Kamis, 27 November 2014

SKRIPSI READING AN INVESTIGATION OF RECIPROCAL TEACHING STRATEGY IN IMPROVING STUDENTS’ READING ABILITY FOR THE SECOND GRADE AT SMPN 1 BONE-BONE

Share lagi ne sob proposal reading sebelum pergi ke kampus lagian panas banget diluar, silahkan disedot aja sob tapi kali ini ang punya proposal atas nama Muti nama lengkapnya MUTIA MUTMAINNAH, 

SKRIPSI
AN INVESTIGATION OF RECIPROCAL TEACHING STRATEGY
IN IMPROVING STUDENTS’ READING ABILITY FOR
THE SECOND GRADE AT SMPN 1 BONE-BONE



Arranged submitted by

MUTIA MUTMAINNAH
4510101046


Has been defended in front of Skripsi Examination Committee
December 5th, 2013


Approved by
Supervisor I,                                                     Supervisor II,

Dra. Dahlia D. Moelier, M.Hum                                 Dra. Nurhaerati
NIDN.0912096701                                                       NIDN.0908086202


Known by

Dean of Faculty                                               Head of English
Teachership and Educational Science,              Education Department,


Prof. Dr. Muh. Yunus, M.Pd.Rampeng,S.Pd., M.Pd.
NIDN.0031126204                                                          NIDN.0916047806

TABLE OF CONTENT

Page

TITTLE PAGE ........................................................................................................ i

PAGE OF ACCEPTANCE ................................................................................... ii

PERNYATAAN....................................................................................................... iii

ACKNOWLEDGMENT ..............................................................................            iv

ABSTRAK .................................................................................................              vi        
TABLE OF CONTENT.......................................................................................... vii

LIST OF TABLE .................................................................................................... ix

LIST OF APPENDIX ............................................................................................. x

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

A.   Background .......................................................................................... 1
B.   Problem Statement .............................................................................. 2
C.   Objective of the Research .................................................................. 3
D.   Significance of the Research ............................................................ 3
E.   Scope of the Research ....................................................................... 3
CHAPTER II : REVIEW OF RELATED LITERATURE................................... 4
A.     Some Previous Findings.................................................................... 4
B.     Some Pertinent Ideas ......................................................................... 5
1.        The concept of reading.............................................................. 5
2.        Kind of reading........................................................................... 7
3.        Techniques of developing reading skills............................... 9
4.        Reciprocal teaching strategies ................................................ 10
C.     Hypothesis............................................................................................ 17
D.     Theoritical Framework......................................................................... 18
CHAPTER III : RESEARCH METHOD.............................................................. 19
A.   Research Method and design ................................................................. 19
B.   Variable of operational............................................................................... 20
C.   Population and sample.............................................................................. 20
D.   Instrument of the research........................................................................ 20
E.   Procedures of Collecting Data ................................................................ 21
F.    Technique of Analyzing Data .................................................................. 21
CHAPTER IV : FINDING AND DISCUSSION.............................................. 24
A.   Findings .................................................................................................. 24
B.   Discussion ............................................................................................. 37
CHAPTER V : CONCLUSION AND SUGGESTION .................................. 40
A.   Conclusion ............................................................................................. 40
B.   Suggestion ............................................................................................. 41
BIBLIOGRAPHY .............................................................................................. 43
APPENDIXES ............................................................................................. 45

                                                       CHAPTER I                   
INTRODUCTION
       This chapter discusses some points including of background, statement of the problem, objective of the research and scope of the research.

A.        Background
In today’s world, English is an international language. Based on that fact, the Indonesian government has decided English as one of the compulsory subjects that should be taught as a foreign language for the students of junior high school up to university.
However, indonesian students face some problems and difficulties in learning English because language interference. As Haycraft (1978) stated there are various skills in mastering language: receipting skill which includes listening (understanding the spoken language), reading (understanding the written language), and productive skills which includes speaking and writing. The reading skill is very important in the education field. Student need to be exercised and be trained in order to have a good reading skill.
To comprehend the text, the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text.
Reading relaxes the body and calms the mind. This is an important point because these days we seem to have forgotten how to relax and especially how to be silent. The constant movement, flashing lights and noise whinch bombard our senses when we’re watching TV, looking at a computer or playing an electronic game are actually quite stressful for our brains. When we read, we read in silence and the black print or a white page is much less stressful for our eyes and brains.
Based on the explanation above, the title of my research is “An Investigation of Reciprocal Teaching Strategy in Improving Students’ Reading Ability for the Second Grade at SMPN 1 Bone-Bone”

B.        Problem Statement
Referring to the issue above, the researcher formulated the problem statement as:
Does students’ reading ability of SMPN 1 Bone-Bone can  improve by applying reciprocal teaching strategy?





C.        The Objective of the Research
Based on problem statement above this research aims for finding our whether students’ reading skill through Reciprocal Teaching Strategy can improve or not.

D.        The Significance of the Research
This research aimed to give an alternative way for English researcher in teaching reading not only in motivating their students to reading English text but also in improving students’ reading comprehension. It was also helpful for students to enjoy their subject because they were not forced by the researcher. It also may help all the readers in understanding what they are going to read and how the are interpreting what are the text talking about. For the next researcher, this skripsi provided some reading theories that might become useful references.

E.        Scope of the Research
The research limits its scope on improving the students’ reading skill using reciprocal teaching strategies, particularly the student’s achievement in word meaning.

CHAPTER II
REVIEW OF RELATED LITERATURE
                         This chapter deals with previous related findings, some pertinent ideas, theoritical framework, and hypothesis.
A.     Previous Related Findings
There are many ways to help students in understanding a text, one of the example is by applying reciprocal teaching strategies which give students change to learning about the text. Below are some of the studies that have proved this idea in relation to reciprocal strategies.
1.      Satrina (2011 : 4) conducted a research about Motivating Students’ to Read English. Text by applying Pre-Reading Activities. She found that applying pre-reading activities. She also found that the most motivating pre-reading activities is the use of visual aids.
2.      Pratiwi (2010 : 4) conducted a research about the Effect of Activating Students’ Content Schemata in Reading Comprehension to Students’ of SMA YP PGRI 1 Makassar. She found that the activating students’ content schemata has significant effect in reading comprehension.
3.      Sumarno ( 2010 : 4 ) conducted a research about the Motivation of the Students’ in Reading Spoof Text. The result of the research indicated that the students had high motivation to read spoof text.
4.      Yunus ( 2007 : 37 ) reported that in his thesis that the use of mind mapping is effective in improving the students reading comprehensi.
Based on previous related findings above, the researcher comes to the conclusion that there are two things that affect students’ interest in understanding a reading text, namely the reading activities which can make students have prior knowledge about the text making it easier for students to understand the content of reading.

B.    Some Pertinent Ideas
1.      The Concept of Reading
Reading is a very important skill that should be possessed by people in the world, because by reading we can get a lot of information especially for students. By reading, students will be able to get knowledge about many things and so on. As stated by Mickuleckly, and Jeffries ( 1996 : 1 ), reading is important, because it can help you to learn to think in English, enlarge your English vocabulary, help you to improve your writing, maybe a good way to practice your English if you live in non-English speaking country and help you prepare for study in an English speaking country. It is good way to find out about ideas, facts, and experiences. Reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out significance of these messages (Jeremy Harmer, 1991 : 190). Reading is a language process. It is closely linked to other language processes, is a cognitive process.
Reading is an active cognitive process of interactive with painting and monitory comprehension to established meanings. Nuttal ( 1983 : 22 ) stated that reading is the instantaneous written symbol with exiting knowledge and comprehension of information and ideas communicated.
According to Wixson, Peters, Wieber, & Roeber (1987, citing the new definition of reading for Michigan) reading is the process of constructing meaning through the dynamic interaction among :
1.      The reader’s existing knowledge
2.      The information suggested by the text being read
3.      The context of reading stuation



2.      Kind of Reading
There are three kind of reading that the writer will explain. They are reading aloud, silent reading, and speed reading.
a.  Reading Aloud
Reading aloud is very important device that cannot be over lookedin achieving the goal because it is great aid in developing our habits to practice. By reading aloud the students can improve their pronounciation, intonation, and through reading they can improve their vocabulary. Reading aloud is separate and distinct from the objectives of pronounciation, and auditory memory focused upon in choral practice, dialogue memorization and pattern practice.
According to Nuttal ( 1983 : 75 ) in his book teaching reading skill in a foreign language reading aloud is often used (mistakenly, most expert agree) as one form of pronounciation teaching.
In reading aloud the students will get experience in producing the sound which should be practiced as many times as possible.


b.  Silent Reading
Silent reading is second kind of reading. Among the important ones, that will be discussed here is comprehension that secret of successful silent lesson, to maintain the pupils interest at all time, constant variation in techniques goes to way to achieving this. During silent reading is sample material for the teacher to vary their approach from lesson to lesson.
Silent reading is a skill to critize what is written. To discussed something written means to draw inference and conclusion as well as to express a new idea on the basis of what is read.
c.  Speed Reading
This kind reading used to improve our speed and comprehension in reading. This skill is very important for students. If they do not have skill of speed reading. All the process of studying will be slow and ineffective. The skill of speed reading must run side by side with the main purpose of reading.
There are many kinds of speed reading, which depend on the difficulty of the material being read as well as the students own ability sand knowledge background. The rate of speed of reading a story or narrative will be different from the scientific material.

3.      Techniques of Developing Reading Skills
According to Kenneth Beare in Satrina ( 2011 : 23), there are four kinds of reading namely :
a.  Skimming
Skimming is used to quickly gather the most important information, or ‘gist’. Run your eyes over the text, looking for  important information. Use skimming to quickly get up to speed on a current business situation. It’s not essential to understand each word when skimming.
Examples of Skimming:
1)     The newspaper (quickly to get the general news of the day)
2)     Magazines (quickly to discover which articles you would like to read in more detail)
3)     Business and Travel Brochures (quickly to get informed)
b.  Scanning
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of imformation you need. Use scanning on schedules, meeting plans, etc. In order to find the specific details you require. If you see words or phrases that you don’t understand, don’t worry when scanning.
Examples of scanning:
1)      The ‘What’s on TV’ section of your newspaper.
2)      A train / airplane schedule
3)      A conference guide
c.  Intensive Reading
Intensive reading is used on shorter texts in order to extract specific information. It schedules very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Examples of Intensive Reading:
1)      A bookkeeping report
2)      An insurance claim
3)      A contract

4.      Reciprocal Teaching Strategy
Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text.
Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. According to Palinscar and Brown ( 2008 : 89), the research of reciprocal teaching shows how the learning strategy can increase the influences of a technique which related with cooperative learning.
Reciprocal teaching is the learning procedure or approach which designed to teach student about cognitive strategies and for help student understand about reading material (Arends, 1997 : 266). The reasons to use reciprocal teaching strategies:
1.  It encourages students to think about their own thought process during reading.
2.  It helps students learn to be actively involved and monitor their comprehension as they read.
3.  It teaches students to ask questions during reading and helps make the text more comprehensible.
One way to get students prepared to use reciprocal teaching:
1.  Put students in group of four.
2.  Distribute one note card to each member of the group identifying each person’s unique role:
o  Summarizer
o  Questioner
o  Clarifier
o  Predictor
3.  Have students read a few paragraph of the assigned text selection. Encourage them to use note – talking strategies such as selective underlining or sticky – notes to help them better prepare for their role in the discussion at the given stopping point, the summarizer will highlight the key ideas up to this point in the reading.
4.  The questioner will then pose questioner about the selection:
o  Unclear parts
o  Puzzing information
o  Connections to other concepts already learned
5.  The clarifier will address confusing parts and attempt to answer the questions that were just posed.
6.  The predictor can offer predictions about what the author will tell the group or next or, if it’s a literary selection, the predictor might suggest what the next events in the story will be.
7.  Throughout process, the teacher’s role is to guide and nurture the students’ ability to use the four strategies successfully within the small group. The teacher’s role is lessened as students develop skill.
A reciprocal approach provides the students with four specific reading strategies that are actively and consciously used to support comprehension: questioning, clarifying, summarizing, and predicting.
a.  Predicting
            The predicting phase involves readers in actively combining their own background knowledge with what they have gathered from the text. With a narrative text students imagine what might happen next.  With an informational text, students predict what they might learn or read about in subsequent passages.
Predicting involves combining the reader’s prior knowledge from the text, and text’s structure to create hypotheses related to the direction of the text and the author’s intent in writing. Predicting provides an overall rationale for reading – to confirm ir disconfirm self-generated hypotesses (Doolittle et al, 2006).
The predictor can offer predictions about what the author will tell the group next of, it it’s literary selection, the predictor might suggest what the next events in the story will be. As Williams (2011) point out, predictions don’t necessarily need to be accurate, but they need to be clear.
The sequence of reading, questioning, clarifying, summarizing and predicting is then repeated with subsequent sections of the text. Different reading strategies have been incorporated into the reciprocal teaching format by other practitioners. Some other reading strategies include visualizing, making connections, inference, and questioning the author. Predicting occurs when students hypothesize what the author will discuss next in the text. In order to do this successfully, students must activate the relevant background knowledge that they already possess regarding the topic. The students have a purpose for reading: to confirm or disprove their hypotheses. Furthermore, the opportunity has been created for the students to link the new knowledge they will encounter in the text with the knowledge they already possess. The predicting strategy also facilittates use of text structure as students learn that headings, subheadings, and questions imbedded in the text are useful means of anticipating what might occur next.
b.  Questioning
When using the questioning strategy,readers monitor and assess their own understanding of the text by asking themselves questions. This self-awareness of one’s own internal thought process is termed “metacognition”
Questioning involves the identification of information, themes, and ideas that are central and important enough to warrant further consideration. The central or important information, themes, or ideas are ideas are used to generate questions that are then used as self-tests for the reader. Questioning providers a context for exploring the text more deeply and assuring the construction of meaning (Doolittle, Hicks, Triplett, Nichols, & Young, 2006).
c.  Clarifying
The clarification strategy focuses on training students in specific steps to help with decoding (letter-sound correspondence, “chunking”, spelling, etc), as well as fix-up strategies to deal with difficult vocabulary and lapses in concentration, (Doolittle, 2006)
Clarifying involves the identification and clariification of unclear, difficult, or unfamiliar aspects of a text. These aspects may include awkward sentence or passage structure, unfamiliar vocabulary, unclear references, or obscure concepts. Clarifying provides the motivation to remediate confusion through re-reading, the use of context in which the text was written and/or read, and the use of external resources (e.g. dictionary of thesaurus). (Doolittle, 2006)
The clarifier will address confusing parts and attempt to answer the questions that were just posed.
d.  Summarizing
Summarization requires the reader to perform the task of discriminating between important and less-important information in the text. It must then be organized into a coherent whole. (Palinscar & Brown, 1984).
Summarizing ia the process of identifying the important information, themes, and ideas within a text and integraring these into a clear and concise statement that communicates the essential meaning of the text. Summarizing may be based on a single paragraph, a section of text, or an entire passage. Summarizing provides the impetus to create a context for understanding the specifics of a text (Doolittle et al, 2006). Summarizing provides the oppurtinity to identify and integrate the most important information in the text. Text can be summarized across sentences, across paragraphs, and across the passage as a whole. When the students first begin the reciprocal teaching procedure, their efforts are generally focused at the sentences and paragraph levels. As they become more proficient, they are able to integrate at the paragraph and passage levels. The summarizer will use his/her own words to tell the main idea of the text. This can happen anywhere in the story, and it should happen often for those students who are at-risk. It can happen first at sentence level, then paragraphs, then to-whole text.

C.    Hypothesis
Related to the previous explanation, the writer formulated the hypothesis as follows:
1)     Hypothesis (H0): students’ reading ability of the second grade of SMP Negeri 1 Bone-Bone cannot improve by applying reciprocal teaching  strategies.
2)     Alternative Hypothesis (H1): students reading ability of the second grade of SMP Negeri 1 Bone-Bone can improve by applying reciprocal teaching strategies.




D.    Theoritical Framework
 



The main components above are briefly described as follows:
1.    Reading text is a media provide by the researcher
2.    Reciprocal teaching strategies are given to students in order built students’ knowledge about the content of the text.
3.    Through reciprocal teaching strategies students can comprehend the text well.

CHAPTER III
RESEARCH METHOD

          This chapter deals with research method and design, variables of the research, population and sample, instrument of the research, procedure of collecting data, and techniques of date analysis.

A.     Research Method and Design
In this research, the writer employed a pre-experimental method with one group pre-test and post-test design. This design involved one group, which was pre-test (O1), then exposed to treatment (X), and post-test (O2).
The formula is presented as follow:
Pre-test
Treatment
Post-test
O1
X
O2



Where:
O1             : pre-test
X              : treatment
O2             : post-test
(Gay, 2006 : 225)

B.    Variable of Operational
There are two variables in this research, namely: dependent variable and independent variable. Reading ability as the dependent variable and reciprocal teaching strategy as the independent variable.

C.    Population and Sample
1.  Population
The population of the research was the second grade students of SMP Negeri 19 Makassar academic year 2013 – 2014 which consisted of 2 classess with total 80 students.
2.  Sample
The sample was selected by using random sampling technique. The sample was one class with 20 students.

D.    Instrument of the Research
The instrument of this research was reading test used pre-test and post-test. Pre-test was intended to measure students’ reading ability before treatment and post-test was given after treatment to know the effectiveness of the treatment. The kind of reading test gave to the student was multiple choice based on the text.


E.     Procedure of Collecting Data
In collecting data, the writer distributed the instrument to the students. First, writer gave pre-test. The students listened carefully the instruction. It was consisted 20 questions. After treatment, writer gave the students post-test to know the result of the treatment.

F.     Technique of Data Analysis
The data obtain from the test analyzed by using the procedures as follows:
1.  Scoring students’ correct answer of pre – test and post – test by using formula:
         Score =         
(Ader, 2008 : 345)
2.  Classifying the students’ score into seven classification:
9.6 – 10  = Excellent
8.6 – 9.5 = Very good
7.6 – 8.5 = Good
6.6 – 7.5 = Fairly  good
5.6 – 6.5 = Fair
3.6 – 5.5 = Poor
0 – 3.5   = Very Poor
(Depdikbud, 2006 : 26)

3.  Computing the frequency and rate percentage of students’ score:
               P =  x 100%
Where:
            P= Percentage
                        N= Total number of student
                        F= Frequency
(Gay , 2006 : 173)
4.  Calculating the mean score of students’ answer in both pre-test and post-test by this formula:
 =
Note:                = Mean
 = The Sum of all Score
N         = Number of Subject
(Gay, 2006 : 320)
5.  Finding standard deviation of the srtudents pre-test and post-test by applying formula below:
SD =
Note:        SD     = Standard Deviation
                = Sum of all Score
    = Sum Square of all Score
     N       = Number of Students
(Gay, 2006 : 320)
6.    To find out whether the differences between pre-test and post-test value of test using the following formula:
t =
Where:
t           = Test of Significance
D      = the different between the score of the pre-test and the score of post-test for each student.
D         = the mean score from the different score of pre-test and post-test
∑D²     = The Square of ∑D
N         = The Number of Students            
(Gay, 2006 : 320)



 BIBLIOGRAPHY

Ader, H.J. 2008. The Steps Giving Result of Pre-test and Post-test. Consultant’s companion Hulzen : Netherlands.

Arends. 1997. Reciprocal Teaching for the Primary Grades. http//wwwreadingrockets.org/strategies/reciprocal teaching.
Accessed 26 July 2013

Baskara, Cakra. 2009. Improving the students’ reading comprehension by using humorous stories. Thesis. UNM. Unpublished. Makassar.

Brown, A.L. 1980. Metacognitive development and reading. In R. S. Spiro, B. B. Bruce, & W. L. Brewer (Eds.), Theoritical issues in reading comprehension. Hillsdale, NJ: Erlbaum

Brown, H. Dauglas. 1991. Teaching by Principles. San Fransisco : Addison Wesley Longman. Inc.

Collins, A., Brown, J. S., & Newman, S. 1989. Cognitive apprenticeship: Teaching the craft of reding, writing, and mathematics. In L. Resnick (Ed.). knowing, learning and instruction: Essays in honor of Robert Glaserm, 453-494.

Depdiknas. 2006. Buku Laporan Hasil Belajar Siswa SMP.

Doolitle, P.E., Hicks,D., Teiplett, C.F., Nichols,W.D., & Young, C.A. 2006. Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2), 106-118
Gay L.R. 2006. 8th Edition. Educational Research: Competencies for Analysis and Application. Ohio : Merill Publishing Company.
Haycraft, John. 1978. An introduction to English Language Teaching London : Longman Group Limited.

Harmer, Jeremy. 1991. How to Teach English : An Introduction to the Practice of English Language Teaching.
http//www.amazon.co.uk./jeremy-harmer. Accessed 26 July 2013

Jeffries, Linda. Mikuleckly. S. Beatrice. 1996. Advanced Reading Power
Nuttal, Christine. 1983. Teaching Reading Skill in a Foreign Language. http//www.amazon.com/christine-E,-Nuttal/e/B001HCZD2K. Accessed 26 July 2013

Palinscar, A.S. 1986. Reciprocal teaching in teaching reading as thinking. Oak Brook, II : Noyrth Central Regional Educational Laboratory.

Pratiwi, Ridhayanti. 2010. The effercts of activating students; content schemata to students reading comprehension in SMA YP PGRI 3. Thesis UNM. Unpublished. Makassar.

Rukiah, Sitti. 2001. Improving the reading comprehension achievement of the first year student of SMU 1 Bantaeng through communicationtasks. Thesis. Unpublished. UNM. Makassar.

Satrina. 2011. Motivating students to read English texts by applying pre-reading activities. Thesis. Unpublished. UNM. Makassar.

Sumarno. 2010. The motivation of the student in reading spoof text. Thesis. Unpublished. UNM. Makassar. 

William, Joan. 2011. Taking on the Role of Questioner: revisting Reciprocal Teaching. The Reading Teacher.

Yunus. 2007. Improving the reading comprehension of the second year students’ of SLTPN 8 Palopo through Mind Mapping. Thesis. UNM. Unpublished. Makassar.

  


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