took about 15 minutes. To check whether their works were alright or not, the researcher gave the explanation for this activity about 10 minutes.
c Post-reading activity
Because the researcher wanted to evaluate their comprehension, so in this post-reading activity the researcher asked the students to reread the text
seriously and carefully. Then he gave them the following questions: 1 Where do petroleum products come from?; 2 Where can we find crude oil?; 3 How is
crude oil brought up to the surface?; 4 What does the writer introduce in the second paragraph?; 5 How do petroleum products appear?; 6 “…, but these are
of such minute quantities.” What do you think the meaning of the underlined word is?; 7 “These product are the so-called … .” What does the underlined word
refer to?; 8 What is the main idea of paragraph 3?; 9 What is the meaning of the verb “are distilled” in paragraph 3?; and 10 What type of text is this? In
their groups, the students could finish these questions in 30 minutes. Then every group gave the work to the researcher. To prove whether their works were true or
false, he gave the answers by discussing them together. It took 15 minutes.
e. Post-test
To know whether the treatment could improve the students’ capability or not, the researcher gave the post-test to the students. It was held on Tuesday,
March 3, 2009. They were asked to do the test individually. Then from the results of the post-test, the researcher could categorize the students’ achievements in the
form of table below:
Table 6 Post-test Scores of Cycle 1
Very poor Poor
Fair Good
Very good Mean
Score
_ 5 students
13.52 26 students
70.27 6 students
16.21 _
54 Fair
Based on the table above, it could be seen that the highest category was in fair score 70.27, the middle category was in the good score 16.21, the
lowest category was in the poor score 13.52, none of them was in very poor score, and the mean score was still in fair category 54.
In conclusion, based on data above, the students’ capabilities in comprehending the English text types had improved, but the improvement was not
significant enough, because they were still in the similar system category that was the fair category because their mean score was 54.
f. The Interview to the Students after the Treatment
It was done on Friday, March 6, 2009. Based on the interview, the students still felt difficult to write the English text types, narrative and explanation
text. They got difficulties because they did not have sufficient vocabularies, they could not construct the sentence pattern well, they did not understand about tenses
well, and they seldom practiced writing. But in this case, they felt rather easy in comprehending the texts after being given treatments. For example: they could
mention the generic structures and language features of narrative and explanation texts, they could infer that it was narrative or explanation text, they could mention
the purpose of narrative or explanation text, and so on. Beside that, the students felt that they got some advantages with
collaborative learning. For example: they felt confident when they expressed something because what they said was from the results of the discussion, they got
motivation from their friends, they could get the explanations from the other members of their group in comprehending the difficult materials, and so on.
From the result of the interview, it could be concluded that the students had understood the aim of doing collaborative learning. As a result, collaborative
learning technique could be their own technique in comprehending the English text types when they were not under the teacher’s guidance. In addition, the
students had also been aware of its function. There were still many obstacles in doing collaborative learning
activities, because there were still few inactive students and lack of vocabularies. The students did not get difficulties in comprehending the English text types of
narrative and explanation. In the next step, the researcher decided to emphasize the students’ capabilities in comprehending the other English text types, hortatory
exposition and analytical exposition.
4. Observation
