The extent to which the effectiveness of using classical music on students’ motivation in reading comprehension

a. The Classification of Students’ Pre-test Scores in Experimental and Control Class.

The next page table shows that the distribution of frequency and percentage of final score of students’ reading comprehension at the second year of MA Madani Alauddin.

Table 4.1 The Distribution of Frequency and Percentage Score of Experimental Class in Pre-Test

No Rate of score Categories Frequency Percentage

1 96-100 Excelent -

-2 86-95 Very good -

-3 76-85 Good 1 3.3

4 66-75 Fairly good 2 6.6

5 56-65 Fair 1 3.3

6 36-55 Poor 9 30

7 0-35 Very poor 18 60

Total 30 100%

Table above shows the rate percentage of score of experimental class in pre-test from 30 students, none of the student obtained very good and good score.

There were 1 (3.3%) student obtained good score, 2(6.6%) students obtained fairly good score, 1 (3.3%) student obtained fair score, 9(30%) students obtained poor score, and 18 (60%) students obtained very poor score.

Table 4.2 The Distribution of Frequency and Percentage Score of Control Class in Pre-Test

No Rate of score Categories Frequency Percentage

1 96-100 Excelent -

-2 86-95 Very good -

-3 76-85 Good 1 3.3

4 66-75 Fairly good 3 10

5 56-65 Fair 13 43.3 13(43.3%) students obtained fair score, 6(20%) students obtained poor score, and 7(23.3%) students obtained very poor score.

Based on the table 1 and 2, it can be concluded that, the rate percentage in pre-test for experimental class was lower than the rate percentage for control class.

b. The Classification of Students’ Post-test Scores in Experimental and Control Class.

Following the table shows that the distribution of frequency and percentage of final score of teaching reading comprehension at the second year of MA Madani Alauddin in post-test for experimental class and control class.

Table 4.3 The Distribution of Frequency and Percentage Score of Experiment Class Score in Post-Test

No Rate of score Categories Frequency Percentage

1 96-100 Excelent -

-2 86-95 Very good 2 6.6

3 76-85 Good 12 40

4 66-75 Fairly good 5 16.6

5 56-65 Fair 7 23.3

6 36-55 Poor 3 10

7 0-35 Very poor 1 3.3

Total 30 100%

The rate percentage of score of experimental class in post-test from 30 students as table 3 above shows that, none of students obtained score excellent.

There were 2 (6.6%) students obtained very good score, 12 (40%) students obtained good score, 5 (16.6%) students obtained fairly good score, 7(23.3%)

students obtained fair score, 3 (10%) students obtained poor score, and 1 (3.3%) student obtained very poor score.

Table 4.4 The Distribution of Frequency and Percentage Score of Control Class Score in Post-Test No Rate of score Categories Frequency Percentage

1 96-100 Excelent -

-2 86-95 Very good -

-3 76-85 Good -

-4 66-75 Fairly good 1 3.3

5 56-65 Fair 14 46.6

6 36-55 Poor 8 26.6

7 0-35 Very poor 6 20

Total 30 100%

The rate percentage of score of experimental class in post-test from 30 students as table 4 above shows that, none students obtained excellent, very good, and good score. there was 1 (3.3%) student obtained fairly good score, 14 (46.6%) students obtained fair score, 8(26.6%) students obtained poor score and 6 (20%) students obtained very poor score.

Based on result above, it can be concluded that, the rate percentage in post-test for experimental class was higher than rate percentage control class score. Although the value did not far different. It can be seen in the table 3 and 4.

In Experimental class only 3 (10%) students obtained poor score and 1 (3.3%) student obtained very poor score. While in control class there were 8 (26.6%) students obtained poor score and 6 (20%) students obtained very poor.

c. Mean Score and Standard Deviation of Experimental Class and Control Class

After calculating the result of the students score, the mean score and standard deviation of both classes can be presented in the following table.

Table 4.5 The Mean Score and Standard Deviation of Experimental and Control Class

Class Pre-test Post-test

Mean Score Standard Deviation

Mean Score Standard Deviation

Experimental 44.83 15.67 71.13 15.34

Control 52.33 16.06 61.3 9.51

The table above indicated that, the mean score of Experimental class in the pre-test was 44.83 and the standard deviation was 15.67 and the mean score of the Control class in the per-test was 52.33 and the standard deviation was 16.06.

While the mean score of experimental class in post-test was 71.13 and the standar deviation was 15.35 and the mean score of control class in the post-test was 61.3 and its standard deviation was 9.51. It can be concluded from both of the classes ; the experimental class obtained the higher mean score in the post-test than the control class.

d. Test of Significance Testing

The significant score between experimental and control class can be calculated by using t-test. The result of the t-test can be seen in table 6 as follows.

Table 4.6 The T-Test of Students’ Achievement

Variable t-test t-table

X1 –X2 3.15 2.00

Table 6 showed the result of test of significance testing. For the level of significance (p) 0, 05 and the degree of freedom (df) (N1 + N2)-2 = (30 + 30) – 2 = 58, showed that the value of the t-test was higher than t-table. The result of the test clearly showed that there was a significant difference between the students’

score in the experimental and control class after the treatment Classical Music strategy. It indicated that the Classical Music technique was effective in improving students’ motivation in Reading Comprehension. It meant H0 was rejected and H1 was accepted because the t-test was higher than t-table (3.15>

2.00). Therefore, the hypothesis of the research was accepted.

B. Discussion

Classical Music was one of reading strategy that could guide students to read the text. They will be bored when they only read the text without music.

Analysis of the mean score gap in the post-test between the Experimental and control ensures if the tehnique used was effective. The mean score of the Experimental class was 71.13 and 61.3 for Control class. It meant, the gap of the students’ score of the Experimental and Control class was 9.83. The explanation of the gap between the two classes indicated that, the Experimental class showed higher increasing than the Control class while the Control class scores were decreased.

Student interest in the reading is vital to the motivation any reading assignment. Students with high intrinsic motivation, a task orientation, and high self-efficacy are relatively active readers and high achievers (Guthrie et. Al.

2000). If a student is intrinsically motivated, the student wants to read the material because he or she is interested in it.

Another strategy that is used to promote intrinsic motivation is to find topics that students are interested in learning more about and have the students research it (Guhrie, Solomon, 1997). The students want to read the material because they are so determined to learn more about the subject; they will also want to work hard at it because they picked it out (Hunt, Lyman, 1997). Having students pick out or compose their own reading materials goes far beyond the research strategy stated above. It means that to use of classical music can give enjoy to students to learn reading especially for narrative text. Which showed

the students’ scores was higher after the treatment in Experimental class by using classical music to improve their motivation in reading comprehension. So, the using classical music was effective to improve students’ motivation in reading comprehension.

Harmer stated “motivation is a kind of internal drive which pushes someone to do or think in order to achieve something.” In learning, motivation is too important. He said that “students’ motivation makes learning teaching process will be easier and more pleasant immeasurably.” Interest will be increase if there is motivation, both from internal and external factor. Someone who has motivation he will try something hardly, won’t surrender, read book to increase his achievement. Instead, they who have low motivation will be easy to feel hopeless, will not concentrate to their lesson, like to disturb another people. It is assumed that the students with high motivation in learning English will be more successful that the students with low motivation or not motivation at all. The result of the study showed, English teachers can make use of music as an effective tool to facilitate students’ language learning. Practically, appliying music to all the teaching section of language class session may not be possible, but applying it to the reading comprehension section would be beneficial (as the result of the present study showed), and can bring variety to the language class as well.

Therefore, the use of Classical Music could help student to enjoy and convenient when they read the text. Besides, Classical Music also helped

students to remember that information in the text by reading the text. Therefore, this technique could apply in teaching reading comprehension.

According to Darmansyah, 2010. “Music can change the minds of people who think learning is boring. By listening music, learning will be more fun and not longer boring. Music will also provide enjoy and relax to the listener. Moods have a meaningful effect on the achievement of the learning out comes of comfortable feelings and relax opens opportunities for the brain to work lightly.

Thus, the in coming information gets more access and certainly makes it easier for ask to remember.”

CHAPTER V