IMPROVING READING SKILL BY USING BUZZ GROUP FOR ISLAMIC STUDENTS IN ISLAMIC STATE INSTITUTE PONTIANAK

A B S T R A C T The study reveal the reading improvement by using Buzz groups technique. This study used action research. This research finding that buzz groups technique can improve students’ reading comprehension. The improvement can be identified from students’ reading comprehension achievement in finding word meaning, finding detailed information, identifying the referent, identifying the main idea, identiying implied information, identifying the language characteristics of the text including identifying the generic structure of the text and identifying communicative purpose of text. The result score of pre-test is 60.2, the mean score of post-test 1 is 75.4, and the mean score of post-tes 2 is 83. .


English as a foreign language in
Indonesia is acquired through learning process. Learning is getting of knowledge of a subject or a skill by study, experience, or instruction (Brown, 1994 : 7). It is in line with what experts say about reading. For one thing, William (1996: 2) states that reading is a process whereby one looks at and understands what has been written. In other word, we can say that reading is a process of communication between writer and the reader. A similar definition is stated by Aebersold and Field (1997: 15) that reading is something which people look at the text and assign to the written symbols in that text. From both definitions, it can be concluded that reading is a process of reacting and understanding a written text as a piece of communication. Reading does not necessarily need to look everything in a given piece of text. The reader is not simply a passive object, fed with letters, words, and sentences, but is actively working on the text, and is able to arrive at understanding without looking at every letter and word. Reading does not mean the activity to read aloud but to comprehend the message and information in the text.
The researcher found that the students had a problem in reading. The teacher said that the students have weaknesses in reading comprehension. Most of students said that reading is the most difficult part when learning English because they have problems when they read English text.
Based on the the pre-observation and interview done in pre-research, researcher found that the students' comprehension was low. This can be observed in the reading classroom. Their motivation to follow reading activity was low. The students were not enthusistic and interested in learning reading. Moreover, they looked like sleepy and bored during the lesson. Most of the students still got difficulties in comprehending English texts. They found it difficult in comprehending a text when finding many new words. The students also tended to be passive during the teaching and learning process. They were not actively engaged in the learning activities.
The researcher observed the low reading ability at the seond semester of Islamic Education (PAI) students . It was recognized when the researcher did pre-test to the students. Based on the students' average score in pre-test, the researcher found that the score was only 6,1. Moreover, the writer found out that there were gaps among the students in the class. Only some students had good achievement and actively follow the teaching learning process. So, the interaction in the class was low. Most of the students still found troubles and difficulties in understanding or comprehending a text.
After pre-observation on the teaching learning process at class, the writer found that there are some problems that arised in students' reading comprehension. The problems came from the students, teacher, technique, and material. The problems came from the students are as follows: (1) students had difficulty to infer meaning from the text they read; (2) students had problem to find the main idea of the text; (3) students had problem in finding detailed information of the text; (4) students had problem to find implied information of the text, (5) students had problem to identify language characteristics of the text (6) Students had difficulty to find the referent of pronoun. Other problems came from the teacher. The problems dealt with the way the teacher taught the students reading.
Teacher did not use appropiate technique to teach reading that encouraged students to be active. For one thing, she only got the reading materials from texts books and exercise books. She merely asked the students to read a certain text in the book or the students' exercise book (LKS), and then she asked them to do the task following the text. Moreover, the teacher dominated the class and she just read the written text without knowing wheter the students got the information or not. Most of teachers used teacher-centered approach in their teaching learning process. Therefore, some of the students never participate in a discussion if the whole class were listening to their contribution. The monotonous process of learning discouraged students to learn. The other problem was that the teacher was not able to make interesting class situation, so the students were not interested in the topic.
Another problem was related to the technique the teacher used to teach. The teacher only used lecturing or teacher-centered technique in teaching reading so the teaching learning process was monotonous. The teacher only gave the text, explained it, and then asked students to do the exercises based on the content of the text, and gave homework for the students to make other similar texts. This technique did not suit the condition of the teaching learning process.
The last cause came from the material. The material was not suitable to the teenage world and it was not interesting. Moreover, the text contained unfamiliar words. So, the language teacher must be creative and innovative to made interesting material in order to get the goal of the language teaching.
To overcome this problems, the teachers are supposed to be creative on developing their teaching technique to create good atmosphere, improve the students' reading comprehension and make the English lesson more exiciting. The teacher has to be able to make the interesting materials and to use an interesting technique for the students in the process of teaching and they have to know how to apply it. The influence of materials and technique of the English teacher in teaching learning process is really vital because students will be more interested in following the study.
One of the suitable techniques in teaching reading to the condition of the teaching leaning process at class is buzz groups technique. Buzz Groups technique is a team of four to six students that are formed quickly and extemporaneously to respond to course-related questions in order to get ideas that are generated with the feedback and discussed by whole group (Barkley, et al. (2001: 112). In other words, it is a small group discussion formed for a specific task such as generating ideas, solving problems or reaching a common viewpoint on a topic and then followed by whole class discussions in larger groups to summarize the topic within a specific Buzz groups technique has clear steps to follow, so students will not be confused. It uses interesting feature, so the students will not be bored. Moreover, buzz groups technique serves as a warm-up to whole-class discussion, so the students will easily brainstorm the ideas and explore the details information when reading written text.
By applying buzz groups technique, students will learn by themselves, learn more, feel more confident, feel more dedicated, enjoy the class, teach others and become independent learners. They can use their own knowledge and share their knowledge with their friends. Through this technique students can work together in small group to help each other and then join in the larger group (whole class discussion). After students discuss in a small group, the teacher asks a spokesperson in each buzz groups to report out to the whole class.
Each group can share idea related to the text and its questions which are given by teacher.
Considering the benefit of buzz groups technique especially in education and the curriculum of junior high school that emphasizes reading in teaching English, the researcher is interested in conducting an action research in teaching reading by using buzz groups technique. Many language experts have many opinions about buzz groups technique. According to Barkley, et al. (2001: 112), buzz groups technique is a team of four to six students that are formed quickly and extemporaneously to respond to course-related questions in order to get ideas that are generated with the feedback and discussed by whole group. Each group can respond to more questions. Barkley adds that using buzz groups technique in reading class, the students can discuss with their friends to exchange simple ideas from the reading text.
Typically, Buzz Groups technique serves as a warm-up to whole-class discussion. It is effective for generating information and ideas in short period of time. In fact, some students have trouble participating in large group discussions or meetings. So by dividing the whole class into small groups, more students have the opportunity to express their thoughts.
Because students have had a chance to practice their comments and to increase their repertoire of ideas in their buzz groups, the whole-class discussion that follows is often richer and more participatory.

RESEARCH METHOD
The revising the plan for the following step.

A. Techniques of Collecting Data
The techniques of collecting data are presented in the following section.

Qualitative Data
The qualitative data of the

4) Photographs
Photographs are a way of greatly enhancing classroom analysis and providing visual stimuli, which can be integrated into reporting and presenting the research to others.

Quantitative Data
The quantitative data of the Teacher must not dominate the teaching learning process. They must involve all of the students in the learning process.
By using buzz groups technique, students learn best because students will learn by themselves, learn more, feel more confident, feel more dedicated, enjoy the class, teach others and become independent learners.
They are actively involved in the learning experience and also they personally learn from other students who also learn the same thing.
They can share their opinion , have more discussion with their friends, consult the dictionary to know the meaning of difficult words, so they will be critical and convenient.
When the students are active in the language teaching learning process, they will get good undersanding on the language they learn.

Conclusion
There are several findings which were resulted from the research. It had been identified that students' reading comprehension was low as could be seen from the observation result during pre-research and the mean score of pretest. From the pre-research, the reseacher found that the problems came from the teacher and the students themselves. The pre-research showed that the teacher did not involve all students to participate during the teaching learning process, so almost all of the students were passive.
The teacher only used monotonous tehnique so the reading class was boring, and she paid most attention to the smart students so the other students did not have responsibility and motivation in the process of learning.
Beside the teacher, the problem also came from the students. The pre-research showed that the students are not willing to participate during the teaching learning process, they are not willing to be active and it can be seen that only certain students followed the lesson well, they had no interest and motivation in the teaching learning process.
After the researcher did the action research by using buzz groups technique to improve students' reading comprehension, it can be concluded that: