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THE USE OF SMALL GROUP DISCUSSION IN TEACHING 
READING COMPREHENSION AT JUNIOR HIGH SCHOOL 

 
Suriana Ningsi1, Bahrun Amin2, & Muh. Arief Muhsin3 

1.2.3 Muhammadiyah University of Makassar, Indonesia 
 

yana105351135016@unismuhmakassar.ac.id  
 

ABSTRACT 

The background of this research is that the use of the small group discussion method is more 
effective than the preaching method in teaching reading comprehension. understanding 
because they can read more comprehensively with their friends in small groups and then 
discuss the information they have read. The purpose of this study was to determine the effect 
of student learning outcomes by using small group discussions in learning reading 
comprehension. This study uses a quantitative method by giving tests, namely pre-test and 
post-test to twenty eighth grade students at SMP Muhammadiyah Camba. This research 
applied a pre-experimental design. The test given to students is in the form of multiple-
choice in the form of narrative text reading. The results of this study indicate that the 
experiment conducted by the researcher on students affects learning outcomes by Using 
Small Group Discussions in teaching reading comprehension. The average value in the pre-
tests is 49.25 while the post-tests have an average value of 82.75. It was provided in the value 
of the t-test (8.152) which was greater than the value of the t-table (2.093). It indicated that 
there were significant differences, this is also indicated H1 was accepted and H0 was 
rejected. 

Keywords: English Language Teaching, Reading Comprehension, Small Group Discussion  

 

INTRODUCTION 

Reading is an activity to get information from reading in the form of books, newspapers 
and others in the form of writing. Reading is defined as an activity between the reader and 
the text. While the reader sees the text and can interpret the meaning of the written symbol, 
it is the correct reading. In other words, reading is an activity that does not only take words 
from the text but requires the reader to interpret what happens in the text. According to 
Adhini (2017), reading is a gainful action since students get the data from the content as well 
as can expand their English capacity by implication. Even though reading is one of the 
approaches to build information and to rehearse language, numerous students despite 
everything did not comprehend the English content. At that point, the students' concern in 
understanding reading text is influenced by the method of instructing reading. In addition, 
the main goal of the reader is to understand the content of the reading, so the reader not just 
reading, but the reader should know the content of the reading contained in the text (Anwar 
et al., 2020). Besides, understanding student reading means that in which they can 

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understand what they read and that students usually use their basic knowledge, vocabulary, 
and knowledge of grammar, the experience of texts, and strategies to help them understand 
the text. 

Teaching the understanding of reading to effectively develop English text students. To 
develop an understanding of students' reading, students should have certain goals in their 
minds before they read the text. The proper method in teaching reading can attract students’ 
interest to interact with various types of text. Summary, in teaching reading the teacher must 
use the right techniques. The technique of teaching reading must coincide to read efficiently 
and effectively. In addition, in the teaching of reading, the teacher must make students more 
active in the learning objectives. For students to be more active and if class conditions 
become a reality, teachers are advised to try to apply reading comprehension learning 
techniques using Small Group Discussions. This method can activate more students and 
create a controlled environment in the classroom according to the learning objectives. 

The Small Group Discussion is two or more students talking face-to-face, with or 
without an assigned leader, so that every person is influenced by all other people in the 
group. The Small Group Discussion is a teaching process by holding Small Group Discussions 
so students have the skills to solve problems related to subject matter and problems 
encountered in daily life. The small-group discussion also means the process of two or more 
individuals interacting globally and facing each other about a particular goal or goal through 
exchanging information, defending opinions, or solving problems. According to Rusmiati 
(2015:32) expressed that small group discussions encourage students to think profoundly 
and express their plans to other people. Small group discussion can be a useful method to 
help students in the reading process and give them a clear understanding of what they read 
and it helps them comprehend a text. Within the group, students are free to discuss answers 
to questions or problems in the group 

The small group discussion offers students the opportunity to give and receive 
suggestions in practising negotiating the meaning of a passage. In a small group discussion, 
students are required to combine their different ideas with other students in the same group 
to understand the text well. In this study, researchers tend to find out whether there is an 
effect on student learning outcomes by using small group discussions in teaching reading 
comprehension. Then, as shown earlier, the instrument used in this study is a folklore 
question (text narrative) that aims to determine student learning outcomes in reading 
comprehension by using multiple-choice questions. 

Group work is a learning process in the classroom consisting of two or more students 
who interact with each other where each group member has the opportunity to express their 
ideas or ideas. With group discussions, students can exchange information to make decisions 
or solve a problem. Group work activities aim to solve a problem topic given by the teacher 
in the form of oral or written. Better and involve a small group of students who work together 
elsewhere to carry out certain goals in learning. group work activities of most students have 
a positive impact on the learning process because group work activities help students 
complete the tasks given by the teacher quickly, improve student communication and 
develop teamwork skills. If students use group work activities in class, students can 
understand how to express ideas, opinions and help each other to solve problems in learning 

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In addition, reading comprehension is the main objective of reading where students 
might understand the text they are reading. The success of the teaching of reading can be 
seen when students finally understood the text. Students must understand the reading that 
is read because reading comprehension is very important in gathering information, not just 
for understanding texts but for broader learning, success in education, and work. In reading 
comprehension, of course, the reader relies on at least adequate word reading. The reader 
does not understand of content in the text if can not identify the words of the text. So good 
reading comprehension will depend on readers who have good linguistic elements so that 
they can understand the reading. This requires an understanding of the individual words and 
phrases required. However, generally, understanding requires significant meanings of 
words and sentences. 

Reading comprehension is basic in reading because by understanding reading students 
can get information from the reading. We often encounter students who do not like to read, 
therefore we as teachers must encourage students to be diligent in reading with techniques 
that are interesting for students. Small group discussion is a good technique for teaching 
because it allows you to play while exchanging ideas with a group of friends. Some people 
like to read because they understand the content of the reading. Everyone agrees that 
reading comprehension is not a simple question of recognizing individual words or even 
understanding. Reading can make students have broader knowledge related to the world. 
The conclusion from the description above is that reading comprehension is the main goal 
of the reader to find out the content of the reading by utilizing the vocabulary and grammar 
used by the reader to understand the meaning contained in the reading. So that it can 
increase knowledge about world events. 

There is previous relevant research from Setyaningsih Endang (2012), who studied 
“The Use of Small Group Discussion to Improve Students’ Reading Comprehension”. The 
method of research used is descriptive qualitative and descriptive quantitative. The research 
findings show that the use of Small Group discussions could improve students’ reading 
comprehension. In addition, Small Group discussions could be used to improve the class 
situation. The research also found the strengths and the weaknesses when Small Group 
Discussion is used in teaching reading. 

Siti Nurhamidah (2018), studied “The Analysis of Teachers’ Strategies in Teaching 
Reading Comprehension at SMAN 2 Padang Bolak”. This research is a qualitative method. 
From the results of the study, it was found that the teacher activated the students' schemata 
to be able to understand the text in reading and reading aloud activities. Meanwhile, the 
problems faced by teachers in teaching are noise in class, laziness to study, lack of media in 
learning, and lack of motivation from parents to learn. In this case, it is recommended for 
teachers to do several things such as motivating students to study harder, giving advice for 
those who often make mistakes noise or falling asleep while studying or moving seats from 
one place to another, and giving awards or prizes for students who understand the lesson 
quickly. 

Ningsih Citra Kurnia (2019), studied “The Effect of Using Small Group Discussion in 
Reading Comprehension at Eighth Grade of SMP 2 Jawilan”. The researcher used the 
quantitative method. The result of students’ achievement from pre-test to post-test showed 

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that there was a significant difference between students’ reading skills from the 
experimental class that received treatment and the control class that did not receive 
treatment. Students in the experimental class got a better score in reading than students 
from the control class.  

Based on several previous studies that have been described above, there is a difference 
between this study and previous research. This research focuses on experimentation using 
pre-test and post-test to students. Reading text given to the student is a form of narrative 
text in the form of multiple choice. 

The purpose of this study is to determine the effect of student learning outcomes by 
using Small Group Discussions in teaching reading comprehension to eighth-graders. So 
there is a significant difference between the pre-test and post-test. 

METHODS 

The method used in this research is an experimental research method with a 
quantitative approach. In experimental research, several forms of experimental design were 
used, namely: Pre experimental design, true experimental design, factorial design, and quasi-
experimental design. In this study, researchers used design research namely Pre 
experimental design, because Pre experimental is a research design that was not categorized 
as a real experiment. There is still external variable that influenced the formation of variables 
dependent. So the experimental result was not solely the dependent variable influenced by 
independent variables. This can happen in the absence of variable control, and the sample 
was not chosen randomly. 

There are several types of pre-experimental designs, namely: One-shot case study, One 
group pre-test post-test design, One group pre-test post-test design, and Intact group 
comparison. So this study, researchers used One group pre-test post-test design in class. For 
the One group pre-test post-test design, there is a pre-test before did treatment, the 
treatment results can be known more accurately because it can compare with the conditions 
before being treated. The experimental class was treated by using reading text to test 
students' reading comprehension. 

In this study, researchers used the nonprobability sampling technique used the 
purposive sampling method to determine the sample research. The reason researchers use 
non-probability sampling techniques in the purposive sampling method is that this method 
is practical in taking research samples. Thus, the sample taken for this study is class VIII, 
totalling 20 students at SMP Muhammadiyah Camba, South Sulawesi. 

The pre-test gave to determine the students' ability in understanding the reading text. 
Moreover, the post-test was given after the researcher did the treatment in the classroom. 
The results of the pre-test and post-test were compared to determine the ability of students 
before and after applying small group discussion techniques in teaching reading 
comprehension. It showed whether students understand the reading text or not. There were 
twenty questions of multiple choice. 

To collect data, the researcher conducted a pre-test in the experimental class. The 
purpose of the pre-test is to determine the students' comprehension ability in understanding 
the reading text. Give the first appointment before treatment. The test consisted of 20 

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multiple choice items in the form of narrative text questions, and students are given 40 
minutes to answer the questions given on the answer sheet. The first researcher conducted 
a self-introduction and explained the purpose of his research to the students. Then the 
researcher gave a pre-test. 

After giving the pre-test, at the next meeting the researcher was treated to an 
experimental class using the Small Group Discussion technique of the learning process. The 
researcher conducted a pretest twice with the first story question being Cinderella and the 
second story being Pinocchio, each of which had ten multiple-choice questions. so a total of 
twenty questions. 

After being given treatment, a post-test was given to students with the same questions 
as the pre-test. It aims to determine whether is an influence on student learning outcomes 
by using the Small Group Discussion technique in teaching reading comprehension or not. 
Students are given 40 minutes to answer all the questions provided on the answer sheet. The 
results of the pretest and posttest were compared to determine the students' abilities before 
and after applying of Small Group Discussion method in teaching reading comprehension. 

RESULTS 

At first, when the researcher came to SMP Muhammadiyah Camba, the researcher met 
the principal and gave him a research permit from the Unismuh Makassar campus. After 
conveying the objectives to the principal, the researcher meets with Jafar, S.Pd as the English 
teacher for second-grade students. The researcher asked permission to research within a 
period of six class meetings with the English teacher.  

Teaching-Learning Process 

The First Meeting 

At the first meetings, the researcher introduced herself and approached students so 
that students could receive the lesson well. The researcher also explained the aims and 
objectives of the learning. The researchers check the attendance list by mentioning it one by 
one. 

The researchers also gave entertaining and educational questions related to the 
narrative text. The purpose of this question is so that researchers can see students' English 
comprehension skills so that researchers can easily divide groups based on students' English 
understanding. The researcher divided the students into five groups and each group 
consisted of four students. 

After that, the researcher gave a pre-test sheet in the form of Cinderella and Pinocchio 
reading texts. After the initial test was given, the researchers asked the students to complete 
it within forty minutes. Determine basic abilities of the students before researchers did 
treatment. After all, students completed the questions given, the researcher asked students 
to collect the answer sheets that had been answered. Before ending the meeting in class, the 
teacher informs the students about what will do at the next meeting. 

The Second Meeting 

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In the second meeting, researchers entered and greet the students. Researchers 
checked the attendance list to open activities and called the names of students one by one. 
The researcher also explained the learning objectives. 

The researchers divided students according to their respective groups. Each group 
consists of four students. The researcher explains narrative text and examples. After 
explaining, the researcher gave one example of reading text to each group. Before ending the 
meeting in class, researchers and students conclude the lesson and the researcher explains 
the lesson plan at the next meeting. 

The Third Meeting 

In the third meeting, researchers welcomed teaching in the classroom. The researcher 
checks the attendance list at the opening activity and mentions the names of students one by 
one. The researcher also explained the learning objectives. 

After that, the researcher asked about the lessons taught at the previous meeting and 
explained again about examples of narrative texts. at the end of the lesson, the researcher 
delivered the lesson plan at the next meeting. 

The Fourth Meeting 

At the fourth meeting, researchers welcomed the students. The researcher checks the 
attendance list at the opening activity and mentions the names of students one by one. The 
researcher also explained the learning objectives. 

After that, the researcher gave examples of garlic narrative text in each group to read 
and interpret the meaning of the reading. at the end of the lesson, the researcher delivered 
the lesson plan at the next meeting. 

The Fifth Meeting 

At the fifth meeting, researchers welcomed the students. The researcher checks the 
attendance list at the opening activity and mentions the names of students one by one. The 
researcher also explained the learning objectives. 

Then, the researcher gives a post-test about Cinderella and Pinocchio to the students 
to answer. The researcher gave 40 minutes to do the multiple-choice questions which 
totalled twenty numbers. After finishing working on the questions, the researcher collected 
and explained the lesson plans for the next meeting. 

The Sixth Meeting 

At the sixth meeting, researchers welcomed the students class. The researcher checks 
the attendance list at the opening activity and mentions the names of students one by one. 
The researcher also explained the learning objectives. 

At the sixth meeting, the researchers gave prizes to the group that had the highest score 
and also to all students. and at the end of the meeting, the researcher said goodbye to all 
students and teachers. 

The Result of the Data Analysis 

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The researcher used a story text in the form of multiple-choice questions to determine 
student learning outcomes using small group discussions in the reading comprehension of 
eighth-grade students of SMP Muhammadiyah Camba. Based on student learning outcomes 
following data analysis conducted and answered by students are as follows 

The Results of Students' Pre-Test and Post-Test 

Table 1. Result  Pre Test And Post Test 

No Indicators Pre-test Post-test 

1. The first task ( Cinderella ) 52 81.5 

2. The second task ( Pinokio ) 46.5 84 

 ∑X 98.5 165.5 
 �̅� 49.25 82.75 

Table 1 above shows that student learning outcomes in the first task have increased 
(56.73%) an average of pretest (52),  posttest (81.5) about the reading text entitled 
Cinderella. While student learning outcomes in the second task have increased (80.64%) 
from the average value of the pre-test (46.5) and post-test (84). 

The Results of Pre-Test about the Reading Text Entitled Cinderella 

Table 2. Pretest About The Reading Text Entitled Cinderella 

No. Category Score Frequency Percentage (%) 

1. Excellent 81-100 0 0 
2. Good 61-80 5 25 
3. Fair 41-60 10 50 
4. Poor 21-40 4 20 
5. Very Poor <20 1 5 

Total 20 100% 

Tabel 2 above explains the results of the student pretest in the Cinderella story, no 
students got the excellent category, there were 5 (25%) good categories, 10 (50%) fair 
categories, 4 (20%) poor categories and 1 (5%) very poor categories. 

The Results of the Students' Post-Test about the Reading Text Entitled Cinderella 

Table 3. Students' Post-Test about the Reading Text Entitled Cinderella 

No Category Score Frequency Percentage (%) 

1. Excellent 81-100 9 45 
2. Good 61-80 8 40 
3. Fair 41-60 3 15 
4. Poor 21-40 0 0 
5. Very Poor <20 0 0 

Total 20 100% 

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Tabel 3 above explains the posttest results of students in the Cinderella story, there are 
9 (45%) students in the Excellent category, 8 (40%) students in the Good category, and 3 
(15%) students in the fair category. 

The results of the Students’ Pre-Test about the Reading Text Entitled Pinocchio 

Table 4. Students' Post-Test about the Reading Text Entitled Cinderella 

No Category Score Frequency Percentage (%) 

1. Excellent 81-100 0  
2. Good 61-80 2 10 
3. Fair 41-60 8 40 
4. Poor 21-40 9 45 
5. Very Poor <20 1 5 

Total 20 100% 

Table 4 above explains the students' pre-test results in Pinocchio's story, there are 2 
(10%) students in the good category, 8 (40%) students in the fair category, 9 (45%) in the 
poor category, and 1 (5%) students in the very poor category.  

The results of the Students’ Post-Test about the Reading Text Entitled Pinocchio 

Table 5. the students’ post-test about the reading text entitled Pinocchio 

No Category Score Frequency Percentage (%) 

1. Excellent 81-100 9 45 
2. Good 61-80 10 50 
3. Fair 41-60 1 5 
4. Poor 21-40 0 0 
5. Very Poor <20 0 0 

Total 20 100% 

Table 4.5 above explains the post-test results of students in Pinocchio's story, there are 
9 (45%) students in the excellent category, 10 (50%) students in the good category, and 1 
(5%) in the fair category. 

T-test value 

Analyzing T-test using to find out the significant difference of the students’ result of 
pre-test and post-test. To know the level of significance 5% (0.05), degree of freedom df=N-
1 (df is N – 1 20-1=19) it is found that the T-table value was 2.093 the result of the calculation 
is shown as follows : 

Variable T-test T-table 

Reading comprehension 8.152 2.093 

 

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The comparison between the scores t-test and t-table. The value of the t-test is greater 
than the t-table. The score in the variable of students’ reading comprehension (8.152 > 
2.093). 

It can be concluded that there is a significant difference between the results of the 
students’ reading comprehension before and after using small group discussions. This also 
means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was 
accepted. 

DISCUSSIONS 

This research was conducted in the eighth grade of the second semester at SMP 
Muhammadiyah Camba, Camba sub-district, Maros. The purpose of this research is to 
determine student learning outcomes by using small group discussions in teaching reading 
comprehension. 

This study examines using  Small Group Discussion techniques to improve students' 
reading comprehension. Researchers succeeded in collecting data using pretest and posttest, 
teaching narrative reading texts and multiple-choice questions as instruments to answer 
research questions. The pre-test on the first reading text (Cinderella) and the second reading 
text (Pinocchio) have the final score is 49.25. While the post-test on the first reading text 
(Cinderella) and the second reading text (Pinocchio) have the final score is 82.75. This means 
that the researcher concludes that is a significant difference between the experimental class 
and before the experimental class. From these calculations can be concluded are differences 
in student scores before and after receiving treatment.  

So, from this explanation, the researcher concludes that the null hypothesis (H0) is 
rejected and the alternative hypothesis (H1) is accepted, meaning that this research can 
affect students' outcomes reading comprehension by using small group discussions. 
Therefore, the hypothesis states that there is a significant difference in students' reading 
comprehension after implementing small group discussions in teaching reading 
comprehension. 

The findings can be explained that the group work activities of most students have a 
positive impact on the learning process because group work activities help students 
complete the tasks given by the teacher quickly, improve student communication and 
develop teamwork skills. If students use group work activities in class, students can 
understand how to express their ideas, opinions and help each other to solve problems in 
learning. This is related to Kondo's (2010) theory which states that group work activities 
provide positive responses and are also revealed such as helping each other, reducing 
individual workloads, encouraging students to participate in these activities. 

Group work is a method of teaching by dividing students into several groups and they 
work together in solving problems or carrying out certain tasks and trying to achieve 
teaching goals that have been determined by the teacher. Group work activity is a method to 
discuss a certain topic by expressing the opinion of each individual to solve a problem 
utilizing discussion and group work activities to help increase student interest and 

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motivation. Better and involve a small group of students who work together elsewhere to 
carry out certain goals in learning. 

Group work is very helpful for students in reading comprehension because they 
exchange opinions so that which helps students in doing assignments. When the researcher 
taught at the eighth grade Muhammadiyah Camba Middle School, the researcher found that 
the students were more active in expressing ideas. 

This theory is the same as the observations of researchers who found that group work 
activities provide more information or knowledge to students because students receive 
input from friends or teachers so that students can understand the subject matter and 
automatically students have better learning achievements. 

CONCLUSION 

There is an influence on student learning outcomes by using small group discussions 
in teaching reading comprehension. Student learning outcomes using small group 
discussions in teaching reading comprehension can be seen in the pre-test results obtained 
are 49.25 while the final post-test results are 82.75. Where the final results of the pre-test 
from the combination of the first reading text (Cinderella) and the second reading 
(Pinocchio) are summed as a whole, divided by two and the final result is divided by the 
number of eighth-grade students. Meanwhile, the final post-test results obtained from the 
combined scores of the first reading text (Cinderella) and the second reading text (Pinocchio) 
are totalled divided by two and the final result is divided by the number of students (sample). 
Researchers concluded that there is a significant difference in students reading 
comprehension at SMP Muhammadiyah Camba for the academic year 2020/2021 by using 
small group discussions during the pretest and posttest. That is, there is an influence on 
student learning outcomes by using small group discussions in teaching reading 
comprehension. 

ACKNOWLEDGEMENT 

Alhamdulillah, thanks to Allah SWT, who has allowed me to complete this article as well as 
possible. With His permission and blessing, the author was able to complete this journal. The 
author realizes that this journal would not be finished without prayers, support and 
encouragement from various parties. In this opportunity, the writer would like to say many 
thanks to: 

1. Prof. Dr. H. Ambo Asse, M.Ag. as Chancellor of the University Muhammadiyah Makassar. 
2. Erwin Akib, S.Pd., M.Pd., Ph.D. as Dean of the Faculty of Teacher Training and Education, 

University of Muhammadiyah Makassar. 
3. Dr. Ummi Khaerati Syam, S.Pd., M.Pd. as the Head of the English Education Study 

Program, Faculty of Teacher Training and Education, University of Muhammadiyah 
Makassar. 

4. Dr. H. Bahrun Amin, M. Hum. as the Advisor I lecturer who has provided guidance in 
completing this journal. 

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5. Arief Muhsin, S.Pd., M.Pd. as supervisor II who has provided direction as well as 
motivation in guiding the author in compiling this journal. 

6. Beloved father and mother, the greatest people in this world, who always give 
encouragement and motivation, people who always provide prayers, and help me when 
compiling this journal. 

7. All parties who cannot be mentioned one by one, thank you for everything. 

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