Technique Of Data Analysis

CHAPTER III RESEARCH METHOD

F. Technique Of Data Analysis

The data collect through the test are calculated using inferential statistic percentage score is also use to know the students’ ability. The steps under taken in quantitative analysis employing the following formulas:

To analysis data, the researcher use the formola as follows : a. 𝑠𝑐𝑜𝑟𝑒 =𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠′ 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 𝑥 100

Helmin in Samsul Alam

(2009)

b. The score students’ answer of main idea and conclusion the researcher use formula:

No. Criteria Score

1. The answer include clear generalization that state

or implies the main idea. 4

2. The answer states or implies the main idea from

the story. 3

3. Indicator inaccurate or incomplete understanding

of main idea. 2

4. The answer include minimal or no understanding

of main idea 1

5. No answer

No. Criteria Score

1. Conclusion reflect resource reading in development of idea, It is excellent

4 2. Conclusion reflect reading in development of idea.

It is good

Pollard (2007:17) c. Calculation the mean of the students answer by using formula:

X X



Where: X = Mean core



X = The raw of all score N = The number of subjects

(Gay, 2006) d. The percentage of increasing achievement used the following formula: X2-X1

P = ^{𝑋2−𝑋1}

𝑋1 𝑥 100

Where: P= Percentage

X2 = Average score of Post-test X1 = Average score of Pre-test

(Gay, 2006)

e. After collecting the students data, the researcher classified the score of the students into the following criteria:

Table 3.2 classify the score of the students

Score Classifications

96 – 100 Excellent

86 – 95 Very Good

76 – 85 Good

66 – 75 Fairly Good

56 – 65 Fair

36 – 55 Poor

00 – 35 Very Poor

3. Conclusion reflect only reading in development of idea.It is poor

2 4. Conclusion there answer, but does not reflect any

reading of resources in development idea

5. No answer 0

(Amirullah, 2012:32) f. The significance difference between the students’ pre-test and post-test, the

researcher applied the formula as follow:

( )

t D

D D

N N (N 1)

−

 

Where:

T = Test of significance

D = The difference between the method pairs (X1 – X2)

D = The mean of Ds



= The sum of the square

( _

)

²= The square of



D N = Number of students

(Gay, 2006)

g. The criteria for the hypothesis testing was as follows:

Table 3.3 Hypothesis Testing

Comparison Hypothesis

- H0 H1

t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted

(Gay, 2006)

The table above show if (1) the t-test value was smaller than t-table value, the null hypothesis was accepted, while the alternative hypothesis was rejected, and

if (2) the t-test value was equal to greater than t-table value, the null hypothesis was rejected while the alternative was accepted.

29 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter answers the problem formulation in the previous chapter and consists of findings and discussion. The findings show an overview of the results of the data that has been collected through reading tests in the pre-test and post-test.

It is depicted in the form of a graph or chart or table. Then, the discussion is an explanation of the findings but still shows the results of the data. In this discussion, the researcher used their own words to explain it.

A. Findings

The research finding is that the effect of using manga comics on students' reading comprehension in literal comprehension and interpretive comprehension.

In further interpretation of the data analysis is given below:

1. Students’ Literal Reading Comprehension Using Manga comic in Term of Main Idea

Students’ literal reading comprehension using Manga Comic have different in pre-test and post-test. In pre-test students still less understand about main idea but after gift treatment Applied using manga comics the students more understand about the main idea, it can be seen clearly in the following table:

Table 4.1 Students’ Literal Reading Comprehension Using Manga Comic.

Literal Reading Comprehension

The Students’ Score

Improvement (%) Pre-Test Post-Test

Main Idea 51.00 91.25 78.92

Based on the table 4.1 above, it shows that the score of literal 78.92% from of students in post-test improved after teaching reading comprehension in terms of main idea by using Manga Comic. The mean score of the students in pre-test were 51.00 and post-test which to be 91.25.

Graphic 4.1 The Mean Score and Increase of The Students’ Reading Comprehension in Term of Main Idea.

90 80 70 60 50

40 Literal 30

20 10 0

Pre-test Post-test

The graphic above that there was improvement of the students in the reading comprehension in term of literal comprehension from pre-test with the mean score was 51.00 to post-test with the mean score was 91.25 and the improvement of pre- test to post-test was 78.92%.

Table 4.2 Classification of the Students Score Reading Comprehension in Term of Main Idea (pre-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%

2 Very Good 86-95 0 0%

3 Good 76-85 0 0%

4 Fairly Good 66-75 0 0%

5 Fair 56-65 9 45%

6 Poor 36-55 9 45%

7 Very Poor 0.0-35 2 10%

Total 20 100%

Based on the table 4.2 above, it shows that the classification of the students score reading comprehension in terms of main idea in pre-test there are , 9 (45%) students got fair, 9 (45%) students got poor and 2 (10%) student got very poor.

Table 4.3 Classification of the Students Score Reading Comprehension in Term of Main Idea (post-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 13 65%

2 Very Good 86-95 0 0%

3 Good 76-85 3 15%

4 Fairly Good 66-75 2 10%

5 Fair 56-65 2 10%

6 Poor 36-55 0 0%

7 Very Poor 0.0-35 0 0%

Total 20 100%

Based on the table 4.2 above, it shows that the classification of the students score reading comprehension in term of main idea in post-test there are 13 (65%) students got excellent, , 3 (15%) students got good, 2 (10%) students got fairly good and 2 (10%) students got fair.

2. Students’ Interpretative Reading Comprepension Using Manga Comic In Terms of Conclusion

Students’ interpretative reading comprehension Manga Comic have different in pre-test and post-test. In pre-test students still less understand about conclusion but after gift treatment Applied using manga comics the students more understand about conclusion, it can be seen clearly in the following table:

Table 4.4 Students’ Interpretative Reading Comprehension Using Manga Comic.

Interpretative Reading Comprehension

The Students’ Score Improvement Pre-Test Post-Test (%)

Conclusion 36.50 60.00 64.38

Based on the table 4.4 above, it shows that the score of interpretative 64.38%

from of students in post-test improved after teaching reading comprehension in term of conclusion by using Manga Comic. The mean score of the students in pre-test were 36.50 and post-test which to be 60.00%.

Graphic 4.2 The Mean Score and Increase of The Students’ Reading Comprehension in Terms of Conclusion.

90 80 70 60 50

40 Interpretative 30

20 10 0

Pre-test Post-test

The graphic above that there was improvement of the students in the reading comprehension in term of interpretative comprehension from pre-test with the mean score was 36.50 to post-test with the mean score was 60.00 and the improvement of pre-test to post-test was 64.38%.

Table 4.5 Classification of the Students Score Reading Comprehension in Terms of Conclusion (pre-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0%

2 Very Good 86-95 0 0%

3 Good 76-85 0 0%

4 Fairly Good 66-75 1 5%

5 Fair 56-65 2 10%

6 Poor 36-55 4 20%

7 Very Poor 0.0-35 13 65%

Total 20 100%

Based on the table 4.2 above, it shows that the classification of the students score reading comprehension in terms of main idea in pre-test there are , 1 (5%) students got fairly good, 2 (10%) students got fair, 4 (20%) students got poor and 13 (65%) student got very poor.

Table 4.6 Classification of the Students Score Reading Comprehension in Term of Conclusion (post-test)

No Classification Score Frequency Percentage

1 Excellent 96-100 3 15%

2 Very Good 86-95 0 0%

3 Good 76-85 0 0%

4 Fairly Good 66-75 2 10%

5 Fair 56-65 2 10%

6 Poor 36-55 12 60%

7 Very Poor 0.0-35 1 5%

Total 20 100%

Based on the table 4.2 above, it shows that the classification of the students score reading comprehension in term of main idea in post-test there are 3 (15%) students got excellent, 2 (10%) students got fairly good and 2 (10%) students got fair, 12 (60%) students got poor and 1 (5%) student got very poor.

35 3. Hypothesis Testing

The hypothesis was tested by using inferential analysis. In this case, the researcher used t-test (test of significance) for independent sample test, that was a test to know the significance difference between the results of students’ mean score in pre-test and post-test the researcher used t-test analysis on the level of significance (a) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of subject (20 students) then the value of t-table was 2.03 t-test statistical, analysis for independent sample is applied.

The result of the data analysis t-test of the students’ reading comprehension through Manga Comic table below:

Table 4.7 the Comparison of T-Test and T-Table Score of the Students’ Reading Comprehension (Pre-Test)

Variables T-Test T-Table Description Literal Reading Comprehension 19,77 2,11 Significance

Interpretative Reading Comprehension

10, 84 2,11 Significance

X 30,61 2,11 Significance

The table above shows that the value of the t-test is higher than the value of t-table. The t-test value of main idea is greater than t-table (19,77 > 2 and t-test value of conclusion are greater than t-table (10,84 > 2,11). The result of calculating t-test of the indicators in the students t-test in literal and interpretative reading comprehension is greater than t-table (30,61 > 2,11).

The value of the t-test is greater than t-table. The score in variable of reading comprehension is (17,74 > 2,03). It is said that the null hypothesis (H0) is rejected and the alternative hypothesis (HI) is accepted. It means that, there is a significance

difference between the result of the students’ literal and interpretative reading comprehension in reading through Manga Comic after treatment.

If the t-test value is higher than t-table at the level of significance 0,05 and degree freedom (df) 20 (N-I=20-1), thus the alternative hypothesis (HI) is accepted and null hypothesis (HO) is rejected. In country, if the value is lower than t-table at the level of significance 0,05 and the degree freedom 19, thus the alternative hypothesis is rejected and null hypothesis is accepted.

Table 4.8 the Comparison of T-Test and T-Table Score of the Students’ Reading Comprehension (Post-Test)

Variables T-Test T-Table Description Literal Reading Comprehension 29.67 2.11 Significance

Interpretative Reading Comprehension

13.37 2.11 Significance

X 43.04 2.11 Significance

The table above shows that the value of the t-test is higher than the value of t-table. The t-test value of main idea is greater than t-table (29.67 > 2,11 and t-test value of conclusion are greater than t-table (13.37 > 2,11). The result of calculating t-test of the indicators in the students t-test in literal and interpretative reading comprehension is greater than t-table (43.04> 2.03).

The value of the t-test is greater than t-table. The score in variable of reading comprehension is (43.04 > 2.11). It is said that the null hypothesis (H0) is rejected and the alternative hypothesis (HI) is accepted. It means that, there is a significance difference between the result of the students’ literal and interpretative reading comprehension in reading through Manga Comic after treatment.

B. Discussion

This research concerned to the use manga comic to know effect students’

reading comprehension in term of literal comprehension (main idea) and interpretative comprehension (drawing conclusion) to students of eleven grade SMA 7 Muhammadiyah Rappokalling.

The research finding that the students’ reading comprehension by using Manga Comic showed the improvement of the students reading comprehension in the terms of main idea and making conclusion. From the improvement showed the process in pre-test and post-test. The result of the students reading in pre-test was low, especially in finding the main idea and making conclusion. It showed that the students could not express their ideas and their understandable.

Waluyanto, (2005) state that comics can help students in reading comprehension. This is because comics are a unification of the power of images and writing that are strung together in an image storyline that makes information easier to absorb,

Based on the problem above, the researcher gave the treatment by using Manga Comic, so that the students could show the improvement in post-test. In pre-

test, researcher only gave the dialogue text with Manga Comic form (reading text) to know their prior knowledge before given the treatment of Manga Comic.

After students were given a treatment by using Manga Comic. As the result, students become active and enjoy in reading activity. They would be easy to do reading activity. Most of their utterance were correct and no need to reading for a long time to understand what they read.

The result of students’ mean score after presenting in teaching reading comprehension using Manga Comic is better than before the treatment is given to the students. Before giving the treatment, the students’ Comprehension in literal and interpretive are fair. After giving the treatment, their comprehension is significantly improve and categorized as good.treatment, their comprehension is significantly improve and categorized as good.

1. Students’ Literal Reading Comprehension Using Manga Comic

Based on the finding above in applying Manga Comic in the class, the data is collected through the test as explain in the previous finding section shows that the students’ comprehension in the score of literal is improved from the mean score in pre-test and post-test. The score of the students’ post-test is higher than the mean score of the students’ pre-test. Therefore, it can be concluded that effect of Manga Comic could improve the students’ comprehension in literal reading comprehension.

2. Students’ interpretative Reading Comprehension Using Manga Comic Based on the finding above in applying Manga Comic in the class, the data is collected through the test as explain in the previous finding section shows that students’ comprehension in the interpretative is significantly improved.

The data on the table 4.4 shows that the score of interpretative is improve from the mean score on pre-test and post-test. Therefore, it can be concluded that effect of Manga Comic could improve the students’ comprehension in interpretative comprehension.

Smaldino, et al (2005) suggest some types of media that is often used in the learning process are: text, audio, images, movies and Manga Comic, objects that can be manipulated, and people. The findings of the study show that using media, one of which is pictures, is significantly effective in improving reading comprehension.

This can be seen from the results that were statistically analyzed using SPSS v20. The calculation results show that there are differences in student learning outcomes before and after treatment. In addition, the results of the test confirmed that most of the students gave positive responses to using pictures, namely Manga Comics which had the effect of increasing their reading comprehension.

3. The significant Differences of T-test and T-table

Through the result of pre-test and post-test, it can be concluded that statistically hypothesis of H1 is accepted and the statistically hypothesis of H0 is rejected. It means that the effect using Manga Comic in teaching reading comprehension could improve the students’ comprehension of reading.

The effectiveness of the students’ literal and interpretative comprehension in reading skill, it is concluded that Manga Comic Give the effect of improvement students’ comprehension in literal and interpretative in reading. It could be showed from the students’ reading test in pre-test and post-test. In pre-test, some students were difficult to answer the questions and find out main idea and conclusion. But, the students’ reading comprehension in post-test, which the content of reading comprehension could be understand. Then, the students were easy to answer the questions and find out main idea and conclusion.

Based the explanation above, the researcher analyzed that Manga Comic could improve the students, reading comprehension. It was proved by the result of students’ achievement in dialogue text manga comic form.

From the discussion above, it could be argued that the students of eleven grade SMA 7 Muhammadiyah Rappokalling have given a positive Effect in reading skill after Using Manga Comic especially in comprehension a text.

Further, the researcher concluded that usingManga Comic in learning give effect to students more active, enjoy and motivate in teaching learning process. It means that the Manga Comic can be used as one of the alternative to teach Dialogue text Manga Comic form.

Jee, (2009) Comic cognition: exploring the potential cognitive impacts of science comics , Despite the emergence of new media, reading comics remains a popular activity for both children and adults. In recent times, there has been a tremendous increase in the creation of educational comic books, including many books on science. The rapid rise of science comics goes far beyond our

understanding of how comics influence people's beliefs and interests in science. In this theoretical article, we draw upon research from science and cognitive education to discuss hitherto unexplored cognitive effects of science comics. We propose several ways in which learning can be improved or reduced through reading science comics and address some of the broader issues associated with the use of comic books in education, including individual differences and informal learning.

While the research in this study uses comics as a learning medium to measure the effect of increasing students' reading in using dialogue text readings in the form of manga comics, the similarities in this study are the use of comics and different in their application..

42 CHAPTER V

CONCLUSIONS AND SUGGESTONS A. Conclusions

After conducting The Experimental Research about effect The Use of Manga Comic in Teaching Reading Comprehension and based on the researcher findings in the previous chapter, the researcher concluded that:

1. Manga Comic is effective to increase the students’ literal reading comprehension in main idea, it was improved by the mean score of literal comprehension before and after giving treatment with the t-test value main idea comprehension is greater than t-table.

2. Manga Comic is effective to increase the students’ interpretative reading comprehension in conclusion, it was improved by the mean score interpretive comprehension before and after giving treatment with the t-test value interpretive comprehension is greater than t-table. The result of calculating t- test of the indicators in the students’ t-test reading comprehension (literal and interpretative comprehension) is greater than t-table. It means that there is significance difference between before and after giving the treatment.

B. Suggestions

This research concerned to the use manga comic to know effect students’

reading comprehension in term of literal comprehension (main idea) and interpretative comprehension (drawing conclusion) to students of eleven grade SMA 7 Muhammadiyah Rappokalling. There are a few things to suggest.

43 1. For School

Schools should strive to provide better learning facilities and infrastructure and create a comfortable learning environment to support the learning process and student achievement. Because with representative facilities, it will increase student learning motivation, so students can study comfortably so that it is expected to improve learning achievement.

2. For Further Researchers

For further researchers, the results of this study can be used as comparison and reference material for research, and as consideration for further deepening further research by using media that can improve students' reading comprehension in literal (main idea) and interpretative (conclusions) understanding.

44 REFERENCE

Afrilyasanti, et al (2010) "Adapting Comics and Cartoons to Develop 21st Century Learners. Yogyakarta: Pustaka Pelajar.

Ariffin (1992) in her research state that entitled Anthropology of Poetry for Young People defines reading as a highly personal activity that is mainly done silently, alone. (Essays, 2017).

Creswell, John W. 2012. Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.

Dalle, Muhammad Basri. 2012. Fundamental of Research Methodology. Makassar:

Makassar Muhammadiyah University.

Depdikbud. 1990. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk Pelaksanaan System Penilaian. Jakarta:Depdikbud.

Gay, L.R.(1981)Education Research : Competencies for Analysis and Application.

U.S.A: Charles E. Merill publishing co.

Gay, L.R. and Diehl, P.L, 1992, Research Methods in the Behavioral Sciences.

Amerin Publishing Co. Pvt. Ltd.

Grabe (2009:15). states that reading is the strategic process in that a number of the skills and processes used in reading call for effort on the part of the reader to anticipate all text information. Amerin Publishing Co. Pvt. Ltd.

H Adipta (2016). interesting readings are readings accompanied by images because the child's brain is more imaginative. Bandung: Remaja Rosda Karya

Harris & Hodges, (1995). The presumption here is that meaning resides in the intentional problem-solving, thinking processes of the interpreter that the content of the meaning is influenced by that person’s prior knowledge and experience. The International Academy of Education-IAE.

IzmiIssati (2015). Readings that contain pictures tend to be more attractive to read because they are easy to understand.Thesis UIN Alauddin Makassar Jee, Benjamin D., et al (2009). Comic cognition: exploring the potential cognitive

impacts of science comics. International Journal of Advance Research (IJAR).

Khoiriyah (2010:1). Reading comprehension is the act of combining information in a passage with prior knowledge in order to construct meaning. U.S.A:

Charles E. Merill publishing co

Leu and Kinzer (1987) reading is development, increative and global process involving learned skills. New York: McGraw-Hill Companies.

Maulana (2008). Manga Comics are illustrated stories that are arranged systematically and have a storyline so that they are easy to understand. J CHEM EDUC

Dalam dokumen READING COMPREHENSION (Halaman 42-46)

CHAPTER III RESEARCH METHOD

F. Technique Of Data Analysis

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