8. vanitia 113 127 (v2)

THE IMPLEMENTATION OF GAMES THROUGH SMALL GROUPS IN TEACHING READING COMPREHENSION

(AnExperimental Study at SMPN 7 Banda Aceh)

BySofyan A. Gani &Vanitia

ABSTRACT

The objective of this research is to investigate the effects of the implementation of games through small groups to the eighth grade students of SMPN 7 Banda Aceh. The main purpose of the study is to investigate whether the students who are taught by implementing games through small groups achieve a better score in reading comprehension than those who are taught by implementing conventional technique. For this purpose, there are two classes taken as the sample both control class and experimental class that consists of 30 students for each class. In addition, the data is collected through quantitative and qualitative data. The quantitative data are obtained from the result of pre-test and post test score of the students’ reading comprehension. While, the qualitative data are obtained from the questionnaire distributed at the end of teaching to know the students’ responses toward the implementation of games through small groups in teaching reading comprehension. The result of the data analysis of the quantitative can be seen from the result of the post-test scores of each class in which that the mean of the post test scores of the experimental class is 82,5 while the mean of the post test scores of the control class is 69,9. By comparing t-test score and t-table score, it is shown that the result of t-test is 5,01 while the result of t-table at a level of significance with @=0,05 is 2,02. It means that t-test score is higher than t-table score (5,01>2,02). In this phase, alternative hypothesis is accepted. It can be concluded that the students who are taught by implementing games through small groups achieve a better score in reading comprehension than those who are taught by implementing conventional technique. The analysis of questionnaire data also shows that, the applied technique had successfully attracted and motivated students in learning reading comprehension. Almost all the students strongly agree that the technique has given good impact to the students and it has encouraged their confidence during the lesson. Besides, the ideas would be transferred actively since they are well-interacted in the

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Implementation,Games, Small groups...(Sofyan & Vanitia)

group formerly formed. In conclusion, games through small groups are very effective in increasing the students reading comprehension skill.

Keywords: Implementation,Games, Small groups, Reading Comprehension.

INTRODUCTION

Reading as one of the four language skills is very important to be learned.According to Nuttal (1996: 4), reading is defined as a process to get meaning from a text. Furthermore, Richard (1998: 190) states that reading is the exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance ofthese messages. In addition, reading is an activity of getting meaning from written text which aims at understanding the information in it.

Demanding for students’ success in national examination, teachers must focus on teaching skills in reading, especially reading comprehension, because most of the question items deal with reading comprehension from 50 questions totally answered by students. Unfortunately, the fact shows that the teachers do not apply interesting techniques yet in order to motivate students become active and creative in learning reading comprehension. However, the students are asked to work individually. The important goal for the students is only to be able to translate the text and answer the exercise based on the text. The role of the teacher and the students who use the technique are considered very conventional. The teachers are the only ones who own the authority in the classroom.In the other words, the teacher is the one who provide input in teaching learning process.

In addition, Dechant (1982: 336) had mentioned a number of reasons for students’ failure in reading text. He states that:

“They cannot use dictionary; cannot locate words in a dictionary; cannot use diacritical markings to determine the correct pronunciation of the word; cannot find the meaning appropriate to the context; cannot use guide words, accent, and syllabication cues;

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EEJ, Vol. 5, No. 1, January 2014

cannot interpret phonetic retellings; cannotuse cross references; and cannot determine the plural, the part of speech or the sense of words, form the information as it is given”.Many ways have been implemented to avoid such problems. One of

which is games. An effective games through small groups used in teaching reading can stimulate students to comprehend texts more easily.Brown (2007: 230) selects the appropriate group task into some categories. They are games, dramas, projects, interview, information gap, jigsaw, and problem solving. In this research, however, games through small groups are chosen in teaching reading comprehension.

According to Brown (2007: 224), there are four advantages of group work; (1) Group work generates interactive language, (2) Group work offers an embracing effective climate, (3) Group work promotes learner responsibility and autonomy and (4) Group work is the step toward individualizing instruction. It means that the group work, especially in small groups is the style of teaching in which the activities are focused on students’ interaction.

Furthermore, according to Hadfield (2004: 4), game is an activity with rules, a goal, and an element of fun. In addition, Lee Su Kim (1995) describes that there are many advantages of using games in the classroom; games are welcome break from the usual routine of the language class. Teaching by applying game will create a good atmosphere in the class where the students will be more interactive in learning language. Besides, games help the students to sustain the effort of learning and provide language practice in the various skills; speaking, writing, listening and reading. In short, using games in learning reading can encourage students to interact and communicate with each other so that they can discuss the text actively. Related to the fact, it is no doubt that in the small groups, students offer each other input at their own level of language understanding to solve the difficulties in learning reading comprehension. For instance, the students work together to find the way how to answer reading comprehension questions, finding details, references, vocabulary, main ideas and inferences in the text. In short, all of the difficulties in learning reading can be solved easily.

Based on the explanation above, there are twokinds of researchproblems in this study. First, quantitatively, this research tries

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to answer the following question: “Do the students who are taught by implementing games through small groups achieve better score in reading comprehension than those who are taught by implementing conventional technique?”. While, second, through qualitative method, this research formulate this question “ how are the students’ responses toward the implementation of games through small groups in teaching reading comprehension?”.

LITERATURE REVIEWGAMES

Harmer (1991:101) states that games are vital part of a teacher’s equipment, not only provide the language practice, but also for the therapeutic effect they have. They can be used at any stage of class to provide an amusing and challenging from other classroom activity. It means that if the students feel excited on their experience in learning reading by implementing games technique, they will also feel moremotivated in learning the reading itself.

Games are interesting activities to use in teaching learning process. The implementing games in teaching differs from the conventional teachingtechniques such as asking students to do repetition, memorization, and translation which seem to unmotivated to learn. Teaching English through games will cheer the students up and make language learningprocess more pleasurable and easier tofollow. It is clear that games motivate students to be more effective for them to learn reading comprehension. Games will help them comprehend the text in a more spontaneous, fun, and better environment. Besides, games are particularly appropriate for most students who have lower attention toward learning English. Since the nature of games provides joy and excitement, thus, it can keep the students’ attention in learning.

When reading comprehension is taught with games, it is expected to have different atmosphere in the teaching learning process. Games are expected to provide a better atmosphere and a lot of fun while learning in the classroom. Implementing gamesin the classroom will put the students in a situation where the students will have a good time in learning reading comprehension.

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Therefore, teachers should be more active and creative in designing appropriate games to be applied in teaching reading comprehension.

Implementing games in language teaching can help students develop their reading comprehension. Wright (1986: 2) proposes four major advantages of using games in language learning; they are: (1) Games help and encourage many students or learners to sustain their interest and work on learning a language, (2) Games can help teachers to create contexts in which language is useful and meaningful, (3) Games provide the repeated use of language form or drill, and (4) Games can be found to give practice in all the skills, in all the stages of the teaching learning sequence and for many types of communication.

Based on the above information, it is clear that games make the students feel the “play while learning” atmosphere. Thus, it providesa less-pressured atmosphere for the teacher and the students, but certainly the learning process is still serious because the skills in the English are still taught effectively.

SMALL GROUPS

Small groups encourage students to think deeply and express their own ideasto others. The relationship among the students in the group will be closer and it will likely give chance as well as challenge in discussing the problems they faced during lesson which finally lead them to find the solution. Furthermore, according to Brown (2007: 224), group work is a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self-initiated language.

In addition, Harmer (1991: 245) explainsthatgroup work seems to be extremely attractive idea for a number of reasons. In thisphase, Interaction among the teacher and the students in small group focuses on producing a good result in teaching learning process in which everyone has a voice to explore their ideas to each other.

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METHODOLOGYSetting and Subject

This study was conducted for the eighth grade students at SMPN 7 Banda Aceh. Two classes were taken as the sample in this study. They were selected randomly from the six existing classes after the normality and homogeneity test had been done. Each class consists of 30 students. These two classes were takenas the experimental classes which the games through small groupsapplied in the teaching reading comprehension, whereas, another one was taught by implementing conventional technique.

PROCEDURE

Experimental design was used in this study as the procedure in collecting data. The pre-test was given to both classes before the treatment was given to the experimental class. The test type used in this research is a written test. The test is designed in the form of multiple choices ‘a,b,c, and d’ by choosing one correct answer. In the questions there are 3 descriptive and 3 recount texts. The texts are followed by questions. The total number of the questions is 20 questions. In this case, the students were asked to find main idea, detail information, vocabulary, reference and inference. For the experimental class, reading comprehension was taught through learning while playing by using 2 kinds of game; “True/ falsechairsgame” is adopted from Earles’s book (2005) and “a fun reading quiz game” is adopted from MadhaviGayathriRaman’sresearch (2004).

“True/false chair game” was used in the first meeting. In this game, students practice to look for detail information from the text. Students in the groups compete each other in answering the detail information questions by sitting in the true/ false chair. Furthermore, “a fun reading quiz game” was used in the second and the third meeting. In this game, the students practice to design their own reading comprehension’s questions with friends in their own group. Then, the questions will be asked to the other group. This game creates the interaction among the students in their group by asking reading comprehension questions’ that they have made to other group. Thosegames were used with descriptive texts. While “

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true/false chair game” was repeatedly used in the fourth meeting and “ a fun reading quiz game” was used as well in the fifth meeting only which applied the recount text. Later, the control class was taught reading comprehension through the conventional technique.

In the last meetingorafterthetreatment of teachingbyimplementinggamesthroughsmallgroupstotheexperimentalclass, thepost-testwasgiventobothclasses. The questions in the post-test are the same as those in the pre-test.The aim of thistestistoevaluatethestudents’ abilityattheexperimentalclassaftertheyimplementedthegamesthroughsmallgroupsandalsotoevaluatethestudents’ abilityatthecontrolclasswithoutappliyingthetreatment.

Duringthelastmeeting, questionnairewasdistributed as welltotheexperimentalclasstofindoutthestudents’ responsestowardtheimplementation of gamesthroughsmallgroupsinteachingreadingcomprehension. It has tobeansweredin 15 minutes.

DATA ANALYSIS

There were some formula used in examining the first research problem, they are mean, standard deviation, and t-test. Before the data analyzed by using t-test, it is needed to examine the normality and homogeneity test first. In order to answer the second research question that is to know the students responses toward the implementation of games through small groups in teaching reading comprehension, the researcher used percentage formula as mentioned in Sudjana (2002).

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RESULT

Table 1

Statistical Summary of the Result of Normality test on the Pre-test of both Experimental and Control Class

xcount df Α x table

Experimenta

l Class3,09

5 0,05 11,07Control

Class

4,

16

Based on the level of significance with α = 0,05 and df = (1-

0,05)(the range of class-1 )= 5, it is found that x table2

= x(0 , 95)(5)

2 =11 ,07while xcount2

of experimental class is 4,16 whereas xcount

2 of control class is 4,16 . It means that xcount

2for both of classes

are lower thanx table2

. For experimental class xcount2

<x table2

in which

3,09< 11,07 and for control class xcount2

<x table2

in which 4,16 <11,07. It can be concluded that the data from the pre-test for both of the experimental and the control class on the pre-test have a normal distribution. Therefore, the null hypothesis was not rejected.

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Table2

Statistical Summary of the Result of Homogeneity Test on the Pre-test of both Experimental and Control Class

Fcount (n1−1 , n2−1 ) @ F table

Experiment

al Class

1,02 (29,29)0,0

51,90Control

Class

According to significant level of 5% Fcount for both of groups is

1,02 and Ftable is 1,90 By comparing the result of Fcount and Ftable ,

it shows that Fcount < Ftable in which 1,02 < 1,90 . It can be concluded that both of variances are homogeneous for the pre-test. It means that both samples are assumed in the same level of competence.

Table 3

Statistical Summary of the Result of Pre-test for both Experimental and Control Class

Experime

ntal

sgabt−test df α t−tableControl

Group

Group

N 30 11,7 1,02 5 0, 2,0 30

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5 8 8 05 2

x̄ 59,3 56,4

s2 136,29 140,1

8

s 11,6 11,8

The data shows that according to the level of significance

degree with (α) = 0,05 and df = (n1+n2−2)=(30+30−2)=58 , the result of t-table with the level of significance 0,05 is 2,02( t0 , 95 (58 )=2,02 ) and the result of t-test is 1,028. It means that the t-test is lower than t-table. By comparing the result from t-test and t-table, it is found that t-test< t-table in which 1,028 <2,02. This result indicates that there is no significance difference from the data of both classes.

Table 4

Statistical Summary of the Result of the Post-test both Experimental and ControlClass

Experime

ntal

sgabt−test df α t−tableControl

Class

Class

N 30

10,4

75,01

5

8

0,

05

2,0

2

30

x̄ 82,5 69,9

s2 97,15 122,6

s 9,8 11,05

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The data shows that according to the level of significance

degree with (α) = 0,05 and df = (n1+n2−2)=(30+30−2)=58 , the result of t-table with the level of significance 0,05 is 1,68 ( t0 , 95 (58 )=2,02 ) and the result of t-test is 5,01. Based on the criteria for test two means that if t-test < t-table, Ho should be accepted. On the other hand, if t-test>t-table, Ha should be accepted. By comparing the result from t-test and t-table, it is found that t-test>t-table in which 5,01>2,02. Therefore, Ha should be accepted since the value of t-table exceeds the t-test score. It means that the students who are taught by implementing games through small groups have better score in reading comprehension than those who are taught by implementing conventional technique on the post-test.

In term of techniques used during the treatment, 100% of the students strongly agree that the applied technique hadsuccessfully attracted and motivated students in learning English, particularly reading comprehension question. Then, almost all the students (93,4%) chose strongly agree that the technique has given a good impact to the students. It has encouraged their confidence during the lesson.Furthermore, the students chose strongly agree that the implementation of this technique in teaching reading has successfully made a large number of student feel enthusiastic toward the learned topic. Besides, the ideas would be transferred actively since they are well-interacted in the group formerly formed. Furthermore, 100% of them chose strongly disagreeaboutthestatementwhichstatesthatthestudentsare not happyinlearningreadingcomprehensionby implementing this technique.Finally, some students (6,6%) felt less complicated and progressive in comprehending English texts by implementing games through small groups.

DISCUSSION

After analyzing the data calculation result, it shows that the distribution of the experimental class and control class’s score on the pre-test was normal and the variance of the two classes’ score on the pre-test scores washomogenous. The data obtained from the

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pre-test score indicated that the students enrolled both the experimental classes and control class were equal. It is proven by the value of the independent t-test that the result of t-test is lower than the result of t-table (2,02>1,028). This result indicates that there is no significant difference between the data in both classes. In other words, it implies that the experimental and control classes were similar in term of their initial ability in reading comprehension on the pre-test.

Furthermore, the two classes were significantly different after having the treatment in several meetings.The means of the post-test scores for each class shows that the result of t-test is 5,01 while the result of t-table at a confidence level of 0,05 is 2,01. It can be assumed that the differences between two means are significant since the t-test exceed the t-table (5,01>2,01). Therefore, the null hypothesis (Ho) is rejected and consequently the hypothesis alternative (Ha) is accepted in which the students who are taught by implementing games through small groups achieve a better score in reading comprehension than those who are taught by implementing conventional technique. As stated by Agoestyowaty (2007) that games allow students to work co-operatively, compete with each other, to think in a different way, share knowledge, learn from others, learn from mistakes, work in a less stressful and more productive environment, and allow people to have fun. Thus, games help and encourage many students or learners to sustain their interest and work in learning a language.

Based on the questionnaire analysis, it can be described that the students’ responses was quietly positive toward the implementation of games through small groups in teaching reading comprehension. It can be seen from the responses of thestudentsin which there were 100% of students’ states that the applied technique had successfully attracted and motivated students in learning English, particularly reading comprehension questions. Next, most of students (93,4%) felt games through small groups were helpful because they could encourage their confidence and activeness to share their ideas in their group during the lesson. Moreover, most of them (83,4%) also assume that games through small groups in teaching reading comprehension can make them felt enthusiastic toward the learned topic. In short, reading

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comprehension can be excellent by implementing the technique. It is clear that as stated by Vygotsky (2007) that small groups can increase the understanding of the students’ competence in reading. Then, the students can communicate freely with their friends in their own groups. Besides, this sort of group creates a comfortable condition in a class room as the outstanding students will be motivated to transfer their knowledge to their group.

CONCLUSION AND SUGGESTION

Based on this experimental research it was found that after the treatment, the experimental class’ post-test shows that the students who were taught by implementing games through small groups achieved a better score in reading comprehension than those who were taught by implementing conventional technique in the post-test. It can be seen from the result of t-test score and t-table score, it was shown that the result of t-test was 5,01 while the result of t-table at a level of significance with α = 0,05 was 2,02. It means that t-test score is higher than t-table score. It can be concluded that the students who are taught by implementing games through small groups have a better score in reading comprehension than those who did not.

Students’ responses toward the implementation of games through small groups in teaching reading comprehension shows that the highest percentage gave positive responses to the statements. It means that the applied technique had successfully attracted and motivated students in learning English, particularly reading comprehension question. Then, almost all the students strongly agree that the technique has given good impact to the students and it has encouraged their confidence during the lesson. In addition, they also strongly agree that the implementation this technique in teaching reading comprehension has successfully made a large number of students feel enthusiastic toward the learned topics. Besides, the ideas would be transferred actively since they are well-interacted in the group formerly formed. It is absolutely proven that reading comprehension can be excellently taught by implementing this technique. In short, most students give positive response towards the implementation of games through small groups in teaching reading comprehension.

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In the end of the research, some suggestions are contributed in order to improve teaching learning reading comprehension which finally increases the students reading comprehension proficiency.

1. Teachers of English at junior high school should be creative in selecting interesting techniques and media in teaching learning process. Their innovative and creative thinking can make the class more alive and interesting.

2. Students should always practice their reading comprehension by reading many books. It is important to train their skill in comprehending the texts and to develop their knowledge about many things. Since reading comprehension is not a passive process, the students should be active and creative in exploring their ideas. Doing some more exercises both at school and at home is quite helpful. It is better that the students have a specific reading time each day to practice their ability in English reading skill.

3. For the schools, it is expected that the school provides the media needed for teaching English, particularly for those who concern to the development of reading comprehension. It is important to support the class activity. There are many kinds of games that can be applied in teaching English. It is very good if there is support from the school to provide the media. It can make both English teachers and students feel more excited during teaching learning process.

REFERENCES

Agoestyowati, R. (2007). 102 English games. Jakarta: PT GramediaPustakaUtama.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd ed.). New York: Longman.

Dechant, E. V. (1982). Improving the teaching of reading.(3rd ed.) Englewood Cliffs: Prentice- Hall.

Earles, A. (2005). Activity ideas for English teachers.Jombang: Unpublished

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Hadfield, J. (2004). Intermediate communication games. Harlow: Longman Ltd.

Harmer, J. (1999). The practice of English language teaching. New Edition. Harlow: Longman.

Lee, S. K. (1995). Creative Games for the language class. Forum, 33(1), 30-45. Retrieved on Oct 1, 2012 fromhttp://exchanges.State.Gov/ forum/vols/no1/p35.htm.

Madhavigayathri, R. (2004). “A fun reading quiz game (TESL TEFL)”.The Internet TESL Journal.Retrieved on Feb 1, 2012 from http:// www.Iteslj. Org./ Techniques/ Raman- Reading Game. Html.

Nuttal, C. (1996).Teaching reading skills in a foreign language. Oxford: Heineman.

Sudjana.(2002). Metodestatistika. (Edisi 5). Bandung: Tarsito.

Vygotsky’s ZPD and social Interaction ideas.(2007). Foundation for Group Learning.Retrieved on Sept 1, 2012 from http:// www.utexas.Edu/ courses/ svinicki/ old320/ group.html.

Wright, A. (2006). Games for language learning. (3rd ed.) New York: Cambridge University Press.

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