i
The Use of Reciprocal Teaching Strategy to
Improve Students’
Reading Ability (A Classroom Action Research of the Eight Year
of SMP Islam Sudirman Ampel in the Academic Year of
2016/2017)
Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty State Intitute for Islamic Studies (IAIN) Salatiga
by
AdityaWahyuPrianggoro
113 12 102
ENGLISH EDUCATION DEPARTMENT
TEACHING TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
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DECLARATION
In the name of Allah, The most gracious and most merciful.
Hereby the researcher declares that this graduating paper is made by theresearcher and it is not containing materials written or has been published by other
people except the information from references.
The researcher is capable of accounting for this graduating paper if infuture this is can be proved of containing other‟ s ideas, or in fact, the researcherimitates the others‟ graduating paper.
In addition, the researcher really hopes that this declaration can beunderstood for all human being.
Salatiga, 7 september 2016
The Researcher,
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MOTTO
“Education is the Best Equipment for Future”
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DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved parents Mr. Sumardi and Mrs. Lusiana, who always give me suuport and always pray for me. They are my hero, thanks for your kindness, sincerity, financial support, your love, spirit, motivationt, and everlasting praying. Allah bless you mom and dad.
2. My brother Alan Amundi Wibowo, thanks for your kindness, support, and prayer. 3. My Big family and friends
4. Special thanks someone who help and accompany directly in working with this thesis; Nafi who always help me and thanks for your great support.
5. Eight Year Students of SMP Islam Sudirman Ampel in the academic year of 2016/2017 especially VIII A and Mr. Ahmadi.S.Pd.
6. Nur Wahid Setyawan And Kurnia Adi Putra, Who helped me to doing my research. 7. Sunanto as Principals of SMP Islam Sudirman Ampel Who give me permission to
doing this Research.
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ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the writer can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, S. Pd., M. Pd. as the Dean of Teacher Training and Education faculty of State Institute Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Department of State Institute Islamic Studies (IAIN) Salatiga.
4. Mashlihatul Umami,.S.Pd.i,.M.A as consultant who has brings up, espoused, and given the writer advices, suggestions and recomendations for this graduating paper from beginning until the end. Thank you for your patience and care.
5. All lecturers in the English Educaation Departmentwho have given much knowledge, the writer deeply thanks to you all.
6. My beloved family, thanks for your spirit and patient.
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Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper.
Salatiga,5 August 2016
The Researcher,
Aditya Wahyu Prianggoro
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ABSTRACT
Prianggoro, Aditya Wahyu. 2016. “The Use of Reciprocal Teaching Strategy to
Improve Students’ Reading Ability (A Classroom Action Research of the
Eight Years of SMP Islam Sudirman Ampel in the Academic Year of 2016/2017)”. A Graduating Paper. Educational Faculty. English Department. State Institute of Islamic Studies (IAIN) Salatiga. Consultant: Mashlihatul Umami, S.Pd.i,.M.A.
Keywords: Reading ability; Reciprocal Teaching Strategies;
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TABLE OF CONTENT
COVER ... i
DECLARATION... ii
ATTENTIVE COUNSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
F. Limitationof Previous Research ... 7
G.The Outline of Graduating Paper ... 9
5. Indicators of the Students Succes of Reading Ability ... 16
B. Reciprocal Teaching ... 17
1. Definition of Reciprocal Teaching ... 17
2. Purpose of Reciprocal Teaching ... 19
3. Advantages of Reciprocal Teaching ... 20
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C. Review of Previous Research ... 24
CHAPTER III METHOD OF THE RESEARCH A. General Information of The Research ... 27
1. Location of The Research ... 27
2. Vision and mission of the school ... 28
3. Situation of The School ... 28
4. Facilities of The School ... 28
B. Subject of The Research ... 29
C. Reseach Method ... 31
D. Procedure of The Research ... 32
E. Technique Collecting Data ... 36
F. Technique Data Analysis ... 39
CHAPTER IV DATA ANALYSIS A. Research Findings ... 42
1. Cycle I ... 42
2. Cycle II ... 58
B. Analysis and Discussion ... 74
CHAPTER V CLOSURE A. CONCLUSION ... 80
B. Suggestion ... 81
REFERENCES
xii LIST OF TABLE
Table 3.1 Table of Sample of Students ... 30
Table 3.2 Table of Students’ Observation Sheet ... 35
Table 3.3Rubric of Reading Ability Asessment ... 38
Table 4.1 Result of Pre test(scoring A) cycle I ... 48
Table 4.2 Result of post test (scoring A) cycle I ... 51
Table 4.3 Result of Pre & Post Test ( scoring B) cycle I ... 53
Table 4.4 Result of Students’ Pre & post Test Cycle I ... 55
Table 4.5 Result of Pre test(scoring A) cycle II ... 65
Table 4.6 Result of post test (scoring A) cycle I ... 68
Table 4.7 Result of Pre & Post Test ( scoring B) cycle I ... 69
Table 4.8 Result of Students’ Pre & post Test Cycle I ... 71
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LIST OF FIGURES
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CHAPTER I
INTRODUCTION
A.Background of the Study
Communications hold important things in our lives. Language is the most important things in communication and it is a tool of communication between the nations in all over the world. The success of communication depend on some language aspects. Those aspects are listening, speaking, reading, and writing. Basically, language is a combination from some aspect and cannot be separated one to others. One aspect that taught in formal education is reading. Reading skillalways taught in every chapter in syllabus on learning, its mean that reading is important aspect of the learning. In addition, the students need to read well in order to acquire some information to enlarge their knowledge.
Reading is one of basic skills that needed to be understood by the students, beside writing and arithmetic. According to Hurwitz.Let,.al (1999 :38) citied that Reading as a device to make the students gain information. Reading should be fun and passionate activities for the students, to make the students interest on doing reading activities and make the process of transformation process doing well. Most of students in Indonesia still has low in reading ability, they are still has problem how to pronounce word correctly, they are hasitate to produce word from what they’ve read. Because mostly
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like a perforce situation. Moreover, those reasons make the result of the reading activities still under expected and the reading abilities of students still in low level.
According to Daniel Hitelman as quoted by Dallman et.al (1982 :23), stated that ”reading involves the identification and recognition of printed or
written symbols which serve as stimuli for the recall meaning builts up through past experiences, and further construction of new meanings built up through the readers’ manipulation of relevant concepts already in his possession” . “Reading can be seen as an interactive process between a reader and text which leads to automaticity or reading fluency”Alyousef (2005:144) . Reading ability
is the velocity of reading and comprehension the content of the text, to measure students’ reading comprehension the thingsthat need to noticed are those
aspects.
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According to McAllum (2014:26) citied that ”Reciprocal teaching is an instructional practice identified as a way of improving reading comprehension through explicit teaching of skills needed for metacognition”. The teacher and
students take assuming the role of the teacher taking this dialogue .Reciprocal teaching is a model or technique in teaching reading comprehension which allows students to share their experience and idea relate to their thinking about the text they had read. InPalincsar and Brown (1984) used the term reciprocal teaching to refer to a set of learning conditions in which children first experience a particular set of cognitive activities in the presence of experts, and only gradually come to perform these functions by themselves .Students and teacher actively participate in a dialogue that focuses on a section of text being read, taking turns in leading the dialogue. During this dialogue, students learn to use four comprehension-fostering and comprehension-monitoring strategies: generating questions, summarizing, clarifying, and predicting.
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From the explanation above, it gives an inspiration to the writer to conduct a research entitled “The Use of Reciprocal Teaching Technique to
Improve Students’ Reading Ability (A Classroom Action Research of the
Eight Years of SMP Islam SudirmanAmpel in the Academic Year of 2016/2017)”.
B.Research Questions
Based on the background of the study, this research is aimed at giving answer on the following problems:
1. How is the implementation of Reciprocal Teaching (RT) strategy in improving students’ reading ability to the eight grade students of SMP
Islam SudirmanAmpel in the academic year of 2016/2017?
2. Is Reciprocal Teaching (RT) srategies able to improve the students’ reading ability for the eight grade students of SMP Islam SudirmanAmpel in the academic year of 2016/2017?
3. How far is the improvement Reciprocal Teaching in improving students’ reading ability for the eight grade students of SMP Islam SudirmanAmpel in the academic year of 2016/2017?
C.Objectives of The Research
Based on statement of the problem above, the purpose of the research as follow:
1. To describe the implementation of Reciprocal Teaching (RT) strategy in improving students’ reading ability to the eight grade students of SMP
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2. To find out whether Reciprocal Teaching (RT) strategy is able to improve students’ reading ability for the eight grade students of SMP Islam
SudirmanAmpel in the academic year of 2016/2017.
3. To find out how far is the improvement Reciprocal Teaching in improving students’ reading ability for the eight grade students of SMP Islam SudirmanAmpel in the academic year of 2016/2017
D.Definition of The Key terms
To avoid some incorrect interpretation on the research title, the writer wants to clarify and key terms used:
1. Reciprocal
Reciprocal Teaching (Palinscar and Brown 1984) is a guided reading comprehension strategy that encourages students to develop the skills that effective readers and learners do automatically (summarize, question, clarify, predict and respond to what they are reading). Students use these four comprehension strategies on a common text, in pairs or small groups. 2. Strategy
According to Michael Porter (1996) strategy is deliberately choosing a different set of activities to deliver unique mix of value.
3. Improve
Improve is make something better, make good use of something. It is explained that improve is the raising students’ reading skill be better and
6 4. Student
Student is a person who studying in the university, secondary school, and college, or any person who interested in particular subject (oxford dictionary, 2008: 441).
5. Reading
According to Dalman (2008: 7), reading is the alteration process of sign /symbols/letter become a meaningful sound.
6. Ability
According toThurstone ,L.L(1964 :62) inRufai (1969:10) stated thatan ability is a trait which is defined by what an individual can do,
E. Benefits of The Study
This research has two major benefits, there are practical and theoretical benefits:
1. Practical benefits
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contribute to the Junior High School students to enlarge their knowledge.
2. Theoretical benefits
Theoretically, the results of the research can contribute a useful information for the future classroom research with the similar problem of students reading ability improvement.
F. Limitation Of The Study
Based on the problem statement, the writer realizes that it is impossible to carry out a classroom action research based on the problem above. The writer limits the problem to the teacher’s monotonous technique in
teaching reading skill, the writer used reciprocal teaching technique to teach reading of the eight grade of junior high school SMP Islam SudirmanAmpel Academic Year 2016/2017.
G.The Outline of Graduating Paper
The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters.
Chapter I is Introduction. It is consists of background of study, problem statements, objectives of the study, benefit of the study, limitation of the study, definition of key terms, and review of previous research.
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Chapter III explains about Methods of Research that consist of setting of the research, subject of the research, method of the research, procedure of the research, technique of collecting data and technique of data analysis.
Chapter IV is Data Analysis. Consist of cycle I, cycle II, analysis, discussion, and result of each cycle.
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CHAPTER II
THEORITICAL FRAMEWORK
A.Reading
1. Definition of Reading
According to Thurstone's(1967 :62) reading ability is, then, a purposofulactivity,because reading is knowing what to do with a printed page. Reading, thus, is a combined physical and mental activity .Reading is an activity or cognitive process which is tries to make serious effort to find out some information in a text. This is means that reading is process of thinking to understand the content of text. Reading is not only the activities look up the group of letters, groups of word, sentence, paragraph and discourse, but more than it reading is the process interpreting the meaning sign/symbols/written language with the result that the information can conveyed by the writer in which expected to be able to acquire by readers.
According to Dalman (2014:7), “reading is the transition process by symbol/sign/written language to be meaningful sound”. For those reason,
reading activities influences by physical and mental activities in which based on someone to interpreting symbols of the written language actively and critically as a kind of communication to themself, to make reader acquire information and meaning of the text. According to Nunan (2003: 68), “reading is a fluent process of readers combines information from
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are; strategies; text book; fluency; and the readers. Harris and Sipay (1980) in Zuchdi(2008:19), states that reading is the interpretation process toward the meaning of the printed letter. The nature of reading activity is gained the correct meaning of the word. Word recognition consider as rules and regulation to the text comprehension, reading comprehension ability is taught to be a set of generalized knowledge acquisition skills that permits people to acquire and shows information gained as a consequence of reading printed language. According Dechant (in Dalman et al,. 1982: 24) reading thus is the process of giving significance intended to the writer to graphic symbols by relating them to one’s own fund of experiences. According to Dechant (1982: 3) definitions of reading are divided into two major types: a. Reading as Interpretation of Experience
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reading students. They must understand their students and must be able to identify the personal differences in students which may lead to achievement differences between students. Another implication is that students must be readers of experience before they can become further readers.
b. Reading as Interpretation of Graphic Symbols
Dechant (1982: 4) there are set out the definition of reading by experts. There are DeBoer and Dallmann (1960: 19) define reading involves the comprehension and interpretation of ideas symbolized by the written or printed page.
According to Bond and Thinker (1967: 22 ) describe that reading involves the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past
experience. Based on the definition above, the writer concludes that reading requires identification of the word and comprehension. Reading involves an interaction between the writer and reader. Without a reader, communication via printed page is impossible and writing has no purpose without a reader.
Reading is used to get the main point or the most important information. It is an effort to understand the content of the text, and also to know the massage from the writer. In addition reading is used to get an idea, pleasure or feeling that is expressed by the writer.
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understand the content of reading text. By reading, the students can enlarge on enrich their knowledge and experience because the information they need is serve in written form.
2. Types of Reading
According to Patel and Jain (2008: 117-123) the types of reading: a. Intensive Reading
Intensive reading is related to further in language learning under the teacher’s guidance. Intensive reading will provide a basic for
explaining difficulties of structure and for extending knowledge of vocabulary and idioms. Intensive reading material will be the basis for classroom activity. It will not only be read but will be discussed in detail in the target language, sometimes analyzed and used as a basis for writing exercises. Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorted text. This reading is done to carry out to get specific information.
b. Extensive Reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure. The reader wants to know about something. The reader doesn’t care about specific
13 c. Aloud Reading
Aloud reading is basic form of classroom organization and disciplines. In reading aloud, the students are confronted with written sentences which haven’t spoken before. The aim of reading aloud is the
achievement or better speaking ability and the pronunciation of the students.
According to Elizabeth (2004: 286 - 288) aloud reading means reading a book by producing sounds audible to other. Reading aloud by the teacher can help the students in the improvement of their listening ability. Reading aloud is useful at specific moment alone. Reading aloud prevents the students from learning to understand the meaning of a sentence even when he may not know one word in the sentence. d. Silent Reading
Silent reading is a very important skill in teaching of English. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information. Silent reading must be based on student’s selected text. Silent reading enables
the students to read completely silently without making sounds and moving his lips. It helps him read with speed, ease and fluency. It aids comprehension and expands the student’s vocabulary.
3. Purposes of Reading
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a. Reading to search information (scanning and skimming)
Skimming and scanning reading used to looking for information that can be practiced in by training in high speed reading.
b. Reading to learn from text
Reading to learn is often consist in academic and professional areas. In which, a person needs to learn a considerable amount of information from a text. It also places more processing insiston the reader because the reader is look forward to remember the main ideas and many supporting ideas and be able to recall this information as needed.
c. Reading to integrate information ,write, critique text
Reading is to integrate information necessity that the reader synthesize and learn information from multiple texts or bring together information from different part of a long text, such as a long and complex chapter in a textbook. Reading to get integrated information requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple sources. The effort to build a strong organizing frame in reading to learn in increased significantly when there are multiple texts that refer to related information, the reader must decide how to create his or her own organizing frame for the information because none is provided by the combined set of texts.
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Reading to evaluate, critique, and use information represents an increased level of demand and a more complex interaction of reading processes. In academic and professional settings, readers are at times asked to evaluate and critique information from multiple texts, or from one long text, requiring them to make decisions about which aspect ofthe text are most important, most persuasive, least persuasive, or most controversial.
e. Reading for general comprehension.
Reading for general information is the most basic purpose, underlying, and also supporting purposes of reading. Reading for general information it also more complex than the people assumed.
When accomplished by a skilled fluent reader, requires very rapid and automatic processing of words, strong skill in forming a general meaning representation of main ideas, and efficient coordination of many processed under very limited time constraints. Different with David, Nunan (1989: 34) states that the purposes of reading are:
a. Reading to obtain information for some purpose or because curious about some topic.
b. Reading to obtain instructions on how to perform some task for work. c. Reading to know when or where something will take place or what is
available.
16 4. Aspects of Reading
Some of aspects of reading which deserve both specific attention in isolated learning situation and at other time, more balanced attention in more normal reading situation are word recognition, comprehension, and reflection (Dallman, Char &Deboer, 1982: 25). The aspects are:
a. Word recognition
The degree excellence in reading is determined by the ability to recognize the words and pronounce the words. Especially the word recognition aspects of reading continue to enjoy support in respectable and influential quarters. In order to fluent word recognition, a reader must recognize the word form on the page very rapidly and activate links between the graphic form and phonological information.
b. Comprehension
According to William Grabe (quoted in Kendeou et al., 2007: 28-29) comprehension is not a unitary phenomenon but rather a family of skills and activities. At the core of comprehension is our ability to mentally interconnect different events in the text and form a coherent representation of what text is about.
c. Reflection
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reader identification with the author in such a close relationship to have an effect of having dialogue with the writer.
5. Indicators Success of Students’ Reading Ability
This research wants to measures the student’s Reading ability. In aim to get the appropriate measurement, There are some indicators of students’ reading ability, they are:
1. The students are able to understand the function of analytical text. 2. The students are able to find the difficult words from the
analytical text.
3. The students are able to answer the questions about analytical text. 4. The students are able to identify the important information on the
text.
5. The students are able to give opinions about the text that they have been read.
6. The students are able to reading the text with good fluently, accuracy, pronounciation and intonation.
B. Reciprocal Teaching
1. Definition of reciprocal teaching
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asking questions, teaching metacognitive skills through teaching and modeling of teachers to improve the performance of students who have a low understanding.
According to McAllum (2014:26) Reciprocal Teaching contains four strategies:
1. Predicting
This strategy is a strategy in which students conduct a hypothesis or assumption about the concept of what will be discussed further by the teacher.
2. Question Generating
In this strategy, Students are given the chance to make questions in connection with the material that being discussed. The question is expected to reveal the mastery of the concept of material that will being discussed.
3. Clarifying
Clarifying strategy is an important activity during the learning, particularly for students who have difficulty in understanding the material. Students can ask the teacher about the concept that it is still difficult or cannot be solved with his group. In addition, teachers can also clarify the concept by giving the question to the students.
4. Summarizing
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These four (predicting, questioning, claryfing, summarizing) activities were selected because they provide a dual function, that of enhance comprehension and give the chance for the student to check students reading abilities whether it is occurring. That is, they can be both comprehension-fostering and comprehension-monitoring activities if properly used Pallinscar and Brown (1984:121).
Reciprocal teaching stage in the model is expected to improve students' ability to understand the content of reading. The model emphasizes the reciprocal teaching students to work in a group established in such a way that each of its members can communicate comfortably in presenting their opinions or ask in order to exchange experience success in learning from one another.According to Foster and Rotoloni (2008:2) also define reciprocal teaching as a teaching method that gives students model and prompts students thinking process on how to share their learning experience.
According to Lidjin (2008:18) Reciprocal Teaching is the learning model in which the students have to be autonomous acquire knowledge with their own way and do not addicted to the teacher. Reciprocal teaching determine the students to work in group to make the student can share each other in enjoyfulcondition,so the goal of learning can achieve together.
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explain the material to others. Teacher only take a role to be a facilitator and consultant in learning process that give a clear explanation to the difficult material.
2. Purpose of Reciprocal Teaching
According to Westera in Mcallun (2014:28) reciprocal teaching has developed three main purposes.
a. it is a framework for explicit instruction and the practice of four specific comprehension fostering strategies to develop the self-monitoring central to effective comprehension.
b. it uses a clearly-defined process for interactive engagement. This process has been shown to ensure that learning is maintained over time, is generalized across settings, and is transferable within conceptual domains.
c. it is a vehicle for inclusive practice. 3. Advantages Using Reciprocal Teaching.
There are so many model of teaching that used in the learning process in which those model are expected appropriate to be applied in learning process.
Some following advantages of Reciprocal Teaching Technique according to Pallinscar and brown (1984) are:
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b. Reciprocal Teaching make the students learn to be actively during the learning reading involved and monitor their comprehension as they read.
c. Reciprocal Teaching encorages students to make question during reading and it will helps students to create the text more comprehensible.
4. Implementation of Reciprocal Teaching
According to Boardman, Klinger, and Vaughn (2001: 135) point out the implementation of reciprocal teaching consists of five stages. They are the teacher demonstration, direct instruction and guided practice, teacher students groups, students-led groups, and students’ independent use of the strategies. Those are the step of Reciprocal Teaching that candescribe as follows :
1. Teacher Demonstration
The teacher strategies to use the Reciprocal Teaching strategies (predicting, clarifying, questioning, and summarizing). Students see all four strategies on the first day, so they can get the portrait of it. Therefore, they will not get difficulties in applying those strategies in the next step.
2. Direct Instruction and Guided Practice
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going on with the strategy. Then the teacher and students doing some small dialogue that make the teacher have to provide feedback. 3. Teacher-Student Groups
The teacher construct some group working, then the teacher leads discussion about the text, give advice to students to use the Reciprocal strategies and provides support and feedback as needed. The teacher step by steps let students work by themselves as students become more proficient.
4. Student-led Group Students lead the discussion about the text and prompt their friends in group to use the four strategies.
Students give feedback to their friend on strategy implementation. Meanwhile, the teacher provides assistance as needed.
5. Students’ Independent Use of the Strategies
Students use the four strategies while they are reading the text and self regulates their implementation strategies. They monitor their own comprehension. They also monitor and give feedback on their friends’ comprehension through the discussion.
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Those phases should be followed by the teacher. Therefore, the implementation of reciprocal teaching can be run well, and the goal of improving students’ reading ability can be achieved.
5. Procedure of reciprocal Teaching
according to Palincar and Brown (1984) One way to get students prepared to use reciprocal teaching
a. Put students in groups of four.
b. Distribute hand out to each member of the group identifying each person's unique role:
1) Summarizer 2) Questioner 3) Clarifier 4) Predictor
c. Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion.
d. At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading.
e. The Questioner will then pose questions about the selection: 1) Unclear parts
2) Puzzling information
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f. The Clarifier will address confusing parts and attempt to answer the questions that were just posed.
g. The Predictor can offer predictions about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be.
h. The roles in the group then switch one person to the right, and the next selection is read. Students repeat the process using their new roles. This continues until the entire selection is read. (Source: ReadingQuest)
i. Throughout the process, the teacher's role is to guide and nurture the students' ability to use the four strategies successfully within the small group. The teacher's role is lessened as students develop skill.
C. Review of Previous Research
In this graduating paper, the writer takes some reviews from other thesis. The first research is done by Rahmatika. D.K (2015) entitle “The Use Of Whole Brain Teaching Method To Improve Students’ Reading Ability(A Classroom Action Research on the Eighth Grade Students of
MTs MiftahulFalahBetahwalang, Bonang, Demak in Academic Year
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more active, enthusiastic in the teaching learning process when Whole Brain Teaching method is implemented. It is also found that the students are more focused to the lecturer so, the class is not noisy.t means that use Whole Brain Teaching method can improve students’ reading ability.
The second research report is done by ChoirinTriaKartika in 2015
entitled “Improving The Students Reading Comprehension Through
Herringbone Technique (A Classroom Action Research Of Second Grade
Of Smp N I Bergas, Central Java)”. This research analyze how the procedure of the use of Herringbone technique to improve the students’
reading comprehension, whether the use of Herringbone technique can improve the students’ reading comprehension, and how far the
implementation of the students’ reading comprehension of students of the
second grade of SMPN 1 Bergas 2014 through Herringbone technique. Based on the results, the research recommends using Herringbone technique in reading comprehension.
Third, thesis under Title “Using Reciprocal Teaching (Rt) To
improve The Reading Comprehension Of grade VIII Students Of SMP N
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clarifying, generating questions, and summarizing. It also involved a discussion activity as the reciprocal teaching activity. The participants of this research were the researcher, the English teacher, the collaborator and the students of grade VIIIB of SMP N 13Yogyakarta. The data of this research were qualitative and quantitative. The research results show that reading comprehension of most students improved after the reciprocal teaching (RT) was conducted. First, students made improvement of some aspects such as predicting the content of the text, finding details information or important information of a text, guessing meaning of the difficult word, finding main idea of a paragraph, made conclusion or summary of a text. Second, students were enthusiastic in the reading activity. The activity motivated them to learn. Third, students became more confident in doing there a ding activity and reporting their work. Fourth, the interaction among the students and between the students and the teacher improved after theimplementation of the group discussion and class discussion. The last, students’reading comprehension improved.
27 CHAPTER III
METHOD OF THE RESEARCH
This chapter state about the time, place and research methodology. This research is guided in SMP Islam SudirmanAmpel, it involve of general information of SMP Islam SudirmanAmpel which explain about general profile of SMP Islam Sudirman consist of : location of the school, the teachers, students and facilities of the school.
The research method contains the types of the research; population; sample; data sources; technique of data collection and technique of data analyzes. The explanation of each point is discussed further into detail explanation.
A.General Information Of The School 1. Location Of The Research
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(YayasanPusatPendidikan Islam Sudirman). The school was established on 1986. Sunanto as Principals of this school. The general information of the school can described as a follows:
Name of the school : SMP ISLAM SUDIRMAN AMPEL NPSN : 20308422 / 309070112135
Status : Private School Accreditation : B
Address : Tukangan, RT/RW 2/5, Candi, Ampel, Boyolali
Post code : 57352
Telephone number : (0276)331124
Email : smpislamsudirman_ampel@yahoo.com Website : smpislamsudirmanampel.co.cc
2. Vision and Mission of The School
a. Vision of SMP Islam SudirmanAmpel
References to the nations` philosophy, National Constitution,and others in which became the ideology of Indonesia and references to the Educational System of Indonesia general. The vision of SMP Islam SudirmanAmpel are SMART, SKILLED, CULTURED, AND ISLAMIC.
b. Mission of SMP Islam SudirmanAmpel
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2. The implementation of culture of achievement to the student with the result that create the spiritual, intellectual, emotional intelligence
alumnus.
3. The implementation of create skilled alumnus in religion sector.The implementation of students habit based on culture values and able to
perform it in everyday life.
4. Create healthty, clean, comfort environment.
5. The implementation of parents and environment in developing school
3. Situation of SMP Islam SudirmanAmpel
The numbers of the students in SMP Islam SudirmanAmpel consist of 136 students. The boys are 56 students and the girls 70 Students. Their native languages are Indonesian. Beside the get the formal education as subject of their study the student also get extracurricular in their school.
In this school, there are 17 teachers in total. Those teachers teach different subject divided into 14 subjects,they are : Islamic Education, aqida, Bahasa Indonesia, Math, Fiqh, English, Integral science, Social, Counseling, Electronica, Javanese, Art, Civil Education,Alqur’anand physics. The lists
of the teachers can be seen as follows: 4. Facilities of SMP Islam SudirmanAmpel
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teaching and learning process. There are some facilities in SMP Islam SudirmanAmpel : 6 classroom, 1 library, mosque, laboraturium, sport, OSIS office, canteen,Counseling office, teacher office and principle office.
B.Subject of Study
According to McMillan.J and Schumacher (1989) in Hadjar I, (1996:133), A subject is an individual who participates in a research study or the person from whom data are collected . In this research, the researcher chooses SMP Islam SudirmanAmpel, especially eight grades in academic year 2016/2017. The number of the participants are 19 students. They are 10 girls and 9 boys. They use Indonesian language as their native language, while Javanese is their mother tongue. The participants have English lesson at least twice of meeting in a week which each meeting is for about two sessions of lesson. The length of one session of lesson is 45 or 40 minutes.The English teacher also suggests the researcher to lead the research in VIII A because the students have difficultness of reading ability, and do not enthusiasm during English lesson.
Table 3.1
List of member of VIII A Class of SMP ISLAM SUDIRMAN AMPEL In the Academic Year of 2016/2017.
No NAME
1 AiniYuhrotun
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3 AlvisaKhoirina A
4 DiahWahyuUtami
5 DwiJokoSartono
6 Edi Nugroho
7 GigihPrasetya
8 Gunawan Ramadi
9 IstiqomatulHidayah
10 JokoSholeh
11 LitaPujiyani
12 NurulAini
13 PritamiAshiahPrihatin
14 PutriDewiSetiyawati
15 SaminulMustofa
16 SiauwFajar A
17 Sriyanto
18 Ikhsan Tri L
19 Risky PutriUtami
Source : SMP Islam SudirmanAmpel
C.Research Methodology
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According to Kemmis(1983) in Hopkins (1993 :44) that “action research
is a form of self-reflective inquiry undertaken by participant in a social (including educational) situation in order to improve the rationality and justice of: (1) their own social or educational practices, (2) their understanding of these practices, and (3) the situation in which practices are carried out”. Therefore, there are elements in CAR:
1. Research is an activity to improve an object by using an appropriate methodology rules for getting data and information and then analyze to solve the problem.
2. Acting is an activity that is done for the certain purpose, in cycle sequence form activity.
3. Class is group of students when at the same time, receive the same lesson from their teacher.
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(CAR) is a series research activity that has goal to improve social quality, that is done by collecting data or information systematically through four steps: planning, acting, observing and reflecting.
D.Procedures of The research
The action research has some procedures. According to Arikunto (2010: 140) classroom action research, the researcher do two cycles. There are four
procedures in doing this research. Those are planning, action, observation, and reflection. Those procedures of research can describe as follows:
figures 3.1. classroom action research cycle
source : kemmis and Mac Taggart in hopkins in Hpkins (1993:48 )
1. Planning
In this step, the researcher establish the problem have connection with students’ reading comprehension ability. In this planning stages, the
researcher doing some activities, they are:
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d. Determine the steps doing the action.
e. Make student score list, score,and observation sheet. f. Preparing post test and pre test for each cycle.
g. The researcher also asks to English teacher in that school about the preparation that would be done by the researcher
2. Action.
Acting or intervention did to solve and repair the problem in the classroom. The step of the acting procedure able to describe as follows:
a. Giving students a pre-test.
b. The researcher educates the students by some strategies that students needed in reading using Reciprocal Teaching that is predicting, questioning, clarifying and summarizing.
c. The researcher asked students to read a text using reciprocal stages. Then, a discussion leads in a group between the students. d. The researcher giving post-test.
3. Observation
Observation is the monitoring activities to collect the data in which to know how far the effect using the technique on target. The Observation was done in this step was the observation about students’ reading
process during the teaching learning process. The researcher get how students’ attitude regarding Reciprocal Teaching, and what problem that
35
collaborator made field-note collect the data of observation. The researcher uses camera to observe the students’ enthusiasm during the learning
process. It crossed check the information of observation also. The researcher also made the picture to document teaching-learning process that was used to reflect the action.
Table 3.2
The Students’ Observation sheet
No Name
Indicator
Note A B C D
1 2
3 4
Explanation :
A : Pay attention to the teachers’ explanation
B: Active on Questioning C: Active on Answering D: Enthusiasm do Test 4. Reflection
36
then he makes a conclusion of the data. Then the researcher discuss it with the English teacher or collaborator to makes a conclusion and a reflection. The researcher also sees the picture data to see students’
behavior in the class. It is uses to conclude what students’ attitude to the action based on those data. The researcher also makes a conclusion of students’ reflection to see students’ response to the treatment. In this
stage ,based on the finding of the data that was made in the observation, the researcher , and the English teacher or a collaborator made a conclusion and an evaluation on how Reciprocal Teaching Strategies improves students’ reading ability. It shows whether
students’ reading comprehension improves after having the treatment,
what the weakness of the action, and what that was needed to do more to improve the action. This reflection helps the researcher and the English teacher or collaborator to plan the next planning in the next cycle.
E. Technique Collecting Data.
To collect the data the researcher uses some instrument of research. The instrument of the research is apparatus that use to getting information quantitatively about characteristic and objective of variable. There are some instruments to collect the data:
a. Observation
The researcher observes the school, teaching-learning process and eight grade students’ activities of SMP Islam SudirmanAmpel. The
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Reciprocal Teaching process occurs .Based on Arikunto (2006 :222) Observation is an activity which related to the research object by the sense. It means that the researcher focuses on applying the Reciprocal Teaching Strategies in reading class. The researcher focuses on how the implementation of this strategies and what the result of this study .In this observation section, the researcher using observation sheet. It needs to monitoring condition of classroom learning process and students , this step also means to understand problem about students difficulties with material and method that used during teaching learning process.
b. Test
To collect more complete data the researcher doing test, according to Ainken (1996) as quoted by Hadjar (1999:173) Test is sequence of questions or exercises or other instrument to measure skill knowledge, intelligence, ability or aptitude of individual or group. The researcher uses pre-test and post-test. Pre-test is given to students before teaching and learning process. It is aim to measure the students’ reading comprehension
ability before the Reciprocal Teaching strategy is given. Post-test is given after students receiving the method from teach. Pre and post-test are to knowing the differences of the students’ ability before and after the teacher used the strategy. In this case, the researcher doing two models of grading the students’ reading ability, there are orally test and written test to know
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The researcher needs documentation to get data about the teacher, the students, structure of organization, profile of the school, and the location of the school. Documentation is taken while the activity during the process research is going on by the researchers’ friend.
F. Technique Analyzing Data.
After collecting data, the next step was analyzing the data. The data were the result of test from pre test and post test. In analyzing the test scores, a statistical technique was used to find out the mean score of the students.
To collect the data the researcher use a rubric of reading ability assessment as follows:
Table 3.6
Rubric of students’ reading ability assessment
a. Scoring A
No Description Score
1 Students’ Fluency (A) 100
2 Students’ Reading Accuracy (B) 100
3 Students’ Pronounciation (C ) 100
4 Students’ Intonation (D) 100
Scoring :
N : (A)+(B)+(C)+(D) : 4 b. Scoring B
No Description Score
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N : Scoring for orally assessment S : Scoring for written assesment
These are the rubric of students No Score Explanation
1 Excellent (91-100)
Demonstrate an excellent to very good understanding of the text and its relationship. Very good at identifying main ideas, supporting details and specific information. Almost no problems in understanding inferences. Little or no difficulty in recognizing vocabulary and structure. Answer 9-10 correct and 0-1 un correct answer of 10 question given. 2 Very good
Score (80-90)
40 3 Good
Score (70-79)
Good understanding of the text and its relationship. Able to main ideas, supporting details and specific information. Some problems in understanding inferences. Difficulty in recognizing vocabulary and structure. Answer 7 correct identify main ideas, supporting details and specific information. Many difficulties in recognizing vocabularies and structure. Answer 0-6 correct answer and 4-10 uncorrect answers of 10 questions given.
The researcher conducted the classroom action research of teaching Reading in eight grade of SMP Islam SudirmanAmpel. In the analyzing data the researcher using qualitative and quantitative approach .it used to know the students participation and their activities in classroom. In this case, the researcher use observation sheet to looking for the situation of classroom learning process. It describes the process and the result of students’
improvement in reading comprehension ability in using Reciprocal Teaching strategy.
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The student given pre-test and post-test, those steps do to gain a score of reading comprehension ability. The researcher scores the data using statistics technique which is SD, Mean and T-Test. The formulas of those techniques can be shows as follows:
a. Mean
Explanation :
M : Mean of students’ score
∑x : The Sum of Studets Score
N : The Total Number of Students b. Standar Deviation
SD : Deviation Standard for one sample t-test D : Difference between pre – test and post – test N :Number of observation in sample
c. T-Test
Explanation Where,
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43 CHAPTER IV DATA ANALYSIS
This chapter focuses on analyzing the data collections which is collected during the study. The researcher gives the details of the findings in this chapter. It displays the finding of the data collected since in the beginning until the end of the research. The findings consist of the results of the cycle I, cycle II. The two cycles are treatments of the implementation of the Reciprocal teaching Strategies in improve reading ability.
1. Research Findings a. Cycle 1
In this research the researcher as the teacher of the class. He helped by his friend as the collaborator, Nur Wahid Setiyawan who is observed the learning process. In this research, the researcher did two cycles, and each cycle consist of planning, acting, observing, and reflecting.
2. Planning
Before conducting the research, the researcher prepared some instrument as follows:
1. the schedule of the research
The schedule of the research helped the researcher to know period doing the research.(Appendixes 1)
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The lesson plan prepared as the guidance of the learning process of the classroom. The researcher used Lesson plan to control the learning process in the classroom systematically. (Appendixes 2)
3. Preparing the students attendance list and scoring list. 4. Preparing the material
In first cycles, the researcher decided to use recount text as the material. To get an appropriate material to the students, the researcher looked for the material in the internet based on the teachers’
suggestion then the material consulted to the teacher. (Appendixes 3) 5. Preparing observation sheet and scoring sheet
Observation sheet is used by the collaborator as the instrument. It used to observe the situation of the class during the implementation of reciprocal teaching learning process.
6. Pre –test and post test
Pre Test is the test that is given to the students before the teaching and learning process of Reciprocal Teaching Strategy applied and Post Test is the test that given to the students after applying Strategy. The test applied to know whether the reading ability is improved or not when the strategies applied. (Appendixes 4)
3. Implementation of the research (acting)
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around in the class. The situation is so crowded; some of students were still spoke with their friends. After all students ready, the teacher lead the pray. The teacher opened the learning process by introduced the researcher and his observer, the teacher told that he would be changed by the researcher for temporary. The English teacher left the class and the class was handled by the researcher. The researcher became the teacher in the class. The teacher started the lesson by greeted the students, and introduced himself, asked students’ condition and then checked the
attendance. After that, the researcher gave pre-test to students.
The students are so shocked and they felt confuse about it. The Researcher shared the question sheet to the students. The researcher asked the students to read the text before they do the test, and the researcher scored the students’ reading ability. The students asked to read
the sentences in the text. After that, the students instructed the students to answer the question of text.
The students looked so confused to answer the question. Some students disturbed and tried to copied the others test. The researcher walked around to check the students’ worksheet. The times up and the
sheet submitted, they looked like did not satisfy about the pretest. The teacher started to explained the material of the learning. The teacher checked the students’ knowledge about the text that will be discussed.
The students kept silent, because they didn’t know about recount
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After the teacher explained recount text to the students, he explained the role of Reciprocal Teaching Strategies in order to improve students’ reading ability.
The students divided into some group, each group worked to follow the researcher instruction. The implementation of Reciprocal Teaching Strategies can be described as follow:
a. Predicting
The researcher encouraged the students to predict what would happen in the next of the text. The predicting section happen when the studentshipotysize what will be discuss next in the text.
b. Question Generating
The students challenged to make some questions that might be asked by the researcher. Each group made questions by their own perception according to the material. After that, the researcher pointed out one of group to present about the question that they’ve made.
Before the researcher answered the question, the other students given chance to answer the question that asked by their friend. The researcher played role as the facilitator of the class.
c. Clarifying
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the researcher about how pronounced some word. The researcher tried to guide the students to read the text correctly.
d. Summarizing
Summarizing phase did in group to give the students opportunities on made self-review about the recount text by their own word. In this section, the researcher gave the students chance to read aloud and present about what they have summarized.
Finally, teacher gave re-explanation about the material of the lesson. The students felt more enjoy because the situation of the class was more comfortable than before. Most of the students interested to pay attention the researchers’ explanation, even some of students did not.
Afterwards, the researcher gave the students 15 minutes to finish the post-test. After finished the post-test, students submitted the answer sheet and teacher gave homework to the students. Finally the teacher closed the meeting.
4. Observation
In observation process, the result of this cycle is consider from the finding during the action in cycle I was progressing. The observation process took during the treatment of Reciprocal Teaching Strategies. Before did the treatment, the researcher gave a pre-test to know the students’ reading competence. There are 10 questions with
crossword answer gave to knew the students’ ability in reading. Then, in
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Strategies on reading ability. During the treatment of Reciprocal Teaching Strategies, the collaborator make field note of the situation of the classroom.
The data shows that the collaborator saw the students are very shy and confused when they learnt English. Most of the students were silent when the teacher asked them to explain about recount text. Most of them were afraid or ashamed to reading aloud the recount text, they were afraid to made mistake because they have low in pronounced English word. When the students did pre-test, the situation of the class became noisy because the students were confused about the material and the students have low mastery in grammar and vocabulary to answer the question.In fact, most of them didn’t answer to the test well, just 13 students who very
enthusiasm did the test.Some students did not pay attention when the teacher explained the material just 13 students of 19 members in the classroom who pay attention to the teacher explanation. the most students also did not active in questioning and answering section, according to the collaborator note there are just 5 students who active in questioning section and 2 students who active answer the question.
5. Reflection
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1. The researcher needs to ask the students to bring dictionary to help their vocabulary difficulties.
2. The researcher has to motivate the students to present in front of the class. Furthermore, to know there is a significant improvement in grammar mastery, the writer analyzing test using t-test calculation from the result of pre test and post -test. Before analyzing t-test, the writer will show the data presentation of pre-test and post-test.
Furthermore, the writer analyze the students’ improvement in learning
reading by looked for the mean of pre-test and post-test and extended of Reciprocal Teaching Strategies by t-test calculation as follow:
1. The result of Pre Test and Post Test cycle I Table 4.1
Table of students’ pre-test (scoring A)
51 d: intonation
The Standardized Minimum Score(KKM) of English lesson for eighth grade in SMP Islam SudirmanAmpel is >70. To get the first data, the writer gave pre-test for the students. The result of pre test, there was only 4 students from 19 students or 21 % student who got above the Standardized Minimum Score (KKM). Meanwhile, there were 15students or 79% students who got under the Standardized Minimum Score. It can be concluded that the students’ reading ability are still low. the writer taught the students by using Reciprocal Teaching strategies. There are four steps , there are predicting, question generating, clarifying, and summarizing. After that, the researcher did the post-test, to know the improvement of students’ reading ability was implemented. There were the
result of post-test of students reading ability on cycle I: Table 4.2
Table of students post test cycle (scoring A )
No Name
Indicator
Average Note A B C D
1 AiniYuhrotun 62 73 68 70 68,25 Unsatisfactory
2 Alfa Rohmatin 75 72 66 76 72,25 Good
3 AlvisaKhoirina A 74 76 66 80 74 Good
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5 DwiJokoSartono 55 56 60 70 60,25 Unsatisfactory
6 Edi Nugroho 66 70 75 78 72,25 Good
8 GigihPrasetya 58 55 62 72 61,75 Unsatisfactory
9 Gunawan Ramadi 62 59 60 68 62,25 Unsatisfactory
10 IstiqomatulHiday ah
73 75 69 75 73 Good
11 JokoSholeh 52 55 59 70 59 Unsatisfactory
12 LitaPujiyani 84 80 82 80 81,5 Very good
13 NurulAini 85 78 79 80 81 Very good
14 PritamiAshiahPri hatin
60 59 63 70 63 Unsatisfactory
15 PutriDewiSetyaW ati
78 70 75 75 74,5 Good
16 SaminulMustofa 59 60 58 70 61,75 Unsatisfactory
17 SiauwFajar A 62 70 60 70 65,5 Unsatisfactory
18 Sriyanto 56 59 60 70 61,25 Unsatisfactory
19 Ikhsan Tri L 60 58 62 73 63,25 Unsatisfactory
53 minimum score, the were two students or 10.5 % got very good score,6 students or 36.5 % students passed the test with good score, and 10 students or 53% of students were not able to passed the standard minimum score. There was an improvement of students reading ability, the students who got score above of standard minimum score were 9 students or 47 %,
Table 4.4
Result of Pre Test and Post Test cycle I (Scoring B)
54
2 Alfa Rahmatin 60 80
3 AlvisaKhoirinaAmalia 80 80
4 DiahWahyuUtami 70 50
5 DwiJoko S 60 80
6 Edi Nugroho 70 90
7 GigihPrasetya 80 50
8 Gunawan Ramadi 60 70
9 IstiqomatulHidayah 80 80
10 JokoSholeh 50 70
11 LitaPujiyani 90 100
12 NurulAini 60 70
13 PritamiAsihPrihatin 70 90
14 PutriDewiSetyawati 60 60
15 SaminulMustofaHelmi 60 60
16 SiauwFajarAdisetya 50 80
55
19 Ikhsan Tri Laksana 50 50
19 Risky PutriUtami 70 80
1240 1390
2. Mean of pre test
M :
M :
M : 65.3
3. Mean of post test
M :
M :
M : 73.15
From the statistically quantitative data above, the researcher describes the result analyzing data as follows:
Mean of Pre-Test = 65.3
Mean of Post Test = 73.2
Mean of pre-test < than mean of post-test
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and the post-test in cycle I (after the action). Standard minimum score for English is 70. In the pre-test on cycle I just 50% who able to pass the standard minimum score. There are 10 students pass the standard minimum score and the others do not. After get the Reciprocal Teaching Strategies the students score improves in post-test. There are 70% of 19 students can passed the standard minimum score. To get the complete data of reading ability improvement, the researcher combine the technique of analyzing data on scoring A and scoring B, there was the result of difference score between pre-test and post-test cycle 1:
Table 4.4
Table of students’ pre-test and post-test
No Name Pre Test Post Test D D2
1 AiniYuhrotun 60 72 12 144
2 Alfa Rahmatin 55 75.5 20.5 410
3 AlvisaKhoirinaAmalia 64 76 12 144
4 DiahWahyuUtami 62 68 16 256
5 DwiJoko S 45 66 11 121
6 Edi Nugroho 70 77.5 27.5 756.25
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8 Gunawan Ramadi 59 65 16 256
9 IstiqomatulHidayah 60 75 15 225
10 JokoSholeh 57 62 5 25
11 LitaPujiyani 81 87 6 36
12 NurulAini 69 77 8 64
13 PritamiAsihPrihatin 56 71 15 225
14 PutriDewiSetyawati 54 70 24
576
15 SaminulMustofaHelmi 49 61 12 144
16 SiauwFajarAdisetya 57 70 13 169
17 Sriyanto 50 64 14 196
18 Ikhsan Tri Laksana 57 60 3 9
19 Risky PutriUtami 71 78.5 7.5 56.25
Total 1123 1262 193 3121
58 M :
M :
M : 59.1
b. Mean of post test
M :
M :
M: 66.45
c. Standard deviation
