CHAPTER III RESEARCH METHOD
A. The Findings
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and its discussion. The findings of the research presented the result of the improvement of the students’
reading comprehension that covers the students’ Literal comprehension and the discussion of the research covers further explanation of the findings.
assessment of cycle II is greater than cycle I and diagnostic test (85.3 %. >66.8%) and classified as good.
Based on the percentages above there are significant improvements of the students by using Look-Say Method. To see clearly the improvement of the students’reading comprehension in literal, the following graphic is presented.
Figure 1: The Improvement of the Students’ Literal Comprehension The chart above shows the improvement of the students’ organization in cycle I (6. 68%) to cycle II (8. 53%). from cycle I to cycle II (27.69%).
Therefore there is the improvement of the students’ in literal and the target can be achieved. Finally, the Look-Say Method is effective for students the main idea and supporting idea in their literal comprehension .
2. The Improvement of the Students’ Reading Comprehension
The implementation of Look-Say Method in improving the students’
writing ability covered literal. The improvement of the students’ reading comprehension could be seen clearly in the following table:
0 5 10 15 20 25 30
C I - C II 26,63 28,76
assessment of cycle II is greater than cycle I and diagnostic test (85.3 %. >66.8%) and classified as good.
Based on the percentages above there are significant improvements of the students by using Look-Say Method. To see clearly the improvement of the students’reading comprehension in literal, the following graphic is presented.
Figure 1: The Improvement of the Students’ Literal Comprehension The chart above shows the improvement of the students’ organization in cycle I (6. 68%) to cycle II (8. 53%). from cycle I to cycle II (27.69%).
Therefore there is the improvement of the students’ in literal and the target can be achieved. Finally, the Look-Say Method is effective for students the main idea and supporting idea in their literal comprehension .
2. The Improvement of the Students’ Reading Comprehension
The implementation of Look-Say Method in improving the students’
writing ability covered literal. The improvement of the students’ reading comprehension could be seen clearly in the following table:
C I - C II improvement
26,63 27,69
0 28,76
assessment of cycle II is greater than cycle I and diagnostic test (85.3 %. >66.8%) and classified as good.
Based on the percentages above there are significant improvements of the students by using Look-Say Method. To see clearly the improvement of the students’reading comprehension in literal, the following graphic is presented.
Figure 1: The Improvement of the Students’ Literal Comprehension The chart above shows the improvement of the students’ organization in cycle I (6. 68%) to cycle II (8. 53%). from cycle I to cycle II (27.69%).
Therefore there is the improvement of the students’ in literal and the target can be achieved. Finally, the Look-Say Method is effective for students the main idea and supporting idea in their literal comprehension .
2. The Improvement of the Students’ Reading Comprehension
The implementation of Look-Say Method in improving the students’
writing ability covered literal. The improvement of the students’ reading comprehension could be seen clearly in the following table:
Main idea Suporting Idea
Table 2: The Improvement of the Students’ Reading Comprehension
No Variables
CI CII Improvement (%)
% % CI-CII
1 Mean score 6.68 8.53 27.69
The table above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. Which in cycle I the students’
reading comprehension becomes (6.68%) and categorized as fair and cycle II (8.53%) which categorized as very good. The improvement of students’ reading comprehension achievement from cycle I to cycle II (27.69%)
The table above proves that the use of Look-Say Method in teaching and learning process is able to improve the students’ reading comprehension after taking action in cycle I and II where the students’ achievement in cycle II is greater than cycle I.
To see clearly the increase of the students’ reading comprehension, the following chart is presented:
Figure 3: The Improvement of the Students’ Reading Comprehension
0 1 2 3 4 5 6 7 8 9
CI 6,68
Table 2: The Improvement of the Students’ Reading Comprehension
No Variables
CI CII Improvement (%)
% % CI-CII
1 Mean score 6.68 8.53 27.69
The table above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. Which in cycle I the students’
reading comprehension becomes (6.68%) and categorized as fair and cycle II (8.53%) which categorized as very good. The improvement of students’ reading comprehension achievement from cycle I to cycle II (27.69%)
The table above proves that the use of Look-Say Method in teaching and learning process is able to improve the students’ reading comprehension after taking action in cycle I and II where the students’ achievement in cycle II is greater than cycle I.
To see clearly the increase of the students’ reading comprehension, the following chart is presented:
Figure 3: The Improvement of the Students’ Reading Comprehension
CI CII
6,68
8,53
Table 2: The Improvement of the Students’ Reading Comprehension
No Variables
CI CII Improvement (%)
% % CI-CII
1 Mean score 6.68 8.53 27.69
The table above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. Which in cycle I the students’
reading comprehension becomes (6.68%) and categorized as fair and cycle II (8.53%) which categorized as very good. The improvement of students’ reading comprehension achievement from cycle I to cycle II (27.69%)
The table above proves that the use of Look-Say Method in teaching and learning process is able to improve the students’ reading comprehension after taking action in cycle I and II where the students’ achievement in cycle II is greater than cycle I.
To see clearly the increase of the students’ reading comprehension, the following chart is presented:
Figure 3: The Improvement of the Students’ Reading Comprehension
The chart above shows, that the improvement of the students’ reading comprehension in cycle is 6.68% and in the cycle II is 8.53%, the giving score is classified from fairly good to good. After evaluation in cycle I and cycle II, there is a significant improvement of the students’ literal comprehension that shown clearly in the chart after taking an action in two cycles through Look-Say Method.
3. The Observation Result of Students’ Activeness
The following table and graphic show the observation result of the students’activeness in learning reading comprehension from cycle I to cycle II Table 3.The students’ observation resultduring teaching and learning process
Cycles
Activeness
1stMeeting(%) 2ndMeeting(%) 3rdMeeting(%) 4thMeeting(%)
Cycle 1 48,52 61.02% 80.14% 88.23%
Cycle 2 55.14% 74.14% 83.08% 94.85%
The students’ observation can be shown through the graphic below:
Graphic 4: TheImprovement of the Students’Activeness During Teaching and Learning Process
The result of the students’ observation in teaching and learning process improved significantly through Look-Say Method in improving the
0%
2000%
4000%
6000%
8000%
10000%
1st Meeting 48,52
The chart above shows, that the improvement of the students’ reading comprehension in cycle is 6.68% and in the cycle II is 8.53%, the giving score is classified from fairly good to good. After evaluation in cycle I and cycle II, there is a significant improvement of the students’ literal comprehension that shown clearly in the chart after taking an action in two cycles through Look-Say Method.
3. The Observation Result of Students’ Activeness
The following table and graphic show the observation result of the students’activeness in learning reading comprehension from cycle I to cycle II Table 3.The students’ observation resultduring teaching and learning process
Cycles
Activeness
1stMeeting(%) 2ndMeeting(%) 3rdMeeting(%) 4thMeeting(%)
Cycle 1 48,52 61.02% 80.14% 88.23%
Cycle 2 55.14% 74.14% 83.08% 94.85%
The students’ observation can be shown through the graphic below:
Graphic 4: TheImprovement of the Students’ Activeness During Teaching and Learning Process
The result of the students’ observation in teaching and learning process improved significantly through Look-Say Method in improving the
1st Meeting 2nd Meeting 3rd Meeting 4th Meeting 48,52
61,02
80,14 88,23
55,14
74,14
83,08 94,85
The chart above shows, that the improvement of the students’ reading comprehension in cycle is 6.68% and in the cycle II is 8.53%, the giving score is classified from fairly good to good. After evaluation in cycle I and cycle II, there is a significant improvement of the students’ literal comprehension that shown clearly in the chart after taking an action in two cycles through Look-Say Method.
3. The Observation Result of Students’ Activeness
The following table and graphic show the observation result of the students’activeness in learning reading comprehension from cycle I to cycle II Table 3.The students’ observation resultduring teaching and learning process
Cycles
Activeness
1stMeeting(%) 2ndMeeting(%) 3rdMeeting(%) 4thMeeting(%)
Cycle 1 48,52 61.02% 80.14% 88.23%
Cycle 2 55.14% 74.14% 83.08% 94.85%
The students’ observation can be shown through the graphic below:
Graphic 4: TheImprovement of the Students’ Activeness During Teaching and Learning Process
The result of the students’ observation in teaching and learning process improved significantly through Look-Say Method in improving the
4th Meeting 88,2394,85
Cycle I Cycle II
students’ reading comprehension. It is proved by the improvement of students’ participation in the first meeting of cycle I was 48,52% and in the last meeting of cycle II students’ participation became 83,08%. It indicates that the application of Look-Say Method can stimulate the students’
activeness in teaching and learning process.
The following table and graphic show the observation result of the students’activeness in learning writing from cycle I to cycle II