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’ scores in 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
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.
