The efectiveness of teaching reading comprehension through small group discussion

SMP Negeri 18 Tangerang ) “Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training In a Partial Fulfillment of Requirements

For the Degree of S. Pd. in English Language Education

MOHAMAD ARIEF SETIADI NIM. 104014000370

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

"Skripsi"

Submitted to the Faculty of Tarbiyah and Teachers' Training in a Partial Fulfillment of the Requirements for the Degree S.pd

in English Language Edueation

By:

Mohamad Arief Setiadi IITNI. 104014000370

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF' TARBTYAII AI{D TEACHERS' TRAIIYANG SYARIF IIIDAYATTILLAII _{STATE ISLAMIC TNIVERSITY}

JAKARTA

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Approved by the Advisor:

examined at examination session of the Faculty of Tarbiyah and Teacher's Training, "syarif Hidayatullah" State Islamic university Jakarta on 19fr of August 2011. The'Skripsi'has been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd. (Bachelor of Arts) in English Education in the Department of English Education.

Jakarta, l 9 Agustus 201 I Examination Committee

The Head of Committee, Drs. Syauki. M.Pd.

NIP. 19641212199t03 | 002 The secretary of committee, Neneng Sunenssih. M.Pd NIP.19730625 1999 03 2 001 The Examiner I,

Drs. Sunardi Kartowisastro, Dipl. The Examiner II,

Drs. Nasifuddin Djalil. M.Ag NrP. 19560s06 1990 03 I 002

Acknowledged by

Dean of Tarbiya and Teachers' Training Faculty

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Nama Lengkap : Mohamad Arief Setiadi No. Induk Mahasiswa : 104014000370

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Teaching Reading Comprehension through Small Group Discussion (An Experimental and Comparative Study at The 8th Grade of SMP Negeri 18 Tangerang )

Atas bimbingan skripsi oleh:

Nama Dosen : Drs. Bahrul Hasibuan, M.Ed

Dengan ini saya selalu penulis menyatakan bahwa:

1. Skripsi merupakan hasil karya asli saya dengan sebenar-benarnya untuk diajukan kepada fakultas ilmu tarbiyah dan keguruan untuk memenuhi salah satu persyaratan memperoleh gelar sarjana (S.Pd) di Universitas Islam Negeri Syarif Hidayatullah Jakarta.

2. Semua sumber yang saya pergunakan dalam penulisan skripsi ini telah saya cantumkan sesuai ketentuan yang berlaku di Universitas Islam Negeri Syarif Hidayatullah Jakarta.

3. Jika di kemudian hari terbukti karya ini bukan hasil karya saya, maka saya pun bersedia menerima sanksi yang berlaku di Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Jakarta, 24 September 2011

dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah. Jakarta. Dosen Pembimbing : Drs. Bahrul Hasibuan, M.Ed

Kata kunci : Pemahaman membaca , Diskusi Grup Kecil.

Tujuan dari penelitian ini adalah untuk mencari tahu seberapa efektif penggunaan diskusi grup kecil pada pengajaran pemahaman membaca di kelas 8 SMP Negeri 18 Tangerang.

Pada penelitian ini, penulis menggunakan diskusi grup kecil sebagai metode yg digunakan pada pengajaran pemahaman membaca. Dan untuk evaluasi kemampuan siswa, penulis menggunakan pre-test dan post test. Penghitungan data menggunakan rumus T-test.

Penemuan pada saat penelitian berlangsung menunjukkan bahwa pengajaran pemahaman membaca dengan menggunakan diskusi grup kecil lebih efektif dibandingkan dengan metode pebandingannya. Hal itu bisa dilihat dari hasil pengitungan statistiknya, yang telah selesai dikalkulasi. Telah ditemukan bahwa besaran t.observasi (hasil eksperimen) = 3,40. Angka ini lebih besar dibandingkan t.tabel (hasil awal/sebelum eksperimen) pada variable bebas 5 % = 2,01. Berdasarkan hasil tersebut penulis menyimpulkan bahwa, siswa pada kelas eksperimen yang diajarkan pemahaman reading dengan menggunakan diskusi grup kecil mendapatkan nilai lebih tinggi dibandingkan dengan siswa pada kelas kontrol, yang belajar dengan metode menjelaskan. Penggunaan diskusi grup kecil pada pengajaran pemahaman membaca telah membantu dan mempermudah siswa untuk bisa memahami teks. Dengan kata lain, metode tersebut memberikan efek positif pada siswa kelas 8 SMP Negeri 18 Tangerang.

Negeri 18 Tangerang, Skripsi, Department of English Education, Faculty

of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta.

Advisor : Drs. Bahrul Hasibuan, M.Ed

Key words : Reading comprehension, small group discussion

The objective of the research is to find out the effectiveness of using small group discussion in teaching reading comprehension at the 8th grade of SMP Negeri 18 Tangerang. The subjects of the research are 2 classes of the 8th grade of SMP Negeri 18 Tangerang.

In this research the writer used small group discussion for the experimental method in teaching reading comprehension, and for the evaluating the student’s achievement the writer used pre-test and post test. The data is enumerated by using T-test formula.

The findings of the study are stated that teaching reading comprehension through small group discussion is more effective than teaching reading comprehension with comparative method. It can be inferred from the result of the statistic calculation which have been done previously, it was obtained the value of to = 3.40. This value is bigger than tt at degree of freedom (df) 5% = 2,01, so the writer concluded students of experiment class who learnt reading comprehension through small group discussion got higher scores than students of controlled class who learnt reading comprehension with explanatory method. The use of small group discussion in teaching reading comprehension had helped the students to understand the text more easily. In other words, it had a positive effect on the students of the 8th grade of SMP Negeri 18 Tangerang.

All praises be to Allah, The universal Lord Who has bestowed upon the writer in completing this skripsi. Peace and blessing upon our prophet Muhammad peace be upon him, his family, relatives, and all of his followers.

This skripsi is presented to the Department of English Education, the Faculty

of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University

(UIN) Jakarta as a partial fulfillment of the requirements for the Degree of Strata 1 (S. Pd ).

The writer would like to express his greatest thanks and gratitude to his advisor; Drs. Bahrul Hasibuan, M.Ed for his valuable help, guidance, corrections, and suggestions for the completion of this skripsi.

His thanks are also given to Drs. H. Amsir M.Pd the principal of SMP Negeri 18 Tangerang and to the English teacher of SMP Negeri 18 Tangerang, Mrs. Emma Suhaenah S.Pd who had permitted the writer for conducting the research to complete this skripsi.

His gratitude also goes to Drs. Syauki, M.Pd and Neneng Sunengsih, S.Pd the head and secretary of the Department of English Education and also for all lecturers in the Department of English Education, and to Prof. Dr. Dede Rosyada, MA the dean of Faculty of Tarbiyah and Teachers Training.

Finally, the writer would like to express his gratitude to all his friends at years

04’, Muhamad Reza, Hendra Tauhar, Muhamad Muammar, Angga Permana Wijaya.

In A class 04’, Liza Fauziah, Nuraeni, Lailatussaidah, and special thanks from the writer to his greatest partner, Mutiara Fani and also to everyone who have helped and given supports and encouragement to the writer in accomplishing this skripsi.

May Allah the Almighty bless them all, amin

Tangerang, 30 Juli 2011

iv

Table of Contents ………

. iv

Table of Tables ………. vi

Table of Appendices ……… vii

CHAPTER I : INTRODUCTION A. The Background of Study……… 1

B. The Limitation of Study ……….. 5

C. The Formulation of Problem ……… 5

D. The Objective of Study ……… 6

E. The Significance of Study ……… 6

F. The Method of Study ……… 6

G. The Organization of Study……… 6

CHAPTER II: THEORETICAL FRAMEWORK A. Reading ……… 8

1. The Understanding of Reading Comprehension………..……… 8

2. The Objective of Reading ……… 12

3. The Types of Reading Skills ……… 13

4. The Factors Influencing Reading Comprehension ………. 15

5. The Principles of Teaching Reading ………… 17

B. Group Discussion ………. 18

1. The Understanding of Group Discussion ….... 18

2. The Types of Group Discussion ……….. 19

3. The Advantages and Disadvantages of Group Discussion ……… 21

v

2. Basic Competence ………. 23

3. Indicator ……… 24

CHAPTER III: THE METHODOLOGY AND FINDINGS OF THE RESEARCH A. The Methodology of the Research ……… 25

1. The Objective of the Research ……… 25

2. The Place and Time of the Research ……….. 26

3. The Population and Sample ……….………… 26

4. The Techniques of Data Collecting ……… 26

5. The Instrument of the Research ………..………… 27

6. The Techniques of Data Analysis ………... 27

B. The Findings of the Research ……… 28

1. The Description of Data ……….. 28

2. The Analysis of Data ……….. 28

3. The Test of Hypothesis ………... 33

4. The Data Interpretation ………... 34

CHAPTER IV: CONCLUSIONS AND SUGGESTIONS A. Conclusions ………... 36

B. Suggestions ………... 37

Bibliography ………. 38

Appendix ……….. 41

vi

Table 3.1 The Score

of The Experimental Class ………. 29

Table 2.2 The Sc

ore of The Control Class ………... 30

Table 3.3 The Comparison Score of The Experimental and Control

vii

Appendix 1 Form of Test

……….. 41

Appendix 2 Lesson Plan ……… 45

Appendix 3 Pengaj

uan Judul Skripsi ……… 51

Appendix 4 Surat Bi

mbingan Skripsi ………... 52

Appendix 5 Surat I

zin Penelitian ……….. 53

1

CHAPTER I INTRODUCTION

This chapter presents and discusses background of the study, scope of the study, formulation of the problem, objective of study, significance of study, method of the study, and the organization of study.

A. The Background of Study

English has a very important role and position in a globalization era. It is very important for the development of knowledge, science, culture, and relationship among countries.

In an employment sector, the English ability become a skill which to be mastering because in many job aspect English has an important role in order to support the job.

In a scientific technology, researchers and scientist all over the world communicate and share each other with English. Most of scientific conferences are arranged in English as a medium language, even most of website in the internet use English as a written language. So the information, knowledge, and technology which are available need a good English reading ability.

Reading is one of the most essential skills to be mastered in language learning. It is a wonderful habit and can bring many benefits. One of the benefits of wide reading is a broad store of information. Being able to read English is essential, because there are many kinds of books written in English. Reading becomes essential for everyone in order to increase his or her knowledge. This idea is supported by the fact that reading has become a part of our daily life.

Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables us to gain

new knowledge, enjoy literature, and do everyday things that are parts of modern life, such as, reading the newspapers, job listings, manual instructions, maps and so on.

Most of countries include English as an important subject in their school curriculum. Likewise Indonesia, English has been taught in almost every school level. In the elementary school level, English becomes a local-content subject which is taught from the first until six grade class. In the junior until senior secondary school level, English becomes a compulsory subject and in the university level, English becomes a complementary subject. Even in some kindergarten English has been introduced to the pupils, with big expectation that in long span of time they will get fluent in English and also be easy to understand the English references. The objective of English teaching in junior high school is, the student have some ability such as ;

 Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai literasi functional.

 Memiliki kesadaran tentang hakikat dan pentingnya Bahasa inggris untuk meningkatkan daya saing bangsa dalam masyarakat global , dan;

 Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dan budaya.1

a) Developing the communication competencies in oral and written models to reach the functional literary.

b) Having an awareness about the essence of English to increasing a national compete in a global environment.

c) Increasing comprehension to the pupils about the connection between language and culture. (translated by the writer)

Reading can develop and improve other student’s English skills such as writing skill, vocabulary mastery, etc. Usually, the more students read the better their vocabulary would be. Why? Because in teaching reading generally the teacher integrates it with other language skills.

As states by Edward David Allen and Rebecca M. Valette that:

1

Reading and writing activities can be easily coordinated. The answering of question and the writing of resumes are obvious example of written work. Reading selection can be used for oral practice in several ways. Sentences from the reading that contain difficult grammatical patterns may become model for rapid patterns drills with the teacher giving the cues.2

Reading enables the students to understand the messages presented in written form. They read because they want to get something from the writing; facts, ideas, enjoyment, even feelings of family (from letter).

They read to obtain the information for some purpose. For example, when the students read the instructions on a ticket machine, they need to know how to operate it, when the students read the road sign so that they know where to go. Meanwhile, the students have some problems when they read, sometimes they get difficulty to understand the meaning of a sentence and they become more confused to read a long paragraph. So, they felt reading is a boring subject.

Jeremy Harmer, in his book How to teach English, states “six principles behind the teaching of reading”, they are ;

1. Reading is not a passive skill.

2. Student need to be engaged with what they are reading.

3. Student should be encouraged to respond to the content of reading text, not just to the language.

4. Prediction is a major factor in reading. 5. Match the task to the topic.

6. Good teachers exploit reading texts to the full.3

School is one of places where pupils, or in common term as above called student, learn language. The process of teaching and learning, the interaction between teachers and students, happens in the school. But there are a number of problems that teachers might face in the process of teaching and

2 Edward David Allen and Rebecca M. Valette, Classroom Techniques; Foreign Language and English as a Second Language,(New York; Harcourt Bracce Jovanovich, Inc, 1979), p.267

learning reading. One of the problems that teachers encounter is to choose the appropriate methodology in teaching language. Brown states:

Language teachers have long been faced with a plethora of ‘methods’ from which to choose. Each ‘method’ has tended to claim for itself authority concerning what students need to learn, the best way to match students’

learning styles, or in some cases the truth about how to present or practice language.4

As we knows there are many teachers still use explanatory method, they just explain the materials and the students just listen what he said. The result that the students are boring, they didn’t enjoy learning and their achievements become reduce. They need some activity which can make them fun with the reading learning process, so they can get achieve the main objective of the learning process. One of the activity is discussion.

Discussion is the common types of communication activity. The good characteristics of discussion is the exchange information of each other. It is useful for the students to express their ideas without fear and embarrassment. In these activities, the students must work together to develop a plan, resolve the problem or complete the task.

Meanwhile Eugene E. Wright states, Discussion is the systematic, objective sharing and evaluating of ideas and information by two or more persons for the purpose of investigating and solving a problem.5

The smaller the group of discussion the more alive and effective the discussion would be. Because it make each person easier to express the idea. Every person have more role on the group to be active in the discussion, to help their friends to finish the task.

4 James Dean Brown, The Elements of Language Curriculum, A Systematic Approach to Program Development, (Boston: Heinle & Heinle Publishers, 1995), p.1.

5

White E. Eugene, Practical Speech English Fundamentals,(New York, McMillan Company, 1960) p.425

Based on the background above, the writer would like to make research on SMP Negeri 18 Tangerang, about The effectiveness of small group discussion in teaching reading comprehension.

The writer choose SMP Negeri 18 Tangerang because when the writer came to the school to observe to fulfill the assignment from his lecture, the writer found the teacher just use an explanatory method in every time schedule subject. Students just listen to the teacher explanation and then they do some matters given by the teacher until he give a score for them and so on, it seems boredom for them.

The writer make a conclusion that they need a variation in teaching learning English process, in order to give a good impression to the student about English subject and to make a teaching learning process more alive for them, then finally teacher will reach the purpose of the teaching English.

B. The Limitation of Study

To avoid misunderstanding in interpreting the problem, it is necessary for the writer to make the limitation of the problem. The writer limits the problem only on The effectiveness of teaching reading comprehension of small group discussion with procedure text in 8th grade of SMP Negeri 18 Tangerang.

C. The Formulation of Study

Based on the statement above the writer would like to formulate the problem for the research as follows: Do the students who learn reading through small group discussion show better achievement than the students who learn reading through explanatory method?.

D. The Objective of Study

As the objective of study, the writer would like to find the empirical evidence on the effectiveness of small group discussion in teaching reading comprehension.

E. The Significance of Study

This study is also expected to give a contribution on how to teach reading comprehension based on small group discussion and also finding out an alternative in teaching English especially in teaching reading comprehension using Small Group Discussion.

F. The Method of Study

This study employs experiment method. The writer will teach reading in two different classes using two different methods. To find out which method is more effective, in the beginning of the lesson the writer will give the pre-test to the student of both class to find out both group have relatively the same level of competence. In the experiment class the writer teaches reading comprehension using small group discussion while in the control class the writer teaches it using explanatory method. At the end of the experiment, the writer will administer post test to the classes and compare the test result using T-test formula.

G. The Organization of Study

This paper consists of four chapters. The first chapter is introduction. It explains about the main problem of this paper. It covers the background of the study, the scope of study, the formulation of problem, the objective of study, the significance of the study, the method of study, and the organization of study.

The second chapter is theoretical framework and it consists of two parts. Part A is about Reading, containing the General Understanding of reading , the Types of Reading, the Purpose of Reading, and The Purpose of teaching Reading. Part B is about Group discussion , containing the Understanding of

Group, the Understanding of Discussion, the types of Group Discussion, and the Advantages and Disadvantages of Group Discussion

The third chapter is the implementation of the research. It consists of two parts. Part A is the methodology of the research, containing the objective of the research, place and time of the research, the population of the research, the procedures of the research, the instrument of the research, the techniques of data collecting, and the techniques of data analysis. Part B is the findings of the research, containing the description of data, the analysis of data, the test of hypothesis, and the interpretation of data.

The fourth chapter is the conclusions and suggestions. It is a core review of previous discussion in this paper.

8

In this chapter, the writer discusses theoretical framework which consists of two main topics. The first is Reading comprehension which comprises several sub topics; the general understanding of reading comprehension, the purposes of reading, the types of reading skills, and the factors influencing reading comprehension. The second topic talks about Group Discussion . It covers the understanding of group discussion, the types of group discussion, the advantages and disadvantages of group discussion.

A. Reading

1.

The Understanding of Reading Comprehension

Reading is one of the language skills which is very important to develop

students’ knowledge in their studies. Reading is a tool of learning; students need a variety of reading skills to understand textbooks, reference materials, magazines, newspaper, etc. Therefore, if the students does not read them, they will miss the latest information of science and technology.

According to Peter Streven, reading is “a skill of great importance to student because it provides him to access to great quantity of further experience of the language and gives him a window into the normal means of continuing his personal

education”.1

Reading is regarded as one of English skills that need relatively mechanical skills. In this sense, Elizabeth B. Bernhardt assumed that reading is viewed as not merely taking written information on the printed matter but also attributing a

1

Peter Streven, New Education in Teaching of English, (Oxford: Oxford University Press, 1997), p.26.

is not only to get information from the text passively but also to process it on mind to understand the meaning. That assumption is in line with a linguist expert, Dorothy Rubin who defined that reading as the conveying of meaning to and the processing the printed word symbols to decode the words and to know the meaning of the selections.3

Regarding those definition above, it can be seen that learning to read is a complex process because reading requires thinking.4 When the reader read to get the meaning the printed selection, it is obviously needed a great number of mechanical skills and comprehension skills as thinking process. Therefore, it can be said that reading includes many aspects of skills. J. Charles Alderson divided those skills involves recalling, drawing, finding, weaving, recognizing, identifying, and following which are considered toward the readers in understanding the printed symbols as a mental process.5 That is why the readers have to integrate their skills when reading text because as a complex process, reading needs understanding the information on mind.

Jo Ann Aebersold also stated in her book that “Reading is the ability to comprehend the thoughts and feelings of another mind via the medium of text; reading constitutes a powerful activity that confers knowledge, insight, and

perspective readers”.6

According to Elizabeth B. Bernhardt, reading is regarded as a cognitive process in which demands a process to apprehend the meaning, to gain

2

Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspective, (New Jersey : Ablex Publishing, 1991), p.5.

3

Dorothy Rubin, A practical Approach to Teaching Reading (New York: CBS, 1982), p.8.

4

Dorothy Rubin, A practical Approach to…., p.17.

5

J. Charles Alderson, Assessing Reading, ( Cambridge: Cambridge University Press, 2000), p. 9-10

6

Jo Ann Aebersold and Field, From Reader to Teaching Reading: Issues and Strategies for second Language Classroom, (New York: Cambridge University Press, 1997 ), p.5-6.

Therefore, to understand the meaning of a text in reading activity, the reader have to use of interaction among eyes and mind to grasp the message related to what the author is trying communicate.

However, according to Peter David Fumprey in his book stated, “Reading is more than ability to understand the explicit meaning of the passage presented. It is an essence, a constructive thinking process which includes comprehension of explicit and implicit meaning. It involves application, analysis evaluation and imagination. It

is one activity through which the child’s cognitive can further”.8

Based on those statements above, clearly, reading is a complex process in getting meaning or in understanding the message. It is commonly what we call as reading comprehension. It is in line with Zemelman Daniel and Hyde Samuels who

stated that “the actively understanding of the message to construct the meaning

concerning the transaction between what the author trying to convey through his

words and the mind of a reader is called reading comprehension”.9

Reading is a form of communication between reader and the author. In the process of reading, a reader has to understand and catch the meaning of the text. At the same time, the author give understanding through the words. The essence of reading activity is comprehension; it becomes a primary challenge in teaching or learning of reading skill. In order to learn or understand the message of the author, the students are hoped to have the ability to comprehend the written textbook. As Farris (2004)said that reading comprehension is the process of understanding the message that the author tries to convey.10 In short, there is an interaction between a reader and

7

Elizabeth B. Bernhardth, Reading Development ….., p.5.

8

Peter David Fumprey, Measuring Reading Abilities: Concept, Sources, and Application,

(London: Hodder and Soughton Educational, 1997), p.2.

9

Zemelman Daniel and Hyde Samuels, Reading Comprehension, ( New York: Oxford University Press, 1998), p.30.

10

Pamela J. Farris, Teaching Reading: A balanced Approach for today’s Classroom, (New York: McGraw-Hill, 2004), p.321.

means. While reading, a reader tries to understand the information from the text they read. Understanding a written text means extracting the required information from it as efficiently as possible.11 Therefore, there is no meaning if a reader just reads without comprehending and catching the information from it.

Jo Mc Donough quoted from Devine who said that, “Reading comprehension is the process of using syntactic, semantic, and theoretical information found in the

printed text to reconstruct in the reader mind.”12

Comparison with the definition of

Devine, William Grabe said that, “Reading comprehension is most likely a simple

multiplication of word recognition abilities and general language comprehension

abilities.”13

However, in comprehending a printed language, it is quite difficult as the reader must accomplish multiple things simultaneously in constructing the meaning from a text. There is a construction of understanding concept. The reader have to construct their own understanding about the text they read. As Penny Ur stated ;

Our aims in (real-life) reading usually go beyond mere understanding. We may wish to understand something in order to learn from it (in course of study), in order to find out how to act (instruction, directions), in order to express an opinion about it (letter requesting advice), or for many other purpose. Other pieces of writing, into which the writer has invested thought and care, demand a personal response from the reader to the ideas in the text, such as interpretation, application to other contexts, criticism, or evaluation.14

Based on these opinions, it could be summarized that reading is an activity which need a use of eyes an mind together at same time to get the information of a

11

Francoise Grellet, Developing Reading Skill: A Practical Guide to Reading Comprehension Exercise, (United Kingdom: Cambridge University Press, 1996), p.3.

12

Jo Mc Donough and Christoper Shaw, Materials and Methods In ELT, (Sidney: The University of England, Black Well, 1993), p.101-102.

13

William Grabe, Reading Research and its Implication for Reading Assessment, (Flagstaff, Arizona: Northern Arizona University, 1985),p.5.

14

Penny Ur, A course in Language Teaching; Practice and theory , (New York, Cambridge University Press, 1996), p.150.

writer concludes that the reading comprehension is a process to understand the contents of the text which is done by the readers to get information. It is given through written language and aimed to comprehend the meaning of the text.

2.

The Objective of Reading

In daily life, people generally read something because they want to or have a desire to do so. No matter what materials we read, we read them on objective. When we read a comic, a novel, or a magazine in our leisure time, it does not mean that our reading does not have an objective. We read to spend our time or to get rid of boredom because we have nothing to do.

Even though our reading is just for spending time or getting rid of boredom, it is still an objective. In this case, the objective is reading for pleasure. It is different when we read a textbook, a recipe, or a timetable. We read them because we need the information. In this case, our reading objective is to get information.

There are some objective of reading which is declared by Francoise Grellet who stated that there are two main reasons of reading ; reading for pleasure and reading for information (to find out something or in order to do something whit information you got).15

Meanwhile Larry A. Harris figured out the purpose of reading as follows: Just as the reader must adapt his reading to meet various purposes, he must also adjust his reading rate. The answer to a specific question concerning supporting detail will require the reader to skim for the right section and then read the section carefully for the correct answer. Following directions calls for slow, careful reading, as does reading an account of a specific experiment. Recreational reading and newspaper reading often call for a rapid rate, but usually not as fast as skimming.16

15

Francoise Grellet, Developing Reading Skills: ……, p.4.

16

Larry A. Harris, Reading Instruction; Diagnostic Teaching in the Classroom, (New York: Richard C. Owen Publisher, 1980), p.51

of them read for pleasure and some read for getting information in which different objective gain different technique used.

In addition, Christian Nuttal stated “whatever your reasons for reading

(excluding any reading for language learning), it is not very likely that you were interested in the pronunciation of what you read, and even less likely that you more interested in the grammatical structure used. You read because you wanted to get

something from the writing.”17

This statement also emphasize on no matter the

reader’s techniques used in reading, it aims to convey the message of the text.

In general, the objective of reading mentioned above is to understand or to comprehend the reading passage from the printed text whether there is an action or not after reading a text. It emphasizes on reading is not a general ability. Related to the objective of reading it self, it embrace a wide variety of tasks, activities, skills, and mental process.

The objective of reading are closely connected to a reader’s motivation for reading, it will also affect the way a reading selection is read. For example, when readers read a reading selection in a test to find certain information that is needed to answer the test items, they will likely try to pay more attention and put more focus onto the texts, use their thinking skill or intellectual ability to absorb the information they need, and activate their background experiences or prior knowledge that they have to gain better comprehension from the text they read. In other words, read with a specific objective in mind enables readers to focus on the relevant parts of text and to use appropriate reading strategy.

Beside the objective that had been noted previously, there is another objective of reading, which is to practice the pronunciation ability. This objective usually done by reading aloud. This reading purpose can be very useful when someone wants to practice his or her articulation and intonation in pronouncing the words.

17

Christine Nuttal, Teaching Reading Skills in a foreign Language, (London: Mcmillan, 2005), p.3.

3.

The Types of Reading Skills

There are four easily identifiable skills in reading; skimming, scanning, intensive reading, and extensive reading.18

a. Skimming

;

glancing rapidly through a text to determine its general content. e.g. quickly glancing through an article to see if it interest or not.

Being able to look over material rapidly for given purposes without reading every phrase is great asset for a reader to posses. Skimming enables people to select content that they want to read and to discard, which is inconsequential for their purposes. Skimming permits people to gain a general idea about material when that is their purposes rather than to read all material in detail.

b. Scanning; reading to locate specific information, e.g. locating telephone number in directory.

Being able to search through material rapidly with given purpose in mind, in order to find a specific fact or an answer to particular question plays a large role

in much of a youngster’s reading. Scanning enables people to locate specific

information without reading all materials around it.

c. Intensive reading. In intensive reading, the reader tries to absorb all the information given by the author. e.g. reading dosage instruction for medicine. d. Extensive reading; the reader deals with longer text as a whole, which requires

the ability to understand the component parts and their contribution to the overall meaning. e.g. reading a newspaper article, short story, or novel.

Each kind of reading skills that has been explained above are used for certain purposes. Each also requires different approach and technique to achieve its goal. For example, skimming and scanning techniques are usually used by readers when they read a reading selection when take a reading test. By using these techniques, they

18

Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University Press, 1999), p.159

passage and save their time.

4.

The Factors Influencing Reading Comprehension

There are many factors influencing reading comprehension. David Pearson (1978) explained, the factors influencing reading comprehension into two categories, inside factors and outside factors.19

Inside factors are divided into four components. The first is linguistic component (what the readers know about the language). When the students learn language, they learn three system20; they are :

a. Phonological Knowledge; It includes of the different phonemes (individual sounds) in the language.

b. Syntactic Knowledge; It refers to the orderly arrangement among words in sentences.

c. Semantic Knowledge; It refers to our knowledge of words’ meaning. It is also includes our knowledge of the relationship among words.

The second component of inside factors influencing reading comprehension is interest. It is important thing in reading comprehension. If the students interested in the topic presented in their class, they will understand more about the topic. As a facilitator, the teacher has to give the explanation about the material in many ways. Therefore, the teacher have to use various resources related to the topic. The teachers give opportunity to their students to read everything from any resources such as magazines, books, journals, etc. their interest in reading can influence their comprehension.

The third component is motivation. Most of readers usually read what they want to read and what they have to read. Therefore, motivation can influence the

19

Pearson and Johnson, Teaching Reading Comprehension, (New York: Holt, Pirehart, and Winston, 1978), p.9

power to make the reader try to understand more what they read. There are two kinds of motivation, intrinsic and extrinsic motivation. Intrinsic motivation is in the reader. It comes from the learner it self. As the teacher, we try to give the extrinsic motivation so that they will be more motivated. We offer incentives, feedbacks, other

stimuli to try to alter a student’s level motivation.21

The last component is reading ability. It explains how well the reader can read. It is almost tautological to say that the more reading ability one possess, the better one will comprehend.22 The readers have to read everything and try to understand what they read.

The outside factor influencing reading comprehension is divided into two categories. The first is the written message such as books, magazines, pamphlets, newspaper, etc. There are some factors in the written message which could affect comprehension such as word frequency, story structure, the math information, and visual displays can all be manipulated to increase or decrease comprehension.23

The second outside factor is the environment which could affect comprehension. According to Pearson (1978), there are two factors in reading environment; home environment and school environment.24 In the home environment, the parents have significant role to improve the reading skill of their children.

School environment is another factor to develop students’ reading ability.

Reading environment will be constructed if the teacher motivates their students to read and make students want to read more . Besides that, school environment

especially teachers, peers, and “the classroom ecology”, all influence the reading

21

Pearson and Johnson, Teaching Reading Comprehension,…. p.14

22

Pearson and Johnson, Teaching Reading Comprehension,…. p.14

23

Pearson and Johnson, Teaching Reading Comprehension,…. p.20 24

influence will appear when there is friendly competition among the students. Therefore, it can be develop their reading ability.

5.

The Principles of Teaching Reading

There are 14 principles of teaching reading which are noted from book

“Principles and practices of Teaching Reading” by Arthur W. Heilman. They are:26 - Learning to read is a complicated process and is sensitive to variety of pressures. - Learning to read is an individual process.

- Pupil differences must be a primary consideration in reading instruction. - Reading instruction should be thought of as an organized, systematic

growth-producing activity.

- Proper reading instruction depends on the diagnosis of each child’s weakness and needs.

- The best diagnosis is useless unless it is used as a blueprint for instruction. - No child should be expected or forced to attempt to read material which at the

moment he is incapable of reading.

- Reading is a process of getting meaning from printed word symbols.

- Any given technique, practice, or procedure is likely to work better with some children than with other. Hence, the teacher of reading must have a variety of approaches.

- Learning to read is a long term developmental process extending over a period of years.

- The concept of readiness should be extended upward to all grades. - Early in the learning process, the child must acquire ways of gaining

independence in identifying words whose meanings are known to him but which are unknown to him as sight words.

- Children should not be in the classroom when they have emotional problems sufficiently

- Emphasis should be on prevention rather than cure. Reading problems should be detected early and corrected before they deteriorate into failure-frustration-reaction cases.

25

Pearson and Johnson, Teaching Reading Comprehension,…. p.19

26

Arthur W. Heilman, Principles and Practices of Teaching Reading 2nd Ed., (Columbus : Charles E. Merill Publishing Company, 1967), p. 3-4

concerns in teaching reading. In addition, in reading class, teachers are supposed to take the following things into account:

a) When choosing reading materials, it is important to consider the students’ interests and ability level, as well as the subject matter of the text.

b) Discussing new words and concepts with students before reading a text is generally helpful. It helps to activate prior knowledge and improve comprehension. This is especially important for ESL readers.

c) Asking students to tell everything they know about a topic is a useful way to get the students to activate their prior knowledge. They should then begin to think

about what they don’t know. After reading, they should summarize what they

have learned about the topic.

d) Comprehension can be enhanced by building on students’ background knowledge, e.g. by having a group discussion before reading.

e) Using combination of different teaching strategies is better than focusing on one. f) By talking to students about the different purposes for reading, they will become

more aware of what to focus on as they read.

g) The use of books and reading materials that are interesting and relevant to students will motivate them to read more.

h) Make connections between reading and students’ lives.

i) When assessing the difficulty level of a text, it is important to consider the language used, as well as its subject matter, interest level and assumed cultural knowledge.

j) Choose reading materials that utilize students’ local context. For instance, books about what students enjoy doing would be a good starting point.

This will allow them to use their prior knowledge and to learn more about the topic.27

B. Group Discussion

1. The Understanding of Group Discussion

Small group discussion or working in small groups has been shown to

improve students’ understanding, retention of material, and problem-solving abilities. However, most of us do not instinctively know how to work well with others in the academic setting. In order to be successful, group work must be carefully structured and the student must receive support in order to be successful.

John K. Brilhart said that group is two or more persons united for some purpose (s) and interacting in such a way that they influence each other.28

Christopher Brumfit stated about group “A group is usually defined as a

number of people who interact with one another that perceive themselves to be a

group”.29

Small group discussion is the discussion that take place when student work together usually in group of 5 or 7. So it can be inference that small group discussion is the way to influence each other to get involve in order to find the way out about something they discuss about. The writer concluded, small group discussion is a media for students to get involve to influence each other to find the way out about something they discuss about or problem solving.

27

Elizabeth S. Pang, Angaluki Muaka, Educational Practices Series-12: Teaching Reading. (Brussel: The International Academy of Education, 2003). p.17

28

John K. Brilhart, Effective Group Discussion, 4th ed, (California: Brown Company Publisher, 1982),p.16

29

Christopher Brumfit, Communication Methodology in Language Teaching The Roles of Fluency & Accuracy, (Cambridge : Cambridge University Press, 1984).,p.9-10.

There are nine ways to organize group according to Friederike Klipple. There are :30

a. Fishbowl

All the students of the class sit in a big circle. In the middle of the circle there are five chair for a group. Three students who have controversial opinion about the topic sit in three chair. The three of five students start the discussion. Then two other students who have different opinion join them. Students from the outer circle can replace speakers in the inner circle by tapping them on the shoulder if they feel confident that they can present the topic better.

b. Buzz Group

Each group discusses a problem for a view minute before the solution are reported to the whole class.

c. Hearing

A group of students sit in front of the class and are asked by the other students about the topic. They have to discuss before they make discussion to answer the questions.

d. Network

The class is divided into groups that should not have more than 10 students each. Each group has a ball of string whoever is speaking about the topic holds the ball of string. When the speaker has finished him or she gives the ball of string to the next speaker, but keeps holding on the string. In this way a net of string develops, showing who talked the most and who the least.

e. Market

All students walk around the class and each of them talks to some others. f. Onion

30

Friederike Klipple, Keep Talking Community Fluency Activities for Language Teaching,

that are arranged in a double circle. The students who sit in the outer circle facing inwards and those of the inner circle sit facing another students in the outer circle move on one chair and now have a new partner to continue the discussion.

g. Star

Six groups try to find solution of a problem. Each group elects a speaker. Then the speaker joins with the other speakers from the other groups to form a new group to continue the discussion.

h. Opinion Vote

Each student gets a voting card with numbers from 1 to 5 in it (1= agree completely, 2= agree, 3= nor agree or disagree, 4= disagree, 5= disagree completely). They discuss for awhile, each student votes, and the distribution of different opinion in the group can be seen at glance.

i. Forced Contribution

In order to make sure that all the members are distributed which determined the order of speaking.

3. The Advantages and Disadvantages of Group Discussion

a. The Advantages

The positive primary aspects of using group discussion is the students can share to each other to solve the problem, it needs a good teamwork. They need to share their idea and discuss the way to fix it. Here are some advantages about group discussion:31

- Enhances learning in both the affective and cognitive domains. - Is both learner-centered and subject-centered.

- Stimulates learners to think about issues and problems.

31

http://wiki.answers.com/Q/What are the advantages and disadvantages of group discussion/#ixzz1Sb9JS1ce

more active and less isolating.

- Provides the opportunity for sharing of ideas and concerns. - Fosters positive peer support and feelings of belonging. - Reinforces previous learning.

More simply put:

• Ideas can be generated. • Ideas can be shared. • Ideas can be 'tried out'.

• Ideas can be responded to by others

.

b. The Disadvantages

 One member of the group can dominate the discussion.

 Easy to digress from the topic.

 Shy learners may refuse to become involved or may need a great deal of encouragement to participate.

 Requires skill to tactfully redirect learners who digress or dominate without losing their trust and that of other group members.

 Particularly challenging for the novice teacher when group members do not interact easily.

 More time consuming for the transmission of information than other methods such as lecture.

 Requires the teacher's presence at all sessions to act as a facilitator and resource person.

Not all the members of the group get involve to the discussions, is about the confident problem. There is a different confident level to each students, they are to shy to show up and perform themselves in front of their friends.

C. The Teaching Reading Skill According to KTSP

1. The Standard Competence

To implementing KTSP (Kurikulum Tingkat Satuan Pendidikan), one of the points that need to be considered is how to develop the syllabus. In English subject, the syllabus is designed based on Standar Isi which is consist of subject, identity, competence standard and basic competence, main learning material, learning activity, and indicators, assessment, time location and learning resource.

So the government defined standard competence for reading in seventh semester of junior high school level is as follows :

a. Understanding the meaning of simple functional texts that has been related to daily life.

b. Understanding the meaning of functional texts and simple short essay; descriptive, and procedure that has been related to the real life.

2. The Basic Competence

The basic competence is the minimum competence that needs to be mastered by the students in achieving reading skills; it is modification of the standard

competence. The basic competence for reading skill is divided into two semester the basic competences are :

a Pronouncing word, phrase, and sentences with compatible pronunciation, stress, and intonation that related to the closest situation.

b. Responding the meaning of the short, simple functional texts.

simple essay that closest to the situation in descriptive and procedure texts.32 b. Reading functional texts and short simple essay (descriptive/procedure texts with

the pronunciation, stress, and compatible intonation.

3. The Indicator

a. Students are able to find out : - Main idea

- Support idea

- Detailed information - Implied information - Factual information - Reference word

b. Students are able to translate the vocabulary, word, phrase, sentence meaning and also understand the grammatical and other part of speech that fit on the text and the theme in short simple functional text; descriptive and procedure type. c. Students are able to read descriptive and procedure text in silent for 10 minutes. d. Students are able to read descriptive and procedure text loudly and correctly. e. Students are able to analyze the difference between descriptive and procedure text. f. Students are able to show the example of descriptive and procedure text.

g. Students are able to finish the task of; - Rearranging the word to be sentence. - Rearranging the sentences to be paragraph. - Completing the sentences and paragraph.

32

Panduan Pengembangan Rencana Pembelajaran (RPP) Mata Pelajaran Bahasa Inggris SMP, Jakarta : Departemen Pendidikan Nasional RI, 2006, p.19.

25

CHAPTER III

THE METHODOLOGY AND FINDINGS OF THE

RESEARCH

This chapter discusses of the implementation of the research based on the data were gained during the research. It presents and discusses two sub content which is, first is the methodology of the research which consist of objective of the research, place and time of the research, population and sample, techniques of data collecting, instrument of the research, techniques of data analysis. ata description, Test of Hypothesis. Second is finding of the research which consist of description of data, analysis of data, hypothesis of data ,and data Interpretation.

A. THE METHODOLOGY OF THE RESEARCH

1. The Objective of the Research

The objective of the research is to collect information and to find the empirical evidence on the effectiveness of small group discussion in teaching reading comprehension. Whether using small group discussion is

2. The Place and time of the Research

This study was conducted at 8th grade of SMP Negeri 18 Tangerang, perum Poris Indah blok G, Tangerang, which was build in 1995, 2nd semester, and the academic year 0f 2010-2011. The research was held over period of time from may, 9th 2011 to may, 21st 2011. The writer

holds a research by an experimental study to capability of student’s

reading comprehension by using small group discussion.

3. The Population and Sample

The population in this research is students of 8th grade of SMP Negeri 18, Tangerang. There are 382 students of 8th grade. But the writer took only 50 of them. The writer took two classes as sample for the research. First is 8.1 class as experiment class of which its students were taught reading comprehension using small group discussion. Second is 8.4 class of which the students were taught reading comprehension without using small group discussion.

The techniques of sample taking in this research is purposive cluster sampling. The writer took 25 student from each classes, which in 8.1 class consist of 40 students and in 8.4 consist of 42 students.

4. The Techniques of Data Collecting

In techniques of data collecting, writer uses teaching and learning process by give test to the students. The writer obtained the data by conducting teaching activity and collecting students’ test scores from both experiment class and controlled class after they have been taught reading comprehension. The test was conducted at the third meeting. The scores were the result of learning reading comprehension through small group discussion and without small group discussion.

Before giving the test to the students, the writer consulted to the English teacher about the questions he made, whether these questions can be given to the students.

class and the controlled class.

5. The Instrument of the Research

The research instruments used by the writer in collecting data are - Pre-Test

The writer did the pre-test when the teacher for the first time entered the class. It is aimed to know the students ability in material of reading comprehension which given by the writer.

- Post-test

Post-test was done in order to know the changeable on student’s reading comprehension material between learning process with explanatory method and learning process through small group discussion.

6. The Techniques of Data Analysis

After getting data from the experiment and control class, the writer used comparative technique38. The comparative techniques to evaluate hypothesis concerning the differences between the two examined methods in teaching learning process by using explanatory method and small group discussion.

The formula is as follows :

t

o

=

M1-M2

{ x1²+ ∑x2²} { N1+N2} N1+N2-2 {N1 x N2}

The procedure of calculation as formula : a. Determining mean Variable X1 with formula: M1 = �1

�1

b. Determining mean Variable X2 with formula:

1

Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 1994), p.317.

M2 = �

c. Determining deviations Variable X1 with formula: X1 = X1 – M1

d. Determining deviations Variable X2 with formula: X2 = X2 – M2

Where:

M1 : Mean of post-test of experimental class M2 : Mean of post-test of control class

∑X12 : Sum of square deviation square in the experimental class

∑X22 : Sum of square deviation square in the control class N1 : Number of students of experimental class

N2 : Number of students of control class df : Degree of Freedom

df : N1 + N2 – 2

B. THE FINDINGS OF THE RESEARCH

1. The Description of Data

The writer conducted the library research and field research. The writer

obtained the result of the students’ score in experiment and controlled class. The writer held field research observes the teaching-learning process and the writer got the data from pre-test and post-test. The pre-test was given before the lesson begins and the post-test was given after the lesson finished.

In this chapter the writer compares the achievement of pre-test and post-test; to know whether using small group discussion effective in reading

comprehension. The scores will calculated and analysis the data. 2. The Analysis of Data

The writer makes make the table of the students’ score in order to know

the result of the research. In the following, the writer gives the report concerning

the score of the students’ score. Here with the result of the test are presented in

The score of individual students’ of the experimental class

No Name Pre-test Post-test Gained Score

1 Adam Bahtiar 75 82 7

2 Adinda Putri Yulindar 60 76 16

3 Ahmad Mustaqim 85 91 6

4 Ahmad Alvin Maulana 72 77 5

5 Azril Azwar Azizi 68 85 17

6 Cindy Astika Sari 76 80 4

7 Daffa Prayuda 80 96 16

8 Erika Wulandari 70 70 0

9 Eris Septiani 82 90 8

10 Ferdian Bayu Pratama 75 85 10

11 Helen Kristina 78 92 14

12 Intan Shafira 85 95 10

13 Jilly Rival Al-Fattah 55 70 15

14 Jubaedah 70 90 20

15 Junaedy Salas 45 72 27

16 Khairina Fisiga 72 87 15

17 Mela Destriyani 74 94 20

18 Muhamad Kohir 68 75 7

19 Muhamad Rizki 74 80 6

20 Nabila Ayumi 70 85 15

21 Nada Dasella 72 95 13

22 Noerva Suci Ramadhanti 60 78 18

23 Salwa Ramadhan 40 65 25

24 Siti Awaliyah 65 85 20

25 Tiyas Tantina 68 81 13

The highest score of the pre-test in experimental class is 85 The highest score of the post-test in experimental class is 96 The lowest score of the pre-test in experimental class is 40

Table 3.2

The score of individual students’ of the control class

No Name Pre-test Post-test Gained Score

1 Abizier Suwandi 72 76 4

2 Ahmad Sururi 61 80 19

3 Anisa Ribut Septihana 59 70 11

4 Bagas Rifky Fadilla 80 84 4

5 Candra 70 70 0

6 Desi Ratnasari 65 75 10

7 Dewi Paramita K 45 50 5

8 Dwi Cahyo Utomo 78 80 2

9 Eva Noviyanti 65 75 10

10 Erlina Sulistia 70 75 5

11 Fahrul Hidayat 80 82 2

12 Gamma Ayu Fitria 67 67 0

13 Hellen Tania Anjeta 56 65 9

14 Hikmah Nurul 68 80 12

15 Ilham Wahyudin 69 69 0

16 Imam Karisma 50 70 20

17 Inayatul Al-Fi’ah 74 80 6

18 Indri Ismayanti 84 84 0

19 Maulana Hasanudin 80 88 8

20 Mispala Agustiyani 74 86 12

21 Olivia Ray Shinta Dewi 76 80 4

22 Riski Adi Prasetya 82 84 2

23 Uteri Ramadhani S. 70 72 2

24 Vivi Evianna Yolanda 40 60 20

The highest score of the post-test in control class is 88 The lowest score of the pre-test in control class is 40 The lowest score of the post-test in control class is 50

Table 3.3

The comparison of scores of each student of the experimental class and control class

No Gained Score (X1)

Gained Score (X2)

X1 X2 X12 X22

1 7 4 -6 -2.88 36 8.29

2 16 19 3 12.12 9 146.9

3 6 11 -7 4.12 49 16.97

4 5 4 -8 -2.88 64 8.29

5 17 0 4 -6.88 16 47.33

6 4 10 -9 3.12 81 9.73

7 16 5 3 -1.88 9 3.53

8 0 2 -13 -4.88 169 23.81

9 8 10 -5 3.12 25 9.73

10 10 5 -3 -1.88 9 3.53

11 14 2 1 -4.88 1 23.81

12 10 0 -3 -6.88 9 47.33

13 15 9 2 2.12 4 4.49

14 20 12 7 5.12 49 26.21

15 27 0 14 -6.88 196 47.33

16 15 20 2 13.12 4 172.13

17 20 6 7 -0.88 49 0.774

18 7 0 -8 -6.88 64 47.33

19 6 8 -7 1.12 49 1.25

20 15 12 2 5.12 4 26.21

23 25 2 12 -4.88 144 23.81

24 20 20 7 13.12 49 172.13

25 13 5 0 -1.88 0 3.53

N = 25 ∑X1 =325 ∑X2 =172 ∑X1= 0 ∑X2 = 0 ∑X12 = 1114 ∑X22 = 906.5

M1 = ∑X1 M2 = ∑X2

N1 N2 = 325 = 172 25 25 = 13 = 6.88

t

o

=

M1-M2

{ x1²+ ∑x2²} { N1+N2} N1+N2-2 {N1 x N2}

t

o

=

13 – 6.88

{1114 + 906 .5} {25 + 25} {25 + 25 – 2} {25 x 25}

t

o

=

6.22

2020 .5 { 50 } { 48 } { 625 }

t

o

=

6.22

42.1 {0.08 }

t

o

=

6.22 3.37

t

o

=

6.22 1.83

t

o

=

3.40

Determining ttable in significant level 5 % with df :

= 48

There is no degree of freedom from 48, so the writer uses the closer df it is 50. From the result of statistics calculation, it can be seen that the value of to is 3.40 and the degree of freedom (df ) is 50.

According to the table above, df at significant level of 5% is: 5% = to : tt = 3.40 > 2.01

The comparison between tobservation with ttable to = 3.40 > 2.01

It includesthat tobservation (to) is higher than ttable ( tt ).

3. The Test of Hypotheses

The writer states the hypothesis as follows:

Ha(Experiment Hypothesis) = “There is a significant difference of students’ achievement between those who had been taught reading comprehension through small group discussion compared to those who had been taught reading comprehension without small group discussion.”

Ho (Null Hypothesis) = “There is no significant difference of

students’ achievement between those who

had been taught reading comprehension through small group discussion compared to those who had been taught

Note :

If to > tt : There is significant difference and the alternative hypothesis (Ha) is accepted.

If to < tt : There is no significant differenceand the alternative hypothesis (Ha) is rejected, the null hypothesis is accepted.

The hypothesis criterion states that: if to > tt = Ha is accepted and Ho is rejected. And if to < tt = Ha is rejected and Ho is accepted. Ha is the alternative hypothesis, Ho is the null hypothesis, to is t observation, and tt is t table.

From the result of the statistic calculation which have been done previously, it was obtained the value of to = 3.40. This value is bigger than tt at degree of freedom (df) 5% = 2,01, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.

4. The Data Interpretation

The test of hypothesis shows that the students of experiment class who learnt reading comprehension through small group discussion got higher scores than students of controlled class who learnt reading comprehension through explanation method.

The findings as described are supported by those enumeration obtained from the observation of writing during experiment. There are some factors it is

causing the improvement of student’s reading comprehension such as

- Students get easy to understand the meaning to each sentences in the text by sharing each other to their friend in a group.

- Students more active during teaching and learning process, by doing some discussion in a class.

- The discussion has been exercised the students to be confident to share what on their mind.

- Students are motivated because the teaching and learning process is enjoyable.

that teaching reading comprehension through small group discussion is more effective and applicable for 8th grade students of SMP Negeri 18 Tangerang.

36 CHAPTER IV

CONCLUSION AND SUGGESTIONS

In this chapter, the writer tries to give the conclusion and suggestions based on the research findings that had been gained after conducting the research.

A. Conclusions

Based on the result of data calculation on the previous chapter, can be

drawn a conclusion that there is a significant difference between students’

achievement in reading comprehension. The students of experiment class whom had been taught reading comprehension through small group discussion gained better average score. It also can be proved through the comparison of ttest and ttable which had been obtained through statistical calculation.

The use of small group discussion in teaching reading comprehension had helped both the teacher and the students as well. Small group discussion enabled the students to understand the texts by discussed on a group. It also help the teacher to make a good teaching and learning process in the class, because each students have a role and more active in the group, to make their own comment about solving the problem on their group in order to answer the questions and make thing done.

In line with the conclusion previously, here are some suggestions that can be given in relations to the writer conclusion, and hopefully anyone who read this Skripsi can take the benefits. The suggestions are as follow:

a) English teachers are hoped to develop their creativity in teaching English, so

that the students’ boredom in learning English, especially in reading subject, can be avoided.

b) The teachers are suggested to use appropriate teaching aids and strategy. In this case, English teachers can use small group discussion, not only in teaching reading, but also in teaching other English text types and other materials of English subject as well.

c) The teachers need to encourage their students to read English literature more and more to improve their reading ability. Because as experiences have shown, the more we read English literature, the better our English will be, both vocabulary mastery and reading comprehension.

d) The Readers are supposed to establish their reading purpose whenever they read. No matter what kind of English materials that readers read, they have to

read it on purpose. Readers’ reading purposes play an important role to help

the readers to focus on reading passage and shape readers’ comprehension on

the English text that which being read. For instance, when a reader reads English text to answer questions in a certain test within limited time, he or she will be motivated to focus on finding the information that needed to answer the questions correctly based on the reading passage. On the other hand, when readers read only for pleasures, for example reading novel, magazine, etc, they will likely put less effort into their reading, since they are do not have any burden so they can do their reading at any other times.

38

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Alderson, J. Charles. Assessing Reading, Cambridge: Cambridge University Press, 2000

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1999

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59

Make Jelly

To make jelly, you need:

 One packet of jelly powder

 A 500 ml jug

 250 ml of boiling water

 200 ml of cold water

 A bowl

After you prepared the things above, follow the steps below: 1) Put contents of a packet of jelly powder into a jug. 2) Add boiling water.

3) Stir well until the powder dissolve. 4) Add cold water and stir again. 5) Pour the mixture into a bowl 6) Store it in the refrigerator until firm.

Taken from : Text Types in English 2 by Mark and Kathy Anderson. Page 58

1. The text above provides instructions of how to …………..

a. make a cup of tea c. boil water

b. make jelly d. fill a bowl

2. The following things are needed to make jelly, except……

a. cold water c. jelly powder

b. a bowl d. chili sauce

3. What should we do after we put the contents of a packet of jelly into a jug?

a. Add boiling water c. store it in the refrigerator

b. Throw the jug d. pour the mixture into a bowl

4. According to the text above, how much jelly powder do we need?

a. 3 sheets c. 50 cm

b. 250 ml d. 1 packet

5. The word “store” in the text above has the same meaning as……

a. sell c. save

b. plant d. play

6. How many steps that needed to make jelly based on the text above? 7. How much cold water do we need?

8. What should we do after add the boiling water? 9. Where should we store the jelly?

60 below:

 First, plug flash disk into USB port on the computer.

 Then, wait for a moment until computer finished installing your

flashdisk.

 After that, open “Windows Explorer” by double-clicking “My Computer”

icon on the desktop screen.

 Next, find the location of file that you want to copy.

 Finally, right click on the file name, choose “send to”, then click on

“removable disk” or name of the flashdisk.

Taken from : http://www.neiu.edu/scs/Save_files_PC.pdf

11. The text above tells us how to…..

a. copy files from computer to flashdisk c. make a cup of coffee

b. turn on the computer d. open the window

12. How many steps are there in the text above?

a. seven c. five

b. six d. four

13. What should we do after we find the file that we want to copy?

a. open “Windows Explorer” c. plug in flashdisk

b. right-click on the file, then choose “send to” d. turn off the computer

14. The word “find” in the third step abovehas the same meaning as………

a. search c. fly

b. clean d. run

15. The procedure above works on the following Microsoft Windows, except……..

a. Windows XP c. Windows Seven

b. Windows Vista d. Windows Eight

16. How do we open Windows Explorer according to the text above? 17. Where should we plug the flash disk into?

18. What is the correct translation for term “right click" in bahasa Indonesia?

19. According the text above, what should we do after computer finished installing the flash disk?

20. What is the final step of saving or copying file from computer into flashdisk based on the text above?

40

McDonough, Jo and Christoper Shaw.

Materials and Methods In ELT,

Sidney: The University

of England, Black Well, 1993

Nuttal, Christine.

Teaching Reading Skills in a foreign Language,

London: Mcmillan, 2005

Pang, Elizabeth S., Angaluki Muaka,

Educational Practices Series-12: Teaching Reading

.

Brussel: The International Academy of Education, 2003

Pearson and Johnson, Teaching Reading Comprehension, New York : Holt, Pirehart,

and

Winston, 1978

Peraturan Menteri no.20 tahun 2005,

Standar isi

, Depdiknas, Jakarta, 2005

Rubin, Dorothy.

A practical Approach to Teaching Reading,

New York: CBS, 1982

Streven, Peter.

New Education in Teaching of English,

Oxford: Oxford University Press, 1997

Ur, Penny.

A course in Language Teaching; Practice and theory ,

New York, Cambridge

University Press, 1996

White, Eugene E,

Practical Speech English Fundamentals

, New York, McMillan Company,

41

Wright, Andrew.

Picture for Language Learning,

Cambridge: Cambridge University

Press,

1999

Zemelman, Daniel and Hyde Samuels.

Reading Comprehension

, New York: Oxford University

59

Name : ________________________ Class : _______________

I. Read the following text , then answer questions 1-10

Make Jelly

To make jelly, you need:

 One packet of jelly powder

 A 500 ml jug

 250 ml of boiling water

 200 ml of cold water

 A bowl

After you prepared the things above, follow the steps below: 1) Put contents of a packet of jelly powder into a jug. 2) Add boiling water.

3) Stir well until the powder dissolve. 4) Add cold water and stir again. 5) Pour the mixture into a bowl 6) Store it in the refrigerator until firm.

Taken from : Text Types in English 2 by Mark and Kathy Anderson. Page 58

1. The text above provides instructions of how to …………..

a. make a cup of tea c. boil water

b. make jelly d. fill a bowl

2. The following things are needed to make jelly, except……

a. cold water c. jelly powder

b. a bowl d. chili sauce

3. What should we do after we put the contents of a packet of jelly into a jug?

a. Add boiling water c. store it in the refrigerator

b. Throw the jug d. pour the mixture into a bowl

4. According to the text above, how much jelly powder do we need?

a. 3 sheets c. 50 cm

b. 250 ml d. 1 packet

5. The word “store” in the text above has the same meaning as……

a. sell c. save

b. plant d. play

6. How many steps that needed to make jelly based on the text above? 7. How much cold water do we need?

8. What should we do after add the boiling water? 9. Where should we store the jelly?

60

II. Read the following text, then answer question 11-20

To save or copy files from computer into flashdisk on Windows XP / Windows Vista / Windows 7 operating system, follow the instructions below:

 First, plug flash disk into USB port on the computer.

 Then, wait for a moment until computer finished installing your flashdisk.

 After that, open “Windows Explorer” by double-clicking “My Computer” icon on the desktop screen.

 Next, find the location of file that you want to copy.

 Finally, right click on the file name, choose “send to”, then click on “removable disk” or name of the flashdisk.

Taken from : http://www.neiu.edu/scs/Save_files_PC.pdf

11. The text above tells us how to…..

a. copy files from computer to flashdisk c. make a cup of coffee

b. turn on the computer d. open the window

12. How many steps are there in the text above?

a. seven c. five

b. six d. four

13. What should we do after we find the file that we want to copy?

a. open “Windows Explorer” c. plug in flashdisk b. right-click on the file, then choose “send to” d. turn off the computer 14. The word “find” in the third step abovehas the same meaning as………

a. search c. fly

b. clean d. run

15. The procedure above works on the following Microsoft Windows,

except……..

a. Windows XP c. Windows Seven

b. Windows Vista d. Windows Eight

16. How do we open Windows Explorer according to the text above? 17. Where should we plug the flash disk into?

18. What is the correct translation for term “right click" in bahasa Indonesia? 19. According the text above, what should we do after computer finished

installing the flash disk?

20. What is the final step of saving or copying file from computer into flashdisk based on the text above?

59

1 3

2

4

5 III. Look at the following pictures!

Re-arrange the following sentences into a good procedure text of “How to add

picture into MS Word Document”

based on the pictures!

- Now, you can see the picture in your document.

- Choose “Picture”, then click on

“From File”

- Find the location of picture you want to add into the document. - After you find the picture, click on

it, next, click “insert” button.

- Click “Insert” in the menu bar.

1.

_______________________________________________________________

2.

_______________________________________________________________

3.

_______________________________________________________________

4.

_______________________________________________________________

5.

_______________________________________________________________

61

60

IV. Fill in the blank spaces by using correct words in the box!

MAKE APPLE JUICE

I’ll_________(1) you how to make apple juice. What

you_________(2) are 500 grams of _________(3), 100 __________(4) of sugar, 500 ml of water, and 2 spoon full of lemon. Now follow these steps to make it. __________(5), boil the lump sugar and water until the lump sugar is____________(6) in the water. Then _________(7) the apple, lemon and the water of lump sugar in a blender/juicer. Finally, pour the juice into a

__________(8) with lemon and mint’s leaf accessory. You can

___________(9) ice blocks if you want a fresh taste. Now, apple juice is __________(10) to drink.

dissolved Firstly tell glass

need apple grams ready

mix add