THE EFFECT OF RECIPROCAL TEACHING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 14 KABUPATEN TANGERANG IN ACADEMIC YEARS 2018/2019

Authors

  • Leni Ruslaeni Universitas Islam Syekh Yusuf
  • Tenia Ramalia Universitas Islam Syekh Yusuf

DOI:

https://doi.org/10.33592/foremost.v1i2.774

Abstract

ABSTRACT

 

This research aim to help students comprehend English reading texts and make students more practice in learning, especially in discussion. This research use Quantitative Research. Population in this research is 258 students of eleventh grade in SMAN 14 Kab.Tangerang. In selecting the sample, the researcher uses Purposive Sampling Technique. The sample in this research is two classes, experimental class 30 students and controlled class 34 students. There are two variables, first, variable X is Reciprocal Teaching Strategy, and Y is Reading Comprehension. The researcher used T-test to analyse the result. The result of the statistical calculation and hypothesis testing in chapter IV it shows that tcount  was higher than the ttable (6,732 > 1,670) which means that Ha  is accepted. It means that reciprocal teaching have a significantly positive effect on the English reading comprehension.

 

Keywords : reading comprehension, reciprocal teaching, conventional teaching

References

REFERENCE

Cresswell W John. (2009). Research Design (Third Edit). London: SAGE Publications, Inc.

Fraenkel R jack, W. E. N. (2009). How to design and evaluate research and education. (Michael Ryan, Ed.), McGraw-Hill (seventh ed). New York: Beth Mejia.

Paul, L. S., & Lemeshow Stanley. (2008). Sampling of Populations. (C. S. Robert M Groves, Graham Kalton, .1 N. K. Rao, Norbert Schwarz & A, Eds.) (Fourth Edi). Canada: John Wiley & Sons, Inc.,.

Pilten, G. (2016). The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts. Journal of Education and Training Studies, 4 (10), 232-247 https://doi.org/10.11114/jets.v4i10.17

Sugiyono. (2017). Prosedur Penelitian.Bandung: Alfabeta

Foremost Journal UNIS

Downloads

Published

2020-08-31

How to Cite

Ruslaeni, L., & Ramalia, T. (2020). THE EFFECT OF RECIPROCAL TEACHING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT ELEVENTH GRADE OF SMAN 14 KABUPATEN TANGERANG IN ACADEMIC YEARS 2018/2019. Foremost Journal (Foreign Language Models, Studies, and Research Publication), 1(2), 102–105. https://doi.org/10.33592/foremost.v1i2.774

Issue

Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020; Foremost Journal; eISSN: 2721-642X

Section

Articles

License

  1. Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
  2. Authors transfer or license the copyright of publishing to Foremost Journal to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
  3. Authors hereby agree to transfer a copyright for publishing to Foremost Journal a Publisher of the manuscript. 
  4. Authors reserve the following: 
    1. all proprietary rights other than copyright such as patent rights; 
    2. the right to use all or part of this article in future works of our own such as in books and lectures;
    3. use for presentation in a meeting or conference and distributing copies to attendees; 
    4. use for internal training by author's company;
    5. distribution to colleagues for their research use;
    6. use in a subsequent compilation of the author's works;
    7. inclusion in a thesis or dissertation;
    8. reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
    9. preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
    10. voluntary posting on open web sites operated by author or author’s institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-NC-SA License.