Rizki Maulana Sahab, 2014 The Use Of Reciprocal Teaching Procedure In
Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
Table 5 The criteria of effect size
Effect Size r
value small effect
medium effect large effect
.10 .30
.50
Field 2009: 57 added that when correlation coefficient reaches 1.0, it means a perfect effect, but if correlation coefficient reaches 0, it means no effect.
3.3.6. Data Analysis on the Questionnaire
The questionnaire was employed to find out the strengths and weaknesses of RTP according to students’ point of view. The data obtained from the
questionnaire was interpreted according to the frequency of the students’ answer
of each number. The percentile was formulated as follows Hatch and Farhaday, 2009, p. 46:
F = frequency of students answer N = amount of respondent
Rizki Maulana Sahab, 2014 The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’
Reading Comprehension Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions according to the data analysis of the previous chapter. This chapter comprises two points that include
conclusions and suggestions.
5.1. Conclusions
The study was concerned with the implementation of Reciprocal Teaching Procedure in teaching reading narrative texts to the second grade students of
senior high school. The purpose of this study was to investigate whether or not this teaching method could develop t
he students’ reading comprehension. Furthermore, the study was also aimed at discovering
the method’s strengths and weaknesses.
The findings of the study revealed that Reciprocal Teaching Procedure did improve the students’ reading comprehension since the dependent t-test value was
greater than t
critical
value. However, the correlation obtained was at the level of small sized effect. It means that Reciprocal Teaching Procedure gave a small
influence in improving the students’ reading comprehension. Furthermore, Reciprocal Teaching Procedure could help the students to
improve writing skills in constructing questions and rewriting or summarizing the story. Therefore, Reciprocal Teaching Procedure is potential to provide better
learning when they are compared with Grammatical Translation Method. This was also supported by several strengths revealed in the findings. First,
Reciprocal Teaching Procedure helped the students comprehend the text easier. Second, Reciprocal Teaching Procedure could motivate the students to get
involved and participate in the discussion of the text. Third, as the students are more familiar with the strategy of Reciprocal Teaching Procedure, they motivated
