THE EFFECT OF USING RECIPROCAL TEACHING STRATEGY ON THE ELEVENTH YEAR STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 1 BONDOWOSO IN THE 2013/2014 ACADEMIC YEAR

Abstract

Based on the analysis of the students’ post test score, it showed that the value of ttest (3,428) was greater that the value of t-table (2,0066). This result showed that the null hypothesis (Ho) was rejected while the alternate hypothesis (H1) was accepted. It means that there is a significant effect of using Reciprocal Teaching strategy on the eleventh year students’ reading comprehension of narrative texts at SMAN 1 Bondowoso in the 2013/2014 academic year. After that, the researcher continued the data analysis of post test scores to the Degree of Relative Effectiveness (DRE) to know how far Reciprocal Teaching Strategy affected the students’ reading comprehension achievement. The result of DRE was 14%. It means that Reciprocal Teaching Strategy was 14% more effective than Question and Answer technique that was used to teach the control group. Based on the result of the research, some suggestions are proposed to the English teacher, the students, and the other researchers. For the English teacher, it is suggested that the English teachers of SMAN 1 Bondowoso use Reciprocal Teaching Strategy in teaching reading to increase the students’ reading comprehension achievement because it was proved that Reciprocal Teaching strategy gave significant effect on the students’ reading achievement. For the students, it is suggested that they actively involve themselves in teaching learning process by practicing their English by using Reciprocal Teaching Strategy. For the other researchers, hopefully it can be used as a consideration to conduct further research dealing with similar topic by using different text genre like hortatory exposition or recount text, different research design like a classroom action research to improve the students’ reading comprehension, or in different research area like at junior high school levels.