Investigating the Effect of Buzz Group Technique on Students’ Reading Comprehension
- DOI
- 10.2991/assehr.k.200306.048How to use a DOI?
- Keywords
- buzz group technique, conventional teaching technique, reading comprehension
- Abstract
This experimental research aims to find out the effect of buzz group technique on students’reading comprehension at seventh grade of SMPN 5 Padang Panjang academic year 2018/2019. The research approach was quantitative approach and the technique of this research was experimental research. The population was 154 students of grade seventh. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. The experimental class was taught by using buzz group technique and the control group was taught by using conventional teaching technique. The data were collected through a reading comprehension test. The result of this research was showed by comparing t-observed and t-table. The researcher found that t-observed was 0.744 which is higher thant-table was 0.1671. It means that buzz group technique gives more significant effect on students’ reading comprehension than conventional teaching technique. From the result of the research, it can be concluded that buzz group technique gave very significant effect to the students’ reading comprehension. English teacher is suggested to apply buzz group technique in teaching reading comprehension in order that the students’ability in reading comprehension can improve.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yocha Falentina Helmy AU - Jufrizal AU - Jufri PY - 2020 DA - 2020/03/11 TI - Investigating the Effect of Buzz Group Technique on Students’ Reading Comprehension BT - Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019) PB - Atlantis Press SP - 289 EP - 293 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200306.048 DO - 10.2991/assehr.k.200306.048 ID - Helmy2020 ER -