The Effect of Drama Performance Strategy on Students’ Reading Narrative Text at The First Grade of MAN 2 Gresik - UMG REPOSITORY
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Pre-Experiment
In this study, the researcher used independent sample t- test. Levene’s test was used to analyze the variance of homogeneity. The researcher took two classes of first grade of MAN 2 Gresik. They were X-IPA1 as the experimental group
th and X-IPA2 as a control group. Pre-test was held on January 6 2017.
4.1.1 Validity and Reliability
The researcher used content validity and construct validity. In made the items of the test, the items had matched with the syllabus and the rule to made the test. To make sure that the items of pre-test and post-test were valid and reliable, the researcher try out the test two times. At first try out, the researcher made 30 items try out test for pre-test and for the second try out, the researcher made 30 items try out test for post-test. From the 30 items on first try out, there were 20 items valid and reliable, and 10 items invalid, the item numbers were number 2, 5,6 8, 9, 21, 22, 23, 24, and 30. So, the researcher had 20 items for pre-test. On second try out, from the 30 items there were 22 items valid and reliable. There were 8 items invalid, the item numbers were number 5, 8, 9, 18, 21, 24, 27, and
28. The researcher took 20 items for post-test. It means that the items of pre-test and post-test were different items but both of tests still has the same level on difficulty.
4.1.2 Homogeneity Testing then held the pre-test in the control group. In pre-test, the researcher gave 20 questions included the materials on the syllabus. To analyze the homogeneity, assumption was checked in SPSS by levene’s test with the following procedures. The first procedure was inserting the pre-test data both experimental and control groups using data view. The second procedures were going to analyze menu, selecting compare means, and then choosing independents sample t-test. The last procedure was interpreting the homogeneity test output, the researcher needed to see lavene’s test column to know whether the equality of variances in groups of scores were homogeny or not.
Group Statistics
group N Mean Std. Deviation Std. Error Mean score 1 32 47.5000 13.55990 2.397072 32 48.7500 16.31346 2.88384
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence
Interval of the Sig.
Difference (2- Mean Std. Error F Sig. t df tailed) Difference Difference Lower Upper score Equal variances 2.003 .162 -.333 62 .740 -1.25000 3.75000 -8.74614 6.24614 assumed Equal variances The result showed that the score of the experimental group and the control group were homogeneous. In Levene's test table, the result of the variance homogeneity test showed that sig. was 0.162. Because the sig was higher than the level of significance (0,05) or (0.162 > 0,05), it means there was no difference variance between the experimental group and control group. It showed that both of two groups’ variance was homogenous or equal.
4.2 Experiment
This research was quasi-experiment method, so it was divided into two groups; those were experimental group and control group. Both experimental group and control group had different treatment in the implementation. The difference is on the learning process. The experimental group was taught used drama performance strategy and the control group was taught used cooperative learning strategy.
4.2.1 Treatment of Experimental Group 4.2.1.1 The First Treatment.
th
The first treatment was held on Monday, 9 January 2017. The teacher asked about their feeling and checked attendance list. She also asked their opinion about narrative and drama. After that she told about the purpose of the lesson and explained about the steps.
On warming up activity the teacher asked the students about their background knowledge related the topic. After that, she explained the generic structure of narrative text. students to make some groups and sat with their member. She devided the text and asked the students to complete the text by found 10 words that were available on the box. After the text was completed, the teacher and the students checked their work.
The students read the text then identified 5W+1H. After identified, the teacher gave some questions related the story to obtain their comprehension. To make sure that they comprehend the story, the teacher asked the students to perform drama of
“The Legend of Lake Toba.” A group of students perform the beginning of the story, then the other perform the middle and the ending of the story.
On post-teaching activity the teacher review the material include the moral value that could found from the story.
4.2.1.2 The Second Treatment
th
The second treatment was held on Tuesday, 10 January 2017. The teacher asked about their feeling and checked attendance list. On warming up activity the teacher asked the students about their background knowledge related the topic. After that, she explained the generic structure of narrative text.
On whilst-teaching activity, the teacher gave unstructure narrative text by the title “The Good Stepmother” and asked the students make some groups and sat with their member. She devided the text and asked the students to re-arrange into a good narrative text. After the text was
The students read the text then identified 5W+1H. After identified, the teacher gave some questions related the story to obtain their comprehension. To make sure that they comprehend the story, the teacher asked the students to perform drama of “The Good Stepmother.” A group of students perform the beginning of the story, then the other perform the middle and the ending of the story.
On post-teaching activity the teacher review the material include the moral value that could found from the story.
4.2.1.3 The Third Treatment
th
The third treatment was held on Tuesday, 11 January 2017. The teacher asked about their feeling and checked attendance list. On warming up activity, the teacher asked the students about their background knowledge related the topic.
On whilst-teaching activity, the teacher showed a narrative text by the title “Little Red Riding Hood” and asked the students about the generic structure of the text. Which paragraph that include orientation? etc.
The teacher asked the students make some groups and sat with their member. The students read the text then identified 5W+1H. After identified, the teacher gave some questions related the story to obtain their comprehension. To make sure that they comprehend the story, the teacher asked the students to perform drama of “Little Red Riding Hood.” A group of students perform the beginning of the story, then the other
On post-teaching activity the teacher review the material include the moral value that could found from the story.
4.2.1.4 The Fourth Treatment
th
Thefourth treatment was held on Tuesday, 12 January 2017. The teacher asked about their feeling and checked attendance list. On warming up activity, the teacher asked the students about their background knowledge related the topic.
On whilst-teaching activity, the teacher showed a narrative text by the title “The Lion and The Mouse” and asked the students to find the verb
2. She asked the students make some groups and sat with their member.
The teacher asked the students make some groups and sat with their member. The students read the text then identified 5W+1H. After identified, the teacher gave some questions related the story to obtain their comprehension. To make sure that they comprehend the story, the teacher asked the students to perform drama of “The Lion and The Mouse.” A group of students perform the beginning of the story, then the other perform the middle and the ending of the story.
On post-teaching activity the teacher review the material include the moral value that could found from the story.
4.2.2 Treatment of Control Group
4.2.2.1 The First Treatment
th
The first treatment was held on Monday, 9 January 2017. The asked their opinion about narrative then, told them about the purpose of the lesson.
On warming up activity the teacher asked the students about their background knowledge related the topic. After that, she explained the generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make some groups and sat with their member. She devided the text by the title “The Legend of Lake Toba” and asked the students to read the text and identify the 5W+1H by answering the questions. After that the teacher and the students checked their work together. On post-teaching activity the teacher review the learning process.
4.2.2.2 The Second Treatment
th
The second treatment was held on Monday, 10 January 2017. The teacher asked about their feeling and checked attendance list. She also asked their opinion about narrative then, told them about the purpose of the lesson.
On warming up activity the teacher asked the students about their background knowledge related the topic. After that, she explained the generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make some groups and sat with their member. She devided the text by the title “The Good Stepmother” and asked the students to read the text and the students checked their work together. On post-teaching activity the teacher review the learning process.
4.2.2.3 The Third Treatment
th
The third treatment was held on Monday, 11 January 2017. The teacher asked about their feeling and checked attendance list. She also asked their opinion about narrative then, told them about the purpose of the lesson.
On warming up activity the teacher asked the students about their background knowledge related the topic. After that, she explained the generic structure of narrative text.
On whilst-teaching activity, the teacher asked the students to make some groups and sat with their member. She devided the text by the title “Little Red Riding Hood” and asked the students to read the text and identify the 5W+1H by answering the questions. After that the teacher and the students checked their work together. On post-teaching activity the teacher review the learning process.
4.2.2.4 The Fourth Treatment
th
The fourth treatment was held on Monday, 12 January 2017. The teacher asked about their feeling and checked attendance list. She also asked their opinion about narrative then, told them about the purpose of the lesson.
On warming up activity the teacher asked the students about their
On whilst-teaching activity, the teacher asked the students to make some groups and sat with their member. She devided the text by the title “The Lion and The Mouse” and asked the students to read the text and identify the 5W+1H by answering the questions. After that the teacher and the students checked their work together. On post-teaching activity the teacher review the learning process.
4.3 Post-Experiment
th
The post-test was held on 13 January 2017. The post-test was held to figure out whether there was significant effect of drama performance strategy on students’ reading ability between the students who taught by using drama performance strategy and students’ taught without drama performance strategy. The post test score were analyzed to measure the students’ reading ability.
4.3.1 The Scoring of Post-test
The scoring of post-test was used to see the hypothesis. After the researcher got the result of the student’s post test, the next step was gave the score. The researcher gave an assessment of student’s result. There was 20 items multiple choices. Each item has 1 score. If the students answer correctly, they got score 1 for 1 item. If they cannot answer correctly or they cannot answer, they got score 0 for 1 item. The total score was the sum of score that was got devided the maximum score multiplied by 100.
4.3.2 Hypothesis Testing
The hypotheses are shown as follow: H : There is no significant effect on the use of drama performance strategy on students’ reading narrative between experimental group and control group. H : There is significant effect on the use of drama performance strategy on
1
students’ reading narrative between experimental group and control group.
To interpret the hypothesis test by the probability or the significance with (0,05), that if sig.(2-tailed) > (0,05), the researcher should accept the H , but if sig. (2-tailed) < (0,05) so the researcher can reject H , it means H is
1 accepted.
The result of independent sample t-test is on the table 2:
Group Statistics group N Mean Std. Deviation Std. Error Mean score experiment 32 58.2812 12.80180 2.26306 control 32 51.5625 11.60072 2.05074
Independent Samples Test
Levene's Test forEquality of
Variances t-test for Equality of Means
F Sig. t df Sig. (2- tailed) MeanDifference Std. Error Difference 95% Confidence
Interval of the Difference Lower Upper score Equal variances assumed
.618 .435 2.200 62 .032 6.71875 3.05401 .61388 12.82362 Equal variances not assumed 2.200 61.408 .032 6.71875 3.05401 .61271 12.82479
(Table 2. result of hypothesis testing)
In details of the table showed that probability value in sig. (2-tailed) of both groups was 0,032. It showed the significance less than (0,05) level or (0,032< 0,05). It means that the null hypothesis should be rejected and there was a significant effect on the use of drama performance strategy on student s’ reading narrative between experimental group and control group. Therefore, there was a significant difference between control group and the experimental group. The result showed that there was different in skill between control group and influence on the use of drama performance strategy toward reading narrative between experimental group and control group.
4.4 Discussion
This study was about the effect of drama performance strategy on reading narrative. The researcher would like to know the drama performance strategy significantly influence on student’s reading ability or not. Drama performance strategy was chosen because in drama performance strategy the students were given opportunity to express their feeling by become the character of the story.
The population of this study was the first grade of MAN 2 Gresik and for the sample were X-IPA1 as the Experimental group which consist of 32 students , and X-IPA2 as the control group which consist of 32 students. So the total of the sample was 64 students. The experimental was taught by drama performance strategy and the control group was taught by cooperative learning strategy. Before the students got treatment, the researcher did pre-test for both groups. Pre-test was given to find out the initial different between experimental group and control group as they had similar level in reading ability. The result showed that there was significant influence on the use of drama performance strategy on student s’ reading narrative in experimental group and control group. The results displayed the probability value of both groups was 0,032. It was less than the level of significance 0,05 (0,032 < 0,05). It indicated that drama performance strategy influ ence students’ ability on reading narrative.
The results of this study was related to previous studies, Gungor, Arzu more effective than traditional methods in using reading comprehension strategies.
Yusuf, Hanna Onyi (2015) “Effectiveness of Local Content Drama on the Performance of Students in Reading Comprehension in Secondary Schools in Kaduna State, Nigeria . The result showed that the means score of students taught
” reading comprehension using local content drama was higher than students taught using conventional method.
The similarities between previous studies and this study were both of previous studies and this study talked about drama and reading and used experimental design. The differences between previous studies and this study were the participants of first previous study were the students of elementary school; the participants of second previous study were the students of junior high school; and the participants of this study were the students of senior high school.
Finally based on the result findings and analysis two researchs above, it can be conclude that drama performance strategy give positive effect on students’ ability in reading narrative of first grade at MAN 2 Gresik.