TY  - GEN
ID  - eprints9337
UR  - http://digilib.unila.ac.id/9337/
A1  - 0543042066, Arie Handayani
Y1  - 2012/03/06/
N2  - Reading is a complex cognitive process of decoding symbols for the intention of
deriving meaning (reading comprehension) and or constructing meaning. The
problems of the study are the students have difficulty in comprehending in reading
text.  Some factors that cause students difficulties in comprehending the text are
interest in the material (the text), schemata, and ignoring reading technique.

The objectives of this research are to find out whether there is a significant
difference in reading comprehension achievement between those taught through
Reciprocal Teaching Technique and those taught through Contextual Teaching
and Learning and to investigate which strategy is more effective to improve
students? reading comprehension achievement. The research applied pretest
posttest control group design. This experimental method deals with two groups:
an experimental class and a control class. The samples of the research were the
second grade of SMPN 5 Metro. 

The results show that the mean of students? posttest scores in the experimental
class is higher than the mean of students? posttest scores in the control class, that 
is 83.20 is higher than 70.83, with the mean difference is 12.37. The value of two
tail significant is 0.000. it means that H
0 
was rejected and H
was accepted since
0.000 < 0.05.  The conclusion of this research is that there is a significant
difference of students? reading comprehension achievement between the students
taught through Reciprocal Teaching Technique and Contextual Teaching and
Learning. RTT is more effective to help students improve their reading
comprehension.

TI  - A COMPARATIVE STUDY OF STUDENTS? READING
 COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT
THROUGH RECIPROCAL TEACHING TECHNIQUE AND THOSE 
TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING  
AT THE SECOND GRADE OF SMP NEGERI 5 METRO
AV  - restricted
ER  -