CHAPTER III RESEARCH METHOD
A. Research Design
In this study, researcher used pre-experimental research to determine students' reading skills through the use of Global method at the eighth grade students of SMPN 2 SUNGGUMINASA. Researcher did pre-test to find out the basic knowledge of students about their reading skills. The next step was treatment, and the researchers used global method as a method. In the end of the study, there was a post-test. By getting students' scores in the pre-test and post-test, the significance between them was be display. The research design can be describing as:
O1 X O2
Where:
O1 = Pre-Test
X = Treatment
O2 = Post-Test
(Gay et al, 2012) 1. Pre-Test
In this part, the researcher was given a pre-test to the students to measure how much they can understand a text or passage before Global method was implemented.
The test was a reading test where the students read a text or passage before answered some questions.
2. Treatment (4 meeting)
The treatment was applied to students after the pre-test. Global method was used as a method. The treatment procedure can be explained as follows:
a. The first, the researcher was introduced the material to the students.
b. The researcher was explain to the students about global reading:
1.) The researcher was give reading text based on the classical of students‘
quality.
2.) The students‘ was read silently for the full 15-20 minutes.
3.) In the next 20-25 minutes, the activities was designed by the teacher as feedback:
a.) The researcher was discussed the reading material with the students‘.
b.) The researcher was explained and asked questions that related to the reading materials.
c.) The researcher was instructed the students to make conclusion about the reading materials that they had read.
3. Post-Test
Post-test was given to see the effectiveness of the global method. Post-test is used to measure how deep students' understanding of the text after the global method will
has been applied. Students‘ was given a text or reading and they was deduces what they was got from the reading.
B. POPULATION AND SAMPLE
1. Population
The population of this research is the eighth grade of SMPN 2 Sungguminasa which consists of 11 classes, with 385 students. Obviously, it can be seen in the following table.
Table 3.1. Pupulation of The Eighth Grade SMPN 2 Sungguminasa
No Class Number of Students
1 VIII1 34
2 VIII 2 34
3 VIII 3 35
4 VIII 4 35
5 VIII 5 35
6 VIII 6 34
7 VIII 7 36
8 VIII 8 35
9 VIII 9 36
10 VIII 10 35
11 VIII 11 36
Source : KTU SMPN 2 Sungguminasa
2. Sample
This research used purposive sampling in the eighth grade of SMPN 2 Sungguminasa. The sample of this research is taken base on the smarter class in English. The researcher decides this sampling because in this research the method and the subject (Reading) are complicated.
C. Research Variable
Variable is the object of research or something that becomes the concern of research. There are two types of variables, dependent variable (Y) and independent variable (X). The dependent variable is the variable of focus or the central variable on which other variables was act if there is any relationship. Independent variable is selected by researcher to determine the relationship with the dependent variable. In this research, there were two variables, those variables are:
a. Independent variable
Independent variables of the research used of Global method (Ganze Method) in teaching reading comprehesion. Global method (Ganze Method) used by the students‘ to comprehend the information containe in reading materials.
b. Dependent variables
Dependent variables consist of students‘ literal reading comprehension and interpretative reading comprehension.
The indicators are:
1) The indicators of literal reading comprehension are the main ideas.
2) The indicators of interpretative comprehension are conclusion and prediction of outcomes.
D. Research Instrument
The instrument of this research is reading test. Pre-test and post-test were be committed by reading. The students will read the text and make a conclusion about the text. The aspects that the researcher was focus on this study are reading literal comprehension and interpretative reading comprehension.
E. Data Collection Procedure
This research was using quantitative data, this type of data need statistical approach, numbers, scores, etc. The objective of the test as the research instrument is to collect the data about the students‘ literal reading comprehension and interpretative reading comprehension with using Global method. In collecting the data, the researcher presents some procedures as below:
1. Test
a. The researcher gave pre-test at the first meeting to know the knowledge of the students.
b. The researcher gave the treatment to the students after doing the pre-test to improve the students‘ knowledge with using global method.
c. The researcher gave the post-test at the last meeting, after treatment to know the improving or the result of the students knowledge.
F. Data Analysis Technique
This research used quantitative analysis by using SPSS application. The aimed of using SPSS type 22 application is to know if there any significant from pre-test to post-test.
The data analysis in the pre-experimental from the test analysed.
1. To find out the score of the students‘ answer of the test, the researcher used formula:
Score =
X 100
a. Rubric of main idea
Table 3.2 Scoring Rubric of Literal Comprehension
No Indicator Score
1 The answer includes a clear generalization that states or implies the main idea
4
2 The answer states or 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
Pollard (2007.25)
b. Rubric of conclusion
Table 3.3 Scoring Rubric of Interpretative Comprehension
No Indicator Score
1 Conclusion reflects recourse readings in development of idea. It is excellent.
4 2 Conclusion reflects reading in development of idea. It is good. 3 3 Conclusion reflects only reading in development of idea. It is poor 2 4 Conclusion there answer but do not reflect any reading of recourse
in development idea
1 Clarke (1990) After Scoring, the data classified as follows:
No Score Classification
1 2 3 4 5.
6.
7.
96-100 86-95 76-85 66-75 56-65 36-55 0-35
Excellent Very good Good Fairly good Fair
Poor Very Poor
(Depdikbud, 2010 : 27)
BAB IV
FINDINGS AND DISCUSSION
A. Findings
The purpose of this research was to find out whether there is the significance difference the students ―reading comprehension between the students‖ who were taught by using Global method. This research was conducted at the VIII .5 students of SMPN 2 SUNGGUMINASA in the academic year of 2020/2021 which consists of 35 students. The result of data findings found that teaching reading comprehension through Global Mathod can improve the students‟ achievement in Literal Comprehension especially in main ideas and sequence of details, and interpretative comprehension conclusion and predict of outcomes, at the VIII.5 of SMPN 2 SUNGGUMINASA. It could be seen the result data analysis was follow:
1. The Use of Global Method to Improve Students’ Literal (main idea)Reading
a. Pre test
Table 4.1 students’ score in Literal comprehension (main idea) Pre- Test
N Valid 35
Missing 0
Mean 61.7143
Std. Deviation 9.26274
Range 20.00
Minimum 50.00
Maximum 70.00
Based on the data of pre-test, as clearly presented the mean of the total pre- test score was 61.71, the minimum was 50, maximum70 and standard deviation was 9.26274.
Table 4.2 Frequency and Rate Percentage of the students’ Literal comprehension (main idea) in Pre-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 50.00 10 28.6 28.6 28.6
55.00 3 8.6 8.6 37.1
60.00 1 2.9 2.9 40.0
70.00 21 60.0 60.0 100.0
Total 35 100.0 100.0
Table 4.2 shows the frequency and percentage of the students‘ reading pre-test from 35 students. As clearly presented, the highest percentage of the students‘
(60.0%) was in fairy good classification. Meanwhile, some of the students‘ got poor
ability and only a very small percentage were good in reading. In addition there was no students‘ got either very good or very poor category.
In conclusion, before the treatment, the students‘ at the eighth grade of SMPN 2 SUNGGUMINASA had fair ability in reading especially in descriptive text.
b. Post test
Table 4.3 students’ score Literal comprehension (main idea) in post- test
c. Valid N 35
Missing 0
Mean 79.8571
Std. Deviation 6.12201
Range 20.00
Minimum 70.00
Maximum 90.00
Based on the data of post-test above, as clearly presented the mean of the total post- test score 79.85, the minimum was 70, maximum was 90 and standard deviation 6.12201.
Table 4.4 frequency and rate percentage of the students’ Literal comprehension (main idea) in post-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 70.00 5 14.3 14.3 14.3
75.00 7 20.0 20.0 34.3
80.00 11 31.4 31.4 65.7
85.00 8 22.9 22.9 88.6
90.00 4 11.4 11.4 100.0
Total 35 100.0 100.0
Table 4.4 showed the frequency of the students‘ reading in the post-test from 35 students, as presented in the table almost all of the students were in good category or have good reading. Besides, there were very small percentage that got fairy good category just 5 students or 14.3%. There was no students were in fairy category, as well as poor and very poor. It meant that students‘ reading ability in the school was significantly improved after treatment.
Based on the rate percentage on the table 4.2 pre-test it was found that there was not students who got excellent, 21 (60%) students got fairly good, 1 (2,9%) students got fair, 3 (8,6%) students got poor and 10 (28,6%) students got poor. Then, in post-test on table 4.4 there was significant improvement of students‘ reading comprehension.
There are 12(34,3%) students got very good, 18 (51,4%) students got good, 5 (14,3%) students got fairly good, there was not excellent, fair and poor.
Table 4.5 students’ improvement reading in Literal comprehension
Indicator Pre-Test Post-Test Improving %
Literal comprehension
(main idea) 61,71
79,85 27,33%
Based on the table 4.5 shows that the mean score of pre-test was 62,71 and post-test was 79,85. The improvement of pre-test and post-test was 27,33%. Based on the
result, it concluded that the using Global Method was able to give greater contribution in teaching and learning reading text.
2. The Use of Global Method to Improve Students’ Interpretative Reading a. Pre-test
Table 4.6 students score in interpretative comprehension (conclusion)
N Valid 35
Missing 0
Mean 62.1429
Std. Deviation 7.88574
Range 20.00
Minimum 50.00
Maximum 70.00
Based on the data of Pre-Test, As clearly presented that mean of the total pre-test score is 62.14, the minimum is 50, maximum is 70 and standard 7.88.
Table 4.7 Frequency and rate percentage of the students’ Interpretative (conclusion) in pre-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 50.00 7 20.0 20.0 20.0
55.00 5 14.3 14.3 34.3
60.00 1 2.9 2.9 37.1
65.00 10 28.6 28.6 65.7
70.00 12 34.3 34.3 100.0
Total 35 100.0 100.0
The table above shows the frequency and percentage of the students Interpretative (conclusion) pre-test from 35 students. As clearly presented, the highest percentage of the students‘ (34.3%) is in good classification. Meanwhile, seventh of the students gets fairly good. In addition there is no students get poor, fair and excellent category.
In conclusion , before the treatment, the students‘ at the Eighth grade of SMPN 2 SUNGGUMINASA has good ability in reading especially Interpretative (conclusion).
b. Post-Test
Table 4.8 students score in Interpretative comprehension (conclusion) Post-Test
N Valid 35
Missing 0
Mean 81.1429
Std. Deviation 5.43487
Range 20.00
Minimum 70.00
Maximum 90.00
Based on the data of post-test above, as clearly presented the mean of the total post-test score is 81.14, the minimum is 70, the maximum 90 and standard deviation is 5.434.
Table 4.9 frequency and rate percentage of students’ Interpretative comprehension (conclusion) Post-test
Frequency Percent
Valid Percent
Cumulative Percent
Valid 70.00 2 5.7 5.7 5.7
75.00 6 17.1 17.1 22.9
80.00 14 40.0 40.0 62.9
85.00 8 22.9 22.9 85.7
90.00 5 14.3 14.3 100.0
Total 35 100.0 100.0
The table above shows the frequency and percentage of the students‘
Interpretative comprehension (conclusion) in the pre-test from 35 students, as presented in the table, almost all of the students are in good category with 22 students or 94.3%. Besides, there are very small percentage that get fairly good, just 2 students or 5.7% and there is no students are in fairly, poor and excellent category. It means that the students‘ interpretative comprehension (conclusion) in that school significantly improve after treatment.
Based on the rate percentage on the 4.7 table in pre-test it is found that there is no students get Excellent, very good and good, 12 (34.2%) and 23 (65.8) fairly good. Then in post-test on table 4.9 there is significant improvement of students‘ Interpretative comprehension. There are 22 (94.3%) students get Good and 2 (5.7%) get fairly good, there is not students get Excellent, fair and poor.
Table 4.10 the Students’ Improvement reading In Interpretative Comprehension (Conclution)
Indicator Pre-test Post-test Improvement %
Interpretative comprehension (conclusion)
62.14 81.14 30.57%
Based on the table above shows that the mean score of pre-test is 62.14 and post-test 81.14. The improvement of pre-test and post-test is 30.15%. Based on the result, it concludes that the use of Global Method is able to give good contribution in teaching and learning Reading especially in Interpretative comprehension (conclusion).
3. Hypothesis Testing (t-test of Significant)
The hypothesis testing in the next step to got conclusion of analysis this research. The researcher committed test in one class was taught by using Global Method. So to know the level of significance of the pre-test and post-test, the researcher used t-test analysis on the level of significance (p) + 0,05 with the degree of freedom (dl) = N-1 where the N- number of subject (35 students) then the value of table is 1,690 the t-test statistic, analysis of independent sample was applied. The researcher uses program SPSS 24 to analysis the T-test.
As for the hypothesis in this research were H0 states that there is no significant difference students‘ reading comprehension before and after treatment reading material by using Global Method in descriptive text of eighth grade
students of SMPN 2 SUNGGUMINASA in the academic years 2020/2021. While the alternative Hypothesis (H1) states that there is significant difference students‘
reading comprehension before and after treatment reading material by using Global Method on descriptive text of eighth grade students of SMPN 2 SUNGGUMINASA in the academic years 2020/2021. Hypothesis test can be done after the normality and correlation test were done.
Table 4.11 T-Test Calculation/Value
Paired Samples Test Paired Differences
t df
Sig.
(2- tailed
) Mean
Std.
Devi ation
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pai
r 1
preliteral – postliteral
- 17.14 286
5.724 78
.9676 6
- 19.109 39
- 15.176 33
- 17.71 6
34 .000 Pai
r 2
preinter – postinter
- 19.00 000
5.530 66
.9348 5
- 20.899 85
- 17.100 15
- 20.32 4
34 .000
Note: Preliteral : Pre-Test Of Main Idea Postliteral : Post-Test Of Main Idea Preinter : Pre-Test Of Conclusion Postinter : Post-Test Of Conclusion
The result of t-test for reading comprehension focus on literal and interpretative levels as follows:
Table 4.12 the T-test Value of Students’ Reading Comprehension
Variable T-test T-table comprehension classification Literal
comprehensions
17.716 1,690 t-test > t-table Significantly different Interpretative
comprehensions
20.324 1,690 t-test > t-table significanly Table 4.12, showed that t-test value for reading comprehension focused on literal with the t-test value was 17.716> 1.690 and interpretative with t-test
20.324>1.690. It indicated that the result of t-test value in all of variable and indicator was higher than t-table value. It means that there were as a significant different between the result of pre-test and post-test in reading comprehension.
Based on the result, it concluded that there was improvement of the students‟
reading comprehension dealing with literal and interpretative comprehension by using Global Method.
B. DISCUSSION
In this section discussed about the result of data collected and analysis to depict students‘ reading comprehension in teaching and learning process by using Global Method. The description of data collected from reading of the text as explanation in previous section showed that the students reading comprehension was improved. It was supported by mean score and percentage of the students‘ pre-test and post-test result. Based on the finding above, the use of Global Method made students had mean score was higher in comprehension.
Based on the problem above, the writer gave the treatment by using Global Method, so that the students could show the improvement in post-test. In pre-test,
only gave the exercise (reading text) to know their prior knowledge before using Global Method.
At the beginning, their reading comprehension was bad. Almost of them were confused and spent much time to think about the meaning of the word in the reading text. They only read, but they did not understand about how to find out the main idea and the conclusion of the text.
The writer gave the treatment by using Global Method. As the result, students become active and enjoy in reading activity. They would be easy to do the reading activity. Most of their utterance were correct and no need to read for a long time to understand what they read.
The result of the data collection through reading test as explained to the previous finding section that the students‘ achievement after using Global Method was significant. In using Global Method in reading activity, the writer found that the mean score of post-test students‘ achievement is greater than pre-test. In table 4.1 showed that the score of find out the orientation which the mean score of pre-test in literal comprehension was 61.17 and interpretative comprehension was 79.85 after using Global, the score of literal comprehension was 62.14 and interpretative comprehension was 81.14. Then, in table 4.6 showed that the score of to know the improving literal comprehension was 62.14 and in table 4.8 showed that the score of to know the improving interpretative comprehension was 81.14 after using Global method.
Through the result of pre-test and post-test, the result of t-test value of level significant (p) = 0.05 with degree of freedom in Literal (main idea) (df) = 34; in
interpretative (conclusion) (df) = 34. Indicated t-table value is 1.690 and t-table Literal (main idea) is 17.716; in interpretative (conclusion) 20.324.
After the calculating the value t-test analysis, then is it compared with t-table value. As the result, the researcher finds that the value of t-test is higher than the t- table. It means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test that have given by researcher using Global Method in reading class.
From the discussion above, it can be concluded that using Global Method is one of teaching method that can improve students‘ reading comprehension at the Eighth grade SMPN 2 SUNGGUMINASA.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on discussion proposed in previous chapter, it can be concluded that:
1. The use of Global Method can develop students‘ reading literal (main idea) at the Eighth grade of SMPN 2SUNGGUMINASA. It is proven by the students‘ mean score improvement from per-test to post-test. The students‘ mean score of pre-test in literal (main idea) is 62.71. While the post-test is higher than mean score of pre-test the post-test in interpretative comprehension (conclusion) is 79.85. Moreover, based on the data analysis, t-test value is higher than the t-test table (10.716 > 1.690). It means that there is a significant difference. Therefore H0 is rejected and H1is accepted.
2. The use of Global Method can develop students‘ reading interpretative (conclusion) at the Eighth grade of SMPN 2 SUNGGUMINASA. It is proven by the students‘ mean score improvement from pre-test to post- test. The students‘ mean score of pre-test in literal comprehension (main idea) 62.14. While the post-test is higher than mean score of pre-test, the
post-test in interpretative comprehension (conclusion) 81.14. Moreover, based on the data analysis, T-test value is higher than the t-test table values (20.324 > 1.690). It means that there is a significant. Therefore H0 rejected and H1 is accepted.
B. SUGGESTION
After passed all of the procedures to finish this thesis, the researcher would like to give some suggestions in apply Global Method in teaching reading comprehension, as follows:
1. The researcher suggests to the English teacher to know the students interest in English learning and know how to monitoring the students, because it is very important to support the students‘ knowledge in preparing the material or understanding the material before Global Method.
2. The researcher suggests to the teacher that should be creative in teaching English especially Reading. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research. They are suggested to apply the method in different level of the students because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the method in using Global Method to improve students‘ reading comprehension.