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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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