CHAPTER I
INTRODUCTION
1.1 Background of
Research
Reading is one of the English skills which is important to learn.
Reading is the most emphasized in English teaching and learning process.
Reading constantly involves guessing, practicing, checking, and comprehending. There
are many kinds of text in reading, such as narrative, recount, report, descriptive,
explanation, analytical exposition,
hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item.
Narrative text is
one of genre of texts which is important to be learned and mastered by
students. Through this activity, the reader can be relaxing, interacting by the
feeling and mind, obtaining the information, and increasing the reader’s knowledge.
In Senior High
School syllabus, narrative is one of genre of texts in English. It should be
learned by students especially in tenth grade students. From the syllabus, the
students should comprehend narrative text in acceptable way. However, from
preliminary observation, the present researcher found that reading class is
dominated by the teacher rather than the students. Almost there is no
interaction between teacher and students. The students only paid attention and
listened to the teacher explanation. The teacher just asked the students to
read the text individually, than gave them some questions based on the text
without knowing whether the students understand or not. This technique is not
good for teaching reading especially in tenth grade students of MA TIA NW Wanasaba.
There by, the students need suitable technique which can make them comprehend
the narrative text.
One of teaching techniques
of reading comprehension is Reciprocal Peer Tutoring technique. This technique
is a part of cooperative learning. But not like the other method in cooperative
learning which is one group consists of four or five students, in Reciprocal
Peer Tutoring technique, a group consist of just two students (Slavin, 2005). In
this technique, each member of a group will play as a teacher and a student.
After both of them read a narrative text, they will teach each other until they
get comprehension on the text.
Fantuzzo et al.
(1989) notes that Reciprocal Peer Tutoring (RPT) technique can create a higher
post-test exam scores. It also significantly reduces distress and increases
student satisfaction in undergraduate Abnormal Psychology classes. In addition,
Slavin (2005, p. 67) states that students who understand narrative text through
Reciprocal Peer Tutoring are more comprehending than the student which do not
use it.
Based on the
elaboration above, the present researcher intends to investigate the
effectiveness of Reciprocal Peer Tutoring technique on reading comprehension of
narrative text for the tenth grade students of MA TIA NW Wanasaba in the academic
year 2016-2017.
1.2 Focus of Research
The subject of
the research is limited to the tenth grade students of MA TIA NW Wanasaba in
the academic year 2016-2017 and the object of this research is the effectiveness
of Reciprocal Peer Tutorial technique on reading comprehension of narrative
text.
1.3 Research Questions
The problems are
formulated in form of questions. Those are:
a)
Is
Reciprocal Peer Tutorial technique effective on reading comprehension of narrative
text for the tenth grade students of MA TIA NW Wanasaba in the academic year 2016-2017.
b)
To
what extent is the effectiveness of Reciprocal Peer Tutorial technique on
comprehension of narrative text for tenth grade students of MA TIA NW Wanasaba in
the academic year 2016-2017.
1.4 Research Significances
This
research is expected to be useful both theoretical and practical contribution
to the language teaching and learning, especially in teaching reading.
a)
Theoretically
Firstly, the research is expected to
provide value knowledge in comprehending narrative text by using reciprocal
peer tutorial technique, especially at the students. Secondly, the result of
this research is hoping as the reference to the further researcher who wants to
investigate the same problem.
b)
Practically
After investigating the student
comprehending in narrative text, English teacher will know the students’
difficulties or the problems; so, they are able to apply the appropriate
technique to the students in teaching reading, especially narrative text.
1.5 Research Purposes
Based on the
statement of problems above, this research is intended to find out:
a)
The effectiveness of Reciprocal Peer Tutorial
technique on reading comprehension of narrative text for tenth grade students of
MA TIA NW Wanasaba in the academic year 2016-2017.
b)
The
extent of the effectiveness of Reciprocal Peer Tutorial technique on reading
comprehension of narrative text for the tenth grade students of MA TIA NW
Wanasaba in the academic year 2016-2017.
1.6 Assumption
The
research of this research conduct on the following consideration
a)
The
Tenth grade students of MA TIA NW Wanasaba has been taught English subject
until now and once week during five hours.
b)
The
test used to find out the effectiveness of Reciprocal Peer Tutorial technique
on reading comprehension of narrative text for tenth grade students of MA TIA
NW Wanasaba in the academic year 2016-2017 is accurately selected and
instruments are considered valid.
1.7 Explanation of key Terms
In order to avoid misinterpretation and
misunderstanding on the side of the readers about the concept of research wants
to explain the definition of the terms used on the title as follows:
a)
Effectiveness
Effectiveness is
capability of producing a desired result, when something is deemed effective it
means it has an intended or expected outcome or produce something to be desired. Handayaningrat in Emerson (1996:
16) that "Effectiveness is the measurement in terms of the achievement of
goals or objectives that have been determined" So if the objectives have
been achieved, can only be said to be effective.
b)
Reciprocal
Peer Tutorial
Reciprocal Peer
Tutorial is a technique that engaged peer tutors. A student acts as a tutor and
the other student acts as Tutee. According to chanter dictionary Tutee means
learns from tutor. The tutor serves or asks a problem to the Tutee. (Jarvis 2001), peer teaching is a learner-centered activity because members of
educational communities plan and facilitate learning opportunities for each
other. There is the expectation of reciprocity, e.g., peers will plan and
facilitate courses of research and be able to learn from the planning and
facilitation of other members of the community.)
c)
Technique
Technique is the
basic method for making or doing something such as an artistic work or
scientific Procedure.
d)
Reading
Comprehension
Reading
Comprehension Is the act of understanding what readers are being read. It is an
intentional, active, interactive process that occurs before, during and after a
person reads a particular piece of writing.
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretically
Foundation
A. Reading
1.
The nature of
reading
Reading is the one of four language
skills. It is the first direct communication of students to acquire their
language development. students further
goes to school where for the first time, they learn to read before writing.
Reading
is a process in which done by reader to get message or information from the
writer through printed media. It is very complex process in recognizing and
comprehending written symbols which influenced by perceptual skill, decoding,
experiences, language background, mind set and reasoning of reader (Tarigan,
2008).
On
the other hand, It is certainly not easy to interpret the meaning and idea of
written text. To understand a written text, the students must have good
competence in knowing the meaning of word, sentence, content, and the more
important is to know about the writer’s idea. It means while the students read
text, they are not only knows the meaning word by word but also the writer’s
idea in the text. According to Carrel (1988, p. 1), “reading is
not passive but rather than active process. It is an active cognitive process
of interacting print media in which monitory comprehension to build up
meaning”.
Based on definition above, the present
researcher concludes that reading is the process of grasp meaning of the
content and writer’s idea in written text. Furthermore, grasp means
comprehending the reading materials. Reading comprehension is ability to
understand the idea and information in reading text.
2.
The Importance
of Reading
Reading is the way
to get information from written media. Students will get knowledge by reading activities to motivate their learning,
not only in formal education, but also in informal education. Therefore, reading
is one of the urgent skills for students to obtain their success. Tarigan
(2008) by reading some information are given by
the teacher through the text, the students will find general information
and experience which later they can increase their language skills such as
listening, speaking and writing.
Teaching reading text is the important
job for language teacher. There are some reasons for this. The first reason is
many English learners need to read English text for their career, for research
or simply for pleasure. Related with their function as educator, teacher should
prepare and facilitate the learners to fulfill their need in reading.
Reading text also will help the students
when they research writing. Reading texts also provide good models for English
writing (Harmer, 2003). If the students are familiar with texts’ form, teacher
will be easier to teach them how to write the texts. Besides that, reading text
also provide opportunities to research language: vocabulary, grammar,
punctuation, and the way to construct sentences, paragraphs and texts (Harmer,
2003).
When the students read a new text, they
will also find new vocabularies and different style of writing as texts are
vary in their structures. Because of that, they can enrich their vocabularies
includes the ability to use the appropriate diction. Learn more about
punctuation; strengthen their grammar understanding and how to construct
sentences, paragraph and text correctly.
3.
Aspects of Reading
Brown (2003) explains that there are two
kinds of skills that the reader should have. They are micro skill and macro
skills.
a.
Micro
skills of reading
Here are some micro skills of reading:
1)
Discriminating
among the distinctive graphemes and orthographic pattern of English.
2)
Retaining
chunks of language of deference lengths in short-term memory.
3)
Processing
writing at an efficient rate of speed to suite the purpose.
4)
Recognizing
a core of word, and interpreting word order patterns and their significance.
5)
Recognizing
grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement,
and pluralization), patterns, rules, and elliptical forms.
6)
Recognizing
that are particular meaning may be expressed in deferent grammatical forms.
7)
Recognizing
cohesive in written discourse and their rule in signaling the relationship
between and among clauses.
b.
Macro
skills of Reading
Here are some macro skills of reading:
1)
Recognizing
the rhetorical forms of written discourse and their significance for
interpretation.
2)
Recognizing
the communicative function of written text, according to form and purpose.
3)
Inferring
context that is not explicit using background knowledge.
4)
From
describe events, ideas, etc., inferring link and connection between events, deduce
causes and effects, and detecting such relations as main idea, supporting idea,
new information, generalization, and exemplification.
5)
Distinguishing
between literal and implied meaning.
6)
Detecting
cultural specific references and interpreting them in context of the
appropriate cultural schemata.
7)
Developing
and using a battery of reading strategies, such as scanning and skimming,
detecting discourse markers, guessing the meaning of word from context, and
activating schemata for the interpretation of texts.
4.
Reading Comprehension
According
to Tarigan (2008), reading is a process in which done by reader to get message
or information from the writer through printed media. It is very complex
process in which recognize and comprehend written symbols are influenced by
perceptual skill, decoding, experiences, language background, mind set and
reasoning of reader.
Comprehension has same meaning with
understanding. It is capability to grasp meaning in a text and also the
writer’s idea. It is readers’ ability to understand the author’s message which is
influenced by their background knowledge in the topic given by the text.
According to Hornby (1995, p. 235), “comprehension is means and has excessive
aimed at improving or testing one’s
understands of a language whether written or spoken”. Comprehension is not only
need in student’s reading activities, but also to measure the ability of each
student in classroom.
There is also relationship between
students’ knowledge and their ability in comprehending the text. The students
can use their prior knowledge to guess the materials that they will read, so it
will give contribution to the readers’ achievement in reading. At least, it can
give general description about something on the texts or reading materials.
Based on the definition above, present
researcher concludes that reading comprehension is the act of understanding
what readers are being read. It is an intentional, active, interactive process
that occurs before, during and after a person reads a particular piece of
writing.
5.
Teaching Reading
of Senior High School
Senior High School students or teenagers
are categorized into adolescents. In this period, teenagers like to spend their
time for hanging around, friends, peers, and often disruptive behavior in
class. However, they have a great capacity in teaching reading if the teacher
can engage them.
Teaching reading to adolescents is
different from teaching reading to children because adolescents have wider
knowledge than children. Therefore, in teaching reading of Senior High School, a
teacher must choose some techniques which are related to the topic and
curriculum.
A teacher should be able to choose the
effective methods or techniques of teaching reading to expose every particular
material, since all technique have their advantages and disadvantages. Harmer
(2003) states that the teacher has to be able to perform as controller,
organizer, prompter, participant, resource, tutor, observer and model. Here, in
reading classroom, the teacher has acquired knowledge about curriculum, teaching
methods, subject matter, and adult behavior, together with a wealth of other
particular information resulting from the experience of working with students
in reading materials.
Brown (2003) suggests that teaching is
guiding and facilitating learning, enabling the learner to learn, setting the
condition for learning. The teacher as facilitator should give the facility to
the learners in learning process. The teacher must select the teaching material
related to the learners’ need, and arrange them from the simple to the complex
item. Therefore, in teaching reading process, the teacher has to pay attention
to the learners’ personalities or individual differences, because students have
different abilities and points of view, background and experience.
There must be some variety in the
classroom, such as variety of activity and variety of organization. As a
result, during the teaching-learning process, the teacher should sometimes let
the learners work individually, sometimes in pairs, and sometimes in group.
From the elaboration, teaching English
especially teaching reading needs relevant techniques. A teacher can use one of
the techniques which can be applied basically in classroom repetition.
Furthermore, making groups in teaching learning process can be enjoyable for
students.
B. Assessing reading
Brown (2003, p. 4)
says that "assessment is an ongoing process encompasses a much wider
domain whenever a student responds into
question, offers a comment or tries out a new word or structure, the teacher
subconsciously makes an assessment of the student's performance”. The
assessment of reading comprehension does not end with the measurement of
comprehension. Strategic pathways to full understanding are often important
factors to include in assessing learner especially in the case of most
classroom assessment that are formative in nature.
In considering a number of different
types for genres of written text, the component of reading comprehension, and
specific tasks that are commonly used in the assessment of reading, Brown
(2003, p. 190-216) divides assessment of reading into four designs, those are:
a)
Designing
Reading Tasks; Perceptive Reading
Assessment of basic reading
comprehension may be carried out in a number of different ways.
1.
Reading
Aloud
The test-taker uses separate letters,
words or short sentences. Then, students read them aloud one by one in
teacher’s control.
2.
Multiple-Choice
Multiple-choice responses are not only a
matter of choosing one of five possible answers. It can be form in some other
formats. Some of which are especially useful at the low levels of reading
include same, different, circle the answer, true, false, choose the letter, and
matching.
3.
Picture-Cued
Items
Test-takers show a picture with a
written text. Therefore, students will try to comprehend a text trough the
picture.
b)
Designing
Assessment Tasks: Selective Reading
Here are some possible tasks which can
use to asses lexical and grammatical aspects of reading usability. Brown (2003,
p. 194) states that there are some possible tasks are used to asses lexical and
grammatical aspects of reading comprehension such as:
1.
Multiple-Choice
(for Form - Focused Criteria)
The most popular method of testing a
reading knowledge of vocabularies and grammar is the multiple-choice format.
Mainly for reasons of practically, it is easy to administer and can be scored
quickly. The most straightforward multiple choice items
2.
Matching
Tasks
At this selective level of reading, the
test-taker's task is simply to respond correctly which makes matching an
appropriate format. The most frequently appearing criteria in matching
procedures are vocabularies.
3.
Editing
Tasks
Editing for grammar and rhetorical
errors is a widely used test method for assessing linguistic competence in
reading. This technique not only focuses or grammatical but also introduce
simulation of the authentic task of editing, or discovering errors in written
passages.
4.
Picture
- Cued Tasks
There are two types of picture-cued task
methods are commonly used. First, students read a sentence or passage and
choose one of four pictures that are being described. The sentence (or
sentences) at this level is more complex. Second, students read series of
sentences or definitions, each describing a labeled part of a picture or
diagram.
5.
Gap-Filling
Tasks
Many of multiple-choice tasks described
previously can be converted into gap-filling. It is such as fill in the blank.
Moreover, an extension of simple gap-filling tasks is to create complete sentence
items.
c)
Designing
Assessment Tasks; Interactive Reading
Brown (2003, p. 201) notes that tasks in
this level like selective tasks which have combination of form-focused and
meaning-focused objective but with more emphasis on meaning. Here there are some
possible tasks we can use to asses these tasks:
a.
Cloze
Tasks
In cloze tests, the words are deleted systematically. Thus,
once the actual text has been chosen, the
construction of a cloze test is purely mechanical: several words are deleted by the test writer. Certain test
writers argue that the blank substituted for the deleted before the printed
text is being used (in which case the words are deleted before the photocopying
process). It is simpler to insert blanks of uniform length.
b.
Impromptu
Reading Plus Comprehension Questions
It is represent a sample of test
specifications for TOEFL reading passage which derived
from research on a variety of abilities good reader exhibit. Notice that many
of questions are consistent with strategies of affective reading: skimming for
main idea, scanning for detail, guessing word meanings form context, using
discourse markers, etc.
c.
Short
Answer Tasks
A popular alternative to multiple-choice
question following reading passage is the age-old short answer format. A
reading passage is presented. A test-taker reads question that must be answered
in a sentence or two. Questions might cover the same specifications indicated
above for the TOFL reading, but be worded in questions form.
d.
Editing
(Longer Text)
It is limited to a list of unrelated
sentences. Teacher will give a text which has wrong grammar and error
sentences. Then, it will be detected by the test taker.
e.
Scanning
Scanning is a strategy used by all
readers to find relevant information in a text. Assessment of scanning is
carried out by presenting test-takers with a text (prose a something in a chart
or paragraph format) and requiring rapid identification of relevant bits of
information.
f.
Ordering
Tasks
In this task, students should arrange some
unarranged sentences which are given by teacher. Students always enjoy the
activity of receiving little scrip of paper then assembling some sentence into
a story.
g.
Information
Transfer : Reading Charts, Maps, Graphs, Diagrams
Students must be able to comprehend
charts, maps, graphs, diagrams, and the like. They must be able to find the
information in all of those media.
d)
Designing
Assessment Tasks; Extensive Reading
According to Brown (2003, p. 212),
extensive reading involves somewhat longer texts than teacher have been dealing
learning with up this point. Journal articles, technical reports longer essays,
short stories and books fall into this category. Here there are some possible
tasks can be applied in this design. Those are:
a.
Skimming
Tasks
Skimming is the process of rapid
coverage of reading matter to determine its gist or main idea. It is a
predication strategy used to give a reader a sense at the topic and purpose of
a text, the organization of the text and the perspective to point of view of the
written. It is ease or difficulty or it is usefulness to the reader.
b.
Summarizing
and Responding
One of the most command means of
assessing extensive reading is to ask the test-takes to write a summary of the
text. The task that is given to students can be very simple words. Teacher will
give the students a text. The teacher asks the students to summarize the text,
then, asks them to respond the text.
c.
Note Taking and Outlining
Finally, a student’s comprehension of
extensive text may be assesses through an evaluation of a process of
note-taking or outlining. However, in this assessment, teacher will difficult
to control the condition and time. So that, it is include informal assessment
category.
C. Reciprocal Peer Tutoring Technique
There are a great number of cooperative
learning technique and method available such as think pair share, jigsaw,
jigsaw II, reverse jigsaw, reciprocal teaching, the Williams, student-teams-achievement
division (STAD), scripted cooperative dyads (SCD), reciprocal peer tutoring (RPT),
structured controversy (SC), etc.
Cooperative learning is an approach to
organize classroom activities into academic and social learning experience. Cooperative
learning promoted mutual liking, better communication, high acceptance and
support, as well as demonstrated an increase in a variety of thinking
strategies among individuals in the group (David & Jhonson, 1975).
Based on definition above cooperative
learning is focus in group work. Group work was more effective and efficient in
quantity, quality, and overall productivity when compare to working alone. According to Dewey (1930) states that he
believed it was important that students develop knowledge and social skills
that could be used outside of the classroom, and in the democratic society.
This theory portrayed students as active recipients of knowledge by discussing
information and answers in group.
In this research, the researcher use
reciprocal peer tutoring technique. Reciprocal peer tutoring is a technique
that engaged peer tutors. A student act as a tutor and the other student acts
as Tutee. The tutor serves or asks a problem to the Tutee. If the Tutee can
answer correctly, he/she get point. If not, the tutor prepares the right answer
then the Tutee writes down and reread the right answer three times, the tutor
give the Tutee problem alternative and suggestion if the Tutee make a mistake.
Each ten minutes, tutor and Tutee are switching (Fantuzo, King & Heller,
1992).
The Reciprocal Peer Tutoring (RPT)
technique has been found to have higher post test exam scores than two
comparative conditions, and it also significantly reduces distress and
increases student satisfaction in undergradeuate Abnormal Psychology classes
(Fantuzzo et al.,1992).
Brown & Paliscar (1982) Reciprocal
Peer Tutoring as a cooperative technique that allows student in pairs. Partners
take turns reading and asking questions of each other, receiving immediate
feedback. Such a model allows for students to
use important meta-cognitive techniques such as clarifying, questioning, predicting,
and summarizing. It embraces the idea, thus students can effectively learn from
each other.
Based on the statement above, the
present researcher interest to use reciprocal peer tutoring to make teaching
and learning process become enjoy, relax and fun. Cooperative learning by
application of reciprocal peer tutoring technique will be apply to invite the
students’ interest and help them to increase their capability in reading
comprehension, especially in narrative text.
In term of the benefit of reciprocal
peer tutoring there are four points of
it;
1.
It
generated interactive language
Group work help the students to solve
the problem classes that are to large to offer many opportunities to speak
closely related to the sheer quantity of output made possible through group
work is the variety and quality of interactive language and group opportunities
initiative for face to face given take for practice for negotiation of meaning
for extend conversational exchanges and adoption of roles that would otherwise
be impossible.
2.
It
is a step toward individualizing instruction
Each student in classroom has need and
abilities that are unique, usually the most silent individual difference that
you observed is a range of proficiency and autonomy.
3.
It
promoted learner responsibility and autonomy
Group work places personality for action
and progress upon each of the members of the group same what equally.
4.
It
offers and embracing effective climate
The last important advantages offered by
group work is the security of a smaller group at students where individual is
not so starkly on public display. A further affective benefit of small group
work is increases the student’s motivation.
In term of the
weaknesses of reciprocal peer tutoring there are four points of it;
1.
The
teacher is no longer in control of the class.
There
is no doubt that group work requires some yielding of control to the
students.
2.
Not
all students enjoy it since they would prefer to be on focus of the teacher
attention rather than working with their peers. Sometimes students find
themselves in uncongenial groups and wish they could be somewhere else.
3.
It
is likely to be noisy (though not necessarily as loud, some teachers feel that
they lose control and the whole class feeling when the class is split into
small group).
4.
Some
learners prefer to work alone, It is true that many students, especially
adults-age student prefer to work alone because that is way, they have operated
ever since they are going to school.
D. Teaching narrative text through Reciprocal Peer Tutoring
Narrative is a story. A narrative text
is a written text that tells about a story. Students use narrative text when
they tell a friend about something interesting which happened in past time.
Parera (1993) explains that a narrative is one of the forms of developing
reading comprehension. Students can take messages from the text in other to
build their understanding. The plot and the characters in story make students
enjoy in reading.
In understanding narrative text, the
students should know about the generic structure of narrative text. Sudarwati
and Grace (2007) state that the generic structures of narrative are: (1) Orientation, in which the writer tells the tutee
about who the character in the story are, where the story is taking place, and
when the action is happen; (2) Complication which consist of problems in story; (3) Resolution
which provide solution to
the problem. Therefore, the
purpose of narrative text is to amuse or to entertain the readers.
There are several language features in narrative
text; the use of noun phrases, the use of connectives, the use of adverbial
phrases of time and place, the use of past tense, the use of action verbs, the
use of saying verbs, and the use of thinking verbs, feeling verbs, verbs of
senses (Sudarwati & grace, 2007).
There are some steps to make students
understanding the generic structure of narrative text. Firstly in orientation,
students look for the main characters and possibly some minor characters. Some
indication is generally given of where the action and when an action happened.
Secondly is complication. The students find out the problem that arises in the
story. The last is resolution. It is an optional closure of event. The
complication may be resolved for better or for worse, but it is rarely left
completely unresolved. Therefore, the students should know whether the story is
happy or sad ending.
Before teaching and learning process is
begun, teacher asks the students to pray and the teacher gives a motivation to
the students. First, teacher ask the students to make a small group consist of
two person (teacher can select them directly or students look for their pairs
by themselves).
Second, the teacher will give narrative text
to all groups. Every group members try to comprehend the text together. After
each group was finish to read and comprehend the text; so, one of them will be
the teacher and student. The teacher will propose the problem to the student
based on the text. If the students can
answer the questions; so, the student will get the point, but if student cannot answer the question, the
teacher will give the student right answer and the student will write the
answer and reread three times sentences well, the tutor give the Tutee problem
alternative and suggestion if the Tutee make a mistake. Every ten minutes the
teacher and student in turn. The pairs that get much point will be recognized
in the class every day.
Third, the teacher and students
discussion about the text together and correct the text. Teachers the students
mistake in their work and give them the conclusion about the text.
2.2 Empirical research
This
research was similar to the research that was conducted by Lalu Syamsul
Hadi. The researcher investigated The
Effectiveness of reading encoding, annotating, and pondering (REAP) technique
on reading comprehension of the narrative reading text for the eleventh grade
students of MA Majidiah NW Majidi in the academic year 2012-2013. In this research
the researcher focused on the investigation of the Effectiveness of reading
encoding, annotating, and pondering (REAP) technique on reading comprehension
of the narrative reading text for the eleventh grade students of MA Majidiah NW
Majidi in the academic year 2012-2013 .
The purpose of this research was to know
the Effectiveness of reading encoding, annotating, and pondering (REAP)
technique on reading comprehension of the narrative reading text for the
eleventh graders students of MA Majidiah NW Majidi in the academic year 2012-2013
and to know the extent of Effectiveness of reading encoding, annotating, and
pondering (REAP) technique on reading comprehension of the narrative reading
text for the eleventh graders students of MA Majidiah NW Majidi in the academic
year 2012-2013. The technique collecting data in this research are; before
instructional activities the researcher conducted pre test to the students by
using written test to the experimental group. While the instructional activity
was conducted, the students were given the material by using REAP or in other
hand the researcher give the student treatment. Furthermore, the researcher
checked up and analyzed the obtain data by using statistic narrative and
hypothesis testing. The instrument in this research is test. The result of this
research is the present researcher concluded that there is significance
Effectiveness of reading encoding, annotating, and pondering (REAP) technique
on reading comprehension of the narrative reading text for the eleventh grade
students of MA Majidiah NW Majidi in the academic year 2012-2013.
This research was similar in research
about narrative text but in this research the present researcher used
Reciprocal Peer Tutoring technique on reading comprehension narrative text. In
the other hand, the researcher used REAP in reading comprehending narrative
text.
2.3 Conceptual Framework
Many
experts have shared their own theories or definition about reciprocal peer
tutoring technique and theories about reading. Here there are some theories
that support the proposal.
Reciprocal peer tutoring is a technique
that engaged peer tutors. A student act
as a tutor and the other student acts as Tutee. The
tutor serves or asks a problem to the Tutee. If the Tutee can answer correctly,
he/she gets point. If not, the tutor prepares the right answer then the Tutee
writes down and rereads the right answer three times, the tutor gives the Tutee
problem alternative and suggestion if the Tutee makes a mistake. Each ten
minutes, tutor and Tutee are switching. The Reciprocal
Peer Tutoring (RPT) technique has been found to have higher posttest exam
scores than two comparative conditions, and it also significantly reduces
distress and increases student satisfaction in undergradeuate Abnormal
Psychology classes Reciprocal Peer Tutoring as a
cooperative technique that allows student in pairs. Partners take turns reading
and asking questions of each other, receiving immediate feedback. Such a model
allows for students to use important meta-cognitive techniques such as
clarifying, questioning, predicting, and summarizing. It embraces the idea,
thus students can effectively learn from each other. (Fantuzo, king
& Heller 1992; Fantuzzo, et al.,1992;
Brown & Paliscar,1982).
Reading
is a process in which done by reader to get message or information from the
writer through printed media. Reading is not passive but rather than active
process. It is an active cognitive process of interacting print media in which
monitory comprehension to build up meaning. (Tarigan, 2008; Carrel, 1988, p.
1).
Based on the
statement above, the present researcher is interested to use reciprocal peer
tutoring to make teaching and learning process become enjoy, relax and fun.
Cooperative learning by application of reciprocal peer tutoring technique will
be applied to invite the students’ interest and help them to increase their
capability in reading, especially in reading comprehension of narrative
text.
2.4 Hypothesis
This research
is about the effectiveness of Reciprocal Peer Tutoring Technique on reading comprehension of narrative text of the tenth grade students of MA TIA NW
Wanasaba in the academic year 2016-2017.
Furthermore, the present researcher formulates the hypothesis of this research
as” there is effectiveness of Reciprocal Peer Tutoring technique on reading
comprehension of narrative text of the tenth grade students of MA TIA NW
Wanasaba in the academic year 2016-2017”.
Chapter III
RESEARCH METHODS
3.1
Approach and Design
In this research,
the present researcher used one-group pretest–posttest design. Ary, Jacobs, and
Sorensen (2010) explained that one group pretest-posttest design usually involves
three steps: (1) administering a
pretest which measure the dependent variable; (2) applying the experimental treatment to the subjects; and (3) administering a posttest, again measuring the dependent variable.
Differences attributed in application of the experimental treatment were evaluated by comparing the pretest
and posttest scores.
In this research design, there was no control group. Teacher gave pretest
to the student, then, teacher gave them treatment about narrative text through reciprocal
peer tutoring. After treatment had been done, the teacher gave the student post
test. These post-test was same like pre test.
Table
01
One-Group
Pretest–Posttest Design
|
Pretest
|
Independent
|
Posttest
|
|
Y1
|
X
|
Y2
|
(Ary et al.,
2010)
A table that explains about the students
who have been given a pretest and posttest, pretest is given the symbol Y1,
Independent given the symbol X and posttest given the symbol Y2
3.2 Location of the Research
The location of the research refers to
place and timed conducting. These researched was conducted in MA TIA NW Wanasaba on June until September 2016.
3.3 Subject of the Research
In this part, the present research
described about population and sample of this research:
a)
Population
The encyclopedia of educational
evaluation states that “A population is a set (or collection) of all elements
processing one or more attributes of interest. Arikunto (2010, p. 90) States that all of the elements which is
researcher wants to investigate in the research field, it is called population
research.
The population in this research was all
of the tenth grade students of MA TIA NW Wanasaba in the academic year 2016-2017.
The population consists of two classes which was consists of 53 students. The
following table describes the number of population in this research.
Table
02
The
population of the tenth grade studentsof MA TIA NW Wanasaba in the academic
year 2016-2017
|
Number
|
Classes
|
Number of students
|
|
1
|
Xa
|
33
|
|
2
|
Xb
|
20
|
|
|
Total
|
53
|
b)
Sample
According
to Arikunto (2010), sample is number or part of investigated
population. Arikunto (2010, p.
98) states that if the number of population is too large, it is suggested to
take the sample by using cluster sampling. In this research, the researcher randomly selected all classes as the sample of the research. The present researcher randomizes the two classes
by using lottery; they are Xa, Xb, . As a result, Xb has been chosen as the
sample of this research which consisted of 20 students.
3.4 Data
Data
is information or facts that describe an event that is collected and put together to be used as information
material. Stated by Marguired Ludico (2006:
66) Data is any type of information collected
for use in educational research or assessment. So, the data is
an instrument very important to meet a reports or other such a proposal, the
proposal is need a data and very important to know that in level a thorough
success.
3.5 Data
Collection
3.5.1
Method
of Data Collection
a)
Variable
Identification
In this research, the present researcher investigated
the effectiveness of reciprocal peer tutoring technique on reading
comprehension of narrative text. This research was an experimental research
which contains two variables such as independent variable and dependent
variable. The independent variable in this research was reciprocal peer
tutoring and the dependent variable was reading comprehension of narrative
text.
b)
Variable
definition
Reciprocal Peer Tutoring was a technique
that engaged peer tutors. A student act as a tutor and the other student acts
as Tutee. The tutor serves or asked a problem to the Tutee. If the Tutee can
answer correctly, he/she got point. If not, the tutor prepares the right answer
then the Tutee writes down and reread the right answer three times, the tutor
gave the Tutee problem alternative and suggestion if the Tutee made a mistake.
Each ten minutes, tutor and Tutee are switching.
Reading comprehension of narrative text
was the ability of students to understanding a text. They can respond and transforms the
information that is presented in written text.
c)
Instrument
1. Try – out
In this research, present researcher
used instrument in form of test. According to Arikunto (2010, p. 67), test is a
set of question and exercise or another tools which was used to measure skills,
knowledge, and intelligence. Therefore, the present researcher uses objective
test in form of multiple choice test (MC) to measure the students’ reading
comprehension of narrative text of the tenth grades of MA TIA NW Wanasaba in
the academic year 2016-2017. Try out test is conducted out of the sample of the
research. Thus, the present researcher takes Xb class in conducting the try-out
test. Meanwhile, the test that will be
tried out to the students is consisted of 60 items in five options namely; a,
b, c, d, and e.
2. Validity
Validity refers to what extent the test
is able to measure what should be measured. The results are appropriate,
meaningful, and useful in terms of the purpose of assessment (Brown, 2003).
There are four types of validities. Those are face validity, content validity,
construct validity, and empirical validity. In this research, the present
researcher will use content validity (Heaton, 1998).
Content validity is concerned with the
materials that the students have learned. The test should cover samples of the
teaching materials given. To fulfill this, the teacher should refer to the
teaching syllabus.
Heaton (1998, p. 153) says content
validity depends on careful analysis of the language being tested and of the
particular course objectives; the test should be so constructed as to contain a
representative sample of the course. To investigate the content validity of
test, the present researcher uses point biserial correlation formula.
pbs
=
Where:
pbs : coefisient of point biserial correlation.
Mp : mean score of the total of
students who answer the item
correctly.
Mt : mean of the total score.
p : proportion of
students who answer the item correctly.
p =
q : proportion of
students who answer the item in correctly
(q = 1 - p).
St : standard deviation of
the total score.
(Arikunto, 2006)
Furthermore, comparing the result of the data from rpbs with r product
moment (rtable) on the level significant 5%, the data becomes valid
if rpbs is more than rtable and the data is invalid if rpbs is less then rtable.
3.5.2
Strategy
of Data Collection
Strategy In collecting data, present
researcher took data from pre test and post test. Pre-test was administered to the subject
before applying reciprocal peer tutoring in teaching reading of narrative text,
meanwhile post-test was administered after applying reciprocal peer tutoring in
teaching reading of narrative text.
Actually, pre test and post test was
same test. They were just different in time allocation. These pre test and post
test was taken by try-out test which consist of 60 multiple choice items.
Therefore, these tests must valid and reliable. As a result, from 60 items,
there are 30 items can be valid and reliable. Then, the present researcher used
these items as the pre test and post test which would used three steps, those
are:
1.
Pre
test
The pre-test was administered before the
researcher used reciprocal peer tutoring in teaching narrative text. It was
aimed to know the students’ knowledge especially in reading comprehension.
2.
Treatment
The present researcher treated the
students by applying reciprocal peer tutoring in teaching reading for
experimental group. The treatment would be done twice a week in a month.
3.
Post
test
Post test was administered after applying treatment.
It was same like pre test. Teacher gave a test which consist of 30 multiple
choice items to the student. The students answer the test in 90 minutes. The
purpose of post test was to know the students’ reading comprehension after used
reciprocal peer tutoring.
3.6 Data
Analysis
3.6.1
Model Of Data Collection
1.
Narrative
statistics
Before testing the hypothesis, the present
researcher calculated the mean scores and standard deviation, and variance for
each set of data. Furthermore, to know the mean score of the data, the present
researcher used this formula:
Where:
: Mean score
X :
Total number of Students’ score
N : Number of subject
Meanwhile, to know the standard
deviation of the data, the present researcher uses this formula:
Where:
SD : Standard deviation
N : The number of sample
x² : Sigma of right answer quadrate
Quadrate from standard
deviation is called variant. The formula is:
2
Where:
V : Variant
: Stadar Deviasi
3.6.2
Procedure
of Data Analysis
a. Hypothesis Testing
To test hypotheses in this research, the
present researcher uses this formula:
Where:
t :
t-test
: (Diference) the differences between pre-test
and post-test of each sample.
D :
Sigma of difference value.
D2 : Quadrate of D
N : The number
of research subject
(Arikunto, 2010)
b. Stages Of Data Analysis
Meanwhile, to know whether the
correlation between variable was very low, low, sufficient, high or very high,
the present researcher consults
with the table of interval of coefficient correlation.
Table 04
The interval of coefficient correlation
|
No
|
Interval of coefficient
|
Correlation level
|
|
1.
2.
3.
4.
5.
|
0.00 – 0.199
0.20 – 0.399
0.40 – 0.599
0.60 – 0.799
0.80 – 1.000
|
Very low
Low
Sufficient
High
Very high
|
(Arikunto,
2010)
Furthermore, the
criterion used as follows.
1.
If
t-test (t0) > t-table (tt) in significant rank of 0,05, Ha (Alternative
Hypothesis) was rejected. It means that Reciprocal Peer Tutoring Technique
effective on reading comprehension of narrative text of the tenth grade students of MA TIA NW Wanasaba in the academic
year 2016-2017.
2.
If
t-test (t0) < t-table (tt) in significant rank of 0,05, Ha (Alternative
Hypothesis) was accepted. It means that Reciprocal Peer Tutoring Technique was
not effective on reading comprehension of narrative text of the tenth grade students of MA TIA NW Wanasaba in the academic
year 2016-2017.
CHAPTER IV
FINDINGS AND
DISCUSSIONS
4.1 Findings
4.1.1 Test Instruments
Test the validity of
the test results and analysis of the validity of the test, obtained from 60
grains of matter there was a valid question 39 and 21 question invalid but, the
researcher took only a matter of 30 of the valid. More detailed analysis can be
found at Appendix 1
4.1.2 Result of Test
In this part, the present researcher try to describe the result of research
that concerned with the effectiveness of Reciprocal Peer
Tutoring Technique on reading comprehension of narrative text of the tenth grade students of MA TIA NW
Wanasaba in the academic year 2016-2017. To obtain the data, the present researcher
used instrument.
Individual students'
final scores can be seen in Table 4.2 and the results mean and standard
deviation scores in pre-test and post-test .
Table
4.2 Mean Score and Standard Deviation of Data
|
Subject Number
|
Pretest
|
Posttest
|
x2 (pre)
|
x2 (post)
|
|
AN
|
16
|
17
|
256
|
289
|
|
AR
|
12
|
16
|
144
|
256
|
|
AC
|
13
|
14
|
169
|
196
|
|
MH
|
15
|
17
|
225
|
289
|
|
NI
|
14
|
14
|
196
|
196
|
|
EK
|
16
|
16
|
256
|
256
|
|
HN
|
16
|
20
|
256
|
400
|
|
HE
|
18
|
21
|
324
|
441
|
|
HA
|
17
|
19
|
289
|
361
|
|
HI
|
18
|
20
|
324
|
400
|
|
IS
|
12
|
18
|
144
|
324
|
|
JA
|
14
|
22
|
196
|
484
|
|
FM
|
16
|
23
|
256
|
529
|
|
JS
|
18
|
20
|
324
|
400
|
|
AR
|
17
|
18
|
289
|
324
|
|
SZ
|
19
|
20
|
361
|
400
|
|
NU
|
18
|
18
|
324
|
324
|
|
RY
|
20
|
25
|
400
|
625
|
|
RA
|
17
|
24
|
289
|
576
|
|
SI
|
15
|
15
|
225
|
225
|
|
∑
|
321
|
377
|
5247
|
7295
|
4.1.2 Data analysis of the finding
After
the researcher tabulated the score from pre-test and post-test, the researcher
now can calculate the mean score by using the formula which has been designed
in chapter III. The researcher sums up the total score for each data and then
the researcher divided the total score from each data to the total of the
sample. In this investigation, the researcher has 20 as a sample.
Mean
score of pre-test :
16.05
Standard Deviation of pre-test:
=
Quadrate from standard deviation
is called variant. The formula is:
Researcher
has found the mean and standard deviation of the pretest then lived find Standard deviation from the mean and
posttest.
Mean score of posttest:
18.85
Standard Deviation of posttest:
Quadrate from standard
deviation is called variant. The formula is:
The resulted of data analysis showed that the highest score in pre-test
was 20 and 25 for post-test. From the calculation of data, it was found that
the mean score in pre-test was 16.05 and 18.85 in post-test while the standard deviation in
pre-test was 2.1788 and 3.0704 in post-test.
Table 4.3
Mean and standard deviation of pretest and posttest
|
Group
|
Mean
|
Standard
deviation
(SD)
|
Variant
(V)
|
|
Pretest
|
16.05
|
2.1788
|
4.7471
|
|
Posttest
|
18.85
|
3.0704
|
9.4273
|
Based on table 4.3, the mean score in pre-test was lower than post-test.
It means that the students’ reading comprehension in post-test was improved.
4.2 Testing Hypothesis
To
seek hypothesis first researchers create table
Table 4.4
Before and after scores of 20 students in research
class
|
1
|
2
|
3
|
4
|
5
|
|
Subject Number
|
pretest
|
Posttest
|
D
|
D2
|
|
AN
|
16
|
17
|
1
|
1
|
|
AR
|
12
|
16
|
4
|
16
|
|
AC
|
13
|
14
|
1
|
1
|
|
MH
|
15
|
17
|
2
|
4
|
|
NI
|
14
|
14
|
0
|
0
|
|
EK
|
16
|
16
|
0
|
0
|
|
HN
|
16
|
20
|
4
|
16
|
|
HE
|
18
|
21
|
3
|
9
|
|
HA
|
17
|
19
|
2
|
4
|
|
HI
|
18
|
20
|
2
|
4
|
|
IS
|
12
|
18
|
6
|
36
|
|
JA
|
14
|
22
|
8
|
64
|
|
FM
|
16
|
23
|
7
|
49
|
|
JS
|
18
|
20
|
2
|
4
|
|
AR
|
17
|
18
|
1
|
1
|
|
SZ
|
19
|
20
|
1
|
1
|
|
NU
|
18
|
18
|
0
|
0
|
|
RY
|
20
|
25
|
5
|
25
|
|
RA
|
17
|
24
|
7
|
49
|
|
SI
|
15
|
15
|
0
|
0
|
|
∑
|
321
|
377
|
56
|
∑D2=284
|
=
( D ) : Subject Number
= ( 56 ) : 20
= 2.8
=
4.912
The score of
experimental group in pre-test and post-test were computed by using t-test and
t-table. The result of calculating t-test showed that the t-test was 4.912 and
t-table was 0.361. In significance level was 5%. It indicated that t-test was
higher than t-table. So, the null hypothesis of this research was rejected and
alternative hypothesis was accepted.
The conclusion of this
analysis was that the alternative hypothesis which stated that “ there is
significance effectiveness of Reciprocal Peer
Tutoring Technique on reading comprehension of narrative text of the tenth graders of MA TIA NW Wanasaba in the academic
year 2016-2017, was proven to be
accepted.
4.3 Discussion
The discussion in this
part summed up the result of this research that is the effectiveness of Reciprocal Peer
Tutoring Technique on reading comprehension of narrative text of the tenth graders of MA TIA NW Wanasaba in the academic
year 2016-2017.
The result of this
research found out that the effectiveness of Reciprocal Peer Tutoring technique
on students reading comprehension was significance. The mean score in pre-test
was 16.05
and 18.85 in post-test.
Based on the result of
data analysis of this research, the difference score was caused by using
Reciprocal Peer Tutoring technique in teaching reading. It meant that
Reciprocal Peer Tutoring was effective on students’ reading comprehension. It
was proven by the result of test.
The result of this study
supported the theory of Slavin who stated that technique teaching with the
other friends in peer way is effective. Students can understand narrative text
easily and their memories can go a long way.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1
Conclusions
The conclusion states to end all of descriptions of this research.
Referring to the result of research, the present researcher synthesized briefly
some conclusion:
1. The students’ mean score of experimental group in pre-test were lower than
post-test.
2. After calculating and computing the result between t-test value 4.783 and
t-table 0.361 on significance level 5%, it showed that they were different. So,
there is any effectiveness of Reciprocal Peer Tutoring technique on reading
comprehension. In the other word, reciprocal peer tutoring technique had
significance effect on students reading.
5.2
Recommendations
Based on the result of the research, the present researcher stated some recommendations.
The Teacher not only gave the material to students and then the teacher explained
the material to them but, the teacher should had several technique to made
students easy to understand the material especially in teaching reading.
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