THE USE OF EXPERT GROUP LEARNING METHOD IN ENHANCING STUDENTSÂ’ READING ABILITY FOR THE VIII GRADE OF SMP MUHAMMADIYAH 1 MALANG
THE USE OF EXPERT GROUP LEARNING METHOD IN ENHANCING STUDENTS’ READING ABILITY FOR THE VIII GRADE OF
SMP MUHAMMADIYAH 1 MALANG
THESIS
By :
Luluk Zianatul Ilmi
Nim. 201210100311144
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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THE USE OF EXPERT GROUP LEARNING METHOD IN ENHANCING STUDENTS’ READING ABILITY FOR THE VIII GRADE OF
SMP MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Luluk Zianatul Ilmi
Nim. 201210100311144
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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MOTTO
Life and problem are things placed contiguously
I shouldn’t have to cage myself instead, and be in crowd of tears, scared, disappointment, sadness, madness, and anything I shouldn’t have to I should have to believe that rainbow is what thing comes after the rain.
There, you begin a real Life.
This thesis is dedicated to:
My beloved parents Mr. Miftakhul Huda and Mrs. Maria My lovely brother and sister
My grandfather and grandmother All my adorable friends
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ACKNOWLEDGMENT
Praise be to Allah the lord of the world who has guided the writer with all his blessing in the process of finishing this thesis. May sholawat and salam always be given to our prophet Muhammad SAW who has brought the changes from stupidity era to cleverness era, namely Islam.
The process of finishing this thesis incriminates the involvement of many people. Here, the writer would like to give his gratitude to the former who has provided his willingness to finish this thesis, includes:
1. My beloved parents; Mr. Miftahul Huda and Mrs. Maria, my brother and sister, my grandfather and my grandmother, grateful thanks for everysingle pray and motivation.
2. Mr. Masduki, M.Pd as the first advisor and Ms. Thathit Manon Andini, M.Hum as the second advisor who always provided a time, support, guidence, motivation, ideas, encouragement, then the writer could finish this thesis. Here, the writer would deliver a great thanks and gratitude.
3. Ms. Nurul Hidayati, S.Pd as the English Teacher of SMP Muhammadiyah 1 Malang and all of the students in VIII A and VIII C of SMP Muhammadiyah 1 Malang as their willingness being a respondents for collecting the data.
4. All of my friends and lecturers in English Department, especially for C class 2012, my Friends in Noah Translation Bureau; The place where i can share, discuss, and find a new knowledge; A big thanks for you All.
May this thesis will bring the benefits and purposes, amen.
Malang, April, 13th 2016
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TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... iii
MOTTO AND DEDICATION ... iv
ACKNOWLEDGMENTS ... v
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... ix
TABLE OF APPENDIXES ... x
CHAPTER I: INDTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of Problem ... 4
1.3 Hypothesis ... 5
1.4 Purpose of the Study ... 5
1.5 Significance of the Study ... 5
1.6 Scope and Limitation of the Study ... 6
1.7 Definiton of Key Terms ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ... 7
2.1 Teaching English ... 7
2.2 Teaching Reading ... 9
2.3 Teaching Method... 10
2.3.1 Kind of Method ... 11
2.3.1.1 Grammar Translation Method ... 11
2.3.1.2 Direct Method ... 12
2.3.1.3 Audio – Lingual Method ... 13
2.3.1.4 Cooperative Learning Method ... 14
2.4 Approach ... 16
2.4.1 Kind of Approach ... 16
2.4.1.1 Communicative Approach ... 17
2.4.1.2 Lexical Approach ... 18
2.5 Approach and Method ... 18
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CHAPTER III: RESEARCH METHODOLOGY ... 25
3.1 Research Design ... 25
3.2 Population and Sample ... 27
3.3 Data & Data Collection ... 28
3.3.1 The data of the study ... 28
3.3.2 The Source of Data ... 28
3.3.3 The Instrument to Collect the Data ... 29
3.3.4 The Step of Collecting the Data ... 29
3.4 Data Analysis ... 33
CHAPTER IV: FINDING AND DISCUSSION ... 35
4.1 Research Finding ... 35
4.1.1 The Result of Pre-test ... 35
4.1.2 The Result of Post-test ... 37
4.2 The Result of Hypothesis Testing ... 38
4.3 Discussion ... 39
4.3.1 Evaluation of the treatment Used ... 41
4.3.1.1 Advantages ... 41
4.3.1.2 Drawbacks ... 42
CHAPTER V: CONCLUSION AND SUGGESTION ... 43
5.1 Conclusion ... 43
5.2 Suggestion ... 43
REFFERENCES ... 45
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LIST OF TABLES
Table 3.1 : Quasai-Experimental design ... 26
Table 3.2 : The Activities at applying treatment ... 31
Table 3.3 : Formula of using t-test ... 34
Table 4.1 : Result of Pre-test ... 35
Table 4.2 : Result of post-test ... 37
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TABLE OF APPENDIXES
Appendix 1 : Letter of Research Approval ... 47
Appendix 2 : Observation Cheklist ... 51
Appendix 3 : Result of The Observation... 78
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REFERENCES
Arends, R.L. (2004) Learning to Teach. McGraw-Hill Companies
Arikunto, Suharsimi. (2010) Manajemen Penelitian. Jakarta: Rineka Cipta Ary, Donald. (2010) Introduction to Research in Education. Printed in Canada Brown, H. D. (2007) Principles of Language Learning and Teaching. NY: Adison
Wesley Longman Inc
Clark, H.L (1986) Secondary and Midle school teaching methods. Newyork: Macmillan Publishing
Effendy, Ahmad (2014) Darun Nasya Islamic Boarding school. Model-model
pembelajaran bahasa Arab kontemporer. {Online}. Available at
http://munawarmadina.blogspot.com/2014/04/model-model-pembelajaran-bahasa-arab.html . Accesed on 21th of April 2015, 05;07 am
Effendy. A. F. (2012). Metodologi Pengajaran Bahasa Arab. Malang: Misykat Malang
Effendi, Ahmad. (2014) Model-Model pembelajaran bahasa Arab kontemporer (Online:http://munawarmadina.blogspot.com/2014/04/modelmodelpembeljaran -bahasa-arab). Accesed on 21th of April 2016, 05:07 am
Imnah, Fadhil. (2016) English Indo. 9 contoh teks recount pilihan ibu guru. {Online}. Available at http://www.englishindo.com/2012/01/9-contoh-recount-text-pilihan.html#ixzz3yW0hHOj1. Accesed on April 2016, 22:21.
Erdogan, et. al. (2008) Factors that influence academic achievement and attitudes
in Web based Education. Vol. 01. No. 03
Hamidi, A and Adnan, A. (2001) Teaching Reading Narrative Text By Using DIA
Technique at Junior High School. Padang: State University of Padang.
Harmer. J. (1998) The Practice of English Language Teaching. NY: Longman Inc.
KEMENDIKBUD. (2014) Konsep dan Implementasi kurikulum 2013. Jakarta Marlina, et.al. (2002) Penggunaan Model Pembelajaran Kooperatif Tipe
Think-Pair-Share (TPS) untuk Meningkatkan Kemampuan Komunikasi dan
Disposisi Matematis Siswa di SMA Negeri 1 Bireuen. Banda Aceh:
University of Syiah Kuala.
Richard, C. and Rodger T. S. (2001) Approach and Methods in Language
Teaching. Cambridge: Cambridge University Press
Richard C.J and Nunan D. 1990. Second Languae Teacher Education. Cambridge: Cambridge University Process.
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Rizqi, Kharisma. (2012) Peningkatan Communication Skill dan Hasil Belajar Siswa Menggunakan Model Pembelajaran Cooperative Script Berbasis
Kontekstual Dalam Pembelajaran Biologi. Jember: Universitas Jember
Schubert G.D and Torgerson L.T. (1972) Improving The Reading Program. WM. C: Brown Company Publisher
Wahjudi. (2013) Instructional Strategy Development. Malang: State University of Malang.
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CHAPTER I
INTRODUCTION
The introduction of this study records some focuses on (1) background of the study, (2) statement of the research problem, (3) purpose of the study, (4) significance of the study, (5) scope and limitation of the study, (6) and definition of key terms.
1.1 Background of The Study
Concerning at the policy of the new curriculum in Indonesia, Curriculum 2013 brings many changes at the elements of learning and teaching. It has been dealt that English subject will not be learned by the students at the elementary schools as the compulsory subject but as election. Head of Department of Education of Jakarta, Mulyanto, states that three subjects including Information and Communication Technology, Physical Education, and English will not be learned as the compulsory subjects but as the extracurricular (Kompasiana: 2014). Contradictory to that statement, students at senior high schools and further education will normally learn English subject as compulsory course. In fact, it is a part of the National examination as the requirement of students’ graduation.
Considering English as one of the important subjects to succeed in the national examination, some students think that English still becomes the scourge. The scourge comes to the students who think that English is difficult and also they tend to be afraid of making the mistakes. The difficulties is in the process of speaking this language with the correct grammar and proper words. Therefore, if we relate this problem to their national examination as the graduation
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2
requirement, learning English subject well is a must. The purpose of learning this language is to make English as the important thing to be learnt, so it will play important roles.
Highlighting English subject as one of the important things to be focused at any level of study, the researcher believes that not only language skills that are learnt in English but also language components. The language skills cover the process of learning speaking, reading, writing and also listening while English language components deal with the pronunciation, vocabulary, and structure. All the skills and components are both important at learning this language. English skill and components have a relation. Therefore, learning this language is related to practicing.
The importance of learning English can be measured from the benefits after learning that well. The benefits of learning this language are shown at not only in the process of learning, but also after the process of learning. In the process of learning English, students who do not use English as the first language, they have a chance to speak, understand, and share everything about English subject, and continue to have the role in using English as the second language in the environment. Afterwards, students who have good understanding in learning this language will easily understand or even make the conversation with people from other countries. On the other hand, since English becomes an international language, English is well-known as the language which is spoken by people all around the world. Therefore, the understanding comes over the people who speak English although they are come from different countries with different cultures.
Focusing to the language skills, the researcher believes that there is not only one skill which should be mastered. It is because mastering one skill will
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3
measure the ability learning the other skills. However, reading is considered as the skill which needs to be focused more. When reading has been mastered, the other skills and components can be mastered.
Since reading becomes one of the language skills which is mostly included in the students’ English national examination, reading needs to be mastered by the students well. Due to the fact that students’ national examination papers are mostly in the form of reading. On the other hand, students who are not good in reading, they may find difficulties to finish the examination with the limited time given. Furthermore, the total score of national examination will be low if there is one subject examined is low. In the other words, if English is lower than other subject examined such as Mathematics, Science and Indonesian Language, it may be the failure for students at this examination.
As one of the language skills, reading needs to be activated well together not only in understanding text, vocabularies, but also grammar. According to Schubert, et.al (1972:15), reading does not only bring skills of eye movement and word recognition but also finding a proper meaning to have the understanding. Meanwhile, studying reading becomes one step of learning which has several processes to be included as the better outcome and understanding. The process is related to the understanding of grammar, vocabulary, background of knowledge and etc. By the complex process of reading, students who have some difficulties at one of the processes, they may find a barrier in studying this skill, or even failed in studying the skill. The difficulties in this subject also come from the students who understand only at one process not others. In fact, students should comprehend all processes, so that they can understand reading well, especially to understand the text of their national examination.
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Based on previous study on using the cooperative method which was done by Malina et.al. (2014), it has been proved that this method with different type had increased the students’ ability of mathematical communication through learning on whole students, group students. In addition, there was a model to interact within a group. It also exhibited a positive result on the learning processes with a better goal. There is also another finding on applying this method which has been done in the process of having several cycles or CAR. This study had shown the result that almost 22.80 % students’ activeness is increased by having this kind of method with another type of learning which was done by Rizqi (2011). In this case, teacher should find the appropriate method in order to keep the students at their better understanding of English, especially reading, even though they probably do not choose English optimal subject at their elementary level.
Hence, in this study, the researcher tries to use the method of cooperative-communicative in order to see the extent about the use of this method in SMP Muhammadiyah 1 Malang. This study is based on the experience of the researcher that had been in the process internship program which shows several backgrounds related to the concern that students who are sitting in the VIII grade need to have preparation and sharpen knowledge on reading by the purpose of having better understanding and also being successful in the national examination process.
1.2 Statement of the Problem
Related to the background of the study above, the researcher states the problem as follow: “Does the use of Cooperative-communicative method (Expert Group Type) enhance the students’ reading abilty for the VIII Grade of SMP Muhammadiyah 1 Malang?”
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1.3Hypothesis
The tentative answer is given in this study, the hypotesis is stated as follows : 1. Alternative Hypotesis (Ha): cooperative-communicative learning method
can enhance students’ reading ability for the students’ at VIII Grade of Junior high school.
2. Null Hypotesis (Ho): cooperative-communicative learning method can not enhance students’ reading ability for the students’ at VIII Grade of Junior high school.
1.4Purpose of The Study
This Study has a purpose to find out whether the use of cooperative-communicative learning method can enhance students’ reading ability for the students’ at VIII Grade of Junior high school.
1.5Significance of the Study
Based on the description above, it is expected that this research will bring some advantages not only for students and teacher but also the researcher herself. For the students, this method may be able to help them to understand the text as the improvement of their reading skill, especially on doing their national examination, while this method may help the teacher in making new environment on teaching with the expectation of getting the better understanding. So far, the researcher may have more experiences in the field of teaching and learning.
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1.6Scope and Limitation of the Study
This study will investigate how the use of communicative-cooperative method (expert group type) can enhance students’ reading ability. This study will be done as limit on the students at VIII grade of Junior High School.
1.7Definition of The Key Terms
The definition of the key terms is given in order to avoid the difficulties of understanding this of study. The terms are:
1. Reading Ability is the individual’s ability to read text, process it and
understand its meaning.
2. Cooperative – communicative is one the method which is concernly
grouping students by the purpose of supporting one another to find well understanding of the text.
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1
INTRODUCTION
The introduction of this study records some focuses on (1) background of the study, (2) statement of the research problem, (3) purpose of the study, (4) significance of the study, (5) scope and limitation of the study, (6) and definition of key terms.
1.1 Background of The Study
Concerning at the policy of the new curriculum in Indonesia, Curriculum 2013 brings many changes at the elements of learning and teaching. It has been dealt that English subject will not be learned by the students at the elementary schools as the compulsory subject but as election. Head of Department of Education of Jakarta, Mulyanto, states that three subjects including Information and Communication Technology, Physical Education, and English will not be learned as the compulsory subjects but as the extracurricular (Kompasiana: 2014). Contradictory to that statement, students at senior high schools and further education will normally learn English subject as compulsory course. In fact, it is a part of the National examination as the requirement of students’ graduation.
Considering English as one of the important subjects to succeed in the national examination, some students think that English still becomes the scourge. The scourge comes to the students who think that English is difficult and also they tend to be afraid of making the mistakes. The difficulties is in the process of speaking this language with the correct grammar and proper words. Therefore, if we relate this problem to their national examination as the graduation
(2)
requirement, learning English subject well is a must. The purpose of learning this language is to make English as the important thing to be learnt, so it will play important roles.
Highlighting English subject as one of the important things to be focused at any level of study, the researcher believes that not only language skills that are learnt in English but also language components. The language skills cover the process of learning speaking, reading, writing and also listening while English language components deal with the pronunciation, vocabulary, and structure. All the skills and components are both important at learning this language. English skill and components have a relation. Therefore, learning this language is related to practicing.
The importance of learning English can be measured from the benefits after learning that well. The benefits of learning this language are shown at not only in the process of learning, but also after the process of learning. In the process of learning English, students who do not use English as the first language, they have a chance to speak, understand, and share everything about English subject, and continue to have the role in using English as the second language in the environment. Afterwards, students who have good understanding in learning this language will easily understand or even make the conversation with people from other countries. On the other hand, since English becomes an international language, English is well-known as the language which is spoken by people all around the world. Therefore, the understanding comes over the people who speak English although they are come from different countries with different cultures.
Focusing to the language skills, the researcher believes that there is not only one skill which should be mastered. It is because mastering one skill will
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measure the ability learning the other skills. However, reading is considered as the skill which needs to be focused more. When reading has been mastered, the other skills and components can be mastered.
Since reading becomes one of the language skills which is mostly included in the students’ English national examination, reading needs to be mastered by the students well. Due to the fact that students’ national examination papers are mostly in the form of reading. On the other hand, students who are not good in reading, they may find difficulties to finish the examination with the limited time given. Furthermore, the total score of national examination will be low if there is one subject examined is low. In the other words, if English is lower than other subject examined such as Mathematics, Science and Indonesian Language, it may be the failure for students at this examination.
As one of the language skills, reading needs to be activated well together not only in understanding text, vocabularies, but also grammar. According to Schubert, et.al (1972:15), reading does not only bring skills of eye movement and word recognition but also finding a proper meaning to have the understanding. Meanwhile, studying reading becomes one step of learning which has several processes to be included as the better outcome and understanding. The process is related to the understanding of grammar, vocabulary, background of knowledge and etc. By the complex process of reading, students who have some difficulties at one of the processes, they may find a barrier in studying this skill, or even failed in studying the skill. The difficulties in this subject also come from the students who understand only at one process not others. In fact, students should comprehend all processes, so that they can understand reading well, especially to understand the text of their national examination.
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Based on previous study on using the cooperative method which was done by Malina et.al. (2014), it has been proved that this method with different type had increased the students’ ability of mathematical communication through learning on whole students, group students. In addition, there was a model to interact within a group. It also exhibited a positive result on the learning processes with a better goal. There is also another finding on applying this method which has been done in the process of having several cycles or CAR. This study had shown the result that almost 22.80 % students’ activeness is increased by having this kind of method with another type of learning which was done by Rizqi (2011). In this case, teacher should find the appropriate method in order to keep the students at their better understanding of English, especially reading, even though they probably do not choose English optimal subject at their elementary level.
Hence, in this study, the researcher tries to use the method of cooperative-communicative in order to see the extent about the use of this method in SMP Muhammadiyah 1 Malang. This study is based on the experience of the researcher that had been in the process internship program which shows several backgrounds related to the concern that students who are sitting in the VIII grade need to have preparation and sharpen knowledge on reading by the purpose of having better understanding and also being successful in the national examination process.
1.2 Statement of the Problem
Related to the background of the study above, the researcher states the
problem as follow: “Does the use of Cooperative-communicative method (Expert
Group Type) enhance the students’ reading abilty for the VIII Grade of SMP
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1.3Hypothesis
The tentative answer is given in this study, the hypotesis is stated as follows : 1. Alternative Hypotesis (Ha): cooperative-communicative learning method
can enhance students’ reading ability for the students’ at VIII Grade of Junior high school.
2. Null Hypotesis (Ho): cooperative-communicative learning method can not enhance students’ reading ability for the students’ at VIII Grade of Junior high school.
1.4Purpose of The Study
This Study has a purpose to find out whether the use of
cooperative-communicative learning method can enhance students’ reading ability for the
students’ at VIII Grade of Junior high school.
1.5Significance of the Study
Based on the description above, it is expected that this research will bring some advantages not only for students and teacher but also the researcher herself. For the students, this method may be able to help them to understand the text as the improvement of their reading skill, especially on doing their national examination, while this method may help the teacher in making new environment on teaching with the expectation of getting the better understanding. So far, the researcher may have more experiences in the field of teaching and learning.
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1.6Scope and Limitation of the Study
This study will investigate how the use of communicative-cooperative method (expert group type) can enhance students’ reading ability. This study will be done as limit on the students at VIII grade of Junior High School.
1.7Definition of The Key Terms
The definition of the key terms is given in order to avoid the difficulties of understanding this of study. The terms are:
1. Reading Ability is the individual’s ability to read text, process it and understand its meaning.
2. Cooperative – communicative is one the method which is concernly
grouping students by the purpose of supporting one another to find well understanding of the text.