Observing Improving the seventh grade students reading skill by using collaborative learning: (A classroom action research at SMPIT darul muttaqien parung bogor)

2. Learning activities: giving idea, asking, and answering the questions based on material. The observation toward teaching learning process in the first cycle were: TABLE 4.5 The Result on the First cycle on the First Meeting No Group The amount of the Students and the Aspects that be observed Active Students Asking Giving Idea Answering Question On Time 1. I 1 1 1 1 Yes 2. II 1 1 1 1 Yes 3. III 1 - - 1 - 4. IV 1 1 1 1 - Total 4 3 3 4 Percentage 26.67 20 20 26.67 50 TABLE 4.6 The Result on the First cycle on the Second Meeting No Group The amount of the Students and the Aspects that be observed Active Students Asking Giving Idea Answering Question On Time 1. I 2 2 1 3 Yes 2. II 2 3 1 2 Yes 3. III 1 1 1 2 - 4. IV 2 1 1 2 Yes Total 7 7 4 9 3 Precentage 46.67 46.67 26.67 60 75 From the data indicated that on the first meeting, level of students participants had average about 28.69, and on the second meeting students’ participant stepped up into 51.02. These data indicated that level of students’ participation on the first cycle on the first and second meeting got averages: 39.85, 36.67 the students who concentrated, and active during teaching learning process, 33.35 the students who asking, 23.34 the students who giving idea, 43.34 the students who answering the questions, and 62.50 the students who were capable in accomplishing the task on time.

D. Reflecting

Based on the result of observation toward teaching learning process in this cycle, the writer and the teacher discussed the conclusion of applying the action for instance: - The students participation were still low, it may be because the students unusual learning by group work before, and most of the student still felt unconfident. - The students did not accomplish the task on time, because they feel hard to complete the task on time - Most of the students still were passive - The result of the post-test showed only 26.68 students who got score above 70. - Based on the students’ perception, after they had learned reading comprehension by collaborative learning, they felt easy to comprehend the text, because besides they opened dictionary to find the difficult words, the other friends who were capable in English also could help them and they know the characteristic of descriptive text. - The teacher realized that she was too dominant in the class; she also had still difficulties in implementing the collaborative learning strategy in the class. - The writer reminded to the teacher that the lesson was too fast; at times it led students confuse and asked her to repeat the explanation. To solve this problem, the writer suggested giving explanation more clearly and slowly. - The teacher still had difficulty in managing the class. In this case, the class was noisy even some students cheated each other in doing tasks. Hence, the writer suggested to the teacher to give more attention to the entire group and the teacher should be more assertive in order the students did not cheat any longer. From the reflecting phase above, there must be more efforts to develop students’ reading comprehension of descriptive text by using collaborative learning. It needed to be improved again in the next cycle.