IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A

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1 IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015) THESIS YULI SETIA WARDANI K ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2015 i

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3 IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015) A THESIS YULI SETIA WARDANI K Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Obtaining the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2015 iii

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6 ABSTRACT Yuli Setia Wardani. K IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015). A Thesis, Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. October The objectives of this research are to investigate: (1) to know how reciprocal teaching can be implemented effectively in improving the students reading comprehension and (2) to know to what extent reciprocal teaching can improve the students reading comprehension. This research is a Classroom Action Research (CAR). This research was conducted in two cycles, from May 4 th 2015 until May 20 th Every cycle consists of four stages, namely: planning, acting, observing, and reflecting. The subject of this study is class XI Language 1 in SMA Negeri 6 Surakarta in the academic year of 2014/2015 that consists of 18 students. There were qualitative data and quantitative data in this research. The qualitative data were collected by observing, surveying, and interviewing while the quantitative data were collected by conducting tests. To analyze the qualitative data, techniques proposed by Burns were applied, which includes assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. While, the quantitative data were analyzed using Descriptive Statistical Analysis. The result showed that reciprocal teaching can be implemented effectively by following some points, those are (1) providing interesting reading texts, (2) activating the students background knowledge, (3) giving clear explanation of reciprocal teaching strategies, (4) providing guideline, (5) adjusting the order of reciprocal teaching strategies, (6) giving clear job description of task within the group, (7) encourage the students not to depend on their dictionaries and determine the words that should be clarified by the students, (8) encourage the students participation, (9) good seat arrangement, and (10) teacher s monitoring. By implementing reciprocal teaching in such conditions, the students reading comprehension improved. The students reading mean score in the pre-test was 55.56; it improved to in the post-test 1 and in the post-test 2. The improvement was also seen in the students participation, those are (1) they involved and focused in group discussion, and (2) they became active to express their ideas that make the classroom situation became more conducive. The conclusions of this research are the implementation of reciprocal teaching in such conditions can improve the students reading comprehension and participation in teaching and learning process in eleventh grade of SMA Negeri 6 Surakarta. Key words: reciprocal teaching, reading comprehension, classroom action research vi

7 MOTTO Getting over a painful experience is much like crossing the monkey bars. You have to let it go at some point in order to move forward. (C. S. Lewis) vii

8 DEDICATION With deep profound love, this research is dedicated to: My beloved father and mother For their love, support, prayer and patience My sister and brothers For their love and support All teachers in my life For sharing their knowledge Myself Finally, you can do it viii

9 ACKNOWLEDGEMENT Alhamdulillahirobil alamin. All praises and thanks just to Allah SWT, the Almighty, for His blessing, helping, guiding, and giving health, strength, and everything during working and finishing this thesis. In the process of accomplishing this thesis, I received supports, advices, assistances and helps from many people. Therefore, I would like to express my deepest gratitude and appreciation to: 1. The Dean of the Teacher Training and Education Faculty of Sebelas Maret University who approved this thesis. 2. Teguh Sarosa, S.S., M. Hum., The Head of English Education Department of Teacher Training and Education Faculty and the second consultant, for giving me permission to write this thesis, valuable guidance, advice, criticism, motivation and suggestion from the very beginning of this thesis. 3. Drs. Gunarso Susilohadi, M. Ed. Tesol, the first consultant for his valuable guidance, excellent advice, criticism, motivation and suggestion from the very beginning of this thesis. 4. All the lecturers of English Education Department of Teacher Training and Education Faculty of Sebelas Maret University for countless knowledge and inspiration during my study. 5. Agung Wijayanto, S.Pd, M.Pd., The Headmaster of SMA Negeri 6 Surakarta who gave permission to do the research. 6. Drs. Ahmad Al Adib, the English teacher of XI Language 1 who helped me during the research. 7. The students of XI Language 1 of SMA Negeri 6 Surakarta, for their good cooperation and participation during the research. 8. My beloved parent, Bapak Kasino and Ibu Wartiyem, for their endless love, endless support, and prayer. 9. My beloved sister and brothers, dr. Findi Kasia Wardani, Pandu Setiabudi, and Ahmad Panji Ramadhan, for their love, support, and prayer. 10. My special friend, Resa Bekti Priambudi, for his support and encouragement. ix

10 11. My sincere friends, Lusiana Prihastiwi, Umi Khoeriyah, Tiara Shelavie, Yunita Lukitasari, Salma Hanifunisa, Siti Fatonah, Rita Pratiwi, and Yunita Widya Hapsari, who always support and help me. Thank you for being my second family. 12. My friends in English Education Department 2011 for the friendship and togetherness. 13. All people who I cannot mention one by one, thanks for your support and help in accomplishing this thesis. Hopefully this thesis will be useful for the readers and English teaching. I realize that this thesis is still far from being perfect. Therefore, I accept gratefully every suggestion, criticism and comment from those whom concern with this thesis. Surakarta, September 2015 Yuli Setia Wardani x

11 TABLE OF CONTENTS TITLE OF THE RESEARCH... i PRONOUNCEMENT... ii SUBMISSION... iii THE APPROVAL OF THE CONSULTANTS... iv LEGALIZATION OF EXAMINERS... v ABSTRACT... vi MOTTO... vii DEDICATION... viii ACKNOWLEDGEMENT... ix TABLE OF CONTENTS... xi LIST OF TABLES... xiv LIST OF FIGURES... xv LIST OF CHARTS... xvi LIST OF APPENDICES... xvii CHAPTER I INTRODUCTION A. Background of the Study... 1 B. Problem Statements... 5 C. Objectives of the Study... 5 D. Benefits of the Study... 5 CHAPTER II THEORETICAL REVIEW A. Review on Reading Comprehension The Nature of Reading 6 2. The Nature of Reading Comprehension Purpose of Reading Micro and Macro Skills of Reading 9 5. Competency Standard of Reading Comprehension Model of Reading Strategies for Reading Comprehension xi

12 B. Review on Reciprocal Teaching Definition of Reciprocal Teaching The Basic Strategies in Reciprocal Teaching Stages in Reciprocal Teaching Guidelines of Reciprocal Teaching 20 C. Rationale CHAPTER III RESEARCH METHODOLOGY A. Context of the Research Research Setting Subject of the Research B. Research Method Definition of Action Research Model of Action Research Procedure of the Research Reasons of Choosing CAR C. Methods of Collecting Data. 31 D. Techniques of Analyzing Data 35 CHAPTER IV RESEARCH FINDING AND DISCUSSSION A. Research Findings Before Research Implementation of the Research Result of the Research B. Discussion How can reciprocal teaching be implemented effectively in improving the students reading comprehension? To what extent reciprocal teaching can improve the students reading comprehension? CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion B. Implication C. Suggestion xii

13 1. For English Teachers For Students For School For the other Researchers BIBLIOGRAPHY APPENDICES xiii

14 LIST OF TABLES Table 3.1 Schedule of the Research Table 4.1 Findings of Pre-research Table 4.2 List of Activities in Using Reciprocal Teaching Technique Table 4.3 The Result of Post-test 1 in Reading Comprehension Table 4.4 Reflection and Plan for Cycle Table 4.5 Findings on the Classroom Situation During the Research Table 4.6 The Students Reading Comprehension Mean Score During the Research xiv

15 LIST OF FIGURES Figure 2.1 Stages of Reciprocal Teaching Figure 3.1 Action Research Model by Kemmis and Mc Taggart xv

16 LIST OF CHARTS Chart 4.1 Students Mean Score per Reading Indicator in the Pre-research.. 42 Chart 4.2 Students Reading Score Before and After the Action Chart 4.3 Students Mean Score per Reading Indicator During the Research 74 xvi

17 LIST OF APPENDICES Appendix 1. Pre-research Observation and Analysis Appendix 2. Pre-research Questionnaire Appendix 3. Sample of Pre-research Questionnaire Appendix 4. Pre-research Questionnaire Result and Analysis Appendix 5. Students Pre-research Interview Script Appendix 6. Pre-test Appendix 7. Sample of Pre-test Appendix 8. Pre-test Score Appendix 9. Lesson Plan of Cycle Appendix 10. Sample of Students Worksheet Appendix 11. Post-test Appendix 12. Sample of Post-test Appendix 13. Post-test 1 Score Appendix 14. Field Notes of Cycle Appendix 15. Lesson Plan of Cycle Appendix 16. Sample of Students Worksheet Appendix 17. Post-test Appendix 18. Sample of Post-test Appendix 19. Post-test 2 Score Appendix 20. Field Notes of Cycle Appendix 21. Reciprocal Teaching Guideline Appendix 22. List of Student s Name Appendix 23. Documentation Appendix 24. Permission Letter xvii

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