THE EFFECTIVENESS OF FAN-N-PICK METHOD IN TEACHING READING COMPREHENSION VIEWED FROM STUDENTS’ SELF-CONFIDENCE.

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 121-131
http://jurnal.pasca.uns.ac.id
THE EFFECTIVENESS OF FAN-N-PICK METHOD IN TEACHING READING
COMPREHENSION VIEWED FROM STUDENTS’ SELF-CONFIDENCE
1

Vera Kristiana, 2Ngadiso, 3Sujoko
1
(Student of Magister Program of English Education of Pascasarjana UNS)
(mana_pujaanku@yahoo.com)
2
2

(Teacher of English Education of Pascasarjana UNS)
(Teacher of English Education of Pascasarjana UNS)

ABSTRACT
The objective of the research are: (1) to prove whether or not fan-n-pick method is more
effective than grammar translation method in teaching reading comprehension, (2) to prove
whether or not students who have high self-confidence have better reading skill than those

who have low self-confidence, and (3) to prove whether or not there is an interaction between
teaching methods and students’ self-confidence on the students’ reading skill.
The research was conducted at SMPN 2 Kejobong, Purbalingga. The research belongs to
experimental study. The population was the eighth grade students of SMPN 2 Kejobong in the
academic year of 2012/ 2013. The technique used to get the sample was cluster random
sampling. Test (reading test) and non test (self-confidence questionnaire) techniques were used
to collect the data. They were tried-out to be a valid and reliable instrument. The data of
reading test were analyzed by using multifactor analysis of variance 2 x 2. Then, they were
analyzed by using Tukey test.
The result of inferential analysis of the data shows that fan-n-pick method is more effective
than grammar translation method to teach reading. Second, the students having high selfconfidence have better reading skill than those who have low self-confidence. Third, there is
an interaction effect between the teaching methods used and students’ self-confidence in
teaching reading. Fan-n-pick method is more effective than GTM for teaching reading for
students having high self-confidence and GTM is more effective than fan-n-pick method for
teaching reading for students having low self-confidence.
Based on the research findings, it can be concluded that fan-n-pick method is an effective
method to teach reading, and the effectiveness of this method is affected by the level of the
students’ self-confidence.
Keywords: experimental, fan-n-pick, reading skill, and self-confide

people in some sectors. It is used for

INTRODUCTION
Nowadays,

many

people

international

languages.

international

languages

learn

One

of

the

obtaining successful jobs, promotions,

the

academic

function,

and

business

interactions. Many people tend to master

is

English.

international

language

English

role

in

Therefore, English is taught as the first

communication by people to interact with

foreign language which is as one of the

others in the world. As international

important subjects in Indonesia from

language, English is used to conduct

elementary to university level.

English
which

is
has

an
an

important

to

compete

in

globalization.

communication, in almost the entire

Reading skill is one of the four

world in many countries. According to

English language skills in addition to

an

listening, speaking, and writing. Reading

international language which is used by

is not simply a matter of interpreting

Broughton

(1980:

1),

English

is

121

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 121-131
http://jurnal.pasca.uns.ac.id
words, but also an important activity in
language

class

of

factor that makes reading difficult. The

consolidating and extending knowledge

other reason is that there are many kinds

of the language. Learning reading in

of texts in English, such as narrative,

schools has not been done through the

descriptive, recount, spoof and many

correct process. Teachers often teach

more.

reading to the students unsystematically.

characteristics.

They do not know the nature of teaching

structure, social function, and language

reading. Teaching reading means helping

features.

students

differentiate each text from another and

to

and

a

means

Besides that reason, there is another

comprehend

words,

sentences, or texts easily.

Each

text

has

They

Usually the

are

different
generic

student cannot

they mix all kinds of texts. This will be a

Burn, Roe, and Ross (1984: 10) state

challenge for the teacher to find out how

that reading is a thinking process. It

the student can distinguish each kind of

involves

text.

the

process

of

recognizing

words which requires interpretation of

To solve that problem, a teacher

graphic symbols. Meanwhile, Aebersold

must find out how to make them able to

and Field (1997: 15) say that reading is

distinguish each kind of text, the teacher

what happens when people look at a text

must also try to develop the students’

and

written

reading skill which includes identifying

symbols in that text. It means that

word meaning, main idea of the text,

reading is a thinking process to give

explicit information, implicit information,

interpretation to the printed text based

and reference. They must also find out an

on their knowledge.

interesting method to teach reading, so

assign

meaning

to

the

Reading is one of English skills that

the students will be interested in reading

should be taught integratedly, but it is

class.

regarded as the most difficult language

According

to Kagan

(1994:

118),

skill to learn for learners. According to

there are some interesting methods to

Patel (2008: 113), reading is the most

teach reading under cooperative learning

useful and important skill for students. It

structures like fan-n-pick. This method is

is often perceived as the most difficult

used

language skill. In fact, the students are

understanding about the content of the

not capable to read and comprehend the

text they read, to introduce a new topic,

content of text correctly. The reason is

review material that has been delivered

that they are poor in identifying word

by the teacher, increase the students’

meaning, main idea of the text, detail

mastery of reading skills, thinking skills,

information, implicit information, and

communication skills, and information

reference.

sharing. Fan-n-pick method also gives the

122

to

check

the

students’

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 121-131
http://jurnal.pasca.uns.ac.id
students
new
venues
to

express

According to Dornyei (2005: 211), self-

themselves, practice self-control, learn in

confidence shares a common emphasis

different ways, and master and retain the

on the individual’s beliefs about his or

lessons they have learned. They have

her attributes and abilities as a person. It

come to realize that learning effectively

is the expected probability that a person

takes

more

forms

they

were

will achieve a goal in a certain situation

From

the

because it is relative to the prescribed

explanation above, it can be said that fan-

situation, task, and expectations. The

n-pick is an interesting method to teach

most important factor that determines

reading effectively in the classroom. It

the performance of students in school is

can build the students’ self-confidence in

neither intellect, nor energy or talent. It is

expressing

the amount of self-confidence that a

introduced

to

than

before.

their

opinion

in

reading

activity.

student has which decides how much he

Another teaching method which is
used

in

the

translation

research

method.

is

will be able to use his talent, energy, and

grammar

According

intellect. In reading activity, the students

to

who have high self-confidence are more

Richards (2001: 5-6), GTM dominated

focused

language teaching from the 1840s to the

questions

1940s (and is still being used in some of

Meanwhile, the students who have low

today’s classrooms). It approaches the

self-confidence are more passive.

language first through detailed analysis
of

its

grammar

rules,

followed

and

This

by

not

that

they

research

variables.

ashamed

They

to

cannot

consists
are

ask

answer.

of

some

dependent,

application of this knowledge to the task

independent, and attributive variables.

of translating sentences and texts into

The

and out of the target language. Reading

students’ reading skill. The independent

and writing are the major focus; little or

variables of this research are more than

no

to

one because it uses factorial design. They

speaking and listening (oral language).

are fan-n-pick and grammar translation

There is no discussion in this method.

methods. The attributive variable of this

The students cannot share their ideas to

research

answer the questions of the text. As

Those

explained

this

experimental and attributive, are hoped

method is on reading and writing, there

to influence the students’ reading skill

is no chance for the students to discuss

especially fan-n-pick as the cooperative

their answers.

method in teaching reading. This method

systematic

attention

above,

the

is

focus

paid

of

will

Another factor that influences the
students’ reading skill is self-confidence.

dependent

is

students’

variables

also

variable

make

is

the

self-confidence.

which

the

here

consist

students’

of

self-

confidence in reading comprehension

123

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Vol. I, Issue 1 (2012), PP 121-131
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higher. If they have high self-confidence

He also states that research designs are

in expressing their opinion about the

invented to enable researchers to answer

content of the text they read, their

research questions as validly, objectively,

reading skills will be better. The students

accurately, and economically as possible.

finally can be good readers.

There

This study is aimed at finding out: (1)
whether

fan-n-pick

effective

than

method

in

grammar

have

is

(2)

high

about

five

kinds

of

research method, they are one shot case-

more

study, single group pre- and post-tests

translation

experimental design, experimental and

reading

control groups post-test only design, two

teaching

comprehension,
who

method

are

whether

students

self-confidence

experimental

groups

post-test

only

have

design, and factorial designs (Hartoyo,

better reading skill than those who have

2010). In this research, the writer used

low

whether

the fifth design what’s called factorial

there is an interaction between teaching

designs. According to Tuckman (1972:

methods and students’ self-confidence on

133), factorial designs are modifications

the students’ reading skill.

of the true experimental designs, with the

self-confidence,

and

(3)

further

that

additional

independent variables (usually moderator

METHODS
According

complication

to

Kerlinger

(1992:

449),

variables) are included in addition to the

research design is the plan and structure

treatment variables.

of investigation, conceived so as to

In this design there are some steps

obtain answers to research questions.

which should be done to get the data.

The

or

Firstly, the writer chose the population,

program of the research. It includes an

then, she took the sample randomly. She

outline of what the investigator will do,

got

from writing the hypotheses and their

experimental and control. Then, she gave

operational

treatments to the students. After giving

plan

is

the

overall

implications

scheme

to

the

final

analysis of data.

provide

as

the

samples,

times, she gave post-test to them.

research design has two basic purposes:
to

groups

some treatments to the students for nine

Kerlinger (1992: 450) states that

(1)

two

answers

to

The research was conducted from

research

July

to

December

2012.

This

point

questions and (2) to control variance.

presents about population, sample, and

Design

sampling of the research.

helps

investigators

obtain

answers to the questions of research and
also

to

control

the

Best (1981: 8) points out that a

experimental,

population is any group of individuals

extraneous, and error variances of the

that has one or more characteristics in

particular research problem under study.

common

124

that

is

of

interest

to

the

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 121-131
http://jurnal.pasca.uns.ac.id
research. A population is a set (or

sample of study randomly by taking

collection) of all elements processing one

certain

or more attributes of interest (Arikunto,

characteristic. So, among the four classes,

2007:

the

the writer decided to take only two

population are the eighth grade students

classes (VIII-B and VIII-D) as the samples

of SMPN 2 Kejobong in the academic year

of the study, which consists of 48

of 2012/2013. There are four classes of

students. In this case, 24 students were

eighth

taken from class VIII-B and 24 students

130).

In

grade

this

research,

students

in

SMPN

2

classes

that

have

similar

Kejobong. Those are the population of

from

this research.

samples was considered representative

According to Best (1981: 8) a sample
is

a

small

proportion

selected

class

VIII-D.

This

number

of

enough used as a subject of research.
To

for

measure

the

students’

self-

writer

used

observation and analysis. By observing

confidence,

the characteristics of the sample, the

questionnaire. There were 50 questions

researcher can make certain inference

related to the students’ self-confidence.

about the characteristic of the. The

These questions were formulated based

sample is made up of the students from

on the indicators of self-confidence. To

the

measure the students’ reading skill, the

population

who

are

chosen

to

the

writer used reading test.

participate in the study. The samples of
the research are two classes of eighth

Arikunto (2007: 139) defines that test

grade students of SMPN 2 Kejobong

is a set of questions or exercises or other

which consist of 24 students each class.

means used to measure skill, knowledge,
intelligence,

According to Kerlinger (1992: 180),

ability,

or

talent

of

an

cluster sampling as the most often used

individuals or group of people. Based on

method in surveys, is the successive

the definition above, test is a profile of

random sampling of units, or sets and

the study results in the written form.

subsets. A cluster can be defined as a

This

group of things of the same kind. It is a

standard of students’ achievement. For

set of sample elements held together by

educators, this profile will be used to

some common characteristics. In cluster

determine the next learning process. In

random

administering a test, it is important to set

sampling,

partitioned

into

the

universe

clusters.

Then,

is
the

and

profile

is

determine

then

an

used

to

know

understandable

clusters are sampled randomly. In this

instruction. It is necessary since there

case, all members of selected groups

have been some cases in which students

have similar characteristic. Based on this

failed to do the test due to their inability

idea

a

to understand the given instruction. From

sampling technique that chooses the

the explanation above, the writer gave

cluster

random

sampling

is

125

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http://jurnal.pasca.uns.ac.id
test to the students in form of multiple

There are two requirements dealing

choices. There were 50 numbers of

with ANOVA test. They are normality and

questions. The students were asked to

homogeneity

answer the questions in 60 minutes.

Kerlinger (1992: 415), it is assumed in

tests.

According

to

According to Kerlinger (1992:192),

using the t- and F-tests (and thus the

data means research results from which

analysis of variance), for example, that

inferences

analysis

the samples with which the researchers

ordering,

work have been drawn from populations

manipulating and summarizing of data to

that are normally distributed. It is said

obtain answers to research questions.

that

The purpose of the analysis is to find out

samples are drawn are not normal, then

whether the experiment is successful or

statistical

not to answer the research problem. Data

normality assumption are vitiated. As a

analysis explains the kind of statistics

result,

analysis which is used. There are two

sampled observations and their statistics

kinds of data analysis methods. First,

will be in question. The sample is in

descriptive statistics (to analyze data by

normal distribution if Lo is lower than Lt

using

mean,

or Lo < Lt. The next important point is that

standard,

of homogeneity. It is assumed, in analysis

histogram and polygon) and second is

of variance, that variances within the

inferential analysis.

groups are statistically the same. That is,

means

are

the

drawn,

categorizing,

frequency

median,

The

while

distribution:

modus,

deviation

research

belonged

to

if

the

tests that

the

variances

quasi

population

depend

conclusions

are

from

on the

drawn

assumed

to

because the independent variable in the

within the bounds of random variation. If

research was more than one. They were

this is not true, the F-test is vitiated

fan-n-pick method and GTM in teaching

(Kerlinger, 1992: 416). The data are

reading

(1972:

262),

to

be

homogeneous

Tuckman

group

from

experimental which used factorial design,

comprehension.

from

which

group,

According

to

homogeneous if χo2 is lower than χt2. The

analysis

of

writer decided to use ANOVA (analysis of

variance, however, can be used for almost

variance) to analyze the research data.

any number of independent variables, but

Besides ANOVA test, Tukey’s test was

it is typically used for two, three, or four.

used to find the level of mean difference.

When

that

The finding of q is found by dividing the

includes an independent variable, the

difference between the means by the

size of the analysis of variance is equal to

square root of the ratio of the within

the

group variation and the sample size.

using

number

a

factorial

of

design

independent

and

moderator variables, called factors.

126

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RESULTS AND DISCUSSION

score is 62 up to 74, the mean is 69.5, the

The description of the data is based on

mode

the groups which are divided into eight

deviation is 3.415; (7) descriptive analysis

as follows: (1) descriptive analysis of the

of the data of reading test of the students

data of reading test of the students as

having

experimental group taught by using fan-

experimental group taught by using fan-

n-pick method (A1) shows that score is 58

n-pick method (A1B2) shows that score is

up to 84., the mean is 73.3, the median is

58 up to 74, the mean is 68.3, the mode

73.5, the mode is 70.83, and the standard

is 69.50, and the standard deviation is

deviation is 6.338; (2) descriptive analysis

4.658; and (8) descriptive analysis of the

of the data of reading test of the students

data of reading test of the students

as control group taught by using GTM

having low self-confidence as control

(A2) shows that score is 62 up to 78, the

group taught by using GTM (A2B2) shows

mean is 70.8, the median is 70.50, the

that score is 62 up to 78, the mean is

mode is 69.5, and the standard deviation

72.0, the mode is 72.70, and the standard

is 3.837; (3) descriptive analysis of the

deviation is 4.221.

is

low

Then,

data of reading test of the students

69.17,

and

the

standard

self-confidence

based

on

the

as

result

of

having high self-confidence (B1) shows

normality test it was found that the

that score is 62 up to 84, the mean is

sample

73.9, the median is 74, the mode is 72,

because Lo (L obtained) is lower than Lt (L

and the standard deviation is 5.688; (4)

table) at the level of significance α = 0.05.

descriptive

of

The data were homogenous because χo2 is

reading test of the students having low

lower than χt2 at the level of significance α

self-confidence (B2) shows that score is 58

= 0.05. Furthermore, the Ho was rejected

up to 78, the mean is 70.2, the median is

because Fo was higher than Ft (Fo > Ft).

analysis

of

the

data

was

on

normal

distribution

71.28, the mode is 72, and the standard

Based on the above result it can be

deviation is 4.669; (5) descriptive analysis

stated that (1) Fan-n-pick method is more

of the data of reading test of the students

effective than GTM to teach reading. Fan-

having

n-pick is one of the cooperative methods

high

self-confidence

as

experimental group taught by using fan-

that

n-pick method (A1B1) shows that score is

enjoyable in learning activity. Reading

70 up to 84, the mean is 78.33, the mode

activity is more fun if it uses this

is 77.75, and the standard deviation is

method. One of the characteristics of

3.729; (6) descriptive analysis of the data

cooperative methods is that there is a

of reading test of the students having

group discussion during learning activity.

high self-confidence as control group

It makes the students more active in the

taught by using GTM (A2B1) shows that

classroom. According to Skidmore (2008:

127

can

make

the

students

more

ENGLISH TEACHING
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117), fan-n-pick is a method that helps all

information sharing in answering the

students in the learning process. Fan-n-

questions related to the content of the

pick uses a set of cards for each group of

text they read. Richards (2001: 5-6) also

four students. These cards consist of

says that this method approaches the

some questions about the content of the

language first through detailed analysis

text the students read. The students are

of

asked to answer the question on the card

application of this knowledge to the task

one by one in their group. Although it is

of translating sentences and texts into

frightening to answer the question of the

and out of the target language. It can be

text orally in front of the class, it is easy

said that the method requires students to

for students to talk with a supportive

translate whole texts word-for-word. It

teammate.

self-

just focuses on grammar pattern and

confidence. And it can be said that fan-n-

translation, not the content of the text

pick is used to check the students’

the students read. Questions and answer

understanding about the content of the

during learning activity are also very

text they read, to introduce a new topic,

limited. The answer of the questions is

review material that has been delivered

not various and it is almost the same

by the teacher, increase the students’

because the teacher gives the correct

mastery of reading skills, thinking skills,

answer just based on the text. The

communication skills, and information

students cannot express their opinion

sharing. According to Kagan (1994: 15-

freely in answering the question because

17) there are some advantages of fan-n-

they are not given a chance to discuss

pick method. Fan-n-pick method gives

with other during learning activity. It

the students new venues to express

makes reading a boring activity in the

themselves, practice self-control, learn in

classroom. Based on the explanation

different ways and master and retain the

above, it can be concluded that fan-n-pick

lessons

Another

method is more effective than GTM to

method that can be used to teach reading

teach reading especially to eighth grade

is grammar translation method (GTM),

students; (2) Students who have high self-

but it is an old method. According to

confidence have better reading skill than

Richards (2001: 5-6), there are some

those

characteristics of grammar translation

Having high self-confidence is necessary

method. One of the characteristics of this

for students. Confident students trust

method is that the teacher has authority

their own abilities, have a general sense

in the classroom. It makes the students

of control in their lives, and believe that,

more passive in learning activity. There is

within reason, they will be able to do

no group discussion, so there is no

what they wish, plan, and expect. If they

It

they

can

have

build

their

learned.

128

its

grammar

who

have

rules,

low

followed

by

self-confidence.

ENGLISH TEACHING
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have high self-confidence, they will be

answers without giving any comments or

able to perform their personal attributes

different

such

optimism,

explanation above, it can be concluded

pride,

that the students who have high self-

independence, trust, the ability to handle

confidence are more active in reading

criticism

maturity.

activity than those who have low self-

Students who have high self-confidence

confidence. When they are active in

pay more attention in class, get along

reading activity, their reading skill will be

better with their peers and generally have

better. That is why the students who have

a more focused and inquisitive attitude

high self-confidence have better reading

because they feel good or comfortable

skill than those who have low self-

with who they are. They are more focused

confidence;

and do not hesitate to ask questions.

interaction between teaching methods

Asking

and self-confidence. The students who

as

assertiveness,

enthusiasm,

affection,

and

emotional

questions

in

the

classroom

answers.

and

Based

(3)

on

There

the

is

an

requires certain courage to stand up and

have

interrupt the teacher to ask a question,

enough in reading activity. They have

and it requires self-confidence to do that.

high willingness to read the text without

They can do that if they feel capable,

being guided too hard by their teacher.

competent,

the

When they are taught by using fan-n-pick

classroom. They trust their own abilities

method, they can share idea each other in

and don’t fear failure in learning process.

a group discussion. High self-confidence

In contrast, the students who have low

students make a lot of friends and

self-confidence tend to study lazy or they

engage themselves in a group discussion.

are not able to solve their problem, and

Discussion brings various viewpoints to

they do not commit something with their

the forefront in a common place, thereby

new ideas. Students having low self-

enriching everyone by giving a multi-

confidence cannot express their answers

angle view of the topic. In this situation,

of the questions freely. They might not

teacher just helps the students to have a

stand up and ask the teacher to explain

good understanding about the content of

once

the text they read. By using fan-n-pick

more

and

even

energetic

though

in

they

are

high

self-confidence

can

adjust

active

struggling to get a concept right. This

method,

creates obstacles to their learning. They

reading skills to the level of their partner

are not able to share the information they

because they are working together. They

get from the text. During the discussion,

also encourage and support each other in

they are passive. They just listen what

language use (Kagan, 1994: 15-17). It

others say about the answers of the

means that teaching steps of this method

questions. Then they agree with their

can build the students’ self-confidence in

129

students

are

their

ENGLISH TEACHING
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the classroom because there

is

an

CONCLUSION AND SUGGESTION

interaction among students especially

Based

when they share the answers of the

concluded that fan-n-pick is an effective

questions related to the text given by the

method

teacher. That is why fan-n-pick method is

effectiveness

more

determined by the level of the students’

effective

than

GTM

to

teach

on

the

to

findings,

teach
of

it

can

reading.

the

method

be

The
is

students who have high self-confidence.

self-confidence.

In contrast, GTM is more effective to

effective than GTM to teach students who

teach

have

students

who

have

low

self-

high

Fan-n-pick

self-confidence.

is

For

more

the

confidence. Teaching reading using GTM

students who have low self-confidence,

is easier to do than using fan-n-pick, but

GTM is more effective than fan-n-pick to

it is boring. Larsen (2001: 17-18) states

teach reading. The writer hopes that it

that

grammar

can be a reference for the English

translation method is that the teacher

teachers to teach reading creatively and it

has authority in the classroom. It can be

can be references for other researchers to

said that the teacher plays a bigger role

conduct further research.

the

weak

point

of

than students in learning activity. There
is no group discussion activity. It means

BIBLIOGRAPHY

that the students do not share their

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Reader
to
Reading
Teacher.
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University
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Best, J. W. (1981). Research in Education.
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Broughton, Geoffrey. (1980). Teaching
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Burn, P.C., Roe, B.D., and Ross, E.P. (1984).
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Reading
in
Today’s
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Dornyei, Zoltan. (2005). The Psychology of
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Hartoyo. (2010). Research Method in
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Kagan, Spencer. (1994). Cooperative
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Publishing.

answers of the questions with the others.
The

students

who

have

low

self-

confidence are very happy because they
do not need to share ideas in answering
the questions of the text. Low selfconfidence can influence the students to
feel too anxious, nervous, or worried
about.
They are always ashamed to answer
the questions in front of the other
students. It makes them very passive
during reading activity. That is why GTM
is moreappropriate to teach reading to
students having low self-confidence. It
means there is an interaction between
teaching methods and students’ selfconfidence to teach reading.

130

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 121-131
http://jurnal.pasca.uns.ac.id
Kerlinger, F. N. (1992). Foundation of
Behavioral Research. New York: Holt,
Rinehart, and Winston, Inc.
Larsen-Freeman, Diane. (2001).Techniques
and Principles in Language Teaching.
New York: Oxford University Press.
Patel. (2008). English Language Teaching
(Methods, Tools, and Techniques).
Jaipur: Sunrise.
Richards, Jack C. & Rodgers, Theodore S.
(2001). Approaches and Methods in
Language Teaching. New York:
Cambridge University Press.
Skidmore, Sharon. (2008). Balanced
Literacy
Through
Cooperative
Learning and Active Engangement.
Sidney: Hawker: Brownlow Education.
Tuckman, Bruce W. (1972). Conducting
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