Technique of Data Analysis - RESEARCH METHOD

CHAPTER 3 RESEARCH METHOD

F. Technique of Data Analysis

The data was analyzed through the following steps:

1. Rating Scale of Reading

a. Scoring of Literal Comprehension (Main Idea and Sequence of details)

Table. 3.2. Scoring of Literal Comprehension (Main Idea)

NO Main Idea Score

1 Attempts to identify the main idea(s); however, it my be stated incorrectly or may be missing

1 2 Identifies the main idea(s) of the text 2 3 Corretly identifies the main idea(s) of the text 3 4 Clearly and accurately the main idea(s) of the text

idea

4 (Pollard, 2007)

Table. 3.3. Scoring of Literal Comprehension (Sequence of Details)

No Criteria Supporting Details Score

1 The level of detail in each question is excellent.

3 The level of detail in in each question is emerging.

Attempts to engage the text are made

2 4 The level of detail in each question is poor and

makes no attempt to include textually relevant information

(Benbleue as cited in Suriani, 2018) b. Interpretative Comprehension (Conclusion)

Table.3.4. Scoring of Interpretative Comprehension (Conclusion) Student showed evidence of reading resource Score Conclusion reflect resource reading in development of idea. It

is excellent 40

Conclusion reflect readings in development of idea. It is good 30 Conclusion reflect only reading in development of idea. It is

poor 20

Conclusion their answers, but do not reflect any reading of

resources in development idea. 10

(Pollard, 2007)

2. To obtain the total score,the researcher used the following formula:

S= R x 10

3. To find out the mean score of the students’ test, the researcher used the

4. To classify the students’ score, there are five classifications which are used as follows:

5. To get the class percentage which pass the minimum standard score, the researcher used the formula :

𝑃 = 𝐹

𝑁 × 100 Explanation :

P= Percentage

F= The Number of Students who passed N = The number of students

(Gay, 2006)

6. The percentage of increasing achievement used the following formula:

𝑃 =X₂ − X₁

X₁ x 100%

Where: P = Percentage

𝑋₂ = Average score of post-test 𝑋₁= Average score of pre-test

(Gay, 2006) 7. The formula will be used in finding out the difference between students’

score in Pre-Test and in Post-Test

𝑡 = D̅

√^{∑ 𝐷}²⁻^{(∑ D)}

2 𝑁 N(N−1)

Notes :

t = score of computation

𝐷̅ = average difference between pre – test and post – test

∑D² = different scores squared, then summed (∑D)² = difference scores summed then squared N = Subject of sample

(Gay, et al 2006)

29 CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of this research related to the use of picture series in improving students' reading skill which consisted of the students' literal comprehension in terms of main idea and supporting details and students' interpretative comprehension in term of the conclusion of the text.

1. The the Improvement of Students’ Literal Comprehension in Terms of Main Idea and Supporting Details by Using Picture Series

Table. 4.1 Students’ Pre-Test and Post-Test Score in Literal

Based on the table above, the score of Post-Test was higher than the score of Pre-Test. It showed that there is an improvement after giving treatment. In applied picture series in the learning process, the data was collected by the test and showed that the students’ reading comprehension in literal comprehension was improved. So, the researcher could be concluded that the use of picture series improve students’ literal reading comprhension.

2. The Improvement of Students’ Interpretative Comprehension in Term of Conclusion by Using Picture

Table. 4.2 Students’ Pre-Test and Post-Test Score in Interpretative Comprehension

The improving of students’ interpretative comprehension by using picture series can be seen in the table above. After giving treatment, the improvement of students’ interpretative comprehension was 15.91%. The score of Post-Test (44.09) was higher than the score of Pre-Test(28.18).

It can be concluded that the use of picture series can improve students’

Interpretative Comprehension.

3. The Classification of Students’ Score in Reading Comprehenion by Using Picture Series

Table. 4.3 Classification of Students’ Score

No. Classification Range

The table showed that the percentage of students’ reading comprehension.

Pre-Test indicated that 20 students (90%) got fair and 2 students(9%) got poor.

The total number of students was 22.

After taking treatment since three meetings by using picture series , the percentage of students’ reading comprehension in Post-Test are 10 students(45%) got excellent, 5 students(22%) got very good and 7 students(31%) got good. In this test, there is no students’ got low score.

4. T-test Value

In order to know wether or not the difference between the mean score of pre-test and post-test is statistically significant the t-test statistical analysis for non independent sample is employed. The result of the t-test is shown in the following:

Table 4.4. The T-test analysis of the Students’ Improvement Indicators T-test T-table Explanation

Reading Comprehension

4.43 2.080 t-test>t-table Effective

The researcher compared t-test value and t-table to know wether the use of Picture Series in teaching reading comprehension was significant, to find out the degreeof freedom (df) the researcher used formula N-1=22-1=21, for the level significant (p)=0,05 and df=21, t-table got score 2.080. After calculating the t-test value of literal (main idea) it got score 4.43, so the value of t-test and t-table is (4.43>2.080). It means that there was different result of the value of t-test anf t-table.

c. Hypothesis Testing

The result of the statistical analysis at the level significance 0.05 with degrees of freedom (df)=n-1, where df=21-1 and df=21 indicated that there was significant difference between the mean score of the pre-test and post-pre-test. The value of t-pre-test was 4.43 whole the t-table was 2.080 where 4.43>2.080.

Based on the result above, it can be concluded that there was significant difference between the students’ reading comprehension before and after using course Review Horay Method in teaching reading.

This also means that null hypothesis (H0) is rejected, while the alternative hypothesis (H1) is accepted.

B. Discussion

The data was collected by giving test as explained in the previous section.

The data showed that the students’ reading comprehension was increased as expected. It can be seen by the improvement of students’ test after giving treatment.

Using Picture Series are how students’ able to understand the text and how the students’ able to know the information of the text. Based on the data that using picture series in narrative text can improve students’ literal comprehension in terms of main idea and supporting details and interpretative comprehension in term of conclusin.

Based on the result of students’ and after teratment, the researcher noticed that students’ did not understand the text. It shows that the problem in the background still occurs, but the use of picture series was successfully improving students’ reading comprehension. The students’ were helped to undersand the text by using picture series. The learning media made the students be creative and have more opportunity to think about the meaning of text throgh picture series.

1. The students’ Reading Comprehension in Literal Comprehenson

Literal comprehensionis understanding the information or facts contained in the text. This is the first or most basic level of understanding in reading. Students can use literal comprehension (keywords, skimming and scanning) to find information quickly. In literal comprehension, the most important that the reader have to know are main idea and supporting details.

Based on the result of finding, before giving treatment, students’ literal comprehension was poor in identify main idea and supporting details. After giving treatment, students’ literal comprehension was increased . the mprovement of students’ literal comprehension was 12,73%.

2. The Students’ Reading Comprehension in Interpretative Comprehension

At an interpretive level, readers can read the words of the text and funderstanding. the reader uses the skills to conclude. when readers conclude, they go beyond the text to find meaning. The information they

understand is not found in the text, which is necessary to imagine what the characters felt or what the author meant by words or actions.

Based on the result of finding, before giving treatment, students’

interpretative comprehension was low in making conclusion. After giving treatment, students’ interpretative comprehenson was increased. The improvement of students’ literal comprehension was 15,91%

3. The students’ Reading Comprehension

In addition, the mean score of students’ pre-test was 52,72% and the mean score of students’ post-test was 82,72%. It shows that the mean score of students’ post-test was higher than the mean score of pre-test with the improvement 30,45%. The improvement the mean score of pre-test and post-test were caused by the treatment. It can be concluded that the use of pictutre series can improve students’ reading comprehesion (literal in terms main idea and supporting details and interpretative comprehension in term of conclusion).

35 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion are based finding and conclusion of the data analyse.

A. Conclusion

Based on the result of the data analyse, the researcher some concludes as follow:

1. The use of Picture Series improve students’ literal comprehension in terms of main idea and supporting details. The improvement was significant in mean score of pre-test was 25,90 and mean score of post-test was 38,63. Based on the mean score pre-post-test and post-post-test, the improvement of students’ was 12.73%

2. The use of Picture improve students’ Interpretative comprehension in terms of main idea and supporting details. The improvement was significant in mean score of pre-test was 28,18 and mean score of post-test was 44,09. Based on the mean score pre-post-test and post-post-test, the improvement of students’ was 15,91%

B. Suggestion

Based on the conclusion above, the researcher purpose some suggestion as follows:

1. In teacching reading, the teacher have to use an effective media as the alternative for improving students’ reading skill especially in reading comprehension.

2. The teacher have to motivate students to read not only in teaching but also the students have a conscious to read english text in the book or others media.

3. It sugegested that the teacher use picture series in teaching reading comprehension in terms of literal comprehension(main idea and supporting details) and interpretative comprehension (conclusion)

4. To improve students' reading comprehension by reading text through serial images, the teacher must provide effective explanations and interesting learning strategies so that students don't get bored quickly

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CALCULATING THE T-TEST ANALYSIS

PRE-TEST

RENCANA PELAKSANAAN PEMBELAJARAN ( R P P )

Sekolah : SMAN 25 BONE Mata Pelajaran : Bahasa Inggris

Kelas : XI MIA ARCHIMEDES

Materi Pokok : Teks Narative

Alokasi Waktu : 2 x 45 menit ( 1 x pertemuan) Tahun Ajaran : 2020/2021

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator:

NO KOMPETENSI DASAR INDIKATOR

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

4.15 Menangkap makna teks naratif lisan dan a) Menangkap gagasan

tulis berbentuk cerita pendek sederhana. utama, makna kata,

dan menggali

informasi tentang teks naratif tulis legenda sederhana.

b) Menyajikan gagasan utama dan makna kata dalam teks naratif tulis berbentuk legenda sederhana.

c) Menyimpulkan pesan moral (moral value) dalam teks naratif tulis berbentuk legenda sederhana.

C. Tujuan Pembelajaran

1) Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2) Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap dan tindakan peduli, percaya diri, disiplin, dan

cinta damai yang ditunjukkan oleh tokoh dalam teks naratif berbentuk legenda sederhana.

3) Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam pembelajaran teks naratif berbentuk legenda sederhana.

4) Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda sederhana.

5) Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

6) Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral (moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.

D. Materi Pembelajaran

Teks naratif lisan dan tulis berbentuk legenda sederhana.

Fungsi sosial

Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.

Struktur

a. Pengenalan tokoh dan setting b. Komplikasi terhadap tokoh utama c. Solusi dan akhir cerita

Unsur kebahasaan

a. Kata-kata terkait karakter, watak, dan setting dalam legenda b. Modal auxiliary verbs.

c. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi

d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

e. Rujukan kata Topik

Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.

THE LEGEND of TOBA LAKE

Once open the time, in the deepest land in North Sumatra there was a small wooden house which was lived by a man. His name was Toba. He lived alone after his parents had passed away. In the morning until the sun was on the of his head, He had to work as a farmer in his own rice field which was far from his house. He did it since he was child. His parents were farmers that was why he could did all about rice field. His talent came from his father to dig, plant, take care and harvest.

In his habit, he used to spend the day by working. After going back, he used to have lunch which was cooked by himself or getting fruits in the jungle.

Fishing was his favorite activity after taking a rest. He used to go to river far his house by bringing his bamboo fishing rod . the fish would be cooked as his dinner menu or taking care in a pond.

One day, in shiny afternoon he went to the river near his house to fish. He was confident to get many fish as usual. But that day was his unfortunate, he had to wait more than three hours of fish but there was no fish caught by him. He was step down and decided to leave the bamboo fishing rod in the river. He stood and stepped to go away But suddenly his bamboo fishing rod was pulled by a fish, he tried to take and hold as strong as he could. He followed the fish pulling into the middle of river. And finally he got biggest fish which never be gotten before. He was happy and went home fast.

Almost evening, he put fish in a big wooden bucket in kitchen. He continued to take a bath and thought what he would do for the fish. After that, he

was back to kitchen to look it again but how shock he was, there was no fish again, he found wherever in house. There was a beautiful lady in front of him who came unexpectedly. She asked him to not be shock or frightened by her, she told that she was an incarnation of fish which was caught by him. She wanted to live in his home as recompense. Toba permitted her to live together.

Day by day, they passed the day together. Toba started loving him, and he decided to propose her as his wife. She accepted by a requirement, he might not tell the pedigree of her, from a fish to anyone. He promised. They got married.

Eight years later, they had a son, Samosir. They loved him so much, all the more so his wife. it made Samosir to be spoiled.

One day, Samosir was asked by his mother to deliver the lunch to his father in the rice field. He was enjoying in playing and angry to his mother. His mother asked him to know how heavy to work as his father. He delivered by angry feeling. In the way, he was interested with the menu and opened then tried a half of it. Getting in the rice field, he told it to his father that he had eaten it. Toba was angry but he explained to deliver on time because he had not had breakfast before working.

In a bad day of this story, his mother asked Samosir to send the lunch to his father, he was angry and sent it. In the road, he felt so hungry and eat all the lunch. After getting his father, Toba was so angry because only rice for him, he pulled Samosir’s ear and said that he was kid fish. It happened because Toba was so hungry.

Getting house, Samosir told it to his mother, she was sad and cried. She hugged him and advised to run as far as until he could get high hill. He was confused about her statement and ran fast to the hill. After knowing Samosir had gotten high hill, she ran to the edge of river and jumped into river. Suddenly the

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