CHAPTER V

CONCLUSION AND SUGGESTION

This is the last chapter of the study which presents the conclusion and

some suggestions based on the result of the previous discussion. This chapter

consist of the summary of the research finding in chapter III and the suggestion

for the teacher, the next researcher, and the students.

5.1. Conclusion

In order to have a clear and brief information about the result of the study

the researcher provided some conclusions. From the overall analysis in the

research finding the researcher conclude some points which were described

below.

1. The students’ achievement before being taught by using jeopardy game is

poor because the mean of the total score of 14 students is (46.1429).

2. The students’ score after being taught by using jeopardy game is better

than before. After the students got the treatment, the mean of the total

score of 14 students becomes (88.5714). it was included into good score

categories.

3. For reliability test the Cronbach’s Alpha 0.816>0.05. it means the test was

reliable.

4. For homogeneity test, the result of pre test 0.841>0.05 so the test was

homogeneous and the result of post test test 0.449>0.05 so the post test

was homogeneous.
 5. For normality test, The significant of pre test in experimental group was

0.603 and control group was 0.556. The significant of post test in

experimental group was 0.330 and control group was 0.216. if the

significant more than (significant > 0.05) it means the test was normal

distribution. The data above refer the test was normal distribution.

6. Based on the statistical analysis using paired sample t-test, it was known

that the significance level is 0.000 Because the significance level smaller

than the standard level of significance 0.05 (0.000<0.05) the alternative

hypothesis (Ha) that states there is a significant difference on students’

reading comprehension in descriptive text before and after using Jeopardy

game is accepted, while the null hypothesis (Ho) that states there is no

significant difference on students’ reading comprehension in descriptive

text before and after using Jeopardy game is rejected.

In addition, jeopardy game were effective on students’ reading

comprehension. This game was make the students more active and enthusiastic in

learning reading comprehension. For the treatment was proven by the students’

progress of experimental group in post test. Differ from the students’ progress of

control group which was lower because they did not get jeopardy game

(experimental treatment) like the experimental group. It meant the hypothesis of

the study in chapter 1 was in line with the research finding and also the previous

study that the game gave a significant effect.

From the result above implies that the Jeopardy game is effective in teaching

reading comprehension in descriptive text to eleventh grade of SMA Kristen Petra

Malang.
5.2. Suggestion

The finding of the research score shows that there is significance diffrence

on the students’ score before they are taught by using jeopardy game and after

using it. Some suggestion are addressed to the teachers, the next researcher, and

students, as follows:

1. For the teacher

In order to succeed in teaching English, Jeopardy game should be

used for teaching learning English in the classroom. The teacher can be

more creative in applying that technique to the students and use it in

teaching reading comprehension in descriptive text, so that the students

will more motivated and interested in learning English. By using Jeopardy

game, the teacher are hoped can change the traditional reading teaching

with this game. When using this game the researcher are succes to

increasing the students’ reading comprehension in descriptive text.

Furthermore, on the researcher’s opinion the teachers also have to

pay attention about the lesson especially in reading comprehension, if

using traditional teaching usually the students will feel bored and lack

interest. If using jeopardy game the students will more active in teaching

learning process in the class.

2. For the next researcher

This research is not perfect yet, it is suggested for the future

researcher to conduct further research on the similar area by improving the

methodology or use it as reference to conduct a further research related to

Jeopardy game in different area of teaching. This study is very important

 because it will give some knowledge to the researcher and to know the

benefits of using Jeopardy game in teaching English.

3. For the students

By using this technique, the students are provided with a fun and

enjoying classroom atmosphere. They are given chance to cooperate with

their friends in group. It also provides competitive game which can

stimulate and encourage students to participate in the class since naturally

they want to beat the other teams. So that, this game is appropriate to be

applied in order to make the students more active in the teaching and

learning process.