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writer wants to improve students’ reading comprehension of Eighth grade students of SMP Negeri 13 Surakarta by implementing reciprocal teaching
through a classroom action research.
D. The Procedures of Action Research
This action research used a model developed by Kemmis and McTaggart in Burns 1999:32. There are four steps in action research, namely planning,
action, observation and reflection. The procedures of action research in this research are as follows.
1. Identifying the problem The researcher conducted pre-observation before implementing the study.
It was aimed to identify the problem happening during the teaching and learning process.
2. Implementing the action research Based on Kemmis and Taggart, action research occurs through a dynamic
and complementary process, which consists of four essential ‘moments’: planning, action, observation and reflection Burns, 1999:32. These
moments are the fundamental steps in a spiralling process through which participants in an action research undertake to:
a. Planning In this step, the researcher developed a plan of critically informed
action to improve what is already happening. The researcher made lesson plans about certain topic, material, media, time, schedule and
instrument for observation. The topic of reading comprehension in lesson plan was based on the syllabus and curriculum. The reading
material that the researcher used was narrative text because it is one of the text types that are taught in 8
th
grade of junior high school for second semester. In this research, the researcher asked questions to
activate background knowledge in order to attract the student knowledge about the material that would be discussed. Time and
schedule of this research were confirmed with the situation in the
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school. Researcher did the research on Monday and Wednesday. The researcher used photograph, questionnaire, interview, research diaries,
and field notes for instrument of observation. b. Action
The researcher acted to implement the plan. The researcher constructed lesson plan as teacher guidance in teaching based on syllabus and
curriculum and prepared material in the form of worksheet which contains some tasks, and other instrument which related to the
research. The material used was narrative text. The researcher conducted two cycles. At first cycle, the researcher conducted five
meetings and the second cycle researcher conducted four meetings. The step of implementing stage was divided into three sections. Those
were opening section by greeting students and checking student attendance list, main activity section which covered four strategies of
reciprocal teaching predicting, clarifying, questioning and summarizing, helping students used the strategies, managing the
group discussion, checking students comprehension of the text discussed and closing section by reviewing the lesson.
c. Observing The researcher observed the effect of the critically informed action in
the context in which it occurred. In this step, the writer as the practitioner implemented reciprocal teaching strategies in the teaching
and learning process. English teacher as the observer observed students’ understanding, students’ participation, students’ activity and
in the teaching learning process. The result of the observation was recorded on observation sheet as the data.
d. Reflection The researcher recited the result of the activities which occurred in the
classroom as the reflection of the action after carrying out the teaching process using reciprocal teaching. She evaluated the process and the
result of the implementation of reciprocal teaching in the reading class.
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It is a basic to make further plan that was conducted in the next meeting. It was also used to answer the hypothesis that has been
proposed by the writer before the action was carried out. 3. Doing evaluation
In order to make sure whether there was an improvement of the students’ reading comprehension or not, the researcher gave the students tests. Then,
the writer found the mean score. To know whether there was a significant difference between the students’ achievement before and after the action,
the non-independent t-test is used. By analyzing the test result, the writer could find whether there was an improvement of the students’ reading
comprehension or not.
E. The Technique of Collecting Data
