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IMPLEMENTATION OF RECIPROCAL TEACHING METHOD TO

IMPROVE STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION

SKRIPSI

Submitted In Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan (S.Pd)
English Education Program

By:

SITI RAHMADANI RANGKUTI

NPM. 1402050296

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA
MEDAN
2018
 ABSTRACT

Siti Rahmadani Rangkuti. 1402050296. “Implementation of Reciprocal

Teaching Method to Improve Students’ Achievement in Reading
Comprehension”. Skripsi: English Education Program of Faculty of Teacher
Training and Education, University of Muhammadiyah Sumatera Utara.
Medan 2018.

The objectives of this research were to find out the improvement of students’
achievement in reading comprehension by applying Reciprocal Teaching Method.
This research had been conducted by applying Classroom Action Research in two
cycles. The subject of this research was the eleven grade students in SMA Swasta
Bandung academic year 2018/2019 which consist of 19 students. The research
data were taken by giving test to students about reading comprehension and
observation sheets. The data of this research were the students score reading
comprehension and observation sheets about students’ activities and teacher’s
performance in learning process. These improvements were proven by the
increase of students’ mean score from pre-test until cycle II with the detail scores
were 47,90 with the success percentage at 10,52% in the pre-test, 67,73 with the
success percentage at 47,37% in the cycle I and 84,37 with the success
percentage at 100% in the cycle II. The improvements were also supported by the
increase of students’ activities and teacher’s performance in learning process with
average percentage 65,13% and 82,05% in the cycle I repectively. Then, In the
cycle II those were at 89,47% and 93,42% respectively. Based on research
findings, it was concluded that the students’ achivement in reading
comprehension improved well by applying Reciprocal Teaching Method.

Keywords : Students’ Achievement, Reciprocal Teaching Method, Reading

Comprehension
 ACKNOWLEDGEMENTS

Firstly, the researcher would like to thanks Allah SWT, the most

beneficent, the most merciful, all of praise to Allah SWT who has given charity

and healthy for the researcher was able to finish this study.

Secondly, blessing and peace be upon to our prophet Muhammad SAW

who has brought and guided human beings to become civilized and educate in

term of science and technology.

Thirdly, the researcher would like to thank to her beloved father and

mother Musaddad Rangkuti and Tirona Pasaribu for has given spirit, love, prayer,

attention, care, advice, the morality, material and supports to the researcher in

other to be patient and careful before, during and after her academic years at

UMSU. May Allah SWT always bless them, thanks for all their love. She love

them so much.

Next, in finishing this study entitled “Implementation of Reciprocal

Teaching Method to Improve the Students’ Achievement in Reading

Comprehension”, the researcher faced so many difficulties and many problems

but she did not stop this efforts to make a better one, and it seemed impossible to

do it without much help from many people for her.

 Furthermore, the researcher would like to thank to many people who had

given the support and suggestion in finishing the study, as follow:

1. Dr. Agussani, M. AP., as the Rector of University of Muhammadiyah Sumatera

Utara

2. Dr. H. Elfrianto Nasution, S. Pd., M. Pd., as the Dean of FKIP UMSU who has

given her the recommendation to carry out this study.

3. Mandra Saragih, S. Pd., M.Hum., and Pirman Ginting, S. Pd., M.Hum., as the

head and secretary of English Education Program of FKIP UMSU for their

help and suggestion related to the approval of her study.

4. Yenni Hasnah, S. Pd., M. Hum., as her supervisor for her guidance, ideas, and

suggestion who had spent her precious time in giving valuable advice, and

correction during the process of completing this study.

5. All lectures of English Eduaction Program who had given their valuable

thought in teaching English as foreign language at FKIP UMSU.

6. H. Genting Siregar, S. Pd., M.M., as the headmaster of SMA Swasta Bandung

who had given permission to do research and observation in this school, and all

the teachers in this school.

7. Her beloved brothers Bripka Ahmad Royani, Brigadir Muhammad Hardianto,

her beloved younger sister Nur’ Asiah Rangkuti, and her beloved younger

brother Ahmad Fachrozi Syahputra Rangkuti who had given the researcher

pray, support, spirit, and motivation to help in her study.

8. Her beloved friends Fadhilla Apni Nasution, S.I.Kom, Misrah Munawarah

Siregar, S. Kom, Sulistya Prihatiningrum, S.I.Kom, Fadlhy Gifarhi Nasution,

Mariatun, Rika Maisyarah, and Lisa Rima who always given motivation, spirit

and help the researcher to finishing this study.

9. All classmate in English Department VIII-B Evening of the academic year of

2014 who had given motivation to finish this study.

Therefore, the researcher realized that this study was still far from the

perfectness. Thus, she expected the constructive suggestion in order to make this

study better.

Medan, October 2018

The Researcher

Siti Rahmadani Rangkuti

1402050296
 TABLE OF CONTENTS

ABSTRACT ..................................................................................................... i

ACKNOWLEDGEMENTS ............................................................................ ii

TABLE OF CONTENTS ................................................................................ v

LIST OF TABLES .......................................................................................... viii

LIST OF CHART ............................................................................................ xi

LIST OF APPENDICES ................................................................................. ix

CHAPTER I INTRODUCTION .................................................................... 1

A. Background of Study ............................................................................. 1

B. The Identification of Problem ................................................................ 3

C. The Scope and Limitation ...................................................................... 3

D. The Formulation of the Problem ............................................................ 4

E. Objective of the Study ........................................................................... 4

F. Significance of The Study...................................................................... 4

CHAPTER II REVIEW OF LITERATURE ................................................ 6

A. Theoretical Framework .......................................................................... 6

1. Reading Comprehension .................................................................. 6

2. Level of Comprehension .................................................................. 8

3. The Process of Reading Comprehension ......................................... 10

4. Type of Reading Comprehension .................................................... 12

5. Strategies in Reading Comprehension ............................................. 13

 6. Reciprocal Teaching ........................................................................ 15

7. The Implementation of Reciproval Teaching .................................. 17

B. Relevant Study ...................................................................................... 19

C. Conceptual Framework ......................................................................... 20

CHAPTER III METHOD OF RESERCH .................................................... 21

A. Research Design..................................................................................... 21

B. Subject of Research............................................................................... 23

C. Instrument of the Research .................................................................... 23

D. Procedur of the Research ....................................................................... 24

E. Technique of Analyzing Data ................................................................ 26

F. Success Indicator ................................................................................... 29

CHAPTER IV DATA AND DATA ANALYSIS .......................................... 30

A. Data ....................................................................................................... 30

B. Data Analysis ........................................................................................ 30

C. Research Findings ................................................................................. 39

D. Discussion ............................................................................................. 40

CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................. 41

A. Conclusions ........................................................................................... 41

B. Suggestions ........................................................................................... 42

REFERENCES

APPENDICES
 LIST OF TABLES

Table 3.1 Criteria of Success Level of Students’s Learning in Percent............. 27

Table 3.2 Criteria of Students’s Activities in Learning ..................................... 28

Table 3.3 Criteria of Success Level of Teachers Performance in Percent ......... 28

Table 4.1 The Percentage of Student’s Activity in Cycle I ............................... 32

Table 4.2 The Percentage of Teacher’s Perfomance in Cycle I ....................... 33

Table 4.3 The Percentage of Student’s Activity in Cycle II .............................. 36

Table 4.4 The Percentage of Teacher’s Perfomance in Cycle II .....................37

 LIST OF CHART

Chart 3.1 Classroom Action Research Model by Kemmis and Mc Taggartt

in Arikunto (2013)............................................................................21
 LIST OF APPENDICES

Appendix 1 Lesson Plan ................................................................................. 45

Appendix 2 Instrument of Research ............................................................... 54

Appendix 3 Answer key.................................................................................. 65

Appendix 4 Student’s Answer Model ............................................................. 66

Appendix 5 The Students’ Score in Pretest, Cycle I and Cycle II .................. 67

Appendix 6 The Students’ Activities in learning Process in cycle I............... 68

Appendix 7 The Students’ Activities in learning Process in cycle II ............. 69

Appendix 8 The Teacher’s Performance in Teaching Process in cycle I ....... 70

Appendix 9 The Teacher’s Performance in Teaching Process in cycle I ....... 71`

From K-1 ......................................................................................................... 72

From K-2 ......................................................................................................... 73

From K-3 ......................................................................................................... 74

Berita Acara Bimbingan Proposal .................................................................. 75

Lembar Pengesahan Proposal ......................................................................... 76

Lembar Pengesahan Hasil Seminar Proposal ................................................. 77

Surat Pernyataan ............................................................................................. 78

Surat Keterangan ............................................................................................. 79

Surat Izin Riset ................................................................................................ 80

Surat Keterangan Riset ................................................................................... 81

Berita Acara Bimbingan Skripsi ..................................................................... 82

Curriculum Vitae ............................................................................................ 83

 CHAPTER I
INTRODUCTION

A. Background of Study

Reading comprehension is very important in reading a text. students can

understand a text with a high reading comprehension. comprehension is the

process of eliciting and making meaning through interaction and involvement

with written language. Mc Namara and Magliano (2009) emphasize that this

process is a task of both reader and text factors that happen within a larger social

context. With high reading comprehension each student can read the text of the

text and be able to infer the content according to his own words.

In Educational unit oriented curriculum (KTSP) it was expected that the

students must be able to comprehend the meaning of the text in form of report,

narrative dan analytical exposition in the context of daily life. In addition, The

students’ have to master reading comprehension in order to enable them to get

success in learning reading process. The students’ achievement in comprehending

the text determine the success of the learning, If the students don’t understand

about the text in a test, they will be difficulties to fulfill same test.

Based on the observation on PPL at SMA Perguruan Bandung that many

students’ comprehend the text well. Besides they couldn’t understand the meaning

of the text, it made them difficulti to answer the questions. In addition they were

lack of vocabulary so that it made them confuse to comprehend the passage well.

They were low motivation in reading activity because the students were low

capability in English so that the result is not good. The researcher also found a fact

1
 2

that students’ reading comprehension is low. The teacher english at that school

said that the students still need guidance while they were reading a text. Some of

students have difficulties in comprehending texts. The teacher often helps students

by discussing the text together before the students read the text. However, the

effort was not enough to improve students’ reading comprehension.

The researcher found some problems relate to students’ reading

comprehension ability. First, students couldn’t get the main idea of the text

without translating the text. In this case, students only can read the text if they

were facilitated by a dictionary while they were reading a text. It will become

problem when students do the reading test in their final exam, because they were

not allow to use dictionary. Furthermore, although students can get the

translation of the text, they still got difficulties in comprehending the text.

Second, students were not have motivation to practise reading. The students were

not interested in the reading activity. They were not have many activities. They

just did exercise and translate the text, then discussed it. Third, students were not

confident and afraid of ask is about what they have not understand yet. Students

are lack of confidence.

For that reason the researcher will do a study using the reciprocal teaching

to improve the reading comprehension on the XI grade students’ of SMA

Perguruan Bandung. This teaching method developed by Palincsar and Brown

(1984) who explained that the purpose of reciprocal teaching is to promote the

readers’ ability to construct meaning from texts and facilitate the monitoring of

their path to comprehension. It is based on a sociocultural method through which

 3

readers are modeled, explained, and guided in acquiring strategies within a social,

supportive environment. According to Doolittle, et al. (2006), the general

methodology of reciprocal teaching involves the instructor and students reading a

section of the text in small groups. The instructor then leads a discussion of the

text, while modeling appropriate reading comprehension strategies. During this

dialogue and modeling process, the instructor encourages students to ask questions

of both the text and strategies.

From phenomena above, the researcher was interested in doing a research

in reading comprehention. It entitled The Implementation of Reciprocal Teaching

Method to Improve The Students’ Achievement in Reading Comprehension.

B. The Identification of Problem

The problems of this research were identified as follows :

1. The students were not able to comprehend text well

2. The students had lack of vocabulary in reading English texts

3. The students had low motivation in reading English texts.

C. The Scope and Limitation

The scope of this research was reading comprehension . It was limited on

literal reading comprehension by appliying Reciprocal teaching method students’

of SMA Perguruan Bandung on academic years 2017-2018.

 4

D. The Formulation of the Problem

Relating the background above, the researcher formulated the research

questions as follows:

1. Does Reciprocal teaching method increase the students’ achievement in

reading comprehension?

2. How do the students’ achivement in reading comprehension increase by

implementating reciprocal teaching method?

E. Objective of the study

Based on the research problems above, the objectives of the research were

as follows:

1. to investigate Reciprocal teaching method increase the students’ achievement

in reading comprehension.

2. to describe the students’ achivement in reading comprehension increased by

implementating reciprocal teaching method.

F. Significance of the Study

The results of the study were expected to give some benefits, either

theoretically or practically. Here were the significances of study :

1. Theoretically

This research is a valuable reference for those who are interested in

teaching and learning Reading Comprehension, so they are better in that skill.
 5

2. Practically

a. Students

It was to improve their achievement in comprehending the English reading

text and to be more active in learning English especially reading skill.

b. Teachers

It helped the teacher to have another alternative teaching method,

particularly on teaching reading skill so that they can encourage their students to

be more active motivation in learning process.

6
 CHAPTER II
REVIEW OF LITERATURE

A. Theoretical Framework

1. Reading Comprehension

Reading Comprehension is an activity done by the reader to be able to

know or understand a text then the reader can conclude and retell from the text

that readers read. Peter (2008) states that reading involves two main processes

identifying words and comprehending connected text. Reading comprehension is

measured by three types of recall scores: recall scores for common ideas, main

ideas, and non-main ideas of a text. Reading comprehension usually refers to the

amount of understanding readers have when they read the text. That is, it

represents how well readers understand the implicit and explicit meaning of the

contents of the text they read. The more effortlessly students can recognize words,

the more attention they can devote to comprehension. The more time students

spend in reading, the better their reading rate. Becoming a good reader requires

practice in reading and constant exposure to text. To become competent readers,

students need to learn effective strategies for identifying all words in print and for

comprehending text. Literacy instruction must therefore include explicit teaching

and practice in these essential strategies to enable all students to read fluently,

confidently and with understanding.

Danny (2008) states that reading refers to the ability to comprehend or

make meaning from written text. A dictionary definition of the word read states

that it is the ability to examine and comprehend the meaning of written words.

6
 7

Reading and literacy scholars have created their own definitions of reading

comprehension that contain a bit more precision. Reading comprehension is the

construction of the meaning of a written communication through a reciprocal,

holistic interchange of ideas between the interpreter and the message. reading

comprehension requires an action on the part of the reader. That action involves

the use of the existing knowledge that the reader has on the topic of the text as

well as the text itself in order to create meaning. In addition, a written discourse.

This process occurs in a way to match or connect schemata of knowledge and

experience that have been previously owned with the content of information of the

discourse in order to build a good understanding of the discourse that has been

read. Hedgcock (2009) stated that “reading comprehension is a complex construct

that involves the interaction of number of physcholinguistic processes”. It meant

that in reading the students need interaction between the reader and writer to

comprehend about part and concept of reading sources. The reader should

comprehend the meaning what the writer meant. They also should read the line

between the lines and beyond the lines. In other words, it is an active language

ability which result of communication between reader and the writer, thereby the

readers will be able to understand what the authors‟ stated on their written.

Furthermore, reading comprehension is essentially a process of building

understanding of it is also done to link information and gain new knowledge. The

activities carried out by the reader in understanding the literature can be classified

into literal comprehension, interpretive comprehension, critical comprehension

and creative comprehension. Turner (1988) reveals that a reader can be said to
 8

have good understanding on the reading material being read if the reader can (1)

recognize the words or sentences in reading and know its meaning, (2) connect the

meaning of the experience that has gotten before with the meaning in the reading,

(3) understand the whole meaning contextually, and (4) make a judgment on the

content of reading material based on his reading experience. Furthermore, Brown

(2001) states that the main principle of good readers are readers who actively

participate in the reading process. They have clear goals and monitor their reading

goal of reading texts that they read. Good readers use comprehension strategy to

put them in ease when constructing meaning. This strategy involves the activity to

make reviews, create their own questions, make connections, visualize, and know

how words shape meaning, monitor, summarize, and evaluate (Somadayo, 2013).

Based on the above definitions, it was concluded that reading

comprehension is the ability that recognizes, connects and understands a written

texts, the higher the interest of someone in reading a text it is easier to understand

the text.

2. Level of Comprehension

Comprehension skills must be thought practice include assessing and

connecting with students’ background knowledge pre-teaching of vocabulary

clarification of key concept, linking to prior knowledge and personal relevance,

teacher guided and students’ centered discussion about content, predicting and

summarizing. Barrett (Clymer, 1968) has suggested the following three types of
 9

action with his three-level taxonomy of reading comprehension, namely: literal

comprehension, inferential comprehension and critical comprehention.

a. Literal Comprehension

Literal comprehension, the lowest of the three levels, requires a reader to

be able to retell or recall the facts or information presented in a text. Names of

characters and details of the setting are examples of literal comprehension. The

information required for literal comprehension comes largely from the text itself.

Recall comprehension can easily be evaluated. In responding to a literal question,

the reader either can recall the information from the text or he or she cannot.

b. Inferential Comprehension

Inferential comprehension, the next level, refers to the ability of a reader to

take in information that is inferred or implied within a text. If a text indicates that

a character is carrying an umbrella while walking down a street on a cloudy day,

you can infer that the character is expecting rain. Inferential comprehension is

more sophisticated than literal comprehension because it requires the

orchestration and manipulation of information from the text as well as information

that resides within the readers— their background knowledge.

c. Critical Comprehension

Critical or evaluative comprehension, the third and highest level in the

taxonomy, involves making critical judgments about the information presented in

 10

the text. Were the characters reputable and honest in their actions? Did the

selection offer the reader new information, new insights, or added enjoyment?

Were the characters authentic? Was the literary quality of the text high? Answers

to such questions require a high level of interaction between information from the

text, the reader, perhaps other people with whom the reader has interacted, or even

other texts the reader has read. Moreover, in-depth analysis and critical thinking

are necessary to make informed judgments and evaluations. Because responses to

inferential and critical-level questions are highly dependent on the reader’s own

background, interest, and disposition, determining a reader’s level and the quality

of a reader’s inferential critical comprehension is not easy.

3. The Process of Reading Comprehension

As stated previously reading is process of decoding text, and then

receiving information. It seems that reading activity involves in more than one

process. The reading process itself still involves other language processes like

listening and reading (receptive process), speaking and writing (productive

process), and thinking process (Johnson, 2008). Those processes are the main

process that is happened in reading. They occur when readers read the text, clarify

the text, and declare the information of the text.

According to Grabe (2009), process of reading includes of a rapid process,

efficient process, comprehending process, interactive process, strategic process,

flexible process, purposeful process, evaluative process, learning process and

linguistic process. Those processes occur during reading activity.

 11

The process of reading comprehension which is based on the order how

the readers decode the language is divided into three kinds of reading

comprehension process. Processes of reading comprehension which are practised

by readers are bottom-up, top-down and interactive reading (Goodman in Brown,

2001). In the bottom-up process readers have to identify and decode the language

feature of the text. Using this process readers have to know the letter, the form of

the words, and the discourse of the words. Readers have to able to decode the text

first to comprehend the text. In top-down process, readers must use their

background knowledge to understand about the text, for example readers look at

the title of the text then, they relate it to their knowledge or intelligent to guess

what the text is about. Meanwhile, in interactive reading readers combine the

bottom-up processing and top-down processing. Readers not only identify and

decode the language feature of the text but also use their background knowledge

and experience to comprehend the text.

Those processes of reading occur while readers are reading a text. Some

readers do not notice that those processes happen while they are reading, but some

of them do. Readers who know the theory of this reading process will realise that

there are some process that happen while they are reading.

Based on the above explanation, the researcher concluded that there are

three the process of reading comprehension namely: the first bottom-up process

readers have to identify and decode the language feature of the text, the second

readers must use their background knowledge to understand about the text, for

example readers look at the title of the text then, they relate it to their knowledge
 12

or intelligent to guess what the text is about, and the last interactive reading

readers combine the bottom-up processing and top-down processing.

4. Types of Reading Comprehension

Activating background knowledge is important to do when readers want to

comprehend a text. As stated in the previous that reading comprehension involves

the process of integrating and relating the information of the text to readers’

background knowledge. Bos and Vaugh (2009) list three types of reading

comprehension based on how readers activate their background knowledge to

construct the meaning. First is textually explicit. When readers read using this

type, they are facilitated by some information that is clearly asserted in the text.

Therefore, readers do not need to break their background knowledge

deeply. Second is textual implicit. In this reading type, readers need to use their

background knowledge to find out the information of the text, because

information that is obtained in the text is not enough to help them in

comprehending the text. The last is scriptually implicit. When readers read using

this reading type, they must open their background knowledge deeply to

understand about the text. There is no information within the text both derived

explicitly and implicitly. In this situation readers should have a large knowledge

that can help them to comprehend the text. In addition, Brown (2001) writes two

types of reading comprehension which is based on the reading performance. First

is silent and oral reading.

 13

Readers read aloud when they are oral reading, whereas they silent reading

when they read in their heart. Second is intensive and extensive reading. Readers

read using intensive reading when they focus on the linguistic details of the text.

Meanwhile, readers read use extensive reading when they are reading for pleasure.

Those types of reading comprehension above are often practiced by

students unconsciously. The teacher should prompt and guide students to practise

the reading types. Therefore students have various ways of reading. In this case,

the teacher should not teach students the theories of reading type. The teacher

should guide the reading activity using the reading type only.

Based on the above explanation, it was concluded that there are three types

of reading comprehension namely: textually explicit, textual implicit and

scriptually implicit .

5. Strategies in Reading Comprehension

Students read a text to comprehend it. Students not need to know the

meaning of each vocabulary which they found in the text. It also wastes students’

time, when they have to find the meaning of each word. Students need reading

strategies in reading the text. In reading readers must know and master the

strategies to read comprehensibly. Janzen in Richards and Renandya (2002)

defines reading strategy as plans for solving problems encountered in constructing

meaning. It means that reading strategy is a device which can help readers in

catching the meaning of the text. Here are some reading strategies which are

asserted by Brown (2001).

 14

a. Identifying the purpose of reading.

b. Using graphemic rules and pattern to aid in bottom-up decoding (especially for

beginning level learners).

c. Skimming the text for main ideas.

d. Scanning the text for specific information.

e. Guessing when you are not certain.

f. Analysing vocabulary.

g. Distinguishing between literal and implied meanings.

h. Capitalizing on discourse makers to process relationships.

Some reading strategies above can help students to read comprehensibly.

Students can choose some techniques which are appropriate for their reading

purpose. Each technique has its own purpose in reading. Furthermore, not all of

the technique will suitable for all students’ ability. However, students can master

all of those strategies if they often practise them.

Based on the above explanation, it was the researcher concluded that there are

strategies reading comprehension namely: Identifying the purpose of reading,

Skimming, Scanning, Guessing, Analysing vocabulary, Distinguishing between

literal and implied meanings, Capitalizing on discourse makers to process

relationships.
 15

6. Reciprocal Teaching

Reciprocal teaching is a method of cooperative teaching where teacher and

pupils take turns in leading a discussion about a text listened to by students. Also,

students are taught four strategies—questioning, clarifying, summarizing, and

predicting. According to Palincsar and Brown (1984), these four strategies serve

the two important functions of comprehension fostering and comprehension

monitoring. Palincsar and Brown have found this method particularly effective in

the introduction of new skills and concepts. As students gain in mastery they also

receive plenty of opportunity for self-directed practice with feedback from peers

and teachers. This type of instruction has been successful in a variety of contexts.

Because adult learners spend much of their class time listening, and some adult

learners can show deficiencies in their listening comprehension, this type of

intervention may be particularly effective in not only improving students’

comprehension of class lectures, but also improving students’ understanding of

peer presentations, improving students’ understanding of the content in class

discussions, and improving students’ basic academic conversations. To prove the

effectiveness of reciprocal teaching, Palincsar and Brown (1984) researched

heterogeneous elementary classrooms.

The Reasons of Using Reciprocal Teaching there are some reasons of

using reciprocal teaching in improving reading. As stated before the reciprocal

teaching will help students to read comprehensibly. According to Palincsar and

Brown (1984) the reciprocal teaching method itself could be the prime reason for

success. Those two experts said that the reciprocal teaching involves extensive
 16

modelling of the type of comprehension fostering and comprehension-monitoring

activities and forces students to respond the text. Each stage of the reciprocal

teaching will lead students to read comprehensibly.

Biggs et al. in Cooper and Greive (2009) also assert some reasons of using

reciprocal teaching. It is said that reciprocal teaching makes the basic of effective

reading comprehension visible to all students. Therefore, all students can practise

and able to use the basic of effective reading comprehension (predicting,

clarifying, questioning, and summarizing). Reciprocal teaching also can be

adapted. It can be used in many situations and purposes of reading. The reading

strategies and the activity of reciprocal teaching also can be practised by young

and adult learners. Furthermore, the social nature of reciprocal teaching process

makes reciprocal teaching enjoyable and age-appropriate. As stated before that

reciprocal teaching provides group discussion which will make students enjoy in

learning because they feel free and safe in learning.

In addition, Marzano in Omari and Weshah (2010) declares other reasons

of using reciprocal teaching. They are as follows. (1) reciprocal teaching

encourages cooperation, responsibility and leadership, (2) reciprocal teaching

raises students' motivation for learning, (3) reciprocal teaching develops their

social relations, (4) reciprocal teaching decreases undesirable behaviours in the

classroom.

Those reasons above are the advantages of using reciprocal teaching for

students and the teacher. Reciprocal teaching helps students in thinking and

getting the meaning of the text. Students have a change to share their idea with
 17

their friends and the teacher. Students will learn how to work in team and how to

appreciate others thinking. In addition, reciprocal teaching can help the teacher to

manage students’ misbehaviour.

Based on the above explanation, the resercher took a conclusing that

Reciprocal Teaching method is teaching methods that teach to work together and

how to respect each other's thoughts and then the students’ are taught four

strategies—questioning, clarifying, summarizing, and predicting.

7. The Implementation of Reciprocal Teaching

According to Klinger, Vaughn, and Boardman (2001) the description of

the implementation of reciprocal teaching (RT) consists of five phase. They are

the teacher demonstration, the direct instruction and guided practice, the

teacherstudents groups, the students-led groups, and students’ independent use of

the strategies. The descriptions of them are as follows.

a. Phase 1: Teacher Demonstration

The teacher models how to use the strategies (predicting, clarifying,

questioning, and summarizing). Students see all four strategies on the first day, so

they can get the portrait of it. Therefore, they will not get difficulties in applying

those strategies in the next step.

b. Phase 2: Direct Instruction and Guided Practice

The teacher teaches each of the strategies in more depth one per lesson.

The teacher explains how to implement the strategy while students are reading.

The teacher also supports the students with prompts and reminders as they try out

the strategy. Then the teacher provides feedback.

 18

c. Phase 3: Teacher-Student Groups

The teacher leads discussion about the text in small groups, prompts

students to use the strategies and provides support and feedback as needed. The

teacher gradually let students work by themselves as students become more

proficient.

d. Phase 4: Student-led Groups

Students lead the discussion about the text and prompt their friends in

group to use the four strategies. Students give feedback to their friend on strategy

implementation. Meanwhile, the teacher provides assistance as needed.

e. Phase 5: Students’ Independent Use of the Strategies

Students use the four strategies while they are reading the text and

selfregulate their implementation strategies. They monitor their own

comprehension. They also monitor and give feedback on their friends’

comprehension through the discussion.

Based on those phases, the teacher will guide the students from guided,

semi-guided and then independent in applying reciprocal teaching’ strategies.

Those phases should be followed by the teacher. Therefore, the implementation of

reciprocal teaching can be run well, and the goal of improving students’ reading

comprehension can be achieved.

Based on the above explanation, it was concluded that there are 5 steps :

Teacher Demonstration, Direct Instruction and Guided Practice, Teacher –

Students’s Groups, Students’ – led Groups and the last Students’ Independent use

of the strategies.
 19

B. Relevant Study

There were some relevant studies had been conducted related to this

research. First, Utami (2013) conducted a research entittled “Using Reciprocal

Teaching to improve the Reading Comprehension of Grade VIII Students of SMP

N 13 Yogyakarta”. This research examined the students’ ability in reading

comprehension of recount text. The Result of her research indicated students’

were enthusiastic in the reading activity. The activity motivated them to learn.

students became more confident in doing the reading activity and reporting their

work. and then the interaction among the students and between the students and

the teacher improved after the implementation of the group discussion and class

discussion. The last, students’ reading comprehension improved. It was indicated

of the increase of the mean of students’ reading comprehension score in pre-test

and post-test (4.63 to 6.30).

Second, The study Carried out by Setyani Rohmatul (2016) with the title

The Effectiveness of Implementing Reciprocal Teaching on Students’ Reading

Comprehension at Tenth Grade of MAN 2 Tulungagung in The Academic Year of

2015/2016. The Result of tcount is ( -3.488). By comparing tcount is (-3.488) with

ttable 0.05 is (1.685), it is known that tcount is higher than ttable (tcount>ttable)

Because the tcount is higher than ttable, so alternative hypothesis (Ha) is accepted

and null hypothesis (Ho) is rejected. It means that there was significant different

achievement on the students’ reading comprehension before and after being taught

by using reciprocal teaching.

 20

The Previous studies had the similarity with the current research in term of

their focus, namely those focused on reading comprehension. However, those had

difference, in this case, the first study concerned on reading comprehension of

recount text, the second concerned on reading comprehension of narrative text,

while this present researcs concerned on reading comprehension of report text.

C. Conceptual Framework

Reading is one of the skills that every student should learn. By reading, the

students can understand the meaning of a text. But, there are still many students

who can not understand what the meaning of the text that they reads. So the

students feel bored reading. It was caused by some factor internally and

externally, faktor internally many students are not confidence and afraid of asked

about what they have not understand yet and factor externally students did not

have motivation to practise reading.

There are many methods to be done by teachers in teaching reading

comprehension. One of them is Reciprocal teaching method where this method

encoutages the students and teachers to work together in forming small groups.

This method can improve students' learning achievement in reading

comprehension and explore their knowledge. Thus, the researcher conducted

research on reading comprehension by applying reciprocal teaching method.

 CHAPTER III
METHOD OF RESEARCH

A. Research Design
This research was conducted by applying Classroom Action Research

(CAR). In doing this action research, there were four steps included, namely:

planning, action, observation and reflection. To show step in classroom action

research, it was illustrated in the following chart.

Chart 3.1 Classroom Action Research Model by Kemmis and Mc Taggartt in

Arikunto (2013)

21
 22

The procedure of research was conducted in two cycles consisting of three

meetings. Each cycle had four processes namely: planning, action, observation

and reflection. But, if it did not increase the students reading so ability the next

cycle was continued until the result has found maximal.

1. Planning

In this step, the researcher and teacher planned and prepared what text that

used, how to manage students, how long this treatment would take, and what

properties that would be needed.

2. Action

In action, the reseacher and teacher used report text as the materials. The

researcher used a lesson plan which had been prepared in the planned.

3. Observation

Observation that was done in this step was observation about students’ reading

process during the teaching learning process or action. The researcher found how

students’ attitude toward reciprocal teaching, and what problem that emerge

during the action.

4. Reflection

In this step the researcher reflection, evaluation and describing the effect of

reciprocal teaching on students’ reading comprehension. The researcher read

field-note data, and then made a conclusion of the data. Then the researcher

discussed it with the teacher or collaborator to made a conclusion and a reflection.

The researcher also see the picture data to see students’ behaviour in the class. It

was used to conclude what students’ attitude to the action based on those data.
 23

B. Subject of Research

The subject of this research was the XI grade students’ of SMA Perguruan

Bandung academic year 2018/2019. The subject of the research was taken from

one class, that was students of XI Grade. The number of students consisted of 19

students.

C. Instrument of the Research

1. Test

The test was given to the students’ in order to get quantitative data. It was

in the form of multiple choice tests. The test consisted of thirtieth questions.

Those items were about found general information, specifik information, implied

meaning and textual reference meaning from the text. The subject answered the

items by crossing the choices among (A, B, C, or D). For the correct answered get

thirtieth point and incorrect answer will get 0 point. This test was used to get he

quantitative data and to measure the students’ achievement in reading

comprehention.

2. Observation Sheet

Beside the test, the observation sheet was used to get the qualitative data. It

was used to observe all conditions that happen during the teaching learning

process. It involves the students’ and teacher activities in the classroom.

 24

D. Procedure of the Research

This research was conducted by two cycles. Every cycle has four stages;

they are planning, action, observation, and reflection.

1. Cycle I

a) Planning

The activities in the planning were:

1) Making the lesson plan about Report Text.

2) Designing the steps in using Reciprocal Teaching.

3) Preparing the material, that is Report Text.

4) Preparing teaching aids, that is Reciprocal Text.

5) Preparing a test, that is reading test.

b) Action

Teacher’s activity:

1) The teacher opened the class by greeting the students.

2) The teacher asked what topic they will learn, that is Report Text.

3) The teacher told the students about the advantages of learning Report Text.

4) The teacher intoducted Reciprocal Teaching Method in learning Report Text.

5) The teacher asked the student’s opinion about Report Text.

6) The teacher gave the definition of Report Text.

7) The teacher showed the text of Report Text with its generic structure.

8) The teacher explained about the Report Text.

9) The teacher gave a Report Text and reading aloud with the student.
 25

10) The teacher devided the students into pairs.

11) The teacher asked the students’ to read again by themselves to cover by their

hand as much as they can. after that the students’ have to tell to their partner

about what they remembered about the text.

12) The teacher gave some question based on the text

13) The teacher and students made the conclusion based on the material.

14) The teacher ended the class by closing.

Students’ activity:

1) The students answer greeting from their teacher as response to the teacher.

2) The students answer what topic they will learn.

3) The students listened about the advantages of learning Report Text.

4) The student listened the explanation Reciprocal Teaching Method in learning

Report Text from teacher.

5) The students gave their opinion about Report Text.

6) The students listened the definition of Report Text from teacher.

7) The students look and keep attention for the text of Report Text with its generic

structure.

8) The students listened to the teacher in explaining the Report Text.

9) The students answer the question based on the text that given by the teacher.

10) The students write their answer and see the correct answer that give by the

teacher.

11) The student and teacher made the conclusion based on the material.

12) The students answer the closing from their teacher as response to the teacher.
 26

c) Observation

Observation was used to collect data namely, teacher and students activity

attitude during teaching learning process. In this section the researcher was the

formal observation. The researcher are an observer for teacher and the students’ of

the class that consisted of 19 students.

d) Reflection

Reflection was a feedback process from the action that is done. Reflection

was used to help teacher to made decision. The teacher and researcher analyzed

all recording information learning process.

2. Cyle II

The researcher was cycle II, if the result in cyle I was still need

improvement. In cycle II are also four stages; they are planning, action,

observation, and reflection. Every weakness in cycle I was revised in cycle II.

E. Technique of Analyzing Data

In analyzing the quantitative data, the following will be applied:

= X 100% (Arikunto, 2013)

Where :

X: The mean of the students score

∑X : The total score of students

 27

N: The number of the students

Next, to categorieze the number of the students who pass the test

successfully, the researcher was applyed the following formula below:

= X100% (Arikunto, 2013)

Where :

P : The percentage of those who getting score

R : The number of students getting score

T : The total number of the student

After getting the percentage of the above analysis results, then the result

was used as determination of the success rate of students in the class according to

Arikunto (2007) as the following table.

Table 3.1 Criteria of Success Level of Students’ Learning in Percent

Level of Success (%) Categories

81 - 100% Very High
61 – 80% High
41 – 60% Moderate
21 – 40% Low
0 - 20% Very Low

The qualitative data consists of the information about the teacher’s

performance and the students activities in learning process that will be analyzed

based on the students activities and the teacher performance category as proposed

by Arikunto (2007).

a. Students’ activities in learning process

The value of students’ motivation in learning is obtained by the formula :

= x 100%
 28

Where :

P : The percentage

R : The number of activity indicators

SM : The total number of activity indicators

After getting the percentage of individual activity, then the result was used

as determination of the criteria level of students activities in learning process

proposed by Arikunto (2007) as the following table.

Table 3.2 Criteria of Students’ Activities in Learning

Level of Success (%) Categories

81 - 100% Very High
61 – 80% High
41 – 60% Moderate
21 – 40% Low
0 - 20% Very Low

b. Teachers Performance

The teachers performance was analyzed based on the following category

as proposed by Arikunto (2007). It is presented in the following table :

Table 3.2 Criteria of Success Level of Teachers Performance in Percent

Level of Success (%) Categories

81 - 100% Very High
61 – 80% High
41 – 60% Moderate
21 – 40% Low
0 - 20% Very Low
 29

F. Success Indicator

This classroom action research was judged to succed if ≥70% of the total

students’ reach minimum score at 70 (good), then the students activities in

learning activities will be categorize good if the average percentage show that it

has reached 70% of the number of student.

 CHAPTER IV

DATA AND DATA ANALYSIS

A. Data

The data of this research consisted of two kinds. They were quantitative

data that got from students’ score in doing multiple choice test and qualitative

data that got from observation sheets Students’ and teachers activity in teaching

learning process. This research applied quantitative and qualitative data. The

quantitative data were taken from the mean of the students’ achievement in

reading comprehension.

B. Data Analysis

Pre-test was give before running to the treatment in cycle I. The researcher

was gave the test to all the students’ and the students answered the test. The

researcher got that all of them still have not achieved the score with successful

category. The data indicated that the students were still low in reading

comprehension. So the succesfull percentage of the students’ reading

comprehension had not been improved. Therefore, the researcher conducted cycle

I to improve students’ reading comprehension.

4.1 Cycle I

In the cycle I, there were many activities done. All activities were

elaborated by the researcher as foll

30
 31

a. Planning

Planning was developed for taking action and/or for gathering information

and data in order to observe or capture the experience or monitoring the practice.

The activities in planning were (a) designing lesson plan about Report text as the

material, (b) make observation sheet to see the improvement of the students’ in

reading comprehension, (c) preparing the research instruments to see an

improvement in students reading comprehension in the learning process.

b. Action

In action, the teacher taught students using Reciprocal Teaching Method.

The teacher used report text as the materials. The teacher used a lesson plan which

had been prepared in the planning. The lesson plan included reciprocal teaching

stages. First the researcher taught students some strategies that students needed in

reading using reciprocal teaching that is prediciting, clarifying, questioning, and

summarizing. After students mastered the strategies, the teacher asked students to

read a text using reciprocal stages. Then, In the implementation of the disscusion,

the students independently were given a example of report text. Then the students

started to analyze the information they got from members of the group and made a

summary of the report text and example report text. The students took action to

reading about report text and give example. Finally, the other students gave some

feedback or responses to their friends’ explain.

 32

c. Observing and Evaluating

1. Observation of students activity in learning process. The activity of students in

learning process was presented in the following table:

Table 4.1
The Percentage of Students’ Activity in Cycle I

No Aspects of Observation Score Indicators

1 Interest 73,68% tertinggi
2 Attention 67,10%
3 Participation 64,47%
4 Presention 55,26% Terendah
Means 65,13%

The data above show that the students’ activity in learning process with

Reciprocal teaching method was relatively low at average precentage 65,13%.

The highest percentage belonged to interest aspect at 73,68%. It was followed by

attention aspect at 67,10%, and participation at 64.47%. Then, the lowest aspect

was presentation at of 55.26%.

Referring to the Table 4.1, it was seen that interest aspect was the

highest position because students are interested in the explanation conveyed by

the teacher and the aspect of presentated was the lowest because students do not

have the confidence in presenting what they know.

2. The result of observation on teacher’s performance in teaching and learning

process by using Reciprocal teaching method was presented in the table below:
 33

Table 4.2

The Precentage of Teacher’s Performance in Cycle I

No Activity Score Catagory
1 Aperception 81,56%
2 Material Explanation 84,21%
3 Explanation of Method 73,69% Lowest
4 The tehnicque part of group 80,27%
5 Management of Discussion 81,58%
6 Away question or quiz 81,58%
7 Ability to evaluate 84,21%
8 Rewarding individuals or group 80,27%
9 Determining scores 82,90%
10 Concluding learning materials 85,52%
11 Closing the learning 86,84% Highest
Means 82,05%

Based on the data in the table above, teacher activities in the teaching

and learning process used Reciprocal Teaching Methods are good with at

average percentage 82.05% with an ideal score of 100%. Closing learning is

the highest 86,84%, The lowest Explanation of method 73,69%. It was

concluded that the teacher’s performance in learning process was categorized

as good. The highest of the Closing the learning it because the teacher was

closing the learning well and clear and then the lowest in Explanation of

Method it because the teacher did not use Reciprocal teaching method.

3. The result of the students’ learning mastery in cycle I. The level of students’

learning mastery was good enough but it still had not reached the indicator of

succes determined in this research. The means score achieved only reached

67,73 and the total percentage 47,37%, with details of values as follows: score

of 81 was obtained by one students, score of 80 was gotten by three peoples,

score of 77 was owned by two students, score of 70 was gotten by three

 34

peoples, score of 63 was gotten by two peoples, score of 60 was gotten by

seven peoples, and score of 50 was gathered by one students.

4. Reflection

Based on the data obtained from the observations and evaluations

above, there are some points to reflect as follow:

1. The students were still unable in learning group with Reciprocal Teaching

Method. The students still were affected with individual learning, so that

learning in group was not yet well developed. It was seen from the

observation of students’ activities in the teaching learning process by using

Reciprocal Teaching Method were still relatively low with average

percentage was 65.13%.

2. The teacher was unable to create an active learning in groups with Reciprocal

Teaching method. This was obtained from observation of teacher activities in

Reciprocal Teaching Method was good, the average percentage at 82,05%.

3. The result of evaluation indicated that students’ mastery of leaning material

was still inadequate. However, there was an increase. It was proven by the

comparison of the average of learning achievement in pretest and cycle I, that

was 10,52% in pretest and 47,37% in cycle I.

 35

4.2 Cycle II

The Cycle II was done because after reflecting from the cycle I, it was still

not good enough. Cycle II was conducted to improve the constrains encountered

in cycle I .

a. Planing

Planning in the second cycle based on replanning cycle I, namely

compiling learning design in accordance with the problems in the cycle I, to

motivate the students to be more active in learning, reintroduce Reciprocal

Teaching Method. So that students are more understand and active in discussion

with that learning method, providing learning media to help increase students’

motivation and attractiveness learning in reading comprehension, help direct

students to discuss with Reciprocal Teaching Method, and guide more intensive

students who have difficulty understanding learning material.

b. Action

The implementation of the action in the second cycle was carried out

because the learning in the cycle I action was less successful in overcoming

students problems, so that achievement of values realized through scores is still

relatively low. So that, the action carried out to sharpen the parts that are correct

in cycle I, namely learning media. Proven from cycle I action, the ability of

students enchancement from the result of cycle I. Thus, the problems in cycle I

can be resolved.
 36

Generally, the ability of students to improve from the results of pre-action

Cycle1. The learning process begins with a technical explanation of about

30 minutes. In the second cycle action, at the beginning of he learning process

in this cycle, a technical description Reciprocal teaching method in reading

comprehension, still be given to students in order to improve students’ ability to

take the advantage of the method. Then, the next learning process was not similiar

to previous meeting,but with the same learning materials.

c. Observing and Evaluating

1. Results of observations of student activities in the teaching and learning

process. Student activity observed in the second cycle can be seen in the

following table:

Table 4.3

Activity Score of Students’ in Learning Process of Cycle II

No Aspects of Observation Score Indicators
1 Interest 96,05% Tertinggi
2 Attention 89,47%
3 Participation 88,15%
4 Presention 84,15% Terendah
Means 89,47%

from the table shows that the highest score of student activity in learning
was at 96,05% Interest aspect. It was followed by Attention at 89,47% and
participation at 88,15%. Then, the lowest was presentation aspect with 84,15%.
And it can be concluded that student activities in learning teaching are improved.
In other word, there were an increase in students activity in learning or
discussing between cycle I and cycleII, individually or in groups. This can be
 37

seen from the comparison of the average score of student activity between cycle
I, 65,13% and cycle II 89,47%. This shows that student activity in learning has
improved from the first cycle.
2. The results of students' observations on the teacher's activities in Reciprocal

Teaching Method can be seen clearly in the following table:

Table 4.4

The Precentage of Teacher’s Performance in Cycle II

No Activity Score
1 Aperception 93,42%
2 Material Explanation 93,42%
3 Explanation of Method 90,79%
4 The tehnicque part of group 89,48%
5 Management of Discussion 89,48%
6 Away question or quiz 96,05%
7 Ability to evaluate 96,05%
8 Rewarding individuals or group 93,42%
9 Determining scores 94,73%
10 Concluding learning materials 94,73%
11 Closing the learning 96,05%
Means 93,42%

From the data above, the teacher activities in teaching and learning

process are good. This shows that there is an increase/improvement of teacher

activities in the teaching and learning process from cycle I and cycle II, that is

from 82,05% become 93,42% or an increase of 11,37%.

3. Cycle 2 evaluation results about students' mastery of learning material in cycle

2, with the average score of acquisition was 84.37, with details one peoples got

score 73, score 77 was got by two peoples, 80 score got six peoples, 83 score

got one peoples, 90 score got eight peoples, and 93 score got one peoples.

From these data it can be concluded that student learning outcomes in cycle II
 38

have improvements from cycle I, namely from 67,73 become 84,37 with

comparison 16,64. In other word students reading comprehension skills have

increased.

d. Reflection

Based on the data obtained from the results of observations and

evaluations in the learning process in cycle II there were improvement or

increase students reading comprehension. But there are still obstacles or

problems that need solution. As for the succes gained during cycle II, this as

follows:

1. The activity of students in the teaching and learning process with Reciprocal

Teaching Method has led to better. Student have been able to build cooperation

in groups to understand the tasks given by the teacher, and participate in

activities. Students begins to be able to present their work well. This can be

seen from the data from observations on students activities increasing from 65,

13% in cycle I become 89,47% in cycle II.

2. The increase in the results of student activities in the learning Report text,

supported by the increasing activity of teachers in maintaining and improving

the atmosphere of learning Reciprocal Teaching Method. Teacher intensively

guide the students especially when students have difficulties. This can be seen

from the data from observations of teacher activities in teaching and learning

Report Text by using Reciprocal Teaching Method, from 82,05% in cycle I

become 93,42% in cycle II.

 39

3. Increasing students’ ability to mastery material about Report Text. This can be

seen from the average evaluation results, namely 67,73 in cycle I become 84,37

in cycle II.

C. Research Findings

Based on data analysis the researcher found some findings, namely :

1. The result of research indicated that there was improvement on the students’

reading comprehension which was taught by Reciprocal Teaching Method. It

was proved by the data which showed that the mean of the students’ score for

the first reading test as a pre-test which was 47,90. the second reading test as

post test I which was 67,73 and the third reading test as post test II which was

84.37. The total percentage of the students who passed the passing grade

significantly improve, in the pre-test which was 10,52%, in the post test I

which was 47.37% and in the post test II which was 100%.

2. The researcher also analyzed qualitative data to support the research finding

besides the quantitative data. The qualitative data were organized from the

observation sheet. The students’ was activities in teaching learning process

cycle one the mean 65,13% and cycle II 89, 47%.

3. The teacher was activities in teaching learning process cycle one the mean

82,05% and cycle II 93,42%. It meant that there was effectiveness

improvement of applying Reciprocal Teaching Method on the students’

achievement in reading comprehension.

 40

D. Discussion

This subchapter was a discussion of the results of the research described in

the results section. In holding the pre text the level of student mastery was still

very low with success percentage of 10,52%. At this stages of the first cycle, the

method of learning by using Reciprocal Teaching Method applied and supported

by the application reading comprehension. At this stage students with success

percentage of 47,37%. These result indicated that the level of learning

achievement are still relatively less successful.

The implementation of this second cycle starting from the problem at this

stage I. Result measures the means score of the ability of students to mastery of

the material in cycle II with success percentage of 100%. Meanwhile, the

activities students’ in cycle I the mean score 65,13% and cycle II advance the

mean score 89,47%, and the the activities teachers in cycle I the mean score

82,05% and cycle II advance the mean score 93,42%. This means that there was

a significant increased in students’ achievement and learning activities, and

otherwise managed very well.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzing data, conclusions are drawn as the following:

1. There was improvement of students’ achievement in reading comprehension

having analyzed the data that have presented in the previous chapter, it was

showed in pre-test the mean was 47.90 in the cycle I was 67,73 and the cycle II

was 84,37.

2. In observation sheet activity students in learning process cycle I 65,13% and

cycle II 89,47%, it could be seen that the students was very active in teaching

learning process and the students was interested and not bored. It meant that

there was effectiveness improvement of Reciprocal Teaching Metod on the

students’ achievement in reading comprehension.

3. In observation sheet activity teacher in learning process cycle I 82,05% and

cycle II 93,42%, it could be seen that the teacher was very active in teaching

learning process and the students was interested and not bored. It meant that

there was effectiveness improvement of Reciprocal Teaching Metod on the

students’ achievement in reading comprehension.

41
 42

B. Suggestions

Related to the conclusions above, some suggestions were pointed out as

follows:

1. For the English teacher, it is better to use Reciprocal Teaching Metod as the

first stage in reading to improve the students’ achievement in reading

comprehension, because it could make the teaching learning process active,

especially when teaching reading.

2. For the students, to use Reciprocal Teaching Metod, especially reading because

this metod can improve their reading skill and also their English achievement.

3. For the researcher, this researcher can contribute a good understanding of how

to improve their achievement in reading comprehension through Reciprocal

Teaching Metod and the researcher can be apply this method in teaching other

subject.
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