THE READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF SMA 1 GEBOG KUDUS IN THE ACADEMIC YEAR 2013/2014 THROUGH RECIPROCAL TEACHING STRATEGY

Trianasari, Risma. 2014. The Reading Comprehension of the Eleventh Grade Students of SMA 1 Gebog Kudus in the Academic Year 2013/2014 Through Reciprocal Teaching Strategy. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i) Dra. Sri Endang Kusmaryati, M.Pd. (ii) Ahdi Riyono, SS, M.Hum. Key words: reading comprehension, reciprocal teaching strategy Based on curriculum 2006 KTSP, there are four skills in English: listening, speaking, reading and writing. Reading is one of the language skills which have important roles for the students in enriching their knowledge. In reading process, the reader tries to get the meaning to understand the written text and interpret the information appropriately. In teaching English, reading is closely related with other subject because most of the materials given by the teacher are presented in written form. It means the student must have the ability to get the meaning of the written text. But in fact, the students’ reading skill of SMA 1 Gebog Kudus is still low. Most of the students admitted that they felt bored when they had to read a text, especially a long and uninteresting topic. Most of them got score under the passing grade. Beside that, there is no specific teaching strategy used by the teacher that focuses on the teaching reading comprehension. Reciprocal Teaching is one of strategies in teaching reading comprehension that focuses to improve the students’ reading comprehension. It has four strategies which gives a chance to the students to monitor their own reading skill and increase their corporation. In this research, the writer focuses on narrative text as the material. The objective of this research is to find out whether there is a significant difference of the reading comprehension of the eleventh grade students of SMA 1 Gebog Kudus in the academic year 2013/2014 before and after being taught by using Reciprocal Teaching strategy. This research is an experimental research. The population of the research is the eleventh grade of science of SMA 1 Gebog Kudus in the academic year 2013/2014 which consist of 118 students, while the sample of the research is XI-A2 which consist of 32 students. The form of the test is multiple choice which consists of forty items. After analyzing the data, it was found that of the reading comprehension of the eleventh grade students of SMA 1 Gebog Kudus in academic year 2013/ 2014 after being taught by using Reciprocal Teaching strategy was categorized “good”. The mean score is 81.38 and the standard deviation is 7.05. Meanwhile of the reading comprehension of the eleventh grade students of SMA 1 Gebog Kudus in academic year 2013/ 2014 before being taught by using Reciprocal Teaching strategy was categorized “sufficient”. The mean score is 67.31 and standard deviation is 6.85. Moreover the calculation of t-observation (to) 14.15 was higher than t-table (tt) 2.04 in level of significance 5%. It means there is a significant difference between the reading comprehension of the eleventh grade students of SMA 1 Gebog Kudus in the academic year 2013/ 2014 before and after being taught by using Reciprocal Teaching strategy. Based on the result above, the writer concludes that Reciprocal Teaching strategy is effective to improve the students’ reading comprehension and suggests the English teacher to use Reciprocal Teaching strategy as an alternative strategy in teaching reading comprehension