To find out the effect of small group discussion method on students’ reading comprehension at grade tenth, the difference of mean score of two groups are collected by using t-test. Arikunto (2010:354) defined that the formula of t-test as follows:
t =
∑ ∑
Note:
M = Mean of experimental group My = Mean of control group
x = Standard deviation of experimental group y = Standard deviation of control group
Nx = Total number samples of experimental group Ny = Total number samples of control group IV. Research Finding
The researcher finds that, there are the effects of using small group discussion method on students’ reading comprehension in teaching narrative text in experiment group as followings:
a. The highest score in the post test is 85 and the lowest score is 55. And in pre-test gets the highest score is 75 and the lowest score is 40.
b. The total score for the pre test is 2565 and the total score for post test is 3100.
c. The last, the score of Mean in pre test is 64.125 and the score of Mean in the post test is 77.5.
The research finds that there are effects of without using small group discussion method (conventional method) on the students’ reading comprehension in teaching narrative text. We can see in control group gets:
a. The highest score in the post test is 80 and the lowest score is 35. And the pre test gets the highest score is 75 and the lowest score is 35.
b. The total score for pre test is 2250 and the totals score for the post test is 2610.
c. The last, the score of Mean in the pre test is 56.25 and the scores of Mean for post test is 65.25.
V. Conclusions
From the calculation above, the researcher can conclude that mean for teaching by using of small group discussion method, = 77.5, is higher than mean for teaching without using small group discussion method (conventional method), = 65.25. So we can conclude that the using of small group discussion method had a significant effect on the students’ reading comprehension. So, the alternative hypothesis (Ha) is accepted. In other words, the null hypothesis (Ho) is automatically refused. It means that there is a significant effect in using
300 small group discussion method on the students’ reading comprehension in teaching narrative text to improve students’ reading comprehension.
References
Affandi, Dedi and dkk. 2009: vol.18 no.1. Effects of an additional small group discussion to cognitive achievement and retention in basic principles of bioethics teaching methods, Pekanbaru: Department of Forensic Medicine and Medico legal, Faculty of Medicine, University of Riau.
Alderson, J. Charles. 2000. Assessing Reading, United Kingdom: Cambridge University Press.
Arikunto, Suharsimi. 2010. Prosedur Penelitian, Jakarta: Rineka Cipta.
Brewer, W. Ernest. 1997. Proven Ways to Get Your Message Across, California: Corwin Press, Inc.
Gerot, L and Wignell. 1995. Making Sense of Functional Grammar, Sidney: Gerdstabler.
Grabe, William and Stoller L. Fredricka. 2011. Teaching and Researching Reading, London and New York: Routledge Taylor and Francis Group.
Johnson, P. Andrew. 2008. Teaching Reading and Writing, United States of America:
Rowman & Littlefield Education.
Klingner, K. Janette and dkk. 2007. Teaching Reading Comprehension to Students with Learning Difficulties, New York: The Guilford Press.
Lee, Yeekyung and Ertmer A. Peggy. 2006: vol 39 No.1, Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes, U.S. &
Canada: ISTE (International Society for Technology in Education).
Serravallo, Jennifer. 2010. Teaching Reading in Small Groups, Portsmouth: NH, Heinemann.
Siahaan, Sanggam. 2010. The English Paragraph, Medan-Pematangsiantar: FKIP UHN.
Smith, Frank. 2004. Understanding Reading, Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Snow, Catherine. 2002. Reading for Understanding - Toward an R&D Program in Reading Comprehension, Office of Educational Research and Improvement (OERI), U.S.
Department of Education: RAND.
Woolley, Gary. 2011. Reading Comprehension - Assisting Children with Learning Difficulties, London New York: Springer.
301 THE EFFECT OF 3-2-1 SUMMARIZING STRATEGY ON THE
STUDENTS’ READING COMPREHENSION
Francus Tanjung
(Nommensen HKBP University) [email protected]
Abstract
This research intends to know there was any significant increasing or not for the students who have been taught by using 3-2-1 summarizing strategy in reading comprehension. In discussing this research, the writer uses a quantitative research.
The samples of this research are the second year students at SMA Negeri 1 Bandar that had been chosen by using random sampling technique and divided into two groups, namely experimental group (30 students), and control group (30 students).
The writer used an essay test as the instrument of the research that consists of six questions to be answered. The test are used as the pre-test and post-test in collecting the data.The results of the study showed that 3-2-1 summarizing has an effect in increasing students’ reading comprehension. It can be seen based on the value of the T-test is 2.73, and the value of the T-table is 1.67 (2.73>1.67).
Keywords: Reading Comprehension, Reading strategy.
I. Introduction
English is one of the languages that can be used to communicate with others in order to convey the idea, feelings, emotions, and concept.In Indonesia, English is the second language to be mastered. Because of English as the second language to be mastered, so the students at school should master English and can communicate by using English fluently.In learning English, Reading is one of the skills that should be mastered by the students.
Reading is about understanding written text that involves both of perception and comprehension. Reading plays an important role in communicating with others because of reading had become a part of our daily life. Through reading we are able to gain a lot of knowledge, information, and pleasure and problem solution. Hence, the ability to read the texts in any forms will contribute a great deal advantage in our life such as gaining success at school because English has a very long important place and is included as a part of compulsory subjects that is required in national examination.Reading always comes along with comprehension. According to Woolley (2000:15), “Reading comprehension is the process of making meaning from the text”. Comprehension in reading becomes important because through comprehending and making meaning from a text, it can helps the reader to understand what they have read and the most important thing is the reader gains the knowledge or information from the text that they have read.
Based on the writer’s teaching experience, it was found that reading comprehension still became a problem for students although they had done it for many years. The students were difficult in finding the meaning of the text, they also were not able to summarize the text, and they did not know how to comprehend a text and got some information from the text.There are many strategies that can be applied in language teaching. One of them is 3-2-1 summarizing strategy. It is a strategy that requires the students summarizing the key ideas from the text in order to comprehend the text. Coe, et.al, 2005: 381 stated that “There are three vital components of the 3-2-1 summarizing strategy. First, students summarize important point from the text. Second, students share insight about what aspect of the passages are most interesting or intriguing to them. Finally, students are given opportunities to ask questions about the text.”In this research the writer will apply 3-2-1 summarizing
302 strategy in teaching reading skills at the second year students of SMA Negeri 1 Bandar. He chooses 3-2-1 summarizing strategy because He assumes that 3-2-1 summarizing strategy is the most appropriate strategy that can help the students improves their reading comprehension skills.Based on the background above, the problems of this research are stated as the following:
1. What is the effect of using 3-2-1 strategy on the students’ reading comprehension?
2. What is the effect of conventional teaching method on the students’ reading comprehension?
3. Is the effect of 3-2-1 summarizing strategy significant on the students’ reading comprehension in second year students at SMA Negeri 1 Bandar?
The purposes of this research are:
1. To find out the effect of using 3-2-1 strategy on the students’ reading comprehension 2. To find the effect of conventional teaching method in reading comprehension.
3. To find out whether effect of 3-2-1 strategy is more significant than the effect of conventional teaching method in reading comprehension.
II. Literature Review
Concept of 3-2-1 Summarizing Strategy
The concept of 3-2-1 summarizing strategy will discuss about the definition of 3-2-1 summarizing strategy, the characteristics of 3-2-1 summarizing strategy, the procedure in using 3-2-1 summarizing strategy, and the advantages of 3-2-1 summarizing strategy.
1. Definition of 3-2-1 Summarizing Strategy
There are so many kinds of reading strategy. One of them is 3-2-1 summarizing strategy that proposed by Coe, et.al (2005). Coe, et.al (2005:381) defines that 3-2-1- summarizing strategy is the strategy that requires the students to participate in summarizing ideas from the text. It encourages students to think independently and invites them to become personally engaged in the text.
2. The Characteristics of 3-2-1 Summarizing Strategy
According to Coe, et.al (2005:381), there are three vital components of 3-2-1 strategy. First, students summarize important points from the text. Second, students share insight about what aspects of passages is most interesting or intriguing to them. Finally, students are given opportunities to ask question about the text.
3. The Procedure of 3-2-1 Summarizing Strategy
In applying 3-2-1 summarizing strategy, there are three steps that will be done. Coe, et.al (2005; 382) explained the steps in applying 3-2-1 summarizing strategy.
a) 3 Things you discovered
During the first steps, the students summarize and cite three different key details they identified while reading the passage. By focusing on three discoveries made during reading, students are encouraged to pay closer attention to the text by identifying key facts and sharing their understandings of the text by writing and explaining meaning in their own words.
Summarizing is beneficial to readers, because they not only gain understandings of text structures but also learn about text conventions, vocabularies, reading flexibility, and self- confidence.
b) 2 Interesting things
By giving the students opportunities to share what they enjoy most about what they read is an important part of guiding students toward making reading a part of their everyday lives. So, in this second step, students list two things that stood out as being interesting to them. It will make them easy to get the meaning from the text that they read.
303 c) 1 Question you still have
An active questioning engages students while serving to build knowledge of the text. In this final step, students can write a question that they still have about the text they read, such as;
conceptual gaps, misunderstood events, or unclear explanation in the text.According to Dodge (2009:23) another variation of the 3-2-1 format is used in reading. Using the Question-Answer Relationship (QAR), teachers of reading can have students focus on four basic question-answer relationship: “Right There” question (the answer is found in one sentence); “Think and Search” question (the answer is found in more than one place; the reader needs to put ideas together); “Author and Me” question (the answer is not in the text, but you need to think about what the author has said in order to respond); “On My Own”
question (the answer relies on your background knowledge of a topic, not the text).
4. 3-2-1 Summarizing Using QAR