8. vanitia 113 127 (v2)

THE IMPLEMENTATION OF GAMES THROUGH SMALL
GROUPS IN TEACHING READING COMPREHENSION
(AnExperimental Study at SMPN 7 Banda Aceh)
By
Sofyan A. Gani &Vanitia
ABSTRACT
The objective of this research is to investigate the effects of the
implementation of games through small groups to the eighth grade
students of SMPN 7 Banda Aceh. The main purpose of the study is to
investigate whether the students who are taught by implementing games
through small groups achieve a better score in reading comprehension
than those who are taught by implementing conventional technique. For
this purpose, there are two classes taken as the sample both control
class and experimental class that consists of 30 students for each class.
In addition, the data is collected through quantitative and qualitative
data. The quantitative data are obtained from the result of pre-test and
post test score of the students’ reading comprehension. While, the
qualitative data are obtained from the questionnaire distributed at the
end of teaching to know the students’ responses toward the
implementation of games through small groups in teaching reading
comprehension. The result of the data analysis of the quantitative can
be seen from the result of the post-test scores of each class in which
that the mean of the post test scores of the experimental class is 82,5
while the mean of the post test scores of the control class is 69,9. By
comparing t-test score and t-table score, it is shown that the result of t-test
is 5,01 while the result of t-table at a level of significance with
@=0,05 is 2,02. It means that t-test score is higher than t-table score
(5,01>2,02). In this phase, alternative hypothesis is accepted. It can be
concluded that the students who are taught by implementing games
through small groups achieve a better score in reading comprehension
than those who are taught by implementing conventional technique.
The analysis of questionnaire data also shows that, the applied
technique had successfully attracted and motivated students in learning
reading comprehension. Almost all the students strongly agree that the
technique has given good impact to the students and it has encouraged
their confidence during the lesson. Besides, the ideas would be
transferred actively since they are well-interacted in the group formerly
113

Implementation,Games, Small groups...(Sofyan & Vanitia)
formed. In conclusion, games through small groups are very effective
in increasing the students reading comprehension skill.
Keywords: Implementation,Games, Small groups, Reading
114
Comprehension.
INTRODUCTION
Reading as one of the four language skills is very important to
be learned.According to Nuttal (1996: 4), reading is defined as a
process to get meaning from a text. Furthermore, Richard (1998: 190)
states that reading is the exercise dominated by the eyes and the brain.
The eyes receive messages and the brain then has to work out the
significance ofthese messages. In addition, reading is an activity of
getting meaning from written text which aims at understanding the
information in it.
Demanding for students’ success in national examination, teachers
must focus on teaching skills in reading, especially reading
comprehension, because most of the question items deal with reading
comprehension from 50 questions totally answered by students.
Unfortunately, the fact shows that the teachers do not apply interesting
techniques yet in order to motivate students become active and creative
in learning reading comprehension. However, the students are asked to
work individually. The important goal for the students is only to be able
to translate the text and answer the exercise based on the text. The role
of the teacher and the students who use the technique are considered
very conventional. The teachers are the only ones who own the
authority in the classroom.In the other words, the teacher is the one
who provide input in teaching learning process.
In addition, Dechant (1982: 336) had mentioned a number of
reasons for students’ failure in reading text. He states that:
“They cannot use dictionary; cannot locate words in a dictionary;
cannot use diacritical markings to determine the correct
pronunciation of the word; cannot find the meaning appropriate to
the context; cannot use guide words, accent, and syllabication cues;

EEJ, Vol. 5, No. 1, January 2014
cannot interpret phonetic retellings; cannotuse cross references; and
cannot determine the plural, the part of speech or the sense of
words, form the information as it is given”.
Many ways have been implemented to avoid such problems. One of
which is games. An effective games through small groups used in
teaching reading can stimulate students to comprehend texts more
easily.Brown (2007: 230) selects the appropriate group task into some
categories. They are games, dramas, projects, interview, information
gap, jigsaw, and problem solving. In this research, however, games
through small groups are chosen in teaching reading comprehension.
According to Brown (2007: 224), there are four advantages of
group work; (1) Group work generates interactive language, (2) Group
work offers an embracing effective climate, (3) Group work promotes
learner responsibility and autonomy and (4) Group work is the step
toward individualizing instruction. It means that the group work,
especially in small groups is the style of teaching in which the activities
are focused on students’ interaction.
Furthermore, according to Hadfield (2004: 4), game is an activity
with rules, a goal, and an element of fun. In addition, Lee Su Kim
(1995) describes that there are many advantages of using games in the
classroom; games are welcome break from the usual routine of the
language class. Teaching by applying game will create a good
atmosphere in the class where the students will be more interactive in
learning language. Besides, games help the students to sustain the effort
of learning and provide language practice in the various skills;
speaking, writing, listening and reading. In short, using games in
learning reading can encourage students to interact and communicate
with each other so that they can discuss the text actively. Related to the
fact, it is no doubt that in the small groups, students offer each other
input at their own level of language understanding to solve the
difficulties in learning reading comprehension. For instance, the
students work together to find the way how to answer reading
comprehension questions, finding details, references, vocabulary, main
ideas and inferences in the text. In short, all of the difficulties in
learning reading can be solved easily.
Based on the explanation above, there are twokinds of
researchproblems in this study. First, quantitatively, this research tries
115

to answer the following question: “Do the students who are taught by
implementing games through small groups achieve better score in
reading comprehension than those who are taught by implementing
conventional technique?”. While, second, through qualitative method,
this research formulate this question “ how are the students’ responses
toward the implementation of games through small groups in teaching
reading comprehension?”.
116
LITERATURE REVIEW
GAMES
Harmer (1991:101) states that games are vital part of a teacher’s
equipment, not only provide the language practice, but also for the
therapeutic effect they have. They can be used at any stage of class to
provide an amusing and challenging from other classroom activity. It
means that if the students feel excited on their experience in learning
reading by implementing games technique, they will also feel
moremotivated in learning the reading itself.
Games are interesting activities to use in teaching learning
process. The implementing games in teaching differs from the
conventional teachingtechniques such as asking students to do
repetition, memorization, and translation which seem to
unmotivated to learn. Teaching English through games will cheer
the students up and make language learningprocess more
pleasurable and easier tofollow. It is clear that games motivate
students to be more effective for them to learn reading
comprehension. Games will help them comprehend the text in a
more spontaneous, fun, and better environment. Besides, games are
particularly appropriate for most students who have lower attention
toward learning English. Since the nature of games provides joy and
excitement, thus, it can keep the students’ attention in learning.
When reading comprehension is taught with games, it is
expected to have different atmosphere in the teaching learning
process. Games are expected to provide a better atmosphere and a
lot of fun while learning in the classroom. Implementing gamesin
the classroom will put the students in a situation where the students
will have a good time in learning reading comprehension.

Therefore, teachers should be more active and creative in designing
appropriate games to be applied in teaching reading comprehension.
Implementing games in language teaching can help students
develop their reading comprehension. Wright (1986: 2) proposes
four major advantages of using games in language learning; they
are: (1) Games help and encourage many students or learners to
sustain their interest and work on learning a language, (2) Games
can help teachers to create contexts in which language is useful and
meaningful, (3) Games provide the repeated use of language form
or drill, and (4) Games can be found to give practice in all the skills,
in all the stages of the teaching learning sequence and for many
types of communication.
Based on the above information, it is clear that games make
the students feel the “play while learning” atmosphere. Thus, it
providesa less-pressured atmosphere for the teacher and the
students, but certainly the learning process is still serious because
the skills in the English are still taught effectively.
117
SMALL GROUPS
Small groups encourage students to think deeply and express
their own ideasto others. The relationship among the students in the
group will be closer and it will likely give chance as well as challenge
in discussing the problems they faced during lesson which finally lead
them to find the solution. Furthermore, according to Brown (2007:
224), group work is a generic term covering a multiplicity of techniques
in which two or more students are assigned a task that involves
collaboration and self-initiated language.
In addition, Harmer (1991: 245) explainsthatgroup work seems
to be extremely attractive idea for a number of reasons. In thisphase,
Interaction among the teacher and the students in small group focuses
on producing a good result in teaching learning process in which
everyone has a voice to explore their ideas to each other.

118
METHODOLOGY
Setting and Subject
This study was conducted for the eighth grade students at
SMPN 7 Banda Aceh. Two classes were taken as the sample in this
study. They were selected randomly from the six existing classes
after the normality and homogeneity test had been done. Each class
consists of 30 students. These two classes were takenas the
experimental classes which the games through small groupsapplied
in the teaching reading comprehension, whereas, another one was
taught by implementing conventional technique.
PROCEDURE
Experimental design was used in this study as the procedure
in collecting data. The pre-test was given to both classes before the
treatment was given to the experimental class. The test type used in
this research is a written test. The test is designed in the form of
multiple choices ‘a,b,c, and d’ by choosing one correct answer. In
the questions there are 3 descriptive and 3 recount texts. The texts
are followed by questions. The total number of the questions is 20
questions. In this case, the students were asked to find main idea,
detail information, vocabulary, reference and inference. For the
experimental class, reading comprehension was taught through
learning while playing by using 2 kinds of game; “True/
falsechairsgame” is adopted from Earles’s book (2005) and “a fun
reading quiz game” is adopted from
MadhaviGayathriRaman’sresearch (2004).
“True/false chair game” was used in the first meeting. In
this game, students practice to look for detail information from the
text. Students in the groups compete each other in answering the
detail information questions by sitting in the true/ false chair.
Furthermore, “a fun reading quiz game” was used in the second and
the third meeting. In this game, the students practice to design their
own reading comprehension’s questions with friends in their own
group. Then, the questions will be asked to the other group. This
game creates the interaction among the students in their group by
asking reading comprehension questions’ that they have made to
other group. Thosegames were used with descriptive texts. While “

true/false chair game” was repeatedly used in the fourth meeting
and “ a fun reading quiz game” was used as well in the fifth meeting
only which applied the recount text. Later, the control class was
taught reading comprehension through the conventional technique.
In the last meetingorafterthetreatment of
teachingbyimplementinggamesthroughsmallgroupstotheexperiment
alclass, thepost-testwasgiventobothclasses. The questions in the
post-test are the same as those in the pre-test.The aim of
thistestistoevaluatethestudents’
abilityattheexperimentalclassaftertheyimplementedthegamesthrough
smallgroupsandalsotoevaluatethestudents’
abilityatthecontrolclasswithoutappliyingthetreatment.
Duringthelastmeeting, questionnairewasdistributed as
welltotheexperimentalclasstofindoutthestudents’
responsestowardtheimplementation of
gamesthroughsmallgroupsinteachingreadingcomprehension. It has
tobeansweredin 15 minutes.
119
DATA ANALYSIS
There were some formula used in examining the first research
problem, they are mean, standard deviation, and t-test. Before the
data analyzed by using t-test, it is needed to examine the normality
and homogeneity test first. In order to answer the second research
question that is to know the students responses toward the
comprehension, the researcher used percentage formula as
mentioned in Sudjana (2002).

120
RESULT
Table 1
Statistical Summary of the Result of Normality test on the
Pre-test of both Experimental and Control Class
co unt x df Α
table x
Experimental
Class
3,09
5 0,05 11,07
Control
Class
4,16
Based on the level of significance with α = 0,05 and df = (1-
0,05)(the range of class-1 )= 5, it is found that 2
table x =
11,07 2
(0,95)(5) x  while 2
count x of experimental class is 4,16 whereas
2
count x of control class is 4,16 . It means that 2
count x for both of classes
are lower than 2
table x . For experimental class 2
count x < 2
table x in which
3,09< 11,07 and for control class 2
count x < 2
table x in which 4,16
<11,07. It can be concluded that the data from the pre-test for both
of the experimental and the control class on the pre-test have a
normal distribution. Therefore, the null hypothesis was not rejected.
Table2

Statistical Summary of the Result of Homogeneity Test on the Pre-test
of both Experimental and Control Class
count F ) 1 , 1 ( 1 2 n  n  @
121
table F
Experimental
Class
Control 1,02 (29,29) 0,05 1,90
Class
According to significant level of 5% F count for both of groups is
1,02 and F table is 1,90 By comparing the result of F count and Ftable ,
it shows that F count < F table in which 1,02 < 1,90 . It can be
concluded that both of variances are homogeneous for the pre-test.
It means that both samples are assumed in the same level of
competence.
Table 3
Statistical Summary of the Result of Pre-test for both Experimental
and Control Class
Experime
ntal
ga b s test t 
df
α table t 
Control
Group
Group
N 30
11,7
5
1,02
8
5
8
0,
05
2,0
2
30
59,3 56,4

136,29 140,1
122
8
11,6 11,8
The data shows that according to the level of significance
degree with (α) = 0,05 and df = (n 2) (30 30 2) 58, 1 2 n      the
result of t-table with the level of significance 0,05 is 2,02( t
02, 2 0,95(58)  ) and the result of t-test is 1,028. It means that the t-test
is lower than t-table. By comparing the result from t-test and t-table,
it is found that t-test< t-table in which 1,028 <2,02. This
result indicates that there is no significance difference from the data
of both classes.
Table 4
Statistical Summary of the Result of the Post-test both
Experimental and ControlClass
Experime
ntal
ga b s test t 
df
α table t 
Control
Class
Class
N 30
10,4
7
5,01
5
8
0,
05
2,0
2
30
82,5 69,9
97,15 122,6
9,8 11,05

The data shows that according to the level of significance
degree with (α) = 0,05 and df = (n 2) (30 30 2) 58, 1 2 n      the
result of t-table with the level of significance 0,05 is 1,68 ( t
2,02 0,95(58)  ) and the result of t-test is 5,01. Based on the criteria
for test two means that if t-test < t-table, Ho should be accepted.
On the other hand, if t-test>t-table, Ha should be accepted. By
comparing the result from t-test and t-table, it is found that t-test>t-table
in which 5,01>2,02. Therefore, Ha should be accepted since
the value of t-table exceeds the t-test score. It means that the
students who are taught by implementing games through small
groups have better score in reading comprehension than those who
are taught by implementing conventional technique on the post-test.
In term of techniques used during the treatment, 100% of the
students strongly agree that the applied technique hadsuccessfully
attracted and motivated students in learning English, particularly
reading comprehension question. Then, almost all the students
(93,4%) chose strongly agree that the technique has given a good
impact to the students. It has encouraged their confidence during the
lesson.Furthermore, the students chose strongly agree that the
implementation of this technique in teaching reading has
successfully made a large number of student feel enthusiastic
toward the learned topic. Besides, the ideas would be transferred
actively since they are well-interacted in the group formerly formed.
Furthermore, 100% of them chose strongly
disagreeaboutthestatementwhichstatesthatthestudentsare not
happyinlearningreadingcomprehensionby implementing this
technique.Finally, some students (6,6%) felt less complicated and
progressive in comprehending English texts by implementing
games through small groups.
123
DISCUSSION
After analyzing the data calculation result, it shows that the
distribution of the experimental class and control class’s score on

the pre-test was normal and the variance of the two classes’ score
on the pre-test scores washomogenous. The data obtained from the
pre-test score indicated that the students enrolled both the
experimental classes and control class were equal. It is proven by
the value of the independent t-test that the result of t-test is lower
than the result of t-table (2,02>1,028). This result indicates that
there is no significant difference between the data in both classes. In
other words, it implies that the experimental and control classes
were similar in term of their initial ability in reading comprehension
on the pre-test.
Furthermore, the two classes were significantly different
after having the treatment in several meetings.The means of the
post-test scores for each class shows that the result of t-test is 5,01
while the result of t-table at a confidence level of 0,05 is 2,01. It can
be assumed that the differences between two means are significant
since the t-test exceed the t-table (5,01>2,01). Therefore, the null
hypothesis (Ho) is rejected and consequently the hypothesis
alternative (Ha) is accepted in which the students who are taught by
implementing games through small groups achieve a better score in
reading comprehension than those who are taught by implementing
conventional technique. As stated by Agoestyowaty (2007) that
games allow students to work co-operatively, compete with each
other, to think in a different way, share knowledge, learn from
others, learn from mistakes, work in a less stressful and more
productive environment, and allow people to have fun. Thus, games
help and encourage many students or learners to sustain their
interest and work in learning a language.
Based on the questionnaire analysis, it can be described that
the students’ responses was quietly positive toward the
comprehension. It can be seen from the responses of thestudentsin
which there were 100% of students’ states that the applied
technique had successfully attracted and motivated students in
learning English, particularly reading comprehension questions.
Next, most of students (93,4%) felt games through small groups
were helpful because they could encourage their confidence and
activeness to share their ideas in their group during the lesson.
Moreover, most of them (83,4%) also assume that games through
124

small groups in teaching reading comprehension can make them felt
enthusiastic toward the learned topic. In short, reading
comprehension can be excellent by implementing the technique. It is
clear that as stated by Vygotsky (2007) that small groups can increase the
understanding of the students’ competence in reading. Then, the students
can communicate freely with their friends in their own groups. Besides,
this sort of group creates a comfortable condition in a class room as the
outstanding students will be motivated to transfer their knowledge to their
group.
CONCLUSION AND SUGGESTION
Based on this experimental research it was found that after
the treatment, the experimental class’ post-test shows that the
students who were taught by implementing games through small
groups achieved a better score in reading comprehension than those
who were taught by implementing conventional technique in the
post-test. It can be seen from the result of t-test score and t-table
score, it was shown that the result of t-test was 5,01 while the result
of t-table at a level of significance with α = 0,05 was 2,02. It means
that t-test score is higher than t-table score. It can be concluded that
the students who are taught by implementing games through small
groups have a better score in reading comprehension than those who
did not.
Students’ responses toward the implementation of games
through small groups in teaching reading comprehension shows that
the highest percentage gave positive responses to the statements. It
means that the applied technique had successfully attracted and
motivated students in learning English, particularly reading
comprehension question. Then, almost all the students strongly
agree that the technique has given good impact to the students and it
has encouraged their confidence during the lesson. In addition, they
also strongly agree that the implementation this technique in
teaching reading comprehension has successfully made a large
number of students feel enthusiastic toward the learned topics.
Besides, the ideas would be transferred actively since they are well-interacted
in the group formerly formed. It is absolutely proven that
reading comprehension can be excellently taught by implementing
this technique. In short, most students give positive response
125

towards the implementation of games through small groups in
teaching reading comprehension.
In the end of the research, some suggestions are contributed
in order to improve teaching learning reading comprehension which
finally increases the students reading comprehension proficiency.
1. Teachers of English at junior high school should be creative in
selecting interesting techniques and media in teaching learning
process. Their innovative and creative thinking can make the class
more alive and interesting.
2. Students should always practice their reading comprehension by
reading many books. It is important to train their skill in
comprehending the texts and to develop their knowledge about many
things. Since reading comprehension is not a passive process, the
students should be active and creative in exploring their ideas. Doing
some more exercises both at school and at home is quite helpful. It is
better that the students have a specific reading time each day to
practice their ability in English reading skill.
3. For the schools, it is expected that the school provides the media
needed for teaching English, particularly for those who concern to
the development of reading comprehension. It is important to
support the class activity. There are many kinds of games that can be
applied in teaching English. It is very good if there is support from
the school to provide the media. It can make both English teachers
and students feel more excited during teaching learning process.
126
REFERENCES
Agoestyowati, R. (2007). 102 English games. Jakarta: PT
GramediaPustakaUtama.
Brown, H. D. (2007). Teaching by principles: An interactive approach
to language pedagogy. (3rd ed.). New York: Longman.
Dechant, E. V. (1982). Improving the teaching of reading.(3rd ed.)
Englewood Cliffs: Prentice- Hall.
Earles, A. (2005). Activity ideas for English teachers.Jombang:
Unpublished

Hadfield, J. (2004). Intermediate communication games. Harlow:
127
Longman Ltd.
Harmer, J. (1999). The practice of English language teaching. New
Edition. Harlow: Longman.
Lee, S. K. (1995). Creative Games for the language class. Forum,
33(1), 30-45. Retrieved on Oct 1, 2012
fromhttp://exchanges.State.Gov/ forum/vols/no1/p35.htm.
Madhavigayathri, R. (2004). “A fun reading quiz game (TESL
TEFL)”.The Internet TESL Journal.Retrieved on Feb 1, 2012
from http:// www.Iteslj. Org./ Techniques/ Raman- Reading
Game. Html.
Nuttal, C. (1996).Teaching reading skills in a foreign language.
Oxford: Heineman.
Sudjana.(2002). Metodestatistika. (Edisi 5). Bandung: Tarsito.
Vygotsky’s ZPD and social Interaction ideas.(2007). Foundation for
Group Learning.Retrieved on Sept 1, 2012 from http://
www.utexas.Edu/ courses/ svinicki/ old320/ group.html.
Wright, A. (2006). Games for language learning. (3rd ed.) New York:
Cambridge University Press.

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