CHAPTER I

INTRODUCTION

This chapter is about the description of the introduction. It is devided into

seven sub sections. They are background of the study, statement of the problem,

objectives of the study, scope of the study, method of research, definition of key

terms and organization of the final project.

A Background of the Study

The increasing need which is caused by the development of global era

demands the global society to enhance their human resources quality in order to

compete to other countries. Responding to this situation, the role of

communication has become a part that can not be separated from this condition.

As English has become a very powerful language in the world, it has become one

of international language.

Mohammad Reza Talebinezad and Mohammad Aliakbari (in Kurniawan

Yudhi Nugroho, 2007:2) stated that English as International language means the

use of English by people of different nations in order to communicate with one

another.

As the important of English in communication, it isn’t difficult to see that

the language is frequently used either to formal or informal places such as foreign

companies, embassy office, tourist sector and many other places. Different from

Malaysia, Singapore, India, and Thailand, they put English as their second

language as their language communication, while Indonesia puts English as its

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foreign language. It is used as an instrument of utilizing modern sciences and

technology for national development and it is also used as a means of

communication when Indonesian people want to communicate to people from

overseas. No doubt that only a few Indonesian people master it, even most of

them tend to ignore it, they used to think that foreign language isn’t something

important for their daily life and learning it will only waste time.

However, nowadays, the assumption is gradually scraped off by the

development of global era that demands the society to be more competitive and to

be able to enhance their human resources quality. Therefore, the role of English is

needed to face the globalization era, where it will be many new things happened

in our nation. Since English recently is considered as foreign and important

language for Indonesian, it has a major portion in Indonesian educational system

and becomes a compulsory subject to be studied either in junior or senior high

schools in today’s Indonesian educational system.

In learning English, there are four skills that should be mastered, they are:

listening, speaking, reading, and writing. Reading is one important skill in

learning a language. It is also a means of recreation and enjoyment. At the same

time it enlarges knowledge and improves the technological achievement. In order

to develop reading skill, it is necessary to read many kinds of reading materials.

Students should not only develop their reading skill through formal education and

assignment in various school textbook, but they also should read fiction, free

reading books, newspapers and magazines.

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Although people read many kinds of reading materials and have interest in

reading, actually they do similar things. They try to catch the meaning or the idea

of the text. It means that they do not only interact with the written symbol, but

they also use the knowledge to catch the meaning.

The goal of reading for Indonesian students is to understand or

comprehend the material of the test because reading comprehension is a bridge to

understanding scientific books they read. The ability of the students in reading is

very important because by having the ability to read, they will be able to improve

their knowledge. Rauch and Weinstein consider that reading is a key to success

for anyone who wants to be an educated person (1968:4) (In Dewi Ratnawati,

2006: 17-18).

Reading needs practice and guidance or we can call it as intensive

learning. The first we need to force ourselves to read. Reading activity will be

easily done if we have motivation. Include motivation from ourselves, our

teachers, or our environment. In teaching process, we can use many kinds of

teaching models to generate students’ motivation.

Now, the fact is not every students in Junior High School especially in

SMP N 1 Kedungwuni succed to master it; therefore their reading achievement

still bellow the standard. It happens because many students still have poor reading

achievement. So, they can’t understand many text in English well. However, the

test item which is used in every final exam is about reading.

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In order to help them to understand reading, the writer is interested to

make a research entitled “The Effect of Group Investigation Teaching Technique

Toward Students’ Reading Achievement”.

This research presents a reading teaching strategy to junior high school

students. In which it is going to be very fun and interesting for them. By providing

Group Investigation as a teaching method in teaching reading to junior high

school students, The writer hopes that it can make them feel happy to learn

reading. The writer also hopes that it can give motivation to the students to learn

reading. The use of group investigation will make the students active in their

learning and to learn how they try to solve the problem together in a group. From

the explanation above the writer assumes that the use of group investigation is one

of the good and effective way to teach and to motivate them to study.

B. Statements of Problem

The basic problems which the writer wants to discuss in this research are:

1. What is Group Investigation teaching technique?

2. How is the Implementation of Group Investigation teaching technique in

teaching reading for the second grade students at SMP N 1 Kedungwuni?

3. Does the use of Group Investigation give a positive effect to the second grade

Junior High School students’ reading achievement?

C. Scope of Study

In this experiment, the writer’s main purpose is to find out whether group

investigation teaching technique gives positive effect to the reading ability of the

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second grade Junior High School students or not. So the writer sets the study only

about reading and its teaching technique. Actually, there are many kinds of

teaching technique which can be used to teach reading: such us Jigsaw Puzzle,

Number head together, TGT, STAD, Group Investigatin, Talking Stick and so on.

However, in this research, the writer chooses Group Investigation as the

teaching technique. The writer chooses Group Investigation because the writer

wants to find out whether Group Investigation gives positive effect to students

reading ability or not. The writer sets the study this way in order to obtain detailed

results on his research.

D. Objectives of study

The objectives of the study of this thesis are:

1. To find out some data about Group Investigation.

2. To describe the implementation of Group Investigation teaching technique in

teaching reading for the second year students at SMP N 1 Kedungwuni?

3. To find out whether the use of Group Investigation gives positive effect to the

second grade Junior High School students’ ability in reading or not.

E. Method of Research

The writer uses experimental method as method of research. Experimental

research is a method of research which examines the relationship between two

variables or more. In this research, the writer does a manipulation or treatment

toward the independent variable. Independence variable is a variable which is

manipulated on purpose in order to be known its effect toward the dependence

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variable. On the other hand, dependence variable is a variable which is appeared

as result of independence variable or response of independence variable (Nana

Sudjana, 2008:24).

The independence variable of the research is the implementation of the

Group Investigation teaching technique while the students’ reading achievement is

as the dependence variable of the research.

The writer also take all of the second year students of SMP N 1

Kedungwuni in the academic year 2010 – 2011 as the population of the research.

In order to make the research is easier to be investigated, the writer will take some

students of the population as a sample. The samples in this research are taken

from the population and the writer took two classes as samples, and each class

consists of 30 students who are chosen by using random sampling technique.

In this research the writer uses test items as the research instrument. To

collect the data the writer uses a written test that is reading test in multiple choice

form which consists of 30 items with 4 options A, B, C, and D.

F. Defintion of Key Term

This chapter provides explanation of key terms. The terms are listed

alphabeticall as follows:

Achievement : the result of what an individual has learned from some

educational experiences.

Cooperative learning : The instructional use of small group so that students

work together to maximize their own and each other’s

learning (Johnson & Johnson, 1993:3)

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Reading : act of one who read

Group Investigation : One kinds of cooperative learning method that

emphasize the participation and activities of students to

find their own materials lesson which will be learnt

through the available materials, for example from

textbook or students can search through the internet.

G. Organization of Writing.

Chapter I is introduction. The writer presents the background of the study,

statement of the problems, formulation of the problem, scope of the study,

objectivities of the study, method of research, difinition of key term and

organization of the final project.

Chapter II is the review of related literature. The writer presents the theories

in writing this study. They are: review of related literature, framework thinking

and the hypotesis.

Chapter III is the methodology of the research. The writer presents the place

and the time of the research, research design, population and sample, variable,

research instrument,technique of data coolection, and technique of data analysis.

Chapter IV is the research finding and disscussion. The writer presents the

result of the students achievement in reading by using the group investigation.

Chapter V is the conclusions and suggestions. The writer presents the

conclusions and suggestions of the final project.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explains about the description of the review of related

literature. It consists of three sub sections. They are underlying theories,

framework thinking and hypotesis.

A. Underlying Theories

1. The Nature of Reading

a. The Definition of Reading

According to Bond, Pinker and Wasson (1979:3) (In Dewi

Ratnawati, 2006: 18) that in our world, reading more will provide more

information and it makes our knowledge become increasingly in great

numbers. Clark and Sandra (In Dewi Ratnawati, 2006: 18) define

reading as an active cognitive process of increasing with print and

monitor comprehension to establish meaning. Kennedy (1982:5) (In

Dewi Ratnawati, 2006:18) has argument that reading can be defined as

the ability of an individual to recognize a visual form; associate the

form with a sound and or meaning acquired in the cover and on the part

of experience, understands, and interprets its meaning.

Mary Lee Field (1997:6) (In Diar Kholisoh, 2010: 20) in his

book also said that reading is a powerful activity that confers

knowledge, insight and perspective on readers.

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According to the explanation above, we can conclude that

reading is a process to convey a message or information of printed or

written verbal symbol in order to get the meaning.

b. Reading Material

Reading text has been playing an important role in teaching and

learning in the classroom. For the teacher, a text is motivator, inspirator,

facilitator, as well as guidance. Teacher needs to have some particular

skill to select appropriate text for their students. They have to be able

to see whether the content, the language, and the difficulty level are on

line with instructional objectives stated in the English syllabus. There

are many criterion to select an appropriate text. They are:

1) Interesting

The content of the text interests the students’ interest. It means that

the content of the text which is selected should be interesting. An

interesting text can make students motivate to read it.

2) Authenticity of language

Authenticity of language means that the feature of language should

not be filtered out from language teaching purpose. To learn and to

read properly, student must, early on, learn to deal with all those

features of written English already described.

3) Variety of format, register and textual organization.

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Outside the EFL classroom, we may read letters, articles,

instruction, discourse, etc. Student should be exposed to this full

range.

In reading, communication happens between the writer and the

reader. The writer expresses his ideas pass through a text and the reader

get a message by reading a text. Althought that process looks easy, but

the students (the reader) often find some difficulties to comprehend

what the text means. Some factor which make the student can not

understand a text are as follows:

1) The writers’ language are not the same with the readers’ language.

2) The readers’ comprehension level are not the same with the

readers’ knowledge.

3) The writers’ complexities

4) The limited readers’ vocabulary mastery

c. The Type of Reading Activity

There are four type of reading activity. They are:

1) Skimming

“Skimming is a useful skill to be applied in reading” (Nuttal.

Christine, 1982:34) (In Dewi Ratnawati, 2006: 25). William says

that skimming is the ability to read a text quickly in order to find

the general idea or the gist of the text (William, 1986) (In Dewi

Ratnawati, 2006: 25). One reading type, by exploring the reading

text quickly; in orders the reader can take the main ideas. A

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skimming reader can take the main ideas quickly by collecting

words, phrases and main sentences.

There are many reasons of skimming reading:

a) To find a piece of special information in the paragraph,

quotation or reverence.

b) To take the main idea and the important items from the text

quickly.

c) To make the usage the time exactly, because the reader is

very busy and has no time.

By these techniques, a reader moves his eyes quickly over a text to

get the gist of it.

2) Scanning

“Scanning is the ability to read a text quickly in order to find

specific information” (William, 1986) (In Dewi Fatmawati,

2006:25). Scanning means a technique of flashback in careful way.

It has a goal to find the special information from the text. The

technique of scanning depends on some objectives or questions,

which has been determined in the beginning.

In other word, the writer can take a short conclusion that

scanning is used when we want to find a word, fact, data, name,

etc. Our eyes can observe the whole pages quickly to find out

something that we want, for instance, indexes, table of contents,

telephone book page or dictionary.

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The writer can take scanning to find an art or a next concept,

which the writer wants to read carefully. The ability in scanning is

very useful that the teacher has to teach it to the students.

(Burmeister, 1978:296) (In Dewi Ratnawati, 2006:26)

The writer concludes that scanning is a way of reading which

makes the readers quickly go through a text to find a particular

piece of information.

3) Extensive reading

In extensive reading, readers usually face a longer text. The

purpose of using different types of reading is for one’s own

pleasure. In reading, one needs a total understanding of the writing.

4) Intensive reading

Intensive reading is reading for detail. It usually has a shorter

text. A reader usually wants to get some specific information.

These different ways of reading are not mutually exclusive. For

example, one often skim through a passage to see what it is about

before deciding whether a particular paragraph is worth scanning

for the information he is looking for.

2. Teaching Reading to Junior High School Students

Teaching reading to Junior High School Students is different from

teaching reading to children because Junior High School students have

wider knowledge and skill than children. Different from the children

whom cognitive aspect have not developed yet, junior high school

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students have been able to use their cognitive aspect to help them in

learning something. Furthermore, junior high school students is also has a

great capacity to learn something.

A English teacher must choose some approaches, methods and

techniques which are related to the topic and curriculum. There are many

approaches, methods and techniques that can be used by the teacher to

teach reading. We can use one of the method as the strategy to teach

reading in junior high school but we have to remember that teenage

students haven’t adult yet so we have to choose an enjoyful teaching

method since junior high school students still like an enjoyful learning.

3. The Principles of Teaching Reading

According the principles for teaching of reading, William (1986)

(In Dewi Ratnawati, 2006: 29) makes a very good list called “Top Ten

Principles for Teaching Reading”. The principles are:

a. In the absence of interesting texts, very little is possible.

It is true that interest is important but it always happens that

finding our interesting texts for all students and preferably also for the

teacher is very difficult. It is the teacher’s task to use any aspect of the

text to arouse the students, interest.

b. The primary activity of a reading lesson should be learners reading

texts.

This principle is very important to remind the teacher who often

interrupts the students’ reading activity and mixes it with others.

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c. Growth in language ability as an essential part of the development of

reading ability.

This means that knowledge of language is necessary for learning

reading. Otherwise, the students will not develop. In fact, the

development of reading abilities and that of language knowledge are

interdependent.

d. Classroom procedure should reflect the purposeful, task-based,

interactive nature of real reading.

Teaching reading should encourage the students to have a purpose

when reading a text and make a dialogue with the writer through the

text in order to achieve their purpose. The students should become

active and positive readers.

e. Teachers must learn to be quiet: all too often, teachers interfere with

and so impede their learners’ reading development by being dominant

and by talking too much.

This principle reminds the teachers who dominate the reading

lesson by talking about the text to the students instead of asking them

to read it.

f. Exercise types should, as far as possible, approximate to cognitive

reality.

The main point here is the teacher should identify how an efficient

reader uses different skills for different purposes of reading, then

she/he makes the students aware of and develop their reading skills.

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g. A learner will not become a proficient reader simply by attending a

reading course or working through a reading textbook.

The time available for reading in the classroom is very limited and

not enough for developing the students’ reading skills. Therefore,

extensive must be encouraged.

h. A reader contributes meaning to a text

The students have to be trained to use their relevant background

knowledge efficiently when reading a text so that they do not only rely

on the printed stimuli.

i. Progress in reading requires learners to use their ears, as their eyes.

This principle encourages the teacher to ask the students to

manipulate the “Silent Supra-Segmental” in the text in order to

understand the text better.Therefore while the students are reading

silently, it might be useful for them to listen to their teacher reading

aloud or to the tape.

j. Using a text does not necessarily equal teaching reading.

This principle reminds the teacher that a text can be used for many

purposes, e.g. for teaching reading or vocabulary. Hence the text is not

used for teaching reading. The teacher must be aware of this and know

the difference between using a text for teaching reading and using a

text for other purpose.

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4. General Concept of Cooperative Learning

Cooperative learning is the instructional use of small group so that

students work together to maximize their own and each other’s learning

(Johnson & Johnson, 1993: 9). According to Jacobs coperative learning is

Principles and techniques for helping students work together more

effectively (Jacobs, Power, & Loh, 2002: 1).

Cooperative learning is more than having students work in group: it

is a fundamental shift from teacher as information provider and sole source

of truth, to teacher as facilitator. It involves the use of tasks whose

completion requires the combined efforts and skills of the individual group

members.

a) Cooperative Learning Principles.

There are eight principle of Cooperative Learning. They are:

1) Heterogeneous Grouping.

This principle means that the group in which students do

cooperative learning tasks are mixed on one or more of a number

of variables including sex, ethnicity, social class, religion,

personality, age, language proficiency, and diligence.

2) Collaborative Skills.

Collaborative skills, such as giving reasons, are those

needed to work with others. Students may lack these skills, the

language involved in using the skills, or the inclination to apply

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the skills. Most books and websites on cooperative learning urge

that collaborative skills be explicitly taught one at a time.

3) Group Autonomy.

This principle encourages students to look to themselves for

resources rather than relying solely on the teacher. When student

group are having difficulty, it is very tempting for teachers to

intervene either in a particular group or with the entire class. We

may sometimes want to resist this temptation, because as Roger

Johnson writes, “Teachers must trust the peer interaction to do

many of the things they have felt responsible for themselves.”

4) Simultaneous Interaction (Kagan, 1994:55).

In classrooms in which group activities are not used, the

normal interaction pattern is that of sequential interaction, in

which one person at a time – usually the teacher – speaks. In

contrast, when group activities are used, one student per group is

speaking. In a class of 40 divided into group of four, ten students

are speaking simultaneously, for example, 40 students divided

into 4 students per group = 10 students (1 per group) speaking at

the same time.

5) Equal Participation (Kagan, 1994:57).

A frequent problem in group is that one or two group

members dominate the group and, for whatever reason, impede

the participation of others. Cooperative learning offers many

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ways of promoting more equal participation among group

members.

6) Individual Accountability.

When we try to encourage individual accountability in

group, we hope that everyone will try to learn and to share their

knowledge and ideas with others.

7) Positive Interdependence.

This principle lies at the heart of Cooperative Learning.

When positive interdependence exists among members of a

group, they feel that what helps one member of the group helps

the other members and that what hurts one member of the group

hurts the other members. It is this “All for one, one for all”

feeling that leads group members to want to help each other, to

see that they share a common goal.

8) Cooperation as a Value.

This principle means that rather than cooperation being

only a way to learn, for example, the how of learning, cooperation

also becomes part of the content to be learned, such as, the what

of learning. This flows naturally from the most crucial

cooperative learning principle, positive interdependence.

Cooperation as a value involves taking the feeling of “All for one,

one for all” and expanding it beyond the small classroom group to

encompass the whole class, the whole school, on and on, bringing

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in increasingly greater numbers of people and other beings into

students’ circle of ones with whom to cooperate.

b) Example of Cooperative Learning Method.

There are a lot of kinds of teaching method which belongs to

cooperative learning method. They are STAD (Students Team

Academic Devision), TGT (Team Tag Turnament), Group

Investigation, Jigzaw, and so on.

5. Group Investigation

Group Investigation is one kind of cooperative learning model that

emphasizes the participation and activities of students to find their own

materials (information) lessons which will be learnt through the available

materials, for example from textbooks or students can search through the

internet. Students are involved from the planning, both in determining the

topics and how to learn through investigation. This cooperative learning

model requires the students to have good skills in communication and

group process skills. Group Investigation model trains students to

cultivate the ability to think independently. Active student involvement

can be seen starting from the first phase until the final stages of learning. 

In Group Investigation method there are three main concepts,

namely: research or enquiri, knowledge, and the dynamics of the learning

group, (Udin S. Winaputra, 2001:75). The research here is the dynamic

process of the students responded to the problem and solve the

problem. Knowledge is the student learning experience obtained either

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directly or indirectly. While the dynamics of the group shows depicting a

group atmosphere interact with each other involving a variety of ideas,

opinions and exchange their experiences through the process of arguing

with each other. 

Slavin (1995) and Siti Maesaroh (2005:28), suggests the important

things to do the Group Investigation method, such as: 

a) Requires capability group. 

In the work on each task, each group member should have the

opportunity to contribute.In the investigation, students can seek

information from a variety of information from inside and outside

class. Then, students gather the information given from each member

to work on the worksheet.

b) Cooperative plan. 

Students are jointly investigating their problems, which sources

they need, who is doing what, and how they will present their projects

in class.

c) Role of teachers. 

The teacher provides resources and facilitates the learning. He

rotates among group and help students to organize their work and help

them when students find difficulty in group interaction.

The teachers who use the Group Investigation method generally

divide the class into group of 5 to 6 students with characteristics that

are heterogeneous, (Trianto, 2007:59). Distribution group can also be

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based on pleasure friends or common interests of a particular topic.

Furthermore, students choose a topic for investigation, conduct in-

depth investigation of topics that have been selected, then prepare and

present its report to the class. 

6. The Implementation of Group Investigation

In the Group Investigation Teaching Technique, the students work

through six stages. The teachers need to adapt the guideliness about that

stages and their components so that Group Investigation can run well.

The six stages of Group Investigation are:

a) First stages: Identify the topic and arrange the group.

This stage is directed to the problem setting. Teacher will

presents a series of problems or issues (e.g. understanding of

geography, economy and culture of South America) and the students

identify and choose a variety of subtopics to be studied, based on their

interests and backgrounds. This phase begins with cooperative

planning involving the entire class, which can be described as follows:

1) Teachers present a problem to the whole class and ask "What do

you want to know about this problem?" Each student gives

questions about aspects of the problem which they want to be

investigated.

2) The students are gathered in the discussion, write down all ideas

and then report it to the entire class. Brief discussion of the class

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will produce a list of proposals with the subtopics that will be the

subject of investigation. 

3) Planning begins with each student write proposals, and is

continued in group of two to four and even eight-member

students. At each stage, the group members compare their lists,

eliminating the same proposal, and compile a list of the

same. This final list represents the interests of all members. 

The next step is to make all these proposals can be owned by the

whole class. Teachers or students can do this by writing the entire

proposal on the blackboard or printed on paper and hung on the wall,

or they can also make copies and distribute them to each student.

After all students have proposed a list of all persons, the members of

the class will be classified into several categories. This step can be

done by using one of three new methods described.  For example, if

the class is studying about South America, different group may have

chosen a different country, or one group may have chosen the physical

geography of South America, other group chose the natural resources,

and so on. 

Participation at this stage makes the students can express their

interest in each other and exchange ideas and opinions with their

classmates. It is important for teachers to allow the students to

determine the subject investigation without rejecting the ideas of

students. The Implementation of this initial phase of the plan shows

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that the group learning process is based on the needs and experiences

of the individual members of the group. It would be better if two

classes investigate the same general topic and different subtopic which

reflect the interest of whole group’ members in each class. 

In the final step of this phase, the subtopic is presented to the entire

class, usually on the board. Then, the group is formed based on

student interest, each student joined a group to study the subtopics of

their own choice. Teachers may make limitation of the number of

members in one group. If a particular subtopic is very popular, two

group could be formed to investigate it. Because of differences in

needs and interests of group members, each of the two group will

produce a unique work, although the subtopic is same. 

b) Second stage: Planning an investigation in the group 

After following their research group, the students turn their

attention to the subtopic of their choice. At this stage, the group

members determine which aspects of each subtopic (one by one or in

pairs) will be investigated. As a result, each group should formulate a

problem that can be researched, decides how to carry it out, and

determine which sources will be needed to conduct those

investigations. 

Many group find out that it will very useful if they fill out an

activity sheet containing questions relevant to this planning stage. The

activity sheet may be shaped like this:

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OUR RESEARCH TOPICS : 

MEMBER GROUP : (the names) 

WHAT WE WANT INVESTIGATION : ? 

WHAT ARE THE SOURCES ARE WE : ?

 HOW WE SPLIT THE JOB : ? 

Teachers can attach an authenticated photocopy of the worksheet

for each group in order to display graphical evidence that the class is a

"group of group." Each student contributes to small group

investigation of the investigation group, and each group contributes to

the whole class learning on a larger unit.

c) Third stage: Conducting investigations 

In this stage each group carry out the plan which has been

formulated previously. Usually, this stage spends a lot of

time. Although students may be given a time limit workmanship, but

the exact number of sessions they need to complete their

investigations can not be counted.  The teachers should seek various

ways to enable a group project run well until the investigation is

completed or at least until most of the work is completed. 

During this stage, the students, one by one or in pairs, collect,

analyze, and evaluate information, making conclusions, and apply

new knowledge into their part to create a resolution of the problem

which is investigated. Each student investigates some aspects that

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interest them, and gives contribution one part that is needed to create a

"whole group". 

When individuals or couples have completed their portion of the

group task, the group will gather again and its members share their

knowledge. The group may select one member to record their

conclusions, or each member may present a written summary of their

findings.  

d) Fourth stage: Final report preparation. 

This stage is the transition of the stage of data collection and

clarification to the stage where the whole group report the results of

their investigation to the whole class. In this stage, each group

prepares their final presentation that will be presented on the next

stage.

The teacher will ask each group to choose one person in each

group to become as steering committee. The steering committee will

help each group in organizing the presentation including setting the

time in which they will do a final presentation.

The teacher plays as advisor at this stage. The teacher will give

some advice to each group in preparing their presentation. Sometimes,

the teacher gives a help to a group which still confuse or don’t

understand about the final report presentation.

e) Fifth stage: Presenting the final report 

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Now each group prepares to present their final report to the

class. At this stage, they regrouped and returned to the class as a

whole. The students who will make a presentation must fill that role

which is considered as the new role for them. They should be able to

overcome not only the demands of the task and procedure-idea-but

also must be able to overcome the organizational problems associated

with the coordination of all work and planning, and do a

presentation. The following guidelines have been proven to be able to

help: 

Talk concisely and clearly when giving the opening to the

classroom, but convey a lesson as little as possible. 

Use the blackboard to illustrate the concepts. 

Use audio-visual equipment, such as overhead projector.

Perform a formal debate in the classroom if necessary. 

Consider showing some portion of the task, or simulate certain

events. 

Consider the quiz programs as a way to attract listeners. 

Consider to view pictures, paintings or photographs to turn the

presentation. 

f) Sixth stage: Evaluation of achievement 

Group investigation challenges the teachers to use innovative

approaches in assessing what students have learned. In traditional

classroom teaching, all students are expected to learn the same

26

material and mastered the concept of a similar series. The way they

show their understanding of the subject being taught is also relatively

similar. In the group investigation, teachers have to evaluate the

highest thoughts on the subject which students learn - how they

investigate certain aspects of the subject, how they apply their

knowledge to solve a new problems, how they make conclusions from

what they learned in discussing questions that require analysis and

research and so on. This kind of evaluation is best done through a

cumulative view of the results of individual work during the entire

investigation project. 

B. Framework Thinking

Based on the theoretical basis and background of study, the writer draws

some logical frameworks as follows:

1. One of the determinant factors in the success of the learning process and

learning achievement targets is the use of appropriate teaching technique.

2. Not all teaching technique can help students to achieve goals. Good

teaching involves skills in determining the appropriate teaching technique.

3. One of the teaching technique is Group Investigation. The Group

Investigation can make students active in learning, the students given

opportunity to learn language through a group and given opportunity to

choose the subject matter thatthey want to learn.

C. Research Hypothesis

27

Hypothesis is a temporary answer of research problem till it’s

proved through data collection (Arikunto, 2006:71). Based on review related

literature, the writer determines the hypothesis of the research as:

H0 : “Group Investigation Teaching Technique gives no effect to the

reading achievement of second year Junior High School Student.”

H1 : “Group Investigation Teaching Technique gives a positive effect to

reading achievement of second year Junior High School Students.”

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter explains about the research methodology. It is devided into

seven sub sections. They are place and time of the research, population, sample,

variable, technique of collecting data, research instrument and technique of

analyzing data.

A. Reseach Design

This study is experimental research. Experimental research is a method of

research which examines the relationship between two variables or more. In this

research, the writer does a manipulation or treatment toward the independent

variable.

The writer uses two group design as the research design. Two group

design is a research method which uses two classes or group in which the first

group plays as experimental group and the other plays as control group.

Experimental group is a group which is taught using group investigation

teaching technique, while control group is a group which isn’t taught using group

investigation teaching technique.

B. Research Setting

This research is taken place at SMP N 1 Kedungwuni on the second year

students in the academic year 2010 – 2011.

29

C. Population

Population refers to the entire group of people, events, or things of interest

that the researcher wishes to investigate (Sekaran, 2000:56). The writer takes all

of the second year students of SMP N 1 Kedungwuni in the academic year 2010 –

2011 as the population of the research. All of the second year students of SMP N

1 Kedungwuni consist of 185 students which is divided into 6 classes; those are

VIII A, VIII B, VIII C, VIII D, VIII E, and VIII F.

D. Sample

“The sample of research is part of some research or representation from

population of research” (Arikunto, 2006: 131). The samples is taken from the

population. The writer takes two classes as samples, and 30 students in each class

are chosen as sample by using random sampling technique.

30 students for the first group as experimental group (students who

are taught by using Group Investigation).

30 students for the second group as control group (students who are

not taught by using Group Investigation).

E. Variable

“Variable is individual characteristic, object, indication, event that can be

measured quantitively or qualitatively” (Sudjana, 2008: 23). The research reveals

relation between two variables; they are independent variable and dependent

variable.

30

The independent variable in this research is the implementation of Group

Investigation teaching technique, while the dependent variable is the

students’grammar achievement.

F. Technique of Collecting Data

The technique of collecting data that is used in this research is multiple

choice test. The test consists of 30 grammar multiple choice item with 4 options

a, b, c, or d. Each of correct answer will be given 1 point and each of wrong

answer will be given 0 point.

G. Research Instrument

1. Type of instrument

In order to get the data about the effectiveness of using group

investigation teaching method toward students grammar achievement at

second grade students of Junior High School, the writer decides to use test

as the type of the instrument of this research. “A test in simple terms ia a

method of measuring a person’s ability, knowledge, or performance in a

given domain” (Brown, 2004:3). In this research, the writer uses multiple

choice test as the instrument of the research which consist of 30 multiple

choice items.

2. Technique of Trial Instrument

An instrument can be said as a good instrument if it is valid and

reliable. Therefore the writer have to check the validity of the test and the

reliability of the test.

31

a) Validity of the test

“Validity is a standard or criteria that shows whether the

instrument is valid or not”, (Arikunto, 2006: 168). A test or an

instrument can be considered valid when it measures what it is

intended to measures.

A good research is a research that has valid data. Therefore, the

writer needs a validity test in order to check wether the data which has

got is valid or not.In this research, the writer uses Pearson product

moment formula as validity test. The Pearson product moment

formula is as follow:

rxy =

N ∑ xy−∑ x∑ y

√ {N .∑ x2−(∑ x)2} {N .∑ y2−(∑ y )2}

Where:

r xy= coefficient of correlation between variable X and Y

(2 variable which are correlation)

N = number of respondent

X = the score of experiment test

Y = the score of other test as criterion

XY = number of product from variable X and Y

32

Table 1: Score of the Instrument Validity

No Nama X Y X2 Y2 XY1 Andy Ahmad Pahlevi 7,33 7 53,7289 49 51,312 Aqmarina Hilya Dienana 7,67 7,33 58,8289 53,7289 56,22113 Arinal Husna 7,33 7 53,7289 49 51,314 Ayu Lestari 7,67 8 58,8289 64 61,365 Ayu Milatina Asti 7,67 7 58,8289 49 53,696 Cahyo Eko Anggoro 6 5 36 25 307 Deny Pratama 7 7,33 49 53,7289 51,318 Dewi Aisyah 7 6 49 36 429 Dian Lustantiningsih 8 7 64 49 5610 Dita Suangki 7 6 49 36 4211 Dofi Faringga 6 5 36 25 3012 Evi Dianah 6 6,67 36 44,4889 40,0213 Farikha Qonita 7,33 7,67 53,7289 58,8289 56,221114 Fatkhunnada 7,33 7,67 53,7289 58,8289 56,221115 Firdaus 8 7 64 49 5616 Irohmawati 7,33 7 53,7289 49 51,3117 Karimah Tri Larasati 7,33 7 53,7289 49 51,3118 Kartika Dyah P 7 6,33 49 40,0689 44,3119 Khairul Imam 6 5,33 36 28,4089 31,9820 Lilis Sri Hartati 7 7,33 49 53,7289 51,3121 Lukman Indra Setiawan 7 6 49 36 4222 M. Fikri Zaidi Taqwa 7,33 7 53,7289 49 51,3123 M. Yusril Syaiful Amin 7,67 7 58,8289 49 53,6924 Masdiana Safitri 8 6,33 64 40,0689 50,6425 Mukti Wibowo 7 6,67 49 44,4889 46,6926 Nalbas Suny Lazuardi 8 7 64 49 5627 Nizar Zulmi 7 6 49 36 4228 Nurul Fatimah 7 7 49 49 4929 Nur Hidayah 6,67 6,33 44,4889 40,0689 42,221130 Nurul Fatimah 7 6 49 36 42

  ∑ 214,66 199,99 1545,9071349,43

8 1439,434

33

rxy =

N ∑ xy−∑ x∑ y

√ {N .∑ x2−(∑ x )2}{N .∑ y2−(∑ y )2}

= 30 x 1439,434−(214,66 )(199,99)

√{¿¿¿

= 43183,032−42929,85

√{ (46377,204−46078,92 )(40483,137−39996)

= 253,1786

√(298,2884 )(487,1369)

= 253,1786√145307,3

= 253,1786381,1919

= 0,664176

From the computation above, we find that the r-test value is

0,664176 then the level of significant 5%, we found that r-table

with N= 30 is 0,361, so r-test is higher than the r-table (0,664176 >

0,361). It can be said that the test is valid.

b) Reliability of the test

Reliability of the test is the stability of the test scores when the

test is used (Arikunto, 2006: 178). To measure the reliability of the

test; the writer uses the formula of Spearman -Brown. That is:

r11 =

2 xr 12

12

(1+r 12

12)

34

Where:

r11 = the reliability of the instruments.

r 12

12 = Index correlation between two-half instruments.

Table 2: Score of the Instrument Reliability

No NameSCOR

E X Y x2 y2 xy1 Andy Ahmad Pahlevi 22 12 10 144 100 1202 Aqmarina Hilya Dienana 23 12 11 144 121 1323 Arinal Husna 22 11 11 121 121 1214 Ayu Lestari 23 12 11 144 121 1325 Ayu Milatina Asti 23 11 12 121 144 1326 Cahyo Eko Anggoro 18 9 9 81 81 817 Deny Pratama 21 11 10 121 100 1108 Dewi Aisyah 20 10 10 100 100 1009 Dian Lustantiningsih 24 12 12 144 144 14410 Dita Suangki 21 10 11 100 121 11011 Dofi Faringga 18 9 9 81 81 8112 Evi Dianah 18 9 9 81 81 8113 Farikha Qonita 22 11 11 121 121 12114 Fatkhunnada 22 11 11 121 121 12115 Firdaus 24 12 12 144 144 14416 Irohmawati 22 10 12 100 144 12017 Karimah Tri Larasati 22 10 12 100 144 12018 Kartika Dyah P 21 10 11 100 121 11019 Khairul Imam 18 9 9 81 81 8120 Lilis Sri Hartati 21 10 11 100 121 11021 Lukman Indra Setiawan 21 12 9 144 81 10822 M. Fikri Zaidi Taqwa 22 11 11 121 121 12123 M. Yusril Syaiful Amin 22 11 11 121 121 12124 Masdiana Safitri 24 10 14 100 196 14025 Mukti Wibowo 21 11 10 121 100 11026 Nalbas Suny Lazuardi 24 12 12 144 144 14427 Nizar Zulmi 19 10 9 100 81 9028 Nurul Fatimah 21 11 10 121 100 11029 Nur Hidayah 20 10 10 100 100 10030 Nurul Fatimah 21 10 11 100 121 110

35

∑ 640 319 3213421 3477 3425

N = 30 ∑X2 = 3421 ∑XY = 3425

∑X = 319 ∑Y2 = 3477 ∑Y = 321

r xy= N∑ XY−¿¿¿

= 30 x 3425−(319 )(321)

√{¿¿¿

= 102750−102399

√(102630−101761 )(104310−103041)

= 351

√( 869 )(1269)

= 351

√1102761

= 351

1050,1245

= 0,334246

r11 =

2 .r 12

12

(1+r 12

12)

= 2(0,334246)1+0,334246

= 0,6684921,334246

= 0,501026

36

From the results above, we find that the r-test value is 0,501026 after

the consult with the level of significant 5%, we found that r-table is 0,361, we

can see that r- test is higher than of the r-table (0,501026 > 0,361) so there is

a significant correlation between the X as the first-half score and Y as two-

half score. This means that the test is reliable.

H. Technique of Analyzing Data

Data of this research was taken by giving English reading test to the two

group of samples: group one and group two. The writer uses statistic formula t-

test to analyze the data. The formula t-test is obtained by :

1. Look for the Mean

X = x1

n

Notes:

X= mean

x1 = total score

n = number of sample

2. Look for the Median

Median is the middle score of the data from the research.

3. Look for the Modus

Modus is score of the data which often appear.

4. Look for the Deviation standard

SD = √∑ ¿¿¿¿¿

37

Notes:

SD = Deviation Standard

(X1 – X) = Deviation of Quadrant meant

5. Look for the Deviation Standard Combination

S = (n1−1)s12+¿¿

Notes:

S1 = Deviation standard of group 1

S2 = Deviation standard of group 2

n1 = number of sample of group 1

n2 = number of sample of group 2

6. Look for t- test (to)

t = x 1−x 2

S √ 1n 1

+ 1n 2

Notes:

S = Varian

X 1 = mean of group 1

X 2 = mean of group 2

n1 = number of sample of group 1

n2 = number of sample of group 2

If the data’s have been tested by t-test and the result has been consulate to

the table, it can be known whether the hypothesis is accepted or refused.

Hypothesis of research is accepted if t-test is higher than t-table and it means that

null hypothesis is refused.

38

In this research, the hypotheses are:

H1 = Research hypothesis

H0 = Null hypothesis

I. Finding Interpretation

The writer gets the data analysis of this research is tested by t-test, for

testing the differences between two group. If the result of t-test is higher than

the t-table, null hyphothesis (H0) is refused, while the research hyphothesis is

accepted. It means that there is a significant difference between two group.

39

CHAPTER IV

FINDING INTERPRETATION

A. Discription of the Data

The data are obtained through multiple choice test. The number of

the test is 30 items with 4 options a, b, c, and d. It needs 80 minutes to do.

This research purpose is to determine the extent to which the use of

group investigation influence on students reading achievement at SMP N 1

Kedungwuni in academic year 2010/2011.

The tests are given to group of samples which have been divided into

two group. Each group consists of 30 students. Group I is the experiment

group that is taught by using a group investigation. Group II is the control

group which is not taught by using the group investigation.

In this research, the writer uses t-test formula to answer the problem

formulation and to find out whether the hypothesis is received or not. This is

chosen in order to identify significant differences between two group of

research samples. After finished the research, the writer obtain many data as

follows:

40

Tabel 3. The score of the students who is taught by Group Investigation

(GROUP 1)

No Nama Siswa Score1 Abid Khoirul Anam 7,332 Akhrom Hasan 8,673 Ariyall Hikam Pratama 74 Ayu Aminy 8,675 Dewi Nurrohmah 8,676 Dyah Syifa Herawati 7,337 Firda Silviana 88 Gilang Syarif Hamim Mujahid 89 Hana Putri Maula 810 Iga Busang Wijaya 811 Intan Nia Nofita 7,6712 Irhas Maulana 7,6713 Kartika Dewi 914 Lailul Maskanah 7,3315 Lintang Dina Syafiera 7,3316 Luli Bibah Amalia 717 M. Darmawan Hardianto 7,3318 M. Hafidh Syafian 8,3319 M. Rifqi Ramadhani 6,3320 Maharani 8,6721 Mailina Al Husna 7,3322 Medianto 723 Mohammad Syahrul Himawan 724 Muh. Anggi Irawan 6,6725 Nadia Eka Indrianing 626 Nely Rizqiyah 6,6727 Nisfah 6,6728 Nofa Isnan Hadi 729 Nur Hidayah 630 Nurul Falah 6,67  ∑ 223,34

41

Tabel 4. The score of the students who isn’t taught by Group

Investigation (GROUP 2)

No Nama Siswa Score1 A. Arifin 72 Ahmad Turrohim 5,333 Ainun Najib 84 Ana Istikharoh 7,675 Angga Prasetya Putra 66 Armand Esa Mahendra 6,677 Atabika Ilmi 7,678 Ata Riskiana 7,679 Chaerul Umam 7,3310 Dina Diana 7,3311 Dwi Anggoro Putro 7,3312 Enno Farrisafina Shafira 713 Fitria Febryana 714 Fitria Rakhmi Setiyani 8,3315 Hammadillah Sofyan 716 Heni Sulistianingrum 6,6717 Hemi Nugroho 618 Hilda Meliana 6,6719 Ike Izmy Fatmala 7,6720 Khissiyyatunnisa 6,6721 M. Ali Shofi 622 M. Izzul Islam 623 M. Subchan Nitama 624 M. Nurul Hazmi 6,6725 M. Yusuf Bachtiar 626 Maudy Wihelmina 7,6727 Maulida Rachmayani 6,3328 Moh. Rosul Rohbi 629 M. Radifan Aldiansyah 630 Novita Aryani P 8  ∑ 205,68

42

B. Technique of Data Analysis

To simplify in computing data analysis, the writer makes a table of

preparation as follows:

Tabel 5. List of Data of the student who are taught by Group Investigation.

No Nama SiswaNilai

Variabel(X)

Nilai Variabel(X-X1)

Nilai Variabel(X-X1)2

1 Abid Khoirul Anam 7,33 -0,11 0,012 Akhrom Hasan 8,67 1,23 1,513 Ariyall Hikam Pratama 7 -0,44 0,194 Ayu Aminy 8,67 1,23 1,515 Dewi Nurrohmah 8,67 1,23 1,516 Dyah Syifa Herawati 7,33 -0,11 0,017 Firda Silviana 8 0,56 0,318 Gilang Syarif Hamim Mujahid 8 0,56 0,319 Hana Putri Maula 8 0,56 0,3110 Iga Busang Wijaya 8 0,56 0,3111 Intan Nia Nofita 7,67 0,23 0,0512 Irhas Maulana 7,67 0,23 0,0513 Kartika Dewi 9 1,56 2,4314 Lailul Maskanah 7,33 -0,11 0,0115 Lintang Dina Syafiera 7,33 -0,11 0,0116 Luli Bibah Amalia 7 -0,44 0,1917 M. Darmawan Hardianto 7,33 -0,11 0,0118 M. Hafidh Syafian 8,33 0,89 0,7919 M. Rifqi Ramadhani 6,33 -1,11 1,2320 Maharani 8,67 1,23 1,5121 Mailina Al Husna 7,33 -0,11 0,0122 Medianto 7 -0,44 0,1923 Mohammad Syahrul Himawan 7 -0,44 0,1924 Muh. Anggi Irawan 6,67 -0,77 0,5925 Nadia Eka Indrianing 6 -1,44 2,0726 Nely Rizqiyah 6,67 -0,77 0,5927 Nisfah 6,67 -0,77 0,5928 Nofa Isnan Hadi 7 -0,44 0,1929 Nur Hidayah 6 -1,44 2,0730 Nurul Falah 6,67 -0,77 0,59  ∑ 223,34   19,43

43

Tabel 6. List of Data of the students who are not taught by Group

Investigation.

No Nama SiswaNilai

VariabelX

Nilai Variabe

l(X – X2)

Nilai Variabel(X-X2)2

1 A. Arifin 7 0,14 0,022 Ahmad Turrohim 5,33 -1,53 2,343 Ainun Najib 8 1,14 1,304 Ana Istikharoh 7,67 0,81 0,665 Angga Prasetya Putra 6 -0,86 0,746 Armand Esa Mahendra 6,67 -0,19 0,047 Atabika Ilmi 7,67 0,81 0,668 Ata Riskiana 7,67 0,81 0,669 Chaerul Umam 7,33 0,47 0,2210 Dina Diana 7,33 0,47 0,2211 Dwi Anggoro Putro 7,33 0,47 0,2212 Enno Farrisafina Shafira 7 0,14 0,0213 Fitria Febryana 7 0,14 0,0214 Fitria Rakhmi Setiyani 8,33 1,47 2,1615 Hammadillah Sofyan 7 0,14 0,0216 Heni Sulistianingrum 6,67 -0,19 0,0417 Hemi Nugroho 6 -0,86 0,7418 Hilda Meliana 6,67 -0,19 0,0419 Ike Izmy Fatmala 7,67 0,81 0,6620 Khissiyyatunnisa 6,67 -0,19 0,0421 M. Ali Shofi 6 -0,86 0,7422 M. Izzul Islam 6 -0,86 0,7423 M. Subchan Nitama 6 -0,86 0,7424 M. Nurul Hazmi 6,67 -0,19 0,0425 M. Yusuf Bachtiar 6 -0,86 0,7426 Maudy Wihelmina 7,67 0,81 0,6627 Maulida Rachmayani 6,33 -0,53 0,2828 Moh. Rosul Rohbi 6 -0,86 0,7429 M. Radifan Aldiansyah 6 -0,86 0,7430 Novita Aryani P 8 1,14 1,30  ∑ 205,68 17,50

44

From the data above and formulas of data analysis, the writer starts to search:

A. The group who are taught by using the Group Investigation

1. Computing Mean

X =

∑ XN

= 223,34

30

= 7,442. Computing Median

Me = 7,33+7,33

2

= 7,333. Computing Modus

From the data in above modus are 7,33

4. Computing Standard Deviation

SD = √∑ ¿¿¿¿

= √ 19,4330−1

= √ 19,4329

= √0,67

SD = 0,825. Variants (S2)

S12 = SD2

= 0,82 2

45

= 0,67B. The group who are not taught by using Group Investigation

1. Computing Mean

X = ∑ XN

= 205,6830

= 6,862. Computing Median

Me = 6,67+70

2

= 6,843. Computing Modus

From data in above the modus is 6

4. Computing Standard Deviation

SD = √∑¿¿¿

= √ 17,5030−1

= √ 17,5029

= √0,6

= 0,785. Variant (S2)

S22 = SD2

= 0,782

46

= 0,6A. Computing the Combination of Variants

S2 = ( N1−1 ) S 12+¿¿ = (30−1 ) 0,67+(30−1 ) 0,630+30−2

= 19,43+17,5058

= 36,9358

= 0,64S = √0,64 = 0, 8Table 7: Summary of the result of reading test

No Sample N Rs X Me Mo S2 SD

1. Group I 30 9 – 6 7,44 7,3 7,33 0,67 0,82

2. Group II 30 8,33 – 5,33 6,86 6,84 6 0,6 0,78

Note

N : Number of sample

Rs : Range of Score

Me : Median

X : Mean

Mo : Modus

S2 : Variants

47

SD : Standard Deviation

From the data in above, the next it is tested with using t-test.

t = x 1−x 2

S √ 1n1

+ 1n 2

= 7,44−6,86

0,8√ 130

+ 130

= 0,59

0,8√ 230

= 0,59

0,8 x0,26

= 0,590,21

= 2,86

The result of t-test is 2,86

C. Descusion of Analysis Data

After counting the t-test above, the writer finds out that the result of t-test

is 2,86. On the other hand, by look up on the t-table with 5% significant level and

58 degree of freedom, the writer finds out that the t-table is 1,645. 58 degree of

freedom is obtained from using (n1+n2) - 2 formula. So, (n1+n2) – 2 = (30+30) – 2

= 58. If the writer compares the t-test result with 5 % significant level and 58

degree of freedom in t-tabel, the writer will find out that the t-test result is higher

than the t-table (2,86 > 1,645). Because the t-test is higher than the t-table, the

writer can conclude that null hyphothesis(H0) is refused and the alternative

48

hyphothesis (H1) is accepted. It means that there is a significant effect between the

first group and the second group.

So, the writer can conclude that teaching English using Group

Investigation technique gives a possitive effect toward students’ reading

achievement on eighth year students of SMP N 1 Kedungwuni in academic year

2010/2011

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the study on the eighth year student of SMP N 1

Kedungwuni in academic year 2010/2011, the writer obtains many data such as;

validity of test item = 0, 664, reliability of test item = 0,501, the mean of Group 1

= 7,44, the mean of Group II = 6,84, and t-test = 2,86.

Connected with the test item, the writer finds out that the validity of the

test item value is 0,664. At 5% significant of r-table is 0,361. If the writer

compares the validity of the test item value with the r-table one, the writer finds

out that validity of the test item value is higher than the r-table one (0,664 >

0,361). It means that the test item which is used is valid. The writer also finds out

that reliability of the test item is 0,501 and at 5 % significant of r-table value is 0,

361. From this data, we can conclude that reliability of the test item is higher that

the r-table one (0,501 > 0,361). It means that the test item is reliable.

From statistical computation, the result of t- test is 2,86, the writer

compares it to t – table with 5% significant level value which is 1,645. Because

the result of the t – test is higher than t – table (2,86 > 1,645), so the null

hypothesis (H0) is refused and the alternative hypothesis (H1) is accepted.

So the students’ achievements who are taught by using group investigation

is better than students who are not taught by using the group investigation.

50

B. Suggestion

After doing the research, the writer has some suggestions as follows:

1. The teacher should be creative in teaching English because creativity can

help the teacher to apply many different methods whenever they teach in

order to make an enjoyful learning for the student and the teacher.

2. Teacher should have wider knowledge about how to teach English because

there are many model of teaching which can be applied to the class

recently.

3. Teacher should make an enjoyful teaching learning process. An enjoyful

teaching learning process can motivate the student to study hard.

4. The teacher should find solution to maximize learning in applying group

investigation technique because group investigation has a problem in how

to make each students of the group have his own job and do it honestly.

5. The teacher should motivate his students in learning English; therefore the

students will improve their competence in English. The teacher gives

exercise for them to be actively in facing the material.

6. In teaching process, the teacher should be able to select the appropriate

model, thus, the students will get goals effectively.

51

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