THE EFFECT OF RECIPROCAL TEACHING STRATEGY ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT GRADE IX OF SMP N 5

2017 Abstract This research focused about the effect of reciprocal teaching strategy on students’ reading comprehension in narrative text at grade IX of SMP N 5 Panyabungan. The problems of this research were most of the students still got low score about 70 in English subject especially reading comprehension and the students had lack of reading interest and did not understand text well and also they wasted time to get the meaning in dictionary; finally most of the students failed in reading comprehension. The aim of this research was to examine the significant effect of reciprocal teaching strategy on students’ reading comprehension in narrative text at grade IX of SMP N 5 Panyabungan. This research has been done by experimental research. The population of this research was the grade IX of SMP N 5 Panyabungan. The total of population were eight classes. Then, the sample was divided into two classes. The first class (twenty two students) as the experimental class, while the second class (nineteen students) as the control class. To collect the data, researcher used test for measuring Students’ Reading Comprehension. To analyze the data, the researcher used t-test. Data analysis of the post-test showed that score of the students in the experimental class was significantly higher than score of the students in the control class at the level of significance 5% with degree of freedom (n 1 + n 2 – 2) = 39. Mean score was got in the experimental class is 73.09, highest score is 92 and smallest score is 40. While, mean score was got in the control class is 63.78, highest score is 88 and smallest score is 40. The t count of observation is 2.75 while the t table is 1.682. Therefore, the hypothesis was accepted. So, there was significant effect of Reciprocal Teaching Strategy on Students’ Reading Comprehension in Narrative Text at Grade IX of SMP N 5


INTRODUCTION
In Indonesia, the needed of English as foreign language has developed. It is an instrument to transfer modern knowledge, culture, and to grow up International relation. International language is the concept of the English as a global means of communication in numerous dialects, and also the movement towards an International standard for the language. 1 Realizing how important this language, our government had determined English as the first foreign language which taught in Indonesia. By English, the students are hoped to enrich their knowledge, so they are able to apply their knowledge in the life.
Then, the students are passive in the class, it caused the strategy of teaching is not suitable. The teachers usually teach reading comprehension by translating the text or use conventional strategy. Therefore, the students always open the dictionary when they want to find out the main idea of the reading text.
So, students and teacher must have reading strategy to be easier and better to comprehend the text, because reading strategy is important for student and teacher.
Based on the explanation above, researcher can made inference that reading very important in our live especially for students. However, the reading is still a big problem at SMP Negeri 5 Panyabungan. The interesting of student English study are low, especially students' reading comprehension in narrative text.
To solve the problem in reading, there are some alternative of reading strategies that are available and applicable. As researcher knew that there are many strategies that can solve students' problem in reading comprehension, and also can increased the students' ability in reading, such as Skimming, Scanning, Silent Reading, P2R (Preview Read Review), SQ3R (Survey, Question, Read, Recite, and Review), and Reciprocal Teaching Strategy.
From the explanation above, the researcher chose reciprocal teaching strategy. Reciprocal teaching strategy is an excellent learning strategy that is found to be effective in improving the reading and comprehension skills of young students. Annemarie Sullivan Palincsar said ‚Reciprocal teaching is best represented as a dialog between teachers and student in which participants take turns assuming the role of teacher‛. 2 Then, Reciprocal teaching is based on Vygotsky's theory of the fundamental role of social interaction (dialog) in the development of cognition. Thinking aloud and discussion of thoughts aid in clarification and revision of thinking and learning, therefore developing cognition. 3 While, Brown stated ‚the strategies embedded in reciprocal teaching represent those that successful learners engage in while interacting with text‛. 4 Vol. 03 No. 2 Desember 2017 So, reciprocal teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading.
The view of above explanation and reasons, the researcher interested in conducting experimental research of which purpose to solve student's problem in reading comprehension by title "The Effect of Reciprocal Teaching Strategy on Students' Reading Comprehension in Narrative Text at Grade IX Student of SMP Negeri 5 Panyabungan". The researcher explored the difference of reading achievement after applying the strategies in the classroom.

FORMULATION OF THE PROBLEM
The formulation of the problem ‚was there the significant effect of using reciprocal teaching strategy on students' reading comprehension in narrative text at grade IX of SMP Negeri 5 Panyabungan?‛

THEORETICAL DESCRIPTION
Theories were very necessary for explaining some concepts or terms applied in research. The theories are as follows:

a. Definition of Reciprocal Teaching Strategy
At the first time, applying reciprocal teachings the teacher informs about introduce a learning approach/strategy; explain the purpose, benefit and procedure. Then, start from modeling of read a paragraph a reading. Then, explain and teach that during or after read there are activities that must be done. They are: 1) Think the important questions that can be asked from what have you read; appropriate with the reading; and believing can answering; 2) Make summarizing about the most information from the reading; 3) Predict what will the impossible to discussed continue: and 4) Write if there are unclear things or not logic from a part, then check what we can be success to make logic things. 5 After the students understand skill above the teacher will show a student to change the role in the group. The first showed the student as a leader of discussion, then in sequence every students feel/do role as teacher. After the introduction is over, the teacher explains to student why, when, and how the strategy is used.
Annemarie Sullivan Palincsar explains ‚Reciprocal teaching is best represented as a dialog between teachers and students in which participants take turns assuming the role of teacher‛. 6 While, Brown stated ‚the strategies embedded in reciprocal teaching represent those that successful learners engage in while interacting with text‛. 7 So, it can be concluded that reciprocal teaching is an excellent learning strategy that is found to be effective in improving the reading and comprehension skills of young students.
Reciprocal teaching is an approach to student teaching in learning strategies. It is a constructive approach that based on Principe of making/question generating, where the metacognitive skills is taught through direct instruction and training model by teacher to revise doing student reading comprehension is low. Reciprocal teaching especially built to help the teacher use together conversation to teach reading comprehension independently at the class. 8 So, reciprocal teaching is an approach in student teaching.
Reciprocal Teaching can be used during read-aloud, shared and guided reading, and literature circles. Students learn the strategies through teacher modeling and think-aloud so that they can eventually take turns coaching other students through the process. Following the Gradual Release of Responsibility Model, only with student understand and use the four comprehension strategies with support should they be expected to apply them independently. 9 So, the researcher concluded that the reciprocal teaching strategy is a good strategy to get or find out the information and ideas from the text.

b. Procedure of Reciprocal Teaching Strategy
In the next stage reciprocal teaching through daily procedure such as: Vol. 03 No. 2 Desember 2017 1) Prepared reading text based on materiel that finished.
2) Explained that the first stage the teacher as act teacher (model).
3) Student is asked to silent read part of reading that chosen. To make easy do it paragraph by paragraph firstly. 4) If student had finished first part, done the models are: a) The question that I think will ask the teacher. b) Teacher gives opportunity student to answer the question. c) Summarize main idea in the paragraph. d) Give opportunity student to predict thing will be discussed in the next paragraph. e) Student is asked to give comment about teaching is doing and about the reading.
f) The next stage be continue with part of reading/next paragraph, and chosen a student will make role as ‚teacher-student‛ g) Student is trained/directed make role as ‚teacher-student‛ as long as the activity. h) At the next days, as long as teacher decrease role in dialog, therefore ‚teacher-student‛ and the other student have self initiative to control the activity.
The other stage of Reciprocal Teaching Strategy, they are: 10 1) Predicting: The leader asks the students to read the topic sentence or subheading and then predict what the rest of the paragraph will be about. Since the topic sentence tells what will follow, you can teach the students how to skim read at this point.
2) Reading: This card invites the students to read up to a certain point.
They can read silently, to the group, to a partner or in unison, to add variety.
3) Clarifying: This card gives the readers the opportunity to have any unfamiliar words, locations or pronunciations 'made clear'. At first the students may not volunteer that they don't know something. So you might pick out a word or a place and ask the group to clarify it. If all members don't offer to answer the question, and then talk about how the purpose of reading is to gain meaning and if we are not gaining meaning, then we are simply 'barking at the print'. 4) Questioning: Ask the students to generate the questions at this point.
The questions can be answered orally or, depending on your purpose, you might like the group to record some of their questions and answers. 5) Summarizing: This is the perfect moment to teach key points, notetaking and to some extent paraphrasing. 6) Swap leaders: Passes leadership to another student.

a. Definition of Reading Comprehension
According to Douglas Brown that ‚reading is a process negotiating meaning; the reader brings to the text a set of schemata for understanding it, and it is take the product of that interaction‛ . 11 According to Marilyn that ‚reading is one of the principal means of obtaining information. The information may be in printed form, such us a book magazine, or in electronic form on a computer screen. Reading is an efficient way to learn because it allows you to control the flow of information‛. 12 Furthermore David Nunan States that ‚reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning‛. 13 While according to Kathleen that ‚reading, at first, may appear to be routine activity in which individual words are combined to produce meaning‛. 14 So, reading is an activity to find out the information from the reading.
Reading is a receptive skill, it is transactional between a reader and writer, reading is an interactive process between a reader and the text. As a result a writer can communicate with a reader through a text, and also reading is an interactive process between the reader and text. ‚Reading is an essential skill for learners of English as a second language‛. For most of these learners, it is the most important skill to master in order to ensure 11  success not only in learning English but also in learning in any content class where reading English is required. With strengthened reading skills, learners will make greater progress and development in all areas of learning. Therefore, reading is a fluent process of reader combining information from a text or passage and their own background knowledge in bringing meaning to and getting meaning from printed or written material.
Actually reading a textbook is how reader can build a complete comprehension base on many words structurally in a text. And also the process must be routine to enrich our comprehension what the text tell about.
Further, Albert J. Haris states: Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader's prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. And then reading is the meaningful interpretation of written or printed verbal symbol. It can apply also to the interpretation of mathematical symbols, codes, and other symbolic systems. Beside that reading is extension of oral communication and built upon listening and speaking skills. 15 So, reading is the readers' activities to get meaning or message from an author. An author ell the meaning or massage to reader in printed or written material 16

1) Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in concerns in main ideas, details, causes and effect also sequences understanding vocabulary, sentences and paragraph meaning.

2) Interpretative Reading
Interpretative reading between lines or making inferences, it is the process of deriving ideas that are implied rather than directly stated. The main goals of reading are to get and find information include content and meaning of the text based on the purpose. 19 Tarigan stated are some goals of reading such as: 1) Reading is for identifying important information.
2) Reading is for main ideas.
3) Reading is for finding the specific information.

4) Reading is for underlining the important information.
5) Reading is to classify the difficult word. 6) Reading is to evaluate. 7) Reading is to compare or contrast.
There are five purposes of reading, they are: 20 the road sign so that we know where to go. We read the instructions on the ticket because we need to know how to operate it.
2) Pleasurable: the people read magazine or spend hours buried in the Sunday paper, other go to poetry readings, read illustrated cartoon or photo-story.
3) For General Understanding: good reader is able to take in a stream of discourse and understand the gist of it without worrying too much about the details. Reading for such 'general' comprehension means not stopping for every word, not analyzing everything that the writer includes the text. It can use skimming. 4) For specific information: in contrast to reading for gist, we frequently go to written text because we want specific detail. Reading in this skill is frequently referred to as scanning. 5) For detail information: sometimes we read in order to understand everything we are reading in detail. This is usually the case with written instruction or direction, or with the description of scientific procedures, it happens when someone gives us the address and telephone number and we write down all the detail. 6) Interpreting text: reader is able to see beyond the literal meaning of word on the passage, using a variety of clues to understand what writer implying. Successful interpreting in this kind depends to a large extent on share schemata. So, the researcher concludes the purpose of reading are to get or find the important information, finding specific information, and to evaluate reading. It have talked above that comprehension is ability to construct the language to take the information from the text.

e. Assessment of Reading Comprehension
Assessment as the act of collecting information an making judgments on a language learners' knowledge of a language and ability to use it. 22 Any assessment of reading must begin with the purpose of the assessment. At least four major purposes for classroom-based assessment of reading have been identified: 1) Studying, evaluating, or diagnosing reading behavior.
2) Monitoring student progress. Reading comprehension needs evaluation. Evaluation is broader concept than assessment it involves collecting and interpreting information (which will usually include assessment data) for making decision about the effectiveness of a particular program. In assessing reading comprehension, the teacher can give test to students.
There are many kinds of test, they are: 1) Reading aloud 2) Multiple choices 3) Matching tasks 4) Gap-filling tasks 5) Short answer task A reading passage is presented, and the test taker reads questions that must be answered, usually in written form, in a sentence or two. 24 So, the researcher uses the five indicators above for assessment of reading and chooses multiple choices for test in this research.

a. Definition of Text
Text is forms a piece of language use or a record of a communicative act, or the so called language which is functional. In general, texts which have the same sorts of meaning or the same structural elements are said to be the same text type.
According to American Heritage Dictionary Text is a subject referring to a topic and is a noun refers to: 25 1) The original words of something written or printed, as opposed to a paraphrase, translation, revision, or condensation.
2) The words of a speech appearing in print.
3) Words, as of a libretto, that are set to music in a composition.

10)
A text book.
So, the researcher concluded that text is the original words or a passage from a written work as opposed to a paraphrase, translation, revision, or condensation.

b. Kinds of Text
There are many kinds of text learnt by students of Junior High

Language Features
There are some language features in Narrative text, they are: 1) Certain nouns, pronouns, animals, and certain things in the story, such as maid, stepsisters, housework, etc.
2) Adjectives extending noun phrases, such as long black hair, two red apples, etc.
3) Time connectives and conjunctions to make events sequence, such as then, before that, soon, next, etc.

4) Adverbs and adverbial phrases to show location and time of
events, such as here, in the mountain, happily ever after, etc. The experimental research was a kind of research which has the aim to know causal effect relationship between one variable and more to other variables. 38 The experimental research controls the selection of participant for the study and divides the select participant in to more groups having similar characteristics at the start of experiment.

Population
The population is the group at interest to the research, the group to which she or he would like the result of the study to be generalization. 39 According to Encyclopedia of Education says:‛ A population is a set (or collection) of all elements possessing one or more attributes of interest.‛ 40 Next, according to Gay and Airasian, ‚Population is the group of interest to the researcher, the group to which she or he would like the results of the study to be generalizable‛. 41 The last, Ary said that population is all members of well defined class of people, event, or objects. 42 Based on the explanation above, the population of the research was all the students of SMP Negeri 5 Panyabungan at IX Grade. The population of research consists of 8 classes with 161 students.

Sample
According to Arikunto says: ‚Sample adalah sebagian atau wakil populasi yang diteliti‛. 43 Then, according to Gay and Airasian, ‚Sample comprises the individuals, items, or events selected from a larger group referred to as a population‛. 44 In this research, withdrawal of the sample by using cluster sampling. Each element in population had equal opportunities to choose. The researcher was decided two classes total 41 students as sample.
Two classes divided as experimental class (IX-1) consists of 22 people, and control class (IX-2) consists of 19 people.

Instrument of Collecting Data
The instrument for collecting data is test.

Hypothesis Test
The hypothesis of research ‚Using Reciprocal Teaching Strategy has significant effect on students' reading comprehension in narrative text at grade IX of SMP N 5 Panyabungan‛. Based on the data collected, the data will be analyzed to prove hypothesis by using formula of T-test, see appendix 24. From the calculation of t-test, it was found that t observed is higher than t table (2.75 ).So that, from the calculation above, it was concluded that the result of experimental wass significant, next reciprocal teaching strategy had significant effect on students' reading comprehension in narrative text at grade IX of SMP N 5 Panyabungan.
So, the hypothesis was accepted.

CONCLUSION
Based on the result of the research and calculations of the data, the researcher got the conclusion that using reciprocal teaching strategy had the effect on students' reading comprehension in narrative text at grade IX of SMP N 5 Panyabungan. It could be seen from the mean score of experimental and control class (73.09>63.78) and the calculation of taccount > ttable (2.75>1.68). Hypothesis was accepted. So, reciprocal teaching strategy had significant effect on students' reading comprehension in narrative text at SMP Negeri 5 Panyabungan.
The result of this study showed that the use of herringbone technique has the effect on students' reading comprehension. Therefore, the following suggestions are offered: 1. The researcher on this occasion hoped that other researchers would conduct a research related to the topic of this study, further, especially to find out other strategy on students' reading comprehension in narrative text.
2. The Principal of SMP Negeri 5 Panyabungan, to motivate the teacher, especially English teachers to teach as well as possible by maximizing the using of reciprocal in teaching, because reciprocal teaching strategy can be used as an alternative way of teaching in teaching reading.
3. For the teacher, it is very wise to use reciprocal teaching strategy in reading because this strategy can stimulate students to have motivation especially in reading.
4. Other researcher, the findings of this research were subject matters which can be developed largely and deeply by adding other variables or enlarge the samples.