
The students’ reading score about understanding vocabulary in pre-test (63,63) is lower than the post-test (80,00). It means that the mean score of the students’
post-test is higher than the mean score of the students’ pre-test.
0 50 100
Pre - Test Post - Test
Literal (Main Idea)
Interpretative (Vocabulary)
31
Table 4.2 Students’improvement in literal and interpretative comprehension.
Criteria Mean
Pre - test
Mean
Post - test Improving
Literal Comptehension
(Main idea) 53,63 79,09 47,47%
Interpretative Comprehension (Understanding vocabulary)
63,63 80,00 25,72%
Based on the table 4.2 shows that in Literal comprehension(main idea) the mean score of pre-test was 53,63 and post-test was 79,09. The improvement of pre-test and post-test was 47,47%. In interpretative comprehension (understanding vocabulary) the mean score of pre-test was 63,63, and post-test was 80,00. The improvement of pre-test and post-test was 25,72%. Based on the result, it concluded that the using Quizizz application was able to give greater contribution in teaching and learning reading text.
This part presented the result of the students’ reading comprehension, such as main idea and understanding vocabulary. The student’ score of pre-test and post test was classified into some criteria and percentage as followed:
Table 4.3 the frequency of the students’ improvement to find out main idea and undestanding vocabulary of pre-test and post-test.
No Classifications Score
Test Pre-
test Percentage% Post-
test Percentage%
1 Excellent 96 –
100 - - 4 11,8 %
2 Very Good 86 – 95 - - 14 63,6
3 Good 76 – 85 - - 7 31,8
4 Fairly Good 66 – 75 - - - -
5 Fair 56 – 65 5 14,7 - -
6 Poor 35 – 55 8 17,6 - -
7 Very Poor 0 – 35 3 88% - -
Figure 4.2 the frequency of the students’ improvement to find out main idea and undestanding vocabulary of pre-test and post-test.
Based on the table above, it showed the students’ improvement was pre-test, there was not students’ who got excellent, very good, good and fearly good, so did very good and good classifications. Then, there are 3(88%). While, the students who got fair there are 5(14,7).
Based on the table above, it shows that students’ improvement in post-test, there was 4(11,8%) students got excellent, 14(63,6) students got very good. Then there are 7(31,8) got good.
2. The significance of the students improvement in terms of Literal comprehension (Main idea) and Interpretative comprehension (undestanding vocabulary)
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 Quizizz application. 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 (22 students) then
0 20 40 60 80
Excellent Very Good
Good Fairly Good
Fairly Good
Poor Very Poor
Pre - Test Post - Test
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the value of table is 1.720the 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 quizizz application in descriptive text of tenth grade students of SMA Negeri 1 Pangkep 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 quizizz application on descriptive text of tenth grade students of SMA Negeri 1 Pangkep in the academic years 2020/2021. Hypothesis test can be done after the normality and correlation test were done.
Table 4.4 T-Test calculation/value
Paired Differences
t df
Sig.
(2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair 1 preliteral -
postliteral -25.45455 17.38288 3.70604 -33.16168 -17.74741 -6.868 21 .000 Pair 2 preinterpre
-
postinterpre
-16.36364 17.05606 3.63636 -23.92587 -8.80140 -4.500 21 .000
Note: Preliteral : Pre-Test Of Main Idea Postliteral : Post-Test Of Main Idea
Preinter : Pre-Test Of Understanding Vocabulary Postinter : Post-Test Of Understanding Vocabulary
The result of t-test for reading comprehension focus on literal and interpretative levels as follows:
Table 4.5 the T-test Value of Students’ Reading Comprehension
Variable T-test T-table comprehension classification Literal
comprehensions
6.868 1.720 t-test > t-table Significantly different Interpretative
comprehensions
4.500 1.720 t-test > t-table Significantly different
Table 45, showed that t-test value for reading comprehension focused on literal with the t-test value was 68,68>1.720 and interpretative with t-test 4.500>1.720. It indicated that the result of t-test value in all of variable and indicator was lower 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 deal with literal and interpretative comprehension by using Quizizz Application.