Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
(An Experimental and Comparative Study at the 8th Grade of the Students in
“Skripsi”
NIM. 104014000370
JAKARTA
2011
THE EF'FECTIVENESSOF TEACHING READING COMPREIIENSION
THROUGH SMALL GROUP DISCUSSION
(An Experimentaland comparative study at the th Grade of the studews in
SMP Negeri 18 Tangerang)
"Skripsi"
By:
Mtufr,
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF' TARBTYAII AI{D TEACHERS' TRAIIYANG
SYARIF IIIDAYATTILLAII STATE ISLAMIC TNIVERSITY
JAKARTA
ztlr
ENDORSEMENT BY TTIE EXAMINATION COMMITTEE
The 'Skripsi' titled: "THE EFFECTIVENESSOF TEACHING READING
COMPREI{ENSIONTHROUGH SMALL GROUP DISCUSSION", written by
Mohamad Arief Setiadi, student's registrationnumber 104014000370was
examinedat examinationsessionof the Faculty of Tarbiyah and Teacher's
Training,"syarif Hidayatullah"StateIslamicuniversityJakartaon 19frof August
2011.The'Skripsi'has beenaccepted and declaredto havefulfilled one of the
requirementsfor the degreeof S.Pd.(Bachelorof Arts) in EnglishEducationin
the Departmentof EnglishEducation.
Jakarta,l 9 Agustus201I
ExaminationCommittee
Drs. Syauki.M.Pd.
NIP. 19641212199t03
| 002
NenengSunenssih.
M.Pd
NIP.19730625
199903 2 001
The ExaminerI, qu
Drs. SunardiKartowisastro,
Dipl.
ls
The ExaminerII,
Drs.NasifuddinDjalil.M.Ag
*7n*'.'
NrP. 19560s06199003 I 002
Acknowledgedby
Deanof TarbiyaandTeachers'TrainingFaculty
LEMBAR PERNYATAAN
Tangerang )
1. Skripsi merupakan hasil karya asli saya dengan sebenar-benarnya untuk diajukan
kepada fakultas ilmu tarbiyah dan keguruan untuk memenuhi salah satu
persyaratan memperoleh gelar sarjana (S.Pd) di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
2. Semua sumber yang saya pergunakan dalam penulisan skripsi ini telah saya
cantumkan sesuai ketentuan yang berlaku di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
3. Jika di kemudian hari terbukti karya ini bukan hasil karya saya, maka saya pun
bersedia menerima sanksi yang berlaku di Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
M. Arief Setiadi
ABSTRACT
All praises be to Allah, The universal Lord Who has bestowed upon the writer
in completing this skripsi. Peace and blessing upon our prophet Muhammad peace be
(UIN) Jakarta as a partial fulfillment of the requirements for the Degree of Strata 1
(S. Pd ).
The writer would like to express his greatest thanks and gratitude to his
advisor; Drs. Bahrul Hasibuan, M.Ed for his valuable help, guidance, corrections, and
His thanks are also given to Drs. H. Amsir M.Pd the principal of SMP Negeri
18 Tangerang and to the English teacher of SMP Negeri 18 Tangerang, Mrs. Emma
Suhaenah S.Pd who had permitted the writer for conducting the research to complete
this skripsi.
His gratitude also goes to Drs. Syauki, M.Pd and Neneng Sunengsih, S.Pd the
head and secretary of the Department of English Education and also for all lecturers
in the Department of English Education, and to Prof. Dr. Dede Rosyada, MA the dean
parents; H.Sobanie (alm), Mrs.Hj.Sanawiyah, and to his brothers and sisters who
always give their support and encouragement to the writer in finishing his study.
Finally, the writer would like to express his gratitude to all his friends at years
04’, Muhamad Reza, Hendra Tauhar, Muhamad Muammar, Angga Permana Wijaya.
In A class 04’, Liza Fauziah, Nuraeni, Lailatussaidah, and special thanks from the
writer to his greatest partner, Mutiara Fani and also to everyone who have helped and
The Writer
TABLE OF CONTENTS
Abstract ……………………………………………………………….. i
Acknowledgement …………………………………………………… ii
Table of Contents ……………………………………………………. iv
Table of Tables ………………………………………………………. vi
Table of Appendices ………………………………………………… vii
CHAPTER I : INTRODUCTION
A. The Background of Study…………………………… 1
B. The Limitation of Study …………………………….. 5
C. The Formulation of Problem ………………………… 5
D. The Objective of Study ……………………………… 6
E. The Significance of Study …………………………… 6
F. The Method of Study ………………………………… 6
G. The Organization of Study…………………………… 6
iv
C. The Teaching Reading Skill According to KTSP ….. 23
1. Standard Competence ……………….……….. 23
2. Basic Competence ……………………………. 23
3. Indicator ……………………………………… 24
Bibliography ………………………………………………………………………. 38
Appendix ………………………………………………………………………….. 41
v
LIST OF TABLES
vi
LIST OF APPENDICES
vii
CHAPTER I
INTRODUCTION
1
2
new knowledge, enjoy literature, and do everyday things that are parts of modern life,
such as, reading the newspapers, job listings, manual instructions, maps and so on.
Most of countries include English as an important subject in their
school curriculum. Likewise Indonesia, English has been taught in almost
every school level. In the elementary school level, English becomes a local-
content subject which is taught from the first until six grade class. In the junior
until senior secondary school level, English becomes a compulsory subject and
in the university level, English becomes a complementary subject. Even in
some kindergarten English has been introduced to the pupils, with big
expectation that in long span of time they will get fluent in English and also be
easy to understand the English references. The objective of English teaching in
junior high school is, the student have some ability such as ;
Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan
tulis untuk mencapai literasi functional.
Memiliki kesadaran tentang hakikat dan pentingnya Bahasa inggris
untuk meningkatkan daya saing bangsa dalam masyarakat global ,
dan;
Mengembangkan pemahaman peserta didik tentang keterkaitan
antara bahasa dan budaya.1
a) Developing the communication competencies in oral and written
models to reach the functional literary.
b) Having an awareness about the essence of English to increasing a
national compete in a global environment.
c) Increasing comprehension to the pupils about the connection
between language and culture. (translated by the writer)
Reading can develop and improve other student’s English skills such
as writing skill, vocabulary mastery, etc. Usually, the more students read the
better their vocabulary would be. Why? Because in teaching reading generally
the teacher integrates it with other language skills.
As states by Edward David Allen and Rebecca M. Valette that:
1
Peraturan Menteri no.20 tahun 2005, Standar isi, Depdiknas, Jakarta, 2005
3
learning reading. One of the problems that teachers encounter is to choose the
appropriate methodology in teaching language. Brown states:
The smaller the group of discussion the more alive and effective the
discussion would be. Because it make each person easier to express the idea.
Every person have more role on the group to be active in the discussion, to
help their friends to finish the task.
The writer choose SMP Negeri 18 Tangerang because when the writer
came to the school to observe to fulfill the assignment from his lecture, the
writer found the teacher just use an explanatory method in every time schedule
subject. Students just listen to the teacher explanation and then they do some
matters given by the teacher until he give a score for them and so on, it seems
boredom for them.
Group, the Understanding of Discussion, the types of Group Discussion, and the
Advantages and Disadvantages of Group Discussion
The third chapter is the implementation of the research. It consists of
two parts. Part A is the methodology of the research, containing the objective of
the research, place and time of the research, the population of the research, the
procedures of the research, the instrument of the research, the techniques of data
collecting, and the techniques of data analysis. Part B is the findings of the
research, containing the description of data, the analysis of data, the test of
hypothesis, and the interpretation of data.
A. Reading
1. The Understanding of Reading Comprehension
Reading is one of the language skills which is very important to develop
students’ knowledge in their studies. Reading is a tool of learning; students need a
variety of reading skills to understand textbooks, reference materials, magazines,
newspaper, etc. Therefore, if the students does not read them, they will miss the latest
information of science and technology.
According to Peter Streven, reading is “a skill of great importance to student
because it provides him to access to great quantity of further experience of the
language and gives him a window into the normal means of continuing his personal
education”.1
Reading is regarded as one of English skills that need relatively mechanical
skills. In this sense, Elizabeth B. Bernhardt assumed that reading is viewed as not
merely taking written information on the printed matter but also attributing a
1
Peter Streven, New Education in Teaching of English, (Oxford: Oxford University Press,
1997), p.26.
8
9
meaning-extracting process as the essence of the act of reading.2 It means that reading
is not only to get information from the text passively but also to process it on mind to
understand the meaning. That assumption is in line with a linguist expert, Dorothy
Rubin who defined that reading as the conveying of meaning to and the processing
the printed word symbols to decode the words and to know the meaning of the
selections.3
Regarding those definition above, it can be seen that learning to read is a
complex process because reading requires thinking.4 When the reader read to get the
meaning the printed selection, it is obviously needed a great number of mechanical
skills and comprehension skills as thinking process. Therefore, it can be said that
reading includes many aspects of skills. J. Charles Alderson divided those skills
involves recalling, drawing, finding, weaving, recognizing, identifying, and following
which are considered toward the readers in understanding the printed symbols as a
mental process.5 That is why the readers have to integrate their skills when reading
text because as a complex process, reading needs understanding the information on
mind.
Jo Ann Aebersold also stated in her book that “Reading is the ability to
comprehend the thoughts and feelings of another mind via the medium of text;
reading constitutes a powerful activity that confers knowledge, insight, and
perspective readers”.6 According to Elizabeth B. Bernhardt, reading is regarded as a
cognitive process in which demands a process to apprehend the meaning, to gain
2
Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical,
Empirical, and Classroom Perspective, (New Jersey : Ablex Publishing, 1991), p.5.
3
Dorothy Rubin, A practical Approach to Teaching Reading (New York: CBS, 1982), p.8.
4
Dorothy Rubin, A practical Approach to…., p.17.
5
J. Charles Alderson, Assessing Reading, ( Cambridge: Cambridge University Press, 2000),
p. 9-10
6
Jo Ann Aebersold and Field, From Reader to Teaching Reading: Issues and Strategies for
second Language Classroom, (New York: Cambridge University Press, 1997 ), p.5-6.
10
information, and to learn in which those should be considered to the process of mind.7
Therefore, to understand the meaning of a text in reading activity, the reader have to
use of interaction among eyes and mind to grasp the message related to what the
author is trying communicate.
However, according to Peter David Fumprey in his book stated, “Reading is
more than ability to understand the explicit meaning of the passage presented. It is an
essence, a constructive thinking process which includes comprehension of explicit
and implicit meaning. It involves application, analysis evaluation and imagination. It
is one activity through which the child’s cognitive can further”.8
Based on those statements above, clearly, reading is a complex process in
getting meaning or in understanding the message. It is commonly what we call as
reading comprehension. It is in line with Zemelman Daniel and Hyde Samuels who
stated that “the actively understanding of the message to construct the meaning
concerning the transaction between what the author trying to convey through his
words and the mind of a reader is called reading comprehension”.9
Reading is a form of communication between reader and the author. In the
process of reading, a reader has to understand and catch the meaning of the text. At
the same time, the author give understanding through the words. The essence of
reading activity is comprehension; it becomes a primary challenge in teaching or
learning of reading skill. In order to learn or understand the message of the author, the
students are hoped to have the ability to comprehend the written textbook. As Farris
(2004)said that reading comprehension is the process of understanding the message
that the author tries to convey.10 In short, there is an interaction between a reader and
7
Elizabeth B. Bernhardth, Reading Development ….., p.5.
8
Peter David Fumprey, Measuring Reading Abilities: Concept, Sources, and Application,
(London: Hodder and Soughton Educational, 1997), p.2.
9
Zemelman Daniel and Hyde Samuels, Reading Comprehension, ( New York: Oxford
University Press, 1998), p.30.
10
Pamela J. Farris, Teaching Reading: A balanced Approach for today’s Classroom, (New
York: McGraw-Hill, 2004), p.321.
11
an author. The result of this interaction, the reader tries to understand what the author
means. While reading, a reader tries to understand the information from the text they
read. Understanding a written text means extracting the required information from it
as efficiently as possible.11 Therefore, there is no meaning if a reader just reads
without comprehending and catching the information from it.
Jo Mc Donough quoted from Devine who said that, “Reading comprehension
is the process of using syntactic, semantic, and theoretical information found in the
printed text to reconstruct in the reader mind.”12 Comparison with the definition of
Devine, William Grabe said that, “Reading comprehension is most likely a simple
multiplication of word recognition abilities and general language comprehension
abilities.”13
However, in comprehending a printed language, it is quite difficult as the
reader must accomplish multiple things simultaneously in constructing the meaning
from a text. There is a construction of understanding concept. The reader have to
construct their own understanding about the text they read. As Penny Ur stated ;
Our aims in (real-life) reading usually go beyond mere understanding. We
may wish to understand something in order to learn from it (in course of
study), in order to find out how to act (instruction, directions), in order to
express an opinion about it (letter requesting advice), or for many other
purpose. Other pieces of writing, into which the writer has invested thought
and care, demand a personal response from the reader to the ideas in the text,
such as interpretation, application to other contexts, criticism, or evaluation.14
11
Francoise Grellet, Developing Reading Skill: A Practical Guide to Reading Comprehension
Exercise, (United Kingdom: Cambridge University Press, 1996), p.3.
12
Jo Mc Donough and Christoper Shaw, Materials and Methods In ELT, (Sidney: The
University of England, Black Well, 1993), p.101-102.
13
William Grabe, Reading Research and its Implication for Reading Assessment, (Flagstaff,
Arizona: Northern Arizona University, 1985),p.5.
14
Penny Ur, A course in Language Teaching; Practice and theory , (New York, Cambridge
University Press, 1996), p.150.
12
15
Francoise Grellet, Developing Reading Skills: ……, p.4.
16
Larry A. Harris, Reading Instruction; Diagnostic Teaching in the Classroom, (New York:
Richard C. Owen Publisher, 1980), p.51
13
Based on the statement above, clearly people read for many objective. Some
of them read for pleasure and some read for getting information in which different
objective gain different technique used.
In addition, Christian Nuttal stated “whatever your reasons for reading
(excluding any reading for language learning), it is not very likely that you were
interested in the pronunciation of what you read, and even less likely that you more
interested in the grammatical structure used. You read because you wanted to get
something from the writing.”17 This statement also emphasize on no matter the
reader’s techniques used in reading, it aims to convey the message of the text.
In general, the objective of reading mentioned above is to understand or to
comprehend the reading passage from the printed text whether there is an action or
not after reading a text. It emphasizes on reading is not a general ability. Related to
the objective of reading it self, it embrace a wide variety of tasks, activities, skills,
and mental process.
The objective of reading are closely connected to a reader’s motivation for
reading, it will also affect the way a reading selection is read. For example, when
readers read a reading selection in a test to find certain information that is needed to
answer the test items, they will likely try to pay more attention and put more focus
onto the texts, use their thinking skill or intellectual ability to absorb the information
they need, and activate their background experiences or prior knowledge that they
have to gain better comprehension from the text they read. In other words, read with a
specific objective in mind enables readers to focus on the relevant parts of text and to
use appropriate reading strategy.
Beside the objective that had been noted previously, there is another objective
of reading, which is to practice the pronunciation ability. This objective usually done
by reading aloud. This reading purpose can be very useful when someone wants to
practice his or her articulation and intonation in pronouncing the words.
17
Christine Nuttal, Teaching Reading Skills in a foreign Language, (London: Mcmillan,
2005), p.3.
14
Each kind of reading skills that has been explained above are used for certain
purposes. Each also requires different approach and technique to achieve its goal. For
example, skimming and scanning techniques are usually used by readers when they
read a reading selection when take a reading test. By using these techniques, they
18
Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University Press,
1999), p.159
15
may be able to find the information they need without have to read all the reading
passage and save their time.
19
Pearson and Johnson, Teaching Reading Comprehension, (New York: Holt, Pirehart, and
Winston, 1978), p.9
20
Pearson and Johnson, Teaching Reading Comprehension, ….. p.10
16
students’ comprehension because the different reasons of the readers have different
power to make the reader try to understand more what they read. There are two kinds
of motivation, intrinsic and extrinsic motivation. Intrinsic motivation is in the reader.
It comes from the learner it self. As the teacher, we try to give the extrinsic
motivation so that they will be more motivated. We offer incentives, feedbacks, other
stimuli to try to alter a student’s level motivation.21
The last component is reading ability. It explains how well the reader can
read. It is almost tautological to say that the more reading ability one possess, the
better one will comprehend.22 The readers have to read everything and try to
understand what they read.
The outside factor influencing reading comprehension is divided into two
categories. The first is the written message such as books, magazines, pamphlets,
newspaper, etc. There are some factors in the written message which could affect
comprehension such as word frequency, story structure, the math information, and
visual displays can all be manipulated to increase or decrease comprehension.23
The second outside factor is the environment which could affect
comprehension. According to Pearson (1978), there are two factors in reading
environment; home environment and school environment.24 In the home
environment, the parents have significant role to improve the reading skill of their
children.
School environment is another factor to develop students’ reading ability.
Reading environment will be constructed if the teacher motivates their students to
read and make students want to read more . Besides that, school environment
especially teachers, peers, and “the classroom ecology”, all influence the reading
21
Pearson and Johnson, Teaching Reading Comprehension,…. p.14
22
Pearson and Johnson, Teaching Reading Comprehension,…. p.14
23
Pearson and Johnson, Teaching Reading Comprehension,…. p.20
24
Pearson and Johnson, Teaching Reading Comprehension,…. p.18-19
17
25
Pearson and Johnson, Teaching Reading Comprehension,…. p.19
26
Arthur W. Heilman, Principles and Practices of Teaching Reading 2 nd Ed., (Columbus :
Charles E. Merill Publishing Company, 1967), p. 3-4
18
The principles that have been noted previously become some of primary
concerns in teaching reading. In addition, in reading class, teachers are supposed to
take the following things into account:
k) Use information texts that contain topics with which the students are familiar.
This will allow them to use their prior knowledge and to learn more about the
topic.27
B. Group Discussion
1. The Understanding of Group Discussion
Small group discussion or working in small groups has been shown to
improve students’ understanding, retention of material, and problem-solving
abilities. However, most of us do not instinctively know how to work well with
others in the academic setting. In order to be successful, group work must be
carefully structured and the student must receive support in order to be successful.
John K. Brilhart said that group is two or more persons united for some
purpose (s) and interacting in such a way that they influence each other.28
Christopher Brumfit stated about group “A group is usually defined as a
number of people who interact with one another that perceive themselves to be a
group”.29 Small group discussion is the discussion that take place when student work
together usually in group of 5 or 7. So it can be inference that small group discussion
is the way to influence each other to get involve in order to find the way out about
something they discuss about. The writer concluded, small group discussion is a
media for students to get involve to influence each other to find the way out about
something they discuss about or problem solving.
27
Elizabeth S. Pang, Angaluki Muaka, Educational Practices Series-12: Teaching Reading.
(Brussel: The International Academy of Education, 2003). p.17
28
John K. Brilhart, Effective Group Discussion, 4th ed, (California: Brown Company
Publisher, 1982),p.16
29
Christopher Brumfit, Communication Methodology in Language Teaching The Roles of
Fluency & Accuracy, (Cambridge : Cambridge University Press, 1984).,p.9-10.
20
30
Friederike Klipple, Keep Talking Community Fluency Activities for Language Teaching,
(Cambridge : Cambridge University Press, 1984).,p.9-10
21
The class is divided into two equal groups. The students sit on the courtiers
that are arranged in a double circle. The students who sit in the outer circle facing
inwards and those of the inner circle sit facing another students in the outer circle
move on one chair and now have a new partner to continue the discussion.
g. Star
Six groups try to find solution of a problem. Each group elects a speaker.
Then the speaker joins with the other speakers from the other groups to form a new
group to continue the discussion.
h. Opinion Vote
Each student gets a voting card with numbers from 1 to 5 in it (1= agree
completely, 2= agree, 3= nor agree or disagree, 4= disagree, 5= disagree completely).
They discuss for awhile, each student votes, and the distribution of different opinion
in the group can be seen at glance.
i. Forced Contribution
In order to make sure that all the members are distributed which determined
the order of speaking.
3. The Advantages and Disadvantages of Group Discussion
a. The Advantages
The positive primary aspects of using group discussion is the students can
share to each other to solve the problem, it needs a good teamwork. They need to
share their idea and discuss the way to fix it. Here are some advantages about group
discussion:31
- Enhances learning in both the affective and cognitive domains.
- Is both learner-centered and subject-centered.
- Stimulates learners to think about issues and problems.
31
http://wiki.answers.com/Q/What are the advantages and disadvantages of
group discussion/#ixzz1Sb9JS1ce
22
.
b. The Disadvantages
Shy learners may refuse to become involved or may need a great deal of
encouragement to participate.
Particularly challenging for the novice teacher when group members do not
interact easily.
More time consuming for the transmission of information than other methods
such as lecture.
Not all the members of the group get involve to the discussions, is about the
confident problem. There is a different confident level to each students, they are to
shy to show up and perform themselves in front of their friends.
23
a. Responding the meaning and rhetorical steps that accurate, and compatible for
simple essay that closest to the situation in descriptive and procedure texts.32
b. Reading functional texts and short simple essay (descriptive/procedure texts with
the pronunciation, stress, and compatible intonation.
3. The Indicator
a. Students are able to find out :
- Main idea
- Support idea
- Detailed information
- Implied information
- Factual information
- Reference word
b. Students are able to translate the vocabulary, word, phrase, sentence meaning and
also understand the grammatical and other part of speech that fit on the text and
the theme in short simple functional text; descriptive and procedure type.
c. Students are able to read descriptive and procedure text in silent for 10 minutes.
d. Students are able to read descriptive and procedure text loudly and correctly.
e. Students are able to analyze the difference between descriptive and procedure text.
f. Students are able to show the example of descriptive and procedure text.
g. Students are able to finish the task of;
- Rearranging the word to be sentence.
- Rearranging the sentences to be paragraph.
- Completing the sentences and paragraph.
32
Panduan Pengembangan Rencana Pembelajaran (RPP) Mata Pelajaran Bahasa Inggris SMP,
Jakarta : Departemen Pendidikan Nasional RI, 2006, p.19.
CHAPTER III
THE METHODOLOGY AND FINDINGS OF THE
RESEARCH
25
26
The writer gave the same kind of test for both the experimental
class and the controlled class.
M1-M2
to = { x1²+ ∑x2²} { N1+N2}
N1+N2-2 {N1 x N2}
1
Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo
Persada, 1994), p.317.
28
𝑋2
M2 =
𝑁
Table 3.1
The score of individual students’ of the experimental class
No Name Pre-test Post-test Gained Score
1 Adam Bahtiar 75 82 7
2 Adinda Putri Yulindar 60 76 16
3 Ahmad Mustaqim 85 91 6
4 Ahmad Alvin Maulana 72 77 5
5 Azril Azwar Azizi 68 85 17
6 Cindy Astika Sari 76 80 4
7 Daffa Prayuda 80 96 16
8 Erika Wulandari 70 70 0
9 Eris Septiani 82 90 8
10 Ferdian Bayu Pratama 75 85 10
11 Helen Kristina 78 92 14
12 Intan Shafira 85 95 10
13 Jilly Rival Al-Fattah 55 70 15
14 Jubaedah 70 90 20
15 Junaedy Salas 45 72 27
16 Khairina Fisiga 72 87 15
17 Mela Destriyani 74 94 20
18 Muhamad Kohir 68 75 7
19 Muhamad Rizki 74 80 6
20 Nabila Ayumi 70 85 15
21 Nada Dasella 72 95 13
22 Noerva Suci Ramadhanti 60 78 18
23 Salwa Ramadhan 40 65 25
24 Siti Awaliyah 65 85 20
25 Tiyas Tantina 68 81 13
Table 3.2
The score of individual students’ of the control class
No Name Pre-test Post-test Gained Score
1 Abizier Suwandi 72 76 4
2 Ahmad Sururi 61 80 19
3 Anisa Ribut Septihana 59 70 11
4 Bagas Rifky Fadilla 80 84 4
5 Candra 70 70 0
6 Desi Ratnasari 65 75 10
7 Dewi Paramita K 45 50 5
8 Dwi Cahyo Utomo 78 80 2
9 Eva Noviyanti 65 75 10
10 Erlina Sulistia 70 75 5
11 Fahrul Hidayat 80 82 2
12 Gamma Ayu Fitria 67 67 0
13 Hellen Tania Anjeta 56 65 9
14 Hikmah Nurul 68 80 12
15 Ilham Wahyudin 69 69 0
16 Imam Karisma 50 70 20
17 Inayatul Al-Fi’ah 74 80 6
18 Indri Ismayanti 84 84 0
19 Maulana Hasanudin 80 88 8
20 Mispala Agustiyani 74 86 12
21 Olivia Ray Shinta Dewi 76 80 4
22 Riski Adi Prasetya 82 84 2
23 Uteri Ramadhani S. 70 72 2
24 Vivi Evianna Yolanda 40 60 20
25 Yesica Vera Novita A. 60 65 5
31
Table 3.3
The comparison of scores of each student of the experimental class and
control class
No Gained Gained X1 X2 X12 X22
Score (X1) Score (X2)
1 7 4 -6 -2.88 36 8.29
2 16 19 3 12.12 9 146.9
3 6 11 -7 4.12 49 16.97
4 5 4 -8 -2.88 64 8.29
5 17 0 4 -6.88 16 47.33
6 4 10 -9 3.12 81 9.73
7 16 5 3 -1.88 9 3.53
8 0 2 -13 -4.88 169 23.81
9 8 10 -5 3.12 25 9.73
10 10 5 -3 -1.88 9 3.53
11 14 2 1 -4.88 1 23.81
12 10 0 -3 -6.88 9 47.33
13 15 9 2 2.12 4 4.49
14 20 12 7 5.12 49 26.21
15 27 0 14 -6.88 196 47.33
16 15 20 2 13.12 4 172.13
17 20 6 7 -0.88 49 0.774
18 7 0 -8 -6.88 64 47.33
19 6 8 -7 1.12 49 1.25
20 15 12 2 5.12 4 26.21
21 13 4 0 -2.88 0 8.29
32
22 18 2 5 -4.88 25 23.81
23 25 2 12 -4.88 144 23.81
24 20 20 7 13.12 49 172.13
25 13 5 0 -1.88 0 3.53
N = 25 ∑X1 =325 ∑X2 =172 ∑X1= 0 ∑X2 = 0 ∑X12 = 1114 ∑X22 = 906.5
M1 = ∑X1 M2 = ∑X2
N1 N2
= 325 = 172
25 25
= 13 = 6.88
M1-M2
to = { x1²+ ∑x2²} { N1+N2}
N1+N2-2 {N1 x N2}
13 – 6.88
to = {1114 + 906 .5} {25 + 25}
{25 + 25 – 2} {25 x 25}
6.22
to = 2020 .5 { 50 }
{ 48 } { 625 }
6.22
to =
42.1 {0.08 }
6.22
to =
3.37
6.22
to =
1.83
to = 3.40
df = N1 + N2 – 2
33
= 25 + 25 – 2
= 48
There is no degree of freedom from 48, so the writer uses the closer df it
is 50. From the result of statistics calculation, it can be seen that the value of to is
3.40 and the degree of freedom (df ) is 50.
According to the table above, df at significant level of 5% is:
5% = to : tt = 3.40 > 2.01
The comparison between tobservation with ttable
to = 3.40 > 2.01
It includes that tobservation (to) is higher than ttable ( tt ).
Note :
From the result of the statistic calculation which have been done
previously, it was obtained the value of to = 3.40. This value is bigger than tt at
degree of freedom (df) 5% = 2,01, so the alternative hypothesis (Ha) is accepted
and the null hypothesis (Ho) is rejected.
The test of hypothesis shows that the students of experiment class who
learnt reading comprehension through small group discussion got higher scores
than students of controlled class who learnt reading comprehension through
explanation method.
In this chapter, the writer tries to give the conclusion and suggestions
based on the research findings that had been gained after conducting the research.
A. Conclusions
Based on the result of data calculation on the previous chapter, can be
drawn a conclusion that there is a significant difference between students’
achievement in reading comprehension. The students of experiment class whom
had been taught reading comprehension through small group discussion gained
better average score. It also can be proved through the comparison of ttest and ttable
which had been obtained through statistical calculation.
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B. Suggestions
In line with the conclusion previously, here are some suggestions that can
be given in relations to the writer conclusion, and hopefully anyone who read this
Skripsi can take the benefits. The suggestions are as follow:
b) The teachers are suggested to use appropriate teaching aids and strategy. In
this case, English teachers can use small group discussion, not only in
teaching reading, but also in teaching other English text types and other
materials of English subject as well.
c) The teachers need to encourage their students to read English literature more
and more to improve their reading ability. Because as experiences have
shown, the more we read English literature, the better our English will be,
both vocabulary mastery and reading comprehension.
d) The Readers are supposed to establish their reading purpose whenever they
read. No matter what kind of English materials that readers read, they have to
read it on purpose. Readers’ reading purposes play an important role to help
the readers to focus on reading passage and shape readers’ comprehension on
the English text that which being read. For instance, when a reader reads
English text to answer questions in a certain test within limited time, he or she
will be motivated to focus on finding the information that needed to answer
the questions correctly based on the reading passage. On the other hand, when
readers read only for pleasures, for example reading novel, magazine, etc, they
will likely put less effort into their reading, since they are do not have any
burden so they can do their reading at any other times.
BIBLIOGRAPHY
Aebersold, Jo Ann and Field. From Reader to Teaching Reading: Issues and Strategies for
Allen, Edward David and Rebecca M. Valette. Classroom Techniques; Foreign Language and
English as a second language, New York; Harcourt Bracce Jovanovich, Inc, 1979
Brilhart, John K,. Effective Group Discussion, 4th ed, Illinois: Brown Company Publisher, 1982
Brown, James Dean. The Elements of Language Curriculum, A Systematic Approach to Program
Farris, Pamela J. Teaching Reading: A balanced Approach for today’s Classroom, New York:
McGraw-Hill, 2004
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39
Fumprey, Peter David. Measuring Reading Abilities: Concept, Sources, and Application,
Grabe, William. Reading Research and its Implication for Reading Assessment, Flagstaff,
Harmer, Jeremy. The Practice of English language Teaching, New York,: Longman, 1983
Harris, Larry A. Reading Instruction; Diagnostic Teaching in the Classroom, New York:
Heilman, Arthur W. Principles and Practices of Teaching Reading 2nd Ed., Columbus : Charles
discussion/#ixzz1Sb9JS1ce
Klipple, Friederike. Keep Talking Community Fluency Activities for Language Teaching,
McDonough, Jo and Christoper Shaw. Materials and Methods In ELT, Sidney: The University
Nuttal, Christine. Teaching Reading Skills in a foreign Language, London: Mcmillan, 2005
Pang, Elizabeth S., Angaluki Muaka, Educational Practices Series-12: Teaching Reading.
Pearson and Johnson, Teaching Reading Comprehension, New York : Holt, Pirehart, and
Winston, 1978
Peraturan Menteri no.20 tahun 2005, Standar isi, Depdiknas, Jakarta, 2005
Rubin, Dorothy. A practical Approach to Teaching Reading, New York: CBS, 1982
Streven, Peter. New Education in Teaching of English, Oxford: Oxford University Press, 1997
Ur, Penny. A course in Language Teaching; Practice and theory , New York, Cambridge
White, Eugene E, Practical Speech English Fundamentals, New York, McMillan Company,
1960
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Wright, Andrew. Picture for Language Learning, Cambridge: Cambridge University Press,
1999
Zemelman, Daniel and Hyde Samuels. Reading Comprehension, New York: Oxford University
Press, 1998
Name : ________________________ Class : _______________
Make Jelly
After you prepared the things above, follow the steps below:
1) Put contents of a packet of jelly powder into a jug.
2) Add boiling water.
3) Stir well until the powder dissolve.
4) Add cold water and stir again.
5) Pour the mixture into a bowl
6) Store it in the refrigerator until firm.
Taken from : Text Types in English 2 by Mark and Kathy Anderson. Page 58
5. The word “store” in the text above has the same meaning as……
a. sell c. save
b. plant d. play
6. How many steps that needed to make jelly based on the text above?
7. How much cold water do we need?
8. What should we do after add the boiling water?
9. Where should we store the jelly?
10. What is the correct translation of “jelly” in bahasa Indonesia?
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II. Read the following text, then answer question 11-20
13. What should we do after we find the file that we want to copy?
a. open “Windows Explorer” c. plug in flashdisk
b. right-click on the file, then choose “send to” d. turn off the computer
14. The word “find” in the third step above has the same meaning as………
a. search c. fly
b. clean d. run
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III. Look at the following pictures!
1 3
5
Re-arrange the following sentences into
a good procedure text of “How to add
picture into MS Word Document”
based on the pictures!
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
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IV. Fill in the blank spaces by using correct words in the box!
mix add
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