CHAPTER I INTRODUCTION

A. Background

Communication is really important for human being. It is because human is a social being and cannot live with himself. As a social being the human need a tool to make a relationship with others. Through the tool human can share their idea, news, information and express their feeling. Language is as a tool of communication and it cannot be separated. Language is absolutely important, through language we can know about emotion, intellectual, and social level of someone. However, language is used for communication. In every area or place has different kind of language and it is rely on the culture of each place. Nevertheless, every people with difference culture and language can make a communication that use international language. English is an international language and as a tool of communication between people in difference country. In English language, there are two types of skills which commonly discussed in teaching. There are macro skill and micro skill. Macro skill includes listening skill, speaking skill, reading skill, and writing skill. Micro skill includes grammar, vocabulary, pronunciation, and spelling.

The four macro skills are important to be taught but reading is really important activity that used in teaching and learning of language in classroom. Through reading, the reader can find more information or knowledge, and can get enjoyment that entertains the reader. Reading, like playing an instrument, is a complex skill that is not learn all at once. It takes most people many years to achieve a skillful performance (Pardede & Nazara, 2010). Reading is not like speaking; learning how to speak is easier then learning how to read. Speaking is easier to be taught because speaking always practiced but reading is practiced in some condition. Therefore, reading must be taught frequently, explicitly and systematically that the learner can achieve a skillful performance. Reading is one of receptive skill because the learners do not need to product language to do these; they receive and understand it (About Us: British Council). Reading is an exercise dominated the eyes and the brain. The eyes receive messages and then the brain work out the significance of these messages. Pardede & Nazara (2010) stated: Traditional view on reading tends to see reading as a passive activity in which the reader receives an authors message through his recognition and understanding of words and their patterns of relationship. In contrast of that view, the result of recent studies emphasize that reading is an active interaction (or communication) for information or enjoyment, between writer and reader mediated through text.

Reading is not to produce but it is need to understand. Reading with understanding is called reading comprehension. Reading comprehension is really important because through it the reader can get the point of the text or passage.

In teaching class, teachers commonly have some difficulties to help their students in reading comprehension especially for the longer text. In the other hand, the students do not want to read the text clearly. It makes the learning process of reading comprehension become more difficult. The first thing that the teacher doing is making the students interested, to make it the teacher can use some method or strategy of teaching reading. There are many kinds of teaching reading strategy but the writer focus on reciprocal teaching strategy. Reciprocal teaching is involved explicit instruction in the subjects' use of the strategies, such as predicting, clarifying, questioning and summarizing to develop their reading comprehension behaviors. Reciprocal teaching has four steps to help the learner understand about the text that they read. B. Problem of study

The problem of study in this research is there any significant effect of using reciprocal teaching to tenth graders reading comprehension at SMA PSKD VII, Depok? C. Objective of the study The objective of this study is to investigate the effect of using reciprocal teaching to tenth graders reading comprehension at SMA PSKD VII, Depok.

D. Significant of the Study The writer expects that this study could give useful information and give contribution to teacher, school, and other researcher. 1. The teacher, it can be useful information about the effectiveness of applying the reciprocal teaching in the class. 2. The school can see how far the reciprocal teaching influences the students reading comprehension in the class. 3. The other researcher, the result of this study can provide the basic information for conducting research in the same area.

E. Scope of Study
The writer makes the limitation for this study due to time and budget constraints. The participant in this study will be social eleventh grades students of SMA PSKD VII, Depok.

Method used in this study is Experimental Method. In this study, the writer will only focus to discuss the effectiveness of using reciprocal teaching toward social eleventh grade students reading comprehension.
F. Operational Definition Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text.