70.75 From that calculation, the mean score of posttest 2 is 70.75. The second
step is to know the calculation of the percentage of students’ improvement score. Here, the writer computes by using the formula:
P = × 100
P = × 100
P = × 100
P = 41.5
Based on that computation, it could be seen that the posttest 2 improves 41.5 from the pre test.
The last step is the writer tries to get the class percentage whose score pass the KKM. It uses the calculation as following:
P = × 100
P = × 100
P = 82.8 From that calculation, the class percentage is 82.8. It means that in the
cycle 2 there are 17 students who pass the KKM and there are only 3 students are below the KKM. The class percentage of posttest 2 obviously shows some
improvements from the previous test.
E. Data Interpretation
1. The Result of Pre-test, Post-test 1, and Post-test 2
As a whole, the interpretation of the data results among the pretest, the posttest of cycle 1 and the posttest of cycle 2 are as following:
In the pretest, the mean score of students on reading test before carrying out Classroom A
ction Research CAR is 50. It is the students’ reading score before they use pre questionings. Meanwhile, the class
percentage which passes the KKM is 25. It means that that there are only 5 students who are able to pass the KKM 60 and there are 15 students are
out of the target. Furthermore, the mean score in the posttest of cycle 1 is 60.35. It
means that there are some students’ score improvement from the previous test pretest. Meanwhile, the class percentage which passes the KKM in
posttest 1 is 55. It shows there are 11 students who pass the KKM and there are 9 students whose score still under KKM. Therefore, it is still
needed more improvement. Next, the mean score in the posttest of second cycle is 70.75. It shows
the students’ improvement score 10.40 70.75 – 60.35 from the posttest 1 60.35 .Meanwhile, the class percentage which passes the KKM is 82.8.
It means there are 17 students whose score pass the KKM and there are 3 students are under the target of KKM.
Because above 75 students passed the KKM and fulfilled the target of CAR, therefore, automatically, it can be said that the Classroom Action
Research CAR is succeeded and the cycle is stopped.
2. The Result of Post Interview
Besides getting the data that has been obtained from posttest, the writer also obtained the data from the post interview. After implementing
pre questionings, the writer carried out the interview with the teacher and
the students. It was conducted on June 15
rd
2013 after accomplishing cycle 2. The writer discussed with the teacher about CAR that had been
accomplished.
From the two cycle analysis, the teacher and the writer conclude that there were improvements
on students’ achievement. The students improved their reading comprehension the text. It was proved when
students could answer the questions given. The students’ reading scores were also improved. The students were also interested in the teaching
learning process by pre questioning, because they could gain their background knowledge. And from the teacher, the teacher said that she
was satisfied using pre questioning, because pre questioning helped her in teaching learning process in the classroom. She said that she was
motivated and also wanted to implement pre questioning in the teaching learning process.
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CHAPTER V CONCLUSION AND SUGGESTION
After finishing the whole steps of this Classroom Action Research CAR study, the writer makes some conclusions considering the result of this research.
Furthermore, related to the conclusion the writer also gives some suggestions. However, before the writer concludes the result of study and contributes her
suggestions, she would like to present the summary of this research. The writer would like to sum up her study. This study uses the Classroom
Action Research CAR method in which to ident ify the problem on students’
reading comprehension; it is initiated through the interview to the teacher and through the observation in the First grade class at Gita Kirtti School which is
considered as the class whose reading test score are very low. The amount of students of that class is 20. In this study, the writer implements the Kurt Lewin’s
design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test, interview and
observation; it could be summed up as: First, related to the test result, there was 20.71
improvement of students’ mean score from pretest to the posttest of the second cycle. In the pretest, there were five students who passed the KKM and the
mean score of pre test was 50. Then in the result of posttest in cycle 1, there were 11 or 55 students in the class who passed the KKM considering their mean
score of the test is 60.35. Next in the result of posttest in the cycle 2, there were 17 or 85 students who passed the KKM in which their mean score of reading
test derived 70.75. Second, the observation result showed that the students were able to
understand the text and answered some questions related to text. They could find
the information they needed easily after they given pre questioning before read the text. It was also showed that students’ interest in reading has improved. Third,
based on the interview result it could be known that the students’ reading
comprehension has improved and also assisted the teacher in finding the appropriate strategy in teaching reading text.
A. Conclusion
After conducting the Classroom Action Research at the first grade students of SMA Gita Kirtti Jakarta and based on the results of the test, it
showed that there is a significant progress before and after implementation of improving students’ reading comprehension using pre questionings. The
results show better results since implementing the CAR. It means that using pre questionings in teaching reading is worth and meaningful, especially in
improving students’ comprehension. Those all can be seen from the results of the pre-test and post-test score while doing the CAR.
Moreover the progress results of pre –test and post-test showed
significantly improved. The mean of pre-test was 50 and only 25 of students could pass KKM. The mean of post-test 1 score was 60.35, there were 55
students could pass KKM. After that, the mean of post-test 2 score was 70.75 and there were 85 students could get score above KKM. From the different
number of results, it can be concluded that improving students’ reading comprehension using pre-questionings is effective. It is also supported by
other instruments which are from results of interview and observation that also show improvement of students in learning reading comprehension using pre
questionings.
B. Suggestion
In this part, the writer would like to contribute some suggestions. First, pre questionings would be helpful to develop stu
dents’ reading comprehension in reading text. Therefore, the teacher needs to maintain using pre questioning
in the next new academic year in teaching. Second, although the students become more interested in reading text and build their background knowledge,
the teacher as the facilitator also must facilitate, help, supervise, and observe the students
