CHAPTER II REVIEW OF RELATED LITERATURE 6
D. Hypothesis of the Research 18
According to Arikunto (2014: 110) hypothesis is a temporary answer to the research problem until it is proved by the data that will be collected”.
Based on the theoretical framework and conceptual framework above, the hypothesis can be formatted:
1. H1: There is a difference between Pre-test and Post-test on students’ score in reading text using Suggestopedia.
2. H0: There is no difference between Pre-test and Post-test on students’ score in reading text using Suggestopedia.
18 CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
This research applied a Pre-Experimental Research Design, with one group for pre-test and post test design which involves pre test (O1), treatment (x), and tested post test (O2). The results of treatment can be known to be more accurate, because it can be compared to the situation before being given the treatment. The design of this study is presented in the following table.
Tabel 3.1 One Group Pre-Test and Post-Test Design
Class Pre-test Treatment Post test
IX Ahmad Yani 01 X 02
Where: 01 = Pre-test X = Treatment 02 = Post-test
(Sugiyono, 2014: 75)
B. Population and Sample 1. Population
The population of the research is the 9 Grade Students of SMPN 2 Pangkajene in 2020/2021 Academic Years. There
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were 9 classes and each class consisted of 22 students. The population is 198.
2. Sample
The researcher took one class, the nine Grade Students of SMPN 2 Pangkepajene with 22 students. This sample was chosen by using purposive sampling because considering the observation by the English teacher that this class is still less in reading and this class very active in online class. Therefore the researcher chose IX Ahmad Yani students.
C. Research Variables and Indicator 1. Variables
There are two variables in this research; they were independent variable and dependent variable:
a. Independent variable (X)
Suggestopedia method of the independent variable use to increase
students reading skills.
b. Dependent variable (Y)
The dependent variable is the students’ reading skill, especially their basic comprehension of reading.
2. Indicators
After the students will train to read narrative text using the suggestopedia method , the students have a good quality on their
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basics of reading. Besides, the students’ scores are higher than before.
D. Procedures of Collecting Data
The procedures of the research described as follows:
1. Pre-test
Pre-test administered at the first meeting. The researcher asked the students to read narrative text based on the curriculum and syllabul of SMPN 2 Pangkajene by using their laptop or phone with a share screen on zoom. Besides, researcher used a Google Classroom as a media to get the students’ score.
2. Giving treatments
After gave a pre-test, the students got a suggestopedia method in narrative text. Researcher made students feel relaxed in their place by created a good atmosphere (played simple music related to the subject material). Researcher gave them a narrative text on videos , then showed the related picture to make students more understand by using Share Screen in Zoom or Google Classroom.
On the other hand, the researcher read a narrative text with students beside the researcher and used a gesture when reading the process in every paragraph. Then, one of the students read a narrative in her style. Besides, students can rewatch the video on Google Classroom then answer some questions on it.
3. Post-test
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The post test was given by researchers after the treatments then the purpose was to know the students’ achievement in reading skills after applied suggestopedia in this process kept using a Zoom application and Google Classroom. .
E. Research Instruments
To collect data, the researcher asked the students to read, it is a reading test. The test consisted of pretest and posttest. The Pretest was 5 questions that in the first question was asked about the main idea and 4 of them are supporting details. Pre-test gave before treatment to find out the ability of the student in reading. The treatment was done 3 times for 3 weeks and there are some questions that are the same as pre-test. Then, the posttest gave after the treatment to find out the effectiveness of using suggestopedia method to increase students' main idea and supporting details of reading comprehension and there are 5 questions that are the same as pre-test. To know whether students have a progress or not, the researcher used rubric to classify students answer:
22 Table.3.2 Rubric Main Idea
NO Criteria Score
1. Students' responses are complete, specific, and correct. 4 2. Students response is accurate, but not complete 3 3. Students' responses give details instead of the main idea. 2 4. Students' responses are not correct, but are attempted. 1 5. Students did not attempt to respond to the item. 0
Table.3.3 Rubric Supporting Details
No Criteria Score
1. Students' responses include at least 2 key details from the passage that support the main idea of the passage.
4
2. Students response includes at least 2 details with at least one key detail from the passage that supports the main idea of passage
3
3. Students' responses include 2 details which do not support the correct main idea.
2
4. Students' responses include one detail that does not support the main idea.
1
5. Students did not provide any details. 0
Table Analytical scoring rubric adapted from Michelle (2007)
23 F. Technique of Data Analysis
The data from the pre test and post test analyzed by using these formulate as follow:
1. Scoring the students correct answer of pre-test and post-test by using :
Score
=
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝐼𝑡𝑒𝑚𝑠 x 100%
2. Classifying the students' score into five classifications.
Score Classification
90-100 Excellent
75-90 Good
61-74 Fair
51-60 Less
X<51 Poor
Table 3.4 Students' Score Classifications (Depdiknas 2015:214) 3. Calculating mean score of the students test by using the
formula:
𝑋=∑ 𝑋𝑁 Where:
𝑋 : Mean score
∑ 𝑋 : The sum of all score
N : The number of subjects/sample
(Gay, in Goestina:2016) 4. Calculating the percentage of students improvement based on pre-
test and post test:
24 P = 𝑋2𝑋− 𝑋1
1 𝑋 100%
Where:
P : The percentage of the student improvement score 𝑋2 : The mean score of post test variable
𝑋1 : The mean score of pre test variable
(Gay,in Goestina:2016)
5. Finding out the significant difference between the mean score of the students’ by calculating the value of the t- test. The formula is seen as follow:
Where:
T : Test of significant differences : The mean of difference score : The sum of D scores
: The square of scores N : The total number of samples
(Gay, in Goestina:2016) 6. T-test and T-table formula
T-test ⪰ T-table : Having significant in influence H₁ : μ¹ > μ² or P - value < α 0.05
T-test ≤ T-table : Having no significant in influence H0: μ¹ = μ² or P - value ⪰ α 0.05
25 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter answers to find out the problem statement in previous composed findings and discussion of the research. The findings show the result from the data that had been collected by the reading test in pre-post. Besides, researchers use their own words to explain her research.
A. Findings
In findings researcher teaching reading with suggestopedia methods that increase the student's reading comprehension. Then, pictures, songs and mood are useful to make the students feel good and ready for learning.
1. The Students’ Increasment in Finding Main Ideas in Narrative Text.
In order to answer the research question in the previous chapter, the researcher administered two kinds of tests such as pre-test that was given before the treatment and post-test that was given after the students got the treatment before. The result of students’ increment in reading by using narrative text was presented in the table below:
Criteria Pre-test Post-test Increasment (%)
Main idea 16.8 85.5 47.17
Table 4.1 of Mean score of main idea
26
The table shows the students’ score in finding the main idea in reading by using a narrative text as the result of calculating the students’ pre-test and post-test in terms of content and organization. The students’ reading score about main idea in pre-test 16.8 is lower than the post-test 85.5 there is a big change in pre and post scores, it’s because students did not answer all of the questions or researcher can say students don't read the questions well in pre- test. It means that the mean score of the students’ post-test is higher than the mean score of students’ pre-test. we can see the clustered column below:
Figure 4.1 of Students’ Score of Pre-test and Post-test in Main Idea
In explanation, the table shows that there are differences between pre test and post test in main ideas. Main idea has increased after treatments by using the suggestopedia method in narrative text. In the main idea student score got 16.8 in pre test, and 85.5 in post test. It means suggestopedia increases students' score in reading and focuses on the main idea.
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2. The Students’ Increasment in Finding Supporting Details in Narrative Text.
In order to answer this research problem in the previous chapter, the researcher found there is a difference between pretest and posttest. The result of students’ increment in reading by using narrative text was presented in the table below:
Criteria Pre-test Post-test Increasment (%) Supporting
Details 77.54 90.9 88.2
Table 4.2 of Mean Score of Supporting Details
From the table above there is an increment before treatment and after treatment. In the pretest, students’ score in supporting details is 77.54 and 90,9 for the posttest. Researcher found that suggestopedia really helps the student focus more because during the learning process with hands movements, students were wondering what's in the next story. we can see the clustered column below :
Figure 4.2 of Students’ Score of Pre-test and Post-test in supporting Details.
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In explanation, the table shows that there are differences between pre-test and post-test in supporting details. Supporting details has increased after treatments by using the suggestopedia method in narrative text. In the supporting details the student score was 77,54 in pre test, and 90,9 in post test. It means this method succeeded in increasing students’
reading comprehension focus on supporting details.
3. The Rate Percentage of the Students’ Reading Score
This part presented the result of the students’ Reading Comprehension, such as main ideas and supporting details. The students’
score of pre-test and post-test was classified into some criteria and
percentage as followed:
No Classifications Score
Test Pre-
Test
Percentage (%)
Post- Test
Percentage (%)
1 Excellent 90-100 0 0 11 50%
2 Good 75-90 0 0% 11 50%
3 Fair 61-74 0 0% 0 0%
4 Less 51-60 0 0 0 0%
5 Poor X<51 22 100% 0 0
Table 4.3 of The Frequency of Students’ Increasment to Find Out Main Idea and Supporting Details of Pre-test and Post-test
29
Figure 4.3 of The Percentage of Pre-test and Post-test
From the clustered column above, students had not to get an excellent, good, fair and less in pre-test, all students had a poor score it is because students don't read carefully all of the questions so in pre-tests students had 100% for poor. Although in post-test there are big changes from students’ reading comprehension very well, students had a 50% for excellent and 50% for good, it is because there was a treatment that helped students to become better.
4. The Significance of Students’ Increasment in Reading Comprehension to Find Out the Main idea and Supporting Details.
The result of the data analysis of t-test of the students’ ability in narrative text was shown in the table below:
30 Indicator T-test
T-Table
> 0.05 2.080 Main Idea 69.21
Supporting Details 17.22
Table 4.4 of T-test of Students’ Increasment in Reading Comprehension to Find Out the Main Idea and Supporting Details.
The table above shows the comparison between the students’ t- test and t-table for identifying main ideas and supporting details of the text after teaching or giving treatment by using suggestopedia method in narrative text. The value of the t-test is greater than t-table. The score of the variable main idea (69.21 > 0.05) and the score of supporting details (17.22 > 0.05). The t-test value of reading in extract information is more than 0.05. It can be concluded that there is a significant difference between the results of students’ reading in finding the main idea and supporting details before and after using the suggestopedia method in reading. This also means that null hypothesis (Ho) : suggestopedia in narrative text can not increase the students’ reading comprehension at the Second Grade Students of SMP Negeri 2 Pangkajene is rejected and the alternative hypothesis (H1) : suggestopedia in narrative text can increase the students’ reading comprehension at the Second Grade Students of SMP Negeri 2 Pangkajene is accepted.
31 B. Discussions
Based on finding suggestopedia method increment in reading comprehension of narrative text researcher found using that method it was effective to increase students’ reading comprehension in learning process it’s because in learning process students felt relax and students does not bad feeling like Villamin et al. (1994) said “that there are some characteristics of suggestopedia such as provide the students as a positive mindset in the class, it uses help students eliminate the feeling that they cannot succeed”. Then in during online learning process teacher did a cheerful atmosphere like played a instrumental music that very useful to make students more relax like Villamin et al. (1994) said “students must be relaxed in classroom with soft music” and Richards (1999) said that one of important components in suggestopedia is “Intonation and rhythm are adjusted to background music, so that can help students be relaxed”
and one of researcher that used suggestopedia as method , Khunaifi (2015) in his research explain that using suggestopedia method in classic music effective to improve students’ interest in learning process. This condition is important in the learning process because students are not tense and the ability to concentrate increases. Then, the teacher has read out the narrative text clearly like it is read aloud in a clear voice, hand gestures and even sometimes explained in Indonesian like Villamin et al.
(1994) said in their research “To get target language, native language translation is used”.
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Besides, choosing the type of reading is also very useful like Setiyaningsih (2003) said that the point of narrative text is to make the reader interested with actual experience in different ways. Even the organizational structure built some episodes of the story based on the revolution, goal, problem and the characters, in here teacher choose a fairy tale as a narrative text in this research because the researcher had to look at the level of reading comprehension of the students, the research was students from Ahmad Yani's ninth grade at SMP Negeri 2 Pangkajene so that’s why researcher chose fairy tale.
Therefore, the researcher found there are differences between pre-test and post-test during the learning process. In findings students’ score in main idea pretest (16.8) before the researcher gave a suggestopedia method and posttest (85.5) after the treatment which used that method.
Then, the increasment of pre-test in main idea adn supporting details 47.17 means poor and on post-test 88.2 means good.
On the other hand, there are significant differences between before and after treatment, it’s because in pretest students didn't read the questions well that makes a difference. Then students’ score in supporting details is also a change in value even though it is not as big as the main idea. Before the researcher gave a treatment, students got (77.54) as pretest and after treatment students got (90.9) as a posttest because at the beginning, students only read with literal comprehension or their look for the same word from the questions and in the text.
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This change is also felt by students during the learning process. Some of the students said they liked this method because they can understand more when the teacher used pictures and gestures in reading the narrative text, besides that students also like to listen to instrumental music played by the researcher.
By seeing the increment of students' main idea and supporting details in narrative text of reading comprehension. It is concluded that the suggestopedia method could increase students’ reading comprehension.
It could be shown from the student's reading score from using a google classroom as a media for getting the students’ value.
In the conclusion of the nine grade Ahmad Yani class , students of SMP Negeri 2 Pangkajene have a good comprehension in reading after being taught through a suggestopedia method especially in main idea and supporting details.
34 CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusions
This chapter shows the conclusion based on the result of the data analysis, research findings and discussion in the previous chapter, the researcher came to the following conclusions according to the research problem.
1. The use of suggestopedia methods in narrative text to increase students’ reading comprehension in terms of finding the main idea in IX Ahmad Yani grade on SMPN 2 Pangkajene was useful. This strategy helped students to increase their main idea in narrative text without compulsion in learning before and after pretest. From the students’ mean score in post-test was higher than pre-test so, this research was successful to make the students increasment in main idea with t-test value of content is greater than t-table.
2. The use of suggestopedia methods in narrative text to increase students’ reading comprehension in terms of finding supporting details in IX Ahmad Yani grade on SMPN 2 Pangkajene was useful.
This strategy helped students to increase their supporting details in narrative text without compulsion in learning. From the students’
mean score was higher that pre-test. This research was successful to make the students increase in supporting details with t-test value of content greater than t-table.
35 B. Suggestions
Based on the conclusion above, the researcher proposes the following suggestions :
1. For the teachers, they are supposed to :
a) The English teacher should be more creative in choosing strategy in a pandemic period teaching narrative text, so that the students will be more interested and motivated to learn especially during the pandemic.
b) The english teacher must understand what the students need in their class to make students more active or create a new atmosphere when they turn off the camera, so teachers have to understand or make sure what method can make students relax in the learning process.
c) Teachers must be sure to get a good network in the online learning process. so that students can hear and see the teacher's explanation properly and does not spoil the student's mood and focus.
2. For further researchers, they are suggested :
1) For the next researcher please find out the way to make students still turn on their camera during pandemic. Researchers and students should be closer, this will be very useful to ensure that during learning students turn on their camera.
2) After that, the researchers have to make sure in their online learning process, you should make your room more interesting than
36
usual, such as pasting several pictures that match the theme of your story at the time of learning.
3) Before starting the learning process, researchers have to do warming up with the students such as, inhale or light exercise to make students relax and ready for the learning process.
37
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