IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TEACHING TECHNIQUE AT THE FIRST GRADE STUDENTS
OF MA NW WANASABA IN ACADEMIC YEAR 2021/2022
By
Muh. Karman Jayadi NIM 180107085
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2022
IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TEACHING TECHNIQUE AT THE FIRST GRADE STUDENTS
OF MA NW WANASABA IN ACADEMIC YEAR 2021/2022 Thesis
Presented to State Islamic University of Mataram
To fulfill of the requirement for the attainment the degree of Sarjana in English Language Education
By
Muh. Karman Jayadi NIM 1801107085
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2022
MOTTO
“Allah does not test a servant exceeded his capabilities."
(QS. Al-Baqarah (verse: 286)
DEDICATION
“This thesis is dedicated to my campus, all my teachers and lecturers, my mother and my father, my sister, my partner, my family, and all of my friends. “
ACKNOWLEDGEMENTS
Alhamdulillahirabbil ‘aalamin, all praises to Allah SWT, the lord of this universe, for His mercies and blessing to me in completing this thesis.
Moreover, Shalawat and Salam always been given to our best prophet, our leader, our role model, prophet Muhammad SAW, who has guide us from the stupidity to the cleverness. May peace is always sent to his families, and followers.
This thesis was arranged or made to fulfill one requirement to get the sarjana degree of education in English Language Department of State Islamic University of (UIN) Mataram. The researcher realizes that the process of completing this thesis will not be successful without the help and involvement of various parties. Therefore, the writer gives the highest appreciation and thanks to those who have helped as follows.
1. Dr. Hj. NurulLailatulKhusniyah, M. Pd., as the advisor I and Najamudin, S. Pd.,M.Humas the advisor II who have kindly in providing me their best guidance and support in completing this thesis.
2. Dr. Ika Rama Suhandra, M. Pd., as the Head of English Language Education Department who always guided me to write this thesis with right book guidance.
3. The Dean of Education and teacher Training Faculty, Dr. Jumarim, M.HI.
4. Prof. Dr. H. Masnun, M. Ag., as the Rector of State Islamic University of Mataramfor giving permission and approving to carry out this thesis of sarjana.
5. All lectures of English Language Education Study Program for valuable knowledge, and advice during the years of my studies.
6. A big thanks to my parents, father Jahriadi, mother Nurasiah and my sister RaudatulJannah for supporting and encouraging
7. Rinasafitriani as my supportsystem. Thank you for your support and motivation
8. Lalumuh. Azharimuhsin, S. Ag as headmaster MA NW Wanasaba who has given permission of doing the research
9. Herawati, S. Pd as English teacher of MA NW Wanasaba and all teachers who have given permission and support to the researcher for doing this research
10.All my friends in English Department (C Class of TBI 2018)
I hope that the good deeds of these various parties will receive multiple rewards from Allah SWT and I hope this scientific work will benefit for the universe, Amen.
Mataram,………….……….2022 Researcher,
Muh. Karman Jayadi
TABLE OF CONTENTS
COVER ... .. ... i
TITLE PAGE ... .. ... ii
APPROVAL SHEET ... .. ... iii
ADVISORS’ OFFICIAL NOTE ... .. ... iv
STATEMENT OF AUTHENTICITY ... .. ... v
ENDORSEMENT SHEET ... .. ... vi
MOTTO ... .. ... vii
DEDICATION ... .. ... viii
ACKNOWLEDGEMENTS ... .. ... ix
TABLE OF CONTENTS ... .. ... xi
LIST OF TABLES ... .. ... xiii
LIST OF FIGURES ... .. ... xiv
LIST OF APENDICES ... .. ... xv
ABSTRACT ... . ... xvi
CHAPTER I INTRODUCTION ... .. ... 1
A. Background of Research ... .. ... 1
B. Subject of Action ... .. ... 5
C. Statement of Problem ... .. ... 6
D. Objective of Research ... .. ... 6
E. Significance of Research ... .. ... 6
1) Theoretical Significance ... .. ... 7
2) Practical Significance ... .. ... 7
CHAPTER IIREVIEW OF LITERATURE AND HYPOTHESIS 8 A. Review of Previous Research ... .. ... 8
B. Theoretical Framework ... .. ... 11
1) Reading Ability ... .. ... 11
2) Reciprocal Teaching ... .. ... 19
3) Reading Strategies of Reciprocal Teaching ... .. ... 20
4) The Implementation of reciprocal teaching ... .. ... 22
C. Hypothesis ... .. ... 24
CHAPTER III RESEARCH METHOD ... .. ... 26
A. Setting of Research ... .. ... 26
B. Design of Research ... .. ... 26
C. Planning ... .. ... 28
D. Taking Action ... .. ... 28
E. Observation (Monitoring) ... .. ... 30
F. Reflecting ... .. ... 30
G. Instrument of Research ... .. ... 30
H. Indicator of Success ... .. ... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... .. ... 37
A. Research Finding ... .. ... 37
B. Discussion ... .. ... 57
CHAPTER V CONCLUSION AND SUGGESTIONS ... .. ... 59
A. Conclusion ... .. ... 59
B. Suggestions ... .. ... 59
REFERENCES ... .. ... 61
APPENDICES ... .. ... 64
LIST OF TABLES
Table 1 Teachers’ Observation Sheet ... 26
Table 1.1 The Interpretation of Teachers’ Score Activity ... 27
Table 1.2 Students Activity ... 27
Table 1.3 The Interpretation of Students’ Score Activity ... 28
Table 1.4 Criteria of Assasement ... 28
Table 1.5 The Interpretation of Students’ Score ... 28
Table 2 Teachers Activity in Cycle 1... 33
Table 2.1 The Interpretation of Teachers’ Score Activity in Cycle 1 ... 34
Table 2.2 Students Activity in Cycle 1 ... 35
Table 2.3 The Interpretation of Students’ Score Activity in Cycle 1 ... 36
Table 2.4 Students’ Score in Pre-Cycle Test ... 37
Table 2.5 Table of Students’ Percentage ... 38
Table 2.6 Students Score in Test of Cycle 1 ... 39
Table 2.7 Table of Students’ Percentage in Cycle 1 ... 41
Table 2.8 Teachers’ Activity in Cycle 2 ... 43
Table 2.9 The Interpretation of Students’ Score Activity in Cycle 2 ... 44
Table 2.10 Students Activity in Cycle 2 ... 44
Table 2.11 The Interpretation of Students’ Score Activity in Cycle 2 ... 45
Table 2.12 Students Score in Test of Cycle 2 ... 46
Table 2.13 Students’ Percentag ... 47
Table 2.14 Percentage of Students’ Score ... 48
LIST OF FIGURES
Figure 1 Design of CAR ... 23
Figure 2 Documentation ... 78
Figure 3 Documentation ... 78
Figure 4 Documentation ... 79
Figure 5 Documentation ... 79
Figure 6 Documentation ... 80
LIST OF APENDICES
Appendix 1 List of Subject………54
Appendix 2 Lesson Plan………55
Appendix 3 Pre-Cycle Test………60
Appendix 4 Post-Cycle Test 1 ………..63
Appendix 5 Post-Cycle Test 2 ………..66
Appendix 6 Documentation………..68
IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TEACHING TECHNIQUE AT THE FIRST GRADE STUDENTS OF MA NW
WANASABA IN ACADEMIC YEAR 2021/2022
By
Muh. Karman Jayadi 180107085 ABSTRACT
This research is aimed to find out the improvement of students’
reading skills. The study was Classroom Action Research (CAR). This classroom action research was carried out in two cycles. The procedure entails planning, acting, observing, and reflecting. The participants in this study were researchers, English teachers, and first grade students at MA NW Wanasaba for the 2021/2022 academic year. The data collection method of this research is qualitative and quantitative. Qualitative data obtained by observing the teaching and learning process of students in the classroom.
Meanwhile, quantitative data were obtained by conducting pre-test and post- test to see the improvement of students' reading comprehension. The instrument of this research is the observation sheet, pre-test, and post-test.
Based on the results of the study, students' understanding of reading texts through reciprocal teaching techniques has increased. This is evidenced by the post-test results in cycle 2, which were obtained by 24 students who passed the minimum competency criteria and obtained an average score of 78, 33. Students' participation in the learning process in class is generally positive. Based on these findings, it can be concluded that the application of reciprocal teaching techniques can improve the reading comprehension of the first grade students of MA NW Wanasaba for the academic year 2021–2022.
Keywords: Reading Comprehension, Reciprocal Teaching Technique
برغ لامش ريتسجام ةبلطل لولأا فصلا يف ةيقلتملا سيردتلا ةينقت للاخ نم بلاطلا ىدل ةءارقلا مهف نيسحت يميداكلأا ماعلا يف اباسناو
2021 / 2022
ةطساوب
Muh. Karman Jayadi 180107085
صخلم
ثحبلا اذه ءارجإ مت .بلاطلا ىدل ةءارقلا تاراهم نيسحت فاشتكلا بسانملا تقولا وه ثحبلا اذه يف لخدت يتلا ةيلدابتلا سيردتلا قرط تاءارجلإا هذه لمشتو .تارود ثلاث يف لصفلا يف يلمعلا هذه يف نوكراشملا ناك .صيخلتلاو ةلئسلأا ديلوتو حيضوتلاو ؤبنتلا :يهو ، لدابتملا سيردتلا ةلحرم يف لولأا فصلا بلاطو ةيزيلجنلإا ةغللا يملعمو نيثحاب ةساردلا MA NW Wanasaba ماعلل تانايبلا ىلع لوصحلا متي .ةيمكو ةيعون ثحبلا اذه يف تانايبلا عمج ةقيرط .2022/2021 يساردلا لوصحلا مت ، هسفن تقولا يفو .لصفلا يف بلاطلل ملعتلاو سيردتلا ةيلمع ةبقارم للاخ نم ةيعونلا .بلاطلا ىدل ةءارقلا مهف نسحت ةفرعمل يدعبلاو يلبقلا رابتخلاا ءارجإ للاخ نم ةيمكلا تانايبلا ىلع
يدعبلا رابتخلااو يلبقلا رابتخلااو ةظحلاملا ةقرو يه ثحبلا اذه ةادأ.
تملا سيردتلا تاينقت للاخ نم صوصنلا ةءارقل بلاطلا مهف دادزا ، ةساردلا جئاتن ىلع ًءانب .لداب
اوزاتجا اًبلاط 24 اهيلع لصح يتلاو ، ةيناثلا ةرودلا يف قحلالا رابتخلاا جئاتن للاخ نم اذه حضتي طسوتم ىلع اولصحو ةءافكلا ريياعم نم ىندلأا دحلا تاجرد
79 ملعتلا ةيلمع يف بلاطلا ةكراشم .
ت نأ جاتنتسا نكمي ، جئاتنلا هذه ىلع ًءانب .ماع لكشب ةيباجيإ لصفلا يف لدابتملا سيردتلا تاينقت قيبط
لولأا فصلا بلاطل ةءارقلا مهف نسحي نأ نكمي MA NW Wanasaba -2021 يساردلا ماعلل 2022.
لدابتملا سيردتلا بولسأ ، يئارقلا باعيتسلاا :ةيحاتفملا تاملكلا
MENINGKATKAN PEMAHAMAN MEMBACA MELALUI TEKNIK RECIPROCAL TEACHING PADA SISWA KELAS I MA NW WANASABA
TAHUN AKADEMIK 2021/2022
Oleh
Muh. Karman Jayadi 180107085 ABSTRAK
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan membaca siswa. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK).
Penelitian tindakan kelas ini dilaksanakan dalam dua siklus. Prosedur tersebut meliputi perencanaan, tindakan, pengamatan, dan refleksi. Partisipan dalam penelitian ini adalah peneliti, guru bahasa Inggris di sekolah, dan siswa kelas satu MA NW Wanasaba tahun ajaran 2021/2022. Metode pengumpulan data dalam penelitian ini adalah kualitatif dan kuantitatif. Data kualitatif diperoleh dengan mengamati proses belajar mengajar siswa di kelas. Sedangkan data kuantitatif diperoleh dengan melakukan pre-test dan post-test untuk melihat peningkatan pemahaman membaca siswa. Instrumen penelitian ini adalah lembar observasi, pre-test, dan post-test.
Berdasarkan hasil penelitian, pemahaman siswa terhadap teks bacaan melalui teknik reciprocal teaching mengalami peningkatan. Hal ini dibuktikan dengan hasil post-test siklus 2 dari 24 siswa di kelas tersebut memperoleh nilai rata-rata 78,33. Partisipasi siswa dalam proses pembelajaran di kelas secara umum positif. Berdasarkan temuan tersebut, dapat disimpulkan bahwa penerapan teknik reciprocal teaching dapat meningkatkan pemahaman membaca siswa kelas I MA NW Wanasaba tahun ajaran 2021–2022.
Kata kunci: Pemahaman Membaca, Teknik Reciprocal Teaching
CHAPTER I INTRODUCTION A. Background of Research
English has become a very significant language for international communication. It is generally used in various parts of life, including culture, economics, industry, politics, and so on, as an international language. As a result, learning and studying English has become essential for most people all over the world to communicate and acquire knowledge.
English became a foreign language or a second language in many non-English speaking countries. English is a foreign language in Indonesia. It is formally taught from elementary school through university.1 This is stated in the Republic of Indonesia Act No. 20, the year 2003, on the National Education System, article 37 verses 1 and 2, which states that language is a compulsory subject in the elementary, secondary, and higher education curriculum. Furthermore, as explained in article 37, the language study material concentrates on three languages: Bahasa Indonesia, the local language, and English as a Foreign Language.2
Reading is the most important language skill.3 As one of the skills in English, namely reading, speaking, listening, and writing. Reading has a very important role in supporting childrens' language learning. One way to increase vocabulary in English is by reading. People will find a lot of new
1Act f the Republik of Indonesia on National Education System (National on Education System), Jakarta, 2003, p. 22
2Act f the Republik of Indonesia on National... p.50
3Lorena Manaj Sadiku, The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour, European Journal of Language and LiteratureStudies, Vol. 1, Nr. 1, April 2015, p. 30.
vocabulary while reading, which can be used as a reference to convey something clearly and then applied when speaking English. Therefore, reading is a very useful activity and is highly recommended for those who want to learn English. Over time, we will get used to the words, sentences, and paragraphs in the reading. As a result, this will make it easier for us to write down what we think and write it down neatly and clearly.
Students have a good level of reading comprehension and can understand the text. Comprehension is the process of understanding written language through interaction and involvement.Students have a good level of reading comprehension and can understand the text.
Comprehension is the process of understanding written language through interaction and involvement. This process, according to Mc Namara and Magliano, is a result of both reader and text elements that occur within a larger social context. Each student can read the text of the text and guess the topic using his own words if he has good reading comprehension.4
Based on the result of the interview conducted with certain students and the English teacher the MA NW Wanasaba the authors are interested in conducting research, based on the problems that the authors found in students' reading competence. The researcher found some problems related to students' reading comprehension abilities. Firstly, students couldn't get the information in the text without translating the text. In this situation, students can only read the content if they have access to a dictionary. It would be a problem when students took a reading
4McNamara, D.S & Maligno, J.P "Towards a Comprehensive Model of Comprehension"
New York, Academic Press, 2009, p.298
test on their final exam because they were not allowed to use dictionaries.
Furthermore, even though the students had obtained the translation of the text, they still struggled to understand it. Secondly, students do not have the motivation to practice reading. Students are not interested in reading activities. They just do the exercises and translate the text, then discuss it.
Thirdly, students were not confident and afraid to ask about what they do not understand.
Related to the mentioned problems, the researcher is willing to give an alternative solution for teaching reading by the use of a reciprocal teaching strategy. Reciprocal teaching strategies assist teachers in teaching reading effectively
The Reciprocal Teaching Technique is a reading technique developed by Ann L. Brown and Annemarie S. Palincsar, which is a method of reading comprehension education. The Reciprocal Teaching Method is designed to provide a simple introduction to group discussion strategies for comprehending text information.5Reciprocal teaching is an instructional strategy wherein teachers and students converse about text segments to develop the meaning of the text. Reciprocal teaching is a reading strategy that aims to improve students' comprehension of reading.6
The reciprocal teaching method adopts four comprehension approaches (predicting, questioning, summarizing, and clearing) in the
5 Syaiful Islami, Implementing reciprocal Teaching Method in Improving the Students' Reading Comprehension Ability, Vol. 6, No. 1, June 2020
6 Ambar Wulan Sari, The Effects of Applying Reciprocal Teaching Method to the Students' Achievement in Reading Comprehension, English Teaching and Linguistic Jurnal, Vol2, No.2, June 2021, p.179
form of a dialogue between the teacher and students about text segments7. The reciprocal teaching approach was designed to guide students through the processes of reading comprehension so that, after some practiced, students can develop their reading strategies and achieve a high level of comprehension.
According to Palinscar and Brown, Reciprocal Teaching is an instructional strategy that has three basic characteristics: (a) a teacher's scaffolding and explicit instruction, which includes guided practice and modeling of comprehension development strategies, (b) the four main reading strategies of predicting, generating questions, clarifying, and summarizing, and (c) social interactions, which provide opportunities for learners to improve their cognitive, metacognitive, and effective strategies as well as share ideas, increase self-confidence, and they can learn from their more experienced members. 8These three characteristics enable students in solving comprehension problems, obtaining higher levels of thinking, developing metacognition, and increase motivation. As a result, students enhance their reading abilities and produce new knowledge from what they absorb. Students can improve their metacognitive awareness through planning before reading, understanding-monitoring or managing their reading process while reading, and self-evaluation while reading and after reading, and if their self-evaluation indicates problems, effective
7 Beny Hamdan, Teaching Reading Through Reciprocal Teaching Method, Celtic: A Jurnal of Culture, English Language Teaching, Literature and Linguistics, Vol. 7, No.1, June 2020
8 Yuwadee Yoosabai, The Effects of Reciprocal Teaching on English Reading Comprehension in a Thai High-School Classroom, A Dissertation of Doctor of Philosophy Degree in English, Srinakharinwirot University, February 2020, p.7-8
readers fix the problem. Using the same planning, controlling, and evaluating processes
From the description above, this research is interesting and important to do to get an overview of “Improving Students Reading Comprehension Through Reciprocal Teaching Technique at the tenth- grade the MA NW Wanasaba in Academic Year 2021 /2022”.
B. Subject of Action
In this study, the subjects of this study are students of class X IPA MA NW Wanasaba, amounting to 24 students consisting of 17 female students and 8 male students.Teachers at schools give grades to students in class based on their ability to accept and understand reading learning materials as low level understanding in reading based on the fact that almost all students in the class have a low level of interest and understanding in English, Students also have problem with the ability in study English in the class.
C. The Statement of Problem
Based on the background of research above, the statement of problems is how to improve students' reading comprehension through reciprocal teaching techniques in the the-tenth grade the MA NW Wanasaba in the academic year 2021/2022?
D. Objective of Research
The objective of the research is to know the improvement of students' reading comprehension through reciprocal teaching technique at the first grade the MA NW Wanasaba in the academic year 2021/2022
E. Significant of Research
The researcher expects that this research can provide some significance to the quality of the teaching and learning of English as follow:
1. Theoretical Significant
This research is expected to contribute to the development of knowledge, especially to teach reading especially by using the reciprocal teaching (RT) Technique.
2. Practical significant a. For Teachers/Lectures
This research is expected to help teachers in improving the quality of the English teaching and learning process, especially in improving reading skills.
b. For Students
This research is expected to encourage students in developing text reading skills and to motivate students to learn English, especially in reading skills.
c. For Researchers
This research is expected to increase knowledge and insight and provide information on other relevant researchers' technique which is effective in improving reading skills.
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS A. Review of Previous Research
In this research, the researcher uses some earlier research as a literature review to support this study and as a reference for the researcher in writing this study.
Firstly, a study was conducted by Rani Rahagia entitled “ Using Reciprocal Teaching Strategy In Improving Students’ Reading Comprehension In Tenth Grade At SMAN 1 Bendungan Trenggalek”9 the focus of this research was to see how students' reading comprehension improved after using the reciprocal teaching technique. In this study, the researcher used a quasi-experimental research method, which included two groups of pre-and post-tests (experimental and control). Following the pre- test, the experimental group was taught to read comprehension using reciprocal teaching methods, while the control group was only taught to read comprehension using scanning and skimming methods. The researcher chose the quasi-experimental approach because she believe that the participants would be better controlled in the classroom. The participants in this study used two classes the experimental and control groups. The total number of participants was 50 students and each class consisted of 25 students. The researcher found differences from this study based on Rani Rahagias' research. the first is in the data collection process.
Pre-test and post-test data were employed in this study while the research
9 Rani Rahagia “ Using Reciprocal Teaching Strategy In Improving Students’ Reading Comprehension In Tenth Grade At SMAN 1 Bendungan Trenggalek”, Thesis of English Language Education in Post Graduate Program of University of Muhammadiyah Malang 2019,p. 2.
used to test and observation sheets. The second is the number of participants, the number of participants in this study is two classes then divided into two groups (experiment and control), while the researcher only has one class in the research. The third in research design, research design employed in this study is a quasi-experimental research design, then the researchers' research design is classroom action research.
Secondly, a study was conducted by Mawar S Hutasolt entitled
“Improving Students. Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat”10.The goal of this study is to see whether using reciprocal teaching strategies may help students improve their reading comprehension. The research method was Classroom Action Research (CAR). Test and non-test instruments were used to collect data in this study. To get quantitative data, the test method was applied. Qualitative data is collected using non-test methods such as observation, interviews, and the diaries of the researcher. Pre-test, post-test cycle 1, and post-test cycle 2 were the three stages of the test. Observation sheets, interviews, and researchers' notebooks were used to carry out the non-test method. The participants of this study were 35 students from class VIII B at SMP YADIKA 2, consisting of six boys and twenty-nine female students. The researcher has found similarities and differences in this study based on the research conducted by Mawar S Hutasolt. The similarities can be seen in research design. Classroom Action Research(CAR) was applied in both of the studies. While the difference
10 Mawar S Hutasolt “Improving Students Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat”, Journal of English Teaching, Vol.3, No.3, October 2017
between this study in the data collection process. Test and non-test techniques were used in previous studies. Meanwhile, the only test will be used to collect data for this study.
Thirdly, a study was conducted by Dian Putri Utami entitled
“Using Reciprocal Teaching (RT) to Improve The Reading Comprehension of Grade VIII Students of SMPN 13 Yogyakarta”.11 The purpose of this study was to use reciprocal teaching (RT) in the reading classroom to increase the reading comprehension of eighth-grade students at SMPN 13 Yogyakarta. The quantitative and qualitative data analysis techniques were applied in this study. Field notes, records, and transcripts are types of qualitative data. Reading comprehension scores are quantitative data (obtained from pre-test and post-test). In this study, the researcher also conducted observations and interviews with students and teachers in the classroom when collecting data. The researcher found differences from this study in collecting data process, in this study Dian Putri Utami conducted observation and interviews with students and teachers to acquire data, while the researcher do not.
B. Theoretical Framework 1. Reading Ability
a) Definition of Reading
Reading is one of the four language skills. Reading is a process that is carried out in understanding and finding the meaning
11Dian Putri Utami “Using Reciprocal Teaching (RT) ti Improve The Reading Comprehension of Grade VIII of SMPN 3 Yogyakarta” English Education Department of Yogyakarta State University, 2013
contained in a reading.12 Reading is often defined as the process by which readers understand a written message using a specific language.13 In line with that, Tarigan said that, "reading is a process that is carried out and used by a reader to get the message conveyed by the writer through the media of words or written language.14 From some of the above meanings, it can be concluded that reading is a method or process that a person does in finding and understanding the meaning or content contained in a written reading.
b) Definition of Reading Ability
The ability to read is a complex ability that is owned by a person, meaning that in reading activities a person involves his mind and mind in understanding the reading and requires physical activity in moving his eyes to read and speak writing so that it can be heard and understood by both readers and listeners.15 Reading ability is a cognitive-related ability such as memory, thought, and reasoning that a person has in reading activities.16 The ability to read is an ability that a person has in the cognitive aspect carried out in reading activities that involve memory, thought, and reasoning.
c) Purpose of Reading
12 Herliyanto, Membaca Pemahaman dengan Strategi KWL (Pemahaman dan Minat Membaca), Sleman: DEEPUBLISH, 2019, p. 6.
13 Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application..., p. 114.
14 Herliyanto, Membaca Pemahaman..., p. 7.
15 Sri Wulan Anggraini dan Yayan Alpian, Membaca Permulaan dengan Teams Games Tournament (TGT), Jawa Timur: Qiara Media, 2020, p. 18.
16Triubaida Maya Adianti and Lutfi Ashar Mauludin, Students’ Responses on the Application of Authentic..., p. 114.
Reading process of a books, novel, newspaper are likely to be different when people read a sentence on the billboard on the street, these different skills frequently depend on what we are reading for In this case, the purpose is reading for pleasure. It is different when we read a textbook or a recipe. We read it because we need information.
In this case, our reading is to get information. Harmer stated there are six reading purpose as follows
Based on the type, reading has three purposes as follows:17 a) To Identify the Topic
Good readers are able to receive the topic of a written text very quickly. By the supporting of their prior knowledge, they can get an idea. This ability allows them to process of reader to read English text is to identify the topic. In this activity the reader should try to find out the topic from the text by skimming and the topic by underlying or making to a note. In this activity, the students can use their prior knowledge to help them to identify to the topic.
b) To Predict and Guess
Readers sometimes guess in order to try to understand what written text is talked about. Sometimes they look forward, try to predict what is coming and sometimes make assumptions or guess the context from the initial glance. In this activity, the readers also use skimming technique to help them to predict or
17 Jeremy Harmer, How to Teach English, New York: Pearson Education Limited, 2007, p. 100.
guess the text about. The aim of this an activity is to find out the implied meaning of the text.
c) Reading for Details Information
Some readers read to understand everything they are reading in details this is usually case with written instruction or description procedure. In this activity, the readers usually have some important things to find out from the text, such answer of some questions that are given after the text. The appropriate technique for this activity is scanning because the reader must be read the whole text and find out the explanation about the details information that is written in the text directly.
d) Reading for Specific Information
Sometime readers want specific details to get much information. They only concentrate when the particular item that they are interested came up they will ignore the other information of a text until it comes to specific item that they are looking for.
In this activity the readers use scanning, because the readers need to find out the specific details to get much information, they should read the text quickly more than once and concentrate to important item that they are look for. By doing these activity, the readers can get the specific information from the text well.
e) Reading for General Understanding
Good readers are able to take in a stream of discourse and understanding the gist of the text, without worrying too much
about the detail. It means that they not often look every word, analyzing everything on the text. In this activity, the readers use skimming they only focus to the gist of the text. After they find of the text, need to use their prior knowledge to understand it more.
They do not to detail information or they do not need to look word by word and analyze everything on the text. Based on the purpose of reading above, the researcher can conclude that the purpose of reading involved are reading for main idea, reading for specific information, and whatever materials we read, we always read it on purpose.
d) Benefit of Reading
Reading has the following benefits:
a) Can relieve anxiety and anxiety
b) Can develop fluency and breadth in speaking
c) Helps to clarify ways of thinking and develop thoughts
d) Can increase knowledge, improve one's memory and understanding
e) Can benefit from other people's experiences
f) Can develop his abilities well to get and respond to science as well as to study scientific disciplines and applications in life.
g) A person's confidence that will increase when reading religious books.
h) Help someone to refresh his mind and save his time from being wasted with negativity.
i) Master many words and learn various sentence models.18 e) Types of Reading
According to Harmer “There are two kinds of reading related to its purpose, those are intensive reading and extensive reading.19
a) Intensive reading
The notion intensive reading, Harmer defined that “reading detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. In other words, studying the construction of the text which has a certain purpose by the reader can be read intensively.20Intensive reading has several characteristic. It makes intensive reading different with extensive reading. The characteristic of intensive reading is started below:
(1)Usually classroombased.
(2)Reader is intensively involved in looking inside thetext.
(3)Students focus on linguistic or semantic detail of areading.
(4)Students focus on surface structure details such as grammar and discourse makers.
(5)Students identify key vocabulary.
(6)Students may draw picture to aid them (such as in problem solving).
18Ibid, p. 26.
19 Jeremy Harmer, How to Teach English. (New York: Pearson Education Limited, 2007),p.99.
20Ibid, p.100.
(7)Texts are read carefully and thoroughly, again and again.
(8)Aim is to build more language knowledge rather than simply practice the skill of reading.
Based on the explanation above, the writer can conclude that intensive reading is reading a text that the reader must pay attention more deeply about the language features. Then, it also needs guidance to help and force the reader to understand. It means that the time for reading is usually in classroom.21
b) Extensive Reading
Extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories and books.22After discussing the intensive reading now this term will focus the extensive reading refers to reading which students do often (but not exclusively) away from the classroom. It means that, the time for reading as usual and can be done wherever the students are beside the classroom. Therefore, to summarize, extensive reading is a kind of reading in which the reader can focus for the value of story in a book not for the specific items of the text.But here, the researcher will be explains three kinds of reading based on Brown state in his book, there are:
(1)Perceptive Reading
In keeping with the set of categories specified for
21Ibid,p.109.
22H. Douglas Brown. Language Assessment. Principles and Classroom Practices, San Fransisco State University: Pearson Eduacation, 2004, p.189.
listening comprehension, similar specifications are offered here, except with some differing terminology to capture the uniqueness of reading. Perceptive reading tasks involve attending to the components of larger stretches of discourse:
letters, words, punctuation, and other graphic symbols.
Bottom-up processing is implied.23 (2)Selective Reading
This category is largely in artifact or assessment formats.
In order to ascertain one‟s reading recognition of lexical, grammatical, or discourse features of language within a very short stretch of language, certain typical tasks are used:
picture-cued task, matching, true/false, multiple choice, etc.
Stimuli sentences, brief paragraphs, and simple charts and graphs. Brief responses are intended as well. A combination of bottom-up and top-down processing may be used.24
(3)Interactive Reading
Included among interactive reading types are stretches of language are several paragraphs to one page or more in which the reader must, in psycholinguistic sense, interact with the text. That is, reading is a process of negotiating meanings, the reader brings to the text a set of schemata for understanding it, and in take is the product of that interaction. Typical genres that lend themselves to interactive reading are anecdotes, short
23 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Laguage Pedagogy, San Fransisco State University: Pearson Eduacation, 2007, p. 189.
24Ibid, p. 190.
narratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes, and the like. The focus of an interactive reading is to identify relevant features (lexical, symbolic, grammatical, and discourse) within texts of moderately short length with the objective of retaining the information that is processed top- down processing is typical of such tasks. Although some instances of bottom-up performance may be necessary.
2. Reciprocal Teaching
Reciprocal teaching was developed by Palinscar and Brown in 1984 as a learning technique. According to Klinger, Vaughn, and Boardman reciprocal teaching is a teaching method designed to assist students who can decode language but struggle to comprehend text.
Foster and Rotoloni also define, reciprocal teaching as a teaching method that encourages students to think about how to share their learning experiences. There are four thoughtfully integrated comprehension processes at the basis of this methodology, prediction, questioning, seeking clarification, and summarization.25 It enables students to enhance their understanding of the text and, as a result, become better readers. The goal of reciprocal teaching is to use discussion to improve student's reading comprehension, increase personal and monitoring skills, and enhance motivation overall. 26
25 Pamela J. Faris, et. Al Teaching Reading A Balanced Approached For Todays Classrooms New York, The Mc Growl-Hill Company, 2004, p. 340
26 Mohammad Reza Ahmadi and Abbas Pourhussein Gillakjani, Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension, Theory and Practice in Language Studies, Vo. 2, No. 10 October 2012, p. 2057
Based on those definitions, reciprocal teaching is a method or approach for teaching reading comprehension that allows students to exchange their experiences and ideas about the texts they've read. This indicates that the reciprocal teaching technique is a method of comprehending a text that involves teachers and students working together in four stages to developing their perception of the text.
3. Reading Strategies of Reciprocal Teaching
According to Klinger, Vaugh, and Boardman, students will learn to implement the four reading methods through reciprocal instruction. Prediction, question, clarification, and summarization are the four skills. These strategies are used by students when they are discussing the text with their teachers and friends.27 Each method may be employed depending on the context, difficulty, and reading objectives at hand to help students understand the reading content.
This is how the four strategies are explained.
Prediction
Prediction is a strategy that entails searching for clues in a text and making predictions about what will happen next in the text based on the contents of the passage. Predicting keeps the reader actively thinking about the text while they read.28 Identifying information using the readers' knowledge and personal experience is part of the prediction process. The goal of this method is to combine what the
27 Pamela J. Faris, et. Al Teaching Reading A Balanced Approached For Todays Classrooms, New York, The Mc Growl-Hill Company, 2004, p. 340
28 Gerald G. Duffy, Comprehension instruction: Research-based best practices New York: Guilford Press, 2002. p. 28.
reader already knows about the subject with what he will learn as a result of reading. To achieve this, readers must use their prior knowledge and correlate it to the information in the text. The teacher also encourages students to adopt text structures like titles, subtitles, and illustrations in the reading.29 For example, students can guess what the text is about and what happens next in the text by looking at the title and certain signs in the text. After that, students will discuss their predictions with their friends in groups.
Question
In ways to construct questions, readers must analyze the information in the text they are adding. The purpose of the questions is to inquire about the main idea or important details in the reading. The goal of this method is to see whether reader comprehends the text and to aid them in finding crucial information. Furthermore, students create the question regarding as a check on their understanding of what they are reading at the time.30 Students try to comprehend a text by asking questions about the main idea from the passage, and questions about important details
Clarification
Clarification is a method used when a reader finds difficulties understanding or confused about the meaning of a reading text. If students come across a term they don't understand, they will clarify it
29 Bruce M.E., & Robinson, G.L Clever Kids: A Metacognitive And Reciprocal Teaching Program to Improve Both Word Identification and Comprehension for Upper Primary Readers Experiencing Difficulty, Australian Journal of Learning Disabilities, Vol.9, No.3, 2004
30 Pamela J. Faris, et. Al Teaching Reading A Balanced Approached For Todays Classrooms (New York, The Mc Growl-Hill Company, 2004), p. 341
by reading the text or relating it to the reading topic. Clarification allows readers to find and question material in the text that is unfamiliar, irrelevant, or confusing.
Summarization
The reader must analyze what is discussed in the paragraph or text, identify the main sentence, and compose sentences that reflect the paragraph's most essential content. The most important information in the text is identified and integrated while summarized. Students are instructed to write one or two phrases that summarize the main points of a paragraph or text using this strategy. Summarize the main topic in each paragraph of a text to enablereaders not only to integrate what they currently know into what they're reading but also to predict what will happen next paragraph.31
4. The Implementation of Reciprocal Teaching
According to Klinger, Vaughn, and Boardman, the description of the implementation of Reciprocal Teaching (RT) consist of five- phase. They are the teacher demonstration, the direct instruction, and guided practice, the teacher-students groups, the students-led groups, and students' independent use of the strategies. The descriptions of them are as follows.
Phase 1: Teacher Demonstration
Teacher demonstration, also described as teacher presentation, is a teacher's activity of predicting, clarifying,
31 Carol greenway, The Process Pitfalls, and Benefits of Implementing a Reciprocal Teaching Intervention to Improve Reading Comprehension of a Group of Year 6 Pupils, Educational Psychology in Practice, Educational Psychology in Practice, Vol.18, No.2, 2002
questioning and summarizing strategies. The goal is to provide students with a "big picture" perspective of how to use the four tactics. The goal is to provide students with a "big picture"
perspective of how to use the four tactics. On the first day, students are exposed to all four techniques to form a picture of themselves.
As a result, they will have no trouble implementing those strategies in the next step.32
Phase 2: Direct Instruction and Guided Practice
At this phase, the teacher explains each strategy in detail, including predictions, clarifications, questions, and summarizing and explaining how to use the four reading methods then supports and motivates students when they practice them. This stage is completed to ensure that all students have a good understanding of how to implement the four techniques so that they can participate in the following stage, which would be a dialogue or text discussion.33 Phase 3: Teacher-Students Groups
In this phase, The teacher guides small-group discussions about the text encourages students to utilize strategies and provides support and feedback as needed As the students acquire proficiency, the teacher gradually allows them to work independently.
32 Dian Putri Utami “Using Reciprocal Teaching (RT) ti Improve The Reading Comprehension of Grade VIII of SMPN 3 Yogyakarta” English Education Department of Yogyakarta State University, 2013
33 Rani Rahagia “ Using Reciprocal Teaching Strategy In Improving Students’ Reading Comprehension In Tenth Grade At SMAN 1 Bendungan Trenggalek”, Thesis of English Language Education in Post Graduate Program of University of Muhammadiyah Malang 2019,
Phase 4: The Students-Led Groups
Students lead the text discussion and invite their classmates to apply the four strategies. Students give feedback on strategy implementation to a friend. Meanwhile, The teacher checks from one group to another to observe the progress and provide guidance as needed. The interactions between students and teacher facilitation create a supportive learning atmosphere in which they can enhance their self-esteem by sharing and exchanging ideas.34
Phase 5: Students’ Independent Use of The Strategies
While reading the text, students apply the four strategies and self-regulate their implementation strategies. They continue to focus on their comprehension. Through the discussion, they also evaluate and provide comments on their friends' comprehension.
In implementing reciprocal teaching strategies, the teacher will guide the students from guided to semi-directed to independent.
The teacher must keep to those phases. As a result, reciprocal teaching can be successfully implemented, and the goal of improving students' reading comprehension can be achieved.
C. Hypothesis
Hypothesis alternative (Ha): there is a significant effect of using Reciprocal Teaching Technique to Improve Students Reading Skill in MA NW Wanasaba in Academic Year 2021/2022.
34 Siti Rahmadani Rangkuti “Implementation of Reciprocal Teaching Method to Improve Students’ Achievement in Reading Comprehension” Faculty of Teacher Training and Education University of Muhammadiyah Sumatera Utara, 2018
Null Hypothesis (Ho): There is no significant effect of using The Reciprocal Teaching Technique to Improve Students Reading Skill in MA NW Wanasaba in Academic Year 2021/2022.
CHAPTER III RESEARCH METHOD A. Setting of Research
The research about improving students’ reading ability through Reciprocal Teaching technique.This study was carried in MA NW Wanasaba. It was conducted the MA NW Wanasaba during the second semester of the 2022/2023 academic year. The school was located in wanasaba, east Lombok. Based on the English teacher recommendation, the researcher took a first grade as to do research, which reason was most of the students are still low in reading ability. So the researcher have choosen class X. beside that, the location was accessible for researchers’
and equipped with infrastructure such as LCD monitor, computers, and libraries so that the researcher did the final more easy.
B. Design of Research
The design of this study was Classroom Action Research (CAR).
Classroom action research is research conducted with the aim of improving the quality of learning in the classroom.35 This research focuses its research object on all existing things in the class, both physical and non-physical. This means that all the things that happen in the classroom when learning takes place. Classroom action research consists of four
35Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas, Bandung: PT Remaja Rosdakarya, 2014, p. 11.
series of activities carried out in a repetitive cycle, namely planning, acting, observing and reflecting.36
The classroom action research design (CAR) used in this study was the Kemmis and Taggart model which consisted of four components, namely planning, action / action, observation and reflection. This research was conducted in two cycles and each cycle carried out in two meetings. In simple terms, the principle of implementing classroom action research according to the Kemmis and McTaggart model is carried out in the form of a cycled assessment process consisting of four stages which is described as follows:37
Figure . 1
Classroom Action Research Design.38
36 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengemban Profesi Guru, Jakarta: Raja Grafindo Persada, 2011, p. 122.
37 Muhamad Anugrah, Penelitian Tindakan Kelas (Langkah-Langkah Praktis Pelaksanaan Penelitian Tindakan Kelas), Yogyakarta: Leutika Prio, 2019, p. 56.
38 Kemmis, S., & McTaggart, R., The Action Research Reader, Victoria: Deakin University, 1990, p.122.
In simple terms, the principle of implementing classroom action research according to the Kemmis and McTaggart model is carried out in the form of a cycle assessment process consisting of four stages.
C. Planning of Action
Planning is a procedure or steps taken by researchers to achieve learning objectives. In planning, the researcher prepares everything that is needed in the learning process. At the planning stage, the activities carried out by researchers are as follows:
a) Conducting preliminary observations to identify problems through interviews with class X teachers.
b) Prepare a learning implementation plan (RPP) based on the syllabus that is following the Basic Competence (KD) and prepare an
observation sheet.
c) Arrange reading test questions in the form of essays that will be given to students to determine the level of reading skills in the narrative text material that has been taught.
d) Develop evaluation tools.
D. Taking Action
The researcher explains her phase of action as follows:
a) Initial Activities
1) Teacher greets student
2) Teachers checked student attendance 3) Teacher reviews previous material
4) The teacher delivers the topic and instructional goal
5) The teacher explains the instructional step using the reciprocal teaching technique.
b) Core activities
1) The teacher delivers the theme or title of the reading text.
2) The teacher gives a lecture or audio recording about the text that they will be reading.
3) The teacher asks students to read the reading text.
4) The teacher asks students to mark the important things that are found in the reading.
5) The students are divided into groups each group consisting of six or seven students.
6) The teacher asks students to discuss the main points or ideas of the reading text.
7) The teacher asks for volunteers to present the result of their discussion aloud in front of the class.
8) The teacher asks other students for the right answer about the main ideas of each paragraph.
c) Closing
1) Reflect on learning activities.
2) The teacher guides students to conclude the material that has been taught.
3) The teacher gives homework to students.
4) Delivering material that will be taught at the next meeting.
E. Observing (Monitoring)
This is a stage to observe the situation in the learning process and evaluate the result of observation which is also to know if there is a weakness or problem in both cycles. Observation carried out during the teaching and learning process based on the format of interactional, all of the students' and teacher activities have been written on the observation sheet. However, in this research researcher is the teacher and the teacher of English of Tenth Grade in MA NW Wanasaba as the observer to observe the teaching and learning process.
F. Reflecting
Reflection is a process of improvement carried out by researcher after teaching. Reflection is carried out at the end of the learning cycle with the aim that researcher can identify weaknesses and strengths in the learning process. Furthermore, in the core activities, the researcher analyzes all the data that has been obtained on the implementation of the action and the observation process. Researcher analyzed the advantages and disadvantages of the techniques that have been applied. Thus, after reflection, teachers and researcher will find it easier to prepare the next lesson plan.
G. Instruments of Research
The instrument is one of the tools used by researchers in collecting research data. In this case, the researcher used the following instruments:
a) Observation
Observation is a method used by a researcher to retrieve data in the form of observations about the phenomena that are the target of
observation. In this case, the researcher made observations of the activities of students and teachers in the teaching and learning process.39
Table1.
Teachers’ Activity
No.
ACTIVITIES OBSERVED
Score 1 2 3 4 1. The teacher delivers the theme or title of the
reading text.
3. The teacher asks students to read the reading text.
4. The teacher ask students to mark the important things that are found in the reading.
5. The students are divided into groups of each group consisting of six or seven students
6. The teacher asks students to discuss the main points or ideas of the reading text.
7. The teacher asks for volunteers to present the result of their discussion aloud in front of the class.
8. The teacher asks other students about the right answer about the main ideas of each paragraph.
Total Score Mean
Formulation:
39Yusanti Elfa, The Influence in Using Listen-Read-Discuss (LRD) toward Students’
Reading Comprehension on Narrative Text of The First Semester of The Eleventh Grade, English Journal, Bandar Lampung: SMA Perintis, 2017,p. 30−31
Mean = T Score
Max Score× 100
Table 1.1
The interpretation of teacher score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
Table 1.2 Students’ Activity
No.
ACTIVITIES OBSERVED
Score 1 2 3 4 1. Students listen to presentations of
information conveyed by the teacher about the text.
2. Students read the reading text.
3. Students mark the important things found in the reading.
4. Students look for group friends that have been shared by the teacher.
5. Students discuss with their groups.
6. Volunteers from students present the results of their discussions in front of the class.
7. Students answer questions about the main idea of each paragraph with the correct answer.
Total score Mean
Mean= S Score
Max Score× 100
Table. 1.3
The interpretation of students’ score Activity.
Score Category
> 80 Excellent
> 75 Good
> 60 Fair
< 55 Poor
b) Test
The test aims to take student learning outcomes. The test is very helpful to determine student achievement in studying learning materials. In this study, the researcher used a test to measure how far the students progress after doing the activity and how the application of the Reciprocal Teaching (RT) Technique can develop their reading skills. The type of test used in this study is a subjective test in the form of a free description. In this case, the researcher uses WH questions.
WH questions are questions that begin with WH words such as
"where", "why", "who", "when", and "how".40 The description questions used are 5 questions with the provision below:
The Criteria of reading assessment are adopted by Snow, Grifin, & Burns,2005. The Aspect of criteria below:
Table 1.4.
Criteria of assessments
The aspect of Reading Score
40 Habib, Civic Reading Comprehension..., p. 136.
Assessment
Reading Skill 5 4 3 2 1
a. Vocabulary knowledge b. Main-ideas
comprehension c. Recall relevant details d. Inferences about text
information
e. Summarization abilities
In addition, to find out whether there was an increase in students' reading ability, the researcher used Brown's reading assessment rubric. After the test, the researcher processed the data using descriptive statistics to know the improvement of students' reading skills using the Reciprocal Teaching (RT technique. The formula used by researchers to determine student scores is the percentage formula. The criteria for success depend on the passing grade (KKM) for English subjects at MA NW Wanasaba, which is 75.
To analyze the quantitative data, the researcher uses the formula below:
1) To obtain the individual score for the Reading test, the researcher used the formula
Score :
= 𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 × 100
To know the criteria of students' score can be classified as follow;
Table 1.5
The interpretation of students' scores.41
Percentage of scores Criterion
81-100 Excellent
61-80 Good
41-60 Fair
21-40 Poor
10-20 Bad
Students are said to pass the test if they get a score of 75 or more than 75 because the criterion minimum of mastery in this school is 75.
c) Documentation
Documentation is a record of events that have passed.
Documentation is needed by researchers as a complement to research data. These documents are in the form of student grade data, books, Madrasah profiles, learning tools, Madrasah documentation, learning photos, and other data that support this research.
H. Indicator of Success
Classroom action research (CAR) is considered effective if it equals or exceeds the established standards, and it is considered unsuccessful if it fails to meet the specified standards. The research will be successful if 75% of the students increase their scores or pass the minimal
41Rosma Hartiny, “Model Penelitian Tindakan Kelas”, Yogyakarta: Teras, 2010, p.
94.
mastery level criterion (KKM)42. The KKM for reading is 75 (seventy- five), as decided by the school agreement (MA NW Wanasaba). If the action's success program is reached, the Classroon Action Research's next action would be stopped; but, if the criteria has not been achieve yet, the research will continue in the next cycle.
42 Syaiful Bahri Djamarah & Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006, p. 108
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presents the results of the research. It involves using reciprocal teaching techniques to improve students' reading comprehension at the first grade students in MA NW Wanasaba in academic year 2021/2022. The implementation was carried out in two cycles, namely cycle I and cycle II. Each cycle consists of planning, action, observation and reflection with quantitative and qualitative data to collect student scores during the research process. The researcher analyzed and found out the students’ abilities when applying the Reciprocal Teaching technique in their
teaching practice in 2-23 june 2022 A. Research Findings
In this step, the findings of the researcher's study would presented.
as described in previous chapter the research method used Classroom action research in cycles 1 and 2 with planning, implementation, observation, and reflection used in this research. Each cycle reflected to find out the results of the action. All stages in this research described as follows:
1. Cycle 1 a. Planning
In this cycle, the writer and the teacher prepared an action plan based on the problems that students had with reading comprehension.
In this case, the researcher developed a lesson plan based on the teaching materials, in addition, the researcher also prepared post-test 1
