students’ perceptions on the benefits of …

STUDENTS’ PERCEPTIONS ON THE BENEFITS

OF RECIPROCAL TEACHING IN DEVELOPING

THEIR READING SKILLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain The Sarjana Pendidikan Degree

in the English Language Education

By:

Maria Jovial Wijna Svetaketu

131214120

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

STUDENTS’ PERCEPTIONS ON THE BENEFITS

OF RECIPROCAL TEACHING IN DEVELOPING

THEIR READING SKILLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in the English Language Education

By:


131214120

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


ii


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vi

ABSTRACT

Svetaketu, Maria Jovial Wijna. (2017). Students’ Perceptions on the Benefits of

Reciprocal Teaching in Developing Their Reading Skills. English Language

Education Study Program, Department of Language and Arts Education, Faculty

of Teacher Training and Education, Yogyakarta: Sanata Dharma University.

Reading comprehension is one of the reading skills that is needed to be

mastered by the students. Reading comprehension plays an important role in

students‟ reading development. However, there are some problems encountered

by the students when they are trying to master this skill. A teacher is urged to help

the students to cope with their reading‟s problems. Reciprocal teaching is known

as one of the reading techniques that increases students reading comprehension.

Hence, this study is trying to reveal students‟ perceptions on the benefits of

reciprocal teaching in developing their reading skills.

There were two research questions in this research: (1) How is reciprocal

teaching implemented in SMK N 1 Cangkringan? (2) What are the students‟

perceptions on reciprocal teaching? To answer these research questions, the

researcher conducted mixed-method research. The respondents of this research

were thirty-two students of chemical analysis major in SMK N 1 Cangkringan.

There were four instruments used in this research; questionnaires, interview,

observation and reflection.

The result shows that reciprocal teaching was implemented in two big

steps. The first was the modeling section and the second was discussion section.

Further, the students had a positive perception toward reciprocal teaching.

Reciprocal teaching also brings some benefits to the students; it improves

students‟ comprehension, helps the students understanding the text, improves

students' ability in finding the main idea, generating questions, answering

questions and making a summary.

Keywords: Reciprocal teaching, students‟ perceptions, mixed-method, SMK N 1

Cangkringan


vii

ABSTRAK

Svetaketu, Maria Jovial Wijna. (2017). Students’ Perceptions on the Benefits of

Reciprocal Teaching in Developing Their Reading Skills. Program Studi

Pendidikan Bahasa Inggris. JPSB. FKIP. Yogyakarta: Universitas Sanata Dharma.

Pemahaman akan bacaan adalah salah satu keterampilan membaca yang

harus dikuasai oleh para siswa. Pemahaman akan bacaan menjadi salah satu peran

penting dalam perkembangan membaca para siswa. Akan tetapi ada beberapa

masalah yang dihadapi oleh para siswa dalam menguasai kemampuan ini. Seorang

guru, diharapkan bisa membantu para siswa untuk menyelesaikan masalah ini.

Pengajaran reciprocal adalah salah satu teknik membaca yang mampu

meningkatkan pemahaman membaca siswa. Oleh sebab itu, penelitian ini ingin

menggali persepsi para siswa tentang pengajaran reciprocal dan pengaruhnya

terhadap perkembangan kemampuan pemahaman bacaan mereka.

Terdapat dua pertanyaan dalam penelitian ini: (1) bagaimana implementasi

dari pengajaran reciprocal yang dilaksanakan di SMK N 1 Cangkringan? (2)

apakah persepsi siswa terhadap pengajaran reciprocal? Untuk menjawab

permasalahan ini, peneliti menggunakan pendekatan mixed-method. Responden

dari penelitian ini adalah murid kelas X jurusan kimia analisis SMK N 1

Cangkringan. Terdapat empat instrumen yang digunkan dalam penelitian ini;

kuesioner, wawancara, observasi dan refleksi.

Hasil dari penelitian menunjukan bahwa peangajaran reciprocal

dilaksanakan kedalam dua tahap. Tahap pertama adalah pemodelan dan tahap

kedua adalah diskusi. Lebih lanjut, siswa memiliki persepsi yang baik terhadap

pengajaran reciprocal. Pengajaran reciprocal juga memiliki dampak yang baik

bagi para pelajar; meningkatkan kemampuan akan pemahaman bacaan, membantu

siswa untuk memahami teks, meningkatkan kemampuan siswa dalam mencari ide

pokok, membuat pertanyaan, menjawab pertanyaan dan membuat kesimpulan.

Keywords: Reciprocal teaching, students‟ perceptions, mixed-method,

SMK N 1 Cangkringan


viii

Don’t tell people your

dreams

Show them!

I dedicated this Thesis to:

My Beloved Father Benyamin Suryasmoro Ispandrihari

And my lovely Mother Unik Triwahyuni


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ACKNOWLEDGEMENTS

First of all, I would like to say thank to Jesus Christ and Mother Mary

for their blessing. Only by Their guidance and blessing I could be strong in

dealing with all problems that I encountered during writing this thesis. Secondly, I

would like to express my gratitude to my advisor, Concilianus Laos Mbato,

M.A., Ed.D. for his valuable time, advice, motivation, feedback, and guidance.

Then, I would like to thank my father who always motivates me in every

difficult situation and for always inspires me by his way of thinking. I also thank

my mother for her never ending patience and love. Moreover, I thank my

brother and sister for their support. A special appreciation goes to the English

Sarwitri, S.Pd. who gave me permission to do this research in her class, X TKA

1 students for became the participants in this research and all teachers and

students in SMK N 1 Cangkringan for the valuable experiences I got in this

school.

I also thank my best friends in English Language Education Study

Program; Cornelia Liris Ayuningtyas for her precious time, wise advices and the

willingness to hear my story; Isnaini Sarinastiti for the craziness and

spontaneous actions that make my life unpredictable; and Bernadetha Wahyu for

her kindness.


x

Next, I thank Fennie, Mbak Astri, Shinta and Liza for being my

companions in every steps of writing this thesis. I would like to thank Mas Cahyo

for accompanying me during my ups and downs in writing this thesis. Last, I

thank everyone whom I cannot mention one by one who helped me finish my

thesis.



xi

TABLE OF CONTENTS

Page

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

APPROVAL PAGE ............................................. Error! Bookmark not defined.

STATEMENT OF WORK’S ORIGINALITY .. Error! Bookmark not defined.

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... v

ABSTRACT .......................................................................................................... vi

ABSTRAK ............................................................................................................. vii

DEDICATION PAGE ........................................................................................ viii

ACKNOWLEDGEMENTS ................................................................................. ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF TABLES ............................................................................................. xiv

LIST OF APPENDICES .................................................................................... xv

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

1.1 Research Background ................................................................................ 1

1.2 Research Questions .................................................................................... 4

1.3 Research Significance ................................................................................ 4

1.4 Definition of Terms.................................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE ................................ 7

2.1 Theoretical Descriptions ............................................................................ 7

2.1.1 Reading Comprehension ...................................................................... 7

2.1.1.1 Definition of Reading Comprehension .............................................. 8

2.1.1.2 Process of Reading Comprehension .................................................. 9

2.1.1.3 Types of Reading Comprehension ................................................... 10

2.1.2 Perceptions ......................................................................................... 12

2.1.2.1 Definition of Perception ................................................................... 12

2.1.2.2 Factors Influencing Perceptions ....................................................... 13

2.1.3 Reflective Practice.............................................................................. 14


xii

2.1.3.1 Definitions of Reflective Practice .................................................... 14

2.1.3.2 Types of Reflection .......................................................................... 15

2.1.3.3 Reflective Practice Benefits ............................................................. 15

2.1.4 Reciprocal Teaching ........................................................................... 17

2.1.4.1. Definition of Reciprocal Teaching .............................................. 17

2.1.4.2. Strategies in Reciprocal Teaching ............................................... 18

2.2 Theoretical Framework ............................................................................ 20

CHAPTER III RESEARCH METHODOLOGY ........................................... 21

3.1 Research Method ..................................................................................... 22

3.2 Research Setting....................................................................................... 23

3.3 Research Participants ............................................................................... 23

3.4 Research Instruments and Data Gathering Techniques .......................... 24

3.4.1 Questionnaire ..................................................................................... 25

3.4.2 Interview............................................................................................. 26

3.4.3 Observation Checklist ........................................................................ 26

3.4.4 Reflection ........................................................................................... 27

3.5 Data Analysis Techniques........................................................................ 27

3.6 Research Procedure .................................................................................. 29

CHAPTER IV RESEARCH RESULT AND DISCUSSION ......................... 31

4.1 Research result ......................................................................................... 31

4.1.1 Data Presentation of the Implementation of Reciprocal Teaching .... 31

4.1.2 Data Presentation of Students‟ Perceptions on Reciprocal Teaching 35

4.1.2.1 Pre-reciprocal Teaching ................................................................... 36

4.1.2.2 Post Reciprocal Teaching ................................................................ 40

4.1.2.3 The Comparisons of Pre-questionnaire and Post-questionnaire of

Reciprocal Teaching ........................................................................ 45

4.2 Discussion ................................................................................................ 48

4.2.1 How is the Implementation of Reciprocal Teaching in SMKN 1

Cangkringan? ..................................................................................... 48


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4.2.2 What are Students Perceptions on Reciprocal Teaching? ................. 49

CHAPTER V CONCLUSION AND RECOMMENDATIONS ..................... 52

5.1 Conclusion ............................................................................................... 52

5.2 Recommendations .................................................................................... 53

REFERENCES .................................................................................................... 55

APPENDICES ..................................................................................................... 56


xiv

LIST OF TABLES

Table Page

Table 3. 1 The Sample of Questionnaire Form .......................................................... 26

Table 3. 2 The Sample of Observation Checklist ....................................................... 27

Table 3. 3 The Data Percentages of the Respondents ................................................ 28

Table 4. 2. The Result of the Pre-reciprocal Teaching Questionnaire ........................ 36

Table 4. 3 The Result of the Post Reciprocal Teaching Questionnaire ...................... 40

Table 4. 4 The Comparisons of Pre and Post Reciprocal Teaching Questionnaire .... 45


xv

LIST OF APPENDICES

Appendix Page

APPENDIX A Letter of Permisson................................................................... 58

APPENDIX B Questionnaire Blueprint ............................................................ 59

APPENDIX C The Questionnaires ................................................................... 67

APPENDIX D Result of the Questionnaires ..................................................... 72

APPENDIX E The Transcript of the Interview ................................................. 75

APPENDIX F Observation Sheet ...................................................................... 88

APPENDIX G Reflection .................................................................................. 92


1

CHAPTER I

INTRODUCTION

1.1 Research Background

English as a lingua franca is important to learn. Lingua franca is a term

that is refers to English language. It is generally used as an international language

for communication among people from different language backgrounds in all

parts of the world (Harmer, 2001, p. 1). The development of English language has

reached many aspects in life, starting from technology, education, economy,

politics, social, arts and many others. Indonesia is one of the Asian countries that

learn English as a foreign language. In Indonesian formal education, English has

been given from the elementary level up to university level. English has become

one of the compulsory subjects that is taught and tested nationally.

In English subject, reading plays an important role because most of the

information nowadays are presented in the form of text. Hence, the reading

comprehension is needed to be mastered by the students. In addition, reading

comprehension is also important due to the education assessment systems in

Indonesia. Almost all of the education assessment systems in Indonesia, such as

national exam, are done in the written form, in which there are a lot of texts that

need to be comprehended.


2

Although reading comprehension is important to be learned, not all of the

students can do this skill easily. Based on the observation during the pre-service

teaching in SMK N 1 Cangkringan the researcher found three problems related to

the students‟ reading comprehension. The first problem was the students could not

find the main idea without translating the text. They were so attached with their

dictionary. Whenever the students found the new vocabulary on the text that they

read, they tended to open their dictionary and looked for the meaning. This

condition would be a big problem on the exam, in which no dictionary was

allowed.

The second problem was the students‟ lack of motivation in practicing

reading. The students have not aware of the important of learning English to their

life. They tend to think that English is only one of the compulsory subjects in the

class. That is why they didn‟t have motivation to learn English. According to

Schunk, Pintrich & Meece (2008) motivation is a force that energizes, sustains,

and directs behavior toward a goal. Motivation, especially intrinsic motivation,

can affect learners in presenting a challenge, promote learners‟ feeling of

autonomy, evoke curiosity, involve creativity and fantasy, and provide a personal

investment (Eggen & Kauchak, 1996, p. 49). There were some reasons why

students had lack of motivation in practicing reading such as the text which was

too long and contained difficult vocabularies and the time allotment which was

too short. Further, some students only practiced reading the English text inside the

class.


3

The third reason is the teacher„s teaching techniques which were not

attractive. An interactive way of teaching could help the students to enggage more

in the learning activity. Therefore, some teachers were not common with the

interactive teaching method. In some schools a lot of teachers tended to teach the

students with lecturing technique, in which they gave explanation to the students

and asked the students to pay atention to them. Sutherland (1976) mentions that

lecturing technique is a continuing oral presentation of information and ideas by

professor, in which there is little or no active students‟ participation involved (p.

30). In addition Beard (1970) also mentions that lecturing method makes students

have no opportunity to ask question and must all receive the same content as the

same pace as they exposed only to one teacher‟s interpretation (p. 103). Teacher

has their own preferable techniques in teaching. Some may use the interactive and

creative one and some others may use the traditional and conventional one.

Actually, there are a lot of teaching techniques that can be used to teach reading

comprehension attractively such as cooperative learning, reciprocal teaching,

collaborative learning, and discussion. Moreover, one of the traditional and

conventional techniques that can make students less interested in learning is

lecturing.

Reciprocal teaching is one of the teaching styles that can be used to teach

reading comprehension for senior high school students. According to Palincsar

and Brown (1984, p. 123) reciprocal teaching is an instructional activity in which

teacher and students take turn having a dialogue regarding the different parts of

the text to construct meaning. Furthermore, Rosenshine and Meister (1994) reveal


4

that reciprocal teaching is most effective for older students as well as those with

poor comprehension skills. Pressley (as cited in Choo, T., Eng, T. & Ahmad, N.,

2011, p. 141) asserts that reciprocal teaching encourages students to take a more

active role in leading a group dialogue and helps to bring more meaning to the text

at a personal and cognitive level. It is based on the assumption that knowledge and

meaning are the result of creative socializations arranged through negotiation and

discourse among teachers and students, or students and students.

Based on the problems that have been disscussed, the researcher wants to

conduct a study about students‟ perception on the benefits of reciprocal teaching

in developing their reading skills. The aims of this study are to discover students‟

perceptions and to find out how the reciprocal teaching is implemented in SMK N

1 Cangkringan.

1.2 Research Questions

Based on the problems stated in the background of the research, the

formulated problems are:

1. How is reciprocal teaching implemented in SMK N 1 Cangkringan?

2. What are the students‟ perceptions on reciprocal teaching?

1.3 Research Significance

The researcher expects that this research can be beneficial for English

teachers, SMK N 1 Cangkringan students and further research.


5

1. English teachers

The researcher expects that English Teacher can consider Reciprocal

Teaching as one of the teaching techniques to teach reading comprehension in

their class.

2. SMK N 1 Cangkringan students

It is expected that after this research students can engage more in learning

English as they see that there is an interesting and interactive way of learning with

reciprocal teaching.

3. Further Research

The result of this research hopefully can be used as references for other

studies that are related to reciprocal teaching.

1.4 Definition of Terms

To avoid misunderstanding, here are some definition of terms:

1. Perception

Eggen and Kauchak (1996) state that perception is the process people use

to attach meaning to stimuli (p. 44). In this research, perception is students‟

feelings and thoughts on their engagement or effort during the reciprocal teaching.

2. Reciprocal Teaching

Reciprocal teaching is an instructional strategy, based on modeling and

guiding practice, in which the instructor first models a set of reading


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comprehension strategies and then gradually assigns responsibility for each

strategy to the students (Palincsar & Brown, 1989). Moreover, Rosenshine and

Meister (1994) state that reciprocal teaching is an instructional procedure

designed to teach students‟ cognitive strategies that might lead to improve reading

comprehension (p. 479). Hence, in this research reciprocal teaching is defined as

one of the teaching techniques that enhances students reading comprehension.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will discuss the theories related to the research. It is divided

into two sections, namely theoretical description and theoretical framework. In

theoretical descriptions, some theories will be explained by the researcher. There

are four theories namely theory of reading, theory of perceptions, theory of

reflective practice and theory of reciprocal teaching. The researcher will be

summarizing and relating the theories in theoretical framework.

2.1 Theoretical Descriptions

There are four theories that are presented in this section. The four theories

are theory reading comprehension, theory of perception, theory of reflective

practice and theory of reciprocal teaching.

2.1.1 Reading Comprehension

Some theories are presented related to reading comprehension in this sub-

chapter. They are definition of reading comprehension, process of reading

comprehension and types of reading comprehension.


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2.1.1.1 Definition of Reading Comprehension

Reading is one of the receptive skills in English. Through reading people

can gain access to many different kinds of knowledge, information and ideas.

Grabe and Stoller (2002) define reading as “the ability to draw meaning from the

printed page and interpret the information appropriately” (p. 9). It means that the

readers need to interpret the meaning of the text in order to understand the

meaning. Similarly, Mitchel (1983) mentions that reading is the ability to make

sense of written or printed symbols (p. 1). The readers use the symbols to guide

the recovery of information from his memory and uses this information to

construct an interpretation of the writer‟s message. Furthermore, according to

Sheng (2000), reading is a process of communication from the writer to the

reader, it involves the recognition of letters, words, phrases and clause (as cited in

Sari, 2013, p. 48).

Comprehension is the main aim of reading activity. It is more complex

than commonly assumed. Reading comprehension is not only relating what people

know about the code of a text, but also full meaning from whole reading text. In

reading comprehension, the readers receive information from the author via the

words, sentences, paragraphs and tries to understand the inner feelings of the

writer. In addition, McNamara (2007) mentions that reading comprehension is the

interpretation of the information, the use of the prior knowledge to interpret this

information and the construction of a coherent representation or picture in the

reader‟s mind of what the text about (p. 28).


9

Based on the previous definitions, the researcher concludes that reading

comprehension is an active process of receiving and interpreting information to

get the meaning and gain understanding.

2.1.1.2 Process of Reading Comprehension

Reading comprehension is an activity that involves more than one process.

Some scientist (Grabe and Stoler, Nunan, Rumelhard and Eskey) mentioned the

process of reading comprehension. They are:

1. Bottom-up Model

Bottom-up model takes in stimuli from the outside world such as letters

and words. Grabe and Stoller (2002) mention that in the bottom-up model, all

reading follows a mechanical pattern in which the reader creates a piece-by-piece

mental translation of the information with little interference from the reader‟s

background knowledge (p. 32). This model starts from the lower-lever reading

process, then it will increase to the higher level. The readers start from the

fundamental basics of English which are letters and sound recognition, then move

to the morpheme recognition, the word recognition, the identification of

grammatical structures, sentences, and longer texts.

2. Top-down Model

Top-down is a reading process that the uptake of the information is guided

by an individual‟s prior knowledge and expectations. The readers start from the

larger unit that is a text. They bring hypothesis about the text and explore the text

to confirm or reject their hypothesis. Furthermore, Nunan (2003, p. 71) states that

in order to comprehend the text, the readers do not need to understand each single


10

word attached. The readers may scan and search for cues to construct the

meaning.

3. Interactive Model

This model combines bottom-up and top-down model. In order to grasp

the meaning of the written text, the readers might start from the print version of

the text or from readers‟ expectation. They may use any strategies to achieve

understanding. The goal of reading is comprehension. Thus, reading process

should begin and end with meaning. Eskey, as cited in Simanjuntak (1988)

mentions that the interactive model of reading is based on the reader‟s cognitive

structure. The process starts from the identification of written form and the

understanding of the structure and word attached. The understanding of the forms

of the written text may assist the readers to make predictions in order to interpret

the meaning of whole texts and to achieve comprehension (p. 7).

2.1.1.3 Types of Reading Comprehension

There are various types of reading comprehension. Bos and Vaughn (1992,

p. 172) divide comprehension according to how readers activated their

background knowledge to construct meaning. First is textually explicit. Textually

explicit is when the information is derived directly from the text with minimal

input from the readers‟ background knowledge. This type allows the reader to

understand the information in the text without activating their background

knowledge. Hence, it can be said that the information is directly written in the

text.


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The next type is textually implicit. In this reading type, the readers need to

activate their background knowledge to find the information of the text, because

information that is obtained from the text is not enough to help them comprehend

the text. “When information is not in the text but requires you to activate your

background knowledge to generate the answer” (Bos and Vaughn, 1992, p. 172).

The last type is scripturally implicit. The information in this type is not

stated in the text. The readers need to activate and use their background

knowledge to obtain the information from the text. This reading type makes the

readers think deeply about the information in the text. The information to answer

some questions related to the text is actually in the text, but the relationship is not

clearly stated.

Those types of reading comprehension are often practiced by the students

unconsciously. The teacher should prompt and guide students to practice the

reading types.


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2.1.2 Perception

The way people see, view and perceived something may be different. The

way people see, view and perceived is called perception. Some scientists define

perceptions as follow:

2.1.2.1 Definition of Perception

Perception is defined as something that is being observed and what he/she

said about it. George and Jones (2005) state that perception is the process when

people select, organize and interpret the input from their senses (p. 105). In

addition, Cook, Hunsaker and Coffey (1997) define perception as a selection,

organization and interpretation process of sensory data that helps people define

their words and guide their behavior (p. 150).

In summary, perception is defined as the process of making interferences.

Through interferences, people can construct their own vision of reality which may

be distorted by past experiences, education, cultural values, and role requirements

(Sari, 2013, p. 45). Thus, before someone can learn anything, perception must

take place, they must become aware of it.


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2.1.2.2 Factors Influencing Perception

There are three factors that affect perceptions according to Altman,

Valenzi, Hodgetts (1985, p. 86):

1. Selection of Stimuli

In our surrounding there are a lot of stimuli that will come up. Thus, we

need to focus only on a small number among all of the stimuli. This process is

known as selection. In this process, people will select different stimuli and filter

out the others. This will cause people to perceive things differently.

2. Organizational of Stimuli

The second factor that can influence perception is organization of stimuli.

The stimuli that are selected must be arranged. In order to make those stimuli

meaningful, it must be arranged into a screening process.

3. The Situation

A person familiarities, expectation, and experience in the past might affect

what the person perceived about a certain thing. The accuracy of perceiving a

situation depends on how well someone adjusts his/her behavior to the situation.

4. Self-concept

The last factor of perception is self-concept. The way people see and

perceive themselves can affect their perspectives on things around them. Thus,

self-concept is influential. It is influential because someone‟s personal mental

picture defines what he/she perceives.


14

In this research, those factors of perception are important as the basic

information of implementation toward students‟ perceptions on reciprocal

teaching.

2.1.3 Reflective Practice

Reflective practice is one of the theories that is used in this research. The

reflective practice theory helped the researcher to answer the research questions.

There are some parts that are presented, namely the definition of reflective

practice, types of reflection and models of reflective practice.

2.1.3.1 Definitions of Reflective Practice

Reflection practice was first pioneered by Dowey (1933) and Schon

(1983). Dowey in Faghihi and Sarab (2016, p. 60) mentions that reflection could

turn people into critical and scientific thinkers. Dowey defines reflective as the

“active, persistent, and careful consideration of any belief or supposed from of

knowledge in the light of the grounds that support it and the further conclusions to

which it ends” (As cited in Faghihi and Sarab, 2016, p. 60). In addition, Osterman,

(1990, p. 134) asserts reflective practice as challenging, focused, and critical

assessment of one‟s own behavior to develop their skills.


15

2.1.3.2 Types of Reflection

Schon (1983) distinguishes two types of reflection, namely reflection-in-

action (thinking while doing) and reflection-on-action (after-the-event-thinking).

Reflection in action concerned with practicing critically. The reflection came

during the experience or the actions happened. In this type, professionals examine

their experience and response as they occur. Moreover, reflection-in-action makes

the assumptions or behavior become explicit so that they can be examined,

comprehend and shared.

In contrast, reflection-on-action allows the professionals to consciously

review, describe, analyze and evaluate their past experiences in order to improve

their future practice (Finlay, 2008, p. 3). Reflection-on-action happened when

someone reflects on experience or actions after they have taken place. It is

intended to clarify and to learn from the past experiences.

2.1.3.3 Reflective Practice Benefits

Reflective practice has several good impacts for those who want to try.

These benefits can also be used for the researcher in conducting the research.

There are four impacts, namely generate self-awareness, contribute to professional

growth, increase caring and collaboration and supports organizational changes and

effectiveness.

The first benefit is generating self-awareness. Reflective practice helps us

to subject our own actions to critical assessment. Hence, this could develop our

perspectives, new ways of looking at our own actions and awareness. Oesterman

(1990, p. 137) mentions “as we become more aware of our theories-in-use, we


16

become more aware of contradictions between what we do and what we hope to

do, as a result we can shape new directions”

Reflective practice creates opportunity for continual professional growth.

By changing the ineffective actions that the professionals sometimes do, reflective

practice will enhance professional accomplishment. Habit of reflective practice

requires us to examine the ideas and assumption which shape our behavior.

The next benefit is reflective practice help us to be a caring and

collaborative person. The reflective process enables us to share our experience.

When sharing our reflection in public, the process of communication leads greater

understanding of others as well as understanding ourselves. The real

communications and sharing experience will result an empathy and understanding

towards others. Hence, it cannot happen without the self-awareness that comes

from reflection.

Last, reflective practice enables us to have organizational behavior. The

reflection and critical thinking in reflective practice generate us to be more

organized. Organizational studies in various contexts conclude that the most

innovative and productive organizational are those which encourage their

members to look at organizational behavior, to challenge existing practice and to

look for better ways of doing things (Oesterman, 1990, p. 140).


17

2.1.4 Reciprocal Teaching

Reciprocal teaching is one of the teaching strategies that can be used to

teach reading comprehension. Here, there are two parts that are presented, namely

definition of reciprocal teaching and strategies of reciprocal teaching.

2.1.4.1. Definition of Reciprocal Teaching

Reciprocal teaching is an instructional model which is first developed by

Palincsar and Brown in 1984. Rosenshine and Meister (1994) asserted that

reciprocal teaching is a fostering-comprehension strategy which took place in the

context of dialog between the teacher and the student (p. 480). During the

reciprocal teaching strategy, the teacher modeled the process using reciprocal

teaching strategy (predicting, questioning, clarifying and summarizing). After

that, the students practice the strategy and the teacher supports students'

participation. In reciprocal teaching there is a gradual change, from the teacher

centered to the students centered. At first the teacher dominates the learning

activity by modeled the strategy then the students take more active roles by

practicing those strategies, while the teacher observes and helps only when

needed.

Reciprocal teaching is a cooperative learning strategy. It requires

collaboration and group thinking that provide instructional support for each other.

Through interaction in a mixed - ability group, students who are developing skills

in comprehension are supported by the social context and reciprocal teaching

framework. “They engage at their level and are able to observe and learn from


18

more competent peers who, with teacher, model higher level involvement”

(McAllurn, 2014, p, 27)

2.1.4.2. Strategies in Reciprocal Teaching

There are four major strategies proposed in reciprocal teaching, namely

predicting, questioning, clarifying and summarizing. These strategies underpin

four concrete activities of predicting, clarifying, questioning, and summarizing,

that framework reciprocal teaching to foster comprehension and monitoring for

understanding (Palinscar & Brown, 1984 in McAllurn, 2014, p. 28)

1. Predicting

Predicting is the first stage in reciprocal teaching. It previews the text and

relates the information to the prior knowledge to make logical predictions before

and during reading. Predicting assists students in setting a purpose for reading and

in monitoring their reading comprehension. Prediction strategy can motivate

students to read more. It is because the students are allowed to interact more with

the text, which makes them more likely to become interested in the reading

material while improving their understanding.

Predicting encourages students to actively think ahead and anticipating

what will come next in the text. In addition, prediction triggers the students‟ mind

to subconsciously ask themselves what they already know about the subject

matters.


19

2. Questioning

Questioning is an important strategy for readers. Through questioning

students learn to generate questions about the text‟s main idea, important details,

and contextual inferences. When students know the purpose of reading, they begin

to think of a question about the text and then they read with an awareness of the

text‟s important ideas. They automatically increase their reading comprehension

when they read the text, process the meaning, make inferences and connections to

prior knowledge, and, finally, generate a question (Ozckus, 2003, p. 13).

3. Clarifying

Clarifying helps students monitor their own comprehension when they are

identifying the problems in the text. The clarifying step of reciprocal teaching

makes problem solving during reading is more explicit for students. Ozckus,

(2003 p. 17) asserts that when students learn to identify and clarify difficult words

or confusing portions of text, students become more strategic readers.

Moreover, communication between students to students and students to

teacher are likely to happen. When students find difficult or unfamiliar

vocabularies they will clarify it to their friends or to their teacher. Clarifying

strategy also encourages students to seek help and offer assistance to the other.

Mutual help becomes one of the students‟ favorites in reciprocal teaching strategy

(Rosenshine & Meister, 1994, p. 512)


20

4. Summarizing

Summarizing is the last step in reciprocal teaching. It recalls and arranges

important events in the text. Here, students pointed out the main focus of the text.

Moreover, summarizing helps the student to identify, paraphrase and integrate the

important information from the text.

To summarize effectively students must recall and arrange orderly the

important event in the text. The ability to summarize is the measurement of

implementation and the measurement of comprehension (Rosenshine & Meister,

1994, p. 504)

2.2 Theoretical Framework

This section connects all of the relevant theories that have been mentioned

before. The theories are used to help the researcher answering the problems that

have been stated in chapter one. There are two objectives that the researcher wants

to figure out in this research. The first is to find out the implementation of

reciprocal teaching strategy in SMK N 1 Cangkringan and to reveal the students‟

perceptions on the reciprocal teaching

The researcher employs the theory of reading comprehension in order to

compare how the real practice of teaching reading comprehension compared to the

strategies used by the teacher inside of the classroom. Grabe and Stoller (2002)

define reading as “the ability to draw meaning from the printed page and interpret

the information appropriately” (p. 9). Moreover, to understand the way students

process their reading comprehension, the researcher presents the models of


21

reading comprehension. Types of reading comprehension is also used by the

researcher. These types of reading comprehension helps the researcher to have a

clear understanding on how the students process the information that they got.

In addition, the researcher uses the theory of reciprocal teaching in order to

explain how the reciprocal teaching is implemented. Reciprocal teaching is

instructional procedure designed to teach students‟ cognitive strategies that might

lead to improve reading comprehension (Rosenshine & Meister, 1994, p. 479). In

the implementation of the reciprocal teaching, there are some strategies that are

used. Predicting is the first stage in which students predict what the text is about.

Questioning is the next step where students ask some questions related to the text.

Clarifying is the third step that allows students clarify some difficult parts of the

text. Summarizing is the last step which assigns students to make conclusion of

the text.

The theory of perception is used to see the students‟ respond to the

reciprocal teaching strategy. Moreover, the factors in perceptions are also used as

a theory that guides the researcher developing the materials. According to Altman

et al. (1985, p. 86) there are some factors influencing perceptions. The factors are

selection of stimuli, the organization of stimuli, the situation and self concept.


22

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the method of this research in

order to answer the research questions as mentioned in chapter I. This chapter

covers six parts. They are research method, research setting, research participants,

research instruments and data gathering technique, data analysis technique and

research procedure.

3.1 Research Method

This research aimed to find students‟ perceptions on reciprocal teaching, in

order to find out the result the researcher used mixed method approach. Mix

method approach is an inquiry that involves collecting data either simultaneously

or sequentially to best understand the research problem. The data collection

involves both numeric information as well as text information (Creswell, 2003,

pp. 18-20). In addition, Johnson and Christensen (2012, p. 50) describe mixed

method as the combination of qualitative and quantitative method in a single

research study. In mixed method the quantitative and qualitative parts of the

research might be conducted at the same time or sequentially.

Creswell (2003, p. 217) states that mixed method is advantageous because

it can result well-validated and sub-stunted findings. Therefore, the researcher


23

used this approach to reveal the students‟ perception on the benefits of reciprocal

teaching to improve their reading skills.

3.2 Research Setting

The research was conducted in chemical analysis class of the tenth grade

students in SMK N 1 Cangkringan. The research was conducted every Saturday at

7.15 – 08.45 for the three weeks started from February 11th

, 2017 until February

25th

, 2017. The data gathering for the interviewees was held in the cafeteria of

SMK N 1 Cangkringan on 10th

March 2017. The interview was held after the class

was over.

3.3 Research Participants

The participants of this research were the 10th

grade students of Chemical

Analysis major in SMK N 1 Cangkringan. There were 32 students that were

chosen as the research participants. The participants consisted of 15 males and 17

females. Furthermore, the researcher employed purposive sampling. Singleton and

Staits (1999, p. 158) mention that purposive sampling happens when the

researcher selects the units that become the representative or the typical of the

population based on their judgment. The researcher selected the participants as the

sample because most of the participants in this class had difficulties in

understanding the text.


24

Six out of thirty two respondents who had filled the questionnaire were

chosen to be interviewed by the researcher. Those interviewees were chosen based

on their role during the group discussion. Three students were as the team leaders

and the other as the members of the group.

3.4 Research Instruments and Data Gathering Techniques

In order to obtain the data in this research, the researcher used four major

instruments, namely questionnaire, interview, observation checklist and reflection.

Questionnaire is a self-report data collection instrument that each research

participant fill out (Johnson and Christensen, 2012 p. 197). While interview is a

data collection method in which an interviewer asks an interviewee questions

(Johnson and Christensen, 2012 p. 198). The questionnaires were given to all 10th

grade students in Chemical Analysis major as the representative of this study.

They were given on the first day and on the last day of the research. On the first

day of the research the researcher distributed the questionnaire before the lesson

begins. The first questionnaire was called pre-questionnaire while the second

called post-questionnaire. The post-questionnaire was given on the last day of the

research after the reciprocal teaching lesson was done. Furthermore, the

researcher gave two questionnaires to the students because the researcher wanted

to see whether there were some changes in the students‟ perceptions or not. The

following parts describe each instrument that was used in this research.


25

3.4.1 Questionnaire

There were two questionnaires in this research. The first questionnaire was

designed to see students‟ perceptions before the reciprocal teaching method was

given and the second questionnaire was designed to see students‟ perceptions after

the reciprocal teaching method was given. The pre-questionnaire was used as a

guide to develop the reciprocal teaching materials. There were 14 statements in

the first questionnaire. It consisted of three aspects, namely perceptions on

reading, perceptions on learning in group and the last perceptions on reciprocal

teaching. Meanwhile, the second questionnaire was given at the end of the

research. The same aspects were also asked in the post-questionnaire; perceptions

on reading, perceptions on learning in groups and perceptions on reciprocal

teaching.

The statements in the pre- and in the post-questionnaire were similar. They

were at the same aspect; perceptions on reading, perceptions on working in groups

and perceptions on reciprocal teaching, but not all of the statements in the

questionnaire were exactly the same. Some of them were modified and some of

them were added with the similar aspect. In order to avoid misunderstanding in

answering the questionnaire, the researcher, guided the participants by explaining

some numbers that were unclear. There were five options in each statement, that

were; strongly agree, agree, neutral, disagree and strongly disagree. Participants

chose one of these options by ticking in the available space. The whole form of

questionnaire can be seen in Appendix C.


26

Table 3. 1 The Sample of Questionnaire Form

No Statement SS

1

S

2

N

3

TS

4

STS

5

1 I like to learn English

2 My teacher has an interesting method

to teach English

3 All of my team members participated

actively during the discussion

3.4.2 Interview

In collecting the data, the researcher also conducted interview as one of the

data collection techniques. The interview was used to dig deeper information

about students‟ perceptions on reciprocal teaching method. Ary, Jacobs and

Sorensen (2010) mentioned three advantages of interview namely supplying large

volumes of in-depth data quickly, providing insights on participants‟ perspective

and allowing immediate follow-up and clarification of participants‟ response (p.

439). The interview transcript can be seen in Appendix D.

3.4.3 Observation Checklist

The observation checklist was used as one of the data collection

techniques in this research. Observation is a data collection in which the

researcher watching the behavioral pattern of people in certain situations to obtain

the information about some phenomena (Johnson and Christensen, 2012, p. 206).

By doing the observation the researcher was able to look the real condition of the

participants being observed. The researcher observed every meeting during three

weeks in the chemical analysis class. There were 15 points to be observed during

the research.


27

Table 3. 2 The Sample of Observation Checklist

No. Observation Statement Yes No

1 The students are ready to learn

2 The students pay attention to the teacher explanation

3 The students respond to the teacher‟s questions

In addition, the researcher observed the learning activities during the

lesson by making a check sign (√) in the observation sheet. The whole

observation checklist can be seen in Appendix F.

3.4.4 Reflection

Reflection is a process of re-organizing knowledge and emotional

orientation that used to achieve further insights (Moon, 2006, p. 37). In this

research, reflection was used as an evaluative feedback during the process of the

research. There were two reflections that were written by the researcher. The

detailed reflection can be seen in Appendix G.

3.5 Data Analysis Techniques

There were three main parts of analyzing the data. The first was analyzing

the observations, the researcher analyzes the observation checklist and make a

description of the observation. The next was analyzing the questionnaire. There

were five degree of agreements, the researcher counted the number of thick from

every degree of agreements. After that the researcher counted the raw data into

percentages and made an interpretation. The formula of the questionnaire analysis

was presented here:


28

Note:

n : number of students who choose a certain option

∑n : total number of students

The data of the questionnaire was put on the table as follows:

Table 3. 3 The Data Percentages of the Respondents

No Statement Degree of Agreement

SA A N D SD

1

2

3

4

In addition, after the researcher finished calculating the percentage

distributions. The researcher made descriptions on each statement based on the

data. At the end of every category, the researcher also made conclusion towards

the statements.

Furthermore, the researcher also collected the data from the interview.

During the interview, the researcher used recorder to record the answer of the

interviewee. The recording was listened repeatedly to make the transcript of the

interview. The researcher concluded the main points and noted some important

information from the interview.


29

3.6 Research Procedure

In conducting the research the researcher followed some research

procedures. The steps were as follows:

1. Planning

Planning was used to see the potential topic for the research. In choosing

the topic, the researcher searched the problems that usually happened during

teaching activity. Thus, the problems selected were also related and close to the

researcher experience. Then the researcher formulated the research problems that

needed to be answered through the research.

2. Defining the population

In this step the researcher determined the research participants. The

research was done at SMK N 1 Cangkringan at Chemical Analysis Major. There

were 32 students who became the participants.

3. Reviewing the related literature and finding some theories

In this step the researcher reads many theories related to the topic and tried

to understand the theories. After that the methods that were appropriate were

selected and applied in this research.


30

4. Constructing the instrument

Interview, questionnaire, and observation checklist were constructed in

this step. Interview, questionnaire and observation checklist were used as the main

data of the research. In constructing the interview and questionnaire the researcher

made a blueprint as the guide of the instruments.

5. Conducting the reciprocal teaching

In this step the researcher conducted the reciprocal teaching inside of the

class. The reciprocal teaching was conducted three times in every different week.

6. Distributing the questionnaire

After teaching with reciprocal teaching, the questionnaires were

distributed to all of the participants. The questionnaire consisted of close-ended

questions.

7. Processing the data

After obtaining the data the researcher analyzed and interpreted them into

description. The data processing was reported in the written form and then the

conclusion of the research was made.

8. Reporting the result

The researcher reported the result and drew conclusions of the research.

The researcher reported the result in the written form.


31

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents and analyses the result of the questionnaire,

interview, observation checklist and reflection. There are two parts presented to

answer the research questions. The first is the data presentation and the second is

the discussion.

4.1 Research Results

There are two data that are presented in this section. They are the data

presentation of reciprocal teaching implementation in SMKN 1 Cangkringan and

the data presentation of students‟ perceptions on the benefits of reciprocal

teaching in developing their reading skills.

4.1.1 Data Presentation of the Implementation of Reciprocal Teaching

This section aims to present the data in the second research question, in

which the researcher wanted to know how reciprocal teaching was implemented in

SMK N 1 Cangkringan.

Based on the data obtained, the researcher presented some steps on how

the reciprocal teaching was implemented. The researcher divided the steps on the

reciprocal teaching implementation into two steps. The first step was the modeling

section and the second step was the discussion section.


32

1. Modeling Section

In this section the researcher explained and modeled how to understand the

text using reciprocal teaching strategy. Based on the observation, all of the

students could follow these steps without any difficulties. The first step in

modeling section was explaining the prediction strategy. Ozckus (2003, p. 14)

mentioned that predicting strategy previewed text and related the information with

their prior knowledge to make prediction before and during reading. Afterwards,

the researcher asked the students to predict the topic of the learning discussion

using pictures. The teacher‟s reflection on the first day of teaching explained the

modeling steps in detail:

Predicting strategy was the first strategy to be modeled. In

this strategy the researcher used a lot of pictures as the teaching

media. Pictures was used as a tool to help the researcher to

demonstrate the strategy. It also helped the teacher to activate

students‟ background knowledge. The researcher showed some

pictures and asked the students to predict what kind of picture was

that. Moreover, the students were also asked to predict what kind of

text that may be used to describe the pictures. (Refl. 1)

The second step was questioning strategy. In this strategy the researcher

modeled on how to generate questions from the text. Similar to the previous

strategy, the researcher also used pictures to model the strategy. Furthermore,

descriptive text was the topic of the material so, the pictures which was prepared

was about the tourism object in Indonesia especially in Yogyakarta.

The third was summarizing strategy. Summarizing strategy enhanced

students to make summary based on the text. Summarizing strategy was


33

categorized as the complex process in reciprocal teaching strategy (Ozckus, 2003,

p. 18). Thus, the researcher modeled this strategy slowly and more detailed. From

the observation, most of the students had difficulties in doing this strategy. Due to

its complexity, the researcher was not only modeled how to make summary, but

also assigned some students to come in front of the class and make summary of

the text.

The last strategy was clarifying. In this strategy the researcher asked some

volunteer to figure out the difficult words. Clarifying became strategy that likely

happened during this research. From the observation, the students who had

difficulties in understanding the text would directly use clarifying strategy to help

them figure out the meaning of a word or a passage.

2. Discussion Section

In this section the students took more roles during the learning activity.

The researcher gave the students chance to practice the reciprocal teaching

strategy that had been modeled. Before the discussion begins, the researcher

divided the class into small groups. There were six groups consisted of 5-6

students. Furthermore, every group had a team leader. The team leader was

chosen by the researcher. The criteria of the team leader were those who had

higher scores on English test and were active in any discussion before. The first

day reflection presented some criteria for the team leader.


34

Before the students were working in group, the researcher

distributed them into small groups. The researcher distributed the

students based on their academic performances. Previously, the

researcher had a discussion with the English teacher to ask about

their academic score in class. As a result the researcher decided that

the team leaders must be those who had better performances than

the other members and were active in the class discussion. (Refl. 1)

After grouping the students, researcher gave a handout. The handout

consisted of texts and some comprehension questions. Students were asked to

answer the questions using the reciprocal teaching strategy. Based on the

observation, some students faced difficulties in implementing reciprocal teaching

strategy to answer the questions. Therefore, the researcher helped the students in

practicing the strategy step by step. As a result, on the second observation the

students showed some improvement in applying the reciprocal teaching strategy.

The next step was group discussion. In this step team leader had an

important role to the success of the group. The team leaders were responsible to

make sure that the members understood the text and practiced reciprocal strategy.

During the discussion some of team leader showed their best in leading the group.

The researcher observed that some of the team leaders had the same characteristic

in leading the group. Some of them were distributing the job to each member and

asked them to work on that number assigned. While some others worked together

with their member and answered each question one by one as a group. Here is the

interviewee‟s answer when she was asked about her role in the group and how did

her team leader lead the team.


35

As a member I helped my team leader to translate some

unfamiliar words. Meanwhile, my team leader also helped me

understanding the text using the correct way. (S05)

During this discussion sections some problems happened. Some students

have difficulties in implementing the reciprocal stratregy to answer the

comprehension questions. Therefore, after the researcher assisted the students to

implement the strategy they showed some improvement in asnwering the

comprehension questions.

The last step was the class discussion. During the class discussion the

researcher acted as the moderator and the leader of the discussion. In this step, the

students were asked to share their answer to the whole class. Based on the

observation, some students did not participate actively in this step. Some of them

even had chatting with their friends. To overcome this situation the researcher

assigned the students who were chatting to answer the next question. This strategy

successfully made the noisy students pay attention to the discussion.

4.1.2 Data Presentation of Students’ Perceptions on Reciprocal Teaching

In this section the researcher presents the data to answer the second

research question which asked about the students‟ perceptions on reciprocal

teaching. The researcher presents and analyses the result of questionnaire,

reflection, observation and interview of the respondents. There are three sections

that are presented in this part. The first is the students‟ perceptions on reciprocal

teaching before the method was given, the second is the students‟ perceptions on

reciprocal teaching after the method was given and the third is the comparisons of


36

the students‟ perceptions before and after the reciprocal teaching method were

given.

4.1.2.1 Pre-reciprocal Teaching

This section presents the result of the pre-reciprocal teaching

questionnaire. Here, the research explains some statements that were designed to

see the students‟ perceptions on reciprocal teaching before the method given.

Moreover, those statements were used as a guidance for the researcher to develop

materials for the next meeting during the research.

Table 4. 1. The result of the pre-reciprocal teaching questionnaire

No

Statement

Degree of Agreement

SA A N D SD

1 I got a satisfying score in English 2

(6%)

10

(32%)

17

(55%)

2

(10%) 0

2 Working in group brings many benefits for me. 15

(48%)

12

(39%)

4

(13%) 0 0

3 Working in group helps me to be more

confident

5

(16%)

20

(65%)

6

(19%) 0 0

4 Working in group helps me to understand the

material better

11

(35%)

10

(32%)

9

(29%)

1

(3%) 0

5 I know about reciprocal teaching method 0 1

(3%)

20

(65%) 0 0

6 I want to know deeper about reciprocal

teaching method

16

(52%)

8

(26%)

6

(19%)

1

(3%) 0

Table 4.1 shows the result of the pre-reciprocal teaching questionnaire.

The statement number one deals with students‟ opinion toward their own ability in

learning English, especially their academic score. There were only 6% (2 people)

of the total respondents strongly agree with this statement and 32% (10 people) of

the respondents agree. However, there were more than half of the respondents

chose neutral. There were 55 % or 17 person chose neutral and the rest were


37

disagree (6%). It showed that most of the respondents were uncertain about their

English academic score in school. To sum up, in this statement more than half of

the respondents could not decide whether they had a satisfying score in English or

not.

Perceptions on students‟ own academic ability in English subject was one

of the researcher considerations in developing and conducting the next learning

activity during the research. The researcher observed that one of the factors that

cause negative perceptions on their ability in English was students were lack of

confidence. Students had already believed that they were poor in English subject.

Hence, it caused them to have negative perceptions on their ability. Altman, et al

(1985, p. 86) asserted that self-concept can affect someone‟s perspective on things

around them. It also influenced someone to define what he/she perceives.

Statements number two, three and four deal with students‟ perceptions on

working in group. Table 4.1 shows that students had positive perceptions on group

working. Most of the students agreed that group work brings positive effect. The

result of the statement number two indicates that there were 48% (15 people) of

the respondents strongly agreed and 39% (12 people) of the respondents agreed

that learning in group had many advantages. There were only 13% (4 people) of

the respondents stated neutral for this statement. Moreover, none of the

respondents disagreed that learning in a group had many advantages.


38

Afterward, the result of statement number three shows that 16% (5 people)

of the total respondents strongly agreed that learning in a group made them

become more confident in learning English, 65% of the respondents agreed, 19%

were neutral and none of the respondents disagreed or strongly disagreed.

Moreover, the result of statement number four indicates that there were 35% of

the respondents strongly agreed and 32% of the respondents agreed that learning

in a group made the material given became easier to understand. There were 29%

of the respondents stated neutral in his statement and there were only 3% of the

respondents disagreed. From the data, it can be said that most of the respondents

agreed that working in a group made the material given become easier to

understand.

From the three statements above, the researcher can conclude that students

have positive perceptions on working in group. The students believed that

working in group could make them confidence in learning and comprehend the

materials better.

Further, statement number five and six related to the reciprocal teaching

method. The students were asked about their understanding and their experience

in reciprocal teaching method. On the statement number five, there was none of

the respondents stated strongly agreed to the statement “I know about the

Reciprocal Teaching method”. Moreover, there were only 3% (1 person) of the

respondents agreed with this statement, 65% (20 people) of the total respondents

were neutral, 26% (8 people) of the respondents disagreed, and 6% (2 people) of

the respondents strongly disagreed.


39

Then, the result of the six or the last statement presents that there were

only 3% (one person) of the respondents disagreed with the statement, whether or

not they wanted to know more about the reciprocal teaching method. Meanwhile,

there were 52% (16 people) of the respondents strongly agreed, 26% (8 people)

agreed and 6% (19 people) stated neutral in this statement.

As a result, it can be concluded that although the students had never

experienced reciprocal teaching method they wanted to learn more about this

method of teaching reading comprehension. Surprisingly, the different answers

were given in the interview with the six students. Most of the students who were

interviewed said that they had already experienced this method in their senior high

school. The interviewee 2 (S02) said that

Pernah waktu SMP. Mirip-mirip ini, seperti bikin pertanyaan, bikin

summary. Terus dalam kelompok juga.

(I’ve experienced this on the junior high school. Similar with this

strategy; generating questions, making summary and doing in a

group).

In addition the interviewee 3 (S03) told the similar answer

Dahulu waktu SMP pernah diajarkan. Tetapi dalam kelompok yang

lebih kecil dan lebih sedikit.”

(When I was in the Junior High school I’ve learned this method but

it was in a smaller group).

The researcher assumed that these different answers happened because

students were lack of information about reciprocal teaching. At the junior high

school their teacher might use this strategy without explaining the name and the

benefits of the strategy. This condition affected in students‟ perceptions when they


40

were asked to fill the pre-questionnaire. They did not know that the reading

comprehension strategy that their teacher has taught them in junior high school

was called reciprocal teaching.

4.1.2.2 Post Reciprocal Teaching

In this section the researcher presents the findings and the analysis of the

second questionnaire. This second questionnaire was used to see whether their

perceptions on reciprocal teaching remain the same or not.

Table 4. 2 The Result of the Post Reciprocal Teaching Questionnaire

No Statement Degree of Agreement

SA A N D SD

1 Reciprocal teaching method helped me

generating questions from a text

2

(6%)

19

(61%)

10

(32%)

0 0

2 I could guess the content of the text from the

title.

1

(3%)

15

(48%)

15

(48%) 0 0

3 I translate the words in the text one by one. 1

(3%)

16

(52%)

14

(45%) 0 0

4 I helped my friends understanding the text 2

(6%)

16

(52%)

13

(42%) 0 0

5 All of my team members participated actively

during the discussion

7

(23%)

12

(42%)

10

(32%) 0 0

6 Reciprocal teaching method motivated me to

learn English

5

(16%)

20

(65%)

6

(19%) 0 0

7 Reciprocal teaching strategy suited me 3

(10%)

15

(48%)

13

(42%) 0 0

Table 4.2 presents the result of the post reciprocal teaching questionnaire.

Statement number one deals with student‟s perceptions, whether or not reciprocal

teaching helped them in making questions of the text. In this statement there were

6% (2 people) of the respondents strongly agreed, 61% (19 people) of the

respondents agreed and 32% (10 people) of the respondents stated neutral. In fact,


41

from statement number seven it can be concluded that most of the respondents

agreed that reciprocal teaching helped them in making questions of the text.

In addition, statement number two presents students‟ perceptions, whether

or not they were able to guest the content of the text only by reading the title. The

result shows that there were only 3% (one person) of the total respondents

strongly agreed. Meanwhile, there was a same number of percentage distribution

for statement agreed and neutral. There were 48% (15 people) of the respondents

agreed and 48% (15 people) chose neutral. From statement number nine, it can be

concluded that there were 51% of the respondents agreed that they were able to

guest the content of the text only by reading the title.

The result of statement number three shows that there were only 3% (one

person) of the respondents strongly agreed, 52% (16 people) of the respondents

agreed, and 45% (14 people) of the respondents stated neutral. Meanwhile, none

of the respondents disagreed that they translated the words in the text one by one.

As conclusion most of the respondents agreed that they translated the words in a

reading text one by one.

In addition, the statement number four presents that there were only 6% (2

people) strongly agreed that they helped their friends who had difficulties in

understanding the text. Moreover, 52% (16 people) of the respondents agreed that

they helped their friends who had difficulties in understanding the text and 42%

(13 people) of the respondents stated neutral in this statement. Furthermore, none

of the respondents disagreed with this statement. In other word, it can be said that


42

most of the respondents helped their friends who had difficulties in understanding

the text.

The researcher crosschecked the result of the questionnaire with the data

from the interview and also wrote the interview result as the supporting data. In

the interview, the researcher asked about the interviewee role during the group

discussion. S02 stated that:

“Saya sebagai team leader. Saya membantu teman saya

memahami isi bacaan. Bersama – sama mencari kosa kata yang

tidak paham. Kemudian kami membaca ulang pertanyaan agar bisa

menjawb pertanyaan.”

(My duty in the group was as a team leader. I helped my

friends understanding the text. Together, we tried to find the

meaning of the unfamiliar vocabulary. After that we re-read the

questions and answering it well).

The same answer was told by S03. She said that as the team leader, she

helped the team by distributing the job to each member and at the end they will

discuss it together. During the research, all members of the team could participate

in the discussion and give contribution toward the group. It was proven in the

interview with the student04. The S04‟s role was as a member. She said that:

“Sebagai anggota. Peran saya membantu menajwab soal dan

mencari kata-kata yang sulit.”

(As a member. My duty in the group was to help

answering the questions and translate the difficult vocabulary.)

Furthermore, statement number five shows that there were 23% (7 people)

strongly agreed and 42% (12 people) agreed that all of the group members


43

participated actively in the discussion. Moreover, there were 32% (10 people) of

the respondents stated neutral, only 3% (1 person) of the respondents disagreed

with this statement and none of the respondent strongly disagreed. Therefore, it

can be concluded that there were 65% of the respondents agreed that during their

discussion all group members participated actively to share their ideas.

The result of the statement number six shows that none of the respondents

disagreed and strongly disagreed in this statement. In fact, there were 3% (1

person) of the respondents strongly agreed and 65% (20 people) of the

respondents agreed that reciprocal teaching method motivated them to learn

English. Moreover, there were 19% (6 people) of the respondents who stated

neutral in this statement. This means that 68% of the respondents agreed that

reciprocal teaching motivates them to learn English.

The researcher also conducted interviews to support this finding. S01 said

that reciprocal teaching encouraged him to learn English.

“Iya memotivasi. Biar cepet bisa bahasa Inggris. Gurunya

lebih sering menjelaskan caranya, jadi muridnya lebih cepet

paham.”

(Reciprocal teaching motivates me. It motivates me to be

able to learn English faster because the teacher gave more

explanation on the material and made the students understand the

material well.)

The similar statement was also told by the S05. She said that:

“Memotivasi. Itu membuat saya ingin mempelajari yang

lebih lagi. Supaya saya lebih tahu.”

(It motivates me. It made me want to learn more so that I

can gain more knowledge)


44

The result of this interview showed that the interviewees became more

motivated in learning English. They felt that reciprocal teaching encouraged them

to perform better in learning English, especially in reading skills.

The last statement in this category, statement number seven shows that

there were 10% (3 people) of the respondents strongly agreed, 48% (15 people) of

the respondents agreed and 42% (13 people) of the respondents stated neutral.

Moreover, there were none of the respondents disagreed and strongly disagreed

that reciprocal teaching suitable with their learning method. Therefore, it can be

concluded that most of the respondents agreed that reciprocal teaching method

suitable with their learning method.


45

4.1.2.3 The Comparisons of Pre-questionnaire and Post-questionnaire of

Reciprocal Teaching

The comparison of the pre and post questionnaire are presented in this

section. The researcher did the comparisons to reveal whether or not there were

some changes in students‟ perception. There are eight statements that are

discussed here.

Table 4. 3 The comparisons of pre and post reciprocal teaching questionnaire

No

Students‟

Perceptions

(about)

Percentage Distribution

PRE POST

SA A N D SD SA A N D SD

1 English Subject 13% 48% 39% 0 0 26% 68% 6% 0 0

2 Teacher teaching

techniques 23% 58% 19% 0 0 32% 68% 0 0 0

3 Their reading

ability 3% 10% 81% 6% 0 13% 68% 19% 0 0

4

Their ability in

finding the main

idea

0 39% 58% 3% 0 6% 71% 23% 0 0

5

Their ability in

understanding the

content

3% 26% 58% 3% 0 6% 71% 23% 0 0

6

Their ability in

answering

questions

0 32% 61% 6% 0 16% 68% 16% 0 0

7 Their ability in

making summary 3% 29% 58% 10% 0 10% 61% 29% 0 0

8 Working in group 45% 48% 13% 0 0 52% 39% 10% 0 0

Table 4.3 indicates an improvement in students‟ perceptions on reciprocal

teaching in all eight statements. Statement number one related to students‟ feeling

toward learning English subject. There was 13% of increasing number in strongly

agree and agree statements. It meant that reciprocal teaching brought positive

impact to the students so that they felt happy to learn English subject.


46

Furthermore, in statement number two the students were asked about their

teacher teaching techniques whether it was interesting or not. There was some

significant drop in neutral statement from 19% to 0%. While 9% increase

happened for strongly agree statement and 10% increase for agree statement. It

can be said that the students‟ believed that reciprocal teaching helped their teacher

to perform better in teaching. Students themselves recognized that their teacher

teaching techniques brought impact to their comprehension. S02 for example,

said:

”Berpengaruh. Cara mengajarnya berpengaruh banget,

kalau monoton bikin bosen, males dan gak paham.”

(It Influences me. The teaching technique is so influencing,

if it is monotonous it made me bored, lazy and hard to

comprehend)

Statement number three deals with students‟ perceptions on their ability in

reading English text. The table 4.3 indicates that there were 10% increase in

strongly agree statement and 58% increase in agree statement. Moreover, there

was a significant drop on the neutral statement, from 19% to 0%. It can be

concluded that students‟ perceptions on their reading ability in reading English

test increased. The students‟ begun to show their confidence when dealing with

English text.

In addition, the portion of students‟ agreeing with statement number 4

increased by between 39% to 71%, while, on the neutral statement the number

was decreased up to 32%. It indicated that the students‟ ability in finding the main

idea of the text increased. The ability was important for them, especially during


47

the exam. A limited time that they had on the exam caused them to think quickly

and carefully to find the idea of the text.

Statement number five related to the students‟ perceptions in

understanding the content of the text. The most significant increase was in the

agree statement, from 26% to 74%, followed by the other increase in strongly

agree statement, from 3% to 13%. Therefore, there was also 45% decreasing

number in neutral statement. In other word, it can be concluded that most of

students were able to understand the text.

The increasing number of students‟ perceptions also happened in statement

number six before the reciprocal teaching method was given, there were only 32%

of the respondents who agreed that they could answer the comprehension

questions from the text. The percentage increased to 68% after they received

reciprocal teaching method. This condition suggested that after receiving

reciprocal teaching method, students became more able to answer the

comprehension questions from the text.

A similar trend emerged when considering the students‟ perceptions on

their ability in making summary. The percentage rose in agree statement from

29% before the research to 61% afterwards. Moreover, the strongly agree

statement also showed some increasing number from 3% to 10%. Meanwhile, the

neutral statement presented 29% dropped in number. As a result the reciprocal

teaching method could increase students‟ perception toward their ability in

making summary.


48

Slightly improvement can be seen in the statement number eight. In this

statement the researcher asked about students‟ feeling toward working in groups.

Before the reciprocal teaching method 45% of the total respondents were strongly

agreed that they were happy working in groups. Then after the reciprocal teaching

method was given it only increased 7%. Similarly, on the agree statement, the

number even decreased from 42% to 39% and on the neutral statement it

decreased 3%. This slightly improvement happened because at the beginning of

the research the students already liked to learn in group. They thought that the

group work brought many advantages in their learning process.

4.2 Discussion

Discussion section focuses to answer the research questions. As mentioned

in chapter I, there are two research questions in this research: how is the

implementation of reciprocal teaching in SMKN 1 Cangkringan and what

students‟ perceptions on reciprocal teaching are.

4.2.1 How is the Implementation of Reciprocal Teaching in SMKN 1

Cangkringan?

From the result which have been discussed on the previous sections, the

researcher could find the important points of this research and tried to discuss the

answer to the research questions in this study. The first data showed the steps of

the reciprocal teaching implementation in SMK N 1 Cangkringan. It was divided

into two big steps. That were modeling and discussion.


49

Modeling step was done by the researcher to illustrate and demonstrate the

reciprocal teaching strategy. Those strategies were; questioning, predicting,

clarifying and summarizing. Palinscar and Brown (1989) conveyed that reciprocal

teaching is an instructional strategy based on modeling and guiding practice, in

which the instructor first models a set of reading comprehension strategy and

gradually assigns responsibility for each strategy to students.

The next step was discussion. In this discussion step, the reciprocal

strategy that has been modeled before was implemented by the students.

Therefore, students were not practicing the strategy alone. They collaborated with

friends in group to achieve the success of practicing reciprocal teaching strategy.

4.2.2 What are Students Perceptions on Reciprocal Teaching?

The data presentation showed that students in SMKN 1 Cangkringan had

positive perceptions on reciprocal teaching. The students believed that reciprocal

teaching caused some benefits. There are some benefits of reciprocal teaching that

the student could gain.

The first benefit is reciprocal teaching improve students' comprehension

skill. In order to understand the meaning of a text, to read the text is not enough.

Students need to comprehend the text so that they can understand the points of the

text itself. Reading comprehension is not a passive activity, it includes a different

process of thinking such a rapid process, efficient process, interactive process,

strategic process, flexible process, evaluating process, purposeful process,

comprehending process, learning process and linguistic process (Grabe and


50

Stoller, 2002, p. 17). Hence, reciprocal teaching method helps the students to

comprehend the text. The strategy in reciprocal teaching becomes the key points

that help students to understand the text.

Second, reciprocal teaching improves students‟ ability in finding the main

idea. This benefit related to the students‟ improvement in understanding the main

idea. When students are able to comprehend the text they are likely to find the

main idea of a text. The common problem that students encounter in finding the

text‟s main idea is their low comprehension skill. Once they cannot understand the

text, it will be difficult to find the main idea. Hence, reciprocal teaching method

helped the students comprehend the text and as a result their ability to find the

main idea improved.

The third benefit is improving students‟ ability in answering and

generating questions. One of reciprocal teaching strategy is questioning, it

enhances students to generate questions related to the text. When students have

already questioned the text they become aware of the text‟s important idea

(Ozckus, 2003, p. 13). Moreover, when students have already aware of the text‟s

important idea, they will likely to be able answering some comprehension

questions related to the text.

The fourth benefit is improving students‟ ability in making summary.

Summary is the ability to recall and arrange orderly the important event in the

text. Rosenshine and Meister (1994) mentioned that the ability to summarize is


51

the measurement of comprehension. Hence, the summarizing ability that students

get can help them to perform better in reading skills.

As a final note, students‟ perception toward reciprocal teaching method

was positive. Reciprocal teaching brought some benefits for students; improving

students‟ ability in reading comprehension, improving students‟ ability in finding

the main idea, improving students‟ ability in answering and generating questions

and improving students‟‟ ability in making summary. Comprehension became the

main benefits of reciprocal teaching. Therefore, the other benefits such as

answering and questioning ability, finding the main idea and making summary are

the benefits that indicated the students‟ success in comprehending the text.

In addition, the students‟ perceptions during the implementation of

reciprocal teaching were influenced by some factors like selection of stimuli,

organizational of stimuli, the setting and self concept (Altman, et all 1985 p. 86).

Selection of stimuli caused the students gave their focus to the lesson and paid

atttention to the material given. While the organizational of stimuli stimulated the

students to arrange the stimuli from the lesson into a good arrangement. The

setting was one of the most important aspect that affected students‟ perceptions on

reciprocal teaching. The supportive environment to learn could effect the

effectivenes of the material given. Furher, the students‟ self concept about

reciprocal teaching itself that determined their attitude toward the material.


52

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion of the research finding and the

recommendations. There are two parts in this chapter. The first is the conclusion

related to the research questions and the second is the recommendations for

teachers, students, and further research.

5.1 Conclusion

The aims of this research were to reveal the students‟ perceptions on

reciprocal teaching strategy and to reveal how the reciprocal teaching strategy is

implemented in SMK N 1 Cangkringan. The researcher drew two conclusions

based on research findings and analysis.

The first conclusion was from the implementation of reciprocal teaching

strategy in X TKA 1 SMKN 1 Cangkringan. The implementation of reciprocal

teaching was divided into two sections namely modeling and discussion. During

the modeling section the students were paid attention to the teacher‟s explanation.

Moreover, on the discussion section some students found difficulties in

implementing the reciprocal teaching strategy. Hence, the assistance of the

researcher during this situation was really helpful. The researcher could help the

students who had difficulties in implementing the strategies and guided them to

show a better performances.


53

The second conclusion was the students in X TKA 1 of SMKN 1

Cangkringan had positive perceptions on reciprocal teaching. They believed that

reciprocal teaching brought some benefits to improve their reading skills. The first

benefit is improving students‟ comprehension. Here, the strategy of reciprocal

teaching (predicting, questioning, clarifying and summarizing) helped the students

understand the text and also comprehend it well. The second, third and fourth

benefits of reciprocal teaching area; improving students‟ ability in finding the

main idea, improving students‟ ability in answering and generating questions, and

improving students‟ ability in making summary.

5.2 Recommendations

The result of the research findings showed that the students in X TKA 1

SMK N 1 Cangkringan had positive perceptions on the benefits of reciprocal

teaching to improve their reading skills. Hence, after conducting the study, the

researcher has some recommendations for the teachers, students and the further

research who want to conduct the research with the similar topic.

1. For the Teacher

It is suggested that the English teachers in SMK N 1 Cangkringan use

reciprocal teaching strategy as an alternative strategy to teach reading

comprehension. However, before using reciprocal teaching strategy the teacher

needs to consider some points. First, the teacher needs to make sure that every

member in the group work together and share their ideas in the group. Second the

teacher should consider the distribution of the group. The group should consist of


54

students with various reading abilities. The teacher should avoid a group which

only consists of the excellent students.

2. For the Students

The students need to realize the importance of learning English. They need

to reduce the use of reading strategy which translates every word in the text one

by one. Moreover, the students need to motivate themselves practicing their

reading ability inside and outside that classroom.

3. For the Further Researcher

Since this research only focused on perceptions, the further researcher who

are interested in conducting the research in the same topic is suggested to conduct

the research about the benefits of reciprocal teaching and the impact to the

students reading skills.


55

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Choo, T., Eng, T. & Ahmad, N. (2011). Effects of reciprocal teaching strategies

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McAllurn, R. (2014). Reciprocal teaching: Critical reflection on practice.

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Palinscar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-

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57

APPENDICES


58

APPENDIX A

LETTER OF

PERMISSON


59


60

APPENDIX B

QUESTIONNAIRE

BLUEPRINT


61

Questionnaire Blueprint

No Theories Citation Indicators Statements

1 Reading

comprehension

Grabe and Stoller

(2002, p. 17)

suggested that

reading

comprehension is

the ability to

understand text

and interpret it

appropriately

- Understanding

the text

Pengajaran

reciprocal

membuat saya

memahami isi

teks bacaan

Bahasa Inggris

dengan mudah

- Finding the main

idea

Pengajaran

reciprocal

membuat saya

mampu mencari

ide pokok dalam

teks bacaan

Bahasa Inggris

dengan mudah

- Answering the

question

Pengajaran

reciprocal

membuat saya

mampu

menjawab

pertanyaan

dalam teks

bacaan Bahasa

Inggris dengan

baik

- Generating

questions

Pengajaran

reciprocal

membuat saya

mampu

membuat

pertanyaan dari

teks bacaan

bahasa Inggris

- Making a

summary

Pengajaran

reciprocal

membuat saya

mampu

membuat

kesimpulan dari

teks bacaan


62

Grabe and Stoller

(2002) mentioned

that in bottom-up

model, all reading

follow a

mechanical

pattern in which

the reader creates

a piece-by-piece

mental translation

of the information,

with little

interference from

the reader‟s

background

knowledge

- Bottom up

reading

Saya

menerjemahkan

kata dalam teks

bacaan Bahasa

Inggris satu

persatu

The readers start

from the larger

unit that is a text.

- Top-down

reading

Saya mampu

menebak isi teks

bacaan Bahasa

Inggris hanya

dari judulnya

saja

2 Theory of

perception

A person

familiarities,

expectation, and

experience in the

past might affect

what the person

perceived about a

certain thing.

(Altman, Valenzi,

Hodgetts, 1985, p.

86)

- Teacher

teaching method

to their

academic

success

Guru saya

memiliki metode

mengajar

reading yang

menarik

- Saya senang

belajar bahasa

Inggris

Reciprocal

teaching

encourages

students to take

more active role in

leading a group

dialogue and bring

more meaning to

the text as a

personal and

cognitive level.

- Perception

working in group

Saya senang

belajar dalam

kelompok

- Perception

toward group

leader

Ketua kelompok

saya membantu

daya dalam

memahami teks

bacaan

- Perception toward

their role in group

Saya membantu

mengajari teman

saya yang

kurang

memahami teks


63

(Presley, 1998)

bacaan

- Perception toward

team members

Semua anggota

kelompok saya

aktif dalam

berdiskusi

3 Reciprocal

teaching

Reciprocal

teaching is

designed to teach

students cognitive

strategies that

might lead to

improve reading

comprehension

(Rosenshine and

Meister, 1994, p.

479).

- Reciprocal

teaching and

students learning

style

Metode

pengajaran

Reciprocal

Teaching cocok

dengan cara

belajar saya.

- Reciprocal

teaching and

students

motivation in

learning

Metode

pengajaran

Reciprocal

Teaching

membuat saya

bersemangat

belajar bahasa

Inggris.


64

Questionnaire Blueprint

No Theories Citation Indicators Statements

1 Reading

comprehension

Grabe and

Stoller (2002,

p. 17)

suggested that

reading

comprehension

is the ability to

understand text

and interpret it

appropriately

- Understanding

the text

Reciprocal teaching

method helped me

understanding the

English text better.

- Finding the main

idea

Reciprocal teaching

method helped me

to find the main

idea of the English

text.

- Answering the

question

Reciprocal teaching

method helped me

answering the

comprehension

questions in

English text.

- Generating

questions

Reciprocal teaching

method helped me

generating

questions from a

text

- Making a summary Reciprocal teaching

method helped me

making summary

from a text.

Grabe and

Stoller (2002)

mentioned that

in bottom-up

model, all

reading follow

a mechanical

pattern in

which the

reader creates a

piece-by-piece

mental

translation of

the

information,

with little

- Bottom up

reading

I translate the

words in the text

one by one.


65

interference

from the

reader‟s

background

knowledge

The readers

start from the

larger unit that

is a text.

- Top-down

reading

I could guess the

content of the text

from the title.

2 Theory of

perception

A person

familiarities,

expectation,

and experience

in the past

might affect

what the person

perceived about

a certain thing.

(Altman,

Valenzi,

Hodgetts, 1985,

p. 86)

- Teacher

teaching method

to their

academic

success

My teacher taught

reading strategy

using an interesting

method.

- I like learning

English

Reciprocal

teaching

encourages

students to take

more active

role in leading

a group

dialogue and

bring more

meaning to the

text as a

personal and

cognitive level.

(Presley, 1998)

- Perception

working in group

I like learning in

group

- Perception

toward group

leader

My team leader

helped me

understanding the

text

- Perception toward

their role in group

I helped my friends

understanding the

text

- Perception toward

team members

All of my team

members

participated

actively during the

discussion

3 Reciprocal

teaching

Reciprocal

teaching is

designed to

teach students

cognitive

- Reciprocal

teaching and

students learning

style

Reciprocal teaching

strategy suited me

- Reciprocal

teaching and

Reciprocal teaching

method motivated


66

strategies that

might lead to

improve

reading

comprehension

(Rosenshine

and Meister,

1994, p. 479).

students

motivation in

learning

me to learn English


67

APPENDIX C

THE

QUESTIONNAIRES


68

Post-Kuesioner

Nama :

Nomor absen :

Nomor HP :

Kuesioner ini digunakan untuk mengetahui “Persepsi siswa tentang

manfaat dari penggunaan metode reciprocal teaching dalam pengembangan

kemampuan membaca” “Students’ perception on benefits of Reciprocal Teaching

in developing their reading skill”. Mohon mengisi dengan sejujur-jujurnya.

Kuesioner ini bersifat rahasia dan hanya akn digunakan untuk kepentingn

penelitian semata. Hasi dari kuesioner ini tidak akan mempengaruhi penilaian

pribadi apapun. Berikan tanda (√) pada salah satu kolom pilihan jawaban.

SS (Sangat Setuju)

S (Setuju)

N (Netral)

TS (Tidak Setuju)

STS (Sangat Tidak Setuju)

No Statement SS

1

S

2

N

3

TS

4

STS

5

1 Saya senang belajar bahasa Inggris

2 Guru saya memiliki metode mengajar

reading yang menarik

3

Kemampuan membaca teks bacaan

Bahasa Inggris saya meningkat setelah

diajar menggunakan metode

pengajaran Reciprocal

4

Pengajaran reciprocal membuat saya

mampu mencari ide pokok dalam teks

bacaan Bahasa Inggris dengan mudah

5


memahami isi teks bacaan Bahasa

Inggris dengan mudah

6


mampu menjawab pertanyaan dalam

teks bacaan Bahasa Inggris dengan

baik


69

7


mampu membuat pertanyaan dari teks

bacaan bahasa Inggris

8


mampu membuat kesimpulan dari teks

bacaan

9

Saya mampu menebak isi teks bacaan

Bahasa Inggris hanya dari judulnya

saja

10 Saya menerjemahkan kata dalam teks

bacaan Bahasa Inggris satu persatu

11 Saya senang belajar dalam kelompok

12 Saya membantu mengajari teman saya

yang kurang memahami teks bacaan

13 Semua anggota kelompok saya aktif

dalam berdiskusi

14

Metode pengajaran Reciprocal

membuat saya bersemangat belajar

bahasa Inggris.

15

Secara umum metode pengajaran

Reciprocal cocok dengan cara belajar

saya.


70

Pre-Kuesioner

Nama :

Nomor absen :

Nomor HP :

Kuesioner ini digunakan untuk mengetahui “Persepsi siswa tentang

manfaat dari penggunaan metode reciprocal teaching dalam pengembangan

kemampuan membaca” “Students’ perception on the use of Reciprocal Teaching

in developing their reading skill”. Mohon mengisi dengan sejujur-jujurnya.

Kuesioner ini bersifat rahasia dan hanya akan digunakan untuk kepentingn

penelitian semata. Hasi dari kuesioner ini tidak akan mempengaruhi penilaian

pribadi apapun. Berikan tanda (√) pada salah satu kolom pilihan jawaban.

SS (Sangat Setuju)

S (Setuju)

N (Netral)

TS (Tidak Setuju)

STS (Sangat Tidak Setuju)

No Statement SS

1

S

2

N

3

TS

4

STS

5

1 Saya senang belajar bahasa Inggris

2 Saya mendapat nilai yang memuaskan

dalam pelajaran bahasa Inggris

3 Guru saya mengajar dengan metode

yang baik dan menyenangkan

4 Saya memiliki kemampuan membaca

teks bahasa Inggris yang baik

5 Saya mampu memahami isi teks

bacaan dalam pelajaran bahasa Inggris

6 Saya mampu menjawab pertanyaan

dari teks bacaan bahasa Inggris

7 Saya mampu mencari ide pokok dari

teks bacaan bahasa Inggris

8 Saya mampu menarik kesimpulan dari


9 Saya senang belajar dalam kelompok

10

Belajar dalam kelompok memiliki

banyak manfaat bagi saya


71

11 Saya menjadi lebih percaya diri

dengan belajar dalam kelompok

12

Belajar dalam kelompok membuat

saya lebih mudah memahami materi

yang diajarkan

13 Saya tahu tentang metode pengajaran

Reciprocal Teaching

14 Saya ingin tahu lebih dalam tentang

pengajaran Reciprocal Teaching


72

APPENDIX D

RESULT OF THE

QUESTIONNAIRES


73

PRE-QUESTIONNAIRE

No Statement SS

1

S

2

N

3

TS

4

STS

5

1 Saya senang belajar bahasa Inggris 13%

(4)

48%

(15)

39%

(12)

0

(-)

0

(-)

2 Saya mendapat nilai yang memuaskan


6%

(2)

32%

(10)

55%

(17)

6%

(2)

0

(-)

3 Guru saya mengajar dengan metode yang

baik dan menyenangkan

23%

(7)

58%

(18)

19%

(6)

0

(-)

0

(-)

4 Saya memiliki kemampuan membaca teks

bahasa Inggris yang baik

3%

(1)

10%

(3)

81%

(25)

6%

(2)

0

(-)

5 Saya mampu memahami isi teks bacaan


3%

(1)

26%

(8)

58%

(18)

13%

(4)

0

(-)

6 Saya mampu menjawab pertanyaan dari


0

(-)

32%

(10)

61%

(19)

6%

(2)

0

(-)

7 Saya mampu mencari ide pokok dari teks


0

(-)

39%

(12)

58%

(18)

3%

(1)

0

(-)

8 Saya mampu menarik kesimpulan dari teks


3%

(1)

29%

(9)

58%

(18)

10%

(3)

0

(-)

9 Saya senang belajar dalam kelompok 45%

(14)

42%

(13)

13%

(4)

0

(-)

0

(-)

10 Belajar dalam kelompok memiliki banyak

manfaat bagi saya

48%

(15)

39%

(12)

13%

(4)

0

(-)

0

(-)

11 Saya menjadi lebih percaya diri dengan

belajar dalam kelompok

16% (5)

65%

(20)

19%

(6)

0

(-)

0

(-)

12

Belajar dalam kelompok membuat saya

lebih mudah memahami materi yang

diajarkan

35%

(11)

32%

(10)

29%

(9)

3%

(1)

0

(-)

13 Saya tahu tentang metode pengajaran

Reciprocal Teaching

0

(-)

3%

(1)

65%

(20)

26%

(8)

6%

(2)

14 Saya ingin tahu lebih dalam tentang

vpengajaran Reciprocal Teaching

52%

(16)

26%

(8)

19%

(6)

3%

(1)

0

(-)


74

POST-QUESTIONNAIRE

No Statement SS

1

S

2

N

3

TS

4

STS

5

1 Saya senang belajar bahasa Inggris 28%

(8)

68%

(21)

6%

(2)

0

(-)

0

(-)

2 Guru saya memiliki metode mengajar

reading yang menarik

32%

(10)

68%

(21)

0

(-)

0

(-)

0

(-)

3

Kemampuan membaca teks bacaan Bahasa

Inggris saya meningkat setelah diajar

menggunakan metode pengajaran

Reciprocal

13%

(4)

68%

(21)

19%

(6)

0

(-)

0

(-)

4


mampu mencari ide pokok dalam teks

bacaan Bahasa Inggris dengan mudah

6%

(2)

71%

(22)

23%

(7)

0

(-)

0

(-)

5


memahami isi teks bacaan Bahasa Inggris

dengan mudah

13%

(4)

74%

(23)

13%

(4)

0

(-)

0

(-)

6


mampu menjawab pertanyaan dalam teks

bacaan Bahasa Inggris dengan baik

16%

(5)

68%

(21)

16%

(5)

0

(-)

0

(-)

7


mampu membuat pertanyaan dari teks


6%

(2)

61%

(19)

32%

(10)

0

(-)

0

(-)

8


mampu membuat kesimpulan dari teks

bacaan

10%

(3)

61%

(19)

29%

(9)

0

(-)

0

(-)

9 Saya mampu menebak isi teks bacaan

Bahasa Inggris hanya dari judulnya saja

3%

(1)

48%

(15)

48%

(15)

0

(-)

0

(-)

10 Saya menerjemahkan kata dalam teks

bacaan Bahasa Inggris satu persatu

3%

(1)

52%

(16)

45%

(14)

0

(-)

0

(-)

11 Saya senang belajar dalam kelompok 52%

(16)

32%

(12)

10%

(3)

0

(-)

0

(-)

12 Saya membantu mengajari teman saya yang

kurang memahami teks bacaan

6%

(2)

52%

(16)

43%

(13)

0

(-)

0

(-)

13 Semua anggota kelompok saya aktif dalam

berdiskusi

23%

(7)

42%

(13)

32%

(10)

3%

(1)

0

(-)

14 Metode pengajaran Reciprocal membuat

saya bersemangat belajar bahasa Inggris.

16%

(5)

65%

(20)

19%

(16)

0

(-)

0

(-)

15 Secara umum metode pengajaran

Reciprocal cocok dengan cara belajar saya.

10%

(3)

48%

(15)

42%

(13)

0

(-)

0

(-)


75

APPENDIX E

THE TRANSCRIPT

OF THE

INTERVIEW


76

The Transcript of the Interview

Student 1 (S01)

1. Apakah anda suka dengan pelajaran bahasa Inggris?

Suka, dari SD sudah suka dengan bahasa Inggris. Suka karena pelajarannya

itu enak dan santai.

2. Bagaimana cara guru mengajar reading?

Terkadang guru langusng memberi kertas dan meminta kita buat

mengerjakan. Terkadang kita dibantu tapi terkadang juga tidak dibantu

(dalam mengerjakan). Kemudian kalau ada kata yang tidak paham kita tanya

sama gurunya.

3. Apakah cara guru mengajar berpengaruh terhadap peahaman anda

terhadap bacaan?

Ya, berpengaruh. Kalau tidak dibantu kadang bacanya susah.

4. Adakah kesulitan dalam memahami isi teks?

Kadang iya. Biasanya ketika menerjemahkan ke bahasa Indonesia. Vocabnya

gitu miss dan kadang ada bagian yang udah di terjemahin tapi masih belum

mengerti.

5. Bagaimana cara mengatasi kesulitan itu?

Biasanya buka kamus kalo gak buka (google) translate.

6. Apakah anda pernah diajar menggunakan metode reciprocal teaching?

Belom pernah. Kalo di sini belom pernah. Kalo di SMP dulu pernah diajari

yang mirip kaya gini. Di ajarin bikin summary.

7. Apakah reciprocal teaching membantu dalam memahami teks?

Membantu karna jadi lebih dong. Kalo belajar kaya gitu lebih gampang, lebih

praktis.


77

8. Apa pendapat anda belajar dalam kelompok?

Netral. Karena dalam kelompok tu kadang ada yang kerja, ada yang tidak

kerja cuman nyalin jawaban. Ada yang cuman nitip nama.

9. Apakah belajar dalam kelompok membantu anda?

Kayaknya iya. Membantunya kalo ada yang lebih bisa nanti sharing jawaban.

10. Apakah metode belajar reciprocal teaching memotivasi anda dalam

belajar?

Iya memotivasi. Biar cepet bisa bahasa Inggris. Gurunya lebih sering

menjelaskan caranya, jadi muridnya lebih cepet paham.


78

Student 2 (S02)


Suka. Dari dulu SMP sudah suka. Kalo yang bikin suka sih macem-macem.

Kalo dulu yang bikin suka pelajarannya tapi kalo sekarang suka sama cara

gurunya mengajar.


Dicontohin bacanya, dikasih tau cara baca yang benar terus disuruh

mengulaingin cara bacanya. Kalau masih ada yang salah nanti dibenarkan.

Disuruh baca perparagraf, dipahami dan dibuat kesimpulan.

3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda

terhadap bacaan?

Berpengaruh. Cara mengajarnya berpengaruh banget, kalo monoton bikin

bosen, males dan gak paham.


Tergantung. Kalo kosa katanya banyak yang gak mengerti biasanya susah

paham. Kata-kata yang belom pernah dengar.

5. Bagaimana cara anda mengatasi kesulitan tersebut?

Di kira-kira dengan pertanyaannya, kalau jawabannya mendekati ya berati itu

jawabannya. Buka kamus juga.


Pernah waktu SMP. Mirip-mirip ini, seperti bikin pertanyaan, bikin summary.

Terus dalam kelompok juga.


79

7. Apakah RT membantu anda dalam memahami teks?

Membantu. Karena kita bisa sharing sama teman bagian-bagian yang tidak

paham.

8. Apa peran anda dalam kelompok diskusi?

Saya sebagai team leader. Saya membantu teman saya memahami isi bacaan.

Bersama – sama mencari kosa kata yang tidak paham. Kemudian kami

membaca ulang pertanyaan agar bisa menjawab pertanyaan.

9. Apakah RT memotivasi dalam belajar?

Saya menjadi lebih senang. Membuat saya lebih termotivasi dan ingin lebih

belajar bahasa Inggris.


80

Student 3 (S03)

1. Apakah anda suka dengan pelajaran bahas Inggris?

Suka. Saya suka pelajaran bahasa Inggris karena jika mau keluar negeri harus

bisa bahas Inggris. Lebih suka lagi jika guru yang mengajar baik. Dengan

pelajarannya juga suka dan tertarik.


Dijelaskan kemudian diberi contoh. Guru memberikan teks kemudian

mejelaskan cara mengerjaknnya. Setelah selesai dibahas bersama.


terhadap bacaan?

Berpengaruh. kalau gurunya galak terkadang membuat saya tidak paham

materinya. Tetapi guru yang baik juga belum tentu membuat saya langsung

paham akan materi yang diajarkan.


Teks bacaan yang panjang sering membuat saya bingung. Terutama bingung

dalam memahami teks tersebut.

5. Bagaimana cara anda mengatasi keulitan tersebut?

Membuka kamus kemudian bertanya teman.


Dahulu waktu SMP pernah diajarkan. Tetapi dalam kelompok yang lebih

kecil dan lebih sedikit.


81


Membantu. Karena kelompoknya sama temen jadi bisa diskusi dengan lebih

leluasa. Bisa tanya dengan lebih bebas dan tidak takut.

8. Apa pendapat anda tentang belajar dalam kelompok?

Lebih menyenangkan. Karena sambil belajar bisa sambil sharing. Kalau ada

yang tidak bisa bisa dicari bersama-sama.

9. Apakah belajar dalam kelompok membantu anda?

Ya. Belajar dalm kelompok lebih membantu. Karna jika ada yang tidak

paham bisa dicari bersama-sama.

10. Apa peran anda dalam kelompok?

Sebagai team leader. Saya membagi paragraf dalam teks kepada masing-

masing anggota kemudian meminta mereka untuk menerjemahkan. Jika ada

yang kesulitan nant dibantu. Kalau sudah nanti dibahas bersama-sama.


Memotivasi. Saya menjadi ingin lebih belajar bahasa Inggris karena teknik

mengajarnya asyik.


82

Student 4 (SO4)


Suka. Suka ingin bisa tahu kalau ada orang yang bicara pakai bahasa Inggis.

Bisa menjawab soal.


Diberi contoh kemudian dijelaskan. Diberi tugas kemudian diminta

mengerjakan. Kemudian dibahas.


terhadap bacaan?

Berpengaruh. Kalau guruya menjelaskannya dengan enak saya bisa langsung

paham. Kalau gurunya tidak enak kadang paham kadang juga tidak paham.

4. Adakah kesulitan memahami isi teks?

Kesulitan dalam kata-kata yang tidak tahu. Kalimat yang panjang juga

menyulitkan dalam memahami. Kesulitan memahami isi juga. Terkadang

sudah diterjemahkan satu persatu tetapi masih tidak paham.


Buka kamus. Seleksi jawaban yang kira-kira benar. Tanya teman, tanya guru.


Waktu SMP dulu sering diajarkan yang mirip dengan ini. Belajar dalam

kelompok juga.


Membantu. Lebih bisa menerima materi. Memudahkan dalam memahami

teks.


83

8. Apakah peran anda dalam kelompok?

Sebagai anggota. Peran saya membantu menajawab soal dan mencari kata-

kata yang sulit. Team leader saya cukup membantu dalam kelompok. dia

membantu mengarahkan para anggotanya.


Suka. Karena dapat membantu saya. Bisa sharing dalam kelompok.


RT memotivasi saya untuk lebih bisa bahasa Inggirs dan bisa membantu

teman.


84

Students 5 (SO5)


Suka. Suka karena pertanayannya, ada yang mudah dan membuat saya suka.

Dari kecil sudah agak bisa bahasa Inggris jadinya sampai sekarang suka.


Dijelaskan terlebih dahulu. Diberi contoh-contoh soal kemudian diberi tahu

cara mengerjakannya. Kemudian nanti dibahas.


terhadap bacaan?

Berpengaruh. Guru yang sabar dan tidak suka marah-marah membuat saya

lebih paham terhadap teks.


Kesulitan dalam kata-kata yang tidak saya pahami. Misalnya saja jika

kalimatnya panajang-panjang membuat saya susah paham. Kemudian

kesulitan dalam menerjemahkan, karena satu kata berbeda-beda (arti).


Tanya guru. Buka kamus. Tanya teman.

6. Apakah anda pernah diajar mengunakan metode reciprocal teaching?

Waktu SMP sepertinya pernah. Dalam kelompok diajarkan cara membuat

pertanyaan, membuat summary.


Membantu. Membuat saya tambah paham.


85


Sangat membantu karena temannya bisa mengajari jika ada kata-kata yang

tidak mengerti. Kerjaannya menjadi lebih ringan karna tugas dibagi-bagi dan

tidak bekerja sendiri.


Sebagai anggota. Saya membantu ketua mencari dan menerjemahkan kata-

kata yang saya tahu. Ketua kelompok saya membantu cara mencari dan

mengajari cara mengerjakan dengan benar.


Memotivasi. Ingin mempelajari yang lebih lagi. Supaya saya lebih tahu.


86

Student 6 (SO6)

1. Apakah anda suka belajar bahasa Inggris?

Suka. Suka karna bisa bisa berbicara (dan memahami) perkataan orang luar

negeri.


Dijelaskan. Misalnya sudah ada materinya kemudian guru membacakan dan

menjelaskan.


terhadap bacaan?

Tidak terlalu berpengaruh. Tergantung kita memperhatikan atau tidak.


Ada. Misalnya dalam kosa kata yang tidak tahu.

5. Bagaimana cara mengatasi

Coba dipahami dahulu kemudian jika tidak tahu buka kamus. Terkadang juga

tanya teman atau guru.

6. Apakah anda pernah diajar menggunakan

Pernah yang mirip-mirip dengan ini. Tapi hanya summary saja.

7. Apakah RT membantu anda memahami teks?

Iya. Saya jadi berani bertanya bagian yang tidak paham.

8. Apa pendapat anda tantang belajar dalam kelompok?

Bisa berdiskusi besama kemudian kalau mau tanya-tanya juga mudah. Bisa

membantu teman yang tidak bisa juga.


87


Sebagai anggota. Saya bertugas untuk menerjemahkan kata. Team leader saya

membantu menjawab pertanyaan-pertanyaan dari saya.


Iya. Misalnya saat tidak bisa RT membuat saya lebih paham dan ingin

belajar lebih.


88

APPENDIX F

OBSERVATION

SHEET


89

Observation Sheet

Date : Saturday, 11 February 2017

Class : X TKA 1

Participants : 31 students


1 The students are ready to learn √

2 The students pay attention to the teacher explanation √

3 The students respond to the teacher‟s questions √

4 The students ask about the unclear parts of the teacher

explanation √

5 The students try to apply reciprocal teaching method during

their discussion √

6 The teacher and the students are discussing the text √

7 The students make prediction about the text √

8 The students are able to generate question from the text √

9 The students clarify the unclear parts from the text √

10 The students summarize the text √

11 The students are enthusiastically working in group √

12 The students are active during the discussion √

13 The students are confident when they share their idea in group √

14 The team leader leads the discussion √

15 The team leader helps all his/her members to understand the

text √


90

Observation Sheet


Class : X TKA 1







explanation √













text √


91

Observation Sheet


Class : X TKA 1







explanation √













text √


92

APPENDIX G

REFLECTION


93

Reflection 1


Time : 07.15 – 08.45

Place : X TKA classroom

Everything needed to be prepared, so do this research. Before conducting

the reciprocal teaching strategy the researcher prepared the lesson plan and the

materials. The topic prepared by the researcher was descriptive text about tourism

object in Indonesia especially in Yogyakarta. Previously, the researcher consulted

the research to one the English teachers in SMK N 1 Cangkringan. We were

discussing the topic which was suitable, the media that may be used, and so many

others.

On the first day of teaching using reciprocal teaching, the researcher was

accompanied by the English teacher of the chemical analysis class. She

accompanied the researcher in order to monitor the class discussion. The

researcher started the lesson with greetings and opening. Before the researcher

started teaching, she distributed a questionnaire to the students. This questionnaire

was aimed to see students‟ perceptions of reciprocal teaching before the method

was taught to them.


94

Furthermore, the researcher begins the reciprocal teaching strategy with

modeling and explanation. Predicting strategy was the first strategy to be

modeled. In this strategy the researcher used a lot of pictures as the teaching

media. Pictures was used as a tool to help the researcher to demonstrate the

strategy. It also helped the teacher to activate students‟ background knowledge.

The researcher showed some pictures and asked the students to predict what kind

of picture was that. Moreover, the students were also asked to predict what kind of

text that may be used to describe the pictures.

The next strategy was questioning. In questioning strategy the researcher

explained how to generate a good question from a text. The researcher also used a

picture as the teaching media. Here, the researcher asked the students what kind of

questions may be generated from the picture. Summarizing and clarifying strategy

were also taught in this research.

After finishing the modeling step, the researcher moved to the next process

that was discussion. The discussion allowed the students to practice the reciprocal

teaching strategy. During the discussion students‟ needed to practice the

reciprocal strategy. Moreover, before the students were working in groups the

researcher distributed them into small groups. The researcher distributed the

students based on their academic performances. Previously the researcher had a

discussion with the English teacher to ask about their academic score in class. As

a result the researcher decided that the team leaders must be those who had a

better performance than the other members and were active in the class


95

discussion. Six team leaders were chosen to lead a group which consisted of 5-6

students.

During the discussion the researcher observed some problems that

happened. The first problem was from the group leader. Some of the group leaders

were too fast when explaining the text to their members. Consequently, the

members got confused. The researcher tried to help this problem by guiding the

team leader in explaining the text, so that the speed can be reduced and all the

members can understand it well. The second problem was from the group

members. There were some group members who were less interested in their team

leader‟s explanation. They were busy with themselves. Seeing this condition, at

first the researcher tried to ignore this condition and tried to see how the team

leader controlled their members. Unfortunately, not all of the team leader were

able to control their members properly. As a result, the researcher tried to

overcome this situation by asking the busy students to answer several questions

related to the text. At the end of the lesson, the researcher made some conclusion

and gave feedback to the students.


96

Reflection 2


Time : 07.15 – 08.45

Place : X TKA classroom

The second meeting of teaching using reciprocal teaching method was on

February 18th

2017. Before starting to teach, the researcher prepared some

materials related to the topic. Actually, the researcher had been preparing the

material for three meetings far before the d-day. But, the materials could change

due to many reasons. For the second meeting the researcher revised some parts.

Texts and questions that were too long and contained too many unfamiliar

vocabularies were the revised parts. From the first meeting the researcher realized

that the long and unfamiliar vocabulary in the text could impact the students'

motivation. As a result some of the texts were edited and replaced with the new

one.

Moreover, the researcher observed that during the group discussion there

were some students who were not happy with the group. They complained that the

group members were irritating. The students prefer in a group with the friends

who close to them. Realizing this situation the researcher begins to plan different

groups‟ combinations for the next meeting. During the discussion the students‟

ability in practicing reciprocal method seemed improved. The role of the team

leader was also working well. Most of the team leaders led the group by


97

distributing the job. He/she assigned their members to work on certain number

and later on they discussed it together.

After the group discussion was finished, there was some classroom

discussion. In this classroom discussion the researcher had a chance to give a mini

test to the students. The test was only an oral test and the score was not collected.

This mini test was used as a monitoring tool to see how successful the teaching

was.

Further, the researcher observed that during the discussion the students

begun to show their improvement in many aspects of reading skills. For example,

when they were asked to find the main idea. On the first meeting the students

seemed to have difficulties in doing this activity. They rely on the dictionary to

help them find the main idea of the text. But now, they begin to think and find the

main idea using the reciprocal method.

Students‟ ability in answering the questions was also improved. Previously

they made quite many mistakes in answering the comprehension questions. But

after reciprocal teaching they made less mistakes. On the other hand, the

researcher also saw that not all of the reading aspects that needed to master in this

research had already success. At the second meeting, the researcher observed that

the students were still finding difficulties in making questions and making a

summary. It was seen on their discussion. They were so confused when they were

asked to make a summary.


students’ perceptions on the benefits of …

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