2613
2613
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SKRIPSI
Untuk memperoleh gelar Sarjana Pendidikan Bahasa Inggris
pada Universitas Negeri Semarang
Oleh
Anteng Ria A.
NIM 2201403631
INTRODUCTION
because the foreign language has completely different aspects and systems,
that we also remember that there are some important factors in foreign
mastering the language. Bustami Subhan (1990: 18) in his paper (entitled)
students to learn the language. It covers both intrinsic motivation which comes
from the students themselves and extrinsic one which comes from outside.
The third and fourth ones have close relation with each other that are students’
the last factor which is not less important than the others.
1
In the Basic Course Outline (GBPP) of English curriculum 2004, it is
meanings. Based on the concept and the function of English as stated in that
BCO the teaching of English at secondary school aims to develop the four
students start learning English at the Junior High School (SMP). The process
continues at Senior High School (SMA). In fact, now, English is also taught in
some elementary schools as the local content and even in some kindergartens.
learn it in non-formal education. English courses and private lessons are the
also stated that most SMU graduates are still very poor in reading
English dailies, magazines which are now in circulation in this country, even
though the Basic Course Outline of English (BCOE) 2002 stated that among
the four language skills, (listening, speaking, reading and writing), reading is
the most emphasized in English teaching and learning process. Quite simply,
without solid reading second language readers cannot perform at levels they
must succeed in reading. Thus, reading is not passive but rather an active
2
process, involving the reader in on going interaction with the text.
comprehending.
In group reading, students may enjoy from time to time getting away
from the usual pattern of reading the story or article aloud at sight. This is
this final project deeply, however, in order to be clear, the writer wants to
explain some words in the title so that the readers who want to read this final
a. Teaching
for instance, means causing the child to be able to read the story book
b. Reading comprehension
3
Reading is an active and interactive activity to reproduce the word
mentally and vocally and tries to understand the content of reading text. It
is important to bear in mind that reading is not an invariant skill, that there
have many purposes, among others are to graduate from their school and
material.
students
that language can be used for doing social interaction. The process of
4
No doubt that in a modern school, reading stands a basic tool as a
means for students to learn about the world around them. All subjects of
should read them if they want to follow the school lessons well. A modern
enrich their knowledge and experience because most of information they need
is served in written form. The curriculum of English for SMP states that the
teaching of English should cover the four language skills; (listening, speaking,
reading and writing). The teaching of these four skills should be done
English for SMP, the main goal of teaching English is to make students able to
read. It means that the main goal of English teaching and learning for
we mean that the student can read accurately so as to get the maximum
1992: 1).
5
Teaching a foreign language especially English is not as easy as
teaching the first language, because it is something new for the students of
Junior High School. The first year students will certainly face many problems.
of low scores of their students in the final exam (Bustami Subhan, 1990).
Considering the importance of reading skill, the teacher should improve the
teaching reading so that the students can enjoy and be stimulated in learning
teaching technique. The writer has found that teaching reading in junior high
students taught using a small group discussion strategy and those taught using
of junior high schools students between those taught using a small group
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7
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CHAPTER II
interacting face to face, with or without an assigned leader in such a way that each
(1975:78) gives solution that students should be arranged so that each student can
see all other members of his group and can be heard without shouting and
group. The larger the group, the greater is the pool of talent and experience
available for solving problems or sharing the effort. On the other hand, as the size
increases, fewer members have the chance to participate, and indeed the
Barker (1987:159) proposes that the best size in terms of total interaction and
Jacobsen (1989:211) states that when the teacher uses the traditional setting,
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8
class. Primary instruction is mostly presented in the form of lectures, text book
procedures. He also said that the traditional setting is just with rows of desks and
teacher’s desk at front. So, the writer concludes here that in the traditional
teaching model, the students focuses all attention upon the teacher and
concludes that this is the strategy used by English teachers in SMP 1 Wanadadi.
By using this strategy, the teacher doesn’t need to divide her students into small
groups, she just discussed the lesson in large group or in classroom setting.
Students have only a little chance to express their opinion because the teacher
speaks all the time. They get knowledge just from the teacher’s explanation. In the
traditional teaching mode, the students focus all attention upon the teacher and
discourage communication among students. All that they have to do is just listen
to their teacher and make notes for the useful information. This strategy is a
strategy without group’s work. The students only receive the knowledge from
David Nunan says: “It is important to bear in mind that reading is not an
invariant skill, that there are different types of reading skills that correspond to the
So, in the classroom, in students’ reading activities, the writer is sure that
they have many purposes, among others are to graduate from their school and to
provide themselves with the knowledge to continue their studies whatever their
purposes are. In order to achieve the goal, the comprehension ability in reading is
needed.
approaches. Nunan (1989:33) mentions that with the bottom-up approach, the
Harris and Sipay (1980:179), who say that reading comprehension ability is taught
language.
A student with good comprehension can be categorized as the one who reads
accurately and efficiently, so as to get the maximum information from the text
with the minimum of misunderstanding. However, language is not the only factor
illustrates:
a. Some students find it difficult to “see the wood for the trees.” They may
read slowly and carefully, paying a lot of attention to individual points, but
b. Other students do not always pay enough attention to detail. They may
particular points.
something about the subject, or have strong opinion about it, they may
interpret the text in the light of their own experience and viewpoints, so
that they find it (is) difficult to separate what the writer says from what
Other types of comprehension problem arise directly from the text itself.
Even when a student is familiar with all words and structures in a passage,
complexities in the way the writer expresses himself may present obstacles to
Thus, to cope with those kinds of problem, the writer gives an alternative
passages. What makes a passage difficult to understand is that the students are not
The writer has observed that the teaching of reading in foreign language
language class may read slowly and pay much attention carefully to individual
points, but cannot get a clear idea of the overall meaning of the text. Using a small
passage by getting information from his fellows and teacher. Students can share
the difficulties in the reading text to each other and provide themselves with the
knowledge.
and that proponents of the technique have assessed only certain types of model.
But when the group has found out how to plan and work together, they may not
all agree. The members of the group know well enough to really trust each other,
and they still have to determine each other’s skills, knowledge, situation and
The classroom organization does not deal directly with the reading process,
David Nunan (1989:91) points out that setting in the classroom is important.
Setting here refers to the classroom arrangements specifying or implying the task,
and it also requires consideration whether the task is to be carried out wholly or
partly in the classroom. For example, an activity involving small groups will be an
In small group discussion, the class has to be in charge in each of the group.
The writer also believes the discussion group applied to junior high school
students still has to get more directions from the teacher. Hence, the students
might have opportunity to arrange the chairs and tables in order to have
communicative class using a small group discussion in the classroom after they
March 26, 2004) explained that there are many ways to build a communicative
class:
1) Jigsaw
Group with five students are set up. Each group member is assigned some
unique material to learn and then to teach to his group members. To help
in the learning, students across the class working on the same sub-section
get together to decide what is important and how to teach it. After
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practicing in these “expert” groups the original group reform, and students
2) Think-pair-share
Individuals pair up during the second step and exchange thoughts. In the
third step, the pairs share their responses with other pairs, other teams, or
3) Three-step interview
questions. During the second step partners reverse the roles. For the final
the recorder. A question is posed with many answers. After the “think
time,” members of the team share responses with one another round robin
style. The recorder writes down the answer of the group members. The
person next to the recorder starts and each person in the group in order
Teachers stop anytime during a lecture of discussion and give team three
minutes to review what has been said then ask clarifying questions or
answer questions.
6) Numbered Head
Questions are asked of the group. Groups work together to answer the
question so that all can verbally answer the question. Teacher calls out a
notion of media led learning. Students can do more things with help
they could not do alone, first as a team and then with a partner, they
progress to a point they can do alone that which at first they could do only
with help.
First the teacher polls the class to see which students have a special
knowledge to share. For example the teacher may ask who in the class was
able to solve a difficult math homework question, who had visited Mexico,
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who knows the chemical reactions involved in how salting the streets help
dissipate snow. Those students (the sages) stand and spread out in the
room. The teacher then has the rest of the classmates each surround a sage,
The sage explains what she knows while the classmates listen, ask
questions, and take notes. All students then return to their teams. Each in
turn, explains what they learned. Because each one has gone to a different
9) Partners
The class is divided into teams of four. Partners move to one side of the
other half. Partners work to learn and can consult with other partners
working on the same material. Teams go back together with each set of
partners teaching the other set. Partner quiz and tutor teammates. Team
reviews how well they learned and taught and how they might improve the
process.
In this study the writer uses the Think pairs-share strategy in teaching
students to think about the content, compare their thoughts with those of their
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partners, and share their answers with the work group. This procedure of the
means that the class has to be communicative. David Nunan (1989:10) informs “I
too will consider the communicative task a piece of classroom work that involves
language while their attention is principally focused on meaning rather than form”
as quoted by Nunan (1989:87) has three main roles. The first is to act as facilitator
for the communicative process, the second is to act as participant, and the third is
to act as an observer and learner. While the learners have more active role. They
can communicate directly with each other, rather than exclusive with the teacher.
teaching situation.
Thus, it is clear that using a small group discussion, the learner and the
teacher can interact with each other in the classroom. Nunan (1989:87) then points
out that the interaction can be either between the teacher and the students, or
between students as they interact in small group works. The writer here concludes
group.
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means that the teacher doesn’t divide their students into groups. It is the most
participation.
Jacobsen (1989:211) said that the traditional strategy is just with rows and
desks and teacher desks at front. He also added that this might be ideal when a
teacher is presenting a lesson to the entire class, but students tend to physically
separate from the teacher and most likely to be ones causing problems.
Richards and Rodgers (1986) as quoted by Nunan (1989:84) suggest that learner
roles are closely related to the functions and status of the teacher. They point out
From this statement the writer can conclude that if the teacher doesn’t give
information, students will never get the information. It is true because in this
strategy, the teacher is considered as the only source of information. The learners
have a passive role. They just receive the information given by their teacher.
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CHAPTER III
METHOD OF INVESTIGATION
This chapter deals with population and sample, data collecting, using the
Brown (1988:81) said that a population is any group of individuals that have
the group to which she or he would like the results of the study to be generalized.
The population of this study was the first year students of SMP N 1Wanadadi
in the academic year of 2006/2007. Since the total population was more than 100
As stated before, the writer chose the first year students of SMP N 1
experiences the writer found that the students had difficulty to comprehend
2) It was hard for the students to have the meaning from the overall passages
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19
The writer determined the sample by using purposive technique. The writer
took the sample based on the students’ numbers and the same average score of the
first year students of SMP N 1 Wanadadi in the academic year of 2006/2007. The
On the basis of these data, the writer then took the two classes with the same
average score and have the same numbers of students; VII-A and VII-C then were
taken as samples. They were taken randomly as experimental class and control
class. In this study, the writer chose 30 students in each class to be her respondent.
3.3 Variables
individual of the study. He also says that the values of the dependent variable
reading comprehension
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classes, students’ name list and teaching schedule. In this study, tests were used to
measure the students’ reading comprehension skill and were administered twice;
namely, the pre test and the post test. Also, the writer did some observations when
she was teaching using a small group discussion learning format to know about
the major strength about this teaching method. Here, the pre test was used to see
the students’ reading comprehension mastery before the treatment, and the post
test was used to see the reading achievement after the treatment. In collecting the
required data in the post test the writer used multiple choice. The choice of
4) It was more practical for the students to answer. They just marked the
Each of the tests consisted of 4 reading passages and 5 multiple choice reading
scored 1 each and wrong answers were scored 0. Total score was 20.
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The writer selected the reading passages, which have equal levels of
vocabulary, she asked the teacher in composing her instruments in order to get the
most suitable reading passages for her research. The passages were at 200
Education.
collecting the data in a research study. He also says that for the most part, the
certain kind of test, a teacher or an experimenter will be able to collect the data
that is the scores which can be used to identify, classify, or evaluate the test
takers.
For the sake for this study, the writer chose some kind of reading passages
ability.
The try out of the instrument was conducted at VII-B class with the
In order to be able to collect valid and reliable data, the instrument must fulfill
the requirements of validity and reliability. Using the Product Moment Formula,
the writer tested the validity of the instrument. The formula is as follows:
NΣ xy − (Σx) (Σy )
r xy =
{ Nx 2
}{ N Σy
− ( Σx 2 ) 2
}
− ( Σy 2 )
In which;
(Saleh, 2001:63)
The reliability refers to the stability of test scores. Test reliability can be
estimated in a number of ways. In this study, K-R 20 formula was used to test the
K V − pq
r II = * 1
K −1 Vt
In which;
r II : instrument reliability
Vt : total variance
(Ali, 1995:184)
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This class had the pretest before the experiment. The score of this test
reflected the students’ reading comprehension ability before they were taught
The experimental class used a small group discussion as the teaching strategy.
1) The students read silently the reading passages for 10 minutes. During this
3) The pairs are given 30 minutes to share their responses with other pairs,
The pre test of experimental class was held on 22 March 2007 and post test
This class had the pretest before the experiment. The score of this test
reflected the students’ reading comprehension ability before they discussed the
The control class used the traditional method as the teaching technique. The
1) The students read silently the passages given by their teacher for 10
minutes
2) The teacher explained the passages for 50 minutes. The students were not
divided into groups of four, they discussed the reading passages with the
setting of classroom
The pre test of control class was held on 22 January 2007 and the post test was
T-test formula was applied to see whether there was a significant difference
x1 − x 2
t=
⎛ Σ x1 + Σx 2 ⎞ ⎛ 1 1 ⎞
⎜⎜ ⎟⎟ ⎜⎜ + ⎟⎟
⎝ n1 + n 2 − 2 ⎠ ⎝ n1 n2 ⎠
In which;
difference in pre test, the percentage achievement formula was used. The formula
is as follows:
F
P= x 100%
N
In which;
P : Percentage achievement
F : Total score
N : Maximum score
(Ali, 1995:184)
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CHAPTER IV
who were given the small group discussion teaching method, and reading
group teaching method, also it deals with the difference in reading comprehension
F
P= x 100%
N
In which;
P : Percentage achievement
F : Total score
N : Maximum score
The students’ pretest score taught without the small group teaching
technique was 182 or 60. 72%. The post test score was 183 or 61%.
Their score rose slightly from 182 to 183 or it rose 0. 33% (see chart 1)
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27
Chart 1
= pretest
200
100
50
0
We can see in chart 1 that by using the traditional teaching strategy, the
score rose only 0. 33%. This teaching strategy is a strategy without small
group discussion. The teacher was the only source of information so the
The students’ pretest score was 184 or put in percentage their reading
The students’ post test score using the small group teaching technique
Thus, it could be seen that the students’ score rose from 184 to 231. In
Chart 2
100
50
0
The score rises 15. 7%. The score is higher than that of the students
taught using the traditional strategy. The teacher was not the only source
students shared their thought. The teacher here just acted as a facilitator
in group discussion.
samples (p=0. 5) indicates that the groups were equivalent (see chart
4.1). At the second session of both classes, the posttest was given to all
students in the study. A t-test for independent samples was again used to
compare the reading comprehension scores of the two groups and the
result was found significantly (see chart 4.1). In addition, the working
group discussion and those that using the small group discussion
The difference in scores between the students who were given the
small group discussion teaching technique and those who were given the
traditional or large group technique was 10. 7. It was obtained from the
Note
- Maximum score= 9
Chart 4.1
Percentage Achievement for the class which was given the Small Group
Discussion technique and the Class which was not given the Small
Group Discussion technique.
300
= Experimental Class
200
The result of this study supports the study hypothesis that there is a
first year students who were taught using the small group discussion
teaching technique and those who were taught using the traditional or
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year of 2006/2007.
The total score of experimental group was 183. 48 points top the
control group. In percentage the control group had 77% and the
class. From this, the writer can conclude that the students got more
technique, the teacher must be able to manage the students so that they
freely and could cooperate effectively, so they could achieve more than
group activities. Hence, the students can be more active and are able to
read and willing to cooperate with each other better than in silent way.
obtained should be consulted with the critical value in the t-table. Before
the experiment was conducted, the level of significant should have been
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result of experiment.
the control groups was large. The degree of freedom (df) was 58 which
was obtained from the formula Σ Ne1 + ΣNe 2 . The critical value with the
2.000. The obtained t-value is 2.352; it means that the t-value is higher
taught using the small group discussion teaching technique and those
CHAPTER V
5.1 Conclusion
ability to relate the textual material to one’s own knowledge. Considering the
importance of reading process, the teacher should improve the teaching of reading
technique, the writer has conducted a study to reveal the difference in reading
comprehension proficiency between the students who were taught using the small
group discussion teaching technique strategy and the traditional or large group
teaching strategy. The technique used in analyzing the data was one tailed t-test in
the level of significance alpha= 0. 05. Based on the results of the study, the writer
since there was a significant difference between the control group and the
experimental group when the study was conducted. In addition, the data showed
experimental group in the post test was 7.70 and the mean of the students’
By having strategy in experimental class, the situation in this class was very
enjoyable, the students freely communicated with each other and they were more
enthusiastic when they were joining this class. The writer had observed that the
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comprehension scores of experimental class students were higher than those of the
students taught using the traditional strategy. It means that when the students
enjoyed the lesson they were focusing on what the teacher gave to them and of
course because of this they comprehended better than the students in the control
class.
5.2 Suggestions
1) The writer suggests that the teacher should use the small group discussion
This study shows that the experimental group got the higher score in the post
test than the control group after they got small group discussion teaching
strategy. The students of both groups used the reading passages from the
strategy can motivate students wile they are discussing the reading passages
take” process.
know her students well so that she can divide the students properly. By
dividing the group properly the interaction process will work and of course
3) The writer had observed that class condition had affected the students’
comprehension in this study. But, it is only the writer’s prediction and not
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intensively analyzed. The writer suggests that a research about the correlation
between class condition and students’ achievement scores be made so that this
BIBLIOGRAPHY
Bandung: Angkasa
Inc.
Semarang Press
Angkasa: Bandung
Appendik 1
INSTRUMENT TRY OUT
The Students’ List of SMP N 1 Wanadadi
CLASS VII-B
No. NAME No. NAME
1 Abdiyatun Khayati 16 Galih Priyanto
2 Achmad Ichwan 17 Hardhika Gita Dewantara
3 Adi Susilo 18 Izzatul Ikhsan
4 Agus Eko Widiyanto 19 Kiki Wulandari
5 Anggi Novia Chair 20 Lolita Febriana Kusuma AS
6 Ati Muzzulloh 21 Marwanto
7 Bayu Ismoyojati 22 Mekatama Bayu Aji
8 Beni Septio Nugroho 23 Merina Wulan Sari
9 Bintang Tri Anggoro 24 Monika AmartaErliana
10 Catur Sigit Haryanto 25 Muhammad Nur Faiz
11 Dhiafah Qotrunnada 26 Nora Wahyu Imansari
12 Dwi Indriyani 27 Nuri Afriliyani
13 Eron Khotim Abdulloh 28 Prayoga Pangestu
14 Erviana Wulandari 29 Rahmawati Rahayu
15 Friska Fajar Hidayat 30 Rani Riyandini
Appendix 7
EXPERIMENTAL CLASS
The students’ list of SMP N 1 Wanadadi
Class VII-A
Appendix 8
CONTROL CLASS