THE COMPARATIVE STUDY BETWEEN INDIVIDUAL WORK ACTIVITY AND

GROUP WORK ACTIVITY IN TEACHING READING COMPREHENSION AT

THE SEVENTH GRADE OF SMP NEGERI 35 PALEMBANG

BY :

ICA ANGGRAINI

Student Registration Number 372011106

English Education Study Program

Language and arts Education Departement

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF

MUHAMADIYAH PALEMBANG 2015

CHAPTER 1

INTRODUCTION

In this chapter : (1)the background, (2)the problem, (3)the identification of problems,

(4)the limitation of problems, (5)the formulation of the problems, (6) the hypothesis, (7)the

objective of the study, (8)the significance of the study.

1. Background

Language is very important in human being life. Language is a tool for communication

among people.

In learning language , there are four skills that should be mastered by students. One of

those is reading. The students need to be master language skill (listening, speaking, reading,

and writing) and language components (pronounciation, vocabulary, spelling, and grammar

or stucture). Because they are necessary to enable the students to improve their ability in

English.

Reading skill can be classified into two factors. They are reading aloud and reading silent.

Both have specific skill that the learners should have in order that will minimize their

difficulties.

According to Brown classified by Megawati in her thesis ( 2007:1). “ The ability to read

is very crucial to the success of the student in school. reading is one of language skill which

is very important in our life especially for students “. For student reading’s is an important

activity because if they read much they will get more knowledge that others. so we can

conclude that a good student always read much.

In addition, study group and individually study have some differences. studying in group,

the students can solve the problem together, but studying individually, the student’s do not.

I have been interviewed the English teacher in SMP Negeri 35 Palembang, it was found

that the students in SMP Negeri 35 Palembang get difficulty in understanding English text

such as pronunciation, meaning, vocabulary, and text of reading comprehension. Therefore,

this study tried to do research entitled ” The Comparative Study between Individually Work

Activity and Group Work Activity in Teaching Reading Comprehension at the Seventh Grade

of SMP Negeri 35 Palembang.

1.2 Problems

The problems focused on the terms of the (1)identification of the problem, (2)

limitation of the problem, and (3)the formulation of problem.

1.2.1 Identification of the problems

The main problems of this the comparative students reading comprehension

achievement taught individually work activities and group.

1.2.2 Limitation of the Problems

This study was limited to the students that are investigated just only the second year

students of SMP Negeri 35 Palembang. In the reading material applied to test the students is

from reading text that is about “Visit to the Borobudur’s Temple and Our camping“.

1.2.3 Formulation of the Problems

The problem in this study are“ how far are the students achievements in reading

comprehension in group study, how far are the students “ achievement in reading

comprehension in individually study, how is the comparison of students reading achievement

in reading comprehension in group study and individual study.

1.3 Hypothesis

The hypothesis of this study are :

Ho : There is no difference in comparison between the student’s achievement in reading

comprehension taught in group and individual.

Ha : There is difference in comparison between the student’s achievement in reading

comprehension taught in group and individual.

1.4 Objective of the Study

The objective of this study can be started as follows :

1. To know the students achievement in group study in reading comprehension.

2. To know the students achievement in individual study in reading comprehension.

3. To find out the comparison between students achievement in group study and

individual study in reading comprehension.

1.5 Significance of the Study

The significances of this study such as :

1. Enlarging knowledge and to get the information about the students problems in

learning English.

2. Developing useful for teaching and learning process in developing the students

reading achievement for knowing the students success.

3. Helping the teacher in knowing students reading achievement in study group and

study individual.

CHAPTER 2

THEORETICAL FRAMEWORK

This chapter discusses : (1) the concept of learning, (2) the concept of reading

comprehension, (3) the level of comprehension, (4) the concept of discussions, (5) the

definitions of group discussions, (6) the group discussions method, (7) the individually

learning, (8) the related previous.

2.1 Concept of Learning

Teaching is giving some body information about particular subject , helping

somebody to learn something snowing somebody to do something , so they will able to do

something by themselves ( Hornby, 1985:886 ).

Saleh (1997:16) state that teaching is profession conducted by using a combination of

art, science and skill. furthermore, teaching is characterized by the presentation.

According to Ahmadi and Supriyono (1990:120) “ study is a process of our behavior

turn up or change to pass practice or exercise.

According to Slameto (2013:2) definition of study is “ A process effort that is done by

someone to get a change to get a change behavior as own experience result in interaction with

environment “.

Teaching is mainly a way of guilding of students to obtain the amount and the quality of

experience which will help best to develop their potential as human being(Pullials:1986 )

cited in MethaPrimadona. teaching is also guilding and facilitacinglearningenabling the learn,

setting condition for learners (Brown,1980:8). Caswell (1962:55) states in Fitri Ariana

(2007:5) that teaching means the process by which one person help other achieve knowledge,

skill and attitude .

2.2 The Concept of Reading Comprehension

Cooper at el (1988:7) cited in MethaPrimadona state (2006:8) reading is a process of

constructing meaning that is formed by two basic components , decoding and comprehension

this shows that the students can understand what they are reading through their

comprehension skill.

According to Finnociarco (1974:80)state in Fitri Ariana in her thesis (2007:6) the

teachers have some ways to improve the students’ reading skill in teaching reading. they are

helping some students to enrich their vocabulary, helping the students to understand the

meaning and the sentences patterns, explaining anything might be needed by the students,

making sure that the students comprehending about the text with provide the students time for

reading materials.

2.3 Level of Comprehension

A level of comprehension , according to Paul C. Bruns and Betty D. Roe (1980:197), state in

Fitri Ariana (2007:6) is comprehended materials on a number of a different levels. talking in

ideas that are directly stated is literal comprehension: reading between the lines is interpretive

comprehension: reading for evolution is critical reading: and reading beyond the lins is

creative reading.

1. Literal reading

Describe a procedure for developing literal comprehension of each of the following :

a) Main idea.

b) Details.

c) Cause and effect.

d) Sequence.

e) Following direction.

2. Interpretive reading.

Interpretive reading involves reading between the lines or making inferences. an

inference is an idea that is an idea that is implied in the material, rather than being directly

stated. skill needed for interpretive reading include:

a) Intering main idea of passages in which the main idea are not directly states.

b) Intering cause and effect relationship when they are not directly stated.

c) Detecting mood.

d) Detecting the author’s purpose in writing.

e) Drawing conclusion.

3. Critical reading

Critical reading is evaluating written material. those skills include in this level are :

a) Identifying relavant and irrelevant information.

b) Fact and opinion.

c) Separating real and unreal information.

d) Creative reading .

2.4 Concept of Discussion

According to Longman of contemporary (1987:291) state in Fitri Ariana (2007:8),the

word discussion means a case or the action of discussing, in the discussing, the writer ask her

students to discuss and solve the problem.

In solving the problem many students do not depend on her or his friend opinions. She

or he must be active to have effort to seek the solution of being discussion. Morgan and

holmes (1976:88) stated discussion method often only help student arrive at better

conclusions than they be would be able to reach alone.

2.5 Definitions of Group of Discussion

According to Penny ur (1979:7) cited in Primadona (2006:10) discussion has many

advantages they are as follows to :

1) Increase the participation of students.

2) Improve the motivation of students.

3) Avoid the teacher of being centered with the studnets attention.

4) Share the information among students attention.

5) Help the students appreciated their friends’opinion.

According to Morgan and Holmas (1976:88) cited in MethaPrimadona (2006:10) the

advantages of the discussion method are as follows.

1) Discussion provides for participation , it is valueable education method.

2) Discussion tends to make to participants more and broad minded.

3) It forces each individually to do straight thing king and come to definite

           decision.

According to Sriyono (1992:123) discussion has many disadvantages they are as follows :

1) It is difficult to form team that can work together with well.

2) The laziness of team member maybe can throw away everything to the group leader all their diligent partner.

3) To give a scoring to the individually is difficult because its hiding inside the group.

4) All the time could be demoinated by the result of work will not be good.

2.6 Group Discussion Method

Group work method is used in interaction study so they can discuss their problem

solving. This method is used high result teaching and learning. This method used dividing in

several group (Sriyono,1992: 121).

2.7 Individually Learning

Gaudig (in Holstein,1986:3) states “ individually learning is a study process in learning that

show and educate dimency and made self. that can mean it with their own way.”

Individually learning is a learning process that is done by student with grouply to

finish the problem with their own way, so that it can produce the contribute of mind that

construct with the educator as the motivator.

To increase the ability of individually learning, so according to Suparno in Huzaimah

(2006:16) states that “ The teacher as facilisator can strenghthen or help how to increase the

skill to study continuously by developing the skill that basic Daily manner like, reading with

Christian, observation with accurately, making the own question to increase to grow up

learning activity with use any source to find the information.

That is why the meaning of individually learning just possibly in learning activity in

which there is a relation of learning.

There are five situation group in individually learning.

1. The situation in class lesson that is led directly by educator.

2. The learning is planned or formed by the srtudent.

3. The learning situation with media use as the learning environment field.

4. The learning situation happen from organization of school and lesson.

5. The learning situation in school life.

( Holstein,1986:6)

the combination of group learning and individually learning can give more combination

for students to learn.

2.8 Related Previous Study

The previous study here was written by Ariana, Fitri (2007) thesis is entitled “ the

comparative study students reading comprehension achievement taught in group and

individually at SMP Negeri 12 Palembang. Ariana, Fitri thesis has similarities and

differences, the similarity of writer thesis used experimental method, and the differences

between Ariana, Fitri used essay questions and writer use multiple choice questions. The

location of the research is also difference.

CHAPTER III

RESEARCH AND PROCEDURES

In this chapter : (1) the operational population, (2) the method of study, (3) the

population of sample, (4) the technique for collecting the data, (5) the technique for analyzing

the data.

3.1 Operational Population

The operational definition is the definition that writer make so that is no

misunderstanding or misinterpretation.

The title of this study is “ The Comparative Study between Individual Work Activity

and Group Work Activity in Teaching Reading Comprehension at the Seventh Grade of SMP

Negeri 35 Palembang”. There are four terms that need to be explained :

1. Teaching

Teaching is the activity of giving instruction to the students of Junior High School 35

of Palembang about reading comprehension by individual work activity and group

work activity.

2. Reading Comprehension

Reading Comprehension is the activity of reading short stories through the individual

work activity and group work activity of Junior High School 35 Palembang.

3. Individually Work

Individually work is the process of studying individual at the 7.1 class and 7.2 class of

Junior High school 35 Palembang.

4. Group Work

Group work is the process of studying together at the 7.1 class and 7.2 class of Junior

High school 35 Palembang.

3.2 Method of Research

Method is a way in doing something. Every reseacher had to consider it before

carrying out a study research, the quasi-experimental design was used on this study. The

quasi-experimental design is to approximate the conditions of an experiment in a setting

which does not allow the control and or manipulation of all relevant variable (Fraenkel and

wallen.(2012.275). The quasi – experimental design was done through nonequivalent control

group design :

Pretest Treatment Post-test

01 X 02

03 04

Where :

01 = The Pretest in the Experimental Group

02 = The Posttest in the Experimental Group

03 = The Pretest in the Control Group

04 = The Posttest in the Control Group

X = The Treatment in Experimental Group

This research used experimental study in which the experimental group and control

group was conducted by the writer of the research. The writer of the research searched the

student in experimental group by using content – based instruction method and control group

by using traditional method in reading.

3.3 Population and Sample

3.3.1 Population

According to Arikunto (2013:173), stated the population is all investigation subjects.

The population of the investigation consisted of all the seventh grade students of the state

senior high school 35 Palembang. The population of this research was sevenclasses of

seventh grade students. The total number of students are 265.

Table 1. The Population of study

No class Male Female Students

1 7.1 11 26 37

2 7.2 17 19 36

3 7.3 16 23 39

4 7.4 19 19 38

5 7.5 15 23 38

6 7.6 17 22 39

7 7.7 18 20 38

Total 265

(Source : SMP Negeri 35 Palembang in academic year 2015/2016)

3.3.2 Sample

Sample is subgroup of the target that research plans to the study for generalizing about the

target population (Creswell,2005:146). Sample is a part of population that was measured

(Arikunto,1998:16). if the number of its subject is less than 100, the writer can take 10-15%

or 20-25% or more (Arikunto,1998:169). Based on it the sample took 73 students from two

classes as sample of research. The sample of study is purposive non random sampling.

Table 2. The Sample of the Research

No Class Male Female Students

1. 7.1 11 26 37

2. 7.2 17 19 36

Total 73

(Source : SMP Negeri 35 Palembang in academic year 2015/2016)

3.4 Technique for Collecting the Data

For collecting the data, this study used test. Reading test was used to find student’s

achievement in reading.

3.4.1 Test

According to Arikunto (2013:193) “ Test is a series of questions or exercises that are use

to measure the skills of knowledge, intelegence, ability, or atitude of the individual or group”.

Beside the multiple choice the writer also observation and test to collect the data in order to

make the data research better. The multiple choice test that consist of alternative answer and

the spesific word.

3.4.2 Validity

The validity of the materials was chacked through the content validity. Richards, et al as

cited Fitria Asniyetti (2007:24) state that it is a from of validity, which is based on the degree

to which a test adequantely and sufficiently measures the particular skills or behavior it sets

out the measure. These studies hope that the test materials really measure the students’

mastery in reading.

In order to know if the curriculum or content of the test items that given are

appropriate, it was checked to the curriculum or content validity and consulted the test items

with her advisor and teacher of Junior High School 35 Palembang.

Table 3. the Students Score in the Test Try-Out of Instrument

Item Number r-obtained r-table NoteItem1 0.000 0.235 Not validItem2 0.021 0.235 Not validItem3 0.324 0.235 ValidItem4 0.275 0.235 ValidItem5 0.522 0.235 ValidItem6 0.010 0.235 ValidItem7 0.324 0.235 Valid Item8 0.017 0.235 Not valid Item9 0.473 0.235 Valid Item10 0.277 0.235 Valid Item11 0.455 0.235 ValidItem12 0.417 0.235 ValidItem13 0.256 0.235 ValidItem14 0.774 0.235 ValidItem15 0.636 0.235 ValidItem 16 0.115 0.235 Not validItem17 0.402 0.235 ValidItem18 0.269 0.235 ValidItem19 0.000 0.235 Not validItem20 0.858 0.235 ValidItem21 0.288 0.235 ValidItem22 0.535 0.235 ValidItem23 0.285 0.235 Valid

Item24 0.389 0.235 ValidItem25 0.761 0.235 ValidItem26 0.448 0.235 ValidItem27 0.401 0.235 ValidItem28 0.200 0.235 Not validItem29 0.495 0.235 ValidItem30 0.311 0.235 ValidItem31 0.276 0.235 Valid Item32 0.282 0.235 ValidItem33 0.003 0.235 Not validItem34 0.131 0.235 Not validItem35 0.286 0.235 ValidItem36 0.070 0.235 Not validItem37 0.002 0.235 Not validItem38 0.079 0.235 Not validItem39 0.171 0.235 Not validItem40 0.313 0.235 ValidItem41 0.256 0.235 ValidItem42 0.041 0.235 Not validItem43 0.246 0.235 ValidItem44 0.290 0.235 ValidItem45 0.015 0.235 Not validItem46 0.026 0.235 Not validItem47 0.140 0.235 Not validItem48 0.280 0.235 ValidItem49 0.287 0.235 ValidItem50 0.286 0.235 Valid

From the table above, there was only 32 items was valid. So the writer only took 30

items for the items.

3.4.3 Reliability

The reliability of the test materials was evaluated through internal consistency

reliability, it is the measure of degree to which the items or of part of a test are homogeneous

or consistent with each other (Richards et al (1991:146) classified by Megawati in her thesis

(2007:25), in this investigation, the internal consistency reliability was estimated by Kuder

Richards reliability coefficients.

Reliability Statistics

Cronbach's

Alpha N of Items

.743 51

According to Arikunto (2013:227) the data was reliable because the result of

reliability analysis was 0.743

3.5 Technique for Analyzing the Data

There was 3 techniques used in analyzing the data (1) the percentage analysis,(2) the

conversion of the percentage ranges, and (3) t-test.

3.5.1 Percentage Analysis

Percentage analysis was applied to find out the students individual scores in reading

comprehension.

The formula was as follows :

X = RTxN X 100%

Means :

X : The students individual scores

R : The correct answers of the students

T : The total number of the students

N : The total of the test items

3.5.2 The Conversion of Percentage range

The conversion of percentage range was a criterion that was used to know students

level and grades of the students after they have done the test. The convention of percentage

range was presented as follows.

Table Conversion of Score Range

Percentage of Grade Level of the

Correct students

Answer ability

80-100 A Excellent

70-79 B Good

56-69 C Fair

40-55 D Poor

˂40 E Very Poor

(Source : Students Report)

In this case, the Minimum Achievement Criteria (KKM) is 65 based on the standard

of Junior High School 35 Palembang.

3.5.3 T.test

To know the significant difference between the students achievement in the pre-test

and post-test and to compare pre-test and post-test, The writer used Statistical Package for the

Social Science (SPSS) for analyzing the data.

CHAPTER IV

FINDING AND INTERPRETATION

In this chapter : (1) finding, (2) statiscal analyses, (3) interpretation of the reasearch,

4.1 Findings

The data of this study were gained by means of reading comprehensions by using

multiple choice. There are two main findings of this study : (1) the result of test and (2)

statiscal analysis of the data. In this investigation, 73 students taken as sample. They were

divided two group’ namely experimental group and control group.

There were 30 items of question were in the from of multiple choice. From the result

of the test, the score was calculated by using SPSS ( Statiscal Package for Social Sciences )

Programs.

4.2 Statistical Analysis of the Control and Experimental Group

Table 4.1.1 The Statistics of Pre-test and Post-test of the Control Group

Statistics

Statistics

pretest_control posttest

N Valid 73 146

Missing 73 0Mean 46.69 1.50Median 46.20 1.50Mode 53 1a

Std. Deviation 7.828 .502Variance 61.278 .252Minimum 26 1Maximum 66 2Sum 3409 219

Table 4.1.2 Paired Sample Statistic of the Pretest and Posttest Control Group

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 pretest_control 46.69 73 7.828 .916

posttest_control 66.54 73 7.461 .873

Based on paired sampled statistic of control group in table 4.11, the mean of pre-test

was 46.69, standard deviation was 7.828, and standard error was 0.916, the mean of post-test

was 66.54, standard deviation was 7.461 and standard error was 0.873.

Table 4.1.3 The Result of Pre-test and Post-test of the Control Group

Paired Differences

t df

Sig. (2-

tailed)Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 pretest_control

posttest_control

19.851 8.599 1.006 21.857 17.844 19.724 72 .000

The result of the pair t-test showed the value of significant was 0.000. At the

significant level p<0.05 for two tailed and degree of freedom was 72, t-table was 1.665. Since

the value of significant was less than 0.05, so that the null hypothesis was rejected and

alternative hypothesis was accepted. It can be stated that teaching reading comprehension

without using group was effective.

Table 4.1.4 The Statistics of Pre-test and Post-test of the Experimental Group

Statisticspretest_experim

ental posttest

N Valid 73 146

Missing 73 0Mean 64.55 1.50Median 66.00 1.50Mode 66 1a

Std. Deviation 8.939 .502Variance 79.900 .252Minimum 36 1Maximum 79 2Sum 4712 219

Table 4.1.5 Paired Sample Statistic of the Pretest and Posttest of the

Experimental Group

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 pretest_experimental 64.55 73 8.939 1.046

posttest_experimental 81.19 73 5.656 .662

Based on paired sampled statistic of experimental group in table 4.1.4, the

mean of pre-test was 64,55 standard deviation was 8.939, and standard error was 1.046, the

mean of post-test was 81.19, standard deviation was 5.656 and standard error was 0.662.

Table 4.1.6 The Result of Pre-test and Post-test of the Experimental Group

Paired Differences

t df

Sig.

(2-

tailed)Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1

Pretest_experimental

Posttest_experimental

16.640 8.151 .954 18.541 14.738 17.442 72 .000

The result of the pair t-test showed the value of significant 0.000. At the significant

level p<0.05 for two tailed and degree of freedom was 72, t-table was 1.665. Since the value

of significant was less than 0.05, so that the null hypothesis was rejected and alternative

hypothesis was accepted. It can be stated that teaching reading comprehension without using

group was effective.

4.1.7 The Comparison of Post-test between the Control and Experimental Group

According to the result test, the researcher tried to find out the comparison of result

score between control group and experimental group. The comparison of score post-test and

post-test in control group and experimental group was analyzed by using independent sample

t-test.

4.1.6 The Comparison of Post-test between the Control and Experimental Group

Independent Samples Test Levene's Test

for Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the

Difference

F Sig. t df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference Lower Upper

score Equal variances

assumed

5.666 .019 13.367 144 .000 14.647 1.096 16.812 12.481

Equal variances

not assumed

13.367 134.206 .000 14.647 1.096 16.814 12.479

The result of the Independent sample test showed the value of t-obtained was 13.367.

At the significant level p<0.05 the tailed test and degree of freedom was 144, t-table was

1.655 . Since the value of t-obtained was higher than t-table, so that the null hyphotesis was

rejected and alternative hyphotesis was accepted. It can be stated that teaching reading

comprehension by using multiple choice is more effective than traditional method to the

seventh grade students at SMP Negeri 35 Palembang.

4.3 Interpretation

Based on the previous chapter, there was some conclusion which could be described

in this chapter.

There was improvement between control group and experimental group. The average

of pre-test in control group was 46.69, standard deviation was 7.828, and standard error was

0.916, the average of post-test was 66.54, standard deviation was 7.461 and standard error

was 0.873.

The average of pre-test in experimental group was 64,55 standard deviation was

8.939, and standard eror was 1.046, The average of post-test was 81.19, standard deviation

was 5.656 and standard eror was 0.662.

The result of statiscal analysis between control and experimental group (t-obtained)

should be higher than t-table (0.05) for two tailed. Futhermore the result of the students’

score in control and group (value of t-obtained) was 5.666. Since the value of t-obtained was

higher than t-table, so null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was

accepted. It can be stated that the question and answer in reading comprehension by using

multiple choice to the seventh grade students at SMP Negeri 35 Palembang.

By doing this technique in the classroom, the teacher not only can improve the

student’s reading comprehension, but also can improve the student’s relationship between

them by working cooperative. This technique can be used as the teaching method at school.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter (1) Conclusion of the study and (2) Suggestion to the teachers of English

and the students.

a. Conclusion

Based on the disscused in the previous chapter, the following points could be conclude

that teaching reading comprehension by using group to the seventh grade students at SMP

Negeri 35 Palembang was effective. From the pretest in the control group was 46.69, the

posttest in the control group was 66.54, the pretest in the experimental group was 64.55, and

the posttest in the experimental group was 81.19.

It is means that teaching reading comprehension through individual work activity and

group work activity enable the students to get better scores. The result of statistical analysis

between control and experimental group (t-obtained) should be less than 0.05. Futhermore the

result students’score in control and experimental group (value of t-obtained) was 13.367.

Since the value of t-obtained was higher than t-table. So null hypothesis (Ho) was rejected

and alternative hypothesis (Ha) was accepted. It can be stated that the question and answer in

reading comprehension by using group to the seventh grade students at SMP Negeri 35

Palembang was effective.

5.2 Suggestions

5.2.1 Teachers of English

The teachers of English is expected to :

1. Give many vocabularies in reading comprehension to make the students easy to

understand what they read.

2. Implement question and answer technique as a good way to make the students

interested in learning reading.

3. Motivated the students analyze the words in reading passage.

4. Use group work technique in teaching reading comprehension because is more

effective than conventional ways and it can simulate the students to study.

5.2.2 Students

1. Be active in learning English, especially in learning reading activities.

2. not to be shy and lazy while learning English.

3. Pay attention when the teacher gives the explaination about the material.

4. Read the material carefully, if necessary they should use dictonary.