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ii v T C A R T S B A . 3 1 0 2 . a n a i v i
V Students ’ Percepitons on the Implementa iton o f Group I I g n i d a e R c i s a B n i n o i s s u c s i
D .Yogyakatra :EngilshLanguageEducaitonStudy . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y b d e s u s e i g e t a rt s y n a m e r a e r e h t ,s y a d a w o
N thelecturerst ot eachr eading o r g s i s e i g e t a rt s e h t f o e n O . ll i k
s up discussion .Thi skind o fsrtategy ha s ti sown e s u a c e B . m o o r s s a l c e h t n i d e t n e m e l p m i s i ti n e h w s e g a t n a v d a s i d d n a s e g a t n a v d a , n o s a e r s i h t f
o the researche r intends to ifnd the f act abou tgroup discussion e
p s
e ciallyi n ifndingt hestudents ’percepiton sont heimplementaitonofi .t
e h t n i n o i s s u c s i d e h t w o h t u o d n if o t e r e w h c r a e s e r s i h t f o s e s o p r u p e h T d n a d e t c u d n o c s i k r o w p u o r
g w ehat t h students ’percepiton sonthe i n lfuence so f n o i s s u c s i d p u o r
g in Basic Reading I Iare .Thi sresearch wa sdone a tSanata n i d e t a l u m r o f s m e l b o r p h c r a e s e r o w t e r a e r e h T . a tr a k a y g o Y n i y ti s r e v i n U a m r a h D t a h W ) 2 ( ? d e t c u d n o c k r o w p u o r g e h t n i n o i s s u c s i d e h t s i w o H ) 1 ( : h c r a e s e r s i h t e r
a thestudents ’percepiton son thei mplementaiton o fgroup discussioni n Basic I I g n i d a e
R ? .Thi sresearch i simpo tran tto be discussed because i twli lgive n o it a m r o f n
i aboutther ea lpracitceofgroupdiscussion .
s i k r o w p u o r g e h t n i n o i s s u c s i d e h t w o h n o it a m r o f n i e h t d n if o t r e d r o n I d n a d e t c u d n o
c wha tstudents ’percepiton sonthei n lfuence so fgroupdiscussioni n I I g n i d a e R c i s a
B ea , er t h researche rused survey research .There were two e r e w y e h T . h c r a e s e r s i h t n i d e s u s t n e m u rt s n
i na observaiton checkils tand a o t d e s u s a w n o it a v r e s b O e h T . e ri a n n o it s e u
q answer ot thefris tresearch quesiton d e s u s a w e ri a n n o it s e u q e h t , n e h T . n o i s s u c s i d p u o r g f o n o it a t n e m e l p m i e h t t u o b a r e w s n a o
t ot thesecond research quesiton aboutt he students ’percepiton son the implementaiton o fgroup discussion .Then ,58 student sof et h Engilsh Language
n o it a c u d
E Study Programwho weret akingBasicReadingI Isubjectw eregivena e ri a n n o it s e u
q .Thequesiton sarei nf ormo fcloseendedandopenendedquesiton .s tl u s e r e h
T s o fthi sresearch showed tha tthere were two format so fthe ll a m s e r e w y e h T . m o o r s s a l c e h t n i d e t c u d n o c n o i s s u c s i
d -group discussion and
e g r a
l -group discussion .Besides ,there were some step sdone in implemenitng n e d u t s e h t g n i p u o r g s a h c u s n o i s s u c s i d p u o r
g ts ,choosing a leader ,shairng in a tl u s e r n o i s s u c s i d e h t g n it ir w d n a , p u o r
g s. hT en , the student s had posiitve . n o i s s u c s i d p u o r g f o n o it a t n e m e l p m i e h t n o s n o it p e c r e
p The student sgo tmany
m o s e c a f o t d a h y e h t h g u o h tl a n o i s s u c s i d p u o r g g n i o d n e h w s e g a t n a v d a e . n o i s s u c s i d e h t n i s e it l u c if fi
d Moreove,r t hestudent salsoagreed t hatt hel ecture r . n o i s s u c s i d e h t n i e l o r t n a tr o p m i n a d e y a l p s d r o w y e
ii i v K A R T S B A . 3 1 0 2 . a n a i v i
V . Students ’ Percepiton son the Implementa iton o f Group I I g n i d a e R c i s a B n i n o i s s u c s i
D .Yogyakarta :ProgramStud iPendidikanBahasa a m r a h D a t a n a S s a ti s r e v i n U , s i r g g n
I .
i n i t a a
S banyak strateg i yang digunakan dosen untuk mengajarkan i g e t a r t S . k o p m o l e k i s u k s i d h a l a d a a y n i g e t a r t s u t a s h a l a S . a c a b m e m n a li p m a r e t e k e k i a y n u p m e m i n
i untungandan kerugiankeitka diimplementasikan d ikelas .Oleh o l e k i s u k s i d i a n e g n e m a t k a f n a k u m e n e m n i g n i it il e n e p , h a li n i n a s a l a a n e r a
k mpok
e p n a k u m e n e m a y n s u s u h
k rseps i isswa mengena i implementas i dari diskus i . i r i d n e s u ti k o p m o l e k s e s o r p a n a m i a g a b n a k u m e n e m k u t n u h a l a d a i n i n a it il e n e p i r a d n a u j u T t n e m e l p m ii d a k it e k i s u k s i
d asikand idalamkela sdanapaperseps i isswamengenai i r a d i s a t n e m e l p m
i diskus ikelompokd imatakuilahBasicRadingI I.Peneilitani n i n a h a l a s a m r e p a u d a d A . a t r a k a y g o Y a m r a h D a t a n a S s a ti s r e v i n U i d n a k u k a li d a n a m i a g a B ) 1 ( : i n i n a it il e n e p m a l a d n a k s u m u r i d g n a
y k ah implementas idar i
j a s a p A ) 2 ( ? k o p m o l e k i s u k s i
d a perseps isiswa mengena i implementas i dari k o p m o l e k i s u k s i
d d i mata kuilah Basic Rading II?. Peneilitan in ipenitng untuk i a n e g n e m i s a m r o f n i n a k i r e b m e m i n i n a it il e n e p a n e r a k s a h a b i
d apilkas i dari
k o p m o l e k i s u k s i d . a n a m i a g a b i s a m r o f n i n a k u m e n e m k u t n
U prose s diskus i keitka
ii
d mplementasikan d i dalam kela s dan apa saja perseps i siswa mengenai i r a d i s a t n e m e l p m
i diskus ikelompok d i mata kuilah Basic Rading II, penelti i n u g g n e
m akan peneilitan survey . Ada dua instrumen nya g digunakan dalam n a it il e n e
p . Instrumennya adalah lemba r observas i dan kui isoner . Lemba r k u t n u n a k a n u g i d i s a v r e s b
o menjawab rumusan permasalahan yang pertama k o p m o l e k i s u k s i d i r a d i s a t n e m e l p m i i a n e g n e
m .Kemudian ,kusiione rdigunakan h a l a s a m r e p n a s u m u r b a w a j n e m k u t n
u an yang kedua mengena iperseps isiswa a
d a
p diskus ikelompok .Kemudian ,58 mahasiswa Pendidikan Bahasa Inggri s h a il u k a t a m l i b m a g n e m g n a
y Basic Reading II diberikan kuisioner. . a k u b r e t n a d p u t u tr e t n a a y n a t r e p a p u r e b a y n n a a y n a t r e P a w h a b n a k k u j n u n e m i n i n a it il e n e p i r a d l i s a
H adaduaf orma tdiskus iyang
m e l p m ii
d entasikan d idalam kelas .Formatnyaadalahdiskus ikelompokkeci ldan i d n a k u k a li d g n a y h a k g n a l a p a r e b e b a d a , u ti n i a l e S . r a s e b k o p m o l e k i s u k s i d g n a r o e s h il i m e m , a w s i s k o p m o l e k i g a b m e m , it r e p e s s a l e k m a l a
d pemimpin ,
b r e
b ag id idalamkelompok ,danmenuil shasi ldsikus.iKemudian ,siswa memiilk i f it i s o p g n a y i s p e s r e
p mengenai implementas i dar i diskus i kelompok. Siswa s u r a h a k e r e m n u p i k s e m k o p m o l e k i s u k s i d m a l a d n a g n u t n u e k k a y n a b t a p a d n e m . n a ti l u s e k a p a r e b e b i p a d a h g n e
m Terlebih lagi ,siswa juga setuju bahwa dosen . k o p m o l e k i s u k s i d i d g n it n e p g n a y n a r e p i k il i m e m i c n u k a t a
x i S T N E M G D E L W O N K C A o t s k n a h t t s e t a e r g y m y a s o t e k il d l u o w I , ll a f o t s ri
F Jesu sChristfo rHi s
e H . s i s e h t y m g n i h s i n if n i y ll a i c e p s e e fi l y m n i e v o l d n a , e c n a d i u g , g n i s s e l b s i H t u o h ti W . h c r a e s e r s i h t g n i o d n i g n il g g u rt s p e e k o t h t g n e rt s e m s e v i g s y a w l a . s i s e h t y m h s i n if o t e m r o f e l b i s s o p m i n e e b e v a h d l u o w t i , p l e h a r g t a e r g y m e t a c i d e d
I ttiude to my lovely mom and dad .They alway s . y d u t s y m g n i h s i n if n i e m t r o p p u s n e h t d n a , h tl a e h d n a y d u t s y m r o f y a r p , e m e v o l p e e k o t t ir i p s d n a e c i v d a e m s e v i g d n a e m s ll a c m o m y m , n w o d m a I n e h W y m e t a c i d e d I , s e d i s e B . s m a e r d y m g n i v e i h c a n i g n il g g u rt
s grattiudet omysisters
(Theres ,Lus)i and brothers (Deni ,Jimmy ,Tono) who suppor tme to be a . p u s e v i g r e v e n o h w l ri g g n o rt s a e b d n a r e n n i w , r o s n o p s r o j a m y m o t e d u ti t a r g y m s s e r p x e o s l a
I Chrisitna Krisityani ,
. d P . M , . d P .
S fo rgiving me itme to consul tmy thesi sand being so paiten tin y m h s i n if d n a t s e b y m o d n a c I , p l e h r u o y f o e s u a c e B . s e k a t s i m y m g n it c e r r o c o t s e o g o s l a s s e n l u f e t a r g e r e c n i s y M . s i s e h
t al lPBI l ecturerswho alwayst each d u t s y m g n ir u d s n o s s e l e l b a u l a v e
m y, especially fo rJ .Sr iMurwan iPudj i m u H . M , . d P . S , i r a t s e
L ., who allow s me to conduc t my research in he r d n a h c r a e s e r y m g n i o d n i d e e n I t a h t g n i h t y n a s e d i v o r p e h s , s e d i s e B . m o o r s s a l c . p l e h r o f k s a I n e h w e m s p l e h s y a w l a y m o t s e o g o s l a s s e n l u f k n a h t y
M bestf irends ,Yudtih ,Efri ,andOkta rfo a tr a k a y g o Y n i s s e n d a s d n a s s e n i p p a h r u o d e r a h s e v a h e W . p l e h d n a t r o p p u s r i e h t o t s k n a h t o s l a d l u o w I . p i h s d n e ir f d n a s s e n r e h t e g o t t u o b a s u h c a e t h c i h
w al lPB I
s t n e d u t
x o
t s e o g s s e n l u f k n a h
t Romo Anton, who give shi s itmet o correc tmy mistakesi n .
y d u t s y m n i e m t r o p p u s d n a g n it ir w
m o c c a n e e b e v a h t o n d l u o c s i s e h t s i h t , r e v e w o
H pilshed wtihou ta grea t
n o s r e
p , who alway sstand sby my side when Iam down and have no spriti , e
s a L s u i r ti v l
A ,hi slove ,care ,suppo tr ,and paitence really help me .He i sthe o h w e l p o e p e h t f o l l a o t d e s s e r d d a s i e d u ti t a r g y m , y lt s a L . d o G m o r f tf i g l a i c e p s
t g n it e l p m o c n i e m d e p l e h e v a
h hist hesi .s
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i L
A V O R P P
A PAGES ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v E
G A P N O I T A C I D E
D ... iv T
C A R T S B
A ... ii....v K
A R T S B
A ... iiv i S
T N E M G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... xi F
O T S I
L TABLES ... vx i
I R E T P A H
C :I NTRODUCTION ... 1 d
n u o r g k c a B h c r a e s e R .
A ... 1 s
m e l b o r P h c r a e s e R .
B ... 3 n
o it a ti m i L m e l b o r P .
C ... 4 s
e v it c e j b O h c r a e s e R .
D ... 4 s
ti f e n e B h c r a e s e R .
E ... 4 s
m r e T f o n o it i n if e D .
F ... 5
I I R E T P A H
C :REVIEWOFRELATEDLITERATURE ... 7 .... n
o it p ir c s e D l a c it e r o e h T .
ii x
a .Natureo fReading ... 8 b .Purpose so fReading ... 8 c .Type so fReading ... 9 d .Srtategie so fTeachingReading ... 11
2 .GroupDiscussion... 21
a .Type so fGroupDiscussion ... 2....1
b .Stagesi nGroupDiscussion... 13 ....
.3 Percep iton ... 41
a .Deifniitono fPercepiton ... 41
b .FactorsI n lfuencingPercepitons ... 51 k
r o w e m a r F l a c it e r o e h T .
B ... 61
I I I R E T P A H
C :METHODOLOGY ... 9..1 d
o h t e M h c r a e s e R .
A ... 91 g
n it t e S h c r a e s e R .
B ... 02 s
t n a p i c it r a P h c r a e s e R .
C ... 02 n
a s t n e m u rt s n I h c r a e s e R .
D dDataGatheirngTechnique... 12
1 .ObservaitonCheckilst ... 12
2 .Quesitonnarie ... 22 e
u q i n h c e T s i s y l a n A a t a D .
E ... 42 e
r u d e c o r P h c r a e s e R .
F ... 52
V I R E T P A H
C :RESEARCHRESULTSANDDISCUSSION... 72 n
o i s s u c s i D p u o r G f o n o it a t n e m e l p m I e h T .
ii i x
1 .TheForma toft heDiscussion ... 28
2 .TheStep sTakenint heDiscussion ... 92 .
B Students ’Percepitonont heI mplementaitono fGroupDiscussion i n
BasicReadingI I ... 53
V R E T P A H
C :CONCLUSIONSANDRECOMMENDATIONS ... 74 s
n o i s u l c n o C .
A ... 74 n
o it a d n e m m o c e R .
B s ... 94
1 .EngilshTeachers ... 94 .2 Student s ... 94
3 .Researchers ... 94
S E C N E R E F E
R ... 15 S
E C I D N E P P
A ... 3..5 r
e tt e L n o i s s i m r e P . 1 x i d n e p p
A ... 45 t
e e h S n o it a v r e s b O . 2 x i d n e p p
A ... 65 e
ri a n n o it s e u Q . 3 x i d n e p p
A ... 95 t
n ir p e u l B e ri a n n o it s e u Q 4 x i d n e p p
A ... 46 e
s o l C f o t l u s e R e h T 5 x i d n e p p
A EndedQuesitons ... 66 s
n o it s e u Q d e d n E n e p O f o a t a D w a R 6 x i d n e p p
v i x
S E L B A T F O T S I L
e l b a
T Page
s t e e h S n o it a v r e s b O e h t f o e l p m a S 1 .
3 ... 12 m
r o F e ri a n n o it s e u Q e h t f o e l p m a S 2 .
3 ... 32 s
e s n o p s e R s e l a c S g n it a R ’ s t n a p i c it r a P 3 .
3 ... 25 e
ri a n n o it s e u Q 1 .
4 Resul tNumber s13- 91 ... 63 0
2 s r e b m u N t l u s e R e ri a n n o it s e u Q 2 .
4 - 62 ... 04 .
1 I R E T P A H C
N O I T C U D O R T N I
e h t s e t a g it s e v n i h c r a e s e r s i h
T implementaiton fo groupdiscussioninBasic
g n i d a e
R II subject . In thi s chapter , the researche r discusse s the research
, d n u o r g k c a
b the research problems , the problem ilmtiaiton, the research
, s e v it c e j b
o theresearchbenefti sand et h deifniitonoft erms. They arer especitvely
.s w o ll o f s a d e t a r o b a l e
.
A ResearchBackground
e h t f o e n o s i g n i d a e
R skills needed by et h student swhen learning a
g n i d u l c n i e g a u g n a
l Engilsh .Readingi sno tasimplet hingt obel earned ilkemany
e l p o e
p thinkabout . tIi sbecausethereader sd tono o dnlyrea et th t ex butt heyalso
n i a
g informaitonand rtyto ifnd to u themeaning oft het ext .Nevills( 2004)state s
t a h
t readingi s na ab litiyt odrawmeaningf romt hep irnted pageand i nterprett he
y l e t a ir p o r p p a n o it a m r o f n
i .( )p 3 .I tmean stha tin reading ,the reader sneed a
. t x e t e h t m o r f d a e r y e h t t a h t n o it a m r o f n i e h t d n e h e r p m o c o t s s e c o r p
) 0 0 0 2 ( n o s r e d l
A statest hattheproces sofr eadingi smorehelpfulthant he
tl u s e
r (p .3) .The reason i sbecause in reading process ,there i san interaciton
n e e w t e
b et h reader sandt het ext .Whendiscussingabou tprocess , tii sknownt ha t
l li w t a h t s g n i h t y n a m e r a e r e h
t happen inther eadingproces .sTher eader swli lno t
y l n
) 0 0 0 2 ( n o s r e d l
A alsomen iton ssomepurposes ofr eading namely to l earn
r o f h c r a e s o t d n a , n o it a m r o f n i e t a r g e t n i o t ,t x e t e h t m o r
f et h informaiton(p .10) . In
, s e s o p r u p e s e h t h c a e r o t r e d r
o thereader ssomeitmescanno tworki ndividuallybu t
y e h
t need firend sto share w tih o rto help them in understanding wha tthe tex t
. s i t u o b
a Therefore ,they wli lwork in ogr u s p and learn the tex ttogethe rt o
. li a t e d n i t x e t e h t d n a t s r e d n
u Moreove,rl earningt exttogetheri ngroups anddoi ng
r e h t e g o t k r o w p u o r g
a in group sare an interesitng proces sto be implemented i n
. m o o r s s a l c e h t
When discussing abou tgroup work ,there are many thing shappening
e h
w n et h student sare discussing the tasks. They have to work in groups to do
r i e h
t tasks bysha irngwtiht herif irends .Thi skindo fdiscussion i sno talwaysr un
. y l h t o o m
s Someitme swhen seeing the rea lpracitce o fgroup discussion ,some
s m e l b o r
p ym a occurin ti .Oneoft heproblems si somestudents whodo tn o really
k s a t e h t t u o b a e r a
c s given and ask the group to do ti .Thi sfac tis proved by
n o tl a
W ’ s(1997)statemen tsaying t hat “somemember so fgroups may depend t oo
n o h c u
m theothersi n t hegroups to solvet hei rproblems”( p .463).I tmeanst ha t
e r a c y ll a e r t o n o d s t n e d u t s e h
t abouttherir esponsiblitiyi ndoingt het asks given .
n o i s s u c s i d p u o r g , d n a h r e h t o e h t n
O nc oa a ls h eelp t h students t o do t he
k s a
t s easliy becauset hey can sharet hei runderstanding t hrough et h discussion ni
p u o r
g s .WB IEvaluaiton Group ( 2007)menitonst hat “group discussion w pill h el
p u o r g e h
t member stobulideachothers’ commentsandr eacitons”( p .1) .Fromt he
k s a
t s given ,every studen twli l rty t o giveresponses ot whatt o do and give t hei r
n o i n i p
o s l a s i n o i s s u c s i d f o d n i k s i h
T implemented atSanataDharmaUniverstiy
n
i theBasicReadingI Isubject .Oneoft hesrtategie sused i n t hi ssubjecti sgroup
n o i s s u c s i
d .By using group discussion ,the lecture rexpect sthe student sto help
. r e h t e g o t n e v i g k s a t e h t g n i o d n i d n a t x e t e h t g n i d n a t s r e d n u n i r e h t o h c a e
o t r e d r o n i l u f p l e h s i n o i s s u c s i d p u o r g , e r o f e r e h
T d o the task quickly da n to
d n a t s r e d n
u thet exts easliy.
e e h t n o d e s a
B xplanaiton above ,the researche rt ires to s ee w ehat t h
e h t n o s n o it p e c r e p ’ s t n e d u t
s implementaiton o fthe group discussion when i ti s
m o o r s s a l c g n i d a e r n i d e il p p
a especiallyi ntheBasicReadingI Isubject .Thati st he
i c i p o t s i h t y h w n o s a e
r s i mpo trantt o bediscussed. The researche rwantst o ifnd
e r o
m informaitonabou tgroupdiscussionwhen tii si mplementedand f ocuse d on
. n o i s s u c s i d p u o r g f o s s e c o r p e h
t Therefore ,t rhe esearcher wantst o ifnd thef act
t e h w n o i s s u c s i d p u o r g t u o b
a he ro rno ti ti sreally helpfu lby observing the rea l
. y lt c e ri d n o i s s u c s i d f o e c it c a r p
.
B ResearchProblems
e h t s e t a l u m r o f r e h c r a e s e r e h t , e v o b a d n u o r g k c a b e h t n o d e s a
B research
.s w o ll o f s a s n o it s e u q
.
1 Howi sthediscussioni nt hegroupworkconducted?
.
2 Wha taret hestudents’ percepiton sont heimplementaiton fo groupdiscussion
n
.
C ProblemLimtia iton
n o i s s u c s i d e h t ti m il o t e k il d l u o w r e h c r a e s e r e h
T t o the proces so fgroup
e h t d n a n o i s s u c s i
d implementaiton o fgroup discussion. The researche rwli lno t
tl u s e r e h t n o s u c o
f s t or heachievemen to feachstuden tbutf ocu sont hestudents ’
n o it a t n e m e l p m i e h t n o s n o it p e c r e
p o fgroupdiscussioni n theBasicReadingI I .
.
D ResearchObjecitves
h t , n o it a l u m r o f m e l b o r p e h t n o d e s a
B e research’ s objecitve s are sa
. s w o ll o f
T .
1 o ifndou thowt hediscussioni nt hegroupwork si conducted.
o T .
2 ifnd outstudents ’percepiton sont heimplementaiton o fgroupdiscussion ni
g n i d a e R c i s a
B II .
.
E ResearchBeneftis
r e h
T esearche rexpectst hatt her esul toft her esearchwli lbebeneifcialf o r
. w o l e b s t n e m e l e e s e h t
.
1 Engilsht eachers
h
T si research i s expected to give clear informaiton abou t the
n o it a t n e m e l p m
i o fgroup discussion .Iti sexpected t hatt hrough t hisr esearch ,the
s r e h c a e
t nc na g ai m oreinformaitonabou tgroupdiscussion .Beside ,st heyc oana ls
e s o o h
c thesutiablemethod when t hey p lanto t each t hestudent sespecially i n the
.
2 Students
c it c a r p s i n o i s s u c s i d p u o r g t a h t g n i w o n
K ed a sa learning srtategy, t shi
h c r a e s e
r i sexpected to h eelp t h students tocomprehendther ea lpracitceo fgroup
n o i s s u c s i
d in the classroom .The student sare expected to pracitce the posiitve
g n i o d n i s g n i h
t group discussion. Besides ,they can also rty to implement et h
d n a s d n e ir f ri e h t h ti w n o i s s u c s i d p u o r
g workwel lwtiht hegroup’ smember .s
.
3 FutureResearchers
tl u s e r e h
T s o fthi sresearch hopefully can be used a sa reference fo rthe
r e h c r a e s e r t x e
n s fit heyneedmorei nformaitonaboutt hist opic . tIi sexpectedt ha t
tl u s e r e h
t so fthi sresearch are able to be used to develop anothe rresearch .
s i h c r a e s e r s i h t , r e v o e r o
M a lso expected to encourage othe r researcher s to
s i h t y fi d o m r o , e s i v e r , e t a u l a v
e studywtihdfiferentl evel sandobjecitves .
.
F De ifniitono fTerms
m o s e r a e r e h
T et erm sused i n t hi sresearch .The researche rwli lgive t he
e h t f o n o it a n a l p x
e term ,sin ordert oavoidmisunderstandingwhendiscussingthi s
h c r a e s e
r .The term sused in thi sresearch are percepiton, group discussion and
g n i d a e R c i s a
B II .Theexplanaitonwli lbediscussedi nt hef ollowingpatr .s
.
1 Percep iton
, y d u t s s i h t o t t n a v e l e r s i t a h t n o it i n if e d s ’ s e n o J d n a e g r o e G o t g n i d r o c c A
h c i h w y b s s e c o r p e h t “ s i n o it p e c r e
p et h individual sselect ,organize ,and i nterpre t
e h
t inpu tfrom thei rsenses (vision ,heairng ,touch ,smell ,and taste )to give
g n i n a e
s i h t n
I research , percepiton deal s wtih the students ’ opinion s on the
n o it a t n e m e l p m
i o fgroupdiscussioni ntheBasicReadingI .I
2 . GroupDiscussion
o t g n i d r o c c
A Watlon( 1997 ,)groupdiscussioni s“amethodf o rgeneraitng
fl e s ti p u o r g e h t n i s t n a p i c it r a p l l a n e e w t e b n o it a c i n u m m o c e e r
f ”( p .459).I tcanbe
a s i e r e h t , n o i s s u c s i d p u o r g n i t a h t d i a
s facet of acei nteraciton betweent hegroup
h ti w t c a r e t n i l li w y e h T . s r e b m e
m et h other sby communicaitng thei rideas and
. p u o r g a n i g n ir a h s o s l a
o t s r e f e r n o i s s u c s i d p u o r g , h c r a e s e r s i h t n
I theacitviiteswhenthestudent s
n i r e h t e g o t g n i k r o w e r
a groups and discus sanything r elated t o t het asks given in
m o o r s s a l c e h
t .Besides ,they also share thei rknowledge o rthei runderstanding
n i s d n e ir f ri e h t h ti
w groups .
3 . BasicReading II
g n i d a e R c i s a
B II si a subject tha tis studied by the Engilsh Language
n o it a c u d
E studentsi n semestert wo a tSanataDharmaUniverstiy .In t hi ssubject ,
e h t d n a t s r e d n u o t r e d r o n i l li k s g n i d a e r r i e h t p o l e v e d o t t h g u a t e r a s t n e d u t s e h t
t x e
t swhich are given by t he l ecturer .The purposeof t hi ssubject i s t o give et h
g n i d a e r n i e g d e l w o n k c i s a b e h t s t n e d u t
s and help the student sto develop thei r
. y ti li b a l li k s g n i d a e r
s i h t n
I research ,BasicReading I Ireferst ot hesubjec twheret hisr esearch
d e t c u d n o c e b l li
w . TheBasic Reading II become sthe subject which i st aken by
e h
7
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
, r e t p a h c s i h t n
I theresearche rexplain sal lof t het heo ires t hat ea r used i n
s i h t g n it c u d n o
c research . tIi sdivided i nto t wo main secitons ,namelyt heoreitca l
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e
d In the theoreitca l descirpiton, et h
e m o s s e s s u c s i d r e h c r a e s e
r impo tran ttheo iresr elated t ot her esearch .Thet heo ire s
i d p u o r g , g n i d a e r g n i h c a e t e r
a scussion , a nd percepiton . In the theoreitca l
, k r o w e m a r
f ther esearchers ummairze sandr elatest het heo irest ot hes tudy .
.
A Theoreitca lDescrip iton
, n o it c e s s i h t n
I t heresearche rdiscussest het heo iresrelatedt ot hisr esearch.
r h t e r a e r e h
T eer elatedtheo irest o beexplained. Theyaret eachingr eading ,group
d n a , n o i s s u c s i
d percepiton .
.
1 TeachingReading
t s ll i k s y c a r e ti l e h t f o e n o s i g n i d a e
R ha t i simpo tran tto be learned .
Reading i salso t aught i n et h educaitona l ifeld .Thi sseciton presentst hetheo ires
. g n i d a e r l a r e n e g f
o Thet heo ire sareabout et h natureo freading ,the purpose so f
, g n i d a e
.
a Natureo fReading
s e d i s e b e g a u g n a l g n i n r a e l n i s ll i k s t n a tr o p m i t s o m e h t f o e n o s i g n i d a e R
. g n it ir w d n a , g n i n e t s il , g n i k a e p
s Kustaryo (1988) deifne s “reading a s the
n o it a t e r p r e t n i l u f g n i n a e
m s fo et h p irnted o rw irtten verba lsymbols” (p.2) .I t
t a h t s n a e
m thereader sd o no tonly l ook and r ead t hep irnted version o rthet s ,ext
y e h t t u
b also rty to i nterpre tand recognize what t het ext sare aboutso t hat t hey
n a
c thoroughlyunderstandt het exts.
o
T understand t he t s ,ext thereader sshould havea good recogniiton skli l
y ll a i c e p s
e word recogniiton .Kustaryo (1988) claimstha tword recogniiton i san
t n a tr o p m
i p atr t uo nderstand a targe tlanguage because i fthe reader shave no
e h t r o g n i n a e m e l o h w e h t b a r g o t e l b a t o n l li w y e h t ,s d r o w e h t e z i n g o c e r o t y ti li b a
t e h t f o s a e d
i e s xt given (p .16) .Otherwise they wli lface some dfiifculite sin
g n i d a e
r especiallyi nunderstandingt het exts .
.
b Purpose so fReading
) 2 9 9 1 ( e c a ll a
W menitons t hat there are some purpose so freading (p .6) .
. e r u s a e l p d n a , g n i n r a e l , l a v i v r u s r o f g n i d a e r e r a s e s o p r u p e h
T Frist ,reading fo r
l a v i v r u
s ist o ifnd ou ttheinformaiton on astircltyutlitiairan basi .s tIi nvolve san
. n o it a u ti s a o t e s n o p s e r e t a i d e m m
i
d n o c e
S , reading fo rlearning usually happens in the academic contex tin
n o it a m r o f n i e h t d n if d n a , d a e r , h c r a e s s r e d a e r e h t h c i h
w in order to learn
g n i h t e m o
’ s r e d a e
r ownsake. I tmeanst hat et h reader shavet hei rown choicest or eado rno t
d e e n r i e h t n o d e s a b d a e r o
t s orf eeilng .
.
c Typeso fReading
) 8 9 9 1 ( r i e W d n a t r a h u q r
U statethat t here are “ifve types o freading” ( p.
d n a , g n i d a e r l u f e r a c , g n i n n a c s , g n i d a e r h c r a e s , g n i m m i k s e r a y e h T . ) 1 0 1
. g n i s w o r b
)
1 Skimming
e p y t g n i d a e r a s i g n i m m i k
S used by the reader sto look fo rthe gist .
l a ir e t a m e h t f o w e i v r e v o n a t e g o t e s o p r u p a s a h g n i m m i k
S s ro et th t s .ex Oneo f
. s d r o w y e k e h t g n i d a e r y b s i m i k s o t s y a w e h
t Kustaryo (1988) meniton ssome
e v it p ir c s e d e h t , c i p o t e h t “ e r a y e h T . s d r o w y e k e h t s a d e s u e b n a c t a h t s e u l c
. p ( ” s d r o w n o it c n u f e h t d n a , s n u o n t c a rt s b a e h t ,s e v it c e j d
a 6 .)
)
2 SearchReading
. s c i p o t d e n i m r e t e d e r p n o n o it a m r o f n i g n it a c o l s n a e m g n i d a e r h c r a e
S I n
s i h
t type , thereader swillr eadt hespeci ifci nformaitont hatt heyneedtoanswer ot
r o s n o it s e u q c if i c e p s e h
t t oprovide et h data. Searchreadingwli lp irmarliyi nvolve
r o f t r e l a g n i p e e
k et h wordsi n t herelated semanitcs ifeld such a susing et h itlte s
d n
a the subtiltes .Beside ,s t he reader salso may contirbuteforma lknowledge to
r o f h c r a e
s theinformaiton.
)
3 Scanning
a s i g n i n n a c
S readingt ypeusedby et h readerst oachievetheveryspeciifc
. s l a o g g n i d a e
r I t i salso known a sreading selecitvely when the readers are
.s d e e n y e h t t a h w d n if y e h t li t n u s l a ir e t a m e h t r e v o t a o lf o t d e ri u q e
r I tmayi nvolve
e h
t effo trto l ook rfo thespeci ifc words ,phrases , ifgures ,ages ,names ,and date s
f
o theparitcula revents .In t hist ypeo freading, t herei sno need t o completethe
e c n e t n e s e h t f o g n i d a e
r s .
)
4 Carefu lReading
s i h
T reading type si associated wtih reading t o l earn ni which et h reader s
a c d a e
r refullyt hemateiralsi ndetali .Thisi susedt ol earnt hemateiralsi nordert o
n i a t b
o a newknowledgei naparitculart opic. Ther eader sdecidet or eadt het ext s
o t y l b a m u s e r p , y ll u f e r a
c study o rsome simlia rpurposes .I ti sassociated wtih
e l o t g n i d a e
r arn .Ther eader sattemptt o handlethemajortiyof et h informaiton i n
t x e t e h
t s. hT er eader sbegin eachsentencef ro m thebeginning and conitnueuntli
w o ll o f d n a , d n e e h
t theprocessesindetali.
)
5 Browsing
e s o p r u p a s a h g n i s w o r
B ,namely to descirbe the sor to freading where
e r a s l a o
g no twell-deifned and pa tr so ft s ext may beskipped failry randomly .In
e r o f e b , e p y t s i h
t readingt het exts , thereader susually haveno goalsi n mind why
f o d n i k t a h t d a e r y e h
t the t s .ext In othe rwords ,the goal sare vague and the
c i p o t f o l e v e l a t a y l b a b o r p s i e r u t c u rt s o r c a
.
d Strategieso fTeachingReading
Urquhar tandWeri( 1998)explainthatt herearet hrees rtategiesi nt eaching
e r p “ e r a y e h T . g n i d a e
r -reading ,wh lie-reading ,andpost-reading”( p .183 .)
)
1 P -rereading
e r p n
I -reading , there are two acitviites used yb et h teachers namely
w e i v e r
p and prediciton .Thet eache raskst hestudent sto preview t het exts given .
w e i v e r
P help sthe students to recognize the dfiifcu tly leve lof et h t s ext and to
g d u
j e the relevance o fthe t s .ext Then ,the nex tacitvtiy i sprediciton .A tfe r
t x e t e h t g n i w e i v e r
p s ,the t eacher i nvtie sthe studentst o makea prediciton abou t
t x e t e h
t s especially t o makethehypothesesf ortheconten toft het ext .Thus, t hey
d n a t c e j b u s e h t t u o b a k n i h t l li
w inqurie themselves et h quesiton srelated to the
g n i d a e r .
)
2 Whlie-reading
e li h w n
I -reading,t het eache rgive soppo truniites ot et h studentstomontio r
r e h t e h
w o r no t comprehension i s succeeding . Whlie-reading involve s two
s e it i v it c
a , namely s -eflquesitoning and sefl-montio irng . S -eflquesitoning i s a
. s s e c o r p e v it i n g o c s e t o m o r p t i e s u a c e b g n i d a e r d o o g a f o c it s ir e t c a r a h
c Besides ,
fl e s s i e r e h
t -montio irng .S -eflmontio irng i sused by the teacher to check the
s t n e d u t
s ’ comprehension whether o rnot they understand wha tthey read in the
. g n i n r a e l f o s s e c o r
)
3 P -ostreading
t s o p n
I -readingsrtategies ,therearet woacitviites .Theyareevaluaitonand
. e s n o p s e r l a n o s r e
p In these acitviites ,the teache rask sthe students to relate the
t x e
t s to t heoutsidewo lrd .Fo rexample ,thestudents wli lbeencouraged t or elate
t x e t e h t f o t n e t n o c e h
t s to t hei rexisitngknowledgeandt oevaluate tii n t hei rown
s e d i s e B . s e c n e ir e p x e d n a e g d e l w o n
k , the students wli l give thei r persona l
e s n o p s e
r s inf ormoft hei ropinion saboutt het exts theyhaveread.
.
2 GroupDiscussion
s e v l o v n i n o i s s u c s i d p u o r
G a face to face interaciton between the groups
. s r e b m e
m Watlon (1997) men iton s tha t “group discussion i s a method fo r
p u o r g e h t n i s t n a p i c it r a p l l a n e e w t e b n o it a c i n u m m o c e e r f g n it a r e n e
g ” (p .4 ) .59
, n o i s s u c s i d p u o r g n i ,s u h
T thestudent swilli nterac twtihother sbycommunicaitng
s a e d i ri e h t g n ir a h s d n
a .
.
a Type so fGroupDiscus ison
) 6 9 9 1 ( h c ir o
B claimstwot ype so fgroupdiscussion .Theyare“large-group
ll a m s d n a n o i s s u c s i
d -groupdiscussion”( p .325 .)
)
1 Large-GroupDiscussion
e g r a
L -group discussion consist sof al lmember so fthe clas swhich are
h ti w c i p o t a g n i s s u c s i
d the teacher’s guidance .Thi stype o fgroup discussion
s r e n r a e l s u o r e m u n e r a e r e h t e s u a c e b e l d n a h o t t l u c if fi d e b n a c s e m it e m o s
l li w t i d n a g n it c a r e t n
e g r a l s i h
T -group discussion i s led by the teachers .The teacher shave r s ole to
r e w s n a d n a k s a , c i p o t a n i a l p x e , e t a rt s n o m e d , e r u t c e
l tot hequesitons.
)
2 Small-GroupDiscussion
ll a m
S -group discussion can achieve et h reading goal ,namely to i ncrease
e h
t students ’paritcipaitons by allowing more student sto involve themselves in
. n o i s s u c s i d e h
t I tusually consist so f ifve t o t en students and i tcan promote t he
. s r e b m e m e h t n e e w t e b l li k s n o it a c i n u m m o c f o t n e m p o l e v e
d Thi ssmall-group
y ll a u s u n o i s s u c s i
d take splacewhenmulitplet opic smus tbe discussed wtihin t he
d n a n o s s e l e m a
s the itmedoe sno tpermtif ul lclas sdiscussionoft het opics .
.
b Stagesi nGroupDiscussion
,) 6 9 9 1 ( h c ir o B o t g n i d r o c c
A there are fou rstage sof group discussion
3 6 4 . p ( ” g n i m r o fr e p d n a , g n i m r o n , g n i m r o t s , g n i m r o f “ y l e m a
n -464 .)
)
1 Forming
s n r e c n o c e g a t s s i h
T acceptance and responsibiilites .The reason is the
ri e h t d n if l li t s s t n e d u t
s place in the socia lsrtucture and ifnd ou twha tthey are
. o d o t d e t c e p x
e At t hi sstage o fgroup formaiton ,the student sarecu irou sabou t
. n i ti f y e h t m o h w h ti w d n a w o h e e s o t n i g e b d n a r e h t o n a e n
o I tmeanst ha tthe
o r g r i e h t d n if d n a k o o l o t y rt s t n e d u t
s up member sbased on thei rconsideraiton .
e ti n u y e h t ,t a h t r e tf
)
2 Storming
s i g n i m r o t s f o e s o p r u p e h
T to help the learner sfee lsecureand perceive
s a s e v l e s m e h
t the member so fgroups .Thi sstage concern sshared in lfuences .
s u h
T , the student s accep t the teache r a s thei r leader , made some iniita l
t n e m ti m m o
c s to follow rule sand procedures ,and agreet o respec teach other i n
. p u o r g e h t )
3 Norming
t a h t s n a e m t I . e n o d s t e g k r o w w o h s n r e c n o c e g a t s s i h
T norm sshare how
p u o r g e h t n i e v a h e b d n a , l e e f , k n i h t d l u o h s s t n e d u t s e h
t s .They have to follow
p u o r g e h t n i d e t n e m e l p m i s i t a h t s e l u r e m o s .s )
4 Performing
p u o r g e h t r o f n r e c n o c l a p i c n ir p e h t , e g a t s s i h t n
I i s estabilshing ti s
s e d u l c n i t I . e c n e d n e p e d n
i the freedom , the con rtol , and the s - ueflreg laiton .
, e g a t s s i h t g n ir u d , s e d i s e
B theteache rshouldgiveamodelt o et h student show t o
n w o r i e h t e t a u l a v e d n a d e n r a e l e v a h y e h t t a h w n o t c e lf e
r performance .
3 . Percep iton
. w o ll o f s a e b ir c s e d l li w t I . n o it p e c r e p e n if e d o t s e c r u o s e m o s e r a e r e h T .
a Deifni itono fPercep iton
e B . e l p o e p r e h t o d n
a sides ,they also say tha tpercepiton ha sthree component s
. n o it a u ti s e h t d n a , n o it p e c r e p f o t e g r a t e h t ,r e v i e c r e p e h t e r a y e h T . ) 5 0 1 . p ( h c i h w y b s s e c o r p a s i n o it p e c r e p t a h t s d d a ) 1 0 0 2 ( s n i b b o R , r e v o e r o M o i n i p o y r o s n e s r i e h t t e r p r e t n i d n a e z i n a g r o e l p o e
p nsi nordert ogivei nterpretaiton
s n o it p e c r e p g n i v i g , n o it i n if e d s i h t m o r F . ) 1 2 1 . p ( m e h t d n u o r a t n e m n o ri v n e e h t o t e s n e s g n i v i g r o s n o i n i p o g n i v i g n a e
m s of the envrionmen t around people .
) 7 9 9 1 ( y l e n n o D d n a , h c i v e c n a v I , n o s b i G y b d e n if e d o s l a s i n o it p e c r e
P a sa
e h t m o r f n o it a m r o f n i e h t e z i n a g r o e l p o e p n e h w s s e c o r
p envrionmen tsot hati tcan
t e
g senses (p.97 .)
, ) 5 8 9 1 ( s tt e g d o H d n a , i z n e l a V , n a m tl A y b d e s o p o r p s a , n o it i n if e d r e h t o n A t a h t o s n o s r e p a y b d e if i s s a l c d n a d e t c e l e s e r a i l u m it s w o h s i n o it p e c r e
p ti can be
f o w e i v s ’ n o s r e p a s i n o it p e c r e p , s d r o w r e h t o n I .) 5 8 . p ( y lr a e l c d e t e r p r e t n
i et h
.t n e m n o ri v n e e h t d n a t s r e d n u o t e l p o e p s e l b a n e t a h t s s e c o r p a s i n o it p e c r e P . y ti l a e r .
b FactorsI n lfuencingPercep itons
e b ir c s e d ) 5 8 9 1 ( . l a t e n a m tl
A tha tthere are fou r factor s in lfuencing
e h t , il u m it s f o n o it a z i n a g r o e h t , il u m it s f o n o it c e l e s e h t e r a y e h T . n o it p e c r e p fl e s e h t d n a , n o it a u ti
s -concept( p.86) .
)
1 Selecitono fS itmuil
m o r f i l u m it s f o r e b m u n l l a m s a n o s u c o f y l n o s i n o s r e p y r e v e , y ll a r e n e G i l u m it s l l
t c e l e s e l p o e p , s s e c o r p s i h t n I . y lt n e r e f fi d s g n i h t e v i e c r e p e l p o e p y h w s n o s a e
r et h
r o n i a tr e
c thespeciifcs itmul iand iftle rou tothers .
)
2 Organiza itono fS itmuil
l l a r e tf
A informaitonha vebeenselected,i tmus tbepreparedand arranged
y b a t a d e h t f o t u o g n ir b o t s e ir t d n i m e h T . s n o it a t e r p r e t n i l u f g n i n a e m e b o t
n o d e s a b y a w l u f g n i n a e m a n i r e h t e g o t m e h t g n it t u p d n a s m e ti c if i c e p s g n it c e l e s
e h
t expeirences . The perceptua l organizaiton so finformaiton help people to
g n i c u d e r n i y ll a i c e p s e s t u p n i y r o s n e s e z ir o g e t a
c et h iniitallycomplexi nformaiton
o
t thesimple rcatego ires .
)
3 TheStiua iton
d n a y ti r a il i m a f A . n o it p e c r e p s t c e f f a o s l a n o it a u ti
S an expectaiton of a
a n o it a u ti
s ffec twha teveryperson perceives .Perceivingastiuaitondeal swtiht he
.s n o it a u ti s o t r o i v a h e b e h t s t s u j d a n o s r e p y r e v e w o h y a w
)
4 S -efl concept
fl e s e n if e d . l a t e n a m tl
A -concep ta sthe way person feel s abou tand
fl e S . fl e s r e h r o m i h e v i e c r e
p -concep tin lfuence sindividua’l spercepiton o fthe
fl e s ,r e v e w o H . s u d n u o r a d lr o
w -concepti si mpo tran tbecauset hementa lpictureo f
. o d d n a e v i e c r e p e l p o e p t a h w f o h c u m s e n i m r e t e d e l p o e p
.
B Theoreitca lFramework
e r e h t , 1 r e t p a h C n i d e t a t s s
A are two objecitve sto be achieved in thi s
e h T . h c r a e s e
d e t c u d n o
c and the second one i s to ifnd out et h students ’percepiton son the
n o it a t n e m e l p m
i o fgroup discussion i n theBasicReading II . In ordert o g ain the
n o it s e u q h c r a e s e r e h t f o r e w s n
a s ,thi sresearch employs three majo rtheo ires ,
, g n i d a e r g n i h c a e t y l e m a
n groupdiscussion ,andpercepiton.
t s ri
F ,t her esearche relaboratesthet heo ire soft eachingr eadingi n ordert o
e h t o t d e r a p m o c e b d l u o w t i d n a g n i d a e r g n i h c a e t f o e c it c a r p l a e r e h t w o h n i a l p x e
y b d e s u y g e t a rt s e h t r o y a
w the lecture rto teach reading in the classroom. The
researcherr eviewsthenatureofr eadingsot hateverybodycouldunderstandwha t
. s i g n i d a e
r Basedont heunderstanding aboutt henatureofr eading, et h researche r
n i a l p x
e s the reasons w ehy t h reader sread text sby explaining the purposes fo
g n i d a e
r .Wallace (1992 :6) men iton stha tthere are three purposes o freading ;
. e r u s a e l p d n a , g n i n r a e l ,l a v i v r u s r o f g n i d a e r
g n i v a h n e h
W tt s ex tober ead ,thereader sshouldalsounderstandt het ype s
e b d l u o c t I . d e c it c a r p e b d l u o c t a h t g n i d a e r f
o concludedt hat et h reader scanread
t n i a t b o o t y l e v it c e f f e s t x e
t he informaiton needed .Urquhar tand Weri’s (1998 :
) 1 0
1 present ifve types o freading such a sskimming ,search reading ,scanning ,
. g n i s w o r b d n a , g n i d a e r l u f e r a
c A sthe addiitona linformaiton ,i ti simpo tran tto
h t d n a g n i d a e r h c a e t o t s e i g e t a rt s e h t n i a l p x
e esrtategie smigh tbepracitced bythe
. r e r u t c e
l The idea lsrtategies proposed by Urquhar tand Wei r(1998 :183) are
e r p ; s e i g e t a rt s e e r h t f o d e t s i s n o
o c e
S nd ,the researche rimplements the theo ire so fgroup discussion in
s s e c o r p e h t n i a l p x e o t r e d r
o how t hediscussion i n t he group work i sconducted
y ll a i c e p s
e inansweirng ot thef ristr esearchquesiton.Ther esearche ra lsoexplain s
e h
t deifniiton o fgroup discussion to help everybody understand wha tgroup
. s i n o i s s u c s i
d Besides ,the researche rmenitons two type so fgroup discussion .
y e h
T a re large-group discussion and small- group discussi on. The othe rthing
o t d e d e e
n eb discusse sd i the stages i n conducitng group discussion .The stage s
t a h
t c anbei mplementeda reforming,s torming ,norming ,andt henpefrorming .
,t a h t r e tf
A the researche r uses the theory o f percepiton proposed yb
) 5 8 9 1 ( .l a t e n a m tl
A in ordert oexplain t hedeifniiton andt hef actorsi n lfuencing
. n o it p e c r e
p Thef actor saretheselecitonofs itmuil ,theorganizaitonofs itmul,it he
d n a , n o it a u ti
9 1
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
, r e t p a h c s i h t n
I the researche rwould ilke to discus sthe method o fthi s
r e w s n a o t r e d r o n i h c r a e s e
r ot the research quesiton sa smenitoned i n Chapte rI .
s r e v o c r e t p a h c s i h
T s ixpatrs .They are et h research method ,theresearchsetitng ,
e h
t research patricipants ,the research i nsrtuments and d ata gatheirng t echnique ,
e h
t dataanalysist echnique ,and et h researchprocedure.
.
A ResearchMethod e s e r s i h t f o s u c o f e h
T archwa sont heproces so fgroup discussion andt he
n o it a t n e m e l p m i e h t n o s n o it p e c r e p ’ s t n e d u t
s o fgroup discussion tisefl .Therefore,
t he method o fthi sresearch was qualtiaitve research .According to Ary ,Jacobs ,
2 2 : 2 0 0 2 ( h e i v a z a R d n
a ,) qualtiaitve research focuse son understanding socia l
m o r f a n e m o n e h
p theperspecitveoft hehuman paritcipants. Howeve ,ri n thedata
e r e w a t a d e h t ,s i s y l a n
a presentedi nf ormof et h char tand explaineddescirpitvely .
s a w s i h t ,t c a x e e b o
T survey research .Atlhough usuallysurvey research belong s
, a t a d e v it a ti t n a u q o
t Wiersma (1995 :p .176)explainst ha tmany surveys i nvolve
. g n i d n if e h t g n i s s u c s i d n i a t a d e v it a ti l a u q
, s e d i s e
B Franke land Wallen (2009) men iton t “hat there are three majo r
h c r a e s e r y e v r u s f o s c it s ir e t c a r a h
c ”( p .3 ) .90 Frist ,al lof et h informaiton co llected
f o l l a , d n o c e S . e l p o e p f o p u o r g a m o r
f the informaiton collected t hrough asking
f o l l a , d ri h T . s n o it s e u q e m o
s a w h c r a e s e
r conductedinordert o ifnd to u thedataaboutt heproces sand oa ls the
n o it a t n e m e l p m i e h t n o s n o it p e c r e p ’ s t n e d u t
s o fgroup discussion .Theadvantage
t f
o hist ypeofr esearchi seasie randf aste ri ntabulaitng .
.
B ResearchSetitng
n i d e t c u d n o c s a w h c r a e s e r s i h
T the Academic Yea ro f2013/2014 .I t
tr a t
s e dfromMarchunit lMay 2 30 .1 Thes etitng soft hisr esearchwere ni et h Basic
s s a l c I I g n i d a e
R e .s There were two classes ,clas sD and E .Every clas shad the
t a d e tr a t s E s s a l c d n a M A 0 0 . 1 1 t a n o s s e l e h t d e tr a t s D s s a l C . e l u d e h c s t n e r e f fi d
. M P 0 0 . 2 0
.
C ResearchParitcipants s i h t f o s t n a p i c it r a p e h
T research w ere the students fo et h Engilsh
m a r g o r P y d u t S n o it a c u d
E andt hel ecture rwhowast eachingi ntheclas sDand E
f
o et h BasicReading I Isubject .TheBasic Reading II students fo t heAcademic
4 1 0 2 / 3 1 0 2 f o r a e
Y w erechosen as t hep irmary paritcipants. eT h researcher t ook
8
5 student sfrom et h Basic Reading II subjec tclasse ,s namely classe s D and E .
t s i s n o c s t n e d u t s e h
T fo 34 females and15m s ale students .
g n il p m a s e v i s o p r u p d e y o l p m e r e h c r a e s e r e h t , e s a c s i h t n
I .A sstated by
: 9 9 9 1 ( s ti a rt S d n a n o t e l g n i
S 158), purposivesampilng belongs to nonprobablitiy
t c e l e s s r e h c r a e s e r e h t h c i h w n i g n il p m a
s et h untist ha taretherepresentaitveor et h
r i e h t n o d e s a b n o it a l u p o p e h t f o l a c i p y
t judgment .The researche rselected the
g n i o d e c n e ir e p x e n a d a h s t n a p i c it r a p e h t e s u a c e b e l p m a s e h t s a s t n a p i c it r a p
y ti v it c a g n i n r a e l ri e h t s a n o i s s u c s i d p u o r g d e s u y e h t d n a p u o r g a n i s t n e m n g i s s
. r e r u t c e l e m a s e h t y b t h g u a t e r e w s e s s a l c o w t e s o h t ,r e v o e r o
M Tha twast her eason
h c r a e s e r e h
t e ronlyt ookt hose2classe sou to f5BasicReadingI Iclasse .s
.
D ResearchI nstruments andDataGatheringTechnique o
t r e d r o n
I obtain the d ata o fthi sresearch ,the researche rused two
m u rt s n
i ents , namely observaiton and quesitonnarie. The following pa trs wli l
. h c r a e s e r s i h t n i d e s u s t n e m u rt s n i e h t f o h c a e e b ir c s e d
.
1 Observa itonCheckilst , h c r a e s e r s i h t n
I the researche rused na observaiton checkils tin orde rto
t u o d n if o t y ll a i c e p
