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Nirma Herlina, 2014 The Use Of Reciprocal Strategy In Teaching Reading Comprehension
Universitas Pendidikan Indonesia
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perpustakaan.upi.edu
questionnaire was given to the experimental group who were treated by using reciprocal teaching strategy.
The questionnaire items consisted 22 open-ended questionnaire items aiming to answer the research questions of this study see Appendix 7. The
open-ended questionnaire was chosen considering of eliciting the full range, depth, and the complexity of the students‟ view Oskamp and Schultz, 2005
toward the implementation and the effect of reciprocal teaching strategy, as well as their attitudes toward the implementation. To have clearer understanding, the
questionnaire was written in Indonesia language. In accordance with the effectiveness and comprehensibility of
questionnaire, a pilot test of the questionnaire was conducted before using it in the study McMillan and Schumacher, 2001. The questionnaire was given to others
who were not involved in the study to check the clarity of direction and items and the comprehensible of the questions. In the pilot testing, all questions in
questionnaire were clear and comprehensible for the students. However, the term of „strategi pengajaran reciprocal‟ reciprocal teaching strategy was shifted into
„dalam pembelajaran ini‟ to avoid students‟ vagueness.
3.4 Data Analysis
Data analysis applied in this study was carried out during the teaching program and after the teaching program. On-going data analysis was done for
having evaluation and modification of the teaching program. This kind of analysis was conducted on the basis of data taken from classroom observation. Meanwhile,
the data which were analyzed after the program were the posttest and the questionnaire. Further discussion of each data analysis is presented below.
3.4.1 Pretest and Posttest
To analyze the pretest and the posttest, Statistical Package Software System SPSS V.16 was employed. There were four procedures of analyzing the
tests using SPSS V.16. First, testing of the normality data of the pretest scores of both control group and experimental group was conducted. Second, the scores of
both groups were analyzed using independent t-test to see both groups had
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Nirma Herlina, 2014 The Use Of Reciprocal Strategy In Teaching Reading Comprehension
Universitas Pendidikan Indonesia
|
repository.upi.edu |
perpustakaan.upi.edu
similarity Hatch and Farhady, 1982. Third, the scores of posttest of control group and experimental group were analyzed whether they were in normal
distribution. Fourth, the posttest scores of control and experimental group were analyzed using independent t-test Hatch and Farhady, 1982; Hatch and Lazarton,
1991 to see the effect of reciprocal teaching strategy in experimental group.
3.4.2 Classroom Observation
Data from the classroom observation consisted of the researcher‟s and
another observer‟s field notes about what the students‟ said and did McMillan and Schumacher, 2001; Silverman, 2005. The analyzing data was conducted
during or on-going and after the data was collected. As the data of classroom observation in accord with what teacher‟s said and did and student‟s said and did
were bulky and quite hard to observe everything that occurred McMillan and Schumacher, 2001, p. 274, here were three components determined to be
analyzed on the basis of the implementation of reciprocal teaching strategy, the effect of the teaching strategy on the students‟ reading comprehension, and the
students‟ attitudes toward the implementation of the program. The components
were dialogue, four reading strategies including prediction, clarification, questioning and summarizing and Scaffolding Klingner, Vaughn, Boardman,
2007. The data were analyzed and described in Chapter IV combined with teaching program.
3.3.4 Questionnaire
