Developing students' reading comprehension of descriptivi text through group work: a classroom action resarch in the firts year of VII-I class of MtsN 19 pinang kalijati

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Pinang Kalijati)

By:

WAHYUNING PRATIWI 106014000445

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

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Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Wahyuning Pratiwi

Tempat/Tanggal lahir : Jakarta, 8 Oktober 1988

NIM : 106014000445

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : Developing Students’ Reading Comprehension of Descriptive Text Through Group Work (A Classroom Action Research in the First Year of VII - 1 Class of MTsN 19 Pinang Kalijati)

Dosen Pembimbing : Nida Husna, M.A. TESOL

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 02 Februari 2011 Mahasiswa Ybs.

Wahyuning Pratiwi NIM. 106014000445

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Research in the First Year of VII – 1 Class of MTsN 19 Pinang Kalijati), Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Nida Husna, M.A. TESOL

Keywords: Reading Comprehension, Descriptive Text, Group Work

This study was carried out to know whether group work could develop students’ reading comprehension of descriptive text in the first year of VII – 1 class of MTsN 19 Pinang Kalijati. In addition, this study was also aimed to know how the implementations of group work in developing students’ reading comprehension.

The method used in this study was Classroom Action Research (CAR) method in which to identify and solve the problem on students’ reading comprehension. It was initiated through the interview to the English teacher and the observation in the VIII – 1 class of MTsN 19 Pinang Kalijati. The amount of students in that class was 46. In this Classroom Action Research, the writer implemented the Kurt Lewin design which consisted of four phases. Those were planning, acting, observing, and reflecting. This study was carried out in two cycles. Each cycle consisted of two meetings. Meanwhile, the data was derived among from the tests (before and after CAR), interview, and observation. Therefore, this study was included into quantitative descriptive research.

The findings of this study were: (1) related to the test result, there was 17.99% improvement of students’ mean reading score after using group work method; it gained from the result of test before CAR, there were six students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Then in the result of test after CAR in the cycle 1, there were 30 or 65.21% students in the class who passed the KKM considering their mean score of the test is 64.34. Next in the result of test after CAR in the cycle 2, there were 37 or 80.43% students who passed the KKM in which their mean score of reading test derived 73.04. (2) related to the observation result showed that the students were more active and interested in learning reading activity in the classroom. Indeed, they could cooperate with their group. (3) related to the interview result, it could be known that the students’ reading comprehension of descriptive text had improved and also helped the teacher in finding the appropriate strategy in teaching reading descriptive text.

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Research in the First Year of VII – 1 Class of MTsN 19 Pinang Kalijati), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta

Pembimbing: Nida Husna, M.A. TESOL

Kata Kunci: Pemahaman Membaca, Teks Deskriptif, Kerja Kelompok

Penelitian ini dilaksanakan untuk mengetahui apakah kerja kelompok dapat mengembangkan kemampuan pemahaman membaca siswa terhadap teks deskriptif pada siswa di kelas tujuh satu MTsN 19 Pinang Kalijati. Disamping itu, penelitian ini juga ditujukan untuk mengetahui bagaimana pelaksanaan kerja kelompok dalam mengembangkan kemampuan pemahaman membaca siswa.

Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan terhadap pemahaman siswa dalam membaca. Penelitian ini diawali dengan wawancara kepada guru dan observasi di kelas tujuh satu MTsN 19 Pinang Kalijati. Jumlah siswa dalam penelitian ini yaitu 46. Dalam Penelitian Tindakan Kelas (PTK) ini, penulis melaksanakan model Kurt Lewin yang terdiri dari empat tahapan. Yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklusnya terdiri dari dua kali pertemuan. Sementara, data yang diperoleh berasal dari test (sebelum dan sesudah PTK), wawancara terhadap guru, dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitatif.

Hasil yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil tes, terdapat kenaikan 17.99% rata-rata skor reading siswa setelah menggunakan metode kerja kelompok. Dengan perolehan; pada hasil test sebelum PTK terdapat 6 siswa yang melewati Kriteria Ketuntasan Minimal (KKM). Kemudian hasil test setelah PTK di siklus 1, didapat 30 atau 65.21% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas sebesar 64.34. Selanjutnya hasil test setelah PTK di siklus kedua, terdapat 37 atau 80.43 % siswa yang sudah mencapai target KKM dengan rata-rata kelas sebesar 73.04. (2) berdasarkan hasil observasi di kelas didapati bahwa siswa-siswa lebih aktif dan tertarik dalam mempelajari aktivitas membaca di kelas. Terlebih mereka dapat bekerja sama dengan kelompok mereka. (3) berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa pemahaman membaca siswa akan teks deskriptif telah berkembang dan juga membantu guru dalam menemukan strategi yang cocok dalam mengajarkan teks deskriptif.

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Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this

“skripsi” is processed until it becomes a complete writing which will be presented

to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language Education.

Furthermore, the writer would like to express her great honor and deepest gratitude to her advisor, NIDA HUSNA, M.A. TESOL. For her valuable help, guidance, comments, corrections and suggestions and who has been very patient to sacrifice her energy and time to assist the writer so that the writer could finish

this “skripsi”.

In this process of finishing this “skripsi”, the writer got a lot of guidance

and motivation from people around her. Therefore, the writer would like to express her deepest gratitude to her wonderful parents (Mr. Sardjono and Mrs. Siti Marwah) and her siblings (Putri Indarsih and Ahmadi Brojodento) who always

encourage her to finish this “skripsi”.

The writer’s sincere gratitude also goes to:

1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M. Pd. as the Head of English Department

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6. Drs. Dhofiri M.Ag. as the English Teacher of MTsN 19 Pinang Kalijati. 7. All friends in English Education Department especially in C class 2006

and her close friends, Aal, Rela, Nia, Teh Eni, Abin, Lala, Dila, Ina, and

Upeh who helped and supported her in this “skripsi”.

The writer realizes that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this “skripsi” better.

Jakarta, February 2011 The Writer

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ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I : INTRODUCTION A. Background of the Study ... 1

B. Formulation of the Problem ... 3

C. Aim of the Study ... 3

D. Significance of the Study ... 3

CHAPTER II : THEORETICAL FRAMEWORK A. Reading ... 4

1. General Concept of Reading ... 4

2. Purposes of Reading ... 8

3. Problems of Reading ... 11

B. Descriptive Text ... 13

1. Definition of Descriptive Text ... 13

2. Purposes of Descriptive Text ... 14

3. Schematic Structures of Descriptive Text ... 14

4. Language Features of Descriptive Text ... 16

C. Group Work ... 17

1. Definition of Group Work ... 17

2. Purposes of Group Work ... 18

3. Techniques of Using Group Work ... 20

4. Advantages of Group Work ... 22

5. Disadvantages of Group Work ... 25

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2. Object of the Study ... 31

C. Writer’s Role on the Study ... 31

D. Time and Place of the Study ... 32

E. Research Design ... 32

F. Classroom Action Research (CAR) Procedures ... 35

1. Planning Phase ... 35

2. Acting Phase ... 35

3. Observing Phase ... 36

4. Reflecting Phase ... 36

G. Technique of Collecting Data ... 36

H. Technique of Data Analysis ... 37

I. Validity of Data ... 39

J. Trustworthiness of the Study ... 39

1. Discriminating Power ... 39

2. Item Difficulty ... 41

K. Criteria of the Action Success ... 42

CHAPTER IV : RESULT AND DISCUSSION A. Before Implementing the Action ... 43

1. Result of Pre Interview ... 43

2. Result of Pre Observation ... 45

3. Result of Pre Test ... 46

B. Implementation of CAR ... 46

1. Cycle 1 ... 46

a. Planning ... 46

b. Acting ... 47

c. Observing ... 48

d. Reflecting ... 49

2. Cycle 2 ... 50

a. Planning ... ₅₀

b. Acting ... ₅₀

c. Observing ... ₅₁

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CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ... 63 B. Suggestion ... 63 BIBLIOGRAPHY

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viii

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LIST OF APPENDICES

1. Pretest Score ... 64

2. Posttest Score of Cycle 1 ... 66

3. Posttest Score of Cycle 2 ... 68

4. The Graph Improvement of Students’ Reading Score During CAR ... 70

5. Observational Notes Before CAR ... 71

6. Observational Notes During CAR in Cycle 1... 72

7. Observational Notes During CAR in Cycle 2... 74

8. The Guideline of Teacher’s Observation in Cycle 1 ... 76

9. The Guideline of Teacher’s Observation in Cycle 2 ... 80

10. Interview Guidelines for the Needs Analysis (Before CAR) ... 84

11. Interview Guidelines for the Needs Analysis (After CAR) ... 89

12. The Blueprint Test of Pretest ... 92

13. The Blueprint Test of Posttest 1 ... 93

14. The Blueprint Test of Posttest 2 ... 94

15. The Item Analysis of English Tests ... 95

16. The Instrument of Pretest... 103

17. The Instrument of Posttest 1 ... 108

18. The Instrument of Posttest 2 ... 113

19. Lesson Plan in Cycle 1 ... 118

20. Lesson Plan in Cycle 2 ... 129

21. List of Students’ Groups ... 140

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CHAPTER I

INTRODUCTION

This chapter is introduction which consists of background of the study, formulation of the problem, aim of the study, and contribution of the study.

A. Background of the Study

English is one of the international languages. It functions as a medium of communication in the world. Many people in the world speak English as a first language, a second language, and a foreign language. Even though as a foreign language in Indonesia English is not required to be used as communication tool among Indonesian people, many Indonesian people now realize that mastering English is important. They need to be able to use English because a lot of jobs in Indonesia require their workers to be able to use English both in written and spoken language. For example, workers in foreign ministry, secretary, public relation, consultant, ambassador, stewardess, pilot, because in one occasion they work and communicate with foreigner. Moreover, a lot of information on business, fashion, news and international trade use English as medium of communication.

English, like many other languages, consists of four skills. Those are listening, speaking, reading, and writing skills. All skills are important in mastering English. However, among the four skills, reading is considered as the

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important skill. In Indonesia based on the current curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the students are not only expected to be able to communicate both in written and oral language fluently and accurately, but also expected to understand some kinds of functional written texts.1 Based on the curriculum, students in Junior High School will get many reading texts in their examination. Therefore, the ability in reading plays a significant role for them to gain success in the school test.

There are kinds of reading text which are studied in Junior High School. Current curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, stated that students in the first year of Junior High School have to master some kinds of reading texts including descriptive text.2 Descriptive text tells about something or person to be described. It is in line with Anderson who said that descriptive text is a text which describes a particular person, place, or thing.3

However, most of the first year of VII – 1 class in MTsN 19 Pinang Kalijati still have difficulty in learning descriptive text. It is based on the interview with the English teacher that was carried out after conducting Praktek Profesi Keguruan Terpadu (PPKT) on Monday, October 25th 2010 and open observation in VII – 1 class on Wednesday and Thursday, October 27th – 28th 2010. Based on the unstructured interview and open observation results, some of the problems faced by the students in learning descriptive text are; first, they are able to recognize the words, but they do not understand to convey the meaning of words. Second, long sentences in the text often make students confused in understanding descriptive text. Third, the texts which are given in the descriptive text are monotonous and it does not make students interested in learning and understanding descriptive text. The writer assumes that reading lessons in this class is not attractive enough for students’ interest in learning reading, especially on learning the descriptive text. The result of those problems is low of students’

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17.

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi ... p. 37. 3

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan Education Australia, 1998), p. 26.

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achievement score in reading descriptive text. Based on the English teacher’s explanation, the students in VII – 1 class gained the average score about 60 (sixty) in daily tests for reading descriptive text. Meanwhile, the school determined score of the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) for English subject is 65 (sixty five).

Based on those problems, the writer discussed with the teacher to find a solution. The writer determined to use group work as a technique that can help developing students’ reading comprehension in descriptive text. That technique hopefully can work well to develop students’ reading comprehension in descriptive text and pass the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) score determined by that school.

B. Formulation of the Problem

From the explanation above, the writer would like to formulate the problem. There are:

1. Can teaching reading through group work technique develop students’ reading comprehension of descriptive text?

2. How is the implementation of teaching reading comprehension of descriptive text through group work?

C. Aim of the Study

The aim of the study is to know whether group work can develop students’ reading comprehension in descriptive text. In addition, this study aims to know how the implementations of group work in teaching descriptive text in developing students reading comprehension.

D. Contribution of the Study

The writer expects that this study will give the contributions. First, for the English teacher is to develop strategy in teaching reading. Second, for the students is to solve their problem in understanding text. Third, for the school MTsN 19 Pinang Kalijati is to increase the school quality.

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CHAPTER II

THEORITICAL FRAMEWORK

This chapter covers theoretical framework which consists of general concept of reading, understanding of descriptive text, and theories and implementations of group work in teaching reading.

A. READING

1. General Concept of Reading

Reading has many definitions given by linguist. There are some definitions which have same opinion. Among others, reading is viewed as one of the important skills in learning English as a foreign language. It is in line with McDonough who said that as a skill, reading is the most important foreign language skill.1 It can be seen that reading becomes the most important skill because in some cases students have to read the English material to understand the written text. Furthermore, reading is the most important learning tool and a source of pleasure, satisfaction, and growth.2 It means that reading is an important tool that gives the usefulness in life.

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p.89. 2

Ivan J. Quandt, Teaching Reading: A Human Process, (Chicago: Rand Mc Nally College Publishing Company, 1977), p, 10.

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Based on the point of view above, generally reading is a complex process

of human’s activity. As they are reading, they use their eyes and brain to get the

meaning of the author’s message. In this sense, Harmer said that reading is an activity that uses the eyes and the brain in which the eyes have function to get the message or information and to send the message to the brain, and then the brain gets the message from the eyes and manages the message.3 In addition, Aeberson stated that “reading is what happens when people look at a text and assign

meaning to the written symbols in that text.”4

It means that in activity of reading there is an interaction between what the reader looks of the text and what the author writes into printed symbols.

Meanwhile, according to Allen, reading is more than just know sounds of foreign language written words but it has to comprehend of the written text.5 Therefore, reading seems difficult skill for students who use English as a second language and foreign language because they have to transfer their mother language to the foreign language in comprehending the text. That assumption is in line with DeBoer, he said that reading is an activity which involves the comprehension and interpretation of the written language.6 It means that reading is not a simple activity because reading includes some activities such as to comprehend and interpret the written text.

Moreover, Heilman said that “Reading is a process of getting meaning from printed word symbols; it is not merely a process of making conventionalized

noises associated with these symbols.”7

On the other word, reading is not just a mechanical process because actually reading needs emphasizing of the process in

Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New York: Longman Publishing, 1991), p. 190

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997), p. 15.

Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, (New York: Harcourt Brace Javanovich, 1977), p.249

John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p. 17.

Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition, (Ohio: A Bell and Howell Company, 1967), p. 8.

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getting meaning. Indeed, reading is regarded as a process that emphasizes on comprehending, interpreting, and getting meaning of the written text.

In addition, Farris explained that:

Reading means getting meaning from print. Reading is not phonics,

vocabulary, syllabication, or other „skills’, as useful as these activity may be. The essence of reading is a transaction between the words of an author and the main of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page.8

The explanation above shows the general of reading as a transaction between the author and the reader in getting the meaning of the written text. It is strengthen by Nuttal who said that:

The view of reading offered in this book is essentially concerned with meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader. As we shall see, it is not quite as simple as that, but we exclude any interpretation of word reading in which meaning is not central. We shall explore how we get meaning by reading and how the reader, the writer and the text each contribute to the

process.”9

From the explanations above, it can be seen that reading is transformation from mind to mind and especially how the reader gets the meaning from the

writer’s mind.

In reading activity, sometimes the reader finds the difficulty in getting the same meaning on the writer’s mind; it is caused learning reading as a complex process. As a complex process, reading involves the higher mental processes like recall, reasoning, evaluation, imagining, organizing, applying, and problem solving, and then if people want to become a good reader, they have to be a good

Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 324.

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan, 2005), p.3.

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thinker because reading needs thinking.10 Therefore, the reader is hoped to have many specific skills which integrated each other to get the meaning and they have to think when they are reading.

The difficulty in reading can decrease if the readers have schemata. Schemata will help them in comprehending the text. In this sense, according to Aeberson, schema is the readers’ knowledge that brings to a text.11 It means that the readers are able to understand the text if they have schemata which relate with the text. In addition, Farris stated that schemata help the reader to facilitate in comprehending the text.12 In other words, the readers who have schemata will relate the text and the information that they already know. It will help them to get the meaning of the text. As Nunan said that, good readers are able to relate their background knowledge and the text efficiently.13 That is why the reader will be easy to grasp the meaning because they have background knowledge.

In sum up, from the explanations were given by linguists above related to the understanding of reading, reading is the important skill that includes specific skills like comprehending, interpreting, organizing idea, recalling the experience and getting the meaning from the text. The readers need to maximize their eyes

and brain to grasp the author’s message while they are reading. Again, they have the schemata to get easily in comprehending the text.

John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p. 17.

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for second language Classrooms, (New York: Cambridge University Press, 1997), p. 16.

Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 327.

David Nunan, Designing Task for the Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 33

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2. Purposes of Reading

When people read something, they have their own purpose. For example when they read a newspaper, maybe the purpose is to know what happen in the news. When they read a comic, maybe the purpose is to get the pleasure. As stated by Aeberson, people read because they have a purpose.14 Some people read the text because their purposes want to find the information of the text.

Some linguists have explanation about the purpose of reading. According to Nuttall, the mainly purpose of reading is to get the meaning or the message from a text.15 In reading activity the readers have a major purpose to get the information of the text. Other idea stated that, generally the mainly purpose of reading is to get new information and pleasure.16 Actually, the purpose of reading is based on the people’s viewpoint. The readers’ purpose may want to gain meaning and pleasure.

In addition, Williams (1984) usefully classifies reading into:17 1. Getting general information from the text

2. Getting specific information from a text 3. For pleasure or for interest

From the statements above, it mentions that reading for general or specific information has same reason to get the information of the text generally or specifically. Then, the readers read because they need to know what information of the text. And then the purpose for pleasure is to give enjoyment for the readers when they are reading.

Meanwhile, there are some linguists gave their statements about the purpose of reading specifically. Harmer explains that reading is for:18

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), p. 15.

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan, 2005), p. 4.

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 91-92. 17

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……. p. 90 18

Jeremy Harmer, The Practice of English Language Teaching3rd Edition, (New York: Longman Publishing, 1991), p. 201-202.

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1. Identifying the topic

In identifying the topic of the text, they get the topic by relating their own schemata; it will help them to get the idea about the text quickly and effectively.

2. Predicting and Guessing

The readers sometimes guess in order to try and understand what the text is about, especially if they have first identified the topic. And they try to predict what is coming and make assumptions about the content of the text. Then they try to relate their schemata with the text that they read. 3. General understanding

The readers have not to understand the text specifically, but they just understand the general idea of the text and they do not need to focus on details information. It is called as skimming. It means running your eyes over a text to get a quick idea of the gist of a text.

4. Specific information

The readers need the specific details that include in the text. It is called as scanning. For example the readers want to find the name of director or movie stars in a film review.

5. Detailed information

Sometimes the readers read in order to understand everything in details information. It is usually in written instructions or directions or description of scientific procedures. For example if someone writes an address and telephone number.

6. Interpreting text

The readers are able to get the meaning of the passage, using a variety of clues to understand what the writer is implying. The readers will be success in interpretation if they have schemata.

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Rivers and Temperley suggest that second language learners will want to read for the following purposes:19

1. To obtain information for some purpose or because we are curious about some topic

2. To obtain instructions on how to perform some task for our work or daily life (e.g. knowing know an appliance works)

3. To act in a play, play a game, do a puzzle

4. To keep in touch with friends by correspondence or to understand business letters

5. To know when or where something will take place or what is available 6. To know what is happening or has happened (as reported in newspapers,

magazines, reports)

7. For enjoyment or excitement

From the Rivers’ statement, it can be seen that reading has some purposes based on the readers need. The readers need to get information in some curious topic, to know the instruction of tasks, to play a game, to understand the letters, and to feel enjoyment.

In addition, Heilman stated that the objectives in teaching reading of primary grade are to help the child:20

1. Develop a large sight vocabulary

2. Expand his stock of concepts and word meanings

3. Learn and apply phonic principles for sounding out unknown words

4. Review and extend knowledge of language sounds associated with vowel and consonant combinations

5. Use punctuation for smooth meaningful reading

6. Develop the skill of reading several words together as thought units, either phrases or sentences

7. Reduce the number of occurrences of reading errors such as hesitations, regression, repetition, substitutions, or omissions

8. Develop the ability to recognize known root words in new word forms which include prefixes or inflectional endings

9. Further develop the attitude that reading is always purposeful and that he must clarify his purpose in specific reading tasks

10.Use the context as an aid in attacking unknown words

11.Enjoy and appreciate the vicarious experiences which are open to him in reading

David Nunan, Designing Task for the Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 33-34

Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition, (Ohio: A Bell and Howell Company, 1967), p. 170-171

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Based on the explanation above, it can be seen that there are many objectives in teaching reading. It can help students to master vocabulary, to

develop meaning’s concepts, to pronounce the words correctly, to understand the

sentences, to decrease students’ error in reading, to recognize new word easily, and to enjoy in reading activity.

From purposes stated by many linguists above the writer concludes that the readers have their purposes in reading the written text based on what they need and what they want. The readers need to know the information of the text, such as news paper, magazines, or instruction book in using or making something, and to get specific information in answering the questions related to the text, and then to develop their vocabulary. Next, the readers want to get pleasure and enjoyment when read something.

Problems of Reading

The readers find the problems when they read the text. The problems of reading, based on Harmer, are classified into some ideas:21

1. Language

Students will be more difficult to understand in reading a text with longer sentences and longer words rather than with the shorter one. And they will have great difficulty in understanding the whole text when they face many unfamiliar words which text contains. Then, they will have success in reading if they recognize many vocabularies without consciously thinking about it. It is clear that sentence length and the percentage of unknown words are problems in comprehending the text.

2. Topic and genre

The readers think that the topic is not appropriate or they are not familiar with the genre of the text. It caused they may be reluctant to

Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New York: Longman Publishing, 1991), p. 203-208.

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engage fully with the activity. The lack of schematic knowledge may be a major problem to successful in reading.

3. Comprehension tasks

Comprehension is the major purpose in teaching receptive skills. Sometimes in teaching reading, the teacher gives tasks to be tested for students rather than helps them to understand the text. Just testing them is not appropriate way to build their comprehension and sometimes tasks or text that given for students are far too easy or far too difficult. 4. Negative expectations

The students predict that they will not understand with the passage because they think that so difficult for them and make them frustration and de-motivating. Therefore, they have no interest and bored in reading activity.

DeBoer stated there are some typical causes which then arise toward

students’ difficulty in reading such as:22 1. Limited intelligence

2. Undesirable physical factors 3. Overemphasis on word recognition 4. Overemphasis on oral reading

5. Insufficient background for reading a selection

6. Failure to adjust reading techniques to reading purpose and type of reading material

7. Lack of appropriate teacher guidance

According to DeBoer’s statement, here the writer would like to discuss the

students’ difficulty in reading as follows: first, limited intelligent that students’ have, they are not easy to comprehend the text quickly, but they are slow in getting growth. Second, undesirable physical factors, for example condition of

students’ classroom is not comfortable for them. Third, overemphasis on word recognition, students concentrate to recognize words in order to comprehend the text. Fourth, overemphasis on oral reading, students are asked to read aloud but it

John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p. 132-134.

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cannot give them comprehension of the text that they read. Fifth, insufficient background for reading a selection, students do not have many background knowledge, it caused they cannot relate their knowledge with the text that they read. Sixth, failure to adjust reading techniques for reading purpose and type of reading material, students cannot differentiate technique in reading some materials, they read all materials by using one technique that is not suitable for them. Last, lack of appropriate teacher guidance, the teacher does not use the suitable technique based on the students’ difficulty, it causes students still have difficulty in comprehending the text.

Based on the explanation above, the writer sums up that reading has some problems. Those problems are the readers have some difficult in recognizing vocabulary because they are unfamiliar with the text. The other problems maybe the readers do not have background knowledge to relate with the text. Therefore the readers feel unconfident because based on their experience; they maybe think that reading is difficult.

B. DESCRIPTIVE TEXT

1. Definition of Descriptive Text

Descriptive text is a text which describes something. According to Djuharie, he said that descriptive text is a text which describes and gives more detail information about particular people, thing, place and animal.23 It means that descriptive text tells the readers to know about something specifically by giving characteristic of something which described.

Meanwhile, according to Oshima, descriptive text tells about the senses how something looks, feels, smells, tastes, and sound.24 It shows how the reader can feel and imagine the description of text. In addition, Buscemi stated that the fundamental to describe is appealing to the senses (sight, hearing, and touch).25 It

Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung: Yrama Widya, 2007), p. 24.

Alice Oshima and Ann Hogue, Introduction to Academic Writing 3rd Edition, (New York: Pearson Longman, 2007), p. 61.

Santi V. Buscemi and Charlotte Smith, 75 Reading Plus 7th Edition, (New York: The McGraw Hill Companies Inc, 2004), p. 44.

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means that in describing something, it needs to explain what people see, hear, and feel.

In sum up, descriptive text is a text which describes something and includes of the characteristic of something. It tells the readers with detail information that can help them to imagine and to describe in their mind about what the content of the text.

2. Purposes of Descriptive Text

Every text has own purpose. The purpose of descriptive text is to describe people, thing, place, and animal.26 It means that descriptive text wants to give the description of something. According to Anderson’s statement, the purpose of descriptive text is to tell about subject by describing the characteristic without including personal opinions, the example of descriptive text are description of a particular building, description of a specific animal, description of a particular place, and description of a specific person.27

In sum up descriptive text has a purpose to describe a particular person, places, animals, and things that tells about their characteristics. Next, it helps the reader to imagine what the text is about.

3. Schematic Structures of Descriptive Text

Generally, descriptive text has a schematic structure, there are:28 1. Identification

In this part is introduction of the thing, person, or place to be described. Therefore in the first paragraph give the reader about the when, where, who or what of the subject.

Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung: Yrama Widya, 2007), p. 24.

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan Education Australia, 1998), p. 26.

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2. Description

This part gives the details information about the characteristic of subject, for example the characteristic of personality, attitude, physically, specific feature, quality and so on.

The example of schematic structure of descriptive text:

My Best Friend

I have a lot of friends. But my closest friend is Prabu Perdana.

Prabu is my classmate. He is so handsome and cute. He has short wavy but rather blonde hair, which is always combed neatly. His skin is white. He has bluish back eyes with thick eyebrows and outstanding eyelashes. His round face makes him more impressive. Although Prabu is not so tall, he has a well-built body. People frequently think he is a European or American offspring, but he is actually a Sundanese genuine. He looks more handsome when he is smiling.

Prabu is pleasing peer. I am happy to spend my time with him. He is always available to help his friends who are in trouble. He is never angry with any friends who try to annoy him. Because he is so smart, most of his classmates seek him to explain any difficulties in any school subjects. I am proud of having such best friend.

Title

Identification

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4. Language Features of Descriptive Text

Table 2.1

Language Features of Descriptive Text

No Linguistic Features Examples

1 Specific Participants Prabu Perdana

2 Simple Present Tense  I have a lot of friends.

 His round face makes him more impressive.

 People frequently think he is a European or American offspring, but he is actually a Sundanese genuine.

 He looks more handsome when he is smiling.

3 Action Verb Makes Help

Think Try Looks Annoy Spend Explain

4 Passive Voice  He has short wavy but rather blonde hair, which is always combed neatly.

5 Adverbial Phrase  _{He has short wavy but rather blonde hair,} which is always combed neatly

6 Linking Verb  Is

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C. GROUP WORK

1. Definition of Group Work

Group work has some definitions based on the linguist. First, the writer wants to show definition about what a group is. According to Brilhart, a group is a collection of items (such as trees or numbers); a large organization such as an insurance company, the people who voted for Nixon in 1960, or the members of a religious organization; two or more people having anything in common (such as standing at the same corner while waiting for a bus).29 On the other hand a group is collection of something who has the same purpose.

Group work is one of the techniques that used in teaching especially teaching reading. By using group work technique, the students have opportunities to share their idea and interpret the text with their friends in a group. It is in line with Nuttal, she said that “In group work mode of organization, much of the guidance comes from fellow students. The effort to understand the text is made jointly – that is, individual efforts are pooled and discussed in the hope of arriving

together at the best interpretation.”30

Thus, group work as a technique to make students can learn and solve the problem together.

Next, it is about definition of group work. As stated by Brown, group work is one of techniques that consist of two or more students are assigned a task that involves collaboration and self-initiated language.31 This statement means that as a technique, group work gets students to work together in doing their task. Students in group work are more than two or perhaps six. In addition, Ruppet Brown defined “a group exists when two or more people define themselves as member of it and when its existence is recognized by at least one another.”32 On the other words, group consists of two or more people join into one as a member.

John K. Brilhart, Effective Group Discussion, (Iowa: WM. C. Brown Company Publishers, 1967), p. 11.

Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan, 2005), p. 162.

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177

Zoltán Dörnyei and Tim Murphey, Group Dynamics in the Language Classroom, (Cambridge: Cambridge Universiti Press, 2003), p. 13.

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Meanwhile, Ur said that group work is a learning task through small-group interaction that is performed by learner to become more active in oral fluency because students in group get opportunities to talk in class. 33 Group work can make students learn actively because they have chance to talk in the classroom.

In addition, Hess explained that:

Group work is obviously a key element as it enables students to learn from one another. When working in small groups, students have a greater chance to practice oral fluency. Students are also far less intimidated in a small group, and once they become familiar with the procedure, they usually enjoy sharing ideas and practicing new language structure in this format. 34

Based on the definition, group work is viewed as a technique that gives students some chances to practice oral fluency, share idea with friends, and practice the new language.

In sum up, group work is one of the techniques that consist of two or more students in a group who are given the same task to finish well. Then, students cooperate to study and share their ideas in group work. They may also help and guide each other. Again, they can interpret the reading text cooperatively.

2. Purposes of Group Work

There are some purposes of group work. According to Bormann, “The primary purpose of much of the talk in a group discussion must be to

communicate.”35

It means that communication is the main purpose of group work. It is in line with Brown in his book Teaching by Principles: an Interactive Approach to Language Pedagogy, stated that one of the major purpose of group

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 232.

Natalie Hess, Teaching Large Multilevel Classes, (Cambridge: Cambridge University Press, 2001), p. 112

Ernest G. Bormann, Discussion and Group Methods, (New York: Harper & Row Publisher, 1969), p. 4.

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work is giving more opportunities to speak for students.36 In other words, group

work can increase students’ ability in speaking.

In addition, group work gives the opportunities for student to:37 1. Generate more ideas and be exposed to different point of view 2. Develop tolerance for ambiguity

3. Experience incidental and planned opportunities that use language as a tool for learning

4. Learn from and teach one another in a supportive environment

5. Ask their own questions so that they own their learning and have better retention

6. Make use of exploratory talk; offer possible suggestion and tentative ideas

7. Realize the fact that their talk helps them to understand better

8. Gain confidence while learning as a result of peer support and encouragement

9. Acquire higher – level thinking skills (for example, to speculate, hypothesize, and generalize) because of the potential for what if

question to occur

10.Develop short – and long – term recall of information

11. Experience genuine intellectual inquiry that cultivates moral and intellectual autonomy

12.Value their thinking and experiences during the learning process 13.Become more responsibly for their own learning and the learning of

others

14.See how others learn and how they themselves learn

15.Have shared experiences that become the basis for learning

16.Present what they know and reflect on how they learned it (i.e., develop metacognitive knowledge)

17.Build on what they know already with increased motivation in order to get more information that makes use of critical thinking skills

18.Develop problem solving strategies 19.Attain better academic achievement

20.Learn in a context compatible to their culture

21.Develop emphatic perspective as a result of working together 22.Learn how to work together (i.e., acquire social skills)

23.Develop a liking for self and others

Based on the statements above, group work is useful for students because they may share their ideas and experience in a group, develop their social

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177

Carolyn Kessler, Cooperative Language Learning: a Teacher’s Resource Book, (Englewood Cliffs: Prentice Hall Regents, 1992), p. 59-60.

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interaction like tolerance and emphatic perspective, use target language to communicate each other, develop problem solving strategies, increase their thinking and understanding, build their confidence, motivation, and responsibility, and learn cooperatively in their group.

In sum up, the purpose of group work in teaching reading is to increase

students’ ability in communication by using target language and help them in comprehending the reading text easily. Thus, it develops students’ social interaction and builds students’ motivation to share the ideas. Therefore, they may gain confidence in learning and attain better academic achievement.

3. Techniques of Using Group Work

Harmer explained the procedures of group work, he classifies the procedures of group work into three parts. There are before, during, and after:38

a. Before

The teacher has to follow the „engage-instruct-initiate’ because students need to feel enthusiastic and understand what they are going to do, and then give an idea of what they will have finished the task they are going to get involved in.

The teacher has to involve the demonstration when gives the instructions for students, in order to give clear instruction but if the activity is familiar with students, teacher just give simply instruction.

The teacher has to give students a time to finish their activity. It will give the success of group work task because it helps to give a clear framework to work within, then it can encourage groups to be the first finishers, and then it can be a game that has a slight sense of competition

between groups are no harm’.

The instruction is important thing. The teacher should give students in understanding and agreeing of the task, then to check students’

Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New York: Longman Publishing, 1991), p. 122-124.

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understanding on the teacher’s instruction, so the teacher ask them to

repeat it, or they can translate into their first language. b. During

When students are doing their task in group, the teacher can monitor students by standing at the front, side, back or anywhere else in the classroom and keep on what is happening. In this position the teacher

can „tune in’ to a particular group, decide whether to go over, and help that

group.

Teacher can use an alternative procedure that is to go round that class, watching and listening to specific groups. The teacher can stay or the teacher intervene the group if necessary and the teacher bear in mind what they have said about the difference between accuracy and fluency work. If students are involved in discussion, the teacher has to correct gently, help students with suggestion about something they are planning, or trying to move a discussion forwards, then the teacher act as a prompter, resource, or tutor. Students have to avoid the temptations in using their first language and teacher persuades them back into English.

The teacher has an ideal opportunity to work with students when they are working in groups. Then the teacher has a chance become observer, and get the information about students’ progress and seeing if

they will have to „troubleshoot’. However, teacher participation is vital in learning reading by using group work.

c. After

After group work finish, the teacher has to organize feedback from students. The teacher discusses about what happened during the group work season, gives the assessment and makes correction.

A few groups demonstrate the teacher’s feedback by using the

target language, if students make the mistakes, the teacher corrects it. It is used to give them information for future learning and action.

In group work students discuss an issue and guess the content of a reading text, and the teacher encourages them to give their conclusion.

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Then the teacher and students compare their different solution, ideas, and problems. It helps them to get an understanding of the topic.

After that, the teacher asks students to make a conclusion on a piece of paper and give them a chance to demonstrate it in the class, or they can write on the board, or read the text that they have written, or play audio or videotapes they have made.

Finally, the teacher has to construct feedback because it is important to enhance students’ motivation in the future. The teacher gives feedback on the language mistake is only one part of that process.

4. Advantages of Group Work

Actually group work has many advantages. According to Jacobs, advantages of group work are:39

1. The quantity of learners’ speech acts can increase 2. The variety of speech acts can increase

3. There can be more individualization of instruction 4. Anxiety can be reduce

5. Motivation can increase 6. Enjoyment can increase 7. Independence can increase 8. Social integration can increase

9. Students can learn how to work together with others 10.Learning can increase

From Jacobs’s explanation, it can be seen that group work has some advantages to increase students’ speech acts, motivation, enjoyment, independence, social interaction, and learning. Then it can reduce their anxiety.

Willy A. Renandya and George M. Jacobs, Learners and Language Learning, (Singapore: SEAMEO, 1998), p. 172-175.

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Meanwhile, McDonough stated that the advantages of group work; first, students get a little flexibility in observing of others and in working to an externally imposed pace, and then the possibility of an individual’s learning preference increase in small group and pair work. 40 It means that group work gives students flexibility to learn and to share ideas with their friends, and then they will increase their learning process in a group work.

Second, group can make the class more dynamic because there are a number of different people to react to, to share ideas with and so on, and smaller scale interaction is more natural to exchange of information, however, the nature of the task set determines the dynamic of class.41 On the other word, group consists of different people that may share the ideas and exchange the knowledge; therefore it may cause the classroom become more dynamic.

Third, different task can be assigned to different groups or pairs in order to make environment of the whole class cohesively if these tasks can be fitted together in final discussion and teacher may have the flexibility to give activities

according to learners’ level.42

Thus, the teacher gives different task to different

groups to adjust to learners’ ability and to make the class cohesively.

Then, each student has more chance to speak actively in using the language.43 It means that in using the language, students have same division to speak actively in group work and they may get confidence to speak the language even they are not able to use it well.

Next, group work can create a positive atmosphere or „effective climate’

and potentially influence environment of the classroom.44 This statement means that environment of the classroom will change becoming an effective climate if the teacher uses group work as a method of teaching in the classroom.

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 203. 41

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 42

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 43

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 44

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

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The last, there is some evidence that students like to work in smaller groupings.45 On the other word, there is some evidence that students feels enjoy and happy to work in a group, they may think that working with group gives the freedom for them to reveal their opinion.

From McDonough’s explanation, the writer sums up that group work has many advantages. Those are students get the flexibility to share the ideas and to exchange the information, and then the classroom may become more dynamic, next they may increase their spoken language actively, finally group work creates an effective climate and cohesive whole class environment in the class room, therefore, students like to work in group.

For Harmer the advantages of group work; first, group work increases opportunity for individual students to talk.46 Thus, group work gives individual students chance to talk increasingly, and then it may give students enjoyable in speaking.

Second, group work consists of two or more students that have less problematic in their personal relationships and also have a greater chance of different opinions and varied contributions.47 It means that group work has

advantages to share different opinion one another without including students’

personal relationships and to give varied contributions.

Then, group work encourages students to develop their skills of cooperation and negotiation, and also more private than work in front of the whole class.48 On the other hand, students have to possess ability of cooperation and negotiation in learning. Thus, the teacher uses group work that may give them more chance to cooperate and to negotiate with others.

Next, students have autonomy and are allowed to make their own

decisions without teacher’s instruction.49

This statement means that the teacher

Jo McDonough and Christopher Shaw, Materials and Methods in ELT…………, p. 204. 46

Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (New York: Longman Publishing, 2009), p. 166

Jeremy Harmer, The Practice of English Language Teaching……….…………., p. 166 48

Jeremy Harmer, The Practice of English Language Teaching……….…., p. 166 49

Jeremy Harmer, The Practice of English Language Teaching4th Edition, (New York: Longman Publishing, 2009), p. 166

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cannot ask students to follow him/her decision because students can make their decision by discussing their opinion with friends in group work.

Finally, some students may choose their level of participation more readily than in a whole-class or pair work situation in order to avoid individual students becoming passive in groups.50 It means that group work gives some students the freedom to choose their participation in order to elude passivity.

From Harmer’s statement, it can be seen that group work may increase

students’ opportunity to speak, increase students’ contribution in working with a group, develop students’ cooperation and negotiation, make their own decision, and then they may chose their level of participation.

In addition, Brown stated that advantages of group work are:51 1. Group work generates interactive language

2. Group work offers an embracing affective climate

3. Group work promotes learner responsibility and autonomy 4. Group work is a step toward individualizing instruction

In sum up, group work has many advantages in developing students’

learning activity. First, it may help students to communicate and to share the ideas with others. Second, it may make the classroom becoming dynamic. Third, it may give the motivation, comfortable and enjoyment in learning. The last, it may develop social interaction and responsibility for themselves.

5. Disadvantages of Group Work

As a method, group work has disadvantages. According to Donough, the disadvantages of group work are; first, there is some concern that some students

will probably not provide such as a good „language model’ as the teacher, so it required a more complex arrangement by the teacher as feedback and it need control to make the more talk active students do not dominate the quieter

Jeremy Harmer, The Practice of English Language Teaching4th Edition, (New York: Longman Publishing, 2009), p. 166.

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177-179.

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students.52 It means that the teacher has to control some students who are talk active and gives the opportunity to students who are quieter.

Second, there are several possible to rearrange the classroom in order to increase a communicative environment. For example, rearrange the furniture in the classroom. But sometimes, other colleagues think negatively that an active class will increase noise level.53 On the other hand, to make a communicative environment, the teacher should rearrange the classroom. It may be arrange the chairs by grouping. However an active class is identical with a noise class.

Third, some monolingual classes prefer use their mother tongue rather than use target language, particularly in discussing and sharing something. Therefore, using target language in the classroom may initially be perceived as artificial.54 It means that the teacher and students do not use the target language in the classroom. Then, target language is only used as artificial.

Next, learners often have strong preferences. Consequently, teacher control and direct input material are low.55 This statement means that students have preferences that can make them difficult to get the material directly.

After that, if the class is divided into smaller unit, there may be problems that students do not want to work with those of their peers assigned by the teacher to the same group.56 It means that group work has some problems, one of those problems is students do not like to work with some friends in the same group.

Finally, in conducting group work, the problems commonly heard are class arrangement and class size. It is all very well if you have only a small, multilingual class of co-operative adults working in a comfortable, modern environment, but it will be difficult with a class of forty.57 It seems that group work will be easy if it is conducted in the small class, because if it is conducted in

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition

A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 204. 53

Jo McDonough and Christopher Shaw, Materials and Methods in ELT….., p. 204-205. 54

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 55

Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 56

Jo McDonough and Christopher Shaw, Materials and Methods in ELT…...……, p. 205. 57

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the big class, it may have some problems, for example, the arrangement of classroom is not suitable for group work activity.

Based on the explanation above, the writer concludes that disadvantages of group work are students cannot be a good language model as a teacher, the teacher cannot control all students, the class become noisy, students use their mother language to communicate with their friends, some students do not contribute in doing a task, and the teacher will be difficult to arrange a big size class that consist of forty students.

Meanwhile, based on Harmer disadvantages of group work; first, the class is likely to be noisy. Then, some teachers may lose control and feel hard to build the whole class but it is easy to dissipate and spill into smaller entities.58 It means that the class of group work may become noisy because the teacher may not control all students.

Second, not all students enjoy it because they would prefer listen to the

teacher’s explanation rather than work in group with their peers. Sometimes,

students feel themselves in unsuitable groups and wish moving to the others group.59 On the other word, some students do not like to work with group because they are not enjoying with it. Thus, they prefer like to pay attention on the

teacher’s explanation rather than work in group.

Next, some students are passive whereas others may dominate because individuals may fall into group roles that become fossilized.60 This statement means that group wok may consist of some students who passive and the others who active.

Finally, group work may take a long time to organize; beginning and ending group work activities, moreover where students move around the class that wastes time and becomes chaotic.61 That is why group work may make the class

Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (New York: Longman Publishing, 2009), p. 166

Jeremy Harmer, The Practice of English Language Teaching ……….., p. 166. 60

Jeremy Harmer, The Practice of English Language Teaching ………….……., p. 166. 61

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become so noisy and difficult to organize. Then, it is need more time to conduct group work.

From the Harmer’s statement, it can conclude that disadvantages of group

work, the class is noisy because the teacher lose control, and sometimes students more focus if the teacher give explanation rather than they work in group, then some students become more passive if others students dominate the class room, and then group work activity take a long time.

In addition, Brown said that disadvantages of group work are:62 1. The teacher is no longer in control of the class

2. Students will use their native language

3. Students’ error will be reinforced in small groups 4. Teachers cannot monitor all group at once 5. Some learners prefer to work alone

In sum up, group work has disadvantages, such as the class is noisy and chaotic, thus students feel difficult to focus on the teaching learning activity. Then, teacher cannot control all groups at the same time; hence students are noisy because they lose the teacher’s control. Next, some students use their native language when they cooperate. After that, some students prefer work alone and become passively.

D. Teaching Descriptive Text Using Group Work

The following is procedures in teaching descriptive text using group work: First: Introduce the procedures of a group work. Tell students about

advantages in learning reading using group work and explain them that group work is useful for them to develop their reading comprehension of descriptive text.

Second: Divide students into groups. VII – 1 class consists of 46 students. Each group consists of 5 or 6 students. So, there are 8 groups in the class. When all students get a group, they have to choose one become a leader

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 179-182

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of the group and one become a secretary for write the conclusion of the text. Then they give a unique name for their group.

Third: Give students instruction to read and to understand the descriptive text. After students finish in understanding text, they have to write the conclusion of the text.

Fourth: Control all group when students work and help if they find problem. Fifth: Retell the text in front of the class and others students give their

argument.

Sixth: Give students some questions related to the text. This activity is done individually. After finishing, they collected the answer sheet. And they have an opportunity to write the answer in the write board. Finally, make

an evaluation about students’ answer; it will know their score in reading

comprehension.

In short, in teaching reading descriptive text by using group work, students are explained about what group work is and what the advantages of group work are. Then, they are divided into some groups; furthermore they choose a leader and a secretary of the group. Next, they are asked to comprehend of descriptive text together with their group. After that, they discussed the text with all groups. Finally, they have to answer the questions related to the text individually. In this

case, the teacher’s role is to monitor all groups.

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, research methodology consists of method of the study, subject and object of the study, time and place, research design, Classroom Action Research (CAR) procedures technique of collecting data, technique of the data analysis, data validity, trustworthiness of the study, and criteria of the action success.

A. Method of the Study

In this research, the writer used Classroom Action Research (CAR) method. According to McNiff, Classroom Action Research is a reflective research which is conducted by the teachers to develop their teaching skill.1 It means that the teachers can use Classroom Action Research as a method to improve their teaching skill. In addition Wijaya Kusumah stated that classroom action research is a research which conducted by the teachers in their class with three ways, first is planning, second is acting, and third is reflecting which has the aim to develop teachers’ teaching skill and to improve students’ score. 2 It can be seen that Classroom Action Research is not only to develop teaching skill for the teacher but also to improve students’ score and solve their problem in learning.

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta Barat: PT. Indeks, 2009), p. 8.

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Meanwhile Geoffrey E. Mills explained that, action research is a research conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching learning environment to gather information about how schools operate, how the teacher teach, and how well students learn. Go to the next one, this information is gathered to gain the knowledge, to develop reflective practice, to effect positive changes in the school environment, and to improve student outcomes and the lives of those involved.3 It means that action research is a research which collects the information about teaching and learning activity in order to improve the teacher’s knowledge and to solve the students’ problems in learning.

In sum up, Classroom Action Research is a research which conducted by the teacher to develop their teaching skill, to improve their knowledge and to solve the students’ problem in learning.

B. Subject and Object of the Study 1. Subject of the Study

The subject of this study is students at grade VII – 1 of MTsN 19 Pinang Kalijati, academic year 2010/2011. The number of students consists of 46 (forty six). It is divided 25 for female students and 21 for male students.

2. Object of the Study

The object of this study is group work technique to develop students’ reading comprehension of descriptive text.

C. Writer’s Role on the Study

The writer acts as the observer and interviewer in collecting the data and she also makes planning such as lesson plan, tests (before and after CAR), then she collects and analyzes the data, and then she reports the results of research. But during Action Research in the classroom, the writer acts as the teacher in teaching

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill Prentice Hall, 2003), p. 5.

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reading descriptive text through group work, and the real teacher acts as the observer.

D. Time and Place of the Study

This research held on November 2nd to December 2nd. The place is at grade VII - 1 class of MTsN 19 Pinang Kalijati, academic year 2010/2011.

E. Research Design

The writer chose Kurt Lewin’s design as a CAR procedure in this research. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.

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Figure 3.1

Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)4

Based on the Kurt Lewin’s action research design above, the writer wants to describe a plan for Classroom Action research (CAR) as follows:

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,(Jakarta: PT. Indeks, 2009), p. 44

Planning

Cycle I

Planning

Reflecting Acting

Observing

Reflecting

Observing

Cycle II Acting

(48)

Figure 3.2

The phases of Classroom Action Research modified by the writer

CYCLE 1

CYCLE 2 Planning

* After interviewing, observing and conducting test before CAR. The teacher and the observer make instruments, such as: lesson plan, observational notes, observational guidelines, and test after CAR

Acting

* In this CAR, the writer acts as the teacher and the real teacher becomes the observer.

The teacher conducts the lesson plan, teaches descriptive text, explains the schematic structures, andapplies group work technique

Observing

* The observer (the real teacher) observers teaching learning activity in the classroom, such as class situation, teacher’s performance, and students’ response

* Identifies the students’ achievement in

learning reading descriptive text by giving the test after CAR in cycle 1 at the end of the cycle 1.

* The writer calculates students’ improvement

scores from test before CAR to test after CAR in cycle 1 whether improving or not. Reflecting

*The teacher and the writer discuss not only about the result of the implementation of CAR, but also students’ achievement and the technique.

*The teacher and the writer prepare the lesson plan for the next cycle and for test after CAR in cycle 2 in order to know the improvement of students’ score and to solve the problem unfinished yet.

Planning

* The teacher and the writer revise the lesson plan and modify the group work technique with some modifications.

* The teacher and the writer prepare observational guidelines and the test after CAR in cycle 2.

Acting

* The teacher teaches descriptive text according to a new lesson plan

* The teacher modifies group work by giving the meaning of some unfamiliar words (word bank) and getting students to bring dictionary.

Observing

* The observer observes the process of teaching learning activity in the classroom which includes class situation, teacher’s performance, and students’ response.

* Students are given the test after CAR in cycle 2 in the end of cycle 2.

* The writer calculates students’ improvement scores from test after CAR in cycle 1 to test after CAR in cycle 2. Reflecting

*The writer and the teacher discuss about the result of the implementation CAR by modifying a new strategy in action, about students’ response with the strategy, about improvement students’ score in reading descriptive text and about analyzing the result from test after CAR in cycle 1 to test after CAR in cycle 2.

*The writer and the teacher make an agreement, if the target is not achieved, the action will be continued to cycle 3, but if the target is achieved, the action will be stopped.

(49)

F. Classroom Action Research (CAR) Procedures

Kurt Lewin’s Classroom Action Research design has four phases within one cycle. Those are planning, acting, observing, and reflecting. The writer conducts the first cycle to know the implementation of Classroom Action Research by using group work technique in teaching reading descriptive text. After finishing the first cycle, the writer may not get satisfaction of the result or may get a new problem or unfinished problem yet. Therefore, the writer needs to continue the research to the second cycle by adding a new strategy but still use the same technique of the first cycle.

1. Planning Phase

In this phase, after conducting interview with the English teacher and observe teaching learning process in VII – 1 classroom, the writer begins to identify students’ problems in understanding the reading text especially on descriptive text. Then she and the teacher try to solve the problems by searching some techniques which appropriate with the material. Finally they choose group work as a technique to be implemented in the classroom. After that she makes a lesson plan based on the syllabus, material, media, resources, and evaluation which consist of tests (before and after CAR in cycle 1 and 2). The lesson plan will be implemented in VII – 1 grade at MTsN 19 Pinang Kalijati.

2. Acting Phase

In this phase, the writer and the teacher work collaboratively in implementing the planned action. The role in this action, the writer becomes the teacher who conducts a planned action and the real teacher becomes the observer teaching learning activity in the classroom. However, acting phase is the implementation of a planned action. The writer directly involves in the class research totally, from the beginning until the end of the research. The writer chooses two cycles in which each cycle consist of two meetings in action.

(50)

3. Observing Phase

During the acting phase, the real teacher (observer) observes teaching learning activity in the classroom. When the real teacher observes, he has to make observational notes which is written about all of activities that happened in the class research and check the guidelines of teacher’s observation. For example class situation, teacher’s performance, students’ response, etc. However, observing phase is a phase to collect the data (tests before and after CAR) that related to teaching learning activity which has the aim to know and to solve the students’ problem.

4. Reflecting Phase

The reflection is the process to evaluate data that have been collected in the observing phase. Both the writer and the teacher try to reflect the result of previous study, discuss and analyze the data. In this phase, they also discuss some problems that occur in the classroom research. The analysis result is used for reference to the next plan or cycle if it is needed. Thus, reflecting phase can be determined after the acting phase and the observing phase.

G. Technique of Collecting Data

In collecting the data, the writer uses qualitative data and quantitative data. To collect the data, the writer uses some techniques:

a. Observation

When the writer observes to the school before CAR, she uses the open observation to get the information about the real condition in teaching learning activities. Then during CAR, the real teacher becomes the observer who makes a note about situation in the class while teaching learning process, teacher’s performance in teaching reading descriptive text, and students’ response in learning descriptive text by using group work technique.

(51)

b. Interview

The writer uses unstructured interview. She interviews to the teacher before and after CAR in order to get the information about students’ problem in reading activity, material that students’ have to be learnt, students’ condition in the class, and teacher’s strategy in teaching reading.

c. Test

In this study, besides getting information from the teacher who stated that students’ score in reading descriptive text are still under the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM)

whereas the score of KKM is 65 (sixty five), but they only get 60 (sixty) for the average score that the writer has mentioned in chapter 1. Therefore, the writer tries to give tests before and after CAR. Then, to make easy the writing of this paper, the writer provides the term pretest for test before CAR and posttest for test after CAR. The writer gives written test (pretest and posttest) in order to measure the students’ achievement in reading descriptive text, to know the students’ ability in reading descriptive text before and after teaching reading descriptive text by using group work and to know whether the students’ reading skill is improving or not.

d. Documentation

In this research, the writer wants to give documentation which shows photos in teaching learning activity during CAR in cycle 1 and cycle 2. It uses to show that the writer really has implemented CAR. Photos are captured by the observer in teaching learning process.

H. Technique of Data Analysis

The techniques of data analysis consist of data from observational notes, guideline of teacher’s observation, interview, documentation (photos) and tests (pretest, posttest 1 and posttest 2). In analyzing the qualitative data of this research, the writer uses the observation of students’ activities during teaching learning process (class situation, teacher performance, and students’ response) and

(1)

Lembar Penilaian KBM (Kegiatan Belajar Mengajar) Membaca

Task I

Read the passage below, underline the simple present tense that you found.

Michael

Michael is a clever student. He is a clever because he is diligent. When he has an English test, he always gets nine or ten. He is very happy, if he gets ten. His mother always gives a new thing when he gets ten in the test. His mother, Mrs. Maura is very kind and beautiful.

Michael is very handsome. His hair is straight. He is tall but he is not fat. His body is also strong because he always plays football in the afternoon. And on Sunday morning, he also jogs with his friends.

(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)

A. Answer the questions!

1. Why Michael is clever?

2. Who is the name of Michel’s mother?

3. What are the characteristics of Michael? 4. When does Michael jog with his friends?

5. What is the generic structure of the first and the second paragraph?

B. Write down five difficult words and find the meaning of the words in your dictionary!

(2)

List of Students’ Group

s

Group 1 Group 2 Group 3 Group 4

1. Muthiah Ulfah 2. Dinda Lutfiah 3. Indira Siwi. M. 4. Syifa Fauziah 5. Janitra Orrisca

1. M. Ikhsan 2. Siti Humairoh 3. Sarah Isfaniah

4. Mu’adz S.

5. Eka Sulastri 6. Fuad Asyrofi

1. Wahyu Dwi S. 2. Achmad Al H. 3. M. Rafli Ali 4. Adimas Fikri 5. Agus S. 6. Ryaas Rizki

1. Putri Amelia 2. Anggita Eka P 3. Nabila H. 4. Fitriani

5. Israq Fauzia H 6. Nurul Fitri

Group 5 Group 6 Group 7 Group 8

1. Syaidina Sapta 2. Latifatul F. 3. Putiningsih 4. Rika Nur Y. 5. Royhan Haekal

1. Abdul Wahid 2. Abi Okta S. 3. Salman Al H. 4. Hartosin 5. Raka Suhandi 6. Reza F.

1. Wahyu Setiadi 2. Arjuna

3. Fakhmi Hakim 4. Latif Fauzi 5. Nur M. 6. Maryadi

1. Novi Astriani 2. Dinar Novianti 3. Hilda Novianti 4. Fatma Saskia 5. Marwah Syifa 6. Mia W.

(3)

Cycle 1

Figure 1.a

Teaching Learning Activity

(Some students do not pay attention to the teacher explanation)

Figure 1.b Individual Work

(4)

Figure 1.c Group Work

(A student cheats other groups)

Figure 1.d Group Work

(Some students chat and crack jokes each other in group work)

Figure 1.e Group Work

(5)

Figure 1.f Post Test 1

(Students do the post test 1 individually)

Cycle 2

Figure 2.a Individual Work

(6)

Figure 2.b Group Work

(The most of students cooperate well in a group work)

Figure 2.c

Developing students' reading comprehension of descriptivi text through group work: a classroom action resarch in the firts year of VII-I class of MtsN 19 pinang kalijati

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

SURAT PERNYATAAN KARYA SENDIRI

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CHAPTER I

INTRODUCTION

CHAPTER II

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CHAPTER III

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Dukungan

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Developing students' reading comprehension of descriptivi text through group work: a classroom action resarch in the firts year of VII-I class of MtsN 19 pinang kalijati

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

SURAT PERNYATAAN KARYA SENDIRI

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INTRODUCTION

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THEORITICAL FRAMEWORK

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RESEARCH METHODOLOGY

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