The Data Analysis FINDING AND INTERPRATATION

SEDx-y = 1.85 t o = MX-MY SEDx-y t o = 20.57 – 17 1.85 t o = 1.93 timed the interval of gained score with the number of students in a row f to get fY. The total fY in that table was 595. Furthermore, it was also calculated with the mean score MY; 595 was divided by 35 equal with 17 for MY mean score of the controlled class. Next, to complete the need of hypothesis counting, the writer calculated the deviation standard and error standard of students‟ test score. The deviation standard was 7.29. Meanwhile, the erro r standard of students‟ test score in the experiment class was 1.25. Both of them were needed as requirements to compute in the hypothesis testing later to get thet o . Third, the writer would like to compute the students‟ mean score, deviation standard and error standard from both the experiment class and the controlled class to gain the error standard deviation and t o as a whole. Furthermore, the writer counted as following: SEDx-y = √ SEMx² + SEMy² SEDx-y = √ 1.37 ² + 1.25 ² Based on that computation above, the standard error of the two classes were joined, so the result was 1.85 and the t o was 1.93. It was derived from the overall students‟ mean score of the pre-test and post-test of the experiment class was reduced by the overall students‟ mean score of the pre-test and post-test of the controlled class 20.57 – 17. Then, its total was divided by the accumulative error standard both two classes 1.85. Forth, the writer would like to find out the degree of freedom df to complete the result of the research. It used the formula as following: Based on that computation, the degree of freedom df was 68. So that, the writer used the closer of df, that was 70. From the t table T t, df=70 then the writer took degree of significance 5 since it was a social research to interpret t o that had already been gained, that was in degree of significance 5 T t = 2.00. Besides, as the writer calculated before, the t o =1.93, so the result of T t : t o in degree of significance 5 was T t : t o =2.00 1.93 = t o T t . It meant that t o lower than T t in degree of significance 5. Fifth or the last was to obtain the test of hypothesis. The purpose of the test of hypothesis was used to find out the answer of the question in this research; whether there was any significant difference in result between the students who had been taught of descriptive texts using one technique of mind mapping and the explanatory method as the teacher usually adapted. df = N1 + N2 – 2 df = 35 + 35 – 2 df = 68 For that purpose there was alternative Hypothesis Ha and null Hypothesis Ho as below: Ha = “There was an effect of using mind mapping technique toward comprehension of descriptive text of seventh grade student of SMP Pelita YNH” Ho = “There was not an effect of using mind mapping technique toward comprehension of descriptive text of seventh grade student of SMP Pelita YNH” With note that: If t o T t, it meant Ha was accepted; if t o T t, it meant Ha was rejected and Ho was accepted. Since it was calculated and known before that t o is lower than T t in degree of significance 5 it meant that Ho was accepted in degree of significance 5. In another words, Ha was rejected. It could be concluded that there was not an effect of using mind mapping technique toward comprehension of descriptive text of seventh grade student of SMP Pelita YNH Sukabumi.

C. Interpretation

1. The Interpretation of Data Analysis

After the writer collected the data, tabulated them, then calculated until obtaining the research findings, as she explained before that the hypothesis of the study is Ho. It meant that there is no significant difference in result between the seventh grade students of SMP Pelita YNH Sukabumi who have been taught descriptive texts using mind mapping technique and explanatory method. Although there is a difference, but the difference does not indicate a significant difference. It probably happened because of some factors affected it. Based on the observation in the teaching and learning process in the classroom, as students learn descriptive texts by using mind mapping; First, using mind mapping technique required amount of time because after students read the text, they had to paraphrase and find the keywords related to the important point of the texts then they had to write even drew it into the paper of mind mapping. For some students, they merely copied most of the texts into the mind mapping paper because they did not understand exactly how to get the keywords itself. It was obviously needed too much time to finish paraphrasing the ideas into the paper. Second, in doing the exercises, most of students also spent a lot of time to look up words of the text in the dictionary. However, mind mapping technique also had positive effect in teaching descriptive texts. First, most of students were interested in mind mapping because it was a new technique of learning strategies in reading activity. They seemed courageous to finish mind mapping because they liked drawing the pictures. It obviously supported their motivation to read the text. Second, the mind mapping was good enough to reduce their noisy unlike previous reading activities because they did it individually by simulating their imagination and creative thinking ability.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

From the data that have been described earlier, the writer has found out that there is no significant effect between the use of mind mapping and explanatory method in teaching descriptive text to the seventh grade students of SMP Pelita YNH Sukabumi. It can be concluded that The mind mapping technique cannot work effectively since the technique is sometimes not easy to implement, particularly to the students who rarely have this experience. Besides, using mind mapping technique spends a lot of time to finish in a limited duration of study. Nevertheless, there are benefits that can be gained from the technique, that is students are interested in drawing pictures hence it will avoid them from the class noise. Besides, students can read the text by themselves independently and it functions to stimulate their creative thinking ability.

B. Suggestion

Based on the results of the research above, it can be delivered some suggestions go to teachers, students and other researcher. First, the teacher should always read a lot in order to gain information and add their knowledge, particularly related to the ways of teaching reading. Therefore shehe can implement any different teaching method and technique that suitable to the condition of students in class. It is intended to give variation to students in order to hind their boredom from the routines in class. Second, as the students who learned mind mapping just make sure to have basic knowladge of reading comprehending. At least student can find the keywords easily. Because it can make easyer to comprehen descriptive text text by using mind mapping technique. The last, for other researcher who want to observe about this technique, make sure that the sample is suitable enough, the researcher has master of this technique and if the method is quantitative, make sure that there is no a mistake in accounting because it has big influence for the result.

Dokumen yang terkait

The effectiveness of using mind mapping technique on students’ reading of narrative text: a quasi-experimental study at the second grade of MAN 19 Jakarta

0 4 181

The Effectiveness of Using Mind Mapping in the Teaching of Writing Essay

0 9 99

The Effectiveness Of Using Pictures For Teaching Vocabulary : pre experimental at the fourth grade of SDN Pamulang Permai - Pamulang

0 4 58

The Effectiveness of Using Card Games Technique in Teaching Vocabulary (A Quasi Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang)

1 4 125

The Effectiveness Of Using Reading, Encoding, Annotating And Pondering (Reap) Technique Towards Students’ Reading Skill Of Descriptive Text (A Quasi-Experimental Study At The Seventh Grade Of Mts Salafiyah)

5 18 138

The Effectiveness of Using Mind Mapping in Improving Students' Reading Comprehension of Narrative Text A Quasi Experimental Study at the Second Grade of SMA Mathla’ul Huda Parung Panjang-Bogor.

0 5 126

The Effectiveness of Story Mapping Technique toward Students' Reading Comprehension of Narrative Text

0 9 138

THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD STUDENTS’ SPEAKING SKILL (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang)

1 19 117

The Effectiveness of Using Story Mapping Technique on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Research at the Eighth Grade Students of SMPN 127 Jakarta)

0 12 159

SKRIPSI BERJUDUL THE EFFECTIVENESS OF MIND MAPPING TO TEACH DESCRIPTIVE TEXT WRITING (An Experimental Study of Seventh Grade Students of SMP Muhammadiyah 1 Purwokerto in Academic Year 20152016)

0 0 12