Research Findings Discussions

B. Research Findings Discussions

1. The Common Responses of the Research Problem

In this research, the formulation of the problem is “How does It Says, I Say,

After the researcher applied the strategy in the classroom, the researcher guided the students to discuss their questions (It Says) column and compare them with the true answers in the text (It Says). Based on the two columns (It Says and I Say) the researcher and the students concluded the answer and put the conclusion in the So column. Then the researcher guided the students the discussions with the structure of narrative. So after implemented It Says, I Say, and So Strategy the students’ ability increased in comprehending text well.

However the research, the researcher did the researcher in two cycles. In Cycle I the average of the students’ mark in comprehending the text by using It Says,

I Say, and So Strategy was 58.33. And in Cycle II were 84.58. Based on the percentage of the average of the students’ ability in each cycle, the researcher could find the increasing of the students’ ability in reading comprehension. Thereby, the researcher can increase the students’ ability in reading

difficulties, such as confused of It Says, I Say and So procedure, and misunderstood to differentiate implicit and explicit information from the narrative text. And got difficult how to answer the questions for each column by finding the information in the text (It Say), then answering the questions by using their background knowledge and personal opinion (I Say), and combining the information from the text and their own thinking to create an answer and make conclusion (So). To solve the problem the researcher did some improvements in the next meeting about the student’s difficulties in the first and second meeting of Cycle I by giving simple and clear explanation about It Says, I Say, and So Strategy, the researcher also gave example in answering the questions and fill each column of It Says, I Say and So Strategy. Then the researcher gave the example how to identify the difference of both elements.

b) Cycle II

In Cycle II consisted of two meetings. In the first meeting of Cycle II there

based on the questions in columns It Says, I Say, and So sheet that the researcher gave.

The ability of the students was increased it was shown in their evaluation sheet. All of the students passed on the MCC.

3. The Research Findings versus the Latest Related Research

In the research, the researcher versus a research entitled “Increasing the Students’ Ability in Reading Comprehension by Using It Says, I Say, and So strategy. strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi in 2015/2016”. The subject of the research was Botomuzoi students. The total number of the students at the tenth grade class

X A of SMA Negeri 1 Bomuzoit were 24 students. The researcher searched the students ability in reading comprehension because The students were unable in comprehend the narrative vocabulary, the students were unable to identify

text. Seventh, she allowed the students to read the questions in the first column and the students answer the question then put the answer in I Say column the students answer by using their own opinions. Eighth, she asked the students to completed It Says column and the students filled It Says column by finding the information in the text. Ninth, the researcher guided the students to discussed their questions (It Says) column and compare them with the true answers in the text (It Says). Tenth, she asked the students concluded the answer and put the conclusion in the So column. After they finished doing it, then giving the time to ask questions related to the material.

The result of her research after getting all of the doing the steps of It Says, I Say, and So Strategy showed that the students’ understanding has been increased in reading comprehension. She proved with data analysis that the students’ average score from Cycle II second meeting, the students’ average score was 84,58. So, in

say and So Strategy in experimental class for eight meetings by teaching two kinds of genres, narrative and recount texts. In control class, the researcher applied Question- Answer Relationship Strategy for eight meetings and with two genres too. After the treatments, the researcher gave post test to both classes. The validity of the test was measured by constructing the items with 30% easy, 50% moderate and 20% difficult. The reliability of the test was measured by using K-R 20. Finally, researcher analyzed the data by using t-test formula. Based on the data analysis, the researcher found that the mean score for the experimental class was 30.57 with variance 11.81. Whereas, the mean score for the control class was 27.57 with variance 7.22. Then, based on the result of examining hypotheses, it was stated that Ha is accepted and Ho is rejected.

The goal both of the researchers’ is to increase the students’ ability in reading comprehension.

conclusions. Based on the theory above, and the fact when applied the strategy of It Says, I Say, and So Strategy many of the students were able to answer the questions that related to the material by finding some information from the text. But, the problem is when the researcher asked them to answer the next column ( I Say) they could not gave their opinion and confused how to answered. Then, when the researcher asked them to make conclusion by combining what they have already answered in It Says and I Say column, some of the students still difficult how to arranged and make a conclusion. So based on the theory and what was happened in the field after the researcher applied It Says, I Say, and So Strategy, the researcher was approved that some of the students still found the difficult to answered and fiilled each column, they could not give their opinion by using their background knowledge and make a conclusion.

6. The Analysis of the Research Findings Limitation

The limitation is necessary to explain in order that the readers have the same insight with the researcher. The research findings limitations as follows:

1. The strategy of the research only can be used for reading comprehension.

2. The strategy of the research only can be used for narrative text.

3. The research only did for the tenth grade of Senior High School.