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T table at significance level of 1 = 2.79 So the result is 2.06 6.67 2.79
It means that t t observation is higher than t
t
t table
C. Test of Hypothesis
The writer formulated the null hypothesis H and the alternative hypothesis
Ha as follow: H
: there is no significant difference achievement in learning reading comprehension before implementing CIRC technique and after
implementing CIRC technique. Ha : there is significant difference achievement in learning reading
comprehension before implementing CIRC technique and after implementing CIRC technique.
The assumption of this hypothesis as follow: If t
≥ t
table
, the null hypothesis H is rejected, it means that there is significant
difference achievement in learning reading comprehension before implementing CIRC technique and after implementing CIRC technique.
If t ≤ t
table
, the null hypothesis H is accepted, it means that there is no
significant difference achievement in learning reading comprehension before implementing CIRC technique and after implementing CIRC technique.
Based on the description of the calculation above, it can be inferred that: 1 The value of t
table
in the significance 1 is 2.79 and 5 is 2.06 2 The value of t
6.67 The writer summarized that t
≥ t
table
, it means that the null hypothesis H is
rejected and the alternative hypothesis is accepted. So that in this research there is significant difference achievement in learning reading comprehension before
taught by using CIRC technique and after taught by using CIRC technique.
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D. Interpretation of Data
Based on the analysis of the results in the table above, it can be observed that using CIRC technique is an active way in teaching reading recount text. It is
proven that the score of post-test is higher than pre-test. It means that teaching reading by applying CIRC technique is better than teaching without applying
CIRC technique. By using CIRC technique the students are more interested and motivated in reading. Thus, it can be concluded that CIRC technique is an
attractive way in helping students’ understanding of recount text for the second grade students of MTs Negeri Rajeg Tangerang.
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CHAPTER V CONCLUSION AND SUGGESTION
