CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussion
In this section discussed about the result of data collected and analysis to depict students’ reading comprehension in teaching and learning process by using Read, Cover, Remember, Retell (RCRR) strategy . The result of pre-test and post-test, the result of t-test value of level significant (p) = 0.05 with degree of freedom in Literal (main idea) (df) = 27; in interpretative (conclusion) (df) = 27. Indicated t-table value is 1.7302 and t-table Literal (main idea and supporting detail) is 16.928; in interpretative (understanding vocabulary) 23.384.
Literal comprehension represents the ability of the students to understand the content of the text (Hidayah N., 2019). This level is the simplest level. It means that what the reader needs to do is to reproduce the facts as they are related by the writer. At this level, Questions are factual
and detailed. The skills needed for this level are nothing factual data, sequence, chronology, and enumeration.
After calculating the value t-test analysis, then is it compared with t- table value. As a result, the researcher finds that the value of t-test is higher than the table. It means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test that have given by researcher using Read, Cover, Remember, Retell (RCRR) strategy in reading class.
The writer given the treatment by using Read, Cover, Remember, Retell (RCRR) strategy. As a result, students become active and enjoy reading activity. It would be easy to do the reading activity. This RCRR procedures is proven to help students with their comprehension difficulties especially for the students that have struggled to understand a longer text at once because with pair work they will just read a tiny portion of a text or rational chucking, cover it by their hand, remember it then they will retell by their own words to catch the main idea of the text. If they leave out any information, their partner can fill in the missing details, building on the information provided by other students. They then switch roles to read the next section. Therefore, this strategy can support students’ reading comprehension.
According to Brummer and Macceca (2008) the Read, Cover, Remember, Retell strategy is an effective approach to help readers who are good in reading read quickly and as a result, they do not understand what
they have read. It is modeled for students during a whole-class instruction period and then is conducted with students who work as partners to read the same text. It means reading with this strategy will be able to read quickly followed by good results from the understanding of what they have read.
Moreover, the results of this study certainly support the previously thought related research and show that the Read, Cover, Remember, Retell (RCRR) Strategy is efficient for students in understanding the text.
It also showed that teaching reading comprehension of descriptive text using RCRR strategy made students become active and RCRR give some advantages in teaching reading they are it can motivated the students to share the information or story based on what they have read each other and make them comfort in learning and enjoy with the material because the students must discussion about the material with other students.. This finding is in line with the previous research by Poppy D Lestari (2018) who explained in their outcome that RCRR Strategy gives a stimulus for active learning to the students. Students are also motivated to share information or tell each other their stories.
From the discussion above, it can be concluded that there was a significant effect on students’ reading comprehension through descriptive text by using using Read, Cover, Remember, Retell (RCRR) strategy terms of literal and interpretive comprehension at the tenth grade MIA Phytagoras class, students of SMA Negeri 2 Pangkep.
CHAPTER V
CONCLUSION AND SUGGESTION A. CONCLUSION
Based on the finding of research data, showed that the t-test value for reading comprehension focused on literal (main idea and supporting detail) with the t-test value was 16.928>1.7302 and interpretive (understanding vocabulary) with t-test 23.384 >1.7302. It indicated that the result of t-test value in all of the variables and indicator was higher than t-table value. It means that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test that have given by researcher using Read, Cover, Remember, Retell (RCRR) Strategy in reading class
Thus, it can be concluded that there was a significant effect of using Read, Cover, Remember, Retell (RCRR) strategy on students’ reading comprehension through descriptive text terms of literal and interpretive comprehension at the tenth grade of MIA Phytagoras class, students of SMA Negeri 2 Pangkep.
In this research, the researcher found that Read, Cover, Remember, Retell (RCRR) strategy was appropriate for teaching reading. There were some points that the researcher took toward the advantages of using RCRR strategy such as help the students be more active in class, give them the opportunities to participate in discussion with their friends, it also help them understand and comprehend the indicator of reading itself.
53
The novelty of this research was limited on student’s literal comprehension focus on main idea and supporting detail, interpretive comprehension focus on understanding vocabulary .
B. SUGGESTION
Based on the conclusion above, the researcher proposes the following suggestions:
a. English Teacher
The teacher should use any strategy in teaching English, especially in teaching reading. Teachers may use the other strategy in teaching English for example Read, Cover, Remember, Retell strategy because it can make students active in sharing their thinking of the text to others and it can support students in reading comprehension.
b. Students
The students should be more active, not nervous and not afraid of making mistakes during the teaching learning process, especially in reading class. They should practice more in reading English texts and enjoying reading class.
c. Other Researchers
The other researchers who would like to conduct similar research.
They are suggested to apply the method in different levels of the students because every school has different levels of the students. The author also hopes that other researchers will be able to explore more with different skills and research design.
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Appendix A
Lesson Plan
Sekolah : SMA Negeri 2 Pangkep Mata Pelajaran : Bahasa Inggris
Kelas : X
Tahun Pelajaran : 2021/2022 Materi Pokok : Descriptive Text
Alokasi Waktu : 4 x Pertemuan (2x45 menit) A. TUJUAN PEMBELAJARAN
1. Menentukan informasi rinci dari teks yang berbentuk deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya
2. Menentukan ide pokok dari teks deskripsi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya
3. Menceritakan kembali teks deskriptif yang dibaca baik secara lisan maupun tulisan.
B. KOMPETENSI DASAR (KD) & INDIKATOR
KOMPETENSI DASAR (KD) INDIKATOR
3.7. 3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait orang, tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks
3.8. penggunaannya.
Mengidentifikasi fungsi sosial struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata dan bangunan bersejarah
4.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya.
Merespon makna dalam teks deskriptif, lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah
3.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait orang, tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya.
C. INDIKATOR
Mengidentifikasi fungsi sosial struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata dan bangunan bersejarahdan merespon makna dalam teks deskriptif, lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah
D. METODE
Metode Pembelajaran : RCRR (Read, Cover, Remember, Retell) Strategy E. MEDIA / SUMBER BELAJAR
1. Media: Papan tulis, spidol, Alat tulis
2. Sumber belajar : Buku paket bahasa inggris kelas X &Internet F. KEGIATAN PEMBELAJARAN
PENDAHULUAN
1. Menyiapkan siswa untuk mengikuti proses pembelajaran
2. Guru berkomunikasi dengan siswa dan memberikan pertanyaan terkait materi yang akan diajarkan
3. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
4. Memotivasi siswa secara kontekstual sesuai manfaat dan aplikasi materi pembelajaran dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional
KEGIATAN INTI
1. Guru membagikan contoh descriptive text tentang dan meminta siswa mengamati teks tersebut .
2. Guru serta siswa melakukan aktivitas penerapan strategi Read, Cover, Remember, Retell (RCRR) secara berpasangan (Pair Work) dengan teks deskriptif yang telah disediakan guru.
3. Langkah-Langkah nya :
1. First, the teacher may divide the students in pairs
2. Second, the students select a small amount of a descriptive text
3. Third, the teacher asks students to read silently as much as they believe their hand can cover. the texts at least cover each paragraph one by one.
4. Fourth, the teacher guides students to cover the text. Cover means stop reading and cover the text.
5. Fifth, the teacher gives time to the students to consciously focus on remembering what they have read. Give time to the students around 5 minutes to make them really consider what they have just read. It„s ok for them to feed back the text for help (communicating).
6. Then, the teacher asks the students to retell their partner what they remember from the text, then switch roles for the next section of the text.
If the student already tells their partner what they remember, the teacher can then ask students to read the next section from the text. by using the same steps until all of the sentences in the text have been read and understood by the students (Associating).
7. Finally, after all the steps have been done, the teacher will ask the students to create a complete summary of the text by using their own words and retelling it in front of the class to ensure that the students already have the point of the text. (experimenting).
PENUTUP
1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan tentang materi yang telah dipelajari
2. Guru mengucapkan salam dan penutup pertemuan G. PENILAIAN
- Bentuk soal: Pilihan Ganda (Untuk tiap nomor, tiap jawaban benar mendapatkan skor 10)
- Teknik / instrumen : Pre-Test Post-Test / Pilihan Ganda Pangkep, Desember 2021
Peneliti Guru Mata Pelajaran
Nurul Muthmainnah Alda A. Mustainah M, S.Pd.
Nim. 105351115617 Lampiran
Teks berbentuk descriptive text (First Meeting)
My Mother, Mrs. Azizah
My mother is a very nice, friendly, and fashionable woman. Her name is Mrs.
Azizah. She is a business woman. She works at one of the big companies in my city.
My mother has an ideal appearance. Her weight is about 65 kilograms and 169 centimeters tall. She has light brown skin. She has an oval shaped face with a pair of brown eyes that makes her even prettier. Her hair is curly with brownish
ringlet. She also has a pointed nose and nice lips. My mother is still young, she will be 27 by the next June.
My mother is a great mother to me. Even though she is a busy person, but she always spares some times to look after her children, especially for my little sister.
My mother isn’t good at cooking, but she always tries to serve us delicious meal for breakfast like scrambled egg or toasted bread. I’m so grateful for having a mother like her.
(Second meeting)
My English Teacher
Each student has a teacher for sure. Because the teacher is a person who contributed to deliverand pour the knowledge they have to the students. Therefore we have to respect our teachers, because of his services we can be a smart kid and understands about all things.
My teacher called mrs.Yurika, she was born 30 years ago, mrs Yurika has a body that is not sohigh and not so short. She has a clean white Skin. She was a very beautiful person and a personwho likes to give advice to me.Mrs. Yurika always supported me to continue to deepen and understand the English language,she also always give support to me to continue to learn about the English language and allsubjects in schools. Therefore I'd always respected her
(Third meeting)
Losari Beach
Losari Beach is a beautiful beach located in the western part of Makassar, South Sulawesi. The beach has been an icon of Makassar for years and well- known for its beautiful sunset scenery. Many people spend their afternoon and evening times enjoying the panorama when the reddish sun looks like to sink to the sea.
Several years ago, Losari Beach was popular for its culinary providing traditional and modern cuisines. The culinary was located along the coast, approximately one mile length of the table and stalls selling various menus. For
this reason, Losari Beach was also called as “the world’s longest table”. But, previously, the government of Makassar has moved and relocated it to the southern part of Losari Beach.
Located near the center of Makassar city, Losari Beach is easy to access. It only takes 10 minutes to drive from the harbor of Makassar and 30 minutes to drive from Sultan Hasanuddin Airport. Residents in Makassar usually go to Losari Beach by car, motorcycle or on foot.
(https://www.jagoanbahasainggris.com/2017/11/contoh-descriptive-text tentangtempat-wisata.html).
(Fourth meeting)
Rammang-rammang
Rammang-rammang is a famous tourism spot in South Sulawesi. Rammang- rammang is located in Kampung Berua, Salenrang village, Bontoa sub-district, Maros regency, South Sulawesi. The distance of Rammang-rammang from the capital of Maros is about 17 km. Rammang-rammang is the largest karts mountain range in Indonesia and the third largest in the world after Madagascar and China.Rammang-rammang is part of the Bantimurung Bulusaraung National Park.
Rammang-rammang was formed for a long time, about 30 million years ago.
Rammang-rammang consists of a mountain range of karts or lime stone which is very beautiful. It is said that this area was previously named by the local residents as Rammang-Rammang because of the clouds or fog that always fell, especially in the morning or when it rained. Until now, the name Rammang-ramang is very popular among local residents and someYou've reached the end of your free preview.
The points of interest in the region is a limestone forest park, Telaga Bidadari, Bulu’ Barakka' cave, Telapak Tangan Cave, Pasaung caves, Pute rivers and Berua Village. Rammang Rammang Lime stone forest scattered for about 45 000 hectares (45A km²) and this is the third largest karst areas in the world, after Tsingy in Madagascar and Shilin in China. There are two stone forest park complexes in Rammang-Rammang that located in the north and in the south (https://www.englishiana.com/2016/05/contoh-descriptive-text-tempatwisata.htm)