IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015).

IMPROVING STUDENTS’ READING COMPREHENSION BY
IMPLEMENTING RECIPROCAL TEACHING
(A Classroom Action Research in Eleventh Grade of SMA Negeri 6
Surakarta in the Academic Year of 2014/2015)

THESIS

YULI SETIA WARDANI
K2211094

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2015

i

ii

IMPROVING STUDENTS’ READING COMPREHENSION BY
IMPLEMENTING RECIPROCAL TEACHING

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6
Surakarta in the Academic Year of 2014/2015)

A THESIS

YULI SETIA WARDANI
K2211094

Submitted to the Teacher Training and Education Faculty of
Sebelas Maret University to Fulfill One of the Requirements for
Obtaining the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2015

iii

iv

v

ABSTRACT
Yuli Setia Wardani. K2211094. IMPROVING STUDENTS’ READING
COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING
(A Classroom Action Research in Eleventh Grade of SMA Negeri 6
Surakarta in the Academic Year of 2014/2015). A Thesis, Teacher Training and
Education Faculty. Sebelas Maret University. Surakarta. October 2015.
The objectives of this research are to investigate: (1) to know how
reciprocal teaching can be implemented effectively in improving the students’
reading comprehension and (2) to know to what extent reciprocal teaching can
improve the students’ reading comprehension.
This research is a Classroom Action Research (CAR). This research was
conducted in two cycles, from May 4th 2015 until May 20th 2015. Every cycle
consists of four stages, namely: planning, acting, observing, and reflecting. The
subject of this study is class XI Language 1 in SMA Negeri 6 Surakarta in the
academic year of 2014/2015 that consists of 18 students. There were qualitative
data and quantitative data in this research. The qualitative data were collected by
observing, surveying, and interviewing while the quantitative data were collected

by conducting tests. To analyze the qualitative data, techniques proposed by Burns
were applied, which includes assembling the data, coding the data, comparing the
data, building interpretation, and reporting the outcomes. While, the quantitative
data were analyzed using Descriptive Statistical Analysis.
The result showed that reciprocal teaching can be implemented effectively
by following some points, those are (1) providing interesting reading texts, (2)
activating the students’ background knowledge, (3) giving clear explanation of
reciprocal teaching strategies, (4) providing guideline, (5) adjusting the order of
reciprocal teaching strategies, (6) giving clear job description of task within the
group, (7) encourage the students not to depend on their dictionaries and
determine the words that should be clarified by the students, (8) encourage the
students’ participation, (9) good seat arrangement, and (10) teacher’s monitoring.
By implementing reciprocal teaching in such conditions, the students’ reading
comprehension improved. The students’ reading mean score in the pre-test was
55.56; it improved to 72.67 in the post-test 1 and 77.11 in the post-test 2. The
improvement was also seen in the students’ participation, those are (1) they
involved and focused in group discussion, and (2) they became active to express
their ideas that make the classroom situation became more conducive.
The conclusions of this research are the implementation of reciprocal
teaching in such conditions can improve the students’ reading comprehension and

participation in teaching and learning process in eleventh grade of SMA Negeri 6
Surakarta.
Key words: reciprocal teaching, reading comprehension, classroom action
research
vi

MOTTO

“Getting over a painful experience is much like crossing the monkey bars.
You have to let it go at some point in order to move forward.”
(C. S. Lewis)

vii

DEDICATION

With deep profound love, this research is dedicated to:

My beloved father and mother
For their love, support, prayer and patience

My sister and brothers
For their love and support

All teachers in my life
For sharing their knowledge

Myself
Finally, you can do it

viii

ACKNOWLEDGEMENT
Alhamdulillahirobil’alamin. All praises and thanks just to Allah SWT, the
Almighty, for His blessing, helping, guiding, and giving health, strength, and
everything during working and finishing this thesis. In the process of
accomplishing this thesis, I received supports, advices, assistances and helps from
many people. Therefore, I would like to express my deepest gratitude and
appreciation to:
1. The Dean of the Teacher Training and Education Faculty of Sebelas Maret

University who approved this thesis.
2. Teguh Sarosa, S.S., M. Hum., The Head of English Education Department of
Teacher Training and Education Faculty and the second consultant, for giving
me permission to write this thesis, valuable guidance, advice, criticism,
motivation and suggestion from the very beginning of this thesis.
3. Drs. Gunarso Susilohadi, M. Ed. Tesol, the first consultant for his valuable
guidance, excellent advice, criticism, motivation and suggestion from the very
beginning of this thesis.
4. All the lecturers of English Education Department of Teacher Training and
Education Faculty of Sebelas Maret University for countless knowledge and
inspiration during my study.
5. Agung Wijayanto, S.Pd, M.Pd., The Headmaster of SMA Negeri 6 Surakarta
who gave permission to do the research.
6. Drs. Ahmad Al Adib, the English teacher of XI Language 1 who helped me
during the research.
7. The students of XI Language 1 of SMA Negeri 6 Surakarta, for their good
cooperation and participation during the research.
8. My beloved parent, Bapak Kasino and Ibu Wartiyem, for their endless love,
endless support, and prayer.
9. My beloved sister and brothers, dr. Findi Kasia Wardani, Pandu Setiabudi, and

Ahmad Panji Ramadhan, for their love, support, and prayer.
10. My special friend, Resa Bekti Priambudi, for his support and encouragement.
ix

11. My sincere friends, Lusiana Prihastiwi, Umi Khoeriyah, Tiara Shelavie,
Yunita Lukitasari, Salma Hanifunisa, Siti Fatonah, Rita Pratiwi, and Yunita
Widya Hapsari, who always support and help me. Thank you for being my
second family.
12. My friends in English Education Department 2011 for the friendship and
togetherness.
13. All people who I cannot mention one by one, thanks for your support and help
in accomplishing this thesis.
Hopefully this thesis will be useful for the readers and English teaching. I
realize that this thesis is still far from being perfect. Therefore, I accept gratefully
every suggestion, criticism and comment from those whom concern with this
thesis.

Surakarta, September 2015

Yuli Setia Wardani

x

TABLE OF CONTENTS

TITLE OF THE RESEARCH .......................................................................

i

PRONOUNCEMENT .....................................................................................

ii

SUBMISSION ..................................................................................................

iii

THE APPROVAL OF THE CONSULTANTS ............................................

iv

LEGALIZATION OF EXAMINERS ...........................................................

v

ABSTRACT .....................................................................................................

vi

MOTTO ........................................................................................................... vii
DEDICATION ................................................................................................. viii
ACKNOWLEDGEMENT ..............................................................................

ix

TABLE OF CONTENTS ................................................................................

xi

LIST OF TABLES .......................................................................................... xiv

LIST OF FIGURES ........................................................................................ xv
LIST OF CHARTS ......................................................................................... xvi
LIST OF APPENDICES ................................................................................ xvii

CHAPTER I INTRODUCTION
A. Background of the Study ...............................................................

1

B. Problem Statements .......................................................................

5

C. Objectives of the Study ..................................................................

5

D. Benefits of the Study ......................................................................

5

CHAPTER II THEORETICAL REVIEW
A. Review on Reading Comprehension ..............................................

6

1.

The Nature of Reading ………………………………………

6

2.

The Nature of Reading Comprehension……………………..

7

3.

Purpose of Reading ……………………...……………… ....

8

4.

Micro and Macro Skills of Reading …………………………

9

5.

Competency Standard of Reading Comprehension ................ 11

6.

Model of Reading ................................................................... 12

7.

Strategies for Reading Comprehension .................................. 12
xi

B. Review on Reciprocal Teaching .................................................... 16
1.

Definition of Reciprocal Teaching………………………… .. 16

2.

The Basic Strategies in Reciprocal Teaching ………………

3.

Stages in Reciprocal Teaching …………………………… ... 18

4.

Guidelines of Reciprocal Teaching ………………………… 20

17

C. Rationale ........................................................................................ 22
CHAPTER III RESEARCH METHODOLOGY
A. Context of the Research ................................................................. 24
1.

Research Setting ...................................................................... 24

2.

Subject of the Research ........................................................... 25

B. Research Method ………………………………………………… 26
1.

Definition of Action Research…………………….. .............. 26

2.

Model of Action Research ………….………………………

3.

Procedure of the Research …..………………………..…… .. 29

4.

Reasons of Choosing CAR .................................................... 30

27

C. Methods of Collecting Data …………………………………… . 31
D. Techniques of Analyzing Data…………………………………… 35
CHAPTER IV RESEARCH FINDING AND DISCUSSSION
A. Research Findings .......................................................................... 38
1.

Before Research ..................................................................... 38

2.

Implementation of the Research ............................................. 42

3.

Result of the Research ............................................................ 71

B. Discussion ...................................................................................... 75
1. How can reciprocal teaching be implemented effectively in
improving the students’ reading comprehension? .................... 75
2. To what extent reciprocal teaching can improve the students’
reading comprehension? .......................................................... 80
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ..................................................................................... 81
B. Implication ..................................................................................... 82
C. Suggestion ..................................................................................... 83
xii

1. For English Teachers ............................................................... 83
2. For Students ............................................................................. 83
3. For School ................................................................................ 84
4. For the other Researchers ........................................................ 84
BIBLIOGRAPHY ………………………………………………………… ... 85
APPENDICES ................................................................................................. 88

xiii

LIST OF TABLES

Table 3.1

Schedule of the Research ............................................................... 25

Table 4.1

Findings of Pre-research ................................................................ 39

Table 4.2

List of Activities in Using Reciprocal Teaching Technique .......... 43

Table 4.3

The Result of Post-test 1 in Reading Comprehension ................... 57

Table 4.4

Reflection and Plan for Cycle 2 ..................................................... 60

Table 4.5

Findings on the Classroom Situation During the Research ........... 72

Table 4.6

The Students’ Reading Comprehension Mean Score During the
Research.......................................................................................... 73

xiv

LIST OF FIGURES

Figure 2.1 Stages of Reciprocal Teaching ...................................................... 20
Figure 3.1 Action Research Model by Kemmis and Mc Taggart .................... 28

xv

LIST OF CHARTS

Chart 4.1

Students’ Mean Score per Reading Indicator in the Pre-research .. 42

Chart 4.2

Students’ Reading Score Before and After the Action .................. 73

Chart 4.3

Students’ Mean Score per Reading Indicator During the Research 74

xvi

LIST OF APPENDICES

Appendix 1. Pre-research Observation and Analysis ........................................ 88
Appendix 2. Pre-research Questionnaire ........................................................... 93
Appendix 3. Sample of Pre-research Questionnaire ......................................... 95
Appendix 4. Pre-research Questionnaire Result and Analysis .......................... 97
Appendix 5. Students’ Pre-research Interview Script ....................................... 102
Appendix 6. Pre-test .......................................................................................... 120
Appendix 7. Sample of Pre-test ........................................................................ 128
Appendix 8. Pre-test Score ................................................................................ 129
Appendix 9. Lesson Plan of Cycle 1 ................................................................. 130
Appendix 10. Sample of Students’ Worksheet ................................................. 145
Appendix 11. Post-test 1 ................................................................................... 148
Appendix 12. Sample of Post-test 1 .................................................................. 155
Appendix 13. Post-test 1 Score ......................................................................... 156
Appendix 14. Field Notes of Cycle 1 ................................................................ 157
Appendix 15. Lesson Plan of Cycle 2 ............................................................... 165
Appendix 16. Sample of Students’ Worksheet ................................................. 179
Appendix 17. Post-test 2 ................................................................................... 183
Appendix 18. Sample of Post-test 2 .................................................................. 190
Appendix 19. Post-test 2 Score ......................................................................... 191
Appendix 20. Field Notes of Cycle 2 ................................................................ 192
Appendix 21. Reciprocal Teaching Guideline .................................................. 201
Appendix 22. List of Student’s Name ............................................................... 203
Appendix 23. Documentation ........................................................................... 204
Appendix 24. Permission Letter ........................................................................ 206

xvii