The Improvement of the Students’ Reading Comprehension

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B. Research Findings and Discussion

1. Findings

The data that came from observation, field notes, teaching diary and the result of test of this research were analyzed by the researcher. The researcher AN found several findings to answer the problems of the research, which are 1 how can reciprocal teaching be implemented in improving reading comprehension? And 2 what are the key aspects of implementing reciprocal teaching in reading class? The findings during the implementation of the action were as follows:

a. The Improvement of the Students’ Reading Comprehension

The students’ activities during reading class before AN implemented the action was dominated by teacher. Almost all activities in teaching English used LKS. Students said that they were bored. Then, AN conducted reciprocal teaching as technique of teaching reading. In implementing reciprocal teaching to analyze the text, there are four steps that students have to do, namely predicting, clarifying, questioning and summarizing. The researcher patiently explained the reciprocal teaching strategies in every meeting. Students gave more attention to teacher’s explanation. In every meeting of the first cycle, AN always implemented the strategies to analyze the text in the first paragraph in order to make the students be familiar with the strategies of reciprocal teaching. In the second cycle, AN started to reduce the explanation but she was ready to help when students encountered the difficulties in implementing the strategies to analyze the text. To make students to be active in class, AN provided interesting reading material. She always asked students to work in group discussion. In predicting steps, AN always activated the students’ background knowledge by asking some questions. This step made them to be active in sharing their idea before knowing the content of the text and made the situation of the class to be alive because of their idea. While in clarifying step, students had to be active in getting the meaning of unfamiliar words. commit to user 79 Students found the word by looking at dictionary. This step added their new vocabularies. Next step was questioning, students had to generate questions. It actively grew their comprehension to the text that had been read. In this step, there were some students who got difficulties in generating questions, AN patiently explained the way in using WH- question. Students followed the instruction and finally some of them could do their task well. In summarizing step, students initially just wrote the text again. Therefore, in cycle two, the researcher focused in questioning and summarizing steps. The students had to be able to use WH-question which includes detail and reference. While summarizing step made students to be aware to differentiate between detail and main information. This step provided the opportunity to identify and integrate the most important information in the text. After getting more explanation from AN, they started to make summary based on the main information that was got from the text. By doing some steps of reciprocal teaching in reading class, AN saw that students were active and motivated to do the task which was given by her. During the implementation of reciprocal teaching, students enjoyed working in group discussion; students’ responsibility increased, especially those who became the leaders and students worked cooperatively and had greater initiative in doing the task. Moreover, the students could apply the steps of reciprocal teaching in analyzing the text, students could find the main ideas of each paragraph; students could generate the question from the text which includes detail and reference, and students could summarize the text.

b. The key aspects of implementing reciprocal teaching in teaching