Teaching Reading by using Group Work Technique

C. Teaching Reading by using Group Work Technique

In this research, the writer tries to use group work technique in teaching reading and find out the effectiveness of the technique. Firstly, the writer would like to give the instruction to the students about what they are going to do and why should make them to work together with their friends. The instruction may encourage the students to feel enthusiastic about what they are going to do and it is important that students should know what they are going to do and give them idea when they finished the task. After giving the instruction, students divide into group of 4 or 5 students. Then, they are given a text that should be discussed together. The tasks are; they read the text, discuss some of the word, interpret the meaning of the word to the text and get the general idea of the text. After they get the general idea of the text, they try to find the answer of the comprehension questions based on the text. In answering the question, students may scan or skim the text, so they can develop their reading skill and more past to do the tasks. During the activity, while students are working together in group, the teachers’ role is as a monitor, go round the class, watch and listen to the group in helping them with the tasks. Teacher also can be as an observer, picking up information about the students progress and seeing if they will have to be ‘troubleshoot’. When the students or the group stop working together, teacher may organize feedback. Let them talk or discuss about what have been done, what occurred during the group session, problems that they face and how they can solve the problem. Teacher also gives the solution and suggestion to the students. And when the group have been working the task with definite right or wrong answer, teacher should need to ensure that they have completed the task successfully. In arranging the lesson plan of the teaching and learning process, the writer use the syllabus in arranging the lesson plan and the test that will be used in this research. 1. The Syllabus For the teachers, syllabus can help them in guiding and arranging the lesson plan RPP during the learning teaching process. When they make a test to evaluate their students, syllabus also help them in observing the test whether the test is appropriate or not. The syllabus itself may include the standard competence, based competence, materials, indicators, evaluation and time allocation. In this research, the writer uses the syllabus to guide her in making the lesson plan RPP and the instrument of the research. It is to make the test Table 2.1 The Syllabus of SMPMTs that is recommended by the National Education Department. Kelas : VIII Delapan Mata pelajaran : Bahasa Inggris Tema :Flora dan Fauna, Freindship, Travel, Health, Teenage life, Recreation, Seasons. Semester : 2 dua Standar Kompetensi : Membaca Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar 29 Kompetensi Dasar Materi PokokPembelajaran Indikator 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk • Teks esei berbentuk narrative dan recount • Ciri kebahasaan teks essei berbentuk • Membaca nyaring dan bermakna teks essei berbentuk narrative dan recount • Mengidentifikasi 29 BSNP, Kurikulum 2004 Mata Pelajaran Bahasa Inggris SMPMTS. Jakarta: Depdiknas, 2003 recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar 11.2 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative 11.3 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar narrative recount • Tujuan komunikatif teks esei narrative recount • Langkah retorika narrative recount • Teks essei narative recount • Ciri kebahasaan teks narrative dan recount Langkah retorika teks narrative recount Teks fungsional pendek: • Undangan • Pengumuman • Pesan singkat berbagai makna teks narrative recount • Mengidentifikasi tujuan komunikatif teks recount dan narrative • Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative dan recount • Mengidentifikasi berbagai informasi dicermati • Membaca nyaring teks fungsional terkait materi • Menjawab pertanyaan tentang informasi yang terdapat dalam teks • Menyebutkan ciri ciri teks fungsional yang dibaca Membaca teks fungsional pendek lainya dari berbagai sumber.

D. Thinking Framework