THE EFFECT OF RECIPROCAL TEACHING ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.
THE EFFECT OF RECIPROCAL TEACHING METHOD ON
STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF DESCRIPTIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SUHERNA
Registration Number: 2113321052
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Suherna. 2113321052. The Effect of Reciprocal Teaching on Students’
Achievement in Reading Comprehension of Descriptive Text. A Thesis English
and Literature Department of Faculty of Languages and Arts. State
University of Medan. 2016.
This study was intended to finding out the effect of applying the Reciprocal
Teaching Method on the Students’ Achievement in Reading Comprehension of
Descriptive Text. It was conducted by using experimental research design. The
population of this research was the first year students of SMP Negeri 2 Babalan.
The sample of the research were two classes which consisted of experimental and
control group which were chosen by using clustering technique. Thirty six
students were taken as the sample in each class. The experimental group was
taught by using Reciprocal Teaching Method. While the control group was taught
by using Lecture Method. By using Kuder Richardson (KR 21) formula, it was
obtained that the reliability of the test was 0.68 (high). The data were analyzed by
using t-test. The calculation showed that t-obtained (7.094) was higher than t-table
(1.994) at the level of significance (α) 0.05 with the degree of freedom (df) 70.
The result of this study showed that Reciprocal Teaching Method was
significantly affect on Students’ Reading Comprehension Achievement.
Keywords: Reciprocal Teaching, Descriptive Text, Reading Comprehension
ACKNOWLEDGEMENT
Praises and greatest thanks to almighty Allah SWT, the most merciful who
has blessed and given time, opportunity, and health so the researcher has finally
completed this thesis. Thesis is aimed to fulfill one of the requirements for the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages
and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realizes that she cannot accomplish
this thesis without Allah’s blessing and supporting, loves, prayers from many
people, therefore the researcher would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and also as Examiner of this thesis, Dra. Meisuri, M.A., the
Secretary of English and Literature Department, Nora Ronita Dewi,
S.Pd., S.S., M.Hum., the Head of English Education Study Program.
4. Prof. Dr. Busmin Gurning, M.Pd., and Dr. Siti Aisah Ginting, M.Pd.,
her Thesis Advisors for great care, guidance, and advices during the
process of accomplishing this thesis.
5. Isli Iriani Indiah Pane, S.Pd.,M.Hum., her Academic Consultant and
also as Examiner, Dr. Rahmad Husein, M.Ed as Examiner.
6. All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
7. Mam Eis Sri Wahyuningsih as Administration Staffs of English and
Literature Department.
8. Suparmin Simatupang, S.Pd, M.Pd as the Headmaster of SMP Negeri 2
Babalan, Pangkalan Berandan, who has gave the permission to conduct
this research in the school.
9. Maria Edita Sihombing, S.Pd as the English Teacher who has given the
permission to conduct the research in her classes.
10. Her beloved wonderful parents, Junaidi and Remi for the struggle, loves,
faithfulness, patience, prayers, supports, and everything in completing her
education.
11. Her beloved brothers and sister Supratman, Suherman, Almh Suherti,
Suherianto, Suwanda, her beloved aunt Lasma for their support and
prayers who always waiting her to get the Degree of SarjanaPendidikan.
12. All her best friends, Desy Mita Rahmani, Dyan Yosephin Hutagalung,
SPd,
Tutwuri
Situmeang,
Shilvina
Afriani,
Ade
Handayani
Manurung, Maya Rizkya Tanjung, Ummi Kalsum Lubis, her great
class Extention B 2011, PPLT Man Lima Puluh and all her friends in
English and Literature Department who have gave her support and nice
friendship.
Finally, the writer hopes this thesis will be useful for those who read it,
especially for the students of English Department.
Medan,
Februari 2016
The Writer
Suherna
Reg. No. 2113321052
TABLE OF CONTENTS
Pages
ABSTRACT .........................................................................................
i
ACKNOWLEDGEMENT .....................................................................
ii
TABLE OF CONTENTS ......................................................................
iv
LIST OF TABLES ................................................................................
vi
LIST OF APPENDICES .......................................................................
vii
CHAPTER I : INTRODUCTION
A. The Background of the study ......................................
1
B. The Problem of the study............................................
4
C. The Objective of the study ..........................................
5
D. The Scope of the study ...............................................
5
E. The Significance of the study .....................................
5
CHAPTER II : REVIEW OF LITERATURE
A. Theoretical Framework ..............................................
6
1. Students’ Achievement .........................................
6
2. Reading Comprehension .........................................
7
3. The Purpose of Reading..........................................
9
4. Levels of Reading ...................................................
11
5. The Factors Influencing Reading
Comprehension ......................................................
13
6. Kind of Questions in Reading
Comprehension ......................................................
14
7. Assessment of Reading Comprehension ................
15
8. Genre ....................................................................
17
a. Descriptive Text .................................................
17
9. Teaching Method...................................................
20
a. Reciprocal Teaching method ..............................
20
b. Lecture Method..................................................
25
B. Relevant Studies .........................................................
27
C. Conceptual Framework ...............................................
28
D. Hypothesis ..................................................................
31
CHAPTER III : RESEARCH METHOD
A. Research Design .........................................................
32
B. Population and Sample ...............................................
33
C. Instrument of Collecting Data .....................................
34
D. Scoring the Test .........................................................
34
E. Procedure of research .................................................
34
F. Validity and Reliability ..............................................
42
G. Technique of Data Analysis ........................................
44
H. Statistical Hypothesis .................................................
45
CHAPTER IV : THE DATA AND DATA ANALYSIS
A. The Data.......................................................................
46
B. The Data Analysis .......................................................
49
1. Analyzing Data by Using T-test ...............................
49
2. Reliability of the Test .............................................
50
C. Testing Hypothesis ....................................................
51
D. Discussion ...................................................................
51
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusion ..................................................................
53
B. Suggestions .................................................................
53
REFERENCES ......................................................................................
54
APPENDICES .......................................................................................
56
LIST OF APPENDICES
Pages
APPENDIX A .......................................................................................
56
APPENDIX B .........................................................................................
62
APPENDIX C .........................................................................................
64
APPENDIX D .........................................................................................
65
APPENDIX E ........................................................................................
66
APPENDIX F ..........................................................................................
67
APPENDIX G .........................................................................................
68
APPENDIX H .........................................................................................
69
APPENDIX I ........................................................................................
71
APPENDIX J ........................................................................................
72
APPENDIX K .........................................................................................
84
LIST OF TABLES
Pages
Table 1.1 The Reading Score of students grade VII SMP ........................
3
Table 2.1 The Advantages and Disadvantages of
Reciprocal Teaching Method and Lecture Method ...................
29
Table 3.1 The Research Design ...............................................................
32
Table 3.2 The Treatment Procedure of Experimental Group .....................
35
Table 3.3 The Treatment Procedure of Control Group .............................
37
Table 3.3 The Specification of Instrument ...............................................
43
Table 4.1 The Result of Experimental Group ..........................................
46
Table 4.2 The Result of Control Group ...................................................
47
CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is the ability to acquire and use complex systems of
communication, particularly the human ability to do so, and a language is any
specific example of such a system. The scientific study of language is called
linguistics. It means that language is a tool or a system of communication for
human beings. English is the international language in the world and one of
foreign language for Indonesian. It is important to study by Indonesian students.
In teaching English, there are four skills that should be mastered by
students, those are; Reading, writing, speaking and listening. Reading is one skill
that difficult to understand by students. Reading is not just read the text only.
Many students that still considered that reading is an activity read the text by their
mouth without understand or comprehend what is text about or what is meaning
of the text. That’s why many students that difficult to know to be good reader or
how to read correctly.
According to Grabe and Stoller (2002:9) reading is the ability to draw
meaning from the print page and interpret the information appropriately. The first
point to be made about the reading process is reading comprehension.
Comprehension is the combination of the new information from the text and the
reader’s knowledge. Knowledge is the basic element for comprehension. It means
that it is relating what we don’t know, or new information, to what we already
know. Comprehension is always directed and controlled by the needs and
purposes of individual.
Reading skill is one of important skill for students besides others skills in
English, especially for Junior High School students. By reading, students can
broaden their knowledge and get a lot of information. Therefore, it is very
important to teach reading well to the students and make it interesting activities
for students.
In the Educational Unit Educated Curriculum (KTSP) and written in the
standard competence in the syllabus, students are expected to be able to
comprehend the meaning of genre, such as descriptive, narrative and recount text
in student’s daily life. The minimum exhaustiveness criterion which must be
achieved by the students for each indicator in one basic competence is 75%. In
fact, based on researcher’s experience in teaching practice program (PPLT), most
of the students were still hesitate to read or to comprehend the meaning on text
and according to them that reading is very difficult to do. It is because they have
no many vocabularies to translate the text and also they are lack of motivation or
desire to practice reading skill. The effect when they were lack of that point is
apparent. For teachers of English, it is very important to take into account the real
needs and desires of students. Teaching all students to read is every school
district’s highest curriculum.
Based on the researcher’s preliminary observation conducted in SMP
Negeri 2 Pkl.Brandan, the researcher found that the students usually got bored to
learn reading, it problem because the teacher still focuses on learning independent
style, the students just read the story by themselves and answer the questions
afterwards correctly. The ability to comprehend the text seems so low with that
learning style. The writer attaches the students score in two semester academic
year 2014-2015 below. The minimum criteria mastery (KKM) is 78.
Table 1.1 The Reading Score of Students grade VII SMP
Semester
Score
Students
Percentage
Mean
st
1 Semester
≤ 78
24 students
66,67 %
58,41
2014/2015
≥ 78
12 students
33,33 %
2nd Semester
≤ 78
21 students
58,40 %
63,72
2014/2015
≥ 78
15 students
41,60 %
Source: Students’ Accumulated Score of Grade VII of SMP N 2 Babalan academic
year 2014/2015
This finding really proves that the students’ achievement in reading is low.
It is because the teacher still used the lecture method which can not improve
students’ achievement in reading comprehension. The teacher did not want tried
to use the new method to make students more active and can improve their
reading comprehension. Skills students should have knowledge in many aspects
especially in academic terms. One of the ways to get more knowledge is by
reading, because without reading they will find difficulties to get knowledge and
without knowledge the students will find difficulties in achieving the good score.
Considering the problems above, the researcher wanted to use a new
method of learning of reading comprehension, there are many methods that are
popular to make teaching reading more effective and interesting; make students
become active, enjoy and improve their comprehension about the main point of
reading text. The researcher applied the Reciprocal Teaching Method as an
alternative method to improve students’ achievement in reading comprehension. It
is because the researcher has been reading many references about Reciprocal
Teaching method and the researcher supposed it can improve students’
achievement in reading comprehension.
Reciprocal teaching method has become an effective method to increase
the students’ achievement on reading text. As cited in Padang (2014:3) a study
that focused on improving students’ achievement in reading comprehension
through reciprocal teaching strategy has done by Sihombing (2011). On the result
of this research, the students were poor in reading abilities because they have
difficulties in finding the main idea of the text. After the writer applying
reciprocal teaching method on that research, the students’ achievement in reading
comprehension was improved. It means that reciprocal teaching can become an
effective method to improve reading comprehension of students especially on
descriptive text.
Concerning the explanation above, the researcher would like to conduct a
study on reading comprehension of descriptive text by using Reciprocal Teaching
Method that is expected to give a good effect to students’ reading comprehension
especially on descriptive text.
B. The Problem of the Study
In line with the background of the study, a research problem is formulated
as follow: “Is the students’ achievement in reading comprehension of descriptive
text taught by using Reciprocal Teaching method higher than that taught by using
Lecture method?”
C. The Objective of the Study
In relation to the problem above, the objective of the study is to find out
the effect of Reciprocal Teaching Method on the students’ achievement in reading
comprehension of descriptive text.
D. The Scope of the Study
There are many genres of writing learnt in the SMP (Junior High School)
such as recount, narrative, procedure, descriptive, and etc. The scope of the study
is focused in reading comprehension on descriptive text by applying the
Reciprocal Teaching method.
E. The Significance of the Study
Based on the problem of study, this research has some significance:
1) For teachers, the method that used as an alternative teaching model or
teaching guide framework in teaching reading skill
2) For students, this method can used as an effective method to their reading
comprehension especially on descriptive text.
3) For researchers, who intend in searching more data, as information and as
improvement in teaching reading skill.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After analyzing the data, it was concluded that there was significant effect of
reciprocal teaching method on students’ achievement in reading comprehension of
descriptive text. It was found that the score of the students that taught by using
reciprocal teaching method was higher after treated than the students taught by lecture
method. It was proved by the result of t-test. The result of t-test calculation showed
that t-observed value (7.094) was higher than t-table value (1.994) with α 0.05 and
df = 70. It means that
was accepted.
B. Suggestions
Based on the result of the research, there are suggestions which are
expected to : The first is the English teachers should be creative. So they can improve
their ability in teaching reading by using suitable method to increase students’ reading
comprehension. In this case, Reciprocal Teaching Method which is help the teacher
and the students’ work together to develop understanding of the text, so that the
students can comprehend what they had read. The second is the students should be
more active and cooperative when they learn about a text by using Reciprocal
Teaching Method because it will help them become more independent readers, capable
of handling increasingly sophisticated material.
REFERENCES
Afandi, N.2012. The Effect of Reciprocal Teaching on Students’ Achievement in
Reading Comprehension. Medan: State University of Medan.
Arikunto,
S.2006.Prosedur
RinekaCipta.
Penelitian:
SuatuPendekatanPraktik.
Jakarta:
Ary, D.2002.Introduction to research in Education Singapore: Wardswoth.
Best, John. W. 2002. Research in Education. New Delhi : Prentice Hall.
Bligh, D. A. 2000. What’s the use of lectures. San Fransisco: Jossey-Bass Publishers.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices. San
Fransisco: Longman.
Burn, P. 1984. Teaching Reading in Today’s Elementary School. Boston: Houghton
Miffin.
Cline, F., Johnstone, C. & King, T. 2006.Focus Group Reactions to Three Definitions
of Reading.Minnepolis, MN: National Accessible Reading Assessment
Projects.
Cooper, Timothy &Greive, Cedric. 2009. The Effectiveness of The Method of
Reciprocal Teaching. Teach Journal of Christian Education.3(1)45-52.
DirektoratPendidikanMenengahUmum. 2006. Kurikulum Tingkat SatuanPendidikan
(KTSP). Jakarta: DepartemenPendidikanNasional
Djiwandono,
P.I.
Jakarta.GramediaPustakaUtama.
2002.StrategiMembacaBahasaInggris.
Febriani.2011. Improving Reading Comprehension Through Reciprocal Teaching
Technique.Jakarta:http://repository.uinjkt.ac.id/dspace/handle/123456789/
1827. Accessed on May 5th 2015.
Ghorbani,Mohammad Reza et al.2013.Reciprocal Teaching of Comprehension
Strategies
Improves
EFL
Learner’s
writing
Ability.16(1)113http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1046.Accessed on
May 5th 2015.
Grabe,
William&Stoller,
Fredricka
L.2002.Teaching
and
Researching
Reading:Applied Linguistics in Action. Great Britain:Taylor& Francis.
Gerot, L. and Wignell. 1994. Making Sense of Functional Grammar.Cammenny:
Antipodean Education Enterprises.
Klingner, Janette K and Sharon Vaughn. 2007. Teaching Reading Comprehension to
Students with Learning Difficulties. New York : The Guildford Press.
Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar : Technologies for
Teaching and Assessing Writing. Sydney: UNSW Press.
Mayer, R.E. 1996. Learning Strategies for Making Sense Out of Expository Text.The
SOI Model for Guiding.Three cognitive Processes in Knowledge
Construction.Educational Psychology Review 8(4). 357-371
Mccrimmon, J. 2002. One Of Ours: James Mccrimmon and Composition Studies. The
Florida State University College Of Arts And Science.
Padang, Nurfitriani.2014. The Effect of Reciprocal Teaching Technique on The
Students’ Reading Comprehension Achievement in Narrative Text. Medan:
State University of Medan.
Schumm,Jeanne S.2006. Reading Assessment
Learners.NewYork: The Guildford Press
and
Instruction
for
All
Sugiono.2010.Metode PenelitianKuantitatifKualitatif& RND. Bandung:Alfabet
Sousa, David S.2004. How The Brain Learns to Read. United States of
America:Library of Congress Cataloging-in-publication Data
Todd, R,B& Tracey, D.H. 2006. Reciprocal Teaching and Comprehension:A Single
Subject Research Study. Kean University
Turner, T. 1988. Comprehension: Reading for Meaning: Teaching Reading London:
Scott, Foresman.
Wainwright,G.2007.How to Read Faster and Recall More.Oxford :Deer Park
Production
STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF DESCRIPTIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
SUHERNA
Registration Number: 2113321052
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Suherna. 2113321052. The Effect of Reciprocal Teaching on Students’
Achievement in Reading Comprehension of Descriptive Text. A Thesis English
and Literature Department of Faculty of Languages and Arts. State
University of Medan. 2016.
This study was intended to finding out the effect of applying the Reciprocal
Teaching Method on the Students’ Achievement in Reading Comprehension of
Descriptive Text. It was conducted by using experimental research design. The
population of this research was the first year students of SMP Negeri 2 Babalan.
The sample of the research were two classes which consisted of experimental and
control group which were chosen by using clustering technique. Thirty six
students were taken as the sample in each class. The experimental group was
taught by using Reciprocal Teaching Method. While the control group was taught
by using Lecture Method. By using Kuder Richardson (KR 21) formula, it was
obtained that the reliability of the test was 0.68 (high). The data were analyzed by
using t-test. The calculation showed that t-obtained (7.094) was higher than t-table
(1.994) at the level of significance (α) 0.05 with the degree of freedom (df) 70.
The result of this study showed that Reciprocal Teaching Method was
significantly affect on Students’ Reading Comprehension Achievement.
Keywords: Reciprocal Teaching, Descriptive Text, Reading Comprehension
ACKNOWLEDGEMENT
Praises and greatest thanks to almighty Allah SWT, the most merciful who
has blessed and given time, opportunity, and health so the researcher has finally
completed this thesis. Thesis is aimed to fulfill one of the requirements for the
degree of Sarjana Pendidikan of the English Department, Faculty of Languages
and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realizes that she cannot accomplish
this thesis without Allah’s blessing and supporting, loves, prayers from many
people, therefore the researcher would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and also as Examiner of this thesis, Dra. Meisuri, M.A., the
Secretary of English and Literature Department, Nora Ronita Dewi,
S.Pd., S.S., M.Hum., the Head of English Education Study Program.
4. Prof. Dr. Busmin Gurning, M.Pd., and Dr. Siti Aisah Ginting, M.Pd.,
her Thesis Advisors for great care, guidance, and advices during the
process of accomplishing this thesis.
5. Isli Iriani Indiah Pane, S.Pd.,M.Hum., her Academic Consultant and
also as Examiner, Dr. Rahmad Husein, M.Ed as Examiner.
6. All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
7. Mam Eis Sri Wahyuningsih as Administration Staffs of English and
Literature Department.
8. Suparmin Simatupang, S.Pd, M.Pd as the Headmaster of SMP Negeri 2
Babalan, Pangkalan Berandan, who has gave the permission to conduct
this research in the school.
9. Maria Edita Sihombing, S.Pd as the English Teacher who has given the
permission to conduct the research in her classes.
10. Her beloved wonderful parents, Junaidi and Remi for the struggle, loves,
faithfulness, patience, prayers, supports, and everything in completing her
education.
11. Her beloved brothers and sister Supratman, Suherman, Almh Suherti,
Suherianto, Suwanda, her beloved aunt Lasma for their support and
prayers who always waiting her to get the Degree of SarjanaPendidikan.
12. All her best friends, Desy Mita Rahmani, Dyan Yosephin Hutagalung,
SPd,
Tutwuri
Situmeang,
Shilvina
Afriani,
Ade
Handayani
Manurung, Maya Rizkya Tanjung, Ummi Kalsum Lubis, her great
class Extention B 2011, PPLT Man Lima Puluh and all her friends in
English and Literature Department who have gave her support and nice
friendship.
Finally, the writer hopes this thesis will be useful for those who read it,
especially for the students of English Department.
Medan,
Februari 2016
The Writer
Suherna
Reg. No. 2113321052
TABLE OF CONTENTS
Pages
ABSTRACT .........................................................................................
i
ACKNOWLEDGEMENT .....................................................................
ii
TABLE OF CONTENTS ......................................................................
iv
LIST OF TABLES ................................................................................
vi
LIST OF APPENDICES .......................................................................
vii
CHAPTER I : INTRODUCTION
A. The Background of the study ......................................
1
B. The Problem of the study............................................
4
C. The Objective of the study ..........................................
5
D. The Scope of the study ...............................................
5
E. The Significance of the study .....................................
5
CHAPTER II : REVIEW OF LITERATURE
A. Theoretical Framework ..............................................
6
1. Students’ Achievement .........................................
6
2. Reading Comprehension .........................................
7
3. The Purpose of Reading..........................................
9
4. Levels of Reading ...................................................
11
5. The Factors Influencing Reading
Comprehension ......................................................
13
6. Kind of Questions in Reading
Comprehension ......................................................
14
7. Assessment of Reading Comprehension ................
15
8. Genre ....................................................................
17
a. Descriptive Text .................................................
17
9. Teaching Method...................................................
20
a. Reciprocal Teaching method ..............................
20
b. Lecture Method..................................................
25
B. Relevant Studies .........................................................
27
C. Conceptual Framework ...............................................
28
D. Hypothesis ..................................................................
31
CHAPTER III : RESEARCH METHOD
A. Research Design .........................................................
32
B. Population and Sample ...............................................
33
C. Instrument of Collecting Data .....................................
34
D. Scoring the Test .........................................................
34
E. Procedure of research .................................................
34
F. Validity and Reliability ..............................................
42
G. Technique of Data Analysis ........................................
44
H. Statistical Hypothesis .................................................
45
CHAPTER IV : THE DATA AND DATA ANALYSIS
A. The Data.......................................................................
46
B. The Data Analysis .......................................................
49
1. Analyzing Data by Using T-test ...............................
49
2. Reliability of the Test .............................................
50
C. Testing Hypothesis ....................................................
51
D. Discussion ...................................................................
51
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusion ..................................................................
53
B. Suggestions .................................................................
53
REFERENCES ......................................................................................
54
APPENDICES .......................................................................................
56
LIST OF APPENDICES
Pages
APPENDIX A .......................................................................................
56
APPENDIX B .........................................................................................
62
APPENDIX C .........................................................................................
64
APPENDIX D .........................................................................................
65
APPENDIX E ........................................................................................
66
APPENDIX F ..........................................................................................
67
APPENDIX G .........................................................................................
68
APPENDIX H .........................................................................................
69
APPENDIX I ........................................................................................
71
APPENDIX J ........................................................................................
72
APPENDIX K .........................................................................................
84
LIST OF TABLES
Pages
Table 1.1 The Reading Score of students grade VII SMP ........................
3
Table 2.1 The Advantages and Disadvantages of
Reciprocal Teaching Method and Lecture Method ...................
29
Table 3.1 The Research Design ...............................................................
32
Table 3.2 The Treatment Procedure of Experimental Group .....................
35
Table 3.3 The Treatment Procedure of Control Group .............................
37
Table 3.3 The Specification of Instrument ...............................................
43
Table 4.1 The Result of Experimental Group ..........................................
46
Table 4.2 The Result of Control Group ...................................................
47
CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is the ability to acquire and use complex systems of
communication, particularly the human ability to do so, and a language is any
specific example of such a system. The scientific study of language is called
linguistics. It means that language is a tool or a system of communication for
human beings. English is the international language in the world and one of
foreign language for Indonesian. It is important to study by Indonesian students.
In teaching English, there are four skills that should be mastered by
students, those are; Reading, writing, speaking and listening. Reading is one skill
that difficult to understand by students. Reading is not just read the text only.
Many students that still considered that reading is an activity read the text by their
mouth without understand or comprehend what is text about or what is meaning
of the text. That’s why many students that difficult to know to be good reader or
how to read correctly.
According to Grabe and Stoller (2002:9) reading is the ability to draw
meaning from the print page and interpret the information appropriately. The first
point to be made about the reading process is reading comprehension.
Comprehension is the combination of the new information from the text and the
reader’s knowledge. Knowledge is the basic element for comprehension. It means
that it is relating what we don’t know, or new information, to what we already
know. Comprehension is always directed and controlled by the needs and
purposes of individual.
Reading skill is one of important skill for students besides others skills in
English, especially for Junior High School students. By reading, students can
broaden their knowledge and get a lot of information. Therefore, it is very
important to teach reading well to the students and make it interesting activities
for students.
In the Educational Unit Educated Curriculum (KTSP) and written in the
standard competence in the syllabus, students are expected to be able to
comprehend the meaning of genre, such as descriptive, narrative and recount text
in student’s daily life. The minimum exhaustiveness criterion which must be
achieved by the students for each indicator in one basic competence is 75%. In
fact, based on researcher’s experience in teaching practice program (PPLT), most
of the students were still hesitate to read or to comprehend the meaning on text
and according to them that reading is very difficult to do. It is because they have
no many vocabularies to translate the text and also they are lack of motivation or
desire to practice reading skill. The effect when they were lack of that point is
apparent. For teachers of English, it is very important to take into account the real
needs and desires of students. Teaching all students to read is every school
district’s highest curriculum.
Based on the researcher’s preliminary observation conducted in SMP
Negeri 2 Pkl.Brandan, the researcher found that the students usually got bored to
learn reading, it problem because the teacher still focuses on learning independent
style, the students just read the story by themselves and answer the questions
afterwards correctly. The ability to comprehend the text seems so low with that
learning style. The writer attaches the students score in two semester academic
year 2014-2015 below. The minimum criteria mastery (KKM) is 78.
Table 1.1 The Reading Score of Students grade VII SMP
Semester
Score
Students
Percentage
Mean
st
1 Semester
≤ 78
24 students
66,67 %
58,41
2014/2015
≥ 78
12 students
33,33 %
2nd Semester
≤ 78
21 students
58,40 %
63,72
2014/2015
≥ 78
15 students
41,60 %
Source: Students’ Accumulated Score of Grade VII of SMP N 2 Babalan academic
year 2014/2015
This finding really proves that the students’ achievement in reading is low.
It is because the teacher still used the lecture method which can not improve
students’ achievement in reading comprehension. The teacher did not want tried
to use the new method to make students more active and can improve their
reading comprehension. Skills students should have knowledge in many aspects
especially in academic terms. One of the ways to get more knowledge is by
reading, because without reading they will find difficulties to get knowledge and
without knowledge the students will find difficulties in achieving the good score.
Considering the problems above, the researcher wanted to use a new
method of learning of reading comprehension, there are many methods that are
popular to make teaching reading more effective and interesting; make students
become active, enjoy and improve their comprehension about the main point of
reading text. The researcher applied the Reciprocal Teaching Method as an
alternative method to improve students’ achievement in reading comprehension. It
is because the researcher has been reading many references about Reciprocal
Teaching method and the researcher supposed it can improve students’
achievement in reading comprehension.
Reciprocal teaching method has become an effective method to increase
the students’ achievement on reading text. As cited in Padang (2014:3) a study
that focused on improving students’ achievement in reading comprehension
through reciprocal teaching strategy has done by Sihombing (2011). On the result
of this research, the students were poor in reading abilities because they have
difficulties in finding the main idea of the text. After the writer applying
reciprocal teaching method on that research, the students’ achievement in reading
comprehension was improved. It means that reciprocal teaching can become an
effective method to improve reading comprehension of students especially on
descriptive text.
Concerning the explanation above, the researcher would like to conduct a
study on reading comprehension of descriptive text by using Reciprocal Teaching
Method that is expected to give a good effect to students’ reading comprehension
especially on descriptive text.
B. The Problem of the Study
In line with the background of the study, a research problem is formulated
as follow: “Is the students’ achievement in reading comprehension of descriptive
text taught by using Reciprocal Teaching method higher than that taught by using
Lecture method?”
C. The Objective of the Study
In relation to the problem above, the objective of the study is to find out
the effect of Reciprocal Teaching Method on the students’ achievement in reading
comprehension of descriptive text.
D. The Scope of the Study
There are many genres of writing learnt in the SMP (Junior High School)
such as recount, narrative, procedure, descriptive, and etc. The scope of the study
is focused in reading comprehension on descriptive text by applying the
Reciprocal Teaching method.
E. The Significance of the Study
Based on the problem of study, this research has some significance:
1) For teachers, the method that used as an alternative teaching model or
teaching guide framework in teaching reading skill
2) For students, this method can used as an effective method to their reading
comprehension especially on descriptive text.
3) For researchers, who intend in searching more data, as information and as
improvement in teaching reading skill.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After analyzing the data, it was concluded that there was significant effect of
reciprocal teaching method on students’ achievement in reading comprehension of
descriptive text. It was found that the score of the students that taught by using
reciprocal teaching method was higher after treated than the students taught by lecture
method. It was proved by the result of t-test. The result of t-test calculation showed
that t-observed value (7.094) was higher than t-table value (1.994) with α 0.05 and
df = 70. It means that
was accepted.
B. Suggestions
Based on the result of the research, there are suggestions which are
expected to : The first is the English teachers should be creative. So they can improve
their ability in teaching reading by using suitable method to increase students’ reading
comprehension. In this case, Reciprocal Teaching Method which is help the teacher
and the students’ work together to develop understanding of the text, so that the
students can comprehend what they had read. The second is the students should be
more active and cooperative when they learn about a text by using Reciprocal
Teaching Method because it will help them become more independent readers, capable
of handling increasingly sophisticated material.
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