THE IMPLEMENTATION OF GROUP COMPETITION STRATEGY APPLIED IN THREE-PHASE TECHNIQUE IN TEACHING READING

COMPREHENSION AT SMPN 10 MALANG

THESIS

BY RINU PAMUNGKAS

106221402910

ENGLISH DEPARTMENT FACULTY OF LETTERS

STATE UNIVERSITY OF MALANG DECEMBER, 2009

THE IMPLEMENTATION OF GROUP COMPETITION STRATEGY APPLIED IN THREE-PHASE TECHNIQUE IN TEACHING READING

COMPREHENSION AT SMPN 10 MALANG

THESIS Presented to

State University of Malang in partial fulfillment of the requirements

for the degree of Sarjana in English Language Education

By Rinu Pamungkas 106221402910

ENGLISH DEPARTMENT FACULTY OF LETTERS

STATE UNIVERSITY OF MALANG December, 2009

This is to certify that the Sarjana’s thesis of RINU PAMUNGKAS has been approved by the thesis advisor for further approval by the Board of Examiners Malang, December 21, 2009 Advisor Dr. Arwijati Wahyudi, DipTESL, M.Pd. NIP 19501104 197603 2 001

This is to certify that the Sarjana’s of thesis of RINU PAMUNGKAS has been approved by the board examiners as the requirement for the degree of Sarjana in English Language Education. Drs. Murdibjono, M.A., Chair NIP 19500420 197603 1 002 Nur Hayati, M. Ed., Member NIP 19811123 200604 2 002 Dr. Arwijati Wahyudi, DipTESL, M.Pd, Member NIP 19501104 197603 2 001 Acknowledged by Approved by Head, English Department Dean, Faculty of Letters Dra. Hj. Utami Widiati, M.A., Ph.D Prof. Dr. H. Dawud, M.Pd NIP 19650813 199002 2 001 NIP 19590610 198503 1 005

i

ABSTRACT

Pamungkas, Rinu. 2009. The Implementation of Group Competition Strategy Applied in Three Phase Technique in Teaching Reading Comprehension at SMPN 10 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Arwijati Wahyudi, DipTESL., M.Pd. Key words: group competition strategy, three phase technique, teaching reading.

Group competition strategy applied in three phase technique is one of the techniques which can be applied in teaching reading. It is considered a good technique which can make students interact actively in the class activity, especially in reading lesson. Group competition strategy is a group discussion, activity, the purpose of which is to explore the students’ understanding about a reading text, by constructing some questions. Then the questions are discussed in a kind of panel discussion in which a member of a certain group asks a question to a member of another group. It is applied in three-phase technique because the activities in group competition strategy, prior discussion, small group discussion, and panel discussion, are like the activities in three-phase technique, pre-reading activity, whilst-reading activity, and post-reading activity. Group competition strategy is expected to contribute some advantages. First, students have chances to use the language actively, because each of them has to give question to their friends and answer the question from their friends. Second, an active and more alive class with highly motivated students may happen. This study was intended to describe the implementation of group competition strategy applied in three-phase technique in teaching reading comprehension at Junior High School (SMP) level. This study is a descriptive qualitative study. The subjects of this study were thirty-nine students of SMPN 10 Malang. The instruments used to collect the data were lesson plans, research journals, records of students’ participation, questionnaires, and teacher’s instructions. All the data gained from all the instruments were collected qualitatively. The researcher then analyzed the data qualitatively in descriptive explanation. The next step done by the researcher was describing the findings. The results of this study was concluded and presented in the form of a description The findings of this study were as follows: first, group competition strategy applied in three phase technique could be implemented well in reading class. Although it is still a new technique to be implemented in reading class, students could do all activities in group competition strategy well. Second, students could interact well during the implementation of group competition strategy, in the prior discussion, small group discussion, and panel discussion. Third, all students were actively involved in the implementation of group competition strategy. In every meeting, most students could answer correctly the constructed questions and got scores. Students tended to be active in the class because of the competition atmosphere. Each of them

ii

had the opportunity to be involved in that activity. Fourth, most students liked the implementation of group competition strategy. Students said that the process of constructing questions in the implementation of group competition strategy were neither easy nor difficult. The facilities which were provided by researcher were good. In addition, reading material given was neither easy nor difficult. Most of the students said that group competition strategy helped them to comprehend texts. Furthermore, most of them stated that group competition strategy helped them in learning reading and English. Finally, most of them said that it was really necessary to be continued in English class. Based on the result of this study, it is suggested that English teachers apply group competition strategy in reading class to encourage students to be active and more motivated in learning reading, to develop their critical thinking, and to interact well in their reading class. Furthermore, they should encourage students to speak up in English during the class. The schools are suggested to be ready with the facilities needed for group competition strategy. Finally, other researchers are suggested to use this research as a reference to do experimental research to know whether or not group competition can affect the reading ability of the students.

iii

ACKNOWLEDGMENTS

Alhamdulillahi Robbil Alamin, My highest gratitude is only to Allah SWT His endless

blessing, love, and strength that enable me to complete my thesis.

Firstly, I present my greatest gratitude to my advisor, Dr. Arwijati Wahyudi,

DiplTESL., M.Pd. (Bu Arwi), for her great contributions, meaningful guidance, corrections,

suggestions, encouragements and useful feedbacks that have inspired me over the completion

of this thesis. Thank you so much ma’am, your smile encouraged me to finish it earlier.

Thank you also for the informal guidance before I took this thesis this semester.

My appreciation is extended to all students of 8A class at SMPN 10 Malang. Thank

you for giving me a chance to teach you after you had middle test. Thank you for your

cooperation, guys. Keep your fights!!!

My enormous gratitude is extended to all lecturers of English department, State

University of Malang, especially to: (1) Dra.Hj. Utami Widiati, M.A., Ph.D., the Head of the

English Department, (2) Dr. H. Yazid Bashtomi, M.A.,the secretary of the English

Department, (3) Drs. Murdibjono, M.A., the Chair of the Board Examiners, (4) Nur Hayati

M. Ed, the second of examiner for my thesis and my academic advisor. To Pak Murdib, Bu

NurHay, and Bu Arwi thank you for your meaningful suggestions during my thesis examination.

To Pak Yazid thank you for letting me have Bu Arwi as my advisor.

My special gratitude is for my Mom who always encourages me in my days. Mom,

thank for your endless prayers and spirits every morning. You are the best. My deeply thanks

is intended to my Dad who makes me want to be better. Dad, finally I got my undergraduate

degree, and I am ready to take my master’s degree as you promised. To my oldest sister and

my brother in-law, Mbak Tyas and Mas Herman, thank you for your support. Finally, we

graduated from the same department and the same universities. For my second sister and

iv

brother in law, Mbak Giyun and Mas Andik, thank you for your spirit. For my nephews and

niece, Rafi, Krisna, and Rara try to reach your dreams. To all my family, thank you so much.

Moreover, thousand thanks to Rida for reading and revising my thesis before I

submitted it. Thank you for the joy and laugh. Thanks a lot to Desi and Dewi for the spirit,

time and laugh. Finally, I did it. For Juwa and Yerita thank you for being my best friends in

Malang, but I am sorry I have to leave our lovely department first..hehe. I am also thankful to

all my friends in the English Department 2006 ”Finally I did it guys, sorry I am the first who

left our lovely department”. Thank you to Dini, Fika, and Udin for your support. Thank you

also to my internship teaching friends, Nova and Laras for their cooperation.

Finally, I want to say thanks to myself who always encourages me to finish it soon.

Finally I can graduate earlier “3,5 years!!! That’s a nice number”. For people who

underestimated me and don’t want to see my success, finally I can graduate earlier than you.

At last, my best regards are also expressed to other people whose names I cannot mention all.

Thank you for your kindness and helps.

The writer

v

TABLE OF CONTENTS

Page ABSTRACT.......................................................................................................................... ACKNOWLEDGEMENTS................................................................................................ TABLE OF CONTENTS..................................................................................................... LIST OF TABLES................................................................................................................ LIST OF APPENDIXES...................................................................................................... CHAPTER I INTRODUCTION

1.1 Background of the Study....................................................................................... 1.2 Statements of Problems......................................................................................... 1.3 Purpose of the Study............................................................................................. 1.4 Significance of the Study...................................................................................... 1.5 Scope of the Study................................................................................................ 1.6 Definition of Key Terms.......................................................................................

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Reading and Teaching of Reading Comprehension.............................................. 2.1.1 The Objectives of Reading Instruction........................................................ 2.1.2 The Principles of Teaching Reading............................................................ 2.1.3 Reading at Junior High School Level Based

on Standard of Content 2006....................................................................... 2.1.4 Kinds of Texts for Junior High School Level..............................................

2.2 Three Phase Technique in Reading Comprehension............................................ 2.3 Competition Strategy in Teaching Reading Comprehension................................

2.3.1 The Procedure of Group Competition Strategy............................................ 2.3.2 Benefits of Group Competition Strategy.....................................................

2.4 Classroom Interaction........................................................................................... 2.5 Review of the Previous Study...............................................................................

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design....................................................................................................... 3.2 Setting and Subjects of the Study............................................................................. 3.3 Research Procedures................................................................................................

3.3.1 Preparing Lesson Plans.................................................................................. 3.3.2 Research Instruments..................................................................................... 3.3.3 Data Collection.............................................................................................. 3.3.4 Data Analysis............................................................................................

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Group Competition Strategy conducted in Teaching Reading Comprehension..

4.1.1 Findings...................................................................................................... 4.1.1.1 The First Meeting in Conducting Group Competition Strategy... 4.1.1.2 The Second Meeting in Conducting Group Competition

Strategy........................................................................................

i iii v

vii viii

1 8 8 8 9

10

11 14 15

16 21 23 25 26 28 29 32

36 38 38 39 41 43 44

45 46 46 48

vi

4.1.1.3 The Third Meeting in Conducting Group Competition Strategy.. 4.1.1.4 The Fourth Meeting in Conducting Group Competition

Strategy........................................................................................ 4.1.1.5 The Fifth Meeting in Conducting Group Competition Strategy...

4.1.2 Discussion................................................................................................... 4.2 The Students’ Interaction during the Implementation

of Group Competition Strategy.......................................................................... 4.2.1 Findings..................................................................................................... 4.2.2 Discussion.................................................................................................

4.3 Students’ Involvement in the Implementation of Group Competition Strategy.............................................................................................................

4.3.1 Findings..................................................................................................... 4.3.2 Discussion.................................................................................................

4.4. Students’ Opinion on Group Competition Strategy.......................................... 4.4.1 Findings..................................................................................................... 4.4.2 Discussion………………….………………………….…………….......

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions.............................................................................................................. 5.2 Suggestions..............................................................................................................

REFERENCES ........................................................................................................................... STATEMENT OF ORIGINALITY........................................................................................... APPENDICES............................................................................................................................. CURRICULUM VITAE ...........................................................................................................

50

52 53 55

57 57 60

61 61 62 63 64 67

69 71 72

74 75

130

vii

LIST OF TABLES

Table Page

2.1 Reading Standard of Competences and Basic Competences in Junior High School…. 20

2.2 Text Types for Junior High School................................................................................. 23

3.1 The Activities in the Implementation of Group Competition Strategy........................... 41

3.2 The Instruments and the Data Obtained from those Instruments..................................... 43

viii

LIST OF APPENDICES

Appendix Appendix 1a RPP 1........................................................................................................... Appendix 1b RPP 2........................................................................................................... Appendix 1c RPP 3........................................................................................................... Appendix 1d RPP 4........................................................................................................... Appendix 1e RPP 5........................................................................................................... Appendix 2 List of groups in the implementation of group competition strategy

in reading class at SMPN 10 Malang............................................................ Appendix 3a Research Journal.......................................................................................... Appendix 3b Research Journal......................................................................................... Appendix 3c Research Journal.......................................................................................... Appendix 3d Research Journal......................................................................................... Appendix 3e Research Journal.......................................................................................... Appendix 4a Students’ Scoring on Their Friends’ Performance...................................... Appendix 4b Record of Students’ Participations.............................................................. Appendix 5a Questionnaire............................................................................................... Appendix 5b The Result of the Questionnaire.................................................................. Appendix 6 The Photographs of the Implementaion of Group Competition Strategy.....

Page 75 81 86 91 96

101 102 105 107 109 111 113 122 123 125 127

1

CHAPTER I

INTRODUCTION

This chapter discusses the reasons to conduct the research. It covers

background of the study, statements of the problems, purpose of the study,

significance of the study, scope of the study, and definition of key terms.

1.1 Background of the Study

The English teaching at Junior High School level (SMP) covers all four-

language skills namely listening, speaking, reading and writing, and these four

skills are taught in integration (Depdiknas, 2006). Based on the curriculum, these

skills should be covered in language instruction with functional use for survival

communication as its target. This curriculum emphasizes on the achievement of

the predetermined competences. Competence, which is meant here as discourse

competence, will be acquired only if the students have already supporting sub-

competences such as linguistic competence, action competence, socio-cultural

competence, and strategic competence. Discourse competence refers to the

students’ performance to communicate both in oral or written forms dealing with

a topic, in which interpersonal relationship occur in certain cultural context

(Depdiknas, 2006).

As previously mentioned, the English instruction includes some

predetermined competences. The competences that should be achieved consist of

Standar Kompetensi Lulusan (SKL), Standar Kompetensi (SK), and Kompetensi

1

2

Dasar (KD). SKL refers to competence that should be achieved after the students

complete a three-year education at the junior high schools. SK is competence that

should be achieved after the students complete a certain skill, while KD is

competence that should be acquired after completing a certain period of time in

the instructional process. In its implementation, the KD is measured by a set of

indicators, which are formulated when the teachers formulate the instructional

objectives (Depdiknas, 2006).

Generally, among the four language skills mentioned above reading skill is

an important skill to be acquired (Simanjuntak, 1988:22). Firstly, many students

want to be able to read texts in English either for their careers, for study purpose

or simply for pleasure. Secondly, reading is very useful for language acquisition.

If reading text is interesting and engaging, acquisition is likely to be more

successful. Finally, reading a text provides the opportunities to study language

vocabulary, grammar, punctuation, and the way to construct sentences,

paragraphs, and texts.

The only possible way to obtain the condition above is by teaching them a

number of specific skills to aid the students in comprehension. The teaching of

reading at junior high school is integrated into all other language skills. In the

curriculum, reading instruction at this level aims at equipping the students with

the ability to identify ideas in a certain text which consists of (1) main idea, (2)

factual information, (3) supporting information, (4) detail information, and (5)

meaning of words, phrases, and sentences. Besides, the students should be able to

identify rhetorical steps in descriptive, report, narrative, recount, and procedural

texts (Depdiknas, 2006). Meanwhile, related to reading instruction based on the

3

Standard of Content 2006 (Standar Isi 2006), the Kompetensi Dasar (KD) states

that the students are also expected to comprehend the meaning in simple short

functional written text. Therefore, the reading lesson should be aimed to develop

the students’ ability to extract the messages the text contained. In addition, the

teaching of reading must be able to develop the readers attitudes, the abilities, and

skills needed for obtaining information, fostering and reacting to ideas,

developing knowledge, and finally, deriving pleasure by reading through

understanding or comprehension (Badrawi, 1992 as quoted by Diah, 2001: 3).

Due to this, comprehension is the main focus in the reading instructional. Nuttal

(1982:125) states that:

Reading Comprehension lesson have traditionally centered on a passage of text followed by questions. However, the questions were usually designed to find out whether the student had understood rather than produce understanding. In other words, they were devices for testing rather than teaching. Even though the teaching of reading gets much focus in the English

instruction in Indonesian schools, the facts show that the junior high school

students’ ability to comprehend a reading text is still insufficient (Hermansyah,

2008:5). In other words, the students’ comprehension on the given text is still

poor. They still find many difficulties in answering questions based on the texts

given. Moreover, students are often very passive in the reading class. They seem

to have little interest and get bored in the reading class.

In a real classroom, the teacher has to face the students with the different

characteristics, abilities, learning background, skills, prospective, and knowledge

of vocabularies (Diah, 2001: 5). It is impossible for the teacher to cope with each

individual’s need in the teaching and learning process. Therefore, the students

cannot gain optimally in reading lesson.

4

In reading lesson, the students are always given questions to be answered.

Teacher thinks that students can comprehend the text well. S/he considers that

questions are tools to help the students in comprehending the text. However, the

questions are often used to check or test the students’ comprehension of a written

text. The teacher often ignores whether her/his students have comprehended the

text or not. This is in line with what Nuttal (1982) says that as long as the students

can answer well the question, the lesson can be continued to other areas.

However, the teacher cannot be blamed for this condition since the students are

also not used to performing or showing their understanding of a written text.

Diah ( 2001:7) states that most Indonesian students hardly speak in the

classroom. When they are given the chance to asking their teacher about the text,

they just keep silent. Although they don’t understand the text, they just keep

silent. The only possible way taken by the teacher to break the silence and

continue the lesson is by assigning them to do the exercises which are usually the

questions from the text. Soon after the exercises are done and checked, the

reading lesson is over. There is no effort, both from the teacher and students, to

consider the comprehension of the text which is actually the main purpose of a

reading lesson. If a reading lesson runs this way, it can be understood why

students lack reading skills.

In addition, Baradja (1990:21) states that the things that might cause the

failure of the English teaching and learning process are; first, classroom

interaction is dominated by the teacher. The teacher does not give ample

opportunities to the students to express their ideas and feelings. Second, the

teacher does not expose the students to real communication settings. Third,

5

students’ motivation is low. Fourth, the learning materials are irrelevant to

students’ level.

Based on the researcher’s observation and interview with the English

teacher while conducting practice teaching in SMP 10 Malang, the students are

still reluctant to be active in reading class. Students who were active in the class,

they will be active in every meeting. However, students who were passive in the

class, they tend to be passive in every meeting. In addition, based on the

researcher’s interview with the students, most students are shy to interact actively

in the classroom activities. Nevertheless, the students seemed bored to participate in

the teaching and learning activities in reading class since they just answered questions

provided in the texts.

To overcome these, a certain teaching strategy is needed to motivate and

encourage the students in taking reading class, and ultimately this strategy is

expected to improve the students’ ability to comprehend reading texts. The

teacher has to be able to determine which strategy or technique is appropriate in

her/his classroom. This strategy should be able to motivate his/her students to

interact more actively in the teaching and learning process.

The problems of the students’ comprehension and lack of interest lead the

writer to introduce a certain strategy in this research. The strategy is called Group

Competition Strategy, and it is applied in the teaching reading using the Three-

Phase Technique of teaching reading which is recommended in Indonesian

schools.

Three-Phase Techniques is considered as a good technique in teaching

reading skill (Hermansyah, 2008:28). This technique has some advantages; firstly,

6

this technique starting with the first step that is pre-reading activity, the students

are led to get into the text to be discussed and get familiar with the topic. Second,

through whilst-reading activity, the students are given chances to get the general

idea and some important details of the text through answering the question given.

Third, in post-reading activity, they have the opportunities to interact with the text

by giving comments on the text or summarizing what they have read. In Three-

Phase techniques, teacher holds control her/his classroom and students.

The group competition strategy is one of many strategies in the reading

lesson. Basically, this strategy involves classroom discussion in which the

students in small groups explore the reading materials given by constructing some

questions. Then the questions are discussed in some kind of panel discussion in

which a member of a certain group ask a question to a member of another group.

This activity continues until all the groups get turns to ask and answer questions

(Hermansyah, 2008: 32).

By constructing questions and discussing problems which appear with

their friends, students are expected to get more understanding in reading lesson.

This strategy makes the students aware that they have to read the text carefully in

reading lesson in order that they can construct difficult questions which the other

groups cannot answer. It usually happens in the classroom activity when students

are asked to construct the questions from the text. They usually construct difficult

questions, so that their group can become the winner in this reading competition.

Having reading competition in class makes the class more alive. The students are

able to communicate with other students or the teacher. Therefore, the active

class, which is expected by the teacher, may happen.

7

In the era of communicative language teaching, interaction is, in fact, the

heart of communication; it is what communication is all about. In group

competition strategy, students have to interact with the other students and the

teachers.

Reward and punishment principle may be administered in this strategy.

The main purpose of giving reward and punishment is to motivate the students to

study (Brown, 2001: 76). It is also intended to make the discussion run as lively as

possible, and it also raises the sense of competing. Moreover, teacher is a

facilitator who helps her/his students who find difficulties in discussion. The

teacher also leads students to have a sportive spirit in group reading competition.

Group competition strategy is expected to contribute some advantages.

First, students may have high motivation to get more understanding about the text.

Second, students can also improve their ability in speaking, because each of them

has to give question to their friends and answer the question from their friends.

They tend to speak actively in the classroom. This would overcome the problem

raised that is Indonesian students are not used to speak in the classroom. Students

will have a chance to use the language actively. Third, the active class with

highly motivated students may happen and the class will be more alive. Students

will encourage themselves to get the high score in group competition. Fourth, the

group reading competition can train our students to work well in group because

they have to cooperate with others. Thus, they can make a solid group.

8

1.2 Statements of the Problem

Based on the reference from the background of this study, the researcher

formulated the points which are observed in this study are as follows:

1. How is group competition strategy conducted in the teaching and learning

process in reading class?

2. How is the students’ interaction during the implementation of group

competition strategy?

3. How is students’ involvement in the implementation of group competition

strategy?

4. What is the students’ opinion on group competition strategy?

1.3 Purpose of the Study

This research is intended to describe:

1. how group competition strategy is conducted in the teaching and learning

process in reading class.

2. the students’ interaction during the implementation of group competition

strategy.

3. the students’ involvement in the implementation of group competition strategy.

4. the students’ opinion on group competition strategy.

1.4 Significance of the Study

This research is expected to contribute significantly for teacher, schools,

and also the next researchers. For the teacher, the finding of this study is expected

to help them in find out whether group competition strategy can be applied in

9

three-phase technique as an alternative strategy in teaching reading

comprehension. For the schools, it is expected that this strategy can also give a

good contribution for the school in improving the teaching and learning process as

well as in increasing the quality as a whole. It means that school can increase the

number of students who pass the final exam, especially in English, as we know

that according to SKL (Standar Kelulusan)/ Passing Competence, reading is the

only skill which is tested in English final exam that this strategy will be able to

build their self-confidence and creativity by constructing the questions based on

the reading text. Finally, this study is also expected to be a reference for other

researchers who wish to conduct similar research using other methods.

1.5 Scope of the Study

The study focused on the implementation of group competition strategy

applied in Three-Phase Technique in teaching reading comprehension. The study

involved thirty-nine students (six boys and thirty-three girls) of VIII.A class of

SMPN 10 Malang. It is the only Junior High School in East Java that implements

“Healthy School” (Sekolah Model Sehat), so that the condition of the students’

health contributes positively to students learning motivation. In addition, the

researcher considered that students in this school already have background in

English. Moreover, this research used a favorite class, VIIIA class, with students

who have high motivation to study English. It is aimed to make all students in this

class can be involved in the class activity. Furthermore, the researcher used only

descriptive and recount text because those texts are the required texts to be taught

this semester; it is based on SKKD for Junior High School.

10

1.6 Definition of Key Terms

In order to avoid misinterpretation that might arise, the terms used in this

study need to be defined.

1. Group Competition Strategy is a group discussion, activity, the purpose of

which is to explore the students’ understanding about a reading text, by

constructing some questions.

2. Reading Comprehension is an active process; it requires the learner to be active

in his learning to read (Simanjuntak, 1988: 18).

3. Three-Phase Technique is a technique usually used in teaching reading

comprehension, which consists of pre-reading activity, whilst-reading activity

and post reading activity.

11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will discuss some items related to the implementation of

group competition strategy applied in the three-phase technique in teaching

reading comprehension in junior high school. It discusses reading and teaching of

reading comprehension, three-phase technique in reading comprehension, group

competition strategy in teaching reading comprehension, classroom interaction,

and presents a review of the previous study.

2.1 Reading and Teaching of Reading Comprehension

There is no single definition of reading. People define reading based on

their point of views. It means that reading is defined according to one’s

perception. For those who read something for pleasure, magazines, newspapers,

tabloids, for instance, will define reading differently from those who read

something for more information and knowledge.

One is said to read when s/he interacts with the text. It means that reading

occurs when there is an interaction between the reader and the text s/he is reading.

Interaction takes place when readers use their cultural background knowledge so

as to understand the text and obtain the meaning from the text. According to

Braunger and Lewis (2001) in Hermansyah (2008:19) reading is a complex and

purposeful socio-cultural, cognitive, and linguistic process in which readers

simultaneously use their knowledge of spoken and written language, their

11

12

knowledge of the topics of the text, and their knowledge of their culture to

construct meaning with text. Moreover, Marksheffel (1966:12) defines that

reading as a highly complex, purposeful, thinking process engaged in by the entire

organism while acquiring knowledge, evolving new ideas, solving problems, or

relaxing and recuperating through interpretation of printed symbols. In addition,

according to Davies (1995:1), reading is private. It is a mental or cognitive

process, which involves a reader in trying to follow and respond to a message of a

writer who is distant in space and time.

McNeil (1992:16) defines comprehension as making sense out of text. It

also means that comprehension is the ultimate goal of reading and is necessary if

one wishes to learn from textbooks and manuals, enjoy great literature, or simply

follow directions in a cookbook. Comprehension includes the information in the

text as well as changing the knowledge one used to understand the text in the first

place. It refers to an activity of associating or connecting reader’s ideas and

thoughts with what a writer states in the text. In other words, readers’ ideas and

experiences are indeed crucial to relate what they read in the text.

Reading comprehension is the understanding of the author’s message of a

text (Robinson, 1975:8). Furthermore, McNeil (1992:16) explains that reading

comprehension is acquiring information from context and combining disparate

elements into a new whole. It is the process of using one’s existing knowledge to

interpret what they read and must arrive at their own construction of what the text

means. In addition to the previous statement, McNeil (1992:2) groups the

definition or concepts of teaching of reading as follows: transmission, translation,

interactive, transactional.

13

In the transmission view of reading, the author is the source and focus of

meaning. Accordingly, the task of reading comprehension went from

memorization to include understanding or discovery of the author’s intent. The

purpose of teaching reading here are; improving the student’s vocal modulation,

articulation, pronunciation, and emphasis/stress, helping students understand what

they read, attending the author’s phrases and figures of speech in an effort to

promote emotional responses to literature and to capture the spirit and feelings of

the author as again stated by McNeil (1992:2).

In addition McNeil (1992:2) states that in translation view, the reader finds

to translate the meanings implicit in text; the location of meaning shifted from

author text. Accordingly, the teaching of reading comprehension focused on skills

for translating text into meaning. The tasks of reading include both word

recognition skills and comprehension skills (e.g., selecting the main idea in a

passage, paraphrasing the text, and recognize literary (device)).

In the last concept of teaching reading as stated by McNeil (1992:3) is the

interactive view. The interactive view of reading regards meaning as a product of

information encoded in text and the knowledge and experience of the reader. It

was acknowledged that the reader’s background influenced the perception of the

text and the meanings generated. The closer match between what the leaner

already knew and the content and structure of the text, the greater the

comprehension. Teaching reading comprehension from the interactive perspective

consists of developing learning strategies for relating previously acquired

knowledge to words and concepts of a text, monitoring one’s comprehension of

14

text, and learning how to reorganize old knowledge with the new knowledge in

the text. Comprehending is learning.

The transaction conception of reading comprehension is giving the reader

major responsibility for creating meaning in response to text. Readers are

encouraged to recreate the texts for their own purposes.

2.1.1 The Objectives of Reading Instruction

Any instruction has its own objectives to achieve. When a teacher plans to

teach, s/he also sets up some objectives to achieve at the end of his teaching. The

objectives formulated to achieve in a language classroom certainly go with the

type of language skill or components presented in the instruction.

In relation to the reading instruction program, Nuttal (1982:21) claims that

in general, any language program will cover the following objective for reading

program. Based on Nuttal (1982:21), the general objective of teaching reading is:

to enable students to read without help unfamiliar authentic text, at appropriate

speed, silently, and with adequate understanding.

This objective is further elaborated in the following main points which can

be summarized as follows: (a) To enable students. This phrase implied that

teacher can only promote ability in the student. (b) To read without help. This

statement means that in real life we encounter reading task outside the classroom

without teacher at outside. Therefore, the students have to develop the ability to

read on their own. (c)Unfamiliar text. The students should be able to tackle a text

that they have never seen before, so that they should be prepared in order to be

able to do so. (d) Authentic text. The reading skill is of no use unless it enables

15

students to read text they actually require for some authentic purpose. (e)

Appropriate speed. A competent reader should have a flexible speed or reading.

(f) Silently. Reading aloud is only useful at the early stages of foreign language

classes. (g) With adequate understanding. In the real reading, a reader has specific

and different purposes for different reading material. Therefore, the reader just

needs to understand enough of the text to his purposes of reading.

2.1.2 The Principles of Teaching Reading

Like teaching other language skills, there are some principles behind the

teaching of reading. A teacher needs to know these principles in order to be able

to manage his classroom as effectively as possible. These principles guide the

teacher to make decisions in his class concerning the students’ task, the activities,

teaching method and technique etc to achieve his predetermined objectives.

Harmer (1998) as stated by Hermansyah (2008:15) proposes six principles

of teaching reading, which can be described briefly as follows:

1. Reading is not a passive skill. Reading is an active process of thinking. To do

so successfully, we have to understand what the words mean, see the pictures,

understand the arguments.

2. Students need to be engaged with what they are reading. This implies that the

students who are not engaged with the reading text-not actively interested in

what they are doing- are less likely to benefit from it.

3. Students should be encouraged to respond to the content of a reading text, not

just the language. It is important to study reading text for learning language.

16

However, both the meaning and the message of the text are just as important

so that the students should be given the opportunity to respond to it.

4. Prediction is a major factor in reading. When we read, we frequently have

good idea of the content before we actually read. In teaching, a teacher should

give hints so that the students can predict what is going to read.

5. Match the task to the topic. After selecting a reading material to read, a

teacher needs to choose good reading task to accompany the text.

6. Good teachers exploit reading text to the full. Any reading text is full of

sentences, words, ideas, descriptions, etc. It does not make sense just to get the

students read it and then drop it to move to something else. Good teachers

integrate the reading text into interesting class sequences, using the topic for

discussion and further task.

2.1.3 Reading at Junior High School Level Based on Standard of Content

2006

According to the Standard of Content 2006, students are expected to be

able to communicate using the target language in the literary form. It includes

performative, functional, informational and epistemic. In the per formative level,

the students should be able to read, write, listen and speak using the language

expressions and symbols that have been learned; in the functional level, the

students should be able to apply their communicative competence in real everyday

life such as reading newspapers, manuals, procedures, etc,; in the informational

level, the students should be able to access other language by using the target

language; and in epistemic level, the students should be able to express their

17

thoughts and ideas of other knowledge by using the target language. As stated in

the Standard of Content 2006, junior high school students are expected only to

master the literary functional level in which they are expected to be able to

communicate in both oral and written forms in solving their everyday matters

using the target language.

Related to reading, the Passing Competence (SKL) that should be achieved

by the students is to comprehend the meaning in simple interpersonal and

transactional written texts formally or informally in the forms of recount,

narrative, procedure, descriptive, and report in everyday context.

The Passing Competence (SKL) previously mentioned is elaborated into

Standard of Competence and Basic Competence. Depdiknas (2006) has

formulated the Standard of Competences and the Basic Competences that the

students must master after a three-year in reading instruction.

In the first year of the first semester in junior high school level, students

are expected to comprehend the meaning embedded in simple short functional

written texts as their standard competence. Furthermore, that competence can be

seen from the students’ ability in reading aloud words, phrases, and sentences

with acceptable pronunciation, stress, and intonation, responding to the meaning

embedded in the simple, short functional written texts accurately, fluently and

acceptably. In the second semester, students are expected to comprehend the

meaning embedded in simple functional written texts and simple short essays in

the forms of descriptive and procedural texts. Then, that competence can be seen

from the KD (Kompetensi Dasar) in which students have ability in responding to

the meaning embedded in the simple, short functional written texts accurately,

18

fluently and acceptably, responding to the meaning and rhetorical steps

accurately, fluently and acceptably embedded in very simple descriptive and

procedural essays, and reading aloud meaningfully the simple functional written

texts and simple short essays in the forms of descriptive and procedural texts.

In the second year of the first semester in junior high school level, students

are expected to be able to comprehend the meaning embedded in simple

functional written texts and simple short essays in the forms of descriptive and

recount texts. This competence also can be seen from students’ ability as stated in

the KD (Kompetensi Dasar) in which they are supposed to have ability in reading

aloud meaningfully the simple functional written texts and simple short essays in

the forms of descriptive and recount texts using acceptable pronunciation, stress,

and intonation, responding to the meaning embedded in the simple, short

functional written texts accurately, fluently and acceptably, responding to the

meaning and rhetorical steps accurately, fluently and acceptably embedded in

simple descriptive and recount essays. In the second semester, according to SK

(Standar Kompetensi), students are expected to be able to comprehend the

meaning embedded in simple functional written texts and simple short essays in

the forms of procedural and report texts. That competence is shown by students’

ability in reading aloud meaningfully the simple functional written texts and

simple short essays in the forms of recount and narrative texts using acceptable

pronunciation, stress, and intonation, responding to the meaning embedded in the

simple, short functional written texts accurately, fluently and acceptably,

responding to the meaning and rhetorical steps accurately, fluently and acceptably

embedded in simple recount and narrative essays.

19

In the last year or in the third grade level of junior high school level of the

first semester, SK (Standar Kompetensi) states that students are enable to

comprehend the meaning embedded in simple functional written texts and simple

short essays in the forms of procedural and report texts. Furthermore, students’

competence as stated in the SK can be seen by their ability in reading aloud

meaningfully the simple functional written texts and simple short essays in the

forms of procedural and report texts using acceptable pronunciation, stress, and

intonation, responding to the meaning embedded in the simple, short functional

written texts accurately, fluently and acceptably, and responding to the meaning

and rhetorical steps accurately, fluently and acceptably embedded in simple

procedural and report essays. In the second semester of the third grade level of

junior high school, students are expected to comprehend the meaning embedded

in simple functional written texts and simple short essays in the forms of narrative

and report texts. Then, students’ competence can be seen from their ability in

reading aloud meaningfully the simple functional written texts and simple short

essays in the forms of narrative and report texts using acceptable pronunciation,

stress, and intonation, responding to the meaning embedded in the simple, short

functional written texts accurately, fluently and acceptably, responding to the

meaning and rhetorical steps accurately, fluently and acceptably embedded in

simple narrative and report essays.

In order to make the explanation about the reading standard of

competences and basic competences in junior high school more clearly, it is

summarized in the Table 2.1

20

Table 2.1 Reading Standard of Competences and Basic Competences in Junior High School

STANDARD OF COMPETENCE BASIC COMPETENCE

The first year (Semester 1) To comprehend the meaning embedded in simple short functional written texts

- Reading aloud words, phrases, and sentences with acceptable pronunciation, stress, and intonation

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

The first year (Semester 2) To comprehend the meaning embedded in simple functional written texts and simple short essays in the forms of descriptive and procedural texts

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

- Responding to the meaning and rhetorical steps accurately, fluently and acceptably embedded in very simple descriptive and procedural essays.

- Reading aloud meaningfully the simple functional written texts and simple short essays in the forms of descriptive and procedural texts

The second year (Semester 1) To comprehend the meaning embedded in simple functional written texts and simple short essays in the forms of descriptive and recount texts

- Reading aloud meaningfully the simple functional written texts and simple short essays in the forms of descriptive and recount texts using acceptable pronunciation, stress, and intonation

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

- Responding to the meaning and rhetorical steps accurately, fluently and acceptably embedded in simple descriptive and recount essays.

The second year (Semester 2) To comprehend the meaning embedded in simple functional written texts and simple short essays in the forms of recount and narrative texts

- Reading aloud meaningfully the simple functional written texts and simple short essays in the forms of recount and narrative texts using acceptable pronunciation, stress, and intonation

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

- Responding to the meaning and rhetorical steps accurately, fluently and acceptably embedded in simple recount and narrative essays

The third year (Semester 1) To comprehend the meaning embedded in simple functional written texts and simple short essays in the forms of procedural and report texts

- Reading aloud meaningfully the simple functional written texts and simple short essays in the forms of procedural and report texts using acceptable pronunciation, stress, and intonation

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

- Responding to the meaning and rhetorical steps accurately, fluently and acceptably embedded in simple procedural and report essays

The third year (Semester 2) To comprehend the meaning embedded in simple functional written texts and simple short essays in the forms of narrative and report texts

- Reading aloud meaningfully the simple functional written texts and simple short essays in the forms of narrative and report texts using acceptable pronunciation, stress, and intonation

- Responding to the meaning embedded in the simple, short functional written texts accurately, fluently and acceptably.

- Responding to the meaning and rhetorical steps accurately, fluently and acceptably embedded in simple narrative and report essays

21

2.1.4 Kinds of Texts for Junior High School Level

In the curriculum Standard of Content (Depdiknas: 2006), texts and text

types are key terms replacing themes, which were the key concept for the previous

curriculum. While themes, such as, Family and School Life, are still important, the

focus is now on the text types. A text type is usually identified by its social

function, generic structure, and language features. There are some kinds of texts

devoted for junior high school level according to SKKD formulated by Depdiknas

(2006). They are descriptive, procedure, report, recount, and narrative.

Depdiknas (2006) explains each text type as follows: first, descriptive text

is purposed to describe a particular person, place or thing. The generic structures

of descriptive are identification and description. Identification is purposed to

identify the phenomenon to be described. On the other hand, description is

purposed to describe parts, qualities, and characteristics. The language features of

descriptive text is focus on specific participants, use of attributive and identifying

process, frequents use of epithets and quantifiers, and use of simple present tense.

The second text type explained is procedure text. Procedure text is

purposed to describe how something is accomplished through a series of steps.

The generic structures of procedure are goal, materials, and steps. The language

features of procedure are focus on generalized human agents, use of simple

present/imperative, use mainly of material processes, and use sequences.

Third, report text is purposed to describe the way things are, with

reference to natural, man-made and social phenomenon in our environment. The

generic structures of report are general classification and description. The

22

language features of report are focus on generic participants, use of relational

process, use of simple present tense, and no temporal sequence.

The fourth text type explained is recount text. Recount text is purposed to

retell events for the purpose of informing or entertaining. The generic structures

of recount are orientation, events, and re-orientation. The language features of

recount are focus on specific participants, use of material processes,

circumstances of time and place, use of past tense, and focus on temporal

sequences.

The last text type is narrative text. Narrative text is purposed to amuse,

entertain and deal with actual and vicarious experience in different way. A

narrative text deals with problematic events, which lead to crisis that in turn finds

a resolution. The generic structures of narrative are orientation, evaluation,

complication, resolution, and re-orientation. The language features of narrative are

focus on specific usually in individualized participants, use material processes,

use of relational processes and mental processes, use of temporal conjunctions and

temporal circumstances, and use of simple past tense.

In order to make the explanation about text types for junior high school

more clearly, it is summarized in Table 2.2

23

Table 2.2 Text Types for Junior High School

Social Function Generic Structure Language Features Descriptive To describe a particular person, place or thing

� Identification : to identify the phenomenon to be described

� Description : describe parts, qualities, characteristics

• Focus on specific participants • Use of attributive and identifying

process • Frequents use of epithets and

quantifiers • Use of simple present tense

Procedure To describe how something is accomplished through a series of steps

� Goal � Materials (not all procedural

texts require material) � Steps (a sequence of steps to

achieve the goal)

� Focus on generalized human agents

� Use of simple present/imperative � Use mainly of material processes � Use sequences

Report To describe the way things are, with reference to natural, man-made and social phenomenon in our environment

� General classification : tell what the phenomenon is

� Description : tell what the phenomenon is like in terms of parts, qualities, habits, behavior and uses

• Focus on generic participants • Use of relational process • Use of simple present tense • No temporal sequence

Recount To retell events for the purpose of informing or entertaining

� Orientation : provides the settings and introduces the participants

� Events : tell what happened and in what sequence

� Re-orientation: optional closure of the events

• Focus on specific participants • Use of material processes • Circumstances of time and place • Use of past tense • Focus on temporal sequences

Narrative To amuse, entertain and deal with actual and vicarious experience in different way. A narrative text deals with problematic events which lead to crisis which in turn finds a resolution

� Orientation : introduces the scene and participants

� Evaluation � Complication : provides the

problem or crisis � Resolution : the problem is

resolved, for better or worse � Re-orientation: optional, and

sometimes present morale value

• Focus on specific usually in individualized participants

• Use material processes • Use of relational processes and

mental processes • Use of temporal conjunctions and

temporal circumstances • Use of simple past tense

2.2 Three Phase Technique in Reading Comprehension

The secondary schools in Indonesia adopt a special procedure of teaching

reading, which is called PKG procedure. This procedure usually goes through

three phases, namely Pre-reading, whilst reading, and Post reading activities

(Depdiknas, 2006) which explain as follow:

24

First, pre-reading phase is instructional activity carried out before students

read (Arywardany, 2009:14). The activity is intended to activate students’

problem solving behavior and their motivation to examine a text. Harris and

Smith (1986:227) state that to understand a text, someone must have experiences

in her/his background that enables her/him to bring personal meaning to events

and feeling of the story. In the pre-reading phase, the teacher activates the

students’ prior knowledge by conducting such following activities: showing

pictures or other appropriate media and asking questions related to the topic,

introducing and discussing new vocabulary, addressing lack information or

misconception. In addition, reading aloud by students or teacher as model can be

conducted in this phase. Other activity in pre-reading phase explained by Brown

that in pre-reading stage, a teacher should spend more time introducing a topic,

encouraging skimming, scanning, predicting, and activating schemata.

Second, whilst-reading phase is instructional activity that the students do

while reading is taking places (Arywadany, 2009:15). In whilst reading phase,

students are guided to do silent reading activity. The students read silently to find

information. During the reading, the students are to make note on the information,

and they may discuss it with their sit-mates for confirmation. The teacher should

be ready to offer help. In addition, Cahyono (1992:73) states that in whilst-reading

activity the emphasis is to guide students in an interaction with the text which

leads to facilitation of comprehension. Therefore, question that is asked at this

stage should gear students to comprehension of the main ideas, supporting details

and relevant information in a reading text.

25

The last phase in three-phase techniques is post-reading phase. Post

reading phase the reading instruction in which the students use the information

they obtain from reading the text to answer some problems or questions. This

activity is aimed at providing review and feedback after reading (Cahyono,

1997:31). Some activities that can be done in the post-reading phase are post

question, feedback, and group and whole class discussion (Turney Cunninghan as

stated in Arywardany, 2009:16). These activities function to recheck the students’

understanding about the text that has been read. Moreover, teachers should

provide students with opportunities to synthesize essential information from the

text in order to gain an overall understanding of what they have read (Cahyono &

Widiati, 2006:46).

2.3 Group Competition Strategy in Teaching Reading Comprehension

In reading instruction conducted using this three-phase technique, group

competition strategy is applied in the first, second, and third phase. The group

competition strategy is a strategy of teaching reading in which the students in

small groups explore a reading material given. It is explored by constructing some

questions. Later on, these questions are discussed among the groups in a

classroom panel discussion in which a member of a certain group ask a question

to a member of another group. This activity continues until all the groups get turns

to ask and answer questions. By constructing the question and discussing the

problems which appear with their friends, teacher expects that students can get

more understanding in reading lesson. The reward and punishment principle is

also applied in this strategy. The main purpose of giving reward and punishment

26

is to motivate the students to study. It is also intended to make the discussion run

as lively as possible, and it also raises the sense of competing. Moreover, teacher

is a facilitator who helps her/his students who find difficulties in discussion.

2.3.1 The Procedure of Group Competition Strategy

Hermansyah (2008: 30) divides Group Competition strategy to three main

activities, namely prior discussion, small group discussion, panel discussion. They

are explained as follow:

a. Prior discussion

Teacher divides the class in several small groups consisting of 4 – 5

students. Each group has to appoint one student as a leader and one student as a

secretary. The leader has to lead the discussion in this group during this activity.

Meanwhile, the secretary task is write everything related to the discussion of this

group. Besides, in this step, the teacher also determines the turn that will get the

first turn to do group competition strategy. Prior discussion in group competition

strategy is like the pre-reading activity in three-phase technique. During this step,

the students facilitated by the teacher discuss and analyze the content of the

reading material. The discussion may involve the meaning of difficult word,

phrase, sentences, main ideas, rhetorical and generic structure etc.

b. Small group discussion

When the first step is completed, each group is assigned to write some

questions based on the reading material they have already discussed. This step

requires the students interact positively among the groups to write some difficult

27

questions. Each member in a group has to construct a question. This discussion is

like the whilst-reading activity in three-phase technique. Students discussed texts

given by the researcher with their own groups. They also try to find difficult

vocabularies from dictionaries.

c. Panel discussion

The final step in this strategy is classroom panel discussion. This step is

conducted when all the small groups have completed their assignments to

formulate some questions. It is like the post-reading activity in three-phase

technique. Some activities that can be done in the panel discussion are post

question, feedback, and group and whole class discussion. The panel discussion

begins with the group which gets the first turn to play. Then leader gets the first

chance in asking a question to the other groups. Each member of this group has to

ask her/his own question to the other groups. The leader of the group has to

appoint a member of another group to answer her/his group’s questions. A

member of another group who can answer those questions, s/he has to raise

her/his hand. In answering the question, the appointed student may ask some help

from other members of his group, but the responsibility of present the answer the

question orally is still her/his. When the answer is correct, then the whole class

will give applause to this group as a reward. This group will get 1 point. If the

answer is wrong, this group will not get point. However, if no one can answer a

question from this group, 1 point will belong to this group. The next step is the

turn for the student who has been appointed to answer the question to read a

question from her/his group. Again, s/he selects a member of another group to

28

answer her/his question. This activity of asking and answering questions is

conducted repeatedly until all small groups get turns to ask and answer questions.

This activity requires students in each group to be engaged in positive

interdependence, individual and group accountability. During the panel

discussion, the teacher observes and makes some notes. Sometimes, he can

conduct some assessment on the students. At the end of this activity, all score will

be accumulated to determine the winner of this activity. The group, which gets the

highest score, will get a prize as a reward. The prize may be varied depending on

the agreement of the class, for example, books, chocolate, etc. However, the

group, which gets the lowest score, will get a punishment. The punishment may

be varied depending on the agreement of the class, for example: singing, reading a

poem, dancing etc.

2.3.2 Benefits of Group Competition Strategy

Hermansyah (2008:34) states that there are some advantages of group

competition strategy. Firstly, it can enhance the students’ engagement. During the

discussion, both are small group or panel discussion, all the students are required

to engage actively. Each student is expected to have individual accountability for

his group.

Secondly, this strategy fosters equal participation. In the traditional

instruction, only few students, mostly the superior students, have more

opportunities to participate in the class, while the weak or shy ones prefer being

silent. In this strategy, all students including the reluctant or weak ones should

29

participate in asking and answering questions since they do not know who will be

called upon during the panel discussion Hermansyah (2008:34)

The third advantage is that it encourages peer tutoring from smart students

who know the answers to other group members who do not know. By peer

tutoring, the exchange of information is much more dynamic than rote

memorization and individual task.

The fourth advantage is that the active class which teacher expected

maybe happens. It happens because all of students are involved in this activity,

they interact with their classmates by asking and answering questions. In addition,

all of them raise their hands to be appointed to answer questions in order to be a

winner group in this activity.

Furthermore, this strategy can be used to increase the students’ motivation

to learn (Hermansyah, 2008: 34). Students’ learning motivation plays a prominent

role in the instruction because motivation toward a subject matter will guide their

learning attitudes and behaviors that would determine the success of their

academic performances. The group competition strategy can enhance motivation

since it provides the sense of competition and at the same time fun. Besides,

students will be more motivated because they are helped by their group-mates.

Finally, this strategy provides the teacher with less work. The teacher is just

responsible for monitoring and providing help if it is necessary.

2.4 Classroom Interaction

Gaies (1980, cited in Allwright and Balley, 1991: 18) has noted that the

classroom is crucible-the place where teachers and learners come together and

30

language learning happens. On the other hand, Widyaningsih (2009:10) states that

interaction is a significant aspect in the teaching and learning process, especially

language learning. Besides, Brown (2001; 165) states, interaction is a

collaborative exchange of thoughts, feeling, or ideas between two or more people,

usually in a reciprocal effort on each other. Moreover, according to Robinson

(1994:7), interaction is the process of referring to ‘face-to-face’ action. In

addition, Rivers (1987:4) states:

Through interaction, students can increase their language store as they listen to read authentic linguistic material or even the outputs of their fellow students in discussions, skits, join problem-solving tasks, or dialogue journals. In interaction, students can use all they possess of the language-all they have learned or casually absorbed-in real life exchanges where expressing their real meaning is important to them.

From those definitions, classroom interaction can be defined as a collaborative

activity between teacher and student using both verbal and nonverbal way in the

teaching and learning process in a classroom.

In the classroom, interaction is also important. However, in this setting

information sharing between teacher and students is the primary goal. Barker

(1982:2) states that intrapersonal, interpersonal, group, and cultural

communication provide vehicle for the transmission of information in the

classroom. However, the most important thing is the active participation among

the parties involved the interaction. Moreover, the participants in the interaction

should have high motivation to interact with others, use communication strategies

required for an interaction.

Classroom interaction is the heart of communication (Widyaningsih,

2009:11). It is the medium of the teacher and students to exchange thoughts or

ideas. If there is no interaction, there cannot be communication. Furthermore, she

31

states that interaction should occur between the teacher and the students in the

classroom (Widyaningsih, 2009:2). The teacher should give stimuli and the

students respond to it. This activity will create a good classroom interaction, in

which there is no dominance of the teacher. A good classroom interaction leads to

the process of communication, which is the goal of foreign language learning.

However, group interaction is more frequently used in the classroom than

any other single level of interaction (Widyaningsih, 2009:18). Group interaction

involves the interaction between the teacher and several students, between several

students to the teacher, and between a single student to several students. Unlike

the other types of interaction, in group interaction, the flow of message may be

very irregular and have no definite pattern. Spontaneity is the key to success of

group interaction; however, it makes it difficult for the speaker to organize the

message and for the listener to understand the message. Class discussions and

group projects are the example of group interaction in the classroom. Group

competition strategy is one of ways to do group communication in the classroom.

Smith (1994) in Diah (2001:21) sets up the characteristics of an effective

classroom. He mentions that in an effective classroom are: First, the teacher’s role

is as a facilitator so that the child does not rely on the adult’s supervision all the

time. Second, the students should be involved in the work they are doing and own

part of it because they have helped to plan it. Third, what the students bring to the

task has been noted and taken into account thus helping to match the task to that

child. Fourth, each student is helped to make sense of the world they live in. Fifth,

there is a lot of working cooperatively in groups, organized to take into account

32

opportunities continuity and progression. Finally, concrete experiences are used as

starting points.

2.6 Review of the Previous Study

Group Competition strategy is still a new technique in reading

comprehension. A previous study about group competition strategy has been

conducted by Hermansyah (2008) entitled “The Implementation of Group

Competition Strategy in the Reading Instruction at Junior High School Level”. In

the introduction, he tells that Group Competition Strategy is one of strategies

which can be applied in reading instruction. It can be applied to make the students

more active in the class. He assumes that the traditional reading strategy, which

usually teachers ask students some questions, is not an effective strategy to make

students active and responsive in a reading class. In the traditional strategy, not all

of students have a chance to answer the question from their teachers. They usually

tend to be passive in reading class. In addition, the active students may be more

active and the passive student may be more passive. It makes a gap between a

passive student and an active one. This will be bigger and bigger.

Hermansyah (2008) explains that group competition strategy is introduced

to minimize the gap between a passive and an active student. The group

competition strategy done by Hermansyah (2008) was applied in three-phase

technique. The technique covered three steps; those are prior discussion, group

discussion, and panel discussion. In this strategy, student is asked to construct a

question based on the texts given. Students are also asked to speak up to give their

33

questions to their friends. This activity also develops students in speaking because

they have to ask and answer the questions orally.

In his thesis, Hermansyah (2008) chose Classroom Action Research

(CAR) as a research design of his research. He used forty-five students of ninth

grade level of Junior High School as his subject. The class was a regular class,

which he taught. His research was purposed to motivate students to learn reading

instruction. In his research, he just used group competition strategy to solve the

problems of inactive students in reading class.

Hermansyah (2008) conducted a preliminary study as a base to define the

problems happening in class. Then, he acted as the teacher while conducting the

research. In the first cycle, the researcher asked students to do group competition

strategy. However, not all of them were active in that activity. Then, in second

cycle, all students could involve in group competition strategy. Like the previous

explanation, he implemented this strategy into three steps; prior discussion, group

discussion, and panel discussion. In prior discussion, the students discussed and

analyzed the content of the reading texts with the teacher. On the other hand, in

the small group discussion, the students interacted positively among the groups to

write some difficult questions. At last, in panel discussion, the students ask

questions to their friends and answer questions from their friends.

However, Hermansyah’s research has some differences with this research.

Unlike Hermansyah’s research, this research was aimed to describe the

implementation of group competition strategy in teaching reading comprehension.

On the other hand, Hermansyah used group competition strategy as the answer for

the problems which are raised in the reading class using traditional technique;

34

however, this thesis described how group competition strategy was implemented

in helping students learning reading. Broader than Hermansyah’s study, this

research also examined the students’ interaction during the implementation of

group competition strategy. It is purposed to know how the students interacted

during the implementation of group competition strategy. Moreover, this research

also described the students’ involvement during the implementation of group

competition strategy.

The differences with Hermansyah’s research are the subject of the research

and the material used in the research. Hermansyah used a regular class with

heterogeneous samples in which there are both, low and high-motivated students

to study English. He used ninth graders of junior high school. However, this

research used a favorite class with students who have high motivation to study

English. The subject of this research is students of eight grade level of junior high

school. Furthermore, this research used descriptive and recount text because those

texts are the required texts to be taught this semester; it is based on SKKD for

Junior High School. It is different with Hermansyah’s research which used report

text as a material to be taught during his research.

In addition, this research also used questionnaires to know students’

opinion on group competition strategy. Therefore, the result of this study not only

depended on the researcher’s opinions toward the implementation strategy, but

also the students’ opinions on this strategy. It is different with Hermansyah’s

research which only examined whether group competition strategy could be

implemented in reading instruction.

35

In short, this research enriched the previous research. The result of the

previous research has already shown that group competition strategy can be

applied in teaching reading instruction. The others result of the previous research:

first, it can enhance the students’ engagement. Second, this strategy fosters equal

participation. Third, it encourages peer tutoring from smart students who know

the answers to other group members who do not know. At last, this strategy can

be used to increase the students’ motivation to learn (Hermansyah, 2008: 34). In

the next chapter, the methodological aspect of this study is elaborated in order to

answer the statements of the problem of this research.

36

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the description of the research methodology. It

presents the research design, setting and subjects of the study, research

procedures, and data analysis.

3.1 Research Design

This study was designed to describe the implementation of group

competition strategy in teaching reading for students of Junior High School. It

meant that this study was categorized as a descriptive qualitative study. According

to Best (1981:25) in Amaliyah (2009: 27),“Descriptive research describes what it

is. It involves the description, recording, analysis, and interpretation of condition

that exist. In involves some type of comparison or contrast and attempts of

discover relationship between existing non-manipulated variables”.

This study is qualitative design because according to Bogdan and Biklen

(1992:29) qualitative research has the following five features: (1) the natural

setting is the data source and the researcher is the key data- collection instrument;

(2) it attempts to describe; (3) the concern is what process, that is, with what has

transpired, as much as with product or outcome; (4) its data are analyzed

inductively, as in putting together the parts of a puzzle; and (5) it is essentially

concerned with what things mean, that is, the why as well as the what.

36

37

Descriptive qualitative research design was chosen to conduct this study

because group competition strategy is one of the new strategies to be applied in

teaching reading comprehension. This research was aimed to examine whether or

not group competition strategy can be implemented in teaching reading

comprehension, especially for eight graders of junior high school who have high

motivation in learning English. Besides, this research was aimed to describe the

implementation of group competition strategy in teaching reading comprehension.

In this study, the researcher acted as a complete participant who was

totally involved in the teaching and learning process. Besides observing the

process of the implementation group competition strategy, the researcher also

facilitated students who found difficulties in running this strategy. He was helped

by an assistant whose duty is to take some photographs in the implementation of

group competition strategy.

Although in this study the researcher became a complete participant by

implementing a new technique, the research design used was not a classroom action

research (CAR) or quasi-experimental research design. A classroom action research

design was not used as the research method for this study because this study did not

improve the lack of students’ reading ability as the objectives in a classroom action

research. A quasi-experimental research design was not used as the research method

for this study because this study was aimed to know the implementation of group

competition strategy in teaching reading comprehension, not to compare a new

technique to another teaching reading technique. Moreover, this research was not

aimed to know the effect of using group competition strategy in teaching reading

comprehension. The target of this study was to describe the implementation of group

competition strategy in reading class. In addition, it also to examine whether or nor

38

group competition strategy could be implemented in the lower graders than third

graders, the subject of the previous research, of junior high school.

3.2 Setting and Subjects of the Study

The setting of this study was SMPN 10 Malang. It is located in Jl. Mayjen

Sungkono 57 Malang. It is one of the schools in Malang which has achieved

National Standardized School (Sekolah Standar Nasional/SNN). It implements

contextual teaching and learning process; therefore, the teaching and learning

process here are related to students’ previous knowledge and their surroundings.

The subjects of the study were the second year students, VIII.A class, of

2009/2010 academic year of SMPN 10 Malang which consisted of thirty-nine

students (six boys and thirty-three girls). This class is the most favorite class in

SMPN 10 Malang and its students have much interest and high motivation in

English.

This was the first time group competition strategy conducted in the lower

grade of junior high school students, so that was why the researcher wanted to

conducted it in the students who have high motivation in learning English before

it will be conducted to regular class later on.

3.3 Research Procedures

This section explained the system how group competition strategy worked

in the teaching reading process. It explained the implementation process since the

beginning from the process of preparing lesson plans until collecting the data.

39

3.3.1 Preparing Lesson Plans

Since the researcher had a role as a teacher (facilitator) in this research, the

lesson plan was made based on students’ needs. Besides, the researcher also

considered the steps to implement group competition strategy in teaching reading

comprehension. Five meetings were considered as the appropriate frequency to

implement this strategy in this research. Lesson plans were used to manage the

process of teaching and learning use this strategy run well (see Appendix 1a-e).

After making the lesson plans and preparing the materials and media, the

researcher conducted reading class using group competition strategy.

In the first meeting, the researcher gave a general explanation about group

competition strategy. Students were introduced to group competition strategy.

Besides, they were also introduced to Wh- questions and asked to practice to

construct questions. The researcher also gave the students examples to construct

questions. Moreover, he also introduced descriptive and recount text to students.

Finally, students were asked to make groups consisting of 4 or 5 students in each

group (see Appendix 2).

Subsequently, the researcher assigned students to do group competition

strategy in reading class. This activity was held for four meetings. In the second

meeting, students were asked to do group competition strategy with descriptive

texts. The first four groups (A/B/C/D) constructed questions based on the

descriptive texts given. After that, all students in that class did group competition

strategy by asking and answering questions from group A/B/C/D. Like the second

meeting, in the third meeting, students were asked to do group competition

40

strategy with descriptive texts. However, these meetings were the tasks for the last

four groups (E/F/G/H) to construct questions based on the text given.

Like the second and third meetings, in the fourth and fifth meeting,

students were asked to do group competition strategy. The fourth meeting was the

first four groups’ performance and the fifth meeting was the last four groups’

performance. The difference was that in the last two meetings, students were

asked to construct questions based on recount texts given. In the last meeting after

the class, the researcher distributed questionnaires to the students asking about

activities held and their improvement in reading skills.

In order to make the explanation about the activities more clearly, a table

of the researcher and students’ activities in the implementation of group

competition strategy is presented in Table 3.1.

41

Table 3.1 The Activities in the Implementation of Group Competition Strategy Meeting Activities Students’ Activities

1st meeting � Introduce group competition strategy

� Introduce Wh- question � Learn how to construct question

based on the text. � Introduce descriptive and recount

text

� Listen and pay attention to teacher explanation

� Learn how to construct question based on the texts

� Make a group consisted 4-5 students

2nd meeting � Do group competition strategy (group A, B ,C ,and D)with descriptive text

� Read and comprehend the descriptive texts

� Construct questions based on the descriptive texts

� Do group competition strategy with their group

3rd meeting � Do group competition strategy (group E, F ,G ,and H)with descriptive text

� Read and comprehend the descriptive texts

� Construct questions based on the descriptive texts

� Do group competition strategy with their group

4th meeting � Do group competition strategy (group A, B ,C ,and D)with recount text

� Read and comprehend the recount texts

� Construct questions based on the recount texts

� Do group competition strategy with their group

5th meeting � Do group competition strategy (group E, F ,G ,and H)with recount text

� Read and comprehend the recount texts

� Construct questions based on the recount texts

� Do group competition strategy with their group

� Fulfill questionnaires given by researcher

3.3.2 Research Instruments

In descriptive qualitative design, human instrument is the main instrument;

therefore, it means that the instrument is the researchers himself who collected the

data, interpreted the data, reduced the data, organized the data, analyzed the data,

and drew conclusion or a result of the research. However, in this study, the

researcher used some others instruments that helped him to collect the data from

the field.

The other instruments, which were used in this study, were research

journals, record of students’ participation, teacher’s instructions, and

42

questionnaires. Research journal was used to note all activities that happened in

the process implementing group competition strategy (see Appendix 3a-e).

Besides, the researcher journal later on was combined to other data from other

instruments. In addition, the researcher collected the record of students’

participation and presentation from secretary of each group (see Appendix 4a).

Moreover, researcher also recorded all of students’ participation and presentation

while teaching and learning process occur in record of student’s participation (see

Appendix 4b). Teacher’s instructions were used to instruct the students in the process

of teaching reading using group competition strategy.

In order to enrich the data, researcher passed questionnaires to the thirty-nine

students who became the subject of this research. The questionnaire was used to

obtain the students’ opinion toward this strategy (see Appendix 5a). The first up

to the sixth question related to the students’ opinion on group competition strategy

implementation, the process of constructing questions, the facilities that are needed

and the reading material that are used in the implementation of group competition

strategy.

The last four questions were about the students’ opinion on group

competition strategy in helping students to comprehend the reading texts, learn

reading, and learn English, and the continuity of group competition strategy (see

Appendix 5a). Therefore, the result of this study depended on not only the

researcher’s opinions on the implementation strategy, but also the students’

opinion on this strategy (see Appendix 5b). At last, the researcher made a kind of

visual note, photographs that reflected the research journal and the teaching and

learning process based on the lesson plan made (see Appendix 6).

43

In order to make the explanation about the instruments and the data

obtained by those instruments more clearly, it is summarized in Table 3.2

Table 3.2 The Instruments and the Data Obtained from those Instruments Instruments Data

Research journal Students’ and teacher’ activities and interaction during the implementation of group competition strategy

Record of students’ participation Students’ involvement in the implementation of group competition strategy

Questionnaires Students’ opinion on group competition strategy Teacher’ instruction Instruction in the process of the implementation of group

competition strategy

3. 3.3 Data Collection

The data of this study were the data from the very beginning of the study until

this study was finished. In the process of data collection, the researcher collected all

the data obtained using the all instruments explained before, that are, research

journal, record of students’ participation, and questionnaires. Following, Bogdan

and Biklen (1992:30), the data in this qualitative research were in the form of

words or pictures rather than numbers.

The researcher noted down all the processes on the research journal.

Besides, researcher noted downs the students’ participation on the record of

students’ participation. After the process of the implementation, the researcher

distributed questionnaires to the subjects of the study. All data were gathered and

analyzed qualitatively in which the researcher explained the data in details in

descriptive explanation. Then, researcher told everything related to the process

because Bogdan and Biklen (1992:31) states that qualitative researchers are

concerned with process rather than simply with outcomes or products. Finally, the

researcher drew the findings and the final conclusion.

44

3.4 Data Analysis

After collecting the data, the data were classified based on the

classification explained in Table 3.2. The data sources: research journals, record

of students’ participation, and questionnaires were analyzed. This step can be

done by identifying, classifying, arranging, and explaining completely,

systematically, and objectively. The data obtained were classified to answers to

the research problem. It is about implementation of group competition strategy

applied in three-phase technique in teaching reading comprehension. Finally, the

results of this study was concluded and presented in the form of a description.

45

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter is aimed to present the findings and the discussion of the

findings. It explores the research findings dealing with the implementation of group

competition strategy applied in three-phase technique in teaching reading

comprehension. The data are recorded and classified in the findings section. Then the

data are discussed in the discussion section using the researcher’s interpretation

derived from the data analysis and related to the theoretical reviews. They cover

group competition strategy was conducted in teaching reading comprehension, the

students’ interaction during the implementation of group competition strategy, the

students’ involvement in the implementation of group competition strategy, and

the students’ opinion on group competition strategy.

4.1. Group Competition Strategy Conducted in the Teaching and Learning

Process in Reading Class

The data about group competition strategy conducted in teaching reading

comprehension is obtained from the research journal which the researcher made

during the implementation of group competition strategy (see Appendix 3a-e).

From those data, findings and the discussion of the findings could be explained as

follows:

45

46

4.1.1 Findings

The researcher has conducted group competition strategy in five meetings,

on October 26, 27, 28, 29 and November 3, 2009. From those five meetings,

researcher wrote everything what happened in the implementation of group

competition strategy.

4.1.1.1 The First Meeting in Conducting Group Competition Strategy

At the first meeting, October 26, 2009, group competition strategy was

introduced to students of VIIIA class of SMPN 10 Malang. They were introduced

what group competition strategy is and how to play it. They were introduced to

the rules in doing group competition strategy. The rules were as follows:

a. Make a group of 4 or 5

b. Each student has to read the text carefully.

c. After reading a text, each student has to construct a question based on the text

given. Each of the members of the group has to make a different question.

d. All groups have to choose one student as a leader and one student as a

secretary.

e. The leader has to choose which one of the students to answer the question

which is asked by a mother group.

f. The secretary has to write down the activities and the question from all

members of her/his group. Besides, s/he has to write down the score from the

students who can answer the question from this group.

g. After all the groups have finished their tasks, group competition will be started.

h. The game will be started by group A asking questions

47

i. The leader of group A has to come in front of the class to appoint the students

who will answer questions from group A.

j. Group B, C, D, E, F, G, and H have to be ready to answer the questions from

group A.

k. Each of the members has to ask her/his question to other groups.

l. A group which can answer the questions correctly from group A will get 1

point

m. A group which can answer the questions incorrectly from group A will not get

point or zero (0). If all groups cannot answer a question from group A, group A

will get 1 point.

n. The group which gets the highest score becomes the winner and gets rewards.

Then, the group which has the lowest score will get punishment. The

punishment will be determined later on.

In the first meeting at the first round, students were asked to make a group

of four or five students. This group would be a permanent group up to the fifth

meeting. After they were asked to make a group, they had to sit around with the

members of the group (see Appendix 3a).

At the second round, students were introduced to some Wh- question

words which were needed to construct questions. They were What, Who, When,

Where, Why, How, Which, Whose, With Whom, For whom, At what time, How

many, How long, and How far. Some students were confused with some of them,

so that the researcher had to explain them in Indonesian.

At the third round, students were given, descriptive texts entitled Tanjung

Puting national Park, Grand Omega Hotel, and Singapore, and recount texts

48

entitled Please Send Me a Card, Going to The Beach, and A Wet Night. They

were asked to practice constructing questions based on those texts (see Appendix

6). After a question has been constructed by each of them, they practiced asking

their questions to their friends in that class.

In the third round, each leader also practiced how to lead the discussion in

her/his group. S/he also practiced controlling the class when s/he had to stand up

in front of the class to appoint one of her/his classmates to answer questions from

her/his group. Meanwhile, the secretary from each group was given a task to write

down all activities which happen during the implementation of group competition

strategy.

Because group competition strategy was still a new technique for the

students at first, they were so confused in conducting group competition strategy

in their class. However, after they were guided by researcher, they could do it

well.

In the end of the first meeting, students were asked about the difficulties in

doing group competition strategy. Most of them were not confused anymore.

Some students, who were still confused about doing group competition, were

given more explanation. After all of them were ready to do group competition,

researcher was also ready to conduct group competition strategy in the next

meeting (see Appendix 3a).

4.1.1.2 The Second Meeting in Conducting Group Competition Strategy

In the second meeting, students were ready to do group competition

strategy. After greeting the students and doing some brainstorming about

49

descriptive texts, researcher asked students to sit with their groups. There were

eight groups in that class which were ready to do group competition strategy. In

that meeting, it was the tasks for group A, B, C, and D to construct and ask

questions to their classmates (see Appendix 3b).

Students were given four descriptive texts entitled My Hotel, Kangaroo,

Nusa Tenggara, and Wayang. Before doing group competition, students were

asked to read those texts carefully. Then, students were guided to discuss the texts

and the difficult vocabularies which were in the texts. After all of the texts had

been finished to be read and discussed, group A was asked to construct questions

from My Hotel text, group B was asked to construct questions from Kangaroo

text, group C was asked to construct questions from Nusa Tenggara text, and

group D was asked to construct questions from Wayang text. Therefore, there

were nineteen questions constructed by group A, B, C, and D in the second

meeting (see Appendix 4b). Meanwhile, group E, F, G, and H were asked to

comprehend texts carefully in order to answer the questions from group A, B, C,

and D.

After ten minutes conducting group competition strategy, group A had the

first turn to do this activity. The leader of group A, R. Shanti, came in front of the

class and was ready to ask her question and appoint her classmates to answer

questions from her group. After she asked her questions to her classmates, she

gave chances to her members in group A to ask their question to their classmates.

However, she was still in front of the class to appoint her classmates who could

answer questions from her group. When group A asked questions to its

classmates, there were many students raised their hands to answer questions from

50

group A. The class was so noisy at that time. Most of them said “aku…aku…aku”

in order that the leader of group A appointed them to answer the questions. The

class was so active at that time. This activity of asking and answering questions

was conducted repeatedly until group D got turn to ask and answer questions.

Moreover, the active class in which most students raised their hands happened up

to group D performance. They were so enthusiastic to answer questions (see

Appendix 3b).

4.1.1.3 The Third Meeting in Conducting Group Competition Strategy

In the third meeting, students were still asked to do group competition

strategy using descriptive texts. After the researcher greeted the students, without

any instructions from him, students had sat with their own group. The eight

groups in that class were ready to do group competition strategy. However, in that

meeting, it was the tasks for group E, F, G, and H to construct and ask questions

to their classmates.

Students were given four descriptive texts entitled; Earthquake, Rope,

Grand Bali Beach Hotel, and Ondel-Ondel. Before doing group competition,

students were asked to read those texts carefully. Then, students were guided to

discuss the texts and the difficult vocabularies which were in the texts. There were

some difficult vocabularies which appeared in the texts given in the third meeting,

for instance, strain, mast, shawl, circumcision, hemp, and crust. After all of texts

had been finished to be read and discussed, group E was asked to construct

questions from Earthquake text, group F was asked to construct questions from

Rope text, group G was asked to construct questions from Grand Bali Beach

51

Hotel text, and group H was asked to construct questions from Ondel-Ondel text.

In this meeting, it was the task for group A, B, C, and D to read and comprehend

those texts carefully in order to answer twenty questions constructed by group E,

F, G, and H. There were twenty questions constructed by group E, F, G, and H in

the third meeting (see Appendix 4b)

After ten minutes, group E had the first turn to do this activity. The leader

of group E, Devinta, came in front of the class and was ready to ask her question

and appoint her classmates to answer questions from her group. After she asked

her questions to her classmates, she gave chances to her members of group E to

ask their question to their classmates. Then her next task was to appoint her

classmates who could answer questions from her group. The problem raised in

that meeting was when the leader of group F, Nadya, had to appoint her

classmates to answer questions from her group. She was confused which one of

them should be appointed. It happened because most of her classmates competed

to answer. However, when she appointed Ahmad Effendi to answer her question,

she was complained by her classmates (see Appendix 6). Her classmates said that

Aulia had raised her hand earlier than Ahmad Effendi. Finally, the class was so

noisy at that time. After having a discussion, it was better for her to repeat her

question again. In that repetition, Hida succeeded to answer that question. In that

meeting, Hida scored 2 points from group F because she could answer the first

and second questions from group F. Finally, they could continue this activity well.

This activity of asking and answering questions was conducted repeatedly until

group H got the turn to ask questions.

52

After all the groups had finished doing group competition strategy about

descriptive text, they were asked to count all of the scores from the second and

third meetings. The secretary had to write down the questions and the answers

which her/his group had been constructed (see Appendix 3c).

4.1.1.4 The Fourth Meeting in Conducting Group Competition Strategy

In the fourth meeting, students were already experienced in doing group

competition strategy, so that they did not need more explanation about it. After

the researcher greeted the students and doing some brainstorming about recount

texts, students sat with their groups spontaneously. In that meeting, it was the

tasks for group A, B, C, and D to construct and ask questions about the recount

texts to their classmates. Like in the previous meetings, the groups who did not

get the turn to construct questions (E, F, G, and H) read and comprehend the texts

well in order that they could answer questions from group A, B, C, and D

correctly.

Students were given four texts entitled Shark in Rowing Competition, My

Horrible Holiday, A Frightening Night, and Going Camping. Like the previous

meetings, before doing group competition, students were asked to read those texts

carefully. Then, students were guided to discuss the texts and the difficult

vocabularies which were in the texts. They found some difficult words, for

instance, pound, drift, silvery, and bony. After all of the texts had been finished to

be read an discussed, group A was asked to construct questions from Shark in

Rowing Competition text, group B was asked to construct questions from My

Horrible Holiday text, group C was asked to construct questions from A

53

Frightening Night text, and group D was asked to constructs question from Going

Camping text (see Appendix 3d). Therefore, there were nineteen questions

constructed by group A, B, C, and D in the fourth meeting (see Appendix 4b).

Like the second meeting, ten minutes later, R. Shanti, the leader of group

A was ready to ask her question and appoint her classmates to answer questions

from her group. The interesting performance was performed by group D. No

group could answer two questions from group D. The first question constructed

by Aulia, the leader of group D was, What did they do in the evening?, could not

be answered by everyone outside group D. Moreover, the question from Tieneke

was, How long was the trip from the writer’s place to the camping ground?, could

not be answered by everyone outside her own group (see appendix 4a). After

group D had asked its questions, the fourth meeting ended.

4.1.1.5 The Fifth Meeting in Conducting Group Competition Strategy

In the last meeting of conducting group competition strategy, students

were more interested in doing group competition strategy. It happened because in

the fifth meeting they had to work hard to compete with the others group. The

fifth meeting was the meeting in which class would determine which group would

get the highest and lowest score. All of the groups wanted to be the winner in that

competition. When the teacher entered the class, students had already sat with

their groups. After greeting the students, students were asked to do group

competition strategy. In that meeting, it was the tasks of group E, F, G, and H to

construct and ask questions to their classmates.

54

Students were given four recount texts entitled Tour to Europe, A Tour to

The Botanical Garden, Playing Hide and Seek, and A Trip to Bromo. The students

were so experienced in doing group competition strategy. That was why without

any instructions to read those texts carefully before doing group competition they

had done it. Then, students were guided to discuss about the text and the difficult

vocabularies which were in the texts. After all of the texts had been finished to be

read and discussed, group E was asked to construct question from Tour to Europe

text, group F was asked to construct question from A Tour to The Botanical

Garden text, group G was asked to construct question from Playing Hide and

Seek text, and group H was asked to construct question from A Trip to Bromo text.

Therefore, there were twenty questions constructed by group E, F, G, and H in the

fifth meeting (see Appendix 4b)

Group E had the first turn to do this activity .The leader of group E,

Devinta came in front of the class. Like the previous meeting, group G could

construct a question which the other groups could not answer. The question was

How they felt in that afternoon?, constructed by Vivi, the leader of group G.

Therefore, group G got 1 point from Vivi’s question. The activity of asking and

answering questions was conducted repeatedly until group H got the turn to ask

and answer questions.

After all of the groups had finished doing group competition strategy

about recount text, they were asked to accumulate/total all the scores from the

second up to the fifth meeting. Moreover, the secretary had to write down the

questions constructed by her/his group. In the last meeting, the secretary from

each group was asked to accumulate/total all of the scores her/his group listed

55

from the second meeting up to the fifth meeting. Researcher and students

determined which group got the highest score and which group got the lowest

score. Finally, the highest score was obtained by group C which was 14 points and

the lowest score was obtained by group H which was 7 points only.

In the last meeting after the class, the group with the lowest score had to

sing songs and dance together in front of the class. Group H which consisted of

boys sang two songs determined by the class. They also danced in front of the

class. The class was noisy at that time. Most of the students laughed at those boys’

performance. Meanwhile, the highest score got the prize, four bars of chocolate,

based on the decision before. After that, students were guided to fill the

questionnaires given. The questionnaires were about the implementation of group

competition strategy in teaching reading comprehension. After they had

completed the questionnaires, the class ended.

4.1.2 Discussions

Based on the findings about how group competition strategy is conducted,

it can be inferred that group competition strategy can be implemented in teaching

reading class. The researcher had done three steps in doing group competition

strategy; prior discussion, small group discussion, and panel discussion like group

competition strategy explained by Hermansyah (2008:34). It meant that students

had already done group competition applied in three-phase technique because the

activities in group competition strategy, prior discussion, small group discussion,

and panel discussion, are like the activities in three-phase technique, pre reading

activity, whilst-reading activity, and post reading activity. During the prior

56

discussion, the students facilitated by the teacher discuss and analyze the content

of the reading material. The discussion involved the meaning of difficult word,

phrase, sentences, main ideas, rhetorical and generic structure etc. Meanwhile in

small group discussion, the students discussed texts given by the researcher with

their own groups. Then, in the panel discussion, students did some activities, such

as, post question, feedback, and group and whole class discussion. The activities

in group competition strategy are in accordance with Hermansyah’s (2008:30).

The students were so active in that activity. They were so enthusiastic in asking

and answering questions in reading class during the panel discussion. All of them

had chances to be active in asking and answering the questions. It is also in

accordance with the principle of teaching reading stated by Harmer (1998) that

reading is an active process of thinking. It happened because students were

demanded to ask their own constructed questions and answer the other groups’

questions. The implementation process of teaching reading using group

competition strategy conducted is in accordance with Hermansyah’s (2008:30)

statement that all students should participate in asking and answering questions

since they do not know who will be called upon during the panel discussion. All

activities in group competition strategy can be conducted well.

In conducting group competition strategy, the researcher used only

descriptive and recount texts because those texts are the required texts to be taught

this semester; based on the SKKD for Junior High School (Depdiknas: 2006)

From that discussion above, the researcher could conclude that the

implementation of group competition strategy can be implemented in teaching

reading comprehension.

57

4.2 The Students’ Interaction during the Implementation of Group

Competition Strategy

Students’ interaction here refers the interaction during the implementation

of group competition. The data was obtained from the research journal which the

researcher made during the implementation of group competition strategy (see

Appendix 3a-e). They were also gained from the photographs (see Appendix 6)

taken during the process of the implementation. From those data, findings and the

discussion of the findings could be described as follows:

4.2.1 Findings

The data in the research journal which had been collected from the first

meeting up to the fifth meeting showed that students’ interaction was good. They

could interact well during the implementation of group competition strategy.

Students were so enthusiastic in doing group competition strategy. They

interacted well in every parts of group competition strategy.

In the prior discussion, students had to interact with researcher and the

other students. They were asked to discuss about the messages which every texts

have. The students were guided to comprehend descriptive and recount texts well.

It was aimed to help students to interpret texts correctly. The discussion involved

the meaning of difficult words, phrases, sentences and the rhetorical and generic

structure of the texts. Students were not reluctant to ask about the difficult

vocabularies in the texts. They also asked some sentences related to the texts.

Moreover, they could catch the researcher’s instruction well. They did what the

researcher asked to do. The researcher and the students could interact well with

58

each other. The researcher guided them to comprehend the texts better. He also

could answer students’ questions related to the texts. The questions were about the

content of the texts and some difficult vocabularies. Moreover, to make students

more active in the class, questions from students were not answered directly. For

instance, when students asked about some difficult vocabularies, the researcher

guided them to find the meaning of the difficult vocabularies in dictionary.

Students were guided to find their answers independently because it would

develop their critical thinking through the texts given.

In small group discussion, students could discuss the problems which

came up during the implementation of group competition strategy well. They

could interact and cooperate well with their group mates. They discussed

everything related to the texts given. When they were asked to construct

questions, they discussed what questions which would be constructed in order that

they did not construct the same questions. Moreover, they also solved the

problems arise during the activity. Besides, they tried to solve their problems by

themselves by having their own discussion led by their leader. Finally, the

independent group which the researcher expected happened at that time.

Therefore, they were so noisy during that activity. However, their noisiness was

related to the topic of the discussion. They also cooperated in trying to construct

the difficult questions in order that their friend could not answer their questions,

so that the scores would belong to their group.

In the panel discussion, students were more enthusiastic in the

implementation of group competition strategy. They were so interested in asking

and answering questions. During the discussion, they had to interact with their

59

classmates to compete in answering question from a performed group. When a

leader of a group had to come in front of class, they had to represent her/his group

to appoint students who would answer questions from her/his group. When s/he

had to appoint one of her/his friend from other groups, the class was so noisy.

Most of them said, “aku…aku” means “me...me”. It indicates that most students

wanted to be the first to be appointed in answering the questions. They were so

enthusiastic in answering questions in order to get scores from the group whose

leader performed in front of the class. Moreover, some of them stood up to

emphasize that they would be chosen by a leader of that group (see Appendix 6).

It was interesting because the class was active and more alive. By giving them

score, it would motivate them in answering the questions. If one student could not

answer a question from a certain group, the other students from the other groups

would raise their hands again to have a chance to answer the question. Besides, by

having the competition, each of the students had the same chance to be active in

the class. All leaders from each group could interact well with the class during

that discussion. Although some of them got problems during that activity, they

could solve their problems by themselves. They were so active to lead the

discussion.

Not only class interaction, but also student interaction in her/his own

group happened in that activity. They helped each other in answering the

questions from a certain group in order that their group could answer correctly.

They exchanged information from the texts given. They built a solid group which

could cooperate well in doing group competition strategy.

60

4.2.2 Discussion

From those findings above, the researcher drawn the discussion as follows;

students could interact well during the implementation of group competition

strategy. In the prior discussion, researcher could guide students well in

discussing the texts. It was like the implementation of group competition strategy

conducted by Hermansyah (2008:35). Students were guided to have discussion

concerning the meaning of difficult words, phrases, and sentences, and the

rhetorical and generic structure. Moreover, in small group discussion, students

could interact and cooperate well with the other members of their group. In

addition, in panel discussion, they could cooperate with their friend in their group

to answer questions. They also interacted with the leader of certain group who

performed in front of the class. This interaction is in line with what Brown (2001;

165) states that interaction is a collaborative exchange of thoughts, feeling, or

ideas between two or more people, usually in a reciprocal effort on each other.

Smith (1994) in Diah (2001:21) adds that there is a lot of working cooperatively

in groups, organized to take into account opportunities continuity and progression.

It meant that group competition strategy successfully implemented in that class.

Each student had a chance to construct and ask questions to the other groups.

Moreover, the class was more alive because students were so active in asking and

answering questions. It was like the implementation of group competition strategy

explained by Hermansyah (2008:35) that class is more alive by conducting group

competition strategy. In addition, the process of asking and answering questions

was a kind of exchange information which they had known from the specific

texts.

61

4.3 Students’ Involvement in the Implementation of Group Competition

Strategy

Students’ involvement in the implementation of group competition

strategy was indicated by the points students scored during that activity. The

points came from the correct answers which the students answered. If a student

succeeded to answer a question correctly, s/he would get score 1. The data of the

students’ scores were obtained from students’ scoring on their friends’

performance from each group (see Appendix 4a) and researcher written record of

students’ participation (see Appendix 4b) from the second meeting up to the fifth

meeting. From those data, the researcher could explain findings and the

discussion of the findings as follows:

4.3.1 Findings

The scores were taken from the second up to the fifth meeting. The second

and the third meeting were the scores which the students got in comprehending

descriptive texts. In the second meeting, nineteen questions could be answered

correctly by fifteen students. Aulia, Berliana, Ines, and R. Shanti got the

individual highest score at that meeting. Each of them got 2 points. The winner

group in the second meeting was group C, which got 5 points.

In the third meeting, twenty questions could be answered correctly by

nineteen students. It meant that in the third meeting, more students could answer

correctly. However, only Hida from group B got the individual highest score, 2

points. In that meeting, group A succeeded to be the winner by having scored 4

points.

62

The scores from recount texts were obtained in the fourth and fifth

meeting. In the fourth meeting, the nineteen questions constructed by group A, B,

C, and D could be answered correctly by sixteen students. Students who got the

highest individual score were Ahmad, Hida, and Nadya. Each of them succeeded

to score 2 points in that meeting. Group B, F, and H succeeded to be the winner in

the fourth meeting by having scored 2 points.

In the last meeting, twenty questions constructed by group E, F, G, and H

could be answered correctly by fourteen students. Vivi, the leader of group G,

succeeded to get the highest individual score at that time by having scored 4

points. Therefore, group G also succeeded to be the winner in that meeting by

having scored 5 points. After all the scores had been written down, the researcher

and students determined which group would be the winner in that competition.

Finally, group C succeeded to be the winner in that competition by collecting 14

points. However, group H was able to collect 7 points in that competition. It

meant that group H got the lowest score from that competition (see Appendix 4a).

From that activity, the researcher found that all students in that class

participated in group competition strategy. It can be seen that all of them got

scores in that competition. It meant that group competition strategy made all

students active in class (see Appendix 4b).

4.3.2 Discussions

From the findings, the researcher found that most students were active in

the group competition strategy. It can be seen in every meeting that most of the

students could answer correctly the questions given. All students were involved in

63

that activity. When all scores from the second up to fifth meeting had been

accumulated in the last meeting, the researcher found that all of the students had

score in the implementation of group competition strategy. It was like group

competition strategy done by Hermansyah (2008:37). Students tended to be active

in the class because of the competition atmosphere. From the students’

achievement, the researcher concluded that group competition strategy makes all

students have chances to express their idea through the texts given and it makes them

active in the class.

4.4 Students’ Opinion on Group Competition Strategy

In this research, researcher collected data not only from the observation,

but also from the questionnaires distributed to the students regarding their opinion

on group competition strategy. The questionnaires were given in the last day of

the implementation of group competition strategy, November 3rd 2009. They were

asked to fill the questionnaires after the class ended. The first up to the sixth

question related to the students’ opinion on group competition strategy

implementation, the process of constructing questions, the facilities that are needed

and the reading material that are used in the implementation of group competition

strategy.

The last four questions were about the students’ opinion on group

competition strategy in helping students to comprehend the reading texts, learn

reading, and learn English, and the continuity of group competition strategy (see

Appendix 5a). Moreover, researcher also took data from research journals to

know students’ opinion on group competition strategy. The data from the

64

questionnaires and the research journal could be explained in findings and

discussion of the findings below.

4.4.1 Findings

The data from questionnaires and research journal were collected and

analyzed to explain the findings. The first up to the fourth question related to the

students’ opinion on group competition strategy implementation and the process

of constructing questions. 30, 8% of students liked the implementation of group

competition very much, 51, 2% of them liked it, and the last 18% of students said

that they neither liked nor disliked the strategy. From the research journal, it can

be found that although group competition strategy is still a new technique for

them, they were so enthusiastic to do it. It made them active in class activities.

The second question was about constructing questions in group

competition strategy. 30, 8% of the students said constructing questions in group

competition strategy was easy; 46, 2% of the students said it was neither easy nor

not easy, and 23% of them said it was difficult.

In the third question, researcher asked about learning how to construct

question in group competition strategy; 30, 8% of the students said they could

learn how to construct question quickly, 59% of students said that they could learn

to construct it neither fast nor not fast and 10, 2% students said that they could not

learn how to construct questions quickly. From the research journal, the

researcher found that group competition strategy is still a new technique, so that is

why some of them could not construct the question quickly.

65

The fourth question in questionnaire related to the preparation of

constructing questions in the implementation of group competition strategy; 20,

5% of students could prepare questions quickly, but 61, 5% of students it was

neither fast nor not fast in preparing questions. On the other hand, 18% of students

could not prepare questions quickly.

The fifth question related to the facilities that are needed in the

implementation of group competition strategy. 46, 2% of students said that the

facilities like the note books, the materials, and also some dictionaries provided

were very good, 43, 6% of students said that the facilities were good, and 10, 2% of

them said that the facilities were neither good nor bad.

Then, the sixth question was about the reading materials used in the

implementation of group competition strategy. From this question, the researcher

found that 33, 3% of students said that the texts were easy, 56, 5% of students said

that the texts were neither difficult nor easy, and 10, 2% of students said that the texts

were difficult. Most of them said that because some vocabularies had to be found

by them in a dictionary. They found some difficult vocabularies in the reading

texts given. Sometimes, some of those vocabularies were asked to the researcher.

The seventh up to the ninth question related to the students’ opinion on

whether or not group competition strategy helped them in the process of learning

reading and English. The seventh question related whether group competition

strategy helped students to comprehend the reading texts. Researcher found that

group competition strategy was really helpful for 28, 2% of students to

comprehend the texts. It happened because they had to read texts carefully in

order that they could construct difficult questions. However, 53, 8% of students

said that group competition strategy was helpful to comprehend the texts and 18%

66

of students thought that group competition strategy was neither helpful nor

unhelpful to comprehend the texts.

In the eighth question related to the students opinion whether group

competition strategy helped students in learning reading, researcher found that

36% of students thought it was really helpful, 53, 8% of them thought it was

helpful, and only 10, 2% of students thought it was neither helpful nor unhelpful.

The ninth question related to the students opinion whether group

competition strategy helped students in learning English; 30, 8% of students said

that it was really helpful and 56, 4% of them said that it was helpful. They thought

that it could motivate them to study English, so that they became active in class.

Only 12, 8% of students thought that it did not have any effect in helping them to

learn English.

The tenth question related to the continuity of group competition strategy;

53, 8% students said that it was really necessary to be implemented in English

class and 38, 5% of them said that it was necessary to be implemented in English

class. From research journal, researcher found that students thought that they

would be so enthusiastic attend English class if their teacher would implement it.

They felt bored with the book oriented lesson used by their teacher. Usually not

all of them got chances to be active in class. Therefore, they thought that it should

be implemented in English class. Besides they could cooperate with other

members in their group, it would develop their creativity, especially in

constructing questions. It was more interesting when they were promised reward

and punishment. However, 7, 7% of students said that group competition strategy

was neither necessary nor unnecessary to be implemented in English class. They

67

thought that it was an ordinary method in English class. The result of the

questionnaire about students’ opinion on the implementation of group competition

strategy can be seen in Appendix 5B.

4.4.2 Discussion

From the findings, it can be concluded that most the students liked the

implementation of group competition strategy. They said that it was one of the

various reading techniques that could be used in their class. It was in agreement

with Hermansyah’s explanation (2008:36) about the implementation of group

competition strategy. It would make students have various activities in English

class. Related to the process of constructing questions in the implementation of

group competition strategy, researcher found that most of students thought that the

process of constructing questions was neither easy nor not easy because it was

still a new technique.

Most students thought group competition strategy helped them to

comprehend texts. Students tried to read and comprehend the texts well in order

that they could construct difficult questions which no one could answer. By

having group competition strategy, they were motivated in looking for the

difficult vocabularies in the texts. It was like the implementation of group

competition strategy done by Hermansyah (2008: 36). Moreover, they said that it

helped them in learning reading. They were more motivated in learning reading.

They were not reluctant to express their ideas in class. Besides, they felt free to

express their idea in the class activity. It meant that researcher succeeded in the

implementation of group competition strategy.

68

Group competition strategy would help students in learning English. It was

stated by most of students of 8A class. Besides comprehending texts, they had to

find difficult vocabularies in the reading texts. Therefore, they said that they were

helped in learning English by it. It was like the previous study done by

Hermansyah (2008:37) that implementing group competition strategy helped

students in learning English. Finally, most of students said that it was really

necessary to be continued in English class. It thought that it would make them

have some various activities in the class, so they would not be bored in English

class.

In summary, from all the findings discussed in relation to the theories, the

group competition strategy can be applied in reading class. Furthermore, group

competition strategy was also found to give good influences to students’ reading

skill.

69

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is aimed to present the conclusions obtained from the results of

the research and to provide some suggestions for teachers, schools, and other

researchers who intend to conduct further and better research on this issue.

5.1 Conclusion

After conducting the analysis, the researcher is able to answer the

statements of the problem related to the implementation of group competition

strategy applied in three phase technique in teaching reading comprehension.

From the results of the data analysis, it is concluded that group competition

strategy can be implemented as a technique in teaching reading. The success of

the implementation can be seen from the explanations.

First, although group competition strategy applied in three phase technique

is still a new technique, it could be implemented well in reading class. By

introducing it in the first meeting, students could conduct group competition

strategy in reading class well. In the last meeting, it was found that all students

were involved in this activity. They were guided to be independent students who

could solve problems raised by them. All activities in group competition strategy

applied in three-phase technique could be conducted well.

Second, students could interact well during the implementation of group

competition strategy; they could interact well with researcher in the prior

69

70

discussion by discussing about the messages which every text have with the

researcher. Students could interact well with their groups in the small group

discussion by having discussion with their group mates. Besides, they could

interact well with the whole class in the panel discussion by asking her/his

questions and answering her/his friends’ questions. Therefore, the class was more

alive because students were so active in asking and answering questions.

Third, all students were involved in the implementation of group

competition strategy. In every meeting, most students could answer correctly the

constructed questions. Students tended to be active in the class because of the

competition atmosphere. Each of them had opportunity to be involved in that

activity.

Fourth, most students liked the implementation of group competition

strategy. Moreover, students said that the process of constructing questions in the

implementation of group competition strategy was neither easy nor difficult. They

thought that they needed more time to construct the questions. In addition, the

facilities which were given by researcher were good and the reading materials

given were neither easy nor difficult. Furthermore, most students stated that

group competition strategy helped them in learning reading and English. Finally,

most of them said that it was really necessary to continue implementing group

competition strategy in English class. They thought that it would make them have

some various activities in the class, so they would not be bored in English class.

In conclusion, it can be generally stated that the activities involved in the

implementation of group competition strategy encouraged students to be active,

more motivated in learning reading, develop their critical thinking, and interact

71

well in their reading class. The strategy helped students to comprehend text, learn

reading, and learn English in general.

5.2 SUGGESTIONS

Regarding the implementation of group competition strategy in teaching

reading comprehension, the researcher provides some suggestions for the teachers,

schools and the next researchers. In the implementation of group competition strategy

as a technique of their teaching of reading, teachers are suggested to manage the time

well. Besides, they should encourage students to speak in English during the class.

The schools are suggested to be ready with the facilities needed for group competition

strategy. At last, other researchers are suggested to use this research as a reference to

do experimental research to know whether or not group competition can affect the

reading ability of the students

72

REFERENCES Allwright, D., & Barley, K.M. 1991. Focus on The Language Classroom: An

Introduction to Classroom Research for Language Teacher. Cambridge: Cambridge University Press.

Amaliyah, E. 2009. Grammatical Errors in Writing Composition Made by Seven

and Eight Graders of SMPN 13 Malang. Unpublished Thesis. Malang: State University of Malang.

Arywardany, N. 2008. The Teaching of Reading Comprehension Strategies to

Students of Grade VIII at Sekolah Alam MTs Surya Buana Malang. Unpublished Thesis. Malang: State University of Malang.

Baradja, M.F. 1990. Kapita Selekta Pengajaran Bahasa. Malang: IKIP Malang. Barker, L. 1982. Communication in the Classroom. New Jersey: Prentice Hal, Inc. Blair L. S.M., & Williams, K.A. 1999. The Balanced Reading Program. Helping

All Students Achieve Success. Delaware : International Reading Association, Inc.

Bogdan, R. C.& Biklen, S. K. 1992. Qualitative Research for Education. United

States: Allyn and Bacon. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy (2nd edition). New York: Addison Wesley Longman Inc.

Cahyono, B.Y. 1992. The Questioning Skills of Reading Teachers. TEFLIN

Journal, 5(1): 69-83. Cahyono, B.Y. 1997. Pangajaran Bahasa Inggris: Teknik, Strategi, dan Hasil

Penelitian. Malang. Penerbit IKIP Malang. Cahyono, B.Y., & Widiati, U. 2006. The Teaching EFL Reading in Indonesia

Context: The State of Art TEFLIN Journal, 17 (1): 37-60. Dallen, D. B. V. 1979. Understanding Educational Research. New York: Mc

Graw-Hill Book Company. Davies, F. 1995. Introducing Reading. London: Penguin. Depdiknas. 2006. Panduan Pengembangan Silabus Mata Pelajaran Bahasa

Inggris Sekolah Menengah Pertama. Jakarta : Direktorat Pembinaan Sekolah Menengah Pertama.

73

Diah, O. D. 2001. Group Work Interaction in Reading Lesson at A Senior High School. Unpublished Thesis. Malang: State University of Malang.

Harmer, J. 1998. How to Teach English. Edinburgh Gate, Harlow: Addison

Wesley Longman Limited. Harris, L.A., & Smith, C.B. 1986. Reading Instruction: Diagnostic Teaching in

the Classroom. New York: McMillan. Heaton, J.B. 1989. Writing English Language Test: New York: Longman Inc. Hermansyah.2008. The Implementation of Group Competition Strategy in the

Reading Instruction at Junior High School Level. Unpublished PTK. Trenggalek: Diknas Trenggalek.

Marksheffel, N.1966. Better Reading in the Secondary School. New York: The

Ronald Press Company. McNeil. J. 1992. Reading Comprehension: New Directions for Classroom

Practice (3rd edition). New York: Harper Collins. Nuttal, C. 1982. Teaching Reading Skills in a Foreign Language: Pratical

Language Teaching. Oxford: Heinemann International. Rivers, W.M. 1987. Interactive Language Teaching. New York: Cambridge

University Press. Robinson, A. 1975. Teaching Reading and Study Strategies: The Content Areas.

Boston: Allyn and Bacon. Robinson, H.A. 1994. The Ethnography of Empowerment. The Transformative

Power of Classroom Interaction. London: The Falmer. Simanjuntak, E.G. 1988. Developing Reading Skill for EFL Students. Jakarta:

Depdiknas. Universitas Negeri Malang. 2000. Pedoman Penulisan Karya Ilmiah. Malang:

Penerbit Universitas Pendidikan Malang. Widyaningsih, T. 2009. Classroon Interaction in the Teaching and Learning of

English at the Twelvth Grade of MAN 3 Malang. Unpublished Thesis. Malang: State University of Malang.

74

STATEMENT OF THE ORIGINALITY OF SARJANA THESIS

The undersigned,

Name : Rinu Pamungkas

Reg. Number : 106221402910

Study Program : English Language Education

Faculty : Letters

Declares that the present sarjana’s thesis is an original research undertaken

by the researcher mentioned above for the Department of English Literature,

Faculty of Letter, State University of Malang. Any theories, findings, and research

techniques not my own my original work have been acknowledged in the text.

Theoretical contribution and findings in this study are my own original work and

have not been submitted for any degree in this or any other universities. If later it

can be revealed that this sarjana’s thesis contains partly or wholly plagiarized

others’ intellectual work of any kind, I will readily accept the sanction established

by the university in this matter.

Malang, December, 21, 2009

RINU PAMUNGKAS

75

Appendix 1a

RENCANA PELAKSANAAN PEMBELAJARAN

KD 5.3

Satuan Pendidikan : SMP Negeri 10 Malang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Satu

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive and recount

yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk descriptive and recount.

Indikator : Siswa dapat memahami makna yang terkandung dalam

teks berbentuk descriptive and recount.

Jenis teks : Descriptive and Recount teks

Aspek / skill : Reading

Alokasi Waktu : 2X 40 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat:

1. Mendefinisikan teks descriptive dan recount dengan tepat.

2. Mengidentifikasi ciri-ciri kebahasaan teks descriptive dan recount dengan tepat.

3. Menentukan generic structure dari teks descriptive dan recount.

4. Mendefinisikan Wh-question dengan tepat.

76

B. Materi Pembelajaran

1. Text Descriptive

Tanjung Puting National Park

Tanjung Puting National Park is located along the South Western Coastline of

Indonesian Borneo. The heavy humidity of the forest hums with the sound of thousands of

singing insects. Splashed with vibrant coloured butterflies, moths and birds, Tanjung Putting

National Park is a heady tropical Eden bursting with natural abundance. (Adapted from

Garuda Inflight Magazine, September 2002).

2. Text Recount

Please Send Me a Card

Postcards always spoil my holidays. Last summer, I went to Italy. I visited

museums and sat in public gardens. A friendly waiter taught me a few words of Italian. Then

he lent me a book. I read a few lines, but I did not understand a word. Every day I thought

about postcards. My holidays passed quickly, but I did not send any cards to my friends. On

the last day I made a big decision. I got up early and bought thirty seven cards. I spent the

whole day in my room, but I did not write a single card!

• Language Focus

The students can differentiate which one descriptive and recount.

• Vocabulary:

Wh- question: - What - Who - When - Where - Why - How - Which - Whose - With Whom - For whom - At what time

• Text Types for Junior High School Social Function Generic Structure Language Features

Descriptive To describe a particular person, place or thing

� Identification : to identify the phenomenon to be described

� Description : describe parts, qualities, characteristics

• Focus on specific participants • Use of attributive and identifying process • Frequents use of epithets and quantifiers • Use of simple present tense

Recount To retell events for the purpose of informing or entertaining

� Orientation : provides the settings and introduces the participants

� Events : tell what happened and in what sequence

� Re-orientation: optional closure of the events

• Focus on specific participants • Use of material processes • Circumstances of time and place • Use of past tense • Focus on temporal sequences

77

C. Langkah-langkah Kegiatan Pembelajaran

No Kegiatan Waktu

1. Kegiatan Awal

� Greeting

� Brainstroming

5 menit

2. Kegiatan Inti

� Siswa diminta membaca 2 teks (descriptive dan recount)

secara utuh.

� Siswa menyimak review penjelasan guru tentang generic

structure dari teks descriptive dan recount.

� Siswa mempelajari berbagai macam Wh-question.

� Siswa diberi contoh bagaimana cara membuat pertanyaan

berdasarkan teks yang ada.

� Siswa diberi penjelasan tentang prosedur Group

Competition Strategy oleh guru.

� Siswa membentuk group terdiri dari 4-5 orang dan

menentukan ketua dan sekretaris dari setiap group.

� Siswa berlatih membuat pertanyaan berdasarkan teks

yang disediakan

� Siswa berlatih melakukan Group Competition Strategy

10 menit

5 menit

10 menit

10 menit

10 menit

5 menit

10 menit

10 menit

3. Kegiatan Akhir

• Siswa menyimpulkan materi yang diajarkan. 5 menit

D. Sumber Belajar

Script monolog berbentuk descriptive dan recount.

E. Penilaian

1. Teknik : Tes lisan

2. Bentuk instrumen : ongoing assessment

3. Instrumen : Teacher’s instruction

78

Malang, 26 Oktober 2009

Mengetahui,

Kepala SMPN 10 Malang Guru

Supandi, S.Pd Rinu Pamungkas

NIP. 195908241986031015 NIM. 106221402910

79

Lampiran:

1. Descriptive text

SINGAPORE

Singapore is an island city of about 4 million people. It’s a beautiful city with lots of parks

and open spaces. It’s also a clean city.

Most of the people live in high-rise flats in different parts of the island. The business district

is very modern, with lots of tall new office buildings. Singapore also has some nice older sections. In

Chinatown there are rows of old shop houses. The government buildings in Singapore are very

beautiful and date from the colonial days.

Singapore is famous for its shops and restaurants. There are many good shopping centres.

Most of the goods are duty free. Singapore’s restaurants sell Chinese, Indian, Malay and European

food, and the prices are quite reasonable.

GRAND OMEGA HOTEL

There is a new hotel in my city. It is a four star hotel. It is located downtown. The

hotel is not very big but the architecture is very beautiful. It looks like a classic castle in

Europe. According to the brochure, it has 100 rooms, a fancy restaurant, complete sports

facilities including a swimming pool, tennis court, gym and sauna, there are also a coffee

shop and a karaoke room. The pictures of the rooms in the brochure are very nice. The rooms

look very comfortable. It they contain a big spring bed with big pillows, a nice sofa, a

wardrobe and a television system with programmers from all over the world. The bathroom is

very beautiful although it is not very big. It has a bath-tub with hot and cold water so guests

can bath in it comfortably. The brochure says "Hospitality is our trademark." The staffs of

that hotel, from the receptionists, housekeepers, and bellboys are trained to be polite and to

help guests in any way they can.

80

2. Recount Text

GOING TO THE BEACH

Last month, my family and I went to the beach. We wanted to refresh our mind and

enjoy the fresh air. We went there early in the morning by car.

After parking our car, we walked along the beach barefooted. We could feel the

smoothness of the sand. The cold sea water touched our feet.

Then we looked for a place to take a rest. We rolled out the mat on the ground and

had meals together. While eating, we saw many things. Many children built sand castles.

Some of them played with their balls. We also saw some people sunbathe.

After having meals, I was interested in doing the same thing. I made sand castles with

my sister. Meanwhile, my brother collected some sea shells.

A Wet Night

Late in the afternoon, the boys put up their tent in the middle of a field. As soon as

this was done, they cooked a meal over an open fire. They were all hungry and the food

smelt good. After a wonderful meal, they told stories and sang songs by the camp fire. But

some time later it began to rain. The boys felt tired so they put out the fire and crept into

their tent. Their sleeping-bags were warm and comfortable, so they all slept soundly. In

the middle of the night, tow boys woke up and began shouting. The tent was full of water!

They all leapt out of their sleeping-bags and hurried outside. It was raining heavily and

they found that a stream had formed in the field. The stream wound its way across the

field and then flowed right under their tent.

81

Appendix 1b

RENCANA PELAKSANAAN PEMBELAJARAN

KD 5.3

Satuan Pendidikan : SMP Negeri 10 Malang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Satu

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive dan recount

yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk descriptive.

Indikator : Siswa dapat memahami makna yang terkandung dalam

teks berbentuk descriptive.

Jenis teks : Descriptive text

Tema : Animals, Places, Culture

Aspek / skill : Reading

Alokasi Waktu : 2X 40 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat:

1. Mendefinisikan descriptive text dengan tepat.

2. Menemukan generic structure dari teks descriptive.

3. Membuat pertanyaan dari teks descriptive.

4. Menjawab pertanyaan yang berhubungan dengan descriptive text.

82

B. Materi Pembelajaran

Text 1

My Hotel

My hotel is located in the Putri Hill area. There are other hotels in the area which are

all beautiful. My hotel has fifty rooms. Ten rooms are luxurious. The rooms are air

conditioned and there is a colour TV in each room. The other forty are business rooms. It

means the rooms are simple, with fans and black-and-white TVs.

In the luxurious rooms there are always double beds -but in the simple rooms only

some have double beds. Our guests come and check in or check put at the receptionist's desk.

These people also help the guests with their needs. They can order food and the receptionists

ask our restaurant to serve them. Guests can have breakfast, lunch of dinner in the room or in

the restaurant. Room service is ready with orders. The receptionist can also help guests with

their laundry. The laundry woman will wash and iron the clothes. The room-keepers clean all

the rooms every day, Look! Some guests are coming. The bellboys help guests with their

bags. They will have a seminar tomorrow. It is in the convention hall. I’ll ask them to sit at

the lounge

Text 2

KANGAROO

A kangaroo is an animal found is Australia, although it has smaller relative, called

wallaby, which lives on the Australian island of Tasmania and also in New Guinea

Kangaroos eat grass and plants. They have short front legs, but very long and very

strong back legs and a tail. These they use for sitting up on trees or jumping.

Kangaroos have been known to forward jumps of over eight meters, and leap across

fences more than three meters high. They can also run at speed of over 45 kilometres per

hour.

Kangaroos are marsupials. This means that the female kangaroo has an external pouch

on the front of her body. A baby kangaroo is very tiny when it is born, and it claws at once

into this pouch where it spends its first five months of life.

83

Text 3

Nusa Tenggara

Nusa Tenggara is the name for the chain of islands which lies to the east of Bali.

Including the islands of Komodo, Lombok, Flores and Timor, Nusa Tenggara spans a variety

of landscapes, from tropical forests, high volcanic lakes and dry savannahs. The largest

islands are Lombok and Sumbawa, with hundreds of smaller islands between. East Nusa

Tenggara has 566 islands. The long northern arch of the island chain is the result of volcanic

activity, whilst the southern islands are formed from coral deposits.

Most of the eastern islands are arid, due to hot winds blowing from the continent of

Australia and sparsely vegetated. The Western half of Nusa Tenggara is moister and has

denser vegetation. The Northern part of the chain is known for deep lakes contained in the

craters of extinct volcanoes, the most famous of which are the coloured mineral lakes on

Gunung Keli Mutu in Flores.

Text 4

WAYANG

What we call ‘wayang” is a puppet made of leather or wood, representing a character

in the Mahabarata or Ramayana stories. However, the word can also mean the play itself.

Plays using flat leather, puppets called “wayang kulit” are popular only in Central Java and

East Java. Meanwhile, the plays using three dimensional wooden puppets or “wayang golek”

are the characteristic of West Java.

The leather puppets are made to perform against a screen, this white cloth serves as

the shadow screen. The on-lookers who watch the performance from the other side of the

cloth can see only the shadows or silhouttes of the figures. In fact, the term “wayang” literally

means “shadow”.

Traditionally and even nowadays, “wayang” performance happens the whole night,

from about nine in the evening until dawn. It is performed by a single puppeteer called the

“dalang” who serves as the operator, narrator, and performer altogether. Literally, “dalang”

means “mastermind”, that is one of who arranges and directs an operation from “behind the

screen”.

84

� Descriptive

� Social Function

To describe a particular person, place or thing

� Generic Structure

- Identification : to identify the phenomenon to be described

- Description : describe parts, qualities, characteristics

� Language Features

- Focus on specific participants

- Use of attributive and identifying process

- Frequents use of epithets and quantifiers

- Use of simple present tense

C. KEGIATAN PEMBELAJARAN

No Kegiatan Waktu

1. Kegiatan Awal

• Greeting

• Brainstroming tentang teks descriptive

5 menit

2. Kegiatan Inti

• Siswa yang telah duduk di kelompoknya diberi teks oleh

guru dan membaca teks yang diberikan oleh guru dengan

seksama

• Siswa menemukan kata-kata sulit dalam teks dari kamus

• Siswa diajak guru membahas teks 1, 2, 3 dan 4 dengan

seksama.

• Kelompok A mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok B mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok C mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok D mengajukan pertanyaan yang telah dibuat

oleh anggota

5 menit

5 menit

15 menit

10 menit

10 menit

10 menit

10 menit

85

3. Kegiatan Akhir

• Siswa menghitung skor dari group competition strategy

• Siswa menyimpulkan materi yang diajarkan.

5 menit

5 menit

D. SUMBER BELAJAR

a. Script monolog berbentuk descriptive.

E. PENILAIAN

a. Teknik : Merespon pertanyaan secara lisan

b. Bentuk : Pertanyaan Lisan

c. Instrumen :

The questions which are constructed by students based on these texts

F. PEDOMAN PENILAIAN

1. Untuk jawaban benar mendapat skor +1

2. Untuk jawaban salah tidak mendapat skor (0)

3. Rubrik Penilaian

No Nama Group Skor

1 A:

B:

C:

D:

E:

F:

G:

H:

Malang, 27 Oktober 2009

Mengetahui,

Kepala SMPN 10 Malang Guru

Supandi, S.Pd Rinu Pamungkas

NIP. 195908241986031015 NIM. 106221402910

86

Appendix 1c

RENCANA PELAKSANAAN PEMBELAJARAN

KD 5.3

Satuan Pendidikan : SMP Negeri 10 Malang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Satu

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive dan recount

yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk descriptive.

Indikator : Siswa dapat memahami makna yang terkandung dalam

teks berbentuk descriptive.

Jenis teks : Descriptive text

Tema : Science, Geography, Places and Culture

Aspek / skill : Reading

Alokasi Waktu : 2X 40 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat:

1. Mendefinisikan descriptive text dengan tepat.

2. Menemukan generic structure dari teks descriptive.

3. Membuat pertanyaan dari teks descriptive.

4. Menjawab pertanyaan yang berhubungan dengan descriptive text.

87

B. Materi Pembelajaran

Text 1

Earthquake

Earthquake is a sudden shaking of the earth's surface that often causes a lot of

damage. It is the result of a sudden release of stored energy in the Earth's crust that creates

seismic waves. Earthquakes may happen naturally or as a result of human activities. Smaller

earthquakes can also be caused by volcanic activity, landslides, mine blasts, and nuclear

experiments.

At the Earth's surface, earthquakes can be seen from the shaking or displacement of

the ground. Sometimes, they cause tsunamis, which may lead to loss of life and damage of

property. There are two types of earthquake that occurs naturally, they are tectonic and

volcanic earthquakes. Tectonic earthquakes are earthquakes that are caused by tectonic plates

getting stuck and putting a strain on the ground. The strain becomes

so great that rocks give way by breaking and sliding along fault planes. Volcanic earthquakes

are earthquakes which are caused by the movement of magma in volcanoes.

In volcanic regions earthquakes may be caused both by tectonic faults and by the

movement of magma in volcanoes. Such earthquakes can be an early warning of volcanic

eruptions

The size of an earthquake is usually reported using the Richter scale or a related

Moment scale. Earthquakes which are 3 on the Richter scale or lower are hard to notice.

Whereas, those which are 7 on the Richter scale, causes serious damage over large areas.

Text 2

ROPE

Ropes are very useful. Men use then to support ships’ mast and sails, for pulling thing

and for tying bundles.

In the past, people used to knot together pieces of bark or leather thongs or even roots

to make ropes. People in ancient Egypt made ropes from vegetables fibres. The ropes they

made were like those made today.

The fibre for making ropes comes from different plants. We call these plants “hemp”

in general. The best type of rope is made from the fibre of a plant called the abaca. Abaca

grows in the Philippines, where it is called ‘Manila hemps’. Manila hemps is easier to work

with and stronger than other forms of hemp.

88

Text 3

The Grand Bali Beach Hotel

Bali Beach Hotel was only a remembrance. It was burnt and only one room left. The

room number was 327. Today this room is considered a holy place (they put a “sesaji” in that

room three times a day and this room is not for sale).

They only needed seven months to rebuild the hotel. Nowadays, it is really wonderful

hotel. They named the hotel “Grand Bali Beach Hotel”. This hotel consists of three buildings.

The first building has ten floors, the second building has two floors and the last one is a

cottage.

In the cottage we can find room “2041” which is not for a sale. Someone who has a

supernatural power says that he hears strange voice from “Kanjeng Ratu Kidul”. She said she

wants the room for herself. That’s why this room is completed with the furniture and most of

them are green. They think this room is a holy one, so a girl who gets her period is not

allowed to enter this room.

An interesting thing in this hotel is that we can get to the sea in around 10 minutes and

in the morning we can see the sunrise clearly. We would feel that we have seen the best sense

of art if we stay in this hotel.

Text 4

Ondel-Ondel

Ondel-ondel is very popular in Jakarta. It is a giant doll with a horrible face. The male

ondel-ondel is dressed like a man. He has a sword at his hip and shawl over his shoulder. Its

head decorated with colourful paper strings.

Ondel-ondel is made of bamboo structure. Its face is made of wood mask. Its hair is

made of plam –fibre. A man inside the structure moves it. Its arms are dropping.

A pair of ondel-ondel is usually performed to celebrate a child circumcision.

Traditional music, for example, gambang kromong, qasidah, tajidor or gendang pencak,

accompanies the procession. Of course children are interested in following it.

In the old days people believed that in couple of ondel-ondel were the manifestation

of a God and Goddess who would protect the circumcised boy from danger or evil. Now

ondel-ondel is performed to welcome gusts in opening ceremonies held in Jakarta and places

nearby.

89

� Descriptive

� Social Function

To describe a particular person, place or thing

� Generic Structure

- Identification : to identify the phenomenon to be described

- Description : describe parts, qualities, characteristics

� Language Features

- Focus on specific participants

- Use of attributive and identifying process

- Frequents use of epithets and quantifiers

- Use of simple present tense

C. KEGIATAN PEMBELAJARAN

No Kegiatan Waktu

1. Kegiatan Awal

• Greeting

• Brainstroming tentang teks descriptive

5 menit

2. Kegiatan Inti

• Siswa yang telah duduk di kelompoknya diberi teks oleh

guru dan membaca teks yang diberikan oleh guru dengan

seksama

• Siswa menemukan kata-kata sulit dalam teks dari kamus

• Siswa diajak guru membahas teks 1, 2, 3 dan 4 dengan

seksama.

• Kelompok E mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok F mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok G mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok H mengajukan pertanyaan yang telah dibuat

oleh anggota

5 menit

5 menit

15 menit

10 menit

10 menit

10 menit

10 menit

90

3. Kegiatan Akhir

• Siswa menghitung skor dari group competition strategy

• Siswa menyimpulkan materi yang diajarkan.

5 menit

5 menit

D. SUMBER BELAJAR

a. Script monolog berbentuk descriptive.

E. PENILAIAN

a. Teknik : Merespon pertanyaan secara lisan

b. Bentuk : Pertanyaan Lisan

c. Instrumen :

The questions which are constructed by students based on these texts

F. PEDOMAN PENILAIAN

1. Untuk jawaban benar mendapat skor +1

2. Untuk jawaban salah tidak mendapat skor (0)

3. Rubrik Penilaian

No Nama Group Skor

1 A:

B:

C:

D:

E:

F:

G:

H:

Malang, 28 Oktober 2009

Mengetahui,

Kepala SMPN 10 Malang Guru

Supandi, S.Pd Rinu Pamungkas

NIP. 195908241986031015 NIM. 106221402910

91

Appendix 1d

RENCANA PELAKSANAAN PEMBELAJARAN

KD 5.3

Satuan Pendidikan : SMP Negeri 10 Malang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Satu

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive dan recount

yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk recount.

Indikator : Siswa dapat mengedintifikasi makna yang terkandung

dalam teks berbentuk recount.

Jenis teks : Recount text

Tema : Experience and Holiday

Aspek / skill : Reading

Alokasi Waktu : 2X 40 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat:

1. Mendefinisikan recount text dengan tepat.

2. Menemukan generic structure dari teks recount.

3. Membuat pertanyaan dari teks recount.

4. Menjawab pertanyaan yang berhubungan dengan recount text.

92

B. Materi Pembelajaran Text 1

Shark in Rowing Competition

It was a warm day in March. I was very excited. The day had finally come. I was in

the rowing team for the Olympics. I got up very early and exercised as always. Then after

breakfast I drove to Drummoyne. My team arrived and at last it was time to start.

Ready, set and the starting gun went off. We began in the third position and were

slowly moving closer. There they were. We could see the second boat and then we did it.

We moved past. My arms were aching. My whole body was sore but we all rowed

harder.

The first boat was just in front I saw a dark shadow near the boat. I looked again.

What was it? I was sure it was the shape of a cigar. ‘Oh my God’, I thought, ‘I must be seeing

things. A shark in Parramata River? Impossible!’

Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I thought. Then I

knew. I shouted to my team, ‘Shark! Shark!’ and suddenly we forgot the race. We rowed

faster than ever back to shore. We made it. Phew, we were safe!

Text 2

Dear Vino,

We’re spending a week at a resort on the coast. There are lots of plastic donkeys

and silly hats in the shops. It’s really a touristy place. I think it’s a horrible place.

I rode a bike on Monday, but I fell off and hurt my leg. I wanted to try waterskiing

or windsurfing, but I couldn’t.

Yesterday, Mum and Dad just laid on the beach sunbathing all morning. Then we

had a picnic, but it was too hot and there were lots of flies. I wanted to go on a boat trip

in the afternoon, but we went sight seeing instead. They took a lot of photos, but I thought

it was really boring. Even the weather’s boring. It’s just sunny the whole day.

I can’t wait to pack my bag and go home.

MARIO

93

Text 3

A Frightening Night

It was a cold winter’s night when I went to Tumble Wood. The full moon drifted in

and out of the clouds, casting silvery light on the branches. My heart pounded like a drum

and my knee shook like jelly, but I couldn’t turn back. I had to find the gold ring I lost the

picnic, the ring my grandma gave me before she died.

All around me the trees towered like giants. The branches waved the wind like bony

fingers. Snapping branches sounded like a thousand gunshots.

I ran as fast as cheetah until I came to the clearing. I got down on my hands and knees

and began to search for the ring. Then the full moon disappeared behind the trees. The night

was dark, as dark as the deepest well. I dug deeper into the frosty earth with my bare hands.

Suddenly I felt something but cold. I shone my torch at the muddy earth. Then I screamed

and jumped up, my face as white as a ghost. I looked down at the gruesome sight; It was a

hand…a human hand.

Text 4

Dear Alvin,

Last week our school went camping to a mountain. It’s about 13 km from my place.

We left the school at about six o’clock in the morning by bus. Then we arrived at a village

at seven o’clock. From here, we must go hiking.

An hour later we came to the camping ground. The weather was very cold and

foggy. The scenery was very beautiful. Some of the boys set up tents and some of the girls

were responsible for the food. While the others prepared the evening programs, our

friends would perform a drama. Some teachers helped us. The others were having

discussion.

At night we had the evening program. We sat around a campfire and sang some

popular or even folks songs together. Then we enjoyed a drama. We were very happy at

the time.

DEVAN

94

� Recount

� Social Function

To retell events for the purpose of informing or entertaining

� Generic Structure

- Orientation : provides the settings and introduces the participants

- Events : tell what happened and in what sequence

� Language Features

- Focus on specific participants

- Use of material processes

- Circumstances of time and place

- Use of past tense

- Focus on temporal sequences

C. KEGIATAN PEMBELAJARAN

No Kegiatan Waktu

1. Kegiatan Awal

• Greeting

• Brainstroming tentang teks recount

5 menit

2. Kegiatan Inti

• Siswa yang telah duduk di kelompoknya diberi teks oleh

guru dan membaca teks yang diberikan oleh guru dengan

seksama

• Siswa menemukan kata-kata sulit dalam teks dari kamus

• Siswa diajak guru membahas teks 1, 2, 3 dan 4 dengan

seksama.

• Kelompok A mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok B mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok C mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok D mengajukan pertanyaan yang telah dibuat

oleh anggota

5 menit

5 menit

15 menit

10 menit

10 menit

10 menit

10 menit

95

3. Kegiatan Akhir

• Siswa menghitung skor dari group competition strategy

• Siswa menyimpulkan materi yang diajarkan.

5 menit

5 menit

D. SUMBER BELAJAR

a. Script monolog berbentuk recount.

E. PENILAIAN

a. Teknik : Merespon pertanyaan secara lisan

b. Bentuk : Pertanyaan Lisan

c. Instrumen :

The questions which are constructed by students based on these texts

F. PEDOMAN PENILAIAN

1. Untuk jawaban benar mendapat skor +1

2. Untuk jawaban salah tidak mendapat skor (0)

3. Rubrik Penilaian

No Nama Group Skor

1 A:

B:

C:

D:

E:

F:

G:

H:

Malang, 29 Oktober 2009

Mengetahui,

Kepala SMPN 10 Malang Guru

Supandi, S.Pd Rinu Pamungkas

NIP. 195908241986031015 NIM. 106221402910

96

Appendix 1e

RENCANA PELAKSANAAN PEMBELAJARAN

KD 5.3

Satuan Pendidikan : SMP Negeri 10 Malang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Satu

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive dan recount

yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk recount.

Indikator : Siswa dapat mengedintifikasi makna yang terkandung

dalam teks berbentuk recount.

Jenis teks : Recount text

Tema : Holiday

Aspek / skill : Reading

Alokasi Waktu : 2X 40 menit

A. Tujuan Pembelajaran

Pada akhir pembelajaran siswa diharapkan dapat:

1. Mendefinisikan recount text dengan tepat.

2. Menemukan generic structure dari teks recount.

3. Membuat pertanyaan dari teks recount.

4. Menjawab pertanyaan yang berhubungan dengan recount text.

97

B. Materi Pembelajaran

Text 1

TOUR TO EROPE

Mr. And Mrs. Gunawan were on a tour of Europe. They were travelling on a guided

tour of five countries. They were going to travel through Holland, Belgium, Germany,

Switzerland and France for two weeks.

The guide for the tour was a Swiss. On the day of the travel, the guide told them to

check their passport, their traveller’s checks and their foreign cash. He told them to keep

them safely.

They travelled in a comfortable coach with a toilet, music, and video. The guide

stopped the coach at many famous places. He explained the cultural importance of the places.

They stayed in big hotels for the night and ate in the restaurants. In bog towns, they went

shopping. They bought many souvenirs for their family and friends. They were happy and

enjoyed the two week tour.

Text 2

A Tour to the Botanic Gardens

On Thursday 24 April, 2008, my friend and I went to the Botanic Gardens. We

walked down and got into the bus. After we arrived at the gardens, we walked down to

the Education Centre. We went to have a look around. First we went to the Orchid Farm and

Mrs. Rita read us some of the information. Then we looked at all the lovely plants. After that

we went down to a little spot in the Botanic Gardens and had morning tea. Next we took

some pictures and then we went back to the Education Centre to have lunch. After that

we went for a walk.

A lady took us around and introduced herself, and then she explained what we were

going to do. Next she took us in to the green house. It was most interesting. Soon after we

had finished, we went back outside. Finally, we got into the bus and returned to school. We

were tired but happy.

98

Text 3

Playing Hide and Seek

It was Saturday afternoon, Syamsu, Umar, Amin, and some children were in Mr.

Ahmad’s yard. They looked very glad and enjoyed their time because they didn’t have to

study in the evening.

The children played a game. It was hide and seek. Syamsu was ready to throw a ball.

Umar was ready to hit the ball and Amir was ready to catch the ball. After Umar hit the ball,

Syamsu and his friends had to hide. Amir had to take a ball and put it in the place they

decided. Then, he had to seek his friends who hid.

The children were very busy. They played the game gladly and some of them only

watched the game. They were happy in playing hide and seek. After the game ended, they left

Mr. Ahmad’s yard then they went home.

Text 4

A Trip to Bromo Last holiday my friends and I decided to go to Bromo. On May 10th, 2009 in the

afternoon, we left Semarang. After long and tiring trip we finally arrived in Probolinggo. We

arrived at the hotel 2.00 p.m and immediately were ready for our trip to the mountain.

Bromo actually belongs to the Tengger group. This group consists of four mountains,

namely Bromo, Penanjakan, Batok and Widodaren. Driving on our 2005 Land Cruiser, we

climbed Penanjakan to enjoy the sunrise. It was amazing.

From Penanjakan, we left to Bromo. During our trip, a horrible thing happened.

Although Bromo is lower than Penanjakan, our trip proved to be difficult. It slowly moved

backward. The driver asked us to push the car. We pushed and pushed the car but the engine

refused to start. When we were tired to push, we stop and leaned our backs to the car to stop

it sliding backward. All of us were desperate. After thirty minutes the engine worked again.

We cried in happiness. Then we continued our journey.

We spent an hour in Bromo. I climbed the mountain on horseback and enjoyed the

beauty of smoky crater. However, most of my friends refused to climb the mountain. They

were too tired to do so. Pushing the car made them exhausted.

99

� Recount

� Social Function

To retell events for the purpose of informing or entertaining

� Generic Structure

- Orientation : provides the settings and introduces the participants

- Events : tell what happened and in what sequence

� Language Features

- Focus on specific participants

- Use of material processes

- Circumstances of time and place

- Use of past tense

- Focus on temporal sequences

C. KEGIATAN PEMBELAJARAN

No Kegiatan Waktu

1. Kegiatan Awal

• Greeting

• Brainstroming

5 menit

2. Kegiatan Inti

• Siswa yang telah duduk di kelompoknya diberi teks oleh

guru dan membaca teks yang diberikan oleh guru dengan

seksama

• Siswa menemukan kata-kata sulit dalam teks dari kamus

• Siswa diajak guru membahas teks 1, 2, 3 dan 4 dengan

seksama.

• Kelompok E mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok F mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok G mengajukan pertanyaan yang telah dibuat

oleh anggota

• Kelompok H mengajukan pertanyaan yang telah dibuat

oleh anggota

5 menit

5 menit

15 menit

10 menit

10 menit

10 menit

10 menit

100

3. Kegiatan Akhir

• Siswa menghitung skor dari group competition strategy

dan menentukan grup mana yang menjadi pemenangnya

• Siswa menyimpulkan materi yang diajarkan.

5 menit

5 menit

D. SUMBER BELAJAR

a. Script monolog berbentuk recount.

E. PENILAIAN

a. Teknik : Merespon pertanyaan secara lisan

b. Bentuk : Pertanyaan Lisan

c. Instrumen :

The questions which are constructed by students based on these texts

F. PEDOMAN PENILAIAN

1. Untuk jawaban benar mendapat skor +1

2. Untuk jawaban salah tidak mendapat skor (0)

3. Rubrik Penilaian

No Nama Group Skor

1 A:

B:

C:

D:

E:

F:

G:

H:

Malang, 3 November 2009

Mengetahui,

Kepala SMPN 10 Malang Guru

Supandi, S.Pd Rinu Pamungkas

NIP. 195908241986031015 NIM. 106221402910

101

Appendix 2

List of groups in the implementation of group competition strategy in reading class

at SMPN 10 Malang

Group A Leader : R. Shanti Secretary : Novita Members : - Yeni - Nining - Rini

Group B Leader : Hidayatus Secretary : Atik Nayli Members : - Andy Rahman

- Fatimah - Mahrulina

Group C

Leader : Setyowati Secretary : Ines Amalia Members : - Lilik - Nur Azizah

Group D Leader : Aulia Secretary : Nadiah Members : - Bella - Liria Rosa - Tieneke

Group E - Leader : Devinta - Secretary : Aan - Members : - Berliana, - Kartika - Kurniarun

Group F - Leader : Nadya M. - Secretary : Nadiya Elsa - Members : - Eva - Faizatur - Siti

Group G - Leader : Vivi - Secreatary : Delvira - Members : - Anggita - Asvrilla - Defy

Group H - Leader : Ahmad Effendi - Secreatry : Febri - Members : - Firlyano - Hanif - Wahyu

102

Appendix 3a

RESEARCH JOURNAL

Meeting 1 : Introducing group competition strategy, learn how to construct

question

Date : Monday, October 26, 2009

The teacher came into the class, greeted the students and asked the captain

of the class to lead the prayer. Teacher introduced group competition strategy to

students of VIIIA class of SMPN 10 Malang. They were introduced to group

competition strategy is and how to play it. Teacher also introduced the

rules/regulations in doing group competition strategy. The rules were as follows:

Make a group of 4 or 5

a. Each student has to read the text carefully.

b. After reading a text, each student has to construct a question based on the text

given. Each of the members of the group has to make a different question.

c. All groups have to choose one student as a leader and one student as a

secretary.

d. The leader has to choose which one of the students to answer the question

which is asked by a mother group.

e. The secretary has to write down the activities and the question from all

members of her/his group. Besides, s/he has to write down the score from the

students who can answer the question from this group.

f. After all the groups have finished their tasks, group competition will be started.

g. The game will be started by group A asking questions

h. The leader of group A has to come in front of the class to appoint the students

who will answer questions from group A.

i. Group B, C, D, E, F, G, and H have to be ready to answer the questions from

group A.

j. Each of the members has to ask her/his question to other groups.

k. A group which can answer the questions correctly from group A will get score

103

l. A group which can answer the questions incorrectly from group A will not get

point or zero (0). If all groups cannot answer a question from group A, group A

will get point 1.

m. The group which gets the highest score becomes the winner and gets rewards.

Then, the group which has the lowest score will get punishment. The

punishment will be determined later on.

In the first meeting at the first round, students were asked to make a group

of four or five students. This group would be a permanent group up to the fifth

meeting. After they were asked to make a group, they had to sit around with the

members of the group (see Appendix 3a).

At the second round, students were introduced to some Wh- question

words which were needed to construct questions. They were What, Who, When,

Where, Why, How, Which, Whose, With Whom, For whom, At what time, How

many, How long, and How far. Some students were confused with some of them,

so that the researcher had to explain them in Indonesian.

At the third round, students were given, descriptive texts entitled Tanjung

Puting National Park, Grand Omega Hotel, and Singapore, and recount texts

entitled Please Send Me a Card, Going to The Beach, and A Wet Night. They

were asked to practice constructing questions based on those texts (see Appendix

6). After a question has been constructed by each of them, they practiced asking

their questions to their friends in that class.

In the third round, each leader also practiced how to lead the discussion in

her/his group. S/he also practiced controlling the class when s/he had to stand up

in front of the class to appoint one of her/his classmates to answer questions from

her/his group. Meanwhile, the secretary from each group was given a task to write

down all activities which happen during the implementation of group competition

strategy.

Because group competition strategy was still a new technique for the

students at first, they were so confused in conducting group competition strategy

in their class. However, after they were guided by researcher, they could do it

well.

104

In the end of the first meeting, students were asked about the difficulties in

doing group competition strategy. Most of them were not confused anymore.

Some students, who were still confused about doing group competition, were

given more explanation. After all of them were ready to do group competition,

researcher was also ready to conduct group competition strategy in the next

meeting

105

Appendix 3b

RESEARCH JOURNAL

Meeting 2 : Doing group competition strategy about descriptive texts

Date : Tuesday, October 27, 2009

The teacher came into the class, greeted the students and asked the captain

of the class to lead the prayer. Students were ready to do group competition

strategy. After giving some brainstorming about descriptive texts, students were

asked to sit with their groups. There were eight groups in that class which were

ready to do group competition strategy. In that meeting, it was the tasks for group

A, B, C, and D to construct and ask questions to their classmates.

Teacher gave four descriptive texts entitled My Hotel, Kangaroo, Nusa

Tenggara, and Wayang. Before doing group competition, students were asked to

read those texts carefully. Then, students were guided to discuss the texts and the

difficult vocabularies which were in the texts. After all of the texts had been

finished to be read and discussed, group A was asked to construct questions from

My Hotel text, group B was asked to construct questions from Kangaroo text,

group C was asked to construct questions from Nusa Tenggara text, and group D

was asked to construct questions from Wayang text. Meanwhile, group E, F, G,

and H were asked to comprehend text carefully in order to answer the questions

from group A, B, C, and D.

After ten minutes conducting group competition strategy, group A had the

first turn to do this activity. The leader of group A, R. Shanti, came in front of the

class and was ready to ask her question and appoint her classmates to answer

questions from her group. After she asked her questions to her classmates, she

gave chances to her members in group A to ask their question to their classmates.

However, she was still in the front of class to appoint her classmates who could

answer questions from her group. When group A asked questions to class

discussion, there were many students raised their hands to answer questions from

group A. The class was so noisy at that time. Most of them said “aku…aku…aku”

in order that the leader of Group A appointed them to answer the questions. The

class was so active at that time. This activity of asking and answering questions

106

was conducted repeatedly until D groups got turn to ask and answer questions.

Moreover, the active class in which most students raised their hands happened up

to group D performance. They were so enthusiastic to answer questions.

107

Appendix 3c

RESEARCH JOURNAL

Meeting 3 : Doing group competition strategy about descriptive texts

Date : Wednesday, October 28, 2009

In the third meeting, students were still asked to do group competition

strategy using descriptive texts. After greeted students, without any instructions

from the researcher, they had sat with their own group. The eight groups in that

class were ready to do group competition strategy. However, in that meeting, it

was the tasks for group E, F, G, and H to construct and ask questions to their

classmates.

Students were given four descriptive texts entitled Earthquake, Rope,

Grand Bali Beach Hotel, and Ondel-Ondel. Before doing group competition,

students were asked to read those texts carefully. Then, students were guided to

discuss the texts and the difficult vocabularies which were in the texts. There were

some difficult vocabularies which appeared in the texts given in the third meeting,

for instance, strain, mast, shawl, circumcision, hemp, and crust. After all of texts

had been finished to be read and discussed, group E was asked to construct

questions from Earthquake text, group F was asked to construct questions from

Rope text, group G was asked to construct questions from Grand Bali Beach

Hotel text, and group H was asked to construct questions from Ondel-Ondel text.

In this meeting, it was the task for group A, B, C, and D to read and comprehend

those texts carefully in order that they can answer questions which were

constructed by group E, F, G, and H.

After ten minutes, group E had the first turn to do this activity. The leader

of group E, Devinta, came in front of the class and was ready to ask her question

and appoint her classmates to answer questions from her group. After she asked

her questions to her classmates, she gave chances to her members of group E to

ask their question to their classmates. Then her next task was to appoint her

classmates who could answer questions from her group. The problem raised in

that meeting was when the leader of group F, Nadya, had to appoint her

108

classmates to answer questions from her group. She was confused which one of

them should be appointed. It happened because most of her classmates competed

to answer I guess. However, when she appointed Ahmad Effendi to answer her

question, she was complained by her classmates. Her classmates said that Aulia

had raised her hand earlier than Ahmad Effendi. Finally, the class was so noisy at

that time. After having a discussion, it was better for her to repeat her question

again. In that repetition, Hida succeeded to answer that question. In that meeting,

Hida scored 2 points from group F because she could answer the first and second

questions from group F. Finally, they could continue this activity well. This

activity of asking and answering questions was conducted repeatedly until H

groups got the turn to ask and answer questions.

After all the groups had finished doing group competition strategy about

descriptive text, they were asked to count all of the scores from the second and

third meetings. The secretary had to write down the questions and the answers

which her/his group had been constructed.

109

Appendix 3d

RESEARCH JOURNAL

Meeting 4 : Doing group competition strategy about recount texts

Date : Thursday, October 27, 2009

In the fourth meeting, students were already experienced in doing group

competition strategy, so that they did not need more explanation about it. After

greeting the students and doing some brainstorming about recount texts, students

sat with their groups spontaneously. In that meeting, it was the tasks of group A,

B, C, and D to construct and ask questions about the recount texts to their

classmates. Like in the previous meetings, the groups who did not get the turn to

construct questions (E, F, G, and H) read and comprehend the text well in order

that they could answer questions from group A, B, C, and E correctly.

Students were given four texts entitled Shark in Rowing Competition, My

Horrible Holiday, A Frightening Night, and Going Camping. Like the previous

meetings, before doing group competition, students were asked to read those texts

carefully. Then, students were guided to discuss the texts and the difficult

vocabularies which were in the texts. They found some difficult words, for

instance, pound, drift, silvery, and bony. After all of the texts had been finished to

be read an discussed, group A was asked to construct questions from Shark in

Rowing Competition text, group B was asked to construct questions from My

Horrible Holiday text, group C was asked to construct questions from A

Frightening Night text, and group D was asked to constructs question from Going

Camping text.

Like the second meeting, ten minutes later, R. Shanti, the leader of group

A was ready to ask her question and appoint her classmates to answer questions

from her group. The interesting performance was performed by group D. No

group could answer two questions from group D. The first question constructed by

Aulia, the leader of group D was, what did they do in the evening?, could not be

answered by everyone outside group D. Moreover, the question from Tieneke

was, how long was the trip from the writer’s place to the camping ground?, could

110

not be answered by everyone outside her own group. After group D had asked its

questions, the fourth meeting ended.

111

Appendix 3e

RESEARCH JOURNAL

Meeting 5 : Doing group competition strategy about recount texts

Date : Monday, November 3, 2009

In the last meeting of conducting group competition strategy, students

were more interested in doing group competition strategy. It happened because in

the fifth meeting they had to work hard to compete with the other groups. The

fifth meeting was the meeting in which class would be determined which group

would get the highest and lowest score. All of the groups wanted to be the winner

in that competition. When the teacher entered the class, students had already sat

with their groups. After greeting the students, students were asked to do group

competition strategy. In that meeting, it was the tasks of group E, F, G, and H to

construct and ask questions to their classmates.

Group E had the first turn to do this activity .The leader of group E,

Devinta came in front of the class. Like the previous meeting, group G could

construct a question which the other groups could not answer. The question was

How they felt in that afternoon?, constructed by Vivi, the leader of group G.

Therefore, group G got 1 point from Vivi’s question. The activity of asking and

answering questions was conducted repeatedly until group H got the turn to ask

and answer questions.

After all of the groups had finished doing group competition strategy about

recount text, they were asked to accumulate/total all the scores from the second up

to the fifth meeting. Moreover, the secretary had to write down the questions

constructed by her/his group. In the last meeting, the secretary from each group

was asked to accumulate/total all of the scores her/his group listed from the

second meeting up to the fifth meeting. Researcher and students determined which

group got the highest score and which group got the lowest score. Finally, the

highest score was obtained by group C which was 13 points and the lowest score

was obtained by group H which was 7 points only.

In the last meeting after the class, the group with the lowest score had to

sing a song and dance together in front of the class. Group H which consisted of

112

boys sang two songs determined by the class. They also danced in front of the

class. The class was noisy at that time. Most of the students laughed at those boys’

performance. Meanwhile, the highest score got the prize, four bars of chocolate,

based on the decision before. After that, students were guided to fill the

questionnaires given. The questionnaires were about the implementation of group

competition strategy in teaching reading comprehension. After they had

completed the questionnaires, the class ended

In the last meeting, researcher also did some conversations with the

students to review the facilities and reading materials used in the implementation

of group competition strategy. From the conversation, researcher could conclude

that the facilities in the implementation of group competition strategy were good.

Students said that the facilities, like the note book, the material, and also some

dictionaries provided were good. They said that researcher had facilitated well in

implementing group competition strategy in their class. Another question about

the reading materials used in the implementation of group competition strategy

was neither easy nor difficult. Most of them said that because some vocabularies

had to be found by them in a dictionary. They found some difficult vocabularies in

the reading materials given. Sometimes, some of those vocabularies were asked to

the researcher.

Furthermore, researcher also asked students about the continuity of group

competition strategy in their class. Students thought that they would be so

enthusiastic attend English class if their teacher would implement it. They felt

bored with the book oriented lesson used by their teacher. Usually not all of them

got chances to be active in class. Therefore, they thought that it should be

implemented in English class. Besides they could cooperate with other members

in their group, it would develop their creativity, especially in constructing

questions. It was more interesting when they were promised reward and

punishment.

113

Appendix 4a Students’ Scoring on Their Friends’ Performance

Group A Tables Score from group A in doing group competition strategy which were written in second and fourth meetings The score in the second meeting

Group Score Total Score A - - B I 1 C II 2 D I 1 E - - F I 1 G - - H - -

Note: Students who can answer questions from group A:

1. Atik Nayli (Group B) 4. Aulia (Group D) 2. Lilik (Group C) 5. Nadia M (Group F) 3. Ines (Group C)

Questions: 1. How is the situation in this hotel? 2. What is the job of bellboys? 3. What does the receptionist do? 4. Why do many people visit this hotel? 5. What facilities do the each room have?

The score in the fourth meeting

Group Score Total Score A - - B II 2

C I 1 D - - E I 1

F - - G - - H I 1

Note: Students who can answer questions from group A:

1. Setyowati (Group C) 4. Devinta (Group E) 2. Ahmad E. (Group H) 5. Hida (Group B) 3. Andy (Group B)

Questions:

1. When did they saw the dark shadow? 2. When did the writer’s team arrive at the Olympic? 3. How did the writer feel in March? 4. What did they do after the starting gun went off? 5. Where was rowing competition held?

114

Group B Tables Score from group B in doing group competition strategy which were written in second and fourth meetings The score in the second meeting

Group Score Total Score A - B - - C I 1 D - - E III 3 F I 1 G - - H - -

Note: Students who can answer questions from group B:

1. Berliana (Group E) 4. Devinta (Group E) 2. Nadiya Elsa (Group F) 5. Nur Azizah (Group C) 3. Aan (Group E)

Questions:

1. How far can kangaroo run? 2. What are the characteristics of kangaroo? 3. What are the characteristics of baby kangaroo? 4. Where can you find kangaroos? 5. What food does kangaroo eat?

The score in the fourth meeting

Group Score Total Score A I 1 B I 1 C I 1 D - - E - - F I 1 G I 1 H - -

Note: Students who can answer questions from group B:

1. Nadya M. (Group F) 4. Lilik (Group C) 2. Nining (Group A) 5. Hida (Group B) 3. Anggita (Group G)

Questions:

1. Who wanted to go on a boat trip in the afternoon? 2. What tenses was on the text? Mention one! 3. What did Mario want to do on Monday? 4. What did they see in the beach? 5. How long did Mario’s family spend their time at a resort on the coast?

115

GROUP C Tables Score from group C in doing group competition strategy which were written in second and fourth meetings The score in the second meeting

Group Score Total Score A II 2 B - - C - - D II 2 E - - F - - G - - H - -

Note: Students who can answer questions from group C:

1. R. Shanti (Group A) 3. Bella (Group D) 4. Aulia (Group D) 4. R. Shanti (Group A)

Questions:

1. How many islands are in East Nusa Tenggara? 2. Where can we find moister and denser vegetation? 3. What is the name of the famous mountain which is colored mineral lakes? 4. What islands do belong to Nusa Tenggara?

The score in the fourth meeting

Group Score Total Score A I 1 B - - C - - D - - E I 1 F I 1 G - - H I 1

Note: Students who can answer questions from group C:

1. Nadya M. (Group F) 3. Berliana (Group E) 2. Ahmad E (Group H) 4. R-Shanti (Group A)

Questions:

1. How was the condition at that night? 2. What did the writer see when he was jump up? 3. Where did the full moon disappear? 4. What did the snapping branches sound like?

116

GROUP D Tables Score from group D in doing group competition strategy which were written in second and fourth meetings The score in the second meeting

Group Score Total Score A - - B I 1 C II 2 D - - E I 1 F - - G I 1 H - -

Note: Students who can answer questions from group D:

1. Ines (Group C) 4. Setyowati (Group C) 2. Hida (Group B) 5. Berliana (Group E) 3. Asvrilla (Group G)

Questions:

1. How is leather puppet performed on a screen? 2. How is wayang performed? 3. What does ‘dalang’ literally mean? 4. What wayang does West Java have? 5. When we can see ‘wayang’ performance?

The score in the fourth meeting

Group Score Total Score A - - B - - C - - D II 2 E - - F I 1 G I 1 H I 1

Note: Students who can answer questions from group D:

1. Aulia (Group D) 4. Siti (Group F) 2. Tieneke (Group D) 5. Febri (Group H) 3. Vivi (Group G)

Questions:

1. What did they do at evening? 2. How long was the trip from the writer’s place to the camping ground? 3. What was the weather at that time? 4. Who helped them in performing drama? 5. What did they feel at that time?

117

GROUP E Tables Score from group E in doing group competition strategy which were written in second and fourth meetings The score in the third meeting

Group Score Total Score A I 1 B - - C I 1 D - - E - - F I 1 G I 1 H I 1

Note: Students who can answer questions from group E:

1. Novita (Group A) 4. Wahyu (Group H) 2. Ines (Group C) 5. Eva (Group F) 3. Defy (Group G)

Questions:

1. Mention two types of earthquake! 2. What is the cause of tectonic earthquake? 3. What is earthquake? 4. What is the cause of volcanic earthquake? 5. What is the cause of smaller earthquake?

The score in the fifth meeting

Group Score Total Score A I - B - - C - - D II 2 E - - F - - G I 1 H I 1

Note: Students who can answer questions from group E:

1. Hanif (Group H) 4. Bella (Group D) 2. Liria Rosa (Group D) 5. Vivi (Group G) 3. R. Shanti (Group A)

Questions:

1. How many countries did Mr. and Mrs. Gunawan visit? Mention them! 2. How long did they do the tour? 3. What did the guide tell them to check? 4. Who facilities were the coach provided? 5. Where did they stay during the tour?

118

GROUP F Tables Score from group F in doing group competition strategy which were written in third and fifth meetings The score in the third meeting

Group Score Total Score A - - B II 2 C I 1 D II 2 E - - F - - G - - H - -

Note: Students who can answer questions from group F:

1. Hida (Group B) 4. Nur Azizah (Group C) 2. Hida (Group B) 5. Nadiah Ika (Group D) 3. Bella (Group D)

Questions:

1. How was the ancient Egypt rope made? 2. Where does abaca grow? 3. How do people call Abaca which grows in Philippine? 4. What is the best type of rope? 5. Where does the fiber come from for making ropes?

The score in the fifth meeting

Group Score Total Score A - - B - - C II 2 D I 1 E I 1 F - - G I 1 H - -

Note: Students who can answer questions from group F:

1. Vivi (Group G) 4. Ines (Group C) 2. Kartika (Group E) 5. Setyowati (Group C) 3. Bella (Group D)

Questions:

1. What is the reorientation of Rope text? 2. How did they go to Botanic Garden? 3. What did they do in Botanical Garden? Mention! 4. With whom did they go o Botanical Garden? 5. What did they do after taking some pictures?

119

GROUP G Tables Score from group G in doing group competition strategy which were written in third and fifth meetings The score in the third meeting

Group Score Total Score A - - B - - C I 1 D I 1 E - - F II 2 G - - H I 1

Note: Students who can answer questions from group G:

1. Lilik (Group C) 4. Febri (Group H) 2. Aulia (Group D) 5. Nadiah M (Group F) 3. Faizatur (Group F)

Questions:

1. What is the name of that hotel? 2. How many buildings are there in Grand Bali Beach Hotel? Mention them! 3. In what room can’t be stayed by guests? 4. Why this room can’t be stayed? 5. Who is not allowed to enter room 2041?

The score in the fifth meeting

Group Score Total Score A I 1 B - - C II 2 D - - E - - F - - G I 1 H I 1

Note: Students who can answer questions from group G:

1. Firliano (Group H) 4. R. Shanti (Group A) 2. Lilik (Group C) 5. Ines (Group C) 3. Vivi (Group G)

Questions:

1. What was the name of the game they played? 2. When did they play hide and seek? 3. How did they feel at that afternoon? 4. Who threw a ball? 5. Who did play hide and seek?

120

GROUP H Tables Score from group H in doing group competition strategy which were written in third and fifth meetings The score in the third meeting

Group Score Total Score A III 3 B - - C - - D - - E I 1 F - - G I 1 H - -

Note: Students who can answer questions from group H:

1. R. Shanti (Group A) 4. Kurniarun (Group E) 2. Vivi (Group G) 5. Yeni (Group A) 3. Nining (Group A)

Questions:

1. What is the traditional music usually used in Ondel-Ondel show? 2. What do people believe about Ondel-Ondel? 3. When is Ondel-Ondel usually performed? 4. Where does Ondel-Ondel come from? 5. What is Ondel-Ondel?

The score in the fifth meeting Group Score Total Score

A I 1 B II 2 C - - D - - E - - F - - G II 2 H - -

Note: Students who can answer questions from group H:

1. Vivi (Group G) 4. Rini (Group A) 2. Fatimah (Group B) 5. Delvira (Group G) 3. Mahrulina (Group B)

Questions:

1. Mention four mountains which belong to Bromo group? 2. When did they do during tour to Bromo? 3. How did they go to Bromo? 4. What did the writer do in Bromo? 5. What did they do in Penanjakan?

121

The Final Score from each group in every meeting Group 2nd

meeting 3rd meeting 4th meeting 5th meeting Total

Score A 2 4 2 3 11 B 2 2 3 2 9 C 5 3 2 4 14 D 3 3 2 3 11 E 4 1 2 1 8 F 2 3 3 0 8 G 1 2 2 5 10 H 0 2 3 2 7

Total 19 20 19 20 78

12

2

App

endi

x 4b

R

EC

OR

D O

F S

TU

DE

NT

’S P

AR

TIC

IPA

TIO

N

No

Nam

e R

espo

ndin

g 2nd

mee

ting

3rd m

eetin

g 4th

mee

ting

5th m

eetin

g T

otal

Sco

re

1 A

AN

PU

SPIT

AS

AR

I I

1

2 A

HM

AD

EFE

ND

I

II

2

3 A

ND

Y R

AC

HM

AN

T

I

1 4

AN

GG

ITA

EL

VIR

AN

A

I

1 5

ASV

RIL

LA

H

I

1 6

AT

IK N

AY

LI

FAU

ZIA

H

I

1 7

AU

LIA

RA

MA

DH

AN

I H

AL

UIN

DO

II

I I

4

8 B

EL

LA

PR

AD

INA

NO

VIT

A W

I

I

II 4

9 B

ER

LIA

NA

IN

DA

H A

PRIL

IAN

I II

I

3

10

DE

FY F

ER

NA

ND

A

I

1 11

D

EL

VIR

A M

AR

TH

A S

AL

VIL

A W

.

I 1

12

DE

VIN

TA

RE

ZA

PR

AS

AN

TI

I

I

2 13

E

VA

YU

LIA

NA

I

1

14

FAIZ

AT

UR

RO

SID

A

I

1 15

FA

TIM

AH

TU

HJA

HR

O

I

1 16

FE

BR

I H

ER

DIA

NSY

AH

R

I

I

2 17

FI

RL

YA

NO

FA

DL

Y

I

1 18

H

AN

IF S

EP

TIA

WA

N

I

1 19

H

IDA

YA

TU

S SO

LIK

HA

H

I II

II

5 20

IN

ES

AM

AL

IA R

IZK

Y

II I

II

5 21

K

AR

TIK

A I

ND

RA

F

I

1 22

K

UR

NIA

RU

M C

AH

YA

NIN

GT

IAS

I

1

23

LIL

IK W

INA

RSI

H

I I

I I

4 24

L

IRIA

RH

OS

A E

FEN

DI

I

1 25

M

AH

RU

LL

INA

MA

HIR

OT

UL

A

I

1 26

N

AD

IAH

IK

A F

EB

RIY

AN

TI

I

1 27

N

AD

IYA

EL

SA

FE

BR

IYA

NA

I

1

28

NA

DY

A M

AU

LU

DIN

N.

I I

II

4 29

N

ININ

G R

AH

MA

WA

TI

I

1

30

NO

VIT

A A

RIA

NI

I

I

2 31

N

UR

AZ

IZA

H

I I

2 32

R

. SH

AN

TI

GR

AD

IAN

A

II I

I II

6 33

R

INI

DU

WI

AS

TU

TIK

I 1

34

SET

YO

WA

TI

FIT

RI

IST

IAN

TI

I

I I

3 35

SI

TI

CH

UM

AIY

AH

I

1

36

TIE

NIK

E D

AN

ISW

AR

A

I

1

37

VIV

I IR

IAN

TI

I

I III

I 6

38

YE

NI

PUJI

RA

HA

YU

I

1

39

M. A

RIF

WA

HY

UD

I

I

1

T

otal

Sco

re

19

20

19

20

78

122

123

Appendix 5a QUESTIONNAIRE (for the students)

Berilah tanda (X) atau (√) dalam mengisi kolom tanggapan!

NO PERTANYAAN TANGGAPAN

1. Apakah Anda senang dengan penggunaan Group Competition Strategy ini?

(a) sangat senang (b) senang (c) biasa saja (d) tidak senang (e) sangat tidak senang

2. Bagaimanakah menurut Anda tentang membuat pertanyaan dalam Group Competition Strategy?

(a) sangat mudah (b) mudah (c) biasa saja (d) tidak mudah (e) sangat tidak mudah

3. Menurut Anda, cepatkah Anda mempelajari cara membuat pertanyaan dalam Group Competition Strategy?

(a) sangat cepat (b) cepat (c) biasa saja (d) lama (e) sangat lama

4 Menurut anda, cepatkah anda menyiapkan pertanyaan berdasarkan teks yang anda pahami?

(a) sangat cepat (b) cepat (c) biasa saja (d) lama (e) sangat lama

5. Apakah fasilitas yang digunakan dalam pembelajaran reading dengan teknik Group Competition Strategy memadai?

(a) sangat memadai (b) memadai (c) biasa saja (d) tidak memadai (e) sangat tidak memadai

6. Menurut anda, Apakah teks-teks yang diberikan dalam Group Competition Strategy mudah dipahami?

(a) sangat mudah (b) mudah (c) biasa saja (d) tidak mudah (e) sangat tidak mudah

7. Apakah Group Competition Strategy membantu Anda dalam memahami cerita lebih mendalam?

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

8. Menurut Anda, apakah penggunaan Group Competition Strategy membantu Anda dalam belajar reading?

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

9. Menurut Anda, apakah penggunaan Goup Competition Strategy membantu Anda dalam belajar bahasa Inggris secara umum?

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

10. Menurut Anda, apakah penggunaan Group Competition Strategy dalam belajar bahasa Inggris perlu dilanjutkan dalam kegiatan belajar di kelas?

(a) sangat perlu (b) perlu (c) biasa saja (d) tidak perlu (e) sangat tidak perlu

124

QUESTIONNAIRE (for the students): Translated Version

Give cross (X) or check (√) in filling the response column! No Questions Responses

1. Do you like this implementation of Group Competition Strategy?

(a) very like (b) like (c) neither like nor dislike (d) dislike (e) very dislike

2. What do you think about constructing questions in Group Competition Strategy?

(a) very easy (b) easy (c) neither easy nor difficult (d) difficult (e) very difficult

3. In your opinion, are you fast enough to learn how to construct question in Group Competition Strategy?

(a) very fast (b) fast (c) neither fast nor not fast (d) not fast (e) very not fast

4. In your opinion, are you fast enough to prepare in constructing question in Group Competition Strategy?

(a) very fast (b) fast (c) neither fast nor not fast (d) not fast (e) very not fast

5. What do you think about the facilities used in implementing group competition strategy?

(a) very good (b) good (c) neither good nor bad (d) bad (e) very bad

6. What do you think about the reading material used in the implementation of group competition strategy?

(a) very easy (b) easy (c) neither easy nor difficult (d) difficult (e) very difficult

7. In your opinion, do you think group competition strategy help you to comprehend the reading texts?

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

8. In your opinion, do you think group competition strategy help you in learning reading?

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

9. In your opinion, do you think group competition help you in learning English?

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

10. In your opinion, do you think group competition should be continued in your English class?

(a) very necessary (b) necessary (c) neither necessary nor

unnecessary (d) unnecessary (e) really unnecessary

125

Appendix 5b The Result of Questionnaires

No Questions Responses Frekuensi Frekuensi

(%) 1. Pendapat siswa tentang

pelaksanaan group competiton strategy

(a) sangat senang (b) senang (c) biasa saja (d) tidak senang (e) sangat tidak senang

12 20 7 0 0

30,8 51,2 18 0 0

2. Pendapat siswa tentang membuat pertanyaan dalam Group Competition Strategy?

(a) sangat mudah (b) mudah (c) biasa saja (d) tidak mudah (e) sangat tidak mudah

0 12 18 9 0

0 30,8 46,2 23 0

3. Pendapat siswa tentang mempelajari cara membuat pertanyaan dalam Group Competition Strategy

(a) sangat cepat (b) cepat (c) biasa saja (d) lama (e) sangat lama

0 12 23 4 0

0 30,8 59

10,2 0

4. Pendapat siswa tentang menyiapkan pertanyaan berdasarkan teks yang anda pahami

(a) sangat cepat (b) cepat (c) biasa saja (d) lama (e) sangat lama

0 8

24 7 0

0 20,5 61,5 18 0

5. Pendapat siswa tentang fasilitas yang digunakan dalam pembelajaran reading dengan teknik Group Competition Strategy

(a) sangat memadai (b) memadai (c) biasa saja (d) tidak memadai (e) sangat tidak memadai

18 17 4 0 0

46,2 43,6 10,2

0 0

6. Pendapat siswa tentang mudah tidaknya teks-teks yang diberikan dalam Group Competition Strategy

(a) sangat mudah (b) mudah (c) biasa saja (d) tidak mudah (e) sangat tidak mudah

0 13 22 4 0

0 33,3 56,5 10,2

0 7. Pendapat siswa tentang Group

Competition Strategy dalam membantu siswa memahami cerita lebih mendalam

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

11 21 7 0 0

28,2 53,8 18 0 0

8. Pendapat siswa tentang penggunaan Group Competition Strategy dalam membantu siswa belajar reading

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

14 21 4 0 0

36 53,8 10,2

0 0

9. Pendapat siswa tentang penggunaan Goup Competition Strategy dalam membantu Anda dalam belajar bahasa Inggris secara umum

(a) sangat membantu (b) membantu (c) biasa saja (d) tidak membantu (e) sangat tidak membantu

10 22 7 0 0

30,8 56,4 12,8

0 0

10. Pendapat siswa tentang penggunaan Group Competition Strategy dalam belajar bahasa Inggris perlu dilanjutkan dalam kegiatan belajar di kelas

(a) sangat perlu (b) perlu (c) biasa saja (d) tidak perlu (e) sangat tidak perlu

19 15 5 0 0

53, 8 38,5 7,7 0 0

126

The result of Questionnaires (translated version)

No Questions Responses Frequency Frequency (%)

1. Students opinion about the implementation of Group Competition Strategy

(a) very like (b) like (c) neither like nor dislike (d) dislike (e) very dislike

12 20 7 0 0

30,8 51,2 18 0 0

2. Students opinion about constructing questions in Group Competition Strategy

(a) very easy (b) easy (c) neither easy nor difficult (d) difficult (e) very difficult

0 12 18 9 0

0 30,8 46,2 23 0

3. Students opinion about how to learn to construct question in Group Competition Strategy

(a) very fast (b) fast (c) neither fast nor not fast (d) not fast (e) very not fast

0 12 23 4 0

0 30,8 59

10,2 0

4. Students opinion about the preparation of constructing questions in the implementation of group competition strategy

(a) very fast (b) fast (c) neither fast nor not fast (d) not fast (e) very not fast

0 8

24 7 0

0 20,5 61,5 18 0

5. Students opinion about the facilities in implementing group competition strategy

(a) very good (b) good (c) neither good nor bad (d) bad (e) very bad

18 17 4 0 0

46,2 43,6 10,2

0 0

6. Students opinion about the reading material used in the implementation of group competition strategy

(a) very easy (b) easy (c) neither easy nor difficult (d) difficult (e) very difficult

0 13 22 4 0

0 33,3 56,5 10,2

0 7. Students opinion about on

group competition strategy in helping students to comprehend the reading texts

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

11 21 7 0 0

28,2 53,8 18 0 0

8. Students opinion about on group competition strategy in helping students in learning reading

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

14 21 4 0 0

36 53,8 10,2

0 0

9. Students opinion about on group competition strategy in helping students in learning English

(a) really helpful (b) helpful (c) neither helpful nor unhelpful (d) unhelpful (e) really unhelpful

12 22 5 0 0

30,8 56,4 12,8

0 0

10. Students opinion on group competition strategy in should be continued in English class

(a) very necessary (b) necessary (c) neither necessary nor

unnecessary (d) unnecessary (e) really unnecessary

21 15 3 0 0

53, 8 38,5 7,7 0 0

127

Appendix 6

The Photographs of the Implementaion of Group Competition Strategy

Students practiced to construct some questions in front of class

Students had discussion in their own group

Some students was complaining to a certain group

128

Group G had discussion

Students wanted to be appointed to answer questions by raising their hands

The leader of group D performed in front of the class

129

Only a student who could answer from a certain group

Teacher controlled the implementation of group competition strategy

130

CURRICULUM VITAE

Rinu Pamungkas was born on January 29,

1988 in Trenggalek, East Java. Although he was

majoring in natural science in Junior High School,

he is interested in studying English. He actively

joined English competition when he was in Junior

High School. Besides, he once became English debate trainer in one institution in

his hometown. Moreover, he also joined KIR extracurricular and succeeded to get

the first winner in East Java KIR competition with the theme “The

Implementation of Effective Technology through Farming Products in East Java”.

Then, he graduated from SMA Negeri 1 Trenggalek in 2006 with the bright score.

Although he wanted to be a doctor, finally he continued and finished his

study at English Education Program of State University of Malang. Before in

State University of Malang, he was also accepted as a student in Social Economy

Poultry in Gajah Mada University. However, he chose English Language

Education as a program which he wanted to be mastered.

During his study, he worked as a teacher in one institution in Malang, a

freelancer private teacher, and also a freelancer translator. He joined some courses

in Business because he wanted to be an entrepreneur. His undergraduate degree

could be finished in 3, 5 years. His big goal is that he wants to get his M.B.A soon

after he had changed his mind to be a doctor.