THE EFFECT OF USING
SMALL GROUP DISCUSSION TOWARDS LEARNERS MOTIVATION IN READING COMPREHENSION
SKILLS
AT THE ELEVENTH GRADE OF MAN 1 MODEL BUKITTINGGI
AT THE ELEVENTH GRADE OF MAN 1 MODEL BUKITTINGGI
A BACKGROUND OF THE
PROBLEM
Submitted
as a Final Project and Final Term Test of Writing III
on English Education Section
on English Education Section
BY:
ATIKAH APRILLIANI
2312.005
LECTURER:
FEBRIA SRI ARTIKA S,S.,
M.Pd
ENGLISH EDUCATION
SECTION
STATE ISLAMIC COLLEGE
(STAIN)
SJECH M. DJAMIL DJAMBEK
BUKITTINGGI
2014
CHAPTER I
INTRODUCTION
a Background
of The Problem
Reading is a way for
everybody who wants to get more information from written sources. In Islam, God
has asked to everybody especially for Muslims to read every little things that
he has been created in the world. Reading is a great chance for everybody who
wants to know more and learn more. Reading is also a strategy to enhance the
knowledge and ability which is perfectly needed by human in life.
Reading is an
important skill as one
of receptive skills that should be mastered by learners, especially for English
language learners. Reading supports the increased of vocabulary input and the
comprehension of the using grammatical rules. Reading provides the
whole-crucial information which learner needs in learning English process.
Reading also helps to improve writing proficiency and speaking fluency.
Automatically, reading builds the confidence and motivation of English language
leaners to produce English more by writing or speaking.
Motivation means a
willingness of someone to do something. Motivation is kind of internal drive
which pushes someone to do things in order to achieve something. The strength
of motivation will depend on how much value the individual places on the
outcome he or she wishes to achieve. As H Douglas Brown argues which is qouted
by Jeremy Harmer, a cognitive view motivation includes factors such as the need
for exploration, activity, stimulation, new knowledge, and ego enhancement. [1]
The two basic forms of
motivation are extrinsic and
intrinsic motivation.
Extrinsic motivation is typically driven by outside factors of the learner;
extrinsically motivated learners read to receive good grades, please the
teacher, and out perform their classmates, but not because they find reading as
something that is an interesting or an enjoyable. Intrinsic motivation, on the
other hand, is free from the influence of external factors such as reward or
punishment. Intrinsically motivated learners read because they find it
interesting or enjoyable; therefore, motivation comes from inside and is
self-determined.[2]
Comprehension is a main goal of reading for English language learners.
Comprehension is expected can improve English learners knowledge and ability in
language mastery. The choice of appropriatness passage is also expected can
support English learners in language mastery.
As Ghosn points out “…carefully chosen children’s literature allows
children to develop their receptive language in entertaining, meaningful
contexts and naturally invites them to repeat many of the predictable words and
phrases, which children gradually take ownership of and add to their receptive
and productive language.”[3]
Comprehension takes the
learner to a new level of active understanding and insight. When learners have comprehended,
they interpreted, integrated, critiqued, inferred, analyzed, connected and
evaluated ideas in texts. They negotiate multiple meanings not only in their
heads but also in the minds of others. When learners do comprehending, they
strive to process text beyond word-level to get to the big picture. When
comprehension is successful, learners are left with a sense of satisfaction
from having understood the meaning of a text.[4]
The acquisition of
reading comprehension is never easy. Learners need to consistent practice to
become fluent readers. Successful readers have to solve many puzzles, such as
learning to recognize unfamiliar letters, words, syntax, and discourse
patterns. These challenges can be overcome more easily if learners are highly
motivated to read.[5]
The successful methods
and techniques such as choosing reading topics that appeal to students,
assigning material and tasks at the right level, organizing collaborative
work, and offering positive feedback and other incentives for learners’
efforts can be applied in daily reading activity classroom. However, in
teachers efforts to motivate learners to read, they often do not realize that
different instructional methods actually promote different types of student
motivation, especially for learners who learn English as a foreign language.[6]
For Indonesian learners
who read passages in English, the experience can easily become overwhelming
when learners lack vocabulary, grammar, and content knowledge. These
frustrating reading experiences can result in decreased motivation of learners
to read passages in English. Teacher must be able to solve this problem by
applying the best strategy or instructional model wisely.
Based on the interview
that had been done by the researcher with the English teachers in MAN 1 MODEL
Bukittinggi on november 17th 2014, most of the learners got problem in reading
comprehension texts. They got the lowest grade in reading comprehension skill
that is a one of important skill in English language learning. There are
several problems that cause learners got bad grade in this skill.
First, they do not
understand what the passages talking about because they lack vocabulary. The
result can be seen by the final grade of second semester. Reading comprehension
was the worst grade among the other skills. It is caused the learners have no
rich vocabulary when they comprehended a text and answered the questions,
especially an essay question.
Second, they could not
study independently in comprehending the passages. When learners disscussed
about a text, they just relied on the teachers explanation for all of the
things about the text. Without the teachers guidelining, the learners could not
understand the text correctly. Therefore, they need to compromize with other
learners to get more explanation that they need as much as possible.
Third, the learners
comprehended the text by translating word by word. When they found difficult
words, they tried to find the meaning of those words by checking the dictionary
directly. They could not incorporate the meaning to get the idea of the text.
They also could not catch the point correctly because they just tried to find
the meaning not comprehended the meaning.
Fourth, the learners were
shy to ask something that they did not understand yet to the teacher because
they worried if their question would be laughed by their other learners. They
were also be pessimistic one who thought their question was worthless. They
prefered to keep their question away or forgotten.
Last, the teachers
techniques was felt inflexible. The teacher asked learners to read the text
firstly. Then the teacher translated the difficult words by writing in the
whiteboard and asked the learners to pronounce the words loudly. Next the
teacher gave the learners some questions that related to the text individually.
Unfortunately, this way is being felt less effective for the learners.
Therefore, the learners were not interesting and got bored easily in reading
comprehension learning.
The teachers need to use
another techniques that are more independent and more flexible for learners in
reading comprehension classroom. The techniques are expected can prevent the
learners from getting bored and making them to be more interested in reading
comprehension learning. As the result, the learners final grade semester are
also expected can be better than previous semester.
In reading comprehension,
there are some instructional models such as individual, pair, small group, and
large group that can be applied by the English teacher to enhance learners
comprehension and motivation in reading classroom that depend on the class
instructional objctives. The appropriate instructional model can influence
learners understanding and motivation in reading classroom activity. According
to Markstein, one of the instructional models that may be considered as one of
appropriate model in teaching reading is small group discussion.[7]
In this research, the
reasercher uses instructional model of small group discussion to support the
learners in reading comprehension learning process. Small group disscussion is
a collaborative learning which consists five members to engage in reading
comprehension. It provides opportunities for talking aloud, thinking aloud,
demonstration of strategies and rich discussion and explanations about
learning. It also provides opportunities for close interaction between learners
as they work together to solve a problem, demonstrate a task to each other,
teach something new to a peer, explain their learning to each other, ask and
answer questions of each other or give each other feedback on an aspect of
learning. This model is expected can motivate learners to be more interested in
reading, too. Furthermore, small group discussion can also support learners to
work at a similar cognitive or task-specific level or can enable opportunities
for a more able student to support another.[8]
Automatically, the
learners can be easier to understand the passages. They can be more
enthuasiastic and optimistic because they have their addtional outside
motivation which is so crucial for them. As Harmer points out that peer
approval may be considerably more important for teenage learners than the
attention of the teacher. They need challenging and flexible rules that do not force them. The English
teachers must use their role and authority wisely. The teacher must also
encourage their motivation because they have a great capacity to learn and
potential for creativity which need to be leaded as well as possible.[9]
Based on the background
of the problem, it is a scientific reason to conduct an experimental research
to identify the effect of using small group disscussion towards learners
motivation in reading comprehension skill at the eleventh grade of MAN 1 MODEL
Bukittinggi. Therefore, the researcher conducts a research which is entitled: THE EFFECT OF USING SMALL GROUP DISCUSSION
TOWARDS LEARNERS MOTIVATION IN READING COMPREHENSION SKILLS AT THE ELEVENTH
GRADE OF MAN 1 MODEL BUKITTINGGI
[1] Jeremy
harmer, 2003, The Practice English
Language Teaching 3rd edition. New york: Longman, p 50
[2] -----------------------------------------------------------------------------------------------------------------------p
51
[3] Ghosn, I. 1997. ESL with children’s literature: The way
whole language worked in one kind ergarten class. English Teaching Forum, 35,3, pp. 14–19.
[4] Pressley,
M. (2002) ‘Comprehension instruction: What makes sense now? What might make
sense soon?’
Reading online,
International Reading Association, viewed 5 December 2014,
<www.readingonline.org/articles/
handbook/pressley/index/htm>
[5] Reiko
Komiyama, 2009, CAR: A Means for Motivating Students to Read, English Teaching Forum, United State, no.3, p 32.
[6] Rizwana
Habib Latha, 2005, A Reading Programme
for Elementary Schools, English Teaching Forum, Vol. 43, No. 1 p 19
[8] Ernest
Bourman, 1975, Disscussion and Group
Methods Theory and Practice, New York: Harper & Row Publishers, p 3
[9] Jeremy
harmer, 2003, The Practice English
Language Teaching 3rd edition. New york: Longman, p 39
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