| dc.description.abstract | This study analyzed teacher’s reciprocal strategy in teaching reading comprehension. This study was conducted to give contribution to the English teachers in implementing reciprocal strategy in teaching reading comprehension. In addition it can also be used as references for the next researchers in conducting the same study.
The aim of this study is to know how the English teacher in SMPN 3 Rogojampi implements the reciprocal strategies in teaching reading comprehension. This study analyzed teacher’s reciprocal strategy by using observation checklist provided by Palinscar & Brown (1984) which covered modeling and guiding students in applying strategies, dividing students into some groups, allocating a role to each student i.e. summarizer, questioner, clarifier and predictor, assigning the text and monitoring the students while applying strategy. In addition, this research also applied interview to make sure that the data is valid. The analysis was done through several steps adapted from the four stages of qualitative research (Ary, et.al, 2010), i.e Coding, Data Reduction, Data Display, and Drawing Conclusion or Interpretation.
The finding shows that the English teacher in SMPN 3 Rogojampi implemented the reciprocal teaching strategy in line with the Palinscar & Brown (1984)’s theory. The teacher only skipped two steps of the six steps stated on the observation checklist. However, one of those steps that is ask students to rotate role skipped was not a problem, because this step depends on the length of the text and the text given did not fit to follow this step. It can be said that the teacher only missed one step from 6 steps on the observation checklist. The teacher did not use any modeling in starting the reciprocal teaching strategy in which it is necessary to the teacher to use modeling to make students have motivation in doing their task, help students to focus in achieving goal, and reduce students’ frustration while doing the task. | en_US |
