The Result of Pre-questionnaire

2. The Result of Pre-observation

Pre observation was conducted to observe the process of teaching learning reading comprehension before implementing the action. It was held at VIII-8 class of SMPN 13 Tangerang Selatan academic year 20152016. There were 40 students in this class. The pre-observation was conducted on 23 rd March 2016. There were four categories that was observed by the observer in the classroom, which were class structure, methods, teacher-student interaction, and contents. a. Class Structure At the beginning, the teacher gave the brief overview of the material that would be learned at that meeting, also reviewed previous day‘s course content. Then he looked around the students and asked about the students, absence and when everything was set up he began to delivered the material. b. Methods The method was quite traditional; the teacher did not prepare any interesting technique in the class. The source of material only in textbook and then the teacher wrote the material in the whiteboard while the students wrote what is in the whiteboard. He was lecturer whole time, and there was no group or class discussion and even students centered activities. c. Teacher-Students Interaction The class situation was quite noisy most of time, because the methods from teacher was not fun and interesting, the amount of students was high and also there were more male students than female students which made the class noisier. Moreover, some of male students become ―troublemaker‖, they sometimes mocked, and yelled other students and made fun of the material when the teacher explained in front of the class. But when the teacher showed his anger, the students slowly quite and followed the teacher explanation. Student‘s participation was still low, they did not aware of the material and they thought English was difficult to learn like mathematics. However, there were still some students who showed their high interest in English, especially when quiz session, they were so competitive when answered the questions from the teacher. d. Contents Although the teacher gave a lecture in the class, he delivered well-planned lecture. The material in that meeting was comparative. The teacher ask the students to make an example based on the class condition. So, it made the students easier to make a sentence.

3. The Result of Pre-test

The pre-test had been done before the classroom action research CAR. The writer gave the students pre- test, it was done to know the students‘ reading comprehension, therefore, she could compare the score of pre-test and post-test. The test was multiple choices about narrative text, included finding synonyms, answer the questions based on the text, main idea, supporting detail, etc. It was conducted on Wednesday, March 25 th 2016. After giving the pre-test, the writer calculated the score, below is the students‘ score for pre-test. Table 4.2 Students’ reading comprehension score in pre-test Category Score Maximum 90 Minimum 45 Mean 64.75 From the data above, it can be seen that the mean and the minimum of pre- test score were quite low. Also the maximum score was 90. To get the result of pre-test, firstly, the writer calculated the mean score. = = 64.75 Then, the percentage of students‘ who passed the KKM score, the writer used the following formula: P = P = 20 Based on the result of pre-test, the data showed that the mean score of pre- test is 64.75. There were only eight students or 20 of the students who gained the score above the Minimum Mastery Criterion KKM meanwhile the other 32 students were below that criterion. The lowest achievement gained score 45. From that analyzing, it could be seen that almost the VIII- 8 students‘ score in reading comprehension was still low.

B. The Implementation of Classroom Action Research CAR

This research consisted of two cycle, there were four phases for each cycle, those are: planning, acting, observing, and reflecting.

1. Cycle 1

a. Planning Phase

In this phase, the writer and the teacher worked collaboratively. The writer and the teacher became a team who worked together to make a lesson plan for the action based on the problems faced by students in reading comprehension. In this case, the writer found and chose the material and exercises that will be taught in the classroom. It was written into a lesson plan. Therefore, the writer determined Narrative text as the text to be taught for students. The writer as the teacher taught specific material about the schematic structure of Narrative text. In the lesson plan, there were some Narrative texts to be identified by students with their group ̅ ̅ as the technique of students‘ learning of Narrative text. In addition, the writer prepares the instruments which is consists of 20 multiple choice items to know students‘ improvement scores from pre action to cycle 1 after using group work technique. The writer also prepares the observation sheet as a guideline to check the students‘ and the teachers‘ activities in teaching learning process.

b. Acting Phase

The action of the cycle 1 was conducted on April 1 st , 6 th and 8 th 2016. After making lesson plan, the writer as the teacher implemented the teaching learning process based on it. Next, the teacher started to teach the materials that will be learned by students, she began to ask students to read the text silently. Then, some students were asked to read the text loudly. Next, the teacher explained about the characteristics of Narrative text included the schematic structures and the language features that contained in Narrative text. After explaining, the teacher gave them some questions based on the text including main idea, supporting details, and schematic structures of the text. Then, the teacher divided students into eight groups which consisted of four or five students in each group. Then, the teacher explained about how to study and what the advantages are by using group work technique in learning reading Narrative text. Afterwards, the teacher gave them jumbled paragraphs to be arranged into a good passage in order to make sure that students understood how to analyze the schematic structures concerning identification and understanding of the text. Next, students were asked to answer the questions based on the text and to write the language features in the text. The tasks were done by students with their group. To make clear what happens in every meeting, here are the explanation: