DEVELOPING STUDENTS’ READING COMPREHENSION OF

DESCRIPTIVE TEXT THROUGH GROUP WORK

(A Classroom Action Research in the First Year of VII – 1 Class of MTsN 19

Pinang Kalijati)

By:

WAHYUNING PRATIWI

106014000445

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN)

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Wahyuning Pratiwi

Tempat/Tanggal lahir : Jakarta, 8 Oktober 1988

NIM : 106014000445

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : Developing Students’ Reading Comprehension of

Descriptive Text Through Group Work (A Classroom

Action Research in the First Year of VII - 1 Class of MTsN

19 Pinang Kalijati)

Dosen Pembimbing : Nida Husna, M.A. TESOL

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 02 Februari 2011

Mahasiswa Ybs.

Wahyuning Pratiwi

NIM. 106014000445

i

ABSTRACT

Pratiwi, Wahyuning. 2010. Developing Students’ Reading Comprehension

of Descriptive Text Through Group Work (A Classroom Action

Research in the First Year of VII – 1 Class of MTsN 19 Pinang

Kalijati), Skripsi, English Education Department, Faculty of

Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Nida Husna, M.A. TESOL

Keywords: Reading Comprehension, Descriptive Text, Group Work

This study was carried out to know whether group work could

develop students’ reading comprehension of descriptive text in the first year

of VII – 1 class of MTsN 19 Pinang Kalijati. In addition, this study was also

aimed to know how the implementations of group work in developing

students’ reading comprehension.

The method used in this study was Classroom Action Research

(CAR) method in which to identify and solve the problem on students’

reading comprehension. It was initiated through the interview to the English

teacher and the observation in the VIII – 1 class of MTsN 19 Pinang

Kalijati. The amount of students in that class was 46. In this Classroom

Action Research, the writer implemented the Kurt Lewin design which

consisted of four phases. Those were planning, acting, observing, and

reflecting. This study was carried out in two cycles. Each cycle consisted of

two meetings. Meanwhile, the data was derived among from the tests

(before and after CAR), interview, and observation. Therefore, this study

was included into quantitative descriptive research.

The findings of this study were: (1) related to the test result, there

was 17.99% improvement of students’ mean reading score after using group

work method; it gained from the result of test before CAR, there were six

students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM). Then in the result of test after CAR in the cycle 1, there

were 30 or 65.21% students in the class who passed the KKM considering

their mean score of the test is 64.34. Next in the result of test after CAR in

the cycle 2, there were 37 or 80.43% students who passed the KKM in

which their mean score of reading test derived 73.04. (2) related to the

observation result showed that the students were more active and interested

in learning reading activity in the classroom. Indeed, they could cooperate

with their group. (3) related to the interview result, it could be known that

the students’ reading comprehension of descriptive text had improved and

also helped the teacher in finding the appropriate strategy in teaching

reading descriptive text.

ii

ABSTRAK

Pratiwi, Wahyuning. 2010. Developing Students’ Reading Comprehension

of Descriptive Text Through Group Work (A Classroom Action

Research in the First Year of VII – 1 Class of MTsN 19 Pinang

Kalijati), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta

Pembimbing: Nida Husna, M.A. TESOL

Kata Kunci: Pemahaman Membaca, Teks Deskriptif, Kerja Kelompok

Penelitian ini dilaksanakan untuk mengetahui apakah kerja

kelompok dapat mengembangkan kemampuan pemahaman membaca siswa

terhadap teks deskriptif pada siswa di kelas tujuh satu MTsN 19 Pinang

Kalijati. Disamping itu, penelitian ini juga ditujukan untuk mengetahui

bagaimana pelaksanaan kerja kelompok dalam mengembangkan

kemampuan pemahaman membaca siswa.

Metode yang digunakan dalam penelitian ini adalah Penelitian

Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan

terhadap pemahaman siswa dalam membaca. Penelitian ini diawali dengan

wawancara kepada guru dan observasi di kelas tujuh satu MTsN 19 Pinang

Kalijati. Jumlah siswa dalam penelitian ini yaitu 46. Dalam Penelitian

Tindakan Kelas (PTK) ini, penulis melaksanakan model Kurt Lewin yang

terdiri dari empat tahapan. Yaitu perencanaan, pelaksanaan, pengamatan,

dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklusnya

terdiri dari dua kali pertemuan. Sementara, data yang diperoleh berasal dari

test (sebelum dan sesudah PTK), wawancara terhadap guru, dan observasi di

kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif

quantitatif.

Hasil yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil

tes, terdapat kenaikan 17.99% rata-rata skor reading siswa setelah

menggunakan metode kerja kelompok. Dengan perolehan; pada hasil test

sebelum PTK terdapat 6 siswa yang melewati Kriteria Ketuntasan Minimal

(KKM). Kemudian hasil test setelah PTK di siklus 1, didapat 30 atau

65.21% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas

sebesar 64.34. Selanjutnya hasil test setelah PTK di siklus kedua, terdapat

37 atau 80.43 % siswa yang sudah mencapai target KKM dengan rata-rata

kelas sebesar 73.04. (2) berdasarkan hasil observasi di kelas didapati bahwa

siswa-siswa lebih aktif dan tertarik dalam mempelajari aktivitas membaca di

kelas. Terlebih mereka dapat bekerja sama dengan kelompok mereka. (3)

berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa

pemahaman membaca siswa akan teks deskriptif telah berkembang dan juga

membantu guru dalam menemukan strategi yang cocok dalam mengajarkan

teks deskriptif.

iii

ACKNOWLEDGEMENTS

Praised be to Allah, Lord of the world, who has given the writer His love

and compassion to finish the last assignment in her study. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his

adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers,

institution, family and friends who have contributed in different ways hence this

“skripsi” is processed until it becomes a complete writing which will be presented

to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the

requirements for the degree of S.Pd (Bachelor of Art) in English Language

Education.

Furthermore, the writer would like to express her great honor and deepest

gratitude to her advisor, NIDA HUSNA, M.A. TESOL. For her valuable help,

guidance, comments, corrections and suggestions and who has been very patient

to sacrifice her energy and time to assist the writer so that the writer could finish

this “skripsi”.

In this process of finishing this “skripsi”, the writer got a lot of guidance

and motivation from people around her. Therefore, the writer would like to

express her deepest gratitude to her wonderful parents (Mr. Sardjono and Mrs. Siti

Marwah) and her siblings (Putri Indarsih and Ahmadi Brojodento) who always

encourage her to finish this “skripsi”.

The writer’s sincere gratitude also goes to:

1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M. Pd. as the Head of English Department

3. Neneng Sunengsih S.Pd. as the Secretary of English Department.

iv

4. All lecturers in English Education Department who have taught the writer

useful knowledge and skills.

5. Drs. Lutfi as the principal of MTsN 19 Pinang Kalijati.

6. Drs. Dhofiri M.Ag. as the English Teacher of MTsN 19 Pinang Kalijati.

7. All friends in English Education Department especially in C class 2006

and her close friends, Aal, Rela, Nia, Teh Eni, Abin, Lala, Dila, Ina, and

Upeh who helped and supported her in this “skripsi”.

The writer realizes that this “skripsi” cannot be considered perfect without

critiques and suggestions. Therefore, it is such a pleasure for her to get critiques

and suggestions to make this “skripsi” better.

Jakarta, February 2011

The Writer

v

TABLE OF CONTENTS

ABSTRACT ....................................................................................................... i

ABSTRAK ........................................................................................................ ii

ACKNOWLEDGMENTS ................................................................................ iii

TABLE OF CONTENTS ................................................................................. v

LIST OF TABLES ............................................................................................ viii

LIST OF FIGURES .......................................................................................... ix

LIST OF APPENDICES .................................................................................. x

CHAPTER I : INTRODUCTION

A. Background of the Study ....................................... 1

B. Formulation of the Problem .................................... 3

C. Aim of the Study .................................................... 3

D. Significance of the Study ....................................... 3

CHAPTER II : THEORETICAL FRAMEWORK

A. Reading .................................................................. 4

1. General Concept of Reading ............................ 4

2. Purposes of Reading ........................................ 8

3. Problems of Reading ...................................... 11

B. Descriptive Text .................................................... 13

1. Definition of Descriptive Text .......................... 13

2. Purposes of Descriptive Text .......................... 14

3. Schematic Structures of Descriptive Text ....... 14

4. Language Features of Descriptive Text .......... 16

C. Group Work .......................................................... 17

1. Definition of Group Work .............................. 17

2. Purposes of Group Work ................................ 18

3. Techniques of Using Group Work .................. 20

4. Advantages of Group Work ............................ 22

5. Disadvantages of Group Work ......................... 25

D. Teaching Descriptive Text Using Group Work .... 28

vi

CHAPTER III : RESEARCH METHODOLOGY

A. Method of the Study .............................................. 30

B. Subject and Object of the Study ............................ 31

1. Subject of the Study ........................................ 31

2. Object of the Study ......................................... 31

C. Writer’s Role on the Study ................................... 31

D. Time and Place of the Study ................................. 32

E. Research Design .................................................... 32

F. Classroom Action Research (CAR)

Procedures ............................................................. 35

1. Planning Phase ............................................... 35

2. Acting Phase ...................................................... 35

3. Observing Phase ................................................ 36

4. Reflecting Phase ................................................ 36

G. Technique of Collecting Data ................................... 36

H. Technique of Data Analysis ...................................... 37

I. Validity of Data ........................................................... 39

J. Trustworthiness of the Study .................................... 39

1. Discriminating Power ....................................... 39

2. Item Difficulty ................................................... 41

K. Criteria of the Action Success .................................... 42

CHAPTER IV : RESULT AND DISCUSSION

A. Before Implementing the Action ................................ 43

1. Result of Pre Interview ......................................... 43

2. Result of Pre Observation ..................................... 45

3. Result of Pre Test ................................................... 46

B. Implementation of CAR .............................................. 46

1. Cycle 1 .................................................................... 46

a. Planning ............................................................ 46

b. Acting ............................................................... 47

c. Observing ......................................................... 48

d. Reflecting ......................................................... 49

2. Cycle 2 .................................................................... 50

a. Planning ............................................................ 50

b. Acting ............................................................... 50

c. Observing ......................................................... 51

d. Reflecting ......................................................... 52

vii

C. Discussion of the Data after CAR .............................. 52

1. Result of Post Interview ........................................ 53

2. Result of Post Test ................................................. 54

D. Interpretation of Test Result ........................................ 61

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .................................................................... 63

B. Suggestion ..................................................................... 63

BIBLIOGRAPHY

APPENDICES

viii

LIST OF TABLES

Table 2.1 Language Features of Descriptive Text ……………………….. 16

Table 4.1 Students’ Reading Score of Pretest, Posttest 1, and Posttest 2.. 54

ix

LIST OF FIGURES

Figure 3.1 Kurt Lewin’s Action Research Design ……………………….…. 33

Figure 3.2 Phases of Classroom Action Research modified by the writer ……... 34

x

LIST OF APPENDICES

1. Pretest Score .............................................................................................. 64

2. Posttest Score of Cycle 1 ........................................................................... 66

3. Posttest Score of Cycle 2 ........................................................................... 68

4. The Graph Improvement of Students’ Reading Score During CAR ......... 70

5. Observational Notes Before CAR ............................................................. 71

6. Observational Notes During CAR in Cycle 1............................................ 72

7. Observational Notes During CAR in Cycle 2............................................ 74

8. The Guideline of Teacher’s Observation in Cycle 1 ................................. 76

9. The Guideline of Teacher’s Observation in Cycle 2 ................................. 80

10. Interview Guidelines for the Needs Analysis (Before CAR) .................... 84

11. Interview Guidelines for the Needs Analysis (After CAR) ....................... 89

12. The Blueprint Test of Pretest ..................................................................... 92

13. The Blueprint Test of Posttest 1 ................................................................ 93

14. The Blueprint Test of Posttest 2 ................................................................ 94

15. The Item Analysis of English Tests ........................................................... 95

16. The Instrument of Pretest........................................................................... 103

17. The Instrument of Posttest 1 ...................................................................... 108

18. The Instrument of Posttest 2 ...................................................................... 113

19. Lesson Plan in Cycle 1 .............................................................................. 118

20. Lesson Plan in Cycle 2 .............................................................................. 129

21. List of Students’ Groups ........................................................................... 140

22. Documentation During CAR ..................................................................... 141

1

CHAPTER I

INTRODUCTION

This chapter is introduction which consists of background of the study,

formulation of the problem, aim of the study, and contribution of the study.

A. Background of the Study

English is one of the international languages. It functions as a medium of

communication in the world. Many people in the world speak English as a first

language, a second language, and a foreign language. Even though as a foreign

language in Indonesia English is not required to be used as communication tool

among Indonesian people, many Indonesian people now realize that mastering

English is important. They need to be able to use English because a lot of jobs in

Indonesia require their workers to be able to use English both in written and

spoken language. For example, workers in foreign ministry, secretary, public

relation, consultant, ambassador, stewardess, pilot, because in one occasion they

work and communicate with foreigner. Moreover, a lot of information on

business, fashion, news and international trade use English as medium of

communication.

English, like many other languages, consists of four skills. Those are

listening, speaking, reading, and writing skills. All skills are important in

mastering English. However, among the four skills, reading is considered as the

2

important skill. In Indonesia based on the current curriculum Kurikulum Tingkat

Satuan Pendidikan (KTSP) 2006, the students are not only expected to be able to

communicate both in written and oral language fluently and accurately, but also

expected to understand some kinds of functional written texts.1 Based on the

curriculum, students in Junior High School will get many reading texts in their

examination. Therefore, the ability in reading plays a significant role for them to

gain success in the school test.

There are kinds of reading text which are studied in Junior High School.

Current curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, stated

that students in the first year of Junior High School have to master some kinds of

reading texts including descriptive text.2 Descriptive text tells about something or

person to be described. It is in line with Anderson who said that descriptive text is

a text which describes a particular person, place, or thing.3

However, most of the first year of VII – 1 class in MTsN 19 Pinang

Kalijati still have difficulty in learning descriptive text. It is based on the

interview with the English teacher that was carried out after conducting Praktek

Profesi Keguruan Terpadu (PPKT) on Monday, October 25th

2010 and open

observation in VII – 1 class on Wednesday and Thursday, October 27th

– 28th

2010. Based on the unstructured interview and open observation results, some of

the problems faced by the students in learning descriptive text are; first, they are

able to recognize the words, but they do not understand to convey the meaning of

words. Second, long sentences in the text often make students confused in

understanding descriptive text. Third, the texts which are given in the descriptive

text are monotonous and it does not make students interested in learning and

understanding descriptive text. The writer assumes that reading lessons in this

class is not attractive enough for students’ interest in learning reading, especially

on learning the descriptive text. The result of those problems is low of students’

1 Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa

Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17. 2 Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi ... p. 37.

3 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan

Education Australia, 1998), p. 26.

3

achievement score in reading descriptive text. Based on the English teacher’s

explanation, the students in VII – 1 class gained the average score about 60 (sixty)

in daily tests for reading descriptive text. Meanwhile, the school determined score

of the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) for

English subject is 65 (sixty five).

Based on those problems, the writer discussed with the teacher to find a

solution. The writer determined to use group work as a technique that can help

developing students’ reading comprehension in descriptive text. That technique

hopefully can work well to develop students’ reading comprehension in

descriptive text and pass the Minimum Mastery Criterion – Kriteria Ketuntasan

Minimal (KKM) score determined by that school.

B. Formulation of the Problem

From the explanation above, the writer would like to formulate the

problem. There are:

1. Can teaching reading through group work technique develop students’

reading comprehension of descriptive text?

2. How is the implementation of teaching reading comprehension of

descriptive text through group work?

C. Aim of the Study

The aim of the study is to know whether group work can develop students’

reading comprehension in descriptive text. In addition, this study aims to know

how the implementations of group work in teaching descriptive text in developing

students reading comprehension.

D. Contribution of the Study

The writer expects that this study will give the contributions. First, for the

English teacher is to develop strategy in teaching reading. Second, for the students

is to solve their problem in understanding text. Third, for the school MTsN 19

Pinang Kalijati is to increase the school quality.

4

CHAPTER II

THEORITICAL FRAMEWORK

This chapter covers theoretical framework which consists of general

concept of reading, understanding of descriptive text, and theories and

implementations of group work in teaching reading.

A. READING

1. General Concept of Reading

Reading has many definitions given by linguist. There are some

definitions which have same opinion. Among others, reading is viewed as one of

the important skills in learning English as a foreign language. It is in line with

McDonough who said that as a skill, reading is the most important foreign

language skill.1 It can be seen that reading becomes the most important skill

because in some cases students have to read the English material to understand the

written text. Furthermore, reading is the most important learning tool and a source

of pleasure, satisfaction, and growth.2 It means that reading is an important tool

that gives the usefulness in life.

1 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p.89. 2 Ivan J. Quandt, Teaching Reading: A Human Process, (Chicago: Rand Mc Nally

College Publishing Company, 1977), p, 10.

5

Based on the point of view above, generally reading is a complex process

of human‟s activity. As they are reading, they use their eyes and brain to get the

meaning of the author‟s message. In this sense, Harmer said that reading is an

activity that uses the eyes and the brain in which the eyes have function to get the

message or information and to send the message to the brain, and then the brain

gets the message from the eyes and manages the message.3 In addition, Aeberson

stated that “reading is what happens when people look at a text and assign

meaning to the written symbols in that text.”4 It means that in activity of reading

there is an interaction between what the reader looks of the text and what the

author writes into printed symbols.

Meanwhile, according to Allen, reading is more than just know sounds of

foreign language written words but it has to comprehend of the written text.5

Therefore, reading seems difficult skill for students who use English as a second

language and foreign language because they have to transfer their mother

language to the foreign language in comprehending the text. That assumption is in

line with DeBoer, he said that reading is an activity which involves the

comprehension and interpretation of the written language.6 It means that reading

is not a simple activity because reading includes some activities such as to

comprehend and interpret the written text.

Moreover, Heilman said that “Reading is a process of getting meaning

from printed word symbols; it is not merely a process of making conventionalized

noises associated with these symbols.”7 On the other word, reading is not just a

mechanical process because actually reading needs emphasizing of the process in

3 Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New

York: Longman Publishing, 1991), p. 190 4 Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and

Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997), p.

15. 5 Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign

Languages and English as a Second Language, (New York: Harcourt Brace Javanovich, 1977),

p.249 6 John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition,

(New York: Holt, Rinehart and Winston Inc., 1964), p. 17. 7Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition,

(Ohio: A Bell and Howell Company, 1967), p. 8.

6

getting meaning. Indeed, reading is regarded as a process that emphasizes on

comprehending, interpreting, and getting meaning of the written text.

In addition, Farris explained that:

Reading means getting meaning from print. Reading is not phonics,

vocabulary, syllabication, or other „skills‟, as useful as these activity may

be. The essence of reading is a transaction between the words of an author

and the main of a reader, during which meaning is constructed. This means

that the main goal of reading instruction must be comprehension: above

all, we want students to understand what is on a page.8

The explanation above shows the general of reading as a transaction

between the author and the reader in getting the meaning of the written text. It is

strengthen by Nuttal who said that:

The view of reading offered in this book is essentially concerned with

meaning, specifically with the transfer of meaning from mind to mind: the

transfer of a message from writer to reader. As we shall see, it is not quite

as simple as that, but we exclude any interpretation of word reading in

which meaning is not central. We shall explore how we get meaning by

reading and how the reader, the writer and the text each contribute to the

process.”9

From the explanations above, it can be seen that reading is transformation

from mind to mind and especially how the reader gets the meaning from the

writer‟s mind.

In reading activity, sometimes the reader finds the difficulty in getting the

same meaning on the writer‟s mind; it is caused learning reading as a complex

process. As a complex process, reading involves the higher mental processes like

recall, reasoning, evaluation, imagining, organizing, applying, and problem

solving, and then if people want to become a good reader, they have to be a good

8 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,

(New York: McGraw Hill, 2004), p. 324. 9 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan,

2005), p.3.

7

thinker because reading needs thinking.10

Therefore, the reader is hoped to have

many specific skills which integrated each other to get the meaning and they have

to think when they are reading.

The difficulty in reading can decrease if the readers have schemata.

Schemata will help them in comprehending the text. In this sense, according to

Aeberson, schema is the readers‟ knowledge that brings to a text.11

It means that

the readers are able to understand the text if they have schemata which relate with

the text. In addition, Farris stated that schemata help the reader to facilitate in

comprehending the text.12

In other words, the readers who have schemata will

relate the text and the information that they already know. It will help them to get

the meaning of the text. As Nunan said that, good readers are able to relate their

background knowledge and the text efficiently.13

That is why the reader will be

easy to grasp the meaning because they have background knowledge.

In sum up, from the explanations were given by linguists above related to

the understanding of reading, reading is the important skill that includes specific

skills like comprehending, interpreting, organizing idea, recalling the experience

and getting the meaning from the text. The readers need to maximize their eyes

and brain to grasp the author‟s message while they are reading. Again, they have

the schemata to get easily in comprehending the text.

10

John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition,

(New York: Holt, Rinehart and Winston Inc., 1964), p. 17. 11

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and

strategies for second language Classrooms, (New York: Cambridge University Press, 1997), p.

16. 12

Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,

(New York: McGraw Hill, 2004), p. 327. 13

David Nunan, Designing Task for the Communicative Classroom, (Cambridge:

Cambridge University Press, 1989), p. 33

8

2. Purposes of Reading

When people read something, they have their own purpose. For example

when they read a newspaper, maybe the purpose is to know what happen in the

news. When they read a comic, maybe the purpose is to get the pleasure. As stated

by Aeberson, people read because they have a purpose.14

Some people read the

text because their purposes want to find the information of the text.

Some linguists have explanation about the purpose of reading. According

to Nuttall, the mainly purpose of reading is to get the meaning or the message

from a text.15

In reading activity the readers have a major purpose to get the

information of the text. Other idea stated that, generally the mainly purpose of

reading is to get new information and pleasure.16

Actually, the purpose of reading

is based on the people‟s viewpoint. The readers‟ purpose may want to gain

meaning and pleasure.

In addition, Williams (1984) usefully classifies reading into:17

1. Getting general information from the text

2. Getting specific information from a text

3. For pleasure or for interest

From the statements above, it mentions that reading for general or specific

information has same reason to get the information of the text generally or

specifically. Then, the readers read because they need to know what information

of the text. And then the purpose for pleasure is to give enjoyment for the readers

when they are reading.

Meanwhile, there are some linguists gave their statements about the

purpose of reading specifically. Harmer explains that reading is for:18

14

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and

Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), p.

15. 15

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan,

2005), p. 4. 16

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 91-92. 17

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……. p. 90 18

Jeremy Harmer, The Practice of English Language Teaching3rd

Edition, (New York:

Longman Publishing, 1991), p. 201-202.

9

1. Identifying the topic

In identifying the topic of the text, they get the topic by relating

their own schemata; it will help them to get the idea about the text quickly

and effectively.

2. Predicting and Guessing

The readers sometimes guess in order to try and understand what

the text is about, especially if they have first identified the topic. And they

try to predict what is coming and make assumptions about the content of

the text. Then they try to relate their schemata with the text that they read.

3. General understanding

The readers have not to understand the text specifically, but they

just understand the general idea of the text and they do not need to focus

on details information. It is called as skimming. It means running your

eyes over a text to get a quick idea of the gist of a text.

4. Specific information

The readers need the specific details that include in the text. It is

called as scanning. For example the readers want to find the name of

director or movie stars in a film review.

5. Detailed information

Sometimes the readers read in order to understand everything in

details information. It is usually in written instructions or directions or

description of scientific procedures. For example if someone writes an

address and telephone number.

6. Interpreting text

The readers are able to get the meaning of the passage, using a

variety of clues to understand what the writer is implying. The readers will

be success in interpretation if they have schemata.

10

Rivers and Temperley suggest that second language learners will want to

read for the following purposes:19

1. To obtain information for some purpose or because we are curious about

some topic

2. To obtain instructions on how to perform some task for our work or daily

life (e.g. knowing know an appliance works)

3. To act in a play, play a game, do a puzzle

4. To keep in touch with friends by correspondence or to understand business

letters

5. To know when or where something will take place or what is available

6. To know what is happening or has happened (as reported in newspapers,

magazines, reports)

7. For enjoyment or excitement

From the Rivers‟ statement, it can be seen that reading has some purposes

based on the readers need. The readers need to get information in some curious

topic, to know the instruction of tasks, to play a game, to understand the letters,

and to feel enjoyment.

In addition, Heilman stated that the objectives in teaching reading of

primary grade are to help the child:20

1. Develop a large sight vocabulary

2. Expand his stock of concepts and word meanings

3. Learn and apply phonic principles for sounding out unknown words

4. Review and extend knowledge of language sounds associated with vowel

and consonant combinations

5. Use punctuation for smooth meaningful reading

6. Develop the skill of reading several words together as thought units, either

phrases or sentences

7. Reduce the number of occurrences of reading errors such as hesitations,

regression, repetition, substitutions, or omissions

8. Develop the ability to recognize known root words in new word forms

which include prefixes or inflectional endings

9. Further develop the attitude that reading is always purposeful and that he

must clarify his purpose in specific reading tasks

10. Use the context as an aid in attacking unknown words

11. Enjoy and appreciate the vicarious experiences which are open to him in

reading

19

David Nunan, Designing Task for the Communicative Classroom, (Cambridge:

Cambridge University Press, 1989), p. 33-34 20

Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition,

(Ohio: A Bell and Howell Company, 1967), p. 170-171

11

Based on the explanation above, it can be seen that there are many

objectives in teaching reading. It can help students to master vocabulary, to

develop meaning‟s concepts, to pronounce the words correctly, to understand the

sentences, to decrease students‟ error in reading, to recognize new word easily,

and to enjoy in reading activity.

From purposes stated by many linguists above the writer concludes that

the readers have their purposes in reading the written text based on what they need

and what they want. The readers need to know the information of the text, such as

news paper, magazines, or instruction book in using or making something, and to

get specific information in answering the questions related to the text, and then to

develop their vocabulary. Next, the readers want to get pleasure and enjoyment

when read something.

3. Problems of Reading

The readers find the problems when they read the text. The problems of

reading, based on Harmer, are classified into some ideas:21

1. Language

Students will be more difficult to understand in reading a text with

longer sentences and longer words rather than with the shorter one.

And they will have great difficulty in understanding the whole text

when they face many unfamiliar words which text contains. Then, they

will have success in reading if they recognize many vocabularies

without consciously thinking about it. It is clear that sentence length

and the percentage of unknown words are problems in comprehending

the text.

2. Topic and genre

The readers think that the topic is not appropriate or they are not

familiar with the genre of the text. It caused they may be reluctant to

21

Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New

York: Longman Publishing, 1991), p. 203-208.

12

engage fully with the activity. The lack of schematic knowledge may

be a major problem to successful in reading.

3. Comprehension tasks

Comprehension is the major purpose in teaching receptive skills.

Sometimes in teaching reading, the teacher gives tasks to be tested for

students rather than helps them to understand the text. Just testing them

is not appropriate way to build their comprehension and sometimes

tasks or text that given for students are far too easy or far too difficult.

4. Negative expectations

The students predict that they will not understand with the passage

because they think that so difficult for them and make them frustration

and de-motivating. Therefore, they have no interest and bored in

reading activity.

DeBoer stated there are some typical causes which then arise toward

students‟ difficulty in reading such as:22

1. Limited intelligence

2. Undesirable physical factors

3. Overemphasis on word recognition

4. Overemphasis on oral reading

5. Insufficient background for reading a selection

6. Failure to adjust reading techniques to reading purpose and type of reading

material

7. Lack of appropriate teacher guidance

According to DeBoer‟s statement, here the writer would like to discuss the

students‟ difficulty in reading as follows: first, limited intelligent that students‟

have, they are not easy to comprehend the text quickly, but they are slow in

getting growth. Second, undesirable physical factors, for example condition of

students‟ classroom is not comfortable for them. Third, overemphasis on word

recognition, students concentrate to recognize words in order to comprehend the

text. Fourth, overemphasis on oral reading, students are asked to read aloud but it

22

John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition,

(New York: Holt, Rinehart and Winston Inc., 1964), p. 132-134.

13

cannot give them comprehension of the text that they read. Fifth, insufficient

background for reading a selection, students do not have many background

knowledge, it caused they cannot relate their knowledge with the text that they

read. Sixth, failure to adjust reading techniques for reading purpose and type of

reading material, students cannot differentiate technique in reading some

materials, they read all materials by using one technique that is not suitable for

them. Last, lack of appropriate teacher guidance, the teacher does not use the

suitable technique based on the students‟ difficulty, it causes students still have

difficulty in comprehending the text.

Based on the explanation above, the writer sums up that reading has some

problems. Those problems are the readers have some difficult in recognizing

vocabulary because they are unfamiliar with the text. The other problems maybe

the readers do not have background knowledge to relate with the text. Therefore

the readers feel unconfident because based on their experience; they maybe think

that reading is difficult.

B. DESCRIPTIVE TEXT

1. Definition of Descriptive Text

Descriptive text is a text which describes something. According to

Djuharie, he said that descriptive text is a text which describes and gives more

detail information about particular people, thing, place and animal.23

It means that

descriptive text tells the readers to know about something specifically by giving

characteristic of something which described.

Meanwhile, according to Oshima, descriptive text tells about the senses

how something looks, feels, smells, tastes, and sound.24

It shows how the reader

can feel and imagine the description of text. In addition, Buscemi stated that the

fundamental to describe is appealing to the senses (sight, hearing, and touch).25

It

23

Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:

Yrama Widya, 2007), p. 24.

24 Alice Oshima and Ann Hogue, Introduction to Academic Writing 3

rd Edition, (New

York: Pearson Longman, 2007), p. 61.

25 Santi V. Buscemi and Charlotte Smith, 75 Reading Plus 7

th Edition, (New York: The

McGraw Hill Companies Inc, 2004), p. 44.

14

means that in describing something, it needs to explain what people see, hear, and

feel.

In sum up, descriptive text is a text which describes something and

includes of the characteristic of something. It tells the readers with detail

information that can help them to imagine and to describe in their mind about

what the content of the text.

2. Purposes of Descriptive Text

Every text has own purpose. The purpose of descriptive text is to describe

people, thing, place, and animal.26

It means that descriptive text wants to give the

description of something. According to Anderson‟s statement, the purpose of

descriptive text is to tell about subject by describing the characteristic without

including personal opinions, the example of descriptive text are description of a

particular building, description of a specific animal, description of a particular

place, and description of a specific person.27

In sum up descriptive text has a purpose to describe a particular person,

places, animals, and things that tells about their characteristics. Next, it helps the

reader to imagine what the text is about.

3. Schematic Structures of Descriptive Text

Generally, descriptive text has a schematic structure, there are:28

1. Identification

In this part is introduction of the thing, person, or place to be

described. Therefore in the first paragraph give the reader about the when,

where, who or what of the subject.

26

Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:

Yrama Widya, 2007), p. 24. 27

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan

Education Australia, 1998), p. 26. 28

Otong Setiawan Djuharie, Gendre Dilengkapi …………………………………….…. p. 24.

15

2. Description

This part gives the details information about the characteristic of

subject, for example the characteristic of personality, attitude, physically,

specific feature, quality and so on.

The example of schematic structure of descriptive text:

My Best Friend

I have a lot of friends. But my closest friend is

Prabu Perdana.

Prabu is my classmate. He is so handsome and cute.

He has short wavy but rather blonde hair, which is always

combed neatly. His skin is white. He has bluish back eyes

with thick eyebrows and outstanding eyelashes. His round

face makes him more impressive. Although Prabu is not so

tall, he has a well-built body. People frequently think he is

a European or American offspring, but he is actually a

Sundanese genuine. He looks more handsome when he is

smiling.

Prabu is pleasing peer. I am happy to spend my time

with him. He is always available to help his friends who are

in trouble. He is never angry with any friends who try to

annoy him. Because he is so smart, most of his classmates

seek him to explain any difficulties in any school subjects. I

am proud of having such best friend.

Title

Identification

Description

16

4. Language Features of Descriptive Text

Table 2.1

Language Features of Descriptive Text

No Linguistic Features Examples

1 Specific Participants Prabu Perdana

2 Simple Present Tense I have a lot of friends.

His round face makes him more

impressive.

People frequently think he is a European or

American offspring, but he is actually a

Sundanese genuine.

He looks more handsome when he is

smiling.

3 Action Verb Makes Help

Think Try

Looks Annoy

Spend Explain

4 Passive Voice He has short wavy but rather blonde hair,

which is always combed neatly.

5 Adverbial Phrase He has short wavy but rather blonde hair,

which is always combed neatly

6 Linking Verb Is

Am

17

C. GROUP WORK

1. Definition of Group Work

Group work has some definitions based on the linguist. First, the writer

wants to show definition about what a group is. According to Brilhart, a group is

a collection of items (such as trees or numbers); a large organization such as an

insurance company, the people who voted for Nixon in 1960, or the members of a

religious organization; two or more people having anything in common (such as

standing at the same corner while waiting for a bus).29

On the other hand a group

is collection of something who has the same purpose.

Group work is one of the techniques that used in teaching especially

teaching reading. By using group work technique, the students have opportunities

to share their idea and interpret the text with their friends in a group. It is in line

with Nuttal, she said that “In group work mode of organization, much of the

guidance comes from fellow students. The effort to understand the text is made

jointly – that is, individual efforts are pooled and discussed in the hope of arriving

together at the best interpretation.”30

Thus, group work as a technique to make

students can learn and solve the problem together.

Next, it is about definition of group work. As stated by Brown, group work

is one of techniques that consist of two or more students are assigned a task that

involves collaboration and self-initiated language.31

This statement means that as

a technique, group work gets students to work together in doing their task.

Students in group work are more than two or perhaps six. In addition, Ruppet

Brown defined “a group exists when two or more people define themselves as

member of it and when its existence is recognized by at least one another.”32

On

the other words, group consists of two or more people join into one as a member.

29

John K. Brilhart, Effective Group Discussion, (Iowa: WM. C. Brown Company

Publishers, 1967), p. 11. 30

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan,

2005), p. 162. 31

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language

Pedagogy 2nd

Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177 32

Zoltán Dörnyei and Tim Murphey, Group Dynamics in the Language Classroom,

(Cambridge: Cambridge Universiti Press, 2003), p. 13.

18

Meanwhile, Ur said that group work is a learning task through small-group

interaction that is performed by learner to become more active in oral fluency

because students in group get opportunities to talk in class. 33

Group work can

make students learn actively because they have chance to talk in the classroom.

In addition, Hess explained that:

Group work is obviously a key element as it enables students to learn from

one another. When working in small groups, students have a greater

chance to practice oral fluency. Students are also far less intimidated in a

small group, and once they become familiar with the procedure, they

usually enjoy sharing ideas and practicing new language structure in this

format. 34

Based on the definition, group work is viewed as a technique that gives students

some chances to practice oral fluency, share idea with friends, and practice the

new language.

In sum up, group work is one of the techniques that consist of two or more

students in a group who are given the same task to finish well. Then, students

cooperate to study and share their ideas in group work. They may also help and

guide each other. Again, they can interpret the reading text cooperatively.

2. Purposes of Group Work

There are some purposes of group work. According to Bormann, “The

primary purpose of much of the talk in a group discussion must be to

communicate.”35

It means that communication is the main purpose of group work.

It is in line with Brown in his book Teaching by Principles: an Interactive

Approach to Language Pedagogy, stated that one of the major purpose of group

33

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 232. 34

Natalie Hess, Teaching Large Multilevel Classes, (Cambridge: Cambridge University

Press, 2001), p. 112 35

Ernest G. Bormann, Discussion and Group Methods, (New York: Harper & Row

Publisher, 1969), p. 4.

19

work is giving more opportunities to speak for students.36

In other words, group

work can increase students‟ ability in speaking.

In addition, group work gives the opportunities for student to:37

1. Generate more ideas and be exposed to different point of view

2. Develop tolerance for ambiguity

3. Experience incidental and planned opportunities that use language as a

tool for learning

4. Learn from and teach one another in a supportive environment

5. Ask their own questions so that they own their learning and have better

retention

6. Make use of exploratory talk; offer possible suggestion and tentative

ideas

7. Realize the fact that their talk helps them to understand better

8. Gain confidence while learning as a result of peer support and

encouragement

9. Acquire higher – level thinking skills (for example, to speculate,

hypothesize, and generalize) because of the potential for what if

question to occur

10. Develop short – and long – term recall of information

11. Experience genuine intellectual inquiry that cultivates moral and

intellectual autonomy

12. Value their thinking and experiences during the learning process

13. Become more responsibly for their own learning and the learning of

others

14. See how others learn and how they themselves learn

15. Have shared experiences that become the basis for learning

16. Present what they know and reflect on how they learned it (i.e.,

develop metacognitive knowledge)

17. Build on what they know already with increased motivation in order to

get more information that makes use of critical thinking skills

18. Develop problem solving strategies

19. Attain better academic achievement

20. Learn in a context compatible to their culture

21. Develop emphatic perspective as a result of working together

22. Learn how to work together (i.e., acquire social skills)

23. Develop a liking for self and others

Based on the statements above, group work is useful for students because

they may share their ideas and experience in a group, develop their social

36

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language

Pedagogy 2nd

Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177 37

Carolyn Kessler, Cooperative Language Learning: a Teacher’s Resource Book,

(Englewood Cliffs: Prentice Hall Regents, 1992), p. 59-60.

20

interaction like tolerance and emphatic perspective, use target language to

communicate each other, develop problem solving strategies, increase their

thinking and understanding, build their confidence, motivation, and responsibility,

and learn cooperatively in their group.

In sum up, the purpose of group work in teaching reading is to increase

students‟ ability in communication by using target language and help them in

comprehending the reading text easily. Thus, it develops students‟ social

interaction and builds students‟ motivation to share the ideas. Therefore, they may

gain confidence in learning and attain better academic achievement.

3. Techniques of Using Group Work

Harmer explained the procedures of group work, he classifies the

procedures of group work into three parts. There are before, during, and after:38

a. Before

The teacher has to follow the „engage-instruct-initiate‟ because

students need to feel enthusiastic and understand what they are going to

do, and then give an idea of what they will have finished the task they are

going to get involved in.

The teacher has to involve the demonstration when gives the

instructions for students, in order to give clear instruction but if the

activity is familiar with students, teacher just give simply instruction.

The teacher has to give students a time to finish their activity. It

will give the success of group work task because it helps to give a clear

framework to work within, then it can encourage groups to be the first

finishers, and then it can be a game that has a slight sense of competition

between groups are no harm‟.

The instruction is important thing. The teacher should give students

in understanding and agreeing of the task, then to check students‟

38

Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New

York: Longman Publishing, 1991), p. 122-124.

21

understanding on the teacher‟s instruction, so the teacher ask them to

repeat it, or they can translate into their first language.

b. During

When students are doing their task in group, the teacher can

monitor students by standing at the front, side, back or anywhere else in

the classroom and keep on what is happening. In this position the teacher

can „tune in‟ to a particular group, decide whether to go over, and help that

group.

Teacher can use an alternative procedure that is to go round that

class, watching and listening to specific groups. The teacher can stay or

the teacher intervene the group if necessary and the teacher bear in mind

what they have said about the difference between accuracy and fluency

work. If students are involved in discussion, the teacher has to correct

gently, help students with suggestion about something they are planning,

or trying to move a discussion forwards, then the teacher act as a prompter,

resource, or tutor. Students have to avoid the temptations in using their

first language and teacher persuades them back into English.

The teacher has an ideal opportunity to work with students when

they are working in groups. Then the teacher has a chance become

observer, and get the information about students‟ progress and seeing if

they will have to „troubleshoot‟. However, teacher participation is vital in

learning reading by using group work.

c. After

After group work finish, the teacher has to organize feedback from

students. The teacher discusses about what happened during the group

work season, gives the assessment and makes correction.

A few groups demonstrate the teacher‟s feedback by using the

target language, if students make the mistakes, the teacher corrects it. It is

used to give them information for future learning and action.

In group work students discuss an issue and guess the content of a

reading text, and the teacher encourages them to give their conclusion.

22

Then the teacher and students compare their different solution, ideas, and

problems. It helps them to get an understanding of the topic.

After that, the teacher asks students to make a conclusion on a

piece of paper and give them a chance to demonstrate it in the class, or

they can write on the board, or read the text that they have written, or play

audio or videotapes they have made.

Finally, the teacher has to construct feedback because it is

important to enhance students‟ motivation in the future. The teacher gives

feedback on the language mistake is only one part of that process.

4. Advantages of Group Work

Actually group work has many advantages. According to Jacobs,

advantages of group work are:39

1. The quantity of learners‟ speech acts can increase

2. The variety of speech acts can increase

3. There can be more individualization of instruction

4. Anxiety can be reduce

5. Motivation can increase

6. Enjoyment can increase

7. Independence can increase

8. Social integration can increase

9. Students can learn how to work together with others

10. Learning can increase

From Jacobs‟s explanation, it can be seen that group work has some

advantages to increase students‟ speech acts, motivation, enjoyment,

independence, social interaction, and learning. Then it can reduce their anxiety.

39

Willy A. Renandya and George M. Jacobs, Learners and Language Learning,

(Singapore: SEAMEO, 1998), p. 172-175.

23

Meanwhile, McDonough stated that the advantages of group work; first,

students get a little flexibility in observing of others and in working to an

externally imposed pace, and then the possibility of an individual‟s learning

preference increase in small group and pair work. 40

It means that group work

gives students flexibility to learn and to share ideas with their friends, and then

they will increase their learning process in a group work.

Second, group can make the class more dynamic because there are a

number of different people to react to, to share ideas with and so on, and smaller

scale interaction is more natural to exchange of information, however, the nature

of the task set determines the dynamic of class.41

On the other word, group

consists of different people that may share the ideas and exchange the knowledge;

therefore it may cause the classroom become more dynamic.

Third, different task can be assigned to different groups or pairs in order to

make environment of the whole class cohesively if these tasks can be fitted

together in final discussion and teacher may have the flexibility to give activities

according to learners‟ level.42

Thus, the teacher gives different task to different

groups to adjust to learners‟ ability and to make the class cohesively.

Then, each student has more chance to speak actively in using the

language.43

It means that in using the language, students have same division to

speak actively in group work and they may get confidence to speak the language

even they are not able to use it well.

Next, group work can create a positive atmosphere or „effective climate‟

and potentially influence environment of the classroom.44

This statement means

that environment of the classroom will change becoming an effective climate if

the teacher uses group work as a method of teaching in the classroom.

40

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 203. 41

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 42

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 43

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 44

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003 , p. 203-204.

24

The last, there is some evidence that students like to work in smaller

groupings.45

On the other word, there is some evidence that students feels enjoy

and happy to work in a group, they may think that working with group gives the

freedom for them to reveal their opinion.

From McDonough‟s explanation, the writer sums up that group work has

many advantages. Those are students get the flexibility to share the ideas and to

exchange the information, and then the classroom may become more dynamic,

next they may increase their spoken language actively, finally group work creates

an effective climate and cohesive whole class environment in the class room,

therefore, students like to work in group.

For Harmer the advantages of group work; first, group work increases

opportunity for individual students to talk.46

Thus, group work gives individual

students chance to talk increasingly, and then it may give students enjoyable in

speaking.

Second, group work consists of two or more students that have less

problematic in their personal relationships and also have a greater chance of

different opinions and varied contributions.47

It means that group work has

advantages to share different opinion one another without including students‟

personal relationships and to give varied contributions.

Then, group work encourages students to develop their skills of

cooperation and negotiation, and also more private than work in front of the whole

class.48

On the other hand, students have to possess ability of cooperation and

negotiation in learning. Thus, the teacher uses group work that may give them

more chance to cooperate and to negotiate with others.

Next, students have autonomy and are allowed to make their own

decisions without teacher‟s instruction.49

This statement means that the teacher

45

Jo McDonough and Christopher Shaw, Materials and Methods in ELT…………, p. 204. 46

Jeremy Harmer, The Practice of English Language Teaching 4th

Edition, (New York:

Longman Publishing, 2009), p. 166 47

Jeremy Harmer, The Practice of English Language Teaching……….…………., p. 166 48

Jeremy Harmer, The Practice of English Language Teaching……………….…., p. 166 49

Jeremy Harmer, The Practice of English Language Teaching4th

Edition, (New York:

Longman Publishing, 2009), p. 166

25

cannot ask students to follow him/her decision because students can make their

decision by discussing their opinion with friends in group work.

Finally, some students may choose their level of participation more readily

than in a whole-class or pair work situation in order to avoid individual students

becoming passive in groups.50

It means that group work gives some students the

freedom to choose their participation in order to elude passivity.

From Harmer‟s statement, it can be seen that group work may increase

students‟ opportunity to speak, increase students‟ contribution in working with a

group, develop students‟ cooperation and negotiation, make their own decision,

and then they may chose their level of participation.

In addition, Brown stated that advantages of group work are:51

1. Group work generates interactive language

2. Group work offers an embracing affective climate

3. Group work promotes learner responsibility and autonomy

4. Group work is a step toward individualizing instruction

In sum up, group work has many advantages in developing students‟

learning activity. First, it may help students to communicate and to share the ideas

with others. Second, it may make the classroom becoming dynamic. Third, it may

give the motivation, comfortable and enjoyment in learning. The last, it may

develop social interaction and responsibility for themselves.

5. Disadvantages of Group Work

As a method, group work has disadvantages. According to Donough, the

disadvantages of group work are; first, there is some concern that some students

will probably not provide such as a good „language model‟ as the teacher, so it

required a more complex arrangement by the teacher as feedback and it need

control to make the more talk active students do not dominate the quieter

50

Jeremy Harmer, The Practice of English Language Teaching4th

Edition, (New York:

Longman Publishing, 2009), p. 166. 51

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language

Pedagogy 2nd

Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177-179.

26

students.52

It means that the teacher has to control some students who are talk

active and gives the opportunity to students who are quieter.

Second, there are several possible to rearrange the classroom in order to

increase a communicative environment. For example, rearrange the furniture in

the classroom. But sometimes, other colleagues think negatively that an active

class will increase noise level.53

On the other hand, to make a communicative

environment, the teacher should rearrange the classroom. It may be arrange the

chairs by grouping. However an active class is identical with a noise class.

Third, some monolingual classes prefer use their mother tongue rather than

use target language, particularly in discussing and sharing something. Therefore,

using target language in the classroom may initially be perceived as artificial.54

It

means that the teacher and students do not use the target language in the

classroom. Then, target language is only used as artificial.

Next, learners often have strong preferences. Consequently, teacher

control and direct input material are low.55

This statement means that students

have preferences that can make them difficult to get the material directly.

After that, if the class is divided into smaller unit, there may be problems

that students do not want to work with those of their peers assigned by the teacher

to the same group.56

It means that group work has some problems, one of those

problems is students do not like to work with some friends in the same group.

Finally, in conducting group work, the problems commonly heard are class

arrangement and class size. It is all very well if you have only a small,

multilingual class of co-operative adults working in a comfortable, modern

environment, but it will be difficult with a class of forty.57

It seems that group

work will be easy if it is conducted in the small class, because if it is conducted in

52 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 204. 53

Jo McDonough and Christopher Shaw, Materials and Methods in ELT….., p. 204-205. 54

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 55

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 56

Jo McDonough and Christopher Shaw, Materials and Methods in ELT…...……, p. 205. 57

Jo McDonough and Christopher Shaw, Materials and Methods in ELT…...……, p. 205.

27

the big class, it may have some problems, for example, the arrangement of

classroom is not suitable for group work activity.

Based on the explanation above, the writer concludes that disadvantages of

group work are students cannot be a good language model as a teacher, the teacher

cannot control all students, the class become noisy, students use their mother

language to communicate with their friends, some students do not contribute in

doing a task, and the teacher will be difficult to arrange a big size class that

consist of forty students.

Meanwhile, based on Harmer disadvantages of group work; first, the class

is likely to be noisy. Then, some teachers may lose control and feel hard to build

the whole class but it is easy to dissipate and spill into smaller entities.58

It means

that the class of group work may become noisy because the teacher may not

control all students.

Second, not all students enjoy it because they would prefer listen to the

teacher‟s explanation rather than work in group with their peers. Sometimes,

students feel themselves in unsuitable groups and wish moving to the others

group.59

On the other word, some students do not like to work with group because

they are not enjoying with it. Thus, they prefer like to pay attention on the

teacher‟s explanation rather than work in group.

Next, some students are passive whereas others may dominate because

individuals may fall into group roles that become fossilized.60

This statement

means that group wok may consist of some students who passive and the others

who active.

Finally, group work may take a long time to organize; beginning and

ending group work activities, moreover where students move around the class that

wastes time and becomes chaotic.61

That is why group work may make the class

58

Jeremy Harmer, The Practice of English Language Teaching 4th

Edition, (New York:

Longman Publishing, 2009), p. 166 59

Jeremy Harmer, The Practice of English Language Teaching ……………….., p. 166. 60

Jeremy Harmer, The Practice of English Language Teaching ………….……., p. 166.

61 Jeremy Harmer, The Practice of English Language Teaching …………….…., p. 166.

28

become so noisy and difficult to organize. Then, it is need more time to conduct

group work.

From the Harmer‟s statement, it can conclude that disadvantages of group

work, the class is noisy because the teacher lose control, and sometimes students

more focus if the teacher give explanation rather than they work in group, then

some students become more passive if others students dominate the class room,

and then group work activity take a long time.

In addition, Brown said that disadvantages of group work are:62

1. The teacher is no longer in control of the class

2. Students will use their native language

3. Students‟ error will be reinforced in small groups

4. Teachers cannot monitor all group at once

5. Some learners prefer to work alone

In sum up, group work has disadvantages, such as the class is noisy and

chaotic, thus students feel difficult to focus on the teaching learning activity.

Then, teacher cannot control all groups at the same time; hence students are noisy

because they lose the teacher‟s control. Next, some students use their native

language when they cooperate. After that, some students prefer work alone and

become passively.

D. Teaching Descriptive Text Using Group Work

The following is procedures in teaching descriptive text using group work:

First: Introduce the procedures of a group work. Tell students about

advantages in learning reading using group work and explain them that

group work is useful for them to develop their reading comprehension of

descriptive text.

Second: Divide students into groups. VII – 1 class consists of 46 students. Each

group consists of 5 or 6 students. So, there are 8 groups in the class.

When all students get a group, they have to choose one become a leader

62

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language

Pedagogy 2nd

Edition, (San Francisco: Addison Wesley Longman, 2001), p. 179-182

29

of the group and one become a secretary for write the conclusion of the

text. Then they give a unique name for their group.

Third: Give students instruction to read and to understand the descriptive text.

After students finish in understanding text, they have to write the

conclusion of the text.

Fourth: Control all group when students work and help if they find problem.

Fifth: Retell the text in front of the class and others students give their

argument.

Sixth: Give students some questions related to the text. This activity is done

individually. After finishing, they collected the answer sheet. And they

have an opportunity to write the answer in the write board. Finally, make

an evaluation about students‟ answer; it will know their score in reading

comprehension.

In short, in teaching reading descriptive text by using group work, students

are explained about what group work is and what the advantages of group work

are. Then, they are divided into some groups; furthermore they choose a leader

and a secretary of the group. Next, they are asked to comprehend of descriptive

text together with their group. After that, they discussed the text with all groups.

Finally, they have to answer the questions related to the text individually. In this

case, the teacher‟s role is to monitor all groups.

30

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, research methodology consists of method of the study,

subject and object of the study, time and place, research design, Classroom Action

Research (CAR) procedures technique of collecting data, technique of the data

analysis, data validity, trustworthiness of the study, and criteria of the action

success.

A. Method of the Study

In this research, the writer used Classroom Action Research (CAR)

method. According to McNiff, Classroom Action Research is a reflective research

which is conducted by the teachers to develop their teaching skill.1 It means that

the teachers can use Classroom Action Research as a method to improve their

teaching skill. In addition Wijaya Kusumah stated that classroom action research

is a research which conducted by the teachers in their class with three ways, first

is planning, second is acting, and third is reflecting which has the aim to develop

teachers’ teaching skill and to improve students’ score. 2 It can be seen that

Classroom Action Research is not only to develop teaching skill for the teacher

but also to improve students’ score and solve their problem in learning.

1

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta

Barat: PT. Indeks, 2009), p. 8.

2 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas…… p. 9.

31

Meanwhile Geoffrey E. Mills explained that, action research is a research

conducted by teacher researchers, principals, school counselors, or other

stakeholders in the teaching learning environment to gather information about

how schools operate, how the teacher teach, and how well students learn. Go to

the next one, this information is gathered to gain the knowledge, to develop

reflective practice, to effect positive changes in the school environment, and to

improve student outcomes and the lives of those involved.3 It means that action

research is a research which collects the information about teaching and learning

activity in order to improve the teacher’s knowledge and to solve the students’

problems in learning.

In sum up, Classroom Action Research is a research which conducted by

the teacher to develop their teaching skill, to improve their knowledge and to

solve the students’ problem in learning.

B. Subject and Object of the Study

1. Subject of the Study

The subject of this study is students at grade VII – 1 of MTsN 19 Pinang

Kalijati, academic year 2010/2011. The number of students consists of 46 (forty

six). It is divided 25 for female students and 21 for male students.

2. Object of the Study

The object of this study is group work technique to develop students’

reading comprehension of descriptive text.

C. Writer’s Role on the Study

The writer acts as the observer and interviewer in collecting the data and

she also makes planning such as lesson plan, tests (before and after CAR), then

she collects and analyzes the data, and then she reports the results of research. But

during Action Research in the classroom, the writer acts as the teacher in teaching

3 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill

Prentice Hall, 2003), p. 5.

32

reading descriptive text through group work, and the real teacher acts as the

observer.

D. Time and Place of the Study

This research held on November 2nd

to December 2nd

. The place is at grade

VII - 1 class of MTsN 19 Pinang Kalijati, academic year 2010/2011.

E. Research Design

The writer chose Kurt Lewin’s design as a CAR procedure in this research.

It consists of two cycles in which each cycle contains four phases; planning,

acting, observing, and reflecting.

33

Figure 3.1

Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)4

Based on the Kurt Lewin’s action research design above, the writer wants

to describe a plan for Classroom Action research (CAR) as follows:

4 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,(Jakarta:

PT. Indeks, 2009), p. 44

Planning

Cycle I

Planning

Reflecting Acting

Observing

Reflecting

Observing

Cycle II

Acting

The Result

34

Figure 3.2

The phases of Classroom Action Research modified by the writer

CYCLE 1

CYCLE 2

Planning

* After interviewing, observing and

conducting test before CAR. The teacher

and the observer make instruments, such

as: lesson plan, observational notes,

observational guidelines, and test after

CAR

Acting

* In this CAR, the writer acts as the teacher

and the real teacher becomes the observer.

The teacher conducts the lesson plan, teaches

descriptive text, explains the schematic

structures, and applies group work technique

Observing

* The observer (the real teacher) observers

teaching learning activity in the classroom,

such as class situation, teacher’s

performance, and students’ response

* Identifies the students’ achievement in

learning reading descriptive text by giving

the test after CAR in cycle 1 at the end of the

cycle 1.

* The writer calculates students’ improvement

scores from test before CAR to test after

CAR in cycle 1 whether improving or not.

Reflecting

* The teacher and the writer discuss not

only about the result of the

implementation of CAR, but also

students’ achievement and the

technique.

* The teacher and the writer prepare the

lesson plan for the next cycle and for

test after CAR in cycle 2 in order to

know the improvement of students’

score and to solve the problem

unfinished yet.

Planning

* The teacher and the writer revise the

lesson plan and modify the group work

technique with some modifications.

* The teacher and the writer prepare

observational guidelines and the test

after CAR in cycle 2.

Acting

* The teacher teaches descriptive text

according to a new lesson plan

* The teacher modifies group work by giving

the meaning of some unfamiliar words

(word bank) and getting students to bring

dictionary.

Observing

* The observer observes the process of

teaching learning activity in the

classroom which includes class situation,

teacher’s performance, and students’

response.

* Students are given the test after CAR in

cycle 2 in the end of cycle 2.

* The writer calculates students’

improvement scores from test after CAR

in cycle 1 to test after CAR in cycle 2.

Reflecting

* The writer and the teacher discuss about

the result of the implementation CAR by

modifying a new strategy in action,

about students’ response with the

strategy, about improvement students’

score in reading descriptive text and

about analyzing the result from test after

CAR in cycle 1 to test after CAR in

cycle 2.

* The writer and the teacher make an

agreement, if the target is not achieved,

the action will be continued to cycle 3,

but if the target is achieved, the action

will be stopped.

.

35

F. Classroom Action Research (CAR) Procedures

Kurt Lewin’s Classroom Action Research design has four phases within

one cycle. Those are planning, acting, observing, and reflecting. The writer

conducts the first cycle to know the implementation of Classroom Action

Research by using group work technique in teaching reading descriptive text.

After finishing the first cycle, the writer may not get satisfaction of the result or

may get a new problem or unfinished problem yet. Therefore, the writer needs to

continue the research to the second cycle by adding a new strategy but still use the

same technique of the first cycle.

1. Planning Phase

In this phase, after conducting interview with the English teacher

and observe teaching learning process in VII – 1 classroom, the writer

begins to identify students’ problems in understanding the reading text

especially on descriptive text. Then she and the teacher try to solve the

problems by searching some techniques which appropriate with the

material. Finally they choose group work as a technique to be

implemented in the classroom. After that she makes a lesson plan based on

the syllabus, material, media, resources, and evaluation which consist of

tests (before and after CAR in cycle 1 and 2). The lesson plan will be

implemented in VII – 1 grade at MTsN 19 Pinang Kalijati.

2. Acting Phase

In this phase, the writer and the teacher work collaboratively in

implementing the planned action. The role in this action, the writer

becomes the teacher who conducts a planned action and the real teacher

becomes the observer teaching learning activity in the classroom.

However, acting phase is the implementation of a planned action. The

writer directly involves in the class research totally, from the beginning

until the end of the research. The writer chooses two cycles in which each

cycle consist of two meetings in action.

36

3. Observing Phase

During the acting phase, the real teacher (observer) observes

teaching learning activity in the classroom. When the real teacher

observes, he has to make observational notes which is written about all of

activities that happened in the class research and check the guidelines of

teacher’s observation. For example class situation, teacher’s performance,

students’ response, etc. However, observing phase is a phase to collect the

data (tests before and after CAR) that related to teaching learning activity

which has the aim to know and to solve the students’ problem.

4. Reflecting Phase

The reflection is the process to evaluate data that have been

collected in the observing phase. Both the writer and the teacher try to

reflect the result of previous study, discuss and analyze the data. In this

phase, they also discuss some problems that occur in the classroom

research. The analysis result is used for reference to the next plan or cycle

if it is needed. Thus, reflecting phase can be determined after the acting

phase and the observing phase.

G. Technique of Collecting Data

In collecting the data, the writer uses qualitative data and quantitative data.

To collect the data, the writer uses some techniques:

a. Observation

When the writer observes to the school before CAR, she uses the

open observation to get the information about the real condition in

teaching learning activities. Then during CAR, the real teacher becomes

the observer who makes a note about situation in the class while teaching

learning process, teacher’s performance in teaching reading descriptive

text, and students’ response in learning descriptive text by using group

work technique.

37

b. Interview

The writer uses unstructured interview. She interviews to the

teacher before and after CAR in order to get the information about

students’ problem in reading activity, material that students’ have to be

learnt, students’ condition in the class, and teacher’s strategy in teaching

reading.

c. Test

In this study, besides getting information from the teacher who

stated that students’ score in reading descriptive text are still under the

Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM)

whereas the score of KKM is 65 (sixty five), but they only get 60 (sixty)

for the average score that the writer has mentioned in chapter 1. Therefore,

the writer tries to give tests before and after CAR. Then, to make easy the

writing of this paper, the writer provides the term pretest for test before

CAR and posttest for test after CAR. The writer gives written test (pretest

and posttest) in order to measure the students’ achievement in reading

descriptive text, to know the students’ ability in reading descriptive text

before and after teaching reading descriptive text by using group work and

to know whether the students’ reading skill is improving or not.

d. Documentation

In this research, the writer wants to give documentation which

shows photos in teaching learning activity during CAR in cycle 1 and

cycle 2. It uses to show that the writer really has implemented CAR.

Photos are captured by the observer in teaching learning process.

H. Technique of Data Analysis

The techniques of data analysis consist of data from observational notes,

guideline of teacher’s observation, interview, documentation (photos) and tests

(pretest, posttest 1 and posttest 2). In analyzing the qualitative data of this

research, the writer uses the observation of students’ activities during teaching

learning process (class situation, teacher performance, and students’ response) and

38

the interview to the teacher before and after Classroom Action Research (CAR)

and in analyzing quantitative data, the writer uses the tests (pretest, posttest 1, and

posttest 2).

In analyzing numerical data, the writer finds out the average of students’

reading score per action within one cycle. She uses this formula:5 It is caused that

she needs to analyze the data by getting the average of students’ score.

X = Mean

∑x = Individual score

n = Number of students

Next, the writer wants to get the class percentage which passes KKM 65

(sixty five) of English lesson at MTsN 19 Pinang Kalijati. She needs the class

percentage to know how many percent that students’ score and she uses this

formula:6

P : The class percentage

F : Total percentage score

N : Number of students

The last, after getting mean of students’ score per actions, the writer

analyzes students’ reading score from pretest up to posttest in cycle 1 and cycle 2.

It used to know whether students improve their score or not. She uses the

formula:7

5

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 6 Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2008), p.43 77

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:

Department of Physics and Astronomy, 2008), p.3.

_ ∑x

X = ──

n

F

P = ── X 100%

N

39

P : Percentage of students’ improvement

y : Pre-test result

y1 : Post-test 1

P : Percentage of students’ improvement

y : Pre-test result

y2 : Post-test 2

I. Validity of Data

The writer uses validity of the tests to ensure that the research can be

acceptable. In analyzing the data, the writer makes the trustworthiness of study

which consists of discriminating power and item difficulty.8 First, the writer

analyzes discriminating power by dividing students into two groups. Those are

upper group and lower group. Second, because there are forty students in the

class, she only chooses ten students from the upper group and lower group to

know the discriminating power. Then, she analyzes the students’ answer on

pretest, posttest 1, and posttest 2. From the result, she knows whether good or bad

of discrimination power. Next, she analyzes item difficulty to know how many

students select the correct answer. From the result, she knows whether high or low

of difficulty item. Finally, she can get the validity by matching the result of

discriminating power and difficulty item.

8 See appendix, p. 95.

y1 - y

P = ─── X 100%

y

y2 - y

P = ─── X 100%

y

40

J. Trustworthiness of the Study

The writer uses the trustworthiness of study to analyze the test items.

There are two phases:

1. Discriminating Power

The writer uses discriminating power to differentiate students who

have high achievement (those who got the score pass KKM) and low

achievement (those who got the score do not pass KKM) in answering the

questions. All students are divided into two groups; there are upper group

(students with high achievement) and lower group (students with low

achievement).9

The formula as following:10

D : The index of discriminating power

BA : The number of pupils in the upper group who answered the

item correctly

BB : The number of pupils in the lower group who answered the

item correctly

JA : The number of pupils in the upper group

JB : The number of pupils in the lower group

PA = BA : Proportion the number of pupils in the upper group who

JA answered the item correctly

PB = BB : Proportion the number of pupils in the lower group who

JB answered the item correctly

9

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Edisi Revisi), (Jakarta: PT.

Bumi Aksara, 2006), p. 211.

10 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan …………., p. 213-214.

BA BB

D = — - — = PA – PB

JA JB

41

Next, the classification of discriminating scales uses:11

2. Item Difficulty

The writer uses item difficulty to know whether the questions are

too difficult or too easy. Good questions are the questions which are not

too easy or difficult because the easy questions cannot give stimulus to

students in trying to solve the problem and the difficult questions make

students give up and do not have a spirit to try because it is out of their

mind. 12

The formula as following:13

P : Index of difficulty

B : The total number of students who selected the correct answer

JS : The total number of students

11

J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.

12 Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Edisi Revisi), (Jakarta: PT.

Bumi Aksara, 2006), p. 207 13

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan ……........, p. 208

DP REMARK

0.6 – 1.0 Very Good

0.4 – 0.6 Good

0.1 – 0.3 OK

-1 – 0.0 Bad

B

P = —

JS

42

Next, the classification of difficulty item:14

ID REMARK

0 – 0.30 High

0.30 – 0.79 Medium

0.80 – 1.00 Low

K. Criteria of the Action Success

The writer and the teacher discussed to determine the criteria of the action

success. This study is regarded successful if 75% numbers of students can pass the

KKM.15

The KKM in the school is 65 (sixty five). If the study passes the criteria,

thus it is called successful and CAR would be finished, but if it does not pass the

criteria, it is called not successful and needs improvement to continue to the next

cycle.

14

John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p.

247. 15

Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT

Rineka Cipta, 2006) p. 108.

43

CHAPTER IV

RESULT AND DISCUSSION

This chapter presents result of the study. In this case, it discussed the way

to develop students’ reading comprehension of descriptive text by using group

work at VII – 1 class of MTsN 19 Pinang Kalijati academic year 2010/2011.

A. Before Implementing the Action

There are three parts related to before implementing the action. Those are pre-

observation, pre-interview, and pre-test. Those explanations as following:

1. Result of Pre Interview

Pre interview conducted in this study was the unstructured

interview that was held on Monday 25th

October 2010 and started at 09.30

A.M and finished at 10.30 A.M. The writer asked to the teacher some

questions which was divided into three categories. Those were the general

condition in English classroom primarily on situation of the classroom,

students’ responses in learning English and students’ achievement of the

English test, students’ difficulties in reading comprehension ability, and

the teacher’s strategies that he used before Classroom Action Research

(CAR) to solve students’ difficulties in reading comprehension.

44

First category discussed about the general condition in English

class primarily on situation of the classroom, students’ responses in

learning English and students’ achievement of the English test. Based on

the teacher explanation, situation of students in the classroom was very

crowded and noisy because there were forty six students inside the

classroom. But when they studied in the morning, situation of the

classroom was not so noisy because they still felt fresh and could

concentrate in studying English. On the other hand, they felt bored and

uncomfortable when they studied English in the afternoon. Therefore they

did not focus on the teacher explanation and became so noisy. Besides,

some students felt enthusiastic in learning English and most of them were

students who liked English lesson. But other students did not feel the same

thing because they did not like English lesson or felt English was so

complicated. Consequently, they were not enthusiastic and lazy in learning

English. Furthermore, the teacher said that most of them still got the score

under the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal

(KKM) and they were hardly to pass it.

The second category discussed about the students’ difficulties in

reading comprehension. The teacher told that reading skill was one of the

most difficult faced by students in learning English. Some students in VII -

1 class felt that reading could make them dizzy, because when they were

asked to comprehend kinds of longer texts which consist of some

paragraph, they did not understand to convey the meaning of word by

word, although they were able to recognize the words. Next, the teacher

assumed that they were hardly to concentrate when reading activity

because the class was noisy especially in the afternoon which might be

caused by some students who did not like English lesson. In brief, the

teacher thought that all students got difficulties because they got less

practice in reading. These problems had to be solved because reading skill

was needed by students to comprehend many reading texts that they will

45

get it in their examination and the teacher also said that he did not find yet

an appropriate teaching strategy to solve those problems.

The third category discussed about the teacher’s strategy in

teaching reading previously to solve the students’ difficulties in reading

comprehension. The teacher said that he used English textbook served by

school and students’ handbook (called LKS). When teaching reading

activity in the classroom, the teacher did not use only one method but he

combined some methods. The teacher’s method in teaching reading

activity included in these procedures. First, he read the book in front of the

class and the students listened while he was reading. Second, the students

repeated after him. Then, he asked students to translate the text. The last,

he and students discussed about the text. He assumed that the method was

not enough to solve the students’ problem in reading comprehension, he

needed other method. Therefore, he suggested the writer to implement

group work technique in solving students’ difficulties in reading

comprehension. It was suitable with kind of text such as descriptive text.

2. Result of Pre Observation

Pre observation was conducted to observe the process of teaching

learning in reading activity before implementing the action. It was held at

VII – 1 class of MTsN 19 Pinang Kalijati academic year 2010/2011. There

consisted of 46 students in the class. The pre-observation was conducted

on Wednesday 27th

to Thursday 28th

October 2010. It was started on

Wednesday at 07.00 A.M and finished at 08.30 A.M and on Thursday at

11.15 A.M and finished 12.30. In general, during the teaching learning

process in the classroom, the teacher dominated the class. Hence, students

only got less opportunity to be active in the class. Then, the teacher read

the text in front of their class and students repeated after him and then

some students were asked to read the text orally in front of the class. Next,

the teacher asked them to translate the text into Bahasa Indonesia. After

that, the teacher and students discussed about the text. But some students

46

could not finish their work on time and the teacher did not check it.

Moreover, the teacher did not explain the generic structure and language

features of descriptive text specifically, he only taught it generally.

Therefore, students could not analyze the schematic structure of the text

because of their difficulties in comprehending the text and they did not

know exactly about schematic structure of descriptive text. Finally,

students seemed monotonous with the texts which are given. It made them

not interesting in learning descriptive text.

3. Result of Pre Tests

The pretest had done before the Classroom Action Research

(CAR). It was conducted on Wednesday, November 10th

2010. It started at

07.30 A.M. There were 20 questions in multiple-choice form in which the

students carried out the test during 25 minutes.

Based on the result of pre test, the data showed that the mean score

of pretest was 48.36. There were only six students who pass the Minimum

Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) meanwhile the

other 40 students did not pass that criterion. The lowest achievement

gained score 30. From that analyzing, it could be seen that almost of the

VII – 1 class students’ reading comprehension was still very low.

B. Implementation of Classroom Action Research (CAR)

1. CYCLE 1

a. Planning

In this phase, the writer and the teacher worked collaboratively to

make a lesson plan for the action based on the problems faced by students

in reading comprehension. In this case, the writer found and chose the

material and exercises that will be taught in the classroom. It was written

into a lesson plan. Therefore, the writer determined descriptive text as the

text to be taught for students. The writer as the teacher taught specific

material about the schematic structure of descriptive text. In the lesson

47

plan, there were some texts to be identified by students with their group as

the technique of students’ learning of descriptive text. In addition, the

writer also prepared some instruments. Those were unstructured

observation sheet to observe the students’ and the teacher’ activities in

teaching learning process whether it was in line with the lesson plan had

made before or not, guideline observation to check the teacher’ activities

in teaching learning process, and the posttest 1 to collect the data and to

know students’ improvement scores from pretest to posttest after using

group work technique.

b. Acting

The action of the cycle 1 was done on November 11th

and 18th

2010. After making lesson plan, the writer as the teacher implemented the

teaching learning process based on it. Next the teacher started to teach the

materials that will be learned by students, she began to ask students to read

the text silently. Then, some students were asked to read the text loudly.

Next, the teacher explained about the characteristics of descriptive text

included the schematic structures and the language features that contained

in descriptive text. After explaining, the teacher gave them some questions

based on the text including main idea, supporting details, and schematic

structures of the text. Then, the teacher divided students into eight groups

which consisted of five or six students in each group. And then, the

teacher explained about how to study and what the advantages are by

using group work technique in learning reading descriptive text.

Afterwards, the teacher gave them jumbled paragraphs to be arranged into

a good passage in order to make sure that students understood how to

analyze the schematic structures concerning identification and description

of the text. Next, students were asked to answer the questions based on the

text and to write the language features in the text. Those tasks were done

by students with their group.

48

c. Observing

In this phase, the real teacher as the observer had a duty to monitor

all activities in the classroom. It might be about the teacher’s performance,

class situation, and students’ response. Related to the teacher’s

performance, she had taught in line with the lesson plan had been made.

On the other hand, when the teacher divided students into eight groups, it

washed time because the teacher could not control all students in choosing

their own group. It could be seen, situation of the classroom was noisy.

Then, when students started to work in their own group, some of the

students did not do their task. In fact, they walked to cheat or to disturb the

other groups. They also did not pay attention to their task. And then they

just chatted one another without shared about the text. Next, they gave up

if they found unfamiliar words. Then, the teacher only paid attention for

some groups not all groups. Therefore, they could not finish their task on

time and could not cooperate well.

Moreover, there were found some students who shared with their

group in discussing the text and answering the teacher’s questions

correctly related to the schematic structures and language features based

on the text. In the second action of the first cycle, the students seemed

more enthusiastic and focus to comprehend the text with their group.

Then, the teacher could control and monitor all groups. After teaching

learning process finished, in this observing phase was also carried out the

posttest 1 exactly on the second action of the first cycle to measure how

well the students’ reading comprehension of descriptive text that had been

studied. Based on the result of the posttest 1, the data showed that the

mean score of pretest was 64.34. There were 30 students who passed the

Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) 65

(sixty five). Meanwhile the other 16 students did not pass that criterion.

49

d. Reflecting

The writer and the teacher concluded about implementing the

action. Then, they tried to modify the action in order students more

comprehend in reading descriptive text and in order 75% of students in the

class could pass the KKM because in the result of posttest 1 showed only

65.21% of students who passed the KKM.

However, based on the result of the first cycle, the writer and the

teacher felt satisfied enough because they were able to improve students’

reading comprehension of descriptive text, although not 75% of students

passed the KKM. Besides, the students could understand the material

easily by using group work. That technique could help them to share the

ideas in comprehending of descriptive text and to teach each other in

determining and analyzing schematic structures of descriptive text.

Next, the writer and the teacher had to reflect implementation of

using group work. Here, the real teacher as the observer gave his opinion

and suggestion about the teaching learning process related to the last

observation phase. First, the teacher still had difficulties in implementing

the group work in the class. In this case, the observer suggested to the

teacher to walk around the class, to monitor each group and to check their

worksheet. Second, the teacher still had difficulty in managing the class. In

this case, the class was noisy because some students did not do their task

together, they just walked to cheat or to disturb the other groups and also

chatted each other. Hence, the observer suggested that the teacher should

give more attention to all groups and warning in order the students did

their task with their own group, did not walk around the class, did not

cheat, did not disturb, and did not chat each other about another topic.

Third, students gave up if they found unfamiliar words. In this case, the

observer suggested that the teacher should get students to bring the

dictionary.

From the reflecting phase above, the teacher and the writer must

have more efforts to develop students’ reading comprehension of

50

descriptive text by using group work technique. It was needed to improve

again in the next cycle. This effort was done in the next lesson plan of

cycle 2.

2. CYCLE 2

a. Planning

After finding the result of cycle 1, students’ reading

comprehension did not reach the target in their score of posttest 1, the

writer modified the previous lesson plan based on the result of reflecting

phase in the first cycle. The lesson plan which was used still related to

learning descriptive text by using group work. On the other hand, there

were some modifications in the second cycle. The teacher got students to

bring dictionary and gave the meaning of some unfamiliar words based on

students’ request in doing exercise of group work technique. It was caused

to ensure their reading comprehension concerning schematic structure of

descriptive text and to emphasize students’ work in their own group.

Besides, the writer still also prepared the observational notes and the

guideline of teacher’s observation to describe the classroom activities. And

the writer also prepared the posttest 2 to collect the data.

b. Acting

The action of the cycle two was done on November 24th

and 25th

2010. After reviewing the previous lesson, the teacher got students to read

the text and gave them some minutes to identify and to look up the

unfamiliar words of the text by using their dictionary. And then, the

students determined the schematic structures of the text by themselves.

Afterwards, the teacher asked students some questions related to the text.

Then, the students were divided into eight groups and asked to arrange

jumble paragraph into a good passage. And then, students are asked to find

unfamiliar words in their dictionary, if they did not find it in the

dictionary, the teacher gave them chance to ask the teacher about it and

51

she wrote the meaning of some unfamiliar words on the white board. Next,

the teacher walked around the class to check their answer and to make

them felt responsible in finishing their task on time. After that, the teacher

led all groups to discuss and to match their answer whether there were

different answers or not. Next, the teacher gave the correct answers of the

questions based on the material discussion on the white board.

c. Observing

In the second cycle, the observer told that the class condition in

learning process was better than the first cycle. It could be seen from the

students who were able to focus and to pay attention on the teacher

explanation and most of them were enthusiastic to answer the questions

given by the teacher based on the text. In doing task with their group, they

felt fun and enjoy because they could share about text each other within

their group. It could make them easily to comprehend the text and to

discuss the schematic structure cooperatively. And then, they were actively

to participate within their group. Related to the teacher’s performance, she

showed some progresses in teaching reading descriptive text. It could be

seen that students did not walk around the class, disturb their friends and

chat each other because the teacher gave them warning before teaching

learning process was begun. Then, the teacher gave her attention to all

groups and asked them about their difficulties in doing the task.

Automatically, students were helped by the teacher to comprehend the

text. Next, students did not give up when they found unfamiliar words

because they could look up in their dictionary and look at the white board

which was written the meaning of some unfamiliar words based on their

request. Shortly, most of students seemed quite active in the classroom and

in doing reading exercises. In the second action of cycle two, the teacher

was held on posttest 2 regarding students’ reading comprehension of

descriptive text. Based on the result of the posttest 2, the mean score of the

52

class in reading test gained 73.04 in which there were 37 students who

passed the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal

KKM 65 (sixty five).

d. Reflecting

The reflection of Classroom Action Research (CAR) was carried

out after getting the score result of reading test. The writer and the teacher

felt satisfied because they could improve students’ reading comprehension

of descriptive text. The students could understand the passage easily. It

could be seen that the result of students’ score improved from the pretest

1. Furthermore, they could analyze the schematic structures easily

concerning identification and description of the descriptive text. Then,

they seemed more enthusiastic during the teaching learning process.

After achieving the target research minimally 75% students who

passed the KKM, therefore the writer and the teacher decided to stop the

Classroom Action Research (CAR) because it had already succeeded.

Hence, the writer and the teacher did not continue to the next cycle.

The teacher and the writer got the result of research and it could be

assumed that the implementing of Classroom Action Research in

developing students’ reading comprehension of descriptive text by using

group work technique was appropriate with the teacher’s and the writer

planning that had been discussed previously. In this case, the action of

reading activities could be conducted well.

C. Discussion of the Data after Classroom Action Research (CAR)

The discussion of the data after implementing the action consisted of two

parts. Those were the result of post interview and the result of posttest. For further

descriptions as following:

53

1. Result of Post Interview

After implementing group work technique, the writer carried out

the unstructured interview with the teacher. It was conducted on Thursday,

November 25th

2010 after finishing cycle 2. It started at 01.30 A.M and

finished at 02.00 A.M. It was done to know the teacher’s response as the

observer about group work technique through Classroom Action Research

(CAR) that had been done. In this case, the writer divided into three

categories of questions. Those were the general condition in English class

during Classroom Action Research, the difficulties in implementing group

work technique during Classroom Action Research (CAR), and the

strategy that had been used to solve the difficulties.

The first category was the general condition in English class during

teaching reading descriptive text through group work. The teacher said

students’ condition was good enough. In this sense, students could do the

exercise well in line with the teacher’s instruction. They could pay

attention and focus on the teacher’s explanation. They also more

comprehended the schematic structures of descriptive text. They could not

only improve their reading comprehension, but also could develop their

social interaction and could share the ideas one another. Then, they could

enrich their critical thinking ability, could more responsibly for their own

learning and learning of others, and could enjoy in learning activities.

Moreover, they could easily to determine which including into main idea,

supporting details, and purpose of the text. Then, the teacher assumed that

group work technique was a good idea to teach descriptive text because

students could enjoy in learning descriptive text, could analyze the

schematic structure of the text and could comprehend the descriptive text

together.

The second category was the difficulty of the teacher in

implementing group work technique during Classroom Action Research

(CAR). As the observer, the teacher thought that students could not work

together well because some of them did not know the advantages of group

54

work technique in learning descriptive text, they only knew that group

work was enjoyable, therefore they did not work together optimally.

Moreover, students still needed to know some unfamiliar vocabulary,

because they gave up when they found it. Another difficulty, the classroom

was so crowded that made students hardly to focus.

The third category was how the teacher solved the problems and

difficulties using group work during Classroom Action Research (CAR).

In this sense, the teacher and the writer still collaborated to discuss and to

solve the problems such as getting students to bring dictionary in order the

students did not give up when found unfamiliar words. Next, the teacher

gave them warning if they were noisy and had to control students by

walking around the class.

2. Result of Post Test

Before the students carried out the test, the writer had done the

trustworthiness of the test using discriminating power and difficulty item

among pretest, posttest 1, and posttest 2. It was found that there consisted

of six items should be revised either the stem or the distracters of the item.

It could be seen in the appendix.

Furthermore, the writer gave the result of data including the

pretest, posttest 1, and posttest 2 into a table as following:

Table 4.1 The Students’ Reading Score of Pretest, Posttest 1, and Posttest 2

STUDENTS’ NUMBER

PRETEST CYCLE 1

POSTTEST CYCLE 2

POSTTEST

1 55 65* 70* 2 40 65* 65* 3 55 65* 80* 4 40 55 80* 5 40 60 65* 6 55 75* 80* 7 45 55 55 8 50 75* 95*

Continue to the next page

55

9 65* 80* 85* 10 55 65* 70* 11 30 40 60 12 70* 75* 90* 13 55 80* 80* 14 35 65* 70* 15 60 65* 70* 16 50 80* 85* 17 50 65* 80* 18 50 70* 70* 19 45 65* 80* 20 45 55 60 21 50 70* 75* 22 35 45 60 23 30 35 55 24 50 50 60 25 75* 80* 95* 26 60 75* 80* 27 45 55 65* 28 50 75* 75* 29 65* 65* 80* 30 45 75* 95* 31 55 70* 70* 32 35 45 70* 33 65* 80* 85* 34 35 65* 70* 35 35 55 65* 36 35 50 65* 37 50 80* 80* 38 45 55 60 39 40 65* 70* 40 50 75* 80* 41 50 55 65* 42 45 70* 80* 43 50 75* 75* 44 70* 80* 85* 45 40 60 65* 46 30 45 55

Mean:

_ ∑x X = ──

n

48.36

64.34

73.04

*: The student who passed the KKM (65)

56

To compare the test result between pretest and posttest of each cycle, the

writer uses some steps. Those steps are calculating the students mean score of the

test, calculating the class percentage, and calculating the percentage students’

improvement score from pretest to posttest 1 and 2.

In analyzing the data of pretest, the first step is to get the mean score of the

class. It is calculated as following:

_ ∑x

X = ──

n

_ 2225

X = ───

46

_

X = 48.36

From that calculation, the mean score of the class in pretest is 48.36. It is showed

that the students’ reading mean score before using group work or before

implementing Classroom Action Research (CAR) is 48.36.

The second step is to know the percentage of students’ score who passed

the KKM (65). It is calculated as following:

F

P = ── X 100%

N

6

P = ── X 100%

46

P = 13.04%

From the calculation above, it is known the students’ score percentage in the

pretest is 13.04 %. It means that there are 6 students who pass the KKM and there

are 40 students are still below the KKM.

57

Next in the cycle 1 of Classroom Action Research (CAR), the writer

calculates the result of posttest 1 to know the students’ score improvement from

the pretest to posttest 1 result. There are three steps to get this improvement.

Those are calculating the students’ mean score of the class, calculating the

students’ improvement score into percentage and calculating the class percentage.

The first step is to calculate the mean score of posttest 1. It is calculate as

following:

_ ∑x

X = ──

n

_ 2960

X = ───

46

_

X = 64.34

From that calculation, the students’ mean score of posttest in cycle 1 is 64.34. It

shows that there are some improvements from the pretest mean score. It could be

seen from the pretest mean score (48.36) to the mean score of posttest 1 (64.34). It

improves 15.98 (64.34 – 48.36).

The second step is to get the percentage of students’ improvement score

from pretest to posttest 1. It is calculate as following:

y1 - y

P = ─── X 100%

y

64.34 – 48.36

P = ───────── X 100%

48.36

15.98

P = ──── X 100%

48.36

P = 33.04%

58

Based on that calculation, the percentage of the students’ improvement score from

pretest to posttest 1 is 33.04%. It shows that the score in the cycle 1 has improved

33.04% from the pretest score.

The third step is to know the percentage of students who pass the KKM.

The calculation by using as follow:

F

P = ── X 100%

N

30

P = ── X 100%

46

P = 65.21%

From that calculation, the class percentage which passes the KKM is 65.21%. It

means that in the cycle 1 of Classroom Action Research (CAR), there are 30

students who passed the KKM and there are 16 students who got score are below

the KKM. The class percentage of posttest 1 shows some students’ improvement

of the class percentage in the pretest (13.04%). The students’ improvement which

passes the KKM is 52.17% (65.21% - 13.04%). Even though it is still needed

more improvement because it could not achieve yet 75% as the target of success

Classroom Action Research.

Moreover, in the cycle 2 of Classroom Action Research (CAR) the writer

also calculates the result of posttest 2 to know further the score improvement

either from the result of pretest or posttest 1. There are three steps to know this

improvement. Those are to calculate the mean score of the class, to calculate the

percentage of the students’ improvement score, and to calculate the class

percentage which pass the KKM (65).

Firstly is to calculate the mean score of the class in posttest 2. The

calculation using as follows:

_ ∑x

X = ──

n

59

_ 3360

X = ───

46

_

X = 73.04

From that calculation, the students’ mean score of posttest 2 is 73.04. It shows

that there are some improvements from the pretest mean score. It could be seen

from the posttest 1 mean score (64.34) to the mean score of posttest 2 (73.04). It

improves 8.7 (73.04 - 64.34).

The second step is to know the calculation of the percentage of students’

improvement score. Here, the writer calculated by using the formula:

y2 - y

P = ──── X 100%

y

73.04 – 48.36

P = ───────── X 100%

48.36

24.68

P = ──── X 100%

48.36

P = 51.03%

Based on that calculation, it could be seen that the posttest 2 improves 51.03%

from the pretest or 17.99% (51.03 – 33.04) from the pretest 1.

The last step is the writer tries to get the class percentage of students who

pass the KKM. It uses the calculation as following:

F

P = ── X 100%

N 37 P = ── X 100%

46

P = 80.43%

60

From that calculation, the class percentage is 80.43%. It means that in the cycle 2

there are 37 students who pass the KKM and there are only 9 students are below

the KKM. The class percentage of posttest 2 shows some improvements from the

previous test; the improvement is 67.39% from the pretest (13.04%) or 15.22%

from the class percentage of posttest 1 (65.21%).

D. Interpretation of Test Result

As a whole, the interpretation of the data results among the pretest, the

posttest of cycle 1 and the posttest of cycle 2 are as followings:

In the pretest, the mean score of students on reading test before carrying

out Classroom Action Research (CAR) is 48.36. It is the students’ reading score

before they use group work technique. Meanwhile, the class percentage which

passes the KKM is 13.04%. It means that that there are only 6 students who are

able to pass the KKM (65) and there are 40 students who are not able to pass the

KKM.

Furthermore, the mean score in the posttest of cycle 1 is 64.34. It means

that there are some students’ score improvement from the previous test (pretest),

that is 15.98 (64.34 – 48.36) or 33.04% (It is not enough to reach the research

target and still need to be developed). Meanwhile, the class percentage which

passes the KKM in posttest 1 is 65.21%. It shows there are 30 students who pass

the KKM and there are 16 students whose score still under KKM. It means that

still needed more improvement because it could not achieve the target yet of

success CAR, that is 75% (or at least 34 students) from the class percentage. That

is why the writer and the teacher continue to the second cycle.

Next, the mean score in the posttest of second cycle is 73.04. It shows the

improvement students’ score 8.7 (73.04 – 64.34) from the posttest 1 in cycle 1

(64.34) or 51.03% students’ improvement in the score percentage from the pretest

or 17.19% students’ improvement from the pretest 1. Meanwhile, the class

percentage which passes the KKM is 80.43%. It means there are 37 students

whose score pass the KKM and there are 9 students who are under the target of

KKM. This class percentage shows some improvements 67.39% from the pretest

(13.04%) or posttest 1 (65.21%) in the class percentage. The posttest of cycle 2

has fulfilled the target of Classroom Action Research (CAR) success, that is above

61

75% students could pass the KKM. Automatically, it can be said that the

Classroom Action Research (CAR) is success and the cycle can be stopped.

62

CHAPTER V

CONCLUSION AND SUGGESTION

After finishing the Classroom Action Research (CAR), the writer gives

some conclusions based on the result of this research. Furthermore, the writer also

gives some suggestions related to the conclusion. However, the writer would like

to give her summary of this research, before giving conclusion and suggestion.

The writer would like to summarize her study. This study uses the

Classroom Action Research (CAR) method to identify students’ problem in

reading comprehension, it is begun by interviewing the English teacher and

observing in the VII - 1 class at MTsN 19 Pinang Kalijati which is considered as

the class that sufficient to study by using group work technique. The number of

students consist of 46 (forty six) which is divided 25 (twenty five) for female

students and 21 (twenty one) for male students. In this study, the writer uses the

Kurt Lewin’s design which consists of four phases. Those are planning, acting,

observing, and reflecting. Meanwhile, the data is taken among from the test,

interview and observation. It could be summed up as; first, related to the test

result, there was 17.19% improvement of students’ mean score from pretest to the

posttest of the second cycle. In the pretest, there were six students who passed the

KKM. Then in the result of posttest in cycle 1, there were 30 or 65.21% students

in the class who passed the KKM considering their mean score of the test is 64.34.

Next in the result of posttest in the cycle 2, there are 37 or 80.43% students who

passed the KKM in which their mean score of reading test derived 73.04. Second,

63

the observation result showed that the students were more active, more enjoy, and

interested in learning reading activity in the classroom by using group work.

Moreover, they could analyze the schematic structures of descriptive text by

sharing with their friends in group work. Third, based on the interview result it

could be known that the students’ reading comprehension of descriptive text has

improved and the teacher also finds that group work is suitable in teaching

reading descriptive text.

A. Conclusion

Based on the research conducted in VII – 1 class at MTsN 19 Pinang

Kalijati in academic year 2010/2011, it could be concluded that the students could

develop their reading comprehension of descriptive text through group work

technique and be more active and also interested in learning reading. Then, they

also could analyze the schematic structures concerning identification and

description of descriptive text by using group work technique. Therefore, they

were able to gain better academic achievement on reading descriptive text.

B. Suggestion

In this part, the writer would like to give some suggestions that might be

useful for the teacher. First, group work could help students to develop their

reading comprehension, so it could be nice if the teacher uses group work

technique in the next meeting or in the new academic year in teaching descriptive

text. Second, in teaching reading descriptive text the teacher has to have an ability

to control all groups. For example, the teacher could monitor each group when

students are working together. Next, do not forget to give reward for students who

could work well in their group and punishment for students who do not work in

their group.

However, during implementing group work method in Classroom Action

Research (CAR), the writer knew that she found a shortcoming in this study. That

is using group work technique in teaching descriptive text needs a longer time.

Hopefully, there will be any further research of how to make this technique better.

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APPENDICES

LIST OF APPENDICES

1. Pretest Score .............................................................................................. 64

2. Posttest Score of Cycle 1 ........................................................................... 66

3. Posttest Score of Cycle 2 ........................................................................... 68

4. The Graph Improvement of Students’ Reading Score During CAR ......... 70

5. Observational Notes Before CAR.............................................................. 71

6. Observational Notes During CAR in Cycle 1 ............................................ 72

7. Observational Notes During CAR in Cycle 2 ............................................ 74

8. The Guideline of Teacher’s Observation in Cycle 1 ................................. 76

9. The Guideline of Teacher’s Observation in Cycle 2 ................................. 80

10. Interview Guidelines for the Needs Analysis (Before CAR) .................... 84

11. Interview Guidelines for the Needs Analysis (After CAR) ....................... 89

12. The Blueprint Test of Pretest ..................................................................... 92

13. The Blueprint Test of Posttest 1 ................................................................ 93

14. The Blueprint Test of Posttest 2 ................................................................ 94

15. The Item Analysis of English Tests ........................................................... 95

16. The Instrument of Pretest ........................................................................... 103

17. The Instrument of Posttest 1 ...................................................................... 108

18. The Instrument of Posttest 2 ...................................................................... 113

19. Lesson Plan in Cycle 1............................................................................... 118

20. Lesson Plan in Cycle 2............................................................................... 129

21. List of Students’ Groups ........................................................................... 140

22. Documentation During CAR ..................................................................... 141

64

PRE TEST SCORE

VIII - 1 CLASS STUDENT ACADEMIC YEAR 2010/2011

No Students’ Number Score

1 S1 55

2 S2 40

3 S3 55

4 S4 40

5 S5 40

6 S6 55

7 S7 45

8 S8 50

9 S9 65*

10 S10 55

11 S11 30

12 S12 70*

13 S13 55

14 S14 35

15 S15 60

16 S16 50

17 S17 50

18 S18 50

19 S19 45

20 S20 45

21 S21 50

22 S22 35

23 S23 30

24 S24 50

25 S25 75*

26 S26 60

27 S27 45

28 S28 50

29 S29 65*

30 S30 45

31 S31 55

32 S32 35

33 S33 65*

34 S34 35

35 S35 35

36 S36 35

37 S37 50

38 S38 45

39 S39 40

Continue to the next page

65

40 S40 50

41 S41 50

42 S42 45

43 S43 50

44 S44 70*

45 S45 40

46 S46 30

*: The student who passed the KKM (65)

66

POST TEST 1 SCORE

VIII - 1 CLASS STUDENT ACADEMIC YEAR 2010/2011

No Students’ Number Score

1 S1 65*

2 S2 65*

3 S3 65*

4 S4 55

5 S5 60

6 S6 75*

7 S7 55

8 S8 75*

9 S9 80*

10 S10 65*

11 S11 40

12 S12 75*

13 S13 80*

14 S14 65*

15 S15 65*

16 S16 80*

17 S17 65*

18 S18 70*

19 S19 65*

20 S20 55

21 S21 70*

22 S22 45

23 S23 35

24 S24 50

25 S25 80*

26 S26 75*

27 S27 55

28 S28 75*

29 S29 65*

30 S30 75*

31 S31 70*

32 S32 45

33 S33 80*

34 S34 65*

35 S35 55

36 S36 50

37 S37 80*

38 S38 55

39 S39 65*

Continue to the next page

67

40 S40 75*

41 S41 55

42 S42 70*

43 S43 75*

44 S44 80*

45 S45 60

46 S46 45

*: The student who passed the KKM (65)

68

POST TEST 2 SCORE

VIII - 1 CLASS STUDENT ACADEMIC YEAR 2010/2011

No Students Name Score

1 S1 70*

2 S2 65*

3 S3 80*

4 S4 80*

5 S5 65*

6 S6 80*

7 S7 55

8 S8 95*

9 S9 85*

10 S10 70*

11 S11 60

12 S12 90*

13 S13 80*

14 S14 70*

15 S15 70*

16 S16 85*

17 S17 80*

18 S18 70*

19 S19 80*

20 S20 60

21 S21 75*

22 S22 60

23 S23 55

24 S24 60

25 S25 95*

26 S26 80*

27 S27 65*

28 S28 75*

29 S29 80*

30 S30 95*

31 S31 70*

32 S32 70*

33 S33 85*

34 S34 70*

35 S35 65*

36 S36 65*

37 S37 80*

38 S38 60

39 S39 70*

Continue to the next page

69

40 S40 80*

41 S41 65*

42 S42 80*

43 S43 75*

44 S44 85*

45 S45 65*

46 S46 55

*: The student who passed the KKM (65)

70

The Improvement of Students’ Reading Score during Classroom Action Research (CAR)

Pre Test0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45

Pre Test

Post Test 1

Post Test 2

71

Observational Notes for Need Analysis1

Action : Pre-observation

Date : October, 27th

and 28th

2010

Time : 07.00 A.M – 08.30 A.M and 11.00 A.M – 12.30 A.M

Topic : The Schematic Structure of Descriptive Text

What learners do What this

involves

Teacher’s

purpose Comment

Listening to the

teacher’s

explanation

about the

schematic

structure and

linguistic

features of

descriptive text

Reading the text

together

Reading the text

orally one by

one in front of

the class

Translating the

text into Bahasa

Indonesia

Discussing

about the text

with the teacher

Students’ are

involved into

individual work

Students read

any kinds of

served

descriptive

selection with the

title Kimono.

The teacher

explained the

schematic

structure of

descriptive text

and linguistic

features and

engage students to

organize the idea

of identification

and description of

the text by using

group work.

Most of students

didn’t pay

attention to the

teacher’s

explanation

The text are

monotonous

Most of students

didn’t do the

exercises well

Students are

rarely active

because they

didn’t have

opportunity to

participate in the

classroom

The teacher

mostly liked to

dominate the

classroom.

1 Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge:

Cambridge Univ. Press, 1996), p. 323

72

Observational Notes for Need Analysis

Action : 1st of 1

st cycle

Date : Thursday, November 11th

2010

Time : 11.00 A.M – 12.30 A.M

Topic : The Schematic Structure of Descriptive Text

What learners do What this

involves

Teacher’s

purpose Comment

Reading the text

silently

Reading the text

loudly for some

students

Listening to the

teacher’s

explanation

about the

schematic

structure of

descriptive text

and language

features

Answering the

questions related

to the text

individually

Doing exercise

in group work

(group of five or

six); to arrange

jumble

paragraph into a

good passage, to

analyze

schematic

structure, and to

answer the

questions related

to the text

Students’ are

involved in:

- Individual

work

- Group work

Students read

any kinds of

served

descriptive

selection with the

title:

- Mr. Armand’s

House

- a Lion

The teacher

explained the

schematic

structure of

descriptive text

and linguistic

features and

engage students to

organize the idea

of identification

and description of

the text by using

group work.

Most of students

were noisy.

Some of

students did not

do their task.

Some of

students cheated

each other.

Most of students

gave up when

they found

unfamiliar

words.

Some of

students could

not cooperate

well and could

not finish the

task on time.

73

Observational Notes for Need Analysis

Action : 2nd

of 1st cycle

Date : Thursday, November 18th

2010

Time : 11.00 A.M – 12.30 A.M

Topic : The Schematic Structure of descriptive Text

What learners do What this

involves

Teacher’s

purpose Comment

Reviewing the

schematic

structure of

descriptive text

Reading the text

silently

Doing exercise

in individual

work (answer

the questions

related to the

text and analyze

the schematic

structure)

Comprehending

the text with

their group.

Doing the

evaluation (pos-

test 1 of CAR)

Students’ are

involved in:

- Individual

work

- Group work

Students read

any kinds of

served

descriptive

selection with the

title:

- My Toy

The teacher

explained the

schematic

structure of

descriptive text

and linguistic

features and

engage students to

organize the idea

of identification

and description of

the text by using

group work.

Some students

could answer the

teacher’s

questions

correctly related

to the reviewing

of the last

material

Some students

seem

enthusiastic to

cooperate with

their friends in

group.

The students did

the post-test 1

individually

74

Observational Notes for Need Analysis

Action : 1st of 2

nd cycle

Date : Wednesday, November 24th

2010

Time : 07.00 A.M – 08.30 A.M

Topic : The Schematic Structure of Descriptive Text

What learners do What this

involves

Teacher’s

purpose Comment

Reviewing the

schematic structure

of descriptive text

Reading the text

loudly for some

students

Doing exercise in

individual work

(find five

unfamiliar words

then give the

meaning, answer

the questions based

on the text and

analyze the

schematic

structure)

Doing exercise in

group work (group

of five or six); to

arrange jumble

paragraph into a

good passage, to

find unfamiliar

words, to analyze

schematic

structure, and to

answer the

questions related to

the text.

Students’ are

involved in:

- Individual

work

- Group work

Students read

any kinds of

served

descriptive

selection with

the title:

- An Elephant

- Kampung

Naga

The teacher

explained the

schematic

structure of

descriptive text

and linguistic

features and

engage students

to organize the

idea of

identification

and description

of the text by

using group

work.

The teacher asked

some question

related to the

concept of

schematic structure

and most of

students could

answer the

teacher’s questions

correctly.

Most of students

focused and paid

attention to the

teacher’s

explanation.

The students

discussed actively

in their group, felt

fun and enjoy when

sharing the ideas

with their friends.

Students are

controlled and

monitored by the

teacher.

Students did not

give up when they

found unfamiliar

words because they

could look up the

dictionary.

75

Observational Notes for Need Analysis

Action : 2nd

of 2nd

cycle

Date : Tuesday, May 27th

2010

Time : 09.00 A.M – 10.00 A.M

Topic : The Schematic Structure of Descriptive Text

What learners do What this

involves

Teacher’s

purpose Comment

Reviewing the

schematic

structure of

descriptive text

Reading the text

silently

Doing exercise

in individual

work (answer

the questions

related to the

text, find

unfamiliar

words and

analyze the

schematic

structure)

Comprehending

the text with

their group.

Doing the

evaluation (pos-

test 2 of CAR)

Students’ are

involved in:

- Individual

work

- Group work

Students read

any kinds of

served

descriptive

selection with

the title:

- Michael

The teacher

explained the

schematic

structure of

descriptive

text and

linguistic

features and

engage

students to

organize the

idea of

identification

and

description of

the text by

using group

work.

The teacher asked

some question related

to the concept of

schematic structure

and most of students

could answer the

teacher’s questions

correctly.

Most of students

focused and paid

attention to the

teacher’s explanation.

The students

discussed actively in

their group, felt fun

and enjoy when

sharing the ideas with

their friends.

Students are

controlled and

monitored by the

teacher.

Students did not give

up when they found

unfamiliar words

because they could

look up the

dictionary.

The students did the

post-test 2

individually.

76

The Guideline of Teacher’s Observation

(During CAR the First Meeting of Cycle 1)

School : MTsN 19 Pinang Kalijati (Jakarta Selatan)

Academic of Year : 2010/2011

Class/Semester : VII-1/I

Cycle : The 1st meeting of cycle 1

Day / Date : Thursday / November 11th

, 2010

Mark (√) in the value overlapping with your observation

No. Indicator Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process √

Engaging the students using language clearly and easy

to understand √

Giving positive response to the students in engaging

them by media √

The teacher helped the students to memorize the

previous lesson √

II While Teaching

Material

The material was appropriate with the lesson objective √

The teacher explained the material systematically √

Connecting the material with other knowledge √

Exploring the material as clearly as possible √

Lesson Strategy

Doing the teaching learning process which appropriate

with students’ competence √

77

Doing teaching learning systematically √

The teacher was able to manage the class √

The teacher involved the students in teaching learning

process √

Material Resource

The material was appropriate with the lesson objective

and the students’ level √

The teacher used the environment as the material

resource √

Involving the students in finding the material √

Using the media efficiently √

III Post Teaching

Evaluating

Doing pre evaluating √

Doing process evaluating √

Doing post evaluating √

The assessment was suitable with the material √

Closing

Doing reflection √

Making conclusion of the teaching learning process √

Giving suggestion to the students √

Giving home work √

The Observer

Drs. Dhofiri, M.Ag.

78

The Guideline of Teacher’s Observation

(During CAR the 2nd

Meeting of Cycle 1)

School : MTsN 19 Pinang Kalijati (Jakarta Selatan)

Academic of Year : 2010/2011

Class/Semester : VII-1/I

Cycle : The 2nd

meeting of cycle 1

Day / Date : Thursday / November 18th

, 2010

Mark (√) in the value overlapping with your observation

No. Indicator Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process √

Engaging the students using language clearly and easy

to understand √

Giving positive response to the students in engaging

them by media √

The teacher helped the students to memorize the

previous lesson √

II While Teaching

Material

The material was appropriate with the lesson objective √

The teacher explained the material systematically √

Connecting the material with other knowledge √

Exploring the material as clearly as possible √

Lesson Strategy

Doing the teaching learning process which appropriate

with students’ competence √

79

Doing teaching learning systematically √

The teacher was able to manage the class √

The teacher involved the students in teaching learning

process √

Material Resource

The material was appropriate with the lesson objective

and the students’ level √

The teacher used the environment as the material

resource √

Involving the students in finding the material √

Using the media efficiently √

III Post Teaching

Evaluating

Doing pre evaluating √

Doing process evaluating √

Doing post evaluating √

The assessment was suitable with the material √

Closing

Doing reflection √

Making conclusion of the teaching learning process √

Giving suggestion to the students √

Giving home work √

The Observer

Drs. Dhofiri, M.Ag.

80

The Guideline of Teacher’s Observation

(During CAR the 1st Meeting of Cycle 2)

School : MTsN 19 Pinang Kalijati (Jakarta Selatan)

Academic of Year : 2010/2011

Class/Semester : VII-1/I

Cycle : The 1st meeting of cycle 2

Day / Date : Wednesday / November 24th

, 2010

Mark (√) in the value overlapping with your observation

No. Indicator Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process √

Engaging the students using language clearly and easy

to understand √

Giving positive response to the students in engaging

them by media √

The teacher helped the students to memorize the

previous lesson √

II While Teaching

Material

The material was appropriate with the lesson objective √

The teacher explained the material systematically √

Connecting the material with other knowledge √

Exploring the material as clearly as possible √

Lesson Strategy

Doing the teaching learning process which appropriate

with students’ competence √

81

Doing teaching learning systematically √

The teacher was able to manage the class √

The teacher involved the students in teaching learning

process √

Material Resource

The material was appropriate with the lesson objective

and the students’ level √

The teacher used the environment as the material

resource √

Involving the students in finding the material √

Using the media efficiently √

III Post Teaching

Evaluating

Doing pre evaluating √

Doing process evaluating √

Doing post evaluating √

The assessment was suitable with the material √

Closing

Doing reflection √

Making conclusion of the teaching learning process √

Giving suggestion to the students √

Giving home work √

The Observer

Drs. Dhofiri, M.Ag.

82

The Guideline of Teacher’s Observation

(During CAR the 2nd

Meeting of Cycle 2)

School : MTsN 19 Pinang Kalijati (Jakarta Selatan)

Academic of Year : 2010/2011

Class/Semester : VII-1/I

Cycle : The 2nd

meeting of cycle 2

Day / Date : Thursday / November 25th

, 2010

Mark (√) in the value overlapping with your observation

No. Indicator Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process √

Engaging the students using language clearly and easy

to understand √

Giving positive response to the students in engaging

them by media √

The teacher helped the students to memorize the

previous lesson √

II While Teaching

Material

The material was appropriate with the lesson objective √

The teacher explained the material systematically √

Connecting the material with other knowledge √

Exploring the material as clearly as possible √

Lesson Strategy

Doing the teaching learning process which appropriate

with students’ competence √

83

Doing teaching learning systematically √

The teacher was able to manage the class √

The teacher involved the students in teaching learning

process √

Material Resource

The material was appropriate with the lesson objective

and the students’ level √

The teacher used the environment as the material

resource √

Involving the students in finding the material √

Using the media efficiently √

III Post Teaching

Evaluating

Doing pre evaluating √

Doing process evaluating √

Doing post evaluating √

The assessment was suitable with the material √

Closing

Doing reflection √

Making conclusion of the teaching learning process √

Giving suggestion to the students √

Giving home work √

The Observer

Drs. Dhofiri, M.Ag.

84

Interview to the English Teacher (Before CAR)

(MTsN 19 Pinang Kalijati)

Pewawancara : Wahyuning Pratiwi

Pihak yang diwawancarai : Drs. Dhofiri M.Ag

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Senin, 25 Oktober 2010

Waktu : 09.30- 10.30

Tempat : Ruang Guru

Keterangan:

T: Teacher

R: Researcher

A. Kategori Kondisi Umum Kelas

R: Bagaimana keadaan kondisi siswa di kelas yang Bapak ajar? Khususnya

siswa di kelas VII?

T: Kondisi mereka di kelas itu terlalu padat dan ramai karena satu kelas diisi

46 siswa sekaligus, sehingga hal itu membuat siswa susah untuk

konsentrasi, namun terkadang jika mereka belajar pada pagi hari maka

kondisi mereka di kelas jauh lebih baik daripada siang hari, mungkin

karena masih pagi jadi mereka masih seger untuk menerima pelajaran,

kalau sudah siang mungkin mereka sudah merasa kurang nyaman.

R: Bagaimana tanggapan siswa Bapak ketika mereka sedang belajar bahasa

Inggris?

T: Sepanjang yang saya lihat, beberapa dari mereka cukup antusias dan

masih semangat. Dan siswa-siswa yang antusias itu kebanyakan memang

siswa yang pada dasarnya suka dengan pelajaran bahasa Inggris. Namun

sebagian lagi sepertinya kurang semangat, mungkin itu dikarenakan

mereka belum begitu suka dengan pelajaran bahasa Inggris, atau mungkin

juga mereka merasa tidak bisa atau merasa susah terhadap pelajaran

85

bahasa Inggris jadi semangat mereka dalam belajarpun kurang dan

cenderung agak malas-malasan. Kemudian karena mereka masih remaja

jadi cara belajar mereka masih mengikuti situasi atau sikap dari teman-

temannya di kelas, jika kebanyakan temannya serius belajar maka mereka

semua tak jarang ikut serius belajar juga, tapi kalau ada dua siswa atau

lebih yang membuat keributan kecil maka tak jarang juga yang lain ikut

terpengaruh, sehingga situasi kelas menjadi berisik.

R: Berapa nilai KKM untuk pelajaran bahasa Inggris? Dan sejauh ini

bagaimana hasil yang diperoleh para siswa? Apakah mencukupi atau

tidak?

T: Nilai KKM untuk pelajaran bahasa Inggris 65. Hasil yang diperoleh masih

biasa-biasa saja, tidak ada kelas yang seluruh siswanya benar-benar

mencukupi nilai KKM, karena masih banyak siswa yang mendapatkan

nilai di bawah nilai KKM.

R: Khusus untuk kelas VII, kelas manakah yang nilai-nilai siswanya kurang

mencukupi nilai KKM?

T: Kelas yang nilai siswanya banyak tidak mencukupi KKM yaitu kelas VII –

1. Meskipun tidak jauh berbeda dengan kelas VII – 2 tapi jika

dibandingkan memang kelas VII – 1 lah yang nilainya lebih rendah.

B. Kategori Kesulitan Siswa

R: Menurut Bapak skill apa yang paling dianggap sulit oleh siswa?

T: Pada dasarnya siswa mempunyai kesulitan tersendiri dalam setiap skill

yang ada, kalau dalam skill listening mereka merasa susah karena belum

ada media yang memadai untuk berlatih listening jadi mereka tidak

terbiasa mendengarkan percakapan bahasa asing. Mungkin karena dalam

ujian tidak ada materi listening jadi saya masih bisa mengalihkannya ke

skill lain yang pasti ditekannkan untuk menjawab soal-soal ujian. Maka

skill reading itulah yang menjadi prioritas dan menjadi skill yang paling

sulit bagi siswa. Saya juga sering mendengar keluhan dari siswa-siswa

tentang skill reading, bagi mereka reading itu membuat mereka pusing,

86

apalagi jika mereka tidak mengerti maknanya. Terkadang mereka

mengaku memahami kata-katanya namun ketika kata-kata tersebut

bersatu menjadi sebuah kalimat bahkan paragraf, maka mereka mulai

kebingungan untuk memahaminya. Mereka juga merasa susah

berkonsentrasi karena kelas yang berisik dan gaduh apalagi jika sudah di

siang hari. Dan biasanya yang membuat kegaduhan yaitu siswa yang

tidak menyukai pelajaran bahasa Inggris.

R: Jenis teks apa saja yang harus dikuasai oleh siswa kelas VII?

T: Untuk siswa kelas VII, mereka harus menguasai jenis teks deskriptif dan

procedure.

R: Apa tanggapan para siswa ketika Bapak meminta mereka untuk membaca

dan memahami teks bahasa Inggris?

T: Bagi siswa yang memang suka maka tanggapan mereka pasti semangat

dan tidak mengeluh hanya saja terkadang mereka tidak mampu

memahami teks secara keseluruhan dan bagi yang tidak begitu suka dan

biasa-biasa saja terhadap pelajaran bahasa Inggris, mungkin mereka

hanya bisa diam atau mungkin mengeluh tapi mereka tetep berusaha

mengerjakan apa yang saya pinta, meskipun kemungkinannya mereka

juga tidak bisa memahami isi teks dengan baik. Atau terkadang malah

membuat keributan di kelas.

R: Apa kiranya kesulitan siswa dalam memahami isi teks?

T: Mungkin seperti beberapa yang telah saya sampaikan, para siswa

terkadang mampu mengenali kosakatanya namun ketika mereka harus

memahami kata yang telah tergabung dengan kata lain, mereka agak

susah memahaminya. Kemudian ketika mereka bertemu dengan kalimat

yang agak panjang sedikit atau paragraph, mereka mulai merasa

kebingungan juga untuk memahaminya, sepertinya mereka belum mampu

memahami gabungan kata dari kata-kata yang sudah terangkai menjadi

kalimat.

R: Apa yang menyebabkan siswa merasa kesulitan dalam membaca dan

memahami isi teks?

87

T: Sepertinya mereka belum terbiasa atau membiasakan diri untuk belajar

membaca serta memahami isi teks, mereka hanya membaca jika saya yang

suruh mereka untuk membaca, mungkin jika saya tidak meminta mereka

membaca, mereka tidak akan membaca. Kemudian penyebab lainnya

mungkin persiapan mereka kurang ketika mereka membaca, itu juga

disebabkan karena kurangnya latihan dalam membaca. Sehingga ketika

mereka diminta untuk memahami isi teks dan menjawabnya, mereka

menjadi tidak siap. Mereka memang kurang berlatih dalam membaca teks

bahasa Inggris.

C. Kategori Strategi Pengajaran dalam Reading

R: Tehnik mengajar seperti apa yang Bapak gunakan dalam mengajarkan

reading?

T: Biasanya ketika saya mengajarkan reading, awalnya saya membaca teks

yang ada di buku paket atau LKS di depan kelas dan anak-anak

mendengarkan, untuk sesi kedua saya membaca anak-anak mengikuti,

kemudian saya mengartikan teks tersebut bersama anak-anak, tapi

terkadang saya meminta mereka yang mengartikannya, setelah itu

membahas bersama-sama.

R: Menurut Bapak kira-kira metode apa yang tepat untuk memecahkan

kesulitan siswa dalam membaca?

T: Sepertinya untuk siswa kelas VII yang jumlahnya banyak akan lebih tepat

jika membagi mereka menjadi beberapa kelompok kecil, supaya mereka

bisa belajar dan fokus kepada kelompoknya sendiri. Jika mereka

berkelompok maka mereka akan saling membantu satu sama lain dalam

memahami suatu bacaan. Namun disini guru harus banyak berperan

memantau mereka, supaya mereka tidak terlalu berisik dan menegur jika

ada anak yang mengandalkan temannya saja.

R: Kemudian, jenis teks apa yang mungkin bisa saya jadikan materi dalam

penelitian ini?

88

T: Sepertinya jenis teks deskriptif saja, soalnya saya sedang membahas teks

tersebut dan belum selesai saya bahas jadi bisa kamu teruskan dalam

penelitian kamu.

R: Menurut Bapak, kira-kira kelas mana yang cocok untuk saya jadikan kelas

penelitian?

T: Kalau saran saya, sebaiknya kamu ambil kelas VII-1 saja soalnya siswa di

kelas VII-1 itu lebih tepat untuk diterapkan metode kerja kelompok karena

rata-rata dari mereka memiliki sifat yang pasif dan gampang jenuh jika

belajar hanya dengan mendengarkan guru. Ditambah lagi kelas mereka

yang terlalu padat yaitu 46 siswa dalam satu kelas. Jadi alangkah baiknya

jika menggunakan metode kerja kelompok, supaya siswa bisa aktif, tidak

jenuh dan termotivasi dalam belajar.

The Observer

Drs. Dhofiri, M.Ag.

89

Interview to the English Teacher (After CAR)

(MTsN 19 Pinang Kalijati)

Pewawancara : Wahyuning Pratiwi

Pihak yang diwawancarai : Drs. Dhofiri M.Ag

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Kamis, 25 November 2010

Waktu : 13.30- 14.00

Tempat : Ruang Guru

Keterangan:

T: Teacher

R: Researcher

A. Kategori Kondisi Umum Kelas

R: Menurut pengamatan Bapak, bagaimana kondisi siswa Bapak dalam

pembelajaran reading setelah menggunakan metode kerja kelompok?

T: Sepanjang yang saya amati dari awal sampai akhir, kondisi mereka baik.

Mereka mampu melakukan semuanya dengan baik sesuai dengan instruksi

yang diutarakan oleh guru. Kemudian, mereka juga mampu bekerja

secara team work, tidak individual ataupun berpangku tangan dengan

teman sesama kelompoknya. Sepertinya mereka mulai memiliki rasa

tanggung jawab terhadap diri mereka masing-masing terutama dalam hal

mengerjakan tugas.

R: Apakah Bapak termotivasi untuk menggunakan metode kerja kelompok

dalam pembelajaran di kelas?

T: Iya, saya sangat termotivasi dan sewaktu-waktu dapat saya pergunakan

metode kerja kelompok ini. Agar siswa dapat bekerja secara bersama-

sama dalam membagi ide mereka, mengungkapkan pendapat mereka, dan

meningkatkan kepercayaan diri mereka.

90

R: Menurut pengamatan Bapak, bagaimana kemampuan pemahaman

membaca siswa setelah menerapkan metode kerja kelompok?

T: Menurut saya sejauh ini siswa sudah mampu memahami teks berbahasa

Inggris karena mereka memahaminya secara bersama-sama. Lain halnya

jika siswa hanya bekerja sendiri tanpa berbagi pendapat dengan

temannya, saya rasa mereka masih sangat sulit untuk memahaminya.

Dengan adanya metode kerja kelompok ini sangat membantu siswa untuk

memahami teks dengan baik.

R: Begitu banyak jenis teks descriptive yang seharusnya siswa ketahui.

Setelah Bapak mengetahui akan pentingnya hal ini, apa tindakan Bapak

selanjutnya? Apakah Bapak masih mengandalkan teks yang tersaji di

dalam buku paket saja?

T: Selanjutnya saya tetap akan menyajikan teks-teks yang berada di buku

paket, namun ini bukanlah sumber satu-satunya. Mungkin teks-teks lain

akan saya ambil dari internet, buku-buku karangan lain selain buku paket,

dan majalah jika ada.

B. Kategori Kesulitan Siswa yang Dialami

R: Apakah Bapak mengamati adanya kesulitan dalam menerapkan metode

kerja kelompok?

T: Iya, ada beberapa kesulitan yang saya perhatikan pada awalnya. Namun

sepertinya lama kelamaan kesulitan itu pasti akan teratasi juga.

R: Menurut Bapak, apa penyebab dari kesulitan dalam menerapkan metode

kerja kelompok dalam pembelajaran di kelas?

T: Yang saya perhatikan, kesulitan itu terjadi ketika pada awal pembagian

kelompok. Ada saja dari mereka yang keberatan satu kelompok dengan

beberapa teman yang mungkin kurang akrab atau kurang baik

hubungannya. Tapi setelah diberikan keleluasaan untuk memilih

kelompoknya masing-masing serta masih melalui control dari guru dan

diberikan pemahaman apa itu arti kelompok yang sebenarnya, mereka

mulai bisa menerima satu sama lain. Kemudian kesulitan lainnya yaitu

91

siswa tidak bekerja dengan baik karena pada asik ngobrol, bercanda

ataupun jalan-jalan. Lalu, masih ada saja siswa yang bertanya tentang

arti dari suatu kata. Mungkin ini disebabkan kata yang tersaji di dalam

teks adalah kata yang tidak familiar buat mereka, sehingga mereka

merasa mentok jika sudah menemukan kata sulit.

C. Kategori Strategi Memecahkan Kesulitan

R: Setelah mengetahui beberapa kesulitan yang dihadapi dalam penggunaan

metode kerja kelompok, maka apa saran Bapak untuk memecahkan

kesulitan tersebut?

T: Seperti yang sudah kita diskusikan bersama. Yakni permasalahan yang

berkaitan dengan siswa yang malah bercanda, ngobrol dan jalan-jalan,

pemecahannya adalah kita harus memberikan peringatan kepada siapa

saja yang tidak melakukan tugasnya dengan baik dalam artian siapapun

yang bercanda, ngobrol, jalan-jalan, dan membuat kegaduhan lain maka

kita wajib menegurnya. Kemudian yang terkait dengan beberapa kata

yang sulit bagi siswa maka seluruh siswa wajib membawa kamus dan

apabila masih susah dimengerti maka kita memberinya beberapa bank

kata terkait kata-kata yang sulit di dalam teks.

The Observer

Drs. Dhofiri, M.Ag.

92

KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : MTsN 19 Pinang Kalijati Alokasi Waktu : 25 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006 Semester : II (genap)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

MEMBACA

11.1 Merespon makna yang terdapat

dalam teks tulis fungsional pendek

sangat sederhana secara akurat,

lancer dan berterima yang

berkaitan dengan lingkungan

terdekat

11.2 Merespon makna dan langkah

retorika dalam esei pendek sangat

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan

lingkungan terdekat dalam teks

berbentuk descriptive dan

procedure.

11.3 Membaca nyaring bermakna teks

fungsional dan essai pendek

sederhana berbentuk descriptive

dan procedure dengan ucapan,

tekanan dan intonasi yang

berterima.

Merespon teks berbentuk descriptive (dengan cara):

1. Menemukan makna gagasan dalam teks seperti:

Gagasan pokok

Gagasan pendukung

Informasi faktual

Informasi spesifik

2. Menentukan langkah retorika (Schematic structure) dalam

teks seperti:

Identification

Description

3. Menentukan fungsi komunikatif di dalam teks.

PG

1, 12

3, 5, 14, 19

4, 7, 13, 20

2, 9, 16, 18

6, 15

8, 17

10, 11

20

93

KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : MTsN 19 Pinang Kalijati Alokasi Waktu : 25 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006 Semester : II (genap)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

MEMBACA

11.1 Merespon makna yang terdapat

dalam teks tulis fungsional pendek

sangat sederhana secara akurat,

lancer dan berterima yang

berkaitan dengan lingkungan

terdekat

11.2 Merespon makna dan langkah

retorika dalam esei pendek sangat

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan

lingkungan terdekat dalam teks

berbentuk descriptive dan

procedure.

11.3 Membaca nyaring bermakna teks

fungsional dan essai pendek

sederhana berbentuk descriptive

dan procedure dengan ucapan,

tekanan dan intonasi yang

berterima.

Merespon teks berbentuk descriptive (dengan cara):

1. Menemukan makna gagasan dalam teks seperti:

Gagasan pokok

Gagasan pendukung

Informasi faktual

Informasi spesifik

2. Menentukan langkah retorika (Schematic structure) dalam

teks seperti:

Identification

Description

3. Menentukan fungsi komunikatif di dalam teks.

PG

1, 11

2, 8, 12, 18

3, 9, 13, 19

4, 10, 14, 20

5, 15

6, 16

7, 17

20

94

KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011

Nama Sekolah : MTsN 19 Pinang Kalijati Alokasi Waktu : 25 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)

Kurikulum Acuan : KTSP 2006 Semester : II (genap)

KOMPETENSI DASAR INDIKATOR Jenis

soal Nomor soal Jumlah

MEMBACA

11.1 Merespon makna yang terdapat

dalam teks tulis fungsional pendek

sangat sederhana secara akurat,

lancer dan berterima yang

berkaitan dengan lingkungan

terdekat

11.2 Merespon makna dan langkah

retorika dalam esei pendek sangat

sederhana secara akurat, lancar

dan berterima yang berkaitan

dengan lingkungan terdekat dalam

teks berbentuk descriptive dan

procedure.

11.3 Membaca nyaring bermakna teks

fungsional dan essai pendek

sederhana berbentuk descriptive

dan procedure dengan ucapan,

tekanan dan intonasi yang

berterima.

Merespon teks berbentuk descriptive (dengan cara):

1. Menemukan makna gagasan dalam teks seperti:

Gagasan pokok

Gagasan pendukung

Informasi faktual

Informasi spesifik

2. Menentukan langkah retorika (Schematic structure) dalam

teks seperti:

Identification

Description

3. Menentukan fungsi komunikatif di dalam teks.

PG

1, 11

2, 5, 12, 18

3, 7, 15, 19

4, 8, 13, 17

6, 14

9, 16

10, 20

20

95

ITEM ANALYSIS OF ENGLISH TEST

Seluruh Siswa (N) = 40 Siswa Kelompok Tengah (MG) = 20

Siswa Kelompok Atas (UG) = 10 Siswa Kelompok Bawah (LG) = 10

Item

No. Group

Options DES DIF Status

A B C D

A. The Test Items of Pretest

1 UG *7 2 0 1

0.5 40 % Used LG *2 5 0 3

2 UG 1 *9 0 0

0.4 75% Used LG 1 *5 0 4

3 UG 1 0 *9 0

0.4 73% Used LG 1 3 *5 1

4 UG 0 0 0 *10

0.4 68% Used LG 3 1 0 *6

5 UG 0 *8 2 0

0.4 61% Used LG 1 *4 3 2

6 UG 0 3 *6 1

0.5 42% Used LG 7 2 *1 0

7 UG 2 0 *6 2

0.3 48% Revised LG 5 2 *3 0

8 UG 1 *6 2 1

0.4 50% Used LG 3 *2 5 0

9 UG 0 0 1 *9

0.1 80% Used LG 1 0 1 *8

96

10 UG *8 1 0 1

0.4 55% Used LG *4 4 2 0

11 UG *8 0 2 0

0.4 50% Used LG *4 2 4 0

12 UG 3 0 *5 2

0.5 30% Used LG 2 3 *0 5

13 UG *6 3 1 0

0.4 40% Used LG *2 3 4 1

14 UG 0 1 *9 0

0.6 63% Used LG 0 2 *3 5

15 UG *6 1 2 1

0.4 42% Used LG *2 4 3 1

16 UG 2 *8 0 0

0.6 50% Used LG 7 *2 0 1

17 UG 3 0 1 *6

0.4 43% Used LG 4 2 2 *2

18 UG 0 3 0 *7

0.5 43% Used LG 0 5 3 *2

19 UG *6 3 1 0

0.2 58% Revised LG *4 4 1 4

20 UG 0 0 *6 4

0.4 40% Used LG 3 3 *2 2

B. The Test Items of Posttest of Cycle 1

1 UG 10* 0 0 0

0.4 77% Used LG 6* 2 2 0

97

2 UG 0 10* 0 0

0.4 72% Used LG 1 6* 0 3

3 UG 2 0 0 8*

0.4 52% Used LG 6 0 0 4*

4 UG 0 0 10* 0

0.5 72% Used LG 5 0 5* 0

5 UG 7* 3 0 0

0.4 65% Used LG 3* 5 1 1

6 UG 2 0 0 8*

0.4 72% Used LG 4 1 1 4*

7 UG 1 0 4* 5

0.4 47% Used LG 4 2 0* 4

8 UG 0 0 9* 1

0.5 75% Used LG 3 2 4* 1

9 UG 0 0 0 10*

0.5 75% Used LG 4 0 1 5*

10 UG 10* 0 0 0

0.4 77% Used LG 6* 4 0 0

11 UG 4* 0 3 3

0.1 30% Used LG 3* 2 2 3

12 UG 4* 5 1 0

0.2 40% Revised LG 2* 6 1 1

13 UG 0 0 10* 0

0.7 75% Used LG 0 2 3* 5

14 UG 0 9* 1 0

0.6 60% Used LG 1 3* 6 0

98

15 UG 9* 1 0 0

0.3 85% Used LG 6* 4 0 0

16 UG 1 9* 0 0

0.1 82% Used LG 2 8* 0 0

17 UG 2 3 0 5*

0.2 30% Used LG 3 2 2 3*

18 UG 0 6* 4 0

0.5 52% Used LG 1 1* 8 0

19 UG 0 0 0 10*

0.4 77% Used LG 2 1 1 6*

20 UG 9* 1 0 0

0.1 77% Revised LG 8* 2 0 0

C. The Test Items of Posttest of Cycle 2

1 UG 0 7* 3 0

0.4 35% Used LG 2 3* 4 1

2 UG 0 0 10* 0

0.6 70% Used LG 0 3 4* 3

3 UG 0 1 7* 2

0.5 27% Used LG 2 2 2* 4

4 UG 0 10* 0 0

0.2 75% Revised LG 0 8* 2 0

5 UG 10* 0 0 0

0.9 45% Used LG 1* 5 2 2

6 UG 10* 0 0 0

0.4 75% Used LG 6* 4 0 0

99

7 UG 1 8* 1 0

0.4 57% Used LG 3 4* 2 1

8 UG 0 0 10* 0

0.4 75% Used LG 0 4 6* 0

9 UG 0 0 10* 0

0.2 92% Used LG 0 0 8* 2

10 UG 10* 0 0 0

0.4 77% Used LG 6* 2 1 1

11 UG 0 10* 0 0

0.2 90% Used LG 0 8* 0 2

12 UG 0 0 2 8*

0.5 62% Used LG 1 2 4 3*

13 UG 5 0 5* 0

0.4 52% Used LG 6 2 1* 2

14 UG 10* 0 0 0

0.4 77% Used LG 6* 4 0 0

15 UG 3 0 7* 0

0.4 50% Used LG 5 1 3* 1

16 UG 0 0 10* 0

0.4 77% Used LG 4 0 6* 0

17 UG 0 10* 0 0

0.2 92% Used LG 2 8* 0 0

18 UG 7* 1 1 1

0.3 57% Revised LG 4* 2 3 1

19 UG 2 5* 2 1

0.2 27% Used LG 4 3* 2 1

100

20 UG 0 10* 0 0

0.4 77% Used LG 4 6* 0 0

PEDOMAN PENILAIAN

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low

-1 – 0,0 Bad DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 Good USED USED USED

0,6 – 1,0 Very Good USED USED USED

Revisi:

(Pretest)

7. According to the text, which of the following is NOT false?

A. The first four terraces are square

B. The entire edifice is crowned by a small stupa at the center of the top

circle

C. The design of Borrobudur, a temple mountain symbolizing the

structure of the universe, influenced temple built at Angkor, Cambodia

D. The temple consists of seven steps like stone terraces, one on top of the

other

7. According to the text, which of the following is TRUE?

A. The first four terraces are square

B. The entire edifice is crowned by a small stupa at the center of the top

circle

C. The design of Borrobudur, a temple mountain symbolizing the

structure of the universe, influenced temple built at Angkor, Cambodia

D. The temple consists of seven steps like stone terraces, one on top of the

other

101

19. What are Mr. Henry’s personalities?

A. Friendly, dedicated, and experienced in his work

B. Unselfish, dedicated, and experienced in his work

C. Unselfish, friendly, and dedicated

D. Friendly, dedicated, and inexperienced in his work

19. What are the characteristics of Mr. Henry?

A. Friendly, dedicated, and experienced in his work

B. Unselfish, dedicated, and experienced in his work

C. Unselfish, friendly, and dedicated

D. Friendly, dedicated, and inexperienced in his work

(Posttest 1)

12. Why does Indonesia have a rich of flora and fauna?

A. Of its seasons

B. It lies in tropical zone

C. It lies on 6° North Latitude

D. It is exactly in the middle of the earth

12. Indonesia is a rich of flora and fauna because ……

A. Of its seasons

B. It lies in tropical zone

C. It lies on 6° North Latitude

D. It is exactly in the middle of the earth

20. The climate of Indonesia is ………

A. Tropical

B. Subtropical

C. Summer

D. Winter

20. What is climate of Indonesia?

A. Tropical

102

B. Subtropical

C. Summer

D. Winter

(Posttest 2)

4. How many hours from Jakarta to Bali by jet?

A. 1 hour

B. 1 hour and 20 minutes

C. 20 minutes

D. 25 minutes

4. How many hours from Jakarta to Bali by jet?

A. One hour

B. One hour and twenty minutes

C. Twenty minutes

D. Twenty five minutes

18. Why does the writer feel happy with Prabu?

A. Because Prabu is pleasing peer

B. Because Prabu is never angry

C. Because Prabu is smart

D. Because Prabu is handsome

18. Why does the writer feel happy to spend his time with Prabu?

A. Because Prabu is pleasing peer

B. Because Prabu is never angry

C. Because Prabu is smart

D. Because Prabu is handsome

103

Reading section

In this part of the test, you have to choose the best answer to each question from

the alternatives given.

TEXT I

Read the following text to answer questions 1 to 10.

Borobudur Temple

Borobudur is a great Buddhist temple.

The temple is located in Magelang on the island of Java in Indonesia. Built

in the 9th

century under the Sailendra dynasty of Java, it was abandoned in the 11th

century and partially excavated by archeologists in the early 20th

century.

Influenced by the Gupta architecture of India, the temple is constructed on

a hill 46 m (150 ft) high and consists of eight steps like stone terraces, one on top

of the other. The first five terraces are square and surrounded by walls adorned

with Buddhist sculpture in bas-relief; the upper three are circular, each with a

circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned by a

large stupa at the center of the top circle. The way to the summit extends through

some 4.8 km (some 3 mil) of passages and stairways. The design of Borrobudur, a

temple mountain symbolizing the structure of the universe, influenced temple

built at Angkor, Cambodia. Borrobudur was rededicated as an Indonesian national

monument in 1983 following extensive reclamation, aided by the United Nations.

(Taken from Genres of Text)

1. The story above tells us about?

A. Description about Borobudur Temple

B. History of Borobudur Temple

C. Development of Borobudur Temple

D. Design of Borobudur Temple

2. When did Borobudur temple build?

A. 7th

century

104

B. 9th

century

C. 11th

century

D. 20th

century

3. What did happen in early 20th

century?

A. Borobudur temple was abandoned

B. Borobudur temple built under the Sailendra dynasty of Java

C. Archeologist excavated Borobudur Temple

D. Archeologist abandoned Borobudur Temple

4. Which of the following is NOT stated in the text?

A. The temple is located in Magelang

B. The Gupta architecture of India did not influence Borobudur temple

C. The first five terraces are square

D. In 1987, Borrobudur was rededicated as an Indonesian national

monument

5. According to the text, where is the temple constructed?

A. On a hill 45 m (150 ft) high

B. On a hill 46 m (150 ft) high

C. 4, 9 km (some 3 mil)

D. 4.8 km (some 3 mil)

6. What is the generic structure of the first paragraph?

A. Complication

B. Description

C. Identification

D. Resolution

7. According to the text, which of the following is TRUE?

A. The first four terraces are square

B. The entire edifice is crowned by a small stupa at the center of the top

circle

C. The design of Borrobudur, a temple mountain symbolizing the

structure of the universe, influenced temple built at Angkor, Cambodia

105

D. The temple consists of seven steps like stone terraces, one on top of the

other

8. What is the generic structure of the second and the last paragraph?

A. Complication

B. Description

C. Identification

D. Resolution

9. When was Borrobudur rededicated as an Indonesian national monument?

A. 1980

B. 1981

C. 1982

D. 1983

10. The text tries to ………… Borobudur temple.

A. Describe

B. Inform

C. Report

D. Tell

TEXT II

Read the following text to answer questions 11 to 20.

My Favorite Teacher

There are about forty teachers in my school. Most of them are kind and

helpful. But my favorite one is Mr. Henry, my English teacher.

Mr. Henry is tall and slim enough. He is about thirty years old. Mr. Henry

is always neatly dressed. To school he always carries a briefcase. He uses it to

keep his book and other things.

I always look forward to Mr. Henry’s class because it is never boring. His

jokes make his lessons interesting lively. He always advises us to read more story

106

books to improve our English. He also encourages us to do exercise during the

weekend, like jogging and swimming.

Although Mr. Henry is usually humorous, he can very strict at times. He

likes to give punishment to the errant students. He asks them to write a letter of

confession.

Mr. Henry is also a caring person. Once I fell off my bike and had a deep

cut on my knee. He washed my wound and put a medicine on it. I was touched by

his kindness.

I am lucky to have a teacher like Mr. Henry. He is friendly, dedicated, and

experienced in his work.

(Taken from Kunci Sukses Ujian Nasional SMP)

11. What is the purpose of the text?

A. To describe the writer’s favorite teacher

B. To inform about Mr. Henry

C. To tell the reader about the teachers in the writer’s school

D. To entertain the reader

12. What is the main idea of paragraph two?

A. Mr. Henry’s jokes

B. Mr. Henry’s students

C. Mr. Henry’s appearance

D. The number of the teachers

13. The following statements are correct, EXCEPT …….

A. Mr. Henry’s class usually boring

B. Mr. Henry is always neatly dressed

C. Mr. Henry is a dedicated and experienced teacher

D. Mr. Henry sometimes gives punishment to naughty students

14. Why does the writer always look forward to Mr. Henry’s class?

A. Because Mr. Henry is handsome

B. Because Mr. Henry is a caring person

C. Because it is never boring

107

D. Because it improves the writer’s English

15. Where is the identification of the text?

A. Paragraph 1

B. Paragraph 2

C. Paragraph 3

D. Paragraph 4

16. What does Mr. Henry usually carry to school?

A. Story books

B. Briefcase

C. Pencil case

D. Bag

17. What is the generic structure in paragraph 2 until the last paragraph?

A. Identification

B. Complication

C. Resolution

D. Description

18. What is the punishment to the errant students?

A. They have to write the poem

B. They have to stand in front of the class

C. They have to read the story book

D. They have to write a letter of confession

19. What are the characteristics of Mr. Henry?

A. Friendly, dedicated, and experienced in his work

B. Unselfish, dedicated, and experienced in his work

C. Unselfish, friendly, and dedicated

D. Friendly, dedicated, and inexperienced in his work

20. According to the text, which of the following statements are TRUE?

A. The writer feels boring in Mr. Henry’s class

B. Mr. Henry likes jogging and playing football in the weekend

C. Mr. Henry cares with his students

D. The writer feels unlucky because he has a teacher like Mr. Henry

108

Reading section

In this part of the test, you have to choose the best answer to each question from

the alternatives given.

TEXT I

Read the following text to answer questions 1 to 10.

My Lonely Home

My house is only a five minute-walk from school.

In is not very big, but cozy and quite. This is the place where we can relax

and find our own space. In our home, we really enjoy our relaxing time from the

pressure of school and work.

It has a nice and warm living room. There is a beautiful painting of

scenery hanging on the wall. My father is a keen gardener. He puts some pots of

indoor plants near the door. In a low cabinet, you will see the trophies, picture of

my family, small toys and some books.

I am lucky to have a room to myself. I pain the wall olive green. It is my

favorite color. There is a desk. I do my homework there. I also put a portable

radio-tape there.

The kitchen is my mother’s domain. My mother keeps it clean all day.

There is a blue wall cabinet in it. It harmonizes with the grey wall tiles.

However, only few will give my home a second glance. Still we are very

proud of it. It may not be a perfect one but, all the same, it is a home sweet home.

1. The text above tells you about …..

A. The writer’s home

B. The writer’s living room

C. The writer’s kitchen

D. The writer’s school

2. Why does the writer feel enjoy in his/her house?

A. Because it is not very big house

B. Because it gives him/her time to relax from the school

109

C. Because it is uncomfortable house

D. Because it has a nice and warm living room

3. Which of the following statement is not stated in the text?

A. The writer feels comfortable in his/her house

B. The writer’s father likes gardening

C. The kitchen is the writer’s mother domain

D. The house is very big house

4. What is the writer’s room color?

A. Light green

B. Red

C. Olive green

D. Black

5. Where is the identification of the text?

A. The first paragraph

B. The second paragraph

C. The third paragraph

D. The fourth paragraph

6. What is the schematic structure in the second paragraph until the last

paragraph?

A. Identification

B. Orientation

C. Resolution

D. Description

7. What is the purpose of the text?

A. To tell the readers about the writer’s house

B. To amuse the readers

C. To describe the writer’s house

D. To give information about the writer’s house

8. What are the things in a low cabinet? EXCEPT

A. Trophies

B. Family picture

110

C. Big toys

D. Books

9. According to the text, which of the following is TRUE?

A. The house has not a nice living room

B. The writer pain his room with his/her favorite color

C. The writer puts small toys in his/her desk

D. The writer’s mother keeps the kitchen clear all day

10. What are the colors in the wall cabinet and wall tiles in the kitchen?

A. Blue and grey

B. Blue and green

C. Green and grey

D. Green and white

TEXT II

Read the following text to answer questions 11 to 20.

The Mightiest Archipelago

The Indonesian archipelago is by far the world’s largest group of 13,667

islands which stretches across 5,120 km (3,200 miles) of tropical seas like a string

of emerald. When superimposed on a map of North America, Indonesia stretches

from Oregon all the way to Bermuda. On a map of Europe, the archipelago

extends from Ireland past the Caspian Sea. More than 200 million people inhabit

this archipelago.

Known to the anthropologist and naturalist as “The Malay equatorial line”,

the equatorial line is an imaginary line dividing the earth into two parts from east

to west in the tropical zone. This makes Indonesia has two seasons, the wet and

dry season. Because of it location many kinds of flora and fauna live here.

According to the astronomical location, Indonesia lies between 6° North Latitude

and 11° South Latitude and between 95° East Longitude and 141° East Longitude.

111

11. What is paragraph 1 about?

A. The length of Indonesia

B. The Indonesia’s product

C. The size of Indonesia

D. The Indonesia’s people

12. Indonesia is a rich of flora and fauna because ……

A. Of its seasons

B. It lies in tropical zone

C. It lies on 6° North Latitude

D. It is exactly in the middle of the earth

13. According to the text, which of the following statements are FALSE?

A. Indonesia has 13,667 islands

B. More than 200 million people inhabit in Indonesia

C. Indonesia stretches from Oregon all the way to Caspian sea

D. Indonesia has many kinds of flora and fauna

14. Where is Oregon?

A. In Europe

B. In America

C. In Indonesia

D. On the equator

15. The first paragraph usually calls as ……..

A. Identification

B. Description

C. Complication

D. Resolution

16. What is schematic structure of the second paragraph?

A. Identification

B. Description

C. Complication

D. Resolution

112

17. The text has a purpose to …..

A. Amuse the readers

B. Inform the readers about Indonesia archipelago

C. Tell the readers about the mightiest archipelago

D. Describe the mightiest archipelago

18. Why does Indonesia have two seasons?

A. Because Indonesia lies between 6° North Latitude and 11° South

Latitude and between 95° East Longitude and 141° East Longitude

B. Because Indonesia is divided into two parts from east to west in the

tropical zone by the equatorial line

C. Because Indonesia has many flora and fauna

D. Because Indonesia has 200 million people

19. Which of the following statements are TRUE?

A. On a map of Europe, the archipelago extends from Ireland past the

Atlantic Sea

B. The Malay equatorial line is a real line dividing the earth into two parts

from east to west in the tropical zone

C. Indonesia has wet and spring season

D. Indonesia lies between 6° North Latitude and 11° South Latitude and

between 95° East Longitude and 141° East Longitude

20. What is Indonesia climate?

A. Tropical

B. Subtropical

C. Summer

D. Winter

113

Reading section

In this part of the test, you have to choose the best answer to each question from

the alternatives given.

TEXT I

Read the following text to answer questions 1 to 10.

Bali Island

Bali is an island rich in culture, art ceremonies and gentle, friendly people. It

is a world famous vacation spot. It offers many things to tourist and visitors.

Remains of a distinctly Indonesia-Hindu civilization are found almost exclusively

in Bali. Festivals ceremonies and special are found almost every day. Travel

agents or hotels can supply information about specific events, for example, the

performance of Legong, Pendet, Ramayana, Barong, Kecak, and others.

Bali is one hour and twenty minutes away from Jakarta by Jet, or you can fly

or go by train to Surabaya, then use the express bus service from Surabaya to

Denpasar via Banyuwangi, where you board a ferry. There are also flights from

Surabaya and Yogyakarta to Denpasar. Going by bus from Jakarta to Denpasar is

also possible, especially if you go with a tour group.

Once you arrive in Bali, there are several ways to travel around the island.

Taxis and rented cars (with or without driver) are available through hotels and

travel agents. Tour agencies and most hotels offer bus tours to major points of

interest. Motorcycles and bicycles are available for rent through agencies in

Denpasar, Kuta Beach and Sanur Beach. Oplets pass through areas and offer

inexpensive rides.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman )

1. The text above tells us about……..

A. An Island in Indonesia

B. Bali

C. Culture in Bali

D. How to go to Bali

114

2. What are Bali island rich in? EXCEPT…

A. Gentle

B. Art ceremonies

C. Unfriendly people

D. Culture

3. Which of the following is stated in the text?

A. Tourists and visitors are not offered many things in Bali

B. Travel agents or hotel can supply information about specific events, for

example, the performance of Legong, Pendet, and Yapong.

C. It is possible if we are going to Bali by bus from Jakarta to Denpasar

D. There are no flights from Surabaya and Yogyakarta to Denpasar

4. How many hours from Jakarta to Bali by jet?

A. One hour

B. One hour and twenty minutes

C. Twenty minutes

D. Twenty five minutes

5. What are possible transportations from Jakarta to Bali? EXCEPT

A. Oplets

B. Jet

C. Bus

D. Ferry

6. What is the generic structure of the first paragraph?

A. Identification

B. Description

C. Orientation

D. Resolution

7. According to the text, which of the following is NOT TRUE?

A. Festivals ceremonies and special are found almost every day

B. The tourist or visitors cannot rented cars without driver

C. You can go with a tour group by bus from Jakarta to Denpasar

115

D. Tour agencies and most hotels offer bus tours to major points of

interest

8. What is the transportation that passes through area and offer inexpensive

rides?

A. Jet

B. Bus

C. Oplets

D. Car

9. Where is the description of the text?

A. Paragraph 1

B. Paragraph 1 and 2

C. Paragraph 2 and 3

D. Paragraph 3

10. What is the purpose of the text?

A. To describe Bali

B. To retell about Bali and its features

C. To explain how to come to Bali

D. To persuade readers to come to Bali

TEXT II

Read the following text to answer questions 11 to 20.

My Best Friend

I have a lot of friends. But my closest friend is Prabu Perdana.

Prabu is my classmate. He is so handsome and cute. He has short wavy but

rather blonde hair, which is always combed neatly. His skin is white. He has

bluish back eyes with thick eyebrows and outstanding eyelashes. His round face

makes him more impressive. Although Prabu is not so tall, he has a well-built

body. People frequently think he is a European or American offspring, but he is

actually a Sundanese genuine. He looks more handsome when he is smiling.

116

Prabu is pleasing peer. I am happy to spend my time with him. He is

always available to help his friends who are in trouble. He is never angry with any

friends who try to annoy him. Because he is so smart, most of his classmates seek

him to explain any difficulties in any school subjects. I am proud of having such

best friend.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

11. The text above tells us about…..

A. The writer’s school

B. The writer’s best friend

C. The writer’s brother

D. The writer’s classmate

12. What are the characteristics of Prabu Perdana? EXCEPT

A. Handsome

B. Round face

C. Well-built body

D. Tall

13. Where is Prabu Perdana genuine?

A. European

B. American

C. Sundanese

D. Javanese

14. What does the first paragraph show to us?

A. Identification

B. Description

C. Orientation

D. Resolution

15. According to the text, which of the following is CORRECT?

A. The writer’s closest friend is Prabu Pratama

B. Prabu has a dark skin.

C. Prabu is a smart boy

117

D. The writer does not like Prabu

16. What is the generic structure of the second and the last paragraph?

A. Identification

B. Orientation

C. Description

D. Resolution

17. When does Prabu look more handsome?

A. When he is talking

B. When he is smiling

C. When he is standing

D. When he is singing

18. Why does the writer feel happy to spend his time with Prabu?

A. Because Prabu is pleasing peer

B. Because Prabu is never angry

C. Because Prabu is smart

D. Because Prabu is handsome

19. Which of the following is NOT stated in the text?

A. Prabu has short wavy but rather blonde hair

B. Prabu has an oval face

C. Prabu always helps his friends

D. The writer is proud of having such best friend

20. What is the purpose of the text?

A. To tell the readers about the writer’s closest friend

B. To describe Prabu Perdana as the writer’s best friend

C. To inform about Prabu Perdana

D. To entertain the readers about Prabu Perdana

118

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) READING

(The 1st Meeting of Cycle I CAR)

I. IDENTITAS

Satuan Pendidikan : MTsN 19 Pinang Kalijati

Mata Pelajaran : B. Inggris

Kelas/Semester : VII (Tujuh) / Ganjil

Tema : Personal Life

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive text

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Membaca

Memahami makna teks fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan essai pendek sederhana

berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi

yang berterima.

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

4. Menentukan langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

119

4. Menentukan langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Task I

Read the passage below, underline the simple present tense that you found.

(Individual Work)

Mr. Arman’s House

This is Mr Arman’s house. It is new, big, and clean.

It has two floors. On the downstairs there are a big living

room, a dining room, a kitchen, a bathroom and a big

bedroom for Mr. and Mrs. Arman.

On the next floor, upstairs, there are two bedrooms,

a play room, a bathroom and a big room for watching TV

and doing other activities they like. Their children sleep

upstairs. They like to play in the playroom. There are a lot

of things in it. There are chair, a table, and a cupboard that

is full of toys.

In front of the house there is a beautiful garden.

There are many flowers in it. Beside the house, there is a

big garage for two cars. The Arman’s likes to stay here.

(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)

Identification : It is about introduction of the thing, place, person, animal to

be described.

Description : It is about details information includes characteristic of

subject.

Answer the questions!

1. How about Mr. Arman’s house?

2. How many rooms are there in the downstairs?

3. How many bedrooms are there in Mr. Arman’s house?

4. Where do the children sleep?

5. Where does Mr. Arman put his cars?

Identification

Description

120

Task II Arrange these jumble paragraphs into a good sequence and answer the

questions with your group! (Group Work)

A Lion

This is a lion, the king of the jungle. It is very

dashing with its mane. Its fur is usually light brown or

brownish orange. It is about 75 to 100 cm tall and 100 to

150 cm long. It gives its sign of appearance by roaring.

Although a lion is a carnivore, it seldom hunts its

prey, but a lioness does. The lion main duty is to guard the

herd. It never lets other carnivores seize its food and it

chases them away from its territory.

In one herd, there is usually one lion only. When

other lions try to approach the herd, it is ready to fight. And

the winner will become the leader of the herd.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

Answer the questions with your partner!

1. Who is the king of the jungle?

2. What is the color of lion’s fur?

3. How tall and long of the lion?

4. What is the lion main duty?

5. How does the lion become the leader?

Task III

After reading the text above, write down the purpose, the schematic structure and

the language features of the text!

VII. METODE PEMBELAJARAN

Three - phase technique

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberi motivasi kepada siswa.

Penjelasan tentang materi yang akan dibahas.

b. Kegiatan inti

Beberapa siswa diminta membaca sebuah teks (descriptive

text) dengan intonasi dan jeda yang benar secara bergantian.

Identification

Description

121

Membahas ciri-ciri yang terdapat dalam descriptive text.

Siswa diminta menjawab pertanyaan yang berkaitan dengan

text

Siswa dimita menyusun jumble paragraphs menjadi sebuah

cerita yang utuh. (group work)

Siswa diminta untuk menjawab soal yang berhubungan dengan

teks (group work)

Siswa diminta menuliskan struktur dan ciri kebahasaan yang

terdapat di dalam teks (group work)

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM

Memberi tugas pada siswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. LKS (Intensif Penunjang Siswa-Siswa Kreatif)

b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High

School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008,

Jakarta.

c. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,

Bandung: Yrama Widya, 2007.

d. Kurikulum Bahasa Inggris (KTSP grade VII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis

c. Instrument : Terlampir

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

b. Rubrik penilaian

No Uraian Skor

Task I Jawaban benar

Jawaban tidak tepat

20

0

Task II Jawaban benar

Jawaban tidak tepat

20

0

122

Lampiran

Lembar Penilaian KBM (Kegiatan Belajar Mengajar)

Membaca

Task I

Read the passage below, underline the simple present tense that you found.

(Individual Work)

Mr. Arman’s House

This is Mr Arman’s house. It is new, big, and clean. It has two floors. On

the downstairs there are a big living room, a dining room, a kitchen, a bathroom

and a big bedroom for Mr. and Mrs. Arman.

On the next floor, upstairs, there are two bedrooms, a play room, a

bathroom and a big room for watching TV and doing other activities they like.

Their children sleep upstairs. They like to play in the playroom. There are a lot

of things in it. There are chair, a table, and a cupboard that is full of toys.

In front of the house there is a beautiful garden. There are many flowers in

it. Beside the house, there is a big garage for two cars. The Arman’s likes to stay

here.

(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)

Answer the questions!

1. How is Mr. Arman’s house?

2. How many rooms are there in the downstairs?

3. How many bedrooms are there in Mr. Arman’s house?

4. Where do the children sleep?

5. Where does Mr. Arman put his cars?

Task II Arrange these jumble paragraphs into a good sequence and answer the questions

with your group! (Group Work)

A Lion

This is a lion, the king of the jungle. It is very dashing with its mane. Its

fur is usually light brown or brownish orange. It is about 75 to 100 cm tall and

100 to 150 cm long. It gives its sign of appearance by roaring.

Although a lion is a carnivore, it seldom hunts its prey, but a lioness does.

The lion main duty is to guard the herd. It never lets other carnivores seize its

food and it chases them away from its territory.

123

In one herd, there is usually one lion only. When other lions try to

approach the herd, it is ready to fight. And the winner will become the leader of

the herd.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

Answer the questions with your group!

1. Who is the king of the jungle?

2. What is the color of lion’s fur?

3. How tall and long of the lion?

4. What is the lion main duty?

5. How does the lion become the leader?

Task III

After reading the text above, write down the purpose, the schematic structure and

the language features of the text!

124

RENCANA PELAKSANAAN PEMBELAJARAN

RPP READING

(The 2nd

Meeting of Cycle I CAR)

I. IDENTITAS

Satuan Pendidikan : MTsN 19 Pinang Kalijati

Mata Pelajaran : B. Inggris

Kelas/Semester : VII (Tujuh) / Ganjil

Tema : Personal Life

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive text

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Membaca

Memahami makna teks fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan esai pendek sederhana

berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi

yang berterima

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

4. Mengidentifikasi langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

125

4. Menentukan langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Task I

Read the passage below, underline the simple present tense that you found.

My Toy

I have a toy. It is a doll, a bear doll, and I call it

Teddy.

Teddy bear is an American origin. My dad bought it

as a present for my tenth birthday anniversary last year. The

doll is small, fluffy, and cute. It has got thick brown fur.

When I cuddle it, the fur feels soft. Because my Teddy bear

is a doll, I don’t need to feed it. I wash it at the laundry at

least once a month. Every night Teddy accompanies me

sleeping. When I am at school, Teddy stays in my bed.

Teddy bear is really a nice, adorable, and charming toy. I

love my Teddy Bear very much.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

Identification : It is about introduction of the thing, place, person, animal to

be described.

Description : It is about details information includes characteristic of

subject.

Answer the questions!

1. What is the writer’s toy?

2. When did the writer get Teddy Bear?

3. What are the characters of Teddy bear?

4. Why does the writer not give the food to Teddy Bear?

5. What does Teddy Bear do when the writer go to school?

Task II

After reading the text above, write down the purpose, the schematic structure

and the language features of the text!

VII. METODE PEMBELAJARAN

Three-phase technique.

Identification

Description

126

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberi motivasi kepada siswa.

Me-review materi pertemuan sebelumnya

Penjelasan tentang materi yang akan dibahas.

b. Kegiatan inti

Siswa diminta untuk membaca teks dan memahaminya

Siswa menjawab pertanyaan guru yang berhubungan dengan ciri

kebahasaan yang terdapat di dalam teks

Siswa diminta menjawab pertanyaan yang berkaitan dengan text

Siswa menentukan langkah retorika dalam cerita

Siswa dibagi menjadi 8 kelompok dan diberikan teks

Siswa diminta bekerja sama dalam memahami isi teks (group

work)

Siswa secara individu menjawab soal yang berkaitan dengan teks

yang telah didiskusikan sebelumnya (Post Test I)

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM

Memberi tugas pada siswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High

School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008,

Jakarta.

b. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,

Bandung: Yrama Widya, 2007.

c. Kurikulum Bahasa Inggris (KTSP grade VII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis.

c. Instrumen : Terlampir

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

127

b. Rubrik penilaian:

No Uraian Skor

Task I Jawaban benar

Jawaban tidak tepat

20

0

128

Lampiran

Lembar Penilaian KBM (Kegiatan Belajar Mengajar)

Membaca

Task I

Read the passage below, underline the simple present tense that you found.

(Individual Work)

My Toy

I have a toy. It is a doll, a bear doll, and I call it Teddy.

Teddy bear is an American origin. My dad bought it as a present for my

tenth birthday anniversary last year. The doll is small, fluffy, and cute. It has got

thick brown fur. When I cuddle it, the fur feels soft. Because my Teddy bear is a

doll, I don’t need to feed it. I wash it at the laundry at least once a month. Every

night Teddy accompanies me sleeping. When I am at school, Teddy stays in my

bed. Teddy bear is really a nice, adorable, and charming toy. I love my Teddy

Bear very much.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

Answer the questions!

1. What is the writer’s toy?

2. When did the writer get Teddy Bear?

3. What are the characters of Teddy bear?

4. Why does the writer not give the food to Teddy Bear?

5. What does Teddy Bear do when the writer go to school?

Task II

After reading the text above, write down the purpose, the schematic structure and

the language features of the text!

129

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) READING

(The 1st Meeting of Cycle II CAR)

I. IDENTITAS

Satuan Pendidikan : MTsN 19 Pinang Kalijati

Mata Pelajaran : B. Inggris

Kelas/Semester : VII (Tujuh) / Ganjil

Tema : Personal Life

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive text

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Membaca

Memahami makna teks fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan essai pendek sederhana

berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi

yang berterima.

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

4. Menentukan langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

130

4. Menentukan langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Task I

Read the passage below, underline the simple present tense that you found.

(Individual Work)

An Elephant

An elephant is the largest and strongest of all

animals. It is a strange looking animal with its thick legs,

huge sides and backs, large hanging ears, a small tail, little

eyes, long white tusks and above all it has a long nose.

The trunk is the elephant’s peculiar feature, and it

has various uses. The elephant draws up water by its trunk

and can squirt it all over its body like a shower bath. It can

also lift leaves and puts them into its mouth. In fact the

trunk serves the elephant as a long arm and hand. An

elephant looks very clumsy and heavy and yet it can move

very quickly.

The elephant is a very intelligent animal. Its

intelligence combined with its great strength makes it a

very useful servant to man and it can be trained to serve in

various ways such as carry heavy loads, hunt for tigers and

even fight.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

Identification : It is about introduction of the thing, place, person, animal to

be described.

Description : It is about details information includes characteristic of

subject.

A. Answer the questions!

1. What are the characteristics of elephant?

2. What are the functions of elephant’s trunk?

3. How about the elephant looks?

4. Who is a very intelligent animal?

5. Why is the elephant very useful servant to man?

Identification

Description

131

B. Write down five difficult words and find the meaning of the words in your

dictionary!

Task II

Arrange these jumble paragraphs into a good sequence and answer the

questions with your group! (Group Work)

Kampung Naga

Kampung Naga is a part of the village of Neglasari.

It is the Selawu district, regency of Tasikmalaya, West

Java.

The peaceful and green village is only 500 meters

from the main road between Garut and Tasikmalaya. To

reach the place, people need to go down a stairway of 350

steps. It leads from the side of the highway to a place of

Ciwulan River. The village is located on a hillside by the

river.

Most of Kampung Naga villagers are either farmers

or farm laborers. They live very simple. They do not

demand much. For example, the rich man in the village

lives in a house which is not different from any other in the

village. There is no television set, no bed with mattress, no

sofa, not even a cupboard. They do not paint their house

either. There are many taboos in the Kampung Naga

society, known as ‘tilu basa’ (three taboos): pamali (advice

not doing certain conducts), teu hade (prohibition to

commit bad things), and cadu (prevention of destroying

environment)

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

A. Answer the questions!

1. What is the text about?

2. What is the communicative purpose of this text?

3. Where is identification of the text?

4. What is schematic structure of the second and the third paragraph?

5. Where is Kampung Naga?

6. How many steps to go down a stairway?

7. Where is the village located?

Identification

Description

132

8. What are jobs of most of Kampung Naga villagers?

9. What are not there in Kampung Naga villagers’ house?

10. What are the taboos in Kampung Naga?

B. Write down ten difficult words and find the meaning of the words in your

dictionary!

VII. METODE PEMBELAJARAN

Three-phase technique

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberi motivasi kepada siswa.

Me-review materi pertemuan sebelumnya

Penjelasan tentang materi yang akan dibahas.

b. Kegiatan inti

Beberapa siswa diminta membaca sebuah teks (descriptive text)

dengan intonasi dan jeda yang benar secara bergantian.

Siswa mencari sepuluh kata sulit dan menemukan artinya

Siswa menjawab pertanyaan yang berkaitan dengan text dan

menentukan schematic structure

Siswa dibagi menjadi 8 kelompok dan diberikan teks

Siswa diminta untuk menyusun jumble paragraphs menjadi sebuah

cerita yang utuh. (group work)

Siswa diminta bekerja sama untuk mencari kata sulit dan

menemukan artinya

Siswa diminta bekerja sama dalam memahami isi teks (group

work)

Siswa menjawab soal yang berkaitan dengan teks secara

berkelompok

Setelah semua kelompok selesai mengerjakan tugasnya, siswa

diminta untuk mendiskusikan teks dengan seluruh kelompok kelas.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM

Memberi tugas pada siswa yang berkaitan dengan materi.

133

IX. SUMBER BELAJAR.

a. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High

School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008,

Jakarta.

b. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,

Bandung: Yrama Widya, 2007.

c. Kurikulum Bahasa Inggris (KTSP grade VII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis.

c. Instrumen : Terlampir

XI.

PEDOMAN PENILAIAN

c. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

d. Rubrik penilaian:

No Uraian Skor

Task I Jawaban benar

Jawaban tidak tepat

20

0

Task II Jawaban benar

Jawaban tidak tepat

10

0

134

Lampiran

Lembar Penilaian KBM (Kegiatan Belajar Mengajar)

Membaca

Task I

Read the passage below, underline the simple present tense that you found.

(Individual Work)

An Elephant

An elephant is the largest and strongest of all animals. It is a strange looking

animal with its thick legs, huge sides and backs, large hanging ears, a small tail,

little eyes, long white tusks and above all it has a long nose.

The trunk is the elephant’s peculiar feature, and it has various uses. The

elephant draws up water by its trunk and can squirt it all over its body like a

shower bath. It can also lift leaves and puts them into its mouth. In fact the trunk

serves the elephant as a long arm and hand. An elephant looks very clumsy and

heavy and yet it can move very quickly.

The elephant is a very intelligent animal. Its intelligence combined with its

great strength makes it a very useful servant to man and it can be trained to serve

in various ways such as carry heavy loads, hunt for tigers and even fight.

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

A. Answer the questions!

1. What are the characteristics of elephant?

2. What are the functions of elephant’s trunk?

3. How about the elephant looks?

4. Who is a very intelligent animal?

5. Why is the elephant very useful servant to man?

B. Write down five difficult words and find the meaning of the words in your

dictionary!

135

Task II

Arrange these jumble paragraphs into a good sequence and answer the

questions with your group! (Group Work)

Kampung Naga

Kampung Naga is a part of the village of Neglasari. It is the Selawu

district, regency of Tasikmalaya, West Java.

The peaceful and green village is only 500 meters from the main road

between Garut and Tasikmalaya. To reach the place, people need to go down a

stairway of 350 steps. It leads from the side of the highway to a place of

Ciwulan River. The village is located on a hillside by the river.

Most of Kampung Naga villagers are either farmers or farm laborers. They

live very simple. They do not demand much. For example, the rich man in the

village lives in a house which is not different from any other in the village.

There is no television set, no bed with mattress, no sofa, not even a cupboard.

They do not paint their house either. There are many taboos in the Kampung

Naga society, known as ‘tilu basa’ (three taboos): pamali (advice not doing

certain conducts), teu hade (prohibition to commit bad things), and cadu

(prevention of destroying environment)

(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)

A. Answer the questions!

1. What is the text about?

2. What is the communicative purpose of this text?

3. Where is identification of the text?

4. What is schematic structure of the second and the third paragraph?

5. Where is Kampung Naga?

6. How many steps to go down a stairway?

7. Where is the village located?

8. What are jobs of most of Kampung Naga villagers?

9. What are not there in Kampung Naga villagers’ house?

10. What are the taboos in Kampung Naga?

B. Write down ten difficult words and find the meaning of the words in your

dictionary!

136

RENCANA PELAKSANAAN PEMBELAJARAN

RPP READING

(The 2nd

Meeting of Cycle II CAR)

I. IDENTITAS

Satuan Pendidikan : MTsN 19 Pinang Kalijati

Mata Pelajaran : B. Inggris

Kelas/Semester : VII (Tujuh) / Ganjil

Tema : Personal Life

Aspek/Skill : Reading

Alokasi Waktu : 2X40 menit

Jenis Teks : Descriptive text

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Membaca

Memahami makna teks fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan esai pendek sederhana

berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi

yang berterima

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

4. Mengidentifikasi langkah retorika (schematic structure) teks descriptive

5. Berpartisipasi aktif selama proses belajar berlangsung

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks descriptive

2. Menentukan gagasan pendukung (supporting details) teks descriptive

3. Menemukan informasi spesifik (scanning) dalam teks descriptive

4. Menentukan langkah retorika (schematic structure) teks descriptive

137

5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Task I

Read the passage below, underline the simple present tense that you found.

Michael

Michael is a clever student. He is a clever because

he is diligent. When he has an English test, he always gets

nine or ten. He is very happy, if he gets ten. His mother

always gives a new thing when he gets ten in the test. His

mother, Mrs. Maura is very kind and beautiful.

Michael is very handsome. His hair is straight. He is

tall but he is not fat. His body is also strong because he

always plays football in the afternoon. And on Sunday

morning, he also jogs with his friends.

(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)

Identification : It is about introduction of the thing, place, person, animal to

be described.

Description : It is about details information includes characteristic of

subject.

A. Answer the questions!

1. Why Michael is clever?

2. Who is the name of Michel’s mother?

3. What are the characteristics of Michael?

4. When does Michael jog with his friends?

5. What is the generic structure of the first and the second paragraph?

B. Write down five difficult words and find the meaning of the words in your

dictionary!

VII. METODE PEMBELAJARAN

Three-phase technique

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa.

Identification

Description

138

Mengabsen siswa.

Memberi motivasi kepada siswa.

Me-review materi pertemuan sebelumnya

Penjelasan tentang materi yang akan dibahas.

b. Kegiatan inti

Siswa diminta untuk membaca teks dan memahaminya

Siswa diminta mencari kata sulit dan menemukan artinya

Siswa diminta menjawab pertanyaan yang berkaitan dengan text

Siswa dibagi menjadi 8 kelompok dan diberikan teks

Siswa diminta bekerja sama dalam memahami isi teks (group

work)

Siswa secara individu menjawab soal yang berkaitan dengan teks

yang telah didiskusikan sebelumnya (Post Test II)

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM

Memberi tugas pada siswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High

School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008,

Jakarta.

b. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,

Bandung: Yrama Widya, 2007.

c. Kurikulum Bahasa Inggris (KTSP grade VII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis.

c. Instrumen : Terlampir

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

b. Rubrik penilaian:

No Uraian Skor

Task I Jawaban benar

Jawaban tidak tepat

20

0

139

Lampiran

Lembar Penilaian KBM (Kegiatan Belajar Mengajar)

Membaca

Task I

Read the passage below, underline the simple present tense that you found.

Michael

Michael is a clever student. He is a clever because he is diligent. When he

has an English test, he always gets nine or ten. He is very happy, if he gets ten.

His mother always gives a new thing when he gets ten in the test. His mother,

Mrs. Maura is very kind and beautiful.

Michael is very handsome. His hair is straight. He is tall but he is not fat.

His body is also strong because he always plays football in the afternoon. And

on Sunday morning, he also jogs with his friends.

(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)

A. Answer the questions!

1. Why Michael is clever?

2. Who is the name of Michel’s mother?

3. What are the characteristics of Michael?

4. When does Michael jog with his friends?

5. What is the generic structure of the first and the second paragraph?

B. Write down five difficult words and find the meaning of the words in your

dictionary!

140

List of Students’ Groups

Group 1 Group 2 Group 3 Group 4

1. Muthiah Ulfah

2. Dinda Lutfiah

3. Indira Siwi. M.

4. Syifa Fauziah

5. Janitra Orrisca

1. M. Ikhsan

2. Siti Humairoh

3. Sarah Isfaniah

4. Mu’adz S.

5. Eka Sulastri

6. Fuad Asyrofi

1. Wahyu Dwi S.

2. Achmad Al H.

3. M. Rafli Ali

4. Adimas Fikri

5. Agus S.

6. Ryaas Rizki

1. Putri Amelia

2. Anggita Eka P

3. Nabila H.

4. Fitriani

5. Israq Fauzia H

6. Nurul Fitri

Group 5 Group 6 Group 7 Group 8

1. Syaidina Sapta

2. Latifatul F.

3. Putiningsih

4. Rika Nur Y.

5. Royhan Haekal

1. Abdul Wahid

2. Abi Okta S.

3. Salman Al H.

4. Hartosin

5. Raka Suhandi

6. Reza F.

1. Wahyu Setiadi

2. Arjuna

3. Fakhmi Hakim

4. Latif Fauzi

5. Nur M.

6. Maryadi

1. Novi Astriani

2. Dinar Novianti

3. Hilda Novianti

4. Fatma Saskia

5. Marwah Syifa

6. Mia W.

141

Documentation

(Photos during CAR)

Cycle 1

Figure 1.a

Teaching Learning Activity

(Some students do not pay attention to the teacher explanation)

Figure 1.b

Individual Work

(Students do their task individually)

142

Figure 1.c

Group Work

(A student cheats other groups)

Figure 1.d

Group Work

(Some students chat and crack jokes each other in group work)

Figure 1.e

Group Work

(Some students cooperate well in a group work)

143

Figure 1.f

Post Test 1

(Students do the post test 1 individually)

Cycle 2

Figure 2.a

Individual Work

(Students do their task individually)

144

Figure 2.b

Group Work

(The most of students cooperate well in a group work)

Figure 2.c

(Students do the post test 1 individually)