Improving Students Reading Comprehension by Using Dynamic Character as a Literary Device (original) (raw)
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Reciprocal Teaching Strategy has proven as a good method in increasing students reading comprehension. This method has been applied in teaching in elementary school students, ESL (English as Second Language) and EFL (English as Foreign Language) contexts. The researcher doing a research about the implementation of Reciprocal Teaching Strategy to increase students reading comprehension. The objective of this research is to find out whether Reciprocal Teaching Strategy is Effective in Increasing Students Reading Comprehension in Narrative Text and to know how Reciprocal Teaching Strategy enhance students' reading comprehension in narrative text. This research use a quantitative method Quasi Experimental Design. The data is analyzed by the researcher using SPSS and Microsoft Excel. The subject are eighth grade one of the State Junior High School of Surabaya. This research done for about one month from 20 th January until 22 nd February 2018. Reciprocal Teaching Strategy has 4 steps in it, such as: Predicting, Questioning, Clarifying, and Summarizing. This strategy is effective for students' cognitive process in reading that prevent from failure and the result showed Reciprocal Teaching is Effective In Reading Narrative Text, it can be seen from the significant improvement of students score of pretest to post test.
This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students" reading comprehension and finding out the students" responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for Windows. The data analysis of the independent t-test showed that there was a significant difference between the post-test means of the control group and the experimental group. Moreover, the data analysis of the dependent t-test showed that there was an improvement of the experimental group"s scores in post-test. Therefore, it could be said that the use of Reciprocal Teaching Procedure was considered effective in improving the students" reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students" interest in reading. Thus, it could be concluded that the students" responses toward the application of Reciprocal Teaching Procedure were positive.
This study was aimed at investigating the implementation of Reciprocal Teaching Procedure (RTP) to improve students" reading comprehension and finding out the students" responses toward this method. Reciprocal Teaching Procedure is one of the teaching extensive reading methods that include four strategies: predicting, clarifying, summarizing, and questioning. The quasi-experimental design was utilized in order to collect the data, in which two classes were taken as the samples of this study. The data were collected through pre-test and post-test which were analyzed by using SPSS 20 and ANATES v5 for Windows. The data analysis of the independent t-test showed that there was a significant difference between the post-test means of the control group and the experimental group. Moreover, the data analysis of the dependent t-test showed that there was an improvement of the experimental group"s scores in post-test. Therefore, it could be said that the use of Reciprocal Teaching Procedure was considered effective in improving the students" reading comprehension. Furthermore, based on the findings of the questionnaire, Reciprocal Teaching Procedure has lots of benefit in teaching reading, such as helping the students to comprehend the text easily, encouraging the students to be more active and communicative in every activity, and improving students" interest in reading. Thus, it could be concluded that the students" responses toward the application of Reciprocal Teaching Procedure were positive.
2011
This study is based on the problem that is the low reading comprehension of the eighth grade students of SMP Negeri 19 Surakarta in the academic year of 2007/2008. It is focused to find out whether reciprocal technique can improve students' reading comprehension or not and also identifies the phenomena taking place when teaching students' reading comprehension by using reciprocal teaching. This classroom action research was conducted in class VIII A, from March to June 2008. The subject of this research is the students of class VIII A of SMP Negeri 19 Surakarta, in the academic year of 2007/2008. This class consists of 40 students, 16 boys and 24 girls. In this action research, the researcher is as the teacher in teaching learning process. This research used reciprocal teaching technique. The procedure of this research consists of identification, planning, action, observation, and reflection. The research is conducted in two cycles. The first cycle consists of two meetings and so does the second cycle. In collecting the data, the researcher uses qualitative and quantitative technique. The qualitative data are obtained from observation, notes, interview, and photograph. The quantitative data are supported by quantitative data that are the mean score of students' pre test and post test. The improvement of students' score can be seen from the differences between pre-test and post-test.The mean score of pre test improves from 5.6 to 5.8 in post test 1 and it also improves to 7.3 in post-test 2. The test result shows that there is an improvement of the students' reading comprehension after the researcher conducted the research. The results of this research are teaching reading comprehension by using reciprocal teaching technique can improve students' reading comprehension, increase their vocabulary, encourage them to be active, and enhance their cooperative skills. Through this technique, the students are involved in the teaching learning process. They can share their knowledge and help each other in understanding the lesson material. The students not only learn from the teacher's explanation, but also learn from their friends who also learn the same thing. This technique provides opportunities for the students to understand the lesson material more by asking other group member without being ashamed and afraid, since the students are usually afraid to ask the difficulties to the teacher. Therefore, the teaching learning process can run well perpustakaan.uns.ac.id digilib.uns.ac.id commit to user v MOTTO And whosoever fears Allah and keeps his duty to Him. He will make his matter easy for him. QS. At Talaq: 4 The key to realizing a dream is to focus not on success but significance-and then even the small steps and little victories along your path will take on greater meaning.
Improving Students’ Reading Comprehension of Narrative Text through Reciprocal Teaching Technique
2018
Penelitian ini bertujuan untuk mengkaji i) apakah ada peningkatan pemahaman membaca siswa yang signifikan dalam teks naratif setelah penerapan teknik mengajar reciprocal, dan ii) bagaimana respon siswa terhadap penggunaan teknik reciprocal. Subjek penelitian ini adalah 30 siswa tingkat pertama SMAN 1 Way Pengubuan. One group pretest and posttest design adalah desain yang digunakan dalam penelitian ini. Tes kemampuan membaca dan kuesioner adalah instrumen untuk pengambilan data. Data dianalisis menggunakan Paired Sample t-test . Hasil penelitian menunjukkan bahwa ada peningkatan pencapaian kemampuan membaca siswa yang secara statistik signifikan dengan tingkat signifikan (0.00<0.05). Dapat disarankan bahwa pengajaran membaca menggunakan teknik mengajar reciprocal mempermudah siswa meningkatkan kemampuan membaca mereka. The objectives of the research were to find out i) whether there was a statistically significant improvement of the students’ reading comprehension of narrative te...
Implementing Reciprocal Teaching Method in Improve the Students’ Reading Comprehension Ability
ETERNAL (English, Teaching, Learning, and Research Journal)
This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could ...
Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension: Action Research
IJLHE: International Journal of Language, Humanities, and Education
The objectives of this research were to improve the students’ learning activity and reading comprehension by using the Reciprocal Teaching Strategy. This strategy helps students with four steps, such as predicting, questioning, clarifying, and summarizing. In this research, the writer used Classroom Action Research as the design in collecting the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 27 students. The writer used an observation sheet and reading test in form of was multiple choice and consisted of 40 questions, it aimed to get the score of students’ reading comprehension and used observation sheet for the students’ learning activity. The findings of this research showed Reciprocal Teaching Strategy was successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ ...
Using Reciprocal Teaching Technique in Improving Reading Comprehension
2013
The objective of the research was to prove that the use of reciprocal teaching technique can improve the student’s reading comprehension. This research applied pre-experimental research design that was the one group pre-test and post-test design. The population was the second year students of SMA Negeri 2 Balaesang. Class XI IPA 2 was chosen as the sample by using cluster sampling technique. The instrument was used to collect the data was test. The result of the data analysis showed that the pre-test result was 52,1 and post-test result was 71,18 by applying 0.05 level of significance with 34 degree of freedom (df), the t- counted 13.507 was higher than t- table 1.692. It means that the use of reciprocal teaching technique can improve reading comprehension of the second year students of SMA Negeri 2 Balaesang. Keywords : Reciprocal teaching; Improving; Reading Comprehension.
Improving Reading Comprehension through Reciprocal Teaching Method
This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while r...
2020
In the name of Allah, the beneficient, the merciful. All of the praise due to Allah, the Cherisher and Sustainer of the world, who has given the writer many things such as chance to learn, strength, motivation, and guidance therefore this thesis can be finished thoroughly. Peace and blessing be upon to Prophet Muhammad SAW, his families, his relatives, and all followers. This thesis which entitled The Effect of Reciprocal Teaching Strategy towards the Students' Reading Comprehension written by me to fulfill the