Improving Students’ Reading Comprehension By Using Small (A Classroom Action Research In The Ninth Grade Of Smp Wuryantoro In The 2010/2011 Submitted To The Teacher Training And Education Faculty Of Sebelas Maret University To Fulfill One Of The Requireme

Oleh :
Fibrina Hanung Siswanti - X2206038 - Fak. KIP

The objectives of this research are firstly, describing how the use of smallgroup discussion can improve the reading comprehension of the ninth grade students of SMP Negeri 1 Wuryantoro . Secondly, describing the strengths and the weaknesses of using small-group discussion in teaching reading comprehension in the ninth grade students of SMP Negeri 1 Wuryantoro. In this action research, the writer is as the teacher in teaching and learning process. Meanwhile, the English teacher is as the observer/collaborator. The research was conducted in two cycles at the IXB grade students of SMP Negeri 1 Wuryantoro. Each cycle consisted of four steps: planning, action, observation, and reflection. There are two kinds of data: qualitative and quantitative data. The qualitative data were collected by using observation, questionnaire, interview, field notes, and document. Then, the quantitative data were collected by using test (pretest and post-test). Qualitative data were analyzed by using 5 stages suggested by Burns (1999: 157- 159) as follows: assembling the data; coding the data; comparing the data; building interpretation; and reporting the outcomes. The quantitative data were analyzed by using descriptive statistics. The research findings show that the use of SGD could improve students’ reading comprehension. The improvement of students’ reading comprehension includes: (1) Students are able to identify the main idea of the text; (2) Students are able to find specific information of the text; (3) Students are able to find the meaning of unknown word of the text; (4) Students are able to locate references; (5) Students are able to mention the social function/generic structure of text. In addition, SGD can be used to improve the class situation. The improvement of class situations include: (1) The students are active participant in teaching-learning process; (2) The students feel motivated and confident joining reading class by grouping; and (3) The students feel comfortable, interesting, and more relaxing during TL process. In the implementation of SGD, to arrange an effective discussion, the small group discussion session is divided into three parts: (1) Pre-discussion activities, in this phase, the researcher gives information about the technique, procedure, and the steps of discussion. She also guides students by showing the students how to use reading strategies; (2) During-discussions activities, the students read the text and discuss the questions with their group, write and present the result of discussion in their own group first and the other group in front of the class, while other member of groups may give comment and clarify. The researcher also guides the students and corrects the wrong answer. (3) Post discussion activities, in this phase, the researcher asks the students to submit their groups’ work. She gives reinforcement and feedback to their work.