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reading skill. Deboer 1966: 132 states there is a substantial correlation between intelligence and reading ability. It is true that a child who is
intelligent enough to go to school is intelligent enough to learn to read simple materials. It means that the students who have high intelligence
will have high ability in understanding a text, while the students’ who
have low level of intelligence will have low ability in understanding a text. To solve the problem above, the researcher uses the reciprocal
teaching in teaching reading on the consideration that it can facilitate the teacher to arouse the
students’ attention and improve the students’ reading skill
. She considers students’ intelligence high or low to know whether reciprocal teaching model is suitable for students who have high
intelligence or low intelligence, and to know whether direct instructional model is suitable for students who have high intelligence or low
intelligence. In this study, the researcher is interested in conducting an
experimental research entitled : ―The Effectiveness of Reciprocal Teaching
M odel to Teach Reading Viewed from the Students’ Intelligence‖
B. Identification of the Problem
The problems can be identified as follows: 1. Why do the students have difficulties to understand the text?
2. What factors cause low understanding of texts? 3. Is reciprocal teaching effective to teach reading?
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4. Does the students’ intelligence influence their reading skill?
5. Is there any interaction between intelligence and teaching model to teach reading?
C. Problem Limitation
It is impossible for the writer to investigate all identified problems above, therefore, the writer limits the problems of the research which are
supposed to influence the students’ reading skill, namely: the models used by the teacher reciprocal teaching and direct instructional model and the
students’ intelligence
D. Problem Statement
This research focuses on the problems formulated as follows: 1. Is reciprocal teaching model more effective than direct instructional
model to teach reading? 2. Do students who have high intelligence have better reading skill than
those who have low intelligence? 3.
Is there any interaction effect between teaching model and students’ intelligence
on the students’ reading skill?
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E. Objective of the Study
This research is aimed at finding out the influences of the teaching model and the students’ intelligence on the students’ reading skill. In
detail, this research has the objectives to find out whether: 1. Reciprocal teaching model is more effective than direct instruction
model to teach reading. 2. Students who have high intelligence have better reading skill than
those who have low intelligence. 3. There is an interaction effect
between teaching model and students’ intelligence on the students
’ reading skill.
F. Benefit of the Study
1. For the teacherslecturers The writer expects that this study will give contribution to other
teacherlecturer to use an alternative model and strategy in teaching and learning process. Reciprocal teaching is the technique to
comprehend the text. This model can improve the students’ reading
skill. 2. For the students
By applying reciprocal teaching model to teach reading, it can motivate students to improve their reading skill. If intelligence plays
extremely important role for the students’ reading comprehension, it is
the urgent thing in the teaching learning process to support the
7 students’ reading skill. The results of the research can also the
interaction between teaching model and students’ intelligence in terms of reading comprehension. If there is an interaction, it necessary to
contemplate the use of reciprocal teaching model, which is acceptable for the students who have high intelligence or those who have low
intelligence. 3. For researchers
For the other researchers who would like to conduct further research at the same subject, the result of this research can help them and can be
reference.
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CHAPTER II REVIEW OF RELATED LITERATURE
