THE EFFECTIVENESS OF ANALYTIC TEAMS TECHNIQUE TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS INTELLIGENCE.
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
THE EFFECTIVENESS OF ANALYTIC TEAMS TECHNIQUE TO TEACH READING
COMPREHENSION VIEWED FROM STUDENTS INTELLIGENCE
1
Sugi hartatik, 2 Abdul Asib 1, 3 Martono 2
1
(Student of Magister Program of English Education of Pascasarjana UNS)
(tati_ara@ymail.com)
2
2
(Teacher of English Education of Pascasarjana UNS)
(Teacher of English Education of Pascasarjana UNS)
ABSTRACT
This research is aimed at finding out whether: (1) Analytic Teams is more effective than
Grammar Translation to teach reading to the eighth grade students of MTsN Ponorogo in the
academic year of 2011/2012; (2) the eighth grade students of MTsN Ponorogo who have high
intelligence have better reading comprehension than those who have low intelligence and (3)
there is an interaction effect between teaching technique and students’ intelligence on the
students’ reading comprehension. The method which was applied in this research was
experimental study. The research was conducted at MTsN Ponorogo in the academic year of
2011/2012. The population of this research was the eighth grade students of MTsN
Ponorogo. Two samples were taken by using analytic team technique. The class VIIIA was
used as the experimental class and class VIIIB as the control class. Each of the class consists
of 22 students. The experiment group was treated by using Analytic Team, while the control
group was treated by using grammar translation. The data analysis shows the following
finding: (1) Analytic Team is more effective than Grammar Translation to teach reading for
the eighth grade students of MTsN Ponorogo in the academic year of 2011/2012; (2) the
students who have high intelligence have better reading achievement than the achievement
of those who have low intelligence; and (3) there is an interaction between teaching
technique and student’s intelligence to teach reading at the eighth grade students of MTsN
Ponorogo.
Keyword: Teaching technique, reading Comprehension, Intelligence
INTRODUCTION
That is why, an English teacher should be
English teaching and learning is aimed at
more active in teaching reading.
mastering
the
skills/
In this case, to make the students
Namely listening, speaking, reading and
achieve in reading comprehension, the
writing. One of the language skills is
writer applies analytic team technique on
reading. Jeremy Harmer (1998:70) states
the consideration that it can improve the
that, reading is an incredibly active
students’ reading comprehension and
occupation. It means that reading is way
encourage students’ active in teaching
to know, to feel and to understand.
and learning process. The success of
Reading is an active and interactive
teaching English especially reading is also
activity to reproduce the word mentally
influenced
and vocally and understand the content
factors,
of reading text. Reading to get the right
intelligence. Carol Bainbridge states that,
information
many
intelligence is the ability to learn about,
students especially for the eighth grader.
learn from, understand, and interact with
is
four
not
language
easy
for
98
by
one
students’
of
them
personality
is
student’s
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
one’s environment. So, intelligence clearly
2.
The students having high intelligence
has a powerful genetic component. A
have better reading comprehension
stimulating
than those having low intelligence.
environment,
parental
encouragement, good schooling, specific
3.
There
is
an
interaction
between
reasoning skills, continued practice, and
teaching techniques and intelligence
so on, certainly help the students become
in teaching reading for the Eighth
more intelligent.
grade students of MTsN Ponorogo in
Considering that background, the
the Academic year of 2011/ 2012.
writer formulates the problems of this
The discussion of the nature of
study as follows:
reading, in general, cannot be separated
1.
Is Analytic Teams technique more
from different ways of defining the term
effective than Grammar Translation
of
Method to teach Reading for eighth
(1998: 17). Reading is the process of
grade students of of MTsN Ponorogo
receiving and interpreting information
in the academic year of 2011/2012?
encoded
Do
high
medium of print. Moreover, Urquhart
reading
(1998: 14) states that reading means
comprehention than those having
dealing with language message in written
low intelligence?
or printed form. Further, Reading is the
Is there
ability to draw meaning from the printed
2.
the
students
intelligence
3.
have
having
better
any interaction between
reading.
Widdowson
in
language
in
form
Urquhart,
via
the
teaching Techniques and Intelligence
page
in teaching Reading for the eighth
appropriately (Grabe and Stoller, 2002: 9).
grade students of of MTsN Ponorogo
It means that reading is used to look for
in the academic year of 2011/ 2012?
the meaning and information from the
This research is aimed at finding out
text. Another definition is stated by
the influences of the teaching strategies
(Vacca, & Gove, 1991: 57) reading is a
and
the
means of communicating information
In
between the writer and the reader. The
detail, this research has the objective too
reader tries to understand ideas that the
find out whether:
writer has put in print. Reading is a
1.
Analytic Teams technique is more
process
effective than grammar translation
language (Rumelhart, 1985: 57). Reading
technique to teach reading for the
also provides opportunities to study
Eighth grade students of of MTsN
language:
Ponorogo in the Academic year of
punctuation, and the way we construct
2011/ 2012.
sentence, paragraphs, and text.
students’
students’
intelligence
reading
on
comprehension.
99
and
interpret
of
this
information
understanding
vocabulary,
written
grammar,
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
There are many reasons why reading
explicitly
is important for the teacher to teach the
information.
students. Many students want to be able
A good reading competence requires
to read texts in English. It can help them
many components. The students have to
to improve their knowledge and give
have some indicators that can indicate
them additional skill for their careers in
their reading competence such as: Word
the future. The teacher can use reading
meaning, main idea, comprehending the
texts as a media to teach vocabulary,
explicit and implicit, and reference of the
grammar,
punctuation,
to
word. A person may read for many
construct
sentence,
etc.
purposes, and the purpose helps to
Moreover, Rivers (1981) supports that
understand more what is read by people.
reading is the most important activity in
If he is reading for pleasure or reading
any language class, not only as a source
for pure recreation and enjoyment, he
of information, but also as a means of
may read either quickly or slowly based
consolidating and extending one’s idea
on the way he likes or feels. But if reads
and knowledge of language. Further,
for studying or setting information such
Rosenshine
reading
as news, science, or same line, which are
comprehension commonly entails seven
part of his study or assignment he does it
skills. They are: recognizing the words in
very slowly and carefully. According to
the
Anderson
way
paragraphs
says
context,
the
that
identifying
main
ideas,
and
there
are
implicitly
seven
stated
aims
of
decoding
reading. Reading for details and fact,
details, drawing inferences, recognizing
reading for main ideas, reading for
cause and effect and comparing and
sequence or organization, reading for
converting. Being able to state the main
inference, reading for classifying reading
idea of what has been read is one the
for evaluating and reading for comparing
most
of contest.
recognizing
the
sequence,
important
comprehension
skill
(Rosenshine in Dupuis and Askov, 1982:
To make the students enjoy and
186). Being able to state the main idea of
interested in teaching learning process
what has been read is one of the most
the teacher must be able to choose the
important comprehension skills.
technique to teach. One of the techniques
4.
and
which can be used to teach reading is
elaboration of reading, it can be
analytic team technique. This technique
stated that reading comprehension is
is useful for helping students understand
a process of getting meaning of
the different activities that constitute a
strange lexical items (synonym and
critical analysis. It can be particularly
antonym),
reference,
effective when the teacher assigns roles
finding
that exist within the norms of the
In
line
with
identifying
the
theories
finding
main
point,
100
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
discipline. The most challenging aspect in
improve the grammar in order that has
preparing for this technique is selecting
better in their native language and make
an assignment that is complex enough to
students grow intellectually.
yield a useful analysis when divided into
component tasks. If the task is not
RESEARCH METHODOLOGY
sufficiently complex, one or more of the
Related to this study, the writer used
individual team members will be bored or
experimental study because the aim of
unable to participate. Elizabeth F. (2005:
this study is revealing the effect of
194) states that to select an assignment
teaching
and
requires use of a complex analytical
toward
the
process and break the process down into
comprehension.
component part or roles. Although there
variables.
are a variety of roles from which to
variable. In this study, the independent
choose, depending upon the specific
variable
analytic process and learning goals. It
second variable is dependent variable.
means that analytic team technique is
The dependent variable in this study is
used to analyze text to focusing in
reading
learning goals (the goal can be generic
variable
structure, and content or the meaning of
variable or attributive variable. It is
the text).
intelligence.
The
is
students’
students’
It
first
teaching
a
reading
involved
is
secondary
three
independent
techniques.
comprehension.
is
intelligence
The
The
third
independent
translation
The population of this study is the
technique was used for the purpose of
eighth grade students of MTsN Ponorogo
helping students read and appreciate
in the academic year of 2011/ 2012. The
foreign language literature. It was also
total number of the population in this
hoped that, through the study of the
research is 248students who are divided
grammar of the target language, students
into 8 classes.
Beside,
grammar
would become more familiar with the
In this study, the writer only takes
grammar of their native language better.
two classes were VIII A and VIIIB. VIII A
Finally,
was the experimental class and VIIIB was
it
was
thought
that
foreign
the control class.
language learning would help students
grow intellectually, it was recognize that
The sample in this study was chosen
students would probably never use the
randomly from the population of cluster
target language, but the mental exercise
which is usually called cluster random
of learning it would be beneficial anyway,
sampling. It means that all the members
(Diane Larsen Freeman, 2000: 11). From
of cluster must be included in the
that statement it means that grammar
sample.
translation
technique
hopefully
can
101
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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RESULT AND DISCUSSION
Hypotheses Testing
Table 1. Summary of mean scores
Techni
Analytic
Grammar
que of
Teams
Teachi
Translatio
Total
Rows
n
SS
D
f
MS
Betwee
n
Column
s
31.1136
1
31.113
6
5.35
18
46.0227
1
46.022
7
7.91
63
16.568
2
2.84
99
16.5682
ng
1
Betwee
n rows
Intellig
ence
High
Source
of
Varians
42
43
40
37
41
38
36
40
39
41
40
2.84
2.84
2.84
Column
s by
rows
41
37
40
35
37
33
39
34
36
38
35
Betwee
n Group
Within
Group
Total
93.7045
3
232.545
5
4
0
326.250
0
4
3
31.234
8
5.8136
Based on the table above, it can be
Low
38
40
37
35
39
36
37
36
38
32
33
concluded that:
40
36
35
39
35
37
38
34
37
31
34
1.
Because Fo between columns (5.3518)
is higher Than Ft (2.84) at the level of
significance α = 0.05, the difference
between
columns
is
significant.
Therefore, the null hypothesis (Ho) stating
that there is no significant difference in
reading
comprehension
between
the
students who are taught by using analytic
team and students who are taught by
using grammar translation method is
rejected. It can be concluded that the
technique used differs significantly from
one another in their effect on their
performance
of
the
subjects
in
the
experiment. Because the students’ mean
of
C1
(38.0909)
is
higher
than
the
students’ mean of C2 (36.4091), the
students who are taught by using analytic
team technique are better in reading
comprehension
table 2. the summary of a 2x2 multifactor of
variance
102
than
those
who
are
ENGLISH TEACHING
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taught by using grammar translation
Between
Group
A1
A2
of
B1
B2
X1X2
1.68
18
2.04
55
significance α = 0.05 the difference
A1
B1
A1
B2
A2
B1
2.90
91
4
3.1
1
A2
B2
0.45
45
0.
63
3.1
1
method.
2.
Because Fo between rows (7.9163) is
higher
Than
Ft
(2.84)
the
level
between row is significant. Therefore, the
null hypothesis (Ho) stating that there is
no
significant
difference
in
a.
reading
Comparing
3.
27
3.
98
2.9
2
2.9
2
two
Siqnifica
ntly
Significa
nt
Significa
nt
Significa
nt
Not
Significa
nt
means
Mean
ing
A1 >
A2
B1>B
2
A1B1
>
A2B1
between
students
columns (A1 - A2). qo is 3.27. The value of
who have low intelligence and students
qt for α=0.05 and n=22 is 2.92. Because qo
who have high intelligence is rejected. It
(3.27) is higher than qt (2.92), analytic
can be concluded that the difference
team differs significantly from grammar
between the achievement of those subject
translation. The mean score of students
having high intelligence and those having
who are taught by using analystic team
low
The
technique (38.0909) is higher than who
students’ mean of r1 (38.2727) is higher
are taught by using grammar translation
than the students’ mean of r2 (36.2273)
method
so, the students who have high level of
technique
intelligence
grammar translation method for teaching
comprehension
between
intelligence
have
is
the
significant.
better
reading
(36.4091).
is
So,
more
analytic
team
effective
than
comprehension than those who have low
reading.
intelligence.
b.
3.
Because Fo interaction (2.8499) is
(B1 - B2). qo is 3.98 the value of qt for α=0.05
higher than Ft (2.84), at the level of
and n=22 is 2.92. Because qo (3.98) is
significance α = 0,05. Therefore, The null
higher than qt (2.92), the students who
hypothesis (Ho) stating that there is
have high intelligence are significantly
interaction between teaching technique
different in reading from the students
and students’ intelligence in reading
who have low intelligence. The mean
comprehension is rejected. It means that
score of students having high intelligence
the effect of teaching methods used on
(38.2727) is higher than the students who
the achievement depends on the subjects’
having low intelligence (36.2273). So the
degree or level of intelligence.
students
Comparing two means between rows
who
intelligence
have
have
high
better
level
of
reading
comprehension than the students who
have low intelligence.
c.
Comparing the means between cells
(A1 - B1 and A2 - B1). qo is 4. The value of qt
for α=0.05 and n=22 is 2.92. Because qo
Table 3. The Summary of Tukey Test
103
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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(4) is higher than qt (3.11), analytic team
friends. One teaching method that is
differs
appropriate to fulfill the students’ needs
significantly
from
grammar
for
is analytic teams. This method help the
students having high intelligence. The
students built their social and human
mean score of students having high
relation and makes the students as the
intelligence who are taught by using
center in learning process. This method
analytic team (39.7273) is higher than
lets
those who are taught by using grammar
analyzing, finding and facing the problem
translation method (36.8182), so analytic
of
team technique is more effective than
knowledge by themselves. An analytic
grammar translation method for teaching
team is used to select an assignment
reading
requires use of a complex analytical
translation
for
for
teaching
students
reading
having
high
the
the
students
text,
so
more
they
can
active
gain
in
the
intelligence.
process and break the process down into
d.
Comparing two means between cells
component part of roles (Elizabeth F.
(A1B2 and A2B2 ) qo is 0.63. The value of qt
2005: 194). In the teams they discuss
for α=0.05 and n=22 is 3.11. Because qo
what they learn with their friends while
(0.63) is lower than qt(3.11), grammar
checking the answer each other. If they
translation
cannot solve the problem in the teams,
method
does
not
differ
they can ask the teacher for helping.
significantly from analytic team to teach
low
On the contrary, grammar translation
intelligence. The mean score of students
method used by the teacher is less
having low intelligence who are taught by
effective to improve the students’ reading
using analytic team technique (36.4545)
skill because it does not make the
and the mean score of students having
students motivated to involve in teaching
low intelligence who are taught by using
and learning process. Prator and Celce-
grammar translation method (36). So the
Murcia in Brown (1979: 3), state that
effectiveness of both techniques does not
there are some major characteristic of
differ from one another.
grammar translation method, namely:
reading
for
students
who
have
1.
By considering the data analysis
Classes taught in the mother tongue,
above, there are some conclusions that
with
can be draw. Analytic team is better
language.
2.
applied in junior high school because the
they
are
intermediate
active
use
of
target
Much of vocabulary is taught in the
form of list of isolated words.
students are not the lower level students
indeed
little
3.
level
Long, elaborate explanation of the
intricacies of grammar given.
students. In this level, the students start
4.
to learn how to convey their opinion,
analyze the text, and cooperate with their
104
Grammar
provide
the
rules
putting
words
together
for
and
ENGLISH TEACHING
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instruction often focuses on the form
5.
6.
7.
8.
teaching and learning process. They are
and inflection of words.
not easy to give up and bored when they
Reading of difficult classical text is
find the problem, like do not understand
begun early.
some
Little attention is paid to the content
instruction in the text. They will try to
of text, which are treated as exercises
check dictionary, ask their friends or ask
in grammatical analysis.
the teacher. The process done in this
Often the only drills are exercises in
teaching method can easily be followed
translating disconnected sentences
by the students having high intelligence
from the target language into the
because
mother tongue.
characteristic.
Little or no attention s given to
correlation
pronunciation.
reading ability. Carve (2009: 279) states
Grammar translation method make
that intelligence is often considered as a
the learners to be
passive students
major
vocabularies,
it
is
sentence,
suitable
There
between
factor
with
is
their
substantial
intelligence
causing
and
high
and
and
low
because in this method intended to teach
reading achievement. It means that the
the
of
students who have high intelligence will
grammatical rules and vocabulary and
have high ability in understanding a
produce perfect translation of the text
reading text than the students who have
being read. Indeed, this method does not
low intelligence. Thus, an analytic team is
promote the student’s critical thinking
more effective than grammar translation
and problem solving. That is why analytic
to teach reading to the students having
team is more effective than grammar
high intelligence.
students
memorize
the
list
translation method to teach reading.
Methods
tend
to
be
concerned
The students who have high level of
primarily with students and teacher roles
intelligence will be encourage in teaching
and behavior. In reading process, the
and learning process if the teaching gives
teacher
an opportunity to involve in it. They will
technique that motivated the students in
pay much attention to the teacher’s
joining the class. Beside, intelligence
instruction and have better attitude in
should be considered by the teacher so
following teaching and learning process.
the teaching and learning process will be
They will do all activities in the class
success. It because of the students who
actively and correctly. They will have
have high intelligence will be easy in
interest to solve the problems. The
accept the material than the student who
situation of the class is more productive
have low intelligence. The process done
and enthusiastic. The class is more alive
in this teaching method can easily be
and the students become the center of
followed by the students having high
105
also
needs
to
use
suitable
ENGLISH TEACHING
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intelligence because it is suitable with
vocabulary
their characteristic. The characteristic of
Indeed, this method does not promote
high intelligence students can be divided
the
into four main groups. They are: (1)
problem solving. They are passive in
reasoning power (i,e. understand and
joining the class and slower in doing the
learn); (2) emotional attributes (i,e. high
task.
concentration ability, seriousness); (3)
effective
sense and intuitive (i,e. high level of
intelligence while grammar translation
desire and sincere effort) (4) social skill
method is effective for students having
(i,e.
and
low intelligence. It is also shown by the
directing) (editor, 2010). So, the students
result of ANOVA that there is interaction
with high intelligence tend to be curious
effect between the two variables, the
and to find the knowledge by their own
teaching methods and the degree of
rather than spoon feeding by the teacher.
intelligence. So, it can be concluded that
Thus, analytic team technique is effective
there is interaction between teaching
than grammar translation method to
method and students’ intelligence for
teach reading to the students who have
teaching reading.
leadership
making
teams
of
the
student’s
That
critical
is
for
target
why
language.
thinking
analytic
students
and
team
having
is
high
high intelligence.
Meanwhile, for students having low
CONCLUSION, IMPLICATION, AND
intelligence, the effectiveness of both
SUGGESTION
analytic teams and grammar translation
Analytic team technique is more effective
are similar. It is shown by the low scores
than grammar translation method to
of the students’ achievement. However, in
teach reading. The students who have
general grammar translation method is
high intelligence have better reading
effective for the students having low
comprehension than the students who
intelligence
have
in
learning
process.
The
low
intelligence.
There
is
an
students with low intelligence are not
interaction between teaching methods
active and just memorize the list of
and
grammatical rules and vocabulary and
reading.
student’s
intelligence
to
teach
As the result, analytic team is an
produce translation of the text being
Larsen–
effective technique to teach reading. It
Freeman (2000: 17), states that grammar
offers possibility for the students to
translation technique has purpose of
build their social human relationship.
learning a foreign language is to be able
Analytic team stimulates the students’ to
to read literature written in the target
learn and how to convey their opinion,
language. To do this, students need to
analyze the text, and cooperate with their
learn about the grammar rules and
friends. In analytic team, the students are
read.
According
to
Diane
106
ENGLISH TEACHING
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motivated to increase the team’s score so
understand the material faster than the
all the students help and support each
students
who
have
other to understand the material or the
whether
they
do
topic and the students learn and discuss
independently. Therefore, analytic team
more about the text. the steps that must
is appropriate for the students who have
be followed in teaching reading using
high intelligence. The students with low
analytic team technique are: (1) have the
intelligence always need the teacher’s
students brainstorm, the teacher gives
help and guide in learning process.
brainstorming to the students; (2) form
Therefore,
students groups of four or five, the
suitable for them. Consequently, the
teacher asks the students to make a
English teacher should think about the
group and one group consists of four or
students’ intelligence in applying the
five students; (3) present lesson or assign
teaching method in teaching English,
the reading, the teacher present the
especially in teaching reading.
For the
lesson and give students assignment; (4)
low
it
grammar
intelligence,
in
group
or
translation
teacher of
English.
is
The
distribute the text that will be discussed,
teacher has to know which technique is
the teacher distributes the text that will
exactly suitable for the member of class.
be discussed to the students; (5) give
Referring the result of the study, analytic
team class time for individual members
team is more effective to teach reading.
to share their findings and to work
The teacher can use this method to
together to prepare to present their
improve
analysis, the teacher ask the students to
comprehension.
the
students’
reading
analyze the text in individual and share
For the students. Students have to be
their finding in group then present their
more active in teaching and learning
analysis in oral or written presentation;
process in order to improve their reading
(6) as the last step, the teacher gives a
comprehension. For students who have
brief
the
low intelligence, they must be aware of
steps
the importance of active involvement in
mentioned above, analytic team can be
teaching and learning process and their
applied well in teaching reading.
teacher is not only source in learning,
explanation
conclusion.
By
and
giving
following
the
the
then they have to encourage themselves.
effectiveness of teaching technique in the
Besides, they must try to practice to
class. The teacher must know which
improve their reading comprehension.
technique
Therefore, they will get good achievement
Intelligence
considering
is
contributes
suitable
in
students’
to
the
class
ability
and
in English subject especially in reading.
For the other researcher. There are
intelligence. It is because for the students
with
high
intelligence
they
some weaknesses in this study, which
will
107
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
should be considered by other researcher
Gall, D Meredith.dkk. (2007). Educational
Research. United States of America.
Gordon, Barry. (2003). Memori Inteligen.
Erlangga.
Grabe, William & Stoller, L. Fredicka. (2002).
Teaching and Researching Reading.
Malaysia:Longman.
Hedge Tricia. (2000). Teaching and
Learning in the Language Classroom.
Oxford University Press: China.
Herrel, L. Adrienne & Michael Jordan.
(2008). Fifty Strategies for Teaching
English Language Learners. Pearson
Merrill Prentice Hall.
Kennedy, Eddie C. 1995. Methodsin
Teaching Developmental Reading 2nd
edition. FE Peacock Publishers, Inc.
Larsen Diane. (2000). Techniques and
Principles in Language Teaching.
Oxford University Press: China.
Muijs, Daniel & Reynolds David (2008).
Effective Teaching Teori dan Aplikasi.
Sage Publication Ltd London.
to conduct better research. And this
result of study can become reference for
the other researcher who would like to
conduct further research at the same
subject.
For the writer herself. By considering
this study, the writer has to increase her
own
knowledge
on
how
reading
comprehension is taught to the students.
She can also conduct further research
with different subject.
REFERENCE
Arikunto, Suharsimi (2010). Prosedur
Penelitian Suatu Pendekatan Praktik. PT
Rineka Cipta: Jakarta.
Barkley,
Elizabeth
F.dkk.
(2005).
Collaborative
Learning
Technique.
United States of America.
Borich, D. Gary. (2011). Effective Teaching
Methods Research-Based Practice. The
University of Texas at Austin: Pearson
Brown, H Douglas. (2000). Principles of
Language Learning and Teaching. San
Francisco State University: Longman.
Brown, H Douglas. (2011). Teaching by
Principles An Interactive Approach to
Language Pedagogy. San Francisco
State University: Longman.
Budiyono,
(2009).
Statistika
untuk
Penelitian.
UPT
Penerbitan
dan
Pencetakan UNS (UNS Press).
Burmeister, lou E. 1974. Reading strategies
for
secondary
school
teachers.
Addition- Wesley Publisher.
Carver,P Ronald. 2009. The Causes of High
and
Low
Reading
Achievement.
Minnesota: Taylor & franch e –library.
Dupuis, Marry M and Askov, Eunice N.
1982.
ContentArea
Reading
an
Individualized Approach. Prentice Hall,
Inc. Englewood Cliffs. New Jersey.
Editor. 2010. The factors That Influence the
Acquisition of a Second Language: an
article. Accessed on December 15th,
2011
from
http://www.fountainmagazine.com/art
icle.php?ARTICLEID=325.
Nunan, David (2000). Language Teaching
Methodology. National Centre for English
Language
Teaching
and
Research.
Macquarie University: Sydney.
Prastowo, Andi (2011). Memahami Metode–
Metode Penelitan. Ar Ruzz Media:
Jogjakarta.
Sarwono, W. Sarlito. ( 2010 ). Pengantar
Psikologi Umum. Rajawali Pers. PT Raja
Grafindo Persada.
Slameto, (1988). Belajar dan Faktor–Faktor
yang Mempengaruhinya. PT. Bina
Aksara: Jakarta.
Sugiyono,
(2010).
Metode
Penelitian
Pendidikan. Alfabeta: Bandung.
Sukmadinata,
Nana
Syaodih.
(2009).
Landasan Psikologi Proses Pendidikan.
PT Remaja Rosdakarya Bandung.
Suryabrata, Sumadi (2005). Pengembangan
Alat Ukur Psikologis. Andi: Yogyakarta.
Witherington,
H.C.
(1985).
Psikologi
Pendidikan. Aksara Baru: Jakarta.
(http://gif/glossary/g/intelligence).
( http://www.edu.elzingaro.com)
(www.collaborativelearning.org)
(http://oswadoipc.worpress..com/2007/06/
22/the grammar-translation-method)
(http://archieve.gulfnews.com/notes/issues)
( http://giftedkids.about.com/gi)
(http://otec.uoreggon.edu/intelligence.htm)
(http://otec.uoreggon.edu/intelligence.htm)
(http://en.wikipedia.org/wiki/intelligence)
108
Vol. I, Issue 1 (2012), PP 98-108
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THE EFFECTIVENESS OF ANALYTIC TEAMS TECHNIQUE TO TEACH READING
COMPREHENSION VIEWED FROM STUDENTS INTELLIGENCE
1
Sugi hartatik, 2 Abdul Asib 1, 3 Martono 2
1
(Student of Magister Program of English Education of Pascasarjana UNS)
(tati_ara@ymail.com)
2
2
(Teacher of English Education of Pascasarjana UNS)
(Teacher of English Education of Pascasarjana UNS)
ABSTRACT
This research is aimed at finding out whether: (1) Analytic Teams is more effective than
Grammar Translation to teach reading to the eighth grade students of MTsN Ponorogo in the
academic year of 2011/2012; (2) the eighth grade students of MTsN Ponorogo who have high
intelligence have better reading comprehension than those who have low intelligence and (3)
there is an interaction effect between teaching technique and students’ intelligence on the
students’ reading comprehension. The method which was applied in this research was
experimental study. The research was conducted at MTsN Ponorogo in the academic year of
2011/2012. The population of this research was the eighth grade students of MTsN
Ponorogo. Two samples were taken by using analytic team technique. The class VIIIA was
used as the experimental class and class VIIIB as the control class. Each of the class consists
of 22 students. The experiment group was treated by using Analytic Team, while the control
group was treated by using grammar translation. The data analysis shows the following
finding: (1) Analytic Team is more effective than Grammar Translation to teach reading for
the eighth grade students of MTsN Ponorogo in the academic year of 2011/2012; (2) the
students who have high intelligence have better reading achievement than the achievement
of those who have low intelligence; and (3) there is an interaction between teaching
technique and student’s intelligence to teach reading at the eighth grade students of MTsN
Ponorogo.
Keyword: Teaching technique, reading Comprehension, Intelligence
INTRODUCTION
That is why, an English teacher should be
English teaching and learning is aimed at
more active in teaching reading.
mastering
the
skills/
In this case, to make the students
Namely listening, speaking, reading and
achieve in reading comprehension, the
writing. One of the language skills is
writer applies analytic team technique on
reading. Jeremy Harmer (1998:70) states
the consideration that it can improve the
that, reading is an incredibly active
students’ reading comprehension and
occupation. It means that reading is way
encourage students’ active in teaching
to know, to feel and to understand.
and learning process. The success of
Reading is an active and interactive
teaching English especially reading is also
activity to reproduce the word mentally
influenced
and vocally and understand the content
factors,
of reading text. Reading to get the right
intelligence. Carol Bainbridge states that,
information
many
intelligence is the ability to learn about,
students especially for the eighth grader.
learn from, understand, and interact with
is
four
not
language
easy
for
98
by
one
students’
of
them
personality
is
student’s
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
one’s environment. So, intelligence clearly
2.
The students having high intelligence
has a powerful genetic component. A
have better reading comprehension
stimulating
than those having low intelligence.
environment,
parental
encouragement, good schooling, specific
3.
There
is
an
interaction
between
reasoning skills, continued practice, and
teaching techniques and intelligence
so on, certainly help the students become
in teaching reading for the Eighth
more intelligent.
grade students of MTsN Ponorogo in
Considering that background, the
the Academic year of 2011/ 2012.
writer formulates the problems of this
The discussion of the nature of
study as follows:
reading, in general, cannot be separated
1.
Is Analytic Teams technique more
from different ways of defining the term
effective than Grammar Translation
of
Method to teach Reading for eighth
(1998: 17). Reading is the process of
grade students of of MTsN Ponorogo
receiving and interpreting information
in the academic year of 2011/2012?
encoded
Do
high
medium of print. Moreover, Urquhart
reading
(1998: 14) states that reading means
comprehention than those having
dealing with language message in written
low intelligence?
or printed form. Further, Reading is the
Is there
ability to draw meaning from the printed
2.
the
students
intelligence
3.
have
having
better
any interaction between
reading.
Widdowson
in
language
in
form
Urquhart,
via
the
teaching Techniques and Intelligence
page
in teaching Reading for the eighth
appropriately (Grabe and Stoller, 2002: 9).
grade students of of MTsN Ponorogo
It means that reading is used to look for
in the academic year of 2011/ 2012?
the meaning and information from the
This research is aimed at finding out
text. Another definition is stated by
the influences of the teaching strategies
(Vacca, & Gove, 1991: 57) reading is a
and
the
means of communicating information
In
between the writer and the reader. The
detail, this research has the objective too
reader tries to understand ideas that the
find out whether:
writer has put in print. Reading is a
1.
Analytic Teams technique is more
process
effective than grammar translation
language (Rumelhart, 1985: 57). Reading
technique to teach reading for the
also provides opportunities to study
Eighth grade students of of MTsN
language:
Ponorogo in the Academic year of
punctuation, and the way we construct
2011/ 2012.
sentence, paragraphs, and text.
students’
students’
intelligence
reading
on
comprehension.
99
and
interpret
of
this
information
understanding
vocabulary,
written
grammar,
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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There are many reasons why reading
explicitly
is important for the teacher to teach the
information.
students. Many students want to be able
A good reading competence requires
to read texts in English. It can help them
many components. The students have to
to improve their knowledge and give
have some indicators that can indicate
them additional skill for their careers in
their reading competence such as: Word
the future. The teacher can use reading
meaning, main idea, comprehending the
texts as a media to teach vocabulary,
explicit and implicit, and reference of the
grammar,
punctuation,
to
word. A person may read for many
construct
sentence,
etc.
purposes, and the purpose helps to
Moreover, Rivers (1981) supports that
understand more what is read by people.
reading is the most important activity in
If he is reading for pleasure or reading
any language class, not only as a source
for pure recreation and enjoyment, he
of information, but also as a means of
may read either quickly or slowly based
consolidating and extending one’s idea
on the way he likes or feels. But if reads
and knowledge of language. Further,
for studying or setting information such
Rosenshine
reading
as news, science, or same line, which are
comprehension commonly entails seven
part of his study or assignment he does it
skills. They are: recognizing the words in
very slowly and carefully. According to
the
Anderson
way
paragraphs
says
context,
the
that
identifying
main
ideas,
and
there
are
implicitly
seven
stated
aims
of
decoding
reading. Reading for details and fact,
details, drawing inferences, recognizing
reading for main ideas, reading for
cause and effect and comparing and
sequence or organization, reading for
converting. Being able to state the main
inference, reading for classifying reading
idea of what has been read is one the
for evaluating and reading for comparing
most
of contest.
recognizing
the
sequence,
important
comprehension
skill
(Rosenshine in Dupuis and Askov, 1982:
To make the students enjoy and
186). Being able to state the main idea of
interested in teaching learning process
what has been read is one of the most
the teacher must be able to choose the
important comprehension skills.
technique to teach. One of the techniques
4.
and
which can be used to teach reading is
elaboration of reading, it can be
analytic team technique. This technique
stated that reading comprehension is
is useful for helping students understand
a process of getting meaning of
the different activities that constitute a
strange lexical items (synonym and
critical analysis. It can be particularly
antonym),
reference,
effective when the teacher assigns roles
finding
that exist within the norms of the
In
line
with
identifying
the
theories
finding
main
point,
100
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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discipline. The most challenging aspect in
improve the grammar in order that has
preparing for this technique is selecting
better in their native language and make
an assignment that is complex enough to
students grow intellectually.
yield a useful analysis when divided into
component tasks. If the task is not
RESEARCH METHODOLOGY
sufficiently complex, one or more of the
Related to this study, the writer used
individual team members will be bored or
experimental study because the aim of
unable to participate. Elizabeth F. (2005:
this study is revealing the effect of
194) states that to select an assignment
teaching
and
requires use of a complex analytical
toward
the
process and break the process down into
comprehension.
component part or roles. Although there
variables.
are a variety of roles from which to
variable. In this study, the independent
choose, depending upon the specific
variable
analytic process and learning goals. It
second variable is dependent variable.
means that analytic team technique is
The dependent variable in this study is
used to analyze text to focusing in
reading
learning goals (the goal can be generic
variable
structure, and content or the meaning of
variable or attributive variable. It is
the text).
intelligence.
The
is
students’
students’
It
first
teaching
a
reading
involved
is
secondary
three
independent
techniques.
comprehension.
is
intelligence
The
The
third
independent
translation
The population of this study is the
technique was used for the purpose of
eighth grade students of MTsN Ponorogo
helping students read and appreciate
in the academic year of 2011/ 2012. The
foreign language literature. It was also
total number of the population in this
hoped that, through the study of the
research is 248students who are divided
grammar of the target language, students
into 8 classes.
Beside,
grammar
would become more familiar with the
In this study, the writer only takes
grammar of their native language better.
two classes were VIII A and VIIIB. VIII A
Finally,
was the experimental class and VIIIB was
it
was
thought
that
foreign
the control class.
language learning would help students
grow intellectually, it was recognize that
The sample in this study was chosen
students would probably never use the
randomly from the population of cluster
target language, but the mental exercise
which is usually called cluster random
of learning it would be beneficial anyway,
sampling. It means that all the members
(Diane Larsen Freeman, 2000: 11). From
of cluster must be included in the
that statement it means that grammar
sample.
translation
technique
hopefully
can
101
ENGLISH TEACHING
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RESULT AND DISCUSSION
Hypotheses Testing
Table 1. Summary of mean scores
Techni
Analytic
Grammar
que of
Teams
Teachi
Translatio
Total
Rows
n
SS
D
f
MS
Betwee
n
Column
s
31.1136
1
31.113
6
5.35
18
46.0227
1
46.022
7
7.91
63
16.568
2
2.84
99
16.5682
ng
1
Betwee
n rows
Intellig
ence
High
Source
of
Varians
42
43
40
37
41
38
36
40
39
41
40
2.84
2.84
2.84
Column
s by
rows
41
37
40
35
37
33
39
34
36
38
35
Betwee
n Group
Within
Group
Total
93.7045
3
232.545
5
4
0
326.250
0
4
3
31.234
8
5.8136
Based on the table above, it can be
Low
38
40
37
35
39
36
37
36
38
32
33
concluded that:
40
36
35
39
35
37
38
34
37
31
34
1.
Because Fo between columns (5.3518)
is higher Than Ft (2.84) at the level of
significance α = 0.05, the difference
between
columns
is
significant.
Therefore, the null hypothesis (Ho) stating
that there is no significant difference in
reading
comprehension
between
the
students who are taught by using analytic
team and students who are taught by
using grammar translation method is
rejected. It can be concluded that the
technique used differs significantly from
one another in their effect on their
performance
of
the
subjects
in
the
experiment. Because the students’ mean
of
C1
(38.0909)
is
higher
than
the
students’ mean of C2 (36.4091), the
students who are taught by using analytic
team technique are better in reading
comprehension
table 2. the summary of a 2x2 multifactor of
variance
102
than
those
who
are
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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taught by using grammar translation
Between
Group
A1
A2
of
B1
B2
X1X2
1.68
18
2.04
55
significance α = 0.05 the difference
A1
B1
A1
B2
A2
B1
2.90
91
4
3.1
1
A2
B2
0.45
45
0.
63
3.1
1
method.
2.
Because Fo between rows (7.9163) is
higher
Than
Ft
(2.84)
the
level
between row is significant. Therefore, the
null hypothesis (Ho) stating that there is
no
significant
difference
in
a.
reading
Comparing
3.
27
3.
98
2.9
2
2.9
2
two
Siqnifica
ntly
Significa
nt
Significa
nt
Significa
nt
Not
Significa
nt
means
Mean
ing
A1 >
A2
B1>B
2
A1B1
>
A2B1
between
students
columns (A1 - A2). qo is 3.27. The value of
who have low intelligence and students
qt for α=0.05 and n=22 is 2.92. Because qo
who have high intelligence is rejected. It
(3.27) is higher than qt (2.92), analytic
can be concluded that the difference
team differs significantly from grammar
between the achievement of those subject
translation. The mean score of students
having high intelligence and those having
who are taught by using analystic team
low
The
technique (38.0909) is higher than who
students’ mean of r1 (38.2727) is higher
are taught by using grammar translation
than the students’ mean of r2 (36.2273)
method
so, the students who have high level of
technique
intelligence
grammar translation method for teaching
comprehension
between
intelligence
have
is
the
significant.
better
reading
(36.4091).
is
So,
more
analytic
team
effective
than
comprehension than those who have low
reading.
intelligence.
b.
3.
Because Fo interaction (2.8499) is
(B1 - B2). qo is 3.98 the value of qt for α=0.05
higher than Ft (2.84), at the level of
and n=22 is 2.92. Because qo (3.98) is
significance α = 0,05. Therefore, The null
higher than qt (2.92), the students who
hypothesis (Ho) stating that there is
have high intelligence are significantly
interaction between teaching technique
different in reading from the students
and students’ intelligence in reading
who have low intelligence. The mean
comprehension is rejected. It means that
score of students having high intelligence
the effect of teaching methods used on
(38.2727) is higher than the students who
the achievement depends on the subjects’
having low intelligence (36.2273). So the
degree or level of intelligence.
students
Comparing two means between rows
who
intelligence
have
have
high
better
level
of
reading
comprehension than the students who
have low intelligence.
c.
Comparing the means between cells
(A1 - B1 and A2 - B1). qo is 4. The value of qt
for α=0.05 and n=22 is 2.92. Because qo
Table 3. The Summary of Tukey Test
103
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
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(4) is higher than qt (3.11), analytic team
friends. One teaching method that is
differs
appropriate to fulfill the students’ needs
significantly
from
grammar
for
is analytic teams. This method help the
students having high intelligence. The
students built their social and human
mean score of students having high
relation and makes the students as the
intelligence who are taught by using
center in learning process. This method
analytic team (39.7273) is higher than
lets
those who are taught by using grammar
analyzing, finding and facing the problem
translation method (36.8182), so analytic
of
team technique is more effective than
knowledge by themselves. An analytic
grammar translation method for teaching
team is used to select an assignment
reading
requires use of a complex analytical
translation
for
for
teaching
students
reading
having
high
the
the
students
text,
so
more
they
can
active
gain
in
the
intelligence.
process and break the process down into
d.
Comparing two means between cells
component part of roles (Elizabeth F.
(A1B2 and A2B2 ) qo is 0.63. The value of qt
2005: 194). In the teams they discuss
for α=0.05 and n=22 is 3.11. Because qo
what they learn with their friends while
(0.63) is lower than qt(3.11), grammar
checking the answer each other. If they
translation
cannot solve the problem in the teams,
method
does
not
differ
they can ask the teacher for helping.
significantly from analytic team to teach
low
On the contrary, grammar translation
intelligence. The mean score of students
method used by the teacher is less
having low intelligence who are taught by
effective to improve the students’ reading
using analytic team technique (36.4545)
skill because it does not make the
and the mean score of students having
students motivated to involve in teaching
low intelligence who are taught by using
and learning process. Prator and Celce-
grammar translation method (36). So the
Murcia in Brown (1979: 3), state that
effectiveness of both techniques does not
there are some major characteristic of
differ from one another.
grammar translation method, namely:
reading
for
students
who
have
1.
By considering the data analysis
Classes taught in the mother tongue,
above, there are some conclusions that
with
can be draw. Analytic team is better
language.
2.
applied in junior high school because the
they
are
intermediate
active
use
of
target
Much of vocabulary is taught in the
form of list of isolated words.
students are not the lower level students
indeed
little
3.
level
Long, elaborate explanation of the
intricacies of grammar given.
students. In this level, the students start
4.
to learn how to convey their opinion,
analyze the text, and cooperate with their
104
Grammar
provide
the
rules
putting
words
together
for
and
ENGLISH TEACHING
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instruction often focuses on the form
5.
6.
7.
8.
teaching and learning process. They are
and inflection of words.
not easy to give up and bored when they
Reading of difficult classical text is
find the problem, like do not understand
begun early.
some
Little attention is paid to the content
instruction in the text. They will try to
of text, which are treated as exercises
check dictionary, ask their friends or ask
in grammatical analysis.
the teacher. The process done in this
Often the only drills are exercises in
teaching method can easily be followed
translating disconnected sentences
by the students having high intelligence
from the target language into the
because
mother tongue.
characteristic.
Little or no attention s given to
correlation
pronunciation.
reading ability. Carve (2009: 279) states
Grammar translation method make
that intelligence is often considered as a
the learners to be
passive students
major
vocabularies,
it
is
sentence,
suitable
There
between
factor
with
is
their
substantial
intelligence
causing
and
high
and
and
low
because in this method intended to teach
reading achievement. It means that the
the
of
students who have high intelligence will
grammatical rules and vocabulary and
have high ability in understanding a
produce perfect translation of the text
reading text than the students who have
being read. Indeed, this method does not
low intelligence. Thus, an analytic team is
promote the student’s critical thinking
more effective than grammar translation
and problem solving. That is why analytic
to teach reading to the students having
team is more effective than grammar
high intelligence.
students
memorize
the
list
translation method to teach reading.
Methods
tend
to
be
concerned
The students who have high level of
primarily with students and teacher roles
intelligence will be encourage in teaching
and behavior. In reading process, the
and learning process if the teaching gives
teacher
an opportunity to involve in it. They will
technique that motivated the students in
pay much attention to the teacher’s
joining the class. Beside, intelligence
instruction and have better attitude in
should be considered by the teacher so
following teaching and learning process.
the teaching and learning process will be
They will do all activities in the class
success. It because of the students who
actively and correctly. They will have
have high intelligence will be easy in
interest to solve the problems. The
accept the material than the student who
situation of the class is more productive
have low intelligence. The process done
and enthusiastic. The class is more alive
in this teaching method can easily be
and the students become the center of
followed by the students having high
105
also
needs
to
use
suitable
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
intelligence because it is suitable with
vocabulary
their characteristic. The characteristic of
Indeed, this method does not promote
high intelligence students can be divided
the
into four main groups. They are: (1)
problem solving. They are passive in
reasoning power (i,e. understand and
joining the class and slower in doing the
learn); (2) emotional attributes (i,e. high
task.
concentration ability, seriousness); (3)
effective
sense and intuitive (i,e. high level of
intelligence while grammar translation
desire and sincere effort) (4) social skill
method is effective for students having
(i,e.
and
low intelligence. It is also shown by the
directing) (editor, 2010). So, the students
result of ANOVA that there is interaction
with high intelligence tend to be curious
effect between the two variables, the
and to find the knowledge by their own
teaching methods and the degree of
rather than spoon feeding by the teacher.
intelligence. So, it can be concluded that
Thus, analytic team technique is effective
there is interaction between teaching
than grammar translation method to
method and students’ intelligence for
teach reading to the students who have
teaching reading.
leadership
making
teams
of
the
student’s
That
critical
is
for
target
why
language.
thinking
analytic
students
and
team
having
is
high
high intelligence.
Meanwhile, for students having low
CONCLUSION, IMPLICATION, AND
intelligence, the effectiveness of both
SUGGESTION
analytic teams and grammar translation
Analytic team technique is more effective
are similar. It is shown by the low scores
than grammar translation method to
of the students’ achievement. However, in
teach reading. The students who have
general grammar translation method is
high intelligence have better reading
effective for the students having low
comprehension than the students who
intelligence
have
in
learning
process.
The
low
intelligence.
There
is
an
students with low intelligence are not
interaction between teaching methods
active and just memorize the list of
and
grammatical rules and vocabulary and
reading.
student’s
intelligence
to
teach
As the result, analytic team is an
produce translation of the text being
Larsen–
effective technique to teach reading. It
Freeman (2000: 17), states that grammar
offers possibility for the students to
translation technique has purpose of
build their social human relationship.
learning a foreign language is to be able
Analytic team stimulates the students’ to
to read literature written in the target
learn and how to convey their opinion,
language. To do this, students need to
analyze the text, and cooperate with their
learn about the grammar rules and
friends. In analytic team, the students are
read.
According
to
Diane
106
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
motivated to increase the team’s score so
understand the material faster than the
all the students help and support each
students
who
have
other to understand the material or the
whether
they
do
topic and the students learn and discuss
independently. Therefore, analytic team
more about the text. the steps that must
is appropriate for the students who have
be followed in teaching reading using
high intelligence. The students with low
analytic team technique are: (1) have the
intelligence always need the teacher’s
students brainstorm, the teacher gives
help and guide in learning process.
brainstorming to the students; (2) form
Therefore,
students groups of four or five, the
suitable for them. Consequently, the
teacher asks the students to make a
English teacher should think about the
group and one group consists of four or
students’ intelligence in applying the
five students; (3) present lesson or assign
teaching method in teaching English,
the reading, the teacher present the
especially in teaching reading.
For the
lesson and give students assignment; (4)
low
it
grammar
intelligence,
in
group
or
translation
teacher of
English.
is
The
distribute the text that will be discussed,
teacher has to know which technique is
the teacher distributes the text that will
exactly suitable for the member of class.
be discussed to the students; (5) give
Referring the result of the study, analytic
team class time for individual members
team is more effective to teach reading.
to share their findings and to work
The teacher can use this method to
together to prepare to present their
improve
analysis, the teacher ask the students to
comprehension.
the
students’
reading
analyze the text in individual and share
For the students. Students have to be
their finding in group then present their
more active in teaching and learning
analysis in oral or written presentation;
process in order to improve their reading
(6) as the last step, the teacher gives a
comprehension. For students who have
brief
the
low intelligence, they must be aware of
steps
the importance of active involvement in
mentioned above, analytic team can be
teaching and learning process and their
applied well in teaching reading.
teacher is not only source in learning,
explanation
conclusion.
By
and
giving
following
the
the
then they have to encourage themselves.
effectiveness of teaching technique in the
Besides, they must try to practice to
class. The teacher must know which
improve their reading comprehension.
technique
Therefore, they will get good achievement
Intelligence
considering
is
contributes
suitable
in
students’
to
the
class
ability
and
in English subject especially in reading.
For the other researcher. There are
intelligence. It is because for the students
with
high
intelligence
they
some weaknesses in this study, which
will
107
ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 98-108
http://jurnal.pasca.uns.ac.id
should be considered by other researcher
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Hedge Tricia. (2000). Teaching and
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Herrel, L. Adrienne & Michael Jordan.
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Kennedy, Eddie C. 1995. Methodsin
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result of study can become reference for
the other researcher who would like to
conduct further research at the same
subject.
For the writer herself. By considering
this study, the writer has to increase her
own
knowledge
on
how
reading
comprehension is taught to the students.
She can also conduct further research
with different subject.
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