Sehingga dapat meningkatkan kemampuan membaca pemahaman siswa kelas VIII SMP PGRI 2 Sekampung. Jadi, penggunaan teknik diskusi kelompok kecil dapat meningkatkan keterampilan membaca pemahaman siswa kelas VIII SMP PGRI 2 Sekampung. Skripsi ini berjudul "Penerapan Teknik Diskusi Kelompok Kecil untuk Meningkatkan Kemampuan Pemahaman Membaca Siswa Kelas VIII SMP PGRI 2 Sekampung".
The result of the student's reading comprehension score in the eighth graders of SMP PGRI 2 Sekampung.
Problem Identification
From the table above, it can be seen that the writing score of students is classified in the lowest level of the total number of students. Small group discussion technique can increase students' critical thinking, make students more respectful of others, and make it easier for students to complete the task and understand the material. The writer would conduct action research in the classroom and hoped that the reading comprehension result would increase in the eight grades.
Problem Limitation
Problem Formulation
By conducting this research, the students will hopefully be able to increase their reading comprehension to aid their learning.
Concept of Reading Comprehension Ability 1. Concept of Reading
Concept of Reading Comprehension Ability a. Definition of Reading Comprehension Ability
Reading comprehension is one of the most important language skills that should be developed in and out of the classroom, and it is also one of the most common ways of acquiring information. Based on the above-mentioned theories of reading comprehension ability, it is clear that reading comprehension ability is not only the process of knowing the meaning of words, but also the process of capturing the idea of the text, regardless of whether it is stated or not. Reading comprehension into four categories, namely literal reading comprehension ability, interpretive reading comprehension ability, critical reading comprehension ability and creative reading comprehension ability.13.
Based on the explanation above, the Junior High School student included reading comprehension in the interpretation because interpretation involves a cluster of different types of thinking skills and involves making sense that is not directly contained in the text.
Concept of Small Grup Discussion Technique 1. Definition of Small Grup Discussion Technique
- The Characteristics of Small Grup Discussion Technique
- Principles of Small Group Discussion Technique
- Procedures of Small Group Discussion Technique
- Steps of Small Group Discussion Technique
Another small group characteristic in dynamics results from the exponential number of interactions between members. Based on the above definition, it can be observed that there are four procedures of small group discussion technique. The teacher and students should follow these procedures to practice fluency each day in the small group session.
The teacher explained about the small group discussion and what they should do in the group.
Action Hypothesis
According to Ernest W. Brewer, small group discussion has some advantages as well as disadvantages, namely:24. Hypothesis: From the title above, the researcher hypothesizes that small group discussion technique can increase students' reading comprehension ability in eighth graders of SMP PGRI 2 Sekampung.
Research Object
Research Setting
Research Subject
Research Procedure
Mc Nif states that action research is a name given to a specific way of researching your own language.25 This means that action research is a practical way of looking at your practice to see if it is as you feel it should be be. Furthermore, Donald Ary said that action research is a process to improve education by incorporating change and involves educators working together to improve their own practice.26 This means that action research is a process in education where the teacher is not the usual thing that teacher do when thinking about teaching. Action research takes place through a dynamic and complementary process, consisting of four essential "moments" of planning, action, observation and reflection. 27.
26 Donald Ary, Introduction to Research in Education, Eighth Edition, (Canada: Nelson Education 2010), p. 27 Anne Burns, Action Research in English Language Teaching:. The pre-cycle test was administered before the researcher gave them the treatment, which is teaching reading comprehension skills through small group discussion. Next, the researcher scored and analyzed the results of the pre-cycle test to determine the student's reading comprehension difficulties.
In this step, the researcher explained what, why, when, where, who and how the action was performed. In the step, the researcher observed the process of teaching learning by using observation sheet of students' activity. The researcher analyzed and discussed the result of observation during teaching learning process, such as the weakness and the strength of the action in this step.
The researcher used action plan II, these activities were the same as in the first cycle, but in this activity, the researcher pays more attention to the students to explain the substance of the narrative text, and most of the students had to bring a dictionary. In this step, the writer observed the teaching-learning process using the form of observation and field notes to obtain the data in Action Plan II.
Data Collecting Technique
The researcher gave the students tests to evaluate their reading comprehension ability in narrative text. According to Douglas Brown, testing is a method to measure a person's ability or knowledge in a given domain.28 The researcher used testing in the form of pre-test and post-test. The researcher took a test in the first meeting before the research to know the ability of the students before the action research is done.
The pre-test used in this research is in the form of a reading proficiency test. Improvement can be identified if the mean post-test scores are higher than the pre-test. This step was done after the treatment to know the use of peer review technique if it is able to increase students' reading comprehension ability.
In this research, the researcher observed the behavior of the students and the activities of the students in the learning process to know how the learning process will take place. By conducting the observation, the research made the observation sheet that contains a list of the students'. In this research, observation was used to know the teacher's performance and the student's participation in the learning process.
The researcher used documents which are obtained from the data of the school, such as the total of the students, the teachers and the condition of the school. In order to collect the data more precisely, the researcher used the field note, it will make the data analyzer simpler.
Data Analysis Method
If some students failed cycle 1, the researcher had to perform cycle 2. In cycle 2, if the students passed, the cycles were stopped because the students had to meet the standard minimum criteria. When achieving the class percentage that meets the Minimum Mastery Criteria (KKM) 65, use the formula:31.
Indicators of Success
Result of Research
Description of Research Setting
8 Muhammad Syamsuri, S.Pd ReligiousTeacher 9 Nettien Oktavianingtyas, S.Pd Mathematics Teacher 10 Sa’aziz Antomi, S.Pd English Teacher.
Description of the Data
This is the reason why the researcher uses Small Group Discussion Technique (SGP) to increase the students' reading comprehension ability. After the first treatment was done, the researcher gave the first post-test to the students. The post-test was done to know how the students' reading comprehension ability after giving the treatment.
From the result of pre-test and post-test I, we knew that there is an increase from the students' result score. From the above table, it could be seen that the students' average score in post-test II is 70.19. This table should describe the comparison of students' results in post-test I and post-test II.
After conducting the pre-test, the researcher gave the treatment to the students in cycle I. From the result of the students' score in pre-test and post-test I, there is an increasing students' result score. Based on the results of the students' scores from post-test II, it could be concluded that scores are increasing.
The students' score of pre-test, post-test in cycle I and post-test cycle II. It is clear that small group discussion technique can be used to increase the students' reading comprehension.
Suggestion
APPENDICES
Main Activity First Meeting
The teacher gave the students text and asked the students to discuss the task together. The students prepare the next material to be learned at the next meeting. At the end of the meeting, students are able to find out the content of the text using the given indicator.
Understand the meaning of short functional and short simple essay of story/recount to interact with the environment. In other words, when the author writes down the narrative writing, it means that the author is telling about the story. His two close friends were Peter Piper, the servant of the palace, and Franklin Greedy, the son of an aristocrat.
Franklin was very frightened and asked the prince to surrender immediately, but Peter was not afraid. The prince decided not to surrender, realizing that he would become a hostage to bandits who would demand a ransom for his father, but Franklin was scared and wanted to make a deal, making Peter suspicious of Franklin's behavior. Suddenly they heard a horse running outside the house, and through the window they saw Peter Piper and the prince riding off on one of the brigands' horses.
It turned out that Peter Piper had slipped out of the house and was waiting in the yard, and the prince was hiding behind the house. The brigands were very angry with Franklin and took him with them, and the prince and Peter returned safely to the capital.
Pre Activities Apperception
Main Activity First Meeting
The students were given the next material to be learned at the next meeting. The narrative text of "You're Beautiful the Way You Are" and "The Legend of Rainbow". Where did the story happen. he was different from her b. he was the last child c. Why was he different from his family. he was the youngest child b.
Two of the star girls were able to run and escape, but one of them was left behind. Finally a cat came and asked her, "Pretty little mouse, will you marry me?" the mouse asked: "And what do you want to do at night?". How simple and boring you look to me!” he complained and flew off to admire peacocks.
To the crow's delight, some of the peacock's feathers were on the ground when the peacock left.
