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.
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CHAPTER II THEORETICAL FRAMEWORK
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.
