Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF RECIPROCAL TEACHING PROCEDURE
IN TEACHING NARRATIVE TEXTS TO IMPROVE
STUDENTS’ READING COMPREHENSION
(A Quasi Experimental Study in the Eleventh Grade at a Private School inCirebon)
Submitted to Department of English Education of Faculty of Arts and Language
Education of Indonesia University of Education as a Partial Fulfillment of the
Requirements for Sarjana Pendidikan Degree
By
Rizki Maulana Sahab
0902344
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF ARTS AND LANGUAGE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
THE USE OF RECIPROCAL TEACHING
PROCEDURE IN TEACHING
NARRATIVE TEXTS TO IMPROVE
STUDENTS’ READING
COMPREHENSION
Oleh
Rizki Maulana Sahab
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Seni dan Bahasa
© Rizki Maulana Sahab 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
RIZKI MAULANA SAHAB
0902344
The Use of Reciprocal Teaching Procedure in Teaching Narrative
Texts to Improve Students’ Reading Comprehension
Approved by:
First Supervisor
Prof. H. Fuad Abdul Amien, M.A., Ph.D. NIP. 195008211974121001
Second Supervisor
Muhammad Handi Gunawan, M.Pd. NIP. 197301132009121002
Head of Department of English Education Faculty of Language and Arts Education
Indonesia University of Education
NARRATIVE TEXTS TO IMPROVE STUDENTS’ READING
COMPREHENSION
Rizki Maulana Sahab
First Supervisor: Prof. H. Fuad Abdul Amien, M.A., Ph.D. Second Supervisor: Muhammad Handi Gunawan, M.Pd.
Email: sahab_rizki@yahoomail.com
Abstract: This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students’ reading comprehension and finding out the students’ responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for considered effective in improving the students’ reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students’ interest in reading. Thus, it could be concluded that the students’ responses toward the application of Reciprocal Teaching Procedure were positive.
Keywords: Reciprocal Teaching Procedure, reading comprehension
Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading
Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
t-test menunjukan sebuah perbedaan yang signifikan diantara nilai rata-rata post-test dari grup kontrol dan grup eksperimen. Terlebih, analisis data menggunakan dependent t-test menunjukan peningkatan nilai rata-rata post-test dari grup eksperimen. Oleh karena itu, dapat dikatakan bahwa penggunaan Reciprocal Teaching Procedure efektif dalam meningkatkan kemampuan reading siswa. Selain itu, berdasarkan hasil dari kuisioner, Reciprocal Teaching Procedure memiliki banyak keuntungan lainnya diantaranya: membantu siswa memahami teks dengan mudah, meningkatkan siswa untuk lebih aktif and komunikatif dalam setiap kegiatan belajar, dan meningkatkan minat siswa dalam membaca. Sihingga, dapat disimpulkan bahwa respon siswa terhadap penerapan metode pembelajaran Reciprocal Teaching Procedure positif.
TABLE OF CONTENTS
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CHAPTER I
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Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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CHAPTER II LITERATURE
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Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER IV FINDINGS AND
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CHAPTER I
INTRODUCTION
This chapter describes general thoughts of this paper. It covers background
of the study, statement of the problems, limitation of the study, aims of the study,
significance of the study, research method and organization of the study.
1.1. Background of the Study
In English as a Foreign Language (EFL) context, reading has been an
important part of the English skills which is needed to master. Reading activity
can help students to gain knowledge and information all over the world. Besides,
reading is also a useful source for students to achieve and develop the other skills:
writing and speaking. Harmer (2001) stated that:
Reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for the language students. Reading texts also provide opportunities to study language: vocabulary, grammar, pronunciation, and the way we construct sentences, paragraphs, and texts. (p. 312)
In Indonesia, final examination has become an issue for several years,
especially English subject. In the English examination, the skills tested are the
reading skill and the listening skill. However, it is obvious that the reading skill is
dominantly tested in the examination. Therefore, the high school students are
likely demanded to have a good reading comprehension in order to achieve a good
result in their final examination. This condition eventually makes teachers tend to
focus more on the reading skill rather than the other skills: the writing skill, the
speaking skill and the listening skill.
However, teaching reading still deals with the complex structure of
language and long reading passages with several unfamiliar words. As the result,
students might find difficulties to gain the whole meaning of the text since most
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Rizki Maulana Sahab, 2014
The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
sentence by sentence or even word by word to get the meaning (Masduqi, 2005).
This often leads to affect lack of students’ interest and motivation, even, when
they have trouble to construct meaning of a sentence consisting of unfamiliar
words. On the other hand, having interest in reading is truly important as their
success in reading comprehension. “Having an interest in reading means having
the motivation to read and to respond affectively, to seek to enlarge our self
understanding and our sense of self-worth through reading” (Sadoski, 2004).
In fact, encouraging students’ interest and motivation is not an easy task to
do for teachers. For several years, most of teachers in Indonesia are more likely to
use Grammar Translation Method (GTM) in teaching reading since teachers focus
on the grammatical rules found in the text, translation of the text. In addition, the
discussion led by teachers tends to use Bahasa Indonesia. The procedural activity
is, firstly, students will be asked to read the text, and then translate the text into
Bahasa Indonesia. As follow, teachers will discuss the text by using Bahasa
Indonesia and finally students will be asked to answer some questions given by
teachers.
The strategy seems successful whenever the questions are orally answered
by some students. However, teachers cannot guarantee that every student gets the
meaning and content of the text. Moreover, only active students will probably get
involved in the teacher-students interaction to find out the answers while some
lower achiever students will tend to be silent. As the result, students might
complete reading assignment, yet, some of them cannot achieve reading
comprehension of the text. Therefore, teachers have to find out appropriate
strategy to help the students to improve students’ reading comprehension and help
them to control themselves in the easier way.
One strategy that is regarded to effectively be able to improve students’
reading skill is Reciprocal Teaching Procedure (RTP) created and developed by
Palincsar and Brown in 1984 (cited in Wisaijorn, 2008). According to Panmanee
(2009), RTP focuses on background knowledge, reading strategy and group
clarifying, questioning, and summarizing to develop students’ reading comprehension (Palincsar and Brown, 1984, cited in Wisaijorn, 2008). By using
this method, the students will be helped since they will work in groups to discuss
the particular text to get the meaning of each paragraph. As for teachers,
Reciprocal Teaching Procedure provides a useful tool for engaging students,
individually and socially, in the exploration and critical evaluation of texts
(Doolittle et al., 2006). RTP can also help them to control the whole students in
class to get the meaning of the text since they take fewer roles in the discussion.
Moreover, it can also help the teachers to observe each student’s development
during activities.
In addition, students can get benefit to achieve reading comprehension by
learning and applying the four strategies. As they are familiar with the strategies,
they can start the thinking process to find out the meaning of each paragraph of
the text. It is supported by Panmanee (2009) that “reciprocal teaching strategies
offer the teachers and students opportunities to start the process of thinking and
breaking down their reading paragraph by paragraph.”
Recent studies have revealed the effectiveness of the application of
Reciprocal Teaching Procedure. Freahat’ and Al-Makhzoomi (2012) found that
Reciprocal Teaching Procedure did improve the Jordanian EFL students’ reading
comprehension behavior after the training and demonstrate its effectiveness to the
subjects’ reading comprehension behavior. Sarasty (2002) also found that the RTP
was successful to efficiently increase students’ reading comprehension. Moreover, the most participant found that Reciprocal Teaching Procedure is a fun activity.
In high school context, there are several genres to be taught in which
narrative is one of them. Narrative text was selected as the data in the study since
this kind of text is included in the curriculum of every educational institution
including elementary school, junior high school and senior high school. In
addition, it is often stated in the SKL (Standard Kompetensi Lulus). The narrative
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The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
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from 2007 to 2012. Therefore, it has likely more chance to appear in the following
final examination.
Based on this phenomenon, the study investigates the use of Reciprocal
Teaching Procedure in teaching reading narrative. Thus, this study tries to find out
whether or not there is a significant improvement of the students’ reading
comprehension of narrative texts. This study is also conducted to know the
students’ response toward the use of RTP in the classroom activity. Moreover, the study is expected to give more insights in the research of implementation of RTP
in Indonesia where the research has not been widely conducted.
1.2. Statement of the Problems
The researcher lists two problems to solve as follows:
1. Is the use of Reciprocal Teaching Procedure effective to improve the
students reading comprehension?
2. What are the students’ responses towards the use of Reciprocal Teaching
Procedure in the classroom?
1.3. Limitation of the Study
Many kinds of teaching reading strategies can be used in teaching narrative
texts. This study focuses on the implementation of Reciprocal Teaching Procedure
in teaching narrative texts to second grade of senior high school students.
The study investigates the effectiveness of Reciprocal Teaching Procedure
used by English teacher in one of Cirebon senior high school. The study concerns
with the use of Reciprocal Teaching Procedure in teaching English narrative text
1.4. Aims of the Study
The aims of the study are to figure out whether or not reciprocal teaching
procedure effectively improves the students’ reading comprehension and to know
the students’ responses towards the implementation of Reciprocal Teaching Procedure.
1.5. Significance of the Study
Theoretically, the findings of the study can enrich the theory and method in
teaching narrative text through reading-speaking activity. Practically, this study is
expected to be an input for English teachers concerning the use of Reciprocal
Teaching Procedure in improving the students’ reading comprehension as a
consideration in teaching narrative text.
Furthermore, this study is expected to be a reference for the next English
department students to concern on the effectiveness of Reciprocal Teaching
Procedure in teaching reading narrative text.
1.6. Research Method
1.6.1. Research Design
The study uses quantitative study since it is appropriate to measure the
effectiveness of Reciprocal Teaching Procedure in improving students’ reading
comprehension because the study deals with data and numbers. According to
Creswell (2012, p. 15), the process of data analysis in quantitative study uses
mathematical procedure, called statistics. The study is specifically conducted as a
quasi-experimental study since the researcher is going to compare the use of
Reciprocal Teaching Procedure and the use of Grammar Translation Method in
two different classes.
Therefore, the researcher takes two EFL classes to be given different
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The Use Of Reciprocal Teaching Procedure In Teaching Narrative Texts To Improve Students’ Reading Comprehension
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Teaching Procedure as its treatments, whereas, another one is the control group
which obtained Grammar Translation Method as its treatments.
The quasi experimental design uses nonrandomized control group pre-test
and post-test design can be figured as follows:
Table 1 Research Design
Group Pre-test Treatment Post-test
Experimental O1 X O2
Control O3 - O4
O refers to observation/measurement
X refers to treatment given to experimental group.
1.6.2. Data Collection
As the researcher lists two research questions, two kinds of data are
collected including test (pre-test and post-test) and questionnaire. Pre-test is
administered to both experimental and control groups before treatments. It is
aimed at discovering the students’ prior reading comprehension. Besides, post-test is also administered to both groups to find out whether or not there is an
improvement of the students’ reading comprehension after treatments. In addition,
questionnaire is only given to the experimental group students to find out their
response towards the use of Reciprocal Teaching Procedure.
1.6.3. Data Analysis
Since there are two problems stated at the beginning of this chapter, two
kinds of data, pre-test and post-test, and questionnaire, are analyzed differently.
The data of pre-test and post-test are analyzed into two steps. First, the data are
is aimed at finding out the significant degree of the students’ comprehension in
reading narrative text to both groups. Second, the independent t-test is also
employed by using SPSS 20 for windows. It is purposed to find out the difference
between the two groups in both the pre-test and the post-test. It is also aimed at
figuring out the progress of both groups from the pre-test score and the post-test
score. On the other hand, the data obtained from questionnaire are analyzed by
calculating the frequency of students who chose several items given.
Finally, the findings of the study are summarized to determine the
effectiveness of implementing Reciprocal Teaching Procedure in the EFL
classrooms, and its strength and weaknesses from the students’ point of view.
1.7. Clarification of the Terms
To avoid unnecessary misunderstanding, here some terms used in this study
are clarified:
Reading comprehension refers to the process of readers’ interaction with the
text by using particular reading strategies to create meaning of a text (Brown,
2001, & Chard, 2008)
Extensive reading is a reading process that focuses on the general meaning
of the text that can be achieved by skimming and scanning (Brown, 2001).
A narrative is a text type that tells a story (Joyce & Feez, 2004, cited in
Emilia, 2011, p. 135) in which a sequence of actions is the focus. (Derewianka,
1996, cited in Bruce, 2008)
Reciprocal Teaching Procedure is a teaching reading method that involves
some strategies such as predicting, clarifying, questioning, and summarizing
(Palinscar, 1984).
Grammar Translation Method is a teaching strategy that focuses on the use
of mother tongue (L1) in which grammar explanation is the core of the activity to
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1.8. Organization of the Paper
The organization of this paper is begun with chapter I, introduction. This
chapter introduces the background issues discussed in the paper. It consists of
background, statement of the problems, limitation of the study, aims of the study,
significance of the study, research method, clarification of the terms and paper
organization. Chapter II explains theories and literature related to the study. It
covers theory of reading, narrative, and teaching reading methods: Reciprocal
Teaching Procedure and Grammar Translation Method. Chapter III presents the
methodology or research design used by the researcher. This chapter consists of
research design, data collection and data analysis. Chapter IV, findings and
discussion, explains the findings of the study and the discussion according to data
obtained. Finally, chapter V, conclusions and suggestions, is fulfilled by
CHAPTER III
METHODOLOGY
This chapter presents the methodology of the study. There are three main
sub-titles explained; research design, data collection, and data analysis.
3.1. Research Design
The study used quantitative method in which it demands to use numbers in
all steps of the study. In quantitative study, according to Creswell (2012, p. 15),
the researchers analyze the data using mathematical procedure, called statistics
that deal with numbers. In line with, this study was conducted to find out the
effectiveness of implementation of Reciprocal Teaching Procedure through
administering pre-test and post-test dealing with scores and numbers.
This study was specifically conducted as a quasi-experimental research.
Quasi-experimental design, according to Hatch and Farhaday (1982), can control
many variables as researchers wish and limit the interpretation they make about
cause-effect relationship. The quasi experimental design uses nonrandomized
control group pre-test and post-test design can be figured as follows:
Table 1 Research Design
Group Pre-test Treatment Post-test
Experimental O1 X O2
Control O3 - O4
O refers to observation/measurement
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3.1.1. Variable
According to Hatch and Farhaday (1982, p. 12) “a variable can be defined
as an attribute of a person or of an object which varies from person to person or
from object to object.” Creswell (2012) further describes that variable is an
attribute or characteristic of individuals that the researchers study. In addition,
Kidder, (1981 cited in Sugiyono, 2012, p. 61) states that variable is quantities in
which the researcher studies and makes conclusion.
According to Field (2009, p. 7), variable can be divided into independent
variable and dependent variable. Independent variable refers to the cause of effect.
Dependent variable refers to the effect which is affected by changes in
independent variable, or it can be simplified as an outcome. The independent
variable of the study is Reciprocal Teaching Procedure, whereas, the dependent
variable is reading scores.
3.1.2. Hypothesis
Hypothesis can be simply defined as a prediction of the result of a study.
According to Hatch and Farhaday (1982, p. 3) a hypothesis is a tentative statement
about the outcome of the study. Most hypotheses can be expressed into two
variables: a proposed cause and a proposed outcome (Field, 2009).
There are two types of hypothesis; null hypothesis which is symbolized by
H0 and alternative hypothesis which is coded by H1. Alternative hypothesis
(Creswell, 2012, p. 127) predicts a change or difference between the variables. It
predicts that the score of the selected sample will be higher. The statement of
alternative hypothesis is begun with “there is a difference.” On the other hand,
null hypothesis (Field, 2009) is the opposite of the alternative hypothesis.
Therefore, the hypothesis of this study is as follow:
H0 = there is no difference between the post-test scores of the experimental
H1 = there is a difference between the post-test scores of the experimental
group students and the post-test scores of the control group students.
3.2. Data Collection
3.2.1. Population and Sample
Population (Creswell, 2012, p. 142) is a group of individuals who have the
same characteristics, while sample, according to Field (2009, p. 34) is a small
subset of the population. Since the quasi-experimental design does not randomly
select the subjects, the sample of this study was chosen based on the pre-test test
results of some classes which were calculated by independent t-test.
The population in this study was second grade students from one of the
senior high school in Cirebon, whereas, the samples were only two classes of
eleventh grade.
3.2.2. Research Instruments
In quantitative study, instrument is a tool to measure variables in the study
and to measure quantitative data (Creswell, 2012, p. 14). Quantitative data, in this
case, deals with scores and numbers. The data were collected to answer research
questions. Since two research questions had been listed, there were two kinds of
research instruments in this study included pre-test and post-test, and
questionnaire. The pre-test and the post-test were conducted to find out whether or
not the use of Reciprocal Teaching Procedure is effective to improve students’
reading comprehension. The pre-test was administered to the experimental and the
control groups to know the students’ reading capabilities before the treatment.
Besides, the post-test was conducted in the experimental and the control groups in
order to find out whether or not there was a significant difference between the
experimental and the control groups’ scores. After the post-test, the questionnaire
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finding out the strengths and weaknesses of Reciprocal Teaching Procedure
according to students’ point of view.
The pre-test and the post-test used in this study were in the form of 30
numbers of multiple choices since they are appropriate to test the reading skill.
The tests comprised three narrative texts.
As the pre-test and the post-test were the main instrument of the research,
validity and reliability were examined. Field’s (2009) states that a test can be said
to have validity when it actually measures what it is set out to measure. Creswell
(2012) further states that:
Validity is the development of evidence to demonstrate that the test interpretation matches to its purpose. In addition, reliability means that the scores from an instrument are stable and consistence. The scores should be nearly the same when researchers administer the instrument multiple times at different times. also, score need to be consistent. (p. 159)
Field (2009, p. 11) supported that reliability is “whether an instrument can be interpreted consistently across different situations”.
In order to check whether or not the tests have possessed the validity and the
reliability, a pilot-test was conducted before the real test to classes that would not
be given the pre-test. It can be figured out by analyzing the students’ test results.
After the test items had been proven to have validity and reliability, the pre-test
and post-test could be administered to the students as the instrument.
On the other hand, the questionnaire was only administered to all students in
the experimental group. It was purposed to find out the students’ response towards
the application of Reciprocal Teaching Procedure and also the strengths and
weaknesses of Reciprocal Teaching Procedure based on the students’ point of
view.
3.2.3. Research Procedure
There were some steps followed during the study including organize
and the post-test, administering the pre-test, conducting treatment, administering
the post-test, and the questionnaire.
3.2.3.1. Organizing Research Instrument
As the first step, the researcher organized the research instruments that
include creating the test items for both pre-test and post-test and constructing
questions for the questionnaire.
3.2.3.2. Testing Validity and Reliability of the Pre-Test and Post-Test
To find out whether or not the items have validity and reliability, the
pilot-test, in this case, was conducted in two classes that have been set not to obtain the
pre-test and the post-test. It was administered to XI IPA 1 on Wednesday, October
16th, 2013 and also XI IPA 5 on Saturday, October 19th, 2013.
3.2.4.3. Administering the Pre-Test
The pre-test was conducted to find out the students’ reading comprehension
in order to determine the experimental and the control groups which have the
equal average score according to the result. It was administered to XI IPA 2 and
XI IPA 3 on Tuesday, October 22nd, 2013, and to XI IPA 4 on Wednesday,
October 23rd, 2013.
3.2.4.4. Conducting Treatment
Two groups, the experimental group and the control group, were treated
differently. Reciprocal Teaching Procedure was applied in the experimental
group, whereas, Grammar Translation Method was employed in the control group.
Despite the teaching method were different, the materials and the context were
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2013 Treatment 3 Treatment 3
November
Teaching Procedure in improving the students’ reading ability. In addition, it was
also purposed to compare the post-test result of the experimental group and the
control group to examine which of both implementation of Reciprocal Teaching
3.2.4.6. Conducting the Questionnaire
As the final step, the questionnaire was conducted in the experimental group
to find out the students’ response towards the use of implementation. It was
administered to the experimental group, XI IPA 4, on Wednesday, November 13th,
2013.
3.3. Data Analysis
3.3.1. Scoring Technique
Since the pre-test and the post-test were in the form of 30 numbers multiple
choices, the researcher determined test scores according to the correct numbers
answered and divided by 0.3. Therefore, the maximum score that students can
obtain is 100.
3.3.2. The Validity Tests of Pre-test and Post-test
To examine the validity of the pre-test and the post-test, Pearson
Product-Moment Correlation Coefficient was employed the (Arikunto, 2010, p. 211-221).
The formula was proposed as follows:
√
r = Pearson Product-Moment Correlation Coefficient
X = test item score (correct = 1, wrong = 0)
Y = respondent’s score N = respondent
After correlation coefficient was calculated, it is called obtained value, then,
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3.3.3. The Reliability Test of Pre-Test and Post-Test
Consistency of results is the basic concept of reliability (Hatch and
Farhaday, 1982, p. 244). To test the reliability, the Cronbach’s alpha in SPSS 20
for Windows is used.
The finding was interpreted according to the following criteria:
Table 3 The criteria of reliability
0.00-0.20 Almost none
0.21-0.40 Low
0.41-0.60 Moderate
0.61-0.80 High
0.81-1.00 Very High
If the value of Cronbach’s Alpha of the test reaches the range 0.41 to 1.00, the test
is considered to be reliable to be used. In contrast, if the value is less than 0.40,
the test is considered inappropriate to be used in the study.
3.3.4. Difficulty level
The ideal test is not too difficult and not too easy. Therefore, the difficulty
level of the test should be properly organized. It was examined according to the
pilot-test. The difficulty level was measured based on the amount of the students
who answered selected item correctly divided by amount of the students taking
the test. The formula is figured out as follows:
B = number of students who answered correctly
JS = number of students
(Arikunto, 2012)
The result can be interpreted according to the following criteria:
Table 4 The ANATES criteria of difficulty level
1-14 Most difficult
15-29 Difficult
30-69 Moderate
70-85 Easy
86-100 Most easy
3.3.5. Data Analysis on the Pre-test and the Post-Test Scores
3.3.5.1. Normal distribution test
Normally distributed data can be reached when the students’ scores are
closed to the average score, above or below one standard deviation. In a normal
distribution, figured out in a bell-shape curve (figure 1), half scores are above the
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Figure 1 Normal curve
According to Field (2009, p. 144), to investigate the normal distribution, the
Kolmogorov-Smirnov test is one of tests that can be employed. It compares the
scores in the sample to a normally distributed set of scores with the same mean
and standard deviation.
There are several steps conducting the normal distribution test including:
stating the hypothesis and setting the alpha level; analyzing the groups’ scores
using the Kolmogorov-Smirnov formula in SPSS 20; and interpreting the output
data. For the first step, the alpha level set is at 0.05 (two-tailed test) and the
hypotheses are as follows:
H0 = the score of the experimental and control groups are not significantly
different, approximately normal
HA = the score of the experimental and control groups are significantly
different, not normal
The output data are interpreted by this ways: if the test is non-significant (p
> .05) it tells us that the distribution of the sample is not significantly different
from a normal distribution (probably normal); in contrast, if the test is significant
3.3.5.2. Homogeneity of Variance Test
According to Field (2009, p. 149), homogeneity of variance means as you
go through levels of one variable, the variance of the other should not change. If
you have collected groups of data then this means that the variance of your
outcome variables should be the same in each of these groups. The more
homogeneous the group, the lower the variance (Kranzler & Moursund, 1999).
In this case, Levene’s test in SPSS 20 for Windows was used to find out the
homogeneity of the variances. There were several steps to figure out the
homogeneity of the variance through Levene’s test. Firstly, stating alpha level that
is 0.05. Second, stating null hypothesis and alternative hypothesis. The null
hypothesis (H0) is that the experimental and the control groups are homogenous,
and the alternative hypothesis is the experimental and the control groups are not
homogenous. Third, analyzing the result by using Levene’s test in SPSS 20 for
Windows. Lastly, interpreting the result. The result can be interpreted by this
ways: if the Levene’s test (F) is greater than alpha level ( F > 0.05 ) which means non-significant, the null hypothesis is accepted; if the Levene’s test (F) is less than alpha level ( F < 0.05 ) which means significant, the null hypothesis is rejected.
3.3.5.3. Independent T-Test
The independent t-test is employed to analyze a relationship between
independent variable (treatment) and dependent variable (reading score) in both
experimental group and control group. According to Field (2009, p. 239) the
concept of the t-tests is a measurement tool to find out whether the predictor (independent variable) is making a significant contribution to the model
(dependent variable).
The null hypothesis was firstly decided: there is no significant difference
between the experimental and the control groups. As follows, the data collected
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After the data was gained, it was analyzed according to the independent
t-test by using SPSS 10. The formula of the independent t-t-test is as follows:
√
t = independent t-test
M = mean
s2 = variance
N = numbers of respondent
(Kranzler & Moursund, 1999)
The outcome of the process is to find out whether or not the means between
the experimental group and the control group are significant different. The result
can be interpreted by this way: if tobtained isgreater than tcritical with df = N1 + N2 –
2 and p = 0.05, the null hypothesis is rejected which means a significant difference of mean is obtained; in contrast, if tobtained is less than tcritical, the null
hypothesis is accepted which means no significant difference of mean is obtained.
3.3.5.4. Dependent T-Test
The dependent t-test, in this case, was employed to find out the progress of
the experimental group. To examine the dependent t-test, there are some steps to
follow: stating alpha level ( p =.05 ); stating null hypothesis; employing the dependent t-test; and interpreting the result.
The null hypothesis is that there is no difference between the pre-test and
the post-test score which means no progress or improvement. As follows, the data
t = dependent t-test
M = mean difference (obtained by dividing D by n)
n = numbers of respondent
D = difference between pre-test and post-test
(Kranzler & Moursund, 1999)
As the result obtained, it was compared to tcritical. If tobtained is equal to or
greater than tcritical, the null hypothesis can be rejected, and if tobtained < tcritical, the
null hypothesis is accepted.
3.3.5.5. Calculation of Effect Size
Effect size was defined as a measure of the strength of relationship between
two variables (Field, 2009, p. 57) independent and dependent variables. In this
study, the researcher used Pearson’s coefficient correlation to measure effect size.
The formula of Pearson’s coefficient correlation is as follow:
√
r = Pearson Correlation Coefficient
X =respondent’s pre-test score
Y = respondent’s post-test score
N = respondent
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Table 5 The criteria of effect size
Effect Size r value
small effect
medium effect
large effect
.10
.30
.50
Field (2009: 57) added that when correlation coefficient reaches 1.0, it
means a perfect effect, but if correlation coefficient reaches 0, it means no effect.
3.3.6. Data Analysis on the Questionnaire
The questionnaire was employed to find out the strengths and weaknesses of
RTP according to students’ point of view. The data obtained from the questionnaire was interpreted according to the frequency of the students’ answer
of each number. The percentile was formulated as follows (Hatch and Farhaday,
2009, p. 46):
F = frequency of students answer
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and suggestions according to the data
analysis of the previous chapter. This chapter comprises two points that include
conclusions and suggestions.
5.1. Conclusions
The study was concerned with the implementation of Reciprocal Teaching
Procedure in teaching reading narrative texts to the second grade students of
senior high school. The purpose of this study was to investigate whether or not
this teaching method could develop the students’ reading comprehension.
Furthermore, the study was also aimed at discovering the method’s strengths and
weaknesses.
The findings of the study revealed that Reciprocal Teaching Procedure did
improve the students’ reading comprehension since the dependent t-test value was greater than tcritical value. However, the correlation obtained was at the level of
small sized effect. It means that Reciprocal Teaching Procedure gave a small
influence in improving the students’ reading comprehension.
Furthermore, Reciprocal Teaching Procedure could help the students to
improve writing skills in constructing questions and rewriting or summarizing the
story. Therefore, Reciprocal Teaching Procedure is potential to provide better
learning when they are compared with Grammatical Translation Method.
This was also supported by several strengths revealed in the findings. First,
Reciprocal Teaching Procedure helped the students comprehend the text easier.
Second, Reciprocal Teaching Procedure could motivate the students to get
involved and participate in the discussion of the text. Third, as the students are
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themselves to increase their interest in reading. Lastly, since Reciprocal Teaching
Procedure improved the students’ reading and writing skills, it helped the students
to develop their English ability.
The other findings, however, revealed a significant weakness of Reciprocal
Teaching Procedure that can probably be an obstacle to the benefits of this
method. Since Reciprocal Teaching Procedure involves four strategies it caused
confusion for the students to finish each strategy’s task, especially, for those who
lack interest in learning English. There were some reasons upon this weakness,
including: there were too many activities to comprehend a paragraph of a
particular text; and there was a problem to catch a summary of every paragraph
presented by the other groups. However, as teachers can create a better
instructional design, the weakness may be prevented.
5.2. Suggestions
According to the findings, it is clear that Reciprocal Teaching Procedure is
recommended to be used as an alternative strategy in teaching reading. It is
suggested that English teachers who apply Reciprocal Teaching Procedure should
be able to create ideal circumstances of the teaching and learning process that can
encourage students’ motivation to get involved and participate in the discussion. It
can be carried out through several treatments. First, teachers can give clear
instructions in order not to make students confused. Second, teachers should give
more control and guidance in group work to reduce misunderstanding of the
instructions and unclear summaries from each of the groups. Third, if students are
getting familiar with the strategy, teaching technique can be changed into pair or
individual works in order to avoid boredom. Lastly, teachers should find suitable
resources for students to provide them opportunities to bring their prior
knowledge into reading process and encourage their interest.
In addition, there are some suggestions for further study. Firstly, Reciprocal
recount, analytical, exposition, and etc. Secondly, the further researcher should try
to conduct this method in other levels of students, for example: first grade of
junior and senior high schools, and in various contexts in order to discover its
effectiveness in developing the students’ reading skills. Finally, since the study that had been conducted in three meetings and got small effect in improving the
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