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

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

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

significance more than (significant > 0.05) it means the test had 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 was 0.000. Because the significance level

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

alternative hypothesis (Ha) that stated 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 stated there

is no significant difference on students’ reading comprehension in

descriptive text before and after using Jeopardy game is rejected.

In addition, jeopardy game was effective on students’ reading comprehension.

This game made the students more active and enthusiastic in learning reading

comprehension. For the treatment it was proven by the students’ progress of

experimental group in post test that 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.

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.
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5.2. Suggestion

The finding of the research score shows that there is significant difference

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

using it. Some suggestions 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 can be used

as an alternative 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 be more motivated and interested in learning English. By

using Jeopardy game, the teacher hopefully can change the traditional

reading teaching with this game. When using this game the researcher

succeeded to increase the students’ reading comprehension in descriptive

text.

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

pay attention about the lesson especially in reading comprehension. Using

traditional teaching usually makes the students feel bored and lack of

interest. Using jeopardy game the students will be 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

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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 fun and

joyful classroom atmosphere. They are encourage 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.