Ainur Rosyidah Azmie Putry , 2201413126 (2017) THE USE OF RECIPROCAL TEACHING TECHNIQUE (RTT) TO TEACH SENIOR HIGH SCHOOL STUDENTS IN READING NARRATIVE TEXT (A Quasi-Experimental Study for the Tenth Grade Students of SMAN 2 Rembang in Academic Year 2016/2017). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is about the use of reciprocal teaching technique to teach senior high school students in reading narrative text. It was taken on the SMAN 2 Rembang in the academic year 2016/2017. It aims at finding the result of teaching reading narrative text by using reciprocal teaching technique for senior high school students, the result of teaching reading narrative text by using think pair share for senior high school students, and investigate how effective reciprocal teaching technique to teach reading narrative text compare to think pair share. This study used quasi-expeimental design, quantitative method and random sampling technique. The tenth grade students of SMAN 2 Rembang in the academic year 2016/2017 were chosen as the population of this study. Two classes of ten grade students were taken as samples in this study. There were 10th Science-1 as the control class and 10th Science-2 as the experimental class. The researcher used try-out, pre-test, post-test, and questionnaire in analyzing the data. The data showed that the mean score of pre-test in the experimental class was 76.09 and the mean score of post-test in the experimental class was 85.78. Furthermore, according to the statistical value of the comparison of ݐͲ� ݈ܾ݁ܽݐݐ�൒ in the significant degree 5%, we could see the ݐͲ��value was 4.572 and ݈ܾ݁ܽݐݐ �of 19 = 2.093. We stated that ݐͲ� ݈ܾ݁ܽݐ�ݐ�൒ Ǥ��Based on the statistical above, it can be concluded that Ha is accepted. We also could see the line Sig. (2-tailed) = 0.00 < 0.05. So, �Ͳ is rejected. In conclusions, the students’ achievement in experimental class is better than control class. The students take turn the teacher’s role in leading discussion and actively involved in monitoring their comprehension and thinking by using reciprocal teaching technique. Besides that, the students’ responses are mostly positive towards reciprocal teaching technique. They also can increase their social relationship through communicating with each other, develop their knowledge by sharing an opinion about the material, and also build their motivation by learning material together as a teamwork. Therefore, in teaching students’ reading comprehension of narrative text by using reciprocal teaching technique is more effective than using think pair share technique.

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