Next, the classification of difficulty item:
14
ID REMARK
– 0.30 High
0.30 – 0.79
Medium 0.80
– 1.00 Low
K. Criteria of the Action Success
The writer and the teacher discussed to determine the criteria of the action success. This study is regarded successful if 75 numbers of students can pass the
KKM.
15
The KKM in the school is 65 sixty five. If the study passes the criteria, thus it is called successful and CAR would be finished, but if it does not pass the
criteria, it is called not successful and needs improvement to continue to the next cycle.
14
John W. Oller, Language Test at School, London: Longman Group Limited, 1979, p. 247.
15
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006 p. 108.
43
CHAPTER IV RESULT AND DISCUSSION
This chapter presents result of the study. In this case, it discussed the way to develop students’ reading comprehension of descriptive text by using group
work at VII – 1 class of MTsN 19 Pinang Kalijati academic year 20102011.
A. Before Implementing the Action
There are three parts related to before implementing the action. Those are pre- observation, pre-interview, and pre-test. Those explanations as following:
1. Result of Pre Interview
Pre interview conducted in this study was the unstructured interview that was held on Monday 25
th
October 2010 and started at 09.30
A.M and finished at 10.30 A.M. The writer asked to the teacher some questions which was divided into three categories. Those were the general
condition in English classroom primarily on situation of the classroom, students’ responses in learning English and students’ achievement of the
English test, students’ difficulties in reading comprehension ability, and
the teacher’s strategies that he used before Classroom Action Research CAR
to solve students’ difficulties in reading comprehension.
First category discussed about the general condition in English class primarily on situation of the classroom,
students’ responses in learning English and
students’ achievement of the English test. Based on the teacher explanation, situation of students in the classroom was very
crowded and noisy because there were forty six students inside the classroom. But when they studied in the morning, situation of the
classroom was not so noisy because they still felt fresh and could concentrate in studying English. On the other hand, they felt bored and
uncomfortable when they studied English in the afternoon. Therefore they did not focus on the teacher explanation and became so noisy. Besides,
some students felt enthusiastic in learning English and most of them were students who liked English lesson. But other students did not feel the same
thing because they did not like English lesson or felt English was so complicated. Consequently, they were not enthusiastic and lazy in learning
English. Furthermore, the teacher said that most of them still got the score under the Minimum Mastery Criterion
– Kriteria Ketuntasan Minimal KKM and they were hardly to pass it.
The second category discussed about the students’ difficulties in
reading comprehension. The teacher told that reading skill was one of the most difficult faced by students in learning English. Some students in VII -
1 class felt that reading could make them dizzy, because when they were asked to comprehend kinds of longer texts which consist of some
paragraph, they did not understand to convey the meaning of word by word, although they were able to recognize the words. Next, the teacher
assumed that they were hardly to concentrate when reading activity because the class was noisy especially in the afternoon which might be
caused by some students who did not like English lesson. In brief, the teacher thought that all students got difficulties because they got less
practice in reading. These problems had to be solved because reading skill was needed by students to comprehend many reading texts that they will
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