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The Effectiveness of Small Group Discussion Method On Reading Comprehension at The Tenth Grade SMA Negeri 1 Jasinga
The Effectiveness of Small Group Discussion Method On Reading Comprehension at The Tenth Grade SMA Negeri 1 Jasinga
JELLi
JOURNAL OF ENGLISH EDUCATION
Vol. 6, No. 1, 2023 - 04 – 05 , hlm. 1 - 10
Abstract
The purpose of the study was to determine the application of the Small
Group Discussion Technique to students' reading comprehension learning
and to determine the impact of small group discussion on students'
reading comprehension learning at Tenth Grade SMA Negri 1 Jasinga.
The population taken was the tenth grades students of SMA Negeri 1
Jasinga and the sample was class X.4 and X.9. The design of research
was experimental research. In collecting the data, the writer used pre-test
and post-test. To find the significance of the study from experiment class
and control class, the writer used Normality test and T-test. The research
findings indicate that t-test > t-table (5,3 >1,99) It meant Ho was rejected
and HI was accepted. The data showed that student’s mean score in post-
test for Experimental class (74,21) was higher than in Control class
(59,61). Based on the result of this research, it can be concluded there
were effectiveness of small group discussion on reading comprehension at
the tenth grade of SMA Negeri 1 Jasinga.
Introduction
Although not the only language used for intercultural communication,
English is the most common. It is the primary language used in international
trade, shipping, popular music, and sports, while not being used everywhere.
Students must master four languages in order to teach and learn English. These
abilities include speaking, reading, writing, and listening. Students must also
master language components including grammar, pronunciation, and other aspects
of the language in addition to language abilities. Students should be able to
communicate more easily as a result of acquiring language and language skills
components.
Reading comprehension is one of the components of English language
instruction. Reading with the intention of fully understanding a text is what is
meant by "reading with comprehension." By mastering this skill, readers can
experience the writers' thoughts firsthand. According to Linse (2005: 71), reading
comprehension is the process of understanding the main ideas that a writer
conveys to their readers. Reading provides readers with a wealth of knowledge
that can broaden their perspectives on a variety of topics. Reading should have a
purpose because someone with a clear reading objective will comprehend what
they are reading quickly and will be more focused on their goals as a result. So,
we should decide what we want to accomplish before reading. The goal of reading
is to find and acquire the information or knowledge we are looking for. Reading is
done to seek for and receive information or messages that the author is trying to
get through written communication in order to understand and learn.
Reading difficulties are common occur among students. Students struggle
to identify the text's major theme, which is better. It appears that when the teacher
asks the class to identify the text's primary idea, they presume that the text's title is
"gaming ideas". Students find it difficult to access detailed information texts.
They simply read the first sentence of each paragraph of material, even though the
teacher encourages them to absorb the work's overall substance. Finally, the
student's vocabulary is lacking. It appears that the students do not understand the
meaning of the words they are reading while doing so. Students should be able to
read with a wide vocabulary. Assess the depth of the student's comprehension of
the text.
Teachers must assist in facilitating and finding effective methods to
develop students' reading skills and understanding in order to overcome students'
reading problems. It is critical for us and teachers to find simple methods that
students can use to learn to read. Because teaching methods influence student
success, students who use an effective method can better follow the lessons and
improve their reading comprehension. As a result, the writer resolves this issue by
employing the small group discussion method of teaching reading. According to
Brown (2011: 177), a small group discussion method is a group of six or fewer
students who are assigned tasks that require collaboration. According to some
previous studies, there are several methods or strategies that can be used to
improve student reading understanding, among them are joyful learning strategies,
Skimming and scanning techniques and paraphrasing techniques.
Even though, the students struggle with reading, in fact they do not
comprehend the material's content, what the text is about, difficult to find main
idea of paragraph and word definitions. It might some issues occurs as reading
comprehensions problems; the first, issues are because the text is uninteresting,
the students are bored reading it. The second, the students have limited vocabulary
so it is difficult to understand the reading of the text.
In senior high school, each student has capacity to read, comprehend, and
then complete the book, in fact, Generally unique. There are students that can
quickly and intelligently comprehend the material in a text while there are other
students who attempt to finish and decipher the texts.
Literature review
a. Reading Comprehension
According to Woolley (2011) that reading comprehension is the process of
making meaning from text. The goal is to gain an overall understanding of what is
described in the text rather than to obtain meaning from isolated words or
sentences. Peter Westwood (2012) stated that Reading comprehension is the
process of making meaning from the text. The goal therefore is to gain an overall
understanding of what is described in the text rather than to obtain meaning from
isolated words or sentences.
In the light of such theory, reading is viewed as a social skill that requires
an active participation, interaction and involvement of learners (Reza &
Mahmood, 2013). That statement, also supported by Horowitz (2014) reading
comprehension is a complex cognitive process that the reader must also be
intentional and thoughtful while reading, monitoring the words and their meaning
as reading progresses. From all definitions above, it can be synthesized that
reading comprehension is someone’s ability in understanding the message from
the written text. The readers who are good in comprehending can organize
between their background knowledge and the message in the text and decide on
the process needed to meet their purpose of reading. The comprehending process
which is focused on how it works guides the readers to comprehend a reading text
systematically. During this process, the reader combines his language skills,
background knowledge and strategies to determine the meaning. Besides, the
reader emphasized the importance of prior knowledge and reading skills in order
to find information in the text.
and work. This is a teaching strategy that improves peer connection while
developing group skills.
B. The Technique of Small Group Discussion
Dobson (1981: 62- 63) as quoted by Antoni (2014: 56) explains that
discussion techniques for use in small group discussion are outlined as
follows: 8 First, Divide the class into small group of three to four students
each. Give each group a different discussion topic that will necessitate
outlining of several important 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 has finished their discussion, they should
elect a spokesman who will report on the group collective thoughts to entire
class. Third, Call on the spokesman of one of the groups. After he gives a
short presentation (five minutes or so), class members should question him
or anyone else in the group in viewpoint expressed. You can help general
discussion along by addressing your own questions to members of the
group. 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. In this small group discussion learning model, there is some of
the advantages and disadvantages of implementing this discussion method,
that is:
1) Advantages
a) The atmosphere of teaching and learning in the classroom will
develop
b) Give lessons to be tolerant, democratic, critical and systematic
thinking.
c) Conclusions from the problem being discussed students can easily
remember. That's because students follow the flow of thinking and
discussion.
d) Provide experience to students about deliberation
2) Disadvantage
a) The course of the discussion is often dominated by clever students,
thus reducing the chances of other students to participate.
b) The course of the discussion is often influenced by the conversation
deviate and the topic of discussion of the problem, so that widened
discussion.
c) Discussions usually waste more time, so inconsistent with the
principle of efficiency.
Research method
Findings
Control
59,21
The table showed that the mean score of the students in the Experimental
class was lower than in the Control class. The result of the mean score described the
difference of the students’ basic knowledge. In addition, t-test of the pre-test
between Experimental and Control class was -1.32 and the t-table was 1.99.
Making a conclusion about student’s score was by comparing the t-test and
the t-table. When the result of the t-test was smaller than the t-table, it meant that
there was no significance among the result of the students’ basic knowledge and it
was appropriate for the research to be continued. The table above showed that there
was no significance between students’ scores in the pre-test because the t-test was
smaller than the t-table (-1.31<1.99).
Experimental class was 55 for 1 student and highest was 88 for 6 students. For the
Control Class, it showed that the lowest score in the post-test was 32 for 1 student
and the highest score was 76 for 3 students.
Discussion
In Reading Comprehension, the teacher should be innovative enough to
ensure that students are not bored during the teaching and learning process. As a
result, the majority of students believe that Reading Comprehension is a simple
topic. Using the small group discussion technique to teach Reading
Comprehension in the classroom is a suitable method for the active class. This
method can be used in the teaching and learning processes.
The writer presented Small group discussion in teaching reading
comprehension, as well as how to practice this method, during the first meeting.
In addition, it describes the analytical exposition material. The writer provides
text examples for students to read and comprehend. The text is read aloud, and the
students are tasked with determining the generic structure of the analytical
exposition of the text.
After the writer implemented a small group discussion method in teaching
Reading Comprehension, the writer got the data that the students' reading
comprehension ability improved significantly. Students were engaged in the
teaching and learning process through the use of small group discussions. Most
students are engaged in responding to queries from other students or teachers.
Students could also understand the meaning of context without consulting a
dictionary. The writer concludes that was an improvement on students’ ability in
reading comprehension after taught using a small group discussion.
There were several reasons why the Small Group Discussion was helpful
in teaching reading comprehension. That the reasons such as follow:
1. The majority of students claimed that Small Group Discussions make
students more active in class.
2. By using the small group discussion, the students were engaged in learning
to read.
3. The students enjoyed the teaching-learning process by utilizing the small
group discussion.
4. The use of small group discussion techniques makes material easier for
students to understand.
5. It has increased student’s enthusiasm for learning reading comprehension.
6. The students stated Small Group Discussion made the students’ more
participated.
7. Small Group Discussion made the students happy in learning reading
comprehension.
8. Small Group Discussion Technique created the student ideas in learning and
gave the students a lot of information in understanding the text.
Conclusion
Based on the finding above, it can be concluded that the students’ reading
comprehension taught by using Small Group Discussion Method at the tenth
grades student of SMA Negeri 1 Jasinga, which was the result of data analysis
showed that the mean score of students in Experimental class in the pre-test was
54,27 and 59,21 for Control class. The mean score in post-test for Experimental
class was 74,21 and 59,69 for Control class.
The data showed that students’ score in post-test for Experimental class
was higher than in Control class. It meant that Small Group Discussion more
effective than conventional method in teaching reading comprehension at the
tenth grades student of SMA Negeri 1 Jasinga. And there was significant
difference between students’ reading comprehension taught by using Small group
discussion and conventional at the tenth grades student of SMA Negeri 1 Jasinga.
The data showed that students’ competence in Experimental class was higher than
in Control class. The t-test for both classes in post-test was 5,3 compared to the t-
table with 1, 99 since the score of t-test was larger than the score of t-table, null
hypothesis (Ho) was rejected and alternative hypothesis (H1) was accepted. It
meant that the Small Group Discussion there is effectiveness on reading
comprehension.
References
Antoni, Rivi. 2014. Teaching Speaking Skill through Small Group Discussion
Hidayat, Dadan, and Titi Dewi Rohati. 2020 .“The Effect of Extensive Reading on
Languange. Literature and Teaching, Vol. 1, No. 2