CHAPTER 1 : INTRODUCTION

1.0 INTRODUCTION

In this section, the researcher briefly describes about the important of learning English to
every students in Malaysia. There are some sub-skills in learning and teaching English and one
of sub-skill is reading, which is focused by researcher in her research.

She also states the definition of reading and some types of reading comprehension in
introduction. In my opinion, the definition and types of reading comprehension should be stated
in definition of terms sub point, which gather all the terms used in the title of research.

Besides, the researcher also emphasizes on problems in school which cause reading
comprehension instruction in English Language classes are not effective.

In introduction section, there is some lack of information about the importance and
benefits of her study. She should describe briefly who will get the benefit through her study.

After introduction section, the researcher should be continued with background of study
to prepare readers to gain a better understanding of the research topic in the relevant context.
Background of study also will interest readers to know more about the study. Maybe some
theories from previous researches can be included in the background section. Besides, some
various reports or statements about the learning English is also included.

1.1 STATEMENT OF PROBLEM

In statement of problem, the researchers try to change perception of reading which not
only the ability to sound the words printed in the paper but more than that. There are lots of
factors that produce reading comprehension among students. Besides, some issues among
students related to reading comprehension also emphasized

1.2 PURPOSE OF STUDY

The researcher has emphasized the reason why the study is conducted. In this study,
she hopes that her study will give some insight to English teachers and also to curriculum
makers in using comprehension strategies through Small-Group Interaction. Besides, students
also can get benefit if the method is implemented.
1.3 OBJECTIVES OF STUDY

For objective of study, the researcher states clearly what the objective she does the
study is. In this study, the objective is to find out the effectiveness of teaching reading
comprehension skill in Small-Group Interaction technique to help students in understanding
texts given.

1.4 RESEARCH QUESTIONS

The researcher identifies six research questions which are ‘MNEPATI’ four
characteristics of good research questions suggested by Fraenkel and Wallen(1993). The
suggested characteristics are feasible, clear, significant and ethical.

1.5 LIMITATION

The limitations stated in the study are size of samples (only Form 4 Science 1 students
in Sekolah Menengah Kebangsaan Ayer Baloi) , location of the school (rural school) and time
study conducted.

1.6 DEFINITION OF TERMS

The researcher only defines term of Small-Group Interaction and strategies involved in
the procedure of Small-Group Interaction technique. The researcher should also define reading
comprehension as the study investigates on this matter.
 CHAPTER 2 : LITERATURE REVIEW

2.0 INTRODUCTION

This section introduce some type of reading which usually used teaching and learning
process which are reading aloud and reading silently

2.1 WHAT IS READING

The researcher uses the previous study to define the meaning of reading.

2.2 PURPOSE OF READING

The researcher states lot of purposes of study according to book by other researcher to
support her literature review. Based on other book, she also explain the habit of reading among
people.

2.3 READING COMPREHENSION

This section describes the element in reading comprehension proposed by previous

study. The meaning of reading comprehension is also supported by the various resources. Two
sub topics is also discussed, which are scheme theory and metacognitive awareness.

2.4 COMPREHENSION SKILL

Based on previous study, the researcher states two skills involved. The steps involved in
two skills are described in detail.

As conclusion for chapter 2, the researcher uses lots of resources to support her study.
The resources used mostly secondary resources from other researchers. All the resources are
arranged in proper way to understand the readers about her research.
 CHAPTER 3 : RESEARCH DESIGN AND METHODOLOGY

3.0 INTRODUCTION

The researcher briefly explains ways to conduct the survey among the students.

3.1 THE POPULATION

Only 28 students from 4 Science 1 Sekolah Menengah Kebangsaan Ayer Baloi uses in
the study. Since the size of population used is small, the result that gets from the study cannot
be the concrete reason to identify the effectiveness technique used.

3.2 DATA GATHERING INSTRUMENTS

In data gathering instruments, the instruments used to gather the data in the study are
explained in detail. Flow chart is used to show the flow of research method of Small-Group
Interaction technique. The flow chart used is very benefit to readers in understanding the flow
of study in better way.

3.3 COLLECTION OF DATA

The ways of data collected are described briefly. Comparing the results between the
results of other groups is one the ways used in collection of data.

3.4 PRESENTATION AND RESULT INTERPRETATION

All the data collected are interpreted into some tables to make easy to the researcher
and also the readers to see the result of the study. Then, the researcher and readers can make
their conclusion to identify how effective the skills suggested in the study.
 CHAPTER 4 : PRESENTATION AND ANALYSIS OF DATA

4.0 INTRODUCTION

Presentation of data bases on the research questions which are stated earlier. Therefore, all
the results follow what are stated in researched questions. The overall marks score by the
students are compiled in one table. From the table, the readers can make comparison easier
between each group achievement and the effectiveness of using Small-Group Interaction
technique among the students. For addition, it is better if the result also presents in graph to
shows increasing or decreasing of the result.

4.1 ACHIEVEMENT OF STUDENTS USING SMALL-GROUP INTERACTION TECHNIQUE

Achievements of students in two groups are presented in three different tables to show
achievement of students by giving three passages. Here, the readers can see the effect of
students’ achievements while using Small-Group Interaction technique (experimental group)
and not using Small-Group Interaction technique (control group).
 CHAPTER 5 : SUMMARY, RECOMMENDATION AND CONCLUSION

5.0 INTRODUCTION

Overall description of the chapter is about.

5.1 SUMMARY OF FINDINGS

The result from the study is summarized in pie charts. From the result, it shows that
group of students who implement the Small-Group Interaction technique has higher marks
rather than the group of students who do not implement Small-Group Interaction technique.

5.2 LIMITATION OF STUDY

The limitation of the study actually has been stated in earlier chapter. So, I think that
there is no need to state again limitation of study.

5.3 IMPLICATIONS OF THE FINDINGS

From the results, the researcher found that the students who in the experimental groups
performed better results than the students in control group. Therefore, she suggests the teacher
to implement the Small-Group Interaction technique in helping students to increase reading
comprehension ability.

I also suggests to curriculum makers to include this technique in English as a Second

Language (ESL) curriculum in order to show how serious they are in increasing students
performance. They should also alert especially time provided to ESL subject to ensure this
technique is implemented in the school.

5.4 RECOMMENDATIONS FOR TEACHERS

In this study, the researcher do not states clearly his recommendations. She just
discusses the teachers’ attitudes that should be changed toward reading comprehension. For
me, she should not blame to teachers while they only use conventional ways in teaching ESL.
This is because, teachers usually face lots of challenges in implementing various techniques of
teaching especially due to time limitation.

It is better if she recommends teachers to spend their time for their students by providing
extra class for those who has reading comprehension problem. Other than that, due to time
limitation, teachers can ask students to do assignment in group by giving the passages to be
discussed in group. This method do not disturb class lesson.

5.5 CONCLUSION

In conclusion part, the researcher state again that Small-Group Interaction technique is
very effective in order to improve students’ performance in reading comprehension. She hopes
that this technique will be used by ESL teachers in classroom.

REFERENCE

Maznah, M.S. (2000). The Effectiveness of Small-Group Interaction In Improving Reading

Comprehension. Mara University Of Technology : Shah Alam.