Jurnal Tinta.
Vol 2 No 1 Maret 2020, pp.
Improving StudentsAo Reading Ability of Descriptive Text by using Small Group Discussion.
Lisematul Faizeh Hanif Maulaniam Sholah hanif@alqolam.
ABSTRACT
In this research, the researcher applied Small Group Discussion to overcome the problems that were faced by the students.
This research was conducted in order to improve studentsAo reading ability in descriptive text through Small Group Discussion at the seventh grades of MA Al-Hisi Ringinsari Sumbermanjing Wetan 2016-2017.
In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research.
The researcher conducted this research in two cycles.
Each cycle consisted of three meetings.
The researcher used Small Group Discussion to create comfortable atmosphere during teaching and learning process of reading, and more importantly to improve the studentsAo reading ability especially on reading descriptive text.
The subject of this research was the students of seventh grade at MA Al-Hisi Ringinsari Sumbermanjing Wetan 2016-2017 on academic year especially VII IPA class.
The instruments to collect the data were interview, observation checklist, and reading test.
The result of the research showed that by using Small Group Discussion in teaching reading descriptive text.
The researcher could improve the studentAos reading ability especially descriptive text.
Their responses showed that they were interested to learn reading subject because they felt easier to read using Small Group Discussion.
Keywords: Reading ability.
Descriptive text.
Small Group Discussion.
INTRODUCTION
Reading is one of english skills which its main concern is to be able to comprehend the text.
In fact, most students find some difficulties in comprehending a text when they have reading activity.
Reading is a process of getting the meaning of something written of printed by interpreting its characters or symbols.
Elliott give definition of reading comprehension as:
Reading comprehension, which is the ultimate object in any type of reading instruction, means that a reader not only recognizes words, but understands the concepts that the words Reading a text, comprehending it, and later recalling it involve complex strategies .
erceptual, linguistic, and conceptual operation.
than take years to develop.
Teaching is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the condition for learning.
3 The teacher cannot do http://digilib.
id/701/ .
ccsessed on March 5, 2.
https://rustonnasution.
com/2012/03/ptk-07_proposal_.
ccsessed on March 5, 2.
Lani Suryani.
AuImproving StudentAos Reading Skills By Using The Mind Map Technique At SMA N 1 Kretek in The Academic Year Of 2013/2014Ay.
Thesis.
(Yogyakarta: UNY,2.
, halaman 15.
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those activities without any guidance.
The teacher needs it to lead the students in gaining any Also, to make the students learn, the teacher should make innovative ways, such as, unnatural orientation and unusual treatment to what is being learned.
The process of teaching and learning English has characteristics.
These characteristics lead the process to be a successful process if the teacher applies them well.
There are some characteristics of effective English teaching and learning.
4 Firstly.
Related to the uses of physical appearances in the class, the teacher should arrange their relationship with the students, the appropriacy of the variation of nuances in teaching and learning, the movement of the teachers and the contact happened between teacher and students.
Secondly.
Related to the stages happening in the class, the teachers are able to provide variety and clearly in the stages of teaching and learning.
Thirdly.
The class should use the variety of seating Fourthly.
The teacher always do evaluation on what happened on that day so that he or she can take a narrow step to solve the problem or to improve what had been Based on the School-Based Curriculum 2006, there are three goals of teaching English in Senior High School5.
The three goals are to make the learners have ability of:
First,to improve communicative competence in written and oral form to reach informational literacy level.
Next, to have awareness that English is important to improve nation competitive ability in global community.
Finally, todevelop understanding feedback of the learners between language and culture.
The pattern of reading learning is still using the traditional approach.
In this case the teacher only gives a chance to some students to read or by reading in the heart and then conducted question and answer about reading.
Students are not given the opportunity to get further guidance in reading.
Impact, the students' reading ability is uneven and the comprehension received by students is not maximal.
Then the absence of media use in the learning process.
The use of media that can attract will have an impact on the increasing attention of students.
This problem is reinforced by the absence of varied methods or approaches used by the teachers, so that reading learning becomes bored, the students also lack the focus to pay attention to the teacher's explanation because they feel bored.
Teaching reading in Al Hisi is taught in all majors (IPA / IPS).
With reading skills is expected all students can understand the content, purpose and objectives of the material being In learning English, reading is one of the skills that must be mastered by students.
The facts is show that learning comprehension reading in grade X students IPA MA Al-Hisi Ringinsari classified as still low and less attention.
This problem is obtained from researcher observation.
According to the researcher, the student while reading they less understood the content of the reading.
This can be seen when students are asked how characterizations in the reading that have been read and told to retell the contents of the reading, but most students can not answer.
For senior high school, there are 13 kinds of reading text.
They are: Narrative text, recount text, descriptive text, report text, explanation text, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item.
To investigate the students mastery in reading skill in MA Al-Hisi, the researcher conducted preliminary study on grade X students IPA.
The researcher found that the students reading ability was unsatisfactory.
Most of the students could not achive the minimum passing criterion, which is 75.
In addition, during the teaching and learning process, they Ibid.
Ibid.
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seemed still passive, the students did not understand clearly about descriptive text, how to identify the descriptive text, and they donAot understand about the differences between identification and description.
The materials that students need to improve is descriptive text.
It can be seen from the difficulties were due to a number of factors.
Firstly, the studentAos reading is not comprehensible, because they can not identify kinds of the text.
Secondly, they do not understand about the differences between identification and description.
Thirdly, the students not relize that learning English is very important not only at school as national examination but also in the future as international language.
Fourthly, the environment factors also can influence the students in mastering and in learning English.
The factors can be from teacherAos teaching, family, and friends.
The last, the students have low motivation and are not interested in doing the text since the reading activities are not interesting.
Usually, the students read a text without identify kind of the text so that it is difficult for them to understand the text and what the purpose of text.
In reference to the explanations above and the strong desire of finding the solution of these problems, it is believed that small group discussion can solve the problem.
Small group discussion can improve the studentAos ability in understanding text, especially descriptive text.
Small group discussion is a process of learning by doing small group discussions with the aim in order to learners have the skills to solve the problems related to the subject matter and the problems faced in their daily lives.
Small group also means the process of sight of two or more individuals who interact in a global manner and face each face of the goal or objective that has been given through the exchange of information, maintains or solve Small group discussion is a method of learning that provides opportunities for students to learn more actively to work together in groups to achieve a set goal.
In small group discussions stimulated students to explore ideas, improve understanding new things, techniques to solve the problem, encourage the development of thinking and communicating effectively, improve teamwork, and enhance and student involvement in making decision.
The method conducted on several learning theories that emphasize to the students can be independent and active in learning.
By using small group discussion students able to tray their ability to communicate with others, train students to achieve students centered learning method, students able to add more knowledge and information, students able to help each other with group members, students have skill in problems solving, both related to the subject of learning and the problems faced in everyday life, train students to learn with others, because learning does not have to be with teachers, train students how to respond to others, train students how to maintain cohesiveness, learn about decision-making techniques.
Considering the positive contribution of using small group discussion to solve students problem on reading skill, the writer conduct a research entitle Au Improving StudentAos Reading Ability of Descriptive Text By Using Small Group DiscussionAy This research is intended to know how the student's reading ability of descriptive text can be improved by using the small group discussion at the tenth grade of MA Al-Hisi and how to develop small group discussion srtategy within improving studentAos reading ability of descriptive text at the tenth grade of MA Al-Hisi.
http://sabillyz.
id/2016/03/metode-small-group-discussion.
csessed on March 3, 2.
http://.
id/pendidikan pintu perubahan small-group-discussion.
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The objective of this research is to improve the student's reading ability of descriptive text by using a small group discussion at the tenth grade of MA Al-Hisi as well as to develop small group discussion strategy in learning descriptive text.
RESEARCH METHOD
In this study the writer uses classroom research design (CAR).
Classroom action research is research conducted in a classroom to find out the result of measures applied to a subject of research in the classroom.
Class action research is a research activities carried out in the classroom.
Because there are three words that form that understanding, then there are three items that can be Firstly, research, referring to an activity observe an object by using the method and specific rules methodology to obtain data or information that is useful in improving the quality of a thing that interest and importance to researchers.
Secondly, action, refers to a deliberate motion activities with a specific purpose.
In a study in sets of cycle of activities for Finally, class, in this case is not related to the understanding of the classroom, but in a more specific sense.
In this study the writer use concept of Kemmis and Mc Taggart .
which according to Kemmis and Mc Taggart basic concepts of action research consists of four components, namely: .
, .
the action .
, .
, and .
Preliminary study of this research identified the major problem during teaching and learning activity.
Preliminary study of this research aimed to know the general situation about the studentsAo real capability especially on their reading ability.
In addition, the researcher also analyzed the problems faced by the students before conducting the research.
After conducting the preliminary study, the researcher found that the students of first grade of MA Al Hisi especially X IPA class had difficulties in reading descriptive text.
The first problems, the studentAos reading is not comprehensible, because they can not identify kinds of the text.
Secondly, they do not understand about the differences between identification and description.
Thirdly, the students not relize that learning English is very important not only at school as national examination but also in the future as international Fourthly, the students not relize that learning English is very important not only at school as national examination but also in the future as international language.
Fifthly, the environment factors also can influence the students in mastering and in learning English.
The factors can be from teacherAos teaching, family, and friends.
The last, the students have low motivation and are not interested in doing the text since the reading activities are not Usually, the students read a text without identify kind of the text so that it is difficult for them to understand the text and what the purpose of text.
The setting of this research is at MA Al-Hisi Ringinsari Sumbermanjing Wetan Malang.
It is located on Jl.
Sidomukti.
In this school English class was held every Tuesday and every meeting was held for 90 minutes .
x45 minutes/meetin.
In this study, the setting of time is on 2th , 9 th , 16 th, 30 th of Mei ,5th and 12 th of june 2017.
The subject of this research is the 10th grade students at MA Al-Hisi Ringinsari.
Sumbermanjing Wetan Malang.
The researcher took only one class as the sample and respondent of this research.
The number of the sample consist of 14 students are chosen (X IPA) because that class is excellent class than the other classes according to the researcher.
Trianto.
Panduan Lengkap Penelitian Tindakan Kelas(Class room action researc.
, cetakan I (Jakarta:
Prestasi Pustaka Publisher, 2.
, halaman 13.
Arikunto.
Penelitian Tindakan Kelas, cetakan 12 (Jakarta: Bumi Aksara, 2.
, halaman 2-3.
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The source data from this study are all students of class X MA Al-Hisi Ringinsari.
Sumbermanjing Wetan Malang which consist of 14 students there were 1 boy and 13 girl with different background.
The instrument on this study consists of observation sheet, studentsAo questions sheet, and interview guide.
StudentsAo question sheet is used to measure studentsAo reading ability and to know improving studentAos reading ability of descriptive text by using small group discussion.
this research, researcher use multiple-choise test as test instrumet.
While Observation sheet is used to collect the data to find out how the teacher performance, classroom situation, and also studentsAo respond and motivation during the implementation of small group discussion.
To measure the scale of activity of students during the learning process the researchers used a Likert scale.
In answer to each item Likert scale instrument has a gradation from very positive to very negative.
Sugiyono .
5: .
Information:
Score 5:
Score 4:
Score 3:
Score 2:
almost never Score 1:
Then the third instrument is Interview guide.
This instrument is used to ask the opinion of students regarding student understanding toward the material that has been For the scoring system, the researcher use scoring test from multiple choise form without corection that scoring by way of each item on the correct answer gets the value of one .
epending on the weight of item.
, so that the total score obtained by the students is to count the number of items answered correctly.
While the formula as follow:
B = number of items answered correctly N = is the number of items Examples are as follows:
At one point there were 50 test questions.
Johan answered correctly 25 points, the score achieved Johan is:
The research procedure of this study includes two steps, namely preparation and In the first step, preparation.
In this step the researcher preparing lesson plan, designing proper material, preparing small group discussion, preparing criteria of The last step is implementing that consist of planning, action, observation and There are three criteria of success as the measurement of how the implementation of small group discussion helps the students to improve their reading ability, they are: .
The studentsAo participation during teaching and learning process.
The students answer on Jurnal Tinta.
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The studentsAo achievement in reading descriptive text in which if 60 that is targeted by the teacher.
The score is be gained by giving the student reading achievement test that is conducted after teaching and learning process by using small group discussion.
The Data collection techniques used in this study consists of observation, interviews, and test.
Observations in this study carried out during the learning process.
Researchers studied the attitudes and the activeness of students, student responses to the materials and media Learning activities recorded in the observation sheet.
To know the improvement of students' reading ability to understand descriptive text after implementing small group Then, this study used interviews to ask the opinion of students regarding student understanding toward the material that has been described.
Interviews are used is a structured Structured interview is an interview that his interviewer determine their own problems and the questions that will be asked.
To analysis the data, researcher use indexing descriptive analysis.
Data will be analyzed using descriptive analysis.
Descriptive statistical analysis was used to analyze the data in ways that describe or depict the data that has been collected as without meaning make conclusions or generalizations apply to the public.
Presentation of data through charts, graphs, pie charts, pictograms, calculation mode, median, mean .
easure of central tendenc.
, the calculation of decile, percentile, the calculation of the distribution data by calculating the average and standard deviation, the percentage calculation.
Descriptive analysis serves to collect, simplify and provide descriptive data that can be easily described in terms of concentration of the data .
ean, median, and mod.
, dissemination of data .
tandard deviation and varianc.
, tables and charts .
ar, pie and histogra.
12 In this study, statistics are used to describe the learning outcomes obtained by the students during the research activities carried out in order to measure students' understanding of the material provided by using the method of small group discussion.
To analyze the data, researchers analyzed data obtained by calculating the average and percentage of completeness.
The formula for calculating the average .
and percentage of completeness is as follows:
Mean .
The sum all of value The number of Sugiono.
Metode Penelitian Kualitatif.
Kuantitatif, dan R&D, cetakan 22 (Bandung: ALFABETA, 2.
Sugiono.
Statistika Untuk Penelitian.
Cetakan 28(Bandung: ALFABETA, 2.
, halaman 29.
Abdurrahman.
Statistik Pendidikan Menggunakan SPSS, cetakan I (Yogyakarta: UDARSH, 2.
, halaman 1.
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RESEARCH FINDING AND DISCUSSION
Research Finding This research was conducted into two cycles in which for every cycle consisted of three meetings.
Each cycle consisted of planning, implementing the action, observing, and The preliminary study was conducted on Tuesday, 25th April 2017.
In this preliminary study, the researcher observed the attitude of the students and the researcher during teaching and learning process in the classroom.
Based on the test that given to the student and interview between the researcher and the teacher.
The researcher found that the students got difficulties on learning reading skill especially reading descriptive text.
The researcher found that the students reading ability was Most of the students could not achive the minimum passing criterion, which is In addition, during the teaching and learning process, they seemed still passive, the students did not understand clearly about descriptive text, how to identify the descriptive text, and they donAot understand about the differences between identification and description.
The researcher gave explanation and exercises.
The students often did some mistakes with the lack of knowledge differencies between identification and description.
The score of students was under the Minimum Mastery Criterion (KKM).
The score of Minimum Mastery Criterion But the researcherAos criteria of success is 60.
Interview script P : Peneliti G: Bu Puji (Guru Mapel B.
Inggri.
: Bu, tadi ketika observasi kelihatannya siswa masih banyak yang belum bisa mengerjakan soal reading descriptive ya bu? : Ya begitulah.
: Dari hasil observasi tadi siswa tidak bisa mengidentifikasi jenis teks, tidak bisa membedakan antara deskripsi dan identifikasi dalam teks : iya memang mbak, mereka hanya membacanya saja tanpa tau apa jenis teks nya, jadi mereka kesulitan.
: kalau kamus bu.
Siswa memang tidak punya kamus atau bagaimana bu? : Sebagian besar mereka punya kamus.
Cuma kamus yang 1 miliar itu dan mereka seringnya tidak membawanya ke sekolah dengan alasan lupa atau berat yang mau bawa.
Sudah di ingatkan berkalikali : Kalau di perpus menyediakan kamus tidak, bu? : Jangankan kamus mbak, perpusnya ada disini masih belum ada.
Pihak sekolah masih mengupayakan adanya perpustakaan untuk menunjang belajar dan pembelajaran.
: lalu bagaimana upaya guru untuk meningkatkan pembelajaran dengan keterbatasan fasilitas ini.
: ya kami sebagai guru sedikit kesulitan memang mbak, dengan keterbatasan ini kami memanfaat kan media yang ada saja.
: kalau siswa nya sendiri semangat tapi bu ya? : kalau siswanya ada yang semangat ada juga yang ngantuk, bercanda dengan temannya dll.
Ya begitulah siswa sekolah Jurnal Tinta.
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pedesaan mbak masih kurang dukungan tidak hanya dari guru tapi juga dari orangtua dan lingkungannya.
: baik lah kalau begitu, saya rasa cukup bu.
Terimakasih atas waktunya dan maaf mengganggu.
: oh iya mbak ndak apa-apa.
Sama- sama.
After doing observation, the researcher got that the learning process especially in reading descriptive text was still low.
Moreover, the students have low motivation and are not interested in doing the text since the reading activities are not interesting.
Usually, the students read a text without identify kind of the text so that it is difficult for them to understand the text and what the purpose of text.
To solve the problem, the researcher conducted the implementation of small group discussion as the strategy to improve the studentsAo reading ability.
Small group discussion is a method of learning that provides opportunities for students to learn more actively to work together in groups to achieve a set goal.
The implementation of Small Group Discussion are the researcher divided class into small groups .
aximum consist of 5-6 student.
but in this research, the researcher divided class into 4 groups that consist of 3-4 students.
Then, the researcher provide a matter of study appropriate with the Competency Standart (SK) and Basic Competence (KD).
Next, the researcher instruct each group to discuss the matter and the answers to the following questions.
Then, the researcher ensure that each group participates actively in discussion.
Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
In general the principles to be considered in active learning strategies derived from the principles of learning are first of all.
Anything learned by the student, he must learn it by himself no one can do the learning activities for him.
Second, each student learns according to the tempo .
ace itself and each age group there is variation in learning spee.
Furthermore, a student learns more whenever each step makes learning more meaningful Finally, if the student is given the responsibility to learn by himself, then he is more motivated to learn, he will learn and remember better.
Because of the positive contribution of using Small Group Discussion and strong desire of finding the solution to solve the problems, the researcher believed that Small Group Discusion can solve the problem and also can improve the studentAos reading ability in understanding text, especially descriptive text.
Cycle 1 Cycle 1 was conducted from 2th, 9th, 16th of Mei 2017.
There were three meetings in Cycle 1 and there were several phases namely planning, implementing the action, observing, and reflecting.
Planning To provide good teaching and learning activities during the implementation of small group discussion, the researcher prepared lesson plan.
The lesson plan included the studentsAo and teacherAos activities.
The researcher got the material from some relevant books that is studentAos worksheet (LKS) and modul Developing English Competencies for senior high school (SMA/MA) grade X then internet sources https://mmursyidpw.
com/2011/02/learning Then, the researcher designed the material that was implemented based on the studentsAo capability and condition.
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In this research, small group discussion as media helped the students read descriptive text with a topic AuMy motherAy easily and built their motivation because in small group discussions stimulated students to explore ideas, improve understanding new things, techniques to solve the problem, encourage the development of thinking and communicating effectively, improve teamwork, and enhance and student involvement in making decision.
Then the researcher also prepared instruments that were observation checklist, interview, and procedure of assessing the studentsAo final draft.
Implementing the Action The implementation of Small Group Discussion to improve the students reading ability for Cycle 1 was conducted in three meetings.
Each meeting covered pre, main, and post teaching based on the lesson plan that has been prepared earlier by the researcher.
conducting this research, the researcher acted as the teacher.
Meeting 1 The first meeting of cycle one was conducted on Tuesday, 2th May 2017 from 07.
30 p.
Based on the lesson plan, the researcher taught descriptive text for 2x45 The activities of this meeting were carried out as follows:
Teaching and learning activity in the classroom was started by opening activities (Pre Teachin.
Such as, greeting the students and praying together.
After praying, the researcher giving motivation to the students.
Then the researcher checked the studentsAo attendance list.
The next activity was leading the students to the material that would be taught by giving some questions related to the material.
For example.
AuDo you have a favorite person?Ay.
AuWho is he/she?Ay, and many more.
On main teaching, the researcher gave the example of descriptive text then explained about descriptive text and its generic structure.
Then the students were divided into small group discussion.
This activity the students divide into small group consist of 3-4 student, the researcher provide a matter to be discussed by each group and present the result of their Next, the researcher instruct each group to discuss the matter and the answers to the following questions.
Then, the researcher ensure that each group participates actively in Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
This activity helped the students to construct the idea.
Therefore, the students were able to analyze the characteristics of the example based on discussion together.
In post teaching, the researcher led the students to summarize todayAos material.
order to strengthen the material given, the researcher asked the students to practice reading about descriptive text at home.
Meeting 2 This meeting was conducted on Tuesday, 9th May 2017 from 07.
00 p.
30 p.
In pre teaching, the researcher greeted the students then the following activity was praying led by the captain of the class then continued with giving students motivation.
Then checking the studentsAo attendance list.
Before going to the next activity, the researcher led the students to review the previous material about simple present tense.
Then led the students to read and comprehend the material that would be discussed that was descriptive text by asking the students some questions such as AuHow is your mother/father?Ay.
What is he/she?Ay, and many Jurnal Tinta.
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Main teaching focused on explaining descriptive text with a topic AuMy motherAy.
addition, the researcher also explained simple present tense and possessive pronoun.
Then, the researcher explained Small Group Discussion and how to read their work by using Small Group Discussion.
The researcher divided the students into groups that consisted of 3-4 Then the researher gave them material about descriptive text.
Each group should read and comprehend the material related the topic such as identification and description.
After discussing about material the researcher asking the students to anwers the following Before asking the students to submit their final draft, the researcher asked the students to re-read it and present the result.
In post teaching, the researcher helped the students to conclude the material that had been taught in this meeting.
Then the researcher motivated the students to study harder and practice reading more at home.
Finally, to close the class, the researcher saying leave taking to the students.
Meeting 3 This meeting was conducted on Tuesday, 16 th of May 2017 from 07.
00 p.
Pre-teaching was started with the researcherAos greeting and asking the students to pray that was led by the captain of the class then continued with checking studentsAo attendance list by the researcher.
In main teaching, the researcher led the students to review the previous material by giving some questions and gave their previous final draft that had been corrected by the The researcher also gave them chance to clarify their corrected draft.
Then, the researcher explain material about descriptive text and example with tittle AuMy Little BrotherAy.
Then the researcher dividing class into small group and gave them a draft to discuss by each group.
This activity the students divide into small group consist of 34 student, the researcher provide a matter to be discussed by each group and present the result of their discussion.
Next, the researcher instruct each group to discuss the matter and the answer to the following questions.
Then, the researcher ensure that each group participates actively in discussion.
Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
The researcher led the students to read and comprehend the draft.
Before asking the students to submit their final draft, the researcher asked the students to re-read it and present the result.
For post teaching the researcher asked the students to re-read and submit their final To close the activity, the researcher motivated the students to study more at home then said good-bye.
Observing In this section, the researcher collaborated with Mrs.
Siti Djuwarya as the classroom advisor on observing the studentsAo activities and the researcherAos activities during teaching and learning activities in the classroom.
The resercher also gave interview to the student.
Observing the Teaching and Learning Process In the first meeting, the researcher introduced descriptive text and Small Group Dscussion as the way to comprehend reading in interesting way to the students.
In this meeting, the researcher explained the steps in implementing Small Group Discussion.
Small group discussion is a method of learning that provides opportunities for students to learn more actively to work together in groups to achieve a set goal.
The implementation of Small Group Discussion are the researcher divided class into small groups .
aximum consist of 5-6 student.
but in this research, the researcher divided class into 4 groups that consist of 3-4 Jurnal Tinta.
Vol 2 No 1 Maret 2020, pp.
Then, the researcher provide a matter of study appropriate with the Competency Standart (SK) and Basic Competence (KD).
Next, the researcher instruct each group to discuss the matter and the answers to the following questions.
Then, the researcher ensure that each group participates actively in discussion.
Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
The students looked so interested and motivated with the new technique in teaching reading but were still confused because they never knew this method yet.
During teaching and learning process through Small Geroup Discussion, most of the students paid more attention to the researcherAos explanation.
Although some of them also did not pay attention by having chitchat with their friends, the researcher was able to handle the class.
In the second meeting, the researcher explained descriptive text again then implemented Small Group Discussion.
Previously, the researcher led the students to review previous material and added the use of simple present tense because the students did not understand the use of to be and possessive pronoun.
In that activity, the students were very Some students were cooperative to discuss with their group.
Some students also began to be active by asking some questions to the researcher.
Althought some of students still felt difficult to differentiate between identification and description.
To conduct reading achievement test the researcher also gave them a draft with the following questions to discuss and answer by each group.
Then, before submit the final draft the student present their result.
In this activity, the students looked very serious to do their In the last meeting of Cycle 1, the researcher continued explain the material about descriptive text.
To conduct reading achievement test by asking the students to comprehend descriptive text with the following questions.
Then, before submit the final draft the student present their result.
In this activity, the students looked very serious to do their assignment.
Beside conducting reading achievement test, the researcher also conducting studentAos respond during teaching and learning process in last meeting of first cycle.
During teaching and learning process in last meeting of first cycle the students given positive respond, the students looked so interested and motivated with the new technique in teaching reading.
Although the students were still confused because that was new experience for them.
Observing the Result of the StudentsAo Reading Based on the result of the studentsAo previous score of reading before implementing small group discussion, the average score was 53 and the reading achievement test after implementing small group discussion was 47,9.
It could be concluded that the studentsAo reading ability improved regarding to their previous score before reading by using Small Group Discussion.
From the studentsAo final draft in Cycle 1, the researcher found that the students got difficulties as follows:
The students did not fully understand about generic structure, the tense and the use of personal pronoun when they read descriptive text.
The students can not identify the text.
They donAot understand about the differences between identification and description.
Based on the difficulties that found above show that in this cycle was failed.
Reflection Based on the previous observation and evaluation, the researcher and the collaborator discussed the weaknesses of Cycle 1 and revised the plan in order to avoid the same weakness for the next cycle.
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There were some findings obtained from the analysis of teaching and learning result.
In addition, the collaborator also helped the researcher to score the studentsAo final draft.
Based on the studentsAo reading test of first and second meeting, there were 5 students who passed the test and there were 9 students who failed the test, and the average of their score is 47,9.
Then the studentsAo reading test of thhird meeting, there were 6 students who passed the test and there were 8 students who failed the test, and the average of their score is 53.
Result of firts and second meeting Scale High Medium Low Very Low Scale Interval Frequency Precentage (%) Result of third meeting Interval Frequency Precentage (%) High Medium Low Very Low The studentsAo reading score did not fulfill the criteria of success that have been Therefore, the researcher decided to continue to the next cycle by revising the lesson After the researcher implemented Small Group Discussion to help the students to read descriptive text, the researcher found that this research was not successful yet.
It was due to the number of students who passed the test that did not fulfill the criteria of success.
Beside conducting the students reading achievement test.
The researcher also observed the students participation, the students enthusiasm, students comprehension, the students vocabulary during teaching and learning process of first cycle, teacher performance, interaction between teacher and students, and time of teaching and learning.
Students participation during teaching and learning by using small group discussion looked different with teaching and learning before implementation of small group discussion.
Students participation looked advance but there some of students having chitchat with their friends or sleepy.
While the students enthusiasm the students given positive respond, the students looked so interested and motivated with the new technique in teaching reading.
Although the students were still confused because that was new experience for them.
Then the students comprehension toward learning reading especially reding descrptive text.
There were some students understand with teacherAos explanation but there were still confused.
Same as with the studentAos vocabulary, there were students that knew about vocabulary of the topic that given but there were still not knew yet.
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Vol 2 No 1 Maret 2020, pp.
In this cycle interaction between teacher and students looked good.
Also the teacher performance, the teacher try to perform as maximal as teacher can.
Then in this cycle used time appropriate as the researcherAos planing.
Based on the problem stated in point 4.
2 earlier, the researcher needed to revise the lesson plan and added some materials.
In this case, the researcher explained again about the generic structure of descriptive text, the purpose and the use of personal pronoun, purpose of descriptive text.
Moreover, the researcher also needed to help the students of how to comprehend the text.
Cycle 2 Cycle 2 was the continuation of Cycle 1.
Both Cycle 1 and Cycle 2 had the same rules but different material.
Cycle 2 was conducted from 30 th of May ,5th and 12 th of june 2017.
There were three meetings for Cycle 2 in conducting this research.
There were several phases namely: re-planning, implementing the action, observing, and reflecting.
Revising the Plan In order to achieve the targeted goal namely to improve the studentsAo reading ability, the researcher revised the lesson plan as good and as easy as possible.
In this activity, the researcher together with the collaborator discussed the problem in Cycle 1.
Then the researcher revised the lesson plan, the media, and the instructional material.
Related to the lesson plan, the researcher used different lesson plan for each meeting as in the Cycle 1.
The researcher tried to change the topic into easier one that was AuMy LaptopAy.
But the researcher still used the same rules such as the first cycle.
Same as the first cycle, the researcher explain about Small Group Discussion.
The implementation of Small Group Discussion are the researcher divided class into small groups .
aximum consist of 5-6 student.
but in this research, the researcher divided class into 4 groups that consist of 3-4 Then, the researcher provide a matter of study appropriate with the Competency Standart (SK) and Basic Competence (KD).
Next, the researcher instruct each group to discuss the matter and the answers to the following questions.
Then, the researcher ensure that each group participates actively in discussion.
Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
Implementing the Action The implementation of Small Group Discussion to improve the students reading ability for Cycle 2 was conducted in three meetings.
Each meeting covered pre, main, and post teaching based on the lesson plan that has been prepared before by the researcher.
Meeting 4 The fourth meeting of Cycle 2 was conducted on Tuesday, 30 th of May 2017 from 00 p.
30 p.
Pre teaching was opened by greeting the students and asking the captain of the class to lead the prayer.
Then, the researcher guided the students to review the previous material by giving them brainstorming in the form of question about thingAos characteristics.
Main teaching activity, the researcher explained descriptive text again.
Then, the students were divided into groups consisting of 3-4 students.
The researcher gave an example and draft in each group.
The students comprehend the example and the draft then discussed in the group.
After discussing, the researcher asking the students to submit their final draft, the researcher asked the students to re-read it and present the result.
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Vol 2 No 1 Maret 2020, pp.
Finally, the researcher led the students to summarize the material and gave them chance to ask questions related to the materials that were still not clear enough.
Then, the researcher given motivation to practice reading at home and the class activities were ended by teacher saying leave taking to the students.
Meeting 5 The fifth meeting of Cycle 2 was conducted on Tuesday, 5th June 2017 from 07.
30 p.
The same with previous meeting, pre teaching was opened by greeting the students and asking the captain of the class to lead the prayer.
Then, the researcher led the students to review the previous material by giving them brainstorming in the form of questions about Main teaching was discussing the previous material in order to strengthen the studentsAo understanding.
Additionally, the researcher also reminded the students to be more careful to comprehend reading.
Then, in the following activity, the researcher focused on the implementation of Small Group Discussion.
The researcher asked the students to continue the first draft in previous Before closing this lesson, they present the final draft then submitted it.
In the end of the class, the researcher summarized about the material that was The researcher also gave motivation to the students and said leave taking to the Meeting 6 The sixth meeting of Cycle 2 was conducted on Tuesday, 12th June 2017 from 07.
30 p.
Pre teaching was opened by greeting the students and asking the captain of the class to lead the prayer.
The researcher checked the attendance list of the students.
The researcher led the students to review the previous material by giving some questions which related to the last meeting.
Therefore, the researcher returned their draft after giving feedback and comment in order to help the students to know what mistakes they had done.
In this meeting, the researcher gave the students chance to ask feedback given by the researcher through teacherAos note in their draft if they still had not understood discussed material yet.
Then the researcher gave them example of descriptive text with the topic AuMy Favorite BookAy.
The researcher explain the material then asked to each group to discuss the material and comprehend it.
Before giving the test, the researcher checked the studentsAo understanding.
After explaining the example clearly, the researcher led the students to have reading achievement test with the topic AuGua Tabuhan is a lively unique caveAy.
Before closing this lesson, they submitted their final draft.
In the end of the class, the researcher summarized about the material that was discussed.
The researcher also gave motivation to the students and said leave taking to the students.
Observing In this section, the researcher and the collaborator concluded that the implementation of Small Group Discussion improved the studentsAo activeness in ongoing teaching and learning process.
Additionally, the students were also able to interact with their friend ingroup.
The researcher also gave interview to the students.
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Observing the Teaching and Learning Process In the first meeting, the researcher introduced descriptive text and Small Group Discussion in more details as the way to read in interesting way to the students.
More students paid good attention on a new topic.
During teaching and learning process through Small Group Discussion, most of the students paid more attention to the researcher Although some of them also did not pay attention by having chitchat with their friends, the researcher was able to handle the class.
In the second meeting, the researcher implemented Small Group Discussion, reviewed the previous material, and added the information about comprehending reading.
The researcher gave enough explanation and guidance to the students in comprehend the reading.
In this condition, the students were very enthusiastic.
Some students also began to be active by asking some questions to the researcher.
In the last meeting of Cycle 2, the researcher conducted reading achievement test by asking the students to read descriptive text with topic AuGua Tabuhan is a lively unique caveAy.
In this activity, the students looked very serious to do their assignment.
Observing the Result of the StudentsAo Reading From the studentsAo final draft, the researcher found that the students got difficulties in comprehending the text.
Although the researcher found the studentsAo problem on understanding of reading, the students had better improvement in reading.
Reflection Based on the teaching learning process and the result of Cycle 2, it could be seen that the students had improvement in reading skill after the implementation of Small Group Discussion.
The improvement could be seen from the criteria of success that had been achieved by the students.
After scoring the students final draft, the researcher compared the number of students who passed the criteria of succes in studentsAo previous score, the studentsAo reading test of fourth meeting there were 10 students who passed the test and there were 4 students who failed the test, and the average of their score is 61.
Then the studentsAo reading test of fifth meeting, there were 9 students who passed the test and there were 5 students who failed the test, and the average of their score is 65.
The last the studentsAo reading test of sixth meeting, there were 12 students who passed the test and there were 2 students who failed the test, and the average of their score is 69,3.
Scale High Medium Low Very Low Result of fourth meeting Interval Frequency Precentage (%) Scale High Medium Result of fifth meeting Interval Frequency Precentage (%) Jurnal Tinta.
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Low Very Low Scale High Medium Low Very Low Result of sixth meeting Interval Frequency Precentage (%) 85-100 1 Process of teaching and learning of second cycle related to the lesson plan, the researcher used different lesson plan for each meeting as in the Cycle 1.
The researcher tried to change the topic into easier one that was AuMy LaptopAy.
But the researcher still used the same rules such as the first cycle.
Same as the first cycle, the researcher explain about Small Group Discussion.
The implementation of Small Group Discussion are the researcher divided class into small groups .
aximum consist of 5-6 student.
but in this research, the researcher divided class into 4 groups that consist of 3-4 students.
Then, the researcher provide a matter of study appropriate with the Competency Standart (SK) and Basic Competence (KD).
Next, the researcher instruct each group to discuss the matter and the answers to the following Then, the researcher ensure that each group participates actively in discussion.
Next, the researcher instruct each group through designated spokes persons to present the result of the discussion.
The improvement of this cycle was satisfied because the students fulfill the researchers criterion of sucsess.
Then the participation of the students looked more active than before.
They active doing their work with their group, having no chitchat with their friends or not sleepy again.
Discussion