Judul Skripsi: Improving the students' reading ability through reciprocal teaching method in the eighth grade students of SMP PGRI 1 Tamalate (A Classroom Action Research). Judul Skripsi: Improving the students' reading ability through reciprocal teaching method in the eighth grade students of SMP PGRI 1 Tamalate (A Classroom Action Research). This research aimed to improve the students' reading ability in the eighth grade through reciprocal teaching method in terms of literal comprehension dealing with main idea and supporting details.
The research findings showed that the use of reciprocal teaching method was significant in improving students' reading ability in terms of literal understanding of the main idea and supporting details. According to one of the students in these schools, it is difficult to read the English text. According to the above fact, the English teaching method is very important to improve students' reading ability.
Based on the above problem, the researcher was doing a study on improving students' reading skills through Reciprocal Teaching Method to the eighth grade student of SMP PGRI 1 Tamalate Makassar.
Problem Statement
Reciprocal teaching is a strategy that allows students to improve their reading skills through structured dialogue between students and the teacher using four strategies: summarizing, questioning, explaining, and predicting. This technique requires interaction between students to allow them to get feedback on the activity by constructing the text being discussed.
Objective of the Study
The result of the study can be used as a starting point to conduct further studies on teaching and learning English, especially by using reciprocal teaching strategy in each classroom activity. For the reason, it can be seen from some studies that the Reciprocal Teaching Technique application shows improvement in students' performance and motivation in learning English.
Scope of the Study
The Concept of Reciprocal Teaching
- Definition of Reciprocal Teaching
- Purposes of Reciprocal Teaching
- Strategies of Reciprocal Teaching
- Steps Learning Reciprocal Teaching
- Reading Comprehension
- Level of Comprehension
Meanwhile, Hewitt defines reciprocal teaching as a strategy for improving students' understanding of a text while engaging them in a verbal exchange of ideas. According to Pallinscar, the purpose of reciprocal teaching is to facilitate a group effort between teacher and students and between students in the task of adding meaning to the text. The strategy allows students to identify, paraphrase, and review important information in a text.
The purpose of this strategy is to enable students to check their understanding of the text by summarizing it. This strategy makes students pay attention and pay attention to things that do not make sense in the text and to take many necessary actions to solve the problem. Babigian (2003:34) says that using the above strategies helps students construct meaning from the text and monitor their reading to ensure they understand what they read.
He Ji Sheng (2000:13) says that reading is a communication process from the writer to the reader.
Reading Related to the English Curriculum of SMP
Conceptual Framework
Problems for the students in learning to read due to the lack of vocabulary mastery, the students' lack of ability to understand the main idea, a paragraph, the main idea, the explanatory idea, even the strategies, techniques and learning media reading comprehension, implemented by the student. teachers. To overcome these problems, efforts are needed to improve students' reading comprehension. Before teachers improve students' ability to understand a lecture, it is first necessary to know the level of students' reading comprehension skills.
Therefore, there should be a survey study to determine the reading comprehension ability grade VIII SMP PGRI 1 Tamalate Makassar. The results were obtained from research studies on the ability of reading comprehension eighth grade students of SMP PGRI 1 Tamalate Makassar was the reference teacher or other researchers in improving reading comprehension eighth grades. The figure above is the researcher's concept, where the researcher was employed Reciprocal Teaching method in the teaching of reading comprehension.
The reciprocal teaching method is used to improve students' reading skills in learning reading comprehension.
Research Design
Based on Kemmis and McTaggartt's description of action research in Burns, action research is research that involves more than one cycle.
Research Subject
Research Variables and Indicators 1. Variables
Research Instrument
Research Procedure
In this phase, the researcher observed the student's activity in learning process using checklist observation to know what the students understand in reading. After using reciprocal teaching in action, the researcher gave evaluation to the students to measure the performance of students' reading comprehension in cycle 1. In this step, the researcher reflectively evaluated and described the effect of RT on students' reading comprehension.
It was used to conclude what the students' attitude to the action based on this data. The researcher would also draw a conclusion on the students' reflection to see the students' response to the treatment.
Data Collection
The researcher gave the students a read text, asked them to read it and find the main idea, and then answer five questions.
Data Analysis
Findings
The Improvement of the Students’ Literal Comprehension
- The percentage of the Students’ Literal Comprehension Dealing with Main idea and Supporting Details
- The Improvement of the Students’ Ability
- The Percentage of the Students’ Reading Ability
- The Result of the Students’ Activeness in Learning Process
The chart above shows the improvement in students' literal reading comprehension main idea is 33.3%, supporting details is 29.7% and mean they are both 31.5%. The percentage of students' literal understanding that deals with main idea and supporting details Main idea and supporting details. In Cycle II, the percentage of students' main idea in reading comprehension is that 12 students (37.5%) got an excellent score and 20 students (62.5%) got a fairly good score.
The graph above shows that the result of students' word-for-word comprehension in terms of the main idea. To clearly see the improvement percentage of students' details in word comprehension, the following graph is presented. The graph above shows that the students' word comprehension score in terms of supporting details.
Teaching method in cycle I and cycle II significantly improves the result of students' detail performance. The application of Reciprocal Teaching method to improve students' reading skills that deals with literal comprehension. The graph above shows that the improvement in students' reading skills in literal comprehension is 31.5%, and the improvement in reading skills is 31.5%.
After evaluation in cycle I and cycle II, there is a significant improvement in students' reading skills, with the result of cycle I being in the fair category and in cycle II being in the good category (poor-fair-good). The following table shows the percentage of students' reading comprehension in the D-Test, Cycle I and Cycle II through the reciprocal teaching method. The table above shows that the percentage of students' reading comprehension in Diagnostic-Test indicates that 3 students (9.4%) are getting quite good.
The graph above shows the percentage of students' reading comprehension after applying the reciprocal teaching method. It shows that the result of students' reading comprehension in cycle I is higher than D-Test, where the reading comprehension of students in cycle I is 6.3% categorized as good, 43.8%.
Discussion
The research results indicate that there is an improvement in student participation from cycle I to cycle II, where the average score for student participation scores in cycle I is 64.1% becoming 76.4% in cycle II. There is an improvement in the students' activity in the teaching and learning process, where in cycle I is 64.1% lower than cycle II, but after completing the strategy in cycle II, the students' activity in the learning process becomes 76.4. It can be seen from the students' reaction, they have low enthusiasm for learning.
They get performances that do not reach the target, and then the researcher gives them motivation. At the second meeting the researcher gave the students a new material on the title A beautiful day in Jogja, at this there are some students more active than the first meeting. This indicates that the result of cycle II is higher than cycle I, and it can be concluded that the use of this strategy is success.
Before conducting the action research in the classroom using the reciprocal teaching method, the researcher conducted a diagnostic test to measure the students' English reading comprehension skills. After conducting the D-test, the researcher found that the reading ability of the eighth grade students of SMP PGRI 1 Tamalata Makassar was poor and should be improved. Based on unsuccessful teaching in cycle I, the researcher decides to teach in cycle II.
Where, when the researchers explain the text, the researcher should explain more clearly, if the students had the opportunity to ask about the material. Finally, the average score of the students in cycle I is 6.4 (fair) and the average score of the students in cycle II is 8.4 (good). This means that the objective from Chapter I could be achieved. In other words, teaching reading comprehension using the Reciprocal Teaching method that can improve the performance of the eighth grade students of SMP PGRI 1 Tamalate Makassar.
Conclusion
Suggestion
The researcher conducts similar research to get better results of the research so that the students get an improvement in their learning. Improving students' reading comprehension through the Know-Want-Learn technique at eleventh grade in Sma Negeri 1 Sanden in the academic year 2012/2013. The effect of the reciprocal teaching procedure (RTP) on improving the reading comprehension behavior of EFL students.
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After being on the island for two months, three of the men built a boat and sailed away to get help. Last Saturday I got on the bus and went to the north of the island. It was much quieter there than here - very beautiful, but no tourists. The next day we headed over to the east coast to see some of the old villages.
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Last Saturday we got on the bus and went to the north of the island, it was much quieter than here - very beautiful, but no tourists.
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