CHAPTER I

INTRODUCTION

A. Research Background

Language is important for human life, especially in the occasion of

communicating.Everybody knows that in all activities people need to communicate each

other. In short, language is a tool of communication.

Language is a set of rules used by human as a tool of their communication.Sapir

(1978:78) says that language is purely human and not instinctive method of communication

ideas, emotion and desire by means of a system of voluntarily produced symbol. It is known

as important language especially in the globalization era. Ability to communicate in a full

understanding is the ability of discourse, namely the oral communicationand written

communication.

English is an international language that studentsmust be mastered in this

globalization era. It is used in many aspects such as science, culture, education, business,

even in relationship among countries. English nowadays can be found around us, much

information is shared by using English. So it is important to be mastered in English. In

addition, there are some skills that we need to learn if we want to be mastered in English,

they are speaking, reading, writing, and listening. All of them are important if we want to be

mastered English well for example reading. Reading is one of the most essential skills to be

mastered in language learning. It brings many benefits. One of the benefits of reading is a

broad store of information. Reading becomes essential for everyone in order to increase his or

her knowledgebecause there are many kinds of information and books written in English.

This idea is supported by the fact that reading has become a part of our daily life.
 Learning to read is one of the educational goals. For both children and adults,

reading opens up new worlds and opportunities. It helps us to get new knowledge, enjoy

literature, and do everyday things that are parts of modern life, such as, reading the

newspaper, job listings, manual instructions, maps, and so on. We can deny that reading is an

activity that we do every day.

English is an important subject in their school curriculum. Likewise Indonesia,

English has been taught in almost every school level. In the primary school, English becomes

a local content subject which is taught from the first until the six grade class. In the junior

until senior high school, English becomes a complementary subject. Even in some

kindergarten English has been introduced to the pupils, with big expectation that in long span

of time they will get fluent in English and also be easy to understand the English references.

Reading can explore student’s English skill such as perception understanding, and

the values between two words (Brindley, 2005:82). As we know that many information is

written in English such as books, newspapers, magazines, instructions, etc. Students can

develop their understanding about the new knowledge. For example the students read a book

about the culture of some countries that canmake the students knowhow a culture in a

country. Reading also can enrich the students’ value about the meaning of the words.

School is one of the place where the students do the process of teaching learning

and the interaction between teachers and students, happens in school. But there are numbers

of problems that teachers might face in the process of teaching and learning reading. One of

the problems that teacher found is to choose the strategies in teaching languages. As

Anderson states in Grabe (2009:329):

Teaching students how to utilize the skills and knowledge that they bring from
their first language, developing vocabulary skill, improving reading
comprehension, improving reading rate, teaching readers how to orchestrate the
use of strategies and how to monitor their own improvement are some of the
elements that teacher must consider in preparing for and EFL/ESL reading class.
 As we know there are many teachers still use explanatory method, they just explain

the materials and the students just listen what they said. The result that the students are bored,

they did notenjoy learning and their achievements become reduce. And the students have the

difficulties to get the main idea in the text. They need some activities which can make them

fun with the reading process. One of the activities is group discussion.

Small Group Discussion is the common type of communication activities which

consists of six or fewer students in a purpose to share, investigate, solve, and evaluate the

ideas or information (Brown, 2000:177). The good characteristic of discussion is to exchange

information of each other. It is useful for the students to express their ideas without fear and

embarrassment. In these activities, the students must work together to develop a plan, resolve

the problem or complete the task. The smaller the group of discussion is more alive and

effective. It makes each person easier to express their ideas. Every person has more roles on

the group to be active in the discussion, to help their friends to finish the task.

Based on the background above, the writer would like to make a research on

SMANEGERI 2 Pematangsiantar about The Effects of Using Small Group Discussion to the

Students’s Ability in Reading Comprehension. The writer chooses SMA NEGERI 2

Pematangsiantar to take the data using small group discussion to the students in reading

comprehension.

B. Research Identification

The writer finds some problems. There are:

1. Students’ ability in reading comprehension was low.

2. The students did not have strategy or media to understand the lesson.

3. Students were lack of motivation in reading english text.

 C. Research Scope

The scope of this research is that the writer only focuses on applying small group

discussion in teaching reading comprehension of grade XI students of SMA Negeri 2

Pematangsiantar. This research is limited in reading analytical exposition.

D. Research Problems

Based on the statement above the writer would like to formulate the problems

for the research as follow: Does the effect of small group discussion more significant

effect than the effect without small group discussion to the reading comprehension of

grade XI students’ ability of SMA NEGERI 2 Pematangsiantar on analytical exposition?

E. Research Objectives

As the purpose of the research, the writer would like to find as following : To find out

whether the effect of small group discussion has more significant effect than the effect

without small group discussion to the reading comprehension of grade XI students of

SMA NEGERI 2 Pematangsiantar on analytical exposition.

F. Research Significances

1. Theoretically.

This research will introduce students’ achievement in reading skill. Not all the

students have good achievement in the learning English skill, especially reading

comprehension. The research finding will add the study on teaching reading comprehension.

And introduce them to use the small group discussion.

 2. Practically.

a. Teacher

The teacher is expected to understand the usage of small group discussion to increase

students’ achievement in teaching reading comprehension.

b. Students

The student will be easier to comprehend the text with using small group discussion.

c. Researcher

The further researcher gets the information in using small group discussion in

teaching reading comprehension.

G. Theoretical Frameworks

Theoretical framework is very important for the writer because it provides basic

information related to the study views from some experts is quoted from some books, written

by some experts in related fields. The writer uses the theory of Arikunto (2006), Aebersold

(1997), Alderson (2000), Bernhardt (1991),Brewer (1997), Grabe (2009),Harmer (2007),

Heilman (1976), Khotari (2004), Klingner (2007), Knapp and Watkins (2005), and

Mickulecky and Jeffrie (1997), Richards (2002), Streven (1997), Nunan (2005), Serevallo

(2010)

H. Hypothesis

Ho : The effect of small group discussion is not more significant than the effect of teacher

method to the reading comprehension of grade XI students of SMA NEGERI 2

Pematangsiantar on analytical exposition.

Ha : The effect of small group discussion is more significant than the effect of teacher

method to the reading comprehension at grade XI students of SMA NEGERI 2

Pematangsiantar on analytical exposition.

 I. Key Terms

1. Reading is a fluent process of readers combining information from a text and their own

background knowledge to build meaning. (Nunan, 2005 : 68 )

2. Analytical Exposition Analytical exposition text is a text that elaborates the writer’s idea

about the phenomenon surrounding. (Pearson, 1978: 172)

3. Small Group Discussion is the common types of communication activity which consists

of six or fewer students in a purpose to share, investigate, solve, and evaluate the ideas or

information. (Brown, 2000:177)

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer will provide the theories that related with this

research. Some theories consist of two main topic, they are reading comprehension and small

group discussion. The writer also includes the theories from some experts who will support

this research.

A. Reading

1. The Understanding of Reading Comprehension

According toNunan( 2005 : 68 ), Reading is one of the language skills which are

very important to develop students’ knowledge in their studies. Reading is a tool of learning;

students need a variety of reading skills to understand the textbooks, reference materials,

magazine, newspaper, etc. therefore if students does not read them, they will miss the latest

information of science and technology. According to Streven (1997:26), reading is a skill of

great importance to students because it provides them to access to great quantity of further

experience in the language and gives them the window into the normal means of continuing

his personal education.

Reading regarded as one of English skills that need relatively mechanical skill. In

this sense, Grabe (2009:5) assumed that reading is viewed as not merely taking written

information on the printed matter but also attributing a meaning-extracting process as the

essence of act of reading. It means that reading is not only to get information from the text

passively. When students read they also make interaction on mind to understand the meaning.

Regarding those definitions above, it can be seen that learning to read is a complex

process because reading requires thinking. When the reader read to get the meaning of

printed selection, it is obviously needed a great number of mechanical skill and

comprehension skills as thinking process. Therefore, it can be said that reading includes
many aspect of skills. According to Alderson (2000:9) divided those skills involves recalling,

drawing, finding, weaving, recognizing, indentifying, and following which are considered

toward to the readers in understanding the oriented symbols as a mental process. That is why

the readers have to integrate their skills when reading text because a complex process,

reading needs understanding the information in mind.

Aebersold (1997:5) also stated in her book that “reading is the ability to

comprehend the thoughts and feelings of another mind via the medium of text; reading

constitutes a powerful activity that confers knowledge, insight, and perspective readers”.

According to Bernhardt (1991:5), reading is regarded as cognitive process in demands a

process to apprehend the meaning to gain information and to learn in which those should be

considered to the process in mind. Therefore, to understand the meaning of a text in reading

activity, the reader have to use of interaction among eyes and mind to grasp the message

related to what the author is trying communicate.

Reading is a form of communication between reader and author. In the process of

reading, a reader has to understand and catch the meaning of the text. At the same time the

author gives understanding through the words. The essence of reading activity is

comprehension; it becomes a primary challenge in teaching or learning of reading skill. In

order to learn or understand the messages of author, the students are hoped to have the ability

to comprehend the written textbook. In short, there is an interaction between a reader and the

author. The result of this interaction, the reader tries to understand what the author means.

While reading, a reader tries to understand the information from the text they read.

Understanding the written text means extracting required information from it as efficiently as

possible. Therefore, there is no meaning if a reader just reads without comprehending and

catching the information from it. However, in comprehending a printed language, it is quite

difficult as the reader must accomplish multiple things simultaneously in constructing the
meaning from a text. There is a constructing of understanding concept. The readers have to

construct their own understanding about the text they read

Based on those opinions, it could be summarized that reading is an activity which

need a use of eyes a mind together at the same time to get a information of a reading object.

The comprehension is process to get in getting the information. The writer concludes that

reading comprehension is a process to understand the contents of the text which is done by

the readers to get information. It is given through written language and aimed to comprehend

the meaning of the text.

2. The Objective of Reading

In daily life, people generally read something because they want to or have a desire

to do so. No matter what materials we read, we read them on objective. When we read a

comic, a novel, or a magazine in our leisure time, it does not mean that our reading does not

have an objective, we read to spend our time or to get rid of boredom because we have

nothing to do. Even though our reading is just for spending time or getting rid of boredom, it

is still an objective. In this case, the objective is reading for pleasure. It is different when we

read a textbook, a recipe, or a timetable. We read them because we need the information. In

this case, our reading objection is to get information.

There is some objective of reading according to Mikulecky and Jeffries (1996:1)

with closely connected to a reader’s motivation for reading; it will also affect the way a

reading selection is read. For example, when readers read a reading selection in a test to find

certain information that is needed to answer the test items, they will likely try to pay more

attention and put more focus onto the text, use their intellectual to absorb the information

they need, and activate their background experiences or prior knowledge that they have to

gain better comprehension from the text that they read. In other words, reads with a specific
objective in mind enables readers to focus on relevant part of text and to use appropriate

reading strategy.

Beside the objective that had been noted previously, there is another objective of

reading, which is to practice the pronunciation ability. This objective is usually done by

reading aloud. This reading purpose can be very useful when someone wants to practice his

or her articulation and intonation in pronouncing the words.

3. The Types of Reading Skills

There is four easily identifiable skills in reading, they are: skimming, scanning,

oral reading.

1) Skimming, glancing rapidly through a text to determine its general content, e.g. quickly

glancing through an articles to see if it interest or not. Being able to look over material

rapidly for given purposes without reading every phrase is great asset for a reader to

posses. Skimming enables people to select content that they want to read and to discard,

which is inconsequential for their purposes. Skimming permits people to gain a general

idea about material when that is their purposes rather than to read all the material in

detail.

2) Scanning, reading to locate specific information, e.g. locating telephone number in

directory. Being able to search material rapidly with given purpose in mind in order to

find a specific fact or an answer to particular question plays a large role in much of a

youngster’s reading. Scanning enables people to locate specific information without

reading all materials around it.

3) Oral reading

In the beginning teachers reads every single sentences as a good as possible for the

students to speak then to read correctly late on. They cannot speak correctly unless their
 first listening is correct. In oral reading we change the written sign into oral sign giving

the same meaning. Therefore, oral reading is used for understanding and expression.

Each kind of reading skill that has been explained above are used for certain

purpose. Each also requires different approach and technique to achieve its goal. For

example, skimming and scanning techniques are usually used by the reader when they read a

reading selection when take a reading test. By using these techniques, they may be able to

find the information they need without have to read all the reading passage and save their

time.

4. Developing Reading Skill

To get maximum benefit from their reading, students needs to involve in both

extensive and intensive reading.

1) Intensive reading, the reader tries to absorb all the information given by the author. E.g.

reading dosage instruction for medicine.

2) Extensive reading, the reader deals with longer text as a whole, which requires the ability

to understand he component parts and their contribution to the overall meaning. E.g.

reading a newspaper article, short story, or novel.

5. The Factors Influencing Reading Comprehension

There are many factors influencing reading comprehension. Pearson (1978)

explained, the factors influencing reading comprehension into two categories, inside factors

and outside factors. Inside factor are divided into four components. The first is linguistics

component (what the readers know about the language). When the students learn language,

they learn three system, they are:

1) Phonological Knowledge, it includes of the different phonemes (individual sounds) in the

language.

2) Syntactic knowledge, it refers to the orderly arrangement among words in sentences.

3) Semantic knowledge, it refers to our knowledge of words’ meaning. It is also include our

knowledge of the relationship among words.

The second component of inside factors influencing reading comprehension is

interest. It is important thing in reading comprehension. If the students interested in topic

presented in their class, they will understand more about the topic. As a facilitator, the teacher

has to give the explanation about the material in many ways. Therefore, the teacher has to use

various resources related to the topic. The teacher give opportunity to their students to read

everything from any resources such as magazines, books, journals, etc. their interest in

reading can influence their comprehension.

The third component is motivation. Most of readers usually read what they want to

read and what they have to read. Therefore, motivation can influence the students’

comprehension because the different reasons of the readers have different power to make the

reader try to understand more what they read. There are two kinds of motivation, intrinsic,

and extrinsic motivation. Intrinsic motivation is in the reader. It comes from the learner itself.

As the teacher, we try to give the intrinsic motivation so that they will be more motivated.

We offer incentives, feedbacks, others stimuli to try to alter a student’s level motivation.

The last component is reading ability. It explains how well the reader can read. It is

almost tautological to say that the more reading ability one posses, the better one will

comprehend. The readers have to read everything and try to understand what they read.

School environment is another factor to develop students’ reading ability. Reading

environment will be constructed if the teacher motivates their students to read and make

students want to read more. Besides that, school environment especially teachers, peers, all

influence the reading comprehension of students. Peers can be positive or negative. The

positive influence will appear when there is friendly competition among the students.

Therefore, it can develop their reading ability

6. The Principle of Teaching Reading

There are 14 principles of teaching reading which are noted from book “Principles

and Practices of Teaching Reading” by Heilman (1967:3-4). They are:

1) Learning to read is a complicated process and is sensitive to variety of pressures.

2) Learning to read is an individual process.

3) Pupil differences must be a primary consideration in reading instruction.

4) Reading instruction should be thought of as an organized, systematic growth producing

activity.

5) Proper reading instruction depends on the diagnosis of each child’s weakness and needs.

6) The best diagnosis is useless unless it is used as a blueprint for instruction.

7) No child should be expected or forced to attempt to read material which at the moment

he is incapable of reading.

8) Reading is a process of getting meaning from printed word symbols.

9) Any given technique, practice or procedure is likely to work better with some children

than with other. Hence, the teacher of reading must have a variety of approach.

10) Learning to read is a long term developmental process extending over a period of years.

11) The concept of readiness should be extended upward to all grades.

12) Early in the learning process, the child must acquire ways of gaining independence in

identifying words whose meaning are known to him but which are unknown to him as

sight words.

13) Children should not be in the classroom when they have emotional problem sufficiently.

14) Emphasis should be on prevention rather than cure. Reading problems should be detected

early and corrected before they deteriorate into failure-frustrated reaction cases.
 The principles that have been noted previously become some of primary concerns

in teaching reading. In addition, in reading class, teachers are supposed to take the following

things into account.

1) When choosing reading material, it is important to consider the student’s interests and

ability level, as well as the subject matter of the text.

2) Discussing new words and concepts with students before reading a text is generally

helpful. It helps to activate prior knowledge and improve comprehension. This is

especially important for ESL readers.

3) Asking students to tell everything they know about a topic is a useful way to get the

students to activate heir prior knowledge. They should than begin to think about what

they do not know. After reading, they should summarize what they have learned about

the topic.

4) Comprehension can be enhanced by building on student’s background knowledge, e.g.

by having a group discussion before reading.

5) Using combination of different teaching strategies is better than focusing on one.

6) By talking to students about the different purpose for reading, they will become more

aware of what to focus on as they read.

7) The use of books and reading materials that are interesting and relevant to students will

motivate to read more.

8) Make connections between reading and students’ lives.

9) When assessing the difficulty level of a text, it is important to consider the language

used, as well as its subject matter, interest level and assumed cultural knowledge.

a) Choose reading material that utilize students’ local context. For instance, book about

what students enjoy doing would be a good starting point.

b) Use information text that contains topics with which the students are familiar. This will

allow them to use their prior knowledge and to learn more about the topic.

B. Analytical Exposition Text

1. Definition of Analytical Exposition

An expositionis a rhetorical discourse that provides information about or an

explanation of difficult materials. An analytical writing interprets subtle meanings, imagery,

allegories, or other symbolism in a literary or artistic work. Exposition is a text that

elaborates the writer‘s idea about the surrounding phenomenon. It also is a piece of text that

presents one side of an issue. Its social function is to persuade the reader that the idea is an

important matter.

2. Social function

It functions to persuade the reader or listener to take action on some matters. If

we have ever tried to persuade someone to believe something or if you have argued with

someone, then you have used the exposition text. The purpose of its text is to persuade the

reader or listener by presenting one side of an argument.

3. Generic Structure of Analytical Exposition

1) Thesis: Introducing the topic and indicating the writer’s position. It is an introductory

statement that gives the author’s point of view and previews the arguments that will

follow. It introduces topics and indicates the writer’s position or we can call it as an

opening statement that indicates the writer’s idea or point of view.

2) Arguments : Explaining the argument to support the writer’s position. It consists of a

point and elaboration sequence. The number of points may vary, but each must be

supported by discussion and evidence.

3) Reiteration: Restating the writer’s position. It is a conclusion that sums up the arguments

and reinforces the writer’s point of view. It restates the position more forcefully in the

light of the arguments presented.

4. Significant Lexicogrammatical Features of Analytical Exposition

1) Focus on generic human and non-human participants to indicate the writer’s attitude

to convince the readers about the writer’s opinion, he or she needs state words or

vocabulary to indicate his/her position. For example: it has special power, it gives

advantages, etc

2) Use mainly of nominalization and causal conjunctions to construct the argument such

as, however, on the other hand, therefore, thus, leads to, creates, consequently, firstly,

secondly, another reason, moreover, in addition, finally, etc.

3) Use of relational process.

4) Use of internal conjunction to state argument.

5) Usually simple present tense.

Example of Analytical Exposition Text

(1).The Unhealthy Fast Food

Fast food nowadays is considered a normal eating venture. People are not just eating out

on special occasions or weekends anymore. It means that all the time they mostly eat fast

foods. However is fast food good for health?

Fast food has its popularity in the 1940’s. Within a few years, fast-food operations

popped up everywhere. With the compelling rise in fast-food restaurants since the 1940’s,

oddly it started the rise in obesity and cancer during that same time period.

Fast food is highly processed with a wide array of additives. To ensure fast food’s low

cost, the fast food products are made with highly-processed ingredients to give it shelf-life, to

hold consistency, and to enhance flavor. Fast food is altered from its original healthy form.
 It is not the calories in fast food which damage health and waistline. It is the chemical

additives such as aspartame and MSG (monosodium glutamate). Studies show that the

chemical additives lead to weight and disease issues.

So, there is absolutely nothing nutritional about fast food. Fast food simply feeds hunger

and craving. (Source: English Alive for Grade XI Published by Yudhistira 2006).

(2).Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is rude,
harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people
and can turn them off their food. People pay to taste good food and not to be put off by foul
smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to
others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma
attacks and even cancer.Finally, smoking is dangerous and a health risk to the smokers.
Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in
restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to
the smokers and should not be allowed in any restaurants.

(3). Integrated Pest Management

There is no best way to deal with pests in agriculture. Pesticides which are commonly

used may cause many problems. I think combining different management operations is the

most effective way to control pests.

Firstly, the chemicals in the pesticides may build up as residues in the environment

and in the soil which absorbs the chemicals. This reduces the quality of farm product.

Secondly, pests can gradually become resistant to pesticides. This means that newer

and stronger ones have to be developed.

 Lastly, some pesticides affect non target plants and animals such as fish and bees.

This affects the ecology and environment as well.So, understanding of ecology of an area

helps a lot in pest control. Pesticides should be chosen and applied carefully so that they don't

affect the ecological balance and environment.

Therefore, integrated pest management is a safe and more effective option to fight pest in

agriculture and livestock.

C. SMALL GROUP DISCUSSION

1. The Understanding of Small Group Discussion

Small group discussion or working in small groups has been shown to improve

students’ understanding, retention of material, and problem solving abilities. However, most

of us do not instinctively know how to work well with others in the academic setting. In order

to be successful, group work must be carefully structured and the student must receive

support in order to be successful.

According to Seravallo (2010:5) “small group discussion conferences accomplish,

and complement the same goals”. They can prepare a presentation or discuss an issue and

come to the group discussion. Although the one-on-one conference is an important weekly

meeting between a teacher and student, we can supplement an individual conference with

small group conferences to work more efficiently. This efficiency is especially important in

today’s classrooms with higher benchmarks, large class sizes and increasing demands placed

on students and teachers.

Harmer (2007:117) in general it is possible to say that small group or around five

students provoke greater involvement and participant than larger group. The small group

enough for real interpersonal interaction, yet no so small that members are over reliant upon

each individual. Because five is an odd number it means that a majority view can usually

prevail.
 The writer conclude, small group discussion is a media for students to get involve to

influence each other to find the way out about something they discuss about or problem

solving.

2. The Advantages and Disadvantages of Group Discussion

The positive primary aspect of using group discussion is the students can share to

each other to solve the problem, it needs a good teamwork. They need to share their idea and

discuss the way to fix it. According to Brewer (1997:27), there are some advantages and

disadvantages about small group discussion

a) The Advantages

1) All participants in group can participate.

2) It is the good way to get participants interested to the topic.

3) Participants may more easily understand another participant’s explanation than a

presenter explanation.

4) The presenters can identity participants who need assistance.

5) It helps participants see relationships among ideas or concepts related to the topic at

hand.

b) The Disadvantages

1) It is time consuming.

2) Some participants in group may do all the talking.

3) It involves less presenter involvement that other method.

4) The discussion can easily get off track.

3. The Process of Small Group Discussion in Classroom

The classroom organization does not deal directly with the reading process or with

the materials, methods, or approach to teaching reading comprehension. Yet without good

classroom organization and classroom management, reading instruction may be totally

ineffective. It is enough for teachers to know what organizational patterns and management

technique are conducive in learning.

According to Ahmad (2010: 54), “small group discussion is an activity in group to

solved the problem with the aim to get together the explanation clearly and more detail about

something, or to make a decision together. In discussion, every people are hoped gave their

opinion so that all the participants turned in to the same comprehending in a decision or

conclusion. The steps of teaching reading to the experimental group through discussion are

the following.

a) Pre-reading steps

1) Teacher gives the explanation of material for all students.

2) Teacher introduces the selection that students are going to read by showing them the

title, author, or cover, and has them predict what the story will be about.

3) Teacher distributes the selection to each student, and has them read silently.

4) Teacher explains the meaning of new words and idioms, and explains new grammar

usages.

b) During reading steps

1) Teacher divided the students into small groups. The students decide to be a member of

any group by themselves, but the number of student per-group should be equal.

2) Teacher give instructions what the students will do in while teaching.

3) Each student in group reads the whole story or passage silently.

4) Teacher helps students with vocabulary, grammars, and others if they need assistance.

5) Students discuss what the text order and details of story within their group; with the

teacher monitoring and helping as needed.

c) Post reading steps

1) Teacher asks the students for taking back position before. It means to avoid students

doing discussion when do the test.

2) Teacher evaluates comprehension by having them answer questions by test.

3) Teacher discusses the answer with students by having them tell how they find the answer

and how the mastery of comprehension helps them.

4. Relevant Researchers

a) Arthy V & Dr. P. Nagaraj (2012) “Enhancing Reading Comprehension Skills

Through Small Group Interaction Techniques: A Comparative Study”.

This research about small group discussion has been done by Arthy V and Dr. P.

Nagaraj. The title is “Enhancing reading comprehension skills through small group

interaction techniques: A comparative study”. Reading is the basic foundation on which the

academic skills of an individual are built. Several recent reviews and syntheses of research

offer key information about effective comprehension strategy instruction. Cooperative

learning is the instructional use of small group so that students work together to maximize

their own and each other’s to learning. Cooperative learning has been demonstrated to be an

effective method for improving reading comprehension. The present study investigates the

relative effectiveness of two cooperative learning techniques namely reciprocal method and

jigsaw method in enhancing the reading comprehension of the engineering students.

 b).Rini Mur Mauza, WiwiekIstianah, Made AdiAndayani T (2013) Improving

The Tenth Grade Students’ Reading Comprehension Achievement Through Small

Group Working Technique At SMA 1 N Srono

This research about small group discussion has been done by Rini Mur Mauza and

friends. The title is “Improving the tenth grade students’ reading comprehension achievement

through small group working techniques as SMAN 1 SRONO”. This research is intended to

describe research result on the use of implementing small group technique in improving tenth

grade students’ reading comprehension achievement. The research problem was the students’

difficulties in comprehending English text and poor of vocabularies. To solve this problem,

implementing small group working technique was used to improve students’ active

participation and their reading comprehension achievement. The research design was

classroom action research and the primary data were collected by using reading

comprehension test and observation. The result of the research showed that small group

working technique could improve the students’ active participation and their reading

comprehension.

c).LusiaOsa-Melero (2015) A Comparative Analysis Of The Effects Of Small Group

Versus Individual Pre-Reading Activities On The Reading Comprehension Of

College Students Of Spanish

This research about small group discussion has been done by LusiaOsa-Melero at

Duquesne University, USA. The title is “A comparative analysis of the effects of small group

discussion versus individual pre-reading activities on the reading comprehension of college

students of Spanish”. This research is about the usage of small group discussion versus

individual pre-reading. She conducted the observation started on 2015. The assessment tools

are multiple choice and written recall protocols. The multiple choice test measure the
comprehension of text main ideas. Multiple choice results indicate that individual pre-reading

activities significantly increase reading comprehension. When examining recall protocols

from a cumulative perspective, text main ideas, supporting idea, and minor details are

integrated into one cumulative grade. This grade shows that neither pre-reading treatment

shows any significant difference. However, when focusing on a specific level, individual pre-

reading activities prompt participants to recall a significantly higher percentage of supporting

ideas and minor details while showing no significant increase for main ideas. Group work

treatment falls short in its ability to benefit reading comprehension.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about the method and procedure that are used to solve

the problem of the study. The writer has written some theories in the previous chapter.

Based on the theories, the writer tries to describe research design, population and sample,

the technique of collecting data, validity and reliability of the test, scoring the test and

technique of analyzing data in this chapter.

A. Research Design

According to Khotari (2004:3) research design is a plan and procedure for research

that spam the discussions from broad assumption to detailed methods of data collection and

analysis. The design of this research based on the quantitative research doing with using a

number, statistics process and structure.

The writer chooses two classes of grade grade XISMANEGERI 2 Pematangsiantar

which is at the same number of student. The classes are divided into Experimental Group and

Control Group

Table 3.1
The Procedure of Experiment in Group and Experimental Control
Research Design
GROUP PRE-TEST TREATMENT POST TEST

EXPERIMENTAL √ X √

CONTROL √ Y √

Note:

X : Teaching using Small Group Discussion

Y : Teaching without using Small Group Discussion

B. Population and Sample

Population and sample are two related terms in research. Population is a set or

collection of all elements possessing one or more attributes of interest. Sample is a part of

population that is researched. The limitation of population must be known and prescribe

clearly and assertively. And sample also, beside we must collect the data correctly, we must

also make the sample correctly.

1.Population

According to Arikunto (2006:130), population is defined as all member of any

well-defined class of people, events, or objects. Population is also the group of the people that

you want to find out about by doing your research. In this research, the writer will take grade

XISMANEGERI 2 Pematangsiantar. There are seven classes which consists of 35 students

(XI IPA-1 up to XI IPA-7) and the sum of the students is 245..

2.Sample

Accroding to Arikunto (2006: 131) “A sample is limited number of elements

from a population to be representative of that population”. The sample is selected by using

purposive sampling technique. Purposive sampling do with take subject do not based strata,

random, or region but based on purpose. Based on that statement, it is implied that not all the

population is necessarily involved in a study but only a certain number of students are

selected as representative.

Based on this technique, two classes are chosen sample. There are 70 students

become the sample to present the whole population. They divided into two groups. They

divided into two groups. The researcher chooses XI IPA-1 and XI IPA-2. Class XI IPA-2

consists of 35 students as experimental class and XI IPA-1 consists of 35 students as the

control class.
C. Research Instrument

Instrument is a device or means used for collecting the data. In taking the data for this

research, the data will be used in the test. The test is answered by multiple choice questions in

a given sheet. Multiple choice questions are related to the Analytical Exposition Text which

contained 20 questions. Students are asked to answer the test and this test will be the

instrument.

In other words, all good tests are designed to measure thestudents achievement in

applying the methods. The instrument is used to collect the data are how the two sets of test,

namely pre-test, to know the students’ ability in understanding the right structure of simple

present tense and after conducting the treatment, the writer give a post test and scored the

students. In this research, the researcher choosestest as a way to measure the students’ ability

understanding the simple present tense.

The Example of the Test

Text (1).
School Uniform, another Good Lesson

School uniform is special clothes worn by all students of a particular school. The
uniform of a school may differ from others. Why should schools use uniforms? Below are
some reasons.
First of all, Notre Dame’s Department of Sociology produced a study in 1998
concerning school uniforms. Their findings using 10th grade students showed that uniforms
have no direct effect on “substance abuse, behavioral problems orattendance.” It also claimed
a negative effect on student achievements for those students considered ‘pro-school’.
Secondly, uniform helps to create a strong sense school ethos and a sense of
belonging to a particular community. As such it promotes discipline and helps to drive up
academic standards, which is why a uniform is often adopted by schools which are being
reopened with a fresh start after being classified as failing.
Finally, uniform acts as a social leveler, under which all students are equal in the eyes
of the school and of each other. In institutions without uniform students are often competitive
and worry endlessly about their appearance and the clothes they should wear. Pupils without
expensive designer clothes and trainers may be singled out as social outcasts, or stigmatized
as being from poor backgrounds. For these reasons many parents prefer uniforms as they save
them money on buying clothes for school wear. Considering the findings, schools should
implement the uniform as their identity. The government should also publish some kind of
rule which makes uniform compulsory for schools.(Source: English Alive for Grade XI
Published by Yudhistira 2006).
1. Based on the text above, which one is not true about the reason of using the uniform…
a. To help the teacher identify every students
b. To show the school prestige
c. To avoid the students from punishment
d. To showall students are equal in the eyes of the school and of each other
e. To make the student smarter
2. In institutions without uniform students, one will be regarded poor because he/she …
a. Does not wear a school uniform
b. Cannot afford to buy a school uniform
c. Wears no expensive designer clothes
d. Posses a bad academic record
e. Has a bad attitude at school
3. “Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to
a particular community” (Paragraph 3).
What does the underlined name?
a. Action Verb
b.Modality
c. Verb of Thinking
d. Dependent Clause
e. Casual connective
4. The last paragraph is about …
a. The writer’s suggestion
b. The writer’s arguments
c. The writer’s reasons
d. The writer’s general statement
e. The writer’s thesis
5. “…Substance abuse, behavioral problems or attendance.” (Paragraph 2)
The antonym of the underlined word is …
a. Arrival
b. Come up
c. Appearance
d. Presence
e. Absence

Text (2).

Do you want to buy mobile phone? Don’t be hasty. There are many things to
consider. Be reasonable before making the decision.
First, you can start by asking yourself the usefulness of the equipment. The question
might be, “Do I want it for prestige or usefulness?”
Secondly, you should make a choice on the type of the mobile phone. There are
various choices in the market, so you should decide the one that meets your needs and
whether you can afford it or not.
The consequence of using a mobile phone is its high operational costs. You have to
pay more for a mobile phone compared to a fixed telephone. Therefore, you should only use
the mobile phone only for important talks.
6. The communicative purpose of the text is …
a. To describe the way things are, with reference to a range of nature
b. To present at least two point of view about an issue
c. To describe how something is accomplished
 d. To give entertainment or amusement to the readers
e. to persuade the reader or listener that something is the case
7. What is the text about…
a. Things to consider before buying a mobile phone
b. The various types of mobile phone
c. The consequences of using a mobile phone
d. How to use a mobile phone effectively
e. The advantages of using a mobile phone
8. “The consequence of using a mobile phone is its high operational costs”
The underlined word refers to…
a. The prestige
b. The children
c. The mobile store
d. Costumer
e. Mobile phone
9. What is the second argument from the text above…
a. You have to pay more for a mobile phone compared to a fixed telephone.
b. The consequence of using a mobile phone is its high operational costs
c. First, you can start by asking yourself the usefulness of the equipment.
d. There are many things to consider. Be reasonable before making the decision.
e. Secondly, you should make a choice on the type of the mobile phone
10. Based from the text above, why do we use mobile phone only for important talk…
a. Because the battery is on in a short time
b. Because the usage of mobile time in a long time can make your head sick
c. Because it spends much time
d. Because it needs high operational cost
e. Because it makes you forget to do your homework

Text (3).
Everybody should change their way of life to reduce global warming. There are
several things that we can do. One of them is by buying and consuming fresh local groceries
as much as possible. It of course includes local vegetables, fruits, bread, etc.
Local groceries don’t need much transportation to get it into the market. It of course
means, the amount of carbon dioxide produced is less than the groceries from other region.
Therefore, by buying local groceries we are helping reduce the amount of carbon dioxide
produced.
Consuming fresh groceries instead of frozen ones are healthier for us. Furthermore,
fresh food or groceries means no requirements for it to be freeze up. It means that no
electricity is needed and saving energy means reducing carbon dioxide and money.
So, from now on we should consume fresh local groceries to reduce global warming.
11. The text gives us information about …
a. The ways to minimize global warning
b. The ways to increase global warning
c. The effects of global warning
d. The importance of consuming local groceries
e. The importance of knowing global warning

12. To reduce the global warming we should …

a. Buy import product
b. Buy expensive clothes
 c. Consume frozen foods
d. Consume fresh foods
e. Not use electricity efficiently
13. We are helping reduce the amount of global warming” Paragraph 2
The underlined word can be replaced by …
a. Increase
b. Decrease
c. Improve
d. Add
e. Maximize
14. What is the appropriate title from the text above…
a. Earth health
b. Global warming is human error
c. Save the earth from global warming
d. People must know about the earth
e. Love your earth
15. What is the tense most used from the text above…
a. Present perfect tense
b. Simple present tense
c. Simple past tense
d. Present future tense
e. Present continuous tense

Text (4).
Even though many people think that national activities are usually concentrated in big
cities, village people can still receive information, education and entertainment through
television. Take the national and the world news for example. These programs generally give
its viewers the latest information on national and international events. By watching news
programs, village people can keep abreast of what’s happening on the other side of the world.
Other programs featuring the animal kingdom, farm life, cultural events, and health issues
educate the villagers on various aspects of life. These programs can certainly broaden their
horizons and hopefully give them fresh ideas on how to improve their standard of living.
Programs such as music, film series, quizzes, and dance shows with their entertaining
nature provide visual enjoyment. Relaxing at home while enjoying free entertainment is
something villagers usually look forward to after a day of hard work. So, television really
offers a lot of benefits to villagers. It gives them access to information, education, and
entertainment, thus widening their horizons.
16. What is the topic of the text…
a. Progress of television programs for villagers
b. Kinds of television programs for people in village
c. Watching television is interesting for villagers
d. Television’s programs concentrated in big cities
e. Benefit of television programs for villagers
17. “So, television really offers a lot of benefits to villagers.”
What is the function of underlined word from the sentence above…
a. To amuse the reader
b. To state argument of the writer
c. To make the text clearly
d. To entertain the reader
e. To make the reader easier to read
18. Television really provides many advantages to the villagers because...
a. It can broaden people’s knowledge and horizons in big cities
b. It gives visual enjoyment through its educational programs
c. It can give them information, education and entertainment
d. It gives fresh ideas of how to improve standard of life through its quizzes
e. It gives only free entertainment for villagers after a day of hard work

19. What is the thesis from the text above…

a. Even though many people think that national activities are usually concentrated in big
cities, village people can still receive information, education and entertainment
through
television.
b. By watching news programs, village people can keep abreast of what’s happening on
the
other side of the world.
c. These programs can certainly broaden their horizons and hopefully give them fresh
ideas
on how to improve their standard of living.
d. Programs such as music, film series, quizzes, and dance shows with their entertaining
nature provide visual enjoyment.
e. So, television really offers a lot of benefits to villagers.
20. “It gives them access to information, education, and entertainment, thus widening their
horizons.”
What is the antonym from the underlined word above…
a. Award
b. Offer
c. Provide
d. Take
e. Present

D. Technique of Collecting Data

Instruments are designed to collect the data. In collecting the data the writer uses

a technique as the realization of giving test to the students. Arikunto (2006:150) stated that

test is question which is used to measure the skills, knowledge, intelligence achievement

attitude, and another capability of individual or a group of people.

1. Pre-test

Pre-test is one of the steps in collecting the data. In this step, the teacher asks the

student to answer the multiple choice questions from analytical exposition text without giving

any explanation before. The test consists of 20 items, it includes 4 passages and each passage
consists of 5 questions. This step is done in the beginning of lesson before the teacher

explains more about the material of lesson. In this case, teacher wants to measure the ability

of students to attack all the part of analytical exposition text.

2. Treatment

After doing the pre-test, teacher continues the subject with giving treatment. In

this occasion, the teacher gives more deeply the explanation of material for the students.

Treatment, which are experimental group and control group that taught by using the same

material but different technique. The experimental group was taught with small group

discussion. Meanwhile, the control group was taught with small group discussion.

Meanwhile, the control group was taught without small group.

3. Post-Test

Having given treatment, the students are given a post test which is similar to that

of pre-test. The function of the post-test is to know the mean scores the control group and

experimental group after getting treatment. It is also used to know whether there is a different

finding in both groups. The test consists of 20 items, it includes 4 passages and each passage

consists of 5 questions.

E. Scoring of the Test

In scoring the test, the writer used scoring ranging from by counting the correct

answer and applying this formula.

Bungin(2001:187-189)The formula is:

Note:

S= Score of the test

R= Number of the correct answer

N= Number of test item

F. Validity and Reliability of the Test

The validation consists of the establishment of validity and reliability. This two

factor should be fulfilled a text before it is used to device the data in the research. The

establishment and procedure of each aspect is discussed in the following parts.

1. The Validity of the Test

Validity is a measure that indicates the levels of validity or the validity of an

instrument. A valid or invalid instrument has high validity. The writer assumed that the test is

valid for the purpose of the test has sufficient evidence that complete with ability to be tested.

Arikunto (2006:170) said to know the validity of the test. The writer use Coefficients

Correlation Product Moment Formula.

N  xy   x  y 
rxy 
N. x 2

  x  N  y 2 
2
 y  
2

Note:

rxy: the coefficient of correlation between two variable

N: the number of sample

∑xy: total sum of x and y

∑y : the total score of the post-test

∑x : the total score of the pre-test

To see the level of validity of the test, Arikunto (2006:75), devices coefficient

correlation in the following:

 Table 3.3
Level of Validity of the Test
rxy Validity specification
0,80 <rxy ≤ 1,00 Very high
0,60 <rxy ≤ 0,80 High
0,40 <rxy ≤ 0,60 Fair
0,20 <rxy ≤ 0,40 Low
0,00 ≤ rxy ≤ 0,20 Very low

2. Reliability of the Test

According to Heaton (1990:162), reliability is a test a necessary characteristic of

any good test, for it to be valid at all; a test must first be reliable as measuring instrument.

Reliability is one of the characteristic of good test. Reliability refers to the consistency of the

measurement. According to Arikunto (2006:178), a reliable measures in one that provides

consistent and stable indication of the characteristic being investigated.

Arikunto (2006:180), to obtain the reliability of the test, the writer uses the

formula of Spearman-Brown, that is:

2r1 / 21/ 2
r11 
1  r1 / 21/ 2

Note: r11 = Coefficient reability

r1 / 21/ 2 = Coefficient between the two tests

Arikunto asserted that the reliability of test can be categorized as follow:

Table 3.4
Level of Reliability of the Test
r11 Reliability specification
0,00 – 0,20 The reliability is very low
0,21 – 0,40 The reliability is low
0,41 – 0,60 The reliability is fais
0,61 – 0,80 The reliability is high
0,81 – above The reliability is very high
G. Technique of Analyzing Data

Generally, the research method is done into two groups, first is experimental group

and second is control group observe with compare the two mean. According to Arikunto

(2006:311), the test can be done to researchfor the free random. As the main point in this

research, data analysisis used to determine the result of the research. It will show the

successful of small group discussion in teaching reading comprehension to resolve the

problems which the researcher found. So, the data will be analyzed by these following steps:

1. The researcher gives the scores of the students (experiment and control class) both pre-
test and post-test.

2. The researcher lists the experimental class as variable X and Control class as variable Y
in the table.

3. The Researcher determines the deviation of each variable, the formula that will be used
is:

a) x= (X2 - X1)

x : Deviation of Experimental class

X1 : Score of Pre-test in experimental class

X2 : Score of Post-Test in experimental class

b) y = ( Y2 - Y1)

y : Deviation of Experimental class

Y1 : Score of Pre-test in Control class

Y2 : Score of Post-Test in Experimental class

4. The researcher calculates the Mean of variable X and Y by using these following
formulas:

Arikunto (2006:312)
 ∑𝒙
a) Mx =
𝑵

Mx : Mean of the score in experimental class

∑ 𝑥 : Sum of the score in experimental class

𝑁 : Total of population in experimental class

∑𝒚
b) My =
𝑵

My : Mean of the score in control class

∑ 𝑦 : Total of the score in control class

𝑁 : Total of population in control class

5. The researcher calculates the deviation of each Variable by using these formulas:
(Arikunto, 2006:312)

( d ) 2
a)  x   dx
2 2

N

( d ) 2
b) y 2
  dy 
2

6. As what the researcher stated before, this research will be undertaken into two groups,

first is experimental group and second is control group. So, in order to know whether

there is any effect of Small Group Discussion on grade XI IPAin teaching reading

comprehension, the difference of mean score of two groups are calculated by using t-test

by using a formula from Arikunto. According to Arikunto (2006:311), the test can be

done to research for the free random. The different uses t-test formula as follows:

To find out the T-Test, The writer will use formula of t-test from Arikunto (2006:313), it

is as follow:
 Mᵪ − Mᵧ
T =
∑x2 +∑ᵧ2 1 1
√[Nᵪ+Nᵧ−2] [Nᵪ + Nᵧ]

Note:

Mᵪ = Mean of experimental group

Mᵧ = Mean of control group

∑x 2 = Standard deviation of experimental group

∑ᵧ2 = Standard deviation of control group

Nᵪ = Total number sample of experimental group

Nᵧ = Total number sample of control group