DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Reciprocal Teaching Implementation to Improve the Reading Comprehension of the Eleventh Graders

Wibisono. Marko.



Wibisono, Marko. 2019. Reciprocal Teaching Implementation to Improve the Reading Comprehension of the Eleventh Graders. Thesis, Graduate Program in English Language Teaching, UniversitasNegeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D. (II) Dr. Enny Irawati, M.Pd.

Key Words: Reciprocal Teaching Technique, Reading Comprehension, Eleventh Graders

The importance of reading in our daily life is definitely undoubted.  Students at schools also find it very useful to learn knowledge and gain information. However, many of them still face problems in comprehending a text. The situation also happens to the eleventh graders. During the preliminary study, the researcher confirms that they have problems in reading comprehension and low classroom involvement. To help them in solving the problems, the researcher implemented a Reciprocal Teaching Technique (RTT).

The research design in this study is Classroom Action Research. During the implementation, the researcher is assisted by the English teacher to observe the teaching and learning process.  The process in the study followed the following procedure:  planning the strategy, designing the teaching scenario, implementing the actions, observing during the implementation, and finally reflecting the result. The subjects of the research were 23 students in XI IPS-1 class of SMA Al Hikmah Surabaya. The implementation of RTT contained five classroom meetings. The four classroom meetings were used to implement RTT, and the other was for the reading comprehension test. The students learned the predicting step and made online interaction on the website. The data of the research were derived from (1) Reading comprehension test to measure the students’ comprehension after implementing the strategy, (2) Observation checklist to observe the students’ participation in the classroom meetings, and (3) field notes to document additional information and the observers’ comments during the implementation.

The findings of the meetings in the reading comprehension test showed that 60 % of the students (15 students) increased their scores 10 points higher than their previous results. The rest of the students could successfully reach 15 points higher. The students’ involvement in the classroom meetings also indicated gradual improvement from 73,19 % in the first meeting, 81,16 % in the second meeting, 88, 41 % in the third meeting, and 95,65 % in the last meeting.

The procedures for implementing RTT are predicting, clarifying, questioning, and summarizing. In predicting, students guess the potential information related to the text from the topic given. In clarifying, the students read the text and discuss the difficult words or phrases to clarify the meanings. In questioning, students generate relevant questions from the text they read. In summarizing, the students conclude the text.


It is recommended that English teachers apply the strategy as an alternative to teach reading to improve the students’ comprehension. Future researchers can also conduct studies in similar fields with different settings and designs.