The main purpose of this research is to investigate the students' reading comprehension of SMP N 2 Batanghari and to know to what extent the reciprocal teaching technique could help the students' learning process. The author tries to attest that reciprocal teaching technique can be one of the teaching techniques to improve students' reading comprehension. The result of this research shows that reciprocal teaching technique can be used as a teaching technique for reading.
Tujuan utama dari penelitian ini adalah untuk menunjukkan pemahaman bacaan siswa di SMP N 2 Batanghari dan untuk mengetahui sejauh mana teknik pengajaran resiprokal dapat membantu proses belajar siswa. Nilai rata-rata posttest I adalah 66 dan posttest II adalah 75 dan meningkat sebesar 9. Peneliti menyimpulkan bahwa ada peningkatan yang signifikan dengan menggunakan teknik pengajaran resiprokal dalam pemahaman bacaan siswa kelas VIII SMP N 2 Batanghari. Penelitian skripsi ini berjudul “PENINGKATAN PEMAHAMAN MEMBACA SISWA MELALUI TEKNIK MENGAJAR BERULANG PADA KELAS DELAPAN SMP N 2 BATANGHARI LAMPUNG TIMUR TAHUN Ajaran.
As a human being, the writer fully understands that this undergraduate research thesis still has many weaknesses. All constructive comments and suggestions are most welcome to measure the quality of this undergraduate research thesis.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of The Study 1. Objective of the Study
- Benefit of the Study
The purpose of extensive reading will be to train the student to read directly and fluently in the target language for pleasure, without the help of a teacher. Based on the above explanation, the researcher can assume that reading comprehension is a skill that activates the reader's prior knowledge to find the meaning of the text in order to understand and get all the new things that we have read. The researcher concludes that all categories must be included in reading comprehension strategies for language comprehension and comprehension in order to achieve the goal of teaching reading.
In the teaching of reading comprehension, there are some principles that the teacher must consider. These are principles for teaching reading comprehension, which must be regarded as the teacher's principle in teaching reading. In teaching reading comprehension, the teacher must assess his students' . competence in reading comprehension.
It aims to assess more than how well students read, but also how students understand the text and how they respond to the message of the text. A summary test is a testing technique that asks students to summarize the main idea of the text they have read.
Concept of Reciprocal Teaching Technique
- Purpose of Reciprocal Teaching Technique
- Reading Strategies of Reciprocal Teaching
- Implementation of Reciprocal Teaching
Reciprocal teaching is a type of cooperative learning strategy that will be implemented to improve students' reading comprehension. In addition, Bouchard emphasizes that reciprocal teaching is a cooperative strategy in which students learn to take on the role of "teacher." The student questions, clarifies the challenges, summarizes and anticipates to monitor and improve their understanding.24 In this sense, reciprocal teaching directs students to improve their understanding independently by applying four essential strategies.
Based on several explanations, it can be concluded that reciprocal teaching is a learning strategy that is implemented by using four cognitive strategies, such as predict, clarify, generate questions, and summarize, to help students who struggle with reading comprehension. In addition, Bouchard said that the reciprocal education gives students the chance to clarify, summarize and predict challenges to check and improve their own understanding.27 It can be assumed that the mutual education is intended to help the students solve of their problem during reading comprehension. that they encountered. With regard to the above statements, it can be concluded that the main purpose of mutual education is to build and impart understanding to the students.
Klinger, et.al claim that in reciprocal teaching students will learn to use the four reading strategies. Based on data from Palincsar and Brown in Klingender et.al, the description of the implementation of mutual teaching consists of five.
Direct Instruction and Guided Practice
Teacher-Student Groups
Student-led Groups
Students will see all four strategies on the first day so they can get a good understanding of them. Students lead the discussion of the text and encourage their friends in groups to use the four strategies.
Students’ Independent Use of the Strategies
- Advantages and Disadvantages of Reciprocal Teaching a. The Advantages
- Action Hypothesis
- Independent Variable
- Dependent Variable
- Concept of Classroom Action Research
- Action Plan
- Data Analysis Technique
- The Indicator of success
- Result of The Research
- The Description of Research Location
- Action and Learning Activity in cycle 2
- Interpretation
- The Result of Pre Test
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
- The Result of the Students’ Activity
- Discussion
- Suggestions
In this research, the author used reciprocal teaching to observe the students' reading comprehension in the eighth grade of SMP N 2 Batanghari. This research used classroom action research which aimed to improve the students' activity and the result of the study in SMP N 2 Batanghari. The researcher gave a pre-test to the students to see how far the students' reading comprehension had advanced before the treatment.
When the researcher saw that the students had understood the retelling text, the researcher explained to the students about reciprocal teaching. After clarifying the text, the students make a question and the last one the researcher guided the students to make a summary. Here the researcher was the teacher, and the English teacher was like a collaborative partner who observes the students' activities during the teaching learning process.
After doing the treatment and observation, the researcher received the result of the learning activities of the students from the collaborator as follows. In addition, the researcher made an observation sheet that consists of a list of students' names and a list of student activities that will be observed during the learning process. Source: Post-test II result on August 8, 2018 Chart 4. Comparison of students' scores in post-test II.
To see the students' reading comprehension before the treatment was implemented, the researcher conducted the pre-test. Based on the result of the students' pre-test, only 2 (10%) students passed the standard minimum criteria of 70. In the pre-test, the researcher discovered the problem of the students, such as that they are still confused were to understand the text.
Nevertheless, the students' post-test 1 score was better than the pre-test score. Never Thales, there is a better student score after the I test than before the test. The number of passed students in pre-exam, post-exam cycle I and after exam cycle II.
The result of the students' activities in I. and II. cycle No name 1st cycle II. Based on the interpretation of I. and II. cycle, it could be concluded that the use of reciprocal teaching technique could improve students' reading comprehension.
APPENDIXES
STANDAR KOMPETENSI
1. Memahami makna teks fungsional tulis dan monolog pendek sederhana berbentuk retelling terkait lingkungan sekitar. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan retelling untuk berinteraksi dengan lingkungan sekitar B.
INDIKATOR
LANGKAH-LANGKAH PEMBELAJARAN
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan retelling untuk berinteraksi dengan lingkungan sekitar.
KOMPETENSI DASAR
Mengidentifikasi langkah-langkah retoris (struktur skematis) teks penceritaan kembali (makna interpersonal) dalam wacana penceritaan ulang teks, orientasi, peristiwa, reorientasi. 4. Pada langkah pertama, agar siswa lebih terarah, guru mengubahnya dengan menggunakan flip chart yang berisi urutan teknik pengajaran timbal balik. Flipchart ditempelkan di papan tulis, setelah itu siswa dan guru mulai membaca teks tersebut.
Semua anggota kelompok terlibat aktif dalam proses membaca teks Dalam teknik pengajaran timbal balik, guru dan siswa saling berinteraksi untuk memahami makna teks.
Rahman likes spicy food, so he made it very spicy.” (Line 2) A synonym of the underlined word is.
Then we looked at all the beautiful plants." line 5) The synonym of the underlined word is.
It was really hard for us to climb out of the valley, but it was worth it.” (line 9) The author's statement means.
We also saw a lot of people on that beach.” (line 3) The underlined word can be replaced by. The teacher distributes the task on the paper with retelling text and guides the students to use four strategies for mutual teaching technique.
