Chapter V THE EFFECT OF PEER TUTORING STRATEGY ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT GRADE X SMA NEGERI 8 PADANGSIDIMPUAN

 

BAB V

CONCLUSION AND SUGGESTION

A.  Conclusion

Based on result of research, the conclusions of this research are:

1.    The students’ reading comprehension in narrative text before using peer tutoring strategy at grade X SMA Negeri 8 Padangsidimpuan was still low, it can be seen from the mean score of experimental class was 69.54 were under standardization where the standardization mark is 80 .

2.    The students’ reading comprehension in narrative text after using peer tutoring strategy was increasing, in can be seen from the mean score of experimental class was higher than before using peer tutoring strategy. The mean score of post-test for experimental class was 82.57 where it was upper standardization.

3.    Based on researcher calculation, researcher found that t_count 2.28 while t_table 2.021 with opportunity (1 –α ) = 1 - 5% = 95% and dk = n₁ + n₂ – 2 = 26 + 26 – 2 = 50. Cause t_count>t_table(2.28> 2.021), it means that hypothesis H_a was accepted and H₀ was rejected. It means that there was a significant effect of peer tutoring strategy on students’ reading comprehension in narrative text at grade X of SMA Negeri 8 Padangsidimpuan.

 

 

 

B.  Suggestion

After finishing the research, researcher got much information which related to the teaching and learning process. In addition, result of research is using peer tutoring strategy has a significant effect on students’ reading comprehension in narrative text and could help the students to increase their reading comprehension. Therefore, researcher has suggestion:

1.      Researcher hopes that the students especially X grade of SMA Negeri 8 Padangsidimpuan will improve their reading comprehension by using peer tutoring strategy.

2.      For students, students should memorize and practice their reading comprehension in their daily activities.

3.      For teacher, peer tutoring strategy can be used as a strategy in teaching reading to improve students’ reading comprehension.

4.      Besides, researcher also wants to suggest other researcher who wants to apply this strategy are hoped to manage the class well during the application of peer tutoring strategy. For other researchers, to develop the findings of this research largely by adding variables, enlarging sample, or making combination in research approach.

 

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CHAPTER III THE EFFECT OF PEER TUTORING STRATEGY ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT GRADE X SMA NEGERI 8 PADANGSIDIMPUAN

 

CHAPTER III

RESEARCH METHODOLOGY

A.    Place and Time

This research was done at SMA Negeri 8 Padangsidimpuan. It was located on Jl. Perkebunan Pijorkoling Kec. Padangsidimpuan Tenggara, Pulau Bauk village. The process of this research was from 02 December 2016 – 21 December 2017.

 

B.     Research Design

The research design was experimental study. It means the researcher used two groups to collect the data; they were experimental class and control class. The experimental class was the class that receive the treatment by peer tutoring strategy, while the control class was the class that receive the treatment by lecture strategy. It means that researcher teach the students like teacher way in class at grade X SMA Negeri 8 Padangsidimpuan. The design could be figured as the following:

Table 1

Research Design

Group		Treatment
A.    Experimental class   B.     Control class	Pre-test   Pre-test	Teaching by using peer tutoring strategy Teaching by using lecture strategy	Post-test   Post-test

 

 

 

 

C.       Population and Sample

1.      Population

Population was very needed in a research. Population was the entire object that became the target of the research. So population was consist object or collecting elements of research. Population of this research was grade X students of SMA Negeri 8 Padangsidimpuan. There were 6 (six) classes and consist of 105 students.

Table 2

Population of the Research

No	Classes	Number of students
1.	X MIA-1	26
2.	X MIA-2	26
3.	X IS-1	27
4.	X IS-2	26
Total		105

 

2.      Sample

Sample was representatived whole of population. Researcher predicted that every sample in population in same levels, then researcher took the sample of each class by cluster sampling. So from the six classes, researcher only took two classes as the sample of the research. The sample of the research was the students from grade X MIA-2 as the experimental class and X MIA-1 as the control class. Researcher chosen grade XMIA-2and X MIA-1because researcher found they were same low in teaching reading comprehension. In addition, the students had many problems when teaching reading comprehension.

 

D.       Instrument of Collecting Data

1.      Instrument of the Research

Instrument was a tool that can be used by researcher to collect data. In this research, the researcher done test as an instrument. In the test had two kinds, they were pre-test and post-test.The test used by multiple choice. The test consisted of 20 items for experimental class and 2o items too for control class. To make the score, the researcher used the score of the formative test by applying the following formula: level comprehension =  x 100 %. To know the effect of peer tutoring strategy to students reading comprehension have some indicator, they was stated in the table below.[1]

 

 

Table 3

Indicators Reading Comprehension Test

Pre-Test

 

No	Indicators	Items	Number of items	score	Total Score
1.	able to find the topic of the text	5	1,6,9,12, 20	5	25
2.	Able to identify main idea of the text	2	2, 13	5	10
3.	Able to identify information needed from the text	5	3,4,7,10,17	5	25
4.	Able to give conclusion to the text	4	5,11,15, 19	5	20
5.	Able to understand the vocabulary of the text	4	8,14,16, 18	5	20
	Total	20			100

 

Table 4

Indicators Reading Comprehension Test

Post-Test

 

No	Indicators	Items	Number of items	Score	Total Score
1.	able to find the topic of the text	3	1,4,11	5	15
2.	Able to identify main idea of the text	2	9, 19	5	10
3.	Able to identify information needed from the text	8	2,5,6,10, 14,15,16, 18	5	40
4.	Able to give conclusion to the text	4	3,8,13,20	5	20
5.	Able to understand the vocabulary of the text	3	7,12,17	5	15
	Total	20			100

Based on the table 4 and 5, researcher concluded that if the students got answers correctly from some items of the test (indicators), so the students have 100 score.

2.      Validity of Instrument

In this research, the researcher used item validity to found out the validity of instrument. The test consisted of 60 questions of multiple choice questions. It had been divided into two groups such as experimental class and control class : 30 for pre-test and 30 for post-test.

To get the validity of the each question had used to list r product moment with 5% significant: 0, 388 and 1 % significant:   0.496. So, if > the test is classified valid. To get the validity of the test, researcher uses the formula of  product moment:[2]

Where:

 = product moment correlation between variable ( )

Ʃx = total score of x

Ʃy = total score of y

n   = total of sample

3.    Reliability of the Instrument

Reliability was the degree of accuracy or precision in the measurements made by a research instrument. An instrument of the research must be reliable. A reliable test was consistent and dependable.[3] Reliability of an instrument can be found by using Spearman-Brown formula.[4] The formula was as follow:

=

Where:

                   = Reliability of instrument

r1/21/2 = Correlation between test scores

Reliability was a good character of test that refers to the consistency of the measurement. The test was reliable because >  by using Spearman-Brown  formula with  0.388.

 

E.       Procedures of Research

In completing the data, the researcher did the procedures of the research. They were pre-test, treatment and post-test.

1.      Pre-test

Pre-test was conducted to find out the homogeneity of sample. The function of pre-test was to find the mean scores of the experimental class and control class before the researcher gave treatment to the experimental class. In this case, researcher usedthe steps, they were:

a.    The researcher prepared the test 20 items.

b.   The researcher distributed the paper of test to students of experimental class and control class.

c.    The researcher explained what the students to do.

d.   Researcher gave time.

e.    The students answered the question.

f.    Researcher collected the students’ paper test.

g.   The researcher checked the answer of students and found the mean score of the experimental class and control class.

2.      Treatment

After giving the pre-test, the students were given the treatment. The experiment class and the control class were giving some material, which was consisted of reading comprehension aspects that taught by the teacher in different ways. The experimental class was taught by using peer tutoring strategy and the control class was taught by lecture strategy.

3.      Post-test.

After giving treatment, researcher conducted a post test which the different test with pre test, and has not been conducted in the previous of the researcher. This post-test was the final test in the research, especially measuring treatment, whether “there is an effect or not”. After conducting the post-test, the researcher analysis the data, then the researcher found out the effect of using peer tutoring strategy in the experimental class.

a.       The researcher prepared the test 20 items.

b.      The researcher distributed the paper of test to students of experimental class and control class.

c.       The researcher explained what the students to do.

d.      Researcher gave time.

e.       The students answered the question.

f.       Researcher collected the students’ paper test.

g.      The researcher checked the answer of students and found the mean score of the experimental class and control class.

 

 

 

 

 

F.     Techniques of Data Analyzing

The techniques of analyzing data have used:

1.    Mean Score

To know mean score of the data researcher used formula, as follow: Mx =

Mx = mean

 = total scores

N     = number of classes[5]

2.    Normality test

To know whether data of research has normal. So, reseracherused Chi-Quadrate formula, as follow:

Where:

x²= Chi-Quadrate

f_o= Frequency is gotten from the sample

f_h= Frequency is gotten from the sample as image from frequency is hoped from the population[6]

To calculate the result of Chi-Quadrate, it uses significant level 5 % (0,05) and degree of freedom as big as total of frequency is lessened 3 (dk = k – 3). If result x²_count < x²_table.So, it can be concluded that the data distributed by normal.

3.    Homogeneity  Variant Test

Homogeneity variant test used to known whether control class and experimental class have the same variant or not. If the both of classessame,  itcan call homogeneous. To test it, researcherused formula as follow:

F =

Where:

n₁    = Total of the data that bigger variant

n₂    = Total of the data that smaller variant

Criteria:

Where:

σ₁²   = Variantof experimental class

σ₂²       = Variant of control class[7]

H₀ is accepted if F < while if F_count>F_table. So, H₀ is rejected with significant level 5 % (0,05) andnumerator is (n₁-1) whiledenominatoris (n₂- 1).

4.    Hypothesis Test

Hypothesis was the provisional result of research. So, researcher needs to analyze the data which divide into two groups, they are experimental and control class. Before analyzing the data to find the hypothesis, researcher calculated the normality and homogeneity of the post test. It is used to know whether the data is normal and homogenous or not. If the data is normal and homogenous, the formula that must be used t-test to test hypothesis and must be used chi-Quadrate formula if the data is not normal and homogenous. Because result of post-test in this research was normal and homogenous, data had been analyzed by using t-test formula. The formula is as follow:[8]

Tt =

Where:

                          T          = The value which the statistical significance

                          M₁       = The average score of the experimental class

                          M₂       = The average score of the control class

                          x₁²        = Deviation of the experimental class

                          x₂²        = Deviation of the control class

n₁          = Number of experimental

n₂          = Number of control

 

 

 

 

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[1] J. Michael O’Malley and Lorraine Valdez Pierce, Authentic Assessment for English Language Learners (Amerika: Addison Wesley Publishing Company, 1996), p. 98.

[2] Suharsimi Arikunto,  Prosedur Penelitian, (Jakarta: Rineka Cipta, 2009), p. 72.

[3] H. Douglas Brown, Language Assesment, Principles and classroom  Practices, (San Frasisco State University : Logman,2004), p. 20.

[4] Arikunto Suharsimi,  Prosedur Penelitian, (Jakarta: Rineka Cipta, 2009), p. 93.

[5] Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 81.

[6] Mardalis,  Metode Penelitian: Suatu Pendekatan Proposal, (Jakarta: Bumi Aksara, 2003), p. 85.

[7] Sudjana, Metode Statistika, (Jakarta: Tarsito, 2002), p. 250.

[8] Sugiyono,  Statistika untuk Penelitian, (Bandung: ALFABETA, 2006), p. 135.