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CHAPTER IV

THE RESULT OF THE RESEARCH AND DISCUSSION

A. The description of Data

Recapitulation of the descriptive statistical calculation score of students

self concept and reading comprehension in narrative text can be seen in the

table below.

Table. 4.1
Recapitulation Results Calculation Score Of Students Self Concept And
Reading Comprehension In Narrative Text

Statistics

X Y

N Valid 30 30

Missing 0 0

Mean 68.17 68.67

Median 74.00 75.00

Mode 83 85

Std. Deviation 16.075 17.167

Variance 258.420 294.713

Range 57 55

Minimum 34 35

Maximum 91 90

1. Data Description of Reading Comprehension In Narrative Text

Table 4.1. The above explains that the mean is 68,67, median, 75,00,

mode 85, the standard deviation 17.167, variance, 294.713, range 55, the

minimum value 35, , and the maximum value 90. The following is the

histogram value of reading comprehension.

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Figure 4.1. Histogram of Reading Comprehension In Narrative

Text

2. Data Description of Students Self Concept

Table 4.1. The above explains that the mean is 68.17, median, 74.00,

mode 83, the standard deviation 16.075, variance, 258.420, range 57, the

minimum value 34, and the maximum value 91. The following is the

histogram value of Students Self Concept.

Figure 4.2. Histogram of Students Self Concept

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B. Data Requirement Test Technique

Before testing the hypothesis, first tested the prerequisite data analysis

is test data normality and homogeneity of variance test population.

1. Normality Test Data

Table. 4.2
Calculation results Normality Test Data
One-Sample Kolmogorov-Smirnov Test

X Y

N 30 30

Normal Parametersa Mean 68.17 68.67

Std. Deviation 16.075 17.167

Most Extreme Differences Absolute .185 .211

Positive .139 .128

Negative -.185 -.211

Kolmogorov-Smirnov Z 1.012 1.153

Asymp. Sig. (2-tailed) .257 .140

a. Test distribution is Normal.

Table 4.2 above shows that the two sets of data were tested normality

with One-Sample Kolmogorov-Smirnov Test with SPSS provides significant

value in column sig are respectively 0.257 and 0.140, the sig > 0.05.

Therefore, it was concluded that the two groups of data in this study come

from normally distributed populations.

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1. Testing of Linearity
Table. 4.3 Calculation results Linearity Test Data

ANOVA Table

Sum of Mean
Squares df Square F Sig.

Y * X Between (Combined) 8517.500 19 448.289 153.699 .000

Groups
Linearity 8405.294 1 8405.294 2881.815 .000

Deviation from
112.206 18 6.234 2.137 .110
Linearity

Within Groups 29.167 10 2.917

Total 8546.667 29

The result of testing of linearity is 0.110 > 0.05 and it means data of

students self concept and reading comprehension in narrative text are

linier.
2. Testing Homogeneity

Testing homogeneity of variance using Levine test is to determine

whether the research data that has been collected from the population that is

homogeneous with significance level  = 0.05. The criterion is if the obtained

value Sig p > 0.05, we conclude the data homogeneous or otherwise.

a. Homogeneity Test
Table 4.4.
Population Variance Homogeneity Test Results Between Students Self
Concept And Reading Comprehension In Narrative Text.
Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

3.785 12 29 .002
Homogeneity test results to group data p values obtained Sig 0.002 <

0.05 It can be concluded that the data values between students self concept
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and reading comprehension in narrative text are not homogeneous population

variance.

C. The hypothesis Test

1. Correlation Between Students Self Concept And Reading

Comprehension In Narrative Text. .

Based on the calculation, it can be explained that the correlation

between students self concept and reading comprehension in narrative text. is

0.99 and it means that the correlation between students self concept and

reading comprehension in narrative text is so strong.

The coefficient determinant is 98.01 % and it means students self

concept supports the increasing of reading comprehension of narrative text is

98.01 % and the other variables that increase reading comprehension of narrative

text is 1.99 %.
Based on the calculation t account is 37 > t table is 2.052 so H0 is

refused and it means that there is there is correlation between students self

concept and reading comprehension in narrative text of the first semester of

class VIII SMP Al-Chasanah West-Jakarta

D. The discussion of The Research Result

Self concept is the way in which you think about yourself and the way

in which you see yourself as a person. Self-concept refers to the totality of a

complex, organized, and dynamic system of learned beliefs, attitudes and opinions

that each person holds to be true about his or her personal existence. Parental
 32

upbringing, continuous failure, depression and internal self-critic are factors that

influence the development of one’s self-concept. A positive self-concept can be

developed through behave objectively in knowing oneself, always appreciate

oneself, be friend to oneself and always have a positive and rational thinking.

There are a several different components of self-concept: physical,

academic, social, and transpersonal. The physical aspect of self-concept relates to

that which is concrete: what we look like, our sex, hSeventh, wSeventh, etc.; what

kind of clothes we wear; what kind of car we drive; what kind of home we live in;

and so forth. Our academic self-concept relates to how well we do in school or

how well we learn. There are two levels: a general academic self-concept of how

good we are overall and a set of specific content-related self-concepts that

describe how good we are in math, science, language arts, social science, etc. The

social self-concept describes how we relate to other people and the transpersonal

self-concept describes how we relate to the supernatural or unknowns.

Reading Comprehension includes a variety of skills that can be

practiced within the context of authentic literature. Some reading skills and

strategies you may wish to target: previewing, predicting, establishing a purpose

for reading, skimming, scanning, sequencing, reading for details, establishing and

adjusting purposes for reading, posing personally relevant questions about text

before and during the process, organizing thinking using a graphic organizer,

determining vocabulary meaning using context clues, determining vocabulary

meaning using prefixes and suffixes, determining vocabulary meaning using Latin

and Greek roots, determining vocabulary meaning using reference sources,

recognizing parts of speech, identifying sentence types, drawing conclusions,

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comparing and contrasting, making inferences, adjusting reading rate according to

purpose for reading, summarizing, choosing an appropriate organizer for a given

reading task, analyzing the author's voice, distinguishing between fact and fantasy,

distinguishing between fact and opinion, determining cause and effect,

determining character motive, identifying, describing, and applying literary

devices, recognizing structure of different texts as an aid in comprehension,

identifying literary motifs, identifying the critical attributes of a given genre in the

novel being read, demonstrating oral presentation skills, demonstrating critical

listening and viewing skills, and extending and reflecting upon reading.

Reading comprehension is the ability to read text, process it and

understand its meaning. An individual's ability to comprehend text is influenced

by their traits and skills, one of which is the ability to make inferences. If word

recognition is difficult, students use too much of their processing capacity to read

individual words, which interferes with their ability to comprehend what is read.

Self-concept is owned by students will increase students' ability to use

science so that the ability to read narrative text will increase. Students who have a

self-concept will have the confidence to do the questions given by the teacher and

a good learning motivation in learning.

The self-concept can provide power for students to have a vision and

mission in the study so that the activities undertaken by the students always lead

to improvements in learning.
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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion
Based on the results of research and discussion, the conclusions of this

study are: t account is 37 > t table is 2.052 so H0 is refused and it means that
 35

there is there is correlation between students self concept and reading

comprehension in narrative text of the first semester of class VIII SMP Al-

Chasanah West-Jakarta. The correlation between students self concept and

reading comprehension in narrative text. is 0.99 and it means that the correlation

between students self concept and reading comprehension in narrative text is so

strong. The coefficient determinant is 98.01 % and it means students self concept

supports the increasing of reading comprehension of narrative text is 98.01 % and

the other variables that increase reading comprehension of narrative text is 1.99

%.
Reading Comprehension In Narrative Text : mean is 68,67, median,

75,00, mode 85, the standard deviation 17.167, variance, 294.713, range 55, the

minimum value 35, , and the maximum value 90. Students Self Concept : mean

is 68.17, median, 74.00, mode 83, the standard deviation 16.075, variance,

258.420, range 57, the minimum value 34, and the maximum value 91. With

One-Sample Kolmogorov-Smirnov Test with SPSS provides significant value in

column sig are respectively 0.257 and 0.140, the sig > 0.05. Therefore, it was

concluded that the two groups of data in this study come from normally

distributed populations.
The result of testing of linearity is 0.110 > 0.05 and it means data of

students self concept and reading comprehension in narrative text are linier.

Homogeneity test results to group data p values obtained Sig 0.002 < 0.05 It can

be concluded that the data values between students self concept and reading

comprehension in narrative text are not homogeneous population variance.

B. Implication and Suggestion
Based on the conclusion of the research above, the implication and suggestion

as follow as:
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1. Implication
Teachers can improve students' self-concept by providing a reinforcement

in the form of advice and stories that motivate students to learn . Students can use

the concept in building creativity in learning and keep having a vision and a clear

mission in learning. Students can use the concept of self to study well and directed

so as to produce the ability to read a good narrative text.

2. Suggestion
a) For English teacher
English teacher must teach reading comprehension of narrative text by

involving the students self concept.

b) For students
Student must study narrative text seriously in the classroom or home.
c) For School
School must build students self concept by giving the program of self

concept for the students.