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SMALL GROUP DISCUSSION METHOD IN TEACHING READING COMPREHENSION IN EIGHT GRADE STUDENTS OF SMP N 3 BANTUL IN ACADEMIC YEAR 2017/2018 Nurhadi Ningsih 13144700008 English Language Education Study Program, Faculty of Teacher Training and Education, University of PGRI Yogyakarta 2017 Email: ningsihnurhadi110@yahoo.co.id ABSTRACT The purpose of this research is to find out whether there is a significant difference of students’ reading comprehension ability between students who are taught by small group discussion method and students who are taught by preaching method in eight grade students of SMP Negeri 3 Bantul in academic year 2017/2018. This research was a quasi-experimental research. The design of this research was Nonequivalent pre-test post-test control group design. The population of this research was all of students class VIII. The sample was class VIII A as control class and VIII B as experimental class.The analysis techniques used t-test with α 0.05. The data collection used test. The result of this research shows that there is a significant difference of students’ reading comprehension ability between both experimental and control classes. It can be seen from the mean score in the post-test of experimental class and control class. The mean score of experimental class is higher than the mean score of control class (70.85 > 51.28). It is proved by the result of hypothesis testing through Independent samples T-Test. The significant value is lower than α 0.05 (0.000<0.05) which means that the result of this research are considered to have significant difference. Therefore, the hypothesis of this research is accepted. It means that small group discussion method is significantly effective for the students’ reading comprehension ability in teaching learning process at SMP Negeri 3 Bantul. Keywords: Small Group Discussion Method, Students’ reading comprehension ability. INTRODUCTION understanding different text types and in the different reading activity. Reading comprehension is the way Students of junior high school have to get information from the text. The to be able to read text types in English process of comprehension is needed subject. In general, students of junior mental and physic. Burhan (2011:9) high school do their task by reading as states that reading comprehension fast as they can until they find words involves of physic and mental activity to that they do not know the meaning. reveal the meaning of the written text, They will skip the words and move to while in that activity there is a process the other sentences or jump to the other of knowing letters. The physic activity is text, when they do not understand the the parts of the body, our eyes content of the text. This is worst reading particularly, do it. The mental activity is activity. In fact, student needs to get perception and memory as parts of information in order to comprehend the thought are involved in it. The main goal text that they read. Student who does not of reading comprehension is getting read comprehensive will influence their information from the written text. There achievement of getting information and are many written text forms in life, such will get low scores as an outcome in as advertisements, magazines, learning. newspapers, piece of news; they are Student’s reading comprehension printed in written form. In order to get ability can be measured by the student’s information, reader needs to have knowledge of the text written that they reading comprehension ability. Reading have read. The measurement is a test comprehension is considered as skill in from teacher. Students are given some reading, without it reader cannot get the questions about the text then they information either implicit or explicit answer it correctly. So the result of messages. Hafner (1974: 117) proposes students’ scores is a tool to verify how two factors influencing reading far students’ achievement in reading comprehension ability. Intelligence is comprehension process. The reading the first factor and the main factor of comprehension process cannot be reader’s capability in reading directly observed, all scores or data comprehension. The second factor is produced by reading test that measures background knowledge of reader. If the students’ reading process indirectly. reader has well sufficient background Students’ achievement in reading knowledge about the theme of the text comprehension is also influenced by he or she is going to read, it will help teaching process in the class. Teaching him or her a lot in comprehending the process must be enjoyable. Moedjiono text. In addition, Cathrine (2002: 11) and Dimyati (2013: 23) say that teaching explains that there are four elements of process involves students, teachers, reading comprehension, those are contents, methods, media, evaluations, cognitive abilities (attention, memory, and the goals of learning. Those are critical ability, inference, visualization); called as components in teaching motivation (a purpose for reading and process. From the components, we know interest in the content); knowledge that teacher is one of the components in (vocabulary and topic knowledge, teaching process. She is as a creator that linguistic, and discourse knowledge, can create a creative teaching process in comprehension strategies); and teaching reading comprehension. The experiences. These are varying among other component that can help to create readers and varying within fun teaching process in the class is using method. It supports enjoyable teaching learning process, so the students’ final Moreover, students have opportunity to outcome will be better. share their ideas and questions. One of the method that teacher can Based on the observation that was use is small group discussion. According conducted by the researcher in eight to Djamarah (2006: 73-74) small group grade students in SMP Negeri 3 Bantul. discussion is learning method that gives It found that the condition was same effect for students to study more active with the previous problem mentioned in in teaching and learning processes, English teaching learning process. The because they can interact with their problem mentioned that the teaching friends. It is conducted by making a learning goal was not achieved because group to achieve the goals of learning students’ scores were low. It showed by and to improve students’ final outcome their pre-test scores. Students’ mean in learning. It also gives a technique of score were 16.00 from the minimal score problem solving, communication 75.00. It was influenced by many factors actively, restore of team work, and in teaching learning process. One of increases students’ participations in them is teaching style in delivery the taking decision. material. Teacher used preaching Applying small group discussion method in her teaching process. She method gives benefits to overcome gave tasks then students had to answer it students’ problems in reading according to the text that they had read. comprehension through discussion the Teacher used preaching method in implicit information of the text that they teaching process. It was caused students have read and solve the difficult feel bored and uninterested. Students felt meaning of the text, then answer bored because students just got tasks to questions together. Besides that, small be finished. They cannot share their group discussion can decrease of opinion in learning. The other problem students’ anxiety in reading that makes teaching reading process was comprehension; they can share the not interesting i.e there was no feedback difficulties to their friends in the same interaction between teacher and group easily. They will be more opened students. Students wanted to ask but felt among them and they will help each shame and teacher did not have enough other to read more comprehensively to time to have discussion. get the main information of the text up Reading comprehension is also to the end of task. Mc.Keown, Beck, & language skill which most of the Blake, in Mc.Laughlin (2012: 433) state students are afraid. They are afraid if that class discussion plays an important they do not understand the content of role in reading comprehension. Students text, they cannot get information what is refine their understanding by negotiating actually written. Reading meaning with others, i.e. through class comprehension skill is needed to answer discussion. It is engaging students in the questions in English exam subject. such discussion promote active Considering the importance of reading engagement in constructing meaning comprehension skill, it seems necessary from a text. to conduct a research and try to find out Reading comprehension is the key an alternative solution in teaching of success for the students. They can be reading comprehension. said success when they get high scores We can see from the background of in the final learning. Students’ the problems. It is clearly seen that most competency in reading comprehension of the students have low reading will help them to increase their scores, comprehension ability. It is showed by through small group discussion method. the students’ result in pre-test. Students’ mean scores of control and experimental research all issues, because it is classes were 16.00 from standard insufficient of time and cost. So, minimal score 75.00. There are three researcher limits one problem that factors that create these problems. They influences the students’ reading are English teacher, method, and comprehension ability. The researcher students. Those elements are having focuses on the method of teaching important effect of the students’ process. The preaching method that outcome in reading comprehension. The English teacher used in teaching following are the discussion of each learning process at SMP N 3 Bantul element. caused students are unable to get their First, English teacher is not maximum achievement of reading sensitive of students’ problems in comprehension ability. It did not give learning English subject, especially opportunity for students to express their when students do their task. Teacher idea, opinion, problems. Students are thought that she has given the theory of bored during the teaching learning the text types, so students will answer process, and they still had difficulties the questions easily. Sometimes teacher dealing with reading comprehension, has opinion that reading is easy, so she while reading is an important skill for does not need to explain good reading students before acquiring other skills. It process that is comprehensive. In is needed a method to overcome this addition, teacher uses preaching method. problem. The use of small group Second, using of preaching method. discussion is supposed to be alternative The using of appropriate method will be solution for the English teacher at grade influenced of students’ achievement in eight students of SMP Negeri 3 Bantul learning. Preaching method emphasizes in teaching reading comprehension. of listening process, so students are Based on the backgrounds of study passive and teacher are more active in above, so the research question can be teaching learning process. formulated. “Is there any significant Third, students have influence that difference of students’ reading brings effect of achievement in their comprehension ability between students learning processes. It is widely believed who are taught by small group that students bring their uniqueness. discussion method and students who are Each individual has their own taught by preaching method?” characteristic, talents, interests, and different family background. This LITERATURE REVIEW uniqueness, students become one impact of the important factor that is affected 1. Small Group Discussion reading comprehension ability in this According to Djamarah (2006: 73- research. 74) small group discussion is learning The research focuses to know the method that gives effect for students to effect of small group discussion method study more active in teaching and in teaching reading comprehension. It learning processes, because they can can help teacher to limit their interact with their friends. It is explanations in teaching because conducted by making a group to achieve students more active in a group. They the goals of learning and to improve can share their knowledge about the students’ outcome in learning. It also material and teacher can observe gives a technique of problem solving, students’ activity while learning process. communication actively, restore of team Based on the identification of the work, and increasing of students’ problems above, it is impossible to participations in taking decision.
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