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F. The Technique of Analyzing the Data
The collected data were analyzed by qualitative and quantitative ways. The qualitative data were analyzed through five stages suggested by Burns
1999:157, the brief explanation is as follows. 1. Assembling the data
The first step is assembling the data that have been collected over period of the research. The data are from field notes, research diaries
and questionnaire. 2. Coding the data
Coding is a process of attempting to reduce the large amount of data that may be collected to more manageable categories of concepts,
themes or types. 3. Comparing the data
Comparison can be made to see whether themes or pattern are repeated or develop across different data techniques. The main aim at this stage
is to describe and display the data rather than to interpret or explain them.
4. Building interpretation This stage demands a certain amount of creative thinking as it is
concerned with articulating underlying concept and developing the theories about why particular patterns of behaviour, interaction or
attitudes have emerged. The researcher may need to come back to the data several times of pose questions, rethink the connections and
develop the explanation of the bigger picture underpinning the research.
5. Reporting outcome A final stage involves presenting an account of the research or others.
A major consideration is to ensure that the report sets out the major process of the research and the finding and outcomes are well
supported with example from the data.
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The quantitative data analyses were used to analyze data from the result of the pre-test and post-test in two actions. In analyzing the test score of
the written test, a descriptive statistics technique was used to find the mean score of the students. The data from the written test were analyzed in order
to prove whether teaching reading using reciprocal teaching can overcome the students problems in reading comprehension or not.
The mean of the pre-test and post-test can be calculated with the formula as follows:
x
= N
x
∑
y = N
y
∑
In which:
x
= mean of pre-test scores y = mean of post-test scores
N = the number of students
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CHAPTER IV THE RESULT OF THE STUDY
The aims of the research are to describe the way reciprocal teaching can be implemented in improving reading comprehension and the key aspects of
reciprocal teaching when it is implemented in reading class. This chapter presents the implementation of reciprocal teaching technique and it is divided into two
sections: the first section is the process of the research and the second one is research findings and discussion.
Table 4.1. The Whole Process of the Research
Problem Students encountered difficulties in comprehending
English text Solution
Teaching reading using reciprocal teaching Students
Eighth grade of VIII D class I. Pre research
a. Observation b. Pre-test
c. Interview
d. Questionnaire - Identifying the problems during TL process
- Identifying the students’ reading ability - Identifying teacher’s difficulties in teaching reading
- Identifying students difficulties in learning reading II. Research Implementation
Cycle 1 a. Planning
b. Action 1. M1 and M2
2. M3 and M4
3. M5 c. Observing
Preparing lesson plan, preparing material in the form of worksheet contains some tasks and other instrument
related to the research, helping students use the strategies by modelling the steps and arranging the
group discussion.
- Introducing and modelling reciprocal teaching steps to analyze text, giving motivation to read.
- Introducing, modelling and asking group discussion to report the analyzing of narrative text by using
reciprocal teaching steps, giving more motivation. - Conducting Post-test 1.
- S: Students seemed uncomfortable working in group, the class was so noisy, and students were passive,
confused and still wrong in applying reciprocal teaching steps.
- T: explaining the steps and helped the students’
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