Improving Students’ Reading Comprehension Achievement through Reciprocal Teaching Technique at the Second Year of SMPN 21 Bandar Lampung (A Classroom Action Research)

Research Title :IMPROVING STUDENTS’ READING

COMPREHENSION ACHIEVEMENT THROUGH RECIPROCAL TEACHING TECHNIQUE AT THE SECOND YEAR OF SMPN 21 BANDAR LAMPUNG Students’Name :Marisa Reti Lova Sari

Students’Number : 0543042024 Department : Language and Arts

Program : English Education

Faculty : Teacher Training and Education

APPROVED BY

Advisory Committee

Advisor I Advisor II

Prof. Dr. Cucu Sutarsyah, M.A. Dra. Hartati Hasan, M.Hum. NIP 19570406 198603 1 002 NIP 19490928 197603 2 001

The Head of

Language and Arts Education Department

Drs. Imam Rejana, M.Si.

NIP 19480421 0197803 1 004

ADMITTED BY

1. Examination Committee

Chairperson :

Prof. Dr. Cucu Sutarsyah, M.A.

………

Examiner :

Drs. Sudirman, M.Pd.

………

Secretary :

Dra. Hartati Hasan, M.Hum.

………

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si.

NIP 19600315198503 1 003

ADMITTED BY

1. Examination Committee

Chairperson :

Prof. Dr. Cucu Sutarsyah, M.A.

………

Examiner :

Drs. Sudirman, M. Pd.

………

Secretary :

Dra. Hartati Hasan, M.Hum.

………

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si.

NIP 19600315198503 1 003

LIST OF TABLES

Table Page

Table 3.1. Table of Specification of Reading Test ... 31

Table 3.2. Table of Specification of Observation Sheet ... 33

Table 4.1. Table of Frequency of Students’ Reading Score in Cycle 1... 39

Table 4.2. Tableof Students’ Observation Sheet in Cycle 1... 41

Table 4.3. Table of Frequency of Students’ Reading Score in Cycle 2... 52

Table 4.4. Table of Students’ Observation Sheet in Cycle 2... 53

Table 4.5. Table of Progress of Students Reading Comprehension ... 56

LIST OF APPENDICES

Appendix

1. Try Out Reading Test

2. Reability Analysis of Upper Group Tryout Test 3. Reability Analysis of Lower Group Tryout Test 4. Difficulty Level and Discrimination Tryout Test 5. The Computation of Reliability of Tryout Test 6. Reliability Analysis of Tryout Test

7. Lesson Plan 1

8. Reading Test in Cycle 1

9. Test Analysis and Student’s Reading Score in Cycle 1 10.Lesson Plan 2

11.Reading Test in Cycle 2

12.Test Analysis and Student’s Reading Score in Cycle 2 13.Students’ Observation Sheet

ACKNOWLEDGEMENTS

Praised be merely to Allah SWT, The Most Merciful, The Most Beneficent for His Blessings and Mercy that the writer is able to accomplish and complete her

script: Improving Students’ Reading Comprehension through Reciprocal

Teaching Technique. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training Faculty Lampung University.

The writer would like to take this opportunity to acknowledge her sincere

gratitude and deep respect to Prof. Dr. Cucu Sutarsyah, M.A for his willingness to give assistance, ideas, knowledge, and encouragement within her time during the script writing process. Special words of thanks are also addressed to Dra. Hartati Hasan, M.Hum. as the second advisor for her guidance, suggestions, expertise and advices those are very beneficial for the writer to accomplish the script. Her gratitude is also extended to Drs. Huzairin, M.Pd, as the examiner for his contribution in revising this script.

The writer wants to give her appreciation to Drs. Juminto Haryadi as the

conduct the research and Fitri, S.Pd, as the English teacher in SMP Negeri 21 Bandar Lampung for being so helpful during the research process and for giving chance to conduct this research in her class and the students of class VIII B, for their willingness to cooperate and participate in this research.

The greatest honor and appreciation would finally be dedicated to her beloved parents, Mahyudin Bayas, Darmawati and Sri Wati(RIP). It is truly undoubted that loves, cares, and timeless prayers during days and nights are everything for her. Thanks for their patience and willingness to wait for the writer’s graduation. And for the writer’s graduation. And for her family members: Desti Harini Lisnawati, Adelia Delita, Deni Karomah, Aliza Putri Aulia, and Haura Nazhifa Auftani. Thank you for supports given to keep her spirit alive.

Last but not least, the writer would also address her appreciation to her dear comrades Eng’05 non-regular of English Department, especially my best friends, Puji Rahmawati Ningsih, Nana Agustina, Elinda Sari, Ariesta Prapti Pratiwi, and Rahayu Lestari.

Bandar Lampung, November 2011

The writer

IMPROVING STUDENTS’ READING COMPREHENSION

ACHIEVEMENT THROUGH RECIPROCAL TEACHING

TECHNIQUE AT THE SECOND YEAR OF SMPN 21

BANDAR LAMPUNG

(A Script)

By

MARISA RETI LOVA SARI

ENGLISH EDUCATION

LANGUAGE AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY

IMPROVING STUDENTS’ READING COMPREHENSION

ACHIEVEMENT THROUGH RECIPROCAL TEACHING

TECHNIQUE AT THE SECOND YEAR OF SMPN 21

BANDAR LAMPUNG

By

MARISA RETI LOVA SARI

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

In

Language and Arts Department Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

CURRICULUM VITAE

The writer’s name is Marisa Reti Lova Sari. She was born in Tanjung Karang, March 26th, 1986. She is the second daughter of a harmonious couple, Mahyudin Bayas and Darmawati.

She joined pre-elementary school at TK Kartini Tanjung Karang in 1992 before continuing her study to SD Negeri Sukasari 5 Tangerang in 1993. Having graduated from the Elementary School in 1998, she went to SLTP Negeri 25 Bandar Lampung and graduated in 2002. Three years later, she completed her study at SMUN 5 Tangerang. And in 2005,she was registered as S1 (Non-Regular) student of English Education Study Program at Teacher Training and Education Faculty (FKIP) of Lampung University.

In 2009, precisely in February to April she conducted her Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMKN 4 Bandar Lampung.

DEDICATION

This script is fully dedicated to:

My beloved parents, Mama, Sri wati (RIP), Ibu, Darmawati, and Bapak, Mahyudin Bayas

My siblings, Desti Harini Lisnawati, Adelia Delita

My brother in law Deni Karomah

My lovely nieces, Aliza Putri Aulia and Haura Nazhifa Aftani

My best friends Puji rahmawati Ningsih, Nana Agustina, Elinda Sari, Rahayu Lestari, Heri Koesnadi

LIST OF APPENDICES

1. Try Out Test 1

2. Reability Analysis of Upper Group Try Out Test 1 3. Reability Analysis of Upper Group Try Out Test 1

4. The Difficulty level and Discrimination Power of Try Out Test 1 5. Reability Analysis of Try Out Test 1

6. Computation of Reability of Try Out Test 1 7. Try Out Test 2

8. Reability Analysis of Upper Group Try Out Test 2 9. Reability Analysis ofLowe r Group Try Out Test 2

10. The Difficulty level and Discrimination Power of Try Out Test 2

11. Reability Analysis of Try Out Test 2 12. Computation of Reability of Try Out Test 2 13. Lesson Plan 1

14. Reading Test in Cycle 1

15.The Rank of Students’ Reading Score in Cycle 1

16.Test analysis and Students’ reading Score in Cycle 1

18. Reading Test in Cycle 2

19.The Rank of Students’Reading Score in Cycle 2

20.Test Analysis and Students’ Reading Score in Cycle 2

MOTTO

Anyone who has never made a mistake has never tried anything new. (Albert Einstein)

TABLE OF CONTENTS

Page

Abstract ... i

Curriculum Vitae... ii

Dedication ... iii

Acknowledgements ... iv

Table of Contents ... v

List of Tables... viii

List of Appendices ... ix

I. INTRODUCTION I.I Background of the Problem... 1

I.2 Problem of the Research ... 4

I.3 the Objective of the Research ... 4

I.4 Uses of Research... 4

I.5 Scope of Research... 5

1.6 Definition of Terms... 5

II. FRAME OF THEORIES 2.1 Concept of Reading... 6

2.2 Reading Comprehension ... 7

2.3 Strategies in Teaching Reading Comprehension ... 9

2.4 The Concept of Reciprocal Teaching Technique... 11

2.6 Procedure of Teaching Reading Comprehension through Reciprocal

Teaching Technique ... 15

2.7 Advantages and Disadvantages of Reciprocal Technique ... 18

2.8 Classroom Action Research ... 19

III RESEARCH METHOD 3.1 Setting of the Research... 21

3.2 Subject of the Research... 22

3.3 Research Procedure ... 33

3.3.1 Planning ... 23

3.3.2 Action on the Plan... 23

3.3.3 Observation and interpretation ... 24

3.3.4 Analysis and Reflection ... 24

3.4 Indicators of the Research ... 25

3.5 Instruments of the Research ... 26

3.6 Data Analysis ... 28

IV. RESULT AND DISCUSSIONS 4.1 Cycle 1 ... 31

4.1.1 Planning ... 31

4.1.2 Action ... 31

4.1.3 Result of Observation and Interpretation ... 33

4.1.3.1 Learning Product ... 33

4.1.3.2 Learning Process ... 33

4.1.4 Analysis and Reflection ... 35

4.1.5 Recommendation for Cycle 2……… 39

4.2 Cycle 2 ... 40

4.2.1 Planning ... 40

4.2.3 Result of Observation and Interpretation ... 42

4.2.3.1 Learning Product ... 42

4.2.3.2 Learning Process ... 43

4.2.4 Analysis and Reflection ... 45

4.3 Discussion and Finding ... 47

I. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 55

5.2 Suggestions ………... 56

REFERENCES………... 57

ABSTRACT

Improving Students’ Reading ComprehensionAchievement through Reciprocal Teaching Technique at the Second Year of SMPN 21 Bandar Lampung

(A Classroom Action Research) By

Marisa Reti Lova Sari

Reading is one of the language skills that should be taught at school. Based on the writer’s teaching experience at SMPN 21 Bandar Lampung, she found that the students still have difficulties in reading. One of the problems is in

comprehending the reading material. Therefore, the writer employed Reciprocal Teaching Technique as a technique to improve the students’ reading

comprehension and the teaching-learning process.

The subject of this research is the students of second year of SMPN 21 Bandar Lampung, class VIIIB . The research lasted from September 14thuntil September 2 3th2011. A classroom action research is carried out in order to improve

students’ readingcomprehension and the teaching-learning process after using Reciprocal Teaching Technique as a technique in reading class.

The result of the research proves Reciprocal Teaching Technique improves the students’ reading comprehensionand the teaching-learning process. The

indicators of the research are concerned about the learning product and learning processof students’ performance.The indicator of the learning product is 80% of the students pass the passing grade which is 65 while the learning process is 80% of the students are active during the lesson. In the second cycle, both of the indicators of this research that were students’ reading score and students’ involvement in the activities were achieved. In students’ reading score,88.2% students passed the passing grade and 88.3% of students actively involved in teaching and learning process.

Based on the data, the researcher concludes that there is an improvement of the students’ reading comprehensionand the teaching-learning process after being taught using Reciprocal Teaching Technique. Therefore, Reciprocal Teaching Techniqueis recommended to be used by teachers to improve their students’ reading comprehension and their teaching-learning process. However, since students have opportunity to interact in discussion, teacher should pay careful attention to overcome the noisy class.The selection of recount text and colorful

pictures are also important in implementing Reciprocal Teaching Technique . It should be exploitable and interesting for the students.

I. INTRODUCTION

1.1 Background

Based on the syllabus of KTSP/ curriculum 2006, there are four kinds of language skills to be mastered in learning English, namely: listening, speaking, reading, and writing. On the other hand, based on the latest curriculum that is applied in Junior High Schools in Indonesia that is KTSP the students are expected to learn English from several of text. It means that the students are to deal with many texts during the English lesson, so reading extremely dominates the teaching learning in the classroom, especially reading comprehension

Unfortunately,Based on the researcher’s pre observation at grade eight ofSMPN 21 Bandar Lampung , not all the junior high school are good at reading. In general, students have difficulty in comprehending main ideas of the passage with long sentences, main topics, and explicit and implicit specific information in the reading text. This condition shows that reading is not a simple task to do for some people. It can be seen from their average score of the final result of the reading test which is 55. It means that the students’final test result are still far from the target aimed as the KKM (Kriteria Ketuntasan Minimal) of the class of that school

2

is 65. Obviously it proves that the reading score of the students is very low. In other words, that most of students faced the difficulties to comprehend or to understand reading material.

Considering that less than 50% of students passed the standard score, which is 65, the writer used 65 as passing score in this Classroom Action Research. This standard score, 65, was used to prove whether or not Reciprocal Teaching Technique can help students improve their reading comprehension achievement

and students’ participation in the class.

In teaching-learning process, the teacher as facilitator who has responsibility to help their students in order to be interested in the lesson given should be able to choose and create an interesting technique in order to reach aims of teaching English which have been stated in the curriculum.

Anthony in Vauliani (1997), states that technique is particular trick, strategy, or contrivance use to accomplish an immediate objective. The technique depends on teacher, he or she should be able to select or choose the technique which can support the teaching learning process. So, whatever the techniques will be used by the teacher, it is better for the teacher to consider which technique is the most effective in teaching reading, so that the teaching of reading comprehension will be useful and enable the students to comprehend reading materials.

3

So the researcher applied reciprocal teaching technique in reading as a technique for the Junior High School students. Reciprocal Teaching was a technique used to develop comprehension of recount text in which teacher and students took turns leading a dialogue concerning sections of a text. Four activities are incorporated into the technique: prediction, questioning, summarizing and clarifying

misleading or complex sections of the text.

The purpose of Reciprocal Teaching was to help students to improve their

comprehension in understanding the text and their activities in reading class. The technique was chosen not only promote reading comprehension but also provide opportunities for students to learn to monitor their own learning and thinking. The structure of the dialogue and interactions of the group members required that all students participated and foster new relationships between students of different ability levels relationships and hence helped create an ideal learning atmosphere.

According to the statement above, the researcher proposed a research project

entitled “ImprovingStudents’ Reading Comprehensionachievement through Reciprocal Teaching Technique at second year of SMP Negeri 21 Bandar Lampung.”

1.2 Research Problem

• How can the use of reciprocal teaching technique improve the students’ reading comprehension achievement in class VIIIB of SMPN 21 Bandar Lampung?

4

• How can the use of reciprocal teaching technique improvethe students’ activities in the teaching learning process in class VIIIB of SMPN 21 Bandar Lampung?

1.3 Objective of the Research

• To find out whether the use of reciprocal teaching technique can improve students’ reading comprehensionachievement in class VIIIB of SMPN 21 Bandar Lampung?

• To find out whether the use reciprocal teaching technique can improve the students’ activities inthe teaching learning process in class VIIIB of SMPN 21 Bandar Lampung?

1.4 Uses of the Research

Theoretically the significances of the research are:

o Hopefully this Classroom Action Research can give contribution to

teachers and the curriculum developers about the quality of reciprocal teaching technique in reading comprehension.

Practically, the results of this research are expected to be beneficial for:

o To be consideration for English teachers to apply reciprocal teaching

technique in teaching reading in their classroom.

o To encourage students’responsibility for leading the small-group

5

o To enable the students to be good readers.

1. 5 Scope of the Research

This classroom action research was conducted at SMPN 21 Bandar Lampung. The setting of this research was the second year students. This research was focused on using the reciprocaltechnique to improve the students’ readingcomprehension achievement. This technique was applied to the class VIIIB of SMPN 21 Bandar Lampung because these students were expected to be able to use reading

comprehension strategies independently, including text prediction, summarization, question generation, and clarification of unknown or unclear content.

This research discussed the process of reading comprehension class using

reciprocal teaching technique. The text employed in the research was recount text; this is one of the texts taught in first semester of the second year of junior high school.

1.6 Definition of Terms

1. Reading is the meaningful interpretation of printed or written verbal symbols.

2. Reading comprehension is defined as an interactive process between the readers and the text, in that reader is required to fit the clues provided in the text to his or her own background knowledge

6

3. Reading comprehension achievement is students’ scoresin reading comprehension after treatment has been given.

4. Reciprocal teaching is an instructional activity in the form of a dialogue between teachers and students regarding segments of text.

II. LITERATURE REVIEW

2.1 Concept of Reading

Reading as the meaningful interpretation of printed or written verbal symbols (Nuttal,1982) as stated in Simanjuntak (1988:3Christian and Mary (1976) mention that reading is the most important skill for the most students through the world.

Moreover Clark and Silberstein (1987) define reading as follows

An active cognitive process of interaction with the print and monitoring

comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, simultaneous association of these symbols with existing knowledge and comprehension the information and ideas communicated.

It means that when a reader interacts with the ideas printed, his prior knowledge combines with visual (written) information result in comprehending the message. Therefore, reading is a sort of communication between a writer and a reader.

Mackay (1979:15) asserts that Reading is an active process because it involves an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitude and beliefs.

Finichiaro and Bonomo (1973:199) state that reading is bringing and getting process meaning from the printed or written materials. Tarigan (1984:7) defines

8

that reading is a process, which is conducted by the reader in order to get the

message, which is sent by the writer thought printed language.”

Based on the quotations above, the writer can infer that reading is a complex activity which is very important involving language and thought in order to get meaningful message, science or information sent by the writer through printed language such as graphic symbols, written verbal symbols.

2.2 Reading Comprehension

Nuttal (1982: 42) defines reading as the meaningful interpretation of printed or written verbal symbols. Finichiaro and Bonomo (1973: 199) state, reading is bringing and getting meaning from the printed or written materials. Joyce (2006:2) says that reading is an active skill, where the reader interacts with the text, and to some extent the writer. Smith (1982: 5-6) says reading certainly implies comprehension, and reading is something that makes sense to the reader. The readers try to understand and get the meaning and information in the written texts in form symbols, letters, graphs, etc. thus they grasp the writers’ messages

from the texts.

Reading is a construct process of guessing (Grellet, 1985), reading is an active process of deriving meaning” (Gooodman, 1976, Smith, 1978). Mackey (1979: 15) says Reading is an active process because it involves an interaction between thought and language. Reading as an active skill, where the reader interacts with

9

the text, andto some extent the writer. It means if a reader finds a reading passage is interesting, his/ her mind is fully engaged in trying to understand the reading.

In addition, Howart (2006: 1) cites that reading is, of course, just as

communicative as any other form of language. It means that in reading there is an interaction between the writer and the readers trough the texts. The writer tries to encode the message to the readers. Then the readers try to decode the message that sent by the writer.

Finocchiaro and Bonomo (1973 : 132) suggest that reading comprehension is ability which depends on the accuracy and speed of grapheme perception, that is, perception of written symbol, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues, and recognition of cultural allusions.

Smith (1982: 15) cites that comprehension in reading as a matter of “making sense” of text, of relating written language to what we know already and to we

want to know. Comprehension can be regarded as a condition where certainty exists. We comprehend when we have no doubt about alternative interpretation or decisions in our mind. In addition, Dallman (1982: 23) states that reading is more than knowing what each letter of alphabet standing for, reading involves more than word recognition, that comprehension is an essential of reading that without comprehension no reading takes place.

10

Referring to the definition above, it can be said that in comprehending the texts the students have to know their technique in reading. One aspect that becomes

essential in students’ reading is the reading technique. It has direct “link” in

comprehension and strategy or technique. The writer assumes that reading comprehension is students’ reading competence in comprehending the specific information, words and surface meaning in texts which is described by students’

score with the appropriate technique.

2.3 Concept of Schemata

Schemata theory consists of linguistic schemata and content schemata. Linguistic schemata refers to knowledge of grammatical, syntactic and semantic system. While content schemata refers to the prior experience and background knowledge. Anderson (1977) have defined the three functions of the content schemata. First, schemata provides the basis for filling the gasp in a text: no message ever completely explicit and schema permits a coherent interpretation through

inferential elaboration. Second, schemata contain the reader’s interpretation of an

ambiguous message. Third, it is establishing correspondence between things known as represented by schemata, and the given in a message, that readers monitor their comprehension and know whether they have understood the text. Perhaps the central function of schemata is in the construction of an interpretation of an event, object, or situation. Nuttall (2002) also describes the role of schemata, saying that the kinds of assumption we make about the world depend on what we have experienced and how our minds have organized the knowledge we have got

11

from our past experiences. Nunan (2001) thinks schema theory suggests that our knowledge will strongly affect our ability to understand new information by providing a framework within which that new information might fit. The basic principle behind schema theory is that text themselves, whether spoken or written, do not carry the meaning. Rather they provide signpost, or clues to be utilized by listeners or readers in constructing the original meaning of speakers or writers. Reading comprehension is thus an interactive process between the readers and the text, in that reader is required to fit the clues provided in the text to his or her own background knowledge.

2.4 Concept of Advance Organizers

According to Ausubel (2010) advanced organizers represent one strategy to address subsumption theory. Subsumption theory suggests that learning "is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information." When new knowledge is created that is substantive and non-verbatim, and is related to existing knowledge, retention and learning are primed. Forgetting occurs when new knowledge becomes integrated into existing knowledge, and loses its individual identity.

While Mayer (2003) state that an advance organizer is information that is presented prior to learning and that can be used by the learner to organize and interpret new incoming information. Advance organizers that serve to make appropriate prerequisite knowledge available to the learner by providing new information are called expository organizers. Advance organizers that serve to

12

build external connections with existing knowledge that is relevant to the new information by reminding the learner about prior knowledge are called

comparative organizers

Therefore, advance organizers can be as simple as a teacher’s background discussion before introducing a new concept or a list of tasks to be done by the learner; alternatively, they can be as complex as a detailed flow diagram that pictures many components of a multi-component task and their organization. Advance organization can be provided by words (spoken or written), diagrams and charts, photographs, or actual models of finished products. Advance organizers are cognitive strategies that help to make complex concepts or tasks clear, and also to relate known information to new or unknown information. They may be designed to facilitate orientation to new information, sequential

organization through a task, elaboration of a concept, thematic or dramatic or other forms of cognitive organization.

Thus, advance organizers not only facilitate understanding of new information and completion of complex tasks, they also improve learning and memory at the levels of encoding new information, storing it, and subsequently retrieving it.

13

2.5 Concept of Five Reading Aspects

In reading there are five aspects which help the students to comprehend the English text, there are:

1. Main Idea

In line with Mc Whorter (1986:36) the sentence with that states this main idea is called the topic sentence. She adds that the topic sentence tells what the rest paragraph is about. in some paragraphs, the main idea is not explicitly stated in any one sentence. Instead, it is left to the reader to infer, or reason out. in other words, the main idea is the most important idea that author develops

throughout the paragraph.

2. Specific Information

Supporting sentence or specific information develops the topic sentence by giving definitions, examples, facts, an incidents, comparison, analogy, cause and effect and quotation.

3. References

According to Latulippe (1986:20) defines that references are words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. it means that, such words are used, they are signals to the reader find the meaning elsewhere in the text.

14

4. Interference

In relation to make inferences, Kathleen (1983:31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. it is the logical connection that the reader draw between his observes or unknown and what he does not know.

5. Vocabulary

According to Wallace (1987:30) says that vocabulary is the stock of word used by the people or even person. Concerning with those statements indeed

vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.

Above all, reading comprehension is about getting main ideas, specific information, references, interference and vocabulary.

2.6 Strategies in Teaching Reading Comprehension

As mentioned previously that the use of reading strategy will contribute toward reading. If the teacher can apply the most appropriate reading strategy which is

suitable with the students’ characteristics, it will increase the students

comprehension to the text and vice versa.

Many researchers have been conducted in relation with strategy and technique in teaching reading comprehension. According to Mikulecky (1989:2) in Hararit

15

(2007) there are two processing strategies to comprehend the text. First, a concept-driven or top-down mode, in which readers focus primarily on what is already known in trying to comprehend the text. Second, data driven or bottom-up mode in which the readers will combine these two strategies to understand the

text. They will use their background knowledge to understand writers’ idea.

Another technique proposed by Wedman et al (1996:112) in Hararit (2007:12) is a group work. It is a technique in which learners construct meaning through events that occur among groups of people rather than between a person and a thing. Therefore learning occurs when groups people gave opportunities for verbal exchanges that lead to decision making, reflection and interdependent and autonomous learning. In other words, to have better comprehension of a text, readers are expected to discuss what they read with other people in a group. This happens because among the readers share information using their background knowledge. On the other hand, their understanding is hopefully established after they share perspective based on the text they have read.

In this technique, strategies are taught through a series of dialogues between teacher and students. The teacher is the discussion leader in the initial dialogues. First, the teacher gives a reading text with the visual clues and learning logs to the students. Learning logs is written documentation of learning used by the process of learning. Then, the teacher comes to the first and second instruction: begins by offering or asking the students for predictions regarding what will come next in the text and then ask them to write down their prediction in learning logs.

16

Students base their predictions on their prior knowledge of the topic, clues that are provided in the text, or perhaps just what they hope the author will address.

Then, for the second instruction the teacher begins the discussion with questions about the main content of the text. Students respond to this question, raise, additional questions and the case of misunderstanding, the students reread the text. Furthermore, in this stage of clarification, teacher and students seek clarify words or concepts they do not understand. The teacher may lead students to discover words meanings or prompt them to use context for identifying the meaning of unfamiliar words. And for the last instructions the teacher lead the students to summarize of identifying the gist of their reading and their discussion throughout the dialogue, the teacher modeling is how to go about applying the instruction when reading. Finally, the teachers changes from model to coach as the position of discussion leader from teacher to students. Students rotate leading the discussion, initially with the considerable assistant from the teacher in the form of feedback encouragement. Overtime, as students gradually acquire proficiency in instruction use, teacher involvement fades and control of the discussion passes to the students.

17

2.7 Concept of Reciprocal Teaching Technique

According to (Palincsar & Brown, 1984) reciprocal teaching is a cooperative learning method of improving reading comprehension that can also be used in individual tutoring/teaching. In reciprocal teaching a teacher/tutor and a group of students take turns leading discussions about specific segments of text using reading strategies of questioning, clarifying, summarizing and predicting.

Instructional techniques involved are: demonstrate, or model and explain, practice with feedback, dialogue or "simple conversation with a purpose" (Palincsar, Ransom & Derber, 1988), scaffold or provide students with temporary support and take turns leading text dialogues. The combination of these techniques leads to student self- regulation or self-management of reading comprehension ( Hartman, 1994).

Reciprocal teaching is a strategy used to help pupils develop a better

understanding of what is presented in any given text. It encourages interactive dialogue or discussion between teacher and learners and is mostly used with pupils who have adequate reading ability. A benefit of reciprocal teaching includes helping pupils to read and strategically learn textbook material in a systematic manner. The developmental stages and ages of pupils determine the role that the teacher plays in modeling the strategy or actively facilitating the interactive dialogue or discussion.

18

The Four Principles of Reciprocal Teaching: Predicting

Pupils further discuss the selection in the text and make predictions about what will follow in the text. Pupils rely on prior knowledge at this point and attempt to make meaningful connections related to what they are reading and what they already know.

Question Generating

After reading and summarizing the selection in the text, questions are formulated related to the information. These questions are meant to help pupils further understand the selection that has been read.

Clarifying

Any concepts or vocabulary that is troublesome or difficult to understand is discussed. Attempts are made to clarify the concepts or words either by the teacher or by utilizing available resources to help bring meaning and clarification to the passage or selection in the text.

Summarizing

Pupils tell or explain what they have read from any given selection from a text. Pupils summarize and highlight (can be in the form of an outline) the important information in the text.

2.8 Criteria for Choosing Reading Materials

One of the most important aspects of teaching reading is the selection of the reading materials. English teacher generally find themselves in one of two

19

situations: either they are trying to adopt a textbook to suit the needs, or they are trying to find readings and write their own exercises to fill gap in their curriculum. (Long and Richards, 1987).

The most important consideration for the teacher in selecting the materials is that the materials can arouse students’ interest. Bond and Tinker(1996:13) state:

- The materials must be suitable in level difficulty - The materials should be suitable in type.

- The materials must be in appropriate level of interest and format. - The materials must be abundant.

Choosing the materials which have the characteristics like those is rather difficult. The teacher should find them from a lot of sources. Concerning with the selection of reading materials, Paulston and Bruder (1970:159) state that

One of the most important aspects of teaching reading is the selection of reading text. The reading text or reading selection should have high interest values to the students and the simplest way of establishing this by asking the students their opinion of the reading and then eliminating low interest low interest selections from future curricula.

Long and Richards (1987:237) state that there are two factors that is need to be considered before reading is taken into classroom. First, is the reading selection appropriate to both the proficiency level and interest of the students? Both aspects of reading that are linguistic difficulty and semantic relevance should be weighted before it is selected for use. There is evidence to suggest that relevance is more important criterion than difficulty in selecting readings. A student with

prerequisite amount of knowledge and interest in a subject is more likely to force himself through a relatively easy selection in which he has no interest. Second, can the selection be made to provide practice in the skills which we need to reinforce? Given the demands of day to day teaching, it is easy to fail into the trap of using a particular type of exercise because it is easy and enjoyable. by varying

20

the tasks students are expected to perform. We do not only make classes interesting, but also show students that skills can be used with a wide range of materials and that the same reading might profitably by attacked several ways.

2.9 Procedures of Teaching Reading Comprehension through Reciprocal Teaching Technique.

Based On the procedures of teaching reading comprehension through reciprocal teaching technique( Palinscar and Brown,1984), the teacher modify the activities of teaching learning process.

The procedure are as follows: 1. Pre-activities:

Pre-reading used to prepare students for reading. During pre-reading, the teacher:

a. Greets the students

b. Checks the students’ attendance list

c. Explains the students about teaching technique they will use. d. Conveys the objective of teaching learning

e. Assigns the students to their group

f. Gives the students a reading text with learning logs

21

Predicting

In the first instruction, the students are encouraged by the teachers to predict about what the students think regarding what will come next in the text. Encourage the students to think on the following lines:

Let’s look at the titleand all the picture what do you think you will be reading about?

Thinking about what we have seen at the title and picture, what do you think might happen next?

When predicting:

Use the prediction languages I predict….i think…..

Check predictions after reading to see if they make sense. 1. Asks the students to read the first paragraph or section:

2. Asks the students to write their prediction in learning logs.

h. Asks the students to do the second step instruction:

2. While–activities

In while activities, the teacher: Questioning

In the second instruction, the students are encouraged by the teachers to generate an appropriate questions for the passage.

Encourage the students to think on the following line:

What questions(s) can ask about what you have read, make some questions that have answers in the text.

22

When questioning:

Use the questions wordswho, what, where, why, and how

Ask some question that can be inferred.

i. Asks the student to write their questions in learning logs.

j. Asks the students to do the third step instruction.

Clarifying

In this instruction, the students are encouraged by the teachers to identify what makes a given text difficult and seek an understanding of difficult vocabulary.

Encourage the students to think on the following lines:

Where there any parts that were hard to do understand?

What words or ideas need clarifying for you?

When clarifying :

o Reread the sentence and look for key ideas to help you understand

the word.

o Look for prefix or suffix in the word.

o Break the word apart and look for smaller words.

o Identify words that are difficult to pronounce or understand.

23

Summarizing

In the last step instruction, the students are encouraged by the teachers to identify and integrate the most important information in the text.

Encourage the students to think on the following line:

o What is the most important information in this passage?

When summarizing:

Use the language of summarizing:

The most important ideas in this text are…..

o Reread to summarize main events or important ideas from the text.

o Include only main events or important ideas in order

l. Asks the students to do predicting, questions, clarifying and

summarizing again, with all the paragraphs or sections in the passage:

m. Post- Activities

o answering reading test individually

o Asks the students to discuss whether they have some difficulties on

lesson or not

o Encourages the students to use reciprocal teaching technique in

their reading.

24

2.10 Advantages and Disadvantages of Reciprocal Technique Advantages

1. Students using reciprocal teaching improved their summaries with practice and worked more independently than the students not using this teaching strategy. Additionally, the reciprocal teaching classes saw fewer disruptive student behaviors, possibly because the students were more cognitively engaged in the material.

2. Reciprocal teaching has also been shown to help students develop interpersonal communication skills since they have to interact with other students and the teacher. Since students team and help each other, this teaching strategy involves students helping and teaching other students. This is thought to boost student self-efficacy and self-esteem.

Disadvantages

1. Reciprocal teaching requires time and practice to implement successfully. Trying to implement this strategy without proper preparation and planning will not likely have the proposed benefits for the students. Additionally, reciprocal teaching requires more classroom time than traditional teaching methods.

2. Since the students are collaborating with each other and sharing the teaching of the material with the teacher, it is possible that students will provide incorrect feedback to other students. With larger groups of students, it will be difficult for the teacher to monitor all of the

communications between the students, and misinformation may be passed through the class.

III. RESEARCH METHODS

This chapter discusses about the methods of research used in this study, such as: setting, research procedure, research targets and indicators, research instruments, and data analysis.

3.1 Setting of the Research

This is a classroom action research. In this research, students problem are problem related to reading comprehension. This classroom action research is conducted in class VIIIB at the second year of SMPN 21 Bandar Lampung.

Based on the interview done by the researcher to the English teacher, it was known that most of students in class VIIIB of SMPN 21 Bandar Lampung were far from gaining the minimum standard score. In accordance with the English teacher, the performance of the second grade students of class VIIIB was far from the expectation of the curriculum from the students final test result was found that the results are still far from the target aimed as the KKM (Kriteria Ketuntasan Minimal) of the class of that school is 65 and the average score of reading test was just 55. Obviously it could be seen that the English score was very low, globally almost all the English skills are still far from the target. And from the teacher’s

26

experience, it was found that most of students cannot answer the teacher’s

question; they have difficulties to comprehend or to understand the material given by the teacher.

Therefore, in this classroom action research, the researcher acted as a teacher and also an observer, meanwhile, the English teacher as a collaborator. The researcher made the lesson plan based on procedure of the technique that was implemented and taught the students based on the lesson plan. While, the English teacher observed the students’activities during the teaching learning process. The researcher made the lesson plan based on procedures of the technique that was implemented and taught the students based on the lesson plan.

3.2 Description of the Research

Based on the problem identified by the researcher, she examined the cause of the problems and tried to find the solution. The solution which was conducted is teaching reading through reciprocal teaching technique. Researcher made lesson plan and taught the students based on the lesson plan. Then, both the collaborator and researcherobserved student’s activities in teaching and learning process.

Furthermore, the researcher and collaborator analyzed and discussed the observation result during teaching and learning process (the strength and weaknesses which were done by the teacher and students using reciprocal teaching technique) and learning result (the reading test).

27

This research was done by researcher with the English teacher at second year in class VIIIB of SMPN 21 Bandar Lampung. The researcher acted as the teacher and also an observer, who made the lesson plan, taught the student using the

technique, observed the students’ activity and conducted the evaluation. While the teacher acted as the collaborator who observed the students activity of the process of teaching and learning in the classroom to be the input for better process in the following cycle. While the researcher was applying the reciprocal teaching techniquein the classroom, the collaborator observed the students’ activities. Besides, she observed on the weaknesses of the first cycle in order to make improvement on the next cycle. During the teaching and learning process, the teacher held a reading test. The test, therefore, scored by both teacher and

researcher. The result of the test and the observation data were discussed together to decide whether or not the next cycle needs to be done.

3.3 Research Procedure

In conducting the research, the researcher used the procedure of classroom action research designed by Arikunto. According to her, the research procedure in a classroom action research consists of planning, implementing, observing, and reflecting (2006:16). Therefore, this research is designed as follow:

3.3.1. Planning

Based on the problem faced by teacher, the researcher prepared the lesson plan and selected material from thestudents’handbook, used pictures as the media for teaching learning process, and prepared reading test for the

28

students and also observation sheet that was filled out by collaborator when the researcher was teaching. The researcher implemented reciprocal teaching in the classroom as technique based on the lesson plan. The material was recount texts that were taken from book Bahasa Inggris SMP, published by Erlangga, Bandung. The students were asked to study and work individually. The writer analyzed and discussed observation result

during teaching learning process and learning result (students’ reading test).

3.3.2. Action

The researcher taught the material by using reciprocal teaching as the technique of teaching English reading. The teacher gave some texts related to some topics and explained it to the students. The teacher let the students practice their ability in reading and comprehend the text based on lesson plan. Next, the writer tooka note to see the students’ reading improvement.

3.3.3. Observation and Interpretation

Observation was done by collaborator and the researcher during the teaching and learning process. The collaborator and the researcher observed students’activities and then the result of the observation was filled out in the observation sheet.

29

3.3.4. Analysis and Reflection

Here, the collaborator and the researcher discussed about the strength and the weaknesses of a cycle to determine what to do in the next cycle and to determine whether or not the result of the cycle is satisfactory.

The result of the cycle is satisfactory.

Figure 3.1 The cycle of Classroom Action Research (Arikunto, 2006: 16)

3.4 Indicators of the Research

There were two indicators used in this research: learning product and learning process. Learning product is inform of student’s reading test score while learning process is in form of the observation report of collaborator. Then, the detail indicators are explained as follows:

Planning

Implementing

CYCLE I

Reflecting

Observing

Planning

CYCLE 2 Implementing

Reflecting

30

3.4.1Learning process

For this learning process, there was one aspect which becomes the focus of this research, there was, the students’ learning activity. While the teaching learning process occurred, the observer observedthe students’ activities based on the observation sheet. The observation had beendone to know the students’ activity during learning process and it was divided into three activities: pre-activity, while-activity, and post activity. In pre-activity the aspects that had been observed were the students’ interest to follow the class and respond to the topic, in while-activity the aspects that would be observed werestudents’ attention to the teacher’

explanation, their focus on the aspects of reading comprehension achievement, and in post activity the aspect that had been observed werethe students’ reading comprehension after being taught through reciprocal teaching technique.

According to Arikunto (2006:210), the indicator that would be used to analyze the learning process of the students is: if 75% students or more of students are

actively involved in teaching and learning activities during reciprocal teaching technique was being implemented. It means the target is fulfilled. So the researcher set more than 80% of students are actively involved in teaching and learning activities as a target, it could categorized as a good level.

b. Learning Product

Based on the standard score or KKM (Kriteria Ketuntasan Minimal) considered by the school for English subject of learning product is 65. So the researcher and the teacher determined the target according to the standard, if at least 80% of the

31

students’ score can reach65 or more for the test, it means that reciprocal teaching is applicable to improve the students’ reading comprehension achievement. The students had to read the reading test to find out the score.

3.5 Instruments of the Research

The researcher used two instruments to gain data. The instruments are the reading test and observation’s sheet.

a. Reading test

The first instrument used in getting data was reading test. Reading test had been done as the product of the teaching learning process. The result was considered as the data of students’ improvement. Reading testcould also motivate the students to improve their English. The test assessedthe students’reading comprehension by finding the correct answer quickly related to the material taught.

Table 3.1 Table of specification of Reading Test

No. Skill of reading Number

of items

Item numbers percentage

1 Finding specific information

18 3., 4., 6., 8., 13., 15., 18., 20., 21., 24., 27.,33., 35., 36., 37., 38., 39., 40.

45%

2 Inference 4 1., 12., 19., 30. 10%

3 Vocabulary 6 7., 9., 17., 22., 29., 34. 15% 4 Main ideas 7 2., 10., 11., 14., 23., 26., 28. 17.5%

5 Reference 4 5,6,25,32. 10%

32

There were 40 items in the try out test asking about three components of reading comprehension. They are finding specific information, inference and vocabulary, main ideas and reference.

This test was reliable since it has been tried out. To measure the coefficient of the reliability between odd and even group, this research used Person Product

Moment Formula (Arikunto, 1997:69). To find out the reliability of the test, the researcher employed Spearmen Brown Formula.

b. Observation

Observation was conducted during the teaching learning process. The teacher and the researcher observed the process happening in the classroom related to English reading comprehension. The observation had beendone to find out the students’ interest to follow the class, students’ attention to the teacher explanation, their focus on the aspects of reading comprehension achievement and the teacher’s activity in implementing the reciprocaltechnique. The aspects of the students’ activities covered their activities in pre-activity, while-activity, and post-activity. All of the important things happening during the teaching learning process had been noted by the teacher and researcher.

33

Table 3.2. Table of Specification of Observation Sheet

NO Teacher Researcher

Students’ activities _Number of Ss Involved

% of Ss Involved

Number of Ss Involved

% of Ss Involved

1. Pre-activities

interested in the opening of the class

Responding to the teacher’s questions about

the topic enthusiastically Following teacher’s

explanation about the technique

Following teacher’s

instructions to work in group.

Following the teacher’s

instruction to predict the text(predicting)

2. While activities Following teacher’s

instructions to make questions from the text (questioning)

Following teacher’s

instructions to clarify the text. (clarifying)

Following teacher’s

instructions summarize the text. (summarizing) Answering questions of reading test in group Checking the answers 3 Post activity

Answering reading test individually

34

3.6 Data Analysis

In analyzing the data, the researcher classified the data into two categories: the data of the learning product and the data of the learning process. The data of the learning product was the result of the reading test and the data of the learning process was the result of observation.

The data analysis was done after the data were collected for every cycle. After getting the data the researcher together with the teacher analyzed the data and did reflection based on them. From the analysis and reflection, the researcher knew what should be improved on the next cycle.

In analyzing and interpreting the data, the first step that the researcher did was making abstraction of all collected data. Then the writer selected the data that related with the research question. The next step, the writer arranged all collected data by classifying the data based on the observation of the process and the result of reading test. In this case the writer classified the data into two categories. The data in the learning process and the data in learning product, they were

observation and reading comprehension test. The last step is reflection. After collecting the data, there was interpretation of all the collected data and conclusion.

3.6.1 Learning Process

In this learning process, observation sheet was usedto observe the students’ activities during the teaching learning process The observation was done to know

35

the students’ activity and the learning process will be based on the problems faced by the teacher.

The indicator that used to analyze the learning process of the students was: if 80% students or more of students are actively involved in teaching and learning

activities during reciprocal teaching technique is being implemented, it means the target is fulfilled. If more than 80% of students are actively involved in teaching and learning activities, it could categorized as a good level. And if one of the indicators above is not achieve in the first cycle, the researcher applied next cycle.

3.6.2 Learning Product

To know the learning product, the researcher used reading comprehension test in form of filling in the blanks items to collect the data. There was the indicator that would be used to analyze the data gained from the test:

If at least 80% of students’ scores could reach 65 or more for the test, it is

assumed that reciprocal teaching technique was able to foster the learning product and increase the students’ reading comprehension achievement.

To know the percentage of students’ who get≥65, the following formula was used:

Number of Students who get≥65 Total number of students

V. CONCLUSION AND SUGGESTION

In line with the result of the research, the conclusion and the suggestion are formulated like the following:

5.1 Conclusion

In line with the result of learning process and learning product in the research, conclusions drawn like the followings:

1. Reciprocal teaching technique can improve students reading comprehension achievement. It can be seen from the increase of students’ scoresin reading comprehension from Cycle 1 to Cycle 2. In cycle 1 ,there were only 24 students or 70.05 % who passed the

passing grade, 65. While in Cycle 2, the number of students who passed the passing grade increased to 88.2% or 30 students.

2. Reciprocal teaching technique can be used to improve the teaching learning process in term of students’ activities. It can be seen from the increase of students’ participation during the learning process

increased from Cycle 1 to Cycle 2. It was found that there were only 25 students (75.3%) who involved in the activities in Cycle I, but there

64

were 30 students (88.3%) who involved or were active in the activities in Cycle II.

5.2. Suggestions

Referring to the conclusion above, the researcher would like to promote some suggestions below:

1. Since reciprocal teaching technique can improve students’ reading

comprehension achievement in this research, it is suggested that reciprocal teaching technique can be used as an alternative technique in teaching reading by emphasizing on finding the main ideas, specific information, and other components of reading skill.

2. The English teacher are suggested to make highly good preparation before applying reciprocal teaching technique such as mastering its procedure, and preparing the picture in order to help the students understanding the text easily. Hence, as facilitator, the teacher should be ready to answer every question student ask. The teacher should also control the activity in groups, so that the class would be too easy.

3. For further researchers who would like to conduct a research with the same topic, should consider well about the time allocation for the treatments.

65

REFERENCES

Arikunto, Suharsimi. 2006.Penelitian Tindakan Kelas. Jakarta: PT. Bumi Aksara. Ausubel, D. P. 1963.The Psychology of Meaningful Verbal Learning: An

Introduction to School Learning. New York: Grune and Stratton. Bond, G. L., and Tinker, M. 1996.Reading Difficulties: Their Diagnosis and

Correction. Englewood Cliffs, NJ: Prentice-Hall.

Brown, J. D. 1994.Understanding Research in Second Language Learning. New York: Cambridge University Press.

Clark, M. A. and Silbertein, S 1987.Toward a realization of Psycholinguistic Principles in the ESL Reading Class. New York: Newbury House Publisher.

Christian and Mary. 1976.Progress in Understanding Reading. New York: Guilford.

Dallman, R. I. 1982.Teaching Reading. New York: CBS College Publishing. Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta:

Depdiknas.

Finnochiaro, M. and Bonomo, M. 1973.The Foreign Language Learners:A Guide for Teachers. New York: Regents Publishing Company, Inc. Grellet, F. 1981.Developing Reading Skills, A Practical Guide to Reading Comprehension Exercise. New York: Chambridge University Press. Goodman, K. 1976.The reading process: a Psycholinguistic View. In E. B. Smith

at al.,Language and Thinking in School, 2ndEd. New York: Holt Rineheart and Winston.

Hararit. 2007.Teaching Reading Skills: A Practical Guide to Reading Comprehension Exercise. Cambridge: Cambridge University Press.

66

Hatch, E. and Farhady. 1982.Research Design and Statistics for Applied Linguistic. California: Los Angeles Press.

Howart, P. 2005.Marketing Reading Communicative. 9thNovember 2008.

Mackey, R. 1979.Teaching the Information-Gathering Skills in Reading a Second Language. Rowely, Mass: Newbury House Publishers.

Meyer, R. E. 1980.Elaboration Techniques that Increase The Meaningful of Technical Text: An Experimental Test of The Learning Strategy Hypothesis. Journal of Educational Psychology.

Nunan, David. 2001.Second Language Teaching and Learning. Foreign Language and Research Press.

Mohamad, A. 1999.What Do We Test When We Test Reading Comprehension? The Internet TESL journal, Vol. V, No. 12, December 1999. Updated on 5thJanuary 2007.

Nuttal, C. 1985.Teaching reading skills in a foreign language. British Library Cataloguing in Publication Data. London. 235 pages.

Palincsar, A. S. and Brown, A. (1984).Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), 117-175.

Rubin, D. 1003.A Practical approach to teaching reading. Needham Height, M. A. Allyn and Bacon.

Simanjuntak, E. G. 1988.Developing Reading Skill for ESL Students. Jakarta: Depdikbud.

Smith, F. 1978.Understanding Reading. Second edition. New York: Holt Rineheart and Winston.

Vaezi, S. 2006.Theories of Reading. 23rdMarch, 2005.Language Institute Language Teaching Journal Vol.1 Spring 2005. Iran. s

Vauliani, Neini. 1997.A Comparative Study Between Reading Comprehension Achievement of the Students who are Taught through Predictive Reading Technique and those who are Taught through Phrase Reading Technique at the Second Year of SMU Negeri 2 Kotabumi, Lampung Utara. Unpublished Research. Bandar Lampung: Universitas Lampung.

3.6 Data Analysis

In analyzing the data, the researcher classified the data into two categories: the data of the learning product and the data of the learning process. The data of the learning product was the result of the reading test and the data of the learning process was the result of observation.

The data analysis was done after the data were collected for every cycle. After getting the data the researcher together with the teacher analyzed the data and did reflection based on them. From the analysis and reflection, the researcher knew what should be improved on the next cycle.

In analyzing and interpreting the data, the first step that the researcher did was making abstraction of all collected data. Then the writer selected the data that related with the research question. The next step, the writer arranged all collected data by classifying the data based on the observation of the process and the result of reading test. In this case the writer classified the data into two categories. The data in the learning process and the data in learning product, they were

observation and reading comprehension test. The last step is reflection. After collecting the data, there was interpretation of all the collected data and conclusion.

3.6.1 Learning Process

In this learning process, observation sheet was usedto observe the students’ activities during the teaching learning process The observation was done to know

35

the students’ activity and the learning process will be based on the problems faced by the teacher.

The indicator that used to analyze the learning process of the students was: if 80% students or more of students are actively involved in teaching and learning

activities during reciprocal teaching technique is being implemented, it means the target is fulfilled. If more than 80% of students are actively involved in teaching and learning activities, it could categorized as a good level. And if one of the indicators above is not achieve in the first cycle, the researcher applied next cycle.

3.6.2 Learning Product

To know the learning product, the researcher used reading comprehension test in form of filling in the blanks items to collect the data. There was the indicator that would be used to analyze the data gained from the test:

If at least 80% of students’ scores could reach 65 or more for the test, it is

assumed that reciprocal teaching technique was able to foster the learning product and increase the students’ reading comprehension achievement.

To know the percentage of students’ who get≥65, the following formula was used:

Number of Students who get≥65 Total number of students

In line with the result of the research, the conclusion and the suggestion are formulated like the following:

5.1 Conclusion

In line with the result of learning process and learning product in the research, conclusions drawn like the followings:

1. Reciprocal teaching technique can improve students reading comprehension achievement. It can be seen from the increase of students’ scoresin reading comprehension from Cycle 1 to Cycle 2. In cycle 1 ,there were only 24 students or 70.05 % who passed the

passing grade, 65. While in Cycle 2, the number of students who passed the passing grade increased to 88.2% or 30 students.

2. Reciprocal teaching technique can be used to improve the teaching learning process in term of students’ activities. It can be seen from the increase of students’ participation during the learning process

increased from Cycle 1 to Cycle 2. It was found that there were only 25 students (75.3%) who involved in the activities in Cycle I, but there

64

were 30 students (88.3%) who involved or were active in the activities in Cycle II.

5.2. Suggestions

Referring to the conclusion above, the researcher would like to promote some suggestions below:

1. Since reciprocal teaching technique can improve students’ reading

comprehension achievement in this research, it is suggested that reciprocal teaching technique can be used as an alternative technique in teaching reading by emphasizing on finding the main ideas, specific information, and other components of reading skill.

2. The English teacher are suggested to make highly good preparation before applying reciprocal teaching technique such as mastering its procedure, and preparing the picture in order to help the students understanding the text easily. Hence, as facilitator, the teacher should be ready to answer every question student ask. The teacher should also control the activity in groups, so that the class would be too easy.

3. For further researchers who would like to conduct a research with the same topic, should consider well about the time allocation for the treatments.

REFERENCES

Arikunto, Suharsimi. 2006.Penelitian Tindakan Kelas. Jakarta: PT. Bumi Aksara. Ausubel, D. P. 1963.The Psychology of Meaningful Verbal Learning: An

Introduction to School Learning. New York: Grune and Stratton. Bond, G. L., and Tinker, M. 1996.Reading Difficulties: Their Diagnosis and

Correction. Englewood Cliffs, NJ: Prentice-Hall.

Brown, J. D. 1994.Understanding Research in Second Language Learning. New York: Cambridge University Press.

Clark, M. A. and Silbertein, S 1987.Toward a realization of Psycholinguistic

Principles in the ESL Reading Class. New York: Newbury House

Publisher.

Christian and Mary. 1976.Progress in Understanding Reading. New York: Guilford.

Dallman, R. I. 1982.Teaching Reading. New York: CBS College Publishing. Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta:

Depdiknas.

Finnochiaro, M. and Bonomo, M. 1973.The Foreign Language Learners:A

Guide for Teachers. New York: Regents Publishing Company, Inc.

Grellet, F. 1981.Developing Reading Skills, A Practical Guide to Reading

Comprehension Exercise. New York: Chambridge University Press.

Goodman, K. 1976.The reading process: a Psycholinguistic View. In E. B. Smith at al.,Language and Thinking in School, 2ndEd. New York: Holt

Rineheart and Winston.

Hararit. 2007.Teaching Reading Skills: A Practical Guide to Reading

66

Hatch, E. and Farhady. 1982.Research Design and Statistics for Applied Linguistic. California: Los Angeles Press.

Howart, P. 2005.Marketing Reading Communicative. 9thNovember 2008.

Mackey, R. 1979.Teaching the Information-Gathering Skills in Reading a Second

Language. Rowely, Mass: Newbury House Publishers.

Meyer, R. E. 1980.Elaboration Techniques that Increase The Meaningful of Technical Text: An Experimental Test of The Learning Strategy Hypothesis. Journal of Educational Psychology.

Nunan, David. 2001.Second Language Teaching and Learning. Foreign Language and Research Press.

Mohamad, A. 1999.What Do We Test When We Test Reading Comprehension? The Internet TESL journal, Vol. V, No. 12, December 1999. Updated on 5thJanuary 2007.

Nuttal, C. 1985.Teaching reading skills in a foreign language. British Library Cataloguing in Publication Data. London. 235 pages.

Palincsar, A. S. and Brown, A. (1984).Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), 117-175.

Rubin, D. 1003.A Practical approach to teaching reading. Needham Height, M. A. Allyn and Bacon.

Simanjuntak, E. G. 1988.Developing Reading Skill for ESL Students. Jakarta: Depdikbud.

Smith, F. 1978.Understanding Reading. Second edition. New York: Holt Rineheart and Winston.

Vaezi, S. 2006.Theories of Reading. 23rdMarch, 2005.Language Institute Language Teaching Journal Vol.1 Spring 2005. Iran. s

Vauliani, Neini. 1997.A Comparative Study Between Reading Comprehension Achievement of the Students who are Taught through Predictive Reading Technique and those who are Taught through Phrase Reading Technique at

the Second Year of SMU Negeri 2 Kotabumi, Lampung Utara. Unpublished