RESECH OF THESIS

THE INFLUENCE OF DISCUSSION TECHNIQUE TOWARDS THE STUDENTS READING ABILITY AT THE EIGHTH GRADE STUDENTS OF SMPN 20 TELUK KEMBANG JAMBU KABUPATEN TEBO

Written by: NUR ALI NIM: 090386

TARBIYAH FACULTY ENGLISH DEPARTMENT THE STATE FOR ISLAMIC STUDIES SULTHAN THAHA SAIFUDDIN JAMBI 2012

CHAPTER I INTRODUCTION A. The Background of Study Language is a means of communication. Therefore the mastering of English is something which is very essential for everybody who wants to increase his or her knowledge and technology. English is an international language, almost people from all over the world use English for their communication that is why English is very important language. People use the language to express their emotions, feelings, and ideas. No one will be able to communicate internationally without using English since almost of scientific books are written in English. For that reason in Indonesia, English is the foreign language taught at the formal schools. Furthermore, the teaching of the language starts from the kindergarten. English as a subject matter in school covers the four basic language skill: reading, speaking, writing and listening. In every subject, students learning activities involve reading. Reading is one of the complex ways in learning English. It is kind of activity to comprehend the writers idea or the way the writer communicates with the readers by way of the written or printed words. Reading is important for everybody in order to cope with new knowledge in the changing world of technological age. The reading skill becomes very important in education field, students need to be exercised and trained in order to have a good reading skill. Reading is also something crucial and indispensable for the students, because the success of their study defends on the greater of their ability to read. If their reading is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have good ability in reading, they will have a better chance to success in their study. Reading is the process of constructing meaning trough dynamic interaction among readers in written language, in line with the reading situation. It is clear that, reading is an important activity in any language class, not only as the source of information and pleasure but also as a means of consolidating and extending ones knowledge of a language.
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Reading is the most emphasized in English teaching and learning process, quite simply, without solid reading second language readers cannot perform at levels they must succeed in reading. Thus, reading is not passive but rather an active process, involving the reader in ongoing interaction with the text .Furthermore; reading constantly involves guessing, predicting, checking and comprehending. Reading is form of non verbal communication. Reading enables students to understand and comprehend language through form like text passage. But some students thought that reading is perhaps the most difficulty language skill to learn. However, in Indonesia the difficulties in mastering English are influenced by many factors, one of them is reading. Teaching reading for junior high school students must be differed from children in elementary school because of their different characteristic of psychological background. Peer approvals maybe considerably more important for the student than the attention of the teacher which, for younger children is so crucial. It is important for considering their classmates as the motivation in deep learning of improving teaching learning process of reading. Students must be encouraged to respond the text and situation with their own thoughts and experience, rather than just answering question and doing abstract activities. English teacher must give them tasks which they are able to do, rather than humiliating risk As we know the four skill of language consist of reading, listening, speaking and writing which should be learned by students. Those language skill are found in school curriculum. The curriculum of junior high school states that learning English in junior high school consist of reading, listening, speaking and writing should be taught with integrated. In Indonesia, not all of the citizen can speak English, although English already studied by Indonesian people from kindergartens until university, but English is uses just for formal occasion not in informal occasion that cause only a few Indonesian people can speak English The Indonesians students start learning English at the elementary school as the local content and the process continues at Senior High School and university .In fact, now, English is also taught in some kindergartens.

The pupils are introduced to some English vocabularies. In addition to learning the language in formal education as mentioned above, people also learn it in non-formal education English courses and private lessons are the examples of non-formal education. .This indicates the failure of teaching English in Junior High School in Indonesia is not successful. It can be seen from the quality of SMP graduates mastery of English. In Indonesia, some English teachers still use traditional or conventional method to teach reading. Conventional method usually makes students bored because the method is monotonous and the students are not or discussion active, so it makes the learners get bored. One of the ways to make the teaching reading effective is making the student active. So they enjoy learning and they can improve their reading skill. Classroom is a small part of school environment; the classroom is top school activities. Whether or not an education program succeeded, it is started from the classroom. The successful teaching learning process is influenced by many factors, namely environment, teachers, pupil and teaching learning process in the classroom, tools and situation of the evaluation. Classes always consist of good students and weak students. These weak students sit in isolation as they lose confidence in their ability in learn English. Working in group, therefore, is believed to help solve the problem. Shy students who dont like speak in large class are more comportable speaking out in smaller group. Group members can complement each another strength and weakness in English each students has different background and ability in English, which they can bring to the group. The English teachers are often faced with problem of students having good decoding skill but inadequate comprehension skill; they need to be able to successfully train students to use good technique, which provide students with the opportunity to reveal their independentlygenerated copying technique, thus, ensuring internalization of strategies, as well as sharing those techniques with other reader. Language strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tool for competence. Appropriate language learning strategies result in improved proficiency active, self-directed involvement, which essential for developing communicative and greater self confidence.
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When the teacher uses the traditional setting, or model, they begin with an objective and presents primary instructions to the class. Primary instruction is mostly presented in the form of lecturers, text book readings, teacher-lie discussion or possible combination of any of these procedures. The traditional setting is just with rows of desks and teachers desk at front. Many researchers have been interested in doing research to investigate appropriate reading strategies to help students have better understanding when they read. Many reading methods have been used in classroom alternately. The result shows that some are successful with particular group students but some are not. Actually, what should be taken into consideration now is the way the knowledge is presented. As we know, teacher center approaches taking place in tradition classroom do not produce active recipients and results fossilized language learning. It is not effective enough to promote language acquisition. During the past decade, new approach called discussion technique seemed to attract a lot of attention and become popular. This conceptual approach is based on theoretical framework that provides general principle on how to structure learning activities in a teachers specific subject area, curriculum, student and setting. Teacher can use this approach to stimulate students to acquire the knowledge as well as create inter personal and team skill. Working in group, therefore, is believed to help the problem. Discussion technique exposes students to various points of view and to the ways of supporting those viewpoints; therefore, it helps students to learn the reading content, as well as teaches them how to know new content. Discussion technique also can help the students, with or without teacher presence, actively bring meaning to the written word. The technique chosen not only promotes reading comprehension but also provides opportunities for students to learn to monitor their own learning and thinking. Discussion technique has recently been at the focus of educational research. Discussion technique is very simple to apply. It is observes that discussion technique effects increasing the academic success in addition to the social and intellectual abilities of the students. Various research have shown that especially at the primary, secondary and university level that discussion technique is effective in learning process of theoretical course, in the development of critical thinking process of students, not only in their ability to express themselves, but also in

their communication skill. In discussion technique, student may enjoy from time to time getting away from the usual pattern of reading the story or article aloud at sight.1 This is particular true of better readers; what may be undesirable as routine procedure has real value as an occasional variation. By seeing the problem, it is important that study English especially reading should be done. The writer hope there will be an improvement in teaching of English. At SMP N Teluk Kembnag Jambu Kabupaten Tebo, English subject is taught aside from the other subject. Many reading methods have been used in teaching English in classroom alternately. The result show that some are successful with some students but some are not. Traditionally, the teacher uses the traditional setting, or model, the teacher doesnt need to divide his students into small groups, he just discussed the lesson in large group or in classroom setting. Students have only a little chance to express their opinion because the teacher speaks all the time. They get knowledge just from the teachers explanation. The students focus all attention upon the teacher and discourage communication among students. All that they have to do is just listen their teacher and make notes for useful information. This strategy is a strategy without groups work. The students only receive the knowledge from their teacher: they dont explore the knowledge themselves. Based on the background above, the writer tries to raise the case of her thesis en title: THE INFLUENCE OF DISCUSSION TECHNIQUE TOWARDS THE STUDENTS READING ABILITY AT THE EIGHTH GRADE STUDENTS OF SMPN 20 TELUK KEMBANG JAMBU KABUPATEN TEBO B. The Identification of Problem The problem that is going to be discussed in this study is as follows: Are the students interested in discussion technique? Do the students become more active in reading? Is it easier to understand the reading passage after discussion technique activities?
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Danim Sudarwan ( Frofesionalisasi Dan Etika Profsi Guru. ALFABETA, 2010) p. 189 6

How are any influence of discussion technique on students reading ability?

C. The Limitation of Problem. Not all the problem identified in identification of problem could be solved in this discussion. But to make the research more concentrated and get to the focus and due to the limitation of his time and theoretical knowledge, the writer limits the problem mainly on influence of discussion Technique on Students Reading Ability at The Eighth Grade Students of SMP N 20 Teluk Kembna Jambu Kabupaten Tebo. D. The Formulation of Problem Referring the limitation of problem above can be formulated the problem as follows, Is there any influence of discussion technique on students reading ability in the eighth grade students of SMP N 20 Teluk Kembang Jambu Kabupaten Tebo? E. The Benefit of the Study The benefits of research are as follows: 1. for the students: The research intends influence of discussion technique in teaching reading comprehension will give good impact to the students. Students can optimize their reading ability and more motivate in learning English. 2. for the teachers: The result is expected to be useful for the writer herself and for the entire English teacher who might use this technique when they teach reading. The teacher should plan their teaching program. 3. for SLTP N 20 Teluk Kembang Jambu Kabupaten Tebo The school should give the media and also complete the facility in order to make better progress achievement of English and make teaching learning more effective
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CHAPTER II THEORETICAL DESCRIPTION, FRAMEWORK OF THINKING, AND HYPOTHESIS A. Reading Comprehension 1. The Definition of Reading Comprehension Reading comprehension is process in which the reader has to decide linguistic symbol and reconstruct them up to meaningful whole intended by the writer .reading comprehension is only a term referring to reading skill through the important thing is not on the pronouncing or load reading, but it is the understanding taken into consideration. Comprehension includes recognizing and understanding a main idea and related details. A good recognized that many ideas are implied and he must read between the lines to get the full meaning.2 Reading comprehension is a complex process which comprises the successful or unsuccessful use of many abilities .When we read, we should be able to recall information afterwards. Meanwhile, according to Jannette Klingner Reading comparison is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and word knowledge, and fluency3 In reading their subject text books students frequently meet unknown words or phrases. For example, scanning heading and subheading, and skimming through text, can give an overview and set the scene. Using the index to a book and finding a words initial occurrence could often lead to finding definition or explanation The amount of information gained in reading will vary greatly defending on several factors. One of the reasons for reading .if you only want to find a particular fact, such as a date, name, or place, at would be silly to begin at the opening of a book and study the whole thing carefully.
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Huebener, Teaching English as a Foreign Language,(Graham Ilmu Yogyakarta ,2006)p.67 Parson. P.David and Johnson, D.Dale .Teaching Reading Comprehension (Company,2008) p.8

On the other hand, if you want to have a very complete understanding of a topic, you will not get it by skimming over the book quickly and superficially. For most reading purposes your best approach will be somewhere between quick skimming and a total, all-out effort to completely master the material. That means you have to decide in each case how slowly and carefully to read. We usually do so without thinking about the process of deciding on an approach .for example. Think about how you approach the telephone book. You dont usually spend time deciding whether to skim, scan, read, or study it. You go ahead and scan it. Looking for the one number you want .however, if you didnt already know the telephone book was organized you would have to pay some attention to how to find what you wanted. In many cases when you begin looking at a new book, you do need to spend a moment examining it and deciding how to proceed.4 It may help to understand the comprehension process if you at it the way many experts in reading does. They often talk about three levels of comprehension. Each level involves more of an active role on the part of the reader. Literal comprehension. This level of comprehension represents the minimum of involvement on the part of the reader. It is the simple understanding of the words and ideas of author. The authors massage is received but not examined, evaluated, or utilized in any way. Interpretive comprehension. At this level the reader not only knows what the author said but goes beyond that simple knowledge. it involves an effort to grasp relationship, compare facts with personal experiences, understand sequences .see cause and effect relationship, and generally interpret the massage. It requires a more active participation on the part of the reader.Applied comprehension at this level reader does more than merely receiving and interpreting the massage. The reader evaluates the authors ideas, either accepting or rejecting them or applying then to some new situation. Generally the emphasis at this level of comprehension is on actively bringing the readers general understanding to bear on the ideas and Concepts contained in the reading passage. The synthesis is necessary for higher comprehension, especially on difficult material.

Arifin Anwar ILMU KOMUNIKASI (Jakarta: PT Raja Grafindo Persada 2006) p.9 9

Reading comprehension is viewed as a process subject to the same constraints as human memory and problem solving. It seems to involve language, motivation, concept development, the whole of experience itself. It seems to be subject to the same constrain as thinking, reasoning and problem solving. Reading comprehension involves taking meaning to a text in order to obtain meaning from text. The ability to comprehend printed or written material, however involves much more than recognizing words, knowing, their appropriate meaning, and reading phrases and sentences. Reading comprehension is a complex process involving many different types of higher level thinking skills. Compressions frequently mentioned in cognitive and educational psychology, as well as, of course, the pedagogical literature. There is often an assumption in the literature that is the goal of the reading process.5 A focus on comprehension is in line with our feeling that this is what reading to getting information from written texts. And there is no doubt that our monitoring of our own reading comprehension is of major importance. Judgments that we have not understood a text may well leave us unsatisfied, or lead us to re-read it, or perhaps reject it in disgust. Perhaps the most appropriate generalization for this section is; comprehension is easier if we can read the words accurately and automatically, but reading the words is easier when we can understand the message. 2. The Purpose of Reading The readers purpose plays an important part in determining the kind of reading they do. Different persons may read the same book in different ways, because their purposes vary. The readers establish their purposes by thinking and by asking question about what they plan to read. Comprehension and speed vary according to the readers purpose.6 It is important to read with purpose. It helps to understand more what is read by people. As we know that the purpose of reading is to get the meaning from the written symbol. One of the most important tasks on the reader is to find out what the writer said. There are two basic purpose of reading ability.

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Silberstein, Dobson, Clarke Readers Choice(The University Of Michigan 2008) p. 14 Ibid. p. 16 10

a. Reading for information. It is reading to study for goal such as to obtain factual information and solve problem b. Reading for pleasure. It is reading for enjoyment which may vary in to favorite sport, comics, article, fairy tale and movie program 3. The Type of Reading A good reader uses many different pattern of reading. Each involves the use of variety of skills and attitudes, the pattern used depends upon the type and complexity of the reading material, the purpose for reading, and the readers familiarity with the kind of idea expressed. Reading lesson maybe given in single class or it may be added as supplementary work. Whether it is given as a single lesson or a supplementary work, the material of reading must be graded defending on the level of the language learners; there are different types of reading: choral, silent, intensive, extensive, and supplement reading Choral reading Even though choral reading is relatively uncommon in modern language classes, this type of reading is still important in improving learners pronunciation. Working in-groups will make language learners feel confident to pronounce words in this method. This technique is really helpful for language learners who are reluctant and shy to imitate the teacher expressions individually Silent reading After language learners learn the words and expression and know how to pronounce them, the actual reading can begin. This can be done through silent reading. Silent reading can be with reading aloud by the teacher. The teachers reading is a model in accuracy an expressiveness it is secured by a happy combination of reading aloud reading by learners. To check whether the learners rest them by giving questions based on the text, by translation or by summarizing the text follow our

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Intensive reading As the term indicated, each vocabulary and structural item is explained and made as part of the students active language, pronunciation and intonation one stressed and each concept of allusion is clarified. Intensive reading where the students are expected to read short passage and understand everything. Reading passage can be used for consolidating structure and vocabulary as a springboard for other classroom activities, to increase pupils passive vocabulary and for pleasure. Extensive reading Comprehension students are trained to comprehend or to understand the meaning or concept from a passage silently without teachers help beside it, extensive reading where the students read to understanding every word. Supplementary reading Supplementary reading is also done out of class. Language earners are free to choose reading material .reading materials may consist of newspapers, bulletins or magazines in the target language. Supplementary reading should be a part of the term work. Every language learners should be required to read at least one book in the target language. Again the teacher should give score to the work of supplementary reading. B. Discussion Technique 1. The Definition of Discussion Technique ` Discussion technique or group learning is an instructional strategy which organizes

students into small groups so that they can work to gather to maximize their own and each others learning.7.

Dale. Wolf Speech Communication Made simple (Miami-Dade College 2006)p. 61 12

According to Barker, Discussion technique is three or more people interacting face to face, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group8 From several references the writer pointed out discussion technique is design that provides opportunity for Discussion between teacher and students, and students to students. It is strategies that centre a shared conversation discussions and exchange of ideas in class. It gives opportunity for all to sit and listen, as well as talk and think, thus, emphasizing the process of coming to know as valuable as knowing the right answers. Begin small group discussion by focusing students attention on specific language tasks that are represented in the curriculum. Give students structured interview guides that describe learning scenarios and ask students question about what they are due to complete the task. Students can share responses in their groups and discuss why they believe certain techniques are more helpful. Within a group, students may disagree on the usefulness of strategies. This activity can also be done as warm-up at the beginning of class, present students with a single learning scenario that they will have in class and ask them to share and discuss their strategies for copying with the situation. Discussion technique is structured and focused to make sure that learning is taking place. The teacher chooses the groups to reflect a diversity of viewpoint, abilities, gender and other characteristic. Discussion technique create the classroom community which involves students in a kind of interdependence whereby responsible for different aspect of content and teaching in other members of group. The group work is not complete until its entire member has masters the content. Furthermore, individual learning is reinforced as a result of explaining the content to others. Another definition come from Kenneth Gangel, she defines Discussion technique is a motivational technique which encourages a student to think through concept which has been hazy

Retrieved on http ./www/dynamic flight method, page last update on April 11 2012 13

Another definition come from Mayflor Markusic Discussion technique or group learning is an instructional strategy which organizes students into small groups so that they can work to gather to maximize their own and each others learning. 2. The Principle of Discussion Technique Discussion technique more than just putting students into group and asking them to do the task, there are some principles to differentiate between Discussion technique and traditional classroom activity. The basic elements should be applied by the teacher in implementing Discussion technique. The following are the five basic elements of discussion technique. Johnson and Holubec proposed five essential elements of principles of discussion technique. The five essential elements are as follow; positive interdependence, promotion interaction, individual accountability, social skill, group processing 1. Positive Interdependence In cooperative learning teacher creates a situation in which student work together in a small group to maximize the learning of all members, sharing their resources, providing mutual support, and celebrating their join success, and to makes students feel need help each other. One learner are linked with others, its mean the success of one learner is dependent on the success of other learners. Within every cooperative lesson, positive goal interdependence must be established. Learn the assigned material and make sure that all members of your group learn the assigned material. In order to strengthen positive interdependence by achieve the goal; join reward, divided resources, and complementary roles. 2. Face- to-Face Interaction Once teachers establish positive interdependence, they need to maximize the opportunity for students to promote each others success by helping, assisting, supporting, encouraging, and praising each others efforts to learn. Face to face interaction demand the learner in group can face to face each other so they can do the dialogue, not only with teacher but also with other learners.

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This interaction make possible to the learner can be learning of resource so learning of resource can be more variation. There are cognitive activities and interpersonal dynamics that only occur when student get involved in promoting each others learning. These include orally explaining how to solve problems, discussing the nature of the concepts being learned, teaching ones knowledge to classmates, and connecting present with past learning. Social modeling, social support, and interpersonal rewards all increase as the face to face interaction among group members increase. 3 .Individual and Group Accountability Individual accountability exists when the performance of each individual student is assessed and the results are given back to the group and the individual. It is important that the group members know who needs more assistance, support, and encouragement in completing the assignment. it is also important that the members know that they cannot hitchhike on the work of others. The purpose of cooperative learning group is to make each member a stronger individual in his or her own right. Students learn together so that they can subsequently perform more highly as individuals. To ensure that each member is strengthened, students are held individually accountable to do their share of the work.9 4. Interpersonal and Small-Group Skill Teacher must provide opportunities for group members to know each other, accept and support each other, communicate accurately and resolve differences constructively. Contributing to the success of a cooperative effort requires interpersonal and small group skills. Placing socially unskilled individuals in a group and telling them to cooperate does not guarantee that they will be able to do so effectively. Person must be taught the social skills for high-quality cooperative and be motivated to use them. Leadership, decision making, trust-building, communication and conflict-management skill have to be taught just as purposefully and precisely as academic skills. 5. Group Processing
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David Beglar. Neil Murray. Michel Rost (Contemporary Topic Pearson Education 2009 )p. 22 15

Teachers must also provide opportunities for the class to assess group progress. Group processing exist when group members discuss how well they are achieving their goals and maintaining effective working relationship. Groups need to describe what member action is helpful and unhelpful and make decisions about what behaviors to continue or change. Students must also be given the time and procedures for analyzing how well their learning groups are functioning and the extent to which students are employing their social skills to help all group members to achieve and to maintain effective working relationships within the group 3. The Teacher Role in Discussion Technique The role of teachers in discussion technique is very important because the success of this method depend on the role of the teacher. There are five roles, first is the teacher as inquirer, second is the teacher as creator, third is the teacher as observer, the fourth is the teacher as facilitator and the teacher as change agent. Key elements of discussion technique teachers role: 1. The teacher as inquirer Cooperative learning teachers are continually examining and questioning their belief, values, and assumption. Examining attitudes and values held about the culturally diverse learner, race, class, and minority language particularly important the context of teaching in a multilingual, multiracial classroom. 2. The teacher as creator Since the cooperative classroom is process oriented, teachers increased in effective group work must realized that the learning environment is highly structured and well organized, .According Johnson The teachers roles are a creator are creating the social climate, setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning materials and time 3. The Teacher as Observer
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The teacher of cooperative classroom must constantly observe how group work. Observation replaces the traditional role of presenting information. Observation will indicate to the teacher when groups activities are more or less educative, when group are learning or have become bogged down in unproductive labor. The latter condition emerges in most groups at one time or another, as anyone knows who has participated in the work of committees. At such time, the teacher should intervene and assist group to redirect their energies and procedures and to redefine their goals. Facilitative intervention requires astute assessment of a groups state, of the interaction among group members, and of the emotional climate of the group, whether it is supportive or not of each members work and thinking. Watching and listening to the student are natural activities in every teachers day .Such activities can be formal and informal, planed or unplanned. As mentioned above, observation can be formal and informal. one type of informal methods is global observation while a more formal type is typically referred to as systematic observation .in global observation, the teacher stand back, listening to the groups and the teacher then records observation. The teacher of cooperative classroom must constantly observe how group work.10 4. The teacher as facilitator The role facilitator means that the teacher is prepared to step aside to give the learner a more meaningful role. Effective facilities are preferred to intervene and to assist in the problemsolving process. They support and encourage the learners desire to learn. 5. The teacher as change agent The degree of change at the teacher level is strongly related to the extent teachers interact with one other. Demonstrations of the teachers working collaboratively are the best encouragement for cooperation among students

4. The Procedure of Discussion Technique

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Littlejohn Foss (Teori Komunikasi Salemba Humanika 2009)p. 163 17

The classroom organization does not deal directly with the reading process or with materials, methods, or approaches to teaching reading comprehension, yet without good classroom organization and classroom management, reading instruction may be totally in effective. The writer also believe the discussion group applied to Junior high school students still has to get more direction from the teacher. Hence, the students might have opportunity to arrange the chairs and Tables in order to have communicative class using a discussion technique in the class room after they get instruction from the teacher. David Nunan points out that setting in the classroom is important. Setting here refers to the classroom arrangements specifying or implying the task, and it also requires consideration whether the task is to be carried out wholly or partly in the classroom Robert A. Slavin, explained that to arrange an effective discussion, the group discussion session will be divided into three parts: Pre-discussion activities Pre-reading activities were employed to give information about the techniques, procedures, and steps of discussions and the reading text to discuss in groups. In this activity, the teacher gives an example of reading text to discussion in groups and some questions The duration of this activity is 5 minutes. Whilst discussion activities In whilst reading activities, the students read and do the small group discussion about tee reading text, answering the questions that was given by the teacher, report their own discussion on the piece of paper that was provided by the teacher, and present the result of their discussion in their own group first and to other groups in panel discussion, while other member of groups may debate, clarify, give opinion, and criticize. During whilst discussion activities, the teacher should observe the groups discussion to make sure that all members of group participate in their own discussions. The time of group discussion is 15 minutes and panel discussion is 30 minutes. Post discussion activities
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The post discussion activities the teacher collects the works of group discussion, the teacher comments the group discussions and giving the reward (score) to each group and members of group who participate in discussions, the teacher may give some corrections if any, and the teacher may give several oral questions to members of group randomly. Those activities above can be conducted in several meetings with some different reading text to be discussed in groups. To check the students comprehension about the text that have discussed, the teacher may home work to analyze a text and gives a written test/quiz individually. 5. The Advantages and Disadvantages of Discussion Technique There are some advantages of using Discussion technique 1. Each student has practice it in self-teaching, which is the most valuable of the entire skill teacher can help them learn. 2. Students have can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam 3. Increased frequency and variety of second language practice through different types of instructional. 4. Opportunities of students to act as resources for each, thus, assuming a more active role in their learning. 5. Freedom for teachers to master new professionals skill, particularly those emphasizing communication. Implementation of Discussion technique in class not only has the advantages but also disadvantages, such as follow: a. It takes much time to organize the group b. If one or two obstinate students dont participate a whole group or two will lose out on a piece of the text. c. The lass situation become noisy, so the teacher needs to control the students d. Teacher cannot monitor all groups at once.
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C. Framework of Thinking This research has two variables. They are using Discussion technique as a free variable, then reading comprehension as a suspended variables and an object in this research. For facilitate this research, the writer will describe again two variables as explained before. Reading comprehension can be defined as an active and interactive activity to produce the word mentally and vocally and tries to understand the content of reading text. Discussion technique is a technique in which students work in group, Discussion technique can be used in a variety of ways for variety goals, but it is primarily used for the acquisition and presentation of a new material, review, or informed debate.11 Based on this theory, the writer assumes that reading lesson is more effective with discussion technique, because the students who using discussion technique get more significant improving in reading comprehension. D. Hypothesis. Hypothesis is guessing or supposition tentative statment about things we observe in order to understand. In this paper, the hypothesis consists: Null Hypothesis There is no significant difference on students reading ability with and without discussion technique. (Ho) Alternative Hypothesis There is significant difference on students reading ability with and without discussion technique in reading comprehension. (Ha) In accordance with the basic assumption, the writer will formulated hypothesis as follows the students who are taught using Discussion technique can be predicted that they have ability on reading comprehension in

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Beglar Murray (Contemporary Topic Academik And Listening Note-Taking Skill 2009. pearson Educarion, Inc.)

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CHAPTER III RESEARCH METHODOLOGY A. The Objective of the Research The purpose of this research is to find the influence of discussion technique on reading ability at the eighth grade students of SLTP N 20 Teluk Kembang Jambu Kabupaten Tebo. The writer hopes that using Discussion technique could be better way for the teacher in teaching reading comprehension.. C. The Research Methodology This research is experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in experimental class by using discussion technique and controlled class by using traditional Method. The test to both of the class. Test was same in qualities and quantities to keep the reliability of the research. It was given to know how effective of discussion technique toward students in reading ability. D. The Population and Sample Population The research population is the students at eighth grade of SLTP N 20 TELUK KEMBANG JAMBU KABUPATEN TEBO. Thus, to get the information of the last score .The writer got the data by giving the test in the last meeting. The total population was two classes and consists of 80 students. Sample The sample in this research was taken randomly about 28 students from the population of eighth grade students in academic year 2011-2012.The students then were classified into two group .The first one, the students of control class who taught by traditional method .And the other one were the students of experimental class who were taught by discussion technique. Each group consists of 30 students.
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E. The Instrument of the Research The instrument of this research was test of reading test which consisting of 20 questions. They are multiple choices tests. They are divided into three categories: easy (30%), middle (60%), and difficult (10%). Multiple choices consist of 20 items from number 1 to 20. Its scores per item is 5, it means if the students can answer all of question correctly, they will get 100. From the description of each test form above, we can see that the high score of this test is 100 scores. F. The Technique of Data Collecting In this research, the writer uses the quantitative research approach, so the technique used to get the data which related to the teaching reading by the writer is doing test. The writer doing the test, after six meetings in teaching reading of two classes by using discussion technique and another by using traditional strategy . The tests which consist of 20 items are used to measure the students capability in reading comprehension skill. G. The Technique of Analyzing Data After getting the data, researcher did was computing the data in applying a t-test. The writer used t-test for two connected sample is big sample because the sample is 28 students for each class. The formula is used t-test or t0 in condition with big sample (N>28) is as follows. Notes: Mx My : Mean of variable X : mean of variable Y Variable X and Y

SEM _ My : Standard error of difference mean of

The writer processes and analyzes the data through the following steps: Investigante the work sheet of students, giving score and describe score in table Determining mean of variable X with the formula: Mx = X N
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Determining mean of variable Y with the formula:My = YN Determining deviation score variable X with the formula Determining deviation score variable Y with the formula Determining standard error variable X with the formula Determining standard error variable Y with the formula Determining the differences of mean variable X and mean variable Y with formula: After all of data are calculated ,the last procedure is determining df (degree of freedom) with formula Df or db = (Nx + Ny)-2 Where M : The average of student score SD : standard deviation SE : Standard errors X : Experiment class Y : Controlled class N : Total of the students df : Degree of freedom12

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Sugiono (Metode Penelitian Pendidikan Pendekatan kuantitatip & Kualitatip dan R&D). ALFABETA, CV. 2011)p. 117 23