CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
The researcher evaluated the data use the pre- and Post-Test scores of the students: The researcher utilized categorization abilities to give a grade to the students' reading comprehension in the following manner:
1. To find out the score of the students’ answer of the test, the researcher used formula :
𝑠𝑐𝑜𝑟𝑖𝑛𝑔 = 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑥 𝑠𝑐𝑜𝑟𝑒 𝑖𝑑𝑒𝑎𝑙 (100)
(Depdiknas, 2006)
a. The Assessment of Reading Comprehension
Table 3.1 the Assessment of Reading Comprehension (Identifying Main Idea)
No. Criteria score
1. The answer includes a clear generalization that states or implies the main idea
4 2. The answer states or implies the main idea
from the story
3 3. Indicator inaccurate or incomplete
understanding of main idea
2 4. The answer include minimal or no
understanding of main idea
1
5. No answer 0
(Harmer, 2012) Table 3.2 the Assessment of Reading Comprehension (Identifying Supporting
Details) No
.
Criteria Score
1
Students’ locates and uses all relevant information stated directly in the text to answer question, complete tasks, or otherwise demonstrate clear understanding
4
2
Students’ locates and uses most relevant information stated directly in the text to answer question, complete tasks, or otherwise demonstrate clear understanding
3
3
Students’ locates and uses some relevant information stated directly in the text to answer question, complete
tasks, or otherwise demonstrate clear understanding
2
4
Students’ locates and uses little or no relevant information stated directly in the text to answer questions, complete tasks, otherwise demonstrate clear understanding
1
5 No answer 0
(Harmer, 2012)
Table 3.3 the Assessment of Reading Comprehension (Meaning Word)
Criteria Score
Correct Answer 1
Wrong Answer 0
(Harmer, 2012) Table 3.4 Classifications the Score of The Students
Classification Score
Excellent 96-100
Very Good 86-96
Good 66-85
Fairy 56-65
Poor 36-55
Very Poor 0-35
(Gay, 2006) Calculating the mean of students answer the researcher used SPSS formula 2. The percentage of students achievement calculated used the formula :
P = 𝑋2 − 𝑋1
𝑋1 𝑥 100%
Where:
P= Percentage
x2= Average score of Post-Test x1 = Average score of Pre-Test
(Gay, 2006) 4. Calculated the value of the test to indicate the significance between Post-Test
and Pre-Test, the researcher used the SPSS formula.
30 CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
The data were collected by administering the test, the test was done twice, namely Pre-Test and Post-Test, the Pre-Test was given before the treatment and the Post-Test was given after treatment.
1. The Improvement of The Students’ Literal Reading Comprehension The researcher found that using webtoon application is effective in improving the students’ literal reading comprehension. Those are identified as the main idea, supporting details, and meaning words. It can be seen from the table below:
Table 4.1 The Improvement Students’ Literal Reading Comprehension Indicator Pre-Test Post -Test Improvement
Main idea 60,75 71,25 14,74 %
Supporting details 44,75 51,25 12,69%
meaning words 42,50 64,50 34,10%
∑ X (jumlah) 148 193,5 61,53 %
Literal reading
comprehension 49,33 62,33 20, 51 %
Based on the table above, it shows the mean score of the indicator of each variable in students’ literal reading comprehension. It indicated that using webtoon applications in teaching and learning reading comprehension is effective because there is improvement in students’ achievement from Pre-test to Post-Test. The mean score of Pre-Test and Post-Test was improved. The students’ mean score of main idea in Pre-Test was 60,75 improved to 71,25 in Post-Test and the improvement from Pre-Test to Post-Test was 14,74%, the students’ mean score of
supporting details in Pre-Test is 44,75 improved to 51,25 in Post-Test and the improvement from Pre-Test to Post-Test was 12,69 %, while the students’ mean score of Meaning words in Pre-Test was 42,50 improved to 64,50 in Post-Test and the improvement from Pre-Test to Post-Test was 34,10 %. Therefore, from the exact general information, the mean score of students’ literal reading in Pre-Test was 49,33, and mean score of Post-Test was 62,33, and the improvement of Pre- Test and Post-Test was 20,51 %. Based on the result it concluded that the use of webtoon application was able to make a good contribution to develop students achievement in reading especially in literal reading comprehension.To see the clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented.
Picture 4.1 the Improvement Students’ Literal Reading Comprehension
Based on the picture, the average increase in student achievement in literal reading comprehension is about 21%, and the highest increase is in meaning words about 34%, and each increased 14% in main idea and 13% in supporting details.
2. The Classification and Percentage of The Students’ Literal Reading Comprehension
a. Frequency and Rate Percentage of The Students Literal Reading Comprehension in Main Idea
Table 4.2 Frequency and Rate Percentage of The Students Literal Reading Comprehension in Main Idea
No Classificatio
n Score
Pre-Test Post-Test
Frequenc y
Percentag
e Frequency Percentag e 1 Excellent 96-
100 - - 2 10%
2 Very good 86-96 1 5% 1 5%
3 Good 66-85 6 30% 8 40%
4 fairy 56-65 6 30% 5 25%
5 Poor 36-55 5 25% 4 20%
6 Very poor 0-35 2 10% - -
Total 20 100% 20 100%
Based on rate percentage on table 4.2, in Pre-Test it is found that there is no students got excellent classification, were 1 (5%) student got very good classification, students’ got good classification 6 (30%), students got fairly 6 (30%), and poor classification 2 (10%). Then, the percentages of students in Post-Test its is found that , were 2 (10%) students got Excellent classification, 1 (5%) students got very good classification, 8 (40%) students got good classification, 5 (25%) students got fairly classification, and 4 (20%) students got poor classification.
To see clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented.
Picture 4.2 the Frequency and Rate Percentage of The Students Literal Reading Comprehension in Main Idea
b. Frequency and Rate Percentage of The Students Literal Reading Comprehension in Supporting Details
Table 4.3 Frequency and Rate Percentage of the Students Literal Reading Comprehension in Supporting Details
N o
Classificatio
n Score
pre-test post-test
Frequenc y
percentag
e frequency Percentag e 1 Excellent 96-
100 - - 2 10%
2 Very good 86-96 - - - -
3 Good 66-85 4 20% 1 5%
4 fairy 56-65 - - 4 20%
5 Poor 36-55 8 40% 9 45%
6 Very poor 0-35 8 40% 4 20%
Total 20 100% 20 100%
Based on rate percentage on table 4.3, in Pre-Test it is found that there are no students who got excellent,very good and fairly classification, were 4 (20%) students got good classification, 8 (40%) students got poor classification, and 8 (40%) students got very poor classification. Then, the percentages of students in Post-Test its is found that there is no students got very good classification, 2 (10%) students got excellent classification, 1 (5%) students got good classification, 4 (20%) students got fairly classification, 9 (40%) students got poor classification,and 4 (20%) students got very poor classification.
To see clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented.
Picture 4.3 the Frequency and Rate Percentage of the Students Literal Reading Comprehension in Supporting Details
c. Frequency and Rate Percentage of The Students Literal Reading Comprehension in Meaning Words
Table 4.4 Frequency and Rate Percentage of The Students Literal Reading Comprehension in Meaning Words
no Classification Score pre-test post-test
Frequency percentage frequency Percentage
1 Excellent 96-100 - - 2 10%
2 Very good 86-96 - - - -
3 Good 66-85 2 10% 7 35%
4 fairy 56-65 2 10% 6 30%
5 Poor 36-55 9 45% 5 25%
6 Very poor 0-35 7 35% - -
Total 20 100% 20 100%
Based on rate percentage on table 4.4, in Pre-Test it is found that there is no students got excellent and very good classification, were 2 (10%) students got good classification, 2 (10%) got fairly classification, 9 (45%) students got poor classification, and 7 (35%) students got very poor classification. Then, the percentages of students in Post-Test its is found that there is no students got very good and very poor classification, 2 (10%) students got excellent classification, 7 (35%) students got good classification, 6 (30%) students got fairly classification and 5 (25%) students got poor classification.
To see clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented.
Picture 4.4 The Frequency and Rate Percentage of The Students Literal Reading Comprehension in Meaning Words
d. Frequency and Rate Percentage of The Students Literal Reading Comprehension
Table 4.5 Frequency and Rate Percentage of The Students Literal Reading Comprehension
No Classification Score
Pre-Test Post-Test
Frequency Percentage Frequency Percentage
1 Excellent 96-100 - - - -
2 Very Good 86-96 - - - -
3 Good 66-85 3 15% 6 30%
4 Fairy 56-65 1 5% 7 35%
5 Poor 36-55 15 75% 7 35%
6 Very Poor 0-35 1 5% - -
Total 20 100% 20 100%
Based on rate percentage on table 4.5, in Pre-Test it is found that there is no students got excellent and very good classification, were 3 (15%) students got good classification, students’ got fairy classification 1 (5%), students got good 1 (5%), and the highest percentage of students in poor classification 15 (75%). Then, the percentages of students in Post-Test it is found that no students got excellent, very
good and very poor classification, 6 (30%) students got good classification, 7 (35%) students got fairly classification, and 7 (35%) students got poor classification.
To see the clearly the improvement of the students’ achievement in literal reading comprehension, the following picture is presented
Picture 4.5 the Frequency and Rate Percentage of the Students Literal Reading Comprehension
3. Hypothesis Testing (T-Test of Significant)
The result of t-test is higher than t-table value, the null hypothesis (H0) is rejected, and if the result of t-test is lower than the t-table value, the null hypothesis (H0) is accepted. The result of the statiscal analysis of t-test at the level of significance 0.06 with degree of freedom (df) = n-1, where n: number of students are 20.
It can be seen as follow:
df = n-1
df = 20 – 1, df = 19
Based on the level of significance and the degree of freedom (df)=19, p=0.05 above,the value of t-table=1.72913.The result of t-test for used webtoon application improved students’ literal reading comprehension, it could be seen below :
Table 4.6 T-Test Calculate Value
Paired Differences
t df
Sig.
(2- taile
d) Mean
Std.
Deviati on
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pai
r 1 Pre- Test - Post- Test
- 13.000 00
8.9608 6
2.003 71
- 17.193 81
- 8.806 19
- 6.48 8
19 .000
Table 4.6, showed that t-test value for literal reading comprehension focus on used webtoon application improved literal reading comprehension of students with the t-test value is 6.488 >1.72913. It indicated that the result of the t-test value in all of the variables and indicator is higher than t-table value. It means there is improvement of students’ achievement in literal reading comprehension after being taught through webtoon application.
B. Discussion
This section discussed the result of data collection and analysis to describe the students’ achievement of reading in teaching and learning process by using webtoon application. The description of data collection from literal reading comprehension as explained in the previous section showed that the students’
achievement of literal reading comprehension was improved. It was supported by mean score and percentage of the students’ Pre-Test and Post-Test result. Based on the findings above, the use of webtoon applications help students to develop their achievement in reading.
1. The Improvement of Students’ Achievement in Literal Reading Comprehension
According to Djiwandono (2018), Webtoon has the potential to influence how young people read and print ideas. Webtoon is a Korean term for web comics that combines the words "web" and "cartoon." Initially, several various words were used to refer to the digital comics that were published on Korean websites.
According to eka (2019) webtoon is a popular Korean art which spreads very quickly among the younger generation because it is easily accessible, provides many genres, webtoon publication is also fast and makes readers feel curious. This is great for the learner to get the main thing in the webtoon story and become a multitasking tool.
Reading is one of the most important skills in English. Through reading, the students are able to understand the meaning that the writer delivered through the text. Therefore, one of the aspects of reading is literal comprehension. It is the
understanding of information and facts directly stated in the text. It is recognized as the first and most basic level of comprehension in reading. Thus, some of the students as non-English native speakers are still confused to understand the text, it is because most of them lack vocabulary and general understanding of English reading. Thus, the researcher tried to overcome this problem using webtoon applications as a strategy to teach reading.
After the calculating the entered of the score variable:
a. The description of data collected through reading test as explained in previous section shows that the students’ literal reading comprehension in term main idea was improved, it can be seen from the mean score of main idea in Pre-Test was 60,75 and the mean score of Post-Test was 71,25 , the improvement of pre-tet and Post-Test was 14,74%.
b. The description of data collected through reading test as explained in previous section shows that the students’ literal reading comprehension in term supporting details was improved, it can be seen from the mean score of supporting details in Pre-Test was 44,75 and the mean score of Post-Test was 51,25, the improvement of pre-tet and Post-Test was 12,69%.
c. The description of data collected through reading test as explained in previous section shows that the students’ literal reading comprehension in term meaning words was improved, it can be seen from the mean score of meaning words in Pre-Test was 42,50 and the mean score of Post-Test was 64,50, the improvement of Pre-Test and Post-Test was 34,10 %.
Based on the table 4.4 shows the mean score of the indicator of each variable in students’ literal reading comprehension. It indicated that using webtoon applications in teaching and learning reading comprehension is effective because there is improvement in students’ achievement from Pre-Test to Post-Test. The mean score of Pre-Test and Post-Test was improved. From the exact general information, the mean score of students’ literal reading in Pre-Test was 49,33 and mean score of Post-Test was 62,33, and the improvement of Pre-Test and Post-Test was 20,51 %. And from the rate percentage that there is no students got excellent and very good classification, were 3 (15%) students got good classification, students’ got fairy classification 1 (5%), students got good 1 (5%), and the highest percentage of students in poor classification 15 (75%). Then, the percentages of students in Post-Test it is found that there are no students who got excellent, very good and very poor classification, 6 (30%) students got good classification, 7 (35%) students got fairly classification, and 7 (35%) students got poor classification.
2. The Significant Differences of T-Test and T-Table
Through the result of Pre-Test and Post-Test, the result of t-test value of the level of the significant = 0.05, degree of the freedom (df) = 19, indicated that t-table value is 1.73 and t-test value is 6.488. t-test value for literal reading comprehension focus on used webtoon application improved literal reading comprehension of students with the t-test value is 6.488 >1.72913. It indicated that the result of the t- test value in all of the variables and indicators is higher than t-table value. It means
there is an improvement of students’ achievement in literal reading comprehension after being taught through webtoon application.
Therefore, it can be concluded that the statistical hypothesis of H1 is accepted and the statistical hypothesis of HO is rejected. It means that using webtoon application in teaching reading comprehension improves the students’ achievement in literal reading comprehension. It is supported according to Juniarto (2019) from universitas negeri Surabaya. Who used webtoon comics in learning narrative text, students’ reading comprehension, and students’ responses to the media based on the data, the results showed that the use of webtoon comics as learning to read narrative text. Student assignments show that most students can understand text and students' responses indicate that they are interested in learning to read text using digital comic media.
43 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result it concluded that the use of webtoon application was able to give a good contribution to develop students' achievement in reading especially in literal reading comprehension.
1. The use of webtoon can develop students’ achievement of literal reading comprehension in terms Main Idea, it is proven by students’ the mean score of main idea in Pre-Test was 44,75 and the mean score of Post-Test was 51,25, the improvement of pre-tet and Post-Test was 14,74%.
2. The use of webtoon can develop students’ achievement of literal reading comprehension in terms supporting details, it is proven by students’ mean score of supporting details in Pre-Test was 42,50 and the mean score of Post- Test was 64,50, the improvement of pre-tet and Post-Test was 12,69 %.
3. The use of webtoon can develop students’ achievement of literal reading comprehension in terms meaning words, it is proven by students’ mean score of meaning words i in Pre-Test was 42,50 and the mean score of Post-Test was 64,50, the improvement of pre-tet and Post-Test was 20,51 %.
4. The use of webtoon can develop students’ achievement of literal reading comprehension, it is proven from the extract general information, the mean score of students’ literal reading in Pre-Test was 49,33, and mean score of Post-Test was 62,33, and the improvement of Pre-Test and Post-Test was 20,51 %.
B. Suggestion
Based on those findings above, the researcher here wanted to give the solutions to solve the problem in teaching English by giving these suggestions.
1. The Teacher
The researcher suggests that teachers should be more creative in teaching English, especially reading. Because in mastering English you need more methods or techniques to improve it and the researcher suggests the teacher should be more patient to help the students to solve their problem in learning English.
2. The Students
The students should be confident in learning English, especially in reading an English text. Then, they should change their mindset that English is not that difficult.
3. The other researchers
The other researchers who would like to conduct similar research. They are suggested to apply the technique to different levels of the students because every school has different levels of the students. The other researcher should be creative and innovative to modify the activities of the technique in using webtoon application to improve students’ achievement in reading.
45
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