Table 13 : The relationship between the Field Problems and The Actions No
Problems Actions
1. The learninng activities were still
monotonous.
SCSS as the strategy for teaching reading in the classroom.
2. The learninng activities were often
done individually, rarely in groups. 3.
The teaching activities focused on using Student Worksheets.
4. The learning activities still lacked
interesting activities, such as games. Using games to gain the students’ interests
and motivation during the teaching and learning process.
5. The teaching and learning process
lacked the use of media. Using cards to provide vocabulary inputs
and pictures as clues for the students. 6.
The students lacked vocabulary. a. Using cards to provide vocabulary inputs
and pictures as clues for the students. b. Giving reading excercises to check the
students’ comprehension of the materals descriptive texts.
7. The students did not actively
participate in the reading activities.
B. The Implementation of the Actions
The implementation of SCSS was designed by the teacher and the researcher. In the teaching and learning process, the researcher acted as the
teacher and the English teacher as the observer. This formation hopefuly could maximize both the researcher and the teacher’s performance as the design of the
research was mostly created by the researcher. This research consists of two cycles. Each cycle follows some steps
namely planning, action and observation, and reflection. The report of each cycle is discussed in the following.
a. The Report of Cycle 1
The teaching and learning process of Cycle 1 was conducted in three meetings. In each meeting SCSS was implemented in the activities. This strategy
allowed the students to work in groups with the given instruction from the researcher. By following the steps in this strategy, the students experienced
different types of activities during the teaching and learning process. The application of SCSS was accompanied by other activities such as games as the
variation of the activities. Cycle 1 was done following the steps of action research like discussed as
follows.
1 Planning
After the researcher and the teacher as one of the collaborators had formulated the field problems, a course grid which could be seen in Appendix A
was made to be used in Cycle 1. Firstly, the researcher and the teacher discussed the standard of competence and basic competences for the second semester of
grade VII. They chose the standard of competence for reading and basic competence of 3.10 Based on the basic competence, the indicators and the
learning purposes were formulated. Then, the researcher and the teacher discussed the materials that would be
taught. They decided to teach descriptive texts including the characteristics of descriptive texts. The researcher would use different types of descriptive texts,
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
