CHAPTER III RESEARCH METHOD
A. Research Design
The research follows the principal working of Classroom Action Research (CAR) that contains of four stages they are: planning, implementation of action, observation, and reflection. This research is hold two cycles they are first and second cycle. Each cycle is the series of activities which have close relation where, the realization of the second cycle is continue and repairing from the first cycle.
B. Indicator
The research also includes one indicator in this research: The indicators of literal reading comprehension are the main ideas and supporting idea from the text.
C. Research Subject
This research was conducted at SMPN 3 Sungguminasa. The school was located at Jl. Mustafa Daeng Bunga, Romangpolong, district of Gowa, South Sulawesi province.
D. Research Instrument
In this research, the researcher used reading comprehension test to know the score of the students reading comprehension. The researcher gave the text and the
students can find out the information by using choral reading method. The type of this test is written test that consist of 10 questions.
E. Procedure of Collecting Data
The procedure of this research is performed by administrating two cycles.
Each cycle contained four steps which are planning, action, observation, and reflection. Before the cycle 1 began, the diagnostic test given to students to know the students reading comprehension in English lesson.
1. Cycle I a. Planning
The activities that would be done in this stage as follow:
1) The researcher prepared appropriate material and topic.
2) The researcher designed lesson plan for teaching reading.
3) The researcher prepared format for reading test b. Action
The activities that could be done in this stage as follows:
1) The researcher introduced herself to the student.
2) The researcher applied the lesson plan in the classroom.
3) The researcher explained to the student about Choral Reading Method and showed a stories example to make a sure the researcher explanation.
4) The researcher or model reader previews a passage for the students, and they all make predictions about what the passage will be about.
5) Then the researcher reads the passage aloud—first by herself, then with the students joining in.
6) The teacher fades her voice and allows the students to take the lead reading the passage aloud.
7) The students were asked to retell the text and answer comprehension question. During this exercise, students should read as quickly as possible as a group without speed-reading
8) If there is time available, the teacher should select pairs of students to read the passage again.
c. Observation
In this phase the researcher process the recording and collected data about the activity related to the learning English process and which have solving problem and learning method which was improved. So, in this stage the researcher prepared the procedure of data collection, instrument data collector are use, data source are explain and data collection technique are use.
d. Reflection
1) Analysing the data from the observation
2) The researcher and the teacher discuss about the result of the observation
3) Making the conclusion of cycle
2. Cycle II
The stage that will be done in the cycle II is almost same with the cycle I. it will be done by doing some repairs or adding other activities according to the reality in the class as well as school environment.
Table 3.1 Rubric for main idea
No. Criteria Score
1. Clearly identify the main idea by providing strong evidence, details relating to the main idea.
4 2. Identify the main idea and proving adequate evidence, details relating
to the main idea.
3 3. Limited main idea identification and limited evidence, details relating
to the main idea.
2 4. Did not identify the main idea of the story or provide any evidence,
details relating to the main idea.
1 (Harmer in Mansur, 2014) Table 3.2 Rubric for supporting idea
No. Criteria Score
1. Relevant telling quality details give reader important information that go beyond the obvious or predictable.
4 2. Supporting idea or information is relevant, but one key issue almost
unsupported predictable than others.
3 3. Supporting idea or information is relevant, but one or more key issue
are unsupported or fairly predictable.
2 4. Supporting idea or information is somewhat relevant, but several key
issues are unsupported or all fairly predictable.
1 (Harmer in Mansur, 2014)
F. Technique of Data Analysis
The data from cycle I and cycle II can be analyzed the following steps:
1. To score the students’ answer the researcher used the following formula:
Scoring the students answer:
Score:
(Depdikbud in Musriani 2012)
2. Calculating the mean score of students’ reading comprehension test by formula:
∑
Where:
X : Mean
∑x : Whole score of students N : Number of students
(Gay in Asrianti 2015) 3. The researcher analyzed the data of cycle I and II by applying
percentage technique as follows:
Where:
P : The class percentage
F : Total percentage score N : Number of Students 4. The clasification of the students score
a. 90-100 classified as excellent b. 86-95 classified as very good c. 76-85 classified as good d. 66-75 classified as fairly good e. 56-65 classified as fair
f. 36-55 classified as poor g. 0-35 classified as very poor
(Depdikbud in Ar-Rahman, 2014)
5. To find the students’ improvement the formula as follows :
P = 1 1 2
x x x
X 100 Where:
P = the students’ improving X1 = the mean score of post-test X2 = the mean score of pre-test
(Gay,2012)
37
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings and discussion of the research. The findings shows the data obtained through the test to see achievement of the seventh grade of SMP Negeri 3 Sungguminasa after being taught through Choral Reading Method.
A. Findings
The purpose of this research was to find out whether there is an improvement of students’ reading comprehension after using Choral Reading Method. This research was conducted at the VII H students of SMP Negeri 3 Sungguminasa the academic year of 2020/2021 which consists of 20 students.
The result of data finding found that teaching reading comprehension through Choral Reading Method improved the students’ achievement in literal comprehension in main idea and supporting idea at the VII H of SMP Negeri 3 Sungguminasa could be seen the result data analysis was follow:
1. The students’ mean score in Literal Comprehension
The application of Choral Reading Method in improving reading comprehension can be seen on the following table:
Table 4.1: Students’ mean score in main idea
D-test 64.25
Cycle I 72.5
Cycle II 91
The table above showed the mean score of the students’ main idea in the reading D-test was 64.25. Then in the cycle I showed that the mean score of students’ reading comprehension was 72.5. In the cycle II show that the mean score of students’ reading comprehension was 91.
The data above can also be seen in form of chart below:
Figure 4.1: Students’ mean score in main idea
The chart above indicates that the mean score of D-test was 64.25, it is improving to be 72.5 in cycle I, and then in cycle II the mean score was 91. It indicates that the application of Choral Reading Method is significant in improving the students reading comprehension at the seventh grade students of SMP Negeri 3 Sungguminasa.
0 10 20 30 40 50 60 70 80 90 100
D-Test Cycle I Cycle II
Main Idea
Table 4.2: Students’ mean score in supporting idea
The table above showed the mean score of the students’ supporting idea in the reading D-test was 48.5. Then in the cycle I, showed that the mean score of students’ reading comprehension was 62.25. In the cycle II show that the mean score of students’ reading comprehension was 71.5
The data above can also be seen in form of chart below:
Figure 4.2: Students’ mean score in supporting idea
The chart above indicates that the mean score of D-test was 48.5, it is improving to be in 62.25 cycle I and then in cycle II the mean score was 71.5. It
0 10 20 30 40 50 60 70 80
D-Test Cycle I Cycle II
Suppoting Idea
D-Test 48.5
Cycle I 62.25
Cycle II 71.5
indicates that the application of Choral Reading Method is significant in improving the students reading comprehension at the seventh grade students of SMP Negeri 3 Sungguminasa.
2. Scoring Classification
It has been mentioned in the previous chapter that after tabulating and analyzing the students’ score into percentage, then they are classified into seven levels based on Depdikbud classification namely: Excellent, Very Good, Good, Fair, Poor, and Very Poor as can be seen the following tables:
Table 4.3: Rate percentage and frequency
No Score Classification
D-Test Cycle I Cycle II
Freq % Freq % Freq %
1 96-100 Excellent - - 2 10%
2 86-95 Very Good - - 2 10% 1 5%
3 76-85 Good - - 3 15% 13 65%
4 66-75 Fairly good - - 6 30% 4 20%
5 56-65 Fair 15 75% 6 30% - -
6 36-55 poor 5 25% 3 15% - -
7 0-35 Very poor - - - -
Total 20 100% 20 100% 20 100%
The data above can also be seen in form of chart below:
Figure 4.3: Rate percentage and frequency
Based on the table and the chart 3 above, it can showed that D-Test there are 15 students (75%) get fair score, 5 students (25%) get poor score. While in the cycle I there are 2 students (10%) get very good score, 3 students (15%) get good score, 6 students (30%) get fairly good score, 6 students (30%) get fair score, and 3 students (15%) get poor score.
In the cycle II there are no students get fair, poor and very poor score. There are 2 students (10%) get excellent score, 1 students (5%) get very good score, 13 students (65%) get good score, and 4 students (20%) get fairly good score.
3. The improvement of the students’ reading comprehension
In this study, the ultimate improvement of the students’ reading comprehension is calculated through the combination of the students in literal comprehension. From the whole result of the students’ literal comprehension which is presented in the table above, the improvement of the students’ reading.
0% 0%
10%
0%
10%
5%
0% 15%
65%
0%
30%
20%
75%
30%
0%
25%
15%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
D-Test Cycle I Cycle II
Excellent Very good Good Fairly good Fair Poor
Table 4.4: Improvement the students’ reading comprehension
Table 4.4 showed the students’s reading comprehension improved from D- test to cycle I and cycle II. In which cycle II was the greatest of all. The total score of students’ reading comprehension in cycle II was 162.5 and mean score was 81.25. Then the total score of students in cycle I was 134.75, mean score was 67.375 and the total score of students in D-test was 115, and mean score was 57.5.
It indicated the improvement of the reading comprehension D-test to cycle I was 18.685%. The improvement from cycle I to cycle II was 20.18%, and the improvement from D-test to cycle II was 44.525%. It was conducted the students’
reading comprehension improved significantly by used Choral Reading Method.
B. Discussion
In this section, the result of the research on the use of choral reading method in teaching reading comprehension at the seventh grade, with reference the research objective was to find out how is the implementation of choral reading method in teaching reading comprehension to seventh grade students of SMPN 3
Indicators Scores (%) Improvement (%)
D-Test Cycle I Cycle II DTCI CICII DTCII
Main idea 66.5 72.5 91 9.02 25.51 41.63
Supporting idea 48.5 62.25 71.5 28.35 14.85 47.42
x 115 134.75 162.5 37.37 40.36 89.05
57.5 67.375 81.25 18.685 20.18 44.525
Sungguminasa. To achieve the research objective, the researcher conducted several steps. The researcher used a test as the instrument of this research to get the data. The steps that the researcher used to collect the data there was diagnostic test, cycle I and cycle II in the last meeting.
The description of previous section showed that the students reading comprehension was effective and can improve, it was supported by the frequency, rate percentage, and students’ total score before and after using choral reading method. Based on the finding, students’ reading comprehension in term of understanding the main idea and supporting idea of English text was significantly improve after used choral reading method.
After the test, the result of D-test, cycle I and cycle II there were 10 questions in written test that given to the students. Table 4.4 indicated that the main score of the D-test was 57.5, cycle I was 67.37 and cycle II 81.25. The result of table 4.4 showed that the total score of students of cycle I was higher than the total score of the students of D-test and cycle I. it means that the use of using choral reading method was effective in teaching reading comprehension.
The result of this research was suitable with the previous theory that found choral reading method in teaching reading. First, Deni Ismayanti (2017) that applying choral reading method on the students’ comprehension in reading recount text was more significant. The similarity in this research was the researcher used choral reading method to improve reading comprehension, but there was different between Deni and researcher. Deni used recount text and the researcher used descriptive text. Second, Lestari (2017) the influence of choral
reading method toward students’ reading comprehension ability at the seventh grade of SMPN 3 Batanghari. This research used used one class with an experimental treatment. Her research found using choral reading method can help the students to comprehend the text easily. So, it can be concluded that choral reading method has a positive effect at the seventh grade of SMPN 3 Batanghari.
From the discussion above it can be concluded that using the choral reading method was effective in teaching reading comprehension at the seventh grade students of SMPN 3 Sungguminasa improve significantly after implementation choral reading method as the method in learning.
45
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains conclusion and suggestion based on the research findings and discussion in previous chapter, the researcher puts forward the following conclusion and suggestion.
A. Conclusion
Based on the analysis data, research findings and discussion in the previous chapter, the researcher made conclusion that choral reading method is effective in teaching reading comprehension at the seventh grade students of SMPN 3 Sungguminasa in the academic year 2020/2021.
This statement was supported by the result of score of students, which mostly improve from cycle I and cycle II after doing the treatment. This can be proven by the improve the score of D-test, cycle I and cycle II. The score of students’ reading comprehension in D-test was 57.5, cycle I was 67.37 and cycle II was 81.25. It was conducted the students’ reading comprehension improved significantly.
B. Suggestion
Based on the conclusion above, the researcher tries to put some suggestion for English teachers, the next researcher, students and anyone who read this thesis as follows:
1. For the English teacher
It is suggested to use choral reading method as one of alternative among other teaching that can be used in teaching reading comprehension.
2. For the next researcher
a. It is suggested to the next researcher use this thesis as reference or further research with different discussions.
b. It is suggested to the next researcher use this method in other skill because this method.
3. For the students
It is suggested that they can promote their ability in understanding English text by this method.
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A
P
P
E
N
D
I
C
E
S
APPENDICES A The students’ total score
No Students Code D-Test Cycle I Cycle II
1 Std-1 65 75 77.5
2 Std-2 60 65 77.5
3 Std-3 57.5 67.5 80
4 Std-4 40 40 75
5 Std-5 60 72.5 77.5
6 Std-6 65 82.5 85
7 Std-7 50 57.5 77.5
8 Std-8 40 50 80
9 Std-9 65 80 80
10 Std-10 60 67.5 77.5
11 Std-11 57.5 65 82.5
12 Std-12 57.5 57.5 75
13 Std-13 65 87.5 97.5
14 Std-14 60 87.5 92.5
15 Std-15 65 70 85
16 Std-16 65 85 97.5
17 Std-17 57.5 57.5 75
18 Std-18 60 72.5 80
19 Std-19 50 57.5 77.5
20 Std-20 50 50 75
Total 1150 1.347.5 1625
Mean Score 57.5 67.375 81.25
The mean score of D-Test ∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of cycle I ∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of cycle II ∑
X : Mean
∑x : Whole score of students N : Number of students
APPENDICES B
The students’ score in identify main idea
No Students Code D-Test Cycle I Cycle II
1 Std-1 75 80 90
2 Std-2 80 75 90
3 Std-3 60 70 90
4 Std-4 40 40 85
5 Std-5 60 75 90
6 Std-6 80 100 100
7 Std-7 55 60 90
8 Std-8 50 55 90
9 Std-9 80 90 95
10 Std-10 80 70 90
11 Std-11 60 80 85
12 Std-12 60 60 85
13 Std-13 80 90 100
14 Std-14 60 90 95
15 Std-15 80 75 90
16 Std-16 80 90 100
17 Std-17 60 60 85
18 Std-18 80 75 90
19 Std-19 55 60 90
20 Std-20 55 55 90
Total 1.330 1.450 1.820
Mean Score 66.5 72.5 91
The mean score of main idea in D-test
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of main idea in cycle I
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of main idea in cycle II
∑
X : Mean
∑x : Whole score of students N : Number of students
APPENDICES C
The students’ score in identify supporting idea No Students Code D-Test Cycle I Cycle II
1 Std-1 55 70 65
2 Std-2 40 55 65
3 Std-3 55 65 70
4 Std-4 40 40 65
5 Std-5 60 70 65
6 Std-6 50 65 70
7 Std-7 45 55 65
8 Std-8 30 45 70
9 Std-9 50 70 65
10 Std-10 40 65 65
11 Std-11 55 50 80
12 Std-12 55 55 65
13 Std-13 50 85 95
14 Std-14 60 85 90
15 Std-15 50 65 80
16 Std-16 50 80 95
17 Std-17 55 55 65
18 Std-18 40 70 70
19 Std-19 45 55 65
20 Std-20 45 45 60
Total 970 1.245 1.430
Mean Score 48.5 62.25 71.5