Implementation of the Research

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CHAPTER IV THE RESULT OF RESEARCH

This chapter discusses the result of the study. The result is divided into four discussions as follows: the data description, normality, and homogeneity test, hypothesis test, and the discussion of the result of study.

A. Implementation of the Research

Next, I conducted the real experiment that is giving a treatment by using cooperative learning Think-Pair-Share TPS method in teaching reading comprehension to the experimental class and using Direct Instruction Method in teaching reading comprehension to the control class. This experiment was conducted in order to determine whether there is significant different in reading achievement between the experimental class and control class. The clear description of conducting treatment to both experimental and control class can be seen in the table as follow: Table 4.1 Treatment for Experimental Class Activities Material Date Learning Process First meeting Narrative Text 1 Cinderella, 2 King’s food. October, 22 th 2012 1 Introducing the title of the text and giving guiding questions about the topic which is going to be discussed. 2 Brainstorming about text by giving questions. 3 Explaining the procedure of Think Pair Share Method. 4 Distributing a text. 5 Think a Asking the students to read the text individually b Giving the students “think time” a few moments to think about the answer of the question individually. Second meeting Narrative Text 1 Prabu Tapa, 2 Why Does the Cock Eat the Millipede. October, 24 th 2012 Third meeting Narrative Text 1 The Legend of Jambi October, 30 th 2012 74 commit to user 75 Forth meeting Narrative Text 1 Deadalus and Icarus October, 31 th 2012 6 Pair a Dividing students into pairs. b Giving worksheet to each pairs. c Giving marks to the students to start pairing up with other students. d Guiding the students to analyze the content of the text and monitoring discussion process. 7 Share a The teacher calls on some pairs to share their answers with the rest of the class. b Asking each pair to give opinion to other pairs. Other pairs give feedback and share their different ideas. 8 Giving feedback to students’ answer or students’ discussion. 9 Giving assessment to the result of discussion of each pair. Fifth meeting Analytical Exposition 1 Law Making Bodies in Australia 2 Global Warming October, 06 th 2012 Sixth meeting Analytical Exposition 1 An Electronic book November, 07 th 2012 Seventh meeting Analytical Exposition 1 The important of reading 2 The technique of teaching November, 13 th 2012 Eighth meeting Analytical Exposition 1 Crime November, 14 th 2012 The students of class XI-A3, as experimental class, were taught in eight meetings. Each meeting took two hours. Experiment class taught using cooperative learning Think-Pair-Share TPS method. In First to fourth meetings, the narrative texts were spread out to students and the analytical exposition texts commit to user 76 were given to the students in the fifth to eight meetings. After the texts were explained, the students were asked to answer the questions related to the text in pair because they taught using cooperative learning Think-Pair-Share TPS method. Table 4.2 Treatments for Control Class Activities Material Date Learning Process First meeting Narrative Text 1 Cinderella, 2 King’s food. October, 22 th 2012 1 Explaining of the goal and preparing students a Explaining about the goal of the lesson. b Explaining the procedure of Direct Instruction Method. c Showing an example about narrative text and distributing the narrative text entitled to the students. The teacher introduces the material. 2 Presenting or demonstrating of certain skill a Explaining to the students about the characteristics of text, such as; generic structure, linguistics feature, and social function of text to the students. b Teacher guides the students through some questions that have correlation with the topic. d Teacher checks frequently for understanding of all students and provide immediate corrective feedback when needed. 3 a The teacher asks the students to read few lines from the text. b The students are asked to translate the words from the text into their L1. The teacher helps them in translate meanings for these words. c The answers are checked by them. Mistakes are corrected by the teacher 4 Giving Individual Task a Giving worksheet to each student. b Asking each student to answer the questions in their students’ worksheet related to the text independently. c Giving feedback to students’ answer. Second meeting Narrative Text 1 Prabu Tapa, 2 Why Does the Cock Eat the Millipede. October, 24 th 2012 Third meeting Narrative Text 1 The Legend of Jambi October, 30 th 2012 Forth meeting Fifth meeting Sixth meeting Seven meeting Eighth meeting Narrative Text 1 Deadalus and Icarus Analytical Exposition 1 Law Making Bodies in Australia 2 Global Warming Analytical Exposition 1 An Electronic book Analytical Exposition 1 The important of reading 2 The technique of teaching Analytical Exposition 1 Crime October, 31 th 2012 November, 6 th 2012 November, 7 th 2012 November, 13 th 2012 November, 14 th , 2012 The students of class XI-A4, as control class, were taught in eight meetings. Each meeting took two hours. Control class taught using Direct commit to user 77 Instruction Method. In First to fourth meetings, the narrative texts were spread out to students and the analytical exposition texts were given to the students in the fifth to eight meetings. After the text were explained, the students were asked to answer the questions related to the text individually because they taught without using cooperative learning Think-Pair-Share TPS method. From the explanation above we can see that both of class had the same topics and material but different method of presentation. At the end of the experiment, I conducted a post test for both of class in different day. I used the same test for both. For control group the test was conducted on November 20, 2012. For experimental group the test was conducted on November 23, 2012. The test results were used as the data in this study to determine whether there is significant different in students’ reading achievement between experimental group and control group.

B. Data Description