The Effectiveness of using small groupinteraction in teaching reading comprehension
(Experimental Study at the Seventh Grade of “SMP
Sunan Bonang” Tangerang)
By:
Umiyati 105014000325
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
(2)
A “Skripsi” Presented to
Faculty of Tarbiyah Teachers and Training in Partial Fulfillment of the Requirements
for Degree of Strata-1 (S-1) in English Language Education
By: Umiyati NIM. 105014000325
Approved by Advisor
Drs. H. Bahrul Hasibuan, M. Ed
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2011
(3)
“
GROUP INTERACTION IN TEACHING READING
COMPREHENSION(Experimental Study at Seventh Grade of “SMP Sunan Bonang Tangerang”)” written by Umiyati, Student’s Registration Number: 105014000325, was examined on September 16, 2011 and was declared to Academic title of ‘S.Pd.’ in English Language Education at the Department of English Education.
The Examination Committee
Chairman : Drs. Syauki, M.Pd. ( ) NIP. 19641212 199103 1 002
Secretary : Neneng Sunengsih ( )
NIP. 19730625 199903 2 001
Examiner I :Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070
Examiner II : Drs. Syauki, M.Pd. ( ) NIP. 19641212 199103 1 002
Acknowledge by:
Dean of Faculty of Tarbiyah and Teachers’ Training
Prof. Dr. Dede Rosada, M.A. NIP. 19571005 198703 1 003
(4)
v
ABSTRAK
Umiyati :“The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Pembimbing : Drs. H. Bahrul Hasibuan, M.Ed.
Kata Kunci : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang.
Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan antara prestasi para siswa dalam mempelajari reading yang berkenaan dengan teks Descriptive menggunakan Small Group Interaction dan Whole Class Teaching.
Ini adalah penelitian experiment. Penulis mengajar dua kelas yang berbeda dengan menggunakan dua teknik yang berbeda. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi.
Penulis menggunakan tt estuntuk menghitung dan menghipotesis. Hasil dari uji tt est ini adalah to ≥ tt abl e, yang berarti bahwa hipotesis tes adalah Null
Hypothesis (Ho) ditolak and Alternative Hypothesis (Ha) diterima. Interpretasi data adalah penggunaan Small Group Interaction dalam mengajar reading yang berkenaan dengan teks Descriptive lebih efektif daripada Whole Class Teaching.
Akhirnya berdasarkan hasil penelitian, penulis memberikan beberapa saran. Penulis berharap penelitian ini akan bermanfaat dalam meningkatkan pendidikan di Indonesia.
(5)
vi
ABSTRACT
Umiyati : “The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, “Skripsi”, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, 2011.
Advisor : Drs. H. Bahrul Hasibuan, M.Ed.
Keywords : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang.
The objective of this research is to find the empirical evidence of the differences between students’ achievement in learning reading which is concerned with Descriptive text by using Small Group Interaction and Whole Class Teaching.
This is an experimental research. The writer taught two different classes employing two different teaching techniques. The writer administered a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement.
The writer used tt estto calculate the data and to test the hypotheses. The result of the calculation from this research is to ≥ tt abl e, it means that the Null
Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. The
interpretation of data is the use of Small Group Interaction is more effective in teaching reading of Descriptive text than Whole Class Teaching.
Finally, based on the finding of the research, the writer gave some suggestions. She hopes this research will be useful for improving of education in Indonesia.
(6)
vii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent the Merciful
All praises be to Allah who gives the writer guidance and strength in completing this “skripsi. Peace and blessing be upon the Prophet Muhammad shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.
First, the writer would like to express the greatest gratitude to her beloved parents, Winanto and Rohanah, and to her brother and sisters whose names cannot be mentioned one by one. I thank for love, support, and contributions both moral and material to the writer.
The writer is deeply grateful to her advisor, Drs. H. Bahrul Hasibuan, M.Ed., who has guided the writer in finishing this “skripsi” for the great contributions, guidance, advices, corrections, and suggestions.
Furthermore, the writer would like to thank and appreciate to:
1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng Sunengsih, S.Pd., the secretary of English Department, Mrs. Aida Ainul Wardah and all staffs who helped the writer.
2. All lecturers who have taught and given knowledge to the writer. 3. The principal, the English teacher, and the administration staffs who
have given the writer opportunity to do the research in SMP Sunan Bonang Tangerang. Special thanks for seventh grade students for their cooperation as the respondents of this research.
(7)
5. All her friends who always care, give support, help and contribution for her, Syifa, Mbe, Hizbullah and A-Class ’05 community (thanks to great sharing), I do appreciate it. May we all get success!
May Allah Subhanallahu wa Ta’ala bless us all. Finally, the writer realized that this “skripsi” is still far from being perfect. Therefore, she hopes some suggestions or criticism to make it better. Then she wishes that this “skripsi” be some valuable writing. Amin.
Jakarta, April 2011
(8)
ix
TABLE OF CONTENTS
TITLE... i
SURAT PERNYATAAN KARYA SENDIRI ... ii
APPROVAL ... iii
ENDORSEMENT ... iv
ABSTRACT ... v
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
CHAPTER I : INTRODUCTION A. The Background of the Research ... 1
B. The Limitation and Formulation the Problem ... 4
C. The Objective of the Research ... 4
D. The Significance of the Research ... 4
E. The Method of the Research ... 5
F. The Organization of the Research ... 5
CHAPTER II : THEORETICAL FRAMEWORK A. Small Group Iinteraction ... 7
1. The Understanding of Small Group Interaction ... 7
2. The Advantages of Small Group Interaction ... 8
3. The Disadvantages of Small Group Interaction ... 9
4. The Application of Small Group Interaction ... 10
B. Whole Class Teaching ... 12
1. The Understanding of Whole Class Teaching ... 12
2. The Advantages of Whole Class Teaching ... 13
3. The Disadvantages of Whole Class Teaching ... 13
C. Reading Comprehension ... 14
1. The Understanding of Reading Comprehension ...14
(9)
x
3. The Types of Reading Text ... 16
4. The Factors Influence Reading Comprehension ... 17
5. The Ways to Improve Reading Comprehension ... 18
6. Teaching Reading in Junior High School According to KTSP ... 25
7. Hypotheses ... 27
CHAPTER III : THE IMPLEMENTATION OF THE RESEARCH A. Methodology of Research ... 28
1. The Place and Time of the Research ... 28
2. The Objective of the Research ... 28
3. The Population and Sample of the Research ... 29
4. The Technique of Data Collecting... 29
5. The Technique of Data Analysis ... 29
6. The Procedure of the Research ...31
B. The Findings of the Research ... 32
1. The Description of the Data ... 32
2. The Analysis of the Data ... 37
3. The Interpretation of the Data ... 43
CHAPTER IV : CONCLUSIONS AND SUGGESTIONS A. CONCLUSION ... 45
B. SUGGESTION ... 46
BIBLIOGRAPHY ... 47
(10)
1
CHAPTER I
INTRODUCTION
A. The Background of the Research
English is the most widely used language in world. Besides that, English is also the first foreign language that has been taught in Indonesia in every level of school education - from primary school up to university. English is taught as a local-content subject in primary school, as a compulsory subject in secondary school and as a complementary subject in university.
In the Course Outline (CO) of English curriculum, it is stated that English is considered as the instrument for expressing meanings. Based on the concept and the function of English as stated in that Course Outline, the teaching of English at secondary school aims to develop the language skills.
According to the statement above, the government hopes that Indonesian students could master English language. By mastering English, the students can develop their knowledge in every subject and communicate with people from other countries. Therefore, the teacher
(11)
should be more creative and imaginative to develop students’ ability in English teaching learning.
Teaching a foreign language especially English is not as easy as teaching the first language, because the students will certainly face many problems. So, if the teachers or students learn a second or foreign language, they will meet many methods, approaches and techniques of teaching appearing to help teachers and learners in teaching learning process. Teachers always do their best to achieve the learning goal through methods, models, or techniques of language teaching by improving their methods of teaching in every teaching learning process. Up to now, we often hear the disappointment of English teachers because of the students unsatisfying scores in the final exam. Considering the importance of reading skill, the teacher must improve the teaching of reading comprehension. The teacher can use some methods of teaching reading so that the students can enjoy and be stimulated in learning English especially reading comprehension. One of them is by using small group interaction teaching technique.
Group may be described in many ways, but there is no single clear-cut definition that adequately and quickly encompasses the concept of small group. In brief, a group may be said to exist when two or more persons have as one quality of their relationship; some interdependence and posses some recognizable unity.1
Based on the statement above it can be said that group is a number of people when it consists of more than two people interacting with each other, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group. Practically, group is used by the large numbers of English language teacher in everyday teaching and learning practice. By using group in teaching and
1
Mary A. Bany and Lois V. Johnson, Classroom Group Behavior, (New York: The Macmilan Company, 1964), page. 31.
(12)
learning, the students will be active in learning, especially by using small group interaction; the students will be more interested and more active in learning because it gives students an opportunity to share what they read.
The use of small group work is posited to have a number of advantages over individual practice.
The main benefit of small group work seems to lie in the co-operative aspects it can help foster. One advantage of this lies in the contribution this method can make to the development of pupils’ social skills. Working with other pupils may help them to develop their emphatic abilities by allowing them to see others’ viewpoints which can help them to realize that everyone has strength and weaknesses. Trying to find a solution to a problem in a group also develops skill especially in learning reading comprehension. 2
As a skill, reading is clearly one of the most important skills in learning English, it can be seen that many instances around the world argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject, but may never actually have to speak the language. Much of the current thinking on reading tends to focus primarily on the purpose of the activity; even if reading is done for pleasure it is still purposed. 3
The writer is the English teacher at Sunan Bonang Islamic education institute. She teaches at second until fifth grade of Elementary school. In order to get some information about English teaching and learning process at Sunan Bonang Junior High School, in one occasion the writer asked the English teacher at Sunan Bonang Junior High School about the English teaching learning process, and tried to join the class for observing the teaching method of the English teacher at seven grade of
2
Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice (London: SAGE Publication, 2005 ) page. 52
3
Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s Guide (Oxford: Blackwell Publishers, 1993), page 101.
(13)
Sunan Bonang Junior High School. The writer found that the way of English teacher in teaching reading comprehension is used the whole class teaching. It is caused the decreasing of student’s interest in learning English and the student’s low score in learning reading skill.
Knowing problems in teaching reading skill, the writer is interested in using a small group interaction in teaching reading comprehension. On the title: “The Effectiveness of Using Small Group Interaction in Teaching Reading Comprehension”. The writer believes that small group interaction serves more habit forming than the Grammar Translation Method.
B. The Limitation and Formulation of the Problem
The problem that will be discussed in this paper is limited only in the use of small group interaction in teaching reading comprehension on descriptive text at the first year students at Sunan Bonang Junior High School Bojong Nangka Tangerang.
The formulation of the problem which is going to be discussed in this paper is as follows: “Is the use of Small Group Interaction more effective in teaching reading comprehension than whole class technique on even semester of the seventh grade SMP Sunan Bonang?”
C. The Objective of the Research
The objective of the research is to find the empirical evidence of the differences between students’ achievement in the learning of reading comprehension using Small Group Interaction and Whole Class Technique.
D. The Significance of the Research
The significance of the research is expected to be useful for broadening the perspective of the writer and for giving the English Teachers a different method in teaching reading comprehension especially the reading comprehension by using small group interaction.
(14)
E. The Method of the Research
The method of this research is an experimental method. The writer teaches in two different classes with two different methods. Small group interaction is employed in an experiment class and whole class is employed in a controlled class.
F. The Organization of the Research
This paper is divided into four chapters. The following is the short description about what each chapter contains.
The first chapter is introduction. It is illustrated; A. The Background of the Research, B. The Limitation and Formulation of the Problem, C. The Objective of the Research, D. Significance of the Research, E. The Method of the Research, and F. The Organization of the Research.
The second chapter is theoretical framework. It is illustrated the theory of the writer uses in library study. The main points in this chapter are: Part A. Small group interaction, which consists of four parts: 1. The Understanding of Small Group Interaction, 2. The Advantages of Small Group Interaction, 3. The Disadvantages of Small Group Interaction 4.The Aplication of Small Group Interaction. Part B. Whole Class Teaching which is consists of three parts: 1. The Understanding of Whole-class Teaching, 2.TheAdvantages of Whole-class Teaching, 3. The Disadvantages of Whole-class Teaching. Part C. Reading Comprehension, which consists of six parts: 1. The Understanding of Reading Comprehension, 2. The Objective of Reading, 3. The types of Reading Texts, 4.The Factors Influence Reading Comprehension, 5. The Ways to Improve Reading Comprehension, and 6. Teaching Reading in Junior High School according to KTSP. Part D. Hypotheses
(15)
The third chapter is discussed the implementation of the research which is consists of two points:
Point A. Methodology of the research consists of six parts: 1. The Place and Time of the Research, 2. The Objective of the Research 3.The Population and Sample of the Research, 4.Techniques of Data Collecting, 5.Techniques of Data Analysis, and 6.The Procedures of the Research.
Point B. The Findings of the Research, consists of three parts: 1.Description of the Data, 2.Analysis of the Data, 4.Interpretation of the Data.
(16)
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Small Group Interaction1. The Understanding of Small Group Interaction
According to Oxford Advanced Learners Dictionary, group is a number of people or things that are together in the same place or that are connected in some way.1 Most experts agree that Group is a number of people when it consists of more two people interacting with each other.2 Based on the statement above it can be said that group is a number of people when it consists of more two people interacting with each other, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group. Small group itself, according to Baker is three or more people interacting face to face, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group.3 Johnson
1
A s Hornby, Oxford Advanced learner’s Dictionary of Current English, (New York, Oxford University Press: 2000) 6th ed., page. 568
2
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-Hill Companies: 2004) page. 157-166
3
William Fowler, Infant and Child Care: a guide to education in group settings, (New York, Allyn and Bacon Inc: 1980), page. 310
(17)
gives solution that students should be arranged so that each student can see all other members of his group and can be heard without shouting and disturbing the other groups.
Based on the statement above it can be said that small group interaction is the process by which three or more members of a group exchange verbal and nonverbal messages in an attempt to influence one another.4
2. The Advantages of Small Group Interaction
The use of small group is posited to have number advantages over individual practice:
a. It provides the motivational framework of the group and the economy of teaching more than one child at a time.
b. The size of small group permits: ease of control, flexible method regulation, personalized attention, and individualized programming. c. The use of small group also provides a social framework with each
child can identify and use as a guide to determine his or her action, can use as sharing experience that makes enjoyment in playing and learning together
d. The main benefit of small group work seems to lie in the co-operative aspects it can help foster. This method can make to the development of pupils’ social skills.5
The use of small group can increase student’s motivation because the size of the small group makes the English teacher easy to control the members each group, small group also provides a social framework because the students can interact each other and share their experience to solve their problems.
In the other source there are many advantages of the small group:
a. Form a learner activation that is divided into five groups gets five times as many opportunities to talk as in full-class organization.
4
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-Hill Companies: 2004) page. 157-166
5
Daniel Muijs and David Reynolds, Effective Teaching (evidence and practice), (New York, Oxford University Press. 2005) P.52
(18)
b. It fosters learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth in the class.
c. To make students better in reading d. Improve learning outcomes.
Stewart states the advantages of small group are: a. Developing self-awareness
b. Managing personal stress
c. Solving problems analytically and creatively
d. Coaching, counselling, and establishing supportive communication e. Gaining power and influence
f. Motivating others
g. Empowering and delegating h. Managing conflict
i. Building effective teams and teamwork6
According to statements above the writer says that the use of small group has many advantages in teaching learning process because it can motivate and develop student’s skills, especially in reading. Small group also can develop student learning outcome.
3. The Disadvantages of small group Interaction
While co-operative small group work can be powerful teaching and learning strategy, it does have a number of disadvantages; they are:
a. It does not naturally promote independent learning and can foster dependency certain dominant members of group.
b. The complexity of small group can also make it harder to manage for the teacher
c. Small group work can result more time spent on lesson
From the previous explaining, the writer concludes that Small Group Interaction is a teaching technique that helps students to improve their academic achievement, Developing self-awareness, Managing personal stress, Solving problems analytically and creatively. It is clear that Small Group Interaction is the effective technique that a teacher can apply in the classroom.
6
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York,
(19)
4. The Application of Small Group Interaction
The application of small group in the classroom has many steps:
first is start with one small group that works well together. Let them arrange their desks in a small circle and proceed to plan and make choices about their project. It would be a good idea for them to elect a chairman and to carry out their ideas. In this way they will have a full range of group work experience and will have encountered several of the problems in working together that will crone up again and again.
Second is separate individual from their group to each small group and provide them as leaders for other groups. The separate individuals from that group can the serve effectively as helping persons in new groups who have no experience.
Third, set some well-defined, accomplishable tasks that provide early reinforcement. If the group is getting the job done, the students will be more satisfied with the group and with their participation in it.
Fourth, work with each group specifically in turn. This should be done so that the students are aware of your attention and feel comfortable in knowing that your time is theirs. Sit down with them and systematically explore the “state of the project” with each group member. This activity can increase student’s motivation in learning.
Fifth, provide resource materials of several kinds. The teacher also can give the medi; such as picture, realia, etc to increase student’s intake of information sessions to be more understandable to all group members. Material for making media aids for the group report should also be provided.
Sixth, if the students getting their job done, the teacher asks the student in each group to report and discuss the result of student’s small group interaction and develop suggestions for a brief, lively information sharing session.7
7
Diane Lapp, Hilary Bender, Teaching and Learning (Philosophical, Psychological, Curricular Applications), (New York, Macmillan Publishing Co., Inc. 1975). P. 235-236
(20)
In another source, the organizations of group are: a. Presentation
The instructions that are given at the beginning are crucial: if the students do not understand exactly what they have to do there will be time wasting, confusion, lack of effective practice, possible loss control. If the students do not understand English language well, the teacher should use the target language to make students easier in understanding the instruction. The teacher also should select tasks that are simple enough to describe easily. It is advisable to give the instructions before giving out materials or dividing the class into groups; and giving sample of the activity with the full class can help to clarify things. If the students have already done similar activities, teacher will be able to a shorten the process, giving only brief guidelines: it is mainly the first time of doing something with a class that such care need to invested in instruction.
Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary. Finally before giving the sign to start tell the class what the arrangements are for stopping: if there is time limit, or a set signal for stopping, say what it is: if the groups simply stop when they have finished, then tell them what they will have to do next. It is wise to have a ‘reserve’ task planned to occupy members of groups who finish earlier than expected.
b. Process
Teacher job during the activity is to go from group, monitor, and either contribute or keep out of the way-whichever is likely to be more helpful. If teacher do decide intervene, the contribution may take form of;
a. Providing general approval and support b. Helping student who are having difficulty c. Keeping the students using target language
d. Tactfully regulating participation in a discussion where you find some students are over dominant and others silent.
When the students do their discussion, read and comprehend the text in their groups the teacher is walking around to each group to monitor and to
(21)
work with each group. This activity purposed to make students aware of teacher’s attention and make them more interest in learning.
c. Ending
If you have limit, then this will help you draw the activity to a close at a certain. In principle, try to finish the activity while the students are still enjoying it and interested or only just beginning to flag. If the students have getting done their job the teacher should finish the activity of small group interaction and the teacher prepared for giving a feedback. d. Feedback
A feedback session usually takes place in the context of full-class interaction after the end of the group work. Feed back on the task may take many forms: giving the right solution, if there is one; listening to and evaluating suggestion; pooling ideas on the board; displaying materials the groups have produce; and so on. Your main objective here is to express appreciation of the effort that has been invested and its results. Feed back on language may be integrated into this discussion of the task, or provide the focus of a separate class session later.
The statements above explained that the application has many steps are: presentation, process, ending and feedback.
B. Whole Class Teaching
1. The Understandings of Whole Class Teaching
Whole class teaching occurs when teaching and learning frequently conjure up a picture of students sitting in rows listening to a teacher who stands in front of them. Whole class teaching is a teacher centered because when the teacher presented and explained the material the students just listen to the teacher explanation. For many, this is what teaching means, and it is still most common teacher-student interaction in many cultures. Thought it has many limitations, whole-class grouping like this has both practical advantages and disadvantages
(22)
a. The advantages of whole class-grouping
a) It reinforces a sense of belonging among the group members, something which we as teachers need to foster. This activity to give the chance for the students to share their emotion in whole-class setting.
b)It is suitable for activities where the teacher is acting as a controller c) It allows teachers to ‘gauge the mood’ of the class in general
(rather than on an individual basis); it is good way for teacher to get a general understanding of student progress.
Based on the statements above, the whole-class grouping is emphasize on sense of belonging between each group members because the large numbers of group member is often more enjoyable and create much more engaging atmosphere than just the person sitting next to you.
b. The disadvantages of whole-class grouping
a) It favors the group rather than the individual. Everyone is forced to do the same thing at the same time ad at the same pace.
b) Individual students do not have much of a chance to say anything on their own.
c) It may not encourage students to take responsibility for their own learning
d) It is not the best way to organize communicative language teaching Beside the advantages, the whole-class teaching also has many disadvantages that decrease student’s motivation in learning. Whole –class activities forced the students to do the same activities in everything, the students also do not have much chance to say anything because the large numbers of group member make students difficult to communicate than it is in groups four or five. It is caused the students lack of interest in learning English especially reading comprehension. In small group it easier to share material, speak quietly and less formally, and make good eye contact. All of
(23)
these contribute to successful task orientation and increase student’s motivation in learning English especially in reading comprehension.8
C. Reading Comprehension
1. The Understanding of Reading Comprehension
Before the writer discusses any further detail of reading comprehension, it is essential to know exactly the meaning of reading first. Reading is an active information seeking process in which readers relate information in the text to what they already know. When we sit down to read, our knowledge of the language allows us to identify the basic forms and meanings of printed words and sentences. At the same time, our knowledge of the world in general and of the subject matter in particular allows to comprehend these words and sentences by comparing them to knowledge stored in our brains.9 To make sure that we know exactly what is reading is here are some definitions of reading according to some experts. According to Hodgson reading is a process done by the reader to get message conveyed by the writer through written representation. Reading is an exercise dominated by the eyes and the brain. The eyes receive the messages and the brain then has to work out the significance of these messages.10 Furthermore, Frank G Jennings states in his book that reading is the art of transmitting the ideas, facts and feeling from the mind and soul of an author to the mind and soul of reader, with accuracy and undistending, much more.11
The essence of reading act is comprehension; it becomes primary challenge in teaching or learning of reading skill.12 Comprehension means
8
JeremyHarmer, The Practice of English Language Teaching, third edition, (England: Longman Inc. 2001), p.114
9
Joan Rubin and Irene Thompson, How to be More Successful Language Learner “Toward Learner Autonomy” second edition, (New York: Heinle & Heinle Publisher. 1994), p. 91
10
Jeremy Harmer, The Practice of Engish Language Teaching, (New York: Longman Inc. 1989), p.153
11
Frank G Jenings, This is Reading, (New York: Teacher College Press, 1965). P. 11
12
F Dubin, D. E Eskey and W. Grabe, Teaching Second Language for Academic Purposes, (New York: Addison Wesley Pub, 1986). P. 6
(24)
understanding the meaning or the point of a topic, F. Dubin, D.E Eskey and W. Grabe show more specific explanation, comprehension means relating what we do not know or new information, which is not random collection or facts but a “theory of world” in each of our heads. Reading comprehension is most likely a simple multiplication of word recognition abilities and general language comprehension abilities.
Reading comprehension is very important in our everyday reading. When we glance at newspapers, magazines, and books, we often need to understand the reading passage more profoundly. Someone cannot get information completely without comprehension. Comprehension includes recognizing and understanding main ideas and related details. A good recognizes that many ideas are implied and she/he must read between the lines to get the full meaning. Penny Ur states that in reading, it is recorded the meaning of text, to get some meaning from what the text means, and our understanding of which it is composed.13
Based on the previous definitions, it can be synthesized that definition of reading comprehension is the process of interaction between a reader and a text to get information from the text and to form an interpretation and to draw a conclusion of that information. Delivery of ideas, opinions, or feeling is some important aspects of the process which a writer’s ideas become real to reader.
2. The Objective of Reading
Reading is an activity with an objective. A person may read in order to get some information , for enjoyment or to enhance knowledge of the language being read.
Rivers and Temperly suggest that second language learners will want to read for the following objectives:
a. To obtain information for some purpose or because we are curious about some topic;
13
Penny Ur, A Course in Language Teaching, Teching and Theory, (New York: Cambridge University Press, 1986). P. 138
(25)
b. To obtain instructions on how to perform some task for our work or daily life (e.g. knowing how an appliance works);
c. To act in a play, play a game, do a puzzle;
d. To keep in touch with friends by correspondence or to understand business letters;
e. To know when or where something will take place or what is available;
f. To know what is happening or has happened (as reported in newspapers, magazines, reports);
g. For enjoyment or excitement.14 3. The Types of Reading Text
There are seven types of reading texts which is learned by students in secondary school. They are Descriptive, Narrative, Spoof, Recount, Procedure, Report and Anecdote.15 Students are expected to understand and master all of the texts after they learnt English.
In line with the limitation, formulation and objective of the research in the previous chapter, the writer would like only to explain about Descriptive text.
Descriptive Text
Descriptive text is a text which lists the characteristics of something. The purpose of descriptive text is to describe and reveal a particular person, place, or thing.
The generic structure of descriptive text are:
a. Identification : Identifies phenomenon to be described. b. Description : Describes parts, qualitie, characteristics. Descriptive text also has language features, they are:
a. Focus on specific participants
b. Use of attributive and identifying processes
14
David Nunan, Designing Tasks for The Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 34
15
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta: Depdiknas, 2003), p. 17
(26)
c. Use of adjectives
d. Frequent use of Ephitets and Classifiers in nominal group e. Use of simple present tense
The example of descriptive text is:
Rafflesia Arnoldii
Identification: Rafflesia Arnoldii is a rare flower that is well known because of the size of the flower’s petals and the smell of rotten meat that it gives out.
Description: this enermous and rare flower grows in the forest of southeast Asia, including the phillipines. Its large flower can grow to 3 meters in diameter and weigh up to 11 kilograms. It does not have any leaves, stem, or roots and because of lacking clorophyls this plant can not photosynthesize making it a parasite, living on other plants nutritions. The flower has five petals red in colour and has white spots which surrounds the middle of the flower much like hole. At the base of the flower there is a part which has needles and contains the reproduction parts of the flower. 4. The Factors Influence Reading Comprehension
They are many factors that influence the reader when reading, such as: a. Language
In the case of written text some researchers look at word and sentence length (Wallace 1992:77), on the premise that text with longer sentences and longer words will be more difficult to understand than those with shorter ones. It means that if students faced the situation, they will get difficult in absorbing what the meaning of the text is.
(27)
b. Topic and Genre
The teaching of receptive skill sometimes will not go as we want it to be because of the inappropriate topic or unfamiliar genre they are dealing with and will not interest to learn.
c. Comprehension tasks
When teacher wants to give the task and choose the comprehension tasks to do it, sometimes that kind of tasks are not helping the students to more understand the skill. It is more likely to be testing them. By testing they will not be appropriate way to accomplishing the students’ improvement in this skill
d. Negative Expectations
Before the students were starting to learn the skill, they already have negative expectations. They have feeling that they are not going to understand the passage because it is sound to be too difficult and they will be frustrating and de-motivating. Those feeling occur because of unhappy or unsuccessful experiences.
5. The Ways to Improve Reading Comprehension
Skilful reading is an important part of becoming a skilful writer. Following are four steps that will make you better reader:
a. Concentrate as we read
In reading activities someone needs to improve his concentration. To improve the concentration first, read in a place where we can be quiet and alone. Don’t choose a spot where a TV or stereo is on or where friends or family are talking nearby. Next, sit in an upright position when we read. If our body are in completely relaxed position, sprawled across a bed or nestled in an easy chair, our mind is also going to be completely relaxed. The light muscular tension that comes from sitting in an upright chair promotes concentration and keeps our mind ready to work. Finally, consider
(28)
using our index finger (or a pen) as a pacer while we read to read. Lightly underline each line of print with our index finger as we read down page. Hold our hand slightly above the page and move our finger at a speed that is a little too fast for comfort. This facing with our index finger, like sitting upright on a chair, creates a slight physical tension that will keep our body and mind focused alert. b. Skim material before we read
In skimming, we spend about two minutes rapidly surveying a selection, looking for important points and skipping secondary material. Follow this sequence when skimming.
1) Begin by reading the overview that precedes the selection. 2) Study the title of selection for a few moments
3) Form a basic question (or questions) out of the title
4) Read the first two or three paragraphs and the last two or three paragraphs in the selection. Very often a writer’s main idea, if it is directly stated, will appear in one of these paragraphs and will relate to the title.
5) Look quickly at the rest of the selection for other clues to important points.
c. Read the selection straight through with a pen nearby
Don’t slow down or turn back; just aim to understand as much as you can the first time through. Place a check or star beside answer to basic questions you formed from the title, and beside other ideas that seem important. Number lists of important points, circle words we don’t understand. Put question marks in the margin next to passages that are unclear and that we will want to reread
d. Work with the material
Go back and reread the passages that were not clear the first time. Look up words that block your understanding of ideas and write their
(29)
meanings in the margin. Also, reread carefully the areas you identified as most important; doing so will enlarge our understanding of the material. Prepare a short outline of the selection by answering the following questions on a sheet of paper:
1) What is the main idea?
2) What key points support the main idea?
3) What seem to be other important points in the selection?
By working with the material in this way, we will significantly increase our understanding of a selection. Effective reading, just like effective writing, does not happen all at once. Rather, it is a process. Often we begin with a general impression of what something means, and then, by working at it, we move to a deeper level of understanding of the material.16
Beaumont (1983) has stated the range of ways for developing reading skill in the classroom and the principles behind each of them: 1) Practicing specific strategies such as skimming/scanning with a
particular text, the idea behind this is to enable the learner to read and select specific information at the expense of other (redundant) information.
2) One effective way of developing reading skills which gives the learner a reason for reading is to use the information gap principle often associated with communicative language teaching. Some reading materials, such as those devise by Geddes and Sturtridge (1982) use this principle. In these materials, the information required for the completion of a target task is distributed among two or more sources. Each sub-group only has part of the information required to complete the task. The sub-groups
16
John Langan, English Skills With Readings , (New York: McGraw-Hill Companies: 2002). Page. 580-582
(30)
consequently have to exchange their information so that the information gap is filled and the target task completed. This activity clearly links reading with other forms of communication, eg. Speaking/discussion or listening/writing, and can thus provide a reading-driven integration of the language skills
3) Several of the more recent materials for reading contain what are sometimes referred to as ‘text scrambling’ activities. The principle behind this type of material is that students can be taught to have an awareness of the discourse or cohesive features of reading materials. If a passage is clearly written then it can be ‘scrambled’ and reassembled in the correct order if the learner can recognize the discourse patterns and markers in the text.
4) Some reading materials are constructed along the lines that the learners bring not only background knowledge to reading but also emotional (affective) responses as well, and will talk about their reactions to various texts.17
According to John J. DeBoer and Martha Dallman, there are two types of skills to develop reading comprehension:
1) Finding the main idea
Before find the main idea, we ought to know the activities may help the learner to find the main idea of a passage:
a) Stating the main idea of a selection
b) Selecting from a list of sentences one that best expresses the main idea of a paragraph
c) Selecting the best title from a list
d) Naming a title to a fit given paragraph or longer selection e) Following directions, such as:
f) Reading a story to find out whether it is suitable to tell or read to others for a given purpose or to dramatized
17
Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s Guide (Oxford: Blackwell Publishers, 1993), page. 114
(31)
g) Reading a story a second time in order to determine what scenes should be dramatized
h) Skimming a series or a group of trade books to decide which one to read, either for pleasure or some other purpose.
i) Telling which word of a series describes a character in a selection.
j) Making a movie or mural showing the main events in a story. k) Noting certain phrase such as the first and the most important
to see if they point out a main idea.
l) Matching a picture that illustrates as a main idea with a paragraph that it illustrates.
The activities that mentioned above are the activities that we must do before our reading. If we do those activities it will make us easy to find the main idea of the text.
2) Selecting significant details
By performing activities like the followings, learners can get practice in noting and choosing those that are significant for their purpose
a) Reading to answer questions
Proficiency in finding the answer to question can be helpful in a variety of reading situation. It is important at times in order to choose the main idea, to note details, to predict outcomes, to form generalizations, to follow directions, and perform other. b) Making summarized and organizing material
Skill in summarizing and organizing what is read can be develop through activities: Telling which of several summaries, best summarizes a paragraph or longer selection, Answering question, organizing materials gathered from a variety of sources for an oral or written report, taking note of words, classifying materials in the room for functional purposes, drawing pictures to tell the story of the main events in a story,
(32)
learning the form for making outlines, organizing steps in a process demonstrated on a field trip, filling the main topics and subtopics of a selection, listing the questions on which information is needed to solve the problem of a unit, making an outline, studying the table contents to note the organization of a book and checking a series of true-false statements
c) Arriving at generalizations and coming to conclusions
In addition to the following suggestions for activities that can be valuable in developing ability to arrive at generalizations and come to conclusions, some of those recommended under “making summaries and organizing material” can used: making and guessing riddles, checking which ones of several conclusion are warranted by data given and explaining why the unsound conclusions are invalid, stating as specific a conclusion as possible after reading data presented in paragraph or longer selection and explaining, discussing questions, telling which of a list of statements are generalizations and which are specifics, listing facts heard or read that justify a given generalization or that prove that given generalization is unsound, checking the generalization against experiences, discussing the effect that certain events in story or in history had on individuals, stating the generalization that is justified on the basis of given facts, drawing a series of pictures that illustrate points leading to a generalization develop in a story or article.
d) Following directions
These methods may be helpful for an individual who is trying to improve his skill in following direction: observing written direction, following directions that the teacher has written on the chalkboard or on cards, acting out an individually assigned sentence from a reading selection, following written or
(33)
oral directions for making things, drawing a picture from direction given, carrying out plans made by the class, reading directions for a game and then following them, reading directions for work - type activities in various subject fields and then following them.
e) Predicting outcomes
There are many activities for improving the ability to predict outcomes: while looking at the pictures of a story, stating what the outcome of the story likely to be. Indicating by means of multiple-choice questions what is likely to happen next in a story or article. Telling what is likely to happen next in a story or article, without help of multiple-choice questions. Discussing why things happened as they did in a story or other account, making up endings for story orally or in writing, estimating the answer in some types of arithmetic problems. Comparing our present situation with a previous one in history and deciding what might happen as a result of present conditions. Indicating what is likely to happen at the time when work on a science experiment is begun. Evaluating plans the class is making in terms of expected outcomes. Predicting what will happen next after having listened to part of the account of an experience another pupil has had. Listing on the board known points about a situation and possible outcomes and then discussing the probability of certain results and the unlike hood of others, arranging in order pictures illustrating a story that the pupils have not heard or read in entirety.18
It can be said that our skill in reading will develop if we use our background knowledge, familiar with the material, concentrate what we read and know the main idea of the text.
18
John J. DeBoer, Martha Dallmann, The Teaching of Reading, (New York: Holt, Rinehart and Winston Inc, 1964) page. 146-159
(34)
6. Teaching Reading in Junior High School according to KTSP
According to KTSP, teaching reading in Junior High School aims to develop the students’ ability to comprehend and create kinds of short functional text and monologue and essay formed procedure, descriptive, recount, narrative and report. The students also hope that they can read the texts which have meaning of word, phrase and sentence with the utterance, stress and intonation related with the near area. The students responds the simple short functional of written text accurately and fluently.
To achieve the aims of teaching reading, we need the Standard competence and basic competence because the standard and basic competence become a course and base to develop the main subject, learning activity and indicator competence achievement for assessment. So that, here a standard competence and basic competence of reading:
Standar Kompetensi Kompetensi Dasar Indikator
1. Memahami makna
dalam teks tulis fungsional pendek
sangat sederhana
yang berkaitan
dengan lingkungan terdekat
2. Memahami makna
teks tulis fungsional
2.1Membaca nyaring
bermakna kata,
frasa, dan kalimat
dengan ucapan,
tekanan dan
intonasi yang
berterima yang
berkaitan dengan lingkungan
terdekat
2.2Merespon makna
yang terdapat
dalam teks tulis fungsional pendek sangat sederhana
secara akurat,
lancar dan
berterima yang
berkaitan dengan lingkungan
terdekat
2.3 Merespon makna
1. Melafalkan kata, frasa dan kalimat dengan baik dan benar
2. Membaca kata
frasa dan kalimat dengan intonasi yang benar
3. Membaca
nyaring dengan baik dan benar.
(35)
dan esei pendek
sangat sederhana
berbentuk
descriptive dan procedure yang
berkaitan dengan
lingkungan terdekat
dan langkah
retorika secara akurat, lancar dan berterima
dalam esei
sangat
sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure 2.4 Membaca
nyaring
bermakna teks fungsional dan esei pendek dan sangat
sederhana berbentuk descriptive dan procedure dengan ucapan,
tekanan dan
intonasi yang berterima
berbagai
informasi dalam teks fungsional pendek berbentuk :
Instruksi
Daftar
barang
Kartu ucapan
Pengumuman
2. Mengidentifikasi ciri kebahasaan teks yang dibaca 3. Membahas tujuan
masing-masing teks fungsional
yang telah
dibahas.
4. Mengidentifikasi berbagai
informasi dalam teks descriptive dan procedure
5. Mengidentifikasi fungsi komunikatif teks deskriptif / prosedur.
6. Mengidentifikasi langkah retorika teks deskriptif /prosedur
(36)
D. Hypotheses
In this research, the writer would like to find the empirical evidence whether or not the use of Small Group Interaction is really effective in teaching reading Comprehension better than Grammar Translation Method. It is also to find out whether there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang. To accomplish this objective, the writer proposed two hypotheses to be tested:
Ho: There is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang .
Ha: there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang .
(37)
28
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A. THE METHODOLOGY OF THE RESEARCH 1. The Place and Time of the Research
The research was held at “SMP” Sunan Bonang. It’s located on Dasana Indah Bonang Blok SJ Kelapa Dua Tangerang Banten. The writer conducted the research about two months. The writer did the research for six meetings from 16th February up to 1st April 2011. It consisted of the pre-test on the first meeting, the application of Small Group Interaction and whole class teaching on the second until the fifth meeting, and the post-test in the sixth meeting.
2. The Objectiveof the Research
As mentioned in the first chapter that the objective of the study is to find the empirical evidence whether there is any significance different in
(38)
reading achievement of between the students who are taught by using Small Group Interaction and those who are taught using whole class. 3. The Population and Sample
The population of this study is 92 students from the seventh grade of “SMP” Sunan Bonang. The seventh grade consists of three classes. Number of VII1 is 31 students, VII2 class is 31 students and VII3 30 students. The grade of VII3 as the experiment class was taught using Small Group Interaction and the grade of VII2 as the control class was taught using Whole class. Both experiment class and control class were taken 20 p[students from the attending list using Purposive Cluster Sample. Because the writer assumes that 40 students represent the number of students.
4. The Technique of Data Collecting
The writer used test to collect the data. The data were collected from the pre-test and post-test. The pre-test was administered before the treatments and post-test was administered after the treatments.
5. The Technique of Data Analysis
In analyzing the data, the writer used Bivariat Comparational Analysis Technique. The technique is used to test the hypotheses whether there is a significant difference between two variables which are tested. Before the writer analyzes the data, it is necessary to calculate the data into the statistic calculation. The writer used formula to calculate the data. is used to find whether there is a significant difference between the score of students’ achievement in learning reading comprehension by using Small Group Interaction and Whole Class teaching. The experiment class is X variable and the control class is Y variable.
(39)
The formula of is expressed as follows:
= Note :
Mx = Mean of Variable X My = Mean of Variable Y SE = Standard Error
Prior the calculation of , there are several procedures to be taken. They are as follows:
a. Determining Mean of Variable X, with formula: =
b. Determining Mean of Variable Y, with formula: =
c. Determining Standard of Deviation Score of Variable X, with formula: =
d. Determining Standard of Deviation Score of Variable Y, with formula: =
e. Determining Standard Error of Mean of Variable X, with formula: =
f. Determining Standard Error of Mean of Variable Y, with formula:
(40)
g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:
=
h. Determining with formula: =
i. The Testing of Hypotheses:
Ha : There is a significant difference Mean between Variable X and Variable Y.
Ho : There is no a significant difference Mean between Variable X and Variable Y.
j. Determining in significance level 5% with Degrees of Freedom (df):
df =
6. The Procedure of the Research
a. The writer observed the location and population were carried out. The research was done in two classes (experiment class and control class). Before treating the students using Small Group Interaction and Whole-cass Teaching, the writer administered the pre-test to the students in both classes with the same instrument to know the homogeneity of students’ reading comprehension.
b. The treatment was the application of Small Group Interaction in VII3 class as the experiment class and Whole-class Teaching in VII2 as the control class. The presentation of the lesson was done by the writer. c. Post-test was administered after finishing the treatment. The writer
(41)
instrument was same, students did not realize that would be examined again later. Finally, the writer made a calculation of the result from both of the tests. The further explanation will discuss later.
B. THE FINDING OF THE RESEARCH 1. The Description of Data
The writer conducted field research. The writer collected the data from students’ pre-test and post-test of both classes. The data is described into table 3.1 which is presented the students’ achievements in the experiment class and the control class before the writer does her research (pre-test), and table 3.2 which is presented the students’ achievements in the experiment class and the control class after the writer did her research (post-test). Each table has four columns. The first column shows the students number identification (N1) of VII3 as the experiment class (X), the second column shows the scores of students VII3 as the experiment class (X), the third column shows the students number identification (N2) of VII2 as the control class (Y), and the last column shows the scores of students VII2 as the control class (Y).
The table as follows:
Table 3.1
The Students’ Pre-test and Post-Scores of Experiment Class (using small group imteraction)
Students (X) Pre Test Score Post Test Score
Gained (d) score (post
test-pre-test)
1 80 90 10
2 70 90 20
3 60 85 25
(42)
5 75 90 15
6 75 85 10
7 65 90 25
8 50 75 25
9 50 75 25
10 65 80 15
11 55 90 35
12 55 70 15
13 65 80 15
14 85 90 5
15 75 85 10
16 60 65 5
17 60 90 35
18 75 85 10
19 65 75 10
20 60 70 10
1295 1640 340
Mean 64.75 82 17
The table 1 describes that the lowest gained score in Post-Test and pre-Test is 5 and the highest score is 35. Therefore, it can be summarized that the lowest and highest gained scores in post-test is higher than pre-test.
Ratio Scale Interval
65, 70, 70, 75, 75, 75, 80, 80, 80, 85, 85, 85, 85, 90, 90, 90, 90, 90, 90, 90 R= 90 – 65 = 30
K= 1 + 3.3 log n = 1 + 4.2
(43)
= 5.2 = 5 I= R = 30 = 6 K 5
NO F Lower
Limit
Higher Limit
Xi f.Xi
1 65 – 70 3 64.5 70.5 67.5 202.5
2 71 – 76 3 70.5 76.5 73.5 220.5
3 77 – 82 3 77.5 82.5 79.5 238.5
4 83 – 88 4 82.5 88.5 85.5 342
5 89 – 94 7 87.5 94.5 91.5 640.5
20 1744
Mean = = 1744 = 87.2 n 20
Median= ℓ + ½n - fkb Fi
= 87.2 + 10 – 7 6 = 87.2+ 3 6 = 87.2 + 0.5 = 87.7
Modus = ℓ + S1__ i S1 + S2
= 87.2 + _4 6 4 + 0
= 87+ 24 6 4
= 87.2 + 4 = 93.2
(44)
Table 3.2
The Students’ Pre-test and Post-test Scores of Control Class (Whole-class Teaching)
Students (X) Pre Test Score Post Test Score
Gained (d) score (post
test-pre-test)
1 75 85 10
2 65 80 15
3 80 80 0
4 75 80 5
5 80 85 5
6 70 70 0
7 65 80 15
8 50 70 20
9 50 75 25
10 65 75 10
11 70 80 10
12 70 85 15
13 75 75 0
14 70 75 5
15 75 80 5
16 60 75 15
17 45 50 5
18 40 55 15
19 55 85 30
20 75 85 5
1310 1525 210
(45)
The table 2 describes that the lowest gained score in the post-test and pre-test is 0 and the highest score is 30. Therefore, it can be summarized that the lowest and highest gained scores in post-test is higher than pre-test scores.
Ratio Scale Interval
50, 55, 70, 70, 75, 75, 75, 75, 75, 80, 80, 80, 80, 80, 80, 85, 85, 85, 85, 85. R= 85 – 50 = 35
K= 1 + 3.3 logn = 1 + 4.2
= 5.2 = 6 (dibulatkan ke atas) I= R = 35 = 5.8 = 6
K 6
NO F Lower
Limit
Higher Limit
Xi f.Xi
1 50 – 55 2 49.5 55.5 52.5 105
2 56 – 61 0 55.5 61.5 58.5 0
3 62 – 67 0 61.5 67.5 64.5 0
4 68 – 73 2 67.5 73.5 70.5 141
5 74 – 79 5 73.5 79.5 76.5 382.5
6 80 – 85 11 79.5 85.5 82.5 907.5
(46)
Mean = = 1536 = 76.8 n 20
Median = ℓ + ½n - fkb Fi
= 79.5 + 10 – 0 11
= 79.5 + 10 = 79.5 + 0.9 = 80.4 11
Modus = ℓ + S1__ i S1 + S2
= 79.5 + _6 6 6 + 0
= 79.5 + 6 6 6
= 79.5 + 6 = 85.5 2. The Analysis of Data
Before the writer analyzed the data, the writer has calculated the data into the statistic calculation. The writer used formula to find the empirical evidence statistically and to make the testing of the hypotheses. So this research will be easier.
Prior the calculation of , the writer made the calculation table to gain Mean and Deviation Standard from two variables, the table as follows:
(47)
Table 3.3
The Comparison Scores of Each Student in Experiment Class and Control Class
Students X
Students
Y X Y X Y x.x y.y
1 1 15 10 -2 -0.5 4 0.25
2 2 20 15 3.5 4.5 12.25 20.25
3 3 25 0 8.5 -10.5 72.25 110.25
4 4 30 5 -13.5 -5.5 182.25 30.25
5 5 15 5 -1.5 -5.5 2.25 30.25
6 6 10 0 -6.5 -10.5 42.25 110.25
7 7 25 15 8.5 4.5 72.25 20.25
8 8 25 20 8.5 9.5 72.25 90.25
9 9 25 25 8.5 14.5 72.25 210.25
10 10 5 10 -11.5 -0.5 132.25 0.25
11 11 35 10 18.5 -0.5 342.25 0.25
12 12 15 15 -1.5 4.5 2.25 20.25
13 13 15 0 -1.5 -10.5 2.25 110.25
14 14 5 5 -11.5 -5.5 132.25 30.25
15 15 10 5 -6.5 -5.5 42.25 30.25
16 16 5 15 -11.5 4.5 132.25 20.25
17 17 30 5 13.5 -5.5 182.25 30.25
18 18 10 15 -6.5 4.5 42.25 20.25
19 19 10 30 -6.5 19.5 42.25 380.25
20 20 10 5 -6.5 -5.5 42.25 30.25
Mean 17 10.5
(48)
The writer calculated the data based on the procedure of the calculation. The formulation as follows:
a. Determining Mean of Variable X, with formula: =
= =17
b. Determining Mean of Variable Y, with formula: =
= =10.5
c. Determining Standard of Deviation Score of Variable X, with formula: =
=
= =
9.01
d. Determining Standard of Deviation Score of Variable Y, with formula: =
= =
(49)
e. Determining Standard Error of Mean of Variable X, with formula: =
= = =
2.06
f. Determining Standard Error of Mean of Variable Y, with formula:
=
=
= = 1.84
g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:
=
= = = = 2.76 h. Determining with formula:
=
= = = 2.35
(50)
i. Determining in significance level 5% with Degrees of Freedom (df):
df =
= (20 + 20) = 38
Because the value of degrees of freedom (38) is not mentioned in , so the writer uses the closer value to 38 that is 40 as degrees of freedom. (See appendix)
The value of df 40 at the degrees of significance 5% or 5% of df 40 = 2,02.
j. The Testing of Hypotheses:
The writer formulated the Null Hypothesis ( ) and the Alternative Hypothesis (Ha) as follow:
Ho : There is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Whole-class Teaching.
Ha : There is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Whole-class Teaching.
The assumption of this hypothesis as follows:
If ≥ , the Null Hypothesis ( ) is rejected. It means there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction Technique and the students who are taught by using Whole-class Teaching.
(51)
If ≤ , the Null Hypothesis ( ) is accepted. It means there is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Whole-class Teaching.
Based on the description of the calculation above, it can be inferred that:
1) The value of in the significance 5% is 2,02. (see appendix) 2) The value of 2.35
The writer summarized that ≥ , it means that the Null Hypothesis ( ) is rejected and the Alternative Hypothesis (Ha) is accepted. The writer analyzed the result of calculation that ( ) is rejected and (Ha) is accepted. It might have been due several factors that are mentioned below:
1) The teacher who is conducting teaching through whole-class Teaching offering translating activity between the students to the teacher while the teacher who is conducting teaching through Small Group Interaction offering more varied activity including discussion, questioning and answering between students, and sharing the difficulty of learning with other students. The varied activity in the classroom will make the students more interest to learn.
2) The interaction during process of learning and teaching Whole-class Whole-classroom are only from the teacher to the students while there are interactions between the teacher to the students, students to other students, and the students to the teacher in Small Group Interaction. The interaction in Small Group Interaction classroom
(52)
will help students clarify in their own minds what they have already learned and understood.
3) The role of the teacher in whole-class teaching is a teacher centered. It means that the teacher is an authority in the classroom and the role of students is that do what the teacher’s said while in Small Group Interaction classroom the teacher’s role is facilitator, creator, etc. The students’ role in Small Group Interaction is not only do what the teacher’s said but also gate-keeper, checker, etc. The roles in Small Group Interaction classroom will make the process of learning and teaching more relax.
4) The activity in Small Group Interaction classroom can be made students more active than the activity in whole-class teaching. So it can be made students in Small Group Interaction classroom to improve their knowledge better than in Whole-class teaching classroom.
3. The Interpretation of Data
Having analyzed the data of pre-test and post-test by using t-test formula, the result shows that the coefficient is 2.35. it means that there is a significance difference in teaching reading comprehension by using small group interaction.
From the result of calculation, it is obtained the value of the t observation (to) is 2.35 the degree of freedom (df) is 38 (obtained from - 2 )=(20 + 20) – 2 =38). The writer used the degree of significance of 5% and 1%. In the table significance, it can be seen that on the df 38 and on degree of significance are 2.02 and 2.69. if the to compared with each value of degrees of significance, the result is 2.02 < 2.35>2.69. since to score obtained from the result of calculating, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
(53)
1. If the result of t observation is higher than t table (to>tt), the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there is a significance difference between variable X and variable Y.
2. If the result of t observation is lower than t table (to<tt), the null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means that there is no significance between variable X and variable Y.
Therefore, it can be inferred that the use of Small Group Interaction is more effective in teaching reading comprehension than Whole-class Teaching. It simply illustrates that the students who are taught by using Small Group Interaction have a significant difference achievement in learning reading comprehension between the students who are taught by using Whole-class Teaching.
(54)
45
CHAPTER IV
CONCLUSION AND SUGGESTIONS
A. CONCLUSION
According to the descriptions in chapter I, II & III, the writer infers that this “skirpsi” answers the research question, “Is the use of Small Group Interaction more effective in teaching reading comprehension than Whole-class Teaching on even semester of the seventh grade SMP Sunan Bonang?” The answer is the use of Small Group Interaction is more effective in teaching reading comprehension than Whole-class Teaching on even semester of the seventh grade SMP Sunan Bonang.
It can be concluded that the use of small group interation in teaching reading comprehension is quite success. It can be seen on the table of the students’ reading comprehension scores that the students who learn reading comprehension by using Small Group Interaction and Whole-class Teaching have a significant difference. It means that there is a significant difference to the students’ achievement in learning reading comprehension by using Small Group Interaction than Whole-class Teaching.
(55)
Therefore, the students’ reading achievement which is taught by using Small Group Interaction is better than the students’ reading achievement which is taught by using Whole-class Teaching in learning reading comprehension. In other words, the use of small group in teaching reading comprehension has a significant effect in the students’ reading achievement on even semester of the seventh grade of “SMP” Sunan Bonang Tangerang. B. SUGGESTIONS
Based on the conclusion, the writer would like to offer some suggestions as below:
1. The teachers have to know the various methods in learning and teaching in order to choose the suitable method for suitable materials in the classroom 2. The teachers are expected to be creative persons in order to make the
teaching and learning process more interesting, effective, and comfortable for students.
3. The students need to realize that learning has two way process, not only teacher-center but also student-center. It means that they have significant role in achieving their success in study.
4. The students have to read more reading texts in order to have more
(1)
79 2 Memahami
makna teks tulis fungsional dan esei pendek sangat sederhana
berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
c. The great water fall d. The great river The text tells us about…
a. The Zimbezi river b. The Victoria falls c. The Zimbabwe falls d. The Victoria river
The Victoria Falls was discovered by… a. David Livingstone in 1855 b. David Livingstone in 1835 c. David Livingstone in 1845 d. David Livingstone in 1825
The text for questions number 6-9
The Scotch terrier was as a kitten as it sat in the kennel. I was so surprised that no one wanted to take it home. It had a green bow and floopy ears. I asked my mom if I could have that dog, but she said no because I wouldn’t be able to take care of it. I asked the man that owned the kennel if I could hold the puppy. He said “sure”. When I opened the cage the cuddly puppy ran up to me, jumped on me and licked me! I let my mom hold the pup and she just couldn’t resist getting the dog because it was so soft and cuddly! I was so happy that I
Menentukan main idea denngan tepat
Mengidentifikasi informasi rinci (information detail)
4
(2)
got my own puppy to love! I also gave him a name and it was Christmas because I got him two days before Christmas. I have kept the green bow he had on, to remind me of the day I got him.
The Scotch terrier is… a. A kind of dog b. A kind of kitten c. A kind of cat d. A kind of rabbit
The writer mention that Scotch terrier is a kitten because…
a. It looks like a cat
b. It is small and has many similarities as a kitten
c. Because it has heavy fur and short ears
d. None of the above option
The writer’s mom at first didn’t allow her to take care of it because…
a. She thought that she wouldn’t like it
b. She thought that it wouldn’t much time to spend to it
c. She thought that she would not be able to take care of it
d. She thought that it was expensive
Mengidentifikasi informasi rinci (information detail)
Mengidentifikasi informasi rinci (information detail)
6
7
(3)
81 3
to buy
The writers call her scotch with… a. Puppy c. Cuddly b. Scotch d. Christmas
Text for questions number 10-15
Watson and the Shark is a painting by John Singleton Copely. In the foreground of the painting, one naked man is being attacked by a huge gray Shark in the cold choppy sweater. One small overloaded rowboat is near the naked man and the frightening shark. There are nine horrified men in this rowboat. They are trying to rescue the naked man. One young man takes a long spear and wants to kill the shark. Some people are reaching for his hand, and some are throwing a rope for him to catch. In the background of the painting, under the dark and cloudy sky, there are many ships stopping in the stormy harbor. Te whole painting makes people feels tension and fear.
Watson and the Shark are kind of… a. Painting c. Picture b. Drawing d. Calendar …. Is a painter of the painting
Memilih kosa kata dengan tepat
Mengidentifikasi informasi (information detail)
9
10
(4)
4 Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat
a. Watson and Shark b. John Singleton Copely c. Watson
d. Shark
The water in the painting like… a. Aquarium water c. Pond water b. River water d. Seawater The setting of the painting takes place at…
a. Ship c. Harbor b. Building d. sky
The people look …. seeing the painting a. Surprised c. Fear
b. Happy d. Interest
There are … horrified man in the rowboat.
a. Ninety c. Nineteen b. Nineteenth d. Nine
Text for questions number 16-17
I am forty years old, rather tall and I have blue ayes and short black hair. I wear casual clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a
12
13
14
(5)
83
dalam teks
berbentuk
descriptive dan procedure
week. I also love listening to classical music and I must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likeable people who live here.
I play tennis at least …. Times a week. a. Two c. Three
b. Four d. One I enjoy my job because…
a. I didn’t get many friends b. I can’t meet with many people c. I can meet and help so many
different people d. I love my job My hobby also…
a. Listening to the radio
b. Listening to the classical music c. Listening to the jazzy music d. Listening to the modern music The purpose of descriptive text is…
a. To describe and reveal a particular person, things and place.
b. To report a particular person, things and place.
c. To discuss a particular person,
Mengidentifikasi informasi rinci (information detail)
Memilih tujuan dari deskriptif teks dengan benar
16
17
18
(6)
things and place.
d. To explain a particular person, things and place.
The descriptive text is a text which tells us…
a. A person b. A things c. A place
d. A person, things and place
Mengidentifikasi pengertian tentang deskriptif teks dengan benar
20
Tangerang, 2011
Peneliti