IMPROVING STUDENTS’ READING COMPREHENSION USING SMALL GROUP DISCUSSION METHOD
| Main Author: | NURUL, ISLAMIA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://digilib.ikippgriptk.ac.id/139/1/ABSTRACT.pdf http://digilib.ikippgriptk.ac.id/139/2/BIBLIOGRAPHY.pdf http://digilib.ikippgriptk.ac.id/139/3/CHAPTER%20I.pdf http://digilib.ikippgriptk.ac.id/139/4/CHAPTER%20II.pdf http://digilib.ikippgriptk.ac.id/139/5/CHAPTER%20III.pdf http://digilib.ikippgriptk.ac.id/139/6/CHAPTER%20V.pdf http://digilib.ikippgriptk.ac.id/139/7/CHAPTER%20IV.pdf http://digilib.ikippgriptk.ac.id/139/ |
Daftar Isi:
- Nurul Islamia. 2015. Improving Students’ Reading Comprehension Using Small Group Discussion Method (A Classroom Action Research to The Eighth Grade Students of SMP Negeri 1 Sui Pinyuh In The Academic Year of 2014/2015). 1. Main Supervisor: Prof. Dr. Hamid Darmadi, M.Pd, 2. Assistant Supervisor: Tri Kurniawati, M.Pd. Skripsi. Pontianak: English Education Study Program. IKIP PGRI Pontianak. Keywords: Reading Comprehension, Small Group Discussion Method, A Classroom Action Research. This thesis is aimed to find out whether teaching reading through small group discussion method can solve the problem and can improve students’ reading comprehension. This research was conducted in SMP Negeri 1 Sui Pinyuh. The subject of this research was the eighth grade students consisting of 32 students. In this study, the researcher conducted the learning process in reading through small group discussion method by Classroom Action Research. It is focused Kemmis and Mc Taggart Design: Planning, Acting, Observing and Reflecting. In collecting the data, the researcher applied several techniques including observation checklist, field notes, and reading test. There were two cycles which has conducted in this research. The results showed that the students' reading comprehension in the text through small group discussion method has improved significantly within the two cycles (cycle 1 and 2). In cycle 1, the quantitative data showed that the students’ mean score was 71.87, and mean score of cycle 2 was 80.31. Based on the minimum of standard achievement (KKM), that is 72, the mean score of second cycle was higher than first cycle. In addition, the qualitative data showed that the students’ responses to teaching and learning process were generally positive. It can be seen from the students when they paid attention to the teacher in the explanation section, answered teacher’s questions, and they were interested and enthusiastic in reading activity.