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

(1)

i

IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

Surakarta in the Academic Year of 2014/2015)

THESIS

YULI SETIA WARDANI

K2211094

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

(2)

(3)

iii

IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

Surakarta in the Academic Year of 2014/2015)

A THESIS

YULI SETIA WARDANI K2211094

Submitted to the Teacher Training and Education Faculty of

Sebelas Maret University to Fulfill One of the Requirements for

Obtaining the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

(4)

(5)

(6)

ABSTRACT

Yuli Setia Wardani. K2211094. IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015). A Thesis, Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. October 2015.

The objectives of this research are to investigate: (1) to know how reciprocal teaching can be implemented effectively in improving the students’ reading comprehension and (2) to know to what extent reciprocal teaching can improve the students’ reading comprehension.

This research is a Classroom Action Research (CAR). This research was conducted in two cycles, from May 4th 2015 until May 20th 2015. Every cycle consists of four stages, namely: planning, acting, observing, and reflecting. The subject of this study is class XI Language 1 in SMA Negeri 6 Surakarta in the academic year of 2014/2015 that consists of 18 students. There were qualitative data and quantitative data in this research. The qualitative data were collected by observing, surveying, and interviewing while the quantitative data were collected by conducting tests. To analyze the qualitative data, techniques proposed by Burns were applied, which includes assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. While, the quantitative data were analyzed using Descriptive Statistical Analysis.

The result showed that reciprocal teaching can be implemented effectively by following some points, those are (1) providing interesting reading texts, (2) activating the students’ background knowledge, (3) giving clear explanation of reciprocal teaching strategies, (4) providing guideline, (5) adjusting the order of reciprocal teaching strategies, (6) giving clear job description of task within the group, (7) encourage the students not to depend on their dictionaries and determine the words that should be clarified by the students, (8) encourage the students’ participation, (9) good seat arrangement, and (10) teacher’s monitoring. By implementing reciprocal teaching in such conditions, the students’ reading comprehension improved. The students’ reading mean score in the pre-test was 55.56; it improved to 72.67 in the post-test 1 and 77.11 in the post-test 2. The improvement was also seen in the students’ participation, those are (1) they involved and focused in group discussion, and (2) they became active to express their ideas that make the classroom situation became more conducive.

The conclusions of this research are the implementation of reciprocal teaching in such conditions can improve the students’ reading comprehension and participation in teaching and learning process in eleventh grade of SMA Negeri 6 Surakarta.

(7)

vii MOTTO

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

(8)

DEDICATION

With deep profound love, this research is dedicated to:

My beloved father and mother

For their love, support, prayer and patience

My sister and brothers

For their love and support

All teachers in my life

For sharing their knowledge

Myself

(9)

ix

ACKNOWLEDGEMENT

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

1. The Dean of the Teacher Training and Education Faculty of Sebelas Maret University who approved this thesis.

2. Teguh Sarosa, S.S., M. Hum., The Head of English Education Department of Teacher Training and Education Faculty and the second consultant, for giving me permission to write this thesis, valuable guidance, advice, criticism, motivation and suggestion from the very beginning of this thesis.

3. Drs. Gunarso Susilohadi, M. Ed. Tesol, the first consultant for his valuable guidance, excellent advice, criticism, motivation and suggestion from the very beginning of this thesis.

4. All the lecturers of English Education Department of Teacher Training and Education Faculty of Sebelas Maret University for countless knowledge and inspiration during my study.

5. Agung Wijayanto, S.Pd, M.Pd., The Headmaster of SMA Negeri 6 Surakarta who gave permission to do the research.

6. Drs. Ahmad Al Adib, the English teacher of XI Language 1 who helped me during the research.

7. The students of XI Language 1 of SMA Negeri 6 Surakarta, for their good cooperation and participation during the research.

8. My beloved parent, Bapak Kasino and Ibu Wartiyem, for their endless love, endless support, and prayer.

9. My beloved sister and brothers, dr. Findi Kasia Wardani, Pandu Setiabudi, and Ahmad Panji Ramadhan, for their love, support, and prayer.

(10)

11.My sincere friends, Lusiana Prihastiwi, Umi Khoeriyah, Tiara Shelavie, Yunita Lukitasari, Salma Hanifunisa, Siti Fatonah, Rita Pratiwi, and Yunita Widya Hapsari, who always support and help me. Thank you for being my second family.

12.My friends in English Education Department 2011 for the friendship and togetherness.

13.All people who I cannot mention one by one, thanks for your support and help in accomplishing this thesis.

Hopefully this thesis will be useful for the readers and English teaching. I realize that this thesis is still far from being perfect. Therefore, I accept gratefully every suggestion, criticism and comment from those whom concern with this thesis.

Surakarta, September 2015

(11)

xi

BIBLIOGRAPHY ……… ... 85

(14)

LIST OF TABLES

Table 3.1 Schedule of the Research ... 25

Table 4.1 Findings of Pre-research ... 39

Table 4.2 List of Activities in Using Reciprocal Teaching Technique ... 43

Table 4.3 The Result of Post-test 1 in Reading Comprehension ... 57

Table 4.4 Reflection and Plan for Cycle 2 ... 60

Table 4.5 Findings on the Classroom Situation During the Research ... 72

(15)

xv

LIST OF FIGURES

(16)

LIST OF CHARTS

(17)

xvii

LIST OF APPENDICES

Appendix 1. Pre-research Observation and Analysis ... 88

Appendix 2. Pre-research Questionnaire ... 93

Appendix 3. Sample of Pre-research Questionnaire ... 95

Appendix 4. Pre-research Questionnaire Result and Analysis ... 97

Appendix 5. Students’ Pre-research Interview Script ... 102

Appendix 6. Pre-test ... 120

Appendix 7. Sample of Pre-test ... 128

Appendix 8. Pre-test Score ... 129

Appendix 9. Lesson Plan of Cycle 1 ... 130

Appendix 10. Sample of Students’ Worksheet ... 145

Appendix 11. Post-test 1 ... 148

Appendix 12. Sample of Post-test 1 ... 155

Appendix 13. Post-test 1 Score ... 156

Appendix 14. Field Notes of Cycle 1 ... 157

Appendix 15. Lesson Plan of Cycle 2 ... 165

Appendix 16. Sample of Students’ Worksheet ... 179

Appendix 17. Post-test 2 ... 183

Appendix 18. Sample of Post-test 2 ... 190

Appendix 19. Post-test 2 Score ... 191

Appendix 20. Field Notes of Cycle 2 ... 192

Appendix 21. Reciprocal Teaching Guideline ... 201

Appendix 22. List of Student’s Name ... 203

Appendix 23. Documentation ... 204

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

IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

THESIS

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

A THESIS

YULI SETIA WARDANI K2211094

ENGLISH EDUCATION DEPARTMENT

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

TITLE OF THE RESEARCH ... i

BIBLIOGRAPHY ……… ... 85

LIST OF FIGURES

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

IMPROVING STUDENTS’ READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

THESIS

(A Classroom Action Research in Eleventh Grade of SMA Negeri 6

A THESIS

YULI SETIA WARDANI K2211094

ENGLISH EDUCATION DEPARTMENT

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

TITLE OF THE RESEARCH ... i

BIBLIOGRAPHY ……… ... 85

LIST OF FIGURES

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