“USING BUZZ GROUPS TECHNIQUE TO IMPROVE STUDENTS’

PARTICIPATION IN READING DESCRIPTIVE TEXT AND ITS

GENERIC STRUCTURE MATERIAL
SYNOPSIS OF THE RESEARCH

BY :
MIFTAHUL JANNAH
NIM : 1810203016

ENGLISH EDUCATION DEPARTEMENT TARBIYAH FACULTY

OF EDUCATION TEACHER TRAINING STATE ISLAMIC
INSTITUTE OF KERINCI
2021
A. Background of The Problem

In English learning, reading is one aspect of competency standards to be

achieved in the education of unit level curriculum. In the process of learning
reading in the class students can communicate and disclose the information,
thoughts and develop science technology and culture of the various texts that
are read. Ability to respond to the meaning and step rhetoric in simple and
short essay accurately have relation with to the environment in the form of
text descriptive is the Basic Competency (KD) that must be mastered by
students of class VIII School Junior High School. Learning descriptive text
has been done by the writer. In the research, the writer explains the subject
matter contained the following indicators:
a. Identify a variety of information in the descriptive text.
b. Identify steps in the rhetoric of descriptive text
c. Identify the function of communication in the descriptive text.
d. Identify the main idea, words meaning and topics in descriptive text.

The results of teaching and learning activities in the classroom reading obtained are still not
satisfactory. It means the learning process outcomes have not yet reached Kriteria
Ketuntasan Minimum (KKM). The results of the author’s reflection data showed that during
the learning process is still a lot of students who have not been able to answer questions
with true, they have not been able to answer the questions to be and to do etc. They are
very difficulty to do the exercise.

This is a picture of failure in the learning process. Failure of the results

and the learning process is an issue that must overcome Therefore, the author
tries to do the research plan class action entitled, " Using Buzz Groups
Technique To Imrove Students’ Participation In Reading Descriptive
Text and Its Generic Structure Material”
 3

B. Problem Solving
Based on the background of the problem as stated before, the formulation of the problem
posed in this proposal is: "Can the buzz groups technique increase the student’s
participation in reading Descriptive Text In the class VII of SMP Negeri 8 Mandau?

C. Objective of The Research

The objective of the research is the student’s participation in reading descriptive Text .

D. The significant of the research

1. For teacher, it can improve the professionalism of the teacher.
2. Rising the ability of the teacher in planning the lesson plan
3. Developing an effective learning model, efficient and fun to involve
students actively in the process of learning English to improve their
communicative competence

E. Theoretical of The Research

1. Learning the Descriptive Text
Before the writer explains the theory of descriptive text, he would like to define
what a text is. According to Halliday (1978:40) in Yoce (2009:189), text is
semantic choice of data in social context. It means that text is a way to express the
meaning in written or oral form. Descriptive text is a text having aim to describe a
particular person, place or thing, Harmer (2004:67). The schematic structures of
descriptive text are identification and description. Linguistic features are focusing
on specific participant, the simple present 33 tense, adjectives, noun phrase, and
conjunction. In the descriptive text, the tense usually used is simple present tense.
Simple present tense is a sentence pattern used to express habitual or everyday
activity (Betty, 1989: 11). The simple present tense is something was true in the
past, is true in the present, and will be true in the future. It is usually used for
general statements of fact.
2. Reading
a. The Definition of Reading
Reading is receptive skill in understanding the words in written form.

It is believed that understanding the purpose of someone is not only in

spoken form but also in reading. Reading is the next step in writing
because through it students cancomprehend what someone wants to talk
something. According to Nunan (1991:70), reading is a dynamic process in
which the text elements interact with other factors outside the text, in this
case most
particularly with the reader’s knowledge of content of the text.

b. The Major Components of Reading Comprehension

states that there are six major components of reading comprehension:
1. Decoding knowledge
2. Vocabulary knowledge
3. Syntactical knowledge
4. Discourse knowledge
5. Readiness Aspect
6. Affective aspect

c. The Aims of Reading

states the following aims of reading:
1. Reading for Details of Facts
2. Reading for the main Idea
3. Reading for the Sequence or Organization
4. Reading to Classify
5. Reading to Inference
6. Reading to Compare
F. Research Plan And Procedures
A. Research Plan

1. Subjects of research subjects in this study were students class VIII

SMP Negeri
2. Place of Research SMP negeri

B. Research Procedure

This research is a Class Action Research that carried out by following the
procedures of research based on Kemmis principles and Taggart (1988) which
includes planning activities, action, observation, reflection or evaluation. The
fourth of these activities take place repeatedly in the form of a cycle. The
research was done by collaborating with teachers

CYCLE 1
Stage Planning include:
1. Identify the problem.
2. Analyze and formulate the problem.
3. Designing learning models questioning methods.
4. Discuss the application of interactive learning model.
5. Setting up the instrument (questionnaire, observation guidelines, final test).
6. Develop a group of learners.
7. Plan a group task. learners understand how their discussions relate to the principles
of teaching
8. Subjects of research subjects in this study were students class VIII SMP Negeri

C. Research Procedure
This research is a Class Action Research that carried out by following
the procedures of research based on Kemmis principles and Taggart (1988)
which includes planning activities, action, observation, reflection or
evaluation. The fourth of these activities take place repeatedly in the form
of a cycle. The research was done by collaborating with teache
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