Abstrak


Improving Students’ Reading Comprehension by Implementing Reciprocal Teaching (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015)


Oleh :
Yuli Setia Wardani - K2211094 - Fak. KIP

The objectives of this research are to investigate: (1) to know how reciprocal teaching can be implemented effectively in improving the students’ reading comprehension and (2) to know to what extent reciprocal teaching can improve the students’ reading comprehension. This research is a Classroom Action Research (CAR). This research was conducted in two cycles, from May 4th 2015 until May 20th 2015. Every cycle consists of four stages, namely: planning, acting, observing, and reflecting. The subject of this study is class XI Language 1 in SMA Negeri 6 Surakarta in the academic year of 2014/2015 that consists of 18 students. There were qualitative data and quantitative data in this research. The qualitative data were collected by observing, surveying, and interviewing while the quantitative data were collected by conducting tests. To analyze the qualitative data, techniques proposed by Burns were applied, which includes assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. While, the quantitative data were analyzed using Descriptive Statistical Analysis.
The result showed that reciprocal teaching can be implemented effectively by following some points, those are (1) providing interesting reading texts, (2) activating the students’ background knowledge, (3) giving clear explanation of reciprocal teaching strategies, (4) providing guideline, (5) adjusting the order of reciprocal teaching strategies, (6) giving clear job description of task within the group, (7) encourage the students not to depend on their dictionaries and determine the words that should be clarified by the students, (8) encourage the students’ participation, (9) good seat arrangement, and (10) teacher’s monitoring.   By implementing reciprocal teaching in such conditions, the students’ reading comprehension improved. The students’ reading mean score in the pre-test was 55.56; it improved to 72.67 in the post-test 1 and 77.11 in the post-test 2. The improvement was also seen in the students’ participation, those are (1) they involved and focused in group discussion, and (2) they became active to express their ideas that make the classroom situation became more conducive.
The conclusions of this research are the implementation of reciprocal teaching in such conditions can improve the students’ reading comprehension and participation in teaching and learning process in eleventh grade of SMA Negeri 6 Surakarta.
Key words: reciprocal teaching, reading comprehension, classroom action research