3.9 Hypothesis Testing
The hypothesis statistically tested using Repeated measures t-test. It was used as the data came from the same sample or known as paired data Hatch and Farhady,
1982: 114. The data was calculated through computing with Statistical Package for Social Science SPSS version 17.0 for Windows. It was used to draw the
conclusion in significant level of 0, 05 p0, 05. It means that the probability of error in the hypothesis was only about 5.
To determine whether the first hypothesis is accepted or rejected, the following criteria acceptance that used:
H :
There is no significant difference of the students’ reading
comprehension achievement after being taught through Short Story.
H
1
: There is a significant difference
of the students’ reading
comprehension achievement before and after being taught through Short Story.
V. CONCLUSIONS AND SUGGESTIONS
This chapter presented the conclusion and suggestion based on the finding and discussion of the data analysis.
5.1
Conclusions
Based on the results of the data analysis after conducting the researcher at the second grade of SMA N 1 Sindang Indramayu and analyzing the data, the
researcher draws the conclusion as follows: 1.
There is a significant difference between the score of students’ reading comprehension achievement before and after being taught Short Story. This
could be seen from the mean score of students’ pre-test 1 was 52.2, pre-test 2 was 56.6, and pre-test 3 was 57,
and the mean score of students’ post-test 1 was 49, post-test 2 was 58 and post-test 3 was 73.1, with the gain was -3.2, 1.4, and
16.1. The result of paired sample t-test in hypothesis test showed that the significant value 2-tailed was p=0.000 p0.05, t rasiot-table 5.422
2.045. So, it can be used to increase students’ reading comprehension
achievement trough short story as reading material because the students enabled to comprehend the reading task better and easier; the lower achievers
could learn from the higher ones.
2. This research was focused on five reading comprehension aspects. Then, from
the calculation, it can be seen that the most increase was on getting the specific information aspect and the lowest increase was inference.
3. Teaching reading through Short Story as reading materialis suitable to the
students’ level and interest because can makes the students enjoy reading comprehension activity. It can be seen from enthusiasm in reading short story
given by the researcher. The interesting reading material also encouraged the students to express their idea by using the target language related to the story
they read.
5.2 Suggestions
Based on the result of data analysis, some suggestions are put forward by the teacher in teaching learning process using short story.
1. Since short story can give better result, it is suggested that English teacher
apply short story as a variation of material in teaching reading. 2.
The teacher should be careful in selecting the short story. Short story given to the students should suitable to the students’ level and interest. Level
here deals with the age of the students and also the theme of the story, while interest here deals with the type of the text, such as narrative text.
3. Since inference was the lowest increase of the aspects of reading
comprehension, the teacher should be given more exercise about how to finding the inference.
4. Enjoyable material is suggested to be used in the classroom activity, which
can increase students’ eagerness and to learn new material.
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