CHAPTER III RESEARCH METHOD
G. Technique of Data analysis
To analyze the data, the researcher employed the formula as follows:
1. Scoring the students‟ correct answer of pre-test and post-test:
a. Main Idea
Criteria Score
The meaning and grammar are correct 4
The meaning is correct and some errors of grammar 3
Some errors of meaning and grammar 2
The meaning and grammar are incorrect 1
No answer 0
Score = students correct answer x 10 Maximum score
(Layman, (1972 :216) b. Word Meaning
No Criteria Score
1 Correct The Student‟s answer is true 1 2 Incorrect The Student‟s answer is false 0
32 Score = students correct answer x 10
Maximum score
(Gay, 190: 298)
2. Classifying the score of the students‟ answers into the following scale:
No Level Classification
1.
2.
3.
4.
5.
6.
7.
9.6 – 10 8.6 – 9.5 7.6 – 8.5 6.6 – 7.5 5.6 – 6.5 3.6 – 5.5 0 – 3.5
Excellent Very Good Good Fairly Good Fair
Poor Very Poor
(Layman, (1972 :216) 3. Calculating the mean score or the students‟ answer by using formula :
Where:
X : Mean score N : The total number of students
: The sum of all the score (Gay, 1990:298) N
X X
33 4. The percentage of the students‟ Reading Comprehension was
identified by using the formula as follow :
Where:
= The percentage of the student‟s improvement.
X1 = The mean score of pre-test X2 = The mean score of post-test.
5. Finding out the significant different between the pretest and posttest by calculating the value of the test. The following formula was employed:
D
t = D² – ( D )²
N
N ( N-1 ) Where :
t : Test of significance D : The sum of total score of difference
D : The mean score D² : The square of the sum score difference N : The total number of students
(Gay 1990 : 331)
34 CHAPTER IV
FINDINGS AND DISCUSSIONS A. Findings
The findings cover the students‟ Reading Comprehension using directed reading thinking activity.
In this part the writer describe the students‟ pre-test and post-test score in Reading Comprehension. The data score obtained through Reading Comprehension. The score of the students were firstly tabulate into their frequencies base on their qualities.
1. The improvements of reading comprehension in terms of finding the main idea through directed reading thinking activity technique.
The following table showed the distribution of mean score of the students‟ Reading Comprehension in pre-test and post-test.
Table 1. The Mean Score of the Students’ Reading comprehension on Main Idea in Pre-test and Post-test
Reading Comprehension Pre-test Post-test Development
Main idea 4.0 7.9
MI = Main Idea
The result of the data analysis from pre-test and post-test of the students‟
reading comprehension on main idea showed by the mean score of indicator in the table above. The mean score of reading comprehension of main idea in pre-test 4.0, which was classified as poor, in contrary the mean score in post-test was 7.9,
35 which was classified as good and the development of students was 97.5%
development.
2. The improvements of reading comprehension in terms of finding the word meaning through directed reading thinking activity technique.
Table 2. The Mean Score of the Students’ Reading Comprehension on Word Meaning in Pre-test and Post-test
Reading Comprehension Pre-test Post-test Development
Word Meaning 4.4 7.4
WM = Word Meaning
The result of the data analysis from pre-test and post-test of the students‟ reading comprehension on word meaning showed by the mean score of indicator in the table above. The mean score of reading comprehension of word meaning in pre-test was 4.4, which was classified as poor. In contrary the mean score in post-test was 7.4 which classified as good with 68%
development.
3. Test of Significance in Reading Comprehension
Table 3. The Mean Score of the Students’ Reading Comprehension in Pre-test and Post-test
Reading Comprehension Pre-test Post-test Development
Main idea 4.0 7.9
Word meaning 4.4 7.4
̅̅̅ 4.2 7.65 82%
RC = Reading Comprehension
36 The result of the data analysis from pre-test and post-test of the students‟
reading comprehension on main idea and word meaning showed by the mean score of indicator in the table above. The mean score of students‟ in reading comprehension was the result of calculating both of indicators was 4.25 in pre- test which was classified as poor and 7.6 which classified as good in post-test with 80% percentage. It means that the students‟ reading comprehension had developed after treated by using directed reading thinking activity technique.
They were more clearly shown in the chart below:.
Chart 2. Students’ Development of Main Idea and Word Meaning in Reading Comprehension.
The chart above showed the students‟ development in main idea was 97.5%
and in word meaning was 68%. It was indicated that the students‟ Reading Comprehension had developed after treated by Directed Reading Thinking Activity.
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 (5%) with the degree of freedom (df) = N – 1, where N = number of subject (20 students) then the value of
Main Idea
Word Meaning 97.5%
68%
37 t-table was 1.729. The t-test statistical, analysis for independent sample was applied.
The following table showed the result of t-test calculation of students‟ in Main Idea and Word Meaning in Reading Comprehension:
Table 4. The Comparison of T-test and T-table Score of the Students in Reading Comprehension
Reading comprehension
t-test t-table
Main Idea 9 1.729
Word Meaning 10.3 1.729
The table above showed that t-test value of indicator for reading comprehension was greater than t-table. The t- test value of main idea and word meaning were greater than t-table, (9> 1.729) and (10.3>1.729). It was said that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a significant development of the students‟
reading comprehension before and after using Directed Reading Thinking Activity (DRTA) technique in teaching Reading Comprehension at the Second Year Students of SMA Wahyu Makassar.
4. Hypothesis Testing
If the t-test value was higher than t-table at the level of significance 0.05 and degrees of freedom (df) 19 (N-1= 20-1), thus the alternative hypothesis (HI)
38 would be accepted and Null hypothesis (H0) would be rejected. In contrary, if the value was lower than t-table at the level of significance 0.05 and the degrees of freedom 20, thus the alternative hypothesis would be rejected and Null hypothesis would be accepted.
B. Discussion
1. The improvements of reading comprehension in terms of finding the main idea through directed reading thinking activity technique.
The description of the data collected using reading test which has explained in the previous section showed that the student‟s main idea in reading was developed. It supported by the students‟ scores in pretest and post test from the indicators. The student‟s score of main idea 80 in pretest was different from post test 158, it means that has developed between before and after giving treatment. The students‟ mean score of main idea 4.0 was classified as poor, and the mean score of the students‟ main idea in post test become 7.9 which classified as good. The percentage of the student‟s development of main idea in reading comprehension was 97.5%. The development of students in reading comprehension also showed by the comparison betwen T-test and T-table values of indicator. The students t-test in main idea 9 was greater than t-table 1.729, (9>1.729). It means that the students‟ main idea reading comprehension has significant development after the student treated by using Directed Reading Thinking Activity technique in teaching reading comprehension.
After calculating the students‟ score of the indicator of Reading Comprehension in pre-test and post-test also explained the classification of
39 students‟ development of main idea in reading. In pre-test there were 6(30%) students got fair, 8(40%) students got poor, 6 (30%) students got very poor in main idea. After doing the treatment, the students‟ score classification in post-test were changed 4(20%) students got excellent, 11(55%) students got good and 5 (25%) students got fair classification in main idea.
2. The improvements of reading comprehension in terms of finding the word meaning through directed reading thinking activity technique.
The description of the data collected using reading test which has explained in the previous section showed that the student‟s word meaning in reading was developed. It supported by the students‟ scores in pretest and post test from the indicators. The student‟s score of word meaning 88 in pre-test was different from post test 148, it means that has developed between before and after giving treatment. The students‟ mean score of word meaning was 4.4 which classified as poor in pre-test. And the mean score of the students‟ word meaning became 7.4 which classified as good after giving the treatment. The percentage of the student‟s development word meaning in reading comprehension was 68%. The development of students in reading comprehension also showed by the comparison betwen T-test and T-table values of indicator. The students t-test in word meaning 10.3 was greater than t-table 1.729, (10.3>1.729). It means that students‟ direct meaning comprehension has significant development after the student treated by using Directed Reading Thinking Activity technique in teaching reading comprehension.
40 After calculating the students‟ score of the indicator of Reading comprehension in pre-test and post-test also explained the classification of students‟ development of word meaning in reading. In pre-test there were 7(35%) students got fair, 10(50%) students got poor and 3(15%) students got very poor classification in word meaning. After doing the treatment, the students‟ score classification in post-test were changed 4(20%) students got excellent, 6(30%) students got good and 10(50%) students got fair classification.
3. Test of Significance in Reading Comprehension
The description of previous section showed the students‟ comprehension in reading had developed. It is supported by the frequency and rate percentage of the result of the students‟ pre-test and post-test. Based on the findings above in applying Directed Reading Thinking Activity Technique in the class, the data was collected through test as explained in previous finding section showed that the students‟ comprehension in reading was developed the students‟ mean score significantly after treated by using Directed Reading Thinking Activity Technique. The students‟ mean score after presenting in teaching Reading Ccomprehension using Directed Reading Thinking Activity Technique was better than before the treatment was given to the students. Before giving treatment, the students‟ comprehension in reading was categorized as poor. After giving the treatment, their ability was significantly developed and categorized as good.
The result of calculating the mean score of the indicators was the student‟s development in reading comprehension, the result of calculation was 4.2 in pretest then become 7.65. The percentage of the student‟s development in reading
41 comprehension was 82%. The development of students in reading comprehension also showed by the comparison betwen T-test and T-table values of indicator.
The result of calculating t-test of the indicator was the students‟ t-test in reading comprehension was greater than t- table (9.65>1.729). It means that students‟
reading comprehension has significant development after the student treated by using Directed Reading Thinking Activity technique in teaching reading comprehension.
By seeing the alteration of students‟ development classification proved that using Directed Reading Thinking Activity technique had developed the students‟ in reading comprehension. Reading by directed reading thinking activity was effective in improving the students‟ Reading Comprehension. This technique could help the students to develop their thoughts in getting main idea or finding the word meaning in reading process. It could be showed from the students‟
reading test in pretest and posttest. In pre-test, there were some students in answering the question of getting main idea and finding word meaning of their reading was not true. The students‟ reading comprehension has improved in post- test, which the content of their reading comprehension could be understood.
42 CHAPTER V
CONCLUSION AND SUGGESTIONS A. Conclusion
After conducting the experimental research about the effectiveness of Directed Reading Thinking Activity technique in teaching reading comprehension and based on the research findings in the previous chapter, the researcher concluded that:
1. The implementation of Directed Reading Thinking Activity Technique to determining Main Idea in Reading Comprehension
The implementation of DRTA Technique in Teaching English Reading had developed the students‟ comprehension in determining main idea which had presented in the classroom. It has been proved that the mean score of main idea in reading comprehension before giving treatment 4.0 was classified as poor, and the mean score of the students‟ main idea in post test after giving treatment became 7.9 which classified as good. The percentage of the student‟s development of main idea in reading comprehension was 97.5%.
2. The implementation of Directed Reading Thinking Activity Technique to determining Word Meaning in Reading Comprehension
The implementation of Directed Reading Thinking Activity Technique in teaching English reading also had developed the students‟ comprehension in determining word meaning which had presented in the classroom. It has been proved that the mean score of word meaning in reading comprehension before
43 giving treatment 4.4 was classified as poor, and the mean score of the students‟
main idea in post test after giving treatment became 7.4 which classified as good. The percentage of the student‟s development of word meaning in reading comprehension was 68%.
3. The implementation of Directed Reading Thinking Activity Technique in Reading Comprehension
Directed Reading Thinking Activity Technique had developed the students‟ Reading comprehension of the Second Years Students of SMA Wahyu Makassar in term of main idea and word meaning of reading comprehension. It has been proved that the mean score of Reading Comprehension before and after giving treatment was 4.2 becomes 7.65. The percentage of the student‟s development of word meaning in reading comprehension was 68%, with the t- test value was greater than T-Table 9.65>1.729. It means that there was significance difference between before and after giving the treatment.
B. Suggestions
Based on the previous chapter, the researcher suggested:
1. The teacher should give the students chance to practice their Reading comprehension using Directed Reading Thinking Activity Technique.
2. English teacher should provide students with more reading exercises especially reading comprehension in the classroom, so the students get enough time for practicing.
44 3. The teacher should give a motivation to the students to practice their reading comprehension by using Directed Reading Thinking Activity technique. Because it has an influence to the students.
4. The English teachers have to develop their teaching by using Directed Reading Thinking Activity Technique to develop the students‟ reading comprehension.
5. For headmaster to give all the teachers many chance to create effective study approach and to implicate based on students needed.
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ABSTRACT
Muh. Fajar Akbar, 2014.Using Directed Reading Thinking Activity (DRTA) Technique to Improve Students Reading Comprehension (An Experimental Research at the Second Year Sudents of SMA Wahyu Makassar).Thesis. Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
Supervised by Hj. Andi Tenri Ampa and Nunung Anugrawati.
This research aimed to find out that the use of Directed Reading Thinking Activity can improve the students’ reading comprehension at the second year students of SMA Wahyu Makassar. It was emphasized on the improvement of the students’ skill in Reading Comprehension by using Directed Reading Thinking Activity.
The research applied a Pre-experimental Method, with one group Pre-test and Post-test design which consisted of eight meetings including the treatments.
The sample was only one class namely Class XI MIA that consisted of 20 students which were selected by using Purposive Sampling Technique. The data was obtained by using Essay test.
The findings of this research were the students’ development in Reading comprehension was 4.2 in Pre-test then become 7.65 in pos-test The students’
development to Reading Comprehension was 82%. It contained of two indicators, they were Main idea and Word meaning. Main idea was 4.0 in pre-test then become 7.9 in Post-test, the students’ development to Main idea was 97,5 %.
While Word meaning was 4.4 in pre-test then become 7.4 in pos-test, the students’
development to Word meaning was 68 %. It means that Directed Reading Thinking Activity is one of effective method in teaching English Reading Comprehension to the Second Year Students of SMA Wahyu Makassar.