CHAPTER II........................................................................................................... 6
F. Technique of Data Analysis
To analysis the data, the researcher used the following steps:
1. To find out the score of the students’ answer of the test, the researcher used the following formula :
= x 100
2. After tabulation and data analysis, the study classified scores into seven standard evaluation categories as follows:
No. Score Classification
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 Fairly
6. 3.6 – 5.5 Poor
7 0 – 3.5 Very poor
3. Calculating the mean score of the students : X =∑
Where:
X = Mean score
∑X = Total score
N = Number of students
(Yogesh Kumar Singh 2006:296)
4. To know the improvement of the students score :
P = × 100
Where:
y2 : Mean score of posttest y1 :Mean score of pre-test P : Improvement
(David E. Meltze2002: 3.)
5. Finding out the significant difference between the pre-test and post-test by the calculating the value of the t-test. The following formula used :
= ∑
( )
Where:
T = Test of significance
MD = The means score difference
∑x2d = The sum of squares of deviation 1 = Constant number
N = The total of sample
(Ary, 2010: 117)
This formula explained the significance between the pre-test and post- test. This formula aimed to answer the problem formulation questions, to found
out whether the Team Word-webbing technique was effective or not in reading comprehension in class X SMA Negeri 15 Pangkep.
39
This chapter consists of two parts, namely research findings and 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 effectiveness of using team word- webbing in teaching reading comprehension which consists of the students’
improvement of literal reading comprehension (in term main idea and supporting details).
1. The improvement of using team word-webbing in teaching reading comprehension in term main idea and supporting details
The students’ literal comprehension in reading can be seen in the following table:
Table 1 : The improvement of students’ in literal reading comprehension
Indicator
Mean score
Improvement Pretest Posttest
Main Idea 48.8 85.2
74.59%
supporting Details
50.8 90.4 77.95%
Table 1 indicates that the students score in posttest improves after teaching reading comprehension by using Team Word Webbing for literal level. Before applying treatment the students’ mean score in pretest for literal comprehension in the term of main idea was 48.8 and the students’ mean score in pretest in the term supporting details was 50.8. These results are classified into poor. However, after giving treatment the score of the students’ had improve. It showed in posttest wihch the students’ mean score in the term of main idea was 85.2 and the students’ mean score in the term of supporting details was 90.4.
Chart 1 : The precentage of the students' Improvement
The chart 1 showed that there was improvement of students’ achievement in literal Comprehension in the term of main idea was 74.59% and in the term supporting details was 77.95. It meant that the applying of The Team Word
72.00%
74.00%
76.00%
78.00%
Improvement 74.59%
77.95%
The precentage of the students' Improvement
Main Idea
Supporting Details
Webbing Technique was good to improve the students’ reading comprehension in terms of main idea and supporting details.
a. The Classification of the Students’ Pre-Test Score 1) Pre- Test Score of Main Idea
Table 2 : The Rate Percentage Score of Main Idea
No. Classification Score Frequency Percentage
1 Excellent 9.6 – 10 - -
2 very good 8.6 – 9.5 - -
3 Good 7.6 – 8.5 2 8%
4 Fairly good 6.6 – 7.5 3 12%
5 Fairly 5.6 – 6.5 5 20%
6 Poor 3.6 – 5.5 10 40%
7 Very Poor 0 – 3.5 5 20%
TOTAL 25 100%
The table 2 shows that there were 2 (8%) students classified into good score, there were 3 (12%) students classified into fairly good score, there were 5 (20%) students classified into fairly score, there were 10 (40%) students classified into poor score, there were 5 (20%) students classified into very poor score, and none of students (0%) classified into excellent and very good
score. From the result it can be concluded that the students’ to increase reading comprehension achievement on pre- test of main idea ranges from good to very poor classification.
2) Pre- Test Score of Supporting Details
Table 3 : The Rate Percentage Score of Supporting Details No. Classification Score Frequency Percentage
1 Excellent 9.6 – 10 - -
2 very good 8.6 – 9.5 1 4%
3 Good 7.6 – 8.5 2 8%
4 Fairly good 6.6 – 7.5 3 12%
5 Fairly 5.6 – 6.5 4 16%
6 Poor 3.6 – 5.5 11 44%
7 Very Poor 0 – 3.5 4 16%
TOTAL 25 100%
The table 3 shows that there was 1 (4%) student classified into very good score, there were 2 (8%) students classified into good score, there were 3 (12%) students classified into fairly good score, there were 4 (16%) students classified into fairly score, there were 11 (44%) students classified into poor score, there were 4 (16%) students classified very poor score and none of the students (0%)
classified into excellent score. From the result it can be concluded that the students’ to increase reading comprehension achievement on pre- test of supporting details ranges from very good to very poor classification.
b. The Classification of the Students’ Post-Test Score 1) Post- Test score of Main Idea
Table 4 : The Rate Percentage Score of Main Idea
No. Classification Score Frequency Percentage
1 Excellent 9.6 – 10 6 24%
2 very good 8.6 – 9.5 5 20%
3 Good 7.6 – 8.5 10 40%
4 Fairly good 6.6 – 7.5 4 16%
5 Fairly 5.6 – 6.5 - -
6 Poor 3.6 – 5.5 - -
7 Very Poor 0 – 3.5 - -
TOTAL 25 100%
After treatment, the researcher conducted the post-test. The results of all students could be seen in the data in table 4. There were 6 (24%) students classified into excellent score, there were 5 (20%) students classified into very good score, there were 10 (40%) students classified into good score, there were
4 (16%) students classified into fairly good score and none of the students (0%) classified into fairly, poor, and very poor score. From the result it can be concluded that the student achievement in improving reading comprehension in the post-test of main idea ranges from excellent to fairly good classifications.
2) Post- Test score of Supporting Details
Table 5 : The Rate Percentage Score of Supporting Details No. Classification Score Frequency Percentage
1 Excellent 9.6 – 10 13 52%
2 very good 8.6 – 9.5 3 12%
3 Good 7.6 – 8.5 6 24%
4 Fairly good 6.6 – 7.5 3 12%
5 Fairly 5.6 – 6.5 - -
6 Poor 3.6 – 5.5 - -
7 Very Poor 0 – 3.5 - -
TOTAL 25 100%
After treatment, the researcher conducted the post-test. The results of all students could be seen in the data in table 5. There were 13 (52%) students classified into excellent score, there were 3(12%) students classified into very good score, there are were 6 (24%) students classified into good score, there are were 3 (12%) students classified into fairly good score and none of the students (0%) classified into fairly, poor, and very poor score. From the result it can be concluded that the student achievement in improving reading
comprehension in the post-test of supporting details ranges from excellent to fairly good classifications.
3) The students’ mean score of main idea in pre-test and post-test Chart 2 : The students’ mean score of main idea
The chart 2 indicates that there is a significant difference in the mean score of students' literal reading comprehension in the term main idea between the pre-test and post-test. The data analysis shows the students mean score improved from pre-test to post-test. Before applying the treatment in pre-test, the students’ mean score for literal reading comprehension in the term of main idea was 48.8. After applying treatment and post-test the students’ mean score improved to be 85.2 for literal reading comprehension in the term of main idea. It could be seen in the chart.
4) The students’ mean score of supporting details in pre-test and post-test
48.8
85.2
0 10 20 30 40 50 60 70 80 90
Mean score
Mean score of main idea
pre test post test
Chart 3 : The students’ mean score of supporting details
The chart 3 indicates that there is a significant difference in the mean score of students’supporting details in literal reading comprehension in the term supporting details between the pre-test and post-test. The data analysis shows the students mean score improved from pre-test to post-test. Before applying the treatment in pre-test, the students’ mean score for literal reading comprehension in the term of supporting details was 50.8. After applying treatment and post-test the students’ mean score improved to be 90.4 for literal reading comprehension in the term of supporting details. It could be seen in the chart.
5) Test of significance (t-test)
The hypothesis is tested by using interpretative analysis. In this case, the researcher used t-test (test of significance) for independent sample test,
50.8
90.4
0 10 20 30 40 50 60 70 80 90 100
mean score
Mean score of supporting details
pre test post 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) = 24, where n-1 = 24. Where if the value is significant (2- tailed) p = 0.000 <0.05 indicates a significant difference between the initial variable and the final variable. H0 is rejected and H1 is accepted. Whereas if the significant value (2-tailed)> 0.05 indicates that there is no significant difference between the initial variable and the final variable. H0 is accepted and h1 is rejected; then the result of t-test is presented in the following table
Table 6 : Test of significance (t-test)
Variables/Indicator t-test t-table Remarks Literal (Main Idea) 4.533 2.640 Significantly different Literal (Supporting
Details)
4.47 2.640 Significantly different
Based on the result of the data analysis as summarized in table 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 24. The t test for literal in the term main idea was 4.533 and supporting details was 4.47. 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 Team Word
Webbing significantly improve the students’ reading comprehension of literal level.
This means that the posttest data as the final result shows a significant increase. It is concluded that the use of Team Word Webbing is able to give greater contribution in teaching and learning reading comprehension.
B. Discussion
The research was focus in using team word webbing technique to know the effectiveness in teaching literal reading comprehension in term main idea and supporting details at the tenth grade SMA Negeri 15 pangkep.
From the description of the data that collected through the test as described in the previous section, it indicated that students' reading comprehension improves. This is supported by the students' mean score pretest and posttest scores.
Using team word webbing technique was able to change students' reading comprehension to be better than before. So it can be concluded that the team word webbing technique is more effective in developing students' of literal reading comprehension.
Based on the result of the students’ answers 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. So the researcher’s concluded that their lack of vocabulary knowledge led to not recognizing the ideas of the reading, even when the question
was literal in the test. They are also weak in interpreting the t given text, and it also makes it difficult for them to read critically.
The score distribution for posttest on literal level in posttest shows the difference from the pretest. After the treatment conducting the students’ score showed an improvement. In relation to the findings, the students’ reading comprehension for literal level improved because the application of team word webbing technique. In this case, the researcher applied team word webbing technique to help students understand better what they read. In addition, the students did not only map the text literally, but also they were helped by word webbing in literal.
From the result and the discussion above, it can be stated that an active reading was still needed to improve the students’ reading on their level of comprehension. Based on the research result, the students have already made significant progress in reading after they were given the treatment. In addition, based on the research findings, the students’ achievement taught by using team word webbing is better than the use of a conventional way.
Based on the result of the research showed that the the students’ scores were much higher after the treatment in class using team word- webbing technique. The use of the team word-webbing technique is certainly useful for improving students' reading skills. Same statement’s from experts that able to supports this thesis.Some reader experts stated that webbing strategy is one of the reading comprehension strategies that can help students comprehend the text by constructing meaning. Starko (2010) said that word webbing is often used to
organize ideas and information on a topic. In addition, Wiranti (2015), explained that this technique is an active learning technique that directs student's attention of students to the material presented.
In summary, the researcher emphasizes that the team word-webbing technique is one of the various technique that are useful in teaching reading comprehension. There were several points that make the team word-webbing technique in teaching reading comprehension was effective. There were students learn from one another and get to try out their ideas. The benefits to teachers were increasing time on task in the classroom and greater quality of students' contributions to class discussions. Students and teachers got a evident understanding of expectations for attention and participation in class discussions.
51 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals with the conclusion and implication of the research findings, some suggestion regarding to the finding for the improvement of teaching reading comprehension by Team Word Webbing Technique.
A. Conclusion
Based on the research findings and discussion in the previous, the researcher draws conclusion in the following statement. The application of Team Word Webbing in teaching reading comprehension improved the students’ reading comprehension more significantly at the secondyear students of SMA Negeri 15 Pangkep in academic year 2020/2021.
In literal level of students’ comprehension of main idea and supporting details showed that the students’ mean score improves from pretest to posttest.
The students’ mean score of main idea in pretest was 48.8 and the mean score of supporting details was 50.8 both score classified as very poor. After, applying treatment the students’ literal comprehension improved. It is proved by students’
mean score of main idea in posttest was 85.2 and the mean score of suporting details was 90.4 both score classified as excellent. So, the improvement of students’ achievement in literal of main idea was 74.59% and improvement of supporting details was 77.95%. In addition, the t-test value of main idea was (4.533) and t-test value of suppoting details was (4.47) there were higher than the t-table value (2,640) and significant (2-tailed) 0,000. Using team word webbing as a group reading method in teaching reading can make students read and think
aloud, this technique can be an effective way to keep the class focused and stay together.
B. Suggestion
Based on the conclusion above, the researcher would like to give suggestions as follows:
1. The English teachers should be creative to manage the material presentation in the classroom for teaching reading comprehension such as using Team Word Webbing Technique. This is meant to avoid monotonous teaching technique.
2. It is suggested that the teaching literal levels of reading comprehension be continually implemented to the students.
3. This research will be useful information and contributions for future researchers, especially regarding students' understanding and references in reading.
53 Webbing Technique at Smpn 4 Takengon
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(RPP)
Satuan Pendidikan : SMA NEGERI 15 PANGKEP Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/1
Materi Pokok : Descriptive Text Alokasi Waktu : 4 x 90 Menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
NO KOMPETENSI DASAR NO INDIKATOR
3.4 Menganalisis fungs sosial, struktur teks dan unsur kebahasaan beberapa teks deskriptiflisan dan tulis dengan memberi dan meminta informasi terkait orang, benda dan tempat sesuai dengan konteks penggunaannya.
3.14.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif terkait orang, benda dan tempat sesuai dengan konteks penggunaannya.
3.14.2 Memahami contoh-contoh teks deskriptif baik secara individu maupun diskusi dalam kelompok.
4.4 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, benda
dan tempat, dengan
memperhatikan fungsi sosial,
4.14.1 Membaca teks deskriptif dengan memperhatikan intonasi, pengucapan dan ekspresi.