Using Reciprocal Teaching Strategy To Improve The Reading Ability Of The Second Year Students Of Mtsn Model Kuok In Comprehending Narrative Text

Abstract

USING RECIPROCAL TEACHING STRATEGY TO IMPROVE THE READING ABILITY OF THE SECOND YEAR STUDENTS OF MTSN MODEL KUOK IN COMPREHENDING NARRATIVE TEXT Dili Sutri, Fadly Azhar, Erni (soetrydhilhy@yahoo.co.id) Student of English Language Education Department Faculty of Teacher’s Training and Education Riau University Abstract This classroom action research was aimed to study the improvement on the ability of the second year students of MTsN Model Kuok in comprehending Narrative Text by implementing the Reciprocal Strategy. Besides, this research was also aimed to identify the factors that make the improvement on students’ reading ability after being taught with Reciprocal Teaching Strategy. This study consisted of two cycles of classroom treatment, in which one cycle consisted of four stages, namely Plannning, Action, Observation, and Reflection. The proficiency test (Pre-test and Post-tests) was used for measurement and also a set of observation sheets and field notes were used to gain the record of the classroom activity during the Reciprocal Teaching Strategy treatment. The subjects were 30 students from class VIII.1 of MTsN Model Kuok. After two cycles of the Reciprocal Teaching Strategy treatment, it was found that the students with this treatment could gain a better reading ability and could perform a good reading on all post-tests. However, the statistically significant differences of the score results of the two cycles were found on Post-test 2, where the average score of the students at the end of the second cycle is 70.5. Moreover, the students’ activeness during the Reciprocal Teaching Strategy treatment also improved from one meeting to others. Regarding the effectiveness of the Reciprocal Teaching Strategy on the students’ attitudes, the observation sheets and field notes showed that the students had positive attitudes toward the Reciprocal Teaching Strategy and that the approach could help them read better and make the classroom atmosphere more interesting.