The aim of the research was to implement a two-way teaching method that is effective in improving students' reading skills. The experimental class was taught with a reciprocal teaching method and the controlled class was taught without a reciprocal teaching method. In addition, this study was conducted through the following procedure: conducting a pre-test, applying a treatment, and administering a post-test.
And based on the results of the post-test of experimental class and control class was significantly different, it shows that the T-test value is 2.99 it is higher than the T-table value is 2.53. In conclusion, reciprocal teaching method was effectively used to teach reading ability of narrative text to the eight grade students of SMP Negeri 2 Bajeng Barat, kab.Gowa. Selain itu, this research is carried out through the following procedure: pre-test, meenerapkan treatment, then post-test.
INTRODUCTION
Background
The empirical basis for the effectiveness of reciprocal teaching in improving student learning outcomes is provided by many researchers, including Mautris in Kawedar (2012:3) and Supartini in Kawedar (2012:3). In a separate study, the two researchers found that reciprocal teaching can improve student learning outcomes. In this study, 95% of the extended reciprocal student teachers showed gains in understanding, compared to 47% of students in the brief reciprocal instruction group and 45% of students in the control group.
In the control class, the researchers taught only using conventional methods, while in the experimental class, the researchers used the reciprocal teaching method.
Problem Statement
Objectives of the Research
The Significance of the Research 1. For the students
Scope of the Research
Previous of Research
This qualitative data is supported by quantitative data, namely the average score of the students before and after the test. The results of this study are that teaching reading through reciprocal teaching methods can effectively improve students' reading and collaboration skills. Through this method, students are involved in the learning process and they can share knowledge in the learning process and help each other understand the subject matter.
From the results of this research, the used reciprocal strategies significantly improved the reading skill of grade 10 students SMAN 3 Amlapura. Based on the previous study above, the researcher came to the conclusion that reciprocal teaching method in teaching reading skill has succeeded in improving.
Some Pertinent Ideas 1. Reciprocal Teaching
The question is expected to reveal mastery of the concept of the material discussed. As a result of the ambient environment, an unpleasant learning atmosphere is created. Another problem faced by the word education is that schools still use an aggressive way where students complete their school assignments mainly because of aversion to incentives such as criticism from teachers, ridicule in front of the class, looking at the principal when they don't have homework avoid making. .
However, the proposed solution to the problems does not touch the essence of the problem of world education itself. The above three things should be considered, accompanied by the creation of a pleasant atmosphere in the classroom, so that the behavior, problems with the responses of students create a comfortable and pleasant learning atmosphere as a result of changed environmental stimuli. Along with learning, speaking and writing, reading is one of the most important skills in language learning.
In this transmission of tree visions, the reader must be able not to perform the mechanics and understand the meaning of the words, but to critically evaluate the ideas expressed and then apply them to his or her own situation. Smith and Robinson in Asrianti (2015) say that reading is an active effort, on the part of the reader, to understand a writer's message. The teacher writes some key words of the reading text on the board and then asks the students to predict the topic of the text.
When we read texts in our own language, we often have a good idea of the content before we actually star read.. give us a clue as to what is in the book; photographs and headlines hinting at articles about; we can identify reports from their appearance before we read a single world. e) Align the tasks with the topic using intensive reading text When a decision has been made about which reading text the students should read (based on the topic of the text), we must choose good reading tasks of the right kind. questions, appropriateness, pre-during and post-reading activities and useful inquiry utilization. Silent reading tends to empower the reader to figure out the meaning of the words. This involves close reading of the text as the amount of comprehension should be high.
The integration levels to the ability to understand or understand through the concept against the author's experiences that can be useful as part of the reader's experience.
Conceptual Framework
Hypotheses
RESEARCH METHOD
Design of Research
Based on Table 3.1, the researchers concluded that the subject is taught using two methods to the eighth grade students in SMP Negeri 2 Bajeng Barat, Kab.Gowa. There is the experimental group using the reciprocal teaching method and the control group using the lecture method. Data are collected and analyzed quantitatively to find the effectiveness in students' reading proficiency using the reciprocal teaching method.
The research method is quasi-experimental research using a non-equivalent control group design.
Research Variables and Indicators 1. Variables
Population and Sample 1. Population
The researchers selected two classes namely VIII B and VIII D in which each class consists of 20 students.
Instruments Research
In the experimental group, the researchers deliver the material using the method of reciprocal teaching, except for reciprocal teaching in the control group. The post-test is done after the teacher has learned whether there has been a change in the student's competence in reading abilities in the narrative text.
Techniques of Data Analysis
Research Findings
According to the table above, the pre-test and post-test score from the experiment class, it shows that the lowest pre-test score was 64 and the highest score was 76. Based on the pre-test score data in experimental class. above, the researcher found that the overall pre-test score in the experimental class. Based on table 4.3, it can be concluded that the students' pre-test scores.
Based on the table above, we can conclude that the post-test results of the students range from 73 to 80. The control class is a class that followed the classical method (lecturer's method) in learning a narrative text. Based on the table above, it can be seen that the lowest score in the pre-test was 59 and the highest was 70.
Based on the data from the pretest scores in the control class above, the researcher found that the total score for the pretest in the control class. Based on the above table, it can be concluded that the students' pretest scores start from 59 to 70. From the above table, it can be concluded that the students' posttest scores start from 73 to 80.
Data Analysis
It can be concluded that the sample in the experimental class after testing is normal. It is higher than 0.05, it can be concluded that the sample in control class after test is normal. From the result concluded above, it can be seen that all data is normal.
This research states the null hypothesis (H0) that there is no significant effect of reciprocal teaching in learning literacy on narrative text. While the alternative hypothesis (Ha) states that there is a significant effect of reciprocal teaching method to teach literacy on narrative text of eight grade students at SMPN 2 Bajeng Barat in the academic years 2018/2019. The basic read value of significant T-test: if the value of significant or sig.(2-tailed) higher than 0.05, H0 accepted and Ha rejected.
Based on the table above, it can be concluded that the students' result post-test of experimental class and control class differed significantly.
Discussion
Another thing why reciprocal technique helps the students in increasing the reading skills of narrative text is a fact when the writer observed the students while they were in the group. The students were actively engaged in the text by all group members, sharing their understanding with each other, talking about each part of the text and exploring the information of the text. In the activity, the group member played an active role by asking and answering questions, students asked questions about the meaning of vocabulary words or a part of the text that was unclear, students made a summary statement showing that they did indeed understand the text understood.
In this case; it showed the serious effort to make sense of what they read, and then they used the model to actively increase and monitor their understanding. It simply illustrates that the students taught using the reciprocal teaching method have a better improvement in reading narrative text than those not taught using the reciprocal teaching method among the eighth grade students of SMP Negeri 2 Bajeng Barat .
Conclusion
Suggestion
The effectiveness of using excursion techniques for writing skills for high school students. Improving Students' Reading Comprehension through Reciprocal Teaching Strategy in Class VII of Madrasah Tsanawiyah DDI Seppong Kab.Majene Sulbar. Improving student vocabulary mastery through English songs in the fifth grade students of SD Negeri Demakan 02, Mojolaban, Sukoharjo in the academic year 2009/2010.
Penerapan model pembelajaran reciprocal teaching untuk meningkatkan hasil belajar siswa pada mata pelajaran segitiga siswa kelas VII C SMP Negeri 2 Kepanjen. Efektivitas pengajaran menulis teks deskriptif menggunakan brosur pariwisata berbahasa Inggris kepada siswa kelas delapan SMP N 1 Kepil Wonosobo pada tahun ajaran 2012/2013. Peningkatan kompetensi membaca siswa melalui strategi reciprocal teaching di Kelas VII Madrasah Tsanawiyah DDI Seppong Kab. Mayne Sulbar.
