THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE IN NARRATIVE TEXT TO INCREASE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE SECOND GRADE OF SMAN 1 KALIREJO

ABSTRACT

THE IMPLEMENTATION OF RECIPROCAL TEACHING TECHNIQUE IN NARRATIVE TEXT TO INCREASE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE SECOND GRADE OF SMAN

1 KALIREJO By: Widi Andewi

Reciprocal Teaching Technique is a process of teaching reading which promotes students’ thinking and problem-solving skills while reading. It consists of four main strategies: predicting, questioning, clarifying, and summarizing. The instructional strategies of Reciprocal Teaching Technique are based on teacher modeling and guiding pratice and students paraticing reading tasks by taking turns leading and conducting discussion in small groups in order to bring meaning on the text (Palinscar and Brown, 1984).

This research is aimed at: 1) finding out whether implementing RTT in narrative text can increase the students’ reading comprehension achievement, and 2) finding out the problems faced by the students in learning reading comprehension through RTT.

The data were obtained from the pre-test and post-test to find out whether implementing RTT in narrative text can increase the students’ reading comprehension achievement, and also from the observation and interview to find out the problems faced by the students in learning reading comprehension through RTT. The sample of this research was XI IPS 3 class of Second Grade of SMAN 1 Kalirejo in the year 2012/2013

The result shows that the students’ mean score of the pre-test is 45.67 and their mean score of the post-test after being taught through RTT is 64.64, in which their gain score is 18.96. Specifically, RTT has increased the students’ reading comprehension in all aspects of reading comprehension, such as determining main idea, finding specific information, inference, reference and understanding vocabulary. RTT mostly has increased the students’ reading comprehension in reference, in which their ability in that aspect has increased significantly by 30%. Based on the obsevation and interview during the treatments, the students faced the problems in doing the four strategies of RTT in learning reading

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comprehension, as follow: predicting, questioning, clarifying, and particularly in summarizing.

However, after implementing RTT in teaching reading comprehension more frequently, the students were gradually able to overcome those problems. Based on the results above, it could be concluded that: 1) RTT can increase the students’ reading comprehesion achievement in narrative text ,and 2) RTT could overcome the problems students faced during the treatments of teaching reading through RTT.

LIST OF TABLES

Table Page

3.1. Specification of Data Collecting Instrument ... 41

3.2. Inter-rater Analysis of the Try-out ... 42

4.1. Distribution Frequency Table of the Students’ Pre-test Score ... 55

4.2. Distribution Frequency Table of the Students’ Post-test Score ... 56

4.3. Determining Main Idea Achievement ... 57

4.4. Finding Specific Information Achievement ... 57

4.5. Inference Achievement ... 58

4.6. Reference Achievement ... 59

4.7. Understanding Vocabulary... 59

4.8. Students’ Result of Reading Comprehension Achievement ... 60

4.9. Students’ Mean Score of Pre-test and Post-test ... 61

4.10. Increase of Students’ Achievement ... 62

LIST OF APPENDICES

Appendices Page

1. Research Schedule ... 86

2. Tryout Test ... 87

3. Pre-test ... 95

4. Lesson Plan 1 ... 100

5. Lesson Plan 2 ... 106

6. Lesson Plan 3 ... 112

7. Post-test ... 118

8. Observation Sheet ... 123

9. Interview ... 124

10. Upper Group Distribution Table of Tryout Test Items ... 130

11. Lower Group Distribution Table of Tryout Test Items ... 131

12. Difficulty Level and Discrimination Table of Tryout Test ... 132

13. Reliability of Tryout Test ... 133

14. Students’ Pre-test Result ... 134

15. Students’ Post-test Result ... 135

16. Coefficient of Reliability... 136

17. Result of the Pre-test and Post-test ... 137

18. Distribution Frequency of the Students’ Pre-test and Post-test Scores ... 138

19. Hypothesis Testing ... 139

20. Normality Test ... 140

21. Table of Pre-test Frequency ... 142

22. Table of Post-test Frequency ... 143

23. T-Table ... 144

24. Research Permission Letter ... 145

25. Research Letter... 146

26. Students’ Reciprocal Learning Logs 1 ... 148

27. Students’ Reciprocal Learning Logs 2 ... 149

28. Students’ Reciprocal Learning Logs 3 ... 150

29. Answer Sheet of the Highest and Lowest Students’ Pre-test Score ... 151

30. Answer Sheet of the Highest and Lowest Students’ Post-test Score ... 152

I. INTRODUCTION

This chapter discusses certain points; introduction deals with background of the problem, identification of the problems, limitation of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of terms.

1.1 Background of the Problem

English is one of language that is used as tool for communication. It has become the international language and used to communicate between the nations of the world. In Indonesia, English is taught as a foreign language and the purpose of learning English is for communication (Yoosabai, 2009). As a foreign language, English is taught from elementary level, up to the university level. There are four main of language skills that should be mastered. They are listening, speaking, reading, and writing. Louisa (1999) states that reading is the fundamental skill upon which all formal education depends. It means that reading is important skill for students. By reading, the students will gain much information and knowledge that is beneficial to themselves.

The recent curriculum, School Based Curriculum (KTSP) (Depdiknas 2006: 297), the objective of teaching reading for the second grade of SMA students is to enable the students to be able to identify main idea of whole text, vocabularies, and some information of reading text. Based on Curriculum above, the students not only have good at reading but also good at comprehending. As we know, English is a subject that will be tested in national examinations (UN) and reading comprehension test is the most dominant item in English exam. Therefore, students who are good in reading are usually academically successfull, but many students got difficulties in reading which are mostly written in English. They have difficulty in finding the main idea of the text or pragraph, the main topics, and the information in the reading text. In reading comprehension, reading is important for the students to comprehend a reading text with having knowledge in general view of the text because it can help them to understand main idea of the text and predict what will be discussed on the text.

Besides, teaching reading comprehension to students is not easy to do for teacher. The teacher often gets many problems in teaching reading. This condition usually happens because the teachers teach the students by using conventional technique. The teacher often uses method which explains everything to students by translating each sentences, word by word rather than helping the students to read by promoting thinking about the meaning (Chandavimol, 1998 in Panmanne 2009). Of course, this condition influence the students’ ability in reading comprehending, because they will feel very tiring and bored when they should translate each word. The others technique that teacher usually use is teacher

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always asked the students to read aloud a text and then answers the questions based on the text. Hence, English teachers should teach the students by using an interactive way, so they could be expected to present the material and the sudents can more active in reading comprehension.

There is one technique that might be increase the students’ reading comprehension namely, Reciprocal Teaching Technique. Reciprocal Teaching Technicque is an instructional strategy based on teacher modeling and guiding practice and students practicing reading task by taking turns leading and conducting disscussion in small group in order to bring meaning to the text (Palinscar and Brown, 1984). In Reciprocal Teaching Technique, there are four systematic sections or strategies that students learn and practice in reading text– predicting, questioning, clarifying, and summarizing. It provides opportunities for students to learn to monitor their own learning and thinking, (Alverman and Pheleps, 1998).

Hartman (1994) described Reciprocal Teaching on five stages. They are: (1) teacher demostration, (2) student learning and guided practice in using the four comprehension strategies, (3) coordinated practice using the strategies with segments of text in small groups led by teacher, (4) practice in small groups of students, and (5) student competence and self-regulation. The teacher will take more active role as the modeling strategy in the beginning and students will learn to take on more responsibility for their own and each others’ learning. Through Reciprocal Teaching Technique, students might be more thinking and understand what they are reading. Students can be able to comprehend a reading text such as

main idea of the text and predict what will be discussed on the text easily by using four systematic sections of Reciprocal Teaching Technique.

As a matter of fact, some studies about reciprocal teaching technique in reading comprehension have been carried out. Klingner and Vaughn (1996) study finds out that Reciprocal Teaching has been used to improve the comprehension of students who are able to decode, but display difficulties with the comprehension of text, result from this study indicates significant growth on the overall reading comprehension of the participants. The most significant growth is seen in students’ with adequate decoding skills and low comprehension. In a study by Alfassi (1998), there was a significant difference between Reciprocal Teaching students and the control group on a measure of passage comprehension. The Reciprocal Teaching group demonstrated significant improvement on scores from pre-test to post-test. Miller and Rosen (1988) study finds out that students taught using Reciprocal Teaching scores significantly higher on multiple-choice reading comprehension test.

Considering the explanation above, the researcher wanted to know whether the Reciprocal Teaching Technique can increase the students’ reading comprehension achievement and to find out the problems faced by the students in learning reading comprehension through Reciprocal Teaching Technique. The researcher has chosen SMAN 1 Kalirejo as the population of this research, since no research about Reciprocal Teaching Technique has been conducted in this school. Narrative text which was used in this research because it was learnt at the second

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of semester year students of senior high school and the students regard it as the most difficult text rather than report text.

1.2 Identification of the Problems

Based on the background of the problem above, the researcher would like to identify the problem as follow:

1. Students get difficulties in comprehending the text

2. Students get difficulties in getting the information from the text 3. Students do not know the main idea of the paragraph

4. Students lack of vocabulary knowledge

5. Students’ motivation in reading a text is still low 6. Students’ reading ability is still low

7. Some of teachers do not have media in teaching learning

1.3 Limitation of the Problem

In line with the identification of the problems, the reseacher limits her study to the following problem “the implementation of Reciprocal Teaching Technique in narrative text to increase the students’ reading comprehension achievemnet.”

1.4 Formulation of the Problems

Based on background of the problem mentioned previously, the researcher formulated the research problem as follow:

1. Can Reciprocal Teaching Teachnique increase the students’ reading comprehension achievement in narrative text at the Second Grade of SMAN 1 Kalirejo?

2. What problems do the students face in learning reading comprehension through Reciprocal Teaching Technique?

1.5 Objectives of the Research

In relation to the research questions the objectives of this research are

1. to find out whether implementing Reciprocal Teaching Technique in narrative text can increase the students’ reading comprehension achievement at the Second Grade of SMAN 1 Kalirejo.

2. to find out the problems faced by the students in learning reading comprehension through Reciprocal Teaching Technique.

1.6 Uses of the Research

The uses of this research are:

1. Theoretically, the result of this research is expected to verify the previous theory and to give contribution to the theory of teaching as a reference for the next researcher who will concentrate in increasing narrative text of the reading comprehension ability in learning English through Reciprocal Teaching Technique.

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2. Practically, the result of the research can be used for English teacher that Reciprocal Teaching Technique can increase narrative text of the reading comprehension achievement in learning English.

1.7 Scope of the Research

This research is a quantitative research which was conducted by administrating the pre-test and post-test to find out whether implementing Reciprocal Teaching Technique in narrative text can increase the students’ reading comprehension achievement at the Second Grade of SMAN 1 Kalirejo. The students are expected to be able to comprehend the following reading aspects: main idea, specific information, reference, inference and vocabulary. The text used was narrative text because it was learnt at the second of semester year students of senior high school and the students regard it as the most difficult text rather than report text. The texts were taken from students’ English textbook, students’ task sheet and internet. This research was also conducted through interview to find out the problems faced the students in learning reading comprehension through Reciprocal Teaching Technique.

1.8 Definition of Terms

In this research, the writer uses some definitions of key terms as stated below: Reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition; that comprehension is an essential of reading; that without comprehension no reading takes place (Dallman, 1982: 23).

Reading Comprehension means relating to what someone does not know or new information to what he already knows through printed messages being read. It may be regrarded as relating aspects of the world around human being including what is being read to the knowledge, intention and expectation are already have in readers’ head (Smith, 1982: 15).

Reciprocal Teaching Technique is a process of teaching reading which promotes students’ thinking and problem-solving skills while reading. It consists of four main strategies: predicting, questioning, clarifying, and summarizing. The instructional strategies of Reciprocal Teaching Technique are based on teacher modeling and guiding pratice and students paraticing reading tasks by taking turns leading and conducting discussion in small groups in order to bring meaning on the text (Palinscar and Brown, 1984).

Narrative text is piece of writing which has purpose to entertain, it also deal with problematic events that leads to a crisis and to turning points (Gerrot and Wignell, 1994). They also state that the generic structure of narrative text consists of orientation, evaluation, complication and resolution.

II. LITERATURE REVIEW

This chapter presents the theories used in the research. It covers a number of aspects; i.e. review of previous research, reading, reading comprehension, teaching reading, strategies in teaching reading comprehension, narrative text, reciprocal teaching technique, the advantages and disadvantages of reciprocal teaching technique, teaching reading comprehension through reciprocal teaching technique, theoretical assumption, and hypothesis.

2.1 Review of Previous Research

Reading is one of the important skill which is needed by the students from elementary school up to university. They will get much information and knowledge by reading that is beneficial to themselves. But, many students have difficulties in reading which are mostly written in English. To overcome this, many researchers who have conducted research through RTT to resolve any problems that occur in the teaching reading.

Yulianti (2010) finds out that RTT can increase the students’ reading comprehension at the second grade of SMPN 1 Gedongtataan. This can be seen from the difference of the students’ mean score in pre-test (54.50) to post-test

(76.55) with gain 22.053 point. She also said that the students might be more concentrate in their study by using the four instruction strategies of RTT.

Sari (2012) has conducted RTT in the classroom action research and finds out that RTT can be used to improve the teaching learning process in term of students’ activities. It can be seen from the increase of students’ participation during the learning process increased from cycle 1 to cycle 2. It was found that there were only 25 students (75.3%) who involved in the activities in cycle 1, but there were 30 students (88.3%) who involved or were active in the activities in cycle 2. It means that there is significant increase from cycle 1 to cycle 2.

Chodija (2011) finds out that there is significant difference of students’ reading comprehension achievement between those taught through RTT and those taught through ordinary (lecture) technique at the second grade of SMPN 15 Metro. The mean difference is 12.37, meaning that the experimental class 1 gained 12.37 scores, higher than experimental class 2 in post-test. It means that RTT is more effective than ordinary (lecture) technique.

Considering the previous research above, it can be stated that Reciprocal Teaching Technique can be used to increase the students’ reading comprehension acheivement in junior high school significantly. So, the researcher wants to know whether implemeting Reciprocal Teaching Technique can help students to increase their reading comprehension achievement significantly not only in junior high school but also in senior high school.

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2.2. Reading

In conducting the research, the researcher uses some theories inconcerning with reading. The theories are used in this research is the theory which has correlation with reading. Reading is one of the major aspect of language skill. By reading, people will be able to get much information because reading is the window of knowledge. Reading can be said as active process in which people try to get the messsage that will be conveyed by the author.

Clark and Silberstain (1987: 21) define reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. It means that readers interact with print and try to understand the meaning of the text written by the author. Nuttal (1984: 14) states that reading as the meaningful interpretation of printed or written verbal symbol. The readers have to comprehend the collection of symbol, if they want to convey a meaning. In reading, there are functionally related aspects to reading. They are perceiving written symbols, a visual activity, describing a meaning to, or comprehending the meaning of symbol.

Stuffer in Petty and Jensen (1980: 207) mention that there are five definitions of reading: (1) reading is a complex process, (2) reading means to get information from printed page, (3) reading is the ability to pronounce and comprehend the printed words, (4) reading is interpretting sign, letters, symbols, by assigning meaning to them, (5) reading is receiving ideas and impression from the author via the printed page. In other hand, Louisa (1999) states that reading is the

fundamental skill upon which all formal education depends. It means that reading is very influential in the success of student learning. The students from elementary school to university need to read beacause they will get much information in reading text. How the students will success in their academic if they don’t have good ability in reading.

Harris and Sipay (1980: 9) define reading as the act of responding with appropiate meaning to print or written verbal symbol. It means that the readers know the author’s idea and they will gain the information from the text that they have read. Then, Grabe (1997) states that there is an interaction between reader and text in reading. He also adds that reading needs effecient knowledge of world and a given topic also an efficient knowledge of the language.

From the explanation above, it can be concluded that reading is an active process in which the reader try to interpret sign, letters, symbols of text, so they will gain the information of the text. Reading is also one of important skill that students need because the sudents will success in their academic if they have good ability in reading.

2.3 Reading Comprehension

There are many definitions of reading comprehension. One of them is proposed by Simanjuntak (1988: 4). She states that the first point in to be made about reading process is comprehension and the meaning is the basic element for comprehension. In reading process, the first point that the readers should do is

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comprehension of the text, so the readers can interpret the meaning from the text. Brown (2001) also states that reading comprehension is primarily a matter of developing appropiate effecient comprehension strategies for the majority of second language learners who are ready literate in their native language.

According to Rubin (1993: 4) reading comprehension is a complex intellectual process involving a number of abilities. The two major of abilities involve word meaning and verbal reasoning. Without word meanings and verbal reasoning, there could be no reading comprehension; without reading comprehension; there would be no reading. Meanwhile, there are four elements in reading comprehension. The four elements mainly deal with the vocabulary, the specific information, the main idea, and the ability to infer or imply-the ability to gain meanings that are not explicitly stated in the context of reading matrials (Brown,1983: 32).

Smith (1981) also states that there are four distinctive and fundamental characteristics in reading, namely: purposeful, selective anticipaotry, and based on comprehension. He explains that reading is based on comprehension because despite an ever- present possibility of ambiguity, the act ( if not the content) rarely leaves us confuse. Understanding is the basis not the consequences of reading. Moreover, Dallman states that reading is more than knowing what each alphabet stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading took place.

Kustaryo (1998:2) states that there are three levels categorizes of comprehension. They are:

1. Literal Comprehension Level

Literal comprehension level is level of understanding the ideas and information explicitly stated in the passage. There are three abilities that the readers are needed, as follow: (1) knowledge of word meaning, (2) recall of the details directly stated or paraphrased in own words, (3) understanding of grammatical clues subject, pronouns, verb, conjuction, and so forth. In this level, the readers are required to recall the main idea explicitly stated and knowledge of the sequence of information presented in the passage.

2. Interpretative Comprehension Level

Interpretative comprehension level is different from Literal comprehension level because the understanding the ideas and information sometimes is not explicitly stated in the passage so that the reader has to do the process of inferring beyond literal meaning. The abilities needed by readers are: (1) reason with information presented to understand the author’s tone purpose and attitude, (2) infer factual information, main ideas, comparison, cause effect relationship that not explicitly stated in the passage, and (3) summarizing of the story content. The readers are required to more thinking on one’s part because one must depend on the author and more on personal insight.

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3. Critical Comprehension Level

Critical comprehension level refers to level of analyzing and personally reacting to information presented in the passage. When the reader reads the text, critical reading contains an inquiring mind with active, creative looking, for false statements automatically. The readers need some abilities in this category, such as: (1) personally reacting to information in a passage indicating meaning to the reader, (2) analyzing the quality of written symbol of information in the terms of some standards. Besides that, the readers must be able to differentiate the text, whether it is important or meaningful for them or not and whether it is fact or just opinion. The active reader is questioning, comparing, and evaluating the ideas found in the material.

Instead of the level, Nuttal (1985) states that the reader should master five sort reading skills to comprehend the text deeply, that as follow:

1. Determining main idea

The main idea is the most important information the author wants you to know the concept of that paragraph. Determaining idea is a skill to grasp and find the main point of the passage by summarizing the passage and look for repetition of ideas/words (Kelly R., 2004).

2. Finding the specific information or part of text

In this section, the reader only focus on scanning or looking for the relevant part(s) and ignore the irrelevant. When the reader has a very specific goal in mind, it is very useful to know what she/he is looking for in the text. In addition, the

specific information develops the topic sentence by giving difinitions, such as: facts, an incidents, comparison, analogy, cause and effect, etc.

3. Finding reference

References are words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. Hence, finding reference means interpreting and determining one linguistic expression to another.

4. Finding Inference

Inference is a good guess or predicting about something unknown based on logic of passage. In this section, the reader infer the sentence/ passage understand and conclude it logically.

5. Understanding Vocabulary

Understanding vocabulary means comprehend what the words mean. It is very useful for readers when they have good mastery of the vocabulary, because they will be deeper to comprehend the text.

Based on the explanation above, it can be concluded that reading comprehension is the ability of the readers to find information and to understand what has been read. There is no reading without comprehension, because comprehension is fundamental to reading. According Nuttal (1985) the reader should master five sort reading skills to comprehend the text deeply, as follow: determining main idea, finding the specific information or part of text, finding reference, finding inference and understanding vocabulary. Hence, the researcher will use those

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reading skills in the reading comprehension test because they are very essential for the students to improve their reading comprehension ability.

2.4 Teaching Reading

Teaching reading is important in the language learning because reading is one of key factors of mastering language. The goal of teaching reading is helping the students to be able to make sense of ideas conveyed in the text. Hedge (2003) states that any reading component of an English language teaching may include a set of learning goals for:

1. The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom.

2. Building knowledge of language that will facilitate reading ability. 3. Building schematic knowledge.

4. The ability to adapt the reading technique according to reading purpose (i.e. jigsaw, STAD, RTT, etc.).

5. Developing an awareness of the structure of written texts in English. 6. Taking a critical stance to the contents of the texts.

It is important to build up students’ ability to adapt the reading technique according to reading purpose as goal in teaching reading.

According to Alyousef (2005: 143) in teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and last- reading stages. The pre-reading stage helps in activating the relevent

schema or background knowledge. For example, the teacher can encourage the students to predict about what the students think what will come next in the text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling text by developing their linguistic and schematic knowledge. For example, the teacher can encourage the students to generate an appropiate questions for the passage and to identify what makes a given text difficult and seek an understanding of difficult new vocabulary. The last-reading includes activities, which enhance learning comprehension using exercises, close excercises, cut-up sentences, comprehension questions or the teacher can ask students to identify and intergrate the most important information by using summarizing.

The aim of teaching reading is to develop students’ skill that they can read English text effectively and efficiently. To be able to do so the readers should have particular purpose in their mind before they interact with the texts. Effective and efficient reading is always purposeful of reading is implemented into the development of different reading techniques: scanning, skimming, Reciprocal Teaching, etc. These can be real when students read and interact with various types of texts, i.e. functional and monologues text.

In teaching reading, the teacher should provide technique to the students with purpose for reading to anticipate different type of reading texts. Hence, reading technique should be matched to reading purpose to read efficiently and effectively. There are two major reasons for reading (1) reading for pleasure; (2)

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reading for information (in order to find out something or in order to do something with the information readers get) (Suparman, 2005:1).

The researcher assumes that in teaching, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension. RTT as reading technique is possible to be applied by the Senior High School students in their reading, e.g. students can be able to comprehend a reading text such as main idea of the text and predict what will be discussed on the text easily by using four systematic section or activities of RTT.

2.5 Strategies in Teaching Reading Comprehension

As mentioned previously, there are four skills that must be mastered by the learner namely: Listening, Speaking, Reading and Writing. Reading is the most important skill for students because they are be able to access much information from reading. Simajuntak (1989: 4) states that the first point to be made about reading process is reading comprehension. In reading comprehension, the teacher needs reading strategy which is suitable with the students’ chracteristics and can improve the students’ reading comprehension.

Many reseachers have been conducted in relation with strategy and technique in teaching reading comprehension. Milkulecky (1990: 2) states that there are two processing strategies to comprehend the text which he calls as ‘human information processing system’. They are:

1. Top-down process/ concept-driven.

In the top-down process, this strategy will be encouraged the reader to focus primarily on what is already known in trying to comprehend a text.

2. Bottom-up process/ data-driven.

In this second strategy, the readers rely primarily on textual information comprehend/ understand a text. They will use their background knowledge to comprehend the authors’ idea.

Meanwhile, Brown (2001: 306), proposes that there are some strategies related to bottom-up procedures and contribute the top-down process which can be applied in the classroom setting. The first strategy is identifying the purpose in reading. It is important for the learners to know the purpose of reading because by doing so, they will know what they are looking for. The second strategy is using graphemic rules and patterns to aid in bottom-up decoding (for beginning level learners). The third strategy is using effecient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels). The teachers can help the learners to increase effeciency by teaching a few silent reading rules, so students need no be speed readers for intermediate to advance levels.

The fourth is skimming the text for main idea. It skimming process, the readers are given the advantages of being able to predict the purpose of the passage, the main topic, or message, and possibly some of the developing or supporting ideas. The fifth is scanning the text for specific information. In the scanning exercises, students may be required to look for names or dates to find a definition of a key

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concept, or list a certain number for supporting details. It can take out specific information without reading through the whole text.

The sixth is using semantic mapping or clustering. This strategy will help the readers some order to chaos. The seveth is guessing if you are not certain. By using guessing, the learners can guess the meaning of the word, guess the grammatical relationship, guess a discourse relationship, infer implied meaning, guess about a cultural reference, and guess message. The eight is vocabulary analysis. There are some techniques which are useful in vocabulary analysis: looking for prefixes that may give clues, looking for suffixes that may indicate what part of speech it is, looking for grammatical contexts that may signal information, and looking at semantic contexts for clues.

The ninth is distinguishing between literal and implied meaning. The application of shopisticated top-down processing skills is required in this strategy. Last, the tenth strategy is capitalizing on discourse markers to process relationship. In English signal relationship, there are many discourse markers between ideas as expreseed through prhases, clues, and sentences. The learners’ reading efficiency can enhancement greatly if there is a clear comprehension of such markers. Based on some strategies above, it means that there are some strategies which relate to bottom-up and top-down process and can be applied in the classroom setting by teacher. So, they might be able to help the students to comprehend the text in reading comprehension.

Wedman et al (1996: 112) in Hararit (2007: 12) propose another technique, that is a group work. In this technique, the learners construct meaning through events that occur among groups of people rather that between a person and a thing. Therefore, a groups of people have opportunities for verbal exchanges that lead to decision making, reflection and interdependent and autonomous learning when learning occurs. In other words, readers are expected to discuss what they read with other people in a group so they have better comprehension of a text. It means that after the readers share information using their background knowledge/ perspectives, their understanding is hopefully established.

2.6 Narrative Text

Narrative text is a text that retell the story in the past. There are various kinds of narrative such as fairy stories, mysteries, science fictions, romence, horror, etc. The purpose of narrative text is to entertain the readers about the story. According to Longarce (1983: 5) and Larson (1984: 336), narrative text is an account events; it means that narrative text is text that countains the series of event.

The generic structures in narrative, as follows:

1. Orientation: it is about the opening of the paragraph in which the characters, setting and time of the story are established.

2. Complication or problem: a series of events where the problem of the story developed.

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4. Re-orientation: it is optional. Stating personal comment or personal note of the writer.

Narrative text has some language features, as follow: 1. Using the action verb.

2. Using the behavioral and verbal processes (saying verb/ speaking verbs) such as said, told, promised.

3. Using the relational process and mental process (thinking verb)

4. Using time connectives and conjunctions such as then, before that, soon. 5. Using the past tense.

6. Using the direct and inderect speech.

7. Focusing on specific or individual participants. Here is the example and the organization of narrative text:

The Monkeys and The Cap Seller Orientation

Once, a cap seller was passing through a jungle. He was very tired and needed to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of caps near him and lay down with his cap on his head.

Complication

The cap seller had a sound sleep for one hour. When he got up, the first thing he did was to look into his bag. He was startled when he found all his caps were not there.When he looked up the sky, he was very surprised to see monkeys sitting on the branches of a tree, each of the monkeys is wearing a cap of on its head. They had evidently done it to imitate him.He decided to get his caps back by making a humble request to the monkeys. In return, the monkeys only made faces of him. When he begun to make gesture, the monkeys also imitated him.

Resolution

At last he found a clever idea. " Monkeys are a great imitator," he thought. So he took off his own cap and threw it down on the ground. And as he had expected, all the monkeys took off the caps and threw the caps down on the ground. Quickly, he stood up and collected the caps, put them back into his bag and went away.

2.7 Reciprocal Teaching Technique

Reciprocal Teaching Technique was originally developed by Palinscar in 1982. It refers to an instructional strategy that takes place in the form of a discussion between teachers and students regarding segments of text which is structured by the use of four strategies: predicting, questioning, clarifying, and summarizing. He also states that during Reciprocal Teaching, the teacher and the students take turns assuming the role of the teacher in leading discussion, which leads to an interesting group learning experience. Later, Palinscar and Brown in 1984 refined and conducted RTT. It refers to instructional strategy based on teacher modeling and guiding practice and students practicing reading task by taking turns leading and conducting disscussion in small group in order to bring meaning to the text (Palinscar and Brown, 1984).

According to Alverman and Pheleps (1998), Reciprocal Teaching has two strategies major features: (1) instruction and practice of the four comprehension strategies- predicting, question generating, clarifying, and summarizing and (2) a special kind of cognitive apprenticeship where students gradually learn to assume the role of teacher in helping their peers contruct meaning from text.

Klinger and Vaughn ((1996) has been used Reciprocal Teaching to improve the comprehension of students who are able to decode, but display difficulties with the comprehension of text. Therefore, Reciprocal is considered useful technique which is not only help in the deconing text (reading) but also it teaches how to comprehend what one reads. Oczuks (2003), Reciprocal Teaching is a

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proven technique for teaching multiple comprehension strategies. Oczuks also said that there is strong evidence to support Reciprocal Teaching as an effective instructional technique that can increase the kind of reading comprehension that is necessary for improved test scores

According to Foster and Rotoloni (2005), Reciprocal teaching is a cooperative learning instructional approach designed to increase reading comprehension through scaffold instruction, which includes predicting, questioning, clarifying, and summarizing. Reciprocal teaching involves the use of those four instructions in ongoing discussion between teacher and students or students and students in whole-class instruction or small group activities. After the four instruction strategies are taught, the teacher gradually fades her support and guidance, and students take turns as discussion leaders.

2.7.1 Four Main Strategies of RTT

Palinscar and Brown (1984) propose an approach to teaching reading comprehension called Reciprocal Teaching. They identified four basic strategies that may help students recognize and react to signs of comprehension breakdown. The four basic strategies are used to increase reading comprehension. In specific order, each strategy was selected as follow:

1. Predicting- this first strategy is to provide a background knowlegde to students about what they have gathered from the text such as the topic or concept. With background knowledge, the students will know what the

author will discuss next in the text. Furthermore, it will give the opportunity for the students to link between the new knowledge acquired through reading and knowledge they already process.

2. Questioning- this second strategy is to helps students identify important information, themes, and ideas from the text. With questioning, the students will can be more explore deeply ideas and information students got from the text.

3. Clarifying- this strategy is particularly important for the students who have a history of comprehension difficulty. Clarifying will help them to indentification and clarification of unknown words, phrases or sentences from the content of the text.

4. Summarizing- this is the last strategy which is designed to find the important information, themes and idea in the text, and then integrating these into a clear paragraph.

2.8 Andvantages and Disadvatages of RTT

Here are some following advantages and disadvatages of RTT according to Palinscar and Brown (1984):

2.8.1 Advantages of RTT

There are some advantages of using RTT:

1. RTT makes the students enjoy learning to read because they can work in group, allows them to help each other fathom the text and reflect directly on their own and other performances.

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2. RTT helps the students to develop a positive attitude towards reading. It improves the students’ motivation to read since it guided them how to achieve the meaning of the text. Furthermore, through this technique the students can learn to concentrate on important ideas rather than translate meaning word, it forces them to be more critical.

3. RTT improves students’ accurancy and fluency of oral reading and makes gain in word identification and comprehension. Finally, it builds on students’ knowledge and experience, makes students spend the majority of their time in academic discussion and enhance students’ inherent ability.

2.8.2 Disadvantages of RTT

There are some disadvantages of RTT, as follow:

1. RTT can be time consuming because it needs longer time to implement the whole strategy instructions included in Reciprocal Teaching Technique.

2. The class might be noise because dialogue or discussion happens during learning for all groups in class

3. The class needs more control from the teacher because teacher do not teach directly or just monitor.

Based on explanation above, RTT might be able to help the students in teaching reading comprehension, because it makes the students enjoy learning to read, improve the students’ motivation to read and makes the students to gain in word

identification and comprehension. But, RTT also has disadvantages which have to be considered and also be solved in order to make students’ reading comprehension mastery improve such as, the teacher should try to implement RTT with proper preparation and planning and then the teacher should be more control the class and not just monitor it.

2.9 Teaching Reading Comprehension through RTT

The researcher perposes the procedures of teaching reading through RTT as follow:

1. Pre- activity

a. The teacher greets the students

b. The teacher checks the students’ attendance list.

c. The teacher introduces about the technique and procedure that will be applied. d. The teacher asks the students to make some groups.

e. The teacher asks the students to do first step instruction; 1. Predicting

In the first steps, the teacher encourages the students to predict about what the students think regarding what will be discussed next in the text.

The main questions can be:

Based on the title and pictures on the page. Can you predict the topic of the text?

After we have seen at the title and pictures on the page, what do you think may happen next in first paragraph?

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When predicting:

- Use the prediction languages;

I predict..., I think..., I image..., I suppose...

h. The teacher asks the students to write their prediction in learning logs.

(Learning logs is a written documentation of learning used by the students to notice what they have done in each steps/strategies of RTT during the process of learning).

i. The teacher checks the predictions after reading to see if they make sense or not j. The teacher asks the students to read the first paragraph or section.

2. While activities

k. The teacher asks the students to do the second step instruction;

2. Questioning

In the second step instruction, the teacher encourages the students to generate an appropiate questions for the passage to monitor how deep their comprehension is.

The main questions can be:

Based on the text, would you make some questions! (such as main idea, detailed- oriented questions and inferential questions)

When questioning:

- Use the wh-questions:

- Ask some questions that can be inferred.

l. The teacher asks the students to write their questions in the learning logs. m. The teacher asks the students for the third step instruction

3. Clarifying

In this step instruction, the teacher encourage the students to identify what makes a given text difficult and seek an understanding of difficult new vocabulary, unclear reference words or unfamiliar words.

The main questions can be:

After reading the text, what parts were hard to understand? What words or ideas you do not understand and need clarifying? When clarifying:

- Reread the sentence and look for key ideas to help you understand the word - Look for prefix or suffix in the word

- Break the word apart into smaller words.

- Identify difficult words for pronounciation and meaning.

n. The teacher asks the students to question and clarify again, using all the paragraphs or sections in the passage.

3. Post activities

o. The teacher asks the students to do the last step instructions 4. Summarizing

In the last instructions, the teacher asks for students to indentify and intergrate the most important information (idea and message) in the text.

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The main questions can be:

What is the message of the text?

What is the most important idea in this paragraph? When summarizing:

- Use the language summarizing:

The most important ideas of this text are....

- Reread to summarize main events or important ideas from the text. - Contain only main events or important ideas.

- Tell main events or important ideas in order.

p. The teacher asks the students to summarize again, with all the paragraphs or sections in the passage.

q. The teacher gives the students a quiz based on the text.

r. The teacher asks the students about the difficulties on the lesson. s. The teacher close the meeting.

2.10 Theoretical Assumption

From all the literature above, reading is very important in learning language. In reading process, reader needs comprehension because comprehension is an essential of reading. By using reading comprehension, readers can comprehend the text and can help them to understand main idea of the text and predict what will be discussed on the text. There are many technique that can be used to increase the reading comprehension ability, but the researcher assumes that RTT might be the most suitable technique for teaching reading comprehension. RTT has been found highly successful to help first language poor readers improve their

level of reading comprehension. Moreover, RTT can help the student to comprehend the reading text deeply. It also can make the students active, because it will give opportunities for students to learn to monitor their own learning and thinking. Therefore, it may seem that RTT can increase the students reading comprehension ablity, especially in narrative text.

2.11 Hypothesis

Based on the theories and the assumptions above, the hypothesis can be formulated as teaching reading through RTT can increase students’ reading comprehension achievement in narrative text in the reading aspects: determining main idea, finding the specific information or part of text, finding reference, finding inference, and understanding vocabulary.

III. RESEARCH METHOD

This chapter discusses the methods of research used in this study, they are: research design, population and sample, data collecting technique, research procedure, scoring system, and data analysis.

3.1 Research Design

This research was aimed at finding out whether RTT in narrative text can increase students’ reading comprehension achievement. This research was conducted in one class as experimental class which was chosen purposively. The researcher used one-group pre-test post-test design. Pre-test was administered to find out students’ reading ability in narrative text, before the treatments and post-test was administered to find out students’ reading ability in narrative text, after the treatments.

The design can be illustrated as follows: T1 X T2 Which:

X : Treatment (using RTT) T1 : Pre-test (before treatment) T2 : Post-test (after treatment)

Besides, the observation and the interview were also conducted in this research. The observation was conducted to observe the teaching-learning process during the treatment of teaching reading comprehension through RTT. The interview was conducted in the form of open questions and formal types. It was conducted toward some representatives of the students as the interviewees, which were chosen from low and high scores based on the mean score of the post-test, to find out the problems faced by the students in learning reading comprehension through RTT, in which their answers were classified and generalized as the resource.

3.2 Population and Sample

The population of this research was the 2nd year students of SMAN 1 Kalirejo. There were seven classes of the second year students and each class consists of about 30-33 students. This research was conducted purposively in XI IPS 3 as the subject of the research because based on the observation done by the researcher, the students in this class had mainly problem of reading comprehension relying on their reading quiz score.

3.3 Data Collecting Technique

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1. Giving the Pre-test

The pre-test was conducted before the treatment of teaching reading comprehension through RTT, in order to find out the students’ basic reading comprehension. Narrative text was the type of reading text that researcher was used in this research based on KTSP 2006 curriculum of senior high school. 2. Giving the Post-test

The post-test was given to the students after the treatment of teaching reading comprehension through RTT by using three times treatments. The result of the post-test was compared with pre-test in order to know whether RTT can increase students’ reading comprehension achievement or not, especially in narrative text.

3. Conducting the Observation

The observation was conducted in XI IPS 3 class to observe the teaching-learning process during the treatment of teaching reading comprehension through RTT. 4. Conducting the Interview

The interview was conducted in XI IPS 3 class, in which the students’ answers were classified and generalized as the resource. The interview was conducted to find out the problems faced by the students in learning reading comprehension through RTT.

3.4 Research Procedure

1. Determining the population and sample

The population of this research was the 2nd year students of SMAN 1 Kalirejo. In this research, the class of XI IPS 3 was taken as the sample, the students are taught reading narrative text by using RTT.

2. Determining the research instrument

The instrument of this research was objective reading text of multiple choice test. According to Henning (1987), to measure reading comprehension, requesting students to write short sentence answer to written questions was less valid a procedure than multiple-choice selection (as cited in Henning, 1987: 48). The numbers of the items in the test were 25 items which had five options of answers, (A, B, C, D and E), in which one of them is the correct answer and the rests are the distracters. Narrative text was the type of reading text that researcher was used in the research and the most of materials were taken from students’ English textbook, students’ task sheet and internet.

3. Administering the try-out test

The try-out test was conducted in the first meeting in another class to know the quality of the test as the instrument of the research. The try-out test was conducted in one class as the tryout class of this research. The numbers of the tests items were 40 items contain five options of answer for each (A, B, C, D and E). Time allocated was 90 minutes. The result of try-out test was used to measure the level of difficulty and discrimination power, to find out the validity and reliability of the test.

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4. Administering the Pre-test

The pre-test was conducted before the treatment of teaching reading comprehension through RTT, to see the students’ base reading comprehension. The students in experimental classes were given the pre-test in the second meeting before the treatment. The pre-test was given as an objective test in the form of multiple choices. The numbers of the items in the test were 25 items which have five options of answers, (A, B, C, D and E), in which one of them was the correct answer and the rests are the distracters. Narrative text was the type of reading text that researcher was used in the research based on KTSP 2006 curriculum of senior high school.

5. Conducting the Treatment

After having the pre-test, the students were given the reading teaching-learning treatment through RTT. The researcher gave the three-time treatments in 90 minutes for each treatments. The topics of the materials about The Slippers of Buffalo Skin, The Legend of Prambanan Temple, and The Jackal who Saved the Lion.

6. Administering the Post-test

The post-test was given to the students after the treatment of teaching reading comprehension through RTT by using the same topic and three times repetition of one question like in the pre-test. The result of post-test was compared with the result of pre-test to analyze whether there is any increase of the students’ reading comprehension achievement in narrative text in learning through RTT.

7. Conducting the Observation

The observation was conducted in XI IPS 3 class to observe the teaching-learning process during the treatment of teaching reading comprehension through RTT. Observation sheet (note where the treatment process is reported) was used to observe teaching-learning activity and to note the classroom events during the treatment process. The observation sheet in the form of a check list was established by Frank Serafini (2010). It was used to observe the teaching-learning process of teaching reading comprehension.

8. Conducting the Interview

The interview was conducted in XI IPS 3 class, in which the students’ answers were classified and generalized as the resource. Some representatives of the students as the interviewees were chosen from low and high scores based on the mean score of the post-test. The interview was in the form of open and formal questions (the questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given). The interview was conducted to find out the problems faced by the students in learning reading comprehension through RTT.

9. Analyzing the Result of the Test

Both of the pre-test and post-test result of the class were analyzed using Repeated Measures T-test to compare the data average score (mean) of both pre-test and post-test in one sample (Hatch and Farhady, 1982: 114). It was tested in order to compare the two means of the same students and to find out whether there is any

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increase of students’ reading comprehension achievement in narrative text after thought by using RTT.

3.5 Scoring System

The reseacher used Arikunto’s formula to score the students’ work of the test. The ideal score of the test is 100. The pre-test and post-test score were calculated by using the following formula:

S = 100

N R

where:

S : the score of the test

R : the total of the highest answers N : the total items

(Arikunto, 2005: 236)

3.6 Criteria of Good Test

As mentioned previously, a good test should meet some criteria, they are: a good validity, reliability, level of difficulty and descrimination power.

3.6.1. Validity

Validity is important to find out the instrument of validity. According to Hatch and Farhady (1982: 250), validity is the extent to which an instrument really measures the objective to be measured and suitable with the criteria. If the test can

shows precisely measure the quality of the test, it means that it can be considered to be valid.

According to the Hatch and Farhady (1982:281), there are two basic types of validity, such as content validity and construct validity. Therefore, to measure whether the test has a good validity, this research used content and construct validity.

3.6.1.1. Content Validity

Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. According to Hatch and Farhady (1982:251), since content validity is the extent to which a test measures a representative sample of the subject meter, the focus of content validity is adequacy of the sample of the appearance of the test. Therefore, since the test instrument was conducted to get the data of the students’ reading comprehension achievement, the content validity of the test items were conducted by including reading materials which are arranged based on the materials already given and it was suitable based on KTSP 2006 curriculum of senior high school. Thus, if the measuring instrument has represented all the ideas that connected with the materials that will be measured, that measuring instrument has fulfilled the aspect of content validity. 3.6.1.2. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language that is being measured. Nuttal (1985) states that the construct being measured was students’ skill in reading comprehension, i.e. determining main idea, finding the detail information,

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reference, inference, and understanding vocabulary. Hence, this research was more focused on increasing the students’ reading comprehension achievement in five aspects of reading. They was determining main idea, finding the detail information, reference, inference, and understanding vocabulary.

In order to fulfill the criteria of construct validity, the test items would be presented in the table specification below:

Table 3.1. Specification of Data Collecting Instrument (Try-out Test)

No. Reading Skills Item Number Number

of Item

Percentage of Items

1. Determining Main Idea 1, 4, 6, 16, 23, 30, 31, 36 8 20%

2. Finding Specific Information 7, 9, 11, 12, 17, 18, 22, 28, 29, 32, 35, 37

12 30%

3. Reference 5, 10, 34, 40 4 10%

4. Inference 2, 13, 14, 20, 25, 26, 33,39 8 20%

5. Understanding Vocabulary 3, 8, 15, 19, 21, 24, 27, 38 8 20%

TOTAL 40 100%

Based on Table 3.1, the percentage of determining main idea, inference and vocabulary took bigger part than reference, because they are fundamental to successful reading comprehension. Hence, the percentage of finding specific information is the biggest because if the students are still confused to determine the main idea and understand vocabulary, it might make the students get difficulty to find the specific information of the text. That was why determining main idea, finding specific information, inference and vocabulary took big part than reference.

In order to measure the content and construct validity, inter-rater analysis was used to make the reading test instrument more valid. Thus, three English teachers of SMAN 1 Kalirejo would be the raters, they are Sadikan, S.Pd., M. Uzuddin,

S.Pd., Rismala Dewi, S.Pd. took part in measuring the content and construct validity of the test instrument. If the percentage of one item was >50%, it meant that the item test would be taken. The result of inter-rater analysis can be seen on table 2 below:

Table 3.2. Inter-rater Analysis of the Try-out Item

Numbers

Micro Skill Types of Listening Comprehension

Raters Total Percentage R1 R2 R3

1. Determining main idea 33.33% 33.33% 33.33% 100%

2. Inference 33.33% 33.33% 33.33% 100%

3. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

4. Determining main idea 33.33% 33,33% 33.33% 100%

5. Reference 33.33% 33.33% 33.33% 100%

6. Determining main idea 33.33% 0% 33.33% 66.66%

7. Finding Specific Information 33.33% 33.33% 33.33% 100%

8. Understanding Vocabulary 0% 33.33% 33.33% 66.66%

9. Finding Specific Information 33.33% 33.33% 33.33% 100%

10. Reference 33.33% 33.33% 33.33% 100%

11. Finding Specific Information 33.33% 33.33% 33.33% 100%

12. Finding Specific Information 0% 33.33% 33.33% 66.66%

13. Inference 33.33% 33.33% 33.33% 100%

14. Inference 33.33% 33.33% 33.33% 100%

15. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

16. Determining main idea 33.33% 33.33% 33.33% 100%

17. Finding Specific Information 33.33% 33.33% 33.33% 100%

18. Finding Specific Information 33.33% 33.33% 33.33% 100%

19. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

20. Inference 33.33% 33.33% 33.33% 100%

21. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

22. Finding Specific Information 33.33% 33.33% 33.33% 100%

23. Determining main idea 33.33% 33.33% 33.33% 100%

24. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

25. Inference 33.33% 33.33% 33.33% 100%

26. Inference 33.33% 33.33% 33.33% 100%

27. Understanding Vocabulary 33.33% 33.33% 33.33% 100%

28. Finding Specific Information 33.33% 33.33% 33.33% 100%

29. Finding Specific Information 33.33% 33.33% 33.33% 100%

30. Determining main idea 33.33% 33.33% 33.33% 100%

31. Determining main idea 33.33% 33.33% 33.33% 100%

32. Finding Specific Information 33.33% 33.33% 33.33% 100%

33. Inference 33.33% 33.33% 33.33% 100%

34. Reference 33.33% 33.33% 33.33% 100%

35. Finding Specific Information 33.33% 33.33% 33.33% 100%

36. Determining main idea 33.33% 33.33% 33.33% 100%

37. Finding Specific Information 33.33% 33.33% 33.33% 100%

38. Understanding Vocabulary 0% 33.33% 33.33% 66.66%

39. Inference 33.33% 33.33% 33.33% 100%

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Based on Table 3.2 above, the 3 raters agreed with all item numbers of the try-out. Though one of the rater disagreed with some item numbers, such as in item number 6, 8, 12, and 38; but since the 2 other raters agreed with those number items and the total percentage of those number items were 66.66% (>50%); thus, they were taken and considered valid.

3.6.2 Reliability

Reliability of the test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). Meanwhile, Heaton (1991: 162) also states that reliability is a necessary characteristic of any good test, if the tests are given to the same person in other time without any treatment or language learning then it produce different significance results it is no where reliable.

The reseacher used split-half technique to estimate the reliability of the test since this formula is simple to use since 1) it avoids troublesome correlations and 2) in addition to the number of item in the test, it involves only the test mean, and standard deviation, both of which are normally calculated (Heaton, 1991: 164). To used spilt-half method, the researcher classified the test items into two similar parts, i.e. odd and even numbered. By spliting the test into two equal parts, it was made as if the whole tests had been taken twice. The correlation between the those two parts encountered the reliability of half test by using Pearson Product Moment (Henning, 1987: 60). The researcher used Pearson Product Moment to measure the correlation coefficient of the reliability between odd and even number (Henning, 1987: 60) in following formula:

where:

rxy : the correlation coefficient of reliability between odd and even N : the number of students who take part in the test

x : the total numbers of odd number items y : the total number of even number items x2 : the square of x

y2 : the square of y

∑x : the total score of odd number items ∑y : the total score of even number items

(Henning,1987: 60)

To measure the coefficient reliability between odd and even number of calculation, the researcher used formula:

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After getting the reliability, the researcher then used Spearman Brown’s Prophecy formula (Hatch and Farhady, 1982: 246) to determine the reliability of the whole test as follows:

where:

rk : the reliability of the whole test ry : the reliability of half test

(Hatch and Farhady,1982: 247)

The criteria of reliability are: 0.90-1.00 : high

0.50-0.89 : moderate 0.0-0.49 : low

The result computation showed that rxy was 0.95 (see Appendix 16). The result of the whole reliability showed that rk was 0.97 (see Appendix 16). Based on the criteria of reliability, it can be seen that reliability of the test was high.

3.6.3 Level of difficulty

In order to see the level of difficulty. The researcher used the following formula:

FV = N

R

where:

FV : Index of difficulty R : Number of difficulty

N : Total number of the students

According to Heaton (1975: 182) states that the criteria of the index of difficulty. Here are the criteria:

FV= <0.30 : difficult FV= 0.30-0.70 : average FV= >0.70 : easy

After analyzing the criteria of good test by using level of difficulty and discrimination power (see Appendix 12), it can be seen that 15 items were dropped, such as item number 2, 4, 7, 8, 10, 13, 14, 17, 19, 20, 24, 27, 31, 32, and 37. The try-out test consisted of 6 difficulty items (4, 7, 8, 20, 34 and 37); 12 average items (6, 9, 14, 18, 21, 26, 30, 31, 32, 33, 35, and 36); and 22 easy items (1, 2, 3, 5, 10, 11, 12, 13, 15, 16, 17, 19, 22, 23, 24, 25, 27, 28, 29, 38, 39, and 40). The poor and difficult items were revised, while the average and satisfactory items were administrated in the pre-test and post-test.

3.6.4 Discrimination Power

Discrimination power is another important characteristic of a test item which discriminates between weak and strong examines in the ability being tested. The

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result of student’ test was devided into two groups, upper and lower students. The students in the upper groups is the students who can answer the questions correctly more than the lower students who answer correctly (upper students > lower students). Heaton (1975: 182) states that the formula to determine of discrimination as follow:

DP = N

L U

2 1 where:

DP : discrimination power

U : number of upper group who answer correctly L : number of lower group who answer correctly N : the total number of the students

The criteria:

DP= 0.00- 0.19 : poor DP= 0.20-0.39 : satisfactory DP= 0.40-0.60 : good DP= 0.70-100 : excellent

DP= - (Negative) : bad items (be omitted)

Dicrimination power will have positive result, when the upper students get correct answer than lower students. The result is zero, it means that there is no discrimination. The result have negative discrimintion power when the lower students get correct answer than upper lower.

In analyzing discrimination power (see Appendix 12), there were 15 poor items (2, 4, 7, 8, 10, 13, 14, 17, 19, 20, 24, 27, 31, 32, and 37), 21 satisfactory items (1, 3, 9, 11, 12, 15, 16, 18, 21, 22, 23, 25, 26, 29, 30, 34, 35, 36, 38, 39, and 40) and 4

good items (5, 6, 29, 33). The items which had negative discrimination were revised, in which the items which had satisfactory level of difficulty and good discrimination indexes were administrated for the pre-test and post-test.

3.7 Data Analysis

In order to find out out whether implementing RTT in narrative text can increase the students’ reading comprehension achievement, the data analyzed by these following procedures:

1. Scoring the pre-test and post-test.

2. Tabulating the results of the test and calculating the scores of the pre-test and post-test.

3. Drawing conclusion by tabulated-result of the pre-test and post-test which statiscally analyzed using Repeated Measures T-test computed through SPSS version 17.0 windows to test how significant the difference between the score of pre-test and post-test, in which the significance will be determined by p<0.05 (Hatch & Farhady, 1982:114).

Furthermore, in order to find out the problems faced by the students in learning of reading comprehension through RTT, triangulation method was used. The first instrument was used is observation, which was conducted in XI IPS 3 class to observe the teaching-learning process during the treatment of teaching reading comprehension through RTT. The second instrument was used is interview, which was conducted in XI IPS 3 class in the form of open and formal questions (the

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questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given). To analyze its qualitative data, matrix analysis, in this case description analysis was used, since the researcher used her own idea, including her own interpretation toward the data. (Setiyadi, 2006:262).

3.8 Normality Test

The purpose of computing the normality test was find out whether the data were distributed normally, since it is one of the perquisites to compute data using T-test. In this research, the significant level of 0.05 was used in determining the normality of the data. The hypothesis of the normal distribution test were:

H0: the distribution of the data is normal H1: the distribution of data is not normal

The hypothesis is accepted if the result of normality test is higher than 0.05 (sign > α). In this case, level of significance of 0.05 was used. From the result of normality test, see Appendix 20, it can be determined that sig. > α (0.28 > 0.05) in pretest and sig. > α (0.50 > 0.05) in postest of experimental class. It proved that H0 was accepted and the data were normally.

3.9 Hyphotesis Testing

The hypothesis was used to prove whether the hypothesis in this research was accepted or not. The hypothesis of this research was there is any increase of students’ reading comprehension achievement after being taught through RTT.

The hypothesis was statistically analyzed using Repeated Measures T-test that was used to draw conclusion in significant level of 0.05 (P<0.05).

The formulation is:

SD = Sd = _{r = df = n - 1}

Notes:

r : Ratio

T1 : Mean from pre-test T2 : Mean of post-test

Sd : Standard error of differences between means d : Error of differences between mean

n : Subjects on sample SD : Standard Deviation df : Degree of freedom

(Hatch and Farhady, 1982:114)

To determine whether the first hypothesis is accepted or rejected, the following criteria acceptance is used:

H0 : There is no increase of students’ reading comprehension achievement in narrative text through RTT.

H1 : There is an increase of students’ reading comprehension achievement in narrative text through RTT.

The criteria are:

1. If the t-ratio is higher than t-table: H1 is accepted 2. If the t-ratio is lower than t-table: H0 is accepted

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Besides, the observation and the interview were conducted in this research. The interview in XI IPS 3 class was in the form of open and formal questions (the questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions given); to analyze its qualitative data in order to find out the problems faced by the students in learning reading comprehension through RTT, matrix analysis, in this case description analysis was used, since the researcher used her own idea, including her own interpretation toward the data (Setiyadi, 2006:262).

V. CONCLUSIONS AND SUGGESTIONS

This chapter describes the conclusion of the result of the research and also the suggestions from the researcher to the other researchers and English teachers who want to try to apply RTT in teaching reading comprehension.

5.1. Conclusions

After conducting the research in the Second Grade of SMAN 1 Kalirejo and analyzing the data, the conclusions are drawn as follows:

1. RTT can increase the students’ reading comprehension achievement in narrative text. It has been proved by the increase of the students’ mean score from 45.67 (pre-test) to 64.64 (post-test), in which the gain is 18.96. Specifically, RTT has increased students’ reading comprehension in all aspects of reading comprehension, such as determining main idea, finding specific information, inference, reference, and understanding vocabulary. Moreover, RTT mostly has increased students’ reading comprehension in reference, in which their ability in that aspect increased significantly by 30%. It means that the four strategies of RTT could help the students to interpret and determine one linguistic expression to another well.

also should guide the students to understand the title and picture clues of the text in order to facilitate them in making prediction. When students can make prediction correctly, it will help them activate relevant background knowledge prior to reading so that they can comprehend the text easily. 2. In questioning strategy, the teacher is suggested to take more control of the

students and explain how to use WH questions when they do the questioning strategy. Besides, the teacher should guide the students to find specific information of the text because it will make them easier in making questions in English.

3. In clarifying strategy, it is suggested for the teacher to remind the students to bring their dictionaries because in this stage they cannot do clarifying or understanding the meaning of the difficult words without using the dictionary. It is important for the teacher to help the students interpret the meaning of unfamiliar words because it will make them easier to understand the content of the text. Moreover, since the teacher acts as the facilitator, the teacher should be ready to answer every questions students ask. For example, when the students do not find the meaning of the difficult word on the dictionary they can ask the teacher and the teacher should be ready to answer their questions.

4. In summarizing strategy, the teacher is suggested to guide the students to determine the main idea and find the specific information of the text in doing prediction. The teacher asks the students to pay more attention to the main idea of the passage and make prediction by using their own words.

Moreover, the teacher also must be able to manage time allocation effectively to give them enough time in doing summarizing strategy and the other strategies.

b. Further researchers who want to apply RTT in teaching reading comprehension are suggested to use another text types, such as: recount, descriptive, report text. The text should have visual clues in order to help the students in predicting. Moreover, further researchers should guide and help the students to understand the grammar because some students might have difficulty about the grammar.

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