The results of the research indicated that the use of reciprocal teaching was effective in improving students' reading ability in terms of main idea and supporting details. This means that there was a significant difference in the students' reading ability before and after using reciprocal teaching in the classroom. It can be concluded that using reciprocal teaching can improve students' reading ability in terms of main idea and supporting details.
INTRODUCTION
Background of the Research
Problem Statement
Based on the question above, the purpose of the study is as follows: Whether or not the Reciprocal Teaching improves students' reading ability in descriptive text at SMP Nasional Makassar. Good readers look for the main ideas as they read and can give 'the gist' of what they have read in their own words. Students see all four strategies on the first day so they can get "the big picture."
Third, students' reading ability is to measure students' ability to understand the content of descriptive text based on mutual teaching. The researcher asked the students to answer the text's questions based on descriptive text. Then researcher gave descriptive text “The Must-See Ambarawa Railway Museum” and read its text.
After the researcher conducted a pre-test and a post-test, there was an improvement in reading ability in finding supporting details of the text. Based on the data, we can conclude that there was an improvement in students from pre-test to post-test. From the results of the pre-test and post-test, it can be concluded that there is a significant difference between the mean score of the pre-test and post-test students before and after the treatment using reciprocal teaching in terms of main idea and supporting details.
The result of the analysis showed that there was a significant difference in the average score of the students before the test and after the test, regarding the main idea. From the above explanation, it was found that the improvement in the average score of the students in the pre- and post-test showed that the use of reciprocal teaching is effective in improving the students' reading ability in the main idea after the treatment. The result of the analysis was that there was a significant difference between the average score of the pre-test and the post-test of the students in terms of the main idea.
From the explanation above, improvement in students' mean scores in pretest and posttest showed that using reciprocal teaching is effective in improving students' main idea reading ability after treatment. It is at 474 m above sea level, giving you unpolluted fresh air to breathe in. Ambarawa Railway Museum is well maintained.
Objective of the Research
Significance of the Research
Scope of the Research
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
The Concept of Reading Ability
- Definition of Reading
- The Definition of Reading Ability
- Skill and Strategies to be Learne in Reading
- Purpose of Reading
- Teaching Reading
- Types of Reading Comprehension
Reading ability is the potential or ability of students to get the idea and information of the text. It is more difficult to identify the main idea when it is inferred or implied. An inference involves students combining their literal understanding of the text with their knowledge and intuitions.
The Concept of Descriptive Text
Use linking verbs or relational processes (is, are, has, have, belongs to) frequently to classify and describe the appearance or qualities and parts or functions of the participant; Use action verbs or material process and behavior process when providing additional descriptions related to action and behavior performed by the participants in the text; Use adjectives and adverbs to add information to nouns (participant) and add information to verbs (actions) to give a more detailed description of the subject;
The Concept of Reciprocal Teaching
- The Definition of Reciprocal Teaching
- Strategies of Reciprocal Teaching
- Process of Reciprocal Teaching
- The Advantages of Reciprocal Teaching
- The Implementation of Reciprocal Teaching
Anticipation requires readers to hypothesize what the author might discuss next in the text. This is an opportunity for students to connect the new knowledge they will encounter in the text with the knowledge they already process. Students ask questions that can be easily answered by providing a detail listed in the text.
Conceptual FrameWork
Students predict future events in the next paragraph that will build on the previous paragraph. First, reading instruction will make students who read the text improve their skills and increase their vocabulary. Each group will identify the content of the descriptive text based on four reciprocal teaching strategies, namely summarizing, questioning, clarifying, and predicting.
Hypothesis
RESEARCH METHODOLOGY
- Research Design
- Research Variables and Indicator
- Research Population and Sample
- Research Instrument
- Procedure of Data Collecting
- Techniqueof Data Analysis
The results of the research present the result of the improvement of students' reading ability on literal comprehension, dealing with the average idea and supporting details, and the discussion of the research covers further explanation of the results. It was shown from the average score of the students in pretest to post based on appendix F and G and improvement percentage in pretest to posttest based on appendix J. The correlation between students' reading comprehension and translation reading ability in the fifth semester of English department of FKIP.
STUDENT PRE-TEST AND POST-TEST CLASSIFICATION RESULT (MAIN IDEA AND SUPPORTING DETAILS. Students' literal reading comprehension score in terms of main idea and supporting details in the pre-test and post-test.
RESEARCH FINDINGS AND DISCUSSION
Findings
Based on analysis data, literal understanding of students in findings of main idea improved in mean score before test to post test based on Appendix F and G (35.83 to 67.5) with the range was 31.67 and improvement was 88, 38 % (Appendix J). This can be seen in the table score classification of main idea pretest and posttest in reading ability below. The result based on analysis, the score of literal understanding in findings of main idea was higher than pre-test.
Based on the analysis data, students' literal comprehension of supporting detail findings improved in the mean pre-test to post-test score based on Appendix F and G (33.33 to 62.5) with a range of 29 ,17 and the improvement was 87, 51%. It can be seen in the pre-test and post-test supporting detail table results classification in reading ability below. The table above shows the classification of pre-test and post-test results of the supporting details.
This was indicated by the significant difference between the student's pre-test and post-test scores. It means that literal comprehension was improved in finding supporting details from pre-test to post-test based on data analysis in Appendix D. It means that the use of reciprocal teaching in learning was effective in improving students' reading ability in finding of supporting details. .
To know whether the difference between pretest and posttest was significant or not, the t-test analysis was based on the students' scores in reading ability.
Discussion
In other words, there was a significant difference between the students' reading skills before and after using reciprocal teaching in the eighth grade students of SMP Nasional Makassar. After using reciprocal education in treatment, the mean post-test score was higher (67.5). This can be seen in Table 4.2 and can be proven from the T-Test>T-Table. It means that using reciprocal teaching in learning to write can increase the writing skills of the students in terms of the main idea.
The use of four strategies: predicting, questioning, clarifying and summarizing by the students is observed throughout the reciprocal teaching. It means that improving students' reading ability by using reciprocal in terms of the main idea is effective. Discussion led students to find supporting details in the reading text during treatment using reciprocal teaching.
Based on the data analysis and discussion collected in the previous chapters, it can be concluded that the use of reciprocal teaching can improve the students' reading ability in terms of main idea and supporting details in the teaching of descriptive text. This means that the use of reciprocal teaching is effective in improving students' reading ability in terms of main idea and supporting details. For the students, the students should increase their ability to learn to read by making use of reciprocal teaching.
The effectiveness of using reciprocal teaching in reading comprehension in the second grades of MTsN.
CONCLUSION AND SUGGESTION
Conclusion
This is evidenced by an improvement in main idea which was 88.38% and an improvement in supporting details which was 87.51%.
Suggestion
Kebanyakan orang tinggal di apartemen bertingkat tinggi di berbagai belahan pulau. Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak siswa menata ruang kelas dan penampilannya. mengajak siswa memulai kegiatan dengan berdoa dan mengecek kehadiran siswa. Guru memberi salam dan salam kepada siswa. Guru memeriksa kehadiran siswa. Dengan bimbingan guru, siswa menemukan cara mendeskripsikan sesuatu atau seseorang. Dengan bimbingan dan arahan guru, siswa mempertanyakan kata-kata sulit dan struktur teks deskriptif. Guru menjelaskan tentang struktur teks dan struktur bahasa dalam teks.
Dengan bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang bagaimana menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks deskriptif. Siswa dapat menemukan gagasan pokok, informasi rinci dari informasi tertentu dalam teks deskriptif dengan menggunakan strategi dalam reciprocal teaching. Guru dan siswa bersama-sama membuat rangkuman materi yang dipelajari pada pertemuan ini. Guru menjelaskan rencana kegiatan pembelajaran selanjutnya. Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak siswa merapikan kelas dan berpenampilan, mengajak siswa memulai kegiatan dengan berdoa, dan memeriksa kehadiran siswa. Guru memberi salam dan salam kepada siswa. Guru memeriksa kehadiran siswa. Guru menanyai siswa tentang materi teks sebelumnya sebelum melanjutkan ke teks berikutnya.
Dengan bimbingan dan arahan guru, siswa mempertanyakan kata-kata sulit dan struktur teks deskriptif. Guru menjelaskan tentang struktur teks dan struktur bahasa. Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak siswa menata ruang kelas dan penampilannya, mengajak siswa memulai kegiatan dengan berdoa dan memeriksa partisipasi siswa. Guru memberi salam dan salam kepada siswa. Guru memeriksa kehadiran siswa. Guru bertanya kepada siswa tentang materi teks sebelumnya sebelum melanjutkan ke teks berikutnya. Dengan bimbingan dan arahan guru, siswa mempertanyakan kata-kata sulit dan struktur teks deskriptif. Guru menjelaskan tentang struktur teks dan struktur bahasa dalam teks.
Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam, mengajak siswa membersihkan kelas dan berpenampilan, mengajak siswa memulai kegiatan dengan berdoa, dan memeriksa kehadiran siswa. Guru memberi salam dan salam kepada siswa. Guru memeriksa kehadiran siswa. Guru menanyai siswa tentang materi teks sebelumnya sebelum melanjutkan ke teks berikutnya. Guru dan siswa bersama-sama membuat rangkuman materi yang dipelajari pada pertemuan ini. Kebanyakan orang tinggal di apartemen bertingkat tinggi di berbagai belahan pulau.
