In this research, the researcher presented the research design, research variable population and sample, instrument of the research, procedure of collecting data, and technique of data analysis.
A. Research Design
The design used pre-experimental design with pre-test and post-test design.
The comparison between the pre-test and pos-test score depends on the success of the treatment. The design was:
Table 3.1: Pre-Experimental Design
Pre-test Treatment Post-test
O1 X O2
Note: O1 = Pre-test X = The treatment O2 = Post-test
(Gay : 1981 : 252).
B. Research Variable and Indicator 1. Variable
This research consisted of two variables, dependent variable and independent variable. The dependent variable of this research was students’
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reading comprehension. Sustained Silent Reading was the independent variable. It was the important process which allowed the students to improve the reading comprehension.
2. Indicators
The indicator of this research saw the students’ proficiency in comprehending and answering the reading text which consisted of some exercises through Sustained Silent Reading method in terms of literal comprehension (the main ideas) and interpretive comprehension (making conclusion).
C. Population and Sample 1. Population
The population of this research was the students of the second year of SMPN 3 Pallangga in 2016/2017 that consisted of six classes and each class consisted of 25-40 students.
Table 3.2: Total number of the students
Class Number of the students
VIII A 34
VIII B 32
VIII C 40
VIII D 30
VIII E 25
VIII F 40
Total 197
2. Sample
The research used purposive sampling tachnique. The researcher took one class of six classes at SMPN 3 Pallangga, namely class VIII.D that consisted of 30 students.
D. Research Instrument
This research used reading test as the intrument. The research instrument consisted of 2 items which were arranged in essay tests, that 1 item to find the main idea, and 1 item to make conclusion of the text. For scoring, the answer of the questions was given 4 score if the answer and grammar were correct, 3 score for the answer was correct and some errors of grammar, 2 score for some errors of answer and grammar, 1 score if the answer and grammar were incorrect, and 0 score if no answer.
E. Data Collection a. Pre-test
Before doing the treatment, the students were given pre-test to know their achievement in reading. In this pre-test, the teacher asked the students to read a text before using the Sustained Silent Reading.
b. Treatment
a. In the first teaching the teacher opened class.
b. The teacher introduced the material to the students.
c. The teacher explained to the students about Sustained Silent Reading:
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1.) The teacher gavereading text based on the classical of students’ quality.
2.) The students read silently for the full 15-20 minutes.
3.) In the next 20-25 minutes, the activities were designed by the teacher as feedback:
a.) The teacher discussed the reading material with the students.
b.) The teacher explained and asked questions that related to the reading materials.
c.) Teacher instructed the students to make conclusion about the reading materials that they had read.
c. Post-test
After the treatment, the post-test were conducted to find out the students’ reading comprehension. It were used to check the result of treatments; it would also be useful to know whether Sustained Silent Reading method effective to improve the students’ reading comprehension. The test conducted with the same activities in pre-test. The researcher gave score for students’answer based on indicators below:
Table 3.3 Rubric for main Idea
No Indicators Score
1 Clearly identified the main idea by providing strong evidence,
details relating to the main idea. 4
2 Identified main idea and provided 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 (1979:214)
Table 3.4 Rubric for Conclusion
No Indicators Score
1 Conclusion reflects recourse reading 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 is answer but do not reflect any reading of
recourse in development idea. 1
Harmer (1979:215) F. Data analysis
In analysing the data, the researcher used some technique of data analysis are as follows:
The data collected were analyzed the test, the steps were as follow:
Scoring the students correct answer of pre-test and post-test.
Students Score = x 10
1. The score classification of reading
Table 3.5 Score classification of reading
No Score Category
1 9.6–10 Excellent
2 8.6–9.5 Very good
3 7.6 - 8.5 Good
4 6.6–7.5 Fairly good
5 5.6 - 6.5 Fair
6 3.6–5.5 Poor
7 0 - 3.5 Very poor
(Layman 2012:43)
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2. Calculating the collecting data from the students in answer the test, the writer used formula to get mean score of the students as follow:
=∑ Note:
X = Mean Score
∑x = the sum of all score N = A number of student
( Gay, 1981:298).
3. To know the significant of differences between the score of the pre-test and the post-test the writer calculated the value of test by using the following.
Formula:
=
( )
( )
Where: t = Test of significant differences
D = Test differences between two scores compared
= The mean of different scores
∑ = The sum of D scores
(∑ D) = The square of D scores N =The total number of students
(Gay, 1981 : 366)
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of two sections, the findings of the research and the discussion of research findings. The discussion deals with the description and interpretation of the findings.
A. Findings
The findings of the research deal with the application of Sustained Silent Reading method to improve the reading comprehension which consists of the students’ improvement ofliteral and interpretive comprehension.
1. Colculating the result of the students’ score in pre-test and post-test.
The mean score are presented following table
Table 4.1: The mean score of students’reading comprehension Indicator Mean score Improvement
Reading Comprehension
Pretest Posttest %
3.83 6.41 67
The mean score of post test was greater than mean score of pre test.
The mean score of gain (D) is 2.58. It shows that there is an increasing for each students after treatment.
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2. Scoring classification of the students pre test and post test.
The students scores of pre test and post test were classified into some criterias. The criteria and pecentage of the students score of pre test and post test are as follows:
a. Students’ pre test
Frequency and rate percentage of the students’ pre test in reading achievement.
Table 4.2 : Frequency and rate percentage in pre test
No Classification Score Frequency %
1 Excellent 9.6–10 - -
2 Very good 8.6–9.5 - -
3 Good 7.6 - 8.5 - -
4 Fairly good 6.6–7.5 1 3.33%
5 Fair 5.6 - 6.5 1 3.33%
6 Poor 3.6–5.5 20 66.67%
7 Very poor 0 - 3.5 8 26.67%
30 100%
The date shows the rate percentage and frequency of the students’ pre test in reading comprehension. From this table, it can be seen in pre test, there was 1 (3.33%) students classified into fairly good score, 1 (3.33%) students classified into fair score, 20 (66.67%) students classified into poor score, 8 (26.67%) students classified into very poor score. And none of them classified into excelent, very good and good.
b. Students’post test
Frequency and rate percentage of the students’ pre test in reading achievement
Table 4.2 : Frequency and rate percentage in post test
No Classification Score Freq %
1 Excellent 9.6–10 1 3.33%
2 Very good 8.6–9.5 1 3.33%
3 Good 7.6 - 8.5 3 10%
4 Fairly good 6.6–7.5 10 33.33%
5 Fair 5.6 - 6.5 7 23.33%
6 Poor 3.6–5.5 6 20%
7 Very poor 0 - 3.5 2 6.67%
30 100%
The date shows the rate percentage and frequency of the students’
pre test in reading comprehension. From this table, it can be seen in pre test, there was 1 (3.33%) student classified into excellent score, 1 (3.33%) student classified into very good score, 3 (10%) students classified into good score, 10 (33.33%) students classified into fairly good score, 7 (23.33%) students classified into fair score, 6 (20%) students classified into poor score, 2 (6.67%) students classified into very poor score.
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Figure 4.1: The mean score of students’ comprehension
Figure 4.1 indicates the difference mean score of students’
comprehension between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 3.83. After applying treatment, students’ mean score improved, where in posttest is 6.41. So, the difference score between both groups is 2.58. It meansthat students’ score in posttes was greaterthan students’ score inpretest. In other words, using Sustained Silent Reading methode is effective to improve students’
reading comprehension.
3. The effectiveness of Sustained Silent Reading method to improve reading comprehension before and after the treatment
The findings of the research also present the result description of the research through the distribution score of pretest and posttest on literal level and interpretive level of reading comprehension by using Sustained Silent Reading. It also describes the students’ reading comprehension
0 1 2 3 4 5 6 7
Main idea comprehension
pretest posttest
achievement in general through the distribution score of pretest and posttest. The result is presented in the following point.
a. The improvement of students’ literal comprehension
The students’ literal comprehension in reading can be seen in the following table:
Table 4.3: The mean score of students’ literal comprehension
Indicator Mean score Improvement
Main idea
Pretest Posttest %
3.67 6.08 66
Table 4.3 indicates that there are differences of students’ score of pretest and posttest in reading literal comprehension. The data analysis shows the students’ mean score improves from pretest to posttest. The students’ mean score of pretest is 3.67 and it is classified as poor.
However, after applying treatment the students’ literal comprehension improved. It is proved by students’ mean score in posttest is6.08 and it is classified as fairly good. So, the improvement of students’
achievement in literal Comprehension is 66%. It means that, using Sustained Silent Reading is effective to improve students’ literal comprehension in reading.
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Figure 4.2: The mean score of main idea in literal level
Figure 4.2 indicates the difference mean score of students’
comprehension of main idea in literal comprehension between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 3.67. After applying treatment, students’ mean score improved, where in posttest is 6.08. So, the difference score between both groups is 2.41. It means that students’ score in pretest was greater than students’ score in posttest. In other words, using Sustained Silent Reading methode is effective to improve students’ literal in reading comprehension.
0 1 2 3 4 5 6 7
Main idea
Main idea comprehension
Pretest Posttest
b. The improvement of students’ interpretive comprehension
The students’ interpretive comprehension in reading can be seen in the following table:
Table 4.4 : The mean scoreof students’ interpretive comprehension
Indicator Mean score Improvement
Conclusion of the story
Pretest Posttest %
4 6.75 68.75
Table 4.4 indicates that there are differences between students’
score of interpretive’ comprehension before and after using treatment in reading. The data analysis shows that thestudents’ mean scoreimproves from pretest to posttest. The students’ mean score of pretest is 4 and it classified as poor. However, after applying treatment the students’
interpretive comprehension improved. It is proved by students’ mean score in posttest is 6.75 and it classified as good. So, the improvement of students’ achievement in literal comprehension is 68.75%. It means that, using Sustained Silent Reading is effective to improve students’ literal comprehension in reading.
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Figure 4.3: The mean score of conclusion in interpretive level
Figure 4.3 indicates the students’ score of finding the conclusion of the story in interpretive level between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 4. After applying treatment,students’ meanscore improved, where in posttest is 6.75. So, the difference score between pretest and posttest is 2.75. It means that students’ score inposttestwas greater than students’ score in pretest. In other words, using Sustained Silent Reading is effective to improve students’ interpretive in reading comprehension.
0 1 2 3 4 5 6 7
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Figure 4.3: The mean score of conclusion in interpretive level
Figure 4.3 indicates the students’ score of finding the conclusion of the story in interpretive level between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 4. After applying treatment,students’ meanscore improved, where in posttest is 6.75. So, the difference score between pretest and posttest is 2.75. It means that students’ score inposttestwas greater than students’ score in pretest. In other words, using Sustained Silent Reading is effective to improve students’ interpretive in reading comprehension.
Conclusion of the story
Pretest Posttest Column1
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Figure 4.3: The mean score of conclusion in interpretive level
Figure 4.3 indicates the students’ score of finding the conclusion of the story in interpretive level between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 4. After applying treatment,students’ meanscore improved, where in posttest is 6.75. So, the difference score between pretest and posttest is 2.75. It means that students’ score inposttestwas greater than students’ score in pretest. In other words, using Sustained Silent Reading is effective to improve students’ interpretive in reading comprehension.
Table 4.5: The students’ improvement
Indicators
Mean score
Improvement Pretest Posttest
Reading comprehension 3.83 6.41 67
Main idea (Literal) 3.67 6.08 66
Conclusion (Interpretive) 4 6.75 68.75
Table 4.5 Indicates the difference mean score of students’
comprehension between pretest and posttest. Before applying treatment in pretest, the students’ mean score is 3.83. After applying treatment, students’ mean score improved, where in posttest is 6.41. So, the difference score between both groups is 2.58. It means that students’
score in posttes was greater than students’ score in pretest. The same thing also indicates that the students score in posttest improves after teaching reading comprehension by using Sustained Silent Reading methode for literal and interpretive level. Before giving treatment the students score’ in pretest for literal comprehension is 3.67 and interpretive comprehension is 4. However, after giving treatment, the students’ score in posttest improves to be 6.08 for literal and 6.75 for interpretive level. It means that, after using Sustained Silent Reading method gives improvement to the students’ comprehension in reading.
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In another type, the following graphic is designed to show the students’ improvement in reading comprehension.
Graphic 4.4 : The students’ improvementFigure
Figure 4.4 shows the students’ improvement before and after applying the treatment. There three levels of comprehension in reading are researched;the students’ reading comprehension,literal, interpretive level. The students’ improvement for reading comprehension is 67%, literal is 66% and interpretive is 68.75%. The application of Sustained Silent Reading method is effective to improve the reading comprehension, especially for literal and interpretive levels.
64.50%
65.00%
65.50%
66.00%
66.50%
67.00%
67.50%
68.00%
68.50%
69.00%
Reading comprehension
67,00%
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In another type, the following graphic is designed to show the students’ improvement in reading comprehension.
Graphic 4.4 : The students’ improvementFigure
Figure 4.4 shows the students’ improvement before and after applying the treatment. There three levels of comprehension in reading are researched;the students’ reading comprehension,literal, interpretive level. The students’ improvement for reading comprehension is 67%, literal is 66% and interpretive is 68.75%. The application of Sustained Silent Reading method is effective to improve the reading comprehension, especially for literal and interpretive levels.
Reading
comprehension Literal Interpretive 66.00%
68,75%
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In another type, the following graphic is designed to show the students’ improvement in reading comprehension.
Graphic 4.4 : The students’ improvementFigure
Figure 4.4 shows the students’ improvement before and after applying the treatment. There three levels of comprehension in reading are researched;the students’ reading comprehension,literal, interpretive level. The students’ improvement for reading comprehension is 67%, literal is 66% and interpretive is 68.75%. The application of Sustained Silent Reading method is effective to improve the reading comprehension, especially for literal and interpretive levels.
4. Test of significance (t-test)
In order to know whether or not different between pretest and posttest were significanty different, the test statisstical analysis was employed. In this case, the researcher used t-test (test of significance) for independent sample test, that is, a test to know the significant difference between the result of students’ mean scores in pretest and posttest. Assuming that the level of significance (α) = 0.05, the only thing which is needed; the degree of freedom (df) = 30, where n-1 = 29; then the result of t-test is presented in the following table:
Table 4.6 : The t-test of the students’ achievement in reading comprehension Variables/Indicator t-test t-table Remarks
Reading comprehension 8.06 2.045 Significantly different
Based on the result of the data analysis as summarized in table 4.6 above on the researcher found that the t-test is greater than the level of significance at t-table and the degree of freedom 29. The test for students’
reading comprehension is 8.06. Where the t-test is greater than t-table means that there is significantly difference between pretest and posttest after using treatment. It indicates that the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that Sustained Silent Reading method significantly improvesthe students’reading comprehension.
This means that the data of posttest as the final result gave significant improvement. It is concluded that the the application of Sustained Silent
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Reading is able to give greater contribution in teaching and learning reading comprehension.
B. Discussion
The discussion deals with arguments and further interpretation of the research findings of test result both the pretest and posttest results.
The description of the data collected through test as explained in the previous section shows that the students’ reading comprehension improves considerably. It is supported by the mean score rate of the students’ pretest and posttest.
The application of Sustained Silent Reading method develops the students’
reading comprehension more meaningfully than the conventional one. Sustained Silent Readingtechnique was able to change the students’ reading comprehension better than before. So it can be inferred statistically based on t-test value that Sustained Silent Reading method is more effective in developing students’
comprehension of literal and interpretive in reading skill.
Based on the result of the students’ answers either in control or experimental group before and after treatment, the researcher noticed that students often did not understand the questions of the text. They would copy something from the text, sometimes totally missing the point of the question. As the researcher analyzed students’ difficulties in reading comprehension, the researcher surmised that they had an underlying lack of linguistic competence in English that affected their reading. Some of the researcher’s conclusions were their lack of vocabulary knowledge led to not recognizing the ideas of the reading, even when
the question was literal and factual in the test. They also weak in interpreting the text given, and it also makes them difficult to read critically.
It proves that the problem on the background still occurs, however, the use of Sustained Silent Reading method was successfully maximized the students’
reading comprehension. The students were encouraged with the use of Sustained Silent Reading method in their reading. In addition, the application of Sustained Silent Reading to present lesson, the teacher is able to explain the meaning of each story section in a way that was creative and easy for her/his students to conceptualize. Moreover, the students are able to have an interactive role in the lesson by providing story explanations that the teacher added to the map. The visuals and colors contained in the map continued to reinforce the story meanings by providing several points of mental associations for the students. Thus, the students were able to internalize the meaning of each story section
The technique made the students be creative in doing their Sustained Silent Reading method of reading text. Furthermore, the students gained greater autonomy in the development of their reading. Yet, during and after the treatment period, they were more concerned with their own activities. Through systematic practice of Sustained Silent Reading method just like a brainstorming that can help students understand what they read.
In applying Sustained Silent Reading method, the students are able to improve the levels of reading comprehension. Those are literal and interpretive. In this case, the students showed their interest to make Sustained Silent Reading method while and after reading. The students also could improve their