CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
B. Discussion
5. Hypothesis Testing
In order to know whether or not the difference between pre test and post test was significant, the t-test analysis from students‟s score in Reading ability. The result of t-test could be seen on Appendix K. The following tableshowed the result of t-test calculation :
Table 4.5 The T-Test Analysis of the Students’ Improvement Variable t-test value t-table value Remark
Students‟ score 8,694 2,045 different significantly
The Table 4.5 above showed that t-test value was greater than t-table (8,694>2,045). It could be seen on Appendix K. Based on this result, it was concluded that there was different significantly.
After calculation the t-test value, then it was compared with the value of t-table with the level of significance (p) = 0.05 with the degree of freedom (df)=29, because the total number of the students was 30 students (N-1) = 29 therefore (df)=29. The value of t-test was greater than t-table value (8,694>2,045). Based on the elaboration above, it can be concluded that the null hypothesis ( ) was rejected. Otherwise, the alternative hypothesis ( ) was accepted. In other words, there was different significantly between students‟ reading ability before and after using reciprocal teaching at the eight grade students of SMP Nasional Makassar.
reciprocal teaching. From the result of the pretest and post test, it can be concluded that there is a significant difference between the students‟ mean score pretest to post test before and after treatment using reciprocal teaching in terms of main idea and supporting details.
1. The Improvement the Students’ Literal Reading Comprehension in Findings of Main Idea
The result of the analysis revealed that there was a significant difference mean score pretest to post test of students in terms of main idea. in pretest, mean score of students is lower ( 35,83) before using reciprocal teaching. After using reciprocal teaching in treatment, the mean score of post test was higher (67,5).It could be seen in the table4.2 and it can be proved from the T-test>T- table. It means that using reciprocal teaching to teach writing can enhance the students‟ writing skill in terms main idea.
In the reciprocal teaching, there are four strategies applied. They are predicting, clarifying, quetioning and summarizing. These strategies involve discussion and question and answer among the students. During the discussion, the students collaborate to find the main idea of the text. After that, the students explained the other groups the result their discussing. These activities can help all students understand the main idea of the text.
Majeed (2013) claimed thatreciprocal teaching technique proved to be an excellent learning strategy for devoloping and enhancing students‟ reciprocal skill. It is noticed that the use of the four strategies: predicting, questioning, clarifying, and summarizing by the students throughout the reciprocal teaching
enhanced their understanding, and reciprocal teaching technique helped poor readers to develop their reading skill through the use of predicting, clarifying, questioning, and summarizing which enabled them to interact with the text.
From the explanation above, improvement of the students‟ mean score in pretest and post test proved that using reciprocal teaching is effective to improve the students‟ reading ability in main idea after treatment.
2. The Improvement the Students’ Literal Reading Comprehension in Findings of Supporting Details
The result of the analysis that there was a significant difference mean score pretest to post test of students in terms of main idea. in pretest, mean score of students was lower (33,33) before using reciprocal teaching. After using reciprocal teaching in treatment, mean score of post test was higher (62,5). It could be seen in the table 4.4 and it can be proved from the T-test>T-table. It means that improving students‟ reading ability using reciprocal in terms main idea is effective.
Reciprocal Teaching can help students improve their reading ability. Using the strategies in reciprocal teaching, the students discussed with their group to determine of supporting details. Discussing made the students able to find the supporting details in the reading text during treatment by using reciprocal teaching. All the group members will work together to help each other to find the answer of the questions. AnAccording to Chen & Kong (2016), Reciprocal Teaching stresses on common construction and learning through the interaction between teachers and students and among students, the spirit of group
cooperation, and group honor so that those with high capability are willing to lead ones with low capability, while those with low capability could automatically learn and enhance the learning effectiveness by applying strategies to the real common practice through the guidance of leaders in the learning process.
From the explanation above, improvement of the students‟ mean score in pretest and post test proved that using reciprocal teaching is effective to improve the students‟ reading ability in main idea after treatment.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first part presents some conclusions based on the data analysis and findings in the previous chapter. The second part presents some suggestion findings based on the findings and conclusions of this research.
A. Conclusion
Based on the data analysis and discussion gathered in the previous chapters, it can be concluded that using reciprocal teaching can improve the students‟ reading ability in terms of main idea and supporting details in teaching descriptive text. It is proved by the improvement of main idea which was 88,38 % and improvement of supporting details which was 87,51 %. From the data analysis, alternative hypothesis ( ) is accepted and the null hypothesis ( ) is rejected (8,694>2,045). It means that using reciprocal teaching is effective to improve students‟ reading ability in terms of main idea and supporting details.
B. Suggestion
As the result of using reciprocal teaching, the researcher would like to give some the suggestion for the english teacher, the students and the next researchers:
1. For the english teacher :
a) The English teachers are suggested to apply reciprocal teaching in learning process especially in teaching reading ability to identifying main idea and supporting details of the text.
b) The English teachers should maximize in giving guidance to the students in learning and teaching process, especially when using reciprocal teaching.
c) The English teachers should be creative in teaching using reciprocal teaching method because there are many method that could be creative in designing the lesson material that will be given to the students, so that the students will be more interested in teaching and learning process.
d) The English teachers should be creative to manage the material presentation in the classroom for teaching reading ability such as using reciprocal teaching.
2. For the students, the students should increase their ability to learn reading by using reciprocal teaching.
3. For the next researchers :
a) The next researchers are expected that this finding can be a reference for them to conduct the similar research study about reading ability and its testing.
b) The result of this research can be used as an additional references or further research with different discussion for the next researchers.
BIBLIOGRAPHY
Ahmadi, M. R., & Ismail, H. N. (2012). Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension . Journal of Studies in Education, 165-166.
Ahmadi, M. R., Ismail, H. N., Kabilan, M. K., (2012). Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy . International Journal Of Learning & Development, 196-197.
Asriani. (2003). The Correlation between The Students' Reading Comprehension and Translation Reading Ability of the Fifth Semester of English Department of FKIP. Unismuh Makassar .
Brenda Jean Tylor, B. A., & M.Ed. (2006). Teaching Reading to Middle School English-Language Learners with Learning Disabilities in Reading:
Teacher Beliefs, Experiences, and Practices. Faculty of The Graduate School of The University of Texas at Austin , 3.
Chen,.Y & Kong,D. (2016). An Investigation on Factors in The Integration of Reciprocal Teaching into Multimedia Teaching . EURASIA Journal of Mathematics Science and Technology Education , 140.
Defiana, N. (2016). The Effectiveness of Using Reciprocal Teaching on The Reading Comprehension to the Second Grades of MTsN. Vol. 8 No.1, 77. Debdikbud. (1981). Petunjuk Pelaksanaan Praktek Mengajar dan Petunjuk
Pelaksanaan System Penilaian. Jakarta.
Duffy, G. G. (2009). Explaining Reading. New York: The Guilford Press.
Grabe, W. (2009). Reading in a Secong Language Moving from Theory to Practice. United States of America: Cambridge University Press .
Hamra, A., & Syatriana, E. (2012). A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design. Canadian Center of Science and Education, 1.
Harmer Jeremy, 1995. The Practice of English Language Teaching. London:
Longman.
Majeed, M. R. (2013). The Effect of Using Reciprocal Teaching on Improving College Students' Achievement in Reading Comprehension. Journal of College of Education for Women Vol. 24 (3), 913.
Noprianto, E. (2017). Students' Descriptive Text Writing in SFL Perspectives . IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 2 (1), 65-79.
Padma, D. B. (2008). Reciprocal Teaching Techniques . New Delhi: S. B. Nangia.
Rahmah, S. (2016). Improving Students' Reading Comprehension By Using Information Transfer Activity (ITA) Technique. Skirpsi Univeristas Muhammadiyah Makassar, 6-29.
Richard R. Day, Jeong Suk Park. (2005). Developing Reading Comprehension Questions. Reading in a Foreign Language Vol. 17 No.1 ISSN 1539-0578, 61-65.
Rizal. (2012). The Use Holistic Learning Approach to Improve Students' Reading Comprehension. Skripsi Universitas Muhammadiyah Makassar, 16.
Sabriah. (2002 ). Improving Reading Comprehension Achievement of the Second Years Students of SLTP Neg. 11 Takkalallang Wajo through
Communicative Task . Thesis FBBS IKIP UP.
Sari, I. F. (2014). The Effectiveness of Using Reciprocal Technique on Students' Reading Ability of Narrative Text. Skripsi Universitas Islam Negeri Syarif Hidayatullah Jakarta, 6-19.
A
P
P
E
N
D
I
C
E
S
APPENDIX A PRE-TEST Read following text with carefully
A Tree
There are three main parts of a tree. They are crown, trunk, and root. The crown is at the top of the tree. It consists of leaves, branches, and twigs. The crown filters dust and other particles from the air. The leaves produce food for the tree through photosyntesis.
The trunk or stem of a tree supports the crown and gives the tree its shape and strenght. The trunk consists of some layers. The layers carry water and minerals up from the roots to the leaves, and they are carry sugar down from the leaves to the branches, trunk and roots.
Tree‟s roots absorb water and nutrients from soil, store sugar and hold the tree upright in the ground. Some roots can go down more than four meters.
Answer the quetions based on the text ! 1. What is the main idea of the text ? 2. How many parts of a tree ? Mention it !
3. What is the function of the crown, trunk, and root ? 4. How many parts of the crown ? Mention it !
5. Where is the place of photosyntesis ?
APPENDIX B
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMP Nasional Makassar
Kelas/Semester : VIII/1
Mata Pelajaran : Bahasa Inggris
Topik : Descriptive Text
Skill : Reading
Alokasi Waktu : 4 x 2 JP
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk
descriptive yang berkaitan dengan lingkungan sekitar.
B. Kompetensi Dasar
5.1 Merespon makna dan langkah-langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar
dalam teks berbentuk descriptive.
C. Indikator Pencapaian
1. menentukan ide pokok yang ada pada teks deskriptive
2. mengidentifikasi makna dan gagasan dalam descriptive text
3. menjelaskan hasil diskusi kelompok.
D. Tujuan Pembelajaran
1. Siswa dapat menangkap informasi spesific yang ada pada teks descriptive.
2. Siswa dapat mengidentifikasi makna dan gagasan dalam teks descriptive.
3. Siswa dapat mengidentifikasi aspek-aspek yg ada pada teks descriptive.
E. Materi
Pertemuan pertama :
Bongo the Orangutan
There is an orangutan in the Bandung zoo. People call her Bongo. She comes from a dense forest on the island of Kalimantan.
She has physical features similar to a human. Bongo has brownish fur, and walks with two feet. Bongo is almost a big as a human. She is a mammal, that means she gives birth to her children and breast feeds them.
Questions :
1. What is the main idea of the text ? 2. What is people‟s call “orangutan” ? 3. Where is from Bongo ?
4. What are characteristic of Bongo ? 5. What is animal‟s kind of Bongo ?
Pertemuan Kedua :
Singapore
Singapore is an island city of about 4 million people. It‟s a beautiful city with lots of parks and open spaces. It‟s also a clean city.
Most of the people live in high-rise flats in different parts of the island.
The business district is very modern, with lots of tall new office buildings.
Singapore also has some nice older sections. In chinatown there are rows of old shop houses. The government buildings in singapore are very beautiful and date from the colonial days.
Singapore is famous for its shops and restaurants. There are many good shopping centers. Most of the goods are duty free. Singapore‟s restaurants sell chinese, indian, malay and european food, and the the prices are quite reasonable.
Quetions :
1. What is the main idea of the text ?
2. How big is the population of singgapore ? 3. Where do most people live ?
4. What can we find in Chinatown ? 5. What is Singapore most famous for ?
Pertemuan Ketiga:
Keukenhof Flower Park
Keukenhof Flower Park is also known as the Garden of Europe. It is situated near Lisse, Netherlands. It is yhe world‟s largest flower garden.
Keukenhof is more than 150 years old. Its first grounds were founded around 1840.
Everyone who loves flowers knows Keukenhof Flower Park. There are so many kinds of beautiful flowers. There are approximately 54,520 acres of parkland planted with tulips and other bulbs. Keukenhof is open from the last week of March to mid-May. The best time to view the tulips is around mid-April.
However, it depends on the weather. In seven weeks Keukenhof has about 800,000 visitors.
Questions :
1. What is the main idea of the text ?
2. What is the other name of Keukenhof Flower Park ? 3. Where is Keukenhof located ?
4. How old is Keunkenhold Flower Park ? 5. When is Keukenholf open ?
Pertemuan Keempat :
The Must-see Ambarawa Railway Museum
You can easily be accused of committing a tourism sin if you‟re in Semarang and failed tovisit the Ambarawa Railway Museum.This museum is situated less than an hour‟sdrive from the capital of Central Java. During the Dutch colonial days, Ambarawa was a militaryzone and the railway station was used to transporttroops to Semarang through Kedungjati. It is at 474 m above sea level, giving you unpolluted fresh hair to breathe. The Ambarawa Railway Museum is well maintained. It is a medium-sized building. The railway route is offered to visitors. You can enjoy the beautiful panorama during the route. All in all, this is a truly exciting treasure to visit.
(Source:Dit. PSMP, 2006)
Questions:
1. What is the text mainly about?
2. Where is it located?
3. How did the Dutch use the Ambarawa railway station?
4. Why can we breathe fresh air there?
5. Why is it a must for us to visit this place?
F. Metode Pembelajaran Reciprocal Teaching
G. Langkah-Langkah Kegiatan Pembelajaran
Pertemuan pertama 1. Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikutiproses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka,
mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta didik.
Guru memberi salam dan menyapa peserta didik.
Guru mengecek kehadiran siswa.
Dengan bimbingan guru, siswa mengungkapkan bagaimana nmendeskripsikan sesuatu atau seseorang.
2. Inti Eksplorasi 1) Mengamati
Sebelum membagi kelompok, guru menjelaskan tentang reciprocal teaching dan strategi yang dipakai dalam reciprocal teaching yaitu predicting, clarifying, questioning dan summarizing.
Dengan bimbingan guru, siswa dibagi menjadi beberapa group dan setiap anggota kelompok memiliki tugas masing-masing.
Siswa membaca text descriptive yang diberikan oleh guru.
2) Menanya
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang kata-kata yang sulit dan struktur teks descriptive.
Guru menjelaskan tentang struktur teks dan struktur bahasa yang ada padateks.
3) Mengumpulkan Data atau Informasi
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentangbagaimana cara menemukan gagasan pokok, informasi rinci dariinformasi tertentu dalam teks descriptive tersebut.
Siswa dapat menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks descriptive tersebut dengan menggunakan strategi dalam reciprocal teaching.
Elaborasi
4) Mengasosiasi/Menganalisis Data atau Informasi
Masing-masing kelompok akan mendiskusikan descriptive text yang telah dibaca sesuai dengan 4 strategi yang digunakan dalam reciprocal teaching Komunikasi
5) Mengomunikasikan
Setiap kelompok membacakan hasil diskusi sesuai yang didiskusikan dengan anggota kelompoknya. Masing-masing kelompok memiliki perwakilan untuk mempresentasikan hasil diskusinya.
Siswa memperhatikan dan mengoreksi jawaban dari kelompok lain 3. Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini.
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
Pertemuan Kedua 1. Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikutiproses pembelajaran dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta didik.
Guru memberi salam dan menyapa peserta didik.
Guru mengecek kehadiran siswa.
Guru bertanya kepada siswa materi teks sebelumnya sebelum ke teks selanjutnya.
2. Inti Eksplorasi 1) Mengamati
Sebelum membagi kelompok, guru menjelaskan tentang reciprocal teaching dan strategi yang dipakai dalam reciprocal teaching yaitu predicting, clarifying, questioning dan summarizing.
Dengan bimbingan guru, siswa dibagi menjadi beberapa group dan setiap anggota kelompok memiliki tugas masing-masing.
Siswa membaca text descriptive yang diberikan oleh guru.
2) Menanya
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang kata-kata yang sulit dan struktur teks descriptive.
Guru menjelaskan tentang struktur teks dan struktur bahasa yang
ada pada teks.
3) Mengumpulkan Data atau Informasi
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentangbagaimana cara menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks descriptive tersebut.
Siswa dapat menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks descriptive tersebut dengan menggunakan strategi dalam reciprocal teaching.
Elaborasi
4) Mengasosiasi/Menganalisis Data atau Informasi
Masing-masing kelompok akan mendiskusikan descriptive text yang telah dibaca sesuai dengan 4 strategi yang digunakan dalam reciprocal teaching Komunikasi
5) Mengomunikasikan
Setiap kelompok membacakan hasil diskusi sesuai yang didiskusikan dengan anggota kelompoknya. Masing-masing kelompok memiliki perwakilan untuk mempresentasikan hasil diskusinya.
Siswa memperhatikan dan mengoreksi jawaban dari kelompok lain 4. Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini.
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
Pertemuan ketiga 1. Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikutiproses pembelajaran dengan memberi salam,mengajak peserta didikuntuk merapikan kelas dan penampilan mereka, mengajak peserta didikuntuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiranpeserta didik.
Guru memberi salam dan menyapa peserta didik.
Guru mengecek kehadiran siswa.
Guru bertanya kepada siswa materi teks sebelumnya sebelum ke teks selanjutnya.
2. Inti
Eksplorasi 1) Mengamati
Sebelum membagi kelompok, guru menjelaskan tentang reciprocal teaching dan strategi yang dipakai dalam reciprocal teaching yaitu predicting, clarifying, questioning dan summarizing.
Dengan bimbingan guru, siswa dibagi menjadi beberapa group dan setiap anggota kelompok memiliki tugas masing-masing.
Siswa membaca text descriptive yang diberikan oleh guru.
2) Menanya
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang kata-kata yang sulit dan struktur teks descriptive.
Guru menjelaskan tentang struktur teks dan struktur bahasa yang ada pada teks.
3) Mengumpulkan Data atau Informasi
Dengan bimbingan dan arahan guru, siswa mempertanyakan tentang bagaimana cara menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks descriptive tersebut.
Siswa dapat menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks descriptive tersebut dengan menggunakan strategi dalam reciprocal teaching.
Elaborasi
4) Mengasosiasi/Menganalisis Data atau Informasi
Masing-masing kelompok akan mendiskusikan descriptive text yang telah dibaca sesuai dengan 4 strategi yang digunakan dalam reciprocal teaching Komunikasi
5) Mengomunikasikan
Setiap kelompok membacakan hasil diskusi sesuai yang didiskusikan dengan anggota kelompoknya. Masing-masing kelompok memiliki perwakilan untuk mempresentasikan hasil diskusinya.
Siswa memperhatikan dan mengoreksi jawaban dari kelompok lain 5. Penutup