plan, there were some texts to be identified by students with their group as the technique
of students’ learning of descriptive text. In addition, the writer also prepared some instruments. Those were unstructured
observation sheet to observe the students’ and the teacher’ activities in
teaching learning process whether it was in line with the lesson plan had made before or not, guideline observation to check
the teacher’ activities in teaching learning process, and the posttest 1 to collect the data and to
know students’ improvement scores from pretest to posttest after using group work technique.
b. Acting
The action of the cycle 1 was done on November 11
th
and 18
th
2010. After making lesson plan, the writer as the teacher implemented the teaching learning process based on it. Next the teacher started to teach the
materials that will be learned by students, she began to ask students to read the text silently. Then, some students were asked to read the text loudly.
Next, the teacher explained about the characteristics of descriptive text included the schematic structures and the language features that contained
in descriptive text. After explaining, the teacher gave them some questions based on the text including main idea, supporting details, and schematic
structures of the text. Then, the teacher divided students into eight groups which consisted of five or six students in each group. And then, the
teacher explained about how to study and what the advantages are by using group work technique in learning reading descriptive text.
Afterwards, the teacher gave them jumbled paragraphs to be arranged into a good passage in order to make sure that students understood how to
analyze the schematic structures concerning identification and description of the text. Next, students were asked to answer the questions based on the
text and to write the language features in the text. Those tasks were done by students with their group.
c. Observing
In this phase, the real teacher as the observer had a duty to monitor all activities in the classroom. It might be about the teacher’s performance,
class situation, and students’ response. Related to the teacher’s
performance, she had taught in line with the lesson plan had been made. On the other hand, when the teacher divided students into eight groups, it
washed time because the teacher could not control all students in choosing their own group. It could be seen, situation of the classroom was noisy.
Then, when students started to work in their own group, some of the students did not do their task. In fact, they walked to cheat or to disturb the
other groups. They also did not pay attention to their task. And then they just chatted one another without shared about the text. Next, they gave up
if they found unfamiliar words. Then, the teacher only paid attention for some groups not all groups. Therefore, they could not finish their task on
time and could not cooperate well. Moreover, there were found some students who shared with their
group in discussing the text and answering the teacher’s questions correctly related to the schematic structures and language features based
on the text. In the second action of the first cycle, the students seemed more enthusiastic and focus to comprehend the text with their group.
Then, the teacher could control and monitor all groups. After teaching learning process finished, in this observing phase was also carried out the
posttest 1 exactly on the second action of the first cycle to measure how well the students’ reading comprehension of descriptive text that had been
studied. Based on the result of the posttest 1, the data showed that the mean score of pretest was 64.34. There were 30 students who passed the
Minimum Mastery Criterion – Kriteria Ketuntasan Minimal KKM 65
sixty five. Meanwhile the other 16 students did not pass that criterion.
