The Effectiveness of using small groupinteraction in teaching reading comprehension

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(Experimental Study at the Seventh Grade of “SMP

Sunan Bonang” Tangerang)

By:

Umiyati 105014000325

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

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A “Skripsi”

Presented to

Faculty of Tarbiyah Teachers and Training

in Partial Fulfillment of the Requirements

for Degree of Strata-1 (S-1) in English Language Education

By:

Umiyati

NIM. 105014000325

Approved by

Advisor

Drs. H. Bahrul Hasibuan, M. Ed

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

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“

GROUP INTERACTION IN TEACHING READING

COMPREHENSION(Experimental Study at Seventh Grade of “SMP Sunan Bonang Tangerang”)” written by Umiyati, Student’s Registration Number: 105014000325, was examined on September 16, 2011 and was declared to Academic title of ‘S.Pd.’ in English Language Education at the Department of English Education.

The Examination Committee

Chairman : Drs. Syauki, M.Pd. ( ) NIP. 19641212 199103 1 002

Secretary : Neneng Sunengsih ( )

NIP. 19730625 199903 2 001

Examiner I :Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070

Examiner II : Drs. Syauki, M.Pd. ( ) NIP. 19641212 199103 1 002

Acknowledge by:

Dean of Faculty of Tarbiyah and Teachers’ Training

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v

ABSTRAK

Umiyati :“The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.

Pembimbing : Drs. H. Bahrul Hasibuan, M.Ed.

Kata Kunci : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang.

Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan antara prestasi para siswa dalam mempelajari reading yang berkenaan dengan teks Descriptive menggunakan Small Group Interaction dan Whole Class Teaching.

Ini adalah penelitian experiment. Penulis mengajar dua kelas yang berbeda dengan menggunakan dua teknik yang berbeda. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi.

Penulis menggunakan tt estuntuk menghitung dan menghipotesis. Hasil dari uji t_{t est}_{ini adalah}t_o ≥ t_{t abl e}_{, yang berarti bahwa hipotesis tes adalah Null}

Hypothesis (Ho) ditolak and Alternative Hypothesis (Ha) diterima. Interpretasi data adalah penggunaan Small Group Interaction dalam mengajar reading yang berkenaan dengan teks Descriptive lebih efektif daripada Whole Class Teaching.

Akhirnya berdasarkan hasil penelitian, penulis memberikan beberapa saran. Penulis berharap penelitian ini akan bermanfaat dalam meningkatkan pendidikan di Indonesia.

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vi

ABSTRACT

Umiyati : “The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, “Skripsi”, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, 2011.

Advisor : Drs. H. Bahrul Hasibuan, M.Ed.

Keywords : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang.

The objective of this research is to find the empirical evidence of the differences between students’ achievement in learning reading which is concerned with Descriptive text by using Small Group Interaction and Whole Class Teaching.

This is an experimental research. The writer taught two different classes employing two different teaching techniques. The writer administered a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement.

The writer used tt estto calculate the data and to test the hypotheses. The result of the calculation from this research is t_o ≥ t_{t abl e}_{, it means that the Null}

Hypothesis (H_o_{) is rejected and the Alternative Hypothesis (Ha) is accepted. The}

interpretation of data is the use of Small Group Interaction is more effective in teaching reading of Descriptive text than Whole Class Teaching.

Finally, based on the finding of the research, the writer gave some suggestions. She hopes this research will be useful for improving of education in Indonesia.

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vii

ACKNOWLEDGMENT



















































In the name of Allah, the Beneficent the Merciful

All praises be to Allah who gives the writer guidance and strength in

completing this “skripsi. Peace and blessing be upon the Prophet Muhammad

shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.

First, the writer would like to express the greatest gratitude to her beloved

parents, Winanto and Rohanah, and to her brother and sisters whose names cannot

be mentioned one by one. I thank for love, support, and contributions both moral

and material to the writer.

The writer is deeply grateful to her advisor, Drs. H. Bahrul Hasibuan,

M.Ed., who has guided the writer in finishing this “skripsi” for the great

contributions, guidance, advices, corrections, and suggestions.

Furthermore, the writer would like to thank and appreciate to:

1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng

Sunengsih, S.Pd., the secretary of English Department, Mrs. Aida

Ainul Wardah and all staffs who helped the writer.

2. All lecturers who have taught and given knowledge to the writer.

3. The principal, the English teacher, and the administration staffs who

have given the writer opportunity to do the research in SMP Sunan

Bonang Tangerang. Special thanks for seventh grade students for their

cooperation as the respondents of this research.

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5. All her friends who always care, give support, help and contribution

for her, Syifa, Mbe, Hizbullah and A-Class ’05 community (thanks to

great sharing), I do appreciate it. May we all get success!

May Allah Subhanallahu wa Ta’ala bless us all. Finally, the writer realized

that this “skripsi” is still far from being perfect. Therefore, she hopes some

suggestions or criticism to make it better. Then she wishes that this “skripsi” be

some valuable writing. Amin.

Jakarta, April 2011

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ix

CHAPTER I

INTRODUCTION

A. The Background of the Research

English is the most widely used language in world. Besides that,

English is also the first foreign language that has been taught in Indonesia

in every level of school education - from primary school up to university.

English is taught as a local-content subject in primary school, as a

compulsory subject in secondary school and as a complementary subject

in university.

In the Course Outline (CO) of English curriculum, it is stated that

English is considered as the instrument for expressing meanings. Based on

the concept and the function of English as stated in that Course Outline,

the teaching of English at secondary school aims to develop the language

skills.

According to the statement above, the government hopes that

Indonesian students could master English language. By mastering English,

the students can develop their knowledge in every subject and

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should be more creative and imaginative to develop students’ ability in

English teaching learning.

Teaching a foreign language especially English is not as easy as

teaching the first language, because the students will certainly face many

problems. So, if the teachers or students learn a second or foreign

language, they will meet many methods, approaches and techniques of

teaching appearing to help teachers and learners in teaching learning

process. Teachers always do their best to achieve the learning goal through

methods, models, or techniques of language teaching by improving their

methods of teaching in every teaching learning process. Up to now, we

often hear the disappointment of English teachers because of the students

unsatisfying scores in the final exam. Considering the importance of

reading skill, the teacher must improve the teaching of reading

comprehension. The teacher can use some methods of teaching reading so

that the students can enjoy and be stimulated in learning English especially

reading comprehension. One of them is by using small group interaction

teaching technique.

Group may be described in many ways, but there is no single

clear-cut definition that adequately and quickly encompasses the concept of

small group. In brief, a group may be said to exist when two or more

persons have as one quality of their relationship; some interdependence

and posses some recognizable unity.1

Based on the statement above it can be said that group is a number

of people when it consists of more than two people interacting with each

other, with or without an assigned leader in such a way that each person

influences, and is influenced by another person in the group. Practically,

group is used by the large numbers of English language teacher in

everyday teaching and learning practice. By using group in teaching and

1

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learning, the students will be active in learning, especially by using small

group interaction; the students will be more interested and more active in

learning because it gives students an opportunity to share what they read.

The use of small group work is posited to have a number of

advantages over individual practice.

The main benefit of small group work seems to lie in the co-operative aspects it can help foster. One advantage of this lies in the contribution this method can make to the development of pupils’ social skills. Working with other pupils may help them to develop their emphatic abilities by allowing them to see others’ viewpoints which can help them to realize that everyone has strength and weaknesses. Trying to find a solution to a problem in a group also develops skill especially in learning reading comprehension. 2

As a skill, reading is clearly one of the most important skills in

learning English, it can be seen that many instances around the world

argue that reading is the most important foreign language skill,

particularly in cases where students have to read English material for their

own specialist subject, but may never actually have to speak the language.

Much of the current thinking on reading tends to focus primarily on the

purpose of the activity; even if reading is done for pleasure it is still

purposed. 3

The writer is the English teacher at Sunan Bonang Islamic

education institute. She teaches at second until fifth grade of Elementary

school. In order to get some information about English teaching and

learning process at Sunan Bonang Junior High School, in one occasion the

writer asked the English teacher at Sunan Bonang Junior High School

about the English teaching learning process, and tried to join the class for

observing the teaching method of the English teacher at seven grade of

2

Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice (London: SAGE Publication, 2005 ) page. 52

3

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Sunan Bonang Junior High School. The writer found that the way of

English teacher in teaching reading comprehension is used the whole class

teaching. It is caused the decreasing of student’s interest in learning

English and the student’s low score in learning reading skill.

Knowing problems in teaching reading skill, the writer is interested

in using a small group interaction in teaching reading comprehension. On

the title: “The Effectiveness of Using Small Group Interaction in Teaching

Reading Comprehension”. The writer believes that small group interaction

serves more habit forming than the Grammar Translation Method.

B. The Limitation and Formulation of the Problem

The problem that will be discussed in this paper is limited only in

the use of small group interaction in teaching reading comprehension on

descriptive text at the first year students at Sunan Bonang Junior High

School Bojong Nangka Tangerang.

The formulation of the problem which is going to be discussed in

this paper is as follows: “Is the use of Small Group Interaction more

effective in teaching reading comprehension than whole class technique

on even semester of the seventh grade SMP Sunan Bonang?”

C. The Objective of the Research

The objective of the research is to find the empirical evidence of

the differences between students’ achievement in the learning of reading

comprehension using Small Group Interaction and Whole Class

Technique.

D. The Significance of the Research

The significance of the research is expected to be useful for

broadening the perspective of the writer and for giving the English

Teachers a different method in teaching reading comprehension especially

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E. The Method of the Research

The method of this research is an experimental method. The writer

teaches in two different classes with two different methods. Small group

interaction is employed in an experiment class and whole class is

employed in a controlled class.

F. The Organization of the Research

This paper is divided into four chapters. The following is the short

description about what each chapter contains.

The first chapter is introduction. It is illustrated; A. The

Background of the Research, B. The Limitation and Formulation of the

Problem, C. The Objective of the Research, D. Significance of the

Research, E. The Method of the Research, and F. The Organization of the

Research.

The second chapter is theoretical framework. It is illustrated the

theory of the writer uses in library study. The main points in this chapter

are: Part A. Small group interaction, which consists of four parts: 1. The Understanding of Small Group Interaction, 2. The Advantages of Small

Group Interaction, 3. The Disadvantages of Small Group Interaction 4.The

Aplication of Small Group Interaction. Part B. Whole Class Teaching which is consists of three parts: 1. The Understanding of Whole-class

Teaching, 2.TheAdvantages of Whole-class Teaching, 3. The

Disadvantages of Whole-class Teaching. Part C. Reading Comprehension, which consists of six parts: 1. The Understanding of

Reading Comprehension, 2. The Objective of Reading, 3. The types of

Reading Texts, 4.The Factors Influence Reading Comprehension, 5. The

Ways to Improve Reading Comprehension, and 6. Teaching Reading in

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The third chapter is discussed the implementation of the research

which is consists of two points:

Point A. Methodology of the research consists of six parts: 1. The Place and Time of the Research, 2. The Objective of the Research 3.The

Population and Sample of the Research, 4.Techniques of Data Collecting,

5.Techniques of Data Analysis, and 6.The Procedures of the Research.

Point B. The Findings of the Research, consists of three parts: 1.Description of the Data, 2.Analysis of the Data, 4.Interpretation of the

Data.

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7

CHAPTER II

THEORETICAL FRAMEWORK

A. Small Group Interaction

1. The Understanding of Small Group Interaction

According to Oxford Advanced Learners Dictionary, group is a

number of people or things that are together in the same place or that are

connected in some way.1 Most experts agree that Group is a number of

people when it consists of more two people interacting with each other.2

Based on the statement above it can be said that group is a number of

people when it consists of more two people interacting with each other,

with or without an assigned leader in such a way that each person

influences, and is influenced by another person in the group. Small group

itself, according to Baker is three or more people interacting face to face,

with or without an assigned leader in such a way that each person

influences, and is influenced by another person in the group.3 Johnson

1

A s Hornby, Oxford Advanced learner’s Dictionary of Current English, (New York, Oxford University Press: 2000) 6th ed., page. 568

2

Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-Hill Companies: 2004) page. 157-166

3

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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

disturbing the other groups.

Based on the statement above it can be said that small group

interaction is the process by which three or more members of a group

exchange verbal and nonverbal messages in an attempt to influence one

another.4

2. The Advantages of Small Group Interaction

The use of small group is posited to have number advantages over individual practice:

a. It provides the motivational framework of the group and the economy of teaching more than one child at a time.

b. The size of small group permits: ease of control, flexible method regulation, personalized attention, and individualized programming. c. The use of small group also provides a social framework with each

child can identify and use as a guide to determine his or her action, can use as sharing experience that makes enjoyment in playing and learning together

d. The main benefit of small group work seems to lie in the co-operative aspects it can help foster. This method can make to the development of pupils’ social skills.5

The use of small group can increase student’s motivation because the

size of the small group makes the English teacher easy to control the

members each group, small group also provides a social framework

because the students can interact each other and share their experience to

solve their problems.

In the other source there are many advantages of the small group:

a. Form a learner activation that is divided into five groups gets five times as many opportunities to talk as in full-class organization.

4

Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGraw-Hill Companies: 2004) page. 157-166

5

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b. It fosters learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth in the class.

c. To make students better in reading d. Improve learning outcomes.

Stewart states the advantages of small group are:

a. Developing self-awareness b. Managing personal stress

c. Solving problems analytically and creatively

d. Coaching, counselling, and establishing supportive communication e. Gaining power and influence

f. Motivating others

g. Empowering and delegating h. Managing conflict

i. Building effective teams and teamwork6

According to statements above the writer says that the use of small

group has many advantages in teaching learning process because it can

motivate and develop student’s skills, especially in reading. Small group

also can develop student learning outcome.

3. The Disadvantages of small group Interaction

While co-operative small group work can be powerful teaching and

learning strategy, it does have a number of disadvantages; they are:

a. It does not naturally promote independent learning and can foster dependency certain dominant members of group.

b. The complexity of small group can also make it harder to manage for the teacher

c. Small group work can result more time spent on lesson

From the previous explaining, the writer concludes that Small Group

Interaction is a teaching technique that helps students to improve their

academic achievement, Developing self-awareness, Managing personal stress,

Solving problems analytically and creatively. It is clear that Small Group

Interaction is the effective technique that a teacher can apply in the

classroom.

6

S_{tewart L. Tubbs,}_{A System Approach to Small Group Interaction}_{(New York,}

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4. The Application of Small Group Interaction

The application of small group in the classroom has many steps:

first is start with one small group that works well together. Let them arrange their desks in a small circle and proceed to plan and make choices

about their project. It would be a good idea for them to elect a chairman and

to carry out their ideas. In this way they will have a full range of group work

experience and will have encountered several of the problems in working

together that will crone up again and again.

Second is separate individual from their group to each small group and provide them as leaders for other groups. The separate individuals from

that group can the serve effectively as helping persons in new groups who

have no experience.

Third, set some well-defined, accomplishable tasks that provide early reinforcement. If the group is getting the job done, the students will be

more satisfied with the group and with their participation in it.

Fourth, work with each group specifically in turn. This should be done so that the students are aware of your attention and feel comfortable in

knowing that your time is theirs. Sit down with them and systematically

explore the “state of the project” with each group member. This activity can

increase student’s motivation in learning.

Fifth, provide resource materials of several kinds. The teacher also can give the medi; such as picture, realia, etc to increase student’s intake of

information sessions to be more understandable to all group members.

Material for making media aids for the group report should also be provided.

Sixth, if the students getting their job done, the teacher asks the student in each group to report and discuss the result of student’s small group

interaction and develop suggestions for a brief, lively information sharing

session.7

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In another source, the organizations of group are:

a. Presentation

The instructions that are given at the beginning are crucial: if the

students do not understand exactly what they have to do there will be time

wasting, confusion, lack of effective practice, possible loss control. If the

students do not understand English language well, the teacher should use

the target language to make students easier in understanding the

instruction. The teacher also should select tasks that are simple enough to

describe easily. It is advisable to give the instructions before giving out

materials or dividing the class into groups; and giving sample of the

activity with the full class can help to clarify things. If the students have

already done similar activities, teacher will be able to a shorten the

process, giving only brief guidelines: it is mainly the first time of doing

something with a class that such care need to invested in instruction.

Try to foresee what language will be needed, and have a

preliminary quick review of appropriate grammar or vocabulary. Finally

before giving the sign to start tell the class what the arrangements are for

stopping: if there is time limit, or a set signal for stopping, say what it is: if

the groups simply stop when they have finished, then tell them what they

will have to do next. It is wise to have a ‘reserve’ task planned to occupy

members of groups who finish earlier than expected.

b. Process

Teacher job during the activity is to go from group, monitor, and either contribute or keep out of the way-whichever is likely to be more helpful. If teacher do decide intervene, the contribution may take form of;

a. Providing general approval and support b. Helping student who are having difficulty c. Keeping the students using target language

d. Tactfully regulating participation in a discussion where you find some students are over dominant and others silent.

When the students do their discussion, read and comprehend the text in

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work with each group. This activity purposed to make students aware of

teacher’s attention and make them more interest in learning.

c. Ending

If you have limit, then this will help you draw the activity to a

close at a certain. In principle, try to finish the activity while the students

are still enjoying it and interested or only just beginning to flag. If the

students have getting done their job the teacher should finish the activity

of small group interaction and the teacher prepared for giving a feedback.

d. Feedback

A feedback session usually takes place in the context of full-class

interaction after the end of the group work. Feed back on the task may take

many forms: giving the right solution, if there is one; listening to and

evaluating suggestion; pooling ideas on the board; displaying materials the

groups have produce; and so on. Your main objective here is to express

appreciation of the effort that has been invested and its results. Feed back

on language may be integrated into this discussion of the task, or provide

the focus of a separate class session later.

The statements above explained that the application has many steps

are: presentation, process, ending and feedback.

B. Whole Class Teaching

1. The Understandings of Whole Class Teaching

Whole class teaching occurs when teaching and learning frequently

conjure up a picture of students sitting in rows listening to a teacher who

stands in front of them. Whole class teaching is a teacher centered because

when the teacher presented and explained the material the students just

listen to the teacher explanation. For many, this is what teaching means,

and it is still most common teacher-student interaction in many cultures.

Thought it has many limitations, whole-class grouping like this has both

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a. The advantages of whole class-grouping

a) It reinforces a sense of belonging among the group members,

something which we as teachers need to foster. This activity to give

the chance for the students to share their emotion in whole-class

setting.

b)It is suitable for activities where the teacher is acting as a controller

c) It allows teachers to ‘gauge the mood’ of the class in general

(rather than on an individual basis); it is good way for teacher to

get a general understanding of student progress.

Based on the statements above, the whole-class grouping is

emphasize on sense of belonging between each group members

because the large numbers of group member is often more

enjoyable and create much more engaging atmosphere than just the

person sitting next to you.

b. The disadvantages of whole-class grouping

a) It favors the group rather than the individual. Everyone is forced to

do the same thing at the same time ad at the same pace.

b) Individual students do not have much of a chance to say anything

on their own.

c) It may not encourage students to take responsibility for their own

learning

d) It is not the best way to organize communicative language teaching

Beside the advantages, the whole-class teaching also has many

disadvantages that decrease student’s motivation in learning.

Whole –class activities forced the students to do the same activities

in everything, the students also do not have much chance to say

anything because the large numbers of group member make

students difficult to communicate than it is in groups four or five. It

is caused the students lack of interest in learning English especially

reading comprehension. In small group it easier to share material,

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these contribute to successful task orientation and increase

student’s motivation in learning English especially in reading

comprehension.8

C. Reading Comprehension

1. The Understanding of Reading Comprehension

Before the writer discusses any further detail of reading

comprehension, it is essential to know exactly the meaning of reading first.

Reading is an active information seeking process in which readers relate

information in the text to what they already know. When we sit down to

read, our knowledge of the language allows us to identify the basic forms

and meanings of printed words and sentences. At the same time, our

knowledge of the world in general and of the subject matter in particular

allows to comprehend these words and sentences by comparing them to

knowledge stored in our brains.9 To make sure that we know exactly what

is reading is here are some definitions of reading according to some

experts. According to Hodgson reading is a process done by the reader to

get message conveyed by the writer through written representation.

Reading is an exercise dominated by the eyes and the brain. The eyes

receive the messages and the brain then has to work out the significance of

these messages.10 Furthermore, Frank G Jennings states in his book that

reading is the art of transmitting the ideas, facts and feeling from the mind

and soul of an author to the mind and soul of reader, with accuracy and

undistending, much more.11

The essence of reading act is comprehension; it becomes primary

challenge in teaching or learning of reading skill.12 Comprehension means

8

JeremyHarmer, The Practice of English Language Teaching, third edition, (England: Longman Inc. 2001), p.114

9

Joan Rubin and Irene Thompson, How to be More Successful Language Learner “Toward Learner Autonomy” second edition, (New York: Heinle & Heinle Publisher. 1994), p. 91

10

Jeremy Harmer, The Practice of Engish Language Teaching, (New York: Longman Inc. 1989), p.153

11

Frank G Jenings, This is Reading, (New York: Teacher College Press, 1965). P. 11

12

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understanding the meaning or the point of a topic, F. Dubin, D.E Eskey

and W. Grabe show more specific explanation, comprehension means

relating what we do not know or new information, which is not random

collection or facts but a “theory of world” in each of our heads. Reading

comprehension is most likely a simple multiplication of word recognition

abilities and general language comprehension abilities.

Reading comprehension is very important in our everyday reading.

When we glance at newspapers, magazines, and books, we often need to

understand the reading passage more profoundly. Someone cannot get

information completely without comprehension. Comprehension includes

recognizing and understanding main ideas and related details. A good

recognizes that many ideas are implied and she/he must read between the

lines to get the full meaning. Penny Ur states that in reading, it is recorded

the meaning of text, to get some meaning from what the text means, and

our understanding of which it is composed.13

Based on the previous definitions, it can be synthesized that

definition of reading comprehension is the process of interaction between

a reader and a text to get information from the text and to form an

interpretation and to draw a conclusion of that information. Delivery of

ideas, opinions, or feeling is some important aspects of the process which

a writer’s ideas become real to reader.

2. The Objective of Reading

Reading is an activity with an objective. A person may read in

order to get some information , for enjoyment or to enhance knowledge of

the language being read.

Rivers and Temperly suggest that second language learners will

want to read for the following objectives:

a. To obtain information for some purpose or because we are curious about some topic;

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b. To obtain instructions on how to perform some task for our work or daily life (e.g. knowing how an appliance works);

c. To act in a play, play a game, do a puzzle;

d. To keep in touch with friends by correspondence or to understand business letters;

e. To know when or where something will take place or what is available;

f. To know what is happening or has happened (as reported in newspapers, magazines, reports);

g. For enjoyment or excitement.14

3. The Types of Reading Text

There are seven types of reading texts which is learned by

students in secondary school. They are Descriptive, Narrative, Spoof,

Recount, Procedure, Report and Anecdote.15 Students are expected to

understand and master all of the texts after they learnt English.

In line with the limitation, formulation and objective of the research in the

previous chapter, the writer would like only to explain about Descriptive

text.

Descriptive Text

Descriptive text is a text which lists the characteristics of

something. The purpose of descriptive text is to describe and reveal a

particular person, place, or thing.

The generic structure of descriptive text are:

a. Identification : Identifies phenomenon to be described.

b. Description : Describes parts, qualitie, characteristics.

Descriptive text also has language features, they are:

a. Focus on specific participants

b. Use of attributive and identifying processes

14

David Nunan, Designing Tasks for The Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 34

15

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c. Use of adjectives

d. Frequent use of Ephitets and Classifiers in nominal group

e. Use of simple present tense

The example of descriptive text is:

Rafflesia Arnoldii

Identification: Rafflesia Arnoldii is a rare flower that is well known because of the size of the flower’s petals and the smell of rotten

meat that it gives out.

Description: this enermous and rare flower grows in the forest of southeast Asia, including the phillipines. Its large flower can grow to 3

meters in diameter and weigh up to 11 kilograms. It does not have any

leaves, stem, or roots and because of lacking clorophyls this plant can not

photosynthesize making it a parasite, living on other plants nutritions. The

flower has five petals red in colour and has white spots which surrounds

the middle of the flower much like hole. At the base of the flower there is

a part which has needles and contains the reproduction parts of the flower.

4. The Factors Influence Reading Comprehension

They are many factors that influence the reader when reading, such as:

a. Language

In the case of written text some researchers look at word and

sentence length (Wallace 1992:77), on the premise that text with

longer sentences and longer words will be more difficult to understand

than those with shorter ones. It means that if students faced the

situation, they will get difficult in absorbing what the meaning of the

(27)

b. Topic and Genre

The teaching of receptive skill sometimes will not go as we

want it to be because of the inappropriate topic or unfamiliar genre

they are dealing with and will not interest to learn.

c. Comprehension tasks

When teacher wants to give the task and choose the

comprehension tasks to do it, sometimes that kind of tasks are not

helping the students to more understand the skill. It is more likely to

be testing them. By testing they will not be appropriate way to

accomplishing the students’ improvement in this skill

d. Negative Expectations

Before the students were starting to learn the skill, they already

have negative expectations. They have feeling that they are not going

to understand the passage because it is sound to be too difficult and

they will be frustrating and de-motivating. Those feeling occur

because of unhappy or unsuccessful experiences.

5. The Ways to Improve Reading Comprehension

Skilful reading is an important part of becoming a skilful writer.

Following are four steps that will make you better reader:

a. Concentrate as we read

In reading activities someone needs to improve his

concentration. To improve the concentration first, read in a place

where we can be quiet and alone. Don’t choose a spot where a TV or

stereo is on or where friends or family are talking nearby. Next, sit in

an upright position when we read. If our body are in completely

relaxed position, sprawled across a bed or nestled in an easy chair, our

mind is also going to be completely relaxed. The light muscular

tension that comes from sitting in an upright chair promotes

(28)

using our index finger (or a pen) as a pacer while we read to read.

Lightly underline each line of print with our index finger as we read

down page. Hold our hand slightly above the page and move our

finger at a speed that is a little too fast for comfort. This facing with

our index finger, like sitting upright on a chair, creates a slight

physical tension that will keep our body and mind focused alert.

b. Skim material before we read

In skimming, we spend about two minutes rapidly surveying a

selection, looking for important points and skipping secondary

material. Follow this sequence when skimming.

1) Begin by reading the overview that precedes the selection.

2) Study the title of selection for a few moments

3) Form a basic question (or questions) out of the title

4) Read the first two or three paragraphs and the last two or three

paragraphs in the selection. Very often a writer’s main idea, if it is

directly stated, will appear in one of these paragraphs and will

relate to the title.

5) Look quickly at the rest of the selection for other clues to important

points.

c. Read the selection straight through with a pen nearby

Don’t slow down or turn back; just aim to understand as much as

you can the first time through. Place a check or star beside answer to

basic questions you formed from the title, and beside other ideas that

seem important. Number lists of important points, circle words we

don’t understand. Put question marks in the margin next to passages

that are unclear and that we will want to reread

d. Work with the material

Go back and reread the passages that were not clear the first time.

(29)

meanings in the margin. Also, reread carefully the areas you identified

as most important; doing so will enlarge our understanding of the

material. Prepare a short outline of the selection by answering the

following questions on a sheet of paper:

1) What is the main idea?

2) What key points support the main idea?

3) What seem to be other important points in the selection?

By working with the material in this way, we will significantly

increase our understanding of a selection. Effective reading, just like

effective writing, does not happen all at once. Rather, it is a process.

Often we begin with a general impression of what something means,

and then, by working at it, we move to a deeper level of understanding

of the material.16

Beaumont (1983) has stated the range of ways for developing

reading skill in the classroom and the principles behind each of them:

1) Practicing specific strategies such as skimming/scanning with a

particular text, the idea behind this is to enable the learner to read

and select specific information at the expense of other (redundant)

information.

2) One effective way of developing reading skills which gives the

learner a reason for reading is to use the information gap principle

often associated with communicative language teaching. Some

reading materials, such as those devise by Geddes and Sturtridge

(1982) use this principle. In these materials, the information

required for the completion of a target task is distributed among

two or more sources. Each sub-group only has part of the

information required to complete the task. The sub-groups

16

(30)

consequently have to exchange their information so that the

information gap is filled and the target task completed. This

activity clearly links reading with other forms of communication,

eg. Speaking/discussion or listening/writing, and can thus provide a

reading-driven integration of the language skills

3) Several of the more recent materials for reading contain what are

sometimes referred to as ‘text scrambling’ activities. The principle

behind this type of material is that students can be taught to have

an awareness of the discourse or cohesive features of reading

materials. If a passage is clearly written then it can be ‘scrambled’

and reassembled in the correct order if the learner can recognize

the discourse patterns and markers in the text.

4) Some reading materials are constructed along the lines that the

learners bring not only background knowledge to reading but also

emotional (affective) responses as well, and will talk about their

reactions to various texts.17

According to John J. DeBoer and Martha Dallman, there are two

types of skills to develop reading comprehension:

1) Finding the main idea

Before find the main idea, we ought to know the activities may

help the learner to find the main idea of a passage:

a) Stating the main idea of a selection

b) Selecting from a list of sentences one that best expresses the main idea of a paragraph

c) Selecting the best title from a list

d) Naming a title to a fit given paragraph or longer selection e) Following directions, such as:

f) Reading a story to find out whether it is suitable to tell or read to others for a given purpose or to dramatized

17

(31)

g) Reading a story a second time in order to determine what scenes should be dramatized

h) Skimming a series or a group of trade books to decide which one to read, either for pleasure or some other purpose.

i) Telling which word of a series describes a character in a selection.

j) Making a movie or mural showing the main events in a story. k) Noting certain phrase such as the first and the most important

to see if they point out a main idea.

l) Matching a picture that illustrates as a main idea with a paragraph that it illustrates.

The activities that mentioned above are the activities that we

must do before our reading. If we do those activities it will make

us easy to find the main idea of the text.

2) Selecting significant details

By performing activities like the followings, learners can get

practice in noting and choosing those that are significant for their

purpose

a) Reading to answer questions

Proficiency in finding the answer to question can be helpful

in a variety of reading situation. It is important at times in order

to choose the main idea, to note details, to predict outcomes, to

form generalizations, to follow directions, and perform other.

b) Making summarized and organizing material

Skill in summarizing and organizing what is read can be

develop through activities: Telling which of several summaries,

best summarizes a paragraph or longer selection, Answering

question, organizing materials gathered from a variety of

sources for an oral or written report, taking note of words,

classifying materials in the room for functional purposes,

(32)

learning the form for making outlines, organizing steps in a

process demonstrated on a field trip, filling the main topics and

subtopics of a selection, listing the questions on which

information is needed to solve the problem of a unit, making an

outline, studying the table contents to note the organization of a

book and checking a series of true-false statements

c) Arriving at generalizations and coming to conclusions

In addition to the following suggestions for activities that

can be valuable in developing ability to arrive at generalizations

and come to conclusions, some of those recommended under

“making summaries and organizing material” can used: making

and guessing riddles, checking which ones of several conclusion

are warranted by data given and explaining why the unsound

conclusions are invalid, stating as specific a conclusion as

possible after reading data presented in paragraph or longer

selection and explaining, discussing questions, telling which of a

list of statements are generalizations and which are specifics,

listing facts heard or read that justify a given generalization or

that prove that given generalization is unsound, checking the

generalization against experiences, discussing the effect that

certain events in story or in history had on individuals, stating

the generalization that is justified on the basis of given facts,

drawing a series of pictures that illustrate points leading to a

generalization develop in a story or article.

d) Following directions

These methods may be helpful for an individual who is

trying to improve his skill in following direction: observing

written direction, following directions that the teacher has

written on the chalkboard or on cards, acting out an individually

(33)

oral directions for making things, drawing a picture from

direction given, carrying out plans made by the class, reading

directions for a game and then following them, reading

directions for work - type activities in various subject fields and

then following them.

e) Predicting outcomes

There are many activities for improving the ability to

predict outcomes: while looking at the pictures of a story, stating

what the outcome of the story likely to be. Indicating by means

of multiple-choice questions what is likely to happen next in a

story or article. Telling what is likely to happen next in a story

or article, without help of multiple-choice questions. Discussing

why things happened as they did in a story or other account,

making up endings for story orally or in writing, estimating the

answer in some types of arithmetic problems. Comparing our

present situation with a previous one in history and deciding

what might happen as a result of present conditions. Indicating

what is likely to happen at the time when work on a science

experiment is begun. Evaluating plans the class is making in

terms of expected outcomes. Predicting what will happen next

after having listened to part of the account of an experience

another pupil has had. Listing on the board known points about

a situation and possible outcomes and then discussing the

probability of certain results and the unlike hood of others,

arranging in order pictures illustrating a story that the pupils

have not heard or read in entirety.18

It can be said that our skill in reading will develop if we use

our background knowledge, familiar with the material,

concentrate what we read and know the main idea of the text.

18

(34)

6. Teaching Reading in Junior High School according to KTSP

According to KTSP, teaching reading in Junior High School aims

to develop the students’ ability to comprehend and create kinds of short

functional text and monologue and essay formed procedure, descriptive,

recount, narrative and report. The students also hope that they can read the

texts which have meaning of word, phrase and sentence with the utterance,

stress and intonation related with the near area. The students responds the

simple short functional of written text accurately and fluently.

To achieve the aims of teaching reading, we need the Standard

competence and basic competence because the standard and basic

competence become a course and base to develop the main subject,

learning activity and indicator competence achievement for assessment. So

that, here a standard competence and basic competence of reading:

Standar Kompetensi Kompetensi Dasar Indikator

1. Memahami makna

teks tulis fungsional

(35)

(36)

D. Hypotheses

In this research, the writer would like to find the empirical evidence

whether or not the use of Small Group Interaction is really effective in

teaching reading Comprehension better than Grammar Translation Method. It

is also to find out whether there is a significant difference achievement in

learning reading comprehension between the students who are taught by

using Small Group Interaction and the students who are taught by using

Grammar Translation Method at the seventh grade of SMP Sunan Bonang

Tangerang. To accomplish this objective, the writer proposed two hypotheses

to be tested:

Ho: There is no a significant difference achievement in learning reading

comprehension between the students who are taught by using Small

Group Interaction and the students who are taught by using Grammar

Translation Method at the seventh grade of SMP Sunan Bonang

Tangerang .

Ha: there is a significant difference achievement in learning reading

comprehension between the students who are taught by using Small

Group Interaction and the students who are taught by using Grammar

Translation Method at the seventh grade of SMP Sunan Bonang

(37)

28

CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH

A. THE METHODOLOGY OF THE RESEARCH 1. The Place and Time of the Research

The research was held at “SMP” Sunan Bonang. It’s located on

Dasana Indah Bonang Blok SJ Kelapa Dua Tangerang Banten. The writer

conducted the research about two months. The writer did the research for

six meetings from 16th February up to 1st April 2011. It consisted of the

pre-test on the first meeting, the application of Small Group Interaction

and whole class teaching on the second until the fifth meeting, and the

post-test in the sixth meeting.

2. The Objectiveof the Research

As mentioned in the first chapter that the objective of the study is

(38)

reading achievement of between the students who are taught by using

Small Group Interaction and those who are taught using whole class.

3. The Population and Sample

The population of this study is 92 students from the seventh grade

of “SMP” Sunan Bonang. The seventh grade consists of three classes.

Number of VII1 is 31 students, VII2 class is 31 students and VII3 30

students. The grade of VII3 as the experiment class was taught using Small

Group Interaction and the grade of VII2 as the control class was taught

using Whole class. Both experiment class and control class were taken 20

p[students from the attending list using Purposive Cluster Sample.

Because the writer assumes that 40 students represent the number of

students.

4. The Technique of Data Collecting

The writer used test to collect the data. The data were collected

from the pre-test and post-test. The pre-test was administered before the

treatments and post-test was administered after the treatments.

5. The Technique of Data Analysis

In analyzing the data, the writer used Bivariat Comparational

Analysis Technique. The technique is used to test the hypotheses whether

there is a significant difference between two variables which are tested.

Before the writer analyzes the data, it is necessary to calculate the data into

the statistic calculation. The writer used formula to calculate the data.

is used to find whether there is a significant difference between the

score of students’ achievement in learning reading comprehension by

using Small Group Interaction and Whole Class teaching. The experiment

(39)

The formula of is expressed as follows:

=

Note :

Mx = Mean of Variable X

My = Mean of Variable Y

SE = Standard Error

Prior the calculation of , there are several procedures to be

taken. They are as follows:

a. Determining Mean of Variable X, with formula:

=

b. Determining Mean of Variable Y, with formula:

=

c. Determining Standard of Deviation Score of Variable X, with formula:

=

d. Determining Standard of Deviation Score of Variable Y, with formula:

=

e. Determining Standard Error of Mean of Variable X, with formula:

=

f. Determining Standard Error of Mean of Variable Y, with formula:

(40)

g. Determining Standard Error of Difference of Mean of Variable X and

Variable Y, with formula:

=

h. Determining with formula:

₌

i. The Testing of Hypotheses:

Ha : There is a significant difference Mean between Variable X and

Variable Y.

Ho : There is no a significant difference Mean between Variable X

and Variable Y.

j. Determining in significance level 5% with Degrees of Freedom

(df):

df =

6. The Procedure of the Research

a. The writer observed the location and population were carried out. The

research was done in two classes (experiment class and control class).

Before treating the students using Small Group Interaction and

Whole-cass Teaching, the writer administered the pre-test to the students in

both classes with the same instrument to know the homogeneity of

students’ reading comprehension.

b. The treatment was the application of Small Group Interaction in VII3

class as the experiment class and Whole-class Teaching in VII2 as the

control class. The presentation of the lesson was done by the writer.

c. Post-test was administered after finishing the treatment. The writer

(41)

instrument was same, students did not realize that would be examined

again later. Finally, the writer made a calculation of the result from

both of the tests. The further explanation will discuss later.

B. THE FINDING OF THE RESEARCH 1. The Description of Data

The writer conducted field research. The writer collected the data

from students’ pre-test and post-test of both classes. The data is described

into table 3.1 which is presented the students’ achievements in the

experiment class and the control class before the writer does her research

(pre-test), and table 3.2 which is presented the students’ achievements in

the experiment class and the control class after the writer did her research

(post-test). Each table has four columns. The first column shows the

students number identification (N1) of VII3 as the experiment class (X),

the second column shows the scores of students VII3 as the experiment

class (X), the third column shows the students number identification (N2)

of VII2 as the control class (Y), and the last column shows the scores of

students VII2 as the control class (Y).

The table as follows:

Table 3.1

The Students’ Pre-test and Post-Scores of Experiment Class (using small group imteraction)

Students (X) Pre Test Score Post Test Score

Gained (d) score (post

test-pre-test)

1 ₈₀ ₉₀ 10

2 ₇₀ ₉₀ 20

3 ₆₀ ₈₅ 25

(42)

5 ₇₅ ₉₀ 15

6 ₇₅ ₈₅ 10

7 ₆₅ ₉₀ 25

8 ₅₀ ₇₅ 25

9 ₅₀ ₇₅ 25

10 ₆₅ ₈₀ 15

11 ₅₅ ₉₀ 35

12 ₅₅ ₇₀ 15

13 ₆₅ ₈₀ 15

14 ₈₅ ₉₀ 5

15 ₇₅ ₈₅ 10

16 ₆₀ ₆₅ 5

17 ₆₀ ₉₀ 35

18 ₇₅ ₈₅ 10

19 ₆₅ ₇₅ 10

20 ₆₀ ₇₀ 10

฀ 1295 1640 340

Mean 64.75 82 17

The table 1 describes that the lowest gained score in Post-Test and

pre-Test is 5 and the highest score is 35. Therefore, it can be summarized

that the lowest and highest gained scores in post-test is higher than

pre-test.

Ratio Scale Interval

65, 70, 70, 75, 75, 75, 80, 80, 80, 85, 85, 85, 85, 90, 90, 90, 90, 90, 90, 90

R= 90 – 65 = 30

K= 1 + 3.3 log n

(43)

= 5.2 = 5

I= R = 30 = 6 K 5

NO F Lower

Limit

Higher Limit

Xi f.Xi

1 65 – 70 3 64.5 70.5 67.5 202.5

2 71 – 76 3 70.5 76.5 73.5 220.5

3 77 – 82 3 77.5 82.5 79.5 238.5

4 83 – 88 4 82.5 88.5 85.5 342

5 89 – 94 7 87.5 94.5 91.5 640.5

20 1744

Mean = = 1744 = 87.2 n 20

Median= ℓ + ½n - fkb Fi

= 87.2 + 10 – 7 6

= 87.2+ 3 6

= 87.2 + 0.5

= 87.7

Modus = ℓ + S1__ i S1 + S2

= 87.2 + _4 6 4 + 0

= 87+ 24 6 4

= 87.2 + 4

(44)

Table 3.2

The Students’ Pre-test and Post-test Scores of Control Class (Whole-class Teaching)

Students (X) Pre Test Score Post Test Score

Gained (d) score (post

test-pre-test)

1 ₇₅ ₈₅ 10

2 ₆₅ ₈₀ 15

3 ₈₀ ₈₀ 0

4 ₇₅ ₈₀ 5

5 ₈₀ ₈₅ 5

6 ₇₀ ₇₀ 0

7 ₆₅ ₈₀ 15

8 ₅₀ ₇₀ 20

9 ₅₀ ₇₅ 25

10 ₆₅ ₇₅ 10

11 ₇₀ ₈₀ 10

12 ₇₀ ₈₅ 15

13 ₇₅ ₇₅ 0

14 ₇₀ ₇₅ 5

15 ₇₅ ₈₀ 5

16 ₆₀ ₇₅ 15

17 ₄₅ ₅₀ 5

18 ₄₀ ₅₅ 15

19 ₅₅ ₈₅ 30

20 ₇₅ ₈₅ 5

฀ 1310 1525 210

(45)

The table 2 describes that the lowest gained score in the post-test

and pre-test is 0 and the highest score is 30. Therefore, it can be

summarized that the lowest and highest gained scores in post-test is higher

than pre-test scores.

Ratio Scale Interval

50, 55, 70, 70, 75, 75, 75, 75, 75, 80, 80, 80, 80, 80, 80, 85, 85, 85, 85, 85.

R= 85 – 50 = 35

K= 1 + 3.3 logn

= 1 + 4.2

= 5.2 = 6 (dibulatkan ke atas)

I= R = 35 = 5.8 = 6 K 6

NO F Lower

Limit

Higher Limit

Xi f.Xi

1 50 – 55 2 49.5 55.5 52.5 105

2 56 – 61 0 55.5 61.5 58.5 0

3 62 – 67 0 61.5 67.5 64.5 0

4 68 – 73 2 67.5 73.5 70.5 141

5 74 – 79 5 73.5 79.5 76.5 382.5

6 80 – 85 11 79.5 85.5 82.5 907.5

(46)

Mean = = 1536 = 76.8 n 20

Median = ℓ + ½n - fkb Fi

= 79.5 + 10 – 0 11

= 79.5 + 10 = 79.5 + 0.9 = 80.4 11

Modus = ℓ + S1__ i S1 + S2

= 79.5 + _6 6 6 + 0

= 79.5 + 6 6 6

= 79.5 + 6 = 85.5 2. The Analysis of Data

Before the writer analyzed the data, the writer has calculated the

data into the statistic calculation. The writer used formula to find the

empirical evidence statistically and to make the testing of the hypotheses.

So this research will be easier.

Prior the calculation of , the writer made the calculation table

to gain Mean and Deviation Standard from two variables, the table as

(47)

Table 3.3

The Comparison Scores of Each Student in Experiment Class and Control Class

Students X

Students

Y X Y X Y x.x y.y

1 1 15 10 -2 -0.5 4 0.25

2 2 20 15 3.5 4.5 12.25 20.25

3 3 25 0 8.5 -10.5 72.25 110.25

4 4 30 5 -13.5 -5.5 182.25 30.25

5 5 15 5 -1.5 -5.5 2.25 30.25

6 6 10 0 -6.5 -10.5 42.25 110.25

7 7 25 15 8.5 4.5 72.25 20.25

8 8 25 20 8.5 9.5 72.25 90.25

9 9 25 25 8.5 14.5 72.25 210.25

10 10 5 10 -11.5 -0.5 132.25 0.25

11 11 35 10 18.5 -0.5 342.25 0.25

12 12 15 15 -1.5 4.5 2.25 20.25

13 13 15 0 -1.5 -10.5 2.25 110.25

14 14 5 5 -11.5 -5.5 132.25 30.25

15 15 10 5 -6.5 -5.5 42.25 30.25

16 16 5 15 -11.5 4.5 132.25 20.25

17 17 30 5 13.5 -5.5 182.25 30.25

18 18 10 15 -6.5 4.5 42.25 20.25

19 19 10 30 -6.5 19.5 42.25 380.25

20 20 10 5 -6.5 -5.5 42.25 30.25

Mean 17 10.5