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SYNOPSIS OF THE RESEARCHTitle: USING BUZZ GROUPS TECHNIQUE TO IMROVE STUDENTS PARTICIPATION IN READING DESCRIPTIVE TEXT AND ITS GENERIC STRUCTURE MATERIAL AT SEVEN GRADE OF SMPN 8 MANDAUA. Background of The ProblemIn 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. Identify a variety of information in the descriptive text.b. Identify steps in the rhetoric of descriptive textc. Identify the function of communication in the descriptive text.d. 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 verydifficulty 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 SolvingBased 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 ResearchThe objective of the research is the students participation in reading Descriptive Text .D. The significant of the research1. For teacher, it can improve the professionalism of the teacher.2. Rising the ability of the teacher in planning the lesson plan3. 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 Research1. Learning the Descriptive TextBefore 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). Identificationusually answers the following questions:1. What is the topic of the text2. What is the text aboutb. Description: This part describes parts, qualities, characteristics

2. Reading a. The Definition of ReadingReading 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 ComprehensionThe 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 knowledge2. Vocabulary knowledge3. Syntactical knowledge4. Discourse knowledge5. Readiness Aspect6. Affective aspectc. The Aims of ReadingThe 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 Facts2. Reading for the main Idea3. Reading for the Sequence or Organization4. Reading to Classify5. Reading to Inference6. Reading to Compare

3. Buzz Groups Techniquea. The Definition of Buzz Groups TechniqueApparently 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 TechniqueIn 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 ProceduresA. Research Plan1. Subjects of research subjects in this study were students class VIII SMP Negeri 8 Mandau.2. Place of ResearchSMP Negeri 8 MandauB. Research ProcedureThis 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 orevaluation. 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 1Stage 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.

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