CONTENTS
Page
SHEET OF LEGITIMATION ... i
DECLARATION ... ii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Problem ... 3
C. Research Question ... 3
D. Limitation of Problem ... 3
E. Research Objectives ... 4
F. Research Benefit ... 4
G. Research Organizational Structure ... 5
CHAPTER II LITERATURE REVIEW ... 7
A. Reciprocal Teaching ... 7
B. Students’ Comprehension ... 9
C. Questioning ability ... 12
D. Ecosystem ... 15
E. Relevant Research ... 20
CHAPTER III RESEARCH METHODOLOGY ... 22
A. Research Method and Design ... 22
1. Research Method ... 22
B. Population and Sample ... 22
C. Operational Definition ... 23
D. Assumption ... 24
E. Hypothesis ... 24
F. Research Instrument ... 24
G. Research Procedure ... 31
H. Research Instrument Judgment ... 34
CHAPTER IV RESULT AND DISCUSSION ... 41
A. Relationship between Reciprocal Teaching and Students’ Comprehension49 B. Relationship between Reciprocal TAnalysis of Students’ Questioining Ability ... 49
CHAPTER V CONCLUSION AND RECOMMENDATION ... 55
A. Conclusion ... 55
B. Recommendation ... 56
REFERENCES ... 57
LIST OF TABLES
Page
Table 2.1 Revised Taxonomy Matrix ... 9
Table 2.2 Major Types of Questions Teachers Ask (QCSS) ... 14
Table 2.3 Level of Thinking Expected by Questions ... 14
Table 2.4 Analysis of Core Competence and Basic Competence on Ecosystem Topic ... 15
Table 3.1 Pre-test and Post-test Design ... 21
Table 3.2 Factors that Affecting the Reliability of a Test ... 26
Table 3.3 Rubric of students’ question ability based on Question Category System for System ... 29
Table 3.4 Recapitulation of Test Items Based on Cognitive Level ... 33
Table 3.5 Recapitulation of Test Items Validation by ANATES ... 34
Table 3.6 N-gain Categorization ... 37
Table 4.1 Result of Students’ Comprehension Pretest and Posttest in Control and Experiment Class ... 42
Table 4.2 The percentages of gain index of cognitive level ... 45
Table 4.3 Recapitulation of concept comprehension score in experiment class and control class ... 48
Table 4.4 Recapitulation of statistical data analysis ... 48
LIST OF FIGURES
Page
Figure 2.1 Diagrams of Reciprocal Teaching Strategies. ... 9
Figure 2.2 Representation of the New Verbiage Associated with the Long Familiar Bloom's Taxonomy ... 11
Figure 2.3 A West Indies Manatee (Trichechus manatus) in Florida ... 16
Figure 2.6 A Possible Example of Commensalism between Cattle Egrets and Water Buffalo ... 17
Figure 2.7 Food chain in general ... 18
Figure 2.8 The Antarctic Pelagic Food Web ... 19
Figure 2.9 An Idealized Pyramids of Net Production ... 20
Figure 3.1 Flowchart of Research Plot ... 33
Figure 4.1. Comparison Result between Control Class and Experiment Class Based on Cognitive Level ... 44
Figure 4.2 The percentages of gain index of cognitive level ... 46
Figure 4.3 Recapitulation Students’ Question of Each Sub-Concept in Control Class ... 51
Figure 4.4 Recapitulation Students’ Question of Each Sub-Concept in Experiment Class ... 51
Figure 4.5 The comparison on students’ questions based on QCSS level I (in general) ... 52
Figure 4.6 Recapitulation Students’ Question of Each Sub-Concept in Control Class ... 53
Figure 4.7 Recapitulation Students’ Question of Each Sub-Concept in Experiment Class ... 53
LIST OF APPENDIXES
Page A. INSTRUCTIONAL TOOLS
Appendix A.1 Lesson Plan (Reciprocal Teaching) ... 62
Appendix A.2 Lesson Plan (Direct Learning) ... 66
Appendix A.3 Observation Sheet ... 69
Appendix A.4 Task Card ... 71
B. RESEARCH INSTRUMENT Appendix B.1 Instrument Test before Validation ... 72
Appendix B.2 Instrument Test after Validation ... 86
Appendix B.3 Data of Validation Result ... 97
Appendix B.4 Rubric of Students’ Questions ... 103
C. RESEARCH RESULT DATA Appendix C.1 Students’ Concept Comprehension Improvement: Pretest and Posttest ... 106
Appendix C.2 Students’ Questioning Ability ... 108
Appendix C.3 Normality, Homogeneity and Hypothesis Test by IBM SPSS Statistics ... 112
D. DOCUMENTATION Appendix D.1 Research Class Documentation ... 123
