Using The Group Investigation Technique in Teaching Reading Comprehension

Abdul Gani Asyik, Zaiyana Putri


This study was conducted to investigate the effect of Group Investigation Technique (GIT) for teaching reading to second grade students of private high school in Pidie Jaya. An experimental design was used and the data were collected through a test as the instrument. Two sets of tests (pre-test and post-test) in the form of multiple choice items were administrated. The population of this study was all the second grade students of the school, and two classes were taken as samples, one for the experimental class (EC) and one for the control class (CC), with 36 students in EC and 32 students in CC. The findings showed that the GIT used for teaching reading improved the reading comprehension scores of the students concerned. The EC students had higher reading scores (=77) than those from the CC (=64). The reading abilities of the students in the different classes were different as indicated by the z-score. The z-score showed that the result of the z-count was 4.29, while the result of z-table at the level of significance 5% (α=0.05) was around -2.04+2.04. This means that the z-count was higher than the z-table (4.29>-2.04+2.04). Therefore, the alternate hypothesis was accepted and the null hypothesis was rejected. In other words, it was concluded that the students taught with GIT got better results in reading than those who were taught using the standard individual reading activity method. English teachers are suggested to apply this technique in teaching reading.


Group Investigation Technique (GIT); Reading

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