INTRODUCTION
Background of Research
Problem Identification
Problem Limitation
Problem Formulation
The result of the student's reading comprehension score in the pre-test, after test 1 and after test 2. How beautiful you are, what beautiful feathers you have!” The crow was very happy, but kept silent. Oh, sorry you can't because you can't sing a song,” the fox said slowly, looking disappointed.
In the city center c. When did the event happen? in the middle of the year b. end of year c. weekend as usual. According to the text, which of the above is not true? the writer was waiting for the New Year celebration. The crow was very happy, but kept silent. could be the most beautiful princess in this forest. oh, I'm so sorry,” continued the fox.
Oh sorry you can't because you can't sing a song” said the fox slowly looking disappointed. To improve students' reading comprehension skills by reading text 4. 4.1 The student will understand the location of generic structure in a narrative text.
Objectives of The Research
Benefit of The Research
The hypothesis of the research is that using reciprocal teaching method can improve students' reading comprehension at eight grade SMP Muhammadiyah 3 Metro in the academic year 2017/2018. The result of the students' activity in the learning process in cycle 1 No students' activity frequency in percentage. The result of the students' activity in the learning process in cycle II No students' activity frequency in percentage.
Therefore, the researcher concluded that the learning process in the English reading text using the reciprocal teaching method can improve the reading comprehension skills of the eighth grade students of SMP Muhammadiyah 3 Metro in the academic year 2017/2018. The result of Student Activity in Cycle I and Cycle II No Student Activity Cycle I Cycle II Note. Based on the data of the graph above, most of the students' activities have had significant improvements from cycle I and cycle II.
It can be demonstrated by the data result of the students' score in the pre-test in cycle I. The use of the reciprocal teaching method can improve the reading ability of the eighth grade students of SMP Muhammadiyah 3 Metro in academic year improve 2017/2018.
THEORETICAL REVIEW
The Concept of Reading Comprehension Skill
- Definition of Reading
- Models of Reading
- Reading Principles
- The Definition of Reading Comprehension Skill
- The Influence of Some Factors that Influenced in Reading
- Definition of Reciprocal Teaching Method
- The Principles of Reciprocal Teaching Method
- The Characteristic of Reciprocal Teaching Method
- Procedures of Using Reciprocal Teaching Method
- The Purpose of Reciprocal Teaching Method
- Benefits of Reciprocal Teaching
Reciprocal instruction is a method of teaching that teaches cognitive strategies to help students improve their reading comprehension skills. Reciprocal teaching is a guided reading comprehension strategy that encourages students to develop the skills that make them effective readers.17 Reciprocal teaching refers to a teaching activity that takes place in the form of a dialogue between teachers and students regarding text segments.18. Reciprocal instruction is designed to teach students cognitive strategies such as prediction, clarification, question generation, and summarization that can lead to improved reading comprehension.19.
Reciprocal teaching is an instructional activity that utilizes four comprehension strategies (predict, clarify, question, and summarize) in the form of a dialogue between teachers and students regarding parts of a text.20. Based on the explanation above, the author concludes that reciprocal teaching is one of the methods in EFL to improve reading comprehension, which consists of four strategies: predict, clarify, question and summarize. 19 Mohammad Salehi, A Comparative Study of Reciprocal Teaching Only (RTO) and Explicit Teaching of Strategies before Reciprocal Teaching (ET-RT) On Reading Comprehension of EFL Learners, (Australia: Australian Journal of Basic and Applied Sciences, 2013), p.
20Tan Ooi Leng Cho, Effects of Reciprocal Teaching Strategy on Reading Comprehension, (Malaysia: The Reading Matrix, 2011), p. Reciprocal teaching is used with students at academic risk who have difficulty understanding complex text.
Action Hypothesis
RESEARCH METHOD
Setting of The Research
Subject of the Research
The writer selects the students of class VIII C after getting information from the English teacher, that the students' reading comprehension skill was low and they have problems to understand on the reading text.
Object of the Research
Classroom Action Research
In this research planning was the first step to start the activity, without planning the activity done by the writer will not be systematic. Observation was crucial to observe the action to know the effect of the research during the process of learning to read. The writer observed the students' activities to find out how far the student's reading comprehension ability is in the process of learning to read. d.
The writer discussed the reading learning process to find the difficulties and problems and make the learning effective especially in reading comprehension by using the mutual learning method. The writer observed the learning process by field note and observation format to collect the cycle two data.
Data Collection Method
Therefore, the writer did not have to go to the next cycle. . to intellect, such as achievement; an affective characteristic is a mental characteristic related to emotion, such as attitude).4. Pre Test is the test that is performed before the students receive the treatment (Reciprocal Teaching Method). Posttest is the test given to students after the treatment (Reciprocal Teaching Method), the purpose of this test is to find out whether the treatment affects the performance of the students or not.
This test is done after the treatment to know if the Reciprocal Teaching Method can improve the reading comprehension ability of the students. Observation is about understanding the natural environment lived by the participants, without changing or manipulating it.5 In this research, the writer took the observation of data related to the process of learning English such as students' comprehension ability, ability to answer questions, student participants and more from the observation sheet. There is a wide range of documents that may be relevant to the research focus, including student portfolios of written work, student records and profiles, lesson plans, materials, papers, class notes and newsletters, and documents previous test or exam.6 This means that documentation is documented some information such as total students of SMP Muhammadiyah 3 Metro, teachers, building, facilities etc.
To collect the data more accurately, the writer used field notes to make it easier to analyze the data.
Data Analysis Method
The researcher gave the material and explanations to the students, but many of the students still had difficulties in learning to read the narrative text.
Indicator of Success
RESULT OF THE RESEARCH
The Profile of Research Setting
Result of The Research
This segment was used as a pretest before the students received the action (reciprocal teaching). The teacher opened the class by greeting, checking attendance, praying and asking about the state of the students. The pre-test lasted 45 minutes to measure how far the student's reading comprehension ability was when reading a narrative text.
The teacher explained the reading material of the narrative text to the students using the reciprocal teaching method. As the last meeting in cycle I, the researcher used this segment to give a post-test 1 to the students. This meeting began with greetings, checking the attendance list, prayer and questions about the state of the students in the class.
The researcher gave a worksheet and then the researcher gave time 45 minutes to the students based on the teacher agreement. Based on the observation data of students' activities in cycle I, it was shown to most students that not all students are active in the teaching-learning process, especially in learning reading text. After that, the researcher prepared the lesson plan, read Narrative text material, medium used in reciprocal teaching method, made observation sheet of the students' activity, and tried to find some problems in the cycle II and then researcher tried to find the problems in the joint learning English.
In this segment, the researcher offered the students a reciprocal teaching method and made reading the narrative text more enjoyable. The researcher administered Posttest 2 to the students with a multiple choice test containing 20 questions. In this last session, most of the students were able to respond well to the reading narrative text because the reciprocal teaching method had a positive effect on the students' reading comprehension ability, especially in the narrative reading test.
From the observation sheet above, the students' attention to the teachers' explanation of Narrative text was 80%. From the observation sheet of cycle II, all the students were enjoyable while following the English learning in the classroom and the students could answer the Narrative test well based on the topic. Based on the data result of observation learning process on cycle II and posttest 2, it can be concluded that most of the students were elicited significant improvement.
Discussion of The Research
Who among the following was surprised to see a buffalo and a farmer working in the field.
CONCLUSION AND SUGGESTION
Conclusion
Based on the observation data in cycle I and II, the average score of the students (VIII C) in SMP Muhammadiyah 3 Metro was good, it can be described that the students were very active in the learning process of English. This means that the reciprocal teaching method can improve students' reading comprehension and their activity in the English subject, especially in learning to read text.
Suggestion
The phenomenon of a rock formed into a natural 'arch' and a cave through which a waterfall falls is a short kilometer walk under the dense rainforest canopy from the main picnic area. Nocturnal visitors to the cave will discover the unique feature of glow worms. He called one of the elephants of his herd, which was not captured, to go seek help to the king and told him about the captured elephants.
The lion was so tickled at the idea that the mouse could help him. The mouse went to him and soon gnawed away the ropes that bounded the king of beasts. Doc, one of the dwarves, said, "If you want, you can stay here with us."
