CHAPTER III RESEARCH METHOD RESEARCH METHOD
D. Research Instrument
The researcher used questionnaire and document observation (RPP) as instruments. According to Sugiyono (2017) questionnaire is a data collection technique that is do by give a set of question or written question to the respondents to answer. The students’ have to answer the questions honestly about their experience in study english. The researcher used Open Ended Questionnaire. There are several statements that researcher want to know from students’ perception about Listen-Read-Discuss Strategy.
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Table 3.1Likert Scale
(Dawes, 2008) E. Technique of Data Collection
The process of data collection in this research, the researcher used several procedures as follow.
1. Student got questionnaire online trough Google form.
2. The researcher explained about the questionnaire and how to answer the questionnaire.
3. The researcher used questionnaire and ask students’ perception on the use of Listen-Read-Discuss Strategy in Learning English.
4. The students answer the questionnaire
5. The researcher analysed the data after collect the questionnaire F. Technique of Data Analysis
The researcher used formula from Sugiono (2017), the researcher used likert scale to analysed the questionnaire. The range of the responses were strongly agree to strongly disagree. There the score for each degree of agreement. The data that obtained transfer to the data sheet used descriptive statics. The researcher analysed the questionnaire in 2 formulas as follows:
No Scale Score
1 Strongly Agree 4
2 Agree 3
3 Disagree 2
4 Strongly Disagree 1
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𝑃 = 𝑓𝑞
𝑁x 100%
Where:
P = Percentage fq= Frequency N = Total sample
(Gay, 2006: 320)
After analysed the range of the response from strongly agree to strongly disagree, the next step the researcher classified to find out whether the perception of Listen-Read-Discuss Strategy in Reading Skill was positive or negative, used formula :
X̅ =∑ 𝑥 𝑁
Where :
X̅ : Mean Score
∑x : total row score
N : the total number of students
(Sudjana, 2005: 50)
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After calculate the mean score, next, researcher classified the categories of students’ perception of Listen-Read-Discuss Strategy in Reading Skill use level of perception.
Table 3.2 Level of Perception
Level of perception Score
Positive 40 - 80
Negative 0 - 40
( Best, W John 2001)
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CHAPTER IV
FINDING AND DISCUSSION A. FINDING
This part presented the result of data analysis of students’ perception on the used of Listen – Read – Discuss Strategy in Improving Student’s Reading Comprehension at the second grade students of SMKN 4 Jeneponto. The data has taken from 1 class.
The researcher used of questionnaire to know the students’ perception on Listen- Read-Discuss Strategy at elevent grade students of SMKN 4 Jeneponto.
Classifications of students’ questionnaire for each item are displayed in the following table
1. Interpretative Comprehension
Table 4.1: Question no. 1
No Items Frequency Percentage (%)
1 Strongly Agree 13 43.3
2 Agree 16 53.4
3 Disagree
4 Strongly Disagree 1 3.3
Total 30 100
Table 4.1 question no. 1 after teacher was giving explaination then, reading, and discussing help me to comprehend the text shows that 13 (43.3%) out of students chose strongly agree (SA), 16 (53.3%) chose agree (A), 0 (0 %) chose disagree (D) and 1 (3.3 %) strong disagree (SD). It means most of students think that after giving
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explaination from teacher, then reading, and discussing, it helps students to comprehend the text
Table 4.2: Question no. 2
No Items Frequency Percentage (%)
1 Strongly Agree 5 16.7
2 Agree 3 10
3 Disagree 15 50
4 Strongly Disagree 7 23.3
Total 30 100
Table 4.2 question no. 2 teacher’s explaination, reading, and discussing doesn’t help me to comprehend the text shows that 5(16.7 %) out of students chose strongly agree (SA), 3 (10%) chose agree (A), 15 (50%) chose disagree (D) and 7 (23.3 %) strong disagree (SD), It means most of students think that after giving explaination from teacher, then reading, and discussing, it helps students to comprehend the text
Table 4.3: Question no. 3
No Items Frequency Percentage (%)
1 Strongly Agree 11 36.7
2 Agree 18 60
3 Disagree 1 3.3
4 Strongly Disagree
Total 30 100
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Table 4.3 question no. 3 after teacher was giving explaination then, reading, and discussing help me to make the right conclution shows that 11 (36.7%) out of students chose strongly agree (SA), 18 (60%) chose agree (A), 1( 3.3 %) chose disagree (D) and 0 (0%) strong disagree (SD). It means most of students think that after teacher was giving explaination then, reading, and discussing helps them to make the right conclution.
Table 4.4: Question no. 4
No Items Frequency Percentage (%)
1 Strongly Agree 4 13.3
2 Agree 5 16.7
3 Disagree 19 63.3
4 Strongly Disagree 2 6.7
Total 30 100
Table 4.4 question no. 4 after teacher was giving explaination then, reading, and discussing doesn’t helps me to make the right conclution shows that 4 (13.3%) out of students chose strongly agree (SA), 5 (16.7%) chose agree (A), 19( 63.3 %) chose disagree (D) and 2 (6.7%) strong disagree (SD). It means most of students think that after teacher was giving explaination then, reading, and discussing helps them to make the right conclution.
Table 4.5: Question no. 5
No Items Frequency Percentage (%)
1 Strongly Agree 11 36.7
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2 Agree 16 53.3
3 Disagree 2 6.7
4 Strongly Disagree 1 3.3
Total 30 100
Table 4.5 question no. 5 after teacher was giving explaination then, reading, and discussing I can get indirect message on the story shows that 11 (36.7%) out of students chose strongly agree (SA), 16 (53.3 %) chose agree (A), 2 ( 6.7 %) chose disagree (D) and 1 (3.3 %) strong disagree (SD). It means most of students think that after teacher was giving explaination then, reading, and discussing helps them to get indirect message on the story.
Table 4.6: Question no. 6
No Items Frequency Percentage (%)
1 Strongly Agree 2 6.7
2 Agree 5 16.7
3 Disagree 20 66.7
4 Strongly Disagree 3 10
Total 30 100
Table 4.6 question no 6 after teacher was giving explaination then, reading, and discussing I can’t get indirect message on the story shows that 2 (6.7 %) out of students chose strongly agree (SA), 5 (16.7%) chose agree (A), 20 ( 66.7 %) chose disagree (D) and 3 (6.7%) strong disagree (SD). It means most of students think that after teacher was giving explaination then, reading, and discussing helps them to get indirect message on the story.
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Table 4.7: Question no. 7
No Items Frequency Percentage (%)
1 Strongly Agree 12 41.4
2 Agree 18 59.6
3 Disagree
4 Strongly Disagree
Total 30 100
Table 4.7 question no.7 using story as learning material helps me to get the main idea on the text shows that 12 (41.4%) out of students chose strongly agree (SA), 18 (59.6 %) chose agree (A), 0 ( 0 %) chose disagree (D) and 0 (0 %) strong disagree (SD). It means most of students think that using story as learning material helps them to get the main idea on the text.
Table 4.8: Question no. 8
No Items Frequency Percentage (%)
1 Strongly Agree 3 10
2 Agree 4 13.3
3 Disagree 14 46.7
4 Strongly Disagree 9 30
Total 30 100
Table 4.8 question no. 8 using story as learning material doesn’t help me to get the main idea on the text shows that 3 (10%) out of students chose strongly agree (SA),
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4 (13.3%) chose agree (A), 14( 46.7 %) chose disagree (D) and 9 (30%) strong disagree (SD). It means most of students think that using story as learning material helps them to get the main idea on the text.
Table 4.9: Question no. 9
No Items Frequency Percentage (%)
1 Strongly Agree 15 50
2 Agree 13 43.3
3 Disagree 2 6.7
4 Strongly Disagree
Total 30 100
Table 4.9 question no. 9 after listen teacher’s explaination, reading a text, and discussing I am able to understand and find the meaning on the text shows that 15 (50%) out of students chose strongly agree (SA), 13 (43.3 %) chose agree (A), 2 ( 6.7 %) chose disagree (D) and 0 (0 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing they are able to understand and find the meaning on the text.
Table 4.10: Question no. 10
No Items Frequency Percentage (%)
1 Strongly Agree 2 6.7
2 Agree 3 10
3 Disagree 18 60
4 Strongly Disagree 7 23.3
Total 30 100
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Table 4.10 question no. 10 after listening teacher’s explaination, reading a text, and discussing I am not able to understand and find the meaning on the text shows that 2 (6.7 %) out of students chose strongly agree (SA), 3 (10%) chose agree (A), 18(
60 %) chose disagree (D) and 7 (23.3%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing they are able to understand and find the meaning on the text.
From the table above it can seen, students are able to comprehend the text, make right conclution, get indirect message on the story, get the main idea on the text, understand and find the meaning on the text. It is related with Heilman (1998), interpretative comprehension is a level of comprehension where students not only know what the author say but student can show, combine dan compare the author massage to their words.
2. Literal comprehension
Table 4.11: Question no. 11
No Items Frequency Percentage (%)
1 Strongly Agree 13 43.3
2 Agree 15 50
3 Disagree 2 6.7
4 Strongly Disagree
Total 30 100
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Table 4.11 question no. 11 after listening teacher’s explaination, reading a text, and discussing I know that fact on the text shows that 13 (43.4%) out of students chose strongly agree (SA), 15 (50 %) chose agree (A), 2 ( 6.7 %) chose disagree (D) and 0 (0 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing help them to get the fact on the text.
Table 4.12: Question no. 12
No Items Frequency Percentage (%)
1 Strongly Agree 1 3.3
2 Agree 4 13.3
3 Disagree 20 66.7
4 Strongly Disagree 5 16.7
Total 30 100
Table 4.12 question no. 12 listening teacher’s explaination, reading a text, and doesn’t help me to know the fact on the text, shows that 1 (3.3 %) out of students chose strongly agree (SA), 4 (13.3%) chose agree (A), 20( 66.7 %) chose disagree (D) and 5 (16.7%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing help them to get the fact on the text.
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Table 4.13: Question no. 13
No Items Frequency Percentage (%)
1 Strongly Agree 11 36.7
2 Agree 19 63.3
3 Disagree
4 Strongly Disagree
Total 30 100
Table 4.13 question no, 13 after listening teacher’s explaination, reading a text, and discussing I can get information on the text, shows that 11 (36.7%) out of students chose strongly agree (SA), 19 (63.3 %) chose agree (A), 0 ( 0 %) chose disagree (D) and 0 (0 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing they are able to fin information on the text.
Table 4.14: Question no. 14
No Items Frequency Percentage (%)
1 Strongly Agree 3 10
2 Agree 3 10
3 Disagree 20 66.7
4 Strongly Disagree 4 13.3
Total 30 100
Table 4.14 question no. 14 after listening teacher’s explaination, reading a text, and discussing I can’t get information on the text shows that 3 (10 %) out of students
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chose strongly agree (SA), 3 (10%) chose agree (A), 20 ( 66.7 %) chose disagree (D) and 4 (13.3%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing they are able to fin information on the text.
Table 4.15: Question no. 15
No Items Frequency Percentage (%)
1 Strongly Agree 15 50
2 Agree 13 43.3
3 Disagree 1 3.3
4 Strongly Disagree 1 3.3
Total 30 100
Table 4.15 question no. 15 after listening teacher’s explaination, reading a text, and discussing I know content of text, shows that 15 (50 %) out of students chose strongly agree (SA), 13 (43.3 %) chose agree (A), 1 ( 3.3 %) chose disagree (D) and 1 (3.3 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing help them to know the content of the text.
Table 4.16: Question no. 16
No Items Frequency Percentage (%) 1 Strongly Agree
2 Agree 2 6.7
3 Disagree 28 93.3
4 Strongly Disagree
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Total 30 100
and table 4.16 question no. 16 listening teacher’s explaination, reading a text, and discussing doesn’t help me to know the content of text, shows that 0 (0 %) out of students chose strongly agree (SA), 2 (6.7%) chose agree (A), 28 ( 93.3 %) chose disagree (D) and 0 (0%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing help them to know the content of the text.
Table 4.17: Question no. 17
No Items Frequency Percentage (%)
1 Strongly Agree 15 50
2 Agree 14 46.7
3 Disagree
4 Strongly Disagree 1 3.3
Total 30 100
Table 4.17 question np. 17 after listening teacher’s explaination, reading a text, and discussing I know the meaning of text, shows that 15 (50 %) out of students chose strongly agree (SA), 14 (46.7 %) chose agree (A), 0 ( 0 %) chose disagree (D) and 1 (3.3 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing helps them to know the meaning of the text.
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Table 4.18: Question no. 18
No Items Frequency Percentage (%)
1 Strongly Agree 3 10
2 Agree 4 13.3
3 Disagree 20 66.7
4 Strongly Disagree 3 10
Total 30 100
Table 4.18 question no. 18 listening teacher’s explaination, reading a text, and discussing doesn’t help me to know the meaning of text, shows that 3 (10 %) out of students chose strongly agree (SA), 4 (13.3%) chose agree (A), 20 ( 66.7 %) chose disagree (D) and 3 (10%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing helps them to know the meaning of the text.
Table 4.19: Question no. 19
No Items Frequency Percentage (%)
1 Strongly Agree 14 46.7
2 Agree 14 46.7
3 Disagree 1 3.3
4 Strongly Disagree 1 3.3
Total 30 100
Table 4.19 question no. 19 after listening teacher’s explaination, reading a text, and discussing I can get information, shows that 14 (46.7 %) out of students chose
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strongly agree (SA), 14 (46.7 %) chose agree (A), 1 (3.3 %) chose disagree (D) and 1 (3.3 %) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing helps students to gain knowledge.
Table 4.20: Question no. 20
No Items Frequency Percentage (%) 1 Strongly Agree
2 Agree 6 20
3 Disagree 18 60
4 Strongly Disagree 6 20
Total 30 100
Table 4.20 question no. 20 listening teacher’s explaination, reading a text, and discussing doesn’t help me to gain information, shows that 0 (0 %) out of students chose strongly agree (SA), 6 (20%) chose agree (A), 18( 60 %) chose disagree (D) and 6 (20%) strong disagree (SD). It means most of students think that after listen teacher’s explaination, reading a text, and discussing helps students to gain knowledge. From the table above it can seen, students are able to know the fact, get information, know content, and know the meaning of text. It is related with Heilman (1998), literal comprehnsion is level of comprehension where students get simple understanding of the words and ideas of author.
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Table 4.21 Category of the Students’ Perception on the Use of Listen-Read- Discuss Strategy in Improving the Student’s Reading Comprehension.
Frequency Percentage
Score Classification
Category
30 100%
41-80 Positive
0-40 Negative
( Best, W John 2001)
Based on the table above it can calculate the mean score of the research are :
X̅ =∑ 𝑥 𝑁
X̅ =1873 30 = 62.4
After calculate the mean score, next, researcher classified the categories of students’
perception of Listen-Read-Discuss Strategy in Reading Skill use level of perception scoring. If the questionnaire consisted of 20 items, the score was classified as follow: Based on the data analysis of the questionnaire, it is found that the mean score of the students’ perception on the use of Listen-Read-Discuss Strategy is 62.7 it shows that the students have positive perception on the use of Listen-Read- Discuss Strategy in improving the student’s reading comprehension
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20 x 4 = 80 20 x 3 = 60 20 x 2 = 40 20 x 1 = 20
Table 4.22 Level of Perception
Level of perception Score
Positive 41- 80
Negative 0 – 40
( Best, W John 2001)
Based on the data analysis of the questionnaire, it is found that the mean score of the students’ perception on the use of Listen-Read-Discuss Strategy is 62.7, it shows that the students have positive perception on the use of Listen-Read-Discuss Strategy in improving the student’s reading comprehension .