THE EFFECT OF APPLYING GROUP INVESTIGATION METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF APPLYING GROUP INVESTIGATION
METHOD ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
CHARLES NAINGGOLAN
Registration Number.2101121008
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan, April 2015
Charles Nainggolan
21011210008
ABSTRACT
Nainggolan, Charles. 2101121008. The Effect of Applying Group
Investigation Method on Students’ Achievement in Reading Comprehension.
A Thesis. Faculty of Languages and Arts. State University of Medan. 2015.
This study was conducted to investigate the effect of Applying Group
Investigation Method on Students’ Achievement in Reading Comprehension. It
was an experimental research. The subject was students of Grade X, Senior High
School (Sekolah Menengah Atas) Sma Swasta HKBP Sidorame Medan, which
consisted of 60 students. The research was divided into two groups: experimental
and control groups. The instrument used to collect the data was reading
comprehension test. To obtain the reliability of the test, the writer applied Kuder
Richardson 21 formula. The result of the reliability was 0.80, and it was found
that the test was reliable. The data were analyzed by using t-test formula. The
analysis showed that the scores of the students in the experimental group were
significantly higher than the scores of the students in the control group at the level
of significant = 0.05 with the degree of freedom (df) 58, t-observed value 3,27 >
t-table value 2.00. The findings indicate that applying Group Investigation
Method significantly affected the students’ reading comprehension. It means that,
English teachers are suggested to use Group Investigation Method in order to
improve students’ reading comprehension achievement in report text.
Key Words: Group Investigation Method, Reading Comprehension
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express his deepest gratitude to
Jesus Christ for His blessing, health and opportunity which has enabled him to
complete this thesis. he realizes that he would never have been able to complete it
without the love of Jesus, the guidance of his lecturers, help from friends, and support
from his family. This thesis has been written in fulfillment of the requirements of the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages and
Arts, State University of Medan.
In order to finish an complete this thesis, the writer was helped by many
people through their guidences, supports, prays, comments, and suggestions. The
writer would like to express her gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector, State University of
Medan.
Dr. Isda Pramuniati, M.Hum., Dean, Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., Head, English Department, and also his
reviewer and examiner.
Dra. Meisuri, M.A., the secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., Head, English Education Study
Program, and also as his reviewer and examiner.
Drs. Willem Saragih, Dipl. Appl., M.Pd., his Thesis Consultant.
Dr. Rahmah.,M.Hum., his Academic Consultant.
Dra. Noralice Simbolon., the Headmaster of SMA HKBP Sidorame.
L. Napitupulu, S.Pd., the English Teacher of SMA HKBP Sidorame
His beloved father, mother and family, Bilson Nainggolan and
Tiomada Sitinjak, Jun herbet Manalu, S.sos, MSP, Susi br Marpaung
ST, MSP, for their endless love, prays, motivation, mental and
financial support; his lovely brothers and Sister, Darisman, Doppak,
Daud, Menanti, Arjun and Rosmawati br Nainggolan for their support,
love, and care.
His best friends, all Reguler Dik C 2010 esspecially for Samuel N
Panjaitan S.Pd., Batsyeba Silaen, Magdalena Simanjuntak, Fauzi,
Harnoi, Filzah, Frendy and Putra for the togetherness , prayer,
motivation, throughout four years. And also vivi simanjuntak S.Pd, for
careness and prayers.
ii
His friends in PPLT SMP Swasta Awal Karya Pembangunan (AKP)
Galang 2013 esspecially for Indra Manurung, Desmon Siburian.
The writer realizes that the content of this thesis is not perfect, so he warmly
welcomes any constructive suggestions that will improve the quality of this thesis. He
hopes it would be useful for those who are interested in this field of study.
Medan,
April 2015
The writer,
Charles Nainggolan
2101121008
ii
iii
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDMENT ..............................................................................
ii
TABLE OF CONTENTS..........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDIXES ..........................................................................
vii
CHAPTER I INTRODUCTIO
A. The Background of the Study ............................................................
1
B. The Problem of the study ...................................................................
4
C. The Objective of Study ......................................................................
4
D. The Scope of the Study......................................................................
5
E. The Significant of the Study ..............................................................
5
CHAPTER II: REVIEW OF LITERATURE
A. Theoritical Framework ...........................................................................
7
1. Students’ achievement in reading.......................................................
7
2. Reading ...............................................................................................
8
3. The Purpose of Reading .....................................................................
9
4. Reading Comprehension ....................................................................
10
5. Level of Reading Comprehension ......................................................
11
6. Assesment of Reading Comprehension ..............................................
14
7. Genre ..................................................................................................
15
8. Report Text .........................................................................................
15
9.Generic Structure of Report Text ........................................................
15
10.Method...............................................................................................
17
11. Group Investigation Method ............................................................
17
12. Stage of Group Investigation Method ..............................................
18
13. The Adventages and Disadventages of Group Investigation ...........
20
14. Lecturing Method .............................................................................
21
iv
B. Conceptual Framework ..........................................................................
22
C. Hypothesis ..............................................................................................
23
CHAPTER III: RESEARCH METHOD
A. Research Design .....................................................................................
24
B. Population and Sample ...........................................................................
25
1) Population ..........................................................................................
25
2) Sample ................................................................................................
25
C. The Instrument for Collecting Data ........................................................
25
D. The Procedures of Research ...................................................................
27
1. Pre-Test ..............................................................................................
27
2. Treatment............................................................................................
27
3. Post-test ..............................................................................................
29
E. Scoring the Test ......................................................................................
30
F. Validity and Reliability ...........................................................................
30
1. Validity of the Test .............................................................................
30
2. Reliability of the test ..........................................................................
30
G. Technique for Analyzing Data ...............................................................
31
H. Statistical Hypothesis .............................................................................
32
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING
A. Data ........................................................................................................
33
Data Analysis .........................................................................................
35
Reseach Finding .....................................................................................
38
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion..............................................................................................
39
Suggestion ..............................................................................................
39
REFERENCES ..........................................................................................
40
APPENDICES ...........................................................................................
41
v
LIST OF TABLES
Table 2.1 The example of Report Text ....................................................
16
Table 2.2 Teaching Procedures on Lecturing Method ..........................
21
Table 3.1 Experimental Research design ................................................
24
Table 3.2 Table of Specification ...............................................................
26
Table 3.3 Teaching Procedure of the Experimental Group ..................
27
Table 3.4 Teaching procedures for Control Group ..............................
34
vi
LIST OF APPENDICES
APPENDIX A result of pre-test and post-test in experimental class ......
42
APPENDIX B result of pre-test and post-test in control class .................
44
APPENDIX C the score of realibility of the test .......................................
46
APPENDIX D the Calculation of the t-test ...............................................
48
APPENDIX E t- ............................................................................................
51
APPENDIX F reading multiple choice test................................................
52
APPENDIX G answer keys .........................................................................
54
APPENDIX H lesson plan for experimental & control class ...................
65
vii
CHAPTER I
INTRODUCTION
A. Background of Study
There are four skills of language, they are listening, speaking, reading and
writing. This study is focused on the reading skill. Reading is one skill which has
much contributions in improving the students‟ knowledge. The main goal of
reading is comprehension. Reading comprehension refers to reading by
understanding the vocabulary, seeing the relationship among words and concepts,
organizing ideas, recognizing the outhor‟s porpuses, making judgment and
evaluating. Moreover, reading has formed part of syllabus in teaching English
where students are expected to be able to comprehend the meaning of written text,
such as descriptive, recount, narrative, procedure ,report and etc in the context of
daily life.
In fact, reading comprehension is not as easy as people think. Based on the
experiences of the preliminary researchers, the students faced some difficulties in
reading comprehension. For example, the students read the text without
understanding
the infomation from the text. They have difficulties in
comprehending, and getting the main idea (Ginting, 2013). The writer concludes
that there are
some factors that make the student have problems in reading
comprehension, such as, the students‟ vocabulary is poor, reading activity is done
as personal, the prior knowledge of students is still low, so that they have
difficulty to comprehend a text, and also the teaching method that teacher uses to
1
2
teach reading is less creative or still uses conventional method, such as
speech and demonstration method.
In adition, based on the observation in grade X SMA Swasta HKBP
Sidorame Medan, through interviewing the English teacher, Mery Simanjuntak
S.Pd,. The writer found that the students got low score in reading comprehension.
It can be seen in 29 of 40 students or 72% students could not pass the Minimal
Completeness Criterion (KKM) namely 70 points which is decided in the school
for English subject. Moreover, in the school still use conventional method to teach
reading, for examples, speech method and lecturing method, it makes the students
do not motivate and encourage them in teaching learning process. The data
above indicates the achievement of students in reading comprehension is still
low. Beside that, many students were struggling in comprehending text. Although,
the text was explained several times, some of the them were really hard to
understand the content and they showed uninteresting feeling in the teaching and
learning process.
In this case, it is necessary to find the method that can help students to
enhance their reading comprehension for students at junior high school. When the
writer read some theories about teaching method, the writer found a teaching
method that is expected to solve these problems namely Group Investigation
Method. It is a part of cooperative learning method that organizes plan in
classroom where students work in small groups using cooperative inquiry, group
discussion, cooperative planning and project.
3
Ivy (2006) states that the constructivist perspective asserts that knowledge
is acquired through the person‟s interactions with the social and material
environment, thus writer in this case proposes group Investigation Method as a
solution for this problem. Group Investigation method is an organizational
approach that allows a class to work actively and collaboratively in small groups
and enable students to take an active role in determining their own learning goals
and processes. And also the students will have opportunities to discuss what topic
they are interested to investigate or to discuss the topic that is given by the teacher
in group.
Sari (2012) has conducted a research and found that Group Investigation
Method can help the students to solve their problem to improve writing ability.
This condition becomes the reason why the writer would like to conduct a
research by using Group Investigation Method. Pasaribu (2013) also conducted a
research about Improving Students‟ Reading Comprehension Achievement in
Recount text through Group Investigation Method. She concluded that Group
investigation Method is one of the effective method to improve students‟ reading
comprehension, and also made teaching learning process enjoyable and more
active.
Responding to this situation, the writer considers that although the
previous researchers have conducted the group investigation method to teaching
reading text and writing recount text and achieving a good result, but in this study
the writer tries to use group investigation method in teaching reading report text,
because there is significant difference about the contents for each genre.
4
Based on the explanation given, the writers hopes Group Investigation
Method can be expected to help the students to solve their difficulties in reading
comprehension. There are some kinds of genre namely recount, report, exposition
spoof, analytical exposition, news item, anecdote, narrative, procedure, hortatory
exposition, disccusion, reviews and explanation. In this study, the writer focuses
on reading report text as a subject on learning material. The writer uses report text
because report text is an informative text that provides useful information which
can enhance and enrich student‟ knowledge.
Therefore, this study is designed and conducted to identify the effect of
applying Group Investigation Method on students‟ achievement in reading
comprehension in report text.
B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows:
“ Is there any significant effect of applying Group Investigation Method on
students‟ achievement in reading comprehension in report text ?”
C. The Objective of the Study
The objective of the research is to find out the effect of Group
Investigation Method on the students‟ reading comprehension in report text,
appropriate with the research problem.
5
D. The Scope of the Study
According to Gerot and Wignell (1994:192), texts are devided into several
types that known as genre; they are spoof, recount, report, analytical exposition,
news item, anecdote, narrative procedure, descriptive, hortatory exposition,
explanation, discussion, reviews. This study is focused on reading report text by
applying Group Investigation method. The researcher uses report text because
report text contains useful information which can enhance and enrich students‟
knowledge, and also this study focuses on four levels of reading comprehension,
they are:
1. Literal comprehension
2. Interpretative comprehension
3. Critical comprehension
4. Creative comprehension
E. The Significance of the Study
The benefits of the study are:
1. Theoretical benefits
a. The result of the research can give information on how to solve the
problems in teaching and learning English and to find out the effect of
“ Group Investigation method” on students „ reading comprehension.
b. The result of this research can enrich the knowledge of basic
education, particularly the English subject.
6
2. Practical benefits
a. The students: the students can improve their reading comprehension
b. The teachers: the teachers can apply this method in their teaching
process to solve the students‟ problem in learning English, especially
reading comprehension.
c. Other researchers: It is expected that this research will give benefits to
other researchers to develop the next research and as references about
Group Investigation Method in applying.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that Applying Group Investigation Method significantly affects the
students’ achievement in reading comprehension, since students’ achievement in
reading report text who taught by applying Group Investigation method is higher
than taught by Applying Lecturing Method. Therefore, the formulated hypothesis
as “The students’ achievement taught by Applying Group Investigation method in
reading report text is higher than those taught by Lecturing Method” is accepted.
This supported by the data analysis results in which the t-observed (3.27) is higher
than the t-table (2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to apply Group Investigation Method in their
teaching learning process in order to improve their students’ achievement in
reading report text.
2. Students follow the steps on Group Investigation Method to improve their
achievement in reading comprehension particularly in reading report text.
3. Other researchers who may apply Group Investigation Method for further
research.
39
REFERENCES
Arikunto, S.1993. Procedure: Suatu Pendekatan Praktik. Jakarta: Bina Aksara.
Best, J.W & Khan, J.V.2004. Research in Education 7th. New Delhi: Prentice hall
.
Brown, H. D .2004. Language assessment: Principles and Classroom practices.
New York: Longman.
Elizabeth. S. Angaluki, Michael.L.2003.
International bureau of education.
Teaching
Reading.
UNESCO:
Grabe, W.& Stoller, F.L.2002. Teaching and Researching Reading. Harlow:
pearson Education
Gultom, David.2013, the effect of think pare share on the students’ reading
comprehension. UNIMED
Ivy Geok-Chin Tan, shalom Sharan, and Christine Kim-Eeng Lee. 2006 Group
Investigation and Students Learning: An Experimental in Singapore
Schools. Marshal Candevish Academic.
Lubis, maulida,2011, the effect of using Schema activation strategy on the
students’ achievements’ reading comprehension. UNIMED
Nunan, D.2003. Practical English Language Teaching. New York: McGraw Hill.
Nuttal,C.1982.TeachingReading Skills in a foreign Language.ondon:Heinemann.
Pasaribu Andriyani 2012 Improving Students’ Reading Comprehension
Achievement in Recount text through Group Investigation Method.
UNIMED
Sharan, Y & Sharan, S. 1992 Group Investigation ; Expanding Cooperative
Learning. New York; Teachers’ Collage Pers.
Sihombing, royani ida. 2013, improving students’ achievement in writing
advertisement by using modeling the way strategy.UNIMED
Slavin, R.E.1995. Cooperative Learning: Theory, Research, and Practice (
Second Edition). Boston, MA: Allyn & bacon.
www.handinhandhomeschool.com
Zingaro, Daniel.2006. Group Investigation: Theory and Practice. The school
Journal.54 (3)77-80.
40
41
Zulkifli. Mahdun and Jismulatif. 2010. The use of group investigation to improve
reading comprehension at SMAN 2 Bangko. Education Journal 1 (7-,3841).
METHOD ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
CHARLES NAINGGOLAN
Registration Number.2101121008
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan, April 2015
Charles Nainggolan
21011210008
ABSTRACT
Nainggolan, Charles. 2101121008. The Effect of Applying Group
Investigation Method on Students’ Achievement in Reading Comprehension.
A Thesis. Faculty of Languages and Arts. State University of Medan. 2015.
This study was conducted to investigate the effect of Applying Group
Investigation Method on Students’ Achievement in Reading Comprehension. It
was an experimental research. The subject was students of Grade X, Senior High
School (Sekolah Menengah Atas) Sma Swasta HKBP Sidorame Medan, which
consisted of 60 students. The research was divided into two groups: experimental
and control groups. The instrument used to collect the data was reading
comprehension test. To obtain the reliability of the test, the writer applied Kuder
Richardson 21 formula. The result of the reliability was 0.80, and it was found
that the test was reliable. The data were analyzed by using t-test formula. The
analysis showed that the scores of the students in the experimental group were
significantly higher than the scores of the students in the control group at the level
of significant = 0.05 with the degree of freedom (df) 58, t-observed value 3,27 >
t-table value 2.00. The findings indicate that applying Group Investigation
Method significantly affected the students’ reading comprehension. It means that,
English teachers are suggested to use Group Investigation Method in order to
improve students’ reading comprehension achievement in report text.
Key Words: Group Investigation Method, Reading Comprehension
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express his deepest gratitude to
Jesus Christ for His blessing, health and opportunity which has enabled him to
complete this thesis. he realizes that he would never have been able to complete it
without the love of Jesus, the guidance of his lecturers, help from friends, and support
from his family. This thesis has been written in fulfillment of the requirements of the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages and
Arts, State University of Medan.
In order to finish an complete this thesis, the writer was helped by many
people through their guidences, supports, prays, comments, and suggestions. The
writer would like to express her gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector, State University of
Medan.
Dr. Isda Pramuniati, M.Hum., Dean, Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., Head, English Department, and also his
reviewer and examiner.
Dra. Meisuri, M.A., the secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., Head, English Education Study
Program, and also as his reviewer and examiner.
Drs. Willem Saragih, Dipl. Appl., M.Pd., his Thesis Consultant.
Dr. Rahmah.,M.Hum., his Academic Consultant.
Dra. Noralice Simbolon., the Headmaster of SMA HKBP Sidorame.
L. Napitupulu, S.Pd., the English Teacher of SMA HKBP Sidorame
His beloved father, mother and family, Bilson Nainggolan and
Tiomada Sitinjak, Jun herbet Manalu, S.sos, MSP, Susi br Marpaung
ST, MSP, for their endless love, prays, motivation, mental and
financial support; his lovely brothers and Sister, Darisman, Doppak,
Daud, Menanti, Arjun and Rosmawati br Nainggolan for their support,
love, and care.
His best friends, all Reguler Dik C 2010 esspecially for Samuel N
Panjaitan S.Pd., Batsyeba Silaen, Magdalena Simanjuntak, Fauzi,
Harnoi, Filzah, Frendy and Putra for the togetherness , prayer,
motivation, throughout four years. And also vivi simanjuntak S.Pd, for
careness and prayers.
ii
His friends in PPLT SMP Swasta Awal Karya Pembangunan (AKP)
Galang 2013 esspecially for Indra Manurung, Desmon Siburian.
The writer realizes that the content of this thesis is not perfect, so he warmly
welcomes any constructive suggestions that will improve the quality of this thesis. He
hopes it would be useful for those who are interested in this field of study.
Medan,
April 2015
The writer,
Charles Nainggolan
2101121008
ii
iii
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDMENT ..............................................................................
ii
TABLE OF CONTENTS..........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDIXES ..........................................................................
vii
CHAPTER I INTRODUCTIO
A. The Background of the Study ............................................................
1
B. The Problem of the study ...................................................................
4
C. The Objective of Study ......................................................................
4
D. The Scope of the Study......................................................................
5
E. The Significant of the Study ..............................................................
5
CHAPTER II: REVIEW OF LITERATURE
A. Theoritical Framework ...........................................................................
7
1. Students’ achievement in reading.......................................................
7
2. Reading ...............................................................................................
8
3. The Purpose of Reading .....................................................................
9
4. Reading Comprehension ....................................................................
10
5. Level of Reading Comprehension ......................................................
11
6. Assesment of Reading Comprehension ..............................................
14
7. Genre ..................................................................................................
15
8. Report Text .........................................................................................
15
9.Generic Structure of Report Text ........................................................
15
10.Method...............................................................................................
17
11. Group Investigation Method ............................................................
17
12. Stage of Group Investigation Method ..............................................
18
13. The Adventages and Disadventages of Group Investigation ...........
20
14. Lecturing Method .............................................................................
21
iv
B. Conceptual Framework ..........................................................................
22
C. Hypothesis ..............................................................................................
23
CHAPTER III: RESEARCH METHOD
A. Research Design .....................................................................................
24
B. Population and Sample ...........................................................................
25
1) Population ..........................................................................................
25
2) Sample ................................................................................................
25
C. The Instrument for Collecting Data ........................................................
25
D. The Procedures of Research ...................................................................
27
1. Pre-Test ..............................................................................................
27
2. Treatment............................................................................................
27
3. Post-test ..............................................................................................
29
E. Scoring the Test ......................................................................................
30
F. Validity and Reliability ...........................................................................
30
1. Validity of the Test .............................................................................
30
2. Reliability of the test ..........................................................................
30
G. Technique for Analyzing Data ...............................................................
31
H. Statistical Hypothesis .............................................................................
32
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING
A. Data ........................................................................................................
33
Data Analysis .........................................................................................
35
Reseach Finding .....................................................................................
38
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion..............................................................................................
39
Suggestion ..............................................................................................
39
REFERENCES ..........................................................................................
40
APPENDICES ...........................................................................................
41
v
LIST OF TABLES
Table 2.1 The example of Report Text ....................................................
16
Table 2.2 Teaching Procedures on Lecturing Method ..........................
21
Table 3.1 Experimental Research design ................................................
24
Table 3.2 Table of Specification ...............................................................
26
Table 3.3 Teaching Procedure of the Experimental Group ..................
27
Table 3.4 Teaching procedures for Control Group ..............................
34
vi
LIST OF APPENDICES
APPENDIX A result of pre-test and post-test in experimental class ......
42
APPENDIX B result of pre-test and post-test in control class .................
44
APPENDIX C the score of realibility of the test .......................................
46
APPENDIX D the Calculation of the t-test ...............................................
48
APPENDIX E t- ............................................................................................
51
APPENDIX F reading multiple choice test................................................
52
APPENDIX G answer keys .........................................................................
54
APPENDIX H lesson plan for experimental & control class ...................
65
vii
CHAPTER I
INTRODUCTION
A. Background of Study
There are four skills of language, they are listening, speaking, reading and
writing. This study is focused on the reading skill. Reading is one skill which has
much contributions in improving the students‟ knowledge. The main goal of
reading is comprehension. Reading comprehension refers to reading by
understanding the vocabulary, seeing the relationship among words and concepts,
organizing ideas, recognizing the outhor‟s porpuses, making judgment and
evaluating. Moreover, reading has formed part of syllabus in teaching English
where students are expected to be able to comprehend the meaning of written text,
such as descriptive, recount, narrative, procedure ,report and etc in the context of
daily life.
In fact, reading comprehension is not as easy as people think. Based on the
experiences of the preliminary researchers, the students faced some difficulties in
reading comprehension. For example, the students read the text without
understanding
the infomation from the text. They have difficulties in
comprehending, and getting the main idea (Ginting, 2013). The writer concludes
that there are
some factors that make the student have problems in reading
comprehension, such as, the students‟ vocabulary is poor, reading activity is done
as personal, the prior knowledge of students is still low, so that they have
difficulty to comprehend a text, and also the teaching method that teacher uses to
1
2
teach reading is less creative or still uses conventional method, such as
speech and demonstration method.
In adition, based on the observation in grade X SMA Swasta HKBP
Sidorame Medan, through interviewing the English teacher, Mery Simanjuntak
S.Pd,. The writer found that the students got low score in reading comprehension.
It can be seen in 29 of 40 students or 72% students could not pass the Minimal
Completeness Criterion (KKM) namely 70 points which is decided in the school
for English subject. Moreover, in the school still use conventional method to teach
reading, for examples, speech method and lecturing method, it makes the students
do not motivate and encourage them in teaching learning process. The data
above indicates the achievement of students in reading comprehension is still
low. Beside that, many students were struggling in comprehending text. Although,
the text was explained several times, some of the them were really hard to
understand the content and they showed uninteresting feeling in the teaching and
learning process.
In this case, it is necessary to find the method that can help students to
enhance their reading comprehension for students at junior high school. When the
writer read some theories about teaching method, the writer found a teaching
method that is expected to solve these problems namely Group Investigation
Method. It is a part of cooperative learning method that organizes plan in
classroom where students work in small groups using cooperative inquiry, group
discussion, cooperative planning and project.
3
Ivy (2006) states that the constructivist perspective asserts that knowledge
is acquired through the person‟s interactions with the social and material
environment, thus writer in this case proposes group Investigation Method as a
solution for this problem. Group Investigation method is an organizational
approach that allows a class to work actively and collaboratively in small groups
and enable students to take an active role in determining their own learning goals
and processes. And also the students will have opportunities to discuss what topic
they are interested to investigate or to discuss the topic that is given by the teacher
in group.
Sari (2012) has conducted a research and found that Group Investigation
Method can help the students to solve their problem to improve writing ability.
This condition becomes the reason why the writer would like to conduct a
research by using Group Investigation Method. Pasaribu (2013) also conducted a
research about Improving Students‟ Reading Comprehension Achievement in
Recount text through Group Investigation Method. She concluded that Group
investigation Method is one of the effective method to improve students‟ reading
comprehension, and also made teaching learning process enjoyable and more
active.
Responding to this situation, the writer considers that although the
previous researchers have conducted the group investigation method to teaching
reading text and writing recount text and achieving a good result, but in this study
the writer tries to use group investigation method in teaching reading report text,
because there is significant difference about the contents for each genre.
4
Based on the explanation given, the writers hopes Group Investigation
Method can be expected to help the students to solve their difficulties in reading
comprehension. There are some kinds of genre namely recount, report, exposition
spoof, analytical exposition, news item, anecdote, narrative, procedure, hortatory
exposition, disccusion, reviews and explanation. In this study, the writer focuses
on reading report text as a subject on learning material. The writer uses report text
because report text is an informative text that provides useful information which
can enhance and enrich student‟ knowledge.
Therefore, this study is designed and conducted to identify the effect of
applying Group Investigation Method on students‟ achievement in reading
comprehension in report text.
B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows:
“ Is there any significant effect of applying Group Investigation Method on
students‟ achievement in reading comprehension in report text ?”
C. The Objective of the Study
The objective of the research is to find out the effect of Group
Investigation Method on the students‟ reading comprehension in report text,
appropriate with the research problem.
5
D. The Scope of the Study
According to Gerot and Wignell (1994:192), texts are devided into several
types that known as genre; they are spoof, recount, report, analytical exposition,
news item, anecdote, narrative procedure, descriptive, hortatory exposition,
explanation, discussion, reviews. This study is focused on reading report text by
applying Group Investigation method. The researcher uses report text because
report text contains useful information which can enhance and enrich students‟
knowledge, and also this study focuses on four levels of reading comprehension,
they are:
1. Literal comprehension
2. Interpretative comprehension
3. Critical comprehension
4. Creative comprehension
E. The Significance of the Study
The benefits of the study are:
1. Theoretical benefits
a. The result of the research can give information on how to solve the
problems in teaching and learning English and to find out the effect of
“ Group Investigation method” on students „ reading comprehension.
b. The result of this research can enrich the knowledge of basic
education, particularly the English subject.
6
2. Practical benefits
a. The students: the students can improve their reading comprehension
b. The teachers: the teachers can apply this method in their teaching
process to solve the students‟ problem in learning English, especially
reading comprehension.
c. Other researchers: It is expected that this research will give benefits to
other researchers to develop the next research and as references about
Group Investigation Method in applying.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that Applying Group Investigation Method significantly affects the
students’ achievement in reading comprehension, since students’ achievement in
reading report text who taught by applying Group Investigation method is higher
than taught by Applying Lecturing Method. Therefore, the formulated hypothesis
as “The students’ achievement taught by Applying Group Investigation method in
reading report text is higher than those taught by Lecturing Method” is accepted.
This supported by the data analysis results in which the t-observed (3.27) is higher
than the t-table (2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to apply Group Investigation Method in their
teaching learning process in order to improve their students’ achievement in
reading report text.
2. Students follow the steps on Group Investigation Method to improve their
achievement in reading comprehension particularly in reading report text.
3. Other researchers who may apply Group Investigation Method for further
research.
39
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