The influence of reciprocal teaching strategy on students' ability in comprehending narative text

Merani Destiana, Eem (2019) The influence of reciprocal teaching strategy on students' ability in comprehending narative text. Diploma thesis, IAIN BENGKULU.

Preview

Text EEM MERANI DESTIANA.pdf Download (5MB) | Preview

Abstract

The result showed that the students in the experimental class were provided the situation where they did so discovery activities which actively involved them analysis and predicting. The students in the experimental class were not taught through only receiving information passively from a textbook or teacher. While the students in the control class that only get the conventional method which is usually used by the teacher were not significantly improved. The student in the control class to lower post-test scores that post-test scores o experiment class. As the comparison of experimental class, the control class did not show the significant effect of using the conventional method which is usually used by the teacher in teaching reading achievement. Based on the results and discussions stated in the previous chapter, the conclusion drawn that there was a significant difference in students’ reading comprehension who were taught by using Reciprocal Teaching Strategy and those who were not. The students in the experimental class could improve reading comprehension significantly. It can be seen room the analysis of the data gathered during the experimental. The main score of the post-test in the experimental class was 77,56 which was higher than the main score of the post-test control class which was 59,13. Thus, the 82 alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected.

Actions (login required)

View Item