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STUDENTS’ PERCEPTIONS ON THE BENEFITS
OF RECIPROCAL TEACHING IN DEVELOPING
THEIR READING SKILLS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain The Sarjana Pendidikan Degree
in the English Language Education
By:
Maria Jovial Wijna Svetaketu
131214120
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
STUDENTS’ PERCEPTIONS ON THE BENEFITS
OF RECIPROCAL TEACHING IN DEVELOPING
THEIR READING SKILLS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in the English Language Education
By:
Maria Jovial Wijna Svetaketu
131214120
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ABSTRACT
Svetaketu, Maria Jovial Wijna. (2017). Students’ Perceptions on the Benefits of
Reciprocal Teaching in Developing Their Reading Skills. English Language
Education Study Program, Department of Language and Arts Education, Faculty
of Teacher Training and Education, Yogyakarta: Sanata Dharma University.
Reading comprehension is one of the reading skills that is needed to be
mastered by the students. Reading comprehension plays an important role in
students‟ reading development. However, there are some problems encountered
by the students when they are trying to master this skill. A teacher is urged to help
the students to cope with their reading‟s problems. Reciprocal teaching is known
as one of the reading techniques that increases students reading comprehension.
Hence, this study is trying to reveal students‟ perceptions on the benefits of
reciprocal teaching in developing their reading skills.
There were two research questions in this research: (1) How is reciprocal
teaching implemented in SMK N 1 Cangkringan? (2) What are the students‟
perceptions on reciprocal teaching? To answer these research questions, the
researcher conducted mixed-method research. The respondents of this research
were thirty-two students of chemical analysis major in SMK N 1 Cangkringan.
There were four instruments used in this research; questionnaires, interview,
observation and reflection.
The result shows that reciprocal teaching was implemented in two big
steps. The first was the modeling section and the second was discussion section.
Further, the students had a positive perception toward reciprocal teaching.
Reciprocal teaching also brings some benefits to the students; it improves
students‟ comprehension, helps the students understanding the text, improves
students' ability in finding the main idea, generating questions, answering
questions and making a summary.
Keywords: Reciprocal teaching, students‟ perceptions, mixed-method, SMK N 1
Cangkringan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRAK
Svetaketu, Maria Jovial Wijna. (2017). Students’ Perceptions on the Benefits of
Reciprocal Teaching in Developing Their Reading Skills. Program Studi
Pendidikan Bahasa Inggris. JPSB. FKIP. Yogyakarta: Universitas Sanata Dharma.
Pemahaman akan bacaan adalah salah satu keterampilan membaca yang
harus dikuasai oleh para siswa. Pemahaman akan bacaan menjadi salah satu peran
penting dalam perkembangan membaca para siswa. Akan tetapi ada beberapa
masalah yang dihadapi oleh para siswa dalam menguasai kemampuan ini. Seorang
guru, diharapkan bisa membantu para siswa untuk menyelesaikan masalah ini.
Pengajaran reciprocal adalah salah satu teknik membaca yang mampu
meningkatkan pemahaman membaca siswa. Oleh sebab itu, penelitian ini ingin
menggali persepsi para siswa tentang pengajaran reciprocal dan pengaruhnya
terhadap perkembangan kemampuan pemahaman bacaan mereka.
Terdapat dua pertanyaan dalam penelitian ini: (1) bagaimana implementasi
dari pengajaran reciprocal yang dilaksanakan di SMK N 1 Cangkringan? (2)
apakah persepsi siswa terhadap pengajaran reciprocal? Untuk menjawab
permasalahan ini, peneliti menggunakan pendekatan mixed-method. Responden
dari penelitian ini adalah murid kelas X jurusan kimia analisis SMK N 1
Cangkringan. Terdapat empat instrumen yang digunkan dalam penelitian ini;
kuesioner, wawancara, observasi dan refleksi.
Hasil dari penelitian menunjukan bahwa peangajaran reciprocal
dilaksanakan kedalam dua tahap. Tahap pertama adalah pemodelan dan tahap
kedua adalah diskusi. Lebih lanjut, siswa memiliki persepsi yang baik terhadap
pengajaran reciprocal. Pengajaran reciprocal juga memiliki dampak yang baik
bagi para pelajar; meningkatkan kemampuan akan pemahaman bacaan, membantu
siswa untuk memahami teks, meningkatkan kemampuan siswa dalam mencari ide
pokok, membuat pertanyaan, menjawab pertanyaan dan membuat kesimpulan.
Keywords: Reciprocal teaching, students‟ perceptions, mixed-method,
SMK N 1 Cangkringan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
Don’t tell people your
dreams
Show them!
I dedicated this Thesis to:
My Beloved Father Benyamin Suryasmoro Ispandrihari
And my lovely Mother Unik Triwahyuni
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
ACKNOWLEDGEMENTS
First of all, I would like to say thank to Jesus Christ and Mother Mary
for their blessing. Only by Their guidance and blessing I could be strong in
dealing with all problems that I encountered during writing this thesis. Secondly, I
would like to express my gratitude to my advisor, Concilianus Laos Mbato,
M.A., Ed.D. for his valuable time, advice, motivation, feedback, and guidance.
Then, I would like to thank my father who always motivates me in every
difficult situation and for always inspires me by his way of thinking. I also thank
my mother for her never ending patience and love. Moreover, I thank my
brother and sister for their support. A special appreciation goes to the English
Sarwitri, S.Pd. who gave me permission to do this research in her class, X TKA
1 students for became the participants in this research and all teachers and
students in SMK N 1 Cangkringan for the valuable experiences I got in this
school.
I also thank my best friends in English Language Education Study
Program; Cornelia Liris Ayuningtyas for her precious time, wise advices and the
willingness to hear my story; Isnaini Sarinastiti for the craziness and
spontaneous actions that make my life unpredictable; and Bernadetha Wahyu for
her kindness.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
Next, I thank Fennie, Mbak Astri, Shinta and Liza for being my
companions in every steps of writing this thesis. I would like to thank Mas Cahyo
for accompanying me during my ups and downs in writing this thesis. Last, I
thank everyone whom I cannot mention one by one who helped me finish my
thesis.
Maria Jovial Wijna Svetaketu
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
TABLE OF CONTENTS
Page
TITLE PAGE ......................................................................................................... i
APPROVAL PAGE ............................................. Error! Bookmark not defined.
STATEMENT OF WORK’S ORIGINALITY .. Error! Bookmark not defined.
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... v
ABSTRACT .......................................................................................................... vi
ABSTRAK ............................................................................................................. vii
DEDICATION PAGE ........................................................................................ viii
ACKNOWLEDGEMENTS ................................................................................. ix
TABLE OF CONTENTS ..................................................................................... xi
LIST OF TABLES ............................................................................................. xiv
LIST OF APPENDICES .................................................................................... xv
CHAPTER I INTRODUCTION ......................................................................... 1
1.1 Research Background ................................................................................ 1
1.2 Research Questions .................................................................................... 4
1.3 Research Significance ................................................................................ 4
1.4 Definition of Terms.................................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ................................ 7
2.1 Theoretical Descriptions ............................................................................ 7
2.1.1 Reading Comprehension ...................................................................... 7
2.1.1.1 Definition of Reading Comprehension .............................................. 8
2.1.1.2 Process of Reading Comprehension .................................................. 9
2.1.1.3 Types of Reading Comprehension ................................................... 10
2.1.2 Perceptions ......................................................................................... 12
2.1.2.1 Definition of Perception ................................................................... 12
2.1.2.2 Factors Influencing Perceptions ....................................................... 13
2.1.3 Reflective Practice.............................................................................. 14
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
2.1.3.1 Definitions of Reflective Practice .................................................... 14
2.1.3.2 Types of Reflection .......................................................................... 15
2.1.3.3 Reflective Practice Benefits ............................................................. 15
2.1.4 Reciprocal Teaching ........................................................................... 17
2.1.4.1. Definition of Reciprocal Teaching .............................................. 17
2.1.4.2. Strategies in Reciprocal Teaching ............................................... 18
2.2 Theoretical Framework ............................................................................ 20
CHAPTER III RESEARCH METHODOLOGY ........................................... 21
3.1 Research Method ..................................................................................... 22
3.2 Research Setting....................................................................................... 23
3.3 Research Participants ............................................................................... 23
3.4 Research Instruments and Data Gathering Techniques .......................... 24
3.4.1 Questionnaire ..................................................................................... 25
3.4.2 Interview............................................................................................. 26
3.4.3 Observation Checklist ........................................................................ 26
3.4.4 Reflection ........................................................................................... 27
3.5 Data Analysis Techniques........................................................................ 27
3.6 Research Procedure .................................................................................. 29
CHAPTER IV RESEARCH RESULT AND DISCUSSION ......................... 31
4.1 Research result ......................................................................................... 31
4.1.1 Data Presentation of the Implementation of Reciprocal Teaching .... 31
4.1.2 Data Presentation of Students‟ Perceptions on Reciprocal Teaching 35
4.1.2.1 Pre-reciprocal Teaching ................................................................... 36
4.1.2.2 Post Reciprocal Teaching ................................................................ 40
4.1.2.3 The Comparisons of Pre-questionnaire and Post-questionnaire of
Reciprocal Teaching ........................................................................ 45
4.2 Discussion ................................................................................................ 48
4.2.1 How is the Implementation of Reciprocal Teaching in SMKN 1
Cangkringan? ..................................................................................... 48
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
4.2.2 What are Students Perceptions on Reciprocal Teaching? ................. 49
CHAPTER V CONCLUSION AND RECOMMENDATIONS ..................... 52
5.1 Conclusion ............................................................................................... 52
5.2 Recommendations .................................................................................... 53
REFERENCES .................................................................................................... 55
APPENDICES ..................................................................................................... 56
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
LIST OF TABLES
Table Page
Table 3. 1 The Sample of Questionnaire Form .......................................................... 26
Table 3. 2 The Sample of Observation Checklist ....................................................... 27
Table 3. 3 The Data Percentages of the Respondents ................................................ 28
Table 4. 2. The Result of the Pre-reciprocal Teaching Questionnaire ........................ 36
Table 4. 3 The Result of the Post Reciprocal Teaching Questionnaire ...................... 40
Table 4. 4 The Comparisons of Pre and Post Reciprocal Teaching Questionnaire .... 45
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LIST OF APPENDICES
Appendix Page
APPENDIX A Letter of Permisson................................................................... 58
APPENDIX B Questionnaire Blueprint ............................................................ 59
APPENDIX C The Questionnaires ................................................................... 67
APPENDIX D Result of the Questionnaires ..................................................... 72
APPENDIX E The Transcript of the Interview ................................................. 75
APPENDIX F Observation Sheet ...................................................................... 88
APPENDIX G Reflection .................................................................................. 92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER I
INTRODUCTION
1.1 Research Background
English as a lingua franca is important to learn. Lingua franca is a term
that is refers to English language. It is generally used as an international language
for communication among people from different language backgrounds in all
parts of the world (Harmer, 2001, p. 1). The development of English language has
reached many aspects in life, starting from technology, education, economy,
politics, social, arts and many others. Indonesia is one of the Asian countries that
learn English as a foreign language. In Indonesian formal education, English has
been given from the elementary level up to university level. English has become
one of the compulsory subjects that is taught and tested nationally.
In English subject, reading plays an important role because most of the
information nowadays are presented in the form of text. Hence, the reading
comprehension is needed to be mastered by the students. In addition, reading
comprehension is also important due to the education assessment systems in
Indonesia. Almost all of the education assessment systems in Indonesia, such as
national exam, are done in the written form, in which there are a lot of texts that
need to be comprehended.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Although reading comprehension is important to be learned, not all of the
students can do this skill easily. Based on the observation during the pre-service
teaching in SMK N 1 Cangkringan the researcher found three problems related to
the students‟ reading comprehension. The first problem was the students could not
find the main idea without translating the text. They were so attached with their
dictionary. Whenever the students found the new vocabulary on the text that they
read, they tended to open their dictionary and looked for the meaning. This
condition would be a big problem on the exam, in which no dictionary was
allowed.
The second problem was the students‟ lack of motivation in practicing
reading. The students have not aware of the important of learning English to their
life. They tend to think that English is only one of the compulsory subjects in the
class. That is why they didn‟t have motivation to learn English. According to
Schunk, Pintrich & Meece (2008) motivation is a force that energizes, sustains,
and directs behavior toward a goal. Motivation, especially intrinsic motivation,
can affect learners in presenting a challenge, promote learners‟ feeling of
autonomy, evoke curiosity, involve creativity and fantasy, and provide a personal
investment (Eggen & Kauchak, 1996, p. 49). There were some reasons why
students had lack of motivation in practicing reading such as the text which was
too long and contained difficult vocabularies and the time allotment which was
too short. Further, some students only practiced reading the English text inside the
class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The third reason is the teacher„s teaching techniques which were not
attractive. An interactive way of teaching could help the students to enggage more
in the learning activity. Therefore, some teachers were not common with the
interactive teaching method. In some schools a lot of teachers tended to teach the
students with lecturing technique, in which they gave explanation to the students
and asked the students to pay atention to them. Sutherland (1976) mentions that
lecturing technique is a continuing oral presentation of information and ideas by
professor, in which there is little or no active students‟ participation involved (p.
30). In addition Beard (1970) also mentions that lecturing method makes students
have no opportunity to ask question and must all receive the same content as the
same pace as they exposed only to one teacher‟s interpretation (p. 103). Teacher
has their own preferable techniques in teaching. Some may use the interactive and
creative one and some others may use the traditional and conventional one.
Actually, there are a lot of teaching techniques that can be used to teach reading
comprehension attractively such as cooperative learning, reciprocal teaching,
collaborative learning, and discussion. Moreover, one of the traditional and
conventional techniques that can make students less interested in learning is
lecturing.
Reciprocal teaching is one of the teaching styles that can be used to teach
reading comprehension for senior high school students. According to Palincsar
and Brown (1984, p. 123) reciprocal teaching is an instructional activity in which
teacher and students take turn having a dialogue regarding the different parts of
the text to construct meaning. Furthermore, Rosenshine and Meister (1994) reveal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
that reciprocal teaching is most effective for older students as well as those with
poor comprehension skills. Pressley (as cited in Choo, T., Eng, T. & Ahmad, N.,
2011, p. 141) asserts that reciprocal teaching encourages students to take a more
active role in leading a group dialogue and helps to bring more meaning to the text
at a personal and cognitive level. It is based on the assumption that knowledge and
meaning are the result of creative socializations arranged through negotiation and
discourse among teachers and students, or students and students.
Based on the problems that have been disscussed, the researcher wants to
conduct a study about students‟ perception on the benefits of reciprocal teaching
in developing their reading skills. The aims of this study are to discover students‟
perceptions and to find out how the reciprocal teaching is implemented in SMK N
1 Cangkringan.
1.2 Research Questions
Based on the problems stated in the background of the research, the
formulated problems are:
1. How is reciprocal teaching implemented in SMK N 1 Cangkringan?
2. What are the students‟ perceptions on reciprocal teaching?
1.3 Research Significance
The researcher expects that this research can be beneficial for English
teachers, SMK N 1 Cangkringan students and further research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1. English teachers
The researcher expects that English Teacher can consider Reciprocal
Teaching as one of the teaching techniques to teach reading comprehension in
their class.
2. SMK N 1 Cangkringan students
It is expected that after this research students can engage more in learning
English as they see that there is an interesting and interactive way of learning with
reciprocal teaching.
3. Further Research
The result of this research hopefully can be used as references for other
studies that are related to reciprocal teaching.
1.4 Definition of Terms
To avoid misunderstanding, here are some definition of terms:
1. Perception
Eggen and Kauchak (1996) state that perception is the process people use
to attach meaning to stimuli (p. 44). In this research, perception is students‟
feelings and thoughts on their engagement or effort during the reciprocal teaching.
2. Reciprocal Teaching
Reciprocal teaching is an instructional strategy, based on modeling and
guiding practice, in which the instructor first models a set of reading
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
comprehension strategies and then gradually assigns responsibility for each
strategy to the students (Palincsar & Brown, 1989). Moreover, Rosenshine and
Meister (1994) state that reciprocal teaching is an instructional procedure
designed to teach students‟ cognitive strategies that might lead to improve reading
comprehension (p. 479). Hence, in this research reciprocal teaching is defined as
one of the teaching techniques that enhances students reading comprehension.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will discuss the theories related to the research. It is divided
into two sections, namely theoretical description and theoretical framework. In
theoretical descriptions, some theories will be explained by the researcher. There
are four theories namely theory of reading, theory of perceptions, theory of
reflective practice and theory of reciprocal teaching. The researcher will be
summarizing and relating the theories in theoretical framework.
2.1 Theoretical Descriptions
There are four theories that are presented in this section. The four theories
are theory reading comprehension, theory of perception, theory of reflective
practice and theory of reciprocal teaching.
2.1.1 Reading Comprehension
Some theories are presented related to reading comprehension in this sub-
chapter. They are definition of reading comprehension, process of reading
comprehension and types of reading comprehension.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
2.1.1.1 Definition of Reading Comprehension
Reading is one of the receptive skills in English. Through reading people
can gain access to many different kinds of knowledge, information and ideas.
Grabe and Stoller (2002) define reading as “the ability to draw meaning from the
printed page and interpret the information appropriately” (p. 9). It means that the
readers need to interpret the meaning of the text in order to understand the
meaning. Similarly, Mitchel (1983) mentions that reading is the ability to make
sense of written or printed symbols (p. 1). The readers use the symbols to guide
the recovery of information from his memory and uses this information to
construct an interpretation of the writer‟s message. Furthermore, according to
Sheng (2000), reading is a process of communication from the writer to the
reader, it involves the recognition of letters, words, phrases and clause (as cited in
Sari, 2013, p. 48).
Comprehension is the main aim of reading activity. It is more complex
than commonly assumed. Reading comprehension is not only relating what people
know about the code of a text, but also full meaning from whole reading text. In
reading comprehension, the readers receive information from the author via the
words, sentences, paragraphs and tries to understand the inner feelings of the
writer. In addition, McNamara (2007) mentions that reading comprehension is the
interpretation of the information, the use of the prior knowledge to interpret this
information and the construction of a coherent representation or picture in the
reader‟s mind of what the text about (p. 28).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
Based on the previous definitions, the researcher concludes that reading
comprehension is an active process of receiving and interpreting information to
get the meaning and gain understanding.
2.1.1.2 Process of Reading Comprehension
Reading comprehension is an activity that involves more than one process.
Some scientist (Grabe and Stoler, Nunan, Rumelhard and Eskey) mentioned the
process of reading comprehension. They are:
1. Bottom-up Model
Bottom-up model takes in stimuli from the outside world such as letters
and words. Grabe and Stoller (2002) mention that in the bottom-up model, all
reading follows a mechanical pattern in which the reader creates a piece-by-piece
mental translation of the information with little interference from the reader‟s
background knowledge (p. 32). This model starts from the lower-lever reading
process, then it will increase to the higher level. The readers start from the
fundamental basics of English which are letters and sound recognition, then move
to the morpheme recognition, the word recognition, the identification of
grammatical structures, sentences, and longer texts.
2. Top-down Model
Top-down is a reading process that the uptake of the information is guided
by an individual‟s prior knowledge and expectations. The readers start from the
larger unit that is a text. They bring hypothesis about the text and explore the text
to confirm or reject their hypothesis. Furthermore, Nunan (2003, p. 71) states that
in order to comprehend the text, the readers do not need to understand each single
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
word attached. The readers may scan and search for cues to construct the
meaning.
3. Interactive Model
This model combines bottom-up and top-down model. In order to grasp
the meaning of the written text, the readers might start from the print version of
the text or from readers‟ expectation. They may use any strategies to achieve
understanding. The goal of reading is comprehension. Thus, reading process
should begin and end with meaning. Eskey, as cited in Simanjuntak (1988)
mentions that the interactive model of reading is based on the reader‟s cognitive
structure. The process starts from the identification of written form and the
understanding of the structure and word attached. The understanding of the forms
of the written text may assist the readers to make predictions in order to interpret
the meaning of whole texts and to achieve comprehension (p. 7).
2.1.1.3 Types of Reading Comprehension
There are various types of reading comprehension. Bos and Vaughn (1992,
p. 172) divide comprehension according to how readers activated their
background knowledge to construct meaning. First is textually explicit. Textually
explicit is when the information is derived directly from the text with minimal
input from the readers‟ background knowledge. This type allows the reader to
understand the information in the text without activating their background
knowledge. Hence, it can be said that the information is directly written in the
text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The next type is textually implicit. In this reading type, the readers need to
activate their background knowledge to find the information of the text, because
information that is obtained from the text is not enough to help them comprehend
the text. “When information is not in the text but requires you to activate your
background knowledge to generate the answer” (Bos and Vaughn, 1992, p. 172).
The last type is scripturally implicit. The information in this type is not
stated in the text. The readers need to activate and use their background
knowledge to obtain the information from the text. This reading type makes the
readers think deeply about the information in the text. The information to answer
some questions related to the text is actually in the text, but the relationship is not
clearly stated.
Those types of reading comprehension are often practiced by the students
unconsciously. The teacher should prompt and guide students to practice the
reading types.
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2.1.2 Perception
The way people see, view and perceived something may be different. The
way people see, view and perceived is called perception. Some scientists define
perceptions as follow:
2.1.2.1 Definition of Perception
Perception is defined as something that is being observed and what he/she
said about it. George and Jones (2005) state that perception is the process when
people select, organize and interpret the input from their senses (p. 105). In
addition, Cook, Hunsaker and Coffey (1997) define perception as a selection,
organization and interpretation process of sensory data that helps people define
their words and guide their behavior (p. 150).
In summary, perception is defined as the process of making interferences.
Through interferences, people can construct their own vision of reality which may
be distorted by past experiences, education, cultural values, and role requirements
(Sari, 2013, p. 45). Thus, before someone can learn anything, perception must
take place, they must become aware of it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2.1.2.2 Factors Influencing Perception
There are three factors that affect perceptions according to Altman,
Valenzi, Hodgetts (1985, p. 86):
1. Selection of Stimuli
In our surrounding there are a lot of stimuli that will come up. Thus, we
need to focus only on a small number among all of the stimuli. This process is
known as selection. In this process, people will select different stimuli and filter
out the others. This will cause people to perceive things differently.
2. Organizational of Stimuli
The second factor that can influence perception is organization of stimuli.
The stimuli that are selected must be arranged. In order to make those stimuli
meaningful, it must be arranged into a screening process.
3. The Situation
A person familiarities, expectation, and experience in the past might affect
what the person perceived about a certain thing. The accuracy of perceiving a
situation depends on how well someone adjusts his/her behavior to the situation.
4. Self-concept
The last factor of perception is self-concept. The way people see and
perceive themselves can affect their perspectives on things around them. Thus,
self-concept is influential. It is influential because someone‟s personal mental
picture defines what he/she perceives.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
In this research, those factors of perception are important as the basic
information of implementation toward students‟ perceptions on reciprocal
teaching.
2.1.3 Reflective Practice
Reflective practice is one of the theories that is used in this research. The
reflective practice theory helped the researcher to answer the research questions.
There are some parts that are presented, namely the definition of reflective
practice, types of reflection and models of reflective practice.
2.1.3.1 Definitions of Reflective Practice
Reflection practice was first pioneered by Dowey (1933) and Schon
(1983). Dowey in Faghihi and Sarab (2016, p. 60) mentions that reflection could
turn people into critical and scientific thinkers. Dowey defines reflective as the
“active, persistent, and careful consideration of any belief or supposed from of
knowledge in the light of the grounds that support it and the further conclusions to
which it ends” (As cited in Faghihi and Sarab, 2016, p. 60). In addition, Osterman,
(1990, p. 134) asserts reflective practice as challenging, focused, and critical
assessment of one‟s own behavior to develop their skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
2.1.3.2 Types of Reflection
Schon (1983) distinguishes two types of reflection, namely reflection-in-
action (thinking while doing) and reflection-on-action (after-the-event-thinking).
Reflection in action concerned with practicing critically. The reflection came
during the experience or the actions happened. In this type, professionals examine
their experience and response as they occur. Moreover, reflection-in-action makes
the assumptions or behavior become explicit so that they can be examined,
comprehend and shared.
In contrast, reflection-on-action allows the professionals to consciously
review, describe, analyze and evaluate their past experiences in order to improve
their future practice (Finlay, 2008, p. 3). Reflection-on-action happened when
someone reflects on experience or actions after they have taken place. It is
intended to clarify and to learn from the past experiences.
2.1.3.3 Reflective Practice Benefits
Reflective practice has several good impacts for those who want to try.
These benefits can also be used for the researcher in conducting the research.
There are four impacts, namely generate self-awareness, contribute to professional
growth, increase caring and collaboration and supports organizational changes and
effectiveness.
The first benefit is generating self-awareness. Reflective practice helps us
to subject our own actions to critical assessment. Hence, this could develop our
perspectives, new ways of looking at our own actions and awareness. Oesterman
(1990, p. 137) mentions “as we become more aware of our theories-in-use, we
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become more aware of contradictions between what we do and what we hope to
do, as a result we can shape new directions”
Reflective practice creates opportunity for continual professional growth.
By changing the ineffective actions that the professionals sometimes do, reflective
practice will enhance professional accomplishment. Habit of reflective practice
requires us to examine the ideas and assumption which shape our behavior.
The next benefit is reflective practice help us to be a caring and
collaborative person. The reflective process enables us to share our experience.
When sharing our reflection in public, the process of communication leads greater
understanding of others as well as understanding ourselves. The real
communications and sharing experience will result an empathy and understanding
towards others. Hence, it cannot happen without the self-awareness that comes
from reflection.
Last, reflective practice enables us to have organizational behavior. The
reflection and critical thinking in reflective practice generate us to be more
organized. Organizational studies in various contexts conclude that the most
innovative and productive organizational are those which encourage their
members to look at organizational behavior, to challenge existing practice and to
look for better ways of doing things (Oesterman, 1990, p. 140).
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2.1.4 Reciprocal Teaching
Reciprocal teaching is one of the teaching strategies that can be used to
teach reading comprehension. Here, there are two parts that are presented, namely
definition of reciprocal teaching and strategies of reciprocal teaching.
2.1.4.1. Definition of Reciprocal Teaching
Reciprocal teaching is an instructional model which is first developed by
Palincsar and Brown in 1984. Rosenshine and Meister (1994) asserted that
reciprocal teaching is a fostering-comprehension strategy which took place in the
context of dialog between the teacher and the student (p. 480). During the
reciprocal teaching strategy, the teacher modeled the process using reciprocal
teaching strategy (predicting, questioning, clarifying and summarizing). After
that, the students practice the strategy and the teacher supports students'
participation. In reciprocal teaching there is a gradual change, from the teacher
centered to the students centered. At first the teacher dominates the learning
activity by modeled the strategy then the students take more active roles by
practicing those strategies, while the teacher observes and helps only when
needed.
Reciprocal teaching is a cooperative learning strategy. It requires
collaboration and group thinking that provide instructional support for each other.
Through interaction in a mixed - ability group, students who are developing skills
in comprehension are supported by the social context and reciprocal teaching
framework. “They engage at their level and are able to observe and learn from
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more competent peers who, with teacher, model higher level involvement”
(McAllurn, 2014, p, 27)
2.1.4.2. Strategies in Reciprocal Teaching
There are four major strategies proposed in reciprocal teaching, namely
predicting, questioning, clarifying and summarizing. These strategies underpin
four concrete activities of predicting, clarifying, questioning, and summarizing,
that framework reciprocal teaching to foster comprehension and monitoring for
understanding (Palinscar & Brown, 1984 in McAllurn, 2014, p. 28)
1. Predicting
Predicting is the first stage in reciprocal teaching. It previews the text and
relates the information to the prior knowledge to make logical predictions before
and during reading. Predicting assists students in setting a purpose for reading and
in monitoring their reading comprehension. Prediction strategy can motivate
students to read more. It is because the students are allowed to interact more with
the text, which makes them more likely to become interested in the reading
material while improving their understanding.
Predicting encourages students to actively think ahead and anticipating
what will come next in the text. In addition, prediction triggers the students‟ mind
to subconsciously ask themselves what they already know about the subject
matters.
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2. Questioning
Questioning is an important strategy for readers. Through questioning
students learn to generate questions about the text‟s main idea, important details,
and contextual inferences. When students know the purpose of reading, they begin
to think of a question about the text and then they read with an awareness of the
text‟s important ideas. They automatically increase their reading comprehension
when they read the text, process the meaning, make inferences and connections to
prior knowledge, and, finally, generate a question (Ozckus, 2003, p. 13).
3. Clarifying
Clarifying helps students monitor their own comprehension when they are
identifying the problems in the text. The clarifying step of reciprocal teaching
makes problem solving during reading is more explicit for students. Ozckus,
(2003 p. 17) asserts that when students learn to identify and clarify difficult words
or confusing portions of text, students become more strategic readers.
Moreover, communication between students to students and students to
teacher are likely to happen. When students find difficult or unfamiliar
vocabularies they will clarify it to their friends or to their teacher. Clarifying
strategy also encourages students to seek help and offer assistance to the other.
Mutual help becomes one of the students‟ favorites in reciprocal teaching strategy
(Rosenshine & Meister, 1994, p. 512)
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4. Summarizing
Summarizing is the last step in reciprocal teaching. It recalls and arranges
important events in the text. Here, students pointed out the main focus of the text.
Moreover, summarizing helps the student to identify, paraphrase and integrate the
important information from the text.
To summarize effectively students must recall and arrange orderly the
important event in the text. The ability to summarize is the measurement of
implementation and the measurement of comprehension (Rosenshine & Meister,
1994, p. 504)
2.2 Theoretical Framework
This section connects all of the relevant theories that have been mentioned
before. The theories are used to help the researcher answering the problems that
have been stated in chapter one. There are two objectives that the researcher wants
to figure out in this research. The first is to find out the implementation of
reciprocal teaching strategy in SMK N 1 Cangkringan and to reveal the students‟
perceptions on the reciprocal teaching
The researcher employs the theory of reading comprehension in order to
compare how the real practice of teaching reading comprehension compared to the
strategies used by the teacher inside of the classroom. Grabe and Stoller (2002)
define reading as “the ability to draw meaning from the printed page and interpret
the information appropriately” (p. 9). Moreover, to understand the way students
process their reading comprehension, the researcher presents the models of
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reading comprehension. Types of reading comprehension is also used by the
researcher. These types of reading comprehension helps the researcher to have a
clear understanding on how the students process the information that they got.
In addition, the researcher uses the theory of reciprocal teaching in order to
explain how the reciprocal teaching is implemented. Reciprocal teaching is
instructional procedure designed to teach students‟ cognitive strategies that might
lead to improve reading comprehension (Rosenshine & Meister, 1994, p. 479). In
the implementation of the reciprocal teaching, there are some strategies that are
used. Predicting is the first stage in which students predict what the text is about.
Questioning is the next step where students ask some questions related to the text.
Clarifying is the third step that allows students clarify some difficult parts of the
text. Summarizing is the last step which assigns students to make conclusion of
the text.
The theory of perception is used to see the students‟ respond to the
reciprocal teaching strategy. Moreover, the factors in perceptions are also used as
a theory that guides the researcher developing the materials. According to Altman
et al. (1985, p. 86) there are some factors influencing perceptions. The factors are
selection of stimuli, the organization of stimuli, the situation and self concept.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses the method of this research in
order to answer the research questions as mentioned in chapter I. This chapter
covers six parts. They are research method, research setting, research participants,
research instruments and data gathering technique, data analysis technique and
research procedure.
3.1 Research Method
This research aimed to find students‟ perceptions on reciprocal teaching, in
order to find out the result the researcher used mixed method approach. Mix
method approach is an inquiry that involves collecting data either simultaneously
or sequentially to best understand the research problem. The data collection
involves both numeric information as well as text information (Creswell, 2003,
pp. 18-20). In addition, Johnson and Christensen (2012, p. 50) describe mixed
method as the combination of qualitative and quantitative method in a single
research study. In mixed method the quantitative and qualitative parts of the
research might be conducted at the same time or sequentially.
Creswell (2003, p. 217) states that mixed method is advantageous because
it can result well-validated and sub-stunted findings. Therefore, the researcher
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used this approach to reveal the students‟ perception on the benefits of reciprocal
teaching to improve their reading skills.
3.2 Research Setting
The research was conducted in chemical analysis class of the tenth grade
students in SMK N 1 Cangkringan. The research was conducted every Saturday at
7.15 – 08.45 for the three weeks started from February 11th
, 2017 until February
25th
, 2017. The data gathering for the interviewees was held in the cafeteria of
SMK N 1 Cangkringan on 10th
March 2017. The interview was held after the class
was over.
3.3 Research Participants
The participants of this research were the 10th
grade students of Chemical
Analysis major in SMK N 1 Cangkringan. There were 32 students that were
chosen as the research participants. The participants consisted of 15 males and 17
females. Furthermore, the researcher employed purposive sampling. Singleton and
Staits (1999, p. 158) mention that purposive sampling happens when the
researcher selects the units that become the representative or the typical of the
population based on their judgment. The researcher selected the participants as the
sample because most of the participants in this class had difficulties in
understanding the text.
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Six out of thirty two respondents who had filled the questionnaire were
chosen to be interviewed by the researcher. Those interviewees were chosen based
on their role during the group discussion. Three students were as the team leaders
and the other as the members of the group.
3.4 Research Instruments and Data Gathering Techniques
In order to obtain the data in this research, the researcher used four major
instruments, namely questionnaire, interview, observation checklist and reflection.
Questionnaire is a self-report data collection instrument that each research
participant fill out (Johnson and Christensen, 2012 p. 197). While interview is a
data collection method in which an interviewer asks an interviewee questions
(Johnson and Christensen, 2012 p. 198). The questionnaires were given to all 10th
grade students in Chemical Analysis major as the representative of this study.
They were given on the first day and on the last day of the research. On the first
day of the research the researcher distributed the questionnaire before the lesson
begins. The first questionnaire was called pre-questionnaire while the second
called post-questionnaire. The post-questionnaire was given on the last day of the
research after the reciprocal teaching lesson was done. Furthermore, the
researcher gave two questionnaires to the students because the researcher wanted
to see whether there were some changes in the students‟ perceptions or not. The
following parts describe each instrument that was used in this research.
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3.4.1 Questionnaire
There were two questionnaires in this research. The first questionnaire was
designed to see students‟ perceptions before the reciprocal teaching method was
given and the second questionnaire was designed to see students‟ perceptions after
the reciprocal teaching method was given. The pre-questionnaire was used as a
guide to develop the reciprocal teaching materials. There were 14 statements in
the first questionnaire. It consisted of three aspects, namely perceptions on
reading, perceptions on learning in group and the last perceptions on reciprocal
teaching. Meanwhile, the second questionnaire was given at the end of the
research. The same aspects were also asked in the post-questionnaire; perceptions
on reading, perceptions on learning in groups and perceptions on reciprocal
teaching.
The statements in the pre- and in the post-questionnaire were similar. They
were at the same aspect; perceptions on reading, perceptions on working in groups
and perceptions on reciprocal teaching, but not all of the statements in the
questionnaire were exactly the same. Some of them were modified and some of
them were added with the similar aspect. In order to avoid misunderstanding in
answering the questionnaire, the researcher, guided the participants by explaining
some numbers that were unclear. There were five options in each statement, that
were; strongly agree, agree, neutral, disagree and strongly disagree. Participants
chose one of these options by ticking in the available space. The whole form of
questionnaire can be seen in Appendix C.
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Table 3. 1 The Sample of Questionnaire Form
No Statement SS
1
S
2
N
3
TS
4
STS
5
1 I like to learn English
2 My teacher has an interesting method
to teach English
3 All of my team members participated
actively during the discussion
3.4.2 Interview
In collecting the data, the researcher also conducted interview as one of the
data collection techniques. The interview was used to dig deeper information
about students‟ perceptions on reciprocal teaching method. Ary, Jacobs and
Sorensen (2010) mentioned three advantages of interview namely supplying large
volumes of in-depth data quickly, providing insights on participants‟ perspective
and allowing immediate follow-up and clarification of participants‟ response (p.
439). The interview transcript can be seen in Appendix D.
3.4.3 Observation Checklist
The observation checklist was used as one of the data collection
techniques in this research. Observation is a data collection in which the
researcher watching the behavioral pattern of people in certain situations to obtain
the information about some phenomena (Johnson and Christensen, 2012, p. 206).
By doing the observation the researcher was able to look the real condition of the
participants being observed. The researcher observed every meeting during three
weeks in the chemical analysis class. There were 15 points to be observed during
the research.
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Table 3. 2 The Sample of Observation Checklist
No. Observation Statement Yes No
1 The students are ready to learn
2 The students pay attention to the teacher explanation
3 The students respond to the teacher‟s questions
In addition, the researcher observed the learning activities during the
lesson by making a check sign (√) in the observation sheet. The whole
observation checklist can be seen in Appendix F.
3.4.4 Reflection
Reflection is a process of re-organizing knowledge and emotional
orientation that used to achieve further insights (Moon, 2006, p. 37). In this
research, reflection was used as an evaluative feedback during the process of the
research. There were two reflections that were written by the researcher. The
detailed reflection can be seen in Appendix G.
3.5 Data Analysis Techniques
There were three main parts of analyzing the data. The first was analyzing
the observations, the researcher analyzes the observation checklist and make a
description of the observation. The next was analyzing the questionnaire. There
were five degree of agreements, the researcher counted the number of thick from
every degree of agreements. After that the researcher counted the raw data into
percentages and made an interpretation. The formula of the questionnaire analysis
was presented here:
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Note:
n : number of students who choose a certain option
∑n : total number of students
The data of the questionnaire was put on the table as follows:
Table 3. 3 The Data Percentages of the Respondents
No Statement Degree of Agreement
SA A N D SD
1
2
3
4
In addition, after the researcher finished calculating the percentage
distributions. The researcher made descriptions on each statement based on the
data. At the end of every category, the researcher also made conclusion towards
the statements.
Furthermore, the researcher also collected the data from the interview.
During the interview, the researcher used recorder to record the answer of the
interviewee. The recording was listened repeatedly to make the transcript of the
interview. The researcher concluded the main points and noted some important
information from the interview.
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3.6 Research Procedure
In conducting the research the researcher followed some research
procedures. The steps were as follows:
1. Planning
Planning was used to see the potential topic for the research. In choosing
the topic, the researcher searched the problems that usually happened during
teaching activity. Thus, the problems selected were also related and close to the
researcher experience. Then the researcher formulated the research problems that
needed to be answered through the research.
2. Defining the population
In this step the researcher determined the research participants. The
research was done at SMK N 1 Cangkringan at Chemical Analysis Major. There
were 32 students who became the participants.
3. Reviewing the related literature and finding some theories
In this step the researcher reads many theories related to the topic and tried
to understand the theories. After that the methods that were appropriate were
selected and applied in this research.
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4. Constructing the instrument
Interview, questionnaire, and observation checklist were constructed in
this step. Interview, questionnaire and observation checklist were used as the main
data of the research. In constructing the interview and questionnaire the researcher
made a blueprint as the guide of the instruments.
5. Conducting the reciprocal teaching
In this step the researcher conducted the reciprocal teaching inside of the
class. The reciprocal teaching was conducted three times in every different week.
6. Distributing the questionnaire
After teaching with reciprocal teaching, the questionnaires were
distributed to all of the participants. The questionnaire consisted of close-ended
questions.
7. Processing the data
After obtaining the data the researcher analyzed and interpreted them into
description. The data processing was reported in the written form and then the
conclusion of the research was made.
8. Reporting the result
The researcher reported the result and drew conclusions of the research.
The researcher reported the result in the written form.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents and analyses the result of the questionnaire,
interview, observation checklist and reflection. There are two parts presented to
answer the research questions. The first is the data presentation and the second is
the discussion.
4.1 Research Results
There are two data that are presented in this section. They are the data
presentation of reciprocal teaching implementation in SMKN 1 Cangkringan and
the data presentation of students‟ perceptions on the benefits of reciprocal
teaching in developing their reading skills.
4.1.1 Data Presentation of the Implementation of Reciprocal Teaching
This section aims to present the data in the second research question, in
which the researcher wanted to know how reciprocal teaching was implemented in
SMK N 1 Cangkringan.
Based on the data obtained, the researcher presented some steps on how
the reciprocal teaching was implemented. The researcher divided the steps on the
reciprocal teaching implementation into two steps. The first step was the modeling
section and the second step was the discussion section.
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1. Modeling Section
In this section the researcher explained and modeled how to understand the
text using reciprocal teaching strategy. Based on the observation, all of the
students could follow these steps without any difficulties. The first step in
modeling section was explaining the prediction strategy. Ozckus (2003, p. 14)
mentioned that predicting strategy previewed text and related the information with
their prior knowledge to make prediction before and during reading. Afterwards,
the researcher asked the students to predict the topic of the learning discussion
using pictures. The teacher‟s reflection on the first day of teaching explained the
modeling steps in detail:
Predicting strategy was the first strategy to be modeled. In
this strategy the researcher used a lot of pictures as the teaching
media. Pictures was used as a tool to help the researcher to
demonstrate the strategy. It also helped the teacher to activate
students‟ background knowledge. The researcher showed some
pictures and asked the students to predict what kind of picture was
that. Moreover, the students were also asked to predict what kind of
text that may be used to describe the pictures. (Refl. 1)
The second step was questioning strategy. In this strategy the researcher
modeled on how to generate questions from the text. Similar to the previous
strategy, the researcher also used pictures to model the strategy. Furthermore,
descriptive text was the topic of the material so, the pictures which was prepared
was about the tourism object in Indonesia especially in Yogyakarta.
The third was summarizing strategy. Summarizing strategy enhanced
students to make summary based on the text. Summarizing strategy was
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categorized as the complex process in reciprocal teaching strategy (Ozckus, 2003,
p. 18). Thus, the researcher modeled this strategy slowly and more detailed. From
the observation, most of the students had difficulties in doing this strategy. Due to
its complexity, the researcher was not only modeled how to make summary, but
also assigned some students to come in front of the class and make summary of
the text.
The last strategy was clarifying. In this strategy the researcher asked some
volunteer to figure out the difficult words. Clarifying became strategy that likely
happened during this research. From the observation, the students who had
difficulties in understanding the text would directly use clarifying strategy to help
them figure out the meaning of a word or a passage.
2. Discussion Section
In this section the students took more roles during the learning activity.
The researcher gave the students chance to practice the reciprocal teaching
strategy that had been modeled. Before the discussion begins, the researcher
divided the class into small groups. There were six groups consisted of 5-6
students. Furthermore, every group had a team leader. The team leader was
chosen by the researcher. The criteria of the team leader were those who had
higher scores on English test and were active in any discussion before. The first
day reflection presented some criteria for the team leader.
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Before the students were working in group, the researcher
distributed them into small groups. The researcher distributed the
students based on their academic performances. Previously, the
researcher had a discussion with the English teacher to ask about
their academic score in class. As a result the researcher decided that
the team leaders must be those who had better performances than
the other members and were active in the class discussion. (Refl. 1)
After grouping the students, researcher gave a handout. The handout
consisted of texts and some comprehension questions. Students were asked to
answer the questions using the reciprocal teaching strategy. Based on the
observation, some students faced difficulties in implementing reciprocal teaching
strategy to answer the questions. Therefore, the researcher helped the students in
practicing the strategy step by step. As a result, on the second observation the
students showed some improvement in applying the reciprocal teaching strategy.
The next step was group discussion. In this step team leader had an
important role to the success of the group. The team leaders were responsible to
make sure that the members understood the text and practiced reciprocal strategy.
During the discussion some of team leader showed their best in leading the group.
The researcher observed that some of the team leaders had the same characteristic
in leading the group. Some of them were distributing the job to each member and
asked them to work on that number assigned. While some others worked together
with their member and answered each question one by one as a group. Here is the
interviewee‟s answer when she was asked about her role in the group and how did
her team leader lead the team.
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As a member I helped my team leader to translate some
unfamiliar words. Meanwhile, my team leader also helped me
understanding the text using the correct way. (S05)
During this discussion sections some problems happened. Some students
have difficulties in implementing the reciprocal stratregy to answer the
comprehension questions. Therefore, after the researcher assisted the students to
implement the strategy they showed some improvement in asnwering the
comprehension questions.
The last step was the class discussion. During the class discussion the
researcher acted as the moderator and the leader of the discussion. In this step, the
students were asked to share their answer to the whole class. Based on the
observation, some students did not participate actively in this step. Some of them
even had chatting with their friends. To overcome this situation the researcher
assigned the students who were chatting to answer the next question. This strategy
successfully made the noisy students pay attention to the discussion.
4.1.2 Data Presentation of Students’ Perceptions on Reciprocal Teaching
In this section the researcher presents the data to answer the second
research question which asked about the students‟ perceptions on reciprocal
teaching. The researcher presents and analyses the result of questionnaire,
reflection, observation and interview of the respondents. There are three sections
that are presented in this part. The first is the students‟ perceptions on reciprocal
teaching before the method was given, the second is the students‟ perceptions on
reciprocal teaching after the method was given and the third is the comparisons of
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the students‟ perceptions before and after the reciprocal teaching method were
given.
4.1.2.1 Pre-reciprocal Teaching
This section presents the result of the pre-reciprocal teaching
questionnaire. Here, the research explains some statements that were designed to
see the students‟ perceptions on reciprocal teaching before the method given.
Moreover, those statements were used as a guidance for the researcher to develop
materials for the next meeting during the research.
Table 4. 1. The result of the pre-reciprocal teaching questionnaire
No
Statement
Degree of Agreement
SA A N D SD
1 I got a satisfying score in English 2
(6%)
10
(32%)
17
(55%)
2
(10%) 0
2 Working in group brings many benefits for me. 15
(48%)
12
(39%)
4
(13%) 0 0
3 Working in group helps me to be more
confident
5
(16%)
20
(65%)
6
(19%) 0 0
4 Working in group helps me to understand the
material better
11
(35%)
10
(32%)
9
(29%)
1
(3%) 0
5 I know about reciprocal teaching method 0 1
(3%)
20
(65%) 0 0
6 I want to know deeper about reciprocal
teaching method
16
(52%)
8
(26%)
6
(19%)
1
(3%) 0
Table 4.1 shows the result of the pre-reciprocal teaching questionnaire.
The statement number one deals with students‟ opinion toward their own ability in
learning English, especially their academic score. There were only 6% (2 people)
of the total respondents strongly agree with this statement and 32% (10 people) of
the respondents agree. However, there were more than half of the respondents
chose neutral. There were 55 % or 17 person chose neutral and the rest were
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37
disagree (6%). It showed that most of the respondents were uncertain about their
English academic score in school. To sum up, in this statement more than half of
the respondents could not decide whether they had a satisfying score in English or
not.
Perceptions on students‟ own academic ability in English subject was one
of the researcher considerations in developing and conducting the next learning
activity during the research. The researcher observed that one of the factors that
cause negative perceptions on their ability in English was students were lack of
confidence. Students had already believed that they were poor in English subject.
Hence, it caused them to have negative perceptions on their ability. Altman, et al
(1985, p. 86) asserted that self-concept can affect someone‟s perspective on things
around them. It also influenced someone to define what he/she perceives.
Statements number two, three and four deal with students‟ perceptions on
working in group. Table 4.1 shows that students had positive perceptions on group
working. Most of the students agreed that group work brings positive effect. The
result of the statement number two indicates that there were 48% (15 people) of
the respondents strongly agreed and 39% (12 people) of the respondents agreed
that learning in group had many advantages. There were only 13% (4 people) of
the respondents stated neutral for this statement. Moreover, none of the
respondents disagreed that learning in a group had many advantages.
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Afterward, the result of statement number three shows that 16% (5 people)
of the total respondents strongly agreed that learning in a group made them
become more confident in learning English, 65% of the respondents agreed, 19%
were neutral and none of the respondents disagreed or strongly disagreed.
Moreover, the result of statement number four indicates that there were 35% of
the respondents strongly agreed and 32% of the respondents agreed that learning
in a group made the material given became easier to understand. There were 29%
of the respondents stated neutral in his statement and there were only 3% of the
respondents disagreed. From the data, it can be said that most of the respondents
agreed that working in a group made the material given become easier to
understand.
From the three statements above, the researcher can conclude that students
have positive perceptions on working in group. The students believed that
working in group could make them confidence in learning and comprehend the
materials better.
Further, statement number five and six related to the reciprocal teaching
method. The students were asked about their understanding and their experience
in reciprocal teaching method. On the statement number five, there was none of
the respondents stated strongly agreed to the statement “I know about the
Reciprocal Teaching method”. Moreover, there were only 3% (1 person) of the
respondents agreed with this statement, 65% (20 people) of the total respondents
were neutral, 26% (8 people) of the respondents disagreed, and 6% (2 people) of
the respondents strongly disagreed.
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Then, the result of the six or the last statement presents that there were
only 3% (one person) of the respondents disagreed with the statement, whether or
not they wanted to know more about the reciprocal teaching method. Meanwhile,
there were 52% (16 people) of the respondents strongly agreed, 26% (8 people)
agreed and 6% (19 people) stated neutral in this statement.
As a result, it can be concluded that although the students had never
experienced reciprocal teaching method they wanted to learn more about this
method of teaching reading comprehension. Surprisingly, the different answers
were given in the interview with the six students. Most of the students who were
interviewed said that they had already experienced this method in their senior high
school. The interviewee 2 (S02) said that
Pernah waktu SMP. Mirip-mirip ini, seperti bikin pertanyaan, bikin
summary. Terus dalam kelompok juga.
(I’ve experienced this on the junior high school. Similar with this
strategy; generating questions, making summary and doing in a
group).
In addition the interviewee 3 (S03) told the similar answer
Dahulu waktu SMP pernah diajarkan. Tetapi dalam kelompok yang
lebih kecil dan lebih sedikit.”
(When I was in the Junior High school I’ve learned this method but
it was in a smaller group).
The researcher assumed that these different answers happened because
students were lack of information about reciprocal teaching. At the junior high
school their teacher might use this strategy without explaining the name and the
benefits of the strategy. This condition affected in students‟ perceptions when they
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
were asked to fill the pre-questionnaire. They did not know that the reading
comprehension strategy that their teacher has taught them in junior high school
was called reciprocal teaching.
4.1.2.2 Post Reciprocal Teaching
In this section the researcher presents the findings and the analysis of the
second questionnaire. This second questionnaire was used to see whether their
perceptions on reciprocal teaching remain the same or not.
Table 4. 2 The Result of the Post Reciprocal Teaching Questionnaire
No Statement Degree of Agreement
SA A N D SD
1 Reciprocal teaching method helped me
generating questions from a text
2
(6%)
19
(61%)
10
(32%)
0 0
2 I could guess the content of the text from the
title.
1
(3%)
15
(48%)
15
(48%) 0 0
3 I translate the words in the text one by one. 1
(3%)
16
(52%)
14
(45%) 0 0
4 I helped my friends understanding the text 2
(6%)
16
(52%)
13
(42%) 0 0
5 All of my team members participated actively
during the discussion
7
(23%)
12
(42%)
10
(32%) 0 0
6 Reciprocal teaching method motivated me to
learn English
5
(16%)
20
(65%)
6
(19%) 0 0
7 Reciprocal teaching strategy suited me 3
(10%)
15
(48%)
13
(42%) 0 0
Table 4.2 presents the result of the post reciprocal teaching questionnaire.
Statement number one deals with student‟s perceptions, whether or not reciprocal
teaching helped them in making questions of the text. In this statement there were
6% (2 people) of the respondents strongly agreed, 61% (19 people) of the
respondents agreed and 32% (10 people) of the respondents stated neutral. In fact,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
from statement number seven it can be concluded that most of the respondents
agreed that reciprocal teaching helped them in making questions of the text.
In addition, statement number two presents students‟ perceptions, whether
or not they were able to guest the content of the text only by reading the title. The
result shows that there were only 3% (one person) of the total respondents
strongly agreed. Meanwhile, there was a same number of percentage distribution
for statement agreed and neutral. There were 48% (15 people) of the respondents
agreed and 48% (15 people) chose neutral. From statement number nine, it can be
concluded that there were 51% of the respondents agreed that they were able to
guest the content of the text only by reading the title.
The result of statement number three shows that there were only 3% (one
person) of the respondents strongly agreed, 52% (16 people) of the respondents
agreed, and 45% (14 people) of the respondents stated neutral. Meanwhile, none
of the respondents disagreed that they translated the words in the text one by one.
As conclusion most of the respondents agreed that they translated the words in a
reading text one by one.
In addition, the statement number four presents that there were only 6% (2
people) strongly agreed that they helped their friends who had difficulties in
understanding the text. Moreover, 52% (16 people) of the respondents agreed that
they helped their friends who had difficulties in understanding the text and 42%
(13 people) of the respondents stated neutral in this statement. Furthermore, none
of the respondents disagreed with this statement. In other word, it can be said that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
most of the respondents helped their friends who had difficulties in understanding
the text.
The researcher crosschecked the result of the questionnaire with the data
from the interview and also wrote the interview result as the supporting data. In
the interview, the researcher asked about the interviewee role during the group
discussion. S02 stated that:
“Saya sebagai team leader. Saya membantu teman saya
memahami isi bacaan. Bersama – sama mencari kosa kata yang
tidak paham. Kemudian kami membaca ulang pertanyaan agar bisa
menjawb pertanyaan.”
(My duty in the group was as a team leader. I helped my
friends understanding the text. Together, we tried to find the
meaning of the unfamiliar vocabulary. After that we re-read the
questions and answering it well).
The same answer was told by S03. She said that as the team leader, she
helped the team by distributing the job to each member and at the end they will
discuss it together. During the research, all members of the team could participate
in the discussion and give contribution toward the group. It was proven in the
interview with the student04. The S04‟s role was as a member. She said that:
“Sebagai anggota. Peran saya membantu menajwab soal dan
mencari kata-kata yang sulit.”
(As a member. My duty in the group was to help
answering the questions and translate the difficult vocabulary.)
Furthermore, statement number five shows that there were 23% (7 people)
strongly agreed and 42% (12 people) agreed that all of the group members
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
participated actively in the discussion. Moreover, there were 32% (10 people) of
the respondents stated neutral, only 3% (1 person) of the respondents disagreed
with this statement and none of the respondent strongly disagreed. Therefore, it
can be concluded that there were 65% of the respondents agreed that during their
discussion all group members participated actively to share their ideas.
The result of the statement number six shows that none of the respondents
disagreed and strongly disagreed in this statement. In fact, there were 3% (1
person) of the respondents strongly agreed and 65% (20 people) of the
respondents agreed that reciprocal teaching method motivated them to learn
English. Moreover, there were 19% (6 people) of the respondents who stated
neutral in this statement. This means that 68% of the respondents agreed that
reciprocal teaching motivates them to learn English.
The researcher also conducted interviews to support this finding. S01 said
that reciprocal teaching encouraged him to learn English.
“Iya memotivasi. Biar cepet bisa bahasa Inggris. Gurunya
lebih sering menjelaskan caranya, jadi muridnya lebih cepet
paham.”
(Reciprocal teaching motivates me. It motivates me to be
able to learn English faster because the teacher gave more
explanation on the material and made the students understand the
material well.)
The similar statement was also told by the S05. She said that:
“Memotivasi. Itu membuat saya ingin mempelajari yang
lebih lagi. Supaya saya lebih tahu.”
(It motivates me. It made me want to learn more so that I
can gain more knowledge)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
The result of this interview showed that the interviewees became more
motivated in learning English. They felt that reciprocal teaching encouraged them
to perform better in learning English, especially in reading skills.
The last statement in this category, statement number seven shows that
there were 10% (3 people) of the respondents strongly agreed, 48% (15 people) of
the respondents agreed and 42% (13 people) of the respondents stated neutral.
Moreover, there were none of the respondents disagreed and strongly disagreed
that reciprocal teaching suitable with their learning method. Therefore, it can be
concluded that most of the respondents agreed that reciprocal teaching method
suitable with their learning method.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
4.1.2.3 The Comparisons of Pre-questionnaire and Post-questionnaire of
Reciprocal Teaching
The comparison of the pre and post questionnaire are presented in this
section. The researcher did the comparisons to reveal whether or not there were
some changes in students‟ perception. There are eight statements that are
discussed here.
Table 4. 3 The comparisons of pre and post reciprocal teaching questionnaire
No
Students‟
Perceptions
(about)
Percentage Distribution
PRE POST
SA A N D SD SA A N D SD
1 English Subject 13% 48% 39% 0 0 26% 68% 6% 0 0
2 Teacher teaching
techniques 23% 58% 19% 0 0 32% 68% 0 0 0
3 Their reading
ability 3% 10% 81% 6% 0 13% 68% 19% 0 0
4
Their ability in
finding the main
idea
0 39% 58% 3% 0 6% 71% 23% 0 0
5
Their ability in
understanding the
content
3% 26% 58% 3% 0 6% 71% 23% 0 0
6
Their ability in
answering
questions
0 32% 61% 6% 0 16% 68% 16% 0 0
7 Their ability in
making summary 3% 29% 58% 10% 0 10% 61% 29% 0 0
8 Working in group 45% 48% 13% 0 0 52% 39% 10% 0 0
Table 4.3 indicates an improvement in students‟ perceptions on reciprocal
teaching in all eight statements. Statement number one related to students‟ feeling
toward learning English subject. There was 13% of increasing number in strongly
agree and agree statements. It meant that reciprocal teaching brought positive
impact to the students so that they felt happy to learn English subject.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
Furthermore, in statement number two the students were asked about their
teacher teaching techniques whether it was interesting or not. There was some
significant drop in neutral statement from 19% to 0%. While 9% increase
happened for strongly agree statement and 10% increase for agree statement. It
can be said that the students‟ believed that reciprocal teaching helped their teacher
to perform better in teaching. Students themselves recognized that their teacher
teaching techniques brought impact to their comprehension. S02 for example,
said:
”Berpengaruh. Cara mengajarnya berpengaruh banget,
kalau monoton bikin bosen, males dan gak paham.”
(It Influences me. The teaching technique is so influencing,
if it is monotonous it made me bored, lazy and hard to
comprehend)
Statement number three deals with students‟ perceptions on their ability in
reading English text. The table 4.3 indicates that there were 10% increase in
strongly agree statement and 58% increase in agree statement. Moreover, there
was a significant drop on the neutral statement, from 19% to 0%. It can be
concluded that students‟ perceptions on their reading ability in reading English
test increased. The students‟ begun to show their confidence when dealing with
English text.
In addition, the portion of students‟ agreeing with statement number 4
increased by between 39% to 71%, while, on the neutral statement the number
was decreased up to 32%. It indicated that the students‟ ability in finding the main
idea of the text increased. The ability was important for them, especially during
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
the exam. A limited time that they had on the exam caused them to think quickly
and carefully to find the idea of the text.
Statement number five related to the students‟ perceptions in
understanding the content of the text. The most significant increase was in the
agree statement, from 26% to 74%, followed by the other increase in strongly
agree statement, from 3% to 13%. Therefore, there was also 45% decreasing
number in neutral statement. In other word, it can be concluded that most of
students were able to understand the text.
The increasing number of students‟ perceptions also happened in statement
number six before the reciprocal teaching method was given, there were only 32%
of the respondents who agreed that they could answer the comprehension
questions from the text. The percentage increased to 68% after they received
reciprocal teaching method. This condition suggested that after receiving
reciprocal teaching method, students became more able to answer the
comprehension questions from the text.
A similar trend emerged when considering the students‟ perceptions on
their ability in making summary. The percentage rose in agree statement from
29% before the research to 61% afterwards. Moreover, the strongly agree
statement also showed some increasing number from 3% to 10%. Meanwhile, the
neutral statement presented 29% dropped in number. As a result the reciprocal
teaching method could increase students‟ perception toward their ability in
making summary.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
Slightly improvement can be seen in the statement number eight. In this
statement the researcher asked about students‟ feeling toward working in groups.
Before the reciprocal teaching method 45% of the total respondents were strongly
agreed that they were happy working in groups. Then after the reciprocal teaching
method was given it only increased 7%. Similarly, on the agree statement, the
number even decreased from 42% to 39% and on the neutral statement it
decreased 3%. This slightly improvement happened because at the beginning of
the research the students already liked to learn in group. They thought that the
group work brought many advantages in their learning process.
4.2 Discussion
Discussion section focuses to answer the research questions. As mentioned
in chapter I, there are two research questions in this research: how is the
implementation of reciprocal teaching in SMKN 1 Cangkringan and what
students‟ perceptions on reciprocal teaching are.
4.2.1 How is the Implementation of Reciprocal Teaching in SMKN 1
Cangkringan?
From the result which have been discussed on the previous sections, the
researcher could find the important points of this research and tried to discuss the
answer to the research questions in this study. The first data showed the steps of
the reciprocal teaching implementation in SMK N 1 Cangkringan. It was divided
into two big steps. That were modeling and discussion.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Modeling step was done by the researcher to illustrate and demonstrate the
reciprocal teaching strategy. Those strategies were; questioning, predicting,
clarifying and summarizing. Palinscar and Brown (1989) conveyed that reciprocal
teaching is an instructional strategy based on modeling and guiding practice, in
which the instructor first models a set of reading comprehension strategy and
gradually assigns responsibility for each strategy to students.
The next step was discussion. In this discussion step, the reciprocal
strategy that has been modeled before was implemented by the students.
Therefore, students were not practicing the strategy alone. They collaborated with
friends in group to achieve the success of practicing reciprocal teaching strategy.
4.2.2 What are Students Perceptions on Reciprocal Teaching?
The data presentation showed that students in SMKN 1 Cangkringan had
positive perceptions on reciprocal teaching. The students believed that reciprocal
teaching caused some benefits. There are some benefits of reciprocal teaching that
the student could gain.
The first benefit is reciprocal teaching improve students' comprehension
skill. In order to understand the meaning of a text, to read the text is not enough.
Students need to comprehend the text so that they can understand the points of the
text itself. Reading comprehension is not a passive activity, it includes a different
process of thinking such a rapid process, efficient process, interactive process,
strategic process, flexible process, evaluating process, purposeful process,
comprehending process, learning process and linguistic process (Grabe and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
Stoller, 2002, p. 17). Hence, reciprocal teaching method helps the students to
comprehend the text. The strategy in reciprocal teaching becomes the key points
that help students to understand the text.
Second, reciprocal teaching improves students‟ ability in finding the main
idea. This benefit related to the students‟ improvement in understanding the main
idea. When students are able to comprehend the text they are likely to find the
main idea of a text. The common problem that students encounter in finding the
text‟s main idea is their low comprehension skill. Once they cannot understand the
text, it will be difficult to find the main idea. Hence, reciprocal teaching method
helped the students comprehend the text and as a result their ability to find the
main idea improved.
The third benefit is improving students‟ ability in answering and
generating questions. One of reciprocal teaching strategy is questioning, it
enhances students to generate questions related to the text. When students have
already questioned the text they become aware of the text‟s important idea
(Ozckus, 2003, p. 13). Moreover, when students have already aware of the text‟s
important idea, they will likely to be able answering some comprehension
questions related to the text.
The fourth benefit is improving students‟ ability in making summary.
Summary is the ability to recall and arrange orderly the important event in the
text. Rosenshine and Meister (1994) mentioned that the ability to summarize is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
the measurement of comprehension. Hence, the summarizing ability that students
get can help them to perform better in reading skills.
As a final note, students‟ perception toward reciprocal teaching method
was positive. Reciprocal teaching brought some benefits for students; improving
students‟ ability in reading comprehension, improving students‟ ability in finding
the main idea, improving students‟ ability in answering and generating questions
and improving students‟‟ ability in making summary. Comprehension became the
main benefits of reciprocal teaching. Therefore, the other benefits such as
answering and questioning ability, finding the main idea and making summary are
the benefits that indicated the students‟ success in comprehending the text.
In addition, the students‟ perceptions during the implementation of
reciprocal teaching were influenced by some factors like selection of stimuli,
organizational of stimuli, the setting and self concept (Altman, et all 1985 p. 86).
Selection of stimuli caused the students gave their focus to the lesson and paid
atttention to the material given. While the organizational of stimuli stimulated the
students to arrange the stimuli from the lesson into a good arrangement. The
setting was one of the most important aspect that affected students‟ perceptions on
reciprocal teaching. The supportive environment to learn could effect the
effectivenes of the material given. Furher, the students‟ self concept about
reciprocal teaching itself that determined their attitude toward the material.
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52
CHAPTER V
CONCLUSION AND RECOMMENDATIONS
This chapter presents the conclusion of the research finding and the
recommendations. There are two parts in this chapter. The first is the conclusion
related to the research questions and the second is the recommendations for
teachers, students, and further research.
5.1 Conclusion
The aims of this research were to reveal the students‟ perceptions on
reciprocal teaching strategy and to reveal how the reciprocal teaching strategy is
implemented in SMK N 1 Cangkringan. The researcher drew two conclusions
based on research findings and analysis.
The first conclusion was from the implementation of reciprocal teaching
strategy in X TKA 1 SMKN 1 Cangkringan. The implementation of reciprocal
teaching was divided into two sections namely modeling and discussion. During
the modeling section the students were paid attention to the teacher‟s explanation.
Moreover, on the discussion section some students found difficulties in
implementing the reciprocal teaching strategy. Hence, the assistance of the
researcher during this situation was really helpful. The researcher could help the
students who had difficulties in implementing the strategies and guided them to
show a better performances.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
The second conclusion was the students in X TKA 1 of SMKN 1
Cangkringan had positive perceptions on reciprocal teaching. They believed that
reciprocal teaching brought some benefits to improve their reading skills. The first
benefit is improving students‟ comprehension. Here, the strategy of reciprocal
teaching (predicting, questioning, clarifying and summarizing) helped the students
understand the text and also comprehend it well. The second, third and fourth
benefits of reciprocal teaching area; improving students‟ ability in finding the
main idea, improving students‟ ability in answering and generating questions, and
improving students‟ ability in making summary.
5.2 Recommendations
The result of the research findings showed that the students in X TKA 1
SMK N 1 Cangkringan had positive perceptions on the benefits of reciprocal
teaching to improve their reading skills. Hence, after conducting the study, the
researcher has some recommendations for the teachers, students and the further
research who want to conduct the research with the similar topic.
1. For the Teacher
It is suggested that the English teachers in SMK N 1 Cangkringan use
reciprocal teaching strategy as an alternative strategy to teach reading
comprehension. However, before using reciprocal teaching strategy the teacher
needs to consider some points. First, the teacher needs to make sure that every
member in the group work together and share their ideas in the group. Second the
teacher should consider the distribution of the group. The group should consist of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
students with various reading abilities. The teacher should avoid a group which
only consists of the excellent students.
2. For the Students
The students need to realize the importance of learning English. They need
to reduce the use of reading strategy which translates every word in the text one
by one. Moreover, the students need to motivate themselves practicing their
reading ability inside and outside that classroom.
3. For the Further Researcher
Since this research only focused on perceptions, the further researcher who
are interested in conducting the research in the same topic is suggested to conduct
the research about the benefits of reciprocal teaching and the impact to the
students reading skills.
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Questionnaire Blueprint
No Theories Citation Indicators Statements
1 Reading
comprehension
Grabe and Stoller
(2002, p. 17)
suggested that
reading
comprehension is
the ability to
understand text
and interpret it
appropriately
- Understanding
the text
Pengajaran
reciprocal
membuat saya
memahami isi
teks bacaan
Bahasa Inggris
dengan mudah
- Finding the main
idea
Pengajaran
reciprocal
membuat saya
mampu mencari
ide pokok dalam
teks bacaan
Bahasa Inggris
dengan mudah
- Answering the
question
Pengajaran
reciprocal
membuat saya
mampu
menjawab
pertanyaan
dalam teks
bacaan Bahasa
Inggris dengan
baik
- Generating
questions
Pengajaran
reciprocal
membuat saya
mampu
membuat
pertanyaan dari
teks bacaan
bahasa Inggris
- Making a
summary
Pengajaran
reciprocal
membuat saya
mampu
membuat
kesimpulan dari
teks bacaan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
Grabe and Stoller
(2002) mentioned
that in bottom-up
model, all reading
follow a
mechanical
pattern in which
the reader creates
a piece-by-piece
mental translation
of the information,
with little
interference from
the reader‟s
background
knowledge
- Bottom up
reading
Saya
menerjemahkan
kata dalam teks
bacaan Bahasa
Inggris satu
persatu
The readers start
from the larger
unit that is a text.
- Top-down
reading
Saya mampu
menebak isi teks
bacaan Bahasa
Inggris hanya
dari judulnya
saja
2 Theory of
perception
A person
familiarities,
expectation, and
experience in the
past might affect
what the person
perceived about a
certain thing.
(Altman, Valenzi,
Hodgetts, 1985, p.
86)
- Teacher
teaching method
to their
academic
success
Guru saya
memiliki metode
mengajar
reading yang
menarik
- Saya senang
belajar bahasa
Inggris
Reciprocal
teaching
encourages
students to take
more active role in
leading a group
dialogue and bring
more meaning to
the text as a
personal and
cognitive level.
- Perception
working in group
Saya senang
belajar dalam
kelompok
- Perception
toward group
leader
Ketua kelompok
saya membantu
daya dalam
memahami teks
bacaan
- Perception toward
their role in group
Saya membantu
mengajari teman
saya yang
kurang
memahami teks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
(Presley, 1998)
bacaan
- Perception toward
team members
Semua anggota
kelompok saya
aktif dalam
berdiskusi
3 Reciprocal
teaching
Reciprocal
teaching is
designed to teach
students cognitive
strategies that
might lead to
improve reading
comprehension
(Rosenshine and
Meister, 1994, p.
479).
- Reciprocal
teaching and
students learning
style
Metode
pengajaran
Reciprocal
Teaching cocok
dengan cara
belajar saya.
- Reciprocal
teaching and
students
motivation in
learning
Metode
pengajaran
Reciprocal
Teaching
membuat saya
bersemangat
belajar bahasa
Inggris.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
Questionnaire Blueprint
No Theories Citation Indicators Statements
1 Reading
comprehension
Grabe and
Stoller (2002,
p. 17)
suggested that
reading
comprehension
is the ability to
understand text
and interpret it
appropriately
- Understanding
the text
Reciprocal teaching
method helped me
understanding the
English text better.
- Finding the main
idea
Reciprocal teaching
method helped me
to find the main
idea of the English
text.
- Answering the
question
Reciprocal teaching
method helped me
answering the
comprehension
questions in
English text.
- Generating
questions
Reciprocal teaching
method helped me
generating
questions from a
text
- Making a summary Reciprocal teaching
method helped me
making summary
from a text.
Grabe and
Stoller (2002)
mentioned that
in bottom-up
model, all
reading follow
a mechanical
pattern in
which the
reader creates a
piece-by-piece
mental
translation of
the
information,
with little
- Bottom up
reading
I translate the
words in the text
one by one.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
interference
from the
reader‟s
background
knowledge
The readers
start from the
larger unit that
is a text.
- Top-down
reading
I could guess the
content of the text
from the title.
2 Theory of
perception
A person
familiarities,
expectation,
and experience
in the past
might affect
what the person
perceived about
a certain thing.
(Altman,
Valenzi,
Hodgetts, 1985,
p. 86)
- Teacher
teaching method
to their
academic
success
My teacher taught
reading strategy
using an interesting
method.
- I like learning
English
Reciprocal
teaching
encourages
students to take
more active
role in leading
a group
dialogue and
bring more
meaning to the
text as a
personal and
cognitive level.
(Presley, 1998)
- Perception
working in group
I like learning in
group
- Perception
toward group
leader
My team leader
helped me
understanding the
text
- Perception toward
their role in group
I helped my friends
understanding the
text
- Perception toward
team members
All of my team
members
participated
actively during the
discussion
3 Reciprocal
teaching
Reciprocal
teaching is
designed to
teach students
cognitive
- Reciprocal
teaching and
students learning
style
Reciprocal teaching
strategy suited me
- Reciprocal
teaching and
Reciprocal teaching
method motivated
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
strategies that
might lead to
improve
reading
comprehension
(Rosenshine
and Meister,
1994, p. 479).
students
motivation in
learning
me to learn English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
Post-Kuesioner
Nama :
Nomor absen :
Nomor HP :
Kuesioner ini digunakan untuk mengetahui “Persepsi siswa tentang
manfaat dari penggunaan metode reciprocal teaching dalam pengembangan
kemampuan membaca” “Students’ perception on benefits of Reciprocal Teaching
in developing their reading skill”. Mohon mengisi dengan sejujur-jujurnya.
Kuesioner ini bersifat rahasia dan hanya akn digunakan untuk kepentingn
penelitian semata. Hasi dari kuesioner ini tidak akan mempengaruhi penilaian
pribadi apapun. Berikan tanda (√) pada salah satu kolom pilihan jawaban.
SS (Sangat Setuju)
S (Setuju)
N (Netral)
TS (Tidak Setuju)
STS (Sangat Tidak Setuju)
No Statement SS
1
S
2
N
3
TS
4
STS
5
1 Saya senang belajar bahasa Inggris
2 Guru saya memiliki metode mengajar
reading yang menarik
3
Kemampuan membaca teks bacaan
Bahasa Inggris saya meningkat setelah
diajar menggunakan metode
pengajaran Reciprocal
4
Pengajaran reciprocal membuat saya
mampu mencari ide pokok dalam teks
bacaan Bahasa Inggris dengan mudah
5
Pengajaran reciprocal membuat saya
memahami isi teks bacaan Bahasa
Inggris dengan mudah
6
Pengajaran reciprocal membuat saya
mampu menjawab pertanyaan dalam
teks bacaan Bahasa Inggris dengan
baik
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
7
Pengajaran reciprocal membuat saya
mampu membuat pertanyaan dari teks
bacaan bahasa Inggris
8
Pengajaran reciprocal membuat saya
mampu membuat kesimpulan dari teks
bacaan
9
Saya mampu menebak isi teks bacaan
Bahasa Inggris hanya dari judulnya
saja
10 Saya menerjemahkan kata dalam teks
bacaan Bahasa Inggris satu persatu
11 Saya senang belajar dalam kelompok
12 Saya membantu mengajari teman saya
yang kurang memahami teks bacaan
13 Semua anggota kelompok saya aktif
dalam berdiskusi
14
Metode pengajaran Reciprocal
membuat saya bersemangat belajar
bahasa Inggris.
15
Secara umum metode pengajaran
Reciprocal cocok dengan cara belajar
saya.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
Pre-Kuesioner
Nama :
Nomor absen :
Nomor HP :
Kuesioner ini digunakan untuk mengetahui “Persepsi siswa tentang
manfaat dari penggunaan metode reciprocal teaching dalam pengembangan
kemampuan membaca” “Students’ perception on the use of Reciprocal Teaching
in developing their reading skill”. Mohon mengisi dengan sejujur-jujurnya.
Kuesioner ini bersifat rahasia dan hanya akan digunakan untuk kepentingn
penelitian semata. Hasi dari kuesioner ini tidak akan mempengaruhi penilaian
pribadi apapun. Berikan tanda (√) pada salah satu kolom pilihan jawaban.
SS (Sangat Setuju)
S (Setuju)
N (Netral)
TS (Tidak Setuju)
STS (Sangat Tidak Setuju)
No Statement SS
1
S
2
N
3
TS
4
STS
5
1 Saya senang belajar bahasa Inggris
2 Saya mendapat nilai yang memuaskan
dalam pelajaran bahasa Inggris
3 Guru saya mengajar dengan metode
yang baik dan menyenangkan
4 Saya memiliki kemampuan membaca
teks bahasa Inggris yang baik
5 Saya mampu memahami isi teks
bacaan dalam pelajaran bahasa Inggris
6 Saya mampu menjawab pertanyaan
dari teks bacaan bahasa Inggris
7 Saya mampu mencari ide pokok dari
teks bacaan bahasa Inggris
8 Saya mampu menarik kesimpulan dari
teks bacaan bahasa Inggris
9 Saya senang belajar dalam kelompok
10
Belajar dalam kelompok memiliki
banyak manfaat bagi saya
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
11 Saya menjadi lebih percaya diri
dengan belajar dalam kelompok
12
Belajar dalam kelompok membuat
saya lebih mudah memahami materi
yang diajarkan
13 Saya tahu tentang metode pengajaran
Reciprocal Teaching
14 Saya ingin tahu lebih dalam tentang
pengajaran Reciprocal Teaching
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
PRE-QUESTIONNAIRE
No Statement SS
1
S
2
N
3
TS
4
STS
5
1 Saya senang belajar bahasa Inggris 13%
(4)
48%
(15)
39%
(12)
0
(-)
0
(-)
2 Saya mendapat nilai yang memuaskan
dalam pelajaran bahasa Inggris
6%
(2)
32%
(10)
55%
(17)
6%
(2)
0
(-)
3 Guru saya mengajar dengan metode yang
baik dan menyenangkan
23%
(7)
58%
(18)
19%
(6)
0
(-)
0
(-)
4 Saya memiliki kemampuan membaca teks
bahasa Inggris yang baik
3%
(1)
10%
(3)
81%
(25)
6%
(2)
0
(-)
5 Saya mampu memahami isi teks bacaan
dalam pelajaran bahasa Inggris
3%
(1)
26%
(8)
58%
(18)
13%
(4)
0
(-)
6 Saya mampu menjawab pertanyaan dari
teks bacaan bahasa Inggris
0
(-)
32%
(10)
61%
(19)
6%
(2)
0
(-)
7 Saya mampu mencari ide pokok dari teks
bacaan bahasa Inggris
0
(-)
39%
(12)
58%
(18)
3%
(1)
0
(-)
8 Saya mampu menarik kesimpulan dari teks
bacaan bahasa Inggris
3%
(1)
29%
(9)
58%
(18)
10%
(3)
0
(-)
9 Saya senang belajar dalam kelompok 45%
(14)
42%
(13)
13%
(4)
0
(-)
0
(-)
10 Belajar dalam kelompok memiliki banyak
manfaat bagi saya
48%
(15)
39%
(12)
13%
(4)
0
(-)
0
(-)
11 Saya menjadi lebih percaya diri dengan
belajar dalam kelompok
16% (5)
65%
(20)
19%
(6)
0
(-)
0
(-)
12
Belajar dalam kelompok membuat saya
lebih mudah memahami materi yang
diajarkan
35%
(11)
32%
(10)
29%
(9)
3%
(1)
0
(-)
13 Saya tahu tentang metode pengajaran
Reciprocal Teaching
0
(-)
3%
(1)
65%
(20)
26%
(8)
6%
(2)
14 Saya ingin tahu lebih dalam tentang
vpengajaran Reciprocal Teaching
52%
(16)
26%
(8)
19%
(6)
3%
(1)
0
(-)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
POST-QUESTIONNAIRE
No Statement SS
1
S
2
N
3
TS
4
STS
5
1 Saya senang belajar bahasa Inggris 28%
(8)
68%
(21)
6%
(2)
0
(-)
0
(-)
2 Guru saya memiliki metode mengajar
reading yang menarik
32%
(10)
68%
(21)
0
(-)
0
(-)
0
(-)
3
Kemampuan membaca teks bacaan Bahasa
Inggris saya meningkat setelah diajar
menggunakan metode pengajaran
Reciprocal
13%
(4)
68%
(21)
19%
(6)
0
(-)
0
(-)
4
Pengajaran reciprocal membuat saya
mampu mencari ide pokok dalam teks
bacaan Bahasa Inggris dengan mudah
6%
(2)
71%
(22)
23%
(7)
0
(-)
0
(-)
5
Pengajaran reciprocal membuat saya
memahami isi teks bacaan Bahasa Inggris
dengan mudah
13%
(4)
74%
(23)
13%
(4)
0
(-)
0
(-)
6
Pengajaran reciprocal membuat saya
mampu menjawab pertanyaan dalam teks
bacaan Bahasa Inggris dengan baik
16%
(5)
68%
(21)
16%
(5)
0
(-)
0
(-)
7
Pengajaran reciprocal membuat saya
mampu membuat pertanyaan dari teks
bacaan bahasa Inggris
6%
(2)
61%
(19)
32%
(10)
0
(-)
0
(-)
8
Pengajaran reciprocal membuat saya
mampu membuat kesimpulan dari teks
bacaan
10%
(3)
61%
(19)
29%
(9)
0
(-)
0
(-)
9 Saya mampu menebak isi teks bacaan
Bahasa Inggris hanya dari judulnya saja
3%
(1)
48%
(15)
48%
(15)
0
(-)
0
(-)
10 Saya menerjemahkan kata dalam teks
bacaan Bahasa Inggris satu persatu
3%
(1)
52%
(16)
45%
(14)
0
(-)
0
(-)
11 Saya senang belajar dalam kelompok 52%
(16)
32%
(12)
10%
(3)
0
(-)
0
(-)
12 Saya membantu mengajari teman saya yang
kurang memahami teks bacaan
6%
(2)
52%
(16)
43%
(13)
0
(-)
0
(-)
13 Semua anggota kelompok saya aktif dalam
berdiskusi
23%
(7)
42%
(13)
32%
(10)
3%
(1)
0
(-)
14 Metode pengajaran Reciprocal membuat
saya bersemangat belajar bahasa Inggris.
16%
(5)
65%
(20)
19%
(16)
0
(-)
0
(-)
15 Secara umum metode pengajaran
Reciprocal cocok dengan cara belajar saya.
10%
(3)
48%
(15)
42%
(13)
0
(-)
0
(-)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
The Transcript of the Interview
Student 1 (S01)
1. Apakah anda suka dengan pelajaran bahasa Inggris?
Suka, dari SD sudah suka dengan bahasa Inggris. Suka karena pelajarannya
itu enak dan santai.
2. Bagaimana cara guru mengajar reading?
Terkadang guru langusng memberi kertas dan meminta kita buat
mengerjakan. Terkadang kita dibantu tapi terkadang juga tidak dibantu
(dalam mengerjakan). Kemudian kalau ada kata yang tidak paham kita tanya
sama gurunya.
3. Apakah cara guru mengajar berpengaruh terhadap peahaman anda
terhadap bacaan?
Ya, berpengaruh. Kalau tidak dibantu kadang bacanya susah.
4. Adakah kesulitan dalam memahami isi teks?
Kadang iya. Biasanya ketika menerjemahkan ke bahasa Indonesia. Vocabnya
gitu miss dan kadang ada bagian yang udah di terjemahin tapi masih belum
mengerti.
5. Bagaimana cara mengatasi kesulitan itu?
Biasanya buka kamus kalo gak buka (google) translate.
6. Apakah anda pernah diajar menggunakan metode reciprocal teaching?
Belom pernah. Kalo di sini belom pernah. Kalo di SMP dulu pernah diajari
yang mirip kaya gini. Di ajarin bikin summary.
7. Apakah reciprocal teaching membantu dalam memahami teks?
Membantu karna jadi lebih dong. Kalo belajar kaya gitu lebih gampang, lebih
praktis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
8. Apa pendapat anda belajar dalam kelompok?
Netral. Karena dalam kelompok tu kadang ada yang kerja, ada yang tidak
kerja cuman nyalin jawaban. Ada yang cuman nitip nama.
9. Apakah belajar dalam kelompok membantu anda?
Kayaknya iya. Membantunya kalo ada yang lebih bisa nanti sharing jawaban.
10. Apakah metode belajar reciprocal teaching memotivasi anda dalam
belajar?
Iya memotivasi. Biar cepet bisa bahasa Inggris. Gurunya lebih sering
menjelaskan caranya, jadi muridnya lebih cepet paham.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Student 2 (S02)
1. Apakah anda suka dengan pelajaran bahasa Inggris?
Suka. Dari dulu SMP sudah suka. Kalo yang bikin suka sih macem-macem.
Kalo dulu yang bikin suka pelajarannya tapi kalo sekarang suka sama cara
gurunya mengajar.
2. Bagaimana cara guru mengajar reading?
Dicontohin bacanya, dikasih tau cara baca yang benar terus disuruh
mengulaingin cara bacanya. Kalau masih ada yang salah nanti dibenarkan.
Disuruh baca perparagraf, dipahami dan dibuat kesimpulan.
3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda
terhadap bacaan?
Berpengaruh. Cara mengajarnya berpengaruh banget, kalo monoton bikin
bosen, males dan gak paham.
4. Adakah kesulitan dalam memahami isi teks?
Tergantung. Kalo kosa katanya banyak yang gak mengerti biasanya susah
paham. Kata-kata yang belom pernah dengar.
5. Bagaimana cara anda mengatasi kesulitan tersebut?
Di kira-kira dengan pertanyaannya, kalau jawabannya mendekati ya berati itu
jawabannya. Buka kamus juga.
6. Apakah anda pernah diajar menggunakan metode reciprocal teaching?
Pernah waktu SMP. Mirip-mirip ini, seperti bikin pertanyaan, bikin summary.
Terus dalam kelompok juga.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
7. Apakah RT membantu anda dalam memahami teks?
Membantu. Karena kita bisa sharing sama teman bagian-bagian yang tidak
paham.
8. Apa peran anda dalam kelompok diskusi?
Saya sebagai team leader. Saya membantu teman saya memahami isi bacaan.
Bersama – sama mencari kosa kata yang tidak paham. Kemudian kami
membaca ulang pertanyaan agar bisa menjawab pertanyaan.
9. Apakah RT memotivasi dalam belajar?
Saya menjadi lebih senang. Membuat saya lebih termotivasi dan ingin lebih
belajar bahasa Inggris.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
Student 3 (S03)
1. Apakah anda suka dengan pelajaran bahas Inggris?
Suka. Saya suka pelajaran bahasa Inggris karena jika mau keluar negeri harus
bisa bahas Inggris. Lebih suka lagi jika guru yang mengajar baik. Dengan
pelajarannya juga suka dan tertarik.
2. Bagaimana cara guru mengajar reading?
Dijelaskan kemudian diberi contoh. Guru memberikan teks kemudian
mejelaskan cara mengerjaknnya. Setelah selesai dibahas bersama.
3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda
terhadap bacaan?
Berpengaruh. kalau gurunya galak terkadang membuat saya tidak paham
materinya. Tetapi guru yang baik juga belum tentu membuat saya langsung
paham akan materi yang diajarkan.
4. Adakah kesulitan dalam memahami isi teks?
Teks bacaan yang panjang sering membuat saya bingung. Terutama bingung
dalam memahami teks tersebut.
5. Bagaimana cara anda mengatasi keulitan tersebut?
Membuka kamus kemudian bertanya teman.
6. Apakah anda pernah diajar menggunakan metode reciprocal teaching?
Dahulu waktu SMP pernah diajarkan. Tetapi dalam kelompok yang lebih
kecil dan lebih sedikit.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
7. Apakah RT membantu anda dalam memahami teks?
Membantu. Karena kelompoknya sama temen jadi bisa diskusi dengan lebih
leluasa. Bisa tanya dengan lebih bebas dan tidak takut.
8. Apa pendapat anda tentang belajar dalam kelompok?
Lebih menyenangkan. Karena sambil belajar bisa sambil sharing. Kalau ada
yang tidak bisa bisa dicari bersama-sama.
9. Apakah belajar dalam kelompok membantu anda?
Ya. Belajar dalm kelompok lebih membantu. Karna jika ada yang tidak
paham bisa dicari bersama-sama.
10. Apa peran anda dalam kelompok?
Sebagai team leader. Saya membagi paragraf dalam teks kepada masing-
masing anggota kemudian meminta mereka untuk menerjemahkan. Jika ada
yang kesulitan nant dibantu. Kalau sudah nanti dibahas bersama-sama.
11. Apakah RT memotivasi dalam belajar?
Memotivasi. Saya menjadi ingin lebih belajar bahasa Inggris karena teknik
mengajarnya asyik.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Student 4 (SO4)
1. Apakah anda suka dengan pelajaran bahasa Inggris?
Suka. Suka ingin bisa tahu kalau ada orang yang bicara pakai bahasa Inggis.
Bisa menjawab soal.
2. Bagaimana cara guru mengajar reading?
Diberi contoh kemudian dijelaskan. Diberi tugas kemudian diminta
mengerjakan. Kemudian dibahas.
3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda
terhadap bacaan?
Berpengaruh. Kalau guruya menjelaskannya dengan enak saya bisa langsung
paham. Kalau gurunya tidak enak kadang paham kadang juga tidak paham.
4. Adakah kesulitan memahami isi teks?
Kesulitan dalam kata-kata yang tidak tahu. Kalimat yang panjang juga
menyulitkan dalam memahami. Kesulitan memahami isi juga. Terkadang
sudah diterjemahkan satu persatu tetapi masih tidak paham.
5. Bagaimana cara anda mengatasi kesulitan tersebut?
Buka kamus. Seleksi jawaban yang kira-kira benar. Tanya teman, tanya guru.
6. Apakah anda pernah diajar menggunakan metode reciprocal teaching?
Waktu SMP dulu sering diajarkan yang mirip dengan ini. Belajar dalam
kelompok juga.
7. Apakah RT membantu anda dalam memahami teks?
Membantu. Lebih bisa menerima materi. Memudahkan dalam memahami
teks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
8. Apakah peran anda dalam kelompok?
Sebagai anggota. Peran saya membantu menajawab soal dan mencari kata-
kata yang sulit. Team leader saya cukup membantu dalam kelompok. dia
membantu mengarahkan para anggotanya.
9. Apa pendapat anda tentang belajar dalam kelompok?
Suka. Karena dapat membantu saya. Bisa sharing dalam kelompok.
10. Apakah RT memotivasi dalam belajar?
RT memotivasi saya untuk lebih bisa bahasa Inggirs dan bisa membantu
teman.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Students 5 (SO5)
1. Apakah anda suka dengan pelajaran bahasa Inggris?
Suka. Suka karena pertanayannya, ada yang mudah dan membuat saya suka.
Dari kecil sudah agak bisa bahasa Inggris jadinya sampai sekarang suka.
2. Bagaimana cara guru mengajar reading?
Dijelaskan terlebih dahulu. Diberi contoh-contoh soal kemudian diberi tahu
cara mengerjakannya. Kemudian nanti dibahas.
3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda
terhadap bacaan?
Berpengaruh. Guru yang sabar dan tidak suka marah-marah membuat saya
lebih paham terhadap teks.
4. Adakah kesulitan dalam memahami isi teks?
Kesulitan dalam kata-kata yang tidak saya pahami. Misalnya saja jika
kalimatnya panajang-panjang membuat saya susah paham. Kemudian
kesulitan dalam menerjemahkan, karena satu kata berbeda-beda (arti).
5. Bagaimana cara anda mengatasi kesulitan tersebut?
Tanya guru. Buka kamus. Tanya teman.
6. Apakah anda pernah diajar mengunakan metode reciprocal teaching?
Waktu SMP sepertinya pernah. Dalam kelompok diajarkan cara membuat
pertanyaan, membuat summary.
7. Apakah RT membantu anda dalam memahami teks?
Membantu. Membuat saya tambah paham.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
8. Apa pendapat anda tentang belajar dalam kelompok?
Sangat membantu karena temannya bisa mengajari jika ada kata-kata yang
tidak mengerti. Kerjaannya menjadi lebih ringan karna tugas dibagi-bagi dan
tidak bekerja sendiri.
9. Apa peran anda dalam kelompok?
Sebagai anggota. Saya membantu ketua mencari dan menerjemahkan kata-
kata yang saya tahu. Ketua kelompok saya membantu cara mencari dan
mengajari cara mengerjakan dengan benar.
10. Apakah RT memotivasi dalam belajar?
Memotivasi. Ingin mempelajari yang lebih lagi. Supaya saya lebih tahu.
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Student 6 (SO6)
1. Apakah anda suka belajar bahasa Inggris?
Suka. Suka karna bisa bisa berbicara (dan memahami) perkataan orang luar
negeri.
2. Bagaimana cara guru mengajar reading?
Dijelaskan. Misalnya sudah ada materinya kemudian guru membacakan dan
menjelaskan.
3. Apakah cara guru mengajar berpengaruh terhadap pemahaman anda
terhadap bacaan?
Tidak terlalu berpengaruh. Tergantung kita memperhatikan atau tidak.
4. Adakah kesulitan dalam memahami isi teks?
Ada. Misalnya dalam kosa kata yang tidak tahu.
5. Bagaimana cara mengatasi
Coba dipahami dahulu kemudian jika tidak tahu buka kamus. Terkadang juga
tanya teman atau guru.
6. Apakah anda pernah diajar menggunakan
Pernah yang mirip-mirip dengan ini. Tapi hanya summary saja.
7. Apakah RT membantu anda memahami teks?
Iya. Saya jadi berani bertanya bagian yang tidak paham.
8. Apa pendapat anda tantang belajar dalam kelompok?
Bisa berdiskusi besama kemudian kalau mau tanya-tanya juga mudah. Bisa
membantu teman yang tidak bisa juga.
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9. Apa peran anda dalam kelompok?
Sebagai anggota. Saya bertugas untuk menerjemahkan kata. Team leader saya
membantu menjawab pertanyaan-pertanyaan dari saya.
10. Apakah RT memotivasi dalam belajar?
Iya. Misalnya saat tidak bisa RT membuat saya lebih paham dan ingin
belajar lebih.
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Observation Sheet
Date : Saturday, 11 February 2017
Class : X TKA 1
Participants : 31 students
No. Observation Statement Yes No
1 The students are ready to learn √
2 The students pay attention to the teacher explanation √
3 The students respond to the teacher‟s questions √
4 The students ask about the unclear parts of the teacher
explanation √
5 The students try to apply reciprocal teaching method during
their discussion √
6 The teacher and the students are discussing the text √
7 The students make prediction about the text √
8 The students are able to generate question from the text √
9 The students clarify the unclear parts from the text √
10 The students summarize the text √
11 The students are enthusiastically working in group √
12 The students are active during the discussion √
13 The students are confident when they share their idea in group √
14 The team leader leads the discussion √
15 The team leader helps all his/her members to understand the
text √
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Observation Sheet
Date : Saturday, 18 February 2017
Class : X TKA 1
Participants : 32 students
No. Observation Statement Yes No
1 The students are ready to learn √
2 The students pay attention to the teacher explanation √
3 The students respond to the teacher‟s questions √
4 The students ask about the unclear parts of the teacher
explanation √
5 The students try to apply reciprocal teaching method during
their discussion √
6 The teacher and the students are discussing the text √
7 The students make prediction about the text √
8 The students are able to generate question from the text √
9 The students clarify the unclear parts from the text √
10 The students summarize the text √
11 The students are enthusiastically working in group √
12 The students are active during the discussion √
13 The students are confident when they share their idea in group √
14 The team leader leads the discussion √
15 The team leader helps all his/her members to understand the
text √
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Observation Sheet
Date : Saturday, 25 February 2017
Class : X TKA 1
Participants : 32 students
No. Observation Statement Yes No
1 The students are ready to learn √
2 The students pay attention to the teacher explanation √
3 The students respond to the teacher‟s questions √
4 The students ask about the unclear parts of the teacher
explanation √
5 The students try to apply reciprocal teaching method during
their discussion √
6 The teacher and the students are discussing the text √
7 The students make prediction about the text √
8 The students are able to generate question from the text √
9 The students clarify the unclear parts from the text √
10 The students summarize the text √
11 The students are enthusiastically working in group √
12 The students are active during the discussion √
13 The students are confident when they share their idea in group √
14 The team leader leads the discussion √
15 The team leader helps all his/her members to understand the
text √
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Reflection 1
Date : Saturday, 11 February 2017
Time : 07.15 – 08.45
Place : X TKA classroom
Everything needed to be prepared, so do this research. Before conducting
the reciprocal teaching strategy the researcher prepared the lesson plan and the
materials. The topic prepared by the researcher was descriptive text about tourism
object in Indonesia especially in Yogyakarta. Previously, the researcher consulted
the research to one the English teachers in SMK N 1 Cangkringan. We were
discussing the topic which was suitable, the media that may be used, and so many
others.
On the first day of teaching using reciprocal teaching, the researcher was
accompanied by the English teacher of the chemical analysis class. She
accompanied the researcher in order to monitor the class discussion. The
researcher started the lesson with greetings and opening. Before the researcher
started teaching, she distributed a questionnaire to the students. This questionnaire
was aimed to see students‟ perceptions of reciprocal teaching before the method
was taught to them.
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Furthermore, the researcher begins the reciprocal teaching strategy with
modeling and explanation. Predicting strategy was the first strategy to be
modeled. In this strategy the researcher used a lot of pictures as the teaching
media. Pictures was used as a tool to help the researcher to demonstrate the
strategy. It also helped the teacher to activate students‟ background knowledge.
The researcher showed some pictures and asked the students to predict what kind
of picture was that. Moreover, the students were also asked to predict what kind of
text that may be used to describe the pictures.
The next strategy was questioning. In questioning strategy the researcher
explained how to generate a good question from a text. The researcher also used a
picture as the teaching media. Here, the researcher asked the students what kind of
questions may be generated from the picture. Summarizing and clarifying strategy
were also taught in this research.
After finishing the modeling step, the researcher moved to the next process
that was discussion. The discussion allowed the students to practice the reciprocal
teaching strategy. During the discussion students‟ needed to practice the
reciprocal strategy. Moreover, before the students were working in groups the
researcher distributed them into small groups. The researcher distributed the
students based on their academic performances. Previously the researcher had a
discussion with the English teacher to ask about their academic score in class. As
a result the researcher decided that the team leaders must be those who had a
better performance than the other members and were active in the class
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discussion. Six team leaders were chosen to lead a group which consisted of 5-6
students.
During the discussion the researcher observed some problems that
happened. The first problem was from the group leader. Some of the group leaders
were too fast when explaining the text to their members. Consequently, the
members got confused. The researcher tried to help this problem by guiding the
team leader in explaining the text, so that the speed can be reduced and all the
members can understand it well. The second problem was from the group
members. There were some group members who were less interested in their team
leader‟s explanation. They were busy with themselves. Seeing this condition, at
first the researcher tried to ignore this condition and tried to see how the team
leader controlled their members. Unfortunately, not all of the team leader were
able to control their members properly. As a result, the researcher tried to
overcome this situation by asking the busy students to answer several questions
related to the text. At the end of the lesson, the researcher made some conclusion
and gave feedback to the students.
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Reflection 2
Date : Saturday, 18 February 2017
Time : 07.15 – 08.45
Place : X TKA classroom
The second meeting of teaching using reciprocal teaching method was on
February 18th
2017. Before starting to teach, the researcher prepared some
materials related to the topic. Actually, the researcher had been preparing the
material for three meetings far before the d-day. But, the materials could change
due to many reasons. For the second meeting the researcher revised some parts.
Texts and questions that were too long and contained too many unfamiliar
vocabularies were the revised parts. From the first meeting the researcher realized
that the long and unfamiliar vocabulary in the text could impact the students'
motivation. As a result some of the texts were edited and replaced with the new
one.
Moreover, the researcher observed that during the group discussion there
were some students who were not happy with the group. They complained that the
group members were irritating. The students prefer in a group with the friends
who close to them. Realizing this situation the researcher begins to plan different
groups‟ combinations for the next meeting. During the discussion the students‟
ability in practicing reciprocal method seemed improved. The role of the team
leader was also working well. Most of the team leaders led the group by
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distributing the job. He/she assigned their members to work on certain number
and later on they discussed it together.
After the group discussion was finished, there was some classroom
discussion. In this classroom discussion the researcher had a chance to give a mini
test to the students. The test was only an oral test and the score was not collected.
This mini test was used as a monitoring tool to see how successful the teaching
was.
Further, the researcher observed that during the discussion the students
begun to show their improvement in many aspects of reading skills. For example,
when they were asked to find the main idea. On the first meeting the students
seemed to have difficulties in doing this activity. They rely on the dictionary to
help them find the main idea of the text. But now, they begin to think and find the
main idea using the reciprocal method.
Students‟ ability in answering the questions was also improved. Previously
they made quite many mistakes in answering the comprehension questions. But
after reciprocal teaching they made less mistakes. On the other hand, the
researcher also saw that not all of the reading aspects that needed to master in this
research had already success. At the second meeting, the researcher observed that
the students were still finding difficulties in making questions and making a
summary. It was seen on their discussion. They were so confused when they were
asked to make a summary.
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