CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
b. Acting
Prior to implement the instruction, the researcher acted as a teacher, while the teacher acted as observer who observed the activities during teaching and learning process. A complete description of this cycle will be explained as follows:
1) First meeting
The first meeting was started by developing understanding about visualization strategy, such as giving explanation, the steps, or procedure and the example of strategy itself. Then, she distributed a recount text, explained and asked students to read the text. To make the students feel enjoy and builds their background knowledge about the lesson, the researcher evolved a good interaction and communication during teaching and learning process. Further, she allowed the students to ask questions that they have not understood based on the material.
After giving explanation, the researcher distributed a recount text and divided students into small group consist of three students. The researcher guided each group try to figure out main idea, important detail and unfamiliar vocabulary from the text.
Subsequently, they made illustration or visualization regarding the text. They were given a question related to the text and the teacher monitors them during the instruction then observed their capabilities and hindrances as the reflection of the next cycle. She
continuously provided feedback for the students and assisted them when they have difficulties.
2) Second meeting
Prior to start the explanation about new text, the students are asked to recall the previous material. Some of them are appointed to read and visualize the text.
After reviewing the material, the researcher provided another text to improve students’ reading comprehension based on the lesson plan with different tittle. Then, she provided brief explanation and asked students to find main idea, important detail and vocabulary by sharing the text. The students should make illustration about the given material. Then, they presented the result of the discussion in front of the class willingly.
3) Third meeting
In the third meeting, the researcher conducted a test related to students’ reading skill by asking them to make general illustration or visualization about the text. Firstly, the researcher provided direction about how to answer the questions. Then, she shared the text and worksheet to students and supervised the students when working on the test.
c. Observing
In this phase, the English teacher at MTs Ishlahul Muslimin Senteluk acted as an observer to observe learning activities during the
teaching and learning process by giving mark (√) on a prepared observation checklist based on the real condition inside the classroom.
The result of the observation checklist can be described as follows:
1) Observation Checklist a) Teacher Activities
Table 4.1
Teachers’ activities in cycle 1
No Activities Score
1 2 3 4
1. Teacher greet the students √
2. Teacher check the students’ attendance √
3. Teacher divided into small group √
4. Teacher read the text while giving the example how to visualize the text
√ 5. Teacher allow the students to asked the
question related to the material that they have not understand
√
6. Teacher ask students to answer question √ 7. Teacher ask students to share their perception
and compared to the other group
√ 8. Teacher infers the material of reading with
students
√
Total score 23
Maximum score 32
Percentage of activities 71%
Category Good
Note:
Score 4 = Excellent Score 3 = Good Score 2 = Sufficient Score 1 = Less
Percentage of teacher activities is getting from this formula below
Percentage of activities = Number of teacher activities
Score max × %
� = × %
� = %
The result of teacher activities that can be seen from the aforementioned observation sheet was 71% indicating that the teacher taught appropriately. However, there are some aspects that should be improve including the strategy in providing example in correlation with text visualization, asking students to give their own perception and make comparison with other groups and drawing conclusion.
b) Students’ activities
Table 4.2
Students’ activities in cycle 1
Activities Score
1 2 3 4
1. Students respond teacher greeting √
2. Students make small group √
3. Students get opportunities to asked question √ 4. Students start to read the text given √ 5. Students try to comprehend the text by using
visualization strategy
√
6. Students answer question √
7. Students share their perception and compared to the other group
√ 8. Students conclude the content of reading with
teacher
√
Total score 19
Maximum score 32
Percentage of activities 59%
Category Good
Note:
Score 4 = Excellent Score 3 = Good Score 2 = Sufficient Score 1 = Less
Percentage of students’ activities is getting from this formula below
Percentage of activities =Number of student activities
Score max × %
� = × %
� = %
The result of students’ activities which can be seen from the observation sheet above was 59% indicating that the students participating actively. However, there are some aspects that should be improved.
c) The students’ score (1)Pre test
Table 4.3
Students score in Pre-test of reading skill
No Initial Name
Aspects Total Conversion
Main idea Vocabulary Important
detail Score Score
1. AFI 1 2 2 5 55
2. AA 3 2 1 6 66
3. FS 2 1 2 5 55
4. HA 1 2 2 5 55
5. HZ 2 3 1 6 66
6. HAM 2 2 2 6 66
7. KA 1 3 1 5 55
8. LYS 3 2 2 7 77
9. MHE 2 3 1 6 66
10. MIF 2 2 2 6 66
11. MJJ 2 2 1 5 55
12. MSF 1 2 1 4 44
13. MQ 1 2 2 5 55
14. NRJ 1 2 3 6 66
15. NJ 2 2 2 6 66
16. NH 1 1 2 4 44
17. PS 2 1 1 4 44
18. YF 2 2 2 6 66
19. YUA 1 1 3 5 55
20. ZLF 1 3 1 5 55
21. ZRZ 2 1 1 4 44
22. SH 1 3 1 5 55
23. AT 2 2 2 6 66
Total 122 1342
Mean 5,3 58
The score of each student was gained from various aspects, for instance student NRJ achieved a score of 1 in main idea, 2 in vocabulary and 2 in important detail. All the score was 1+2+2= 5. The conversion is obtained using this formula.
X= �
�� X 100 = … For example: X= 5
9 X 100 = 55
Meanwhile the process of getting mean score is gained by following
formula. X= X 100 = …
For example X= X 100 =5.3
After counting the score of all students, the total score was 122 presented in the table above by using mentioned formula in the data analysis. The mean was generated from the total score of the students which divided with the number of the students. The mean was 5.3 which indicated that the students still confused about the material.
Therefore, the researcher should teach and explain the material again.
The conversion scores in the table can be defined as a technique in processing and converting raw test result into standard scores which counted using mentioned formula in data analysis. The total score of conversion was 1342. The mean was produced from the total conversion scores divided with the number of students. The mean was 58 which indicated that the test was unsuccessful. Hence, the researcher should conduct the next test in cycle 1 and 2.
(2) Post-Test 1
Table 4.4
Students’ score of Test in cycle 1 No Initial Name
Aspects Total Conversion
Main idea Vocabulary Important
detail Score Score
1. AFI 3 2 2 7 77
2. AA 3 2 3 8 88
3. FS 2 2 2 6 66
4. HA 3 1 3 7 77
5. HZ 2 2 3 7 77
6. HAM 2 2 3 7 77
7. KA 2 1 2 5 55
8. LYS 2 3 3 8 88
9. MHE 2 1 3 6 66
10. MIF 3 2 2 7 77
11. MJJ 1 2 2 5 55
12. MSF 1 2 2 5 55
13. MQ 2 2 2 6 66
14. NRJ 2 2 2 6 66
15. NJ 2 2 2 6 66
16. NH 2 3 2 7 77
17. PS 1 2 2 5 55
18. YF 3 2 2 7 77
19. YUA 2 1 3 6 66
20. ZLF 2 3 2 7 77
21. ZRZ 3 1 2 6 66
22. SH 2 1 2 5 55
23. AT 2 3 2 7 77
Total 146 1606
Mean 6.34 69
The table showed the total score of the 23 students in cycle 1 which was counted by using mentioned formula in the data analysis. The overall score from all of students was 114. Meanwhile, the mean was gathered by dividing the total score and the number of students. The mean was 6.34.
The conversion scores in the table can be defined as a technique in processing and converting raw test result into standard scores which counted using mentioned formula in data analysis. The total score of conversion was 1606. The mean was produced from the total conversion scores divided with the number of students. The mean was 69 which indicated that the test was unsuccessful. Hence, the researcher should conduct the next cycle.
From the score, it can be concluded that students’ ability in providing visualization of the text was unsuccessful because they could
not achieve a standard score of 70. Therefore, the researcher decided to continue to the second cycle.
d. Reflection
In general, from the process and result of the cycle 1, it can be reflected and evaluated that the students’ activities in a meeting did not follow the lesson plan appropriately. For instance, the students did not pay attention of teacher’s explanation, did not read the text and did not participate actively in the classroom. In addition, the teacher did not explain the material clearly. As the result, the students’ outcome was by far from the target score because the result of cycle 1 did not achieve the standart minimum score of 70. Thus, the researcher arranged the lesson plan based on the reflection for the next action. The lesson plan was revised and complete based on the reflection in cycle 1 in order to enhance students’ capability in text visualization.
2. Cycle 2 a. planning
After knowing that the score of students in text visualization in post-test in cycle 1 was good enough, the researcher conducted the next cycle to fulfill the standard score. The researcher modified the previous lesson plan, prepared observation checklist for both teacher and students activities and arranged the post-test 2 to identify the students’ score.
b. Acting
1) First meeting
The researcher tried to understand students’ knowledge and difficulties related to visualization strategy by asking some questions during the first meeting of this cycle. Both cycle 1 and cycle 2 have the same procedures where the researcher explained about how to visualize a text and provided some related examples.
Continuously, the students should read and find out the main idea, difficult vocabulary and important detail from each paragraph. In this stage, the students who still did not understand the materials were given opportunities to ask questions and deliver their ideas about main idea, vocabulary and important detail during the discussion session.
2) Second meeting
In this stage, the students were asked to figure of the main idea, important detail and vocabulary from a descriptive text based on the teacher’s instruction and the result showed an improvement of their reading comprehension by using visualization technique which could be seen from their activeness during the classroom activities.
3) Third meeting
In order to obtain the students’ score, the post-test was conducted in this phase. The researcher reviewed the previous material to recall students’ understanding about text visualization
and inform them about the test. On the day of the test, the researcher shared the test, gave direction to answer the question and supervised the students when answering the questions.
c. Observing
1) Teacher’s activities
Table 4.5
Teacher’s activities in cycle 2
No Activities Score
1 2 3 4
1. Teacher greet the students √
2. Teacher check the students’ attendance √
3. Teacher divided into small group √
4. Teacher read the text while giving the example how to visualize the text
√ 5. Teacher allow the students to asked the
question related to the material that they have not understand
√
6. Teacher ask students to answer question √ 7. Teacher ask students to share their perception
and compared to the other group
√ 8. Teacher infers the material of reading with
students
√
Total score 28
Maximum score 32
Percentage of activities 87%
Category Excellent
The overall scores were totaled from all teachers’ activities, such as conveying her perception which regarded to the given materials, greeting the students, explaining materials and so forth. The percentage of teacher’s activities was generated from the following formula.
Percentage of activities = Number of teacher activities
Score max × %
� = × %
� = %
Based on the teacher’s observation above, the percentage of teacher’s activities was 87% which indicating that her activities when applying visualization of the text was developed from the previous cycle and achieved an outstanding category meaning that the activities during the instruction was appropriated and was considered to be the last observation of the teacher’s activities in the classroom due to excellent result.
2) Students’ activities
Table 4.6 Students’ activities in cycle 2
Activities Score
1 2 3 4
1. Students respond teacher greeting √
2. Students make small group √
3. Students get opportunities to asked question √
4. Students to read the text √
5. Students try to comprehend the text by using visualization strategy
√
6. Students answer question √
7. Students share their perception and compared to the other group
√ 8. Students conclude the content of reading with
teacher
√
Total score 26
Maximum score 32
Percentage of activities 81%
Category Excellent
The overall scores of the students was generated from their activities when listening to the explanation of the teacher regarding
the perception related to the given material, their response when their teacher greeted them, their attention during the explanation in the classroom and so forth. The percentage of students’ activities was produced from the following formula.
Percentage of activities =Number of students′ activities
Score max × %
� = × %
� = %
Based on the teacher’s observation above, the percentage of students’ activities was 81% which indicating that their activities when participating in the teaching and learning process was developed from the previous cycle and achieved an outstanding category meaning that they have participated actively during the instruction.
This was considered to be the last observation of the students’
activities in the classroom due to their excellent learning outcomes.
4) Students’ score Table 4.7
Students’ score of Test in cycle 2
No Initial Name
Aspects Total Conversion
Main idea Vocabulary Important
detail score Score
1. AFI 3 2 3 8 88
2. AA 3 3 3 9 99
3. FS 3 3 3 9 99
4. HA 2 3 3 8 88
5. HZ 2 3 3 8 88
6. HAM 1 3 3 7 77
7. KA 2 2 2 6 66
8. LYS 3 3 2 8 88
9. MHE 2 3 2 7 77
10. MIF 3 3 3 9 99
11. MJJ 2 2 2 6 66
12. MSF 1 2 2 5 55
13. MQ 3 3 2 8 88
14. NRJ 3 2 3 8 88
15. NJ 2 2 2 6 66
16. NH 3 3 3 9 99
17. PS 3 2 2 7 77
18. YF 2 2 2 6 66
19. YUA 3 1 3 7 77
20. ZLF 2 3 3 8 88
21. ZRZ 3 2 1 6 66
22. SH 2 2 3 7 77
23. AT 3 3 3 9 99
Total 171 1881
Mean 7.5 81
The table revealed that the number of students who took the test was 23 and their overall score was 171. Meanwhile, the mean which was gathered by dividing the total scores and the number of students was 7.5
The conversion scores in the table can be defined as a technique in processing and converting raw test result into standard scores which counted using mentioned formula in data analysis. The total score of conversion was 1881. The mean was produced from the total conversion scores divided with the number of students. The mean was
81 which indicated that the students’ ability in reading has improved and the post-test in cycle two was successful.
Table 4.8
Percentage of students’ score
The findings indicated that the score of the students in the test has improved by applying visualization to test in cycle 1. The students’ score in pre-test was only 58% and increase to 69% when employing visualization strategy in post-test 1 in cycle 1. The score in post-test 2 of cycle 2 was 81% which mean that the students’
capability in reading comprehension towards visualization technique text has developed.
d. Reflection
After analyzing the result of the students, the researcher felt satisfied due to the significant improvement in pre-test, post-test 1 and post-test 2. Moreover, it indicated that the students have actively participated in the teaching and learning process. Minimum 80% of students already passed the target score provided by KKM. Therefore, the researcher decided to stop the research as it had successfully accomplished.
B. Discussion
Meeting Total score Percentage
Before applying strategy 1342 58%
Cycle 1 1606 69%
Cycle 2 1881 81%
Based on the research findings above, the obtained data was discussed in order to response the research question that was proposed to know how the visualization strategy can improve students reading comprehension at the second grade of MTs Ishlahul Muslimin in academic year 2019/2020. Hence, the objective of this study is to improve students’ reading ability by using visualization strategy. It could be analyze through the students’ improvement, progress, and participation during teaching and learning activities. This study was classroom action research which was implemented in both cycle 1 and cycle 2 and each cycle has four steps including planning, observing, acting, and reflecting. Prior implementing the action, the researcher prepared the lesson plan, test, syllabus and so forth. In cycle 1, the researcher explained what visualization strategy is and provide some related example. She also divided the students into group consists of 3 students. They were allowed to involve in a group discussion and work together during teaching and learning activities. Then, the researcher did test 1 to know the students’ improvement after applying the strategy and the result of students’ score in cyle 1 was 69 which did not reach the average score of KKM 70. Moreover, the researcher should conduct the next cycle.
In cycle 2, the researcher did same action but more emphasize in giving the example related to the material and increased the lack of step in cycle 1 and did test 2. In test 2, the students score was 81 which indicate they reached the average score of KKM and the researcher did commitment to stop the research until cycle 2.
Based on the result above, visualization strategy can improve students reading ability. It could be seen from the students’ result in every test and students’ participation during teaching and learning process.
Applying visualization approach enabled students to understand the entire text. During the reading instruction, they connected their background knowledge with the information that they obtained from the text. It also strengthened the relationship among students because they needed to work collaboratively and increased their learning motivation which led them to become more active in class activities. This result was in line with the Ratna Dyah Anggarini who stated by implementing visualization strategy can help the students understand the text easily. Before the instruction, the students were passive during the discussion because they found it difficult in determining main idea, important detail and the meaning of vocabulary. To solve these problems, she gave additional points for the active students. 32
32 Ratna Dyah Anggraini “Improving Students … “p. 1-102
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter was presented conclusion and suggestions, those two points are described as follows:
A. Conclusion
According to the findings of this study, it can be concluded that students’ reading comprehension was improved through the use of visualization strategy which can be seen from the increase of students score in each cycle of test and observation activities. The students score in test of cycle 2 was higher than test in cycle 1 that was 69 and 81 which indicate students reach the indicator score of KKM. In addition, the percentage of teacher’s activities in observation of cycle 1 was 71% and in cycle 2 was 87% while the students’ activities in observation of cycle 1 was 59% and 87% in cycle 2.
In cycle 1, the researcher explained and provided examples regarding visualization strategy and asked students to practice the strategy in the text to find out the main idea, vocabulary, and important detail.
During the first cycle the students still found it difficult to discover the main idea, vocabulary, and important detail from the paragraph.
In the second cycle the researcher gave more examples how to discover main idea, vocabulary, and important detail from each paragraph in order to solve students’ difficulties. In addition, the researcher also provided answer related to question that were asked by the students.
B. Suggestions
With the research finding in applying visualization strategy to improve students’ reading comprehension, the researcher offers her suggestion as follows:
1. For students
The students in MTs Ishlahul Muslimin should practice reading English texts more. If they find difficulties in comprehending the texts, they can use visualization strategy by making a simple sketch. Before they use the technique, they have to know what they should do in every step.
2. For English teachers
For the English teachers in MTs Ishlahul Muslimin, they can apply visualization strategy to improve students reading comprehension.
When they use the strategy, it is important for the teacher to be creative in choosing the topics and provide various texts for the students. They also have to create a good atmosphere in the class so the students feel enjoyable during teaching and learning process.
3. For other researchers
For the next researchers who want to conduct a research especially in reading comprehension, they can prepare the texts properly. They have to understand how the technique is conducted to teach reading, they also have to explain the whole step clearly to avoid students’ error of the use of the technique. The researcher hope that the next