PREPARED BY: BAIHAQI MA Lecturer of English Teaching
2012
UNIVERSITY OF ISLAM TAMIANG 2012
ABSTRACT
Reading is a very significant thing everybody needs to live his or her life better, for through reading people can gain the knowledge and information from all over the world without must around it. Small group discussion is one of the alternatives among various language teaching techniques that can be applied to teach reading comprehension.
1. Introduction A. The General Concept of Reading Hornby (1994:1425) declares: Reading is the action of person what who reads. Reading is one of four skills in English that the students should acquire. It is a very important skill that the students need for the success of their studies. Moreover, Zintz and Maggart (1999:15) state: Reading is one more than seeing word clearly, more than pronouncing printed word correctly, more than recognizing the meaning of isolated word. Regarding requires you think, feel, and imagine. Effective reading is purposeful. The use one make of his reading largely determines what he reads, why he reads, and how he reads. As stated above, reading is not just seeing and pronouncing words in the text. Many experts have defined the definition of reading. Rubin (1997:3) states: Reading is a complex, dynamic process that involves bringing of meaning to and getting meaning from the printed page. Furthermore, Gunning (1992:19) states: Reading is an interaction between the author and the reader. To understand the print message, the reader must perceive, interpret, hypothesize, and evaluate their reading. These processes occur in varying degrees depending on the readers familiarity with the content of the text and with their purpose reading. Meanwhile, Smith and Robinson (1990:6) perceive: Reading is defined as an active attempt to understand the writers message. When a reader reads, she or he interacts with, and tries to reconstruct, what a writer wishes to communicate. For that purpose, the reader must have enough background to make contact with the writer. From all of definitions of reading above, we know that the experts themselves define reading in various ways, but based on the definitions of reading the experts above, it can be concluded that reading is an active and interactive activity to reproduce the word mentally and vocally and tries to understand the content of reading text. B. Skills of Reading Finochiario (1999:25) states: There are some skills needed to comprehend a reading text namely scanning, skimming, predicting, guessing the meaning, paraphrasing and summarizing the writers idea. The quotation above tells us that to be able to understand a reading text well, one has to master some skill, they are: 1. Scanning Scanning is a reading skill used to find out specific information from the reading material. In scanning, one only tries to locate specific information and simply lets his or her eyes wander over the text until he or she finds what she or he is looking for, whether it is a name, a date, or an object. 2. Skimming By skimming, the readers read the material quickly to get the gist, the essence, and a global comprehension of the paragraphs, for example, getting the main ideas. In skimming, they should not look up any words or stop to ask the meaning of a word. 3. Predicting The readers sense and experience help him to predict what the writer is likely to say next. The reader who can think along with the writer in this way will find the text relatively easy. The ability to predict depends on both the background knowledge of the reader and the content of the text. 4. Guessing the meaning This is the skill of knowing the meaning of a word by considering its context. The reader will be able to do this by guessing the meaning from the context in which the word is used. 5. Paraphrasing Paraphrasing is a valuable tool to determine how clear a readers understanding is. It is the skill of restating the writers idea on sentences in a simpler and more concise way. 6. Summarizing the writers idea It is a skill of telling the writers main point of the text. The readers should tell the purpose of the writer on his or her text. From the definitions above, we can conclude that the purpose of reading is, principally, for understanding the message in the text. Zintz and Maggart (1999:15) declare: There are four steps that occur during the reading act, those steps are perception, comprehension, reaction and integration. Perception is the ability to pronounce the word as a meaningful unit. Comprehension is the ability to make individual words evoke useful ideas as they are read in context. Reaction requires judgmental actions and feeling about what the author has said. The final step, integration is the ability to assimilate the idea or concept into one's background experience so that it is useful as a part of the total experience of the individual.
C. The Definition of Reading Comprehension According to Bromley (1992:209), Comprehension is understanding, the ability to get the meaning of something. It is an active cognitive process that requires the construction of meaning from incoming information and prior knowledge. In relation to reading, Rubin (1997:315) states: Reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning, without word meanings and verbal reasoning, there would be no reading comprehension. In other words, we can say that to get the information that is given by the writer, the reader must have the ability to comprehend the written source. In the process of the construction of meaning through the interaction with the written source, two sources are involved; the new incoming information and existing information. Moreover, Rubin (1997:194) claims: Reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meaning and verbal reasoning. Without word meaning and verbal reasoning, there would be no reading comprehension; without reading comprehension, there will be no reading. Moreover, comprehension cannot be separated from the reading process itself. There would be no reading without having comprehension in it. Comprehension is very essential in reading process. Someone does not really read if he or she does not understand what is being read, even if he or she can pronounce the words perfectly. Furthermore, Smith and Robinson (1990:205) state: Reading comprehension means the understanding, evaluating and utilizing of information and idea gained through the interaction between the reader and the author. Meanwhile, Tarigan (1999:343) states: Reading comprehension means the result of comprehending new information to what one already knows and to find the answers of cognitive questions of the written material. In addition, Mc. Bride (1993:91) defines: Reading comprehension is considered as an effective skill besides listening, speaking, and writing in getting information. From the definitions above, it can be summed up that reading comprehension means comprehending or understanding new information and ideas presented in the printed page and utilizing them as the application of interaction between the reader and the author. D. The Level of Reading Comprehension Smith (1997:317-318) says: There are four levels of reading comprehension; literal comprehension, interpretation, critical reading, and creative reading. Based on the statement above, we know that there are four levels of reading comprehension, they are: 1. Literal comprehension The lowest level of reading comprehension is literal comprehension. Literal comprehension is getting the primary, direct, literal meaning of an idea in context. The readers are only able to use the information which is stated explicitly in the text. The readers are able to answer such as questions that simply demand them to recall from memory what the exact words given in the book. Although it only needs little or no thinking on the part of the readers, it gives them opportunity to practice in recalling and reproducing statements of facts and have a place in detailed factual reading.
2. Interpretation The next level is interpretation. In interpretation readers read between the lines, make connection among individual stated idea, make inferences, draw conclusions, or experience emotional reaction. To answer the questions at the interpretative level, readers must have problem-solving ability and be able to work at various levels of abstraction. Obviously, children who are slow learners will have difficulty working at this level as well as in the next two categories. 3. Critical reading Critical reading is at higher level than the other two categories above because it involves evaluation. To be able to make judgment, a reader must be able to collect, interpret, apply, analyze, and synthesize the information. Smith (1997:11) declares: Critical reading includes such skills as the ability to differentiate between fantasy and reality, and the ability to discern propaganda techniques. Critical reading is related to critical listening because they both require critical thinking. 4. Creative reading The highest level of comprehension is creative reading. Creative reading uses divergent thinking skills to go beyond the literal comprehension, interpretation, and critical reading levels. In creative reading, the reader tries to come up with new or alternative solutions to those presented by the writer. Smith and Robinson (1990:225-226) state: Creative reading involves the imaginative treatment of ideas in both inductive and deductive thinking, resulting in new insight, fresh ideas, and new organization or pattern of thought. In order to be able to acquire the four types of comprehension needed by the students to cope with the reading texts, they must be helped to develop and expand their comprehension level. By using the appropriate teaching techniques, a teacher can increase students' reading comprehension level. By doing so, the students can maximize themselves in reading for the purpose of getting information. 2. Explanation
A. The Description of Traditional Technique and Small Group Discussion
A.1. Traditional Technique in Teaching Jacobsen (1999:211) states: When a teacher uses the traditional setting, or model, he begins with an objective and presents primary instructions to the class. Primary instruction is mostly presented in the form of lectures, text book readings, or possible combination of any of these procedures. From the quotation above, it can be concluded that in the traditional teaching technique, the students focuses all attention to the teacher and discourages communication among students. By using this technique, the teacher does not need to divide her students into small groups, she just discusses the lesson in large group or in classroom setting. The students have only a little chance to express their opinion because the teacher speaks all the time. They get knowledge just from the teachers explanation. All that they have to do is just listen to their teacher and make notes for the useful information. This technique is a technique without groups work. The students only receive the knowledge from their teacher; they do not explore the knowledge themselves. Regarding the management of the class, the problem of classroom management has long been recognized as a complex thing. Traditional technique is a technique without groups, it means that the teacher does not divide their students into groups. It is the most time-consuming and energy-draining activities to run a class of 30-40 students. An activity carried out in the traditional technique does not involve an individual participation. Jacobsen (1999:211) says: The traditional technique is just with rows and desks and teacher desks at front, and this might be ideal when a teacher is presenting a lesson to the entire class, but students tend to physically separate from the teacher and most likely to be ones causing problems. Richards and Rodgers (1999:84) suggest: Learner roles are closely related to the functions and status of the teacher. The traditional technique is totally teacher- dependent. From this statement it can be summarized that if the teacher does not give information, students will never get the information. It is true because in this technique, the teacher is considered as the only source of information. The learners have a passive role. They just receive the information given by their teacher. From the descriptions above, we know that the use of traditional technique in teaching is not effective anymore to be implemented in the classroom nowadays. In recent days, the teaching learning process is more focused on the students as the subject of study. The teachers are supposed to be able to make the students more active and participate directly in each of activities in the classroom. Therefore, the use of an appropriate technique in teaching is quite needed. A.2. Small Group Discussion in Teaching As explained earlier that technique in teaching is one of the main factors that determines the success of a teaching and learning process and it is also one of the determiner factors of the purpose of study achievement, so it is reasonable enough to think that the appropriate technique selection in teaching is considerably important. Among the various pedagogical techniques used in teaching, small group discussion is one of them. Small group discussion is a discussion within a group consisting of three or more students. Johnson (1995:76) defines: Small group discussion is discussion of three or more people interacting face to face, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group. A good teacher should be able to make the situation and condition in the classroom as attractive as possible in order the students fell excited and more interested in learning and the use of small group discussion in teaching is a suitable alternative. In group learning, students may enjoy from time to time getting away from the usual pattern of learning. In the case of learning reading, by using the small group discussion, the students may enjoy their learning activity escaping the ordinary pattern of reading a story or article aloud at sight. But conducting a learning activity by implementing the small group discussion is not easy to do. Applying a small group discussion learning even for the Senior High School students still has get more directions from the teacher. Furthermore, Johnson (1995:78) suggests: Students should be arranged so that each student can see all other members of his group and can be heard without shouting and disturbing the other groups. Most of the teaching learning process lately focuses on the teacher (teacher- centered), where as this type of teaching and learning process is proven less effective. Therefore, it is hoped that by using the small group discussion technique, the process of teaching and learning will be better and the target of learning is able to be achieved. The using of small group discussion in teaching, especially reading comprehension, will enable the students to get the meaning of passage by getting information from his friends and teacher. The students can share the difficulties the reading text to each other and provide themselves with the knowledge. Barker (1999:168) declares: The members of the group know well enough to really trust each other, and they still have to determine each others skills, knowledge, situation and attitudes. They often feel comfortable and lost. From the descriptions above we know that using of small group discussion in a teaching learning process is not only able to increase the students intellectual skills but also develop their social relationship B. The Process of Small Group Discussion in The Classroom The classroom organization does not deal directly with the reading process, or with materials, methods, or approaches 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 techniques are conducive in learning. Nunan (2000:91) points out that setting in the classroom are important. Setting here refers to the classroom arrangements specifying or implying the task, and it also requires consideration whether the task is to be carried out wholly or partly in the classroom. For example, an activity involving small groups will be an important factor influencing roles and relationship. Besides the classroom management explained above, the appropriate technique in grouping the students is also one of the factors that determines whether the small group discussion learning can run well or not. Two opposite tendencies exist with regard to the number of people in a group. The larger the group, the greater is the pool of talent and experience available for solving problems or sharing the effort. On the other hand, as the size increases, fewer members have the chance to participate, and indeed the differences in relative participation increase to the point where one or two members begin to dominate. Barker (1999:159) purposes: The best size in terms of total interaction and greatest efficiency is some where between five and seven members. Small group discussion learning is considered succeed if it is able to produce a communicative class. There are many ways to build a communicative class, some of them are: 1. Jigsaw Group with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help the students in the learning, students across the class working on the same sub- section get together to decide what is important and how to teach it. After practicing in these expert groups the original group reform and students teach each other. Test assessment follows. 2. Think-pair-share It involves three steps of cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group. 3. Three-step Interview Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking or clarifying questions. During the second step partners reverse the roles. For the final step, members share their partners response. 4. Round Robin Brain Storming Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers. After the think time, members of the team share responses with one another round robin style. The recorder writes down the answer of the group members. The person next to the recorder starts and each person in the group in order give an answer until time is called.
5. Three Minute Interview Teachers stop anytime during a lecture of discussion and give team three minutes to review what has been said then ask clarifying questions or answer questions. 6. Numbered Head A team of four is established. Each member is given numbers of 1,2,3,4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer. 7. Team Pair Solo Students do problem first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems, which initially are beyond their ability. It is based on a simple notion of media led learning. Students can do more things with help (mediator) than they can do alone. By allowing them to work on problem they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help. 8. Circle the Sage First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same. The sage explains what she knows while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved. 9. Partners The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partner quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process. By choosing one of the ways stated above, combining it with the small group discussion and applying it in teaching learning process, so the process of teaching and learning will be better and the target of learning is quite possible to achieve. C. The Teachers and Students Role in the Small Group Discussion The teaching of reading comprehension using a small group discussion means that the class has to be communicative. Nunan (2000:10) informs: I too will consider the communicative task a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. According to Nunan (2000:87): The teacher in communicative classroom has three main roles. The first is to act as facilitator for the communicative process, the second is to act as participant, and the third is to act as an observer and learner. While the student have more active role, they can communicate directly with each other, rather than exclusive with the teacher. As an activity is carried out in a small group work, it makes it possible for a greater amount of individual participation than when it is done in the class teaching situation.
Thus, it is clear that using a small group discussion, the students and the teacher can interact with each other in the classroom. Nunan (2000:87) then points out: The interaction can be either between the teacher and the students or between students as they interact in small group works. The writer here concludes that in a classroom, students will be more motivated by cooperative interaction in a group.
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