The Effectiveness of Cooperative Reading Groups in Teaching Reading Viewed from the Students Intelligence (An Experimental Research in the Eighth Graders of MTs. Arrahmah Kediri in the Academic Year of 2016/2017).

(1)

THE EFFECTIVENESS OF COOPERATIVE READING

GROUPS TO TEACH READING VIEWED FROM STUDENTS’

INTELLIGENCE

(An Experimental Research at the Eighth Graders of MTs. Arrahmah in the Academic Year of 2016/2017)

THESIS

Submitted to Graduate School of Sebelas Maret University to Fulfill one of the Requirements for Completing the Graduate Degree in English Education

BY:

OKI BAGUS SATRIO NIM: S891008066

(2)

(3)

(4)

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The Effectiveness

of Cooperative Reading Groups in Teaching Reading Viewed from the Students Intelligence (An Experimental Research in the Eighth Grade of MTs. Arrahmah Kediri in the Academic Year of 2016/2017)”. It is not a product of plagiarism or

made by others. Anything related to others’ work is written in quotation, the

source of which is listed on the references.

If then this pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal or cancelation of my academic degree.

Surakarta, November 7th, 2016

(5)

Abstract

Oki Bagus Satrio. S891008066. “The Effectiveness of Cooperative Reading Groups in Teaching Reading Viewed from the Students Intelligence (An

Experimental Research in the Eighth Graders of MTs. Arrahmah Kediri in the Academic Year of 2016/2017)”. English Department, Graduate Program, Sebelas Maret University. Surakarta 2016. Consultant I: Dr. Ngadiso, M.Pd, Consultant II: Dr. Abdul Asib, M.Pd.

The objectives of the research are: (1) to reveal whether Cooperative Reading Groups is more effective than Direct Instruction method to teach reading; (2) to know whether the students having high intelligence have better reading skill than those having low intelligence; and (3) to prove whether there is an interaction between teaching method andstudents’intelligence to teach reading.

The research was conducted at MTs Arrahmah in the academic year of 2016/2017. The research method was experimental research by using factorial design . The population in this research was the second graders of MTs Arrahmah. It was used cluster random sampling to obtain the sample. The sample consisted of 60 students which were divided into two classes, VIII A consisting 30 students as an experimental class and VIII B consisting 30 student as a control class. The instruments used to collect the data were reading test to obtain the score of reading skill and documentation that was used to collect the data of the

students’ intelligence. Before the instrument were used, the tryout was done to

know the validity and reliability of instruments. Reading skill test was conducted by using valid and reliable instrument. The collected data were analyzed by the writer in term of their frequency distribution, normality, and homogeneity. Then, ANOVA test (multifactor analysis of variance) and TUKEY test were used to test the research hypotheses.

Research findings show: (1) Cooperative Reading Groups is more effective than DI method for teaching reading; (2) The students having high intelligence have better reading skill than the students having low intelligence; and (3) There is an interaction between teaching strategies and students’ intelligence for teaching reading. The effect of teaching strategies on the students’ reading skill depends on the students’ intelligence for the eighth grade students of MTs

Arrahmah. Thus, it can be concluded that Cooperative Reading Groups is an effective method to teach reading for the eighth graders who have high intelligence.

Key word: Reading skill, Cooperative Reading Groups, Direct Instruction,

(6)

M O T T O

Education without values, as useful as it is, seems rather to

make man a more clever devil.

(C.S. Lewis)

It does not matter how slowly you go as long as you do not

stop.

(7)

DEDICATION

This Thesis is Especially Dedicated for Those Who Share Happiness and Sadness

in Every Single Part of My Life:



My Beloved Parents (Sugeng Hariono and Suthihat)



My Beloved Parents in Law (Puryanto and Alm. Lenah)



My Lovely Wife and Son (Evi Husniati Sya idah and M. Rifqi Satrio)



My Beloved Friends of S8910-ers

(8)

ACKNOWLEDGEMENTS

In the name of Allah SWT The Beneficent and The Merciful.

All praises be to Allah SWT, Lord of the world, who has been giving His blessing, grace, health, power, inspiration, and everything to the writer so the writer can accomplish this final project. Peace and salutation be upon Prophet Muhammad SAW, his families, his companion, and his followers.

This thesis is presented to the English Education Department of Graduate Program, the Teacher Training and Education Faculty of Sebelas Maret University Surakarta.

In this opportunity, the writer would like to express the writer’s deepest

gratitude to those who had given their time, assistance, guidance, support, and prayer for the writer.

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for the permission to write the thesis.

2. The Head of Graduate School of English Education Department of Sebelas Maret University for providing the facilities to complete the thesis writing. 3. Dr. Ngadiso, M.Pd., as the first consultant, and Dr. Abdul Asib, M.Pd., as the

second consultant for their guidance, advice, and patience during the writing process of this thesis.

(9)

5. Siti Nurin Nadhofah, S.S., as the English teacher for the eighth graders of MTs. Arrahmah for her help and cooperation during the research.

6. All friends and everyone who have helped the researcher in accomplishing this thesis.

May Allah, the Almighty, bless them all for their help and contributions. Amin. Finally, the writer realizes that this thesis still cannot be considered perfect. Therefore, criticisms and suggestions for this thesis are really expected to make this thesis better.

Surakarta, November 7th, 2016 The Writer,

(10)

TABLE OF CONTENTS

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF ABBREVITATION... xiv

LIST OF APPENDICES ...xv

CHAPTER I INTRODUCTION ...1

A. Background of the Research...1

B. Identification of the Problem ...5

C. Limitation of the Problem...5

D. Statement of the Problem ...6

E. Objectives of the Research ...6

F. Benefits of the Research ...7

CHAPTER II REVIEW LITERATURE...8

A. Reading...8

1. The Nature of Reading Comprehension ...8

2. Micro and Macro Skills of Reading ...10

3. The Purpose of Reading ...13

4. Types of Classroom Reading Performance ...15

5. Strategies of Reading...17

6. Models of Reading ...18

B. Cooperative Reading Groups (CRG)...19

1. Definitions of Cooperative Reading Groups ...19

2. Steps of Using Cooperative Reading Groups ...20

3. Advantages of Cooperative Reading Groups ...21

4. Disadvantages of Cooperative Reading Groups...22

C. Direct Instruction (DI) ...23

1. Definitions of Direct Instruction ...23

(11)

D. Teaching reading Using CRG Compered to DI ...30

1. General Difference between CRG and DI...30

2. The Difference between CRG and DI in Teaching Reading ...31

E. Intelligence...32

1. The Definitions of Intelligence...32

2. The Conceptions of Intelligence...34

3. Test of Intelligence ...37

4. Types of Intelligence ...38

5. The Component of Intelligence ...39

F. Review of Relevant Research ...41

G. Rationale...44

H. Hypothesis ...47

CHAPTER III RESEARCH METHODOLOGY ...49

A. Context of the Research ...49

B. Research Design ...50

C. Population, Sample, and Sampling...51

D. Techniques of Collecting Data ...53

E. Techniques of Analyzing Data ...55

CHAPTER IV FINDINGS AND DISCUSSION ...63

A. The Implementation of The Research ...63

B. The description of The Research ...64

C. Normality and Homogeneity Test ...73

D. Data Analysis ...75

E. Discussion...78

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ...84

A. Conclusion...84

B. Implication...84

C. Suggestion ...86

BIBLIOGRAPHY ...88

(12)

LIST OF TABLES

Table 2.1: General differences about CRG and Direct Instruction ...30

Table 2.2: The Differences of CRG and DI in Teaching Reading...31

Table 2.3: The Classification IQ ...38

Table 3.1: Time Schedule ...49

Table 3.2: Profile of Reading Class ...50

Table 3.3: The Diagram of a 2 x 2 multifactor analysis...51

Table 3.4: Homogeneity...57

Table 3.5: The Summary of a 2 X 2 Multifactors Analysis of Variance ...59

Table 4.1: Treatment for Experimental Class ...63

Table 4.2: Treatment for Control Class...64

Table 4.3: Frequency distribution of data A1...65

Table 4.4: Frequency Distribution of Data A2...66

Table 4.5: Frequency distribution of data B1...67

Table 4.6: Frequency distribution of data B2...68

Table 4.7: Frequency distribution of data A1B1...69

Table 4.11: The Normality Test ...74

Table 4.12: Homogeneity Test ...75

Table 4.13: The Summary of the Mean Scores...75

Table 4.14: Multifactor Analysis of Variance...76

(13)

LIST OF FIGURES

Figure 2.1: Type of Classroom Reading Performance...16

Figure 2.2: Reading Style and Reason for Reading ...16

Figure 4.1: Histogram and Polygon of Data A1...66

Figure 4.2: Histogram and Polygon of Data A2...67

Figure 4.3: Histogram and Polygon of Data B1...68

Figure 4.4: Histogram and Polygon of Data B2...69

Figure 4.5: Histogram and Polygon of Data A1B1...70

(14)

LIST OF ABBREVITATION

DI Direct Instruction

(15)

LIST OF APENDICES

Appendix 1: Lesson Plan for Experimental Class...91

Appendix 2: Lesson Plan for Control Class ...117

Appendix 3: Blue Print of Reading Ability ...142

Appendix 4: The Instrument of Reading Comprehension Test ...143

Appendix 5: The Result of Validity ...151

Appendix 6: The Result of Reliability of Reading Test...152

Appendix 7: The Tabulation of Students’ Intelligence and Reading Score...154

Appendix 8: The Score of Mean, Mode, Median, Standard Deviation...156

Appendix 9: Normality Test...165

Appendix 10: Homogeneity Test ...172