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UNIVERSITY OF MALANG
CHAPTER I
INTRODUCTION
In this chapter, the writer tries to discuss the background of the study, purposes of
the study, statement of hypothesis, the significance of the study, scope and limitation,
English is a language which is used to communicate with other people around the
teaching, there are four skills that should be mastered by the students. There are
listening, speaking, reading, and writing. However, Grabe and Stoller (2011: 18)
stated that reading is an interactive process based on two ways. First, the various
process involved in reading are carried out simultaneously, it means that while
readers are recognizing words very rapidly and keeping them active in their
memories, they are also analyzing the structure of the sentences to assemble the most
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monitoring comprehension and so on. Second, it is considered interactive in the sense
of linguistic information from the text that interacts with information the reader's
extraordinary achievement when one considers the number of levels and components
that must be mastered. Consider what it takes to read a simple story. The words
Plaut (2009) claimed that reading is believed to be a very complex activity. Too
many processes are involved in reading for meaning. It involves the rapid
Ghazo (2015) said that, in fact, many of them still have problems in understanding
reading texts due to their lack of vocabulary, lack of grammatical knowledge, and
lack of general knowledge. These problems happen because of poor strategies used
by the teacher for teaching reading and/or to the use of boring teaching materials
especially, the tenth-grade students. The students have difficulties to comprehend the
text. The students had difficulties in reading comprehension. The problems appeared
during the teacher was reading the text, the students just listened and repeated the
teacher's reading but they did not understand what the information in the reading text
that has been read by the teacher. After finish reading the text, the teacher asked the
students to translate the text, only a few students did the task. During reading activity in
the teaching and learning process, often students were not focused, busy with their
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businesses, talked to their friends and disturbed their friends. This was being bothered the
teaching-learning activity and few students finished their task well. When the students
translated the text, only some students came to the teacher and asked the difficult parts,
like the new words or the words that they did not know the meaning. They have limited
These strategies may be applied to all texts and are especially effective with
that can solve the problems of the student. Reciprocal teaching strategy helps the
student with four steps, such as predicting, questioning, clarifying and summarizing
Ozckus (2013: 34). In line with Ahmadi & Gilakjani (2012) reciprocal teaching is as
as an interactive one, in which readers interact with the text as their prior experience
is activated. Moreover, readers construct meaning from the text by relying on prior
experience to parallel, contrast or affirm what the author suggested in the text.
Reciprocal teaching strategy allows a teacher to model and gives the students enough
summarizing) to construct the meaning of a text. Foster and Rotoloni (2005) stated
that one of the challenges of reciprocal teaching strategy is that it was introduced for
learners who are sufficient decoders but are poor in reading comprehension and
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cannot construct the meaning and recognize a text after reading a passage; therefore,
Related to this study, there are a number of studies that have been conducted by
Sarasty (2002) and Freahat and Al-Makhzoomi (2012) found that the use of RTP
behavior after the training and demonstrate its effectiveness to the subjects‟ reading
is a fun activity.
Although there have been a number researches in the literature regarding the use
just a few of researchers that have directly compared the effectiveness of reciprocal
because most of them conducting the research in junior high school and senior high
school level. Besides, most of them using qualitative design as their research
methodology. Therefore, in this study, the researcher will conduct the research at the
university level and use quantitative design as the research methodology which is to
strategy.
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1.2 Statements of the Problem
in reading comprehension?
University of Malang.
1. For the students, it may motivate the students to improve their interest in
reading skill and comprehension with pleasure and not only read one type of
text but also they can be enthusiastic for many other kinds of texts.
2. For the teachers, they will be motivated to use the reciprocal strategy for other
which are included in reciprocal teaching strategy can be applied in four skills
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of English. The teacher will be more creative and active to get more
3. For the future researcher, they can find out the new strategy which can be
text.
1. Scope:
The strategy used in this study is a reciprocal strategy which is focused on reading
Malang.
2. Limitation:
This research only conducted for undergraduate students in 3rd semester of State
University of Malang.
1. Reading skill
printed or written verbal symbols. Based on that statement above, reading is not
only read but also needs thinking and our language skills, moreover, reading
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(especially for English text) without using that skill, someone will get
2. Reading Comprehension
presented in written form. Reading comprehension skills also may affect one's
applications or questionnaires.
The reciprocal teaching approach is one of the reading methods which cover
motivation.