A. Research Background

Based on the researcher’s teaching experience in SMA Negeri 10 Pontianak, the

researcher found that Narrative text was still complicated for the second year students to

be comprehended. It was shown by their score of Narrative exercises. Most of them did

not pass the standard minimum score of English, that was 70; which meant they got

below 70. Whereas, the students have learnt this text since junior high school; logically, if

someone has learnt something for some years, he / she, of course, has mastered what he /

she has learnt. However, the fact is the second year students of SMA Negeri 10 Pontianak

still cannot comprehend; even interpret about the content of Narrative text.

There are 2 main problems underlying this case: first, the students are not interested in

reading the text given by the teacher. When the teacher gives them a task to read and to

find the content of narrative story, the students feel very displeased and uninteresting.

They complain toward the task given because they say it is complicated for them.

Furthermore, the text is about Narrative story that has some difficulties : such as the use

of past tense and the implicit moral lessons or main ideas of the text.

Psychologically, when someone feels uninterested toward something and is not

motivated with it, his / her self-unconsciousness will be formed that she / he has no

capability to do the thing. It has the same case when the students think that reading is

complicated and uninteresting, unconsciously, they have formed they incapability toward

reading. They inactivate their ability and interest to know and comprehend the text given.

It will be terrible for them since reading comprehension takes most of the part of English

material that is taught at school.

Second problem, the students did not have enough knowledge and skill to solve the

text given. This problem is related to their lack of vocabulary and their sensitive sense

toward the content of text while they read it in order to interpret what the story is about.

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The lack of vocabulary, surely, influences the students’ skill to comprehend the text since

they do not know the meaning of the text. On the other words, knowing the meaning of

the vocabulary that strings up the text is also very crucial because English is still foreign

language for them that they have not mastered yet. As Spancer and Hay (1998) in

Alyousef (2006) said that word recognition is an essential component inmastery the

reading. They showed that having vocabulary is very important to chain and construct the

meaning of the text.

Moreover, the level of reading for the senior high school students is adult reading

level which is more difficult than the previous level they have been. When they have

known the meaning of the words on the text, they absolutely are able to comprehend the

text because they translate the text into Indonesian. However, actually, there is another

factor that can help them to comprehend the text although they do not know most of the

meaning of the words on the text, that is sensitive sense of reading comprehension.

Sensitive sense of reading means that the reader can relate his / her previous

knowledge with the content of the text. So, when he / she reads the text, even the title of

the text, the reader can have an interpretation what the story is about. As Palinscar and

Brown (1984) said that reading comprehension is the product of three main factors:

considerate text, the compatibility of the reader’s knowledge and the text content, and the

active strategies the reader to employs to enhance the understanding and retention and to

circumvent the comprehension failures. Unfortunately, most of the students of SMA

Negeri 10 Pontianak do not have this factor. In fact, when they have this sensitive sense,

they will be helped to comprehend the text eventhough they do not recognize most of the

vocabulary on the text.

Those problems get the researcher curious why such kind of these crucial problems

toward reading comprehension can be happened. Whereas reading comprehension is one

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of English skills taught at school that takes most of the part of lesson materials. The fact

is both in final examination and daily activity in class room, reading comprehension

becomes the mainly test for them. It is very rare for the teachers to take speaking or

listening test to the students. It is because reading comprehension test is much simpler

and accurate to measure students’ mastery of the materials.

Besides, the importance of reading comprehension can be felt by the students when

they are able to comprehend the text. As Kendeou, et al. (2006 : 28) said that the ability to

read and to comprehend is critically not for long-life learning but also for adequate

functioning in society. It means that in comprehending a text, in this case is narrative text,

the readers do not only get an entertainment, but also they get the moral lessons which are

beneficial applied in society. When they have comprehended the story and get the moral

lessons of the text, they can learn what are the correct and incorrect behavior and attitude

that they should have in them.

Furthermore, comprehension is a unitary phenomenon but rather a family of skills and

activities (Kintsch & Kintsch, 2005; Rapp & van den Broek, 2005; van den Broek et al.,

2005 in Kendeou et al., 2006). The experts show that comprehending something is a

unitary activity that can improve other skill at once. Therefore, the reading

comprehension is much needed for the students to help them both as the subject material

and tool to improve English.

Based on the problems faced by the students, the researcher found that the technique

which was being used by the teacher could not attract the students’ sympathy and

motivation to focus on the narrative text; as the result they cannot get the main point of

the story given. The technique was boring and time consuming. It was ineffective to be

used for senior high school level. Thus, in this research, the researcher proposes an active

and an effective technique for the teacher; a technique that can improve the students’

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motivation to focus on learning narrative text in order to comprehend the story. The

technique is called Reciprocal Teaching Technique.

Reciprocal Teaching Technique is actually not a new technique in education.

Palinscar and Brown introduced this technique in 1984 as the solution for the learners to

comprehend the reading text. Reciprocal Teaching is an instructional strategy based on

modeling and guided practice, in which the instructor models a set of reading

comprehension strategies and then gradually cedes responsibilities for these strategies to

the students (Brown and Palinscar, 1989, cited in Young, 2006). In this teaching

technique, the teacher and the students will have dialogue around the text given before

they do the exercise with their group. The function of this dialogue is to help the students

to identify the content of the text easier. The students may ask any information related to

the story. This will extent their knowledge to comprehend the text.

In reciprocal teaching, the students will be introduced four strategies: predicting,

questioning, clarifying, and summarizing. These four strategies drive the students to dig

more detail about the text content. The teacher will be the model for the first time, and

after that the students play the role among them with the same four strategies that have

been modeled by the teacher. The researcher believes that this teaching technique can

improve the students’ comprehension on the narrative text because it is a powerful

technique. It can solve the problems stated before, as well as build students’ critical

thinking in order to comprehend the narrative text. Furthermore, in reciprocal teaching

technique, the students are the center of the classroom activity which will get the students

to learn independently; but still cooperatively because they share the information needed

with the other students.

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B. Research Problems

In order to restrict the research, the researcher focuses on the process of the classroom

activity while conducting the Reciprocal Teaching Technique, as well as the result of the

students’ achievement after the technique has been applied that will show the

improvement of the students’ score and the effectiveness of the this technique.

Because of that, there will be two possible problems on this research :

1. HOW IS THE CONDITION OF THE CLASSROOM WHILE THE RECIPROCAL

TEACHING TECHNIQUE IS BEING CONDUCTED ON THE FIRST YEAR

STUDENT OF SMA NEGERI 10 PONTIANAK?

2. WHAT IS THE RESULT OF THE STUDENTS’ ACHIEVEMENT AFTER

CONDUCTING THIS TECHNIQUE ON THE FIRST YEAR STUDENT OF SMA

NEGERI 10 PONTIANAK?

C. Research Purpose

The purpose of this research is to improve the reading comprehension on Narrative

Text on the first year students of SMA Negeri 10 Pontianak.

D. Action Hypothesis

According to Kerlinger (1973) in Cohen (2006), hypothesis is one of great importance

in scientist. Hypothesis is an intelligent and logical expectation about the possible

differences, relationships, causes, and solutions toward the research problem being

formulated by the researcher. In this research, since it is an action research, so the

researcher formulates an action hypothesis. Action Hypothesis is a hypothesis that

specifies immediate actions that could be taken to solve the problem in action research.

The action hypothesis of this research is Reciprocal Teaching Technique can improve the

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students’ reading comprehension on narrative text on the second year students of SMA

Negeri 10 Pontianak..

E. Frame of Concept

Reading comprehension is about the students’ understanding toward passages given

by the teacher as the measurement of their learning achievement in English. It is applied

more often than other skills as a tool for measuring the students’ achievement, especially

in genre of texts. Even, in national examination, reading comprehension takes 50% for the

whole sections; the rest is 25% for listening comprehension and 25% for structure. It is

because most of the questions are genre text based that needs comprehending to answer

them; and narrative text is one of those genres text. That is why, the students should have

mastered reading comprehension.

Unfortunately, many of them are not able to comprehend the text given. It can be seen

in their daily activity in the classroom. When the teacher gives them daily test or task in

form of reading narrative text with the instruction they have to find the main idea, moral

value, and cause-effect condition, and so on, they are difficult to accomplish it. It is

shown by their score for the task which does not reach the minimum standard score : 70.

The fact is pathetic that they cannot do well what they, in fact, must master.

There are some factors underlying this case: lack of vocabulary that strands the story,

lack of motivation to read the text, and no sensitive sense or enough knowledge toward

the story. These are found based on the teacher’s score recapitulation upon the students

and also the activity in the classroom.

Concerning on the factors mentioned above, in this research, the researcher really

would like to help the students to be able to comprehend the narrative text. That is why,

the researcher proposes a powerful technique to solve this problem, that is Reciprocal

Teaching Technique which includes all the solutions for the factors which have been

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mentioned. The main reason for choosing this technique is because the approach is closer

to KTSP. Reciprocal teaching technique adopts an active approach that the students are

the center of the classroom process.

Besides, in this technique, the students are encouraged to think more critically toward

the content of the narrative story given by the teacher. The students are led on four

instructions: predicting, clarifying, questioning, and summarizing; in which each

instruction lets them to interact with their mates since it is a group technique. Grouping is

meant to motivate the students in learning, and to feel secure in giving their opinion

toward the text because their groups’ mates are their peers. As the result, the

comprehension of the narrative story is completely achieved.

In this research, there will be some techniques of data collecting that will be used :

observation and questionnaire. Observation is done to record the students’ activity in

classroom action. There will be some tools related to observation : observation sheet, and

camera recorder. Furthermore, questionnaire is applied to measure the students’

motivation on reading comprehension whether it has improved or not after Reciprocal

Teaching technique has been applied. Moreover, the researcher will also conduct another

testing tool, that is an essay questions related to story. The purpose is to get the data of the

improvement of the students’ achievement in reading comprehension of narrative text in

form of score.

F. FRAME OF THEORY

1. The Nature of Teaching

Teaching is the act of providing activities that facilitate learning. It is an

activity that takes place only when learning does. No matter what the teachers is

doing in her classes, if the student are not learning something significant, she is not

teaching, when the student fails, the teacher fails more. On the word, to teach is to

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cause to learn. According to Thornstorn (1979), teaching leads to learning which has

some characteristics : instructions as motivation, assigner, interrogation clarifier,

illumination, evaluator, and director of intellectual exchange. Her definition toward

teaching shows that teaching is a complete activity that leads the learners to learn

something with a good motivation and critical thinking.

As stated in National Board for Professional Teaching Standard (1998) in

Guillaume, good teaching is neither obvious nor simplistic. It means that there is an

active process that creates linkage of knowledge in the process of teaching that makes

the learners knowing something from nothing. It is not a simple thing to be done

because there are many preparations in constructing a good teaching.

Teaching cannot be separated with teacher. Teacher is someone who teaches

the learners. He / she gives information and knowledge about phenomena or issues by

using certain methods or techniques. According the conceptualization by Howee

(1970 cited in http://www.oppapers.com/essays/The-Nature-Of-Teaching/634213,

2011), the teacher is not a dispenser of knowledge nor a person in change of the

education that goes on in the classroom. Furthermore, he described the role of teacher

is one of producing the climate, providing the resources, stimulating the students to

explore, investigate and seek answer, and becoming a guide and facilitator than a

director. Silberman (1966 cited in http://www.oppapers.com/essays/The-Nature-Of-

Teaching/634213) states that teaching is both art and science. It is an art because it

calls for the exercise of talent and creativity; meanwhile, teaching is a science for it

involves a repertoire of techniques, procedures and skills that can be systematically

studied and described.

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It is different with the above discussion that discusses about the teaching is

neither obvious nor simple, Doyle (1986) in Guillaume stated that teaching is difficult

partly because classrooms are complex. His opinion is that there are some

complexities happen in the process of teaching : firstly, the teachers are to serve

several roles. They need to serve as coach, active director, supply master, evaluator,

and confidante. Teacher needs to think their students’ safety, their learning, and their

other needs simultaneously, while they also need to consider about their own personal

and professional issue. Second, classrooms are complex because the students tend to

overlap. Many things happen at once and quickly. Third, every learning situations are

different although particular classrooms teachers have to make quick judgment

without benefit of time to reflect and weigh their consequences of their actions. The

last, classroom are complex because affects each other; the act of teaching is

inherently uncertain. The teacher cannot predict with certainty of how a class will

respond to a lesson. The classroom is also unpredictable because the teacher may

persue goals that still unclear; even sometimes the teacher is not sure about the

outcome of their learning.

However, the main important thing of teaching is the readiness of the teacher.

The teacher needs to expertise all the supporting aspects of teaching. Below is a brief

tabled explanation of teacher expertise:

The Domain of Teacher Expertise

Subject Matter Knowledge Teachers know the subject matter they

teach and make it accessible to learners.

Planning Teachers consider their goals for students

learning and their knowledge of students

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and the subject matter as they develop

and sequence learning activities.

Instruction Teachers address learning goals through

meaningful activities that draw on the

students and encourage powerful

learning.

Assessment Teachers collect varied kinds of

information related to learning goals and

involve students in assessing their own

progress.

Classroom management and Discipline Teachers establish and maintain safe

environments that promote fairness,

respect, and responsibilities.

Professional growth Teacher engages in self-analysis to foster

their own development, and they act as

members of learning communities.

(Adapted from California Department of Education, 1997, and National Board for Professional Teaching Standard, 1998)

2. The Importance of Reading Comprehension

2.1 The nature of Reading

Reading is one of the English skills which is very close to the knowledge of

the learners toward English. It is an interactive process between the readers and a

text which leads to automaticity (fluency). There are two kinds of ways of readers’

interactions toward reading in which the reader tries to elicit the meaning and

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where the various knowledge are being used : linguistic or system knowledge

(through bottom-up processing) and schematic knowledge (through top-down

processing). Grabe (1991) in Alyousef (2005) argues that there are many

researchers attempt to understand and explain the fluent reading process by

analyzing the process into a set of component skills in reading. The intended a set

of components are automatic recognition skill, vocabulary and structural

knowledge, formal discourse structural knowledge, content / world background

knowledge, synthesis and evaluation skill, and the metacognitive knowledge and

skills monitoring.

Reading is an active process of comprehending (where) students need to be

taught strategies to read more efficiently (e.g., guess from context define

expectations, make inferences about the text, skim ahead to fill in the context, etc.

(Grabe, p. 377 in Alyousef, 2006). It emphasizes that reading is not only a passive

skill about reading aloud or text-based reading. Instead, reading is more about the

cognitive principle which is related to the reader’s knowledge about the passage.

Reading skill, in general, consists of two major focus : reading aloud and reading

comprehension. Reading aloud lets readers read the text given; while reading

comprehension concerns with the readers’ knowledge or understanding about the

content of the passage or the text. In this research, the researcher focuses on the

reading comprehension.

2.2 The Importance of Reading Comprehension

As stated above that reading comprehension is about the readers’ knowledge

or understanding about the content of the passage or the text, it is clear already

that building students’ comprehension toward reading is the effective way to lead

the students to enrich their English. Reading comprehension was enhanced by

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teaching students a variety if techniques and systematic strategies to assist recall

of information, self evaluation of comprehension, and summarization (Walsh,

Glaser, Wilcox, 2006). On the other words, it is a combination of identification

and interpretation skill. Kamil, et al (2002, p.14) said that:

Comprehension is the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints.

As Kemil, et al, stated in his book entitled Teaching Reading, it can be

concluded that comprehension is about the content of the text. In narrative text,

comprehension is important to work out the moral values, main ideas, plots, and

characters of each participant in the story. By having the comprehension, the

students are aware of how well they understand a text while and after reading the

text. Goodman in Alyousef (2005, p.143), viewed reading comprehension as a

guessing game in which the readers construct, as best as they can, a message

which has been encoded by the writer. The readers try to guess what the writer’s

purpose of writing the text is.

Perfetti, Landi, and Oakhil (2004, p. 228) define the comprehension occurs as

the reader makes up a mental representation of a text message. It is a

representation of what the text is about. They, for further, explain that there are

three components of the comprehension : the sensitivity to story structure,

inference making, and comprehension monitoring. Sensitivity to story structure

concerns with the plot of the story; meanwhile the inference making is related to

the implicit content of the text, such as main idea and implicit messages of the

text. Moreover, comprehension monitoring is about the reader’s ability to verify

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his or her understanding and to make reparation in which this understanding is

sensible or not. Comprehension monitoring is like a self-assessment of reading but

it is happening within the process of reading.

3. Reciprocal Teaching Technique

3.1 The history of Reciprocal Teaching

Reciprocal teaching was proposed by Palinscar and Brown in 1986. It was

based on their study which concerned on improving the students’ ability to learn

from the text. They realized that comprehension strategies which had been used

for some years were failed. Many facts showed their assumption. First,

3.2 The definition of Reciprocal Teaching Technique

Reciprocal teaching refers to an instructional activity that takes place in the

form of a dialogue between teachers and students regarding segments of text. The

dialogue is structured by the use of four strategies: summarizing, question

generating, clarifying, and predicting. The teacher and students take turns

assuming the role of teacher in leading this dialogue. The purpose of this

technique is to facilitate a group effort between teacher and students as well as

among students in the task of bringing meaning to the text.

In Reciprocal teaching, the learners read a text section by section, pausing to

use the four explicit strategies comprehension. Explicit strategy on comprehension

is very important since the students always do the reading exercise without any

clear instructions from the teacher. It makes them often get confused of what they

have to do and what they will get after doing the task. Therefore, in Reciprocal

teaching, the students get to understand what they have to do upon within the

process, as well as the task given. The explicit strategies are also meant as the

self-regulation and self-assessment for themselves as comprehension monitoring.

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According to Young (2006), the general methodology of Reciprocal teaching

involves the instructor and the students of small group, reading in section of text.

He explains that the instructor leads the discussion of the text, while modeling the

appropriate reading strategies. During this dialogue, the instructor encourages the

students to ask questions of both of the text and the strategies.

3.3

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G.Scope of Research

1. Terminology

There are 6 terminologies which are concerned in this research:

a. SMA 10 Negeri Pontianak is a school which is located in Jl. Purnama, Gg.

Purnama Agung V/ Komplek Sekolah Terpadu, Pontianak.

b. Second Year Student of SMA Negeri 10 Pontianak is the second grade students of

SMA 10 Pontianak.

c. Improving means to make something better or increased; whether it is about the

quality or quantity. It also means to advance to a more desirable, valuable, or

excellent state. In this research, improving means making the students’ reading

comprehension better, as well the process in the classroom activity to be better

than before.

d. Reading comprehension is an active process of reading that derives the meaning

of connected text. It is about an understanding the content of a particular text.

Reading comprehension is essentially the ability to understand what has been

read.

e. Narrative Text is one kind of genres of text that concerns on the imaginative story,

such as fable, legend, folk tale, fairy tale, and myths. Narrative text is learnt as a

subject material at school. Narrative text is a text which contains about story

(fiction/non fiction/tales/folktales/fables/myths/epic) and its plot consists of

climax of the story (complication) then followed by the resolution. The function

of this text is to amuse or entertain the readers. However, there is an importance

part of narrative story that can be learnt by the readers, that is the moral values of

inside of the text.

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f. Reciprocal Teaching Technique is an instructional technique that is used to

improve the students’ comprehension on a text. It is an instructional activity in the

form of a dialogue between teachers and students regarding segments of text. In

this research, the dialogue between teacher and the students is happened just as a

model for the students; since the focus of this research is the interaction among the

students. So, the students will act like what the teacher has modeled. Reciprocal

teaching is an excellent reading technique which aids the teaching process. A

reciprocal approach provides students with four specific reading strategies that are

actively and consciously used as texts - Questioning, Clarifying, Summarizing,

and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to

facilitate a group effort between teacher and students as well as among students in

the task of bringing meaning to the text.

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H.Method of Research

A. Form of Research

The form being used in this research is Classroom Action Research. Action

research methods were proposed by Kurt Lewin in 1946, as a research technique in

social psychology. His process was cycling; involving a non linear pattern of

planning, acting, observing, and reflecting on the changes in the social situations

(Noffke&Stevenson, 1995, p.2 cited in Ferrance, 2000). Classroom Action Research

is systematic research conducted by practitioners to inform their action. It is a method

of finding out what works best in teachers’ own classroom so that he / she can

improve students’ learning. In Classroom Action Research, the teacher focuses on a

problem or question about his or her own classroom.

Cohen, Manion, and Morrison (2005: 226) define classroom action research

may be used in any setting where a problem involving people, in this case is the

students, tasks, and procedures carry out for solution, or where some changes of

future result in a more desirable outcome. Classroom Action Research is one of the

forms of research designs that forces teachers to conduct an effective process in order

to improve the results of the students’ achievement in a particular variable. Variable is

the causal result by using particular technique or method.

There are 2 kinds of Action Research. First, Action Research which is done by

an individual teacher. In this type of Action Research, the teacher is the owner of the

classroom; as well as the practitioner of the technique in improving his / her students’

achievement. He / she usually focuses only on one problem of the classroom. The

problem is one that the teacher believes as the single evident and can be addressed on

an individual basis. Second, Action Research which is done by a Collaborative

teacher. Collaborative teacher means that the teacher is not the only one in conducting

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the research, but as few as two teachers or a group of teachers who are interested in

finding the solutions of the common problem which spread out not only in one class,

but also many classes. The teachers can be from other schools or departments whether

as the teacher researcher or only as the observers.

The main goal of Classroom Action Research is to improve the teaching

learning process and to improve the students’ achievement (cited in

http://www.julianhermida.com/algoma/scotlactionresearch.htm adapted by Julian

Hermida from Gwyn Mettetal, “The What, Why and How of Classroom Action

Research”, JoSoTL Vol. 2, Number 1 (2001)). Below are the steps of conducting

Classroom Action Research procedures as a research design (Journal of Scholarship

of Teaching and Learning (JoSoTL), Volume 2, Number 1 (2001), p. 6-13):

1. Step one: Identify a question or problem. This question should be something

related to student learning in your classroom.

2. Step two: Review Literature. You need to gather two types of information,

background literature and data.

3. Step three: Plan a research strategy. The research design of a CAR study may take

many forms, ranging from a pre-test and post-test design to a comparison of

similar classes to a descriptive case study of a single class or student.

4. Step four: Gather data. CAR tends to rely heavily on existing data such as test

scores, teacher evaluations, and final course grades.

5. Step five: Make sense of the data. Analyze your data, looking for findings with

practical significance.

6. Step six: Take action. Use your findings to make decisions about your teaching

strategies. Sometimes you will find that one strategy is clearly more effective,

leading to an obvious choice.

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7. Step seven: Share your findings. You can share your findings with peers in many

ways.

Lewin in McNiff (1992, p.2) describes an action research as a spiral of steps. Each

steps has four stages : planning, acting, observing, and reflecting.

The cycle form of action research:

Planning

Reflecting Acting

Observing

In order to make the circle above clear, below is the explanation of those steps:

Planning : How to make a better activity

Acting : The action of plan in the real treatment

Observing : To see how the process of treatment

Reflecting : Reflect how the research has been carried out

The researcher plans an activity or some activities that can overcome the

problems appear in the classroom. The teacher as a researcher has to do a treatment;

that is by using the technique which is trusted as the powerful one to help the students

for achieving a better result and process of learning. Meanwhile, if the researcher acts

as the collaborator in the classroom, the researcher does not need to do treatment; lets

the real teacher treat the students. The collaborator observes the classroom activity and

takes notes related to the process. The observation will be useful to see if there are

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weaknesses or something wrong while the process holding. The collaborator will share

her finding with the real teacher to overcome the weaknesses in order to plan better

activity to reach the goal.

B. The Procedures of Classroom Action Research

As stated by Lewin, there are four stages in Action Research, in this research,

the researcher is also going to conduct those four stages.

1. Planning

The teacher collaborate with the collaborator plans the teaching learning

activity with the powerful technique to overcome the problem which is found in the

previous learning process. It includes the preparation before the teaching learning

process; such as creating the lesson plan, preparing the supported materials, and

preparing the instruments or aids. In this early stage, the collaborator also prepares

the instruments for collecting the data : observation checklist and camera recorder.

The preparation which is possibly set up are the result of pre-test, lesson plan,

teaching media or teaching aid, supported material, observation sheet, and camera

recorder.

2. Acting

In this stage, the teacher will handle the class; meanwhile, the researcher who

acts as the collaborator will observe the process of the classroom activity while the

trusted technique is being used. The acting stage is the application of the planning

stage. Thus, in this stage the real teacher will take the lesson plan, the supported

material and teaching aids, as well as the evaluation questions. In any case, the

collaborator / the researcher will take the observation checklist and camera

recorder to observe the process.

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The teacher will use Reciprocal Teaching Technique to improve the students’

reading comprehension on Narrative text. Reciprocal Teaching Technique is

trusted to solve the problem faced by the students related to the reading

comprehension that have been figured out : vocabulary, motivation, and sensitive

sense of reading which concerns with the relation of students’ background

knowledge to the story given. Below are the procedures of Reciprocal Teaching

Technique in acting stage:

1. The teacher mentions the objectives and the goals of the study which are stated

in the lesson plan; and also do some triggering activities.

2. The teacher divides the students into some group consists of 4 person of each

group. There will be one captain in each group that will lead the other members

in the process.

3. The teacher explains how Reciprocal teaching Technique is to the students;

what they are going to do in the activity, and distribute the Narrative story.

4. The teacher models the activity at first before the students do it in their group.

5. The students work out with the story in their group.

6. The teacher helps the students if there is something they do not understand.

3. Observing

In the observing stage, the researcher who will be acting as the collaborator

observes the activity by using the observation checklist and camera recorder. The

observation is not only aimed to the students but also to the teacher; how the

teacher gives instructions and teaches the students; whether the procedures are

relevant to the lesson plan or not. The observer observes the students from their

activity whether all the students involve actively in the teaching learning activity or

not.

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The observer checks the activeness of the students and the teacher by putting

checklist to the observation checklist which has been provided. The statements in

the observation checklist are the expectation of both teacher and the researcher

toward the achievement that the students will get within the Reciprocal Teaching

Technique is holding. It is aimed to get the information which is needed in

reflective stage; in order to measure the weaknesses or shortages in the process of

teaching learning.

4. Reflection Stage

In this stage, both of researcher and the real teacher reflects of what has

happened in the planning and observation stage. This stage is to determine the

success of the technique being used; whether it works well or there are still

weaknesses toward the process. In reflection stage, the students are given an

evaluation test related to their discussion. The purpose of this evaluation test is to

measure the comprehension of the students toward the narrative story which has

been discussed in group by using Reciprocal Teaching Technique.

After getting the result of the evaluation test, the teacher and the researcher

can reflect the students’ comprehension in form of score. The result of the

observation checklist will be translated into sentences. It will be used as a tool to

gather the information. Besides evaluation test and observation checklist, the

collaborator will also use questionnaire to know the students’ motivation after

using the technique. Then, the teacher and the researcher combine all the

information they have collected from the tools. Finally, they determine whether

there will be another cycle to improve the result and the process or not.

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A. Technique and Tool of Data Collecting

The following techniques that are being used in this research:

a. Observation technique

Observational techniques, a form of naturalistic inquiry, allow investigation of

phenomena in their naturally occurring settings. Participant observation is

where the researcher joins the population or its organization or community

setting to record behaviors, interactions or events that is occuring. It is used in

this research since this research is CAR in which the purpose in to observe the

process in order to improve the result and repair the mistakes of the process.

b. Questionnaire

Questionnaire is used to ensure that the students like this technique or not in

order to measure their motivation improvement of reading comprehension.

The following tools which are being used in this research:

a. Observation checklist

It is used while the observation is holding. The function is as the data

collection, as well as evidence of the observation process. The researcher

makes note of the observation process in observation checklist

b. Camera recorder

This tool is used to record the classroom process as a proof of the classroom

activity while conducting the technique.

c. Tasks / questions

The form of the questions is essay form in which the students will answer 10

questions based on their comprehension toward the narrative story. This tool

will be applied in the reflection section as the proof of that the technique has

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been succeeded or not; so that the researcher can prepare the next cycle if the

first cycle is not success.

C. Data Analysis

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RENCANA PELAKSANAAN PEMBELAJARAN

A. Identitas

Nama Sekolah : SMA Negeri 10 Pontianak

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/ Genap

Program : Inti

Tahun Pelajaran : 2011/2012

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