IMPROVING STUDENT’S READING NEWS ITEM ABILITY THROUGH
GROUP INVESTIGATION TECHNIQUE AT THE ELEVENTH GRADERS OF MA AL-ABROR BOJONEGORO
IN THE SCHOOL YEAR
2013/2014
ARIF RACHMAN
NIM: 10120246
ABSTRACT
Background of the study: English has
important role as the second language to be learned in many countries. English
is not only used as a mean of human communication but also as a subject learned
at school in Indonesia.
The purpose of this study is to
know improving student’s reading news
item text competence, to identify the difficulties faced by the students in
using group investigation technique in reading news item text, to suggest some
possible solutions in using group
investigation techniquein reading news item text for the eight grade students
of MA Al-Abror Bojonegoro in academic year 2014/2015.
Subject and Method : The variable becoming the change goal in this
research is the ability in reading news item text, while the action variable used in this research is Group
Investigation Group. The model of the research is classroom action research
conducted three cycles. Each cycle consist of 4 stages, they are planning action, implementation, observation, and reflection. The research
subject is the eleventh grade students of MA Al-Abror Bojonegoro consisting 20 students. The technique of
collecting data used are observation, test, interview and documentation. When Instruments used in this study is a test or evaluation in reading news item text.
Result : Based on the research result, it can be concluded that Improving
student’s reading news item text competence can be evidenced by the increasing
value of the competence to read news item in each cycle as follows: before the
action value of the percentage of student’s competence to read news item text
54.75%, cycle I the percentage of student’s competence to read news item text
65.50%. The second cycle the percentage of student’s competence to news item
text 74% and the third cycle the precentage of student’s increase to 82%. Thus,
using the group investigation technique of learning to read news text can
enhance the competence to write a recount text in class XII A student MA Al-Abror
Bojonegoro in academic year 2014/2015.
Keyword: Reading
competence in news item text, group investigation technique.
INTRODUCTION
English has
widespread to all elements of the society as one of the important media in this
era. As an international language it has a special position as a global means
of communication in the world, it can be used education, economics, politic,
tourism etc. After happened industrial
revolution at England period among year 1750-1850 where happened changed
massive at agricultural area, mining,
technology, and transportation that be get impact that significan on condition
of social, economy, politics and culture. There are many european nation do
expansion to cleft world to finds nature resources and human resources a new
one, with slogan that popularly with 3G (Gold, Gospel, Glory). Besides it, English
is a key in professional live. One who could not realize the importance of this
international language will leave behind. English should be taught
interruptedly, in order for students to be able to express and get ideas,
thoughts and feeling through speaking and absorb science, technology throught
reading and listening. Through reading we can get much knowledge and
information. To get information and enrich knowledge, student need many read as
journals, brochures, newspaper, magazines, text book and news on internet.
Through media we must understoond about what we read and news item is one of
media that we can read to improve our knowledge and information.
In
communication, we need language ability; one of them is reading ability.
Reading has recieved the greatest emphasis in teaching. For students who want
to develop their knowledge, reading comprehention ability is very important.
They can improve their reading ability and use books. Through reading, they can
improve their knowledge in many fields of science, especially read news item.
News item is text which informs readers about events of the day. The events are
considered newsworthy or important. And with it we can know and understand
information in the world easily. The reading ability becomes very important the
educational field. Aebersold and Field (1997 : 9) state that the acuisition of
reading ability in a second or foreign language is priority for milions of
learners around the world. In every subject, pupils learning activities involve
reading. Reading ability as a part of receptive ability is given at the first
piority in the language curiculum. Although reading is a complex process that
involves generating and getting information, understanding the word meaning,
and making any decision about content, purpose, orginazitation, and style.
Generally, students get difficulties in understand the word meaning, find out
the specific information, reference identify text organization, identify
communicative purpose and indentifying main idea. Based on facts, teachers must
give must variation of teaching technique in teaching reading process. To guide
the student classroom activities, the teacher should be able to apply some
useful media. In this case, the researcher is going to discuss one of the
various techniques, especially in the eleventh grade student’s of MA AL-ABROR
BOJONEGORO, where the students at this period are stimulated, interested, and
curious with the topic, seek answer, and satisfy their curiousities.
Futhermore, the
researcher used Group Investigation Technique as teaching technique to
stimulate, motivate and help students to become more interested and
enthusiastic in studying process. It is a great learning technique, because it
trains students to develop and use their critical thinking.
Based on the
phenomena above, the researcher conducated a research entitle “improving
student’s reading news item ability through group investigation technique at
the eleventh graders of MA AL-ABROR BOJONEGORO in the school year 2013/2014”.
REVIEW OF RELATED LITERATURE
Reading
is an action process of words identificaton involving the writer and the
reader. Longman Dictionary of Applied Linguistics (Richards, Platt & Weber
: 1992) defines reading as “an action of perceiving a written text in order to
understand its contents”.
Reading is the act of definitions, it can be stated that reading
is meaning while interacting with text. From the definitions, it can be stated
that reading is meaning getting process. The reader always tries to catch what
the writer actually says and mean. Futher, reading is an activity that has as
its main purpose “the extraction of meaning from writing”
Reading is defined as a means of
language acqusition, of comunication, and of sharing information and ideas.
Kennedy (1982 : 5) has argument
that reading can be defined as the ability of an individual to recognize a
visual form; associate the form with a sound and or meaning acquared in the
cover and on the part of experience, understand, and interprets its meaning.
Aebersold and Field state (1997 :
5) stated that the text and the reader are two physical entities nescessary
between for reading process to begin. Thus in reading, there is always an
interaction between a text and a reader. In the most general terms it can be said
that reading involving the reader, the text, and the interaction between reader
and text.
From the definition above, the
researcher consludes that reading is a process communication between the reader
and the text that have relationship to understand meaning of book. Take place a
dialogue in reading process where reader effort catch ideas in text and
translate in reader comprehension.
1.
Types
of Reading
Depending on the purpose of
reading, reading can be divided into two types, intensive and extensive
reading:
a.
Intensive
reading:
Intensive reading means reading shorter
texts to extract specific information. This activity is likely more to
empharize the accuracy involving reading for detail. The process of scanning
takes a more prominent role here than skimming. Reader is trying to absorb all
the information given, example: Reading dosage instruction for medicine.
b.
Extensive reading:
Reader deals with a longeer text as a
whole, which requies the ability to understand the component part and their
contribution the overall meaning, usually for one’s own pleasure. This is a
fluency activity, mainly involving global uderstanding. Example: reading a
newspaper, article, short story or novel.
Strategies
of Teaching Reading
Manzo and Manzo (1995 : 14) state
that strategies are constructed from varying level evidence, experience, and
speculation. Strategies of the reading process differ in significant ways and have
important implication for how to teach and evaluate students’ progress in
reading.
Based on the above
elaboration, there are three kinds of strategies that can be applied to teach
reading comprehention, namely bottom-up, top-down, and interactive strategies.
a.
Bottom-Up
Strategy
Manzo and Manzo (1995 : 15)
state thet bottom-up strategy of the reading process is said to be
“text-driven”. These models emphasize reding as a process of getting meaning
from printed page. This is accomplished, according to these models, through
sequential mastery of a series of “reading sub-skills.” The first is curate
visual perception and recognition of letters, then of sounds, then of words,
and eventually of sentences and paasage meaning.
1)
Reading
is seen as the process of accuarately decoding an autrhor’s writing through
efficient use of a sequence of sub-skills.
2)
Reading
is taught by first identifying thr necesscary su-skill sequence, directly
teaching each successive sub-skill, and reteaching any unmastered sub-skill as
necessary. There is a strong emphasis on mastery of the phonic element of word
decoding.
3)
Reading
progress is evaluated by frequent testing for mastery of each sub-skill.
b.
Top-Down
Strategy
Top-Down strategy of the
reading process tends to be “meaning driven.” The reader is said to begin with
prior knowledge and actively compare what is read to what is rady understood.
Top-Down strategy tends to emphasize sub skil and literal understanding and to
focus on buliding background information and personal responding (Manzo and
Manzo, 1995 : 15).
In the comparation with
bottom-up, top-down strategy can be summarized as follows:
1)
Reading
is seen process of predicating meaninh based on prior knowledge and experince,
and then verifying and correcting predications as the author’s message is
translated.
2)
Reading
is taught by providing meaningful text and emphazining the relationship between
the child’s pripor experience and information on the printed page. Phonic
elements of decoding are taught, for the most part, incidentally as students
encounter words in print.
3)
Reading
progress is evaluated by assessment of the child’s ability to derive
appropriate meaning from print, not from accuracy in decoding and oral reading.
c.
Interactive
Strategy
Interactive strategy is
more like top-down strategy, then bottom-up, but is considered to be a
synthesis of the two. It is important to note that the word “interactive” in
this strategy refers to the reader’s inner dialogue. It is not meant to suggest
that the reader interfacts in truly with the author or tahat the orint is
responsive.
A summary of interactivw
models illustrates their similary to and difference from top-down models:
1)
Reading
is seen as a process of predicting meaning based on prior knowledge and
experience, and then verifying and correcting predictions as the author’s
message is carrefully translate.
2)
Reading
is taught
2.
Steps of Teaching Reading
An
interesting teaching and learning process in the classroom is also determined
by the application of teaching steps, especially in the teaching of reading.
The steps that can be applied are as in the following.
a.
Pre-Reading
Activity
There
are some benefits of pre-reading activity such as to introduce and arouse
interest in the topic, to motivated learners by giving a reason for reading,
and to provide some languages preparation fot the text. In some cases the
language made already has been introduced, or there maybe no particular
language problem. In any case, language preparation does not mean that the
teacher should explain every possible word and structure and the text, but that
he/she shouuld ensure that the learners will be ablr to tackle the text without
being totally frustrated by language difficulties (Williams, 1996 : 37).
b.
Whilst-Reading
Activity
This
step draws on the text rather than the learners’ ideas to reading. The aim of
this of phase are to help understanding of the writer’s purpose, to help the
student in understanding the text structure, and clarify text content (William,
1996 : 38).
c.
Post-Reading
Activity
The
aim of post-reading activity are reflect upon what has been read and relate the
text to the learners’ own knowledge, interests or views.
NEWS ITEM
News
item text is one of the many types of texts must be learned by students when
they study English at SMA level. News item is text which informs readers about
events of the day. The events are considered newsworthy or important. A great
many news item text's common characteristic; bulging utmost characteristic is
its terse language and not prolix. Severally again among those:
ü Often utilizes
action verbs
ü Dominant
utilizes saying verbs
ü There are many
utilizes adverb of time, adverb of place, adverb of manner.
Derewianka
in Bambang (1990) states the function of news item of inform readers,
listeners, or viewers about events of the day which are considered newsworthy
or important.
RESEARCH METHOD
This study was
designed to solve a problem dealing with the teaching of reading news item at
MA AL-ABROR. The design of the research is Classroom Action Reasearch (CAR).
Action research is any systematic inquiry cinducted bt teachers, researchers,
principals, school counselors, or other stakeholder in teaching enviroment to
gather information about how particular school operate, how they teach, and how
well their student learn. The information gained is used as self-reflective
tool and then make a plan for positive changes. The result of the research is
improvement what happen in the classroom and school where the research was
done.
Classroom
Action Research (CAR) is defined as one of problem solving strategies in which
use the action, and the process of skill development to detect and solve the
problem (Hopskins in WiriaAtmaja, 2008). It can be concluded that the Classroom
Action Research has purposes to solve the problem. In this case, the researcher
and the teacher build the collaboration in learning actiivity until the
researcher get the same reason and understanding about the problem to be the
effort to improve the student’s reading ability.
In conducting the
reasearch, the researcher will be assited by one of the English teacher as an
observer. The researcher acts as a teacher who teaches reading using Group
Investigation Technique, while the observe observes the activities in the
implementation of the action.
RESEARCH FINDINGS
AND DISCUSSION
Before the given method
Group Investigation Technique to students, on 16 May 2014 researcher did some
tests for students in class 11A MA AL-ABROR BOJONEGORO to calibration and completing data. Belong
doing this program researcher got some analysis and wrote it in a note. And
then the note will be used to support observation sheet. In reading test, the
researcher used short news item text and students just chose their answer in
multiple choice.
This
classroom action research was done to know the students, reading news item
skill ability by using group investigation technique. Based on observation and
evaluation result, the researcher got a quantitative data to give picture about
result for the study. This classroom action research was executed at 19 May to
19 June 2014.
1.
Planning
phase in Cycle 1 started by socializing the implement of group investigation
technique in improving students, reading news item ability toward students at the eleventh graders of MA
AL-ABROR BOJONEGORO. On this phase, the researcher and collaborator also
prepared lesson plan and the material taught by using group investigation
technique. They prepared observation sheets that were used to observe the
teaching and learning process and the evaluation sheets that were given in
final learning.
2.
Implementation
of The Action
The
researcher conducted the implementation stage based on teaching learning
scenario which was started in the lesson plan. First cycle theimplementation of
the technique teaching reading through Group Investigation Technique. For the warning up stage, the researcher opened
by greeting and checking student’s attendance list, introducing the type
activity, giving detailed instruction on how to do the activity.
The
process of teaching and learning on Cycle 1 was performed on Tuesday, 20 of May
2014 based on lesson plans that have been arranged to divide in two time of
meeting. The first meeting for studying process was on May 2014. The second for
evaluating was on May 20th 2014. By time allocations were 1 X 45
minutes in each meeting in this cycle. The researcher implemented the lesson
plan which has been made such as deciding the text was taught which discussed
and investigated by using group investigation technique. Following up the
scenario which has been made, the researcher started giving stimulation to the
students by giving an interesting and warm question or statements in order to
motivate them in following the learning process, illustrating the way of
conducting the learning process effectively, dividing the students into some
groups, doing the investigation, finding the conclusion of the learning process
goals, and repairing the students error.
In this meeting, the researcher did elicit by giving
some questions deal with the topic, for instance, do you know news item? What
mean of news item text? And so on. After eliciting, the researcher spared the
class in four groups, every group consisted of five students. At first time,
every group did activity read and discuss about news item. This activity was
about structure text of news item in activity, two students studied a text. Not
at all understood the text easily
because the text rare be found in their book lesson.
The last activity, the students answered the question based the text.
Finally, the researcher collected work of the students.
3.
Observing
In
the observation phase, the teacher observed the students activities and
activeness during teaching and learning process. It was conducted on 19 May
2014, when the teaching implementation process was conducted by the researcher.
The result of the observation found that there were 8 students got score under
50 point or low category, 12 student got score between 50-70 or middle
category, and 0 student got score above 70 point or high category. This score
got from teacher and used by researcher to calibration student base in comprehension
reading skill of news item. And from this score researcher could know
how far student understanding about news item.
4.
Reflection
After
cycle I was carried out and then
conducted the reflection to indentify the weakness in the Cycle I. the learning
process did not achieve the mastery in classical target of 85%. The problems
that cause failure in the Cycle I was the students did not have the enthusiasm
and motivation in learning English and also the basic knowledge of their
English was low, so the activity needed to be done again the second Cycle.
conclusion
and suggestion
The writer puts forward some conclusions
about using Group Investigation Technique where it was been successful and
could improve the activity and the quality of teaching reading news item for
the eighth grade students of MA AL-ABROR BOJONEGORO in each Cycle had been
done. It could be seen from the result of the study that was reached as
follows:
1. Result of evaluation at Cycle I, where total
of all students were 20 people who completed their studying were 5 students
(25%), while for student’s learning activity reached (75%).
2. Result of evaluation at Cycle II, where total
of students who complete their studying were 10 students (50%) and for students
learning activity on this Cycle had been an improvement with score (25%) from
scores (75%) on previous Cycle.
3. Where as result of evaluation at Cycle III as
the last Cycle, where total of students who complete their studying were
18students (90%). And of students learning activity had been an improvement
with score (90%) from score (25%) on Cycle I, (50%) on Cycle II.
A.
Suggestion
Suggestions
that could be processed on due to this research are:
1. For teacher
We expect on all part in particular teacher which concerning directly in
learning process in order use learning model Group Investigation Technique in
reading news item ability, proclivity, motivation, activity, and students
studying result. Here after in usage should be variation so that students
wouldn’t be saturated or boring in learning.
2. For student
a). Students are expected could add the insight and
knowledge in learning had being already used and did not only rely on teacher
in learning, but could do it self and also with another students.
b). Students are expected that can they add
student’s proclivity for learning and improve English studying result specially
in reading ability.
c). Students are expected by using Group
Investigation Technique could improve their studying activity specially in
reading news item ability in order to improve teaching and learning process
quality.
3. For researcher
To
side indirect one concerning with this research was expected to regard learning
model Group Investigation Technique as one of an alternative model another
material in learning English language generally and specially in reading news
item ability which was estimated suitable to use.
enjoyable
atmosphere in reading class.
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Davies, & Florence. (1995). Introduction Reading. England:
Clays Ltd.
Derewianka. (1990). How to Make News Item.
Elizabeth. (2001). Collaborative Learning Technique. United State
of America: PB Printing San Fransisco
University.
Johnson, & Christinsen. (2009). The Heart of Group Investigation .
United Kingdom: Retrieved.
Kennedy. (1982). Direct Instruction Reading. United State of
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Manzo, Manzo, A., & C, U. (1995). Teaching Children to be Literate.
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Yael, S. (1980). Group Investigation Expand Cooperative Leearning .
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Zingaro, D. (2008). Group Investigation: Theory and Practice. USA:
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