The hypothesis of this study can be formulated as:
1. Null hypothesis (H0)
The null hypothesis of this study is: The use of short story has no effect in the improvement of reading comprehension at the first grade students’ of MA NW Pengandang.
2. Alternative hypothesis (Ha)
The alternative hypothesis of this study is: The use of short story has effect in the improvement of reading comprehension at the first grade students’ of MA NW Pengandang.
40 CHAPTER III RESEARCH METHOD A. Approach and type of Research
1. Approach
The researcher used quantitative approach with experimental research to obtain the data. According to Sugiyono, quantitative approach is a scientific method because the scientific principles is concrete or empirical, objective, measurable, rational, and systematic51. Moreover, it would be reflecting numeric and statistics data as a result.
In addition, the researcher allowed to test a hypothesis to collect and analyze the data systematically.
2. Type of Research
In this study, the researcher uses pre-experimental design without controlling group. Sugiyono states pre experimental has pre-test and post-test without control group52. Therefore, this study aims to identify short story affecting students’ reading comprehension. The advantage of this research was to make students’ more easier to obtain the information from written text.
51Sugiyono,”Metode Penelitian Kuantitatif Kualitatif dan R&D”,(Bandung: Alfa beta, 2011), p.7.
52ibid
41 B. Population and sample
1. Population
According to Fraenkel and Wallen, population is the group of interest to the research, the group whom the researcher would like to generalize the result of the study53. The researcher determines 2 classes, they are A and B class in the tenth grade students of the MA NW Pengadang as the population of this research. The total population is 45 students.
2. Sample
According to Fraenkel and Wallen, sample is the group on which information is obtained54. The sampling technique of this research was determined purposive sampling. The purposive sampling technique used on the researcher consideration about which sample most appropriate, useful and considered capable of representing a population or being representative. The sample of this research is the students’ of A class in first grade of the MA NW Pengadang. The total sample is 22 students.
C. Setting and Time of Research
This research was conducted in MA NW Pengadang, which is located in Central Praya, Central Lombok, West Nusa Tenggara. This
53Jack R. Fraenkel, Norman E. Wallen & Helen H. Hyun,”How to Design and Evaluate Research in Education”, (McGraw-Hill,2012), 8th Ed., p.92.
54ibid
42
research was focus on the first grade students’ of the MA NW Pengadang.
As for the reason why research conducted at the location are: 1) The problem were examined at the location and has the most prominent problem that related to the research, 2) Access to the location was quickly and easily accessible, so the research is possible to be done smoothly. 3) The research location was enough to represent the criteria for taking sampling. The researcher were conducting the research on 10 to 25 Descember 2022. Then, it contains six meetings; pre-test, treatment in four meetings, and post-test.
D. Variables of Research
From the research “The Use of Short Story in Improving Students Reading Comprehension at the First Grade of MA NW Pengadang” the researcher states that there are two variables, independent variable and dependent variable. The independent variable is supposed to influence the rest of it. According to the title, the independent variable was Short Story and the dependent variable was Reading Comprehension.
43 E. Design of the Research
In this study, the researcher used pre-experimental a one-group design in order to examine hypotheses has a significant effect on the study.
Then, the researcher uses pre-experimental by following the diagram of Jemmett:55
O1 X O2
O1 = Pre-test X = Treatment O2 = Post-test.
In this design, the researcher examined the influence of pre and post in order to obtain the data without controlling group. It would be influenced by students’ whether good in pre-test or better in post-test.
F. Instrument of the Research
Instrument is the tool to measure students’ ability and obtain the data in certain field. In this research, the researcher used test as an instrument based on the short stories the students’ read. The instrument in line with the curriculum used in research location. The type of reading are assessed using the instrument is to find out the main idea, detail information, reference, vocabulary knowledge, and inference.
55Dawson and Thomas E.,”A Primer Experimental and Quasi-experimental
Design”,Paper Presented at the Annual Meeting of Southwest Educational Research Association (Austin, TX, January 23-25, 1997).
44
Furthermore, the researcher provides 10 questions in the pre-test and post- test section. The main goal of this test was to measure the effect of Short story technique in improvement students reading the comprehension.
G. Procedure of Data Collection
The procedure of data collection used test to obtain the data whether or not using test affect students reading comprehension. The researcher used pre-test and post-test in order to obtain students reading score. The test was made to measure students’ ability before and after applying short stories. Pre-test given before treatment in the beginning of the meeting. Furthermore, the treatment applied four meeting after pre- test. Meanwhile, the post-test conducted after the treatment. Then, the score of pre-test compared to the score of post-test. Finally, the result of this research would be used to measure the effect of short story in improvement students’ reading comprehension in numerical data.
In this study, the researcher was used essay questions and using short story to practice students’ reading comprehension based on the experiences and knowledge of students. It can train students’ ability to obtain the information.
45
In collecting the data, several test are as follow:
1. Pre test
Here was done before the technique or test is applied to determine the level of students’ reading.
2. Treatment
The researcher given to the students’ treatment of experimental class to identify short story affecting students’ reading comprehension.
3. Post test
This was done after finishing pre-test and treatment to obtain the data short story affecting students’ reading comprehension.
H. Data Analysis Technique 1. Descriptive Statistics
There are several aspects which can describe statistic data of reading comprehension. However, According to Mikulecky and Jeffries there are some aspects that highly related to reading comprehension.
They are main idea, detail information, reference, vocabulary and inference. This table indicates students’ score stickle after applying pre- test and post-test. In addition, it would be appearing whether or not short stories can improve students’ reading comprehension.
46 Table 3.1
Students’ Rubric Reading Score56
No Students
Aspects
Total Score MI
(Q.1-2)
D (Q.3-4)
R (Q.5-6)
V (Q.7-8)
I (Q.9-10) 1
2 3 4 5 6 Etc
Table 3.2
Students’ Achievement57
Criteria of Assessment Grade
86-100 Exellent
70-85 Good
50-69 Fair
30-49 Poor
<29 Very Poor
Table 1.4 shows the category of students’ grade in numeric and words.
The researcher will assess students according to the scores.
56Jonathan Trace, Valerie Meier, Gerriet Janssen, “i can see that”: Developing Shared Rubric Category Interpretations Through Score Negotiation. Academia, Accelerating the world’s research, 25 august 2016.
57Ibid
47 2. Inferential Statistics
a. Normality Test
Normality test was conducted to identify whether the sample data is taken from normal population or not. In addition, it identifies the normality of pre-experimental without controlling class. The normal score should be higher 0.0558.
b. Homogeneity Test
Homogeneity test was implemented to identify whether or not the types of population is similar. Therefore, the hypothesis can be tested by t-test. The normality and homogeneity tests are implemented in the pre and post test scores. The result of analyzing data will be obtained by formula of Sudjana59.
X̅=
(
∑ xn
)
X̅=
(
Mean)
x : (Individual Score) n : (Number of Students)
58Zulqoidah,“The Effectiveness of Question and Answer Technique toward Second Grade Students’ Ability at SMPN 1 Pujut. Thesis, UIN Mataram, july 2021.
59Sudjana,”Metode Statistika”, (Bandung: PT. Tarsito, 2002’), p.67.
48
After obtaining the result of the pre-test, the researcher determines whether or not students' reading comprehension scores has an improvement, the researcher applies the following formula:
P =
(
y1−yy
)
x100%P : (percentage of students' improvement) y : (pre-test result)
y l : (post-test).
The researcher used t-test to know whether or not the result of pre-test and post-test was statistically significant. According to Hartono, t-test is one of the statistic tests used to know whether or not there is significant difference of the two samples of mean in two variables60.
I. Validity and Reliability 1. Validity
Validity was an instrument to measure the accuracy of the research. The instrument of this study will be construct validity.
Construct validity refers to whether you can draw inferences about test scores related to the concept being studied61. In addition, the researcher has consulted to the English teacher at the research location to prove that all items were valid.
60Hartono, Statistik Untuk Penelitian. Yogyakarta: Pustaka pelajar. 2011.p.178.
61Roberta Heale and Alison Twycross,”Validity and Reliability in Quantitative Studies”, Evidence-Based Nursing 18 (3), 66-67, 2015.
49 2. Reliability
Reliability was one of the instrument that used to prevent plagiarism. However, this research was checked the plagiarism in the library of UIN Mataram. According to Kimberlin and Winterstein, the test developer has a responsibility to “identify the sources of measurement error that would be most detrimental to useful score interpretation and design a reliability study that permits such error to occur so that their effects can be assessed”. 62This research uses Cronbach’s alpha as an statistical formula. It is a function of average intercorrelations of items and the number of items in the scale63.
62Carole L Kimberlin and Almut G Winterstein,”Validity and Reliability of Measurement Instruments Used in Research”, American Journal of Health-Syistem Pharmacy 65 (23), 2276- 2284, 2008.
63Ibid
50 CHAPTER IV
FINDING AND DISCUSSION
This chapter discusses the findings in the study, where the research was conducted to see whether or not using short story affect in improving students’ reading comprehension at the first grade of MA NW Pengadang (before and after giving the treatment).
A. Research Findings 1. Data Description
The tests were given to the students’ in order to identify the effects of using short story in improving students reading comprehension. The result of pre-test and post-test, as showed below:
a. Students’ score in pre-test
The pre-test was used to determine the average score of students in reading comprehension. Students were given 10 questions based on Short Story that students read. In addition, the story was told by the researcher face to face. The last, students answered the questions based on the story.
The researcher calculated the students’ score by using formula below:
𝑆 =𝑓
𝑛 x 100 𝑆 : Total Score
51 𝑓 : Number of correct answers 𝑛 : Total number of Questions (10)
Here is the students’ score in pre-test conducted in MA NW Pengadang.
Table 4.1
Students’ Score Pre-test
No Students Score Category
1 AHP 30 Poor
2 SAA 40 Poor
3 CW 50 Fair
4 ER 40 Poor
5 ES 50 Fair
6 GAP 40 Poor
7 GAN 40 Poor
8 HW 30 Poor
9 JS 40 poor
10 KR 30 Poor
11 LA 40 Poor
12 MN 30 Poor
13 MPP 40 Poor
14 MPW 40 Poor
15 MYS 50 Fair
16 NH 30 Poor
17 SCU 50 Fair
18 TR 40 Poor
19 TA 50 Fair
20 UD 40 Poor
52
21 ZW 30 Poor
22 MZA 40 Poor
TOTAL 870
MEAN 39.55
From the table 4.1 showed the students’ score of pre-test. The mean score of pre-test was 39.55 with the lowest score was 30 from six students’ of A class and there are five students’ obtained the highest score in category fair. The highest score was 50. It was found that the students’ score of pre-test were very low.
The result of students’ score in pre-test can be seen in the following table.
Table 4.2
Students score in pre-test The
Tests
Students’
total
Students’ Score Std.
Deviation The Lowest The Highest Mean
Pre-test 22 30 50 39.55 7.222
Based on the table above, the highest score of pre-test was 50 and the lowest score was 30. To calculate the mean score of pre-test, the following formula is used:
𝑋̅=∑ 𝑥
𝑛 𝑋̅ =870
22 𝑋̅ = 39.55
53
The pre-test mean score was 39.55. It means that almost all of the score of students were very low.
b. Treatment
In giving the treatment the researcher was carried in four meeting. The result of the treatment as follow:
1) Meeting 1
In the first meeting, the researcher started learning according to the lesson plan that had been prepared. Then, the researcher gave the students’ narrative text by using Short Story entitled “The Goose with the Golden Eggs”. Here, the students’ are find some difficulties in find out the main idea, and detail information from the short story text that was given. In addition, the researcher gave an example how to find out the main idea, and detail information related to the short story. Finally, the researcher gave the conclusion from the material that had been learnt.
2) Meeting 2
In the second meeting, the researcher started learning according to the lesson plan that had been prepared. Then, the researcher gave the students’ narrative text by using Short Story entitled “The Ant and Dove”. Here, the students’ also are find some difficulties in comprehending the reference and making inference from the short story text. In addition, the researcher gave an example
54
how to find out the difficulties that they were found in comprehending the short story text that was given. Finally, the researcher gave the conclusion from the material that had been learnt.
3) Meeting 3
Although the researcher had been gave an example related to the students’ difficulties in in comprehending some of the information from the short story that was given in the previous meeting, there are still students’ were do not known how to obtained the specific information related to the short story text. To overcome the difficulties that students’ face, the researcher doing more treatment to the students’ and give them exercise. So, the problem that they were face can handle it.
4) Meeting 4
In the last meeting, the researcher started learning according to the lesson plan that had been prepared. Then, the researcher gave the students’ narrative text by using Short Story entitled “The Fox and Graves”. In addition, the researcher gave the test to known the students’ ability in comprehending the specific information before the students’ doing post-test in the next meeting. Meanwhile, it was proved after doing the test students’ are ready to conduct the post- test.
55 c. Students’ score in post-test
After implementing short story technique in teaching students’
reading comprehension, the researcher also gave post-test to students in order to measure the score after treatment. In this section students’ also were given some questions based on the short story that had been read.
Then, here is the students’ score in post-test conducted in MA NW Pengadang.
Table 4.3
Students Score Post-Test
No Students Score Category
1 AHP 70 Good
2 SAA 80 Good
3 CW 90 Exellent
4 ER 80 Good
5 ES 90 Exellent
6 GAP 80 Good
7 GAN 70 Good
8 HW 70 Good
9 JS 80 Good
10 KR 70 Good
11 LA 80 Good
12 MN 70 Good
13 MPP 80 Good
14 MPW 70 Good
56
15 MYS 90 Exellent
16 NH 60 Fair
17 SCU 90 Exellent
18 TR 70 Good
19 TA 90 Exellent
20 UD 80 Good
21 ZW 70 Good
22 MZA 80 Good
TOTAL 1710
MEAN 77.73
From the table 4.1 showed the students’ score of pre-test. The main score of pre-test was 77.73 with the lowest score was 60 and the highest score was 90. It was found that after implemented the treatment students’ score of post-test was improve than the score of pre-test.
The result of students’ score in post-test can be seen in following table.
Table 4.4
Students’ Score in Post-Test
The Tests Students’
total
Students’ Score
Std.
Deviation The
Lowest
The
Highest Mean
Post-test 22 60 90 77.73 8.691
57
Based on the table above, the highest post-test score was 90 and the lowest score was 60. The researcher applied short story to teach students’ reading comprehension and it was proven by improvement score in post-test section. To calculate the mean score of post-test the, the following formula is used:
𝑋̅=∑ 𝑥
𝑛 𝑋̅ =1710
22
𝑋̅ = 77.73
The mean post-test score is 77.73. It was clear that after performing the treatment, the students’ scores improved.
To see the differences between pre-test and post-test score, it showed from the following table.
Table 4.5
No Students Pre-test Post-test Differences
1 AHP 30 70 40
2 SAA 40 80 40
3 CW 50 90 40
4 ER 40 80 40
5 ES 50 90 40
6 GAP 40 80 40
7 GAN 40 70 30
8 HW 30 70 40
9 JS 40 80 40
58
10 KR 30 70 40
11 LA 40 80 40
12 MN 30 70 40
13 MPP 40 80 40
14 MPW 40 70 30
15 MYS 50 90 40
16 NH 30 60 30
17 SCU 50 90 40
18 TR 40 70 30
19 TA 50 90 40
20 UD 40 80 40
21 ZW 30 70 40
22 MZA 40 80 40
MEAN 39.55 77.73 38.18
PRECENTAGE
IMPROVEMENT 96.5%
The enhancement percentage was calculated using the formula below:
P = 𝑦1−𝑦
𝑦 x100%
P =77.73−39.55
39.55 X 100%
P =38.18
39.55 X 100%
P = 96.5%
Based on the result, the students score in reading after implementing short story was improved. The pre-test mean score was 39.55 and the post-test mean score was 77.73. Meanwhile, the mean
59
score of differences was 38.18 and the percentage of enhancement was 96.5%.
2. Data Analysis a. Normality test
Normality test was conducted to examine weather or not the data was normal. This reasearch implemented Kolmogorov-Smirnov by using SPSS23. The normal data is accept when the L hitung is lower than L tabel, it means the data is normal. While, when the L hitung higher than L tabel, the data is not normal. The result of normality test can be seen in the following table.
Table 4.5 Normality test
No Tests Students’
Total
L hitung L tabel Description
1 Pre-Test 22 0.252 0. 281 Normal
2 Post-test 22 0.222 0.281 Normal
Based on the table above, the result in the L hitung of pre-test is .252 and post-test is .222, which is lower than L tabel. It means the data is normally distributed.
b. Homogeneity test
Homogeneity test was conducted to identify similarity of the data. Homogeneity test is the test of whether two or more distributions
60
have the same varience. Then, the way to making decisions is, if sig. >
0.05, it means the data distribution is homogeny. Otherwise if sig. <
0.05, it means data distribution is not homogeny. The calculation result shown in the following table.
Table 4.6
Test of Homogeneity of Variances
Score pretest dan posttest
Levene Statistic df1 df2 Sig.
2.026 1 42 .162
Based on the table above, the homogeneity of this research has Sig. 0.162 > 0.05, it means the data is accepted (homogen).
c. The Analysis of Paired Sample T-Test
A paired t-test was carried out to discover the differences of pre- test and post-test score. The way of making decisions in paired t-test. If sig. (2.tailed) < 0.05, it means there is a difference between learning outcome on pre-test and post-test in improving students reading comprehension, but if sig. (2.tailed) > 0.05, it means there is no effect using short story in improving students’ reading comprehension.
Furthermore, it was used to describe the treatment affecting the pre-test and post-test score.
61 Table 4.7
Paired Samples T-Test
Paired Differences
T df
Sig. (2- tailed) Mean
Std.
Deviation
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
pre- test - post- test
-
38.182 3.948 0.842 -39.932 - 36.432
-
45.365 21 0.000
Based on the result, the Sig. (2-tailed) value of p was 0.000 which was lower than 0.05 (0.000 < 0.05) Then, it can be conclude there is real difference in the improvement of students’ reading comprehension.
In conclusion, the calculation of paired t-test showed that there were significant differences between the pre-test and posttest scores.
Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted because there was a significant effect of using short story in improving students’ reading comprehension at the first grade of MA NW Pengadang.