10. Determining with formula:
= t α,
– 2 = t 0.05, 80
= 1.990
The value of df 80 at the degrees of significance 0.05 is 1.990. Based
on the calculation data above, it can be seen that is higher than
, because 11.715 1.990.
To calculate the effect size of SQ3R method on students’ reading
comprehension, the writer used Cohen’s d formula. The formula is used to
measure how far did the SQ3R method was effective on students’ reading comprehension. Before calculating the effect
size by using Cohen’s d formula, the writer found out the value of pooled standard deviation by using formula
as follows: Pooled SD =
= =
= 9.603
Based on the calculation above, it can be known that the value of pooled standard deviation is 9.603. After knowing the value of pooled standard
deviation, the calculation of effect size can be done by using Co hen’s d
formula. The formula of Cohen’s d is as follows:
d = =
= = 0.30
The result of the calculation of Coh en’s d formula above showed the
effectiveness value obtained is 0.30. Based on the criteria of the effect size, it can be concluded that the effect size to measure to what extent SQ3R method
is effective on students’ reading comprehension is categorized into modest
effect that is included among 0.21 – 0.50.
The t-test was administered to prove the hypothesis of this research. The statistical hypothesis can be seen as follows:
: There is no significant different between students’ reading comprehension using SQ3R method and Without SQ3R method
: There is significant different between students’ reading
comprehension using SQ3R method and Without SQ3R method
Meanwhile, the criteria used as follows: 1. If the t-test
t-table in significant degree of 0.05, Ho null
hypothesis is rejected. 2. If the t-test
t-table in significant degree of 0.05, Ho null
hypothesis is accepted. By comparing the values of
= 11.715 and = 1.990, the data calculated
using statistics showed that is higher than
. Thus, the alternative hypothesis Ha is accepted and the null hypothesis Ho is rejected. It means
there is significant difference between students’ reading comprehension using
SQ3R method and without SQ3R method.
D. Interpretation of the Data
Based on the analysis of the data, it can be inferred that there is significant difference between students’ reading comprehension in experimental class
which was given SQ3R method and the control class which was not. It can be seen from result of
students’ pre-test and post-test score. Moreover, both of experimental and controlled class had improved their comprehension during
post-test. However, the mean score of post-test in experimental class was higher than controlled class. Pre-test mean score of students in experimental
class was 64.53 and the post-test was 87.32. Meanwhile, the pre-test score in controlled class was 52.80 and the post-test score was 58.05.
Therefore, it can be concluded that teaching reading through SQ3R method
can improve students’ reading comprehension. It was proven by students’ achievement in reading of the experimental class that gained scores a
lot higher after given the treatment by using SQ3R method than the controlled class that was given conventional method.
After calculated the whole formula, the researcher got the result that the value of df 80 at the degrees of significance 0.05 was 1.990, while the
was 11.715. By comparing the values of
= 11.715 and = 1.990, the data
calculated using statistics showed that is higher than
. Thus, the alternative hypothesis Ha is accepted and the null hypothesis Ho is
rejected. It means there is significant difference between students’ reading
comprehension using SQ3R method and without SQ3R method. In other words, SQ3R method is found to be helpful and effective to
increase the students’ achievement in reading comprehension, especially the 10
th
grade students of SMAN 7 Tangerang Selatan. In conclusion, after all of the data had been analyzed and calculated, the
result was null hypothesis was rejected and alternative hypothesis was accepted. It is indicated that the SQ3R method is effective for improving
students’ reading comprehension. The result of this study can be connected to the literature reviews on the
previous chapter. As stated in the chapter 2 which discussed about the theories of SQ3R, the experts stated that SQ3R is an effective method for reading
comprehension because it requires the students to be actively involved in their reading process independently. On the other hand, the result of this study
showed that the SQ3R method is effective for students’ reading comprehension. Thus, the experts’ statement about the effectiveness of SQ3R
method on students’ reading comprehension can be proven.
Meanwhile, the implementation of SQ3R method which had been successfully conducted in the previous studies that was discussed in the
chapter 2 are also can be proven, as the result of this study also showed that the SQ3R method is effective for students’ reading comprehension. Therefore,
based on the literature reviews, previous studies, and the result of this study, the SQ3R method is highly proven to be effective for students’ reading
comprehension.
CHAPTER V CONCLUSION AND SUGGESTION
This chapter discusses the conclusion of the research and several suggestions regarding the implementation of this research.
A. Conclusion
Based on the analysis result of this research, it can be seen that both experimental and controlled class gained their reading score during post-test.
However, the mean of post-test score in experimental class gained higher than controlled class. The pre-test mean score of students in experimental class was
64.53 and the post-test was 87.32. Meanwhile, the pre-test score in controlled class was 52.80 and the post-test score was 58.05.
Therefore, the writer concluded that there is a significant improvement toward students’ reading comprehension achievement after being taught by
using SQ3R method. It can also be seen after three meetings treatments, the result showed that gained score of experimental class where the SQ3R method
applied is 22.79. Meanwhile, gained score of control class is 5.25. It means that the gained score in experimental class showed significant difference than
in control class. It is also supported by the result of t-test formula to test the research hypothesis. The result had showed that the value of t-test 11.715 is
higher than t-table 1.990 at the significance 5. It means that the Null Hypothesis H0 is rejected and the Alternative Hypothesis Ha is accepted.
Thus, it can be inferred that SQ3R method is effective toward students’
reading comprehension achievement at the 10th grade students of SMAN 7 Tangerang Selatan.
Moreover, to find out to how far do the SQ3R method effective on students’ is reading comprehension, the writer used Cohens’s d formula. The
result of the calculation of Cohen’s d formula showed that the effectiveness
value obtained is 0.30. Based on the criteria of the effect size, it can be concluded that SQ3R method categorized into modest effect on improving
students’ reading comprehension.
Finally, through all the calculated and analyzed data, and the significant score improvement in the experiment class during the post-test, the writer
draws a major conclusion that SQ3R method is effective for stu dents’ reading
comprehension which can be proven by the improvement of students’ achievement in reading after the method was given.
B. Suggestion
According to the result of the study, the writer would like to give some suggestions for people who are included in the educational scope:
1. This study hopefully can be an important educational implication for English language teachers and can contribute to deeper insights about the
ways to improve students’ reading comprehension, especially on longer English passage. It is also to provide teachers another way of effective
reading strategy. 2.
The teacher also expected to improve students’ comprehension in reading English passages through various reading methods, techniques, and
strategies. 3. Hopefully after knowing this method, students can apply this method to
comprehend any passage, whether it is English passage or other passage beyond English, especially longer passage, because they have already
know a new method to comprehend the text easier and hopefully they will be more motivated in learning English.
4. The result of this research can also be used as a guide for the writer, as a future teacher, and improve her knowledge about methods and techniques
to improve students’ comprehension in reading. For other researchers, this study could be used as a reference to carry out further research as a
contribution to the educational development.
