rejected. It can be concluded that paraphrasing is statistically effective to improve students’ scores of reading comprehension test of hortatory exposition text.
The contribution of paraphrasing to improve students’ reading comprehension skills of hortatory exposition text can be computed statistically as
follow:
From the computation, it can be concluded that statistically the contribution of paraphrasing to improve students’ reading comprehension scores
of hortatory exposition text is about 6.5. Whereas, 93.5 is influenced by others factors. Hopefully it can be used as reference for the next researchers to find other
factors that can improve students’ reading comprehension skills.
4.6 Discussion of the Result
In this study, the objective is to investigate whether paraphrasing is significantly effective to improve the mastery of reading comprehension skills of
hortatory exposition text of Senior High School students by applying test of
significance. The aim of the significance test was to know the significant difference between students’ scores in pre-test and post-test.
From the result of the test, students’ scores in pre-test and post-test was significantly different. The mean of scores increased from 70.7 to 75.325.
Therefore, the increase of score from pre-test to post-test was 4.625. Then, from the test of significance, the t-value 2.678 was higher than t-table 2.02. So, Ho
paraphrasing is not effective to improve Senior High School students’ reading comprehension skills of hortatory exposition text was rejected.
In conclusion, there was improvement of students’ reading comprehension scores through paraphrasing and the difference means between pre-test and post-
test was statistically significant. So, using paraphrasing technique can effectively improve the students’ reading comprehension skills of hortatory exposition text.
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents conclusion of the study based on the result of the study and suggestions for the students, teachers, and next researchers.
5.1 Conclusion
The main objective of this study was to investigate whether paraphrasing is significantly effective to improve the mastery of reading comprehension skills
of hortatory exposition text of Senior High School students. The method used was pre-experimental design that was designed in the
form of one group pre-test post-test. The result showed that there was significant difference between pre-test and post-test. The mean of scores increased
significantly from 70.7 to 75.325. To know the significance, t-test was applied from the difference of means until 4.625. From the t-test, t-value 2.678 was
higher than t-table 2.02. So, Ho paraphrasing is not effective to improve Senior High School students’ reading comprehension skills of hortatory exposition text
was rejected. In conclusion, paraphrasing is effective to improve students’ reading comprehension skills of hortatory exposition text.
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