The Technique of Data Analysis

1. The Result of Pre Interview

Pre interview was held on Saturday, Mei 10 th 2012 started at 14.10 P.M, and finished at 14.35 P.M. Type of interview in this study was the unstructured interview. Here, the writer asked to the teacher some questions related to the general condition in English class, on students’ performance and achievement, the problem that was faced in the second grade class on reading comprehension and the kinds of technique which is applied by the teacher to solve the students’ reading difficulties in reading comprehension before Classroom Action Research. The teacher explained the real condition in English class. There is just one class for second grade in SMP Ash-Sholihin, Kebon Jeruk. That class has many problems in learning English. In that class, most of the students thought that English is a complicated subject and then they regarded reading text are the most difficult activities in studying English. The next question of the interview was about the students’ difficulties in reading comprehension that is related to their difficulties in getting the author’s message within a text. Most of them got difficulties to comprehend the content of the text, because during translating into Bahasa Indonesia, they are lazy to look up the dictionary. In addition, they got difficult to grasp the main point of the text; whereas they have known the meaning of vocabulary. As the result, they did not understand the text and answered incorrectly. Moreover, the teacher indicated that based on the school policy, if they still considered English as a difficult subject, they will be hard to reach the criterion of minimum completeness KKM. The last part of the writer ’s question was about the kind of technique in teaching reading to solve the students’ difficulties in reading comprehension. The teacher said that to make students focus on reading comprehension at the classroom, the teacher taught them by applying reading aloud and repeated reading. Then he described the technique when the teacher chooses one student and let himher read aloud, other students just listen and look at the text. The next session, after listening and following the text read by one student, the teacher appointed a word and pronounced it together. The teacher added that he also ever asked the students to memorize a new one word a day hoping that they will memorize about three hundreds words a year. So that it can make them easy to comprehend reading texts. However, in reality only several students did the task. At the last, the writer suggested to the teacher to implement different te chnique in assisting students’ reading comprehension. And the teacher allowed the writer to teach narrative text through a technique, namely jigsaw technique at the VIII class.

3. The Result of Pre Test

The pre test was held before Classroom Action Research CAR. It was conducted on Mei 12 nd , 2012. There were 20 questions in essay form in which the students carried out the test during 80 minutes. The question were based on the indicators in learning reading in term narrative text such as: deciding main idea based on the text, finding the supporting details of the text, the characters, the message of the story, and etc. After the students had answered the test, the writer collected students’ pre-test answer sheets, then the teacher calculated the score they got. Based on the result test, the data showed that the mean score of pre test was 43,13. There were only 8 students who reached the score of KKM, meanwhile the other 24 students were below that criterion. The lowest achievement gained score 35. From that analyzing, it could be seen that almost of the second grade students’ reading comprehension of narrative text was still very low. Completely, the result of pre test can be seen in the table 4.5 on page 45.

B. The Implementation of CAR

1. Cycle 1

a. Planning

In this cycle, the writer and the teacher arranged a plan for the action based upon the problems that faced by students toward reading comprehension. One kind of reading material that will be delivered was narrative text. Moreover, in the lesson planning also consisted of standard competence, basic competence, some indicators that will be reached by the students, and the technique that would be implemented. The teacher and the writer used jigsaw technique in which the students will be more active to ask, to clarify, and to summarize the text together. The materials that had to be prepared were media of learning, in this case a narrative text in which it was needed to break down into specific information , observation sheet to analyze the students’ and the teacher’s activity in the learning and teaching process. In the lesson plan, the students were ordered to make groups by teache r’s instruction. Besides making lesson plan, the writer also prepared the post test 1 to collect the data, in order to know whether there are students’ improvement scores from pre-test to post-test in cycle 1. Therefore, in the end of teaching learning process the writer know whether the strategy works or not.

b. Acting

The action of the cycle 1 was done on Thursday, Mei 17 th 2012, on Thursday, Mei 24 th 2012, and on Mei 26 th 2012. In this step the teacher taught the students by using the lesson plan that had been made before. In the first meeting of cycle one the teacher taught the students by giving deductive explanation of narrative text. The teacher asked the students to write down some notes that the teacher wrote on the whiteboard. The teacher also gave a chance for students to ask something about the material they do not understand yet. Students were given some example of narrative story in order they can analyze the structures of narrative text by themselves. And the teacher also asked some students to read the text aloud to know how good they can pronounce the reading text in English. On the second meeting in the first cycle, the teacher reviewed about the organization of narrative text which has been taught in the previous session and conducted the classroom by using jigsaw technique. The teacher gave instruction to the students who had begun the process of