CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
One of the important elements of a research was the technique of data analysis. In this research the researcher analysed all the data by using quantitative data. The quantitative data was used to analysed and calculated the students’
scores of reading skill.
1. In giving score for the students in reading categories used as follow:
Students score = X 10
(Salmi, 2006) Indicators of Reading:
a. The Students’ Reading in Literal Comprehension (Main Idea) Table 3.1 Scoring Rubric of 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
(Adapted from Latief, et.al 2017) b. The students’ Reading in Literal Comprehension (Supporting Details)
Table 3.2 Scoring Rubric in Supporting Details
No. Criteria Score
1.
Relevant telling quality details give reader important information that goes benyond the obvious or predictable
4
2.
Supporting idea or information were relevant, but one key issue almost unsupported or more predictable than others
3
3.
Supporting idea or information were relevant, but one or more key issues almost unsupported or fairly predictable
2
4.
Supporting idea or information were somewhat relevant, but several key issues were unsupported or all fairly predictable
1 (Harmer in Tessilia, 2019)
2. Scoring Classification Students’ Reading Skill
Table 3.3 Scoring classification students’ reading skill
No Score Classification
1 96-100 Excellent
2 86-95 Very Good
3 76-85 Good
4 66-75 Fairly Good
5 56-65 Fair
6 36-55 Poor
7 00-35 Very Poor
(Depdikbud in Tessilia, 2019) 3. Calculating the mean score of the students’ reading skill by using the following
formula:
∑
Notes :
X = Mean score
∑ = The sum of all score
N = The number of students
4. To know how improvment of the score in literal comprehension. The improvment of the students’ score in main idea and supporting details.
P =
x100
Where:
P = Percentage of the students X1 = The mean score of pre test X2 = The mean score post test
5. Finding out the significant different between the pre test and post test by using the following:
Formula
t = ̅
√∑ (
∑ )
( )
Where:
t = The significance
D = The mean of the different
̅ = The sum of all score
N = The total number of score, (Gay in Tessilia, 2019)
32
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings of the research and discussion about the findings.
A. Findings
In this research, researcher using WhatsApp. Every students have WhatsApp to communicate with research. Researcher taught the students by using voice note and send material files on WhatsApp.
The findings of this research deal with the students’ score. They were the students’ score classification, the mean scores and standard deviation of pre-test and post-test, and the t-test value. The findings described as follows:
1. The Students’ Reading Comprehension
The students’ score of pre-test and post-test were observed based on components of reading. The data can be seen in the following table:
Table 4.1.Frequency and Rate Percentage of the Students’ Reading Comprehension on Literal Comprehension (Main Idea)
The table above shows that the Making Connections Strategy improved the students’reading skill in finding main idea from pre-test and post test in which post test was greater than pre test. In the pre-test, no students in the excellent and fair category is zero. Almost all students are in the very poor category or 33 students are in the very poor category. In the post test, there are no students score in excellent, very good, and fair category. Some students are in the poor category.
Figure 4.1: the rate frequency of the students’ score in pre-test and post-test in main idea
The chart above showed that the rate of students’ score in pre test and post test. After applied the Making Connections Strategy in finding main idea, the score of students’ improved where pre test was higher than post test. It is very clear that students’ score in the very poor category decreased very significantly up
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Excellent Very good Good Fairly good Fair Poor Very poor
Pre-Test Post- Test
94,3%
42,9%
51,4%
5,7%
2,86%
0,0% 0,0% 0,0%
0,0%
0,0% 0,0%
0,0% 0,0% 2,86%
to more than 50%. However in the poor category the percentase improved from 5,7% to 51,4%. Meanhwile, excellent, very good, and fair category remained zero.
Table 4.2.Frequency and Rate Percentage of the Students’ Reading Comprehension on Literal Comprehension (Supporting Details)
No Score Classifying
Pre-Test Post-Test
Frequency Percentage Frequency Percentage
1 96-100 Excellent - - - -
2 86-95 Very Good - - - -
3 76-85 Good - - 5 14.29%
4 66-75 Fairly good - - 10 28.57%
5 56-65 Fairly - - - -
6 36-55 poor 10 28.6% 17 48.6%
7 00-35 Very poor 25 71.4% 3 8.6%
Total 35 100% 35 100%
The table above shows that the Making Connections improved the reading supporting detail of the students from pre-test and post test in which posttest was greater than pretest. In the pre test, more than half of the students were in the very poor category. In the excellent to fairly category, it is zero. In the excellent post test category, very good and fairly had the same result, which is zero.
Figure 4.2: the rate frequency of the students’ score in pre-test and post- test in suporting details
The chart above showed that the rate of students’ score in pre test and post test. After applied the Making Connections Stategy in main idea, the score of students’ improved in whichs the pre test scores was higher than the post test scores. There is an increase in the category good and fairly good that is 14% in the good category and 28% in the fairly good category. However in the very poor category the score decreased very drastically up to 60%. Meanwhile in the excellent, very poor and fair ategory it is still zero.
2. Hypothesis Testing
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 with the degree of freedom (df) = N-1 (35-1= 34), where the the value of table is 1.697.
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Excellent Very good Good Fairly good Fair Poor Very poor
Pre-Test Post- Test
71,4%
8,6%
48,6%
28,6%
28,5,7
%
0,0% 0,0% 0,0%
0,0%
0,0% 0,0%
0,0% 0,0%
14,29
%
The t-test statistical, analysis for independent sample is applied. The following table shows the result of t-test calculation:
Table 4.3.The t.test of students’ improvement
Components t-test value t-table value
Main Idea 17.4 1.697
Suporting Ideal 14.2 1.697
Reading comprehension 15.8 1.697
The table above 4.3 shows that t-test value for main idea were greater than t-table (17.4>1.697), it meant that there is difference between the students’
reading comprehension in main idea before and after using Making Connections Strategy. The table also showed that t-test value for suporting details was greather than t-table (14.2>1.697) it was improved, it meant that there was a significance difference between the students’ reading comprehension in suporting detail before and after using Making Connections Strategy. Therefore, it can be said that the use of Making Connections Strategy effective in improving the students’ reading comprehension at eighth grade in SMK Negeri 2 Jeneponto.
B. Discussion
In this part, the discussion dealt with the interpretation of finding derived from the result of findings about the observation result of the students’ reading ability in terms of main idea (main idea) and supporting details in teaching learning process used Making Connections Strategy. It indicated by the students’
score in pre-test and post-test.
1. The improvement of the students reading ability in terms of main idea
The implementation of Making Connections Strategy in reading comprehension could improve the students’ reading skill, particularly in finding main idea. The result showed that in main idea, the students’ score in pre-test was classified as very poor, while in post-test, students’ score was classified as poor.
Thus, it could be concluded that there was improvement in students’ achievement after given treatment using Making Connections Strategy.
Making Connections is a strategy that uses in order to enhance reading comprehension. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. With three kinds of making connections strategy, namely text to text, text to self and text to world, students can read or relate the three kinds of literature.
This research is closely related to the other research findings that proved Making Connections Strategy able to improve students’ main idea. Spedell (2015) found that Making Connections can help students suggest questions that students may read a text easily. Similarly in this research, the researcher developed students’ reading comprehension in main idea. Coe & Glass (2014) found that Making Connections can improve students’ reading comprehension with the kinds of connection text.
In addition, it was supported by the mean score in main idea that was 2.33.
This was categorized as very poor and after post-test were 4.42 become poor. It showed that main idea achieved better improvement after applyed the Making
Connections was 89.6%. It meant that the competence students’ main idea more improve then before used Making Connections in class.
2. The improvement of the students reading comprehension in terms of supporting details
The implementation of Making Connections Strategy in reading comprehension could improve the students’. The result showed that in supporting details, the students’ score in pre-test was classified as poor, while in post-test, students’ score was classified as fair. So, it could be concluded that there were improvement in students’ score after did the treatment used Making Connections Strategy.
Making Connections Strategy is a reading strategy that helps students understand the text more deeply through the background knowledge that they have. The students as readers will not read a text only to finish the assignment, but read text to obtain information and comprehend the text better by connecting it with their prior knowledge.
In teaching and learning activities teachers can use several strategies, but one of the strategies that are suitable for teaching reading comprehension is a Making Connections Strategy. Making connections strategy increases student’s critical thinking because they do not only read the text literally, but they have to make connections their previous knowledge to the text.
Lumbantoruan (2019) found that Making Connections Strategy invites students to be more active in the teaching and learning process, where each student has to connect the text that they read with their prior knowledge. Where
through this, the teacher has the opportunity to become a motivator who invites students to think more widely and connected it to the text that they read. This strategy also invites the student to be more active in talking, because when they connected the story of the text with their background knowledge, they need to talk about it with the teacher to build their comprehension in the reading activity.
In addition, it was supported by the mean score in supporting details was 3.2. This was categorized as poor and after post-test were 5.8 become fair. It showed that supporting details achieved better improvement after applied the Making Connections was 81.2%. It meant that the competence students’ more improve then before used Making Connections strategy in class.
38 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of research based on the findings and some suggestions for teacher, students, and further researcher.
A. Conclusion
Based on discussion proposed in previous chapter, the researcher concluded that Making Connections Strategy is effective to improve students’
reading comprehension in SMK Negeri 2 Jeneponto in terms of finding main idea and supporting details. This is improve by the post test scores which are higher the pre test scores. In finding main idea the value of t-test in terms main idea (17.45) and supporting details (14.2). Using Making Connections Strategy was effective in improving students’ reading comprehension at X grade students of SMK Negeri 2 Jeneponto.
Making Connections had a significant effect on the students’ reading skill.
It could be seen from the result of t-test that there was significant difference between the t-test value was higher than t-table. It proved by the data of main idea were greater than t-table (17.4>1.697) while supporting details was greather than t-table (14.2>1.697).
B. Suggestion
As the result of the study reveald that the used of reading interaction model had been effective way to improved the students’ reading, the researcher suggested the following things:
1. It is suggested to the English teacher to used Making Connections Strategy as one of model in the teaching and learning process especially in teaching reading skill.
2. It is suggested to the English teacher to used Making Connections Strategy teach reading to the students.
3. The teacher should invited and raised the students’ interest and motivation in learning by used Making Connections Strategy.
4. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher.
Bibliography
Aisyah, Nafisyah Alfiani. (2017). Improving 11th Reading Compehension by Using Making Connection Technique. Universitas Malang
Babiker, Amna. A.W.O. (2018). Improving Reading Comprehension Skills in EFL Class:. Gezira University- Faculty of Education.
Ceo & Glass. (2014). Story Mapping. http://forpd.ucf.edu/strategies/strattext.html Correia, Manual G & Robert. (2018). Making Connections to Teach Reflection.
California State University Channel Islands
Corwin, H Jami. (2016). The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District. East Tennese State University Espin, Kristine G et.al (2014). Making Connections: Linking Cognitive
Psychology and Intervention Research to Improve Comprehension of Struggling Readers. University of Leiden
Gay, L. R. (2006). Educational Research, Competencies for Analysis and Application. Eight Edition. Columbus, Ohio: Merrill Pretice Hall, Pearson Education Inc.
Goldsmith, Christy (2012). Making Connections Between Theory and Practice:
Pre Service Educator Displinary Literacy Courses as Secondary WAC Initiation. University of Missouri
Hartono, Wira Jaya (2020). Optimalize Teaching Reading Comprehension on Descrptive Text by Using Making Connections Strategy at Grade 8 Of Junior High School. STMIK Dharmapala Riau
Kamaluddin. (2019). The Effect Of Self Quastion Startegy Toward Students’
Reading Comprehension Of The Eight Grade Students At Smp Negeri 2 Sungguminasa Kab Gowa. Universitas Muhammadiyah Makassar.
Latief, Hasnawati et.al. (2017). Interactive Strategy Trainer For Active Reading And Thinking (Istart) For The Students’ Reading Comprehension.
English Education Department, Universitas Muhammadiyah Makassar.
Lumbantoruan, Lidia Cindy. (2019). Improving Students’ Reading Comprehension by Using Making Connections Strategy at Eleventh Grade of SMK Negeri 5 Medan. Reponsitory.uhn.ac.id
Merritt, Eillen G et.al. (2019). Making connections: Elementary students’ ideas about electricity and energy resources. University of Virginia, USA Mulianti, Andi. (2015). Using Schema Activation Strategy to Increase the
Students Reading Comprehension. Universitas Muhammadiyah Makassar Nahar, Sabiqun. (2016). Developing Interctive Multimedia for Short Functional Text Reading for Grade VIII of SMPN 4 Yogyakarta in the Academic Year 2015/2016. Yogyakarta State University.
Putri, Ayu. A. (2018). The Use of Webtoon And Kwl (Know-Want-Learn) Strategy to Improve Students’ Reading Fluency. State Institute For Islamic Studies (Iain) Salatiga
Salmi. 2006. Using Top Down Processing Strategy in Improving Students’
Listening Comprehension. Thesis. English Department Faculty of Teacher Training And Education Universitas of Muhammadiyah Makassar.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung.
Alfabeta.
Spedell. (2015). Making Connections Strategies for Students. Weebly
Tesilia. (2019). Improving Students’ Reading Ability Using Reciprocal Teaching in Descriptive Text. Muhammadiyah University of Makassar.
Waller, Rachael. (2015). Rural Elementary Teachers and Place-Base Connections to Text During Reading Instruction. Montana State University-Billings
A
P
P
E
N
D
I
X
Instrument
Instruction : Pleased read the text below and answer the question.
Pre Text
Snow white
Once upon a time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if she ran away. The next morning she ran away into the woods.
She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, ―What is your name?‖
Snow White said, ―My name is Snow White.‖
Then, Snow White told the dwarfs the whole story.
The dwarfs said, ―If you want, you may live here with us.‖
Snow White answered, ―Oh, could I? Thank you.‖
Finally, Snow White and the seven dwarfs lived happily ever after.
Questions
1. What is the main idea of paragraph 1?
2. What is the main idea of paragraph 2?
3. What is the main idea of paragraph 3?
4. Why Snow White ran away to the woods?
5. Where did Snow White live after she ran away to the woods?
6. When did Snow White run away to the woods?
Post Test
A trip to Mount Fuji
July 2016, I went to West Tokyo by plane. It was my first journey to Japan. I took a trip to Mount Fuji. I stayed at Sakura’s house. She is my friend in Japan. We were a classmate at Senior High School. Sakura’s house has a big garden with lots of green flowers and beautiful sand. It was so perfect element of a traditional wooden house.
On Sunday morning, I started a journey to the Mountain. At Shizuoka Prefecture, I met Yamato. He was my guiding to Mount Fuji. We took sushi for breakfast. Oh my God, It was delicious. At 9:00 am. local time, we prepared and checked our stuff to continue this journey. I couldn’t say anything when I looked at the beautiful scenery from the foot of the mountain. Yamato looked and smiled at me. He said in Japan language ―Kore Wa subarashīdesu.‖ It means that it was amazing. Then, I replayed ―Hai,-sōdesu.‖ It means that yes, it was.
We reached the top of the mountain after a long and tiring trip. I screamed to blow up my emotion and said thanks to God for this beautiful life. We enjoyed the view from the peak and waiting for the next day. The day that I couldn’t forget. It was called ―Hatsu Hinode‖ It means that it was my first time to see the sun rises in Mount Fuji. Finally, I, Yamato and the other traveler went home by the blessing of Mount Fuji. That was a very pleasant moment that I ever got.
Questions
1. What is the main idea of paragraph 1?
2. What is the main idea of paragraph 2?
3. What is the main idea of paragraph 3?
4. Did they enjoy the view from the peak?
5. What is the meaning of Hatsu Hinode?
6. What was the writer brought from Mount Fuji?
APPENDIX A.1
Table of students achievement in reading comprehension
Students Main idea
Pre (X1) Post (X2) D (X2-X1) D2
S-1 5.0 8.3 3.3 11.1
S-2 1.7 3.3 1.7 2.8
S-3 1.7 3.3 1.7 2.8
S-4 1.7 5.0 3.3 11.1
S-5 3.3 5.0 1.7 2.8
S-6 1.7 3.3 1.7 2.8
S-7 3.3 5.0 1.7 2.8
S-8 1.7 3.3 1.7 2.8
S-9 1.7 5.0 3.3 11.1
S-10 1.7 3.3 1.7 2.8
S-11 1.7 5.0 3.3 11.1
S-12 1.7 5.0 3.3 11.1
S-13 1.7 3.3 1.7 2.8
S-14 1.7 3.3 1.7 2.8
S-15 1.7 3.3 1.7 2.8
S-16 1.7 3.3 1.7 2.8
S-17 1.7 3.3 1.7 2.8
S-18 1.7 3.3 1.7 2.8
S-19 5.0 6.7 1.7 2.8
S-20 1.7 3.3 1.7 2.8
S-21 3.3 5.0 1.7 2.8
S-22 3.3 5.0 1.7 2.8
S-23 1.7 5.0 3.3 11.1
S-24 3.3 5.0 1.7 2.8
S-25 3.3 5.0 1.7 2.8
S-26 1.7 5.0 3.3 11.1
S-27 3.3 5.0 1.7 2.8
S-28 1.7 5.0 3.3 11.1
S-29 3.3 5.0 1.7 2.8
S-30 1.7 5.0 3.3 11.1
S-31 1.7 3.3 1.7 2.8
S-32 1.7 3.3 1.7 2.8
S-33 3.3 5.0 1.7 2.8
S-34 1.7 3.3 1.7 2.8
S-35 3.3 5.0 1.7 2.8
TOTAL ∑X=81.7 ∑X=155.0 ∑D=73.3 ∑D2=172.2 ̅=2.3 ̅=4.42 (∑D)2=5377.8
Students Supporting details
Pre (X1) Post (X2) D (X2-X1) D2
S-1 5.0 8.3 3.3 11.1
S-2 5.0 6.7 1.7 2.8
S-3 3.3 5.0 1.7 2.8
S-4 5.0 6.7 1.7 2.8
S-5 5.0 6.7 1.7 2.8
S-6 3.3 5.0 1.7 2.8
S-7 3.3 8.3 5.0 25.0
S-8 1.7 5.0 3.3 11.1
S-9 1.7 5.0 3.3 11.1
S-10 3.3 5.0 1.7 2.8
S-11 5.0 8.3 3.3 11.1
S-12 3.3 5.0 1.7 2.8
S-13 3.3 8.3 5.0 25.0
S-14 3.3 5.0 1.7 2.8
S-15 1.7 3.3 1.7 2.8
S-16 3.3 5.0 1.7 2.8
S-17 1.7 5.0 3.3 11.1
S-18 1.7 5.0 3.3 11.1
S-19 5.0 6.7 1.7 2.8
S-20 1.7 5.0 3.3 11.1
S-21 1.7 5.0 3.3 11.1
S-22 1.7 3.3 1.7 2.8
S-23 3.3 6.7 3.3 11.1
S-24 3.3 5.0 1.7 2.8
S-25 5.0 6.7 1.7 2.8
S-26 1.7 5.0 3.3 11.1
S-27 1.7 6.7 5.0 25.0
S-28 5.0 6.7 1.7 2.8
S-29 3.3 6.7 3.3 11.1
S-30 1.7 5.0 3.3 11.1
S-31 3.3 5.0 1.7 2.8
S-32 5.0 6.7 1.7 2.8
S-33 5.0 8.3 3.3 11.1
S-34 1.7 3.3 1.7 2.8
S-35 3.3 5.0 1.7 2.8
TOTAL ∑X=113.3 ∑X=203.3 ∑D=90 ∑D2=272.2 ̅=3.2 ̅=5.8 (∑D)2=8100
APPENDIX A.2
a. Calculating the t-test analysis of reading comprehension in terms of main idea
̅ = ∑ =
= 2.09
t = ̅
√∑ (∑ )
( )
t =
√
( )
t =
√
t =
√
t =
√ t =
t = 17.4
b. Calculating the t-test analysis of reading comprehension in terms of supporting details
̅ = ∑ =
= 2.57
t = ̅
√∑ (∑ )
( )
t =
√
( )
t =
√
t =
√
t =
√ t =
t = 14.2
APPENDIX A.3
a. The students’ mean score of the pre-test and post-test in reading comprehension in terms of main idea.
Pre-test: ̅̅̅̅ =∑
=
=2.33
Post-test: ̅̅̅̅=∑
=
=4.42
b. The students’ mean score of the pre-test and post-test in reading comprehension in terms of supporting details.
Pre-test: ̅̅̅̅ =∑
=
=3.2
Post-test: ̅̅̅̅=∑
=
=5.8