THE IMPLEMENTATION OF LITERATURE CIRCLE TECHNIQUE TO THE EIGHT GRADE STUDENTS OF READING COMPREHENSION IN SMPN 3 BATU
THE IMPLEMENTATION OF LITERATURE CIRCLE
TECHNIQUE TO THE EIGHT GRADE STUDENTS OF
READING COMPREHENSION IN SMPN 3 BATU
This Thesis is Submitted to Meet One of the Requirements to Achieve Sarjana
Degree in English Education
Thesis
Written by:
ENDAH DWI WINARNI
NIM. 06360100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011
MOTTO AND DEDICATION
Kamu adalah umat terbaik yang dilahirkan untuk manusia, menyuruh kepada yang
ma’ruf, dan mencegah dari yang munkar, dan beriman kepada Allah. Sekiranya ahli
kitab beriman, tentulah itu lebih baik bagi mereka; di antara mereka ada yang
beriman, dan kebanyakan mereka adalah orang-orang yang fasik.
(QS. Ali Imron: 110)
Laa izzata illa bil Islam wa laa Islama illa bi daulah wa laa daulata illa bi
Syari’ah (endah)
DEDICATION
I dedicated this thesis to:
My beloved parents,”they are my spirit”
My beloved brothers and young sister, “thanks to be my soul”
My lovely Yitno “thanks to give me spirit”
My lovely friends, especially sister Rea “thanks for everything”
iii
ACKNOWLEDGMENTS
Bismillahirrohmanirrohim
Alhamdulillah, all prays is to Allah, the Merciful and Charitable, because of His
guidance, blessing, and affection, the researcher can finish this thesis.
The researcher would like to express her great appreciation to many persons
who had been involved in finishing the thesis. The researcher thanks her first advisor,
Fardini Sabilah, M.Pd, and her second advisor, Drs. Adi Loka Sujono, M.Pd, for their
guidance, suggestion, correction, and comment on this thesis without real
understanding and strong motivation, this thesis would have never found its
completion.
Her thank also goes to her beloved father and mother, who always give their
spirit and pray to the researcher. My brother and young sister for their love until
finishing this thesis. Her special thank also goes to my lovely, Yitno, who always
give strong motivation, pray, and support in finishing this thesis. For the teachers of
SMPN 3 Batu at 8 grade who helped the researcher to be a research subject. All of
students in 8 grade at SMPN 3 Batu. Finally, her sincere gratitude goes to everybody
that cannot be mentioned one by one who helped her in finishing this thesis.
Eventually, may Allah SWT always keep them in safe and peace condition
and give them the appropriate rewards.
Malang, 7 February 2011
Endah Dwi Winarni
iv
TABLE OF CONTENTS
APPROVAL ..................................................................................................
i
LEGALIZATION .........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ACKNOWLEDGMENT ..............................................................................
iv
ABSTRACT ...................................................................................................
v
TABLE AND CONTENTS ...........................................................................
vi
CHAPTER I: INTRODUCTION
1.1
Background of the Study .........................................................
1
1.2
Statement of the Problem ........................................................
4
1.3
Purpose of the Study ...............................................................
4
1.4
Significance of the Study ........................................................
5
1.5
Hypothesis................................................................................
5
1.6
Scope and Limitation ..............................................................
5
1.7
Definition of the Key Terms ...................................................
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1
Cooperative Learning ..............................................................
7
2.1.1 Teaching Technique in Cooperative Learning ...............
9
2.2
Teaching Reading ....................................................................
12
2.3
Teaching Reading Trough Cooperative Learning Method ......
13
2.3.1 Literature Circle ..............................................................
14
2.3.2 The Procedure of Literature Circle .................................
16
Students’ Reading Achievement ..............................................
17
2.4
CHAPTER III: RESEARCH METHODOLOGY
3.1
Research Design ......................................................................
19
3.2
Population and Sample ...........................................................
20
3.3
Research Instruments ..............................................................
23
3.4
Data Collection ........................................................................
24
3.5
Data Analysis ..........................................................................
26
CHAPTER IV: FINDINGS AND DISCUSSION
4.1
Analysis on the Result of Pre-test ...........................................
28
4.2
The Result of Post-test ............................................................
29
4.3
Analysis on the Mean of Pre-test and Post-test .......................
30
4.4
The Result of Hypothesis Testing ............................................
31
4.5
Discussion ................................................................................
32
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions .............................................................................
34
5.2
Suggestions .............................................................................
35
5.2.1 For English Teacher……………..............................................
35
5.2.2 For Students..............................................………………….....
35
5.2.3 For The Next Researcher……………………………………..
36
REFERENCES ..............................................................................................
APPENDIXES ...............................................................................................
REFFERENCES
Alwood, Carol.S.2000. Exploring the Role of the Teacher in Student-led Literature
Circle. Western Washington University:Eric.
Ary, Donald, et.all. 2002. Introduction to Research in Education: Sixth Edition.
USA: Wadsworth Group.
Cahyani, Y. 2005. The Effect of the Implementation of PQ4R in Direct Instructions
of Reading Comprehension at SMAN I Kerjo, Karanganyar. Unpublished.
Malang : University Of Muhammadiyah Malang.
Cobb, J.2009. Definition of Learning. .
Daniels, H. 1994. Literature Circle:voice and choice in the student centered
classroom.York, Maine: Stenhouse Publishers.
Hsu, Jeng-Yih.T. 2004. Reading Without Teachers:Literature Circles in an EFL
classroom.Taiwan: National Kaoshsiung First University of Science and
Technology.
King, C. 2001. Talk Within the Literature Circle Journal. UK:Blackwell Publisher.
Ozsoy, Nesrin and Yildiz, Nazlı. 2004. The Effect of Learning Together Technique
of Cooperative Learning Method on Students Achievement in
Mathematics Teaching 7th Class of Primary School. Turkish : The Turkish
Online Journal of Educational Technology – TOJET.
Novian, R. 2009. Using Jigsaw Model to Increase Students’ Reading
Comprehension( Study at SMP Muhammadiyah 2 Batu). Unpublished.
Malang : University Of Muhammadiyah Malang.
Mikulecky, Beatrice.S. 2004. More Reading Power. USA:Pearson Education.Inc.
Muniroh, S. 2007. A Study on the Students’ Attitudes Towards Literature Circle in
EFL Reading Class in Indonesia. Indonesia : The University of Queensland.
Richards, J.C. and Rodgers, Theodore.S. 2001. Approaches and Methods in
Language Teaching : Second Edition. Australia : Cambridge University
Press.
Sharan, S. 1994. Handbook of Cooperative Learning Methods. USA : Praeger
Publishers.
Slavin, Robert.E. 1995. Cooperative Learning:Theory, Research, and Practice:
Second Edition. USA : Allyn and Bacon.
Sumanto. 1990. Metodologi Penelitian Sosial dan Pendidikan. Yogyakarta : Andi
Offset.
VanAlystine. H. 2004. Literature Circle : Effective Practices that Promote
Participation. Research Project.
Crist the King Christian School.
1
CHAPTER I
INTRODUCTION
This section discusses the background of the study, statement of the problem,
purpose of the study, significance of the study, hypotheses, scope and limitation, and
the definition of the word.
1.1 Background of the Study
There are many techniques and methods for teaching English. There are
CTL, CLL, Quantum-teaching, Cooperative Learning, and many other methods.
Some teachers are transforming their classrooms into communities of learners who
read literature, write about it, and discuss its meaning in literature discussion groups.
But in discussion groups, students only sit and sometimes work together. Students’
contributions may be unequal and some students may not contribute, participate, or
learn at all. Cooperative learning is qualitatively different from what is often called
“group work” ( Novian, 2008). With cooperative learning, students learn from each
other in their group so that they can understand the material and enjoy learning
English. So, the purpose of learning English is to add students’ knowledge. There are
four basic skills that have to be learned for mastering English, namely: reading,
writing, listening, and speaking.
Reading is not an isolated skill but an interaction between a reader and a text
(Johnston 1983: 1, as cited in Mikulecky 1990). In fact, some students were not
active in their class because it is only the teacher who is active and who transforms
1
2
the materials. So, teacher must use a method of teaching English that is effective,
enjoyable, and likeable especially in teaching reading.
Cooperative learning is easier to be understood and enjoyed by students in
English learning, especially reading comprehension. This method is compatible with
instructional strategies compared with a metacognitive model of learning strategies.
Based on Cobb, Jeff (2009) learning is the lifelong process of transforming
information and experience into knowledge, skills, behaviors, and attitudes
(http://www.missiontolearn.com/2009/05/definition-of-learning/ update/10/05/2010).
Whereas, reading is one of the major subjects in learning English which means that a
teacher also has to transform information and experience into knowledge of reading.
Teacher has to make sure that the teaching reading process is effective. Firstly, the
teacher needs to scaffold guided reading to enable children to learn how to respond
and secondly to transfer control of the talk to the group (King; 2001:32).
Most of the students still could not analyze the main idea of the topic when
they are reading a text. Hsu (2004:10) claimed that in Taiwan, several EFL/ESL
teachers who had implemented Literature Circle in their reading class proved that
students successfully explored their literacy experience and became active readers.
The researcher assumed that if school in Taiwan had successfully implemented
Literature Circle, so Indonesian schools are hoped to be success in implementing it,
too. This assumption is based on the fact that both Indonesia and Taiwan learn
English as a foreign language. Thus, the researcher decided to implement Literature
Circle to teach reading comprehension to students in SMPN 3 Batu.
3
The researcher observed the phenomenon that many Indonesian students are
not keen on reading. This condition motivated the researcher to make reading more
fun and meaningful to the students. Reading must be enjoyable, fun, and interesting
for students. Teacher must have learning style in teaching, they have to be active,
creative, enjoyable, and interesting and beneficial for students
In order to do that, Literature Circle technique can be used as one of the new
interesting methods where researcher groups the students in a reading circle.
Literature Circle is a cooperative learning method in teaching English; it is a
combination between independent reading and cooperative learning. This method is
similar to reading discussion groups in which the students can share with the others,
and there is no gap between teacher and the students. Literature Circle can be used
for teaching speaking, reading, and listening; but in this research, the researcher only
focused on reading class.
Daniels (1994:13) said:
Literature Circle is a small, temporary discussion groups who have chosen
to read the same story, poem, article, or book. While reading each groupdetermined portion of the text (either in or outside of class), each member
prepares to take specific responsibilities in the upcoming discussion, and
everyone come to the group with the notes needed to help perform that job.
The circles have regular meetings, with discussion roles rotating each
session.
Muniroh, (2007) proved that students’ ability to increase reading
comprehension and group dynamic were significant factors affecting students’
attitudes towards Literature Circle. As we know that increasing vocabulary learning
4
and collaborative learning experience for students is parts of reading comprehension,
so that the students can understand the reading text.
Theoretically, Literature Circle is a kind of students-centered reading activity
for groups that consisted of 4-6 students each; the groups’ members share and rotate
for four different jobs throughout the project. The researcher chooses Literature
Circle to teach reading, because it can be an interesting activity for student, where
they can find new favorite literature works. Literature circle is also practical for
teachers to gather their students in a circle to learn together with their partners. This
activity offers lots of variations that may suit teacher’s need to transfer information
and experience, especially in reading. Based on the background above, this study
focuses on the reading class with the implementation of Literature Circle in SMPN 3
BATU, especially at class VIII F.
1.2 Statement of the Problem
Based on the background above, the researcher formulates the problems as
follows:
“Does teaching reading using literature circle can increase student’s reading
comprehension of the eight grade students of SMPN 3 BATU?”
1.3 Purpose of the Study
Based on the statements of the problem above, the purpose of the study are:
To know whether teaching reading using literature circle can increase student’s
reading comprehension of the eight grade students of SMPN 3 BATU.
5
1.4 Significance of the Study
The significance of the study is designed to the teacher and students. The
result of this study is expected to give contribution to the teachers in terms of creating
variation of teaching reading skill by using Literature Circle Method.
The study also gives significance to the students. Through the implementation
of literature circle, the student can increase their motivation in learning reading and
improve their reading comprehension test.
1.5 Hypothesis
In order to give direction in interpreting the data, the researcher provides two
hypotheses as follows:
1.
Null hypothesis (Ho)
There is no increase of literature circle method to the eight grade students of
reading comprehension in SMPN 3 BATU
2.
Alternative hypothesis (Hi)
There is increase of literature circle method to the eight grade students in
reading comprehension in SMPN 3 BATU
1.6 Scope and Limitation
The scope of this study is the implementation of literature circle method to the
eight grade studentsof reading achievement in SMPN 03 Batu and limited on the
second semester students of class VIII F academic year 2009/2010 at SMPN 3 Batu.
6
1.7 Definition of key term
The researcher presents some definition of the key term to avoid
misunderstanding in interpreting this study:
1. Literature Circle is students’ activity for a group of 4-6 students at any grade
level and each member rotates one of the following jobs throughout the
project: Discussion Director, Literary Luminary, Character Captain,
Connector,
Artistic
Adventure,
and
Vocabulary
Enricher
(King,
Carol.S.2001:36).
2. Cooperative Learning is a cluster of instructional strategies that involve
students working collaboratively to reach common goal (Eggen and Kauchak
in Ibnu, 2009:9).
TECHNIQUE TO THE EIGHT GRADE STUDENTS OF
READING COMPREHENSION IN SMPN 3 BATU
This Thesis is Submitted to Meet One of the Requirements to Achieve Sarjana
Degree in English Education
Thesis
Written by:
ENDAH DWI WINARNI
NIM. 06360100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2011
MOTTO AND DEDICATION
Kamu adalah umat terbaik yang dilahirkan untuk manusia, menyuruh kepada yang
ma’ruf, dan mencegah dari yang munkar, dan beriman kepada Allah. Sekiranya ahli
kitab beriman, tentulah itu lebih baik bagi mereka; di antara mereka ada yang
beriman, dan kebanyakan mereka adalah orang-orang yang fasik.
(QS. Ali Imron: 110)
Laa izzata illa bil Islam wa laa Islama illa bi daulah wa laa daulata illa bi
Syari’ah (endah)
DEDICATION
I dedicated this thesis to:
My beloved parents,”they are my spirit”
My beloved brothers and young sister, “thanks to be my soul”
My lovely Yitno “thanks to give me spirit”
My lovely friends, especially sister Rea “thanks for everything”
iii
ACKNOWLEDGMENTS
Bismillahirrohmanirrohim
Alhamdulillah, all prays is to Allah, the Merciful and Charitable, because of His
guidance, blessing, and affection, the researcher can finish this thesis.
The researcher would like to express her great appreciation to many persons
who had been involved in finishing the thesis. The researcher thanks her first advisor,
Fardini Sabilah, M.Pd, and her second advisor, Drs. Adi Loka Sujono, M.Pd, for their
guidance, suggestion, correction, and comment on this thesis without real
understanding and strong motivation, this thesis would have never found its
completion.
Her thank also goes to her beloved father and mother, who always give their
spirit and pray to the researcher. My brother and young sister for their love until
finishing this thesis. Her special thank also goes to my lovely, Yitno, who always
give strong motivation, pray, and support in finishing this thesis. For the teachers of
SMPN 3 Batu at 8 grade who helped the researcher to be a research subject. All of
students in 8 grade at SMPN 3 Batu. Finally, her sincere gratitude goes to everybody
that cannot be mentioned one by one who helped her in finishing this thesis.
Eventually, may Allah SWT always keep them in safe and peace condition
and give them the appropriate rewards.
Malang, 7 February 2011
Endah Dwi Winarni
iv
TABLE OF CONTENTS
APPROVAL ..................................................................................................
i
LEGALIZATION .........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ACKNOWLEDGMENT ..............................................................................
iv
ABSTRACT ...................................................................................................
v
TABLE AND CONTENTS ...........................................................................
vi
CHAPTER I: INTRODUCTION
1.1
Background of the Study .........................................................
1
1.2
Statement of the Problem ........................................................
4
1.3
Purpose of the Study ...............................................................
4
1.4
Significance of the Study ........................................................
5
1.5
Hypothesis................................................................................
5
1.6
Scope and Limitation ..............................................................
5
1.7
Definition of the Key Terms ...................................................
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1
Cooperative Learning ..............................................................
7
2.1.1 Teaching Technique in Cooperative Learning ...............
9
2.2
Teaching Reading ....................................................................
12
2.3
Teaching Reading Trough Cooperative Learning Method ......
13
2.3.1 Literature Circle ..............................................................
14
2.3.2 The Procedure of Literature Circle .................................
16
Students’ Reading Achievement ..............................................
17
2.4
CHAPTER III: RESEARCH METHODOLOGY
3.1
Research Design ......................................................................
19
3.2
Population and Sample ...........................................................
20
3.3
Research Instruments ..............................................................
23
3.4
Data Collection ........................................................................
24
3.5
Data Analysis ..........................................................................
26
CHAPTER IV: FINDINGS AND DISCUSSION
4.1
Analysis on the Result of Pre-test ...........................................
28
4.2
The Result of Post-test ............................................................
29
4.3
Analysis on the Mean of Pre-test and Post-test .......................
30
4.4
The Result of Hypothesis Testing ............................................
31
4.5
Discussion ................................................................................
32
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions .............................................................................
34
5.2
Suggestions .............................................................................
35
5.2.1 For English Teacher……………..............................................
35
5.2.2 For Students..............................................………………….....
35
5.2.3 For The Next Researcher……………………………………..
36
REFERENCES ..............................................................................................
APPENDIXES ...............................................................................................
REFFERENCES
Alwood, Carol.S.2000. Exploring the Role of the Teacher in Student-led Literature
Circle. Western Washington University:Eric.
Ary, Donald, et.all. 2002. Introduction to Research in Education: Sixth Edition.
USA: Wadsworth Group.
Cahyani, Y. 2005. The Effect of the Implementation of PQ4R in Direct Instructions
of Reading Comprehension at SMAN I Kerjo, Karanganyar. Unpublished.
Malang : University Of Muhammadiyah Malang.
Cobb, J.2009. Definition of Learning. .
Daniels, H. 1994. Literature Circle:voice and choice in the student centered
classroom.York, Maine: Stenhouse Publishers.
Hsu, Jeng-Yih.T. 2004. Reading Without Teachers:Literature Circles in an EFL
classroom.Taiwan: National Kaoshsiung First University of Science and
Technology.
King, C. 2001. Talk Within the Literature Circle Journal. UK:Blackwell Publisher.
Ozsoy, Nesrin and Yildiz, Nazlı. 2004. The Effect of Learning Together Technique
of Cooperative Learning Method on Students Achievement in
Mathematics Teaching 7th Class of Primary School. Turkish : The Turkish
Online Journal of Educational Technology – TOJET.
Novian, R. 2009. Using Jigsaw Model to Increase Students’ Reading
Comprehension( Study at SMP Muhammadiyah 2 Batu). Unpublished.
Malang : University Of Muhammadiyah Malang.
Mikulecky, Beatrice.S. 2004. More Reading Power. USA:Pearson Education.Inc.
Muniroh, S. 2007. A Study on the Students’ Attitudes Towards Literature Circle in
EFL Reading Class in Indonesia. Indonesia : The University of Queensland.
Richards, J.C. and Rodgers, Theodore.S. 2001. Approaches and Methods in
Language Teaching : Second Edition. Australia : Cambridge University
Press.
Sharan, S. 1994. Handbook of Cooperative Learning Methods. USA : Praeger
Publishers.
Slavin, Robert.E. 1995. Cooperative Learning:Theory, Research, and Practice:
Second Edition. USA : Allyn and Bacon.
Sumanto. 1990. Metodologi Penelitian Sosial dan Pendidikan. Yogyakarta : Andi
Offset.
VanAlystine. H. 2004. Literature Circle : Effective Practices that Promote
Participation. Research Project.
Crist the King Christian School.
1
CHAPTER I
INTRODUCTION
This section discusses the background of the study, statement of the problem,
purpose of the study, significance of the study, hypotheses, scope and limitation, and
the definition of the word.
1.1 Background of the Study
There are many techniques and methods for teaching English. There are
CTL, CLL, Quantum-teaching, Cooperative Learning, and many other methods.
Some teachers are transforming their classrooms into communities of learners who
read literature, write about it, and discuss its meaning in literature discussion groups.
But in discussion groups, students only sit and sometimes work together. Students’
contributions may be unequal and some students may not contribute, participate, or
learn at all. Cooperative learning is qualitatively different from what is often called
“group work” ( Novian, 2008). With cooperative learning, students learn from each
other in their group so that they can understand the material and enjoy learning
English. So, the purpose of learning English is to add students’ knowledge. There are
four basic skills that have to be learned for mastering English, namely: reading,
writing, listening, and speaking.
Reading is not an isolated skill but an interaction between a reader and a text
(Johnston 1983: 1, as cited in Mikulecky 1990). In fact, some students were not
active in their class because it is only the teacher who is active and who transforms
1
2
the materials. So, teacher must use a method of teaching English that is effective,
enjoyable, and likeable especially in teaching reading.
Cooperative learning is easier to be understood and enjoyed by students in
English learning, especially reading comprehension. This method is compatible with
instructional strategies compared with a metacognitive model of learning strategies.
Based on Cobb, Jeff (2009) learning is the lifelong process of transforming
information and experience into knowledge, skills, behaviors, and attitudes
(http://www.missiontolearn.com/2009/05/definition-of-learning/ update/10/05/2010).
Whereas, reading is one of the major subjects in learning English which means that a
teacher also has to transform information and experience into knowledge of reading.
Teacher has to make sure that the teaching reading process is effective. Firstly, the
teacher needs to scaffold guided reading to enable children to learn how to respond
and secondly to transfer control of the talk to the group (King; 2001:32).
Most of the students still could not analyze the main idea of the topic when
they are reading a text. Hsu (2004:10) claimed that in Taiwan, several EFL/ESL
teachers who had implemented Literature Circle in their reading class proved that
students successfully explored their literacy experience and became active readers.
The researcher assumed that if school in Taiwan had successfully implemented
Literature Circle, so Indonesian schools are hoped to be success in implementing it,
too. This assumption is based on the fact that both Indonesia and Taiwan learn
English as a foreign language. Thus, the researcher decided to implement Literature
Circle to teach reading comprehension to students in SMPN 3 Batu.
3
The researcher observed the phenomenon that many Indonesian students are
not keen on reading. This condition motivated the researcher to make reading more
fun and meaningful to the students. Reading must be enjoyable, fun, and interesting
for students. Teacher must have learning style in teaching, they have to be active,
creative, enjoyable, and interesting and beneficial for students
In order to do that, Literature Circle technique can be used as one of the new
interesting methods where researcher groups the students in a reading circle.
Literature Circle is a cooperative learning method in teaching English; it is a
combination between independent reading and cooperative learning. This method is
similar to reading discussion groups in which the students can share with the others,
and there is no gap between teacher and the students. Literature Circle can be used
for teaching speaking, reading, and listening; but in this research, the researcher only
focused on reading class.
Daniels (1994:13) said:
Literature Circle is a small, temporary discussion groups who have chosen
to read the same story, poem, article, or book. While reading each groupdetermined portion of the text (either in or outside of class), each member
prepares to take specific responsibilities in the upcoming discussion, and
everyone come to the group with the notes needed to help perform that job.
The circles have regular meetings, with discussion roles rotating each
session.
Muniroh, (2007) proved that students’ ability to increase reading
comprehension and group dynamic were significant factors affecting students’
attitudes towards Literature Circle. As we know that increasing vocabulary learning
4
and collaborative learning experience for students is parts of reading comprehension,
so that the students can understand the reading text.
Theoretically, Literature Circle is a kind of students-centered reading activity
for groups that consisted of 4-6 students each; the groups’ members share and rotate
for four different jobs throughout the project. The researcher chooses Literature
Circle to teach reading, because it can be an interesting activity for student, where
they can find new favorite literature works. Literature circle is also practical for
teachers to gather their students in a circle to learn together with their partners. This
activity offers lots of variations that may suit teacher’s need to transfer information
and experience, especially in reading. Based on the background above, this study
focuses on the reading class with the implementation of Literature Circle in SMPN 3
BATU, especially at class VIII F.
1.2 Statement of the Problem
Based on the background above, the researcher formulates the problems as
follows:
“Does teaching reading using literature circle can increase student’s reading
comprehension of the eight grade students of SMPN 3 BATU?”
1.3 Purpose of the Study
Based on the statements of the problem above, the purpose of the study are:
To know whether teaching reading using literature circle can increase student’s
reading comprehension of the eight grade students of SMPN 3 BATU.
5
1.4 Significance of the Study
The significance of the study is designed to the teacher and students. The
result of this study is expected to give contribution to the teachers in terms of creating
variation of teaching reading skill by using Literature Circle Method.
The study also gives significance to the students. Through the implementation
of literature circle, the student can increase their motivation in learning reading and
improve their reading comprehension test.
1.5 Hypothesis
In order to give direction in interpreting the data, the researcher provides two
hypotheses as follows:
1.
Null hypothesis (Ho)
There is no increase of literature circle method to the eight grade students of
reading comprehension in SMPN 3 BATU
2.
Alternative hypothesis (Hi)
There is increase of literature circle method to the eight grade students in
reading comprehension in SMPN 3 BATU
1.6 Scope and Limitation
The scope of this study is the implementation of literature circle method to the
eight grade studentsof reading achievement in SMPN 03 Batu and limited on the
second semester students of class VIII F academic year 2009/2010 at SMPN 3 Batu.
6
1.7 Definition of key term
The researcher presents some definition of the key term to avoid
misunderstanding in interpreting this study:
1. Literature Circle is students’ activity for a group of 4-6 students at any grade
level and each member rotates one of the following jobs throughout the
project: Discussion Director, Literary Luminary, Character Captain,
Connector,
Artistic
Adventure,
and
Vocabulary
Enricher
(King,
Carol.S.2001:36).
2. Cooperative Learning is a cluster of instructional strategies that involve
students working collaboratively to reach common goal (Eggen and Kauchak
in Ibnu, 2009:9).