get it in their examination and the teacher also said that he did not find yet an appropriate teaching strategy to solve those problems.
The third category discussed about the teacher’s strategy in
teaching reading previously to solve the students’ difficulties in reading comprehension. The teacher said that he used English textbook served by
school and students’ handbook called LKS. When teaching reading activity in the classroom, the teacher did not use only one method but he
combined some methods. The teacher’s method in teaching reading
activity included in these procedures. First, he read the book in front of the class and the students listened while he was reading. Second, the students
repeated after him. Then, he asked students to translate the text. The last, he and students discussed about the text. He assumed that the method was
not enough to solve the students’ problem in reading comprehension, he needed other method. Therefore, he suggested the writer to implement
group work technique in solving students’ difficulties in reading
comprehension. It was suitable with kind of text such as descriptive text.
2. Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in reading activity before implementing the action. It was held at
VII – 1 class of MTsN 19 Pinang Kalijati academic year 20102011. There
consisted of 46 students in the class. The pre-observation was conducted on Wednesday 27
th
to Thursday 28
th
October 2010. It was started on Wednesday at 07.00 A.M and finished at 08.30 A.M and on Thursday at
11.15 A.M and finished 12.30. In general, during the teaching learning process in the classroom, the teacher dominated the class. Hence, students
only got less opportunity to be active in the class. Then, the teacher read the text in front of their class and students repeated after him and then
some students were asked to read the text orally in front of the class. Next, the teacher asked them to translate the text into Bahasa Indonesia. After
that, the teacher and students discussed about the text. But some students
could not finish their work on time and the teacher did not check it. Moreover, the teacher did not explain the generic structure and language
features of descriptive text specifically, he only taught it generally. Therefore, students could not analyze the schematic structure of the text
because of their difficulties in comprehending the text and they did not know exactly about schematic structure of descriptive text. Finally,
students seemed monotonous with the texts which are given. It made them not interesting in learning descriptive text.
3. Result of Pre Tests
The pretest had done before the Classroom Action Research CAR. It was conducted on Wednesday, November 10
th
2010. It started at 07.30 A.M. There were 20 questions in multiple-choice form in which the
students carried out the test during 25 minutes. Based on the result of pre test, the data showed that the mean score
of pretest was 48.36. There were only six students who pass the Minimum Mastery Criterion
– Kriteria Ketuntasan Minimal KKM meanwhile the other 40 students did not pass that criterion. The lowest achievement
gained score 30. From that analyzing, it could be seen that almost of the VII
– 1 class students’ reading comprehension was still very low.
B. Implementation of Classroom Action Research CAR 1.
CYCLE 1 a.
Planning
In this phase, the writer and the teacher worked collaboratively 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 descriptive text as the text to be taught for students. The writer as the teacher taught specific
material about the schematic structure of descriptive text. In the lesson
plan, there were some texts to be identified by students with their group as the technique
of students’ learning of descriptive text. In addition, the writer also prepared some instruments. Those were unstructured
observation sheet to observe the students’ and the teacher’ activities in
teaching learning process whether it was in line with the lesson plan had made before or not, guideline observation to check
the teacher’ activities in teaching learning process, and the posttest 1 to collect the data and to
know students’ improvement scores from pretest to posttest after using group work technique.
b. Acting
The action of the cycle 1 was done on November 11
th
and 18
th
2010. 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 descriptive text included the schematic structures and the language features that contained
in descriptive 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 five or six students in each group. And then, the
teacher explained about how to study and what the advantages are by using group work technique in learning reading descriptive 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 description of the text. Next, students were asked to answer the questions based on the
text and to write the language features in the text. Those tasks were done by students with their group.
