THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.
THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON
THE STUDENTS’ READING COMPREHENSION
ACHIEVEMENT IN NARRATIVE TEXT
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan
By :
NURFITRIANI PADANG
Registration Number : 2103121032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First of all, the writer would like to thank to the Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED)
In completing this research, many people have given their support and
help. Therefore, the writer would like to express her gratitude and special thanks
to the following.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University
of Medan.
Dr.Isda Pramuniati, M.Hum.,as the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Masitowarni Siregar M.Ed., as the Head of Education Program of
English Department and her Thesis Consultant.
A special thanks is given to Dra. Suriyati Tanjung, M.Pd., as the
Principal of SMA Prayatna and Nelva S.Pd., as the English teacher who
helped her during the research in the school.
Her beloved parents, Abdul Harista Padang and Nataliana Tarigan
Amkg for their love, great support, pray, and financial support during
completion of her study.
The writer’s special gratitude also goes to her dearest brothers and sister,
M. Irshan Padang, Ade Priyanta Padang, Ayu Sriwahyuni Padang
who has given her a support to finish her study
Her beloved friends during completing this thesis, Karmila Sari, Sosa
Irza Yuliana, Triliza Pratiwi Lubis, and Arsi zahiri, thank for the
motivation and support, and all her beloved friend in Dik b of English
Education 2010.
Her beloved sisters ( Ramona Ujung, Anda Dina, Ute Ningsih S.pdi,
Elice, k’ Andriani Tarigan S.pdi, Mawaddah Warohmah, Adek), and
Adelina handayani Nst, who never let down and love her so much.
And all of those who can’t be mention their name one by one, thank you
for their motivation, support, smile, love, and also helping
Medan,
September 2014
The writer
Nurfitriani Padang
2103121032
ABSTRACT
Padang, Nurfitriani. NIM 2103121032. The Effect of Reciprocal Teaching
Technique on the Students’ Reading Comprehension Achievement in Narrative
text. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan (UNIMED). 2014.
This study was intended to finding out the effect of applying the Reciprocal
Teaching Technique on the students’ reading comprehension achievement in
narrative text. It was conducted by using experimental research design. The
population of this research was the second year of science students of SMA Prayatna
Medan. The samples of the research were two classes which consisted of
experimental and control group which were chosen by using clustering technique.
Forty students were taken as the samples in each class. The experimental group was
taught by using Reciprocal Teaching Technique, while the control group was taught
without using Reciprocal Teaching Technique. By using Kuder Richardson (KR-21)
formula, it was obtained that the reliability of the test was 0.77(high). The data were
analyzed by using t-test. The calculation showed that t-observed (4.3) was higher than
t-table (1.990) at the level of significance (α) 0.05 with the degree of freedom (df)
78.The result of this study showed that Reciprocal Teaching Technique was
significantly affect on students’ Reading Comprehension achievement.
Key words: Reciprocal Teaching Technique, Reading Comprehension
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS..............................................................................iii
LIST OF TABLES ........................................................................................ v
LIST OF APPENDICES ..............................................................................vi
CHAPTER I : INTRODUCTION ............................................................... 1
A. The Background of the Study ........................................... 1
B. The Problem of the Study ................................................. 4
C. The Scope of the Study ..................................................... 4
D. The Objective of the Study ............................................... 5
E. The Significance of the Study ........................................... 5
CHAPTER II : REVIEW OF LITERATURE ........................................... 6
A. Theoretical Framework ..................................................... 6
1. Students’ Reading Comprehension Achievement ....... 6
2. Reading ....................................................................... 7
a. Reading Comprehension ......................................... 8
b Levels of Comprehension ........................................ 9
1) Literal Comprehension ...................................... 10
2) Interpretive Comprehension .............................. 10
3) Critical Comprehension ..................................... 10
4) Creative Comprehension ................................... 11
2. Genre .......................................................................... 11
3. Narrative Text............................................................. 13
a. The Generic Structure and Language Features of
Narrative Text ............................................................. 14
4. Reciprocal Teaching .................................................... 16
a. The purpose of Reciprocal Teaching ...................... 18
b. Four Strategies of Applying Reciprocal
Teaching Technique ............................................... 19
c. The Advantages and the Disadvantages of
Reciprocal Teaching ............................................ 21
B. Conceptual Frame Work .................................................... 22
C .Hypothesis ......................................................................... 23
CHAPTER III : RESEARCH METHOD .................................................. 24
A. Research Design ............................................................. 24
B. Population ..................................................................... 25
1. The Population ......................................................... 25
2. Sample ...................................................................... 25
C. Instrument for Collecting Data ...................................... 26
D. Scoring the Test.............................................................. 26
E. The Procedure of Research ............................................ 27
1. Pre-Test ...................................................................... 27
2. Treatment Procedure .................................................. 28
3. Post –Test .................................................................... 32
F. Validity and Reliability of the Test .................................. 32
1. Validity of the Test ...................................................... 32
2. Reliability of the Test .................................................. 32
G. Technique for Analyzing Data ........................................ 34
H. Statistical Hypothesis ...................................................... 35
CHAPTER IV : DATA ANALYISIS AND RESEARCH FINDINGS .... 36
A. Data ................................................................................ 36
B. Data Analysis ................................................................. 39
1.Analyzing the data Using T-test Formula ................... 39
2.The Testing Reliability of the Test ............................. 40
C. Testing Hypothesis .......................................................... 41
D. Research Finding ............................................................. 42
CHAPTER V : CONCLUSION AND SUGGESTION ............................. 44
A: Conclusion ...................................................................... 44
B: Suggestion ....................................................................... 44
REFERENCES ............................................................................................. 46
APPENDICES .............................................................................................. 48
LIST OF TABLE
Table
Page
Table 3.1 Randomized Group Pre-Test and Post-Test ................................... 24
Table 3.2 Specification of Test Item .............................................................. 26
Table 3.3 Treatment Procedure ...................................................................... 28
Table 4.1 The Result of Pre-test and Post-test of Experimental Group ......... 36
Table 4.2 The Result of Pre-test and Post-test of Control Group .................. 36
LIST OF APPENDICES
Page
I.Appendix A................................................................................................. 48
1. The List of Score Pre-Test and Post Test by Experimental Group ....... 48
2. The List of Score Pre-Test and Post Test by Control Group................. 49
II. Appendix B .............................................................................................. 50
1.The Calculation of The Reliability of The Test ..................................... 50
III. Appendix C ............................................................................................ 52
1.The Calculation of Mean and Standard Deviation
of Experimental Group .......................................................................... 52
2. The Calculation of Mean and Standard Deviation
of Control Group ................................................................................... 53
IV. Appendix D ............................................................................................. 56
1. Lesson plan of Experimental Group ................................................. 56
2. Lesson plan of Control Group........................................................... 75
V.Appendix E ............................................................................................... 92
1. Test for Experimental and Control Group .......................................... 92
VI.Appendix F ............................................................................................. 104
1. The key Answer of the Test ............................................................. 104
CHAPTER I
INTRODUCTION
A. The Background of Study
Reading is one of the important skills to be mastered by the students
besides writing, speaking, and listening in order to be able use English as global
language to communicate and get information well. Grobe and Stoller ( 2002 : 9)
state that reading is the ability to draw meaning from the printed page and
interpret the information appropriately.
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.
Reading is considered to be an important early step in the development of
mental and linguistic abilities. Reading comprehension is the ultimate purpose of
reading because the purpose of all reading is to understanding and interpret what
is read.
In Educational unit Educated Curriculum (KTSP)
and written in the
standard competence in the syllabus of the second year of senior high school,
students are expected to be able to comprehend the meaning of formal and
informally text in the forms of narrative, procedure, descriptive, and recount in
daily life context. The minimum exhaustiveness criterion which must be achieved
by the students for each indicator in one basic competence is 75%.
In fact, most of the students are not able to fulfill the expectation of the
curriculum. Based on writer’s experience in teaching practice program (PPLT)
1
2
most of the students still have low ability to comprehend a text when they read.
The same case also occurs at SMA PRAYATNA Medan. Most of the students are
hesitate to read the text because according to them reading comprehension is
difficult to do because they have no enough vocabulary and they have to translate
whole the text to understand and get the idea of the writer.
Based on the preliminary observation conducted in SMA PRAYATNA
Medan grade XI, it was found that most of the students have difficulty in reading
comprehension. Their mean of score are still under the minimum exhaustiveness
criteria (KKM) applied in the school. The minimum competence criterion of
English in the school was 70. Whereas, their achievement in reading
comprehension is still low and more than 50% did not achieve the passing grade.
It can be seen from their mean of score in last semester. Their mean of score is 68.
Considering the condition above, The teacher need a new strategy of
learning reading text activity in order to make the students become active, enjoy
,and comprehend about the main point of reading text. There are many strategies
that are popular to make teaching reading more effective and interesting. These
strategies are expected to be useful to improve the students’ reading
comprehension achievement. Applying Reciprocal Teaching Technique is one of
the effective strategies that are recommended to be applied.
Reciprocal teaching technique becomes an instructional procedure
designed to enhance student’s reading comprehension of a text. Through this
technique the role of teacher is an instructor for the process, explaining and
drawing a conclusion about the text together with students.
3
Reciprocal teaching technique consist of four strategies in series such as,
predicting , clarifying, questioning, summarizing, and by cooperatively. Teacher
(or tutor) and students share responsibility for acquiring the reading strategies.
After initially assuming major responsibility for teaching these strategies, the
teacher gradually shifts responsibility to the student. Every student is expected to
participate in discussions.
A study that focused on improving students’ achievement in Reading
Comprehension Through reciprocal Teaching Strategy has been done by
Sihombing ( 2011). The research was done in SMP N 3 Medan. The researcher
found that more than 50% of the students cannot achieve the minimum
completeness criteria in reading. The research resulted that the students are poor
in reading ability because they have difficulties in find the main idea of a text,
they lack of vocabularies that make they cannot comprehend the whole content of
the text well. At the end of the research, after applying the reciprocal teaching
technique, the students’ achievement in reading comprehension is improved. It
was proven from the mean of the score. The finding of Sihombing was concluded
that the mean score of cycle I and II 69, 92 and 76,95 and the result of observation
pointed that the students were more active during teaching learning process.
Another research was conducted by Baiduri ( 2013) on the Effect of Using
Reciprocal Teaching method on Reading Comprehension Achievement of Eight
Grade Students’ at SMP N 1 Kencong Jember ( 2012/2013/. The researcher used
pre experimental design in this study, which single group post- test only design.
The researcher found that the students have difficulties in reading comprehension.
4
They cannot found the information from the text they have read, because they
accustomed to translate text only and answer the question based on the text which
is make the learning process not interesting and make the students become
passive. At the end of the research after applying the reciprocal Teaching it was
helped students more actively engaged in learning and their the result of her
research showed that the mean score of experimental class which was taught by
using reciprocal teaching was higher than control class which was taught without
reciprocal teaching. It was proven from the results of the post test, the mean score
of the experimental class was 84,43 whereas, the mean score of control class was
80,43.
Based on the explanation, the writer would like to do a study on reading
narrative by using Reciprocal Teaching Technique that is expected to improve
students’ reading comprehension in narrative text.
B. The problem of the Study
Based on the background of the study, the research problem was
formulated as follows:”Is there any significant effect of Reciprocal Teaching
Technique on student’s reading Comprehension Achievement in Narrative Text?”
C. The Scope of the Study
In this study, the researcher focused on Reciprocal Teaching Technique on
student’s reading comprehension achievement, since there are many genre of texts
such as: recount, narrative, procedure, descriptive, and report in this study the
researcher focus in narrative text.
5
D. The Objective of Study
In relation to the problem, the objective study was to find out the
significant effect of Reciprocal Teaching Technique in teaching learning process
on the student’s achievement in reading comprehension.
E.The Significance of the Study
The result of this study was expected to be useful and meaningful for :
1. The English teachers to apply this teaching technique to improve their
student’s reading comprehension achievement.
2. The students to improve their reading comprehension achievement by
using this Reciprocal Teaching Technique.
3. The readers to increase and update their knowledge about how to improve
reading skill and as the reference for further study related to this research
REFERENCES
Alderson,J.Charles.2000.AssesingReading. Cambridge: Cambridge University Press.
Arikunto, S. 2003.
RinekaCipta
ProsedurPenelitian:
SuatuPendekatanPraktik.
Jakarta:
Aorora,Putri& Jufri.2013. Teaching Reading Comprehension ByUsing”Quick Write’
Strategy for Senior High School.Students.Jounal of English Language
Teaching.2(1)243-254
Ary, D.2002.Introduction to Research in Education.Singapore: Wardsworth
Baiduri,Roshida.2013.The Effect of Using Reciprocal Teaching method on Reading
Comprehension Achievement of Eight Grade Students’ at SMP N 1
KencongJember ( 2012/2013). Accessed on April 25th 2014
http://dspace.unej.ac.id/handle/123456789/19631 al.web
Cooper, Timothy&Greive, Cedric.2009.The Effectiveness of The Method of
Reciprocal Teaching. Teach Journal of Christian Education.3(1)45-52
Febriani,2011.Improving
Reading
Comprehension
Trough
Reciprocal
TeachingTechnique.Jakarta:http://repository.uinjkt.ac.id/dspace/handle/12345
6789/1827. Accessed on 21th 2014
Foster,Elizabeth&Rotoloni,Becky.2005.ReciprocalTeaching.http://epltt.coe.uga.edu/i
ndex.php?title=Reciprocal_Teaching .Accessed on March 9th 2014
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
th
February 5 2014
Grabe,William&Stoller, Fredricka L.2002.Teaching and Researching Reading:
Applied Linguitic in Action .Great Britain :Taylor & Francis
Hart,Lucy.2014.
Cognitive
Factors
That
Affect
Reading
Comprehension.http://education.seattlepi.com/cognitive-factors-affectreading-comprehension-1591.html . Accessed on March 14th 2014
Laila,NurHikmah. 2009.Improving student’s Reading Ability By using Printed Mass
Media.http://eprints.uns.ac.id/3929/1/02807200909411.pdf..
Accessed
on
January 23th 2014
Maula,Ismatul.2010.The Effectiveness Of Clustering Technique In Teaching Writing
Of Narrative Text At Tenth Grade Students Of SMA PGRI 56 Ciputat.
Padma, B.2008. Reciprocal Teaching Techniques.New Delhi: APH Publishing
Coorperation
Pardiyono.2007. Pastibisa!:Teaching Genre- Based Writing: Andi
Saputri.Yanora. 2013.The Effect of Neigborhood Media Trough”BangMobi” Method
on Student’s Ability of
writing Descriptive Text. Jambi
Accessed on March
5th, 2014
Schumm,Jeanne Shay.2006.Reading Assesment
learners.Newyork:The Guildford Press
and
Instruction
for
all
Sihombing,Siska.2011.Improving Students’ Achievement In Reading Comprehension
Through Reciprocal Teaching.Medan: State University of Medan
Sugiyono.2010.MetodePenelitianKuantitatifKualitatif&RND.Bandung: Alfabet
Sumarsih&Sanjaya, Dedi. 2013. TPS as an Effective Technique to Enhance the
Students’ Achievementon Writing Descriptive Text. Journal of English
language Teachin.6 (12) 106-113
Suranta,Johanes.2012.The effect of using probing prompting on students’ reading
comprehension.Medan: State University of Medan
Talebinezhad,Mohammad Reza.et al. 2001.Basic Assumptions In Teaching English
as an International Language:Journal of TESL( Teaching English as Second
Language.7(7)
Trianto.2009.Mendesain Model PembelajaranInovatif-Progresif: Jakarta: Kencana
http://englishatamara.blogspot.com/2012/11/10-narrative-text.html.
April 30th 2014
Accessed
http://en.wikipedia.org/wiki/Reciprocal_teaching.Accessed on February 22nd 2014
on
THE STUDENTS’ READING COMPREHENSION
ACHIEVEMENT IN NARRATIVE TEXT
A THESIS
Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan
By :
NURFITRIANI PADANG
Registration Number : 2103121032
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First of all, the writer would like to thank to the Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED)
In completing this research, many people have given their support and
help. Therefore, the writer would like to express her gratitude and special thanks
to the following.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University
of Medan.
Dr.Isda Pramuniati, M.Hum.,as the Dean of Languages and Art Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Masitowarni Siregar M.Ed., as the Head of Education Program of
English Department and her Thesis Consultant.
A special thanks is given to Dra. Suriyati Tanjung, M.Pd., as the
Principal of SMA Prayatna and Nelva S.Pd., as the English teacher who
helped her during the research in the school.
Her beloved parents, Abdul Harista Padang and Nataliana Tarigan
Amkg for their love, great support, pray, and financial support during
completion of her study.
The writer’s special gratitude also goes to her dearest brothers and sister,
M. Irshan Padang, Ade Priyanta Padang, Ayu Sriwahyuni Padang
who has given her a support to finish her study
Her beloved friends during completing this thesis, Karmila Sari, Sosa
Irza Yuliana, Triliza Pratiwi Lubis, and Arsi zahiri, thank for the
motivation and support, and all her beloved friend in Dik b of English
Education 2010.
Her beloved sisters ( Ramona Ujung, Anda Dina, Ute Ningsih S.pdi,
Elice, k’ Andriani Tarigan S.pdi, Mawaddah Warohmah, Adek), and
Adelina handayani Nst, who never let down and love her so much.
And all of those who can’t be mention their name one by one, thank you
for their motivation, support, smile, love, and also helping
Medan,
September 2014
The writer
Nurfitriani Padang
2103121032
ABSTRACT
Padang, Nurfitriani. NIM 2103121032. The Effect of Reciprocal Teaching
Technique on the Students’ Reading Comprehension Achievement in Narrative
text. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan (UNIMED). 2014.
This study was intended to finding out the effect of applying the Reciprocal
Teaching Technique on the students’ reading comprehension achievement in
narrative text. It was conducted by using experimental research design. The
population of this research was the second year of science students of SMA Prayatna
Medan. The samples of the research were two classes which consisted of
experimental and control group which were chosen by using clustering technique.
Forty students were taken as the samples in each class. The experimental group was
taught by using Reciprocal Teaching Technique, while the control group was taught
without using Reciprocal Teaching Technique. By using Kuder Richardson (KR-21)
formula, it was obtained that the reliability of the test was 0.77(high). The data were
analyzed by using t-test. The calculation showed that t-observed (4.3) was higher than
t-table (1.990) at the level of significance (α) 0.05 with the degree of freedom (df)
78.The result of this study showed that Reciprocal Teaching Technique was
significantly affect on students’ Reading Comprehension achievement.
Key words: Reciprocal Teaching Technique, Reading Comprehension
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS..............................................................................iii
LIST OF TABLES ........................................................................................ v
LIST OF APPENDICES ..............................................................................vi
CHAPTER I : INTRODUCTION ............................................................... 1
A. The Background of the Study ........................................... 1
B. The Problem of the Study ................................................. 4
C. The Scope of the Study ..................................................... 4
D. The Objective of the Study ............................................... 5
E. The Significance of the Study ........................................... 5
CHAPTER II : REVIEW OF LITERATURE ........................................... 6
A. Theoretical Framework ..................................................... 6
1. Students’ Reading Comprehension Achievement ....... 6
2. Reading ....................................................................... 7
a. Reading Comprehension ......................................... 8
b Levels of Comprehension ........................................ 9
1) Literal Comprehension ...................................... 10
2) Interpretive Comprehension .............................. 10
3) Critical Comprehension ..................................... 10
4) Creative Comprehension ................................... 11
2. Genre .......................................................................... 11
3. Narrative Text............................................................. 13
a. The Generic Structure and Language Features of
Narrative Text ............................................................. 14
4. Reciprocal Teaching .................................................... 16
a. The purpose of Reciprocal Teaching ...................... 18
b. Four Strategies of Applying Reciprocal
Teaching Technique ............................................... 19
c. The Advantages and the Disadvantages of
Reciprocal Teaching ............................................ 21
B. Conceptual Frame Work .................................................... 22
C .Hypothesis ......................................................................... 23
CHAPTER III : RESEARCH METHOD .................................................. 24
A. Research Design ............................................................. 24
B. Population ..................................................................... 25
1. The Population ......................................................... 25
2. Sample ...................................................................... 25
C. Instrument for Collecting Data ...................................... 26
D. Scoring the Test.............................................................. 26
E. The Procedure of Research ............................................ 27
1. Pre-Test ...................................................................... 27
2. Treatment Procedure .................................................. 28
3. Post –Test .................................................................... 32
F. Validity and Reliability of the Test .................................. 32
1. Validity of the Test ...................................................... 32
2. Reliability of the Test .................................................. 32
G. Technique for Analyzing Data ........................................ 34
H. Statistical Hypothesis ...................................................... 35
CHAPTER IV : DATA ANALYISIS AND RESEARCH FINDINGS .... 36
A. Data ................................................................................ 36
B. Data Analysis ................................................................. 39
1.Analyzing the data Using T-test Formula ................... 39
2.The Testing Reliability of the Test ............................. 40
C. Testing Hypothesis .......................................................... 41
D. Research Finding ............................................................. 42
CHAPTER V : CONCLUSION AND SUGGESTION ............................. 44
A: Conclusion ...................................................................... 44
B: Suggestion ....................................................................... 44
REFERENCES ............................................................................................. 46
APPENDICES .............................................................................................. 48
LIST OF TABLE
Table
Page
Table 3.1 Randomized Group Pre-Test and Post-Test ................................... 24
Table 3.2 Specification of Test Item .............................................................. 26
Table 3.3 Treatment Procedure ...................................................................... 28
Table 4.1 The Result of Pre-test and Post-test of Experimental Group ......... 36
Table 4.2 The Result of Pre-test and Post-test of Control Group .................. 36
LIST OF APPENDICES
Page
I.Appendix A................................................................................................. 48
1. The List of Score Pre-Test and Post Test by Experimental Group ....... 48
2. The List of Score Pre-Test and Post Test by Control Group................. 49
II. Appendix B .............................................................................................. 50
1.The Calculation of The Reliability of The Test ..................................... 50
III. Appendix C ............................................................................................ 52
1.The Calculation of Mean and Standard Deviation
of Experimental Group .......................................................................... 52
2. The Calculation of Mean and Standard Deviation
of Control Group ................................................................................... 53
IV. Appendix D ............................................................................................. 56
1. Lesson plan of Experimental Group ................................................. 56
2. Lesson plan of Control Group........................................................... 75
V.Appendix E ............................................................................................... 92
1. Test for Experimental and Control Group .......................................... 92
VI.Appendix F ............................................................................................. 104
1. The key Answer of the Test ............................................................. 104
CHAPTER I
INTRODUCTION
A. The Background of Study
Reading is one of the important skills to be mastered by the students
besides writing, speaking, and listening in order to be able use English as global
language to communicate and get information well. Grobe and Stoller ( 2002 : 9)
state that reading is the ability to draw meaning from the printed page and
interpret the information appropriately.
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.
Reading is considered to be an important early step in the development of
mental and linguistic abilities. Reading comprehension is the ultimate purpose of
reading because the purpose of all reading is to understanding and interpret what
is read.
In Educational unit Educated Curriculum (KTSP)
and written in the
standard competence in the syllabus of the second year of senior high school,
students are expected to be able to comprehend the meaning of formal and
informally text in the forms of narrative, procedure, descriptive, and recount in
daily life context. The minimum exhaustiveness criterion which must be achieved
by the students for each indicator in one basic competence is 75%.
In fact, most of the students are not able to fulfill the expectation of the
curriculum. Based on writer’s experience in teaching practice program (PPLT)
1
2
most of the students still have low ability to comprehend a text when they read.
The same case also occurs at SMA PRAYATNA Medan. Most of the students are
hesitate to read the text because according to them reading comprehension is
difficult to do because they have no enough vocabulary and they have to translate
whole the text to understand and get the idea of the writer.
Based on the preliminary observation conducted in SMA PRAYATNA
Medan grade XI, it was found that most of the students have difficulty in reading
comprehension. Their mean of score are still under the minimum exhaustiveness
criteria (KKM) applied in the school. The minimum competence criterion of
English in the school was 70. Whereas, their achievement in reading
comprehension is still low and more than 50% did not achieve the passing grade.
It can be seen from their mean of score in last semester. Their mean of score is 68.
Considering the condition above, The teacher need a new strategy of
learning reading text activity in order to make the students become active, enjoy
,and comprehend about the main point of reading text. There are many strategies
that are popular to make teaching reading more effective and interesting. These
strategies are expected to be useful to improve the students’ reading
comprehension achievement. Applying Reciprocal Teaching Technique is one of
the effective strategies that are recommended to be applied.
Reciprocal teaching technique becomes an instructional procedure
designed to enhance student’s reading comprehension of a text. Through this
technique the role of teacher is an instructor for the process, explaining and
drawing a conclusion about the text together with students.
3
Reciprocal teaching technique consist of four strategies in series such as,
predicting , clarifying, questioning, summarizing, and by cooperatively. Teacher
(or tutor) and students share responsibility for acquiring the reading strategies.
After initially assuming major responsibility for teaching these strategies, the
teacher gradually shifts responsibility to the student. Every student is expected to
participate in discussions.
A study that focused on improving students’ achievement in Reading
Comprehension Through reciprocal Teaching Strategy has been done by
Sihombing ( 2011). The research was done in SMP N 3 Medan. The researcher
found that more than 50% of the students cannot achieve the minimum
completeness criteria in reading. The research resulted that the students are poor
in reading ability because they have difficulties in find the main idea of a text,
they lack of vocabularies that make they cannot comprehend the whole content of
the text well. At the end of the research, after applying the reciprocal teaching
technique, the students’ achievement in reading comprehension is improved. It
was proven from the mean of the score. The finding of Sihombing was concluded
that the mean score of cycle I and II 69, 92 and 76,95 and the result of observation
pointed that the students were more active during teaching learning process.
Another research was conducted by Baiduri ( 2013) on the Effect of Using
Reciprocal Teaching method on Reading Comprehension Achievement of Eight
Grade Students’ at SMP N 1 Kencong Jember ( 2012/2013/. The researcher used
pre experimental design in this study, which single group post- test only design.
The researcher found that the students have difficulties in reading comprehension.
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They cannot found the information from the text they have read, because they
accustomed to translate text only and answer the question based on the text which
is make the learning process not interesting and make the students become
passive. At the end of the research after applying the reciprocal Teaching it was
helped students more actively engaged in learning and their the result of her
research showed that the mean score of experimental class which was taught by
using reciprocal teaching was higher than control class which was taught without
reciprocal teaching. It was proven from the results of the post test, the mean score
of the experimental class was 84,43 whereas, the mean score of control class was
80,43.
Based on the explanation, the writer would like to do a study on reading
narrative by using Reciprocal Teaching Technique that is expected to improve
students’ reading comprehension in narrative text.
B. The problem of the Study
Based on the background of the study, the research problem was
formulated as follows:”Is there any significant effect of Reciprocal Teaching
Technique on student’s reading Comprehension Achievement in Narrative Text?”
C. The Scope of the Study
In this study, the researcher focused on Reciprocal Teaching Technique on
student’s reading comprehension achievement, since there are many genre of texts
such as: recount, narrative, procedure, descriptive, and report in this study the
researcher focus in narrative text.
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D. The Objective of Study
In relation to the problem, the objective study was to find out the
significant effect of Reciprocal Teaching Technique in teaching learning process
on the student’s achievement in reading comprehension.
E.The Significance of the Study
The result of this study was expected to be useful and meaningful for :
1. The English teachers to apply this teaching technique to improve their
student’s reading comprehension achievement.
2. The students to improve their reading comprehension achievement by
using this Reciprocal Teaching Technique.
3. The readers to increase and update their knowledge about how to improve
reading skill and as the reference for further study related to this research
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