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THE USE OF GROUP INVESTIGATION (GI) METHOD TO
IMPROVE STUDENTS’ READING ABILITY IN
DESCRIPTIVE TEXT
(A Classroom Action Research with the Eight Graders of
MTs Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011)
Thesis
Submitted in Partial Fulfillment of the Requirement for Gaining
the Degree of Bachelor In English Language Education
By:
Izzatul Mabruroh
Student’s Number: 063411027
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
2011
ABSTRACT
Title : The use of Group Investigation (GI) Method to Improve
Students’ Reading Ability in Descriptive Text (A Classroom Action
Research with the Eight Graders of MTs Sabilul Ulum Mayong
Jepara in the Academic Year of 2010/2011)
Writer : Izzatul Mabruroh
Student Number: 063411027
Key words: group investigation method, reading ability, classroom action
research.
This study is based on the importance of reading comprehension but in
fact the students’ ability in comprehending the reading text is low. The problem of
this research can be stated as follow:
1. How is the implementation of group investigation method to improve
students’ reading ability in descriptive text?
2. How is the improvement of students’ reading ability in descriptive text
after being taught through using group investigation?
Its purposes are:
1. To describe the implementation of group investigation method to improve
students’ reading ability in descriptive text.
2. To identify the improvement of students’ reading ability in descriptive text
after being taught through using group investigation method.
To achieve the objectives of the study, the writer conducted classroom
action research. This classroom action research was held at MTs Sabilul Ulum
Mayong Jepara. The subject of the study was the grade VIII C. There were 42
students; 23 girls and 19 boys.
The writer carried out three steps. The first step was the pre-cycle. The
second step was the action. The action consisted of two cycles. The difference
between these cycles was on topic of material used. Each cycle consisted of
teaching and learning process and a test. Data collection was done using
observation, test and interview.
In analyzing the data, the writer used a descriptive qualitative and a simple
quantitative measurement to find the result. The analysis of the data showed that
there was a significant difference of the students’ achievement in the pre-cycle up
to second cycle. The average of the students’ achievement in the pre-cycle was
57.73, the first cycle was 64.05 and the second cycle was 75.23.
Based on this finding, it is suggested that Group Investigation method can
be used by the teachers to improve students’ ability in reading comprehension.
MOTTO
�������� � � ������ ������ ��� ��� ������ �!�� ���" �#��$�%&'�(�)���$�� � *��+��,��- ./0������1�- ./2�3�4�- .56��7 8): (�)�<�= &�>&?�- .�8����(&� &��$�@,A-
“My brother, you won’t achieve a science except with six cases, I will give you
know about it clearly. That is intelligent, enthusiasm, seriously, fee, teacher
interaction, and long time”.1
1 Abi Abdullah Muhammad bin Idris Syafi’I R.a., Diwan Imam Syafi’I, (Makkah
Mukarromah, Darul Fikr, 1988), p. 111
vi
DEDICATION
This thesis dedicated to:
1. My beloved father and mother who always give inspiration, motivation to
complete this thesis.
2. My beloved brothers and sister who always give support, attention and
patience to the writer.
3. All of My friends TBI A 06’.
4. All of My friends in BPI E5 boarding house.
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim,
Praise is to Allah, the merciful, and the compassionate that the writer can
finish this thesis completely. Shalawat and salam for the Prophet Muhammad who
brings us from darkness to the brightness.
The writer realizes that there are many people who are already helped his
in arranging and writing this thesis directly or indirectly. In this chance, the writer
would like to express deeper appreciation to:
1. Dr. Suja’i, M, Ag. as Dean of Faculty of Tarbiyah.
2. Siti Tarwiyah, M. Hum. as the Head of English department.
3. Dra. Hj. Siti Mariam, M.Pd. as the first advisor who already guided and advised
patiently during the arrangement of this thesis.
4. Drs. Mahfud Junaedi, M.Ag. as the second advisor who gave guidance and
advices over the study conducted.
5. The entire lecturers in Faculty of Tarbiyah who always give input and advice to
the writer during conducting this study.
6. Library official who always give good service related with the references in this
thesis so that the writer could done this thesis well.
7. Suharto, S.PdI. as the Head Master of MTs Sabilul Ulum Mayong Jepara who
have given permission for the writer to conduct the study there, and the entire
teachers, especially Mrs. Sri Wahyuni, S. Pd. For all the time, the information
about the teaching learning process of English and her guidance there, and the
students of 8th
grade class C, thanks for the cooperation, and also the school
administration staff.
8. My beloved father, mother, my grandfather, my aunts, and my uncles who always
gives inspiration and motivation to complete this study.
9. My beloved brothers (kak Jaelan, Kak Salaf, kak Misbah, kak Huda, kak Udin and
kak Hisyam) and sister (dek Nurul) who always support the writer to finish this
thesis.
10. All of my friends in TBI 06’ especially TBI A 06 and team KKN posko 13 Sentul.
11. All members of BPI E5 boarding house (Arin, Ana, Ain, Iza, Indah, Ifah, Amel,
Ana, Nix, Helin) and Raharjo family I always remember you.
12. All of my best friends (Rini, Cholil, Chufa, Eni, Nita, Lala, Sari, Zahro) who
always support the writer to finish this thesis.
13. Last but no least, those who cannot be mentioned one by one, who have supported
the writer to finish this thesis.
Finally, the writer realizes that this thesis is far from being perfect;
therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
Semarang, 10 Juni 2011
The writer,
Izzatul Mabruroh
Student’s number:
063411027
TABLE OF CONTENT
PAGE OF TITLE…….…………………………………………………... i
ADVISOR APPROVAL…… …………………………………………… ii
RATIFICATION………………………………………………………… iii
ABSTRACT……………………………………………………………... iv
THESIS STATEMENT…….…………………………………………….. v
MOTTO………………………………………………………………….. vi
DEDICATION……………………………………………………………vii
ACKNOWLEDGEMENT….……………………………………………viii
TABLE OF CONTENTS…...…………………………………………….x
LIST OF FIGURES………………………………………………………xiii
LIST OF TABLES………….……………………………………………xiv
LIST OF APPENDICES............................................................................xv
CHAPTER I: INTRODUCTION
A. Background of the study………...……………………1
B. Reason for choosing the topic….…………………… 4
C. Statement of the problem……….…………………… 4
D. Objective of the study…………..…………………… 4
E. Significance of the study……….…………………… 5
F. Scope of the study ……………...…………………… 5
G. Definition of the key terms……..…………………… 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Review
1. Group Investigation Method
a. Definition of Group Investigation Method…..8
b. The steps of Group Investigation Method…..9
c. Group Investigation Method and Teaching Reading
Ability………………….................................11
2. Reading Ability
a. Definition of Reading Ability...……………..12
b. Aspects of Reading Ability………………….14
1) Reading comprehension……………..14
2) Reading Purpose……………………..16
3) Models of Reading…………………..17
4) Reading Skills……………………….19
c. Components of Reading Abilities……………20
d. Teaching Reading Ability……………………23
3. Descriptive text…………………………………...25
B. Previous Research …………………….……………...26
CHAPTER III: METHOD OF INVESTIGATION
A. Participants…………………………..……………… 28
B. Setting of the Study………………….……………… 28
C. Design of the Study…………………...…………….. 28
D. Technique of Data Collection………….…………… 30
E. Technique of Data Analysis…………..…………….. 33
F. Procedure of the Study………………..…………….. 37
CHAPTER IV: DESCRIPTION OF RESEARCH AND DISCUSSION
A. Description of Research……………….……………. 42
B. The Findings of Research …………….……………. 54
C. Limitation of This Study……………………………. 63
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………. 64
B. Suggestion ………………………………………….. 65
C. Closing ………………………………………….. 66
REFERENCES
APPENDICES
LIST OF FIGURE
FIGURE 1: Classroom Action Design ……………………………… 29
LIST OF TABLES
TABLE 3.1: Form of observation scheme………………………………… 31
TABLE 3.2: Level of achievement………………………………………... 35
TABLE 4.1: Score of observation in the first cycle……………………….. 46
TABLE 4.2: Score of observation in the second cycle……………………. 51
TABLE 4.3: The test result of pre-cycle..………………………………… 54
TABLE 4.4: The test result of cycle 1 ……………………………………. 57
TABLE 4.5: The test result of cycle 2 …...……………………………….. 59
TABLE 4.6: The test result from the pre-cycle until the second cycle …… 61
TABLE 4.7: Chart of the test during classroom action research ………….. 62
LIST OF APPENDICES
Appendix
1. The list of students and score of mid exam
2. The list of group members
3. Test of Pre-cycle
4. Lesson plan in the first cycle
5. Test of first cycle treatment
6. Lesson plan in the second cycle
7. Test of second cycle treatment
8. Answer key of test
9. The result of observation scheme in the first cycle
10. The result of observation scheme in the second cycle
11. Interview guideline
Curriculum Vitae
15
CHAPTER I
INTRODUCTION
A. Background of the Study
English plays an important role nowadays. It becomes an
international language. Therefore, in this modern era it is necessary for
us to learn it. English also has been taught in many countries in the
world as a second foreign language such as in Japan, Malaysia, China,
Germany and Indonesia in those countries students always make many
efforts to make the teaching English as a second or foreign language
better and better.
Teaching a language, especially a foreign language is not an easy
task. Since English is a foreign language for Indonesian students, it will
surely cause some problems for them. Learning a foreign language is
different from learning a native language because the students’
environment in achieving their first language and a foreign language are
different.
English as a subject matter in school covers the four basic language
skills: listening, speaking, reading, and writing. In every subject,
student’s learning activities involve reading. Reading is defined as a set
of skills that involves making sense and deriving meaning from the
printed word.2 For the beginner, reading is concerned mainly with
learning to recognize the printed symbols that represent language and to
respond intellectually and emotionally when being asked about the
content of the text he/she has read. Elizabeth S. Pang et al explain that
learning to read is a different process because it involves learning about
a symbolic system (writing) used to represent speech.3 Before children
begin to learn to associate the written form with speech, they need to
2 Caroline T. Linse, Practical English Language Teaching: Young Learners,
(New York: Mc Graw- Hill companies,Inc, 2006), p. 69 3 Elizabeth S. Pang et al, Teaching Reading,
http://www.curtin.edu.au/curtin/dept/smec/iae p. 8 cited on 15th May, 2010
1
16
learn the vocabulary, grammar and sound system of the oral language.
So, it will help students to get meaning of the text and understanding the
content of text.
Reading is important for everybody in order to cope with new
knowledge in the changing world of technological age. For both children
and adults, the ability to read opens up new worlds and opportunities.4 It
enables us to gain new knowledge, enjoy literature, and do everyday
things that are part and parcel of modern life, such as, reading the
newspapers, job listings, instruction manuals, maps and so on.
Teaching reading for junior high school students must be differed
from children in elementary school because of their different
characteristics of psychological background. In Indonesia, some English
teachers still use traditional or conventional method to teach reading.
Conventional method usually makes students bored because the method
is monotonous, and the students are not active so it makes the learners
get bored. One of the ways to make the teaching reading effective is
making the students active, so they enjoy learning and they can improve
their reading skill.
English teaching method is changeable. The method should be
interesting and student-centered. One of the teaching methods is
cooperative. Through this method, students are active in the learning
process, because they will learn more through a process of constructing
and creating, working in group and sharing knowledge. Nevertheless,
individual’s responsibility is still the key of success in learning English.
A cooperative learning method is believed as being able to give
chance for students to be involved in discussion, has courage and critical
thinking and is willing to take responsibility of his/her own learning.
Although it considers as an active role of students as more important,
does not mean that teacher in the classroom is not participating. In
learning process, teacher has roles as designer, facilitator and guide in
4 Elizabeth S. Pang et al, Ibid, p. 6
17
the learning process.
Basically, cooperative learning correspondents to Islam teaching
which is stated in Qur’an surah Al-Maidah verse 2.
������������ ����� ����� ����������� ���� ���������� � !�� ����� �������������
“Help you one another in righteousness and piety, but help you not one
another in sin and rancour.”5
The verse above shows that cooperation is very suggested in goodness,
in this point is English language learning. In cooperative learning, there
is mutual relationship among students which enable them to reach the
goal of teaching learning.
A cooperative learning method has several types, namely write-
pair-share, Group Investigation, Students Teams Achievement Divisions
(STAD), Teams-Games-Tournament (TGT), Team Assisted
Individualized (TAI) and Jigsaw.6 One of its interesting types is group
investigation.
Group investigation is an organizational approach that allows a
class to work actively and collaboratively in small groups and enables
students to take an active role in determining their own learning goals
and processes.7 Group investigation method requires the students to form
small interest groups, plan and implement their investigation, synthesize
the group members’ findings, and make a presentation to the entire
class.8
Therefore, the writer wants to take the research about The Use of
Group Investigation (GI) Method to Improve Students’ Reading Ability:
A Classroom Action Research with the Eight Grade Students of MTs
5 Yusuf Ali, Translation, Retrieved from http://www.harunyahya.com/quran
translation 30.php. Saturday 27th June, 2010 6 Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice
(London: Allyn and Bacon, 2005), p.9 7 http://www.eric.ed.gov/ cited on Saturday 27th Feb, 2010 8 Ivy Geok-chin Tan et al, Group Investigation and Student Learning: An
Experiment in Singapore Schools, (Singapore: Marshall Cavendish Academic, 2006), p.
10
18
Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011.
B. Reasons for Choosing the Topic
Based on the background, the writer concludes that reading is one
of language skills, which is necessary to be developed for students
learning English because it can open up the students to various kinds of
information available in books, magazines, newspapers and other types
of writing.
Considering the importance of reading process, the teacher should
improve the teaching of reading ability. The teacher can use a teaching
method that can make the students enjoy and be stimulated in learning
English. One of them is group investigation (GI).
C. Statements of the Problem
The problems can be stated as follows:
1. How is the implementation of group investigation method to improve
students’ reading ability in descriptive text of 8th
grade students of
MTs Sabilul Ulum Mayong Jepara?
2. How is the improvement of students’ reading ability in descriptive
text after being taught through using group investigation of 8th
grade
students of MTs Sabilul Ulum Mayong Jepara?
D. Objectives of the Study
The objectives of the study in this thesis as follow:
1. To describe the implementation of group investigation method to
improve students’ reading ability in descriptive text of 8th
grade
students of MTs Sabilul Ulum Mayong Jepara.
2. To identify the improvement of students’ reading ability in
descriptive text after being taught through using group investigation
method of 8th
grade students of MTs Sabilul Ulum Mayong Jepara.
19
E. Significances of the Study
The writer hopes that after this study has been completed, it will
give some significance values. The significance values are:
1. The process of the research will be useful for the students to improve
their reading ability and develop their study in order to be successful.
2. It will give experience and clear understanding about the process of
teaching reading using cooperative method especially group
investigation to the readers.
3. The result of the study will give contribution to English teacher and
can be a reference to improve his performance and competence in
teaching English.
F. Scope of the Study
The writer conducted the observation for this study to the eight
grade students of MTs Sabilul Ulum Mayong Jepara in the academic
year of 2010/2011. The study limited to know whether the use of group
investigation method can improve students’ reading ability.
G. Definition of the Key Terms
This research uses a classroom action research approach. Before
discussing this research deeply, however, in order to make it clear, the
writer explains some words definitions that might help the readers to
understand the research. There are some terms need to be defined. The
terms used in this study are as follow:
1. Group Investigation Method
According to Robert E. Slavin Group investigation is planning of
common class setting where the students work in small group using
cooperative question, group discussion, planning, and project
cooperative.9
9 Lita, Translation from Cooperative Learning: Theory, Research and Practice,
(London: Allymand Bacon, 2005), p. 24
20
According to Agus Suprijono the study with Group Investigation
method started of group division. Then, the teacher and the students
select of certain topics and the problems that can be developed from
the topics. After the topic and the problem approved, the students and
the teacher determine of research method which developed to solve the
problem.10
Each group work based on group investigation method which they
have formulated. This activity involve of data collection, data analysis
and conclusion.
The next step is present a report to the whole class. In this step
expected occur of objective and inter subjective knowledge that has
built by a group. Several of perspective expected can be developed by
the whole class from the result presentation of each group. In the end
of study did evaluation. Evaluation is used to individual and group
assessment.
2. Reading Ability
According to Grabe and Stoller reading is the ability to draw
meaning from the printed page and interpret this information
appropriately.11
So, vocabulary and grammar have role important in
order to understand what we read. McEldowney said that the essential
linguistic component for comprehending a text is grammar. The role
grammar in language is to signal the meaning arising from the
relationship between the lexical words.12
Reading ability will be developed best in association with writing,
listening and speaking activities. The ability of students in reading is
very important because by having the ability to read, they will be able
to improve their knowledge. Although many of information can be
10 Agus Suprijono, Cooperative Learning: Teori & Aplikasi PAIKEM,
(Yogyakarta: Pustaka Pelajar, 2010), p. 93 11 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,
(Great Britain: Pearson Education, 2002), p. 9 12 Anhari Basuki et al, Lembaran Sastra, (Semarang: Fakultas Sastra UNDIP), p.
127
21
found from other media such as TV and radio, but the role of reading
can not substituted. Reading is very important in daily life because not
at all of information can be found from the TV and the radio.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
A. THEORETICAL REVIEW
1. Group Investigation Method
a. Definition of Group Investigation Method
Robert E. Slavin stated that Group Investigation as follow;
“Group Investigation is a form of cooperative learning that
dates back to John Dewey, but has been refined and researched
in more recent years by Shlomo and Yael Sharan and Rachel
Herts-Lazarowitz in Israel.”13
Group Investigation which developed by Shlomo and Yael
Sharan at Tel Aviv University, is planning of common class setting
where the students work in small group using cooperative question,
group discussion, and planning and project cooperative.14
Roy Killen said that Group Investigation is one of cooperative
learning method which focused on student’s participation and activity.
The teacher who use this method firstly he/she divides the class into
small heterogeneous groups. This group consists of two to six and may
form around friendships or around an interest in a particular topic.
Students select topics for study, then every group decides what
subtopics are to be investigated as well as the goals of their study, and
then prepare and present a report in front of class.15
This type demands
to the student’s abilities of communication or the group skill. Group
Investigation model exercises the students to grow up their brain skill.
The students as the followers actively will show from the first step
13 Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (USA:
Allyn & Bacon, 1995), p. 111 14 Robert E. Slavin, Ibid, (London: Allyn and Bacon, 2005), p. 24 15 Roy Killen, Effective Teaching Strategies: Lessons from Research and Practice,
(Australia: Social Science Press, 1998), p. 99
8
9
until the last step of the learning process.
According to Robert E. Slavin important for Group
Investigation is students’ cooperative planning of their inquiry. Group
members take part in planning the various dimensions and
requirements of their project. Together they determine what they want
to investigate in order to solve their problem; which resources they
require; who will do what; and how they will present their completed
project to the class.16
Presentation technique is done in front of class with several of
presentation forms, while other group shift wait to presentation, to
evaluate and give response from the topic presentation. The teacher’s
role in conducting a Group Investigation project the teacher serves as a
resource person and facilitator.17
He or she circulates among the
groups, sees that they are managing their work, and helps out with any
difficulties they encounter in group interaction and the performance of
the specific tasks related to the learning project.
b. The Steps of Group Investigation Method
In Group Investigation, pupils progress through six steps. The
steps of using Group Investigation (GI) as follow;18
1) Topic Selection
Students choose specific subtopics within a general problem
area, usually described by the teacher. Students are placed
into small two-to six member task oriented groups. Group
composition is academically and ethnically heterogeneous.
16 Robert E. Slavin,, Cooperative Learning: Theory, Research and Practice, (USA:
Allyn and Bacon, 1995), p. 112 17 Ibid, p. 113 18 Roy Killen, Op Cit, p. 100
10
2) Cooperative Planning
Students in each group and the teacher plans specific learning
procedures, tasks and goals consistent with the subtopics of
the problem selected in step 1 (first).
3) Implementation
Each group gathers information, review the subtopic, analyze
or evaluate it, and reach some conclusions. Kinds of sources
of information can be obtained both inside and outside the
school.
4) Analysis and Synthesis
Students analyze and evaluate information obtained during
step 3 (third) and must prepare a summary activity. It may be
in form of report, a briefing, etc., for the entire class.19
5) Presentation of Final Project
Each group in the class give an interesting presentation of the
topics studied in order to get classmates involved in one
another’s work and to achieve a broad perspective on the
topic. Group presentations are coordinated by the teacher.
6) Evaluation
In cases where groups followed different aspects f the same
topic, students and the teacher evaluate each group’s
contribution to the work of the class as a whole. Evaluation
can include either individual or group assessment or both.
c. Group Investigation Method and Teaching Reading Ability
In this group investigation method there are 3 concepts:
enquiry, knowledge, and the dynamic of the learning group. The
19 Roy Killen, Ibid, p. 100
11
research here is the dynamic of the learning group. The students give
the responses the problems and solve it. The knowledge is the learning
experience that has been founded directly or indirectly. And the
dynamic of the learning group that shows describing a group of
student which has a good interaction and share about their ideas,
exchange their experiences, in their opinions.
Thing have to do in Group Investigation are:20
1) Grow up the group ability
When they do their homework, every member of group has
their own opportunity to show their contribution. In the
research, the student will find the information from the inside
or outside class. Then, the students collect the information
from every member of the group to do the task.
2) Cooperative Planning
All of the students have an investigation for their problem.
Which one of the sources is needed, who want to do it and how
to presented their project in the Class.
3) The Teachers Roles
The teachers will prepare the source and facilitators. The
teachers role their rule among the students groups and they pay
their attention to also organize the students job and help the
students to organize their job and help them when they get the
trouble of the learning process in their group.
In teaching reading ability can be done with activity of
teaching reading aloud, silent reading, reading comprehension and
20 http://dudy-adityawan.com/education/group-investigation-method-learning/ cited
on Friday 7th Jan, 2011
12
independent reading.21
All of them have own advantage for students in
junior high school. Reading aloud will help students to prepare for
study in an English speaking country. Then, silent reading will help
students in learning how to read with purpose. Reading comprehension
will help students understanding written the text and can enlarge
students’ English vocabulary, because reading comprehension related
with word recognition and comprehension of text. While, independent
reading is one of the best ways for junior high school students to add
new words to their vocabulary, because independent reading depend
on their independent consumption and enjoyment.
2. Reading Ability
a. Definition of Reading Ability
Reading is one of receptive skills; reading becomes the goal of
most foreign language programs. It shows that reading is an important
part on the teaching of knowledge. It might be to obtain some
intellectual information or some common factual information or
merely for pleasure. Here are overviews of present several definitions
of reading:
1) Grabe and Stoller defined reading is the ability to draw meaning
from the printed page and interpret this information
appropriately.22
2) Caroline T. Linse defined reading is a set of skills that involves
making sense and deriving meaning from the printed word.23
3) Hennings defined reading is a thinking process that sets two people
21 Kasihani K.E Suyanto, English for Young Children, (Jakarta: PT. Bumi Aksara,
2007), p. 43 22 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading ,
(Great Britain: Pearson Education, 2002), p. 9 23 Caroline T. Linse, Practical English Language Teaching: Young Learners, (New
York: Mc Graw – Hill companies,Inc, 2006), p. 69
13
in action together (an author and a reader).24
So, in reading activities there are two subjects involved in.
They are the writer and the reader. The writer tries to convey, to
present his or her messages through letters, words, phrases and their
relationship, while the reader tries to get the messages from the written
verbal symbols.
Based on the definitions above, it can be concluded that
reading is not merely as a process of reading words by words of the
printed page but it is also a collaboration of thinking process,
recollection of the past experience, interaction and it acquired
language faculty to interpret the author’s intention. Reading is also a
process of matching information since the activity of reading is the
reader matches his information that he already had with the printed
page in order to get the message.
In Islam, reading becomes something important because it was
the first commandment all at once the first defines revelation to the
prophet Muhammad (p.b.u.h). It is stated in Quran surah Al-Alaq 1-5.
�"���# $�%&�� �'�(�) ��*� ( +� ,��). ( 0"���� �1�2 ����3�� 4�� �"���#)5 ( �6� 7�8�� �'9(�)�� +� ,��):(
������� ( ��&��� $�%&��); ( ������< ���� ��2 ����3�� 4�� ��&���)=(
“Read the name of your lord who created, created man from clots of
congealed blood. Read! Your lord is the most beautiful one, who
taught by the pen, taught man what he did not know.” 25
The term ability according to Grabe and Stoller refer to what
24 Dorothy Grant Hennings, Reading with Meaning: Strategies for College Reading,
(USA: Prentice – Hall, Inc, 1999), 4th Ed., p. 2 25 Mahmud Y. Yazid, The Qur’an: An English Translation of the Meaning of the
Qur’an, (Lebanon: Dar Al Chaura, 1980), p. 457
14
readers do while reading and processes to mental operations.26
Learning to read is a different process because it involves learning
about a symbolic system (writing) used to represent speech. So, there
is close connection between oral vocabulary, grammar and sound
system of the oral language. The ability to attend the individual sounds
within words (phonological and phonemic awareness) is also in oral
skill that is closely associated with reading ability. Reading ability will
be developed best in association with writing, listening, and speaking
activities.
b. Aspects of Reading Ability
There are some aspects that must be mastered by the English
students in improving their ability in reading. These aspects will help
the students in understanding texts or even passages. The students are
actually trained to master some important aspects of text as follow;
1) Reading comprehension
Reading comprehension refers to reading with understanding.
According to Grabe and Stoller reading comprehension is an
extraordinary feat of balancing and coordinating many abilities in a
very complex and rapid set of routines that makes comprehension a
seemingly effortless and enjoyable activity for fluent readers.27
Grellet states that understanding the written test means extracting the
information from it as possible.28
Simanjuntak points out that reading
comprehension is most likely to occur when students are reading what
they want to read, or at least what they see some good reason to read.29
26 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,
(Great Britain: Pearson Education, 2002), p. 17 27 William Grabe and Fedricka L. Stoller, Ibid, p. 29 28 Franqoise Grellet, Developing Reading Skill: a Practical Guide to Reading
Comprehension Exercise, (Cambridge University Press, 1998), p. 3 29 Simanjuntak, Developing Reading Skills for EFL Students, (Jakarta:Depdikbud,
1988), p. 4
15
Reading is one of the basic communicative skills, but it is a
very complex process. In the process of reading, there are some
factors, which influence reading comprehension. According to Harris
and Smith explained some factors influencing reading comprehension
that are:30
a) Background experience
The knowledge backgrounds and the past experiences of the
students are very important in reading in order to anticipate the
author’s message. The ability to reconstruct meaning from printed
page, including various kinds of skills and style the writer has, is based
on the reader’ s previous experience with a topic, his familiarity with
key concepts, and his knowledge of how language works. In summary,
readers must have ability to relate the text to their own background
knowledge efficiently.
b) Language abilities
Reading and language are two things that cannot be separated
because reading is one of the skills in learning a language. As a means
of communication the expresses ideas, thought, opinions, and feelings.
Language abilities refer to the abilities of students in using a language.
It includes the ability to understand the structure underlying the
passage and the vocabulary of the language.
c) Thinking abilities
Thinking abilities refer to the students’ ability to link their new
experience with their previous one. In this case, readers should think
the act of recognizing words, whereas, teachers give the appropriate
questions to help the students develop their thinking abilities.
d) Reading purposes
30 Haris and Smith, Reading Instruction: Diagnostic Reading Ability, (New York:
Richard C. Owen Publisher’r. Co., 1997), p. 27
16
The purposes for reading are reading for information and
reading for pleasure. It is important to judge the purpose of reading
because it will influence us in choosing the technique.
e) Affection
Motivation, interest, belief, and feelings belong to affection.
They may have improved the influence on students’ reading
comprehension.
2) Reading Purpose
Reading is a skill that must be developed, and can only be
developed, by means of extensive and continual practice. Students
learn to read by reading. Their reading will tend to be effective when
they have a purpose and motivation to learn first.
Grabe and Stoller said that the purposes for reading as follow;31
a) Reading to search for simple information.
b) Reading to skim quickly.
c) Reading to learn from texts.
d) Reading to integrate information.
e) Reading to write (or search for information needed for
writing).
f) Reading to critique texts.
g) Reading for general comprehension.
There are many purposes in reading texts as stated above. Each
person has to own purpose in reading text. Mikulecky states why
reading is important when you are learning a new language.32
People
usually read for a reason. There are some reasons why is reading
important:
31 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,
(Great Britain: Pearson Education, 2002), p. 13 32 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York:
Pearson Education, 2004), p. 2
17
a) Reading helps students learn to think in new language.
b) Reading can enlarge students’ English vocabulary.
c) Reading can help students to improve their writing.
d) Reading may be a good way to practice students English if
they live in non-English speaking country.
e) Reading can help students to prepare for study in an English
speaking country.
f) Reading is a good way to find out about new ideas, facts and
experiences.
Elizabeth S. Pang et al explain that a reader reads a text to
understand its meaning, as well as to put that understanding to use. A
person reads a text to learn, to find out information, to be entertained,
to reflect or as religious practice.33
So in the classroom, teachers need
to be aware of their students’ learning needs, including their
motivation for reading and the purpose that reading has in their lives.
3) Models of Reading
According to O’malley and Valdez Pierce in their books,
reading process in a second language is similar to those acquired in the
first language in that they call for knowledge of sound or symbol
relationships, syntax, grammar and semantics to predict and confirm
meaning. As they do in their first language, second language readers
use their background knowledge regarding the topic, text structure,
their knowledge of the world, and their knowledge of print to interact
with the printed page and to make prediction about it.34
O’malley and
Valdez Pierce also explained models of reading that are;
a) Bottom-up Models
33 Elizabeth S. Pang et al, Teaching Reading,
http://www.curtin.edu.au/curtin/dept/smec/iae p. 15 cited on 15th May, 2010 34 J. Michael O’malley and Lorraine Valdez Pierce, Authentic Assessment for
English Language Learners, (United states of America: Addison Wesley, 1996), p.94
18
Bottom-up models refer to the decoding of individual
linguistic units on the printed page, working one’s way up from
smaller to larger units to obtain meaning and to modify one’s prior
knowledge.
According to Brown bottom-up processing is readers must
first recognize a multiplicity of linguistic signals (letters,
morphemes, syllables, words, phrases, grammatical cues, discourse
markers) and use their linguistic data processing mechanisms to
impose some sort of order on these signals.35
b) Top-down Models
Top-down models the reader’s hypotheses and predictions
about the text and his or her attempts to confirm them by working
down to the smallest units of printed text. According to Harmer
top-down processing the reader or listener gets a general view of
the reading or listening passage.36
c) Interactive Models
Interactive models of reading are proposed for second
language learners to give balanced emphasis to these top-down and
bottom-up process.37
In these models, the term interactive has three
meanings: a) the interaction between the reader and the text, b) the
interplay between lower and higher level reading process
(decoding and using prior knowledge) and c) the relationship
between form (text structure) and function (genre) in text.
4) Reading Skills
Reading skills can be categorized into four types: skimming,
35 H Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p. 299 36 Jeremy Harmer, The Practice of English Language Teaching, 3rd Edition,
(Malaysia: Pearson Education, 2001), p. 201 37 J. Michael O’malley and Lorraine Valdez Pierce, Op Cit, p. 95
19
scanning, intensive reading and extensive reading. These four skills
are usually used integrative when reading a text. For instance, a reader
may skim the text first to find out whether it is relevant for his/her
purpose and then decide to read it intensively.
a) Skimming
This skill is used in reading to get the main ideas of a
text. The function of skimming is to read quickly to discover
the gist to see whether the text is worth reading or not
according to the reader’s purpose. According to Mikulecky
skimming is high-speed reading that can save you time and
help you get through lots of material quickly.38
Skimming
consists of quickly running one’s eyes across a whole text
(such as an essay, article, or chapter) for its gist. Skimming
gives readers the advantage of being able to predict the purpose
of the passage, the main topic, or message, and possibly some
of the developing or supporting ideas.39
b) Scanning
This skill is used to look rapidly for a particular piece
of information. According to Mikulecky scanning is very high
speed reading that you do when you are looking for a specific
piece of information.40
Scanning exercises may ask students to
look for names or dates, to find a definition of a key concept,
or to list a certain number of supporting details. The purpose of
scanning is to extract specific information without reading
through the whole text.41
The skill of scanning is supposed to
38 Beatrice S. Mikulecky and Linda Jeffries, Op Cit, p. 38 39 H Dauglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p. 308 40 Beatrice S. Mikulecky and Linda Jeffries, Op Cit, p. 25 41 H Dauglas Brown, Op Cit, p. 308
20
ensure that learners do not read word-by-word but instead they
will glance at the text quickly and look for the information
which they know is in it.
c) Intensive Reading
Intensive reading is usually a classroom oriented
activity in which students focus on the linguistic or semantic
details of passage.42
Intensive reading calls students’ attention
to grammatical forms, discourse markers, and other surface
structure details for the purpose of understanding literal
meaning, implications, rhetorical relationships, and the like.
Intensive reading also may be a totally content related reading
initiated because of subject matter difficulty. In other words the
aim of intensive reading is to achieve a detailed understanding
of the text.
d) Extensive Reading
Extensive reading is carried out to achieve a general
understanding of a usually somewhat longer text (book, long
article, or essays, etc).43
Most extensive reading is performed
outside of class time. Extensive reading is also to obtain global
or general meaning from longer passages; use extensive
reading is to improve general knowledge.
c. Components of Reading Abilities
Reading comprehension abilities are quite complex and that
they vary in numerous ways depending tasks, motivations, goals and
language abilities. One might even get the impression that large
differences exist among the various ways of reading. However, there is
42 H Dauglas Brown, Ibid, p. 312 43 H Dauglas Brown, Ibid, p. 313
21
a set of common underlying processes that are activated as we read.
According to Grabe and Stoller, there are two parts activated
that are lower-level processes and higher-level processes. Lower-level
processes represent the more automatic linguistic processes and are
typically viewed as more skills oriented. Whereas, the higher-level
processes generally represent comprehension processes that make
much more use of the reader’s background knowledge and inference
skills.44
Reading processes that are activated when we read as follow;
1) lower-level processes
a) Lexical access
Automatic word recognition or lexical access is the calling up
of the meaning of a word as it recognized.
b) Syntactic parsing
Syntactic parsing is a process where a fluent reader is able to
take in and extracted. The ability to recognize phrasal
groupings, word ordering information, and subordinate and
super ordinate relations among clauses quickly is what allows
good readers to clarify how words are supposed to be
understood.
c) Semantic proposition formation
Semantic proposition formation is the process of combining
word meanings and structural information into basic clause
level meaning units.
d) Working memory activation
Working memory refers to the information that is activated, or
given mental stimulation, for immediate storage and
processing. The words that are accessed, the information that is
44 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,
(Great Britain: Pearson Education, 2002), p. 20
22
cued grammatically and the emerging meaning are all active
for a short period of time in working memory.
2) Higher-level processes45
a) Text model of comprehension
The most fundamental higher level comprehension process is
the coordination of ideas from a text that represent the main
points and supporting ideas to form a meaning representation
of the text.
b) Situation model of reader interpretation
Situation model of reader interpretation is built on and around
the emerging text model. The reader is likely to interpret the
text (and begin to create a situation model) differently if he/she
knows that the text is the beginning of a good mystery novel, a
biography of a well-known photographer or a social statement
on waste in society.
c) Background knowledge use and inferencing
Background knowledge takes on the most importance and
when inferencing abilities play a greater role in reading. As the
reader transforms information from clause-level meaning units
to the text model of comprehension, and then to the elaborated
situation model of reader interpretation, both background
knowledge and inferencing take on greater importance.
d) Executive control processes
Executive control processes (or monitor) represents the way
that we asses our understanding of a text and evaluate our
success.
45 William Grabe and Fedricka L. Stoller, Ibid, p. 25
23
d. Teaching Reading Ability
According to Suyanto activity of teaching reading ability
particularly can be distinguished between reading aloud, silent
reading, reading comprehension, and independent reading.46
1) Reading Aloud
Reading aloud forms a foundation for the early literacy
framework. By having stories read to them children learn to love
stories and reading. Reading aloud involves children in reading
for enjoyment and provides an adult demonstration of fluent
reading.47
This activity refer to train the students serve as an
evaluative check on bottom up processing skill, double as a
pronunciation check, and serve to add some extra student
participation if you want to highlight a certain short segment of a
reading passage.48
2) Silent Reading
Silent reading refers to read the text is not oral reading,
but read the text by heart. Silent reading may be subcategorized
into intensive and extensive reading. Intensive reading is usually
a classroom oriented activity in which students focus on the
linguistic or semantic details of passage. Whereas, Extensive
reading is carried out to achieve a general understanding of a
usually somewhat longer text (book, long article, or essays,
46
Kasihani K.E Suyanto, English for Young Children, (Jakarta: PT. Bumi Aksara,
2007), p. 43 47
http://www.oe.k12.mi.us/balanced_literacy/reading_aloud.htm cited on Sunday
16th Jan, 2011 48 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p.312
24
etc).49
Benefits of effective silent reading include steady
improvement of educational efficiency; exploration of a wide
variety of reading material; learning how to read with purpose;
and confidence in dealing with all forms of reading, whether for
school, business or leisure. In other word reading aloud is vital in
the beginning, while silent reading is beneficial for a life time.
3) Reading Comprehension
Reading comprehension refers to reading with
understanding. According to Pang et al Comprehension is the
process of deriving meaning from connected text. It involves
word knowledge (vocabulary) as well as thinking and
reasoning.50
Therefore, comprehension is not a passive process
but an active one. The reader actively engages with the text to
construct meaning. This active engagement includes making use
of prior knowledge. It involves drawing inferences from the
words and expressions that a writer uses to communicate
information, ideas and viewpoints.
4) Independent Reading
Independent reading is a term used in educational
settings, where students are involved in choosing and reading
material (fiction books, non-fiction, magazine, and other media)
for their independent consumption and enjoyment.51
Independent reading is the reading we do of our own
volition. It could be a romance novel, sports magazine, or local
49 H. Douglas Brown, p. 313
50 Elizabeth S. Pang et al, Teaching Reading,
http://www.curtin.edu.au/curtin/dept/smec/iae p. 14 cited on 15th May, 2010 51 Kasihani K.E Suyanto, Ibid, p. 45
25
newspaper.52
The reason independent reading promotes
vocabulary growth is because we are exposed to new words and
can discern their meaning through the context of what we are
reading.
3. Descriptive Text
According to Alexender et al Genre or ‘Text-type’ is kind of text that is
not divided base on traditional literature, but more direct to social
function.53
There are many genre of text that we are study in school. The genre of
text divided into two that is story genres and factual genres. There are six
text-types in story genres that are narrative, news story, exemplum,
anecdote, recount and spoof. While in factual genres consist of procedure,
explanation, report, exposition, discussion, description, review, news item,
and commentary.
Description or descriptive text is a kind of text form factual genres.
Descriptive text is a text that describe about particular person, place or
thing.
a. The purpose of this text is to describe a particular person, place or
thing.
b. The generic structure of descriptive is identification and description.
Identification refers to identifies phenomenon to be described. While,
description refers to describes parts, qualities, and characteristics.
c. Grammatical features of this text as follow;
1) Specific participant
a) Certain noun for example; my car, my dog, my new house; but
if (car, dog, dolphin and etc) are not allowed.
52 http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=2085 cited on
Sunday 16th Jan, 2011 53 Alexander Mongot Jaya et al, English Revolution, (Jepara: Mawas Press, 2008),
p.3
26
b) The use of detail noun phrase for example I have a white
skinned girl friend.
c) The use of adjectives that have features describing, numbering,
classifying; for example two strong legs.
d) The use of thinking verb and feeling verb to express private
writer opinion about the subject, for example I think it is clever
animal, Police believe the suspect is armed.
e) The use of action verb for example my cat eats my mouse.
f) The use of figurative language like that simile, metaphor, for
example John is white as chalk.
2) Simple present tense for example; I live in simple house, the house
is very beautiful, it has a wonderful park.
B. Previous Research
In this part the writer describes some previous researches which are
relevant to this thesis. First, thesis under title “Teaching Reading
Comprehension Using Collaborative Strategic Reading (CSR) for Year X of
SMAN 1 Ngrambe Ngawi: An Action Research at Year X of SMAN 1
Ngrambe, Ngawi in the Academic Year of 2006/2007” by Husnul Imaroh
(2201402084), English Department Faculty of Language and Arts Semarang
State University 2006. This research shows that the students improve their
reading comprehension significantly by using CSR method. They are
motivated to read English text. They enjoy the roles that are given to them.
Their vocabularies increase too. Besides that, they know each other well since
they have to work in the group.54
Second, thesis under title “Improving Students Reading
54 Husnul Umaroh, Teaching Reading Comprehension Using Collaborative Strategic
Reading (CSR) for Year X of SMAN 1 Ngrambe Ngawi: An Action Research at Year X of
SMAN 1 Ngrambe, Ngawi in the Academic Year of 2006/2007, (Semarang: English
Department Faculty of Language and Arts Semarang State University, 2006)
27
Comprehension Skill Through Vocabulary Drill: A Classroom Action
Research with Eight Grade Students of SMP NU 09 Rowosari Kendal in the
Academic Year of 2008/2009” by Komarudin (3104222), Tarbiyah Faculty
Walisongo State Insitute For Islamic Studies Semarang 2009. It shows that
the use of vocabulary drills can measure students’ ability in vocabulary to
improve students’ reading comprehension not focus on reading
comprehension in general.55
Third, thesis under title “The effectiveness of Teaching Reading Using
Fable Comic to Improve Students’ Reading Ability: An Experimental
Research at the First Grade Students of SMA Darunnajah Pati In the
Academic Year of 2008/2009” by Mustaanisa (3104336), Tarbiyah Faculty
Walisongo State Insitute For Islamic Studies Semarang 2009. This research
focused on students reading ability, and the result of the research fable comic
of the Jakarta post newspaper was effective as a reading material to improve
students’ reading ability.56
From the explanation above, the writer will try to use group
investigation as a method in conducting their research, because to add the
reference in teaching reading research. The subject is junior high school
students.
55 Komarudin, Improving Students Reading Comprehension Skill Through
Vocabulary Drill: A Classroom Action Research with Eight Grade Students of SMP NU 09
Rowosari Kendal in the Academic Year of 2008/2009, (Semarang: Tarbiyah Faculty
Walisongo State Insitute For Islamic Studies Semarang, 2009 ) 56 Mustaanisa, The effectiveness of Teaching Reading Using Fable Comic to Improve
Students’ Reading Ability: An Experimental Research at the First Grade Students of SMA
Darunnajah Pati In the Academic Year of 2008/2009, (Semarang: Tarbiyah Faculty
Walisongo State Insitute For Islamic Studies Semarang, 2009 )
28
CHAPTER III
METHOD OF INVESTIGATION
A. Participants
This study will be conducted at the 8th
grade students of MTs Sabilul
Ulum Mayong Jepara in the academic year of 2010/2011. There are four
classes in eighth graders, they are class 8A has 40 students, class 8B has 36
students, class 8C has 42 students and class 8D has 43 students. The
researcher uses class 8C as sample in this research. So participants in this
study are students on class 8C at MTs Sabilul Ulum Mayong Jepara in the
academic year of 2010/2011
B. Setting of the Study
In this study, an action research will be conducted at the eighth grade
students of MTs Sabilul Ulum Mayong Jepara in the academic year of
2010/2011. This research is conducted on the first semester in the academic
year of 2010/2011 for about 1 month began from August 1, up to August 30,
2010. It is located on Welahan Street number thirty Mayong Jepara.
The researcher chooses this Junior High School because she believes
that students in this school still low in reading comprehension ability. This is
proved that the achievement score of students in mid exam is still low (see
appendix 1). So, the researcher can apply the research in the eighth grade.
C. Design of the Study
In this study, the writer used classroom action research (CAR). Action
research is a kind of research that is conducted in the classroom by a teacher.
According to Glanz classroom action research (CAR) is a kind of
research that has reemerged as a popular way of involving practitioners, both
teachers and supervisors, so that they better understand their work. Therefore
classroom action research is a form of research that is conducted by
28
29
practitioners to improve practices in educational setting.57
This study is used
observation data on the process of teaching learning in the classroom. Those
data analyzed through some steps in the cycles. The term classroom action
research according to Celce-Murcia is an approach to collect and interpret data
that involves a clear, repeated cycle of procedure.58
Kemmis and Taggart
stated that action research as follow;
“Action research is a form of self-reflective enquiry undertaken by
participants (teachers, students, principals, for example) in social
(including educational) situation in order to improve the rationality and
justice of their own social or education practices, their understanding of
these practices and situation (and institution) in which the practices are
carried out.”59
From the explanation above, the writer can conclude that classroom
action research is a classroom action in a research, which can be done by
teacher, researcher, and teacher with his or her colleague, etc with involves a
group of students to improve teaching and learning process or to enhance the
understanding of the students to the lesson. In this research, the writer using
group investigation (GI) method to improve students’ reading ability.
In order to be clear, the writer would like to present the Kurt Lewin’s
model of classroom action research.60
It can be depicted as follows:
Cycle I Cycle II
Figure 1 CAR Design
57 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School
Improvement, (USA: Christopher-Gordon Publisher, Inc., 1998), p. 20 58 Marianne Celce- Murcia, Teaching English as a Second or Foreign Language,
(USA: Heinle&Heinle, 2001), 3rd Edition,p. 490 59 Suyadi, Panduan Penelitian Tindakan Kelas, (Jogjakata: Diva Press, 2011), p.
21 60 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
PT Rineka Cipta, 2006), p. 92
Planning
Reflecting Acting
Observing
Planning
Reflecting Acting
Observing
30
There were two cycles applied in conducting this study. Each cycle
consisted of two meetings. According to Kemmis and Mc Taggart there are
four components in one cycle for doing classroom action research. It consists
of (1) planning, (2) acting, (3) observing, and (4) reflecting.61
1. Planning
Plan as the first step of research procedure is done to give solution for the
identified problems. It is a plan to conduct treatments. In order to improve
students’ reading comprehension ability, the writer tended to use Group
Investigation method. It was hoped that by using Group Investigation as
learning method, students would be able to improve their reading ability.
2. Acting
After planning the concept, the writer carried out the treatment referring to
the plan has been made. The writer conducted a pre-cycle before applying
the treatment.
3. Observing
Observation is the activity of observing the data collected in order to know
what extent the action activities has reached the objectives of the study. In
this step, the writer identified and analyzed the data collected during the
treatment.
4. Reflecting
Reflection is the activity of evaluating critically the progress or change of
the students. In this step, the writer could observe whether the action
activity resulted any improvement. To support the study, the researcher
used interview and test to gather the data.
D. Technique of Data Collection
Method of data collection is very important in the research. According
to Glanz data collection is the process of collecting information to answer
61 Zainal Aqib, Penelitian Tindakan Kelas, (Bandung: Yrama Widya, 2006),
p.22
31
one’s research questions and/or confirm or reject a hypothesis.62
In this study,
the writer used three kinds of instruments in gathering data. Those are
observation, test and interview.
1. Observation
Observation is an activity which concern to research object by the
sense.63
In conducting observation, the researcher used the observation
scheme to make it more systematic containing list of activity or happening
which might happen. It needed for monitoring condition of class and
students and to know students difficulty with material and method that
used during teaching learning process.
In observation step, the researcher is helped by the teacher in
observing what happen in the class during the lesson from opening until
closing. In addition, the researcher also observes what is going on in the
classroom and observes the effect of her teaching to improve students’
reading comprehension ability.
Table 3.1
Form of observation scheme:
Group Name of students Aspects observed Total
1 2 3 4 5 6
Total
Maximum Score
Average Score
62 Jeffrey Glanz, Op Cit, p. 133 63 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
PT Rineka Cipta, 2006), p. 222
32
Percentage
Aspects observed in this study are as follow:
a. Students concern toward teacher’s explanation
b. Students cooperative in group
c. The students activeness in present the material
d. Students concern toward other group presentation
e. The students’ activeness in asking question
f. The students’ activeness in answering questions in group
Criterion:
Score 4 = excellent, if the student’s condition is exactly the same as the
criteria.
Score 3 = good, if the student’s condition is close to the same as the
criteria
Score 2 = fair, if the student’s condition is far from the same as the
criteria
Score 1 = less, if the student’s condition is totally different from the
criteria
2. Test
Test is sequence of questions or exercises or other apparatus to
measure skill knowledge, intelligence, ability or aptitude of individual or
group.64
In this classroom action research the researcher gave preliminary
test before to do action. In this study the researcher used achievement test,
the test is used to measure someone achievement after learning reading
material.
In this study the writer used an objective test by using multiple choice
items. The choice of multiple-choice type was based on the following
considerations:
a. The technique of scoring is easy.
64 Suharsimi Arikunto, Ibid, p. 156
33
b. It was easy to compute and determine the reliability of the test
c. It was more practical for the students to answer.
3. Interview
Interview is a meeting of two persons to exchange information and
idea through question and responses, resulting in communication and joint
construction of meaning about a particular topic.65
Interview is used to
evaluate of student condition in learning and teaching process or students’
interest towards material. It is done the researcher during reflection by
giving the questions to the students and taking note from the interview.
According to Seidman (1991) in Glanz’s book said that interview is the
most suitable data collection method if we are to understand the
experiences of others and the meaning they make of them.66
It means that
interview enable the researcher to learn the complexities of the
participants’ experiences from his or her point of view. The goal is to
understand each participant’s experiences and perceptions. List of
questions attached (appendix 11)
In this study the writer used semi structure interview, in this case the
interviewer gives questions to the teacher and students. The questions are
attached. They are about the use of group investigation method in teaching
reading ability.
E. Technique of Data Analysis
The writer analyzed the data using quantitative and qualitative data.
Quantitative data can be found through conducting test, the writer analyzed
data by using statistical analysis. To see whether the improvement of
students’ reading comprehension ability after being taught through using
group investigation method is significant or not, the writer used score of
students' achievement.
65 Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif
dan R&D, (Bandung: Alfabeta, 2008), p. 317 66 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School
Improvement, (USA: Christopher-Gordon Publisher, Inc., 1998) , p. 142
34
Qualitative data can be found through description and collecting data
from observation and interview. The description is used to know students’
acting movement and students’ behaviour progress during pre-cycle research
until second cycle.
1. Method of Analyzing Observation Scheme
Researcher uses observation scheme during the teaching and learning
process in pre-cycle research, cycle I, and cycle II. Then the result of
observation scheme would be analyzed by calculating the average score and
the percentage as following:
The formula to measure the student’s participant is:
a. Average score
N
xM
Σ=
Explanation:
M = the average of students’ score
xΣ = Total score
N = the number of students
b. Percentage % score
Percentage % %100xN
n=
n = the total of score
N = the maximum score
% = the percentage of the expectation.
The criterion of scoring from the observation scheme such as below:
86% - 100% = Excellent learning
71% - 85% = Good learning
56% - 70% = Sufficient learning
< 55% = Bad learning
2. Method of Analyzing Test
In every cycle, after treatment researcher gives test to the students. The
test used to measure how far students’ comprehension ability in reading text.
35
The score of students’ achievement can be calculated by using this
following formula:
The number of right answer
Score = x 100%
The number of question
While the average of the students’ result was counted by using the
following formula:67
Explanation:
The average of students score
The sum of item scores
The number of the students
Mean of score from the pre-cycle will be compared with mean of the
first cycle and second cycle. It is to know how far the improvement of
students in this research.
After giving the result statistically, then the writer uses five letters: A,
B, C, D and E that expressed various levels as follows;
Table 3.2
Level of achievement
The Percentages of
Correct Answer
Grade Level
86% – 100 % A = Excellent Outstanding
71% – 85 % B = Good Above average
67 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School
Improvement, (USA: Christopher Gordon Publishers, Inc., 1998), p. 155
XΝ
ΣΧ=
X =
=ΣΧ
Ν =
36
56% – 70% C = Fair Satisfactory
41% – 55% D = Less Below average
26% - 40% E = Poor Insufficient
After computing the percentage of correct answer, the writer classified any
answer that possibly appears and this part, the writer analyses of each item
also.
The researcher used interview as supporting data. The researcher used
semi-structural interview. In semi structural interview, the interviewer has
general idea of what will do interview and what should come out of interview,
but the interviewer does not use a list for predetermined question.
In this study, the researcher had interviewed the English teacher and
the students to know their responses of using group investigation method in
teaching learning process. In this interview, the researcher asked 5 questions to
the teacher and the students such as below:
a. The teacher
1) How is students’ reading ability?
2) How many students do they get reading lesson, in a week?
3) Are you interested with GI?
4) Do you find some difficulties in teaching reading using GI?
5) How is the solution?
b. The students
1) Do you like reading?
2) What your opinion about reading lesson with GI?
3) Do you like? Why?
4) Do you feel enjoy when you were taught using GI? Why?
5) Do you any improvement in your reading ability after the teaching
learning process using GI?
37
F. Procedure of the Study
In the classroom action research, the researcher conducted a pre-cycle
formerly and two cycles by using group investigation method. There are 4
steps in action research, they are planning (plan to use group investigation
method), acting (implement of group investigation method), observing (the
researcher observes the teaching learning process and students’ activity in
classroom), and reflecting (teacher and researcher).
1. Pre cycle
Before the cycle, the researcher observes the class on how the
teacher teaching reading skill. The teacher still used conventional method.
Pre cycle was an activity to measure the ability of each student. It
was conducted on 1 August 2010. In this activity, the students were giving
test consists of 20 questions.
After the researcher gets the data from pre test and observation, the
researcher analyzes the result to determine the method would be used in
teaching English reading ability using Group Investigation method.
2. The first Cycle
The teacher uses Group Investigation method to teach English
reading ability. The topic was people. The procedure as follow:
a. Planning
1) Arranging a lesson plan
2) Preparing the reading material and test
3) Preparing the observation scheme
4) Preparing the students’ attendance list
b. Acting
In this activity, the teacher introduced GI method in teaching
reading skill. In this first cycle, the students read descriptive text.
Descriptive text is a text which says what a person or a thing is like. Its
38
purpose is to describe and reveal a particular person, place, or thing.68
Steps of GI method are:
1) Teacher introduces and explains the topic
2) Students are divided into groups
3) Teacher distributes the passage to the students
4) Students read the passage
5) Students identify the structure of text, the main idea, detail
information, generic structure, and difficult words.
6) Each group write name of person in around them
7) Each group collects the paper name of person
8) Students find out data as many as they can
9) Students prepare a report
10) Students deliver the report for the whole class
11) Teacher gives chance for students to ask or respond toward other
presentation
12) Teacher helps the students if they face problem
13) Students and the teacher evaluate each group’s contribution to the
work of the class
14) Teacher gives students test
c. Observing
1) Observe classroom activity such as students’ interest, students’
behaviour and students’ response by this method.
2) Observe the group discussion/participation students in their group
work.
3) Observe students comprehension
d. Reflecting
1) Write down observation result
2) Evaluate observation result
3) Analyze the result of teaching learning process
68 Artono Wardiman, English in Focus for Grade VIII Junior High School
(SMP/MTs), (Semarang: PT Begawan Ilmu, 2008), p. 16
39
4) Improve the weakness for the next cycle
3. The Second Cycle
The second cycle is done after the teacher and researcher reflect the
first cycle. If the result from observation refers to the quality students’
reading ability is still low, so it is needed another action to make quality
improvement. The topic was place. The procedure as follow:
a. Planning
1) Identify the problem and make the solution for the problem
2) Arranging improvement lesson plan
3) Preparing the reading material and test
4) Preparing the observation scheme
5) Preparing the students’ attendance list
b. Acting
In this activity, the students did the same activities with the first cycle.
The activities in the teaching and learning process are:
1) Teacher introduces new topic and inform the result of first cycle
2) Students are divided into groups
3) Teacher distributes the passage to the students
4) Students read the passage
5) Students identify the structure of text, the main idea, detail
information, generic structure, and difficult words.
6) Students representative from each group come forward in class to
choose one flashcard, where the flashcard was name of place that
will be investigate by each group
7) Students find out data as many as they can
8) Students prepare a report
9) Students deliver the report for the whole class
10) Teacher gives chance for students to ask or respond toward other
presentation
11) Teacher helps students if they face problem
40
12) Students and the teacher evaluate each group’s contribution to the
work of the class
13) Teacher gives students test
c. Observing
1) Observe classroom activity such as students’ interest, students’
behaviour and students’ response by this method.
2) Observe the group discussion/participation students in their group
work.
3) Observe each student note and comprehension
d. Reflecting
1) Write down observation result
2) Evaluate observation result
3) Analyze the result of teaching learning process
4. The Criterion of Assessment
The writer would know the students’ success and the failure in doing
this action research by referring to the criterion of KKM (Kriteria
Ketuntasan Minimal/Minimum Passing Criteria). The criterion says that
the students can be said to pass the test if he or she can solve 60 of the
whole problems.
In this action research, the writer would use that indicator to determine
whether a cycle could be continued to the next cycle or should be repeated
by applying the amended plan.
Research Schedule
Task description 31
July
1
Agst
7&8
Agst
21&22
Agst
23
Agst
Asking permission to
the head master to do
research and getting
familiar with the
school situation
√
41
Doing observation by
observing the teaching
and learning process
from the teacher in the
class and getting
familiar with the
students
√
Doing test in pre cycle √
Doing first cycle and
giving the test
√
Doing second cycle
and giving the test
√
Analyzing the data and
writing the report
√
42
CHAPTER IV
DESCRIPTION OF RESEARCH AND DISCUSSION
A. Description of Research
In this chapter, the writer would like to describe and discuss the
findings of the research. This study is classroom action research on the use
of group investigation method in teaching reading ability. Its purpose is to
know the use of group investigation method in teaching reading
comprehension ability, and to identify the improvement of students’
reading ability.
In this study there were two cycles and before conducted the cycle,
the researcher gave preliminary test (the researcher got base score students
reading comprehension ability) and compared with each cycle after taught
using Group Investigation method. The descriptions of each are as follow:
1. Pre-cycle
This activity was done on Sunday, August 1st 2010. In this step
Mrs. Sri Wahyuni as the English teacher was used conventional way in
teaching reading comprehension. This is done to know students base score
of reading comprehension ability.
In this meeting, the teacher was doing teaching learning process as
usual, that is reading aloud. But, many students did not pay attention to
the teacher. They tended make noisy in class, such as talk with other
friend and they do other activity that is not related with learning activity.
There were only some students active to ask questions to the teacher.
They were Faza Maulina, A. Viki Mahrus, Ana Yuliati, and Zulfa Usnaul
Lailin Nida. Furthermore, the teacher gave preliminary test with 20
multiple-choice items to got base score of reading comprehension ability.
All of the questions were about descriptive text. It was followed by 41
students from 42 students as the participant of the study. The teacher gave
duration one hour lesson that is 40 minutes for them to do the test. The
aim of the test was to measure how far students’ comprehension ability in
42
43
reading text and to know base score of reading when taught using
conventional method.
2. First Cycle
This activity was done on Saturday August 7th
and Sunday August
8th
2010. The teacher announced the result of yesterday’s reading test.
The teacher told the students score of the test was not satisfying enough.
Here, the teacher brought the students to a clear importance of
comprehending the English texts, which can be facilitated through the
group-work. The limitation of time made the teacher only did the first step
in applying Group Investigation method. The teacher motivated the
students that the method would be useful for them. The teacher introduced
the role and group investigation learning.
The first cycle was about teaching and learning process and
achievement test. The topic was person description. The test is followed
by 40 students from 42 students. The researcher did research of using
Group Investigation method to improve students' reading ability at class
8C MTs Sabilul Ulum Mayong Jepara. The procedure as follow:
a. Planning
In this step the researcher prepared the learning instrument such as:
1) Lesson plan 1 about the use of group investigation method
2) Students attendance list
3) Reading material (descriptive text)
4) Observation scheme
5) Test
The teacher taught used a lesson plan as the form to implement
of action. In every cycle, the teacher used different reading text. In the
first, the teacher used descriptive text with the title “Alimudin, a Local
Footballer”
This step, the teacher began from pre- reading activity, while-
reading activity, and post-reading activity.
Pre-reading activity is the activity of students and teacher
44
prepares themselves for the task and makes them familiar with the
topic. According to William the objectives of this step are; to introduce
and arouse interest in the topic, to motivate learners by giving a reason
for reading, and the last to provide some language preparation for the
text.69
The teacher did while-reading activity where the teacher gave
clearly explanation about the material, grammatical feature, and
generic structure of descriptive text. After that, the students asked to do
the reading tasks in groups, each group that consists of four or five
students.
The last step is post-reading activity. The post-reading activity
is intended as kind of follow-up activity. In this activity the students
must present the report of group work in front of class. Then the
teacher gave conclusion and test.
b. Acting
In this activity, the researcher became a teacher and she was
accompanied by the teacher as observer. Learning process was started
by greeting, asked students to pray together, checking students’
attendance and then the teacher gave brainstorming before started the
material by asking the students “Do you know about descriptive text
and the features of the text?” if you know, raise your hand. In this case,
there some students answer the question. They were Faza Maulina,
Zulfa Usna’ul Lailin, Tutik Handayani and Agus Lestari. After that, the
teacher explained about descriptive text and the features of the text.
The teacher introduced the topic about person description with the title
“Alimudin, a Local Footballer”. Then, students divided into ten
groups. Each group consist of four to five people based on random
system both in academically and gender. The students accepted the text
one by one, and then they read the text and identified the structure of
69 Grabe William and Fedricka L. Stoller, Teaching and Researching Reading, (Great
Britanian: Pearson Education, 2002), p. 38
45
text include the main idea, detail information, generic structure, and
difficult words. Each group got the task to investigate one of person in
their environment. Each group wrote name of person who investigated
and the paper name of person collected to the teacher. Then, students
each group found out data about person who investigated and prepared
a report in form of descriptive text. After finished, the students each
group presented their report in the class. During presentation, the
researcher observed the students cooperative in group, the students’
activeness in present the material, students concern toward other group
presentation, the students’ activeness in asking question, and the
students’ activeness in answering questions in group. Then, students
helped the teacher if they faced the problem. In the last, the students
and the teacher evaluated each group contribution to the work of the
class. After all of the process had finished, the teacher evaluated
students by giving a test. The test conducted in next day on Sunday
August 8th
2010.
The last, the teacher gave suggestions to the students to study
hard and also increased their vocabulary and learned grammar.
Because vocabulary and grammar have role important in reading
comprehension ability. Then, the teacher asked students to say
hamdalah together then closed the meeting.
c. Observing
The researcher observed students in learning process at class by
using observation scheme. This observation was done in learning
process of using Group Investigation method to teach reading ability at
the eighth grade of MTs Sabilul Ulum Mayong Jepara. It could be seen
in the table below:
Table 4.1
46
Score of observation in the first cycle
Group
Name of students Aspects observed Total
1 2 3 4 5 6
I Nailis sa’adah 3 3 2 4 2 4 18
Neng Hasanah 2 3 3 3 3 3 17
M. Masluri 2 2 2 2 1 2 11
Miftahul Huda 2 2 2 2 3 2 13
II Zulfa Usna’ul Lailin 3 3 3 3 3 3 18
A.Viki Mahrus 3 2 2 2 2 4 15
Rudianto Effendi 2 2 3 3 2 2 14
Eliya Indofatul 1 3 2 2 3 2 13
III Faza Maulina 4 3 2 4 3 3 19
Setyana Andriani 1 3 3 2 2 3 14
Munadi 2 2 2 2 4 2 14
A. Sobirin 3 2 3 3 2 2 15
IV Agus Lestari 4 2 4 3 2 4 19
Toni Setiawan 2 1 2 2 3 2 11
Ifah Fadilah 1 3 2 2 1 3 12
Wiwik Andrayani 3 3 2 3 2 1 14
V M. Suaib 3 2 2 3 3 3 16
Abdul wahid Rizki 2 2 4 2 2 2 14
Maria Ulfa 3 3 1 2 1 3 13
Kiki Sekarwati 1 3 3 3 3 2 15
VI Ana Yulianti 2 3 2 3 3 4 17
Yusrul Hana 1 2 4 1 3 3 14
M. Ali Warjono 2 2 2 3 2 2 13
M. Fathus Syarif 2 1 2 2 2 1 10
Ika Yulin Ningsih 3 3 2 3 1 2 14
VII Kholisatul Kusniyah 4 3 2 4 2 3 18
Bella Santika 2 4 3 3 3 4 19
Riza Kuswahyudi 2 2 4 2 2 2 14
A. Syarifudin Ridho 3 1 2 2 2 3 18
VIII Laila Adiyatus R. 2 3 3 3 3 3 17
Yoga Nizam Prasetya 3 2 2 2 3 2 14
Abdul Manaf 3 2 1 2 2 2 12
Anis Fahrotun Nisa 1 3 3 3 2 3 15
IX Tutik Handayani 2 3 3 2 2 4 15
Novi Nor Ariyanti 2 3 3 2 2 4 16
Edi Hidayat 3 1 2 3 2 3 14
Miftahul Hidayah 3 3 2 2 3 1 14
X Galuh Herawati 3 3 4 4 3 3 20
Didik Wicaksono 2 2 1 2 1 2 10
Ake Nuryanti N. 2 3 2 3 2 1 13
Nur Cahya Dwi Susanti 1 2 2 2 2 3 11
47
Score = %100max
xscoreimal
scoreTotal
= %1001008
612×
= 60, 71%
According to the result of the observation above it can be
concluded that the teaching learning process was sufficient learning.
Although there some of students made noisy with other friends at
teacher’s explanation, Students did not cooperate in their group,
Students did not take part in deliver the material, students did not
concern toward presentation and make noisy in learning activity,
students did not ask question and students did not give answer the
question.
d. Reflecting
For observing the students' participation, it showed that
students interested enough in learning process although they still
confused with learning process using group investigation method to
improve students’ reading comprehension ability.
From the observation could be seen that the students still less
take part in their group because the group divided randomly. So, the
students still did not focus on the material; they did not listen to
teacher's explanation.
Based on the notes above, the teacher as researcher must be
more creative. The teacher is reflecting and evaluating the learning
activities in the first cycle and tried to get solution on the problem by
planning some action such as below:
1) Teacher asked students to focus on study and not make noises
Khoirul Aziz 2 1 2 2 3 3 13
Total 97 101 100 108 98 108 612
Maximum Score 168 168 168 168 168 168 1008
Average Score 2,3 2,4 2,4 2,57 2,3 2,57 14,57
Percentage 57,7 60,1 59,5 64,3 58,3 64,3 60,714
48
2) Teacher should motivate students to be more active in their group
work.
3) Teacher should manage class well.
4) Teacher made class condition well to get students be more active.
5) Teacher noted all of activities in class in learning process.
6) Teacher should motivate students to increase their vocabulary in
reading comprehension ability.
The result from the reflecting could be used to make
improvement. It was also used as reflecting for doing second cycle to
get maximum research and repairing the third cycle if the result of the
second cycle unsatisfied.
3. Second Cycle
This activity was done on Saturday August 21st and Sunday August
22nd
2010. The teacher started the lesson by motivating the students and
she also announced the result of yesterday’s reading test. The teacher told
the students score of the test was better than the pre-cycle score. In this
meeting the teacher used the same method as the previous meeting and
the teaching learning process ran well. The students paid attention toward
teacher’s explanation and they were interested with the topic on the day.
They more cooperative in to do the group work and they were to be more
active than previous meeting. The topic was place description. The test is
followed by 42 students. The procedure as follow:
a. Planning
The researcher planned some activities to get maximum result
in the second cycle. The planning of the second cycle is not far from
first cycle. Such as arranged the lesson plan, attendance list,
observation sheet, worksheet, and added of documenting for the
second cycle. The researcher also prepared reading text that is
appropriate with the material.
The teacher taught used a lesson plan as the form to implement
of action. In the second cycle, the teacher used different reading text.
49
In the first, the teacher used descriptive text with the title “Smart
Health Clinic”
This step, the teacher began from pre- reading activity, while-
reading activity, and post-reading activity.
Pre-reading activity is the activity of students and teacher
prepare themselves for the task and make them familiar with the topic.
According to William the objectives of this step are; to introduce and
arouse interest in the topic, to motivate learners by giving a reason for
reading, and the last to provide some language preparation for the
text.70
The teacher did while-reading activity where the teacher gave
clearly explanation about the material, grammatical feature, and
generic structure of descriptive text. After that, the students asked to do
the reading tasks in groups, each group that consists of four or five
students.
The last step is post-reading activity. The post-reading activity
is intended as kind of follow-up activity. In this activity the students
must present the report of group work in front of class. Then the
teacher gave conclusion and test.
b. Acting
The researcher did some activities such as in the first cycle.
Learning process was started by greeting, asked students to pray
together, checking students’ attendance. Then teacher asked the
students to repeat previous lesson and asked about something around
the school. The teacher gave brainstorming before started the material
by asking the students “Do you know this classroom and can you
describe it?” if you know, raise your hand. In this case, there some
students answer the question. They were M. Miftahul Huda, Eliya
Indofatul, Ana Yuliati and Galuh Herawati. After that, the teacher
70 Grabe William and Fedricka L. Stoller, Teaching and Researching Reading, (Great
Britanian: Pearson Education, 2002), p. 38
50
introduced new topic about place description with the title “Smart
Health Clinic”. Then, students divided into ten groups. The member of
group was same with the first cycle. The students accepted the text one
by one, and then they read the text and identified the structure of text
include the main idea, detail information, generic structure, and
difficult words. In the second cycle, the teacher prepared flashcards
about places around school environment. Each group got the task to
investigate one of place in their school environment. Students’
representative from every group came forward in class to choose one
flashcard. Then, students each group found out data about place based
on flashcard and prepared a report in form of descriptive text. After
finished, the students each group presented their report in the class.
During presentation, the researcher observed the students cooperative
in group, the students’ activeness in present the material, students
concern toward other group presentation, the students’ activeness in
asking question, and the students’ activeness in answering questions in
group. Then, students helped the teacher if they faced the problem. In
the last, the students and the teacher evaluated each group contribution
to the work of the class. After all of the process had finished, the
teacher evaluated students by giving a test. The test conducted in next
day on Sunday August 22nd
2010.
The last, the teacher gave suggestions to the students to study
hard and also increased their vocabulary and learned grammar.
Because vocabulary and grammar have role important in reading
comprehension ability. Then, the teacher asked students to say
hamdalah together then closed the meeting.
c. Observing
The observer observed students in learning process at class by
51
using observation checklist like at the first cycle. It could be seen in
the table below:
Table 4.2
Score of observation in the second cycle
Group Name of students Aspects observed Total
1 2 3 4 5 6
I Nailis Sa’adah 3 4 2 4 2 4 19
Neng Hasanah 4 3 3 3 3 3 19
M.Masluri 2 3 4 3 2 2 18
Miftahul Huda 3 3 3 3 3 3 18
II Zulfa Usnau’ 3 3 3 3 3 3 18
A. Viki Mahrus 3 4 2 4 2 3 18
Rudianto Effendi 2 3 3 3 3 3 17
Eliya Indofatul 2 4 3 2 3 2 16
III Faza Maulina 4 3 3 4 3 3 20
Setyana Andriani 2 3 3 2 3 3 16
Munadi 2 3 2 3 3 3 16
A. Sobirin 3 3 3 3 2 3 17
IV Agus Lestari 3 4 4 3 3 4 21
Toni Setiawan 3 2 3 3 3 3 17
Ifah fadilah 2 3 2 2 2 3 14
Wiwik Andrayani 2 3 3 3 3 2 16
V M. Suaib 3 3 3 3 3 3 18
Abdul Wahid Rizki 3 3 4 3 3 2 18
Maria Ulfa 2 3 2 2 2 3 14
Kiki Sekarwati 2 3 2 3 3 3 16
VI Ana Yulianti 3 4 3 3 3 4 20
Yusrul Hana 2 3 4 2 3 3 17
M. Ali Warjono 3 2 3 3 3 2 16
M. Fathus Syarif 2 3 3 3 2 3 16
Ika Yulin Ningsih 3 2 2 3 2 3 14
VII Kholisatul Kusniyah 4 3 3 4 2 3 19
Bella Santika 3 4 3 3 3 4 20
Riza Kuswahyudi 2 2 4 2 2 3 15
A. Syarifudin Ridho 2 3 2 3 2 3 15
VIII Laila Adiyatus R. 3 3 3 3 3 4 19
Yoga Nizam Prasetya 2 3 2 3 2 3 15
Abdul Manaf 3 2 2 2 2 3 14
Anis Fahrotun Nisa 2 2 3 2 3 3 15
IX Tutik Handayani 3 3 2 4 3 4 19
Novi Nor Ariyanti 3 2 2 3 2 4 16
52
Edi Hidayat 3 2 3 2 2 3 15
Miftahul Hidayah 2 3 3 3 3 2 16
X Galuh Herawati 3 3 2 4 3 3 18
Didik Wicaksono 3 2 3 3 2 2 15
Ake Nuryanti N. 2 3 3 2 2 3 15
Nur Cahya Dwi Susanti 2 2 2 2 3 3 14
Khoirul Aziz 2 2 4 3 3 3 17
Total 110 122 118 121 110 125 707
Maximum Score 168 168 168 168 168 168 1008
Average Score 2,6 2,9 2,8 2,9 2,6 2,98 16,83
Percentage 65,5 72,6 70,2 72 65,5 74,4 70,14
Score = %100max
xscoreimal
scoreTotal
= %1001008
707×
= 70, 14%
According to the result of the observation above, it can be
concluded that the majority of the students joined the class
enthusiastically. All activities in the second cycle could run well. It can
be seen from their responses. The students paid attention toward
teacher’s explanation. They more cooperative in to do the group work
and they were to be more active than previous meeting. They took
active in answering question although helped by the teacher.
d. Reflecting
The result of the second cycle was also considered as
implementation. It was better than previous one. There was an
improvement in this cycle. The condition of the class was getting
better. The students listen to the teacher’s explanation and did not
make noisy in learning activity. The students took active part in
cooperation and can associate with member group. It was because they
are interesting to study with Group Investigation method that the
teacher never uses it as teaching method before
The researcher concluded that the problems have been solving
53
using Group Investigation method to teaching English reading ability.
The teacher should motivate students to always reading a lot in English
text and motivate the passive students in order to be brave to express
their idea.
In this study, the researcher also used interview as supporting
data; it was about the responses of the teacher and the students toward
the use of Group Investigation method in teaching process. It was
conducted on Sunday August 22nd
2010 in the end of second cycle.
Firstly, the researcher interviewed the students and then the teacher.
The researcher asked five questions to the students and the teacher
about their responses of using Group Investigation method in teaching
process.
All of the students had positive responses toward the teaching
activity by using Group Investigation method. They felt enjoy when
they were taught using GI, because could help the students to introduce
with other friend who have different background both in academically
and gender. So, they could work together. Most of students also said
that they were any improvement in reading ability after the teaching
learning process with GI.
After the interview had finished, the researcher found that most
of the students had positive responses toward the teaching activity and
it was supported by the increase of the students’ average that could be
seen in the result of the second cycle.
It proved that the use of Group Investigation method could
motivate the students’ interest in learning English and improve
students’ reading ability. Through this method not only helped students
improve their reading ability but also helped them to introduce with
other friends both in academically and gender.
B. The findings of research
54
After the researcher implemented the use of group investigation
method to improve students’ reading ability, the researcher got the data. It
was analyzed of pre-cycle and two cycles the researcher got the result of
classroom action research.
1. Pre-cycle
The pre-cycle was conducted on Sunday, August 1st 2010. In
this meeting the teacher was doing teaching learning process as
usual that is the teacher used reading aloud method.
a. Measuring the students individual improvement
After conducting the test, the researcher gave score. Each
correct answer was scored 1 and 0 to each wrong answer. The
maximum score was 100.
After finding the research of students test score in reading
class, the researcher went to further analysis by using
percentage of scoring as follow:
The number of right answer
Score = x 100%
The number of question
The test result of pre-cycle can be seen in the table below.
Table 4.3
The test result of pre-cycle
No Students code Score Percentage
1 C-1 50 50%
2 C-2 60 60%
3 C-3 55 55%
4 C-4 70 70%
5 C-5 55 55%
6 C-6 50 50%
7 C-7 65 65%
8 C-8 65 65%
9 C-9 60 60%
10 C-10 55 55%
11 C-11 55 55%
12 C-12 60 60%
13 C-13 50 50%
55
14 C-14 80 80%
15 C-15 65 65%
16 C-16 60 60%
17 C-17 60 60%
18 C-18 Absent Absent
19 C-19 75 75%
20 C-20 50 50%
21 C-21 70 70%
22 C-22 65 65%
23 C-23 50 50%
24 C-24 45 45%
25 C-25 60 60%
26 C-26 70 70%
27 C-27 65 65%
28 C-28 60 60%
29 C-29 55 55%
30 C-30 75 75%
31 C-31 45 45%
32 C-32 50 50%
33 C-33 55 55%
34 C-34 60 60%
35 C-35 55 55%
36 C-36 55 55%
37 C-37 55 55%
38 C-38 65 65%
39 C-39 60 60%
40 C-40 45 45%
41 C-41 50 50%
42 C-42 75 75%
M 2425
From the result of pre-cycle showed that many of students
still low in their reading comprehension ability. From 42
students, 1 student get 80 and 3 students get 75 or good mark, 3
students get 70, 6 students get 65, and 9 students get 60 or fair
mark, 9 students get 55, 7 students get 50, 3 students get 45 or
less mark and 1 student was absent.
b. Measuring mean
56
The mean score of reading class can be searched by using
this following formula:
2425
42
= 57.73
The average achievement of students in the pre-cycle was
57.73. The result of pre-cycle was lower than the criterion that
has been stipulated by KKM (Kriteria Ketuntasan Minimal/
Minium Passing Grade Criteria). The researcher concluded that
the treatment in each cycle was necessary to improve students’
reading comprehension ability result.
2. Cycle 1
The first cycle was conducted on Saturday August 7th
and
Sunday August 8th
2010. It was held 07.40 - 09.00 am and 07.40 -
08.20 am. In the first cycle the teacher taught reading using group
investigation method. There were some obstacles in apply this
method, it was made class noisy and some students did not join
with other.
a. Measuring the students individual improvement
After conducting the test, the researcher gave score. Each
correct answer was scored 1 and 0 to each wrong answer. The
maximum score was 100.
After finding the research of students test score in reading
class, the researcher went to further analysis by using
percentage of scoring as follow:
The number of right answer
Score = x 100%
The number of question
The test result of cycle 1 can be seen in the table below.
X =ΣΧ
Ν
X =
57
Table 4.4
The test result of cycle 1
No Students code Score Percentage
1 C-1 60 60%
2 C-2 60 60%
3 C-3 65 65%
4 C-4 80 80%
5 C-5 70 70%
6 C-6 70 70%
7 C-7 65 65%
8 C-8 70 70%
9 C-9 65 65%
10 C-10 60 60%
11 C-11 65 65%
12 C-12 70 70%
13 C-13 65 65%
14 C-14 80 80%
15 C-15 65 65%
16 C-16 70 70%
17 C-17 75 75%
18 C-18 60 60%
19 C-19 70 70%
20 C-20 60 60%
21 C-21 75 75%
22 C-22 60 60%
23 C-23 65 65%
24 C-24 Absent Absent
25 C-25 60 60%
26 C-26 70 70%
27 C-27 85 85%
28 C-28 65 65%
29 C-29 65 65%
30 C-30 90 90%
31 C-31 55 55%
32 C-32 70 70%
33 C-33 60 60%
34 C-34 65 65%
35 C-35 70 70%
36 C-36 Absent Absent
37 C-37 60 60%
38 C-38 60 60%
39 C-39 70 70%
58
40 C-40 55 55%
41 C-41 65 65%
42 C-42 80 80%
M 2690
b. Measuring mean
The mean score of reading class can be searched by using
this following formula:
2690
42
= 64.05
The average achievement of students in the cycle 1 was 64.
05. It means the students score in the first cycle can be
categorized as fair. The researcher concluded that the treatment
in cycle 1 was necessary to improve students’ reading
comprehension ability. Because there were two students absent
and two students test score still unsatisfied yet, so the
researcher could continue to the next cycle.
3. Cycle 2
The second cycle was conducted on Saturday August 21st and
Sunday August 22nd
2010. It was held 07.40 - 09.00 am and 07.40 -
08.20 am. In the second cycle the teacher taught reading using the
same method as previous meeting that is group investigation
method. This activity makes the students enjoy the lesson more
than before. They worked in their groups and did their roles better
than before.
a. Measuring the students individual improvement
X =ΣΧ
Ν
X =
59
After conducting the test, the researcher gave score. Each
correct answer was scored 1 and 0 to each wrong answer. The
maximum score was 100.
After finding the research of students test score in reading
class, the researcher went to further analysis by using
percentage of scoring as follow:
The number of right answer
Score = x 100%
The number of question
The test result of cycle 2 can be seen in the table below.
Table 4.5
The test result of cycle 2
No Students code Score Percentage
1 C-1 70 70%
2 C-2 75 75%
3 C-3 70 70%
4 C-4 80 80%
5 C-5 75 75%
6 C-6 80 80%
7 C-7 70 70%
8 C-8 85 85%
9 C-9 70 70%
10 C-10 75 75%
11 C-11 65 65%
12 C-12 70 70%
13 C-13 70 70%
14 C-14 75 75%
15 C-15 65 65%
16 C-16 80 80%
17 C-17 70 70%
18 C-18 70 70%
19 C-19 90 90%
20 C-20 85 85%
21 C-21 90 90%
22 C-22 70 70%
23 C-23 75 75%
24 C-24 75 75%
25 C-25 65 65%
26 C-26 85 85%
60
27 C-27 85 85%
28 C-28 70 70%
29 C-29 70 70%
30 C-30 85 85%
31 C-31 75 75%
32 C-32 75 75%
33 C-33 70 70%
34 C-34 80 80%
35 C-35 65 65%
36 C-36 70 70%
37 C-37 80 80%
38 C-38 80 80%
39 C-39 75 75%
40 C-40 70 70%
41 C-41 70 70%
42 C-42 90 90%
M 3160
b. Measuring mean
The mean score of reading class can be searched by using
this following formula:
3160
42
= 75.23
The average achievement of students in the last cycle was
75.23 or very good mark. It can be said the second cycle was
successful since the result was better than in the pre-cycle and
in the first cycle. The researcher concluded that there is
improvement students’ reading comprehension ability from
pre-cycle until cycle 2.
The result of the test from the pre-cycle until second cycle
briefly can be seen in table 4 below.
X =ΣΧ
Ν
X =
61
Table 4.6
The tests result from the pre-cycle until the second cycle
No Students
code
Pre
cycle
Cycle 1 Cycle 2
1 C-1 50 60 70
2 C-2 60 60 75
3 C-3 55 65 70
4 C-4 70 80 80
5 C-5 55 70 75
6 C-6 50 70 80
7 C-7 65 65 70
8 C-8 65 70 85
9 C-9 60 65 70
10 C-10 55 60 75
11 C-11 55 65 65
12 C-12 60 70 70
13 C-13 50 65 70
14 C-14 80 80 75
15 C-15 65 65 65
16 C-16 60 70 80
17 C-17 60 75 70
18 C-18 Absent 60 70
19 C-19 75 70 90
20 C-20 50 60 85
21 C-21 75 75 90
22 C-22 65 60 70
23 C-23 50 65 75
24 C-24 45 Absent 75
25 C-25 60 60 65
26 C-26 70 70 85
27 C-27 65 85 85
28 C-28 60 65 70
29 C-29 55 65 70
30 C-30 75 90 85
31 C-31 45 55 75
32 C-32 50 70 75
33 C-33 55 60 70
34 C-34 60 65 80
35 C-35 55 70 65
36 C-36 55 Absent 70
37 C-37 55 60 80
38 C-38 65 60 80
62
39 C-39 60 70 75
40 C-40 45 55 70
41 C-41 50 65 70
42 C-42 75 80 90
Sum 2425 2690 3160
Mean 57.73 64.05 75.23
Low
score
45 55 65
High
score
80 90 90
The following is the chart of the test during the Classroom Action
Research;
Table 4.7
0
10
20
30
40
50
60
70
80
Pre-cycle Cycle 1 Cycle 2
From the table 6 above, the use of group investigation
method to improve students’ reading ability can help students to
understand and comprehension the reading material. So, in this
classroom action research of the implementation of group
investigation method to improve students’ reading ability in
descriptive text at MTs Sabilul Ulum Mayong Jepara was success.
It can be seen from the result of each cycle show any improvement
not only in teaching learning activity but also the result of test.
63
C. Limitation of This Study
1. This study is only limited in VIII C students of MTs Sabilul Ulum
Mayong Jepara.
2. The use of group investigation (GI) method in this study is only to
measure students’ reading ability both lexical and grammatical.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The research conclusion is presented according to the data which
have been analyzed in the previous chapter. From all the data analysis
about using Group Investigation method to improve students’ reading
ability in descriptive text (a classroom action research with eight graders
of MTs Sabilul Ulum Mayong Jepara in the academic year of 2010/2011),
it can be concluded that:
1. The implementation of Group Investigation method to improve
students’ reading ability are:
a. The improvement of learning tool
Teacher chooses interesting descriptive text in every cycle
that appropriate for junior high school in order to make
students interested with the text.
b. Motivate students to cooperate in group
Since the students accustom to think individually, teacher
should motivate students to discuss the reading material
cooperatively and cooperate in group when they are
assigned to do the group work.
c. Motivate the passive students to be more active during the
lesson. This relates with student ability to pay attention
during the lesson, to understand the material and to speak
up their mind in order to brave to express their mind.
d. Students engagement in reading comprehension ability
This related to students’ effort to understand the text, to
know new vocabulary and understand the meaning of the
reading text. Students reading ability not only in
comprehension of the text but, reading ability will be
64
developed best in association with writing, listening, and
speaking activities.
2. This research shows us that the use of Group Investigation (GI)
method in improving students’ reading ability can help the students
to solve their problems. The test result indicated that the students
varied in their reading skill achievement. After the researcher
conducted pre cycle up to second cycle, there was a significant
improvement in every test and good responses by the students.
Based on calculation result after getting all of the treatment using
Group Investigation method, the student’s average score increased
significantly, the student’s average score from pre cycle was 57.73,
score from the first cycle was 64.05, and score from the second
cycle was 75.23.
B. Suggestion
In this study, the writer would like to offer some suggestions to
improve the students’ ability in reading comprehension in order to get
better result.
1. For the teacher
It is important that the teacher uses of group investigation
(GI) sometimes as an alternative method in teaching reading skill.
Usually, reading is such kinds of activities that often bored the
students. So, the use of this method will always give the students
fresh and new condition. Hopefully, it can motivate the students
and make them interested in reading and the students can cooperate
with other friends who have difference background both in
academically and gender.
2. For the student
It is very useful for the passive students’ to improve their
abilities of communication or the group skill.
65
3. For the next researcher
a. Hopefully, there will be an improvement for the next study.
b. The writer hopes other researchers can use it as a reference
to conduct their research on the same field. It is really
possible that there is another more effective way to teach
reading comprehension ability.
C. Closing
Praise be to Allah SWT, that has been giving protection and
guidance so that this thesis can be finished. The writer realized that this
paper is far from perfection. Because of that, criticies and suggestion from
the reader are very expected for the perfection of the paper. Hopefully, this
paper is useful for all of us. Amin.
66
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Appendix 1
The list of students
NO STUDENTS CODE
1 A FIKI MAHRUS C-1
2 ABDUL MANAF C-2
3 ABDUL WAHID RIZQI C-3
4 AGUS LESTARI C-4
5 AHMAD SOBIRIN C-5
6 AHMAD SYAIFURRIDHO C-6
7 AKE NUR YANTI NIKMAH C-7
8 ANA YULIATI C-8
9 ANIS FAHROTUN NISA C-9
10 BELLA SANTIKA C-10
11 DIDIK WICAKSONO C-11
12 EDI HIDAYAT C-12
13 ELIYA INDOFATUL.F. C-13
14 FAZA MAULINA C-14
15 GALUH HERAWATI C-15
16 IFAH FADLILAH C-16
17 IKA YULIA NINGSIH C-17
18 KHOIRUL AZIZ C-18
19 KHOLISATUL KHUSNIAH C-19
20 KIKI SEKAR WATI C-20
21 LAILA AHDIATUR R C-21
22 M ALI WARJONO C-22
23 M FATKHUS SYARIF C-23
24 M MIFTAHUL HUDA C-24
25 M. MASLURI C-25
26 M.SUAIB C-26
27 MARIA ULFA C-27
28 MIFTAHUL HIDAYAH C-28
29 MUNADI C-29
30 NAILIS SA’ADAH C30
31 NING HASANAH C-31
32 NOVI NOR ARIYANTI C-32
33 NUR CAHYA DWI SUSANTI C-33
34 RIZA KUSWAHYUDI C-34
35 RUDIANTO EFENDI C-35
36 SEPTIAN ANDRIANI C-36
37 TONI SETIAWAN C-37
38 TUTIK HANDAYANI C-38
39 WIWIK ANDRAYANI C-39
40 YOGA NIZAM PRASETYO C-40
41 YUSRUL HANA C-41
42 ZULFA USNAUL LAILI NIDA C-42
Score of Mid-Exam
No Students Score
1 A Fiki Mahrus 62
2 Abdul Manaf 52
3 Abdul Wahid Rizqi 48
4 Agus Lestari 56
5 Ahmad Sobirin 48
6 Ahmad Syaifurridho 58
7 Ake Nur Yanti Nikmah 56
8 Ana Yuliati 66
9 Anis Fahrotun Nisa 56
10 Bella Santika 66
11 Didik Wicaksono 58
12 Edi Hidayat 70
13 Eliya Indofatul.F. 68
14 Faza Maulina 64
15 Galuh Herawati 70
16 Ifah Fadlilah 54
17 Ika Yulia Ningsih 58
18 Khoirul Aziz 56
19 Kholisatul Khusniah 42
20 Kiki Sekarwati 40
21 Laila Ahdiatur R 64
22 M Ali Warjono 58
23 M Fatkhus Syarif 60
24 M Miftahul Huda 72
25 M. Masluri 56
26 M.Suaib 56
27 Maria Ulfa 52
28 Miftahul Hidayah 52
29 Munadi 58
30 Nailis Sa’adah 48
31 Ning Hasanah 50
32 Novi Nor Ariyanti 66
33 Nur Cahya Dwi Susanti 46
34 Riza Kuswahyudi 50
35 Rudianto Efendi 56
36 Septian Andriani 52
37 Toni Setiawan 50
38 Tutik Handayani 52
39 Wiwik Andrayani 54
40 Yoga Nizam Prasetyo 50
41 Yusrul Hana 48
42 Zulfa Usnaul Laili Nida 66
Total 2364
Rata-rata 56,28
Appendix 2
The list of group members
Group 1 Group 6
1. Nailis Sa’adah 1. Ana Yuliati
2. Ning Hasanah 2. Yusrul Hana
3. M. Masluri 3. M. Ali Warjono
4. M. Miftahul Huda 4. M. Fathus Syarif
5. Ika Yulia ningsih
Group 2 Group 7
1. Zulfa Usna’ul Laili Nida 1. Kholisatul Kusniyah
2. A. Fiki Mahrus 2. Bella Santika
3. Rudianto Effendi 3. Riza Kuswahyudi
4. Eliya Indofatul F. 4. A. Syaifurridho
Group 3 Group 8
1. Faza Maulina 1. Laila Adhiatur R.
2. Septian Andriani 2. Yoga Nizam Prasetyo
3. Munadi 3. Abdul Manaf
4. Ahmad Sobirin 4. Anis Fahrotun Nisa
Group 4 Group 9
1. Agus Lestari 1. Tutik Handayani
2. Toni Setiawan 2. Novi Nor Ariyanti
3. Ifah Fadlilah 3. Edi Hidayat
4. Wiwik Andrayani 4. Miftahul Hidayah
Group 5 Group 10
1. M. Suaib 1. Galuh Herawati
2. Abdul Wahid Rizqi 2. Didik Wicaksono
3. Maria Ulfa 3. Ake Nuryanti
4. Kiki Sekarwati 4. Nur Cahya Dwi Susanti
5. Khoirul Aziz
Pre-cycle Test
Name : …………….
Class : …………….
Choose the correct answer by crossing a, b, c, or d!
Text for number 1 - 5
On the Beach
Amir and Bima are SMP students. They live in Bandung. Bandung and its
surroundings are mountainous and hilly areas. They usually go to the beach during
the holidays, they can choose one from many beautiful beaches in Indonesia.
Some of the beaches on Java Island are Pantai Carita, the beaches in Pelabuhan
Ratu, Pangandaran, Ancol, Parangtritis, while Sanur, and Kuta are in Bali.
Taken from ‘English in Focus for Grade VIII Junior High School (SMP/MTs)’Artono Wardiman et al
1. What are Amir and Bima?
a. Teachers c. SMP students
b. Customers d. SMA students
2. Amir and Bima live in_____.
a. Bandung c. Padang
b. Jakarta d. Surabaya
3. Where do they usually go during the holidays?
a. The sea c. The beach
b. The mountain d. The valley
4. These are beaches on Java Island, except_____.
a. Pantai Carita c. Kuta
b. Pangandaran d. Ancol
5. Kuta is located in ______.
a. Bandung c. Aceh
b. Jakarta d. Bali
Text for number 6 - 10
Appendix 3
Young Stars
The finalists of “Akademi Fantasi Indosiar 1” (AFI) are wonderful young
people. Mawar who was born on 26 February 1985 is cute girl. She has straight,
short hair. Her bright skin, chubby cheeks, and lovely smile make her look very
marvelous. She is not very tall. However, her weight which is 40 kg matches her
body well and makes her look cute.
Unlike Mawar, Ve looks tall. She is 1.69 meters tall. She looks quite slim.
She weights 45 kg. Compared to Mawar, Ve looks darker. The 22 year old girl has
black, straight hair.
Another finalist is Ismail who is better known as Smile. The young man
who was born on 16 September 1983 looks much bigger and taller than his two
female friends. He is tall and muscular. His complexion is fair and his hair is short
and straight.
Adapted from Ujian Nasional Bahasa Inggris, 2007
6. The text is about ______.
a. Mawar AFI c. Ismail AFI
b. Ve AFI d. The finalists of AFI
7. What do you think about Mawar ______.
a. She is taller than Ve.
b. She is heavier than Ve.
c. She is younger than Smile.
d. Her skin is darker than.
8. “Her bright skin, chubby cheeks, and lovely smile” (Paragraph 2). The
underlined word can mean ______
a. White c. Brown
b. Black d. Brownish
9. What does Ve look like?
a. Fat c. Semi medium weight
b. Slim d. Thin
10. Meanwhile, Smile looks ____
a. Darker and tall
b. Thin and tall
c. Short hair and tall
d. Bigger and darker
Text for number 11 – 12
A hotel is the home of the guests and tourists, when they are away from
home. The first impression the guests have of a hotel is the way the doorman and
the bellboy (11) at the door and the clerks at the front desk greet them. The guests
often form their opinion of the hotel by reception they receive. The guests are
usually happy if they feel welcome (12) and can get to their rooms quickly.
Adapted from Ujian Nasional Bahasa Inggris, 2007
11. The underlined word means a boy or a man who...
a. Helps the guests in a hotel carry their bags,
b. Receives people arriving in a hotel.
c. Lets people in and out in a large building,
d. Goes with and serves or looks after another,
12. The underlined word means...
a. Responsible c. Acceptable
b. Capable d. Available
Text for number 13- 15
13. The text is trying to….
Amphbians
An amphibian is an animal that has moist, hairless skin.
Amphibians are cold-blooded, which means they cannot make their
own body heat. They get warm in the sun and cool off in the shade.
The three main groups of amphibians are frogs and toads, salamanders,
and caecilians. All amphibians have backbones. The three kinds of
amphibians look very different from each other. Frogs and toads have legs
but don’t have tails.
Salamanders have short legs and long bodies ending in tails. Caecilians
do not have any legs. They look a lot like big earthworms.
Adapted from Ujian Nasional Bahasa Inggris, 2009
a. Tell me about frogs, salamanders and caecilians
b. Persuade me to like amphibians
c. Describe amphibians
d. Tell me that frogs are different from toads
14. The text is written for….
a. Botanists c. Biology teachers
b. Animal lovers d. Students learning biology
15. It doesn’t belong to main group of amphibians…
a. Frogs and Toads c. Caecilians
b. Salamanders d. Earthworm
Text for number 16- 20
Dengue Fever
Dengue fever is one of the most dangerous diseases in the world.
Dengue fever is endemic is most tropical countries of the South Pacific,
Asia, the Caribbean’s, the Americas and Africa’s. This disease rapidly spreads in
most tropical urban areas of the world. It means people in these areas have high
risks of infection of the disease.
Dengue fever is caused by a virus. The virus is transmitted into humans by
the bite of infected mosquitoes, usually Aedes Aegypti. In other words, the disease
cannot be spread directly from person to person.
The disease is characterized by high fever, severe headache, backache,
joint, and muscle pains. Sometimes, many patients get nausea, vomiting, and rash
on arms, face, and legs. There is no specific treatment for disease.
Taken from BKS B. Inggris kelas VIII
16. What is the main idea of the text?
a. The dengue fever’s characteristic
b. The virus of dengue fever
c. The spreading area of dengue fever
d. Dengue fever is one of the most dangerous diseases in the world
17. What causes dengue fever?
a. The bite of mosquitoes
b. Aedes Aegypti
c. Bacteria
d. The contact of infected person
18. The supporting detail of the last paragraph is….
a. The symptoms of dengue fever
b. The treatment of dengue fever
c. The number of dengue fever’s patients
d. The characteristics of high fever and headache
19. What is the purpose of the text?
a. To entertain readers
b. To describe dengue fever
c. To retell the patients who got dengue fever
d. To explain how to treat dengue fever
20. What do you call this kind of the text?
a. Narrative c. Descriptive
b. Report d. Recount
Appendix 4
LESSON PLAN 1
School : MTs Sabilul Ulum Mayong
Subject : English
Class/Semester : VIII/1
Kind of text : Descriptive
Skill focus : Reading
Time allocation : 3 x 40 minutes
Standard of Competence : Understanding meaning in functional written text
and simple short essay formed descriptive to
interact with surroundings.
Basic Competence : Responding meaning and rhetoric step in simple
short essay accurately, fluently and acceptable
related with surroundings in the form of
descriptive text.
Indicator :
- Students are able to enrich new vocabulary
- Students are able to identify the generic structure of descriptive text
- Students are able to explain the meaning of text
I. Learning Outcomes
By the end of the lesson, students are able to:
- Identify the main idea of descriptive text
- Identify the detail information from the text related to the theme
- Identify the features of descriptive text
II. Material : Descriptive text entitled “Alimudin, a Local Footballer”
III. Teaching Method : GI
IV. Learning Activities
A. Pre Activities
- Teacher greets the students
- Teacher checks students’ attendance by calling the roll
- Teacher asks students’ condition
B. Main Activities
1. BKoF (Building Knowledge of Field)
- Teacher reviews previous lesson
- Teacher asks students the following questions:
� How about your test yesterday?
� Is it difficult for you?
� Do you know about descriptive text?
� Do you know about features of descriptive text?
- Students answer the question orally
2. MoT (Modeling of Text)
- Teacher explains about descriptive text and the features
- Students are divided into groups
- Teacher distributes the passage to the students
- Students read the passage
- Students identify the structure of text, the main idea, detail information,
generic structure, and difficult words.
3. JCoT (Join Construction of Text)
- Each group writes name of person in around them
- Each group collects the paper name of person
- Students find out data about people who write in paper
- Students prepare a report (in the form of descriptive text)
- Students deliver the report for the whole class
- Teacher gives chance for students to ask or respond to the presentation
- Teacher helps students if they face the problem
4. ICoT (Independent Construction of Text)
- Teacher gives students test 1
C. Post Activities
- Teacher invites the students to raise some questions
- Teacher closes the lesson
V. Source : Zaidi dkk, BKS Bahasa Inggris Kelas VIII Semester I
Mukarto dkk. 2007. English on Sky SMP Book VIII for Junior
High School Students Year VIII (SMP). Erlangga.
VI. Assessment
a. Form : Written test
b. Technique : Students are assigned to choose the correct
answer from multiple choice test
c. Aspect to be assessed : Correctness of the answer
d. Scoring guidance :
1) Every correct answer scored 1
2) Maximal score 20 x5 =100
3) Maximal grade 100
4) The students score = Achievement score
Maximal score
VII. Instrument & Summary of the Material
A. Read the text and find out the identification and the description.
Alimudin, a Local Footballer
Alimudin is 16 years old. He is a local footballer
who plays for a small football club in Paramatta, Sydney. He works hard to
be professional footballer.
His day starts at 4. First, he says his prayer and then he goes
jogging. He goes jogging for one hour. After jogging, he joins his club to
do some practice. After that he takes a rest and takes a bath. His mother
always prepares simple breakfast for him. After breakfast, he goes to
school.
At 3 p.m. he goes to the football field. His football club practices
playing football. He learns a lot from his coach. His football practice ends
at about 5 p.m. He goes home and does his other daily activities.
Taken from ‘English on Sky SMP Book VIII’ Mukarto et al
Appendix 5
First Cycle Treatment
Name : ……………
Class : ……………
Answer the following question by choosing a, b, c, or d based on the text.
Text for number 1-4
My Uncle Martin is my mother's elder brother. He is my favorite among
my mother's brothers. He is a very interesting man. He lives quite near us with my
aunt Angela and my cousins Anne and Bob. I often go to his house.
He is about 45 with grey hair. He is still quiet good-looking. He is tall and
well-built. He has blue eyes and a strong face. He wears glasses. He is short
sighted. He takes them off when he doesn't work.
Uncle Martin is a textile engineer. He works for a big firm in the city. He
travels widely in his job. He is an expert in solving problems with machines. At
present, he is in the United States. He is visiting the firm's customers there.
He is very fond of the sea. He has a boat at the seaside. He goes there
every weekend in summer to sail it. I sometimes stay with my cousins at their
house on the coast. When Uncle Martin is at home he usually takes us out in the
boat.
Taken from Ujian Nasional Bahasa Inggris, 2006
1. Who is Uncle Martin?
a. Bob's father c. My mother's uncle
b. Anne's uncle d. Aunt Angela's neighbor
2. Which paragraph talks about the physical description of Uncle Martin?
a. 1 c. 3
b. 2 d. 4
3. How many children does Uncle Martin have?
a. One c. Three
b. Two d. Four
4. What is Uncle Martin’s job?
a. Musician c. Textile Engineer
b. Doctor d. Lawyer
Text for number 5-7
Hi friends! This is my friend .Miranda. She comes from Sulawesi. She was
born in Makasar on June 12, 1980. Her hobbies are singing and swimming. She
also likes planting flowers very much. She lives at 12 Jalan Jaya. She lives
together with her parents and two sisters. They are Mr. and Mrs. Yudhatama,
Sherina and Tiara.
Miranda studies at SMP 7. Her older sister is in the first year of SMA, and
Tiara is still in SD. They all love one another.
Taken from Ujian Nasional Bahasa Inggris, 2006
5. What are Miranda's hobbies?
a. Swimming and singing
b. Swimming and planting flowers
c. Singing, swimming and planting flowers
d. Singing and planting flowers with her friends
6. Who is the second child of the family?
a. Yudhatama c. Miranda
b. Sherina d. Tiara
7. "They all love one another." The word "They" in the sentence refers to ...
and her parents.
a. Miranda’s sisters
b. Miranda's parents
c. Miranda's father
d. Miranda and her sisters
Text for number 8-10
This is SLTP Putra Pertiwi. It is a good junior secondary school in West
Jakarta. The students of this school come here everyday. They do a lot of
activities.
They learn different kinds of subject, such as mathematics, Indonesian
language, Biology and English. Everyday they wear the school uniform, white and
white for every Monday, white and blue for every Tuesday to Thursday, Batik and
blue for every Friday and scout uniform and the PMR uniform for every Saturday.
Taken from Ujian Nasional Bahasa Inggris, 2001
8. The students wear … every Friday.
a. White and blue c. Batik and blue
b. White and white d. Scout uniform
9. What days do students wear the white and blue uniform?
a. Tuesday, Monday and Wednesday
b. Tuesday, Wednesday and Thursday
c. Tuesday, Thursday and Friday
d. Monday, Thursday and Saturday
10. They learn different kinds of subjects. The underlined word means …
a. Lessons c. Topic
b. Studies d. Problem
Text for number 11-13
MISSING
HAVE YOU SEEN THIS MAN?
He is in his mid-twenties, of medium height and quite stout. His face is
oval-shaped and unshaven. He has crew cut hair that looks like the sharp spikes of
a porcupine. When he left the house, he was barefooted and was 'wearing an
orange T-shirt with a red collar and a pair of black shorts. Tan Seng Huat was
reported missing by his family when he did not return home after he had slipped
out of the house at about eight in the morning. They are afraid that he might have
forgotten where he lives as this has happened twice before. He seldom smiles but
often talks to himself. He is harmless but can get angry if he is laughed at. A cash
reward awaits the person or persons with information about his whereabouts that
would help the police pick him up. Please contact 01 - 5417532 and ask for
Inspector Lee.
Adapted from Ujian Nasional Bahasa Inggris, 2004
11. What does the missing person look like?
a. He looks like the sharp spikes.
b. He has oval-shaped face.
c. He is short and rather fat.
d. He has long hair with pointed nose.
12. What is the notice mainly about?
a. A Missing Man.
b. A Stupid Person.
c. A Frightening Experience.
d. An Escaped Prisoner.
13. Which one of the following is NOT TRUE Of Tan Seng Huat?
a. He will not hurt anyone.
b. He is twenty years old.
c. He doesn't like people to make fun of him.
d. He left the house without telling his family.
Text for number 14-16
Hello, my name is Magic Sloanne. I live with my cousins, Donny and Bryan,
at 60 Hyde Park Street. It is near Lakeland Street. This is my new neighbour. His
name is Vicky Martinez. He lives on the same street as I live. I like have a friend
like him because he is very clever and kind.
Adapted from Ujian Nasional Bahasa Inggris, 2003
14. Where does Vicky live?
a. Near Hyde Park Street
b. On Lakeland Street
c. On Hide Park Street
d. Near Lakeland Street
15. Who is Magic Sloanne?
a. Donny's brother
b. Bryan's nephew
c. Vicky's cousin
d. Bryan's cousin
16. "... Because he is very clever and kind."
(line 4). What does he refer to?
a. Donny c. Magic Sloanne
b. Bryan d. Vicky Martinez
Text for number 17-20
Mr. and Mrs. Darmo with their two sons, Prasetyo and Prasojo, are already
at the station. They are going to celebrate the lebaran day in their home-town in
East Java. Mr. Darmo, a factory worker in Jakarta, always spends his annual
vacation with his family in the small town where his parents and relatives live.
The station is busy with the passengers. Most of them are people who want to
celebrate the Idul Fitri with their parents and relatives in their hometown or
villages. The restaurants are closed because it is the fasting month of the year. No
one is having meals, but some small children are having light refreshments. They
do not have to do the fasting yet.
Adapted from Ujian Nasional Bahasa Inggris, 2004
17. Where are Mr. Darmo and his family now?
a. In East Java c. At the station
b. In the factory d. In their village
18. How many seats will Mr. Darmo take?
a. Two c. Four
b. Three d. Five
19. The people at the station want to...
a. have something to eat
b. work in a factory
c. celebrate the Lebaran day in their village
d. visit their relatives in their village
20. "They do not have to do the fasting yet."
The word they refer to...
a. passengers
b. Mr. and Mrs. Darmo
c. some small children
d. Mrs. Darmo and her children
Appendix 6
LESSON PLAN 2
School : MTs Sabilul Ulum Mayong
Subject : English
Class/Semester : VIII/1
Kind of text : Descriptive
Skill focus : Reading
Time allocation : 3 x 40 minutes
Standard of Competence : Understanding meaning in functional written text
and simple short essay formed descriptive to
interact with surroundings.
Basic Competence : Responding meaning and rhetoric step in simple
short essay accurately, fluently and acceptable
related with surroundings in the form of
descriptive text.
Indicator :
- Students are able to enrich new vocabulary
- Students are able to identify the generic structure of descriptive text
- Students are able to explain the meaning of text
I. Learning Outcomes :
By the end of the lesson, students are able to:
- Identify the main idea of descriptive text
- Identify the detail information from the text related to the theme
- Identify the features of descriptive text
II. Material : Descriptive text entitled “Smart Health Clinic”
III. Teaching Method : GI
IV. Learning Activities
A. Pre Activities
- Teacher greets the students
- Teacher checks students’ attendance by calling the roll
- Teacher asks students’ condition
B. Main Activities
1. BKoF (Building Knowledge of Field)
- Teacher reviews previous lesson
- Teacher asks students the following questions:
� Do you know this classroom?
� Can you describe it?
- Students answer the question orally
2. MoT (Modeling of Text)
- Teacher explains about flashcard (name of place) showed for students
- Students are divided into groups
- Teacher distributes the passage to the students
- Students read the passage
- Students identify the structure of text, the main idea, detail information,
generic structure, and difficult words.
3. JCoT (Join Construction of Text)
- Students representative from every group come forward to choose one
flashcard (name of place)
- Students find out data about place based on flashcard
- Students prepare a report (in the form descriptive text)
- Students deliver the report for the whole class
- Teacher gives chance for students to ask or respond to the presentation
- Teacher helps students if they face the problem
4. ICoT (Independent Construction of Text)
- Teacher gives students test 2
C. Post Activities
- Teacher invites the students to raise some questions
- Teacher closes the lesson
V. Source : Zaidi dkk, BKS Bahasa Inggris Kelas VIII Semester I
Mukarto dkk. 2007. English on Sky SMP Book VIII for Junior
High School Students Year VIII (SMP). Erlangga.
VI. Assessment
e. Form : Written test
f. Technique : Students are assigned to choose the correct
answer from multiple choice test
g. Aspect to be assessed : Correctness of the answer
h. Scoring guidance :
5) Every correct answer scored 1
6) Maximal score 20 x5 =100
7) Maximal grade 100
8) The students score = Achievement score
Maximal score
VII. Instrument & Summary of the Material
A. Read the text and find out the identification and the description.
Smart Health Clinic
There is a big medical clinic in my town.
The clinic has two floors and it’s clean. The walls are white. There is a
nice garden at the front. Roses and sun flowers grow there. The clinic also
provides a large parking area.
It is Smart Health Clinic. The clinic is very busy. People with various
diseases come to the clinic to have medical services. Some people get
headaches, sore eyes, backaches, fever, etc.
There are some specialists working for the clinic. They are dentist,
surgeons, internist, etc. Some nurses help them to look after the patients. The
doctors and nurses are kind. They are helpful and friendly. The people feel
satisfied because the doctors examine them carefully.
Appendix 7
Second Cycle Treatment
Name : ……………
Class : ……………
Answer the following question by choosing a, b, c, or d based on the text.
Text for number 1-5
Saudara Department Store
Saudara Department Store is one of famous stores in Jepara.
People can find Saudara Department Store on Jln. Veteran. There are also
some other stores on the right and left side of it. On the left and front yards,
visitors can park their vehicles there. Besides, you can also find an Automatic
Teller Machine or ATM on the right front yard.
Saudara Department Store consists of three floors. Shoppers should walk
up on the stairs to get the upper floors. On the first floor, visitors can see some
counters such as cosmetic counters, cassette and CD counter, children toy
counters, stationeries counter, and daily need section.
Meanwhile, on the second floor, customers can find clothes counter. Here,
they can buy various clothes not only for children but also adult. Finally, on third
floor, shopper can select many kinds of shoes and house equipment.
Taken from BKS B. Inggris kelas VIII
1.Where can visitors park their vehicle? They can park-their vehicles…
a. On the right side
b. On the left side
c. In front of
d. On the left and front yard
2.How can the visitors reach the upper floors?
a. They should walk up on the stair
b. They can use the lift
c. They can use the escalator
d. They can not go up stair
3. What is the purpose of the text?
a. To entertain the reader about Saudara department Store
b. To describe the reader about Saudara department Store
c. To help the reader how to shop in Saudara department Store
d. To inform the reader there is Saudara department Store
4. What kind of text is it?
a. Descriptive c. Narrative
b. Recount d. Procedure
5. The word they in the fourth paragraph refer to….
a. Clothes c. Customers
b. Counters d. Cassettes
Text for number 6-9
This is a room in a school. Look! There is a desk for the teacher and there
are twenty desks for students. The desk for teacher is brown. The desks for
students are blue and black. The chairs are blue and black too. There is an
attendance list on the desk and three white and blue markers. They never forget to
cover the teacher desk with table cloth. It is blue sky.
There are two pictures hanging on the wall, our president and vice
president. Between two pictures, there is the symbol of Garuda Pancasila.
On the left side of the teacher desk there is a cupboard. It is used to keep the
teaching media.
Adapted from Pendalaman Materi Sukses Ujian Nasional Bahasa Inggri SMP, 2009
6. What’s the purpose of the text above?
a. To tell about the classroom
b. To describe about the classroom
c. To entertain about some places
d. To show how to arrange the room
7. Paragraph two tells us about….
a. The object in the classroom
b. The desk for teacher and students
c. The objects which hang on the wall
d. The color of the student’s chairs and desks are
8. What color is the student’s desk and chairs?
a. Blue and black
b. White and black
c. White and blue
d. Brown and black
9. “….Two pictures hanging on the wall…”
What does the underlined word mean?
b. Wait for someone a short time
c. Support something for above
d. Hold something tightly
e. How to do something
Text for number 10-11
This is Mr. Haryono's house. It is big, clean and comfortable (10). There
is a garden in front of the house. There are same plants and flowers in the garden.
There is a living room, a dining room, two bathrooms, a kitchen, three bedrooms
and a garage. Mr. Haryono has some pets (11), a dog, a cat, and a parrot. Mr.
Haryono takes care of the pets very carefully.
Adapted from Ujian Nasional Bahasa Inggris, 2002
10. The underlined word means...
a. Beautiful c. Uninteresting
b. Unattractive d. Enjoyable
11. The word "pets" means...
a. Tame animals
b. Beautiful animals
c. Favorite animals kept at home
d. Tame animals kept at the zoo
Text for number 12-14
My hotel is located in the Putri Hill area. There are other hotels in the area
which are all beautiful. My hotel has fifty rooms. Ten rooms are luxurious. The
room is air conditioned and there is a color TV in each room. The other forty are
business rooms. It means the rooms are simple, with fans and black-and-white
TVs. In the luxurious rooms there are always double beds, but in the simple rooms
only some have double beds. Our guests come and check in or check put at the
receptionist's desk. These people also help the guests with their needs. They can
order food and the receptionists ask our restaurant to serve them. Guests can have
breakfast, lunch of dinner in the room or in the restaurant. Room service is ready
with orders. The receptionist can also help guests with their laundry. The laundry
woman will wash and iron the clothes. The room-keepers clean all the rooms
every day, Look! Some guests are coming. The bellboys help guests with their
bags. They will have a seminar tomorrow. It is in the convention hall. I’ll ask
them to sit at the lounge.
Adapted from Ujian Nasional Bahasa Inggris, 2000
12. What are the facilities of the simple rooms in the writer's: hotel?
a. Air-conditioners and color TVs'
b. Fans and black-and-white TVs
c. There are always double beds
d. There is a color TV in each room
13. I’ll ask them to sit at the lounge. 'The lounge' means the room where the
guests...
a. Watch TV
b. Sit and relax
c. Have a seminar
d. Have their meals
14. ... can order food and the receptionists ask the restaurant in the hotel to
serve them.
a. The guests
b. The bellboys
c. The receptionists
d. The laundry women
Text for number 15-17
One of the famous tourist destination in the US is Mount Rushmore. It is
located in South Dakota, U.S.A.
It is a huge carving that shows the faces of four famous American
Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and
Abraham Lincoln. The artist who carved it was Gutzon Borglum. He started
carving it in 1927 but he didn’t complete until he died in 1941.
Adapted from Pendalaman Materi Sukses Ujian Nasional Bahasa Inggri SMP, 2009
15. What does the text mstly tell us about?
a. Picture of US president
b. Mount Rushmore in South Dakota
c. A talented artist from USA
d. Famous mountain
16. How many presidents were carved?
a. One c. Three
b. Two d. Four
17. What does the word “He” in paragraph two refers to?
a. Thomas Jefferson
b. Gutzon Borglum
c. George Washington
d. Abraham Lincoln
Text for number 18-20
Borobudur Temple
Borobudur is Hindu-Buddhist temple. It was built in the ninth century
under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in
Magelang, Central Java Indonesia.
Borobudur is well-known all over the world. Its construction is influenced
by the Gupta architecture of India. The temple is constructed on a hill 46 m high
and consists of eight steps like stone terrace. The first five terraces are square and
surrounded by walls adorned with Buddhist sculpture in base-relief. The upper
three are circular. Each of them is with a circle of bell shape-stupa. The entire
edifice is crowned by a large stupa at the centre of the top cicle. The way to the
summit extends through some 4.8 km of passage and stairways. The design of
Borobudur which symbolizes the structure of universe influences temples at
Angkor, Cambodia.
Borobudur temple which is rededicated as an Indonesian monument in
1983 is a valuable treasure for Indonesian people.
18. The following statements are true based on the text above,
EXCEPT…
a. Borobudur symbolizes the structure of universe
b. Gupta architecture influences Borobudur design
c. Temples in Cambodia influence Borobudur design
d. Borobudur consists of eight steps like stone terrace
19. What does the second paragraph tell you about?
a. Indonesian valuable treasure
b. Location of Borobudur temple
c. Description of Borobudur temple
d. Kinds of temples all over the world
20. “Each of them is with a circle of bell shape-stupa”. (paragraph 2)
The underlined word refers to….
a. Walls
b. Steps
c. Terraces
d. Stupas
Answer Key of Test
Pre-cycle
1. C 11. A
2. A 12. C
3. C 13. C
4. C 14. C
5. D 15. D
6. D 16. D
7. C 17. B
8. A 18. D
9. B 19. B
10. C 20. C
First Cycle
1. A 11. B
2. B 12. A
3. B 13. A
4. C 14. D
5. C 15. D
6. C 16. D
7. D 17. C
8. C 18. C
9. B 19. C
10. A 20. C
Second Cycle
1. D 11. A
2. A 12. B
3. B 13. C
4. A 14. A
5. C 15. B
6. B 16. D
7. C 17. B
8. A 18. C
9. C 19. C
10. D 20. C
Appendix 8
Observation Scheme First Cycle
Group
Name of students Aspects observed Total
1 2 3 4 5 6
I Nailis sa’adah 3 3 2 4 2 4 18
Neng Hasanah 2 3 3 3 3 3 17
M. Masluri 2 2 2 2 1 2 11
Miftahul Huda 2 2 2 2 3 2 13
II Zulfa Usna’ul Lailin 3 3 3 3 3 3 18
A.Viki Mahrus 3 2 2 2 2 4 15
Rudianto Effendi 2 2 3 3 2 2 14
Eliya Indofatul 1 3 2 2 3 2 13
III Faza Maulina 4 3 2 4 3 3 19
Setyana Andriani 1 3 3 2 2 3 14
Munadi 2 2 2 2 4 2 14
A. Sobirin 3 2 3 3 2 2 15
IV Agus Lestari 4 2 4 3 2 4 19
Toni Setiawan 2 1 2 2 3 2 11
Ifah Fadilah 1 3 2 2 1 3 12
Wiwik Andrayani 3 3 2 3 2 1 14
V M. Suaib 3 2 2 3 3 3 16
Abdul wahid Rizki 2 2 4 2 2 2 14
Maria Ulfa 3 3 1 2 1 3 13
Kiki Sekarwati 1 3 3 3 3 2 15
VI Ana Yulianti 2 3 2 3 3 4 17
Yusrul Hana 1 2 4 1 3 3 14
M. Ali Warjono 2 2 2 3 2 2 13
M. Fathus Syarif 2 1 2 2 2 1 10
Ika Yulin Ningsih 3 3 2 3 1 2 14
VII Kholisatul Kusniyah 4 3 2 4 2 3 18
Bella Santika 2 4 3 3 3 4 19
Riza Kuswahyudi 2 2 4 2 2 2 14
A. Syarifudin Ridho 3 1 2 2 2 3 18
VIII Laila Adiyatus R. 2 3 3 3 3 3 17
Yoga Nizam Prasetya 3 2 2 2 3 2 14
Abdul Manaf 3 2 1 2 2 2 12
Anis Fahrotun Nisa 1 3 3 3 2 3 15
IX Tutik Handayani 2 3 3 2 2 4 15
Novi Nor Ariyanti 2 3 3 2 2 4 16
Edi Hidayat 3 1 2 3 2 3 14
Miftahul Hidayah 3 3 2 2 3 1 14
X Galuh Herawati 3 3 4 4 3 3 20
Didik Wicaksono 2 2 1 2 1 2 10
Ake Nuryanti N. 2 3 2 3 2 1 13
Nur Cahya Dwi Susanti 1 2 2 2 2 3 11
Khoirul Aziz 2 1 2 2 3 3 13
Total 97 101 100 108 98 108 612
Maximum Score 168 168 168 168 168 168 1008
Average Score 2,3 2,4 2,4 2,57 2,3 2,57 14,57
Percentage 57,7 60,1 59,5 64,3 58,3 64,3 60,714
Observation Scheme The result of observation in the first cycle
Researcher
Izzatul Mabruroh
Appendix 9
Aspects observed:
1. Students concern toward teacher’s explanation
Score 1: Students make noisy with other friends at the teacher’s explanation
Score 2: Students do not make noisy in learning activity but they do other activity that
is not related with learning activity and they do not listen to the teacher’s
explanation
Score 3: Students listen to the teacher’s explanation but they do other activity that is not
related with learning activity
Score 4: Students concern toward teacher’s explanation really
2. Students cooperative in group
Score 1: Students do not cooperate in group
Score 2: Students take active part in cooperation but they can not associate with
member of group
Score 3: Students take active part in cooperation and can associate with member of
group
Score 4: Students take active part in group cooperation correctly and active in
presentation
3. The Students activeness in present the material
Score 1: Students do not take part in deliver the material
Score 2: Students are not clear in deliver the material, students’ voice is low and
English reading ability is still bad
Score 3: Students are clear in deliver the material, but the presenter is not directed to
audience and the presenter is good in English reading ability
Score 4: Students face to audience and look at the audience at presentation, deliver the
material clearly with loud voice and the presenter is good in English reading
ability
4. Students concern toward other group presentation
Score 1: Students do not concern toward presentation and make noisy in learning
activity
Score 2: Students listen to other group presentation, but they do other activity that is
not related with learning activity
Score 3: Students listen to other group presentation
Score 4: Students concern toward other group explanation seriously and note it
5. The students’ activeness in asking question
Score 1: Students do not ask question
Score 2: Students ask question but the question is not match with the material
Score 3: Students ask question as many as possible, but the question is not focus of the
problem
Score 4: Students ask question with a good question
6. The students’ activeness in answering questions in group
Score 1: Students do not give answer the questions
Score 2: Students give answer the question but the answer is not match
Score 3: Students give answer but helped by the teacher
Score 4: Students give complete answer without helped by the teacher
ASSESSMENT CRITERION:
1 = Less
2 = Fair
3 = Good
4 = Excellent
ASSESSMENT PERCENTAGE EXPLANATION:
86% - 100% = Excellent learning
71% - 85% = Good learning
56% - 70% = Sufficient learning
< 55% = Bad learning
Observation Scheme Second Cycle
Group
Name of students Aspects observed Total
1 2 3 4 5 6
I Nailis sa’adah 3 4 2 4 2 4 19
Neng Hasanah 4 3 3 3 3 3 19
M. Masluri 2 3 4 3 2 2 18
Miftahul Huda 3 3 3 3 3 3 18
II Zulfa Usna’ul Lailin 3 3 3 3 3 3 18
A. Viki Mahrus 3 4 2 4 2 3 18
Rudianto Effendi 2 3 3 3 3 3 17
Eliya Indofatul 2 4 3 2 3 2 16
III Faza Maulina 4 3 3 4 3 3 20
Setyana Andriani 2 3 3 2 3 3 16
Munadi 2 3 2 3 3 3 16
A. Sobirin 3 3 3 3 2 3 17
IV Agus Lestari 3 4 4 3 3 4 21
Toni Setiawan 3 2 3 3 3 3 17
Ifah Fadilah 2 3 2 2 2 3 14
Wiwik Andrayani 2 3 3 3 3 2 16
V M. Suaib 3 3 3 3 3 3 18
Abdul wahid Rizki 3 3 4 3 3 2 18
Maria Ulfa 2 3 2 2 2 3 14
Kiki Sekarwati 2 3 2 3 3 3 16
VI Ana Yulianti 3 4 3 3 3 4 20
Yusrul Hana 2 3 4 2 3 3 17
M. Ali Warjono 3 2 3 3 3 2 16
M. Fathus Syarif 2 3 3 3 2 3 16
Ika Yulin Ningsih 3 2 2 3 2 3 14
VII Kholisatul Kusniyah 4 3 3 4 2 3 19
Bella Santika 3 4 3 3 3 4 20
Riza Kuswahyudi 2 2 4 2 2 3 15
A. Syarifudin Ridho 2 3 2 3 2 3 15
VIII Laila Adiyatus R. 3 3 3 3 3 4 19
Yoga Nizam Prasetya 2 3 2 3 3 3 16
Abdul Manaf 3 2 2 2 2 3 14
Anis Fahrotun Nisa 2 2 3 2 3 3 15
IX Tutik Handayani 3 3 2 4 3 4 19
Novi Nor Ariyanti 3 2 2 3 2 4 16
Edi Hidayat 3 2 3 2 2 3 15
Miftahul Hidayah 2 3 3 3 3 2 16
X Galuh Herawati 3 3 2 4 3 3 18
Didik Wicaksono 3 2 3 3 2 2 15
Ake Nuryanti N. 2 3 3 2 2 3 15
Nur Cahya Dwi Susanti 2 2 2 2 3 3 14
Khoirul Aziz 2 2 4 3 3 3 17
Total 110 122 118 121 110 125 707
Maximum Score 168 168 168 168 168 168 1008
Average score 2,6 2,9 2,8 2,9 2,6 2,98 16,83
Percentage 65,5 72,6 70,2 72 65,5 74,4 70,14
Observation Scheme The result of observation in the second cycle
Researcher
Izzatul Mabruroh
Appendix 10
Aspects observed:
1. Students concern toward teacher’s explanation
Score 1: Students make noisy with other friends at the teacher’s explanation
Score 2: Students do not make noisy in learning activity but they do other activity that
is not related with learning activity and they do not listen to the teacher’s
explanation
Score 3: Students listen to the teacher’s explanation but they do other activity that is not
related with learning activity
Score 4: Students concern toward teacher’s explanation really
2. Students cooperative in group
Score 1: Students do not cooperate in group
Score 2: Students take active part in cooperation but they can not associate with
member of group
Score 3: Students take active part in cooperation and can associate with member of
group
Score 4: Students take active part in group cooperation correctly and active in
presentation
3. The Students activeness in present the material
Score 1: Students do not take part in deliver the material
Score 2: Students are not clear in deliver the material, students’ voice is low and
English reading ability is still bad
Score 3: Students are clear in deliver the material, but the presenter is not directed to
audience and the presenter is good in English reading ability
Score 4: Students face to audience and look at the audience at presentation, deliver the
material clearly with loud voice and the presenter is good in English reading
ability
4. Students concern toward other group presentation
Score 1: Students do not concern toward presentation and make noisy in learning
activity
Score 2: Students listen to other group presentation, but they do other activity that is
not related with learning activity
Score 3: Students listen to other group presentation
Score 4: Students concern toward other group explanation seriously and note it
5. The students’ activeness in asking question
Score 1: Students do not ask question
Score 2: Students ask question but the question is not match with the material
Score 3: Students ask question as many as possible, but the question is not focus of the
problem
Score 4: Students ask question with a good question
6. The students’ activeness in answering questions in group
Score 1: Students do not give answer the questions
Score 2: Students give answer the question but the answer is not match
Score 3: Students give answer but helped by the teacher
Score 4: Students give complete answer without helped by the teacher
ASSESSMENT CRITERION:
1 = Less
2 = Fair
3 = Good
4 = Excellent
ASSESSMENT PERCENTAGE EXPLANATION:
86% - 100% = Excellent learning
71% - 85% = Good learning
56% - 70% = Sufficient learning
< 55% = Bad learning
Appendix 11
Interview Guideline
c. English Teacher
1) How is students’ reading ability?
2) How many students do they get reading lesson, in a week?
3) Are you interested with GI?
4) Do you find some difficulties in teaching reading using GI?
5) How is the solution?
d. Students
1) Do you like reading?
2) What your opinion about reading lesson with GI?
3) Do you like it? Why?
4) Do you feel enjoy when you were taught using GI? Why?
5) Do you any improvement in your reading ability after the teaching
learning process using GI?
The result of interview between researcher and teacher (Mrs. Yuni)
Researcher : How is students’ reading ability?
Teacher : I think, the students’ reading ability is low.
Researcher : How many students do they get reading lesson, in a week?
Teacher : There are 20% in a week.
Researcher : Are you interested with Group Investigation method?
Teacher : Yes, I am interested.
Researcher : Do you find some difficulties in teaching reading using GI?
Teacher : Yes, I am little difficult to conduct this method, because it is very
hard to group the students in their each group.
Researcher : How is the solution?
Teacher : I think, the teaching learning process with this method can modify
with game or give reward to the students, such as give a reward to
one group that can complete the task formerly.
Researcher : Thank you.
Teacher : You’re welcome.
The result of Interview between researcher and some of students
Name : Kiki Sekarwati
Class : 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I’m very interest with this method, because I can exchange of think with
other friend.
3. Do you like it? Why?
Yes, I like it, because it is comfortable.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because I can discuss with my friends.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is little improvement in my value of test
Name : Nur Cahya D. S.
Class : 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I’m very interest with this method.
3. Do you like it? Why?
Yes, I like it, because I can work together with other friend.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because I can study with group work.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, after teaching learning process with GI, I more understand the
English text.
Name: M. Masluri
Class : 8C
1. Do you like reading?
Yes, I like reading.
2. What your opinion about reading lesson with GI?
I think, this method can improve my reading in English.
3. Do you like it? Why?
Yes, I like it, because the lesson is very good.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because I like with this method.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is progress in my value of test.
Name : M. Ali Warjono
Class : Class 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I think, I like with this method.
3. Do you like it? Why?
Yes, I like it, because I more understand with English text.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, I enjoy when I taught this method, because I feel more can study
English.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is little improvement in my reading ability
Name : Zulfa Usna’ul L.N
Class : 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I’m very interest with this method, because I can discuss with other friend.
3. Do you like it? Why?
Yes, I like it, because I can exchange of thing with other friend.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because with this method we can more understand the English text.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is little improvement in my reading ability and value of test.
Name : M. Suaib
Class : 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I think……
3. Do you like it? Why?
Yes, I like it, because we can discuss with other friend.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because I can ask with other friends.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is any improvement in my value of test
Name : Ana Yuliati
Class : 8C
1. Do you like reading?
Yes, I like it.
2. What your opinion about reading lesson with GI?
I think….
3. Do you like it? Why?
Yes, I like it, because we can work together.
4. Do you feel enjoy when you were taught using GI? Why?
Yes, because we can describe of someone and room.
5. Do you any improvement in your reading ability after the teaching
learning process using GI?
Yes, there is any improvement in my reading ability and value of test
CURRICULUM VITAE
Personal Details:
Name : Izzatul Mabruroh
Place and date of birth: July, 24th
1988, Jepara
Address : Ds. Singorojo Rt 01 Rw 02 Mayong Jepara
Phone : 085740513093
Education:
1. SDN 1 Singorojo graduated in 2000
2. MTs Al-Falah Margoyoso Jepara graduated in 2003
3. MAN 2 Kudus graduated in 2006
4. IAIN Walisongo Semarang 10th
semester
Semarang, 1 Juni 2011
The writer,
Izzatul Mabruroh
No. Student 063411027