THE EFFECT OF RECIPROCAL QUESTIONING STRATEGY IN COOPERATIVE LEARNING SETTING TOWARD STUDENTS’ READING COMPREHENSION OF SMA NEGERI 4 SINGARAJA IN ACADEMIC YEAR 2016/2017

Abstract

Penelitian ini ditujukan untuk menginvestigasi ada atau tidaknya perbedaan yang signifikan dalam kemampuan memahami bacaan antara siswa yang diajar menggunakan strategi Reciprocal Questioning dalam situasi Cooperative Learning dan siswa yang diajar menggunakan metode konvensional. Penelitian inimerupakan penelitian eksperimen dengan desain Post-test Only Control Group. Penelitian ini dilaksanakan di SMA Negeri 4 Singaraja. Populasi pada penelitian ini adalah siswa kelas sebelas di SMA Negeri 4 Singaraja pada tahun akademik 2016/2017 dengan 60 siswasebagaisampel yang dipilih menggunakan teknik random sampling. Data dikumpulkan dengan menggunakan reading comprehension test. Data yang terkumpul dianalisis dengan t-test yang dibantu oleh SPSS 23. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara siswa kelas sebelas yang diajar menggunakan strategi Reciprocal Questioning dalam situasi Cooperative Learning dan siswa yang diajar menggunakan metode konvensional (t=3.845, p<0.05) dalam memahami bacaan, dimana pencapaian siswa yang diajar menggunakan strategi Reciprocal Questioning dalam situasi Cooperative Learning lebih baik dibandingkan dengan pencapaian siswa yang diajar menggunakan metode konvensional.
Kata Kunci : cooperative learning, kemampuan memahami bacaan, metode konvensional, reciprocal questioning

This research was aimed at investigating whether or not there was a significant difference on reading comprehension between eleventh grade students who were taught by using Reciprocal Questioning Strategy in Cooperative Learning Setting and those who were taught by using conventional method. This research was an experimental research with Post-test Only Control Group Design. This research was conducted on SMA Negeri 4 Singaraja. The population of this research was the eleventh grade students of SMA Negeri 4 Singaraja in academic year 2016/2017 with the sample of 60 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed using t-test assisted with SPSS 23. The result of the research showed that there was a significant difference between eleventh grade students’ reading comprehension between students who were taught by using Reciprocal Questioning Strategy in Cooperative Learning Setting and those who were taught by using conventional method (t= 3.845, p < 0.05) in which students who were taught by using Reciprocal Questioning Strategy in Cooperative Learning Setting achieved better than students who were taught by using conventional method.
keyword : conventional method, cooperative learning, reading comprehension, reciprocal questioning strategy