in groups no
group discussion
activities. The
teaching technique
The learning
activities still
lacked interesting activities, such as
games. a. The learning activities
were textbook-based. b. Games
were rarely
used in the classroom activities
Observation Interview
The teaching
technique The teaching and
learning process
lacked the use of media.
The activities only focused on books or LKS, thus
other learning media were rarely
used in
the classroom.
Observation Interview
The students’
difficulties The students lacked
vocabulary. Students got difficulties
related to the meaning and pronunciation of words.
Observation Interview
The students did not
actively participate in the
reading activities a. There were only few
students who
gave responses
to the
teacher’s questions. b. When the teacher asked
the students
to voluntarily
answer questions, he needed to
call on
particular students.
Observation Interview
After the field problems were found, the researcher and the teacher analyzed them. They discussed the problems that were related to the teaching and
learning process. The problems were related to the teaching effectiveness and students’ difficulties in learning English. Therefore, the researcher and the teacher
decided to overcom those problems and focus on improving the teaching of reading.
c. Determining Actions to Solve the Problems
After identifying the field problems that were urgent and feasible to be overcome, the researcher and the teacher formulated some action plans to solve
the problems. There were some actions which were planned based on the discussion.
1 SCSS as the strategy for teaching reading in the classroom.
2 Using many varieties of cards containing jumbled words, word definitions,
pictures, or paragraphs to build the students’ vocabulary inputs. 3
Using pictures to give clearer explanation about the texts. 4
Using games to gain the students’ interests and motivation during the teaching and learning process.
5 Giving reading exercises to check the students’ comprehension of the
materials descriptive texts.
d. The Relationship between the Field Problems and the Actions
In reference to the field problems which were categorized based on the urgency and feasibility, the relationship between the field problems and the
actions were drawn to describe the ways in which the problems could be solved. The following table shows the relationship between the field problems and
the actions.
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.
