The main objective of this research is to know the reading comprehension ability of XI MIA 1 students and to determine the effectiveness of reciprocal teaching strategies in improving students' reading comprehension in teaching and learning. The relevance of the problem identification is that the students do not understand the content of the text, the lack of vocabulary in English, and the students are not interested in learning English. The results of this study show that students' scores improved significantly from the pretest to the posttest.
Dengan demikian, dapat disimpulkan bahwa strategi reciprocal teaching dapat digunakan untuk membantu meningkatkan kemampuan belajar siswa dalam membaca pemahaman. Tujuan utama dari penelitian ini adalah untuk melihat kemampuan membaca pemahaman siswa kelas XI. kelas MIA 1 dan untuk mengetahui keefektifan strategi reciprocal teaching dalam meningkatkan kemampuan membaca pemahaman siswa dalam proses belajar mengajar. Hasil penelitian ini menunjukkan bahwa nilai siswa meningkat secara signifikan dari pre-test ke post-test.
Dengan demikian, dapat disimpulkan bahwa strategi reciprocal teaching dapat digunakan untuk meningkatkan kemampuan belajar siswa dalam membaca pemahaman.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
- The Objectives of the Study
- The Benefit of the Study
- Prior Research
The preliminary study result of the students' reading comprehension text in the eleventh grades of SMA N 1 Batanghari East Lampung. The average score is 43.2 for all students, it could be concluded that the students' reading comprehension score in eleventh grade is low. Therefore, the researcher proposes to improve students' reading comprehension through reciprocal teaching strategy at eleventh grade level in SMA N 1 Batanghari.
Based on the above background, the researcher takes the title of this research, "Improving students' reading comprehension through reciprocal teaching strategy in the eleventh grade of SMA N 1 Batanghari". So, the researcher tries to implement Reciprocal Teaching Strategy to improve students' reading comprehension in the eleventh grade of SMA N 1 Batanghari East Lampung. As a collection using Reciprocal Teaching Strategy for English teacher to improve students' reading comprehension.
The second research was conducted by Mella Prasetya Windawati from Universitas Islam Negeri Walisongo, Semarang titled “The use of reciprocal teaching technique to improve students' reading.
REVIEW OF THE LITERATURE
Concept of Reading Comprehension
- The Concept of Reading
- The Concept of Reading Comprehension
They then start from the message the researcher wants to convey and change their hypotheses based on what they read in the text. In another line, Perfetti et al held that comprehension occurs when the reader builds a mental illustration of the text. Next, the definition of understanding is an active, constructive process in which the ultimate understanding of the text is determined by a combination of what is directly in the text and the reader's pre-existing knowledge of the subject of the text.7 .
Based on some definitions above we can conclude that reading comprehension is the process of understanding information about text, with other line the reader can interpret the main idea from the text. In this process between the readers, knowledge and text must be connected, so that the reader can find the purpose of the reading. When composing a text's trend, each reader has a different view of interpreting an object in the text, readers also have a different level of understanding of the text.
Knowing such characteristics helps the reader to anticipate what will come next in the text.
Concept of Reciprocal Teaching Strategy
- Definition of Reciprocal Teaching
- Strategies of Reciprocal Teaching
- Steps of Implementation of Reciprocal Teaching Strategy in the
According to statement above, the author can conclude that reciprocal teaching strategy is a teaching strategy that aims to improve reading comprehension by gradually empowering the students to take on the role of the teacher. 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: prediction, clarification, questioning and summary and tells students how to use the strategy through common language that can be understood by the student, so that the students all the the strategy.
Then the teacher guides the students to do an exercise using one of the strategies accompanying the text. Example, the first assignment, students identify the text using the first strategy of mutual learning strategy. D. Since there is a procedure called summarizing in reciprocal teaching, students are required to always do a summary when using the two-way learning strategy.
23 Umi Yawisah, "Reciprocal Teaching: One Method for Poor Comprehension", Pedagogical Journal of English Language Teaching 1, no.
Action Hypothesis
RESEARCH METHOD
- Operational Definition of Variable
- Subject and Object of Study
- The Subject of Study
- The Object of Study
- Action Plan
- Action Procedure
- Cycle I
- Cycle II
- Data Collecting Technique
- Data Collecting Instrument
- Data Analysis Technique
- Indicator of Success
26 Jamie Cano, "A Guide for the Teacher Researcher: The Role of Action Research in Effecting Educational Change," The Agricultural Education Magazine 76, no. At the end of the cycle 1 result, it was found that there was an improvement in the result in pre-test and post-test 1. The students were sufficiently interested in the learning process, but the study should be continued to the next cycle because the condition of the learning process could still be controlled, some students still did not focus on the material. The action in cycle I was unsuccessful, so in the phase cycle II must be held again to restore the weakness in cycle I. 1) The learning action in cycle II a) Planning.
Based on table 4.2, the average was 62.43, this showed that none of the students had yet succeeded in achieving the minimum mastery criteria (70). Based on table 4.4, the student average was 68, this showed that some of the students have not yet succeeded in achieving the minimum mastery criteria (70). A guide for the teacher researcher: the role of action research in achieving educational change." The Agricultural Education Journal 76, no.
People can only get to Wingo Island by boat.” The sentence suggests that it is Wingo Island.
RESEARCH RESULT AND DISCUSSION
Research Result
- The Description of Research Location
- The Description of the Research Data
The researcher did the pre-test to see how the students read comprehension before the treatment is given. That is why the researcher used a reciprocal teaching strategy to improve the reading comprehension of the students in SMA N 1 Batanghari. This meeting was started with prayer and greeting, checking the attendance list and asking about the students' condition.
At the end of the meeting, the researcher motivated the students and encouraged them to complete the material. In addition, the researcher gave the students a text to analyze based on the strategy the researcher had in the previous session. At the end of the meeting, the researcher motivated the students and encouraged them to complete the material.
This meeting began with prayer and greetings, checking the attendance list and asking the students how they were doing. In this session, the researcher took the post-test I result of the students in the cycle I. The result of the observation of the learning activity of the students in the cycle 1. Active in following the teaching in small groups 4. Responsible for their rule in the team.
Frequency of students' activities in the 1st cycle Without the aspect of research frequency Percentage 1. Active in monitoring teaching in small groups. Based on the results of the first cycle, in this phase the researcher and the colleague planned the action as follows: preparation of the curriculum, preparation of materials, preparation of teaching media, preparation of... an observation sheet of the students' activities. II. b) Action. This meeting started with a prayer and greeting, checking the .. attendance list and asking the students how they were doing.
In this session, the researcher obtained the result of the students' post-test II in cycle II. According to the result of the observational learning process in II. cycle, we can conclude that most of the students pay attention to the teacher's explanation, that the students understood the material that the teacher gave, and that the students can be active and responsible for their management in the team. .
Discussion
- The Result of Students` Learning
Based on table 4.10, it can be seen that the average of the students was 75.71, where it results that the majority of students have passed the minimum mastery criteria (70). The polar bear is a bear native to the Arctic Ocean and is around the seas. Although closely related to the brown bear, it has paws to occupy a narrow ecological niche with many bony features adapted to cold temperatures, moving through snow, ice, open water, and hunting seals that make up most of it. it's diets.
Although most polar bears are born on land, they spend most of their time at sea, hence the name meaning a maritime bear and can only hunt consistently from the sea ice. Although antibiotics are good for medicine, they are not effective in managing infection caused by viruses, fungi or other non-bacterial. It is a strange animal with it's thick legs, huge sides and back, large drooping ears, a small mound, small eyes, long white tusks and above all it has a long noise, the growl.
The elephant sucks up water on its trunk and can spray it all over its body like a shower bath. His intelligence combined with his great strength makes him a very useful servant to humans and he can be trained to serve in various ways such as carrying heavy loads, hunting tigers and even fighting. Which of the following is NOT part of the elephant described in the first paragraph.
The elephant sucks up water with its trunk and can spray it all over its body like a shower (Section 2). The text says that the elephant uses its trunk to do all of the following EXCEPT.
CONCLUSION AND SUGGESTION
Conclusion
Based on the result of data analysis, the researcher can conclude that the reciprocal teaching strategy can improve the student's reading comprehension in the eleventh grades in SMAN 1 Batanghari.
Suggestion
They can produce this from glands in the abdomen and the silk comes out through the so-called organs. They can produce this from glands in the abdomen and the silk comes out through organs called spinnerets.
