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F. Techniques of Analyzing Data
The techniques that are used to analyze the data are:
1. Qualitative Data
The technique of analyzing qualitative data is constant comparative method. The steps of analyzing qualitative data using constant comparative method are as
follows: a.
Comparing Incidents applicable to each category In this stage, the researcher codes any raw data about teaching reading
comprehension using Peer tutoring technique and applies them into some categories.
b. Integrating categories into their properties
Here, the researcher integrates any findings from that category and makes them in sense of related theory after comparing the properties of each
category from the result of the previous step. c.
Delimiting theory It refers to theory and category reduction from the result of two previous
steps. d.
Writing theory With all steps mentioned, the writer makes final judgment to be the theory.
2. Quantitative Data
The quantitative data which are all in number-form are gained from checking the students’ answer on the written test: 1 pretest; and 2 posttest.
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lviii a.
Computing the students’ correct answers. b.
Calculating the students’ score on written test. It is done as follows: 1.
Calculating the percentage of the correct answers of each student. The percentage is used to measure the students’ reading comprehension. The
students’ reading comprehension is found from the percentage of the correct answer. The percentage formula that is used is:
SM N
R S
´ =
Where: S = the students’ mastery in
R = the students’ right answer N = the maximum number of the whole answer
SM = standard mark 100 2. After analyzing the scores of the written test, the researcher uses a statistical
technique to find the students’ mean score as follows:
n X
M
å
=
Where: M = mean score
å
X
= the total score n = the number of students
If the mean score increases, the students’ reading comprehension is considered improving and the research is successful.
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lix 3. In order to know whether there is a significant improvement or not between
pretest and posttest, the researcher will use non independent t-test. It is done by comparing the pretest and post test scores. The formula is as follows
Ngadiso, 2006: 17:
1
2 2
- -
=
å å
n n
n D
D D
t
t = the test in order to know whether there is a significant
improvement or not between pretest and posttest D =
the differences between pretest and posttest divided by the number of students
D = the differences between pretest and posttest
n = number of students
c. Making conclusion and suggestion based on the data analysis.
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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.
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