The purpose of this study was to determine whether the discovery learning method had an effect on students' reading comprehension of analytical expository text. In the test results of this study, the mean value of the experimental class after the test was 73.4, which was higher than the mean value of the pretest of the experimental class was 55.
INTRODUCTIONINTRODUCTION
- Background of the Research
- Problem Identifications
- Limitation of the Problem
- Research Question
- Research objectives
- Significance of the research
- Practically
- For the English Teacher
- Theoretically
- Definition of the key terms
The focus of this thesis is to determine the effect of Discovery Learning on students' reading comprehension in eleventh grade students of MA Ja-alHaq Bengkulu city. This study may provide some useful information about the effect of Discovery learning on students' reading comprehension.
LITERATURE REVIEW
Skill in Reading Comprehension
This means that intensive reading is reading with precision to understand the text to be done with students and teachers. According to Harmer, he explains extensive reading as reading that students do frequently (but not exclusively).
Reading Comprehension skills for Senior High School/ MA
Discovery learning is learning in which students learn to find and try to solve the concept independently (KhabibaH. The discovery learning model enables students to play an active role in the learning process by answering and solving problems to find a long-lasting and memorable concept .Therefore, the discovery learning model is expected to be used to train students to think critically.
Therefore, discovery learning is a learning method that inspires students to reach conclusions based on their own activities and observations.
Advantages and Disadvantages of Discovery Learning
In fact, it shows that student participation in learning increases when discovery learning methods are used. There are several facts that show which skills, concepts and principles discussed indirectly through the discovery of the learning method become more meaningful. f) The skills learned in discovery learning situations such as these are essentially easier to transfer to new activities and applied in a new learning environment. Students are actively involved in the learning process and the topics are usually intrinsically motivating.
Therefore, advantages and disadvantages of discovery learning will be a success in the learning process.
Implementation of Discovery Learning in Classroom
Students acquire investigative and reflective skills that can be generalized and applied in other contexts. If the teacher and students can work together in the learning process, the students will get what they want in the learning process. The intervening statement stage is the process of reaching a conclusion that can be used as a general concept and extends to all similar incidents or problems, thus taking the verification results into account.
Consequently, the introduction of discovery learning can be implemented and the students' knowledge developed.
Concept of Analytical Exsposition Text 1. Definition of Analytical Exsposition Text
- Structure of Analitical Exposition Text
- Generic Feature of Analitical Exposition Text
According to Anderson (1997) analytical expository text is a type that aims to convince readers that something must be the case. An analytical expository text is a type of spoken or written text that is intended to convince listeners or readers that something is true. From this theory it can be said that the analytical expository text has the function of influencing the readers' thinking.
Based on the above explanation, we can conclude that an analytical explanation is a text made to convince the reader with strong arguments about an issue or problem and convince the audience to agree with the arguments given.
Previous Study
21 Nomor 1 Juni SMA Negeri 1 Gowa which has seven classes. The sampling technique used is random sampling of the class so that the sample is a class X MIA 5 as experimental class and class X MIA 6 as control class with the number of students each. 36 people. The findings show that the revelation learning show strategy has an impact on the inspiration and learning outcomes of understudies in Lesson X MIA SMA Negeri 1 Gowa (Think about Stucture nuclear). , but not completely. The Differences, research by Anissa (2020) is a study that aims to determine the effect of discovery learning models on student motivation and learning outcomes.
The differences, research from Salmi (2019) the researcher focuses on the learning model of the students and this research uses Classroom Action Research (CAR) to collect the data. While my research aims to determine the effect of discovery learning on students' reading comprehension.
Hypothesis
RESEARCH METHODSRESEARCH METHODS
Research Design
Some time recently after treatment, the group will receive the pretest up to three times, with deliberate knowledge of the strength and clarity of the condition of the group that recently received treatment. If the results of the pretest three times (O1, O2, O3) show different values, it means that the group is unstable, uncertain and inconsistent. When the stability of a group's condition can be clearly established, the next group receives the treatment or intervention (X) 3 times, and this treatment (X) is administered each time the group completes the pretest.
After treatment, the test group is given a posttest so that the rating or contrast between the pretest and posttest scores can be improved.
Subject of the Research
The basis for the researcher's designation of class XI A as the experimental class is because in the preliminary study, the English subject teacher said that there were students in class XI A who still lacked reading comprehension. So the researcher was decided by the subject teacher to make class XI A the experimental class in this study.
Instrument of the Research
- Pre-test
- Pos-test
Some of the data collection checks will be done as follows: The researcher will pre-test the students before the treatment to determine the baseline of the students' reading comprehension before the treatment as well as the students' mean score. Students complete the answer sheets by answering the questions. It will be administered post-treatment to determine the student's text reading comprehension score after they have been trained using Discovery Learning. Some data collection tests will be conducted as follows: the study will conduct a posttest after the pretest and treatment have been administered.
Techniques of Analyzing Data
- The Normality Test
The normality test is a test of a group of data to know whether the data distribution is a normal curve or not. Kolmogorov Simonov is used to test the goodness of fit of the sampling distribution and other distributions. This test compares a group of sample data with a normal distribution of the mean score and a similar standard deviation.
Techniques of Collecting Data
- Test
The researcher then calculated the score based on the results of the reading comprehension exam. To test the hypothesis with a one-sample t-test with the condition that the used is normally distributed.
The Procedure for Implementation Discovery Learning in the Classroom
- The application of stimulation
- Application of problem statements
- Application of data collection
- Application of data processing
- Application of verification
- Application of generalization
- Final Stage of Research
The generalization stage of drawing conclusions is the process of drawing a conclusion that can be used as a general principle and applies to the same events or problems, of course by paying attention to the results of the verification. In other words: in this phase, students learn to draw certain conclusions or generalizations based on the results of the verification. The second phase is the implementation phase. In this phase, the researcher conducts research on MA Ja-alHaq Bengkulu City to determine the effect of applying Dicovery Learning teaching methods on improving the reading comprehension of class XI students.
The final work rates of the experimental group after that group had given the treatment are shown.
Result
- Normality of the Data
- The Result of Normality Data of Pre-Test Scores
- The Result of Normality Data of Post-Test Scores
- The Result of Reading Comprehension Test
- The description of pre-test and post-test scores in the experimental group class in first meeting
- The descriptin of pre-test and post-test scores in the experimental group class in the second meeting
- The description of pre-test and post-test scores in the experimental grup in the third meeting
Normality test of the first meeting with pretest results from the experimental group class can be seen in table 4.1. Normality test of the second meeting with pretest results from the experimental group class can be seen in table 4.2. Tests of normality at the first meeting with post-test scores in the experimental group class can be seen in table 4.4.
Normality test of second meeting of post-test scores of the experimental group class can be seen on table 4.5.
Pre-test
Graphically, the overall score of the pre-test and post-test students in the experimental group class can be seen in Figure 8. Graphically, the overall score of the pre-test and post-test students in the experimental group class in the third meeting can be can be seen in table 4.9.
Post-test
Hypothesis Testing Single Subject
- One Sample t-test Analysis Pre-test
- Statisticaly analysis on the result of pre-test in experimental group class in first meeting
- Statisticaly analysis on the result of pre-test in experimental group class in second meeting
- Statisticaly analysis on the result of pre-test in experimental group class in third meeting
- One Sample t-test Analysis Post-test
- Statisticaly analysis on the result of post-test in experimental group class in first meeting
- Statisticaly analysis on the result of post-test in experimental group class in second meeting
- Statisticaly analysis on the result of post-test in experimental group class in third meeting
Based on table 4.10 a sample statistic, the mean of reading comprehension before test 1 in the experimental group was 50.2857 and Std. Based on table 4.12 a sample statistic, the mean of reading comprehension pretest 2 in the experimental group was 52.0000 and Std. Based on table 4.14 a sample statistic, the average of reading comprehension before test 3 in the experimental group was 68,000 and Std.
Based on table 4.16 a sample statistic, the average of reading comprehension after test 1 in the experimental group was 64.1786 and Std.
Discussion
In the pretest effect test in the experimental group based on the one-sample t-test in the one-sample first meeting statistics pretest, the mean of the pretest 1 reading comprehension in the experimental group was 50.2857 and the Std. In the test of the effect of the pretest in the experimental group based on the one-sample T-test in the pretest of the second meeting. In the test of the effect of the post-test in the experimental group based on the one-sample t-test in the post-test of the first meeting it was found that the one-sample statistics, the mean reading comprehension after the test 1. in the experimental group was 64.1786 and Std.
In the post-test effect test in the experimental group based on the one-sample T-test in the post-test of the third meeting, it was found that the one-sample statistics, the mean of the reading comprehension post-test. 1 in the experimental group was 82.2500 and Std.
Conclusion
The test criteria for the hypothesis is that H0 is rejected or H1 is accepted if -t table ≤ t count, with a 95%. The t-test used is one-sample t-test was used to find out if there were significant differences in the reading comprehension of students before and after treatment in the experimental group, while a 25-sample t-test program (SPSS) per window was applied in order to find out whether or not there was a significant difference in the reading of the analytical exposure text by the students in the experimental group. Where normality is normally distributed and the hypothesis testing says H1 (Alternative Hypothesis) is accepted.
It is significant that the discovery learning method can be used to help students with reading comprehension and can help the English teacher by using discovery learning to teach reading comprehension students to be curious to learn English.
Suggestion
- The English teachers
- For the institution
Pengaruh pembelajaran penemuan terhadap keberhasilan siswa dan keterampilan belajar inkuiri. Penelitian Pendidikan Jof Eurasia. Instruksi untuk pembelajaran penemuan: Tingkat implementasi ditunjukkan oleh sampel guru aljabar I (Tesis Master tidak dipublikasikan). Discovery Learn tentang Motivasi dan Hasil Belajar Siswa Kelas X MIA SMAN 1 Gowa (Studi pada materi dasar struktur atom).
2017). Exploring the impact of voluntary free reading on improving the creative writing of university students at al Baha university (Saudi Arabia: al Baha univercity).
