Determining Actions to Solve the Problems The Relationship between the Field Problems and the Actions

such as person, animal, and thing. After that, the researcher and the teacher discussed the activities used in the teaching and learning process. SCSS would be implemented in the activities in each meeting. The researcher made a variation in the cards. The cards would be designed with different types of classification for each meeting. The cards would be designed with different levels of difficulties, from the simple to the more complicated ones. Actually for the first meeting, the researcher would apply the strategy, but the teacher were meeting up with parents’ of XI class. Therefore, the teaching and learning process only had 60 minutes, and the researcher could not apply it. For the second meeting, the cards would only contain words with the definitions. Then, for the third meeting, the cards would contain words, definitions, and pictures. Then, the researcher made the lesson plans as the guidance for conducting the actions. The researcher and the teacher decided to use the steps of SCSS which consisted of Silent Card Classification, Justify and Refine, Circulate and Observe, Return and Refine, and Teacher Debriefing. The arrangement of the activities would be adjusted with the time allotment. As suggested by Frangenheim 2005, step 3 Circulate and Observe and step 4 Return and Refine could be omitted depending on the time limitation. The researcher would use a game as a variation in using this strategy. The researcher and the collaborator also planned to give exercises about a descriptive text to the students. The researcher planned to give some questions and pictures as clues. As the media of presentation, the researcher and the teacher planned to use pictures to present the story to the students. Table 14: The Solvable Field Problems and the Solutions No. Problems Solutions 1. The learning activities were still monotonous a. Using SCSS as the strategy for teaching reading. b. Using various activities, including group work and individual work. 2. The teaching activities focused on using Student Worksheets. a. Using cards as the variation of learning activities. b. Using other resources of texts. 3. The activities were often done individually, rarely in groups. a. Arranging the cards by conducting group work. b. Conducting a group discussion of the texts. 4. The learning activities still lacked of interesting activities, such as games. Using games as a variety in teaching and learning process. 5. The students lacked vocabulary. a. Using cards to provide vocabulary inputs and pictures as clues for the students. b. Giving reading exercises to check the students’ comprehension of the materials descriptive texts. 6. The teaching and learning process lacked the use of media. a. Using many varieties of cards which contained jumbled words, word definitions, pictures, or paragraphs to build the students’ vocabulary inputs. b. Using pictures to give clearer explanation about the texts. 7. The students did not actively participate in the reading activities. Giving reading exercises to check the students’ comprehension of the materials descriptive texts.