CHAPTER
IV
RESULT
AND DISCUSSION
A. Result
of the Research
This research got
the success in improving the students’ activeness in reading comprehension
through discussion technique at grade 8F of SMP Negeri 1 Wanareja at basic competence
“Responding the meaning
and rhetorical steps
in a simple short
essay accurately, fluently and acceptable related with
the environment
in the form of descriptive
text and recount”.
In
every action of the learning process, the teacher used the
instructional media
in the form of a laptop,
LCD and other
teaching aids, such as
dictionaries and other supporting tools. Based on the
research conducted, the writer tried to concluded the result of the research.
The search result was got from the score result on the sheet of observation and
questionnaire used. The percentage of score achievement on the sheet of the
students’ activities observation was used to determine the improvement of
students’ activeness in teaching and learning process, particularly in reading
class through discussion technique in each cycle, and the percentage of the
questionnaire was used to strengthen the result of the percentage of score
achievement on the sheet of the students’ activities observation. While the
observation list of the teacher’s activities was used to know and analize the
teacher’s lacks in teaching and learning process.
B. Discussion
The action research was conducted in two cycles.
It began from 10 February 2012 to 19 February 2012. The result of the
research is as follows:
1.
Cycle
1
In Cycle 1, the
action of the learning process ran well. The rate of the average of students’
activeness percentage is 55.16%. It indicates that the students’ activeness is
good and appropriate with the teacher’s expectation. The achievement result of
each indicator of students’ activeness can as well as be seen from the tabel
below:
Table 4.1
The Result of the Observation
List of Students’ Activeness for Each Indicator at Cycle 1
|
No
|
Indicator
|
Percentage
|
|
|
Action 1
|
Action 2
|
||
|
1
|
active in opening the
dictionary to find the meaning of new words found in the text in discussion
|
50 %
|
45 %
|
|
2
|
active in comprehending
every phrase, sentence and paragraph in discussion
|
57.5 %
|
60 %
|
|
3
|
active in focussing or
concentrating his/her mind to comprehend the text in discussion
|
57.5 %
|
67.5 %
|
|
4
|
active in finding problems or difficulties in the text in discussion
|
32.5 %
|
52.5 %
|
|
5
|
active in responding both
questions and opinions from others in discussion
|
60 %
|
55 %
|
|
6
|
active in finding the
right answers in answering the reading questions through discussion
|
62.5 %
|
70 %
|
|
7
|
active in holding up
his/her hands to represent his/her group in answering the reading questions
|
45 %
|
40 %
|
|
8
|
active in doing the
instruction and tasks given by the teacher through discussion
|
62.5 %
|
65 %
|
|
Average in each action
|
53.44 %
|
56.88 %
|
|
|
Average in Cycle 1
|
55.16 %
|
||
|
Improvement
|
3.44 %
|
||
From the tabel above,
it can be known that the percentage of students’ activeness in opening the
dictionary to find the new words from the text is low. Even the activeness of
opening the dictionary in Action 2 is lower than in Action 1. In reality, the
teacher still found one or two students who did not bring dictionaries in every
group. This caused some students not active
and unable to find the meaning of new words in the text. In this case
some students became not active in comprehending the text. It can be seen in the
indicator of the students’ activeness in opening the dictionary to
find the meaning of new words found in the text in discussion in which the percentage shows 50% in Action 1, and 45%
in Action 2. This case had to need more attention from the teacher in the
learning process in the next cycle. The teacher was necessary to give pressure
to the students so that they all brought dictionaries in English teaching and
learning activities.
In Action 1 at Cycle
1, the teacher also found some students who were confused to find the
difficulties or problems which would be discussed in discussion, especially for
the students who did not bring dictionaries. This case can be known from the
students’ activeness in finding problems or difficulties in
the text in discussion, those are 32.5%
in Action 1, and 52.5% in Action 2. This
case as well as needed more attention from the teacher in the next cycle. The
teacher needed to involve himself to help students. He needed to ask the
students the problems and difficulties they faced, and tried to help to resolve
the problem, such as in translating the phrases, in comprehending the sentences
or others.
The problems of not
bringing dictionaries and not being able to find the problems for the students in
reading comprehension in discussion caused them afaraid to hold up their hands
to represent their groups in answering the reading questions. That’s why, in
this cycle the average result of students’ activeness in
holding up his/her hands to represent his/her group in answering the reading
questions is low, those are 45%
in Action 1, and 40% in Action 2. This case needed more attention from the
teacher in the learning process in the next cycle. The teacher also needed to
grow the students’ courage, especially in expressing their ideas and the result
of their discussion.
From the data above,
it can be known there were some students not active in the learning process in Cycle
1. It happened because of two factors, from the students themselves and the
limitation of the teacher’s capability. However the teacher tried to find the
resolution to improve the students’ activeness in reading comprehension through
discussion technique in the next cycle.
The teacher’s lacks
or weakness in the learning process conducted can be seen on tabel as follows:
Table 4.2
The Result of the Observation List of Teacher’s Activeness at Cycle 1
|
No
|
Indicator
|
Category
|
|
|
Action 1
|
Action 2
|
||
|
1
|
Explaining the rules of discussion before the
teaching and learning process
|
Fair
|
Fair
|
|
2
|
Following the group discussion and helping students
to resolve the problem
|
Excellent
|
Good
|
|
3
|
Writing the purpose of teaching and learning process on the board
|
Excellent
|
Good
|
|
4
|
Giving questions to the students individually and in
group
|
Good
|
Good
|
|
5
|
Giving chance or occasion to other group, if there
is student’s answer which has not been right yet
|
Good
|
Good
|
|
6
|
Giving praise as reward to the students who answer
right
|
Good
|
Good
|
|
7
|
Using media or teaching aid to help students easier in understanding
the material
|
Fair
|
Fair
|
From the tabel
above, it it can be known that there are two prominent lacks from the teacher
in the learning process. First is the teacher’ lack in explaining the rules of
discussion before teaching and learning process both in Action 1 and Action 2.
The second is the teacher’s weakness in using the media or teaching aid. In
this case the teacher used lap top and LCD in presenting the reading materials.
The teacher did not use the media well. Therefore the use of media in the
students’ learning needed more attention from the teacher to improve the
students’ activeness in teaching reading comprehension through discussion
technique in the next cycle, especially to help the students
in order to be easier in comprehending the text.
2.
Cycle
2
In the Cycle 2, the
action began from riminding students about the rules which must be done by them
in discussion. In this case the teacher emphasized or stressed highly about
everything which should be done by the students during the learning process,
especially in discussion. It was meant to activate students in discussing the
materials and problem maximally and avoided the things
which were not
desirable. The process of
further action was in accordance
with the
lesson plans.
The result of the
observation list of students’ activities in the Cycle 2 was 70.16% indicated
that the students’ activeness was good, and the result was better than in the Cycle
1. It proved that the students’ activeness in reading comprehension through
discussion the teacher used improved. It means that using discussion technique
in teaching and learning process can improve the students’ activeness in
reading comprehension. It was strengthened with the the result of the questioner
which showed the rate 70.94%. The result indicated that there was an enhancement in the Cycle 2. It was showed by the result of the observation list of students’ activities
for each indicator as follows:
Table 4.3
The Result of the Observation
List of Students’ Activeness for Each Indicator
at Cycle 2
|
No
|
Indicator
|
Percentage
|
|
|
Action 1
|
Action 2
|
||
|
1
|
active in opening the
dictionary to find the meaning of new words found in the text in discussion
|
60 %
|
62.5 %
|
|
2
|
active in comprehending
every phrase, sentence and paragraph in discussion
|
70 %
|
70 %
|
|
3
|
active in focussing or
concentrating his/her mind to comprehend the text in discussion
|
82.5 %
|
82.5 %
|
|
4
|
active in finding
difficulties in the text in discussion
|
52.5 %
|
65 %
|
|
5
|
active in responding both
questions and opinions from others in discussion
|
67.5 %
|
70 %
|
|
6
|
active in finding the
right answers in answering the reading questions through discussion
|
80 %
|
82.5 %
|
|
7
|
active in holding up
his/her hands to represent his/her group in answering the reading questions
|
60 %
|
62.5 %
|
|
8
|
active in doing the
instruction and tasks given by the teacher through discussion
|
75 %
|
80 %
|
|
Average in each action
|
68.44 %
|
71.88 %
|
|
|
Average in Cycle 2
|
70.16 %
|
||
|
Improvement
|
3.44 %
|
||
From the data above, it can be known that there was an enhancement/improvement of the students’
activeness in reading comprehension through discussion technique when it was
compared with the students’ actveness in the Cycle 1. The students’ ativeness
in Action 1 at Cycle 2 was good in general, but the activeness in Action 2 was
better than in Action 1. It was shown by the percentage of the students’
activeness at every indicator in Cycle 2 showed higher than in Cycle 1. However, there were still some lacks or weakness in the
learning process done by the teacher. It can be seen in the tabel of the result
of the observation list of teacher’s
activities as follows:
Table 4.4
The Result of the Observation List of Teacher’s Activities at Cycle 2
|
No
|
Indicator
|
Category
|
|
|
Action 1
|
Action 2
|
||
|
1
|
Explaining the rules of discussion before the
teaching and learning process
|
Good
|
Good
|
|
2
|
Following the group discussion and helping students
to resolve the problem
|
Excellent
|
Excellent
|
|
3
|
Writing the purpose of teaching and learning process on the board
|
Excellent
|
Good
|
|
4
|
Giving questions to the students individually and in
group
|
Excellent
|
Excellent
|
|
5
|
Giving chance or occasion to other group, if there
is student’s answer which has not been right yet
|
Excellent
|
Good
|
|
6
|
Giving praise as reward to the students who answer
right
|
Good
|
Good
|
|
7
|
Using media or teaching aid to help students easier in understanding
the material
|
Good
|
Fair
|
The observation list of the
teacher’s activities conducted by the two collaborators above is to know and analize the teacher’s lacks or weakness in teaching and learning
process. Having seen the tabel or the observation list of the teacher’s
activities, it can be known that the teacher’s skill in teaching reading comprehension had
still weaknesses both in Action 1 and Action 2. First, in explaing the rules of
discussion before the teaching and learning process to improve the
students’ activeness. In this case the teacher was necessary to explain the
rules of discussion more detailed and clearly to make students more active in
comprehending the text. The second teacher’s weakness was in giving praise as reward to
the students who answer right.
In this case the teacher was necessary to give more praises to the students although
he conducted effort and improvement in his teaching’s skill. The third was the
teacher’s weakness in using the teaching and learning media. The use of the teaching media in the form of laptop and LCD used by the teacher, it was
not been able to give the good effect in reading class. Therefore the teacher is
necessary to use the media well, and as maximal as possible in teaching reading
comprehension to improve the students’ activeness in the learning process, so
that they have good skills in the reading learning.
However, the
teacher’s skill in Cycle 2 had improvement highly, that was when it was compared with the
teacher’s skill in teaching reading comprehension through discussion technique in
Cycle 1.
Based on the
analysis above, it can be concluded that accompanion result of the classroom
action research observation was able to increase the absorption and exhaustiveness of the students’
learning.
The complete result
of observation of Cycle 1 and Cycle 2 can be seen in following table:
Table 4.5
The Result of the Observation
List of Students’ Activeness
at Cycle 1 and
Cycle 2
|
|
Cycle 1
|
Cycle 2
|
||
|
Action 1
|
Action 2
|
Action 1
|
Action2
|
|
|
Mean
|
53.44 %
|
56.88 %
|
68.44 %
|
71.88 %
|
|
Average
|
55.16 %
|
70.16 %
|
||
|
Improvement
|
15 %
|
|||
Based on the result
above, it can be seen that the percentage of the students’ activeness in Cycle
2 was compared by the students’ activeness in Cycle 1 improved. It was
strengthened by the result of the questionnaire in which the percentage shows
70.94% in Cycle 2. This research got success based on target. The writter felt
satisfy and decided to stop the action in the classroom action research because
discussion technique was able to improve the students’ activeness in reading in
teaching and learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After
conducting the Classroom Action Research, it can be concluded as follows:
1.
The
implementation of discussion technique can improve the students’ activeness in
reading comprehension.
2.
The
implementation of discussion technique at the students of grade 8F of SMP
Negeri 1 Wanareja at semester in the year 2011 can make the student happy in
receiving the lesson.
3.
The implementation of discussion technique in
class reading, especially in comprehending the text can make students’ mind relaxed in thinking and not depressed
4.
The
implementation of discussion technique can make students solve the problems
they face in reading comprehension.
It can be seen from the result of the students’
activeness observation in every cycle. The result of the observation list of students’
activeness at Cycle 1 is 55.16% and at Cycle 2 is 70.16%. It means that there
was improvement 15% in Cycle 2.
B. Suggestions
Related with the result of the action conducted,
therefore in the conclusion of this research, there are some suggestions
addressed to the following groups:
1.
The
Headmaster
He is expected to complete the facilities needed, and he
also expected to control the teaching and learning activities.
2.
The
Teacher
In this case is the English teacher. He is expected to
use the the best tecnique in carrying out in the teaching activities.
3.
The
Students
They are expected to study hard and implement the
discussion technique in comprehending the English texts to help them in the
effort of achieving the reading comprehension skills, by having more exercises,
or by reading the intensive and extensive reading.
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