THE EFFECT OF USING RECIPROCAL TEACHING STRATEGY ON READING COMPREHENSION OF NINE GRADE STUDENTS AT JUNIOR HIGH SCHOOL 13 SAROLANGUN
THESIS
BY:
PERDILA DESI NIM. TE.130 544
ENGLISH EDUCATION PROGRAM TARBIYAH AND TEACHER TRAINING FACULTY THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI 2018
THE EFFECT OF USING RECIPROCAL TEACHING STRATEGY ON READING COMPREHENSION OF NINE GRADE STUDENTS AT JUNIOR HIGH SCHOOL 13 SAROLANGUN
THESIS
Submitted as Partial Fullfilment of Requirement to get SI Degree in English Departement Program of Tarbiyah Faculty
BY: PERDILA DESI NIM. TE.130 544
ENGLISH EDUCATION PROGRAM TARBIYAH AND TEACHER TRAINING FACULTY THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI 2018
DEDICATION
In the name of Allah SWT, for His blessing and the merciful, with deep thanks and proud, I dedicated this thesis especially to:
1. My beloved father (Sahrin) and my mother (Ratna Wilis) who have given all their love to me, always educate, guide, support and advices. There will be no success without their non stop prayer. They are the only reason for me to be a successful woman. I am honored to have them as my parent. 2. My beloved brother (Sahrijon Mardianto Ama.Pd, Arizal S.Pd, and Tol Hatta S.ST) my beloved sisters (Presna Deli Amd.Kep, Pertiwi Yani Ama.Pd, Penawar Susanti, Efit Zuryani S.Pd, Pernia Wati S.Hum as one of the best sisters for me and especially Perles Darniati as my hero and the best sister ever in the world). And all my nephew (Perta Satria Gunawan, Reyhan Zapela Arizal, Perta Razel Maulana, Jhofindra Pratama, and Perta Rafka Yusuf ). 3. My greatest advisor (Drs.H.Marzuki Arsyad Ash, MA) and (Ms. Ayuliamita Abadi, S.Pd.I, M.Pd). Thanks for everything, suggestion, and motivation untill finished this thesis. Then, my beloved lecturers (Ms. Amalia Nurhasanah, S.Pd. M.Hum and all of the lecturers of English Education Program) thanks for your support, motivation, and suggestion. 4. Thanks for all of my big family that never stop giving spirit to finish this thesis. 5. My greatest friends, I wanna say thank you very much for (Muslimaini) to be part of my life as my friendship, classmate, roommate, motivator and everything. Thanks to my best fiends (Srik, Yosef, Predy, Reko, Ridwan, Muslim and Susita ). And thanks to PBI C as my family and greatest classmate. Thanks to my beloved friends in (PPL and KKN) who has given me support during finished this thesis. The last, thanks to all of my family in (RKPH).
MOTTO
بِسْنِ اللّهِ الزَّ حْويِ الزَّ حِيْنِ
اِقزَأْ بِاسْنِ رَبِّكَ آلَّذِى خَلَقَ }1{ خَلَقَ آإلًِْسَاىَ هِيْ عَلَقٍ } { 2اِقْزَأْ وَرَبُّكَ اْألَكْزَمُ } { 3الَّذِيْ عَلَّنَ بِآلقَلَنِ}4{ عَلَّنَ آلْإًْسَاىَ هَالَنْ يَعْلَنْ }5{ )القزآى. سزاة العاق 1-5(
Meaning: Read, in the name of your Lord Who Created. (1) He created the human being from Alaq (an embryo). (2) Read, and your Lord is the Owner of the Greatest Honor. (3) That He taught with pen. (4) (He has) taugth the human being what he did not know. (5)
ANCKNOWLEDGEMENTS
بِسْنِ اللّهِ الزَّ حْويِ الزَّ حِيْنِ All praises be to Allah who gives the writer guidence and strength in completing this script. Peace and blessing be upon the prophet Muhammad shalallahu ‗alaihi wassalam, her families, her relatives, and her followers.
The writer would like to express many thanks the following people who deserved special recognitions for their invaluable help in accomplishing this thesis:
1. Dr. H. Hadri Hasan MA, the Rector of the State Islamic University Sulthan Thaha Saifuddin Jambi. 2. Prof. Dr. H. Suaidi, MA, Ph.D. Dr. H. Hidayat, M.Pd. and Dr. Hj. Fadhillah Husen, M.Pd as vice rector‘s I,II, and III of State Islamic University Sulthan Thaha Saifuddin Jambi. 3. Drs. Hj. Armida, M.Pd.I as the dean of faculty of Education and Teacher Training of the State Islamic University Sulthan Thaha Saifuddin Jambi. 4. Dr. H. Lukman Hakim, M.Pd as the first vice Dean of Faculty of Education and Teacher Training Zawaki Afdal Jamil, M.Pd as the second vice Deans of Faculty of Education and Teacher Training, and Dr. H. Kemas Imran, M.Pd.I as the Third vice Dean of Faculty Education and Teacher Training. 5. Amalia Nurhasanah, S.Pd M.Hum as a chairwoman of English Education Program of the State Islamic University Sulthan Thaha Saifuddin Jambi. 6. Drs.H. Marzuki Arsyad Ash, MA as the first my advisor who has given a lot of input such as correction, opinion, and other things which is useful to the script writer in the process of writing this thesis. Ayuliamia Abadi, S.Pd.I, M.Pd as the second advisor for motivation,
help contribution of though and beneficial ideas toward the development of this thesis. 7. All lectures of Tarbiyah Faculty of The State Islamic University Sulthan Thaha Saifuddin Jambi.
ABSTRACT
Name : Perdila Desi
Major : English Education Program
Title : The Effect of using Reciprocal Teaching Strategy on Reading Comprehension of Nine Grade Students At Junior High School 13 Sarolangun.
The purpose of this study was to determine whether or not there was a significant effect of using Reciprocal Teaching Strategy on reading comprehension and to know there was the significant diference of reading comprehension between students who are taught by using Reciprocal Teaching Strategy and those who are not The study was conducted at Junior High School 13 Sarolangun in October – November 2017. The population in this study were all nine graders of Junior High School 13 Sarolangun, students of the nine grade were about 67 students, each class consisted of less than 30 students. The researcher used Reciprocal Teaching Strategy in class IX A as the experimental class and class IX C used REDW (Read, Examine, Decide, Write) Strategy as control class. This research used quantitative – experimental approach. The design of study was quasi-experimental design, it was the pretest-posttest non- equivalent group design. The data was collected by a test as research instruments, there were two test: pre-test and posttest. The data were processed and analyzed by using SPSS 22 statistic technique of independent t-test and paired sample t-test. From the results of the test, the independent t-test calculation in posttest score in both groups showed that the significance value was higher than level of significance ( 0,361 > 0,05). It indicated that there was the significant difference between experimental and control group. Moreover, the paired t-test calculation showed the result of paired sample t-test (12,805<0,05) in which there was a significant effect of using RT Strategy on students reading comprehension.
Key words : Experimental research, RT ( Reciprocal Teaching ) strategy, Reading Comprehension
ABSTRAK
Nama : Perdila Desi
Jurusan : Pendidikan Bahasa Inggris
Judul : Pengaruh penggunaan Strategi RT ( Reciprocal Teaching ) dalam Pemahaman Membaca di Kelas Sembilan Siswa SMP N 13 Sarolangun.
Tujuan dari penelitian ini adalah untuk mengetahui ada tidaknya pengaruh yang signifikan dengan menggunakan strategi RT (Reciprocal Teaching) / pengajaran timbal balik pada pemahaman membaca dan untuk mengetahui ada perbedaan signifikan antara pemahaman membaca antara siswa yang diajar dengan menggunakan Strategi RT (Pengajaran Timbal Balik) dan yang tidak. Penelitian dilakukan di SMP N 13 Sarolangun pada bulan Oktober – November 2017. Populasi dalam penelitian ini adalah siswa kelas IX SMP N 13 Sarolangun, siswa kelas sembilan berjumlah sekitar 67 siswa, masing-masing kelas terdiri dari kurang dari 30 siswa. Peneliti menggunakan dua metode pada pemahaman membaca siswa. Peneliti menggunakan strategi Reciprocal Teaching di kelas 9 A sebagai kelas eksperimen dan kelas 9 C menggunakan REDW (Baca, Periksa, Putuskan, Tulis) sebagai strategi di kelas kontrol. Penelitian ini menggunakan pendekatan kuantitatif - eksperimental. Desain penelitian menggunakan desain kuasi eksperimental, yaitu desain kelompok non-posttest non-ekuivalen. Data yang dikumpulkan dari sebuah tes sebagai instrumen penelitian, ada dua tes: pre- test dan posttest. Data diolah dan dianalisis dengan menggunakan spss 22 uji independen sample t-test dan paired sample t-test, dan data yang dianalisis dilakukan. Dari hasil pengujian, perhitungan independen sample t-test pada skor posttest pada kedua kelompok menunjukkan bahwa nilai signifikansi lebih tinggi dari pada tingkat signifikansi (0,361> 0,05). Ini menunjukkan bahwa ada perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Selain itu, perhitungan paired sample t-test menunjukkan hasil paired sample t- test (12,805 <0,05) dimana ada pengaruh yang signifikan dengan menggunakan strategi RT pada pemahaman membaca siswa.
Kata kunci: Penelitian Experimental, Strategi RT ( Reciprocal Teaching ), Pemahaman membaca.
TABLE OF CONTENT
TITLE COVER ...... i OFFICIAL NOTE ...... ii ORIGINAL STATEMENT ...... iii DEDICATION ...... iv MOTTO ...... v ACKNOWLEDGEMENT ...... vi ABSTRACT (English) ...... viii ABSTRAK (Indonesia) ...... ix LIST OF CONTENT ...... x LIST OF APPENDIX ...... xii LIST OF TABLE ...... xiii CHAPTER I INTRODUCTION A. Background of the Study ...... 1 B. Identification of the Problem ...... 4 C. Limitation of the Problem ...... 4 D. Formulation of the Research Problem...... 4 E. Objective of the Problem ...... 4 F. Significance of the Research ...... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Description of Theoritic ...... 6 1. The Nature of the Reading ...... 6 a. Definition of Reading ...... 6 b. Definition of Reading Comprehension ...... 7 c. Technique in Teaching Reading...... 8 d. Types of Reading ...... 9 2. Report Text...... 12 a. Definition of Report Text ...... 12 b. The purpose of Report Text ...... 12 c. Generic Structure of Report Text ...... 13 d. Language Focus of Report Text ...... 13 e. Example of Report Text ...... 14 3. Reciprocal Teaching Strategy ...... 15 a. Definition of Reciprocal Teaching Strategy ...... 15 b. The Goals of Reciprocal Teaching Strategy ...... 15 c. The Strategy of Reciprocal Teaching ...... 16
d. Implementing of Reciprocal Teaching Strategy .... 17 B. Study Relevant ...... 19 C. Theoritical Frame Work ...... 21 D. Research Hypothesis ...... 22
CHAPTER III RESEARCH METHODOLOGY A. Place and time of the research ...... 23 B. Research Design ...... 23 C. Population, Sample and Sampling Technique ...... 25 D. Research Instrument ...... 26 E. Technique of Data Analysis ...... 29 F. Technique of Collecting Data ...... 30 G. Schedule of the Research ...... - CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Finding and Study ...... 31 1. Descriptive Analysis ...... 31 a. The Result of Pre- Test and Post test in Experimental 32 b. The Result of pre-test and post-test Control ...... 35 2. Statistical Analysis of the Test ...... 38 a. Assessing Normality ...... 38 b. Homogeneity Test ...... 39 c. T-test ...... 40 B. Testing Hypothesis ...... 41 1. The Analysis of Paired Sample T-test in Experimental 41 2. The Analysis of Independent Sample T-test ...... 42 C. Discussion ...... 43
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion...... 45 B. Suggestion ...... 45
REFERENCES ...... 47 CURRICULUM VITAE ...... 49 APPENDICES ...... 50
LIST OF TABLES
Table 3.1 The Non Equivalent Pre-Test Post Test Design
Table 3.2 The Population of the Nine Grade Students of SMP N 13 Sarolangun
Table 3.3 The Score of Students Reading Comprehension
Table 3.4 The Specification of the Test
Table 3.5 The Result of Reliability Instrument
Table 4.1 Score Categories
Table 4.2 Pre test Experimental Class
Table 4.3 Post Test in Experimental Class
Table 4.4 Number of Class Interval 22
Table 4.5 Pretest in Control Class Table 4.6 Posttest in Control class Table 4.7 Chi Square Test in Experimental Class Table 4.8 One-Sample Kolmogorov-Smirnov Test in Control Table 4.9 Experimental and Control Class (pre-test) Table 4.10 Experimental and Control Class (post-test) Table 4.11 Paired Sample T- test Experimental pretest and post test Table .4.12 Independent Sample T test posttest Experimental and Control class
LIST OF APPENDICES
Appendix 1 Soal Pre Test and Post Test ...... 50 Appendix 2 Answer Keys ...... 53 Appendix 3 Descriptive Statistics Pre-test Experimental class ...... 54 Appendix 4 Descriptive Statistics Post-test Experimental class ...... 55 Appendix 5 Descriptive Statistics Pre-test Control Class ...... 56 Appendix 6 Descriptive Statistics Post-test Control Class ...... 57 Appendix 7 Paired Samples Correlation Experimental Class and Paired Sample Statistics Experimental class ...... 58 Appendix 8 Paired Samples Correlation Control and Paired sample Statistics Control class ...... 59 Appendix 9 Paired T-Test of Experimental Class pre-test and post-test ...... Appendix 10 Independent post-test Experimental Class and Control Class and Independent Sample Test ...... 60 Appendix 11 Reliability Statistics ...... 61 Appendix 12 Lesson Plan...... 62 Appendix 13 Sylabus ...... Appendix 14 Documentation ...... 63 Appendix 15 Score of Students ...... 65 Appendix 16 Table T Score ...... 69
CHAPTER I INTRODUCTION
This chapter presents the background of the study, identification of problem, limitation of the problem, formulation of the problem, objective of the problem, and significance of the research.
A. Background of the Study Reading is the practice of using text to create meaning. According to Johnson (2008: p.7) reading is not an isolated process. Four language processes work together to enhance the development of each of the others: speaking, listening, reading, and writing. Listening and reading are the receptive processes (taking in information), and speaking and writing are the productive processes (giving out information). Moreover, according to Moreilon, (2007: p.69) reading is making meaning from print and from visual information. Meanwhile, according to Day (2003: p.1) reading is a large amount of easy material has a vital role to play in learning to read fluently. Firstly, it helps move students away from word-by-word processing of text, encouraging them instead to go for the general meaning of what they read, ignoring (rather than worrying about) any details they do not fully understand. Secondly, by meeting the same patterns of letters, words and combinations of words again and again, students process them more quickly and accurately and thus develop a sight vocabulary (words that are recognized automatically). Consequently, students increase their reading speed and confidence, and can give more attention to working out the overall meaning of what they are reading. Furthmore According to Klingner (2007: p.2), reading comprehension is ―the process of constructing meaning by coordinating a number of complex processes that included word reading, word and world knowledge, and fluency‖. It refers to the ability in interpreting the words,
understanding the meaning and the relationships between ideas conveyed in a text. He summarizes reading comprehension instruction for the teacher as following a three-step procedure: mentioning, practicing and assessing. Teachers mention the skills that students want to use then, they give them opportunities to practice those skills through work books or work sheets, and finally assess whether or not they use the skills successfully. Based on the grand tour and interview with the English teacher, the researcher found that the students in Junior High School 13 Sarolangun have some problems of reading. Some of the problems are (1) students become lazy to read; (2) students just read the text but they do not understand what the topic mean; (3) students have lack of vocabularies. So they cannot answer or understand the other various of text given by their teacher. It makes students become lack of knowledge and; (4) students do not know about their ability in reading because they ignored their problem. One way to solve those problems is the use of a technique. Brown (2001: p.16) defines techniques as any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives. One of a good technique is reciprocal teaching strategy. According to Oczkus (2010: p.16) reciprocal teaching is a scaffolded discussion technique that is built on four strategies that good readers use to comprehend text: predicting, questioning, clarifying, and summarizing. The reason why the teacher use reciprocal teaching straegy as a good technique to solve the problems in class IX because reciprocal teaching strategy is very suitable with the characteristics of students and the technique is easily understood and mastered by both teachers and students According to Oczkus (2010: p.2) reciprocal teaching as an effective practice that improves students reading comprehension. 1). To improve students reading comprehension using four comprehension strategies: predicting, questioning, clarifying, and summarizing. 2). To scaffold the four strategies by modeling, guiding, and applying the strategies while
reading. 3). To guide students to become metacognitive and reflective in their strategy use. 4). To help students monitor their reading comprehension using the four strategies. 5). To use the social nature of learning to improve and scaffold reading comprehension. 6). To strengthen instruction in a variety of classroom settings whole class sessions, guided reading groups, and literature circles. 7). To be a part of broader framework of comprehension strategies that comprises previewing, self- questioning, making connections, visualizing, knowing how words work, monitoring, summarizing, and evaluating. To improve the students reading comprehension, the teacher must use interesting teaching strategy. Therefore, a strategy which gives a better way to the reading subject score is through reciprocal teaching strategy. Based on the backgrounds above, the researcher conducted a study in the form of quantitative research entitled “The Effect of Using Reciprocal Teaching Strategy on Reading Comprehension of Nine Grade Students At Junior High School 13 Sarolangun”.
B. Identification of The Problem Based on the background above, there are some problems that be related with this research. The problem can be identified as follows: 1. The student become lazy to read 3. Students‘ lack of vocabularies. 4. Students have less interest in reading English text. 5. The students are difficult in comprehending the text.
C. Limitation of the Problem Based on the background of the study and the identification of the problem, the problem of this research was limited on the effect of using reciprocal teaching strategy towards students‘ reading comprehension on report text.
D. Formulation of the Problem The research problem will be formulated as follow: 1. Is there any significant effect of using reciprocal teaching strategy on students‘ reading comprehension
E. Objective of the Problem According to the problems above the researcher sets the purposes of the study are: 1. To know whether there is any significant effect of using reciprocal teaching strategy on students‘ reading comprhension 2. To know whether there is any significant different achievement on the students‘ reading comprehension before and after being taught by using reciprocal teaching strategy.
F. Significance of the Research 1. For the researcher The research will help the researcher to improve his knowledge about it and the researcher can give a solution for the problems which experienced by students. 2. For the students The research will be useful to improve the students‘ activity in reading class and to help students solving problem in reading activities. 3. For the teacher As a result of this research should be a beneficial contribution for English teacher of Junior High School 13 Sarolangun to attention to students teaching learning in application of reading
CHAPTER II
Review of Related Literature
This chapter presents some related literature about desciption of theoretic, the nature of reading, definition of reading, definition of reading comprehension, technique in teaching reading, types of reading, definition of report text, social functions of report text, generic structure of report text, language focus of report text, definition of reciprocal teaching strategy, the goals of reciprocal teaching strategy, the strategy of reciprocal teaching, study relevant, theoretical framework and research hypothesis.
A. Description of Theoretic 1. The Nature of Reading a. Definition of Reading According to Anderson (1985: p.8) reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. Good readers skillfully integrate information in the text with what they already know. Meanwhile, according to Harmer (2007: p.302) reading is useful for other purpose too: any exposure to English ( provided students understanding it more or less) is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of the language acquisition, and, if the reading text is especially interesting and engaging, acquisition is likely to be even more successful. Reading texts also provide opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded,
Definition of reading appear in various perspectives, each of which is complimentary; among others are comprehension, interaction of symbols, decoding, mental process, and interactive process. According to Vacca & Gove (1991) asserted in Mukminatien (2011: p. 57) reading is a means of communicating information between the writer and the reader. The reader tries to understand ideas that the researcher has put. Reading may involve decoding and comprehension process. Decoding the process of say something printed words into representation similar to oral language either silently or aloud. Furthermore, according to Adams & Collins (1985) in Mukhroji asserted in Cahyono & Mukminatin (2011: p.57) reading is a process of translating graphic strings into spoken words in the beginning of learning to read. The emphasis of reading is on perceptual process, that is, to familiarize the correspondence of letter strings to the language sound. Reading in this stage may refer to the bottom-up process, that is begun by identifying features of letters, linked to recognize letters, combined to recognize words, and proceeded to sentences, paragraphs, and text level processing. According to those definitions above, the researcher draws a conclusion that reading is the process for looking information about the text, and to get many knowledge like study vocabulary, grammar, punctuation, sentences, paragraph and etc. b. Definition of Reading Comprehension Snow (2002: p.11) defines reading comperehension as the of simultaneously extracting and constructing meaning through interaction and involvement with written language. Snow add that the emphasis is merely on the words ―extracting‖ and ―constructing‖. They both represent the importance and the
insufficiency of the text as deteminant of reading comprehension. Comprehension entails three elements: 1. The reader who is doing the comprehending 2. The text that is to be comprehended 3. The activity in which comprehension is a part
In considering the reader, the teacher include all the capacitiesons, abilities, knowledge and experiences that a person brings to the act of reading. Text is broadly construed to include any printed text or electronic text. In considering activity, the students include the purpose, processess, and consequences associated with the act of reading. Meanwhile, according to McNeil (1992) in Mukhroji asserted in Mukminatien (2011: p.57) as the result of interaction between the perception of graphic symbols that represent language and the reader‘s prior knowledge. Reading comprehension, therefore, is a process of getting information from context and combining disparate elements into a new whole. It is a process using existing knowledge to interpret text in order to construct meaning. Reading involves the reader‘s schemata about the text and the reader‘s ability to identify the text structures to get the meaning of the text comprehensively. c. Techniques in Teaching Reading According to Mukminatien (2011: p.68 ) reading is viewed as an interactive process between language and thought. There are kinds of activities involved in relation to the reading class activities as follow : 1. Pre – reading Pre – reading activities are instructional activities carried out before students control conduct the real reading activities.
2. While reading While reading exercise help students to develop reading strategies improve control of the target language and decode problematic text passage. 3. Post reading Post reading exercise checks the student‘s comprehension and ideas students to deeper analysis of the text. These exercise may take a variety of forms. 4. Follow up Follow up reading activities take students beyond the particular reading text in one of two ways by transferring skill and integrating reading with other language skill. d. Types of Reading Harmer (2007: p.283) there are two types of reading; extensive reading and intensive reading. To get maximum benefit from their reading, students need to be involved in both extensive and intensive reading. Whereas with the former, a teacher encourages students to choose for themselves what they read and to do so for pleasure and genereal language improvement, the latter is often (but not exclusively) teacher chosen and directed . It is designed to enable students develop specific receptive skill such as reading for gist ( or general understanding often called skimming), reading for specific information (often called scanning), reading for detailed comprehension or reading for inference (what is ‗behind‘ the words) and attitude a. Extensive reading Acording to Brown (2004: p.373) extensive reading is carried out to achieve a general understanding of a usually somewhat longer text (book, long article, essay, etc). Most
extensive reading is performed outside of class time. pleasure reading is often extensive. According to Harmer (2007: p.286) the teachers have discussed the importance of extensive reading for the development of our students‘ word recognition and for their improvement as readers overall. But it is not enough to tell students to ‗read a lot‘; the students need to offer them a programme which includes appropriate materials, guidance, task and facilitiess, such as permanent or portable libraries of books. There are four part of extensive reading according to Harmer: 1. Extensive reading materials: One of the fundamental conditions of a successful extensive reading programme is that students should be reading material which the students can understand. Harmer (2007: p.283). If they are struggling to understand every word, the students can hardly be reading for pleasure the main goal of this activity. This means that we need to provide books which either by chance, or because the students have been specially written, are readily accessible to our students. 2. The role of the teacher in extensive reading programmes Most students will not do a lot of extensive reading by themselves unless the students encouraged to do so by their teachers. Clearly, then, our role is crucial. We need to promote reading and by our own espousal of reading as a valid occupation, persuade students of its benefits. 3. Extensive reading tasks Students should to be allowed to choose their own reading texts, following their own likes and interests, the
students will be reading the same texts at ones. For this reason and because we want to prompt students to keep reading we should encourage them to report back on their reading in a number of ways. b. Intensive reading SIntensive reading involves learners reading in detail with specific learning aims and tasks. In order to get students to read enthusiastically in class, the teacher need to work to create interest in the topic and tasks.(Harmer : p.286). It can be compared with extensive reading . Which involves learners reading texts for enjoyment and to develop general reading skill. However, there are further roles that the teacher need to adopt when asking students to read intensively: 1. Organizer The teachers need to tell students exactly what their reading purpose is, give them clear instruction about how to achieve it and explain how long they have to do this. Once the teacher have said you have four minutes for this, the teacher should not change that time unless observation (see below) suggests that it is necessary. 2. Observer When the teacher ask students to read on their own, the teacher need to give them space to do so. This means restraining ourselves from interrupting that reading, even though the temptation may be to add more information or instructions. 3. Feedback organizer When our students have completed the task, the teacher can lead a feedback session to check that the students have completed it successfully. We may start by having them
compare their answers in pairs and then ask for answers from the class in general or from pairs in particular. 4. Prompter When the students have read a text, the teacher can prompt them to notice language features of text construction, clarifying ambiguities and making them aware of issues of text structure which the students had not come across previously.
2. Report Text a. Definition of Report Text There are many kinds of the text that can be taught in classroom, for example: narrative text, procedure text, descriptive text, and report text. Report text is a kind of text with the purpose to give information about general characteristics of general things. According to Barker (2000: 23) in Nur (2016) states report text is a piece of writing which aims to describe something in general way. Often it is non-chronological and written in the present tense. This theory implies that report text refers to kind of text that describes the information by explaining the general information which is used to report the information. Furthermore, it is kind of text which is written in chronological order and constructed in present tense. Report text is to describe the way things are related to history, science, geography, natural resources, man-made and environment phenomenon. It is explained that report text must include important information that is considered to write as a report form.
b. The Purpose of Report Text According to Mukarto (2007: p.67) the purpose of a report is to describe and classify information. Reports have a logical squence of facts. Those facts are stated without any personal involvement. Informative reports usually talk or tell about living things like plants and animals and non-living things like cars or oceans. c. Generic Structure of Report Text Mukarto (2007: p. 67) report follows this structure: 1. Title It satates the subject to be discussed 2. Identification or classification It introdeces the subject of the report. It can classify the thing being described, locate it in time and space and/or preview the rest of the description to follow. 3. Descriptions They are usually in paragraphs. They contain series of facts about various aspects of the subject. d. Language focus of report text According to Steven & Christino (2014: p.6) in Nur (2016) state report text has language characteristic state below; 1. Use of general nouns, that is, an object (be it alive or dead) of a general nature. 2. Use of relating verbs to describe features, the grammar is also called linking verb. As to be (is, am, are: present), seem, look, taste, etc. 3. Some use of action verbs when describing behavior. 4. Some use timeless present tense to indicate usualness, is one time in the simple present markers such as ―often, usually, always‖ and others.
5. Use of technical terms 6. Use of paragraphs with topic sentences to organize bundles of information; repeated naming of the topic as the beginning focus on the clause. Language feature is something that related to the text. In report text there are some of language feature, beginning from use general noun to describe object, use relating verb to describe features, action verbs to describe behavior, use technical terms, and use paragraph topic sentences to organize the information. e. Example of report text The Kangaroo is a common Marsupials from the islands of Australia and New Guinea. Marsupials are animals with pouch. They carry their babies in a pouch in the mother‘s abdomen.
Kangaroo have two strong legs with two long feet. They have a muscular long tail, large ears and a small head. They have short arms with clawed hands. The soft, woolly fur can be blue, grey, red, black, yellow or brown, depending on the species. Females have a pouch in which the young live and drink milk.
These herbivores (plant-eaters) eat grass, leaves, and roots. They swallow their food without chewing it. Kangaroos need little water; they can go for months without drinking, and they dig their own water wells.
These shy animals live about 6 years in the wild and up to 20 in captivity. Most Kangaroos are nocturnal (active at night). Kangaroos can hop up to 74 kilometers per hour and go over 9 meters in one hop.
3. Reciprocal Teaching Strategy a. Definition of Reciprocal Teaching Strategy According to Oczkus, L.D (2010: p.16) reciprocal teaching is a scaffolded discussion technique that incorporates four main strategies are predicting, questioning, clarifying, and summarizing. Predicting, a prediction is a good guess about what you think you will find out about or what will happend next in a text. Guestioning is asking question about a text help you have purpose or reason for reading and deepends your understanding. Clarifying means making the meaning of the text clearer. Clarifying helps you recognise when you don‘t understand parts of a text. Summarising is a text means picking out the main ideas and leaving out anything that is not essential. The good readers use together to comprehend text. Think about how you use these strategies in your own reading as an adult. For example, when you read and article in a newspaper, magazine, or on the internet, first you look at visuals and skim as you predict what it is about.
b. The Goals of Reciprocal Teaching Strategy The goals of reciprocal teaching (Harvey & Goudvis, 2007; Keene & Zimmermann, 2007; McLaughlin & Allen, 2002; Oczkus, 2004; Pearson, Rooehler, Dole,& Duffy, 1992) in (Oczkus, 2010) are the following: 1. To improve students reading comprehension using four comprehension strategies: predicting, questioning, clarifying, and summarizing. 2. To scaffold the four strategies by modeling, guiding, and applying the strategies while reading. 3. To guide students to become metacognitive and reflective in their strategy use.
4. To help students monitor their reading comprehension using the four strategies 5. To use the social nature of learning to improve and scaffold reading comprehension 6. To strengthen instruction in a variety of classroom settings whole class sessions, guided reading groups, and literature circles 7. To be a part of broader framework of comprehension strategies that comprises previewing, self-questioning, making connections, visualizing, knowing how words work, monitoring, summarizing, and evaluating. c. The strategy of Reciprocal Teaching Understanding the strategy inside the Reciprocal is the important thing. According to Oczkus (2010: p.17-22) reciprocal teaching has some steps: a. Predicting Many students have been exposed to this popular strategy. Student often define predicting as a form of guessing, and they seem to enjoy making predictions. Predicting goes beyond guessing and involves previewing the text to anticipate what may happen next. Readers can predicting is a strategy that assist students in setting a purpose for reading and monitoring their reading comprehension.
b. Questioning Guesting is an important strategy for good readers. In reciprocal teaching lessons, students learn to generate questions about texts main idea and important details, and about textual inferences, thereby improving their reading comprehension
skills. In addition, questioning often becomes the favored strategy of many students.
c. Clarifying Clarifying or monitoring comprehension includes more than just figuring out difficult words in a text. A broader definition of clarifying includes keeping track of one‘s comprehension of the text and knowing fix-up strategies to maintain meaning during reading. The clarifying step of reciprocal teaching makes problem solving during reading more explicit for students. When they learn to identify and clarify difficult words or confusing potions of text, students become more strategic readers.
d. Summarizing There are many creative ways you can engage students in summarizing. To provide more practice and improve students‘ abilities to summaries, try stopping throughout a text allow students to give verbal summaries or dramatize text rather requiring them to always write summaries of longer pieces of chapter in a novel or book and sketch on a sticky note a quick drawing to represent that scene. d. Implementing of Reciprocal Teaching Strategy There are steps to implementing the reciprocal teaching: Steps 1: Teacher explains what will be taught in the class, example the report text. Then teacher explains the report text explicitly. Teacher makes groups, one group consist of four students then teacher asks them to choose the role of reciprocal teaching. One student has one role. Then teacher administers the first paragraph of the report text. Teacher as a model must give
them some example about the steps of reciprocal teaching then leads them to do the first step of reciprocal teaching The first step is prdiction. Teacher leads and gives them some examples about the prediction. Students make prediction about the text in the paragraph. The prediction will complete if the three steps done well by students. So, it makes well prediction for next paragraph. Next, after make a prediction about the first paragraph, the teacher leads and gives them example to do second step. The step is questioning, students are able to make some questions then ask these questions to themselves and other peer. Students must be cooperative with each other to get the complete understanding. The third step is clarifying. Teacher leads and gives them some example about clarifying. Students clear up the unknown word or unfamiliar words, students can use the dictionary or other media to help their difficulties The last step is summarizing. Before doing the summarizing, students must read the paragraph focus on the topic and the sentences to interpret and make summary about the paragraph. For the next various narrative texts, teacher should lead them to do all steps of reciprocal teaching. The role will be changed based on the agreement in group. Every student has one role and in each paragraph, students have different role. When the students have done all of these steps of reciprocal teaching, it means students have finished all steps of reciprocal teaching. Teacher must lead and ensure that four steps can work successfully.
B. Study Relevant In conducting this research, the researcher is guided by some previous studies in order to make it aimed. Some studies that relevant to this research are explained later as follow: The first is a thesis ―The Effectiveness of Reciprocal Technique towards students‘ Reading Comprehension on Report Text (A Quasi- Experimental Study of Eleventh Grade Students of SMA N 3 South Tangerang in the Academic Year 2014/2015) By: Lulu Walidaini‖
This study is a kind of quasi experimental study which has an objective to get empiric evidence of reciprocal technique towards students‘ reading comprehension on report text at eleventh grade students of SMAN 3 South Tangerang in academic year 2014/2015. Based on the statistical calculation and hypothesis testing in chapter IV, it is showed that tobservation is 4,287 and ttable is 1,673 with the level of significance 5%. Thus, H0 (Null Hypothesis) is accepted and H1 (Alternative Hypothesis) is rejected. In the other words, the use of reciprocal technique has significance effect towards students‘ reading comprehension.
The second one is a thesis ― Improving Reading Comprehension Through Reciprocal Teaching Technique at MTs. Hidayatullah Umam Cinere Depok‖ by Nurulia Dwi Febriani.
The aim of the study was to improve students reading comprhension through reciprocal technique. The sample was taken from the first year students of MTs Hidayatullah Umam Cinere Depok academy year 2011/2012. The sample consist of 37 students.
The research design use was classroom action research which was adapted from Kurt Lewin model that include two cycles, i.e planning, acing, observing and reflecting. The researcher was conducting two cycles for this research.
The result of the study indicated that using reciprocal teaching strategy can improve students reading comprehension and it also makes students more active in the class. It can be seen from the result pesentage of cycle I is 40.68% to the cycle II was 57.73%. The last is Choo, T. O. L., Eng, T. K., & Ahmad, N. (2011). Effects of reciprocal teaching strategies on reading comprehension. Reading Matrix: An International Online Journal, 11(2). The aim of the study was to know whether reciprocal teaching strategy can help low proficiency students in improving their reading comprehension and to know what the effect of this strategy is. The sample was taken from Sixth-form students in Malaysia. The sample consists of 68 low proficiency students from four Sixth-form, intact classes. The research design used was quasi-experimental design. This research divided the sample in control class and experiment class. The treatment of this strategy was given in experiment class. The researchers gave pre-test, post-test, and five question in an open ended questionnaire as the instruments. The findings from the independent t-test and paired sample t- test showed a significant difference, reveling the effectiveness of the strategies and the respondents from the experimental group gave positive feedback. Both of the previous studies guide me to conduct a different study about reciprocal teaching strategy. Different from them, I had junior high school students as the sample when they had elementary school and senior high school. Then I used quasi experimental design and one of them used classroom action research. But, the purpose of the researcher doing the research to know whether there is any significant different effect on the students reading comprehension before and after being taught by using reciprocal teaching strategy.
C. Theoretical Framework There are two variables. In this study, the researcher decides that the independent variable is reciprocal teaching strategy and the dependent variable is students‘ reading comprehension. This study will be focus on whether the reciprocal teching strategy effective or not. Reading is one of the language skills that important enough. Reading is not only a skill. It can affect another subject or another part in our life. Reading also can support us in many areas. For example, reading can make the reader gain much information. Therefore, reading is not only reading. To get the actual and appropriate information there, the reader must understand the content of the discourse. That is why the reader should have the comprehension skill. By that skill, reading will be the meaningful activity. Reading comprehension is process to make sense of the information and text what they read then they get meaning of the text well. In this research, students read a report text. Report text is one of the text types in English which was learned by junior high school students. Report is a text which present information about something, as it is. It is as a result of systematic observation and analyses. They generally describe an entire class of things, whether natural or made: mammals, the planets, rocks, plants, countries of region, culture, transportation, and so on. Reciprocal teching strategy assumed as a technique which has significance effect in teaching reading comprehension on report text. It was designed to get the comprehension of middle school students who could decode but had difficulty comprehending text effectively. In other word, this strategy was specially designed to middle school students or we can say in Indonesia Junior or Senior High School students. This technique has four steps. Predicting – questioning –clarifying – summarizing. The students will be engaged in their team and will be led by a leader. They will interact with each other. So, if reciprocal technique is used in teaching
reading comprehension, it will give a better reading comprehension skill for students.
D. Research Hypothesis According to Latief (2015: p.54) in testing hypothesis quantitatively, the theoretical hypothesis should be transformed into stastical hypothesis, which takes the form of Null hypothesis and its alternatives. it is the Null hypothesis that is to be tested to justify its rejection or otherwise its acceptance
The hypothesis of this research is: 1. Null Hypothesis (Ho) There is no any significant different achievement on the students‘ reading comprehension before and after being taught by using Reciprocal Teaching. 2. Alternative Hypothesis (Ha) There is significant different achievement on the students‘ reading comprehension before and after being taught by using Reciprocal Teaching.
CHAPTER III
RESEARCH METHODOLOGY This chapter presents place and time of the research, research design, population sample and sampling, research instrument, technique of data analysis, and technique of collecting the data.
A. Place and Time of the Research The research was conducted at Junior High School 13 Sarolangun which is located in Batang Asai. The research was conducted on October until November 2017. The focuses on grade IX at Junior High School 13 Sarolangun, in academic year 2016/2017.
B. Research Design Research design is the plan to do something. Research design contains the formula about the systematic steps of research. In this research the writer uses quantitative method. According to Uhar Suharsaputra, asserted in Walidaini (2015: p.19) quantitative research is a research approach that represents the understanding of positivism where the data or information that will obtain will be proofed empirically. It refers to a theory and uses the hypothesis test to vivificated that theory as the result. Meanwhile, Creswell in Walidaini (2015: p.19) gave statement about quantitative research definition, quanstitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a using reciprocal technique strategy through administering pre-test and post-test to get the scores and to have numerical data social or human problem. The researcher builds a complex, holistic, picture, analyzes words, reports detailed views of informants and conducts the study in a natural setting.Thus, this study was conducted to find out the effect of using
reciprocal technique strategy through administering pre-test and post-test to get the scores and to have numerical data.
In this research, the researcher used quasi-experimental design. According to Creswell (2009), quasi experiment involves control group and experimental group. However, participants are non-randomly assigned into both groups. Quasi experiment still includes other group without treatment, but it is under observation. This other group , called control group, is a comparator to the experiment group with treatment. The exact design of research is non-equivalent pretest-posttest control group design. Charles, C.M (1995) explained that quasi experimental design does not take the sample randomly out of all of the population group (Latief, 2015, p.69). By this design, experiment group and control group are selected without a random assigment procedure. Both groups are subjected to pretest and posttest.
The diagram described ( Sugiyono, 2009, p.79 ) as follows:
Table 3.1.
The non-equivalent pretest-posttest design
GROUP PRE-TEST TREATMENT POST-TEST
Experimental O1 X O2
Control O3 - O4
The dashed line separating the parallel where: O : Observation O1 : Pre-test of experimental class O2 : Post-test of experimental class X : Treatment in the experimental class O3 : Pre-test of control class O4 : Post-test of control class
In this study, the researcher decides that there are two variables, the independent and dependent variable. Variable is a concept where the subjects stand variously in a class. The independent variable is reciprocal teaching strategy and the dependent variable is students‘ reading comprehension.
C. Population, Sample and Sampling Technique 1. Population
In this study the population will be the nine grade students of Junior High School 13 Sarolangun in the academic year 2016/2017. The total numbers of the nine grade students of Junior High School 13 Sarolangun in the academic year 2016/2017 The total of the population is 67 students. Table 3.2. The population of the Nine Grade students of SMP N 13 Sarolangun
No Class/Major Male Female Number of students
1. IX A 7 15 22
2. IX B 11 12 23
3. IX C 7 15 22
TOTAL 25 41 67
2. Samples Sample is a part of population which studied to gain information about the whole. In this study the sample was the nine grade students at Junior High School 13 Sarlangun. The sample for this study will be two classes. They are IX A and class IX C. Then the researcher manipulates the sample, IX A as experimental class and IX C as controlled class. The class of IX A have its member for about 22 students and the class of IX C have 22 students. The IX A class as the experiment class who will be taught by reciprocal teaching strategy and the IX C as the control class ught by REDW (Read, Examine, Decide, Write ) strategy. Researcher assigned the students into experimental class and control class by the level of students score in their class. The sample of the study was only two classes of nine grade students IX A and IX C. The researcher decides the sample based on their daily score, in which those classes have the same starting point.
3. Scoring Rubric Table 3.3. The score of student’s Reading Comprehension Score Score IKIP Characters Qualification 100 10 80-100 8,0-1,00 8,1-10 A Excellent
66-79 6,6-7,9 6,6-8,0 B Very good
56-65 5,6-6,5 5,6-6,5 C Good
40-55 4,0-5,5 4,1-5,5 D Fairly good
30-39 3,0-3,9 0-4,0 E Fair
D. Research Instrument Instrument is a tool to take information or data of subject who selected by researcher. In this study the instrument will be test (pre-test and post- test). The researcher gave the same test for experimental and control group. The test will be essay test which consist of 20 items about report text. The questions of pre-test and post-test have same questions which have reliability and validity test from tryout of the instrument in 22 students except of sample research. The pre-test is give due to know the students‘ condition before getting the treatment. Meanwhile, the post-test is used to know whether any significance effect of reciprocal teching strategy or not. On the other hand the researcher uses SPSS 22 program to measure validity and reliability of the test.
1. Validity and Reliability test a. Validity According to Fraenkel & Wallen (1993: p.147-148) validity is the most important idea to consider when preparing or selecting an instrument for use. More than anything else, researchers want the information they obtain through the use of an instrument to serve their purposes.The drawing of correct conclusions based on the data obtained from an assessment is what validity is all about. Content validity of the test can be done by comparing the contents of the instrument with the subject material that has been taught (Sugiono, 2013: p.129). To know whether the test is a good reflection of what has been taught and knowledge which the teacher wants the students to know, the researcher compared this test with table of specification.
Table 3.4. The Specification of the Test No Objectives Kind of Number of Questions test items
1. Finding topic and Main idea 1, 6, 11,16 main idea
2. Finding explicit Explicit 2, 3, 7, 8, 12, information information 13, 17, 18
3. Finding implicit Implicit 4, 5, 9, 10, information information 14, 15, 19, 20
Total of numbers 20
b. Reliability According Fraenkel (2009) ―Reliability refers to the consistency of the scores Obtained — how consistent they are for each individual from one administration of an instrument to another and from one set of items to another‖ (p.154). The technique that will be Cronbach Alpha. According Duwi p (2014) ―Cronbach alpha is a method often used in research to measure the scale range‖ ( p.64 ). The researcher tested reliability of test by using SPSS 22. The result of reliability instrument was showed as follow.
Table 3.5 The result of Reliability Instrument
Reliability Statistics
Cronbach's Alpha N of Items ,710 20
Based on the results of the test. It has found that r ( 0.710) was higher than r table ( 0.396 ) or 0,706 > 0.396.
E. Techniques of Data Analysis Tavakoli (2012: p. 145) in Muthohharoh, (2016) states that "Data analysis is the process of reducing accumulated data collected in research to a manageable size, developing summaries, looking for patterns, and performing statistical analysis‖. The data which have been analyzed were quantitative data. Quantitative was done by researcher using statistic to process the data. This activity used by researcher to find difference on the students‘ reading comprehension after and before being taught by using reciprocal teaching. After the test is given to the students in the pre and posttest, it will be tested. The test is focused on normality of the students‘ pretest and post test score. The result from the test will be analyzed first by the test of normality and test of homogeneity in SPSS 22. The data will be analyzed by assumption testing and hypothesis testing. The kind of assumption testing was normality test and homogeneous test. It is calculated due to know the next step of analyzing the data which whether using parametric test or non-parametric test. 1. Normality Test Normality test used for Pearson correlation, two different test average, one way analysis, one sample T-test, paired sample t-test
(Sugiono, 2013, p.271). this test was purpose for ensuring the distribution of data which were accomplished from the population had normal distribution or not. Normality test used is the liliefors test. The researcher tested normality of test by using SPSS 22. 2. Homogeneity Test Homogeneity test is used to determine the variant of the data population whether between two or more groups of data has the same or different variants (Duwi P, 2014, p.84). this test uses for hypothesis test such as independent sample T- test and way ANOVA. The researcher tested homogeneity of test by using SPSS 22. 3. T- test The technique of analysis the data, the researcher will employ SPSS 22. In this case, the data will be analysed by sample t-test. There will be two kinds of sample t-test, they are independent sample t-test and paired sample t-test. The independent sample t-test is used to compare the means of one variable for two groups of cases. Paired sample t-test is used to see wheter or not there is significant effect of students‘ reading comprehension before and after treatment.
F. Techniques of Collecting Data 1. Testing According to Brown (2004: p.3) a test is a method of measuring a person‘s ability, knowledge, or performance in a given domain. In this research, the researcher use the test of instrument in research. The test is essay consist of 20 items about report text. The data were collected in two stages; pre-test and post-test. a. Pre-test The purpose of giving pre-test is to know how far the students can understand about reading texts before being taught by using the reciprocal teaching. So that, administering pre-test before student
will give treatment by researcher. The pre-test is essay containing of 20 items about report text. b. Post-test The purpose of giving post-test is to know the result of student‘s reading comprehension after giving the treatment. The result decided the effect of the reciprocal teaching on students‘ reading comprehension. The post-test was given by researcher after students done the treatment. The post-test was essay consist of 20 items about report text
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Finding of Study The data of students‘ reading comprehension in the pre-test and post-test in experimental and control class were scored by researcher. After the researcher got the data, the researcher analyzed the data by using t-test in using statistical product and service solution (spss) version 22 program. The researcher conducted same steps: 1. Descriptive analysis of the students reading comprehension test, 2. Statistical analysis of the reading comprehension test.
1. Descriptive Analysis In data descriptive analysis, the researcher explain about score, frequency, percentage, mean score, and the result of the students score based on category were analyzed. The scores were acquired from : a. The Result of Pre Test and Post Test in Experimental Class, b. The result of Pre Test and Post test in Control Class.
Table 4.1 Score categories Score Category
86-100 Very good
76-85 Good
56-75 Fair
36-55 Poor
0-35 Very poor
Source : Arikunto, (2010)
a. The result of Pre Test and Post Test in Experimental Class
The researcher took IX as the experimental Class. The result of pretest before the interventions, shows that the lowest score is 30 and the highest score is 90. Based on the calculation, it can be concluded that the mean score of pretest in experimental class was 52,05, the calculation can be seen in appendix 3. The lowest score was categorised into very poor, that was between 0-35 and the highest score was categorised into very good, that was between 86-100, it checked the result by using statistical product and service solution (SPSS) version 22 program.
Table 4.2 Pre test experimental class
Valid Cumulative Frequency Percent Percent Percent Valid 30,00 1 4,5 4,5 4,5 35,00 3 13,6 13,6 18,2
B 40,00 1 4,5 4,5 22,7 a 45,00 5 22,7 22,7 45,5 50,00 3 13,6 13,6 59,1 s 55,00 3 13,6 13,6 72,7 e 60,00 2 9,1 9,1 81,8 d 70,00 1 4,5 4,5 86,4 75,00 2 9,1 9,1 95,5 o 90,00 1 4,5 4,5 100,0 n Total 22 100,0 100,0 Based on the table above, the students pretest scores in experimental class, there were 4 students (18,18%) who have the score under 35. They were catagorised into very poor, the interval was between 0-35. It was obtained 12 students (54,54%) who have the score under 55. They were catagorised into poor, the interval
was between 36 – 55. There were 5 students (22,72%) who have the score under 75. They were categorised into fair, the interval between 56-75. Then, it was 0 student were categorised into good, the interval was between 76-85. The last, it was obtained 1 student (4,54%) who have the score under 100. They were categorised into very good, the interval was between 86-100. After the treatment, the researcher gave post test to the class to see the improvement of the students‘ reading comprehension. The lowest score was 50 and the highest score was 95. Based on calculation, it can be concluded that the mean score of post test in experimental class were 72,95 from 22 students, the calculation can be seen in appendix 4. Then, the lowest score was categorised into poor, because it was between 36-55 and the highest score was categorised into very good, that was between 86-100.
Table 4.3 Post Test in Experimental Class
P o s Valid Cumulative t Frequency Percent Percent Percent Valid 50,00 1 4,5 4,5 4,5 t 55,00 1 4,5 4,5 9,1 e s 60,00 2 9,1 9,1 18,2 t 65,00 5 22,7 22,7 40,9 70,00 3 13,6 13,6 54,5 i n 75,00 2 9,1 9,1 63,6 80,00 2 9,1 9,1 72,7 E 85,00 3 13,6 13,6 86,4 x 90,00 1 4,5 4,5 90,9 p e 95,00 2 9,1 9,1 100,0 Total 22 100,0 100,0
Based on the calculation, it can be seen that from 22 students there was 0 student were catagorised into very poor, the interval was between 0 – 35. It was obtained 2 students (9,09%) who have the score under 55. They were catagorised into poor, the interval was between 36–55. There were 12 students (54,54%) who have the score under 75. They were catagorised into fair, the interval between 56–75. Then, there were 5 students (22,72%) who have the score under 85. They were catagorised into good, the interval was between 76 -85. And it was obtained 3 students (13,63%) who have the score under 100. They were categorised into very good with the interval was between 86-100. The result of post test showed that the students improvement in reading comprehension by using Reciprocal Teaching Strategy. In fact, the mean score differences between pre test was 52,05 and post test was 72,95 in experimental class showed that there was an improvement in experimental class after the students were taught by using Reciprocal Teaching strategy. The completed calculation can be seen in the table frequency below. Table 4.4 Number of Class Interval 22 Class Interval Frequencies Percentages
0 – 35 0 0%
36 – 55 2 9,09%
56 – 75 12 54,54%
76 – 85 5 22,72%
86-100 3 13,63%
Total 22 100%
b. The result of Pre Test and Post Test in Control Class The researcher took IX C as the control class. They were consisted of 22 students. After calculated the pretest and posttest in experimental group, the researcher calculate pretest and posttest in control class. The result of the test before interventions showed that the lowest score is 20 and the highest score is 80. Based on calculation, the mean score of pretest in control class was 48.86 from 22 students, the calculation can be seen in appendix 5. Based on the result analysis of the students pretest score in control class, there were 6 students (27,27%) who have the score under 35. They were categorised into very poor, the interval was between 0-35. It was obtained 9 students (40,90%) who have the score usnder 55. They were categorised into poor, the interval was between 36-55. Then, there were 6 students (27,27%) who have the score under 75. They were categorised into fair, the interval was between 56-75. The last, 1 student (4,54%) who have the score under 85. They were categorised into good, the interval was 76-85. See the table 4.5.
Tabel 4.5 Pretest in Control Class
Valid Cumulative Frequency Percent Percent Percent Valid B20,00 1 4,5 4,5 4,5 25,00 1 4,5 4,5 9,1 a 30,00 1 4,5 4,5 13,6 S 35,00 3 13,6 13,6 27,3 b 40,00 2 9,1 9,1 36,4 a 45,00 3 13,6 13,6 50,0 s 50,00 3 13,6 13,6 63,6 e 55,00 1 4,5 4,5 68,2 d 60,00 2 9,1 9,1 77,3 65,00 2 9,1 9,1 86,4
70,00 1 4,5 4,5 90,9 o 75,00 1 4,5 4,5 95,5 n 80,00 1 4,5 4,5 100,0 Total 22 100,0 100,0
After teaching and learning activities, the researcher calculated the students post-test. The result of post-test showed that the lowest score was 25 and the highest score was 90. The mean score of post-test in control class was 59,77 from 22 students. There were 2 students (9,09%) who have the score under 35. They were catagorised into very poor, the interval was between 0-35. It was obtained 8 students (36,36%) who have the score under 55. They were catagorised into poor, the interval was between 36-55. There were 8 students (36,36%) who have the score under 75. They were catagorised into fair, the interval was between 56-75. There were 2 students (9,09%) who have the score under 85. They were categorised into good, the interval was between 76-85. The
last, it was 2 students (9,09%) who have the score under 100. They were categorised into very good, the interval was between 86-100. Moreover, the mean differences between the results of post-test in experimental class was 72,95 and the result of post-test in control class was 59,77. See the table 4.6.
Table 4.6 Posttest in Control Class
Valid Cumulative Frequency Percent Percent Percent
Valid 25,00 1 4,5 4,5 4,5 35,00 1 4,5 4,5 9,1 40,00 1 4,5 4,5 13,6 45,00 1 4,5 4,5 18,2 50,00 4 18,2 18,2 36,4 55,00 2 9,1 9,1 45,5 60,00 4 18,2 18,2 63,6 65,00 2 9,1 9,1 72,7 70,00 1 4,5 4,5 77,3 75,00 1 4,5 4,5 81,8 80,00 1 4,5 4,5 86,4 85,00 1 4,5 4,5 90,9 90,00 2 9,1 9,1 100,0 Total 22 100,0 100,0
2. Statistical Analysis of the Test a. Assessing Normality The normality test was employed by using chi square test to find out whether or not score that the students were obtained normality distributed. This test was carried out in order to check whether or not the data was normal. If the data was, the parametric
test was used, if the data was not normal, the non- parametric test was used. The test was done by using SPSS version 22 program. The result of the analysis was presented in table. 4.7
Table 4.7 Chi Square Test in Experimental Class
Pretest Posttest
Chi-Square 7,091a 6,182a Df 9 9 Asymp. ,628 ,722 Sig.
In the test, the level of significance was set up at 0,05 as presented in table 4.7, the asymp sig of pre test values was 0,628 and post test was 0,722. Both of the data are higher than the level of significance (0,05), or 0,628 > 0,05 and 0,722 > 0,05. It can be said that the data of pretest and post test in experimental class are normally distributed. Meanwhile, the test of normality for control class can be seen in the table 4.8. Table 4.8 One-Sample Kolmogorov-Smirnov Test in Control
Pretest Posttest N 22 22 Normal Parametersa,b Mean 48,86 59,77 Std. 16,105 17,077 Deviation Most Extreme Absolute ,108 ,131 Differences Positive ,108 ,131 Negative -,074 -,102 Test Statistic ,108 ,131 Asymp. Sig. (2-tailed) ,200c,d ,200c,d
a. Test distribution is Normal. b. Calculated from data. c. LillieforsI Significance Correction. nd. This is a lower bound of the true significance.
I n the test, the level of significance was set up at 0,05 as presented in table 4.8, the asympsig of pretest values was 0,200 and post test was 0,200. Both of the data were higher than the level of significance ( 0,05 ), or 0,200 > 0,05and 0,200 > 0,05. It can be said that the data of pretest and posttest in control class are normally distributed. b. Homogeneity Test Homogeneity test was done to see whether the both samples have a homogeneous varaince or not, the assumption of analysis of variance ( ANOVA ) work well in the case numbers of subject in the various groups. The researcher tested homogeneity test after she got score of students reading comprehension in experimental and controlled class (Pre-test and Post-test of reading comprehension).
Table 4.9 Experimental and Control Class (pre-test)
Levene Statistic df1 df2 Sig.
1,625 5 9 ,248
Based on table 4.9 above, the result of homogeneity test (pre-test) of experimental and controlled class was higher than the
significant 0.05; (0.248 > 0.05) it means that the data was homogeny.
Table 4.10 Experimental and Control Class (post-test)
Levene Statistic df1 df2 Sig.
2,319 4 9 ,136
The result of homogeneity test (post-test) from the table 4.10 described of experimental and controlled class was higher than the significant 0.05; (0.136 > 0.05) it means that the data was homogeny.
c. T – test The technique of anlysis the data, the researcher would employ SPSS ( Statistical Product and Service Solution ) version 22 program. In this case, the data would be analyzed by t-test. There were to kinds of sample t-test, they were paired sample t-test and independent sample t-test. ( the result of T-test see in appendix 9- 10)
B. Testing Hypothesis 1. The Analysis of Paired Sample T-test in Experimental Class This analysis was conducted to examine the difference of score between pretest and posttest. Firstly, to see whether significant or not Reciprocal Teaching Strategy gave significant effect to students reading comprehension, the researcher applied pair sample t-test. The
researcher tried to find out the students achievement before the intervention. The result of the calculation showed that the t score was - 12,805. In fact the t table for 22 samples ( df=n-1 ) was 1,710. Therefore the result of t-test -5,949 indicate that there is significance between differences the student score before and after taugh by using Reciprocal Teaching Strategy. The calculation of pair sample t-test by using SPSS also proven something. There was a statistically significant effect in students
reading comprehension. Therefore, the hyphothesis one (H11) is accepted and null hyphothesis (Ho1) is rejected. The result can be seen in table 4.11
Table 4.11 Paired Sample T-test Experimental Pretest and Posttest
Paired Differences 95% Confidence Sig. Std. Std. Interval of the (2- Deviati Error Difference tailed Mean on Mean Lower Upper T df ) Pair 1 Pret est- -20,909 7,659 1,633 -24,305 -17,513 -12,805 21 ,000 post est
2. The Analysis of Independent Sample T-test
In this study an independent sample t-test was conducted to find out whether or not there was a significant difference between the experimental and control class after the students were given the treatment, the calculation of independent sample t-test was used to analyzed the score of post-test in experimental and control class. The result can be seen in table 4.12
Table 4.12 Independent Sample T test posttest Experimental and Control class
Levene's Test for Equality of Variances t-test for Equality of Means
Sig. 95% Confidence Interval (2- Mean Std. Error of the Difference F Sig. T Df tailed) Difference Difference Lower Upper
Nil Equal ai varian ces ,853 ,361 2,914 42 ,006 13,18182 4,52430 4,05141 22,31223 assum ed Equal varian ces 2,914 38,635 ,006 13,18182 4,52430 4,02779 22,33585 not assum ed
This test established the level of significance in 0,05 and df = 21.
Meanwhile, the data showed that the mean difference was 13,18182 and the significance value was 0,361 > 0,05. The result show that t-score was 2,914. Regarding to this finding, it discover that there was significant difference in mean of posttest values between the experimental and control
group. Therofore, the hyphothesis two (H12) is accepted and null hyphothesis (Ho2) is rejected.
C. Discussion
The aims of this research were to find out whether or not there was any significant effect on reading comprehension of nine grade students at junior high school 13 sarolangun before and after being taught by using reciprocal teaching strategy. Besides, it was to find out whether there was any significant difference between the students‘ reading achievement who were taught by using Reciprocal Teaching Strategy and those who are not. Based on the result of the analysis, there was significant effect of group who are taught by using Reciprocal Teaching Strategy and those who are not. This can be seen from the pre-test and post-test result in both of groups. The mean score of pre-test in experimental class was 52,05 and the mean score of post-test was 72,95. Meanwhile, the mean score of pre- test in control class was 48,86 and the mean score of post-test was 59,77. The researcher draws some discussion. Firstly, the improvement on students‘ achievement is the result of experience meaningful teaching and learning process. By learning through meaningful process, the students can acquire the knowledge better. According to Oczkus (2010: p.2) reciprocal teaching as an effective practice that improves students reading comprehension. 1). To improve students reading comprehension using four comprehension strategies: predicting, questioning, clarifying, and summarizing. 2). To scaffold the four strategies by modeling, guiding, and applying the strategies while reading. 3). To guide students to become metacognitive and reflective in their strategy use. 4). To help students monitor their reading comprehension using the four strategies. 5). To use the social nature of learning to improve and scaffold reading comprehension. 6). To strengthen instruction in a variety of classroom settings whole class sessions, guided reading groups, and literature circles. 7). To be a part of broader framework of comprehension strategies that comprises previewing, self-questioning, making connections, visualizing, knowing
how words work, monitoring, summarizing, and evaluating. To improve the students reading comprehension, the teacher must use interesting teaching strategy. Therefore, a strategy which gives a better way to the reading subject score is through reciprocal teaching strategy. The result of the test showed that students‘ score who taught by using Reciprocal Teaching strategy in control group improved, but the result of post-test in control group are lower than the result of post-test in experimental group. The students in both of groups, most of them get better score than their own test in pre-test. Some students scored better, although they still had mistaken.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After conducted the research, there was a significant effect on the students reading comprehension after being taught through reciprocal teaching strategy. This could be seen from the T-test result which showed that the students mean score of posttest in experimental class is 72,95 was higher than pretest is 52,05. Therefore, the hypothesis one (H11) is accepted and null hypothesis (HO1) is rejected, or it can be said that there was a significant effect using Reciprocal Teaching Strategy in teaching reading comprehension, and the hypothesis two (H12) accepted and null hypothesis (HO2) is rejected, it can be said that there was significant difference of using reciprocal teaching strategy in teaching reading comprehension.
B. Suggestion After doing the research, the writer would give suggestion to the English teachers and other researchers. For English teacher, especially for those who teach at Junior High School 13 Sarolangun could use reciprocal teaching strategy as an alternative method to improve student reading comprehension score. The teacher must be creative to make the teaching learning activity more interesting by using this method. The reason is to make the students enjoy and interested to learn English. Not only for reading, teacher also suggested to be creative and choose the appropriate strategy in teaching learning in the classroom. For other researcher, who want to conduct the research in teaching reading could use the result of this research as a source for conducting the research and as an additional references for futher relevant research certainly with different material and
sample. The other researchers also can consider the weaknesses of the result from this research to conduct a better research.
REFERENCES
Ahmadi, M. R., & Ismail, H. N. (2012). Reciprocal teaching strategy as an important factor of improving reading comprehension. Journal of studies in education, 2(4), 153-173. Arikunto, S. (2010) Dasar-dasar evaluasi pendidikan.jakarta: Bina Aksara. Brown, H. D. (2007). Teaching by Principles: an interactive approach to language Pedagogy (3th). Cahyono, B. Y., & Mukminatien, N. (2011). Teaching and Strategies to Enhance English Language Learning. Malang: State University of Malang Press Day, R. R. (2003). Teaching Reading: An Extensive Reading Approach. Teacher Talk, 20. Johnson, A. P. (2008). Teaching reading and writing: A guidebook for tutoring and remediating students. R&L Education. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate Getut P, (2015) Kupas tuntas data penelitian dengan SPSS 22. PT Elex Media Kamputindo, Jakarta Harmer, J. (1991). The practice of English language teaching. London/New York. Latief, M. A. (2012). Research methods on language learning: An introduction. Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing your impact. American Library Association. research in education (Vol. 7). New York: McGraw-Hill. Mukarto, Sujatmiko., dkk. (2007). English on Sky 3 for Junior High School Students Year IX. Jakarta: Erlangga Muthohharoh, Setyani. R. 2016 The Effectiveness of Reciprocal Tecahing on Students‘ Reading Oomprehension of Tenth Grade at MAN 2 Tulungagung in the Academic Year of 2015/2016 Nur, C., Budiasih, S. P., & Hum, M. (2017). THE ANALYSIS OF STUDENTS’READING COMPREHENSION IN THE REPORT TEXT AT THE SECOND GRADE OF TKJ 1 SMK SULTAN AGUNG
TIRTOMOYO IN ACADEMIC YEAR OF 2015/2016 (Doctoral dissertation, IAIN Surakarta). Oczkus, L. D. (2010). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension. International Reading Assoc.. Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation. Sugiono. (2009). Metode Penelitian Kualitatif Kuantitatif dan R & D. BandungAlfabeta Walidaini, Lulu. 2015 The Effectiveness of Reciprocal Technique Towards Students‘ Reading Comprehension on Report Text Woolley, G. (2011). Reading comprehension. In Reading Comprehension (pp. 15- 34). Springer Netherlands.
CURRICULUM VITAE
NAMA : Perdila Desi Nim : TE 13 0544 Tempat Tanggal Lahir : Sungai Salak, 17 – 09 – 1995 Jenis Kelamin : Perempuan Pekerjaan : Mahasiswa Alamat : Desa Pulau Salak Baru, kec. Batang Asai, Kab. Sarolangun Provinsi Jambi Kontak : HP : 082380808572 Alamat email : [email protected] Pendidikan Formal : 1. SD N 155/VII Pulau Salak Baru 2. SMP N 13 Sarolangun 3. SMA N 6 Sarolangun
APPENDIX 1 Soal Pre test and Post Test Student Worksheet Name : Class : Date : Read the text carefully and then answer the following questions number 1-5 based on the text above!!
Komodo dragon is a member of the family, Varanidae. It is the world's largest living lizards. It grows to be 10 feet (3 meters) long and weighs up to 126 kg and belong to the most ancient group of lizards still alive. It is found mainly in the island of Komodo and on other small islands, Rinca, Padar, and Flores. The natives call the dragon, land crocodile. The Komodo dragon has a long heavy tail, short, strong legs, and rough skin. It is covered with small dull, colored scales. It can sprint at up 18 km per hours, but only for short distances. When it opens its wide red mouth, it shows row of teeth like the edge of a saw. Komodo dragons are good simmers and may swim the long distance from one island to another. Like other lizards, they swim by undulating their tails, and their legs held against their body The Komodo dragon is totally carnivorous. It hunts other animals during the day. It hunts deer, wild pigs, water buffaloes, and even horses. While smaller komodos have to be content with eggs, other lizards, snakes and rodents. Komodo dragons are cannibals. The adult will prey on the young one as well as the old and sick dragons. Lizard digs a cave with its strong claws in the cave at night.
Questions; 1. What is the story about? 2. How long and heavy is komodo dragon? 3. Where can we find the komodo dragon? 4. What is the paragraph five tell about? 5. Komodo dragon is called canibals because?
Read the text carefully and then answer the following questions number 6-10 based on the text above!!
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters and its weight about 1360 pounds. Giraffe has a unique characteristic.
They have a very long neck and two small horns on its head. Giraffes have big brown eyes and protected by thick and long eyebrows. Her body is covered with a unique pattern that is attached by brown spots all over their body. Just like camels, giraffes can survive without drinking for long time because giraffes can rely on the water contained in leaves they eat. Giraffes are very selective in choosing food. They always eat young leaves that grow in the tree tops. Their tongue shaped like a knife help them to cut branches which are very hard. Female giraffes can start pregnant at the age of five years, with a gestation period of 15 months. Commonly female giraffe bear one baby, but sometimes two babies at once. Giraffes bear its baby with a standing position. When the baby is about to be born, they just drop it to the ground from a 1.5 meter of height. Baby giraffe can stand with about 20 minutes since being born, and begin breastfeeding within an hour of birth.
Questions; 6. what is the story about? 7. Giraffe has a unique characteristic. What they have? 8. The famele giraffes can start pregnant at..? 9. The text tell us about? 10. What is the second paragraph discussed about?
Read the text carefully and then answer the following questions number 11-15 based on the text above!! Doctor is a popular job. It takes a great responsibility to work as a doctor. Minor mistakes made by a doctor can bring the lost of patient. There are a lot of jobs that doctors must do. They are expected to evaluate symptoms and run a test to determine what is wrong with a patient. If a doctor does not know off handedly what the diagnosis should be, it is his or her responsibility to do the necessary research. Notes are kept on each patient to ensure that any medical professional can walk into a room and know what has been done in the past. It is also a way to track the patients‘ progress during recovery. Writing prescriptions is a major part of doctors‘ jobs. They must know how much medicine to prescribe based on the patient‘s history; they also need to know how two drugs can interact with one another. A doctor needs to know not only how to treat the current conditions, but also how to advise the patient on how to prevent another occurrence. Questions;
11. What is the text about? 12. What is the major part of doctor‘s jobs? 13. Doctor is a popular job. It takes? 14. What is the purpose of this text? 15. Why does a doctor keep a note on their patients?
Read the text carefully and then answer the following questions number 16-20 based on the text above!!
Dolphins are very intelligent animals and they are benign to humans. This water mammals are able to fascinate us in many different ways. These mammals live in a group. They have been known to help humans in a variety of circumstances including rescue and fishing.
There are 36 species of dolphins that have been found. 32 species are dolphins the sea is already well known by the people and 4 species are river dolphins. It‘s very interesting to see and learn about the dolphin species
Dolphins can be very entertaining. They can jump out of the water. Some of them can jump up to 30 feet in the air. The dolphins are grayish blue and his skin is very sensitive to human touch and other objects.
Although the dolphins have 100 teeth, they don‘t use their teeth to eat. They use it to get fish then they swallow the fish. They can consume fish up to 15 kg per day. They always gather in a group to hunt fish.
Questions; 16. What is the story about? 17. How many species of dolphins that we have found? 18. How many dolphins that can consume the fish? 19. What is the special things from dolphins? 20. What is the colour of dolphins‘ skin?
APPENDIX 2 ANSWER KEYS
1. About komodo dragon 2. It grows to be 10 feet (3 meters) and up to 126 kg 3. In the Island of komodo, small island, rinca, padar, and flores. 4. Komodo dragon are carnivorous and also canibals 5. They prey on young ones as well as old and sick dragons 6. About giraffe 7. They have a very long neck and two small horns on its head 8. The age og five years with a gestation period of 15 months 9. The highest animal in the world 10. The giraffe‘s food 11. About doctor 12. Writing prescription 13. A great responsibility to work as a doctor 14. To describe a doctor‘s job and responsibilities 15. To make the patients well 16. About dolphins 17. There are 36 species 18. 15 kg per day 19. Dolphins can be very entertaining. They can jump out of the water, make people happy, and laught 20. The colour of dolphins is grayish blue
APPENDIX 3
Descriptive Statistics Pre-test Experimental Class
Minim N um Maximum Mean Std. Deviation nilai 22 30 90 52,05 15,013 Valid N 22 (listwise)
APPENDIX 4
Descriptive Statistics Minimu Maximu N m m Mean Std. Deviation Nilai 22 50 95 72,95 12,598 Valid N 22 (listwise)
APPENDIX 5
Descriptive Statistics Pre-test Control Class
Minimu Maximu N m m Mean Std. Deviation Pre test 22 20 80 48,86 16,105 Valid N 22 (listwise)
APPENDIX 6
Descriptive Statistics Post test Control Class
Minimu Maximu Std. N m m Mean Deviation Posttest 22 25 90 59,77 17,077 Valid N 22 (listwise)
APPENDIX 7 Paired Sample Correlation Experimental Class
Correlatio N n Sig. Pair 1 Sebelum & 22 ,860 ,000 Sesudah
Paired Sample Statistic Experimental Class
Std. Std. Error Mean N Deviation Mean Pair 1 Sebelum 52,05 22 15,013 3,201 Sesudah 72,95 22 12,598 2,686
APPENDIX 8
Paired Sample Correlations Control Class
Correlatio N n Sig. Pair 1 sebelum & sesudah 22 ,865 ,000
Paired Sample Statistic Control Class
Std. Std. Error Mean N Deviation Mean Pair 1 sebelum 48,8636 22 16,10470 3,43353 sesudah 59,7727 22 17,07667 3,64076
Paired Sample Test Control Class
Paired Differences 95% Confidence Std. Std. Interval of the Sig. Deviatio Error Difference (2- Mean n Mean Lower Upper t df tailed) Pair 1 Pretest - - - 1,8503 - - 10,9090 8,67898 14,7571 21 ,000 posttes 6 7,06105 5,896 9 3 t
APPENDIX 9 Paired T-test of Experimental Class Pre-test and Post-test
Paired Differences 95% Confidence Std. Std. Interval of the Sig. Deviatio Error Difference (2- Mean n Mean Lower Upper t df tailed) Pair 1 Pretest - - -20,909 7,659 1,633 -24,305 -17,513 12,80 21 ,000 postest 5
Paired T-test of Control Class Pre-test and Post-test
Paired Differences 95% Confidence Std. Std. Interval of the Sig. Deviatio Error Difference (2- Mean n Mean Lower Upper t df tailed) Pair 1 Pretest - - - 1,8503 - - 10,9090 8,67898 14,7571 21 ,000 posttes 6 7,06105 5,896 9 3 t
APPENDIX 10 Independent Posttest Experimental Class and Control Class
Std. Std. Error Kelompok N Mean Deviation Mean nExperimental 1 22 72,9545 12,59810 2,68592 iControl 2 l 22 59,7727 17,07667 3,64076 a i
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. Std. (2- Mean Error tailed Differen Diffe F Sig. t df ) ce rence Lower Upper nilai Equal 13,1818 4,524 4,0514 variances ,853 ,361 2,914 42 ,006 22,31223 2 30 1 assumed Equal variances 13,1818 4,524 4,0277 2,914 38,635 ,006 22,33585 not 2 30 9 assumed
APPENDIX 11
Reliability Statistics
Cronbach's Alpha N of Items ,710 22
Item-Total Statistics Scale Mean Scale Corrected Squared Cronbach's if Item Variance if Item-Total Multiple Alpha if Item Deleted Item Deleted Correlation Correlation Deleted Q1 67,14 307,552 -,066 ,799 ,724 Q2 67,50 266,071 ,555 ,882 ,676 Q3 67,59 263,396 ,554 ,904 ,674 Q4 68,50 252,833 ,592 ,983 ,665 Q5 68,27 276,113 ,298 ,448 ,697 Q6 67,14 270,409 ,572 ,851 ,678 Q7 68,05 297,855 ,037 ,781 ,722 Q8 67,59 287,206 ,203 ,698 ,706 Q9 67,82 298,061 ,042 ,861 ,721 Q10 67,59 286,253 ,216 ,853 ,705 Q11 67,59 287,206 ,203 ,787 ,706 Q12 67,82 294,251 ,091 ,846 ,716 Q13 68,27 276,113 ,298 ,840 ,697 Q14 68,73 259,446 ,495 ,956 ,676 Q15 68,73 254,684 ,558 ,882 ,669 Q16 66,68 309,370 -,106 ,719 ,719 Q17 67,59 310,063 -,107 ,726 ,732 Q18 68,05 263,093 ,488 ,812 ,678 Q19 68,95 268,331 ,378 ,926 ,689 Q20 68,05 289,284 ,143 ,876 ,712
APPENDIX 14 DOCUMENTATION
( Experimental Class )
( Control Class )
APPENDIX 15 Kelas IX A ( Pretest Experimental Class )
No Nim Name Sex Score 1. Q1 L 45 2. Q2 P 75 3. Q3 L 55 4. Q4 P 60 5. Q5 L 35 6. Q6 P 45 7. Q7 P 60 8. Q8 L 55
9. Q9 P 30
10. Q10 P 40
11. Q11 L 45
12. Q12 L 35
13. Q13 P 50
14. Q14 P 45
15. Q15 P 75
16. Q16 P 50
17. Q17 P 90
18. Q18 P 50
19. Q19 L 45
20. Q20 L 55
21. Q21 P 70
22. Q22 L 35
Mean score 52.05
Kelas IX A (Posttest Experimental Class) No Nim Name Sex Score 1. Q1 L 65 2. Q2 P 85 3. Q3 L 75 4. Q4 P 80 5. Q5 L 55 6. Q6 P 60 7. Q7 P 80 8. Q8 L 75 9. Q9 P 65 10. Q10 P 70 11. Q11 L 65 12. Q12 L 50 13. Q13 P 70 14. Q14 P 65 15. Q15 P 95 16. Q16 P 70 17. Q17 P 95 18. Q18 P 90 19. Q19 L 65 20. Q20 L 85 21. Q21 P 85 22. Q22 L 60 Mean score 72.95
Kelas IX C (Pretest Control Class) No Nim Name Sex Score 1. Q1 L 35 2. Q2 L 60 3. Q3 L 30 4. Q4 L 45 5. Q5 L 35 6. Q6 P 40 7. Q7 L 20 8. Q8 L 70 9. Q9 P 55 10. Q10 L 35 11. Q11 P 25 12. Q12 P 50 13. Q13 P 65 14. Q14 P 45 15. Q15 P 40 16. Q16 L 50 17. Q17 L 45 18. Q18 P 80 19. Q19 P 60 20. Q20 P 75 21. Q21 P 50 22. Q22 L 65 Mean score 48.86
Kelas IX C (Posttest Control Class) No Nim Name Sex Score 1. Q1 L 45 2. Q2 L 65 3. Q3 L 40 4. Q4 L 60 5. Q5 L 35 6. Q6 P 50 7. Q7 L 25 8. Q8 L 60 9. Q9 P 60 10. Q10 L 50 11. Q11 P 50 12. Q12 P 85 13. Q13 P 75 14. Q14 P 50 15. Q15 P 55 16. Q16 L 65 17. Q17 L 55 18. Q18 P 90 19. Q19 P 70 20. Q20 P 90 21. Q21 P 60 22. Q22 L 80 Mean score 59.77
TABLE T SCORE
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP N 13 Sarolangun
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX (Sembilan) / 1 (Experimental Class)
Materi pembelajaran : Report Text
Skill : Reading
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 5.1. Merespon makna dan langkah retorika dalam esi pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
C. Tujuan Pembelajaran Di akhir pembelajaran siswa dapat: 1. Siswa dapat mengikuti pelajaran dan menerima materi dengan baik 2. Siswa dapat mengembangkan keberaniannya dalam mengemukakan pendapat 3. Siswa dapat berdiskusi tentang berbagai informasi dalam suatu bacaan 4. Siswa dapat mengidentifikasi berbagai informasi dalam teks yang berbentuk report text
5. Siswa dapat memilih jawaban yang tepat berdasarkan bacaan
D. Nilai-nilai karakter 1. Dapat dipercaya 2. Rasa hormat dan perhatian 3. Tekun 4. Bersahabat / komunikatif 5. Berani
E. Materi Pembelajaran Definition of report text
Report text is a kind of text with the purpose to give information about general characteristics of general things.
Report text is to describe the way things are related to history, science, geography, natural resources, man-made and environment phenomenon. It is explained that report text must include important information that is considered to write as a report form.
The purpose of report text
The purpose of a report is to describe and classify information. Reports have a logical squence of facts. Those facts are stated without any personal involvement. Informative reports usually talk or tell about living things like plants and animals and non-living things like cars or oceans.
Generic structure of report text 1. Title It satates the subject to be discussed 2. Identification or classification
It introdeces the subject of the report. It can classify the thing being described, locate it in time and space and/or preview the rest of the description to follow. 3. Descriptions They are usually in paragraphs. They contain series of facts about various aspects of the subject.
Language focus of report text 1. Use of general nouns, that is, an object (be it alive or dead) of a general nature. 2. Use of relating verbs to describe features, the grammar is also called linking verb. As to be (is, am, are: present), seem, look, taste, etc. 3. Some use of action verbs when describing behavior. 4. Some use timeless present tense to indicate usualness, is one time in the simple present markers such as ―often, usually, always‖ and others. 5. Use of technical terms. 6. Use of paragraphs with topic sentences to organize bundles of information; repeated naming of the topic as the beginning focus on the clause.
Example Jellyfish are not really fish. They are invertebrate animals. This means that unlike fish or people, they have no backbones. In fact, they have no bones at all. Jellyfish have stomachs and mouths, but no heads. They have nervous systems for sensing the world around them, but no brains. They are made almost entirely of water, which is why you can look through them.
Some jellyfish can glow in darkness by making their own light. The light is made by a chemical reaction inside the jellyfish. Scientists believe jellyfish glow for several reasons. For example, they may glow to scare away predators or to attract animals they like to eat. Most jellyfish live in salt water, apart from a few types that live in fresh water. Jellyfish are found in oceans and seas all over the world. They live in warm, tropical seas and in icy waters near the North and South poles.
Answer the question based on the text 1. What is the story about? 2. What is jellyfish have? 3. Where the jellyfish live 4. Why and when jellyfish glow? 5. What is the special thing from jellyfish?
F. Metode Pembelajaran / pendekatan Reciprocal Teaching Strategy
G. Langkah langkah Pembelajaran a. Pendahuluan : 1. Greeting 2. Guru mengecek kehadiran siswa 3. Guru memberikan brainstorming 4. Guru memberika motivasi kepada siswa tentang pentingnya materi yang akan dipelajari. b. Kegiatan inti: 1. Eksplorasi : a. Sebelum memulai pelajaran guru menanyakan kepada siswa tentang report text
b. Guru menjelaskan materi pelajaran tentang report text c. Guru mencontohkan masing-masing peran yang akan di pelajari 2. Elaborasi : a. Siswa diminta untuk membuat kelompok b. Siswa diminta memilih peran dari masing-masing kelompok c. Siswa diminta membaca teks lalu memprediksi teks tersebut d. Siswa diminta membuat pertanyaan dari teks yang telah di baca e. Siswa diminta mengklarisifikasi/ menemukan kata-kata sulit lalu diterjemahkan dengan menggunakan kamus. f. Siswa diminta membuat kesimpulan dari semua paragraf. g. Siswa diminta menjawab pertanyaan berdasarkan texs yang telah dibahas 3. Konfirmasi : a. Siswa melakukan perannya masing- masing b. Guru menuntun dan membimbing siswa c. Guru harus memastikan bahwa setiap siswa melakukan perannya dengan baik d. Guru memberikan umpan balik dari setiap penampilan siswa.
4. Penutup : a. Guru dan siswa membuat kesimpulan dari setiap pembahasan.
H. Sumber belajar 1. Buku English on Sky 3 for Junior High School Students Year IX oleh Mukarto, Sujatmiko, Josephine S.M, and Widya Kiswara. Penerbit Erlangga 2. Internet I. Penilaian 1. Teknik penilaian a. Tulisan 2. Bentuk penilaian a. Latihan
J. Rubrik penilaian : Butir Skor 1 20 2 20 3 20 4 20 5 20 Jumlah 100
Final score : =
Mengetahui, Kepala SMP N 13 Sarolangun Peneliti, 2017
ABI MAS’UD M.PD.I PERDILA DESI NIP. 197308152006041009 NIM. TE130544
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP N 13 Sarolangun
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX (Sembilan) / 1 (Experimental Class)
Materi pembelajaran : Report Text
Skill : Reading
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar 5.1. Merespon makna dan langkah retorika dalam esi pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
C. Tujuan Pembelajaran Di akhir pembelajaran siswa dapat: 1. Siswa dapat mengikuti pelajaran dan menerima materi dengan baik 2. Siswa dapat mengembangkan keberaniannya dalam mengemukakan pendapat 3. Siswa dapat berdiskusi tentang berbagai informasi dalam suatu bacaan
4. Siswa dapat mengidentifikasi berbagai informasi dalam teks yang berbentuk report text 5. Siswa dapat memilih jawaban yang tepat berdasarkan bacaan
D. Nilai-nilai karakter 1. Dapat dipercaya 2. Rasa hormat dan perhatian 3. Tekun 4. Bersahabat / komunikatif 5. Berani
E. Materi Pembelajaran Definition of report text
Report text is a kind of text with the purpose to give information about general characteristics of general things. Report text is to describe the way things are related to history, science, geography, natural resources, man-made and environment phenomenon. It is explained that report text must include important information that is considered to write as a report form.
The purpose of report text
The purpose of a report is to describe and classify information. Reports have a logical squence of facts. Those facts are stated without any personal involvement. Informative reports usually talk or tell about living things like plants and animals and non-living things like cars or oceans.
Generic structure of report text 1. Title It satates the subject to be discussed 2. Identification or classification
It introdeces the subject of the report. It can classify the thing being described, locate it in time and space and/or preview the rest of the description to follow. 3. Descriptions They are usually in paragraphs. They contain series of facts about various aspects of the subject.
Language focus of report text 1. Use of general nouns, that is, an object (be it alive or dead) of a general nature. 2. Use of relating verbs to describe features, the grammar is also called linking verb. As to be (is, am, are: present), seem, look, taste, etc. 3. Some use of action verbs when describing behavior. 4. Some use timeless present tense to indicate usualness, is one time in the simple present markers such as ―often, usually, always‖ and others. 5. Use of technical terms. 6. Use of paragraphs with topic sentences to organize bundles of information; repeated naming of the topic as the beginning focus on the clause.
Example A kangaroo is an animal found only in Australia, although it has a smaller relative, called wallaby, which lives on the Australian island of Tasmania and also in New Guinea. Kangaroos eat grass and plants. They have short front legs, but very long and very strong back legs and a tail. These they use for sitting up on and for jumping. Kangaroos have been known to make forward jumps of over eight meters, and leap across fences more than
three meters high. They can also run at speeds of over 45 kilometers per hour. The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo. Adults grow to a length of 1.60 meters and weigh over 90 kilos. Kangaroos are marsupials. This means that the female kangaroo has an external pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at once into this pouch where it spends its first five months of life.
Answer the question based on the text 1. What is the story about? 2. What is kangaroo eat? 3. Where can we find kangaroo? 4. The ―kangarood ― are marsupials‖ (paragraph 4) the word ―marsupials‖ mean? 5. Kangaroo smaller relative is found in?
F. Metode Pembelajaran / pendekatan Reciprocal Teaching Strategy
G. Langkah langkah Pembelajaran a. Pendahuluan : 1. Greeting 2. Guru mengecek kehadiran siswa 3. Guru memberikan brainstorming 4. Guru memberika motivasi kepada siswa tentang pentingnya materi yang akan dipelajari. b. Kegiatan inti: 1. Eksplorasi :
a. Sebelum memulai pelajaran guru menanyakan kepada siswa tentang report text b. Guru menjelaskan materi pelajaran tentang report text c. Guru mencontohkan masing-masing peran yang akan di pelajari 2. Elaborasi : a. Siswa diminta untuk membuat kelompok b. Siswa diminta memilih peran dari masing-masing kelompok c. Siswa diminta membaca teks lalu memprediksi teks tersebut d. Siswa diminta membuat pertanyaan dari teks yang telah di baca e. Siswa diminta mengklarisifikasi/ menemukan kata-kata sulit lalu diterjemahkan dengan menggunakan kamus. f. Siswa diminta membuat kesimpulan dari semua paragraf. g. Siswa diminta menjawab pertanyaan berdasarkan texs yang telah dibahas 3. Konfirmasi : a. Siswa melakukan perannya masing- masing b. Guru menuntun dan membimbing siswa
c. Guru harus memastikan bahwa setiap siswa melakukan perannya dengan baik d. Guru memberikan umpan balik dari setiap penampilan siswa. 4. Penutup : a. Guru dan siswa membuat kesimpulan dari setiap pembahasan
H. Sumber belajar 1. Buku English on Sky 3 for Junior High School Students Year IX oleh Mukarto, Sujatmiko, Josephine S.M, and Widya Kiswara. Penerbit Erlangga 2. Internet
I. Penilaian 1. Teknik penilaian a. Tulisan 2. Bentuk penilaian a. Latihan b. Rubrik penilaian :
Butir Skor
1 20 2 20 3 20
4 20 5 20 Jumlah 100
Final score : =
Mengetahui, Peneliti, 2017 Kepala SMP N 13 Sarolangun
ABI MAS’UD M.PD.I PERDILA DESI NIP. 197308152006041009 NIM. TE130544
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP N 13 Sarolangun
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX (Sembilan) / 1 (Control Class)
Materi pembelajaran : Report Text
Skill : Reading
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar 5.1. Merespon makna dan langkah retorika dalam esi pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
C. Tujuan Pembelajaran Di akhir pembelajaran siswa dapat: 1. Siswa dapat mengikuti pelajaran dan menerima materi dengan baik 2. Siswa dapat mengembangkan keberaniannya dalam mengemukakan pendapat 3. Siswa dapat berdiskusi tentang berbagai informasi dalam suatu bacaan
4. Siswa dapat mengidentifikasi berbagai informasi dalam teks yang berbentuk report text 5. Siswa dapat memilih jawaban yang tepat berdasarkan bacaan
D. Nilai-nilai karakter 1. Dapat dipercaya 2. Rasa hormat dan perhatian 3. Tekun 4. Bersahabat / komunikatif 5. Berani
E. Materi Pembelajaran Definition of report text
Report text is a kind of text with the purpose to give information about general characteristics of general things. Report text is to describe the way things are related to history, science, geography, natural resources, man-made and environment phenomenon. It is explained that report text must include important information that is considered to write as a report form.
The purpose of report text
The purpose of a report is to describe and classify information. Reports have a logical squence of facts. Those facts are stated without any personal involvement. Informative reports usually talk or tell about living things like plants and animals and non-living things like cars or oceans.
Generic structure of report text 1. Title It satates the subject to be discussed
2. Identification or classification It introdeces the subject of the report. It can classify the thing being described, locate it in time and space and/or preview the rest of the description to follow. 3. Descriptions They are usually in paragraphs. They contain series of facts about various aspects of the subject.
Language focus of report text 1. Use of general nouns, that is, an object (be it alive or dead) of a general nature. 2. Use of relating verbs to describe features, the grammar is also called linking verb. As to be (is, am, are: present), seem, look, taste, etc. 3. Some use of action verbs when describing behavior. 4. Some use timeless present tense to indicate usualness, is one time in the simple present markers such as ―often, usually, always‖ and others. 5. Use of technical terms. 6. Use of paragraphs with topic sentences to organize bundles of information; repeated naming of the topic as the beginning focus on the clause.
Example A kangaroo is an animal found only in Australia, although it has a smaller relative, called wallaby, which lives on the Australian island of Tasmania and also in New Guinea. Kangaroos eat grass and plants. They have short front legs, but very long and very strong back legs and a tail. These they use for sitting up on and for jumping. Kangaroos have been known to make forward jumps of over eight meters, and leap across fences more than
three meters high. They can also run at speeds of over 45 kilometers per hour. The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo. Adults grow to a length of 1.60 meters and weigh over 90 kilos. Kangaroos are marsupials. This means that the female kangaroo has an external pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at once into this pouch where it spends its first five months of life.
Answer the question based on the text 1. What is the story about? 2. What is kangaroo eat? 3. Where can we find kangaroo? 4. The ―kangarood ― are marsupials‖ (paragraph 4) the word ―marsupials‖ mean? 5. Kangaroo smaller relative is found in?
F. Metode Pembelajaran / pendekatan REDW ( Read, Examine, Decide, Write ) Strategy
G. Langkah langkah Pemelajaran a. Pendahuluan : 1. Greeting 2. Guru mengecek kehadiran siswa 3. Guru memberikan brainstorming 4. Guru memberika motivasi kepada siswa tentang pentingnya materi yang akan dipelajari. b. Kegiatan inti: 1. Eksplorasi :
a. Sebelum memulai pelajaran guru menanyakan kepada siswa tentang report text b. Guru menjelaskan materi pelajaran tentang report text c. Guru mencontohkan masing-masing peran yang akan di pelajari
2. Elaborasi : a. Siswa diminta untuk membaca text b. Siswa diminta untuk mengidentifikasi kosa kata, frase, dan klausa. c. Siswa diminta untuk menentukan kata- kata yang mendukung untuk menjelaskan gagasan utama dalam sebuah paragrap d. Siswa diminta untuk menuliskan gagasan utama dari paragrap tersebut e. Guru meminta siswa muntuk menjawab pertanyaan berdasarkan text 3. Konfirmasi : a. Guru dan siswa mendiskusikan jawaban dari setiap pertanyaan b. Guru memberikan umpan balik secara positif dengan memberikan penguatan dalam bentuk tulisan c. Guru membimbing siswa yang mengalami kesulitan dalam memahami setiap pembahasan
4. Penutup : a. Guru memberikan kesimpulan dari apa yang telah dipelajari
H. Sumber belajar 1. Buku English on Sky 3 for Junior High School Students Year IX oleh Mukarto, Sujatmiko, Josephine S.M, and Widya Kiswara. Penerbit Erlangga 2. Internet
I. Penilaian 1. Teknik penilaian a. Tulisan 2. Bentuk penilaian a. Latihan 1. Rubrik penilaian :
Butir Skor 1 20 2 20 3 20 4 20 5 20 Jumlah 100
Final score : =
Mengetahui, Peneliti, 2017 Kepala SMP N 13 Sarolangun
ABI MAS’UD M.PD.I PERDILA DESI NIP. 197308152006041009 NIM. TE130544
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP N 13 Sarolangun
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX (Sembilan) / 1 (Control Class)
Materi pembelajaran : Report Text
Skill : Reading
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar 5.1. Merespon makna dan langkah retorika dalam esi pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
C. Tujuan Pembelajaran Di akhir pembelajaran siswa dapat: 1. Siswa dapat mengikuti pelajaran dan menerima materi dengan baik 2. Siswa dapat mengembangkan keberaniannya dalam mengemukakan pendapat 3. Siswa dapat berdiskusi tentang berbagai informasi dalam suatu bacaan
4. Siswa dapat mengidentifikasi berbagai informasi dalam teks yang berbentuk report text 5. Siswa dapat memilih jawaban yang tepat berdasarkan bacaan
D. Nilai-nilai karakter 1. Dapat dipercaya 2. Rasa hormat dan perhatian 3. Tekun 4. Bersahabat / komunikatif 5. Berani
E. Materi Pembelajaran Definition of report text
Report text is a kind of text with the purpose to give information about general characteristics of general things. Report text is to describe the way things are related to history, science, geography, natural resources, man-made and environment phenomenon. It is explained that report text must include important information that is considered to write as a report form.
The purpose of report text The purpose of a report is to describe and classify information. Reports have a logical squence of facts. Those facts are stated without any personal involvement. Informative reports usually talk or tell about living things like plants and animals and non-living things like cars or oceans.
Generic structure of report text 1. Title
It satates the subject to be discussed 2. Identification or classification It introdeces the subject of the report. It can classify the thing being described, locate it in time and space and/or preview the rest of the description to follow. 3. Descriptions They are usually in paragraphs. They contain series of facts about various aspects of the subject.
Language focus of report text 1. Use of general nouns, that is, an object (be it alive or dead) of a general nature. 2. Use of relating verbs to describe features, the grammar is also called linking verb. As to be (is, am, are: present), seem, look, taste, etc. 3. Some use of action verbs when describing behavior. 4. Some use timeless present tense to indicate usualness, is one time in the simple present markers such as ―often, usually, always‖ and others. 5. Use of technical terms. 6. Use of paragraphs with topic sentences to organize bundles of information; repeated naming of the topic as the beginning focus on the clause.
Example Jellyfish are not really fish. They are invertebrate animals. This means that unlike fish or people, they have no backbones. In fact, they have no bones at all. Jellyfish have stomachs and mouths, but no heads. They have nervous systems for sensing the world around them, but no brains. They
are made almost entirely of water, which is why you can look through them. Some jellyfish can glow in darkness by making their own light. The light is made by a chemical reaction inside the jellyfish. Scientists believe jellyfish glow for several reasons. For example, they may glow to scare away predators or to attract animals they like to eat. Most jellyfish live in salt water, apart from a few types that live in fresh water. Jellyfish are found in oceans and seas all over the world. They live in warm, tropical seas and in icy waters near the North and South poles. Answer the question based on the text 1. What is the story about? 2. What is jellyfish have? 3. Where the jellyfish live 4. Why and when jellyfish glow? 5. What is the special thing from jellyfish?
F. Metode Pembelajaran / pendekatan REDW ( Read, Examine, Decide, Write ) Strategy
G. Langkah langkah Pemelajaran a. Pendahuluan : 1. Greeting 2. Guru mengecek kehadiran siswa 3. Guru memberikan brainstorming 4. Guru memberika motivasi kepada siswa tentang pentingnya materi yang akan dipelajari. b. Kegiatan inti: 1. Eksplorasi :
a. Sebelum memulai pelajaran guru menanyakan kepada siswa tentang report text b. Guru menjelaskan materi pelajaran tentang report text c. Guru mencontohkan masing- masing peran yang akan di pelajari
2. Elaborasi : a. Siswa diminta untuk membaca text b. Siswa diminta untuk mengidentifikasi kosa kata, frase, dan klausa. c. Siswa diminta untuk menentukan kata-kata yang mendukung untuk menjelaskan gagasan utama dalam sebuah paragrap d. Siswa diminta untuk menuliskan gagasan utama dari paragrap tersebut e. Guru meminta siswa muntuk menjawab pertanyaan berdasarkan text
3. Konfirmasi : a. Guru dan siswa mendiskusikan jawaban dari setiap pertanyaan
b. Guru memberikan umpan balik secara positif dengan memberikan penguatan dalam bentuk tulisan c. Guru membimbing siswa yang mengalami kesulitan dalam memahami setiap pembahasan 4. Penutup : a. Guru memberikan kesimpulan dari apa yang telah dipelajari
H. Sumber belajar 1. Buku English on Sky 3 for Junior High School Students Year IX oleh Mukarto, Sujatmiko, Josephine S.M, and Widya Kiswara. Penerbit Erlangga 2. Internet
I. Penilaian 1. Teknik penilaian a. Tulisan 2. Bentuk penilaian a. Latihan
J. Rubrik penilaian:
Butir Skor 1 20 2 20 3 20 4 20 5 20 Jumlah 100
Final score : =
Mengetahui, Peneliti, 2017 Kepala SMP N 13 Sarolangun
ABI MAS’UD M.PD.I PERDILA DESI NIP. 197308152006041009 NIM. TE130544