1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents about the research background, research

Questions, objective of the Study, significance of the Study, scope and limits of the

study, and definition of key terms.

A. Research Background

Reading is one of the most important skills in english that should be mastered

and acquired by students. Reading can be a stepping stone for students in order to be

success in their studies. Without an ability to read effectively, students will be

difficult in learning process and in their real life situation in the future.

Reading also can be seen as an “interactive” process between a reader and a text

which leads reading fluency.1 The ability to read will lead students to gain new

knowledge, enjoy the beauty of literatures, and do everyday things, for example:

reading newspapers, magazines, novels, maps, manual instructions, and books. As

Allah says in the holy Qur’an chapter Al-Alaq, Verse 1-5:

1
Hesham Suleiman, Alyousef. The Reading Matrix. Teaching Reading Comprehension to Esl/Efl

Learners.,Vol 5 No 2. 2005, 144

 2

  

   

   

  

   

    

 

The meaning:

1. Read in the name of your lord who created

2. Created man from an embryo
3. Read, for your lord is most beneficient
4. Who taught by the pen
5. Who taught man what he didn’t know

Based on the Ayah above, M. Quraish Shihab on Al-Misbah book said that the

purpose of Islamic education to be achieved is always develop the potencial of

reading and writing.2 The Writer conclude that Reading is very important especially

in education because its provides many useful information, knowledge, experiences,

and cultures to the reader by the text. Reading also is very important in teaching

learning process, because every activity in the classroom always has relationship with

reading. “Reading itself is a process to understand a written text which means

2
M. Quraish Shihab, Tafsir Al-Misbah, pesan, kesan dan keserasian alquran juz’ amma volume 15,
392-402
 3

extracting the acquired information from the writer. Besides that, reading always

comes along with comprehension.3

The purpose of teaching reading is to help students to comprehend or to get

meaning from written text. Reading comprehension is one way as the ability of

understanding and interpreting information in a text correctly which it makes the

readers has understood what they read in the text. In other words, their reading is not

useless.

In fact, teaching reading comprehension in Indonesia hasn’t reach the teaching

purposes. Based on the result of primary research at tenth grades MAN Model 1

Manado, the English teacher in this school said that in teaching reading

comprehension there are some problems such as the students still difficult to find out

the main idea of the reading text and the teacher still use conventional teaching

techniques such as teacher center in learning reading comprehension where it make

the students difficult in comprehending a text and answer the question based on the

text. Preliminary study in Man Model Manadol students cannot acquired the aspect of

language well and the students have many difficulties in reading comprehension

because, in teaching reading most of teachers are not aware of the importance of

reading.

The teacher only ask the students to read without making sure that their

students comprehend the text or not. Therefore, it makes the students difficult to
3
J, Harmer, How To Teach English, (Edinburgh: Addison Wesely, 1998), 42
 4

understand the text easily, get difficulty in finding main idea, topic, moral value,

other information and feel boring in teaching and learning process.4

In teaching reading the teachers should be able to make their teaching reading is

interesting, enjoyable, and help the students to comprehend the text easily by using

appropriate techniques. Therefore, the teachers should be creative to use an effective

technique. There are various techniques used to teaching reading, one of them is

Small Group Discussion (SGD).

To create active activities in the class, the researcher will apply “Small Group

Discussion for teaching reading comprehension.” Small Group Discussion is one of

techniques in cooperative learning method. The researcher consider that SGD

technique is probably suitable to teach reading comprehension. There are some

preceding studies which related and proved that small group discussion as the best,

effective, and successful technique in teaching and learning process. Small Group

Discussion is effective to teach reading comprehension, simple to apply, enjoy, and it

help the students are not only able to improve their intellectual skill but also increase

their social relationship than Whole Class Teaching.

The use of Small Group Discussion helped the students to comprehend the

reading, such as understanding vocabulary, identify the detail information, identify

4
Hesham Suleiman, Alyousef. The Reading Matrix. Teaching Reading Comprehension to Esl/Efl
Learners.,Vol 5 No 2. 2005, 184
 5

the factual information, identify the main idea, identify the meaning of particular

words, and identify.5

Therefore, this technique was chosen because it is pledge to provide the

opportunities for the students to be involved actively in teaching learning process.

They had chances to discuss the difficulties in comprehending the text that they faced

with their group members which it make the learning process successful. Therefore,

the researcher decided to use this technique because the researcher was curious to

find out whether this technique was “really” effective or not to teach reading

comprehension.

SGD means that students within group read the text together , then each

students in their group can express their ideas in group discussion to make sure that

they comprehending the text. After that, each representative in group should explain

the result of discussion to other group about implicit information. The students can

understand the material that given by teacher with discussion in group. It means that

learning process better because each student has a role and more active when they did

discuss in their group to solve the problems, answer the question or give their idea.

And other members of each group can debate, clarify, give, opinion, and critic.6

5
A, Christiani. & Mintohari. Peningkatan Hasil Belajar Siswa Melalui penerapan metode Small
Group Discussion dengan Model Cooperative Learning, (Surabaya: Universitas Negeri Surabaya,
2004), page 46
6
A, Christiani. & Mintohari. Peningkatan Hasil Belajar Siswa Melalui penerapan metode Small
Group Discussion dengan Model Cooperative Learning, (Surabaya: Universitas Negeri Surabaya,
2004), 68.
 6

It can be concluded that, SGD is one of cooperative learning technique that

consist of small member of 3-5 students which in this technique the students work

together through interaction whose interdependent relationship allows them to

achieve a mutual goal. In a group, the students are comprehend the text easily, more

confidence and active to talk in giving opinion about a problem, together to solve and

to get good answer of the question based on the text.

Based on the explanations above, the researcher interested in conducting a

research entitle "The Effect of Small Group Discussion in Teaching Reading

Comprehension at Tenth Grade Students MAN Model 1 Manado.

B. Research Questions

Based on the background of the research above, the formulated research

problem is “What is The Effect of Small Group Discussion Technique in Teaching

Reading Comprehension at Tenth Grade Students MAN Model 1 Manado”

C. Objective of the Study

Based on the aforementioned, the research objective is to acquire The Effect of

Small Group Discussion in Teaching Reading Comprehension at Tenth Grade

Students MAN Model Manado.

 7

D. Significance of the Study

The researcher hopes that the result of this research give contributions for:

1. Students

By using Small Group Discussion in learning reading comprehension, the

students will be able to comprehending the text better, easily, more confidence, enjoy

and feel fun in the class.

2. Future Researchers

The researcher hopes that this research can be used to one references in

conducting research in similar problem for future researchers by using other research

methods.

F. Scope and Limits of the Study

This scope of this research is teaching reading comprehension. There are many

kinds of reading text in English which is learned by the students Man Model Manado

on second year those are Narrative, Descriptive and News Item. Therefore, in order to

be more focused on the effectiveness of teaching reading comprehension through

 8

Small Group Discussion technique, this research is limited only on reading

comprehension about Narrative Text by using Small Group Discussion technique of

Tenth Grade Students at MAN Model Manado.

G. Definition of Key Terms

In this part, there is some explanation from the title mentioned in the previous

items. The title is “The Effect of Small Group Discussion Technique in Teaching

Reading Comprehension of Tenth Grade Students at MAN Model Manado”. The

definitions of key terms are as follows:

1. Effect

Effect is producing the result that is wanted or intended. The meaning of

effectiveness in this research is there is any significant difference score in the

student’s reading comprehension before and after being taught using Small Group

Discussion technique.7

2. Reading Comprehension

Reading comprehension is a readers’ ability in understanding the text to find

information accordance with the readers’ purpose. In order to find the information,

7
W, Brewer Ernest , 13 Proven Ways to Get Your Messages Across: The Essensial Reference for
Teachers, Trainers, Presenters, and Speakers. (California: Corwin Press Inc.1997), 37
 9

readers should be able to find the writers’ ideas whether it is explicitly or implicitly

stated in the text by applying the most effective strategies of reading comprehension. 8

3. Small Group Discussion

Small group discussion is one of the cooperative learning tehnique that consist

of three or more students interacting face to face with or without and assigned leader

in such a way that each students influences, and is influenced by another students in

group. The purpose of SGD technique is help the students are comprehend the text

easily, more confidence and active to talk in giving opinion about a problem, together

to solve and to get good answer of the question based on the text.

4. MAN Model Manado

MAN Model Manado is an Islamic Senior High School under the control of

The Ministry of Religious Affair. It is located in Tuminting , Manado City. It has

been operated since 1998. This school has complete facilities. It has fourty one

classrooms. fourtenn of them are for the tenth year students, fourteen classes for tenth

year students, and thirteen classes for the twelveth year students. Each of the classes

is occupied by 16 up to 45 students.

8
Hesham Suleiman, Alyousef. The Reading Matrix. Teaching Reading Comprehension to Esl/Efl
Learners.,Vol 5 No 2. 2005, 162
 10

The purpose of small group discussion is to constribute and circulate

informationon a particular topic and analyze and evaluate the information for

supported evidence in order to reach an agreement on general conclusion.9

CHAPTER II

THEORETICAL FRAMEWORK & LITERATURES REVIEW

A. Theoretical Framework

In this chapter, the researcher presents the related literature concerning to the

conceptual idea of reading, teaching reading, and small group discussion

1. Small Group Discussion

a. Understanding of Small Group Discussion

Small group is a technique to collect the students in one community. Arends

(1997: 201) states that discussion gives students public opportunities to talk about and

play with their own ideas and provides motivation to engage in discourse beyond in

the classroom. It is supported by Wu (2008) who states small group discussion could

stimulate students to be involved in the active process of constructing knowledge.

9
W, Brewer Ernest , 13 Proven Ways to Get Your Messages Across: The Essensial Reference for
Teachers, Trainers, Presenters, and Speakers. (California: Corwin Press Inc.1997), 23.
 11

According to Sanchez (2009) Small group as having at least three or no more

than twelve or fifteen members, each group consisted of 3-6 students. The technique

provides the students to have an active participation in learning process that removes

time. Distance and other barriers to learning students can relate to each other in circle.

Thus, improve the students’ achievement and communication. Furthermore, during

group discussion, students learn from each other, whether consciously or

unconsciously. So, the confidence will grow little by little as students successfully

share ideas and experience when they do work together.

b. The Procedures of Using Small Group Discussion

In teaching reading comprehension, the researcher use “Small Group

Discussion Technique” as a technique to help the students to comprehend the text

easily in group. According to the procedures of Small Group Discussion Technique in

teaching learning process are providing a topic, forming groups, providing materials,

encouraging students to discuss in group, reporting group discussion result to the

other group, explaining the materials that was learned, and answering questions

which was prepared.10

First, Divide the class into small group of three to four students each. Give each

group a same discussion topic that will necessitate outlining of several important

10
A, Christiani. & Mintohari. Peningkatan Hasil Belajar Siswa Melalui penerapan metode Small
Group Discussion dengan Model Cooperative Learning, (Surabaya: Universitas Negeri Surabaya,
2004), 80.
 12

points. Have one student in each group to write down these points as they emerge

from discussion by group members.

Second, Allow the groups to discuss their respective topic for at least 10

minutes. When group member have finished their discussion, they should elect a

student to left the group a while to stay in another group for compre the answer each

other.

Third, every group shoul doing short presentation (five minutes or so), class

members should question him or anyone else in the group in view point expressed.

Follow some procedure with the remaining groups until all groups have given their

presentation. The teacher’s help students do the activity until the end.

c. Advantages and Disadvantages of Small Group Discussion

There are the several of advantages of small group discussion:

1). Enhances the students’ motivation in joining the reading class. According to

Nuttal (1985: 162) who stated that by dividing the class into groups you make it

possible for students to help one another, and in successful groups, the interaction

that takes place and one low achievement students. They have same responsibility in

discussing. They can share ideas and help each other to do the task and

understanding the text. If one member of the group gives opinion, their friend should

give a comment. It helps the students become active.

 13

2). It makes the students become active participant in learning reading. Richard &

Jones (1989: 84) state: Small groups facilitate active participation and should be

primary form of classroom form of classroom organization when reading is the

vehicle of learning. Students produce more ideas, participate more and take greater

intellectual risks in small group or team learning situation.

3). It makes the class atmosphere become comfortable, interesting, and more relaxing.

The students in SGD can work together, share their experiences, ideas, opinion and

help each other to do the task and understanding the text with their friend. This

condition makes students interested and enjoy following the lesson.

Harmer (1991:245) states that working in a group is potentially more relaxing

than working in pairs, for the latter put greater demand on the students’ ability to

cooperative closely with other person.

4). It gives a chance to share and exchange information for students in the class.

Alexander (1957: 56) states that group discussion provide meaningful learning. In

group situation where questions and comments are encouraged, learners have the

opportunity to ask about what they do not understand, to get other’s ideas, to attack

meaning to what might otherwise be meaningless.

Jones (2007: 11) suggested two disadvantages of small group discussion as

follows:

a). The situation of classroom is noisy when the students make groups.
 14

They talk to each other when they look for their group friends. They are also

busy with their new teams and where they want to sit. This condition made the

situation class noisy.

b). The students speak in their native language

2. Conceptual Idea of Reading

The conceptual idea of reading discuss about reading, reading comprehension,

reading types and its types.

a. Reading

Reading is one of skills in English that the students master and acquire for the

success of their studies, because the reading cannot be separated in the teaching

learning process. By reading students can gain the knowledge and information from

all over the world without must around it. Before, discussing any further details about

reading comprehension, it is essential to know exactly the meaning of reading.

“Reading is the construction of meaning from a printed or written message which the

reader takes part in a conversation with the author through a text to understand the

text which means extracting the acquired information from it as efficiently as possible
 15

and it is mostly done in any class, not only as a source of information, but also as a

means to consolidating and extending idea and knowledge of language”.11

b. Reading Comprehension

The essence of reading act is “Reading Comprehension” it becomes primary

challenge in teaching and learning of reading skill. Reading comprehension is

important, not only to understanding text, but for broader learning, success in

education, and employment.12

In relation to reading, “Reading comprehension is a complex intellectual

process involving a number of abilities to understanding, evaluating and utilizing of

information and idea gained through the interaction between the reader and the

author” Therefore, it can be concluded that “Reading Comprehension is a readers’

ability in understanding, evaluating, and utilizing the text to find information

accordance with the readers’ purpose.

3. Teaching Reading

Teaching is an activity to show or help students to learn how to do something,

give instructions, guide in the study of something, provide with the knowledge, and

11
Hesham Suleiman, Alyousef. The Reading Matrix. Teaching Reading Comprehension to Esl/Efl
Learners.,Vol 5 No 2. 2005, 175
12
Hibbard, K.M and Elizabeth A. Wagner. Assessing and Teaching Reading Comprehension and

Writing. New York: Eye on Education. 2013. 63

 16

cause to know, understand knowledge and give new knowledge Therefore, “Teaching

as helping, facilitating, and giving instructions how to learn and get something or

knowledge”.13

a. The Importance of Teaching Reading Comprehension in Senior High School

In teaching of reading for senior high school, the teacher is expect to give

opportunity for students to read the texts comprehensively. It means that the teacher

should create the situation where students can read the text silently and after that they

can discuss the text together. Without putting aside the reading aloud activity, this

activity is also needed for students in order to be able to interact well with the texts

itself. So, the teaching of reading for senior high school here is not a simple matter

but teacher has obligation to be able to create a lot of activities which it can develop

the students’ motivation in reading. Any reading component of an English language

course may include a set of learning goals for:

1) The ability to read a wide range of texts in English. This is the long-range goal

most teachers seek to develop through independent readers outside EFL/ESL

classroom.

13
Brown, H. D. Teaching by Principle an Interactive Approach to Language Pedagogy. New York:

Addison Wesley Longman, Inc. 2000. 122

 17

2) Building a knowledge of language which will facilitate reading ability

3) building schematic knowledge.

4) the ability to adapt the reading style according to reading purpose (i.e. skimming,

scanning)

5) developing an awareness of the structure of written texts in English

6) taking a critical stance to the contents of the texts .14

The last goal can be implemented at an advanced level. Students, however,

should be kept aware that not all Internet content is authentic since there are no “gate

keepers” and anyone can post whatever he/she likes in this cyperspace. Consequently,

students can check the authenticity of the text by looking at the following indicators:

whether the article gives the name of the author or no, the date of publication, the aim

of the article, etc

b. Technique of Teaching Reading Comprehension

In teaching reading comprehension is needed appropriate technique. Technique

in teaching and learning is one of the main factors that determines the success of a

teaching and learning process and also one of the determiner factors of the purposes

of study achievement. So, it is reasonable enough to think that the appropriate

technique selection in teaching is considerably important. The teacher should creative

to make their teaching and learning process more active, interest, enjoyable, and

14
Hesham Suleiman, Alyousef. The Reading Matrix. Teaching Reading Comprehension to Esl/Efl
Learners.,Vol 5 No 2. 2005, 147
 18

make the students easy to understand about the materials. Small group discussion is

one of the alternatives among various language teaching techniques. Small group

discussion is one of the cooperative learning method that consist of three or more

students interacting face to face with or without and assigned leader in such a way

that each students influences, and is influenced by another students in group.

D. Literatures Review

A research are used in this study in order to support and strengthen the finding

of this research later on. The previous study was done by some researcher.

Nur Indah (2018) “Using Small Group Discussion Technique In Teaching

Reading Comprehension”. The purpose of this research is to know student's response

in applying small group discussion technique in teaching reading comprehension, and

to know the impact Small Group Discussion have on students’ reading

comprehension learning. To find the data, the researcher used pre-experimental

teaching. The researcher conducted the experimental teaching for four meetings at

SMAN 1 Darul Makmur Nagan Raya. The population and the sample of this research

are all of the first grade students Xc of SMAN 1 Darul Makmur Nagan Raya, which

the number of them was 20 students. The result of this research, the researcher found

that using small group discussion technique can improve reading comprehension.
 19

Faradina Primarini Noorhaya sari (2016) The Effect Of Small Group Discussion

In Reading Class On Students’ Reading Comprehension. The aims of this study were

to investigate the effect of small group discussion in reading class on students’

reading comprehension and the difficulties that students face on comprehending a

text. This research was conducted in SMAN 1 Kalianda in 2015/2016 academic year.

The subjects of this research were 24 students of grade XI MIA 2 who were taken by

using random sampling. The result of This research that small group discussion

technique is a suitable and effective technique which can improve students’ reading

comprehension and resolve the difficulties on comprehending a text.

Nurhadi Ningsih (2017) “Small Group Discussion Method In Teaching

Reading Comprehension In Eight Grade Students Of Smp N 3 Bantul In Academic

Year 2017/2018”. The purpose of this research is to find out whether there is a

significant difference of students’ reading comprehension ability between students

who are taught by small group discussion method and students who are taught by

preaching method in eight grade students of SMP Negeri 3 Bantul in academic year

2017/2018. This research was a quasi-experimental research. The population of this

research was all of students class VIII. The sample was class VIII A as control class

and VIII B as experimental class. The result of this research that small group

discussion method is significantly effective for the students’ reading comprehension

ability in teaching learning process at SMP Negeri 3 Bantul.

 20

Rizki Salsabila (2017) “The Effectiveness of teaching reading comprehension

through small group discussion technique of tenth grade students at SMAN 1

Tulungagung in academic year 2016/2017”. the goal of this research is to know

whether SGD technique is effective to increase the students’ reading

comprehension.The research method used in this research is pre-experimental

research with the population students of the tenth grade at SMAN 1 Tulungagung

that consist of seven classes (250 students). The sample of this research is class of X-

5 consist of 35 students that are selected by means non probability sampling. The

result of ths research state that SGDtechnique is strongly effective in teaching

reading comprehension to increase reading comprehension.

Agus Rahmat (2017) “Small Group Discussion Strategy Towards Students’

Reading Comprehension of SMA 11 Bulukumba”. The objective of this research was

to find out the effectiveness of Small Group Discussion Strategy in improving the

students’ reading comprehension ability at the Eleventh Grade Students of SMA

Negeri 11 Bulukumba. This research employed quasi experimental. The population of

this research was the Eleventh Grade Students of SMA Negeri 11 Bulukumba in

academic year 2013/2014 which consisted of 122 students. The researcher took 56

students as the sample of the research with 28 students as experimental class in XI

IPA 1 and 28 students as control class in XI IPA 2. The sample was selected by using

purposive sampling. The result of this study state that the use of Small Group
 21

Discussion Strategy in Improving the student’s reading comprehension at the

Eleventh Grade Students of SMA Negeri 11 Bulukumba was effective.

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presents the Approach and research design,

Research Location, research instrument, D ata and source of data, data analysis

technique, Checking validity of Findings and research stages.

A. Approach and Research Design

The method will be used by the writer for this method is CAR (Classroom

Action Research). Classroom action research is a research conducted in a classroom

to learn as a result of measures applied to a subject of research in the classroom. First,

classroom action research was introduced by Kurt Lewin in 1946, which was further
 22

developed by Stephen Kemmis, Robin Mc Taggart, John Elliot, Dave Ebbutt and

others.

CAR is a research that has rules and procedures. According to Carr & Kemmis

(Mc Niff 1991: 2). action research is a form of self-reflective inquiry undertaken by

participant (teacher, student or principals, for exemple) in social (including

educational) situations in order to improve the rationality and justice of (1) Reviews

their own educationaL social or practice, (2) Reviews their understanding of Reviews

These practices, and (3) the situations (and institutional) in the which the practices are

Carried out.15

According to Mill (2000) classroom action research is a systematic

investigation ( systematic inquiry) done by teachers, to know learning practices. More

broadly action research is defined as research-oriented for the actions with the aim to

improving the quality or solving problems in a group of subjects studied and

observed the level of success and then given further action that is improvement

measures or adjustments to the conditions in order to obtain better results.

B. Research Location

MAN Model Manado is an Islamic Senior High School under the control of

The Ministry of Religious Affair. It is located in Tuminting , Manado City. It has

been operated since 1998. This school has complete facilities. It has fourty one

15
Mu’alimin. Penelitian Tindakan Kelas Teori Dan Praktik. (Jember:Gading Pustaka, 2016), 5.
 23

classrooms. fourtenn of them are for the tenth year students, fourteen classes for tenth

year students, and thirteen classes for the twelveth year students. Each of the classes

is occupied by 16 up to 45 students.

C. Data and Source of Data

Data and source of data is all of process to collecting data in the research by

observing a situation, setting or interaction using the constructed instrument to collect

the data, the researcher Will collect by administering pre-test, treatment, and post-

test.16 To know more the details of the test accomplished.. The researcher takes one

class of the second grade as samples. The class is XI Sos IV.

D. Research Instruments

Instrument of research are the tools to measure something that we observe in

order to obtain the data and answer the research problems The instrument will be

used by the researcher is a reading comprehension test about narrative text which it is

given before and after taught by using small group discussion technique.

1. Test

16
Creswell, J. W. Research design qualitative, quantitative, and mixed methods approaches. Thousand

Oaks: SAGE Publications, Inc. 2013.160

 24

According to Brown (2004:3) test is a method of measuring ability of person,

knowledge, or performance in a given domain. In this research, the researcher

measuring the student’s ability by giving Banyuwangi text as the test.

The researcher gave kinds of test, those are pre-test treatmen,and post-test.

The pre-test was given to recognize to students ability in comprehending the reading

text. It was given in the first meeting, before the treatment conducted. Besides, post-

test was given after the researcher conducted the treatment in the classroom. The

result of pre-test and post-test would be compared to know the students’

ability before and after applying the small group discussion technique in

learning reading. It would show whether the student’s comprehension of reading

text or not.

2. Quistionare

In this research, the students were given the questionnaire to find out their
perception about teaching reading by using small group discussion technique

during several meetings. It consisted of nine question was formed in multiple

choices and written in english.

E. Research Procedure

1. Plan

a. Filtering population and sample for getting representative test items.

 25

b. Preparing the pretest for reading comprehension where the students had to

Find out the generic structure,specific information of the text. This was done in case to find

out the students’ understanding in reading comprehension.

c. Interviewing, the researcher would interview the students in order to find out the

difficulties of the students on comprehending the text.

d.to analyze the result of the interview and also the pretest.

e. Preparing the lesson plan, the researcher prepared the lesson plan in order to

make the limitation and to investigate what the material students need in the

teaching process.

f. Determining the material of reading comprehension and The material related to

curriculum-based competency, for second year, in the second semester.

g.Giving treatment, in this step the students were being taught reading comprehension

by applying small group discussion technique. The researcher would give treatment

one times.

h. Preparing posttest, after giving treatments, the researcher conducted posttest in

order to find out whether there was any effect or not.

i. The researcher would calculate and compare students’ scores from the pretest
 26

and posttest.

2. Application

After doing a plan, the researcher applied the research procedure that had

some steps as follows:

a. In the first meeting, the researcher conducted the pretest for each students. The

writer administered the test papers (reading).

b. The researcher scored the students’ worksheet.

c. The researcher also interviewed the students and the finding of the interview would

be used as a guidance in teaching reading comprehension through small group

discussion so that the use of small group discussion would minimize those problems

and improve students’ reading comprehension.

d. After giving interview, the researcher gave one times of treatments.

e. In the last meeting, the researcher conducted posttest in order to find out the

representative data for answering one research questions.

f. In this step, the researcher calculated and compared students’ scores from the

pretest and posttest.

3. The Procedure of Using SGD in Teaching Reading Comprehension

1. First of all, the students are divided into groups consist of 3 up to 5 students.
 27

2. The teacher give picture to every group.

3. Then for brainstorming, the teacher asks the students to discuss with their friends

what they see from the picture.

Please discuss with your friends what picture tries to show!

Next,Please tell your friend about your opinion related to the picture!

4. After that, the teacher explains to the students what the picture is trying to show

Whilst-Teaching

5. Then, the teacher gives a text where there is the same picture on the text as before

and asks the students to read the text for 5 minutes.

Please read the text carefully!

6. After that, every group discuss about the text they have asked to explain the

content of the text with their own word.

Please discuss and answer the question of the text correctly

7. Next, the teacher ask every group discuss for choose the student who will left the

group for a while and stay to the other groups for discuss and compare the answer

each other.
 28

8. After,the student compare their answer with another group sthe student who left

the group can join with group before.

9. In this step, the teacher asks the students to find the difficult words from the text

and find their meanings.

Now, please find difficult words from the text and their meanings!

10. After that, the teacher asks every group to present their discussion in front of the

class.

After you have done those tasks, please present your discussion in front of the class

starting from the first group!

11. Next, the teacher and students together discuss those tasks

12. After the students have finished the task, the teacher together with the students

discusses the meaning of the text in Indonesia.

13. Then, the teacher explains to the students type of the text that they have just learnt

Type of the text that you have just learnt is hortatory exposition text. The purpose of

the text is usually to persuade the reader that something should be done or not.

Post-Teaching

14. First of all, the teacher asks three students about the content of the text. What is

the content of the text that we have just learnt?

 29

15. Then, the teacher re-explains what they have just learnt

16. For the homework, the students are asked to once again to find out the different

text.

F. Data Analysis Technique

1. Pre-Test

A pre-test provides a measure on some attribute or characteristic that you assess

for participant in an experimental before they receive treatment. This test can be

called as the pre-test before the treatment of this research. The pretest is aimed is to

know the students’ reading comprehension before the treatment carried out.17 In the

testing process, the students have to answer the pre-test. There were 10 items of

multiple choices questions. The score per item was 10 for correct answer. Students

would get 100 point if they could answer correctly to all of the question. This result

17
Creswell, J. W. Research design qualitative, quantitative, and mixed methods approaches. Thousand

Oaks: SAGE Publications, Inc. 2013.155

 30

of the test became the evaluation before using Small Group Discussion as technique

in teaching reading comprehension is applied in the class.

2. Treatment

After conducting pretest, the researcher gave the treatment as much as four

times to the students by using Small Group Discussion technique in teaching reading

comprehension. In teaching reading comprehension by using SGD technique are

providing a topic, forming groups, providing text and students do prediction about

the text, encouraging students to discuss in group, reporting group discussion result to

the other group, explaining the materials that was learnt, and answering questions

which was prepared.

3. Post-Test

Post-test is done after the students get treatments is taught by using Small

Group Discussion Technique in teaching reading comprehension. As like pre-test,

post-test also contained of 10 items of multiple choices questions. The score per item

was 10 for correct answer. From the score of this test, the researcher is intended to

find out the effectiveness of using Small Group Discussion as technique in teaching

reading comprehension. The result of the scoring then is compared with pre-test. In

this case, the researcher knows how far is the effectiveness of using Small Group

Discussion as technique in teaching reading comprehension.

 31

The data was collected from reading comprehension test and was analyzed

quantitatively. The steps listed as follows:

1. Scoring the students’ pre test and post test answer by using the following formula :

∑𝑥
𝑥=
𝑁

𝑥 :Mean score
∑x : The sum of all score

N : The number of students, (Gay, 1981: 298).

2. Classifying the students’ scores into seven levels were as follows:

a. Score 96 – 100 is Classified as excellent

b. Score 86 – 95 is Classified as very good

c. Score 76 – 85 is Classified as good

d. Score 66 – 75 is Classified as fairly good

e. Score 56 – 66 is Classified as fair

f. Score 46 – 55 is Classified as poor

g. Score 0 – 45 is Classified as very poor, (Depdikbud, 1997 in Kamran, (2011: 35).

2. The questionnaire would be analyzed by using the following formula as stated by

 32

Anas (2002):

𝑓
P= x100
𝑁
Where:
P = Percentage
F = Frequency
N = The number of sample

F. Checking Validity of Findings

1. Validity

The validity of test as extent to which it measures what is supposed measure

and nothing else To measure whether the test has a good validity, the researcher

analyzed the test from content validity, face validity and construct validity. 18

a. Content Validity

A test is said to have content validity is its contents constitutes a representative

sample of language skills, structures, its being tested. In order to judge whether or not

18
Jack R Fraenkel & Norman E Wallen. How to Design and Evaluate Research in Education. New

York: The Mc Graw Hill Companies, Inc. 2009. 194

 33

the test has content validity, we need a specification of the skills or structure being

tested. A comparison of test specification and test content is basis for judgment for

content validity. The researcher made this test based on the course objective in the

syllabus of second years of MAN Model Manado. Therefore, this is valid in term of

content validity.

b. Face Validity

Face validity if it looks as it measures what it is supposed measure. For

example, a test which pretended to measure pronunciation ability but, which did not

require the test-takers to speak might be through to lack face validity. This is true

even if the test is constructing and criterion-related validity can be demonstrated.

Face validity is hardly a scientific concept, yet it is very important. A test which does

not have face validity may not be acceptable by test-takers, teachers, education

authorities, and employers. The researcher used face validity by consulting with the

advisor and teacher.

c. Construct Validity

The construct validity of test which is capable of measuring certain specific

characteristic in accordance with a theory of language behavior and learning. Based

on the theory above, in the test the researcher asked the students to answer the

multiple choices based on narrative text to measure the student’s comprehension in

 34

reading and this is fulfill the construct of reading test therefore, valid in term of

construct validity.

The validity and reliability of the test can be measured by SPSS Alpha

Cronbach. If the result shows alpha > 0,05 means that the reliability is sufficient,

while if the alpha ˂ 0,05 means that the reliability is not sufficient or not reliable.

Besides, the researcher tried to check the empirical validity by using SPSS 16.0 after

trying out the instrument (pre-test and post-test). In this research, the researcher used

SPSS 16.0 for windows to know the validity of test instruments. It can use corrected

item-total correlation formulation The criteria of validity of the instrument can be

divided into 5 classes as follows:

1. If the item-total correlation score 0.00 – 0.20: less valid

2. If the item-total correlation score 0.21 – 0.40: rather valid

3. If the item-total correlation score 0.41 – 0.60: enough valid

4. If the item-total correlation score 0.61 - 0.80: valid

5. If the item-total correlation score 0.81 – 1.00: very valid

In this test the researcher, give the multiple-choice test to measure students’

ability in reading comprehension. The researcher made this test based on the course

objectives in the syllabus of first grade of MAN Model Manado. Therefore, this test

is valid in term of content validity .

 35

G. Research Stages

1. The researcher observed the location and population were carried out . The

researcher take one class of the second grade MAN Model Manado as samples. The

class is XI Sos IV.

2. The researcher preparing the draft instrument

3. Make a planning for the time to do the test in XI Sos IV at MAN Model Manado.

4. The researcher will do observations .and collect the data.

REFERENCES

Alyousef, Hesham SuleimanTeaching. Reading Comprehension to Esl/Efl Learners.

The Reading Matrix, 2, 2005.

Ary, Donald.et.al. Introduction to Research In Canada: Nelson Education, Ltd,

2010.

Barker, Larryl. Communication. Englewood Cliffs Jersey: Prentice Hall, Inc. 1999.

Brewer, Ernest W. 13 Proven Ways to Get Your Messages Across: The Essensial

Reference for Teachers, Trainers, Presenters, and Speakers. California: Corwin Press

Inc.1997.

Brown, H. D. Teaching by Principle an Interactive Approach to Language Pedagogy.

New York: Addison Wesley Longman, Inc. 2000.

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Christiani. A., & Mintohari. Peningkatan Hasil Belajar Siswa Melalui Penerapan

Metode Small Group Discussion dengan Model Cooperative Learning. Surabaya:

Universitas Negeri Surabaya. . 2004.

Creswell, J. W. Research design qualitative, quantitative, and mixed methods

approaches. Thousand Oaks: SAGE Publications, Inc. 2013.

Fraenkel, Jack R & Norman E Wallen. How to Design and Evaluate Research in

Education. New York: The Mc Graw Hill Companies, Inc. 2009.

Harmer, J. How to Teach English. Edinburgh: Addison Wesely.1998.

Hibbard, K.M and Elizabeth A. Wagner. Assessing and Teaching Reading

Comprehension and Writing. New York: Eye on Education. 2013.