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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
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iii
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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
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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
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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.
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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
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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.
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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
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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
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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
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xii
LIST OF PICTURE
Example of Team Word-Webbing, 10
Schema of Teaching Reading Using Team Word-Webbing, 28
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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