Pinang Kalijati)
By:
WAHYUNING PRATIWI 106014000445
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Wahyuning Pratiwi
Tempat/Tanggal lahir : Jakarta, 8 Oktober 1988
NIM : 106014000445
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Developing Students’ Reading Comprehension of Descriptive Text Through Group Work (A Classroom Action Research in the First Year of VII - 1 Class of MTsN 19 Pinang Kalijati)
Dosen Pembimbing : Nida Husna, M.A. TESOL
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 02 Februari 2011
Mahasiswa Ybs.
i
Research in the First Year of VII – 1 Class of MTsN 19 Pinang Kalijati), Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Nida Husna, M.A. TESOL
Keywords: Reading Comprehension, Descriptive Text, Group Work This study was carried out to know whether group work could
develop students’ reading comprehension of descriptive text in the first year of VII – 1 class of MTsN 19 Pinang Kalijati. In addition, this study was also aimed to know how the implementations of group work in developing
students’ reading comprehension.
The method used in this study was Classroom Action Research (CAR) method in which to identify and solve the problem on students’ reading comprehension. It was initiated through the interview to the English teacher and the observation in the VIII – 1 class of MTsN 19 Pinang Kalijati. The amount of students in that class was 46. In this Classroom Action Research, the writer implemented the Kurt Lewin design which consisted of four phases. Those were planning, acting, observing, and reflecting. This study was carried out in two cycles. Each cycle consisted of two meetings. Meanwhile, the data was derived among from the tests (before and after CAR), interview, and observation. Therefore, this study was included into quantitative descriptive research.
The findings of this study were: (1) related to the test result, there was 17.99% improvement of students’ mean reading score after using group work method; it gained from the result of test before CAR, there were six students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Then in the result of test after CAR in the cycle 1, there were 30 or 65.21% students in the class who passed the KKM considering their mean score of the test is 64.34. Next in the result of test after CAR in the cycle 2, there were 37 or 80.43% students who passed the KKM in which their mean score of reading test derived 73.04. (2) related to the observation result showed that the students were more active and interested in learning reading activity in the classroom. Indeed, they could cooperate with their group. (3) related to the interview result, it could be known that
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ABSTRAK
Pratiwi, Wahyuning. 2010. Developing Students’ Reading Comprehension of Descriptive Text Through Group Work (A Classroom Action Research in the First Year of VII – 1 Class of MTsN 19 Pinang Kalijati), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing: Nida Husna, M.A. TESOL
Kata Kunci: Pemahaman Membaca, Teks Deskriptif, Kerja Kelompok Penelitian ini dilaksanakan untuk mengetahui apakah kerja kelompok dapat mengembangkan kemampuan pemahaman membaca siswa terhadap teks deskriptif pada siswa di kelas tujuh satu MTsN 19 Pinang Kalijati. Disamping itu, penelitian ini juga ditujukan untuk mengetahui bagaimana pelaksanaan kerja kelompok dalam mengembangkan kemampuan pemahaman membaca siswa.
Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan terhadap pemahaman siswa dalam membaca. Penelitian ini diawali dengan wawancara kepada guru dan observasi di kelas tujuh satu MTsN 19 Pinang Kalijati. Jumlah siswa dalam penelitian ini yaitu 46. Dalam Penelitian Tindakan Kelas (PTK) ini, penulis melaksanakan model Kurt Lewin yang terdiri dari empat tahapan. Yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklusnya terdiri dari dua kali pertemuan. Sementara, data yang diperoleh berasal dari test (sebelum dan sesudah PTK), wawancara terhadap guru, dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitatif.
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Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in her study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers,
institution, family and friends who have contributed in different ways hence this
“skripsi” is processed until it becomes a complete writing which will be presented
to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language
Education.
Furthermore, the writer would like to express her great honor and deepest
gratitude to her advisor, NIDA HUSNA, M.A. TESOL. For her valuable help,
guidance, comments, corrections and suggestions and who has been very patient
to sacrifice her energy and time to assist the writer so that the writer could finish
this “skripsi”.
In this process of finishing this “skripsi”, the writer got a lot of guidance
and motivation from people around her. Therefore, the writer would like to
express her deepest gratitude to her wonderful parents (Mr. Sardjono and Mrs. Siti
Marwah) and her siblings (Putri Indarsih and Ahmadi Brojodento) who always
encourage her to finish this “skripsi”.
The writer’s sincere gratitude also goes to:
1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M. Pd. as the Head of English Department
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4. All lecturers in English Education Department who have taught the writer
useful knowledge and skills.
5. Drs. Lutfi as the principal of MTsN 19 Pinang Kalijati.
6. Drs. Dhofiri M.Ag. as the English Teacher of MTsN 19 Pinang Kalijati.
7. All friends in English Education Department especially in C class 2006
and her close friends, Aal, Rela, Nia, Teh Eni, Abin, Lala, Dila, Ina, and
Upeh who helped and supported her in this “skripsi”.
The writer realizes that this “skripsi” cannot be considered perfect without
critiques and suggestions. Therefore, it is such a pleasure for her to get critiques
and suggestions to make this “skripsi” better.
Jakarta, February 2011
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ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Formulation of the Problem ... 3
C. Aim of the Study ... 3
D. Significance of the Study ... 3
CHAPTER II : THEORETICAL FRAMEWORK A. Reading ... 4
1. General Concept of Reading ... 4
2. Purposes of Reading ... 8
3. Problems of Reading ... 11
B. Descriptive Text ... 13
1. Definition of Descriptive Text ... 13
2. Purposes of Descriptive Text ... 14
3. Schematic Structures of Descriptive Text ... 14
4. Language Features of Descriptive Text ... 16
C. Group Work ... 17
1. Definition of Group Work ... 17
2. Purposes of Group Work ... 18
3. Techniques of Using Group Work ... 20
4. Advantages of Group Work ... 22
5. Disadvantages of Group Work ... 25
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CHAPTER III : RESEARCH METHODOLOGY
A. Method of the Study ... 30
4. Reflecting Phase ... 36
G. Technique of Collecting Data ... 36
H. Technique of Data Analysis ... 37
I. Validity of Data ... 39
J. Trustworthiness of the Study ... 39
1. Discriminating Power ... 39
2. Item Difficulty ... 41
K. Criteria of the Action Success ... 42
vii
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ... 63
B. Suggestion ... 63
viii
LIST OF TABLES
Table 2.1 Language Features of Descriptive Text ……….. 16
ix
x
LIST OF APPENDICES
1. Pretest Score ... 64
2. Posttest Score of Cycle 1 ... 66
3. Posttest Score of Cycle 2 ... 68
4. The Graph Improvement of Students’ Reading Score During CAR ... 70
5. Observational Notes Before CAR ... 71
6. Observational Notes During CAR in Cycle 1... 72
7. Observational Notes During CAR in Cycle 2... 74
8. The Guideline of Teacher’s Observation in Cycle 1 ... 76
9. The Guideline of Teacher’s Observation in Cycle 2 ... 80
10. Interview Guidelines for the Needs Analysis (Before CAR) ... 84
11. Interview Guidelines for the Needs Analysis (After CAR) ... 89
12. The Blueprint Test of Pretest ... 92
13. The Blueprint Test of Posttest 1 ... 93
14. The Blueprint Test of Posttest 2 ... 94
15. The Item Analysis of English Tests ... 95
16. The Instrument of Pretest... 103
17. The Instrument of Posttest 1 ... 108
18. The Instrument of Posttest 2 ... 113
19. Lesson Plan in Cycle 1 ... 118
20. Lesson Plan in Cycle 2 ... 129
21. List of Students’ Groups ... 140
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CHAPTER I
INTRODUCTION
This chapter is introduction which consists of background of the study,
formulation of the problem, aim of the study, and contribution of the study.
A. Background of the Study
English is one of the international languages. It functions as a medium of
communication in the world. Many people in the world speak English as a first
language, a second language, and a foreign language. Even though as a foreign
language in Indonesia English is not required to be used as communication tool
among Indonesian people, many Indonesian people now realize that mastering
English is important. They need to be able to use English because a lot of jobs in
Indonesia require their workers to be able to use English both in written and
spoken language. For example, workers in foreign ministry, secretary, public
relation, consultant, ambassador, stewardess, pilot, because in one occasion they
work and communicate with foreigner. Moreover, a lot of information on
business, fashion, news and international trade use English as medium of
communication.
English, like many other languages, consists of four skills. Those are
listening, speaking, reading, and writing skills. All skills are important in
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important skill. In Indonesia based on the current curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the students are not only expected to be able to communicate both in written and oral language fluently and accurately, but also
expected to understand some kinds of functional written texts.1 Based on the
curriculum, students in Junior High School will get many reading texts in their
examination. Therefore, the ability in reading plays a significant role for them to
gain success in the school test.
There are kinds of reading text which are studied in Junior High School.
Current curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, stated that students in the first year of Junior High School have to master some kinds of
reading texts including descriptive text.2 Descriptive text tells about something or
person to be described. It is in line with Anderson who said that descriptive text is
a text which describes a particular person, place, or thing.3
However, most of the first year of VII – 1 class in MTsN 19 Pinang
Kalijati still have difficulty in learning descriptive text. It is based on the
interview with the English teacher that was carried out after conducting Praktek Profesi Keguruan Terpadu (PPKT) on Monday, October 25th 2010 and open observation in VII – 1 class on Wednesday and Thursday, October 27th – 28th
2010. Based on the unstructured interview and open observation results, some of
the problems faced by the students in learning descriptive text are; first, they are
able to recognize the words, but they do not understand to convey the meaning of
words. Second, long sentences in the text often make students confused in
understanding descriptive text. Third, the texts which are given in the descriptive
text are monotonous and it does not make students interested in learning and
understanding descriptive text. The writer assumes that reading lessons in this
class is not attractive enough for students’ interest in learning reading, especially
on learning the descriptive text. The result of those problems is low of students’
1
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17.
2
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi ... p. 37. 3
achievement score in reading descriptive text. Based on the English teacher’s
explanation, the students in VII – 1 class gained the average score about 60 (sixty)
in daily tests for reading descriptive text. Meanwhile, the school determined score
of the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) for English subject is 65 (sixty five).
Based on those problems, the writer discussed with the teacher to find a
solution. The writer determined to use group work as a technique that can help
developing students’ reading comprehension in descriptive text. That technique hopefully can work well to develop students’ reading comprehension in
descriptive text and pass the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) score determined by that school.
B. Formulation of the Problem
From the explanation above, the writer would like to formulate the
problem. There are:
1. Can teaching reading through group work technique develop students’
reading comprehension of descriptive text?
2. How is the implementation of teaching reading comprehension of
descriptive text through group work?
C. Aim of the Study
The aim of the study is to know whether group work can develop students’
reading comprehension in descriptive text. In addition, this study aims to know
how the implementations of group work in teaching descriptive text in developing
students reading comprehension.
D. Contribution of the Study
The writer expects that this study will give the contributions. First, for the
English teacher is to develop strategy in teaching reading. Second, for the students
is to solve their problem in understanding text. Third, for the school MTsN 19
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CHAPTER II
THEORITICAL FRAMEWORK
This chapter covers theoretical framework which consists of general
concept of reading, understanding of descriptive text, and theories and
implementations of group work in teaching reading.
A. READING
1. General Concept of Reading
Reading has many definitions given by linguist. There are some
definitions which have same opinion. Among others, reading is viewed as one of
the important skills in learning English as a foreign language. It is in line with
McDonough who said that as a skill, reading is the most important foreign
language skill.1 It can be seen that reading becomes the most important skill
because in some cases students have to read the English material to understand the
written text. Furthermore, reading is the most important learning tool and a source
of pleasure, satisfaction, and growth.2 It means that reading is an important tool
that gives the usefulness in life.
1
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p.89. 2
Based on the point of view above, generally reading is a complex process
of human’s activity. As they are reading, they use their eyes and brain to get the
meaning of the author’s message. In this sense, Harmer said that reading is an activity that uses the eyes and the brain in which the eyes have function to get the
message or information and to send the message to the brain, and then the brain
gets the message from the eyes and manages the message.3 In addition, Aeberson
stated that “reading is what happens when people look at a text and assign
meaning to the written symbols in that text.”4
It means that in activity of reading
there is an interaction between what the reader looks of the text and what the
author writes into printed symbols.
Meanwhile, according to Allen, reading is more than just know sounds of
foreign language written words but it has to comprehend of the written text.5
Therefore, reading seems difficult skill for students who use English as a second
language and foreign language because they have to transfer their mother
language to the foreign language in comprehending the text. That assumption is in
line with DeBoer, he said that reading is an activity which involves the
comprehension and interpretation of the written language.6 It means that reading
is not a simple activity because reading includes some activities such as to
comprehend and interpret the written text.
Moreover, Heilman said that “Reading is a process of getting meaning
from printed word symbols; it is not merely a process of making conventionalized
noises associated with these symbols.”7
On the other word, reading is not just a
mechanical process because actually reading needs emphasizing of the process in
3
Jeremy Harmer, The Practice of English Language Teaching: New Addition, (New York: Longman Publishing, 1991), p. 190
4
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (New York: Cambridge University Press, 1997), p. 15. (New York: Holt, Rinehart and Winston Inc., 1964), p. 17.
7
6
getting meaning. Indeed, reading is regarded as a process that emphasizes on
comprehending, interpreting, and getting meaning of the written text.
In addition, Farris explained that:
Reading means getting meaning from print. Reading is not phonics,
vocabulary, syllabication, or other „skills’, as useful as these activity may be. The essence of reading is a transaction between the words of an author and the main of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page.8
The explanation above shows the general of reading as a transaction
between the author and the reader in getting the meaning of the written text. It is
strengthen by Nuttal who said that:
The view of reading offered in this book is essentially concerned with meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader. As we shall see, it is not quite as simple as that, but we exclude any interpretation of word reading in which meaning is not central. We shall explore how we get meaning by reading and how the reader, the writer and the text each contribute to the
process.”9
From the explanations above, it can be seen that reading is transformation
from mind to mind and especially how the reader gets the meaning from the
writer’s mind.
In reading activity, sometimes the reader finds the difficulty in getting the
same meaning on the writer’s mind; it is caused learning reading as a complex
process. As a complex process, reading involves the higher mental processes like
recall, reasoning, evaluation, imagining, organizing, applying, and problem
solving, and then if people want to become a good reader, they have to be a good
8
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 324.
9
thinker because reading needs thinking.10 Therefore, the reader is hoped to have
many specific skills which integrated each other to get the meaning and they have
to think when they are reading.
The difficulty in reading can decrease if the readers have schemata.
Schemata will help them in comprehending the text. In this sense, according to
Aeberson, schema is the readers’ knowledge that brings to a text.11 It means that
the readers are able to understand the text if they have schemata which relate with
the text. In addition, Farris stated that schemata help the reader to facilitate in
comprehending the text.12 In other words, the readers who have schemata will
relate the text and the information that they already know. It will help them to get
the meaning of the text. As Nunan said that, good readers are able to relate their
background knowledge and the text efficiently.13 That is why the reader will be
easy to grasp the meaning because they have background knowledge.
In sum up, from the explanations were given by linguists above related to
the understanding of reading, reading is the important skill that includes specific
skills like comprehending, interpreting, organizing idea, recalling the experience
and getting the meaning from the text. The readers need to maximize their eyes
and brain to grasp the author’s message while they are reading. Again, they have the schemata to get easily in comprehending the text.
10
John J. DeBoer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p. 17.
11
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for second language Classrooms, (New York: Cambridge University Press, 1997), p. 16.
12
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 327.
13
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2. Purposes of Reading
When people read something, they have their own purpose. For example
when they read a newspaper, maybe the purpose is to know what happen in the
news. When they read a comic, maybe the purpose is to get the pleasure. As stated
by Aeberson, people read because they have a purpose.14 Some people read the
text because their purposes want to find the information of the text.
Some linguists have explanation about the purpose of reading. According
to Nuttall, the mainly purpose of reading is to get the meaning or the message
from a text.15 In reading activity the readers have a major purpose to get the
information of the text. Other idea stated that, generally the mainly purpose of
reading is to get new information and pleasure.16 Actually, the purpose of reading
is based on the people’s viewpoint. The readers’ purpose may want to gain
meaning and pleasure.
In addition, Williams (1984) usefully classifies reading into:17
1. Getting general information from the text
2. Getting specific information from a text
3. For pleasure or for interest
From the statements above, it mentions that reading for general or specific
information has same reason to get the information of the text generally or
specifically. Then, the readers read because they need to know what information
of the text. And then the purpose for pleasure is to give enjoyment for the readers
when they are reading.
Meanwhile, there are some linguists gave their statements about the
purpose of reading specifically. Harmer explains that reading is for:18
14
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), p. 15.
15
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan, 2005), p. 4.
16
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 91-92. 17
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……. p. 90 18
1. Identifying the topic
In identifying the topic of the text, they get the topic by relating
their own schemata; it will help them to get the idea about the text quickly
and effectively.
2. Predicting and Guessing
The readers sometimes guess in order to try and understand what
the text is about, especially if they have first identified the topic. And they
try to predict what is coming and make assumptions about the content of
the text. Then they try to relate their schemata with the text that they read.
3. General understanding
The readers have not to understand the text specifically, but they
just understand the general idea of the text and they do not need to focus
on details information. It is called as skimming. It means running your
eyes over a text to get a quick idea of the gist of a text.
4. Specific information
The readers need the specific details that include in the text. It is
called as scanning. For example the readers want to find the name of
director or movie stars in a film review.
5. Detailed information
Sometimes the readers read in order to understand everything in
details information. It is usually in written instructions or directions or
description of scientific procedures. For example if someone writes an
address and telephone number.
6. Interpreting text
The readers are able to get the meaning of the passage, using a
variety of clues to understand what the writer is implying. The readers will
10
Rivers and Temperley suggest that second language learners will want to
read for the following purposes:19
1. To obtain information for some purpose or because we are curious about some topic
2. To obtain instructions on how to perform some task for our work or daily life (e.g. knowing know an appliance works)
3. To act in a play, play a game, do a puzzle
4. To keep in touch with friends by correspondence or to understand business letters
5. To know when or where something will take place or what is available 6. To know what is happening or has happened (as reported in newspapers,
magazines, reports)
7. For enjoyment or excitement
From the Rivers’ statement, it can be seen that reading has some purposes
based on the readers need. The readers need to get information in some curious
topic, to know the instruction of tasks, to play a game, to understand the letters,
and to feel enjoyment.
In addition, Heilman stated that the objectives in teaching reading of
primary grade are to help the child:20
1. Develop a large sight vocabulary
2. Expand his stock of concepts and word meanings
3. Learn and apply phonic principles for sounding out unknown words
4. Review and extend knowledge of language sounds associated with vowel and consonant combinations
5. Use punctuation for smooth meaningful reading
6. Develop the skill of reading several words together as thought units, either phrases or sentences
7. Reduce the number of occurrences of reading errors such as hesitations, regression, repetition, substitutions, or omissions
8. Develop the ability to recognize known root words in new word forms which include prefixes or inflectional endings
9. Further develop the attitude that reading is always purposeful and that he must clarify his purpose in specific reading tasks
10.Use the context as an aid in attacking unknown words
11.Enjoy and appreciate the vicarious experiences which are open to him in reading
19
David Nunan, Designing Task for the Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 33-34
20
Based on the explanation above, it can be seen that there are many
objectives in teaching reading. It can help students to master vocabulary, to
develop meaning’s concepts, to pronounce the words correctly, to understand the
sentences, to decrease students’ error in reading, to recognize new word easily,
and to enjoy in reading activity.
From purposes stated by many linguists above the writer concludes that
the readers have their purposes in reading the written text based on what they need
and what they want. The readers need to know the information of the text, such as
news paper, magazines, or instruction book in using or making something, and to
get specific information in answering the questions related to the text, and then to
develop their vocabulary. Next, the readers want to get pleasure and enjoyment
when read something.
3.
Problems of Reading
The readers find the problems when they read the text. The problems of
reading, based on Harmer, are classified into some ideas:21
1. Language
Students will be more difficult to understand in reading a text with
longer sentences and longer words rather than with the shorter one.
And they will have great difficulty in understanding the whole text
when they face many unfamiliar words which text contains. Then, they
will have success in reading if they recognize many vocabularies
without consciously thinking about it. It is clear that sentence length
and the percentage of unknown words are problems in comprehending
the text.
2. Topic and genre
The readers think that the topic is not appropriate or they are not
familiar with the genre of the text. It caused they may be reluctant to
21
12
engage fully with the activity. The lack of schematic knowledge may
be a major problem to successful in reading.
3. Comprehension tasks
Comprehension is the major purpose in teaching receptive skills.
Sometimes in teaching reading, the teacher gives tasks to be tested for
students rather than helps them to understand the text. Just testing them
is not appropriate way to build their comprehension and sometimes
tasks or text that given for students are far too easy or far too difficult.
4. Negative expectations
The students predict that they will not understand with the passage
because they think that so difficult for them and make them frustration
and de-motivating. Therefore, they have no interest and bored in
reading activity.
DeBoer stated there are some typical causes which then arise toward
students’ difficulty in reading such as:22 1. Limited intelligence
2. Undesirable physical factors 3. Overemphasis on word recognition 4. Overemphasis on oral reading
5. Insufficient background for reading a selection
6. Failure to adjust reading techniques to reading purpose and type of reading material
7. Lack of appropriate teacher guidance
According to DeBoer’s statement, here the writer would like to discuss the
students’ difficulty in reading as follows: first, limited intelligent that students’ have, they are not easy to comprehend the text quickly, but they are slow in
getting growth. Second, undesirable physical factors, for example condition of
students’ classroom is not comfortable for them. Third, overemphasis on word recognition, students concentrate to recognize words in order to comprehend the
text. Fourth, overemphasis on oral reading, students are asked to read aloud but it
22
cannot give them comprehension of the text that they read. Fifth, insufficient
background for reading a selection, students do not have many background
knowledge, it caused they cannot relate their knowledge with the text that they
read. Sixth, failure to adjust reading techniques for reading purpose and type of
reading material, students cannot differentiate technique in reading some
materials, they read all materials by using one technique that is not suitable for
them. Last, lack of appropriate teacher guidance, the teacher does not use the
suitable technique based on the students’ difficulty, it causes students still have
difficulty in comprehending the text.
Based on the explanation above, the writer sums up that reading has some
problems. Those problems are the readers have some difficult in recognizing
vocabulary because they are unfamiliar with the text. The other problems maybe
the readers do not have background knowledge to relate with the text. Therefore
the readers feel unconfident because based on their experience; they maybe think
that reading is difficult.
B. DESCRIPTIVE TEXT
1. Definition of Descriptive Text
Descriptive text is a text which describes something. According to
Djuharie, he said that descriptive text is a text which describes and gives more
detail information about particular people, thing, place and animal.23 It means that
descriptive text tells the readers to know about something specifically by giving
characteristic of something which described.
Meanwhile, according to Oshima, descriptive text tells about the senses
how something looks, feels, smells, tastes, and sound.24 It shows how the reader
can feel and imagine the description of text. In addition, Buscemi stated that the
fundamental to describe is appealing to the senses (sight, hearing, and touch).25 It
23
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung: Yrama Widya, 2007), p. 24.
24
Alice Oshima and Ann Hogue, Introduction to Academic Writing 3rd Edition, (New York: Pearson Longman, 2007), p. 61.
25
14
means that in describing something, it needs to explain what people see, hear, and
feel.
In sum up, descriptive text is a text which describes something and
includes of the characteristic of something. It tells the readers with detail
information that can help them to imagine and to describe in their mind about
what the content of the text.
2. Purposes of Descriptive Text
Every text has own purpose. The purpose of descriptive text is to describe
people, thing, place, and animal.26 It means that descriptive text wants to give the
description of something. According to Anderson’s statement, the purpose of
descriptive text is to tell about subject by describing the characteristic without
including personal opinions, the example of descriptive text are description of a
particular building, description of a specific animal, description of a particular
place, and description of a specific person.27
In sum up descriptive text has a purpose to describe a particular person,
places, animals, and things that tells about their characteristics. Next, it helps the
reader to imagine what the text is about.
3. Schematic Structures of Descriptive Text
Generally, descriptive text has a schematic structure, there are:28
1. Identification
In this part is introduction of the thing, person, or place to be
described. Therefore in the first paragraph give the reader about the when,
where, who or what of the subject.
26
Otong Setiawan Djuharie, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung: Yrama Widya, 2007), p. 24.
27
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Machmillan Education Australia, 1998), p. 26.
28
2. Description
This part gives the details information about the characteristic of
subject, for example the characteristic of personality, attitude, physically,
specific feature, quality and so on.
The example of schematic structure of descriptive text:
My Best Friend
I have a lot of friends. But my closest friend is
Prabu Perdana.
Prabu is my classmate. He is so handsome and cute.
He has short wavy but rather blonde hair, which is always
combed neatly. His skin is white. He has bluish back eyes
with thick eyebrows and outstanding eyelashes. His round
face makes him more impressive. Although Prabu is not so
tall, he has a well-built body. People frequently think he is
a European or American offspring, but he is actually a
Sundanese genuine. He looks more handsome when he is
smiling.
Prabu is pleasing peer. I am happy to spend my time
with him. He is always available to help his friends who are
in trouble. He is never angry with any friends who try to
annoy him. Because he is so smart, most of his classmates
seek him to explain any difficulties in any school subjects. I
am proud of having such best friend.
Title
Identification
16
4. Language Features of Descriptive Text Table 2.1
Language Features of Descriptive Text No Linguistic Features Examples
1 Specific Participants Prabu Perdana
2 Simple Present Tense I have a lot of friends.
His round face makes him more impressive.
People frequently think he is a European or American offspring, but he is actually a Sundanese genuine.
He looks more handsome when he is smiling.
3 Action Verb Makes Help
Think Try Looks Annoy Spend Explain
4 Passive Voice He has short wavy but rather blonde hair, which is always combed neatly.
5 Adverbial Phrase He has short wavy but rather blonde hair,
which is always combed neatly
6 Linking Verb Is
C. GROUP WORK
1. Definition of Group Work
Group work has some definitions based on the linguist. First, the writer
wants to show definition about what a group is. According to Brilhart, a group is
a collection of items (such as trees or numbers); a large organization such as an
insurance company, the people who voted for Nixon in 1960, or the members of a
religious organization; two or more people having anything in common (such as
standing at the same corner while waiting for a bus).29 On the other hand a group
is collection of something who has the same purpose.
Group work is one of the techniques that used in teaching especially
teaching reading. By using group work technique, the students have opportunities
to share their idea and interpret the text with their friends in a group. It is in line
with Nuttal, she said that “In group work mode of organization, much of the
guidance comes from fellow students. The effort to understand the text is made
jointly – that is, individual efforts are pooled and discussed in the hope of arriving
together at the best interpretation.”30
Thus, group work as a technique to make
students can learn and solve the problem together.
Next, it is about definition of group work. As stated by Brown, group work
is one of techniques that consist of two or more students are assigned a task that
involves collaboration and self-initiated language.31 This statement means that as
a technique, group work gets students to work together in doing their task.
Students in group work are more than two or perhaps six. In addition, Ruppet
Brown defined “a group exists when two or more people define themselves as
member of it and when its existence is recognized by at least one another.”32 On
the other words, group consists of two or more people join into one as a member.
29
John K. Brilhart, Effective Group Discussion, (Iowa: WM. C. Brown Company Publishers, 1967), p. 11.
30
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Mcmillan, 2005), p. 162.
31
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177
32
18
Meanwhile, Ur said that group work is a learning task through small-group
interaction that is performed by learner to become more active in oral fluency
because students in group get opportunities to talk in class. 33 Group work can
make students learn actively because they have chance to talk in the classroom.
In addition, Hess explained that:
Group work is obviously a key element as it enables students to learn from one another. When working in small groups, students have a greater chance to practice oral fluency. Students are also far less intimidated in a small group, and once they become familiar with the procedure, they usually enjoy sharing ideas and practicing new language structure in this format. 34
Based on the definition, group work is viewed as a technique that gives students
some chances to practice oral fluency, share idea with friends, and practice the
new language.
In sum up, group work is one of the techniques that consist of two or more
students in a group who are given the same task to finish well. Then, students
cooperate to study and share their ideas in group work. They may also help and
guide each other. Again, they can interpret the reading text cooperatively.
2. Purposes of Group Work
There are some purposes of group work. According to Bormann, “The
primary purpose of much of the talk in a group discussion must be to
communicate.”35
It means that communication is the main purpose of group work.
It is in line with Brown in his book Teaching by Principles: an Interactive Approach to Language Pedagogy, stated that one of the major purpose of group
33
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 232.
34
Natalie Hess, Teaching Large Multilevel Classes, (Cambridge: Cambridge University Press, 2001), p. 112
35
work is giving more opportunities to speak for students.36 In other words, group
work can increase students’ ability in speaking.
In addition, group work gives the opportunities for student to:37
1. Generate more ideas and be exposed to different point of view 2. Develop tolerance for ambiguity
3. Experience incidental and planned opportunities that use language as a tool for learning
4. Learn from and teach one another in a supportive environment
5. Ask their own questions so that they own their learning and have better retention
6. Make use of exploratory talk; offer possible suggestion and tentative ideas
7. Realize the fact that their talk helps them to understand better
8. Gain confidence while learning as a result of peer support and
11. Experience genuine intellectual inquiry that cultivates moral and intellectual autonomy
12.Value their thinking and experiences during the learning process 13.Become more responsibly for their own learning and the learning of
others
14.See how others learn and how they themselves learn
15.Have shared experiences that become the basis for learning
16.Present what they know and reflect on how they learned it (i.e., develop metacognitive knowledge)
17.Build on what they know already with increased motivation in order to get more information that makes use of critical thinking skills
18.Develop problem solving strategies 19.Attain better academic achievement
20.Learn in a context compatible to their culture
21.Develop emphatic perspective as a result of working together 22.Learn how to work together (i.e., acquire social skills)
23.Develop a liking for self and others
Based on the statements above, group work is useful for students because
they may share their ideas and experience in a group, develop their social
36
H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2nd Edition, (San Francisco: Addison Wesley Longman, 2001), p. 177
37
20
interaction like tolerance and emphatic perspective, use target language to
communicate each other, develop problem solving strategies, increase their
thinking and understanding, build their confidence, motivation, and responsibility,
and learn cooperatively in their group.
In sum up, the purpose of group work in teaching reading is to increase
students’ ability in communication by using target language and help them in comprehending the reading text easily. Thus, it develops students’ social
interaction and builds students’ motivation to share the ideas. Therefore, they may
gain confidence in learning and attain better academic achievement.
3. Techniques of Using Group Work
Harmer explained the procedures of group work, he classifies the
procedures of group work into three parts. There are before, during, and after:38
a. Before
The teacher has to follow the „engage-instruct-initiate’ because students need to feel enthusiastic and understand what they are going to
do, and then give an idea of what they will have finished the task they are
going to get involved in.
The teacher has to involve the demonstration when gives the
instructions for students, in order to give clear instruction but if the
activity is familiar with students, teacher just give simply instruction.
The teacher has to give students a time to finish their activity. It
will give the success of group work task because it helps to give a clear
framework to work within, then it can encourage groups to be the first
finishers, and then it can be a game that has a slight sense of competition
between groups are no harm’.
The instruction is important thing. The teacher should give students
in understanding and agreeing of the task, then to check students’
38
understanding on the teacher’s instruction, so the teacher ask them to
repeat it, or they can translate into their first language.
b. During
When students are doing their task in group, the teacher can
monitor students by standing at the front, side, back or anywhere else in
the classroom and keep on what is happening. In this position the teacher
can „tune in’ to a particular group, decide whether to go over, and help that
group.
Teacher can use an alternative procedure that is to go round that
class, watching and listening to specific groups. The teacher can stay or
the teacher intervene the group if necessary and the teacher bear in mind
what they have said about the difference between accuracy and fluency
work. If students are involved in discussion, the teacher has to correct
gently, help students with suggestion about something they are planning,
or trying to move a discussion forwards, then the teacher act as a prompter,
resource, or tutor. Students have to avoid the temptations in using their
first language and teacher persuades them back into English.
The teacher has an ideal opportunity to work with students when
they are working in groups. Then the teacher has a chance become
observer, and get the information about students’ progress and seeing if
they will have to „troubleshoot’. However, teacher participation is vital in learning reading by using group work.
c. After
After group work finish, the teacher has to organize feedback from
students. The teacher discusses about what happened during the group
work season, gives the assessment and makes correction.
A few groups demonstrate the teacher’s feedback by using the
target language, if students make the mistakes, the teacher corrects it. It is
used to give them information for future learning and action.
In group work students discuss an issue and guess the content of a
22
Then the teacher and students compare their different solution, ideas, and
problems. It helps them to get an understanding of the topic.
After that, the teacher asks students to make a conclusion on a
piece of paper and give them a chance to demonstrate it in the class, or
they can write on the board, or read the text that they have written, or play
audio or videotapes they have made.
Finally, the teacher has to construct feedback because it is
important to enhance students’ motivation in the future. The teacher gives
feedback on the language mistake is only one part of that process.
4. Advantages of Group Work
Actually group work has many advantages. According to Jacobs,
advantages of group work are:39
1. The quantity of learners’ speech acts can increase
2. The variety of speech acts can increase
3. There can be more individualization of instruction
4. Anxiety can be reduce
5. Motivation can increase
6. Enjoyment can increase
7. Independence can increase
8. Social integration can increase
9. Students can learn how to work together with others
10.Learning can increase
From Jacobs’s explanation, it can be seen that group work has some
advantages to increase students’ speech acts, motivation, enjoyment,
independence, social interaction, and learning. Then it can reduce their anxiety.
39
Meanwhile, McDonough stated that the advantages of group work; first,
students get a little flexibility in observing of others and in working to an
externally imposed pace, and then the possibility of an individual’s learning
preference increase in small group and pair work. 40 It means that group work
gives students flexibility to learn and to share ideas with their friends, and then
they will increase their learning process in a group work.
Second, group can make the class more dynamic because there are a
number of different people to react to, to share ideas with and so on, and smaller
scale interaction is more natural to exchange of information, however, the nature
of the task set determines the dynamic of class.41 On the other word, group
consists of different people that may share the ideas and exchange the knowledge;
therefore it may cause the classroom become more dynamic.
Third, different task can be assigned to different groups or pairs in order to
make environment of the whole class cohesively if these tasks can be fitted
together in final discussion and teacher may have the flexibility to give activities
according to learners’ level.42
Thus, the teacher gives different task to different
groups to adjust to learners’ ability and to make the class cohesively.
Then, each student has more chance to speak actively in using the
language.43 It means that in using the language, students have same division to
speak actively in group work and they may get confidence to speak the language
even they are not able to use it well.
Next, group work can create a positive atmosphere or „effective climate’
and potentially influence environment of the classroom.44 This statement means
that environment of the classroom will change becoming an effective climate if
the teacher uses group work as a method of teaching in the classroom.
40
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 203. 41
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 42
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 43
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……….., p. 203. 44
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
24
The last, there is some evidence that students like to work in smaller
groupings.45 On the other word, there is some evidence that students feels enjoy
and happy to work in a group, they may think that working with group gives the
freedom for them to reveal their opinion.
From McDonough’s explanation, the writer sums up that group work has
many advantages. Those are students get the flexibility to share the ideas and to
exchange the information, and then the classroom may become more dynamic,
next they may increase their spoken language actively, finally group work creates
an effective climate and cohesive whole class environment in the class room,
therefore, students like to work in group.
For Harmer the advantages of group work; first, group work increases
advantages to share different opinion one another without including students’
personal relationships and to give varied contributions.
Then, group work encourages students to develop their skills of
cooperation and negotiation, and also more private than work in front of the whole
class.48 On the other hand, students have to possess ability of cooperation and
negotiation in learning. Thus, the teacher uses group work that may give them
more chance to cooperate and to negotiate with others.
Next, students have autonomy and are allowed to make their own
decisions without teacher’s instruction.49
This statement means that the teacher
45
Jo McDonough and Christopher Shaw, Materials and Methods in ELT…………, p. 204. 46
Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (New York: Longman Publishing, 2009), p. 166
47
Jeremy Harmer, The Practice of English Language Teaching……….…………., p. 166 48
Jeremy Harmer, The Practice of English Language Teaching……….…., p. 166 49
cannot ask students to follow him/her decision because students can make their
decision by discussing their opinion with friends in group work.
Finally, some students may choose their level of participation more readily
than in a whole-class or pair work situation in order to avoid individual students
becoming passive in groups.50 It means that group work gives some students the
freedom to choose their participation in order to elude passivity.
From Harmer’s statement, it can be seen that group work may increase
students’ opportunity to speak, increase students’ contribution in working with a group, develop students’ cooperation and negotiation, make their own decision,
and then they may chose their level of participation.
In addition, Brown stated that advantages of group work are:51
1. Group work generates interactive language
2. Group work offers an embracing affective climate
3. Group work promotes learner responsibility and autonomy
4. Group work is a step toward individualizing instruction
In sum up, group work has many advantages in developing students’
learning activity. First, it may help students to communicate and to share the ideas
with others. Second, it may make the classroom becoming dynamic. Third, it may
give the motivation, comfortable and enjoyment in learning. The last, it may
develop social interaction and responsibility for themselves.
5. Disadvantages of Group Work
As a method, group work has disadvantages. According to Donough, the
disadvantages of group work are; first, there is some concern that some students
will probably not provide such as a good „language model’ as the teacher, so it required a more complex arrangement by the teacher as feedback and it need
control to make the more talk active students do not dominate the quieter
50
Jeremy Harmer, The Practice of English Language Teaching4th Edition, (New York: Longman Publishing, 2009), p. 166.
51
26
students.52 It means that the teacher has to control some students who are talk
active and gives the opportunity to students who are quieter.
Second, there are several possible to rearrange the classroom in order to
increase a communicative environment. For example, rearrange the furniture in
the classroom. But sometimes, other colleagues think negatively that an active
class will increase noise level.53 On the other hand, to make a communicative
environment, the teacher should rearrange the classroom. It may be arrange the
chairs by grouping. However an active class is identical with a noise class.
Third, some monolingual classes prefer use their mother tongue rather than
use target language, particularly in discussing and sharing something. Therefore,
using target language in the classroom may initially be perceived as artificial.54 It
means that the teacher and students do not use the target language in the
classroom. Then, target language is only used as artificial.
Next, learners often have strong preferences. Consequently, teacher
control and direct input material are low.55 This statement means that students
have preferences that can make them difficult to get the material directly.
After that, if the class is divided into smaller unit, there may be problems
that students do not want to work with those of their peers assigned by the teacher
to the same group.56 It means that group work has some problems, one of those
problems is students do not like to work with some friends in the same group.
Finally, in conducting group work, the problems commonly heard are class
arrangement and class size. It is all very well if you have only a small,
multilingual class of co-operative adults working in a comfortable, modern
environment, but it will be difficult with a class of forty.57 It seems that group
work will be easy if it is conducted in the small class, because if it is conducted in
52
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition
A Teacher’s Guide, (Malden: Blackwell Publishing, 2003), p. 204. 53
Jo McDonough and Christopher Shaw, Materials and Methods in ELT….., p. 204-205. 54
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 55
Jo McDonough and Christopher Shaw, Materials and Methods in ELT……...…, p. 205. 56
Jo McDonough and Christopher Shaw, Materials and Methods in ELT…...……, p. 205. 57
the big class, it may have some problems, for example, the arrangement of
classroom is not suitable for group work activity.
Based on the explanation above, the writer concludes that disadvantages of
group work are students cannot be a good language model as a teacher, the teacher
cannot control all students, the class become noisy, students use their mother
language to communicate with their friends, some students do not contribute in
doing a task, and the teacher will be difficult to arrange a big size class that
consist of forty students.
Meanwhile, based on Harmer disadvantages of group work; first, the class
is likely to be noisy. Then, some teachers may lose control and feel hard to build
the whole class but it is easy to dissipate and spill into smaller entities.58 It means
that the class of group work may become noisy because the teacher may not
control all students.
Second, not all students enjoy it because they would prefer listen to the
teacher’s explanation rather than work in group with their peers. Sometimes,
students feel themselves in unsuitable groups and wish moving to the others
group.59 On the other word, some students do not like to work with group because
they are not enjoying with it. Thus, they prefer like to pay attention on the
teacher’s explanation rather than work in group.
Next, some students are passive whereas others may dominate because
individuals may fall into group roles that become fossilized.60 This statement
means that group wok may consist of some students who passive and the others
who active.
Finally, group work may take a long time to organize; beginning and
ending group work activities, moreover where students move around the class that
wastes time and becomes chaotic.61 That is why group work may make the class
58
Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (New York: Longman Publishing, 2009), p. 166
59
Jeremy Harmer, The Practice of English Language Teaching ……….., p. 166. 60
Jeremy Harmer, The Practice of English Language Teaching ………….……., p. 166. 61
28
become so noisy and difficult to organize. Then, it is need more time to conduct
group work.
From the Harmer’s statement, it can conclude that disadvantages of group
work, the class is noisy because the teacher lose control, and sometimes students
more focus if the teacher give explanation rather than they work in group, then
some students become more passive if others students dominate the class room,
and then group work activity take a long time.
In addition, Brown said that disadvantages of group work are:62
1. The teacher is no longer in control of the class 2. Students will use their native language
3. Students’ error will be reinforced in small groups 4. Teachers cannot monitor all group at once 5. Some learners prefer to work alone
In sum up, group work has disadvantages, such as the class is noisy and
chaotic, thus students feel difficult to focus on the teaching learning activity.
Then, teacher cannot control all groups at the same time; hence students are noisy
because they lose the teacher’s control. Next, some students use their native
language when they cooperate. After that, some students prefer work alone and
become passively.
D. Teaching Descriptive Text Using Group Work
The following is procedures in teaching descriptive text using group work:
First: Introduce the procedures of a group work. Tell students about advantages in learning reading using group work and explain them that
group work is useful for them to develop their reading comprehension of
descriptive text.
Second: Divide students into groups. VII – 1 class consists of 46 students. Each group consists of 5 or 6 students. So, there are 8 groups in the class.
When all students get a group, they have to choose one become a leader
62
of the group and one become a secretary for write the conclusion of the
text. Then they give a unique name for their group.
Third: Give students instruction to read and to understand the descriptive text. After students finish in understanding text, they have to write the
conclusion of the text.
Fourth: Control all group when students work and help if they find problem.
Fifth: Retell the text in front of the class and others students give their argument.
Sixth: Give students some questions related to the text. This activity is done individually. After finishing, they collected the answer sheet. And they
have an opportunity to write the answer in the write board. Finally, make
an evaluation about students’ answer; it will know their score in reading
comprehension.
In short, in teaching reading descriptive text by using group work, students
are explained about what group work is and what the advantages of group work
are. Then, they are divided into some groups; furthermore they choose a leader
and a secretary of the group. Next, they are asked to comprehend of descriptive
text together with their group. After that, they discussed the text with all groups.
Finally, they have to answer the questions related to the text individually. In this
case, the teacher’s role is to monitor all groups.
