CHAPTER I: INTRODUCTION
D. Hypothesis
The hypothesis of this research is formulated as follows:
1. Ho: There was no significant difference students’ reading before and after treatment reading material by using Class analysis method.
2. H1: There was a significant difference of the students’ reading before and after present reading material by using Class analysis method.
INPUT
Reading
PROCESS
Reading Activities (Class Analysis
Method)
OUTPUT
To Improve Students’ Reading
Comprehension
CHAPTER III
RESEARCH METHOD
The research method consists of design, population and sample, research variable and their research operational of the research, procedure of collecting data and technique of data analysis.
A. Research Design
This research was a pre-experimental method with one group pre-test and post- test design, pre-test(O1), exposed treatment (X), and post-test(O2). The design of this study was presented in the following table.
Figure 2. Research Design
(Gay, 2006:252).
B. Research Variables 1. Variables
There were two variables in this research; they are independent variable and dependent variable:
a. Independent variable Pre-Test
(O1)
Treatment X
Post-Test (O2)
Class Analysis Method of the independent variable was important process when teaching the material to learning reading.
b. Dependent variable
The dependent variable was students reading especially in literal comprehension and interpretative comprehension.
2. Indicators
The following were the main indicators of each variable:
a. The indicators of the students’ literal comprehension were main idea and sequence of details.
b. The indicator of the students’ interpretative comprehension was conclusion.
C. Population and sample 1. Population
The population of this research was the first year students of SMP Negeri 1 Pujananting Barru in 2015/2016 academic year. The number of population 96 students consists of four classes; there are class A consists of 19 students, class B consists of 25 students, class C consists of 24 students, and class D consists of 24 students.
2. Sample
The sample of this research was VII A. The class consists of 19 students.
They are 9 boys and 10 girls. It used Purposive sampling technique.
D. Instrument of the Research
To collect data, the researcher used reading test for knowing the student’s achievement. The test consists of pre-test and post-test. The pre-test was given before the treatment to know the students’ prior knowledge in reading. The post-test aims at finding out the students’ achievement in reading after the treatment were given.
1. to score the students’ answer the researcher used the following formula:
Rubric for Main Idea
No Criteria Score
1. The answer includes a clear generalization that states or
implies the main idea. 4
2.
The answer states or implies the main idea.
3 3Indicator inaccurate or incomplete understanding of main
idea.
24.
The answer include minimal or no understanding of main
idea.
1(Harmer in Mufaroah, 2013: 26).
Rubric for Sequence of details
No Criteria Score
1.
Relevant, telling, quality details give reader important
information that goes beyond the obvious or predictable.
4 2.Sequence details were relevant, but one key issue maybe
unsupported or more predictable than others
3 3Sequence details and information were relevant, but one or
more key issues are unsupported or fairly predictable
2 4.Sequence details were somewhat relevant, but several key
issues were unsupported or are all fairly predictable
1 (Harmer in Mufaroah, 2013: 26).Rubric for Conclusion
No Criteria Score 1. Conclusion reflects resource readings in development of idea it is excellent. 4 2. Conclusion reflects readings in development of idea it is
good. 3
3 Conclusion reflect only reading in development of idea it is
poor 2
4. Conclusion do not reflect any reading of resources in
development idea 1
(Clarke in Hajrah, 2013: 25).
E. Procedure of Collecting Data
The procedures of the research described as follows:
1. Pre-test
The pre-test administered on the first meeting. The researcher gave narrative text and the students answered the question of the narrative text.
2. Giving Treatments
After giving pre-test, the students were given narrative text by Class Analysis Method. It took place for two meetings and spent 90 minutes in each meeting. Some of steps of treatment were:
a. The researcher classified to the students that the purpose of reading to get an overall idea of the text to learn new information.
b. The researcher introduced kind of reading strategythat is used.
c. The researcher asked to students to analysis the plot, structure, character, setting, and climax based on the previous questions.
d. The researcher asked to students to predict the main idea base on the previous questions.
e. The researcher asked to students to fill the Class analysis method such as:
1) what is the main idea, 2) what is the conclusion, 3) how is the plot, etc.
f. The researcher asked the students to find the main idea and conclusion in the text.
g. Each group shared with the class the results of its analysis. The results of each group were compared and contrasted.
3. Post-test
The post-test were given after treatments; the purpose was to know the student’s achievement in reading after applying Class analysis method.
F. Technique of Data Analysis
1. Scoring the students answer :
= 10
(Arikunto, 1995: 371).
2. Calculating the mean score of the students’ achievement by using the following formula:
N X X
Where:
X
= Mean score∑X= The Total row score
N= The Total number(Gay, 2006:320).
3. Calculating the percentage of the students’ activity in learning process using formula:
P = X 100%
Note:
P = Percentage
F = Frequency
N = Total number of subject (Sudjana, 2010:25).
4. The score of the students pretest and posttest
Score Classifications
9.6 – 10 Excellent
8.6 – 9.5 Very Good
7.6 – 8.5 Good
6.6 – 7.5 Fairly Good
5.6 – 6.5 Fair
3.6 – 5.5 Poor
0.0 – 3.5 Very Poor
(Depdikbud in Anita 2010:26).
5. To know the significant difference between the score of the pre-test and post-test, the researcher calculate the value of the test by using the following formula:
t =
∑ (∑ )
( )
where , =∑
Where:
t = Test of significance
= The mean of different score
∑D = the sum of total score of significance
∑D
2= the square of the sum for difference
N = the total number of subject (Gay, 2006:355).
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the finding and discussion of the research. The finding consist of the data obtained through achievement test to see the students’ achievement after being tough the materials of reading comprehension through Class Analysis Method and the data collected through observation and evaluation to see the students’
improvement in learning reading comprehension after given treatment in the pre-test and post-test of the research. Then, the discussion describes further explanation and interpretation of the findings given.
A. Findings
The research of the data findings found that teaching reading comprehension through Class Analysis Method can improve the student’s achievement in literal comprehension and also can improve the student’s achievement in interpretative comprehension. In the further interpretation of the data analysis were given below:
1. The Mean Score of the students’ Pre-test and Post-test
The mean score of reading comprehension result of the students pre-test and post-test after calculating the mean score are presented in the following table:
Table 1 the Mean Score of the Students’ Pre-test and Post-test
Indicators Test Mean Score
Literal and Interpretative Pre-test 4.56
Comprehension Post-test 7.02
Table 1 shows that the mean score of student’s pre-test was 4.56 and the mean score of post-test was 7.02. The mean score of the student’s post-test was higher than the mean score of student’s pre-test. This means that teaching using Class Analysis Method can improve students reading comprehension.
2. The rate Percentage and Frequency of the Pre-test and Post-test
Students’ score of pre-test and post-test were classified into some criteria and the percentage of the students score of pre-test and post-test are presented in the following table:
Table 2 the Percentage of the Students’ Literal and Interpretative Comprehension
No Classification Range
The percentage of the students’ Literal and Interpretative Comprehension
Pre-Test Post-Test
Freq % Freq %
1. Excellent 9.6-10 0 0 0 0
2. Very good 8.6-9.5 0 0 3 15.79
3. Good 7.6-8.5 3 15.79 3 15.79
4. Fairly good 6.6-7.5 0 0 8 42.11
5. Fair 5.6-6.5 4 21.05 2 10.53
6. Poor 3.6-5.5 5 26.32 2 10.53
7. Very poor 0-3.5 7 36.84 1 5.26
Total 19 100 19 100
The table 2 above shows that the result of students’ reading skill in Literal and Interpretative Comprehension in pre-test, there are 3 students or 15.79%
classified into Good score, 4 students or 21.05% classified into Fair score, 5 students or 26.32% classified into Poor score, and 7 students or 36.84% classified
into Very Poor score, and none of them classified into Excellent,Very Good, and Fairly Good score. The table above also shows that the result of students’ reading skill in Literal and Interpretative Comprehension in post-test. There are 3 students or 15.79% classified into Very Good score, 3 students or 15.79% classified into Good score, 8 students or 42.11% classified into Fairly Good score, 2 students or 10.53% classified into Fair score, 2 students or 10.53% classified into Poor score and 1 student or 5.26% classified into Very Poor score, and none of them classified into Excellent score. It can be concluded that the rate percentages were in good and very good category in the post–test was greater than the rate percentage in the pre-test.
3. The t-test value of the Student’ Reading Comprehension Using Class Analysis Method
The result of the data analysis t-test of thestudent’reading comprehension using Class Analysis Method table below.
Table 3 t-test Value of the Students’ Reading Comprehension using Class Analysis Method
Variables Pre
–test Post
– test t-test t-table Comparison Classification
Literal and
Interpretative comprehensio
n
4.65 7.02 5.35 2.101 t-test>t-table Significance
The data on the Table 3 above shows that the value of the t- test is higher than the value of t-table. It is indicated that there is a significance difference between, the result of the students’ literal and interpretative comprehension in reading using Class Analysis Method after treatment.
4. Hypothesis Test
To find out degree of freedom (df), the researcher used the following formula:
df = N – 1
df = 19 – 1
df = 18
For the level of significance (P) = 0.05 and degree of freedom (df) = 18, then the value of t-table value = 2.101 and t-test value = 5.35. Thus the value of t- test was greater than t-table (5.35 > 2.101). It means that there is significant difference between the mean score pre-test and post-test of the students in reading comprehension after presenting materials by using Class Analysis Method.
And also it means that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.
From the analysis above, the researcher concludes that there is a significant difference between mean score pre-test and post-test in the use of Class Analysis Method to improve reading comprehension, in other words, Class Analysis Method is effective to be used in teaching reading.
B. Discussion
The discription of data collection from reading test as explaines in the previous section shows that the students’ skill in literal and interpretative comprehension in reading is improved. It was supported by the frequency and rate percentage of the
result of the students pretest and posttest. Based on the finding above in applying Class Analysis Method in the class, the data is collected through the test to explain in the previous finding section shows that the students’skill in literal and interpretative are significantly improvement the students’ score after giving Class Analysis is better than before the treatment give to the students.
Table 1 shows that the mean score of student’s pre-test was 4.56 which were classified as Poor and the mean score of post-test was 7.02 which were classified as Fairly Good. It means that the using of Class Analysis Methodeffective in improving the students’ reading skill.
Based on the finding above in applying Class Analysis Method in the class, the data is collected through the test as explaines in the previous finding section shows that the students’ skill in the literal and Interpretativeis significantly improvement.
The table 2 shows that the result of students’ reading skill in Literal and Interpretative Comprehension in pre-test, there are 3 students or 15.79% classified into Good score, 4 students or 21.05% classified into Fair score, 5 students or 26.32%
classified into Poor score, and 7 students or 36.84% classified into Very Poor score, and none of them classified into Excellent, Very Good, and Fairly Good score. The table 2 also shows that the result of students’ reading skill in Literal and Interpretative Comprehension in post-test. There are 3 students or 15.79% classified into Very Good score, 3 students or 15.79% classified into Good score, 8 students or 42.11% classified into Fairly Good score, 2 students or 10.53% classified into Fair score, 2 students or 10.53% classified into Poor score and 1 student or 5.26% classified into Very Poor score, and none of them classified into Excellent score. It can be concluded that the rate
percentages were in good and very good category in the post–test was greater than the rate percentage in the pre-test
It is also supported by the result of the data analysis on the Table 3 show that from the level significance (p) = 0.05 and degree of freedom(df ) = 18 which got from formula df = N – 1 with t-table 2.101 ,the value t-test of literal and interpretative comprehension higher than t-table (5.35>2.101). Thus, meaning of literal and interpretative comprehension using Class Analysis Method is significant. It means that Class Analysis Method can improve the students’skill in literal and interpretative comprehension in reading.
Based on the result, hypothesis test shows that Ho is rejected and H1 is accepted. So, the researcher concludes that there is significant improvement of the improving the students’ literal and interpretative comprehension in reading skill using Class Analysis Method at the First Year students of SMP Negeri 1 PujanantingBarru.
Byseeingthe improving the students’ literal and interpretative comprehension in reading skill. It is concluded that Class Analysis Method improve the students’skill in literal and interpretative in reading.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on discussion in previous chapter, the following conclusion is presented:
Based on the result of data analysis and the discussion o the result in the previous chapter, the researcher concludes that the improvement of the first year students of SMP Negeri 1 Pujananting in reading comprehension using Class Analysis Method was good, it was proved by the mean score of students’ pre-test was 4.56 were classified as Poor and the mean score of post-test was 7.02 which were classified as Fairly Good, it shows that the students’ skill in the literal and interpretative is significantly. The result percentage of the Students’ Literal and Interpretative Comprehension shows in pre-test, there were 3 students or 15.79% who got Good score and the result of students’ reading skill in Literal and Interpretative Comprehension in post-test, there were 3 students or 15.79% who got Very Good score. It can be concluded that the rate percentages were good and very good category in the post–test was greater than the rate percentage in the pre-test. The improvement of reading comprehension also was proved by the t-test value that is 5.35 greater than the t-table 2.101 which was classified as a good score with degree freedom(df) is 0,05, the researcher also concludes that there is a significant difference between the reading comprehension of the students of SMP Negeri 1 Pujananting before and after using Class Analysis Method.
38
B. Suggestion
Based on the conclusion above , the researcher presents some suggestions as follows
1. It is suggested that the teachers, especially those who teachers English of the Junior high school by using Class Analysis Method as one alternative among other teaching.
2. It is suggested that the English teachers use Class Analysis Method in presenting the reading comprehension materials, because it is effective to improve the student’s achievement.
3. It is sugested for the teachers of English that use Class Analysis Method to teach literal and interpretative comprehension in reading because it can bring a improvement in reading skill for students.
4. It is suggested that the English teachers use Class Analysis Method for the English literal and interpretative comprehension in reading skill and give motivation to the students.
LAMPIRAN
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP NEGERI 1 PUJANANTING
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII/ I
Aspek/ Skill : Reading
Waktu : 2 X 40 menit
Pertemuan : 1
I. Standar Kompetensi.
Membaca
Memahami makna teks tulis fungsional pendek dan esay pendek berbentuk narrative,danrecountyang berkaitan dengan lingkungan sekitar.
II. Kompetensi Dasar.
Merespons makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang berkaitan dengan lingkungan sekitar.
III. Indikator.
Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk Narrative
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk Narrative
Mengidentifikasi fungsi sosial teks fungsional pendek berbentuk Narrative.
IV. Tujuan Pembelajaran.
Setelah selesai pelajaran ini, peserta didik diharapkan mampu :
Siswa dapat merespon makna dalam teks monolog pendek yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.
Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative.
Siswa dapat menentukan ide pokok dalam teks bacaan
Siswa dapat membuat kesimpulan bacaan dalam teks narrative.
V. Materi Pembelajaran : Teks Narrative.
1. Teks monolog berbentuk narrative, contohnya:
Read the text below!
The Prince and His Best Friends
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the Palace and Franklin Greedy, the son of an Aristocrat.
One day, the Prince, Peter Piper, and Franklin Greedy were talking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.
Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he quietly made up a plan for him and the Prince to escape.
Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Price were riding away on one of the bandit’s horses.
It turns out; Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
2. Narrative text can be explained as below:
a. Generic structure
An orientation ( beginning) It consists of:
a. A setting b .Characters c. A plot
A complication ( middle)
A resolution ( ending )
VI. Metode / Tekhnik
Class Analysis VII. Kegiatan Pembelajaran
A.KegiatanAwal
1. Siswa memulai proses belajar dengan membaca doa.
2. Mengecek kehadiran siswa
3. Menyampaikan tujuan pembelajaran
B. Kegiatan Inti :
1. Peneliti menjelaskan tentang metode yang akan digunakan yaitu metode Class Analysis.
2. Peneliti membagikan text “narrative” pada siswa dan memita siswa untuk membaca dan menyuruh siswa untuk menjawab pertanyaan yang ada pada format tersebut secara individu terlebih dahulu.
3. Peneliti memberi instruksi siswa untuk membentuk group. Setiap group terdiri dari 3 orang atau lebih, lalu guru meminta siswa untuk mendiskusikan jawaban setiap anggota kelompok.