CHAPTER I INTRODUCTION INTRODUCTION
A. Theoretical Review 1. Reading
5. Buzz Group
The students can comprehend what they have read by answering the question and put the answer in the graphic above. The question Did (What) can help students to get main idea, while who, where, how, when and why can help students for getting supporting details in text. Students can get main idea and supporting details easily by using this graphic which can be seen clearly.
d. Teaching Reading Comprehension on Narrative Text Using the Herringbone Technique
According to procedures which have been described before, there are some procedures teaching reading comprehension on narrative text using the herringbone technique at school; they are:
1. The teacher explains the theory about a narrative text.
2. The teacher gives a narrative text in each group.
3. The teacher draws and explains a herringbone diagram on the whiteboard.
4. Give the students time to recite the whole text, provide them with replicas of the herringbone diagram, and request them to write the answers to the sheet's questions.
5. Students formulate the main idea using the details on the diagram. The picture incorporates the main design.
6. The teacher and the students discuss the result they do in the class.
Buzz group technique is a term of four to six students that are formed quickly and extemporaneously to respond to course-related questions in order to get ideas that are generated with a feedback and discussed by the whole group (Barkley, Cross & Major, 2001). Each group can respond to more questions. In fact, some students have trouble participating in large group discussions or meetings. Therefore by dividing to whole class into small groups, more students have the opportunity to express their thoughts. Because students have had a chance to practice their comment and to increase their repertoire of ideas in their buzz group, the whole-class discussion that follows is often richer and more participatory.
Keachie stated that buzz group technique is a technique to ensure student participation in large classes (McKeachhie, 1994). The buzz group technique is very effective to be implemented in reading activity because the teacher can divide a large group into smaller groups. It means all students can deliver their own opinion to their friends without being ashamed. This technique is beneficial because it gives all students the freedom to express themselves equally, so every student gets a chance to contribute to the discussion on solving the problem in question.
Moreover, buzz group also overcome students difficulties in reading comprehension obstacles such as having not enough background knowledge, having lack of vocabulary and the teacher centered technique implementation at class.
According to Capella and Ors in their journal entitled Educational Innovation: A Learning Oriented Methodology for the Industrial Computer Networks Discipline(1999) say that buzz groups technique is a technique consists of forming groups of six students that will discuss a topic during the specific period of time to reach a conclusion. Each group chooses a team leader and a recorder. The team leader functions to control the work time and the total participation of the members; while the recorder functions to write the conclusions from the result of group discussion. All students in each one of the group members should expose their ideas. To finish the activity, the teacher outlines a general summary on the blackboard highlighting the important points. Buzz groups technique favors the active and total participation, stimulates the responsibility and enthusiasm. On the other hand, the speed (few minutes for each phase are given) develops the time effectiveness.
Meanwhile Aguilera and Jefferson (2004) said that Buzz group technique is small groups of students who find solutions and report back to the entire class. Then, Nuriati (2015, p.3) Buzz group technique is a team of four to six students that are formed quickly and extemporaneously to respond to course-related questions in order to get ideas that are generated with a feedback and discussed by whole group”.
Each group can respond to more questions. In fact, some students have trouble participating in large group discussions or meetings. Therefore by dividing to whole class into small groups, more students have the
opportunity to express their thoughts. Because students have had a chance to practice their comments and to increase their repertoire of ideas in their buzz groups, the whole-class discussion that follows is often richer and more participatory.
Based on the language experts‟ opinion above, it can be concluded that buzz groups technique is a technique of groups disscussion that consist of four to six students within a specific period of a time to respond to course-related question in order to get idea that the generated with the feedback and discused by whole group. Buzz group technique is very useful for large groups to get feedback from a large member students on spesific topic in a formalised way and within spesific time.
b. Advantage and disadvantage of Buzz Group Technique
According to Brewer (1997, p.75), there are some advantages, disadvantages, and Limitation of the Buzz Group Technique. The advantages of the Buzz Group are below:
1) It allows everyone‟s ideas to be expressed.
2) Participants leran to work in real-life situations where others‟
opinions are considered.
3) It sets the groundwork to get discussion started.
4) Becuase members are expressing opinions, it is good for dealing with controversial subject.
Meanhile, the disadvantegas of the Buzz Group are below:
1) Effectiveness of the group may be lowered by the immature behavior of a few.
2) It may not be effective for younger groups or groups that know each other to well take each other‟s opinions seriously.
3) It can be time-consuming when dealing with very large groups.
Furthermore, the limitation of the Buzz Group are below:
1) The group must be well prepared by the teacher in order to keep the group on topic.
2) It is not intended to be a full meeting but used as a supplement to other methods.
c. Procedure of Buzz Group Technique
According to Malawi (2004, p.31) Institute of education for effective use of buzz group technique are:
1) Explain the task to be discussed before the class breaks into groups.
2) Organize pupils into mixed ability groups or the same ability groups as need be.
3) Supervise the discussion in the groups so as to encourage and help pupils in difficulty.
4) Manage feedback concisely.
5) Rotate group leadership roles regularly.
6) Try to give different but the related task to each group a special responsibility.
7) If the task is the same for all groups, organize feedback in such a
way that one group present their ideas with other groups only contributing new ideas or let one group report one point at a time until all the groups have contributed.
8) Be time conscious
d. Teaching Reading Comprehension on Narrative Text Using Buzz Group Technique
According to procedures which have been described before, there are some procedures teaching reading comprehension on narrative text using Buzz Group technique at school; they are:
1. Teacher explains about narrative text to be discussed before the class breaks into groups.
2. Teacher puts students into mixed ability groups or the same ability groups as need be.
3. Teacher supervises the discussion in the groups so as to encourage and help students in difficulty.
4. Teacher manages feedback concisely.
5. Teacher rotates group leadership roles regularly.
6. Teacher ties to give different but the related task to each group a special responsibility.
7. If the task is the same for all groups, teacher organizes feedback in such a way that one group present their ideas with other groups only contributing new ideas or let one group report one point at a time until all the groups have contributed.
8. Be time conscious or the teacher limits the time 6. Types of Text
Text is a meaningful linguistic unit in a context. In other words text is character and the words that have meaning. According to Anderson and Anderson (2003, p.3-5), types of text in English are divided into several types.
However Gerot and Wignell classify the genre into thirteen types as presented below:
1) Recount. It is a text to retell events for the purpose of informing or entertaining.
2) Report. It is a text to describe the way things are with reference to a range of natural, made and social phenomena in our environment.
3) Spoof. It is a text to retell an event with a humorous twist.
4) Analytical Exposition. It is a text to persuade the reader or listener that something in the case.
5) News Item. It is a text to inform readers, listeners or viewers about events of the day which are considered newsworthy or important.
6) Anecdote. It is a text to share with others an account of an unusual or amusing incident.
7) Narrative. It is a text to amuse, entertain and to deal with actual or vicarious experience in different ways.
8) Procedure. It is a text to describe how something is accomplished through a sequence of actions or steps.
9) Description. It is a text to describe a particular person, place or thing.
10) Hortatory Exposition. It is a text to persuade the reader or listener that something should or should not be the case.
11) Explanation. It is a text to explain the processes involved in the formation or working of natural or socio cultural phenomena.
12) Discussion. It is a text to present (at least) two points of view about an issue.
13) Reviews. It is a text to critique an art work or event for a public audience.
(Gerot & Wignell: 1994, p.192)
It can be concluded from that description that there are thirteen different sorts of text. The function of a text type is to specify how, when, and why a reader or writer might utilize it. The text type is crucial for any work that involves summarizing it. Some text kinds make it simpler to pick out the key points, and a document's function, organization, and linguistic characteristics.