solved using one technique, which contained one set of actions. The following table shows the feasible problems to be solved.
Table 5: The Most Feasible Problems Concerning the Teaching and Learning Process of Reading at Grade X IIS 1 SMAN 1 Kasihan
No. Problems
Code Source
1. Some students had low motivation in learning and
mastering reading skills S
Observation, Interview
2. Students’ vocabulary mastery was not sufficient in
order to comprehend the text S
Interview 3.
Some students could not focus while reading S
Interview 4.
The interaction between the teacher and the students as well as among students themselves were not
optimal TLP
Observation, Interview
C. Objective Analysis
After determining the most urgent and feasible problems to be solved, the researcher, the collaborator, and the English teacher conducted an objective analysis.
This was done to find the cores of the problems found in the field in order to be able to solve them. They analyzed the possible factors which might cause the problems,
such as the teacher, the students, the media, the learning materials, and the activities. They formulated and listed the main causes of each problem mentioned previously.
The alternative causes would be analyzed deeper later in the research. The following table displays the results of the analysis.
Table 6: The Main Causes of the Most Urgent and Feasible Problems No.
Problems Main Causes
1. Some students had low
motivation in learning and mastering reading
skills -
The students believed that reading in English was difficult
- The activities were not engaging and
monotonous -
The materials were too difficult for their level of proficiency
2. Students’
vocabulary mastery
was not
sufficient in order to comprehend the text
- The students were not used to reading
English texts -
The students did not know how to guess meanings from context
3. Some students could not
focus while reading -
The students lacked of effective strategies in reading
- The students did not have background
knowledge of the texts 4.
The interaction between the
teacher and
the students
as well
as among
students themselves
were not
optimal -
The teacher dominated the classroom in the teaching and learning process
- The
teacher did
not give
sufficient opportunity for the students to interact
- The students were not confident to ask
questions
D. Determining Actions to Solve the Problems
After identifying the main causes of the most urgent and feasible problems of English reading at grade X IIS 1 SMAN 1 Kasihan, the researcher looked for the
most appropriate actions to overcome the problems. The researcher, together with the English teacher and the collaborator, further discussed the problems as well as the
possible actions to be implemented in order to solve the problems. The teacher shared some thoughts and considerations regarding the matter.
After considering some actions to implement, the researcher decided to apply reciprocal teaching technique as an effort to improve the reading comprehension of
grade X IIS 1 Students at SMAN 1 Kasihan. This technique emphasizes the use of four key reading strategies, which are predicting, questioning, clarifying, and
summarizing through a set of practices; guided and independent practices. The technique aims at improving reading comprehension through the use of student-
teacher collaboration. Students are trained to be strategic readers through student- teacher dialogue. Dialogue refers to discussions, questions and answers, and feedback
that occur during the process of reading and understanding the text. The r
easons of choosing reciprocal teaching to improve students’ reading comprehension are, first, it trains the students to learn four key reading strategies,
which are predicting, questioning, clarifying, and summarizing, then, it provides scaffolding and explicit instruction, enabling them to learn from easier tasks to more
difficult ones. This gives the students a sense of accomplishment when they are able to finish the easy tasks, which, therefore, motivates them to do the difficult ones.
Next, it promotes social interaction, between the teacher and the students as well as among the students themselves. Finally, it encourages the students to learn in
different settings and activities through group work and pair work in which they can practice meaning negotiation.
After having a discussion with the English teacher and the collaborator, the researcher determined some specific actions to solve each problem occurring in the
teaching and learning process of reading. The relationship between the field problems and the actions are presented in the following table.
Table 7: The Relationship between the Field Problems and the Actions No.
Problems Actions
1. Some students had low
motivation in learning and mastering reading skills
- Providing scaffolding in the tasks to give
them a sense of accomplishment -
Building interest by conducting various engaging activities
2. Students’
vocabulary mastery was not sufficient
in order to comprehend the text
- Introducing the students with guessing
meaning from context technique -
Accessing students’ background knowledge on the topics
3. Some students could not
focus while reading -
Modeling and teaching the students the four key
reading strategies;
predicting, questioning, clarifying, and summarizing.
4. The interaction between the
teacher and the students as well as among students
themselves were not optimal -
Conducting dialogues in the forms of discussion, question and answer, and giving
feedback.
- Conducting group work and pair work
activities
E. Research Process 1.