STUDENTS’ GROUP WORK TOWARD STUDENTS’ READING ACHIEVEMENT IN ENGLISH OF THE ELEVENTH GRADE MAJORING
IN AUTOMOTIVE ENGINEERING AT SMK WAHID HASYIM PONOROGO
THESIS
By:
AFRINA MAR’ATUS SHOLIHAH NIM. 210913013
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHERS TRAINING FACULTY THE STATE INSTITUTE OF ISLAMIC STUDIES
(IAIN) PONOROGO 2017
ABSTRACT
Mar’atusSholihah, Afrina. 2017. Students’ Group Work And Students’ Reading Achievement in English of The Eleventh Grade Majoring in Automotive Engineering at SMK Wahid HasyimPonorogo. Thesis, Faculty Of Teaching And Education, English Education Department, The Institute For Islamic Studies Of Ponorogo, Advisor DolarYuwono M. Pd.
Key Word: Students‟ Group Work, Students‟ Reading Achievement
This research is aimed to analyze the correlation between students‟ group work and students‟ reading achievement in English of eleventh grade majoring in automotive engineering at SMK Wahid HasyimPonorogo. The reason why the researcher chose this study because group work can effective assists the students in learning the reading material. In English, reading has an important role in English context. So that, the students must acquire this skill to improve their English. In reading, it is easier for learners to comprehend their skill with their group than the other skill. There are several methods that can be applied to improve their reading skill; one of them is group work.. Students make the group work by themself. They do the group work without being told by the teacher. If the teachers give a task group they can do a task with their group work or by individually.
The statement of the problem pf this research Is there any correlation between students‟ group work and students‟ reading achievement in English of eleventh grade majoring automotive engineering at SMK Wahid HasyimPonorogo?
This approach of this research was quantitative and it employed correlation design. The population of this research was the whole students of the eleventh grade majoring in automotive engineering which consist 32 students. The researcher used population sampling. The number of sample was 32 students. The data is collected by questionnaire to measure students‟ group work and the documentation to measure students‟ reading achievement. The data were analyzed using the pearson product moment as technique of data analysis.
The data analysis showed that db of N= 32-2=30. The standard significance table for df = 30, the standard significance 5%, r: 0.349 and 1%, r: 0.449.
The researcher found from product moment formula that was 0.684. It means rxy>rt, 0.684> 0.349 or the standard significance 1%, r: 0.449. It means rxy>rt or 0.684>
0.449. The value of rxy was greater than r table of 50% significant level.
The researcher concluded that there is a significant correlation between students‟ group work and students‟ reading achievement in English of the eleventh grade majoring in automotive engineering at SMK Wahid HasyimPonorogo.
CHAPTER 1 INTRODUCTION
A.Background of The Study
In learning English, students should acquire the four language skills they are listening, speaking, reading, and writing. Like other skill, reading has an important role in the context of teaching English. There are so many aspects of language that students get from reading. Jeremy Harmer says that reading texts also give the readerchance to study language such as vocabulary, grammar, punctuation, and the way how to build sentences, paragraphs, and texts.1 In other word, the teacher can teach writing through reading.
Englishteaching is not as easy as teachingthe first language because the students will certainly face many problems. Up to now, we often hear the disappointment of English teachers because of the studentsget unsatisfying scores in the final exam. Considering the importance of reading skill, the teacher must improve their teaching in reading skill. The teacher can usesome methods of teaching reading so that the students can enjoy and bestimulated in learning English especially reading. There are several methods that can be applied; one of them is Group work.
1 Dio Resta Permana, Teaching Strategies Applied by PPL Teachers in Teaching Reading Comprehension, (University of Bengkulu, 2015), 2
In reading, learners easier to comprehend with group than the other skill.Group work can help students to become more active in their learning. When working with group, students are encouraged to articulate their ideas and question the ideas of others. In articulating the students‟ ideas they have to interact with their friend. In other word the result of the group work students can use their ability to interact each other in the school vicinity
In group work, students make the group by themself. They do the group work without being told by the teacher. If the teachers give a task group they can do a task with their group work or by itself.
In group work there is an important things that can be formed by the students, that is student have a good interaction with their friends. Besides, interaction in group work has an impact on student achievement and satisfaction as a reflected by test performance, grades, and students satisfaction. Lev Vygotsky said interaction with others, especially with adults will cause the new ideas and increase the intellectual development of learner.2Through the result of group work are expected to change themselves in interaction. When their interaction is stated as a good quality, certainly this will affect their achievement. The quality of students‟ relationship with teachers and peers is a fundamental substrate for the development of academic engagement and achievement.3 In this case, it is stated
2 Kasihani K.E. Suyanto, English for Young Learners , (Jakarta: PT Bumi Aksara, 2008), 8.
3 Carrie J. Furrer, Ellen A. Skinner, Jennifer R. Pitzer, The Influence Of Teacher and Peer Relationship on Students’ Classroom Engagement and Everyday Motivational Resilience, Columbia University, 101.
that clearly enough that group work affect their achievement, because it contributes highly for the increasing of the self-control.
Besides, group work toward achievement is more clearly visible in the classroom. Not every student gets a good study, some get a good study and some others get average and bad, students who are well-behaved in the classroom that does not have a strong relationship with their peers can also have problems in school. In these classrooms, a lack of strong relationships between students contributesmany negative emotions that can influence the aspects of student performance in school. A student who does not have strong and positive relationships with their classmates often suffers socially and emotionally because of this matter.
In the other hand, group work can emerge when a teacher gives the task of the group to them, for example, to make and practice the dialogue, arrange procedure texts and summarize the texts. In this case they are required to cooperate with their group which makes students who active in giving an opinion help their friend that is less active in giving opinion.
The subject of this research is the Eleventh grade student of SMK Wahid Hasyim Ponorogo. Based on the observation and interview at the last time the researcher got some information. According to Lukman “Iand my friends have a group work but it‟s not active. We just used it when there is a task”.4According to Desy “I have a group work, sometimes is used and sometimes is not. It‟s
4 Interview with Lukman, The Eleventh Grade Student on March, 3th 2017.
conditionally”.5 From those statements, the researcher asked the teacher the reason of why the students havea group work without their earnest. According to Mrs.
Asna “The students are more comfortableto do the assignment individually, because sometimes others are not helping, they just want to receive the final result.
So there are manystatements I have heard mostly from them in theclassroom when I was giving a task with the form of a group. Viewing these expressions the students are told by the teacher that they need to work nicely with one another and finish the assignment. For that reason, the researcher takes SMK Wahid Hasyim Ponorogo for the research subject to know deeply about the problem. In this case, the tension between students often goes unresolved and the lesson continues to be interrupted and suffered due to the poor student-peer relationships in group work.
When I observed in that school, I also found a huge difference between the performance of students group in which the members had positive relationships with one another and some others are not. In the groups made up of strong peer relationship the students were able to work together to solve the problem or learn the information at hand. Alternatively, in groups where the students clearly dislike each other, most of them were arguing over student roles within the group and finally decided not to work together and attempted to obtain the information on their own. In both cases the negative peer relationship prevented the students from learning, while the groups with students who had positive relationship were able to work together to complete the task. This is become the researcher concern to
5 Interview with Desy, The Eleventh Grade Student on March, 3th 2017.
know whether group work can affect their academic, their performance in the classroom and their reading achievement in English or not.
Based on above explanation, the writer intends to know whether there is correlation between students‟ group work toward students‟ reading achievement in English or not. Therefore, the researcher conducts the title “StudentsGroup Work toward Students’ Reading Achievement on English of Eleventh Grade Majoring in
Automotive Engineering at SMK Wahid Hasyim Ponorogo” B.Limitation of The Problem
To make the problem clear, it is necessary for the researcher to limit the problem. The limitation of the problem as the follows: the correlation between students‟group work and students‟ reading achievement in English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.
C.Statement of The Problem
The research concerns the phenomenon of correlation between students group work and students; reading achievement in English. Therefore the research problem is formulated as follows: is there any correlation between students‟ group work toward students reading achievement in English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo?
D.Objectives of The Research
Based on the research problem above, the objective of the research is the correlation between students‟group work and students‟ reading achievement on English of the eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.
E.Significance of The Research
The result of this research is expected to be able to give advantages, both theoretically and practically.
1. Theoretical significance
The result of the study is expected to add the reference of improving students‟group work and make them more creative in the classroom. It can be contributed in developing the education quality especially for English subject.
2. Practically significance
The result of this research is expected to be beneficial for:
a. Students
Students can improve the good relationship between their friends, especially in group work particularly students of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.
b. Teachers
The result of this study may offer strategies of teaching English that may be useful to create students‟ group work in the classroom, especially
English teacher and to find out which one is the mostly strategies used by theme. So the students understand the materials better.
c. Reader
This study is expected to give a contribution to readers, especially the students of English department of IAIN Ponorogo in enriching references concerned with the relationship between students‟ group work and students‟
reading achievement in English. This research will help students of English department of IAIN Ponorogo to comprehending the material about students‟
group work and students‟ reading achievement in English.
d. Future Researcher
Hopefully, this study will contribute as a good reference for future research, especially on the same topic as this writer does.
F. Organization of The Thesis
The organization of this research as follows:
Chapter I: Introduction, in this chapter consists of background of the study, limitation of the study, statement of the problems, objectives of the study. significance of the study, organization of the thesis.
Chapter II: Review of related literature, in this chapter consists of theoretical background, previous research finding, theoritical, framework, and hypothesis of the study. Theoritical
background, some materials are discussed, such as: Group (definition of group). Group work (definition of group work and assessment criteria for group work). Reading (definition of reading, kind of reading skill, model of reading, purpose of reading).
Chapter III: Research Methodology, in this chapter consists of research design, population and sample, respondent, technique of data collection, technique of data analysis.
Chapter IV:Research Result general data: location of the research, data description, data analysis, and discussion and interpretation.
Chapter V: Includes conclusion and suggestion as the end of content discussion series of thesis.
CHAPTER II
REVIEW OF RELATED LITERATURE
A.Theoritical Background
This chapter presents review of related literature used in this research. The reviews of related literature have a goal of including overviews ofstudents‟ group work and students‟ reading achievement.
1. Students’ Group Work a. Definition of Group
In Oxford Dictionary group define as a number of people or things gathered, placed or acting together, or naturally associated.6A group is two or more individuals in face to face interaction, eachaware of positive interdependence as they strive to achieve mutualgoals, each aware of his or her membership in the group, and eachaware of the others who belong to the group.7Most experts agree that group is a number of people when it consists of more than two people interacting with each other.
Groups are particularly good at combining the students‟ talents and providing innovative solutions to possible unfamiliar problems; in cases where there is no well-established approach or procedure, the wider skill
6 Oxford Advanced Learner‟s Dictionary, (Oxford University Press, 1995), 526.
7 Social Work Interaction With Individual and Group, Rai Technology University, Bangalore, 114, pdf (www.reitecuniversity.in) , accessed March 6th 2017, 14:20.
and knowledge set of the group which has a distinct advantage over than the individual. Mary A. Bany and Lois V. Johnson, Classroom Group Behavior, states as follow:
“Group may be described in many ways, but there is no single clear-cut definition that adequately and quickly encompasses the concept of small group. In brief, a group may be said to exist when two or more persons have as one quality of their relationship; some interdependence and possess some recognizable unity”.
According Brown that a group exists when two or more people define themselves as members of it and when its existence is recognized by at least one other. Brown defines “other” in this context as some person or group of people who do not so define themselves.8
Based on the statement above it can be said that group is a number of people when it consists of more than two people interacting with each other, with or without an assigned leader in a such way that each person influence, and is influenced by another person in the group. Practically, most of English language teacher used the group in teaching and learning practice. By using group in teaching and learning, the students will be more interested and more active in learning because it gives students an opportunity to share what they think.
8 Maurice Galton and John Williamson, Group Work In The Primary Classroom,(London, New York, 1992), 8.
b. Group Work
Group work is a commonly used term found in school-based learning, where a number of children (usually between 2 and 6 in a group) are asked to work with one another to complete a learning activity. Group work has been used (in the literature and classrooms) in a number of ways: from a naïve assumption that any grouping of children will promote learning; to planned learning tasks that characterizes cooperative learning;
dialogue-based learning tasks that characterizes collaborative learning.
Group work can be used across all curriculum areas, and for many different types of task, that group work require a range of support, communication and joint problem solving skills and that the balance of ownership and control of the work shifts toward the pupils themselves.
Group work can be used to achieve a range of teaching and learning goals (related to process and product). Group work cans effective assist students in learning thematerial in a deeper, more meaningful way. While terminology varies, the literature identifies three types of group work:
informal learning groups, formal learning groups, and study groups.9 1. Informal groups are composed of ad hoc clusters of students who
work in class to discuss an issue or test understanding.
9 UTDC Guidelines, Group Work and Group Assessment, (Victoria University of Wellington, 2004), 2.
2. Formal groups are established to complete a specific task in one class session or over many weeks, e.g. a laboratory experiment, musical performance or the compilation of an environmental impact report.
The work of a formal group may or may not be assessed.
3. Study teams are formed to provide support for members; usually for the duration of a course.
c. Advantages and Disadvantages Group Work
An important factor in student success in studies is opportunities for students to work in groups. While many students would like to include group work, they often hesitate because of bad experience when groups fall apart and fail to complete the tasks or leave the work to one or a few students who then feel badly put upon.10Many students cringe and groan when told that they will need to work in a group. This phenomenon is called “grouphate.” Grouphate has been referred to as the dread and repulsion that many people feel about working in groups or teams (Sorenson, 1981).11 However, these feelings can make the group members being wobble who have received the proper instruction about working in groups. One way to overcome grouphate is to form realistic expectations of group work.
10 Stepen Naylor and Kay Martinez, Making Groupwork Work!, (Faculty Fundamentals FLBCA and FAESS, 2011), 30
11 Alison Burke, Group Work: How To Use Groups Effectively. (Southern Oregon university, 2011), 87-88
According to Bee and Masterson,12 there are advantages and disadvantages to working in a group. There are six advantages to working in a group:
1) Groups have more information than a single individual. Groups have a greaterwell of resources to tap and more information available because of the variety ofbackgrounds and experiences.
2) Groups stimulate creativity. In regard to problem solving, the old adage can be applied that “two heads are better than one.”
3) People remember group discussions better. Group learning fosters learning and comprehension. Students working in small groups have a tendency to learn more of what is taught and retain it longer than when the same material is presented in other instructional formats Barkley, Cross & Major.
4) Decisions that students help make yield greater satisfaction. Research suggests that students who are engaged in group problem solving are more committed to the solution and are better satisfied with their participation in the group than those who were not involved.
5) Students gain a better understanding of themselves. Group work allows people to gain a more accurate picture of how others see them. The feedback that they receive may help them better evaluate their interpersonal behavior.
12Ibid, 88
6) Team work is highly valued by employers. Well-developed interpersonal skills were listed by employers among the top 10 skillssought after in university graduates.13
According to Harmer the advantages of group work as follows:14 1) Increase in metacognitive awareness.
When students have to explain and negotiate their contributions to a group project it canassist them to develop and increase their metacognitive awareness. That is, in low riskcontexts they begin to know what they know and know what they have yet to learn or findout.
2) Development of generic skills
Group projects can provide opportunities for developing generic skills such as: organization,negotiation delegation, team work, co-operation, leadership, following etc. However,students don't automatically pick these up through being involved in a group project, theseskills that must be explicitly taught and critically evaluated. Students need to be explicitlyaware of such skills to intentionally develop them and to include them in their personalattributes in job applications.
13Ibid, 88
14 Abdullah, Group Work Activities For Improving Speaking Skills, English Education Journal (EEJ), 7(3), 389-401, July 2016. 395
3) Development of social networks and relationships
A distinguishing feature of the history of successful university students is that they havestrong social/learning networks with other students. Group work is useful for encouragingsocial interaction for new students who might be isolated; especially for shy, rural andoverseas students.
4) Development and contribution of individual capabilities
Group work can be a means for acknowledging and utilizing the strengths and expertise ofindividual students. They can contribute their unique capabilities in completing a groupproject or performance.
5) Greater depth and breadth in final products
When a small group of students explores a topic in a limited time frame there areopportunities for their collaborative efforts and the products of their studies can go togreater depth and breadth than if they work individually.
6) Authentic approach to learning
Learning and production of projects in the real world rarely requires individual effort. Whileindividuals may have specific responsibilities most projects and enterprises requiremarshaling a mix of expertise and responsibilities. Group work in university projects can beused for real world work on authentic real world
projects and to harness opportunities towork in multidisciplinary teams as learning communities exploring specific themes or issues.
Although working in groups has its advantages, there are also times whenproblems arise. Beebe and Masterson list four disadvantages.15
1) There may be pressure from the group to conform to the majority opinion. Mostpeople do not like conflict and attempt to avoid it when possible. By readily acquiescingto the majority opinion, the individual may agree to a bad solution justto avoid conflict.
2) An individual may dominate the discussion. This leads to members not gaining satisfaction from the group because they feel too alienated in the decision making process.
3) Some members may rely too heavily on others to do the work. This is one of the most salient problems that face groups. Some members do not pitch in and help and do not adequately contribute to the group.
One solution to this problem is to make every group member aware of the goals and objectives of the group and assign specific tasks or responsibilities to each member.
4) It takes more time to work in a group than to work alone. It takes longer to accomplish tasks when working with others. However, the
15 Alison Burke, Group Work: How To Use Groups Effectively. (Southern Oregon university, 2011), 88
time spent taking and analyzing problems usually results in better solutions.
According to Harme has also explained some disadvantages of group work as follows:16
1) It is likely to be noisy (though not necessarily as loud as pair work can be). Some teachers‟ feel that they may lose control, and the whole–class feeling which has been built up may dissipate when the class is split into smaller entities.
2) Not all students enjoy it since they would prefer to be the focus of the teacher‟s attention rather than working with their peers.
Sometimes students find themselves in uncongenial groups and wish they could be somewhere else.
3) Individuals may fall into group roles that become fossilized, so that some are passive whereas others may dominate.
4) Groups can take longer to organize than pairs, beginning and ending group work activities, especially where people move around the class, can take time and be chaotic (but only very briefly).
16 Abdullah, Group Work Activities For Improving Speaking Skills, English Education Journal (EEJ), 7(3), 389-401, July 2016. 395
By understanding the advantages and disadvantages of group work, a group can be used and can minimize the obstacle that distract the success.
d. Assessment Criteria for Group Work
The assessment criteria can provide clear guideline to the group about effective group practices. One option is to engage the students in writing the contribution assessment criteria. The following criteria for assessing group are:17
a. Communication
Communication is the process of transmitting information and common understanding from one person to another.18Communication is the activity of conveyinginformation through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior.19Two common elements in every communication exchange are the sender and the receiver. The sender initiates the communication.
In a school, the sender is a person who has a need or desire to convey an idea or concept to others. The receiver is the individual to whom the
17 Online, Flinder University, Assessment Criteria for Group Work, Maintained by Centre for Inovation in Learning and Teaching, 2013,https://www.flinders.edu.au/teaching/teaching-
strategies/assessment/assessment-criteria-for-groupwork.cfm, accessed March 13, 2017, 05:35.
18 Fred C. Lunenburg, Communication: The Process, Barriers, and Improving Effectiveness,(Sam Houston State University, 2010), 1.
19 John Velentzas and Georgia Broni, Communication Cycle: Definition, Models and Examples, (Technologicl Institute of Western Macedonia), 117, pdf (www.wseas.us) , accessed March 14th 2017, 10:21.
message is sent. The sender encodes the idea by selecting words, symbols, or gestures with which to compose a message. The message is the outcome of the encoding, which takes the form of verbal, nonverbal, or written language.
According to Mambert , a person communicates with another “to change what he thinks or does not think, feels or does not feel, knows or does not know” .20 He said, “Communication itself is the change”. The word change, refers to the influence from another‟s knowledge or behavior.
Group communication skills still need tobe taught, and children need to learn to work together even if this is not now tobe formally assessed.21Most English lessons in task group involve students working in group. Commonly, thestudents don‟t use their communication in doing the group work and they stillless to share learning through communication. Based on the statement above we can conclude that communication is needed by students to convey an idea to their friend and these ideas can be the final result of their task group.
20 Ted Slater, A Definition and Model for Communication, pdf (www.infoamerica.org) , accessed March 4th 2017, 10:18.
21 Dibentley and Mike Watts, Communication in School Science, (London, 1992), 54.
b. Co-operation
In Oxford Dictionary cooperative is involving acting or working to gather with another or others for a common purpose.22Cooperation is a willingness and ability to work with others to accomplish a common goal.23We can conclude that cooperation is a form of work with other to gain a common purpose.
Cooperation allows participant to exchange valuable information that helps both sides. It can improve their knowledge and work in a time. In other words, cooperation is important because it allows students to share their ideas and work together to solve the problem together.
c. Attendance
In Oxford Dictionary attendance is the action or time of being present.24Attendance is defined as participation in aprogrammer of educational activities arrangedand agreed by the school.25In other word students cannot perform well academically when they are frequently absent. Individually student who has low attendance will face the difficulties in learning process, vice versa. Students have low attendance in classes it will affect the students and teachers to reach the high quality education.
22Oxford Advanced Learner‟s Dictionary, (Oxford University Press, 1995), 724
23 Cooperation, Novemb r‟s Key to Charac te r, 201, pdf. www.polk-fl.net accessed March 14th 2017, 08:32.
24 Oxford Advanced Learner‟s Dictionary, (Oxford University Press, 1995), 65
25 The Moray Council, School Attendance And Absence, www.moray.gov.uk, 2016, accessed March 14th 2017, 10: 13.
If the student attends in the school, it can be influencing the group work. The student who is present he/ she can not give the ideas in group work. So it can influence the final result of the group itself. Better the student should attendin group work so he/she can help to solve the problem.
d. Contribution
Contribution in group work is very important. Every memberneeds participation to give contribution in sharing an idea each other. Participation can be measured by the number of words spoken, number of communication acts, number of turns taken etc.26
Whilst some members used more words to explain or put over a point, others are more succinct in the contribution. In Bales IPA technique it was found that the contribution of dominant members accounted for over 60% of the groups‟ interaction.27 It can be become the reason for the members or students to confident in giving a contribution in group. The confident group members have the advantage when attempting to interact and give contribution in discussions.
e. Responsibility
26 Gorse, McKinney, Shepherd, and Whitehead, Meetings: Factors that affect group interaction and performance, (Birmingham, UK, Associated of Research in Construction Management, 2006,) 919.
27Ibid, 920.
In Oxford Dictionary responsibility is the state or fact of being responsible.28 In TeachingPersonal and SocialResponsibility (TPSR) book‟s there are components of the levels of responsibility as follows:29
Level Components
I. Respecting the rights and feelings of others
- Self-control
- Right to peaceful conflict resolution
- Right to be included and to have cooperative peers
I. Effort and cooperation Self-motivation
- Getting along with others II. Self-direction On-task
independence
- Goal-setting progression - Courage to resist peer pressure III. Helping others and
leadership
- Caring and compassion
- Sensitivity and responsiveness IV. Transfer outside the gym - Trying these ideas in other areas
of life
- Being a positive role model for others, especially younger kids
These goals are often referred to as levels because they represent a looseteaching and learning progression from I to V. Although students don‟t alwaysprogress in a linear fashion, the levels provide specific steps to keep in mind whenplanning lessons and making personal plans for individual students.The first two levels, respect and effort, including cooperation as a dimensionof effort (as in a team effort), can be viewed as
28 Oxford Advanced Learner‟s Dictionary, (Oxford University Press, 1995), 1000.
29 Don Hellison, Teaching Personal and Social Responsibility Through Physical Activity Third Edition, (United States of America, 2011), 21
the beginning stage of responsibilitydevelopment; both are essential to establishing a positive learningenvironment. Respect can be traced back to the core value of human decency,whereas effort is an important component for improving oneself and others injust about everything. The next two levels, self-direction and helping, extendthe learning environment by encouraging independent work, helping roles, andleadership roles, thereby freeing program leaders to work with students who needmore help while at the same time contributing to a more positive experience forall students.
Both also represent more advanced examples of human decencyand holistic development. Transfer outside the gym is the most advanced stage;it involves exploring the previous four responsibilities in school, at home, withfriends, and so on, to evaluate whether they work better than what the studenthas been doing.30
Based on the statement above we can conclude that all levels can make the students have a good quality in doing group work especially in student responsibility.
f. Work Efficiently
Members participated the group meetings and made themselves responsible of studying. In some inefficiently working groups, students had difficulties to come to an under-standing on how to work. Each group member has his/her own working/learning preferences. When
30Ibid, 21
discussing about new concepts and subject matters it was frustrating that nobody in a group knew for sure how the facts are. Many members of the group did not participate to the group and it affects to the work efficiently.
If each member works efficiently in group work activity we can do some best ways, for example in reading activity we can do as follows:
1) First, the good news: As a student, we are intensely curious about almosteverything. The bad news: we cannot read every article of interest.
2) Second, let‟s conceptualize “reading” as “knowledge acquisition” in whatever format it isavailable. This includes traditional journals, monographs, and textbooks; virtual versions of thesame; and summary /reviews, like Up-To-Date.
3) Third, “reading” is not a homogenous activity. We read for a variety of reasons: to getinformation regarding a specific patient, to address a specific teaching or research problem; tomaintain our fund of knowledge in our area of expertise; or to learn a new subject. Each involvesa different approach.31
31 Susan R. Johnson, Personal Productivity: How to Work Effectively and Calmly in The Midst of Chaos, (University of Iowa, 2008), 27.
4) Fourth, please read this aloud three times, receiving a journal does not obligate you to read it.32We accumulate many journals along the way: some we have carefully chosen if the teacher give two or more article.
5) Fifth, if something earth-shattering is discovered in your field, you can read later.
We can conclude that all activities above are the example when we want to work efficiently in reading activity. Work efficiently in group work can be said that members of the group have good time management, stay focused in the meeting and meet deadline.
2. Reading Achievement a. Definition of Reading
Reading is set that skill that involves making sense and driving meaning from the printed. There are two main reasons of reading such as reading for pleasure and to get information. Reading is an essential skill for learners of English as a second language. For most of these learners it is the most important skill to master in order to insure success not only in learning English, but also in learning in any contest class where reading in English is required.33
32 Ibid, 27.
33 David Nunan, Practical English Language Teaching, First Ed, (Singapore: McGrawn Hill, 2003), 69.
According to Harmer, reading for detailed comprehension whether, looking for detailed information or language must be seen by students as something very different from the reading skill mentioned above. When looking for details, we expect students to concentrate on the minutiae of what they are reading.34
Reading is way to learn new information as you read content of material. Reading skill can help the students to develop their reading in order to getting the meaning from the printed or written material. In addition, it can help the student comprehend the reading material in the text we using. Reading activity is an activity of how to read comprehend and understand the text.
To show students‟ reading achievements, they should be able to identify meaning of reading text such as poster, banner, and pamphlet.
The assessment of reading is important to see the learners‟ progress.
Many intensive reading books consist of reading passage followed by comprehension question. It can be used to see about how well the students reading skill.
Based on the definition above, we can say that reading is not only looking at word in the form of graphic symbols but also getting the meaning from word to word or line to line in order to understand what we read. Reading is also the process of thinking. It can be seen
34 Jeremy, Harmer. How to Teach English , (Longman: Cambridge University Press, 1998), 69
that reading comprehension is a process of making sense of written ideas through recognition of written materials that has meaningful interpretation, and interaction with language. Based on that‟s explanation, it can be concluded that reading means a process between the readers to understand the messag that is written from the text.
b. Kind of Reading Skill
All the models of reading that have been looked so far have been designed carefully in mind. In fact, many of the reading models that have shown in the literature have been mainly concerned with careful reading. There are five kinds of reading; search reading, skimming, scanning, careful reading (at the global level) and browsing.35
1) Skimming
This is a reading for gist, it is a type of rapid reading goals.
Reading schemes like SQ3R recommend starting the reading to learn the process with skimming, so that the reader has a framework to accommodate the whole text.
2) Search reading
35 Feng Liu, Reading Abilities and Strategies: A Short Introduction, (Qingdao China, 2010), 155.
In the location information on predetermined topics, the reader wants information to answer set questions or to provide data, for example, in completing assignments. Search reading is differs from scanning in that in search reading, certain key idas will be sought while there is no such attempt in scanning. It also differs from skimming in that the search for information is guided by predetermined topics so the reader does not necessarily have to get the gist of the whole text.
3) Scanning
This is a reading selected, to achieve very specific reading goals, e.g, finding the number in a directory, finding the capital of Bavaria. The main feature of scanning is that any part of the text that does not contain the preselected symbol (s) is dismissed. It may involve looking for specific words/phrases, figures/percentages, names, dates, of particular events or specific items to an index.
4) Careful reading
This is the kind of reading favored by many educationalist and psychologists to the exclusion of all other types. It is associated with reading to learn, hence with the reading of textbooks. In journal internationaleducational studies mentioned that Urquhart and Weir (1998) note the defining features of careful reading are:
(a) that the reader attempts to handle the majority of information in
the text, that is, the process is not selective, (b) that the reader adopts a submissive role, and accepts the writer‟s organization, and (c) that the reader attempts to build up a macrostructure. They also distinguish between careful reading at local level and at global level.36
5) Browsing
We have added a type „browsing‟ to describe the sort of reading, where goals are not well defined, parts of a text may be skipped fairly randomly, and there is little attempt to integrate the information into a macrostructure, so we can browse through virtually any text, given only that it consists of more than a few words.
c.Models of Reading 1) Bottom-Up Model
It suggests that all reading follows a mechanical pattern in which is the reader creates a piece by –piece, mental translation of the information in the text, with little interference from the reader‟s own background knowledge.37
36Ibid, 155
37 William Grabe and Fredericka, Stoler, Teaching and Researching Reading , (London:Longman Inc, 2002), 45
2) Top-Down Model
Top down model assumes that reading is primarily directing by reader goals and expectations. Within a top-down approach to reading, the teacher focuses on meaning-generating activities rather than on mastery of the bottom up skills og letter, sound and word recognition.38
3) Interactive Model
It is a general metaphorical explanation. The simple idea behind this view is that one can take useful ideas from top-down view. According to Heinle, it is “Composing Models” of reading, which views comprehension as the act of composing a new version of the text for an inner reader. This model combines element of both bottom-up and top-down model of reading to reach comprehension.
d. Purpose of Reading
Reading has purposes to find information or meaning from the text. When we are reading an article or authentic material such as scientific book, subject book or magazine etc, each reader wants to know and understand what is the meaning, message, or information from the text we read. The readers read the text with their background knowledge to find the meaning they want to know.
38Ibid, 44
Quoted from William Grabe there are presented seven purposes of reading.39
1) Reading to search for simple information
It is common that reading ability as a relatively independent cognitive process. In addition, typically, scan the text for specific piece of information or specific words.
2) Reading to skim quickly
It is a common part of many reading tasks and a useful skill in its own ways. We can use many strategies in reading skill to guess the important information might be in the texts.
3) Reading to learn from the texts
It occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from the text.
4) Reading to integrate information
It requires additional decisions about the relative importance of complementary mutually supporting or conflicting information.
5) Reading to write and to critique texts
Both require abilities to compose, select and analyze information from the text. In addition, in common academic tasks reading ability is needed to integrate information.
39 William Grabe, et al., Teaching and Researching Reading (England, 2002), 5.
6) Reading for general comprehension
Reading for general comprehension is most obvious sense, it is the ability to understand the information in a text and interpret it appropriately.
In conclusion, reading has many purposes that must be known by the students in learning English to make their reading success.
e. Students’ Reading Achievement
In the standards for test construction achievement is viewed basically as the competence a person has in an area of content. The competence is the result of many intellectual and nonintellectual variables. Achievement is the word preferred in the educational or psychometrics fields, being sometimes characterized by the degree of inference required on the part of the student to give a response, and by the type of reference to a cognitive process made explicit in the measurement tool.40 We can conclude that students‟ reading achievement is the result during the academic processes which students achieve in reading subject.
This achievement is usually derived from a test.
An achievement test is related directly to classroom lessons, units, or even a total curriculum. Achievement tests are (or should be) limited to particular material addressed in a curriculum within a particular time
40 Salvador Algabarel and Carmen Dasi, The Definition of Achievement and The Construction of Test for Its Measurement: A Review Of The Main Trends, Psicologica, 22, 2001, 44-45.
frame and offered after a course has focused on the objectives in question.41 An achievement test is a systematic procedure for determining the amount a student has learned. Achievement testing is viewed as an end-of-unit or end-of-course activity that is used primarily for assigning course grades. The main purpose of testing is to improve learning, and within this larger context there are a number of specific contributions it can make.42
3. Correlation betweenStudents’ Group Work and Students’ Reading Achievement
In reading there are many kind of texts, such us narrative, descriptive, procedure, report etc. All of this text can be done easily with group work.
Group Work can be used for the application of brainstorming, a task which is often has difficulties for individuals to do, but is easy to do successfully in groups. An example is a reading group task where three or four students discuss together to find the ideas in a text where the results can be done lonely by the superior.
Even if the problem canbe decided by a single person, there are two main benefits in involving the students who will carry out the decision. First, the motivational aspect of participating in the decision will clearly enhance its
41 Douglas Brown, Language Assessment: Principal and Classroom Practice, 47.
42 Norman Edward Gronlund, Constructing Achievement Tests (new Jersey: Prentice-Hall, Inc,_
1977, 1-2.
implementation. Second, there may have factors which implementers understand better than the single person who can supposedly decide alone.
In doing group work the member of group will felt awkward for the first time. It will need a time to make every member felt comfort. Tuckman, Johnson and Johnson and Wheelan et al.43 agree that when the group meets forthe first time, members try to work out common orientation and means to get there.
Group members felt that their interaction and the way they worked together developedduring the course so that interaction became more efficient towards the end of the course,or Atmosphere varied from open to distant and tired. In some groups it was hard to expressown ideas. So that it will need a time to adjust each one another.
Afterthat a group might work for a while until it gets to the storming phase where the workingmethods and authority relationships are questioned.
Storming phase can appear in differentways. In some groups it might just appear as longer addresses where members try to getmore power to them.44 At that point the members do not listen to each other's very well, orit meansthat we can do obvious discussion with open disagreements and arguments.Either way, at this point the group is not very efficient in concerning the task. If the groupgets over the storming phase, it has a possibility to develop efficient
43 Laura Malmi and Kinnunen. Do Students Work Efficiently In A Group? Problem Based Learning Groups In Basic Programming Course, (Helsinki University of Technology. 2004), 5-6.
44Ibid, 6
interaction and work patterns. Later, disagreements can be dealt with a progressive way so that they do not put risk on groups' unity.
Based on the explanation above, researcher can conclude that group work is one of the methods to do a task in reading skill. Group work can influence students‟ reading achievement in learning as well as possible. As we know, in doing a taskit can be influenced by group work. Group work can‟t be efficiently without good cooperation between students itself.
B.Previous of Study
This study discuss about the correlation between students‟ group work and students‟ reading achievement. Based on the statement, the research takes previous studies. First from Robyn Jorgensen the journal entitled “Group work, Language and Interaction: Challenges of Implementation in Aboriginal contexts” Based on the result in his research he suggests that the use of group work can enhance student learning, there are considerable challenges to implementing this practice in remote Aboriginal communities. When employed properly, group work requires students participate in deep dialogue and/or shared tasks that build collaborative interactions that help facilitate deeper mathematical understandings. However, we have found in the Maths in the Kimberley (MitK) project, that developing and implementing group work in this context is highly problematic. Practically, linguistically and culturally, teachers were confronted with considerable obstacles to implementation, and these issues are discussed in this paper.
The differences between the Robyn Jorgensen for this study, the researcher will do the research about group work in the reading lesson. While the Robyn‟s thesis explain about implementation of group work in mathematical understanding.
The second is from Ahmad Saced the journal entitled “ The effectiveness of group work for students of English at understanding level in public senior college”. Based on the result in his thesis, group work is a class-management strategy and if presentation, process, ending and feedback all we are well organized then it gives positive results.
The differences between the Ahmad‟s thesis for this study, in this study group work require a range of support, communication and joint problem solving skills and that the balance of ownership and control of the work shifts toward the pupils themselves.. While the Ahmad‟s thesis explain about group work as a strategy.
The third is from Hanan A. Taqi (journal of Education and learning) the title is Effect of group work on EFL students‟ attitudes and learning in higher education. This study found that group work improved learning with certain social and academic group only. These groups were between ages 24-29 and highest GPAs. Yet, most students felt that their communicative skills improved.
The difference with Hanan A. Taqi the group were between ages 24-29 and highest GPAs, while in this study the researcher will observe the student in senior high school and the group were between ages 16-18.
C. Theoritical Framework
Students should have a good relationship with their friends in group work.
Group work is really important for the students to make the good quality in the learning. The quality of students‟ relationship with friends is a fundamental substrate for the development of academic engagement and achievement.
In this research, there are two variables, as follow:
X: Students‟ Group work
Y: Students‟ Reading Achievement in English.
Those variables are students‟ group work (X) as Independent variable and students‟ reading achievement (Y) as dependent variable. From the two variables, the researcher can conclude the theoretical framework as follows:
a. If the students‟ group work is good, the students‟ reading achievement in English is high.
b. If the students‟ group work is bad, the students‟ reading achievementin English is low
D. Hypothesis
1. Null hypothesis (H0)
There is no significant correlation between students‟ group work and students‟ reading achievement on English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.
2. Alternative Hypothesis (Ha)
There is significant correlation between students‟ group work and students‟ reading achievement on English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.
CHAPTER III
RESEARCH METHODOLOGY
This part presents the research methodology used in this study. The research methodology covers a set of research activities concluded by researcher. It involves research design, population and sample, data collection instrument, technique of data collection and technique of data analysis.
A.Research Design
This research uses quantitative method. Quantitative is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics). Quantitative research is based on the measurement of quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity. In quantitative research, the researcher uses numerical data to explain the phenomena. There are many type of quantitative method; one of them is correlation research. This research applies a correlational design. Donal Ary said that “Statistical techniques for determining relationship between pairs of score are known as correlational prodesures”.45
Based on Jack R. Fraenkel book‟s correlational research is also sometime referred to as a form of descriptive research because it describes an existing
45 Donal Ary, Introduction to Research in Education (United States of America: Northern Illinoist University, 1979), 113.
relationship between variable.46Correlational research is aimed to find whether or not the correlation, and if there is correlation, how firm that correlation and the significances and insignificances it‟s correlation.
A correlation is the measurement of the co-relationship between two or more variable using correlational statistic to investigate the precise degree of their relationship.47The objective of research is aimed to know the correlation of variables. Correlation between one variable with some variables explain with correlation coefficient and significance statistically.48
This variable is divided into two sub variables, they are independent variable (X Variable); it is group work interaction , and dependent variable (Y Variable); it is students‟ reading achievement in English. This research applies a correlative research, that has a goal finding whether there is a correlation between group work interaction and students‟ reading achievement in English or not.
This research promotes a hypothesis “There is a significant correlation between students‟ group work and students‟ reading achievement in English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo.”
The hypothesis offer two variable: X variable is identified as students‟
group work and Y variable is identified as students‟ reading achievement. The
46 Jack R. Fraankel, Norman E. Wallen, How To Design And Evaluate Research In Education 7th Edition (New York: Mcgraw-Hill Companies, 2009), 328.
47 Mohammad Adnan Latief, Research Methods on Language Learning An Introduction (Malang: UM Press, 2014), 112.
48 Nana Syaodih Sukmadinata, Metode Penelitian Pendidukan (Bandung: PT Remaja Rosdakarya, 2005). 56.
students‟ group work is measured through questionnaire, and students‟ reading achievement measured through middle test score. The result of the questionnaire and middle test score used to examine whether there is a significant correlation between students‟ group work and students‟ reading achievement in English or not.
B.Population and Sample 1. Population
Population is the large group to which one hopes to apply the results.49 Donald Ary said the large group about which the generalization is made is called population.50 According to Richard Colwelpopulation is all members of a particular group of interest comprise thepopulation.51 Therefore, population is all the people or members for research. From the statement above the writer can make conclusion that population is the entire subject that will be conducted. Based on the definition above the population in this research is all of students at the eleventh grade of SMK Wahid Hasyim Ponorogo, they are 32 students.
49 Jack R. Fraankel, Norman E. Wallen, How To Design And Evaluate Research In Education 7th Edition (New York: Mcgraw-Hill Companies, 2009), 90
50 Donald Ary, Introduction to Research in Education, (United States of America: Northern Illinoist University, 1979), 129
51 Richard Colwel, MENC Handbook of Research Methodologies (Oxford University Press:2006),103
2. Sample
A sample is a subset of a population.52 According to Charles cited by Mohammad Adnan Latief, defines a sample as small group of people selected to represent the much larger entire population from it is drawn.53 It means that sample is people who will be representative in the research. Sampling techniques can basically be divided into two groups:
a. Probability sampling include simple random sampling, stratified random sampling and cluster sampling.
b. Non probability sampling includes systematic sampling, quota sampling, and accidental sampling, purposive sampling, saturated sampling and snowball sampling.
In this research, the researcher usednon probability sampling or population sampling. Because population numbers less than 100, so in this research all of eligible population being sampled is 32 students. According to Suharsimi, “If the subject is less than 100, it will better to take all so that the research is population research. Furthermore, if the total of the subject is big, it can take between 10-50% and 20-25% or more. From that statement the researcher took 32 students as sample.
52Ibid, 104.
53 Mohammad Adnan Latief, Research Methods on Language Learning An Introduction (Malang: UM Press, 2014), 181.
C.Technique Data Collection
To get the data it is very important to choose the best technique. To collect the data research need instrument. There are some instrument used to collect data, they are:
a. Documentation
Documentation method is used to find out the data from the written documentation, such as daily notes, transcript, book, newspaper.54 In this research, documentation is used to get some data about research location, data transcription.
Documentation technique is used to collect the data from non life sources. In other words, documentation is used to collect data with document and record. Documentation provides the researcher with information that is support the available data, such as vision and mission, geographical location, history of establishment of SMK Wahid Hasyim Ponorogo.
b. Questionnaire
In this study researcher collects quantitative data. Researcher using questionnaire to collect data, it is one of the most widely used social research technique. The idea formulating precise written question, for those whose
54 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka Cipta, 1997) 235.
opinions or experience you are interested in, seems such an obvious strategy for finding the answer to the issue that interested someone.55
A questionnaire is a research instrument consisting of a series of questions and other prompt for the purpose of gathering information from respondents. A questionnaire consists of a number of questions printed or typed in a definite order on a form or set of forms.56 Questionnaire is a test that consist of some questions to know about the object. The questionnaire is a technique of data collection that is by done by giving a set of question or a written statement to be answered by the respondents.
Questionnaire is used to get some data about group work interaction in English of eleventh grade majoring in automotive engineering at SMK Wahid Hasyim Ponorogo. The questionnaire of this research consist of 30 numbers multiple choice item for group work interaction that prepare 5 answer choice in each question that counts as follow:57
A = 5 point B = 4 point C = 3 point D = 2 point E = 1 point
55 Loraine Blaxter, Christina Hughes And Malcolm Tight, How To Research; Third Edition.
(New York: Open University Press, 2006), 179.
56C.R Kothari, Research Methodology; Methods And Techniques Second Revised Edition (India: New Age International, 2004), 100
57 Appendix 3
Table 3.1
Indicator for Group Work
No Indicator Sub Indicators No Item
1. Cooperation 1. Works with the group to reach a consensus view and then abides by that consensus
2. Works with others to finish the assignment
3. Compromises
4. Does their assigned tasks and does not intrude on others‟ tasks
21, 22, 23, 24
2. Attendance 1. Punctual 2. Prepared
3. Turns up at all scheduled events
1, 2, 3
3. Contribution 1. Make sure they do the work the team decided they would do 2. Brings work back to the group by
the deadline the group has set 3. Does they fair share of the roles
25, 26, 27
4. Communication 1. Listens to others‟ ideas 2. Contactable
3. Open to new ideas
4. Includes others in the discussion
4, 5, 6, 7
5. Work efficiently
1. Has good time management skill 2. Stays focused in meeting
3. Meets deadlines
28, 29, 30
6. Responsibility 1. If they‟re given something to do, then they do it
2. Make sure provide good references for the material they have
researched 3. Self-control
4. Right to peaceful conflict resolution
5. Right to be included and to have cooperative peers
6. Getting along with others 7. Goal-setting progression 8. Courage to resist peer pressure
8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
9. Caring and compassion 10.Sensitivity
11.Responsiveness
12.Trying these ideas in other areas of life
13.Being a positive role model for others.
The appropriate instrument for research should be valid and reliable.
The questionnaire as the instrument of this research must be proved by testing its validity and reliability.
1) Validity
The quality of the instruments
