CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Description of Research Data

This chapter contains the description of research data that had
been conducted in SMPN 1 Indramayu. This research was conducted by
using a classroom action research. The data are taken from three
instruments. Those are observation which is taken from teaching learning
process, reading test, and questionnaire. In the previous chapter of this
research, the writer described about the use inside outside circle strategy
to improve students’ descriptive text and students’ improvement in
reading skill.
The research was conducted at the second semester on the
academic year 2018/2019. In this case, the students of class VII E of
SMPN 1 Indramayu which consist 31 students were taken as the sample
of this research. The research was applied in two cycles; cycle I and
cycle II. However, before both of the cycles were applied, the writer
conducted preliminary test.
The research consist of preliminary test, cycle I and cycle II.
Before conducted the cycle I, the writer did the preliminary test (pre-test)
to measure the students’ ability in reading descriptive text before they
were given treatment. The cycle I was held on Thursday, February, 14th
2019. The writer continued to conduct of cycle II was held on Thursday,
February, 21th 2019.
The writer observed the situation of the classroom before
conducting the research. The writer also shared with Mr. Sofyan, S.Pd as
the English teacher of first grade students of SMPN 1 Indramayu. The
teacher explained that the students of first grade still poor on ability in
reading especially in descriptive text. And, when the writer took a part in
class for conducted research, the writer found many problems in the
classroom. The first problem was the students didn’t know how to

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generate ideas to explain something. The second problem was the limit of
the students’s vocabulary and many grammar errors of the students’
undesrtanding in reading were low.
The writer conducted cycle I on Thursday, February, 14th 2019.
During her time conducting in cycle I, She prepared all the stuff she
would used in cycle I, including lesson plan, materials, media for study,
instruments, questionnaire, etc. In conducting cycle I, the writer was
observed by Mr. Sofyan, S.Pd. an English teacher of SMPN 1
Indramayu. The writer began her lesson by asking the students’ condition
and their readiness to start the lesson. Then, students replied her question
by saying that they were ready to start the lesson. After that, the writers
ask the students to open book of when English rings a bell in chapter 8,
which is about the “It’s a beautiful day” material. Then, the author
explained what descriptive text was and gave some examples of
descriptive text such as animal and in the book there is a text about the
zoo then, the writer ask to the students what kind of text in that book.
Then, students are able to answer the type of text is a descriptive text
after the student knows that the text is descriptive text, the writer asks
students to make a descriptive text about the animal that they know in the
zoo. After conducting cycle I, the writer and the observer made reflection
about the activities in the class. It aimed to evaluate the activities and
students’ behaviour of teaching and learning process in the class.

The writer continued to conduct cycle II on Thursday, February,

21th 2019. During her time conducting in cycle II, she prepared all the
stuff like in cycle I, such as material, media for study, lesson plan of
cycle II, instruments, etc. Based on the data of cycle I that she had
analyzed, she tried to do better performance in conducting cycle II. She
made the students more controllable and tried to make students became
more adaptable in following all the activities in cycle II. She gave them
more detail information about descriptive text. The writer explained the
material descriptive text about animal, but before in main material the

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writer chose a concept to make inside outside circle strategy, it means
make the students easier in descriptive text. then, he started to make
inside outside circle strategy and explained how is the way to describe
animal picture in outside circle. Furthemore, he asked the students
outside group to describe the animal picture and inside group showed the
animal picture of the concept material being taught. That is why students’
responses in cycle II were better than cycle I, especially when he
conducting inside outside circle strategy. Students were more active and
enjoy in teaching english especially in reading, because they were
already familiar with the rules before in cycle I.

Based on the explanation above, the writer conducted her

research in two cycles, cycle I and cycle II. The writer applied the inside
outside circle strategy to teach reading in class VII Eof SMPN 1
Indramayu. The result of data will be explained below:

1. Data of Cycle I
In cycle I, the writer had prepared during the one week of cycle
I. There were four stages that the writer conducted in cycle I. There were
plannning, action, observation, and reflection.

a. Planning
A planning has done after identifying and diagnosing students
reading problems. Furthermore, in this phase the planning is divided into
types. Those are general planning and spesific planning. The general
planning is aimed at the organizing whole aspect referred to Classroom
Action Research (CAR). Meanwhile, the specific planning is aimed at
organizing planning the plan related to cycle-to-cycle.

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 In the general planning the writer prepared the learning scenarios
before entering class. As well as learning media prepared more neatly. So
that with proper preparation the appearance of the writer in front of the
class can be better. So that there is no tense and nervous between the
writer and his students when the learning process begins. In the specific
planning the writer should be master the descriptive text material that
will be delivered to the students. The writer was able prepared the
method that will be used, because in the delivered of the material there
must be a method used, which aims to enable students to absorb the
material was delivered more easily. The writer also prepared the
instrumentation such as observation sheet, worksheet, and questionnaire.
Cycle I was held on Wednesday, February, 14th 2019. During her
time conducting in cycle I the writer prepared all the stuff. The writer
prepared several items such as, lesson plan, material, media, and
instrumentation such as, observation sheet and questionnaire that needed in
this research.
In the material the writer delivers the goals in learning and the
material points that are studied in learning activities. The writer start to
take an action in the classroom. The writer tried to do the learning
activity in the classroom regarding to the lesson plan that has been
created before. In learning activity the writer teaching reading about
descriptive text with example “Tiger”. The writer gives the opportunity
to students to ask the material that has been explained. The writer also
used the video as a media, that video discuss about the explnation and
example of descriptive text.

b. Action
In this phase, after the writer prepared all of preparation for the
research, the writer start to take an action in the classroom. The writer
tried to do the learning activity in the classroom regarding to the lesson

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plan that has been created before. In this cycle the writer conducted the
pereliminary test.
Preliminary test was intended to find out students’ initial scores.
The writer conducted of preliminary test to measure how far the students’
reading skill. Through the result of preliminary test, the writer found that
most of students got low score in the test. They were still difficult to
generate idea in their reading. It showed that some of them didn’t even
had any idea to think of anything significant enough to describe and they
often did some mistake because lack of vocabularies. Therefore,
underlied that some problems, the writer to use of inside outside circle
strategy in teaching reading to help them solved their problem. The
writer would find out how inside outside circle strategy improved
students’ reading descriptive text.
The preliminary test was conducted toward 31 students of class
VII E SMPN 1 Indramayu. The test resulted 50 as the mean or the
average score of the test. Meanwhile, the median and mode scores of the
test results were 50 and 60. For the maximun score was 90 and 10 for the
minimum score of the test. The result of pre-test in cycle I can be seen in
the following figure:

50 60 50 10 30 65 65 40 40 60
60 70 30 75 55 60 50 35 55 90
65 50 50 75 70 60 20 80 35 35

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Figure 4.1 Students’ Test Results of the Preliminary Test

The result of the preliminary test showed that many students got
low score. It means that it occurs because the students still have difficulty
in reading descriptive texts. The students still low for the assessement
criteria in reading of descriptive text.

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 The highest score in the preliminary test was 90 and the lowest
score was 10. This data shows that from 31 students there were four
students got 50, five student got 60, one student got 10, two students got
30, three students got 65, two students got 40, two students got 70, two
students got 75, two students got 55, two students got 35, one students
got 90, one students got 20, one students got 80. It means that 25 are
lowest score in the preliminary test. Throught this test result, the writer
concludes that the students who got score below the average. It means
that the students of the class VII E who still had low ability in reading
especially descriptive text.
In the preliminary test, most of the students had difficulties in
reading of descriptive text. It can be seen from their reading result.
Students got difficulties to organize their ideas to describe something, so
they spend much time only thought about the words that would be written,
for example when the students describe tiger picture the object and the
contents still not related. By knowing this condition, the writer thought
that it was clear that the students need help to solve the problem in reading
descriptive text. Therefore, the writer was very enthusiastic to conduct the
research by using inside outside circle strategy in teaching reading
descriptive text of SMPN 1 indramayu of classVII E.

c. Observation
The researcher observes the process of teaching and learning to
watch how many students who does concern with the lesson, and to know
how students in the classroom that active participant who follow learning
process, the writer also provide teacher observation from that will be
observed directly by English teacher in SMPN 1 Indramayu to measure
teacher performance. The result of this observation will be the data
before the researcher do the action research.

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 The observation was conducted by the observer (English
teacher) while the writer conducting her research in the classroom. In
doing the observation, the observer should respond the items in the
observation sheet. The observation sheet consist of twenty five items that
was observed by the observer.
The writer divided the items of the observation sheet into four
aspect; those were preparation, presentation, execution/methods, and
teacher/students interacton. Furthemore, this observation sheet used five
scales of criteria for each items. Those are (1) Unsatisfactory, (2)
average, (3) above average, (4) good, (5) excellent.

d. Reflection
This phase is aimed to reflect or evaluation from three phases
previously, it is helped the writer to carry out the strengths and the
weaknesses of the writer in implementing the strategy. Reflection also is
gained from the students’ test result. By knowing the students’ test result
the writer was able to know the difference between the result in the
preliminary test and the final test after the writer gave them inside
outside circle strategy in cycle I and II.

This stage was also a critical phase of action research.

Reflecting means evaluating the processes of the previous ‘actions’. The
result from the reflection would then be used to replan for the next cycle
it means on the cycle II.
The scope of reflection in the classroom action research
involves analyzing and assessing collected data. Based on what had been
reflected, the writer decided what had been attained or not. If there was
something that still needed to be revised, the next cycle should be done
by the revised planning, re-acting, and re-observing.

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2. The Finding in Cycle I
Based on what the writer had planned, acted, observed and
reflected in cycle I. The writer found some information that came from
the students there are students still confuse how to start their descriptive
text. It is because they didin’t know how to express their idea. So, they
spend much time at their descriptive text. Students needed to understand
more about the descriptive texts and more exercise that focus on
grammatical error.
Students still low motivation in reading activity. This is where
the writer can help, provoking, the students into having ideas, enthusing
them with the value of the task, and persuading them what fun it can be.
The writer need to be extremely supportive when students are express
their ideas in class, always available, and prepared to help students
overcome difficulties.
Students still lack of vocabularies, because when the writer tried
to implementation inside outside strategy, and asked them to in the front
of the class to describe animal picture is a tiger most of them were
confused and difficult to describe about tiger in front of class. Inside
outside strategy could make the students active in the teaching and
learning process.

3. Data of Cycle II
In cycle II, the writer had prepared during the one week. There
were four stages that the writer conducted in cycle II. There were
plannning, action, observation, and reflection.

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a. Planning
Cycle II was held on Thursday, February, 21th 2019. In cycle II
the writer makes new plan based on the reflection result. If the result
shows some problem in cycle I and the writer reforms them.
In the planning phase of the second cycle, the researcher
modified the previous lesson based on the finding that was found in the
first cycle. In this phase the teacher use inside outside circle strategy to
solve the problem especially in teaching reading. In this phase there some
modifications in the second cycle especially in the worksheet that was
given for students.
In the previous cycle the writer use inside outside circle strategy
for descriptive text. While in cycle II the writer still same use inside
outside circle strategy to teach reading descriptive text. The worksheet
will be given at the end which is to collect the data in this cycle.

b. Action

In this phase, the writer uses similar method as cycle I. The

writer started from greeting, checking students’ attendance list, asks the
students about the previous material. To continue the writer explains
about next material, gives students worksheet, and at the end of this cycle
the writer gives students the test to know how far the students improve
their reading and also gives questionnaire to know the students’
responses about the method that teacher used.
Test in the cycle II was hold by the writer in order to know how
far the students’ improvement in reading skill test result after being
taught by inside outside circle strategy. The writer conducted the test to
measure how the students prove their ability in reading skill after applied
inside outside circle strategy.
The result the test showed that there was improvement of
students’ score in cycle II test. There was also an increasing of students

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who were success to exceed the average score. It means that students
gave positive response toward the implementation of inside outside circle
strategy to improve srudents’ reading. However, the improvement was
significant enough because there were still many students who got scores
under the average or the mean score. The mean score of the test improve
from 41 in preliminary in cycle II became 84,20 in the cycle II test.
Moreover, each of the maximum and minimum scores also improved to
be 85 and 67. The median and mode scores were 80 and 82. For more
information about the test result in cycle II, we can see the following
explanation:

80 80 80 80 85 80 80 80 80 80
80 80 75 80 75 85 80 75 80 80
80 80 80 80 80 80 80 80 80

Figure 4.2 Students’ Test Results of the Test in Cycle II

The result of the test shows that there were three students who
got 75, twenty four students got 80, and two students got 85.

The highest score 85. And the lowest score was 75. In the cycle
II the average score was increase very significant because many students
already know about te teaching of reading descriptive text. After the
students conducted the test in the cycle II the writer gives the students
questionnaire.
In this cycle, the questionnaire was used to know students’
responses toward their motivation after being taught inside outside circle
strategy it was make change for student especially English moreover in
their reading.

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c. Observation
Like the cycle I, the observation also was used by the writer in
cycle II as the instrument of this study. This observation sheet used by
the writer to know how the writer as a teacher increased her performance
when conducted her research in teaching learning process in the
classroom. To observe the teaching learning process (research) in the
classroom, the writer used some aspect that should be filled and pay
attention by the observer.
There are five items which consist 25 statements that was
observed by the observer. Those are preparation, presentation, personal
characteristic, Execution/Methods and teacher/students interaction. This
ibservation sheet used fuve scales of criteria items. Those are (1)
Unsatisfactory, (2) Average, (3) Above Average, (4) Excellent.
In the second cycle, the condition of the class is better than the
previous cycle. It was proved by the students’ enthusiasm in following
the lesson and answering the question given by the writer. In addition, in
the second cycle, students were looked comfortable in doing the
worksheet by used the inside outside circle strategy.

d. Reflection
Based on the result of acting and observing in the second cycle
the writer felt satisfied because the effort to improve students’ reading
skill in descriptive text had been reached. After the writer used the inside
outside circle strategy in the cycle II.
students’ participation in reading descriptive text is better than in
the cycle I. It can be proved by the changes of students’ attitude while the
writer explained reading descriptive text through inside outside circle
strategy. Moreover, the result of the observation sheet showed that
students’ response during teaching and learning process was good. They

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 follow the writer direction and actively eangaged in the learning reading
descriptive text by using inside outside circle strategy.
In the reflection, the data show the result of study using inside
outside circle strategy can be better or not than cycle I. In this phase, the
data analysis in the second cycle was elaborated from the reading test.
The analysis showed that the inside outside circle strategy effective in
reading descriptive text. It proved that the improvement in the test in
cycle II better than the preliminary test (in cycle I). From the reflection
result in cycle II, the writer and observer decided to stop the action in
research because almost students got the standard minimum score of
mastery learning in writing test of cycle II.

4. The Findings in Cycle II

Based on what the writer had planned,and acted, observed and
reflected in the cycle II. The writer found that there were any
improvements toward students’ behavior in the teaching and learning
process.The implementation of inside outside circle strategy in the
reading process could encourage the students to describe.

The students who trained using inside outside circle strategy in

reading could manage the reading process better. Inside outside circle
strategy in the teaching and learning process could promote the students’
creativity in reading. It enables them to unlock the hidden ideas in their
mind. Inside outside circle strategy was effective to increase students’
involvement and enthusiasm in the students to compete for generating
ideas.
Students who trained using inside outside circle strategy show
improvement in their reading ability. They didn’t waste much time in the
reading stage. They could organize their ideas faster and better. It helped
them much in producing a good descriptive text effectively. Students

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who trained using inside outside circle strategy in reading became more
confident with their describe.

B. Research Discussion

After the writer did her research, the writer would like to describe
and discuss the findings some phenomenon that happened with the
students while the writer implemented inside outside circle strategy. As
mentioned in chapter I that in this research, there are two purposes of this
study. There are: to describe the results from implementation of inside
outside circle strategy in improving students’reading in descriptive text,
and to identify the improvement of students’ responses about the
implementation on inside outside circle strategy in reading descriptive
text. In this case, the writer tried to describe it.

The writer decribed the results from implementation of inside

outside circle strategy in improving students’ reading in descriptive text.
This research was proposed to know how inside outside circle strategy
improving students’ reading skill especially in descriptive text. In this
phase the writer explained the result of the test in preliminary test in
cycle I and test in cycle II. Most of the students were successfully
improved their score in each test. It showed in the mean score in
preliminary test in cycle I was 77,70 and 84,20 in cycle II.

the writer found three phenomenon of the students score in each

test. First the writer found the students who got a score of 10 he was
gained 75 in the preliminary test in cycle II. Although in the preliminary
test in cycle I she was not got the perfect score, exactly in the preliminary
test in cycle II it was the highest score. And in cycle II, she was gained
75. Because he describe the topic is complete and clear but the details are
almost relating to the topic, the identification is complete and clear
descriptions are arranged with almost proper connectives. The second 35,

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he was gained 35 because there are some errors in her read like, her
vocabulary was very poor knowledge of words, words forms, and not
understandable, the identification was not completed, description was
arranged with misuse of connectives. He got the lowest score in the
preliminary test in cycle I, but experienced the progress in cycle II, he got
80 because in his essay about descriptive text, the topic is complete and
almost clear, identification is almost complete and descriptions are
arranged with almost proper connectives, although still numerous
grammatical or agreement inaccuracies, and also few misuse of
vocabularies, word forms, but not change the meaning and the last it has
frequent errors spelling, punctuation. Based on the explanation above, the
students have the problem in their reading activity. They are still have
difficulty in determining the ideas.

Based on the result, the writer found that the implementation of

inside outside circle strategy in the reading classes was believed to be
effective to improve students’ ability in reading descriptive text. Inside
outside circle strategy helped the students to generate ideas. They could
manage the time for reading more effectively and perform the reading
task more effectively and perform the task more maximally. The
students also perceived that inside outside circle strategy helps them to
improve their reading ability. This implies that the implementation of
inside outside circle strategy in the reading instructions gives the positive
effects on improving students’ performance and achievement in reading
descriptive text.Inside outside circle strategy facilities the students to
activate their prior knowledge before they practice their reading
descriptive text . It helps them generate idea more effectively and release
their anxiety that. By using the inside outside circle strategy, the students
could feel at ease in performing the reading descriptive task, so that it
makes easier for us to reading the descriptive text. Students need a long
process that is the stages of planning until producing the final version.

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The word reading comes from a verb. It means that reading is an activity
or a process. Reading is a way to produce language,

The other factor that could see the improvement students’

ability in reading skill by inside outside circle strategy was from the
observation sheet. In ths stage, the observation sheet was observed by
Mr. Sofyan, S.Pd. as the English teacher of SMPN 1 Indramayu. Here the
observer would observe the writer (as the teacher) and the students while
teaching and learning process by using inside outside circle strategy.
statements that were observed by the observer. Those are preparation,
presentation, Execution/Methods and teacher/student interaction. This
observation sheet used five scales of criteria for each items. Those are (1)
Unsatisfactory, (2) Average, (3) Above Average, (4) Good, (5) Excellent.
With this observation the writer can measure their ability to provide
teaching to their students.

The result of observation sheet in the cycle I, the observer mostly

gave the level in average (2) and above average (3) it means the writer
good enough in teaching and learning activity, and the observer still not
satisfied toward the teacher and students’ activity. and the observer gave
responses in good (4) and (5) in the cycle II, it means the writer was good
enogh to anticipated the students in crowded situation in the classroom.
The observer felt the teacher still less satisfy to adapt unanticipated
situation during teaching learning process by using inside outside circle
strategy. While in cycle II, the observer gave responses excellent (5) for
this item, it means the writer was satisfy towards the teachers’
performance in the classroom and the writer was able to adapt
unanticipated students situation. The observer felt that the writer was
more able to adapt unanticipated situation during the teaching learning
process.

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