The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

  • Theofilus Usu IKIP Budi Utomo
  • Adi Adi IKIP Budi Utomo
Keywords: Small Group Discussion, Reading Comprehension, Narrative Text

Abstract

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text.

The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample.

The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected.

Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

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Published
2021-03-29
How to Cite
Usu, T., & Adi, A. (2021). The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE. Journey (Journal of English Language and Pedagogy), 4(1), 11-18. https://doi.org/10.33503/journey.v4i1.1257
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