98865-Wahyuningsih Pratiwi-Fsh PDF

DEVELOPING STUDENTS READING COMPREHENSION OF
DESCRIPTIVE TEXT THROUGH GROUP WORK

(A Classroom Action Research in the First Year of VII 1 Class of MTsN 19
Pinang Kalijati)
By:
WAHYUNING PRATIWI
106014000445
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95
Ciputat 15142 Jakarta
Telp: (62-21) 7443328, 7401925

Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,
Nama
: Wahyuning Pratiwi
Tempat/Tanggal lahir : Jakarta, 8 Oktober 1988

NIM
: 106014000445
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi
: Developing Students Reading Comprehension of

Descriptive Text Through Group Work (A Classroom
Action Research in the First Year of VII - 1 Class of MTsN
19 Pinang Kalijati)
Dosen Pembimbing
: Nida Husna, M.A. TESOL
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 02 Februari 2011

Mahasiswa Ybs.
Wahyuning Pratiwi
NIM. 106014000445
ABSTRACT
Pratiwi, Wahyuning. 2010. Developing Students Reading Comprehension
of Descriptive Text Through Group Work (A Classroom Action
Research in the First Year of VII 1 Class of MTsN 19 Pinang
Kalijati), Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers Training, Syarif Hidayatullah State
Islamic University Jakarta.
Advisor: Nida Husna, M.A. TESOL
Keywords:
Reading Comprehension, Descriptive Text, Group Work
This study was carried out to know whether group work could
develop students reading comprehension of descriptive text in the first year
of VII 1 class of MTsN 19 Pinang Kalijati. In addition, this study was also
aimed to know how the implementations of group work in developing
students reading comprehension.
The method used in this study was Classroom Action Research
(CAR) method in which to identify and solve the problem on students
reading comprehension. It was initiated through the interview to the English
teacher and the observation in the VIII 1 class of MTsN 19 Pinang
Kalijati. The amount of students in that class was 46. In this Classroom
Action Research, the writer implemented the Kurt Lewin design which
consisted of four phases. Those were planning, acting, observing, and
reflecting. This study was carried out in two cycles. Each cycle consisted of
two meetings. Meanwhile, the data was derived among from the tests
(before and after CAR), interview, and observation. Therefore, this study
was included into quantitative descriptive research.
The findings of this study were: (1) related to the test result, there
was 17.99% improvement of students mean reading score after using group
work method; it gained from the result of test before CAR, there were six
students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). Then in the result of test after CAR in the cycle 1, there
were 30 or 65.21% students in the class who passed the KKM considering
their mean score of the test is 64.34. Next in the result of test after CAR in
the cycle 2, there were 37 or 80.43% students who passed the KKM in
which their mean score of reading test derived 73.04. (2) related to the
observation result showed that the students were more active and interested
in learning reading activity in the classroom. Indeed, they could cooperate
with their group. (3) related to the interview result, it could be known that
the students reading comprehension of descriptive text had improved and
also helped the teacher in finding the appropriate strategy in teaching
reading descriptive text.
ABSTRAK
Pratiwi, Wahyuning. 2010. Developing Students Reading Comprehension
of Descriptive Text Through Group Work (A Classroom Action
Research in the First Year of VII 1 Class of MTsN 19 Pinang
Kalijati), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta
Pembimbing: Nida Husna, M.A. TESOL
Kata Kunci: Pemahaman Membaca, Teks Deskriptif, Kerja Kelompok
Penelitian ini dilaksanakan untuk mengetahui apakah kerja
kelompok dapat mengembangkan kemampuan pemahaman membaca siswa
terhadap teks deskriptif pada siswa di kelas tujuh satu MTsN 19 Pinang
Kalijati. Disamping itu, penelitian ini juga ditujukan untuk mengetahui
bagaimana pelaksanaan kerja kelompok dalam mengembangkan
kemampuan pemahaman membaca siswa.
Metode yang digunakan dalam penelitian ini adalah Penelitian
Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan
terhadap pemahaman siswa dalam membaca. Penelitian ini diawali dengan
wawancara kepada guru dan observasi di kelas tujuh satu MTsN 19 Pinang
Kalijati. Jumlah siswa dalam penelitian ini yaitu 46. Dalam Penelitian
Tindakan Kelas (PTK) ini, penulis melaksanakan model Kurt Lewin yang
terdiri dari empat tahapan. Yaitu perencanaan, pelaksanaan, pengamatan,
dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklusnya
terdiri dari dua kali pertemuan. Sementara, data yang diperoleh berasal dari
test (sebelum dan sesudah PTK), wawancara terhadap guru, dan observasi di
kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif
quantitatif.
Hasil yang diperoleh dari penelitian ini adalah: (1) berdasarkan hasil
tes, terdapat kenaikan 17.99% rata-rata skor reading siswa setelah
menggunakan metode kerja kelompok. Dengan perolehan; pada hasil test
sebelum PTK terdapat 6 siswa yang melewati Kriteria Ketuntasan Minimal
(KKM). Kemudian hasil test setelah PTK di siklus 1, didapat 30 atau
65.21% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas
sebesar 64.34. Selanjutnya hasil test setelah PTK di siklus kedua, terdapat
37 atau 80.43 % siswa yang sudah mencapai target KKM dengan rata-rata
kelas sebesar 73.04. (2) berdasarkan hasil observasi di kelas didapati bahwa
siswa-siswa lebih aktif dan tertarik dalam mempelajari aktivitas membaca di
kelas. Terlebih mereka dapat bekerja sama dengan kelompok mereka. (3)
berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa
pemahaman membaca siswa akan teks deskriptif telah berkembang dan juga
membantu guru dalam menemukan strategi yang cocok dalam mengajarkan
teks deskriptif.
ii
ACKNOWLEDGEMENTS
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
skripsi is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers Training in a partial fulfillment of the
requirements for the degree of S.Pd (Bachelor of Art) in English Language
Education.
Furthermore, the writer would like to express her great honor and deepest
gratitude to her advisor, NIDA HUSNA, M.A. TESOL. For her valuable help,
guidance, comments, corrections and suggestions and who has been very patient
to sacrifice her energy and time to assist the writer so that the writer could finish
this skripsi.
In this process of finishing this skripsi, the writer got a lot of guidance
and motivation from people around her. Therefore, the writer would like to
express her deepest gratitude to her wonderful parents (Mr. Sardjono and Mrs. Siti
Marwah) and her siblings (Putri Indarsih and Ahmadi Brojodento) who always
encourage her to finish this skripsi.
The writers sincere gratitude also goes to:
1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of Tarbiyah and
Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M. Pd. as the Head of English Department
3. Neneng Sunengsih S.Pd. as the Secretary of English Department.
iii
4. All lecturers in English Education Department who have taught the writer
useful knowledge and skills.
5. Drs. Lutfi as the principal of MTsN 19 Pinang Kalijati.
6. Drs. Dhofiri M.Ag. as the English Teacher of MTsN 19 Pinang Kalijati.
7. All friends in English Education Department especially in C class 2006
and her close friends, Aal, Rela, Nia, Teh Eni, Abin, Lala, Dila, Ina, and
Upeh who helped and supported her in this skripsi.
The writer realizes that this skripsi cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques
and suggestions to make this skripsi better.
Jakarta, February 2011
The Writer
iv
TABLE OF CONTENTS
ABSTRACT .......................................................................................................
ABSTRAK ........................................................................................................
ii
ACKNOWLEDGMENTS ................................................................................ iii

TABLE OF CONTENTS .................................................................................
LIST OF TABLES ............................................................................................ viii

LIST OF FIGURES ..........................................................................................
ix
LIST OF APPENDICES ..................................................................................
CHAPTER I
: INTRODUCTION
A. Background of the Study ....................................... 1
B. Formulation of the Problem .................................... 3
C. Aim of the Study .................................................... 3
D. Significance of the Study ....................................... 3
CHAPTER II
: THEORETICAL FRAMEWORK
A. Reading .................................................................. 4
1. General Concept of Reading ............................ 4
2. Purposes of Reading ........................................ 8
3. Problems of Reading ...................................... 11
B. Descriptive Text .................................................... 13
1. Definition of Descriptive Text .......................... 13
2. Purposes of Descriptive Text .......................... 14
3. Schematic Structures of Descriptive Text ....... 14
4. Language Features of Descriptive Text .......... 16
C. Group Work .......................................................... 17
1. Definition of Group Work .............................. 17
2. Purposes of Group Work ................................ 18
3. Techniques of Using Group Work .................. 20
4. Advantages of Group Work ............................ 22
5. Disadvantages of Group Work......................... 25
D. Teaching Descriptive Text Using Group Work .... 28
CHAPTER III
: RESEARCH METHODOLOGY
A. Method of the Study .............................................. 30
B. Subject and Object of the Study ............................ 31
1. Subject of the Study ........................................ 31
2. Object of the Study ......................................... 31
C. Writers Role on the Study ................................... 31
D. Time and Place of the Study ................................. 32
E. Research Design .................................................... 32
F. Classroom Action Research (CAR)
Procedures ............................................................. 35
1. Planning Phase ............................................... 35
2. Acting Phase ...................................................... 35
3. Observing Phase ................................................ 36
4. Reflecting Phase ................................................ 36
G. Technique of Collecting Data ................................... 36
H. Technique of Data Analysis ...................................... 37
I.
Validity of Data ........................................................... 39
J.
Trustworthiness of the Study .................................... 39
1. Discriminating Power ....................................... 39
2. Item Difficulty ................................................... 41
K. Criteria of the Action Success .................................... 42
CHAPTER IV
: RESULT AND DISCUSSION

A. Before Implementing the Action ................................ 43
1. Result of Pre Interview ......................................... 43
2. Result of Pre Observation ..................................... 45
3. Result of Pre Test ................................................... 46
B. Implementation of CAR .............................................. 46
1. Cycle 1 .................................................................... 46
a. Planning ............................................................ 46
b. Acting ............................................................... 47
c. Observing ......................................................... 48
d. Reflecting ......................................................... 49
2. Cycle 2 .................................................................... 50
a. Planning ............................................................ 50
b. Acting ............................................................... 50
c. Observing ......................................................... 51
d. Reflecting ......................................................... 52
vi
C.
D.
CHAPTER V
Discussion of the Data after CAR .............................. 52

1. Result of Post Interview ........................................ 53
2. Result of Post Test ................................................. 54
Interpretation of Test Result ........................................ 61
: CONCLUSION AND SUGGESTION

A. Conclusion .................................................................... 63
B. Suggestion ..................................................................... 63
BIBLIOGRAPHY
APPENDICES
vii
LIST OF TABLES
Table 2.1 Language Features of Descriptive Text .. 16
Table 4.1 Students Reading Score of Pretest, Posttest 1, and Posttest 2.. 54
viii
LIST OF FIGURES
Figure 3.1 Kurt Lewins Action Research Design .. 33
Figure 3.2 Phases of Classroom Action Research modified by the writer ... 34
ix
LIST OF APPENDICES
1.
Pretest Score ..............................................................................................
64
2.
Posttest Score of Cycle 1 ...........................................................................
66
3.
68
4.
The Graph Improvement of Students Reading Score During CAR .........
70
5.
Observational Notes Before CAR .............................................................
71
6.
Observational Notes During CAR in Cycle 1............................................
72
7.
Observational Notes During CAR in Cycle 2............................................
74
8.
The Guideline of Teachers Observation in Cycle 1 .................................
76
9.
80
10. Interview Guidelines for the Needs Analysis (Before CAR) ....................
84
11. Interview Guidelines for the Needs Analysis (After CAR) .......................
89
12. The Blueprint Test of Pretest .....................................................................
92
13. The Blueprint Test of Posttest 1 ................................................................
93
94
15. The Item Analysis of English Tests ...........................................................
95
16. The Instrument of Pretest........................................................................... 103

17. The Instrument of Posttest 1 ...................................................................... 108
19. Lesson Plan in Cycle 1 .............................................................................. 118
20. Lesson Plan in Cycle 2 .............................................................................. 129
21. List of Students Groups ........................................................................... 140
22. Documentation During CAR ..................................................................... 141
CHAPTER I
INTRODUCTION
This chapter is introduction which consists of background of the study,
formulation of the problem, aim of the study, and contribution of the study.
A. Background of the Study

English is one of the international languages. It functions as a medium of
communication in the world. Many people in the world speak English as a first
language, a second language, and a foreign language. Even though as a foreign
language in Indonesia English is not required to be used as communication tool
among Indonesian people, many Indonesian people now realize that mastering
English is important. They need to be able to use English because a lot of jobs in
Indonesia require their workers to be able to use English both in written and
spoken language. For example, workers in foreign ministry, secretary, public
relation, consultant, ambassador, stewardess, pilot, because in one occasion they
work and communicate with foreigner. Moreover, a lot of information on
business, fashion, news and international trade use English as medium of
communication.
English, like many other languages, consists of four skills. Those are
listening, speaking, reading, and writing skills. All skills are important in
mastering English. However, among the four skills, reading is considered as the
important skill. In Indonesia based on the current curriculum Kurikulum Tingkat

Satuan Pendidikan (KTSP) 2006, the students are not only expected to be able to
communicate both in written and oral language fluently and accurately, but also
expected to understand some kinds of functional written texts.1 Based on the
curriculum, students in Junior High School will get many reading texts in their
examination. Therefore, the ability in reading plays a significant role for them to
gain success in the school test.
There are kinds of reading text which are studied in Junior High School.
Current curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, stated
that students in the first year of Junior High School have to master some kinds of
reading texts including descriptive text.2 Descriptive text tells about something or
person to be described. It is in line with Anderson who said that descriptive text is
a text which describes a particular person, place, or thing.3
However, most of the first year of VII 1 class in MTsN 19 Pinang
Kalijati still have difficulty in learning descriptive text. It is based on the
interview with the English teacher that was carried out after conducting Praktek
Profesi Keguruan Terpadu (PPKT) on Monday, October 25th 2010 and open
observation in VII 1 class on Wednesday and Thursday, October 27th 28th
2010. Based on the unstructured interview and open observation results, some of
the problems faced by the students in learning descriptive text are; first, they are
able to recognize the words, but they do not understand to convey the meaning of
words. Second, long sentences in the text often make students confused in
understanding descriptive text. Third, the texts which are given in the descriptive
text are monotonous and it does not make students interested in learning and
understanding descriptive text. The writer assumes that reading lessons in this
class is not attractive enough for students interest in learning reading, especially
on learning the descriptive text. The result of those problems is low of students
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa

Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17.
2
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi ... p. 37.
3
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan
Education Australia, 1998), p. 26.
achievement score in reading descriptive text. Based on the English teachers

explanation, the students in VII 1 class gained the average score about 60 (sixty)
in daily tests for reading descriptive text. Meanwhile, the school determined score
of the Minimum Mastery Criterion Kriteria Ketuntasan Minimal (KKM) for
English subject is 65 (sixty five).
Based on those problems, the writer discussed with the teacher to find a
solution. The writer determined to use group work as a technique that can help
developing students reading comprehension in descriptive text. That technique
hopefully can work well to develop students reading comprehension in
descriptive text and pass the Minimum Mastery Criterion Kriteria Ketuntasan
Minimal (KKM) score determined by that school.
B. Formulation of the Problem

From the explanation above, the writer would like to formulate the
problem. There are:
1. Can teaching reading through group work technique develop students
reading comprehension of descriptive text?
2. How is the implementation of teaching reading comprehension of
descriptive text through group work?
C. Aim of the Study

The aim of the study is to know whether group work can develop students
reading comprehension in descriptive text. In addition, this study aims to know
how the implementations of group work in teaching descriptive text in developing
students reading comprehension.
D. Contribution of the Study

The writer expects that this study will give the contributions. First, for the
English teacher is to develop strategy in teaching reading. Second, for the students
is to solve their problem in understanding text. Third, for the school MTsN 19
Pinang Kalijati is to increase the school quality.
CHAPTER II
THEORITICAL FRAMEWORK
This chapter covers theoretical framework which consists of general
concept of reading, understanding of descriptive text, and theories and
implementations of group work in teaching reading.
A. READING
1. General Concept of Reading
Reading has many definitions given by linguist. There are some
definitions which have same opinion. Among others, reading is viewed as one of
the important skills in learning English as a foreign language. It is in line with
McDonough who said that as a skill, reading is the most important foreign
language skill.1 It can be seen that reading becomes the most important skill
because in some cases students have to read the English material to understand the
written text. Furthermore, reading is the most important learning tool and a source
of pleasure, satisfaction, and growth.2 It means that reading is an important tool
that gives the usefulness in life.
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
A Teachers Guide, (Malden: Blackwell Publishing, 2003), p.89.
2
Ivan J. Quandt, Teaching Reading: A Human Process, (Chicago: Rand Mc Nally
College Publishing Company, 1977), p, 10.
Based on the point of view above, generally reading is a complex process

of humans activity. As they are reading, they use their eyes and brain to get the
meaning of the authors message. In this sense, Harmer said that reading is an
activity that uses the eyes and the brain in which the eyes have function to get the
message or information and to send the message to the brain, and then the brain
gets the message from the eyes and manages the message.3 In addition, Aeberson
stated that reading is what happens when people look at a text and assign
meaning to the written symbols in that text.4 It means that in activity of reading
there is an interaction between what the reader looks of the text and what the
author writes into printed symbols.
Meanwhile, according to Allen, reading is more than just know sounds of
foreign language written words but it has to comprehend of the written text.5
Therefore, reading seems difficult skill for students who use English as a second
language and foreign language because they have to transfer their mother
language to the foreign language in comprehending the text. That assumption is in
line with DeBoer, he said that reading is an activity which involves the
comprehension and interpretation of the written language.6 It means that reading
is not a simple activity because reading includes some activities such as to
comprehend and interpret the written text.
Moreover, Heilman said that Reading is a process of getting meaning
from printed word symbols; it is not merely a process of making conventionalized
noises associated with these symbols.7 On the other word, reading is not just a
mechanical process because actually reading needs emphasizing of the process in
Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New
York: Longman Publishing, 1991), p. 190
4
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and
Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997), p.
15.
5
Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign
Languages and English as a Second Language, (New York: Harcourt Brace Javanovich, 1977),
p.249
6
John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition,
(New York: Holt, Rinehart and Winston Inc., 1964), p. 17.
7
Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition,
(Ohio: A Bell and Howell Company, 1967), p. 8.
getting meaning. Indeed, reading is regarded as a process that emphasizes on

comprehending, interpreting, and getting meaning of the written text.
In addition, Farris explained that:
Reading means getting meaning from print. Reading is not phonics,

vocabulary, syllabication, or other skills, as useful as these activity may
be. The essence of reading is a transaction between the words of an author
and the main of a reader, during which meaning is constructed. This means
that the main goal of reading instruction must be comprehension: above
all, we want students to understand what is on a page.8
The explanation above shows the general of reading as a transaction
between the author and the reader in getting the meaning of the written text. It is
strengthen by Nuttal who said that:
The view of reading offered in this book is essentially concerned with
meaning, specifically with the transfer of meaning from mind to mind: the
transfer of a message from writer to reader. As we shall see, it is not quite
as simple as that, but we exclude any interpretation of word reading in
which meaning is not central. We shall explore how we get meaning by
reading and how the reader, the writer and the text each contribute to the
process.9
From the explanations above, it can be seen that reading is transformation
from mind to mind and especially how the reader gets the meaning from the
writers mind.
In reading activity, sometimes the reader finds the difficulty in getting the
same meaning on the writers mind; it is caused learning reading as a complex
process. As a complex process, reading involves the higher mental processes like
recall, reasoning, evaluation, imagining, organizing, applying, and problem
solving, and then if people want to become a good reader, they have to be a good
Pamela J. Farris, Teaching Reading: A Balanced Approach for Todays Classrooms,

(New York: McGraw Hill, 2004), p. 324.
9
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Macmillan,
2005), p.3.
thinker because reading needs thinking.10 Therefore, the reader is hoped to have
many specific skills which integrated each other to get the meaning and they have
to think when they are reading.
The difficulty in reading can decrease if the readers have schemata.
Schemata will help them in comprehending the text. In this sense, according to
Aeberson, schema is the readers knowledge that brings to a text.11 It means that
the readers are able to understand the text if they have schemata which relate with
the text. In addition, Farris stated that schemata help the reader to facilitate in
comprehending the text.12 In other words, the readers who have schemata will
relate the text and the information that they already know. It will help them to get
the meaning of the text. As Nunan said that, good readers are able to relate their
background knowledge and the text efficiently.13 That is why the reader will be
easy to grasp the meaning because they have background knowledge.
In sum up, from the explanations were given by linguists above related to
the understanding of reading, reading is the important skill that includes specific
skills like comprehending, interpreting, organizing idea, recalling the experience
and getting the meaning from the text. The readers need to maximize their eyes
and brain to grasp the authors message while they are reading. Again, they have
the schemata to get easily in comprehending the text.
10
(New York: Holt, Rinehart and Winston Inc., 1964), p. 17.
11
strategies for second language Classrooms, (New York: Cambridge University Press, 1997), p.
16.
12
Pamela J. Farris, Teaching Reading: A Balanced Approach for Todays Classrooms,
(New York: McGraw Hill, 2004), p. 327.
13
David Nunan, Designing Task for the Communicative Classroom, (Cambridge:
Cambridge University Press, 1989), p. 33
2. Purposes of Reading
When people read something, they have their own purpose. For example
when they read a newspaper, maybe the purpose is to know what happen in the
news. When they read a comic, maybe the purpose is to get the pleasure. As stated
by Aeberson, people read because they have a purpose.14 Some people read the
text because their purposes want to find the information of the text.
Some linguists have explanation about the purpose of reading. According
to Nuttall, the mainly purpose of reading is to get the meaning or the message
from a text.15 In reading activity the readers have a major purpose to get the
information of the text. Other idea stated that, generally the mainly purpose of
reading is to get new information and pleasure.16 Actually, the purpose of reading
is based on the peoples viewpoint. The readers purpose may want to gain
meaning and pleasure.
In addition, Williams (1984) usefully classifies reading into:17
1. Getting general information from the text
2. Getting specific information from a text
3. For pleasure or for interest
From the statements above, it mentions that reading for general or specific
information has same reason to get the information of the text generally or
specifically. Then, the readers read because they need to know what information
of the text. And then the purpose for pleasure is to give enjoyment for the readers
when they are reading.
Meanwhile, there are some linguists gave their statements about the
purpose of reading specifically. Harmer explains that reading is for:18
14
Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), p.
15.
15
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan,
2005), p. 4.
16
A Teachers Guide, (Malden: Blackwell Publishing, 2003), p. 91-92.
17
Jo McDonough and Christopher Shaw, Materials and Methods in ELT. p. 90
18
Jeremy Harmer, The Practice of English Language Teaching3 rd Edition, (New York:
Longman Publishing, 1991), p. 201-202.
1. Identifying the topic

In identifying the topic of the text, they get the topic by relating
their own schemata; it will help them to get the idea about the text quickly
and effectively.
2. Predicting and Guessing
The readers sometimes guess in order to try and understand what
the text is about, especially if they have first identified the topic. And they
try to predict what is coming and make assumptions about the content of
the text. Then they try to relate their schemata with the text that they read.
3. General understanding
The readers have not to understand the text specifically, but they
just understand the general idea of the text and they do not need to focus
on details information. It is called as skimming. It means running your
eyes over a text to get a quick idea of the gist of a text.
4. Specific information
The readers need the specific details that include in the text. It is
called as scanning. For example the readers want to find the name of
director or movie stars in a film review.
5. Detailed information
Sometimes the readers read in order to understand everything in
details information. It is usually in written instructions or directions or
description of scientific procedures. For example if someone writes an
address and telephone number.
6. Interpreting text
The readers are able to get the meaning of the passage, using a
variety of clues to understand what the writer is implying. The readers will
be success in interpretation if they have schemata.
10
Rivers and Temperley suggest that second language learners will want to
read for the following purposes:19
1. To obtain information for some purpose or because we are curious about
some topic
2. To obtain instructions on how to perform some task for our work or daily
life (e.g. knowing know an appliance works)
3. To act in a play, play a game, do a puzzle
4. To keep in touch with friends by correspondence or to understand business
letters
5. To know when or where something will take place or what is available
6. To know what is happening or has happened (as reported in newspapers,
magazines, reports)
7. For enjoyment or excitement
From the Rivers statement, it can be seen that reading has some purposes
based on the readers need. The readers need to get information in some curious
topic, to know the instruction of tasks, to play a game, to understand the letters,
and to feel enjoyment.
In addition, Heilman stated that the objectives in teaching reading of
primary grade are to help the child:20
1.
2.
3.
4.
Develop a large sight vocabulary

Expand his stock of concepts and word meanings
Learn and apply phonic principles for sounding out unknown words
Review and extend knowledge of language sounds associated with vowel
and consonant combinations
5. Use punctuation for smooth meaningful reading
6. Develop the skill of reading several words together as thought units, either
phrases or sentences
7. Reduce the number of occurrences of reading errors such as hesitations,
regression, repetition, substitutions, or omissions
8. Develop the ability to recognize known root words in new word forms
which include prefixes or inflectional endings
9. Further develop the attitude that reading is always purposeful and that he
must clarify his purpose in specific reading tasks
10. Use the context as an aid in attacking unknown words
11. Enjoy and appreciate the vicarious experiences which are open to him in
reading
19
David Nunan, Designing Task for the Communicative Classroom, (Cambridge:

Cambridge University Press, 1989), p. 33-34
20
Arthur W. Heilman, Principles and Practices of Teaching Reading: Second Edition,
(Ohio: A Bell and Howell Company, 1967), p. 170-171
11
Based on the explanation above, it can be seen that there are many
objectives in teaching reading. It can help students to master vocabulary, to
develop meanings concepts, to pronounce the words correctly, to understand the
sentences, to decrease students error in reading, to recognize new word easily,
and to enjoy in reading activity.
From purposes stated by many linguists above the writer concludes that
the readers have their purposes in reading the written text based on what they need
and what they want. The readers need to know the information of the text, such as
news paper, magazines, or instruction book in using or making something, and to
get specific information in answering the questions related to the text, and then to
develop their vocabulary. Next, the readers want to get pleasure and enjoyment
when read something.
3. Problems of Reading
The readers find the problems when they read the text. The problems of
reading, based on Harmer, are classified into some ideas:21
1. Language
Students will be more difficult to understand in reading a text with
longer sentences and longer words rather than with the shorter one.
And they will have great difficulty in understanding the whole text
when they face many unfamiliar words which text contains. Then, they
will have success in reading if they recognize many vocabularies
without consciously thinking about it. It is clear that sentence length
and the percentage of unknown words are problems in comprehending
the text.
2. Topic and genre
The readers think that the topic is not appropriate or they are not
familiar with the genre of the text. It caused they may be reluctant to
21
Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New
York: Longman Publishing, 1991), p. 203-208.
12
engage fully with the activity. The lack of schematic knowledge may
be a major problem to successful in reading.
3. Comprehension tasks
Comprehension is the major purpose in teaching receptive skills.
Sometimes in teaching reading, the teacher gives tasks to be tested for
students rather than helps them to understand the text. Just testing them
is not appropriate way to build their comprehension and sometimes
tasks or text that given for students are far too easy or far too difficult.
4. Negative expectations
The students predict that they will not understand with the passage
because they think that so difficult for them and make them frustration
and de-motivating. Therefore, they have no interest and bored in
reading activity.
DeBoer stated there are some typical causes which then arise toward
students difficulty in reading such as:22
1.
2.
3.
4.
5.
6.
Limited intelligence
Undesirable physical factors
Overemphasis on word recognition
Overemphasis on oral reading
Insufficient background for reading a selection
Failure to adjust reading techniques to reading purpose and type of reading
material
7. Lack of appropriate teacher guidance
According to DeBoers statement, here the writer would like to discuss the
students difficulty in reading as follows: first, limited intelligent that students
have, they are not easy to comprehend the text quickly, but they are slow in
getting growth. Second, undesirable physical factors, for example condition of
students classroom is not comfortable for them. Third, overemphasis on word
recognition, students concentrate to recognize words in order to comprehend the
text. Fourth, overemphasis on oral reading, students are asked to read aloud but it
22
(New York: Holt, Rinehart and Winston Inc., 1964), p. 132-134.
13
cannot give them comprehension of the text that they read. Fifth, insufficient
background for reading a selection, students do not have many background
knowledge, it caused they cannot relate their knowledge with the text that they
read. Sixth, failure to adjust reading techniques for reading purpose and type of
reading material, students cannot differentiate technique in reading some
materials, they read all materials by using one technique that is not suitable for
them. Last, lack of appropriate teacher guidance, the teacher does not use the
suitable technique based on the students difficulty, it causes students still have
difficulty in comprehending the text.
Based on the explanation above, the writer sums up that reading has some
problems. Those problems are the readers have some difficult in recognizing
vocabulary because they are unfamiliar with the text. The other problems maybe
the readers do not have background knowledge to relate with the text. Therefore
the readers feel unconfident because based on their experience; they maybe think
that reading is difficult.
B. DESCRIPTIVE TEXT
1. Definition of Descriptive Text
Descriptive text is a text which describes something. According to
Djuharie, he said that descriptive text is a text which describes and gives more
detail information about particular people, thing, place and animal.23 It means that
descriptive text tells the readers to know about something specifically by giving
characteristic of something which described.
Meanwhile, according to Oshima, descriptive text tells about the senses
how something looks, feels, smells, tastes, and sound.24 It shows how the reader
can feel and imagine the description of text. In addition, Buscemi stated that the
fundamental to describe is appealing to the senses (sight, hearing, and touch).25 It
23
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:
Yrama Widya, 2007), p. 24.
24
Alice Oshima and Ann Hogue, Introduction to Academic Writing 3rd Edition, (New
York: Pearson Longman, 2007), p. 61.
25
Santi V. Buscemi and Charlotte Smith, 75 Reading Plus 7th Edition, (New York: The
McGraw Hill Companies Inc, 2004), p. 44.
14
means that in describing something, it needs to explain what people see, hear, and
feel.
In sum up, descriptive text is a text which describes something and
includes of the characteristic of something.
It tells the readers with detail
information that can help them to imagine and to describe in their mind about
what the content of the text.
2. Purposes of Descriptive Text

Every text has own purpose. The purpose of descriptive text is to describe
people, thing, place, and animal.26 It means that descriptive text wants to give the
description of something. According to Andersons statement, the purpose of
descriptive text is to tell about subject by describing the characteristic without
including personal opinions, the example of descriptive text are description of a
particular building, description of a specific animal, description of a particular
place, and description of a specific person.27
In sum up descriptive text has a purpose to describe a particular person,
places, animals, and things that tells about their characteristics. Next, it helps the
reader to imagine what the text is about.
3. Schematic Structures of Descriptive Text

Generally, descriptive text has a schematic structure, there are:28
1. Identification
In this part is introduction of the thing, person, or place to be
described. Therefore in the first paragraph give the reader about the when,
where, who or what of the subject.
26
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung:
Yrama Widya, 2007), p. 24.
27
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan
Education Australia, 1998), p. 26.
28
Otong Setiawan Djuharie, Gendre Dilengkapi .. p. 24.
15
2. Description
This part gives the details information about the characteristic of
subject, for example the characteristic of personality, attitude, physically,
specific feature, quality and so on.
The example of schematic structure of descriptive text:
My Best Friend
Title
Identification
I have a lot of friends. But my closest friend is

Prabu Perdana.
Prabu is my classmate. He is so handsome and cute.
He has short wavy but rather blonde hair, which is always
combed neatly. His skin is white. He has bluish back eyes
with thick eyebrows and outstanding eyelashes. His round
face makes him more impressive. Although Prabu is not so
tall, he has a well-built body. People frequently think he is
a European or American offspring, but he is actually a
Description
Sundanese genuine. He looks more handsome when he is

smiling.
Prabu is pleasing peer. I am happy to spend my time
with him. He is always available to help his friends who are
in trouble. He is never angry with any friends who try to
annoy him. Because he is so smart, most of his classmates
seek him to explain any difficulties in any school subjects. I
am proud of having such best friend.
16
4. Language Features of Descriptive Text

Table 2.1
Language Features of Descriptive Text
No Linguistic Features
1
Specific Participants
Simple Present Tense
Examples
Prabu Perdana
Action Verb
Passive Voice
Adverbial Phrase
Linking Verb
I have a lot of friends.

His round face makes him more
impressive.
People frequently think he is a European or
American offspring, but he is actually a
Sundanese genuine.
He looks more handsome when he is
smiling.
Makes
Help
Think
Try
Looks
Annoy
Spend
Explain
He has short wavy but rather blonde hair,
which is always combed neatly.
He has short wavy but rather blonde hair,
which is always combed neatly
Is
Am
17
C. GROUP WORK
1. Definition of Group Work
Group work has some definitions based on the linguist. First, the writer
wants to show definition about what a group is. According to Brilhart, a group is
a collection of items (such as trees or numbers); a large organization such as an
insurance company, the people who voted for Nixon in 1960, or the members of a
religious organization; two or more people having anything in common (such as
standing at the same corner while waiting for a bus).29 On the other hand a group
is collection of something who has the same purpose.
Group work is one of the techniques that used in teaching especially
teaching reading. By using group work technique, the students have opportunities
to share their idea and interpret the text with their friends in a group. It is in line
with Nuttal, she said that In group work mode of organization, much of the
guidance comes from fellow students. The effort to understand the text is made
jointly that is, individual efforts are pooled and discussed in the hope of arriving
together at the best interpretation.30 Thus, group work as a technique to make
students can learn and solve the problem together.
Next, it is about definition of group work. As stated by Brown, group work
is one of techniques that consist of two or more students are assigned a task that
involves collaboration and self-initiated language.31 This statement means that as
a technique, group work gets students to work together in doing their task.
Students in group work are more than two or perhaps six. In addition, Ruppet
Brown defined a group exists when two or more people define themselves as
member of it and when its existence is recognized by at least one another.32 On
the other words, group consists of two or more people join into one as a member.
29
John K. Brilhart, Effective Group Discussion, (Iowa: WM. C. Brown Company

Publishers, 1967), p. 11.
30
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan,
2005), p. 162.
31
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language
Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177
32
Zoltn Drnyei and Tim Murphey, Group Dynamics in the Language Classroom,
(Cambridge: Cambridge Universiti Press, 2003), p. 13.
18
Meanwhile, Ur said that group work is a learning task through small-group

interaction that is performed by learner to become more active in oral fluency
because students in group get opportunities to talk in class.
33
Group work can
make students learn actively because they have chance to talk in the classroom.
In addition, Hess explained that:
Group work is obviously a key element as it enables students to learn from
one another. When working in small groups, students have a greater
chance to practice oral fluency. Students are also far less intimidated in a
small group, and once they become familiar with the procedure, they
usually enjoy sharing ideas and practicing new language structure in this
format. 34
Based on the definition, group work is viewed as a technique that gives students
some chances to practice oral fluency, share idea with friends, and practice the
new language.
In sum up, group work is one of the techniques that consist of two or more
students in a group who are given the same task to finish well. Then, students
cooperate to study and share their ideas in group work. They may also help and
guide each other. Again, they can interpret the reading text cooperatively.
2. Purposes of Group Work

There are some purposes of group work. According to Bormann, The
primary purpose of much of the talk in a group discussion must be to
communicate.35 It means that communication is the main purpose of group work.
It is in line with Brown in his book Teaching by Principles: an Interactive
Approach to Language Pedagogy, stated that one of the major purpose of group
33
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 232.
34
Natalie Hess, Teaching Large Multilevel Classes, (Cambridge: Cambridge University
Press, 2001), p. 112
35
Ernest G. Bormann, Discussion and Group Methods, (New York: Harper & Row
Publisher, 1969), p. 4.
19
work is giving more opportunities to speak for students.36 In other words, group
work can increase students ability in speaking.
In addition, group work gives the opportunities for student to:37
1. Generate more ideas and be exposed to different point of view
2. Develop tolerance for ambiguity
3. Experience incidental and planned opportunities that use language as a
tool for learning
4. Learn from and teach one another in a supportive environment
5. Ask their own questions so that they own their learning and have better
retention
6. Make use of exploratory talk; offer possible suggestion and tentative
ideas
7. Realize the fact that their talk helps them to understand better
8. Gain confidence while learning as a result of peer support and
encouragement
9. Acquire higher level thinking skills (for example, to speculate,
hypothesize, and generalize) because of the potential for what if
question to occur
10. Develop short and long term recall of information
11. Experience genuine intellectual inquiry that cultivates moral and
intellectual autonomy
12. Value their thinking and experiences during the learning process
13. Become more responsibly for their own learning and the learning of
others
14. See how others learn and how they themselves learn
15. Have shared experiences that become the basis for learning
16. Present what they know and reflect on how they learned it (i.e.,
develop metacognitive knowledge)
17. Build on what they know already with increased motivation in order to
get more information that makes use of critical thinking skills
18. Develop problem solving strategies
19. Attain better academic achievement
20. Learn in a context compatible to their culture
21. Develop emphatic perspective as a result of working together
22. Learn how to work together (i.e., acquire social skills)
23. Develop a liking for self and others
Based on the statements above, group work is useful for students because
they may share their ideas and experience in a group, develop their social
36

Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177
37
Carolyn Kessler, Cooperative Language Learning: a Teachers Resource Book,
(Englewood Cliffs: Prentice Hall Regents, 1992), p. 59-60.
20
interaction like tolerance and emphatic perspective, use target language to

communicate each other, develop problem solving strategies, increase their
thinking and understanding, build their confidence, motivation, and responsibility,
and learn cooperatively in their group.
In sum up, the purpose of group work in teaching reading is to increase
students ability in communication by using target language and help them in
comprehending the reading text easily. Thus, it develops students social
interaction and builds students motivation to share the ideas. Therefore, they may
gain confidence in learning and attain better academic achievement.
3. Techniques of Using Group Work

Harmer explained the procedures of group work, he classifies the
procedures of group work into three parts. There are before, during, and after:38
a. Before
The teacher has to follow the engage-instruct-initiate because
students need to feel enthusiastic and understand what they are going to
do, and then give an idea of what they will have finished the task they are
going to get involved in.
The teacher has to involve the demonstration when gives the
instructions for students, in order to give clear instruction but if the
activity is familiar with students, teacher just give simply instruction.
The teacher has to give students a time to finish their activity. It
will give the success of group work task because it helps to give a clear
framework to work within, then it can encourage groups to be the first
finishers, and then it can be a game that has a slight sense of competition
between groups are no harm.
The instruction is important thing. The teacher should give students
in understanding and agreeing of the task, then to check students
38
Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New
York: Longman Publishing, 1991), p. 122-124.
21
understanding on the teachers instruction, so the teacher ask them to

repeat it, or they can translate into their first language.
b. During
When students are doing their task in group, the teacher can
monitor students by standing at the front, side, back or anywhere else in
the classroom and keep on what is happening. In this position the teacher
can tune in to a particular group, decide whether to go over, and help that
group.
Teacher can use an alternative procedure that is to go round that
class, watching and listening to specific groups. The teacher can stay or
the teacher intervene the group if necessary and the teacher bear in mind
what they have said about the difference between accuracy and fluency
work. If students are involved in discussion, the teacher has to correct
gently, help students with suggestion about something they are planning,
or trying to move a discussion forwards, then the teacher act as a prompter,
resource, or tutor. Students have to avoid the temptations in using their
first language and teacher persuades them back into English.
The teacher has an ideal opportunity to work with students when
they are working in groups. Then the teacher has a chance become
observer, and get the information about students progress and seeing if
they will have to troubleshoot. However, teacher participation is vital in
learning reading by using group work.
c. After
After group work finish, the teacher has to organize feedback from
students. The teacher discusses about what happened during the group
work season, gives the assessment and makes correction.
A few groups demonstrate the teachers feedback by using the
target language, if students make the mistakes, the teacher corrects it. It is
used to give them information for future learning and action.
In group work students discuss an issue and guess the content of a
reading text, and the teacher encourages them to give their conclusion.
22
Then the teacher and students compare their different solution, ideas, and
problems. It helps them to get an understanding of the topic.
After that, the teacher asks students to make a conclusion on a
piece of paper and give them a chance to demonstrate it in the class, or
they can write on the board, or read the text that they have written, or play
audio or videotapes they have made.
Finally, the teacher has to construct feedback because it is
important to enhance students motivation in the future. The teacher gives
feedback on the language mistake is only one part of that process.
4. Advantages of Group Work

Actually group work has many advantages. According to Jacobs,
advantages of group work are:39
1. The quantity of learners speech acts can increase
2. The variety of speech acts can increase
3. There can be more individualization of instruction
4. Anxiety can be reduce
5. Motivation can increase
6. Enjoyment can increase
7. Independence can increase
8. Social integration can increase
9. Students can learn how to work together with others
10. Learning can increase
From Jacobss explanation, it can be seen that group work has some
advantages
to
increase
students
speech
acts,
motivation,
enjoyment,
independence, social interaction, and learning. Then it can reduce their anxiety.
39
Willy A. Renandya and George M. Jacobs, Learners and Language Learning,

(Singapore: SEAMEO, 1998), p. 172-175.
23
Meanwhile, McDonough stated that the advantages of group work; first,

students get a little flexibility in observing of others and in working to an
externally imposed pace, and then the possibility of an individuals learning
preference increase in small group and pair work.
40
It means that group work
gives students flexibility to learn and to share ideas with their friends, and then
they will increase their learning process in a group work.
Second, group can make the class more dynamic because there are a
number of different people to react to, to share ideas with and so on, and smaller
scale interaction is more natural to exchange of information, however, the nature
of the task set determines the dynamic of class.41 On the other word, group
consists of different people that may share the ideas and exchange the knowledge;
therefore it may cause the classroom become more dynamic.
Third, different task can be assigned to different groups or pairs in order to
make environment of the whole class cohesively if these tasks can be fitted
together in final discussion and teacher may have the flexibility to give activities
according to learners level.42 Thus, the teacher gives different task to different
groups to adjust to learners ability and to make the class cohesively.
Then, each student has more chance to speak actively in using the
language.43 It means that in using the language, students have same division to
speak actively in group work and they may get confidence to speak the language
even they are not able to use it well.
Next, group work can create a positive atmosphere or effective climate
and potentially influence environment of the classroom.44 This statement means
that environment of the classroom will change becoming an effective climate if
the teacher uses group work as a method of teaching in the classroom.
40
A Teachers Guide, (Malden: Blackwell Publishing, 2003), p. 203.
41
Jo McDonough and Christopher Shaw, Materials and Methods in ELT.., p. 203.
42
43
44
A Teachers Guide, (Malden: Blackwell Publishing, 2003 , p. 203-204.
24
The last, there is some evidence that students like to work in smaller
groupings.45 On the other word, there is some evidence that students feels enjoy
and happy to work in a group, they may think that working with group gives the
freedom for them to reveal their opinion.
From McDonoughs explanation, the writer sums up that group work has
many advantages. Those are students get the flexibility to share the ideas and to
exchange the information, and then the classroom may become more dynamic,
next they may increase their spoken language actively, finally group work creates
an effective climate and cohesive whole class environment in the class room,
therefore, students like to work in group.
For Harmer the advantages of group work; first, group work increases
opportunity for individual students to talk.46 Thus, group work gives individual
students chance to talk increasingly, and then it may give students enjoyable in
speaking.
Second, group work consists of two or more students that have less
problematic in their personal relationships and also have a greater chance of
different opinions and varied contributions.47 It means that group work has
advantages to share different opinion one another without including students
personal relationships and to give varied contributions.
Then, group work encourages students to develop their skills of
cooperation and negotiation, and also more private than work in front of the whole
class.48 On the other hand, students have to possess ability of cooperation and
negotiation in learning. Thus, the teacher uses group work that may give them
more chance to cooperate and to negotiate with others.
Next, students have autonomy and are allowed to make their own
decisions without teachers instruction.49 This statement means that the teacher
45
Jo McDonough and Christopher Shaw, Materials and Methods in ELT, p. 204.

Jeremy Harmer, The Practice of English Language Teaching 4 th Edition, (New York:
Longman Publishing, 2009), p. 166
47
Jeremy Harmer, The Practice of English Language Teaching.., p. 166
48
Jeremy Harmer, The Practice of English Language Teaching.., p. 166
49
Jeremy Harmer, The Practice of English Language Teaching4th Edition, (New York:
46
25
cannot ask students to follow him/her decision because students can make their
decision by discussing their opinion with friends in group work.
Finally, some students may choose their level of participation more readily
than in a whole-class or pair work situation in order to avoid individual students
becoming passive in groups.50 It means that group work gives some students the
freedom to choose their participation in order to elude passivity.
From Harmers statement, it can be seen that group work may increase
students opportunity to speak, increase students contribution in working with a
group, develop students cooperation and negotiation, make their own decision,
and then they may chose their level of participation.
In addition, Brown stated that advantages of group work are:51
1. Group work generates interactive language
2. Group work offers an embracing affective climate
3. Group work promotes learner responsibility and autonomy
4. Group work is a step toward individualizing instruction
In sum up, group work has many advantages in developing students
learning activity. First, it may help students to communicate and to share the ideas
with others. Second, it may make the classroom becoming dynamic. Third, it may
give the motivation, comfortable and enjoyment in learning. The last, it may
develop social interaction and responsibility for themselves.
5. Disadvantages of Group Work

As a method, group work has disadvantages. According to Donough, the
disadvantages of group work are; first, there is some concern that some students
will probably not provide such as a good language model as the teacher, so it
required a more complex arrangement by the teacher as feedback and it need
control to make the more talk active students do not dominate the quieter
50
Jeremy Harmer, The Practice of English Language Teaching4th Edition, (New York:
Longman Publishing, 2009), p. 166.
51
Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177-179.
26
students.52 It means that the teacher has to control some students who are talk
active and gives the opportunity to students who are quieter.
Second, there are several possible to rearrange the classroom in order to
increase a communicative environment. For example, rearrange the furniture in
the classroom. But sometimes, other colleagues think negatively that an active
class will increase noise level.53 On the other hand, to make a communicative
environment, the teacher should rearrange the classroom. It may be arrange the
chairs by grouping. However an active class is identical with a noise class.
Third, some monolingual classes prefer use their mother tongue rather than
use target language, particularly in discussing and sharing something. Therefore,
using target language in the classroom may initially be perceived as artificial.54 It
means that the teacher and students do not use the target language in the
classroom. Then, target language is only used as artificial.
Next, learners often have strong preferences. Consequently, teacher
control and direct input material are low.55 This statement means that students
have preferences that can make them difficult to get the material directly.
After that, if the class is divided into smaller unit, there may be problems
that students do not want to work with those of their peers assigned by the teacher
to the same group.56 It means that group work has some problems, one of those
problems is students do not like to work with some friends in the same group.
Finally, in conducting group work, the problems commonly heard are class
arrangement and class size. It is all very well if you have only a small,
multilingual class of co-operative adults working in a comfortable, modern
environment, but it will be difficult with a class of forty.57 It seems that group
work will be easy if it is conducted in the small class, because if it is conducted in
52
A Teachers Guide, (Malden: Blackwell Publishing, 2003), p. 204.
53
Jo McDonough and Christopher Shaw, Materials and Methods in ELT.., p. 204-205.
54
Jo McDonough and Christopher Shaw, Materials and Methods in ELT..., p. 205.
55
56
57
27
the big class, it may have some problems, for example, the arrangement of
classroom is not suitable for group work activity.
Based on the explanation above, the writer concludes that disadvantages of
group work are students cannot be a good language model as a teacher, the teacher
cannot control all students, the class become noisy, students use their mother
language to communicate with their friends, some students do not contribute in
doing a task, and the teacher will be difficult to arrange a big size class that
consist of forty students.
Meanwhile, based on Harmer disadvantages of group work; first, the class
is likely to be noisy. Then, some teachers may lose control and feel hard to build
the whole class but it is easy to dissipate and spill into smaller entities.58 It means
that the class of group work may become noisy because the teacher may not
control all students.
Second, not all students enjoy it because they would prefer listen to the
teachers explanation rather than work in group with their peers. Sometimes,
students feel themselves in unsuitable groups and wish moving to the others
group.59 On the other word, some students do not like to work with group because
they are not enjoying with it. Thus, they prefer like to pay attention on the
teachers explanation rather than work in group.
Next, some students are passive whereas others may dominate because
individuals may fall into group roles that become fossilized.60 This statement
means that group wok may consist of some students who passive and the others
who active.
Finally, group work may take a long time to organize; beginning and
ending group work activities, moreover where students move around the class that
wastes time and becomes chaotic.61 That is why group work may make the class
58
Jeremy Harmer, The Practice of English Language Teaching 4 th Edition, (New York:
59
Jeremy Harmer, The Practice of English Language Teaching .., p. 166.
60
61
28
become so noisy and difficult to organize. Then, it is need more time to conduct
group work.
From the Harmers statement, it can conclude that disadvantages of group
work, the class is noisy because the teacher lose control, and sometimes students
more focus if the teacher give explanation rather than they work in group, then
some students become more passive if others students dominate the class room,
and then group work activity take a long time.
In addition, Brown said that disadvantages of group work are:62
1.
2.
3.
4.
5.
The teacher is no longer in control of the class

Students will use their native language
Students error will be reinforced in small groups
Teachers cannot monitor all group at once
Some learners prefer to work alone
In sum up, group work has disadvantages, such as the class is noisy and
chaotic, thus students feel difficult to focus on the teaching learning activity.
Then, teacher cannot control all groups at the same time; hence students are noisy
because they lose the teachers control. Next, some students use their native
language when they cooperate. After that, some students prefer work alone and
become passively.
D. Teaching Descriptive Text Using Group Work

The following is procedures in teaching descriptive text using group work:
First:
Introduce the procedures of a group work. Tell students about

advantages in learning reading using group work and explain them that
group work is useful for them to develop their reading comprehension of
descriptive text.
Second: Divide students into groups. VII 1 class consists of 46 students. Each
group consists of 5 or 6 students. So, there are 8 groups in the class.
When all students get a group, they have to choose one become a leader
62

Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 179-182
29
of the group and one become a secretary for write the conclusion of the
text. Then they give a unique name for their group.
Third: Give students instruction to read and to understand the descriptive text.
After students finish in understanding text, they have to write the
conclusion of the text.
Fourth: Control all group when students work and help if they find problem.
Fifth:
Retell the text in front of the class and others students give their
argument.
Sixth:
Give students some questions related to the text. This activity is done
individually. After finishing, they collected the answer sheet. And they
have an opportunity to write the answer in the write board. Finally, make
an evaluation about students answer; it will know their score in reading
comprehension.
In short, in teaching reading descriptive text by using group work, students

are explained about what group work is and what the advantages of group work
are. Then, they are divided into some groups; furthermore they choose a leader
and a secretary of the group. Next, they are asked to comprehend of descriptive
text together with their group. After that, they discussed the text with all groups.
Finally, they have to answer the questions related to the text individually. In this
case, the teachers role is to monitor all groups.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, research methodology consists of method of the study,
subject and object of the study, time and place, research design, Classroom Action
Research (CAR) procedures technique of collecting data, technique of the data
analysis, data validity, trustworthiness of the study, and criteria of the action
success.
A. Method of the Study

In this research, the writer used Classroom Action Research (CAR)
method. According to McNiff, Classroom Action Research is a reflective research
which is conducted by the teachers to develop their teaching skill.1 It means that
the teachers can use Classroom Action Research as a method to improve their
teaching skill. In addition Wijaya Kusumah stated that classroom action research
is a research which conducted by the teachers in their class with three ways, first
is planning, second is acting, and third is reflecting which has the aim to develop
teachers teaching skill and to improve students score.
It can be seen that
Classroom Action Research is not only to develop teaching skill for the teacher
but also to improve students score and solve their problem in learning.
1
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta
Barat: PT. Indeks, 2009), p. 8.
2
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas p. 9.
30
31
Meanwhile Geoffrey E. Mills explained that, action research is a research

conducted by teacher researchers, principals, school counselors, or other
stakeholders in the teaching learning environment to gather information about
how schools operate, how the teacher teach, and how well students learn. Go to
the next one, this information is gathered to gain the knowledge, to develop
reflective practice, to effect positive changes in the school environment, and to
improve student outcomes and the lives of those involved.3 It means that action
research is a research which collects the information about teaching and learning
activity in order to improve the teachers knowledge and to solve the students
problems in learning.
In sum up, Classroom Action Research is a research which conducted by
the teacher to develop their teaching skill, to improve their knowledge and to
solve the students problem in learning.
B. Subject and Object of the Study
1. Subject of the Study
The subject of this study is students at grade VII 1 of MTsN 19 Pinang
Kalijati, academic year 2010/2011. The number of students consists of 46 (forty
six). It is divided 25 for female students and 21 for male students.
2. Object of the Study

The object of this study is group work technique to develop students
reading comprehension of descriptive text.
C. Writers Role on the Study
The writer acts as the observer and interviewer in collecting the data and
she also makes planning such as lesson plan, tests (before and after CAR), then
she collects and analyzes the data, and then she reports the results of research. But
during Action Research in the classroom, the writer acts as the teacher in teaching
3
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill
Prentice Hall, 2003), p. 5.
32
reading descriptive text through group work, and the real teacher acts as the
observer.
D. Time and Place of the Study

This research held on November 2nd to December 2nd. The place is at grade
VII - 1 class of MTsN 19 Pinang Kalijati, academic year 2010/2011.
E. Research Design
The writer chose Kurt Lewins design as a CAR procedure in this research.
It consists of two cycles in which each cycle contains four phases; planning,
acting, observing, and reflecting.
33
Planning
Reflecting
Cycle I
Acting
Observing
Planning
Reflecting
Cycle II
Acting
Observing
The Result
Figure 3.1
Kurt Lewins Action Research Design
(Adapted from Wijaya Kusumah, 2009)4
Based on the Kurt Lewins action research design above, the writer wants
to describe a plan for Classroom Action research (CAR) as follows:
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,(Jakarta:

PT. Indeks, 2009), p. 44
34
Figure 3.2
The phases of Classroom Action Research modified by the writer
CYCLE 1
Planning
Acting
* After interviewing, observing and

conducting test before CAR. The teacher
and the observer make instruments, such
as: lesson plan, observational notes,
observational guidelines, and test after
CAR
* In this CAR, the writer acts as the teacher

and the real teacher becomes the observer.
The teacher conducts the lesson plan, teaches
descriptive text, explains the schematic
structures, and applies group work technique
Reflecting
Observing
* The teacher and the writer discuss not

only about the result of the
implementation of CAR, but also
students
achievement
and
the
technique.
* The teacher and the writer prepare the
lesson plan for the next cycle and for
test after CAR in cycle 2 in order to
know the improvement of students
score and to solve the problem
unfinished yet.
* The observer (the real teacher) observers

teaching learning activity in the classroom,
such
as
class
situation,
teachers
performance, and students response
* Identifies the students achievement in
learning reading descriptive text by giving
the test after CAR in cycle 1 at the end of the
cycle 1.
* The writer calculates students improvement
scores from test before CAR to test after
CAR in cycle 1 whether improving or not.
CYCLE 2
Planning
Acting
* The teacher and the writer revise the

lesson plan and modify the group work
technique with some modifications.
* The teacher and the writer prepare
observational guidelines and the test
after CAR in cycle 2.
* The teacher teaches descriptive text

according to a new lesson plan
* The teacher modifies group work by giving
the meaning of some unfamiliar words
(word bank) and getting students to bring
dictionary.
Reflecting
* The writer and the teacher discuss about
the result of the implementation CAR by
modifying a new strategy in action,
about students response with the
strategy, about improvement students
score in reading descriptive text and
about analyzing the result from test after
CAR in cycle 1 to test after CAR in
cycle 2.
* The writer and the teacher make an
agreement, if the target is not achieved,
the action will be continued to cycle 3,
but if the target is achieved, the action
will be stopped.
.
Observing
* The observer observes the process of
teaching learning activity in the
classroom which includes class situation,
teachers performance, and students
response.
* Students are given the test after CAR in
cycle 2 in the end of cycle 2.
* The
writer
calculates
students
improvement scores from test after CAR
in cycle 1 to test after CAR in cycle 2.
35
F. Classroom Action Research (CAR) Procedures

Kurt Lewins Classroom Action Research design has four phases within
one cycle. Those are planning, acting, observing, and reflecting. The writer
conducts the first cycle to know the implementation of Classroom Action
Research by using group work technique in teaching reading descriptive text.
After finishing the first cycle, the writer may not get satisfaction of the result or
may get a new problem or unfinished problem yet. Therefore, the writer needs to
continue the research to the second cycle by adding a new strategy but still use the
same technique of the first cycle.
1. Planning Phase
In this phase, after conducting interview with the English teacher
and observe teaching learning process in VII 1 classroom, the writer
begins to identify students problems in understanding the reading text
especially on descriptive text. Then she and the teacher try to solve the
problems by searching some techniques which appropriate with the
material. Finally they choose group work as a technique to be
implemented in the classroom. After that she makes a lesson plan based on
the syllabus, material, media, resources, and evaluation which consist of
tests (before and after CAR in cycle 1 and 2). The lesson plan will be
implemented in VII 1 grade at MTsN 19 Pinang Kalijati.
2. Acting Phase
In this phase, the writer and the teacher work collaboratively in
implementing the planned action. The role in this action, the writer
becomes the teacher who conducts a planned action and the real teacher
becomes the observer teaching learning activity in the classroom.
However, acting phase is the implementation of a planned action. The
writer directly involves in the class research totally, from the beginning
until the end of the research. The writer chooses two cycles in which each
cycle consist of two meetings in action.
36
3. Observing Phase
During the acting phase, the real teacher (observer) observes
teaching learning activity in the classroom. When the real teacher
observes, he has to make observational notes which is written about all of
activities that happened in the class research and check the guidelines of
teachers observation. For example class situation, teachers performance,
students response, etc. However, observing phase is a phase to collect the
data (tests before and after CAR) that related to teaching learning activity
which has the aim to know and to solve the students problem.
4. Reflecting Phase
The reflection is the process to evaluate data that have been
collected in the observing phase. Both the writer and the teacher try to
reflect the result of previous study, discuss and analyze the data. In this
phase, they also discuss some problems that occur in the classroom
research. The analysis result is used for reference to the next plan or cycle
if it is needed. Thus, reflecting phase can be determined after the acting
phase and the observing phase.
G. Technique of Collecting Data

In collecting the data, the writer uses qualitative data and quantitative data.
To collect the data, the writer uses some techniques:
a. Observation
When the writer observes to the school before CAR, she uses the
open observation to get the information about the real condition in
teaching learning activities. Then during CAR, the real teacher becomes
the observer who makes a note about situation in the class while teaching
learning process, teachers performance in teaching reading descriptive
text, and students response in learning descriptive text by using group
work technique.
37
b. Interview
The writer uses unstructured interview. She interviews to the
teacher before and after CAR in order to get the information about
students problem in reading activity, material that students have to be
learnt, students condition in the class, and teachers strategy in teaching
reading.
c. Test
In this study, besides getting information from the teacher who
stated that students score in reading descriptive text are still under the
Minimum Mastery Criterion Kriteria Ketuntasan Minimal (KKM)
whereas the score of KKM is 65 (sixty five), but they only get 60 (sixty)
for the average score that the writer has mentioned in chapter 1. Therefore,
the writer tries to give tests before and after CAR. Then, to make easy the
writing of this paper, the writer provides the term pretest for test before
CAR and posttest for test after CAR. The writer gives written test (pretest
and posttest) in order to measure the students achievement in reading
descriptive text, to know the students ability in reading descriptive text
before and after teaching reading descriptive text by using group work and
to know whether the students reading skill is improving or not.
d. Documentation
In this research, the writer wants to give documentation which
shows photos in teaching learning activity during CAR in cycle 1 and
cycle 2. It uses to show that the writer really has implemented CAR.
Photos are captured by the observer in teaching learning process.
H. Technique of Data Analysis

The techniques of data analysis consist of data from observational notes,
guideline of teachers observation, interview, documentation (photos) and tests
(pretest, posttest 1 and posttest 2). In analyzing the qualitative data of this
research, the writer uses the observation of students activities during teaching
learning process (class situation, teacher performance, and students response) and
38
the interview to the teacher before and after Classroom Action Research (CAR)
and in analyzing quantitative data, the writer uses the tests (pretest, posttest 1, and
posttest 2).
In analyzing numerical data, the writer finds out the average of students
reading score per action within one cycle. She uses this formula:5 It is caused that
she needs to analyze the data by getting the average of students score.
_
x
X =
n
X = Mean
x = Individual score
n
= Number of students
Next, the writer wants to get the class percentage which passes KKM 65
(sixty five) of English lesson at MTsN 19 Pinang Kalijati. She needs the class
percentage to know how many percent that students score and she uses this
formula:6
F
P = X 100%
N
P : The class percentage

F : Total percentage score
N : Number of students
The last, after getting mean of students score per actions, the writer
analyzes students reading score from pretest up to posttest in cycle 1 and cycle 2.
It used to know whether students improve their score or not. She uses the
formula:7
5
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43
77
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3.
6
39
y1 - y
P = X 100%
y
P : Percentage of students improvement
y : Pre-test result
y1 : Post-test 1
y2 - y
P = X 100%
y
P : Percentage of students improvement

y : Pre-test result
y2 : Post-test 2
I. Validity of Data
The writer uses validity of the tests to ensure that the research can be
acceptable. In analyzing the data, the writer makes the trustworthiness of study
which consists of discriminating power and item difficulty. 8 First, the writer
analyzes discriminating power by dividing students into two groups. Those are
upper group and lower group. Second, because there are forty students in the
class, she only chooses ten students from the upper group and lower group to
know the discriminating power. Then, she analyzes the students answer on
pretest, posttest 1, and posttest 2. From the result, she knows whether good or bad
of discrimination power. Next, she analyzes item difficulty to know how many
students select the correct answer. From the result, she knows whether high or low
of difficulty item. Finally, she can get the validity by matching the result of
discriminating power and difficulty item.
See appendix, p. 95.
40
J. Trustworthiness of the Study

The writer uses the trustworthiness of study to analyze the test items.
There are two phases:
1. Discriminating Power
The writer uses discriminating power to differentiate students who
have high achievement (those who got the score pass KKM) and low
achievement (those who got the score do not pass KKM) in answering the
questions. All students are divided into two groups; there are upper group
(students with high achievement) and lower group (students with low
achievement).9
The formula as following:10
B A BB
D = - = PA PB
JA JB
D
: The index of discriminating power
BA
: The number of pupils in the upper group who answered the

item correctly
BB
: The number of pupils in the lower group who answered the

item correctly
JA
: The number of pupils in the upper group
JB
: The number of pupils in the lower group
PA = BA : Proportion the number of pupils in the upper group who

JA
PB = BB
JB
answered the item correctly

: Proportion the number of pupils in the lower group who
answered the item correctly
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Edisi Revisi), (Jakarta: PT.

Bumi Aksara, 2006), p. 211.
10
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan ., p. 213-214.
41
Next, the classification of discriminating scales uses:11
DP
REMARK
0.6 1.0
Very Good
0.4 0.6
Good
0.1 0.3
OK
-1 0.0
Bad
2. Item Difficulty
The writer uses item difficulty to know whether the questions are
too difficult or too easy. Good questions are the questions which are not
too easy or difficult because the easy questions cannot give stimulus to
students in trying to solve the problem and the difficult questions make
students give up and do not have a spirit to try because it is out of their
mind. 12
The formula as following:13
B
P=
JS
: Index of difficulty
: The total number of students who selected the correct answer
JS
: The total number of students
11
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.

Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Edisi Revisi), (Jakarta: PT.
Bumi Aksara, 2006), p. 207
13
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan ........, p. 208
12
42
Next, the classification of difficulty item:14
ID
REMARK
0 0.30
High
0.30 0.79
Medium
0.80 1.00
Low
K. Criteria of the Action Success

The writer and the teacher discussed to determine the criteria of the action
success. This study is regarded successful if 75% numbers of students can pass the
KKM.15 The KKM in the school is 65 (sixty five). If the study passes the criteria,
thus it is called successful and CAR would be finished, but if it does not pass the
criteria, it is called not successful and needs improvement to continue to the next
cycle.
14
John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p.
247.
15
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT
Rineka Cipta, 2006) p. 108.
CHAPTER IV
RESULT AND DISCUSSION
This chapter presents result of the study. In this case, it discussed the way
to develop students reading comprehension of descriptive text by using group
work at VII 1 class of MTsN 19 Pinang Kalijati academic year 2010/2011.
A. Before Implementing the Action

There are three parts related to before implementing the action. Those are preobservation, pre-interview, and pre-test. Those explanations as following:
1. Result of Pre Interview

Pre interview conducted in this study was the unstructured
interview that was held on Monday 25th October 2010 and started at 09.30
A.M and finished at 10.30 A.M. The writer asked to the teacher some
questions which was divided into three categories. Those were the general
condition in English classroom primarily on situation of the classroom,
students responses in learning English and students achievement of the
English test, students difficulties in reading comprehension ability, and
the teachers strategies that he used before Classroom Action Research
(CAR) to solve students difficulties in reading comprehension.
43
44
First category discussed about the general condition in English

class primarily on situation of the classroom, students responses in
learning English and students achievement of the English test. Based on
the teacher explanation, situation of students in the classroom was very
crowded and noisy because there were forty six students inside the
classroom. But when they studied in the morning, situation of the
classroom was not so noisy because they still felt fresh and could
concentrate in studying English. On the other hand, they felt bored and
uncomfortable when they studied English in the afternoon. Therefore they
did not focus on the teacher explanation and became so noisy. Besides,
some students felt enthusiastic in learning English and most of them were
students who liked English lesson. But other students did not feel the same
thing because they did not like English lesson or felt English was so
complicated. Consequently, they were not enthusiastic and lazy in learning
English. Furthermore, the teacher said that most of them still got the score
under the Minimum Mastery Criterion Kriteria Ketuntasan Minimal
(KKM) and they were hardly to pass it.
The second category discussed about the students difficulties in
reading comprehension. The teacher told that reading skill was one of the
most difficult faced by students in learning English. Some students in VII 1 class felt that reading could make them dizzy, because when they were
asked to comprehend kinds of longer texts which consist of some
paragraph, they did not understand to convey the meaning of word by
word, although they were able to recognize the words. Next, the teacher
assumed that they were hardly to concentrate when reading activity
because the class was noisy especially in the afternoon which might be
caused by some students who did not like English lesson. In brief, the
teacher thought that all students got difficulties because they got less
practice in reading. These problems had to be solved because reading skill
was needed by students to comprehend many reading texts that they will
45
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 teachers 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 teachers 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 2010/2011. There
consisted of 46 students in the class. The pre-observation was conducted
on Wednesday 27th to Thursday 28th 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
46
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 10th 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
47
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 11th and 18th
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.
48
c. Observing
In this phase, the real teacher as the observer had a duty to monitor
all activities in the classroom. It might be about the teachers performance,
class situation, and students response. Related to the teachers
performance, she had taught in line with the lesson plan had been made.
On the other hand, when the teacher divided students into eight groups, it
washed time because the teacher could not control all students in choosing
their own group. It could be seen, situation of the classroom was noisy.
Then, when students started to work in their own group, some of the
students did not do their task. In fact, they walked to cheat or to disturb the
other groups. They also did not pay attention to their task. And then they
just chatted one another without shared about the text. Next, they gave up
if they found unfamiliar words. Then, the teacher only paid attention for
some groups not all groups. Therefore, they could not finish their task on
time and could not cooperate well.
Moreover, there were found some students who shared with their
group in discussing the text and answering the teachers questions
correctly related to the schematic structures and language features based
on the text. In the second action of the first cycle, the students seemed
more enthusiastic and focus to comprehend the text with their group.
Then, the teacher could control and monitor all groups. After teaching
learning process finished, in this observing phase was also carried out the
posttest 1 exactly on the second action of the first cycle to measure how
well the students reading comprehension of descriptive text that had been
studied. Based on the result of the posttest 1, the data showed that the
mean score of pretest was 64.34. There were 30 students who passed the
Minimum Mastery Criterion Kriteria Ketuntasan Minimal (KKM) 65
(sixty five). Meanwhile the other 16 students did not pass that criterion.
49
d. Reflecting
The writer and the teacher concluded about implementing the
action. Then, they tried to modify the action in order students more
comprehend in reading descriptive text and in order 75% of students in the
class could pass the KKM because in the result of posttest 1 showed only
65.21% of students who passed the KKM.
However, based on the result of the first cycle, the writer and the
teacher felt satisfied enough because they were able to improve students
reading comprehension of descriptive text, although not 75% of students
passed the KKM. Besides, the students could understand the material
easily by using group work. That technique could help them to share the
ideas in comprehending of descriptive text and to teach each other in
determining and analyzing schematic structures of descriptive text.
Next, the writer and the teacher had to reflect implementation of
using group work. Here, the real teacher as the observer gave his opinion
and suggestion about the teaching learning process related to the last
observation phase. First, the teacher still had difficulties in implementing
the group work in the class. In this case, the observer suggested to the
teacher to walk around the class, to monitor each group and to check their
worksheet. Second, the teacher still had difficulty in managing the class. In
this case, the class was noisy because some students did not do their task
together, they just walked to cheat or to disturb the other groups and also
chatted each other. Hence, the observer suggested that the teacher should
give more attention to all groups and warning in order the students did
their task with their own group, did not walk around the class, did not
cheat, did not disturb, and did not chat each other about another topic.
Third, students gave up if they found unfamiliar words. In this case, the
observer suggested that the teacher should get students to bring the
dictionary.
From the reflecting phase above, the teacher and the writer must
have more efforts to develop students reading comprehension of
50
descriptive text by using group work technique. It was needed to improve

again in the next cycle. This effort was done in the next lesson plan of
cycle 2.
2. CYCLE 2
a. Planning
After
finding
the
result
of
cycle
1,
students
reading
comprehension did not reach the target in their score of posttest 1, the
writer modified the previous lesson plan based on the result of reflecting
phase in the first cycle. The lesson plan which was used still related to
learning descriptive text by using group work. On the other hand, there
were some modifications in the second cycle. The teacher got students to
bring dictionary and gave the meaning of some unfamiliar words based on
students request in doing exercise of group work technique. It was caused
to ensure their reading comprehension concerning schematic structure of
descriptive text and to emphasize students work in their own group.
Besides, the writer still also prepared the observational notes and the
guideline of teachers observation to describe the classroom activities. And
the writer also prepared the posttest 2 to collect the data.
b. Acting
The action of the cycle two was done on November 24th and 25th
2010. After reviewing the previous lesson, the teacher got students to read
the text and gave them some minutes to identify and to look up the
unfamiliar words of the text by using their dictionary. And then, the
students determined the schematic structures of the text by themselves.
Afterwards, the teacher asked students some questions related to the text.
Then, the students were divided into eight groups and asked to arrange
jumble paragraph into a good passage. And then, students are asked to find
unfamiliar words in their dictionary, if they did not find it in the
dictionary, the teacher gave them chance to ask the teacher about it and
51
she wrote the meaning of some unfamiliar words on the white board. Next,
the teacher walked around the class to check their answer and to make
them felt responsible in finishing their task on time. After that, the teacher
led all groups to discuss and to match their answer whether there were
different answers or not. Next, the teacher gave the correct answers of the
questions based on the material discussion on the white board.
c. Observing
In the second cycle, the observer told that the class condition in
learning process was better than the first cycle. It could be seen from the
students who were able to focus and to pay attention on the teacher
explanation and most of them were enthusiastic to answer the questions
given by the teacher based on the text. In doing task with their group, they
felt fun and enjoy because they could share about text each other within
their group. It could make them easily to comprehend the text and to
discuss the schematic structure cooperatively. And then, they were actively
to participate within their group. Related to the teachers performance, she
showed some progresses in teaching reading descriptive text. It could be
seen that students did not walk around the class, disturb their friends and
chat each other because the teacher gave them warning before teaching
learning process was begun. Then, the teacher gave her attention to all
groups and asked them about their difficulties in doing the task.
Automatically, students were helped by the teacher to comprehend the
text. Next, students did not give up when they found unfamiliar words
because they could look up in their dictionary and look at the white board
which was written the meaning of some unfamiliar words based on their
request. Shortly, most of students seemed quite active in the classroom and
in doing reading exercises. In the second action of cycle two, the teacher
was held on posttest 2 regarding students reading comprehension of
descriptive text. Based on the result of the posttest 2, the mean score of the
52
class in reading test gained 73.04 in which there were 37 students who
passed the Minimum Mastery Criterion Kriteria Ketuntasan Minimal
KKM 65 (sixty five).
d. Reflecting
The reflection of Classroom Action Research (CAR) was carried
out after getting the score result of reading test. The writer and the teacher
felt satisfied because they could improve students reading comprehension
of descriptive text. The students could understand the passage easily. It
could be seen that the result of students score improved from the pretest
1. Furthermore, they could analyze the schematic structures easily
concerning identification and description of the descriptive text. Then,
they seemed more enthusiastic during the teaching learning process.
After achieving the target research minimally 75% students who
passed the KKM, therefore the writer and the teacher decided to stop the
Classroom Action Research (CAR) because it had already succeeded.
Hence, the writer and the teacher did not continue to the next cycle.
The teacher and the writer got the result of research and it could be
assumed that the implementing of Classroom Action Research in
developing students reading comprehension of descriptive text by using
group work technique was appropriate with the teachers and the writer
planning that had been discussed previously. In this case, the action of
reading activities could be conducted well.
C. Discussion of the Data after Classroom Action Research (CAR)

The discussion of the data after implementing the action consisted of two
parts. Those were the result of post interview and the result of posttest. For further
descriptions as following:
53
1. Result of Post Interview

After implementing group work technique, the writer carried out
the unstructured interview with the teacher. It was conducted on Thursday,
November 25th 2010 after finishing cycle 2. It started at 01.30 A.M and
finished at 02.00 A.M. It was done to know the teachers response as the
observer about group work technique through Classroom Action Research
(CAR) that had been done. In this case, the writer divided into three
categories of questions. Those were the general condition in English class
during Classroom Action Research, the difficulties in implementing group
work technique during Classroom Action Research (CAR), and the
strategy that had been used to solve the difficulties.
The first category was the general condition in English class during
teaching reading descriptive text through group work. The teacher said
students condition was good enough. In this sense, students could do the
exercise well in line with the teachers instruction. They could pay
attention and focus on the teachers explanation. They also more
comprehended the schematic structures of descriptive text. They could not
only improve their reading comprehension, but also could develop their
social interaction and could share the ideas one another. Then, they could
enrich their critical thinking ability, could more responsibly for their own
learning and learning of others, and could enjoy in learning activities.
Moreover, they could easily to determine which including into main idea,
supporting details, and purpose of the text. Then, the teacher assumed that
group work technique was a good idea to teach descriptive text because
students could enjoy in learning descriptive text, could analyze the
schematic structure of the text and could comprehend the descriptive text
together.
The second category was the difficulty of the teacher in
implementing group work technique during Classroom Action Research
(CAR). As the observer, the teacher thought that students could not work
together well because some of them did not know the advantages of group
54
work technique in learning descriptive text, they only knew that group
work was enjoyable, therefore they did not work together optimally.
Moreover, students still needed to know some unfamiliar vocabulary,
because they gave up when they found it. Another difficulty, the classroom
was so crowded that made students hardly to focus.
The third category was how the teacher solved the problems and
difficulties using group work during Classroom Action Research (CAR).
In this sense, the teacher and the writer still collaborated to discuss and to
solve the problems such as getting students to bring dictionary in order the
students did not give up when found unfamiliar words. Next, the teacher
gave them warning if they were noisy and had to control students by
walking around the class.
2. Result of Post Test

Before the students carried out the test, the writer had done the
trustworthiness of the test using discriminating power and difficulty item
among pretest, posttest 1, and posttest 2. It was found that there consisted
of six items should be revised either the stem or the distracters of the item.
It could be seen in the appendix.
Furthermore, the writer gave the result of data including the
pretest, posttest 1, and posttest 2 into a table as following:
Table 4.1
The Students Reading Score of Pretest, Posttest 1, and Posttest 2
STUDENTS
NUMBER
1
2
3
4
5
6
7
8
PRETEST
55
40
55
40
40
55
45
50
CYCLE 1
POSTTEST
65*
65*
65*
55
60
75*
55
75*
CYCLE 2
POSTTEST
70*
65*
80*
80*
65*
80*
55
95*
Continue to the next page
55
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
65*
55
30
70*
55
35
60
50
50
50
45
45
50
35
30
50
75*
60
45
50
65*
45
55
35
65*
35
35
35
50
45
40
50
50
45
50
70*
40
30
80*
65*
40
75*
80*
65*
65*
80*
65*
70*
65*
55
70*
45
35
50
80*
75*
55
75*
65*
75*
70*
45
80*
65*
55
50
80*
55
65*
75*
55
70*
75*
80*
60
45
85*
70*
60
90*
80*
70*
70*
85*
80*
70*
80*
60
75*
60
55
60
95*
80*
65*
75*
80*
95*
70*
70*
85*
70*
65*
65*
80*
60
70*
80*
65*
80*
75*
85*
65*
55
48.36
64.34
73.04
Mean:
_
x
X =
n
*: The student who passed the KKM (65)
56
To compare the test result between pretest and posttest of each cycle, the
writer uses some steps. Those steps are calculating the students mean score of the
test, calculating the class percentage, and calculating the percentage students
improvement score from pretest to posttest 1 and 2.
In analyzing the data of pretest, the first step is to get the mean score of the
class. It is calculated as following:
_
x
X =
n
_
2225
X =
46
_
X = 48.36
From that calculation, the mean score of the class in pretest is 48.36. It is showed
that the students reading mean score before using group work or before
implementing Classroom Action Research (CAR) is 48.36.
The second step is to know the percentage of students score who passed
the KKM (65). It is calculated as following:
F
P = X 100%
N
6
P = X 100%
46
P = 13.04%
From the calculation above, it is known the students score percentage in the
pretest is 13.04 %. It means that there are 6 students who pass the KKM and there
are 40 students are still below the KKM.
57
Next in the cycle 1 of Classroom Action Research (CAR), the writer

calculates the result of posttest 1 to know the students score improvement from
the pretest to posttest 1 result. There are three steps to get this improvement.
Those are calculating the students mean score of the class, calculating the
students improvement score into percentage and calculating the class percentage.
The first step is to calculate the mean score of posttest 1. It is calculate as
following:
_
x
X =
n
_
2960
X =
46
_
X = 64.34
From that calculation, the students mean score of posttest in cycle 1 is 64.34. It
shows that there are some improvements from the pretest mean score. It could be
seen from the pretest mean score (48.36) to the mean score of posttest 1 (64.34). It
improves 15.98 (64.34 48.36).
The second step is to get the percentage of students improvement score
from pretest to posttest 1. It is calculate as following:
y1 - y
P = X 100%
y
64.34 48.36
P = X 100%
48.36
15.98
P = X 100%
48.36
P = 33.04%
58
Based on that calculation, the percentage of the students improvement score from
pretest to posttest 1 is 33.04%. It shows that the score in the cycle 1 has improved
33.04% from the pretest score.
The third step is to know the percentage of students who pass the KKM.
The calculation by using as follow:
F
P = X 100%
N
30
P = X 100%
46
P = 65.21%
From that calculation, the class percentage which passes the KKM is 65.21%. It
means that in the cycle 1 of Classroom Action Research (CAR), there are 30
students who passed the KKM and there are 16 students who got score are below
the KKM. The class percentage of posttest 1 shows some students improvement
of the class percentage in the pretest (13.04%). The students improvement which
passes the KKM is 52.17% (65.21% - 13.04%). Even though it is still needed
more improvement because it could not achieve yet 75% as the target of success
Classroom Action Research.
Moreover, in the cycle 2 of Classroom Action Research (CAR) the writer
also calculates the result of posttest 2 to know further the score improvement
either from the result of pretest or posttest 1. There are three steps to know this
improvement. Those are to calculate the mean score of the class, to calculate the
percentage of the students improvement score, and to calculate the class
percentage which pass the KKM (65).
Firstly is to calculate the mean score of the class in posttest 2. The
calculation using as follows:
_
x
X =
n
59
_
3360
X =
46
_
X = 73.04
From that calculation, the students mean score of posttest 2 is 73.04. It shows
that there are some improvements from the pretest mean score. It could be seen
from the posttest 1 mean score (64.34) to the mean score of posttest 2 (73.04). It
improves 8.7 (73.04 - 64.34).
The second step is to know the calculation of the percentage of students
improvement score. Here, the writer calculated by using the formula:
y2 - y
P = X 100%
y
73.04 48.36
P = X 100%
48.36
24.68
P = X 100%
48.36
P = 51.03%
Based on that calculation, it could be seen that the posttest 2 improves 51.03%
from the pretest or 17.99% (51.03 33.04) from the pretest 1.
The last step is the writer tries to get the class percentage of students who
pass the KKM. It uses the calculation as following:
F
P = X 100%
N
37
P = X 100%
46
P = 80.43%
60
From that calculation, the class percentage is 80.43%. It means that in the cycle 2
there are 37 students who pass the KKM and there are only 9 students are below
the KKM. The class percentage of posttest 2 shows some improvements from the
previous test; the improvement is 67.39% from the pretest (13.04%) or 15.22%
from the class percentage of posttest 1 (65.21%).
D. Interpretation of Test Result
As a whole, the interpretation of the data results among the pretest, the
posttest of cycle 1 and the posttest of cycle 2 are as followings:
In the pretest, the mean score of students on reading test before carrying
out Classroom Action Research (CAR) is 48.36. It is the students reading score
before they use group work technique. Meanwhile, the class percentage which
passes the KKM is 13.04%. It means that that there are only 6 students who are
able to pass the KKM (65) and there are 40 students who are not able to pass the
KKM.
Furthermore, the mean score in the posttest of cycle 1 is 64.34. It means
that there are some students score improvement from the previous test (pretest),
that is 15.98 (64.34 48.36) or 33.04% (It is not enough to reach the research
target and still need to be developed). Meanwhile, the class percentage which
passes the KKM in posttest 1 is 65.21%. It shows there are 30 students who pass
the KKM and there are 16 students whose score still under KKM. It means that
still needed more improvement because it could not achieve the target yet of
success CAR, that is 75% (or at least 34 students) from the class percentage. That
is why the writer and the teacher continue to the second cycle.
Next, the mean score in the posttest of second cycle is 73.04. It shows the
improvement students score 8.7 (73.04 64.34) from the posttest 1 in cycle 1
(64.34) or 51.03% students improvement in the score percentage from the pretest
or 17.19% students improvement from the pretest 1. Meanwhile, the class
percentage which passes the KKM is 80.43%. It means there are 37 students
whose score pass the KKM and there are 9 students who are under the target of
KKM. This class percentage shows some improvements 67.39% from the pretest
(13.04%) or posttest 1 (65.21%) in the class percentage. The posttest of cycle 2
has fulfilled the target of Classroom Action Research (CAR) success, that is above
61
75% students could pass the KKM. Automatically, it can be said that the
Classroom Action Research (CAR) is success and the cycle can be stopped.
CHAPTER V
CONCLUSION AND SUGGESTION
After finishing the Classroom Action Research (CAR), the writer gives
some conclusions based on the result of this research. Furthermore, the writer also
gives some suggestions related to the conclusion. However, the writer would like
to give her summary of this research, before giving conclusion and suggestion.
The writer would like to summarize her study. This study uses the
Classroom Action Research (CAR) method to identify students problem in
reading comprehension, it is begun by interviewing the English teacher and
observing in the VII - 1 class at MTsN 19 Pinang Kalijati which is considered as
the class that sufficient to study by using group work technique. The number of
students consist of 46 (forty six) which is divided 25 (twenty five) for female
students and 21 (twenty one) for male students. In this study, the writer uses the
Kurt Lewins design which consists of four phases. Those are planning, acting,
observing, and reflecting. Meanwhile, the data is taken among from the test,
interview and observation. It could be summed up as; first, related to the test
result, there was 17.19% improvement of students mean score from pretest to the
posttest of the second cycle. In the pretest, there were six students who passed the
KKM. Then in the result of posttest in cycle 1, there were 30 or 65.21% students
in the class who passed the KKM considering their mean score of the test is 64.34.
Next in the result of posttest in the cycle 2, there are 37 or 80.43% students who
passed the KKM in which their mean score of reading test derived 73.04. Second,
62
63
the observation result showed that the students were more active, more enjoy, and
interested in learning reading activity in the classroom by using group work.
Moreover, they could analyze the schematic structures of descriptive text by
sharing with their friends in group work. Third, based on the interview result it
could be known that the students reading comprehension of descriptive text has
improved and the teacher also finds that group work is suitable in teaching
reading descriptive text.
A. Conclusion
Based on the research conducted in VII 1 class at MTsN 19 Pinang
Kalijati in academic year 2010/2011, it could be concluded that the students could
develop their reading comprehension of descriptive text through group work
technique and be more active and also interested in learning reading. Then, they
also could analyze the schematic structures concerning identification and
description of descriptive text by using group work technique. Therefore, they
were able to gain better academic achievement on reading descriptive text.
B. Suggestion
In this part, the writer would like to give some suggestions that might be
useful for the teacher. First, group work could help students to develop their
reading comprehension, so it could be nice if the teacher uses group work
technique in the next meeting or in the new academic year in teaching descriptive
text. Second, in teaching reading descriptive text the teacher has to have an ability
to control all groups. For example, the teacher could monitor each group when
students are working together. Next, do not forget to give reward for students who
could work well in their group and punishment for students who do not work in
their group.
However, during implementing group work method in Classroom Action
Research (CAR), the writer knew that she found a shortcoming in this study. That
is using group work technique in teaching descriptive text needs a longer time.
Hopefully, there will be any further research of how to make this technique better.
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APPENDICES
LIST OF APPENDICES
1.
Pretest Score ..............................................................................................
64
2.
66
3.
68
4.
The Graph Improvement of Students Reading Score During CAR .........
70
5.
Observational Notes Before CAR..............................................................
71
6.
Observational Notes During CAR in Cycle 1 ............................................
72
7.
Observational Notes During CAR in Cycle 2 ............................................
74
8.
76
9.
80
10. Interview Guidelines for the Needs Analysis (Before CAR) ....................
84
11. Interview Guidelines for the Needs Analysis (After CAR) .......................
89
12. The Blueprint Test of Pretest .....................................................................
92
93
94
15. The Item Analysis of English Tests ...........................................................
95
16. The Instrument of Pretest ........................................................................... 103

19. Lesson Plan in Cycle 1............................................................................... 118
20. Lesson Plan in Cycle 2............................................................................... 129
21. List of Students Groups ........................................................................... 140
22. Documentation During CAR ..................................................................... 141
64
PRE TEST SCORE

VIII - 1 CLASS STUDENT ACADEMIC YEAR 2010/2011
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Students Number
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32
S33
S34
S35
S36
S37
S38
S39
Score
55
40
55
40
40
55
45
50
65*
55
30
70*
55
35
60
50
50
50
45
45
50
35
30
50
75*
60
45
50
65*
45
55
35
65*
35
35
35
50
45
40
65
40
41
42
43
44
45
46
S40
S41
S42
S43
S44
S45
S46
50
50
45
50
70*
40
30
66
POST TEST 1 SCORE

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Students Number
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32
S33
S34
S35
S36
S37
S38
S39
Score
65*
65*
65*
55
60
75*
55
75*
80*
65*
40
75*
80*
65*
65*
80*
65*
70*
65*
55
70*
45
35
50
80*
75*
55
75*
65*
75*
70*
45
80*
65*
55
50
80*
55
65*
67
40
41
42
43
44
45
46
S40
S41
S42
S43
S44
S45
S46
75*
55
70*
75*
80*
60
45
68
POST TEST 2 SCORE

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Students Name
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32
S33
S34
S35
S36
S37
S38
S39
Score
70*
65*
80*
80*
65*
80*
55
95*
85*
70*
60
90*
80*
70*
70*
85*
80*
70*
80*
60
75*
60
55
60
95*
80*
65*
75*
80*
95*
70*
70*
85*
70*
65*
65*
80*
60
70*
69
40
41
42
43
44
45
46
S40
S41
S42
S43
S44
S45
S46
80*
65*
80*
75*
85*
65*
55
The Improvement of Students Reading Score during Classroom Action Research (CAR)
100
90
80
70
60
50
40
30
20
10
0
Pre Test
Post Test 1
Post Test 2
Pre Test
1
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
70
71
Observational Notes for Need Analysis1
Action : Pre-observation
Date
: October, 27th and 28th 2010
Time : 07.00 A.M 08.30 A.M and 11.00 A.M 12.30 A.M
Topic : The Schematic Structure of Descriptive Text
What learners do
What this
involves
Listening to the Students are

teachers
involved into
explanation
individual work
about the
Students read
schematic
any kinds of
structure and
served
linguistic
descriptive
features of
selection with the
descriptive text
title Kimono.
Reading the text
together
Reading the text
orally one by
one in front of
the class
Translating the
text into Bahasa
Indonesia
Discussing
about the text
with the teacher
Teachers
purpose
The teacher
explained the
schematic
structure of
descriptive text
and linguistic
features and
engage students to
organize the idea
of identification
and description of
the text by using
group work.
Comment
Most of students
didnt pay
attention to the
teachers
explanation
The text are
monotonous
Most of students
didnt do the
exercises well
Students are
rarely active
because they
didnt have
opportunity to
participate in the
classroom
The teacher
mostly liked to
dominate the
classroom.
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge:

Cambridge Univ. Press, 1996), p. 323
72
Observational Notes for Need Analysis

Action : 1st of 1st cycle
Date
: Thursday, November 11th 2010
Time : 11.00 A.M 12.30 A.M

What learners do
What this
involves
Teachers
purpose
Reading the text Students are

The teacher
silently
involved in:
explained the
Reading the text
- Individual
schematic
loudly for some
work
structure of
students
- Group work
descriptive text
Listening to the Students read
and linguistic
teachers
any kinds of
features and
explanation
served
engage students to
about the
descriptive
organize the idea
schematic
selection with the of identification
structure of
title:
and description of
descriptive text
- Mr. Armands
the text by using
and language
House
group work.
features
- a Lion
Answering the
questions related
to the text
individually
Doing exercise
in group work
(group of five or
six); to arrange
jumble
paragraph into a
good passage, to
analyze
schematic
structure, and to
answer the
questions related
to the text
Comment
Most of students
were noisy.
Some of
students did not
do their task.
Some of
students cheated
each other.
Most of students
gave up when
they found
unfamiliar
words.
Some of
students could
not cooperate
well and could
not finish the
task on time.
73

Action : 2nd of 1st cycle
Date
: Thursday, November 18th 2010
Time : 11.00 A.M 12.30 A.M

Topic : The Schematic Structure of descriptive Text
What learners do
What this
involves
Teachers
purpose
Reviewing the
Students are
The teacher
schematic
involved in:
explained the
structure of
- Individual
schematic
descriptive text
work
structure of
Reading the text
- Group work
descriptive text
silently
Students read
and linguistic
Doing exercise
any kinds of
features and
in individual
served
engage students to
work (answer
descriptive
organize the idea
the questions
selection with the of identification
related to the
title:
and description of
text and analyze
- My Toy
the text by using
the schematic
group work.
structure)
Comprehending
the text with
their group.
Doing the
evaluation (postest 1 of CAR)
Comment
Some students
could answer the
teachers
questions
correctly related
to the reviewing
of the last
material
Some students
seem
enthusiastic to
cooperate with
their friends in
group.
The students did
the post-test 1
individually
74

Action : 1st of 2nd cycle
Date
: Wednesday, November 24th 2010
Time : 07.00 A.M 08.30 A.M

What learners do
What this
involves
Reviewing the
Students are
schematic structure
involved in:
of descriptive text
- Individual
Reading the text
work
loudly for some
- Group work
students
Students read
Doing exercise in
any kinds of
individual work
served
(find five
descriptive
unfamiliar words
selection with
then give the
the title:
meaning, answer
- An Elephant
the questions based
- Kampung
on the text and
Naga
analyze the
schematic
structure)
Doing exercise in
group work (group
of five or six); to
arrange jumble
paragraph into a
good passage, to
find unfamiliar
words, to analyze
schematic
structure, and to
answer the
questions related to
the text.
Teachers
purpose
The teacher
explained the
schematic
structure of
descriptive text
and linguistic
features and
engage students
to organize the
idea of
identification
and description
of the text by
using group
work.
Comment
The teacher asked
some question
related to the
concept of
schematic structure
and most of
students could
answer the
teachers questions
correctly.
Most of students
focused and paid
attention to the
teachers
explanation.
The students
discussed actively
in their group, felt
fun and enjoy when
sharing the ideas
with their friends.
Students are
controlled and
monitored by the
teacher.
Students did not
give up when they
found unfamiliar
words because they
could look up the
dictionary.
75

Action : 2nd of 2nd cycle
Date
: Tuesday, May 27th 2010
Time : 09.00 A.M 10.00 A.M

What learners do
What this
involves
Reviewing the
Students are
schematic
involved in:
structure of
- Individual
descriptive text
work
Reading the text
- Group work
silently
Students read
Doing exercise
any kinds of
in individual
served
work (answer
descriptive
the questions
selection with
related to the
the title:
text, find
- Michael
unfamiliar
words and
analyze the
schematic
structure)
Comprehending
the text with
their group.
Doing the
evaluation (postest 2 of CAR)
Teachers
purpose
The teacher
explained the
schematic
structure of
descriptive
text and
linguistic
features and
engage
students to
organize the
idea of
identification
and
description of
the text by
using group
work.
Comment
The teacher asked
some question related
to the concept of
schematic structure
and most of students
could answer the
teachers questions
correctly.
Most of students
focused and paid
attention to the
teachers explanation.
The students
discussed actively in
their group, felt fun
and enjoy when
sharing the ideas with
their friends.
Students are
controlled and
monitored by the
teacher.
Students did not give
up when they found
unfamiliar words
because they could
look up the
dictionary.
The students did the
post-test 2
individually.
76
The Guideline of Teachers Observation

(During CAR the First Meeting of Cycle 1)
School
: MTsN 19 Pinang Kalijati (Jakarta Selatan)
Academic of Year
: 2010/2011
Class/Semester
: VII-1/I
Cycle
: The 1st meeting of cycle 1
Day / Date
: Thursday / November 11th, 2010
Mark () in the value overlapping with your observation

No.
I
Indicator
Result
Yes
Pre Teaching
Preparing in the students to start the teaching learning
process
Engaging the students using language clearly and easy
to understand
Giving positive response to the students in engaging
them by media
The teacher helped the students to memorize the
previous lesson
II
No
While Teaching
Material
The material was appropriate with the lesson objective
The teacher explained the material systematically
Connecting the material with other knowledge

Exploring the material as clearly as possible
Lesson Strategy
Doing the teaching learning process which appropriate
with students competence
77
Doing teaching learning systematically
The teacher was able to manage the class

The teacher involved the students in teaching learning
process
Material Resource
and the students level
The teacher used the environment as the material
resource
Involving the students in finding the material

Using the media efficiently
III
Post Teaching
Evaluating
Doing pre evaluating
Doing process evaluating
Doing post evaluating
The assessment was suitable with the material
Closing
Doing reflection
Making conclusion of the teaching learning process
Giving suggestion to the students
Giving home work
The Observer
Drs. Dhofiri, M.Ag.
78

(During CAR the 2nd Meeting of Cycle 1)
School
Academic of Year
: 2010/2011
Class/Semester
: VII-1/I
Cycle
: The 2nd meeting of cycle 1
Day / Date

No.
I
Indicator
Yes
Pre Teaching
process
to understand
them by media
previous lesson
II
Result
While Teaching
Material
Lesson Strategy
No
79

process
Material Resource
resource
III
Post Teaching
Evaluating
Closing
Doing reflection
Giving home work
The Observer
Drs. Dhofiri, M.Ag.
80

(During CAR the 1st Meeting of Cycle 2)
School
Academic of Year
: 2010/2011
Class/Semester
: VII-1/I
Cycle
: The 1st meeting of cycle 2
Day / Date
: Wednesday / November 24th, 2010

No.
I
Indicator
Yes
Pre Teaching
process
to understand
them by media
previous lesson
II
Result
While Teaching
Material
Lesson Strategy
No
81

process
Material Resource
resource
III
Post Teaching
Evaluating
Closing
Doing reflection
Giving home work
The Observer
Drs. Dhofiri, M.Ag.
82

(During CAR the 2nd Meeting of Cycle 2)
School
Academic of Year
: 2010/2011
Class/Semester
: VII-1/I
Cycle
: The 2nd meeting of cycle 2
Day / Date

No.
I
Indicator
Yes
Pre Teaching
process
to understand
them by media
previous lesson
II
Result
While Teaching
Material
Lesson Strategy
No
83

process
Material Resource
resource
III
Post Teaching
Evaluating
Closing
Doing reflection
Giving home work
The Observer
Drs. Dhofiri, M.Ag.
84
Interview to the English Teacher (Before CAR)

(MTsN 19 Pinang Kalijati)
Pewawancara
: Wahyuning Pratiwi
Pihak yang diwawancarai : Drs. Dhofiri M.Ag

Jabatan
: Guru Bahasa Inggris
Hari/ Tanggal
: Senin, 25 Oktober 2010
Waktu
: 09.30- 10.30
Tempat
: Ruang Guru
Keterangan:
T: Teacher
R: Researcher
A. Kategori Kondisi Umum Kelas

R: Bagaimana keadaan kondisi siswa di kelas yang Bapak ajar? Khususnya
siswa di kelas VII?
T: Kondisi mereka di kelas itu terlalu padat dan ramai karena satu kelas diisi
46 siswa sekaligus, sehingga hal itu membuat siswa susah untuk
konsentrasi, namun terkadang jika mereka belajar pada pagi hari maka
kondisi mereka di kelas jauh lebih baik daripada siang hari, mungkin
karena masih pagi jadi mereka masih seger untuk menerima pelajaran,
kalau sudah siang mungkin mereka sudah merasa kurang nyaman.
R: Bagaimana tanggapan siswa Bapak ketika mereka sedang belajar bahasa
Inggris?
T: Sepanjang yang saya lihat, beberapa dari mereka cukup antusias dan
masih semangat. Dan siswa-siswa yang antusias itu kebanyakan memang
siswa yang pada dasarnya suka dengan pelajaran bahasa Inggris. Namun
sebagian lagi sepertinya kurang semangat, mungkin itu dikarenakan
mereka belum begitu suka dengan pelajaran bahasa Inggris, atau mungkin
juga mereka merasa tidak bisa atau merasa susah terhadap pelajaran
85
bahasa Inggris jadi semangat mereka dalam belajarpun kurang dan

cenderung agak malas-malasan. Kemudian karena mereka masih remaja
jadi cara belajar mereka masih mengikuti situasi atau sikap dari temantemannya di kelas, jika kebanyakan temannya serius belajar maka mereka
semua tak jarang ikut serius belajar juga, tapi kalau ada dua siswa atau
lebih yang membuat keributan kecil maka tak jarang juga yang lain ikut
terpengaruh, sehingga situasi kelas menjadi berisik.
R: Berapa nilai KKM untuk pelajaran bahasa Inggris? Dan sejauh ini
bagaimana hasil yang diperoleh para siswa? Apakah mencukupi atau
tidak?
T: Nilai KKM untuk pelajaran bahasa Inggris 65. Hasil yang diperoleh masih
biasa-biasa saja, tidak ada kelas yang seluruh siswanya benar-benar
mencukupi nilai KKM, karena masih banyak siswa yang mendapatkan
nilai di bawah nilai KKM.
R: Khusus untuk kelas VII, kelas manakah yang nilai-nilai siswanya kurang
mencukupi nilai KKM?
T: Kelas yang nilai siswanya banyak tidak mencukupi KKM yaitu kelas VII
1. Meskipun tidak jauh berbeda dengan kelas VII 2 tapi jika
dibandingkan memang kelas VII 1 lah yang nilainya lebih rendah.
B. Kategori Kesulitan Siswa

R: Menurut Bapak skill apa yang paling dianggap sulit oleh siswa?
T: Pada dasarnya siswa mempunyai kesulitan tersendiri dalam setiap skill
yang ada, kalau dalam skill listening mereka merasa susah karena belum
ada media yang memadai untuk berlatih listening jadi mereka tidak
terbiasa mendengarkan percakapan bahasa asing. Mungkin karena dalam
ujian tidak ada materi listening jadi saya masih bisa mengalihkannya ke
skill lain yang pasti ditekannkan untuk menjawab soal-soal ujian. Maka
skill reading itulah yang menjadi prioritas dan menjadi skill yang paling
sulit bagi siswa. Saya juga sering mendengar keluhan dari siswa-siswa
tentang skill reading, bagi mereka reading itu membuat mereka pusing,
86
apalagi jika mereka tidak mengerti maknanya. Terkadang mereka

mengaku memahami kata-katanya namun ketika kata-kata tersebut
bersatu menjadi sebuah kalimat bahkan paragraf, maka mereka mulai
kebingungan
untuk
memahaminya.
Mereka
juga
merasa
susah
berkonsentrasi karena kelas yang berisik dan gaduh apalagi jika sudah di
siang hari. Dan biasanya yang membuat kegaduhan yaitu siswa yang
tidak menyukai pelajaran bahasa Inggris.
R: Jenis teks apa saja yang harus dikuasai oleh siswa kelas VII?
T: Untuk siswa kelas VII, mereka harus menguasai jenis teks deskriptif dan
procedure.
R: Apa tanggapan para siswa ketika Bapak meminta mereka untuk membaca
dan memahami teks bahasa Inggris?
T: Bagi siswa yang memang suka maka tanggapan mereka pasti semangat
dan tidak mengeluh hanya saja terkadang mereka tidak mampu
memahami teks secara keseluruhan dan bagi yang tidak begitu suka dan
biasa-biasa saja terhadap pelajaran bahasa Inggris, mungkin mereka
hanya bisa diam atau mungkin mengeluh tapi mereka tetep berusaha
mengerjakan apa yang saya pinta, meskipun kemungkinannya mereka
juga tidak bisa memahami isi teks dengan baik. Atau terkadang malah
membuat keributan di kelas.
R: Apa kiranya kesulitan siswa dalam memahami isi teks?
T: Mungkin seperti beberapa yang telah saya sampaikan, para siswa
terkadang mampu mengenali kosakatanya namun ketika mereka harus
memahami kata yang telah tergabung dengan kata lain, mereka agak
susah memahaminya. Kemudian ketika mereka bertemu dengan kalimat
yang agak panjang sedikit atau paragraph, mereka mulai merasa
kebingungan juga untuk memahaminya, sepertinya mereka belum mampu
memahami gabungan kata dari kata-kata yang sudah terangkai menjadi
kalimat.
R: Apa yang menyebabkan siswa merasa kesulitan dalam membaca dan
memahami isi teks?
87
T: Sepertinya mereka belum terbiasa atau membiasakan diri untuk belajar

membaca serta memahami isi teks, mereka hanya membaca jika saya yang
suruh mereka untuk membaca, mungkin jika saya tidak meminta mereka
membaca, mereka tidak akan membaca. Kemudian penyebab lainnya
mungkin persiapan mereka kurang ketika mereka membaca, itu juga
disebabkan karena kurangnya latihan dalam membaca. Sehingga ketika
mereka diminta untuk memahami isi teks dan menjawabnya, mereka
menjadi tidak siap. Mereka memang kurang berlatih dalam membaca teks
bahasa Inggris.
C. Kategori Strategi Pengajaran dalam Reading

R: Tehnik mengajar seperti apa yang Bapak gunakan dalam mengajarkan
reading?
T: Biasanya ketika saya mengajarkan reading, awalnya saya membaca teks
yang ada di buku paket atau LKS di depan kelas dan anak-anak
mendengarkan, untuk sesi kedua saya membaca anak-anak mengikuti,
kemudian saya mengartikan teks tersebut bersama anak-anak, tapi
terkadang saya meminta mereka yang mengartikannya, setelah itu
membahas bersama-sama.
R: Menurut Bapak kira-kira metode apa yang tepat untuk memecahkan
kesulitan siswa dalam membaca?
T: Sepertinya untuk siswa kelas VII yang jumlahnya banyak akan lebih tepat
jika membagi mereka menjadi beberapa kelompok kecil, supaya mereka
bisa belajar dan fokus kepada kelompoknya sendiri. Jika mereka
berkelompok maka mereka akan saling membantu satu sama lain dalam
memahami suatu bacaan. Namun disini guru harus banyak berperan
memantau mereka, supaya mereka tidak terlalu berisik dan menegur jika
ada anak yang mengandalkan temannya saja.
R: Kemudian, jenis teks apa yang mungkin bisa saya jadikan materi dalam
penelitian ini?
88
T: Sepertinya jenis teks deskriptif saja, soalnya saya sedang membahas teks
tersebut dan belum selesai saya bahas jadi bisa kamu teruskan dalam
penelitian kamu.
R: Menurut Bapak, kira-kira kelas mana yang cocok untuk saya jadikan kelas
penelitian?
T: Kalau saran saya, sebaiknya kamu ambil kelas VII-1 saja soalnya siswa di
kelas VII-1 itu lebih tepat untuk diterapkan metode kerja kelompok karena
rata-rata dari mereka memiliki sifat yang pasif dan gampang jenuh jika
belajar hanya dengan mendengarkan guru. Ditambah lagi kelas mereka
yang terlalu padat yaitu 46 siswa dalam satu kelas. Jadi alangkah baiknya
jika menggunakan metode kerja kelompok, supaya siswa bisa aktif, tidak
jenuh dan termotivasi dalam belajar.
The Observer
Drs. Dhofiri, M.Ag.
89
Interview to the English Teacher (After CAR)

(MTsN 19 Pinang Kalijati)
Pewawancara
: Wahyuning Pratiwi
Pihak yang diwawancarai : Drs. Dhofiri M.Ag

Jabatan
: Guru Bahasa Inggris
Hari/ Tanggal
: Kamis, 25 November 2010
Waktu
: 13.30- 14.00
Tempat
: Ruang Guru
Keterangan:
T: Teacher
R: Researcher
A. Kategori Kondisi Umum Kelas

R: Menurut pengamatan Bapak, bagaimana kondisi siswa Bapak dalam
pembelajaran reading setelah menggunakan metode kerja kelompok?
T: Sepanjang yang saya amati dari awal sampai akhir, kondisi mereka baik.
Mereka mampu melakukan semuanya dengan baik sesuai dengan instruksi
yang diutarakan oleh guru. Kemudian, mereka juga mampu bekerja
secara team work, tidak individual ataupun berpangku tangan dengan
teman sesama kelompoknya. Sepertinya mereka mulai memiliki rasa
tanggung jawab terhadap diri mereka masing-masing terutama dalam hal
mengerjakan tugas.
R: Apakah Bapak termotivasi untuk menggunakan metode kerja kelompok
dalam pembelajaran di kelas?
T: Iya, saya sangat termotivasi dan sewaktu-waktu dapat saya pergunakan
metode kerja kelompok ini. Agar siswa dapat bekerja secara bersamasama dalam membagi ide mereka, mengungkapkan pendapat mereka, dan
meningkatkan kepercayaan diri mereka.
90
R: Menurut pengamatan Bapak, bagaimana kemampuan pemahaman

membaca siswa setelah menerapkan metode kerja kelompok?
T: Menurut saya sejauh ini siswa sudah mampu memahami teks berbahasa
Inggris karena mereka memahaminya secara bersama-sama. Lain halnya
jika siswa hanya bekerja sendiri tanpa berbagi pendapat dengan
temannya, saya rasa mereka masih sangat sulit untuk memahaminya.
Dengan adanya metode kerja kelompok ini sangat membantu siswa untuk
memahami teks dengan baik.
R: Begitu banyak jenis teks descriptive yang seharusnya siswa ketahui.
Setelah Bapak mengetahui akan pentingnya hal ini, apa tindakan Bapak
selanjutnya? Apakah Bapak masih mengandalkan teks yang tersaji di
dalam buku paket saja?
T: Selanjutnya saya tetap akan menyajikan teks-teks yang berada di buku
paket, namun ini bukanlah sumber satu-satunya. Mungkin teks-teks lain
akan saya ambil dari internet, buku-buku karangan lain selain buku paket,
dan majalah jika ada.
B. Kategori Kesulitan Siswa yang Dialami

R: Apakah Bapak mengamati adanya kesulitan dalam menerapkan metode
kerja kelompok?
T: Iya, ada beberapa kesulitan yang saya perhatikan pada awalnya. Namun
sepertinya lama kelamaan kesulitan itu pasti akan teratasi juga.
R: Menurut Bapak, apa penyebab dari kesulitan dalam menerapkan metode
kerja kelompok dalam pembelajaran di kelas?
T: Yang saya perhatikan, kesulitan itu terjadi ketika pada awal pembagian
kelompok. Ada saja dari mereka yang keberatan satu kelompok dengan
beberapa teman yang mungkin kurang akrab atau kurang baik
hubungannya. Tapi setelah diberikan keleluasaan untuk memilih
kelompoknya masing-masing serta masih melalui control dari guru dan
diberikan pemahaman apa itu arti kelompok yang sebenarnya, mereka
mulai bisa menerima satu sama lain. Kemudian kesulitan lainnya yaitu
91
siswa tidak bekerja dengan baik karena pada asik ngobrol, bercanda
ataupun jalan-jalan. Lalu, masih ada saja siswa yang bertanya tentang
arti dari suatu kata. Mungkin ini disebabkan kata yang tersaji di dalam
teks adalah kata yang tidak familiar buat mereka, sehingga mereka
merasa mentok jika sudah menemukan kata sulit.
C. Kategori Strategi Memecahkan Kesulitan

R: Setelah mengetahui beberapa kesulitan yang dihadapi dalam penggunaan
metode kerja kelompok, maka apa saran Bapak untuk memecahkan
kesulitan tersebut?
T: Seperti yang sudah kita diskusikan bersama. Yakni permasalahan yang
berkaitan dengan siswa yang malah bercanda, ngobrol dan jalan-jalan,
pemecahannya adalah kita harus memberikan peringatan kepada siapa
saja yang tidak melakukan tugasnya dengan baik dalam artian siapapun
yang bercanda, ngobrol, jalan-jalan, dan membuat kegaduhan lain maka
kita wajib menegurnya. Kemudian yang terkait dengan beberapa kata
yang sulit bagi siswa maka seluruh siswa wajib membawa kamus dan
apabila masih susah dimengerti maka kita memberinya beberapa bank
kata terkait kata-kata yang sulit di dalam teks.
The Observer
Drs. Dhofiri, M.Ag.
KISI KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2010/2011
Nama Sekolah
: MTsN 19 Pinang Kalijati
Alokasi Waktu
: 25 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR
MEMBACA
INDIKATOR
Jenis
soal
Nomor soal
Jumlah
1, 12
3, 5, 14, 19
4, 7, 13, 20
2, 9, 16, 18
20
Merespon teks berbentuk descriptive (dengan cara):
11.1 Merespon makna yang terdapat

dalam teks tulis fungsional pendek 1. Menemukan makna gagasan dalam teks seperti:
Gagasan pokok
sangat sederhana secara akurat,
Gagasan pendukung
lancer
dan
berterima
yang
Informasi faktual
berkaitan
dengan
lingkungan
Informasi spesifik
terdekat
2. Menentukan langkah retorika (Schematic structure) dalam
11.2 Merespon makna dan langkah
teks seperti:
retorika dalam esei pendek sangat
Identification
sederhana secara akurat, lancar dan
Description
berterima yang berkaitan dengan
3. Menentukan fungsi komunikatif di dalam teks.
lingkungan terdekat dalam teks
berbentuk
descriptive
dan
procedure.
PG
6, 15
8, 17
10, 11
11.3 Membaca nyaring bermakna teks

fungsional dan essai pendek
sederhana berbentuk descriptive
dan procedure dengan ucapan,
tekanan dan intonasi
yang
berterima.
92
KISI KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR)

Nama Sekolah
Alokasi Waktu
: 25 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR
MEMBACA
INDIKATOR
Jenis
soal
Nomor soal
Jumlah
1, 11
2, 8, 12, 18
3, 9, 13, 19
4, 10, 14, 20
20

Gagasan pokok
Gagasan pendukung
lancer dan berterima yang
Informasi faktual
berkaitan dengan lingkungan
Informasi spesifik
terdekat
teks seperti:
Identification
sederhana secara akurat, lancar dan
Description
berterima yang berkaitan dengan
lingkungan terdekat dalam teks
berbentuk
descriptive
dan
procedure.
PG
5, 15
6, 16
7, 17

yang
berterima.
93
KISI KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR)

Nama Sekolah
Alokasi Waktu
: 25 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR
MEMBACA
INDIKATOR
Jenis
soal
Nomor soal
Jumlah

Gagasan pokok
Gagasan pendukung
lancer dan berterima yang
Informasi faktual
berkaitan dengan lingkungan
Informasi spesifik
terdekat
teks seperti:
Identification
sederhana secara akurat, lancar
Description
dan berterima yang berkaitan
dengan lingkungan terdekat dalam
teks berbentuk descriptive dan
procedure.
PG
1, 11
2, 5, 12, 18
3, 7, 15, 19
4, 8, 13, 17
20
6, 14
9, 16
10, 20

yang
berterima.
94
95
ITEM ANALYSIS OF ENGLISH TEST

Seluruh Siswa (N)
= 40
Siswa Kelompok Atas (UG) = 10
Item
No.
Siswa Kelompok Tengah (MG)
= 20
Siswa Kelompok Bawah (LG)
= 10
Options
Group
DES
A
DIF
Status
0.5
40 %
Used
0.4
75%
Used
0.4
73%
Used
0.4
68%
Used
0.4
61%
Used
0.5
42%
Used
0.3
48%
Revised
0.4
50%
Used
0.1
80%
Used
A. The Test Items of Pretest

UG
*7
LG
*2
UG
*9
LG
*5
UG
*9
LG
*5
UG
*10
LG
*6
UG
*8
LG
*4
UG
*6
LG
*1
UG
*6
LG
*3
UG
*6
LG
*2
UG
*9
LG
*8
96
UG
*8
LG
*4
UG
*8
LG
*4
UG
*5
LG
*0
UG
*6
LG
*2
UG
*9
LG
*3
UG
*6
10
11
12
13
14
15
LG
*2
UG
*8
LG
*2
UG
*6
LG
*2
UG
*7
LG
*2
UG
*6
LG
*4
UG
*6
LG
*2
16
17
18
19
20
0.4
55%
Used
0.4
50%
Used
0.5
30%
Used
0.4
40%
Used
0.6
63%
Used
0.4
42%
Used
0.6
50%
Used
0.4
43%
Used
0.5
43%
Used
0.2
58%
Revised
0.4
40%
Used
B. The Test Items of Posttest of Cycle 1

UG
10*
LG
6*
0.4
77%
Used
97
UG
10*
LG
6*
UG
8*
LG
4*
UG
10*
LG
5*
UG
7*
LG
3*
UG
8*
LG
4*
UG
4*
7
LG
0*
UG
9*
LG
4*
UG
10*
LG
5*
UG
10*
LG
6*
UG
4*
LG
3*
UG
4*
LG
2*
UG
10*
LG
3*
UG
9*
LG
3*
10
11
12
13
14
0.4
72%
Used
0.4
52%
Used
0.5
72%
Used
0.4
65%
Used
0.4
72%
Used
0.4
47%
Used
0.5
75%
Used
0.5
75%
Used
0.4
77%
Used
0.1
30%
Used
0.2
40%
Revised
0.7
75%
Used
0.6
60%
Used
98
UG
9*
LG
6*
UG
9*
LG
8*
UG
5*
LG
3*
UG
6*
LG
1*
UG
10*
LG
6*
UG
9*
15
16
17
18
19
20
LG
8*
0.3
85%
Used
0.1
82%
Used
0.2
30%
Used
0.5
52%
Used
0.4
77%
Used
0.1
77%
Revised
C. The Test Items of Posttest of Cycle 2

UG
7*
LG
3*
UG
10*
LG
4*
UG
7*
LG
2*
UG
10*
LG
8*
UG
10*
LG
1*
UG
10*
LG
6*
0.4
35%
Used
0.6
70%
Used
0.5
27%
Used
0.2
75%
Revised
0.9
45%
Used
0.4
75%
Used
99
UG
8*
LG
4*
UG
10*
LG
6*
UG
10*
LG
8*
UG
10*
LG
6*
UG
10*
LG
8*
UG
8*
10
11
12
LG
3*
UG
5*
LG
1*
UG
10*
LG
6*
UG
7*
LG
3*
UG
10*
LG
6*
UG
10*
LG
8*
UG
7*
LG
4*
UG
5*
LG
3*
13
14
15
16
17
18
19
0.4
57%
Used
0.4
75%
Used
0.2
92%
Used
0.4
77%
Used
0.2
90%
Used
0.5
62%
Used
0.4
52%
Used
0.4
77%
Used
0.4
50%
Used
0.4
77%
Used
0.2
92%
Used
0.3
57%
Revised
0.2
27%
Used
100
UG
10*
LG
6*
20
0.4
77%
Used
PEDOMAN PENILAIAN
DIFFICULTY
DISCRIMINATION
0% - 30%
30% - 79%
80% - 100%
High
Medium
Low
-1 0,0
Bad
DROPPED
DROPPED
DROPPED
0,1 0,3
OK
USED
REVISED
USED
0,4 0,6
Good
USED
USED
USED
0,6 1,0
Very Good
USED
USED
USED
Revisi:
(Pretest)
7. According to the text, which of the following is NOT false?
A. The first four terraces are square
B. The entire edifice is crowned by a small stupa at the center of the top
circle
C. The design of Borrobudur, a temple mountain symbolizing the
structure of the universe, influenced temple built at Angkor, Cambodia
D. The temple consists of seven steps like stone terraces, one on top of the
other
7. According to the text, which of the following is TRUE?
circle
other
101
19. What are Mr. Henrys personalities?

A. Friendly, dedicated, and experienced in his work
B. Unselfish, dedicated, and experienced in his work
C. Unselfish, friendly, and dedicated
D. Friendly, dedicated, and inexperienced in his work
19. What are the characteristics of Mr. Henry?
(Posttest 1)
12. Why does Indonesia have a rich of flora and fauna?
A. Of its seasons
B. It lies in tropical zone
C. It lies on 6 North Latitude
D. It is exactly in the middle of the earth
12. Indonesia is a rich of flora and fauna because
A. Of its seasons
20. The climate of Indonesia is
A. Tropical
B. Subtropical
C. Summer
D. Winter
20. What is climate of Indonesia?
A. Tropical
102
B. Subtropical
C. Summer
D. Winter
(Posttest 2)
4. How many hours from Jakarta to Bali by jet?
A. 1 hour
B. 1 hour and 20 minutes
C. 20 minutes
D. 25 minutes
A. One hour
B. One hour and twenty minutes
C. Twenty minutes
D. Twenty five minutes
18. Why does the writer feel happy with Prabu?

A. Because Prabu is pleasing peer
B. Because Prabu is never angry
C. Because Prabu is smart
D. Because Prabu is handsome
18. Why does the writer feel happy to spend his time with Prabu?
103
Reading section
In this part of the test, you have to choose the best answer to each question from
the alternatives given.
TEXT I
Read the following text to answer questions 1 to 10.
Borobudur Temple
Borobudur is a great Buddhist temple.

The temple is located in Magelang on the island of Java in Indonesia. Built
in the 9th century under the Sailendra dynasty of Java, it was abandoned in the 11th
century and partially excavated by archeologists in the early 20th century.
Influenced by the Gupta architecture of India, the temple is constructed on
a hill 46 m (150 ft) high and consists of eight steps like stone terraces, one on top
of the other. The first five terraces are square and surrounded by walls adorned
with Buddhist sculpture in bas-relief; the upper three are circular, each with a
circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned by a
large stupa at the center of the top circle. The way to the summit extends through
some 4.8 km (some 3 mil) of passages and stairways. The design of Borrobudur, a
temple mountain symbolizing the structure of the universe, influenced temple
built at Angkor, Cambodia. Borrobudur was rededicated as an Indonesian national
monument in 1983 following extensive reclamation, aided by the United Nations.
(Taken from Genres of Text)
1. The story above tells us about?
A. Description about Borobudur Temple
B. History of Borobudur Temple
C. Development of Borobudur Temple
D. Design of Borobudur Temple
2. When did Borobudur temple build?
A. 7th century
104
B. 9th century
C. 11th century
D. 20th century
3. What did happen in early 20th century?
A. Borobudur temple was abandoned
B. Borobudur temple built under the Sailendra dynasty of Java
C. Archeologist excavated Borobudur Temple
D. Archeologist abandoned Borobudur Temple
4. Which of the following is NOT stated in the text?
A. The temple is located in Magelang
B. The Gupta architecture of India did not influence Borobudur temple
C. The first five terraces are square
D. In 1987, Borrobudur was rededicated as an Indonesian national
monument
5. According to the text, where is the temple constructed?
A. On a hill 45 m (150 ft) high
B. On a hill 46 m (150 ft) high
C. 4, 9 km (some 3 mil)
D. 4.8 km (some 3 mil)
6. What is the generic structure of the first paragraph?
A. Complication
B. Description
C. Identification
D. Resolution
circle
105
other
8. What is the generic structure of the second and the last paragraph?
A. Complication
B. Description
C. Identification
D. Resolution
9. When was Borrobudur rededicated as an Indonesian national monument?
A. 1980
B. 1981
C. 1982
D. 1983
10. The text tries to Borobudur temple.
A. Describe
B. Inform
C. Report
D. Tell
TEXT II
My Favorite Teacher
There are about forty teachers in my school. Most of them are kind and
helpful. But my favorite one is Mr. Henry, my English teacher.
Mr. Henry is tall and slim enough. He is about thirty years old. Mr. Henry
is always neatly dressed. To school he always carries a briefcase. He uses it to
keep his book and other things.
I always look forward to Mr. Henrys class because it is never boring. His
jokes make his lessons interesting lively. He always advises us to read more story
106
books to improve our English. He also encourages us to do exercise during the

weekend, like jogging and swimming.
Although Mr. Henry is usually humorous, he can very strict at times. He
likes to give punishment to the errant students. He asks them to write a letter of
confession.
Mr. Henry is also a caring person. Once I fell off my bike and had a deep
cut on my knee. He washed my wound and put a medicine on it. I was touched by
his kindness.
I am lucky to have a teacher like Mr. Henry. He is friendly, dedicated, and
experienced in his work.
(Taken from Kunci Sukses Ujian Nasional SMP)
11. What is the purpose of the text?

A. To describe the writers favorite teacher
B. To inform about Mr. Henry
C. To tell the reader about the teachers in the writers school
D. To entertain the reader
12. What is the main idea of paragraph two?
A. Mr. Henrys jokes
B. Mr. Henrys students
C. Mr. Henrys appearance
D. The number of the teachers
13. The following statements are correct, EXCEPT .
A. Mr. Henrys class usually boring
B. Mr. Henry is always neatly dressed
C. Mr. Henry is a dedicated and experienced teacher
D. Mr. Henry sometimes gives punishment to naughty students
14. Why does the writer always look forward to Mr. Henrys class?
A. Because Mr. Henry is handsome
B. Because Mr. Henry is a caring person
C. Because it is never boring
107
D. Because it improves the writers English

15. Where is the identification of the text?
A. Paragraph 1
B. Paragraph 2
C. Paragraph 3
D. Paragraph 4
16. What does Mr. Henry usually carry to school?
A. Story books
B. Briefcase
C. Pencil case
D. Bag
17. What is the generic structure in paragraph 2 until the last paragraph?
A. Identification
B. Complication
C. Resolution
D. Description
18. What is the punishment to the errant students?
A. They have to write the poem
B. They have to stand in front of the class
C. They have to read the story book
D. They have to write a letter of confession
19. What are the characteristics of Mr. Henry?
20. According to the text, which of the following statements are TRUE?
A. The writer feels boring in Mr. Henrys class
B. Mr. Henry likes jogging and playing football in the weekend
C. Mr. Henry cares with his students
D. The writer feels unlucky because he has a teacher like Mr. Henry
108
Reading section
TEXT I
My Lonely Home
My house is only a five minute-walk from school.

In is not very big, but cozy and quite. This is the place where we can relax
and find our own space. In our home, we really enjoy our relaxing time from the
pressure of school and work.
It has a nice and warm living room. There is a beautiful painting of
scenery hanging on the wall. My father is a keen gardener. He puts some pots of
indoor plants near the door. In a low cabinet, you will see the trophies, picture of
my family, small toys and some books.
I am lucky to have a room to myself. I pain the wall olive green. It is my
favorite color. There is a desk. I do my homework there. I also put a portable
radio-tape there.
The kitchen is my mothers domain. My mother keeps it clean all day.
There is a blue wall cabinet in it. It harmonizes with the grey wall tiles.
However, only few will give my home a second glance. Still we are very
proud of it. It may not be a perfect one but, all the same, it is a home sweet home.
1. The text above tells you about ..
A. The writers home
B. The writers living room
C. The writers kitchen
D. The writers school
2. Why does the writer feel enjoy in his/her house?
A. Because it is not very big house
B. Because it gives him/her time to relax from the school
109
C. Because it is uncomfortable house

D. Because it has a nice and warm living room
3. Which of the following statement is not stated in the text?
A. The writer feels comfortable in his/her house
B. The writers father likes gardening
C. The kitchen is the writers mother domain
D. The house is very big house
4. What is the writers room color?
A. Light green
B. Red
C. Olive green
D. Black
5. Where is the identification of the text?
A. The first paragraph
B. The second paragraph
C. The third paragraph
D. The fourth paragraph
6. What is the schematic structure in the second paragraph until the last
paragraph?
A. Identification
B. Orientation
C. Resolution
D. Description
A. To tell the readers about the writers house
B. To amuse the readers
C. To describe the writers house
D. To give information about the writers house
8. What are the things in a low cabinet? EXCEPT
A. Trophies
B. Family picture
110
C. Big toys
D. Books
A. The house has not a nice living room
B. The writer pain his room with his/her favorite color
C. The writer puts small toys in his/her desk
D. The writers mother keeps the kitchen clear all day
10. What are the colors in the wall cabinet and wall tiles in the kitchen?
A. Blue and grey
B. Blue and green
C. Green and grey
D. Green and white
TEXT II
The Mightiest Archipelago
The Indonesian archipelago is by far the worlds largest group of 13,667
islands which stretches across 5,120 km (3,200 miles) of tropical seas like a string
of emerald. When superimposed on a map of North America, Indonesia stretches
from Oregon all the way to Bermuda. On a map of Europe, the archipelago
extends from Ireland past the Caspian Sea. More than 200 million people inhabit
this archipelago.
Known to the anthropologist and naturalist as The Malay equatorial line,
the equatorial line is an imaginary line dividing the earth into two parts from east
to west in the tropical zone. This makes Indonesia has two seasons, the wet and
dry season. Because of it location many kinds of flora and fauna live here.
According to the astronomical location, Indonesia lies between 6 North Latitude
and 11 South Latitude and between 95 East Longitude and 141 East Longitude.
111
11. What is paragraph 1 about?

A. The length of Indonesia
B. The Indonesias product
C. The size of Indonesia
D. The Indonesias people
12. Indonesia is a rich of flora and fauna because
A. Of its seasons
13. According to the text, which of the following statements are FALSE?
A. Indonesia has 13,667 islands
B. More than 200 million people inhabit in Indonesia
C. Indonesia stretches from Oregon all the way to Caspian sea
D. Indonesia has many kinds of flora and fauna
14. Where is Oregon?
A. In Europe
B. In America
C. In Indonesia
D. On the equator
15. The first paragraph usually calls as ..
A. Identification
B. Description
C. Complication
D. Resolution
16. What is schematic structure of the second paragraph?
A. Identification
B. Description
C. Complication
D. Resolution
112
17. The text has a purpose to ..

A. Amuse the readers
B. Inform the readers about Indonesia archipelago
C. Tell the readers about the mightiest archipelago
D. Describe the mightiest archipelago
18. Why does Indonesia have two seasons?
A. Because Indonesia lies between 6 North Latitude and 11 South
Latitude and between 95 East Longitude and 141 East Longitude
B. Because Indonesia is divided into two parts from east to west in the
tropical zone by the equatorial line
C. Because Indonesia has many flora and fauna
D. Because Indonesia has 200 million people
19. Which of the following statements are TRUE?
A. On a map of Europe, the archipelago extends from Ireland past the
Atlantic Sea
B. The Malay equatorial line is a real line dividing the earth into two parts
from east to west in the tropical zone
C. Indonesia has wet and spring season
D. Indonesia lies between 6 North Latitude and 11 South Latitude and
between 95 East Longitude and 141 East Longitude
20. What is Indonesia climate?
A. Tropical
B. Subtropical
C. Summer
D. Winter
113
Reading section
TEXT I
Bali Island
Bali is an island rich in culture, art ceremonies and gentle, friendly people. It
is a world famous vacation spot. It offers many things to tourist and visitors.
Remains of a distinctly Indonesia-Hindu civilization are found almost exclusively
in Bali. Festivals ceremonies and special are found almost every day. Travel
agents or hotels can supply information about specific events, for example, the
performance of Legong, Pendet, Ramayana, Barong, Kecak, and others.
Bali is one hour and twenty minutes away from Jakarta by Jet, or you can fly
or go by train to Surabaya, then use the express bus service from Surabaya to
Denpasar via Banyuwangi, where you board a ferry. There are also flights from
Surabaya and Yogyakarta to Denpasar. Going by bus from Jakarta to Denpasar is
also possible, especially if you go with a tour group.
Once you arrive in Bali, there are several ways to travel around the island.
Taxis and rented cars (with or without driver) are available through hotels and
travel agents. Tour agencies and most hotels offer bus tours to major points of
interest. Motorcycles and bicycles are available for rent through agencies in
Denpasar, Kuta Beach and Sanur Beach. Oplets pass through areas and offer
inexpensive rides.
(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman )
1. The text above tells us about..
A. An Island in Indonesia
B. Bali
C. Culture in Bali
D. How to go to Bali
114
2. What are Bali island rich in? EXCEPT

A. Gentle
B. Art ceremonies
C. Unfriendly people
D. Culture
3. Which of the following is stated in the text?
A. Tourists and visitors are not offered many things in Bali
B. Travel agents or hotel can supply information about specific events, for
example, the performance of Legong, Pendet, and Yapong.
C. It is possible if we are going to Bali by bus from Jakarta to Denpasar
D. There are no flights from Surabaya and Yogyakarta to Denpasar
A. One hour
B. One hour and twenty minutes
C. Twenty minutes
D. Twenty five minutes
5. What are possible transportations from Jakarta to Bali? EXCEPT
A. Oplets
B. Jet
C. Bus
D. Ferry
6. What is the generic structure of the first paragraph?
A. Identification
B. Description
C. Orientation
D. Resolution
7. According to the text, which of the following is NOT TRUE?
A. Festivals ceremonies and special are found almost every day
B. The tourist or visitors cannot rented cars without driver
C. You can go with a tour group by bus from Jakarta to Denpasar
115
D. Tour agencies and most hotels offer bus tours to major points of
interest
8. What is the transportation that passes through area and offer inexpensive
rides?
A. Jet
B. Bus
C. Oplets
D. Car
9. Where is the description of the text?
A. Paragraph 1
B. Paragraph 1 and 2
C. Paragraph 2 and 3
D. Paragraph 3
A. To describe Bali
B. To retell about Bali and its features
C. To explain how to come to Bali
D. To persuade readers to come to Bali
TEXT II
My Best Friend
I have a lot of friends. But my closest friend is Prabu Perdana.

Prabu is my classmate. He is so handsome and cute. He has short wavy but
rather blonde hair, which is always combed neatly. His skin is white. He has
bluish back eyes with thick eyebrows and outstanding eyelashes. His round face
makes him more impressive. Although Prabu is not so tall, he has a well-built
body. People frequently think he is a European or American offspring, but he is
actually a Sundanese genuine. He looks more handsome when he is smiling.
116
Prabu is pleasing peer. I am happy to spend my time with him. He is

always available to help his friends who are in trouble. He is never angry with any
friends who try to annoy him. Because he is so smart, most of his classmates seek
him to explain any difficulties in any school subjects. I am proud of having such
best friend.
(Taken from Genre Dilengkapi 700 Soal Uji Pemahaman)
11. The text above tells us about..
A. The writers school
B. The writers best friend
C. The writers brother
D. The writers classmate
12. What are the characteristics of Prabu Perdana? EXCEPT
A. Handsome
B. Round face
C. Well-built body
D. Tall
13. Where is Prabu Perdana genuine?
A. European
B. American
C. Sundanese
D. Javanese
14. What does the first paragraph show to us?
A. Identification
B. Description
C. Orientation
D. Resolution
15. According to the text, which of the following is CORRECT?
A. The writers closest friend is Prabu Pratama
B. Prabu has a dark skin.
C. Prabu is a smart boy
117
D. The writer does not like Prabu

16. What is the generic structure of the second and the last paragraph?
A. Identification
B. Orientation
C. Description
D. Resolution
17. When does Prabu look more handsome?
A. When he is talking
B. When he is smiling
C. When he is standing
D. When he is singing
18. Why does the writer feel happy to spend his time with Prabu?
19. Which of the following is NOT stated in the text?
A. Prabu has short wavy but rather blonde hair
B. Prabu has an oval face
C. Prabu always helps his friends
D. The writer is proud of having such best friend
A. To tell the readers about the writers closest friend
B. To describe Prabu Perdana as the writers best friend
C. To inform about Prabu Perdana
D. To entertain the readers about Prabu Perdana
118
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) READING
(The 1st Meeting of Cycle I CAR)
I. IDENTITAS
Satuan Pendidikan
Mata Pelajaran
Kelas/Semester
Tema
Aspek/Skill
Alokasi Waktu
Jenis Teks
Tahun Pelajaran

: B. Inggris
: VII (Tujuh) / Ganjil
: Personal Life
: Reading
: 2X40 menit
: Descriptive text
: 2010/2011
II. STANDAR KOMPETENSI

Membaca
Memahami makna teks fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan procedure yang berkaitan dengan lingkungan
terdekat.
III. KOMPETENSI DASAR
Membaca
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi
yang berterima.
VI. INDIKATOR
1. Menentukan gagasan utama (main idea) dalam teks descriptive
2. Menentukan gagasan pendukung (supporting details) teks descriptive
3. Menemukan informasi spesifik (scanning) dalam teks descriptive
4. Menentukan langkah retorika (schematic structure) teks descriptive
5. Berpartisipasi aktif selama proses belajar berlangsung
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
119

VI. MATERI POKOK DAN URAIAN MATERI
Task I
Read the passage below, underline the simple present tense that you found.
(Individual Work)
Mr. Armans House
Identification
Description
This is Mr Armans house. It is new, big, and clean.

It has two floors. On the downstairs there are a big living
room, a dining room, a kitchen, a bathroom and a big
bedroom for Mr. and Mrs. Arman.
On the next floor, upstairs, there are two bedrooms,
a play room, a bathroom and a big room for watching TV
and doing other activities they like. Their children sleep
upstairs. They like to play in the playroom. There are a lot
of things in it. There are chair, a table, and a cupboard that
is full of toys.
In front of the house there is a beautiful garden.
There are many flowers in it. Beside the house, there is a
big garage for two cars. The Armans likes to stay here.
(Taken from Intensif Penunjang Cita-Cita Siswa Kreatif)
Identification : It is about introduction of the thing, place, person, animal to

be described.
Description
: It is about details information includes characteristic of
subject.
Answer the questions!
1.
2.
3.
4.
5.
How about Mr. Armans house?

How many rooms are there in the downstairs?
How many bedrooms are there in Mr. Armans house?
Where do the children sleep?
Where does Mr. Arman put his cars?
120
Task II
Arrange these jumble paragraphs into a good sequence and answer the
questions with your group! (Group Work)
A Lion
Identification
Description
This is a lion, the king of the jungle. It is very

dashing with its mane. Its fur is usually light brown or
brownish orange. It is about 75 to 100 cm tall and 100 to
150 cm long. It gives its sign of appearance by roaring.
Although a lion is a carnivore, it seldom hunts its
prey, but a lioness does. The lion main duty is to guard the
herd. It never lets other carnivores seize its food and it
chases them away from its territory.
In one herd, there is usually one lion only. When
other lions try to approach the herd, it is ready to fight. And
the winner will become the leader of the herd.
Answer the questions with your partner!

1. Who is the king of the jungle?
2. What is the color of lions fur?
3. How tall and long of the lion?
4. What is the lion main duty?
5. How does the lion become the leader?
Task III
After reading the text above, write down the purpose, the schematic structure and
the language features of the text!
VII. METODE PEMBELAJARAN
Three - phase technique
VIII. LANGKAH-LANGKAH KEGIATAN
a. Kegiatan Pendahuluan
Greeting (memberi salam dan tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa.
Mengabsen siswa.
Memberi motivasi kepada siswa.
Penjelasan tentang materi yang akan dibahas.
b. Kegiatan inti
Beberapa siswa diminta membaca sebuah teks (descriptive
text) dengan intonasi dan jeda yang benar secara bergantian.
121
Membahas ciri-ciri yang terdapat dalam descriptive text.

Siswa diminta menjawab pertanyaan yang berkaitan dengan
text
Siswa dimita menyusun jumble paragraphs menjadi sebuah
cerita yang utuh. (group work)
Siswa diminta untuk menjawab soal yang berhubungan dengan
teks (group work)
Siswa diminta menuliskan struktur dan ciri kebahasaan yang
terdapat di dalam teks (group work)
c. Kegiatan penutup
Menyimpulkan materi pembelajaran.
Menanyakan kesulitan siswa selama KBM
Memberi tugas pada siswa yang berkaitan dengan materi.
IX. SUMBER BELAJAR.
a. LKS (Intensif Penunjang Siswa-Siswa Kreatif)
b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High
School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008,
Jakarta.
c. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,
d. Kurikulum Bahasa Inggris (KTSP grade VII)
X. PENILAIAN
a. Teknik
: Tes Tulis
b. Bentuk
: Tertulis
c. Instrument : Terlampir
XI. PEDOMAN PENILAIAN
a. Nilai siswa = Skor prolehan X 100, Max. score: 100
Skor siswa
b. Rubrik penilaian
No
Task I
Task II
Uraian
Jawaban benar
Jawaban tidak tepat
Jawaban benar
Jawaban tidak tepat
Skor
20
0
20
0
122
Lampiran
Lembar Penilaian KBM (Kegiatan Belajar Mengajar)
Membaca
Task I
(Individual Work)
Mr. Armans House
This is Mr Armans house. It is new, big, and clean. It has two floors. On
the downstairs there are a big living room, a dining room, a kitchen, a bathroom
and a big bedroom for Mr. and Mrs. Arman.
On the next floor, upstairs, there are two bedrooms, a play room, a
bathroom and a big room for watching TV and doing other activities they like.
Their children sleep upstairs. They like to play in the playroom.
There are a lot
of things in it. There are chair, a table, and a cupboard that is full of toys.
In front of the house there is a beautiful garden. There are many flowers in
it. Beside the house, there is a big garage for two cars. The Armans likes to stay
here.
1. How is Mr. Armans house?
2. How many rooms are there in the downstairs?
3. How many bedrooms are there in Mr. Armans house?
4. Where do the children sleep?
5. Where does Mr. Arman put his cars?
Task II
Arrange these jumble paragraphs into a good sequence and answer the questions
with your group! (Group Work)
A Lion
This is a lion, the king of the jungle. It is very dashing with its mane. Its
fur is usually light brown or brownish orange. It is about 75 to 100 cm tall and
100 to 150 cm long. It gives its sign of appearance by roaring.
Although a lion is a carnivore, it seldom hunts its prey, but a lioness does.
The lion main duty is to guard the herd. It never lets other carnivores seize its
food and it chases them away from its territory.
123
In one herd, there is usually one lion only. When other lions try to
approach the herd, it is ready to fight. And the winner will become the leader of
the herd.
Answer the questions with your group!
1. Who is the king of the jungle?
2. What is the color of lions fur?
3. How tall and long of the lion?
4. What is the lion main duty?
5. How does the lion become the leader?
Task III
124

RPP READING
(The 2nd Meeting of Cycle I CAR)
I. IDENTITAS
Satuan Pendidikan
Mata Pelajaran
Kelas/Semester
Tema
Aspek/Skill
Alokasi Waktu
Jenis Teks
Tahun Pelajaran

: B. Inggris
: Personal Life
: Reading
: 2X40 menit
: Descriptive text
: 2010/2011

Membaca
terdekat.
Membaca
Membaca nyaring bermakna teks fungsional dan esai pendek sederhana
yang berterima
VI. INDIKATOR
4. Mengidentifikasi langkah retorika (schematic structure) teks descriptive
125

Task I
My Toy
I have a toy. It is a doll, a bear doll, and I call it
Identification
Teddy.
Description
Teddy bear is an American origin. My dad bought it

as a present for my tenth birthday anniversary last year. The
doll is small, fluffy, and cute. It has got thick brown fur.
When I cuddle it, the fur feels soft. Because my Teddy bear
is a doll, I dont need to feed it. I wash it at the laundry at
least once a month. Every night Teddy accompanies me
sleeping. When I am at school, Teddy stays in my bed.
Teddy bear is really a nice, adorable, and charming toy. I
love my Teddy Bear very much.

be described.
Description
subject.
1. What is the writers toy?
2. When did the writer get Teddy Bear?
3. What are the characters of Teddy bear?
4. Why does the writer not give the food to Teddy Bear?
5. What does Teddy Bear do when the writer go to school?
Task II
After reading the text above, write down the purpose, the schematic structure
and the language features of the text!
Three-phase technique.
126

Mengabsen siswa.
Me-review materi pertemuan sebelumnya
b. Kegiatan inti
Siswa diminta untuk membaca teks dan memahaminya
Siswa menjawab pertanyaan guru yang berhubungan dengan ciri
kebahasaan yang terdapat di dalam teks
Siswa diminta menjawab pertanyaan yang berkaitan dengan text
Siswa menentukan langkah retorika dalam cerita
Siswa dibagi menjadi 8 kelompok dan diberikan teks
Siswa diminta bekerja sama dalam memahami isi teks (group
work)
Siswa secara individu menjawab soal yang berkaitan dengan teks
yang telah didiskusikan sebelumnya (Post Test I)
c. Kegiatan penutup
IX. SUMBER BELAJAR.
a. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High
Jakarta.
b. Setiawan Djuharie, Otong, Genre Dilengkapi Soal Uji Pemahaman,
c. Kurikulum Bahasa Inggris (KTSP grade VII)
X. PENILAIAN
a. Teknik
: Tes Tulis
b. Bentuk
: Tertulis.
c. Instrumen : Terlampir
Skor siswa
127
b. Rubrik penilaian:
No
Task I
Uraian
Jawaban benar
Jawaban tidak tepat
Skor
20
0
128
Lampiran
Membaca
Task I
(Individual Work)
My Toy
I have a toy. It is a doll, a bear doll, and I call it Teddy.
Teddy bear is an American origin. My dad bought it as a present for my
tenth birthday anniversary last year. The doll is small, fluffy, and cute. It has got
thick brown fur. When I cuddle it, the fur feels soft. Because my Teddy bear is a
doll, I dont need to feed it. I wash it at the laundry at least once a month. Every
night Teddy accompanies me sleeping. When I am at school, Teddy stays in my
bed. Teddy bear is really a nice, adorable, and charming toy. I love my Teddy
Bear very much.
1. What is the writers toy?
2. When did the writer get Teddy Bear?
3. What are the characters of Teddy bear?
4. Why does the writer not give the food to Teddy Bear?
5. What does Teddy Bear do when the writer go to school?
Task II
129

(RPP) READING
(The 1st Meeting of Cycle II CAR)
I. IDENTITAS
Satuan Pendidikan
Mata Pelajaran
Kelas/Semester
Tema
Aspek/Skill
Alokasi Waktu
Jenis Teks
Tahun Pelajaran

: B. Inggris
: Personal Life
: Reading
: 2X40 menit
: Descriptive text
: 2010/2011

Membaca
terdekat.
Membaca
Membaca nyaring bermakna teks fungsional dan essai pendek sederhana
yang berterima.
VI. INDIKATOR
130

Task I
(Individual Work)
An Elephant
Identification
Description
An elephant is the largest and strongest of all

animals. It is a strange looking animal with its thick legs,
huge sides and backs, large hanging ears, a small tail, little
eyes, long white tusks and above all it has a long nose.
The trunk is the elephants peculiar feature, and it
has various uses. The elephant draws up water by its trunk
and can squirt it all over its body like a shower bath. It can
also lift leaves and puts them into its mouth. In fact the
trunk serves the elephant as a long arm and hand. An
elephant looks very clumsy and heavy and yet it can move
very quickly.
The elephant is a very intelligent animal. Its
intelligence combined with its great strength makes it a
very useful servant to man and it can be trained to serve in
various ways such as carry heavy loads, hunt for tigers and
even fight.

be described.
Description
subject.
A. Answer the questions!
1.
2.
3.
4.
5.
What are the characteristics of elephant?

What are the functions of elephants trunk?
How about the elephant looks?
Who is a very intelligent animal?
Why is the elephant very useful servant to man?
131
B. Write down five difficult words and find the meaning of the words in your
dictionary!
Task II
Kampung Naga
Identification
Description
Kampung Naga is a part of the village of Neglasari.

It is the Selawu district, regency of Tasikmalaya, West
Java.
The peaceful and green village is only 500 meters
from the main road between Garut and Tasikmalaya. To
reach the place, people need to go down a stairway of 350
steps. It leads from the side of the highway to a place of
Ciwulan River. The village is located on a hillside by the
river.
Most of Kampung Naga villagers are either farmers
or farm laborers. They live very simple. They do not
demand much. For example, the rich man in the village
lives in a house which is not different from any other in the
village. There is no television set, no bed with mattress, no
sofa, not even a cupboard. They do not paint their house
either. There are many taboos in the Kampung Naga
society, known as tilu basa (three taboos): pamali (advice
not doing certain conducts), teu hade (prohibition to
commit bad things), and cadu (prevention of destroying
environment)
A.
1.
2.
3.
4.
5.
6.
7.

What is the text about?
What is the communicative purpose of this text?
Where is identification of the text?
What is schematic structure of the second and the third paragraph?
Where is Kampung Naga?
How many steps to go down a stairway?
Where is the village located?
132
8. What are jobs of most of Kampung Naga villagers?

9. What are not there in Kampung Naga villagers house?
10. What are the taboos in Kampung Naga?
B. Write down ten difficult words and find the meaning of the words in your
dictionary!

Three-phase technique
Mengabsen siswa.
b. Kegiatan inti
Beberapa siswa diminta membaca sebuah teks (descriptive text)
dengan intonasi dan jeda yang benar secara bergantian.
Siswa mencari sepuluh kata sulit dan menemukan artinya
Siswa menjawab pertanyaan yang berkaitan dengan text dan
menentukan schematic structure
Siswa diminta untuk menyusun jumble paragraphs menjadi sebuah
cerita yang utuh. (group work)
Siswa diminta bekerja sama untuk mencari kata sulit dan
menemukan artinya
work)
Siswa menjawab soal yang berkaitan dengan teks secara
berkelompok
Setelah semua kelompok selesai mengerjakan tugasnya, siswa
diminta untuk mendiskusikan teks dengan seluruh kelompok kelas.
c. Kegiatan penutup
133
IX. SUMBER BELAJAR.

Jakarta.
X. PENILAIAN
a. Teknik
: Tes Tulis
b. Bentuk
: Tertulis.
XI.
No
Task I
Uraian
Jawaban benar
Jawaban tidak tepat
Skor
20
0
Task II
Jawaban benar
Jawaban tidak tepat
10
0
PEDOMAN PENILAIAN
c. Nilai siswa = Skor prolehan X 100, Max. score: 100
Skor siswa
d. Rubrik penilaian:
134
Lampiran
Membaca
Task I
(Individual Work)
An Elephant
An elephant is the largest and strongest of all animals. It is a strange looking
animal with its thick legs, huge sides and backs, large hanging ears, a small tail,
little eyes, long white tusks and above all it has a long nose.
The trunk is the elephants peculiar feature, and it has various uses. The
elephant draws up water by its trunk and can squirt it all over its body like a
shower bath. It can also lift leaves and puts them into its mouth. In fact the trunk
serves the elephant as a long arm and hand. An elephant looks very clumsy and
heavy and yet it can move very quickly.
The elephant is a very intelligent animal. Its intelligence combined with its
great strength makes it a very useful servant to man and it can be trained to serve
in various ways such as carry heavy loads, hunt for tigers and even fight.
A.
1.
2.
3.
4.
5.

What are the characteristics of elephant?
What are the functions of elephants trunk?
How about the elephant looks?
Who is a very intelligent animal?
Why is the elephant very useful servant to man?
dictionary!
135
Task II
Kampung Naga
Kampung Naga is a part of the village of Neglasari. It is the Selawu
district, regency of Tasikmalaya, West Java.
The peaceful and green village is only 500 meters from the main road
between Garut and Tasikmalaya. To reach the place, people need to go down a
stairway of 350 steps. It leads from the side of the highway to a place of
Ciwulan River. The village is located on a hillside by the river.
Most of Kampung Naga villagers are either farmers or farm laborers. They
live very simple. They do not demand much. For example, the rich man in the
village lives in a house which is not different from any other in the village.
There is no television set, no bed with mattress, no sofa, not even a cupboard.
They do not paint their house either. There are many taboos in the Kampung
Naga society, known as tilu basa (three taboos): pamali (advice not doing
certain conducts), teu hade (prohibition to commit bad things), and cadu
(prevention of destroying environment)
A. Answer the questions!
1. What is the text about?
2. What is the communicative purpose of this text?
3. Where is identification of the text?
4. What is schematic structure of the second and the third paragraph?
5. Where is Kampung Naga?
6. How many steps to go down a stairway?
7. Where is the village located?
8. What are jobs of most of Kampung Naga villagers?
9. What are not there in Kampung Naga villagers house?
10. What are the taboos in Kampung Naga?
B. Write down ten difficult words and find the meaning of the words in your
dictionary!
136

RPP READING
(The 2nd Meeting of Cycle II CAR)
I. IDENTITAS
Satuan Pendidikan
Mata Pelajaran
Kelas/Semester
Tema
Aspek/Skill
Alokasi Waktu
Jenis Teks
Tahun Pelajaran

: B. Inggris
: Personal Life
: Reading
: 2X40 menit
: Descriptive text
: 2010/2011

Membaca
terdekat.
Membaca
Membaca nyaring bermakna teks fungsional dan esai pendek sederhana
yang berterima
VI. INDIKATOR
4. Mengidentifikasi langkah retorika (schematic structure) teks descriptive
137

Task I
Michael
Identification
Description
Michael is a clever student. He is a clever because

he is diligent. When he has an English test, he always gets
nine or ten. He is very happy, if he gets ten. His mother
always gives a new thing when he gets ten in the test. His
mother, Mrs. Maura is very kind and beautiful.
Michael is very handsome. His hair is straight. He is
tall but he is not fat. His body is also strong because he
always plays football in the afternoon. And on Sunday
morning, he also jogs with his friends.

be described.
Description
subject.
A.
1.
2.
3.
4.
5.

Why Michael is clever?
Who is the name of Michels mother?
What are the characteristics of Michael?
When does Michael jog with his friends?
What is the generic structure of the first and the second paragraph?
dictionary!
Three-phase technique
138
Mengabsen siswa.
b. Kegiatan inti
Siswa diminta untuk membaca teks dan memahaminya
Siswa diminta mencari kata sulit dan menemukan artinya
Siswa diminta menjawab pertanyaan yang berkaitan dengan text
work)
Siswa secara individu menjawab soal yang berkaitan dengan teks
yang telah didiskusikan sebelumnya (Post Test II)
c. Kegiatan penutup
IX. SUMBER BELAJAR.
Jakarta.
X. PENILAIAN
a. Teknik : Tes Tulis
b. Bentuk : Tertulis.
Skor siswa
b. Rubrik penilaian:
No
Task I
Uraian
Jawaban benar
Jawaban tidak tepat
Skor
20
0
139
Lampiran
Membaca
Task I
Michael
Michael is a clever student. He is a clever because he is diligent. When he
has an English test, he always gets nine or ten. He is very happy, if he gets ten.
His mother always gives a new thing when he gets ten in the test. His mother,
Mrs. Maura is very kind and beautiful.
Michael is very handsome. His hair is straight. He is tall but he is not fat.
His body is also strong because he always plays football in the afternoon. And
on Sunday morning, he also jogs with his friends.
A.
1.
2.
3.
4.
5.

Why Michael is clever?
Who is the name of Michels mother?
What are the characteristics of Michael?
When does Michael jog with his friends?
What is the generic structure of the first and the second paragraph?
dictionary!
140
List of Students Groups
Group 1
Group 2
Group 3
Group 4
1. Muthiah Ulfah
1. M. Ikhsan
1. Wahyu Dwi S. 1. Putri Amelia
2. Dinda Lutfiah
2. Siti Humairoh
2. Achmad Al H. 2. Anggita Eka P
3. Indira Siwi. M.
3. Sarah Isfaniah
3. M. Rafli Ali
3. Nabila H.
4. Syifa Fauziah
4. Muadz S.
4. Adimas Fikri
4. Fitriani
5. Janitra Orrisca
5. Eka Sulastri
5. Agus S.
5. Israq Fauzia H
6. Fuad Asyrofi
6. Ryaas Rizki
6. Nurul Fitri
Group 5
Group 6
Group 7
Group 8
1. Syaidina Sapta
1. Abdul Wahid
1. Wahyu Setiadi 1. Novi Astriani
2. Latifatul F.
2. Abi Okta S.
2. Arjuna
3. Putiningsih
3. Salman Al H.
3. Fakhmi Hakim 3. Hilda Novianti
4. Rika Nur Y.
4. Hartosin
4. Latif Fauzi
4. Fatma Saskia
5. Royhan Haekal
5. Raka Suhandi
5. Nur M.
5. Marwah Syifa
6. Reza F.
6. Maryadi
6. Mia W.
2. Dinar Novianti
141
Documentation
(Photos during CAR)
Cycle 1
Figure 1.a
Teaching Learning Activity
(Some students do not pay attention to the teacher explanation)
Figure 1.b
Individual Work
(Students do their task individually)
142
Figure 1.c
Group Work
(A student cheats other groups)
Figure 1.d
Group Work
(Some students chat and crack jokes each other in group work)
Figure 1.e
Group Work
(Some students cooperate well in a group work)
143
Figure 1.f
Post Test 1
(Students do the post test 1 individually)
Cycle 2
Figure 2.a
Individual Work
(Students do their task individually)
144
Figure 2.b
Group Work
(The most of students cooperate well in a group work)
Figure 2.c
(Students do the post test 1 individually)

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DEVELOPING STUDENTS READING COMPREHENSION OF

DESCRIPTIVE TEXT THROUGH GROUP WORK

DEPARTMENT OF ENGLISH EDUCATION

Telp: (62-21) 7443328, 7401925

SURAT PERNYATAAN KARYA SENDIRI

Tempat/Tanggal lahir : Jakarta, 8 Oktober 1988

: Pendidikan Bahasa Inggris

: Developing Students Reading Comprehension of

: Nida Husna, M.A. TESOL

Jakarta, 02 Februari 2011

Reading Comprehension, Descriptive Text, Group Work

ACKNOWLEDGMENTS ................................................................................ iii

LIST OF TABLES ............................................................................................ viii

LIST OF APPENDICES ..................................................................................

: RESULT AND DISCUSSION

Discussion of the Data after CAR .............................. 52

: CONCLUSION AND SUGGESTION

Pretest Score ..............................................................................................

Posttest Score of Cycle 1 ...........................................................................

Posttest Score of Cycle 2 ...........................................................................

The Graph Improvement of Students Reading Score During CAR .........

Observational Notes Before CAR .............................................................

Observational Notes During CAR in Cycle 1............................................

Observational Notes During CAR in Cycle 2............................................

The Guideline of Teachers Observation in Cycle 1 .................................

The Guideline of Teachers Observation in Cycle 2 .................................

12. The Blueprint Test of Pretest .....................................................................

13. The Blueprint Test of Posttest 1 ................................................................

14. The Blueprint Test of Posttest 2 ................................................................

15. The Item Analysis of English Tests ...........................................................

16. The Instrument of Pretest........................................................................... 103

A. Background of the Study

important skill. In Indonesia based on the current curriculum Kurikulum Tingkat

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa

achievement score in reading descriptive text. Based on the English teachers

B. Formulation of the Problem

C. Aim of the Study

D. Contribution of the Study

Based on the point of view above, generally reading is a complex process

getting meaning. Indeed, reading is regarded as a process that emphasizes on

Reading means getting meaning from print. Reading is not phonics,

Pamela J. Farris, Teaching Reading: A Balanced Approach for Todays Classrooms,

1. Identifying the topic

Develop a large sight vocabulary

David Nunan, Designing Task for the Communicative Classroom, (Cambridge:

It tells the readers with detail

2. Purposes of Descriptive Text

3. Schematic Structures of Descriptive Text

I have a lot of friends. But my closest friend is

Sundanese genuine. He looks more handsome when he is

4. Language Features of Descriptive Text

Simple Present Tense

I have a lot of friends.

John K. Brilhart, Effective Group Discussion, (Iowa: WM. C. Brown Company

Meanwhile, Ur said that group work is a learning task through small-group

Group work can

2. Purposes of Group Work

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language

interaction like tolerance and emphatic perspective, use target language to

3. Techniques of Using Group Work

understanding on the teachers instruction, so the teacher ask them to

4. Advantages of Group Work