Acting Cycle 1 a. Planning

1. Teaching was done variantly as long as the time location possible, not classical and boring Poor Lees of the technique variety in delivering Material 2. Material was based on the purpose of teaching Good Teacher could deliver the material based on the target 3. During teaching learning process, teacher gave the students reinforcement positively Enough Sometimes the teacher emphasize the materials 4. Illustration and example were chosen carefully, so those could be effective and easy to understand Enough Teacher gave a common example Based on the table 4.1, the condition of the class was not so effective to do teaching learning process. The observation was conducted on August 21 st 2013, it describe how English teaching learning process works. Especially, the process of Teaching reading text at the second grade of MTs Tarbiyatul Falah Bogor. First, the teacher taught reading by explaining what kind of text is. After that, the teacher asked students to read the text a story. Then, the teacher explained the students the schematic structure and content of the story. And then, he asked students to answer some questions related to the story. And the last, he asked the students about their achievement to submit the students’ daily score. The writer assumes that this teaching technique could not help the students to understand about the lesson. Furthermore, this technique caused many problems in teaching reading, especially in teaching narrative texts. The writer will try to describe some problems based on the observation. First, it is related to the students’ skill who are lack of vocabulary. So, it makes them hard to understand the words used in the story. Second, the students only know about the theory schematic structures of the text without understanding the whole text. The students do not get the ideas of the text well. Consequently, the students get bored and difficult to answer some questions given related to the story. And the real effect is the students’ English score is low relatively. According to Ngalim Purwanto, observation is a direct method of social behavior, so it is important tool of evaluation. 1

b. Interview 1. Data from Interview of the Teacher

The interview was conducted the English teacher for many times. First interview was conducted on 26 of August 2013. This study used two kinds of interview. Structured and unstructured interview. It asked about the condition of teaching learning process generally. First, it was asked about problems in the classroom happened frequently. Furthermore, the researcher conducted structured interview using interview guidelines. Here, the teacher answered some questions based on the interview guidelines which made by the researcher about English teaching learning process at MTs Tarbiyatul Falah Bogor. Those were the general condition in English class primarily on students’ reading achievement and performance, the difficulties faced by students in reading lesson, and the kinds of strategies implemented by the teacher previously to improve the students’ understanding of English texts. Firstly, the teacher answered some questions about general condition of the class. The teacher described much about what the writer asked. The teacher said that sometimes the students followed the lesson enthusiastically but sometimes they did not really reactive with the lesson. He added that the students were easy to feel bored. Reading and listening were considered as hard English skills to be mastered by the students. The students were easier to master speaking skill. On the contrary, the students were hard to understand about reading text, also the teacher got difficulties to teach this skill, he added. The teacher said that there were some difficulties faced by students in understanding English texts. In this semester, the teacher tough recount text, descriptive text, and narrative text, based on Standard Competence SK and Basic Competence KD. The teacher got the texts from some books. The teacher also said that it was hard for some 1 M. Ngalim Purwanto, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran, Bandung: PT Remaja Rosdakarya, 2004, p. 149.