i
THESIS
IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TECHNIQUE TO THE TENTH GRADE
STUDENT OF SMK PGRI 4 DENPASAR IN ACADEMIC YEAR
2013/2014
KADEK SUPARNA
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
ii
THESIS
IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TECHNIQUE TO THE TENTH GRADE
STUDENT OF SMK PGRI 4 DENPASAR IN ACADEMIC YEAR
2013/2014
KADEK SUPARNA
10.8.03.51.31.2.5.3915
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
iii
PRE-REQUISITE TITLE
IMPROVING READING COMPREHENSION THROUGH RECIPROCAL TECHNIQUE TO THE TENTH GRADE
STUDENT OF SMK PGRI 4 DENPASAR IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education Mahasaraswati Denpasar University
KADEK SUPARNA
10.8.03.51.31.2.5.3915
ENGLISH EDUCATION STUDY PROGRAM
THE FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
iv
APPROVAL SHEET
1
This thesis entitled “ Improving Reading Comprehension through Reciprocal
Technique to the Tenth Grade Student of SMK PGRI 4 Denpasar in Academic Year
2013/2014” has been approved and accepted as partial fulfillment for the Sarjana
Pendidikan degree in English Education Study Program, Faculty of Teacher Training
and Education, Mahasaraswati Denpasar University.
Approved By
Advisor I Advisor II
Ida Bagus Nyoman Mantra, S.Pd., S.H., M.Pd Ni Made Wersi Murtini, S.Pd,.M.Pd
NPK. 82 6406 001 NPK. 82 8810 336
v
APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 14th February 2014.
Chief Examiner
Nengah Dwi Handayani, S.Pd., M.Pd.
NPK. 82 8410 315
Examiner I
Ida Bagus Nyoman Mantra, S.H., S.Pd.,M.Pd.
NPK. 82 6410 347
Examiner II
Ni Made Wersi Murtini, S.Pd.,M.Pd.
NPK. 82 8810 336
Approved By
Dean of the Faculty of Teacher
Training and Education
Prof. Dr. Wayan Maba
NIP. 19581231 198303 1 032
Head of the English Education
Study Program
I Komang Budiarta, S.Pd,.M.Hum.
NPK. 82 8208 306
vi
STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is his own writing, and it is true
and correct that there is no other’s work or statement that is referred in the references.
All cited works were quoted in accordance with the ethical code of academic writing.
Denpasar, February 2014
The Researcher
Kadek Suparna
NPM. 10.8.03.51.31.2.5.3915
vii
ACKNOWLEDGEMENT
First of all, the researcher would like to express his gratefulness to the
Almighty God, Ida Sang Hyang Widhi Wasa, for His blessing and mercies which
allow the researcher to finish his final study on due date.
The researcher would like to extend his sincere gratitude to Prof. Dr. Wayan
Maba, as the Dean of the Faculty of Teacher Training and Education of
Mahasaraswati Denpasar University; furthermore the researcher would also like to
thank to I Komang Budiarta,S.Pd, M.Hum. as the Head of the English Education
Study Program.
His tremendous gratitude further goes to his first and second advisor, I.B.
Nyoman Mantra, S.H, S.Pd., M.Pd. and Ni Made Wersi Murtini, S.Pd, M.Pd. who
have already guided him and shared their brilliant ideas, and also their attention,
constructive instruction and comments during the process of completing this thesis.
Next, he also wishes to share out his gratefulness to the headmaster of SMK
PGRI 4 Denpasar for his permission and of course the tenth grade student for their
kind assistance during the process of gathering the data needed for the present study.
Moreover, he would like to thank to all of his beloved family for their support
and prayer. His appreciation also goes to all af his best friends, and all of Religion
Staff (Bpk Kadek, Ibu Komang, Abas, Tini, and others.) thanks for everything. Last
certainly the last, for my love Putu Sariyanthi Utari for her prayer love and
tremendous support during the process of writing the thesis.
In all reality, this thesis is still far from being perfect. Thus, any constructive
criticism and suggestion are welcome to improve the quality of this study.
Denpasar 14th February 2014
The Researcher,
Kadek Suparna
viii
ABSTRACT
Suparna Kadek. (2014). Improving Reading Comprehension Through Reciprocal
Technique to the Tenth Grade Student of SMK PGRI 4 Denpasar in Academic Year 2013/2014. The First Advisor: Ida Bagus Nyoman Mantra, S.H.,S.Pd., M.Pd. and the second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.
Dealing with learning English, Students are always faced by reading text at school, but they have some problems within. The students got difficulties if teacher let them read, for instance, they got difficulties to convey the gist of the text, and the teacher did not build their background knowledge at the beginning about the text. To acquire the students’ reading comprehension is needed to stimulate the students’ mind and corrective feedback. Thus, in this study, researcher will try to apply reciprocal teaching technique. This technique is aimed to find out whether teaching reading through reciprocal technique can solve the problem and improve the students’ reading comprehension. Then, the researcher collected the progression result of students’ score and participation in learning process especially in reading comprehension at tenth grade student of SMK PGRI 4 Denpasar though reciprocal technique by CAR ( classroom action research). It focused of Planning, acting, observating, and reflecting. The instruments that were used in this research involved lesson plan, achievement sheet and questionnaire. Based on the research result, the comprehension of the students in the text through reciprocal teaching technique has improved, in the result of post-test in second cycle gained 26 students who passed the KKM or 80% students and derived mean score is 83. In addition, students’ responses to learning are generally positive. Based on these findings can be concluded that the application of the reciprocal technique can improve the students’ reading comprehension to the tenth grade student of SMK PGRI 4 Denpasar. Keywords: improving, reciprocal technique reading comprehension.
ix
TABLE OF CONTENT
COVER ...................................................................................................................... i
INSIDE COVER ....................................................................................................... ii
PRE- REQUISITE TITLE ........................................................................................ iii
APPROVAL SHEET 1 ............................................................................................. iv
APPROVAL SHEET 2 ............................................................................................ v
STATEMENT OF AUTHENTICITY ..................................................................... vi
ACKNOWLEDGEMENT ........................................................................................ vii
ABSTRACT .............................................................................................................. viii
TABLE OF CONTENT ............................................................................................ ix
LIST OF TABLE ....................................................................................................... xii
LIST OF GRAPH ...................................................................................................... xiii
LIST OF APPENDICES ........................................................................................... xiv
CAPTER I INTRODUCTION ............................................................................ 1
1.1 Background of the study ........................................................... 1
1.2 Research Problem ...................................................................... 5
1.3 Objective of the Study ............................................................... 5
1.4 Limitation of the Study ............................................................. 5
1.5 Significance of the Study .......................................................... 6
1.6 Definition of Key Term............................................................. 6
1.6.1. Reading Comprehension ................................................ 7
1.6.2. Reciprocal Technique ..................................................... 7
x
1.6.3. SMK PGRI 4 Denpasar .................................................. 7
CAPTER II THEORETICAL AND EMPERICAL REVIEW ........................... 8
2.1 Theoretical Review ..................................................................... 8
2.1.1 The conceptual of Reading Comprehension .................. 8
2.1.2 Strategies of Reading Comprehension............................ 10
2.1.3 Kinds of Reading ............................................................. 12
2.1.4 Reciprocal Technique as the Technique in Reading ...... 15
2.1.5 Assessment of Reading Comprehension ........................ 18
2.2 Empirical Review ....................................................................... 20
2.3 Hypothesis ................................................................................... 21
CAPTER III RESEARCH METHOD ................................................................... 22
3.1 Subject of the Study ................................................................... 22
3.2 Research Design ......................................................................... 22
3.3 Research Procedure .................................................................... 23
3.3.1 Planning ........................................................................... 23
3.3.2 Action ............................................................................... 24
3.3.3 Observation ...................................................................... 25
3.3.4 Reflection ......................................................................... 26
3.4 Research Instrument ................................................................... 26
3.5 Data Collection ........................................................................... 28
3.6 Data Analysis .............................................................................. 28
3.7 Success Indicator ........................................................................ 30
xi
CHAPTER IV FINDING AND DISCUSSION .................................................... 31
4.1 Finding ..................................................................................... 31
4.1.1 Pre-Cycle ........................................................................ 33
4.1.2 Cycle I ............................................................................ 34
4.1.3 Questionnaire ................................................................. 35
4.1.4 Cycle II ........................................................................... 38
4.2 Discussion ............................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION ......................................... 43
5.1 Conclusion ............................................................................... 43
5.2 Suggestion ............................................................................... 44
REFERENCES .......................................................................................................... 46
APPENDICS
xii
LIST OF TABLE
Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Score in
Reading Comprehension after the Implementation of Reciprocal
Technique ................................................................................................. 32
Table 4.2 Summary of the Research Finding Showing the Mean of Cycle I and
Cycle II ..................................................................................................... 33
Table 4.3 Tabulating of Data Showing the Subjects’ Changing Motivation and
Attitudes in Learning Reading through Reciprocal Technique ............. 36
xiii
LIST OF GRAPHS
Graph 4.1: Depicting the Subjects’ Progressing Achievement in Reading
Comprehension of Pre-cycle and Post-Test I ..................................... 40
Graph 4.2: Depicting the Mean Subjects’ Progressing Achievement in Reading
Comprehension after the Implementation of reciprocal technique in
cycle II .................................................................................................... 40
Graph 4.3: Depicting the Subjects’ Progressing Achievement in Reading
Comprehension of Pre-cycle, Cycle I and Cycle II ............................ 41
xiv
LIST OF APPENDICES
Appendix 1 List of Subject...................................................................................... 48
Appendix 2 Pre-Test ................................................................................................ 49
Appendix 3 Lesson Plan 1 ....................................................................................... 51
Appendix 4 Lesson Plan 2 ....................................................................................... 56
Appendix 5 Lesson Plan 3 ....................................................................................... 61
Appendix 6 Lesson Plan 4 ....................................................................................... 66
Appendix 7 Questionnaire ....................................................................................... 71
Biography .............................................................................................................. 75
1
CHAPTER I
INTRODUCTION
1.1. Background of the Study
. Reading is one of the main four skills that learner needs to master in order to
ensure success in learning. Reading is a skill that can not be separated from other
skills; reading is a process of transferring information from the author to the reader.
Through the information transferred, individuals, especially learn to get some
advantages from the reading text such as knowing the history of the world, getting
knowledge, and having entertainment. By learning reading, they are able to learn
more about language component like grammar and vocabulary which are absolutely
needed to master in learning language.
Reading is an activity with a purpose; a person reads because of many purposes,
for example, for getting information, expanding knowledge, and even for enjoyment.
The reading text may include newspapers, letters, booklets, advertisements,
magazines, etc. Purposes of reading are getting general information from the text,
getting specific information from the text and for pleasure or for interest.
Whereas, teaching reading comprehension is not easy. Some students perceive
that reading is boring. The boredom can lead the students to have low motivation in
doing the activity. Consequently, teachers should pay attention in how to make
reading comprehension activities more amusing and optimally understandable.
Generally, during silent reading, students do not have chance to do something which
2
helps them reach comprehension faster. By inserting the interesting activities before,
during reading, and after reading, the boredom may be prevented. In addition,
students can get the clues in order to evaluate whether messages they caught are true
or false. By doing so, they will be more ready and confident to answer the questions
after reading.
Based on the researcher’s observations, there are many students had difficulties
in reading comprehension. Every student in the class had different background
knowledge and ability. It is impossible for them to have the same experience of life
and ability even if they live in the same place and time. For example, they had
problems in comprehending the text and getting the main idea of the text, students
also have known how to pronounce the word, but it occurred without understanding
the meaning. There are some students who had tried to comprehend the text by
reading it many times but they failed. There was no enjoyment while reading because
they did not know its meaning. So, the students could not find good impressions from
the text they read and they did not know what they read for. Moreover, there were
some students interested in reading because they found the enjoyment while reading.
Besides that, they had sufficient vocabularies and also they know what they read for.
Considering these differences, the teacher should supply the students with sufficient
vocabularies and make them aware of the kinds of text they read. Besides that, they
should pay attention to which information they look for, for instance whether they
want to find the general understanding or detailed information. In addition, they
should be aware of the purpose of reading whether reading for enjoyment or a test.
3
In order to solve that problem, a good strategy, method, or technique should
be used in order to make students become active, enjoy and comprehend about the
main point of the reading text because reading is very important subject for the
student of English Department for there are a lot of advantages from studying
reading. By reading, they will be able to get a lot of information and to increase their
knowledge in reading ability especially students of SMK PGRI 4 Denpasar.
As a lifelong learning skill, reading goes beyond decoding and comprehension
to interpretation and development of new. Grabe & Stoller (2002: 9) state that
reading is the ability to draw meaning from printed page and interpret this
information appropriately. It means comprehending and interpreting the information
of the text are important. It implies that students need to learn a considerable amount
of information from a text.
So that’s why reading is very important skill for the students to increase their
knowledge. As generally, reading is a means of understanding and absorbing written
information. It mainly contains two aspects: the degree of comprehension and the
reading speed. Students reading ability is closely related to their vocabulary, cultural
background knowledge and reading technique.
To improve students of SMK PGRI 4 Denpasar in reading comprehension, the
writer proposes one technique, the technique named reciprocal teaching. Reciprocal
teaching technique becomes an instructional procedure design to enhance students’
reading comprehension of a text. In other words, the teacher is an instructor for the
process, explaining and drawing a conclusion about the text together with the student.
4
There are some research reviews about reading comprehension by expert in Oczkus
(2005: 2-3), such as Palincsar and Brown’s research, when they used reciprocal
teaching technique with a group of students, the students’ reading on a
comprehension assessment increased from 30% to 80%, Cooper and Carter’s research
concluded that reciprocal teaching technique is especially effective when
incorporated as part of an intervention of struggling readers and when used with low-
performing students in urban setting. Furthermore, Padma (2008: 13) stated that
reciprocal teaching technique is recommended by reading experts and practitioners.
He said this technique had been heralded as effective in helping students in improving
their reading ability. Finally the researcher and the teacher chose reciprocal teaching
technique to help students comprehend the text and solve their problem. According to
Palinscar and Brown cited in Oczkus (2005:2) reciprocal teaching technique is a
scaffolded discussion technique that is built on four strategies that good readers use to
comprehend text: predicting, questioning, clarifying, and summarizing. Each of these
strategies are selected as a means of helping students construct meaning from text as
well as a means of monitoring their reading to make sure that they are in fact
understand what they read, which in this case, these four strategies are implemented
by working in groups.
Here is the writer believes that reciprocal teaching technique can improve
their reading comprehension effectively. To get a good achievement for English
subject, students need perseverance and patience in learning it since most students
regard this subject difficult, especially in reading comprehension through reciprocal
5
teaching technique. In this case students are demanded to have a hobby in reading and
practicing. That is why the teachers’ help is absolutely needed to increase their
achievement. Based on the above statements, the writer held a research to know how
far the ability of the tenth grade students of SMK PGRI 4 Denpasar after they are
taught using reading comprehension through reciprocal teaching technique.
1.2 Research Problem
Based on the explanation of background of the study above, students
should develop their reading skill to achieve complete comprehension of the content
either stated information through strategy, so the research question can be formulated
as follows: To what extent can the students’ reading comprehension ability of the
tenth grade students of SMK PGRI 4 Denpasar be improved through reciprocal
teaching technique?
1.3 Objective of the Study
Based on the background above, the objective of the study is to describe how
the application of reciprocal teaching technique can improve students’ reading
comprehension to the tenth grade students of SMK PGRI 4 Denpasar.
1.4 Limitation of the Study
Teaching reading actually has a broad and wide scope of coverage. There are
many things can be taken as the subject matters to be observed by people who want to
do research in this field. The researcher has to narrow down the scope of the
discussion of this study to one point only, so that the reader will not get confused.
6
This study is focused on the improving the students’ reading comprehension at the
tenth grade students of SMK PGRI 4 Denpasar by using narrative text.
1.5 Significance of the Study
This research is concerned with the effect of reciprocal teaching technique on
the tenth grade students’ in reading comprehension. The findings of this research are
expected to be useful and relevant theoretically and practically.
Theoretically, the results of this research are expected to be able to enrich and
enhance the theory of teaching reading by using reciprocal technique. The result of
this study can be used as a reference for those who want to conduct the same
research.
Practically, the results of this study, reciprocal teaching technique can be
useful for English teachers to solve the students’ problem in reading comprehension.
By using reciprocal technique, it is hoped the students can be encouraged in reading.
It is also one of an alternative technique in improving the ability of students’ reading
comprehension to the tenth grade students of SMK PGRI 4 Denpasar.
1.6 Definition of the Key Terms
There are some terms, which are defined operationally so as to avoid
misunderstanding on the part of the readers, those are reading comprehension,
reciprocal technique and SMK PGRI 4 Denpasar.
7
1.6.1. Reading Comprehension
Reading comprehension is defined in the reading comprehension ability or
achievement of the tenth grade students of SMK PGRI 4 Denpasar measured by
administering reflection or post test by the end of each session.
1.6.2. Reciprocal Technique
Reciprocal technique is defined as a technique of teaching reading
comprehension to the tenth grade students of SMK PGRI 4 Denpasar in which
reciprocal technique is an instructional activity that takes of a dialogue between
students and teachers regarding segments of the text for guessing the meaning of the
text. Reciprocal technique is a teaching technique of reading in which the students
use of cognitive in understanding the reading text. This activity takes the form of
dialogue between students and teachers regarding segments of the text for the purpose
of constructing the meaning of the text.
1.6.3. SMK PGRI 4 Denpasar
SMK PGRI 4 Denpasar is one of senior high schools in Denpasar which is
located at Jl. Kebo Iwa No 8 Denpasar, and this research is applied to the tenth
grade student of SMK PGRI 4 Denpasar.
8
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1. Theoretical Review
A scientific investigation is expected to contribute practical significance
and should be conducted on the basis of some relevant theoretical constructs and
empirical evidences. The present investigation is based on the following theoretical
framework:
2.1.1 The Conception of Reading Comprehension
Reading is one part of language skills that is very important for the students to
improve their ability in acquiring knowledge of the world. By reading, students can
reach all of the aims, understand and comprehend the text that they read.
Furthermore, many researchers gave many arguments about definition of reading and
comprehension of reading.
Before discussing the definition of reading comprehension, the researcher
should begin by knowing what comprehension involves and how it relates to the
entire reading process. Snow (2002:11) defines reading comprehension as the process
of simultaneously extracting and constructing meaning through interaction and
involvement with written language. To comprehend, a reader must have a wide range
of capacities and abilities. These include cognitive capacities for instant, attention,
memory, critical analytic ability, inferencing, visualization ability, motivation (a
purpose for reading, an interest in the content being read, self-efficacy as a
reader),and various types of knowledge (vocabulary, domain and topic knowledge,
9
linguistic and discourse knowledge, and knowledge of specific comprehension
strategies).
According to Brown (2004: 185), reading is likewise a skill that teachers
simply expect learners to acquire. Basic, beginning-level textbooks in a foreign
language presuppose a student's reading ability if only because it's a book that is the
medium. Most formal tests use the written word as a stimulus for test-taker response
even oral interviews may require reading performance for certain tasks. Reading,
arguably the most essential skill for success in all educational contexts, remains a
skill of paramount importance as we create assessments of general language ability.
Brassel et al. (2008: 15) argue that reading is multidimentional process that
involves the eyes, the ears, the mouth, and the most importantly, the brain. The
combination of those parts will create the meaning of the print page. Although it may
involve the sounding out of the words, accessing the meaning of the words, reading
the text with appropriate fluency, and providing expression.
Reading is a commonplace of teacher education that teachers tend to teach by
the methods which were used by the teachers who taught the student. Pang (2003: 14)
describes that Comprehension is the process of deriving meaning from connected
text. It involves word knowledge as well as thinking and reasoning. Therefore,
comprehension is not a passive process, but an active one. The reader actively
engages with the text to construct meaning. This active engagement includes making
use of prior knowledge. It involves drawing inferences from the words and
expressions that a writer uses to communicate information, ideas and viewpoints.
10
Similarly, Klinger et al. (2007: 8) describe that reading comprehension is a
multicomponent, highly complex process that involves many interactions between
readers and what they bring to the text (previous knowledge, strategy use) as well as
variables related to the text itself (interest in text, understanding of text types).
Furthermore, Lems et al. (2010: 170) state that reading comprehension is not a
static competency; it varies according to the purposes for reading and the text that is
involved. When the prerequisite skills are in place, reading becomes an evolving
interaction between the text and the background knowledge of the reader.
It means that when reader interacts with printed material, the reader’s prior
knowledge is combined with the visual (written) information. As a result, the
messages are achieved. Therefore, reading is actually a sort of conversation between
a writer and a reader. Author’s message will be a means of communication if only the
reader can react and interpret what the author actually says or means.
2.1.2 Strategies of Reading Comprehension
Reading in language learning plays an important role. In English language
learning, mainly in secondary school, reading is one of the four language skills which
students have to learn. The aim of the English learning is to develop English
communicative competence, which involves listening, speaking, reading, and writing
in their appropriate balance.
The skills of reading have been developed in the Indonesian schools in order
to enable the students to read a text in the form of narration, description, and the other
texts. Wallace (2004: 10) states that efficient readers do not always read every word.
11
To save time, they use techniques like skimming, scanning. When they skim through
a text, they are reading it quickly to get an overall impression of the text and when
they are scanning or searching a text they are looking for specific information which
they know, or suspect, is there the aspects of reading skill are:
2.1.2.1 Scanning
Brown, (2001: 307) states that scanning is quickly searching for some particular
piece or pieces of information in a text. Scanning exercises may ask students to look
for names or dates, to find a definition of a key, concept or to list a certain number of
supporting details. The purpose of scanning is to extract specific information without
reading through the whole text.
So, when the students scan a passage they only try to locate specific
information needed as fast as possible. They don’t need to read the whole lines of the
passage to transfer over the text until they find what they are looking for.
2.1.2.2. Skimming
Brown (2001: 307) states that skimming consists of quickly running one’s
eyes across a whole text for its gist. It gives readers the advantages of being able to
predict the purpose of the passage, the main topic or message and possibly some of
developing or supporting ideas. When the students skim, they are looking for the
idea, the most of central part of what the writer wants to say without a lot of details.
They just preview or overview of the material. They don’t need to read the whole
words in the passage closely. They can omit unnecessary words, phrases or sentences.
They just select key words and phrases in order to cover the passage rapidly and
conclude the main ideas whether they are clearly stated in the text.
12
2.1.3 Kinds of Reading
Reading is very important role for the students, by reading they can get a lot
of information and knowledge, yet when reading printed words, the reader not only
pays attention to the purpose of reading, but the reader should know the kinds of
reading. Here, the researcher would like to describe four kinds of reading
performance, they are, (1) reading aloud, (2) silent reading, (3) intensive reading and
(4) extensive reading.
2.1.3.1 Reading Aloud
Reading aloud is the activity that is focused with word recognition with
comprehension, pronunciation and speaking ability in loudly complex ways. In this
case the students will try to read louder about the pronunciation of how to sound a
letter or word. According to Patel and Jain (2008: 120) the reading aloud play
important role in teaching English. Teachers have to know that the training of reading
aloud must be given based on word pronunciation.
The activities of reading aloud are to recognize the sound of words, the
intonation and also the pronunciation of the students. When student is reading aloud,
teachers ask the student to concentrate and pay attention to the next part of the text
that will be read than just listen to their friends. This activity will help the student
understand about what the text inform to the students.
2.1.3.2 Silent Reading
Silent reading is the opposite of reading aloud. The researcher thinks that this
activity is more effective than reading aloud because silent reading is the way how to
read the text farther rather than speak or read aloud. Silent reading showed that the
13
amount of time is shorter spent in reading, it also related the students’ reading
comprehension and vocabulary growth. They also develop positive attitude towards
reading after silent reading session.
Silent reading should be introduced when the students already mastered the
basic structure and comprehend the meaning of words. According to Patel and Jain
(2008: 123) some advantages of silent reading are as follows:
this reading skill makes the students very active and accurate.
silent reading concentrates the attention of learners toward subject matter and they
learns naturally.
it saves time because this activity is done at a time. All students participate
together in this activity at a time.
it is very useful to develop the skill of reading fast.
this skill plays main roles to increase the knowledge of the students.
It can be concluded that silent reading is very effective for students when they
read the text and they can read farther to decrease the time. Silent reading is done to
acquire a lot of information.
2.1.2.3 Intensive Reading
Intensive reading is usually a class-room oriented activity in which students
focus on linguistic or semantic details of a passage. It calls students’ attention to
grammatical forms, discourse markers, and other surface structure details for the
purpose of understanding literal meaning, implication, rhetorical relationship, and the
like.
14
According to Patel and Jain (2008: 117), the intensive reading is text reading
or passage reading. In this reading, the students read the text or passage to get the
specific information. Intensive reading is usually concerned with shorter text.
Patel and Jain (2008: 119) also state that there are few characteristics of
intensive reading are as follows:
this reading helps learner to develop active vocabulary.
teacher plays main role in this reading.
linguistics items are developed.
this reading aims at active use of language.
Intensive reading is basically and essentially reading for information. Thus,
through the act of intensive reading the students are surely hoped to find out
something new in order to do something with the information they got from the
reading text.
2.1.2.4 Extensive Reading
Brown (2000: 325) states that, extensive reading is carried out to achieve a
general understanding of a usually somewhat longer text (book, long article, or essay,
etc.). Most extensive reading is performed outside class time. Pleasure reading is
often extensive. Extensive reading can sometimes help students get away from their
tendency to overanalyze or look up words they do not know, and read for
understanding. Extensive reading includes skimming (reading rapidly for the main
points), scanning (reading rapidly to find the specific pieces of information), and
global reading.
15
Extensive reading is reading as much as possible, for their own pleasure, at a
difficulty level in which they can read smoothly and quickly without looking up
words or translating to English as they go. In other words, instead of spending a half
hour decoding a tiny part of one book they read many simpler books that are at or
slightly below the level at which they read fluently. This lets they get used to reading
more complex sentences with ease, reinforces the words they already know and helps
they learn new words from context.
The principal objective of undertaking an extensive reading approach is to get
students reading in English and liking it. An increase in reading fluency should be
another objective. Because of this, reading should be a pleasurable activity for the
student, promoted as much as possible by the teacher.
2.1.4 Reciprocal Technique as the Technique in Reading Comprehension
Palinscar et al. (1985) describe reciprocal reaching is an interactive reading
strategy designed to enhance the student’s comprehension of expository text by
integrating the processes of predicting, questioning, clarifying, and summarizing
during reading. These strategies may be done in any order, hence the term reciprocal.
Reciprocal teaching starts as an oral dialogue among teacher, student, and text. It
moves to an automatic conversation between reader and text. At the center of
reciprocal teaching area group discussion in which teacher and student take turn as
leader in discussing the text.
Similarly, Ozckus (2003: 14) states reciprocal teaching has four main
strategies that teachers and students employ together to comprehend text: predicting,
16
questioning, clarifying, and summarizing. ozckus like to call the strategies the
“Fabulous Four” strategies because students can relate to and understand these terms.
Students know that when teacher refers to the fabulous four, teacher is directing their
attention to a set of strategies that good readers use.
Stricklin, (2011: 620) states that with reciprocal teaching, students predict
before reading and then check their predictions during reading. They stop to clarify
unknown words or ideas during reading. They ask teacher question during and after
reading to check for understanding, and they summarize either a page or the entire
text selection after reading. Teachers have three primary responsibilities during a
reciprocal teaching session, they are:
1. Before reading, activate prior knowledge of words of ideas students will encounter
during reading
2. During reading, the teacher monitors, guides, and encourages individual or groups
in their use of the fab four (predicting, questioning, clarifying, summarizing.).
3. After reading, the teacher encourages students’ reflection and asks students to
share strategy help them the most and why.
Reciprocal teaching is one instructional activity teachers use to engage
students in discussion about confusing segments of text with the purpose of gaining
meaning from the text and self-monitoring. This instructional approach is designed to
focus students’ attention on four reading comprehension strategies: asking questions,
clarifying what was read, summarizing the information, and predicting what might
follow. There are four strategies used in reciprocal teaching: predicting, clarifying,
questioning and summarizing.
17
1. Predicting
At the beginning, students and teacher see the aspects for instance the title of
the story, the introduction, and heading. After that, teacher let the students activate
the prior knowledge to predict about the text. The students are encouraged to
speculate freely what the reading text might discuss. In other words, teacher initially
about the title and the teacher had the students reveal prediction about it. They
determine what is going to happen next on a literal or inferential level or what will be
the view point of the author in the next section.
2. Questioning
The next step, students read silently in order to know the main idea of the
paragraph. After reading, students generate questions and formulate about the unclear
section of this paragraph. Students should formulate the question about the content to
make sure whether the students understand about the text or not.
3. Clarifying
This process assists students with a history of comprehension difficulties by
having them focus their attention on the text. Clarification can range from word
definitions to understand complex terminology or processes. Teacher and students
find out the answer in the text, what the students hard to understand. The participation
between teacher and student, seek clarification during the group discussion to ensure
the reader engage with the text. In addition, these steps purpose to make anything that
is confusing the students clearer.
18
4. Summarizing
The last step is the teacher asks the students about the key elements of the
story or text. Multiple students participate in this process requiring the students to
recall and reorganize the text. Here, the students pointed out the main focus of the
text.
In short, the four steps of reciprocal technique above were explained in
classroom cooperatively between teacher and students. Its purposes are to encourage
students to predict and ask questions about the text.
2.1.5 Assessment of Reading
One of the most important aspects in teaching reading is to be able to test the
students’ comprehension. By testing the student, teacher can measure the students
understanding in reading text which is given in the class.
According to Klinger et al (2007: 14), assessing comprehension is fraught
with challenges, because it can be difficult to determine how many students really
understand and what they are actually thinking (as we attempted to do in the
preceding example). Traditional measures tend to focus on straight recall or literal
understandings, but there is much more to comprehension than these.
Reading comprehension assessment has different purposes. One of these is to
compare students’ comprehension levels to those of students in a norming sample.
Another is to find out if students have met preestablished criteria for their grade level.
A third purpose is to inform instruction by determining when students understand
what they read and how efficiently they use which comprehension strategies.
19
The terms ‘assessment’ and ‘evaluation’ are often used interchangeably by
teachers, but assessment really refers to the process of collecting information from
learners (e.g., obtaining test scores, work samples) while evaluation means looking at
that information and making some decisions in relation to instruction.
Similarly, Westwood (2008: 72) states that the main functions of assessment
are;
1. to enable a teacher to evaluate the effectiveness of the teaching program and then
to make any necessary modifications to method of delivery, learning activities or
resources;
2. to identify any students who are having difficulties mastering the course content,
and thus need additional help;
3. to provide information if a student is to be transferred to another school or referred
for special education;
4. to be accountable to parents by providing them with evidence of their child’s
learning;
5. to be accountable to government education authorities by providing hard evidence
of achievement levels in a school.
In assessing reading comprehension of the students by using reciprocal
technique, answer the question way was applied in the research. The reading text
included some questions, and the students were instructed to answer the questions
based on the text. The benefit of giving the assessment was to measure whether the
reciprocal technique was useful or not to the students. Generally, the assessment
applied in the research is based on the basic indicators in arrangement of reading text.
20
There are four indicators that the researcher applied in assessing the student, the
indicators are general idea, specific information, textual reference and word meaning.
Those indicators will represent the student’s ability in comprehending the reading
text and show the usefulness of the reciprocal technique.
2.2 Emperical Review
After looking for some references related to the research that is going to be
done by the researcher, researcher found some similar evidences that had been done
in the previous time by other researchers. Similar research had been conducted by
Aniafida (2008), entitled “ Improving Students’ Reading Comprehension Using
Reciprocal Questioning Technique A Classroom Action Research in SMK
Diponegoro Salatiga in Academic Year 2007/2008”. This research was designed by
using classroom action research in which this research study concerned with teaching
reading comprehension by using reciprocal technique could effectively improved and
increased the low ability in reading comprehension in SMK Diponegoro Salatiga.
Another research had been conducted by Putu Wara Sukma Wardana (2010),
entitled “Improving Reading Comprehension Though Reciprocal Technique to the
Eight Grade Student of SMPN 4 Bebandem in Academic Year 2009/ 2010” which
also showed that the students were positively and significantly improved after they
had been taught by reciprocal technique.
Referring to the research results of those researchers mentioned above,
researcher has no doubt in applying reciprocal technique for helping students of SMK
PGRI 4 Denpasar in improving their reading skill.
21
2.3 Hypothesis
On attempting to give a tentative solution to the problem, the hypothesis will
be stated as the following: the students’ reading comprehension ability at tenth grade
student of SMK PGRI 4 Denpasar can be improved through reciprocal technique.
22
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This study was conducted to the tenth grade students of SMK PGRI 4
Denpasar. There were 3 classes of the tenth grade students of SMK PGRI 4
Denpasar especially class Multi Media. The student of Class X MM 1 was selected as
the subjects of the study which consists of 38 students. The subject of the study
which total of 30 students were considered to be representative enough for the
purpose of this study. The students of Class X MM 1 was selected as the subjects of
the study because based on the preliminary study and the result of pre-test or the
initial reflection showed their ability in reading comprehension was very poor,
therefore immediate improvement was really needed.
3.2 Research Design
This research project was in the form of action study. According to Ary et. Al.
(2010: 512), action research is about taking action based on research and researching
the action taken. Action research had been used in a variety of settings, including
schools, hospitals, health clinics, community agencies, government units, and other
environments. It could be used to enhance everyday work practices, to resolve
specific problems, and to develop special projects and programs. Action research is
based on the premise that local conditions vary widely and that the solutions to many
problems cannot be found in generalized truths that take no account of local
conditions. In this chapter, we focus on the use of action research in education.
23
This study was intended to improve the students’ ability in reading comprehension
through reciprocal teaching technique. In term of cycle, this study planed minimally
two cycles. Each cycle consisted of four interconnected activities, namely: Planning
(P), Action (A), Observation (O), and Reflection (R).
The activity of teaching and learning process includes the planning, action,
observation and reflection. To make it clear, the design of the present class action
study can be depicted as the following:
Cycle I IR P1 A1 O1 R1
Cycle II RP P2 A2 O2 R2
3.3 Research Procedure
Ary et. al. (2010: 518) states that the action research process involves the
process in four steps: reflecting, planning, acting, and observing. Brief and
comprehensible discussion concerning the whole activities carried out in each session
from P, A, O, and R were devoted in the subsequent discussions and for detail of
teaching scenarios of the present class action study.
3.3.1 Planning
A plan is developed for taking action and for gathering information and data
in order to observe or capture the experience or monitor the practice. It is in this
phase that the research questions and methods are explicated. Planning concerned
with determining of the subjects, the steps of action and the instrument used to collect
data. In this stage, the researcher prepared some activities. There were some steps
done in planning, they are:
24
1. Determining a schedule for giving questionnaire and the pre-test.
The pre-test was given before the teaching was carried out. This was
conducted in order to find the initial reflection. The questionnaire was used to
know the student’s response on the application of reading through reciprocal
technique based reading activity. It was distributed at the end of cycle.
2. Preparing the questionnaire and the test instrument.
Data collected through questionnaire were considered as additional
supporting data. The tests were conducted as essay test.
3. Deciding the number of the test items, and sentences as the test item
The researcher was decided to give the same level in every test. For the
pre-test, the students were tested individually and suggested to answer 10
questions.
4. Determining the reciprocal technique for the questionnaire and the pre-test
The researcher used the reading text using reciprocal technique and asked
the student to answer the questions in answer sheet on the pre-test. For the
questionnaire, students were asked to answer directly in the correspondents’
sheet.
3.3.2 Action
In this step researcher made an action in the classroom which was related to
the teaching reading through reciprocal technique based on reading activity. The
researcher implements the plan or changes a practice and collects data. There were
three main activities that the researcher will do in classroom. They are:
25
1. Pre-Reading activity
In this part, the researcher tried to stimulate students by giving easy test,
ask the students to read it first and try to guessing what was the text tell about.
The teacher acted as the teacher build up the students’ interest and motivation.
2. Whilst Reading Activity
In this part the researcher asked the student to analyze the text through
quick reading carefully and do the essay tests individually.
3. Post-Reading activity
In this stage, the researcher allowed the students to ask some question if
they still have any problems in understanding the lesson and asked the students
to make a conclusion about the content of the text.
3.3.3 Observation
The observation was conducted to know the effect of the action. There were
three instruments used to get the data, namely: observation sheet, student answering
sheet and questionnaire.
1. Observation sheet
This observation sheet was used to record the student’s comprehension in
reading.
2. Students answering sheet
This sheet was used to know the student’s achievement on comprehension.
26
3. The questionnaire
The questionnaire was used to know the student’s response on the
application of reading through reciprocal technique. The questionnaire was
distributed at the end of cycle by the researcher.
3.3.4 Reflection
In this stage, experience and perceptions were used to identify an area of
focus based on a problem. Time was taken to review what is already known about
the problem or focus area and to learn more about the problem. On the other hand,
the result of the observation was analyzed in order to find the strength and weakness
of the action and to decide whether the study would be continued or not. The
reflection was administrated during the post activities of the session. The reflection
was given in the end of each session as planning.
Based on the observation, the researcher found some strength and weakness of
the action. The weakness of the action was found in student’s attention. When the
class was carried out, some of the students didn’t read well because of numbers of
students.
3.4 Research Instrument
Research instrument is a significant factor in carrying out the research because
it was important to get data and it should be constructed as valid and reliable as
possible. In this present study, the researcher used three kinds of research instrument.
They are lesson plan, achievement test, and questionnaire.
27
A) Lesson Plan
Lesson plan was prepared in order to have a clear description of what should be
done in classroom. It provided a guideline for the teacher in conducting every step of
the planning. The scenario involved the activities that was conducted, since allotment,
the teacher’s approach and the material were used in teaching and learning process.
B) Achievement Test
There were several tests used in this study. All texts were completed with
exercise and test, and this includes pre-test and post-test. Pre-test was used to
examine the student’s ability in reading comprehension before the treatment is given.
The result of pre-test was used as a reference for conducting the research. Post-test
was used to examine the effectiveness or the result of the action both in cycle 1 and 2.
In other words post- test is used in order to know the extent to which the technique
could improve the student’s ability in reading comprehension.
C) Questionnaire
Questionnaires provided a similar means of learning about students’ strategic
processing. Because responses were written, the test can be group-administered.
Thus, they potentially provide a time-saving way to collect data.
The questionnaire is given to the students in order to get respond towards the
used of reciprocal teaching technique in reading activity. Besides that, the
questionnaire consisted of ten items, the response of the students in questionnaire was
in the form of multiple-choice option. To avoid confusion, the questionnaire was
written in Indonesia language. The answer of the questionnaire was quantitatively
scored in total number of option chosen by the subject under study.
28
3.5 Data Collection
In measuring the students’ ability in reading comprehension, the researcher
used objective test which were administered at the end of the sessions, the test were
in the form of achievements test. The process of collecting data was follows: First,
before the teaching was carried out, the students were given pre-test. This was
conducted in order to find the initial reflection as well as to see the problem they
faced. They were tested individually and suggested to answer ten questions. Then, at
the end of every unit lesson, or after the students were given treatment that dealt with
using reading technique based reading activity to improve the ability in reading
comprehension, they were given a post-test to find out the result of the action.
3.6 Data Analysis
The data obtained for the present classroom action study was analyzed
descriptively to reveal the extent of the students’ progress or increasing ability in
reading comprehension. That is, the mean score obtained by the subject in the IR
(X0) was compared with its corresponding mean score in reflections or post – test for
both cycle I and cycle II. The score showing the subject positive changing behaviors
were computed in the form of percentages, which refers to respective item on the
questionnaire. To make it clear, the comparative corresponding means between IR
and reflection scores are also presented in the form of block graphs. The grand mean
of cycle I and cycle II was finally computed and compared. The grand mean of both
cycles, cycle I and cycle II was calculated by totaling the means of the scores in each
29
cycle and then divided by three. The amount of the difference between the two means
would show the increasing effectiveness of cycle I and cycle II.
To make it clear, the formula used to analyze the obtain data can be drawn as
the follows:
M=
Where:
M = Mean
∑X = Sum of score
N = Sum of individuals
In computing the data, the researcher determined the qualification of the
student’s ability based on the mean score obtained the students’ reading skill.
According to the mean score, then the researcher classified the student’s
qualification on the criteria that is adopted from the teacher of SMK PGRI 4
Denpasar. The criteria are as follow:
30
Table 1
Score Qualification
Score Qualification Score Qualification
0-0,99 Failed 6-6,99 Enough
1-1,99 Very bad 7-7,99 More than enough
2-2,99 Bad 8-8,99 Good
3-3,99 Very low 9-9,99 Very good
4-4,99 Low 10 Excellent
5-5,99 Almost enough
3.7 Success Indicator
Based on the minimum score of English subject, especially in reading
comprehension at SMK PGRI 4 Denpasar, the students can improve their reading
comprehension, if they get the minimum score, 75 points. This research would finish
or success if the students of SMK PGRI 4 Denpasar are successful to reach about
80% of the minimum score of SMK PGRI 4 Denpasar.
31
CHAPTER IV
FINDING AND DISCUSSION
4.1 Findings
The data of this research were collected from the tenthh grade students of
SMK PGRI 4 Denpasar in academic year 2013/2014. The data needed in this
present classroom action study were collected by administering three kinds of
instruments; they were pre test, post-test, and questionnaire. The pre-test or initial
reflection in reading comprehension was administered to the subjects under study
in order to obtain their pre-existing ability in reading comprehension. The pre-test
was administered to the subjects under study before the treatments were given. In
pre test, the subject were given 10 questions to determine their ability in reading
comprehension. The post-test or reflection was administered for four times (twice
in cycle I and twice in cycle II). As the result, there were three sets of raw scores
got for the present classroom action study that was, IR or pre-test scores, and
reflection scores for all session, post-test I and post-test II.
The additional data required for the present class action were collected
through administering questionnaire to the subjects under study at the end of cycle
I. The answers of the questionnaire were quantitatively scored using the rating
scale 0-3. The score gathered from administering questionnaire showed the
subjects’ changing attitudes and motivation in reading comprehension through
reciprocal technique. The data showed on tabulation as follow:
32
Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Score
in Reading Comprehension after the Implementation of Reciprocal Technique
Subjects IR Post-test I Post-test II
1 30 60 70 2 60 70 80 3 70 80 100 4 20 60 80 5 30 60 70 6 60 70 90 7 10 60 80 8 50 60 90 9 20 60 70
10 50 60 90 11 10 60 60 12 40 60 80 13 60 70 90 14 50 70 80 15 40 60 80 16 50 60 90 17 50 70 90 18 20 60 80 19 60 70 90 20 60 80 80 21 60 70 100 22 20 60 90 23 50 70 70 24 70 70 90 25 60 70 90 26 10 60 70 27 40 60 80 28 20 60 90 29 60 70 90 30 20 60 80
Total 1250 1950 2490
33
The result of analysis above which were considered as the findings of the
present study could be summarized as following:
Table 4.2 Summary of the Research Finding Showing the Mean of Cycle I and Cycle II
Pre-test X0 X0 = 41.67 Mean
Post-test I X1 X1 = 65 XI = 65
Post-test II X2 X2 = 83 XII = 83
4.1.1 Pre-cycle
The pre-cycle or pre-test was administered to the subjects under study in
order to know their pre-existing ability in reading. In the pre-test there were 10
questions of narrative text. In addition, it was administered before the
treatment was given to the subjects under study. In pre-cycle showed that the
tenth grade class MM1 of SMK PGRI 4 Denpasar had low ability in reading
comprehension class.
Based on the tabulation of pre-test that was presented in table 4.1, it was
calculated to find the mean of IR score (X0) obtained by the tenth grade students
MM1 of SMK PGRI 4 Denpasar by the following formula as follow:
The X0 of IR scores = ∑X0 = 1250 = 41.67 N 30
The result of pre-test indicated that the students’ reading comprehension
was still low. The researcher cunducted cycle I to solve the student’s problem in
reading. After cycle I, the researcher conducted cycle II to develop the students’
high interest, motivation, and good toward English. By using reciprocal technique
34
and learning process which were intended to improve the reading comprehension
of the tenth grade students of SMK PGRI 4 Denpasar.
4.1.2 Cycle I
Cycle I was administered after pre-test and it was based on the result of
pre-test. There were two sessions in cycle I. In this step, the researcher also
prepared the instruments such as materials, lesson plan, and worksheet. After
knowing the problem faced by the students of SMK PGRI 4 Denpasar for tenth
grade students who had low scores in reading comprehension, the researcher
conducted the action that had been planned. In action and observation, the
researcher used reciprocal technique as a technique in teaching learning process in
the classroom. In this cycle the researcher had prepared two learning action plans
because cycle I consisted of two sessions. Learning action plans were used as a
basis of what the researcher did in teaching learning process. The post-test were
given at the end of the treatment. There were two sessions in cycle I where the
time of each session was 80 minutes. Because cycle I consisted of two sessions,
the researcher had provided reflections two times in the form of answering the
questions in which each reflection was administered during the post-test activities
of each session. The post-test consisted of one reading passage and 10 questions.
Based on the data tabulation of post-test 1 that was presented above, it
was calculated to find the mean of post-test I score (X1) which was obtained
by the tenth grade students MM1 of SMK PGRI 4 Denpasar by the following
formula:
The X1 of cycle I scores = ∑X1 = 1950 = 65 N 30
35
The 30 products of the subjects’ reading were scored by using an
analytical scoring rubric the mean score yielded a figure of 65. This result, even it
was enough, showed that there was an improvement from the result of the pre-
test. These findings had already showed an improvement concerning the subjects
of reading comprehension. It could be seen from the comparison of the pre-test
(41.67) and post-test 1 (65) mean scores. Even though there was a positive
improvement, the researcher decided to continue to the next cycle, cycle II, to get
a better improvement.
4.1.3 Questionnaire
The additional data required for the present study were collected through
administering questionnaire to the subjects under study at the end of cycle I. The
result of the questionnaire also showed that there were more positive responses
concerning the reciprocal technique applied for the sake of improving the
subjects’ reading comprehension. The answer of the questionnaire was
quantitatively scored using the rating scale 0-3 (A=3, B=2, C=1 and D=0). There
was improvement in terms of the quantity of the positive responses. This result
was categorized as good. Therefore, the additional data was also collected through
administering the questionnaire. The obtained data showing the subjects’ total
scores for items of the questionnaire were tabulated as the following:
36
Table 4.3 Tabulating of Data Showing the Subjects’ Changing Motivation
and Attitudes in Learning Reading through Reciprocal Technique
Subjects A B C D S1 15 8 - 0 S2 15 8 1 - S3 12 10 1 - S4 15 8 - 0 S5 12 10 - 0 S6 21 4 1 - S7 15 8 1 - S8 15 8 - 0 S9 9 12 1 -
S10 12 8 1 0 S11 18 6 1 - S12 9 8 3 - S13 12 10 1 - S14 18 6 - 0 S15 12 8 2 - S16 18 6 - 0 S17 15 10 - - S18 18 6 - 0 S19 21 4 - 0 S20 15 8 - 0 S21 9 8 3 - S22 15 6 2 - S23 - 14 3 - S24 27 - - 0 S25 12 10 1 - S26 15 8 - 0 S27 9 12 - 0 S28 18 4 1 0 S29 12 10 - 0 S30 27 - - 0
Total 441 228 23 0 A + B + C + D = 692
37
The computation of the comparative percentages for the scores of the
items of the questionnaires showing the subjects’ total responses for respective
item of A, B, C and D were shown as follows:
448 1. Total percentage of item A = x 100% = 64.74% 692 228 2. Total percentage of item B = x 100% = 32.95% 692 23 3. Total percentage of item C = x 100% = 3.32% 692 0 4. Total percentage of item D = x 100% = 0% 692 It was found that there were 64.74% of the subjects strongly agreed,
32.95% agreed, 3.32% did not have opinion, and 0% disagreed on the
implementation of the technique. The findings of cycle II obviously revealed that
reciprocal technique brought a significant effect on improving the subjects’
reading comprehension. It could be clearly seen from the improvement of the
mean score from cycle to cycle: the mean score of pre-test (41.67), post-test 1
(65). In addition, the result of the questionnaire also showed that there were very
positive responses concerning the implementation of reciprocal technique to
improve the subjects’ reading comprehension. There was improvement in terms of
the quantity of the positive responses in which the subjects who strongly agreed
on the implementation of the technique were getting increased.
38
4.1.4 Cycle II
Cycle II was started with planning which had already been revised from
the previous session. This revision was made based on the results of the post-test
1 and questionnaire. In the planning, additional material presentation was
prepared. If in cycle I the material was explained verbally, in cycle II the material
was presented by adding a pictures in the reading passage to make the action more
effective and efficient in cycle II. In action and observation, the researcher used
reciprocal technique as a technique in teaching learning process in the classroom.
In this cycle, the researcher also had prepared two learning action plans because
cycle II was consisted of two sessions. Learning action plans were used as a basis
of what the researcher did in teaching learning process. The post-test was given at
the end of the treatment. There were two sessions in cycle II in which the
timeallotment for each session was 80 minutes. Because cycle II also consisted of
two sessions, the researcher had provided reflections two times in the form of
answering the question items in which each reflection was administered during
the activities of each session. The post-test consisted of one reading passage and
10 questions.
The tabulation of data of post-test in cycle II showed the improvement of
students’ reading comprehension if we compared it with cycle I. It could be
mentioned that there were many students who could not reach the minimun
standard in mastering English at the tenthh grade students of SMK PGRI 4
Denpasar that was 75. Although, in the post-test of cycle II, there was an
improvement of students’ reading comprehension if we compared it with the
result of post-test in cycle I. It can be seen that all of the subjects under study
39
could reach the minimun standard in mastering English at the tenthh grade
students of SMK PGRI 4 Denpasar. In addition, it could be said that 80% of the
subject under study could reach it.
Based on the data tabulation of post-test II that was presented 0n table
4.1, it was calculated to find the mean of post-test II score (X2) that obtained
by the tenth grade students MM1 of SMK PGRI 4 Denpasar by the following
formula:
The X2 of cycle II scores = ∑X2 = 2480 = 83 N 30 The results were scored by using an analytical scoring rubric and the mean
score was a figure of 83. This result was categorized as good. These findings had
already showed an improvement concerning the subjects of reading
comprehension. It could be seen from the comparison of the pre-test (41.67), post-
test I (65) and post-test II (83) mean scores. These significant improvements from
cycle to cycle was main consideration to stop the research because it had already
reached the minimum passing, that was, 80%.
To make it clear, the main findings of the present classroom action study,
that was the rising comparative mean figures of IR scores and the post-test scores
obtained by the tenth grade students MM 1 of SMK PGRI 4 Denpasar can be
graphically presented as the following:
40
Graph 4.1: Depicting the Subjects’ Progressing Achievement in Reading Comprehension of Pre-cycle and Post-Test I
41.67
65.00
0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00
100.00
X0 X1
Graph 4.2: Depicting the Mean Subjects’ Progressing Achievement in Reading Comprehension after the Implementation of reciprocal technique in cycle II
41
Graph 4.3: Depicting the Subjects’ Progressing Achievement in Reading Comprehension of Pre-cycle, Cycle I and Cycle II
4.3 Discussion
The data analysis which established the finding of the present class action
study showed the effectiveness of reciprocal technique in improving the students’
reading comprehension. The mean of the initial reflection or pre-test scores (X0)
obtained by the subjects under study in speaking skill pointed out the mean figure
of 41.67. This mean figure clearly showed that the pre-existing reading
comprehension of the subjects under study was relatively low.
The result of the data analysis of the reflection or post-test scores in cycle I
(X2) showed the increasing mean figures of 65. The mean figure obtained by the
subject under study for each session in cycle I was much higher than the result of
the initial reflection or pre-test. The mean figure for cycle I showed that the
reading comprehension got an improvement after they had been taught through
reciprocal technique.
42
The result of the data analysis of the reflection scores obtained by the
subjects under study in post-test in cycle II (X4) pointed out the increasing mean
figures of 83. The mean figure obtained by the subjects under study for each
session in cycle II was convincingly much higher than the mean figure of initial
reflection scores. There was a significant difference of the mean figure between
cycle I and cycle II. The difference of the mean figure of cycle I and cycle IIwas
30.29. The significant difference of the mean figure suggested that the teaching
reading in cycle II through reciprocal technique could be remarked to be more
effective than cycle I. This was due to fact that the cycle II were accordingly
revised by taking into account the weakness of the students found in cycle I.
Based on the finding of the questionnaire above, the result of the data
analysis from the administration of questionnaire was considered as additional
supporting data. The proportional percentage figures of the total response of the
questionnaire for item A, B, C, and D were 58.56%, 34.66%, 6.77% and 0%.
These findings showed that 58.56% of total subjects absolutely liked teaching
reading using reciprocal technique, 34.66% of total subjects liked with the
technique, 6.77% of the subjects fine with the technique, and 0% of total subject
did not like reciprocal teaching technique. This result showed positive changing
attitude and motivation of the students in learning reading comprehension through
reciprocal teaching technique.
The graphics above showed students’ mean scores were increased from the
result of the pre-test to the result of post-test in each cycle. The students’ mean
scores in the pre-test was 41.67; in addition, it was categorized that students’
reading comprehension were still low. After the treatment had given, the students’
43
mean scores in the post-test were increased in each cycle. It could be seen from
the mean figure of the post-test in cycle I was 65. It meant that students’ mean
scores were increased from the result of the pre-test. The mean figure of the post-
test scores obtained by the subjects under study in cycle II was 83, it also means
that students’ mean scores were increased from the result of the pre-test and the
result of post-test in cycle I. These findings indicated that the hypothesis stated in
chapter 2: the reading comprehension of the tenth grade students of SMK PGRI 4
Denpasar in academic year 2013/2014 could be improved through reciprocal
technique was accepted.
44
CHAPTER V
CONCLUSION AND SUGGESTION
The discussion throughout the present classroom action investigation
which dealt with the implementation of reciprocal technique to improve reading
comprehension to the tenth grade students of SMK PGRI 4 Denpasar could finally
be concluded in this chapter. Some practical suggestions in reference to the
significance of the established research findings were also recommended in this
chapter. Therefore, the findings of this study could really provide some benefits
for the English teacher, the school management and the tenth grade students of
SMK PGRI 4 Denpasar in academic year 2013/2014.
5.1 Conclusion
The purpose of this study was to improve the students’ reading
comprehension especially in narrative text or passage. The present classroom
action study dealt with the implementation of reciprocal technique to improve
reading comprehension to the tenth grade students of SMK PGRI 4 Denpasar in
academic year 2013/2014. The research was preceded by conducting a
preliminary study. Based on the study, it was found that the tenth grade students
of SMK PGRI 4 Denpasar faced a problem in reading comprehension.
In this classroom action study, the students’ improvement in reading
comprehension could be seen by comparing the students’ mean score of the pre-
test, post-test in cycle I and post-test in cycle II. The mean score of the initial
reflection or pre-test was 41.67 and it belonged to less than enough. On the other
hand, after the treatment was given, the mean figure of the post-test score in
45
cycle I was 65. In addition, The mean figure of the post-test scores in cycle II was
83 and it was included as enough level of qualification. It showed the
improvement of the students in reading comprehension after the treatment was
given.
The major findings of the present classroom action study was supported
by the result of the questionnaire. The percentage figures of the total response of
the questionnaire for item A, B, C, and D were 67.74%, 32.95%, 3.32% and 0%.
The obtained comparative percentages items of the questionnaire indicated the
students’ positive changing attitudes and motivation after they had taught
reading comprehension through reciprocal technique. On the other hand, the result
of the questionnaire indicated a good finding in term of the students’ responses
toward the the implementation of reciprocal technique in learning reading.
These findings also indicated that teaching reading through reciprocal
technique could improve the students’ motivation, and interest in learning reading.
Therefore, these findings showed the hypothesis stated in chapter II that the
reading comprehension of the tenth grade students of SMK PGRI 4 Denpasar in
academic year 2013/2014 could be improved through reciprocal technique was
successful and clearly accepted.
5.2 Suggestion
There are some suggestions suggested by the researcher according to the
result of the research finding that could be seen as follows:
1. The English teachers of the tenth grade students of SMK PGRI 4 Denpasar
are suggested that it would be better to implement reciprocal technique in
order to teach English especially in teaching reading. By implementing
46
reciprocal technique, there are a lot of benefits that could be taken from it
because the teacher can solving the students’ problem in comprehending the
text. In addition, the teaching learning proccess would be more controlled.
2. The students are expected to be able to maintain what they have already
reached now. They are suggested to train themselves in comprehending the
reading text by practicing directly.
3. It is hoped that other researcher would do better research to the method
which had been implemented by the researcher in this present study; in
addition, it is also expected that reciprocal technique can be implemented
especially in teaching reading.
4. The institution of SMK PGRI 4 Denpasar is suggested to improve the
quantity of teaching and learning facilities such as book and teaching media
in the classroom. Those facilities are very important in order to improve the
quality of teaching learning process.
47
REFRENCES
Ary D., Jackob L.C. Sorensen C.& Razavieh A. (2010). Introduction to Research
in Education. Wadsworth Cengage Learning.
Brassel D. & Rasinsky T. (2008). Comprehension that work. Shell Education.
Brown H. D (2000) Teaching by Principle : An interactive approach to Language
Pedagogy. New Jersey.
Brown, H. D. 2001. Teaching by Principles: An Integrative Approach to
Language Pedagogy. New Jersey: Prentice Hall.
Brown, H. D. 2003. Language Assessment: Principle and Classroom. New
Jerseyr Prentice Hall.
Brown H.D (2004). Language Assessment. Principles and classroom practice, San
Fransisco University.
Grabe, W. & Stoller, F.L. 2002. Teaching and Researching Reading. Harlowr
Pearson Education limited.
Harmer, J. (2001). The Practice of English Language Teaching. Harlow:
Longman.
Klinger. J.K, Vaughn.S,& Boardman A.(2QQ7). Teaching Reading
Comprehension to Students with Learning Difficulties. The Guilford
Press, New York London.
Kruidenier J.(2002). Research-Based Principles for Adult Basic Education,
Reading Instruction. National Institute for Literary.
Lems Kristin, Leah D. Miller, Tenena M. Soro (2010). Teaching Reading to
English Language Learner. New York, London.
48
Oezkus L.D. (2005). Reciprocal Teaching at Work. International Reading
Association, USA.
Pang Elizabeth S. (2000). Teaching Reading. The international Academy of
Education, IAE.
Palinscar and Brown (1985). Reciprocal Teaching: Reading Education, foundation
for literature America.
Padma B. (2008). Reciprocal Teaching Technique.
Patel M.F. & JainM.P. (2008). English Language Teaching (Method, Tools and
Technique). Sunrise Publisher & Distributors.
Snow C. (2002). Reading Understanding, Toward an R&D Program in Reading
Comprehension. Ran Education.
Stricklin K. (2011). Hands-on Reciprocal Teaching: a Comprehension Technique.
International Reading Association.
Wallace M.J. (2004). Study Skill in English. A course in reading skills for
academic purposes.
49
APPENDICES
49
SAMPLE NAMES
No Names 1 Adi Suastika I Made Ngurah 2 Agus Irvan Adhityana M H S 3 Aldi Setiawan 4 Aldin Krismantara Cede 5 Ari Merta Negara I Putu 6 Ari Swandewi Ni Made 7 Aris Nata Kusuma Putu 8 Ayu Chelsi Ni Kadek 9 Bany Febri Yahya 10 Budiastini Ni Luh Gede 11 Darmayasa I Wayan 12 Dendi Suandi 13 Desi Nataliani Ni Ketut 14 Diah Prabuyuni Jelantik Ni Kadek 15 Dicky Wahyu Pratama 16 Dimas Andre Setiawan 17 Dwi Pratama Putra I Made 18 Febri Hartawan I Wayan 19 Handy Winartha 20 Indra Yuli Pranata 21 M Rizqy Fadillah 22 Nik Purnika Putri Putu 23 Prabawangsa Kusumaatmaja I Gst Agung 24 Rias Windari Putu 25 Riswan Atsukiartha Putu 26 Sandana Putra Komang 27 Sanjaya I made 28 Shinta Dwi Astuti 29 Suarimbawa I Made 30 Surya Wasista Putu Gede
50
Thirteen equals one
Our vicar is always raising money for one cause or another, but he has never managed
to get enough money to have the church clock repaired. The big clock which used to strike
the hours day and night was damaged many years ago and has been silent ever since. One
night, however, our vicar work up with a start: the clock was striking the hours! Looking at
his watch, he saw that it was one o’clock, but the bell struck thirteen times before it stopped.
Armed with a torch, the vicar went up into the clock tower to see what was going on.
In the torchlight, he caught sight of a figure whom he immediately recognized as Bill
Wilkins, our local grocer.’Whatever are you doing up here Bill?’ asked the vicar in surprise.
‘I’m trying to repair the bell,’ answered Bill. ‘I’ve been coming up here night after night for
weeks now. You see, I was hoping to give you a surprise.”You certainly did give me a
surprise!’ said the vicar. ‘You’ve probably woken up everyone in the village as well. Still,
I’m glad the bell is working again. That’s the trouble, vicar,’ answered Bill. ‘It’s working all
right, but I’m afraid that at one o’clock it will strike thirteen times and there’s nothing I can
do about it.”We’ll get used to that, Bill,’ said the vicar. “Thirteen is not as good as one, but
it’s better than nothing. Now let’s go downstairs and have a cup of tea.’
51Answer these question in form based on the text above!
1. What woke the vicar up?
2. What was the time?
3. How many times did the clock strike?
4. Where did the vicar go?
5. What did he take with him?
6. Whom did he see in the clock tower?
7. What did Bill Wilkins say he was trying to do?
8. Had Bill Wilkins succeeded in repairing the clock?
9. Was the vicar pleased or angry?
10. What did he offer the grocer?
52
TEACHING SCENARIO
(For the first session in Cycle I)
School name : SMK PGRI 4 DENPASAR
Subject : English ( Reading )
Class/Semester : X MM 1
Meeting : 1
Time Allotment : 2 x 40 minutes
Academic year : 2013/2014
Competence standard : Communicating in English in Elementary level.
Basic competency : Understanding daily simple conversation either in professional context or individual with non native speaker.
Indicators
Demonstrating and answering questions in the forms of narrative text in the context of reading passage given. .
Teaching and learning objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
Teaching and learning material
Mr. Holland
Mr. Holland was very young man, he played a lot of football, and he had always been
thin and very strong. But then he worked in an office for many years, and he drove to work in
a car. So, when he was forty, he was fat and very soft, and he did not wish to get fatter and
softer every year.
53One day one of his friend said to him, “Would you like to be thinner, Fred?”
“Of course I would,” Mr. Holland answered.
“Well,” his friend said, “stop going to your office by car, and get a bicycle.”
My Holland had not ridden a bicycle for many years. “It’s very hard to learn to ride a
bicycle again at your age,” his wife said.
But it was not too hard for Mr. Holland to do. He usually sat in his living room and
read the newspaper in the evening, but he bought a bicycle for his birthday and practiced
riding that every evening instead. He hoped that it would help him to get thinner, and he got a
lot of pleasure from it.
He found little roads which were not really very narrow, but were to narrow for cars,
and there he got away from the nasty noises of the city, which were becoming too much from
him.
They were not very loud, but they were too loud for Mr. Holland .
Then he began to go to his office on his bicycle. Sometimes all the cars stopped at a
red light, and he went past them to the front, because his bicycle was narrow. Then he was
very happy.
Yesterday he stopped at a red light, and a man came up behind him on another
bicycle. He stopped too and said to Mr. Holland, “Have the police taken your driving license
away too?
Teaching and learning method
Communicative Language Teaching (CLT).
Teaching and Learning Steps
I. Instrument :
a. Oral test
II. Reading test
54III. Teaching and Learning Activities
No Activities Teacher’s Activities Student’s Responses
1 Pre-activity The teacher greeted the
students and checks the
attendance list
Students responded the
teacher’s greeting and
raised their hand when
teacher called their name
The teacher asked some
questions that can build up
the concentration of
students
Students responded the
questions
2 Whilst-
activity
Teacher mentions the title
of the passage and its key
words or significant
information.
Students listen to the
teacher.
(Recall) Teacher asks the students
to make predictions, what
the passage is about based
on its title and key words.
Students make predictions
based on the key words
which have been
mentioned.
(Finding
specific
information)
Teacher distributes the
reading passage and asks
the students to make
questions from each
paragraph of the text,
which is assigned to them.
Students read the passage
and make questions from
the paragraph assigned to
them.
(Finding
general idea)
Teacher conducts
classroom discussion
based on the questions
made by students.
The students acted as a
teacher who shares their
questions to others.
(Word Teacher asks the students Students summarize the
55meaning and
textual
reference)
to summarize the text.
Teacher asks the students
to make questions for
clarification of an unclear
information, textual
reference, word meaning
to others.
passage.
Students make questions
for the purpose of
clarification.
3 Post-activity Teacher gives a chance for
students to ask questions
Teacher asked the students
to answer the test given
individually
Teacher ends the class and
said good bye to the
students
Students give their
responses
Students do the test
The students responded by
saying good bye
Teaching Media 1. Board marker and eraser. 2. Pen, pencil and notebook. 3. Handbook and workbook. 4. Laptop and LCD
Assessing structured Assignment
NO Scoring Aspect Criteria Score
1
Behaviour: a. Punctuality to submit
earlier 50 On time 30 late 20
b. Correct answer 1
56Student exercise
Look at these questions. Find the right answers. Then write the questions and answers:
1. Was Mr. Holland fat or thin when he was young?
2. Was he fat, or thin, when he was forty?
3. Who told him to get a bicycle?
4. Was it hard for him to learn to ride a bicycle again?
5. When did he practice?
6. Did he enjoy riding his bicycle?
7. Why did he like narrow roads?
8. Why could he pass car at red light?
9. Had the police taken Mr. Holland’s driving license away?
10. Had they taken the other man’s away?
Denpasar, 8 Januari 2014
Researcher
Kadek Suparna
57
TEACHING SCENARIO
(For the second session in Cycle I)
School name : SMK PGRI 4 DENPASAR
Subject : English ( Reading )
Class/Semester : X MM 1
Meeting : 2
Time Allotment : 2 x 40 minutes
Academic year : 2013/2014
Competence standard : Communicating in English in Elementary level.
Basic competency : Understanding daily simple conversation either in professional context or individual with non native speaker.
Indicators
Demonstrating and answering questions in the forms of narrative text in the context of reading passage given. .
Teaching and learning objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
Teaching and learning material
A Puma at Large
Pumas are large, cat-like animals which are found in America. When reports came into
London Zoo that a wild puma had been spotted forty-five miles south of London, they were not
taken seriously. However, as the evidence began to accumulate, experts from the Zoo felt
58
obliged to investigate, for the descriptions given by people who claimed to have seen the puma
were extraordinarily similar.
The hunt for the puma began in a small village where a woman picking strawberries saw
'a large cat' only five yards away from her. It immediately ran away when she saw it, and experts
confirmed that a puma will not attack a human being unless it is cornered. The search proved
difficult, for the puma was often observed at one place in the morning and at another place
twenty miles away in the evening. Wherever it went, it left behind it a trail of dead deer and
small animals like rabbits. Paw prints were seen in a number of places and puma fur was found
clinging to bushes. Several people complained of 'cat-like noises' at night and a businessman on
a fishing trip saw the puma up a tree. The experts were now fully convinced that the animal was
a puma, but where had it come from? As no pumas had been reported missing from any zoo in
the country, this one must have been in the possession of a private collector and somehow
managed to escape. The hunt went on for several weeks, but the puma was not caught. It is
disturbing to think that a dangerous wild animal is still at large in the quiet countryside.
Teaching and learning method
Communicative Language Teaching (CLT).
Teaching and Learning Steps
IV. Instrument :
b. Oral test
c. Reading test
59
V. Teaching and Learning Activities
No Activities Teacher’s Activities Student’s Responses
1 Pre-activity The teacher greeted the
students and checks the
attendance list
Students responded the
teacher’s greeting and
raised their hand when
teacher called their name
The teacher asked some
questions that can build up
the concentration of
students
Students responded the
questions
2 Whilst-
activity
Teacher mentions the title
of the passage and its key
words or significant
information.
Students listen to the
teacher.
(Recall) Teacher asks the students
to make predictions, what
the passage is about based
on its title and key words.
Students make predictions
based on the key words
which have been
mentioned.
(Finding
specific
information)
Teacher distributes the
reading passage and asks
the students to make
questions from each
paragraph of the text,
which is assigned to them.
Students read the passage
and make questions from
the paragraph assigned to
them.
(Finding
general idea)
Teacher conducts
classroom discussion
based on the questions
made by students.
The students acted as a
teacher who shares their
questions to others.
(Word
meaning and
Teacher asks the students
to summarize the text.
Students summarize the
passage.
60
textual
reference)
Teacher asks the students
to make questions for
clarification of an unclear
information, textual
reference, word meaning
to others.
Students make questions
for the purpose of
clarification.
3 Post-activity Teacher gives a chance for
students to ask questions
Teacher asked the students
to answer the test given
individually
Teacher ends the class and
said good bye to the
students
Students give their
responses
Students do the test
The students responded by
saying good bye
Teaching Media 5. Board marker and eraser. 6. Pen, pencil and notebook. 7. Handbook and workbook. 8. Laptop and LCD
Assessing structured Assignment
NO Scoring Aspect Criteria Score
1
Behaviour: c. Punctuality to submit
earlier 50 On time 30 late 20
d. Correct answer 1
61
Student exercise
Answer these question in form based on the text above!
1. What sort of reports were received by London Zoo?
2. Were the reports similar in nature or not?
3. Who saw it first?
4. Did it stay in one place, or did it move from place to place?
5. What it did leave behind it?
6. Were paw-print and puma fur found as well or not?
7. What was heard at night?
8. Where the animal seen up by a fisherman?
9. Were experts now sure the animal really was a puma?
10. Was puma caught by the hunt?
Denpasar, 10 Januari 2014
Researcher
Kadek Suparna
62
TEACHING SCENARIO
(For the second session in Cycle I)
School name : SMK PGRI 4 DENPASAR
Subject : English ( Reading )
Class/Semester : X MM 1
Meeting : 3
Time Allotment : 2 x 40 minutes
Academic year : 2013/2014
Competence standard : Communicating in English in Elementary level.
Basic competency : Understanding daily simple conversation either in professional context or individual with non native speaker.
Indicators
Demonstrating and answering questions in the forms of narrative text in the context of reading passage given. .
Teaching and learning objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
Teaching and learning material
Crazy
Children often have far more sense than their elders. This simple truth was
demonstrated rather dramatically during the civil defence exercise in a small town in Canada.
Most of the inhabitants were asked to take part in the exercise during which they had to pretend
that their city had been bombed. Air-raid warnings were sounded and thousand of people went
63
into special air-raid shelters. Doctors and nurses remained above ground when police patrolled
the streets in case anyone tried to leave the shelters too soon.
The police did not have much to do because the citizen took the exercise seriously.
They stayed underground for twenty minutes and waited for the siren to sound again. On leaving
the air-raid shelters, they saw that doctors and nurses were busy. A great many people had
volunteered to act as casualties. Theatrical make up and artificial blood had been used to make
the injuries look realistic. A lot of people were lying dead in the streets. The living helped to
carry the dead and wounded to special station. A child of six was brought in by two adults. The
child was supposed to be dead. With theatrical make-up on his face, he looked as if he had died
of shock. Some people were so moved by the sight that they began to cry. However, the child
suddenly sat up and the doctor asked him to comment on his death. The child looked around for
a moment and said ‘ I think they’re all creazy’
Teaching and learning method
Communicative Language Teaching (CLT).
Teaching and Learning Steps
VI. Instrument :
d. Oral test
e. Reading test
64
VII. Teaching and Learning Activities
No Activities Teacher’s Activities Student’s Responses
1 Pre-activity The teacher greeted the
students and checks the
attendance list
Students responded the
teacher’s greeting and
raised their hand when
teacher called their name
The teacher asked some
questions that can build up
the concentration of
students
Students responded the
questions
2 Whilst-
activity
Teacher mentions the title
of the passage and its key
words or significant
information.
Students listen to the
teacher.
(Recall) Teacher asks the students
to make predictions, what
the passage is about based
on its title and key words.
Students make predictions
based on the key words
which have been
mentioned.
(Finding
specific
information)
Teacher distributes the
reading passage and asks
the students to make
questions from each
paragraph of the text,
which is assigned to them.
Students read the passage
and make questions from
the paragraph assigned to
them.
(Finding
general idea)
Teacher conducts
classroom discussion
based on the questions
made by students.
The students acted as a
teacher who shares their
questions to others.
(Word
meaning and
Teacher asks the students
to summarize the text.
Students summarize the
passage.
65
textual
reference)
Teacher asks the students
to make questions for
clarification of an unclear
information, textual
reference, word meaning
to others.
Students make questions
for the purpose of
clarification.
3 Post-activity Teacher gives a chance for
students to ask questions
Teacher asked the students
to answer the test given
individually
Teacher ends the class and
said good bye to the
students
Students give their
responses
Students do the test
The students responded by
saying good bye
Teaching Media 9. Board marker and eraser. 10. Pen, pencil and notebook. 11. Handbook and workbook. 12. Laptop and LCD
Assessing structured Assignment
NO Scoring Aspect Criteria Score
1
Behaviour: e. Punctuality to submit
earlier 50 On time 30 late 20
f. Correct answer 1
66
Student exercise
Answer these question in form based on the text above!
1. Why were doctors and nurses busy during the civil defence exercise?
2. Were there many casualties?
3. Did their injuries look realistic?
4. Where did the living carry the dead and wounded?
5. How many adults brought the child?
6. What had the child ‘died’ of?
7. Were the people moved by the sight?
8. What did the child suddenly do?
9. What did the doctor asked him?
10. What was the child opinion?
Denpasar, 16 Januari 2014
Researcher
Kadek Suparna
67
TEACHING SCENARIO
(For the second session in Cycle II)
School name : SMK PGRI 4 DENPASAR
Subject : English ( Reading )
Class/Semester : X MM 1
Meeting : 4
Time Allotment : 2 x 40 minutes
Academic year : 2013/2014
Competence standard : Communicating in English in Elementary level.
Basic competency : Understanding daily simple conversation either in professional context or individual with non native speaker.
Indicators
Demonstrating and answering questions in the forms of narrative text in the context of reading passage given. .
Teaching and learning objective
Students are able to find out the main idea of each paragraph
Students are able to find out the specific information of the passages
Students are able to understand the textual reference
Students are able to understand the word meaning
68
Teaching and learning material
The Loss of the ‘Titanic’
The great ship, Titanic, sailed for New York from Southampton on April 10th, 1912. it
was carrying 1,316 passengers and crew of 891. Even by modern standards, the 46,000 ton
Titanic was a colossal ship. At the time, however, it was not only the largest ship that had ever
been built, but was regarded as unsinkable, for it had sixteen watertight compartments. Even if
two of these were flooded, it would still be able to float. The tragic sinking of this great liner will
always be remembered, for it went down on its first voyage with heavy loss of life.
Four days after setting out, while the Titanic was sailing across the icy water of the North
Atlantic, huge iceberg was suddenly spotted by a lookout. After the alarm had been given, the
great ship turned sharply to avoid a direct collision. The Titanic turned just in time, narrowly
missing the immense walk of ice which rose over 100 feet out of the water beside her. Suddenly,
there was a slight trembling sound from below, and the captain went down to see what had
happened. The noise had been so faint that no one though that the ship had been damaged.
Below, the captain realized to his horror that the Titanic was sinking rapidly, for five of her
sixteen watertight compartments had already been flooded! The order to abandon ship was given
69
and hundreds of people plunged into the icy water. As there were not enough lifeboats for
everybody, 1,500 lives were lost.
Teaching and learning method
Communicative Language Teaching (CLT).
Teaching and Learning Steps
VIII. Instrument :
f. Oral test
g. Reading test
IX. Teaching and Learning Activities
No Activities Teacher’s Activities Student’s Responses
1 Pre-activity The teacher greeted the
students and checks the
attendance list
Students responded the
teacher’s greeting and
raised their hand when
teacher called their name
The teacher asked some
questions that can build up
the concentration of
students
Students responded the
questions
2 Whilst-
activity
Teacher mentions the title
of the passage and its key
words or significant
information.
Students listen to the
teacher.
(Recall) Teacher asks the students
to make predictions, what
the passage is about based
on its title and key words.
Students make predictions
based on the key words
which have been
mentioned.
(Finding Teacher distributes the Students read the passage
70
specific
information)
reading passage and asks
the students to make
questions from each
paragraph of the text,
which is assigned to them.
and make questions from
the paragraph assigned to
them.
(Finding
general idea)
Teacher conducts
classroom discussion
based on the questions
made by students.
The students acted as a
teacher who shares their
questions to others.
(Word
meaning and
textual
reference)
Teacher asks the students
to summarize the text.
Teacher a sks the students
to make questions for
clarification of an unclear
information, textual
reference, word meaning
to others.
Students summarize the
passage.
Students make questions
for the purpose of
clarification.
3 Post-activity Teacher gives a chance for
students to ask questions
Teacher asked the students
to answer the test given
individually
Teacher ends the class and
said good bye to the
students
Students give their
responses
Students do the test
The students responded by
saying good bye
Teaching Media 1. Board marker and eraser. 2. Pen, pencil and notebook. 3. Handbook and workbook
71
Assessing structured Assignment
NO Scoring Aspect Criteria Score
1
Behaviour: g. Punctuality to submit
earlier 50 On time 30 late 20
h. Correct answer 1
Student exercise
Answer these questions in form based on the text above!
1. Where was the Titanic sailing?
2. What was seen by a look-out?
3. How many passengers were in the sheep?
4. When did the ship turn sharply?
5. Did it sail alongside the iceberg, or did it collide whit it?
6. What was heard from below?
7. What did the captain do?
8. What did he find?
9. When did everyone jump overboard?
10. Why were 1500 people drowned?
Denpasar, 18 Januari 2014
Researcher
Kadek Suparna
71
Research Instrument: Questionnaires
I. Petunjuk Mengerjakan
1. Bacalah dengan seksama dan pahami makna dari pernyataan ( kuesioner) di bawah ini.
Kemudian berilah pendapat anda disetiap pernyataan tersebut.
2. Jawablah dengan sejujur-jujurnya karena semua jawaban adalah benar.
II. Kuesioner
1. Apakah anda menyukai pelajaran bahasa inggris?
a. Sangat suka
b. Suka
c. Cukup suka
d. Tidak suka
2. Apakah anda suka membaca buku?
a. Sangat suka
b. Suka
c. Cukup suka
d. Tidak suka
3. Apakah reading text yang diberikan susah dipahami?
a. Sangat susah
b. Susah
c. Cukup susah
d. Tidak susah
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4. Apakah anda mampu menjawab pertanyaan dengan baik?
a. Sangat mampu
b. mampu
c. Cukup mampu
d. Tidak mampu
5. Apakah anda mengerti atau paham terhadap bacaan yang diberikan pengajar?
a. Sangat mengerti
b. Mengerti
c. Cukup mengerti
d. Tidak mengerti
6. Apakah pengajar/guru mengajar di kelas dengan baik?
a. Sangat baik
b. Baik
c. Cukup baik
d. Tidak baik
7. Apakah guru atau pengajar anda menggunakan teknik reciprocal dengan baik?
a. Sangat baik
b. Baik
c. Cukup baik
d. Tidak baik
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8. Bisakah teknik reciprocal membantu anda dalam memahami isi bacaan?
a. Sangat membantu
b. Membantu
c. Cukup membantu
d. Tidak membantu
9. Apakah anda menyukai teknik reciprocal yang digunakan oleh pengajar saat kegiatan belajar
mengajar berlangsung?
a. Sangat suka
b. Suka
c. Cukup suka
d. Tidak suka
10. Apakah anda setuju jika teknik reciprocal selalu dipakai dalam pelajaran bahasa inggris
khususnya pada pelajaran membaca?
a. Sangat setuju
b. Setuju
c. Cukup setuju
d. Tidak setuju
**********************Selamat mengerjakan*************************
74
QUESTIONNAIRE SHEET
Name :
Class :
1 A B C D
2 A B C D
3 A B C D
4 A B C D
5 A B C D
6 A B C D
7 A B C D
8 A B C D
9 A B C D
10 A B C D
75
76
BIOGRAPHY
His name is Kadek Suparna, He was born in Singaraja, on March
6th 1990. He was born from a simple family, He lives at Banjar
Aseman Kawan Tibubeneng, Kuta Utara, Badung. His father is I
Ketut Sutanaya and his mother is Ni Nyoman Soma. He was a
second child of 3 brothers. He has one older brother and one
young brother, they are I Gede Muliawan and Komang Seno
Tridana. The short story, He started to study at school. He graduated from
kindergarten (TK) named Pradnyandari I, He started his elementary school at
SDN 5 Kerobokan in 1996 until 2002 that spent 6 years. He started his junior high
school at SMP Seni Ukir Tangeb in 2002 until 2005 to finish his seventh grade
until ninth grade. He started his senior high school at SMK Rekayasa Denpasar in
2005 until 2008 to finish his tenth grade until twelefth grade. Then he started his
study at Mahasaraswati University in 2010 he took English Department in Faculty
of Teacher and Education because he wanted to be an English teacher and to be
helpful person to everyone.