situation was not good if the teacher conveyed the monotonous learning, the students needed new technique to make them enthusiasm to read material and
do the task well. After knowing the students’ ability was low, which can be seen
from the result of pre-test, the writer conducted two cycles which each cycle consists of four steps, there were planning, acting, observing and reflecting.
After each cycle was done, the writer gave the students post-test to know the students’ achievement in reading.
This Classroom Action Research was held from 16
th
August 2010 up to 28
th
August 2010 at VII Grade of SMP Dua Mei Ciputat, there were 31 students followed this implementation. The writer conducted this research two
cycles which each cycles was conducted two meetings.
1. Cycle I
1.1 Planning
In this phase, the writer as the teacher made the lesson plan and selected the appropriate material that based upon the students’ problem in
reading. In this phase also the writer made the exercises related material. The writer took the descriptive text as the material because the descriptive text
needed clearly information to be explained. In this lesson plan, there were some descriptive texts to be explained, here the writer only explained the
structure of descriptive text that consists of identification and description because the descriptive text needed the comprehend more. Here the writer also
prepared the unstructured form observation and field note to observe the teacher’ activity and the students’ behavior, the students’ achievement, also
their activity in classroom during the class began until ended. To know the students’ improvement of reading skill, here also the teacher prepared post-test
I after she conducted the cycle I.
1.2 Acting
Topic : Please Call me Susan DayDate : Wednesday, April 18
th
, 2010 Then, in this step, the writer as English teacher taught the students
of VII grade SMP Dua Mei, she implemented the teaching learning activity based on the lesson plan that had been made before. When the teacher started
the class, she gave the stimulus to students in order to make them enthusiasm to learn reading. The teacher gave a game finger, she gave every finger with
words that correlated with the topic and every finger had a word that consists: “Agnes Monica is famous Artist”. When the student answered with right
finger, the teacher said “good” or “excellent” in order she or he was interested with the topic then when the student answered with wrong finger, the teacher
gave punishment such as ordered him or her to come forward and practiced the teacher’s act. Next, the teacher asked to students some question related
with the topic while the students answered it with the correct answer, the teacher directly said “excellent” or good job” to the students. After that, she
explained about the descriptive text briefly then she gave the students hand out then ordered them to read silently if they did not understand the text, the
teacher instructed them to look at the dictionary that they had been brought before. So, the teacher gave some questions related the topic with jumbled
sentences then ordered them to arrange the sentence correctly. If the students arranged the sentence correctly, the teacher said “good job” but if the student
arranged with incorrect sentence, the teacher said “not bad”. After the students had already done the task, then the instructed them to do task, they had to
complete and arrange the sentence in column A to column B for 10 minutes, when the teacher said “time is over” the teacher directly instructed them to
collect the answer and the first student who answered it correctly and well to give reward.
