Proposal

Influence of Small Group Discussion in Reading Comprehension (A Study Conducted at SMA N 2 Tondano)

By: Valentino Kumarurung 07 310 558

English Education Department Faculty of Language and Arts Manado State University 2011

 Background of the study English is the worlds major language in international communication. Every country has their own language, but at least them able to use English because has many functions such as use to communicate and exchange information with people from other countries and also as a window on the world of since and technology. In Indonesia English as the first foreign language

that should be taught in school. It is compulsory that must be taught from junior high school up to university level. In order to acquire English well there are four major skills that should be developed in learning at schools in Indonesia. Those skills are listening, speaking, reading and writing. So the four skills must be taught and arranged in such way that is easy to understand and apply by the students in their activities. Teaching reading comprehension will not be successful if the students only read the words without understanding the massage being read. It is clear that whatever we read, we read it to be understood. According to Simanjutak (1988:04) reading

comprehension is most likely to occur when students are reading what they want to read, or at least if they see some good reason to read. Assuming that these basic

conditions have been met that a students does have a real interest in a subject, knows enough to make sense of the text- the question arises what the student will actually do when she or he read the text. It means that reading is a very important skill in Education. Reading is a basic tool of education and one of the most important skills in everyday life. It means that

reading can give a good contribution to students especially for those who are studying English. Also there are a lot of factors influences the activity of reading. One of them is the way the Teachers conducts the process of teaching reading in the which the teacher Asks question cannot be Answered by the students. Moreover the students are still enabling to determine the meaning of Some Difficult words found in the text.

In teaching reading comprehension at SMA N 2 Tondano, The writer found That Almost all of the students could not understand a text written in English. of vocabulary in and structure, a they Because of the lack do not text. have They good are

abilities

comprehending

reading

difficult to learn reading because English is the language which they seldom use. They felt strange when reading the text in English. And also a lack of motivation to learn English especially in reading comprehension.

Although

there

is

problem

on

students

in

comprehending the text, but teachers also play an important role in student learning. So the teacher should be creative and has an important role. The teacher role is not only to transfer the knowledge but Also to help and make students enjoy and some interest in the process of learning.

In English language learning students are required to master all the skills that exist. One of them with master reading, but if they cannot master it, then they cannot understand will mean that a text. And also they will not be able to answer a given exercise. It also can have an impact on student achievement.

In

the

process

of

teaching

reading,

techniques

are

important. Technique in learn reading can be a good capital to increase teachers' goals in the classroom. Because of the importance in of techniques, to overcome teachers the should in be more

creative

order

problems

teaching

reading. This is necessary to apply teaching techniques; in this research I will use Group Discussion Technique in teaching reading comprehension.

 Statement of the problem The English research teaching problem and that the writer was found that out in

learning

process

students

could not understand a text written in English because of their lack of vocabulary and structure. So, in facing the students problem the writer wants to use group discussion technique that could be effective and could develop students reading comprehension.

 Reason for choosing the topic The reasons in choosing the topic are as follows:  Reading is one of the major four language skills  Most of the students have difficulty in comprehending reading text  Group discussion technique is suitable to overcome the problem.   Research Question

Can

Group

Discussion

Technique

increase

students

comprehension?

 Purpose of the study The purpose of the study is to find out whether Group Discussion can increase students ability in reading

comprehension.

 Delimitation of the study The study will be limited at SMA Negeri 2 Tondano. And will be limited on teaching reading comprehension trough Group Discussion technique to the first year students.

 Significant of the study The writer expects that the result of this study will give a valuable contribution to English teacher as well as students. And it is expected that result of this study will be useful for English teachers overcoming student problem in reading comprehension through group discussion

technique.

 Definition of terms used Reading comprehension Reading comprehension is a though process which readers

became aware and understand it, in term of experimental background and interpret it in relation to their own and purposes (Kennedy, 1981).

Group discussion Group discussion is a method that frees creative power in ways on other method can (Clark and Starr, 1981). Group discussion is a discussion within a group consisting of 3 students. Every day we use language to communicate with other people. It means that language can be used for doing social interaction. The process of interaction

exchange may happen between at least two individuals who have social interaction. One of the ways to have social interaction is by conducting small group discussion in the classroom. Technique Technique is implementation which actually takes place in a class with an approach as well (Richard and Rodgers, 1972, 125).

Review of literature y Reading Comprehension David Nunan says: It is important to bear in mind that reading is not an invariant skill, that there are

different types of reading skills that correspond to the many different purposes we have for reading (1989:33). So, in the classroom, in students reading activities, the writer is sure that they have many purposes, among others are to graduate from their school and to provide themselves with the knowledge to continue their studies whatever their purposes are. In order to achieve the goal, the

comprehension ability in reading is needed. The concept of reading comprehension could be bottomup and top-down approaches. Nunan (1989:33) mentions that with the bottom-up approach, the reading is viewed as a process of decoding written symbols, working from smaller units (individual letter) to larger ones (words, clauses and sentences). According to Olson and Diller (1982:42), what is meant by reading comprehension is a term used to identify those skills needed to understand and apply information contained in a written and material. Sipay This statement who is supported that by

Harris

(1980:179),

say

reading

comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and exhibit information gained as a consequence of reading printed language.

Group discussion Group discussion is a method that divide into some small groups between five to six students in order to six students in order they can work together in understanding a written text, finding ideas, solving problems, gathering information and even doing task given by teacher. Group discussion is a method that frees creative power in ways to other method can (Clark and Starr, 1981 : 194). According to Nuttal (1982: 162) By dividing the class into groups you make it possible for the students to help one another, and it sucsseful groups, the interaction

taking place achives far more than individuals can work in their own. Because working together can produce excellent motivation and slight sense competition between Group does no harm if it is jot allowed to get out of hand. Another definition given by Romlah (1989: 98), in her book teory dan praktek bimbingan kelompok states that, diskusi kelompok adalah percakapan yang sudah di rencanakan antara tiga atau lebih orang dengan tujuan untuk memecahkan masalah atau memperjelas suatu persoalan, dibawah pimpinan seorang pemimpin.

Small Group Discussion. By dividing the class into groups the proportion of each students It responsibility is possible from one to for the group to what increases help one

dramatically. another and

students As

learn

another.

Freeman

(1987:7) states that The necessary practice is thought to be most successful when students are engaged in the meaningful exchange of information rather than repeating a teachers model.

Learners

are

thus

encouraged

to

be

creative

and

communicative with the language often doing so in smallgroup activities, in which they can practice communication and learn from one another. The statement also indicates the importance and the effectiveness of small group discussion. Small group

discussion may involve not only exchange of information but also to solve the problem within reading texts. Paulston and Bruder (1976:67) states that the most of the problem solving activities involve group work. Thus it is reasonable to say that the activities as such give more challenge to speaking. In small group discussion, all

members of the group of four or less it is hard to be silent even the limit students do not mind trying to

express themselves, especially if the teacher is working with another groups at the same time. Small group discussion is a technique of language

teaching in which the teacher divides a class into small group can be labeled as group A, group B, group C, group D, etc. each group may consist of six students. The purpose of dividing the class into groups is to provide the students opportunities to use their language. In small groups, the students sit together, facing one

another and talk freely based on the problem. They sit in a circle discussing the problem that should be solved. This situation creates free communication in which the students use the language freely in the classroom without feeling shy. Furthermore, it can be concluded that the small group discussion is a discussion performed by the class in small group with the members of the students around five in order to give maximum opportunity in an activity or in discussion activity. Rocks (1981: vii) states: the class is divided

into

small

group and

discussion

each

of the

which

discusses, These

analyses,

eventually

solves

problems.

problems work best when the discussion groups have forms of four to six students. From the quotation above, it can be conclude that

small group discussion is giving opportunity for students to interact in t6eaching speaking. Therefore, in small

groups, students will communicate freely without feeling shy ad learn from one another.

Organizing small group discussion. In conducting a small group discussion, there are some aspects that should be taken into account seriously by the teacher. The first aspect is the teachers role in going on the discussion. The success of small group discussion

depends on how well those aspects are organized. During the discussion, the teacher does not dominate the class. However, the teachers role is still important such as in and giving the instruction take and directing. own Both in the the

teacher

students to

their

roles states

activity. Normally,

According the

Holden will work

(1981) in

that: the

students

groups

during

discussion. This does not mean that there as not place for the teacher in the activity. The teacher must work ensuring that each student understands what he has to do. What Holden conforms above describes the teachers

role in the activity and the students activity too. The teachers should move from group to group joining the

discussion when necessary and helping when it is needed.

Grouping Dividing a large class into small groups can be done many ways. McGreal (1989: 17) states that: students can be divided according to many criteria. The most are random sample, ability, friendship and mixed ability. Random sample grouping is a technique of grouping

students according to their seat. When the teacher divided the students into groups of four students, he could easily group those who sit in front of the class into one or two groups up to of students grouping who sit at the the back seats. This self-

technique

instills

students

confidence that they are able to be apart of their groups. In ability grouping, students are grouped according to their ability levels. This grouping occurs with regarding to the difference of students individually such as interest and levels of ability. Friendship grouping is a way of grouping students that they are free to make their own groups. They will gather their friends who have a close relation with them. This condition leads to the formation groups of different size. One group may have more members than the others. The

students having close relation less might be passive. This grouping shows a strong tendency for students who have the same interest to form themselves into one group. Therefore, friendship grouping has a great similarity with interest way of grouping because both have the same purpose in which the teacher let his students form their own

groups. Another way of grouping students is mixed-ability.

Mixed ability is set up by teacher in order to avoid a

superior group in large class. Besides, it is also intended to get the effect that the weak students can learn a great deal from better Byrne students (1980: by the when they work tat: should together. groups of

Furthermore, should be

147)

states and

the

formed

teacher

include

mixed-ability, on the principle that they will help one another in various way. The writer prefers to use mixed-ability grouping

because it gathers good and weak students staying in one group. In such grouping, the teachers responsibility can be shared with the students in which good students can help the weak ones.

Choosing group leaders Normally, a group work requires a group leader. This is intended to get someone who may be responsible in his groups. The reasonability of groups leaders as confirmed by Doty and Ross (1973: 298) as the following:

a. Keeping the discussion moving: b. Making summaries of what has been accomplished for sake os class presentation: c. Trying to get everyone to express opinion, and d. Giving his own opinion when it is needed. The above points stress on the functions of the group

leaders who will contribute toward making the discussion more profitable. The leaders function as the teachers

role. Both of the teachers and the leaders give support during the activities.

Seating Arrangement The aspect of seating arrangement is necessary to be considered classroom. in In order to have a comfortable arrangement setting very of

practice,

seating

much

depend on the size of class and the physical factors of the classroom such as fixed or moveable chairs. The model of students arraignment is based on the students number. It is arranged so that the students from a circle in order they can face each other. The reason for setting up the circle is to make the communications in

teaching learning process easier because it is arranged to put four to six students sit in group. This arrangement is a practical way of grouping

students into group of four to six students. The reason for setting of this kind of grouping is to make the

communication channels as it is arranged. The channels show that each member can directly communication each other.

They direct their position to face their friend easily. So, this position can help them to face more people directly. y The Teachers Role In the speaking to the group discussion, the teacher has some roles as the following: 1. Give clear instruction about when to state, to start,

what to do and when to stop; 2. Give clear define tasks which do not continue for too long; 3. Set up routine, so that students accept the idea of working in groups and know what to do. y The Students Role

In a group discussion, each member of group should know their roles to make the work successful. The

followings are very important to be considered: 1. Initiating; 2. Giving and asking for information; 3. Giving and asking for reaction; 4. Summarizing.

Reporting Group Work. In small group discussion, the need to report the

result of the discussion is important. The importance of the report comes from the students themselves who really curious to hear what other groups say. The groups should report the result of their

discussion as they finish working. The reports are read by the speakers who have been selected from each group. The result from each group is written on the blackboard in

order to find the similarities and differences of their discussion. Then, the teacher as a leader discusses the result together with the class. This s activity ends after the group discusses the result of the group discussion

which has the satisfying solution for the students and the teacher as well.

Correction and feedback. Correction and feedback are given at the end of the session. The groups have been dismissed and the students sit I ordinary arrangement. Now, the teachers are the focus of the whole class. For correction and feedback, the

teacher should have discreetly monitored the activities of each group and its members.

I order to avoid misunderstanding, it is necessary to define what the writer means by correction and feedback. As defined by Cobuils (1987: 524), he says that: feedback consists of comment and information about something that someone has done. So, what the groups have done must then be displayed by the teacher. The teacher organizes the class in the purpose of

giving the correct result as what they have done during the activities. This condition allows teacher to explain the language use. This part of session needs to be teachercentered but this does not mean that the teacher

monopolizes the class. The students reactions and comments may also contribute the correct form of language use in the session.

The

application

of

small

group

discussion

in

teaching

reading comprehension Normally in a class there are good students and weak students. There are some faster students and there are also slower students. To solve this problem, teacher can use small group discussion technique. It is better for a

teaching to choose mixed-ability grouping to gather good weak students, because in groups the students can help one another and they do not have to feel shy since they just interact with their friend. This technique provides an

opportunity for the students to use their English. Steps in conducting the group discussion technique

according to lubis (1988: 55) are state below:  Divide the class into groups of five to six people  Give e ach group a discussion topic

 Have

one

student points as

in

each

group

write

down

the by

important

they

emerge

from

discussion

group members  Allow the groups to discuss they respective topics at least ten minutes  When groups members they should elect a have finished their discussion, spokesman to report on group

collective thoughts to the  After she or he gives a

entire class short or presentation, any one in class group

members

should

ask

question

viewpoints expressed.  Follow some procedures with the remaining all grouped have given their presentation.

Methodology  Research design In doing this research, The the is writer true will use

quantitative

research.

design

experimental

design with pre- test and post test. Hatch and faraday (1982:22) said that, in this design, one group pre-test and post test design is similar to the one shot case study. So there are two testing, T1 (pre-test) is given before treatment and T2 (post-test) is given after treatment X is used to symbolize the treatment in the following

representation of the design:

T1 X T2.

Pre-test T1

Treatment X

Post-test T2

1. Administer T1 the pre-test, to measure the mean of the reading that test of the single group before expose to new teaching method 2. Expose subject to x, the new teaching method, for a given period of time 3. Administer t2 the post-test to measure the meaning of reading comprehension after to x. compare t1 and T2 to determine what differences, if any, the exposure to x has made 4. Apply an appropriate statistical test to determine whether the difference is significance or not

The design above means that he teacher gives them pretest before using the treatment, then gives them post-test after using the treatment.

 Population and sample A population is an entire set of persons, objects or even which the research intends to study (Polgar and

Thomas, 1995.42). So the population of this research is SMA N 2 Tondano. And the first year students will be the sample of the

research which consists of 25 students.

 Instrument The instrument of this study will be test in the form of written test that will be given to the class. Those are pre-test and post-test. The test will be arranged by the researcher students. based on the material which given to the

 Research procedure 1. Choosing one class that is the first year students as sample 2. Giving Pre-test before teaching 3. Teaching reading by using group discussion technique 4. Giving post test 5. Organizing the data 6. Making conclusion.

 Data analysis In analyzing the data, the writer will use mean score formula:

x=

The data will be presented in frequency distribution, computations of mean score X and standard deviation (s) of each test and then all of the score will be presented in frequency polygon.

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F.E.Peacock Publisher Lubis, T. 1988. developing Communicative Proficiency in The English as a Foreign Language (EFL) Class. Jakarta Depdikbud Polgar, S Thomas, S.A. 1995. Introduction to Research in The health Sciences. Melbourne: churchill livingstone. Richards, J.C. and Rodgers, t. 1979.approaches and Methods in Language Teaching. New York: Cambridege University Press. Romlah, T. 1988. Teory and Praktek Bimbingan Kelompok. Jakarta Simanjuntak, E. G. 1988. Developing Reading Skills for EFL Students. Jakarta depddikbud Smith,N B. 1979. Efficient reading. A practical Guide for Todays children. Bosten

Zinth, T. Milles. 1979. The reading process. California: W.M.C. Brown Company Publisher