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Improving Students’ Reading Comprehension…..
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE
USE OF RECIPROCAL TEACHING TECHNIQUE AT STMIK RIAU
PEKANBARU
LIYA ASTARILLA DEDE WARMAN
liya.astarilla@gmail.com
Sekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Riau
ABSTRACT
This research aimed to describe and explain to what extent Reciprocal
Teaching could improve the reading comprehension of semester II/E
students of STMIK Riau Pekanbaru and the factors that influenced the
change of their reading comprehension through Reciprocal Teaching. This
research was a classroom action research, every cycle consisted of four four
fundamental aspects namely, planning , action, observation, and reflection.
The participants of this research were the semester II/E students majoring in
Computer Science/Informatics STMIK Riau Pekanbaru totalling 35
students. The instruments of this research were a reading comprehension
test, an observation sheet, field note, and interview. There were two main
findings of this research: (1) Reciprocal Teaching could improve the
students’ reading comprehension; (2) Teaching material, class acitivity,
class management, and lecturer’s approach were the factors that could
influence the change of students’ reading comprehension.
Keywords: reading comprehension, reciprocal teaching, factors.
INTRODUCTION
Reading is one of the skills that information which is commonly
the students should master in learning provided in the form of electronic media
English in order to get information from and printed materials such as textbooks,
the English materials. The aim of journals, articles, newspapers,
teaching reading is to enable students to magazines, email, etc.
read English texts effectively and Based on the researcher’s
efficiently. They do not only have to experience and observation in teaching
understand the structure of the texts Reading subject to semester II/E
explicitly but more importantly they students majoring in Computer
must comprehend the meaning Science/Informatics at STMIK Riau
implicitly. Reading is the common Pekanbaru in the academic year 2014, it
source to achieve and develop students’ was discovered that the students had
knowledge and skills. Therefore, low achievement in reading
students need to have effective reading comprehension tests, most of them had
skills in order to improve their problems in comprehending texts. It
knowledge of foreign language and was also found that the students still had
their ability to access the world difficulties in finding information in the
Journal of English Education Vol. 1 No. 2 December 2015 ISSN: 2459-9719 |1
Liya Astarilla Dede Warman
texts and did not know the components comprehend the texts that could affect
of reading comprehension, namely; their reading comprehension.
finding factual information, finding Realizing the phenomenon
main ideas, finding the meaning of above, appropriate techniques in
vocabulary in context, identifying teaching reading should be implemented
references and making inferences. The in the classroom because using various
students’ difficulties were noticeable teaching techniques could give a great
from the results of the test given by the effect to the students’ success in
lecturer. The result of reading reading. The technique used by the
comprehension test showed that none of lecturer should be appropriate to the
the students got A (>85) or A- (81-85). students’ comprehension level. The
There were only 2 students who got B+ technique that might be implemented is
(76-80), 5 students got B (71-75), and reciprocal teaching that is suggested by
others failed. The lowest score was 45, Palinscar and Brown (1984). This
and the highest score was 80. The result technique of teaching deals with a
of the test showed that the average score problem-solving approach to reading. It
was only 62.13. For reading skill, the helps the students to find solutions to
minimum standard of score is 71 (B) or the problems they encounter during
higher based on reading scoring rubric. their reading.
It seemed that the students had low Related to the description above,
ability in comprehending texts. the researcher was encouraged to
The above phenomenon must implement reciprocal teaching during
have been influenced by some factors. teaching and learning reading in order
This was based on the interview to solve the problems in her class. For
conducted towards the students. First, this purpose, a classroom action
the students were not interested in research was carried out. The objectives
reading so that they had low motivation of this research were to explain to what
in learning reading. Second, the extent Reciprocal Teaching could
students lacked vocabulary; so, it was improve the reading comprehension of
difficult for them to comprehend the semester II/E students of STMIK Riau
texts. The third factor was teaching Pekanbaru and the factors that
technique and teaching material used by influenced the changes of their reading
a lecturer in teaching reading. The comprehension.
lecturer only used a discussion
technique, where she gave an Reading Comprehension
explanation, asked students to read the Reading is one of the skills that
text and answer the comprehension should be learnt by the students. It is a
questions. This way of teaching reading thinking process for the students to
was less effective in teaching reading comprehend or analyze a text or a
because it did not encourage and paragraph that encourages them to gain
motivate the students to improve their more information from what they are
comprehension. The lecturer very much reading. Neufeld (2005) states that
relied on using reading materials from comprehension is the process of
one book whose materials might not be constructing a supportable
appropriate for Computer understanding of a text. He added that
Science/Informatics students. Such a comprehension involves two important
mistake in choosing reading texts could features: being actively involved with
cause the students to have difficulties to the text and using appropriate
2| Journal of English Education Vol. 1 No. 2 December 2015 ISSN: 2459-9719
Improving Students’ Reading Comprehension…..
background knowledge to interpret the required to identify the key idea of each
text. Therefore, when students are paragraph. Students have to recall and
comprehending the material their brain arrange the information and construct
works to try to make meaning of the overall understanding of a text.
information presented. According to According to Oczkus (2003:14)
Klingner (2007:8) reading Reciprocal Teaching is different from
comprehension is a multi component, other strategies because the strategies
highly complex process that involves used may not be fixed, being flexible
many interactions between readers and depending on the text and the reader.
what they bring to the text as well as Thus, the lecturer should consider the
variable related to the text. Based on the material to be presented before using a
definition, it can be concluded that certain strategy. He also states that
reading comprehension is a process of Reciprocal Teaching can be used in a
interaction between readers’ variety of classroom settings to enhance
background knowledge with the students’ reading comprehension, such
information from the text while they are as whole class sessions, guided reading,
reading. and literature circle. In addition, Herrel
and Jordan (2008) viewed that
Reciprocal Teaching Reciprocal Teaching is a reading
The goal of Reciprocal Teaching strategy in which students take turns in
is to instruct students with specific predicting, summarizing, clarifying, and
strategies that they can apply to all kind questioning until all section of text have
of texts. In the process of Reciprocal been read and work in a small group. It
Teaching, the students work in groups, supports learning in several ways and
discuss the material through some steps encourages students to self-monitor for
of strategies that will lead them to be understanding. As a result, this
effective readers. Reciprocal Teaching technique increases the students’ self-
consists of four strategies: predicting, confidence and success in their
clarifying, questioning and understanding. Therefore, the lecturer
summarizing. needs to provide guided practice in the
Predicting involves previewing use of the four comprehension strategies
the text to anticipate what may happen of reciprocal teaching. It means that
next. The students make predictions before the students use these four
about what the author might discuss in strategies, the lecturer models the use of
the text by using text clues, background the strategies and provides guidance in
knowledge, or picture clues. Then, the discussion that follows. To make the
clarifying is the strategy that readers use learning process run well both lecturer
while monitoring comprehension. The and students should follow all indicators
students identify when they do not of Reciprocal Teaching strategies; that
understand and take necessary steps to is, predicting, clarifying, questioning
restore meaning. In questioning and summarizing.
strategy, the students make or create From the definition above, it can
questions based on the text that they be concluded that Reciprocal Teaching
have read. The purpose of this strategy is a scaffold discussion method that is
is to test whether the readers understand based on reading comprehension
the text and to help students to identify strategies of Reciprocal Teaching the
important information. The last strategy lecturer has to model all strategies to the
is summarizing in which readers are students, then show them the scaffold
Journal of English Education Vol. 1 No. 2 December 2015 ISSN: 2459-9719 |3
Liya Astarilla Dede Warman
until they are really independent to the lecturer monitors their own thinking
implement this technique, and finally through reading process.
RESEARCH METHOD
This study is kind of an action problems being faced by participants in
research. It is used to help the teacher to the classrooms and schools. The
improve the way of teaching in participants of this research were the
classroom. Kemmis et al (2014:5-10) researcher, a collaborator and the
state that action research is a form of semester II/E students majoring in
collective self-reflective enquiry Computer Science/Informatics STMIK
undertaken by participants in social Riau Pekanbaru totalling 35 students in
justice of their own social or the academic year 2014. The researcher
educational practices, conducted by the decided to choose this class because she
teachers or researchers to gain knew this class had lower ability in
information about how well their reading comprehension than other
particular schools execute their classes. The instruments of this research
educational programs, how well were a reading comprehension test, an
teachers teach their students and how observation sheet, field note, and
well their students. There are four interview. To analyze the quantitative
fundamental aspects of action research data, the researcher evaluated and
namely; planning, action, observation, analyzed the students’ reading
and reflection. In short, action research comprehension test scores in order to
is done to give an improvement to the know the significance of their progress
situation where the research is applied. before and after learning through
It is commonly applied to solve some Reciprocal Teaching.
RESEARCH FINDINGS AND DISCUSSION
Based on the results during showed that students’ scores of reading
cycle 1 and cycle 2 conducted for eight comprehension through Reciprocal
meetings, it was found that the scores of Teaching in each indicator increased
the students’ reading comprehension in significantly. The difference between
each indicator in cycle 1 was not yet the improvement of students’
satisfactory. Therefore, the process comprehension before and after using
continued to cycle 2; in fact, students Reciprocal Teaching can be seen in the
made some improvements. The data following diagram
.
100
80
e 60
u
l
a 40
V
20
0 Factual Meaning of
Information Main Idea Vacabulary Reference Inference
Pre-Test 73.8 71.3 53.1 60.6 52.5
Cycle 1 80.0 72.5 63.1 66.3 60.6
Cycle 2 81.0 74.4 71.0 72.5 71.3
4| Journal of English Education Vol. 1 No. 2 December 2015 ISSN: 2459-9719
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