CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Data Description

The data was analyzed by quantitative and qualitative data. The

quantitative data were taken from the mean of the students’ score in

determining the main idea of paragraph. The qualitative data were taken

from observation sheet, interview sheet, diary note, and document

(photography evidence). This research was conducted in one class with 28

students, consist of girl students but some of them are Memorizer of Holy

Quran and they did not join the class at the time, so the total of students

who join the class are 23 students, and when the cycle I, cycle II, and cycle

III wass going on, there were students who were absent. So, in the cycle I

and cycle II, there was 1 student who was absent and in cycle III there

were 3 students who were absent.

This research was accomplished in three cycles. Each cycle

consisted of four steps of action research (planning, acting, observing, and

reflecting). The first meeting including pre-test, it purposed to measure the

students’ ability in reading comprehension especially in determining the

main idea of paragraph. The first cycle including post-test I conducted in

one meeting. The second cycle was conducted in one meeting, and the last

meeting as the third cycle also conducted in one meeting. The researcher

always gave the test in the last of learning in every cycle.

34
 35

1. The Qualitative Data

a. Observation

The collaborator observed the teaching method that was found

during the teaching-learning process in every meeting. The collaborator

filled the observation sheet in order to know the students’ activities during

teaching-learning process which Treffinger was applied to improve the

students’ ability in reading comprehension especially in determining the

main idea of paragraph. It also was done to know how the interaction

between the teacher and the students.

b. Interview

The interview was done before conducting the first cycle. The

reseacher interviewed the teacher and the students. With the teacher, the

reseacher only interviewed after implementing the method and her

impression was good, she told that she wanted to continue this method.

From the students, showed that there were differences feeling before and

after implementing the method. Before implementing the method, they

said that reading comprehension was difficult especially in determining the

main idea of paragraph, and after implementing the method the students

showed that they felt focus and enjoy learned reading comprehension

especially in determining the main idea of paragraph by using Treffinger.

c. Diary Note

The note that got in teaching-learning process was researcher’s

attitude when teaching by Treffinger that was complicated when conveyed

 36

the material, the researcher was nervous when conveyed the material,

made little mistake in writing vocabulary, left some activities that must be

done, asked students to read only 5 minutes whereas in first rule was 10

minutes, and the students made noisy because the researcher do not too

master the class.

d. Document

Photography is one of source as document or responding

observation for researcher to catch every moment which considered

important. The photograpy was taken while the teacher taught the students

in front of the classroom. It was taken when the students did the reading

comprehension test, and during the teaching-learning process in the

classroom using Treffinger method. From the photo will be found that the

students were concentration, focus and enthusiastic during the teaching-

learning process.

2. The Quantitative Data

The quantitative data were taken from the result of the test given to

the students. The test that was given still relevant to the topic taught and

discussed in the classroom in every cycle. There were three cycles

consisted of three meetings in this research and the test was given in the

last of each cycle. The results of the test score of students were shown in

the table.
 37

Table 4.1

The Students’ Score during Cycle I (Post-test I), Cycle II (Post-test

II) and Cycle III (Post-test III)

Score
No. Name of Students Cycle I Cycle II Cycle III
Post-test (I) Post-test (II) Post-test (III)
1. AW 20 100 100

2. AFBJ 40 100 100

3. CZ 80 80 100

4. DR 20 60 -

5. ENP 80 80 100

6. ESP 20 40 40

7. FPS 20 40 80

8. GMT 60 60 80

9. IL 60 100 100

10. IAI 40 60 100

11. KR 60 80 100

12. NU 20 40 100

13. NIBD 20 40 100

14. NHb 60 80 100

15. NHs 20 40 40

16. PMBJ 40 60 100

17. RAN 60 80 100

18. RM 60 100 100

19. RNA 20 40 80

20. RMh 80 100 100

21. SMS 60 80 100

 38

22. YWP 40 60 -

TOTAL ∑x = 1.060 ∑x = 1.520 ∑x = 1.820

x = 48.18 x = 69.09 x = 91

From the data above, the researcher found there is the increasing of the

students’ ability. It could be seen from the mean of the value from post-test of

cycle I, post-test of cycle II, and post-test of cycle III that increase. It also could

be seen from the table below that showed the students value failed or passed.

From the table above the writer found the students’ abilitiy are:

Post-Test I

In the Post-Test I the students’ score got increasing. In the Post-Test I

students had given the reaction to pay more attention to the teacher and asked the

material they did not know, and the reaction of the students gave influence in

students’ ability to increase. From the table, it showed in the Post-Test I there

were 10 persons who able to pass the passing grade 60.

Post-Test II

In the Post-Test II the students’ score got increasing. In the Post-Test II

students had given the reaction to pay more attention to the teacher and asked the

material they did not know, and the reaction of the students gave influence in

students’ ability to increase. From the table, it showed in the Post-Test II there

were 16 persons who able to pass the passing grade 60.

Post-Test III

In the Post-Test III the students’ score got increasing. In the Post-Test III

students gave the positive reaction and more motivated in doing the test, the
 39

students also by Treffinger created the supportive condition in got the high score.

The students’ reaction and motivation increased the students’ ability. From the

table, it showed in the Post-Test III there were 18 persons who passed the passing

grade 60, and 2 person of them were failed, and also 3 persons of them were

absent. It means almost all students could improve their comprehension by using

Treffinger.

B. Hypothesis Testing

1. Cycle I

The cycle I was done in one meeting, the detail was below:

a. Planning

The plan was arranged before the reseacher conducting the

research. First of all, researcher prepared or made a lesson plan for 1

meeting. The topic which discussed was about reading comprehension

especially in determining the main idea of paragraph. In planning of action

research, researcher had been prepared:

 Lesson Plan

 Reading Text

 Sources of Material

 Learning Media

 Exercise as the instrument of collecting data Treffinger.

All the materials above used by researcher to teach the students in

the classroom.
 40

b. Acting

In this part, the teacher supported the students by giving motivation

to make them felt spirit and always struggle to did the lesson and what

they were facing. In this part, the lesson plan that had beed arranged was

implemented well in the classroom. In this step, there was some activities

done by the researcher and students, they were:

Introduction:

 The teacher said greeting to all students.

 The teacher checked the attendence list.

 The teacher gave information about what they would

discuss.

 The teacher asked the students about their knowledge of

words meaning.

Core Activities

 The teacher explained about the material that they have and

would be discussed

 The teacher gave more examples about the material which

teacher explained.

 The students sat face to face with their friend

 The students read the text per paragraph.

 The teacher wrote a keyword to be the main idea of

paragraph in the white board.

 The teacher asked students to determine the main idea of

paragraph based on the keyword.

 41

 Students determined the main idea of paragraph.

Closing

 The teacher and students concluded the material to know

how far the students understand about the story.

c. Observing

The activity of students and teacher was observed and it done by

the collaborator. As the collaborator of this observing was the English

teacher of this class. The note that was gotten from the observing were still

there were deficiencies such as:

 Teacher conveyed the lesson complicated

 Still there were students who made noisy in the class

because the teacher not too master the class

 Teacher left to conclude the story

 Teacher left to give motivation before clossing the lesson

 Teacher didn’t ask about students’ understanding in the last

learning.

d. Reflecting

Based on the observation result, the reseacher did the cross-check

with the English teacher as the collaborator in the observation section, it

purposed to make an improvement. The students’ score in the cycle I can

be seen in the table.

 42

Passing
The Total Grade
Item of The Test
of Score of
Initial of Students
No.
Students
1 2 3 4 5
100 ≥ 60
20 20 20 20 20

1. AW √ x x x x 20 Failed

2. AFBJ x √ x x √ 40 Failed

3. CZ √ √ x √ √ 80 Passed

4. DR x √ x x x 20 Failed

5. ENP √ √ x √ √ 80 Passed

6. ESP x x x x √ 20 Failed

7. FPS √ x x x x 20 Failed

8. GMT √ √ x x √ 60 Passed

9. IL √ √ x √ x 60 Passed

10. IAI √ x x √ x 40 Failed

11. KR √ √ √ x x 60 Passed

12. NU x √ x x x 20 Failed

13. NIBD √ x x x x 20 Failed

14. NHb √ √ x √ x 60 Passed

15. NHs x x x √ x 20 Failed

16. PMBJ √ x x √ x 40 Failed

17. RAN √ √ x √ x 60 Passed

18. RM √ √ x x √ 60 Passed

19. RNA √ x x x x 20 Failed

20. RMh √ √ x √ √ 80 Passed

21. SMS √ √ x √ x 60 Passed

22. YWP x x √ √ x 40 Failed

 43

∑x = 1.060
TOTAL x = 48.18

2. Cycle II

The cycle II was done in one meeting, the detail was below:

a. Planning

The plan was arranged before the reseacher conducting the

research. First of all, researcher prepared or made a lesson plan for 1

meeting. The topic which discussed was about reading comprehension

especially in determining the main idea of paragraph. In planning of action

research, researcher had been prepared:

 Lesson Plan

 Reading Text

 Sources of Material

 Learning Media

 Exercise as the instrument of collecting data Treffinger.

All the materials above used by researcher to teach the students in

the classroom.

b. Acting

In this part, the teacher supported the students by giving motivation

to make them felt spirit and always struggle to did the lesson and what

they were facing. In this part, the lesson plan that had been arranged was

implemented well in the classroom. In this step, there was some activities

done by the researcher and students, they were:

 44

Introduction:

 The teacher said greeting to all students

 The teacher checked the attendence list

 The teacher gave information about what they would

discuss.

 The teacher asked the students about their knowledge of

words meaning.

Core Activities

 The teacher explained about the material that they have and

would be discussed

 The teacher gave more examples about the material which

teacher explained.

 The students sat face to face with their friend

 The students read the text per paragraph.

 The teacher wrote a keyword to be the main idea of

paragraph in the white board.

 The teacher asked students to determine the main idea of

paragraph based on the keyword.

 Students determined the main idea of paragraph.

Closing

 The teacher and students concluded the material to know

how far the students understand about the story.

 45

c. Observing

The activity of students and teacher was observed and it done by

the collaborator. As the collaborator of this observation was the English

teacher of this class. The activity that was done in the observation in cycle

II was the repair of the observation in cycle I. From the observation in

cycle II, still there were some note that must be repaired by researcher in

the next cycle, that were:

 The researcher was still nerveous

 The researcher made a little mistake in writing vocabularies

 Teacher less the rule of Treffinger (read in 10 minutes) but

teacher only odered students to read around 5 minutes

d. Reflecting

Based on the observation result, the reseacher did the cross-check

with the English teacher as the collaborator in the observation section, it

purposed to make an improvement. The students’ score in the cycle II had

improved than in the cycle I, it can be seen in the table.

Passing
The Total Grade
Item of The Test
of Score of
Initial of Students
No.
Students
1 2 3 4 5
100 ≥ 60
20 20 20 20 20

1. AW √ √ √ √ √ 100 Passed

2. AFBJ √ √ √ √ √ 100 Passed

3. CZ √ x √ √ √ 80 Passed
 46

4. DR √ √ x √ x 60 Passed

5. ENP x √ √ √ √ 80 Passed

6. ESP √ x x √ x 40 Failed

7. FPS √ √ x x x 40 Failed

8. GMT x √ √ x √ 60 Passed

9. IL √ √ √ √ √ 100 Passed

10. IAI √ √ x x √ 60 Passed

11. KR √ √ √ x √ 80 Passed

12. NU √ √ x x x 40 Failed

13. NIBD √ x x √ x 40 Failed

14. NHb √ x √ √ √ 80 Passed

15. NHs x √ √ x x 40 Failed

16. PMBJ √ x √ x √ 60 Passed

17. RAN x √ √ √ √ 80 Passed

18. RM √ √ √ √ √ 100 Passed

19. RNA √ x x x √ 40 Failed

20. RMh √ √ √ √ √ 100 Passed

21. SMS √ √ x √ √ 80 Passed

22. YWP √ x √ x √ 60 Passed

∑x = 1.520
TOTAL
x = 69.09

3. Cycle III

The cycle III was done in one meeting, the detail was below:

a. Planning

The plan was arranged before in reseacher conducting the research.

First of all, researcher prepared or made a lesson plan for 1 meeting. The
 47

topic which discussed was about reading comprehension especially in

determining the main idea of paragraph. In planning of action research,

researcher had been prepared:

 Lesson Plan

 Reading Text

 Sources of Material

 Learning Media

 Exercise as the instrument of collecting data Treffinger.

All the materials above used by researcher to teach the students in

the classroom.

b. Acting

In this part, the teacher supported the students by giving motivation

to make them felt spirit and always struggle to did the lesson and what

they were facing. In this part, the lesson plan that had beed arranged was

implemented well in the classroom. In this step, there was some activities

done by the researcher and students, they were:

Introduction:

 The teacher said greeting to all students.

 The teacher checked the attendence list.

 The teacher gave information about what they would

discuss.

 The teacher asked the students about their knowledge of

words meaning.
 48

Core Activities

 The teacher explained about the material that they have and

would be discussed

 The teacher gave more examples about the material which

teacher explained.

 The students sat face to face with their friend

 The students read the text per paragraph.

 The teacher wrote a keyword to be the main idea of

paragraph in the white board.

 The teacher asked students to determine the main idea of

paragraph based on the keyword.

 Students determined the main idea of paragraph.

Closing

 The teacher and students concluded the material to know

how far the students understand about the story.

c. Observing

The activity of students and teacher was observed and it done by

the collaborator. As the collaborator of this observation was the English

teacher of this class. The activity that was done in the observation in cycle

III was the repair of the observation in cycle II and can be seen that the

positive improvement in cycle III. It almost to perfect teaching-learning

process by Treffinger method.

 49

d. Reflecting

Based on the observation result, the reseacher did the cross-check

with the English teacher as the collaborator in the observation section, it

purposed to make an improvement. The students’ score in the cycle III had

improved than in the cycle II, It can be seen in the table.

Passing
The Total Grade
Item of The Test
of Score of
Initial of Students
No.
Students
1 2 3 4 5
100 ≥ 60
20 20 20 20 20

1. AW √ √ √ √ √ 100 Pased

2. AFBJ √ √ √ √ √ 100 Pased

3. CZ √ √ √ √ √ 100 Passed

4. DR - - - - - - -

5. ENP √ √ √ √ √ 100 Passed

6. ESP √ x x √ x 40 Failed

7. FPS √ √ x √ √ 80 Passed

8. GMT √ √ √ x √ 80 Passed

9. IL √ √ √ √ √ 100 Passed

10. IAI √ x √ √ √ 100 Passed

11. KR √ √ √ √ √ 100 Passed

12. NU √ √ √ √ √ 100 Passed

13. NIBD √ √ √ √ √ 100 Passed

14. NHb √ √ √ √ √ 100 Passed

15. NHs √ √ x x x 40 Failed

16. PMBJ √ √ √ √ √ 100 Passed

 50

17. RAN √ √ √ √ √ 100 Passed

18. RM √ √ √ √ √ 100 Passed

19. RNA √ x √ √ √ 80 Passed

20. RMh √ √ √ √ √ 100 Passed

21. SMS √ √ √ √ √ 100 Passed

22. YWP - - - - - - -
∑x = 1.820
TOTAL
x = 91

From the data above, the researcher found there was the increasing of the

students’ ability. It could be seen from the mean of the value from post-test of

cycle I, post-test of cycle II, and post-test of cycle III that increase. Where in the

post-test of cycle I the mean was 48.18. The mean of post-test of cycle II was

69.09 and the mean of post-test of cycle III was 91. It also could be seen from the

table above that showed the students value failed or passed after using Treffinger.

C. Discussion

This research was conducted to find out the improving of the

students’ ability in determining the main idea of paragraph by using

Treffinger. Treffinger is actually not too different with learning model

belong to Osborn, that is Creative Problem Solving (CPS). Both of them

invites students to think creatively. The realistic task area of the model is

an area in which the major focus will be on building the students’

competence, confidence, and commitement as problem solvers. 1 The

Treffinger was one of model that could be used by the teacher in teaching

1
Donal J. Treffinger, (2000), Practice Problems for Creative Problem Solving,
Waco TX: Prufrock Press, p. 4
 51

English to improve students ability in determining the main idea of

paragraph because Treffinger is one of many models that has function to

solve problem creatively by giving the practical suggestion for how to

reach something. The research that had been done by the researcher

indicated that Treffinger was effective or could be used in teaching

reading. It could be seen from the tables that showed us the increasing of

students’ score from post-test of cycle I, post-test of cycle II, and post-test

of cycle III. Beside that, the Treffinger helped the students to understand

the paragraph and determine the main idea easily. Like the Treffinger said

that the reason of making this model is because of globalisation

development which always be changed quickly and the complex problem

that must be faced. Therefore, to solve the problem, we should need the

appropriate way to be a solution of the problem. That must be done to

solve the problem is pay attention for the important facts that seen in the

environment around us, show some opinions and choose the best solution

which will be implemented evidently next 2.

Treffinger is the model that not only used in one subject like

reading comprehension but also used in another subjects, such as:

Mathematic. As this research said One of professional teacher

competence is the ability to solve the problem. In the middle level, this

ability is influenced by creativity. It means, if students’ creativity

improve, so the ability to solve the problem is better and if the students’

2
Miftahul Huda,(2013), Model-model Pengajaran dan Pembelajaran Isu-isu
Metodis dan Paradigmatis, Yogyakarta:Pustaka Pelajar, p. 317
 52

creativity is down, so the so the ability to solve the problem is bad. The

implementation of Treffinger in learning Mathematic at Junior High

3
School is proved can improve students’ creativity. The next example

comes from the researcher named Isnaini and her friends, in her research

said that students are often confronted with problems related to

Mathematics in their daily life. Problem solving is one of the

competencies that are the focus of Mathematics learning. Solving the

problem needs creativity in order to develop the imagination of the

students to avoid a single answer and uniforms to students. Creativity is a

process to produce something new that can be accepted as useful and

defensible.4 The next example also comes from Rahayu Febriana Sari and

friends. They said that the result of math study of class VIII SMPN 12

Padang is still much below the minimum completeness criteria (KKM)

due to students understanding is still lack in solving the problems of

reasoning and applied learning model that can be used to overcome these

problems is a model Treffinger. The purpose of this research is to see the

development of creativity and learning outcomes of students learning

Mathematics using model Treffinger better than learning math learning

3
Bambang Priyo Darminto, Meningkatkan Kemampuan Pemecahan Masalah
Matematis Mahasiswa Melalui Pembelajaran Model Treffinger, vol.1, No.2, 2013,
p.101, journal.uny.ac.id, accessed on April, 25/2017, 17:07
4
Isnaini, et al, Upaya Meningkatkan Kreativitas dan Kemampuan Pemecahan
Masalah Matematika Siswa Sekolah Menengah Pertama melalui Model Pemebelajaran
Treffinger, vol.3, No.1, 2016, p.15, www.jurnal.uinsyah.ac.id, accessed on April,
26/2017, 06:23
 53

outcomes using normal learning.5 The next example comes from the

researcher named Sarson, in his research said that one of the ability that

can support to be a successful person is the ability in creativity. This

ability is needed especially in facing the challege in the future and

globalisation era and also the new technology of communication that

grow fast. Thus the ability is very important matter, because in dayli life,

every people will faced by the problem and they must can solve it and

also demand the creativity in finding the solution of the problem. 6

All focuses of the research that used Treffinger to be a model is

think creatively and stand alone in finishing the test (problem) and after

we discussed about some opinions of Treffinger model, we come back to

this research. So, based on quantitative data could be seen the student’s

ability in determining the main idea of paragraph improved and become

well in the first cycle to the next cycle. It proved by the the situation in the

class and the score that students got in every cycle.

Based on the qualitative data, it showed the increasing of teacher’s

and students’ activity during teaching-learning process by Treffinger. The

data could be seen from observation sheet, interview sheet, diary note and

photography evidence that indicated the students were active,

concentration and paid attention to the subject that the teacher taught using

5
Rahayu Febriana Sari, et.al, Penerapan Model Treffinger pada Pembelajaran
Matematika dalam Mengembangkan Kemampuan Kreatif Matematika Siswa Kelas VIII
SMPN 12 Padang, vol.6,No.1, 2015, p.1, ejurnal.bunghatta.ac.id, accessed on April,
26/2017, 06:26
6
Sarson W.Dj.Pomalato, Mengembangkan Kreativitas Matematik Siswa dalam
Pembelajaran Matematika melalui Pendekatan Model Treffinger, Gorontalo:Universitas
Negeri Gorontalo, 2006, p.22, Mimbar Pendidikan, Accessed on April, 26/2017, 08.05
 54

Treffinger. The students also felt spirit in doing the task by using

Treffinger and they created the supportive situation during teaching-

learning process.

So, it could be concluded that the result of the research showed that

the implementation of Treffinger could improve the students’ ability in

determining the main idea of paragraph. It could be seen from the

quantitative data by prove the students’ score got better, in the post-test of

cycle II then the post-test of cycle I and the post-test of cycle III then the

post-test of cycle II. Another could be seen from the qualitative data that

showed the students were active and concentration in teaching-learning

process by Treffinger.