Improving Students’ Reading Comprehension By Using Class Wide Peer Tutoring (Cwpt) (A Classroom Action Research At The Eleventh Grade Students Of The State Senior High School 2 Surakarta In The Academic Year Of 2013/2014)
Penulis Utama
:
Lucia Dwi Ardani
NIM / NIP
:
S890908213
× The objectives of this research are to describe whether Class Wide Peer Tutoring can improve students’ reading comprehension and to describe the strengths and weaknesses when the technique is applied to improve students’ reading comprehension.
The research was carried out at The State Senior High School 2 Surakarta. The Subject of the research was the Science 1 Eleventh Grade Students of the State Senior High School 2 Surakarta in the academic year of 2013/2014. The procedures of the research consist of planning, action, observation, and reflection. The data were collected through questionnaire, interview, field note, and test. To analyze the quantitative data, I applied descriptive statistics. It was used to compare the score and the mean of pre test and post test. The result of the test was used to know how well the students understand the text. To analyze the qualitative data, I analyzed the improvement of the teaching learning process based on the result of questionnaire, interview, and the field notes using Constant Comparative Method.
The result of the research applying Class Wide Peer Tutoring in the process of teaching and learning reading can overcome the students’ problem in comprehending the text. First, the result of the tests shows that Class Wide Peer Tutoring can improve the students’ reading comprehension. The improvement can be found by comparing the average score of pre -test and post- test in cycle 1 and 2. The average score of pre-test is 60.89, post-test 1 is 67.50, and the post-test 2 is 78.21. Second, The results of questionnaire, interview, and field notes show that (1) the strengths when Class Wide Peer Tutoring is applied in teaching reading are: (a) it encourages the students to relax and focus on the task; (b) it elicits the students’ prior knowledge of the reading text; (c) it enhances motivation in studying reading; (d) it fits to classroom work-pair. (2) the weaknesses when Class Wide Peer Tutoring is applied in teaching reading are: (a) the teacher gets difficulty to manage the students; (b) it is difficult for the students who have low prior knowledge to participate actively in the learning process; (c) the teaching learning process takes time.
Based on the result of the research, it can be concluded that students’ reading comprehension can be improved by the implementation of Class Wide Peer Tutoring. Therefore, it is recommended that teachers and students should use Class Wide Peer Tutoring as a good alternative in teaching and learning reading.
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Penulis Utama
:
Lucia Dwi Ardani
Penulis Tambahan
:
-
NIM / NIP
:
S890908213
Tahun
:
2014
Judul
:
Improving Students’ Reading Comprehension By Using Class Wide Peer Tutoring (Cwpt) (A Classroom Action Research At The Eleventh Grade Students Of The State Senior High School 2 Surakarta In The Academic Year Of 2013/2014)
Edisi
:
Imprint
:
Surakarta - Pascasarjana - 2014
Program Studi
:
S-2 Pendidikan Bahasa Inggris
Kolasi
:
Sumber
:
UNS-Pascasarjana Prodi. Bahasa Inggris-S890908213-2014
Kata Kunci
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Jenis Dokumen
:
Tesis
ISSN
:
ISBN
:
Link DOI / Jurnal
:
-
Status
:
Public
Pembimbing
:
1. Prof. Dr. Sri Samiati Tarjana 2. Dra. Dewi Rochsantiningsih, M.Ed. Ph.D
Penguji
:
Catatan Umum
:
Fakultas
:
Sekolah Pascasarjana
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File
:
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