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4.3 Improvement of the Students’ Reading Skill
In conducting this action research, the four tests were distributed in order to know the students’ ability in reading. The result of each test showed improvements of the students’ ability in
reading. The percentages of the tests were showed in the diagram next page.
The diagram above showed that there was an improvement in every test which was conducted. The average score of the pre-test was only 58.10. It was lower than the criterion of
the assessment from the minimal standard of the school that was 65. The students had problems in every aspect of reading, including fluency, pronunciation, content, and grammar. Many of
them were poor in vocabulary. In cycle one test, there was much improvement. The average score was 71.05 which meant it was much higher than the pre-test and higher than the standard
score. It increased 12.95 point from the pre-test. In this test, the students could understand some vocabulary and the content of the text. After knowing the result of cycle one, I found that some
students’ scores still under the standard given even their score had improved. Therefore, I conducted the cycle two. In the end of cycle two, I distributed a test. The result was amazing.
The average was 82.36 or increased 11.31 from the result of cycle one. After being treated for two cycles, most of them were better in reading. The last test was post-test. In this test, the
average score was 83.89 or increased 25.79 compared to pre-test. Figure 4.3 Improvement of the Students’ Reading Skill from Pre-Test to Post-
test
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4.4 The Overall Analysis
The average score from the pre-test to the post-test is presented below.
Pre-test Cycle 1
Cycle 2 Post-test
58.10 71.05
82.36 83.89
Mean of the whole test:
= 73.85 The data showed that there was an improvement of reading skill. As regards the
percentage in the pre-test, the students achieved 58.1. In cycle 1 they got 71.05, whereas in cycle 2 they obtained 82.36. In the last test, the post-test, they successfully reached 83.89.
The improvement of the students’ reading skill proved that look and say was effective to be used in teaching reading to elementary school students.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions of the study based on the result of the study and suggestions for the students, teachers, and next researchers.
5.1 Conclusions
After conducting the research, I can conclude that look and say was effective as a technique in teaching reading to elementary school students. The students were interested in activities by
using look and say technique in learning reading. This technique improved the reading skill of the fourth grade students of SD Negeri Kambangan 1, Tegal in the academic year of 20102011.
It could be drawn from the results of the formative test of cycle 1, the formative test of cycle 2, and the post-test. The average score of the pre-test was 58.1. After the activities by using look
and say were given, in cycle 1, the average score of the test was 71.05. It was higher than the result of the pre-test or it increased 12.95. Meanwhile, in cycle 2 the average score increased to
82.36. It was 11.31 higher than the result of cycle 1. The average score of the post-test was 83.89. So it totally increased 25.79, which was higher than the pre-test.
Furthermore, it can also be concluded that the students like to learn reading by using look and say technique. It was drawn from the field notes which were filled by the English teacher.
The field notes showed that the students were in interested in activities by using look and say technique to improve their reading skill. Moreover, based on the analysis of the questionnaire,
the students choose learning English by using look and say technique because it was enjoyable, colorful, and lively.
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