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,
AN INVESTIGATION OF RECIPROCAL TEACHING STRATEGY
IN IMPROVING STUDENTS’ READING ABILITY FOR
THE SECOND GRADE AT SMPN 1 BONE-BONE
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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
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
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.
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
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
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.
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1997. Reciprocal Teaching for the Primary
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Cakra. 2009. Improving the students’
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A.L. 1980. Metacognitive development and
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A.S. 1986. Reciprocal teaching in
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Ridhayanti. 2010. The effercts of
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YP PGRI 3. Thesis UNM. Unpublished. Makassar.
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Sitti. 2001. Improving the reading
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2011. Motivating students to read English
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Makassar.
Sumarno.
2010. The motivation of the student in
reading spoof text. Thesis. Unpublished. UNM. Makassar.
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Joan. 2011. Taking on the Role of
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