This thesis present the research about the use of Paired Storytelling Technique to increase students’ reading comprehension of the eighth grade at SMPN 1 Palakka. This research used Quantitative method by using quasi-experimental design which used two group samples. The first group was VIII B as experimental group and the second group was VIII C as control group. The collecting data of two groups’ pre-test and post-test scores was analyzed and described to determined the success of the treatment. The result of data analysis shows that: (1) there was a significant difference of experimental group achievement with the result of Sig. (2-tailed) 0,000 < 0,05, (2) there was no a significant difference of control group achievement with the result of sig. (2-tailed) 0,734 > 0,05, (3) there was a significant difference in post-test result between experimental and control group with the result of sig. (2-tailed) of independent sample t-test was 0,000 < 0,05, (4) the Paired Storytelling Technique was highly interesting for students, it can be proved by the number of students who chose very high category are 3 (16,67%) students, 14 (77,78) students chose high category and only 1 (5,55%) student chose moderate. Based on the result of data analysis, the researcher concludes that the use of Paired Storytelling Technique can increase students’ reading comprehension of the eighth grade of SMP Negeri 1 Palakka.
A.Conclusion
Based on the findings and the data analyzing that have explained in the chapter 3, the researcher concludes as follow :
1.The use of Paired Storytelling Technique can increase the students’ reading comprehension of the eighth grade of SMP Negeri 1 Palakka. The data showed that the result of sig. (2-tailed) of paired sample t-test (0,000) in experimental group was smaller than 0,05. Meanwhile, in control group, the result of sig. (2-tailed) of paired sample t-test (0,734) was higher than 0,05. The result of sig. (2-tailed) of independent sample t-test was smaller than 0,05 (0,000 < 0,05). It means there was a significant increasing in students’ reading comprehension achievement after applying Paired Storytelling Technique. So, it can be concluded that the use of Paired Storytelling Technique is more effective to increase the students’ reading comprehension rather than use convetional teaching way.
2.The result of questionnaire which have been distributed shows that the number of students who choose very high category are 3 (16,67%) students, 14 (77,78) students choose high category and only 1 (5,55%) student chooses moderate. No one choose low and very low chategory. So, it can be concluded the Paired Storytelling Technique is highly interesting for students in experimental group.
B.Implication
In order to increase the students’ reading comprehension, the researcher gives suggestion to all readers, especially to English teacher and to the students as follows :
1.The English teacher is expected to apply an appropriate technique in teaching-learning process that effectively can increase students’ reading comprehension. So, the Paired Storytelling Technique is highly recommended.
2.The English teacher is expected to be creative in manage the teaching material and the classroom. The english teacher is also expected to do not use monotonous way in teaching reading so that the students more interested in learning reading English text.
3.The students are expected to increase their interest and ability in learning reading English text. They can use the Paired Storytelling Technique to facilitate them in learning reading because this technique gives many benefits as explained previously.

ST20170115

115/2017

Perpustakaan Pusat

Tersedia