Previous Study REVIEW OF RELATED LITERATURE

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id reciprocal teaching technique for improving reading comprehension for students group, while this research focused on the improving speaking skill. The third previous study is about “Applying reciprocal Teaching Technique to Improve Students Comprehension of Mathematic Concept”. The author is Munifah Fajarwati from Yogyakarta University. In this research, the writer used Classroom Action Research CAR as her method. The researcher used three components to collecting data, there are observation, test and documentation. For the data analysis, the researcher used technique of interactive analysis which include data reduction, data display and conclusion. Finally, the result of this research is reciprocal teaching technique could improve students ’ comprehension of mathematic concept, it means that reciprocal technique is success in improving students ’ comprehension of mathematic concept. 31 The fourth previous study is about “Reciprocal Teaching of Comprehension Strategies Improves EFL Learne rs Writing Ability”. The author is Mohammad Reza Ghorbani, Faculty of Education in University of Bojnord, Bojnord, Iran. This research is aimed at improving students ’ skills of writing by EFL learnes’. This design was an action research study that consisted of planning, action, observation and reflection. 32 The difference with researcher is the media implementation and also the design. The fifth previous study is about “Improving Students Reading Comprehension Using Reciprocal Questioning Technique a Classroom Action Research in SMK Diponegoro Salatiga in Academic Year 20072008” The author is Ani Afida. 33 This research was designed by using classroom action research in which this 31 Munifah Fajarwati, Bachelor Thesis: “Applying Reciprocal Teaching Technique to Improve Students Comprehension of Mathe matic Concept” Yogyakarta: Yogyakarta University. 32 Mohammad Reza Ghorbani, “Reciprocal Teaching of Comprehension Strategies Improves EFL Learners Writing Ability ”. Current Issues in Educaation. Vol. 16 No. 1, January 30, 2016. 33 Ani Afida, Masters Thesis: “Improving Students Reading Comprehension Using Reciprocal Questioning Technique: A Classroom Action Research in SMK Diponegoro Salatiga in 20072008”. Surakarta: Sebelas Maret University, 2008 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id research study concerned with teaching reading comprehension by using reciprocal technique could effectively improved and increased the low ability in reading comprehension in SMK Diponegoro, Salatiga, while teacher focused on the improving speaking skills. The sixth previous study is about, “The Effectiveness of Reciprocal Technique Towards Students ’ Reading Comprehension on Report Text”. The author is Lulu Walidaini, UIN Syarif Hidayatullah, Jakarta. 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. 34 In this research, the researcher used quasi-experimental method, while the writer used mixed qualitative and quantitative method. The researcher just focused to use reciprocal teaching technique for the effectiveness of reciprocal technique towards students’ reading comprehension on report text, while this writer focused on the improving speaking skill on article texts. The seventh previous study is about, “Improving Reading Comprehension Through Reciprocal Technique to the Tenth Grade Student of SMK PGRI 4 DENPASAR in Academic Year 20132014”. The author is Kadek Suparna, Faculty of Teacher Training and Education in Mahasaraswati University, Denpasar. This research aims to improve the tenth grade student’s reading comprehension through reciprocal technique at the SMK PGRI 4 Denpasar in academic year 20132014. The findings of the research are expected to be useful and relevant theoretically and practically. 35 In this research, researcher just focused on the influence using reciprocal techniques for the students comprehension in reading, while the writer focused on improving speaking skill with using reciprocal teaching technique methods. 34 Lulu Walidaini, Bachelor Thesis: “The Effectiveness of Reciprocal Technique Towards Students’ Reading Comprehension on Report Text” Jakarta: UIN Syarif Hidayatullah, 2015 p.iii 35 Kadek Suparna, Bachelor Thesis: “Improving Reading Comprehension Through Reciprocal Technique to the Tenth Grade Student of SMK PGRI 4 Denpasar in Academic Year 20132014, Denpasar: Mahasaraswati University, 2014. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 23

CHAPTER III RESEARCH METHODOLOGY

A. Setting of the Research

This research was conducted at SMPN 1 Mojoanyar Mojokerto. SMPN 1 Mojoanyar is located in Jabon Village, Mojoanyar District, Mojokerto Regency, East Java. SMPN 1 Mojoanyar Mojokerto is one of the state junior high school in Mojoanyar District. SMPN 1 Mojoanyar Mojoanyar has three grades namely the seventh grade, the eighth grade, and the ninth grade. Each grade consists of seven classes. The other buildings are library, teacher office, headmaster office, administration office, computer room, language room and mosque. Teaching and learning process in SMPN 1 Mojoanyar Mojokerto are done in six days from Monday up to Saturday. The place selection was based on the consideration where the teacher ’s of SMPN 1 Mojoanyar Mojokerto and the institution never conducted research about Reciprocal Teaching Technique.

B. Subject of the Research

In this research, the writer choosed SMPN 1 Mojoanyar Mojokerto as object of the study especially the seventh grade students. The seventh grade students consist of seven class groups, but the writer took one class group, VII-A. The number of the participants are 31 students. They are 17 girls and 14 boys. Their native language is Bahasa Indonesia. The average age of the participants are 13 years old. They have been taught English since the first year of school. They get English lesson which is each meeting along with two hours lesson; one hour lesson is 45 minutes. The problems that students faced were how to start to speak, lack of vocabulary, and poor comprehension skill. In teaching and learning process, the class of VII-A students face some difficulties when their teacher deliver the materials. It seems at their reactions in learning English. Some of them are bored, sleepy and do not pay attention to their teacher explanation. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

C. Method of the Research

The research method used in this study is Classroom Action Research CAR. According to Gay, Classroom Action Research is concerned with a local problem and is conducted in a local setting. 1 It means that researcher has to observe and identify the problem at the classroom. In addition, he stated the purpose of action research is to solve classroom through application of the scientific method. 2 It means that, in the study the writer also has to provide the solution and an effort about the problem that concern in teaching learning process. In line with what is said by Wallace, Ebbutt in Hopkins states that classroom action research is about the systematic study of attempts to improve educational practice by groups of participants, by means of their own practical actions, and by means of their own reflection upon the effects of those actions. 3 In this study, the classroom action research that is conducted is an attempt to improve students ’ speaking skills. This classroom action research is going to be carried out using reciprocal teaching. The effects of the action can be known after using reciprocal teaching technique in speaking skills. The reflection shows whether the technique of reciprocal teaching can improve the students ’ speaking skills or not to be higher than before.

D. The Writer’s Role on the Study

In the study, the writer is not only as the observer, he arranges the schedule together with the teacher. In the action, the writer also 1 L. R. Gay, Education Research: Competencies for Analysis an Application Colombus: Merril Publishing Company, 1986, p.8. 2 L. R Gay, Education Research Competencies for..., p.8. 3 Dave Ebbutt, Educational Action Research: some general concerns and specific quibbles. Lewes: The Falmer Press. 1985 p.45.