Group investigation technique for better reading comprehension skill

Chairina Nasir, A. Gani Sofyan, Dina Haqqini


This study was conducted to investigate the effect of using Group Investigation Technique (GIT) in teaching reading comprehension at the second grade class of a junior high school in Banda Aceh and to identify the most difficult reading comprehension aspect that students at that level faced. An experimental design was used and the data were collected through tests as so for the instruments. There were two tests, namely pre-test, and post-test, applied in the form of multiple-choice questions. The population of this study was all of the second-grade students. Then, two classes were randomly chosen as the samples: experimental class and controlled class. The findings indicated that there was an improvement in students achievement in the experimental class. The study applied gain-score calculation in which the mean for the experimental class was 0.57, while the controlled class was 0.22. The researchers also used the t-test to prove the hypotheses. The result showed that t-score>t-table or 34.76>1.68, which means the H1 is accepted and H0 is rejected. To conclude, the students who were taught reading comprehension by using GIT achieved significant improvement. Besides, after the determination of the mean of the post-test and pre-test scores which were divided into four aspects of reading comprehension: main idea (MI), vocabulary (V), detailed information (DI), and reference (R), the result showed that MI=25.91, V=28.64, DI=25.00, and R=31.59. Therefore, it was found that the most difficult aspect of reading comprehension was detailed information (DI. Meanwhile, time management becomes a paramount concern in implementing the GIT due to its nature of complexity.


group investigation technique; reading comprehension; EFL learners

Full Text:



Asyik, A. G., & Putri, Z. (2016). Using the Group Investigation Technique in teaching reading comprehension. English Education Journal (EEJ), 7(1), 1-15.

Bahri Ys, S., Nasir, C., & Rohiman, C. L. N. (2018). Using the Think Aloud Method in teaching reading comprehension. Studies in English Language and Education, 5(1), 148-158.

Farrell, T. S. C. (2009). Teaching Reading to English Language Learners: A Reflective Guide. California: Corwin Press.

Hake, R., R. (1999). Analyzing change/gain scores. Retrieved from

Herlina. (2013). The effect of Cooperative Group Investigation Technique and motivation towards the eighth-grade students’ reading comprehension at Junior High School Number 1 of Belitang - OKU Timur. ELTE Journal: Journal of English Language Teaching and Education, 1(2).

Huda, M. (2011). Cooperative learning: Metode, teknik, struktur, dan model penerapan [Cooperative learning: Methods, techniques, structures, and application models]. Yogyakarta: Pustaka Pelajar.

Isjoni. (2010). Cooperative learning: Efektifitas pembelajaran kelompok [Cooperative learning: The effectiveness of group work]. Bandung: Alfabeta.

Lems, K., Miller, L. D., & M.Soro, T. (2010). Teaching reading to English language learners: Insights from linguistics. New York: Guilford Press.

Moore, J. A. (2003). Practical reading: Processing information. Upper Saddle River: Prentice Hall.

Nuriskandar, Y. (2015). Pendekatan saintifik dan penilaian autentik dalam Kurikulum 2013 pembelajaran Bahasa Inggris SMP [Scientific approach and authentic assessment in the 2013 English Language curriculum for junior high school learning]. Retrieved from

Nuttall, C. (2005). Teaching reading skills in a foreign language (3rd ed.). Oxford: MacMillan ELT.

Saputra, A. (2015). The Use of Two Stay Two Stray Strategy in teaching reading comprehension. (Master), Universitas Syiah Kuala, Banda Aceh.

Slavin, R. E. (2005). Cooperative learning: Theory, research, and practice. London: Allyn and Bacon.

Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND.

Sudjana. (2005). Metoda statistika [Statistical method]. Bandung: Tarsito.

Sulistiana, S., Nurweni, A., & Sukirlan, M. (2015). The comparison between field-dependent students and field-independent students in reading comprehension achievement. U-JET, 4(7), 1-14.

Sundayana, R. (2010). Statistika penelitian pendidikan [Statistics for educational research]. Garut: STKIP Garut Press.

Widyatun, D. (2012). Model pembelajaran group investigation [Group investigation learning model]. Retrieved from

Wiyono. (2013). Pembelajaran matematika model concept attainment meningkatkan kemampuan pemecahan masalah materi segitiga [Mathematical learning concept attainment models to improve the ability to solve triangular material problems]. Journal of Educational Research Evaluation, 2(1), 50-54.

Zingaro, D. (2008). Group investigation: Theory and practice. Toronto: Ontario Institute for Studies in Education.


Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.

View Journal Stats