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Peer tutoring can reduce teacher dominancy Peer tutoring can make the students active

commit to user cxiii As students are trained in preparation to become tutors, their motivation to learn increases, personal feelings of helplessness are reduced, and the stigma fades of accepting help from others. Since all students have the chance to participate and the opportunity to help, peer tutoring empowers them to feel valuable and worthwhile. From these roots, grows a more cooperative classroom learning spirit. Whitman in http:www.ericdigests.org1994tutoring.htm elaborates Peer tutoring can be useful in helping students see added aspects of this material that prompts new questions. Peer tutoring increases students’ motivation by enlisting their personal interest with success in mastering something and thereby gaining the “rank” of tutor

b. Peer tutoring can reduce teacher dominancy

Peer tutoring helps create child-centered classroom because during this process the students respond questions, correct mistakes, and provide the feedback by themselves. The teacher becomes a co-learner and facilitator, acting as a guide and a coach since the teacher is no longer the person with all the answers; instead, the teacher talks with students, offers helps and, explores strategies, Both learners and teachers will find that peer tutoring changes their roles as well as the learning environment. When peer tutoring is used, the instructional environment usually becomes more learner as opposed to teacher directed, and the learners have a more significant role in helping shape the learning Imel, Kerka, and Pritz in http:www.ericdigests.org1994tutoring.htm .

c. Peer tutoring can make the students active

In peer tutoring, students are engaged in active learning, not passive learning because the students are working cooperatively and following the procedure, actively asking each other questions, responding, correcting mistakes, and providing feedback. Active learning has been shown to be more effective in promoting student achievement as opposed to simply watching and listening to the teacher passive learning. Peters in http:www.unicommons.comnode6975 commit to user cxiv

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

After the researcher conducted the action research by using peer tutoring to improve students’ reading comprehension, she comes to the conclusion as follows: First, peer tutoring can improve students’ reading comprehension. The improvements of students’ reading comprehension can be indicated by some factors as follows: 1 Students are able to find main idea. Students have considered that the main idea is not always in the first sentence of the paragraph: 2 Students are able to find detail. Students can locate the specific information easily; 3 Students are able to draw inference. Students can relate one clue to other clues in the text; and 4 Students are able to predict word meaning from context. Students can determine the context of the text. The improvement can also be seen from their results of post test. The means of the scores improve from cycle to cycle. The mean score of pre test is 56.83. Then, it increases to 63.41 in post test 1 and 68.58 in post test 2. Second, peer tutoring can improve class situation. The students’ participations are more active. They demolish their barriers to ask and respond question. Their motivation and confidence also improve. They enjoy following reading class. They are brave and not shy to share their ideas with their friends. They can collaborate with the others. Moreover, peer tutoring can reduce the 100

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