Pamungkas, Rinu (2010) The implementing of group competition strategy applied in three-phase technique in teaching reading comprehension at SMPN 10 Malang / Rinu Pamungkas. Diploma thesis, Universitas Negeri Malang.
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i ABSTRACT Pamungkas Rinu. 2009. The Implementation of Group Competition Strategy Applied in Three Phase Technique in Teaching Reading Comprehension at SMPN 10 Malang. Thesis English Department Faculty of Letters State University of Malang. Advisor Dr. Arwijati Wahyudi DipTESL. M.Pd. Key words group competition strategy three phase technique teaching reading. Group competition strategy applied in three phase technique is one of the techniques which can be applied in teaching reading. It is considered a good technique which can make students interact actively in the class activity especially in reading lesson. Group competition strategy is a group discussion activity the purpose of which is to explore the students understanding about a reading text by constructing some questions. Then the questions are discussed in a kind of panel discussion in which a member of a certain group asks a question to a member of another group. It is applied in three-phase technique because the activities in group competition strategy prior discussion small group discussion and panel discussion are like the activities in three-phase technique pre-reading activity whilst-reading activity and post-reading activity. Group competition strategy is expected to contribute some advantages. First students have chances to use the language actively because each of them has to give question to their friends and answer the question from their friends. Second an active and more alive class with highly motivated students may happen. This study was intended to describe the implementation of group competition strategy applied in three-phase technique in teaching reading comprehension at Junior High School (SMP) level. This study is a descriptive qualitative study. The subjects of this study were thirty-nine students of SMPN 10 Malang. The instruments used to collect the data were lesson plans research journals records of students participation questionnaires and teacher s instructions. All the data gained from all the instruments were collected qualitatively. The researcher then analyzed the data qualitatively in descriptive explanation. The next step done by the researcher was describing the findings. The results of this study was concluded and presented in the form of a description The findings of this study were as follows first group competition strategy applied in three phase technique could be implemented well in reading class. Although it is still a new technique to be implemented in reading class students could do all activities in group competition strategy well. Second students could interact well during the implementation of group competition strategy in the prior discussion small group discussion and panel discussion. Third all students were actively involved in the implementation of group competition strategy. In every meeting most students could answer correctly the constructed questions and got scores. Students tended to be active in the class because of the competition atmosphere. Each of them ii had the opportunity to be involved in that activity. Fourth most students liked the implementation of group competition strategy. Students said that the process of constructing questions in the implementation of group competition strategy were neither easy nor difficult. The facilities which were provided by researcher were good. In addition reading material given was neither easy nor difficult. Most of the students said that group competition strategy helped them to comprehend texts. Furthermore most of them stated that group competition strategy helped them in learning reading and English. Finally most of them said that it was really necessary to be continued in English class. Based on the result of this study it is suggested that English teachers apply group competition strategy in reading class to encourage students to be active and more motivated in learning reading to develop their critical thinking and to interact well in their reading class. Furthermore they should encourage students to speak up in English during the class. The schools are suggested to be ready with the facilities needed for group competition strategy. Finally other researchers are suggested to use this research as a reference to do experimental research to know whether or not group competition can affect the reading ability of the students.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Bahasa dan Sastra Inggris |
| Depositing User: | library UM |
| Date Deposited: | 19 Jan 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10944 |
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