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AN UNDERGRADUATE THESIS
IMPROVING THE STUDENTS` READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY AT ELEVENTH
GRADERS OF SMA N 1 BATANGHARI
By:
PUJI MARYANA
STUDENT NUMBER: 1501070286
TARBIYAH AND TEACHER TRAINING FACULTY ENGLISH EDUCATION DEPARTMENT
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441 H/ 2020 M
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IMPROVING THE STUDENTS` READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY AT ELEVENTH
GRADERS OF SMA N 1 BATANGHARI
Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department
By:
PUJI MARYANA
STUDENT NUMBER: 1501070286
Tarbiyah and Teacher Training Faculty English Education Department
Sponsor: Drs. Kuryani, M.Pd
Co-Sponsor: Trisna Dinillah Harya, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441 H/ 2020 M
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IMPROVING THE STUDENTS` READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY AT ELEVETH GRADERS OF SMA
N 1 BATANGHARI ABSTRACT
BY:
PUJI MARYANA 1501070286
The main objective of this research is to know the reading comprehension ability of the students` XI MIA 1 and to find out the performance of reciprocal teaching strategies in improving students' reading comprehension in teaching and learning. In this study, the author wants to focus on student comprehension. The relevant of problem identification is the students is not understanding about the contents in the text, lack of vocabulary in English, and students are not interested in learning English.
In this study, the authors used Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of planning, implementing, observing and reflecting. The subjects of this study were 35 students of class XI MIA 1 SMA N 1 Batanghari. In collecting data, the authors use tests (pre-test, post-test 1, and post-test 2), observation and documentation. This research was collaborated with an English teacher at SMA N 1 Batanghari.
The results of this study indicate that student scores have improved significantly from pre-test to post-test. The average value of students at the time of the pre-test was 62.43, post-test I with an average of 68 and at post-test II was 75.71. So it can be concluded that Reciprocal Teaching Strategy can be used to help improve students' learning abilities in reading comprehension.
Keywords: Reading Comprehension, CAR (Classroom Action Research), and Reciprocal Teaching Strategy.
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MENINGKATKAN PEMAHAMAN MEMBACA SISWA MELALUI STRATEGI PENGAJARAN RECIPROCAL PADA KELAS XI SMA N 1
BATANGHARI ABSTRAK
OLEH:
PUJI MARYANA 1501070286
Tujuan utama dari penelitian ini adalah untuk melihat kemampuan pemahaman membaca siswa kelas XI MIA 1 dan untuk mengetahui kinerja strategi pengajaran reciprocal dalam meningkatkan kemampuan pemahaman membaca siswa dalam proses belajar mengajar. Dalam penelitian ini, penulis ingin memfokuskan pada pemahaman siswa. Berhubungan dengan identifikasi masalah yaitu tidak memahami tentang isi yang ada di dalam teks, kurangnya kosa kata dalam bahasa Inggris, dan siswa tidak terlalu tertarik tentang pelajaran bahasa Inggris.
Dalam penelitian ini, penulis menggunakan penelitian tindakan kelas yang dilakukan dalam dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah 35 siswa kelas XI MIA 1 SMA N 1 Batanghari. Dalam pengumpulan data, penulis menggunakan tes (pre-test, post-test 1, dan post-test 2), observasi dan dokumentasi. Penelitian ini bekerjasama dengan guru Bahasa Inggris SMA N 1 Batanghari.
Hasil penelitian ini menunjukkan bahwa nilai siswa mengalami peningkatan yang significant dari pre-test sampai post-test. Nilai rata-rata siswa pada saat pre- test adalah 62.43, post-test I dengan rata-rata 68 dan pada post-test II adalah 75.71. Sehingga dapat disimpulkan bahwa Reciprocal Teaching Strategy dapat digunakan dalam membantu meningkatkan kemampuan belajar siswa dalam reading comprehension.
Kata Kunci: Reading Comprehension, CAR (Classroom Action Research), dan Reciprocal Teaching Strategy.
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xi MOTTO
ْمُكَل ٌّرَش َوُهَو بًئْيَش اوُّبِحُت ْنَأ ٰىَسَعَو ۖ ْمُكَل ٌرْيَخ َوُهَو بًئْيَش اوُهَرْكَت ْنَأ ٰىَسَعَو
" You may hate something, but it is very good for you and you may love something, but it is very bad for you, Allah is All-Knowing, and you do not know."
(Q.S Al-Baqarah:216)
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DEDICATION PAGE
I highly dedicate this undergraduate thesis to:
My beloved Parents, Mr. Juremi and Mrs. Kantun who always give me the best in terms of financial, time, support, advice, and sincere affection.
My lovely brother and sister who always gave me encouragement.
My lovely friends who participated to help and encourage me in completing this thesis.
My beloved alma mater The State Institute for Islamic Studies (IAIN) Metro.
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TABLE OF CONTENTS
COVER ... i
TITLE ... ii
ABSTRACT ... iii
ABSTRAK ... iv
APPROVAL PAGE ... v
NOTIFICATION PAGE ... vi
NOTA DINAS ... vii
RATIFICATION PAGE ... viii
STATEMENT OF RESEARCH ORIGINALLY ... ix
ORISINILITAS PENELITIAN ... x
MOTTO ... xi
DEDICATION PAGE ... xii
ACKNOWLEDGEMENT ... xiii
TABLE OF CONTENTS ... xiv
LIST OF TABLES ... xviii
LIST OF FIGURES ... xx
LIST OF APPENDICES ... xxi
CHAPTER I INTRODUCTION ... 1
A. Background of Study ... 1
B. Problem Identification ... 5
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C. Problem Limitation ... 5
D. Problem Formulation... 5
E. Objective and Benefit of the Study ... 6
1. The Objectives of the Study ... 6
2. The Benefit of the Study ... 6
F. Prior Research ... 6
CHAPTER II REVIEW OF THE LITERATURE ... 9
A. Concept of Reading Comprehension ... 9
1. The Concept of Reading ... 9
a. The Definition of Reading ... 9
b. The Model of Reading Process ... 10
2. The Concept of Reading Comprehension ... 12
a. The Definition of Reading Comprehension ... 12
b. The Level of Reading Comprehension ... 14
c. The Measurement of Reading Comprehension ... 14
d. The Factors Influence Reading Comprehension ... 17
e. The Teaching Reading Comprehension ... 21
B. Concept of Reciprocal Teaching Strategy ... 22
1. Definition of Reciprocal Teaching ... 22
2. Strategies of Reciprocal Teaching ... 23
3. Steps of Implementation of Reciprocal Teaching Strategy in the Classroom ... 25
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4. Advantages and Disadvantages of Using Reciprocal Teaching
Strategy ... 26
C. Action Hypothesis ... 28
CHAPTER III RESEARCH METHOD ... 29
A. Operational Definition of Variable ... 29
B. Subject and Object of Study ... 29
1. The Subject of Study ... 29
2. The Object of Study ... 29
C. Action Plan ... 30
D. Action Procedure ... 32
1. Cycle I ... 32
2. Cycle II ... 34
E. Data Collecting Technique ... 35
F. Data Collecting Instrument ... 37
G. Data Analysis Technique ... 38
H. Indicator of Success ... 39
CHAPTER IV RESEARCH RESULT AND DISCUSSION ... 40
A. Research Result ... 40
1. The Description of Research Location ... 40
a. The History of SMA N 1 Batanghari ... 40
b. The Vision and Mission of SMA N 1 Batanghari ... 40
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c. The Quantity Students of SMA N 1 Batanghari ... 41
d. The Organization Structure of SMA N 1 Batanghari... 42
2. The Description of the Research Data ... 43
a. The Action and Learning at Pre-test ... 43
b. The Action and Learning Result in Cycle I ... 45
c. The Action and Learning Result in Cycle II ... 55
d. The Data of Result of Teacher‟s Activity ... 63
B. Discussion ... 66
1. The Result of Students` Learning ... 66
a. The Result of the Students` Pre-test ... 66
b. The Result of the Students` Post-test I ... 66
c. The Result of the Students` Post-test II... 67
CHAPTER V CONCLUSION AND SUGGESTION ... 68
A. Conclusion ... 68
B. Suggestion ... 68
BIBLIOGRAPHY APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table 1.1 The Pre survey Result of Students` Reading Comprehension ... 3
Table 2.1 The Rubric of Reading Comprehension ... 15
Table 3.1 The Subject of the Writer ... 29
Table 4.1 The Students` Quantity of SMA N 1 Batanghari ... 41
Table 4.2 The Students` Pre-test Result of Reading Comprehension ... 43
Table 4.3 The Percentage Students` Score of Pre-test of Reading Comprehension ... 44
Table 4.4 The Students` Post-test I Result of Reading Comprehension ... 48
Table 4.5 The Percentage of Students` Score of Post-test I of Reading Comprehension ... 49
Table 4.6 The Result of Students` Learning Activity Observation in Cycle I .... 50
Table 4.7 The Frequency of Students` Activity in Cycle I ... 51
Table 4.8 The Result of Students` Score in Cycle I ... 53
Table 4.9 The Percentages of Result of Students` Score in Cycle I ... 54
Table 4.10 The Students` Score in Post-test II ... 57
Table 4.11 The Frequency Students` Score in Post-test II ... 58
Table 4. 12 The Students` Learning Activities Observation in Cycle II ... 59
Table 4.13 The Frequency of Students` Activity in Cycle II ... 60
Table 4.14 The Result of Students` Score in Cycle II ... 61
Table 4.15 The Frequency of Result of Students` Score in Cycle II ... 62
Table 4.16 The Result of Teacher`s Activity Observation in Cycle I ... 63
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Table 4.17 The Frequency of Teacher`s Activity in Cycle I... 63 Table 4.18 The Result of Teacher`s Activity Observation in Cycle I ... 64 Table 4.19 The Frequency of Teacher`s Activity in Cycle I... 65
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LIST OF FIGURES
Figure 4.1 The Organization Structure of SMA N 1 Batanghari ... 42
Figure 4.1 The Comparison of Students` Result in Pre-test... 45
Figure 4.2 The Comparison of Students` Result in Post-test I ... 49
Figure 4.3 The Graph of Students` Activity at Cycle I ... 52
Figure 4.4 The Graph of Result of Students` Score in Cycle I ... 54
Figure 4.5 The Graph of Students` Score in Post-test II ... 58
Figure 4.6 The Graph of Students` Activity in Cycle II ... 60
Figure 4.7 The Graph of Result of Students` Score in Cycle II ... 63
Figure 4.8 The Graph of Teacher`s Activity in Cycle I ... 64
Figure 4.9 The Graph of Teacher`s Activity in Cycle I ... 65
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LIST OF APPENDICES
Appendix 1. Syllabus Appendix 2. Lesson Plan
Appendix 3. Instrument of Pre-test Appendix 4. Instrument of Post-test I Appendix 5. Instrument of Post-test II Appendix 6. Answer Key of Instrument Appendix 7. Answer Sheet of Pre-test Appendix 8. Answer Sheet of Post-test I Appendix 9. Answer Sheet of Post-test II
Appendix 10. Observation Sheet of Teacher Activities in Cycle I Appendix 11. Observation Sheet of Student Activities in Cycle II Appendix 12. The Structure Organization
Appendix 13. The Condition of Teachers and Official Employers of SMA N 1 Batanghari in Academic Year 2020/2021
Appendix 14. The Condition of Facilities of SMA N 1 Batanghari Appendix 15. Documentation of Research
1 CHAPTER I INTRODUCTION
A. Background of Study
Humans are mutual social beings. The process requires an interaction or tools to be interpreted between the speaker and the listener. Tools used to communicate are called by language. In Indonesian itself has many regional languages and one national language of Indonesian, the public also requires foreign language that can use to communicate with the people 's outside of the country. In addition, the language can be used as the facility to get many information about something.
The development of English is appears clearly after the president
Wachendorf, the first person who served the head of the inspectorate center of the English language department at the department of education, the stating that the English language was to be the first foreign language to be taught in middle schools in Indonesia. According to the opinion of Mr. Wachendorf, the development of the English language in Indonesia had clear purpose to
develop students in "working knowledge of English". In accordance, the growing number English teaching programs were changed according to the curriculum changed in order to answer education developments in particular and society in general, but remains a candidate for the goal of fixed in curriculum. In the context of the curriculum change, the subject matter is
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given to middle and high school of the curriculum that each other on the truth is the same, only different revisions.
Thus, the researcher want to improve the student's ability to the English language, specifically in reading, by using the reciprocal teaching strategy.
The researcher will use the strategy to improving students‟ comprehension of a text. The goal of the writer is to use reciprocal teaching strategy to improve the students' comprehension to the full extent of mastery in English, especially reading or being understood by an English text. Many students who can only spell or read a text without seeing the meaning contained in the text.
Reading is an activity that readers use to interpret and to analyze the message from the writer intended to convey in the media. Whereas,
interpretations provide an individual's ability to process text, to understand the intent of the text and to combine with what the reader knows, in other words an understanding of the meaning of a text that can be translated by the reader through the language of the reader himself, thereby enabling the reader to reorganize or re-explain the content, meaning, or intent contained in the text.
At the same time, reciprocal teaching refers to a tutorial interest wherein students turn out to be the instructor in small group reading training. Then, the teachers can help students discover ways to manual group discussions the usage of four strategies: summarizing, questioning, clarifying, and predicting.
In this study, the researcher use Class Action Research (CAR) in the research, thus enabling the researcher to see firsthand a change in students' comprehension in each learning. That level of comprehension of the student
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will determine whether or not the research during the writer are doing in learning process, so it is a teacher's duty as a learner to improve the quality of the student's comprehension to the predetermined purpose or target.
The Class Action Research itself is defined as a kind of study that differs with class research. Class research is used to improve the something, so teachers are not even active in the study, because teachers are merely objects in the study, and sometimes the results of the study cannot be used by the teacher. Meanwhile, Class Action Research (CAR) is a factor used to improve teachers' performance, in other words teachers play the subject of studies that design research by using some techniques or strategies and applying to the object in which the object is designed.
In preferred, the basic competencies that should be achieved in the topics of English is that students have the comprehension in reading English texts.
The students in vocational expected to examine the English language text properly English teacher of a class XI student of SMA N 1 Batanghari in the educational year 2019/2020 determined 70, as a Minimum Mastery Criteria (MMC). In truth, the students find problem in reading comprehension of the content English language, it's proved from the pre-survey studies had executed additionally on May, 18th, 2019.
Table 1.1
The Pre survey Result of Students’ Reading Comprehension Text at the Eleventh Graders of SMA N 1 Batanghari East Lampung
No Score Explanation Frequency Percentage
1 ≥ 70 Complete 10 28.57%
2 < 70 Incomplete 25 71.43%
Total 35 100%
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Based on the table 1.1 above, it is able to be seen that students at the Eleventh Graders of SMA N 1 Batanghari are 35 students. The standard minimum for English lesson in SMA N 1 Batanghari is 70. It means that the students who were given the rating underneath 70 do no longer bypass the exam. In fact, there are best 10 students were given ≥ 70 or 28.57% who skip the minimal passing grade and 25 college students were given < 70 or 71.43%.
The average score is 43.2 the full of students, it could be concluded that students‟ reading comprehension score on the Eleventh Graders is low.
Any other case on students‟ reading comprehension of the Eleventh Graders, the ones are:
The intention of applying Reciprocal Teaching Strategy is to improve students‟ reading comprehension through four comprehension techniques:
predicting, questioning, clarifying, and summarizing; manual students to become metacognitive and reflective in their approach use; and assist students reveal their students comprehension. So, it is anticipated giving right effect for improving rating in reading problem. Therefore, the researcher proposes to Improve the Students‟ Reading Comprehension through Reciprocal Teaching Strategy at Eleventh Graders of SMA N 1 Batanghari.
Based on the background above, the researcher takes a title of this research, “Improving the Students’ Reading Comprehension through Reciprocal Teaching Strategy at Eleventh Graders of SMA N 1 Batanghari”.
5 B. Problem Identification
Based on the history above, the researcher would really like expect that there are some problems as follows:
1. The student are not interested by the English subject.
2. The students have difficulties to become aware of the topic and the main concept of the content.
3. The ability students‟ reading comprehension are low.
C. Problem Limitation
From the problem identity above, the researcher limits the problem most effective specializes in the students reading comprehension is low in studying comprehension. The researcher assumed that the low potential students‟
reading comprehension became due to studying strategy that instructors
useless particular. So, the researcher try to apply Reciprocal Teaching Strategy to improve students‟ reading comprehension at eleventh graders of SMA N 1 Batanghari East Lampung.
D. Problem Formulation
Based on the history of the observe and problem identification above, the researcher formulates the hassle in this research as comply with: ”Can the Reciprocal Teaching Strategy to improve the students‟ reading comprehension at eleventh graders of SMA N 1 Batanghari?”.
6 E. Objective and Benefit of the Study
1. The Objectives of the Study
Generally, the objective of this research is to improve the students‟
reading comprehension at eleventh graders of SMA N 1 Batanghari, through Reciprocal Teaching Strategy.
2. The Benefit of the Study
The consequences of this students room motion studies are anticipated:
a. For the Students
As a motivation to improve their expertise about English lesson especially in reading comprehension.
b. For the Teachers
As an accumulation by using Reciprocal Teaching Strategy for the English teacher to improve the students‟ reading comprehension.
c. For the Head Master
As a contribution and as an account to improve students reading comprehension by using Reciprocal Teaching Strategy and Reading Aloud in SMA N 1 Batanghari East Lampung.
F. Prior Research
In this part, the writer will discuss about previous research related to this research. The research by Nora O‟Malley from Hamline University, entitle “ Reciprocal Teaching: Improving Students Reading Comprehension”. The
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result of this research showed that as an educator, it is the research goal to provide students with strategies that will prepare them to be successful in their future. Since the writer will be implementing reciprocal teaching with the entire class, all third graders reading comprehension should increase, not just students who can read fluently but struggle comprehending. As competent students go through the process of using the four strategies associated with reciprocal teaching, their comprehension should continue to improve.
Although the curriculum was designed specifically for students who can read fluently, but struggle to comprehend, in the end all students will benefit from receiving reciprocal teaching instruction.1
The second research was done by Mella Prasetya Windawati from Universitas Islam Negeri Walisongo, Semarang with entitle, “The Use of Reciprocal Teaching Technique to Improve Students‟ Reading
Comprehension in Teaching Analytical Exposition Text”. The result of this research is the researcher was done in three cycles. The improvement of students‟ achievement in teaching analytical exposition text after being taught by using reciprocal teaching technique was significant. After three cycles that conducted by the researcher, there was a significant improvement of students‟
achievement that can be seen from the result of the general observation, reciprocal teaching observation, and students‟ test. The general observation showed there was an improvement from 50% in preliminary research, became 56% in cycle one, got 64% in cycle two, and reached 84% in cycle three. It
1 Nora O‟Malley, “Reciprocal Teaching: Improving Students Reading Comprehension”
(Minnesota: Hamline University, 2017). p. 72
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means that there was an improvement from only half of the students who paid attention became majority of them. Then, the result of reciprocal teaching observation showed 50% in cycle one, became 62.5% in cycle two, and got 87.5% in cycle three. It means that there was an improvement of students‟
understanding in using reciprocal teaching technique from beginning level became exemplary level. Those result of the observation were influenced the result of students‟ test significantly. In the preliminary research the average of the test was 2.15, it was improving become 2.94 in the first cycle, becoming 3.22 in the second cycle and reaching 3.5 in the third cycle.2
2 Mella Prasetya Windawati, “The Use of Reciprocal Teaching Technique to Improve Students‟
Reading Comprehension in Teaching Analytical Exposition Text” (Semarang: UIN Walisongo, 2015). p. 85-86
9 CHAPTER II
REVIEW OF THE LITERATURE
A. Concept of Reading Comprehension 1. The Concept of Reading
a. The Definition of Reading
Reading is a set of skills that involves making sense and deriving meaning from the printed word.3 It means that reading is an activity for understanding and cultivating the meaning found in the reading.
Furthermore, According to Arthur C. Graesser, states that Reading is a magnificent achievement when one considers the quantity of levels and components that ought to be mastered.4
Based on the opinion of some experts on reading above, we can conclude that reading is an activity carried out by individual or group, where it is meant to seek, understand, and deduce the meaning of the text. Many students who have not been able to decipher the contents of the text that he has read, for there are several levels and
components that must be covered that need to be considered.
3 Caroline T. Linse, Practical English Language Teaching: Young Learners (North America:
McGraw-Hill Companies, 2005). p. 69
4 Danielle S. McNamara, Reading Comprehension Strategies: Theories, Interventions, and Technologies (New York, London: Lawrence Erlbaum Associates, Taylor & Francis Group, 2007).
p. 3
10 b. The Model of Reading Process
There are three models for the second-language reading process:
the bottom-up model, the top-down model, and the interactive model.
1) The bottom-up model
According to Carrell, said that the main center of attention of this model is the smaller units of a text like letters, words, phrases, and sentences. The reader reads all of the words in a phrase, or a sentence before understanding it. This model starts with decoding the smallest linguistic units, in particular phonemes, graphemes, and words and then makes meaning from the smallest to the largest units. The reader uses his/her background knowledge to the information that they find into the texts. There are some difficulties in this model. One of the drawbacks is that the reader is successful in reading when he/she deciphers the linguistic units and understands the connection between words. The reader is not capable to keep in his/her memory the
meaning of every word. The other difficulty is that it is not possible to connect one word to the other words.
2) The top-down model
According to Goodman, stated reading as a “psycholinguistic guessing game” in which readers practice their previous knowledge to relate with a text and to connect these to new information found in the text in order to understand it.
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The readers do not read every word of text but they focus on identifying the next words. They try to guess the meaning of words or phrases. Readers begin forecasting from the title of the reading text that permits them to restrict the scope of their reading. Then they assume the message the researcher wants to transfer and change their hypotheses based on what they read in the text. Comprehension begins with higher levels of processing and continues to the application of the lower levels.
3) The interactive model
According to Rumelhart and Grabe the effective reading needs both top-down and bottom-up decoding. Second Language (L2) readers can use top-down reading to make up for deficits in bottom-up reading. To obtain meaning, they apply their schemata to make up for the absence of bottom-up knowledge. If they do not understand texts, they should apply their previous knowledge to help them. Readers who are dependent on top-down model use textual signs and infer the meaning but they should make up for deficiencies like weaknesses in word identification and lack of effective bottom-up processing.
This model results in the most effective processing of text.
Teachers should find reading instructions according to this model to boost Second Language (L2) readers‟ skills. The mutual teaching
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method is a reading instruction that is based on the interactive model.
It involves four principal reading strategies.5
2. The Concept of Reading Comprehension a. The Definition of Reading Comprehension
According to Durkin, states that Comprehension is drawing meaning from words; it is the “essence of reading”, central both to academic and lifelong learning.6 In another definition, Comprehension is a process, not a product. In this activity readers follow through on reading the meaning of text that has been read, understanding that reading is a process of reaching a certain level of reading. In another line, Perfetti et al, given opinion that comprehension occurs as the reader builds a mental illustration of the text. Then, the definition of comprehension is an active, constructive process in which the ultimate understanding of the text is determined by a combination of what is stated directly in the text and the reader‟s preexisting knowledge related to the subject matter of the text.7
In the opinion by experts, we can conclude that comprehension is an activity by reading so that the reader can find the topic and the
5 Narjes Banou Sabouri, “How Can Students Improve Their Reading Comprehension Skill?,”
Macrothink Institute 6, no. 2 (May 2016). p. 231-232
6 Karen Tankersley, Literacy Strategies for Grades 4-12: Reinforcing the Threads of Reading (Virginia, USA: Association for Supervision and Curriculum Development, 2005). p. 108
7 Donna M. Scanlon, Kimberly L. Anderson, and Joan M. Sweeney (New York, London: The Guilford Press, 2010). p. 276
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main idea of the text that has been read and can deduce both the contents of the text.
According to Catherine Snow (Chair), states that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. 8 it consists of three elements: the reader, the text, and the activity or purpose for reading.9 Another definition come from Anderson, said that reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency.10 Reading comprehension refers to reading for meaning, understanding, and entertainment. It involves higher-order thinking skills and is much more complex than in simple terms decoding specific words.11
Based on some definitions above, we can conclude that reading comprehension is the process to understanding information of text, with other line the reader can interpret the main idea from the text. In this process between the readers knowledge and the text must have to be connected, so that the reader can find the purpose of the reading.
8 Catherine Snow, Chair, Reading for Understanding: Toward an R&D Program in Reading Comprehension (Arlington: RAND, 2002). p. 11
9 Tankersley, Literacy Strategies for …,. p. 108
10 Janette K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficulties (New York, London: The Guilford Press, 2007). p. 2
11 T. Linse, Practical English Language…,. p. 71
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b. The Level of Reading Comprehension
In composing the tendency of a text, each readers has a different view of interpreting an object within the text, readers also have a different level of comprehensions of the text. There are three levels of reading comprehension, among others:
1) Literal reading comprehension, require the understanding of information that find and declare directly in the text.
2) Inferential reading comprehension, require making inferences that bridge the information directly stated in the text with information that the reader already possesses. Effective readers draw on their knowledge to make inferences that fill in the gaps left by the author; ineffective readers fail to do so.
3) Critical reading comprehension, require evaluating the information in the text relative to what it means to the reader and relative to the intentions, expertise, and/or perspective of the author.12
c. The Measurement of Reading Comprehension
There several reasons for assessing reading comprehension and the skills and knowledge that are involved in reading. The teacher is
12 Donna M. Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, Early Intervention for Reading Difficulties: The Interactive Strategies Approach (New York, London: The Guilford Press, 2010). p. 278
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assessing to monitor progress and provide feedback, to diagnose problems, and to measure proficiency.13
Table 2.1
The Rubric of Reading Comprehension
Score Categories Indicator
89-100 Excellent 1. The students excellent in reading a text rapidly and accurately.
2. The students excellent in setting purpose for reading.
3. The students excellent in capitalizing on what they understand about the topic and linking that with new learning.
4. The students excellent in making mention notes and summaries.
78-88 High 1. The students high in reading a text rapidly and accurately.
2. The students high in setting purpose for reading.
3. The students high in capitalizing on what they understand about the topic and linking that with new learning.
13 I S. P. Nation, Teaching ESL/EFL Reading and Writing (New York: Routledge, 2009). p. 75
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4. The students high in making mention notes and summaries.
69-77 Average 1. The students average in reading a text rapidly and accurately.
2. The students average in setting purpose for reading.
3. The students average in capitalizing on what they understand about the topic and linking that with new learning.
4. The students average in making mention notes and summaries.
56-68 Low 1. The students low in reading a text rapidly and accurately.
2. The students low in setting purpose for reading.
3. The students low in capitalizing on what they understand about the topic and linking that with new learning.
4. The students low in making mention notes and summaries.14
14 Burhan Nurgiyantoro, Penilaian Dalam Pengajaran Bahasa Dan Sastra (Yogyakarta: PT BPFP, 1987). p. 257
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d. The Factors Influence Reading Comprehension 1) Command of the Linguistic Structure of the Text
Readers need to know how to decode text quickly and easily so that cognitive energy is not drained from the task of drawing meaning from the text. When readers are familiar with the genre and style in which the text is written, they are better able to comprehend the text. For example, most children know that fairy tales begin with the opening, “Once upon a time” and end with the words “The End.” Knowing such characteristics helps the reader to anticipate what will come next in the text.
2) Adequate Vocabulary in the Content Area
A good vocabulary enables readers to process words automatically while reading. Because we can hold no more than seven items in short-term memory at any one time, readers must decode words rapidly. If it takes too long for words to go from short-term memory to being processed at deeper levels, then the words are soon forgotten and no meaning is derived. When a reader stops frequently to determine the meaning of a word or how it fits into the context of the passage, comprehension suffers.
3) Degree of Metacognitive Control of the Text
Readers must know how to self-monitor and reflect on their level of understanding during the act of reading. They must be able to “listen to” what the words say while they read, monitor
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comprehension so that they know when it has been lost, and have fix-up strategies ready for use when necessary. Many struggling readers simply give up when they don‟t understand the text because they don‟t have strategies in place.
4) Adequate Domain Knowledge
Background knowledge helps us connect to the text we are reading. Without the ability to connect and relate to the text, we will derive little meaning from it; without meaning, no
comprehension can result. When we read, we read about something, so our background content knowledge makes a difference in how well we understand the material. Those who possess extensive knowledge on a topic prior to reading about it are able to understand and recall more of the important information from a text than can those with less knowledge. When students do not have the appropriate background knowledge, teachers must take time to provide experiences or help establish background information prior to asking students to process text.
As Hirsch notes, it would be a mistake to assume that comprehension problems are limited to disadvantaged children.
Hirsch points to three research-based principles for teaching comprehension:
a) Solid fluency skills allow the mind to concentrate on making sense of what we read,
19
b) Broadening vocabulary increases comprehension and helps further learning, and
c) Possessing a wide background in domain knowledge increases fluency skills, further expands vocabulary, and enables the learner to process text at deeper levels of understanding.
This approach today seems more than a little short-sighted, especially when viewed in light of the heavy expectations we hold for student learning and development of literacy skills and abilities.
Simply telling students to read and understand assumes students will be able to do all that we expect them to do without our help.
Further, it equates telling someone to do something with teaching him or her how to do it, and such an equation is simply not valid”.
According to Meltzer, Smith, and Clark, some strategies that should be directly taught to all students include:
a) Rehearsing (underlining and taking notes),
b) Elaborating (taking notes by paraphrasing text, forming a mental image, creating an analogy, and summarizing),
c) Organizing (outlining and mapping), and
d) Comprehension monitoring (metacognitive training and self- questioning skills).
For struggling readers, Meltzer, Smith, and Clark say that the skills of monitoring comprehension and self-questioning while
20
reading must also be taught. To help students learn to process text at high levels, we must think aloud to show them how we apply our own thinking strategies, how to break the text down into
manageable units that make sense, and what to do when they lose comprehension.
To improve content knowledge, students must learn how words they already know are used in the content area. According to Searls and Klesius, there are at least 99 common words in English with four or more different definitions or applications. Take the word stage, for example. A student in science class may hear his teacher say, “Place the slide on the „stage‟ of the microscope and focus the viewfinder.”
On another day, the same teacher might introduce the idea of the “stages” of metamorphosis, or discuss the “stages” on a rocket ship. If the student then goes to art class, he may hear the teacher discuss doing a clay project in “stages.” Later in the week, the student may hear his language arts teacher say that he wants to “set the stage” for a book they are about to begin reading. When the student goes home, perhaps he hears his mother tell his father that her women‟s group is about to “stage” a fundraiser. Later that evening, watching the TV news, he may hear about a critical situation in which a river is at flood “stage.” It‟s no wonder
students are confused about word meaning! We continue to expand
21
our knowledge of words and their various meanings as we
encounter them in our daily lives, and we must help students do the same as they work with us in the content areas.15
e. The Teaching Reading Comprehension
The teacher should know the activity that will help the students in learning process of reading comprehension. Graves, et.al in Klinger, Vaughn, and Alison (2007:103-104) suggest the following activities prior to reading:
1) Set a purpose for reading, 2) Motivate students to read,
3) Pre-teach key vocabulary and concepts,
4) Link students‟ background knowledge and experience with the reading,
5) Relate the reading to students‟ lives (making connections), 6) Build students‟ knowledge of the text features.16
Those activities above are some activities which can be done before reading activity.
Teacher can assist students in using comprehension strategies by doing the following:
1) Encourage students to monitor their understanding while they read and to make note of difficult words, concepts, or ideas.
15 Tankersley, Literacy Strategies for …,. p. 108-112
16 K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension…,. p.
103-104
22
2) Ask students questions during reading to guide and focus their reading.
3) Focus students on aspects of the text that require inferences.
4) Ask students to summarize the main idea of passages as they read.
5) Remind students to consider predictions made prior to reading and confirm, disconfirm, or extend them.
6) Give students opportunities to respond to, and elaborate on, what they have read.
7) Allow students to formulate questions about what they have read and then to answer those questions.
8) Ask students to summarize the key ideas about their reading.
Perhaps one of the most important activities related to improving reading comprehension concerns what students do after they read.17
In conclusion, in the learning reading comprehension the teacher must prepare himself and students before learning. The teacher prepare himself and the material for the students.
B. Concept of Reciprocal Teaching Strategy 1. Definition of Reciprocal Teaching
According to Brown and Palaincsar, state that Reciprocal teaching is an instructional strategy based on modeling and guided practice, in which the instructor first models a set of reading comprehension strategies and
17 Ibid., p. 108
23
then gradually cedes responsibility for these strategies to the students.18 Moreover statement from the book by K Klingner at. al, said that
reciprocal teaching is also firmly grounded in cognitive views of learning and development.19
Meanwhile, according Tan Ooi Leng Choo et. al, that reciprocal teaching is an instructional activity that utilizes four comprehension strategies (predicting, questioning, summarizing, and clarifying) in the form of a dialogue between teachers and students regarding segments of a text.20
According statement above, the writer can conclude that reciprocal teaching strategy is an instructional strategy aimed to improving reading comprehension by gradually empowering the students to take on the role of the teacher. Reciprocal teaching strategy makes students active in the lesson.
2. Strategies of Reciprocal Teaching a. Predicting
Predicting involves combining the reader‟s prior knowledge, new knowledge from the text, and the text‟s structure to create
18 Peter E. Doolittle, et.al. Young, “Reciprocal Teaching for Reading Comprehension in Higher Education: A Strategy for Fostering the Deeper Understanding of Texts,” International Journal of Teaching and Learning in Higher Education 17 (2) (January 2006): 106–180. p. 106
19 K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension…,. p.
132
20 Tan Ooi Leng Choo, Tan Kok Eng, and Norlida Ahmad, “Effects of Reciprocal Teaching Strategies on Reading Comprehension,” The Reading Matrix 11, no. 2 (April 2011): 140–49. p.
141
24
hypotheses related to the direction of the text and the author‟s intent in writing. Predicting provides an overall rationale for reading – to confirm or disconfirm self-generated hypotheses.
b. Questioning
Questioning involves the identification of information, themes, and ideas that are central and important enough to warrant further consideration. The central or important information, themes, or ideas are used to generate questions that are then used as self-tests for the reader. Questioning provides a context for exploring the text more deeply and assuring the construction of meaning.
c. Clarifying
Clarifying involves the identification and clarification of unclear, difficult, or unfamiliar aspects of a text. These aspects may include awkward sentence or passage structure, unfamiliar vocabulary, unclear references, or obscure concepts. Clarifying provides the
motivation to remediate confusion through re-reading, the use of context in which the text was written and/or read.
d. Summarizing
Summarizing is the process of identifying the important
information, themes, and ideas within a text and integrating these into a clear and concise statement that communicates the essential meaning of the text. Summarizing may be based on a single paragraph, a
25
section of text, or an entire passage. Summarizing provides the impetus to create a context for understanding the specifics of a text.21
3. Steps of Implementation of Reciprocal Teaching Strategy in the Classroom
a. Phase 1: Teacher Demonstration
In this phase, the researcher explains the purpose of reciprocal teaching strategy in learning reading comprehension. Then, the teacher explains about four strategies of reciprocal teaching strategy, namely: predicting, clarifying, questioning, and summarizing and tells students how to use the strategy through general language that can be understand by the student, so that the students can comprehend all of the strategy.
b. Phase 2: direct instruction and guided practice
In this phase, the first time the researcher guides the students to make some groups, consist of 4-5 for every group. After that, the teacher guides the students to take a practice using one of the strategy by the text. In the same time, the researcher give the example of the strategy, to conduct the knowledge of students comprehension. So, the students don‟t just know the theories but also really how to take an implementation by the theory that before them get.
21E. Doolittle, et.al, “Reciprocal Teaching for…,”. p. 107
26 c. Phase 3: teacher-student groups
In this phase, the researcher guides the students to collaborate of every students in the group. Then, the researcher gives assignment to identify the text of reading comprehension by using one of the strategy. Example, the first assignment the students identify the text using the first strategy of reciprocal teaching strategy.
d. Phase 4: student-led groups
In this phase, the researcher become a facilitator in the group activity of the classroom. Previously, the students take turn leading discussions about the text of reading comprehension. Then, every group of the class gives each other feedback on strategy
implementation and result of the discussion. Last, the researcher add the comment or the explanation of the discussion.
e. Phase 5: students‟ independent use of the strategies
In this phase, the students use the strategy to identification and implementation of the text on their own knowledge. The students monitor their own comprehension.22
4. Advantages and Disadvantages of using Reciprocal Teaching Strategy a. Advantages of using Reciprocal Teaching Strategy
According to Yawisah, there are some of advantages of using reciprocal teaching as follows:23
22 K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension…,. p.
135
27
1) The students can improve their summaries with more practice and works independently. Since in reciprocal teaching there is a procedure called summarizing, the students are demanded to always make summary every time when they use Reciprocal Teaching Strategy.
2) Reciprocal Teaching Strategy has also been shown to help students develop interpersonal communication skills, because they must interact with other students and the teacher.
3) The students team help each other, this teaching strategy involves students helping and teaching other students. This is thought to encourage student self-efficiency and self-esteem.
b. Disadvantages of using Reciprocal Teaching Strategy
Based on Yawisah, Reciprocal Teaching Strategy also has disadvantages as follows:24
1) The students are collaborating with each other and sharing the teaching of the material with the teacher, it is possible that students will provide wrong feedback to other students while discussing the material.
2) The students with larger groups, it is sometimes hard for the teacher to monitor all of the communications between the students, and misinformation may be passed through the class.
23 Umi Yawisah, “Reciprocal Teaching: One of the Methods for Poor Comprehenders,” Pedagogy Journal of English Language Teaching 1, no. 1 (February 2017): 21–25. p. 24
24 Ibid.,
28 C. Action Hypothesis
Based on the frame of theory, the researcher formulates the action hypothesis, as follow:
By using Reciprocal Teaching Strategy, can improve the students‟ reading comprehension at the eleventh graders of SMA N 1 Batanghari.
29 CHAPTER III RESEARCH METHOD
A. Operational Definition of Variable
The researcher will conduct at SMA N 1 Batanghari which is located in 47 Nampirejo Batanghari, East of Lampung. In this research, the researcher and the teacher become collaborator.
B. Subject and Object of Study 1. The Subject of Study
The subject of this research is the eleventh graders students of SMA N 1 Batanghari. There are four classes at eleventh graders. The researcher chooses class XI IPA 1 which consists of 35 students.
Table 3.1
The Subject of the Writer
No Class
Sex
Total Male Female
1 XI IPA 1 8 27 35
Source: Document of SMA N 1 Batanghari
2. The Object of Study
The object of this research is the students‟ reading comprehension.
The kind of this research is Classroom Action Research. In this research, the researcher collaborate with an English teacher, his name is Mr.
30
Murdiyanto, S.Pd, as the object in learning reading comprehension, the teacher or researcher should know how to select the English material in this research. Thus, the researcher and the teacher will determine to select the reading text.
C. Action Plan
Research is a process to study the basic problems, which contribute in the edifice of human knowledge. Whereas, action research is a method for improving and modifying the working system of a classroom school. The teachers and principal are able to study their problems of teaching
scientifically. It is an objective oriented method. The action research project does not contribute in the fund of knowledge but it improves and modifies the current practices. Hence, it is necessary to understand the concept of
„Research‟ to have correct idea of the term „Action Research‟.25
Action research is any systematic inquiry conducted by teacher in the teaching and learning environment to gather information about ways that their particular classroom or program operates, how they teach, and how well their students learn. This information is gathered with the goal of gaining insight, developing reflective practice, effecting positive changes in the classroom or program environment, on educational practices in general, and improving
25 Yogesh Kumar Sing, Fundamental of Research Methodology and Statistics (New Delhi: New Age International Publishers, 2006). p. 261
31
student outcomes and the lives of those involved. Action research is research done by teachers for themselves; it is not imposed on them by someone else.26
According Suharsimi Arikunto, There are three words in CAR (Classroom Action Research), namely: Classroom, Action, and Research. Classroom defined as a group of students at certain time and certain teaching from similar teacher. Classroom here defined not only room space, but defined as a group of students in learning process. Action is planned activity to gain certain goal.
Research is an activity to investigate an object using certain methodology to gain data or information which is beneficial to improve the quality of
anything, interested by researchers and important. There are another definition of CAR (Classroom Action Research) according Ebbut in Hopkins, stated that CAR (Classroom Action Research) as systematic reviews of improvement efforts of educational practices conducted by a group of teachers by doing some activities of learning, based on their reflection from the results of the actions.
CAR (Classroom Action Research) can be defined as reflective
investigations by an actor. The action conducted to improve rational stability of their actions when doing their daily jobs, to deepen their understanding about conducted actions, and also to repair conditions where learning practices situated. To gain those goals, CAR (Classroom Action Research) conducted cyclical, consist of four stages: planning, action, observation, and reflection.27
26 Jamie Cano, “A Guide for the Teacher Researcher: The Role of Action Research in Effecting Educational Change,” The Agricultural Education Magazine 76, no. 6 (June 2004). p. 1
27 Purnama Syae Purohman, “Classroom Action Research Alternative Research Activity for Teachers,” Research Gate, June 2011. p. 2-3
32
From several theories by some expert above, the researcher can infer that Classroom Action Research (CAR) is the research which do by the teacher to investigate and evaluate the ability of students through some strategies or techniques in the classroom activity which is concerned for the problem solving to improve teaching and learning in the classroom by the purpose of learning.
Kemis and Mc Taggart‟s concept of action research (Modifier by the researcher) and the sequences of research can be seen by following figure:28
Plan Plan
Reflect Act Reflect Act
Observe Observe
Source: Kemmis and Mc Taggart (1988)
D. Action Procedure 1. Cycle I
a. Plan
The first procedure in action research is making a plan. The researcher must make an aims clear and list the objectives
28 Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, Second (London and New York: Routledge, Falmer Taylor & Francis Group, 2002). p. 45
Cycle I Revise Cycle II
33
unambiguously. Plan activities which relate to the achievement of your objectives.29 This procedure is improved for taking action and/or for gathering information and data in order to observe or capture the experience or monitor the practice.30
Here are procedure the writer prepared in planning:
1) The researcher identified the problems.
2) The researcher prepared the lesson plan, the material, the strategy of lesson.
3) The researcher prepared the format to observe and the instrument to evaluate.
b. Act
The second procedure is making act. In this procedure, The researcher implements the plan or changes a practice and collects data.
Data may be collected from a variety of sources. It described about teaching procedures of the research.
There are the procedure that the researcher will do in the action:
1) The researcher applied the lesson plan.
2) The researcher explain purpose and how to implement of the strategy in the lesson of reading comprehension.
3) The researcher guide the student in teaching learning process based on the lesson plan.
29 Valsa Koshy, Action Research for Improving Practice (London: Paul Chapman Publishing, 2005). p. 40
30 Donald Ary, et.al, Introduction to Research in Education (USA: Wadsworth, Cengage Learning, 2010). p. 519
34 c. Observe
The third procedure is observe. Observing is activity when The writer synthesizes and analyzes the data. Key issues related to the problem are identified. This leads to reflection once more.
The researcher observed during teaching learning process. After the activities ended, the researcher was evaluated all the activities to found out the improvement of the students‟ reading comprehension with using reciprocal teaching strategy.
d. Reflect
The fourth procedure is reflecting. Based on data on observation, the researcher reflected the activities in the first cycle. The result used as the evaluation for the next treatment.
2. Cycle II a. Plan
Plan is the activity to continue general aim but reduce number of control statements.
Here is procedure that the researcher can make in new planning:
1) The researcher identifies the problem and found the problem from the reflection result in cycle I.
2) The researcher revises the lesson plan with agreement from the teacher.
35
3) The researcher prepare the material and the media more interested to use in teaching learning process.
b. Act
1) The researcher give the material according to new lesson plan.
2) The researcher does not just give the material but also give the ice breaking in teaching learning process, so that the student do not feel bored in process the learning.
3) The researcher also give motivation after the learning process is doing.
c. Observe
In this procedure is observing. In the observation include new data are analyzed, synthesized, and interpreted. The researcher then spirals back into the reflection process.31
E. Data Collecting Technique
To collect the data, the researcher will collect the data by using test, observation, and documentation.
1. Test
A test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. This score, based on a representative sample of the individual‟s behavior, is an
31 Ibid., p. 519
36
indicator of the extent to which the subject has the characteristic being measured.32
The researcher gave the students test to evaluate their skills and
capability in reading comprehension. The test was about the text. There are two tests which are used in this research namely pre-test and post-test.
a. Pre-Test
Pre-test is focused on assessing the level of a variable before application of the experimental intervention or independent variable.33 Before doing the treatment the researcher gave the students pretest by asking the students to answer the questions about the text. The
researcher used multiple choice questions to assess the students‟
reading comprehension.
b. Post-Test
Post-test is conducted to assess the effectiveness of the independent variable.34
Post-test was applied after doing the treatment. It was
implemented in order to know the students‟ reading comprehension.
2. Observation
In this research, the researcher observed the students‟ ability and students‟ understand in the learning process to know how the process of
32 Ibid., p. 201
33 Geoffrey Marczyk, David DeMatteo, and David Festinger, Essentials of Research Design and Methodology (New Jersey: John Wiley & Sons, Inc., 2005). p. 187
34 Ibid.,
37
learning will be held. In doing the observation, the researcher will make the observation sheet that contains of list of the students‟ activities.
3. Documentation
The researcher used documents which are taken from the data of the school such as total of the students, the teachers and the condition of the school.
F. Data Collecting Instrument
An instrument is a mechanism for measuring phenomena, which is used to gather and record information for assessment, decision making, and ultimately understanding. An instrument such as a questionnaire is typically used to obtain factual information, support observations, or assess attitudes and opinions.35
The researcher use some instrument to know the students reading comprehension with using test, observation, and documentation:
1) The instrument used to test are papers, that consist of 25 number multiple choice of questions.
2) The instrument used to document are picture and video, to conduct the research as the substation.
3) The instrument used to observation is interview the teacher and the student, to see how the students understand their surroundings will no
35 David Colton and Robert W. Covert, Designing and Constructing Instruments for Social Research and Evaluation, (New Jersey: John Wiley & Sons, Inc., 2007). p. 5
38
doubt play a part in the ways in which they behave, they act and interact with others, and in the ways their actions are perceived by others.
G. Data Analysis Technique
Data analysis would be conducted be taking the average score of the pre- test and post-test. Furthermore, the researcher would be compared between pre-test and post-test. Then the result would be matched by the minimum standard in this semester at least 70. If from cycle I there are some students not successful, so we will continue to cycle II. The minimum cycle in
Classroom Action Research (CAR) were two cycle, if from cycle II all of the students were successful, the cycle able to be stopped until cycle II only.
The data analysis technique in (CAR) Classroom Action Research could be done by the qualitative and quantitative analysis. The analysis of learning result from is taking the average score of pre-test and post-test by cycle I and cycle II.
The formula from the average score of pre-test and post-test were formulated as follow:36
̅ ∑ Explanation:
̅ : Mean or Average score
∑ : Total score of every cycles
N : number of cases (total the students that follow the test).
36 Donal Ary, et.al, Introduction to Research…,. p. 108-109
39
To got total score and improved the students‟ progress from implemented treatments, the writer compared average of pre-test and post-test.
In gaining the class percentage which pass the Minimum Mastery Criteria (MMC) 70, uses the formula:37
Explanation:
P: The class percentage
A: The number of students who answered the item correctly N: The total number of students who attempted the item.
H. Indicators of Success
The indicator of success in needed to know the successful of the process and learning result. In this research, the study will be called success if get minimal score 70 and 70% students active in learning process.
37 Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education (London and New York: Routledge Taylor and Francis Group, 2007). p. 423
40 CHAPTER IV
RESEARCH RESULT AND DISCUSSION
A. Research Result
In this chapter, the researcher would like to present the result of this research that explains the answer of problem formulation.
1. The Description of Research Location
Before presenting the result of this research, the researcher describes SMA N 1 Batanghari that consists of:
a. The History of SMA N 1 Batanghari
SMA N 1 Batanghari was established in 1993, which was
approved by the Minister of National Education led by Mr. Wardiman Jojonegoro. SMA N 1 Batanghari is located at the Kapten Harun 47A Desa Nampirejo. This school has land area of 15.080 m2 and building area of 3.460 m2 with ownership status.
b. The Vision and Mission of SMA N 1 Batanghari 1) The Vision of the School
The vision of SMA N 1 Batanghari is becoming a school that has achievement based on faith and piety.
2) The Mission of the School
The mission of SMA N 1 Batanghari are stated as follow:
a) Developing curriculum content according to school character, but with national standards.
