Jurnal Ilmiah Mahasiswa (Pendidikan Bahasa Inggris)

STKIP PGRI Bandar Lampung

http://eskrispi.stkippgribl.ac.id/

THE INFLUENCE OF GROUPINGS TECHNIQUE TOWARDS STUDENTS’ READING

ABILITY OF SMP KARYA UTAMA JATIAGUNG

Evi Septiana,1Akhmad Sutiyono,2Eva Nurchurifiani3

123STKIP PGRI Bandar Lampung
1septianaevi25@gmail.com, 2sutiyonolpg@yahoo.co.id, 3churifiani@gmail.com

Abstract: The aim of this research was to know the influence of Groupings
Technique towards students’ reading ability and to improve students’ reading
ability. This technique helped the students easier in collecting information in a
passage. In this research the writer used experimental method. The population was
55 students in 2 classes. The sample was taken by using Total Sampling Technique.
There were two classes for the sample. First class was experimental class and the
second class was the control class. It consisted of 55 students, because the writer
took all of the population as the sample The main technique in measuring students’
reading ability was multiple choice which consisted of 40 items test. Each item has
four options a,b,c,and d. The score each item was 2.5. In calculating the data
analysis, the writer used t-test formula. Based on the data analysis, the writer got
the result that 𝐻𝑎 was accepted. It was obtained that 𝑡𝑡𝑒𝑠𝑡 = 5.59, 𝑡𝑡𝑎𝑏𝑙𝑒 for α= 0.05
was 1.67 and for α=0.01 was 2.39 (5.59 > 1.67 < 2.39). So, 𝐻𝑎 was accepted. It meant
that there was significant influence of Groupings Technique towards students’
reading ability of the seventh class of SMP Karya Utama Jati Agung Lampung Selatan
in 2018/2019. And the average score of students’ reading ability who was taught
through Groupings Technique was higher than was taught through Direct
Instruction. It was 69.39 > 55.75.

Keywords: Groupings Technique, Reading Ability.

Abstrak: Peneltitian ini bertujuan untuk mengetahui pengaruh Grouping Technique

terhadap kemampuan siswa dalam membaca dan meningkatkan kemampuan siswa
dalam hal tersebut. Teknik ini membantu siswa lebih mudah dalam memahami
informasi di dalam bacaan. Di penelitian ini penulis menerapkan metode
eksperimen. Populasi siswanya berjumlah 55 orang dari 2 kelas. Sample penelitian
di ambil menggunakan Total Sampling Technique. Ada dua kelas sebagai sample.
Kelas pertama yaitu kelas eksperimen dan kelas kedua adalah kelas kontrol. Sample
penelitian berjumlah 55 siswa, karna penulis mengambil semua populasi sebagai
sample penelitian. Teknik utama dalam mengukur kemampuan membaca siswa
adalah tes pilihan ganda yang berjumlah 40 soal. Setiap soalnya memiliki 4 opsi
jawaban dan bernilai 2.5. Dalam menghitung data analisis, penulis menggunakan
rumus t-test. Berdasarkan data analisis, penulis mendapatkan hasil bahwa 𝐻𝑎
diterima. Didapatkan t-test = 5.59, t-table di α= 0.05 = 1.67 dan di α=0.01 = 2.39
(5.59 > 1.67 < 2.39). Sehingga, 𝐻𝑎 diterima. Itu artinya terdapat pengaruh yang

1
positif dari penggunaan Grouping Technique terhadap kemampuan siswa dalam
membaca di kelas tujuh SMP Karya Utama Jati Agung Lampung Selatan tahun ajaran
2018/2019. Dan nilai rata-rata kemampuan siswa dalam membaca yang di ajarkan
dengan Grouping Technique lebih tinggi daripada yang di ajarkan dengan Direct
Instruction. Didapatkan 69.39 > 55.75.

Kata Kunci: , Teknik Berkelompok, Kemampuan Membaca.

INTRODUCTION opinions about the topics of the reading

Reading is the ability in
comprehending a text. This activity can
be effective in teaching and learning
reading, because the students will focus
on each sentence or words in a text.
This activity is more detail than reading
a paragraph.
Reading can be used to comprehend
a reading text clearly. We often find
that some students get difficulties in
reading. Reading is more valuable than
reading text or paragraph. In reading
text or paragraph, the students will be
asked to read the whole of text without
detail. All they need is finding main idea
or conclusion in the text.
Eventhough reading is needed, but
there are still have problems in reading.
The students often do not know the
meaning of each sentence they have
read, they feel that reading is a big
activity. When they meet a long text
they are often desperate. The students
may know the inference in the text but
they do not know specific vocabulary in
a sentence. And the they face
difficulties in combining the meaning of
vocabulary to a sentence.
The students’ problems above can be
solved effectively through right way. It
is the teacher’s duty to make the
students enjoy reading. So, if this
condition can be reached, the students
might be active when they have reading
classes. It means that they are eager to
answer most of teacher’s questions.
They are willing to express their own
or discuss it further.
The problem in teaching and
learning reading is the teacher’
responsibility. The teacher should
provide good strategy or technique. In
this case, the writer would like to apply
grouping technique in solving students’
problems of understanding specific
vocabulary and comprehending the
meaning of sentence in a reading text.
Groupings technique is a generic
term covering a multiplicity of
techniques in which two or more
students are assigned a task that
involves collaboration and self initiated
language. It implies small group work,
that is students in groups of perhaps six
or fewer. Groupings gives students
more chance to interact and use the
target language more freely. Instead of
just having a few seconds to talk in
teacher-fronted classes, students can
participate longer in a small group and
feel more confident to give their
opinions and even make mistakes when
just three or four classmates are
looking at them.
Based on preliminary research at
seventh class of SMP Karya Utama Jati
Agung. The writer found that the
students’ difficult in understanding a
reading text. They cannot understand
each sentence in a text. They
vocabulary need to be improve. And
they cannot relate the information in
each sentence to the others. When they
had reading English text or work sheet,
they difficult to transfer information.

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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
They read slowly, and even word by
word. As a result, they felt frustrated in
getting information from the text.
Facing those problems, the teacher has
the responsibility to find the alternative
way to solve it.
Based on the background of problem
above, the writer interested to improve
students’ reading ability by using
groupings technique in teaching
reading. Groupings technique was a
technique used in teaching reading in
which students were asked to work in
the group and comprehend the words
or sentences that given by teacher in a
text. Therefore, the writer proposed a
research entitled: “The Influence of
Groupings Technique towards
Students’ Reading Ability at the
Seventh Class of SMP Karya Utama Jati
Agung Lampung Selatan in
2018/2019”.
With the identification of problems as
follow:
1. The students motivation in learning
English specially in reading need to
be improved.
2. The students tend to be quite
without giving their answers or
their opinions in teaching-learning
reading.
3. The students are hard to
comprehend reading text.
4. The students vocabulary need to be
improved.
FRAME OF THEORY
1. Reading
“Reading is a constant process of
guessing, and what one brings to the
next is often more important than what
one finds in it. In reading, the students
should be taught to use what they
know to understand unknown
elements, whether these are ideas or
simple words”. (Grellet, 2003: 7).
It means that reading is the
construction of meaning from a printed
or written message. The construction
of meaning involves the reader
connecting information from the
written message with previous
knowledge to arrive at meaning and
understanding.
The writer concludes that reading is
one of the basic skills of language
learning. It can not be separated from
other skills of language learning
besides writing, speaking and listening.
Those skills must be learned all by
English language learners. Reading
skill can help improve other language
skills. Generally, the skill of reading is
developed in societies with literary
taste, because it can lead to develop
comprehension, enrich vocabulary.
2. Purpose of Reading
The reader’s purpose plays an
important part in determining the kind
of reading they do. Different person
may read the same book in different
ways, because their purpose vary. The
readers establish their purposes by
thinking and asking questions about
what they plan to read. Comprehension
and speed vary according to the
reader’s purpose.
“Reading is useful for language
acquisition. Provided that students
more or less understand what they
read, the more they read, the better
they get at it”. (Harmer, 2007: 99).
It means that reading is useful for all of
the aspects in language learning. It
provides understanding for what they
have read. The more we read a text or
passage, the more fluent will be.
The writer concludes that 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
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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
the written symbol. One of the most
important tasks on the reader is to find
out what the writer said.
3. Types of Reading
There are many types of reading as
follows:
1. Intensive Reading
Intensive reading material will be the
basis for classroom activity. It will not
only be read but will be discussed in
detail in the target language,
sometimes analyzed and used as a
basis for writing exercises.
2. Extensive Reading
Extensive reading is used to obtain a
general understanding of a subject and
includes reading longer texts for
pleasure. The reader wants to know
about something. The reader doesn’t
care about specific or important
information after reading. Usually
people read for to keep them update.
3. Aloud Reading
Aloud reading is basic form of
classroom organization and disciplines.
In reading aloud, the students are
confronted with written sentences
which haven’t spoken before. The aim
of reading aloud is the achievement or
better speaking ability and the
pronunciation of the students. (Patel
and Jain, 2008: 117-123).
The writer concludes that there are
so many kinds of reading. Each type
has different role in teaching. The
teacher is responsibility to choose one
suitable type from all of those reading
types. So that teaching reading in the
classoom will be effective.
4. Teaching Reading
“For learners of English, two primary
hurdles must be cleared in order to
become efficient readers. First, they
need to be able master fundamental
bottom-up strategies for processing
separate letters, words, and phrases, as
part of that top-down, conceptually
driven strategies for comprehension.
Second, as part of that top-down
approach, second language readers
must develop appropriate content and
formal schemata-background
information and cultural experience-to
carry out those interpretations
effectively”. (Brown, 2004: 185).
It means that explained that the
teaching of reading should emphasize
on skill for comprehending various
kinds of text and increase the students’
mastery in vocabulary and structure. In
teaching English (reading), the teachers
have to believe in their ability to choose
the materials that they will use for their
classroom.
The writer concludes that in
teaching reading, the teacher’s
responsibilities in helping learners
achieve these goals is to motivate
reading by selecting or creating
appropriate texts, to design useful
reading tasks, to set up effective
classroom procedure, to encourage
critical reading, and to create
supportive environment for practicing
reading. In the classroom, teacher has
to decide what the purpose in reading
will be done. It is reading for pleasure
or getting understands the passage. If
the purpose of reading that will be
done is for pleasure, the topic of
reading text can be free. And if the
purpose of reading text that will be
done is for getting understands the
passage, so the topic of reading text
should be prepared before teacher
teach in reading class.
5. Principle of Teaching Reading
According to Harmer (2007: 201-202)
the principles of reading: (1) teachers
encourage students to read as often
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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
and as much as possible, (2) students
need to be engaged with what they are
reading, (3) teachers encourage
students to respond to the content of a
text and explore their feelings about it,
not just concentrate on its construction,
(4) prediction is a major factor in
reading, (5) teacher has to match the
task to the topic when using intensive
reading texts, (6) good teacher exploit
reading texts to the full.
From those principles above, the
writer concludes that the principle of
teaching reading is important. The
importance of that is to make teaching
and learning effective and productive.
Principles are fundamentals through
which we proceed from one situation to
another. And principles are important
for the governing of actions and to
operation of techniques in any field of
education, any field of material,
especially in reading.
6. Component of Teaching Reading
Component applies on every aspects
in teaching, includes in teaching
reading. To get the point of the text and
comprehend the text reading, the
effective component in teaching
reading is important. Reading is one
skill of English. Reading will not appear
without the human capacity for
language. Language acquisition
progresses across these components
with increasing quantity and complex
points of usage. In reading students
must understand the reading text. It
supported by Lesgold and Rose (2012:
7) “Effective reading instruction
explicitly and systematically targets
each component skill that need to be
developed and supports the integration
of all of them”.
A component is a functionally
independent part of any system. It
performs some function and may
require some input or produce some
output. A component is often
represented by classes. Components of
effective teaching are valued by good
teacher, students, parents and society.
They are highly regarded because being
an effective teacher takes a special set
of skills that enganges students and
inspires them to work harder.
7. Problem of Teaching Reading
The problem of teaching reading
caused by the students’ problem. If the
students have no difficulties in
learning, then the teacher would not
face any kind of problem in teaching
reading.
“There is no simple method teacher can
use to encourage students to read
more. Threats of failure or retention
are as ineffective as extrinsic rewards
(like point) in that they manufacture
compliance rather than result in
engagement. Instead, teachers may
want to foster motivation through a
variety of more subtle behaviors, such
as modeling reading, creating point-
rich environment, encouraging word
play, helping students set clear and
specific goals, providing effective
feedback on their efforts, and teaching
self-regulation strategies”. (Rasinski,
2001: 159-166).
It means that reading is the most
important learning skill. However,
unfortunately, there are many students
who have serious difficulty with
reading. Therefore, reading difficulty is
a demanding condition that must be
solved and taken into consideration.
8. Groupings Technique
“Group work (grouping) is a generic
term covering a multiplicity of
techniques in which two or more
students are assigned a task that
involves collaboration and self initiated
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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
language. It implies small group work,
that is students in groups of perhaps six
or fewer”. (Brown (2001: 177).
It means that group work is a kind of
technique in teaching which allows
students to work together with their
group. They will work collaborativelly
in finishing their task. The grouping can
be small group which consists of six or
fewer.
It means that groupings gives
students more chance to interact and
use the target language more freely.
Instead of just having a few seconds to
talk in teacher-fronted classes, students
can participate longer in a small group
and feel more confident to give their
opinions and even make mistakes when
just three or four classmates are
looking at them.
9. Procedure of Groupings
Technique
According to Ramirez M (2005: 16) the
Procedures of teaching Reading by
using Groupings Technique as follow:
1. The teacher provides short reading
text (based on students’
level/grade) with the subtitles or
subtopics..
2. Have the students make group
consists of 3-4 students.
3. Once groups are formed, students
will have to answer some questions
about the text given.
4. Asks each groups to prepare short
presentation about the questions.
5. The other groups have to pay
attention while another group
presents their answer.
6. In the end, the material will be
discussed together with the
teacher.
10. Review of Previous Study
The first study did by Annisa
Rahmadhani (2014:1). She was the
students at Syiah Kuala University,
Banda Aceh. She was conducted the
study entitled “The Use of Group Work
technique for Improving Reading
Comprehension”. The aims of this
research were to find out (1) whether
there was a significant difference in
students’ reading comprehension
abilities in terms of main idea,
vocabulary, detailed information, and
inferences for students who were
taught using the Group Work technique
compared to those taught through a
standard technique. And (2) to find out
if the use of the Group Work technique
motivated students studying reading
comprehension to read more compared
to other students.
The second study did by Nuriati
(2015:1). She was conducted the study
at Palu. The uses of Groupings
technique in her research was
succesfully. She did a research entitled
“Improving Students’ Reading
Comprehension by Using Groupings
Technique”. The purpose of conducting
this research was to prove whether or
not the students’ reading
comprehension can be improved
through groupings technique.
The data were analyzed statistically.
The result of data analysis showed that
the hypothesis was accepted by
regarding to the analysis that t-counted
(8.341) was greater than the t-table
(1.729). The degree of freedom (df) of
the table was 20-1 = 19. The level of
significance counted was set up 0.05. It
means that groupings technique can
improve the students’ reading
comprehension at SMP Negeri 19 Palu.
11. Frame of Thinking
In learning and teaching activity, it is
possible for the students to get
difficulty in getting the meaning of
written text. They thought that English
written text is more difficult than
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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
Indonesian text. The students’
difficulties can be influence by many
factors, such as the students’ mastery of
English grammar, the students’
vocabulary mastery, their
pronunciation, their interest in reading
English text, media and technique used
in learning and teaching process.
Among those problem sources,
teaching technique becomes the crucial
factor which determines the students’
ability in learning language. Technique
is important for learning process.
Groupings Technique is effective for
teaching reading because by using
Groupings Technique the students
learn to think actively, they do not only
understand but also they are able to
give the meaning of the readings text.
Then, the writer concludes that
teaching reading by using Groupings
Technique gives positive effect on the
students’ reading ability achievement.
Therefore, the writer tough that the
better the way in teaching reading, the
better students’ reading ability be so
that the writer tough that the influence
of Groupings Technique in teaching
reading can increase the students’
reading ability.
12. Hypothesis
There was significant influence of
groupings technique towards students’’
reading ability.
METHOD OF RESEARCH
This research was a descriptive
quantitative research. The objective of
this research was to know the influence
of Groupings Technique towards
students’ reading abiility. In conducting
the research, the writer used a quasi
experimental design. The classes was
taken in experimental class by using
Groupings Technique in teaching
reading. In control class the writer
applied direct instruction to know
whether there was an influence of
using Groupings Technique towards
students’ reading ability.
There were two classes in
population consisted of 55 students. In
this research, the writer took two
classes as the sample of the research.
One class as the experimental class and
one as the control class. The writer
taught reading through Groupings
Technique in experimental class and
applied direct instruction in control
class. The writer took all of the
population as the sample of research,
because the classes were
homogenenous.
In collecting the data of students’
reading ability, the writer used reading
test. The kind of the test was multiple
choice which consisted of 40 items. In
counting the result of research, the
writer used t-test formula.
Content Validity
In this research the writer applied
the material based on the syllabus of
SMP Karya Utama Jati Agung Lampung
Selatan at the seventh grade and
suitable to the Groupings Technique.
Construct Validity
The items test constructed based on the
material was given in classroom
namely reading test. The test was
multiple choice test form and there
were 40 questions related to the
reading indicators; main idea,
supporting idea, reference, inference
and vocabulary.
Reliability Test
In analyzing reliability test, the writer
used Product Moment Formula:
𝑟𝑥𝑦= 𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
√{𝑁 ∑ 𝑥2 −(∑ 𝑥)2 }−{𝑁 ∑ 𝑦2 −(∑ 𝑦)2 }
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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.

The result by using product significance level 5% and 1%.(Sudjana,

moment formula above was included 2006: 328).
into Spearman Brown formula. The
writer got 𝑟11 = 0.94. It was found that Different Test of Two Average
reading tyout test was very high The criteria is accepted if
reliability, it was 0.94. The instrument at the
test was reliable if r11 > r-table. From r- significance level 5% and 1%. (Sudjana,
table in line 20, it was obtained 0.444. 2006: 328).
Since r11 > r-table (0.94 > 0.444),
therefore, the test was valid and can be REPORT AND DISCUSSION
used to measure the students’ reading Report
ability. The report students’ reading test in
experimental class which is taught by
Data Normality Test Groupings Technique was higher than
It was used to know whether the data with the result students’ reading test of
has normal distribution or not. control class which is taught by using
Direct Instruction. The normality data

 2

k
Oi  Ei2 in the experimental and control class
ratio are compared by using Chi Square
i 1 Ei formula and the description of the
students’ scores as follows:
Homogenity Test
It was used to know whether the data 1. Report of Experimental Class
were homogeneous or not. The writer used test on
experimental class in order to see the
(𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒)
𝐹= students’ achievement in reading
(𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒) ability. After presenting whole
The criteria H0 is accepted if 𝐹 𝑟𝑎𝑡𝑖𝑜 < materials using Groupings Technique
𝐹 𝑡𝑎𝑏𝑙𝑒 ½  (1.2). on experimental class and gave the test.
The writer got the result that the
Hypothesis Test highest score was 85 and the lowest
It was used to prove the hypothesis score is 50 with (n) = 27 students.
proposes by the writer whether they Obtained the result:
were accepted or not. By using t-test
formula: Σ𝐹𝑖 = 27
Σ𝐹𝑖 𝑋𝑖 = 1873.5
X  X2
t test  1 Σ𝐹𝑖 𝑋𝑖 2 = 132162.75
1 1
S 
n1 n 2 The average score:

With Σ𝐹𝑖 . 𝑋𝑖
𝑥̅𝑖 =
n1  1S12  n2  1S 22 Σ𝐹𝑖
S 
2
1873.5
n1  n 2  2 𝑥̅𝑖 =
27
Equality Test of Two Average 𝑥̅𝑖 = 69.39
The criteria is accepted if
at the With standard deviation √83.18 = 9.12.

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 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.

To make it clear, it was also counted 1561

𝑥̅𝑖 =
into histogram and polyogon data: 28
𝑥̅𝑖 = 55.75
10
8 With standard deviation √69.68 = 8.35.
6
To make it clear, it was also counted
4
into histogram and polyogon data:
2
8
0
49.5 55.5 61.5 67.5 73.5 79.5 6
Figure 1.
4
Histogram and Polygon of Data in
Experimental Class 2
Then it counted into chi-square 0
formula: 39.5 44.5 49.5 54.5 59.5 64.5
𝑘
(𝑂𝑖 − 𝐸𝑖 )2
𝜒 2 𝑟𝑎𝑡𝑖𝑜 =∑
𝐸𝑖
𝑖=1 Figure 1.
𝜒 2 𝑟𝑎𝑡𝑖𝑜 = 0.33 + 0.06 + 0.62 + 2.23 + 0.62 + 0.80 Histogram and Polygon of Data in
Control Class
From the result of x-ratio it was
obtained at significance level of 0.05 Then it counted into chi-square
and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 = formula:
4.66 < 7.81 < 11.3. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝑘
𝜒 2 𝑡𝑎𝑏𝑙𝑒 therefore, the criterion was 𝜒 2
=∑
(𝑂𝑖 − 𝐸𝑖 )2
𝑟𝑎𝑡𝑖𝑜 𝐸𝑖
accepted. It means that the data have 𝑖=1
normal distribution.
𝜒 2 𝑟𝑎𝑡𝑖𝑜 = 2.85 + 0.90 + 0.17 + 0.98 + 0.19 + 1.89

2. Result of Control Class

The writer used test on control
class in order to see the students’
achievement in reading ability. After
presenting whole materials using direct
instruction on control class and gave
the test. The writer got the result that
the highest score was 72.5 and the
lowest score was 40 with (n) = 28
students. Obtained the result:
Σ𝐹𝑖 = 28
Σ𝐹𝑖 𝑋𝑖 = 1561
Σ𝐹𝑖 𝑋𝑖 2 = 88907
The average score:
Σ𝐹𝑖 . 𝑋𝑖
𝑥̅𝑖 =
Σ𝐹𝑖
From the result of x-ratio it was
obtained at significance level of 0.05
and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 =
6.98 < 7.81 < 11.3. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 <
𝜒 2 𝑡𝑎𝑏𝑙𝑒 therefore, the criterion was
accepted. It means that the data have
normal distribution.
3. The Homogenity Test
From the result of homogenity test by
comparing to the f-table (by looking at I
table). It was obtained Fratio was 1.19.
Ftable at significant level of 0.05 was
1.90 and 0.01 was 2.50. Since Fratio <
Ftable, therefore Ho was accepted (1.19 <
1.90 < 2.50). It means that the variance
of the data in experimental class and
control class are homogeneous.

9
 Evi Septiana, Akhmad Sutiyono, Eva Nurchurifiani.
4. Hypothesis Test
In calculating the end of result, the
writer used t-test formula:
𝑋̅1 −𝑋̅2
𝑡𝑡𝑒𝑠𝑡 = 1 1
𝑆√ +
𝑛1 𝑛2
with,
(𝑛1 − 1)𝑆12 + (𝑛2 − 1)𝑆22
𝑆2 =
𝑛1 + 𝑛2 − 2
2
It was obtained 𝑆 = √76.30 = 8.73.
And t-test = 4.45.
5. Equality Test of Two Averages
To know the equality test of two averages,
the writer consulted t-test with t-table (by
looking at G table). It was got ttest 5.59 >
1.67 < 2.39. Criterion Ha accepted if ttest
> ttable .Therefore, Ha was accepted, it
means there was an influence of
groupings technique towards students’
reading ability at the Seventh Class of
SMP Karya Utama Jati Agung Lampung
Selatan in 2018/2019.
6. Difference Test of Two Averages
To know the equality test of two averages,
the writer consulted t-test with t-table (by
looking at G table). It was obtained ttest
was higher than ttable 5.99 > 2.00 < 2.66.
Therefore, Ha was accepted. It means
that the average score of students’
reading ability which was taught
through groupings technique higher
than which was taught through direct
instruction at the Seventh Class of SMP
Karya Utama Jati Agung Lampung
Selatan in 2018/2019.
7. Discussion
Based on the data analysis by using t-
test and testing of hypothesis. The
writer got the result that Ha was
accepted. It showed by ttest was higher
than ttable with significance level 5%
and 1% (5.99 > 1.67 < 2.39). It means
that there was significant influence of
groupings technique towards students’
reading ability. It was proved by the
average score in experimental class
was higher than in control class (69.39
> 55.75 and 5.99 > 2.00 < 2.66).
From all of the result, the writer
concluded that groupings technique
was useful in improving students’
reading ability. By grouping, they were
easier in finishing the task given.
In the end of discussion, the writer
concluded that groupings was very
useful for teaching and learning
reading. Because groupings provide
opportunities for student initiation, for
face-to-face give and take, for practice
negotiation of meaning, and for
extended conversational exchanges,
and for students adoption of roles that
would otherwise be impossible. By
grouping, the students will more
enjoyable in learning. Because they feel
that they are not alone in finishing the
material. They could give feedback each
other relates to the material given by
the teacher.
CONCLUSION
5.1 Conclusion
There was an influence of groupings
technique towards students’ reading
ability at the Seventh Class of SMP
Karya Utama Jati Agung Lampung
Selatan in 2018/2019. It can be seen
that the result 𝑡𝑡𝑒𝑠𝑡 = 5.59, 𝑡𝑡𝑎𝑏𝑙𝑒 for α=
0.05 was 1.67 and for α=0.01 was 2.39
(5.59 > 1.67 < 2.39).
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