reading material had been given. This is situation also made restlessness of the teacher because the teacher stated with KKM Criteria of Minimum
Completeness that concerning with school program. In order side, the teacher gained the most students’ reading score was low and poor. Although the
teacher also gave games when taught them but it was not enough to encourage their motivation to learn English well.
The next interview discussed the problems faced the student when the teacher taught the material. Most of students felt boring when the teacher
conveyed the material.
3. Pre-Test
In completing the data, the writer did the pre-test before the teacher conducted Classroom Action Research, it was held on Monday, 2
nd
August 2010, and it began from 07.15 A.M up to 08.00 A.M. There were 31 students
of VII grade followed the test. The test was 20 questions in multiple choice and the students did it during 30 minutes. From this pre-test, it is known the
mean score of pre-test that was done by students was 62. 58. The data above showed nine students who obtained the score above
the KKM Criterion of Minimum Completeness, while KKM of SMP Dua Mei was 62. So, twenty-two students were below the standard of KKM. From
the data, there were two students gained the higher score and one student gained the lowest score which the higher score was 75 and lowest score was
40. From the data above that showed almost of students’ achievement
in reading was poor and low. B.
Data Interpretation
Based on the data had been collected before such as interview, observation and pre-test, most of students were not interested in learning
reading and felt boring with the teacher’s technique in teaching learning activities and it was showed from the reading students’ score. In fact, this
situation was not good if the teacher conveyed the monotonous learning, the students needed new technique to make them enthusiasm to read material and
do the task well. After knowing the students’ ability was low, which can be seen
from the result of pre-test, the writer conducted two cycles which each cycle consists of four steps, there were planning, acting, observing and reflecting.
After each cycle was done, the writer gave the students post-test to know the students’ achievement in reading.
This Classroom Action Research was held from 16
th
August 2010 up to 28
th
August 2010 at VII Grade of SMP Dua Mei Ciputat, there were 31 students followed this implementation. The writer conducted this research two
cycles which each cycles was conducted two meetings.
1. Cycle I
1.1 Planning
In this phase, the writer as the teacher made the lesson plan and selected the appropriate material that based upon the students’ problem in
reading. In this phase also the writer made the exercises related material. The writer took the descriptive text as the material because the descriptive text
needed clearly information to be explained. In this lesson plan, there were some descriptive texts to be explained, here the writer only explained the
structure of descriptive text that consists of identification and description because the descriptive text needed the comprehend more. Here the writer also
prepared the unstructured form observation and field note to observe the teacher’ activity and the students’ behavior, the students’ achievement, also
their activity in classroom during the class began until ended. To know the students’ improvement of reading skill, here also the teacher prepared post-test
I after she conducted the cycle I.
