Fauziyah, Nailul (2012) Using reciprocal teaching method for reading comprehension of ESP learners at The Islamic Education Department of STAI Bahrul 'Ulum Jombang / Nailul Fauziyah. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. Graduate Program in English Language Education State University of Malang. Advisors (1) Prof. Ali Saukah M.A. Ph.D. (2) Prof. Moh. Adnan Latief M.A. Ph.D. Key words Reading Comprehension Reciprocal teaching method self-monitoring activities. Comprehension in reading activity is not only decoding symbols into sounds but it also makes a reader construct the meaning while interacting with the printed page. Basically reading comprehension is not as a single skill in pronouncing skill even though it is as a combination many skills that leads to the derivation of meaning. Moreover without understanding reading does not mean anything. Thus a reader can be meant success in comprehending text when the understanding and getting the meaning occurred in. The teaching of reading that merely emphasized on comprehending the text rather than teaching how to read within good pronounciation had practically held up the second semester students of Islamic Education Department (PAI) at STAI Bahrul Ulum Jombang in the academic year 2009/2010. The study is focused on the implementation of the reciprocal teaching method to improve students reading comprehension and learning participation. The students found many problems in reading comprehension such as in comprehending the message in giving the correct answer besides low motivation and reluctance to read and lack of vocabulary. Thus to overcome these classroom problems the Reciprocal teaching and learning process is implemented by applying the four strategies of predicting questioning clarifying and summarizing in reading expository texts. The four strategies teach the students to be the strategic readers and able to be self-monitoring on their understanding the text. The reciprocal learning activities set them to be independent readers though the teacher is not among them. Furthermore in reciprocal teaching-learning process the students are encouraged to summarize the content of what they read then make them generate the questions to find out the main idea of the passage clarify anything in the passage which is not understandable and predict about the topic of the text. The classroom action research (CAR) is intended to know how the method can improve students reading comprehension and their involvement. The research findings show the positive improvement of both students reading achievement and involvement in reciprocal teaching-learning prosess. Where the achievement gain shows encouraging upshot as indicated by the increase of the students reading score starting from the preliminary study that 14 students who got the minimum score of 65 gradually decreased into seven students in cycle 1. And in cycle 2 there are three students got score 65 and 22 students achieved greater than 65 points. So in this study the reciprocal teaching method succeeds improving students ability in reading comprehension. Because as the criteria of success each student is able to achieve the reading score 65 and greater than 65. In regard with the students participation in the teaching and learning process in the two cycles six meetings of the research the analysis of observation field notes and questionnaire data demonstrated positive result in that each student is getting more active interactive interest and motivated involving in the learning process. In conclusion the students of low level proficiency as the majority group in the class have demonstrated a positive improvement of achievement and learning participation within six meetings but not for the high proficient students who look less enthusiasm in the second cycle of the research due to their boredom on repetitive strategies. So it is suggested to English teachers to find a new way which is collaborated with four strategies in reciprocal learning process to develop their students reading skill. For instance the reciprocal teaching method is adapted by combining its procedures or instructions in more challenging tasks and by selecting the appropriate instruction and reading material within students purpose. And for further recommendation development of appropriate procedure of Reciprocal teaching method in another action research can be conducted with the diversity of reading microskills and the variety of challenges for different level of proficiency in order to reduce boredom while experimental research can compare the effectiveness of this method to others in the improvement of ESP learners reading comprehension in learning English.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 22 Feb 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58601 |
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