THE EFFECT OF
PANEL DISCUSSION ON THE STUDENTS’
READING COMPREHENSION
A THESIS
Submitted as Partial of the Requirements for the Degree of Sarjana Pendidikan
By:
SYUKRI ISKANDAR
Registration Number: 209421049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
i
ABSTRACT
Syukri Iskandar. 2016. The Effect of Panel Discussion on the Students’ in Reading Comprehension. A Thesis. Medan: English Department, Faculty of Languages and Arts, State University of Medan.
This study deals with the second year senior high school students’ in reading comprehension. The objective of the study was the investigation of the effect of Panel Discussion on the students’ in reading comprehension. The study was designed in experimental research. The population of this study was the 2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total number of population of the study was 415 students which consist of 12 classes. The sample of the research was 60 students. The technique used for obtaining the sample was the cluster sampling technique. The sample classes were divided into two groups, namely the experimental group that was taught by applying Panel Discussion Technique, and the control group that was taught by applying classical technique. The instrument for collecting data used objective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. The test was taken and selected from the National Examination test items that were related to the kind of narrative text. So, the validity and reliability of the test items were considered valid and reliable. The data were statistically analyzed by using t-test formula at the level of significance α (0.05) = 1.669 with the degree of freedom (df) = 65. It was found that the t-observed was higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that Panel Discussion Technique significantly affect the students’ achievement in reading comprehension.
ii
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin,. First of all, the writer would like to thank ALLAH SWT for the mercy and guidance in giving His full strength to complete this thesis, entitled: The Effect of Panel Discussion on the Students’ Reading Comprehension. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of The English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced so many problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from beloved people. Therefore, the writer expresses her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty of Languages and Arts, State University of Medan also his Thesis Advisor, who has encouraged him to learn more serious and given guidance, suggestions and precious time during completing this thesis
Dra. Meisuri, M.A., the Secretary of English Department, Faculty of Languages and Arts, State University of Medan.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program, State University of Medan.
Dr. Rahmad Husein, M.Ed., his Reviewer who has given time and good suggestion in completing this thesis.
Prof. Dr. Busmin Gurning, M.Pd., his Reviewer who has given time and good suggestion in completing this thesis.
Dra. Yunita Agnes Sianipar, M.Hum., his Academic Advisor who has given time and good suggestion in completing this thesis.
Dr. Siti Aisah Ginting, M.Pd his Reviewer, who has given time and good suggestion in completing this thesis.
All Lecturers of English Department who have taught, guided, and advised her throughout the academic years.
iii
attention, motivation, financial support and other precious uncountable things .
His beloved brothers and sisters, Sri Wahyuni, Fitri yani, Nur ainun, Nur Dina, and Ahmad Taufik for their support and motivation.
A great thanks to the family of Islamic Association of University Student (HMI Komisariat FBS UNIMED) and KOHATI especially the management 2013-2014 periods for the loyalty help him in the period His beloved friends in Reguler C class 2009. Best of bless and luck.
Last but not Least to the two best people Hendri Batu Bara, S.Pd, Endang Sakinah, S.Pd and Fauziah Muhlisa Matondang, S.Pd for their support and big help in completing this thesis. Good luck for you.
.
The writer realizes that this thesis still has the paucity, he warmly welcomes any suggestions, comments, critics, and advices that will improve the quality of this thesis. He hopes this thesis will be useful for those who read and fell interested in the field of this study.
Medan, September 2016 The Writer,
iv
CHAPTER III: RESEARCH METHODOLOGY ... 27
A.Research Design ... 27
G.Technique for Analysis Data... 34
v
CHAPTER IV: THE DATA AND DATA ANALYSIS ... 37
A.The Data ... 37
B.The Data Analysis ... 38
1. Validity and Realibility of the Test ... 38
2. Analyzing the Data using t-Test ... 39
3. Testing the Hypothesis ... 40
C.The Research Finding ... 40
CHAPTER V: CONCLUSION AND SUGGESTION ... 41
A.Conculusion ... 41
B.Suggestion ... 41
REFERENCE ... 43
vi
LIST OF TABLE
Table Pages
1.1 The Score of the Students ... 2
2.1 Research Design ... 27
2.2 The Specification of the Test ... 29
3.1 Teaching Procedure in Experimental Group ... 32
vii
LIST OF APPENDICES
APPENDIX Page
A B C D E F G H
Scores in the Experimental Group……….. Scores in the Control Group……… The Calculation of t-Test………. Table of t Distribution: Critical t Values……… Lesson Plan for Experimental Group………. Lesson Plan for Control Group………... Examples of Question-Answer Sheet……….. Answer Key………...
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a unit of communication which is used in society situation
generally. In the case of language, there are four skills that are need to learn by
students, they are listening, speaking, reading and writing. One of the language
skills that should be learnt by English learners is reading. Reading is an essential
skill for all students at all levels. The students are required to be able to read, but
the students feel difficult when they want to draw the meaning and get
information from a reading text.
According to William and Fredicka(1988:4) reading can be thought of as
way to draw information from the text and form an interpretation of that
information. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, where as in
comprehension the students are expected to have more skills than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill to understanding the text.
Apparently, it is contrast to the fact that most of Grade X senior high
school students still have low score achievement in reading English. As
McNamara (2009) states that reading passage seems to be too difficult for them
because of some conditions. The conditions here refer to the failure of
2
organization, and the lack of interest or concentration. That problem often
happens when students fail to understand the relationship between the sentences
and the whole meaning of text.
Based on the researcher’s experience during teaching practice (PPL,
2012), the students can read the text and pronounce the word but the students
cannot understand the text, it was caused by some factors, such as lack of
vocabulary and unfamiliar with the topic. They often feel that reading passage is
not interesting and the teaching method could not motivate the students. This
situation occurs because the teachers still use conventional teaching method, the
teacher asks some students to read the text and invite them to answer the questions
based on the text. And the result, most of them always get bad score in reading
comprehension. From 30 students in the classroom, only 10 students could reach
the Minimum Completeness Criteria (Kriteria Ketuntatasan Minimum/KKM).
This condition really proves how bad the student’s achievement in reading
comprehension.
Table 1.1
The percentage of Grade X 2 students’ score in Reading Semester KKM Score Students Percentage Mean
First
3
In line with the discussion above, the improvement of teaching reading
comprehension has been a challenge to the English teachers. The teaching
technique of reading is really needed in order to encourage students’ ability and
enhance their interest in reading, where the students are guided to get proper
information and also students can improve their way to comprehend the text.
Dealing with the fact previously mentioned, the researcher would like to
conduct a research by using technique that is Panel Discussion, Panel Discussion
is necessary to provide a model of teaching technique that may help students
create a good learning atmosphere to take part actively in the classroom activity in
order to increase their reading comprehension.
The National Reading Panel (2000) noted seven key strategies:
comprehension monitoring, cooperative learning, using graphic organizers,
answering and generating questions, story structure and summarizing. It is also
found that teaching a combination of these techniques is likely to be most
effective. Panel Discussion technique is one of the cooperative learning teaching
strategies which can improve students’ academic performance, especially in
reading comprehension. Panel Discussion technique requires students to work in
group, in which they will share their ideas to others and exchange them with other
groups, to obtain the best understanding of the text. The students will work in
group then they will try to share what the group has comprehended to other
4
Based on the latest curriculum of Senior High School, called National
Curriculum (Kurikulum Nasional) students are expected to comprehend the
meaning of written interpersonal and transactional text in descriptive, recount,
narrative and report in daily life. According to curriculum, students at grade X
should able to understand the meaning of Narrative Text in context of daily life to
access knowledge. The Narrative Text is a text which amuse, entertain and deal
with actual or various experience in different ways. The purpose of Narrative Text
is to entertain or to amuse the readers about the story.
In short, the researcher simplifies to overcome the problem in teaching
reading, particularly in reading comprehend of narrative text needs technique in
order to intend the enthusiasm of students in learning activities. Applying Panel
Discussion is expected to solve the student’s problem in comprehend a reading
narrative text and to bring good improvement in students’ reading achievement.
Based on the explanation above the researcher has explained about several
problems in teaching reading comprehension propose one strategy as a solution.
The researcher interested in conducting the researcher interesting about “The
Effect of Panel Discussion on The Students’ Reading Comprehension” to find out
if what the researcher proposes is appropriate.
B. The Problem of the Study
In line with the background of the study, the problem of study is
formulated as follows: “Is there any effect of using Panel Discussion technique on
5
C. The Objective of the Study
The objective of the study is to find out the significant effect of Panel
Discussion Technique on students’ achievement in reading comprehension at
grade X students of Dharmawangsa Senior High School Medan.
D. The Scope of the Study
This study focuses on the significant effect of Panel Discussion Technique
on students’ achievement in reading comprehension, especially in the level that is
suitable for the senior high school students, that is the level of literal and
interpretive comprehension. To avoid excessively broad discussions, this study is
limited to find out the significant effect of Panel Discussion Technique on the
students’ achievement in reading comprehension at grade X students of
Dharmawangsa Senior High School Medan. The genre of text that will be used is
narrative.
E. The Significance of the Study
It is expected that this study gives some contribution to language teaching
and learning. The result of the study is expected to be useful for :
1. Theoretically
a. The result of the study can be used as input in English teaching learning
process, especially in teaching reading comprehension text.
b. The theory of the research paper can be used as the references for those
6
2. Practically
a. To motivate students to be better in reading comprehension text
b. Teachers are motivated to apply this technique as alternative to teach
reading comprehension text
c. Other researcher interested in applying this technique as the basic
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was concluded that the using of Panel
Discussion technique significantly affected the students’ achievement in reading
comprehension, since the t-observe > t-table (4.79 > 1.671; df= 60, α = 0.05). The
application of Panel Discussion technique in teaching reading comprehension
enabled the students to explore their ideas with their own words and enriched their
ideas with the others’.
B. Suggestion
Based on the finding, it is suggested that:
1. English teachers should use Panel Discussion technique in teaching
reading comprehension because it enables the students to discuss their
minds actively and communicatively to each other to make it easier
understand the texts.
2. The text book writers should write and suggest the reader to use Panel
Discussion technique in solving students’ problem in reading
comprehension.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
improve reading comprehension achievement by applying Panel
42
4. The teachers, textbook writers, and the readers should also consider to take
some awareness that even though the Panel Discussion technique does
advantage in many aspects of learning and teaching reading, the users of
this strategy should be careful enough in facing and overcoming its
43
Burns, Roe, & Ross. 1984. Teaching Reading in Today’s Elementary School 3rd Edition. USA : Hounton Mifflin.
Chasdan, A. 1979. Language, Reading and Learning. Great Britain : Basil Blackwell.
Danielle, S.McNamara. 2009. Reading Comprehension Require Knowledge of Words. American Journal of Education.
http://www.publiceducation.org/pdf/research/reading-comprehension.pdf Accessed on March 2nd, 2013.
Grabe, W & Fredicka L. Stoller. 2002. Teaching and Researching Reading. Britain Pearson Education.
Harmer, J.2003.The Practice of English Language Teaching,3rd Edition. London: Pearson Education.
Nunan, D.2003. Practical English Language Teachinng. Western Hemisphre: Mc Graw Hill.
Patel, M.F, & Praveen M. J. English Language Teaching (Methods, Tools & Techniques).
Richards, Jack & Rodger. 2001. Approaches and Methods in Language Teaching. New York : Camridge University Press.
Serravallo, J.2010. Teaching Reading in Small Groups :Differentiated Instruction for BuildingStrategic, Independent Readers.Portsmouth : Heinemann.
Shanahan, T. 2006. The National Reading Report : Practical Advice for Teachers. Chicago: Learning Point Associates.
44
Wahidi, R. 2008-2009.Genre of the Text. http://rachmatwahidi.wordpress.com. Accessed on March18th, 2013.
Bernhardt, et.al. 2003. Teaching reading. Available in http://www.ibe.unesco.org
Accessed on January 15, 2012.
Brown, H. D. 2001. Teaching by Principle – an Interactive Approach to Language Pedagogy Second Edition. New York: Longman
Caldwell, J.S.2008. Reading Assessment: A Primer for Teaching and Coaches (second ed). New York: The Guilford Press.
Grabe, W. 2009. Reading in a Second Language; Moving from Theory to Practice. New York. Cambridge University Press.
Johnson, K. 2001. An Introduction Foreign Language Learning and Teaching. New York: Pearson Education.
Kagan, 1998. Smart Card of Cooperative Learning Structures. Virginia: Language Education Consultant.
Wiyanto, Asul. 2000. Terampil Diskusi. Jakarta: Gramedia.
Patel, M & Jain, P.2008. English Language Teaching. Jaipur.
Siahaan, S and Kisno Shinoda. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.
Slavin, R. E. 1990. Cooperative Learning: Theory, Research and Practice. Eagle Wood Clifts: N.J: Prentice Hall
Yelon, Stephen L., Weinsten, Grace W., Paul D. A. 1977. Psychology In the Classroom. Tokyo: Mc Graw-Hill, Inc.
Sharma, S.P. 2009.Teacher Education: Principles, Theories & Practices. New Delhi, Kanishka.
