CHAPTER III: RESEARCH METHOD
F. Techniques of Data Analysis
1. Scoring the students’ answer the researcher used the following formula:
a) The score Classification of Reading
Table 3.1. The score Classification of Reading
Score Classification
96 – 100 Excellent
86 – 95 very good
76 – 85 Good
66 – 75 fairly good
56 – 65 Fair
46 – 55 Poor
0 – 45 very poor
(Depdikbud: 1985:6) Percentage =
x 100%
b) The Scoring Rubric for Literal Reading Comprehension
Table 3.2. The scoring rubric for Literal Reading Comprehension
Classification Explanation
Excellent
Student locates and uses all relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
Very Good to Good
Student locates and uses most relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
Fairly Good to Fair
Student locates and uses some relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
Poor to Very poor
Student locates and uses little or no relevant information stated directly in the text to answer questions, complete tasks, orotherwise demonstrate clear
understanding.
(Staff.highschool.spsd.org/.../Reading-rubric : 2015) 2. Calculating the mean score of the students’ answer by used the formula : X =
N
XWhere:
X = Mean score
X = Total scoreN = The number of subjects, (Gay, 1981:298)
3. Finding out the significance difference between the pre-test and posttest by calculating the value of the test. The following formula was employee :
( 1)
)
( 2
2
N N
N D D
t D
Where:
T = t significant
D = the difference between the scores of pre-test and post-test
D= the mean score of the difference between the scores of pre-test and post- test
N = the number pairs of subject in the study, (Gay, 1981:331).
40 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter talks about the findings of the research. The chapter also presents the description of the data (pre-test and post-test), the analysis of the data, and the interpretation of the data.
A. Findings
1. The Description of The Data
The researcher found the data from student’s pre-test and post-test score of experimental class. The pre-test was given before the treatment begins and the post-test is given after the treatment finish. Table 4.1 presents the student’s literal reading comprehension in the experimental class before the researcher does her experiment (pre-test). In addition, also present the students’ literal reading comprehension after the researcher does her experiment (post-test) in the experimental class.
Table 4.1 The score of pre-test and post-test.
Indicator Pre-test Post-test
59.03846 83.46154
∑ 59.04 83.46
Based on the table above, it can be seen that the mean score of pre-test is 59.04 from the average 59.03846 and the mean score of post-test is 83.46 from the average 83.46154. Based on the result, it concludes that the using of picture is able to give greater contribution in teaching and learning reading comprehension.
2. The Analysis of The Data
a. The score classification of students’ literal reading comprehension.
Table 4.2 Classification score Classification Score
Pre-Test Post-Test
F % F %
Excellent 96 – 100 0 0 0 0
very good 86 – 95 0 0 6 23.08%
Good 76 – 85 0 0 18 69.22%
fairly good 66 – 75 6 23.08% 1 3.85%
Fair 56 – 65 11 42.31% 1 3.85%
Poor 46 – 55 6 23.08% 0 0
very poor 0 – 45 3 11.53% 0 0
TOTAL 26 100% 26 100%
Based on the rate percentage on Table 4.2, in pretest it is found that there is not student got excellent classification, very good classification, good classification, students got fairly good classification 6 (23.08%), students got fair classification 11 (42.31%), students got poor classification 6 (23.08%), and student got very poor classification 3 (11.53%). Then, in posttest it is found that there is not excellent classification, students got very good classification 6 (23.08%), students got good classification 18 (69.22%), students got fairly good classification 1 (3.85%), students got fair classification 1 (3.85%), and then there is not students got poor classification and student got very poor classification. It means that 92.3% of the students gained the passing grade and improved their reading achievement.
b. Calculating the mean score of the students’ answer by using the formula : Table 4.3 Mean score pre-test and post-test.
Indicators Pre-Test Post-Test Improvement %
Literal Comprehension 59.04 83.46 41.36%
Based on Table 4.3, indicated that the mean score of pre-test and post-test was improved. In the pre-test the students got low score that is 59.04. In the post-test the students reading comprehension achievement was improved became 83.46. Hence, the improvement of mean score indicated that there was 41.36%. Based on the result, it concludes that the implementation of picture improved students’ reading comprehension.
c. Finding out the significance difference between the pre-test and posttest by calculating the value of the test. The following formula is employee :
Table 4.4 Distribution the value of t-test and t-table
t-test t-table
16.84 2.05954
The data on the table above showed about the value of t-test is higher than the value of the t-table. It indicated that there implementation of picture improved reading comprehension of students.
It can be concluded that implementation of picture improved reading comprehension of students in teaching procedure text. This also mean that null hypothesis (H0) There is no significant students’ reading comprehension through picture this rejected and the alternative hypothesis
(H1) There is significant students’ reading comprehension through picture is accepted.
3. Hypothesis testing (t-test of Significant).
The result of t-test is higher than t-table value, the null hypothesis (H0) is rejected, and if the result of t-test is lower than the t-table value, the null hypothesis (H0) is accepted. The result of the statistical analysis of t-test at the level of significance 0.05 with degree of freedom (df) = n – 1, where n:
number of students are 26. It can be seen as follows:
df = n-1,
df = 26-1, df = 25
Based on the level of significance and the degree of freedom (df) = 25 (p ) = 0.05 above, the value of the t-table = 2.05954. The result of t-test for implementation of picture improved reading comprehension of students could be seen below:
Table 4.5 The T-test value of Students’ Reading Comprehension Mean
score of Pre- test
Mean score of Post- test
t-test t-table Comparison Classification
59.04 83.46 16.84 2.05954 t-test>t-table Significantly Different Table 4.5, shows that t-test value for reading comprehension focus on implementation of picture improved reading comprehension of students with the t-test value is 16.84>2.05954. It indicates that the result of t-test value in all of variable and indicator is high than t-table value. It means that there were
a significant different between the result of pretest and posttest in reading comprehension.
Based on these result, it is concluded that there were significant difference of the improving students reading comprehension before and after using picture.
B. Discussion
In this part, the result of findings would be explained clearly about the implementation of picture in improving students reading comprehension after teach Procedure Text. It was when the researcher gave the students assignment in pre-test and pest-test result. It proved the media that the researcher was successful as previous said. Evidently, research did Muhammad Ardiansyah Efendi (2010).
The use of picture as a media to improves students reading comprehension on second grade at SMP Muhammadiyah 3 kutorejo. The researcher concluded that picture as instructional media can improve students reading comprehension. This part deals with the interpretation of the findings.
The pre-test was conducted on November 11th 2019. The topic was taken from the material based on syllabus at the school that was Procedure text. The researcher asked the students to answer the question on multiple-choice test. Most students found the difficulties to comprehend the text. Most of them gave wrong answers on the test especially in question about aim or goal, material, and steps based on the row score in appendix C, it showed that their reading comprehension
which had been appeared in pre-test, the researcher conducted treatment in three meetings.
The first meeting was on November 13th 2019. It was the first day for treatment. The researcher conducted the first treatment by teaching about Procedure text. Firstly, the researcher explained about Procedure text and its generic structure, purpose, and its example. The researcher than showed the students a picture about how to clean a blender and the students should identify the generic structure and also the researcher brought the students to focus on
The second meeting was on November 18st 2019. It was the second treatment, the teacher given the text about how to replace a microwave light bulb with an irregular picture. Then the students arranged the picture that given by the teacher and also identify the aim or goal, the material and the steps.
The third meeting was on November 23th 2019. In this meeting, the researcher asked the students to arrange the picture that given by the researcher. In this case was identifying the generic structure in procedure text by the groups. The students was divided into five groups, every group was given task with same procedure text and instruction. This meetings show the enthusiasm of the students.
Most of the students show their best work group of this task with four groups had excellent score.
In the three meetings of treatment, the students seemed enthusiastic by applying picture as media and also the students had fun and enjoyable. By using this media, the lesson material was more interesting. It was supported based on
Shin (2006), there are several ways to English for Young Learners. One of them is by supplementing the activity of learning with media. The media which is used in this research is visual media, in the form of picture to attract the students’
attention in the process of learning.
Last meeting was on November 25th 2019. This meeting was for giving the post-test after treatment. Based on the row score, all of the students gave right answer for questions about the aim or goal, the material, and the steps of procedure text. It showed most of the students showed their improvement in their achievement. The following explanation of the improvement:
1. The improvement of students’ achievement in Literal Reading Comprehension
Based on the result of the students’ literal reading comprehension test, the score of the students’ pre-test showed that there is no student got excellent classification, very good classification, good classification, students got fairly good classification 6 (23.08%), students got fair classification 11 (42.31%), students got poor classification 6 (23.08%), and student got very poor classification 3 (11.53%). This meant the students still lack of comprehension especially in procedure text.
While the score of the students’ post-test, it is found that there is not excellent classification, students got very good classification 6 (23.08%), students got good classification 18 (69.22%), students got fairly good classification 1 (3.85%), students got fair classification 1 (3.85%), and then there is no students
got poor classification and student got very poor classification. It concluded that 92.3% of the students gained the passing grade and improved their reading achievement. Furthermore, the result of the data analysis through the reading test also showed that the mean score of pre-test was 59.04 and post-test was 83.46.
2. The significant difference of t-test and t-table
Through the result of pre-test and post-test, the result of t-test value of the level of the significant 5% = 0.05, degree of the freedom (df) = 25 indicated that t- table value was 2.05954 and t-test value was 16.84. Therefore, it can be concluded that statistically hypothesis of H1 was accepted and the statistically hypothesis of H0 was rejected. It means that the implementation of in teaching procedure text can improve the students’ comprehension of reading.
The data of this research showed that there was a significant difference of students’ reading comprehension between before and after implementation of picture in teaching procedure text. It was beneficial for the students in junior high school who studied English as foreign language because it could improve their comprehension in reading procedure text. It also caused by the involvement of the students during the process. The same thing was said to wright (1989), pictures are very important in helping students to understand something since they can represent place, object, people, etc. Picture can attract the students’ attention and direct the students to concentrate on the lesson.
It also supports according to Kamalia (2016), who used picture in series to improve students’ reading comprehension in narrative text and the result
showed that the use of pictures in series can improve students’ reading comprehension achievement. It means that by looking at the pictures, it helps the students to understand more about the context of the subject, because they will get a lot of information. From the discussion above, it can be concluded that the ninth grade of SMP Negeri 18 Makassar have good skills in reading after being taught through picture, especially in comprehending procedure text.
49 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After conducting the Experimental Research about Improving the Students’ Reading Comprehension by Using Picture and based on research findings in the previous chapter, the researcher concluded that teaching material about implementation of picture in procedure text is effective to improve the students’ literal reading comprehension, it was proved by the mean score of students’ achievement before and after giving treatment is 59.04 become 83.46. There was significant difference of students’ reading comprehension before and after implemented of picture. It could be proven by the value of t-test (16.84) was higher than t-table value (2.05954).
B. Suggestion
Based on the result of the data analysis and conclusion above the researcher suggests:
1. The English teacher at SMP Negeri 18 Makasar is suggested to use picture media because picture media make the students more interesting and easy to get the massage in text, therefor the lesson material would be effective and efficient.
2. The result of this research can also be used as an additional reference or future research with different discussion for the next researcher.
50
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Appendix A
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) PERTEMUAN 1 - 3 KELAS EKSPERIMEN
Sekolah : SMP Negeri 18 Makassar Mata Pelajaran : Bahasa Inggris
Kelas : IX/1
Materi : Procedure Text
Waktu : 2 x 45 menit/pertemuan
A. Kompetensi Inti
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleran,gotong royong), santun, dan percaya diri dalam berinteraksi secara efektifdengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI-3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.4 membandingkan
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi
terkait resep
makanan/minuman dan manual, pendek dan sederhana, sesuai
dengan konteks
penggunaannya
3.4.1 Melafalkan beberapa kosa kata yang berhubungan dengan Teks Prosedur tentang resep makanan/minuman dan manual pendek sederhana sesuai dengan konteks penggunaannya
3.4.2 Mengidentifikasi generic structure Teks prosedur sesuai dengan konteks penggunaannya di dalam teks yang tersedia
4.4 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, sangat
pendek dan
sederhana, dalam bentuk resep dan manual
4.4.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks prosedur dengan menyatakan dan menanyakan tentang resep dan manual, pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.4.2 Menangkap makna teks prosedur, lisan dan tulis, berbentuk resep dan manual, pendek dan sederhana.
4.4.3 Menyusun teks prosedur, lisan dan tulis, pendek dan sederhana, berbentuk resep