THE USE OF RECIPROCAL TEACHING PROCEDURE IN TEACHING NARRATIVE TEXTS TO IMPROVE STUDENTS’ READING COMPREHENSION.

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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

THE USE OF RECIPROCAL TEACHING PROCEDURE

IN TEACHING NARRATIVE TEXTS TO IMPROVE

STUDENTS’ READING COMPREHENSION

(A Quasi Experimental Study in the Eleventh Grade at a Private School in

Cirebon)

Submitted to Department of English Education of Faculty of Arts and Language Education of Indonesia University of Education as a Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

Rizki Maulana Sahab

0902344

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF ARTS AND LANGUAGE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2014

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THE USE OF RECIPROCAL TEACHING

PROCEDURE IN TEACHING

NARRATIVE TEXTS TO IMPROVE

STUDENTS’ READING

COMPREHENSION

Oleh

Rizki Maulana Sahab

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Seni dan Bahasa

Januari 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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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

PAGE OF APPROVAL

RIZKI MAULANA SAHAB 0902344

The Use of Reciprocal Teaching Procedure in Teaching Narrative

Texts to Improve Students’ Reading Comprehension

Approved by: First Supervisor

Prof. H. Fuad Abdul Amien, M.A., Ph.D. NIP. 195008211974121001

Second Supervisor

Muhammad Handi Gunawan, M.Pd. NIP. 197301132009121002

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

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NARRATIVE TEXTS TO IMPROVE STUDENTS’ READING

COMPREHENSION

Rizki Maulana Sahab

First Supervisor: Prof. H. Fuad Abdul Amien, M.A., Ph.D. Second Supervisor: Muhammad Handi Gunawan, M.Pd.

Email: sahab_rizki@yahoomail.com

Abstract: This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students’ reading comprehension and finding out the students’ responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for Windows. The data analysis of the independent t-test showed that there was a significant difference between the post-test means of the control group and the experimental group. Moreover, the data analysis of the dependent t-test showed that there was an improvement of the experimental group’s scores in post-test. Therefore, it could be said that the use of Reciprocal Teaching Procedure was considered effective in improving the students’ reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students’ interest in reading. Thus, it could be concluded that the students’ responses toward the application of Reciprocal Teaching Procedure were positive.

Keywords: Reciprocal Teaching Procedure, reading comprehension

Abstrak: Penelitian ini bertujuan untuk mengamati penerapan metode pembelajaran reading yaitu Reciprocal Teaching Procedure (RTP) untuk meningkatkan kemampuan reading siswa and mengangkat respon siswa terhadap penerapan metode tersebut. Reciprocal Teaching Procedure merupakan salah satu metode pembelajaran reading yang menerapkan empat strategi baca, diantaranya: memperkirakan (predicting), mengklarifikasi (clarifying), meringkas (summarizing), and mempertanyakan (questioning). Metode penelitian quasi experimental digunakan dalam penelitian untuk memperoleh data yang diperlukan, dimana dua kelas diambil sebagai sampel. Data yang dimaksud diperoleh melalui pre-test dan post-test yang kemudian dianalisis menggunakan SPSS 20 and ANATES v5 for Windows. Analisis data menggunakan independent

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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

t-test menunjukan sebuah perbedaan yang signifikan diantara nilai rata-rata post-test dari grup kontrol dan grup eksperimen. Terlebih, analisis data menggunakan dependent t-test menunjukan peningkatan nilai rata-rata post-test dari grup eksperimen. Oleh karena itu, dapat dikatakan bahwa penggunaan Reciprocal Teaching Procedure efektif dalam meningkatkan kemampuan reading siswa. Selain itu, berdasarkan hasil dari kuisioner, Reciprocal Teaching Procedure memiliki banyak keuntungan lainnya diantaranya: membantu siswa memahami teks dengan mudah, meningkatkan siswa untuk lebih aktif and komunikatif dalam setiap kegiatan belajar, dan meningkatkan minat siswa dalam membaca. Sihingga, dapat disimpulkan bahwa respon siswa terhadap penerapan metode pembelajaran Reciprocal Teaching Procedure positif.

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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

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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 IV FINDINGS AND

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CHAPTER I

INTRODUCTION

This chapter describes general thoughts of this paper. It covers background of the study, statement of the problems, limitation of the study, aims of the study, significance of the study, research method and organization of the study.

1.1. Background of the Study

In English as a Foreign Language (EFL) context, reading has been an important part of the English skills which is needed to master. Reading activity can help students to gain knowledge and information all over the world. Besides, reading is also a useful source for students to achieve and develop the other skills: writing and speaking. Harmer (2001) stated that:

Reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for the language students. Reading texts also provide opportunities to study language: vocabulary, grammar, pronunciation, and the way we construct sentences, paragraphs, and texts. (p. 312)

In Indonesia, final examination has become an issue for several years, especially English subject. In the English examination, the skills tested are the reading skill and the listening skill. However, it is obvious that the reading skill is dominantly tested in the examination. Therefore, the high school students are likely demanded to have a good reading comprehension in order to achieve a good result in their final examination. This condition eventually makes teachers tend to focus more on the reading skill rather than the other skills: the writing skill, the speaking skill and the listening skill.

However, teaching reading still deals with the complex structure of language and long reading passages with several unfamiliar words. As the result, students might find difficulties to gain the whole meaning of the text since most teachers and students tend to use Bahasa Indonesia during in and tend to translate

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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

sentence by sentence or even word by word to get the meaning (Masduqi, 2005).

This often leads to affect lack of students’ interest and motivation, even, when

they have trouble to construct meaning of a sentence consisting of unfamiliar words. On the other hand, having interest in reading is truly important as their success in reading comprehension. “Having an interest in reading means having the motivation to read and to respond affectively, to seek to enlarge our self understanding and our sense of self-worth through reading” (Sadoski, 2004).

In fact, encouraging students’ interest and motivation is not an easy task to

do for teachers. For several years, most of teachers in Indonesia are more likely to use Grammar Translation Method (GTM) in teaching reading since teachers focus on the grammatical rules found in the text, translation of the text. In addition, the discussion led by teachers tends to use Bahasa Indonesia. The procedural activity is, firstly, students will be asked to read the text, and then translate the text into Bahasa Indonesia. As follow, teachers will discuss the text by using Bahasa Indonesia and finally students will be asked to answer some questions given by teachers.

The strategy seems successful whenever the questions are orally answered by some students. However, teachers cannot guarantee that every student gets the meaning and content of the text. Moreover, only active students will probably get involved in the teacher-students interaction to find out the answers while some lower achiever students will tend to be silent. As the result, students might complete reading assignment, yet, some of them cannot achieve reading comprehension of the text. Therefore, teachers have to find out appropriate strategy to help the students to improve students’ reading comprehension and help them to control themselves in the easier way.

One strategy that is regarded to effectively be able to improve students’ reading skill is Reciprocal Teaching Procedure (RTP) created and developed by Palincsar and Brown in 1984 (cited in Wisaijorn, 2008). According to Panmanee (2009), RTP focuses on background knowledge, reading strategy and group discussion. This method involves explicit instruction such as predicting,

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clarifying, questioning, and summarizing to develop students’ reading comprehension (Palincsar and Brown, 1984, cited in Wisaijorn, 2008). By using this method, the students will be helped since they will work in groups to discuss the particular text to get the meaning of each paragraph. As for teachers, Reciprocal Teaching Procedure provides a useful tool for engaging students, individually and socially, in the exploration and critical evaluation of texts (Doolittle et al., 2006). RTP can also help them to control the whole students in class to get the meaning of the text since they take fewer roles in the discussion.

Moreover, it can also help the teachers to observe each student’s development

during activities.

In addition, students can get benefit to achieve reading comprehension by learning and applying the four strategies. As they are familiar with the strategies, they can start the thinking process to find out the meaning of each paragraph of the text. It is supported by Panmanee (2009) that “reciprocal teaching strategies offer the teachers and students opportunities to start the process of thinking and breaking down their reading paragraph by paragraph.”

Recent studies have revealed the effectiveness of the application of Reciprocal Teaching Procedure. Freahat’ and Al-Makhzoomi (2012) found that Reciprocal Teaching Procedure did improve the Jordanian EFL students’ reading comprehension behavior after the training and demonstrate its effectiveness to the

subjects’ reading comprehension behavior. Sarasty (2002) also found that the RTP

was successful to efficiently increase students’ reading comprehension. Moreover, the most participant found that Reciprocal Teaching Procedure is a fun activity.

In high school context, there are several genres to be taught in which narrative is one of them. Narrative text was selected as the data in the study since this kind of text is included in the curriculum of every educational institution including elementary school, junior high school and senior high school. In addition, it is often stated in the SKL (Standard Kompetensi Lulus). The narrative text was used as the reading items in the final examination for senior high school

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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

from 2007 to 2012. Therefore, it has likely more chance to appear in the following final examination.

Based on this phenomenon, the study investigates the use of Reciprocal Teaching Procedure in teaching reading narrative. Thus, this study tries to find out whether or not there is a significant improvement of the students’ reading comprehension of narrative texts. This study is also conducted to know the

students’ response toward the use of RTP in the classroom activity. Moreover, the study is expected to give more insights in the research of implementation of RTP in Indonesia where the research has not been widely conducted.

1.2. Statement of the Problems

The researcher lists two problems to solve as follows:

1. Is the use of Reciprocal Teaching Procedure effective to improve the students reading comprehension?

2. What are the students’ responses towards the use of Reciprocal Teaching Procedure in the classroom?

1.3. Limitation of the Study

Many kinds of teaching reading strategies can be used in teaching narrative texts. This study focuses on the implementation of Reciprocal Teaching Procedure in teaching narrative texts to second grade of senior high school students.

The study investigates the effectiveness of Reciprocal Teaching Procedure used by English teacher in one of Cirebon senior high school. The study concerns with the use of Reciprocal Teaching Procedure in teaching English narrative text and the students’ response to its implementation.

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1.4. Aims of the Study

The aims of the study are to figure out whether or not reciprocal teaching procedure effectively improves the students’ reading comprehension and to know

the students’ responses towards the implementation of Reciprocal Teaching Procedure.

1.5. Significance of the Study

Theoretically, the findings of the study can enrich the theory and method in teaching narrative text through reading-speaking activity. Practically, this study is expected to be an input for English teachers concerning the use of Reciprocal Teaching Procedure in improving the students’ reading comprehension as a consideration in teaching narrative text.

Furthermore, this study is expected to be a reference for the next English department students to concern on the effectiveness of Reciprocal Teaching Procedure in teaching reading narrative text.

1.6. Research Method 1.6.1. Research Design

The study uses quantitative study since it is appropriate to measure the effectiveness of Reciprocal Teaching Procedure in improving students’ reading comprehension because the study deals with data and numbers. According to Creswell (2012, p. 15), the process of data analysis in quantitative study uses mathematical procedure, called statistics. The study is specifically conducted as a quasi-experimental study since the researcher is going to compare the use of Reciprocal Teaching Procedure and the use of Grammar Translation Method in two different classes.

Therefore, the researcher takes two EFL classes to be given different treatments. One group is the experimental group that received Reciprocal

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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

Teaching Procedure as its treatments, whereas, another one is the control group which obtained Grammar Translation Method as its treatments.

The quasi experimental design uses nonrandomized control group pre-test and post-test design can be figured as follows:

Table 1 Research Design

Group Pre-test Treatment Post-test

Experimental O1 X O2

Control O3 - O4

 O refers to observation/measurement

 X refers to treatment given to experimental group.

1.6.2. Data Collection

As the researcher lists two research questions, two kinds of data are collected including test (pre-test and post-test) and questionnaire. Pre-test is administered to both experimental and control groups before treatments. It is

aimed at discovering the students’ prior reading comprehension. Besides, post-test is also administered to both groups to find out whether or not there is an improvement of the students’ reading comprehension after treatments. In addition, questionnaire is only given to the experimental group students to find out their response towards the use of Reciprocal Teaching Procedure.

1.6.3. Data Analysis

Since there are two problems stated at the beginning of this chapter, two kinds of data, pre-test and post-test, and questionnaire, are analyzed differently. The data of pre-test and post-test are analyzed into two steps. First, the data are analyzed to find out the normal distribution and the homogeneity of variances. It

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is aimed at finding out the significant degree of the students’ comprehension in

reading narrative text to both groups. Second, the independent t-test is also employed by using SPSS 20 for windows. It is purposed to find out the difference between the two groups in both the pre-test and the post-test. It is also aimed at figuring out the progress of both groups from the pre-test score and the post-test score. On the other hand, the data obtained from questionnaire are analyzed by calculating the frequency of students who chose several items given.

Finally, the findings of the study are summarized to determine the effectiveness of implementing Reciprocal Teaching Procedure in the EFL classrooms, and its strength and weaknesses from the students’ point of view.

1.7. Clarification of the Terms

To avoid unnecessary misunderstanding, here some terms used in this study are clarified:

Reading comprehension refers to the process of readers’ interaction with the text by using particular reading strategies to create meaning of a text (Brown, 2001, & Chard, 2008)

Extensive reading is a reading process that focuses on the general meaning of the text that can be achieved by skimming and scanning (Brown, 2001).

A narrative is a text type that tells a story (Joyce & Feez, 2004, cited in Emilia, 2011, p. 135) in which a sequence of actions is the focus. (Derewianka, 1996, cited in Bruce, 2008)

Reciprocal Teaching Procedure is a teaching reading method that involves some strategies such as predicting, clarifying, questioning, and summarizing (Palinscar, 1984).

Grammar Translation Method is a teaching strategy that focuses on the use of mother tongue (L1) in which grammar explanation is the core of the activity to facilitate the students to translate the sentences of the whole text (Brown, 2001).

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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

1.8. Organization of the Paper

The organization of this paper is begun with chapter I, introduction. This chapter introduces the background issues discussed in the paper. It consists of background, statement of the problems, limitation of the study, aims of the study, significance of the study, research method, clarification of the terms and paper organization. Chapter II explains theories and literature related to the study. It covers theory of reading, narrative, and teaching reading methods: Reciprocal Teaching Procedure and Grammar Translation Method. Chapter III presents the methodology or research design used by the researcher. This chapter consists of research design, data collection and data analysis. Chapter IV, findings and discussion, explains the findings of the study and the discussion according to data obtained. Finally, chapter V, conclusions and suggestions, is fulfilled by conclusion of the study that is ended by suggestions.

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CHAPTER III

METHODOLOGY

This chapter presents the methodology of the study. There are three main sub-titles explained; research design, data collection, and data analysis.

3.1. Research Design

The study used quantitative method in which it demands to use numbers in all steps of the study. In quantitative study, according to Creswell (2012, p. 15), the researchers analyze the data using mathematical procedure, called statistics that deal with numbers. In line with, this study was conducted to find out the effectiveness of implementation of Reciprocal Teaching Procedure through administering pre-test and post-test dealing with scores and numbers.

This study was specifically conducted as a quasi-experimental research. Quasi-experimental design, according to Hatch and Farhaday (1982), can control many variables as researchers wish and limit the interpretation they make about cause-effect relationship. The quasi experimental design uses nonrandomized control group pre-test and post-test design can be figured as follows:

Table 1 Research Design

Group Pre-test Treatment Post-test

Experimental O1 X O2

Control O3 - O4

 O refers to observation/measurement

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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

3.1.1. Variable

According to Hatch and Farhaday (1982, p. 12) “a variable can be defined as an attribute of a person or of an object which varies from person to person or from object to object.” Creswell (2012) further describes that variable is an attribute or characteristic of individuals that the researchers study. In addition, Kidder, (1981 cited in Sugiyono, 2012, p. 61) states that variable is quantities in which the researcher studies and makes conclusion.

According to Field (2009, p. 7), variable can be divided into independent variable and dependent variable. Independent variable refers to the cause of effect. Dependent variable refers to the effect which is affected by changes in independent variable, or it can be simplified as an outcome. The independent variable of the study is Reciprocal Teaching Procedure, whereas, the dependent variable is reading scores.

3.1.2. Hypothesis

Hypothesis can be simply defined as a prediction of the result of a study. According to Hatch and Farhaday (1982, p. 3) a hypothesis is a tentative statement about the outcome of the study. Most hypotheses can be expressed into two variables: a proposed cause and a proposed outcome (Field, 2009).

There are two types of hypothesis; null hypothesis which is symbolized by H0 and alternative hypothesis which is coded by H1. Alternative hypothesis

(Creswell, 2012, p. 127) predicts a change or difference between the variables. It predicts that the score of the selected sample will be higher. The statement of

alternative hypothesis is begun with “there is a difference.” On the other hand,

null hypothesis (Field, 2009) is the opposite of the alternative hypothesis. Therefore, the hypothesis of this study is as follow:

 H0 = there is no difference between the post-test scores of the experimental

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 H1 = there is a difference between the post-test scores of the experimental

group students and the post-test scores of the control group students.

3.2. Data Collection

3.2.1. Population and Sample

Population (Creswell, 2012, p. 142) is a group of individuals who have the same characteristics, while sample, according to Field (2009, p. 34) is a small subset of the population. Since the quasi-experimental design does not randomly select the subjects, the sample of this study was chosen based on the pre-test test results of some classes which were calculated by independent t-test.

The population in this study was second grade students from one of the senior high school in Cirebon, whereas, the samples were only two classes of eleventh grade.

3.2.2. Research Instruments

In quantitative study, instrument is a tool to measure variables in the study and to measure quantitative data (Creswell, 2012, p. 14). Quantitative data, in this case, deals with scores and numbers. The data were collected to answer research questions. Since two research questions had been listed, there were two kinds of research instruments in this study included pre-test and post-test, and questionnaire. The pre-test and the post-test were conducted to find out whether or not the use of Reciprocal Teaching Procedure is effective to improve students’ reading comprehension. The pre-test was administered to the experimental and the control groups to know the students’ reading capabilities before the treatment. Besides, the post-test was conducted in the experimental and the control groups in order to find out whether or not there was a significant difference between the experimental and the control groups’ scores. After the post-test, the questionnaire was employed to the experimental group students. The questionnaire was aimed at

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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

finding out the strengths and weaknesses of Reciprocal Teaching Procedure

according to students’ point of view.

The pre-test and the post-test used in this study were in the form of 30 numbers of multiple choices since they are appropriate to test the reading skill. The tests comprised three narrative texts.

As the pre-test and the post-test were the main instrument of the research, validity and reliability were examined. Field’s (2009) states that a test can be said to have validity when it actually measures what it is set out to measure. Creswell (2012) further states that:

Validity is the development of evidence to demonstrate that the test interpretation matches to its purpose. In addition, reliability means that the scores from an instrument are stable and consistence. The scores should be nearly the same when researchers administer the instrument multiple times at different times. also, score need to be consistent. (p. 159)

Field (2009, p. 11) supported that reliability is “whether an instrument can be interpreted consistently across different situations”.

In order to check whether or not the tests have possessed the validity and the reliability, a pilot-test was conducted before the real test to classes that would not be given the pre-test. It can be figured out by analyzing the students’ test results. After the test items had been proven to have validity and reliability, the pre-test and post-test could be administered to the students as the instrument.

On the other hand, the questionnaire was only administered to all students in

the experimental group. It was purposed to find out the students’ response towards

the application of Reciprocal Teaching Procedure and also the strengths and weaknesses of Reciprocal Teaching Procedure based on the students’ point of view.

3.2.3. Research Procedure

There were some steps followed during the study including organize research instrument, organize teaching procedure, testing validity of the pre-test

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and the post-test, administering the pre-test, conducting treatment, administering the post-test, and the questionnaire.

3.2.3.1. Organizing Research Instrument

As the first step, the researcher organized the research instruments that include creating the test items for both pre-test and post-test and constructing questions for the questionnaire.

3.2.3.2. Testing Validity and Reliability of the Pre-Test and Post-Test

To find out whether or not the items have validity and reliability, the pilot-test, in this case, was conducted in two classes that have been set not to obtain the pre-test and the post-test. It was administered to XI IPA 1 on Wednesday, October 16th, 2013 and also XI IPA 5 on Saturday, October 19th, 2013.

3.2.4.3. Administering the Pre-Test

The pre-test was conducted to find out the students’ reading comprehension in order to determine the experimental and the control groups which have the equal average score according to the result. It was administered to XI IPA 2 and XI IPA 3 on Tuesday, October 22nd, 2013, and to XI IPA 4 on Wednesday, October 23rd, 2013.

3.2.4.4. Conducting Treatment

Two groups, the experimental group and the control group, were treated differently. Reciprocal Teaching Procedure was applied in the experimental group, whereas, Grammar Translation Method was employed in the control group. Despite the teaching method were different, the materials and the context were approximately the same, as can be seen in the following teaching schedule:

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Table 2 Research schedule

Day/ Date

Activity

Experimental Group Control Group

October 16th, 2013

(Pilot-test)

- -

October 19th, 2013

(pilot-test)

- -

October 22nd,

2013 - Pre-test

October 23rd,

2013 Pre-test -

October 29th,

2013 - Treatment 1

October 30th,

2013 Treatment 1 -

November 2nd,

2013 - Treatment 2

November 6th,

2013 Treatment 2 -

November 9th,

2013 Treatment 3 Treatment 3

November

12th, 2013 - Post-test

November

13th, 2013 Post-test -

3.2.4.5. Administering the Post-Test

After the treatment was applied, the post-test was administered to both experimental and control groups in order to investigate the use of Reciprocal Teaching Procedure in improving the students’ reading ability. In addition, it was also purposed to compare the post-test result of the experimental group and the control group to examine which of both implementation of Reciprocal Teaching Procedure and GTM was more effective.

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3.2.4.6. Conducting the Questionnaire

As the final step, the questionnaire was conducted in the experimental group

to find out the students’ response towards the use of implementation. It was

administered to the experimental group, XI IPA 4, on Wednesday, November 13th, 2013.

3.3. Data Analysis 3.3.1. Scoring Technique

Since the pre-test and the post-test were in the form of 30 numbers multiple choices, the researcher determined test scores according to the correct numbers answered and divided by 0.3. Therefore, the maximum score that students can obtain is 100.

3.3.2. The Validity Tests of Pre-test and Post-test

To examine the validity of the pre-test and the post-test, Pearson Product-Moment Correlation Coefficient was employed the (Arikunto, 2010, p. 211-221). The formula was proposed as follows:

√ r = Pearson Product-Moment Correlation Coefficient

X = test item score (correct = 1, wrong = 0)

Y = respondent’s score N = respondent

After correlation coefficient was calculated, it is called obtained value, then, it was compared to rcritical. If robtained > rcritical, the test item is valid, but, if robtained < rcritical, the test item is not valid.

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3.3.3. The Reliability Test of Pre-Test and Post-Test

Consistency of results is the basic concept of reliability (Hatch and

Farhaday, 1982, p. 244). To test the reliability, the Cronbach’s alpha in SPSS 20

for Windows is used.

The finding was interpreted according to the following criteria: Table 3 The criteria of reliability

0.00-0.20 Almost none

0.21-0.40 Low

0.41-0.60 Moderate

0.61-0.80 High

0.81-1.00 Very High

If the value of Cronbach’s Alpha of the test reaches the range 0.41 to 1.00, the test

is considered to be reliable to be used. In contrast, if the value is less than 0.40, the test is considered inappropriate to be used in the study.

3.3.4. Difficulty level

The ideal test is not too difficult and not too easy. Therefore, the difficulty level of the test should be properly organized. It was examined according to the pilot-test. The difficulty level was measured based on the amount of the students who answered selected item correctly divided by amount of the students taking the test. The formula is figured out as follows:

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B = number of students who answered correctly JS = number of students

(Arikunto, 2012) The result can be interpreted according to the following criteria:

Table 4 The ANATES criteria of difficulty level

1-14 Most difficult

15-29 Difficult

30-69 Moderate

70-85 Easy

86-100 Most easy

3.3.5. Data Analysis on the Pre-test and the Post-Test Scores 3.3.5.1. Normal distribution test

Normally distributed data can be reached when the students’ scores are closed to the average score, above or below one standard deviation. In a normal distribution, figured out in a bell-shape curve (figure 1), half scores are above the mean score, and the rests are below (Hatch & Farhaday, 1982, p. 82).

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Figure 1 Normal curve

According to Field (2009, p. 144), to investigate the normal distribution, the Kolmogorov-Smirnov test is one of tests that can be employed. It compares the scores in the sample to a normally distributed set of scores with the same mean and standard deviation.

There are several steps conducting the normal distribution test including:

stating the hypothesis and setting the alpha level; analyzing the groups’ scores

using the Kolmogorov-Smirnov formula in SPSS 20; and interpreting the output data. For the first step, the alpha level set is at 0.05 (two-tailed test) and the hypotheses are as follows:

 H0 = the score of the experimental and control groups are not significantly

different, approximately normal

 HA = the score of the experimental and control groups are significantly

different, not normal

The output data are interpreted by this ways: if the test is non-significant (p

> .05) it tells us that the distribution of the sample is not significantly different from a normal distribution (probably normal); in contrast, if the test is significant (p < .05) then the distribution is significantly different from a normal distribution (non-normal) (Field, 2009, p. 144)

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3.3.5.2. Homogeneity of Variance Test

According to Field (2009, p. 149), homogeneity of variance means as you go through levels of one variable, the variance of the other should not change. If you have collected groups of data then this means that the variance of your outcome variables should be the same in each of these groups. The more homogeneous the group, the lower the variance (Kranzler & Moursund, 1999).

In this case, Levene’s test in SPSS 20 for Windows was used to find out the

homogeneity of the variances. There were several steps to figure out the

homogeneity of the variance through Levene’s test. Firstly, stating alpha level that

is 0.05. Second, stating null hypothesis and alternative hypothesis. The null hypothesis (H0) is that the experimental and the control groups are homogenous,

and the alternative hypothesis is the experimental and the control groups are not

homogenous. Third, analyzing the result by using Levene’s test in SPSS 20 for

Windows. Lastly, interpreting the result. The result can be interpreted by this

ways: if the Levene’s test (F) is greater than alpha level ( F > 0.05 ) which means non-significant, the null hypothesis is accepted; if the Levene’s test (F) is less than alpha level ( F < 0.05 ) which means significant, the null hypothesis is rejected.

3.3.5.3. Independent T-Test

The independent t-test is employed to analyze a relationship between independent variable (treatment) and dependent variable (reading score) in both experimental group and control group. According to Field (2009, p. 239) the concept of the t-tests is a measurement tool to find out whether the predictor (independent variable) is making a significant contribution to the model (dependent variable).

The null hypothesis was firstly decided: there is no significant difference between the experimental and the control groups. As follows, the data collected according to the pre-test and the post-test.

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After the data was gained, it was analyzed according to the independent t-test by using SPSS 10. The formula of the independent t-t-test is as follows:

√

t = independent t-test

M = mean

s2 = variance

N = numbers of respondent

(Kranzler & Moursund, 1999) The outcome of the process is to find out whether or not the means between the experimental group and the control group are significant different. The result can be interpreted by this way: if tobtained isgreater than tcritical with df = N1 + N2 –

2 and p = 0.05, the null hypothesis is rejected which means a significant difference of mean is obtained; in contrast, if tobtained is less than tcritical, the null

hypothesis is accepted which means no significant difference of mean is obtained.

3.3.5.4. Dependent T-Test

The dependent t-test, in this case, was employed to find out the progress of the experimental group. To examine the dependent t-test, there are some steps to follow: stating alpha level ( p =.05 ); stating null hypothesis; employing the dependent t-test; and interpreting the result.

The null hypothesis is that there is no difference between the pre-test and the post-test score which means no progress or improvement. As follows, the data obtained was calculated by using the dependent t-test. The formula is as follows:

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t = dependent t-test

M = mean difference (obtained by dividing D by n)

n = numbers of respondent

D = difference between pre-test and post-test

(Kranzler & Moursund, 1999) As the result obtained, it was compared to tcritical. If tobtained is equal to or

greater than tcritical, the null hypothesis can be rejected, and if tobtained < tcritical, the

null hypothesis is accepted.

3.3.5.5. Calculation of Effect Size

Effect size was defined as a measure of the strength of relationship between two variables (Field, 2009, p. 57) independent and dependent variables. In this

study, the researcher used Pearson’s coefficient correlation to measure effect size.

The formula of Pearson’s coefficient correlation is as follow:

√

r = Pearson Correlation Coefficient

X =respondent’s pre-test score

Y = respondent’s post-test score

N = respondent

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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

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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 the 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 tcritical 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

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themselves to increase their interest in reading. Lastly, since Reciprocal Teaching

Procedure improved the students’ reading and writing skills, it helped the students

to develop their English ability.

The other findings, however, revealed a significant weakness of Reciprocal Teaching Procedure that can probably be an obstacle to the benefits of this method. Since Reciprocal Teaching Procedure involves four strategies it caused

confusion for the students to finish each strategy’s task, especially, for those who

lack interest in learning English. There were some reasons upon this weakness, including: there were too many activities to comprehend a paragraph of a particular text; and there was a problem to catch a summary of every paragraph presented by the other groups. However, as teachers can create a better instructional design, the weakness may be prevented.

5.2. Suggestions

According to the findings, it is clear that Reciprocal Teaching Procedure is recommended to be used as an alternative strategy in teaching reading. It is suggested that English teachers who apply Reciprocal Teaching Procedure should be able to create ideal circumstances of the teaching and learning process that can

encourage students’ motivation to get involved and participate in the discussion. It

can be carried out through several treatments. First, teachers can give clear instructions in order not to make students confused. Second, teachers should give more control and guidance in group work to reduce misunderstanding of the instructions and unclear summaries from each of the groups. Third, if students are getting familiar with the strategy, teaching technique can be changed into pair or individual works in order to avoid boredom. Lastly, teachers should find suitable resources for students to provide them opportunities to bring their prior knowledge into reading process and encourage their interest.

In addition, there are some suggestions for further study. Firstly, Reciprocal Teaching Procedure can be promoted with the use of the other genres, such as

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recount, analytical, exposition, and etc. Secondly, the further researcher should try to conduct this method in other levels of students, for example: first grade of junior and senior high schools, and in various contexts in order to discover its

effectiveness in developing the students’ reading skills. Finally, since the study that had been conducted in three meetings and got small effect in improving the

students’ reading comprehension, it is expected for further researchers to cover a longer period of time in order to get more effect from this method.

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Comprehension

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BILBIOGRAPHY

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). Goals of Reciprocal Teaching Strategy Instruction. The International Journal of Language Learning and Applied Linguistics World, 2(1), 18-27.

Alyousef, H. S. (2006). Teaching Reading Comprehension to ESL/EFL learners.

Journal of Language and Learning. 5(1). 63-73. Retrieved on September 3rd, 2013 from http://www.jllonline.co.uk/journal/jllearn/4_1/5_HESHAM.pdf Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT

Rineka Cipta

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman.

Bruce, I. (2008). Academic Writing and Genre: a Systematic Analysis. London: Continuum.

Chang, S. C. (2010). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. Canadian Center of Science and Education. 4(2). 13-24. Retrieved on October 2nd, 2013 from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad= rja&ved=0CDEQFjAA&url=http%3A%2F%2Fccsenet.org%2Fjournal%2Finde x.php%2Felt%2Farticle%2Fdownload%2F10755%2F7604&ei=ardLUuThMZ DrrAeUqYC4CQ&usg=AFQjCNE_WRthiD2PgVBHvYzDOLz6KmKciA&sig 2=iMMixUoQKN_31RdtJ_yTHA&bvm=bv.53371865,d.bmk

Chard, D. J. (2008). What is reading comprehension and why is it important?

Retrieved from the National Reading First Technical Assistance website: http://www.maine.gov/education/rf/summerliteracyinstitute/whatisreadingcomp rehension.pdf

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Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson

Doolittle, P. E., Hicks, D., Young, C. A., Triplett, C. F., & Nichols. W. D. (2006). Reciprocal Teaching for Reading Comprehension in Higher Education: A Strategy for Fostering the Deeper Understanding of Texts. International Journal of Teaching and Learning in Higher Education 2006, 17(2). 106-118.

Retrieved on October 1st, 2013 from

http://www.isetl.org/ijtlhe/pdf/IJTLHE1.pdf

Eggins, S. (2004). An Introduction to Systemic Functional Grammar (2nd Edition).

Great Britain: MPG Books Ltd.

Emilia, E. (2011). Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press.

Field, A. (2009). Discover Statistics Using SPSS. London: SAGE Pubications.

Freihat, S., & Al-Makhzoomi, K. (2012). The Effect of the Reciprocal Teaching Procedure (RTP) on Enhancing EFL Students' Reading Comprehension Behavior in a University Setting. Jordan: International Journal of Humanities and Social Science, 2(5), 279-291. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/34.pdf

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal of Educational Psychology. 96(3), 403-423. doi: 10.1037/0022-0663.96.3.403

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman. Hatch, E., & Farhaday, H. (1982). Research Design and Statistics for Applied

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Jensen, T. A. (2009). Narrative Language Intervention for English Language Learners. (Undergraduate Honors Theses, Utah State University) Retrieved from

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Jordan, R. R. (2009). English for Academic Purposes. United Kingdom: Cambridge University Press.

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The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension

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themselves to increase their interest in reading. Lastly, since Reciprocal Teaching

Procedure improved the students’ reading and writing skills, it helped the students

to develop their English ability.

confusion for the students to finish each strategy’s task, especially, for those who

5.2. Suggestions

encourage students’ motivation to get involved and participate in the discussion. It

In addition, there are some suggestions for further study. Firstly, Reciprocal Teaching Procedure can be promoted with the use of the other genres, such as

(2)

effectiveness in developing the students’ reading skills. Finally, since the study that had been conducted in three meetings and got small effect in improving the

students’ reading comprehension, it is expected for further researchers to cover a longer period of time in order to get more effect from this method.

(3)

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

BILBIOGRAPHY

Alyousef, H. S. (2006). Teaching Reading Comprehension to ESL/EFL learners.

Rineka Cipta

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language

Pedagogy. New York: Longman.

Bruce, I. (2008). Academic Writing and Genre: a Systematic Analysis. London: Continuum.

Chard, D. J. (2008). What is reading comprehension and why is it important?

Retrieved from the National Reading First Technical Assistance website: http://www.maine.gov/education/rf/summerliteracyinstitute/whatisreadingcomp rehension.pdf

(4)

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson

Retrieved on October 1st, 2013 from

http://www.isetl.org/ijtlhe/pdf/IJTLHE1.pdf

Eggins, S. (2004). An Introduction to Systemic Functional Grammar (2nd Edition).

Great Britain: MPG Books Ltd.

Emilia, E. (2011). Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press.

Field, A. (2009). Discover Statistics Using SPSS. London: SAGE Pubications.

and Social Science, 2(5), 279-291. Retrieved from

http://www.ijhssnet.com/journals/Vol_2_No_5_March_2012/34.pdf