The primary goal of this study is to find out that mutual education can improve reading comprehension among eighth grade students of SMP Negeri 01 Metro Kibang East Lampung. READING UNDERSTANDING AT THE EIGHT GRADERS OF SMP NEGERI 01 METRO KIBANG EAST LAMPUNG” With regard to the research thesis, the researcher expresses great gratitude to the Drs.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objectives and Benefits of The Study 1. Objective of The Study
Reading skills are an important tool for academic success.4 Reading is most important in four basic languages of English, by reading we can get more information and understand the text. Reading is an intellectual and emotional perception of printed messages, giving rise to the understanding that the reader's perception is influenced by feeling and language is encouraged by the writer.
The Concept of Reciprocal Teaching Technique 1. The Definition of Reciprocal Teaching Technique
In addition, Palinscar and Brown stated that reciprocal teaching is a strategic approach that promotes interaction between students and the text being read. Specifically, Clarke et al. state that mutual learning consists of four cognitive strategies to improve reading comprehension.
Action Hypothesis
The students read the retelling text material in a reciprocal teaching technique, which the teacher shows in front of the class. Dependent variable in this research is the variable that is observed and measured to determine the effect of the independent variable.
Setting of the Research
The Subject of The Research
Procedure of The Research
In this research, the researcher needs a collaborator to help her in this research, it has become a reason to share the problem that arises in the learning process. In this step, the researcher observed the teaching learning process using the observation sheet.
Data Collection Technique
The pre-test was given in the first session prior to giving treatments to know the ability of the students before doing the action research. I had done this treatment in the last meeting after I had done treatments that had something to do with finding out about students' change.' The improvement may lie in determining whether the post-test average score is higher than the pre-test.
The researcher used observation to get data about students and teacher activities in learning process. The purpose of this observation is the use of reciprocal teaching technique by a teacher and student activity. The researcher used this method to get the data about history of the school, the sum of the teachers, officials employed and students at SMP Negeri 01 Metro Kibang East Lampung, and image of learning activities in the classroom.
Documentation on condition of the teachers and official employees of SMP Negeri 1 Metro Kibang East Lampung.
Data Analysis Technique
Data analysis would be performed step-by-step with the average score of the pretest and posttest.
Indicator of Success
Description of the Research Location
After knowing that the village chief of Margototo and the figure of Margototo (Supardi, Zainal, Kamto) came to the province with a proposal to establish SMP Negeri 1 Kibang Lampung Timur in Margototo. In order to reach the building of SMP, the village chief and social figure of Margototo seriously submitted the proposal to the regency and to the head of the commission. Now the Rector is SMP Negeri 1 Kibang Sri Suhartini, S.Pd.,M.M. In addition, SMP Negeri 1 Kibang Lampung Timur has applied the curriculum many times since it was first established, such as 1985 curriculum, 1995 curriculum, 1997 curriculum, 1997 and 2000 curriculum supplement, KBK, KTSP and now the 2013 curriculum.
Creating a good diploma of SMP Negeri 1 Kibang Lampung Timur who has quality religious knowledge and is competent.. a) Talk to the other party. b) Intensive development of the teacher and all employees c) Adding and exploiting the infrastructure.
The Description of Research
- Cycle 1 a. Planning
- Cycle II
The researcher also planned to provide an evaluation to measure the learners. mastery of the given materials. In this session, the researcher received the result of the post-test 1 from the students in cycle 1. The result looks like this. The result of the post test 1 of the students of cycle 1. Frequency of the score of the students on post test 1 of cycle 1 No score Frequency percentage Category.
The result of the teaching process for increasing students' reading comprehension using the reciprocal teaching technique in cycle 1 was increasing than before. But the students' test scores were better than the students' before the treatment. Activities in cycle 1. The accumulation of observation of students' learning activities in cycle 1 can be specified in the following table:
Comparison between the first and second meeting of students' learning activities in the 1st cycle. The graph above showed that students' participation in monitoring the teaching and learning process, as seen from their activity, is still low, with the final average percentage being only 43.65%. . From the results of cycle 1, it was clear that there was an increase in the result in pre-test and post-test 1. The students were sufficiently interested in the learning process, even though it was a condition of the learning process. We can see that most students have no problems with reading comprehension.
Interpretation
This means that the reciprocal teaching technique is effective for improving students' reading comprehension. From the increase in each cycle, it can be seen that using the reciprocal teaching technique can increase the number of students. This means that students could reach the target, the target is 70% of students who achieved a score of 65.
There was an increase in the number of students who scored up to the standard from pre-test to post-test 1, and from post-test 1 to post-test 2. The researcher was successful if 70% of the students could achieve the minimum mastery criteria (MMC), it was 65. From the result of pre-test and post-test, it could be seen that reciprocal teaching technique was able to increase students' reading.
Based on the explanation above, the researcher concluded that the research was successful because the result score of the students achieved the indicator of success which was 70% with the minimum mastery criteria being 65. Regarding the overall students' learning activity data, the students' activity and enthusiasm to follow the teaching and learning process showed significant improvement through the application of reciprocal teaching to teach reading comprehension ability from cycle I to cycle Il with the average percentage successively from 43.65% to 79, 23% in which the average percentage was 35.8%. It can therefore be inferred that the learning process as a whole was called successful by applying reciprocal teaching to improve students' reading comprehension.
Discussion
In addition, according to the data on the results of the students' activities in the first and second cycles, there was an improvement in the students' activities during the teaching of the learning process. However, there was a problem faced by the students, such as shyness and distrust when the red English text. This also happened because students do not use reading English text in their daily activities and lack vocabulary.
To solve the problem, the teacher motivated the students and provided rewards when students dare to read English text in front of the class. The reward can be a compliment, by giving a reward, the students feel so confident and enjoy reading. The reciprocal teaching technique can therefore be applied in the classroom to make the students more attractive in learning process.
Reciprocal teaching can be an effective and alternative way to improve students' reading comprehension in both the learning activity and the learning outcome. It can be seen from the result of the student's learning score from pre-test to post-test 2. It can be seen that the pre-test and post-test result in cycle I to cycle II from the pre-test result which is lower than the post-test score.
Suggestions
The implementation of classroom action research (KAR) was seen as successful from a success indicator because 73.07% or 19 of the total students already passed the minimum mastery criteria (MMC) score of at least 70 and it more than passed the success indicator. 70%. The principle should take positive side of this teaching as the alternative way to teach English, especially for teaching reading comprehension by facilitating the students with other supporting proper teaching media. It was suggested that the other researcher develop this research with new innovation and hopefully the result of this research can be a reference.
Alan Crawford, et.al, Teaching and Learning Strategies for the Thinking Classroom, New York: The International Debate Education Association, 2005. Mutual teaching for reading comprehension in higher education: a strategy for promoting better comprehension of texts.” . Advantages and Disadvantages of Reciprocal Education‖, in http://www.ehow.com/info_advantages-disadvantages-reciprocal-.
SILABUS
Kompetensi Inti
Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan pengetahuan kemanusiaan, kebangsaan, kemanusiaan, kebangsaan, kewargaan, dan peradaban terkait fenomena dan kejadian, serta penerapan pengetahuan prosedural untuk bidang studi tertentu sesuai dengan bakat dan pemecahan masalah yang diperlukan.
Kompetensi Dasar
Indikator
Tujuan Pembelajaran
Media dan Sumber Belajar
Kegiatan Pembelajaran a. Kegiatan Pendahuluan
Guru memberikan kesempatan kepada siswa untuk menjelaskan materi yang sedang didiskusikan dengan cara menanyakan materi yang masih sulit sehingga belum bisa diselesaikan secara berkelompok.
Materi Pembelajaran
- Definition of Recount Text
- Generic Structure of Recount
- Penilaian Hasil Pembelajaran a. Teknik : Tertulis
The writer did not have a good location in the nearby river c) The writer cooked the fish with her mother.
Kompetensi Inti
Kompetensi Dasar
Indikator
Tujuan Pembelajaran
Metode dan Model Pembelajaran
Media dan Sumber Belajar
Kegiatan Pembelajaran c. Kegiatan Pendahuluan
- Material
- Language Feature of Recount
- Write your name on your answer sheet!
- Read the text before and answer the question carefully!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name on your answer sheet!
- Read the text before and answer the question carefully!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name on your answer sheet!
- Read the text before and answer the question carefully!
- You may not cheat with your friends!
- Check your answer before submitting!
The writer got off the bus to get a cup of ginger tea 5. What did the writer feel when the bus was not there?. The writer was preparing to go camping with family.. f) The writer did not have a good location in the nearby river g). The writer had a new experience when he slept in the tent 15) Where did the writer and his family set up their tent?.
The author's first visit to Prambanan .. h) The author's impression of Borobudur 12) The structure in the first paragraph is called. The author visited the temple in Prambanan .. f) The author came to school on time together g).
Observation Sheet of Pretest
Observation Sheet of Post test 1
Observation Sheet of Post test 2
