The Effect of Reciprocal Technique towards Students' Reading Comprehension on Report Text (A Quasi-Experimental Study of Eleventh Grade Students of SMAN 3 South Tangerang

THE EFFECTIVENESS OF RECIPROCAL TECHNIQUE
TOWARDS STUDENTS’ READING COMPREHENSION
ON REPORT TEXT
(A Quasi-Experimental Study of Eleventh Grade Students of SMA N 3 South
Tangerang in the Academic Year 2014/2015)

By:
LULU WALIDAINI
1111014000077

THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
J AKARTA
2015

ABSTRACT
Lulu Walidaini. 1111014000077. “The Effectiveness of Reciprocal Technique
towards Students’ Reading Comprehension on Report Text” (A QuasiExperimental Study of Eleventh Grade Students of SMAN 3 South Tangerang in
the Academic Year 2014/2015). Skripsi, The Department of English Education,
Faculty of Tarbiyah and Teachers’ Training. Syarif Hidayatullah State Islamic

University Jakarta, 2015.
Advisor I
: Dr. Fahriany, M.Pd.
Advisor II
: Teguh Khaerudin, M.App.Ling.
Key words
: Reciprocal Technique, Reading Comprehension, Report
Text
The objective of the research was to get empirical evidence of the effectiveness
of reciprocal technique on students’ reading comprehension on report text at the
eleventh grade students’ of SMAN 3 South Tangerang in academic year
2014/2015. The method that used in the research was quasi-experimental method
which divided two different classes. The classes were designed as experiment
class and control class. Both of the classes were given different treatment.
Experimental class was taught by reciprocal technique and the controlled class
was taught without reciprocal technique. The students’ populations of eleventh
grade at SMAN 3 South Tangerang are 259 students, and the samples are 58
students (29 students for experiment class and 29 students for controlled class).
The sampling technique that was used was purposive sampling. Moreover, this
research was conducted through the following procedures: giving pre-test,

applying treatments, and giving post-test. The data analyzed in this research was
gathered through test and questionnaire for experimental class. The test forms are
25 items of multiple choices. The questionnaire consists of five questions. The
data analyzed by statistic formula of T-test. The result that was gained from the
research proved the difference between students’ score in learning reading
comprehension by reciprocal technique and without using reciprocal technique.
According to the statistical calculation result, to=4,287 and with df 56 in 5%
significance level ttable=1.673. it means that t0>ttable. So, the Halternative is accepted.
Moreover, the result of the questionnaire shows that the students in experiment
class give the positive respond. In addition, the reciprocal technique is effective in
teaching reading comprehension on report text in students grade eleventh of
SMAN 3 South Tangerang academic year 2014/2015.

iii

ABSTRAK
Lulu Walidaini. 1111014000077. “The Effectiveness of Reciprocal Technique
towards Students’ Reading Comprehension on Report Text” (A QuasiExperimental Study of Eleventh Grade Students of SMAN 3 South Tangerang in
the Academic Year 2014/2015). Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2015.
Pembimbing I
: Dr. Fahriany, M.Pd.
Pembimbing II
: Teguh Khaerudin, M.App.Ling.
Kata Kunci
: Teknik Reciprocal, Pemahaman Membaca, Teks Report
Tujuan penelitian ini adalah untuk membuktikan secara empiris keefektifan
penggunaan teknik reciprocal pada kemampuan membaca siswa terhadap teks
report pada siswa kelas XI SMAN 3 Tangerang Selatan tahun akademik
2014/2015. Teknik reciprocal mencakup empat strategi yaitu, memprediksi teks
bacaan, membuat pertanyaan, mengklarifikasi dan menyimpulkan. Metode yang
digunakan oleh penulis disini adalah metode eksperimen semu dimana
menggunakan dua kelas yang didisain sebagai kelas percobaan atau eksperimen
dan kelas kontrol. Kedua kelas tersebut mendapat perlakuan yang berbeda. Kelas
eksperimen menggunakan teknik reciprocal dan kelas kontrol diajarkan tanpa
menggunakan teknik reciprocal tersebut. Populasi siswa kelas XI di SMA N 3
Tangerang Selatan terdiri dari 259 siswa, dan sampel yang diambil sebanyak 58
siswa (29 siswa untuk kelas eksperimen dan 29 siswa untuk kelas kontrol). Teknik
pengambilan sample yang dilakukan dalam penelitian ini menggunakan teknik

purposive sampling. Pada teknik pengumpulan data penelitian ini dilaksanakan
melalui langkah-langkah berikut: pemberian pre-test, pemberian treatment, dan
post-test. Bentuk tes yang diberikan berupa pilihan ganda yang terdiri dari 25 soal
dan kuisioner atau angket untuk kelas eksperimen. Kemudian teknik analisis data
menggunakan statistik dan rumus penghitungan t-test. Hasil yang didapat dalam
penelitian ini membuktikan bahwa ada perbedaan nilai antara hasil belajar siswa
dalam memahami teks report menggunakan reciprocal teknik dan siswa yang
tidak menggunakan reciprocal teknik. Berdasarkan hasil perhitungan statistik,
dapat diketahui bahwa nilai tobservasi sebesar 4,287, sedangkan ttable untuk derajat
kebebasan 56 pada signifikansi 5% diperoleh sebesar 1,673. Dengan demikian
to>ttable, maka Halternative diterima atau dapat dikatakan teknik reciprocal efektif.
Selain itu angket yang diberikan pada siswa untuk mengetahui respon mereka
terhadap teknik reciprocal pun menunjukan respon yang positif. Maka dapat
disimpulkan bahwa teknik reciprocal dapat dengan efektif digunakan untuk
mengajarkan pemahaman membaca teks report terhadap siswa kelas XI SMA N 3
Tangerang Selatan.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praise be to Allah, Lord of the world, for the health and the strength that
Allah has given to the writer in writing this “research paper”. Peace and salutation
be upon the prophet Muhammad, his family, his companions as well as his
followers.
In this occasion, the writer also would like to express her greatest
appreciation, honor, and gratitude to her beloved parents, H. Amin Aziz, M.Pd.
and Hj. Kusneri who always never stop teaching their precious meaning of life,
giving their knowledge, giving their time and for financially support to finish this
study. Also her beloved brothers Ilham Habiburahman and Hasbi Ash-Shidiqq
who always support her, she gives many thank you.
Secondly, the writer would like to address her thank and great gratitude to Dr.
Fahriany, M.Pd. and Mr. Teguh Khaerudin, M.App.Ling. as the writer’s advisors,
who give consultation with full of patience, help and guidance as valuable advice
during developing this research paper. May Allah SWT respond to their kindness
much better.
Thirdly, the writer thought that she would never finish this research paper
fluently without their supports and their helps. Her gratitude also goes to:
1. Prof, Dr. Ahmad Thib Raya, M.Pd., as the Dean of Faculty of Tarbiyah

and Teachers Training.
2. Drs. Alek, M.Pd., as the Head of The Department.of English Education
3. Zaharil Anasy, M.Hum., as the secretary of The Department.of English
Education
4. H. P. A. Sopandy, M.Pd., as the Headmaster of SMAN 3 Tangerang
Selatan for giving permission to the writer to conduct the research.

v

5. Hj. Tati Erayati, M.Pd., as the English Teacher at SMAN 3 Tangerang
Selatan, for all sincere help, time and guidance.
6. The students of eleventh grade of SMAN 3 Tangerang Selatan for being
participants in this research.
7. Imam Bukhari, S.Kom, M.M., as the writer’s best partner who always
gives support and many contributions and also helps whenever needed.
8. All beloved friends of “EED B 2011”, especially the writer’s best friend;
Afni Amalia, Siti Khafidoh, Safitri O., Trihanifa A., and Asih Wulandhini
who have accompanied the writer’s life during the study in the university.
9. All of the sisters in the “KOSAN SAHAL”, Titin Supartin, Ade Faridah,
Rakhil Ichwan, Firda Amalia, Tavia Tur Rahmah, S.Pd., Melia Rahmah,

Dewi Astuti, S.H., etc. who always support me and support me in happy
and sad conditions.
10. A big family of HMI KOMTAR and my lovely LAPENMI (Lembaga
Pendidikan Mahasiswa Islam) HMI Ciputat , thank you for all of the
supports.
11. To all of people whose name cannot be mentioned for their contribution to
the writer during finishing this research.
Finally, the writer admits that her writing is still far from being perfect.
Therefore she hopes some suggestions and criticism from the reader for this
paper. Hopefully this research paper will have some values for her and the reader.

Ciputat, 12th October 2015

The Writer

vi

TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................... i
ENDORSEMENT SHEET ................................................................................ ii

ABSTRACT ...................................................................................................... iii
ABSTRAK ......................................................................................................... iv
ACKNOWLEDGMENT .................................................................................... v
TABLE OF CONTENTS ................................................................................. vii
LIST OF TABLE .............................................................................................. ix
LIST OF APPENDICES .................................................................................... x
CHAPTER I : INTRODUCTION ................................................................... 1
A. The Background of the Study ............................................... 1
B. The Identification of the Problem ......................................... 4
C. The Limitation of the Problem ............................................. 4
D. The Formulation of the Problem........................................... 5
E. The Objective of the Study .................................................. 5
F. The Significance of the Study ............................................... 5
CHAPTER II : THEORITICAL FRAMEWORK ........................................... 6
A. Reading ............................................................................... 6
1. The Definition of Reading ................................................ 6
2. The Purpose of Reading ................................................... 8
3. Kinds of Reading ............................................................. 8
B. Report Text ........................................................................ 10
1. The Definition of Report Text ........................................ 10

2. The Purpose of Report Text............................................ 10
3. The Feature of Report Text ............................................ 11
C. Reciprocal Technique ......................................................... 12
1. The Definition of Reciprocal Technique ......................... 12
2. The Purpose of Reciprocal Technique ............................ 12

vii

3. The Strategy of Reciprocal Technique ............................ 13
D. Relevant Previous Studies .................................................. 14
E. Thinking Framework .......................................................... 16
F. Hypothesis .......................................................................... 17
CHAPTER III : METHODOLOGY ............................................................... 18
A. The Place and the Time of the Study .................................. 18
B. The Method and Research Design ...................................... 18
C. The Population and Sample of the Research ....................... 19
D. The Instrument of The Research......................................... 20
E. Technique of Data Analysis ................................................ 21
F. Statistical Hypothesis.......................................................... 24
CHAPTER IV : THE RESEARCH FINDING AND DISCUSSION ............. 25

A. Description of the Data ...................................................... 25
1. The Scores of Experimental Class .................................. 25
2. The Scores of Controlled Class ...................................... 27
3. The Calculating Scores of Experimental and
Controlled Class ............................................................. 29
4. Data Testing ................................................................... 31
5. The Analysis of the Data ................................................ 33
B. Discussion.......................................................................... 38
CHAPTER V : CONCLUSION AND SUGGESTION .................................. 43
A. Conclusion ......................................................................... 43
B. Suggestion ......................................................................... 43
BIBLIOGRAPHY ............................................................................................ 45
APPENDICES .................................................................................................. 48

viii

LIST OF THE TABLE
Table 3.1 Design of the Research ...................................................................... 19
Table 4.1 The Score of Pre-test, Post-test and Gained Score of
Experimental Class ....................................................................... .....25

Table 4.2 The Score of Pre-test, Post-test and Gained Score of
Controlled Class ................................................................................ 27
Table 4.3 The Comparison of Students’ Score in the Experimental Class
and Controlled Class .......................................................................... 29
Table 4.4 The Normality Test of The Pre-test.................................................... 31
Table 4.5 The Normality Test of The Post-test .................................................. 32
Table 4.6 The Homogeneity Test of The Pre-test............................................... 32
Table 4.7 The Homogeneity Test of The Post-test ............................................. 33
Table 4.8 The Questionnaire Result .................................................................. 37

ix

LIST OF APPENDICES
Appendix 1. English Subject Syllabi on 11th Grade of
SMAN 3 South Tangerang ........................................................... 48
Appendix 2. Kisi-kisi Soal ............................................................................... 69
Appendix 3. Pre-test and Post Test Intrument ................................................... 71
Appendix 4. Answer Key ................................................................................. 86
Appendix 5. The Questionnaire ........................................................................ 87
Appendix 6. The Questionnaire Result Description of XI MIA 3 ...................... 88
Appendix 7. The Lesson Plan ......................................................................... 101
Appendix 8.

L-table ...................................................................................... 116

Appendix 9.

F-table ...................................................................................... 117

Appendix 10. t-table........................................................................................ 118
Appendix 11. Surat Pengesahan Proposal Skripsi ............................................ 119
Appendix 12. Surat Bimbingan Skripsi ........................................................... 120
Appendix 13. Surat Permohonan Izin Penelitian.............................................. 121
Appendix 14. Surat Keterangan Penelitian dari Sekolah .................................. 122
Appendix 15. References Examination Paper .................................................. 123

x

CHAPTER I
INTRODUCTION
This chapter covers the general preview of the present study. It consists of
the background of the study, the problem identification of the study, the problem
limitation, the formulation of the study, the objective of the study and the
significance of the study.

A. The Backgr ound of The Study
Reading is a prominent aspect in educational area. It is also one of the skills
that should be mastered by the students in learning English subject. Students learn
four English skills: listening, speaking, reading, and writing. According to Harmer
we can divided these skills in two kinds, the productive and receptive skill. The
productive skills are speaking and writing. Then the receptive are listening and
reading.

1

In mastering the reading skill, English teacher has big responsibility.

They should make the student reach good score. This receptive skill will give
many benefits in our life. Through reading activity, students can earn much
information. They can read and comprehend the English text in book, magazine,
newspaper, novel, etc.
Meanwhile, in learning reading skill, students often get some problems. First,
teacher dominated the class (teacher centered). Every teacher has different style in
teaching. There are some teachers who teach creatively and attractively. But the
others teacher cannot be attractive or cannot interact with their students. Mostly,
they use lecturing method. That method is conventional enough (like teacher read
aloud and student only listen or repeat it). There are no chances for the students to
interact with other students or to ask the question also to respond the text. It will
set the class condition to be very serious and only focus to the teacher.
Sometimes, with this situation students will feel bored or sleepy. Second, the text
is not interesting and sometimes was too long. Third, students’ lack of vocabulary

1

Jeremy Harmer, The Practice of English Language Teaching, (New Edition), (New York:
Longman, 1991), p. 181.

1

2

always happened and makes the students dislike reading activity. Fourth, it is
because their opportunity to read the English text only during English class. Most
of the Indonesia students practice to read the English text only in the class. But the
case is their reading activity is only read the text. There are no guarantee whether
the students understands the text or not. Whereas, the main reading activity goal is
the reader can understand what they read, comprehension reading. But the most
difficult problem that often happened to our students’ in comprehending the
reading text. Some problems here can be caused by the teacher factors and also by
the students’ factor. Teacher who is not creative, lazy, and less of technique in
teaching; students’ ability also their condition are some reason why those
problems appeared.
As the writer said above, the most difficult and crucial problem is students’
skill in comprehending the text. It will be very serious problem because in Senior
High School especially in Indonesia based on the National education curriculum
2013, they will find many texts. The texts are descriptive, recount, narrative,
procedure and also report. Thus, the students have to have the ability in reading
and comprehend the content of the text.2
Based on the reality, many English tests that the writer found are contained of
some reading texts. Then the text will measure students’ skill to comprehend the
text by answering the tests item correctly. It means, if the students do not
understand the content of the texts, they will fail in answering the test correctly.
In this case, the writer looks at the test items of National Examination of
English subject of Senior high school in year 2014 1st packet. There, some texts
are found in some genres like recount, narrative, descriptive and report text.3
Furthermore, students must have a good reading skill especially in comprehension
skill to answer it. However, this situation can be faced by the teacher through an
appropriate technique. One of the techniques in teaching reading skill that teacher
can use is reciprocal teaching techniques.
2

None, Silabus Bahasa Inggris Kelas X, XI, dan XII SMAN Kurikulum 2013 Kemendikbud
RI, (Jakarta: Badan Standar Nasional Pendidikan, 2015), p. 14.
3
None, Ujian Naisonal SMA Mata Pelajaran Bahasa Inggrin Tahun 2014 Paket, (Jakarta:
Pusat Penelitian Pendidikan-Balitbang-Kemdikbud, 2015), pp. 10—18.

3

Reciprocal technique is a technique which design to get the comprehension of
middle school students who could decode but had difficulty comprehending text
effectively. This technique was developed by Annemarie Pallinscar and Ann
Brown in 1984. In other word, this technique was specially designed to the middle
school students or we can say in Indonesia like Junior or Senior High School
students.4
Another statement from Willis Reciprocal is the activity which provide
students have an opportunity to take the role of leader in the group after someone
read some part of the text, another student as a volunteer give the oral
summarization, and another group add information, then group members give the
prediction and the last give the questioning.5 In this activity, students will be
grouped and leaded by a leader.
Reciprocal itself based on the journal which written by Howard, it is not only
students’ activities. Here, teacher and students have the same role. They will
contribute in this activity and help each other.6 Teacher help student to accomplish
their comprehension skill in reading, and student help the teacher to make her
teaching goal success. The advantages of this text are it engaged student and the
teacher, it make all of students have same portion role in the class to comprehend,
and it can guide the students to do the activity that can improve the
comprehension skill.
In Malaysia, there was a research about Reciprocal teaching technique which
conducted in 2011. It researches whether Reciprocal strategy can help the lowproficiency students to improve their reading skill and also see what the effect
(respond) of the students is. The results of this research are it can help the low
proficiency students and the effect that gotten is good respond from the students.
This research will has the same result if it is adapted in Indonesia. This thinking

4

Janette K. Klingner, Sharon Vaugh, et al., Teaching Reading Comprehension to Students
with Learning Difficulties, (New York: The Guilford Publication, Inc., 2007), p. 131.
5
Judy Willis, M.D., Teaching the Brain to Read, (Alexandria: ASCD, 2008), p. 143.
6
Mohammad Reza Ahmadi, Reciprocal Teaching Strategy as an Important Factor of
Improving Reading Comprehension, Macrothink Intitutes Journal of Studies in Education,Vol.2
No. 4, 2012, p. 163.

4

comes because Indonesia’s students and Malaysia’s students is same as the Malay
people.
Based on the background above, the writer would like to take a research study
under the title, “The Effectiveness of Reciprocal Strategy towards Students’
Reading Comprehension on Report Text”.
In this research, the writer will use report text to show whether it is effective
towards students’ comprehension. In Indonesia itself, there are some studies about
reciprocal technique before. They are from Nurulia Dwi Febriani, the students of
UIN Jakarta and also Rizki Maulana Sahab from Indonesia University of
Education. The writer chooses the report text to differentiate with the previous
studies. The writer also decides to do this research through students in senior high
school. Meanwhile, those previous studies use narrative text and descriptive text.
And both of them do the research on junior high school.

B. The Identification of The Pr oblem
Based on the background above, there are some problems that be related with
this research. The problem can be identified as follows:
1.

Teacher in Indonesia often use the conventional method.

2.

Students somewhat interesting with the text.

3.

Students’ lack of vocabulary.

4.

Students have less interest in reading English text.

5.

The students are difficult in comprehending the text.

C. The Limitation of the Pr oblem
Based on the background of the study and the identification of the problem,
the problem of this research was limited on the effectiveness of reciprocal
technique towards students’ reading comprehension on report text.

5

D. The For mulation of the Pr oblem
This study will be guided by the questions below:
“Was there any significant effect before and after using Reciprocal technique
towards students’ reading comprehension on report text at the eleventh grade
students of SMAN 3 South Tangerang?”

E. The Objective of the Study
The objective of this study was to get empirical evidence about the
effectiveness of reciprocal technique towards students’ reading comprehension on
report text.

F. The Significance of the Study
The result of this study were hoped to give some significances, not only
theoretically but also practically go to:
-

For Students
Theoretically, the students can understand the text that they read well. This
technique also motivates the students to get higher quality in reading
comprehension skill by applying this technique.

-

For Teachers
This study can help the teacher to teach reading skill in the class. It also helps
the teacher to teach in new technique which is more interesting than using
conventional technique.

-

For Other Researchers
This study may contribute to the further researcher who will conduct an
experiment with a same topic. It may help them in getting some theories of
their experimental variables and the result can be as the considerable one for
choosing the next step in conducting the same field of the experiment.

CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the researcher would like to describe some theories related
to the study. The theories focus on the definition of reading, the purpose of
reading, the kinds of reading, the definition of reciprocal technique, the technique
of reciprocal, the relevant previous studies, the theoretical thinking, and the
hypothesis of the research.

A. Reading
1.

The Definition of Reading
Reading is one of the skills that the students learn in studying English.

According to Daiek reading is not a passive process, but active, and the process
that enables a reader to think the thoughts of a writer.1 Reading also is a useful
tool for other subjects in the curriculum and a useful element in real living.
Another assumption from Lems, et al, reading is interactive process that takes
place between the text and the reader’s background knowledge which collaborate
with processing strategies; bottom up and top down strategies. The bottom up
refers to the word-level skill for decoding process and the bottom up for analyzing
the content of the book or refers to the comprehension process.2 Reading is not
only source of information and joy but also a way to expand the reader
knowledge.3
Meanwhile, Harmer said that reading is an exercise dominated by the eyes
and the brain. The eyes receive messages and the brain then has to work out the
significance of these messages. 4 So, it can be concluded that to respond the
stimulus well, the test takers should comprehend the content of those written text.
Debora B. Daiek and Nancy M. Anter, Critical Reading for College and Beyond, (New
York: NcGraw-Hill, 2004), p. 5.
2
Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English
Language Learners, (New York: The Guilford Press, 2010), p. 33.
3
Dr. M.F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools and
Techniques, (Jaipur: Sunrise Publishers & Distributors, 2008), p. 114.
4
Jeremy Harmer, The Practice of English Language Teaching (New Edition), (New York:
Longman, 1991), p. 190.
1

6

7

Furthermore, to make the reading as a meaningful activity, the text must be
comprehended. Serravalo stated that reading is at the heart of what it means to
really read.5 And McGuinnes argues “reading comprehension is the end game of
learning to read and necessarily involves everything that comes before it: a good
vocabulary and good oral comprehension skills, plus accurate and fluent decoding
skills.6 Here, it can be assumed that to get the comprehension, not only usual
reading activity but also well vocabulary and good decoding process are needed.
Moreover Willis stated that successful comprehension happen when students have
practice with strategies for monitoring their understanding, increasing their
interest to the text and also having goals or purpose when reading.7 There are
many strategies that teachers use to force students’ reading comprehension. Start
with motivating their students, let their students practice a lot and give the
exercises will force the students to comprehend what they read. Teacher’s
monitoring also give great effect. If the monitoring process finished smoothly it
would be effective to find students who were low in comprehending the text.
Monitoring can gives the description of the students’ condition. It makes the
teacher know and can decide the next strategy which appropriate with the
students. Teacher also should give the attention to the texts which they chose. The
text level should match with students’ level. It will be bad if the text is too
difficult and far from the students’ level or too easy and under students level. If
the text too difficult, it will make the students feel hard and bored to read. But if
the text is too easy, it cannot train the student to improve their reading skill. the
last, teacher should be focus on goal or real purpose of reading the text.
There are many various goals in reading activity. One of them is
comprehends the text. If the comprehension is the goal, teacher should focus to
make the students able in understanding what they read. The factors which
support the students in comprehending the text should be taught and conveyed.
Wallace and his friends stated that to achieve the comprehension the reader must
5

Jennifer Serravallo, Teaching Reading in Small Groups, (Pourthsmouth: Heinemann,
2010), p. 43.
6
Diane McGuinnes, Early Reading Instruction, (London: A Bradford Book,2004), p. 211.
7
Judy Willis, M.D., Teaching the Brain to Read, (Alexandria: ASCD, 2008), p. 128.

8

know the vocabulary and syntax, form and work from a schema, generate images,
summarize, draw inferences, and monitor the comprehension.8
In sum up, reading is one of the skills in English language which engage
some activities to get the goal of the reading. Then reading comprehension is the
process to understand or getting the meaning what the writer wrote by relating
with the reader background knowledge.
2.

The Purpose of Reading
Generally based on Jeremy Harmer, reader will read because they have a

desire to do and some purpose to achieve. Or we can say reading for pleasure or to
get the information.9 Grabe also divided the purpose of reading as followed:
a.

Reading to search for simple information

b.

Reading to skim quickly

c.

Reading to learn from texts

d.

Reading to integrate information

e.

Reading to write

f.

Reading to critique texts

g.

Reading for general comprehension10

3.

The Kinds of Reading
Based on reading material that we often see, Harmer divided the kinds of

reading into:
a.

Reading to confirm expectation

b.

Reading to extract specific information

c.

Reading for communicative tasks

d.

Reading for general understanding

e.

Reading for detailed comprehension: information

f.

Reading for detailed comprehension: function and discourse11

8

Jean Wallace, et al, Understanding Reading Problems (Eight Edition), (Boston: Pearson,
2012), pp. 98—99.
9
Harmer, op.cit, p. 188.
10
Grabe, op.cit., pp. 8—10.
11
Harmer, op.cit., pp. 190—208.

9

Meanwhile according to Gebhard, the kinds of reading are:
a.

Skimming
Skimming is process of reading which the reader only read the main idea in

each paragraph. In this activity the reader does not allow to read all of the text. It
is because the skimming activity make the reader know the content of a paragraph
by read the main idea in the first sentence in each paragraph.
b.

Scanning
Scanning is an activity in reading the text for a few and only search for the

information that we need. It presses the reader to only read what they need to read.
In other word, we can say that it refer to make the reader find out the information
that they search for.
c.

Reading for Thorough Comprehension
Reading for comprehending means all of the kinds of activities that refer to

understand the text what they read. The real practice of this reading can be form in
any strategies. The kind of strategies that usually used in this reading is reciprocal
teaching, peer teaching, etc.
d.

Critical Reading
In this activity student lead to be able to criticize the text. There are three

stages in this kind. First, the reader should read the text to comprehend it. Next,
the reader must make a judgment about what they read before. Do they agree with
it or not. The last, the teacher ask the reader about their judgment.
e.

Extensive Reading
The purpose of this reading activity is to improve reading skill by processing

a quantity of materials that can be comprehended and pleasurable. The teacher’s
role is as a guide the reader to the some materials that are comprehensible.
Usually the reader should make a report to the teacher after read the book.

10

f.

Computer Mediated Reading
Computer mediated reading means all of the kinds of reading above are done

in the computer. 12

B. Repor t Text
1.

The Definition of Report Text
In daily life, texts are often found. Text is words which are put together to

communicate a meaning. It can be created by a writer or a speaker. Thus, text has
two forms, oral and written. Text has some types, likes descriptive, recount,
narrative, report, procedure, etc. So, report text is one of the text types. According
to Anderson, report text is a piece of texts that presents about subject with its
fact.13 Meanwhile, report text is also a kind of text that describes things with a
reference of natural, man-made, and social phenomena around of us. It presents
only the facts.14
2.

The Purposes of Report Text
Anderson said that the purposes of report text are:15

a.

To Classify
The reader can read the report text for classifying something. Report text

itself can classify many things. They are about thing, natural phenomenon, animal,
plants, human, social phenomenon, and so on which can be found in our
environment.
b.

To Describe
In report text, the things will be described generally. That makes report text

different with descriptive text. For example, in report text we will write and

12

Jerry G. Gebhard, Teaching English as a Foreign or Second Language (Second Edition),
(Michigan: the University of Michigan, 2009), pp. 198—204.
13
Mark and Kathy Anderson, Text Types 3, (Malaysia: Macmillan Education Australia
PTY LTD, 1998), p. 17.
14
Shyla K. Lande and Eka Mulya Astuti, Forward for Vacational School Grade XII,
(Jakarta: Penerbit Erlangga, 2015), p. 91.
15
Anderson, loc.cit., p. 17.

11

describe “Dog” generally, but when we write and describe “My Dog” we will talk
specifically only on my dog area.
3.

The Features of Report Text
Report text tells the reader about a non-fiction or facts of something inside.

Its structures are title, general classification and description. 16 Anderson said that
there are three features which organize this text.17
a.

A General Opening

This part appears in the early of the text. Usually in this part, the writer will write
a statement to tell the reader what the text going to be about. It can consist of a
definition of the subject and the short description about the subject. This part
called general statement in common.
b.

A Series of Paragraphs about the Subject

This part usually will show some paragraphs. Each paragraph will talk about the
features of the subject. These paragraphs build a description of the report subject.
This part also called description.
c.

A Concluding Paragraph

This part is an optional part. The concluding paragraph signals the end of the text.
It can summarize the report text and give the conclusion. Meanwhile, in common
report text this part is rarely founded.
This is the example of report text:
Galaxies
A galaxy is a collection of stars and other
GENERAL
OPENING/

astronomical bodies, including planets, comets and
asteroids, held together by gravity.
Galaxies come in different shapes and sizes. These

DESCRIPTION

16

include the spiral, barrel-spiral and elliptical. Our galaxy,

Th. M. Sudarwati and Eudia Grace, Siap Ujian Akhir Bahasa Inggris untuk SMA/MA
Kelas XI, (Jakarta: Penerbit Erlangga, 2014), p. 57.
17
Anderson, op.cit., p. 18.

12

called the Milky Way, is approximately 100 000 light year
in width and contains over 100 billion stars.
The centre of galaxies can contain many young,
very hot stars as well as older stars. Swirling clouds that
have been energized by magnetic forces also exist in the
centre.
A
CONCLUSION

At this point in time, no one knows the exact
number of galaxies in the universe. Astronomers are,
however, learning more and more about them every day. 18

C. Recipr ocal Technique
1.

The Definition of Reciprocal Technique
Reciprocal technique was originally designed to improve comprehension for

middle school students who could decode but had difficulty comprehending text.19
In this strategy student will learn through four steps like prediction,
summarization, questioning and clarifying. Students will learn in a group and the
teacher will have the same role with the students during the activity.
Another statement came from Farris, Reciprocal is a process in four steps
activity (predicting, summarizing, questioning, and clarifying) in a group activity
in primary school students.20 Each group must have a leader to lead all of the
process above.
2.

The Purpose of Reciprocal Technique
Mastering reading comprehension is one of some problems for students

who are low proficiency in reading comprehension skill. To solve this problem,
teacher must realize what her students’ need. Based on Vigotzky’s theory, students
actually have two typical of thoughtful improvement, a real improvement action and a
18

Anderson. op.cit., p. 19.
Janette K. Klingner, Sharon Vaugh, et.al., Teaching Reading Comprehension to Students
with Learning Difficulties, (New York: The Guilford Publication, Inc., 2007), p. 131.
20
Pamela J. Faris, et.al., Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw-Hill, 2004), p. 340.
19

13

capable improvement action. The real improvement action is the thoughtful action which
shows the students can fix their problem by themselves; they do not need any helps.
Meanwhile, the capable improvement action is the students’ thoughtful which want the
helping of the teacher or other capable people to fix their problem.21 Reading text in
foreign language makes some students get difficulties, hence some of them can do it well.
The low achiever students’ must get more attention from the teacher. Actually it was
because they need more treatment or helping. From this theory those students want or
need some guidance. However, the guidance here, not always only come from the
teacher. It also can come from the others students. Reciprocal is one of the techniques
in teaching reading comprehension that offering the solution to solve the problem.
Reciprocal technique will make students and teacher take turns or contribute in
teachers’ role in leading discussion.22Thus, the main purpose of this technique is
improving the students’ comprehension in reading texts.23 Ruddel also stated that
reciprocal technique or we can called it ReQuest (Reciprocal Question, QAR
(Question Answer Relationship), ReQAR (Reciprocal Question Answer
Relationship) or VSS (Vocabulary Self Collection Strategy) is successfully used
in teaching marginalized students with its four strategies.24
3.

The Strategy of Reciprocal Technique
Understanding the strategy inside the Reciprocal is the important thing.

According to Klingner et al, reciprocal teaching has some steps:
a)

Predicting
Predicting involves finding clues in the structure and content of a passage that

might suggest what will happen next. The student will predict what they read
based on their prior knowledge. Their prior knowledge then will be connected
21

Mohammad Reza Ahmadi, Reciprocal Teaching Strategy as an Important Factor of
Improving Reading Comprehension, Macrothink Intitutes Journal of Studies in Education,Vol.2
No. 4, 2012, p. 163.
22
Nuar Atika, et.al., Using Reciprocal Teaching Technique in Improving Reading
Comprehension, e-Jaournal of English Language Teaching Society (ELTS) Vol. 1 No. 1 2013ISSN 2831-18421, 2013, p. 3.
23
Klingner. op.cit, p. 131.
24
Martha Rapp Ruddel, Teaching Content Redaing and Writing, (New Jersey: John Willey
& Sons, Inc) p. 384.

14

with the passage and it will determine if the prediction will were correct or not.
Usually students predict what they will read by the title.
b) Clarifying
Clarifying make sure the text make sense to the reader. The teacher or the
students gain the information as the clarification. They engage with the text and a
discussion.
c)

Summarizing
In summarizing student make the statements in one-two sentences. It contain

of the most important ideas. The summary should use the students’ own words.
Unimportant supporting details do not allow implying in the summary.
d) Question Generating
Questioning here means students should construct the question about the
main idea. The question is to check the understanding of the text. Here, students
can construct the question using words such who, when, where, and how. Students
are taught to ask the main idea and it will be better if the answer is not in written
in the text.25
Meanwhile, according to Palinscar and Brown which restated by I. S. P
Nation, there are four step in reciprocal technique strategy.
A procedure called reciprocal teaching which involved the training and use of four
strategies which could be applied……: (1) prediction of the content of the
paragraph before reading it; (2) making question focusing on the main idea of the
paragraph; (3) summarizing what has just been read; and (4) seeking clarification
on difficult points in the paragraph.26

D. Relevant Pr evious Studies
In conducting this research, the researcher is guided by some sprevious
studies in order to make it aimed. Some studies that relevant to this research are
explained later as follow:
1.

An international journal “Effects of Reciprocal Teaching Strategies on
Reading Comprehension” by Tan Oul Leng Chou et.al.
25
26

p. 37.

Klingner, op.cit., p.134.
Nation, I. S. P., Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009),

15

The aim of the study was to know whether reciprocal teaching strategy can
help low proficiency students in improving their reading comprehension and to
know what the effect of this strategy is. The sample was taken from Sixth-form
students in Malaysia. The sample consists of 68 low proficiency students from
four Sixth-form, intact classes.
The research design used was quasi-experimental design. This research
divided the sample in control class and experiment class. The treatment of this
strategy was given in experiment class. The researchers gave pre-test, post-test,
and five question in an open ended questionnaire as the instruments. The findings
from the independent t-test and paired sample t-test showed a significant
difference, reveling the effectiveness of the strategies and the respondents from
the experimental group gave positive feedback. There are some differentiations
2.

A skripsi “Improving Reading Comprehension Through Reciprocal Teaching
Technique at MTs. Hidayatul Umam Cinere Depok” by Nurulia Dwi
Febriani.
The aim of the study was to improve students’ reading comprehension

through reciprocal technique. The sample was taken from the first year students of
Mts. Hidayatul Umam Cinere Depok academic year 2011/2012. The sample
consists of 37 students.
The research design used was classroom action research which was adapted
from Kurt Lewin model that included two cycles, i.e. planning, acing, observing
and reflecting. The researcher was conducting two cycles for this research.
The result of the study indicated that using reciprocal strategy can improve
students’ reading comprehension and it also makes students more active in the
class. It can be seen from the result percentage of cycle I is 40.68% to the cycle II
was 57.73%.
Both of the previous studies guide me to conduct a different study about
reciprocal technique. Different from them, I had senior high school students as the
sample when they had university and junior high school students. Then I used the
text that they did not use, report text. Overall, my research design is far from

16

Nurulia’s but similar with Tan Oul. But of course in the detail step and instrument
that I had, it was totally different.

E. Thinking Fr amewor k
There are two variables. In this study, the writer decides that the independent
variable is reciprocal Teaching and the dependent variable is students’ reading
comprehension. This study will be focused on whether the reciprocal technique
effective or not.
Reading is one of the language skills that important enough. Reading is not
only a skill. It can affect another subject or another part in our life. Reading also
can support us in many areas. For example, reading can make the reader gain
much information. Therefore, reading is not only reading. To get the actual and
appropriate information there, the reader must understand the content of the
discourse. That is why the reader should have the comprehension skill. By that
skill, reading will be the meaningful activity.
Report text is one of the text types in English which was learned by senior
high school students. Report text described a subject with its fact. The subject can
be human, animal, plants, natural phenomena, etc. Report text leads to a problem
regarding on how students can master it appropriately.
Reciprocal technique assumed as a technique which has significance effect in
teaching reading comprehension on report text. It was designed to get the
comprehension of middle school students who could decode but had difficulty
comprehending text effectively. In other word, this strategy was specially
designed to middle school students or we can say in Indonesia Junior or Senior
High School students. This technique has four steps. Predicting – questioning –
clarifying – summarizing. The students will be engaged in their team and will be
led by a leader. They will interact with each other. So, if reciprocal technique is
used in teaching reading comprehension, it will give a better reading
comprehension skill for students.

17

F. Theor etical Hypothesis
Based on theories which were elucidated above, it can be posed theoretical
hypothesis. The theoretical hypothesis that will appear in this study were:
H 0 (Null hypothesis)

: There was no significant effect of reciprocal
technique

towards

students’

reading

comprehension.
H a (Alternative hypothesis)

: There was a significant effect of reciprocal
technique
comprehension.

towards

students’

reading

CHAPTER III
METHODOLOGY
This chapter presents the time and the place of the study, the research design
of the study, the population and sample, the variable, the instrument, the technique
of collecting data, the technique of data analysis, and the hypothesis of statistic.

A. The Place and the Time of the Resear ch
-

The Place of the Research
This research was conducted in SMA N 3 South Tangerang which is located
in Pondok Benda 11, Pamulang 2, South Tangerang.

-

The Time of the Research
It was conducted almost during on two months, started from August to
September 2015. The focuses are on grade XI MIA 3 and XI MIA 4 in SMA
N 3 South Tangerang, academic year 2014/2015.

B. The Method and Resear ch Design
In this research the writer uses quantitative method. According to Uhar
Suharsaputra, quantitative research is a research approach that represents the
understanding of positivism where the data or information that was obtained will
be proofed empirically. It refers to a theory and uses the hypothesis test to
vivificated that theory as the result.1 Meanwhile, Creswell gave statement about
quantitative research definition, quantitative research is an inquiry process of
understanding based on distinct methodological traditions of inquiry that explore a
social or human problem. The researcher builds a complex, holistic, picture,
analyzes words, reports detailed views of informants and conducts the study in a
natural setting.2 Thus, this study was conducted to find out the effectiveness of

1

Uhar Suharsaputra, Metode Penelitian: Kuantitatif, Kualitatif, dan Tindakan, (Bandung:
Refika Aditama, Inc. 2012), pp. 50—53.
2
John W. Creswell, Educational Research, (Boston: Pearson Education Inc, 2012), p. 13.

18

19

using reciprocal technique through administering pre-test and post-test to get the
scores and to have numerical data.
Later, this study specifically was designed as quasi-experiment research.
Quasi-experiment is the research that does not permit the researcher to control the
assignment. The quasi experimental is experimental situation in which the
research assigns, but not randomly, participants to groups because the
experimenter cannot artificially create groups for the experiment.3 The quasi–
experiment design uses nonrandomized control group pre-test and post-test can be
figured as follows:
Table 3.1 Design of the r esear ch

GROUP

PRE-TEST

TREATMENT

POST-TEST

Experimental

O1

X

O2

Control

O3

-

O4

O = observation/measurement
X = treatment given to experimental group
In this study, the writer decides that there are two variables, the independent
and dependent variable. Variable is a concept where the subjects stand variously
in a class.4The independent variable is recipr

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