1

Discussion
From the result above, it is important to discuss about the result more clearly. But it is

also important to reconsider the process of implementation of picture series media through
retelling story in teaching speaking first.
In the first treatment, firstly, the researcher gave the material about the text. Then, the
she gave the example of the text. After that, the students had to engage the text that they had
to know what the text about first. After engaging the text, the students explored the text being
given. And then, the students were asked to sit in groups that consist of four or five students
in each group. Next, the researcher gave picture series to each group and asked them to use
their imagination to visualize what happened just before the moment in the picture and what
happened next. However, in the first treatment, they still showed insignificant responses.
In the second treatment, the researcher gave another narrative story and the picture
series. Then, the researcher also asked the students to sit in groups and discuss about the
story. After that, the researcher asked one students to do retelling story by using the picture
series in front of the class.
In the last treatment, the researcher did the same as the second treatment. Then the
reseracher discussed with the studets whether or not those were good retells and what might
improve them.
Further, as the purpose of this quantitative research, the writer tests the hypothesis
whether the hypothesis is rejected or accepted.
Based on the result of the study that has been interpret as the charts above, the result of
post-test is higher than pre-test. Take a look at chart 4.1.1.3, it shows that the score of posttest is clearly higher than pre-test. The score of pre-test changed significantly to the score of
post-test. It can be seen that the lowest score of post-test is 70 and the lowest score of pretest is 15. Looking at post-test, the highest score is 100 which reach maximum score and the
lowest score is 70. It means that the lowest score of pre-test which is 15 raised to 70 in posttest and the highest score of pre-test which is 70 raised to 100 in post-test. In addition, it also
can be observed that the highest score of pre-test became the lowest score of post-test. It

means that the students score of pre-test ranges from 15 to 70, while the students score of
post-test ranges from 70 to 100.
After determining the score of pre-test and post-test, the writer also found that mean
score of post-test is higher than pre-test. Based on the process of data calculation, mean score
of pre-test is 43,2 and mean score of post-test is 84,4. It means that in pre-test, the students
still need an improvement of reading comprehension. Then based of students score of posttest, it means that the students score developed significantly. Thus, the achievement of
students reading comprehension improved after implementing constructivism model.
Moreover, based on chart 4.1.1.4, it shows the percentage of reading comprehension
skills that are observed in this study. That chart shows that main idea skill became the one
skill which improved significantly than the other skills. It is about 61% improvement from
pre-test to post-test. After main idea skill, word meaning (vocabulary) also developed
significantly for about 46% from pre-test to post-test. Then there was references with its
improvement for about 35% from pre-test to post-test. In the last position, there was
inferences with its improvement for about 21%.
Furthermore, in the last analysis of T-test, it was also found that the t-score was higher that ttable (t >tt) at level significance 5% (0.05). The value of t-score is 4.554 and the value of ttable is 2.064 in the level significant of 5 % (0.05). As discussed before about criterion used
to test the hypothesis, this result proves that the alternative hypothesis (Ha) is accepted and
the null hypothesis (Ho) is rejected. Thus the implementation of constructivism model
improves students reading comprehension.