The table of frequency distribution from the data above is presented as follows:
Table 4.6 Table of Frequency Distribution of Pre-test Result of Control Class
Score
Frequency Percent
30 4
13.3 35
5 16.7
40 7
23.3 45
7 23.3
50 4
13.3 55
3 10.0
Total 30
100.0
The diagram from the data above is presented as follows:
Picture 4.2 Diagram of Pre-test Result of Control Class
2. Result of Post-test of Experimental Class and Control Class
The result of post-test of experimental class and control class based on SPSS V.16 for windows program was gainde from the steps as follows: Analyze
– description statistic
– frequencies statistic. Results gained from a posttest in class VII.4 as experimental class of this research are presented in a table below:
Table 4.7 Table of Data Description of Post-test Result of Experimental Class
N Valid
30 Missing
Mean 70.5000
Median 70.0000
Mode 65.00
a
Std. Deviation 7.35199
Variance 54.052
Range 30.00
Minimum 55.00
Maximum 85.00
Sum 2115.00
The Table 4.7 above shows that the data above shows that the data of the control class was 30 with sum 2155.00. Mean score from the control class was
70.50, the variance score was 54.052, and deviation standard was 7.35199. The highest score of the control class was 85.00 and the lowest score was 55.00. The
median score was 70.00 and the mode score was 65.00.
The table of frequency distribution from the data above is presented as follows:
Table 4.8 Table of Frequency Distribution of Post-test Result of Experimental Class
Score
Frequency Percent
55 1
3.3 60
2 6.7
65 8
26.7 70
8 26.7
75 7
23.3 80
1 3.3
85 3
10.0 Total
30 100.0
The diagram from the data above is presented as follows:
Picture 4.3 Diagram of Post-test Result of Experimental Class
Results gained from a posttest in class VII.1 as a control class of this research are presented in a Table 4.9 below:
Table 4.9 Table of Data Description of Post-test Result of Control Class
N Valid
30 Missing
Mean 64.6667
Median 65.0000
Mode 60.00
Std. Deviation 9.27857
Variance 86.092
Range 30.00
Minimum 50.00
Maximum 80.00
Sum 1940.00
The Table 4.9 above shows that the data above shows that the data of the control class was 30 with sum 1940.00. Mean score from the control class was
64.6667, the variance score was 86.092, and deviation standard was 9.27857. The highest score of the control class was 80.00 and the lowest score was 50.00. The
median score was 65.00 and the mode score was 60.00. The table of frequency distribution from the data above is presented as
follows:
Table 4.10 Table of Frequency Distribution of Post-test Result of Control Class
Score
Frequency Percent
50 3
10.0 55
4 13.3
60 7
23.3 65
5 16.7
70 3
10.0 75
5 16.7
80 3
10.0 Total
30 100.0
Besides the table of frequency distribution, it also can be describe by a diagram which is presented as follow:
Picture.4.4 Diagram of Post-test Result of Control Class
3. Normality Test
a. Pre-test Normality Test
Table 4.11 Normality Pre-test Result between Experimental Class and Control Class
Control Shapiro-Wilk
Statistic Df
Sig. pretest
1 .951
30 .176
2 .936
30 .073
From the Table 4.11, it can be seen that the significance of pretest score in experimental class is 0.176. It can be coclude that the data are normally
distributed because 0.176 0.05. Meanwhile the significance of prest score in control class is 0.073. According to the rerequiremnet that had mentioned in
chapter III, if the significance score of Asyim Sig 2 tailed 0.05, so the data comes from the normal population, but if Asyim Sig 2 tailed 0.05, so the data
does not come from the normal population. Therefore, the data are normally distributed because 0.73 0.05. in other words, the prtest result in both
experimental class and control class are normally distributed.
b. Post-test Normality Test
Table 4.12 Normality Post-test Result between Experimental Class and Control Class
Control Shapiro-Wilk
Statistic df
Sig. Posttest
1 .937
30 .076
2 .935
30 .066
From the Table of 4.12, it can be seen that the significance of post-test score in experimental class is 0.076. It can be conclude that the data are normally
distributed because 0.76 0.05. Meanwhile, the significance of posttest score in control class is 0.66. Therefore, the data are normally distributed because 0.66
0.05. In other words, the posttest result in both experiment class and control class are normally distributed.
4. Homogeneity Test
a. Pre-test Homogeneity Test
Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and control class have been
distributed normally. The next step of the calculation was finding the pretest and posttest homogeneity of the data using SPSS v.16 for windows, specially by using
Shapiro Wilk method. The results of pre-test homogeneity test of the data are presented as
follows:
Table 4.13 Homogeneity Pre-test Results between Experimental Class and Control Class
Levene Statistic df1
df2 Sig.
.008 1
58 .928
The Table 4.13 shows that the significance of pre-test result between experimental class and control class is 0.928. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class because 0.928 0.05
b. Post-test Homogeneity Test
The posttest homogeneity test is also done by using SPSS v.16 for Windows, specifically by using Shapiro Wil method. The result of post-test
homogeneity test of the data are presented s follows:
Table 4.14 Homogeneity Post-test Results between Experimental Class and Control
Class
Levene Statistic df1
df2 Sig.
.034 1
87 .853
The Table 4.14 shows that the significance of pos-test result between experimental class and control class is 0.853. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class because 0.853 0.05
5. Hypothesis Testing
The last calculation was testing the hypothesis. This was the crucial calculation to answer the problem formulation of this research that whether there
is significant diffe rent between students’ reading skill in experimental class which
were given Reading, Encoding, Annotating and Pondering REAP technique and students’ reading skill in control class which were not. The writer used SPSS v.16
for Windows program which id Paired Smple Test. The criteria for hypothesis test are as follow:
If the significance of T-test T-table the Ho is accepted If the significance of T-test T-table the Ho is rejected, Ha is accepted
The table below shows the result between the experimental class which were given Reading, Encoding, Annotating and Pondering REAP technique in
reading class and the control class which were not.
Table 4.15 T
– test Result
Based on the hypothesis that has been explained in chapter II, which is: By using
Reading, Encoding, Annotating and Pondering REAP technique is not effective toward students’ reading skill of class VII of MTs Salafiyah
Sawangan Depok. By using Reading, Encoding, Annotating and Pondering REAP technique
is effective toward students’ reading skill of class VII of MTs Salafiyah Sawangan Depok
From the table 4.15, it presents that the T-test of this research is 56.961 and the T-table of this research is 2.662. It can be seen from the calculation of
reading test result between the experimental class and the control class, Ho is rejected, and the Ha is accepted because 56.961 2.662 or the T-test T-table.
Therefore, it can be conclude that there is a significance diffe rence of students’
reading skill between the experimental class and the control class.
Paired Differences
t df
Sig. 2- tailed
Mean Std.
Deviation Std. Error
Mean 95 Confidence Interval of
the Difference
Lower Upper
Pair 1 posttest
– Control
6.60833E1 8.98641 1.16014
63.76190 68.40477
56.961 59
.000
C. Data Interpretation
In the present study, it can be seen that the students’ reading skill in
experimental class after being given the treatment of using Reading, Encoding, Annotating and Pondering REAP
technique were higher than the students’ reading skill in control class who did not get the treatment of using REAP
technique. It can be seen from students’ pre-test and post-test score. The pre-test
mean score of students in experimental class was 51.5000 . Ater giving 4 times
treatments using REAP technique, the post-test mean score of students in experimental class was 70.5000. While, the smallest score in the pretst was 20 and
the highest score was 50. The data showed in the post-test that the smallest score was 55 and the highest score was 85.
Meanwhile, from the description of score in control class which showed that the mean of pre-test score was 41.8333. After giving 4 times treatments
without of using REAP technique, the writer got the mean of post-test was 64.6667. The smallest score in the pre-test was 20 and the highest score was 55.
The data showed in the post-test that the smallest score was 55 and the highest score was 80. It concluded that the gain score of experimental class was higher
than control class. Before testing the hypothesis, the writer analyzed the normality and
homogeneity of the data. The purpose of analyzing the normality was to see whether the data got in the research has been normally distributed or not.
Meanwhile, the purpose of analyzing the homogeneity was to see whether the datasample in both experimental and control class were homogenous or
heterogeneous. In the analyzing the normality, the result showed that both the data of pre-test and post-test in experimental class were distributed normally.
According to criteria of the test, it can be seen in the result that T
max
pre-test and post-test T
table
0.73 and 0.66 0.05. Both the data of pre-test and post-test in controlled class also showed that they were distributed normally. It means that all
the data in both pre-test ad post-test of experimental and controlled class were distributed normally.
Thus, the results of the present study highlight and support the idea that used REAP technique have a positive impact on the
students’ reading skill. The theory abov
e is supported by the writer’s experiment during the treatment in the classroom. The writer discovered that the students were enthusiastic and
cooperative when learning English text. They followed the lesson respectfully and they tried to comprehend the text together. They discussed the material with their
group and helped each other to make their friends comprehend it. Therefore, it can be concluded that teaching reading through Reading,
Encoding, Annotating an Pondering REAP technique had a significance influence on students’ reading skill on descriptive text. It was showed students’
reading achievemnet after given the treatment of using Reading, Encoding, Annotating and Pondering REAP technique were higher than students’ reading
ability before they were given the treatment. In other words, Reading, Encoding, Annotating and Pondering REAP
technique is found to be helpful and effective towards stu dents’ reading skill of
descriptive text, especially the students at the seventh grade of MTs Salafiyah Depok.
43
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, finding and interpretation, it can be concluded that it is effective in using Reading, Encoding, Annotating and Pondering REAP
technique toward students’ reading skill of the seventh grade students of MTs
Salafiyah Depok. From the fourth meeting that has been conducted in the both of experiment and controlled class, the post-test data showed that there is a significant
difference on students ’ reading skill in experimental class and control class.
Furthermore, the average score of experimental class is 70.5 and the average score of control class is 64.667.
It revealed that the group of students’ taught REAP technique achieved substantially higher mean score of post-test in comparison to the
mean score of post-test in the group of stu dents’ were not taught by REAP technique.
In short, it may be safely inferred from the above findings that Reading, Encoding, Annotating and Pondering REAP technique is more effective towards
students’ reading skill on descriptive text. Hence, the finding of this research answers the
research question, “Is REAP technique effective towards students’ reading skill of
desriptive text for the seventh grade of MTs Salafiyah? ” The answer is REAP
technique is effective towards students’ reading skill of descriptive text for the
seventh grade of MTs Salafiyah.
B. Suggestions
Based on the research, there are some suggestions for the English teacher for consideration.
1. The teachers should be aware of the students’ condition nowadays by having
the knowledge about various methods in teaching and learning. 2. The teachers are expected to be creative especially in motivating their students
to read. 3. The teacher should have a good preparation about the teaching process.
4. The teacher should make the students ready before the reading class begin such as giving question and answer or discussion about some related with the
material.
