THE EFFECT OF USING RECIPROCAL TEACHING METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF USING RECIPROCAL TEACHING
METHOD ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
YOHANA DEBORA SIBURIAN
Registration Number. 2103321050
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, March 2015
The Researcher,
Yohana Debora Siburian
Reg. Number.2103321050
ABSTRACT
Siburian, Yohana Debora. 2103321050. The Effect of Reciprocal Teaching
Method on Students’ Achievement in Reading Comprehension. A Thesis:
English Department. Faculty of Languages and Arts, State University of
Medan. 2015.
This study deals with the effect of Reciprocal Teaching Method on Students’
Achievement on Reading Comprehension on narrative text. The population of the
study was the 2015/2016 academic year secondsemester grade XI students of
SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes,
namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by
applying random sampling. The sample was divided into two groups.
Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching
Method while the control group (XI IPA 2) was taught without
applyingReciprocal Teaching Method. The data of this research were taken from
the students’ score of reading narrative text test. The calculation showed that the
coefficient of the test was 0.64, it showed that the test was reliable and the
reliability was substantial. There were two data used in this research. They were
pre-test and post-test. The data were analyzed by using t-test formula to show the
effect of applying Reciprocal Teaching Method on students’ achievement in
reading narrative text. After analyzing the data, the finding indicates that tobserved was higher than t-table (4,00> 2.00) at the level of significance 0.05 with
the degree of freedom (df) 58. It means that applying Reciprocal Teaching
Method has significantly affected on the students’ achievement in reading
narrative text. It implies that Reciprocal Teaching Method is a significant
technique for teaching reading narrative text.
Keywords :Reciprocal Teaching Method, Reading Narrative Text
ACKNOWLEDGEMENT
First of all the writer would like to thank Jesus Christ, the Almighty God.
Because of His great love and blessing, the writer could finally complete this
thesis as one of the requirements for the degree of SarjanaPendidikan (S-1) at the
English Department, Faculty of Languages and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.,as the
reviewer, Dra. Meisuri, M.A., as the Secretary of English Department, Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program as the
reviewer and Dr. Rahmah, M.Hum., as the Head of English Literature
Program of Faculty of Languages and Arts, State University of Medan.
Dra. Tjut Ernidawati, M.Pd., her Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., her Academic Supervisor.
Drs. Muhammad Natsir, M.Hum., her Reviewer
All the lecturers of English Department of Faculty of Languages and Arts
The writer sincerely her parents Prof. Dr. Paningkat Siburian, M.Pd, and
Longgom Tampubolon for hopeful and financial support that have enabled
her finish her study. The writer’s special gratitude also goes to her dearest
sisters, Matondang Elsa Siburian, S.ST,M.Ec,M.A, Lusiana Siburian,
Indrawaty Siburian S.Pd, Yosefina Siburian, S.E and Irma Taruli Siburian.
The Headmaster of SMA Negri 1 Paranginan, Humbang Hasundutan, Drs.
Manaek Siburian, for his permission in allowing the writer to do observation
and to collect data. Mam Indrawaty Siburian,S.Pd., the English teacher, for
her cooperation during the research.
Her special thanks admiration are also due to her friends Windha Sinaga,
Dahlia Siburian, Tri Novandhy Silaen, Putri Sri Rezeki Siregar and
Fransiskus Prayogi Sihaloho for love and supporting her.
Her dearest friends Filzah Farhana Hasibuan, Fandy Raymond Napitupulu,
Poppy Priscillia Marbun, Rizka Hayati, Afsyah Tri Mida Sari, S.Pd and Yuni
Khairina,S.Pd for their support and togetherness also all people that can not
be mentioned one by one for their care, support, prayer and love.
Medan, March 2015
The Writer,
Yohana Debora Siburian
Reg. Number. 2103321050
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................... i
ACKNOWLEDGEMENT ............................................................................... ii
TABLE OF CONTENTS................................................................................. iv
LIST OF TABLES ........................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I.
INTRODUCTION
A. The Background of the Study ............................................ 1
B. The Problem of the Study .................................................. 4
C. The Objective of the Study ................................................ 5
D. The Scope of the Study ...................................................... 5
E. The Significance of the Study ............................................ 5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ...................................................... 6
1. Reading.......................................................................... 6
a. Purpose of Reading ................................................... 7
b. Students’ Reading Achievement .............................. 9
c. Reading Comprehension......................................... 10
d. Teaching Reading Comprehension ......................... 11
e. Levels of Reading Comprehension......................... 13
2. Genre ........................................................................... 16
3. Reading Comprehension Assessment ......................... 18
4. Factors Affecting Readong Comprehension ............... 19
a. The Purpose of Teaching ........................................ 19
b. The Students’ Interest ............................................. 20
c. The Quality of Reading Material ............................ 20
d. The Students’ Background Knowledge .................. 20
e. The Quality of the Instruction ................................ 20
5. Measuring Reading Comprehension ........................... 21
6. Reciprocal Teaching .................................................... 21
a. Approch, Strategy, Method, and Technique ........... 22
b. The Purpose of Reciprocal Teaching Method ........ 23
c. The Advantages of reciprocal teaching Method ..... 24
d. Steps in Reciprocal Teaching Method .................... 26
B. Conceptual Framework .................................................... 28
C. Hypothesis ........................................................................ 30
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design ............................................................... 31
B. The Population and Sample ............................................. 32
C. The Instrument and Technique for Collecting Data......... 32
D. The Procedure of Research .............................................. 33
1. Pre Test ........................................................................ 33
2. Treatment .................................................................... 33
3. Post Test ...................................................................... 35
E. Validity and Reliability of the Test .................................. 35
1. Validity of the Test ...................................................... 35
2. Reliability of the Test .................................................. 36
F. Technique for Analyzing Data ......................................... 37
G. Statistical Hypothesis ....................................................... 38
CHAPTER IV. THE DATA AND DATA ANALYSIS
A. The Data ........................................................................... 39
B. Data Analysis ................................................................... 41
1. Reliability of the Test .................................................. 41
2. Data Analysis .............................................................. 42
C. Testing Hypothesis ........................................................... 43
D. Research Findings ............................................................ 43
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...................................................................... 45
B. Suggestions ...................................................................... 45
REFERENCES ................................................................................................ 47
APPENDIXES ................................................................................................. 49
LIST OF TABLES
Pages
Table 3.1. Experimental Research Design .......................................................... 31
Table 3.2. The Treatment for Experimental by Applying RTM ......................... 34
Table 3.3. Teaching Procedure in Control Group ............................................... 35
Table 4.1. The Scores of Pre Test and Post Test in Experimental Group ........... 39
Table 4.2. The Scores of Pre Test and Post Test in Control Group .................... 40
Table 4.3. The Result of t-Test............................................................................ 42
LIST OF APPENDICES
Pages
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
The Score of Pre-Test and Post-Test by the Students of
Experimental Group ............................................................... 49
The Score of Pre-Test and Post-Test by the Students of
Control Group ......................................................................... 50
The Calculation of t-test for Experimental Group .................. 51
The Calculation of t-test for Experimental Group .................. 52
The Calculation of t-test ......................................................... 53
The Reliability of the test ....................................................... 55
Table of distribution-t ............................................................. 56
Lesson Plan for Experimental Group ..................................... 57
Lesson Plan for Control Group ............................................... 67
\
CHAPTER I
INTRODUCTION
A. The Background of The Study
Based on the syllabus of Senior High School the students are expected to
be able to master the four language skill in studying English namely : speaking,
listening, reading and writing. This study will be focused on reading
comprehension. Reading is one of the important languages skills in academic field
beside listening, speaking, and writing. As Grabe and Stoller (2002:9) state the
reading is ability to draw meaning from the printed page and interpret this
information appropriately. Reading is needed to get information or main idea from
what the reader uses knowledge, skills, and strategies to determine what the text
meaning is. So, reading is the important way in getting much infromation from the
text.
Reading is a language process. The product of interacting with the printed
language
should
be
comprehension.
Reading
isn’t
happening
without
comprehension. Comprehension is the capacity of understanding the text fully.
From the explanation above, reading comprehension means how the reader can
find out the message and comprehend the text well. In reading comprehension,
there are four levels of comprehension : literal comprehension, interpretative
comprehension, critical comprehension, and creative comprehension. The four
levels have many difficulties for students. In this study the writer uses the four
levels to make the questions, but most of the question based on the level of literal
and interpretative comprehension.
1
2
Because both of the levels often use to ask the student to know their
understanding of the text. Sometimes the students face many difficulties in this
level. In literal comprehension, the students retrieve the information directly
stated in the text whereas interpretative comprehension the main idea are not
directly stated in the text, so the students must make their own conclusion for the
text they read.
The spesific problem of the students often face in reading the text which
is difficult to recognize the main idea, to clarify words and to glean meanings or
to comprehend the text fully. The students just read the text without giving much
thought to get the information from the text so that their reading comprehension
will be poor.
Based on the writer’s observation in SMA NEGERI 1 PARANGINAN
Kabupaten Humbang Hasundutan, Sumatera Utara, she observed that the process
of comprehending a reading text was still a serious problem for the students.
Many students were difficult to comprehend reading text after they had read.
They have low ability in reading comprehension beacause it is very difficult for
them to comprehend the text. Thats why they were not interested with reading and
even felt bored while Reading Learning Time. For the first meeting, she has give
an introduction about what the narrative text about. She explain the social
function, generic structure, and grammatical features. Sometimes they were sleepy
and made noise in the classroom. When they were given any reading task, among
ten students, only two students finished it. The others didn’t finish it because they
didn’t understand the text.It was caused that they do not have many
3
vocabularies so they feel difficult to understand the text, to read and to recognize
the new words. They only read the text word by word without comprehend.
Based on the writer’s observation, the student’s achievement in
reading is low since they were faced with some problems. First, when they read
something, they just pronounced the words, they still lacked vocabularies, they
could not get the main idea, they didn’t understand the concept of the genre, and
also they were confuesd how to build meaning from the text. Second, they had not
any motivation for learning reading. Third, sometimes they were not interested in
teacher’s strategy in teaching reading and they also didn’t understand how to read
well, they didn’t have any strategy for reading. This research also be able from the
interview between the writer with the teacher. And from the reading
comprehension test score that the writer get from the teacher’s note shows that the
mean score for this reading comprehension is about 40% meanwhile the expected
score that they can get is about 80% based on KKM. All those problems cause the
student’s achievement in reading are low.
So, to solve the problem above the teacher must have method or ways to
help the students to improve their reading comprehension. In this study, the writer
used Reciprocal Teaching Method as a teaching method. Reciprocal Teaching
Method (Pallinscar : 1982) refers to an instructional that takes place in the form of
a dialogue between teachers and students regarding segments of text. The
dialogue is structured by using four strategies: predicting, clarifying, questioning,
and summarizing strategy.
4
This method appropriates the problem above because sometimes when the
teacher asks the students to predict or to clarify the text, not all the students can
answer the teacher’s question. So if the students can predict and clarify the
difficult word from the text, the students can answer the teacher’s question based
o the levels reading comprehension automaticly. And the students can summarize
the text with their own words. This dialogue is described as reciprocal because
each learner acts in response to another. This interaction may occur between
teacher and student as well as among students. Though the Reciprocal Teaching
Method asssumes
that the students can solve their problems in reading
comprehension.
Based on the background above, the writer hopes that this method can help
the students to improve student’s reading comprehension. Because from the
writer’sresearch, the teacher never uses this method to increase the students
achievement in reading comprehension. And the teacher feel excited to apply this
method in the class to make the significant effect for students achievement in
reading comprehension.
Table 1.1 The Grade XI students’ Science of Reading Comprehension Test
Semester
Score
Students
Percentage
>75
40 students
42%
First Semester
METHOD ON STUDENTS’ ACHIEVEMENT
IN READING COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
YOHANA DEBORA SIBURIAN
Registration Number. 2103321050
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, March 2015
The Researcher,
Yohana Debora Siburian
Reg. Number.2103321050
ABSTRACT
Siburian, Yohana Debora. 2103321050. The Effect of Reciprocal Teaching
Method on Students’ Achievement in Reading Comprehension. A Thesis:
English Department. Faculty of Languages and Arts, State University of
Medan. 2015.
This study deals with the effect of Reciprocal Teaching Method on Students’
Achievement on Reading Comprehension on narrative text. The population of the
study was the 2015/2016 academic year secondsemester grade XI students of
SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes,
namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by
applying random sampling. The sample was divided into two groups.
Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching
Method while the control group (XI IPA 2) was taught without
applyingReciprocal Teaching Method. The data of this research were taken from
the students’ score of reading narrative text test. The calculation showed that the
coefficient of the test was 0.64, it showed that the test was reliable and the
reliability was substantial. There were two data used in this research. They were
pre-test and post-test. The data were analyzed by using t-test formula to show the
effect of applying Reciprocal Teaching Method on students’ achievement in
reading narrative text. After analyzing the data, the finding indicates that tobserved was higher than t-table (4,00> 2.00) at the level of significance 0.05 with
the degree of freedom (df) 58. It means that applying Reciprocal Teaching
Method has significantly affected on the students’ achievement in reading
narrative text. It implies that Reciprocal Teaching Method is a significant
technique for teaching reading narrative text.
Keywords :Reciprocal Teaching Method, Reading Narrative Text
ACKNOWLEDGEMENT
First of all the writer would like to thank Jesus Christ, the Almighty God.
Because of His great love and blessing, the writer could finally complete this
thesis as one of the requirements for the degree of SarjanaPendidikan (S-1) at the
English Department, Faculty of Languages and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.,as the
reviewer, Dra. Meisuri, M.A., as the Secretary of English Department, Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program as the
reviewer and Dr. Rahmah, M.Hum., as the Head of English Literature
Program of Faculty of Languages and Arts, State University of Medan.
Dra. Tjut Ernidawati, M.Pd., her Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., her Academic Supervisor.
Drs. Muhammad Natsir, M.Hum., her Reviewer
All the lecturers of English Department of Faculty of Languages and Arts
The writer sincerely her parents Prof. Dr. Paningkat Siburian, M.Pd, and
Longgom Tampubolon for hopeful and financial support that have enabled
her finish her study. The writer’s special gratitude also goes to her dearest
sisters, Matondang Elsa Siburian, S.ST,M.Ec,M.A, Lusiana Siburian,
Indrawaty Siburian S.Pd, Yosefina Siburian, S.E and Irma Taruli Siburian.
The Headmaster of SMA Negri 1 Paranginan, Humbang Hasundutan, Drs.
Manaek Siburian, for his permission in allowing the writer to do observation
and to collect data. Mam Indrawaty Siburian,S.Pd., the English teacher, for
her cooperation during the research.
Her special thanks admiration are also due to her friends Windha Sinaga,
Dahlia Siburian, Tri Novandhy Silaen, Putri Sri Rezeki Siregar and
Fransiskus Prayogi Sihaloho for love and supporting her.
Her dearest friends Filzah Farhana Hasibuan, Fandy Raymond Napitupulu,
Poppy Priscillia Marbun, Rizka Hayati, Afsyah Tri Mida Sari, S.Pd and Yuni
Khairina,S.Pd for their support and togetherness also all people that can not
be mentioned one by one for their care, support, prayer and love.
Medan, March 2015
The Writer,
Yohana Debora Siburian
Reg. Number. 2103321050
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................... i
ACKNOWLEDGEMENT ............................................................................... ii
TABLE OF CONTENTS................................................................................. iv
LIST OF TABLES ........................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I.
INTRODUCTION
A. The Background of the Study ............................................ 1
B. The Problem of the Study .................................................. 4
C. The Objective of the Study ................................................ 5
D. The Scope of the Study ...................................................... 5
E. The Significance of the Study ............................................ 5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework ...................................................... 6
1. Reading.......................................................................... 6
a. Purpose of Reading ................................................... 7
b. Students’ Reading Achievement .............................. 9
c. Reading Comprehension......................................... 10
d. Teaching Reading Comprehension ......................... 11
e. Levels of Reading Comprehension......................... 13
2. Genre ........................................................................... 16
3. Reading Comprehension Assessment ......................... 18
4. Factors Affecting Readong Comprehension ............... 19
a. The Purpose of Teaching ........................................ 19
b. The Students’ Interest ............................................. 20
c. The Quality of Reading Material ............................ 20
d. The Students’ Background Knowledge .................. 20
e. The Quality of the Instruction ................................ 20
5. Measuring Reading Comprehension ........................... 21
6. Reciprocal Teaching .................................................... 21
a. Approch, Strategy, Method, and Technique ........... 22
b. The Purpose of Reciprocal Teaching Method ........ 23
c. The Advantages of reciprocal teaching Method ..... 24
d. Steps in Reciprocal Teaching Method .................... 26
B. Conceptual Framework .................................................... 28
C. Hypothesis ........................................................................ 30
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design ............................................................... 31
B. The Population and Sample ............................................. 32
C. The Instrument and Technique for Collecting Data......... 32
D. The Procedure of Research .............................................. 33
1. Pre Test ........................................................................ 33
2. Treatment .................................................................... 33
3. Post Test ...................................................................... 35
E. Validity and Reliability of the Test .................................. 35
1. Validity of the Test ...................................................... 35
2. Reliability of the Test .................................................. 36
F. Technique for Analyzing Data ......................................... 37
G. Statistical Hypothesis ....................................................... 38
CHAPTER IV. THE DATA AND DATA ANALYSIS
A. The Data ........................................................................... 39
B. Data Analysis ................................................................... 41
1. Reliability of the Test .................................................. 41
2. Data Analysis .............................................................. 42
C. Testing Hypothesis ........................................................... 43
D. Research Findings ............................................................ 43
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...................................................................... 45
B. Suggestions ...................................................................... 45
REFERENCES ................................................................................................ 47
APPENDIXES ................................................................................................. 49
LIST OF TABLES
Pages
Table 3.1. Experimental Research Design .......................................................... 31
Table 3.2. The Treatment for Experimental by Applying RTM ......................... 34
Table 3.3. Teaching Procedure in Control Group ............................................... 35
Table 4.1. The Scores of Pre Test and Post Test in Experimental Group ........... 39
Table 4.2. The Scores of Pre Test and Post Test in Control Group .................... 40
Table 4.3. The Result of t-Test............................................................................ 42
LIST OF APPENDICES
Pages
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
APPENDIX F
APPENDIX G
APPENDIX H
APPENDIX I
The Score of Pre-Test and Post-Test by the Students of
Experimental Group ............................................................... 49
The Score of Pre-Test and Post-Test by the Students of
Control Group ......................................................................... 50
The Calculation of t-test for Experimental Group .................. 51
The Calculation of t-test for Experimental Group .................. 52
The Calculation of t-test ......................................................... 53
The Reliability of the test ....................................................... 55
Table of distribution-t ............................................................. 56
Lesson Plan for Experimental Group ..................................... 57
Lesson Plan for Control Group ............................................... 67
\
CHAPTER I
INTRODUCTION
A. The Background of The Study
Based on the syllabus of Senior High School the students are expected to
be able to master the four language skill in studying English namely : speaking,
listening, reading and writing. This study will be focused on reading
comprehension. Reading is one of the important languages skills in academic field
beside listening, speaking, and writing. As Grabe and Stoller (2002:9) state the
reading is ability to draw meaning from the printed page and interpret this
information appropriately. Reading is needed to get information or main idea from
what the reader uses knowledge, skills, and strategies to determine what the text
meaning is. So, reading is the important way in getting much infromation from the
text.
Reading is a language process. The product of interacting with the printed
language
should
be
comprehension.
Reading
isn’t
happening
without
comprehension. Comprehension is the capacity of understanding the text fully.
From the explanation above, reading comprehension means how the reader can
find out the message and comprehend the text well. In reading comprehension,
there are four levels of comprehension : literal comprehension, interpretative
comprehension, critical comprehension, and creative comprehension. The four
levels have many difficulties for students. In this study the writer uses the four
levels to make the questions, but most of the question based on the level of literal
and interpretative comprehension.
1
2
Because both of the levels often use to ask the student to know their
understanding of the text. Sometimes the students face many difficulties in this
level. In literal comprehension, the students retrieve the information directly
stated in the text whereas interpretative comprehension the main idea are not
directly stated in the text, so the students must make their own conclusion for the
text they read.
The spesific problem of the students often face in reading the text which
is difficult to recognize the main idea, to clarify words and to glean meanings or
to comprehend the text fully. The students just read the text without giving much
thought to get the information from the text so that their reading comprehension
will be poor.
Based on the writer’s observation in SMA NEGERI 1 PARANGINAN
Kabupaten Humbang Hasundutan, Sumatera Utara, she observed that the process
of comprehending a reading text was still a serious problem for the students.
Many students were difficult to comprehend reading text after they had read.
They have low ability in reading comprehension beacause it is very difficult for
them to comprehend the text. Thats why they were not interested with reading and
even felt bored while Reading Learning Time. For the first meeting, she has give
an introduction about what the narrative text about. She explain the social
function, generic structure, and grammatical features. Sometimes they were sleepy
and made noise in the classroom. When they were given any reading task, among
ten students, only two students finished it. The others didn’t finish it because they
didn’t understand the text.It was caused that they do not have many
3
vocabularies so they feel difficult to understand the text, to read and to recognize
the new words. They only read the text word by word without comprehend.
Based on the writer’s observation, the student’s achievement in
reading is low since they were faced with some problems. First, when they read
something, they just pronounced the words, they still lacked vocabularies, they
could not get the main idea, they didn’t understand the concept of the genre, and
also they were confuesd how to build meaning from the text. Second, they had not
any motivation for learning reading. Third, sometimes they were not interested in
teacher’s strategy in teaching reading and they also didn’t understand how to read
well, they didn’t have any strategy for reading. This research also be able from the
interview between the writer with the teacher. And from the reading
comprehension test score that the writer get from the teacher’s note shows that the
mean score for this reading comprehension is about 40% meanwhile the expected
score that they can get is about 80% based on KKM. All those problems cause the
student’s achievement in reading are low.
So, to solve the problem above the teacher must have method or ways to
help the students to improve their reading comprehension. In this study, the writer
used Reciprocal Teaching Method as a teaching method. Reciprocal Teaching
Method (Pallinscar : 1982) refers to an instructional that takes place in the form of
a dialogue between teachers and students regarding segments of text. The
dialogue is structured by using four strategies: predicting, clarifying, questioning,
and summarizing strategy.
4
This method appropriates the problem above because sometimes when the
teacher asks the students to predict or to clarify the text, not all the students can
answer the teacher’s question. So if the students can predict and clarify the
difficult word from the text, the students can answer the teacher’s question based
o the levels reading comprehension automaticly. And the students can summarize
the text with their own words. This dialogue is described as reciprocal because
each learner acts in response to another. This interaction may occur between
teacher and student as well as among students. Though the Reciprocal Teaching
Method asssumes
that the students can solve their problems in reading
comprehension.
Based on the background above, the writer hopes that this method can help
the students to improve student’s reading comprehension. Because from the
writer’sresearch, the teacher never uses this method to increase the students
achievement in reading comprehension. And the teacher feel excited to apply this
method in the class to make the significant effect for students achievement in
reading comprehension.
Table 1.1 The Grade XI students’ Science of Reading Comprehension Test
Semester
Score
Students
Percentage
>75
40 students
42%
First Semester