The Use of Reciprocal Strategy in Teaching Reading
Comprehension
(A Quasi Experimental Study in one Senior High School in Riau)
THESIS
Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By:
NIRMA HERLINA Student No. 1202627
ENGLISH EDUCATION
SCHOOL OF GRADUATE
INDONESIA UNIVERSITY OF EDUCATION
The Use of Reciprocal Strategy in Teaching Reading
Comprehension
(A Quasi Experimental Study in one Senior High School in Riau)
Oleh Nirma Herlina S.Pd Universitas Riau 2001
Sebuah Tesis yg diajukan yntuk memenuhi salah satu
syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakultas Pendidikan Bahasa dan Seni
© Nirma Herlina 2014 Universitas Pendidikan Indonesia
September 2014
Hak cipta dilindungi undang –undang.
Tesis ini tidak boleh diperbanyak seluruhny atau sebagian
Preface
Alhamdulillahi rabbil alamiin, thanks to Allah, it is only Allah SWT, the
Most Gracious and the Most Merciful, who deserves to be praised by all His creatures. He is the One who allows me to accomplish this research paper. Blessing and peace be upon Muhammad SAW, the Greatest messenger and the noblest leader.
This research paper was intended to partially fulfill the purpose of the requirements of Master Degree in Indonesia University of Education (UPI). During the process of writing this research paper, understanding the concept, research methodology and the steps of completing this paper has allowed me to learn many worth things which lead me to go through more challenges in my life.
The process of writing this research paper requires me to do my best efforts and prays. However, any weakness found in any part of this writing implies the limitation of my cognition at present. It is hope that this research paper would be useful and beneficial for the readers.
Nirma Herlina, 2014
TABLE OF CONTENTS
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CHAPTER I: INTRODUCTION ... Error! Bookmark not defined.
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CHAPTER II: REVIEW OF LITERATURE ... Error! Bookmark not defined.
2.1 Reading Comprehension ... Error! Bookmark not defined. 2.1.1 Definition of Reading Comprehension Error! Bookmark not defined. 2.1.2 Comprehension Process ... Error! Bookmark not defined.
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2.3 Reciprocal Teaching ... Error! Bookmark not defined. 2.3.1 The Concept of Reciprocal Teaching .. Error! Bookmark not defined.
2.3.2 The Basic Principles of Reciprocal Teaching StrategyError! Bookmark not defined. 2.3.3 The Components and Procedures for Implementing Reciprocal
Teaching Strategy ... Error! Bookmark not defined. 2.3.3.1 The components of reciprocal teaching strategyError! Bookmark not defined. 2.3.3.2 Reciprocal teaching stages ...Error! Bookmark not defined.
2.3.4 The Benefits of Reciprocal Teaching StrategyError! Bookmark not defined. 2.4 Hortatory texts... Error! Bookmark not defined.
2.5 Narrative text... Error! Bookmark not defined. 2.6 Students’ Attitudes toward the Implementation of Reciprocal Teaching
Strategy ... Error! Bookmark not defined. 2.7 Previous Study ... Error! Bookmark not defined. 2.8 Concluding Remark ... Error! Bookmark not defined.
CHAPTER III: RESEARCH METHODOLOGYError! Bookmark not defined.
Nirma Herlina, 2014
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CHAPTER IV: TEACHING PROGRAM ... Error! Bookmark not defined.
4.1 Phases of the Study ... Error! Bookmark not defined. 4.2 Preliminary Phase of Teaching Program ... Error! Bookmark not defined. 4.2.1Searching for Teaching Materials ... Error! Bookmark not defined. 4.2.2Tryout of the Pretest and the Posttest itemsError! Bookmark not defined. 4.2.3Administering the Pretest ... Error! Bookmark not defined. 4.2.4Introducing the Programs ... Error! Bookmark not defined. 4.3 Teaching Program of Reciprocal Strategy ... Error! Bookmark not defined. 4.4 Post Teaching Phase ... Error! Bookmark not defined. 4.5 Concluding Remark ... Error! Bookmark not defined.
CHAPTER V: FINDINGS AND DISCUSSION OF DATA FROM TEST AND FROM QUESTIONNAIREError! Bookmark not defined.
5.1 The Effects of Reciprocal Teaching Strategy on the Students’ Reading
Comprehension ... Error! Bookmark not defined. 5.1.1 Data from Test ...Error! Bookmark not defined. 5.1.2 Data from questionnaire ...Error! Bookmark not defined. 5.2 Students’ Attitudes toward the Implementation of Reciprocal Teaching
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CHAPTER VI: CONCLUSIONS AND RECOMMENDATIONSError! Bookmark not defined.
6.1 Conclusions ... Error! Bookmark not defined. 6.2 Recommendations ... Error! Bookmark not defined.
ABSTRACT
This study reports on the use of reciprocal strategy in teaching students’ reading comprehension. It aims at elaborating the implementation of reciprocal teaching strategy in the classroom, investigating the effects of the use of reciprocal teaching strategy on the students’ reading comprehension, and exploring the students’ attitudes toward its implementation. The study employed a quasi-experimental design and involved second graders of senior high school in one public school in Riau, Indonesia. 30 students in one class acted as the experimental group, while 30 students in another class acted as the control group. In the study, the researcher acted as the teacher. The study used three types of data collection techniques including reading comprehension tests; a five-week of classroom observation and a questionnaire. The data was analyzed based on the theories of reciprocal teaching strategy (Palinscar & Brown, 1984; Hartman, 1997; Meyer, 2010, P.41; and Klingner, Vaughn, & Boardman, 2007, p.133-134).The findings showed that the implementation of reciprocal teaching strategy including; (1) teacher demonstration; (2) direct instruction and guided practice; (3) teacher-student group; and (4) students-lead group was effective to enhance the students’ reading comprehensions. The data from the reading comprehension test showed that there was a significant difference between the experimental and the control groups in terms of the scores. It can be seen from the result of independent t-test of post-test scores, t-value (t= -3.267, df= 59) was higher than critical value (2.00). Moreover, the data from the classroom observation and the questionnaire demonstrated that the reciprocal strategy used in the experimental group provided three effects to the students’ reading comprehension encompassing (1) obtaining clear idea of the concept and of the use of four reading strategies; (2) developing their self-confidence in sharing their ideas; and (3) enjoying learning atmosphere. Apart from that, the results of questionnaire revealed the students’ positive and negative attitudes toward the implementation of reciprocal teaching strategy in the classroom. Based on the findings, it is recommended that English teachers apply this strategy to develop better students’ reading comprehension.
CHAPTER I
INTRODUCTION
This chapter presents the introduction to the study. It covers background of the problem, purposes of the study, research questions, significances of the study, definition of key terms used in this thesis and thesis organization. This chapter is ended with concluding remarks.
1.1 Background of the Problem
Reading is one language skill which is taught in educational institutions. It is considered prominent as it is the basis of instruction in all aspects of learning (Mikulecky, 2008) and necessary to improve quality of life (Grabe and Stoler, 2002).
There are at least three aspects why reading is very significant in English as second or foreign language. First, reading in second language or foreign language settings is increasingly important as English continues to spread, not only as a global language but also as a language of science, technology and advanced research (Grabe and Stoler, 2002). Everyday English Foreign Language students (EFLs) deal with reading materials such as text, text books for acquiring knowledge and information.
Second, the implementation of Genre Based Approach in Curriculum 2013 in Indonesia which is text-based will enhance students to deal with many types of texts, providing an implication that reading is necessary. Finally, reading is one of skills tested in national final examination in secondary schools, indicating that reading skill needs to be mastered by the students.
reciprocal strategy. It was introduced by Palinscar and Brown in 1984. It is a strategy in which the teacher explains and teaches four reading strategies explicitly namely prediction, clarification, questioning and summarizing. Then the teacher and the
students take turn (Pressley & McCormick in Westwood, 2001) and incorporate the four reading strategies collaboratively in dialogue (Palinscar and Brown, 1984; Rosenshine and Meister, 1993; Klingner, Vaughn, & Boardman, 2007) to internalize the text. This strategy also highlights explicit instruction which is needed to achieve reading comprehension (May, 2010; see also Palinscar and Brown, 1984; Rosenshine and Meister, 1993).
Reciprocal teaching has been found as a successful teaching strategy in improving students’ reading comprehension not only English as first language (see Palinscar and Brown, 1984; Ozckus, 2003) but also English as second and foreign language (see AlMakhzoomi, 2012; Jaya; 2013). However, most of the research was conducted at the university level (Palinscar & Brown. 1984; Moore, 1988; Wisaijorn, 1994; Seymour & Osana, 2002; Oczkus. 2005; Meyer, 2010; May, 2010; AlMakhzoomi, 2012; Jaya; 2013). As far as the study concerns, there is still little attention paid to the effectiveness of reciprocal teaching strategy in improving reading comprehension at the secondary level (Nasution, 2009; Astuti, 2013).
1.2 Research Questions
The research questions of this study are formulated as follow:
1. How is the implementation of reciprocal teaching strategy in the classroom? 2. What is the effect of reciprocal teaching strategy on the students’ reading
comprehension?
3. What are the students’ attitudes towards the implementation of reciprocal teaching strategy?
1.3 Purposes of the Study
The purposes of the study are to explore how reciprocal strategy is implemented in the classroom, to find out the effect of reciprocal teaching strategy on the students’ reading comprehension, and to investigate the students’ attitudes towards its implementation in a senior high school in Riau.
1.4 Significance of the Study
The research findings are intended to give contribution on several aspects; theoretically, practically, and professionally (Marshal & Rosman in Emilia, 2009, p. 153).
1.5 Definition of Terms
To avoid misinterpretation, misunderstanding or ambiguity, there are two terms which relate to the variables of this study. The definitions of this study are as follows:
1. Reading comprehension refers to an active process of constructing meaning from written text through readers’ interaction, their involvement, their taking their prior knowledge, their reading strategies, and their understanding of text types (Palinscar and Brown, 1984; Grambrell and Koskinen, 2002, p. 303; Snow, 2002, p. xiii; Almasi, 2003, p.74; Lenski, 2008, p. 171).
2. Reciprocal teaching refers to a teaching strategy in which students learn to use the four reading strategies of prediction, clarification, question generation and summarization and to apply these while discussing text with the teacher and their peers (Klingner, Vaughn, and Boardman, 2007, p.131).
1.6 Structure of Thesis
This thesis is organized into six chapters. Chapter I reveals background of the problem, research questions, purposes of the study, significance of the study, definition of key terms used in this thesis, structure of thesis and concluding remark.
Chapter II focuses on the literature related to teaching reading through reciprocal teaching. This includes the nature of reading comprehension, teaching reading comprehension, reciprocal teaching, hortatory texts and narrative texts.
Ultimately, chapter VI presents the conclusions and recommendation for further research.
1.7 Concluding Remark
CHAPTER III
RESEARCH METHODOLOGY
The previous chapter has presented the literature framework of the study. It discussed the theoretical foundation of reading comprehension, teaching reading
comprehension, reciprocal teaching, hortatory text, narrative text, students‟
attitudes toward the implementation of the program.
This chapter discusses the research methodology of this study consisting of several sections covering research site and participants, research design, data collection technique, and data analysis techniques as well as hypothesis testing. This chapter is closed with concluding remark.
3.1 Research Site and Participants
This study was conducted in one senior public high school in Riau. It was
chosen because of three reasons. Firstly, the school is located close to researcher‟s
residence which provides ease of time and cost (McMillan and Schumacher, 2001, p.432). Secondly, the participants in the research site mastered necessary skills which are needed in the implementation of reciprocating strategy, living with the fact that their prerequisite skills in reading put an ease of the teaching itself. Thirdly, as the school is where the researcher works, it provides an easy access to the researcher to conduct the research.
The nature of the participants was voluntary-based. They signed a consent
form (see Appendix 1) upon the researcher‟s information on the aim of the study,
its procedures, its benefits so that the participants understand the information and can decide whether they wanted to enroll and continue to participate (Emanuel, Wendler, & Grady in Liamputtong, 2009, p. 34). The consent form was adapted
from Emilia (2005) providing student‟s consent to participate in pre-test and post-test, teaching program and in responding to questionnaire. The participants involved in this study consisted of 36 female students and 24 male students. All of them participated in both pretest and posttest and were asked to answer questionnaire items. However, only 9 students were selected to be observed in classroom observation. In choosing the sample of observation, the researcher used purposive sampling. This is in line with one of the features of qualitative research as stated by Cohen & Manion, (1985) that purposive sampling is a feature of qualitative research.
3.2 Research Design
In accordance with the purposes of the study and the research questionnaires, this study used a quasi-experimental design in the form of nonequivalent (pre-test and post-test) control group design which was based on two reasons. First, the study involved two groups in which both groups had pre-test and post-test but only experimental group received the treatment (Cresswell, 2009, p.160). In this study, there were two classes to be experimented encompassing experimental group and control group. This is also related to the characteristics of quasi-experimental research (Nunan, 1992; Cresswell in Kusnadi, 2009, p.36).The experimental group was taught by using reciprocal teaching strategy. Second, the study did not require random sampling in selecting the participants (Hatch and Lazarton, 1991, p.95).
3.3 Data Collection Techniques
posttest was conducted after the treatment. Classroom observation was done during the treatment or on-going way (Frankel and Wallen, 2000) and questionnaire was conducted after the teaching program. Each method of data collection will be described below.
3.3.1 Pretest and Posttest of Reading Comprehension
This study used test as one of methods to answer the research questions related to the effects of reciprocal teaching strategy in students‟ reading comprehension. The tests were pretest and posttest consisting of 40 multiple choice items with four options A, B, C and D. There were three reasons of using multiple choice items in this study.
First, the multiple choice test was familiar for the participants which
influenced the participants‟ capability in responding questions (National Research
Council in Solorzano, 2008). Second, it was a commonly devise for testing the
students‟ comprehension (Alderson, 2000, p. 211) and third it was practical in constructing the items (Brown, 2004) as well as easy to mark (Harmer, 2001, p.323). The time allocated for pre-test and post-test was 50 minutes each.
items of identifying implicit information were and four items for indicator of anticipating or predicting next paragraph.
The test consisted of 40 items involving two genres of the texts: hortatory exposition and narrative texts. These two genres were also the materials in teaching program. The use of these two genres was attributed to two following reasons. First, they were learned in the second semester of second grade when this study was conducted. Second, these genres were recommended by some researchers in applying reciprocal teaching strategy (Palinscar and Brown, 1984; Rosenshine and Meister, 1993). The texts and questions were taken from some sources such as website, books and national final examination items which were modified for both texts and questions (see Section 4.2.1).
Moreover, the items of tests were tried out and modified to ensure the reliability and the validity of them (Hatch and Farhady, 1982, p. 253; Brown, 1988, p.99-104). The try-out was conducted to another group of students who was not involved in the study to find out the level of difficulty to gain 25% of easy, 50% of medium and 25% of difficult items (ANATES Guidance, 2003). There were 45 items were constructed but only 40 items were chosen for the tests. Further discussion of the tryout of the items is presented in chapter IV Section 4.2.2.
t-test using SPSS V.16. Further discussion of administering pre-test and post-test is discussed in Chapter IV Section 4.2.3
3.3.2 Classroom Observation
As mentioned in the previous section, the teacher acted as the teacher of the program conducting the program for 8 meetings or six weeks. The researcher employed reciprocal teaching strategy in the experimental group. This classroom observation aimed to see three aspects including the implementation of reciprocal
strategy, the effects of reciprocal teaching strategy, and the students‟ attitudes
toward the implementation of reciprocal teaching strategy. Observation, according to Maxwell (1996, p.76) often enables a researcher to get information which cannot be obtained from other sources.
During the program, the researcher made field notes about what students did and said after each session. For avoiding bias and having triangulation data, a
“peer review” was invited to observe the program (Liamputtong, 2009, p. 29) by writing what the teacher did and said and what the students did and said (see
Appendix 6). The peer review was a researcher‟s colleague who was not involved
directly in the study, she was designed to help the researcher‟s perspective.
3.3.3 Questionnaire
This instrument of study was employed after the entire teaching program was completed. The questionnaire was chosen as the instrument of this study as it is the most commonly technique applied for gaining information from respondents (Nunan, 1992; McMillan and Schumacher, 2001, p. 257). They further explained that questionnaire is considered fairly economical and ensured its anonymity. Questionnaire also is recommended to find out what people think including
participants‟ attitudes (Dornyei, 2002, p. 5).
In this study the questionnaire was spread to know the effect of reciprocal
teaching strategy on the students‟ reading comprehension, the implementation of reciprocal teaching strategy and the students‟ attitudes toward the implementation
questionnaire was given to the experimental group who were treated by using reciprocal teaching strategy.
The questionnaire items consisted 22 open-ended questionnaire items aiming to answer the research questions of this study (see Appendix 7). The open-ended questionnaire was chosen considering of eliciting the full range,
depth, and the complexity of the students‟ view (Oskamp and Schultz, 2005)
toward the implementation and the effect of reciprocal teaching strategy, as well as their attitudes toward the implementation. To have clearer understanding, the questionnaire was written in Indonesia language.
In accordance with the effectiveness and comprehensibility of questionnaire, a pilot test of the questionnaire was conducted before using it in the study (McMillan and Schumacher, 2001). The questionnaire was given to others who were not involved in the study to check the clarity of direction and items and the comprehensible of the questions. In the pilot testing, all questions in questionnaire were clear and comprehensible for the students. However, the term
of „strategi pengajaran reciprocal‟ (reciprocal teaching strategy) was shifted into „dalam pembelajaran ini‟ to avoid students‟ vagueness.
3.4 Data Analysis
Data analysis applied in this study was carried out during the teaching program and after the teaching program. On-going data analysis was done for having evaluation and modification of the teaching program. This kind of analysis was conducted on the basis of data taken from classroom observation. Meanwhile, the data which were analyzed after the program were the posttest and the questionnaire. Further discussion of each data analysis is presented below.
3.4.1 Pretest and Posttest
similarity (Hatch and Farhady, 1982). Third, the scores of posttest of control group and experimental group were analyzed whether they were in normal distribution. Fourth, the posttest scores of control and experimental group were analyzed using independent t-test (Hatch and Farhady, 1982; Hatch and Lazarton, 1991) to see the effect of reciprocal teaching strategy in experimental group.
3.4.2 Classroom Observation
Data from the classroom observation consisted of the researcher‟s and
another observer‟s field notes about what the students‟ said and did (McMillan and Schumacher, 2001; Silverman, 2005). The analyzing data was conducted during or on-going and after the data was collected. As the data of classroom
observation in accord with what teacher‟s said and did and student‟s said and did
were bulky and quite hard to observe everything that occurred (McMillan and Schumacher, 2001, p. 274), here were three components determined to be analyzed on the basis of the implementation of reciprocal teaching strategy, the
effect of the teaching strategy on the students‟ reading comprehension, and the
students‟ attitudes toward the implementation of the program. The components
were dialogue, four reading strategies including prediction, clarification, questioning and summarizing and Scaffolding (Klingner, Vaughn, & Boardman, 2007). The data were analyzed and described in Chapter IV combined with teaching program.
3.3.4 Questionnaire
Data from questionnaire were analyzed into two steps. First, the responses of participants were codified then categorized into three central themes (Cresswell, 2007) the implementation of reciprocal teaching strategy, the effect of reciprocal teaching strategy on the students‟ reading comprehension, and the
students‟ attitudes toward the implementation of reciprocal teaching strategy. In analyzing the data from questionnaire peer-reviewer was involved to reduce the bias (Creswell 2007; Padgett 2008 in Silverman, 2005) and to help clarify the
3.5 Hypothesis Testing
To answer the research question which is “what is the effect of reciprocal strategy on the students‟ reading comprehension?” Null Hypothesis (H0) was proposed in this study. The null hypothesis was that there was no difference
between the students‟ reading comprehension of the experimental group and that of the control group after receiving the treatment. The null hypothesis was accepted if there was no a significant difference in the result of the students‟ reading comprehension between the experimental group and the control group after receiving the treatment. On the contrary, the null hypothesis was rejected if there was a significant difference in the result of the students‟ reading comprehension between the experimental group and the control group after having the treatment. To meet the hypothesis above, statistics analysis of independent t-test was applied in this study.
3.6 Concluding Remark
This chapter has discussed the methodology of the study covering research site and participants, research design, data collection technique, data analysis of pretest-posttest, classroom observation, questionnaire and hypothesis testing.
CHAPTER V
FINDINGS AND DISCUSSION OF DATA FROM TEST AND FROM
QUESTIONNAIRE
Chapter IV has discussed the implementation of reciprocal strategy in teaching reading comprehension. It presents the phases of reciprocal strategy applied in this study.
This chapter presents the data obtained from test and questionnaire to answer research questions regarding the effects of reciprocal teaching strategy on the students‟ reading comprehension and the students‟ attitudes toward its implementation.
5.1 The Effects of Reciprocal Teaching Strategy on the Students’ Reading
Comprehension
5.1.1 Data from Test
This section reveals the findings from the reading comprehension pretest and posttest of control and experimental group related to research questions stated in Chapter 1, “what is the effect of reciprocal teaching strategy on students‟ reading comprehension?”
To see the effect of reciprocal teaching strategy on the students‟ reading comprehension, the post test scores of the experimental group and of control group (see Appendix 13) as discussed in chapter III (section 3.4.1) were analyzed using SPSS V. 16 in several steps.
First, to see whether the scores of both groups had normal distribution the test of normality was conducted.
Table 5.1: Table of Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
POSTTESTEXPERIMENT .142 30 .125 .938 30 .080 Table 5.1 shows that the scores of posttest of the control group lay on the level of significance 0.715 with degree of freedom 30. Meanwhile, the scores of the experimental group lay on the level of significance 0 .80 with degree of freedom 30. As both scores levels of significance are higher than alpha 0.05, it indicates that both groups‟ scores have normal data. Since the data are normal then, it can be calculated its significant difference by using independent t-test (Hatch and Farhady, 1982) to test the null hypothesis which was stated in Chapter III.
Second, to see whether there was a difference in achievement of both groups, the mean and the standard deviation were calculated. Table 5.2 provides the description of the reading comprehension posttest scores of both groups.
Table 5.2:Descriptive statistics of Reading comprehension posttest scores of Control and Experimental groups
Groups N Mean Std deviation
Control 31 23.71 5.008
Experimental 30 27.40 3.692
reading comprehension between high and low achievers in experimental group. In this case, the students‟ grades in experimental group spread better than that of the control group. It shows that high and low achievers collaborated well in the program. They assisted among others related to sharing the idea of what they know about the texts by applying the four reading strategies; prediction, clarification, questioning and summarizing. This collaboration shows that the principle of cooperative learning occurred in the study which achieved better result than that of working by him/herself in comprehending the text. This finding supports the findings of Al-Makhzoomi (2012), Jafarigohar, Soleimani and Soleimani (2013) who mention that reciprocal teaching strategy can improve both higher and lower achievers.
However, Hatch and Farhady (1982) mention that the mean scores cannot be judged that the experimental group is better than the control group, they proposed to calculate independent-t test to measure the difference of both experimental group and control group.
Table 5.3:Independent Sample t-test of Reading Comprehension Scores of Experimental and Control Group.
Lavene‟s test for equality of variance T-test for equality of means
F Sig T Df Sig
(2-tailed)
Equal variance assumed
2.231 .141 3.267 59 .02
Based on Lavene‟s test for the equality of variance, the posttest scores of reading comprehension lay on significant level 0.141 and level of probability 2.231 in which both scores are higher than the alpha 0.05. Therefore, posttest score is equal variance assumed. It shows that the equality of variances of the scores of both groups which mean that the t-test assumption is attained.
value, it reveals that the null hypothesis (Ho) is rejected which means that there is a significant difference in reading comprehension between the two groups. The significance level of two-tailed which lays on 0.02 supports the finding that there is a significant difference in reading comprehension between the group which got treatment of reciprocal teaching strategy and the group which was not treated by using reciprocal teaching strategy.
The results of analyzing posttest of control and experimental group show that reciprocal teaching strategy effect positively in improving the students‟ reading comprehension. This finding supports previous research (Nasution, 2009) that the use of reciprocal teaching strategy is effective in improving the students‟ comprehension. Moreover, related to the effect of reciprocal teaching strategy that enhances and develops the students‟ reading comprehension, this is also supported by many researchers (Palinscar, 1984; Palinscar, Ransom & Derber, 1989; Hartman, 1997; Lenski & Lewis, 2008; Al-Makhzoomi, 2012;Palinscar & Klenk in Ahmadi, Ismail & Abdullah, 2013; Allen, 2003 in Ahmadi, Ismail & Abdullah, 2013;Jafarigohar, Soleimani and Soleimani, 2013).
The improvement of the students‟ reading comprehension was not only seen from the result of students‟ posttest score of experimental group generally but also from certain reading skills/ strategies which become the indicators of comprehension in this study. As mentioned in Chapter II and Chapter III, the indicators of comprehension in this study are based on Graduate competence or SKL 2013 (Minister of Education and Culture, 2013) and Heaton (1988) covering
the ability of (1) finding the general idea of the text, (2) identifying the explicit stated information, (3) identifying the synonym, (4) identifying the main idea of paragraph, (5) identifying reference, (6) identifying the purpose and the type of the text, (7) identifying detailed information, (8) identifying implicit information and (9) anticipating the next paragraph.
type of the text; (4) identifying detailed information; and the consistency was found out on identifying reference.
For the first indicator of comprehension, it is finding out the topic or general idea of texts, most of participants improved their scores. By providing five texts with five questions related to finding out general idea, most of them could identify variously two to three general idea in the pretest and three to five the general ideas of texts in the posttest. It shows that reciprocal teaching strategy assists the students in identifying the general idea or the topic of a text. It means that the program enhanced the students‟ comprehension. This might happen as learning summarizing as one of reading strategies applied in reciprocal teaching strategy assists and develops students‟ reading comprehension. This is in agreement with some experts in their studies (Palinscar and Brown, 1984;Al-Makhzoomi, 2012) who stated that reciprocal teaching strategy develop students‟ comprehension.
The second indicator of comprehension is identifying explicit information. Most of students could answer diversely from five to seven out of seven questions in the pretest and six to seven in the posttest related to this indicator. It reveals that reciprocal teaching strategy is effective in the case of figuring out explicit information. It may happen as most of students have good competence in generating questions (as one of the reading strategies used in this program). This supports Palinscar and Brown (1982) that questioning could help readers identify the information related to the text.
questionnaires section 5.3) might be the reason of the ineffectiveness of the program in supporting the students in identifying the synonyms of the words. This is irrelevant with the previous research (Hasney and Connor, 2003) that the student‟s background knowledge of vocabularies helps the student in comprehending the text. Even though most of the students had difficulty in finding out the synonyms of words or phrases, they could answer other questions correctly which indicates that they understood the text.
The next indicator is identifying reference. For this indicator, most of the students showed their competences in figuring out the reference of certain pronouns by answering most of the questions correctly. This indicates they have good comprehension which is in accordance with the theory proposed by Heaton (1988, p.199) that a good comprehender is able to perceive what the reference device “it” refers to in the text.
For finding the implicit questions, most of the students showed the consistency in identifying the implicit questions. This indicates that the program did not assist the students in identifying implicit information. Therefore, for further teaching, it is better for the teacher to provide strategies which will develop the students‟ ability in identifying implicit information.
For figuring out the prediction of the next paragraph, most of the students improved their scores in anticipating the next paragraph. This indicates that the program supports the students in anticipating the next paragraph. This might happen as the students had ability in predicting the next paragraph which can be seen from the previous paragraphs particularly from the first paragraph of the text. Based on the description above, it reveals that the students‟ reading comprehension achievement of the experimental group that applied reciprocal teaching strategy is higher than that of the control group. It can be interpreted that reciprocal teaching strategy can enhance reading comprehension (Lesnki & Lewis, 2008; Carter, Palinscar & Brown, Palinscar, Brown & Campione, Plainscar & Klenk, in Ahmadi, Ismail & Abdullah, 2013, Allen, 2003 in Ahmadi, Ismail & Abdullah, 2013, Miller and Perkins, 1990 in Freihat and Al-Makhzoomi, 2012).
5.1.2. Data from questionnaire
The first benefit is the students get a clearer understanding of the concept and the implementation of four reading strategies; prediction, clarification, questioning and summarizing in comprehending a text as expressed in:
S9: Sure, by having a discussion with the teacher I can get easier to comprehend the text as she helped me to have a clearer understanding of the four reading strategies such as when I did not know the meaning of some words she reminded me to resound the words or ask my friends or consult to a dictionary
S7: By having discussion with the teacher I can confirm whether what I have known is true or not.
In the first excerpt, she regarded the teacher as a reminder who assisted her in understanding the four reading strategies which further helped her to comprehend the text. In this regard, she expressed that the teacher sometimes asked her to resound the unfamiliar word to connect it to the prior knowledge, ask friends or consult to the dictionary when she did not know the meaning of the words. The second excerpt indicates that the teacher acted as the knowledgeable person who provides supports for the students to get clearer understanding. This indicates that teacher-students interaction help students in both comprehending through learning four reading strategies applied in reciprocal teaching strategy which supports the findings of some previous experts (Palinscar, 1984; Tsong, 2012; Hartman, 1997) which reveal that the teacher-student interaction assists the students in comprehending as well as understanding the concept and the implementation of four reading strategies (Van Garderen, 2004 in Ahmadi, Ismail & Abdullah, 2013).
The discussion between teacher and students shows scaffolding principle in which the teacher provides assistance when the students need it and helped students to monitor their comprehension (Palinscar, 1984; Hartman, 1997; Tsong, 2012).
The second benefit of teacher-student interaction is developing the students‟ self-confidence. It can be seen in this following statement.
S21: … Initially, I was not confidence to express my opinion about the text but
because the teacher encouraged us to involve us in the discussion then I feel
confidence to say my understanding even though sometimes my idea was not
The excerpt reveals that at the beginning the student did not feel confidence to express his idea. However, as the teacher ensured the student that making mistakes is part of learning and encouraged him to take a part in the discussion, his confidence was gradually improved. This might happen as the structure of the dialogues or interactions which happened between teacher and the students required an ideal learning atmosphere (Palinscar, 1984; Hartman, 1997; Tsong, 2012). The teacher-student interaction developed their confidence to express their ideas and ultimately supported their reading comprehension. This is in line the previous study (Hasney in Ahmadi, Ismail and Abdullah, 2013) that in the use of reciprocal teaching strategy, the students improve their confidence.
As presented before (see Section 4.3) the interaction in reciprocal teaching strategy also included interaction among students. From the questionnaire, it was found that there are three reasons that the interaction enhanced their reading comprehension. These included (1) the possibility to share idea, (2) the enjoyment of learning atmosphere and (3) the confidence to express their ideas.
The first reason is the possibility to share idea with their friends as revealed by the data from the questionnaire as follows:
S4: we can help each other in comprehending a text. We clarified the vague words, sentences or concepts of prediction, clarification, questioning and summarizing. We discussed the main idea of the text which was initially different but ultimately we came to one agreement.
S19: … we have friends to share their idea so it helped us to comprehend the text easier.
the students are provided opportunity to have different points of view which help and develop their comprehension.
S1: By having discussions we feel more enjoy the learning. I am not shy to say
my idea or to ask some unclear things.
The excerpt shows the students mentioned that she enjoyed the learning atmosphere. She was not shy to share her ideas and confusion with her friends. This indicates that the interaction or discussion among students helped them to comprehend texts as they can share their ideas and their confusions freely. As found in the data from the classroom observation, the ideas are related to the students‟ comprehension of the text and their understanding of the four reading strategies. Consequently, this learning atmosphere creates not only comfortable spaces for them to learn but also confidence for expressing what they have known and have not known. Especially, those who have ever been the leaders of discussion felt pleased with their experiences for being the leaders of discussion as they could share their understanding and developed their confidence as presented below:
S5: … we are as the leader developed our confidence to lead the discussion in the class which is not easy thing. We not only explained what we have known but also learned from the members of discussion….
In this excerpt he expressed that being the leader of the discussion is not easy as he did not have enough confidence to lead the discussion. This finding is supported by the data from classroom observation in which some students asked the teacher to allow them lead the discussion in pairs. Moreover, as the leader of discussion, the student did not only explain what they had comprehended but also had learned from the members of discussion. It means that the leader and the members of discussion shared their ideas about the text.
Furthermore, the strategy facilitates peer-to-peer communication which require all students to participate and create an ideal learning atmosphere (Palinscar, 1984; Tsong, 2012; Hartman, 1997) as students with more experience and confidence helps other students in their group to decode and understand the text (Palinscar, 1984; Hasey, 2003; Lenski & Lewis, 2008; Tsong, 2012; Carter, Palinscar & Brown, Palinscar, Brown & Campione, Plainscar & Klenk in Ahmadi, Ismail & Abdullah, 2013) as stated in Chapter II. This finding can also be found in classroom observations (see teaching program in Chapter IV).
Based on the data from the questionnaire, it was figured out that learning the four reading strategies, namely prediction, clarification, questioning and summarizing helped students in understanding the text for four reasons. First, by learning four reading strategies, it was easier for them to understand the text. Second, it fostered students in grasping the idea of the text. Third, it assisted students to memorize the idea of the text. Fourth, it improved their reading strategies. The following quotations present the evidence.
S3: Yes, learning four reading strategies helped me to understand the text easily understand how to clarify difficult words, identify main ideas and summarize paragraphs or the whole text.
S4: Yes, it helped me much to get the main idea of a passage faster.
S6: yes, I know how to predict, to clarify, to question and to summarize which is useful to assist me in memorizing what I have read.
Carter, Palinscar & Brown, Palinscar, Brown & Campione, Plainscar & Klenk, in Ahmadi, Ismail & Abdullah, 2013).
Furthermore, the finding also shows that there is also improvement of students‟ reading strategies as mentioned in:
S7: …I did not know how to summary but now I think I know…
This reveals that the student did not have knowledge of summarizing paragraphs and a text before she got the treatment of reciprocal teaching strategy.
This finding is supported by the data from classroom observation (see Section 4.3) which shows the improvement of the quality of discussion of the text in the use of four reading strategies, for instance, in applying summarizing as found out in the following quotations:
At fifth meeting
S3: The text is about… let me discuss each paragraph. Paragraph one talks about the
writer‟s opinion about permitting students to chew gum at school. Paragraph two
talks about chewing gum help the student in keeping awake. Paragraph three is
about chewing gum help the students‟ concentration. Paragraph four is about
chewing gum will help the students‟ test grade and paragraph five is about chewing
is good for teeth. So the text is about…ehmmm what do you think?
At eighth meeting
S3:The text is about students‟ dating should not be allowed for three reasons. It
decreases students‟ motivation, ehmm it can lead to depression and miss out emotional development and it is likely engage sexual acts.
5.2 Students’ Attitudes toward the Implementation of Reciprocal Teaching
Strategy
The data from questionnaire shows that students had positive and negative attitudes in implementing reciprocal teaching strategy. As mentioned in Chapter II that attitude consists of three aspects, namely cognitive, affective and behavior so the discussion of students‟ attitudes is based on these three aspects.
In affective aspect, the students showed positive and negative attitudes. The positive attitude is indicated by their enjoyment the activities in the four phases conducted in reciprocal strategy. Although initially some of them said that they felt nervous for sharing their idea either as being the leader of discussion or as being member but gradually they felt happy. The students‟ positive attitude toward the use of reciprocal teaching strategy was found out in the following quotations:
S5: It was joyful, how we can be peer teaching for sharing our idea. It develops my confidence especially when I became the leader of discussion in front of class. I not only explained what I knew but also learned from my friends‟ questions or comments. No matter what, the point is being confidence to share the idea.
S6: It was fun, moreover when every member involved in discussion actively.
The excerpts show the students liked reciprocal teaching strategy because it was joyful or fun for them. They enjoyed the discussion especially when every members of discussion participated actively in sharing their knowledge. This finding supports the previous study (Stricklin, 2011, p.624) that most of the students enjoy the activities in the program. In addition to that, the student expressed that by being either the leader or the members of discussion developed his confidence to share his idea which finally improved his comprehension of the text. This finding supports the previous studies conducted by Hartman (1997); Lenski & Lewis (2008) that in reciprocal teaching strategy, most of the students enjoy working together, „being learning leader‟ and being group members .
students might not like summarizing as it is difficult for them. Therefore, for further teaching, the teacher is suggested to provide more practices to support the students‟ competence in summarizing.
The negative attitude also was found out in the use of reciprocal teaching strategy in teaching reading comprehension indicated by their opinion that the program sometimes is boring. This finding supports the previous research (Oczkus, 2003) that reciprocal teaching strategy has become boring for the students and or for the teacher. Furthermore, collaborating with other teaching strategies might be necessary.
In behavior aspect, most of the students responded positively toward the use of reciprocal teaching strategy. They said that they actively participated in the activity as stated in the following answers.
Question 7: What did you do when the teacher explained the four reading strategies?
S7: I listened to the teacher‟s explanation and responded to her questions
Question 10: What did you do when the teacher demonstrated the four reading strategies?
S7: …for example when she asked our prediction of the text I said it is about chewing gum
Question 16: What did you do when you discussed with your friends?
S7: I expressed my prediction, clarified dome words, generated questions and summarize
the text…. all of us shared our idea.
The excerpts show that the students actively involved in the four phases of reciprocal teaching strategy. This indicates that they respond positively toward the activities in reciprocal teaching strategy. This finding is supported by the data from classroom observation (see Section 4.3) that most of the students participated in discussing the text by applying the four reading strategies. This is in line with the previous research ((Palinscar, 1984; Tsong, 2012; Hartman, 1997) that reciprocal teaching strategy encourages the students to participated actively in comprehending the text by using the four reading strategies.
First, reciprocal teaching strategy developed their reading strategies as presented here.
S21: I can know how to clarify words which is not only by asking friend and consulting to dictionary but also sounding the words but it was quite difficult…
This excerpt shows that the student thought she knew how to clarify words. It indicates that her reading strategies improved after having the treatment. This is in accordance with the previous studies (Oczkus, 2010; Van Garderen, 2004 in Ahmadi, Ismail & Abdullah, 201) that as in reciprocal teaching strategy students learn four reading strategies; this instruction improves their four reading strategies.
Second, reciprocal teaching strategy developed the students‟ vocabulary as revealed below:
S29: … I can know many new vocabularies….
The student expressed that the teaching program promoted his vocabulary knowledge. This is in line with previous study (Freihat and Al-Makhzoomi, 2012) that reciprocal teaching strategy develops the students‟ vocabulary which helps students to comprehend.
Third, reciprocal teaching strategy improved their confidence as it was found in the following expression.
S5: …It develops my confidence…
Fourth, reciprocal teaching strategy motivated students in reading. As in the program, the students learned how to predict the text and the next paragraph they wanted to read the text to see whether or not their prediction is correct. This indicates that prediction strategy encouraged the students‟ motivation in reading (Lenski & Lewis, 2008; Oczkus, 2010).
Fifth, reciprocal teaching strategy created comfortable learning atmosphere. This supports the previous studies (Palinscar, 1984; Tsong, 2012; Hartman, 1997) that the dialogue and interactions required the students to participate and create an ideal learning atmosphere.
The last but least, reciprocal teaching strategy developed and improved the students‟ comprehension. This finding is supported by the data from classroom observation which shows the students‟ development of their comprehension by applying the four reading strategies These findings support some previous research (Lesnki & Lewis, 2008; Carter, Palinscar & Brown, Palinscar, Brown & Campione, Plainscar & Klenk, in Ahmadi, Ismail & Abdullah, 2013) that reciprocal teaching strategy helps and improves the students‟ comprehension.
On the contrary, the student expressed their thought that the teacher focused more on the four reading strategies so she missed involving humorous in learning activity as mentioned by one student in this quotation.
S7: I like learning to predict, clarify, question and summarize, it is beneficial for me but I think it would be better if you made some jokes to make our class is more fun.
This finding supports previous study (Oczkus, 2003, p.24) that one disadvantage of reciprocal teaching strategy is the teacher focus on the four reading strategies and tends to neglect other important opportunities to build students reading comprehension such as humorous.
next paragraph, to motivate them to keep reading (Lenski & Lewis, 2008). In accordance with clarification, most of them thought that this strategy was important as by learning clarification they know how to clarify words which helped them in comprehending a text. Most of them felt that asking friends and consulting to dictionary were easier ways to clarify words than resounding them as presented in this quotation:
S21: I can know how to clarify words which is not only by asking friend and consulting to dictionary but also sounding the words but it was quite difficult…
This can be seen in the classroom observation (see teaching program), most of them preferred clarifying the words by asking their friends and consulting the dictionary than resounding them. This might happen as they did not have background knowledge of those words. Furthermore, most of the students said that by asking friends to clarify the words their vocabulary was enriched as supported by some previous research (Freihat and Al-Makhzoomi, 2012) which reveal that reciprocal teaching strategy could develop readers‟ vocabulary.
In applying questioning, most of the students stated that this strategy was important and good in monitoring their comprehension. However, some of the students also felt that this strategy was very difficult as they did not have sufficient knowledge in structuring a question such as the use of modal auxiliaries. This finding supports the data from the classroom observation (see teaching program) that some of them got difficulty in generating questions. This finding argues the previous study (Hasney and Connor, 2003) that found out most of the students were able to generate questions since the second phase.
In applying summarizing, most of them stated this is the most difficult strategy to be applied as they have to know the general idea of the text. They have difficulty in figuring out the main points and supporting idea of the text as mentioned in:
S19: By summarizing we can know whether we have understood or the passage as when someone has a good understanding the idea of the text, he can
summarize it but ma‟am this is the most difficult strategy, perhaps because of
my limited vocabulary knowledge.
The student expressed that summarizing is figuring out the main points of the passage. By summarizing, she can know the idea of the text which monitored her comprehension. This statement indicates she knew how to make a good summary but in practice she got difficulty. The students‟ difficulty in summarizing found in this study supports the previous research (Tsong, 2012, p.219) that summarizing is the most difficult strategy compared to prediction, clarification, and questioning. Thus, providing more practices in the use of this strategy is suggested.
5.3 Concluding Remarks
This chapter has presented the findings from the tests and questionnaire and the discussion related to the effects of Reciprocal Teaching strategy and students‟ attitudes toward its implementation.
CHAPTER VI
CONCLUSIONS AND RECOMMENDATIONS
Chapter V has presented the findings from the tests and questionnaire and the
discussion related to the effects of reciprocal teaching strategy and students’ attitude toward its implementation. This Chapter discusses conclusions and recommendations of the study.
6.1 Conclusions
As mentioned in the previous chapter, this study was intended to elaborate the implementation of reciprocal teaching strategy, to find out the effects of reciprocal teaching strategy on the students’ reading comprehension, and to explore the
students’ attitude toward the implementation reciprocal strategy.
The findings show that the implementation of reciprocal teaching strategy
was effective to improve the students’ reading comprehension. It is indicated by the involvement of most of the students in the discussion in the four stages applied in the classroom, including teacher demonstration, direct instruction and guided practice, teacher-student groups, students lead group. They learned how to comprehend a text by using the four reading strategies which will be beneficial for them in internalizing the texts independently.
In accordance with the effect of reciprocal teaching strategy on the students’
reading comprehension, the findings show that reciprocal teaching strategy enhanced the students’ reading comprehension, which was indicated by the post-test scores of the students who were treated by using reciprocal teaching strategy. The scores of experimental group were higher than those of control group. The students who were taught by using reciprocal teaching strategy improved their comprehension. Therefore, the use of reciprocal strategy could be beneficial for the students when taking comprehension tests such as National Examination later because the indicators of comprehension used in this study were based on
Moreover, reciprocal teaching strategy developed the students’ reading
comprehension encompassing: (1) the students get clearer idea of the concept and the use of four reading strategies (prediction, clarification, questioning and summarizing) and (2) the students developed their self-confidence for sharing their ideas including sharing understanding and at the same time their confusion of vocabularies, reading strategies and content of the text; (3) the students enjoyed the learning atmosphere which supported them in comprehending the texts. It reveals that the interaction or discussion either teacher-students discussion or students lead discussion developed the students’ reading strategies and self
-confidence which ultimately improved the students’ comprehension.
Furthermore, the students revealed positive and negative attitudes toward the implementation of reciprocal strategy. The positive attitude was indicated by the joyfulness of most of the students toward the program. They thought that the four reading strategies helped them comprehend a text by fostering and monitoring the comprehension. They also mentioned that the program helped them grasp more concepts of four reading strategies. Meanwhile, the negative attitude was indicated by the students’ negative opinion toward the implementation of the program. They felt that, to some extent, it sometimes makes them bored. In line with it, some of the students did not like summarizing process due to the perception that the process of summarizing was a difficult task. However, there were some limitations found in the research. First, it was found out in the discussion. Most of high achievers dominated the discussion, while the low achievers tended to kept silent. They started to share their idea in the small-group discussion. As a result, some low achievers still asked the concept of four reading strategies in the small-group discussion. This might happen as the low achievers were lack of confidence to their confusions in teacher-led discussion (class-group discussion.) Therefore, this problem might be solved by
there was no specific treatment in the control group to be compared with the experimental group which was taught by using reciprocal strategy. Therefore for further study, it is better for treating the control group with a teaching strategy which has similar basic principles with reciprocal strategy.
In conclusion, based on the research findings, the implementation of reciprocal strategy was effective in teaching reading comprehension as it can
improve the students’ reading comprehension. Besides, pedagogically, this result
might encourage the teachers in the research site or in other sites to implement this teaching strategy as one way to develop students’ reading comprehension in the secondary level, particularly in senior high school level.
6.2 Recommendations
Based on the research findings, some recommendations are proposed to English teachers and other researchers who are interested in the study of reciprocal teaching strategy.
First, for English teachers, it is suggested that they apply this strategy in the classroom to develop students’ reading comprehension. Second, for further researchers, it is suggested that they investigate the effect of reciprocal teaching strategy on the students’ reading comprehension levels.
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