jtptiain gdl muhammadmu 5363 1 haris 73 f

8/12/2019 Jtptiain Gdl Muhammadmu 5363 1 Haris 73 f

1/136

i

THE EFFECTIVENESS OF USING TEAM WORD-WEBBING

TO INCREASE STUDENTS READING COMPREHENSION

IN NEWS ITEM TEXT

(An Experimental Research at the 10th

Grade of MA Darul Amanah

Sukorejo Kendal in Academic Year of 2010/2011)

THESIS

Submitted in Partial Fulfillment of the Requirement for Degree of Bachelor of

Education in English Education

By:

MUHAMMAD MUFTI HARIS

Student Number: 073411029

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011


2/136


3/136

iii


4/136

ADVISOR NOTE

To

The Dean of Educati

Wlaisongo State Insti

Assalamualaikum W

I inform that I have

necessary of the follo

Title

Name of Stud

Student Num

Department

Filed to Stud

I state that the thesi

State Institute for Isl

Wassalamualaikum

iv

Semarang, M

n Faculty

tute for Islamic Studies

r. Wb

given guidance, briefing and correction to

wing thesis identification:

: The Effectiveness of Using

Webbing to Increase Stud

Comprehension in News Item Tex

(An Experimental Research at the

MA Darul Amanah Sukorejo

Academic Year of 2010/2011)

ent : Muhammad Mufti Haris

er : 073411029

: Tadris

: English Language Education

is ready to be submitted to Education Fa

mic Studies to be examined at Munaqosyah

Wr. Wb.

Advis

M. Nafi An

i 31st 2011

whatever extent

Team Word-

nts Reading

t

Tenth Grade of

Kendal in the

ulty Walisongo

ession.

or I

ury, M.Pd


5/136

ADVISOR NOTE

To

The Dean of Educati

Wlaisongo State Insti

Assalamualaikum W

I inform that I have

necessary of the follo

Title

Name of Stud

Student Num

Department

Filed to Stud

I state that the thesi

State Institute for Isl

Wassalamualaikum

v

Semarang, M

n Faculty

tute for Islamic Studies

r. Wb

given guidance, briefing and correction to

wing thesis identification:

: The Effectiveness of Using

Webbing to Increase Stud

Comprehension in News Item Tex

(An Experimental Research at the

MA Darul Amanah Sukorejo

Academic Year of 2010/2011)

ent : Muhammad Mufti Haris

er : 073411029

: Tadris

: English Language Education

is ready to be submitted to Education Fa

mic Studies to be examined at Munaqosyah

Wr. Wb.

Advisor II

Dr. Ahwan

NIP. 197809

i 31st 2011

whatever extent

Team Word-

nts Reading

t

Tenth Grade of

Kendal in the

ulty Walisongo

ession.

anani, M.Ag

0200312 1 001


6/136

vi

ABSTRACT

Title : The Effectiveness of using Team Word-Webbing to

Increase Students Reading Comprehension in News Item

Text (An Experimental Study at the tenth grade of MA

Darul Amanah in the academic year of 2010/2011)

Writer : Muhammad Mufti Haris

Students Number : 073411029

Keywords : Team word-webbing, Reading Comprehension, News

Item Text

This thesis base on phenomena which happen in school, there was how

many students like reading but they do not comprehend what they read. Teacher

uses technique to teach students that often makes students feels boring to join

English lesson.The thesis discusses the effectiveness of using team word-webbing in

teaching reading, especially in increasing students reading comprehension The

study is aimed at responding the following question: (1) how is the use of team

word-webbing in increasing students reading comprehension? (2) Is team word-

webbing effective to increase students reading comprehension?. This thesis uses

an experimental method in conducting research. The population in this study is

the tenth year students of MA Darul Amanah Sukorejo Kendal in academic year

of 2010/2011. The number of the population is 156 students. In taking the sample,

the writer used sampling random technique. Class X A was chosen as an

experimental class who were taught reading comprehension using team word-

webbing and class X D as a control class who were taught reading comprehensionconventionally. The research design used was experimental design. The

instrument used to collect the data was reading comprehension test or multiple

choice tests because students tests paper can be easily and quickly scored. The

assessment of the test result was focused students reading comprehension in text.

The finding research shows that: (1) Team word-webbing prove that using

it can make good score in conducting test, especially in comprehending the text. It

looks from student score. (2) Team word-webbing is effective in teaching reading

especially in increasing students reading comprehension. It looks from the

atmosphere or activities that happen in each class. The technique to analyze the

data was t-test formula. It was used to determine whether or not there was a

significant difference between the average score of the experimental and thecontrol class. The average of post- test of experiment class was 88, 9. Which were

higher than the average of post test of the control class 80, 91. The t-test result (5,

144) was higher than the t- table (2, 0000). Since the t-test was higher than t-

table, the hypothesis is accepted. It means that there is a significant difference in

reading comprehension between students who are taught reading comprehension

using team word-webbing and those who are taught by lecturing ( without team

word-webbing).

Based on the result of this research, the writer suggest that team word-

webbing may be used as alternative media in teaching reading especially in

teaching reading text type, in order that the students can comprehend text more

easily and more interested in reading activity.


7/136

vii

ACKNOWLEDGEMENT

First and foremost, I would like to express gratitude to Allah SWT, the

Almighty God for the blessing, kindness, and inspiration in lending me to

accomplish the final project. Without Him, I couldnt stay patient and in control in

writing this final project from the first page to the last page.

Shalawat and salam for the Prophet Muhammad who brings us from

darkness to the brightness.

I realize that I cannot complete this final project without the help of others.

Many people have helped me during the writing this final project and it would be

impossible to mention of all them. I wish, however, to give my sincerest gratitude

and appreciation to:

1. Dr. Sujai, M.Ag. as the Dean of faculty of Tarbiyah.

2. M.Nafi Annury,M.Pd, as the first advisor who already guided and advised

patiently during the arrangement of this thesis.

3. Dr. Ahwan Fanani, M.Ag, as the second advisor who gave guidance and

advices over the study conducted.

4. Lectures in English Department of Tarbiyah Faculty for valuable

knowledge, guidance, and advices during the years of my study.

5. Library official who always give good service related with the references

in this thesis so that the researcher could done this thesis well.

6. KH. Masud Abdul Qodir as the headmaster of MA Darul Amanah

Sukorejo Kendal who had allowed me to carry out the research in his

school.

7. Andika Ziat Sobri, S.S as the English teacher of the tenth grade who had

helped the 10th

grade class X A and X D, thanks for all the time, the

information about the teaching-learning process of English, his guidance,

for the cooperation, and also the school administration staff.

8. My Daddy(Ahmad Rodhi, B,A (Alm.)) and My Mom (Mustatinah) for

their love, support and everything that I cannot tell in words


8/136

viii

9. My beloved family, My Brothers (Muhammad Zakki Ardi, S.E, and

Muhammad Ulfan Rifqi) and my sisters (Ataki Rizki Amalia and Anti

Nadia Hasna)

10.Teachers and Lectures.

11.My friends of TBI 07 especially; Rina, Arina, Zae, Dian, and all of my

friends in TBI 07 A

12.My friends of UKM NAFILAH

13.My friends of PPL MTs Sunan Katong Kaliwungu

14.My friends of KKN Gondang Limbangan Kendal

15.All of my friends who always gives motivation, support and helping to

finish this study.


9/136

ix

TABLE OF CONTENT

PAGE OF TITLE......................................................................................... iTHESIS STATEMENT...........................................................................................ii

RATIFICATION....................................................................................................iii

ADVISOR NOTE...................................................................................................iv

ABSTRACT........................................................................................... vi

ACKNOWLEDGEMENT ....................................................................................vii

TABLE OF CONTENTS........................................................................................ix

LIST OF PICTURE........xi

LIST OF TABLES.............................................................................................xii

LIST OF APPENDICES...................................................................................xiii

CHAPTER I : Introduction

A. Background of Study........................................................... .. 1

B. Reason for Choosing the Topic.............................. 3

C. Research Question ..........................................................4

D. Objectives of the Study.......................................................... 4

E. Significances of the Study...4

F. Limitation of the Study ......................5

G. Definition of Key Term...........5

CHAPTER II: Review of Related Literature

A. Theoretical Review.....8

1. General Concept of Team Word-Webbing................ ..8

a. Definition of Team Word-Webbing.......8

b. Team Word-Webbing as Technique.....11

c. Advantages of Team Word-webbing for Student.11


10/136

x

2. Concept of News Item.....................................................13

3. General Concept of Reading.......17

a. Definition of Reading .......17

b. Type of Reading....................17

c. The Objective of Reading.........20

d. Reading Technique....21

e. The Advantages of Reading......22

f. Reading Comprehension...24

g. Teaching Reading..25

h. Teaching Reading Using Team Word-Webbing...26

B. Previous Research.............29

C. Hypothesis.....31

CHAPTER III: METHODS OF THE RESEARCH

A. Research Method............. .....32

B. Participant and Setting......................................................32

C. Research Variable................................................................ 34

D. Technique of Data Collection........................................... ...36

E. Technique of Data Analysis..................................................38

F. Hypothesis test.. ...42

G. Procedure and Timeline . .........43

CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS

A. Description of the Research Result ..... 45


11/136

xi

B. Data Analysis and Test of Hypothesis .....46

C. Observation ......60

D. Discussion of Research Findings .........................................61

E. Limitation of The Research... ...64

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion............................................65

B. Recommendation ..... 65

REFERENCES

LIST OF PICTURE

LIST OF TABLE

APPENDICES

CURRICULUM VITAE


12/136

xii

LIST OF PICTURE

Example of Team Word-Webbing, 10

Schema of Teaching Reading Using Team Word-Webbing, 28


13/136

xiii

LIST OF TABLES

Table of Rhetoric Structure of News Item Text, 15

Variable and Indicator, 36

The List of Pre-test score of experiment and control class, 50

Normality Pre-test of Experiment Class, 51

Normality Pre-test of Control Class, 52

Homogeneity pre-test, 53

The Result Average of Pre Test Score, 54

The List of Post-test score of experiment and control class, 55

Normality Post test of Experiment Class, 56

Normality Post test of Control Class, 57

Homogeneity Post Test, 58

The Result Average of Post Test Score, 59


14/136

xiv

LIST OF APPENDICES

List of Students Name of the Experimental Class and the Control Class, 67.

Analysis of tryout, 69.

Analysis of Normality and of the average similarity test of pre-test of the

Experimental class and control class, 73.

Analysis of Normality Post-test and the average similarity test of post-test of the

Experimental class and control class, 79.

Lesson Plan for Experimental Class, 86.Lesson Plan for Control Class, 95.

Observation Checklist, 102.

The Result of Observation Checklist, 104.

Instrument of Multiple Choice Test, 108.

List of Indicator on Question, 115.

Answer of Test, 116.

List of Students work in team word-webbing, 117.

Letters


15/136

CHAPTER I

INTRODUCTION

A. Background of the StudyEnglish as an international language is spoken in most international

events and is used as the medium of information flow on science,

technology and culture. As we understand that learning a foreign language

is more difficult than learning a national language or learning a mother

tongue. It is because the foreign language has completely different aspects

and systems, which should be understood by the students or the learners,

such as pronunciation, spelling, and the cultural background of the

language. As foreign language, it makes English difficult in learning.

There are many skills in English language, such as listening,

speaking, reading and writing. Reading receives a special focus. There are

number of reasons for this. Learning English language text, it means the

study of meaning of word and sentences.1Many foreign language students

often have reading as one of their most important goals. They want to be

able to read for information and pleasure.2In other word, students have to

read English material for their subject. The student often thought to be

easier to obtain information from written text by reading. Allah said in the

Quran about the command to read:

):-(

Read (Prophet Muhammad) in the Name of your Lord who created,Created the human from a (blood) clot, Read! Your Lord is the Most

Generous, Who taught by the pen, taught the human what he did not know.

(Al-Alaq: 1-5)3

1Monica Crabtree and Joyce Power, Language Files, (Colombus: Ohio State University

Press. 1991), 5thEd, p. 2112 Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching, (an

anthology of current practiced),(Cambridge University Press) page. 204Mahmud Y. Zayid, The Quran: An English Translation of The Meaning of The Quran,

(Lebanon: Dar Al-Chaura, 1980), p. 457


16/136

Today, almost all people only read but they do not think how to

comprehend. Reading needs more comprehension. To comprehend, a

reader must have a wide range of capacities and abilities. These include

cognitive capacities, motivation, and various types of knowledge. Of

course, the specific cognitive, motivational, and linguistic capacities and

the knowledge base called on in any act of reading comprehension depend

on the texts in use and the specific activity in which one is engaged.

In Indonesia, some English teachers still use traditional or

conventional method to teach reading. Conventional method usually

makes students bored because the method is monotonous and the students

are not active so it makes the learners get bored. One of the ways to make

the teaching reading effective is making the students actively so they will

enjoy learning and they can improve their reading skill. Reading can be

fun activity when we know strategy or technique in reading. Reading does

not occur in a vacuum. It is done for a purpose, to achieve some end. We

need technique in reading. Students need technique in reading to achieve

reading goals. Technique can be an activity in reading. Learning to read is

not same as learning to write. Good reading texts also provide good

models for writing. It means students should get something which makes

them interested in studying reading. To achieve the expected situation,

teacher should give the students more activities that can attract their

attention to participate in the lesson actively.

Teacher should make students to be a good reader. Fluent readers

recognize and get meaning from word they see in pint, and use their

knowledge of the structure of the language to begin forming a mental

nation of the topic.4They need teaching method, teaching methods are the

mean by which the teachers attempt to bring about the desired learning.

Basically, method in teaching concerns the way teachers organize and use

technique or strategy of teaching, subject matter, teaching tools, teaching

4

Marlenne Celce-Murcia, Teaching English as a Second or Foreign Language, (UA:Heinle & Heinle, 2001) 3rdEd, p. 154


17/136

material and teaching procedure, that will achieve these objective, carrying

out the procedures, evaluating the success of the learning activities and

following up the success and failure.

Reading is skill which highly valued by students and teacher alike.

Students almost get texts in their study. The text can be difficult or easy,

depending on factor inherent in the text, on the relationship between the

text and the knowledge and abilities of the reader, and on the activities in

which the reader is engaged.5 The text in reading material can be articles,

advertisement, folktales, myth, legend, hero tales, or short stories that we

can find easily in newspaper or magazine. Those can be a reading media

for students to read. News item is one of the kinds of texts.

New item is a text that students learn in their school. Reading news

item text can be a boring activity when we do not know the strategy in

reading. Mostly, the teacher only explains what the generic structure,

characteristic and how to read the text, not comprehend the text. So, it is

not enough to get the idea of news item.

Based on the reasons above, the researcher wants to conduct an

experimental in reading comprehension in news item entitled: The

Effectiveness of Using Team Word-Webbing to Increase Students

Reading Comprehension in News Item Text (An Experimental Research at

the tenth Grade of MA Darul Amanah Sukorejo Kendal in the Academic

Year of 2010/2011).

B. Reason for Choosing the TopicReading skill is the important thing. No doubt that in a modern

school, reading stands a basic tool as a means for students to learn about

the world around them. All subjects of school lessons are provided with

textbooks as a foundation, so the students should read them if they want to

follow the school lessons well. A modern school is also characterized by

of adversity and quality and quantity of good reading materials. Reading,

5

Elizabeth S. Pang, Teaching Reading,(Belgium: The International Academy ofEducation (IAE), 22003 ), p. 12


18/136

thus, is very important in modern schools.6While Reading comprehension

is a difficult skill; it needs some teaching strategies, while teacher just ask

students to read texts rather than comprehend the text.

The teacher can use some methods of teaching reading so that the

students can enjoy and be stimulated in learning EFL reading

comprehension. One of them is by Team word-webbing teaching

technique. Team word-webbing can be an activity in reading

comprehension. Students can enjoy from time to time getting away from

the usual pattern of reading the story or article.

C. Research Question1. How is the use of team word webbing to increase students reading

comprehension in news item text?

2. Is Team word-webbing effective to increase students reading

comprehension?

D. Objective of the StudyThe objective of the study can be stated briefly as follows:

1. To describe how the use of team word webbing in increasing students

reading comprehension whether there are any different effects on reading

comprehension achievement of Senior High School students between those

taught using Team word-webbing strategy and those taught using the

traditional strategy

2. To prove the effectiveness of using team word-webbing in increasing

students reading comprehension in news item text.

E. Significance of the StudyThe research is expected to give useful contributions as follows:

1. For students

By using team word-webbing, it will help students to increase their

reading comprehension in text using different techniques, especially in

news item text. Cooperation with other student can make their interest and

more enthusiastic in learning reading. Basically Team word-webbing use

6William. Wiersma,Research Methods in Education.(Boston: Bacon Press, 1987), p. 38


19/136

technique that is intrinsically motivating. Motivation has important

responsibility in comprehension.7

2. For Teachers

Teacher can use the result of this study as a reference when they

want to improve their ability and get more variation strategies in teaching

reading. So, the students will get better achievement. Group Reading

makes students reading and thinking-aloud. This strategy can be an

effective way for the class to stay focused and keep together.8

3. For the Writer

The writer can use this strategy to improve his skill in

comprehending the text. This research can be evaluation for the writer who

frequently used monotonous technique in teaching reading in the

classrooms.

F. Limitation of the StudyThis research is focused on Team word-webbing and proving the

technique of Team word-webbing through Pre experiment with one group

Pre-test and Post-test design. The result of this experiment can not be

generalized. The writer tries to find out the effectiveness using Team

word-ebbing as a technique in teaching reading to increase students

reading comprehension in news item text. This research is only conducted

in MA Darul Amanah Sukorejo Kendal, the participant are student at tenth

grade.

G. Definition of the Key TermTo make the term around the topic of this research consistent, the

writer will try to give the key term. They are:

7 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy, ( San Francisco: San Francisco State University,1991 ), 2ndEd, p. 3088 John Murphy and Patricia Byrd, Understanding the Courses We Teach, Local

Perspectives on English language Teaching,(USA: The University of Michigan Press, 2001), p.376


20/136

1. Effectiveness

Effectiveness is form of noun from effective. The degree to which

something is successful in producing a desired result: success: the

effectiveness of the treatment.9 Good readers monitor their attention,

concentration and effectiveness. The quickly recognize if they have missed

an idea and backup to reread it.

2. Team Word-Webbing

Team word-webbing (clustering or semantic mapping) is powerful

tool in concept development and information ex-change.10

It is a certain

kind of group that consists of four or five students. This is a quick way to

explore background knowledge, summarize main points, or to check if

students have the connections between ideas that you are seeking. In

groups of four, students write simultaneously on a piece of paper or chart

paper, drawing main ideas, supporting elements, and bridges representing

the relation of ideas in a concept.

3. Reading Comprehension

According to Goodman, reading is a receptive language process in

which the reader extracts meaning from the text.11

Comprehension is the

act of or capacity for understanding.12

Reading with comprehension means

that the reader is able to extract from the selection its essential facts and

understanding visualized details and senses the readiness of facts.13

9http://oxforddictionaries.com/view/entry/m_en_gb0980740#m_en_gb0980740.20-02-

2011

10 Jeanne M Stone, Cooperative Learning Reading Activities ( Australian: Hawker

Brownlow Education, 2007), page 16611 Kenneth Goodman, The Reading Process, In Patricia L. Carrel,(eds), Interactive

Approach to Second Language Reading, (Cambridge: Cambridge University Press, 1990 ), p. 1212 Noah Webter, Webters New 20th Century Dictionary of the English language, (US:

William Collin Publisher, 1980), p. 37413

J. jaromilek, Social Studies Elementary Education, (Pennsylvania: MacmillanPublishing Company, 1985), p. 243


21/136

4. News Item Text

News item is a text which informs readers about events of the day.

The events are considered newsworthy or important.14

News item text, it

can be from newspaper. Newspaper is the best reading material.

14http://bhsinggriskhzefa.blogspot.com/2010/03/media-pembelajaran-news-item-

text.html20-02-2011


22/136

CHAPTER II

REVIEW OF RELATED LITERATURE THE EFFECTIVENESS OF

USING TEAM WORD-WEBBING TO INCREASE STUDENTS READING

COMPREHENSION IN NEWS ITEM TEXT

A. Theoretical Review1. General Concept of Team Word-Webbinga. Definition of Team Word-Webbing

Before knowing the definition of team word-webbing clearly we

must understand that team word webbing is a certain kind of techniques in

cooperative learning. There are some strategies in teaching reading. One of

it is team word webbing. It is not new strategy and teachers often use it in

teaching but they do not know that it can be an interesting activity in

teaching reading. Teachers know it as clustering or semantic mapping.

Semantic mapping is a visual strategy for vocabulary expansion and

extension of knowledge by displaying in categories words related to one

another. Semantic mapping is an adaptation of concept definition mappingbut builds on students prior knowledge or schema.

1

The framework of semantic mapping includes: the concept word,

two category examples, and other examples. This is a very interactive

process and should be modeled by the teacher first. The steps involved in

semantic mapping are: write the concept word on the board, explain the

steps involved and have students think of as many words as they can for

the concept word, write the list on the board or overhead and have students

copy it, and finally in groups have students put the words into categories.

There is no specific definition about team word webbing. We know

it as clustering or semantic mapping. In briefly definition:

1http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm.htm.18

-03-2011


23/136

Team word webbing (clustering or semantic mapping) is powerful

tool in concept development and information ex-change.2

Team word-webbing belongs to cooperative learning and it has

several characteristic, which are as follows:3

1) Topic may be different for each group

2) Students identify subtopic for each group member

3) Steering committee may coordinate the work of the class as a

whole

4) Student research the information using resources such as library

reference, interviews, visual media

5) Students synthesize their information for a group presentation: oral

and or written each group member plays part in the presentation

6) Each group present to the whole class

7) This method places greater emphasis on individualization and

students interest. Each students assignment is unique

8) Students need plenty of previous experience with more structured

group work for this to be effective

The concepts of team word webbing is that students write

simultaneously on piece of chart paper, drawing main concepts, supporting

elements, and bridges representing in the relation of ideas in a concept.

The use of team word webbing teaching learning is to analysis of concepts

into components, understanding multiple relations among ideas,

differentiating concepts.

In this strategy, the main topic is written in the center of the paper

in a rectangle. The team members Round Table add core concepts in

ovals around the main topic. Then the team has a free-for-all adding details

and making bridges between ideas.4 This is a quick way to explore

2Jeanne M Stone, Cooperative Learning Reading Activities(Australia: Hawker

Brownlow Education, 2007), page 1663Jack C. Richards and Theodore S. Rodgers,Approaches and Methods in Language

Teaching,(USA: Cambridge University Press, 2001), 2ndEd., p. 1984Jeanne M Stone, Cooperative Learning Reading Activities, p.166


24/136

background knowledge, summarize main points, or to check if students

have the connections between ideas that you are seeking. In groups of

four, students write simultaneously on a piece of paper or chart paper,

drawing main ideas, supporting elements, and bridges representing the

relation of ideas in a concept. Giving each student a different color marker

encourages more involvement. The chart paper allows the big picture to

be taped up on the walls and more connections made, possibly adding

more information throughout the week. In the simple sentences, the

general concepts of team word webbing can divide into three steps:

1) Write the topic in the center of the paper.

2) Round Robin to create core concepts around the topic

3) Free-for-all to complete the word web

Picture II. 1

Example of word-webbing

Michael Caroline Mr. Jones Mrs. Lien

Friends Teachers

Michelle Terence School Mrs. Wylie

Zoo

Field Trips Homework

Museum Observatory Learning Important


25/136

b.Team Word-Webbing as TechniqueAccording to Jeane M. Stone, Team word webbing is a technique

in teaching reading. Technique is the specific activities manifested in the

classroom that were consistent with a method and therefore ere in harmony

with an approach as well.5In other term, technique is any of wide variety

of exercises, activities, or tasks used in the language classroom for

realizing lesson objectives. This technique can be effective way for the

class to stay focused and keep together.

Team word-webbing as technique means the way to help teachers

and learners in teaching learning. Technique can be strategies and tactics

used by teachers and learners when the method is being used. The best

technique in teaching learning can support in achieving the goal of

teaching learning. Factually to achieve the goal of teaching learning,

teachers and learners need techniques. So we can join based on the

definition of team word webbing and technique.

c. Advantages of Team Word-webbing for StudentWe can categorize team word-webbing as a certain kind of

cooperative learning activities. Cooperative learning is an approach to

teach that makes maximum use of cooperative activities involving pairs

and small groups of learners in the classroom.6 As part of cooperative

learning, team word webbing has advantages in teaching learning. The

general advantage of team word webbing is to motivate students and to

make students interacting with other students because students has to work

together doing activities. Team word webbing has several advantages

5H. Douglas Brown, Teaching by Principles An Interactive Approach to Language

Pedagogy,(New York: Pearson Education), 2ndEd., p. 14

6Jack C. Richards and Theodore S. Rodgers,Approaches and Methods in Language

Teaching,(USA: Cambridge University Press, 2001), 2ndEd., p. 192


26/136

especially for students. Some advantages of using cooperative learning are

stated below:7

1) Cooperative learning teaches students to be less reliant on the teacher

and more reliant on their own ability to think, to seek information to

other source and to learn for other students

2) Cooperative learning encourages students to verbalize their ideas and

to compare them with the ideas and feeling of other students

3) Cooperative learning help students to learn respect for one anothers

strengths and imitations and to accept these differences

4) Working in cooperative learning teams help empower students to take

greater responsibility for their own learning and for their learning of

others

5) Cooperative learning is an effective strategy for having students

achieve a wide range of academic and social outcomes including

enhanced achievement, improved self esteem, positive interpersonal

relationship with other students, improved time management skill, and

positive attitudes toward school

6) Cooperative learning have students work together result in much more

learning then occurs when students work alone, competitively, or

individually

7) Cooperative learning activity can lead to students to being frustrated

less often, getting confused less often, feeling more intellectually

challenged, feeling more actively involved in learning and looking

forward to class more often

8) The interaction that occurs during cooperative learning activity help to

motivate students and stimulate their thinking, and view education as a

life-long process rather than short-term training.

John Murphy and Patricia Byrd state that group reading make

student reading and thinking-aloud, this strategy can be effective way for

7Roy Killen, Effective Teaching Strategies, Lesson from Research and Practice,

(Australia: Social Science Press, 1998), 2ndEd., p. 86-87


27/136

the class to stay focused and keep together.8According to Jeremy Harmer,

the basic advantage of group is to interact with other students. Advantages

of group:

1) Like pairwork, it dramatically increases the amount of talking for

individual students

2) Unlike pairwork, because there are more than two people in the group,

personal relationships are usually less problematic; there is also a

greater chance of different opinions and varied contributions than in

pairwork

3) It encourages broader skills of cooperation and negotiation than

pairwork, and yet is more private than work in front of whole class

4) It promotes learner autonomy by allowing students to make their own

decisions in the group without being told what to do by the teacher

5) Although we do not wish any individuals in groups to be completely

passive, nevertheless some students can choose their level of

participation more readily than in a whole-class or pair work situation9

Based on advantages above we know that team word webbing is a

certain kind of cooperative learning activities and we can make conclusion

that team word webbing can raise students achievement, help to build

positive relationships among students, give students the experiences they

need for healthy social, psychological, cognitive development, and

students are expected get motivation and can interact with other students in

teaching reading.

2. Concept of News Item TextThere are some texts (genres) at 10

thgrade of Senior High School.

Text can be difficult or easy depending on factor inherent in the text, on

the relationship between the text and the knowledge and abilities of the

8John Murphy and Patricia Byrd, Understanding The Courses We Teach, Local

Perspectives on English Language Teaching,(USA: The University of Michigan Press, 2001), p.376

9

Jeremy Harmer, The Practice of English Language Teaching Longman Handbooks forLanguage Teacher(London: Longman Ninth Impression, 2002)P. 117


28/136

reader, and on the activities in which the reader is engaged.10

The

definition of genre is a type of discourse that occurs in particular and

norms of organization and structure, and that have particular and

distinctive communicative function.

According to Hartono genre is used to refer to particular text types,

not to traditional varieties of literature. It is a type or kind of text, defined

in term of it social purpose, also the level of context dialing with social

purpose.11

Genres are divided into two parts. They are story and factual

genres. Story genres are narrative, news story, anecdote, recount, and

spoof. While factual genres are procedure, explanation, report, exposition,

discussion, description, review and news tem. According to School Based

Curriculum (KTSP : 2006), teaching Reading comprehension for senior

high school learners is emphasized on comprehending twelve kinds of

English texts; description, narration, procedure, report, recount, spoof,

analytical exposition, hortatory exposition, review, discussion, news

items, and explanation

General definition of news item text is a type of written text that

has the main function or communicative purpose is to inform readers or

listeners about event of the day that are considered newsworthy or

important.12

A news item text tries to answer the 5Wsand 1H questions;

What, Who, When, Where, Why, and How relating to the newsworthy.

News item text gives the reader information related the news or tragedy

that happen in a day

There are some elements in news item text. Every element has

different meaning and function. We can call it as rhetoric structure or

10Elizabeth Pang, Angaluki Muaka, Teaching Reading, (Belgium: The International

Academy of Education (IAE), 003 ), p. 18

11Rudi Hartono, S.S.,M.Pd, Genres of Texts, (Semarang: English Department Faculty of

Language and Art Semarang State University, 2005), p. 5

12http://understandingtexttype.com/newsitemtext.htm 18-03-2011


29/136

general characteristic. The rhetoric structure of news item text is stated

below:13

Table II. 1

Rhetoric Structure of News Item Text

Text element Function

Headline or Title

Point of report or news that is written in

one sentence shortly or incomplete

sentence (reduce clause), and eye-

catching.

Summary of event or

Main Event/

Newsworthy Events

Tells the event in a summary form. It is

expressed in past sentence form: past

tense, past perfect tense, past continuous

tense.

Elaboration or

background of events

Elaborates what happened, explains

what caused the incident. In a text, it can

consist of some background events.

Source

Comments by participants, witnesses,

authorities, and experts involved in the

event.

Every text has different characteristic. News item also has several

language features, which are as follows:

a. Short, telegraphic information about story captured in headline

b.Use of material process to retell the event (in the text below, many

material processess are nominalised)

13Pardiyono, M.Pd, Pasti Bisa! Teaching Genre Based writing, (Yogyakarta: Andi,

2007)p. 252-253


30/136

c. Use projecting verbal processess in sources stage

d.Focus on circumtances (in the text below, mostly with Qualifiers)14

.

Based on those explanation above, I choose news item to be

discussed because we always find it everyday. It can be from news,

magazine, or television. In daily-life we always find news. We often find it

in a newspaper because the passage often tells the readers about great,

important, interesting, tragic, entertaining or fresh incident or events that

all people should know about it. News item is easy to find and it gives

students information of actual event.

Examples and structures of the text:

headline

Town Contaminated

Newsworthy events:

A Russians journalist has uncovered evidence of another Soviet

nuclear catastrophe, which killed sailors and contaminated the entire town.Background Events:

Yelena Vazrshavskya is the first journalist to speak to people who

witnessed the explosion of a nuclear submarine at the naval base of

shkotovo 22 near Vladivostock.The accident, which occurred 13 months

before the Chernobyl disaster, spread radioactive fall-out over the base

and nearby town, but was covered up by officials of the Soviet Union.

Residents were told the explosion in the reactor of the Victor-class

submarine during a refit had been a thermal and not a nuclear

explosion. And those involved in the clean up operation to remove more

than 600 tones of contaminated material were sworn to secrecy.

SOURCE

A board of investigators was later to describe it as the worst

accident in the history of the Soviet Navy.15

14Linda Gerot and Peter Wignell,Making Sense of Functional Grammar, (Australia:

Gerd Stabler, 1995), p. 201


31/136


32/136

them make reading as activities that are different with other skills. The

definition of each type is defined as follows:

1) Intensive ReadingBrown explains that intensive reading calls attention to

grammatical forms, discourse markers, and other surface structure details

for the purpose of understanding literal meaning, implications, rhetorical

relationships, and the like. He draws an analogy to intensive reading as a

"zoom lens" strategy.18

Intensive Reading, sometimes called "Narrow

Reading", may involve students reading selections by the same author or

several texts about the same topic. When this occurs, content and

grammatical structures repeat themselves and students get many

opportunities to understand the meanings of the text.

The success of Narrow Reading" on improving reading

comprehension is based on the premise that the more familiar the reader is

with the text, either due to the subject matter or having read other works

by the same author, the more comprehension is promoted. Intensive

reading means that the readers take a text, study it line by line, and refer at

very moment to the dictionary about the grammar of the text itself.

Intensive reading has several characteristic. It makes intensive

reading different with extensive reading. The characteristic of intensive

reading is stated below:19

a) Usually classroom based

b) Reader is intenselyinvolved in looking insidethe text

c) Students focus on linguistic or semantic details of a reading

d) Students focus on surface structure details such as grammar and

discourse markers

e) Students identify key vocabulary

18H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy. p. 312

19http://nflrc.hawaii.edu/rfl/October2002/day/day.html.18-03-2011


33/136

f) Students may draw pictures to aid them (such as in problem solving)

g) Texts are read carefully and thoroughly, again and again

h) Aim is to build more language knowledge rather than simply practice

the skill of reading

According to explanations above, we can conclude that intensive

reading has limitation in doing it. The limitations are time, word/ phrase

and meaning consensus.20

We can give a time limit of, say, five minutes

for vocabulary enquiry, whether this involves dictionary use, language

corpus searches, or question to the teacher. Meaning consensus can get

students to work together to search for and find word meaning.

2)Extensive ReadingBrown explains that extensive reading is carried out "to achieve a

general understanding of usually somewhat longer text (book, long article,

or essays, etc.)21

The aims of extensive reading are to build reader

confidence and enjoyment. Pleasure reading is often extensive.

Extensive reading is always done for the comprehension of main ideas, not

for specific details. Extensive reading has characteristic that is different

from intensive reading. Day and Bamford (1980) put forward ten

characteristics identified in successful Extensive Reading Programs. They

are duplicated (in abbreviated form) below:22

a) Students read as much as possible.

b) A variety of materials on a range of topics is available.

c) Students select what they want to read.

d) The purposes of reading are usually related to pleasure, information

and general understanding.

20Jeremy Harmer, The Practice of English Language Teaching,. p, 166

21H. Douglas Brown, Teaching by Principles An Interactive Approach to Language

Pedagogy. p, 313

22Day, R.R. & Bamford, J.(2002) "Top Ten Principles for Teaching Extensive

Reading", Reading in a Foreign Language ,Vol.14, No. 2

http://nflrc.hawaii.edu/rfl/October2002/day/day.html 18-03-2011


34/136

e) Reading is its own reward.

f) Reading materials are well within the linguistic competence of the

students in terms of vocabulary and grammar.

g) Reading is individual and silent.

h) Reading speed is usually faster than slower.

i) Teachers orient students to the goals of the program.

j) The teacher is a role model of a reader for the students.

In this type students can take the form of original fiction and non-

fiction books as well as simplifications of established works of literature.

Such books succeed because the writers or adaptors work within literature.

It means that students at the appropriate level can read them with case and

confidence. They need texts they can read without great use of a

dictionary. Some teacher feels that time spent on Extensive Reading will

take away from time that could be spent on learning language skills.

Others will argue that Extensive Reading provides a richer context for

practice.

c. The Objectives of ReadingEvery action has purpose in doing it. Reading has several purpose

or aim when it is done. According to Grabe W, he defines the objectives of

reading into several points, they are as follows23

:

1) Reading to search information

2) Reading to skim quickly

3) Reading to learn (from text)

4) Reading to write (or search information needed for writing)

5) Reading to analyze the text

6) Reading for general information

Based on the objectives above we can understand that reading need

a special attention. It is not surprised if reading is one of the important

skills in learning foreign language. The objectives above is reason why

23

Grabe W. Stoller, Teaching and Researching Reading, (London: Longman Press, ), p.13


35/136

getting students to read. In Senior High School, English text is an

important part of teachers job.24

Reading is useful for other purposes too:

any exposure to English (provided students understand it more or less) is a

good thing for language students.

Reading is an activity with a purpose. A person may read in order

to gain information or verify existing knowledge, or in order to critique a

writer's ideas or writing style. A person may also read for enjoyment, or to

enhance knowledge of the language being read. The purpose for reading

guides the reader's selection of texts.

d.Reading TechniquesTechnique can be strategies or tactics. There are so many strategies

in reading techniques. Brown states in his book about strategies for reading

comprehension. They are stated below:25

1) Identify the purpose in reading

2) Use graphemic rules and patterns to aid in bottom-up decoding

3) Use efficient silent reading techniques for relatively rapid

comprehension

4) Skim the text for main ideas

5) Scan the text for specific information

6) Use semantic mapping or clustering

7) Guess when you are certain8) Analyze vocabulary

9) Distinguish between literal and implied meaning

10)Capitalize on discourse markers to process relationship

While in other books, Alice defines reading techniques in different

step. The techniques are stated below:26

24Jeremy Harmer,How to Teach English,(England: Pearson Education, 1998)., p. 6825H. brown Douglass, Teaching by Principles An Interactive Approach to Language

Pedagogy., p. 306

26Alice C. Omaggio, Teaching Language in Context Proficiency-Oriented Instruction,

(USA: Henlei & Henlei Publisher, 1989 ), p. 153


36/136

1) Pre-teaching or preparation stage

2) Skimming or scanning stages

3) Decoding or intensive reading stages

4) Comprehension stage

5) Transferable or integrating skills

We can conclude based on two statements above that reading

technique can divide into some points. The main points is skimming and

scanning. Skimming is quickly running ones eyes over the text to get the

gist.27

Skimming gives readers the advantage of being able to predict the

purpose of the passage, the main topic, or message and possibly some of

the developing or supporting ideas. Skimming is used when reading some

general question in mind. Skimming is used in making decisions on how to

approach a text such as when determining if a careful reading is deserved.

Skimming is also used to build student confidence and an understanding

that it is possible to gain meaning without reading every word in a text.

Scanning has different definition from skimming. Scanning is

quickly searching for some particular piece of information in the text.28

Skimming is focused on locating specific information. Scanning is used

when a specific piece of information is required, such as a name, date,

symbol, formula, or phrase, is required. The reader knows what the item

looks like and so, knows when he has located what he was searching for. It

is assumed then, that very little information is processed into long-term

memory or even for immediate understanding because the objective is

simply matching.

e. The Advantages of ReadingWhen people read a news paper, story, or take part in a

conversation directly they improve their knowledge. According to Harmer

a large amount of reading takes places because it will help us to achieve

27Alice C. Omaggio, Teaching Language in Context Proficiency-Oriented Instruction. p.151

28

H. Brown Douglas. Teaching by Principles An Interactive Approach to LanguagePedagogy. p, 308


37/136

some clear aims, then another kind of reading takes places for

pleasure.29

Learning reading has effect on language ability. So many

advantages we will get by reading. It is why reading is one of the

important skills in Learning English. There are some pointers for pleasure

reading that help people to:

1) Improve their vocabulary

2) Increase their reading speed

3) Improve their comprehension

4) Improve their writing

5) Gain more knowledge

6) Find the examples of many different ways people speak and write30

Based on the advantages above, it is quite clear that reading is very

important in learning a foreign language. Reading helps students improve

their competence, ability, knowledge and information in teaching learning

process. For students who live in a non-English spoken country, it can help

them to understand about English more. It is very important for them. The

advantages for students stated below:

1) Reading helps you to learn how to think in English

2) Reading can enlarge your English vocabulary

3) Reading can help you to improve your writing

4) Through reading may be it is good way to practice your English

although you live in non-English spoken country

5) Reading is good way to find out about new ideas and facts31

This is clear enough about reading advantages. When almost all

people in the world feel boring with reading, factually reading can help us

in teaching learning. Students feel boring because they do not know their

aims when they read what we read and how we read it.

29J. Hammer,How to Teach English., p. 200

30Mikulecky SB and Jeffries L, PowerReading for Pleasure, Comprehension skill,

Thinking skill, Reading faster,(New York: Pearson Group, 1990), 2nd

Ed., p. 06

31

Mikulecky SB and Jeffries L, PowerReading for Pleasure, Comprehension skill,Thinking skill, Reading faster,p. 01


38/136


39/136

conclusion about text using readers knowledge. The third is critical

comprehension. It has characteristic to evaluate about the accuracy of text.

The last is appreciative and application which has the goals to get feeling

after readers read.

Paragraphs above define the definitions of reading and

comprehension. We can combine into briefly definition about reading

comprehension. Reading comprehension is a set of generalized knowledge

acquisition skill, which permits people to acquire and exhibit information

gained as consequence of reading printed language.36

. Janette K. Klinger

defines reading comprehension is the process of constructing meaning by

coordinating a number of complex process that include word reading,

word and world knowledge and fluency.37

It means reading with comprehension has meaning that the reader

is able to extract from the selection its essential facts and understanding,

visualized details and sense the readiness of facts. Reading Comprehension

requires motivation, mental frameworks for holding ideas, concentration

and good study techniques or strategies Good readers recognize and get

meaning from word they see in print, and use their knowledge of the

structure of the language to begin forming a mental nation of the topic.

g. Teaching ReadingTeaching is a process of transferring knowledge. Teaching reading

is not only teaching to read, but more of it. Comprehending the text is one

of the readings goals. Teaching reading can be main as facilitate students

performance this in comprehending texts, and provide students with many

opportunities for practice are encourage in a number of comprehension-

enhancing the best known of which are reciprocal teaching, cooperative

36AJ Harris,How to Increase Reading Ability(New York: Longman Inc, !980) page 21

37Janette K. Klinger, Sharon Vaugh, and Alison Boardman, Teaching Reading

Comprehension to Students with Learning Difficulties,(New York: The Guilford Press, 2007 ), p.

2


40/136

learning and reading recovery.38

During teaching reading process we must

pay attention about the principles of teaching reading. The principles can

be standard to limit teachers when they teach reading. The principles of

teaching reading are stated below:

1) Reading is not passive skill

2) Students need to be engaged with hat they are reading

3) Student should to be encouraged to respond to the content of a

reading text, not just to the language

4) Prediction is major factor in reading

5) Match the task to the topic

6) Good teacher exploit reading texts to the full39

Teaching reading is not vacuum activity. Students must enjoy

during reading process. As we know the advantages of reading, so we

must pay attention how to increase reading comprehension in classroom.

Teaching reading need more than only read text. According to the

definitions about reading and reading comprehension, we have three points

based on the explanation above, they are:

1) The reader who is doing the comprehending

2) The text that is to be comprehend

3) The activity in which comprehension is a part

h.Teaching Reading Using Team Word-WebbingTeaching reading in this case, teachers teaches as usual but with a

strategy. This strategy make interested student in reading. Students will

enjoy reading learning. The main function of team is as cooperative

learning. Cooperative learning is an approach to teaching that makes

maximum use of cooperative activities involving pairs and small groups of

learners in classroom.40

As a team or individually, open-ended or with

38Jack C. Richards ,Approaches and Methods in Language Teaching,20739Jeremy Harmer,How to Teach English, (England: Longman, 2007),p. 12240

Jack C. Richards & Theodore S. Rodger, Approaches and Methods in LanguageTeaching, (United States of America: Cambridge University Press. 2001), p. 192


41/136

concepts provided by the teacher, students construct a concept map within

a specified domain.

Team or group in teaching learning has meaning a learning activity

which involves a small group of learner working together. If done in

teams, each member should have a different color of pen41

. They can

cluster or mapping word by word according the topic. And they study into

group. They have to cooperate with other students. Every group consists of

4 persons. Teacher gives every group news item texts and chart paper.

Then, teacher writes the main topic or keyword of text in the center of

chart paper. And students have to write 4 words according the main topic

based on the text. After that, they can be free-for-all adding the word that

coherence with the topic and what they write. They can make a relation

among one word to another word using bridges. What they write is all

above text. So, they must focus in their text. It does not just improve

students comprehension, but also give students the advantages of reading

such as to improve their vocabulary, gain their knowledge.

Using team word webbing as group reading technique in teaching

reading can make students reading and thinking-aloud, this strategy can be

an effective way for the class to stay focused and keep together. According

H. Douglas semantic mapping or clustering belongs to strategies for

reading comprehension.42

Basically team word webbing is a certain kind

of semantic mapping or clustering. As strategy, team word webbing use

technique that is intrinsically motivating. Motivation has important role in

comprehension. Increasing students motivation can be a way to achieve

teaching reading goals. The goal of teaching reading is comprehension.

Based on the curriculum; the basic competence in teaching reading is to

understand the meaning and the step rhetoric development in written text.

41file:///E:/collaborative-group-techniques.htm18-03-2011

42H. Douglas Brown, by Principles An Interactive Approach to Language Pedagogy., p.

308


42/136

Picture II. 2

Schema of teaching reading using team word webbing

Reading

Extensive Intensive

Objective TechniqueFor learn (comprehend) text semantic mapping

Genre (text type) Team Word-Webbing

News Item Text

Teaching Reading News Item using Team Word-Webbing


43/136

B.Previous ResearchIn this research, the writer summarizes the relevant previous

researches to prove the originality of the research. The first research has

been conducted by Indah Permata (2010). In her thesis: The Use of

Webbing Technique for Teaching Vocabulary (a case study of 5th

Grade

students of SDN Karang Rejo Kesesi academic Year 2009/2010)43

. She

concludes that the students can improve their vocabulary especially in

English Language. She also states that webbing can be the good technique

in teaching vocabulary. There is a similarity between her research and the

writers research. The similarity is that she uses webbing in her techniques.

But there are differences between her researches with the writers research;

those are participant, grade of students, teaching skill.

The second is Anteng Ria. A (2007) The Teaching of Reading

Comprehension by Using a Small Group Discussion at 1stYear Students of

SMP 1 Wanadadi in The Academic Year of 2006/2007.44

In her research,

she gets result that A Small Group Discussion was effective in Teaching

Reading Comprehension. She concludes that the students reading

comprehension is developing and maintains their skill in teaching learning

process of reading. The similarity between her researches with the writers

research is in Reading skill. But there are differences those are participant,

technique in Teaching Reading.

The third thesis is Using Small Group Discussion in teaching

Writing (New Item Text) to the Senior High School Students (a case of the

year ten students of SMA PGRI Purwodadi in the Academic Year of

43Indah Permata. (01615233), The Use of Webbing Technique for Teaching Vocabulary

( a case study of 5th

Grade students of SDN Karang Rejo Kesesi academic Year 2009/2010)

(Semarang: English Department and Education Faculty IKIP, 2010), Unpublished thesis.44 Anteng Ria A.(2201403631), The Teaching of Reading Comprehension by Using a

small Group Discussion at 1st Year Students of SMP 1 Wanadadi in The Academic Year of

2006/2007 (Semarang: English Department and education Faculty UNNES, 2007), UnpublishedThesis


44/136

2009/2010) by Puji Listiowati.45

She has same material in her research

that is News Item and grade of students. The difference between the writer

and her research is the skill and technique. She uses Small Group

Discussion to teach writing. She concludes that using Small Group

Discussion is more effective to teach written News Item Text than without

Small Group Discussion.

The fourth research is The effectiveness of Using Make-a Match

Method in Teaching Reading Comprehension to the First Grade Student of

SMP 2 Sulang Rembang in the Academic Year of 2009/2010 by Sri

Wahyuni.46

The similarity between the writers researches is Teaching

Reading Comprehension and the difference is participant, and technique.

She concludes that Using Make-a Match Method is effective. It indicates

Make-a Match Method could be an alternative method in teaching reading

comprehension.

The fifth research is The Effectiveness of News Anchor Video and

Picture to Improve the Students Ability in Writing News Item (an

experimental study of the tenth grade students of MA Al Mukmin

Sukoharjo in The Academic Year of 2009/2010) by Umi Hikmawati. The

similarity between her research and the writers research are News item

and the participants. The differences are skill ability and technique. She

gets result that News Anchor Video and Picture is more effective than

pictures.47

Thus that hypothesis that news anchor video is more effective

than pictures to improve the ability.

45Puji Listiowati (2210405655), Using Small Group Discussion in teaching Writing (New

Item Text) to the senior High school students (a case of the year ten students of SMA PGRI

Purwodadi in the academic year of 2009/2010),(Semarang: English Department and EducationFaculty UNNES, 2010) , Unpublished Thesis

46 by Sri Wahyuni (2201406567), The effectiveness of Using Make-a Match Method in

Teaching Reading Comprehension to the first grade student of SMP 2 Sulang Rembang in the

academic year of 2009/2010, (Semarang: English Department and Education Faculty UNNES,

2010) , Unpublished Thesis47Umi Hikmawati (2201406079), The Effectiveness of News Anchor Video and Picture to

improve the students ability in writing News Item (an experimental study of the tenth grade

students of MA Al Mukmin Sukoharjo in The academic year of 2009/2010), (Semarang: English

Department and Education Faculty UNNES, 2010) , Unpublished Thesis


45/136

Based on the researches above, it makes the writer interest to

compose a research by formula title The Effectiveness of Using Team

Word-Webbing to Increase Students Reading Comprehension in News

Item Text(an experimental research at the Tenth Grade of MA Darul

Amanah Sukorejo Kendal in The Academic Year of 2010/2011). This

research is different from thesis above. Team Word-Webbing is kind of the

techniques that interested to be heard, and doing.

C.HypothesisHypothesis consists of words hypo and thesis. Hypo is under or

less or weak. Thesis is theory or proposition that showed as a proof.

48Hypothesis is a temporary answer of problems in research until proved

from the data which collected.49

So, hypothesis can define a weak truth

statement towards problems on research and need to prove the truth after

collecting data. The hypothesis of this research is: Team Word-Webbing is

effective to increase students reading comprehension in news item text.

48Sutrisno Hadi, Statistik, Vol. 2, (Yogyakarta: Andi, 2004), p. 210.

49Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: Rineka

Cipta, 1998),p. 64.


46/136

CHAPTER III

METHOD OF INVESTIGATION

A. Research MethodThere are two kinds of research. They are; quantitative and

qualitative. The methodology of the writers research is quantitative

method because the analysis stresses on the numerical data that processed

with statistic data. There are various research designs such as descriptive,

correlative, comparative, experiment and influence. Each of them is used

depends on the objective of the research.

This research will focus on using team word-webbing as method to

measure students reading comprehension in learning news item text. The

writer will use quantitative measurement in analyzing data. This study uses

experimental research because this method establishes cause and effect

relationship. Rodgers and Brown said experiment is a situation in which

one observes the relationship between two variables by deliberately

producing a change in one and looking to see whether this alteration

produces a change in the other. An experimental research, it means

research methodology that can be used to search for treatment effect

anything against the other under conditions the uncontrolled.1The writer

wants to know the effectiveness of using team word-webbing to increase

students reading comprehension in news item text.

B. Participant and Setting1.Population

Population is the most significant factor in conducting a research.

Population is all cases, situations or individuals who share one or more

characteristic.2Population is overall subject of research.

3Population is a

region consisting of generalization; objects or subjects who have certain

1Sugiyono,Metode Pendidikan Pendekatan Kuantitatif, Kualitaif dan R&D, ( Bandung:

Alfabeta 2000), p. 107

3

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: RinekaCipta, 1998), p. 130.


47/136

qualities and characteristic that set by the researcher to learn and then draw

conclusion.4The population is the group of interest to the researcher, the

group to which she or he would like the result of the study to be

generalized.

The population of this study is the 10th

year students of MA Darul

Amanah Sukorejo Kendal. The 10th

grade students divide into 5 classes.

Every class consists of 30 students.

2.Sample

Sample is part of population which is supposed to represent the

characteristic of the population. Therefore, sample is taken from part

population, but not whole. The part of population is observed is called a

sample. Sample is a group of individual which is taken from a given

population.5

I choose the two classes as samples. I choose the samples based on

the consideration that the classes have a little different score in English

achievement.

3.Sampling Technique

The writer determined the sample by using purposive technique.

The writer took the sample based on the students numbers and the same

average score of the 10th

year students of MA Darul Amanah in the

academic year of 2010/2011. The numbers of students in each class are as

follows:

X A: 40 X B: 38 X C: 37

X D: 34

On the basis of these data, the writer then took the two classes with

the same average score and have the same numbers of students; X A and X

C then were taken as samples. They were taken randomly as experimental

class and control class. In this study, the writer chose 30 students in each

class to be his respondent. Choosing samples, the writer use five pieces of

4

Sugiyono,Metode Pendidikan Pendekatan Kuantitatif, Kualitaif dan R&D,.P. 1175Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,, p. 27.


48/136

paper that was written the name of class in each paper, then the writer

choose 2 papers randomly. Class that was in the paper that the writer take

is became as sample.

4.Setting

This research is conducted in Islamic Boarding School of Darul

Amanah. In this place, the education program in Darul Amanah is

Tarbiyatul Muallimin Al-Islamiyah (TMI); its education combines some

curriculum such as Department of Religion Affairs, Gontor or Modern

Boarding School and Traditional Boarding School or salafy. Darul

Amanah has relation with Darunnajah Islamic Boarding School in

Jakarta.in Darul Amanah, there were several levels; they are MTs, MA and

SMK. Darul Amanah located in Sukorejo Kendal.

C. Research VariableVariable is a variation object of the study. Variable is the object of

research or something that become the concern of research. There are two

types of variables: dependent variable and independent variable. The

dependent variable is the variable of focus or the central variable on which

other variables will act if there is any relationship. The independent

variable is selected by researcher to determine the relationship with the

dependent variable.6So, the variables in this study are:

1. Independent variable is an input variable, that which causes, in part or

in total, a particular outcome, it is stimulus that influences response,

and antecedent or a factor which may be modified to affect an

outcome.7 It means that an experiment involves making a change in

the value of one variable called the independent variable. In this

research, the independent variable is using team word webbing in

teaching reading comprehension.

2. Dependent variable is the outcome variable that which is caused in

total or in a part by the input, antecedent variable. It is the effect,

6Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,. p. 118 -119.7

Louis Cohen, Lawrence Manion and Keith Mornson, Research Method in Education,(New York: Routledge, 2007) 6thEd., p. 504


49/136

consequence of or response to an independent variable.8It means that

dependent variable is observing the effect of that change on another

variable called dependent variable. The dependent variable in this

research is the increase of students reading comprehension. The

writer can measure it using students score from the test.

Based on the variables above, we can make indicators that support

the variables. The schema of indicators variables are stated as follows:

Table III. 1

Variable Indicators

1.( Independent Variable )Using Team Word-Webbing

a. Dividing students into group

b.Students work in group

c. Conducting roundtable around

students during activity

d.Preparing chart paper and color

pens

e. Using webbing ( mapping )technique

2.( Dependent Variable )The increase of Students Reading Comprehension in News Item Text

Sub-Variable Indicators

8

Louis Cohen, Lawrence Manion and Keith Mornson, Research Method in Education, p.504


50/136

a.Sub-Variable; Students

ability in understanding

News Item Text such as

b.Sub-Variable; Students

ability in explaining News

Item Text, such as

c.Sub-Variable; Students

ability in mentioning things

related News Item Text,

such as:

1)Identifying variation of sentence

structure in news item text.

2)Identifying rhetorical steps of the

text.

3)Identifying communicative

purpose of the text

1)Identifying mean idea of a

paragraph.

2)Identifying meaning of words in

the text

3)Identifying sentence meaning in

the text

Identifying events, participants,

settings of the text

D. Technique of Data Collection1.Documentation

The documentation method was to look for the data concerning

matters or the variable that took the form of the note, transcript, book,

newspaper, magazine, inscription, agenda, etc.9It refers to the archival data

that helps the researcher to collect the needed data. Documentation method

is to get a researcher data linked to research object that will be elaborated

in this research. This method is used to collect the data from the result of

students test. It is also to get the data of the students name list that

include in population and sample of research documentation of teaching

and learning process in English subject. The writer got the data from

teacher English guidance.

9Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktekp. 237


51/136

2.Observation

Observation was the activity that was done by the researcher to get

data. There were two kinds of observation, they were: Non systematic

observation which was done by the researcher without using instrument.

Systematic observation which was done by the researcher using instrument

as the guide of the research.10

The observation focuses on students activity in classroom. In this

part, the researcher used checklist as instrument to take information related

to the activity in the class room. The observation paper can be seen in

appendix.

3.Test

Test is a set question used to measure the achievement or capability

of individual class.11

The purpose of a test are several, for example to

diagnose a students strengths, weakness and difficulties, to measure

achievement, to measure aptitude and potential, to identify readiness for a

program. In this Research, test is given to try-out class, control class and

experiment class. Tests were used to measure students reading

comprehension skill and were administered twice; namely, the pre-test and

post-test.

a. Pre-test

Before the teacher explains new material by using short movie, the

teacher will give a test to the students. Pre-test will be given before the

experience is run.

b.Post-test

Post-test will be given to the experimental class and the control class.

The text will be given in order to know the increase of students reading

comprehension in news item text. Post test will be given to the both of

class after receiving treatment. The experimental class taught in

10Suharsimi Arikunto,Dasar-Dasar evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2002)

3rd

Ed, p.15711Suharsimi Arikunto,Dasar-Dasar evaluasi Pendidikan. p. 158


52/136

teaching reading news item using team word-webbing. Besides that, the

control class taught without using team word-webbing.

In collecting the required data in the test the writer used multiple

choices. The choice of multiple-choice type was based on the following

considerations:

a. It was easy and consistent

b. It was easy to compute and determine the reliability of the test

c. It was economical because the number of items can be answered in a

short period of testing time12

Each of the tests consisted of some reading passages and 35

multiple choices reading comprehension questions followed in reading

passage. Correct answers were scored 1 each and wrong answers were

scored 0. Total score was 35. The test passage can be seen in appendix.

Before doing the test, researcher will do try out first. Good

evaluation of our tests can help us measure students skill more accurately.

Based on the statement above, before administering the real test (pre-test

and post-test), I conducted a try out test to assess the test quality.

E. Technique of Data analysisThe writer analyzes the data through giving test to the students it

needs some steps in analyzing of the data. The following are the steps had

been taken by the writer.

1.Try-out Instrument of the Test

a. Validity of Test

The validity is an important quality of any test. It is a condition in

which a test can measure what is supposed to be measured. According to

Arikunto,a test is valid if it measures what it purpose to be measured.13

J.B Heaton, Writing English Language Tests, (London: Longman, 1975), p. 12-13

13Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, p. 65.


53/136

The validity of an item can be known by doing item analysis. It is counted

using product moment correlation formula:

rxy =( )( )

( ){ } ( ){ }

2222yyNxxN

yxxyN

Where:

rxy : the coefficients of correlation between X and Y

N : the total of subject of experiment

X : the sum of score of X item

Y : the sum of score of Y item14

b.Reliability of Test

It means consistent. Reliability refers to the consistency of test

scores. Besides having high validity, a good test should have high

reliability too.

Alpha formula is used to know reliability of test is K - R. 20.15

=

2111

1 S

pq

n

nr

Where:

r11 : The reliability coefficient of items

n : The number of item in the test

P : The proportion of students who give the right answer

q : The proportion of students who give the wrong answer

2S : The standard deviation of the test

Calculation result of r 11 is compared with r table of product moment

by 5% degree of significance. If r 11 is higher than r table , the item of

question is reliable.

c. Degree of Test Difficulty

A good question is a question that is not really difficult and not

really easy. Formula for degree of test difficulty is.

Suharsimi Arikunto,Dasar-Dasar evaluasi Pendidikan. p. 73

15Sugiyono,Metode Penelitian Kuantitatif Kualitatif dan R&D, p. 132.


54/136

JS

BP=

Where:

P : The difficultys index.

B : The number of students who has right answer.

JS : The number of students.16

The criteria are:

P = 0,00 30,0 p Difficult question

P= 0,30 70,0 p Sufficient

P= 0,70 00,1 p Easy.

d.Discriminating Power

The discriminating power is a measure of the effectiveness of a

whole test. The higher and low values of discriminating power are the

more effective the test will be.

D =JA

BA

JB

BB

Where:

D : discrimination index.

JA : member of student in upper group.

JB : member of student in low group.

BA : member of students in upper group who answer the item

correctly.

BB : member of students in low group who answer the item

correctly.

The criteria are:

D < 0.2 is poor.

0.2 < D 0.4 is fair.

0.4 < D 0.7 is good.

0.7 < D 1 is very good.

16Sugiyono,Metode Penelitian Kuantitatif Kualitatif dan R&D, p. 207-208.


55/136

2.Pre-request Test

a. Normality Test

Normality test is used to know the distribution data normal or not.

To find out the distribution data is used normality test with chi-square. The

writer used Chi-square formula, as follows:

( )

Ei

EiOiX

k

i

2

1

2 ==

Cited from Sudjana.17

Where:

2X = Chi-kuadrat

iO = Frequency that was obtained from data

iE = Frequency that was hoped

k = the sum of interval class

b.Homogeneity Test

Homogeneity test is used to compare variance in a group of three

categories data or more and its categories can be compared fairly if the

categories are homogeneity. By18

:

1) Calculate Mean (X)

2) Calculate the Variance (S2)

Formula:

=

)1(

)1( 22

i

ii

n

SnS

3) Calculate B

= )1()(log 2 inSB

Formula: = 22 log)(10(ln ihitung SdkB

17Sudjana,Metoda Statistika, (Bandung: Tarsito, 2002). p. 272.

Soegeng Ysh,Dasar-dasar Penelitian Bidang social, Psikologi dan Pendidikan,

(Semarang: IKIP PGRI Semarang Press, 2006), p. 198.


56/136

c. Test of Average

It is used to examine average whether experimental class and the

control class that has been decided having significance different average.

The formula that is used in the t-test as follow:

21

21

11

nns

xxt

+

= Where:

2

)1()1(

21

2

22

2

11

+

+=

nn

snsns

Cited from Sudjana.19

Where:

1x = the mean score of the experimental group

2x = the mean score of control group

1n = the number of the experimental group

2n = the number of the control group

s = standard deviation

2s = variance

If the obtained score is higher than t-table score by using 5% alpha

of significance, Ho is rejected. It means that Ha is accepted: There is a

significant difference in reading achievement between the experimental

and control group.

F. Hypothesis TestProposed hypothesis test in average similarity with the right test is

as follows:

Ho=1 = 2

Ha= 1 > 2

If = 12= 2

2(has same variant), the formula is:

21

21

11

nns

xxt

+

=

2

)1()1(

21

2

22

2

11

+

+=

nn

snsns

19Sudjana,Metoda Statistika, p. 239.


57/136

Where:

1x = the mean score of the experimental group

2x = the mean score of control group

1n = the number of the experimental group

2n = the number of the control group

s = standard deviation

2s = variance

If = 12 2

2(has no same variant) the formula is:

Testing cri

jtptiain gdl muhammadmu 5363 1 haris 73 f

Documents