C. The General Finding of the Research
This part presents the general research finding in the form of qualitative data supported with the quantitative data in the form of
the students’ average scores. The data shows the findings obtained during the cycle 1 and cycle 2. It
shows the changes were made and the result of the change after each cycle. Based on the observation in cycle 2, the students reading comprehension
skill was improved. The students comprehend the text easily because they were directed to read in logical way using their experiences by answering the
guiding questions. The students could overcome their problems related to the vocabulary
mastery by guided to guess the vocabulary and related with the clues pictures, key words, and topic of the text. The students became more
motivated both in reading and participating during class because they were confident to deal with the problems occurring during the reading process. The
qualitative data can be summed up as in the following table.
Table 8: The Research Result No.
Problems Cycle I
Cycle II
1. The students had
difficulties in comprehending texts,
especially in identifying the main
idea and detail a. Students connected
their prior knowledge to the
information in the text.
a. The students became more
focus on the text by reading it in the
form of stopping point.
information. b. The students
became more skillful in finding
and distinguishing the main idea and
detail information in the text
supported tasks in the form of
TrueFalse and open-ended
question. 2.
The passive classroom
participation a. Students became
more active participating in the
group discussion and activities
during the lesson. a. The students
voluntarily read the text in front of
the class b. The students
shared the answers of the questions
willingly. c. The students
actively involved to join the puzzle
game. 3.
There were no interactive media
a. Students could easily relate their
prior knowledge by the assistance of
PPT and picture. a. Students became
more serious in joining the class
by paying attention to the
material presented in the power point
presentation. 4.
The students lack of vocabulary mastery
a. Students could find and use the clues to
guess the meaning of the unfamiliar
words. a. Students enriched
their vocabulary.
The quantitative data was also provided to support the qualitative data. It was obtained by conducting reading comprehension tests. The means scores
of the reading test are compared to know the improvement of the students reading comprehension.
The improvement of the students’ reading comprehension skill could be seen from their score during the test; pre-test and post-
test that the students’ scores increased significantly in each test. The table below presents the mean
score of the reading comprehension tests.
Table 10: The Comparison Scores among Post-test and Pre-test
Descriptive Statistics
N Minimum
Maximum Mean
Std. Deviation Pretest
29 68.00
83.00 73.6897
3.79006 Postest
29 77.00
88.00 79.0000
2.81577 Valid N listwise
29
The table presents the score of reading pretest and posttest. The minimum score of the pre-test is 68.00 and the maximum one is 83.00 while the
minimum score of post-test is 77.00 and the maximum score is 88.00. These scores improvement influences the mean of the both test. The pre-test mean is
73.68 and the post-test mean is 79.00. It is higher than the pre-test scores. It means that there was improvement
in students’ reading comprehension showed by the improvement of the students’ scores.
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