THE USE OF GROUP INVESTIGATION (GI) METHOD TO IMPROVE...

THE USE OF GROUP INVESTIGATION (GI) METHOD TO

IMPROVE STUDENTS’ READING ABILITY IN

DESCRIPTIVE TEXT

(A Classroom Action Research with the Eight Graders of

MTs Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011)

Thesis

Submitted in Partial Fulfillment of the Requirement for Gaining

the Degree of Bachelor In English Language Education

By:

Izzatul Mabruroh

Student’s Number: 063411027

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

2011

ABSTRACT

Title : The use of Group Investigation (GI) Method to Improve

Students’ Reading Ability in Descriptive Text (A Classroom Action

Research with the Eight Graders of MTs Sabilul Ulum Mayong

Jepara in the Academic Year of 2010/2011)

Writer : Izzatul Mabruroh

Student Number: 063411027

Key words: group investigation method, reading ability, classroom action

research.

This study is based on the importance of reading comprehension but in

fact the students’ ability in comprehending the reading text is low. The problem of

this research can be stated as follow:

1. How is the implementation of group investigation method to improve

students’ reading ability in descriptive text?

2. How is the improvement of students’ reading ability in descriptive text

after being taught through using group investigation?

Its purposes are:

1. To describe the implementation of group investigation method to improve

students’ reading ability in descriptive text.

2. To identify the improvement of students’ reading ability in descriptive text

after being taught through using group investigation method.

To achieve the objectives of the study, the writer conducted classroom

action research. This classroom action research was held at MTs Sabilul Ulum

Mayong Jepara. The subject of the study was the grade VIII C. There were 42

students; 23 girls and 19 boys.

The writer carried out three steps. The first step was the pre-cycle. The

second step was the action. The action consisted of two cycles. The difference

between these cycles was on topic of material used. Each cycle consisted of

teaching and learning process and a test. Data collection was done using

observation, test and interview.

In analyzing the data, the writer used a descriptive qualitative and a simple

quantitative measurement to find the result. The analysis of the data showed that

there was a significant difference of the students’ achievement in the pre-cycle up

to second cycle. The average of the students’ achievement in the pre-cycle was

57.73, the first cycle was 64.05 and the second cycle was 75.23.

Based on this finding, it is suggested that Group Investigation method can

be used by the teachers to improve students’ ability in reading comprehension.

MOTTO

�� !�� " �#��$�%&'�(�)��$�� *��+��,��- ./0��1�- ./2�3�4�- .56��7 8): (�)�<�= &�>&?�- .�8��(&� &��$�@,A-

“My brother, you won’t achieve a science except with six cases, I will give you

know about it clearly. That is intelligent, enthusiasm, seriously, fee, teacher

interaction, and long time”.1

1 Abi Abdullah Muhammad bin Idris Syafi’I R.a., Diwan Imam Syafi’I, (Makkah

Mukarromah, Darul Fikr, 1988), p. 111

vi

DEDICATION

This thesis dedicated to:

1. My beloved father and mother who always give inspiration, motivation to

complete this thesis.

2. My beloved brothers and sister who always give support, attention and

patience to the writer.

3. All of My friends TBI A 06’.

4. All of My friends in BPI E5 boarding house.

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim,

Praise is to Allah, the merciful, and the compassionate that the writer can

finish this thesis completely. Shalawat and salam for the Prophet Muhammad who

brings us from darkness to the brightness.

The writer realizes that there are many people who are already helped his

in arranging and writing this thesis directly or indirectly. In this chance, the writer

would like to express deeper appreciation to:

1. Dr. Suja’i, M, Ag. as Dean of Faculty of Tarbiyah.

2. Siti Tarwiyah, M. Hum. as the Head of English department.

3. Dra. Hj. Siti Mariam, M.Pd. as the first advisor who already guided and advised

patiently during the arrangement of this thesis.

4. Drs. Mahfud Junaedi, M.Ag. as the second advisor who gave guidance and

advices over the study conducted.

5. The entire lecturers in Faculty of Tarbiyah who always give input and advice to

the writer during conducting this study.

6. Library official who always give good service related with the references in this

thesis so that the writer could done this thesis well.

7. Suharto, S.PdI. as the Head Master of MTs Sabilul Ulum Mayong Jepara who

have given permission for the writer to conduct the study there, and the entire

teachers, especially Mrs. Sri Wahyuni, S. Pd. For all the time, the information

about the teaching learning process of English and her guidance there, and the

students of 8th

grade class C, thanks for the cooperation, and also the school

administration staff.

8. My beloved father, mother, my grandfather, my aunts, and my uncles who always

gives inspiration and motivation to complete this study.

9. My beloved brothers (kak Jaelan, Kak Salaf, kak Misbah, kak Huda, kak Udin and

kak Hisyam) and sister (dek Nurul) who always support the writer to finish this

thesis.

10. All of my friends in TBI 06’ especially TBI A 06 and team KKN posko 13 Sentul.

11. All members of BPI E5 boarding house (Arin, Ana, Ain, Iza, Indah, Ifah, Amel,

Ana, Nix, Helin) and Raharjo family I always remember you.

12. All of my best friends (Rini, Cholil, Chufa, Eni, Nita, Lala, Sari, Zahro) who

always support the writer to finish this thesis.

13. Last but no least, those who cannot be mentioned one by one, who have supported

the writer to finish this thesis.

Finally, the writer realizes that this thesis is far from being perfect;

therefore, the writer will happily accept constructive criticism in order to make it

better. The writer hopes that this thesis would be beneficial to everyone. Amin

Semarang, 10 Juni 2011

The writer,

Izzatul Mabruroh

Student’s number:

063411027

TABLE OF CONTENT

PAGE OF TITLE…….…………………………………………………... i

ADVISOR APPROVAL…… …………………………………………… ii

RATIFICATION………………………………………………………… iii

ABSTRACT……………………………………………………………... iv

THESIS STATEMENT…….…………………………………………….. v

MOTTO………………………………………………………………….. vi

DEDICATION……………………………………………………………vii

ACKNOWLEDGEMENT….……………………………………………viii

TABLE OF CONTENTS…...…………………………………………….x

LIST OF FIGURES………………………………………………………xiii

LIST OF TABLES………….……………………………………………xiv

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

CHAPTER I: INTRODUCTION

A. Background of the study………...……………………1

B. Reason for choosing the topic….…………………… 4

C. Statement of the problem……….…………………… 4

D. Objective of the study…………..…………………… 4

E. Significance of the study……….…………………… 5

F. Scope of the study ……………...…………………… 5

G. Definition of the key terms……..…………………… 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Group Investigation Method

a. Definition of Group Investigation Method…..8

b. The steps of Group Investigation Method…..9

c. Group Investigation Method and Teaching Reading

Ability………………….................................11

2. Reading Ability

a. Definition of Reading Ability...……………..12

b. Aspects of Reading Ability………………….14

1) Reading comprehension……………..14

2) Reading Purpose……………………..16

3) Models of Reading…………………..17

4) Reading Skills……………………….19

c. Components of Reading Abilities……………20

d. Teaching Reading Ability……………………23

3. Descriptive text…………………………………...25

B. Previous Research …………………….……………...26

CHAPTER III: METHOD OF INVESTIGATION

A. Participants…………………………..……………… 28

B. Setting of the Study………………….……………… 28

C. Design of the Study…………………...…………….. 28

D. Technique of Data Collection………….…………… 30

E. Technique of Data Analysis…………..…………….. 33

F. Procedure of the Study………………..…………….. 37

CHAPTER IV: DESCRIPTION OF RESEARCH AND DISCUSSION

A. Description of Research……………….……………. 42

B. The Findings of Research …………….……………. 54

C. Limitation of This Study……………………………. 63

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………. 64

B. Suggestion ………………………………………….. 65

C. Closing ………………………………………….. 66

REFERENCES

APPENDICES

LIST OF FIGURE

FIGURE 1: Classroom Action Design ……………………………… 29

LIST OF TABLES

TABLE 3.1: Form of observation scheme………………………………… 31

TABLE 3.2: Level of achievement………………………………………... 35

TABLE 4.1: Score of observation in the first cycle……………………….. 46

TABLE 4.2: Score of observation in the second cycle……………………. 51

TABLE 4.3: The test result of pre-cycle..………………………………… 54

TABLE 4.4: The test result of cycle 1 ……………………………………. 57

TABLE 4.5: The test result of cycle 2 …...……………………………….. 59

TABLE 4.6: The test result from the pre-cycle until the second cycle …… 61

TABLE 4.7: Chart of the test during classroom action research ………….. 62

LIST OF APPENDICES

Appendix

1. The list of students and score of mid exam

2. The list of group members

3. Test of Pre-cycle

4. Lesson plan in the first cycle

5. Test of first cycle treatment

6. Lesson plan in the second cycle

7. Test of second cycle treatment

8. Answer key of test

9. The result of observation scheme in the first cycle

10. The result of observation scheme in the second cycle

11. Interview guideline

Curriculum Vitae

15

CHAPTER I

INTRODUCTION

A. Background of the Study

English plays an important role nowadays. It becomes an

international language. Therefore, in this modern era it is necessary for

us to learn it. English also has been taught in many countries in the

world as a second foreign language such as in Japan, Malaysia, China,

Germany and Indonesia in those countries students always make many

efforts to make the teaching English as a second or foreign language

better and better.

Teaching a language, especially a foreign language is not an easy

task. Since English is a foreign language for Indonesian students, it will

surely cause some problems for them. Learning a foreign language is

different from learning a native language because the students’

environment in achieving their first language and a foreign language are

different.

English as a subject matter in school covers the four basic language

skills: listening, speaking, reading, and writing. In every subject,

student’s learning activities involve reading. Reading is defined as a set

of skills that involves making sense and deriving meaning from the

printed word.2 For the beginner, reading is concerned mainly with

learning to recognize the printed symbols that represent language and to

respond intellectually and emotionally when being asked about the

content of the text he/she has read. Elizabeth S. Pang et al explain that

learning to read is a different process because it involves learning about

a symbolic system (writing) used to represent speech.3 Before children

begin to learn to associate the written form with speech, they need to

2 Caroline T. Linse, Practical English Language Teaching: Young Learners,

(New York: Mc Graw- Hill companies,Inc, 2006), p. 69 3 Elizabeth S. Pang et al, Teaching Reading,

http://www.curtin.edu.au/curtin/dept/smec/iae p. 8 cited on 15th May, 2010

1

16

learn the vocabulary, grammar and sound system of the oral language.

So, it will help students to get meaning of the text and understanding the

content of text.

Reading is important for everybody in order to cope with new

knowledge in the changing world of technological age. For both children

and adults, the ability to read opens up new worlds and opportunities.4 It

enables us to gain new knowledge, enjoy literature, and do everyday

things that are part and parcel of modern life, such as, reading the

newspapers, job listings, instruction manuals, maps and so on.

Teaching reading for junior high school students must be differed

from children in elementary school because of their different

characteristics of psychological background. In Indonesia, some English

teachers still use traditional or conventional method to teach reading.

Conventional method usually makes students bored because the method

is monotonous, and the students are not active so it makes the learners

get bored. One of the ways to make the teaching reading effective is

making the students active, so they enjoy learning and they can improve

their reading skill.

English teaching method is changeable. The method should be

interesting and student-centered. One of the teaching methods is

cooperative. Through this method, students are active in the learning

process, because they will learn more through a process of constructing

and creating, working in group and sharing knowledge. Nevertheless,

individual’s responsibility is still the key of success in learning English.

A cooperative learning method is believed as being able to give

chance for students to be involved in discussion, has courage and critical

thinking and is willing to take responsibility of his/her own learning.

Although it considers as an active role of students as more important,

does not mean that teacher in the classroom is not participating. In

learning process, teacher has roles as designer, facilitator and guide in

4 Elizabeth S. Pang et al, Ibid, p. 6

17

the learning process.

Basically, cooperative learning correspondents to Islam teaching

which is stated in Qur’an surah Al-Maidah verse 2.

�� !��

“Help you one another in righteousness and piety, but help you not one

another in sin and rancour.”5

The verse above shows that cooperation is very suggested in goodness,

in this point is English language learning. In cooperative learning, there

is mutual relationship among students which enable them to reach the

goal of teaching learning.

A cooperative learning method has several types, namely write-

pair-share, Group Investigation, Students Teams Achievement Divisions

(STAD), Teams-Games-Tournament (TGT), Team Assisted

Individualized (TAI) and Jigsaw.6 One of its interesting types is group

investigation.

Group investigation is an organizational approach that allows a

class to work actively and collaboratively in small groups and enables

students to take an active role in determining their own learning goals

and processes.7 Group investigation method requires the students to form

small interest groups, plan and implement their investigation, synthesize

the group members’ findings, and make a presentation to the entire

class.8

Therefore, the writer wants to take the research about The Use of

Group Investigation (GI) Method to Improve Students’ Reading Ability:

A Classroom Action Research with the Eight Grade Students of MTs

5 Yusuf Ali, Translation, Retrieved from http://www.harunyahya.com/quran

translation 30.php. Saturday 27th June, 2010 6 Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice

(London: Allyn and Bacon, 2005), p.9 7 http://www.eric.ed.gov/ cited on Saturday 27th Feb, 2010 8 Ivy Geok-chin Tan et al, Group Investigation and Student Learning: An

Experiment in Singapore Schools, (Singapore: Marshall Cavendish Academic, 2006), p.

10

18

Sabilul Ulum Mayong Jepara in the Academic Year of 2010/2011.

B. Reasons for Choosing the Topic

Based on the background, the writer concludes that reading is one

of language skills, which is necessary to be developed for students

learning English because it can open up the students to various kinds of

information available in books, magazines, newspapers and other types

of writing.

Considering the importance of reading process, the teacher should

improve the teaching of reading ability. The teacher can use a teaching

method that can make the students enjoy and be stimulated in learning

English. One of them is group investigation (GI).

C. Statements of the Problem

The problems can be stated as follows:

1. How is the implementation of group investigation method to improve

students’ reading ability in descriptive text of 8th

grade students of

MTs Sabilul Ulum Mayong Jepara?

2. How is the improvement of students’ reading ability in descriptive

text after being taught through using group investigation of 8th

grade

students of MTs Sabilul Ulum Mayong Jepara?

D. Objectives of the Study

The objectives of the study in this thesis as follow:

1. To describe the implementation of group investigation method to

improve students’ reading ability in descriptive text of 8th

grade

students of MTs Sabilul Ulum Mayong Jepara.

2. To identify the improvement of students’ reading ability in

descriptive text after being taught through using group investigation

method of 8th

grade students of MTs Sabilul Ulum Mayong Jepara.

19

E. Significances of the Study

The writer hopes that after this study has been completed, it will

give some significance values. The significance values are:

1. The process of the research will be useful for the students to improve

their reading ability and develop their study in order to be successful.

2. It will give experience and clear understanding about the process of

teaching reading using cooperative method especially group

investigation to the readers.

3. The result of the study will give contribution to English teacher and

can be a reference to improve his performance and competence in

teaching English.

F. Scope of the Study

The writer conducted the observation for this study to the eight

grade students of MTs Sabilul Ulum Mayong Jepara in the academic

year of 2010/2011. The study limited to know whether the use of group

investigation method can improve students’ reading ability.

G. Definition of the Key Terms

This research uses a classroom action research approach. Before

discussing this research deeply, however, in order to make it clear, the

writer explains some words definitions that might help the readers to

understand the research. There are some terms need to be defined. The

terms used in this study are as follow:


According to Robert E. Slavin Group investigation is planning of

common class setting where the students work in small group using

cooperative question, group discussion, planning, and project

cooperative.9

9 Lita, Translation from Cooperative Learning: Theory, Research and Practice,

(London: Allymand Bacon, 2005), p. 24

20

According to Agus Suprijono the study with Group Investigation

method started of group division. Then, the teacher and the students

select of certain topics and the problems that can be developed from

the topics. After the topic and the problem approved, the students and

the teacher determine of research method which developed to solve the

problem.10

Each group work based on group investigation method which they

have formulated. This activity involve of data collection, data analysis

and conclusion.

The next step is present a report to the whole class. In this step

expected occur of objective and inter subjective knowledge that has

built by a group. Several of perspective expected can be developed by

the whole class from the result presentation of each group. In the end

of study did evaluation. Evaluation is used to individual and group

assessment.

2. Reading Ability

According to Grabe and Stoller reading is the ability to draw

meaning from the printed page and interpret this information

appropriately.11

So, vocabulary and grammar have role important in

order to understand what we read. McEldowney said that the essential

linguistic component for comprehending a text is grammar. The role

grammar in language is to signal the meaning arising from the

relationship between the lexical words.12

Reading ability will be developed best in association with writing,

listening and speaking activities. The ability of students in reading is

very important because by having the ability to read, they will be able

to improve their knowledge. Although many of information can be

10 Agus Suprijono, Cooperative Learning: Teori & Aplikasi PAIKEM,

(Yogyakarta: Pustaka Pelajar, 2010), p. 93 11 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,

(Great Britain: Pearson Education, 2002), p. 9 12 Anhari Basuki et al, Lembaran Sastra, (Semarang: Fakultas Sastra UNDIP), p.

127

21

found from other media such as TV and radio, but the role of reading

can not substituted. Reading is very important in daily life because not

at all of information can be found from the TV and the radio.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

A. THEORETICAL REVIEW


a. Definition of Group Investigation Method

Robert E. Slavin stated that Group Investigation as follow;

“Group Investigation is a form of cooperative learning that

dates back to John Dewey, but has been refined and researched

in more recent years by Shlomo and Yael Sharan and Rachel

Herts-Lazarowitz in Israel.”13

Group Investigation which developed by Shlomo and Yael

Sharan at Tel Aviv University, is planning of common class setting

where the students work in small group using cooperative question,

group discussion, and planning and project cooperative.14

Roy Killen said that Group Investigation is one of cooperative

learning method which focused on student’s participation and activity.

The teacher who use this method firstly he/she divides the class into

small heterogeneous groups. This group consists of two to six and may

form around friendships or around an interest in a particular topic.

Students select topics for study, then every group decides what

subtopics are to be investigated as well as the goals of their study, and

then prepare and present a report in front of class.15

This type demands

to the student’s abilities of communication or the group skill. Group

Investigation model exercises the students to grow up their brain skill.

The students as the followers actively will show from the first step

13 Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (USA:

Allyn & Bacon, 1995), p. 111 14 Robert E. Slavin, Ibid, (London: Allyn and Bacon, 2005), p. 24 15 Roy Killen, Effective Teaching Strategies: Lessons from Research and Practice,

(Australia: Social Science Press, 1998), p. 99

8

9

until the last step of the learning process.

According to Robert E. Slavin important for Group

Investigation is students’ cooperative planning of their inquiry. Group

members take part in planning the various dimensions and

requirements of their project. Together they determine what they want

to investigate in order to solve their problem; which resources they

require; who will do what; and how they will present their completed

project to the class.16

Presentation technique is done in front of class with several of

presentation forms, while other group shift wait to presentation, to

evaluate and give response from the topic presentation. The teacher’s

role in conducting a Group Investigation project the teacher serves as a

resource person and facilitator.17

He or she circulates among the

groups, sees that they are managing their work, and helps out with any

difficulties they encounter in group interaction and the performance of

the specific tasks related to the learning project.

b. The Steps of Group Investigation Method

In Group Investigation, pupils progress through six steps. The

steps of using Group Investigation (GI) as follow;18

1) Topic Selection

Students choose specific subtopics within a general problem

area, usually described by the teacher. Students are placed

into small two-to six member task oriented groups. Group

composition is academically and ethnically heterogeneous.

16 Robert E. Slavin,, Cooperative Learning: Theory, Research and Practice, (USA:

Allyn and Bacon, 1995), p. 112 17 Ibid, p. 113 18 Roy Killen, Op Cit, p. 100

10

2) Cooperative Planning

Students in each group and the teacher plans specific learning

procedures, tasks and goals consistent with the subtopics of

the problem selected in step 1 (first).

3) Implementation

Each group gathers information, review the subtopic, analyze

or evaluate it, and reach some conclusions. Kinds of sources

of information can be obtained both inside and outside the

school.

4) Analysis and Synthesis

Students analyze and evaluate information obtained during

step 3 (third) and must prepare a summary activity. It may be

in form of report, a briefing, etc., for the entire class.19

5) Presentation of Final Project

Each group in the class give an interesting presentation of the

topics studied in order to get classmates involved in one

another’s work and to achieve a broad perspective on the

topic. Group presentations are coordinated by the teacher.

6) Evaluation

In cases where groups followed different aspects f the same

topic, students and the teacher evaluate each group’s

contribution to the work of the class as a whole. Evaluation

can include either individual or group assessment or both.

c. Group Investigation Method and Teaching Reading Ability

In this group investigation method there are 3 concepts:

enquiry, knowledge, and the dynamic of the learning group. The

19 Roy Killen, Ibid, p. 100

11

research here is the dynamic of the learning group. The students give

the responses the problems and solve it. The knowledge is the learning

experience that has been founded directly or indirectly. And the

dynamic of the learning group that shows describing a group of

student which has a good interaction and share about their ideas,

exchange their experiences, in their opinions.

Thing have to do in Group Investigation are:20

1) Grow up the group ability

When they do their homework, every member of group has

their own opportunity to show their contribution. In the

research, the student will find the information from the inside

or outside class. Then, the students collect the information

from every member of the group to do the task.

2) Cooperative Planning

All of the students have an investigation for their problem.

Which one of the sources is needed, who want to do it and how

to presented their project in the Class.

3) The Teachers Roles

The teachers will prepare the source and facilitators. The

teachers role their rule among the students groups and they pay

their attention to also organize the students job and help the

students to organize their job and help them when they get the

trouble of the learning process in their group.

In teaching reading ability can be done with activity of

teaching reading aloud, silent reading, reading comprehension and

20 http://dudy-adityawan.com/education/group-investigation-method-learning/ cited

on Friday 7th Jan, 2011

12

independent reading.21

All of them have own advantage for students in

junior high school. Reading aloud will help students to prepare for

study in an English speaking country. Then, silent reading will help

students in learning how to read with purpose. Reading comprehension

will help students understanding written the text and can enlarge

students’ English vocabulary, because reading comprehension related

with word recognition and comprehension of text. While, independent

reading is one of the best ways for junior high school students to add

new words to their vocabulary, because independent reading depend

on their independent consumption and enjoyment.

2. Reading Ability

a. Definition of Reading Ability

Reading is one of receptive skills; reading becomes the goal of

most foreign language programs. It shows that reading is an important

part on the teaching of knowledge. It might be to obtain some

intellectual information or some common factual information or

merely for pleasure. Here are overviews of present several definitions

of reading:

1) Grabe and Stoller defined reading is the ability to draw meaning

from the printed page and interpret this information

appropriately.22

2) Caroline T. Linse defined reading is a set of skills that involves

making sense and deriving meaning from the printed word.23

3) Hennings defined reading is a thinking process that sets two people

21 Kasihani K.E Suyanto, English for Young Children, (Jakarta: PT. Bumi Aksara,

2007), p. 43 22 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading ,

(Great Britain: Pearson Education, 2002), p. 9 23 Caroline T. Linse, Practical English Language Teaching: Young Learners, (New

York: Mc Graw – Hill companies,Inc, 2006), p. 69

13

in action together (an author and a reader).24

So, in reading activities there are two subjects involved in.

They are the writer and the reader. The writer tries to convey, to

present his or her messages through letters, words, phrases and their

relationship, while the reader tries to get the messages from the written

verbal symbols.

Based on the definitions above, it can be concluded that

reading is not merely as a process of reading words by words of the

printed page but it is also a collaboration of thinking process,

recollection of the past experience, interaction and it acquired

language faculty to interpret the author’s intention. Reading is also a

process of matching information since the activity of reading is the

reader matches his information that he already had with the printed

page in order to get the message.

In Islam, reading becomes something important because it was

the first commandment all at once the first defines revelation to the

prophet Muhammad (p.b.u.h). It is stated in Quran surah Al-Alaq 1-5.

�"��# $�%&�� '�(�) ��*� ( +� ,��). ( 0"�� 1�2 ��3�� 4�� "��#)5 ( �6� 7�8�� '9(�)�� +� ,��):(

�� ( ��&�� $�%&��); ( ��< �� 2 ��3�� 4�� &��)=(

“Read the name of your lord who created, created man from clots of

congealed blood. Read! Your lord is the most beautiful one, who

taught by the pen, taught man what he did not know.” 25

The term ability according to Grabe and Stoller refer to what

24 Dorothy Grant Hennings, Reading with Meaning: Strategies for College Reading,

(USA: Prentice – Hall, Inc, 1999), 4th Ed., p. 2 25 Mahmud Y. Yazid, The Qur’an: An English Translation of the Meaning of the

Qur’an, (Lebanon: Dar Al Chaura, 1980), p. 457

14

readers do while reading and processes to mental operations.26

Learning to read is a different process because it involves learning

about a symbolic system (writing) used to represent speech. So, there

is close connection between oral vocabulary, grammar and sound

system of the oral language. The ability to attend the individual sounds

within words (phonological and phonemic awareness) is also in oral

skill that is closely associated with reading ability. Reading ability will

be developed best in association with writing, listening, and speaking

activities.

b. Aspects of Reading Ability

There are some aspects that must be mastered by the English

students in improving their ability in reading. These aspects will help

the students in understanding texts or even passages. The students are

actually trained to master some important aspects of text as follow;

1) Reading comprehension

Reading comprehension refers to reading with understanding.

According to Grabe and Stoller reading comprehension is an

extraordinary feat of balancing and coordinating many abilities in a

very complex and rapid set of routines that makes comprehension a

seemingly effortless and enjoyable activity for fluent readers.27

Grellet states that understanding the written test means extracting the

information from it as possible.28

Simanjuntak points out that reading

comprehension is most likely to occur when students are reading what

they want to read, or at least what they see some good reason to read.29

26 William Grabe and Fedricka L. Stoller, Teaching and Researching Reading,

(Great Britain: Pearson Education, 2002), p. 17 27 William Grabe and Fedricka L. Stoller, Ibid, p. 29 28 Franqoise Grellet, Developing Reading Skill: a Practical Guide to Reading

Comprehension Exercise, (Cambridge University Press, 1998), p. 3 29 Simanjuntak, Developing Reading Skills for EFL Students, (Jakarta:Depdikbud,

1988), p. 4

15

Reading is one of the basic communicative skills, but it is a

very complex process. In the process of reading, there are some

factors, which influence reading comprehension. According to Harris

and Smith explained some factors influencing reading comprehension

that are:30

a) Background experience

The knowledge backgrounds and the past experiences of the

students are very important in reading in order to anticipate the

author’s message. The ability to reconstruct meaning from printed

page, including various kinds of skills and style the writer has, is based

on the reader’ s previous experience with a topic, his familiarity with

key concepts, and his knowledge of how language works. In summary,

readers must have ability to relate the text to their own background

knowledge efficiently.

b) Language abilities

Reading and language are two things that cannot be separated

because reading is one of the skills in learning a language. As a means

of communication the expresses ideas, thought, opinions, and feelings.

Language abilities refer to the abilities of students in using a language.

It includes the ability to understand the structure underlying the

passage and the vocabulary of the language.

c) Thinking abilities

Thinking abilities refer to the students’ ability to link their new

experience with their previous one. In this case, readers should think

the act of recognizing words, whereas, teachers give the appropriate

questions to help the students develop their thinking abilities.

d) Reading purposes

30 Haris and Smith, Reading Instruction: Diagnostic Reading Ability, (New York:

Richard C. Owen Publisher’r. Co., 1997), p. 27

16

The purposes for reading are reading for information and

reading for pleasure. It is important to judge the purpose of reading

because it will influence us in choosing the technique.

e) Affection

Motivation, interest, belief, and feelings belong to affection.

They may have improved the influence on students’ reading

comprehension.

2) Reading Purpose

Reading is a skill that must be developed, and can only be

developed, by means of extensive and continual practice. Students

learn to read by reading. Their reading will tend to be effective when

they have a purpose and motivation to learn first.

Grabe and Stoller said that the purposes for reading as follow;31

a) Reading to search for simple information.

b) Reading to skim quickly.

c) Reading to learn from texts.

d) Reading to integrate information.

e) Reading to write (or search for information needed for

writing).

f) Reading to critique texts.

g) Reading for general comprehension.

There are many purposes in reading texts as stated above. Each

person has to own purpose in reading text. Mikulecky states why

reading is important when you are learning a new language.32

People

usually read for a reason. There are some reasons why is reading

important:


(Great Britain: Pearson Education, 2002), p. 13 32 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (New York:

Pearson Education, 2004), p. 2

17

a) Reading helps students learn to think in new language.

b) Reading can enlarge students’ English vocabulary.

c) Reading can help students to improve their writing.

d) Reading may be a good way to practice students English if

they live in non-English speaking country.

e) Reading can help students to prepare for study in an English

speaking country.

f) Reading is a good way to find out about new ideas, facts and

experiences.

Elizabeth S. Pang et al explain that a reader reads a text to

understand its meaning, as well as to put that understanding to use. A

person reads a text to learn, to find out information, to be entertained,

to reflect or as religious practice.33

So in the classroom, teachers need

to be aware of their students’ learning needs, including their

motivation for reading and the purpose that reading has in their lives.

3) Models of Reading

According to O’malley and Valdez Pierce in their books,

reading process in a second language is similar to those acquired in the

first language in that they call for knowledge of sound or symbol

relationships, syntax, grammar and semantics to predict and confirm

meaning. As they do in their first language, second language readers

use their background knowledge regarding the topic, text structure,

their knowledge of the world, and their knowledge of print to interact

with the printed page and to make prediction about it.34

O’malley and

Valdez Pierce also explained models of reading that are;

a) Bottom-up Models

33 Elizabeth S. Pang et al, Teaching Reading,

http://www.curtin.edu.au/curtin/dept/smec/iae p. 15 cited on 15th May, 2010 34 J. Michael O’malley and Lorraine Valdez Pierce, Authentic Assessment for

English Language Learners, (United states of America: Addison Wesley, 1996), p.94

18

Bottom-up models refer to the decoding of individual

linguistic units on the printed page, working one’s way up from

smaller to larger units to obtain meaning and to modify one’s prior

knowledge.

According to Brown bottom-up processing is readers must

first recognize a multiplicity of linguistic signals (letters,

morphemes, syllables, words, phrases, grammatical cues, discourse

markers) and use their linguistic data processing mechanisms to

impose some sort of order on these signals.35

b) Top-down Models

Top-down models the reader’s hypotheses and predictions

about the text and his or her attempts to confirm them by working

down to the smallest units of printed text. According to Harmer

top-down processing the reader or listener gets a general view of

the reading or listening passage.36

c) Interactive Models

Interactive models of reading are proposed for second

language learners to give balanced emphasis to these top-down and

bottom-up process.37

In these models, the term interactive has three

meanings: a) the interaction between the reader and the text, b) the

interplay between lower and higher level reading process

(decoding and using prior knowledge) and c) the relationship

between form (text structure) and function (genre) in text.

4) Reading Skills

Reading skills can be categorized into four types: skimming,

35 H Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p. 299 36 Jeremy Harmer, The Practice of English Language Teaching, 3rd Edition,

(Malaysia: Pearson Education, 2001), p. 201 37 J. Michael O’malley and Lorraine Valdez Pierce, Op Cit, p. 95

19

scanning, intensive reading and extensive reading. These four skills

are usually used integrative when reading a text. For instance, a reader

may skim the text first to find out whether it is relevant for his/her

purpose and then decide to read it intensively.

a) Skimming

This skill is used in reading to get the main ideas of a

text. The function of skimming is to read quickly to discover

the gist to see whether the text is worth reading or not

according to the reader’s purpose. According to Mikulecky

skimming is high-speed reading that can save you time and

help you get through lots of material quickly.38

Skimming

consists of quickly running one’s eyes across a whole text

(such as an essay, article, or chapter) for its gist. Skimming

gives readers the advantage of being able to predict the purpose

of the passage, the main topic, or message, and possibly some

of the developing or supporting ideas.39

b) Scanning

This skill is used to look rapidly for a particular piece

of information. According to Mikulecky scanning is very high

speed reading that you do when you are looking for a specific

piece of information.40

Scanning exercises may ask students to

look for names or dates, to find a definition of a key concept,

or to list a certain number of supporting details. The purpose of

scanning is to extract specific information without reading

through the whole text.41

The skill of scanning is supposed to

38 Beatrice S. Mikulecky and Linda Jeffries, Op Cit, p. 38 39 H Dauglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p. 308 40 Beatrice S. Mikulecky and Linda Jeffries, Op Cit, p. 25 41 H Dauglas Brown, Op Cit, p. 308

20

ensure that learners do not read word-by-word but instead they

will glance at the text quickly and look for the information

which they know is in it.

c) Intensive Reading

Intensive reading is usually a classroom oriented

activity in which students focus on the linguistic or semantic

details of passage.42

Intensive reading calls students’ attention

to grammatical forms, discourse markers, and other surface

structure details for the purpose of understanding literal

meaning, implications, rhetorical relationships, and the like.

Intensive reading also may be a totally content related reading

initiated because of subject matter difficulty. In other words the

aim of intensive reading is to achieve a detailed understanding

of the text.

d) Extensive Reading

Extensive reading is carried out to achieve a general

understanding of a usually somewhat longer text (book, long

article, or essays, etc).43

Most extensive reading is performed

outside of class time. Extensive reading is also to obtain global

or general meaning from longer passages; use extensive

reading is to improve general knowledge.

c. Components of Reading Abilities

Reading comprehension abilities are quite complex and that

they vary in numerous ways depending tasks, motivations, goals and

language abilities. One might even get the impression that large

differences exist among the various ways of reading. However, there is

42 H Dauglas Brown, Ibid, p. 312 43 H Dauglas Brown, Ibid, p. 313

21

a set of common underlying processes that are activated as we read.

According to Grabe and Stoller, there are two parts activated

that are lower-level processes and higher-level processes. Lower-level

processes represent the more automatic linguistic processes and are

typically viewed as more skills oriented. Whereas, the higher-level

processes generally represent comprehension processes that make

much more use of the reader’s background knowledge and inference

skills.44

Reading processes that are activated when we read as follow;

1) lower-level processes

a) Lexical access

Automatic word recognition or lexical access is the calling up

of the meaning of a word as it recognized.

b) Syntactic parsing

Syntactic parsing is a process where a fluent reader is able to

take in and extracted. The ability to recognize phrasal

groupings, word ordering information, and subordinate and

super ordinate relations among clauses quickly is what allows

good readers to clarify how words are supposed to be

understood.

c) Semantic proposition formation

Semantic proposition formation is the process of combining

word meanings and structural information into basic clause

level meaning units.

d) Working memory activation

Working memory refers to the information that is activated, or

given mental stimulation, for immediate storage and

processing. The words that are accessed, the information that is


(Great Britain: Pearson Education, 2002), p. 20

22

cued grammatically and the emerging meaning are all active

for a short period of time in working memory.

2) Higher-level processes45

a) Text model of comprehension

The most fundamental higher level comprehension process is

the coordination of ideas from a text that represent the main

points and supporting ideas to form a meaning representation

of the text.

b) Situation model of reader interpretation

Situation model of reader interpretation is built on and around

the emerging text model. The reader is likely to interpret the

text (and begin to create a situation model) differently if he/she

knows that the text is the beginning of a good mystery novel, a

biography of a well-known photographer or a social statement

on waste in society.

c) Background knowledge use and inferencing

Background knowledge takes on the most importance and

when inferencing abilities play a greater role in reading. As the

reader transforms information from clause-level meaning units

to the text model of comprehension, and then to the elaborated

situation model of reader interpretation, both background

knowledge and inferencing take on greater importance.

d) Executive control processes

Executive control processes (or monitor) represents the way

that we asses our understanding of a text and evaluate our

success.

45 William Grabe and Fedricka L. Stoller, Ibid, p. 25

23

d. Teaching Reading Ability

According to Suyanto activity of teaching reading ability

particularly can be distinguished between reading aloud, silent

reading, reading comprehension, and independent reading.46

1) Reading Aloud

Reading aloud forms a foundation for the early literacy

framework. By having stories read to them children learn to love

stories and reading. Reading aloud involves children in reading

for enjoyment and provides an adult demonstration of fluent

reading.47

This activity refer to train the students serve as an

evaluative check on bottom up processing skill, double as a

pronunciation check, and serve to add some extra student

participation if you want to highlight a certain short segment of a

reading passage.48

2) Silent Reading

Silent reading refers to read the text is not oral reading,

but read the text by heart. Silent reading may be subcategorized

into intensive and extensive reading. Intensive reading is usually

a classroom oriented activity in which students focus on the

linguistic or semantic details of passage. Whereas, Extensive

reading is carried out to achieve a general understanding of a

usually somewhat longer text (book, long article, or essays,

46

Kasihani K.E Suyanto, English for Young Children, (Jakarta: PT. Bumi Aksara,

2007), p. 43 47

http://www.oe.k12.mi.us/balanced_literacy/reading_aloud.htm cited on Sunday

16th Jan, 2011 48 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy, 2nd Edition, (San Fransisco State University: Longman, 2001), p.312

24

etc).49

Benefits of effective silent reading include steady

improvement of educational efficiency; exploration of a wide

variety of reading material; learning how to read with purpose;

and confidence in dealing with all forms of reading, whether for

school, business or leisure. In other word reading aloud is vital in

the beginning, while silent reading is beneficial for a life time.

3) Reading Comprehension

Reading comprehension refers to reading with

understanding. According to Pang et al Comprehension is the

process of deriving meaning from connected text. It involves

word knowledge (vocabulary) as well as thinking and

reasoning.50

Therefore, comprehension is not a passive process

but an active one. The reader actively engages with the text to

construct meaning. This active engagement includes making use

of prior knowledge. It involves drawing inferences from the

words and expressions that a writer uses to communicate

information, ideas and viewpoints.

4) Independent Reading

Independent reading is a term used in educational

settings, where students are involved in choosing and reading

material (fiction books, non-fiction, magazine, and other media)

for their independent consumption and enjoyment.51

Independent reading is the reading we do of our own

volition. It could be a romance novel, sports magazine, or local

49 H. Douglas Brown, p. 313

50 Elizabeth S. Pang et al, Teaching Reading,

http://www.curtin.edu.au/curtin/dept/smec/iae p. 14 cited on 15th May, 2010 51 Kasihani K.E Suyanto, Ibid, p. 45

25

newspaper.52

The reason independent reading promotes

vocabulary growth is because we are exposed to new words and

can discern their meaning through the context of what we are

reading.

3. Descriptive Text

According to Alexender et al Genre or ‘Text-type’ is kind of text that is

not divided base on traditional literature, but more direct to social

function.53

There are many genre of text that we are study in school. The genre of

text divided into two that is story genres and factual genres. There are six

text-types in story genres that are narrative, news story, exemplum,

anecdote, recount and spoof. While in factual genres consist of procedure,

explanation, report, exposition, discussion, description, review, news item,

and commentary.

Description or descriptive text is a kind of text form factual genres.

Descriptive text is a text that describe about particular person, place or

thing.

a. The purpose of this text is to describe a particular person, place or

thing.

b. The generic structure of descriptive is identification and description.

Identification refers to identifies phenomenon to be described. While,

description refers to describes parts, qualities, and characteristics.

c. Grammatical features of this text as follow;

1) Specific participant

a) Certain noun for example; my car, my dog, my new house; but

if (car, dog, dolphin and etc) are not allowed.

52 http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=2085 cited on

Sunday 16th Jan, 2011 53 Alexander Mongot Jaya et al, English Revolution, (Jepara: Mawas Press, 2008),

p.3

26

b) The use of detail noun phrase for example I have a white

skinned girl friend.

c) The use of adjectives that have features describing, numbering,

classifying; for example two strong legs.

d) The use of thinking verb and feeling verb to express private

writer opinion about the subject, for example I think it is clever

animal, Police believe the suspect is armed.

e) The use of action verb for example my cat eats my mouse.

f) The use of figurative language like that simile, metaphor, for

example John is white as chalk.

2) Simple present tense for example; I live in simple house, the house

is very beautiful, it has a wonderful park.

B. Previous Research

In this part the writer describes some previous researches which are

relevant to this thesis. First, thesis under title “Teaching Reading

Comprehension Using Collaborative Strategic Reading (CSR) for Year X of

SMAN 1 Ngrambe Ngawi: An Action Research at Year X of SMAN 1

Ngrambe, Ngawi in the Academic Year of 2006/2007” by Husnul Imaroh

(2201402084), English Department Faculty of Language and Arts Semarang

State University 2006. This research shows that the students improve their

reading comprehension significantly by using CSR method. They are

motivated to read English text. They enjoy the roles that are given to them.

Their vocabularies increase too. Besides that, they know each other well since

they have to work in the group.54

Second, thesis under title “Improving Students Reading

54 Husnul Umaroh, Teaching Reading Comprehension Using Collaborative Strategic

Reading (CSR) for Year X of SMAN 1 Ngrambe Ngawi: An Action Research at Year X of

SMAN 1 Ngrambe, Ngawi in the Academic Year of 2006/2007, (Semarang: English

Department Faculty of Language and Arts Semarang State University, 2006)

27

Comprehension Skill Through Vocabulary Drill: A Classroom Action

Research with Eight Grade Students of SMP NU 09 Rowosari Kendal in the

Academic Year of 2008/2009” by Komarudin (3104222), Tarbiyah Faculty

Walisongo State Insitute For Islamic Studies Semarang 2009. It shows that

the use of vocabulary drills can measure students’ ability in vocabulary to

improve students’ reading comprehension not focus on reading

comprehension in general.55

Third, thesis under title “The effectiveness of Teaching Reading Using

Fable Comic to Improve Students’ Reading Ability: An Experimental

Research at the First Grade Students of SMA Darunnajah Pati In the

Academic Year of 2008/2009” by Mustaanisa (3104336), Tarbiyah Faculty

Walisongo State Insitute For Islamic Studies Semarang 2009. This research

focused on students reading ability, and the result of the research fable comic

of the Jakarta post newspaper was effective as a reading material to improve

students’ reading ability.56

From the explanation above, the writer will try to use group

investigation as a method in conducting their research, because to add the

reference in teaching reading research. The subject is junior high school

students.

55 Komarudin, Improving Students Reading Comprehension Skill Through

Vocabulary Drill: A Classroom Action Research with Eight Grade Students of SMP NU 09

Rowosari Kendal in the Academic Year of 2008/2009, (Semarang: Tarbiyah Faculty

Walisongo State Insitute For Islamic Studies Semarang, 2009 ) 56 Mustaanisa, The effectiveness of Teaching Reading Using Fable Comic to Improve

Students’ Reading Ability: An Experimental Research at the First Grade Students of SMA

Darunnajah Pati In the Academic Year of 2008/2009, (Semarang: Tarbiyah Faculty

Walisongo State Insitute For Islamic Studies Semarang, 2009 )

28

CHAPTER III

METHOD OF INVESTIGATION

A. Participants

This study will be conducted at the 8th

grade students of MTs Sabilul

Ulum Mayong Jepara in the academic year of 2010/2011. There are four

classes in eighth graders, they are class 8A has 40 students, class 8B has 36

students, class 8C has 42 students and class 8D has 43 students. The

researcher uses class 8C as sample in this research. So participants in this

study are students on class 8C at MTs Sabilul Ulum Mayong Jepara in the

academic year of 2010/2011

B. Setting of the Study

In this study, an action research will be conducted at the eighth grade

students of MTs Sabilul Ulum Mayong Jepara in the academic year of

2010/2011. This research is conducted on the first semester in the academic

year of 2010/2011 for about 1 month began from August 1, up to August 30,

2010. It is located on Welahan Street number thirty Mayong Jepara.

The researcher chooses this Junior High School because she believes

that students in this school still low in reading comprehension ability. This is

proved that the achievement score of students in mid exam is still low (see

appendix 1). So, the researcher can apply the research in the eighth grade.

C. Design of the Study

In this study, the writer used classroom action research (CAR). Action

research is a kind of research that is conducted in the classroom by a teacher.

According to Glanz classroom action research (CAR) is a kind of

research that has reemerged as a popular way of involving practitioners, both

teachers and supervisors, so that they better understand their work. Therefore

classroom action research is a form of research that is conducted by

28

29

practitioners to improve practices in educational setting.57

This study is used

observation data on the process of teaching learning in the classroom. Those

data analyzed through some steps in the cycles. The term classroom action

research according to Celce-Murcia is an approach to collect and interpret data

that involves a clear, repeated cycle of procedure.58

Kemmis and Taggart

stated that action research as follow;

“Action research is a form of self-reflective enquiry undertaken by

participants (teachers, students, principals, for example) in social

(including educational) situation in order to improve the rationality and

justice of their own social or education practices, their understanding of

these practices and situation (and institution) in which the practices are

carried out.”59

From the explanation above, the writer can conclude that classroom

action research is a classroom action in a research, which can be done by

teacher, researcher, and teacher with his or her colleague, etc with involves a

group of students to improve teaching and learning process or to enhance the

understanding of the students to the lesson. In this research, the writer using

group investigation (GI) method to improve students’ reading ability.

In order to be clear, the writer would like to present the Kurt Lewin’s

model of classroom action research.60

It can be depicted as follows:

Cycle I Cycle II

Figure 1 CAR Design

57 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School

Improvement, (USA: Christopher-Gordon Publisher, Inc., 1998), p. 20 58 Marianne Celce- Murcia, Teaching English as a Second or Foreign Language,

(USA: Heinle&Heinle, 2001), 3rd Edition,p. 490 59 Suyadi, Panduan Penelitian Tindakan Kelas, (Jogjakata: Diva Press, 2011), p.

21 60 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:

PT Rineka Cipta, 2006), p. 92

Planning

Reflecting Acting

Observing

Planning

Reflecting Acting

Observing

30

There were two cycles applied in conducting this study. Each cycle

consisted of two meetings. According to Kemmis and Mc Taggart there are

four components in one cycle for doing classroom action research. It consists

of (1) planning, (2) acting, (3) observing, and (4) reflecting.61

1. Planning

Plan as the first step of research procedure is done to give solution for the

identified problems. It is a plan to conduct treatments. In order to improve

students’ reading comprehension ability, the writer tended to use Group

Investigation method. It was hoped that by using Group Investigation as

learning method, students would be able to improve their reading ability.

2. Acting

After planning the concept, the writer carried out the treatment referring to

the plan has been made. The writer conducted a pre-cycle before applying

the treatment.

3. Observing

Observation is the activity of observing the data collected in order to know

what extent the action activities has reached the objectives of the study. In

this step, the writer identified and analyzed the data collected during the

treatment.

4. Reflecting

Reflection is the activity of evaluating critically the progress or change of

the students. In this step, the writer could observe whether the action

activity resulted any improvement. To support the study, the researcher

used interview and test to gather the data.

D. Technique of Data Collection

Method of data collection is very important in the research. According

to Glanz data collection is the process of collecting information to answer

61 Zainal Aqib, Penelitian Tindakan Kelas, (Bandung: Yrama Widya, 2006),

p.22

31

one’s research questions and/or confirm or reject a hypothesis.62

In this study,

the writer used three kinds of instruments in gathering data. Those are

observation, test and interview.

1. Observation

Observation is an activity which concern to research object by the

sense.63

In conducting observation, the researcher used the observation

scheme to make it more systematic containing list of activity or happening

which might happen. It needed for monitoring condition of class and

students and to know students difficulty with material and method that

used during teaching learning process.

In observation step, the researcher is helped by the teacher in

observing what happen in the class during the lesson from opening until

closing. In addition, the researcher also observes what is going on in the

classroom and observes the effect of her teaching to improve students’

reading comprehension ability.

Table 3.1

Form of observation scheme:

Group Name of students Aspects observed Total

1 2 3 4 5 6

Total

Maximum Score

Average Score

62 Jeffrey Glanz, Op Cit, p. 133 63 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:

PT Rineka Cipta, 2006), p. 222

32

Percentage

Aspects observed in this study are as follow:

a. Students concern toward teacher’s explanation

b. Students cooperative in group

c. The students activeness in present the material

d. Students concern toward other group presentation

e. The students’ activeness in asking question

f. The students’ activeness in answering questions in group

Criterion:

Score 4 = excellent, if the student’s condition is exactly the same as the

criteria.

Score 3 = good, if the student’s condition is close to the same as the

criteria

Score 2 = fair, if the student’s condition is far from the same as the

criteria

Score 1 = less, if the student’s condition is totally different from the

criteria

2. Test

Test is sequence of questions or exercises or other apparatus to

measure skill knowledge, intelligence, ability or aptitude of individual or

group.64

In this classroom action research the researcher gave preliminary

test before to do action. In this study the researcher used achievement test,

the test is used to measure someone achievement after learning reading

material.

In this study the writer used an objective test by using multiple choice

items. The choice of multiple-choice type was based on the following

considerations:

a. The technique of scoring is easy.

64 Suharsimi Arikunto, Ibid, p. 156

33

b. It was easy to compute and determine the reliability of the test

c. It was more practical for the students to answer.

3. Interview

Interview is a meeting of two persons to exchange information and

idea through question and responses, resulting in communication and joint

construction of meaning about a particular topic.65

Interview is used to

evaluate of student condition in learning and teaching process or students’

interest towards material. It is done the researcher during reflection by

giving the questions to the students and taking note from the interview.

According to Seidman (1991) in Glanz’s book said that interview is the

most suitable data collection method if we are to understand the

experiences of others and the meaning they make of them.66

It means that

interview enable the researcher to learn the complexities of the

participants’ experiences from his or her point of view. The goal is to

understand each participant’s experiences and perceptions. List of

questions attached (appendix 11)

In this study the writer used semi structure interview, in this case the

interviewer gives questions to the teacher and students. The questions are

attached. They are about the use of group investigation method in teaching

reading ability.

E. Technique of Data Analysis

The writer analyzed the data using quantitative and qualitative data.

Quantitative data can be found through conducting test, the writer analyzed

data by using statistical analysis. To see whether the improvement of

students’ reading comprehension ability after being taught through using

group investigation method is significant or not, the writer used score of

students' achievement.

65 Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif

dan R&D, (Bandung: Alfabeta, 2008), p. 317 66 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School

Improvement, (USA: Christopher-Gordon Publisher, Inc., 1998) , p. 142

34

Qualitative data can be found through description and collecting data

from observation and interview. The description is used to know students’

acting movement and students’ behaviour progress during pre-cycle research

until second cycle.

1. Method of Analyzing Observation Scheme

Researcher uses observation scheme during the teaching and learning

process in pre-cycle research, cycle I, and cycle II. Then the result of

observation scheme would be analyzed by calculating the average score and

the percentage as following:

The formula to measure the student’s participant is:

a. Average score

N

xM

Σ=

Explanation:

M = the average of students’ score

xΣ = Total score

N = the number of students

b. Percentage % score

Percentage % %100xN

n=

n = the total of score

N = the maximum score

% = the percentage of the expectation.

The criterion of scoring from the observation scheme such as below:

86% - 100% = Excellent learning

71% - 85% = Good learning

56% - 70% = Sufficient learning

< 55% = Bad learning

2. Method of Analyzing Test

In every cycle, after treatment researcher gives test to the students. The

test used to measure how far students’ comprehension ability in reading text.

35

The score of students’ achievement can be calculated by using this

following formula:

The number of right answer

Score = x 100%

The number of question

While the average of the students’ result was counted by using the

following formula:67

Explanation:

The average of students score

The sum of item scores

The number of the students

Mean of score from the pre-cycle will be compared with mean of the

first cycle and second cycle. It is to know how far the improvement of

students in this research.

After giving the result statistically, then the writer uses five letters: A,

B, C, D and E that expressed various levels as follows;

Table 3.2

Level of achievement

The Percentages of

Correct Answer

Grade Level

86% – 100 % A = Excellent Outstanding

71% – 85 % B = Good Above average

67 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School

Improvement, (USA: Christopher Gordon Publishers, Inc., 1998), p. 155

XΝ

ΣΧ=

X =

=ΣΧ

Ν =

36

56% – 70% C = Fair Satisfactory

41% – 55% D = Less Below average

26% - 40% E = Poor Insufficient

After computing the percentage of correct answer, the writer classified any

answer that possibly appears and this part, the writer analyses of each item

also.

The researcher used interview as supporting data. The researcher used

semi-structural interview. In semi structural interview, the interviewer has

general idea of what will do interview and what should come out of interview,

but the interviewer does not use a list for predetermined question.

In this study, the researcher had interviewed the English teacher and

the students to know their responses of using group investigation method in

teaching learning process. In this interview, the researcher asked 5 questions to

the teacher and the students such as below:

a. The teacher

1) How is students’ reading ability?

2) How many students do they get reading lesson, in a week?

3) Are you interested with GI?

4) Do you find some difficulties in teaching reading using GI?

5) How is the solution?

b. The students

1) Do you like reading?

2) What your opinion about reading lesson with GI?

3) Do you like? Why?

4) Do you feel enjoy when you were taught using GI? Why?

5) Do you any improvement in your reading ability after the teaching

learning process using GI?

37

F. Procedure of the Study

In the classroom action research, the researcher conducted a pre-cycle

formerly and two cycles by using group investigation method. There are 4

steps in action research, they are planning (plan to use group investigation

method), acting (implement of group investigation method), observing (the

researcher observes the teaching learning process and students’ activity in

classroom), and reflecting (teacher and researcher).

1. Pre cycle

Before the cycle, the researcher observes the class on how the

teacher teaching reading skill. The teacher still used conventional method.

Pre cycle was an activity to measure the ability of each student. It

was conducted on 1 August 2010. In this activity, the students were giving

test consists of 20 questions.

After the researcher gets the data from pre test and observation, the

researcher analyzes the result to determine the method would be used in

teaching English reading ability using Group Investigation method.

2. The first Cycle

The teacher uses Group Investigation method to teach English

reading ability. The topic was people. The procedure as follow:

a. Planning

1) Arranging a lesson plan

2) Preparing the reading material and test

3) Preparing the observation scheme

4) Preparing the students’ attendance list

b. Acting

In this activity, the teacher introduced GI method in teaching

reading skill. In this first cycle, the students read descriptive text.

Descriptive text is a text which says what a person or a thing is like. Its

38

purpose is to describe and reveal a particular person, place, or thing.68

Steps of GI method are:

1) Teacher introduces and explains the topic

2) Students are divided into groups

3) Teacher distributes the passage to the students

4) Students read the passage

5) Students identify the structure of text, the main idea, detail

information, generic structure, and difficult words.

6) Each group write name of person in around them

7) Each group collects the paper name of person

8) Students find out data as many as they can

9) Students prepare a report

10) Students deliver the report for the whole class

11) Teacher gives chance for students to ask or respond toward other

presentation

12) Teacher helps the students if they face problem

13) Students and the teacher evaluate each group’s contribution to the

work of the class

14) Teacher gives students test

c. Observing

1) Observe classroom activity such as students’ interest, students’

behaviour and students’ response by this method.

2) Observe the group discussion/participation students in their group

work.

3) Observe students comprehension

d. Reflecting

1) Write down observation result

2) Evaluate observation result

3) Analyze the result of teaching learning process

68 Artono Wardiman, English in Focus for Grade VIII Junior High School

(SMP/MTs), (Semarang: PT Begawan Ilmu, 2008), p. 16

39

4) Improve the weakness for the next cycle

3. The Second Cycle

The second cycle is done after the teacher and researcher reflect the

first cycle. If the result from observation refers to the quality students’

reading ability is still low, so it is needed another action to make quality

improvement. The topic was place. The procedure as follow:

a. Planning

1) Identify the problem and make the solution for the problem

2) Arranging improvement lesson plan

3) Preparing the reading material and test

4) Preparing the observation scheme

5) Preparing the students’ attendance list

b. Acting

In this activity, the students did the same activities with the first cycle.

The activities in the teaching and learning process are:

1) Teacher introduces new topic and inform the result of first cycle

2) Students are divided into groups

3) Teacher distributes the passage to the students

4) Students read the passage

5) Students identify the structure of text, the main idea, detail

information, generic structure, and difficult words.

6) Students representative from each group come forward in class to

choose one flashcard, where the flashcard was name of place that

will be investigate by each group

7) Students find out data as many as they can

8) Students prepare a report

9) Students deliver the report for the whole class

10) Teacher gives chance for students to ask or respond toward other

presentation

11) Teacher helps students if they face problem

40

12) Students and the teacher evaluate each group’s contribution to the

work of the class

13) Teacher gives students test

c. Observing

1) Observe classroom activity such as students’ interest, students’

behaviour and students’ response by this method.

2) Observe the group discussion/participation students in their group

work.

3) Observe each student note and comprehension

d. Reflecting

1) Write down observation result

2) Evaluate observation result

3) Analyze the result of teaching learning process

4. The Criterion of Assessment

The writer would know the students’ success and the failure in doing

this action research by referring to the criterion of KKM (Kriteria

Ketuntasan Minimal/Minimum Passing Criteria). The criterion says that

the students can be said to pass the test if he or she can solve 60 of the

whole problems.

In this action research, the writer would use that indicator to determine

whether a cycle could be continued to the next cycle or should be repeated

by applying the amended plan.

Research Schedule

Task description 31

July

1

Agst

7&8

Agst

21&22

Agst

23

Agst

Asking permission to

the head master to do

research and getting

familiar with the

school situation

√

41

Doing observation by

observing the teaching

and learning process

from the teacher in the

class and getting

familiar with the

students

√

Doing test in pre cycle √

Doing first cycle and

giving the test

√

Doing second cycle

and giving the test

√

Analyzing the data and

writing the report

√

42

CHAPTER IV

DESCRIPTION OF RESEARCH AND DISCUSSION

A. Description of Research

In this chapter, the writer would like to describe and discuss the

findings of the research. This study is classroom action research on the use

of group investigation method in teaching reading ability. Its purpose is to

know the use of group investigation method in teaching reading

comprehension ability, and to identify the improvement of students’

reading ability.

In this study there were two cycles and before conducted the cycle,

the researcher gave preliminary test (the researcher got base score students

reading comprehension ability) and compared with each cycle after taught

using Group Investigation method. The descriptions of each are as follow:

1. Pre-cycle

This activity was done on Sunday, August 1st 2010. In this step

Mrs. Sri Wahyuni as the English teacher was used conventional way in

teaching reading comprehension. This is done to know students base score

of reading comprehension ability.

In this meeting, the teacher was doing teaching learning process as

usual, that is reading aloud. But, many students did not pay attention to

the teacher. They tended make noisy in class, such as talk with other

friend and they do other activity that is not related with learning activity.

There were only some students active to ask questions to the teacher.

They were Faza Maulina, A. Viki Mahrus, Ana Yuliati, and Zulfa Usnaul

Lailin Nida. Furthermore, the teacher gave preliminary test with 20

multiple-choice items to got base score of reading comprehension ability.

All of the questions were about descriptive text. It was followed by 41

students from 42 students as the participant of the study. The teacher gave

duration one hour lesson that is 40 minutes for them to do the test. The

aim of the test was to measure how far students’ comprehension ability in

42

43

reading text and to know base score of reading when taught using

conventional method.

2. First Cycle

This activity was done on Saturday August 7th

and Sunday August

8th

2010. The teacher announced the result of yesterday’s reading test.

The teacher told the students score of the test was not satisfying enough.

Here, the teacher brought the students to a clear importance of

comprehending the English texts, which can be facilitated through the

group-work. The limitation of time made the teacher only did the first step

in applying Group Investigation method. The teacher motivated the

students that the method would be useful for them. The teacher introduced

the role and group investigation learning.

The first cycle was about teaching and learning process and

achievement test. The topic was person description. The test is followed

by 40 students from 42 students. The researcher did research of using

Group Investigation method to improve students' reading ability at class

8C MTs Sabilul Ulum Mayong Jepara. The procedure as follow:

a. Planning

In this step the researcher prepared the learning instrument such as:

1) Lesson plan 1 about the use of group investigation method

2) Students attendance list

3) Reading material (descriptive text)

4) Observation scheme

5) Test

The teacher taught used a lesson plan as the form to implement

of action. In every cycle, the teacher used different reading text. In the

first, the teacher used descriptive text with the title “Alimudin, a Local

Footballer”

This step, the teacher began from pre- reading activity, while-

reading activity, and post-reading activity.

Pre-reading activity is the activity of students and teacher

44

prepares themselves for the task and makes them familiar with the

topic. According to William the objectives of this step are; to introduce

and arouse interest in the topic, to motivate learners by giving a reason

for reading, and the last to provide some language preparation for the

text.69

The teacher did while-reading activity where the teacher gave

clearly explanation about the material, grammatical feature, and

generic structure of descriptive text. After that, the students asked to do

the reading tasks in groups, each group that consists of four or five

students.

The last step is post-reading activity. The post-reading activity

is intended as kind of follow-up activity. In this activity the students

must present the report of group work in front of class. Then the

teacher gave conclusion and test.

b. Acting

In this activity, the researcher became a teacher and she was

accompanied by the teacher as observer. Learning process was started

by greeting, asked students to pray together, checking students’

attendance and then the teacher gave brainstorming before started the

material by asking the students “Do you know about descriptive text

and the features of the text?” if you know, raise your hand. In this case,

there some students answer the question. They were Faza Maulina,

Zulfa Usna’ul Lailin, Tutik Handayani and Agus Lestari. After that, the

teacher explained about descriptive text and the features of the text.

The teacher introduced the topic about person description with the title

“Alimudin, a Local Footballer”. Then, students divided into ten

groups. Each group consist of four to five people based on random

system both in academically and gender. The students accepted the text

one by one, and then they read the text and identified the structure of

69 Grabe William and Fedricka L. Stoller, Teaching and Researching Reading, (Great

Britanian: Pearson Education, 2002), p. 38

45

text include the main idea, detail information, generic structure, and

difficult words. Each group got the task to investigate one of person in

their environment. Each group wrote name of person who investigated

and the paper name of person collected to the teacher. Then, students

each group found out data about person who investigated and prepared

a report in form of descriptive text. After finished, the students each

group presented their report in the class. During presentation, the

researcher observed the students cooperative in group, the students’

activeness in present the material, students concern toward other group

presentation, the students’ activeness in asking question, and the

students’ activeness in answering questions in group. Then, students

helped the teacher if they faced the problem. In the last, the students

and the teacher evaluated each group contribution to the work of the

class. After all of the process had finished, the teacher evaluated

students by giving a test. The test conducted in next day on Sunday

August 8th

2010.

The last, the teacher gave suggestions to the students to study

hard and also increased their vocabulary and learned grammar.

Because vocabulary and grammar have role important in reading

comprehension ability. Then, the teacher asked students to say

hamdalah together then closed the meeting.

c. Observing

The researcher observed students in learning process at class by

using observation scheme. This observation was done in learning

process of using Group Investigation method to teach reading ability at

the eighth grade of MTs Sabilul Ulum Mayong Jepara. It could be seen

in the table below:

Table 4.1

46

Score of observation in the first cycle

Group

Name of students Aspects observed Total

1 2 3 4 5 6

I Nailis sa’adah 3 3 2 4 2 4 18

Neng Hasanah 2 3 3 3 3 3 17

M. Masluri 2 2 2 2 1 2 11

Miftahul Huda 2 2 2 2 3 2 13

II Zulfa Usna’ul Lailin 3 3 3 3 3 3 18

A.Viki Mahrus 3 2 2 2 2 4 15

Rudianto Effendi 2 2 3 3 2 2 14

Eliya Indofatul 1 3 2 2 3 2 13

III Faza Maulina 4 3 2 4 3 3 19

Setyana Andriani 1 3 3 2 2 3 14

Munadi 2 2 2 2 4 2 14

A. Sobirin 3 2 3 3 2 2 15

IV Agus Lestari 4 2 4 3 2 4 19

Toni Setiawan 2 1 2 2 3 2 11

Ifah Fadilah 1 3 2 2 1 3 12

Wiwik Andrayani 3 3 2 3 2 1 14

V M. Suaib 3 2 2 3 3 3 16

Abdul wahid Rizki 2 2 4 2 2 2 14

Maria Ulfa 3 3 1 2 1 3 13

Kiki Sekarwati 1 3 3 3 3 2 15

VI Ana Yulianti 2 3 2 3 3 4 17

Yusrul Hana 1 2 4 1 3 3 14

M. Ali Warjono 2 2 2 3 2 2 13

M. Fathus Syarif 2 1 2 2 2 1 10

Ika Yulin Ningsih 3 3 2 3 1 2 14

VII Kholisatul Kusniyah 4 3 2 4 2 3 18

Bella Santika 2 4 3 3 3 4 19

Riza Kuswahyudi 2 2 4 2 2 2 14

A. Syarifudin Ridho 3 1 2 2 2 3 18

VIII Laila Adiyatus R. 2 3 3 3 3 3 17

Yoga Nizam Prasetya 3 2 2 2 3 2 14

Abdul Manaf 3 2 1 2 2 2 12

Anis Fahrotun Nisa 1 3 3 3 2 3 15

IX Tutik Handayani 2 3 3 2 2 4 15

Novi Nor Ariyanti 2 3 3 2 2 4 16

Edi Hidayat 3 1 2 3 2 3 14

Miftahul Hidayah 3 3 2 2 3 1 14

X Galuh Herawati 3 3 4 4 3 3 20

Didik Wicaksono 2 2 1 2 1 2 10

Ake Nuryanti N. 2 3 2 3 2 1 13

Nur Cahya Dwi Susanti 1 2 2 2 2 3 11

47

Score = %100max

xscoreimal

scoreTotal

= %1001008

612×

= 60, 71%

According to the result of the observation above it can be

concluded that the teaching learning process was sufficient learning.

Although there some of students made noisy with other friends at

teacher’s explanation, Students did not cooperate in their group,

Students did not take part in deliver the material, students did not

concern toward presentation and make noisy in learning activity,

students did not ask question and students did not give answer the

question.

d. Reflecting

For observing the students' participation, it showed that

students interested enough in learning process although they still

confused with learning process using group investigation method to

improve students’ reading comprehension ability.

From the observation could be seen that the students still less

take part in their group because the group divided randomly. So, the

students still did not focus on the material; they did not listen to

teacher's explanation.

Based on the notes above, the teacher as researcher must be

more creative. The teacher is reflecting and evaluating the learning

activities in the first cycle and tried to get solution on the problem by

planning some action such as below:

1) Teacher asked students to focus on study and not make noises

Khoirul Aziz 2 1 2 2 3 3 13

Total 97 101 100 108 98 108 612

Maximum Score 168 168 168 168 168 168 1008

Average Score 2,3 2,4 2,4 2,57 2,3 2,57 14,57

Percentage 57,7 60,1 59,5 64,3 58,3 64,3 60,714

48

2) Teacher should motivate students to be more active in their group

work.

3) Teacher should manage class well.

4) Teacher made class condition well to get students be more active.

5) Teacher noted all of activities in class in learning process.

6) Teacher should motivate students to increase their vocabulary in


The result from the reflecting could be used to make

improvement. It was also used as reflecting for doing second cycle to

get maximum research and repairing the third cycle if the result of the

second cycle unsatisfied.

3. Second Cycle

This activity was done on Saturday August 21st and Sunday August

22nd

2010. The teacher started the lesson by motivating the students and

she also announced the result of yesterday’s reading test. The teacher told

the students score of the test was better than the pre-cycle score. In this

meeting the teacher used the same method as the previous meeting and

the teaching learning process ran well. The students paid attention toward

teacher’s explanation and they were interested with the topic on the day.

They more cooperative in to do the group work and they were to be more

active than previous meeting. The topic was place description. The test is

followed by 42 students. The procedure as follow:

a. Planning

The researcher planned some activities to get maximum result

in the second cycle. The planning of the second cycle is not far from

first cycle. Such as arranged the lesson plan, attendance list,

observation sheet, worksheet, and added of documenting for the

second cycle. The researcher also prepared reading text that is

appropriate with the material.

The teacher taught used a lesson plan as the form to implement

of action. In the second cycle, the teacher used different reading text.

49

In the first, the teacher used descriptive text with the title “Smart

Health Clinic”

This step, the teacher began from pre- reading activity, while-

reading activity, and post-reading activity.

Pre-reading activity is the activity of students and teacher

prepare themselves for the task and make them familiar with the topic.

According to William the objectives of this step are; to introduce and

arouse interest in the topic, to motivate learners by giving a reason for

reading, and the last to provide some language preparation for the

text.70

The teacher did while-reading activity where the teacher gave

clearly explanation about the material, grammatical feature, and

generic structure of descriptive text. After that, the students asked to do

the reading tasks in groups, each group that consists of four or five

students.

The last step is post-reading activity. The post-reading activity

is intended as kind of follow-up activity. In this activity the students

must present the report of group work in front of class. Then the

teacher gave conclusion and test.

b. Acting

The researcher did some activities such as in the first cycle.

Learning process was started by greeting, asked students to pray

together, checking students’ attendance. Then teacher asked the

students to repeat previous lesson and asked about something around

the school. The teacher gave brainstorming before started the material

by asking the students “Do you know this classroom and can you

describe it?” if you know, raise your hand. In this case, there some

students answer the question. They were M. Miftahul Huda, Eliya

Indofatul, Ana Yuliati and Galuh Herawati. After that, the teacher

70 Grabe William and Fedricka L. Stoller, Teaching and Researching Reading, (Great

Britanian: Pearson Education, 2002), p. 38

50

introduced new topic about place description with the title “Smart

Health Clinic”. Then, students divided into ten groups. The member of

group was same with the first cycle. The students accepted the text one

by one, and then they read the text and identified the structure of text

include the main idea, detail information, generic structure, and

difficult words. In the second cycle, the teacher prepared flashcards

about places around school environment. Each group got the task to

investigate one of place in their school environment. Students’

representative from every group came forward in class to choose one

flashcard. Then, students each group found out data about place based

on flashcard and prepared a report in form of descriptive text. After

finished, the students each group presented their report in the class.

During presentation, the researcher observed the students cooperative

in group, the students’ activeness in present the material, students

concern toward other group presentation, the students’ activeness in

asking question, and the students’ activeness in answering questions in

group. Then, students helped the teacher if they faced the problem. In

the last, the students and the teacher evaluated each group contribution

to the work of the class. After all of the process had finished, the

teacher evaluated students by giving a test. The test conducted in next

day on Sunday August 22nd

2010.

The last, the teacher gave suggestions to the students to study

hard and also increased their vocabulary and learned grammar.

Because vocabulary and grammar have role important in reading

comprehension ability. Then, the teacher asked students to say

hamdalah together then closed the meeting.

c. Observing

The observer observed students in learning process at class by

51

using observation checklist like at the first cycle. It could be seen in

the table below:

Table 4.2

Score of observation in the second cycle

Group Name of students Aspects observed Total

1 2 3 4 5 6

I Nailis Sa’adah 3 4 2 4 2 4 19


M.Masluri 2 3 4 3 2 2 18


II Zulfa Usnau’ 3 3 3 3 3 3 18

A. Viki Mahrus 3 4 2 4 2 3 18





Munadi 2 3 2 3 3 3 16

A. Sobirin 3 3 3 3 2 3 17



Ifah fadilah 2 3 2 2 2 3 14


V M. Suaib 3 3 3 3 3 3 18

Abdul Wahid Rizki 3 3 4 3 3 2 18

Maria Ulfa 2 3 2 2 2 3 14



Yusrul Hana 2 3 4 2 3 3 17

M. Ali Warjono 3 2 3 3 3 2 16









Abdul Manaf 3 2 2 2 2 3 14




52

Edi Hidayat 3 2 3 2 2 3 15







Total 110 122 118 121 110 125 707

Maximum Score 168 168 168 168 168 168 1008

Average Score 2,6 2,9 2,8 2,9 2,6 2,98 16,83

Percentage 65,5 72,6 70,2 72 65,5 74,4 70,14

Score = %100max

xscoreimal

scoreTotal

= %1001008

707×

= 70, 14%

According to the result of the observation above, it can be

concluded that the majority of the students joined the class

enthusiastically. All activities in the second cycle could run well. It can

be seen from their responses. The students paid attention toward

teacher’s explanation. They more cooperative in to do the group work

and they were to be more active than previous meeting. They took

active in answering question although helped by the teacher.

d. Reflecting

The result of the second cycle was also considered as

implementation. It was better than previous one. There was an

improvement in this cycle. The condition of the class was getting

better. The students listen to the teacher’s explanation and did not

make noisy in learning activity. The students took active part in

cooperation and can associate with member group. It was because they

are interesting to study with Group Investigation method that the

teacher never uses it as teaching method before

The researcher concluded that the problems have been solving

53

using Group Investigation method to teaching English reading ability.

The teacher should motivate students to always reading a lot in English

text and motivate the passive students in order to be brave to express

their idea.

In this study, the researcher also used interview as supporting

data; it was about the responses of the teacher and the students toward

the use of Group Investigation method in teaching process. It was

conducted on Sunday August 22nd

2010 in the end of second cycle.

Firstly, the researcher interviewed the students and then the teacher.

The researcher asked five questions to the students and the teacher

about their responses of using Group Investigation method in teaching

process.

All of the students had positive responses toward the teaching

activity by using Group Investigation method. They felt enjoy when

they were taught using GI, because could help the students to introduce

with other friend who have different background both in academically

and gender. So, they could work together. Most of students also said

that they were any improvement in reading ability after the teaching

learning process with GI.

After the interview had finished, the researcher found that most

of the students had positive responses toward the teaching activity and

it was supported by the increase of the students’ average that could be

seen in the result of the second cycle.

It proved that the use of Group Investigation method could

motivate the students’ interest in learning English and improve

students’ reading ability. Through this method not only helped students

improve their reading ability but also helped them to introduce with

other friends both in academically and gender.

B. The findings of research

54

After the researcher implemented the use of group investigation

method to improve students’ reading ability, the researcher got the data. It

was analyzed of pre-cycle and two cycles the researcher got the result of

classroom action research.

1. Pre-cycle

The pre-cycle was conducted on Sunday, August 1st 2010. In

this meeting the teacher was doing teaching learning process as

usual that is the teacher used reading aloud method.

a. Measuring the students individual improvement

After conducting the test, the researcher gave score. Each

correct answer was scored 1 and 0 to each wrong answer. The

maximum score was 100.

After finding the research of students test score in reading

class, the researcher went to further analysis by using

percentage of scoring as follow:


Score = x 100%


The test result of pre-cycle can be seen in the table below.

Table 4.3

The test result of pre-cycle

No Students code Score Percentage

1 C-1 50 50%

2 C-2 60 60%

3 C-3 55 55%

4 C-4 70 70%

5 C-5 55 55%

6 C-6 50 50%

7 C-7 65 65%

8 C-8 65 65%

9 C-9 60 60%

10 C-10 55 55%

11 C-11 55 55%

12 C-12 60 60%

13 C-13 50 50%

55

14 C-14 80 80%

15 C-15 65 65%

16 C-16 60 60%

17 C-17 60 60%

18 C-18 Absent Absent

19 C-19 75 75%

20 C-20 50 50%

21 C-21 70 70%

22 C-22 65 65%

23 C-23 50 50%

24 C-24 45 45%

25 C-25 60 60%

26 C-26 70 70%

27 C-27 65 65%

28 C-28 60 60%

29 C-29 55 55%

30 C-30 75 75%

31 C-31 45 45%

32 C-32 50 50%

33 C-33 55 55%

34 C-34 60 60%

35 C-35 55 55%

36 C-36 55 55%

37 C-37 55 55%

38 C-38 65 65%

39 C-39 60 60%

40 C-40 45 45%

41 C-41 50 50%

42 C-42 75 75%

M 2425

From the result of pre-cycle showed that many of students

still low in their reading comprehension ability. From 42

students, 1 student get 80 and 3 students get 75 or good mark, 3

students get 70, 6 students get 65, and 9 students get 60 or fair

mark, 9 students get 55, 7 students get 50, 3 students get 45 or

less mark and 1 student was absent.

b. Measuring mean

56

The mean score of reading class can be searched by using

this following formula:

2425

42

= 57.73

The average achievement of students in the pre-cycle was

57.73. The result of pre-cycle was lower than the criterion that

has been stipulated by KKM (Kriteria Ketuntasan Minimal/

Minium Passing Grade Criteria). The researcher concluded that

the treatment in each cycle was necessary to improve students’

reading comprehension ability result.

2. Cycle 1

The first cycle was conducted on Saturday August 7th

and

Sunday August 8th

2010. It was held 07.40 - 09.00 am and 07.40 -

08.20 am. In the first cycle the teacher taught reading using group

investigation method. There were some obstacles in apply this

method, it was made class noisy and some students did not join

with other.









Score = x 100%


The test result of cycle 1 can be seen in the table below.

X =ΣΧ

Ν

X =

57

Table 4.4

The test result of cycle 1


1 C-1 60 60%

2 C-2 60 60%

3 C-3 65 65%

4 C-4 80 80%

5 C-5 70 70%

6 C-6 70 70%

7 C-7 65 65%

8 C-8 70 70%

9 C-9 65 65%

10 C-10 60 60%

11 C-11 65 65%

12 C-12 70 70%

13 C-13 65 65%

14 C-14 80 80%

15 C-15 65 65%

16 C-16 70 70%

17 C-17 75 75%

18 C-18 60 60%

19 C-19 70 70%

20 C-20 60 60%

21 C-21 75 75%

22 C-22 60 60%

23 C-23 65 65%


25 C-25 60 60%

26 C-26 70 70%

27 C-27 85 85%

28 C-28 65 65%

29 C-29 65 65%

30 C-30 90 90%

31 C-31 55 55%

32 C-32 70 70%

33 C-33 60 60%

34 C-34 65 65%

35 C-35 70 70%


37 C-37 60 60%

38 C-38 60 60%

39 C-39 70 70%

58

40 C-40 55 55%

41 C-41 65 65%

42 C-42 80 80%

M 2690

b. Measuring mean



2690

42

= 64.05

The average achievement of students in the cycle 1 was 64.

05. It means the students score in the first cycle can be

categorized as fair. The researcher concluded that the treatment

in cycle 1 was necessary to improve students’ reading

comprehension ability. Because there were two students absent

and two students test score still unsatisfied yet, so the

researcher could continue to the next cycle.

3. Cycle 2

The second cycle was conducted on Saturday August 21st and

Sunday August 22nd

2010. It was held 07.40 - 09.00 am and 07.40 -

08.20 am. In the second cycle the teacher taught reading using the

same method as previous meeting that is group investigation

method. This activity makes the students enjoy the lesson more

than before. They worked in their groups and did their roles better

than before.


X =ΣΧ

Ν

X =

59








Score = x 100%


The test result of cycle 2 can be seen in the table below.

Table 4.5

The test result of cycle 2


1 C-1 70 70%

2 C-2 75 75%

3 C-3 70 70%

4 C-4 80 80%

5 C-5 75 75%

6 C-6 80 80%

7 C-7 70 70%

8 C-8 85 85%

9 C-9 70 70%

10 C-10 75 75%

11 C-11 65 65%

12 C-12 70 70%

13 C-13 70 70%

14 C-14 75 75%

15 C-15 65 65%

16 C-16 80 80%

17 C-17 70 70%

18 C-18 70 70%

19 C-19 90 90%

20 C-20 85 85%

21 C-21 90 90%

22 C-22 70 70%

23 C-23 75 75%

24 C-24 75 75%

25 C-25 65 65%

26 C-26 85 85%

60

27 C-27 85 85%

28 C-28 70 70%

29 C-29 70 70%

30 C-30 85 85%

31 C-31 75 75%

32 C-32 75 75%

33 C-33 70 70%

34 C-34 80 80%

35 C-35 65 65%

36 C-36 70 70%

37 C-37 80 80%

38 C-38 80 80%

39 C-39 75 75%

40 C-40 70 70%

41 C-41 70 70%

42 C-42 90 90%

M 3160

b. Measuring mean



3160

42

= 75.23

The average achievement of students in the last cycle was

75.23 or very good mark. It can be said the second cycle was

successful since the result was better than in the pre-cycle and

in the first cycle. The researcher concluded that there is

improvement students’ reading comprehension ability from

pre-cycle until cycle 2.

The result of the test from the pre-cycle until second cycle

briefly can be seen in table 4 below.

X =ΣΧ

Ν

X =

61

Table 4.6

The tests result from the pre-cycle until the second cycle

No Students

code

Pre

cycle

Cycle 1 Cycle 2

1 C-1 50 60 70

2 C-2 60 60 75

3 C-3 55 65 70

4 C-4 70 80 80

5 C-5 55 70 75

6 C-6 50 70 80

7 C-7 65 65 70

8 C-8 65 70 85

9 C-9 60 65 70

10 C-10 55 60 75

11 C-11 55 65 65

12 C-12 60 70 70

13 C-13 50 65 70

14 C-14 80 80 75

15 C-15 65 65 65

16 C-16 60 70 80

17 C-17 60 75 70

18 C-18 Absent 60 70

19 C-19 75 70 90

20 C-20 50 60 85

21 C-21 75 75 90

22 C-22 65 60 70

23 C-23 50 65 75

24 C-24 45 Absent 75

25 C-25 60 60 65

26 C-26 70 70 85

27 C-27 65 85 85

28 C-28 60 65 70

29 C-29 55 65 70

30 C-30 75 90 85

31 C-31 45 55 75

32 C-32 50 70 75

33 C-33 55 60 70

34 C-34 60 65 80

35 C-35 55 70 65

36 C-36 55 Absent 70

37 C-37 55 60 80

38 C-38 65 60 80

62

39 C-39 60 70 75

40 C-40 45 55 70

41 C-41 50 65 70

42 C-42 75 80 90

Sum 2425 2690 3160

Mean 57.73 64.05 75.23

Low

score

45 55 65

High

score

80 90 90

The following is the chart of the test during the Classroom Action

Research;

Table 4.7

0

10

20

30

40

50

60

70

80

Pre-cycle Cycle 1 Cycle 2

From the table 6 above, the use of group investigation

method to improve students’ reading ability can help students to

understand and comprehension the reading material. So, in this

classroom action research of the implementation of group

investigation method to improve students’ reading ability in

descriptive text at MTs Sabilul Ulum Mayong Jepara was success.

It can be seen from the result of each cycle show any improvement

not only in teaching learning activity but also the result of test.

63

C. Limitation of This Study

1. This study is only limited in VIII C students of MTs Sabilul Ulum

Mayong Jepara.

2. The use of group investigation (GI) method in this study is only to

measure students’ reading ability both lexical and grammatical.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The research conclusion is presented according to the data which

have been analyzed in the previous chapter. From all the data analysis

about using Group Investigation method to improve students’ reading

ability in descriptive text (a classroom action research with eight graders

of MTs Sabilul Ulum Mayong Jepara in the academic year of 2010/2011),

it can be concluded that:

1. The implementation of Group Investigation method to improve

students’ reading ability are:

a. The improvement of learning tool

Teacher chooses interesting descriptive text in every cycle

that appropriate for junior high school in order to make

students interested with the text.

b. Motivate students to cooperate in group

Since the students accustom to think individually, teacher

should motivate students to discuss the reading material

cooperatively and cooperate in group when they are

assigned to do the group work.

c. Motivate the passive students to be more active during the

lesson. This relates with student ability to pay attention

during the lesson, to understand the material and to speak

up their mind in order to brave to express their mind.

d. Students engagement in reading comprehension ability

This related to students’ effort to understand the text, to

know new vocabulary and understand the meaning of the

reading text. Students reading ability not only in

comprehension of the text but, reading ability will be

64

developed best in association with writing, listening, and

speaking activities.

2. This research shows us that the use of Group Investigation (GI)

method in improving students’ reading ability can help the students

to solve their problems. The test result indicated that the students

varied in their reading skill achievement. After the researcher

conducted pre cycle up to second cycle, there was a significant

improvement in every test and good responses by the students.

Based on calculation result after getting all of the treatment using

Group Investigation method, the student’s average score increased

significantly, the student’s average score from pre cycle was 57.73,

score from the first cycle was 64.05, and score from the second

cycle was 75.23.

B. Suggestion

In this study, the writer would like to offer some suggestions to

improve the students’ ability in reading comprehension in order to get

better result.

1. For the teacher

It is important that the teacher uses of group investigation

(GI) sometimes as an alternative method in teaching reading skill.

Usually, reading is such kinds of activities that often bored the

students. So, the use of this method will always give the students

fresh and new condition. Hopefully, it can motivate the students

and make them interested in reading and the students can cooperate

with other friends who have difference background both in

academically and gender.

2. For the student

It is very useful for the passive students’ to improve their

abilities of communication or the group skill.

65

3. For the next researcher

a. Hopefully, there will be an improvement for the next study.

b. The writer hopes other researchers can use it as a reference

to conduct their research on the same field. It is really

possible that there is another more effective way to teach


C. Closing

Praise be to Allah SWT, that has been giving protection and

guidance so that this thesis can be finished. The writer realized that this

paper is far from perfection. Because of that, criticies and suggestion from

the reader are very expected for the perfection of the paper. Hopefully, this

paper is useful for all of us. Amin.

66

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cited on Sunday 16th

Jan, 2011

Appendix 1

The list of students

NO STUDENTS CODE

1 A FIKI MAHRUS C-1

2 ABDUL MANAF C-2

3 ABDUL WAHID RIZQI C-3

4 AGUS LESTARI C-4

5 AHMAD SOBIRIN C-5

6 AHMAD SYAIFURRIDHO C-6

7 AKE NUR YANTI NIKMAH C-7

8 ANA YULIATI C-8

9 ANIS FAHROTUN NISA C-9

10 BELLA SANTIKA C-10

11 DIDIK WICAKSONO C-11

12 EDI HIDAYAT C-12

13 ELIYA INDOFATUL.F. C-13

14 FAZA MAULINA C-14

15 GALUH HERAWATI C-15

16 IFAH FADLILAH C-16

17 IKA YULIA NINGSIH C-17

18 KHOIRUL AZIZ C-18

19 KHOLISATUL KHUSNIAH C-19

20 KIKI SEKAR WATI C-20

21 LAILA AHDIATUR R C-21

22 M ALI WARJONO C-22

23 M FATKHUS SYARIF C-23

24 M MIFTAHUL HUDA C-24

25 M. MASLURI C-25

26 M.SUAIB C-26

27 MARIA ULFA C-27

28 MIFTAHUL HIDAYAH C-28

29 MUNADI C-29

30 NAILIS SA’ADAH C30

31 NING HASANAH C-31

32 NOVI NOR ARIYANTI C-32

33 NUR CAHYA DWI SUSANTI C-33

34 RIZA KUSWAHYUDI C-34

35 RUDIANTO EFENDI C-35

36 SEPTIAN ANDRIANI C-36

37 TONI SETIAWAN C-37

38 TUTIK HANDAYANI C-38

39 WIWIK ANDRAYANI C-39

40 YOGA NIZAM PRASETYO C-40

41 YUSRUL HANA C-41

42 ZULFA USNAUL LAILI NIDA C-42

Score of Mid-Exam

No Students Score

1 A Fiki Mahrus 62

2 Abdul Manaf 52

3 Abdul Wahid Rizqi 48

4 Agus Lestari 56

5 Ahmad Sobirin 48

6 Ahmad Syaifurridho 58

7 Ake Nur Yanti Nikmah 56

8 Ana Yuliati 66

9 Anis Fahrotun Nisa 56

10 Bella Santika 66

11 Didik Wicaksono 58

12 Edi Hidayat 70

13 Eliya Indofatul.F. 68

14 Faza Maulina 64

15 Galuh Herawati 70

16 Ifah Fadlilah 54

17 Ika Yulia Ningsih 58

18 Khoirul Aziz 56

19 Kholisatul Khusniah 42

20 Kiki Sekarwati 40

21 Laila Ahdiatur R 64

22 M Ali Warjono 58

23 M Fatkhus Syarif 60

24 M Miftahul Huda 72

25 M. Masluri 56

26 M.Suaib 56

27 Maria Ulfa 52

28 Miftahul Hidayah 52

29 Munadi 58

30 Nailis Sa’adah 48

31 Ning Hasanah 50

32 Novi Nor Ariyanti 66

33 Nur Cahya Dwi Susanti 46

34 Riza Kuswahyudi 50

35 Rudianto Efendi 56

36 Septian Andriani 52

37 Toni Setiawan 50

38 Tutik Handayani 52

39 Wiwik Andrayani 54

40 Yoga Nizam Prasetyo 50

41 Yusrul Hana 48

42 Zulfa Usnaul Laili Nida 66

Total 2364

Rata-rata 56,28

Appendix 2

The list of group members

Group 1 Group 6

1. Nailis Sa’adah 1. Ana Yuliati

2. Ning Hasanah 2. Yusrul Hana

3. M. Masluri 3. M. Ali Warjono

4. M. Miftahul Huda 4. M. Fathus Syarif

5. Ika Yulia ningsih

Group 2 Group 7

1. Zulfa Usna’ul Laili Nida 1. Kholisatul Kusniyah

2. A. Fiki Mahrus 2. Bella Santika

3. Rudianto Effendi 3. Riza Kuswahyudi

4. Eliya Indofatul F. 4. A. Syaifurridho

Group 3 Group 8

1. Faza Maulina 1. Laila Adhiatur R.

2. Septian Andriani 2. Yoga Nizam Prasetyo

3. Munadi 3. Abdul Manaf

4. Ahmad Sobirin 4. Anis Fahrotun Nisa

Group 4 Group 9

1. Agus Lestari 1. Tutik Handayani

2. Toni Setiawan 2. Novi Nor Ariyanti

3. Ifah Fadlilah 3. Edi Hidayat

4. Wiwik Andrayani 4. Miftahul Hidayah

Group 5 Group 10

1. M. Suaib 1. Galuh Herawati

2. Abdul Wahid Rizqi 2. Didik Wicaksono

3. Maria Ulfa 3. Ake Nuryanti

4. Kiki Sekarwati 4. Nur Cahya Dwi Susanti

5. Khoirul Aziz

Pre-cycle Test

Name : …………….

Class : …………….

Choose the correct answer by crossing a, b, c, or d!

Text for number 1 - 5

On the Beach

Amir and Bima are SMP students. They live in Bandung. Bandung and its

surroundings are mountainous and hilly areas. They usually go to the beach during

the holidays, they can choose one from many beautiful beaches in Indonesia.

Some of the beaches on Java Island are Pantai Carita, the beaches in Pelabuhan

Ratu, Pangandaran, Ancol, Parangtritis, while Sanur, and Kuta are in Bali.

Taken from ‘English in Focus for Grade VIII Junior High School (SMP/MTs)’Artono Wardiman et al

1. What are Amir and Bima?

a. Teachers c. SMP students

b. Customers d. SMA students

2. Amir and Bima live in_____.

a. Bandung c. Padang

b. Jakarta d. Surabaya

3. Where do they usually go during the holidays?

a. The sea c. The beach

b. The mountain d. The valley

4. These are beaches on Java Island, except_____.

a. Pantai Carita c. Kuta

b. Pangandaran d. Ancol

5. Kuta is located in ______.

a. Bandung c. Aceh

b. Jakarta d. Bali

Text for number 6 - 10

Appendix 3

Young Stars

The finalists of “Akademi Fantasi Indosiar 1” (AFI) are wonderful young

people. Mawar who was born on 26 February 1985 is cute girl. She has straight,

short hair. Her bright skin, chubby cheeks, and lovely smile make her look very

marvelous. She is not very tall. However, her weight which is 40 kg matches her

body well and makes her look cute.

Unlike Mawar, Ve looks tall. She is 1.69 meters tall. She looks quite slim.

She weights 45 kg. Compared to Mawar, Ve looks darker. The 22 year old girl has

black, straight hair.

Another finalist is Ismail who is better known as Smile. The young man

who was born on 16 September 1983 looks much bigger and taller than his two

female friends. He is tall and muscular. His complexion is fair and his hair is short

and straight.

Adapted from Ujian Nasional Bahasa Inggris, 2007

6. The text is about ______.

a. Mawar AFI c. Ismail AFI

b. Ve AFI d. The finalists of AFI

7. What do you think about Mawar ______.

a. She is taller than Ve.

b. She is heavier than Ve.

c. She is younger than Smile.

d. Her skin is darker than.

8. “Her bright skin, chubby cheeks, and lovely smile” (Paragraph 2). The

underlined word can mean ______

a. White c. Brown

b. Black d. Brownish

9. What does Ve look like?

a. Fat c. Semi medium weight

b. Slim d. Thin

10. Meanwhile, Smile looks ____

a. Darker and tall

b. Thin and tall

c. Short hair and tall

d. Bigger and darker

Text for number 11 – 12

A hotel is the home of the guests and tourists, when they are away from

home. The first impression the guests have of a hotel is the way the doorman and

the bellboy (11) at the door and the clerks at the front desk greet them. The guests

often form their opinion of the hotel by reception they receive. The guests are

usually happy if they feel welcome (12) and can get to their rooms quickly.


11. The underlined word means a boy or a man who...

a. Helps the guests in a hotel carry their bags,

b. Receives people arriving in a hotel.

c. Lets people in and out in a large building,

d. Goes with and serves or looks after another,

12. The underlined word means...

a. Responsible c. Acceptable

b. Capable d. Available

Text for number 13- 15

13. The text is trying to….

Amphbians

An amphibian is an animal that has moist, hairless skin.

Amphibians are cold-blooded, which means they cannot make their

own body heat. They get warm in the sun and cool off in the shade.

The three main groups of amphibians are frogs and toads, salamanders,

and caecilians. All amphibians have backbones. The three kinds of

amphibians look very different from each other. Frogs and toads have legs

but don’t have tails.

Salamanders have short legs and long bodies ending in tails. Caecilians

do not have any legs. They look a lot like big earthworms.


a. Tell me about frogs, salamanders and caecilians

b. Persuade me to like amphibians

c. Describe amphibians

d. Tell me that frogs are different from toads

14. The text is written for….

a. Botanists c. Biology teachers

b. Animal lovers d. Students learning biology

15. It doesn’t belong to main group of amphibians…

a. Frogs and Toads c. Caecilians

b. Salamanders d. Earthworm

Text for number 16- 20

Dengue Fever

Dengue fever is one of the most dangerous diseases in the world.

Dengue fever is endemic is most tropical countries of the South Pacific,

Asia, the Caribbean’s, the Americas and Africa’s. This disease rapidly spreads in

most tropical urban areas of the world. It means people in these areas have high

risks of infection of the disease.

Dengue fever is caused by a virus. The virus is transmitted into humans by

the bite of infected mosquitoes, usually Aedes Aegypti. In other words, the disease

cannot be spread directly from person to person.

The disease is characterized by high fever, severe headache, backache,

joint, and muscle pains. Sometimes, many patients get nausea, vomiting, and rash

on arms, face, and legs. There is no specific treatment for disease.

Taken from BKS B. Inggris kelas VIII

16. What is the main idea of the text?

a. The dengue fever’s characteristic

b. The virus of dengue fever

c. The spreading area of dengue fever

d. Dengue fever is one of the most dangerous diseases in the world

17. What causes dengue fever?

a. The bite of mosquitoes

b. Aedes Aegypti

c. Bacteria

d. The contact of infected person

18. The supporting detail of the last paragraph is….

a. The symptoms of dengue fever

b. The treatment of dengue fever

c. The number of dengue fever’s patients

d. The characteristics of high fever and headache

19. What is the purpose of the text?

a. To entertain readers

b. To describe dengue fever

c. To retell the patients who got dengue fever

d. To explain how to treat dengue fever

20. What do you call this kind of the text?

a. Narrative c. Descriptive

b. Report d. Recount

Appendix 4

LESSON PLAN 1

School : MTs Sabilul Ulum Mayong

Subject : English

Class/Semester : VIII/1

Kind of text : Descriptive

Skill focus : Reading

Time allocation : 3 x 40 minutes

Standard of Competence : Understanding meaning in functional written text

and simple short essay formed descriptive to

interact with surroundings.

Basic Competence : Responding meaning and rhetoric step in simple

short essay accurately, fluently and acceptable

related with surroundings in the form of

descriptive text.

Indicator :

- Students are able to enrich new vocabulary

- Students are able to identify the generic structure of descriptive text

- Students are able to explain the meaning of text

I. Learning Outcomes

By the end of the lesson, students are able to:

- Identify the main idea of descriptive text

- Identify the detail information from the text related to the theme

- Identify the features of descriptive text

II. Material : Descriptive text entitled “Alimudin, a Local Footballer”

III. Teaching Method : GI

IV. Learning Activities

A. Pre Activities

- Teacher greets the students

- Teacher checks students’ attendance by calling the roll

- Teacher asks students’ condition

B. Main Activities

1. BKoF (Building Knowledge of Field)

- Teacher reviews previous lesson

- Teacher asks students the following questions:

� How about your test yesterday?

� Is it difficult for you?

� Do you know about descriptive text?

� Do you know about features of descriptive text?

- Students answer the question orally

2. MoT (Modeling of Text)

- Teacher explains about descriptive text and the features

- Students are divided into groups

- Teacher distributes the passage to the students

- Students read the passage

- Students identify the structure of text, the main idea, detail information,

generic structure, and difficult words.

3. JCoT (Join Construction of Text)

- Each group writes name of person in around them

- Each group collects the paper name of person

- Students find out data about people who write in paper

- Students prepare a report (in the form of descriptive text)

- Students deliver the report for the whole class

- Teacher gives chance for students to ask or respond to the presentation

- Teacher helps students if they face the problem

4. ICoT (Independent Construction of Text)

- Teacher gives students test 1

C. Post Activities

- Teacher invites the students to raise some questions

- Teacher closes the lesson

V. Source : Zaidi dkk, BKS Bahasa Inggris Kelas VIII Semester I

Mukarto dkk. 2007. English on Sky SMP Book VIII for Junior

High School Students Year VIII (SMP). Erlangga.

VI. Assessment

a. Form : Written test

b. Technique : Students are assigned to choose the correct

answer from multiple choice test

c. Aspect to be assessed : Correctness of the answer

d. Scoring guidance :

1) Every correct answer scored 1

2) Maximal score 20 x5 =100

3) Maximal grade 100

4) The students score = Achievement score

Maximal score

VII. Instrument & Summary of the Material

A. Read the text and find out the identification and the description.

Alimudin, a Local Footballer

Alimudin is 16 years old. He is a local footballer

who plays for a small football club in Paramatta, Sydney. He works hard to

be professional footballer.

His day starts at 4. First, he says his prayer and then he goes

jogging. He goes jogging for one hour. After jogging, he joins his club to

do some practice. After that he takes a rest and takes a bath. His mother

always prepares simple breakfast for him. After breakfast, he goes to

school.

At 3 p.m. he goes to the football field. His football club practices

playing football. He learns a lot from his coach. His football practice ends

at about 5 p.m. He goes home and does his other daily activities.

Taken from ‘English on Sky SMP Book VIII’ Mukarto et al

Appendix 5

First Cycle Treatment

Name : ……………

Class : ……………

Answer the following question by choosing a, b, c, or d based on the text.

Text for number 1-4

My Uncle Martin is my mother's elder brother. He is my favorite among

my mother's brothers. He is a very interesting man. He lives quite near us with my

aunt Angela and my cousins Anne and Bob. I often go to his house.

He is about 45 with grey hair. He is still quiet good-looking. He is tall and

well-built. He has blue eyes and a strong face. He wears glasses. He is short

sighted. He takes them off when he doesn't work.

Uncle Martin is a textile engineer. He works for a big firm in the city. He

travels widely in his job. He is an expert in solving problems with machines. At

present, he is in the United States. He is visiting the firm's customers there.

He is very fond of the sea. He has a boat at the seaside. He goes there

every weekend in summer to sail it. I sometimes stay with my cousins at their

house on the coast. When Uncle Martin is at home he usually takes us out in the

boat.

Taken from Ujian Nasional Bahasa Inggris, 2006

1. Who is Uncle Martin?

a. Bob's father c. My mother's uncle

b. Anne's uncle d. Aunt Angela's neighbor

2. Which paragraph talks about the physical description of Uncle Martin?

a. 1 c. 3

b. 2 d. 4

3. How many children does Uncle Martin have?

a. One c. Three

b. Two d. Four

4. What is Uncle Martin’s job?

a. Musician c. Textile Engineer

b. Doctor d. Lawyer

Text for number 5-7

Hi friends! This is my friend .Miranda. She comes from Sulawesi. She was

born in Makasar on June 12, 1980. Her hobbies are singing and swimming. She

also likes planting flowers very much. She lives at 12 Jalan Jaya. She lives

together with her parents and two sisters. They are Mr. and Mrs. Yudhatama,

Sherina and Tiara.

Miranda studies at SMP 7. Her older sister is in the first year of SMA, and

Tiara is still in SD. They all love one another.


5. What are Miranda's hobbies?

a. Swimming and singing

b. Swimming and planting flowers

c. Singing, swimming and planting flowers

d. Singing and planting flowers with her friends

6. Who is the second child of the family?

a. Yudhatama c. Miranda

b. Sherina d. Tiara

7. "They all love one another." The word "They" in the sentence refers to ...

and her parents.

a. Miranda’s sisters

b. Miranda's parents

c. Miranda's father

d. Miranda and her sisters

Text for number 8-10

This is SLTP Putra Pertiwi. It is a good junior secondary school in West

Jakarta. The students of this school come here everyday. They do a lot of

activities.

They learn different kinds of subject, such as mathematics, Indonesian

language, Biology and English. Everyday they wear the school uniform, white and

white for every Monday, white and blue for every Tuesday to Thursday, Batik and

blue for every Friday and scout uniform and the PMR uniform for every Saturday.


8. The students wear … every Friday.

a. White and blue c. Batik and blue

b. White and white d. Scout uniform

9. What days do students wear the white and blue uniform?

a. Tuesday, Monday and Wednesday

b. Tuesday, Wednesday and Thursday

c. Tuesday, Thursday and Friday

d. Monday, Thursday and Saturday

10. They learn different kinds of subjects. The underlined word means …

a. Lessons c. Topic

b. Studies d. Problem


MISSING

HAVE YOU SEEN THIS MAN?

He is in his mid-twenties, of medium height and quite stout. His face is

oval-shaped and unshaven. He has crew cut hair that looks like the sharp spikes of

a porcupine. When he left the house, he was barefooted and was 'wearing an

orange T-shirt with a red collar and a pair of black shorts. Tan Seng Huat was

reported missing by his family when he did not return home after he had slipped

out of the house at about eight in the morning. They are afraid that he might have

forgotten where he lives as this has happened twice before. He seldom smiles but

often talks to himself. He is harmless but can get angry if he is laughed at. A cash

reward awaits the person or persons with information about his whereabouts that

would help the police pick him up. Please contact 01 - 5417532 and ask for

Inspector Lee.


11. What does the missing person look like?

a. He looks like the sharp spikes.

b. He has oval-shaped face.

c. He is short and rather fat.

d. He has long hair with pointed nose.

12. What is the notice mainly about?

a. A Missing Man.

b. A Stupid Person.

c. A Frightening Experience.

d. An Escaped Prisoner.

13. Which one of the following is NOT TRUE Of Tan Seng Huat?

a. He will not hurt anyone.

b. He is twenty years old.

c. He doesn't like people to make fun of him.

d. He left the house without telling his family.


Hello, my name is Magic Sloanne. I live with my cousins, Donny and Bryan,

at 60 Hyde Park Street. It is near Lakeland Street. This is my new neighbour. His

name is Vicky Martinez. He lives on the same street as I live. I like have a friend

like him because he is very clever and kind.


14. Where does Vicky live?

a. Near Hyde Park Street

b. On Lakeland Street

c. On Hide Park Street

d. Near Lakeland Street

15. Who is Magic Sloanne?

a. Donny's brother

b. Bryan's nephew

c. Vicky's cousin

d. Bryan's cousin

16. "... Because he is very clever and kind."

(line 4). What does he refer to?

a. Donny c. Magic Sloanne

b. Bryan d. Vicky Martinez


Mr. and Mrs. Darmo with their two sons, Prasetyo and Prasojo, are already

at the station. They are going to celebrate the lebaran day in their home-town in

East Java. Mr. Darmo, a factory worker in Jakarta, always spends his annual

vacation with his family in the small town where his parents and relatives live.

The station is busy with the passengers. Most of them are people who want to

celebrate the Idul Fitri with their parents and relatives in their hometown or

villages. The restaurants are closed because it is the fasting month of the year. No

one is having meals, but some small children are having light refreshments. They

do not have to do the fasting yet.


17. Where are Mr. Darmo and his family now?

a. In East Java c. At the station

b. In the factory d. In their village

18. How many seats will Mr. Darmo take?

a. Two c. Four

b. Three d. Five

19. The people at the station want to...

a. have something to eat

b. work in a factory

c. celebrate the Lebaran day in their village

d. visit their relatives in their village

20. "They do not have to do the fasting yet."

The word they refer to...

a. passengers

b. Mr. and Mrs. Darmo

c. some small children

d. Mrs. Darmo and her children

Appendix 6

LESSON PLAN 2

School : MTs Sabilul Ulum Mayong

Subject : English

Class/Semester : VIII/1

Kind of text : Descriptive

Skill focus : Reading

Time allocation : 3 x 40 minutes

Standard of Competence : Understanding meaning in functional written text

and simple short essay formed descriptive to

interact with surroundings.

Basic Competence : Responding meaning and rhetoric step in simple

short essay accurately, fluently and acceptable

related with surroundings in the form of

descriptive text.

Indicator :

- Students are able to enrich new vocabulary

- Students are able to identify the generic structure of descriptive text

- Students are able to explain the meaning of text

I. Learning Outcomes :

By the end of the lesson, students are able to:

- Identify the main idea of descriptive text

- Identify the detail information from the text related to the theme

- Identify the features of descriptive text

II. Material : Descriptive text entitled “Smart Health Clinic”

III. Teaching Method : GI

IV. Learning Activities

A. Pre Activities

- Teacher greets the students

- Teacher checks students’ attendance by calling the roll

- Teacher asks students’ condition

B. Main Activities

1. BKoF (Building Knowledge of Field)

- Teacher reviews previous lesson

- Teacher asks students the following questions:

� Do you know this classroom?

� Can you describe it?

- Students answer the question orally

2. MoT (Modeling of Text)

- Teacher explains about flashcard (name of place) showed for students

- Students are divided into groups

- Teacher distributes the passage to the students

- Students read the passage

- Students identify the structure of text, the main idea, detail information,

generic structure, and difficult words.

3. JCoT (Join Construction of Text)

- Students representative from every group come forward to choose one

flashcard (name of place)

- Students find out data about place based on flashcard

- Students prepare a report (in the form descriptive text)

- Students deliver the report for the whole class

- Teacher gives chance for students to ask or respond to the presentation

- Teacher helps students if they face the problem

4. ICoT (Independent Construction of Text)

- Teacher gives students test 2

C. Post Activities

- Teacher invites the students to raise some questions

- Teacher closes the lesson

V. Source : Zaidi dkk, BKS Bahasa Inggris Kelas VIII Semester I

Mukarto dkk. 2007. English on Sky SMP Book VIII for Junior

High School Students Year VIII (SMP). Erlangga.

VI. Assessment

e. Form : Written test

f. Technique : Students are assigned to choose the correct

answer from multiple choice test

g. Aspect to be assessed : Correctness of the answer

h. Scoring guidance :

5) Every correct answer scored 1

6) Maximal score 20 x5 =100

7) Maximal grade 100

8) The students score = Achievement score

Maximal score

VII. Instrument & Summary of the Material

A. Read the text and find out the identification and the description.

Smart Health Clinic

There is a big medical clinic in my town.

The clinic has two floors and it’s clean. The walls are white. There is a

nice garden at the front. Roses and sun flowers grow there. The clinic also

provides a large parking area.

It is Smart Health Clinic. The clinic is very busy. People with various

diseases come to the clinic to have medical services. Some people get

headaches, sore eyes, backaches, fever, etc.

There are some specialists working for the clinic. They are dentist,

surgeons, internist, etc. Some nurses help them to look after the patients. The

doctors and nurses are kind. They are helpful and friendly. The people feel

satisfied because the doctors examine them carefully.

Appendix 7

Second Cycle Treatment

Name : ……………

Class : ……………

Answer the following question by choosing a, b, c, or d based on the text.

Text for number 1-5

Saudara Department Store

Saudara Department Store is one of famous stores in Jepara.

People can find Saudara Department Store on Jln. Veteran. There are also

some other stores on the right and left side of it. On the left and front yards,

visitors can park their vehicles there. Besides, you can also find an Automatic

Teller Machine or ATM on the right front yard.

Saudara Department Store consists of three floors. Shoppers should walk

up on the stairs to get the upper floors. On the first floor, visitors can see some

counters such as cosmetic counters, cassette and CD counter, children toy

counters, stationeries counter, and daily need section.

Meanwhile, on the second floor, customers can find clothes counter. Here,

they can buy various clothes not only for children but also adult. Finally, on third

floor, shopper can select many kinds of shoes and house equipment.

Taken from BKS B. Inggris kelas VIII

1.Where can visitors park their vehicle? They can park-their vehicles…

a. On the right side

b. On the left side

c. In front of

d. On the left and front yard

2.How can the visitors reach the upper floors?

a. They should walk up on the stair

b. They can use the lift

c. They can use the escalator

d. They can not go up stair

3. What is the purpose of the text?

a. To entertain the reader about Saudara department Store

b. To describe the reader about Saudara department Store

c. To help the reader how to shop in Saudara department Store

d. To inform the reader there is Saudara department Store

4. What kind of text is it?

a. Descriptive c. Narrative

b. Recount d. Procedure

5. The word they in the fourth paragraph refer to….

a. Clothes c. Customers

b. Counters d. Cassettes

Text for number 6-9

This is a room in a school. Look! There is a desk for the teacher and there

are twenty desks for students. The desk for teacher is brown. The desks for

students are blue and black. The chairs are blue and black too. There is an

attendance list on the desk and three white and blue markers. They never forget to

cover the teacher desk with table cloth. It is blue sky.

There are two pictures hanging on the wall, our president and vice

president. Between two pictures, there is the symbol of Garuda Pancasila.

On the left side of the teacher desk there is a cupboard. It is used to keep the

teaching media.

Adapted from Pendalaman Materi Sukses Ujian Nasional Bahasa Inggri SMP, 2009

6. What’s the purpose of the text above?

a. To tell about the classroom

b. To describe about the classroom

c. To entertain about some places

d. To show how to arrange the room

7. Paragraph two tells us about….

a. The object in the classroom

b. The desk for teacher and students

c. The objects which hang on the wall

d. The color of the student’s chairs and desks are

8. What color is the student’s desk and chairs?

a. Blue and black

b. White and black

c. White and blue

d. Brown and black

9. “….Two pictures hanging on the wall…”

What does the underlined word mean?

b. Wait for someone a short time

c. Support something for above

d. Hold something tightly

e. How to do something


This is Mr. Haryono's house. It is big, clean and comfortable (10). There

is a garden in front of the house. There are same plants and flowers in the garden.

There is a living room, a dining room, two bathrooms, a kitchen, three bedrooms

and a garage. Mr. Haryono has some pets (11), a dog, a cat, and a parrot. Mr.

Haryono takes care of the pets very carefully.


10. The underlined word means...

a. Beautiful c. Uninteresting

b. Unattractive d. Enjoyable

11. The word "pets" means...

a. Tame animals

b. Beautiful animals

c. Favorite animals kept at home

d. Tame animals kept at the zoo


My hotel is located in the Putri Hill area. There are other hotels in the area

which are all beautiful. My hotel has fifty rooms. Ten rooms are luxurious. The

room is air conditioned and there is a color TV in each room. The other forty are

business rooms. It means the rooms are simple, with fans and black-and-white

TVs. In the luxurious rooms there are always double beds, but in the simple rooms

only some have double beds. Our guests come and check in or check put at the

receptionist's desk. These people also help the guests with their needs. They can

order food and the receptionists ask our restaurant to serve them. Guests can have

breakfast, lunch of dinner in the room or in the restaurant. Room service is ready

with orders. The receptionist can also help guests with their laundry. The laundry

woman will wash and iron the clothes. The room-keepers clean all the rooms

every day, Look! Some guests are coming. The bellboys help guests with their

bags. They will have a seminar tomorrow. It is in the convention hall. I’ll ask

them to sit at the lounge.


12. What are the facilities of the simple rooms in the writer's: hotel?

a. Air-conditioners and color TVs'

b. Fans and black-and-white TVs

c. There are always double beds

d. There is a color TV in each room

13. I’ll ask them to sit at the lounge. 'The lounge' means the room where the

guests...

a. Watch TV

b. Sit and relax

c. Have a seminar

d. Have their meals

14. ... can order food and the receptionists ask the restaurant in the hotel to

serve them.

a. The guests

b. The bellboys

c. The receptionists

d. The laundry women


One of the famous tourist destination in the US is Mount Rushmore. It is

located in South Dakota, U.S.A.

It is a huge carving that shows the faces of four famous American

Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and

Abraham Lincoln. The artist who carved it was Gutzon Borglum. He started

carving it in 1927 but he didn’t complete until he died in 1941.

Adapted from Pendalaman Materi Sukses Ujian Nasional Bahasa Inggri SMP, 2009

15. What does the text mstly tell us about?

a. Picture of US president

b. Mount Rushmore in South Dakota

c. A talented artist from USA

d. Famous mountain

16. How many presidents were carved?

a. One c. Three

b. Two d. Four

17. What does the word “He” in paragraph two refers to?

a. Thomas Jefferson

b. Gutzon Borglum

c. George Washington

d. Abraham Lincoln


Borobudur Temple

Borobudur is Hindu-Buddhist temple. It was built in the ninth century

under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in

Magelang, Central Java Indonesia.

Borobudur is well-known all over the world. Its construction is influenced

by the Gupta architecture of India. The temple is constructed on a hill 46 m high

and consists of eight steps like stone terrace. The first five terraces are square and

surrounded by walls adorned with Buddhist sculpture in base-relief. The upper

three are circular. Each of them is with a circle of bell shape-stupa. The entire

edifice is crowned by a large stupa at the centre of the top cicle. The way to the

summit extends through some 4.8 km of passage and stairways. The design of

Borobudur which symbolizes the structure of universe influences temples at

Angkor, Cambodia.

Borobudur temple which is rededicated as an Indonesian monument in

1983 is a valuable treasure for Indonesian people.

18. The following statements are true based on the text above,

EXCEPT…

a. Borobudur symbolizes the structure of universe

b. Gupta architecture influences Borobudur design

c. Temples in Cambodia influence Borobudur design

d. Borobudur consists of eight steps like stone terrace

19. What does the second paragraph tell you about?

a. Indonesian valuable treasure

b. Location of Borobudur temple

c. Description of Borobudur temple

d. Kinds of temples all over the world

20. “Each of them is with a circle of bell shape-stupa”. (paragraph 2)

The underlined word refers to….

a. Walls

b. Steps

c. Terraces

d. Stupas

Answer Key of Test

Pre-cycle

1. C 11. A

2. A 12. C

3. C 13. C

4. C 14. C

5. D 15. D

6. D 16. D

7. C 17. B

8. A 18. D

9. B 19. B

10. C 20. C

First Cycle

1. A 11. B

2. B 12. A

3. B 13. A

4. C 14. D

5. C 15. D

6. C 16. D

7. D 17. C

8. C 18. C

9. B 19. C

10. A 20. C

Second Cycle

1. D 11. A

2. A 12. B

3. B 13. C

4. A 14. A

5. C 15. B

6. B 16. D

7. C 17. B

8. A 18. C

9. C 19. C

10. D 20. C

Appendix 8

Observation Scheme First Cycle

Group


1 2 3 4 5 6



M. Masluri 2 2 2 2 1 2 11



A.Viki Mahrus 3 2 2 2 2 4 15





Munadi 2 2 2 2 4 2 14

A. Sobirin 3 2 3 3 2 2 15





V M. Suaib 3 2 2 3 3 3 16


Maria Ulfa 3 3 1 2 1 3 13



Yusrul Hana 1 2 4 1 3 3 14

M. Ali Warjono 2 2 2 3 2 2 13









Abdul Manaf 3 2 1 2 2 2 12




Edi Hidayat 3 1 2 3 2 3 14







Total 97 101 100 108 98 108 612

Maximum Score 168 168 168 168 168 168 1008

Average Score 2,3 2,4 2,4 2,57 2,3 2,57 14,57

Percentage 57,7 60,1 59,5 64,3 58,3 64,3 60,714

Observation Scheme The result of observation in the first cycle

Researcher

Izzatul Mabruroh

Appendix 9

Aspects observed:

1. Students concern toward teacher’s explanation

Score 1: Students make noisy with other friends at the teacher’s explanation

Score 2: Students do not make noisy in learning activity but they do other activity that

is not related with learning activity and they do not listen to the teacher’s

explanation

Score 3: Students listen to the teacher’s explanation but they do other activity that is not

related with learning activity

Score 4: Students concern toward teacher’s explanation really

2. Students cooperative in group

Score 1: Students do not cooperate in group

Score 2: Students take active part in cooperation but they can not associate with

member of group

Score 3: Students take active part in cooperation and can associate with member of

group

Score 4: Students take active part in group cooperation correctly and active in

presentation

3. The Students activeness in present the material

Score 1: Students do not take part in deliver the material

Score 2: Students are not clear in deliver the material, students’ voice is low and

English reading ability is still bad

Score 3: Students are clear in deliver the material, but the presenter is not directed to

audience and the presenter is good in English reading ability

Score 4: Students face to audience and look at the audience at presentation, deliver the

material clearly with loud voice and the presenter is good in English reading

ability

4. Students concern toward other group presentation

Score 1: Students do not concern toward presentation and make noisy in learning

activity

Score 2: Students listen to other group presentation, but they do other activity that is

not related with learning activity

Score 3: Students listen to other group presentation

Score 4: Students concern toward other group explanation seriously and note it

5. The students’ activeness in asking question

Score 1: Students do not ask question

Score 2: Students ask question but the question is not match with the material

Score 3: Students ask question as many as possible, but the question is not focus of the

problem

Score 4: Students ask question with a good question

6. The students’ activeness in answering questions in group

Score 1: Students do not give answer the questions

Score 2: Students give answer the question but the answer is not match

Score 3: Students give answer but helped by the teacher

Score 4: Students give complete answer without helped by the teacher

ASSESSMENT CRITERION:

1 = Less

2 = Fair

3 = Good

4 = Excellent

ASSESSMENT PERCENTAGE EXPLANATION:





Observation Scheme Second Cycle

Group


1 2 3 4 5 6



M. Masluri 2 3 4 3 2 2 18



A. Viki Mahrus 3 4 2 4 2 3 18





Munadi 2 3 2 3 3 3 16

A. Sobirin 3 3 3 3 2 3 17





V M. Suaib 3 3 3 3 3 3 18


Maria Ulfa 2 3 2 2 2 3 14



Yusrul Hana 2 3 4 2 3 3 17

M. Ali Warjono 3 2 3 3 3 2 16









Abdul Manaf 3 2 2 2 2 3 14




Edi Hidayat 3 2 3 2 2 3 15







Total 110 122 118 121 110 125 707

Maximum Score 168 168 168 168 168 168 1008

Average score 2,6 2,9 2,8 2,9 2,6 2,98 16,83

Percentage 65,5 72,6 70,2 72 65,5 74,4 70,14

Observation Scheme The result of observation in the second cycle

Researcher

Izzatul Mabruroh

Appendix 10

Aspects observed:

1. Students concern toward teacher’s explanation

Score 1: Students make noisy with other friends at the teacher’s explanation

Score 2: Students do not make noisy in learning activity but they do other activity that

is not related with learning activity and they do not listen to the teacher’s

explanation

Score 3: Students listen to the teacher’s explanation but they do other activity that is not

related with learning activity

Score 4: Students concern toward teacher’s explanation really

2. Students cooperative in group

Score 1: Students do not cooperate in group

Score 2: Students take active part in cooperation but they can not associate with

member of group

Score 3: Students take active part in cooperation and can associate with member of

group

Score 4: Students take active part in group cooperation correctly and active in

presentation

3. The Students activeness in present the material

Score 1: Students do not take part in deliver the material

Score 2: Students are not clear in deliver the material, students’ voice is low and

English reading ability is still bad

Score 3: Students are clear in deliver the material, but the presenter is not directed to

audience and the presenter is good in English reading ability

Score 4: Students face to audience and look at the audience at presentation, deliver the

material clearly with loud voice and the presenter is good in English reading

ability

4. Students concern toward other group presentation

Score 1: Students do not concern toward presentation and make noisy in learning

activity

Score 2: Students listen to other group presentation, but they do other activity that is

not related with learning activity

Score 3: Students listen to other group presentation

Score 4: Students concern toward other group explanation seriously and note it

5. The students’ activeness in asking question

Score 1: Students do not ask question

Score 2: Students ask question but the question is not match with the material

Score 3: Students ask question as many as possible, but the question is not focus of the

problem

Score 4: Students ask question with a good question

6. The students’ activeness in answering questions in group

Score 1: Students do not give answer the questions

Score 2: Students give answer the question but the answer is not match

Score 3: Students give answer but helped by the teacher

Score 4: Students give complete answer without helped by the teacher

ASSESSMENT CRITERION:

1 = Less

2 = Fair

3 = Good

4 = Excellent

ASSESSMENT PERCENTAGE EXPLANATION:





Appendix 11

Interview Guideline

c. English Teacher

1) How is students’ reading ability?

2) How many students do they get reading lesson, in a week?

3) Are you interested with GI?

4) Do you find some difficulties in teaching reading using GI?

5) How is the solution?

d. Students

1) Do you like reading?

2) What your opinion about reading lesson with GI?

3) Do you like it? Why?

4) Do you feel enjoy when you were taught using GI? Why?

5) Do you any improvement in your reading ability after the teaching


The result of interview between researcher and teacher (Mrs. Yuni)

Researcher : How is students’ reading ability?

Teacher : I think, the students’ reading ability is low.

Researcher : How many students do they get reading lesson, in a week?

Teacher : There are 20% in a week.

Researcher : Are you interested with Group Investigation method?

Teacher : Yes, I am interested.

Researcher : Do you find some difficulties in teaching reading using GI?

Teacher : Yes, I am little difficult to conduct this method, because it is very

hard to group the students in their each group.

Researcher : How is the solution?

Teacher : I think, the teaching learning process with this method can modify

with game or give reward to the students, such as give a reward to

one group that can complete the task formerly.

Researcher : Thank you.

Teacher : You’re welcome.

The result of Interview between researcher and some of students

Name : Kiki Sekarwati

Class : 8C

1. Do you like reading?

Yes, I like it.

2. What your opinion about reading lesson with GI?

I’m very interest with this method, because I can exchange of think with

other friend.

3. Do you like it? Why?

Yes, I like it, because it is comfortable.

4. Do you feel enjoy when you were taught using GI? Why?

Yes, because I can discuss with my friends.

5. Do you any improvement in your reading ability after the teaching


Yes, there is little improvement in my value of test

Name : Nur Cahya D. S.

Class : 8C


Yes, I like it.


I’m very interest with this method.


Yes, I like it, because I can work together with other friend.


Yes, because I can study with group work.



Yes, after teaching learning process with GI, I more understand the

English text.

Name: M. Masluri

Class : 8C


Yes, I like reading.


I think, this method can improve my reading in English.


Yes, I like it, because the lesson is very good.


Yes, because I like with this method.



Yes, there is progress in my value of test.

Name : M. Ali Warjono

Class : Class 8C


Yes, I like it.


I think, I like with this method.


Yes, I like it, because I more understand with English text.


Yes, I enjoy when I taught this method, because I feel more can study

English.



Yes, there is little improvement in my reading ability

Name : Zulfa Usna’ul L.N

Class : 8C


Yes, I like it.


I’m very interest with this method, because I can discuss with other friend.


Yes, I like it, because I can exchange of thing with other friend.


Yes, because with this method we can more understand the English text.



Yes, there is little improvement in my reading ability and value of test.

Name : M. Suaib

Class : 8C


Yes, I like it.


I think……


Yes, I like it, because we can discuss with other friend.


Yes, because I can ask with other friends.



Yes, there is any improvement in my value of test

Name : Ana Yuliati

Class : 8C


Yes, I like it.


I think….


Yes, I like it, because we can work together.


Yes, because we can describe of someone and room.



Yes, there is any improvement in my reading ability and value of test

CURRICULUM VITAE

Personal Details:

Name : Izzatul Mabruroh

Place and date of birth: July, 24th

1988, Jepara

Address : Ds. Singorojo Rt 01 Rw 02 Mayong Jepara

Phone : 085740513093

Education:

1. SDN 1 Singorojo graduated in 2000

2. MTs Al-Falah Margoyoso Jepara graduated in 2003

3. MAN 2 Kudus graduated in 2006

4. IAIN Walisongo Semarang 10th

semester

Semarang, 1 Juni 2011

The writer,

Izzatul Mabruroh

No. Student 063411027

Date post:	20-Jun-2019
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