Jurnal Vol.2 No.2.pdf
1 Comprehension
2 Developing Vocabulary Materials Based on Picture Media for Autistic
Students of SMP Negeri 3 Lamongan
3 Analysis of Code Switching in English Speaking Class A Case Study of English Education
Department of Islamic University of Lamongan in Academic Year 2015/2016
4 An Analysis of Character to Reveal The Theme in A Novel Bound Written By Okky
Madasari
5 Developing Speaking Materials Based On Traditional Javanese Games For The
Students Of Senior High School In Indonesia
6 A Morphological Study On English Compound Words Found In Globeasia Magazine
On May 2015 Edition
7 A Study of Language Variation Used by The Fishermen in TPI Brondong
Lamongan
8 Penggunaan Media Kartu Bergambar untuk Meningkatkan Hasil Belajar
Siswa Pada Materi Jenis-Jenis Usaha dan Kegiatan Ekonomi di Indonesia Mata Pelajaran IPS
9 Peningkatan Kemampuan Mengidentifikasi Unsur Cerita Melalui
Pendekatan Whole Language Siswa Kelas V SDN Kramat II Lamongan
10 Designing Reading Assessment: Perceptive, Selective, Interactive, and
Extensive Reading
11 English For Specific Purposes At Non-English Department Students To
Encounter The Asean Community Era
Fakultas Keguruan dan Ilmu Pendidikan
UNIVERSITAS ISLAM LAMONGAN
JURNAL PENDIDIKAN DAN PEMBELAJARAN
REFORMA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Vol 2, No 2, November 2016
DEWAN REDAKSI
Penanggung Jawab
: Rektor Universitas Islam Lamongan
Ketua Penyunting
: Madekhan, MSi
Wakil Ketua Penyunting
: Mohamad Nurman, SPd. MPd.
Penyunting Pelaksana
: Dian Lutfiyanti, SPd. MPd.
Husen, S.Ag. MPd. Drs. Syarif Hidayatullah Diah Astuty, MPd. Ryrin Fatmawati, MPd. Tiara Retno H., MPd.
Penyunting Ahli
: Drs. Tsalis Fahmi, MM.
R. Chusnu Yuli S. MPd, Fathurrahman, MM Hariyanto, SPd. M.IP M. Faizal Mubarok, MPd.
Abdullah Farih, M.Pd
PENERBIT KANTOR
Fakultas Keguruan dan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Lamongan
Gedung A Universitas Islam Lamongan Jl. Veteran No. 53 A Lamongan Telp. (0322)324706/ 317116.
Email: [email protected]
Mengutip ringkasan dan pernyataan atau mencetak ulang gambar atau tabel dari
jurnal ini harus mendapatkan ijin langsung dari penulis. Jurnal ini diedarkan sebagai tukaran untuk perguruan tinggi, lembaga penelitian dan perpustakaan di
dalam negeri.
DAFTAR ISI
1 Comprehension
Reciprocal Teaching Teachnique to Improve the Students‟ Reading
Developing Vocabulary Materials Based on Picture Media for Autistic
14 Students of SMP Negeri 3 Lamongan
Analysis of Code Switching in English Speaking Classa Case Study of
23 English Education Department of Islamic University of Lamongan in Academic Year 2015/2016
An Analysis of Character to Reveal the Theme in A Novel Bound
31 Written by Okky Madasari
Developing Speaking Materials Based on Traditional Javanese Games
38 for The Students of Senior High School in Indonesia
46 Globeasia Magazine on May 2015 Edition
A Morphological Study on English Compound Words Found in
51 Brondong Lamongan
A Study of Language Variation Used by The Fishermen in TPI
Penggunaan Media Kartu Bergambar untuk Meningkatkan Hasil Belajar
58 Siswa Pada Materi Jenis-Jenis Usaha dan Kegiatan Ekonomi di Indonesia Mata Pelajaran IPS
Peningkatan Kemampuan
70 MelaluiPendekatan Whole Language Siswa Kelas VSDN Kramat II Kecamatan Lamongan
Designing Reading Assessment: Perceptive, Selective, Interactive, and
85 Extensive Reading
English For Specific Purposes at Non-English Department Students to
92 Encounter the Asean Community Era
Reciprocal Teaching Teachnique to Improve the Students’ Reading Comprehension FITA FARIDAH
Email address: [email protected]
Abstract :
This present study is conducted in order to improve the Students’ Reading Comprehension through Reciprocal Teaching Technique. There are four strategies that make up reciprocal teaching (predict, question, clarify, and summarize). The writer focuses on descriptive text to help students’ reading comprehension In this research, the writer uses an action design which is call classroom action research. The action research involved some steps called as cycles. The cycle process in this research study referred to the model of action research proposed by Kemmis and McTaggart Burns (2010:9). Each cycle has four stages: planning, implementing, observing, and reflecting. The researcher was done into two cycles. The result of the study indicates the students were active during the implementation of the strategy in the Cycle II probably because of several reasons. In second cycle, the students were more manageable and active than before. They did these techniques faster and faster. Besides, the improvement was not only in the teaching learning process but also the scores in the reading task. Based on each component of reading comprehension’s scores, the writer concluded that they were able to find the appropriate main idea, vocabulary better than before.
Introduction
among most readers in a community (called the common ground). At more global
levels, the reader needs to identify the extremely important, it gives the big
structure, plot, contribution to students to perform their
genre,
rhetorical
prespective of different characters, communication skill better. In their daily
narrator, theme, story point, and life, students are always related to the
sometimes the attitude of the author. By written or printed words, for instance: text
reaching good reading comprehension, books,
the students can catch the information announcements, letters, even advertise-
magazines,
newspapers,
given by the writer well. In junior high ment. According to McNamara (2007:3-4)
school, reading skill has a big role the states deep comprehension of the
students learn reading the majority of the sentences requires the construction of
material is reading passage. In the final referents of nouns, a discourse focus,
national examination, the students are presuppositions, and plausible inferences.
given text in order to answer the The reader needs to distinguish given
questions. In the classroom, the teacher versus new information in the text and
must create the situation that can implicitly acknowledge what is shared
encourage
students‟ reading students‟ reading
in the classroom. Those problems are Understanding
barrier for students to improve their constructed from print is essential if
reading skill. Thus, based on reality, the teachers
teacher needs a new strategy of learning comprehension of their students (Tovani,
reading text activity in order to students 2000:17). It means that students learn
become active, enjoy and comprehend through catching
about the main point of reading text. growing
the information,
Based on the reasons above, remembering
English teachers should have several knowledge, and getting the new
their
background
methods and techniques, so the students knowledge from the passage they have
achieve the goal of learning. The writerr read. Comprehension is more than a
using one of techniques to improve matter of reading the words. It needs to
students‟ reading comprehension. The involve the reader in actively making
technique is named reciprocal teaching, decisions, solving problems, and using
which has been developed by Annemarie background knowledge in an attempt to
Pallinscar and Ann Brown in 1984. make sense of the passage. Based on
Acording to Oczkus (2011:11) there are reason above, reading comprehension is
four strategies that make up reciprocal the process of making meaning from text.
teaching (predict, question, clarify, and The goal is an overall understanding of
summarize). The steps consist of four what is described in the text rather than to
steps as followed:
obtain meaning from isolated words or
a. Prediction
sentences. Whereas, teaching reading When predicting, students comprehension is not easy. The problems
The use language of prediction such as: appeared during the teacher is reading the
(I predict......, I think......, I’ll bet......) text, the students just listen and repeat the
The use clues from the text to help form teacher‟s reading but they do not
predictions and evidence from the text understand what is convey in the reading
illustrations to support text that is read by teacher. In this
and/or
predictions.
condition, teacher do es not build students‟ (I predict......because......) background knowledge what the reading
The use prior knowledge about the text initially. After finishing read of the
topic or from experience to help make text, the teacher asks the student to
logical predictions.
translate the text, only a few students (I predict ......because ......) doing the task. In addition, while
Check predictions after reading to see if translating the text, only a few students
they make sense.
come to the teacher‟s desk and ask the
Metacognition
difficult word, but not for other. They Tell steps to predicting. would rather talk with their friends than
(When I predict I......)
finish their task. In this case, students and Tell how predicting helps them teacher
understand what they have read.
Metacognition
Tell steps to clarifying. When questioning, the students
b. Questioning
(When I clarify I...)
The use the language of questioning Tell how clarifying helps them with question words such as (who, what,
understand what they have read
when, where, why, or how)
Ask logical “wonders” before reading
d. Summarization
based on clues from the text. (I When summarizing, students wonder...)
The use the language of summarizing. Ask literal and higher level thinking
(This part is about..., The most important questions after reading.
ideas in this text are...)
Metacognition Reread to summarize main events or Tell steps to questioning (When I
important ideas from the text. question I...)
Include only main events or important Tell how questioning helps them
ideas.
understand what they have read. Tell main events or important ideas in order.
The use some vocabulary from the text. When clarifying, students
c. Clarification
Metacognition
The use the language of clarifying. Tell steps to summarizing. (I didn’t get.....(confusion), so I......strategy
(When I summarize I...) used to repair comprehension).
Tell how summarizing helps them Identify words that are difficult to
understand what they have read. pronounce or understand.
teaching technique The use a variety of strategies to
Reciprocal
becomes an instructional procedure understand the words, including
designed to enhance students‟ reading finding “chunks” they know, sounding
comprehension of a text. In other words, out the words, using syllables, and
the teacher is an instructor for the process, rereading.
explaining and drawing a conclusion about the text together with the students.
Tell how they clarified a difficult
The writer focuses on descriptive text to
help students‟ reading comprehension. Identify sentences, pages, or ideas that
word.
According to Anderson and Anderson need clarifying.
(1998:26), “Descriptive text describes The use a variety of strategies to
particular person, place, or t hings.” It understand the parts, such as
means that it is designed specifically rereading, reading on, or talking to
about a person, a place, or things. someone to figure out the parts of the
Based on the reasons and the text that confused them.
findings of some previous studies about Identify confusions (words, parts, or
the benefit of using cartoon film as a ideas) and the strategies that they used
teaching media, the researcher observed to repair comprehension.
the application of using cartoon film by the application of using cartoon film by
second is the reciprocal teaching Taman. This research was proposed to
technique to improve students‟ reading study the following problem:
comprehension in terms of descriptive
text. The last is the result of the students‟ implemented
1. How is reciprocal
technique
learning reading comprehension at the seventh grade of
comprehension at the seventh grade (C SMP N 1 Sugio?
class) of SMP Negeri 1 Sugio. The research
design that would be suitable to apply in contribute to students‟ improvement in
this research is Classroom Action reading comprehension at the seventh
Research (CAR). According to Kemmis grade of SMP N 1 Sugio?
and Mc Taggart (1998) this action research was conducted through the following
Furthermore, the writer uses procedure: (1) preliminary study to know classroom action to develop in this
the real problem face the students, (2) research. It is necessary to carry out a
implementing, (4) study in which the problem has to be
planning,
observation, (5) reflection. In this research, clearly specified, an action plan has to be
the writer planned to conduct two cycles described and carried out, and finally an
of classroom action research. evaluation can completed clearly in the
Based on the research design classroom. According to Ary (2010:512)
above, there are four steps in each cycle: states that action research is about taking
observing, and action based on research and researching
planning,
acting,
reflecting. After, the writer and the the action taken. It can be used to enhance
students accomplish cycle I, and then everyday work practices, to resolve
there might be found a new problem. specific problems, and to develop special
They have to continue the next cycle with projects and programs. One of the aims of
the same phase of the first cycle. Here are classroom action research is improve the
the descriptions in every phase. teaching practice and in the long run. So in this study the writer can use a strategy
Preliminary study
which can solve the problems that happen Before planning the action, the to improve reading comprehension in the
writer conducted a preliminary study to classroom.
identify and analyze the problem that should be solved. The writer interviewed
Method
English teacher at seventh grade with 10 questions. They are the general condition
This study is conducted at SMP in English class especially in reading class, Negeri 1 Sugio around April until May
the difficulty faced by students in reading 2016. The school is located at Jalan Raya
ability, and the strategy used by the Sugio, Kecamatan Sugio Lamongan. The
teacher to solve students‟ difficulties in first, The subject of the study is the
reading ability.
seventh grade (F class) students of SMP seventh grade (F class) students of SMP
Planning phase
technique, the first step is dividing the In this phase, the writer make
students into five groups. In each group designing lesson plan, preparing the
consist of five or six people. Then, the model of reciprocal technique, and
writer giving a descriptive text for each determining criteria of success. The
member of the group. The teacher guide organized planning formed into lesson
the students to do the four steps of plan based on the research used syllabus
reciprocal technique.
at that school and designs the project or The first step (prediction), the activity that she has been planned for
writer built their background knowledge students by preparing lesson plan and
and their prediction about the reading applying lesson at the seventh grade (C
text‟s title. She started by asked students class) at SMP Negeri 1 Sugio. The lesson
whether they had known or ever heard planning
about text. “What is your prediction of the procedures, media, and resources in every
text ?”. After that, second step cycle.
(questioning), the writer gave opportunity The next step is preparing the
students to ask some words about their model of reciprocal technique. The writer
difficult. The third step (clarifying), the using descriptive text to improve reading
about students‟ comprehension in this technique. There
writer
clarify
comprehension of the text. After are steps that is prediction, question,
comprehending and understanding about clarification and summarization.
the text, the last step (summary) the writer The criteria of the action success,
and the students made a summary of the when there are 75% numbers of students
text orally. In reciprocal teaching could achieve some improvement scores
technique, the writer allowed the students from the reading task 1 until the reading
to look up the dictionary. Then, the writer task 2 in cycle two and/or they could pass
asks the students finished the exercise. the score of the minimum criterion score
To complete the research, the writer (KKM). The KKM that must fulfill
conducted observations during and after considering reading subject is 75 (seventy-
the learning process. The activities were as five). If the criterion of the action success
follows:
1. Observing the situation during the the classroom action research would be
reached, it means that the next action of
learning process when the students stopped, but if the criteria has not met the
discuss and it was record by using field criteria of success, the alternative action
note.
would be done in the next cycle.
2. Conducting the reading task for the The second phase, the writer to
students.
carry out based on arranged the action. It
3. Analyzing the result of the students starts the process of learning the issue
reading task score.
being researched. In this phase the writer
4. Comparing the result of the tests on the conduct learning teaching process and
students‟ improvement after the implementing the technique. In the students‟ improvement after the implementing the technique. In the
teaching technique. “Do you know or ever In collecting the data, the writer
reciprocal teaching used two techniques. The first data were a
heard
about
technique?”, “What is reciprocal teaching numerical data. The data were taken from
technique?”. Since nobody knew about the students‟ score of reading task in the
reciprocal teaching technique, then she last session of the technique. The second
gave short explanation of reciprocal data were a verbal data, the data were
teaching technique. The explanation taken students‟ participation during the
of reciprocal implementation of Reciprocal Teaching
concluded
definition
teaching technique, the purpose of Technique. The data were obtained from
technique and the interview and field note.
reciprocal teaching
descriptive text to each student. In this phase is carried out after the writer
In cycle 1, the writer gave have finished the action, then realize and
instruction to the students to make five find about the problem appeared when
groups. Later, the writer implemented the the plan has been implemented. In this
step of reciprocal teaching technique. case, if there still might have found
Then, the writer gave a descriptive text for problems and the criteria that decided has
each member of the group. The writer not reached yet. It means reciprocal
guided the students to do the four steps of teaching technique cannot increase the
reciprocal technique. The first step students‟
(prediction), the writer built their Consequently, the writer has to prepared
reading
comprehension.
knowledge and their and arranged for the next cycle
background
prediction about the reading text‟s title. She started by asked students whether
Result and Discussion
they had known or ever heard about text.
“What is your prediction of the text ?”.
Finding from Cycle 1
After that, second step (questioning), the In this cycle the writer used two
researcher gave opportunity students to desc riptive text entitled “the white
ask some words about their difficult. The house”, and “my pets”. The writer chose
third step (clarifying), the writer clarified descriptive text to make students easier in
about students‟ comprehension of the text. making summary of text. The writer took
After comprehending and understanding
a part as teacher. The first phenomenon about the text, the last step (summary) the was appearing in the teaching and
writer and the students made a summary learning process was the writer start the
of the text orally. In reciprocal teaching class. She began the conversation by
technique, the writer allowed the students greeting the students. Then the writer
to look up the dictionary. Then, the writer continued her class activity by checking
asks the students finished the exercise. students‟ attendance, telling what material
whether the she will be taught and sharing the
To
know
implementation of teaching reading purpose of the lesson. She started the
comprehension by using reciprocal lesson by asked students whether they
teaching technique in cycle 1 was success teaching technique in cycle 1 was success
motivated to solve their difficulty in aspects, the first is evaluation of the
comprehension of the text. As the writer teaching-learning process and the second
notes in her preliminary study, only some is evaluation of students‟ reading
students comprehend the tasks given by comprehension as the result of the
teacher. But at this time the students teaching and learning activity.
comprehend about text by using reciprocal teaching technique.
Evaluation on the Teaching-Learning Process in Cycle 1
Evaluation of Students’ Reading Task 1
In the first stage , the students were The writer gave twenty multiple enthusiastic when the writer started the
choice questions in the reading task 1. In lesson. But the writer felt little
this meeting all of the students listened disappointed because the students still
when they give guide by answering all of noisy. The writer needed more attention,
the questions of task. They also did the because initially some of them did not
task in individual work. want to sit in a group with other friends.
Based on the result of the reading So the writer was hard to emerge
task 1 and field notes which were students‟ motivation to attention of the
obtained by researcher, it can be lesson. The writer divided student become
concluded that many students joined the five groups. The students response about
class enthusiastically. Some the students the implementation reciprocal teaching
can finish this reading task in the first technique. When the writer asked about
cycle. It was to know understanding of the text, they can predict of the text. They
text in students‟ comprehension skill. asked the meaning of difficult words, so
The writer then recorded and the writer helped them to find the
analyzed the result. There were only 11 meaning of words. The researcher helped
students (38% of 7F students) who passed the students clarify to comprehend of text.
the minimum passing criterion score and Finally the writer and the students can
18 students (62% of 7F students) got make summary of the text.
scoreless of 75. The first cycle cannot be Second, the writer found one of the
called success since only 11 students who students still confused with the technique.
passed the minimum criterion score. To make sure that students have comprehended the text, the writer
Reflection on Cycle 1
assigned students to done exercises of the Based on the descriptions of
text. Each group looked compact do the evaluation on the teaching-learning
exercise from the writer. They can finished process and evaluation of students‟ some exercises that given by the writer.
reading test in cycle 1 above, the writer The writer concluded that she had
a conclusion that the to be more selective because the students
make
of reading must gave clear explanation of the
implementation
comprehension by using reciprocal material using
reciprocal teaching reciprocal teaching
the students can be answered, and it conduct cycle 2.
turned for the writer asked about text to the students, the question was “what is
Finding from Cycle 2
the main idea of the text?”, and “How is Since 75% of students had not
the characteristic about the person or reached the minimum passing score yet in
thing?”
During the process of reading, the the first cycle, therefor the writer decided
writer also clarified their question. The to revise her teaching strategy. After
writer gave an opportunity the student to reviewing the previous lesson at the
beginning, the writer started to divide the answer and gave their idea related to the classroom into five groups that the form
text. The writer also allowed the students was as same as with the previous meeting.
to look up the dictionary if they found difficult word. The last, the writer and the
The writer made sure every student could students summarized together the text in
sit well. Then, the writer put the flipchart the first paragraph. This activity was
on the whiteboard. All of the students were curious about the flipchart. The
continued for the next paragraph. After words put in the flipchart as sequence in
understanding the whole text, they reciprocal teaching technique, first
answered some questions related to the prediction, question, clarification, and
text. Then, the writer also invited the students to summarize it together. The
summarization. After that, the writer writer gave a reward for the active
began to explain reading descriptive text students. The last, the writer gave the
through reciprocal teaching technique systematically. After giving the reading
score for the group that did the exercise. text handout to the students, the writer
presented the four steps of reciprocal
Evaluation
teaching technique to read a text. The In this meeting the writer writer appointed the prediction word in
introduced and explained about reciprocal the flipchart on the white board firstly.
teaching technique and gave descriptive Then, the writer let the students predict
text to comprehend of the text easilly. about the title. The writer asked deal with
In the first stage, the classroom students‟ prediction about the title. The
atmosphere in learning process can be question was for insta nce, “what is your
seen the students were more curious and prediction about title?” After predicting
silent. They sit well on their own chair. In about the title, the writer wrote all their
addition, the writer brought a flipchart. prediction on the whiteboard, and then
This condition was easy for the writer to the writer asked the students read the first
explain and give the correction feedback paragraph. Later, the writer appointed the
to the students. In the process of next step, question. Directly, the writer
reciprocal teaching technique, when the offered to the students, the writer asked,
writer let students predict and ask “do you have any question about first
questions, many students raised their paragraph?” In this section, students were questions, many students raised their paragraph?” In this section, students were
task in individual work. In the second stage, the writer
Based on the result of the reading satisfied because the students focused and
task 2 and field notes which were followed the writer instruction. There
obtained by the writer, it can be concluded were no students walked to another table
that many students joined the class and talked with their friends in a group
cooperatively. Some the students can when the writer was explaining the
finish this reading task 2 in the second lesson. The writer also made a cycle. It was give students to trust that
competition among other groups in that they can develop their skill in reading activity in order to they had a spirit to be
through reciprocal the first to ask the question, and gave their
comprehension
teaching technique.
idea, predicted, and looked up their The writer then recorded and dictionary quickly, and gave detailed
analyzed the result. There were 25 opinion about the text. Students were
students (86% of 7F students) who passed active at the classroom. Moreover, they
the minimum criterion score and 4 did
students (14% of 7F students) get score collaboratively and correctly.
the exercises
in
a group
less of 75. It means that all of students The writer concluded that she must
passed the minimum criterion score. checked students‟ works by walking to
Therefore, the second cycle had reached their table and giving the comments. The
the criteria of success.
writer also gave attention students to listen the writers‟ explanation so they can
Reflection on Cycle 2
be understood about the material of this From descriptions of evaluation on lesson. As the writer notes in her study in
teaching-learning process and cycle 1 only some students comprehend
the
studen ts‟ speaking the tasks given by teacher. But at this time
evaluation
of
performance in cycle 2 above, the writer all of students comprehend about text by
a conclusion that the using reciprocal teaching technique.
makes
implementation of teaching reading comprehension by using reciprocal
Evaluation of Studen ts’ Reading Task 2
teaching technique in cycle 2 was success. To evaluate students‟ reading
Thus, the next cycle was not necessary to comprehension, the writer asked students
be implemented. The researcher decided to done reading task 2 in second cycle. It
to stop her research in this cycle 2. was so different like usual, when the writer gave the reading task 2 in second
Discussion
cycle, the students were enthusiastically. In writer‟s opinion, in this the first The writer also gave twenty multiple
cycle left some problems behind. They choice questions in the reading task 2. In
were some components of reading this meeting all of the students listened
main idea, and when they give guide by answering all of
comprehension,
vocabulary. Besides that, the students vocabulary. Besides that, the students
students build their own understanding preparation before delivering their
needed
more
and reading process, the students get questions to their friends. In other words,
more experience and confidence help they always wrote them down before
other students in their group to decode stating them. Beside, the students should
and understand what is being read.
be reminded the kinds of questions types Finally, they share their understanding in reading comprehension. In second
and thinking with the group. In this stage, cycle, the students were more manageable
the students‟ thoughts are shaped through and active than before. They did these
group discussion.
techniques faster and faster. Besides, the improvement was not only in the teaching
The Result of Interview
learning process but also the scores in the The first category discussed about reading task. Based on each component of
the general condition in English class reading c omprehension‟s scores, the
especially in reading class. The teacher writer concluded that they were able to
said that every student has a different find the appropriate
main idea,
attitude when learning English. Most of vocabulary
students who did not like English class Considering that all problems were
because they gained low competence in resolved, the researcher conducted the
English, and still faced obstacle in reading task 1 and 2 to be compared with
following the English lesson. Moreover, the pre reading task.
the teacher stated that most of them were Therefore, the writer concluded
hardly to pass the Minimum Mastery that reciprocal teaching technique is one
Criterion- Kriteria Ketuntasan Minimal of the effective techniques which is able to
(KKM). (See item numbers 1, 2 and 3 of improve
Second category discussed about explained reciprocal teaching strategy and
Oczkus
the students‟ difficulties in reading ability. explain how it helps readers understand
The teacher told that reading skill was text. It means that reciprocal teaching
difficult faced by students in learning requires students to work in groups,
English. The teacher mentioned the discussing the material (reading passage)
difficulties for some students in reading through some steps of strategies.
skill because students are confused on The researcher have observed the
finding ideas of text, comprehension of first, students in a group learn with the
text, and less vocabulary. Consequently, members of their group by sharing,
they are lazy to do the task of reading and discussing, and peer tutoring. The second,
lack of their score in passing the Minimum they internalize this knowledge. In
Mastery Criterion- Kriteria Ketuntasan reciprocal teaching, students learn the
Minimal (KKM). (See item numbers 4 and four main strategies throug h the teacher‟s
5 of interview)
modeling and working in cooperative The third category is related to the groups, and they think of the four main
teacher‟s strategy in teaching reading strategies they have learned. The third, the
previously to solve the students‟ previously to solve the students‟
confused. In cycle 2, all of group can read and open dictionary in teaching
predict of the text easly. They also active reading. Teacher used story telling. Up to
in learning process. So,the results of now; the teacher had been looking for an
students in the second cycle better of the alternative way to teach reading and to
results of students in the first cycle. engage students actively in teaching
The second step is Question, learning process. At last, the writer
teacher gave instruction each group to ask proposed to implement reciprocal
about contents of the text. The students technique; it might be able to improve
must find the difficult words after they students‟ reading ability. (See item
read the text and then write it in paper numbers 6, 7, 8, 9, and 10 of interview)
given by the teacher. The teacher also asked the students to open dictionary.
Implementation of Reciprcal Teaching
Then, the students may discuss to other
Technique in the Classroom
member of their own group. After they In the first meeting, the teacher
wrote the words that were difficult and asked if students still remember the
finding meaning, group representatives lessons of the descriptive text given by
should come forward and write the their English teacher. To increase their
vocabulary on the white board. In fact, in knowledge of the descriptive text, the
cycle 1 no one came forward to write. So, teacher gives them an example of
the teacher made them come forward descriptive text entitled “The White based on the attendance list. But, in the House” in cycle 1 and “My Mother” in cycle 2 several representatives of groups
cycle 2. Afterwards, the teachers with the voluntary to come forward to write students together discussing about the
vocabulary they found. They were no contents of the story.
longer feel shy as at the first cycle. For the next activity, the teacher
The third step is Clarify. In this introduced reciprocal teaching techniques
step, teacher gave opportunities students to students. Teachers make introduced
to asking paragraph to know students‟ four step consisting of predicting,
comprehension. In cycle 1, students feel questioning, clarifying, summarizing and
shy to asked about paragraph. Then, explain one by one. Then, the teacher
teacher explained the paragraph to make dividing the students into five groups. In
students‟ comprehend. In cycle 2, students each group, consist of five or six people.
can classify about text and they asked Then, teachers gave a paper of descriptive
teacher to clarifying about text. It means text for each member of the group.
that students already knew how to clarify The first activity was Predict. The
of the text.
teacher asked all of students to read the The last step of reciprocal text by two or three times by themselves.
technique is Summarization. In this step, Afterward, teacher asked students to
students read the text once again and then predict of the text. In cycle 1, one of group
make a summary with their own can predict of the text, they explain about
language. In cycle 1, there were still some language. In cycle 1, there were still some
criteria of success. It is different with the
2, all students were able to summarize first cycle, the average score was fairly well. Then, students also able done
satisfying, it was 80,17. There were 25 exercises given by teacher.
students or about 86% were able to reach the criteria of success, and 4 or about 14%
The Discussion of Students’ Achievment
students who did not achieve the criteria The improvement of the students‟ of success. Related to the students' reading task in Cycle 2, it can be
achievement in the implementation of concluded that satisfying in the students'
reciprocal teaching technique can be illustrated in the following:
comprehending of the text given in this
The improvement of the students’ cycle, and also students have a good achievement in the implementation of
understanding of the questions in the
Reciprocal Technique technique
reading task. The implementation of reciprocal teaching technique obviously could help the students in reading comprehension achievement.
Conclusion and Suggestion Conclusion
The implementation of Reciprocal Teaching Technique at seventh grade (C class) of SMP Negeri 1 Sugio Lamongan in academic year 2015/2016 can be conclud-ed that reciprocal teaching
technique can improve students‟ reading Based on the result of students‟
comprehen-sion. It can be proved from final composition in cycle 1, it indicated
the following fact. First, reciprocal that students had not reached the criteria
teaching technique stimulated students to of success yet. It can be proved by the
be active readers because of having their average score was only 71,72. There were
own strategy to comprehend the texts. only 11 students or about 38% were able
Second, the students could predict what to reach the criteria of success and 18 or
questions that probably occurred in the about 62% students had not reached the
task after reading. Third, reciprocal criteria of success. Based on the student's
teaching technique is more interesting reading task, mostly students could not
and effective to improve students‟ answer questions given by the teacher.
reading comprehen-sion where the That‟s because the students still do not
students read the texts and translated understand the whole story and could
them.
not comprehend the question well. The results of students‟ reading Meanwhile, based on the result of
task in the first cycle indicates that the students‟ final composition in Cycle 2, it task in the first cycle indicates that the students‟ final composition in Cycle 2, it
the reading text given well. It can be proved by the
average score was only 71,72. There were only 38% students were able to reached
BIBLIOGRAPHY
the criteria of success, and 62% students Anderson, Mark and Anderson, Kathy.
had not reached the criteria of success. 1998. Text Type in English III. Sydney:
But in the second cycle, the average score Macmillan Education.
reading task of students increased Arikunto, Suharsimi, Suharjo, dan significantly. The average score was Supardi. 2010. Penelitian Tindakan Kelas. fairly satisfying, it was 80,17. There were Jakarta: Bumi Aksara.
86% students were able to reach the Ary, D., Jacobs, L. C., & Sorensen. C. K.
criteria of success, and 14% students who 2010. Introduction to Research in
did not achieve the criteria of success. It Education. Eighth Edition. Wadsworth: means that target of class score average
Cengage Learning.
was fulfilled. Burns, Anne. 2010. Doing Research in Based the result of field notes, it English Language Teaching: A Guide
showed that the class condition during forPractitioners . New York: Routledge
teaching learning process creates the Tailor and Francis Group.
positive atmosphere in the classroom, Maleong, Lexy J. 2007. Metode Penelitian
and also makes students creative in
Bandung: Remaja finding the ideas. Moreover, Reciprocal
Kualitatif .
Rosdakarya
Teaching Technique would be alternative McNamara, Danielle S. 2006. Reading
strategy in teaching reading.
Comprehension
StrategiesTheories,
Interventions,and
Technologies. New
Recommendation
York: Lawrence Erlbaum Associates. After the researcher carried out the
Oczkus, Lory D. 2010. Reciprocal Teaching research, the writer concludes that
at WorkPowerful Strategies and Lessons Reciprocal Teaching Technique could
for Improving Reading Comprehension . improve students‟ reading comprehen- Newark, DE: International Reading sion. Regarding to the subject of the CAR,
Association
the writer recommendation the teacher Oczkus, Lory D. 2006. Reciprocal Teaching
should use various techniques in the Strategies at Work: Improving Reading
classroom. It can motivate their students
Newark, DE: and they will not get boring. Especially
Comprehension .
International Reading Association implement the Reciprocal Teaching
I Read It, but I Don’t Technique as an alternative strategy in
Tovani, Chris. 2000.
Get It: Comprehension Strategies for teaching reading.
Adolescent Readers. Smoky Hill High For the other writer, the writer
School, Aurora, Colorado.Stenhouse suggest that by reading this skripsi, they
Publishers Portland, Maine. are expected to be able to conduct or
analyze research
relate
to
any
Developing Vocabulary Materials Based on Picture Media for Autistic Studentsof SMP Negeri 3 Lamongan AYU VELLAYATI SOVELLA
Email address: [email protected]
Abstract :
The objective of this research is to develop vocabulary materials based on picture media for autistic students of SMP Negeri 3 Lamongan. The main purpose of this study is to help the English teachers to create fun and easy learning process in teaching English by applying picture media as vocabularylearning to the autistic students. This study was a Research and Development (R&D) study. Subject of this study was autistic students of SMP Negeri 3 Lamongan. This study adapted the R&D model proposed by Hyland. The steps of this study were conducting needs analysis, developing materials, getting expert validation, revising, doing try-out, revising again and writing the final draft of the vocabulary materials based on picture media for autistic student. The researcher used three instruments to obtain the data: interview, questionnaires and observation checklist. The obtained data will be classified based on the instrument used. To show the results, the researcher explained them in quantitative and qualitative approach. The result of the needs analysis showed that the autistic students needed vocabulary materials which contained many attractive pictures, varied activities and alluring colors. The product of this study is vocabulary materials entitled “Picture Vocabulary Mastery for Autistic Student” which is suitable with autistic students’ needs.
Keywords: Vocabulary, Autistic student, Picture Media
Introduction
vocabulary is one of the most crucial ones in language learning without which
A study of a language includes the communication is not possible. From the four skills, namely listening, speaking,
definition, above, it can be concluded that reading and writing. It is impossible that
vocabulary is the total numbers of words one master of them without mastering
and without vocabulary nothing can be vocabulary. In order to support the
conveyed.
mastery of English skills as mentioned In communication, all students need above, it is essential to learn vocabulary. It
vocabulary which can support them to becomes a central part in English learning.
produce and use meaningful sentences Mansourzadeh (2014:48) says that learning
because vocabulary provide organ of
a second/foreign language needs some sentence. That‟s way vocabulary is skills and components to be mastered.
important to be mastered. Actually, there Among those skills and components,
are student classes who experience are student classes who experience
That is LKS (Lembar Kerja Siswa) as their in learning English especially mastery
subject matter. They don‟t apply other vocabulary, for example is autistic
media or books which kick vocabulary student.
ability of autistic students. The attention Autistic student has major problem. That
of teachers for autistic students is very is communicating in language with the
low. The English teachers treat alike their result that limits vocabulary acquisition.
students‟ conditions without seeing According to Timmons, Breitenbach and
autistic students‟ conditions. With the Maclsaac
a result those English teachers‟ materials developmental disability that affects the
can‟t make autistic students to reach KKM normal functioning of the brain.
(Kriteria Ketuntasan Minimal). Autistic Therefore, individuals with autism often
students find difficulties to follow and have difficulty with communication skills,
study English in class. If they are social skills, and reasoning. National
managed to buy new book about Institute of Mental Health NIMH (2010:1)
increasing vocabulary ability as their defines many children with autism have
supporting study. In fact, no books are some degree of intellectual disability.
relevant with their needs as autistic When tested, some areas of ability may be
student and vocabulary materials in their normal, while others especially cognitive
school.
(thinking) and language abilities may be In short, autistic students need some relatively weak. So, language teaching
teaching media that can help them to learn program for autistic students is different
the English easier, to make the learning with common students. It is because the
process more interesting for autistic development of various aspects should be
students. By using media, teacher can related to the abilities and needs of the
make teaching learning process run well, autistic students, one of them is in the way
either can get the goal of teaching also to teach them.
make learning process effective and Based on survey in SMPN 3
efficient. It is better to have visual aids or Lamongan, there are 2 autistic students
supports as teaching media for autistic who study in that school. In this case,
students. Hayes et al (2010:664) define that there are autistic students who study at
visual supports are those things people general school. Automatically, many facts