34 The questionnaire was mostly answered with ‘YES’ or positive response and followed by
the significant result on the post-test. In addition, it can be concluded that look and say helped the students in learning reading to English.
4.2 Result of the Study
In this chapter I am going to present the result of the data analysis from the research activities. The quantitative data were obtained from the evaluation tests which were taken from the pre-test,
the formative test of cycle 1, the formative test of cycle 2, and the post test. I also got the qualitativenon-test data from the observations during teaching and learning processes.
4.2.1 Result of the Pre-test
The pre-test was conducted at the beginning of the research on 1 June 2011. There were 38 students who took the test. The purpose of this test was to check the students’ reading ability.
The test consisted of 25 multiple-choice items. The result of the students’ achievement in the pre-test can be seen as follows.
Table 3. The Result of the Pre-test No.
Test Code The Right Score
1. P-1
20 80
2. P-2
19 76
3. P-3
14 56
4. P-4
16 64
5. P-5
8 32
6. P-6
10 40
35 7.
P-7 10
40 8.
P-8 10
40 9.
P-9 14
56 10.
P-10 13
52 11.
P-11 11
44 12.
P-12 18
72 13.
P-13 17
68 14.
P-14 21
84 15.
P-15 15
60 16.
P-16 14
56 17.
P-17 24
96 18.
P-18 15
60 19.
P-19 14
56 20.
P-20 21
84 21.
P-21 9
36 22.
P-22 9
36 23.
P-23 14
56 24.
P-24 18
72 25.
P-25 8
32 26.
P-26 18
72 27.
P-27 17
68 28.
P-28 13
52 29.
P-29 13
52
36 30.
P-30 15
60 31.
P-31 18
72 32.
P-32 14
56 33.
P-33 6
24 34.
P-34 20
80 35.
P-35 19
76 36.
P-36 11
44 37.
P-37 14
56 38.
P-38 12
48 ∑ = 38
∑ = 552 ∑ = 2208
The average of the students’ result = The total number of the percentage The number of the students
= 2208 38
= 58.1. The average of the students’ scores was 58.1. According to the criterion of assessment
of Department of National Education, the class was classified unsuccessful. This result was influenced by the students’ behaviors during teaching and learning
processes. Some students did not pay attention to the teacher. Some students looked sleepy and bored. There were also some who talked to each other. Even there was a male student bothering
his female friends. The noisy surroundings were hardly conducive to concentrated study. Therefore, the students needed a new technique in teaching English, especially reading.
37
4.2.2 The Analysis of Cycle 1
The activities of cycle 1 began on 2 June 2011. The whole thirty eight students followed the teaching and learning processes. The English teacher, Mrs. Santi, joined the class and supervised
me. During the processes I made use of two languages: English and Indonesian. The topic used in this cycle was ‘The Zoo’. In this activity, the students were given
vocabulary related to the topic. I also gave some commands to the students, such as raise your hand, stand up, look at the picture, say it loudly, come forward, and sit down.
At the beginning of the class, I read the text and asked the students to repeat after me. After it was over, I explained the key words of the text. While the class was listening to me, I
practiced look and say technique to convey the whole content of the text. I provided some teaching aids to help the students to know what they were going to do in these activities. I
showed many flash cards, some pictures, and some words related to the pictures. Then, I put the pictures on the blackboard.
In the next session, I explained briefly about the method used in teaching learning process. I showed the flashcards one by one and I asked the students to look and say it loudly. To
check the understanding of the students, I asked them to guess what pictures were about. The students answered it orally. I explained the procedures they had to do. They had to match
between the pictures and the words appropriately. At the end of the lesson, I gave a formative test to the students. The purpose was to find
how well the students had mastered the materials. I also wanted to find on what aspect remedial action was necessary. The test consisted of 10 multiple-choice items. The result of the students’
achievement in the test can be seen on next page.
38
Table 4. The result of the Formative test of Cycle 1 No
. Test Code
The Right Score
1. P-1
9 90
2. P-2
10 100
3. P-3
3 30
4. P-4
9 90
5. P-5
4 40
6. P-6
4 40
7. P-7
4 40
8. P-8
4 40
9. P-9
6 60
10. P-10
10 100
11. P-11
9 90
12. P-12
10 100
13. P-13
9 90
14. P-14
10 100
15. P-15
9 90
16. P-16
7 70
17. P-17
10 100
18. P-18
10 100
19. P-19
4 40
20. P-20
10 100
21. P-21
4 40
39 22.
P-22 8
80 23.
P-23 9
90 24.
P-24 6
60 25.
P-25 3
30 26.
P-26 9
90 27.
P-27 4
40 28.
P-28 4
40 29.
P-29 4
40 30.
P-30 9
90 31.
P-31 4
40 32.
P-32 10
100 33.
P-33 9
90 34.
P-34 9
90 35.
P-35 7
70 36.
P-36 3
30 37.
P-37 9
90 38.
P-38 8
80 ∑ = 38
∑ = 270 ∑ = 2700
The average of the students’ result = The total number of the percentage The number of the students
= 2700 38
= 71.05.
40 The average of the students’ test result was 71.05. It was higher than the Department of
National Education’s criterion of assessment. So it was proved to be successful. The score analysis of the students’ achievement in the formative test of cycle 1 also can
be seen in the diagram as follows.
The diagram above showed that there was an improvement in the test which was conducted. Most of the students could answer the questions correctly. The average score in this
test was much higher than the pre-test and higher than the standard score. Unfortunately, there were twenty students that could not answer items number 3 correctly. It meant that some
students’ scores still under the standard given even their score had improved. During the teaching and learning processes, I asked the English teacher to supervise me
and fill out the field notes sheet. She observed four matters as follows. Figure 4.1 The result of the Formative test of Cycle 1
41
1 The Class Situation
The situation of the class was quite conducive. I asked the students not to be afraid of me. Soon they could enjoy the time, although an atmosphere of tension still filled the
class.
2 The Participation of the students
The students’ enthusiasm had increased since the first meeting. Although there were some students who still looked tired, but there was no more student bothering others.
Every time I asked a question to the students, they responded quickly. Some students did not seriously follow me when practicing look and say technique. They need to
adapt to the new method I offered.
3 The Implementation of Look and Say Technique
The implementation of look and say technique in cycle 1 could be said quite working regarding to the students’ result on the formative test. The situation of the class
became more conducive than the first meeting Pre-test. The students started up actively to interact with the teacher I. The first text I used did not contain very
difficult words so it was relatively easy to be understood.
4 The Condition of Reading Ability of the Students
Looking at the students’ result on the formative test, it could be concluded that the reading ability of the students had increased, although it was not very significant.
4.2.3 The Analysis of Cycle 2
