Pengaruh Penggunaan Strategi Pengajaran Timbal Balik terhadap Prestasi Pemahaman Membaca Siswa SMP
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Reading is concerned as the English language skill taken in this research because reading is considered as the significant language skill in English as a second or foreign language because English continues to spread as the language of science, technology, and advance research. In addition, the curriculum 2013 of Indonesia demands the students to face many types of text, and the most English skill tested in their examination is reading. Those indicate that the students need to be taught how specific reading strategy when they learn to read. One of those reading strategies is Reciprocal Teaching Strategy (RTS) that was developed by Palincsar and Brown in 1984. It is step by steps procedure and it emphasized on four reading strategies: predicting, clarifying, questioning, and summarizing, that teacher and group of students take turns leading discussion about specific segment of text. Quasi experimental research with posttest only design was used to investigate whether or not there was a significant effect of using Reciprocal Teaching Strategy on Junior High School students' reading comprehension achievement at SMPN 2 Jember. The researcher chose SMPN 2 Jember as the research area using purposive method because there was no research conducted at this school and the English teachers have never used Reciprocal Teaching Strategy in teaching reading comprehension for the seventh grade students in the 2018/2019 academic year. The number of the research participants was 63 students in total. The experimental group consisted of 32 students and the control group was 31 students. The research participants were selected by using cluster random sampling with lottery based on the result of homogeneity test. The result of homogeneity test showed that the value of significance was 0.214 that was higher than 0.05 significant level with 95% confidence interval. Therefore, VII-C class (32 students) was determined as the experimental group and VII-F (31 students) as the control group. The experimental group was taught reading by using Reciprocal Teaching Strategy; meanwhile the control group was taught reading by using Scientific Approach. The data of this research were collected from the students' reading comprehension achievement tests, interview, and documentation. The result of reading comprehension achievement test was collected and analyzed by using independent sample t-test formula through SPSS computing system. Based on the SPSS output, the mean scores of the experimental group (84.69) was higher than that of the control group (79.84). The result showed that the significant value of t-test (Sig.2-tailed) was 0.005 that was lower than 0.05. it means the hypothesis of this research was accepted that there was a significant effect of using Reciprocal Teaching Strategy on junior high school students' reading comprehension. The findings of this current research provide the pedagogical and empirical implications. Pedagogically, English teachers could consider using Reciprocal Teaching Strategy in teaching reading comprehension as it gave positive effect during the learning processes. Empirically, the findings will be useful as consideration or reference for future researchers who want to investigate or carry similar topic about reciprocal teaching.