THE INFLUENCE OF RECIPROCAL TEACHING STRATEGYe-repository.perpus.iainsalatiga.ac.id/2340/1/Skripsi.pdf · have much time to learn English (they only have 2 hours to learn English

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THE INFLUENCE OF RECIPROCAL TEACHING STRATEGY

AND BOOKMARK TOWARD THE STUDENTS’ READING

COMPREHENSION ON EXPLANATION TEXT

(An Experimental Research of the Eleventh Grade Students of SMK Negeri 2

Salatiga in the Academic Year of 2016/2017)

A GRADUATING PAPER

Submitted to the Board Examiners in Partial Fulfillment of the

Requirements for the Degree of Educational Studies (S.Pd)

in the English Education Department of Teacher Training and

Education Faculty

By :

Risa Tofantisari

113-13-133

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

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MOTTO

“Allah does not charge a soul except (with that within) its capacity”

(The Noble Quran: Al Baqarah 286)

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DEDICATIONS

This graduating paper is dedicated to:

1. My Lord, Allah SWT who always gives me the best things in my life

2. My beloved parents, my father (Suwoto) and my mother (Juwarti) who always

give me the best that they can be, support me in every condition, and never

stop giving me sincere prayers. May Allah awards best for your struggles for

me

3. My sibling, Cholifahtun Amanah who always gives her support to me

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ACKNOWLEDGEMENT

Assalamualaikum, Wr. Wb.

Alhamdulillahi rabbil ‘alamin, all praises to Allah SWT with his guidance and

his mercy, the writer could finish this graduating paper as one of the requirements for

getting degree of Sarjana Pendidikan (S.Pd) in the English Education Department of

State Institute for Islamic Studies (IAIN) Salatiga in 2017. Peace and salutation

always be given to our Prophet Muhammad SAW who has guided us from the

darkness into the lightness, who always becomes everlasting model for us.

This graduating paper is an achievement of the contributions from people

around the writer. Hence, the writer would like to thank to:

1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga

2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph.D., as the Head of Englsih Education Department

4. Sri Guno Najib Chaqoqo, S.PdI., M.A., as my academic counselor

5. Rr. Dewi Wahyu Mustikasari, S.S., M.Pd., as the writer’s counselor who has

supported, educated, directed, and given the writer countless advices,

suggestion, and recommendation for this graduating paper from the beginning

until the end

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6. All the lecturers at English Department

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ABSTRACT

Tofantisari, Risa. 2017.“The Influence of Reciprocal Teaching Strategy and

Bookmark toward the Students’ Reading Comprehension on Explanation Text (An

Experimental Research of the Eleventh Grade Students of SMK Negeri 2 Salatiga in

the Academic Year of 2016/2017).” A Graduating Paper. English Education

Department of Teacher Training and Education Faculty at State Institute for Islamic

Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari, S.S., M.Pd.

Key words: Reciprocal Teaching Strategy, Bookmark, Reading Comprehension, Explanation Text.

This research was focused on the implementation of the reciprocal teaching

strategy and bookmark towards the students’ reading comprehension on explanation

text of the eleventh grade students of SMK Negeri 2 Salatiga in the academic year of

2016/2017. The objectives of the research were to find out the profile of the students’

reading comprehension on explanation text before and after taught by reciprocal

teaching strategy and bookmark and to find out significance difference of the

students’ reading comprehension on explanation text before and after taught by

reciprocal teaching strategy and bookmark. This research was an experimental

research. The subjects of the research were two classes of XI TKBB A and XI TKBB

B. It consisted of 53 students. The data was collected through test; pre-test and post-

test. The data was tested by using Paired Sample T-Test in SPSS 16 version

application by comparing the mean score of pre- and post-test from both groups. The

significance level was set 5%. The result of the research showed that, first, the

students’ profile were different before and after taught by Reciprocal Teaching

Strategy and Bookmark. The mean of pre-test was 58,8 while the mean of post-test

was 79,9. The difference between pre- and post-test mean was 21,1. Second, the

result showed that sig (2-tailed) is 0,00 which was lower than 0,05. Therefore, there

was a difference between using Reciprocal Teaching Strategy and Bookmark towards

students’ reading comprehension on explanation text for the eleventh grade students

at SMK Negeri 2 Salatiga. It means that Reciprocal Teaching Strategy and Bookmark

improved the students’ reading comprehension on explanation text.

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TABLE OF CONTENT

COVER ............................................................................................................................ i

DECLARATION ............................................................................................................. ii

ATTENTIVE COUNSELOR’S NOTE ........................................................................ iii

CERTIFICATION PAGE ............................................................................................. iv

MOTTO ........................................................................................................................... v

DEDICATION ................................................................................................................ vi

ACKNOWLEDGEMENT ............................................................................................ vii

ABSTRACT .................................................................................................................... ix

TABLE OF CONTENT .................................................................................................. x

LIST OF TABLES ....................................................................................................... xiv

LIST OF FIGURES ..................................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Research .................................................................... 1

B. Research Questions .................................................................................. 5

C. Objectives of the Research ....................................................................... 5

D. Limitation of the Research ....................................................................... 5

E. Significance of the Research .................................................................... 6

F. Definition of the Key Terms .................................................................... 7

G. Hypothesis ................................................................................................ 9

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H. Graduating Paper Outline ....................................................................... 10

CHAPTER II LITERATURE REVIEW

A. Previous Researches .............................................................................. 12

B. Concept of Reading ............................................................................... 15

1. Definition of Reading ....................................................................... 15

2. Definition of Reading Comprehension............................................. 15

3. Types of Reading.............................................................................. 16

a. Extensive Reading ..................................................................... 16

b. Intensive Reading ...................................................................... 17

4. Purpose of Reading .......................................................................... 17

5. Models of Reading ........................................................................... 18

a. Bottom-up Model ...................................................................... 18

b. Top-down Model ....................................................................... 18

c. Interactive Model ...................................................................... 19

C. Concept of Reciprocal Teaching Strategy............................................. 20

1. Definition of Reciprocal Teaching Strategy ..................................... 20

2. Goals of Reciprocal Teaching Strategy ............................................ 21

3. Implementation of Reciprocal Teaching Strategy ............................ 22

4. Advantages and Disadvantages of Using Reciprocal Teaching

Strategy ............................................................................................. 24

D. Concept of Authentic Material .............................................................. 25

1. Definition of Authentic Material ...................................................... 25

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2. Types of Authentic Material ............................................................. 26

3. Characteristic of Authentic Material ................................................ 26

4. Bookmark ........................................................................................ 27

E. Concept of Explanation Text ................................................................ 28

1. Definition of Explanation Text ......................................................... 28

2. Structure of Explanation Text .......................................................... 28

3. Language Feature of Explanation Text ............................................ 30

CHAPTER III METHODOLOGY

A. Location of the Research ......................................................................... 35

B. Time Schedule of the Research ............................................................... 36

C. Research Approach ................................................................................. 36

D. Research Method ..................................................................................... 37

E. Research Design ...................................................................................... 43

F. Population and Sample of the Research .................................................. 45

G. Validity and Reliability ........................................................................... 50

1. Validity .............................................................................................. 50

a. Criterion-related validity or Predictive validity .......................... 51

b. Content validity ........................................................................... 51

2. Reliability .......................................................................................... 51

H. Technique of Data Collection ................................................................. 52

1. Test .................................................................................................... 52

a. Pre-test ......................................................................................... 52

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b. Post-test ....................................................................................... 53

2. Documentation ................................................................................. 53

I. Research Instrument ................................................................................ 53

J. Evaluation Criteria of Test ...................................................................... 53

K. Technique of Data Analysis .................................................................... 54

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Profile of the Students Before and After the Treatments for Both

Experimental and Control Group ............................................................ 56

1. Pre-test Analysis ................................................................................ 56

2. Treatment .......................................................................................... 61

3. Post-test Analysis .............................................................................. 62

B. Influence of Reciprocal Teaching Strategy and Bookmark to Improve

the Students’ Reading Comprehension on Explanation Text .................. 67

1. Experimental Group .......................................................................... 67

2. Control Group ................................................................................... 71

CHAPTER V CLOSURE

A. Conclusion

1. Profile of Students’ Reading Comprehension on Explanation Text

Before and After Applying Reciprocal Teaching Strategy and

Bookmark .......................................................................................... 76

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2. Influence of Reciprocal Teaching Strategy and Bookmark to

Improve the Students’ Reading Comprehension on Explanation

Text ................................................................................................... 77

B. Suggestions ............................................................................................ 78

REFERENCES

APPENDICES

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LIST OF TABLES

Table 2.1 Pattern of Present Tense (to be) ...................................................................... 31

Table 2.2 Pattern of Present Tense (verb 1) .................................................................... 32

Table 2.3 Pattern of Passive Sentence............................................................................. 33

Table 2.4 Examples of using Passive Voice in tenses .................................................... 33

Table 3.1 Time Schedule of the Research ....................................................................... 36

Table 3.2 Result of Midterm Test XI TKBB A .............................................................. 38

Table 3.3 Result of Midterm Test of XI TKBB B .......................................................... 41

Table 3.4 Format of Pre-test and Post-test ...................................................................... 43

Table 3.5 Extension Format of Pre-test and Post-test ..................................................... 44

Table 3.6 Students’ Name in XI TKBB A Class ............................................................ 47

Table 3.7 Students’ Name in XI TKBB B Class ............................................................. 49

Table 3.8 Rubric in Reading Comprehension for Eleventh Grade ................................. 53

Table 4.1 Result of Pre-test of Experimental Group ....................................................... 57

Table 4.2 Result of Pre-test of Control Group ................................................................ 59

Table 4.3 Result of Post-test of Experimental Group ..................................................... 63

Table 4.4 Result of Post-test of Control Group............................................................... 65

Table 4.5 Result of Pre- and Post-test of Experimental Group ....................................... 67

Table 4.6 Result of Pre- and Post-test of Control Group ................................................ 71

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LIST OF FIGURES

Figure 4.1 Result of Paired Samples Statistics of Experiment Group ............................ 69

Figure 4.2 Result of Paired Samples Correlations of Experiment Group ....................... 69

Figure 4.3 Result of Paired Samples Test of Experiment Group .................................... 70

Figure 4.4 Result of Paired Samples Statistics of Control Group ................................... 73

Figure 4.5 Result of Paired Samples Correlation of Control Group ............................... 73

Figure 4.6 Result of Paired Samples Test of Control Group .......................................... 74

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CHAPTER I

INTRODUCTION

A. Background of the Research

Reading is an important thing that cannot be disentangled from people

daily activities. Reading is considered as an important skill in learning, and

reading holds a strategic role in people activities, especially for the students. It

is one of four skills that should be mastered by the students. As Ghorbani,

Gangeraj, & Alavi (2013, p.1) state “Reading is one of the most important

activities in any language teaching and learning classroom.” By reading, the

students are expected to understand even comprehend the content of the

material or lesson from books. Another statement comes from Carrel (1984),

Shang and Chang-Chien (2010) as quoted by Pan (2014, p.191) explain

”Reading is regarded as the most fundamental and convenient approach to

learning English, particularly for English as a foreign language (EFL)

learners.” If the students are able to read well and understand even

comprehend about what they read, the students can learn more and get excess

knowledge where it will give them more advantageous in English learning.

However, reading is viewed as a complex skill for the students. According

to Omar (2015, p.2) states “Many foreign English language learners face a

considerable difficulty in mastering the reading skill.” Some reasons why

these can be happened are because the students often do not understand the

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content of the text since they do not know the meaning of the words or

sentences in a text they read, inadequate vocabularies, and lack of reading

experience.

Mastering reading skill especially reading comprehension is not a simple

matter. There are several problems emerge. As the writer carried out the pre-

survey which applied interview as the technique of data collection on

Wednesday, April 5th 2017 in SMK Negeri 2 Salatiga, the writer found that

the students of eleventh grade at SMK Negeri 2 Salatiga had some difficulties

when learning English in reading skill, especially comprehending content of

the text. For example: 1) The students lacked of vocabularies that made them

difficult to understand the meaning of words or sentences in the text, 2) The

students felt bored in a class when they learn reading, 3) The students do not

have much time to learn English (they only have 2 hours to learn English

every week).

Concerning those problems, the writer considers some strategies in

teaching that can be used to improve the students’ reading skill especially in

reading comprehension. The writer chooses a strategy called Reciprocal

Teaching Strategy (RTS). According to Palincsar and Brown (1984) as cited

by Pilten (2016, p.232) state that “Reciprocal teaching is a systematic

teaching activity that involves strategies that reinforce reading, such as

predicting, clarifying, questioning and summarizing.” In reciprocal teaching,

there are four procedures that help the students to comprehend the content of

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the text, namely: predicting, questioning, clarifying, and the last is

summarizing. Another statement comes from Pressley (1998) as cited by

Choo, Eng, & Ahmad (2011, p.141) argues that

Reciprocal teaching encourages students to take a more active role

in leading a group dialogue. 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.

Reciprocal teaching is a strategy that allows the students to work in group

which it stimulates the students to take more active role in group. The students

not only have interaction with other students, but with the teacher as well

since the teacher must give instruction first to the students in each procedure.

However, in order to make the students more active in their group, the role of

the teacher here is not as the one who knows everything but as a facilitator

that helps the students when they face difficulties in understanding lesson

given. As Mustikasari (2014, p.125) states “Vanishing the teacher’s role as the

one who knows everything is not a bad idea to foster the students’

participation and engagement in the classroom.” Eventhough the role of the

teacher here as a facilitator, the role of the teacher as the central focus of the

students still unchanging. “No matter what is the teacher role in the

classroom, teacher always acts as the central focus of the students’ attention

(Mustikasari, 2011, p.155).”

The writer has several reasons why the writer chooses RTS for

overcoming students’ difficulties in comprehending a text. The reasons as

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follow: 1) RTS is a strategy that use group work where the students usually

like doing group work in their lesson in class, so it will minimize the

students’ boredom in class during lesson, 2) RTS is student center, 3) As

stated above, RTS offers four strategies; predicting, questioning, clarifying,

and summarizing where the usage of those strategies can make the students

deepen their understanding in a text.

In order to support RTS running smoothly in learning English, the writer

would like to use one media called bookmark. Bookmark is like a piece of

paper that used for marking a page in a book. Bookmark often comes in

rectangle shape, but sometimes bookmark comes in various shape. Bookmark

is a simple media which can be useful for marking a page in a book.

Furthermore, it can be carried everywhere. These are the reasons why the

writer chooses this media.

From the whole explanation above, the writer interested to carry out a

research in order to know whether using reciprocal teaching strategy and

bookmark will influence the students’ reading comprehension on explanation

text or not. Therefore, the writer would like to propose a research entitled

“The Influence of the Reciprocal Teaching Strategy and Bookmark toward

the Students’ Reading Comprehension on Explanation Text (An

Experimental Research of the Eleventh Grade Students of SMK Negeri 2

Salatiga in Academic Year of 2016/2017) ”.

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B. Research Questions

Based on the background of the research, the writer formulates the

research questions as follow:

1. How is the profile of the students’ reading comprehension on explanation

text before and after taught by RTS and Bookmark?

2. How is the significant difference of the students’ reading comprehension

on explanation text before and after taught by RTS and Bookmark?

C. Objectives of the Research

Based on the problems of the research above, the writer can conclude

the objectives of this research are as follows:

1. To find out the profile of the students’ reading comprehension on

explanation text before and after taught by RTS and Bookmark.

2. To find out significance difference of the students’ reading

comprehension on explanation text before and after taught by RTS and

Bookmark.

D. Limitations of the Research

In order to come into focus on this research, the writer limits the

research to be concerned only by the using of RTS and bookmark. This

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research is limited in the students’ reading comprehension and it focuses to

discover the aspect of interpretation, clarity, and detail of content.

E. Significances of the Research

The writer hopes that the result of this research gives brief

information and contribution theoretically and practically as follows:

1. Theoretically

a. The result of this research can be used as reference for those who

want to carry out a research by using RTS and bookmark.

b. The result of this research can be advantageous in English teaching

learning process.

2. Practically

a. For the students

The result of this research can support the students’ reading

comprehension. Teaching reading uses this strategy permits the

students to discuss in group by giving questions and answers based

on the text in order to deepen the students’ understanding about the

text.

b. For the teacher

The result of this research can give useful information and

contribution to the teacher in teaching reading in explanation text.

The teacher can use this strategy to avoid the students’ less

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participation and boredom in teaching reading since this model

allows the students to work in group.

c. For the institution

The result of this research can contribute the institution to enrich the

strategies in English teaching and learning.

F. Definition of the Key Terms

The writer needs to give clear definition in order to avoid incorrect

interpretation, they are:

1. Reciprocal Teaching Strategy

According to Brown & Palinscar (1989) as quoted by

Doolittle, et al (2006, p.106) say “Reciprocal teaching is an

instructional strategy based on modeling and guided practice.”

Another statement comes from Hacker and Tenent (2002) as cited

by Ahmadi and Ismail (2012, p.156) elaborate “Reciprocal

teaching as a scaffold dialogue model based on social interaction

and reading comprehension learning strategy”. “There are four

strategies that good readers employ when they read in reciprocal

teaching, namely: predict, question, clarify, and summarize

(Oczkus, 2013, p.34).”

Based on explanation above, it can be concluded that RTS is

an instructional strategy that contains four strategies (predicting,

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questioning, clarifying, and summarizing) and the teacher

scaffolds students by using four strategies in their discussion.

2. Bookmark

“A bookmark is simply a flat or semi-flat object, whether

paper, leather, or other flat substance, that is placed between the

pages of a book to hold a readers’ place (Brodie, Goodrich, &

Montgomery, 1996, p.1).”

3. Reading Comprehension

According to Moreillon (2007, p.10) mentions “Reading is

making meaning from print and from visual information”. While,

Duke (2003) as quoted by Gilakjani and Sabouri (2016, p.230)

defines “Comprehension is a process in which readers make

meaning by interacting with text through the combination of prior

knowledge, information in the text, and the views of readers

related to the text.”

Based on definitions above, the writer concluded the definition

of reading comprehension is a process where readers creating

meaning from written or visual information which needs

interaction to the text which involving readers’ previous

knowledge and perspectives of readers to the text.

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4. Explanation Text

“Explanation text type is one of the expository writing genres

which explain the sequences of how and why a general

phenomenon happens (Hua, 2009, p.9).”

G. Hypothesis

Bacon-Shone (2015, p.19) explains the definition of hypothesis “A

hypothesis is a statement that can be empirically tested”. Bacon-Shone also

mentions that there are two types of hypothesis. First is alternative hypothesis

(Ha) and second is null hypothesis (Ho). The research (or alternative)

hypothesis is a positive statement about what the researcher expects to find.

Conversely, null hypothesis is a statement that a relationship expected in the

research hypothesis does not exist.

Creswell (2012, p.126) elaborates about null hypothesis and alternative

hypothesis as follows:

1. Ho: There is no difference between using Reciprocal Teaching

Strategy and Bookmark in terms of students’ reading comprehension

on explanation text for the eleventh grade students at SMK Negeri 2

Salatiga.

2. Ha: There is a difference between using Reciprocal Teaching

Strategy and Bookmark towards students’ reading comprehension on

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explanation text for the eleventh grade students at SMK Negeri 2

Salatiga.

H. Graduating Paper Outline

The writer arranges the graduating paper into five chapters. The

following paragraphs inform more details: The first chapter is introduction.

Introduction part is consisted of explanation about the background of the

research, research questions, objectives of the research, limitation of the

research, significances of the research, definition of the key terms,

hypothesis, and graduating paper outline. The second chapter is literature

review. Literature review describes about previous researches and more

explanation about reading comprehension, explanation text, bookmark, and

reciprocal teaching strategy. The third chapter is methodology. It involves the

location of the research, time schedule of the result, research approach,

research method, research design, population and sample of the research,

technique of data validity and reliability, technique of data collection,

research instrument, evaluation criteria of test, and technique of data analysis.

The fourth chapter is research finding and discussion. It consists of data

analysis, and discussion.

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The last chapter is closure. Closure consists of conclusions and

suggestions.

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CHAPTER II

LITERATURE REVIEW

A. Previous Researches

In performing this research, the writer is guided by other researches

regarding with RTS and bookmark. There are some researches related with

reciprocal teaching and bookmark, but the writer would like to take five of

them.

The first previous research was came from Freihat and Al-Makhzoomi

(2012). This research purposed to examine the effect of Reciprocal Teaching

Procedure (RTP) on improving 50 students' reading comprehension in

Jordanian university students. For collecting the data, they used pre and post

test and also questionnaires to collect information about students’ EFL

background because they used experimental research as well. Participant of

their research were 50 first year EFL Jordanian students in Amman-Jordan.

The result from the research indicated a good improvement in the students'

reading comprehension. The students believed the Reciprocal Teaching

Procedure (RTP) was helpful to their reading comprehension in an EFL

university setting as well.

The second previous research was a research from Warren, et al

(2012). The main objective of this research was to describe the bookmark as a

creative teaching technique that used to enhance ethics education. The

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students of master level of Counseling Ethics and Issues class in Rocky

Mountain University were the participant of this research. They were asked to

design a unique bookmark using materials such as photos, quotes, computer

graphics, and colors. Based on the survey, mostly students said that the

bookmark made them had better understanding in ethic education.

The third previous research was from Ghorbani, et al (2013), this

research analyzed the effectiveness of reciprocal teaching in reading

comprehension to improve EFL learners’ writing ability. To collect the data,

they utilized test since they used experimental for the research design. 104

learners from intermediate level were the participant of their research. The

finding of their research showed that reciprocal teaching has positive effect

and implicitly students will more motivated to read when they aware of the

importance of reading to improve their writing ability.

The fourth previous research was carried out by Badri and Badri

(2016). Their research examined the effect of reciprocal teaching in Iranian

EFL learners on reading comprehension. The participant of this research were

140 female EFL learners at intermediate level studying English at Payame

Noor University in Kangavar, Iran. They used pre and post test to collect the

data since they used experimental design for their research. For the result,

they found that reading score of experimental group improve significantly.

The last previous research was the research from Alsaraireh and

Hamid (2016). The purpose of this research is to examine the impact of using

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reciprocal teaching model on reading comprehension of Jordanians’ first year

students at Mutah University focusing on gender. The participants of this

research were 176 first year male and female students. Similar with the second

previous research above, Alsaraireh and Hamid also used experimental design

and used test for collecting the data. This research found that reciprocal

teaching model conveys a good impact to the first year students’ reading

comprehension. The result also mentioned that although the male students’

scores are better than the scores obtained by the female students, the use of the

reciprocal teaching still bring benefits for both; male and female students.

Reflecting those previous researches mentioned above, the writer

carries out a research entitled “The Influence of Reciprocal Teaching Strategy

and Bookmark toward the Students’ Reading Comprehension on Explanation

Text (An Experimental Research of the Eleventh Grade Students of SMK

Negeri 2 Salatiga in Academic Year of 2016/2017).” Even though the

research design is nearly similar with previous researches above, but still, this

research is different from those researches. Firstly, the writer specific the part

of material that she observes, it is explanation text. Secondly, the writer

combined between reciprocal teaching strategy and bookmark usage that have

not been done before in the previous researches above. The last, the place of

research is totally different. The writer conducts a research in vocational high

school while mostly researches above conducted their researches in

university.

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B. Concept of Reading

1. Definition of Reading

Kern (1989) as quoted by Alsaraireh and Hamid (2016, p.70) states the

definition of reading “Reading is one of the complex cognitive processes

which involve the reader of the text, the text in itself, and finally the

interaction between them.” While according to Sinambela, Manik, &

Pangaribuan (2015, p.15) mention “Reading is one of skills in English

which is needed in the process to interpretation of graphic symbols and

written symbols”. Another definition come from Moreillon (2007, p.10)

declares “Reading is making meaning from print and from visual

information.” Based on explanation above, it can be concluded that

reading is a complex cognitive process of interpreting meaning from

printed or visual information which needs interaction between the reader

and the sources.

2. Definition of Reading Comprehension

According to Javed, Eng, and Mohamed (2015, p.139) propose that

“Reading comprehension is an interactive process between the reader and

the text.” While, according to Rose et al (2000) as quoted by Pilten (2016,

p.232) explains “Reading comprehension is one of the main linguistic

skills students must acquire as of primary education level that requires

inferring from a written material and comprehending the details”. From

two definitions above, the writer concluded that reading comprehension is

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an important skill that should be obtained from basic education level

which needs interaction between the reader and text in order to the readers

or students understand content of the text.

Gilakjani and Sabouri (2016, p.230a) mention “The purpose of reading

comprehension is to get an understanding of the text rather than to acquire

meaning from individual words or sentences.” Reading comprehension is

not only emphasized in mastering the meaning of word by word in the

text, wider than it, the main point of reading comprehension is to

understand the whole content of the text.

3. Types of Reading

Gilakjani and Sabouri (2016, p.230b) mention two types of reading as

follow:

a. Extensive Reading

According to Hedge (2003) as quoted by Ahmadi and Ismail

(2012, p.160) mentions “Extensive reading is related to scanning and

skimming activities and other associate it.” While, Broughton, et al

(2003, p.92) state “Survey reading, skimming, and superficial reading

are sometimes grouped together and called extensive reading.”

From two definitions above, the writer concluded that

extensive reading is process of reading text by skimming and scanning

activities where the readers only take general information from the

text. Extensive reading can be effective and takes shorter time when

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the reader only want to know the general meaning from text or sources

related.

b. Intensive Reading

Day and Bamford (1998) as cited by Ahmadi and Ismail (2012,

p.160) explain “Intensive reading is defined as reading in details to

understand the meaning of the words and the definition of context.” In

intensive reading, the readers are not only read at a glance. The readers

are demanded to know the meaning of the words and understand the

content of the text. This kind of reading needs more effort when the

readers do it.

In this research, the writer found that RTS involves in intensive reading

types because in RTS the readers applied four instructional procedures,

namely: predicting, questioning, clarifying, and summarizing and takes more

time. Then, the readers have to read the text slowly and carefully in order to

understand the content of the text. As Hedge (2003) as quoted by Ahmadi and

Ismail (2012, p.160) says “Intensive reading as reading carefully and slowly

for detailed understanding.”

4. Purposes of Reading

There are numerous purposes of reading. However, since this research

investigates about reading comprehension on explanation text, the purpose

of reading here is to understand about the content of the explanation text

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given, determine the main idea of the text, find specific information from

text, and get new knowledge from the text because explanation text

contain with the process of how or why something happens. As Khaki

(2014, p.186) declares “We read for different purposes; sometimes to get

the main idea, at times to locate specific information and frequently we

read texts to learn something.”

5. Models of Reading

There are three models in reading: “The bottom-up model, the top

down model, and interactive model” (Ahmadi & Gilakjani, 2012, p.2054)

a. Bottom-up model

According to Carrell (1989) as cited by Ahmadi & Gilakjani

(2012, p.2054) says This reading model focuses on the smaller

units of a text such as its letters, words, phrases and sentences. In

this model, the reader reads all of the words in a phrase, or a

sentence before being able to understand.

Similar with the name, the bottom-up model focused on the

smallest thing first in reading. Starts from letters, words,

phrases until sentences, and the reader identifies the letters

first, then the reader identify the meaning of the word. Next,

after the reader knows the meaning of words and phrase, they

are able to understand content of sentence.

b. Top-down model

Reading as a “psycholinguistic guessing game” in which

the reader uses his prior knowledge to relate information

found in the text in order to understand it. The readers do

19

not need to read every word of a text, but rather, they

concentrate on predicting the next group of words.

(Goodman, 1967 as cited by Ahmadi & Gilakjani, 2012,

p.2055)

The top-down model is a model of reading that emphasized the

strength of guessing. Equivalent with the name, this kind of model

makes the readers must prepare guesses when they start to read. In

top-down model, they should not to read every word, but they pay

more attention on guessing the next words or sentences.

c. Interactive model

Interactive model is a merger of the bottom-up model and the

top-down model. According to Ahmadi and Gilakjani (2012,

p.2055) state “The interactive model, which is the combination of

the bottom-up and top-down processes, leads to the most efficient

processing of texts.” This model of reading is considered as the

most efficient model compared with two models of reading above

because this model can equip each other. Interactive model could

make proportional of both, the bottom-up model and the top-down

model.

From those models of reading mentioned above, this research used

interactive model because instructional strategy in RTS can cope two models

previously. For example, in the bottom-up model the reader should know the

meaning of each word in a text, if the readers do not know the meaning of a

20

word in a text, they can use the top-down model by making prediction about

the meaning of a text based on their previous knowledge.

C. Concept of Reciprocal Teaching Strategy

1. Definition of Reciprocal Teaching Strategy

According to Palincsar, David, & Brown (1989) as quoted by Gomaa

(2015, p.50) state “Reciprocal teaching is an instructional procedure

designed to enhance students’ comprehension of text.” According to

Ahmadi & Ismail (2012, p.155) state “Reciprocal teaching strategy

improves learners’ reading comprehension, facilitates foreign language

learning, and helps them to improve the ability to work co-operatively

with their classmates. Another statement come from Hacker and Tenent

(2002) as cited by Ahmadi & Ismail (2012, p.156) elaborate “Reciprocal

teaching as a scaffold dialogue model based on social interaction and

reading comprehension learning strategy.” While, according to other

researchers say

Reciprocal teaching is an activity that requires students and

teachers to take turns the role of teacher to lead the

discussion about a given reading which it is involves four

strategies that guide the discussion: predicting, questioning

generating, clarifying and summarizing. (Atika, Ohoiwutun,

& Wahyudin, 2013, p.2)

Based on those definitions above, it can be concluded that reciprocal

teaching is a learning process based on social interaction between the

21

students and the students or the students and the teachers which consist of

four instructional procedure; predicting, questioning, clarifying, and

summarizing, in order to enhance the students’ reading comprehension.

2. Goals of Reciprocal Teaching Strategy

According to McLaughlin & Allen (2002) and Pearson, et al (1992) as

quoted by Ahmadi and Ismail (2012, p.158) state there are several goals in

RTS, they are:

a. To enhance learners’ reading comprehension through four

reciprocal teaching procedures (predicting, questioning, clarifying,

and summarizing).

b. To frame the four reciprocal teaching procedures by modeling and

helping. In each procedure, the teacher gives the students the

example first, then, after the students understand about each

procedure, the students are allowed to do the strategy by

themselves, but the teacher still giving help when the students need

it.

c. To utilize the classroom environment of learning increase. The

students are expected to become more active and enjoy the

learning process since reciprocal teaching allows them to do the

assignment given in group work.

d. To empower instruction in a different classroom environment. The

teacher will be the first model in applying the four procedures of

22

reciprocal teaching, and it makes students pay more attention to

their teacher in order to understand how each procedure works.

e. To assist learners evaluate their reading comprehension through

reciprocal teaching strategy. In reciprocal teaching, there are two

procedures that the teacher can use to assist the students to

evaluate their reading comprehension, they are clarifying and

summarizing. If the student can clarify the question about the text,

it means that the student are quite understands about the text. The

teacher can give aids in summarizing when the students are

involved in difficulties in summarizing.

3. Implementation of Reciprocal Teaching Strategy

According to Brown and Campione (1992) as cited by Ahmadi and

Ismail (2012, p.157) there are four procedures in implementing reciprocal

teaching; predicting, questioning, clarifying, and summarizing. Each of

procedure will be presented as follows:

a. Predicting

“Predicting occurs when students hypothesize what the author

will discuss next in the text” (Badri & Badri, 2016, p.3). Predicting is

a process of the students making a guess about content of the text,

usually the students make a guess from the title of the text, but the

students also can make prediction from their previous knowledge.

23

b. Questioning

“Questioning involves the identification of information,

themes, and ideas that are central and important enough to warrant

further consideration (Doolittle et al, 2006, p.107).” In questioning, the

students set up questions that they do not know the answer yet. It can

be built by using WH questions (What, Who, When, Where, Why, and

How). This is strengthen by argument from Ahmadi, Ismail, &

Abdullah (2013, p.23) “In the process of discussion and modeling, the

teacher encourages readers to generate questions in the text.”

c. Clarifying

Clarifying is a process when the students make clear about any

information in text that makes them confuse or does not make sense.

For example, when the students do not know the meaning from one

word in the text, they can open dictionary to search meaning of the

word. “Clarifying is used by readers to help them attain any

information that appears to be ambiguous or unfamiliar in the reading

text (Alsaraireh & Hamid, 2016, p.73).”

d. Summarizing

“Summarizing helps students to identify, paraphrase, integrate,

and organize the most important information, themes, and ideas

appearing in the text into a clear and concise statement (Ghorbani et al,

24

2013, p.3).” Summarizing is the last procedure which contains

collection of main information from the whole text.

4. Advantages and Disadvantages of using Reciprocal Teaching Strategy

a. Advantages of using Reciprocal Teaching Strategy

According to Yawisah (2013, p.27-28) there are some of

advantages of using reciprocal teaching as follows:

1. The students who use reciprocal teaching can improve their

summaries with more practice. Since in reciprocal teaching there is

a procedure called summarizing, the students are demanded to

always make summary every time when they use reciprocal

teaching strategy. It makes the students adapt to the procedure and

their ability in summarizing can improve gradually.

2. RTS has also been shown to help students develop interpersonal

communication skills because they must interact with other

students and the teacher. Reciprocal teaching allows students to do

assignment given in group work. It means that they will have more

time to communicate and have discussion to other students or

teachers. Indirectly, their ability in communication and discussion

will develop well.

3. Because student team helps each other, this teaching strategy

involves students helping and teaching other students. This is

thought to encourage student self-efficiency and self-esteem. The

25

students can help their friends if they find difficulties in doing the

assignment in group which it will make them more efficient in

time allocation and more confidence.

b. Disadvantages of using Reciprocal Teaching Strategy

Based on Yawisah (2013, p.27-28), RTS also has disadvantages as

follows:

1. Because the students are collaborating with each other and sharing

the teaching of the material with the teacher, it is possible that

students will provide wrong feedback to other students while

discussing the material.

2. With larger groups of students, it is sometimes hard for the teacher

to monitor all of the communications between the students, and

misinformation may be passed through the class.

D. Concept of Authentic Material

1. Definition of Authentic Material

According to Nunan (1989) as cited by Zoghi, Zardak, and Kazemi

(2014, p.156) explains “Authentic materials are usually defined as those

which have been produced for purposes other than to teach language.”

Another statement comes from Polio (2014) as quoted by Belaid and

Murray (2015, p.26) states that “Despite the many definitions of authentic

26

materials, they are not created for educational language purposes.” Based

on definitions above, the writer concluded definition of authentic materials

are those things that created but do not intended for teaching and learning

process.

2. Types of Authentic Material

According to Maroko (2010, p.7) says “Authentic materials can be

broadly classified in audio, visual, and printed materials.” While,

according to Berardo (2006, p.62) mentions “The sources of authentic

materials that can be used in the classroom are infinite.” This is in line

with Akbari and Razavi (2016, p.109) statement “The sources of authentic

materials (whether spoken or written) are endless.” From those definitions

mentioned, the writer concluded that authentic material can come in

various types.

3. Characteristics of Authentic Material

Biber (1995) as cited by Maroko (2010, p.6) mentions “Characteristic

of authentic materials enables teachers to contextualize their instruction”.

Mostly authentic materials like newspaper, magazine, and others are

produced by company and sort of it. In fact, authentic materials can be

produced personally. According to Bureau of Educational and Cultural

Affairs Office of English Language Programs (n.d) from Washington DC,

USA states that there are many ways to make authentic materials available

27

to the students in the classroom, but authentic material can be made by the

teacher or by the students.

4. Bookmark

Hence, the writer used bookmark as a media in this research.

Bookmark is like a piece of paper that usually used for marking a page in

a book. Bossert (n.d) mention the definition of bookmark “A bookmark is

simply a thin marker, usually made out of card stock, designed to keep a

reader’s place in a book”. Mostly bookmark comes in rectangle shape but

bookmark can come in several variation of shape. Bookmark is one

examples of authentic material since the main purpose of using bookmark

is for marking a page in a book, not for teaching and learning tool.

However, characteristic of authentic material above meets with

characteristic of bookmark. Bookmark enables the teacher to deliver the

instruction to the students in the class.

The writer decided to choose this media since its practicality and its

flexibility. It is practical because the size is relatively small and it can be

carried everywhere. Furthermore, the students can read content of the

bookmark everywhere or during the lesson occur. It is flexible since it also

can be used for marking a page of a book. Bookmark includes in printed

authentic materials because in this case, the content of bookmark that the

writer used is written and there is no picture in it.

28

In RTS, bookmark can be used as an effective media to help students

understand each of the procedure since the writer put the instructional

procedures of reciprocal teaching in bookmark. According to Oczkus

(2010, p.70) says “Bookmark is a useful tool in introductory lessons with

reciprocal teaching and also serves as a guide every time you use

reciprocal teaching strategies.”

E. Concept of Explanation Text

1. Definition of Explanation Text

“Explanation has the rhetorical purpose of telling how or why

phenomena occur, so it invites writers to understand processes and

theories (Klein & Rose, 2010, p.435).” Another definition comes from

Wood & Stubbs (2000, p.76) “Explanation text is a text to explain how

and why something happen.” From two definitions above, the writer

concluded the definition of explanation text is a text which its purpose is

to explain process of something or phenomena happen.

2. Structure of Explanation Text

There are several parts for the structure of explanation text (Wood &

Stubbs, 2000, p.77).

a. General Statement

The general statement or opening paragraph focuses the

readers’ attention on the topic and clarifies what phenomenon or

29

process is to be explained. The writer may choose to use a series of

questions in the opening statement, which will be answered throughout

the text.

b. Explanation

The explanation is the main part of the text, the section where

the phenomenon or the process is described. In explanation section,

points are presented in a logical and sequential order each point

explain how or why something works.

c. Conclusion

The conclusion is the final statement or the end result of the

explanation. This part is the summary from explanation text.

30

Example of structure in explanation text

Tornado

Tornado is the most damaging storm.

Tornado is air column which rotate very fast and

form relation between cumulonimbus clouds.

Before tornado happens, it has several

signals. First, the sky seems dark. Then, ice rain

happen around the area, usually 20-25 minutes. After

that, the situation will calm, but the sky become

darker. Fourth, clouds moving around the area. Fifth,

the sound of tornado is heard. At the beginning, the

sound like water fall, but in the process of time it

will change until like jet plane which is very loud. A

tornado usually moves from southwest to north east.

The change of air layer is the cause of

tornado. In this case, if the cold air layer is above the

hot air layer, the hot air layer goes up with velocity

about 300 km/hour. The air which infiltrating from

this side, cause wind rotate and form Tornado.

General Statement

Sequenced Explanation

Conclusion

Source: https://www.scribd.com/document/243830036/Explanation-Text

3. Language Feature of Explanation Text

Wood & Stubbs (2000, p.78) elaborate that there are several language

features in explanation text, they are:

a. General Noun

General noun is a noun that is known by the public generally.

e.g: Tornado is the most damaging storm.

b. Action Verb

31

Action verbs are the keywords used to explain the process or

phenomenon.

e.g: Fourth, clouds moving around the area.

The air which infiltrating from this side, cause wind rotate and

form Tornado.

c. Simple Present Tense

“Simple present tense expresses daily habits, usual activities, or

general statements of facts (Azar, 1993, p.3).”

e.g: Before tornado happens, it has several signals.

Another example of using simple present in sentences with pattern:

Table 2.1

Pattern of Present Tense (to be)

+ / -

I

You / We / They

He / She / It

am / am not

are / aren’t

is / isn’t

Afraid

?

Am

Are

Is

I

You / We / They

He / She / It

Table 2.2

32

Pattern of Present Tense (verb 1)

+

S

I / You / We / They

He / She / It

V1

move

moves

The

chair

-

S

I / You / We / They

He / She / It

Don’t / Doesn’t

Don’t

Doesn’t

V1

move

move

?

Do / Does

Do

Does

S

I / You / We / They

He / She / It

V1

move

move

d. Passive Voice

Passive voice is an active sentence at first but it change becomes

passive sentence by converting the words sequence. In passive voice,

“The subject of the active verb becomes the ‘agent’ in the passive

verb. The agent is very often not mentioned. When it is mentioned, it

is preceded by by and placed at the end of clause (Thomson and

Martinet, 1986, p.263).”

e.g: Fifth, the sound of tornado is heard.

Another example of using passive voice in sentence with pattern:

Table 2.3

33

Pattern of Passive Sentence

Active Sentence Passive Sentence

Subject + Verb 1 + Object

Object + to be + Past Participle

(Verb 3) + by + Subject

Table 2.4

Examples of using Passive Voice in tenses

Tenses Active Passive

Present

Past

Present Perfect

Past Perfect

Future

She gives some books

She gave some books

She has given some

books

She had given some

books

She will give some

books

Some books is given by

her

Some books was given by

her

Some books has been

given by her

Some books had been

given by her

Some books will be given

by her

e. Conjunction of time and cause effect relationship

34

Conjunction of time is used to point out time sequence in events in a

sentence. For instance: first, second, after, next, etc.

e.g First, the sky seems dark.

Then, ice rain happen around the area, usually 20-25

minutes.

f. Technical terms

Technical terms are used to make the sentences sound more scientific.

e.g Tornado is air column which rotate very fast and form

relation between cumulonimbus clouds.

35

CHAPTER III

METHODOLOGY

A. Location of the Research

The writer conducted a research in SMK Negeri 2 Salatiga. It is located on

Jln. Parikesit, Dusun Warak, Desa Dukuh, Kecamatan Sidomukti, Kota

Salatiga. SMK Negeri 2 Salatiga is a favorite vocational high school in

Salatiga and has A for its accreditation status. SMK Negeri 2 Salatiga is built

in 1999. From 2014 until now, SMK Negeri 2 Salatiga is led by Drs.

Kamaruddin, M.Pd. For the field of study, SMK Negeri 2 Salatiga has five

departments, they are: electronic engineering, mechanic engineering,

computer and network engineering, mechanic automotive engineering, and

building engineering. In SMK Negeri 2 Salatiga, building engineering has

three specialization departments, they are: furniture engineering, architecture

engineering, and civil engineering. Besides, electronic engineering has two

specialization departments, they are: audio-video engineering and industrial

electronic engineering. SMK Negeri 2 Salatiga had 1736 students.

36

B. Time Schedule of the Research

The writer managed time schedule in order to expect the research was

ran smoothly. The research was done on August 2017. The table is shown

below.

Table 3.1

Time Schedule of the Research

Step Date Activity

1 March 20th, 2017 Pre-survey by having interview

2 April 21st, 2017 Pre-test for experimental group

Pre-test for control group

3 April 28th, 2017 Treatment

4 May 5th, 2017 Treatment

5 May 8th, 2017 Post-test for experimental group

Post-test for control group

6 May 15th – 29th August

, 2017

Writing research report

C. Research Approach

The writer used quantitative approach for her research. Quantitative is

an approach which the result is showed numerically or statistically, as Lodico,

Spaulding, and Voegtle (2006, p.12) state “All quantitative research

37

approaches summarize results numerically.” While, according to Creswell

(2009, p.4) says “Quantitative research is a means for testing objective

theories by examining the relationship among variables.” In quantitative

research, the theory or also known as hypothesis is found out before. Then it

can be tested by using instrument in quantitative research in order to know

whether there is some relationship among its variables or not.

According to Creswell (2012, p.13) there are some characteristics of

quantitative research, they are: 1) it described research questions through

explanation of the relationship among variables, 2) it provided research

questions and hypotheses, 3) research questions and hypotheses were created

in specific, narrow, measureable and observable, 4) it used numeric data for

scoring the instrument; pre test and post test, 5) it compared the result of two

groups, experiment and control, using statistical analysis, 6) the research

report was written using standard, fixed structures and evaluation criteria.

From those explanations above, this research includes in quantitative

research since this research provided numeric data for the result. There were

hypotheses that were tested, and this research met with Creswell’s

characteristics of quantitative research stated above.

D. Research Method

“Research method involves the forms of data collection, analysis, and

interpretation that researchers propose for their studies (Creswell, 2014,

38

p.266).” In other words, research method is a way for collecting, analyzing,

and interpreting the data from the research carried out.

The writer used experiment method for this research since the writer

looked for the influence from the result by testing theory or procedures.

According to Lodico, Spaulding, and Voegtle (2006, p.12) argue “The goal of

experimental research is to test hypotheses to establish cause-and-effect

relationships.” There are two groups namely experiment group and control

group in experimental research. Both group received treatment and media for

learning in this research. Experiment group is a group that received reciprocal

teaching strategy and bookmark as the media for learning while control group

received think pair share and power point as the media for learning.

In this research, the writer took two classes, XI TKBB A and XI

TKBB B. One class was as experimental group (XI TKBB A) and another

class was as control group (XI TKBB B). In order to determine both groups

were equal in intelligence, the writer asked the result data of midterm test in

order to know the mean score of both group. The table could be seen below:

Table 3.2

Result of Midterm Test XI TKBB A

No

Students’

Number Name Score

1 1515674 ACHMAD JAMA'AH FIRDAUS 8.8

39

2 1515675 AHLIL DWI NASUKHA 0

3 1515676 AHMAD UMAR AS'ARI 7.3

4 1515677 AKNU HENDRI HANDOKO 9.2

5 1515678 ALDYAN DWINA ARWINTYA 9

6 1515679 ARIS NASIRU RINDA 7.5

7 1515680 BAGAS AFRIZAL 7.5

8 1515681 BAGAS FIDYA YOGA ADI 9

9 1515682 BAHARUDIN 7.6

10 1515683 BUDI MULYONO 9.2

11 1515684 DESTI RIMADHANI 7.1

12 1515685 DICKY SETIAWAN 8

13 1515686 DUWI PUJIANO 8.5

14 1515687 ELSA ALFINA DAMAYANTI 9.7

15 1515688 EVITA SALSABILA AL ASHARI 9

16 1515689 GILANG BAGASKARA 7.2

17 1515690 IMANNIA DYAN AHYANI 7.7

18 1515691 IRVAN ALI PRATAMA 7.7

19 1515692 JELITA JANISMUKOWATI 8.8

20 1515693 JULI SUCIATI 7.6

21 1515694 KABUL WAHYU PAMUNGKAS 8.8

22 1515695 KEVIN ARIGI PUTRA ERDY 7.8

40

23 1515696 KURNIATI ARUM SARI 9.7

24 1515697 LATIP VENO SULISTIYO 8.1

25 1515700 M ROOBITH SULAIMAN 8

26 1515701 MUHAMAD HAFISH NUGROHO 8.5

27 1515702 MUHAMAD IMAM MA'ARIF 8

28 1515703 MUHAMAD IPUNG MAULANA 8.5

29 1515704 MUHAMAD PANDU WINANJAR 7.7

30 1515705 MUHAMMAD BAGUS CHAMDANI 9

31 1515706 NUR AHMAD ZAINUDIN 9.8

32 1515707 RASYA PANDHU WIJAYA 7.5

33 1515708 SITI KHOTIMAH 8.8

34 1515709 VONNI ARDI NUGROHO 9.7

Total 276.3

N = 34

Mean 8.37

41

Table 3.3

Result of Midterm Test of XI TKBB B

No

Students’

Number Name Score

1 1515711 ADITYA AL FAUZI 6.8

2 1515713 ANDRI MUNAWAR 8.3

3 1515714 ANJAS SETYA NUGRAHA 7.8

4 1515715 APRILIA DEWI SAPUTRI 8.8

5 1515717 AURELIYA AZIZHA PANGESTIKA 8

6 1515718 CHOLIL SAID AGIL HUSAIN 7.8

7 1515719 ERIKA FEBRIANA 9

8 1515720 FABIO SALFA RISCKY 10

9 1515721 FACHRI RAHMADHANI AKHYA 7.8

10 1515722 FEBRY AHMAD KURNIAWAN 8.8

11 1515723 GILANG ADI WIBISONO 9

12 1515724 HERNITA PERMATA SARI 8

13 1515725 HILDA RONAA PRAMESWARI 0

14 1515726 IQBAL HARDI KURNIA 7.5

15 1515727 KEVIN DUTA AULIAWAN 10

16 1515728 KRISNA DEWANTA BRAMASTA 9

42

17 1515729 KRISNA DJATI DHARMAWAN 7.5

18 1515730 LAVINO SHEEHAN TUKASE 7.8

19 1515732 M. RIZKY DWI ANDIKA PUTRA 9.8

20 1515733 MARTA SELLA AYU PRADINA 7.8

21 1515734 MUHAMMAD ERI ARIYANTO 8.8

22 1515735 MUHAMMAD RAFLY NAZARUDDIN 7.8

23 1515736 MUHAMMAD SIDKUN WAFA 7.5

24 1515737 NANANG ARIYANTO 8.8

25 1515738 PRIMAYOGHA HERBANGUN 7.8

26 1515739 RIA PUJI RAHAYU 9

27 1515741 SALSABILA PUTRI APRILIA 9

28 1515742 SANTI APRIANI 9

29 1515743 SRI LESTARI 9

30 1515744 WINDY KURNIA PUTRA 7.8

31 1515745 YUHYIHA ALFIANA 5.8

Total 249.8

N =31

Mean 8.33

43

From the table above, it can be seen that mean of XI TKBB A was

8,37 and mean of XI TKBB B was 8,33. In other words, both classes were

equal in intelligence.

E. Research Design

There are several types of research design in experimental research.

The writer used true experimental design since the writer chose the

experimental group and control group randomly. As Creswell (2012, p.309)

states “in true experiments, the researcher randomly assigns participants to

different conditions of the experimental variable”. Then, the writer conducted

pre-test for experimental and control group. In experimental group, the writer

applied reciprocal teaching strategy and bookmark as the media in teaching

and learning process while in control group, the writer applied think pair share

and power point as the media in teaching and learning process. In addition,

the writer gave the same material for experimental and control group. The

design can be seen in the table below as illustrated by Arikunto (1998, p.79):

Table 3.4

Format of Pre-test and Post-test

Group Pre-test Intervention Post-test

E Y1 X Y2

C Y1 X Y2

44

It means:

X : Treatment

Y1 : Dependent variable before the manipulation of the

independent variable X

Y2 : Dependent variable after the manipulation of the

independent variable X

E : Experimental group

C : Control group

Since the writer conducted the treatment twice, the table 3.4 got a little

extension. It purposed to make sure the influence of using RTS and

bookmark. Then, the figure could be seen below:

Table 3.5

Extension Format of Pre-test and Post-test

Group Pre-test Independent

Variable

Independent

Variable

Post-test

E Y1 X X Y2

C Y1 X X Y2

Then, the writer gave treatment to the experimental group by using

reciprocal teaching strategy and bookmark as the media for the experimental

group and think pair share and power point as the media for the control group.

45

However, the writer gave the same material for experimental and control

group. The material was about explanation text. The writer conducted post-

test for both group afterwards. The writer compared the scores of post-test

from two groups and saw the average change between pre- and post-test

scores for both groups to ascertain the significance of the difference in the

average.

F. Population and Sample of the Research

According to Lodico, Spaulding, and Voegtle (2006, p.13) mention

“Population is the larger group to which the researcher would like the results

of a study to be generalizable.” Another definition about population comes

from Bacon-Shone (2015, p.34) says “Population is the potential respondents

of interest.” From two definitions above, the writer concluded population is a

larger group that potential to conduct a research and the result of the research

can be generalize. The population of this research was the eleventh grade

students of SMKN 2 Salatiga in the academic year of 2016/2017.

“A sample is the respondents selected from population for study

(Bacon-Shone, 2015, p.34).” In other words, sample is the respondent who is

selected from population. For the sample of this research, the writer took two

classes from eleventh grade students of SMKN 2 Salatiga, they are XI Teknik

Konstruksi Batu Beton A (XI TKBB A) for the experimental group and XI

Teknik Konstruksi Batu Beton B (XI TKBB B) for the control group.

46

Cohen, Manion, and Morrison (2007, p.110) states “Every member of

the wider population has an equal chance of being included in the sample;

inclusion or exclusion from the sample is a matter of chance and nothing

else”. Nevertheless, since the writer used purposive sampling technique in this

research. The writer took criteria for the samples as follow:

1. Inclusion criteria

a. Students of XI TKBB A and XI TKBB B

b. Available when pre-test and post test conducted

2. Exclusion criteria

a. Unavailable when pre-test and post-test conducted

XI TKBB A has 34 students, while XI TKBB B has 31 students. Due

to some students did not fulfill the criteria above (some students did not do the

pre- and post-test conducted) the writer analyzed the data by reducing number

of students and only took students who follow both, pre- and post-test. XI

TKBB A from 34 students became 25 students while XI TKBB B from 31

students became 28 students. The students’ name of XI TKBB A and XI

TKBB B could be seen below:

47

Table 3.6

Students’ Name in XI TKBB A Class

No

Students’

Number Name Sex

1 1515674 ACHMAD JAMA'AH FIRDAUS Male

2 1515675 AHLIL DWI NASUKHA Male

3 1515676 AHMAD UMAR AS'ARI Male

4 1515677 AKNU HENDRI HANDOKO Male

5 1515678 ALDYAN DWINA ARWINTYA Male

6 1515679 ARIS NASIRU RINDA Male

7 1515680 BAGAS AFRIZAL Male

8 1515681 BAGAS FIDYA YOGA ADI Male

9 1515682 BAHARUDIN Male

10 1515683 BUDI MULYONO Male

11 1515684 DESTI RIMADHANI Female

12 1515685 DICKY SETIAWAN Male

13 1515686 DUWI PUJIANO Male

14 1515687 ELSA ALFINA DAMAYANTI Female

15 1515688 EVITA SALSABILA AL ASHARI Female

16 1515689 GILANG BAGASKARA Male

48

17 1515690 IMANNIA DYAN AHYANI Female

18 1515691 IRVAN ALI PRATAMA Male

19 1515692 JELITA JANISMUKOWATI Female

20 1515693 JULI SUCIATI Female

21 1515694 KABUL WAHYU PAMUNGKAS Male

22 1515695 KEVIN ARIGI PUTRA ERDY Male

23 1515696 KURNIATI ARUM SARI Female

24 1515697 LATIP VENO SULISTIYO Male

25 1515700 M ROOBITH SULAIMAN Male

26 1515701 MUHAMAD HAFISH NUGROHO Male

27 1515702 MUHAMAD IMAM MA'ARIF Male

28 1515703 MUHAMAD IPUNG MAULANA Male

29 1515704 MUHAMAD PANDU WINANJAR Male

30 1515705 MUHAMMAD BAGUS CHAMDANI Male

31 1515706 NUR AHMAD ZAINUDIN Male

32 1515707 RASYA PANDHU WIJAYA Male

33 1515708 SITI KHOTIMAH Female

34 1515709 VONNI ARDI NUGROHO Male

Total 34

49

Table 3.7

Students’ Name in XI TKBB B Class

No

Students’

Number Name Sex

1 1515711 ADITYA AL FAUZI Male

2 1515713 ANDRI MUNAWAR Male

3 1515714 ANJAS SETYA NUGRAHA Male

4 1515715 APRILIA DEWI SAPUTRI Female

5 1515717 AURELIYA AZIZHA PANGESTIKA Female

6 1515718 CHOLIL SAID AGIL HUSAIN Male

7 1515719 ERIKA FEBRIANA Female

8 1515720 FABIO SALFA RISCKY Male

9 1515721 FACHRI RAHMADHANI AKHYA Male

10 1515722 FEBRY AHMAD KURNIAWAN Male

11 1515723 GILANG ADI WIBISONO Male

12 1515724 HERNITA PERMATA SARI Female

13 1515725 HILDA RONAA PRAMESWARI Female

14 1515726 IQBAL HARDI KURNIA Male

15 1515727 KEVIN DUTA AULIAWAN Male

16 1515728 KRISNA DEWANTA BRAMASTA Male

50

17 1515729 KRISNA DJATI DHARMAWAN Male

18 1515730 LAVINO SHEEHAN TUKASE Male

19 1515732 M. RIZKY DWI ANDIKA PUTRA Male

20 1515733 MARTA SELLA AYU PRADINA Female

21 1515734 MUHAMMAD ERI ARIYANTO Female

22 1515735 MUHAMMAD RAFLY NAZARUDDIN Male

23 1515736 MUHAMMAD SIDKUN WAFA Male

24 1515737 NANANG ARIYANTO Male

25 1515738 PRIMAYOGHA HERBANGUN Male

26 1515739 RIA PUJI RAHAYU Female

27 1515741 SALSABILA PUTRI APRILIA Female

28 1515742 SANTI APRIANI Female

29 1515743 SRI LESTARI Female

30 1515744 WINDY KURNIA PUTRA Male

31 1515745 YUHYIHA ALFIANA Male

Total 31

G. Validity and Reliability

1. Validity

According to Lodico, Spaulding, & Voegtle (2006, p.88) state

“Validity indicates the instrument’s accuracy.” While according to Cohen,

51

Manion & Morrison (2000, p.105) state that “Validity is thus a

requirement for both quantitative and qualitative/naturalistic research.” In

this research, the writer used two validities as follow:

a. Criterion-related validity or Predictive validity

“Predictive validity is achieved if the data acquired at the first

round of research correlate highly with data acquired at a future

date.”(Cohen, 2007, p.140) This type is used in this research since

the writer gave pre-test as the data of the first round and post-test

as a future data, where the result of pre- and post-test is highly

correlate.

b. Content validity

Cohen (2007, p.137) states “the instrument must show that it

fairly and comprehensively covers the domain or items that it

purports to cover.” The writer design pre- and post-test based on

syllabus of eleventh grade of SMK Negeri 2 Salatiga for the

second semester.

2. Reliability

Creswell (2012, p.159) mention the definition of reliability

“Reliability means that scores from an instrument are stable and

consistent.” While, according to Nunan (1992, p.14) mentions the

definition of reliability “Reliability refers to the consistency of the result

52

obtained from a piece of research.” In this research, the writer used only

one type of reliability namely the test-retest reliability.

Creswell (2012, p.160) mentions “The test-retest reliability is when

scores from one sample are stable over time from one test administration

to another. To determine this form of reliability, the researcher administers

the test at two different times to the same participants at a sufficient time

interval.” The writer gave pre-test to the students of XI TKBB A and XI

TKBB B at the same time. Then, the writer also gave post-test to the

students of XI TKBB A and XI TKBB B at the same time as well.

H. Technique of Data Collection

The writer had two methods of collecting data to conduct the research.

In this research, the writer used test and documentation.

1. Test

a. Pre-Test

The writer carried out pre-test in order to know how far

the students’ reading comprehension on explanation text when

reciprocal teaching strategy and bookmark has not been

applied previously.

53

b. Post-Test

After applying reciprocal teaching strategy and

bookmark, students were asked to do the post test in order to

know the comparison of students’ comprehension.

2. Documentation

In this research, the researcher documented the students’ test

sheet, attendance list, and photos report. Documentation includes

in secondary data.

I. Research Instrument

The writer carried out written test for this research. It consisted of 10

items which about explanation text. The value of each item is 10. If the

students can answer all the questions given correctly and completely, students

will get 100.

J. Evaluation Criteria of Test

Table 3.8

Rubric in Reading Comprehension for Eleventh Grade

Score Assessment Criteria

10 Answers are correct, complete, very understandable, very clear, and include

many details.

8 Answers are mostly correct, mostly complete, mostly understandable, clear,

54

and include sufficient detail.

6 Answers are partially correct, complete enough, understandable enough, clear

enough, and include several detail.

4 Answers are occasionally correct, less complete, sometimes understandable,

less clear, and include few detail.

2 Student answer is mostly incorrect, incomplete, difficult to understand, and

there is no detail.

0 There is no answer at all

K. Technique of Data Analysis

The writer did some steps to analyze the data, they were:

1. Scored the students’ test

The writer scored the result of pre- and post-test from experimental

and control groups. The writer used point scale of 0-10 to measure the

students answer. Total of questions were 10, if all the questions were

answered by students correctly and completely, they received 100.

2. Calculated the result of the test

The writer used Statistical Package for the Social Science (SPSS) to

analyze the data. According to Landau and Everitt (2004, p.1) mention

“Statistical Package for the Social Science (SPSS) is a package of

programs for analyzing and presenting data, the package is widely used in

the social and behavioral sciences”. The writer used Paired Samples T-

55

Test in SPSS 16.0 version to analyze the mean and difference or

significance in pre- and post test for both group.

56

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Profile of the Students Before and After the Treatments for Both

Experimental and Control Group

1. Pre Test Analysis

The writer conducted two kinds of test, pre-test and post-test. Pre-test

was conducted before the treatment. It purposed to measure the students’

reading comprehension on explanation text before having Reciprocal

Teaching Strategy and Bookmark as the media. The writer organized the

procedure of pre-test as follows:

a. The writer as the teacher gave the test sheet to the students

b. The teacher made rules for the students when they did the test

c. The students submitted their test sheet when they finished it

d. The teacher gave scoring to the pre-test

Each correct answer was scored 10, if the students were able to answer

all the questions correctly and completely would get 100 points. After the

pre-test was done, the writer checked and gave score for the test. Then, the

writer could display the result of pre-test for experimental control group as

follows:

57

Table 4.1

Result of Pre-test of Experimental Group

No

Students’

Number Name Score

1 1515674 ACHMAD JAMA'AH FIRDAUS 64

2 1515676 AHMAD UMAR AS'ARI 52

3 1515677 AKNU HENDRI HANDOKO 64


5 1515679 ARIS NASIRU RINDA 56

6 1515680 BAGAS AFRIZAL 40


8 1515684 DESTI RIMADHANI 56


10 1515686 DUWI PUJIANO 58

11 1515687 ELSA ALFINA DAMAYANTI 60

12 1515689 GILANG BAGASKARA 60

13 1515691 IRVAN ALI PRATAMA 60

14 1515694 KABUL WAHYU PAMUNGKAS 60

15 1515695 KEVIN ARIGI PUTRA ERDY 68

16 1515697 LATIP VENO SULISTIYO 54

58


18 1515701 MUHAMAD HAFISH NUGROHO 64


20 1515703 MUHAMAD IPUNG MAULANA 44

21 1515704 MUHAMAD PANDU WINANJAR 64


23 1515706 NUR AHMAD ZAINUDIN 66

24 1515707 RASYA PANDHU WIJAYA 60

25 1515709 VONNI ARDI NUGROHO 58

Total 1472

N = 25

Mean 58,8

It has been explained in previous chapter that there were some of

students that did not follow pre-test. Actually, XI TKBB A or experimental

class has 34 students, but from the table above only there were 25 students

in experimental class because 6 students were asked permission to follow

school’s activity and 3 students were absent. The highest score of

experimental group was 72 while the lowest was 40. The mean of

experimental group’s pre-test score was 58,8.

59

Then, the writer did the same step by displaying the pre-test result of

control group. The distribution table is as follows:

Table 4.2

Result of Pre-test of Control Group

No

Students’

Number Name Score

1 1515711 ADITYA AL FAUZI 52

2 1515713 ANDRI MUNAWAR 52

3 1515714 ANJAS SETYA NUGRAHA 44

4 1515715 APRILIA DEWI SAPUTRI 52


6 1515718 CHOLIL SAID AGIL HUSAIN 54


8 1515721 FACHRI RAHMADHANI AKHYA 52

9 1515722 FEBRY AHMAD KURNIAWAN 50




13 1515726 IQBAL HARDI KURNIA 50


60

15 1515729 KRISNA DJATI DHARMAWAN 52

16 1515730 LAVINO SHEEHAN TUKASE 60

17 1515732 M. RIZKY DWI ANDIKA PUTRA 46

18 1515733 MARTA SELLA AYU PRADINA 82

19 1515735 MUHAMMAD RAFLY NAZARUDDIN 52

20 1515736 MUHAMMAD SIDKUN WAFA 50

21 1515737 NANANG ARIYANTO 54

22 1515738 PRIMAYOGHA HERBANGUN 54





27 1515744 WINDY KURNIA PUTRA 58

28 1515745 YUHYIHA ALFIANA 52

Total 1586

N = 28

Mean 56,6

Actually, XI TKBB B or control group has 31 students, but from the

table above only there were 28 students who follow pre-test in control class

because 1 student was asked permission to follow school’s activity and 2

61

students were absent. The highest score of experimental group was 82

while the lowest was 44. The mean of control group’s pre-test score was

56,6.

2. Treatment

Treatment was an activity that conducted by the writer to the students

by using the strategy in teaching and learning process. In this research, the

writer gave the treatment twice. The writer used Reciprocal Teaching

Strategy and Bookmark to teach about explanation text for experimental

group.

At first, the writer explained the material about explanation text. Then,

the writer asked to the students to make group consist of 5-6 students each

group and the writer gave a text and bookmark. For the first meeting each

group was asked to determine general statement, sequenced explanation,

and conclusion from the text given. The students were asked to do the

steps in Reciprocal Teaching Strategy that already written in the

bookmark. In the second meeting, each group was asked to answer the

questions from the text given by following Reciprocal Teaching Strategy’s

steps that written in bookmark. In the end of lesson, the writer and

students summarized the material together.

The writer also applied a strategy in control group which the purpose

was to helped students learned about explanation text. The writer used

62

Think Pair Share and PowerPoint for the media. Think Pair Share is a

strategy that enables students to work in pair for discussing the material or

assignment. PowerPoint is a common presentation media that used in

teaching and learning process. Similar with experimental group, the writer

explained about explanation text first. In the first meeting, the students

were asked to determine general statement, sequenced explanation, and

conclusion from the text given individually first. Then, the students were

asked to discuss it with their peer afterwards. Next, they were asked to

share their answer to the class. In the second meeting, the students were

asked to answer the questions given individually. Then, the students were

asked to discuss it with their peer. At last, the students shared their answer

to the whole class.

3. Post Test Analysis

After the students had finished the treatment, the writer conducted the

post-test. The distribution table of the post-test result for experimental

group could be seen as follows:

63

Table 4.3

Result of Post-test of Experimental Group

No

Students’

Number Name Score

1 1515674 ACHMAD JAMA'AH FIRDAUS 88

2 1515676 AHMAD UMAR AS'ARI 80

3 1515677 AKNU HENDRI HANDOKO 78


5 1515679 ARIS NASIRU RINDA 76

6 1515680 BAGAS AFRIZAL 78


8 1515684 DESTI RIMADHANI 86


10 1515686 DUWI PUJIANO 88

11 1515687 ELSA ALFINA DAMAYANTI 90

12 1515689 GILANG BAGASKARA 86

13 1515691 IRVAN ALI PRATAMA 88

14 1515694 KABUL WAHYU PAMUNGKAS 78

15 1515695 KEVIN ARIGI PUTRA ERDY 62

16 1515697 LATIP VENO SULISTIYO 78


64

18 1515701 MUHAMAD HAFISH NUGROHO 68


20 1515703 MUHAMAD IPUNG MAULANA 56

21 1515704 MUHAMAD PANDU WINANJAR 84


23 1515706 NUR AHMAD ZAINUDIN 86

24 1515707 RASYA PANDHU WIJAYA 80

25 1515709 VONNI ARDI NUGROHO 86

Total 1998

N = 25

Mean 79,9

Based on the table above, there were 25 students had done the post-

test. The highest score of experimental group was 90 and the lowest was

56. The mean of experimental group’s post-test score was 79,9.

Meanwhile, the distribution table of the post-test result for control

group as follows:

65

Table 4.4

Result of Post-test of Control Group

No

Students’

Number Name Score

1 1515711 ADITYA AL FAUZI 68

2 1515713 ANDRI MUNAWAR 66

3 1515714 ANJAS SETYA NUGRAHA 68

4 1515715 APRILIA DEWI SAPUTRI 74


6 1515718 CHOLIL SAID AGIL HUSAIN 66


8 1515721 FACHRI RAHMADHANI AKHYA 68

9 1515722 FEBRY AHMAD KURNIAWAN 64




13 1515726 IQBAL HARDI KURNIA 88


15 1515729 KRISNA DJATI DHARMAWAN 62

16 1515730 LAVINO SHEEHAN TUKASE 86

17 1515732 M. RIZKY DWI ANDIKA PUTRA 74

66

18 1515733 MARTA SELLA AYU PRADINA 96

19 1515735 MUHAMMAD RAFLY NAZARUDDIN 68

20 1515736 MUHAMMAD SIDKUN WAFA 86

21 1515737 NANANG ARIYANTO 90

22 1515738 PRIMAYOGHA HERBANGUN 86





27 1515744 WINDY KURNIA PUTRA 68

28 1515745 YUHYIHA ALFIANA 60

Total 2138

N =28

Mean 76,3

Based on the table above, there were 28 students had done the post-

test. The highest score of control group was 98 and the lowest was 60. The

mean of control group’s post-test score was 76,3.

67

B. Influence of Reciprocal Teaching Strategy and Bookmark to Improve the

Students’ Reading Comprehension on Explanation Text

In this research, the writer used SPSS 16.0 version to analyze and compare

score result from experimental group and control group. The writer showed

the result for both experimental and control group. The result as follow:

1. Experimental Group

Before the writer applied SPSS, the writer showed result from pre and

post-test in experimental group. It could be seen in this table below:

Table 4.5

Result of Pre- and Post-test of Experimental Group

No R Pre-test Post-test

1 R1 64 88

2 R3 52 80

3 R4 64 78

4 R5 56 84

5 R6 56 76

6 R7 40 78

7 R8 66 90

8 R11 56 86

9 R12 62 70

10 R13 58 88

68

11 R14 60 90

12 R16 60 86

13 R18 60 88

14 R21 60 78

15 R22 68 62

16 R24 54 78

17 R25 64 78

18 R26 64 68

19 R27 72 84

20 R28 44 56

21 R29 64 84

22 R30 44 76

23 R31 66 86

24 R32 60 80

25 R34 58 86

Total 1472 1998

N = 25

Mean 58,8 79,9

69

After presenting the score of pre- and post-test from

experimental group, the writer used Paired-Sample t-test in SPSS 16.0

version. The result could be seen below:

Figure 4.1

Result of Paired Samples Statistics of Experiment Group

From the table above, the writer concluded the mean of pre-test

experimental class was 58,8 and mean of post-test of

experimental group was 79,9 The quantity (N) of the students in

experimental group was 25 students.

Figure 4.2

Result of Paired Samples Correlations of Experiment Group

70

The table above showed that the correlation of pre-test and

pos-test of the experimental class was 0.260 and the significance

was 0,210.

Figure 4.3

Result of Paired Samples Test of Experiment Group

The result of paired-samples t-test would be significant if sig.

(2-tailed) value was < 0,05 and would not be significant if sig. (2-

tailed) value was > 0,05. If sig. (2-tailed) value < 0,05, Ha was

accepted and Ho was rejected, while if sig. (2-tailed) value > 0,05,

Ha was rejected and Ho was accepted. In the table above, the sig

(2-tailed) value was 0,00 . From the table above, the sig. (2-tailed)

value < 0,05. It means that Ha was accepted.

The writer could conclude that Reciprocal Teaching Strategy

and Bookmark improved the students’ reading comprehension on

explanation text. Ho was rejected while Ha was accepted. It means

that there is a difference between using Reciprocal Teaching

Strategy and Bookmark towards students’ reading comprehension

71

on explanation text for the eleventh grade students at SMK Negeri

2 Salatiga.

2. Control Group

In control group, the writer did the same steps in analyzing the data.

The writer showed the result of pre and post-test from control group first.

The writer realized that the scores between pre and post-test control group

were different. The table could be seen below:

Table 4.6

Result of Pre- and Post-test of Control Group

No R Pre-test Post-test

1 R1 52 68

2 R2 52 66

3 R3 44 68

4 R4 52 74

5 R5 62 88

6 R6 54 66

7 R7 54 82

8 R9 52 68

9 R10 50 64

10 R11 58 66

72

11 R12 58 84

12 R13 68 88

13 R14 50 88

14 R16 58 68

15 R17 52 62

16 R18 60 86

17 R19 46 74

18 R20 82 96

19 R22 52 68

20 R23 50 86

21 R24 54 80

22 R25 54 86

23 R26 58 90

24 R27 60 68

25 R28 82 98

26 R29 62 68

27 R30 58 68

28 R31 52 60

Total 1586 2138

N = 28

Mean 56,6 76,3

73

The writer used Paired-Sample t-test in SPSS 16.0 version. The result

could be seen below:

Figure 4.4

Result of Paired Samples Statistics of Control Group

From the table above, the writer concluded the mean of pre-test

control group was 56,6 and mean of post-test of control group was

76,3. The quantity (N) of the students in control group was 28

students.

Figure 4.5

Result of Paired Samples Correlation of Control Group

74

The table above showed that the correlation of pre-test and

pos-test of the control class was 0,566 and the significance was 0,002.

Figure 4.6

Result of Paired Samples Test of Control Group

The result of paired-sample t-test would be significant if sig.

(2-tailed) value was < 0,05 and would not be significant if sig. (2-

tailed) value was > 0,05. If sig. (2-tailed) value < 0,05, Ha was

accepted and Ho was rejected, while if sig. (2-tailed) value > 0,05, Ha

was rejected and Ho was accepted. In the table above, the sig. (2-

tailed) value was 0,00 . From the table above, the sig. (2-tailed) value

< 0,05. It means that Ha was accepted.

The writer could conclude that the students’ reading

comprehension on explanation text in control group also got

improvement. Thus, there was a significant difference between pre-

and post-test mean in control group.

At last, the result of this research claims that the result findings

support Ahmadi & Ismail (2012, p.155) theory “Reciprocal teaching

strategy improves learners’ reading comprehension, facilitates foreign

language learning, and helps them to improve the ability to work co-

75

operatively with their classmates.” The result of the research also

proved Oczkus (2010) theory “Bookmark is a useful tool in

introductory lessons with reciprocal teaching and also serves as a

guide every time you use reciprocal teaching strategy”.

76

CHAPTER V

CLOSURE

A. Conclusion

Based on the data analysis, the writer presents the conclusion as follow:

1. Profile of Students’ Reading Comprehension on Explanation Text

Before and After Applying Reciprocal Teaching Strategy and

Bookmark.

The calculation showed the result of pre- and post-test mean for

experimental group. The mean of pre-test is 58,8 while the mean of

posttest was 79,9. The mean of post-test is higher than the mean of pre-

test. The difference between the students’ pre- and post-test mean taught

by Reciprocal Teaching Strategy and Bookmark is 21,1.

The calculation also showed the result of pre- and post-test mean for

control group. The mean of pre-test was 56,6 while the mean of post-test

is 76,3. The mean of post-test is also higher than the mean of pre-test. The

difference between the students’ pre- and post-test mean is 19,7.

77

2. Influence of Reciprocal Teaching Strategy and Bookmark to Improve

the Students’ Reading Comprehension on Explanation Text.

The calculation about the data by using SPSS 16.0 version was

presented in Chapter IV. In experimental group, the result of paired-

samples t-test shows 0,00 in sig (2-tailed). Thus, the null hypotheses (Ho)

was rejected and the alternate hypotheses (Ha) was accepted. It means that

there was significant difference between pre- and post-test mean in

experimental group. Therefore, Reciprocal Teaching Strategy and

Bookmark influenced the students’ reading comprehension on explanation

text.

The calculation of control group was also presented in Chapter IV.

The result of paired-samples t-test shows 0,00 in sig (2-tailed) in control

group. It means that the students’ reading comprehension on explanation

text in control group also got improvement. Thus, there was significance

difference between pre-and post-test mean in control group.

For the conclusion, Reciprocal Teaching Strategy and Bookmark

influenced the students’ reading comprehension on explanation text

because the value of sig (2-tailed) was lower than 0,05. Thus, the research

approved the alternate hypothesis (Ha) that stated there was a difference

between using Reciprocal Teaching Strategy and Bookmark towards

students’ reading comprehension on explanation text for the eleventh

grade students at SMK Negeri 2 Salatiga.

78

B. Suggestions

Based on the research findings, the writer would like to offer some

suggestions, which are aimed to teachers, students, and other researchers.

1. For the teachers

a. Reciprocal Teaching Strategy and Bookmark is recommended for

English teachers to help students learn reading by using four

instructional strategies and improves students’ reading comprehension.

b. The teacher may apply Reciprocal Teaching Strategy and Bookmark

not only in teaching explanation text but also in other genre of text.

2. For the students

a. The students are recommended to apply Reciprocal Teaching Strategy

and Bookmark to help them learn many kinds of text.

b. The students are recommended to apply Reciprocal Teaching Strategy

and Bookmark in order to make them deepen their understanding in

reading comprehension and to make them avoid boredom in learning

reading in class.

3. For the other researchers

a. The finding of this research solely approves the hypotheses. However,

it does not mean that something is always true all the time. Moreover,

the research needs improvement of thought for further studies.

b. The result of this research hopefully can be used as starting point for

those who want to carry out a research in the same topics

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APPENDICES

LIST OF APPENDICES

1. Curriculum Vitae

2. Note of Counselor

3. Research Permission Letter

4. Official Statement Letter from SMK Negeri 2 Salatiga

5. SKK

6. Consultation Sheet

7. Syllabus

8. Lesson Plan Experimental Class Treatment 1

9. Lesson Plan Experimental Class Treatment 2

10. Lesson Plan Control Class Treatment 1

11. Lesson Plan Control Class Treatment 2

12. Validation of Syllabus and Lesson Plan Experimental Class Treatment 1

13. Validation of Syllabus and Lesson Plan Experimental Class Treatment 2

14. Validation of Syllabus and Lesson Plan Control Class Treatment 1

15. Validation of Syllabus and Lesson Plan Control Class Treatment 2

16. Validation of Test

17. Attendance List of Experimental Class and Control Class

18. Lesson Material of Experimental Class and Control Class

19. Questions Sheet of Pre- and Post-test Experimental Class

20. Questions Sheet of Pre- and Post-test Control Class

21. Answer Key Experimental and Control Class

22. Students’ Answer Sheet

23. Documentation

CURICULUM VITAE

Full Name : Risa Tofantisari

Place and Date of Birth : Kab. Semarang, October 3rd, 1991

Sex : Female

Religion : Moslem

Address : Langensari, RT 05/04, Babadan, Ungaran,

Semarang

Email : [email protected]

Phone : 085728324056

Educational Background : Elementary School (SD) 02 Langensari

: Junior High School (SMP) 04 Ungaran

: Vocational High School (SMK) 11 Semarang

: State Institute for Islamic Studies (IAIN)

Salatiga

SILABUS PEMBELAJARAN

Sekolah : SMK Negeri 2 Salatiga

Kelas : XI

Mata Pelajaran : Bahasa Inggris

Semester : 2

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.8 Membedakan fungsi

sosial, struktur teks,

dan unsur kebahasaan

beberapa teks

explanation lisan dan

tulis dengan memberi

dan meminta

informasi terkait

gejala alam atau

sosial yang tercakup

dalam mata pelajaran

lain di kelas XI,

sesuai dengan konteks

penggunaannya

4.8 Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan teks

explanation lisan dan

tulis, terkait gejala

alam atau sosial yang

tercakup dalam mata

pelajaran lain di kelas

XI

Fungsi Sosial

Menjelaskan, memberi

gambaran alasan

terjadinya suatu

fenomena

Struktur Teks

Dapat mencakup: - fenomena - identitas gejala - rangkaian penjelasan

Unsur Kebahasaan

- Adverbia first, then, following, finally

- Hubungan sebab-akibat (if –then, so, as a consequence, since, due to, because of, thanks to

- Kalimat pasif, dalamtenses yang present

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Benda-benda non

manusia, seperti air,

penguapan, hujan dengan

paparan yang

menumbuhkan perilaku

yang termuat dalam KI

- Membaca beberapa teks

information report terkait

mata pelajaran lain di

Kelas XI - Menggunakan alat analisis,

mengidentifikasi bagian-bagian struktur teks report dan mengamati cara penggunaanya, seperti yang dicontohkan

- Bertanya jawab tentang beberapa teks lain lagi dengan topik yang berbeda

- Mengumpulkan informasi dari berbagai sumber

untuk membuat teks-teks

tentang fenomena alam

pendek dan sederhana. - Menempelkan teks masing-

masing di dinding kelas untuk dibaca temannya

- Mempresentasikan teksnya kepada teman-teman yang datang membaca

- Melakukan langkah yang sama dengan topik fenomena sosial

- Melakukan refleksi tentang proses dan hasil belajarnya

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMKN 2 Salatiga


Kelas/Semester : XI/2

Materi Pokok : Explanation Text

Alokasi Waktu : 2 x 45 menit

Pertemuan Ke : 1

A. Kompetensi Inti

1. Religius

Menghargai dan menghayati ajaran agama yang dianutnya

2. Sosial

Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Pengetahuan

Memahami,menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

4. Keterampilan

Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta bertindak secara efektif dan kreatif, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar

3. KD pada KI Pengetahuan

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks explanation lisan dan tulis dengan memberi dan meminta

informasi terkait gejala alam atau sosial yang tercakup dalam mata

pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya.

4. KD pada KI Keterampilan

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur

teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait gejala

alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI.

C. Indikator Pencapaian Kompetensi

KI 3. (Pengetahuan)

1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan

dalam teks explanation.

2. Merespon makna tersurat dan tersirat dalam teks explanation.

KI 4. (Keterampilan)

1. Menganalisa teks explanation berdasarkan struktur teks.

D. Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks dan unsur

kebahasaan dalam teks explanation.

2. Siswa mampu merespon makna tersurat dan tersirat dalam teks explanation.

3. Siswa mampu menganalisa teks explanation berdasarkan struktur teks.

E. Materi Pembelajaran

1. Definition: Explanation text is a text which tells processes relating to

forming of natural, social, scientific, and cultural phenomena.

2. Social Function: Explanation text is used to say WHY or HOW of the

forming of the phenomena.

3. Structure :

a. General statement

b. Explanation

c. Conclusion

4. Language Feature :

a. Using Simple Present Tense.

b. Using action verb (break, move, form, etc)

c. Using passive voice (is heard, is called, etc)

d. Using general noun (earthquake, volcano, etc)

e. Using time conjunction to keep the text flowing (when, after, etc)

f. Using technical terms (cumulonimbus, etc)

5. Contoh Explanation text

Tornado

Tornado is the most damaging storm. Tornado is air column which

rotate very fast and form relation between cumulonimbus clouds.

Before tornado happens, it has several signals. First, the sky seems

dark. Then, ice rain happen around the area, usually 20-25 minutes. After

that, the situation will calm, but the sky become darker. Fourth, clouds

moving around the area. Fifth, the sound of tornado is heard. At the

beginning, the sound like water fall, but in the process of time it will

change until like jet plane which is very loud. A tornado usually moves

from southwest to north east.

The change of air layer is the cause of tornado. In this case, if the cold

air layer is above the hot air layer, the hot air layer goes up with velocity

about 300 km/hour. The air which infiltrating from this side, cause wind

rotate and form Tornado.

F. Pendekatan, Model dan Metode

Pendekatan : Scientific Approach

Metode/teknik mengajar : Reciprocal Teaching

Reciprocal teaching refers to an instructional activity that takes place in the

form of a dialogue between teachers and students regarding segments of text

(Palincsar, 1986).

Reciprocal Teaching has four steps; Predicting, Questioning, Clarifying, and

Summarizing.

G. Media, Alat dan Sumber Pembelajaran

1. Media

a. Bookmark

2. Bahan

a. Absensi

b. Silabus

c. RPP

3. Sumber belajar

a. Buku Guru Bahasa Inggris SMA/SMK/MA Kelas XI

b. Buku Siswa Bahasa Inggris SMA/SMK/MA Kelas XI Semester 2

H. Langkah-langkah Pembelajaran

Kegiatan Deskripsi kegiatan Alokasi Waktu

Pendahuluan

Guru masuk ke kelas dan

mengecek kesiapan siswa belajar

baik secara fisik maupun psikis

Guru mengucapkan salam dan

greeting dengan ramah dan

bersahabat kepada siswa sebelum

10 menit

memulai kegiatan pembelajaran.

Guru meminta salah satu siswa

untuk memimpin doa sebelum

memulai pembelajaran.

Guru mengecek kehadiran siswa

sebagai bentuk disiplin.

Inti Mengamati

Siswa menyimak penjelasan dari

guru mengenai pengertian, fungsi

sosial text, struktur dan unsur

kebahasaan dari explanation text.

Menanya

Dengan bimbingan dan arahan

guru, siswa dipandu untuk

menanyakan struktur teks dan

unsur kebahasaan dari teks

explanation.

Mengumpulkan informasi

Guru membagi siswa menjadi

beberapa kelompok. Masing-

masing kelompok terdiri dari 5-6

siswa.

Setiap kelompok diberi teks

explanation dan bookmark

sebagai media pembelajaran bagi

para siswa.

70 menit

Siswa diminta untuk menentukan

general statement, sequenced

explanation, dan conclusion dari

text explanation yang diberikan.

Guru meminta siswa untuk

membaca judul dari teks

explanation yang diberikan

sebelum lanjut membaca dan

memahami isi teks (Predicting).

Setelah memberikan prediksi,

siswa diminta untuk menuliskan

hal-hal yang belum dipahami dari

teks explanation yang diberikan

(Questioning).

Mengasosiasi

Setelah siswa membaca

keseluruhan teks explanation

tersebut, siswa berdiskusi

dengan kelompoknya untuk

mencoba menentukan general

statement, sequenced


text explanation yang diberikan

Mengomunikasikan

Guru dan siswa bersama-sama

membahas general statement,

sequenced explanation, dan

conclusion dari text explanation

yang diberikan dan siswa diminta

untuk bertanya tentang hal yang

belum mereka pahami

(Clarification).


meringkas materi yang selesai

dibahas (Summarizing).

Penutup Siswa dengan bimbingan guru

menyimpulkan hasil pembelajaran

hari ini.

Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya.

Salam penutup.

10 menit

I. Penilaian

1. Jenis/TeknikPenilaian

Sikap (melalui rubrik pengamatan sikap selama pembelajaran)

Pengetahuan : tes membaca

Keterampilan : membaca

Bentuk instrument

Instrumen penilaian








Kompetensi

Dasar

Indikator Indikator Soal Jenis

Soal

Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

explanation

lisan dan tulis

dengan memberi

dan meminta

informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI,

sesuai dengan

konteks

penggunaannya.

1. Mengidentifikasi

fungsi sosial,

struktur teks, dan

unsur kebahasaan

dalam teks

explanation.

2. Merespon makna

tersurat dan

tersirat dalam

teks explanation.

Siswa mampu

mengidentifikasi fungsi

sosial, struktur teks dan

unsur kebahasaan


Siswa mampu

merespon makna

tersurat dan tersirat


Tertulis

Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation

lisan dan tulis,

terkait gejala

alam atau sosial

1. Menganalisa teks

explanation

berdasarkan

struktur teks.

Siswa mampu

menganalisa teks

explanation

berdasarkan struktur

teks.

Tertulis

yang tercakup

dalam mata

pelajaran lain di

kelas XI.






AlokasiWaktu : 2 x 45 menit

Pertemuan Ke : 2

J. Kompetensi Inti

5. Religius


6. Sosial

Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong





7. Pengetahuan








8. Keterampilan





K. Kompetensi Dasar










L. Indikator Pencapaian Kompetensi

KI 3. (Pengetahuan)






M. Tujuan Pembelajaran





N. Materi Pembelajaran





8. Structure :

a. General statement

b. Explanation

c. Conclusion


g. Using Simple Present Tense.

h. Using action verb (break, release, shake, etc)

i. Using passive voice (is pushed, is called, etc)

j. Using general noun (earthquake, volcano, etc)

k. Using time conjunction to keep the text flowing (when, after, etc)

l. Using technical terms (seismic, temperature, etc)


Earthquake

Earthquake is one of the most destroying natural disasters. Unluckily it

often happens in several regions. Recently a horrible earthquake has

shaken West Sumatra. It has brought great damages. Why did it occur? Do

you know how an earthquake happens?

Earthquakes are usually caused when rock underground suddenly

breaks along a fault. This sudden release of energy causes the seismic

waves. It makes the ground shake. When two plates of rock are rubbing

against each other, they stick a little. They don't just slide smoothly. The

rocks are still pushing against each other, but not moving.

After a while, the rock plates break because of all the pressure that's

built up. When the rocks break, the earthquake occurs.

11. Latihan soal

1. What is the main idea of the text above?

2. The word “it” in the first paragraph refers to?

3. What is the synonym of the word shake (underline word) in the

text above?

4. What makes earthquake happen?

5. Where a horrible earthquake has shaken recently?

6. When two plates of rock stick a little?

7. How does the condition of people affected earthquake?

8. What will happen if two plates of rock are rubbing against each

other?

9. Mention the general statement from the text above!

10. Mention the conclusion from the text above!

O. Pendekatan, Model dan Metode


Metode/teknik mengajar : Reciprocal Teaching

Reciprocal teaching refers to an instructional activity that takes place in the

form of a dialogue between teachers and students regarding segments of text

(Palincsar, 1986).

Reciprocal Teaching has four steps; Predicting, Questioning, Clarifying, and

Summarizing.

P. Media, Alat dan Sumber Pembelajaran

4. Media

b. Bookmark

5. Bahan

d. Absensi

e. Silabus

f. RPP

6. Sumber belajar

c. Buku Guru Bahasa Inggris SMA/SMK/MA Kelas XI

d. BukuSiswa Bahasa Inggris SMA/SMK/MA Kelas XI Semester 2

Q. Langkah-langkah Pembelajaran


Pendahuluan













Guru menyampaikan tujuan

pembelajaran.

10 menit

Inti Mengamati


guru mengenai struktur dan unsur


Menanya





explanation.

70 menit





siswa.

Setiap kelompok diberi teks

explanation beserta latihan soal

dan bookmark sebagai media

pembelajaran bagi para siswa.

Guru meminta siswa untuk

membaca judul dari teks

explanation yang diberikan

sebelum lanjut membaca dan

memahami isi teks (Predicting).

Siswa diminta untuk menuliskan

hal-hal yang tidak mereka pahami

dari teks explanation yang

diberikan (Questioning).

Mengasosiasi

Setelah siswa membaca

keseluruhan teks explanation

tersebut, siswa berdiskusi

dengan kelompoknya untuk

mencoba menjawab latihan soal

yang diberikan.

Mengomunikasikan


menjawab latihan soal dan siswa

diminta untuk bertanya tentang

hal yang belum mereka pahami

(Clarification).


meringkas pembelajaran hari ini

(Summarizing).


menyimpulkan hasil pembelajaran

hari ini.



berikutnya.

Salam penutup.

11 menit

R. Penilaian





Bentuk instrument

Instrumen penilaian








Kompetensi

Dasar


Soal

Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

explanation

lisan dan tulis

dengan memberi

dan meminta

informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI,

sesuai dengan

konteks

penggunaannya.

3. Mengidentifikasi

fungsi sosial,

struktur teks, dan

unsur kebahasaan

dalam teks

explanation.

4. Merespon makna

tersurat dan

tersirat dalam

teks explanation.

Siswa mampu



unsur kebahasaan


Siswa mampu

merespon makna



Tertulis

Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation

lisan dan tulis,

terkait gejala

alam atau sosial

2. Menganalisa teks

explanation

berdasarkan

struktur teks.

Siswa mampu

menganalisa teks

explanation


teks.

Tertulis

yang tercakup

dalam mata

pelajaran lain di

kelas XI.







Pertemuan Ke : 1

S. Kompetensi Inti

9. Religius


10. Sosial

Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong





11. Pengetahuan








12. Keterampilan





T. Kompetensi Dasar










U. Indikator Pencapaian Kompetensi

KI 3. (Pengetahuan)






V. Tujuan Pembelajaran





W. Materi Pembelajaran





14. Structure :

d. General statement

e. Explanation

f. Conclusion


a. Using Simple Present Tense.

b. Using action verb (break, move, form, etc)

c. Using passive voice (is heard, is called, etc)

d. Using general noun (earthquake, volcano, etc)

e. Using time conjunction to keep the text flowing (when, after, etc)

f. Using technical terms (cumulonimbus, etc)


Tornado

Tornado is the most damaging storm. Tornado is air column which

rotate very fast and form relation between cumulonimbus clouds.

Before tornado happens, it has several signals. First, the sky seems

dark. Then, ice rain happen around the area, usually 20-25 minutes. After

that, the situation will calm, but the sky become darker. Fourth, clouds

moving around the area. Fifth, the sound of tornado is heard. At the

beginning, the sound like water fall, but in the process of time it will

change until like jet plane which is very loud. A tornado usually moves

from southwest to north east.

The change of air layer is the cause of tornado. In this case, if the cold

air layer is above the hot air layer, the hot air layer goes up with velocity

about 300 km/hour. The air which infiltrating from this side, cause wind

rotate and form Tornado.

X. Pendekatan, Model dan Metode


Metode/teknik mengajar : Think Pair Share

Think Pair Share is a collaborative, active learning strategy, in which students

work on a problem posed by instructor, first individually (Think), then in pairs

(Pair) or groups, and finally together with the entire class (Share) (Dol, 2014).

Y. Media, Alat dan Sumber Pembelajaran

7. Media

c. Power Point Presentation

8. Alat

a. Loud speaker/Laptop

b. LCD

9. Bahan

g. Absensi

h. Silabus

i. RPP

10. Sumber belajar

e. Buku Guru Bahasa Inggris SMA/SMK/MA Kelas XI

f. BukuSiswa Bahasa Inggris SMA/SMK/MA Kelas XI Semester 2

Z. Langkah-langkah Pembelajaran


Pendahuluan




10 menit










Inti Mengamati


guru mengenai pengertian, fungsi

sosial text, struktur dan unsur


Menanya





explanation.


Siswa diminta untuk menentukan

general statement, sequenced


teks explanation yang

ditampilkan.

Siswa diminta untuk menulis

70 menit

jawaban dari pertanyaan yang

diberikan secara individu

(Think).

Mengasosiasi




siswa (Pair).

Guru memberi kesempatan pada

tiap kelompok untuk bertukar

pikiran/berdiskusi dalam

kelompok masing-masing.

Mengomunikasikan

Setelah berdiskusi, siswa diminta

untuk membacakan hasil

diskusinya secara individu

(Share).

Guru menanyakan kesulitan siswa

dari materi teks explanation yang

telah dibahas.


menyimpulkan hasil

pembelajaran hari ini.



berikutnya.

12 menit

Salam penutup.

AA. Penilaian





Bentuk instrument

Instrumen penilaian








Kompetensi

Dasar


Soal

Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

explanation

lisan dan tulis

5. Mengidentifikasi

fungsi sosial,

struktur teks, dan

unsur kebahasaan

dalam teks

Siswa mampu



unsur kebahasaan


Tertulis

dengan memberi

dan meminta

informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI,

sesuai dengan

konteks

penggunaannya.

explanation.

6. Merespon makna

tersurat dan

tersirat dalam

teks explanation.

Siswa mampu

merespon makna



Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation

lisan dan tulis,

terkait gejala

alam atau sosial

yang tercakup

dalam mata

pelajaran lain di

kelas XI.

3. Menganalisa teks

explanation

berdasarkan

struktur teks.

Siswa mampu

menganalisa teks

explanation


teks.

Tertulis







Pertemuan Ke : 2

BB. Kompetensi Inti

13. Religius


14. Sosial

Menunjukkanperilaku jujur, disiplin, tanggungjawab, peduli (gotong





15. Pengetahuan








16. Keterampilan





CC. Kompetensi Dasar










DD. Indikator Pencapaian Kompetensi

KI 3. (Pengetahuan)






EE. Tujuan Pembelajaran





FF. Materi Pembelajaran





19. Structure :

g. General statement

h. Explanation

i. Conclusion


m. Using Simple Present Tense.

n. Using action verb (break, release, shake, etc)

o. Using passive voice (is pushed, is called, etc)

p. Using general noun (earthquake, volcano, etc)

q. Using time conjunction to keep the text flowing (when, after, etc)

r. Using technical terms (seismic, temperature, etc)


Earthquake

Earthquake is one of the most destroying natural disasters. Unluckily it

often happens in several regions. Recently a horrible earthquake has

shaken West Sumatra. It has brought great damages. Why did it occur? Do

you know how an earthquake happens?

Earthquakes are usually caused when rock underground suddenly

breaks along a fault. This sudden release of energy causes the seismic

waves. It makes the ground shake. When two plates of rock are rubbing

against each other, they stick a little. They don't just slide smoothly. The

rocks are still pushing against each other, but not moving.

After a while, the rock plates break because of all the pressure that's

built up. When the rocks break, the earthquake occurs.

22. Latihan soal


2. The word “it” in the first paragraph refers to?

3. What is the synonym of the word shake (underline word) in the text

above?

4. What makes earthquake happen?

5. Where a horrible earthquake has shaken recently?

6. When two plates of rock stick a little?

7. How does the condition of people affected earthquake?

8. What will happen if two plates of rock are rubbing against each other?



GG. Pendekatan, Model dan Metode


Metode/teknik mengajar : Think Pair Share

Think Pair Share is a collaborative, active learning strategy, in which students

work on a problem posed by instructor, first individually (Think), then in pairs

(Pair) or groups, and finally together with the entire class (Share) (Dol, 2014).

HH. Media, Alat dan Sumber Pembelajaran

11. Media

d. Power Point Presentation

12. Alat

c. Loud speaker/Laptop

d. LCD

13. Bahan

j. Absensi

k. Silabus

l. RPP

14. Sumber belajar

g. Buku Guru Bahasa Inggris SMA/SMK/MA Kelas XI

h. BukuSiswa Bahasa Inggris SMA/SMK/MA Kelas XI Semester 2

II. Langkah-langkah Pembelajaran


Pendahuluan













Guru menyampaikan tujuan

pembelajaran.

10 menit

Inti Mengamati


guru mengenai struktur dan unsur


Menanya





70 menit

explanation.


Siswa diminta untuk menjawab

latihan soal yang diberikan oleh

guru.

Siswa diminta untuk menulis

jawaban dari pertanyaan yang

diberikan secara individu

(Think).

Mengasosiasi




siswa (Pair).

Guru memberi kesempatan pada

tiap kelompok untuk bertukar

pikiran/berdiskusi tentang

jawaban mereka dalam kelompok

masing-masing.

Mengomunikasikan

Setelah berdiskusi, siswa secara

individu diminta untuk

membacakan jawabannya setelah

berdiskusi (Share).

Guru mengoreksi jika ada

jawaban yang salah.

Guru menanyakan kesulitan siswa

dari materi teks explanation yang

telah dibahas.


menyimpulkan hasil

pembelajaran hari ini.



berikutnya.

Salam penutup.

13 menit

JJ. Penilaian





Bentuk instrument

Instrumen penilaian








Kompetensi

Dasar


Soal

Membedakan

fungsi sosial,

struktur teks,

dan unsur

kebahasaan

beberapa teks

explanation

lisan dan tulis

dengan memberi

dan meminta

informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran lain di kelas XI,

sesuai dengan

konteks

penggunaannya.

7. Mengidentifikasi

fungsi sosial,

struktur teks, dan

unsur kebahasaan

dalam teks

explanation.

8. Merespon makna

tersurat dan

tersirat dalam

teks explanation.

Siswa mampu



unsur kebahasaan


Siswa mampu

merespon makna



Tertulis

Menangkap

makna secara

kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation

lisan dan tulis,

terkait gejala

alam atau sosial

yang tercakup

dalam mata

pelajaran lain di

kelas XI.

4. Menganalisa teks

explanation

berdasarkan

struktur teks.

Siswa mampu

menganalisa teks

explanation


teks.

Tertulis

Pre/post Test Experiment Class

Flood

Flooding is a disaster which commonly happens in large and densely

populated cities. In Indonesia, the floods hit Jakarta very often and cause many

victims. Then, do you know the process of how it happens? Pay attention to the

following explanation.

The process of natural flooding is preceded by rain which falls to the surface

of the earth. Then the rain water is absorbed by the ground surface and flows to the

lower place. Once that condition happens, evaporation and the water appear to the

surface of the land. Flooding can be disastrous for humans when floods happen in an

area that people live because the water carries along objects like houses, bridges, cars,

furniture and even people.

On the other hand, the process of non natural flooding is usually caused by

bad habits of humans who do not care about the environment, such as littering that

can make water flow clogged. This makes the water deposited in landfills which

gradually becomes more common. When water reservoirs can no longer hold water

discharge, the water then overflows out the land and cause flooding.

Answer questions below carefully.


2. The word “it” in the first paragraph refers to…

3. What is the synonym of the word hit (underlined word) in the text above?

4. What makes non natural flooding happen?

5. Where is water deposited?

6. When can flood be disastrous for human?

7. What are the objects that can be carried by flood?

8. What will happen if we do not care about the environment?



Pre/post Test Control Class

Tsunami

In Indonesia, we are very familiar with the word "Tsunami ". This natural

disaster has ever killed thousands of lives in Banda Aceh a few years ago. Indonesia

mourned, the world mourned. Then, how it happens? Here is a brief explanation of

the process of how the tsunami happens.

Tsunamis can occur if there is a phenomenon which causes the displacement

of large amounts of water in the ocean, such as volcanic eruptions, earthquakes,

landslides, and meteors that fall to Earth. However, 90% of tsunamis are the result of

underwater earthquakes.

Vertical movement in the Earth's crust in the bottom of the ocean causes a

sudden up or down movement of sea floor which then causes the water balance

disorders above it. This disturbance causes the occurrence of the flow of the massive

sea water energy, that once it reaches the shore, it becomes huge waves resulting

Tsunami.

Answer questions below carefully.


12. The word “it” in the first paragraph refers to…

13. What is the synonym of the word occur (underlined word) in the text above?

14. What makes tsunami happen?

15. Where did vertical movement occur?

16. When tsunami hit Banda Aceh from the text above?

17. What will happen if the massive sea water energy reaches the shore?

18. How was the condition of people affected by tsunami?



Answer Key Experiment Class

1. The main idea of the text above is about the process of how flood happens.

2. The word “it” in the first paragraph refers to flood.

3. The synonym of the word hit in the text above is strike, beat, attack.

4. Non natural flooding happens because of bad habits of humans who do not

care about the environment, such as littering that can make water flow

clogged. This makes the water deposited in landfills which gradually becomes

more common. When water reservoirs can no longer hold water discharge, the

water then overflows out the land and cause flooding.

5. The water deposited in landfills

6. Flooding can be disastrous for humans when floods happen in an area that

people live because the water carries along objects like houses, bridges, cars,

furniture and even people.

7. The objects that can be carried by flood are houses, bridges, cars, furniture

and even people.

8. If we do not care about the environment, there will be flood. (according to

students’ answer)

9. Flooding is a disaster which commonly happens in large and densely

populated cities. In Indonesia, the floods hit Jakarta very often and cause

many victims. Then, do you know the process of how it happens? Pay

attention to the following explanation.

10. On the other hand, the process of non natural flooding is usually caused by

bad habits of humans who do not care about the environment, such as littering

that can make water flow clogged. This makes the water deposited in landfills

which gradually becomes more common. When water reservoirs can no

longer hold water discharge, the water then overflows out the land and cause

flooding.

Answer Key Control Class

1. The main idea of the text above is about the process of how tsunami

happens.

2. The word “it” in the first paragraph refers to tsunami

3. The synonym of the word occur in the text above is happen

4. Tsunami can happen if there is a phenomenon which causes the

displacement of large amounts of water in the ocean, such as volcanic

eruptions, earthquakes, landslides, and meteors that fall to Earth.

5. Vertical movement occurs in the Earth's crust in the bottom of the

ocean.

6. Tsunami hit Banda Aceh a few years ago.

7. If the massive sea water energy reaches the shore, it becomes huge

waves resulting Tsunami

8. The condition of people affected tsunami, they are sad, mourned.

(according to students answer)

9. In Indonesia, we are very familiar with the word "Tsunami ". This

natural disaster has ever killed thousands of lives in Banda Aceh a few

years ago. Indonesia mourned, the world mourned.

10. Vertical movement in the Earth's crust in the bottom of the ocean

causes a sudden up or down movement of sea floor which then causes

the water balance disorders above it. This disturbance causes the

occurrence of the flow of the massive sea water energy, that once it

reaches the shore, it becomes huge waves resulting Tsunami.

Research Documentation

Experimental Group Control Group

The writer administered pre-test for

experiment group

The writer administered pre-test for

control group

The writer explain the material about

explanation text in experiment class

The writer explain the material about

explanation text in control class

The students listened the explanation

about explanation text

The students listened the explanation

about explanation text

The students did the assignment and

applied RTS

The writer asked the students to do

assignment

The students discussed about the

assignment given

The students did the assignment and

applied TPS

The students used bookmark The students shared his answer to the

class

The students and the writer discussed

about the answer of assignment given

The students and the writer discussed

about the answer of assignment given

The students did the post-test The students did the post-test

Documents

THE INFLUENCE OF RECIPROCAL TEACHING STRATEGYe-repository.perpus.iainsalatiga.ac.id/2340/1/Skripsi.pdf · have much time to learn English (they only have 2 hours to learn English