IMPROVING STUDENTS’READING ABILITY USING RECIPROCAL ...... · improving students’reading ability using reciprocal teaching ... students’reading ability using reciprocal teaching

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IMPROVING STUDENTS’READING ABILITY

USING RECIPROCAL TEACHING

(An Action Research at the Eleventh Year of IPA-2 MAN 2 Bojonegoro

In the Academic Year of 2008/2009)

Muhamad Muslihuddin Budirahardjo

S890208122

Thesis Submitted to Fulfill One of the Requirements for

the Completion of the Graduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

2010

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APPROVAL




in the Academic Year of 2008/2009)


S890208122

This thesis has been approved by the Supervisors of English Education of

Graduate School of Sebelas Maret University Surakarta,

On February 5th, 2010

Supervisor I Supervisor II

Dra. Dewi Rochsantiningsih, M.Ed,Ph.D. Dr. Ngadiso, M.Pd NIP. 196009181987022001 NIP. 196212311988031009

Approved By

The Head of English Education of Graduate School

Sebelas Maret University Surakarta

Dr. Ngadiso, M.Pd NIP. 196212311988031009

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LEGITIMATION FROM THE BOARD OF EXAMINERS




in the Academic Year of 2008/2009)


S890208122

This thesis has been examined by the Board of Thesis Examiners of the English

Department of Graduate School of Sebelas Maret University, Surakarta, On

February 24th , 2010

Board of Examiners Signature

Chairman : Dr. Sujoko, M.A. NIP. 19510912 198003 1 002 …………………..

Secretary : Dr. Abdul Asib, M.Pd. NIP. 19520307 198003 1 005 …………………

Member 1 : Dra. Dewi Rochsantiningsih, M.Ed,Ph.D. NIP. 19600918 198702 2 001 ………………….

Member 2 : Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1 009 ………………….

Surakarta, February 24th, 2010 The Director of Graduate Program of Sebelas Maret University

The Head of English Education Department of Graduate Program of Sebelas Maret University

Prof. Drs. Suranto, M.Sc., Ph.D. NIP. 19570820 198503 1 004

Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1 009

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled: IMPROVING

STUDENTS’READING ABILITY USING RECIPROCAL TEACHING (An

Action Research at the Eleventh Year of IPA-2 MAN 2 Bojonegoro Academic

Year 2008/2009).

It is not plagiarism or made by others. Anything related to others’ work is

written in quotation, the source of which is listed on bibliography.

If then this pronouncement proves incorrect, I am ready to accept

academic punishment, including the withdrawal or cancellation of my academic

degree.

Surakarta, February 2010


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ABSTRACT

Muhamad Muslihuddin Budirahardjo. 2010. Improving Students’ Reading Ability Using Reciprocal Teaching (An Action Research at the Eleventh Year of IPA-2 MAN 2 Bojonegoro Academic Year 2008/2009, Thesis, Surakarta: Graduate School Sebelas Maret University.

The research aims to (1) identify whether and to what extent reciprocal teaching can improve students’ reading ability, and (2) describe the situation when reciprocal teaching is implemented in reading class.

This research was conducted at MAN 2 Bojonegoro; the subjects of the

research were the eleventh year of IPA-2 in the academic year 2008/2009.This study was undertaken from March – July 2009 through a Classroom Action Research. It consisted of three cycles which included nine meetings. There are two types of data in this research, namely qualitative and quantitative data. Qualitative data were obtained by conducting direct observation in the classroom and interviewing some students related to their activities in learning, holding regular meeting with the collaborator to find out students’ improvement. Questionnaire, photograph, and field notes were also used in doing the research. Quantitative data were the students’ scores that had been gotten from pre-test and post-test. In analyzing quantitative data, I used descriptive statistics. In analyzing qualitative data, I used constant comparative method. It involved; (1) comparing incidents applicable to each category; (2) integrating categories and their properties; (3) delimiting theory; (4) writing the theory.

The result of the study showed that: 1) Reciprocal Teaching improves students’ reading ability. The improvement of students’ reading ability can be seen that the mean of the pretest is 55,00; the post-test in the first cycle is 58.15 while the mean of the post test in the second cycle is 63.85; and the mean of the post-test in the third cycle is 69.50, and 2) Reciprocal Teaching technique which is implemented in reading class can also improve students’ interaction, confidence, and motivation in classroom activities. They become more active, enthusiastic, and more brave to give their ideas or opinion in using English..

Based on the result of the study, teaching reading using Reciprocal Teaching is suitable technique to improve students’ reading ability. The study can be used as a reference for the teacher in improving the teaching quality by conducting the technique toward improving the students’ reading ability.

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MOTTO

Make Hay When The Sun Shines

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DEDICATION

This thesis is dedicated to:

- My mother for her love, patience, and pray

- My beloved wife, Eny Erayanti, for her great love, patience, and affection

- My beloved daughter, Braine Syafa Aziza Maghfira for her love which

reminds me to be better and better

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ACKNOWLEDGMENTS

Alhamdulillahir Robbil ‘Alaamin, I can finish my thesis as one of the

requirements for achieving the Graduate Degree of the English Education

I am aware that it would be impossible for me to finish and complete the

thesis without help and encouragement from other people, therefore, I express my

special gratitude and appreciation to:

1. The Director of Graduate School Sebelas Maret University, who gives

permission to write the thesis,

2. The Head of the English Education Department, Dr. Ngadiso, M.Pd., for

giving the writer permission to write the thesis,

3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D as Supervisor I and Dr. Ngadiso,

M.Pd as Supervisor II for giving me the advice and guidance in accomplishing

this thesis,

4. Drs. H. Imam Ahmad, M.Si., the Headmaster of MAN 2 Bojonegoro, for his

wisdom in giving the writer much time to finish this thesis,

5. Dra. Siti Timur Tritami as my collaborator for help and advice,

6. The students, especially the Eleventh Year Students of IPA 2 class for

cooperation and help.

I realize that my thesis is far from perfect. Therefore, I hope and accept

comment and suggestion. Finally, it is expected that my thesis is beneficial for

those who read it.

Surakarta, Februari 24th, 2010

MMB

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TABLE OF CONTENTS

TITLE PAGE .......................................................................................... i

APPROVAL …………………………………………………………... ii

LEGITIMATION FROM THE BOARD OF EXAMINERS………….. iii

PRONOUNCEMENT………………………………………………….. iv

ABSTRACT……………………………………………………………. v

MOTTO ……………………………………………………………….. vi

DEDICATION ………………………………………………………… vii

ACKNOWLEDGMENT ………………………………………………. viii

TABLE OF CONTENT ……………………………………………….. ix

LIST OF APPENDICES ………………………………………………. xi

LIST OF ABBREVIATIONS …………………………………………... xii

LIST OF TABLES ……………………………………………………... xiii

LIST OF GRAPHS …………………………………………………….. xiv

CHAPTER I INTRODUCTION ………………………… .…………. 1

A. Background of the Study …………………………... 1

B. Statement of the Problem ………………………….. 5

C. The Objective of the Study …………….................... 6

D. The Benefits of the Study ………………………….. 6

CHAPTER II REVIEW OF RELATED LITERATURE ……………... 8

A. Reading ………………………….........................…. 8

1. Definition of Reading …………………………… 8

2. Types of Reading ……………………………….. 12

3. Teaching Reading ……………………………….. 14

4. Interactive Processing………………………...….. 24

5. The Schema Theory ……………………………... 26

B. Reciprocal Teaching................................................... 29

C. Teaching Reading using Reciprocal Teaching

Technique ……………………………………........... 34

D. Review of Related Research ……………………..… 38

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CHAPTER III RESEARCH METHODOLOGY ……………………… 40

A. Research Design ……………………………………. 40

B. Setting of the Research ……………………………... 42

C. Subject of the Research……………………………… 44

D. Techniques of Collecting Data …………………….. 44

E. Techniques of Analyzing Data……………………... 45

CHAPTER IV RESULT OF THE STUDY……………………………. 47

A. The Process of the Research…...........................…… 47

1. The Condition before the research ……………… 48

a. Students’ reading ability………………….….. 48

b. Classroom Situation..……………………...…. 49

c. Students Perception about Reading Class……. 51

2. Implementation of the Research............................ 53

a. Cycle 1………………. ………………………. 54

b. Cycle 2……………………………………….. 70

c. Cycle 3 ………………………………………. 84

B. Findings and Discussion ……………………………. 89

1. Findings …………………………………………… 90

2. Discussion ………………………………………… 97

CHAPTE V CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion….. ……………………………………. 106

B. Implication…………. …..………………………… 107

C. Suggestion……………….. ……………………….. 107

BIBLIOGRAPHY …………………………………………………….. 109

APPENDICES ………………………………………………………... 111

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LIST OF APPENDICES Appendix 1 Sample of Photographic in Cycle 1 111

Appendix 2 Sample of Photographic in Cycle 2 112

Appendix 3 Sample of Photographic in Cycle 3 113

Appendix 4 Field Note of Observation 1 114






Appendix 10 Blue Print of Student’s Test-Cycle 1 121



Appendix 13 The Result of Pre-Test 124

Appendix 14 The Result of Post Test Cycle 1 125



Appendix 17 Total Score 128

Appendix 18 The Development of Students Activities in Cycle 1 129



Appendix 21 Interview to the Students (question list) 132

Appendix 22 Interview to the Students (question list) 134

Appendix 23 Motivation Questionnaire 136

Appendix 24 Students’ Narrative Text 138

Appendix 25 Lesson Plan Cycle 1 161



Appendix 28 Students’ Instrument Test Cycle 1 167



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LIST OF ABBREVIATIONS

M : Meeting

C : Cycle

CS : Competence Standard

BC : Basic Competence

RT : Reciprocal Teaching

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LIST OF TABLES

Table 3.1 Research Schedule …………………………….………… 44

Table 3.2 Techniques of Collecting and Analyzing Data….………. 45

Table 4.1 Process of the Research……………………..…………… 47

Table 4.2 Result of Pre-Research……………………..……………. 48

Table 4.3 Score Level of Pretest…………………… …………….. 49

Table 4.4 Overall Implementation of the Research ………………. 53

Table 4.5 Implementation of Cycle 1………………………………. 54

Table 4.6 Implementation of Cycle 2………………………………. 70

Table 4.7 Implementation of Cycle 3 ……………………………… 84

Table 4.8 Summary of the Research Findings …………………….. 90

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LIST OF GRAPHS

Graph 4.1 Reading Score …………………………….…………….. 92

Graph 4.2 Improvement of Reading Level ……………..….………. 93

Graph 4.3 Activeness in grouping ……………………..…………… 94

Graph 4.4 Improvement of Students’ Participation ..……………. 95

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CHAPTER I

INTRODUCTION

A. Background of the Study

Curriculum of MAN 2 Bojonegoro as mentioned in Model KTSP

Madrasah Aliyah (2007: 49) intends to obtain the achievement of Competence

Standard in students’ reading ability: (1) to understand the meaning in

transactional and interpersonal conversation formally and sustainably; (2) to

understand the meaning in the short functional and monologue text in the form

of the narrative, spoof, and hortatory; (3) to express the meaning in the

transactional and interpersonal conversation text formally and sustainably; (4)

to express the meaning in the short functional and monologue text in the form

of narrative, spoof, and hortatory accurately, fluently and acceptably; (5) to

understand the written monologue text in the form of narrative accurately,

fluently and acceptably in the daily life context and to access the science; and

(6) to express the meaning in the written monologue text/essay in the form of

narrative in the daily life context. The target of the achievement in English

competence is hoped more than 65 as kriteria ketuntasan minimal (KKM).

However, there are some problems faced by the students of MAN 2

Bojonegoro in reading competence as follows: (1) they get difficulties in

finding main idea of the text; (2) they get difficulties to deduce the meaning;

(3) they get difficulties to retell the text; (4) they have difficulties to state the

generic structure of text; and (5) most students have difficulties to interpret the

text.

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In accordance with the result of pre-test, the researcher finds the score

of the students’ reading achievement.. There are 40 students in the class, 5

students get the score > 75, 6 students get 65 – 75, and 29 others get < 60 in

daily test. So, the result of the students’ English test is less than 30%

achieving KKM.

In addition to the indicator to the reading competence, it can also be

seen that the real situations in reading class are as follows: (1) the students

show their reluctance; (2) they have low motivation; (3) they always chat to

others; (4) they do not care about the reading activity; and (5) mostly they

cannot finish their tasks completely.

From the real situation in reading class above, there are some

indicators such as: (1) some students cannot find main idea in each paragraph;

(2) some students have a difficulty to comprehend the text; (3) it is difficult

for students to find the generic structure of the text; and (4) most of students

get low value in reading test.

There are some causes why the problems emerge as follows: (1)

teaching reading is not enjoyable; (2) the teacher uses a conventional method

in teaching reading; (3) during the teaching learning process, the teacher

transfers information (monotonous approach); (4) the teacher never lets

students express their own opinion freely; and (5) the teacher is dominant in

teaching reading process.

Weistein and Meyer (1986) cited in Arends (1997: 243) state that

“good teaching includes teaching students how to learn, how to remember, and

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how to motivate themselves”. The writer believes what they state will make

students more creative and interested in reading the material. The better

reading text given to the students must be motivating, interesting and

meaningful for the students. It can stimulate them to enjoy and learn better.

In real situation, the researcher does not find the ideal reading teaching

in MAN 2 Bojonegoro because most English teachers still teach using

grammar translation method in reading comprehension. Therefore, it is very

important to provide an alternative technique to improve students’ reading

ability. To improve the students’ reading comprehension, the researcher uses

reciprocal technique in teaching reading as an implementation for improving

the students’ reading ability.

Reciprocal teaching is a very powerful strategy for improving reading

comprehension. Teachers need to explicitly teach and model the four basic

strategies: predicting, questioning, clarifying, and summarizing (Palinscar,

1984: 117). Predicting is something most children are familiar with and use

regularly to activate background knowledge and to confirm their hypothesis.

Questioning is the strategy in which students generate questions about what

they are reading. Clarifying supports students in monitoring their own

comprehension-it gets them to think about what is confusing to them as they

read. Summarizing is recalling and arranging information and constructing

overall understanding..

It is important that students understand that skilled readers employ the

reciprocal teaching strategies every time they read something, and that this is a

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great habit to develop as a way to improve their comprehension skills. This

can be accomplished with short pieces of fiction or nonfiction; the entire class

can brainstorm examples of the various types of comprehension strategies.

Small groups can then choose 3-4 questions from each category to answer and

share with the entire class.

According to Alverman and Phelps (1998: 42) in their book, Content

Reading and Literacy: Succeeding in Today’s Diverse Classroom, reciprocal

teaching has two major features: (1) instruction and practice of the four

comprehension strategies—predicting, question generating, clarifying, and

summarizing; and (2) a special kind of cognitive apprenticeship where

students gradually learn to assume the role of teacher in helping their peers

construct meaning from text.

According to Rosenshine and Meister (1994: 79), there are four

important instructional practices embedded in reciprocal teaching: (1) Direct

teaching of strategies, rather than reliance solely on teacher questioning; (2)

Student practice of reading strategies with real reading, not with worksheets or

contrived exercises; (3) Scaffolding of instruction; students as cognitive

apprentices; and (4) Peer support for learning.

Reciprocal teaching involves a high degree of social interaction and

collaboration, as students gradually learn to assume the role of teacher in

helping their peers construct meaning from text.

The National Education Department has applied the CBC 2004 and

KTSP 2004 revised in 2006, the purpose is developing the communicative

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competence; especially reading comprehension. The reciprocal teaching is

expected to be able to help the students comprehend the text easier. Hence, the

researcher will observe the use of reciprocal teaching to activate the second

year students of MAN 2 Bojonegoro to comprehend and understand such

text.

In doing the research, it is important to establish the target that wanted

to be reached. The target of this research is that the students can improve their

understanding of the text. Based on the target above, the researcher finally

wishes that:

1) 100% of the students can understand in comprehending the text in

terms of: a) finding the main idea; b) getting the content of the text;

and c) raising the reading score.

2) 80% of the students can study more active to interact in the classroom

and have higher motivation to study.

To gain the target of the research, the researcher will train the students

to comprehend the text and help them to find main idea, supporting idea,

explicit information, and master vocabulary. When the students are able to

comprehend the text, it is expected that they can reach the understanding of

the text.

B. Statement of the Problem

From the background of the study, the researcher has the research

questions that should be answered:

1. Does and to what extent reciprocal teaching improve students’ reading

ability?

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2. How is the situation when reciprocal teaching is implemented in the

reading class?

C. The Objective of the Study

This research aims to improve the students’ reading ability with a

reciprocal technique. In details, the research has the objectives as follows:

1. To identify whether and to what extent reciprocal teaching can improve

students’ reading ability.

2. To describe the situation when reciprocal teaching is implemented in

reading class.

D. The Benefits of the Study

The result of the study can give the following benefits:

1. For the students:

The students can apply reciprocal teaching strategies in their study club to

improve their reading ability. It helps them become better learner and help

them to evaluate and have responsibility for their own learning.

2. For the teachers:

This study can give a contribution to other teachers to innovate learning

strategy, especially utilizing reciprocal teaching, so that they can increase

both teaching-learning quality and the students’ learning achievement.

3. For the institution of education:

The institution can conduct this study for other subject material especially

by reciprocal teaching. It means for developing and increasing the

students’ learning achievement and learning performance. At last, the

improvement of learning achievement can give a good effect to increase a

credibility of the institution.

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4. For other researcher:

The result of the study can be used as a reference for starting point to

conduct further study about teaching and learning English, especially by

applying reciprocal teaching strategy in every classroom activity. For the

reason, it can be seen from some researches that the application of

Reciprocal Teaching technique shows the improvement of students’

achievement and motivation in learning English.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter talks about the related literature of teaching reading by

using reciprocal teaching. It consists of related theory taken from many sources

which underline the study. They are reviewing of reading, reciprocal teaching,

related research , and teaching reading using reciprocal teaching technique.

A. Reading

1. Definition of Reading

Many people assume that reading is an activity of looking at and

understanding written form. Meanwhile, reading has different definitions

for different people. According to Harris (1962: 9) reading is the

meaningful interpretation of printed or written verbal symbols. It also

involves sensing, perceiving, achieving meaning, learning and reacting in

a variety of ways.

Menyan and Leeuw (1965: 49) as quoted by Sabrina (2002: 5) state

that reading is digestive process and it has two principles, firstly they are

learning by understanding, it means selecting, discriminating, and

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organizing. The second principle is flexibility. He must take time to read

slowly when the meaning of word is difficult. Another opinion defines that

reading is combination of word recognition and intellects, and emotion

interrelated with prior knowledge to understand the message

communicated (Callahan and Clark, 1988: 245). Furthermore, Harris

(1962: 10) also explains that the sense of reading starts with focusing of

two eyes so that they center on particular symbols. At this level, reading

requires legible symbols, adequate light so eyes are able to focus clear

patterns on retina. The meaning of perceiving is reading has visual

sensations. The visual sensations are aroused by the printed symbols and

already existing memory traces of visual appearances, of the thing, of the

spoken word and of its meaning.

In addition, Hudgson in Kamidjan (1996: 67) cites that reading is a

process that is done and used by the reader to get message and information

that is obtained by the writer through written form. Meanwhile, Depdikbud

also states that reading in wide meaning is a process of formulating the

text in critical and creative way that is aimed to get comprehension about

the text, the value, the function, and the impact of the text itself

(Depdikbud, 1985: 11).

Based on the definition above, the reader begins reading from letter

to larger units, they read letter by letter to sounds and combine them into

words, then connect the individual words into sentences. It can be

concluded that reading is a silent and individual activity, an active

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cognitive process to establish meaning, word recognition to understand the

message communicated, and the language symbols to represent what

sound shows the writer’s idea.

What is really happening when we are reading? When we are

reading our eyes move from left to right going through a long line of print

and they make a series of small jerky movements, stopping momentarily

on each word or group of words. In general, good comprehension means

recognizing and understanding general idea and specific fact and seeing

how these ideas and facts are organized and developed (Sonka, 1979: 2).

However, the reading process does not deal with the eyes only, it also

concern with our brain. Lado (1964: 119) defines reading comprehension

as a process of gaining meaning from words and sentences as the

representation of the language through a process decoding the written

symbols. That definition is intended to emphasize two essential elements

in reading, the language itself and the graphic symbolization used in

representing it. It means that reading is a process of understanding the

symbols. Goodman (1967: 104) describes the reading process as follows:

Reading is psycholinguistic guessing game. It involves an interacting between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to productive cues necessary to produce guesses.

From the statement above it can be concluded that reading is not

passive activity. The reader must make an active contribution if he

acquires the available information. In the case, the reader forms a

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preliminary expectation about the reading text, and then selects the fewest

most productive cues necessary to confirm or reject that expectation. This

is a process in which the reader utilizes his knowledge of vocabulary,

syntax, discourse, and the experimental background. Here the reader

makes plan and decision, and coordinate number of skills and strategies to

facilitate comprehension. The great emphasis is placed on the importance

of background knowledge.

Coady (1979) in teaching efficient EFL Reading by Mey-Yun,

presents a model of reading comprehension that involves conceptual

abilities, background knowledge, and process strategies.

Conceptual Background

knowledge

Process Strategies

Taken from Mey-Yun article ( Coady, 1979)

He explains that conceptual abilities refer to intellectual capacity

such as the ability to analyze, synthesize, and infer. Background

knowledge includes, in particular, socio-cultural knowledge of the English

speaking communicates. Here he believes that background knowledge

interacts with conceptual abilities and process strategies to produce

comprehension, while process strategies refer to the abilities and skills to

reconstruct the meaning of the text through sampling based on the

knowledge of grapheme-morpheme correspondences, syllable, morpheme

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information, syntactic information (deep and surface), lexical meaning,

contextual meaning, and cognitive strategies.

From the explanation above, it can be concluded that

comprehension is achieved by relating the information derived from the

material being read and concepts already stored in the memories.

Furthermore, Goodman (1973: 26) states the reader of English utilize the

cues system simultaneously in the reading process. The first cue system is

graphonical system of the oral language, the reader’s response to graphic

and phonological system of his English dialect. The second cue system is

syntactic. This is the information implicit in grammatical structures of the

language. The reader is using pattern makers such as function words and

inflectional suffixes as cue to recognize and predict structure. The third

cue system is semantic. In order to derive meaning from language, the

language user must be able to provide semantic input. This is not simply

question of meaning for word but larger question that is where the reader

has sufficient experiences and conceptual background to feed into reading

process so he can make sense out of what he is reading. Thus, the reader

strives to create a meaning of full context. If the reader lacks relevant

knowledge, he cannot supply this semantic component and he cannot read.

2. Types of Reading

According to Harras, et al., (1998: 13) there are two types of

reading: intensive reading and extensive reading.

a. Intensive reading

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In Dictionary of Reading (1983: 160) as quoted by Harras,

intensive reading means reading activity that is done accurately. Sonka

(1979: 87) adds that intensive reading refers to the kind of work done in

the reading class. It is also the kind of careful work a student may do when

studying for an exam.

Intensive reading here means an activity of reading in class

where the students read passage with the help of their teacher. In this

reading activity, the role of teacher as a guide to bring his students to be

efficient and skillful reader is very obvious. Therefore, lesson should be

planed so that intensive silent reading is alternated with a variety of

reading related activities. In addition, the student should be encouraged to

read extensively outside class that is to spend a half hour in the evening

with something he chooses to read (a magazine, short story, or text). The

major objective of intensive reading is developing the students’ ability to

decode message by drawing on syntactic and lexical cues, and it also

emphasizes on skill for recognition.

b. Extensive reading

Extensive reading means reading activity that is done in large way,

(Dictionary of Reading in Han, 1998: 13). Extensive reading refers to the

outside reading that students do on their own with no help or guidance

from the teacher. This kind of reading trains the students to come to the

level of reading for enjoyment. The student should be trained to read

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directly and fluently in the foregoing language without the aid of the

teacher as well as dictionary.

In extensive reading, the reader reads a text without an emphasis

on analysis of word and grammatical points. Although such reading is

meant as independent reading, there should be regular and systematic

feedback from it.

3. Teaching Reading

In teaching English, reading skill is an ability that cannot be

neglected at all. The mastery of reading skill is regarded very important to

be taught because it will influence other skills of English (i.e. listening,

speaking, and writing). For example, while the teacher asks the students to

read the text aloud, they learn reading and speaking. And when the teacher

asks the students to answer the question based on the text they read, they

will learn writing. While the teacher asks them to listen the text that their

friends read, they will learn listening skill.

In addition, Savile – Troika (1979: 302) summarizes an effective

way to teach EFL reading when she says, improving the reading skill of

any student begins with identifying his weakness and then implementing

appropriate method for strengthening these skills (quoted by Mey-Yun,

,1989: 107).

Tay (1979: 8) suggests classroom activities by making five

practical suggestions about how to teach reading skill. The five principals

are: (1) Developing the ability to recognize and state main idea; (2)

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Developing the ability to note details; (3) Developing the ability to

summarize and organize idea; (4) Developing the ability to follow the

sequence of idea; and (5) Developing the ability to predict and anticipate

outcome

Here, Tay makes conclusion that the task in teaching is to try out

the students in the classroom with a ‘skill oriented’ approach and has made

some suggestions about appropriate classroom activities.

a. Principle in Teaching Reading

Related to the teaching reading, (Harmer, 1998: ) suggest five

principles in teaching reading, it purposes to make the efficient

teaching reading. The five principles are:

1) Principles 1: Reading is not a passive skill.

The teacher should motivate the students to be active in

reading. For example, the teacher asks the student to guess what

the word means, see the picture and understand the arguments.

Then, lets then work out in order that they do not forget it quickly.

2) Principle 2: The student needs to be engaged with what they

are reading.

Students who are not engaged with the reading text and not

actively interested in what they are reading will get no benefit from

it. Hence, the teacher should select interesting topic.

3) Principle 3: The student should be encouraged to respond to the

content of reading text, not just to the language.

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In studying reading text, the students not only study the

number of paragraph but also the meaning and the message of the

text. That is why, it is important to give the students chance to

respond the message of the text.

4) Principle 4: Prediction is major factor in reading.

Before we read, we often look at the blurb. It may contain a

summary, a photograph, and headline. It affects us to predict what

we are going to read. The teacher’s note here is giving the students

‘hiat’, so they can predict what is coming.

5) Principle 5: Match to the topic

The teacher should select the reading tasks. For example, if

the topic is restaurant menu, the tasks can be a list of the

ingredients. Another task can be asking questions, filling a puzzles,

game, etc.

b. The Activity of Teaching Reading

The purpose in teaching reading is to develop the students’

reading skill so that they can read English text effectively and

efficiently. According to Abbot, et al., (1981: 29) there are kinds of

activities in relation to reading classroom activities.

1) Pre-reading activity

When they began to read a text, it is to create a positive

attitude in their minds towards the text to be read. Dubbin and

Bycina quoted by Rohman (2004: 17) state that:

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The goals of pre-reading stage are to activate (or build, if necessary) the students’ knowledge of the subject, to provide any languages preparation that might be needed for coping with the passage, and finally, to motivate the learner to want to read. Dubbin and Bycina in Murcia and Abbot (1981: 95)

describe the activities including in pre-reading activities: a) finding

out what the students already know about the subject; b) asking the

students to read only the text and then say or write down what they

expect the text to be about; c) showing the picture to recall the

students’ description about the text they are going to have; and d)

giving some or all the unknown vocabulary as keyword whose

meaning is crucial to understand the text.

2) While-reading activity

This activity requires the teacher’s guidance to ensure that

students assume an active questioning approach to the material.

The types of reading activity depend on the student’s reading and

comprehension skill and their experience with expository reading.

The teacher might also maximize the students’ participation by

having the students read to their partners, and retelling the critical

information to their partner ( Camie, 1990: 377).

Concerning with the explanation above, Abbot describes

the activities involve in the while-reading activity, they are: a)

identifying the main idea; b) finding details in a text; c) following a

sequence; d) inferring from the text with their particular

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difficulties; e) recognizing the writer’s purpose and attitude; f)

recognizing the discourse features; and g) the teacher’s role is

helping the both individual learner with their particular difficulties

and their whole group.

3). Post-reading activity

Camie (1990: 386) says that actually the goal of post-

reading activities is to integrate, synthesis, and consolidate the

information that has been read in the selection. There are some

activities in post-reading such as, filling in the blank concept map,

discussing content in the class notes, and developing a visual

representation of the information. In addition, there are two post-

reading activities which have particular merits, the first is

answering writing questions and the seconds is writing summary of

the content. In both cases, the students have an opportunity to study

and practice the important information once again and formulate a

written product that can be used in subsequent study.

c. Problems in Understanding Text

According to Nuttal (1983: 78) there are some elements that

make readers find problem in understanding text.

1) The code/alphabetic symbols

The reader will find the difficulty in understandings the

text, because he is not familiar with the text. So it entails the

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perquisite to get satisfactory communication that is writer and

reader should shape the same code.

2) Vocabulary and sentence structure

It goes without saying that sizeable vocabulary is crucial to

success in reading. It is possible to get writer’s message without

understanding every words of the text, but it is not possible to be

absolutely certain of it, not to give the fullest response. When the

sentence is not understood although the vocabulary is known, it is

often caused by long and difficulty sentence to unrevealed

syntactically, syntactic complexity coupled with unfamiliar

vocabulary doubles the problem.

3) Cohesive devices and discourse makers

Understanding cohesive devices is very useful to get the

message of the text. A particular kind of devices cohesive is

discourse markers, such as however, although, furthermore, and

namely. These words are extremely useful signals to the readers.

They can help the reader to establish the signification to mark the

functional value of a sentence and tell the reader what the writer

intends to it.

4) Problem beyond the plain sense

Problem beyond the plain sense includes reader’s

background knowledge about the world. A reader who wants to

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understand the plain sense of each sentence may still be unable to

make sense of the text as a whole. It is because he lacks the

background knowledge of the text.

5) The concepts

Concept is part of the message that the text expresses. The

concept may become problem for a reader in understanding a text.

d. The Technique of Reading Process

Reading comprehension focuses on the ability to derive

meaning from what is read. What is meant by deriving meaning from

what is read may differ among theorists, the differences are shown by

the existence of three models of reading process, namely bottom-up,

top-down, and interactive.

1) Top – down Processing

In the early seventies, Goodman’s psycholinguistic model

of reading (later name the top-down or concept driven model)

began to have an impact of second language of reading. In this

model the reader is active, make prediction, process information,

and instruction a message encoded by a writer. The top-down

perspective into second language reading had a profound impact of

the field, to an extent that it was substituted for the bottom-up

perspective rather than its complement, it can also be said that Top-

down processing is making of prediction about the text based on

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the prior knowledge, then text for conformations or refutation of

those predictions (Carrel, 1988: 35).

In top-down processing, we draw our own intelligence and

experience the prediction we can make, based on the schemata we

have acquired to understand the text. This kind of processing is

used when we interpret assumptions and draw inferences (Nuttall,

1982:16). The top-down approach emphasizes reader on bringing

meaning to the text based on their prior knowledge. This model

starts with the hypotheses and prediction then attempts to verify

them by working down to the printed. This view of reading was

called psycholinguistic guessing game. Sometimes it is enough to

know some of the vocabulary in order to understand the text by

guessing and predicting. Here, the background knowledge is

considered very important because with very little vocabulary the

reader is believed to rely on his background knowledge to

understand a text.

Presenting background knowledge can be done by pre-

reading activities. This activity involves introduction and

discussion of key vocabulary to be encountered in the text: prior

reading related text; viewing movies, slides, or pictures; key

concept associations activity.

The top-down model of reading focuses on what the readers

bring to the process. The reader samples the text for information

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and contrast it with their world knowledge, helping to make sense

on what is written. The focus here is on the readers as they give an

attention to the text.

According to Gove (1983: 117) there are six features in top-

down approach, they are: (1) Reader can comprehend a selection

even though they do not recognize each word; (2) Reader should

use meaning and grammatical cues to identify unrecognized cues;

(3) Reading for meaning is the primary objective rather than

mastery of letters, letter / sound relationship and word; (4) Reading

requires the use of meaning activities rather than the mastery of a

series of word recognition skill; (5) The primary focus of

instruction should be the reading of sentence, paragraph, and whole

selection; and (6) the most important aspect about the reading is the

amount and kind of information gained through reading.

On the other hand, Eskey (1988: 92) states the limitation of

top-down models, it tends to emphasize higher level skill as the

prediction of meaning by means of context clues or background

knowledge at the expense of lower skill like the rapid or accurate

identification of lexical and grammatical forms. In making the

perfectly valid point that fluent reading is primarily a cognitive

process, it tends to emphasize the perceptual and decoding

dimension of that process. This model is good for the skillful,

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fluent reader for whom perception and decoding have become

automatic, not for the less proficient reader.

2). Bottom – up Processing

In bottom-up processing, the reader builds up a meaning

from the black marks on the page, recognizing letters and words,

working out sentence structure (Nuttal, 1982: 17). In addition,

Goodman (1967: 83) also describes bottom-up technique of

reading process is as precise process, involving exact, detailed,

sequential perception and identification of letters, words, and

spelling pattern and larger language units.

As Goodman states, the reader is assumed to decode or

translate the printed symbols in the text by moving his eyes from

left to right, and recognizing the sentences of the text. Dechant also

adds, a bottom-up reading model emphasizes a single direction,

part to whole processing of the text. In the beginning stages it gives

little word knowledge, contextual information, and other higher-

order processing strategies (1991: 47). This model starts with the

printed stimuli and works it way up to the higher-level stages. The

sequences of processing proceed from the incoming data to the

features of a higher level encoding.

According to Gove (1983: 125) there are five features of a

bottom-up approach in reading, they are: (a) Identifying feature

letter; (b) Linking this feature to recognize letter; (c) Combining

letter to recognize spelling pattern; (d) Linking spelling pattern to

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recognize word; and (e) Then, proceeding to the sentence, text-

level processing.

In this model the reader gets meaning from the text only.

Therefore, it is essential that readers know all the vocabulary and

the grammatical items used in the text in order to get a full

meaning of the text. Sally (1980: 23) states that reader needs to

understand the grammatical structure involved the material.

Consider the following sentence;

- The bird has eaten

- The bird has been eaten

To understand the sentence above, the students need to

understand the grammatical construction of the material. If the

students do not have grammatical knowledge, they will not

understand it only practically, although he knows the words “bird”

and “eat”.

Carrel (1988: 35) describes that vocabulary development

and word recognition is recognized as crucial to successful bottom-

up decoding skill. She also adds that bottom-up skills should

include the teaching of cohesive devices (substitution, ecliptics,

conjunction, and lexical cohesion) and their functions across

sentence and paragraph.

Word recognition skill is only one part of many skills a

competent reader uses, word recognition skill is a variety of

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decoding and perception skill that the reader has to decipher,

pronounce, and form a basic understanding of the word he sees on

the printed page.

4. Interactive Processing

According to McCormick (1988: 78), an interactive model is a

reading model that recognizes the interaction and bottom-up processing

simultaneously throughout the reading process. Eskey adds, interactive

processing refers to the interaction between information obtained by

means of bottom-up decoding and information provided by means of top-

down analysis. Here comprehension of reading text is not only determined

by text to be decoded, but also by prior knowledge of the reader. Carrel

(1988: 65) also states that an efficient reader is coming from linguistic

inputs of the text and the next is coming from knowledge in reader’s mind.

The interactive model (Rumelhart, 1977: 111) stresses both what is

on the written page and the reader bring it using both reciprocal skill. It

views reading as the interaction between reader and text. Following those

conceptions, Eskey introduces model of the interactive reading process.

Cognitive Structure

Knowledge of Flora Knowledge of substance>brain

Expectation

The physical act of reading a text

Process: Process:

Identification Interpretation > eye

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Recognition of Forms Prediction of content

Comprehension

From David Eskey 1988

“Interactive Approach to Second Language Reading

From this diagram, it can be seen that reading comprehension

needs several components, those are cognitive structure in the brain, the

reader knows the language well enough in the written form to insure that

the text gives him a certain expectation. Given expectation during the

physical act of reading, then he makes accurate identification of form from

minimum number of visual cues. And if his reading skill is well

developed, he can do this quickly, automatically, and simultaneously. His

knowledge will also provide him a certain expectation about the larger

conceptual structure of the text. While he is reading, he can make accurate

prediction in interpreting the meaning as a whole.

In conclusion according to interactive processing, a reader cannot

just rely on by itself to get full meaning of the text, but also has to have

enough background knowledge to understand the text.

5. The Schema Theory

A schema theory is a theory which studies background knowledge

that facilities text comprehension. It emphasizes the role of pre-existing

knowledge in providing the reader information which is implicit in a text.

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When readers read a story they use cluster of schema to discover its

meaning. In this theory, the important element in reading is the reader’s

ability to fit the new information in reading selection in his existing

schema or prior knowledge. Then, it can be said that the case and extent of

comprehension is related to the degree to which there is a match between

the incoming information stored in the reader’s long term memory. Seen in

this view, reading becomes an interactive process between the reader’s

long term memory. Seen in this view, reading becomes an interactive

process between the reader’s background knowledge or schema and the

reading text. Rumelhart (1993: 175) says:

The role of background knowledge in language comprehension has been formalized as schema theory, which has as one of the fundamental tunnels that text, any text, either spoken or written, does not by itself carry meaning.

Based on the statement above, a reader has to have enough

background knowledge to understand a text. A reader cannot just rely on

text by itself to get full meaning of text.

According to Carrel, the background knowledge or schema

includes linguistic, formal and content schema. Linguistic schema is the

reader’s prior linguistic knowledge. It is the knowledge of the letters and

their corresponding sounds, both alone and in culture, and the knowledge

of syntax, word or words are following. Formal schema is the reader’s

knowledge of rhetorical structures of the text. It includes the knowledge of

different types of text, newspaper articles, poetry, and so forth. Content

schema is the reader’s prior background knowledge of the content area of

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the text. For instance, a text about washing clothes, celebrating a new

year’s eve in Hawaii or Halloween in Carbondale, or about the economy in

Mexico, problems of nuclear breeder reactor and so forth.

One of the most obvious reasons why a particular content schema

may fail to exist for a reader is that the schema is culturally specific and it

is not part of particular reader’s cultural background. Halloween schema,

for example, fails to exist in Indonesia readers. Since it belong to

American culture and never exist in Indonesia situation. Therefore, it is

difficult for Indonesian readers to read text about Halloween in

Carbondale, except they have read or heard what Halloween is. Many

studies have proved how content schema affects reader’s comprehension.

For instance, Carrel and Eisterhold show that study by Steffenson and

Anderson (1979: 116) find that a text based on the reader’s own culture is

easier to read and understand than syntactically and rhetorically equivalent

text based on less familiar.

According to the above statement, a reader has to have enough

knowledge on phonology. Syntax and vocabulary as well as the structure

text are activated for the purpose of both reciprocal processing. The

content of background knowledge, on the other hand, will be most helpful

in the top-down processing.

The reader can encounter problems during either the top-down or

bottom-up process of comprehension. To overcome this problem the

reader is believe to activate some of his linguistic, formal, or content

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knowledge as his strategy. According to schema theory, there are least

three implicit reasons why sometimes a reader does not understand a

passage correctly.

1. The reader may not have the appropriate schema.

2. The reader may have the appropriate schema but the passage itself

does not contain enough clues for the reader to activate the schema

involved.

3. The reader may find a consistent interpretation of the text but may not

find the one intended by the author. In this case, the readers

misunderstand what is intended by the writer but he is activating the

appropriate for his misunderstood message.

In conclusion, Reading is a complex information processing skill

in which the reader interacts with text so as to create meaningful

discourse in terms of: (1) finding main idea; (2) comprehending the

content; (3) find specific term from the text; and (4) state the generic

structure of the text . Schema theory provides a way of integrating our

understanding of the text with our understanding of the word in general. In

other words, schema theory is kinds of theory which make people relate

previous acquired knowledge and new information in a text. Then a reader

should already know some information about a text, if he wants to reach

meaningful reading.

B. Reciprocal Teaching

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Reciprocal teaching is an instructional procedure designed to enhance

students' comprehension of text. The procedure was designed by Anne Marie

Palincsar, from Michigan State University and Anne Brown, from the

University of Illinois. It is characterized by: (1) a dialogue between students

and teacher, each taking a turn in the role of dialogue leader, (2) "reciprocal":

interactions where one person acts in response to the other, (3) structured

dialogue using four strategies: questioning, summarizing, clarifying,

predicting.

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 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. Each strategy was selected for the following purpose: (1)

Summarizing provides the opportunity to identify and integrate the most

important information in the text. Text can be summarized across sentences,

across paragraphs, and across the passage as a whole. When the students first

begin the reciprocal teaching procedure, their efforts are generally focused at

the sentence and paragraph levels. As they become more proficient, they are

able to integrate at the paragraph and passage levels; (2) Question generating

reinforces the summarizing strategy and carries the learner one more step

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along in the comprehension activity. When students generate questions, they

first identify the kind of information that is significant enough to provide the

substance for a question. They then pose this information in question form and

self-test to ascertain that they can indeed answer their own question. Question

generating is a flexible strategy to the extent that students can be taught and

encouraged to generate questions at many levels. For example, some school

situations require that students master supporting detail information; others

require that the students be able to infer or apply new information from text;

(3) Clarifying is an activity that is particularly important when working with

students who have a history of comprehension difficulty. These students may

believe that the purpose of reading is saying the words correctly; they may not

be particularly uncomfortable that the words, and in fact the passage, are not

making sense. When the students are asked to clarify, their attention is called

to the fact that there may be many reasons why text is difficult to understand

(e.g., new vocabulary, unclear reference words, and unfamiliar and perhaps

difficult concepts). They are taught to be alert to the effects of such

impediments to comprehension and to take the necessary measures to restore

meaning (e.g., reread, ask for help); (4) Predicting occurs when students

hypothesize what the author will discuss next in the text. In order to do this

successfully, students must activate the relevant background knowledge that

they already possess regarding the topic. The students have a purpose for

reading: to confirm or disprove their hypotheses. Furthermore, the opportunity

has been created for the students to link the new knowledge they will

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encounter in the text with the knowledge they already possess. The predicting

strategy also facilitates use of text structure as students learn that headings,

subheadings, and questions imbedded in the text are useful means of

anticipating what might occur next.

When reciprocal teaching was developed, it was in response to the

current reading instruction trends isolated practice of individual reading skills.

Reciprocal teaching was an alternative to these trends. Reciprocal teaching

provided instruction that focused on the factors that interact and influence

students’ comprehension. The students applied the strategies in meaningful

contexts use the strategies while reading the text, so it is not on an isolated

practice worksheet. Finally, students are encouraged to use the strategies

flexibly and opportunistically students learn to use the strategies when needed

to assist comprehension, rather than during a specific routine (Palincsar, 2003:

99). Reciprocal teaching parallels with the new concepts of reading

instruction being interactive and it can be used with current reading materials

such as basal series or novel collections (Carter, 1997: 64).

a. Scaffolding and Modeling

Scaffolding is one of the most recommended, versatile, and

powerful instructional techniques (Clark and Graves, 2005: 570).

Reciprocal teaching is a scaffolding discussion technique. This means that

the teacher provides instruction based on the students’ needs but does not

give the exact answers this provides various levels of support and the

teacher is able to gradually release responsibility to the students. Clark

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and Graves (2005: 579) review three aspects of scaffolding and why it is

effective: (1) Scaffolding instruction is flexible, adaptable, and supports

students as they not only acquire basic skills but also higher order

thinking skills as well; (2) Scaffolding allows for explicit instruction

within authentic contexts; and (3) Scaffolding allows teachers to

differentiate instruction to their students’ diverse needs.

One way that reciprocal teaching provides scaffolding is through

modeling the four comprehension strategies. Modeling is a technique that

has been around for a long time (Smolkin & Donovan, 2001: 97).

Researchers feel that teachers should demonstrate the thought processes a

reader goes through, in order to create rich meaning from texts. Students

can easily memorize strategies, but they cannot transfer the strategic

thinking independently teachers need to show students how to do this

through modeling (Block & Johnson, 2002: 55).

b Metacognition

Metacognition is the ability to reflect on our own cognitive

processes. It includes knowledge about ourselves as learners, aspects of

the tasks given to us, and the strategies we use. There is a consensus

among researchers that metacognition is important to reading

comprehension (Baker, 2002: 91). Reciprocal teaching provides several

opportunities for readers to use metacognition. For example, the strategy

of clarifying provides opportunities to reflect on our thinking and helps

promote metacognition. Buehl (as cited in Hashey & Connors, 2003:

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224) stated that reciprocal teaching provides a window into the thinking of

readers as they problem-solve their way toward meaning. The students

become active and strategic readers’ thinking about what they are reading

and how to handle the material.

c. Social Interaction

The National Reading Panel advocates for cooperative and

collaborative learning with multiple strategies and highly recommends

reciprocal teaching as effective due to the active discussions in which the

students participate (Oczkus, 2003: 3). Research on social interactions and

the benefits of this type of instruction is overwhelming. Overall, research

has shown that peer discussion provides opportunities for students to grow

cognitively, socially, and affectively. Social interaction has been found to

improve students ability to recognize and resolve comprehension

dilemmas and improve higher-level thinking and metacognition (Almasi,

2002: 230).

Along with increasing metacognition and comprehension, social

interactions have also been found to improve motivation in students.

Social interaction at home and in the classroom helps students become

motivated as well as helping students construct their identities as readers

(Sweet, et al., 2002: 88).

C. Teaching Reading using Reciprocal Teaching Technique

English, the most widely taught, read, and spoken language the world

has ever known (Kachru & Nelson, 2001: 9), has not only become the

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international language, as it is spoken by a large number of native speakers of

other languages and serves as a language of wider communication (McKay,

2002: 4) but also achieved a genuinely global status owing to its special role

recognized in every country (Crystal, 2001: 2). Under such circumstances,

greater importance has been attached to English teaching. And this means both

challenges and opportunities for the language teachers in Indonesia.

Challenge, because we have to be well informed with the language teaching

approaches and methods for assimilation and application according to our

situation. Opportunities, because we will be able to improve our teaching

practice as well as to develop ourselves professionally with the help of these

language teaching approaches and methods.

Reading is a complex information processing skill in which the reader

interacts with text so as to create meaningful discourse. There are so many

different reasons for reading and that we read in different ways for different

purposes. These different purposes generalized into the following two main

categories: we read for pleasure and for information in order to find out

something or in order to do something with the information you get .

Specifically, they are, to get information, to respond to curiosity about a topic,

to follow instructions to perform a task, for pleasure, amusement, and personal

enjoyment, to keep in touch with friends and colleagues, to know what is

happening in the world, and to find out when and where things are .

We should teach reading in an English class for the following reasons.

First, students want to be able to read texts in English either for study or

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simply for pleasure. Secondly, reading texts also provide good models for

English writing. Thirdly, reading texts also provide opportunities to study

language: vocabulary, grammar, punctuation, and the way we construct

sentences, paragraphs and texts. What is more, good reading texts can

introduce interesting topics, stimulate discussion, and excite imaginative

response. Therefore, it is possible for us language teachers to help our

students learn how to read, even though the question whether it is possible to

teach reading is a debatable one, and to get our students to read English texts

is one of the most important parts of a language teacher’ s job. Our students in

a reading program should be to develop fluent, independent readers who set

their own goals and strategies for reading and who learn aspects of the reading

process through reading.

The teachers should teach students the reading strategies, such as,

sensitizing, which is subcategorized into: making inferences through the

context and word formation, understanding relations within the sentence;

linking sentences and ideas , improving reading speed, and from skimming to

scanning, which includes predicting, previewing, anticipation, skimming and

scanning.

Reciprocal teaching is a scaffolded discussion technique that focuses

on four comprehension strategies : predicting, questioning, clarifying, and

summarizing. This model of instruction allows teachers and students to

construct meaning in a social setting by using modeling, think-aloud, and

discussion. Teachers are able to meet their students’ needs. Reciprocal

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teaching allows students to monitor their own thinking, or what is known as

metacognition. Over time, the teacher gradually lets go of control and the

students assume the responsibility of learning.

Strategies for Improving Reading Comprehension identifies several

goals of reciprocal teaching: 1) to improve reading comprehension using four

strategies: predicting, questioning, clarifying, and summarizing; 2) to

scaffold the four strategies by modeling, guiding, and applying the strategies

while reading; 3) to guide students to become metacognitive and reflective in

their strategy use; 4) to help students monitor their reading comprehension

using the four strategies; 5) to use the social nature of learning to improve and

scaffold reading comprehension; 6) to strengthen instruction in a variety of

classroom settings whole-class settings, guided reading groups, and literature

circles; and 7) to be a part of a broader framework of comprehension and

reading instruction.

Researcher as teacher has been utilizing the instructional style of

reciprocal teaching. Reciprocal teaching is collaborative comprehension

instruction that focuses on the strategies of predicting, questioning, clarifying,

and summarizing. Teacher modeling, student discussions, and connections

with texts are three important aspects of reciprocal teaching. A teacher using

this style of instruction must be willing to transfer responsibility to the

students, focus on process rather than products, and teach students to be

strategic readers . A tremendous part of this style of instruction is the

scaffolding the teacher provides the teacher is not merely giving the answers,

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they are providing their students with the tools and support to master new

skills.

Researcher finds reciprocal teaching to be a powerful technique; however, it

should not stand alone as a method for teaching reading comprehension.

Reciprocal teaching was designed to focus on four important strategies but

reading is a complex process that has many facets . Reciprocal teaching can be

highly effective when used as a part of a balanced literacy instructional

framework.

D. Review of Related Research

The first previous research which has a relation to this thesis is written

by Sugiono in 2005. He is a graduate program student of UNESA Surabaya.

He applies Reciprocal teaching in improving students’ reading comprehension

in informational text in SMK Negeri 1 Sidoarjo. In his research, he also

observes the obstacles found by teacher, students-teacher in implementing

lessons plans and doing activities in teaching and learning process in

reciprocal teaching with the observation sheet provided. The obstacles occurs

in the previous cycle are as implements for the next cycle. Finally, he

concludes that reciprocal teaching can improve students’ reading ability for

the third year students of SMK Negeri 1 Sidoarjo.

Rosita’s research shows that Reciprocal Teaching not only improves

students’ interaction but also improves students’ activities and motivation in

learning process. They become more active and enthusiastic. They seem brave

to give their opinion using English. Her research is focused on how the

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students of English Department IKIP PGRI Madiun understand the short story.

Moreover, she finds that Reciprocal Teaching can improve students’

understanding of short story. She recommends that teacher should be patient

in introducing Reciprocal teaching. It is said that it is important to train the

students intensively to apply the steps of Reciprocal Teaching and the teacher

must give a special attention to the students who gets difficulties in learning

process. Students have to study seriously. They must be brave and active in

practicing Reciprocal Teaching.

CHAPTER III

RESEARCH METODOLOGY

This chapter gives research methodology involving: research design,

setting of the research, techniques of collecting data, and techniques of analyzing

data.

A. Research Design

The research deals with the teaching reading comprehension by

using reciprocal teaching in senior high school student. It describes the

technique that can be used as teaching reading comprehension. Travers (1978)

in Sevilla, et al, (1993: 71) state that the main aim of the describe situation

while the research is done, and examine the reason of certain phenomenon.

Researcher use Classroom Action Research in doing this research.

Classroom Action Research is a research applied in classroom to improve the

quality of educational practice. Action Research is a form of self-reflective

enquiry undertaken by participants in social (including education) situations in

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order to improve the rationality and justice of (a) their own social or

educational practices, (b) their understanding of these practices, and (c) the

situation in which the practices are carried out. It is most rationally

empowering when undertaken by that action research is the study of a social

situation with a view to improve the quality of action within it. It aims at

practical judgment in concrete situation, and the validity of the theories or

hypothesis it generates deepens not so much on scientific tests of truth, as on

their usefulness in helping people to act more intelligently and skillfully

(Kemmis, 1990: 6).

Researcher applies four steps in procedure of the study: planning of

the action, doing the action, doing the observation (collaborative), and doing

reflection (cycles).

1. Planning of the action.

To make students more active in reading activities to improve

reading ability, the writer does a planning of the action. The general plan

of actions should contain:

(a) a revising statement of the general idea, (b) a statement of the factors

the writer is going to change or modify in order to improve the situation,

and the action one will undertake in this direction, (c) a statement of

negotiation the writer has had, or will have to conduct with others before

undertaking the proposed courses of action, (d) a statement of ethical

framework which will govern access to and release of information (Elliot,

1991: 75)

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2. Doing the action.

Researcher divides the students into some groups consisting of 5

students each. Students are placed in a group based on their ability. Next,

he monitors them by asking them to write students group diaries and make

a plan to monitor the result of the changes. In every subject, he writes his

thoughts about the effectiveness of the teaching. The collaborator is

invited to give an aid in observing the class. The instructional activities of

Reciprocal teaching are conducted as follows:

1. Teacher ( researcher) : presenting the subject material

2. Team study: students do worksheets in their groups to learn and master

the material

3. Test item : students take individual quizzes and other assessments

3. Doing the observation

During the research, researcher observes the students’ activity and

their progress. Besides, he uses a filed note or diary, and make interview

with the students. In conducting the action plan, he asks the collaborator to

observe and give some suggestions to make up and revise the plan.

4. Doing reflection

After getting information from the collaborator and the observation

result, researcher reviews the action and revise plan becoming cycles. The

revision of cycles involves time and learning management, the strategy,

kinds of materials, and tests.

B. Setting of the Research

Setting of the research is divided in three points, they are as follows:

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1. Location of the research

The research is conducted in MAN 2 Bojonegoro. This institution

has been established since 1991 as changing of State Religion Teacher

Education (PGAN) accordance to Keputusan Menteri Agama No.64/1990.

MAN 2 Bojonegoro is located on Wolter Monginsidi street 158

Bojonegoro. The area of the school is about 3.5 hectares. It is not in the

downtown but it is in the suburban area. It is easy to reach there. The

students who come from out of town can reach the place by public

transportation.

MAN 2 Bojonegoro includes three grades of class. The first year

class consists of 325 pupils, the second is 360, and the third is 305

students. On the second year class and the third year class, it involves three

programs, they are Language, Social and Science Program. Besides, there

are some special programs concerning with vocational education: clothing

science, electronics, and automotive.

There are some considerations why the researcher chooses the

place.

a. The researcher teaches at the school so that it is easy for him to make

research.

b. There are enough data available so that if there are mistakes it will be

very easy for the researcher to correct them and easy to make

coordination with the other collaborator.

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c. For time being, there are three main programs, language program,

science program and social program. The research will give an

information about the students’ reading ability in the students’ science

program.

2. Time of the Research

The research is conducted in four months beginning in March 2009 to July

2009. The following is the time schedule for the research.

Tabel 3.1 Research Schedule

No Activity March April May June July 1 Observation x 2 Participant Enlisting x 3 Writing Proposal X x 4 Revising proposal x 5 Seminar on proposal x 6 Conducting the research x x X x x x 7 Collecting Data x x 8 Analyzing Data X x 9 Report Writing X x X

C. Subject of the Research

In this research, the subjects are the students of eleventh year of MAN

2 Bojonegoro. Actually there are eight classes of the eleventh year but the

researcher chooses one only that is class XI-IA2. There are 41 students in the

classroom. The condition of the class is noisy in every lesson, so teachers get

difficulty in handling the class. They don’t have high spirit in learning

process. Chatting is their habitual activity in doing the assignments.

In teaching learning process, especially in reading comprehension they

get difficulties in understanding the text. Some of them are always silent and

waiting their friend in doing the task. They have low motivation to read and

find the way how to solve their problem in their lesson. That’s why it is very

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necessary to improve their spirit and to make high motivation in learning

reading.

D. Techniques of Collecting Data

To find quantitative data the researcher gives a pre-test first and post-

test after some teaching learning process to the students or at the end of a

cycle.

In finding qualitative data, he does direct observation in the classroom,

interview some students related to their activities in learning, and hold regular

meeting with the collaborator to find out the students’ improvement.

Questionnaire, photograph, and field notes are used in doing the research.

The data are collected by using some techniques as follows:

Table 3.2. Techniques of Collecting and Analyzing Data

No STAGES AIMS Who/what is involved

Techniques of Collecting Data

Kinds of Collecting Data

Techniques of Analyzing Data

1 Pre-Research a. Gaining baseline data

Students Test Score Scoring

b. Obtaining additional data

Students Observation Interview

Field note Interview data

Reflective

2 Whilst-Research

a. Preparing teaching instrument

Teacher lesson plan Lesson plan sheet Descriptive

b. Preparing research instrument

Teacher Observation Observation sheet Descriptive

c. Implementing the research

Teacher Student

Assessment Score Scoring

E. Techniques of Analyzing Data

There are two techniques in analyzing the data, quantitatively and

qualitatively.

1. Analyzing qualitative data.

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The researcher analyzes the improvement of teaching learning

process by using constant comparative method. Strauss and Glasser (1980:

104) states that constant comparative method is more likely to be applied

in the same study to any kind of qualitative information, including

observations, interviews, documents, articles, books, and so forth.

Moreover, constant comparative method consists of four stages,

namely:

a. Comparing incidents applicable to each category

The researcher starts by coding every incident in his data into

many categories.

b. Integrating categories and their properties

In this part the researcher compares the data taken during

observation and from questionnaire. And then, the researcher starts to

find the relationship between them.

c. Delimiting Theory

The researcher constructs the theory based on the result of daily

observation.

d. Writing Theory

The researcher arranges the research findings based on the

daily observation.

2. Analyzing in quantitative data

The researcher applies students’ previous marks (pre-test) and in

the end, the students are given post-test to know whether reciprocal

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teaching can improve the students’ reading ability. The result of the test

are analyzed by using descriptive statistics. It analyzes the result of

teaching and learning process to know the difference between before and

after the cycle.

CHAPTER IV

RESULT OF THE STUDY

The aims of the research are to find out whether the use of Reciprocal

Teaching improves students’ reading ability and to identify to what extent the

improvement is. Besides, the research is also aimed to describe the teaching

learning situation when Reciprocal Teaching is implemented in reading class. The

research was conducted collaboratively at MAN 2 Bojonegoro.

This chapter is divided into two sections. Section A relates to the process

of the research which includes the condition before the research, the

implementation of the research, and the final reflection. Section B relates to

finding and discussion. The summary of the research is provided in Table 4.1.

A. Proces of the research

Table 4.1. Process of the Research

I. Pre-research: Gaining base-line data

► Observing teaching and learning process ► Conducting pre-test ► Interviewing students II. Research Implementation

Cycle Task Activity

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ONE: Understanding of Narrative Text (Modelling of Reciprocal Teaching) M1: The Legend of Roro Jonggrang M2: A story about Red, M3: The Fox and The Crow

1. Predict the story 2. Make questions 3. Clarify the words 4. Summarize the story

1. Predicting the content of the story 2. Making questions with question words 3. Clarifying the difficult words 4. Making a summary of the story.

TWO: Understanding of Reciprocal Teaching and the elements of Narrative Text M1: Rapunzel M2: The Magic Candle M3: Mr. Tappit’s Giant Toy

1. Write the setting of the story 2. Who is the main character 3. Describe the generic structure of the story 4. What is the theme

1. Writing the setting of the story 2. Describing the main character 3. Describing the generic structure of the story 4.Telling the point of view of the

story. THREE: Consistency of Using Reciprocal Teaching

1. Analyze the story 2. Present the analysis

1. Analyzing the content of the story 2. Presenting the analysis of the story in front of class

In more detail, Table 4.1 is described in the following section.

This section in divided into three parts, namely the condition before the

research, the implementation of the research consisting of 1, Cycle 2, Cycle 3, and

final reflection, and the research findings.

1. The Condition before the Research

The condition before the research was identified in pre-research stage. The

pre-research was held to gain base-line data of the research. The result of pre-

research activity can be seen in Table 4.2.

Table 4.2 Result of Pre-research Issues Indicators

1. Students’ ability

in reading

1. Low achievement in reading : Mean = 55

2. Difficulty to find main idea

3. Difficulty to understand the text.

4. Difficulty to find specific term from the

text

5. Difficulty to state the generic structure of

the text.

2. Classroom situation 1. Not enjoyable atmosphere

2. Low motivation to stud

3. Monotonous teacher

4. Low exploration of students’ potentials

5. Teacher domination

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In more details, the condition before the research is described in the following

sections:

a. Students’ Reading Ability

To identify the students’ reading ability, the pre-test was conducted in the

reading comprehension test. In Reading Comprehension test, students were given

task to analyze a text in narrative form. Narrative text is given with a

consideration that narrative text includes fairy story, and students’ English ability

was still low and was not enough to analyze more difficult material. Most of the

students explained that they could not understand the sentence. So, it influenced

them in their learning process. They did not do the task to analyze narrative text

because they did not master the content of the story. In scoring process, I did not

base only on written test. It is accumulated with the task given and students’

participation in the classroom.

Table 4.3. Score Level of Pretest

Score Level Based on KK

Sum of Students Percentage

< 65

=>65

29

11

72,5%

17,5%

Based on the pretest result, it was found that students’ achievement was

low. Their average score was 55. It was found that the total score of students

mark was: those who got more than or the same as 65 were only 11 students (27.5

%), while students who got less than 65 were 29 students (72.5 %) from the total

of the students in class (40 students).

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The instrument of the test had been arranged and prepared before, under

the guidance of my supervisor I and supervisor II. The questions which were

given based on the reading comprehension syllabus.

b. Classroom Situation

Before conducting the research, the teaching and learning process was not

alive. The description of the teaching is as follows: in teaching reading for the

students of XI-IPA2 in MAN 2 Bojonegoro I, as the teacher, used to apply

conventional technique. I usually taught my students using material printed on the

students’ handbooks. The class used Lembar Kerja Siswa (LKS) in daily learning.

The reading lesson usually started with reading the text presented in LKS

and then followed by translation activity. The text was translated into Indonesian

language. After the translation activity, I explained the key points of the text,

including, grammar and the features of the text. When I thought that the students

had already mastered the form, I asked the students to answer the following

questions individually or in pairs. Students would do it.

The result of the observation showed that the classroom situation was not

enjoyable, the reading class was always noisy, because the students chatted one to

another. Another indicator is that the students showed their reluctance, low

motivation in doing the task as they did not care about the reading class. When I

gave them the chances of answering the questions turn, the students tried to avoid

the turn.. They usually said “ Belum pak.”, and some other expressions to avoid

the turn, such as “ Tidak bisa pak’, and “ Yang lain aja dulu, pak”.

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The fact of the class condition was also described by one of the teachers

who taught in XI-IPA-2. In the morning, when I sat in the office to prepare

material for meeting in the afternoon, I chatted with her. She grumbled and

seemed angry. I asked her why, what happened to her? She said,

“ Alah pak pak, rasane ngajar kelas 11 IPA-2, jan ngentekne ati. Diterangake tenanan e bocahe ono sing podo ngomong dewe-dewe, ono sing ngantukan. Ditakoni wis jelas podo meneng wae. E bareng di wenehi soal plonga-plongo ngono kae, Rasane metu soko kelas ki plong banget, donga muga di wenehi sabar “ I said and smiled,

“Iyo bu bedo banget karo jaman awake dhewe sekolah mbiyen. Perasaan awake yo sabar banget lek nerangke luwih detail timbang gurune dhewe biyen. Mbiyen yen ono murid ngantuk ya keno thuthuk, lha saiki dipencerengi lapor pulisi, ha ha ha “ I thought I had dominated the reading activities. The activities such as

translating the dialog, explaining vocabularies and the key point of the text took

the biggest portion of the time; as a result students were passive. The situation was

worsening by the limited time for students in exploring their ideas because of

main point of comprehending the text had been applied by the teacher such as

translating or understanding the content of the text and finding the key points of

the text. The situation above showed that the teacher was monotonous in teaching

reading. Teacher merely depended on the material on LKS without trying to

arrange the material suitable for the students’ need. Teacher applied an activity

that did not give students a chance to explore their potential in comprehending the

text.

c. Students’ Perception about Reading Class

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Beside conducting pre-test and observation, I also conducted in-depth

interview with the students. The purpose of the interview was exploring the

students’ perception about reading class. The material for interview was the

students’ condition and their learning process in reading comprehension. I took

some students as sampling for interview. I chose 5 of 40 students to come to the

teacher office after school time had finished. It was done by considering that the

time after teaching finished would make the student free and comfortable. They

could do the interview without being worried in attending the lesson. I called the

first student to do the interview. His name is PT, then I asked what he felt in

Reading Comprehension class, was she satisfied with his achievement in Reading

Comprehension? What did he want in Reading Comprehension? The answer of

PT could be described as follows:

“ Menurut saya mata pelajaran Reading itu termasuk sulit pak. Ya memang saya sadar saya banyak kekurangannya. Saya sulit memahami kalimat yang ada di bacaan. Kadang sudah buka kamus tapi kok nggak cocok diartikan. Guru kalo nerangkan kurang mendetail. Akhirnya saya bingung gimana ngerjakannya.” ( 13.38 )

The second, third and fourth student had the same opinion. They got

difficulties in analyzing text. They felt confused to determine generic structure.

“ Bagaimana ya pak kadang itu kita ngira ini komplikasi-nya. Tapi setelah dibahas kok beda. Kita sering keliru, ya kita kira klimaks ternyata sudah masuk ke resolution. Belum lagi malas baca karena ada kata-katanya sulit dipahami. Ya grammar kita masih sangat lemah pak ” (13.45)

Meanwhile, another student gave his difficulties to study because he must work.

“ Saya sudah berusaha pak tapi ya itu saya sekali lagi mohon maaf sebab

di kelas saya sering mengantuk dan pada saat pelajaran. Ketika ditanya

saya sering tidak bisa menjawab. Saya harus bantu kerja ortu jual kopi

sampai jam 12 malam, ya .. kalau saya tidak bantu kerja. Saya kasihan

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sama orang tua saya. Karena hanya dari jualan itu ortu bisa biayai saya

sekolah, “. (13.50)

The interview revealed the causes of students’ denial of the answering

question turns. They said that they were afraid of making mistakes, they were

afraid of being humiliated by their friends or even by the teacher. Their friends

usually laughed at them when they made mistakes. Students DD stated:

‘Sebenarnya saya senang kalau disuruh jawab pertanyaan, tapi saya takut salah pak. Malu diketawain sama teman’ In line with this statement, Student NN stated: ‘Kalau disuruh sebenarnya mau, tapi kadang takut kalo jawaban salah’ The feeling of shyness was underlined by Student DN who stated ‘Ada perasaan takut salah pak. Saya takut diketawain teman-teman’.

2. Implementation of the Research

Table 4.4 Overall Implementation of the Research

Problem Students had low reading ability Solution Teaching reading using Reciprocal Teaching Students XI IPA-2 No of Cycle 3 Cycle 1 : Understanding of Narrative Text and Reciprocal Teaching Planning Choosing topic, making general instruction, arranging observation form,

selecting teaching material and teaching aid, and determining the criteria of learning achievement. Arranging the students placement in group. Giving a task in each meeting using Reciprocal Teaching technique to analyze the narrative text

Action M1, M2, M3: Introduction and modeling to analyze the text using Reciprocal Teaching; M4: Post test.

Observation SS : active, less mastery the text, still nervous to make question, doubtful, attentive T : Worksheet, still guiding using Reciprocal Teaching, lack of modeling and monitoring, explain too fast CS : more alive, enjoyable, but crowded

Reflections (+) Raise SR ability and active participation in group work (-) Lack of monitoring, modeling, not clear explanation, new technique

Cycle 2: Impression of Analyzing Narrative Text using Reciprocal Teaching Planning Giving a task in each meeting using Reciprocal Teaching technique to analyze

the narrative text Changing the teacher role as facilitator, and enhancing the role the teacher as sole source who was ready to help the students Explaining the understanding of Reciprocal Teaching and the features of narrative text Making scenario of learning activities by re-arranging the students placement in group.

Action M1, M2, M3: Conducting Reciprocal Teaching by giving more motivation; M4:

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Post test. Observations SS : active, more master the text, brave to make question, more attentive

T : Worksheet, still guiding using RT, patient to guide CS : more alive, enjoyable, and conducive

Reflection (+) Raise SR ability, more active and brave express their ideas in group work (-) Some Ss still passive, not clearly understand the text given

Cycle 3 : Consistency using Reciprocal Teaching for analyzing the narrative text Planning Preparing the lesson plan, material, students’ worksheet and instrument of

evaluation Giving a task in each meeting using Reciprocal Teaching technique to analyze the narrative text

Action M1, M2: Analyze the text using Reciprocal Teaching and Giving more motivation than Cycle 2; M3: Post test.

Observation SS : more active, master the text, brave to make question, more attentive T : Worksheet, still guiding using RT, Raise motivation in group work, explain patiently CS : better, alive, enjoyable, and conducive

Reflection (+) Raise SR ability, more active and brave express their ideas in group work (-) Some Ss are still passive, less than not clearly understand the text given

Final reflection Ss’ reading ability raised, Reciprocal Teaching is effective model CS ; alive, Ss’ participation increased, bigger chances for exploring ideas, T more innovative, T explored students’ potentials

The implementation of the research in its cycle is described on the following

section.

a. Cycle 1

The overall description of Cycle 1 can be seen in the table 4.5:

Table 4.5 The implementation of Cycle 1

Pla

ning

Topic : Understanding of Narrative Text - Choosing topic, making general instruction, arranging observation form,

selecting teaching material and teaching aid, and determining the criteria of learning achievement.

- Presenting Instructional Objective - Arranging the students placement in group. - Giving a task in each meeting - Using Reciprocal Teaching technique to analyze the narrative text

A c

t i

o n First meeting – third meeting

Ø Introducing and modeling in using Reciprocal Teaching Ø Using predicting, questioning, clarifying and summarizing steps

Fourth meeting Ø Having a test of reading comprehension

Obs

erva

tion

Students Ø active, mastery the text, Ø still nervous to make question, doubtful, Ø attentive

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Teacher Ø Preparing the work sheets: narrative text Ø Less patient Ø Not giving written model and grammar discussion, Ø Lack of monitoring in group work Ø Explaining too fast

Classroom situation Ø Alive, crowded in conducting the group work Ø Enjoyable for various types of activities

Ref

lect

ion

Strength Ø Using RT can increase students’ motivation in reading class Ø There was an improvement of students’ reading ability Ø RT can accommodate various types of activities which are

motivating the students to express their ideas. Ø Some of the students were active in learning process.

Weaknesses Ø Less control of the teacher in group work Ø Not clear in giving an explanation Ø Lack of modeling from teacher Ø New technique

The process of Cycle 1 is described in the following section.

1) Planning the Action

Based on the reality that is proven by the pre-test result and the result of

the observation, it can be concluded that students had difficulties in understanding

reading text. Students still got difficulties in comprehending the text so Reciprocal

Teaching was implemented to solve the problem. To know the improvement of

learning process, students were given post test at the end of cycle. The plans or

preparations used before implementing the action are cooperating with

collaborator for doing the action. The general plan consisted of; (1) choosing the

topic and items of learning; (2) arranging Competence Standard and Basic

Competence; (3) arranging observation form of students and teacher’s activities

the process and the result of the action; (4) selecting teaching material and

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teaching aid; and (5) determining the criteria or measurement of the learning

achievement.

Each cycle was implemented in 2 weeks. Every meeting is focused on

understanding narrative by using reading strategy that is so called Reciprocal

Teaching which is built on 4 steps: predicting, questioning, clarifying, and

summarizing. In this stage, students were given the explanation about Reciprocal

Teaching and the procedures in implementing reciprocal teaching to comprehend

the text. In cycle I students were given the narrative text entitled “The Legend of

Princess Loro Jonggrang” adapted from http/www.geatindonesia.com for the first

meeting, “A story about Red” taken from LKS material in the second meeting, and

“Villager’s Champion” also taken from LKS material in the third meeting Students

were divided into 8 groups. They were grouped based on their pre-test score and

based on my observation when I taught reading comprehension. At the end of the

cycle, I gave test to know the students improvement in understanding of narrative

text.

2) Implementation of the Action

In this stage, I implemented the plan and collaborator observed the

teacher’s and the students’ activities and interaction in the classroom. The

activities in implementing the action could be described as follows;

a) First Meeting

(1) Introduction

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I and the collaborator entered to classroom. I as the teacher put my

teaching material in the teacher’s table, while collaborator took a seat in the back

side.

Meanwhile, the students seemed lazy to do the lesson. It was assumed

that they were not enthusiastic in doing the task. The teacher smiled and tried to

look at all the students intensively, then moved forward by greeting them friendly.

After greeting, I called the students names one by one,. In this meeting,

only a student did not follow the lesson. The total number of students was 40.

After that, I asked the students to explain three things that the readers

should do in reading. One of students answered: (1) we should use background

knowledge; and (2) find main idea. Then teacher said that the student’s answer

was correct and he explained that most of what he had said could be categorized

into one of the strategies in Reciprocal Teaching that is predicting. To make his

students more active in teaching learning process, he motivated them by giving

the suggestion about the importance of reading and students listened to the teacher

attentively. Teacher seemed very enthusiastic in motivating the students.

After presenting learning objectives according to (CS and BC), I

distributed learning material and the student’s work sheet. When I explained (CS

and BC), the students seemed serious and active to know (CS and BC) of the

lesson.

(2) The main activity

Teacher clarified the steps of Reciprocal Teaching, and then applied

Reciprocal Teaching to the students. Students followed the direction that was

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shown by the teacher through learning material. The teacher guided the students to

predict the story by looking at the title of the short story. The teacher gave the

student questions. OK, students, look first at the title of the story, exactly you

have known the name in the title, what you predicted about the story. (NR)

answered that from the title we know that the character was a princess named

Loro Jonggrang, while (JJ) said,” Dalam cerita ini menggambarkan suatu

peristiwa yang terjadi pada putri Loro Jonggrang.” Furthermore, (DA) added,

“Legend menurut saya itu berarti legenda atau cerita dari mulut ke mulut”.

While listening to the students’ answer the teacher moved the right side and asked

(DD) who looked silent then asked him, “Do you agree mas?” The student did

not say anything. “OK students, we will try to prove your prediction, now read

silently the first and second paragraph.” The teacher walked around the

classroom to observe students activity.

After reading one paragraph, the teacher guided the student and showed

the second step of Reciprocal Teaching (Questioning). he asked the student, who

was the character? What did he do? When did he do? Two students looked active

answering the questions, while others only kept silent. Two boys who sat behind

smiled and hit each other. He asked the students to read the next paragraph. He

moved and got closer to the two boys who didn’t pay attention to the lesson and

asked them, “Ayo (FA) baca, jangan bergurau terus! Kamu tadi tahu nggak isi

paragraph satu, ayo jelaskan!” Two boys looked confused and tried to read the

story. One of them answered, “Kisah candi Prambanan, pak”.

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Five minutes later, the teacher asked “who are the characters raised in

first paragraph? How is the description of the characters? Where is the setting?”

Students did not answer the questions. They still read the text although the teacher

has ordered to stop their activity. The teacher asked them again “who are the

characters?” GS answered the question. The situation of the class was quiet. The

teacher, then gave the explanation that what he has done, making questions of

using questions word (who, when, what) to guide students in understanding the

story. Unfortunately, students looked confused; the teacher explained again about

the procedure of questioning. Next, he continued to the other step. “Do you find

the difficult words?” One student asked “gathered artinya apa pak?” The teacher

explained, how to clarify the difficult word, “Coba hubungkan kata itu dengan

kalimat sebelumnya, gathered itu termasuk jenis kata apa? Who knows the

meaning of gathered?” (NR) answered” gathered is “mengumpulkan, bener

ndak?”. ‘ Good, ya arti tepatnya menyusun. Bila digabung gathered the power

berarti menyusun kekuatan ”. Students asked more than one word, such as,

suffered, starvation, etc. Then the teacher gave the model how to clarify the

difficult word. After applying questioning and clarifying, the teacher asked the

summary or the main idea of the story to know the content of the text in each

paragraph. “So, what is the main idea? “ Jadi kesimpulan paragraph II apa? “

VR answered “ Terjadinya perang antara Prabu Boko dan kerajaan Pengging.“

The teacher praised him “good” then he said, “please read the next paragraph”.

In the third paragraph, the teacher asked the students to do the same as

previous step. The students have to predict what would happen with Pengging and

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Prabu Boko. In the next paragraph after the students read, the teacher asked the

students, “Do you have the same prediction with the story you read? Why did

Prabu Damar Moyo send his son, Raden Bandung Bondowoso? Could Raden

Bandung Bondowoso defeat Prabu Boko? What does chase mean?” The students

were only silent. Only two students (NR) and (DA) answered while (AN) said

loudly “wah ( NR ) njawab terus soale difotoni“ The situation of the class was

crowded, most of the students laughed. The teacher controlled the students by

asking the student to continue to read. (JJ) he…… he.. silent please!”

The activities were continued until last paragraph. All the activities were

conducted by the teacher’s guidance.

(3) Production

To check the students result toward what they had just learned, I gave

some written exercises as the production of learning process which had been done

using Reciprocal Teaching. The written questions were given on the paper. The

number of written questions were 2 in the form of essay in the time given was 15

minutes.

The written test was given in the form of paper. I asked them to answer on

the answer sheet directly. The following was the example of the written test:

1. Analyze the story in the text intrinsically!

2. Explain briefly the content of the story!

The situation of the class when the student did the exercise was not quiet.

Some of the students didn’t do seriously. When the students had finished doing

the exercise, I asked them to submit.

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(4) Closing

This part showed how the teacher closed the meeting. He reflected the

result of learning activities. Some students followed the teacher’s instruction but

other students talked with others, the teacher praised students who worked hard

during the lesson, he reminded the class to study harder and remembered

Reciprocal Teaching strategy to prepare for the next meeting, student would be

divided into group of discussion and one member of the group would be a leader

or “teacher”. The teacher leader should know how to guide his friends in applying

Reciprocal Teaching Strategy. I would do as a teacher. “Any questions?” The

students answered “no. sir”. “ If there is no question, I closed the meeting, thank

you very much for attending and your attention, see you, Wassalamu’alaikum”.

The students responded him, Waalaikumsalam.”

b) Second meeting

In this meeting I didn’t play as a leader in learning process. After modeling

how to apply the four strategies of Reciprocal Teaching, I hoped that the students

could apply them in the discussion. The students were hoped to be active and be

independent learners. Firstly, I divided class into 8 groups. The students were

grouped the same as the previous meeting. The students with the same score or

almost the same score were grouped together.

The steps were introduction, the main activities, production, and the last

was closing. They would be explained in the following parts.

(1) Introduction

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I began the lesson by giving questions about previous lesson they had

studied. In this session the students were expected to memorize the steps of

Reciprocal Teaching and remembered how to apply them (predicting, questioning,

clarifying, and summarizing)

When I entered the classroom with her collaborator, some students had not

come yet. Ten minutes later, they all came. Then, I opened the class by saying

Assalamu’alaikum and students answered Waalaikum salam. The students seemed

ready to join the lesson. They sat and paid attention to their teacher’s speaking.

But on the right side two students made a little conversation and looked busy to

open the book.

Next I checked their attendance and called the students one by one. The

total of the students were 40 students.

Meanwhile, I gave question to check their memorization about the

previous lesson. Not all the students answered the questions. Most of them were

only silent.

(2) Main Activity

Considering the students’ condition in beginning that not all students

answered when I asked them in the opening class, so I repeated the previous

material by giving explanation about Reciprocal teaching. I began to explain and

gave suggestions. For details information, it can be described from my

explanation:

“ Predictions should come as you read the title or headline, or other

predictions might happen when you read heading or subtitles, when the

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author of the story asks a question, or when a character in story did

something. Then, while reading the story you were confused about

information or get a word that you didn’t know you should find and

clarify this word. You could look for little word in big word or finding

word parts such as bases (roots), prefixes, and suffixes. After you have

predicted and clarified, you should ask good questions about what you

have read and last you should make summary”.

I asked to my students again “do you understand? yes Sir.” Next, I

divided the students in group, it was named by group A, B, C, D, E, F,G, and H.

After that I distributed the material including the narrative text and

student’s written test, and then I chose one student to be a leader “teacher”.

Student “teacher” will lead the discussion while I walked around the room to

know closer the student’ activity and listen to the student’s interaction and in

responding during whole group instruction. The first step was a student “ teacher”

reading aloud the text A Story about Red taken from LKS material.

Before reading student “teacher” asked her friends to predict the story. She

asked the title, “ According to your opinion what does the story tell about? (HP)

said, “I think it tells about something with red color. Saya kira ceritanya nanti

mungkin berhubungan karakter yang ada di cerita yang punya masalah dengan

warna merah”, Then she asked her friends to predict the story by looking the title

but now all the members answer it. Teacher of group C asked in Indonesian

language, “Coba dari judul itu kira-kira nanti apa isi ceritanya?” (AW) answered,

“ kisah asal warna merah,” (MR) said “idem” and (RE) said “idem”, too.

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The three groups D, E, are observed by collaborator (TT) written on the

field note. It could be illustrated group D, E, asked the member of their group to

predict the story by observing the title, all the members of group E were active,

while in group D, only one student was active.

During reading students of group B seemed tired and didn’t give attention

to the lesson. I got closer to this group and asked about the discussion, “ the

teacher” said that this group still found difficulties in clarifying the word or

sentence, then I gave the explanation to this group. Then, I continued to observe

another group I reminded the student (DV) as a teacher to guide her friend to

summarize what they have read.

(3) Production

In this part, the students of group E must present the analysis result of the

narrative in front of the class. This group is chosen to present the analysis firstly

based on the teacher observation. It was seen that most of the members of this

group gave more attention to the learning activity. In the end of the presentation

the teacher explained again the analysis of the short story.

(4) Closure

Having finished all the activities on the day, then I closed the class by

saying thanks for the students’ attention and cooperation. I reminded the students

to prepare the next meeting, Finally, I said Assalamu’alaikum.

c) Third Meeting

In this part, the teacher did a set of activities which consisted of

introduction, main activity and closure. The detail information would be explained

in the following parts:

(1) Opening the class

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I and the collaborator entered to the classroom. Meanwhile, the students

seemed happy to do the lesson. I smiled and saw the students. After greeting, the

writer called the students’ name one by one. Total students were 41. After that, I

reminded the students’ prior knowledge related to the material that would be

discussed. To make the students more active in teaching learning process, I

motivated them by giving the suggestion about the importance of reading and

students listened to the teacher attentively.


I applied Reciprocal Teaching to the students. Students followed the

direction shown through learning material. I asked the students to make a group of

discussion based on teacher’s note about the composition of the member in a

group.

I guided the students to predict the story by looking the title of the short

narrative text. I wrote it on the white board “The Fox and The Crow”. I gave the

students questions, “What do you think about the title”? Then, MW said that from

the title she predicted “The Fox and The Crow” was the name of the character in

the story. I continued to apply Reciprocal teaching to remind the students the

procedure of Reciprocal teaching. I gave the explanation and guided the students

in making question, clarifying, predicting, and summarizing.

In this cycle, I also chose students in each group as “Teacher Model”. For

this research it was called “ Student “Teacher”. Student “teacher” would guide the

members of a group to apply Reciprocal teaching. I tried to motivate a student

‘teacher” to do better. In the beginning, I guided the student ‘teacher” to ask the

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member of the group how to predict the story by looking at the title and guide

him in answering the question and it could be shown that most of student

”teacher” still did the discussion by using Indonesian. I motivated the students to

be brave to express their ideas in teaching learning process. During the activities,

I moved to each group to observe and give explanation the students when they

were confused or they were wrong in applying Reciprocal Teaching strategy. I

created a mini lesson in a group which got problems.

About what they had learned, I gave the task to do. They had to write the

analysis of the story intrinsically in a piece of paper. The detail about the task was

as follows: (1) Write the setting of the story!, (2) Who is the main character?, (3)

Describe the story from the beginning till the end!, and (4) What is the theme?

(3) Closing

Having finished all the activities in that day, I then reflected the learning

activities and asked the students which part of Reciprocal teaching they didn’t

understand. Before parting, I reminded them to study hard and never give up in

studying English. At last, I closed the meeting by saying “Assalamu’alaikum Wr.

Wb”

d) Fourth Meeting

In this third stage, I would do the activities consisted of opening the class,

main activity, and the last was closure. The following were detail information:


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I came to the classroom alone. I smiled happily because all the students

have sat neatly, then I opened attendance list and gave a check mark. On that day

all the students were present.

Before doing the main activity. I explained what the students were going

to do on that occasion. In details I said that they would give a test to evaluate what

they have learned before. The form of the test was written test. In the test students

had to answer the questions on the paper sheet which had been provided. To know

improvement of student’s understanding short story after they had been trained by

Reciprocal Teaching I used multiple choice test, which was made based on the

blue print from the operational definition of the research. The number of the item

test were composed the same with the number of items of pre-test. The total

number of item was 20 and the time allotment to do the written test was 70

minutes

(2) Main activity

Firstly, I distributed the test. Student read the story 35 minutes then they

did the test 25 minutes, I reminded that time to do the test was only 70 minutes

and I also asked the students to do it individually.

During the test, I kept my eyes on students’ activity seriously, I wanted to

convince that the students’ achievement was valid. After 70 minutes was over, the

collaborator and I asked the students to submit their work’s sheet paper, but

students still did their work. Finally I gave a warning to the students by saying

1,2,3,4,5 and this way made the students afraid to break the warning.

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Before the time was up, I needed collaborator’s help to correct the

student’s work. I gave the answer of each item and student’s work. I gave the

answer of each item and students corrected and counter the correct and false

answer.

(3) Closing

Having done all the activities, then I closed the class by saying thanks to

the student’s attending and participating. Finally I said “good bye” and

Assalamu’alaikum.

3) Observing and monitoring the action

Having implemented the action, it was very important to observe and

monitor the progress of the implementation, observing and monitoring have been

done by me as a researcher and the observer (collaborator) during the

implementation of the action whole the students were doing their activities in the

classroom.

By observing and monitoring the action in cycle I, I would found, the

effectiveness of learning strategy (Reciprocal Teaching) that was used to improve

students understanding the text especially narrative text. In this part, I would like

to describe about what I has observed and noticed for the teaching learning

process which was on going at every meeting. It would be divided into 2 parts.

The first part was observing for teacher’s activity and the second one is for

students’ activity at every meeting.

In the first meeting observation, I observed the activities in teaching and

learning process was going on the class. Firstly, when I opened the class, I had

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tried to each well. It means that I realize my role in Teaching Learning process. I

not only taught my students, but I also tried to know students’ condition. My

students seemed lazy to study and did not have higher motivation, so I tried to

smile friendly to attract their attention to be comfortable in doing the lesson. I also

give motivation to the students. After greeting them and the students responded

me then I checked students’ attendance one by one.

When I presented the material, some of the students were active to pay full

attention and followed teacher activities. During the lesson, I moved from one

place to another to control the students. I explained the teaching steps clearly and

loudly and students are active to follow teacher’s instruction. I guided the students

to apply steps of Reciprocal Teaching, but some of the students found the

difficulties. They got difficulties in answering, predicting, clarifying, and

summarizing.

According to collaborator’s field note the students did not use English

language in teaching and learning process. Some students were busy with their

own activity. It can be seen that there were students who did not pay attention

well to the teacher, then I warned them to be silent and gave more attention to the

teaching and learning process.

4) Reflecting

Based on the observation and interview result I made a reflection about

the strength and weaknesses of first cycle, as follows:

(1) Strength

- RT can increase students’ ability in reading especially in understanding

narrative text.

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- RT can accommodate various types of activities which are motivating the

students to express their ideas.

- Some of the students were active in learning process.

(2) Weaknesses

- Less control of the teacher in group work

- Not clear in giving an explanation

- Lack of modeling from teacher

- New technique

Based on the weaknesses happening in cycle I and adding some things

which were necessary to support the students’ learning to be more active and

interactive, it was important to improve students’ condition by planning some

actions in the second cycle as follows:

(1) Enhancing the role of the teacher to keep the class active and interactive. It

means that the teacher had to approach and guide students,

(2) The teacher also had to motivate the students in learning by using Reciprocal

Teaching little by little.

2). Cycle 2


Table 4.6 The Implementation of Cycle 2

Pla

ning

Topic : Understanding of Narrative Text - Giving a task in each meeting using Reciprocal Teaching technique to

analyze the narrative text - Changing the teacher role as facilitator, and enhancing the role the

teacher as sole source who was ready to help the students - Explaining the understanding of Reciprocal Teaching and the features

of narrative text - Making scenario of learning activities by re-arranging the students

placement in group.

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A c

t i

o n First meeting – third meeting

Ø Conducting reciprocal teaching. Ø Giving motivation to be active applying all steps.

Fourth meeting Ø Having a test of reading comprehension

Obs

erva

tion

Students Ø active, master the text, Ø brave to make question, Ø more attentive

Teacher Ø Preparing the work sheets: narrative text Ø Be patient to guide using Reciprocal Teaching Ø Raising motivation in group work Ø Explaining too fast

Classroom situation Ø More alive, Ø conducive Ø Enjoyable for various types of activities

Ref

lect

ion

Strength Ø RT can increase students’ motivation in reading class Ø There was an improvement of students’ reading ability Ø RT can accommodate various types of activities which are

motivating the students to brave expressing their ideas. Ø The students were more active in learning process.

Weaknesses Ø Improvement less than target achievement (KKM) Ø Still being few students using Indonesia in learning process Ø Few students still passive

In the second cycle, the teacher did some activities that had been planned

after doing the action in cycle I. These activities consist of introduction, main

activities, and closure. The following were the detail information about the action:

1) Planning the Action

Having realized that the implementation of Reciprocal Teaching to

improve understanding of narrative text in the first cycle had not satisfied yet,

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based on the result of reflecting and evaluating the implementation of the action, I

arranged the action plan for the second cycle.

The action plan helped the teacher to guide in implementing the action.

It was arranged to solve the problems happening in the classroom. The solutions

which were done: (1) Giving a high motivation, and guiding the students to learn

patiently; (2) changing the teacher’s role as an instructor to be facilitator and

enhancing the role of the teacher as a sole source who was ready to help the

students; (3) Explaining the understanding of Reciprocal Teaching and the

features of narrative text; and (4) Making scenario of learning activities by re-

arranging the students placement in group. The learning action plan for cycle two

was arranged as follows:

a) Explaining the understanding of Reciprocal Teaching and the features of

narrative text.

b) Determining the materials which would be conducted in cycle two.

c) Making scenario of learning activities by using Reciprocal Teaching.

d) Preparing the facilities which were needed to practice. The teacher made

guidance book in applying Reciprocal teaching and making summary or

generic structure and features which covered the intrinsic factors.

e) Rearranging the student’s placement in group. To make all the students in a

group more active. The teacher placed an active and clever student in each

group. It was done by consideration that selected students would help their

friends in implementing Reciprocal Teaching and they would assist their

friend in understanding narrative text.

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2) Implementing the Action

In this second cycle, the actions were divided into: Introduction, main

activity, and closure. These steps were conducted in three meeting. The fourth

meeting was carried out to give a post-test to know the result of implementing

Reciprocal Teaching.

a) First Meeting





I and the collaborator entered the classroom after discussing the action

that would be done. Meanwhile, the students seemed happy to do the lesson. I

smiled and saw the students. After greeting, the writer called the students’ name

one by one. Total students were 40. After that, I reminded the students’ prior

knowledge related to the material that would be discussed. To make the students

more active in teaching learning process, I motivated them by giving the

suggestion about the importance of reading and students listened to the teacher

attentively.

After presenting learning objective, I distributed learning material and

the student’s work sheet. When I explained (CS and BC) I saw the students seem

serious and active to know (CS and BC) of the lesson.


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I asked the students to make a group of discussion based on teacher’s

note about the composition of the member in a group. One of the students (DV)

called his friend’s name one by one and the student who was called moved to

another seat to meet his/her own member. I guided the students to predict the story

by looking the title of the short narrative text. I wrote it on the white board

“Rapunzel”. I gave the students questions, “What do you think about the title”?

Then, AA said that from the title he predicted “Rapunzel” was the name of the

character in the story. I continued to apply Reciprocal teaching to remind the

students the procedure of Reciprocal teaching. I gave the explanation and guided

the students in making question, clarifying, predicting, and summarizing.

In this cycle, I chose students in each group as “Teacher Model”. For this

research it was called “ Student “Teacher”. Student “teacher” would guide the

members of a group to apply Reciprocal teaching. I tried to motivate a student

‘teacher” to do better and actively. In the beginning, I guided the student ‘teacher”

to ask the member of the group how to predict the story by looking at the title and

guide him in answering the question and it could be shown that most of student

”teacher” still did the discussion by using Indonesian. I motivated the students to

be brave to express their ideas using English in teaching learning process. During

the activities, I moved to each group to observe and give explanation the students

when they were confused or they were wrong in applying Reciprocal Teaching

strategy. I created a mini lesson in a group which got problems.

After they had learned , I gave the task to do. They had to write the

analysis of the story intrinsically in a piece of paper. The detail about the task was

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as follows: (1) Write the setting of the story!, (2) Who is the main character?, (3)

Describe the story from the beginning till the end!, and (4) What is the theme?

(3) Closing


activities and asked the students which part of Reciprocal teaching they didn’t

understand. Before parting, I reminded them to study hard and never give up in

studying English. At last, I closed the meeting by saying “Assalamu’alaikum Wr.

Wb”

b) Second Meeting

In this part, I did some activities consist of planning the action,

implementing the action conducted in three meetings and each meeting consisted

of introduction, main activities, and closure. The following were the detail

information about the action:

(1) Opening the Class

I and the collaborator entered the classroom. I greeted the students

“Assalamu’alaikum Warahmatullohi Wabarokatuh” and they answered

enthusiastically. Then, I asked them to give signature in attendance list and I

called students’ name who had signed the attendance list. In this meeting, there

were two students who were absent.

After that, I reminded the students’ prior knowledge related to the

material. I asked them randomly to remember the previous lesson.

After presenting learning objective suitable with (CS and BC), I

distributed learning material and the student’s work sheet.

(2) Main Activity

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In order to be clear, I asked which steps of Reciprocal Teaching has not

been taught clearly. PT asked “Clarifying, Sir, I am still confused to clarify. Sebab

kalau ada kata-kata yang sulit ya bisanya hanya kalau buka kamus. Kalau gak

ngerti ya sudah ndak bisa njawab”. I gave her appraisal, “Good Question! I asked

the students to open their bookmark given and find the discussion of clarifying.

While opening the book, I asked to PT:

“ Do you still remember the story “Rapunzel”? In the beginning it was told that there lived a young couple, a man and his wife. His wife was expecting their baby. She wanted a plant that only grew in her neighbor’s garden. To clarify the word “only grew” we can relate this word with sentence structure. Only refers to quantity one. So the word only grew can be defined as quantity of plant is just one.

After that, I continued giving more examples. I tried to show how to

clarify the word “golden hair”. I divided this word into two parts, golden and hair.

Golden means keemasan and hair is rambut, so golden hair is condition that the

girl in the story has hair with gold color.

I repeated to ask PT, ”Bagaimana sudah jelas?. She said,” Sudah , pak”.

Afterwards, I started the lesson. That day students were given short story in

narrative text entitled “The Magic Candle”. This story was gotten from LKS

material. Most of the students had opened the story without my instruction.

Students seemed busy in their group. I asked a student “teacher” to begin the first

step. All groups did the activity seriously. Most of students “teacher” asked the

member of the group about their prediction based on the title. I closed up to the

collaborator and smiled to her while saying, “ Panas bu ya, duh sumuk banget”.

She walked around classroom to observe the discussion of each group. In her

observation, group A did better the steps of Reciprocal Teaching although it was

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still conducted in two languages, Indonesian and English. The description of their

activities can be illustrated as follows:

Student “teacher” : What is your prediction? Student A : Magic itu artinya sihir atau sulap, sedang adalah

lilin, jadi ceritanya mungkin akan menggambarkan salah seorang character dalam cerita itu mempunyai lilin untuk menyihir..

Students “teacher” : Ok, now read the first paragraph Bagaimana, is your prediction correct? Student A : No, it does not tell Student “teacher” : How many characters? Student B : Three characters Student “teacher” : What are they? Student B : Old woman, wanderer and princess Student “teacher” : What does wanderer do? Student C : He took magic candle from the devil, but for himself. Student “teacher” : Do you get difficult word? Student A : Grapped itu artinya apa? Student “teacher” : Who can answer? Student D : Grapped itu merebut, because in this story, the

magic candle had been stolen by the devil, so the wanderer took cruelly.

Student C : Ya, agree Student “teacher” : So, What is the main idea?

Student B : Perebutan magic candle Student “teacher” : Ok, you are right. what is your prediction about

story?. What will happen to these characters? Student D : The characters get an importance to magic candle Student “teacher” : Ok, now…… I interrupted and reminded this group that student “teacher” should be

changed , so all the members of the group took turn to be a student “teacher”.

Then, I moved to group B. When I stood close to this group, the students were

silent. They stopped their discussion. Then I said:

I : Come on, speak up please! Student C : Hi hi hi hi ….. I : Which paragraph do you read? Student A : Ini, pak I : Ok, who is the teacher?

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Student A : Me, pak I : OK, continue your discussion! Student A : Is her prediction correct? Student B : Ya, magic candle. All characters wanted to it.

Student A : What do they do? Student C : They tried to get it. Student A : Do you get a difficult sentence or word? Student B : No Student A : What is the topic? You! (pointed student D to answer) Student D : Magic candle can give whatever we ask. Student C : Maybe, but it also can make someone suffer Student A : Ok, ganti ya pak yang jadi guru? Teacher : yes.

The collaborator reminded me. She said that the time in conducting main

activity finished. Then I asked the students to do the task given. Students were

given writing test. This task must be done in group. The tasks were showed as

follows: (1) Write the setting of the story! (2) Who is the main character? (3)

Describe the story from the beginning till the end! (4) What is the theme?

(3) Closing

After finishing teaching and learning process, teacher then reflected the

learning activities and asked the students which part of Reciprocal teaching they

didn’t understand. Before parting, teacher reminded them to study hard and never

give up in studying English. She also warned her students that they would get

evaluation test at the next meeting. She asked her students to prepare well. At last,

she closed the meeting by saying “ Assalamu’alaikum Wr. Wb. “

3) Third Meeting




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I and the collaborator entered to the classroom. Meanwhile, the students

seemed happy to do the lesson. I smiled and saw the students. After greeting, the

writer called the students’ name one by one. Total students were 41. After that, I

reminded the students’ prior knowledge related to the material that would be

discussed. To make the students more active in teaching learning process, I

motivated them by giving the suggestion about the importance of reading and

students listened to the teacher attentively.


I applied Reciprocal Teaching to the students. Students followed the

direction shown through learning material. I asked the students to make a group of

discussion based on teacher’s note about the composition of the member in a

group.

I guided the students to predict the story by looking the title of the short

narrative text. I wrote it on the white board “Mr. Taggit’s Giant Toy”. I gave the

students questions, “What do you think about the title”? Then, VR said that from

the title he predicted “Mr. Taggit’s Giant Toy” was the name of the thing because

of being the word meant “mainan” in the story.

I continued to apply Reciprocal Teaching to remind the students the

procedure of Reciprocal teaching. I gave the explanation and guided the students

in making question, clarifying, predicting, and summarizing.

In this cycle, I had an attempt to motivate a student ‘teacher” to do better.

Firstly, I said the student ‘teacher” to ask the member of the group to apply the

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steps of Reciprocal Teaching to know the content of the story by predicting at the

title, answering the question, clarifying the difficult words, making a conclusion

of the content of the story.

It could be shown that most of student ”teacher” had used English to

discuss the text. I motivated the students to be brave to express their ideas in

teaching learning process in English. During the activities, I and collaborator

moved to each group to observe and gave explanation the students when they

were confused or they were wrong in applying Reciprocal Teaching strategy. I

created a mini lesson in a group which got problems.

After they had discussed and learned the story of Mr. Tappit’s Giant Toy, I

gave the task to do. They had to write the analysis of the story intrinsically in a

piece of paper. The detail about the task was as follows: (1) Write the setting of

the story!, (2) Who is the main character?, (3) Describe the story from the

beginning till the end!, and (4) What is the theme?

(3) Closing


activities and asked the students which part of Reciprocal teaching they hadn’t

understood. Before leaving the classroom, I reminded them to study hard and

never give up in studying English. At last, I closed the meeting by saying

“Assalamu’alaikum Wr. Wb”

4) Fourth Meeting

In this part, there were only three activities would be done. There were

opening the class, main activity (doing the evaluation), and closure. The detail

activities were described as follows:

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1) Opening the Class

I entered the classroom, and said “Assalamu’alaikum Wr. Wb”. Before

giving attendance list to the students, I asked the students to arrange the seat and I

placed three students to sit in front of teacher’s seat. It was done because I knew

that the three students were tricky.

Before doing the main activity, I explained what they were going to do on

that occasion. In details I said that they would be given a test to evaluate what

they have learned before. The form of the test was multiple choice. In the test

students had to answer the questions on the paper which had been provided. This

evaluation was always done at the end of the cycle to know the improvement of

students’ understanding of short story after they had been trained by Reciprocal

Teaching. It was made based on the blue print from the operational definition of

the research. The item’s number of the test was arranged the same as the number

of item of pre-test. The total number of item was 20 and the time allotment to do

the written test was only 70 minutes.

2) Main Activity

During the test, students seemed serious doing the test. I always reminded

the students to do the test by themselves.

Before the time was up, I needed collaborator’s help to correct the

student’s work. I gave the answer of each item and students corrected and counted

the correct and false answer.

3) Closing

Having done all the activities, I closed the class by saying thanks to the

student’s attending and participating, and I never forgot to motivate the students in

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learning English. I continued to arrange the next meeting schedule. Finally, I said

“Assalamu’alaikum, Wr. Wb.

4) Observing and Monitoring the Action

In this stage, the observing and monitoring process was carried out during

the implementation of the action. In general, the teaching and learning process

was better than the first cycle. It could be seen from the class activity which had

been going on to be conductive and enjoyable for the students. The students were

not passive. The class was not dominated by certain students. Students did the

discussion in a group seriously an it seemed that they enjoyed the activity.

By observing and monitoring the action in cycle II, I would find the

effectiveness of learning strategy (Reciprocal Teaching) used to improve students

understanding narrative text and to improve students’ participations to become

mere active and braver to give their ideas. In this part, I would like to describe

about what I had observed and noticed for the teaching learning process which

was on going every meeting.

In the first meeting, I and collaborator still observed my activities in

teaching and learning process based on the collaborator’s field note. Firstly, when

I opened the class, I had tried to teach well. I still realized my role in Teaching

Learning process. I taught patiently. It could be seen when I had to explain the

steps of Reciprocal Teaching frequently. I was never tired to motivate their

students. After greeting them and the students responded then I checked students’

attendance one by one.

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When the teacher presented the material, students were active to pay full

attention and follow the teacher’s activities. During the lesson, I moved from one

place to another to control the students. I explained the teaching steps clearly and

loudly and students were active to follow teacher’s instruction. I guided the

students to apply steps Reciprocal Teaching, but some of the students found

difficulties. They felt difficult in clarifying, and summarizing. So, I clarified the

two steps of Reciprocal Teaching namely, clarifying and summarizing. Students

not only use Indonesian language, but also they mixed English language and

Indonesian in teaching and learning process. In conclusion, the implementation of

Reciprocal Teaching in understanding of narrative text was better, it could be

shown that the situation in teaching and learning process was more conductive,

students were more active.

(a) Reflecting and Evaluating the Result of Observation

Based on the observation data I made a reflection about the strength and

weaknesses of first cycle, as follows:

(1) Strength

Ø RT can increase students’ motivation in reading class

Ø There was an improvement of students’ reading ability

Ø RT can accommodate various types of activities which are motivating the

students to brave expressing their ideas in English.

Ø The students were more active in learning process.

(2) Weaknesses

Ø Improvement less than target achievement (KKM)

Ø Still being few students using Indonesia in learning process

Ø Few students still passive

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I found that the students’ motivation and participation increased

although they were not optimal yet. It was found that some students did their own

activity, such as, playing their mobile and cheating. Few students could not

develop their own words or sentences in doing the steps of Reciprocal Teaching.

For the above purpose, I had to arrange again the groups in the class. It

was done to get better condition. Beside, teacher has to realize her students’ need.

It was necessary to create learning condition more enjoyable and comfortable. To

make sure whether the steps of cycle two were appropriate or not, I tried to do the

same steps in the next action.

3). Cycle 3


Table 4.7 The implementation of Cycle 3

Pla

ning

Topic : Consistency using Reciprocal Teaching for analyzing the narrative text

- Preparing the lesson plan, material, students’ worksheet and instrument of evaluation

- Giving more motivation and giving a task in each meeting using Reciprocal Teaching technique to analyze the narrative text

A c

t i

o n

First meeting – second meeting Ø Analyzing the narrative text using Reciprocal Teaching Ø Giving more motivation than Cycle 2

Third meeting Ø Having a post-test of reading comprehension

Obs

erva

tion

Students Ø More active, receive the text, Ø brave to make question, Ø more attentive

Teacher Ø Preparing the work sheets: narrative text Ø Be patient to guide using Reciprocal Teaching Ø Raising motivation in group work Ø Explaining patiently

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Classroom situation Ø More alive, Ø conducive Ø Enjoyable for various types of activities

Ref

lect

ion

Strength Ø RT can increase students’ motivation in reading class Ø There was an improvement of students’ reading ability Ø RT can accommodate various types of activities which are motivating

the students to brave expressing their ideas in English. Ø The students were more active in learning process in group work

Weaknesses Ø Less clear understand the text given Ø Few students are still passive

Fin

al R

efle

ctio

n

- Ss’ reading ability raised, - Reciprocal Teaching effective model - CS ; alive, - Ss’ participation increased, - bigger chances for exploring ideas, - Teacher more innovative, - Teacher explored students’ potentials

In this stage, I prepared some steps to do the activities such as; planning

the action, implementing the action which consisted of three meeting in which

each meeting included opening the class, main activity and closure, then

observing and monitoring the action, evaluating and reflecting the action, and the

last was revising the plan. For detail information it would be explained in the

following parts:

a) Planning the Action

Based on the problems found in the second cycle, the writer with the

collaborator prepared the planning of the action which would be done in the third

cycle. It was done to make sure whether the use of Reciprocal Teaching was really

appropriate in improving students to understand narrative text and to achieve the

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target score. The preparations included the lesson plan, material, students’

worksheet, and an instrument of evaluation.

b) Implementing the Action

This third cycle followed up the second cycle action to solve students’

problem in applying step of Reciprocal Teaching namely clarifying. This cycle

was also aimed to make sure the consistency of using Reciprocal Teaching to

improve students understanding short story. It was divided the action into;

Introduction, main activity and closure.

(1) First Meeting

I did asset of activities which consisted of introduction, main activity and

closure. The detail information would be explained in the following parts:

(a) Opening the class

I and the collaborator entered to the classroom then did activities these

had been stated in the scenario of learning. After greeting and reminding the

session, I explained Specific Instructional Objective, then I distributed learning

material and the student’s work sheet.

(b) Main Activity

In this part, I divided the students into 5 groups, I pointed some of the

most active students to be a leader in every group, it was hoped that these students

could encourage the member of their group, and they were given a new short story

entitled “The Strange Porridge”. Students applied Reciprocal Teaching in their

group. Students “teacher” did their role as a leader actively. I walked around the

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classroom to observe students’ activities. I always encouraged the students to

speak English. In this meeting, students looked happy. It could be seen that most

of them always smiled and they were never afraid to ask or answer the questions.

After doing the discussion, I asked group D to present their analysis in front of the

class. In this presentation, students in group D showed a good performance. They

could answer all the questions given well.

c) Closing

Having done all the activities, I closed the class by saying thanks to the

student’s attending and participating, and I never forgot to motivate the students in

learning English. I continued to arrange the next meeting schedule. Finally, I said

“Assalamu’alaikum, Wr. Wb.

(1) Second Meeting

In this activity, the students were given story entitle “A test for the King”

taken from www.indonesianfolklore.com. I did a set of activities namely; opening

the class; practice (main activity); ending the class. As for detail information

would be explained in the following parts:

(a) Opening the Class

After doing the activities such as, greeting and checking students’

attendance, I gave some questions about the previous lessons. The students

answered the questions well. After that, I praised the students, and told them that

they would analyze the interesting story written by a famous writer.

(b) Main Activity

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As I did before those students were divided into small group, then they

had to practice Reciprocal Teaching. In the beginning of the lesson, I asked (AS)

he was a trouble maker in the classroom, “Wik, look at the title, what is your

prediction?. His friend (AN) said, “Kowe wik.” All students smiled, then he

answered, “Ockok is an animal and I think one of the characters in the story is

characterized as an owl. He always changes.” After those students did their

activities seriously, finally, I asked one group to presents their analysis in front of

the class.

(c) Closing

Before leaving the class, I always reminded the students to study harder

and prepare for the next meeting. Finally, she closed the class and saying,

“Assalamu’alaikum Wr. Wb.”.

(3) The Third Meeting

(a) Opening the Class

In this part, I only gave an evaluation. The form of the test was multiple

choice test. The total number of item was 20 and the time to do the written test

was 70 minutes.

(b) Main Activity

During the test, students seemed serious doing the test. I always

reminded her students to do the test by themselves. After 70 minutes was over, I

comments the students to submit their work’s sheet.

(c) Closing

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Having done all the activities, then I closed the class by saying thanks to

the student’s attending and participating, and I never forgot to motivate the

students in learning English.

c) Observing and Monitoring the Action.

In this cycle, the monitoring was carried out during the implementation

the action. In general, the teaching and learning process was better then the second

cycle. It could be seen from the class activity which had been going on to be

conductive and enjoyable for the students. The students’ activity increased.

Students did the discussion in a group seriously and they spoke using English

Language often.

By observing and monitoring the action in Cycle III, I would find the

effectiveness of learning strategy (Reciprocal Teaching) used to improve students

understanding short story. In this part, I would like to describe about what I has

observed and noticed for the teaching learning process which was on going at

every meeting. It would be divided into 2 parts. The first part was observing for

teacher’s activity and the second one is for students ‘ activity at every meeting.

In conclusion, the implementation of Reciprocal Teaching in

understanding of narrative was better, it can be shown that the situation in

teaching and learning process more conducive, Students were more active.

d) Reflecting and evaluating the result of Observation

As it was in the beginning of planning the action in cycle III that the

obtaining of students’ achievement in the school cycle had showed a better and

significant progress, then she wanted to know the consistency of the effectiveness

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of reciprocal Teaching really improved students in understanding of story. Based

on the implementation of the action of the third cycle, it could be found that

Reciprocal Teaching was really effective model to improve students’

understanding narrative text.

B. Findings and Discussion

Analyzing data of this research, I found several findings to answer the

problems of the research: 1) Can and to what extent Reciprocal Teaching improve

students’ reading ability?; 2) How is the classroom situation when Reciprocal

Teaching is implemented in reading class? Besides focusing on answering the

problems of the research, this section also provide findings during the

implementation of action research. The findings and discussion of the research are

presented in the following section.

1. Findings

Analyzing the data of this research, the researcher found several

findings to answer the problems of the research, which are 1) does and to what

extent reciprocal teaching improve students’ reading ability? and 2) how is

the classroom situation when reciprocal teaching is implemented in the

reading class? Besides focusing on answering the problems of research as

stated in Chapter I, this section also provides other findings during the

implementation of action research in this study. The findings are summarized

on Table 4.8.

Table 4.8 Summary of the Research Findings

Research findings Before action research After action research

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Research findings Before action research After action research

1. Improvement in students’ reading skill a. Achievement b. Finding main idea

c. Understanding the text.

d. Finding specific term from the text

e. Stating the generic structure of the text.

Mean of pre test : 55 Most of students get difficulties to find main idea Most of students get difficulties to understand the text Most of students get difficulties to find specific term from the text Most of students get difficulties to state the generic structure of the text

Mean of cycle 1 : 58.17 Mean of cycle 2 : 63.90 Mean of cycle 3 : 67.51 More students can find main idea (C1:4, C2:11, C3:20) More students can understand the text (C1:4, C2:11, C3:20) More students can find specific term from the text (C1:4, C2:11, C3:20) Students can state the generic structure of the text (C1:4, C2:11, C3:20)

2. Improvement of the situation of the classroom

a. Atmosphere

b. Motivation

c. Approach

d. exploration of students’

potentials

e. Domination

Not enjoyable atmosphere

Low motivation to study

Monotonous teacher

Low exploration of students’

potentials

Teacher domination

More enjoyable

High motivation to study

Innovative teacher

High exploration of

students’ potentials

Teacher as fasilitator

The discussion of the research finding is showed in the following

section

a. Improvement of students’ Reading ability

The findings of the study showed that the use of Reciprocal

Teaching in reading class was able to improve students’ reading

ability. The improvement of the students’ reading ability could be

identified from the improvement of reading achievement, the ability to

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find main idea, understand the text, find the idea related the text, and

state the generic structure of the text.

Before conducting the action research, the researcher found that

the students had low reading achievement. The improvement of

reading ability could be seen from the improvement of students’

achievement in each cycle. The improvement of students’ reading

achievement is showed on graph 4.1. The graph showed that the

Reading achievement was increased. The mean of scored in pre-test

was 72, the mean of score in cycle 1 was 77, and the mean of cycle 2

was 82.

Graph 4.1. Reading Score

Besides showing to the reading achievement, the improvement

of students’ reading ability could be identified from the ability of

answering questions in turn. Before conducting research the students

get difficulties to find main idea. They cannot understand the content

of the text. They have not chances to explore their idea. It was caused

either the students were not able to find the generic structure of the

5558.17

63.967.51

0

10

20

30

40

50

60

70

n=4

0 S

tud

ents

Pre-test Cycle 1 Cycle 2 Cycle 3

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text. After the implementation of reciprocal teaching the students were

able to solve their problems easier using the procedures of reciprocal

teaching.

Another finding of the research showed that there was an

improvement in expressing students’ ideas. After implementing

reciprocal teaching, the students felt free in expressing their ideas

when they conducted reciprocal teaching.

Another finding of the research showed that the students were

able to speak English more. It was caused there were more chances in

practicing their English. It started from the first phase that was how to

make a group to the main activity, they had to practice English most of

time.

Graph 4.2 Improvement of Reading Level

7

11

20

4

1820

29

11

0

45

31

0

5

10

15

20

25

30

35


Above average

Average

Under

The Reading students’ level in Graph 4.2 revealed the feature

of speech that students gained in the test. From the graph, it could be

said that the students’ Reading level was increased. The total number

n = 40

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of students in under average level and average level decreased. While

the total number of students in above average level increased. .

In implementing Reciprocal Teaching there was an

improvement in the activeness of the students in finding the group. In

pre-test there were only a few of students are active in finding their

members of the group(17.5% or 7 students were active, 10% or 4

students were sufficient, and 72.5% or 29 studentswere passive) but in

cycle three there was significant improvement(50% or 20 students

were active, 50% or 20 students were sufficient. The improvement of

the activeness can be seen in Graph 4.3.

Graph 4.3 Activeness in grouping

18%

10%

73%

10%13%

78%

28%

45%

28%

50%50%

0%0%

10%

20%

30%

40%

50%

60%

70%

80%


Active

Sufficient

Passive

b. Improvement of classroom situation

After implementing Reciprocal Teaching, it showed that there

was some improvement in students’ confidence. When the students

performed their group activity, they had high self-confidence.

Moreover, their motivation increased in English lesson, especially in

n = 40

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reading. During the discussion, the students tried to involve

themselves, so they tried to speak or to share their expressions as often

as possible.

The findings of teaching and learning process showed that there

was a change of classroom situation before and after implementation

Reciprocal Teaching in reading class. The situation of the classroom

using Reciprocal Teaching was more active and alive. Almost the

activities were student – centered. The students implemented the

procedures of reciprocal teaching.

There was a significant improvement in students’ participation

in reading class. The students were eager to conduct the activities in

high spirit. They were not afraid of making mistakes because the class

was for away of humiliating the students and tolerating the students

with various level of ability. The teacher appreciated all of the

students’ effort in Reading, although their sentences were not perfect

in the form. The situation of the class was enjoyfull, the group work

was full of laugh. It indicates the enjoyment.

The improvement of students’ participation can be seen in

Graph 4.4. There were three categories, namely active, sufficient and

passive. The category was based on the students’ frequency of asking

questions, students’ taking turn, students’ activeness in group work,

and students’ attitude in reading class. The number of active students

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increased, while the number of sufficient and passive students

decreased.

Graph 4.4 Improvement of Students’ Participation

74

29

4 5

31

11

18

11

2020

00

5

10

15

20

25

30

35


Above Average

Average

Under Average

Other finding in this research is dealing with Reading practice.

Reciprocal Teaching forced the students to explore their ability in

making group to the main activity. Of course both phases gave more

chances for the students to practice their reading ability.

When Reciprocal Teaching was implemented in Reading

ability, the students tried not to explore their English ability. However,

they are hoped to be able so speak spontaneously. In spite, they

sometimes used their mother tongue.

Other finding in this research was dealing with the teacher. As

a teacher, Reciprocal Teaching asked the teacher to be creative and

innovative to motivate the students. Therefore, the materials should

explore the students’ potentials.

c. Other finding and students responses toward Reciprocal Teaching

When Reciprocal Teaching was implemented in Reading class,

the students feel that they have high motivation in learning English.

n = 40

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Reading is joyful and exciting. Now they feel that reading is not

difficult thing. By conducting the technique, they can share and

explore their ideas or knowledge to their friends. One point to notice is

that the conducive atmosphere of Reciprocal Teaching really motivates

the students to explore their potential in Reading.

Reciprocal Teaching is one of the communicative techniques

in teaching Reading. Reciprocal Teaching has powerful to increase

the students’ Reading ability. The reasons are Reciprocal Teaching

asks the students to be active, brave in Reading, Reciprocal Teaching

makes free atmosphere in class. The students (NV) said : “ I enjoy this

lesson ; we can share and do the task together, so it makes us easy to

understand the story. And I myself feel happy because every member

must be a leader or teacher, so they must be responsible to do the task

and it makes them more active to speak in English”. The statement

shows that there is a positive response from the students toward the

implementation of Reciprocal Teaching.

2. Discussions

After describing the teaching and learning process in implementing

Reciprocal Teaching for understanding narrative text, it can be found that

Reciprocal Teaching can improve the students’ condition in learning process.

Reciprocal Teaching provides the students with the opportunity to be active and

interactive. Moreover, it can improve students’ understanding of narrative text and

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their motivation to study raise. In general, the influence results in implementing

Reciprocal Teaching can be classified as follows :

a. Reciprocal Teaching can improve the students’ reading ability.

Reciprocal Teaching provides the students with the opportunity to acquire

integrated English proficiency. Based on the research findings in MAN 2

Bojonegoro, after the students gained the information the learning and teaching

process in understanding narrative text through Reciprocal Teaching, the students

get an cashier way to understanding the text. Based on the Palinscar’s theory

(2003: 99) that is served in Chapter II, it is stated that Reciprocal Teaching has the

purpose of helping students for improving their understanding of reading. The

students can acquire an integrated English proficiency. It means that the

implementation of Reciprocal Teaching gives opportunity to the students to

explore their language proficiency. Students will listen carefully to the

information that is given by their teacher or their friends, than they write the

information or sometimes they must arrange the message or information by using

their own language. Moreover, they must express their idea in English , so it is

clear that Reciprocal Teaching can improve students’ language proficiency.

The implementation of Reciprocal Teaching provides the students to read

strategically. Before reading, the students stimulate their background knowledge

to predict what the story is about. During reading, they read words accurately and

quickly and simultaneously dealing with the meaning of those words. If they find

unclear words, they use their background knowledge to clarify the meaning of the

words and phrases and sometimes they interact with the text by asking themselves

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some questions about its contents. Based on their prediction about what might

happen next, they will evaluate their prediction and revise them if it is needed.

Based on the explanations above, it can be concluded that students do

some activities to improve their understanding of the text, it means that they use

their cognitive competence actively. Based on Vygotsky’s theory it is explained

that cognitive approach focuses mainly on process such as perception, through,

and consciousness and looks at behavior only to infer laws of mental activities

(1994: 18).

b. Reciprocal Reaching can improve the students’ interaction

Based on the writer’s research findings, it can be said that Reciprocal

Teaching is effective to help the students increase their language ability. Briefly

implementing the four steps of Reciprocal Teaching the students to train actively

their language ability. The theoretical views of language and the nature of

language proficiency that is so called Functional view stated, “ Language is a

vehicle for the expression of functional meaning. The communicative movement

in language teaching subscribes to the view of language”. This theory emphasizes

the semantic and communicative dimension rather than merely the grammatical

characteristics of language.

Related to the fact happening to the students, it can be summarized that

students’ communicative competence raise. As it is defined by Johnson ;

“Communicative competence is defined in terms of students’ knowledge of and competence in the structural, functional, social, and interact ional norms that govern classroom communication. Classroom communicative competence can contribute to successful classroom

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participation, productive classroom learning, increased opportunities for second language acquisition, and development of second language competence. “ (1995: 169)

Clearly, implementing Reciprocal Teaching in the classroom which is

arranged by allowing students to work in small group activities is more conducive

to use language for learning. Further, it is shown when they take turns as a leader ;

the students must be able to conduct the learning process by making questions to

guide their group in understanding the text. Moreover, the students are insisted on

exploring their ability to speak, to listen, to read, and to write. The main goal of

Reciprocal Teaching is to help the students in comprehending the text. In

predicting step, students predict the text by connecting their information given on

the title or picture then generate questions to focus on finding the main idea. After

that, they must clarify the words or sentence which do not make sense. In doing

the act ivies, students are actively to communicate their ideas or opinions to all

numbers of the group. The student’s interactions in learning process promote them

to use their second language (English). The teacher as a learning facilitator

scaffolds and encourages the students to implement the instructional objectives.

By arranging students into small groups, students feel free to give their opinion.

They look happier to do task. As Almasi (2002: 229) stated:

Social interaction has been found to improve students’ ability to recognize and resolve comprehension dilemmas and improve higher-level thinking and metacognition. Meanwhile, Reciprocal Teaching is built under the cooperative language

learning in which it makes maximum use of cooperative activities. Olsen in

Richard defines ;

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“ Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and its motivated to increase the learning of others.” (2001 ;192) Based on the research findings in XI-IPA2 MAN 2 Bojonegoro, students’

interaction raise. They interact with each other as teammates. They have their own

responsibility to make their group to be the best. Group members feel that what

helps one number helps all and what hurts one member hurts all. So, the students

always try to do the tasks well. Each person wants to show his opinion and idea to

complete the works.

The students (NV) said : “ I enjoy this lesson ; we can share and do the

task together, so it makes us easy to understand the story. And I myself feel

happy because every member must be a leader or teacher, so they must be

responsible to do the task and it makes them more active to speak in English”.

From (NV) statement, it implies that the students enjoy learning to understand

short story through Reciprocal Teaching. Lazarowitz in Johnson (1995 ; 115)

asserts that :

“ Cooperative learning teaching based on group investigation methods focus on problem solving task in which students gather necessary information, engage in the exchange and interpretation of ideas, and produce a final product that is generated collaboratively and may differ from those produced by other groups” In addition, Reciprocal Teaching gives a positive impact on students’

language acquisition. The teacher as a facilitator scaffolds the students in learning

process by lowering the complexity of her classroom language by reformulating

her own language to make it comprehensible for the students. This condition

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contributes opportunities for the students to use language for meaning – focused

communication and to contribute knowledge to the content of the lesson. They are

challenged and have the chance to participate in arrange of language function and

use language in both planned and unplanned. It is coherent with Johnson theory

that such variability in the patterns of communication not only promotes

classroom communication but also creates greater opportunities for students to use

language for second language acquisition. Tudge and Rogoff in Hamilton

summarize the conclusion related to the effects of peer interaction on development

as follows :

1. Young preschool children show limited benefits from peer interaction. They

may be unable to provide each other with the type of scaffolded assistance

that other children and adults can provide.

2. Peer interactions are most beneficial on task involving discussion of issues and

sharing of perspective. Adult-child interactions are more beneficial than peer

interactions on task involving learning of ability and knowledge.

3. The condition that appears to most influence the effectiveness of social

interaction between peers or between adult and child is that the partners

achieve a joint understanding of a tropic by working together and taking each

other’s perspective.

c. Reciprocal Teaching can improve the students’ activities

Reciprocal Teaching is one of reading strategy that is set up as a

discussion teaching. It trains the students become more active in learning

process. Every students must show their ability to guide their friends in

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discussing activity. The National Reading Panel advocates for cooperative and

collaborative learning with multiple strategies and highly recommends

Reciprocal Teaching as effective due to the active discussions in which the

students participate (Ocskus in Richards, 2003:18)

In cycle I, most of the students keep on silent. When they are asked by

the teacher they don’t answer the question. There are only two students who

always answer the question actively. In the second meetings, students look

more active. It can be seen that students ask their friends who is pointed to be

a teacher. During the their friends to predict, to clarify, and to summarize the

story. The situation in the classroom seems busy. Students talk and ask their

friends in analyzing story. In cycle two, student’s activities raise. Students are

divided into 5 groups. Each group has responsibility to do the task given. They

interact to apply four steps of Reciprocal Teaching. In cycle three, students

look more active in doing the discussion. It happens because every student

must take turn as a teacher. It is supported by Harmin. There are some ideas

for maintaining attentive discussion:

1. Create a provocative topic list. Consider making notes of discussions tropics

that have worked well.

2. Appoint a student discussion leader

Create visuals. Writing key words, ideas, and numbers on the chalkboard

during a discussion to help students maintain their focus.

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3. Move to circle seating. Arranging desks in a circle or semicircle for class

discussion so all students are close to the center of action. Students who are

facing one another in the eye as they speak, are more apt to stay involve.

d. Reciprocal Teaching can improve the students’ motivation

Based on the research findings reported in the chapter IV the

implementation of Reciprocal Teaching gives positive impact to the students’

motivation in learning process (DA) gives her opinion about Reciprocal Teaching

“ Dengan bekerja kelompok saya lebih senang dan merasa lebih semangat

belajar, karena ternyata saya juga mampu dan nggak bodo-bodo amat”. Besides,

(NN) added, “ Ya saya merasa model belajar yang ini lain, biasanya kita juga

dapat tugas dan dikerjakan dengan berkelompok, tapi ini kan setiap siswa harus

berperan sebagai leader. Jadi saya pribadi lebih tertantang untuk belajar, malu

lho kalau jadi leader tapi kelihatan bodo”. The illustrations above indicate that

students’ motivation increase. It is suitable with Chamot’s principle (1999 ; 176):

“Several critical components play a role in student motivation, including how much students value the task (value), how much they expect to succeed in the domain (expectancy), how much they believe that they possess what it takes to succeed at the task (self-efficacy), and what (attributions).” In cognitive term, motivation place much more emphasis on the individual’s

decisions. Sweet, et al., (2002:110) said that along with increasing metacognition

and comprehension have also been found to improve motivation in students.

Social interaction at home and in the classroom helps students become motivated

as well as helping students construct their identities as readers. “The choices

people make as to what experiences or goals they will approach or avoid, and the

degree of effort they will exert in that respect.“ Keller in Brown (2000 ; 161).

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Students need to be admitted by others. It is supported by Amusable in Brown

(2000: 161). He identified six needs to construct motivation.

1. The need for exploration, for seeing “the other side of the mountain, “for

probing the unknown.

2. The need for manipulation, for operating-to use Skinner’s term-on the

environment and causing change;

3. The need for activity, for movement and exercise, both physical and mental.

4. The need for stimulation, the need to be stimulated by the environment, by

other people, or by ideas, through, and feelings.

5. The need for knowledge, the need to process and internalize the results of

exploration, manipulation, activity, and stimulation, o resolve contradictions,

to quest for solution to problems and for self – consistent system of

knowledge.

6. Finally, he need for ego enhancement, for the self to be known and o be

accepted and approved or by others.

In addition, an intrinsically motivated individual is driven by need to

display competency or exercise some control over the environment. The

extrinsically motivated student is a passive player in the learning situation and

will exhibit opportunity behavior only when attractive incentives are present

(Hamilton, 1994: 329)

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

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Based on Palinscar theory, Reciprocal Teaching is reading teaching

technique that can improve comprehension of the text, so I try to conduct the

technique to improve my students’ reading ability. It was conducted for the reason

that the students’ learning condition is monotonous. The students were passive

and they have low motivation to study. However, after they have been given a

treatment using Reciprocal Teaching it shows the significant improvement on the

students’ motivation. They are more active and they have higher motivation to

study. They become independent or self-regulated learners and there is a rising of

their understanding of narrative text. It can be seen from the result of their test.

The mean scores of pre-test and post-test of the first cycle to the next cycle show

the improvement. Having conducted Reciprocal Teaching Technique in improving

the students’ reading ability proves that it gives the contribution to enhance

students’ achievement in comprehending of narrative text.

Based on the result of the research above, it can be concluded that:

1. Reciprocal Teaching can improve the students’ reading ability. The

students become more active and enthusiastic in learning process.

2. Using Reciprocal Teaching in reading class can raise the students’

participation, activities, and interaction in reading class and they become

brave to give their opinion using English language.

In addition, using Reciprocal Teaching cannot only improve students’

reading ability, but it can also improve students’ motivation to study. However, it

needs much time and it is difficult to conduct when the students do not have prior

knowledge.

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B. Implication

The result of the research shows that teaching reading using Reciprocal

Teaching can improve the students’ reading ability, especially for the eleventh

year class of MAN 2 Bojonegoro. Besides, it can also raise students’ motivation

in learning process. The four strategies of Reciprocal Teaching help them to

comprehend the narrative text. Firstly, they make predictions of the text by

looking at the title and they explore their background knowledge to the topic of

the text. Next, they make questions by questions words to help them on finding

the content of the text. Then, they collaborate to clarify the difficult words. The

collaboration makes them free and comfortable to give their opinion. Finally, they

make a summarizing to conclude the formulation of the text.

Based on the result of the study, teaching reading using Reciprocal

Teaching is suitable technique to improve students’ reading ability. The study can

be used as a reference for the teacher in improving the teaching quality by

conducting the suitable technique toward improving the students’ reading ability.

C. Suggestion

Having conducted the research using Reciprocal Teaching Technique to

improve the students’ reading ability, I would like to give some suggestions as

follows:

1. For English Teacher

Before conducting the teaching and learning process, the teacher

should introduce Reciprocal Teaching to the students to improve their

understanding for the text and he/she must be patient. It is important to

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train the students intensively to conduct the steps of Reciprocal Teaching.

She/he must give special attention to the students who get difficulties in

learning process and it is important to encourage and give praise to them.

2. For Students

The students must realize that they have potentials to be better.

Therefore, they must study hard and seriously. They must be brave and

active in applying Reciprocal Teaching. Never give up to improve your

English.

3. For School

The school can improve the teaching and learning quality by giving

the teachers the bigger chances to develop their teaching technique in

reading comprehension especially using Reciprocal Teaching. The school

must give more attention to the achievement of the reading ability because

it is important to face national examination of which item tests orient in

reading ability.

BIBLIOGRAPHY

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Ambarwati, Rosita. 2008. Improving Students’ Understanding of Short Story Through Reciprocal Teaching: An Classroom Action Research. Unpublished Thesis: Sebelas Maret University-Surakarta.

Arend, R.I. 1997. Classroom Instruction and Management, New York: Macmillan

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Pressley, M. 2002. Reading Instruction that works: The case for balanced

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_________. 2009. Reciprocal Teaching. North Central Regional Educational

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_________. 2009. What is Reciprocal Teaching. In Patti’s Teacher Corner. Los

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