Based on the data from the table 4.18, the statistical calculation was done in the following steps:
1. Determining mean of variable X, with formula: M
x
=
∑ �
= =
21.14
2.
D
etermining mean of variable Y, with formula: M
y
=
∑ �
= =
14.4
3. Determining standard of deviation score of variable X, with formula:
� = √
∑ �
2
= √
.
=
√ . = 8.47
4. Determining standard of deviation score of variable Y, with formula:
� = √
∑ �
2
= √
.
=
√ . = 6.13
5. Determining standard error mean of variable X, with formula:
� =
�� √ −
=
. √ −
=
. √
=
. .
=
1.45 6. Determining standard error mean of variable Y, with formula:
� =
�� √ −
=
. √ −
=
. √
=
. .
=
1.05
7. Determining standard error of different mean of variable X and mean of variable Y, with formula:
�
−
= √� + �
= √ . + .
= √ . + . = √ .
= 1.78 8. Determining t
o
with formula:
� = −
�
−
=
. − . .
=
. .
= . 9. Determining degree of freedom df, with formula:
�� = +
− = 35 + 35
– 2 = 70
– 2 = 68
10. Determining t
table
, with formula: �� = � �,
+ −
= t 0.05, 68 = 1,667 see the Math table of significance
The t
t
value of df 68 at the degrees of significance 0.05 is 1.667. Based on the calculation above, it can be seen that t
o
is higher than t
t
because 3.78 1.667.
C. Test of Hypothesis
After obtaining the data which have been calculated by using t-test, the writer used the data to prove the hypothesis. The statistical hypothesis of this
research can be seen as follows: t
o
≥ t
t
: the alternative hypothesis H
a
is accepted and the null hypothesis H
o
is rejected. It means that there is significant difference between students’ reading comprehension of narrative text using story mapping
and students’ reading comprehension of narrative text without using
story mapping. t
o
t
t
: the alternative hypothesis H
a
is rejected and the null hypothesis H
o
is accepted. It means that there is no significant difference between
students’ reading comprehension of narrative text using story mapping and students’ reading comprehension narrative text without using story
mapping. By comparing the value of t
o
= 3.78 and t
t
= 1.667, the data calculated using statistics show that t
o
is higher than t
t
. Hence, the alternative hypothesis H
a
is accepted and the null hypothesis H
o
is rejected. It means that there is significant difference between students’ reading comprehension of narrative
text using story mapping and students’ reading comprehension of narrative text
without using story mapping.
D. Interpretation
The data used on this study were taken from the students’ reading
achievement of pre-test and post-test in experiment and controlled class as which were consisted of 35 students for each class. Furthermore, the mean score
of pre-test in experiment class and controlled class are 58.06 and 59.77 while
the mean score of post-test in experiment class and controlled class are 79.2 and 74.17. In addition, the mean of gain score in experiment class is 21.14 with the
highest score is 40 and the lowest score is 8. Meanwhile, the mean of gain score in controlled class is 14.4 with the highest score is 24 and the lowest score is 0.
It means that the mean of gain score in experiment class is higher than in controlled class.
Before the hypothesis being tested, the writer had to test the normality and homogeneity of the data. The significance value of normality in experiment
class is 0.087 for pre-test and 0.082 for post-test. Besides, the significance value of normality in controlled class is 0.086 for pre-test and 0.200 for post-test. All
of the significance values are higher than 0.05 which means that the data are normally distributed. It means that there is balance distribution between
students who have low, middle and high score. In homogeneity test, the significance value of pre-test in experiment class
and controlled class is 0.104 while the significance value of post-test in experiment class and controlled class is 0.589. This result shows that the
significance value of experiment and controlled class is homogeneous because it is higher than 0.05.
After having the data which were normal and homogeneous, the last calculation was testing the hypothesis. The writer used t-test formula in the
significance degree α of 5. In the table of significance, it is known that on the
df 68 and the degree of significance 5, the value of degree significance t
t
is 1.667. In addition, the result showed that 3.78 t-test t
o
1.667 t-table t
t
. It can be concluded that t-test was higher than t-table. For this reason, the null
hypothesis H
o
was rejected and the alternative hypothesis H
a
was accepted. It means there was a significant difference between students’ reading
comprehension of narr ative text by using story mapping technique and students’
reading comprehension of narrative text without using story mapping technique. In other word, the using of story mapping is effective on students’ reading
comprehension of narrative text at the eighth grade students of SMPN 127 Jakarta.
48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
The design of this research was quasi-experimental design which had aim to get empirical evidence of the effectiveness of using story mapping technique on
students’ reading comprehension at the eighth grade students of SMPN 127 Jakarta. Based on the result of analyzing the data, it can be seen that the mean score of pre-test
in experiment class is 58.06 and after giving 4 treatment by using story mapping technique, the mean score of experiment class was increased. The writer conducted
post-test which had the mean score is 79.2. While the mean score of pre-test in controlled class is 59.77 and the mean score of post-test is 74.17.
The data analysis also showed that the value of t-test t
o
is 3.78 and the value of t-table t
t
is 1.667. It is clear that 3.78 t-test t
o
1.667 t-table t
t
at significance level. It means the null hypothesis H
o
was rejected and the alternative hypothesis H
a
was accepted. In other word, this study showed that there is an effectiveness of using story mapping on students’ reading comprehension of narrative text at the eighth grade
of SMPN 127 Jakarta.
B. Suggestion
There are some suggestions for English teacher and students based on the result
of this research:
1. Teacher should have many references of teaching technique especially in teaching reading. Story mapping is one of the teaching technique which is the alternative
way to promote reading activity to avoid bored learning in the class.
2. Teacher should be more creative in facilitating the students to learn the materials. Thus, the process of learning will become more interesting, motivating and
enjoyable. 3. Students should be aware of the new learning technique that they can use to support
their learning process and they should realize they have the main role in the learning process because the success of learning activity also depends on them.
