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THE EFFECT OF USING PEER TEACHING TECHNIQUE WITH THE ETH
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SUMMARY
The Effect of Using Peer Teaching Technique with The ETH (Everyone Is A
Teacher Here) Strategy on The 11th Year Students’ Reading Comprehension
Achievement at SMAN 2 Bondowoso in the 2011/2012 Academic Year.; Muh.
Taufiqur Rahman, 070210491015; 2012:54 pages; English Education Program,
Language and Arts Department, Faculty of Teacher Training and Education, Jember
University.
One of the objectives of the 2006 Institutional- Based Curriculum of teaching
English is to support students to be more active in teaching learning activity. Being
active in learning is needed to increase students’ interest and involvement in learning
process. Therefore, administering Peer teaching technique with the ETH strategy, as
one of the techniques in active learning, gives participants the opportunity to learn
something well and at the same time to become resources for one another especially
to comprehend the reading materials.
This research was conducted to investigate whether there was a significant
effect of Using Peer Teaching Technique with The ETH (Everyone Is A Teacher
Here) Strategy on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso or not and how effective the use of peer teaching technique
with ETH strategy on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso in the 2011/2012 academic year. The design of the research
was quasi experimental design. The type of the quasi experimental research was
randomized control group post-test only design. The respondents of this research
were the 11th year students of SMAN 2 Bondowoso. The total number of the
respondents was 72 students which divided into the experimental group (XI IPA 5)
and the control group (XI IPA 1). The experimental group consisted of 36 students
who was taught by using Peer Teaching Technique with The ETH. The control group
consisted of 36 students who was taught reading without using Peer Teaching
Technique with The ETH but by using lecturing technique. The area of this research
xii
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was SMAN 2 Bondowoso. It was chosen purposively because the use of Peer
Teaching Technique with The ETH ever been applied in teaching learning process of
reading in this school but with incomplete instructions of the technique.
The primary data of this research were collected from the students’ score of
reading comprehension post test. Meanwhile, the homogeneity test, observation,
documentation and interview with the English teacher were used to get the supporting
data. The primary data were analyzed by using t-test formula with 5% significant
level. The results the calculation showed that the statistical value of t-test was higher
than that of t-table (3.02>2.00), and degree of freedom (df) was 70 (60 is the nearest
range). It meant that the null hypothesis was rejected, while the alternative hypothesis
was accepted. Then, the result of Degree of Relative Effectiveness (DRE) was 6.8 %.
It meant that the degree of relative effectiveness of using peer teaching technique
with ETH strategy in teaching reading comprehension was 6.8 % more effective than
teaching reading by using lecturing technique.
In conclusion, the use of peer teaching technique with ETH strategy gave a
significant effect on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso. Based on the result of the this research, the students who were
taught using peer teaching technique with ETH strategy had better achievement of
reading than those who were taught using lecturing technique. So, the researcher
recommends the English teacher of the 11th year students of SMAN 2 Bondowoso to
use peer teaching technique with ETH strategy as an alternative strategy in teaching
learning process of reading.
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THE EFFECT OF USING PEER TEACHING TECHNIQUE WITH THE ETH
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STUDENTS’ READING COMPREHENSION ACHIEVEMENT
AT SMAN 2 BONDOWOSO
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SUMMARY.....................................................................................................
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SUMMARY
The Effect of Using Peer Teaching Technique with The ETH (Everyone Is A
Teacher Here) Strategy on The 11th Year Students’ Reading Comprehension
Achievement at SMAN 2 Bondowoso in the 2011/2012 Academic Year.; Muh.
Taufiqur Rahman, 070210491015; 2012:54 pages; English Education Program,
Language and Arts Department, Faculty of Teacher Training and Education, Jember
University.
One of the objectives of the 2006 Institutional- Based Curriculum of teaching
English is to support students to be more active in teaching learning activity. Being
active in learning is needed to increase students’ interest and involvement in learning
process. Therefore, administering Peer teaching technique with the ETH strategy, as
one of the techniques in active learning, gives participants the opportunity to learn
something well and at the same time to become resources for one another especially
to comprehend the reading materials.
This research was conducted to investigate whether there was a significant
effect of Using Peer Teaching Technique with The ETH (Everyone Is A Teacher
Here) Strategy on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso or not and how effective the use of peer teaching technique
with ETH strategy on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso in the 2011/2012 academic year. The design of the research
was quasi experimental design. The type of the quasi experimental research was
randomized control group post-test only design. The respondents of this research
were the 11th year students of SMAN 2 Bondowoso. The total number of the
respondents was 72 students which divided into the experimental group (XI IPA 5)
and the control group (XI IPA 1). The experimental group consisted of 36 students
who was taught by using Peer Teaching Technique with The ETH. The control group
consisted of 36 students who was taught reading without using Peer Teaching
Technique with The ETH but by using lecturing technique. The area of this research
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was SMAN 2 Bondowoso. It was chosen purposively because the use of Peer
Teaching Technique with The ETH ever been applied in teaching learning process of
reading in this school but with incomplete instructions of the technique.
The primary data of this research were collected from the students’ score of
reading comprehension post test. Meanwhile, the homogeneity test, observation,
documentation and interview with the English teacher were used to get the supporting
data. The primary data were analyzed by using t-test formula with 5% significant
level. The results the calculation showed that the statistical value of t-test was higher
than that of t-table (3.02>2.00), and degree of freedom (df) was 70 (60 is the nearest
range). It meant that the null hypothesis was rejected, while the alternative hypothesis
was accepted. Then, the result of Degree of Relative Effectiveness (DRE) was 6.8 %.
It meant that the degree of relative effectiveness of using peer teaching technique
with ETH strategy in teaching reading comprehension was 6.8 % more effective than
teaching reading by using lecturing technique.
In conclusion, the use of peer teaching technique with ETH strategy gave a
significant effect on the 11th year students’ reading comprehension achievement at
SMAN 2 Bondowoso. Based on the result of the this research, the students who were
taught using peer teaching technique with ETH strategy had better achievement of
reading than those who were taught using lecturing technique. So, the researcher
recommends the English teacher of the 11th year students of SMAN 2 Bondowoso to
use peer teaching technique with ETH strategy as an alternative strategy in teaching
learning process of reading.
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