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CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Introduction
The purposes of this research are to identify whether and to what extent Peer Tutoring technique can improve students’ reading comprehension and to
describe what happens with classroom situation when Peer Tutoring technique is applied in reading class. The research was done at IKIP PGRI Madiun, especially
IG class. Based on previous observation and interview, the researcher realized that the students had some problems in reading. They faced some difficulties in
finding main idea, finding specific information, drawing inference, and predicting word meanings from text. They had difficulties to differentiate between the main
idea and supporting details. They could not identify the unstated information from text. They could not relate one clue to another. And they were not able to
recognize the word meanings from the context. Overall, this condition was identified as their pre-test score which was gained in preliminary research was
mostly unsatisfying. The proof is that from the total of 40 students; four students got under 40, six students got under 50, ten students got under 60, twelve students
got under 70, and eight students got under 80. The highest score was 76.67 and the lowest score was 33.33. Those resulted 56.83 for the average score in this test.
Another important consideration was about students’ score viewed from their skills. In more complete data, the students’ skill score could be seen in the table
4.1.
46
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Table 4.1. The Students’ Score on Reading Comprehension Viewed from
Their Skill
NO SKILL
HIGHEST LOWEST
MEAN 1
Main Idea 71.42
28.57 63.75
2 Details
83.33 50
59.23 3
Inferences 80
20 62.25
4 Word Meaning
71.42 42.85
63.57
In addition, when they were asked questions, they had no response. They also kept silent during lecturing. They were passive and had no courage to share
ideas with their friends and tended to work individually Knowing that reading comprehension was still difficult for students, the
researcher tried to know what the causes of the problems were. The researcher found that there were three causes of reading problems; from the teacher, the
students, and the class conditions. From the teacher’s point of view, as it was identified, the causes from the
teacher were the monotonous teaching learning process, less monitoring, and dominating class with broad oral fast explanation. These causes were in line with
students’ result from questionnaire. It showed that 62.50 students agreed that the teacher always dominate the class. 75 from 40 students agreed that the
teacher’s presentation was very fast. 65 students disagreed that the teacher always monitored the discussion when the students worked in pair or group. In
accordance to interview result, students FK said that he felt boring with the teaching technique. Another students RH supported this idea that the teacher
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lxii always used monotonous technique. He or she asked the students to open the text
book and translate it. After that, he or she explained the content of the text broadly and orally without giving a chance for the students to share their ideas. Then, he
or she asked them to do exercises in the text book. The worst thing is that the teacher did it over and over again.
Meanwhile, from students’ point of view, it was identified that the students had low mastery of vocabulary. Then, the students had low motivation to
learn in reading class. They did not have curiosity and interest on the passage which will be read. The material was too long and too difficult. Besides, some of
them often came late to the class. Some others often asked permission to go outside. In addition, students had lack of guided session in group activity. These
causes were supported by the result of questionnaire and interview. 75 students agreed that Reading comprehension is difficult because of low mastery of
vocabulary. In addition, based on the interview, it was found that student HR got difficulties in reading because the material was too difficult for him. Another
students said that his teacher always do the task individually. So, he never worked together with his friend. The detail about the result of questionnaire can be seen in
the appendix. The last cause of the problem was the class situation. It was boring and
monotonous. Instead of having made a crowd in the class, students stayed silent when they were in reading class. Badly, when they are asked, most answers would
be “keeping silent”, “smiling”, and “I do not understand.” Most of them could not participate actively in reading class.
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lxiii To solve the problems above, the researcher applied Peer Tutoring
technique in teaching reading comprehension. Peer tutoring is useful since students have a chance to be both the tutor and tutee. Students are taught by their
peers, who have been trained and supervised by the classroom teacher. It can make the students be more active during lecturing. The students
work in pairs to help one another learn the material being studied. This technique gives both students the opportunity to better understand it.
Furthermore, students receive feedback and error correction immediately and more frequently. In large group or teacher-directed settings, it is impossible to
provide feedback and error correction to every student for every response. With peer tutoring, students receive feedback and correction immediately for every
response. Thus, it is believed that Peer tutoring can improve students’ ability in reading comprehension.
In the end of the research, the researcher has a target that 75 students can pass the passing grade 60 because the researcher considered the attempt to
improve the students’ reading comprehension is difficult enough. However, the researcher wants to enhance it by implementing Peer tutoring technique in
teaching reading comprehension.
B. Description of Cycle I
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