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