Suggestion - CONCLUSION AND SUGGESTION - using blog to increasestudents'readingcomprehension

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Based on the conclusion above, the writer presents some suggestions as follows:

1. It is suggested to the teacher especially for the English Teacher at the Eleventh Grade Students of SMA Batara Gowa, to use a Blog as one alternative among other teaching that can be used in teaching reading comprehension.

2. It is suggested to the English Teacher at English Teacher at the Eleventh Grade Students of SMA Batara Gowa, to use a Blog in presenting the reading comprehension materials because it is effective to increase the students’ reading comprehension.

3. It is suggested to the next writer to use this thesis as an additional reference.

BIBLIOGRAPHY

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Learning Difficulties.(Online)

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A Micro Ethnography Study At Al Jabar Elementary School Gondang, Sragen (Doctoral dissertation, UniversitasMuhammadiyah Surakarta).(Online)

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62 A.1 The Students’ Row Scores of Pre-test A.2. The Students’ Row Scores of Post-test

A.3.The students’ Scores of Pretest

 

X1 and Post-test

 

X2 , Gain/Difference between the Matched Pairs (D), and Square of the Gain

 

^D²

A.4. Scoring Classification of the students pretest and posttest

A.5. Calculation of the Mean Score of Students’ Reading Comprehension A.6. The Percentage of the Students’ Development in Reading Comprehension A.7. Calculating test of significance

A.8. Table distribution of T-Value

APPENDIX A

63 APPENDIX A.1

The Students’ Row of Pre-test

Respondents Pre-test

Literal Comprehension Interpretative Comprehension

Main Idea Conclusion

Abdul Harun 70 75

Anjelus Sapong 75 70

Arham 65 60

Asrul B 68 65

Fadil 55 65

Flora Hayati 65 70

Haryanti Yostan 75 65

Ismail Rifki Syahrani 60 55

Muh. Dandi 75 65

Muh. Ridho 80 75

Muhammad Tamrin 72 70

Muhammad Rais 75 64

Muhammad Syafaat 60 60

Nur Asia 75 70

Paulina Asri 70 75

Rahman Sudirman 70 65

Suci Sutra Syam 75 80

Tanisa Putri 65 65

Aditya Santoso 60 65

Sarianus Nelbut 75 75

Nurhafsani 65 60

Total

X= 1450 X= 1414

Mean Score (X) X= 69 X= 67,3

64 APENDIX A.2

The Students’ Row of Post-test

Respondents

Post-test

Literal Comprehension Interpretative Comprehension

Main Idea Conclusion

Abdul Harun 80 85

Anjelus Sapong 85 85

Arham 70 70

Asrul B 75 75

Fadil 60 65

Flora Hayati 70 75

Haryanti Yostan 80 80

Ismail Rifki Syahrani 65 70

Muh. Dandi 75 65

Muh. Ridho 90 85

Muhammad Tamrin 80 75

Muhammad Rais 80 70

Muhammad Syafaat 75 65

Nur Asya 85 80

Paulina Asri 80 85

Rahman Sudirman 80 75

Suci Sutra Syam 90 85

Tanisa Putri 82 70

Aditya Santoso 75 75

Sarianus Nelbut 80 80

Nurhafsani 65 60

Total ∑ = 1622 ∑ = 1575

Mean Score (X) X= 77,2 X= 75

65 APPENDIX A.3

The students’ Scores of Pretest and Post-test , Gain/Difference between The matched pairs (D), and Square of the Gain

1. Literal Comprehension

Respondents

Literal Comprehension

Pre-test Post-test D (X2-X1) D²

Abdul Harun 70 80 10 100

Anjelus Sapong 75 85 10 100

Arham 65 70 5 25

Asrul B 68 75 7 49

Fadil 55 60 5 25

Flora Hayati 65 70 5 25

Haryanti Yostan 75 80 5 25

Ismail Rifki Syahrani 60 65 5 25

Muh. Dandi 75 75 0 0

Muh. Ridho 80 90 10 100

Muhammad Tamrin 72 80 8 64

Muhammad Rais 75 80 5 25

Muhammad Syafaat 60 75 15 225

Nur Asya 75 85 10 100

Paulina Asri 70 80 10 100

Rahman Sudirman 70 80 10 100

Suci Sutra Syam 75 90 15 225

Tanisa Putri 65 82 17 289

Aditya Santoso 60 75 15 225

Sarianus Nelbut 75 80 5 25

Nurhafsani 65 65 0 0

Total ∑ =1450 ∑ =1622 ∑ =172 ∑ = 1852

66 2. Interpretive Comprehension

Respondents Interpretive Comprehension Pre-test Post-test D (X2-X1) D²

Abdul Harun 75 85 10 100

Anjelus Sapong 70 85 15 225

Arham 60 70 10 100

Asrul B 65 75 10 100

Fadil 65 65 0 0

Flora Hayati 70 75 5 25

Haryanti Yostan 65 80 15 225

Ismail Rifki Syahrani 55 70 15 225

Muh. Dandi 65 65 0 0

Muh. Ridho 75 85 10 100

Muhammad Tamrin 70 75 5 25

Muhammad Rais 64 70 6 36

Muhammad Syafaat 60 65 5 25

Nur Asya 70 80 10 100

Paulina Asri 75 85 10 100

Rahman Sudirman 65 75 10 100

Suci Sutra Syam 80 85 5 25

Tanisa Putri 65 70 5 25

Aditya Santoso 65 75 10 100

Sarianus Nelbut 75 80 5 25

Nurhafsani 60 60 0 0

Total ∑ =1414 ∑ =1575 ∑ =161 ∑ =1661

67 APPENDIX A.4

1. Scoring Classification of the students pretest and posttest Literal

Respondents

Literal Comprehension

Pre-test Classification Post-test Classification

Abdul Harun 70 Fairly Good 80 Good

Anjelus Sapong 75 Fairly Good 85 Good

Arham 65 Fairly 70 Good

Asrul B 68 Fairly Good 75 Fairly Good

Fadil 55 Poor 60 Fairly

Flora Hayati 65 Fairly 70 Fairly Good

Haryanti Yostan 75 Fairly Good 80 Good

Ismail Rifki Syahrani 60 Fairly 65 Fairly

Muh. Dandi 75 Fairly Good 75 Fairly Good

Muh. Ridho 80 Good 90 Very Good

Muhammad Tamrin 72 Fairly Good 80 Good

Muhammad Rais 75 Fairly Good 80 Good

Muhammad Syafaat 60 Fairly 75 Fairly Good

Nur Asya 75 Fairly Good 85 Good

Paulina Asri 70 Fairly Good 80 Good

Rahman Sudirman 70 Fairly Good 80 Good

Suci Sutra Syam 75 Fairly Good 90 Very Good

Tanisa Putri 65 Fairly 82 Good

Aditya Santoso 60 Fairly 75 FairlyGood

Sarianus Nelbut 75 Fairly Good 80 Good

Nurhafsani 65 Fairly 65 Fairly

2. Scoring Classification of the students pretest and posttest Interpretive

Respondents

Interpretive Comprehension

Pre-test Classification Post-test Classification

Abdul Harun 75 Fairly Good 85 Good

Anjelus Sapong 70 Fairly Good 85 Good

Arham 60 Fairly 70 FairlyGood

Asrul B 65 Fairly 75 FairlyGood

Fadil 65 Fairly 65 Fairly

Flora Hayati 70 Fairly Good 75 Fairly Good

Haryanti Yostan 65 Fairly 80 Good

Ismail Rifki Syahrani 55 Poor 70 Fairly Good

Muh. Dandi 65 Fairly 65 Fairly

Muh. Ridho 75 Fairly Good 85 Good

Muhammad Tamrin 70 Fairly Good 75 Fairly Good Muhammad Rais

64 Fairly 70 Fairly Good

Muhammad Syafaat

60 Fairly 65 Fairly

Nur Asya 70 Fairly Good 80 Good

Paulina Asri 75 Fairly Good 85 Good

Rahman Sudirman 65 Fairly 75 Fairly Good

Suci Sutra Syam 80 Good 85 Good

Tanisa Putri 65 Fairly 70 Fairly Good

Aditya Santoso 65 Fairly 75 Fairly Good

Sarianus Nelbut 75 Fairly Good 80 Good

Nurhafsani 60 Fairly 60 Fairly

69 APPENDIX A.5

Mean score of the Pre-test and Post-test and Gain(D)

a. The students’ mean score of pre-test and post-test in reading for literal comprehension

Pre-test: =

=

= 69 (Fairly Good)

Post-test: =

= 1622

= 77,2 (Good)

b. The students’ mean score of pre-test and post-test in reading for interpretive comprehension

Pre-test: =

= 1414 21

= 67,3 (Fairly Good)

Post-test: = = 1575

21 = 75 (Good)

c. The students’ Mean score of gain (D) literal comprehension

Md = N



Md =

Md = 8,2

d. The students’ Mean score of gain (D) interpretive comprehension

Md = N



Md =

Md = 7,6

71 APPENDIX A.6

The percentage of the students’ development in reading comprehension

1. Literal Comprehension

= × 100%

= ^, × 100%

=8,2

69× 100%

= 11,8 %

2. Interpretive Comprehension

= −

× 100%

= 75−67,3

67,3 × 100%

= 7,7

67,3× 100%

= 11,4 %

72 APPENDIX A.7

Test of significance

a. Test of significance of Literal Comprehension T =

 





2 2









N N

N d d



21 1



21 21

) 172 1852 (

8,2







21 1



21 21 29584 1852

2 , 8





420 1408 1852

2 , 8

 

420 444 2 ,

 8

05 , 1 2 ,

 8

02 , 1

2 ,

 8

0 . 8



b. Test of significance of interpretive comprehension T =

 





2 2









N N

N d d

 



21 1



21 21 1661 161

6 , 7







21 1



21 21 25921 1661

6 , 7





420 1234 1661

6 , 7

 

420 427 6 ,

 7

01 , 1

6 ,

 7

00 , 1

6 ,

 7

6 , 7



74 APPENDIX A.8

TABLE DISTRIBUTION OF T-VALUE Degree of freedom (df) = N – 1=21 – 1= 20, T- table= 2.08596

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.0000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30 2 0.8165 1.88562 2.91999 4.30265 6.96456 9.92484 22.327 3 0.7648 1.63774 2.35336 3.18245 4.54070 5.84091 10.214 4 0.7407 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731 5 0.7266 1.47588 2.01505 2.57058 3.36493 4.03214 5.8934 6 0.7175 1.43976 1.94318 2.44691 3.14267 3.70743 5.2076 7 0.7111 1.41492 1.89458 2.36462 2.99795 3.49948 4.7852 8 0.7063 1.39682 1.85955 2.30600 2.89646 3.35539 4.5007 9 0.7027 1.38303 1.83311 2.26216 2.82144 3.24984 4.2968 10 0.6998 1.37218 1.81246 2.22814 2.76377 3.16927 4.1437 11 0.6974 1.36343 1.79588 2.20099 2.71808 3.10581 4.0247 12 0.6954 1.35622 1.78229 2.17881 2.68100 3.05454 3.9296 13 0.6938 1.35017 1.77093 2.16037 2.65031 3.01228 3.8519 14 0.6924 1.34503 1.76131 2.14479 2.62449 2.97684 3.7873 15 0.6912 1.34061 1.75305 2.13145 2.60248 2.94671 3.7328 16 0.6901 1.33676 1.74588 2.11991 2.58349 2.92078 3.6861 17 0.6892 1.33338 1.73961 2.10982 2.56693 2.89823 3.6457 18 0.6883 1.33039 1.73406 2.10092 2.55238 2.87844 3.6104 19 0.6876 1.32773 1.72913 2.09302 2.53948 2.86093 3.5794 20 0.6869 1.32534 1.72472 2.08596 2.52798 2.84534 3.5518 21 0.6863 1.32319 1.72074 2.07961 2.51765 2.83136 3.5271 22 0.6858 1.32124 1.71714 2.07387 2.50832 2.81876 3.5049 23 0.6853 1.31946 1.71387 2.06866 2.49987 2.80734 3.4849 24 0.6848 1.31784 1.71088 2.06390 2.49216 2.79694 3.4667 25 0.6844 1.31635 1.70814 2.05954 2.48511 2.78744 3.4501 26 0.6840 1.31497 1.70562 2.05553 2.47863 2.77871 3.4350 27 0.6836 1.31370 1.70329 2.05183 2.47266 2.77068 3.4210 28 0.6833 1.31253 1.70113 2.04841 2.46714 2.76326 3.4081 29 0.6830 1.31143 1.69913 2.04523 2.46202 2.75639 3.3962 30 0.6827 1.31042 1.69726 2.04227 2.45726 2.75000 3.3851 31 0.6824 1.30946 1.69552 2.03951 2.45282 2.74404 3.3749 32 0.6822 1.30857 1.69389 2.03693 2.44868 2.73848 3.3653 33 0.6820 1.30774 1.69236 2.03452 2.44479 2.73328 3.3563 34 0.6817 1.30695 1.69092 2.03224 2.44115 2.72839 3.3479 35 0.6815 1.30621 1.68957 2.03011 2.43772 2.72381 3.3400 36 0.6813 1.30551 1.68830 2.02809 2.43449 2.71948 3.3326 37 0.6811 1.30485 1.68709 2.02619 2.43145 2.71541 3.3256 38 0.6810 1.30423 1.68595 2.02439 2.42857 2.71156 3.3190 39 0.6808 1.30364 1.68488 2.02269 2.42584 2.70791 3.3127 40 0.6806

1.30308 1.68385 2.02108 2.42326 2.70446 3.3068 (Subana, et al, 2005: 8

75 B.1 Pre-test

B.2 Post-test B.3. Lesson Plan B.4. Documentations

APPENDIX B

Appendix B.1 Pre test

Name:

The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. “Peep, peep” the little ducklings cried. “Quack, quack” their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days.

Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn’t look like the others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming lesson. The huge grey duckling splashed and paddled about just as nicely as the other ducklings did. “That is not a turkey chick. He is my very own son and quite handsome” the mother said proudly. However, the other animals didn’t agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind. “You are very ugly” they quacked. The little poor duckling was very unhappy. “I wish I looked like them” he thought to himself.

One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter.

Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. “Oh, dear. these beautiful birds will laugh and peck me too” he said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. “I am not an ugly duckling but a beautiful swam” he exclaimed.

Find the Main Idea

He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

1. What is the main idea of the first paragraph?

2. Write down two supporting ideas of the first paragraph!

3. What is the main idea of the second paragraph?

4. Write down two supporting ideas of the second paragraph!

5. What is the main idea of the third paragraph?

6. Write down two supporting ideas of the third paragraph?

7. What is the main idea of the last paragraph?

8. Write down supporting ideas of the third paragraph?

The Ugly Duckling

Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn’t look like the others at all. He was like a turkey.

One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter.

He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

Find the Conclusion

1. Make inferences based on the facts based on the story.

2. What lesson can you learn on the story

Appendix B.2 Post test

Name:

Teberu

Once upon a time, there was a king who ruled in Teberu Lombok, who had a beautiful daughter called Puteri Mandalika. Because of her beauty, princes and kings from other kingdom around Teberu wished that she would be their wife. Six of them came to Teberu and ask for her hand of marriage. They were Prince Bumbang, Prince Aryo Johor, Prince Singa Trasak, Prince Daria Loka, Prince Gunung Piring and Prince Bungsu. Each prince wanted to win the hearth of Puteri Mandalika.

Her father, the king of Teberu, was very confused and did not know what to do. If he chose one prince instead of another then it would create jealousy and there could be war against his kingdom. All the princes were handsome and powerful and so the king allowed his daughter to make her own choice. But Puteri Mandalika was confused too and she also knew the dangerous risk that her kingdom and people would get, if she chose either one of the princes.

After several days of serious thinking, Puteri Mandalika met her parents and asked her permission to announce her decision in front of all the princes and the people of Teberu the next day in the beach. Early next morning, everybody gathered on the beach. There was a gentle breeze with small waves breaking softly across the shore. Everybody was looking at Puteri Mandalika, waiting for her announcement.

Meanwhile, the six princes prayed in their heart that he would be the chosen one. Then in a loud and clear voice, Puteri Mandalika Said, ”Oh my beloved mother and father, all the princes and especially the people of Teberu Kingdom. Today I would like to announce that I will not give myself to any one of the princes, but rather to all people of Teberu and my own kingdom.” Then

Find the Main Idea

Puteri Mandalika threw herself into the sea from the top of a hill and disappeared.

Everybody desperately search for her but she could not be found and people believed she was transformed into flowing sea worms called “nyale”

1. What is the main idea of the first paragraph?

2. Write down two supporting ideas of the first paragraph!

3. What is the main idea of the second paragraph?

4. Write down two supporting ideas of the second paragraph!

5. What is the main idea of the third paragraph?

6. Write down two supporting ideas of the third paragraph?

7. What is the main idea of the last paragraph?

8. Write down two supporting ideas of the third paragraph?

Teberu

Everybody desperately search for her but she could not be found and people believed she was transformed into flowing sea worms called “nyale”.

Find the Conclusion

Dalam dokumen using blog to increasestudents'readingcomprehension (Halaman 56-83)