So reading is our experience related to mind or brain to get meaning from the text. The subject of the study is with the eighth grade students of MTs Miftahul Ulum Balong in the academic year 2014/2015. In the reading process, the reader must understand and capture the point of the text.
The writer tries to explain his idea to the reader, and the reader tries to understand the meaning of the text. Students need to know the vocabulary because without it they cannot find the meaning or purpose of the text.
Reading for Information
Reading for Pleasure
Participatory Reading
Often this reading presupposes some background knowledge on the part of the readers, and then produces a new interpretation or an original vision. Literary texts are not only meant to be read, but also to be re-read. Start reading daily activities, reading for information, reading for pleasure, and participatory reading have a different purpose.
Students begin with the fundamentals of letter and sound recognition, which in turn allows them to progress to morpheme recognition, followed by word recognition, building up to the identification of grammatical structures, sentences, and the like.
Top – Down Model
Interactive Model
Teaching Reading a. Teaching Reading
Teachers need to be aware of the progress that students make and adapt instruction to students' changing abilities. It is also important to remember that the goal of reading is to understand the text and find the meaning of the text. In the reading lesson, the teacher and the students must create a collaboration to achieve the purpose of the reading lesson.
Background knowledge includes all the experiences that a reader brings to a text: life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one's first language works, knowledge of how second languages work, and cultural background. and knowledge.
Build a strong vocabulary base
Teach for Comprehension
Work on increasing reading rate
Teach reading strategies
Encourage readers to transform strategies into skills
Build assessment and evaluation into your teaching
Strive for continuous improvement as a reading teacher The quality of the individual teacher is integral to success
Small Group Technique a. Cooperative Learning
Cooperative learning is the use of small group teaching that allows the students to work together to maximize their learning and study other members of the group. In other words, the teacher must think carefully about how to manage the classroom during small group to ensure success. This means that the teacher gives the responsibility to the students using small groups.
The main advantages of small group learning are that it encourages active learning and develops communication and. Small group teaching can be resource intensive.40 Using the small group technique in teaching learning is also time consuming.
Previous Research Finding
Here the researcher tries to use another technique viz. small group technique in teaching reading in order to know the result of it.
Theoretical Framework
As previous research done by Diana, the SQ3R method of teaching reading comprehension is not effective because the result after using this method is a decrease than before. The other technique that the researcher can use in reading instruction is the small group technique. Small group instruction typically refers to a teacher working with a small group of students on a specific learning objective.
These groups consist of 2 to 4 students and provide these students with a lower student-to-teacher ratio.44 When teaching learning, the teacher should choose the appropriate technique according to the student's condition, because the appropriate technique has a large can affect the learning process. success in the study.
Hypothesis
Ho : There is no significant difference in the reading achievements of students who are taught using the small group technique and without the small group technique in the eighth grade students of MSH Miftahul Ulum Balong in the academic year 2014/2015.
RESEARCH METHODOLOGY
- Research Design
- Population and Sample 1. Population
- Sample
- Instrument of Data Collection
- Test of Validity
- Test of Reliability
- Technique of Data Collection
- Test
- Documentation
- Technique of Data Analysis
For this step, the researcher uses small group technique in the experimental class and conventional method in the control class. Before the t-test, the researcher must find the other result, they are; mean, standard deviation and standard error from each variable. Research object as a target to get and collect data is called population.51 According to Suharsimi Arikunto, the population is the object of study or group of subjects who would be a subject to generalize the study results.52 From these statements, the population is all students will be observed by the researcher .
The population is also the entire object that the researcher wants to investigate and has special characteristics. For these classes, the researcher chose two classes of the eighth grade, namely the experimental class and the controlled class. To select the sample, the researcher took reading achievement data taken by the teacher.
Then, the value of the results, the researcher has measured the averages and standard deviation of the classes (have skills-similar or not). To obtain the data, the researcher must arrange the instrument data and the technique needed to collect the data. In this study, the test was constructed by the researcher based on standardized test-making procedures.
In this research, the researcher used the reading achievement test which has already been prepared by the researcher to find out the effectiveness of the small group technique. Therefore, the researcher used the instrumental test with two tests, the first test is the validity test and the second test is the reliability test. By far, the most complex criterion of an effective test and perhaps the most important principle is validity, "The extent to which the conclusions drawn from the assessment results are appropriately meaningful and useful in terms of the purpose of the assessment".59 For To determine the internal validity of an instrument, the researcher uses the Karl Pearson product moment formula. rxy = .. rxy = correlation coefficient between variable x and y N = total respondent .. product total score with total score.
Reliability defined as the level of internal consistency or stability of the measuring device over time.63 In this research, the researcher uses a method of Kuder-Richardson. This technique is used because the researcher wants to measure the effectiveness of small group technique in teaching reading to the eight degree students of MTs Miftahul Ulum Balong in academic year 2014/2015.
RESEARCH RESULT
Research Location 1. General Location
- Time of The Research
Teachers should act as advisors to students in developing their creativity and personal potential and as motivators who help students raise purpose and aspiration. This greatly affects the performance of the school in an effort to improve the quality of education. All teachers of MTs Miftahul Ulum Balong from many universities like graduates from STAIN, INSURI, IAIRM etc.
Therefore, the innovativeness and creativity of teachers has increased and the potential as educators, teachers, social and personal services can already be realized, although not 100%. It was divided into three stages; seventh grade, eighth grade, and ninth grade. The researcher conducted the research with eighth-grade students, as there is a big problem with English lessons in the eighth grade.
The students often forget some materials that the teacher has explained and the most important. Here the researcher conducts the research to solve that problem by using small group technique. It is effectively used for teaching reading and that is why this technique is worthy of being used because it motivates students to come up with their ideas easily.
Data Description
- Pre- test experiment class and control class 76
- Post-test experiment class (using small group technique) and control class (not being taught small group) 77
The first group was students who are taught using the small group technique, and the second group was students who are not taught using the small group technique. Here, the researcher wants to compare learning with group participation and learning outside the group. So the researcher also uses the curriculum with the KTSP model, which consists of the curriculum.75.
Each group consists of 4-5 students and then the researcher distributes the text to each group. From the table above, it can be seen that the highest score for the experiment class is 77; there is only one student who got the highest score. The lowest score for the experiment class is 30; there are three students who have the lowest result.
The table above showed the pre-test scores of students who were not taught using the small group technique. Post-test experimental class (using small group technique) and control class (not taught in small group)77 control class (not taught in small group)77. From the table above, it can be seen that the highest score for the experiment class is 96; there are three students who got the highest points.
The lowest score for the experimental class is 60; there are two students who have the lowest score. So it could be concluded, the post-test of the students who were taught using the small group technique was good. In the experimental class, the performance before treatment shows that the students' performance is lower, but after treatment with small group technique, the students' performance is up.
Data Analysis
- Normality
- Homogeneity
- T- Test 80
While in the control class, the achievement of pre-test and post-test the difference of two tests is not far. To obtain data, the researcher uses reading test to 27 students for experimental group and 27 students for control group, to know the respective students' reading performance in the eighth grade students of MTs Miftahul Ulum Balong in Academic Year the researcher applied "t" test formula as detailed below. The analysis of student's post-test in control group is not taught by small groups (variable Y).
Discussion and Interpretation
Thus, the alternative hypothesis ( ) was accepted, which states that students who are taught using the small group technique will achieve a better result in reading achievement. From the above data, the researcher could conclude that there is a significant difference in reading achievement between students who are taught in small group technique and students who are not taught in small group technique. In other words, the small group technique was effective in improving the reading achievement of eighth grade students of MTs Miftahul Ulum Balong in the academic year 2014/2015.
CLOSING
Conclusion
Suggestion
