A.

Research Background
Based on the researchers teaching experience in SMA Negeri 10 Pontianak, the researcher found that Narrative text was still complicated for the second year students to be comprehended. It was shown by their score of Narrative exercises. Most of them did not pass the standard minimum score of English, that was 70; which meant they got below 70. Whereas, the students have learnt this text since junior high school; logically, if someone has learnt something for some years, he / she, of course, has mastered what he / she has learnt. However, the fact is the second year students of SMA Negeri 10 Pontianak still cannot comprehend; even interpret about the content of Narrative text. There are 2 main problems underlying this case: first, the students are not interested in reading the text given by the teacher. When the teacher gives them a task to read and to find the content of narrative story, the students feel very displeased and uninteresting. They complain toward the task given because they say it is complicated for them. Furthermore, the text is about Narrative story that has some difficulties : such as the use of past tense and the implicit moral lessons or main ideas of the text. Psychologically, when someone feels uninterested toward something and is not motivated with it, his / her self-unconsciousness will be formed that she / he has no capability to do the thing. It has the same case when the students think that reading is complicated and uninteresting, unconsciously, they have formed they incapability toward reading. They inactivate their ability and interest to know and comprehend the text given. It will be terrible for them since reading comprehension takes most of the part of English material that is taught at school. Second problem, the students did not have enough knowledge and skill to solve the text given. This problem is related to their lack of vocabulary and their sensitive sense toward the content of text while they read it in order to interpret what the story is about.
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The lack of vocabulary, surely, influences the students skill to comprehend the text since they do not know the meaning of the text. On the other words, knowing the meaning of the vocabulary that strings up the text is also very crucial because English is still foreign language for them that they have not mastered yet. As Spancer and Hay (1998) in Alyousef (2006) said that word recognition is an essential component inmastery the reading. They showed that having vocabulary is very important to chain and construct the meaning of the text. Moreover, the level of reading for the senior high school students is adult reading level which is more difficult than the previous level they have been. When they have known the meaning of the words on the text, they absolutely are able to comprehend the text because they translate the text into Indonesian. However, actually, there is another factor that can help them to comprehend the text although they do not know most of the meaning of the words on the text, that is sensitive sense of reading comprehension. Sensitive sense of reading means that the reader can relate his / her previous knowledge with the content of the text. So, when he / she reads the text, even the title of the text, the reader can have an interpretation what the story is about. As Palinscar and Brown (1984) said that reading comprehension is the product of three main factors: considerate text, the compatibility of the readers knowledge and the text content, and the active strategies the reader to employs to enhance the understanding and retention and to circumvent the comprehension failures. Unfortunately, most of the students of SMA Negeri 10 Pontianak do not have this factor. In fact, when they have this sensitive sense, they will be helped to comprehend the text eventhough they do not recognize most of the vocabulary on the text. Those problems get the researcher curious why such kind of these crucial problems toward reading comprehension can be happened. Whereas reading comprehension is one

of English skills taught at school that takes most of the part of lesson materials. The fact is both in final examination and daily activity in class room, reading comprehension becomes the mainly test for them. It is very rare for the teachers to take speaking or listening test to the students. It is because reading comprehension test is much simpler and accurate to measure students mastery of the materials. Besides, the importance of reading comprehension can be felt by the students when they are able to comprehend the text. As Kendeou, et al. (2006 : 28) said that the ability to read and to comprehend is critically not for long-life learning but also for adequate functioning in society. It means that in comprehending a text, in this case is narrative text, the readers do not only get an entertainment, but also they get the moral lessons which are beneficial applied in society. When they have comprehended the story and get the moral lessons of the text, they can learn what are the correct and incorrect behavior and attitude that they should have in them. Furthermore, comprehension is a unitary phenomenon but rather a family of skills and activities (Kintsch & Kintsch, 2005; Rapp & van den Broek, 2005; van den Broek et al., 2005 in Kendeou et al., 2006). The experts show that comprehending something is a unitary activity that can improve other skill at once. Therefore, the reading comprehension is much needed for the students to help them both as the subject material and tool to improve English. Based on the problems faced by the students, the researcher found that the technique which was being used by the teacher could not attract the students sympathy and motivation to focus on the narrative text; as the result they cannot get the main point of the story given. The technique was boring and time consuming. It was ineffective to be used for senior high school level. Thus, in this research, the researcher proposes an active and an effective technique for the teacher; a technique that can improve the students

motivation to focus on learning narrative text in order to comprehend the story. The technique is called Reciprocal Teaching Technique. Reciprocal Teaching Technique is actually not a new technique in education. Palinscar and Brown introduced this technique in 1984 as the solution for the learners to comprehend the reading text. Reciprocal Teaching is an instructional strategy based on modeling and guided practice, in which the instructor models a set of reading comprehension strategies and then gradually cedes responsibilities for these strategies to the students (Brown and Palinscar, 1989, cited in Young, 2006). In this teaching technique, the teacher and the students will have dialogue around the text given before they do the exercise with their group. The function of this dialogue is to help the students to identify the content of the text easier. The students may ask any information related to the story. This will extent their knowledge to comprehend the text. In reciprocal teaching, the students will be introduced four strategies: predicting, questioning, clarifying, and summarizing. These four strategies drive the students to dig more detail about the text content. The teacher will be the model for the first time, and after that the students play the role among them with the same four strategies that have been modeled by the teacher. The researcher believes that this teaching technique can improve the students comprehension on the narrative text because it is a powerful technique. It can solve the problems stated before, as well as build students critical thinking in order to comprehend the narrative text. Furthermore, in reciprocal teaching technique, the students are the center of the classroom activity which will get the students to learn independently; but still cooperatively because they share the information needed with the other students.

B. Research Problems
In order to restrict the research, the researcher focuses on the process of the classroom activity while conducting the Reciprocal Teaching Technique, as well as the result of the students achievement after the technique has been applied that will show the improvement of the students score and the effectiveness of the this technique. Because of that, there will be two possible problems on this research : 1. HOW IS THE CONDITION OF THE CLASSROOM WHILE THE RECIPROCAL TEACHING TECHNIQUE IS BEING CONDUCTED ON THE FIRST YEAR STUDENT OF SMA NEGERI 10 PONTIANAK? 2. WHAT IS THE RESULT OF THE STUDENTS ACHIEVEMENT AFTER CONDUCTING THIS TECHNIQUE ON THE FIRST YEAR STUDENT OF SMA NEGERI 10 PONTIANAK?

C. Research Purpose
The purpose of this research is to improve the reading comprehension on Narrative Text on the first year students of SMA Negeri 10 Pontianak.

D. Action Hypothesis
According to Kerlinger (1973) in Cohen (2006), hypothesis is one of great importance in scientist. Hypothesis is an intelligent and logical expectation about the possible differences, relationships, causes, and solutions toward the research problem being formulated by the researcher. In this research, since it is an action research, so the researcher formulates an action hypothesis. Action Hypothesis is a hypothesis that specifies immediate actions that could be taken to solve the problem in action research. The action hypothesis of this research is Reciprocal Teaching Technique can improve the

students reading comprehension on narrative text on the second year students of SMA Negeri 10 Pontianak..

E. Frame of Concept
Reading comprehension is about the students understanding toward passages given by the teacher as the measurement of their learning achievement in English. It is applied more often than other skills as a tool for measuring the students achievement, especially in genre of texts. Even, in national examination, reading comprehension takes 50% for the whole sections; the rest is 25% for listening comprehension and 25% for structure. It is because most of the questions are genre text based that needs comprehending to answer them; and narrative text is one of those genres text. That is why, the students should have mastered reading comprehension. Unfortunately, many of them are not able to comprehend the text given. It can be seen in their daily activity in the classroom. When the teacher gives them daily test or task in form of reading narrative text with the instruction they have to find the main idea, moral value, and cause-effect condition, and so on, they are difficult to accomplish it. It is shown by their score for the task which does not reach the minimum standard score : 70. The fact is pathetic that they cannot do well what they, in fact, must master. There are some factors underlying this case: lack of vocabulary that strands the story, lack of motivation to read the text, and no sensitive sense or enough knowledge toward the story. These are found based on the teachers score recapitulation upon the students and also the activity in the classroom. Concerning on the factors mentioned above, in this research, the researcher really would like to help the students to be able to comprehend the narrative text. That is why, the researcher proposes a powerful technique to solve this problem, that is Reciprocal Teaching Technique which includes all the solutions for the factors which have been
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mentioned. The main reason for choosing this technique is because the approach is closer to KTSP. Reciprocal teaching technique adopts an active approach that the students are the center of the classroom process. Besides, in this technique, the students are encouraged to think more critically toward the content of the narrative story given by the teacher. The students are led on four instructions: predicting, clarifying, questioning, and summarizing; in which each instruction lets them to interact with their mates since it is a group technique. Grouping is meant to motivate the students in learning, and to feel secure in giving their opinion toward the text because their groups mates are their peers. As the result, the comprehension of the narrative story is completely achieved. In this research, there will be some techniques of data collecting that will be used : observation and questionnaire. Observation is done to record the students activity in classroom action. There will be some tools related to observation : observation sheet, and camera recorder. Furthermore, questionnaire is applied to measure the students motivation on reading comprehension whether it has improved or not after Reciprocal Teaching technique has been applied. Moreover, the researcher will also conduct another testing tool, that is an essay questions related to story. The purpose is to get the data of the improvement of the students achievement in reading comprehension of narrative text in form of score.

F. FRAME OF THEORY
1. The Nature of Teaching Teaching is the act of providing activities that facilitate learning. It is an activity that takes place only when learning does. No matter what the teachers is doing in her classes, if the student are not learning something significant, she is not teaching, when the student fails, the teacher fails more. On the word, to teach is to
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cause to learn. According to Thornstorn (1979), teaching leads to learning which has some characteristics : instructions as motivation, assigner, interrogation clarifier, illumination, evaluator, and director of intellectual exchange. Her definition toward teaching shows that teaching is a complete activity that leads the learners to learn something with a good motivation and critical thinking. As stated in National Board for Professional Teaching Standard (1998) in Guillaume, good teaching is neither obvious nor simplistic. It means that there is an active process that creates linkage of knowledge in the process of teaching that makes the learners knowing something from nothing. It is not a simple thing to be done because there are many preparations in constructing a good teaching. Teaching cannot be separated with teacher. Teacher is someone who teaches the learners. He / she gives information and knowledge about phenomena or issues by using certain methods or techniques. According the conceptualization by Howee (1970 cited in http://www.oppapers.com/essays/The-Nature-Of-Teaching/634213, 2011), the teacher is not a dispenser of knowledge nor a person in change of the education that goes on in the classroom. Furthermore, he described the role of teacher is one of producing the climate, providing the resources, stimulating the students to explore, investigate and seek answer, and becoming a guide and facilitator than a director. Silberman (1966 cited in http://www.oppapers.com/essays/The-Nature-OfTeaching/634213) states that teaching is both art and science. It is an art because it calls for the exercise of talent and creativity; meanwhile, teaching is a science for it involves a repertoire of techniques, procedures and skills that can be systematically studied and described.

It is different with the above discussion that discusses about the teaching is neither obvious nor simple, Doyle (1986) in Guillaume stated that teaching is difficult partly because classrooms are complex. His opinion is that there are some complexities happen in the process of teaching : firstly, the teachers are to serve several roles. They need to serve as coach, active director, supply master, evaluator, and confidante. Teacher needs to think their students safety, their learning, and their other needs simultaneously, while they also need to consider about their own personal and professional issue. Second, classrooms are complex because the students tend to overlap. Many things happen at once and quickly. Third, every learning situations are different although particular classrooms teachers have to make quick judgment without benefit of time to reflect and weigh their consequences of their actions. The last, classroom are complex because affects each other; the act of teaching is inherently uncertain. The teacher cannot predict with certainty of how a class will respond to a lesson. The classroom is also unpredictable because the teacher may persue goals that still unclear; even sometimes the teacher is not sure about the outcome of their learning. However, the main important thing of teaching is the readiness of the teacher. The teacher needs to expertise all the supporting aspects of teaching. Below is a brief tabled explanation of teacher expertise: The Domain of Teacher Expertise Subject Matter Knowledge Teachers know the subject matter they teach and make it accessible to learners. Planning Teachers consider their goals for students learning and their knowledge of students

and the subject matter as they develop and sequence learning activities. Instruction Teachers address learning goals through meaningful activities that draw on the students learning. Assessment Teachers collect varied kinds of and encourage powerful

information related to learning goals and involve students in assessing their own progress. Classroom management and Discipline Teachers establish and maintain safe environments that promote fairness,

respect, and responsibilities. Professional growth Teacher engages in self-analysis to foster their own development, and they act as members of learning communities.
(Adapted from California Department of Education, 1997, and National Board for Professional Teaching Standard, 1998)

2. The Importance of Reading Comprehension 2.1 The nature of Reading Reading is one of the English skills which is very close to the knowledge of the learners toward English. It is an interactive process between the readers and a text which leads to automaticity (fluency). There are two kinds of ways of readers interactions toward reading in which the reader tries to elicit the meaning and

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where the various knowledge are being used : linguistic or system knowledge (through bottom-up processing) and schematic knowledge (through top-down processing). Grabe (1991) in Alyousef (2005) argues that there are many researchers attempt to understand and explain the fluent reading process by analyzing the process into a set of component skills in reading. The intended a set of components are automatic recognition skill, vocabulary and structural knowledge, formal discourse structural knowledge, content / world background knowledge, synthesis and evaluation skill, and the metacognitive knowledge and skills monitoring. Reading is an active process of comprehending (where) students need to be taught strategies to read more efficiently (e.g., guess from context define expectations, make inferences about the text, skim ahead to fill in the context, etc. (Grabe, p. 377 in Alyousef, 2006). It emphasizes that reading is not only a passive skill about reading aloud or text-based reading. Instead, reading is more about the cognitive principle which is related to the readers knowledge about the passage. Reading skill, in general, consists of two major focus : reading aloud and reading comprehension. Reading aloud lets readers read the text given; while reading comprehension concerns with the readers knowledge or understanding about the content of the passage or the text. In this research, the researcher focuses on the reading comprehension. 2.2 The Importance of Reading Comprehension As stated above that reading comprehension is about the readers knowledge or understanding about the content of the passage or the text, it is clear already that building students comprehension toward reading is the effective way to lead the students to enrich their English. Reading comprehension was enhanced by

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teaching students a variety if techniques and systematic strategies to assist recall of information, self evaluation of comprehension, and summarization (Walsh, Glaser, Wilcox, 2006). On the other words, it is a combination of identification and interpretation skill. Kamil, et al (2002, p.14) said that: Comprehension is the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints. As Kemil, et al, stated in his book entitled Teaching Reading, it can be concluded that comprehension is about the content of the text. In narrative text, comprehension is important to work out the moral values, main ideas, plots, and characters of each participant in the story. By having the comprehension, the students are aware of how well they understand a text while and after reading the text. Goodman in Alyousef (2005, p.143), viewed reading comprehension as a guessing game in which the readers construct, as best as they can, a message which has been encoded by the writer. The readers try to guess what the writers purpose of writing the text is. Perfetti, Landi, and Oakhil (2004, p. 228) define the comprehension occurs as the reader makes up a mental representation of a text message. It is a representation of what the text is about. They, for further, explain that there are three components of the comprehension : the sensitivity to story structure, inference making, and comprehension monitoring. Sensitivity to story structure concerns with the plot of the story; meanwhile the inference making is related to the implicit content of the text, such as main idea and implicit messages of the text. Moreover, comprehension monitoring is about the readers ability to verify
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his or her understanding and to make reparation in which this understanding is sensible or not. Comprehension monitoring is like a self-assessment of reading but it is happening within the process of reading. 3. Reciprocal Teaching Technique 3.1 The history of Reciprocal Teaching Reciprocal teaching was proposed by Palinscar and Brown in 1986. It was based on their study which concerned on improving the students ability to learn from the text. They realized that comprehension strategies which had been used for some years were failed. Many facts showed their assumption. First, 3.2 The definition of Reciprocal Teaching Technique Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. The purpose of this technique is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. In Reciprocal teaching, the learners read a text section by section, pausing to use the four explicit strategies comprehension. Explicit strategy on comprehension is very important since the students always do the reading exercise without any clear instructions from the teacher. It makes them often get confused of what they have to do and what they will get after doing the task. Therefore, in Reciprocal teaching, the students get to understand what they have to do upon within the process, as well as the task given. The explicit strategies are also meant as the self-regulation and self-assessment for themselves as comprehension monitoring.

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According to Young (2006), the general methodology of Reciprocal teaching involves the instructor and the students of small group, reading in section of text. He explains that the instructor leads the discussion of the text, while modeling the appropriate reading strategies. During this dialogue, the instructor encourages the students to ask questions of both of the text and the strategies.

3.3

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G. Scope of Research
1. Terminology There are 6 terminologies which are concerned in this research: a. SMA 10 Negeri Pontianak is a school which is located in Jl. Purnama, Gg. Purnama Agung V/ Komplek Sekolah Terpadu, Pontianak. b. Second Year Student of SMA Negeri 10 Pontianak is the second grade students of SMA 10 Pontianak. c. Improving means to make something better or increased; whether it is about the quality or quantity. It also means to advance to a more desirable, valuable, or excellent state. In this research, improving means making the students reading comprehension better, as well the process in the classroom activity to be better than before. d. Reading comprehension is an active process of reading that derives the meaning of connected text. It is about an understanding the content of a particular text. Reading comprehension is essentially the ability to understand what has been read. e. Narrative Text is one kind of genres of text that concerns on the imaginative story, such as fable, legend, folk tale, fairy tale, and myths. Narrative text is learnt as a subject material at school. Narrative text is a text which contains about story (fiction/non fiction/tales/folktales/fables/myths/epic) and its plot consists of climax of the story (complication) then followed by the resolution. The function of this text is to amuse or entertain the readers. However, there is an importance part of narrative story that can be learnt by the readers, that is the moral values of inside of the text.

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f. Reciprocal Teaching Technique is an instructional technique that is used to improve the students comprehension on a text. It is an instructional activity in the form of a dialogue between teachers and students regarding segments of text. In this research, the dialogue between teacher and the students is happened just as a model for the students; since the focus of this research is the interaction among the students. So, the students will act like what the teacher has modeled. Reciprocal teaching is an excellent reading technique which aids the teaching process. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used as texts - Questioning, Clarifying, Summarizing, and Predicting. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.

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H. Method of Research
A. Form of Research The form being used in this research is Classroom Action Research. Action research methods were proposed by Kurt Lewin in 1946, as a research technique in social psychology. His process was cycling; involving a non linear pattern of planning, acting, observing, and reflecting on the changes in the social situations (Noffke&Stevenson, 1995, p.2 cited in Ferrance, 2000). Classroom Action Research is systematic research conducted by practitioners to inform their action. It is a method of finding out what works best in teachers own classroom so that he / she can improve students learning. In Classroom Action Research, the teacher focuses on a problem or question about his or her own classroom. Cohen, Manion, and Morrison (2005: 226) define classroom action research may be used in any setting where a problem involving people, in this case is the students, tasks, and procedures carry out for solution, or where some changes of future result in a more desirable outcome. Classroom Action Research is one of the forms of research designs that forces teachers to conduct an effective process in order to improve the results of the students achievement in a particular variable. Variable is the causal result by using particular technique or method. There are 2 kinds of Action Research. First, Action Research which is done by an individual teacher. In this type of Action Research, the teacher is the owner of the classroom; as well as the practitioner of the technique in improving his / her students achievement. He / she usually focuses only on one problem of the classroom. The problem is one that the teacher believes as the single evident and can be addressed on an individual basis. Second, Action Research which is done by a Collaborative teacher. Collaborative teacher means that the teacher is not the only one in conducting
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the research, but as few as two teachers or a group of teachers who are interested in finding the solutions of the common problem which spread out not only in one class, but also many classes. The teachers can be from other schools or departments whether as the teacher researcher or only as the observers. The main goal of Classroom Action Research is to improve the teaching learning process and to improve the students achievement (cited in

http://www.julianhermida.com/algoma/scotlactionresearch.htm adapted by Julian Hermida from Gwyn Mettetal, The What, Why and How of Classroom Action Research, JoSoTL Vol. 2, Number 1 (2001)). Below are the steps of conducting Classroom Action Research procedures as a research design (Journal of Scholarship of Teaching and Learning (JoSoTL), Volume 2, Number 1 (2001), p. 6-13): 1. Step one: Identify a question or problem. This question should be something related to student learning in your classroom. 2. Step two: Review Literature. You need to gather two types of information, background literature and data. 3. Step three: Plan a research strategy. The research design of a CAR study may take many forms, ranging from a pre-test and post-test design to a comparison of similar classes to a descriptive case study of a single class or student. 4. Step four: Gather data. CAR tends to rely heavily on existing data such as test scores, teacher evaluations, and final course grades. 5. Step five: Make sense of the data. Analyze your data, looking for findings with practical significance. 6. Step six: Take action. Use your findings to make decisions about your teaching strategies. Sometimes you will find that one strategy is clearly more effective, leading to an obvious choice.

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7. Step seven: Share your findings. You can share your findings with peers in many ways. Lewin in McNiff (1992, p.2) describes an action research as a spiral of steps. Each steps has four stages : planning, acting, observing, and reflecting. The cycle form of action research:

Planning Reflecting Acting

Observing In order to make the circle above clear, below is the explanation of those steps: Planning Acting Observing Reflecting : : : : How to make a better activity The action of plan in the real treatment To see how the process of treatment Reflect how the research has been carried out

The researcher plans an activity or some activities that can overcome the problems appear in the classroom. The teacher as a researcher has to do a treatment; that is by using the technique which is trusted as the powerful one to help the students for achieving a better result and process of learning. Meanwhile, if the researcher acts as the collaborator in the classroom, the researcher does not need to do treatment; lets the real teacher treat the students. The collaborator observes the classroom activity and takes notes related to the process. The observation will be useful to see if there are
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weaknesses or something wrong while the process holding. The collaborator will share her finding with the real teacher to overcome the weaknesses in order to plan better activity to reach the goal. B. The Procedures of Classroom Action Research As stated by Lewin, there are four stages in Action Research, in this research, the researcher is also going to conduct those four stages. 1. Planning The teacher collaborate with the collaborator plans the teaching learning activity with the powerful technique to overcome the problem which is found in the previous learning process. It includes the preparation before the teaching learning process; such as creating the lesson plan, preparing the supported materials, and preparing the instruments or aids. In this early stage, the collaborator also prepares the instruments for collecting the data : observation checklist and camera recorder. The preparation which is possibly set up are the result of pre-test, lesson plan, teaching media or teaching aid, supported material, observation sheet, and camera recorder. 2. Acting In this stage, the teacher will handle the class; meanwhile, the researcher who acts as the collaborator will observe the process of the classroom activity while the trusted technique is being used. The acting stage is the application of the planning stage. Thus, in this stage the real teacher will take the lesson plan, the supported material and teaching aids, as well as the evaluation questions. In any case, the collaborator / the researcher will take the observation checklist and camera recorder to observe the process.

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The teacher will use Reciprocal Teaching Technique to improve the students reading comprehension on Narrative text. Reciprocal Teaching Technique is trusted to solve the problem faced by the students related to the reading comprehension that have been figured out : vocabulary, motivation, and sensitive sense of reading which concerns with the relation of students background knowledge to the story given. Below are the procedures of Reciprocal Teaching Technique in acting stage: 1. The teacher mentions the objectives and the goals of the study which are stated in the lesson plan; and also do some triggering activities. 2. The teacher divides the students into some group consists of 4 person of each group. There will be one captain in each group that will lead the other members in the process. 3. The teacher explains how Reciprocal teaching Technique is to the students; what they are going to do in the activity, and distribute the Narrative story. 4. The teacher models the activity at first before the students do it in their group. 5. The students work out with the story in their group. 6. The teacher helps the students if there is something they do not understand. 3. Observing In the observing stage, the researcher who will be acting as the collaborator observes the activity by using the observation checklist and camera recorder. The observation is not only aimed to the students but also to the teacher; how the teacher gives instructions and teaches the students; whether the procedures are relevant to the lesson plan or not. The observer observes the students from their activity whether all the students involve actively in the teaching learning activity or not.

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The observer checks the activeness of the students and the teacher by putting checklist to the observation checklist which has been provided. The statements in the observation checklist are the expectation of both teacher and the researcher toward the achievement that the students will get within the Reciprocal Teaching Technique is holding. It is aimed to get the information which is needed in reflective stage; in order to measure the weaknesses or shortages in the process of teaching learning. 4. Reflection Stage In this stage, both of researcher and the real teacher reflects of what has happened in the planning and observation stage. This stage is to determine the success of the technique being used; whether it works well or there are still weaknesses toward the process. In reflection stage, the students are given an evaluation test related to their discussion. The purpose of this evaluation test is to measure the comprehension of the students toward the narrative story which has been discussed in group by using Reciprocal Teaching Technique. After getting the result of the evaluation test, the teacher and the researcher can reflect the students comprehension in form of score. The result of the observation checklist will be translated into sentences. It will be used as a tool to gather the information. Besides evaluation test and observation checklist, the collaborator will also use questionnaire to know the students motivation after using the technique. Then, the teacher and the researcher combine all the information they have collected from the tools. Finally, they determine whether there will be another cycle to improve the result and the process or not.

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A. Technique and Tool of Data Collecting The following techniques that are being used in this research: a. Observation technique Observational techniques, a form of naturalistic inquiry, allow investigation of phenomena in their naturally occurring settings. Participant observation is where the researcher joins the population or its organization or community setting to record behaviors, interactions or events that is occuring. It is used in this research since this research is CAR in which the purpose in to observe the process in order to improve the result and repair the mistakes of the process. b. Questionnaire Questionnaire is used to ensure that the students like this technique or not in order to measure their motivation improvement of reading comprehension. The following tools which are being used in this research: a. Observation checklist It is used while the observation is holding. The function is as the data collection, as well as evidence of the observation process. The researcher makes note of the observation process in observation checklist b. Camera recorder This tool is used to record the classroom process as a proof of the classroom activity while conducting the technique. c. Tasks / questions The form of the questions is essay form in which the students will answer 10 questions based on their comprehension toward the narrative story. This tool will be applied in the reflection section as the proof of that the technique has

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been succeeded or not; so that the researcher can prepare the next cycle if the first cycle is not success. C. Data Analysis

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RENCANA PELAKSANAAN PEMBELAJARAN A. Identitas Nama Sekolah Mata Pelajaran Kelas/Semester Program Tahun Pelajaran : SMA Negeri 10 Pontianak : Bahasa Inggris : XI/ Genap : Inti : 2011/2012

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