1

SYNOPSIS OF THE RESEARCH

Title: USING BUZZ GROUPS TECHNIQUE TO IMROVE STUDENTS
PARTICIPATION IN READING DESCRIPTIVE TEXT AND ITS
GENERIC STRUCTURE MATERIAL AT SEVEN GRADE OF SMPN 8
MANDAU
A. Background of The Problem
In English learning, reading is one aspect of competency standards to be
achieved in the education of unit level curriculum. In the process of learning
reading in the class students can communicate and disclose the information,
thoughts and develop science technology and culture of the various texts that
are read. Ability to respond to the meaning and step rhetoric in simple and
short essay accurately have relation with to the environment in the form of
text descriptive is the Basic Competency (KD) that must be mastered by
students of class VIII School Junior High School. Learning descriptive text
has been done by the writer. In the research, the writer explains the subject
matter contained the following indicators:
a.
b.
c.
d.

Identify a variety of information in the descriptive text.

Identify steps in the rhetoric of descriptive text
Identify the function of communication in the descriptive text.
Identify the main idea, words meaning and topics in descriptive text.
The results of teaching and learning activities in the classroom reading

obtained are still not satisfactory. It means the learning process outcomes have
not yet reached Kriteria Ketuntasan Minimum (KKM). The results of the
authors reflection data showed that during the learning process is still a lot of

students who have not been able to answer questions with true, they have not
been able to answer the questions to be and to do etc. They are very
difficulty to do the exercise.
This is a picture of failure in the learning process. Failure of the results
and the learning process is an issue that must overcome Therefore, the author
tries to do the research plan class action entitled, " Using Buzz Groups
Technique To Imrove Students Participation In Reading Descriptive Text and
Its Generic Structure Materiala at Seven Grade of SMPN8 Mandau

B. Problem Solving

Based on the background of the problem as stated before, the formulation

of the problem posed in this proposal is: "Can the buzz groups technique
increase the students participation in reading Descriptive Text In the class
VII of SMP Negeri 8 Mandau?
C. Objective of The Research

The objective of the research is the students participation in reading

Descriptive Text .
D. The significant of the research
1. For teacher, it can improve the professionalism of the teacher.
2. Rising the ability of the teacher in planning the lesson plan
3. Developing an effective learning model, efficient and fun to involve

students actively in the process of learning English to improve their

communicative competence
E. Theoretical of The Research

1. Learning the Descriptive Text

Before the writer explains the theory of descriptive text, he would like

to define what a text is. According to Halliday (1978:40) in Yoce (2009:189),

text is semantic choice of data in social context. It means that text is a way to
express the meaning in written or oral form. Descriptive text is a text having
aim to describe a particular person, place or thing, Harmer (2004:67). The
schematic structures of descriptive text are identification and description.
Linguistic features are focusing on specific participant, the simple present 33
tense, adjectives, noun phrase, and conjunction. In the descriptive text, the
tense usually used is simple present tense. Simple present tense is a sentence
pattern used to express habitual or everyday activity (Betty, 1989: 11). The
simple present tense is something was true in the past, is true in the present,
and will be true in the future. It is usually used for general statements of fact.
Descriptive text is text that describes people, objects or places. Generic
structure of descriptive text consists of:
a. Identification: This part identifies a particular thing to be described.
(Identify / Introduction of the described phenomenon). Identification
usually answers the following questions:
1. What is the topic of the text
2. What is the text about
b. Description: This part describes parts, qualities, characteristics

2. Reading
a. The Definition of Reading
Reading is receptive skill in understanding the words in written form.
It is believed that understanding the purpose of someone is not only in
spoken form but also in reading. Reading is the next step in writing because

through it students cancomprehend what someone wants to talk something.

According to Nunan (1991:70), reading is a dynamic process in which the
text elements interact with other factors outside the text, in this case most
particularly with the readers knowledge of content of the text.
b. The Major Components of Reading Comprehension
The components of Reading Comprehension will support the success in
comprehending reading material and contributing in important way to read.
Leu (1987: 30-38), states that there are six major components of reading
comprehension:
1. Decoding knowledge
2. Vocabulary knowledge
3. Syntactical knowledge
4. Discourse knowledge
5. Readiness Aspect
6. Affective aspect
c. The Aims of Reading
The aims of Reading is looking for and getting information from books,
references, texts or others. In Reading, the students have to understand the
idea, the context, and the meaning of the texts in the passage. Anderson in
Ismah (2011: 10), states the following aims of reading:
1. Reading for Details of Facts
2. Reading for the main Idea
3. Reading for the Sequence or Organization
4. Reading to Classify
5. Reading to Inference
6. Reading to Compare
3.

Buzz Groups Technique

a. The Definition of Buzz Groups Technique
Apparently the technique known as buzz group was first used by Dr.
Donald Phillips at Michigan State University. He would divide his large
classes into six-member clusters asking them to discuss a certain problem for
specific period of time. As one might guess, it was not long until the new

approach became known on campus as the Phillips 66 technique. Now the

use of Buzz Groups technique is quite popular with buzz groups technique,
and varying formats and arrangements have been introduced to add a great
deal of flexibility to this type of discussion teaching.
The term buzz comes from the hive of verbal activity. Buzz groups
technique is a small discussion group formed for a specific task such as
generating ideas, solving problems or reaching a common viewpoint on a
topic and followed by whole class discussion in the specific period of time.
Groups may be divided into buzz groups or 4-6 persons after an initial
presentation in order to cover different aspects of a topic or maximize
participation. These small groups meet for specific period of time without any
time for preparation or reflection to consider a simple question or problem.
Each group appoints a spokesperson to report the results of the discussion to
the larger group. Buzz groups technique is a form of brainstorming and is
good for overcoming students who are shy to talk and share their idea about
the problems (http://peoplelearn.homestead.com/Module_3.Cooperative.pdf).
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.
b. The Procedure of Buzz Groups Technique
In Buzz Group technique the core of the class activity is the group task,
the procedure of buzz groups technique is as follows:
1) Teacher divides the class into groups that consist of four to six students per
sub group (buzz group).
2) Every buzz group chooses a leader and a recorder. The leaders keep the
discussions going and later report the groups ideas to the class and the
recorders list their groups responses during the discussion.
3) Teacher distibutes reading text for each group and asks all of the groups to
discuss the content of the text.
4) Teacher assigns each group worksheet that relates to the text. The teacher
asks all the groups to do all of the task on the worksheet.
5) Teacher gives the groups a set amount of time to discuss the task on the
worksheet. Make sure that students stay on task. Teacher will alert students
one or two minutes before they are to finish.
6) Teacher asks the students to return to whole class discussion.
7) Teacher invites each group leader to present the ideas generated from the
groups discussion.
8) Teacher asks another groups to give feedback and share their different
ideas.
9) Teacher and all of the students summarize the presentations, making sure
that the topic has been discussed sufficiently. Teacher has to ensure that

learners understand how their discussions relate to the principles of

teaching(http://lds.org/paprimary/program/CSMP_2007_
%20Files/tngcPages161_162.pdf).
10)
F. Research Plan And Procedures
A. Research Plan
1. Subjects of research subjects in this study were students class VIII
SMP Negeri 8 Mandau.
2. Place of Research
SMP Negeri 8 Mandau
B. Research Procedure
This research is a Class Action Research that carried out by following
the procedures of research based on Kemmis principles and Taggart (1988)
which includes planning activities, action, observation, reflection or
evaluation. The fourth of these activities take place repeatedly in the form
of a cycle. The research was done by collaborating with teachers SMP N 8
Mandau.
CYCLE 1
Stage Planning include:
1. Identify the problem.
2. Analyze and formulate the problem.
3. Designing learning models questioning methods.
4. Discuss the application of interactive learning model.
5. Setting up the instrument (questionnaire, observation guidelines, final
test).
6. Develop a group of learners.
7. Plan a group task.

Bibliography
Hasibuan & Moejiono, (2008). Proses Balajar Mengajar. Bandung: Rosda
(http://diffundo.com/instructions/resource15.pdf).
(http://peoplelearn.homestead.com/Module_3.Cooperative.pdf)
Suryosubroto. 2009. Proses Belajar Mengajar di Sekolah. Jakarta: Rineka Cipta.
Zaini, H. 2008. Strategi Pembelajaran Aktif. Yogyakarta: Insan Madani
E book
Ellington Henry. A Guide to The Use of Group LeraningTechnique. Scottish
Central Institution.ED289488.pdf

Ernest W. Brewer.1997. 13 Proven Ways to Get Your Massage Across. Corwin

Press
Inc.
http://web.utk.edu/~ewbrewer/pdf/books/13%20proven
%20ways/Buzz%20Groups.pdf
http://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CEcQFjAG&url=http
%3A%2F%2Fgeoffpetty.com%2Fwp-content%2Fuploads
%2F2012%2F12%2F25waysforTWT2.doc&ei=rxPKVLXPHMKF8gX7_
oGYCw&usg=AFQjCNFGfa3rZTKKBDQPDNBMfeUogeDtgg&sig2=_r
XUbYhkHNVEEhGZKGUdug&cad=rja