Download TEACHING READING COMPREHENSION USING SMALL GROUP

TEACHING READING COMPREHENSION USING SMALL GROUP DISCUSSION
STRATEGY
AT THE SEVENTH GRADE STUDENTS OF SMPN 1 TEGALWARU
PURWAKARTA
Ema Fatmawati (0922.0200)
[email protected]
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan Dan Ilmu Pendidikan
(Stkip) Siliwangi Bandung
ABSTRACT
The objective of this research entitled “Teaching Reading Comprehension Using Small Group
Discussion Strategy at The Seventh Grade Students of SMPN 1 Tegalwaru Purwakarta” was to find
out whether or not teaching reading comprehension using Small Group Discussion was effective to
improve the students reading comprehension ability. In this research the writer used one group
pretest-posttest design and quantitative research method. The population of this research were 280
students at the seventh grade students of SMPN 1 Tegalwaru in academic year 2102/2013. The
sample of this research were 30 students sf seventh grade students of SMPN 1 Tegalwaru
Purwakarta in academic year 2012/2013 through random samling technique. The instrument of this
research was the reading test. The data of this research ware collected by giving reading test to the
students samples. The collected data were analyzed using t-test formula. The results of this research
showed that: means score of pretest was 57,66, mean score of posttest was 60,66, t- observed was
10,8, the critical value with df was 29, and significance level 5 % was 2,045. Based on the result of
data analysis above, the alternative hypothesis of this research was accepted because the t-observed
was higher than the critical value (10,8> 2,045). It also means that Teaching Reading
Comprehension Using Small Group Discussion was effective to improve the students' reading
comprehension ability.
Keyword: Teaching Reading comprehension, and Small Group Discussion Strategy
A. BACKGROUND
students’ reading comprehension, the strategy is
called small group discussion. Small group
discussion is simple strategy but give alot of
advantage in teaching and learning process
appropriatelly. Small group discussion is very usefull
in all level of education. Flynn ( 1972 : 2 ),
discussion is a natural human activity an interesting,
exciting and creative experience, discussion is a share
persuit understanding each other and of the material
under discussion can lead to personal growth and
craetion of community.
Reading is one of the skill language that students
should be mastered. in reading comprehension is very
important.Reading is the ability to draw meaning
from the print page and interpret the information
appropriately and is a complex cognitive process of
decoding symbols for the intention of constructing or
deriving meaning (reading comprehension). It is a
means of a language acquisition, of communication,
and of sharing information and ideas. Like all
language, it is complex interaction between the text
and the reader which is shaped by the reader’s prior
knowledge, experiences, attitude, and language
community which is culturally and socially situated.
The reading process requires continuous practices,
development, and refinement (Grabe and Stoller
2002 : 9).
Based on the case above, the writer conducted a
research using Small Group Discussion Strategy to
find out the effectiveness of this strategy in
improving students’ reading comprehension ability at
the seventh grade students of SMPN 1 Tegalwaru
Purwakarta after being taught with Reading by
UsingSmall Group Discussion Strategy.
Referred to the case above, the writer tried to conduct
the research using the strategy for improving the
1
c. Skimming
Skimming is reading quickly process. Quickly
running one eyes to accros a whole of the text to be
anle to predisct the purpose of the passage, the main
topic or massage and possibly some of developing or
supporting ideas (Brown,2001 :308)
B. LITERATURE REVIEW
1. Teaching Reading Deginition and Process
a. Definition of Teaching Reading
Teaching is an activity, which integrates one to each
other. Teaching gives support to leaning activities.
According to Brown, (2000:7) “teaching is showing
or helping someone to learn how to do something,
giving instructions, guiding in the study of
something, providing with knowledge, causing to
know or understand.” He further said that “Teaching
is guiding and facilitating learning, enabling the
learner, setting the conditions for learning.” Our
understanding of how the learner learns will
determine our philosophy of education, teaching
style, approach, methods, and classroom technique.
There are several definitions of reading, because the
definition of reading has been develop from time to
time. Reading is the ability to draw meaning from the
printed page and to interpret information
appropriately (Grabe and Stoller 2002:9).
3.Reading Using Small Group Discussion
Reading is one of four English Skill, between the
four English Skill other, reading sometime lack time
whereas reding needs attention because it is not
simple process, it will be difficult esspecilly in the
junior high school students. the student very hard to
comprehend the English text because they olny have
limited vocabulary. According to Orlich (1985 : 205)
discussion create the comportable situation in
learning process. Small group Discussionn can make
the students interaction each other, the way to solving
the problem,the students can suggating posible
solution, considerating the consequence (Flynn 1772
:1)
4.Small Group Discussion Plan in the Classroom
b.Reading Comprehension
Reading comprehension is intentional thinking
during reading which consctructed through
interaction
between the text and the reader.
According to Grabe and Stoller (2002:17), reading
comprehension is the ability to understand
information in a text and interpret it appropriately. As
has been said that reading comprehension is also a
process of understanding something through written
text with mean extracting the required information
from it as efficiency as possible.
According to Orlich (1980:203) the first component
of conducting a successful small group discussion
learning activity is preparation and pre-planning and
the development of a long range set of priorities.
Based on the explination above,to get the best result,
to use smll group discussion, the teacher should be
take preparation and pre-planning.
C. RESEARCH METHODOLOGY
1. Research Design
In this research the writer describes the design of the
research. This is necessary to find out the answer of
the objectives, research question and hypothesis. A
research design is a plan for assembling, organizing,
and integrating information [data], and its result in a
specific product (Research finding).
The writer used one group pre-test and post test
design. in this research there is no control group.
.
2. Research Method
In this research, the writer used quantitative research
method. According to Crowl (1996:196)”quantitative
research is characterized by their reliance on both
descriptive and inferential statistical procedures for
analyzing data and generalizing findings”. This
research meant to find the effect of treatment given to
the subject of the research and to know how effective
the technique is.
2.Reading comprehension Strategy
a. Small Group Discussion
Small group discussio is strategy in teaching are most
effective
when
the
information
contains
systematically organized. Small group Discussion
Strategy in teaching can serve a variety of purposes.
The students can increase depth of understanding and
grasp of course content, to enhance motivation and
generate geater involement of student with the
course. To develop positive attitudes toward later use
use of material presented in the course, to develop
problem solving skill, to provide practice in the
application of concept and information to practical
problem ( Orlich 1980:214).
b. Scanning
Scanning is the technique for quickly searching for
some particular piece or pieces of information in a
text. (Brown, 2001:308)
3. Research Instrument
2
To collect the data of this research, the writer used a
standardized test, which means, “The test has been
designed so that the procedures for administering the
test, the materials used in the test, and the way in
which the test is scored are constant” (Crowl,
1996:114). In this research, the writer used two kinds
of instruments were used in collecting data; pretest
and posttest.
=
S
= the standard deviation of the difference
in scoring of the pretest and posttest
The sum of the scores
The number of scores
= The sum of the squared scores
= The sum of the scores squared
4. Research Population and Sample
Crowl (1996:15) describes, “Populations are groups
consisting of all people to whom a researcher wishes
to apply the findings of a study.” The population of
c. Finding Out Degree of Freedom
Degree of freedom is needed when we want to
compare between the obtained t (
) with the table
entry for relevant df and level significant the degree
of freedom formula is:
this research were 30 students of SMPN 1 tegalwaru in
academic year 2102/2013 were entire population.
According to Crowl (1996:15)”samples are subsets of
people used to represent population. The sample of
this research was entire of population.
df = n-1
5. Research Data Collection
a. Giving the Pretest
Pretest was used to know the ability of students in
comprehending the text. The test was given before
the treatment. The students were given a test, which
consisted of a text and 20 multiple-choice reading
test.
b. Giving the Treatment
In this research, the writer gave the treatment that
was teaching reading using Small Group and it was
given after pretest. The writer did the treatment in six
meetings
n = the number of the students
d. Finding Out the t-observed Using the t-test
Formula
In analyzing the collected data, the writer used t-test
formula (Crowl, 1996:179) with significant level at 5
% (Crowl, 1996:388). The formula of the t-test as
follows:
t=
c. Giving the Posttest
Posttest was used to find out the students’ ability in
comprehending the text after getting treatment.
Where:
= The mean difference between the two sets
of scores
= Summation (Sum Up)
6. Research Data Analysis
a. Finding Out Mean
To find out the mean of the score from the test,
Crowl (1996:140) notes the formula as follows:
= The difference between the scores of one
person (or matched pair)
= The squared difference between the scores
of one person (or matched pair)
= Square each difference and sum the squares
= Sum the difference and square the sum
N
= The number of difference
=
n
n
= mean
= the score of the students
= the totals of the students
7. Research Procedures
In conducting the research, the writer did the
following procedures:
a. Completing the permit letters from the institution
of STKIP Siliwangi Bandung and the school
where he would do the research SMPN 1
Tegalwaru Purwakarta
b. Finding Out Standard Deviation
The standard deviation is the square root of the
average squared difference between each score and
the mean score, Crowl (1996:140) define as follows:
3
Table 4.2
b. Making a lesson plan, this was based on the
school-based curriculum (KTSP).
c. Making research instruments (pretest and
posttest).
Collecting the data by giving pretest, giving
treatment, giving posttest.
d. Analyzing the collecting data.
e. Interpreting the results of the data analysis.
f. Writing the final result reports.
The Square Score of pretest
Table 4. 1
Score of pretest and Posttest
The date collection of pretest and post test score of
students of SMPN 1 Tegalwaru Purwakarta.
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
SUM
Student1
Student2
Student3
Student4
Student 5
Student 6
Student 7
Student 8
Student 9
Student10
Students 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Students 30
Pretest
Posttest
50
60
55
55
60
60
50
65
70
60
70
55
50
55
65
55
55
50
60
65
60
50
65
55
55
60
50
55
60
55
1730
70
75
65
60
75
70
60
70
75
70
80
60
65
60
70
65
65
60
60
65
70
60
70
65
60
65
65
65
60
60
1980
Name
Pretest
X
Pretest
X2
1
Student1
50
2500
60
55
55
60
60
50
65
70
60
70
55
50
55
65
55
55
50
60
65
60
50
65
55
55
60
50
55
60
55
1730
3600
3025
3025
3600
3600
2500
4225
4900
3600
4900
3025
2500
3025
4225
3025
3025
2500
3600
4225
3600
2500
4225
3025
3025
3600
2500
3025
3600
3025
100650
2
Student2
3
Student3
4
Student4
5
Student 5
6
Student 6
7
Student 7
8
Student 8
9
Student 9
10 Student10
11 Students 11
12 Student 12
13 Student 13
14 Student 14
15 Student 15
16 Student 16
17 Student 17
18 Student 18
19 Student 19
20 Student 20
21 Student 21
22 Student 22
23 Student 23
24 Student 24
25 Student 25
26 Student 26
27 Student 27
28 Student 28
29 Student 29
30 Students 30
SUM
D. FINDINGS AND DISCUSSIONS
1. Analysis of the Result of Students’ Pretest and
Posttest Score
No
N
o
Based on the scores of the pretest above, thw writer
wanted to know the mean and standard deviation
a.Mean Of Pretest Score
To find the mean of pretest the formula as follow :
=
÷n
Mean of pretest score
= 1730 ÷ 30 = 57,66
Based on the computation above, the result of mean of the
pretest is 57,66
a. Computing the standard deviation
Standard deviation is the square root of the average
squared difference between each score and the mean
score, Crowl (1996:140). The formula defines as
follows:
1.The Pretest Score and the Squared Score
4
x
 x   n 


n 1
Based on the scores of the posttest above, thw writer wanted to
know the mean and standard deviation
2
2
SD 
a.Mean Of Postest Score
To find the mean of postest score the formula as
follow :
The standard deviation of pretest score :
SD 
SD 
100650 
17302
30  1
30
100650  99763.33
29
SD 
=
2992900
30
29
100650 
SD 
÷n
Mean of postest score = 1980 ÷ 30 = 6,6
886
29
The result of mean on the postest was 6,6
SD  30.57
b.Computing the Standard Deviation
The following is the calculative of the Standard deviation
of posttest
920
SD 
19802
29
131600 
SD= 5,5
The result of the standard deviation on the
pretest was 5,5
SD 
1.The posttest Score and the Squared Score
Table 4.3
The Square of Posttest Score
No
Name
Posttest
X1
Posttest
X2
1
Student1
70
4900
75
65
60
75
70
60
70
75
70
80
60
65
60
70
65
65
55
65
70
65
60
70
65
60
65
65
60
65
60
1980
5625
4225
3600
5625
4900
3600
4900
5625
4900
6400
3600
4225
3600
4900
4225
4225
3025
4250
4900
4225
3600
4900
4225
3600
4225
4225
3600
4225
3600
131600
30  1
30
SD 
SD 
3929400
1381600 
30
30  1
SD 
1381600  130680
29
31
SD = 5,6
Standar Deviation Of Pretest and posttest Score Is 5,6.
2
Student2
3
Student3
4
Student4
5
Student 5
6
Student 6
7
Student 7
8
Student 8
9
Student 9
10 Student10
11 Students 11
12 Student 12
13 Student 13
14 Student 14
15 Student 15
16 Student 16
17 Student 17
18 Student 18
19 Student 19
20 Student 20
21 Student 21
22 Student 22
23 Student 23
24 Student 24
25 Student 25
26 Student 26
27 Student 27
28 Student 28
29 Student 29
30 Students 30
SUM
1.Computing the t test.
Table 4.4
The difference of between pretest and postest
5
No
Name
Prettest
X1
Posttest
X2
X2X1
(Xd)
1
Student1
50
70
20
400
2
Student2
60
75
15
225
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Student3
Student4
Student5
Student6
Student7
Student8
Student9
Student10
Students11
Student12
Student13
Student14
Student15
Student16
Student17
Student18
Student19
Student20
Student21
Student22
Student23
55
55
60
60
50
65
70
60
70
55
50
55
65
55
55
50
60
65
60
50
65
65
60
75
70
60
70
75
70
80
60
65
60
70
65
65
55
65
70
65
60
70
10
5
15
10
10
5
5
10
10
5
5
5
5
10
10
5
5
5
5
10
5
100
25
225
100
100
25
25
100
100
25
25
25
25
100
100
25
25
25
25
100
25
(X2X1)2
(Xd)2
24
25
26
27
28
29
30
SUM
Student24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
55
55
60
50
55
60
55
1730
65
60
65
65
60
65
60
1980
10
5
5
15
5
5
5
240
100
25
25
225
25
25
25
2400
Based on the calculated in this chapter, it showed that the
t value 10,8 was higher then t table 2,045 at level
significance level 0,05. Thus the writer could conclude that
the difference between two mean was significant.It also
mean that small group discussion strategy can improve the
students’s reading comprehension.
E.CHAPTER V
To compute t-test, the writer used the following
formula according to Crowl (1996:179).
CONCLUSION AND SUGGESTION
A. Conclusion
D
t 
D
The analysis data were analyzed using t-test formula. the
result of data analysis showed that means score of pretest
was 57,66, means of posttest score was 66,00 and tobserved was 10,8. The critical value with df= n-1 (30-1)
and the significance level at 0,05 was 2,045. Based on the
data analysis above, the alternative hypothesis of this
research was accepted, because the t-test observed was
higher than t-critical value (10,8 > 2,045).
 D
 
2
2
N
N ( N  1)
Remark
= The Mean Differences Between The Two Sets Of
D
Scores

Based on the data analysis above, the researcher conclude
that there are significance differences seems from tobserved was higher than t-table (10,8 > 2,045). Its mean
that Small Group Discussion Strategy influence on
students’ reading comprehension ability at the seventh
grade of SMPN 1 Tegalwaru.
= Summation ( sum up)
D
= The difference between the score of one person
D2
=
D
2
The squared difference between the scores of one person
B. Suggestion
= Square each difference and sum the squares
 D 
2
Reffered to the result of this research, the writer gave
some suggstion.
= Sum the differnces and square the sum
N
firstly, for the teacherit is recommended to use small group
discussion strategy appropriately Secondly, it is important
to be noted that in presenting small group discussion
strategy , they should be well-prepared before conducting
the learning since small group discussion strategy require
well- organized material.
=The number of differences
To get the value of D is from sum of d squared by
sum of number matched pair
That is D
t 
240: 30 = 8
8
240 2
30
3030  1
2400 
t
t
BIBLIOGRAPHY
8
57600
30
30(29)
2400 
Brown, H. Douglas.(2001) Teaching by Principles: An
Interactive approach Language Pedology. New
York: Longman.
Crowl, Thomas K. (1996). Fundamentals of Education
Research. New York: Brown & Benchmark
Publisher.
Grabe, W. And Stoller, F. L. (2002). Teaching and
Reasearching
Reading.
Harlow:
Pearson
Education Limited.
Orlich C, & F. (1980). Teaching Strategy. A guide to
Better Instruction. 2nd adition, Canada:
Simultanous;y Published
Flynn. E. and La Faso. (1972). Group Discussion as
Learning Process. United states
of America.
Paulist press publishers.
8
8
8
8
t
 10,8
t
t
0,74
0,551
2400  1920
480
870
870
4.Degree of freedom
df = n - 1
df
= 30 - 1
df
= 29
The critical value of the table at the significance of degree
of freedom 29 was 2,045
Where t-test > t-table = ( 10,8 .>2,045)
B. DISCUSSION
6
7