THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

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THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON

THE STUDENTS’ READING COMPREHENSION

ACHIEVEMENT IN NARRATIVE TEXT

A THESIS

Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By :

NURFITRIANI PADANG

Registration Number : 2103121032

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENTS

First of all, the writer would like to thank to the Almighty Allah SWT for His blessings, so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts (FBS) in State University of Medan (UNIMED)

In completing this research, many people have given their support and help. Therefore, the writer would like to express her gratitude and special thanks to the following.

 Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of Medan.

 Dr.Isda Pramuniati, M.Hum.,as the Dean of Languages and Art Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.  Dra. Masitowarni Siregar M.Ed., as the Head of Education Program of

English Department and her Thesis Consultant.

 A special thanks is given to Dra. Suriyati Tanjung, M.Pd., as the Principal of SMA Prayatna and Nelva S.Pd., as the English teacher who helped her during the research in the school.

 Her beloved parents, Abdul Harista Padang and Nataliana Tarigan Amkg for their love, great support, pray, and financial support during completion of her study.

 The writer’s special gratitude also goes to her dearest brothers and sister, M. Irshan Padang, Ade Priyanta Padang, Ayu Sriwahyuni Padang who has given her a support to finish her study

 Her beloved friends during completing this thesis, Karmila Sari, Sosa Irza Yuliana, Triliza Pratiwi Lubis, and Arsi zahiri, thank for the motivation and support, and all her beloved friend in Dik b of English Education 2010.

 Her beloved sisters ( Ramona Ujung, Anda Dina, Ute Ningsih S.pdi, Elice, k’ Andriani Tarigan S.pdi, Mawaddah Warohmah, Adek), and Adelina handayani Nst, who never let down and love her so much. And all of those who can’t be mention their name one by one, thank you for their motivation, support, smile, love, and also helping

Medan, September 2014

The writer

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ABSTRACT

Padang, Nurfitriani. NIM 2103121032. The Effect of Reciprocal Teaching Technique on the Students’ Reading Comprehension Achievement in Narrative text. A Thesis. English Department. Faculty of Language and Arts. State University of Medan (UNIMED). 2014.

This study was intended to finding out the effect of applying the Reciprocal

Teaching Technique on the students’ reading comprehension achievement in

narrative text. It was conducted by using experimental research design. The population of this research was the second year of science students of SMA Prayatna Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using clustering technique. Forty students were taken as the samples in each class. The experimental group was taught by using Reciprocal Teaching Technique, while the control group was taught without using Reciprocal Teaching Technique. By using Kuder Richardson (KR-21) formula, it was obtained that the reliability of the test was 0.77(high). The data were analyzed by using t-test. The calculation showed that t-observed (4.3) was higher than t-table (1.990) at the level of significance (α) 0.05 with the degree of freedom (df) 78.The result of this study showed that Reciprocal Teaching Technique was

significantly affect on students’ Reading Comprehension achievement.

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LIST OF TABLE

Table Page

Table 3.1 Randomized Group Pre-Test and Post-Test ... 24

Table 3.2 Specification of Test Item ... 26

Table 3.3 Treatment Procedure ... 28

Table 4.1 The Result of Pre-test and Post-test of Experimental Group ... 36

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LIST OF APPENDICES

Page

I.Appendix A ... 48

1. The List of Score Pre-Test and Post Test by Experimental Group ... 48

2. The List of Score Pre-Test and Post Test by Control Group ... 49

II. Appendix B ... 50

1.The Calculation of The Reliability of The Test ... 50

III. Appendix C ... 52

1.The Calculation of Mean and Standard Deviation of Experimental Group ... 52

2. The Calculation of Mean and Standard Deviation of Control Group ... 53

IV. Appendix D ... 56

1. Lesson plan of Experimental Group ... 56

2. Lesson plan of Control Group ... 75

V.Appendix E ... 92

1. Test for Experimental and Control Group ... 92

VI.Appendix F ... 104

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CHAPTER I

INTRODUCTION

A. The Background of Study

Reading is one of the important skills to be mastered by the students

besides writing, speaking, and listening in order to be able use English as global

language to communicate and get information well. Grobe and Stoller ( 2002 : 9)

state that reading is the ability to draw meaning from the printed page and

interpret the information appropriately.

By reading, students can broaden their knowledge and get a lot of

information. Therefore, it is very important to teach reading well to the students

and make it interesting activities for students.

Reading is considered to be an important early step in the development of

mental and linguistic abilities. Reading comprehension is the ultimate purpose of

reading because the purpose of all reading is to understanding and interpret what

is read.

In Educational unit Educated Curriculum (KTSP) and written in the

standard competence in the syllabus of the second year of senior high school,

students are expected to be able to comprehend the meaning of formal and

informally text in the forms of narrative, procedure, descriptive, and recount in

daily life context. The minimum exhaustiveness criterion which must be achieved

by the students for each indicator in one basic competence is 75%.

In fact, most of the students are not able to fulfill the expectation of the

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most of the students still have low ability to comprehend a text when they read.

The same case also occurs at SMA PRAYATNA Medan. Most of the students are

hesitate to read the text because according to them reading comprehension is

difficult to do because they have no enough vocabulary and they have to translate

whole the text to understand and get the idea of the writer.

Based on the preliminary observation conducted in SMA PRAYATNA

Medan grade XI, it was found that most of the students have difficulty in reading

comprehension. Their mean of score are still under the minimum exhaustiveness

criteria (KKM) applied in the school. The minimum competence criterion of

English in the school was 70. Whereas, their achievement in reading

comprehension is still low and more than 50% did not achieve the passing grade.

It can be seen from their mean of score in last semester. Their mean of score is 68.

Considering the condition above, The teacher need a new strategy of

learning reading text activity in order to make the students become active, enjoy

,and comprehend about the main point of reading text. There are many strategies

that are popular to make teaching reading more effective and interesting. These

strategies are expected to be useful to improve the students’ reading

comprehension achievement. Applying Reciprocal Teaching Technique is one of

the effective strategies that are recommended to be applied.

Reciprocal teaching technique becomes an instructional procedure

designed to enhance student’s reading comprehension of a text. Through this

technique the role of teacher is an instructor for the process, explaining and

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Reciprocal teaching technique consist of four strategies in series such as,

predicting , clarifying, questioning, summarizing, and by cooperatively. Teacher

(or tutor) and students share responsibility for acquiring the reading strategies.

After initially assuming major responsibility for teaching these strategies, the

teacher gradually shifts responsibility to the student. Every student is expected to

participate in discussions.

A study that focused on improving students’ achievement in Reading

Comprehension Through reciprocal Teaching Strategy has been done by

Sihombing ( 2011). The research was done in SMP N 3 Medan. The researcher

found that more than 50% of the students cannot achieve the minimum

completeness criteria in reading. The research resulted that the students are poor

in reading ability because they have difficulties in find the main idea of a text,

they lack of vocabularies that make they cannot comprehend the whole content of

the text well. At the end of the research, after applying the reciprocal teaching

technique, the students’ achievement in reading comprehension is improved. It

was proven from the mean of the score. The finding of Sihombing was concluded

that the mean score of cycle I and II 69, 92 and 76,95 and the result of observation

pointed that the students were more active during teaching learning process.

Another research was conducted by Baiduri ( 2013) on the Effect of Using

Reciprocal Teaching method on Reading Comprehension Achievement of Eight

Grade Students’ at SMP N 1 Kencong Jember ( 2012/2013/. The researcher used

pre experimental design in this study, which single group post- test only design.

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They cannot found the information from the text they have read, because they

accustomed to translate text only and answer the question based on the text which

is make the learning process not interesting and make the students become

passive. At the end of the research after applying the reciprocal Teaching it was

helped students more actively engaged in learning and their the result of her

research showed that the mean score of experimental class which was taught by

using reciprocal teaching was higher than control class which was taught without

reciprocal teaching. It was proven from the results of the post test, the mean score

of the experimental class was 84,43 whereas, the mean score of control class was

80,43.

Based on the explanation, the writer would like to do a study on reading

narrative by using Reciprocal Teaching Technique that is expected to improve

students’ reading comprehension in narrative text.

B.The problem of the Study

Based on the background of the study, the research problem was

formulated as follows:”Is there any significant effect of Reciprocal Teaching

Technique on student’s reading Comprehension Achievement in Narrative Text?”

C.The Scope of the Study

In this study, the researcher focused on Reciprocal Teaching Technique on

student’s reading comprehension achievement, since there are many genre of texts

such as: recount, narrative, procedure, descriptive, and report in this study the

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D. The Objective of Study

In relation to the problem, the objective study was to find out the

significant effect of Reciprocal Teaching Technique in teaching learning process

on the student’s achievement in reading comprehension.

E.The Significance of the Study

The result of this study was expected to be useful and meaningful for :

1. The English teachers to apply this teaching technique to improve their

student’s reading comprehension achievement.

2. The students to improve their reading comprehension achievement by

using this Reciprocal Teaching Technique.

3. The readers to increase and update their knowledge about how to improve

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THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE ON THE STUDENTS READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.