The Normality Test RESEARCH FINDING

 The Reading Test Data Analysis Before the data analysis is described, the writer would like to re-emphasizes the hypothesis of the research. The hypothesis are described as below: H : There is a significant difference of students‟ reading achievement after they are taught using Think-Aloud. H 1 : There is no a significant difference of students‟ reading achievement after they are taught using Think-Aloud. To know which hypothesis is accepted, the writer analyzed the data using Independent T-test, and the result is shown in the table below. Table 4.7 The Independent T-test Post Test Score t df Sig. 2- tailed Mean Difference Std. Error Difference Equal variances assumed 3.212 68 .002 8.257 2.570 Equal variances not assumed 3.212 66.386 .002 8.257 2.570 From the table above, it can be seen that the score of sig. is 0.02. The value if sig2- tailed is lower than α=0.05. Thus, since the value of sig. is lower than α 0.020.05 H 1 is accepted. It indicates that there is a significance differences between control class and experiment class in the post-test. Afterwards to know how far Think-Aloud influenced the experiment class, the gain difference is conducted to both classes. The gain differences are shown in the table below: Table 4.8 The Gain Differences Test Result The Experiment Class The Control Class Pretest Post-test Pretest Post-test 52.54 62.68 47.37 54.60 Gain: 0.217446 Gain: 0.137374 0.05 0.1 0.15 0.2 0.25 Experiment Gain Control Gain The Gain Differences Experiment Gain Control Gain The table above shows that there is difference on both the experiment and control classes. It shows that students in the control class that is not taught by using Think-Aloud also shows an improvement in the reading comprehension test result, and so do students in the experiment class that is taught by using Think-Aloud. After being calculated, it shows that the gain difference on experiment class is higher than the gain difference on the control class. We can see that the gain achieved by the control class is 0.137374, while the experiment class achieved the gain as much as 0.217446, which is higher. This result supports the independent t-test that Think-Aloud significantly influence the reading comprehension skill on the experiment class. The gain differences between the experiment and control class is illustrated on the bar diagram below. Picture 4. 3 The Gain Differences on the Experiment and Control Classes  The Questionnaire Analysis Besides giving sets of reading test, to know the effectiveness of Think-Aloud toward students‟ reading skill the writer also gave sets of questionnaires namely Metacognitive Awareness of Reading Strategies Inventory MARSI. The questionnaires aims at investigating students‟ awareness in using reading strategies whilst they are reading the text. The detail of the question on the questionnaire will be attached on the appendix of this paper.