will help students clarify in their own minds what they have already learned and understood.
3 The role of the teacher in whole-class teaching is a teacher centered. It means that the teacher is an authority in the classroom
and the role of students is that do what the teacher’s said while in Small Group Interaction classroom the teacher’s role is facilitator,
creator, etc. The students’ role in Small Group Interaction is not only do what the teacher’s said but also gate-keeper, checker, etc.
The roles in Small Group Interaction classroom will make the process of learning and teaching more relax.
4 The activity in Small Group Interaction classroom can be made students more active than the activity in whole-class teaching. So it
can be made students in Small Group Interaction classroom to improve their knowledge better than in Whole-class teaching
classroom.
3. The Interpretation of Data
Having analyzed the data of pre-test and post-test by using t-test formula, the result shows that the coefficient is 2.35. it means that there is
a significance difference in teaching reading comprehension by using small group interaction.
From the result of calculation, it is obtained the value of the t observation to is 2.35 the degree of freedom df is 38 obtained from
- 2 =20 + 20 – 2 =38. The writer used the degree of significance of 5 and 1. In the table significance, it can be seen that on
the df 38 and on degree of significance are 2.02 and 2.69. if the to compared with each value of degrees of significance, the result is 2.02
2.352.69. since to score obtained from the result of calculating, the alternative hypothesis Ha is accepted and the null hypothesis Ho is
rejected.
1. If the result of t observation is higher than t table tott, the null hypothesis Ho is rejected and alternative hypothesis Ha is
accepted. It means that there is a significance difference between variable X and variable Y.
2. If the result of t observation is lower than t table tott, the null hypothesis Ho is accepted and alternative hypothesis Ha is
rejected. It means that there is no significance between variable X and variable Y.
Therefore, it can be inferred that the use of Small Group Interaction is more effective in teaching reading comprehension than
Whole-class Teaching. It simply illustrates that the students who are taught by using Small Group Interaction have a significant difference
achievement in learning reading comprehension between the students who are taught by using Whole-class Teaching.
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CHAPTER IV CONCLUSION AND SUGGESTIONS
A. CONCLUSION
According to the descriptions in chapter I, II III, the writer infers that this “skirpsi” answers the research question, “Is the use of Small Group
Interaction more effective in teaching reading comprehension than Whole- class Teaching on even semester of the seventh grade SMP Sunan Bonang?”
The answer is the use of Small Group Interaction is more effective in teaching reading comprehension than Whole-class Teaching on even semester of the
seventh grade SMP Sunan Bonang. It can be concluded that the use of small group interation in teaching
reading comprehension is quite success. It can be seen on the table of the students’ reading comprehension scores that the students who learn reading
comprehension by using Small Group Interaction and Whole-class Teaching have a significant difference. It means that there is a significant difference to
the students’ achievement in learning reading comprehension by using Small Group Interaction than Whole-class Teaching.
