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civ implementing peer tutoring. When the students did peer tutoring, the situation of
the class was noisy because some pairs talked loudly. They gave questions, answered them, and responded to their friend’s answers using loud voice so that
sometimes it could disturb the other students. However, this problem was easy to overcome. The researcher could handle it by asking them to reduce their volume
of voice.
D. Research Findings
In this research, peer tutoring was used by the researcher to overcome students’ problems on main idea, detail, inferences, and word meanings.
Furthermore, the researcher would like to solve the problems of classroom situations, namely the passivity of the students in the class, the students’
motivation in reading class, and students’ role in collaborative or pair work. The implementation of peer tutoring in teaching reading comprehension
consisted of two cycles. Each cycle consisted of four meetings. In each meeting, gradually the students showed some progresses; students’ reading comprehension
increased and their motivation were high. During the implementation of peer tutoring in reading class, the researcher
found some findings. There are two major aspects in research’s findings. They are the improvement of students’ reading comprehension and the improvement of
class situation when peer tutoring was applied in teaching reading comprehension. The improvements of students’ reading comprehension could be indicated
by some factors as follows: 1 Students were able to find main idea. Students had
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cv considered that the main idea is not always in the first sentence of the paragraph:
2 Students were able to find detail. Students could locate the specific information easily; 3 Students were able to draw inference. Students could
relate one clue to other clues in the text; and 4 Students were able to predict word meaning from context. Students could determine the context of the text.
The improvement of reading comprehension could also be seen in the result of post tests. The researcher gave the post test after each cycle. After that,
the researcher compared the scores of pre test with the scores of post test 1 and post test 2.
Table 4.13. The Comparison among Students’ Scores in Pre test, Post test 1, and Post test 2
Description Pre Test
Post Test of cycle 1 Post Test of cycle 2
Highest Score 76.67
83.33 90
Lowest Score 33.33
43.33 46.67
Mean Score 56.83
63.41 68.58
Based on the table above, it could be concluded that there was improvement among students’ mean scores. The mean score of pre test was 56.83.
Then, it increased to 63.41 in post test 1 and 68.58 in post test 2. Moreover, based on the result of t-test for non-independent between pre
test and post test 1, t
o
13.71 is higher than t
t 39, 0.05
2.03, or t
ñ
t
t
. Thus, it can be concluded that there is a significant difference between the result of pretest and
posttest of cycle 1. Also, the researcher analyzed the scores of pre test and post test 2. The calculation results that t
o
is 32.83. It means that there is significant
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cvi improvement because t
o
32.83 is higher than t
t 39, 0.05
2.03, or t
ñ
t
t..
Besides, based on the result of t-test for non-independent between post test 1 and post test
2, t
o
12.03 is higher than t
t 39, 0.05
2.03, or t
ñ
t
t
. Thus, it can be concluded that there is a significant difference between the result of posttest of cycle 1 and
posttest of cycle 2. Furthermore, the improvement among the score of specific skills in
reading comprehension measured in this research can be seen in tables below:
Table 4.14. The Comparison among the scores of main idea in pre test, post test 1 and post test 2
Explanation Pre test
Post test 1 Post test 2
Highest 71.42
85.71 85.71
Lowest 28,57
42.85 57.14
Mean 63.75
69.28 73.92
Table 4.15. The Comparison among the scores of details in pre test, post test 1, and post test 2
Explanation Pre test
Post test 1 Post test 2
Highest 83.33
100 100
Lowest 50
33.33 66.66
Mean 59.23
70.99 73.33
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cvii
Table 4.16. The Comparison among the scores of inferences in pre test, post test 1, and post test 2
Explanation Pre test
Post test 1 Post test 2
Highest 80
90 90
Lowest 20
40 50
Mean 65.25
69.75 71.75
Table 4.17. The Comparison among the scores of word meaning in pre test, post test 1, and post test 2
Explanation Pre test
Post test 1 Post test 2
Highest 71.42
85.71 100
Lowest 42.85
42.85 57.14
Mean 63.57
69.28 79.28
Besides, the result of observation, questionnaire, and interview after implementing peer tutoring showed that there was improvement of class situation.
Based on the observation, it showed that students were more active and more enthusiastic. It could be seen when their partner as a tutor gave compliment by
saying “You’re right, Excellent, Good job”, they would be stimulated to do the best in tutoring sessions. Moreover, the researcher and the collaborator noted that
students’ confidences improved. It could be proven when the researcher asked them to present their result of peer tutoring, they wanted to come in front of class
voluntarily. They were not shy or afraid anymore. In addition, the researcher and collaborator observed that the dominancy of the researcher could be reduced. The
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cviii teacher was no longer the person with all the answers; instead, the teacher talks
with students and offers opinions, explores strategies, and helps. Also, their motivations were high in following reading class. No one talked out of the topic.
No one operated their mobile phones and no one came late. The result of questionnaire also supported that the class situation
improved. It showed that 90 students enjoyed and motivated to follow reading class, and 97.5 students were engaged in active learning.
Meanwhile, from students’ interview, it was identified that the students could work together to solve the problems. It showed that the class cooperation
was good. When the researcher asked the students what the advantages of being a tutor and a tutee, they said that it could motivate them to attend the reading class.
In conclusion, peer tutoring demolished students’ passivity, increased motivation, and the dominancy of the researcher in the class. In addition, they
could collaborate with others. In peer tutoring, they played the roles as a tutor and a tutee. As tutors, they should deliver questions and provide the answers to the
tutee. As tutees, they should answer the questions and receive feedback if their answers are wrong. It showed that there was improvement in collaborative of pair
work. Meanwhile, their confidences increased as well. When they were asked to present their result of peer tutoring, the researcher did not point at one of them.
Also, they would like to raise their hands to answer the quiz until the researcher was confused to choose one of them because almost all of them wanted to answer
it. The summary of class situation improvement could be seen in table 4.18
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cix
Table 4.18 The Summary of Class Situation Improvement Previous Condition
Conditions after Treatment
Indicators
a. Students were passive
a. Students were active Students actively
asked questions
and gave
responses to each other b. Students had no
motivation to the reading class
b. Students had motivation to
reading class Students were not late and
did not go out from the class anymore
c. Class cooperation was low
c. Class cooperation was good
The pair work activities gave a chance to all
students to share their ideas
d. Students had no interest to the subject
d. Students had interest to the subject
Students talked
about related topic and produced
many questions about text. e. Students had no
confidences e. Students had high
confidences Students wanted to come in
front of the class voluntarily to present and raise their
hands to answer the quizzes
f. Teacher dominated the class
f. The dominancy of the teacher could be
reduced The teacher becomes a
facilitator, acting as a guide and a coach.
E. Discussion
