proposal tino

8/6/2019 Proposal Tino

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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


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Background of the studyEnglish 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


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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. Because of the lack

of vocabulary and structure, they do not have good

abilities in comprehending a reading text. They are

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 a 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.


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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 of techniques, teachers should be more

creative in order to overcome the problems in 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 research problem that the writer found out in

English teaching and learning process was that 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 overcomethe problem.

Research Question


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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 studyThe 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 studyThe 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 usedReading 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).


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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).


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Review of literature

y Reading ComprehensionDavid 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 bottom-

up 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 material. This statement is supported by

Harris and Sipay (1980:179), who say that 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.


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y Group discussionGroup 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.

y Small Group Discussion.By dividing the class into groups the proportion of

each students responsibility to the group increases

dramatically. It is possible for students to help one

another and learn from one another. As what 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.


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Learners are thus encouraged to be creative and

communicative with the language often doing so in small-

group 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


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into small group discussion each of which discusses,

analyses, and eventually solves the problems. These

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.

y 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 giving instruction and directing. Both the

teacher and the students take their own roles in the

activity. According to Holden (1981) states that:

Normally, the students will work in groups during the

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.


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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 students when they work together.

Furthermore, Byrne (1980: 147) states tat: the groups

should be formed by the teacher and should include of

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.

y Choosing group leadersNormally, 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, andd.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.


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y Seating ArrangementThe aspect of seating arrangement is necessary to be

considered in order to have a comfortable setting of

classroom. In practice, seating arrangement very 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 RoleIn 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 toolong;

3.Set up routine, so that students accept the idea ofworking in groups and know what to do.

y The Students Role


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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.

y 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.

y 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.


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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 teacher-

centered 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.

y The application of small group discussion in teachingreading 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


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Have one student in each group write down theimportant points as they emerge from discussion by

group members

Allow the groups to discuss they respective topics atleast ten minutes

When groups members have finished their discussion,they should elect a spokesman to report on group

collective thoughts to the entire class

After she or he gives a short presentation, classmembers should ask question or any one in group

viewpoints expressed.

Follow some procedures with the remaining all groupedhave given their presentation.


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Methodology

Research design

In doing this research, the writer will use

quantitative research. The design is true 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 Treatment Post-test

T1 X T2

1.Administer T1 the pre-test, to measure the mean of thereading that test of the single group before expose to

new teaching method

2.Expose subject to x, the new teaching method, for agiven period of time

3.Administer t2 the post-test to measure the meaning ofreading comprehension after to x. compare t1 and T2 to

determine what differences, if any, the exposure to xhas made

4.Apply an appropriate statistical test to determinewhether the difference is significance or not


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The design above means that he teacher gives them pre-

test before using the treatment, then gives them post-test

after using the treatment.

Population and sampleA 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.

InstrumentThe 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 based on the material which given to the

students.

Research procedure

1.Choosing one class that is the first year students assample

2.Giving Pre-test before teaching3.Teaching reading by using group discussion technique4.Giving post test5.Organizing the data6.Making conclusion.


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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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Bibliography

Clark,L.H and Starr,L.S. 1981.secondary and Middle School

Teaching Methods. New york:mc milan Publisher Co.Inc

Hatch, E. H. and Farhaday. 1982. Research Design And Statistics

for applied Linguistics. Rowley: Newbury House

Publlisher.

Kennedy, E C. 1981. method in Teaching Developing

reading.(). West Virginia University. Illinois.

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


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