scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON REPORT TEXT

2019 ◽  
Vol 2 (5) ◽  
pp. 601
Author(s):  
Elisa Yulianti ◽  
Eko Setiawan
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Second Grade ◽  
Learning Method ◽  
Teaching Reading ◽  
Know How ◽  
Post Test ◽  
Reciprocal Method ◽  
Report Text

The objective of this research is to know how to use of reciprocal methods to teaching reading comprehension of the senior high school in second grade. The background of the research is to help students’ to cope the difficulties in reading report text, because there are still many students who find it difficult to read English and the lack of reading comprehension of students in class XI Animation of SMK TI Garuda Nusantara Cimahi with the aim to know whether there is an increase in student scores after using the Reciprocal Learning method.  The author uses the reciprocal method to increase the ability of students to read comprehension. This research is quantitative by using experimental research methods. After conducting the research obtained the data pre-test (80) and post-test (95). Based on these data, it can be concluded that the use of reciprocal methods in the report text material can improve reading comprehension in students of class XI Animation 2 Vocational School of TI Garuda Nusantara Cimahi.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON REPORT TEXT

2019 ◽  
Vol 2 (3) ◽  
pp. 385
Author(s):  
Elisa Yulianti ◽  
Eko Setiawan
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Second Grade ◽  
Learning Method ◽  
Teaching Reading ◽  
Reciprocal Learning ◽  
Know How ◽  
Post Test ◽  
Reciprocal Method ◽  
Report Text

The objectives of this research is to know how to use of reciprocal methods to teaching reading comprehension of the senior high school in second grade. The purpose of the research is to help students’ to cope the difficulties in reading report text, because there are still many students who find it difficult to read English and the lack of reading comprehension of students in class XI Animation of SMK TI Garuda Nusantara Cimahi with the aim of (1) how to implement the Reciprocal Learning method in increasing students' reading comprehension (2) whether there is an increase in student scores after using the Reciprocal Learning method.  The author uses the reciprocal method to increase the ability of students to read comprehension. This research is quantitative by using experimental research methods. After conducting the research obtained the data pre-test (80) and post-test (95). Based on these data, it can be concluded that the use of reciprocal methods in the report text material can improve reading comprehension in students of class XI Animation 2 Vocational School of TI Garuda Nusantara Cimahi.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals The Implementation of Reciprocal Method towards the Students' Reading Comprehension at the Second Grade of Junior High School

2018 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Wendi Kusriandi ◽  
Tiara Putri Kusuma
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Teaching Method ◽  
Second Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reciprocal Method ◽  
Experimental Group

The background of this research was based on problems that faced by students in reading class.The use of Reciprocal Method can be used as a teaching method to help teacher in teaching learning, especially in teaching reading comprehension. The study is aimed at responding the following question: 1) How is the implementation of reciprocal method in teaching reading comprehension?, 2)Is reciprocal method effective for students in learning reading comprehension. This research was conducted by using quasi experimental method.The method of the research was quantitative and qualitative. Data were obtained by giving test to the students of second grade (VIII C as experimental Group and VIII E as control group). The instruments that were used to collect data were pre-test and post-test as main instrument and questionnaire as second instrument. The test was used to know students' ability in reading comprehension before and after the teacher implementing Reciprocal Method. Questionnaire was used to know students' perception during teaching learning process. The data for this experimental study were students' reading pre-test post-test scores and students' activites results, and the reading scores were analyzed with Fraenkle and Wallen formula. The result of t is 6,6 t  is 1,997 for α = 5%. So the account table conclusion is t  is higher than t  (t > t ). The research found that the reading account table account table scores of the experimental group is higher than the control group and it is also supported by the students' perception.Furthermore, the students' perception results indicate that there were positive responses towards the use of Reciprocal Method in teaching reading. It was effective both in arousing students' motivation and in improving their reading comprehension. From the results, using Reciprocal Method in teaching reading comprehension was expected to be a new contribution for helping teacher to conduct an effective and interesting learning in the classroom.

scholarly journals The Use of Schematic-activation Strategy in Teaching Young EFL Learners Reading Comprehension

2019 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Etika Ariyani ◽  
Etika Ariyani
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Second Grade ◽  
Teaching Reading ◽  
Second Grade Students ◽  
Before And After ◽  
Schema Activation ◽  
Post Test ◽  
Quasi Experimental

Reading is one of the important skills that the students have to master. However, many students have difficulties in comprehending the reading text. To solve this condition, the researcher used schema activation strategy to help students understand reading comprehension. The purpose of this research was to investigate whether the use of schema activation strategy is effective or not in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid in academic year 2017/2018. This study was quasi-experimental design using two classes were VIII B class was taken as an experimental class, and VII-A was taken as control class. The population of this research involved 60 students from the second grade in MTs Tarbiyatul Mustafid Batu Simpang. By using purposive sampling, the researcher took the students as a sample. In collecting the data, this study used pre-test, treatment, and post-test as the data collection procedure then followed by analyzing the data by using the t-test formula. Then the result of statistical analysis of t-test in this research was 2.85. It was higher than critical values for t- table in the degree of freedom (df) of 58 is 2.021(0.05%) and 2.704(0.01%). The researcher concludes that mean score before and after teaching by using schema activation strategy has a difference. It means the alternative hypothesis (ha) was accepted. The use of schema activation strategy in teaching reading comprehension at the second-grade students of MTs Tarbiyatul Mustafid Batu Rimpang is effective.

scholarly journals THE USE OF LISTEN READ DISCUSS STRATEGY AND READING MOTIVATION TOWARD THE STUDENTS' READING COMPREHENSION

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Robby Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Experimental Research ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Reading Motivation ◽  
Small Group Discussion ◽  
Second Grade ◽  
Teaching Reading ◽  
Quasi Experimental

In teaching reading, teaching strategy and reading motivation influences students’ reading comprehension. Strategy which was used in this quasi experimental research is Listen Read Discuss. It can be used as a variation of teaching strategy in teaching reading comprehension of descriptive text. The purpose of this research was to find out the effect of using Listen Read Discuss and students’ reading motivation on students’ reading comprehension of descriptive text. This research was an experimental research with factorial design two by two. It was conducted at SMK Muhammadiyah 2 Pekanbaru. Population of this research was second grade students with the total population was 137. The sample was taken by cluster random sampling; the total number of sample was 52 (26 students in II.1 class and 26 students in II.2 class). The results of this research are, first, the students who were taught by using Listen Read Discuss had better result on reading comprehension of descriptive text than the students who were taught by using small group discussion. Second, the students with higher reading motivation who were taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Third, students with lower reading motivation who are taught by Listen Read Discuss had better reading comprehension of descriptive text than those who are taught by using small group discussion. Fourth, there was no interaction between both techniques and students’ reading motivation on students’ reading comprehension of descriptive text. In conclusion, Listen Read Discuss can be used as a teaching strategy in teaching reading comprehension of descriptive text at SMK Muhammadiyah 2 Pekanbaru. For further researcher, they are suggested to do more research dealing with this strategy on other skills and others kinds of text.

The Effectiveness of Reciprocal Teaching Method Embedding Critical Thinking Towards MIA Second Graders’ Reading Comprehension of MAN 1 Kendari

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Andi Ayu Lestari
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Test Scores ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Second Graders ◽  
Reciprocal Teaching ◽  
Comprehension Test ◽  
Qualitative Approaches ◽  
Post Test

This research is aimed to investigate the effectiveness of reciprocal teaching strategy embedding critical thinking for students’ reading comprehension at the second grade of MIA at MAN 1 Kendari. Quantitative and qualitative approaches were employed to investigate the effectiveness of the method, as well as students’ perception. The study was guided by two research questions: (a) does reciprocal teaching method embedding critical thinking (RTT+) affect MIA second graders’ reading comprehension; (b) how do students perceive RTT+? Ninety-seven students participated in the present study.    The instruments   of   the   study   were   reading   comprehension   test   and questionnaires. Reading comprehension test was administered on two different occasions; before and after treatment, whereas questionnaires were administered prior to the end of the study. Paired sample t-test was employed to examine possible differences in students’ pre- and post- test  scores. The  results  show  significant  improvement  in  students’  post-test  scores. Implications of the study will be critically discussed in this paper. Key words: Reciprocal Teaching Method, Critical Thinking, RTT+, Reading Comprehension.

scholarly journals Metacognitive as One of the Strategy in Teaching Reading Comprehension

2018 ◽  
Vol 1 (2) ◽  
pp. 134
Author(s):  
Roghibatul Luthfiyyah ◽  
Laena Kusuma Perdani
Keyword(s):  
Reading Comprehension ◽  
Metacognitive Strategy ◽  
Second Grade ◽  
Teaching Reading ◽  
Effective Technique ◽  
Group Design ◽  
Second Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of  SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.

scholarly journals Teaching Reading through Reciprocal Teaching Strategy

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Deni Afrizatama
Keyword(s):  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This  is  experimental  research  with  quantitative  approach  to  analyse  the  data. Quasi  experimental  is  used  to  gain  the  data  by  using  the  matching  only  pretest  – postest  control  group  design.Tne  main  ptirpose  of  tnis  researcn  was  intended  to  find out  whether  reciprocal  teaching  strategy  in  teaching  reading  for  the  eighth  grade  at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research  was  eighth  grade  students  of  SMPN  10  Kota  Cirebon  in  the  2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25  – 30 students.  This research only took two classes as sample,  VIII  H  as  control  class  and  VIII  I  as  experimental  class.  There  were  two research  instruments  that  was  used  to  gather  the  data:  Test  (Pre-test  and  Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out  t-account.  The  result  of  the  test  showed  that  t-account  was  4.47  and  t-table  was 2.012  with  (df)  48  and  significant  level  0.05  (5%).  It  means  that  t-account  (4.47)  is higher  than  t-table  (2.021).  It  can  be  concluded  that  (Ha)  “Reciprocal  teaching strategyis  effectivein  teaching  reading  for  the  eighth  grade  at  SMPN  10  Kota Cirebon.” is accepted.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE JIGSAW II LEARNING METHOD AT THE SECOND-GRADE OF MAS NIDA’UL KHAIRAAT POMBEWE

2021 ◽  
Vol 1 (2) ◽  
pp. 17-24
Author(s):  
AGUS AGUS ◽  
Muhammad Ihsan ◽  
Nur Asmawati
Keyword(s):  
Reading Comprehension ◽  
Sampling Technique ◽  
Degree Of Freedom ◽  
Second Grade ◽  
Learning Method ◽  
Post Test ◽  
The Mean ◽  
Quota Sampling ◽  
Level Of Significance

This research aimes to investigate the significant effect of applying the jigsaw II learning method at the second-grade of MAS Nida’ul Khairaat Pombewe. The research employed quasi and need pre-test and post-test. The population of this research was all students of the second grade of MAS Nida’ul Khairaat Pombewe. The sample was selected by using quota sampling technique. The samples were 20  students of IPS class as the controlled class and Agama class as the experimental class. The researcher analyzed the data statistically. The mean score of the experimental class was (67.05), it was higher than the mean score of the control class (45). The result of t-counted (2.327) which was higher than the t-table (2.153). The researcher used the 0.05 level of significance and the degree of freedom (df= 10 + 10 – 2). This research has two hypotheses, which were  : there is no improvement of the students’ reading comprehension through the Jigsaw II learning method at the second grade of MAS Nida’ul Khairaat Pombewe and  : there is improvement of the students’ reading comprehension through the Jigsaw II learning method at the second grade of MAS Nida’ul Khairaat Pombewe.Based on the resuls of the data above it proven that  was accepted and  was rejected. In conclusion, the use of the Jigsaw II learning method can improve the students’ reading comprehension at the second grade of MAS Nida’ul Khairaat Pombewe.

THE EFFECT OF USING RECIPROCAL TEACHING METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Yohana Siburian And Tjut Ernidawati
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of Reciprocal Teaching Method on Students’ Achievement on Reading Comprehension on narrative text. The population of the study was the 2015/2016 academic year second semester grade XI students of SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes, namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by applying random sampling. The sample was divided into two groups. Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching Method while the control group (XI IPA 2) was taught without applyingReciprocal Teaching Method. The data of this research were taken from the students’ score of reading narrative text test. The calculation showed that the coefficient of the test was 0.64, it showed that the test was reliable and the reliability was substantial. There were two data used in this research. They were pre-test and post-test. The data were analyzed by using t-test formula to show the effect of applying Reciprocal Teaching Method on students’ achievement in reading narrative text. After analyzing the data, the finding indicates that t-observed was higher than t-table (4,00 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that applying Reciprocal Teaching Method has significantly affected on the students’ achievement in reading narrative text. It implies that Reciprocal Teaching Method is a significant technique for teaching reading narrative text.

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