CHAPTER II
THEORITICAL
DESRIPTION
A.
Theoretical Description
1. Peer Tutoring Strategy
a. Definition of Peer Tutoring Strategy
Peer
means friend in the same age level while tutoring means private teacher. Peer
tutoring strategy is private teacher in the same age level give instruction and
assist in study. Peer tutoring is an instructional strategy that consist of
student partnerships, linking high achieving students with lower achieving
students or those with comparable achievement, for structured reading and math
study sessions.[1]
Peter also said that peer tutoring is a type of collaborative learning strategy
in which students support each other’s learning rather than relying solely on
an adult teacher.[2]
So, peer tutoring is one of collaborative learning strategy which smart
students as a private teacher for lower achieving students.
Peer
tutoring has been well validated for promoting the development of low-level
skills, such as spelling, math and reading.[3]
Peer tutoring also has been used with college students to develop higher-order
skills such as reading comprehension.[4]Nancy said peer tutoring involved
children acting as surrogate teachers whose aim was the transmission of
knowledge.[5]
In contrast, more modern conceptions of peer tutoring involve ‘people from
similar social groupings who are not professional teachers helping each other
to learn and learning themselves by teaching’.
Through peer-tutoring, students
learn to collaborate in pairs, to improve listening, understanding, and reading
comprehension. It means, one student, the tutor, asks the questions involving
facts or details while the other student, the tutee, must respond to the tutor
either verbally or by a written response. When the tutee responds correctly,
the tutor reinforces the tutee’s response and proceeds through the assigned
material. When the tutee responds incorrectly, the tutor must provide the
instruction for the tutee, with the teacher providing the necessary
scaffolding. To motivate students and keep them on task, competing tutor-tutee
teams can be assigned with students earning some reward (such as points) for
their work.
Anita
Lie said that teaching by peers (peer tutoring) was more effective than
teaching by teachers, this is due to the background of the student experience
that is similar to one another than with the schemata teachers. It means that learning process does
not have come from the teacher to students, but can also from students to other
students.[6]
Then, Suharsimi Arikunto said sometimes students easier accept teaching which
gave by seatmate or other friends because aren’t reluctant and embarrassed to
ask.[7]
Besides, Djalil
Aria said peer tutoring is a smart student help other student in same level
class.[8] The students easier get the lesson from
his/her friend than teacher.
Silberrnen
said peer tutoring is one of the teaching strategy based on active learning.[9]
Some of experts believe that the lessons really mastered only when the learner
is able to teach the other students. Peer tutoring provide opportunities and
encourage the learners to learn something well, and at the same time he became
a resource for others. Essence of this peer tutoring strategy is learning that
its implementation by dividing the class into groups - small groups, which are
source of learning not only the teacher but also peers who are good and quick
to master a particular material. In this lesson, students become tutors should
have a higher capacity compared with other friends, so when he gives guidance,
he was able to master the material to be delivered.
From the explanation above, the
researcher conclude the peer tutoring is a tutorial partnership in the same
class level age. Peer tutoring make students more active in learning because a
student easier get a lesson gave by his/her friend than teacher.
b. Peer Tutoring Characteristic
Characteristic is identification
sign of people or thing. Characteristic of peer tutoring important to know what
is the peer tutoring. Peer tutoring is a
student in a particular class that has the ability above average members who
have a duty to assist the difficulty member in understanding the teaching
materials. Using of this strategy expected that each member more easily and
freely in deliver the problems encountered so that students who encouraged her
enthusiasm for teaching good study material. Rico stated peer tutoring has three
major characteristics.
Firstly,
students are actively involved in making academic responses. Secondly,
instructional antecedents in the form of schedules, materials, classroom
management, activities, and classroom grouping for lessons are arranged to
maximize the active academic responses in the classroom. Finally, individual
and team reinforcement provide a consequence control on the opportunity of
academic response. Definitely, these three components make it possible for
students to have better learning achievement.[10]
So, based on the explanation above
the researcher conclude the characteristic of peer tutoring strategy are have a
tutor and tutee, have the material will be discussion, and to make the students
have better learning achievement.
c. The
Procedures of Peer Tutoring
Teaching is
the process of attending to people’s needs, experiences and feelings, and
making specific interventions to help them learn particular things. Strategy is someone manner to get
goals. Teaching strategy of peer tutoring is manner to doing teaching with
using peer tutoring as the strategy. Teaching strategy of peer tutoring, are:
1) Students take turns being the tutor
and the tutee. Students who participate in the strategy are ranked from highest
to lowest reading achievement. The first student on the “high” half of the list
is paired with the first student on the “low” list.
2) During the session, the students
practice using three specific reading strategies for comprehension. First,
students will read a text and then practice retelling what they just read. The
higher level student always goes first to demonstrate what to look for in the
text. The lower level student then goes next with the same set of reading
material. Second, pairs work on paragraph shrinking. The pairs practice reading
a single paragraph, and then they work to identify the main points. They have
to look for the most important piece of information that was present in this
one paragraph. The last strategy is prediction relay. This involves the
students predicting what a text is going to be about based on the title. After
they read the passage, they then get to evaluate their original prediction and
discuss whether or not they were correct. They then switch roles and the other
student gets to try prediction relay with new material.
3) Students are taught to correct their
partners’ errors, award points for being correct and provide consistent praise
and feedback.[11]
Next,
Saminanto said the peer tutoring strategy, are:[12]
1) Material
chosen is the material can be taught by students in alone. The material divided
to sub-material.
2) The
students divided in to heterogeneous small groups as many as the material will
be informed by teacher. The smart students spread in every groups and acted as
a tutor.
3) Every
students giving task to teach the sub material guided by tutor.
4) Give
them exactly time to preparations, in the class although out class.
5) Every
group extended the sub material or completion their task in front class,
appropriate with the task gave. The teacher acted as prime informant.
Last, Hadi Susanto also said the
teaching strategies of peer tutoring are:
1) Choose a material that allows the
material can be studied by students independently. The subject matter is
divided into sub-sub-material (material segment).
2) Divide students into small groups
are heterogeneous, as sub-sub material to be submitted by teachers. Intelligent
students divided in each group and act as a tutor.
3) Every group was given task to
studying one chapter material. Every group was guided by intelligent students
as a tutor.
4) Give them some time, both in the
classroom although outside the classroom.
5) Every group through a representative
delivered sub material according to the task that has been given. Teachers act
as the main resource person.
6) After the group presents their tasks
in order of sub materials, give conclusions and clarification if there is an
understanding of students needs to be clarified.[13]
From the opinion of expert above,
the researcher concludes the teaching strategies of peer tutoring are choose
a material that allows to be studied by students independently. Teaching
material is divided into sub-sub material. Divide students into small groups
are heterogeneous as much as 5-7. Divided intelligent students in every group
and act as a tutor. Every group was given task to study the material. Every
group was assisted by students who are good as a tutor. Give them enough time
for preparation, both in the classroom and outside the classroom. Every group
through a representative to convey his duties in sequence according to the
material, give conclusions and clarification if there is an understanding of
students need to be clarified.
2.
Lecture
Strategy
Lecture
Strategy is traditional strategy because this strategy had be used long since
is as an oral communication tool between teacher and students in interaction
educative. Moreover in educative and traditional teaching it is like in rural
that have weakness in learning facilities and teacher.[14]
So, lecture strategy is strategy which is conducted by the teacher to
teach the material to students based on mutual agreement in a school.
There
are some steps of lecture strategy, they are:
1 Preparation
( create the learning condition to students)
2 Implementation
(teacher conveys the material then given opportunity to students for connecting
and comparing the material of lecturer that had accepted through catechizing)
3 Evaluation
(give a test to students for looking students’ comprehension about material
that had learned).[15]
In another source stated that there are
three steps of Lecture strategy, they are:
1)
Opening Phase
a. Formulate
goals to be achieved.
b. Determine
the main points of the material to be explain.
c. Prepare
tools.
2)
Presentation
Phase
a. Maintain
continuous eye contact with students.
b. Present
learning materials in systematic, no bounding to be easily captured by the
students.
c. Respond
to immediate students responses.
d. Keep
the class conducive and exciting to learn.
3)
Closing Phase
a.
Giving
conclusion of subject matter
b.
Evaluate the students’
ability in learning process by given a test based on the subject matter that
have been learned.[16]
Based
on observation the researcher in SMA Negeri 8 Padangsidimpuan, the researcher
concluded that the strategy used by teacher in teaching especially teaching
reading is lecture strategy. Strategy used by teacher in teaching reading in
SMA Negeri 8 Padangsidimpuan, they are:
1 Teacher gives the lesson.
2 Teacher explains the material by speech
strategy
3 Teacher asks the students to read the
text but doesn’t teach a way to read it.
4 Teacher gives a test to students for
looking students’ comprehension about material had learned.
3.
Reading
Comprehension
a. Definition of Reading Comprehension
Basically,
reading and comprehension cannot be separated. Because, reader in read text
must be comprehend to get more information. Reading comprehension is the
process of making sense of text, a complex, multifaceted activity that calls on
the reader’s thinking and problem solving skills.
Reading
comprehension is the ability to understand information presented in written
form. Reading comprehension is mental process in which the readers try to
understand the meaning in the text by interpreting what have been read in order
to find the new idea that given by the writers. And also, “reading
comprehension are complex process which take part of useful of good and poor
ability”.[17]
In other word, reading comprehension is ability of the reader to understand the
text and comprehend the mean of the text.
Goodman in Wayne Otto stated that
reading comprehension is interaction between thought and language and bases
evaluation of success in comprehension on the extent to which the reader’s
reconstructed message agrees with the writer’s intend message.[18]
Next, Tarigan gave the definition of reading comprehension it is reading
activity that interpreting the experience in connecting new information with
the prior knowledge, and also to answer the cognitive questions.[19]
In
addition, Jeremy Harmer states: “Reading comprehension is not stopping for every
word, not analyzing everything that the reader or speaker includes in the
text”.[20]
It means that readers are able to take in a stream of discourse and understand
the gist of it without worrying too much about the details, so reading
comprehension is the power of understand about reading the text.
Based on explanation above, reading
comprehension is the process of readers to get comprehension about what the
readers want to know and also the information they need by thinking in their
mind.
b.
Assessment
of Reading Comprehension
Assessment
requires planning and organization. The key lies in identifying the purpose of
reading assessment and matching instructional activities to that purpose.
Assessment is a tool to measure how far the students ability and comprehension
of material.[21]
There are some techniques to test reading comprehension, they are: multiple
choice questions (MCOs), short answer questions, cloze, etc, and to measure
students reading comprehension researcher choice multiple choice question. In
this research, the researcher will use multiple choice to test students reading
comprehension. Multiple choice test item is usually set out in such a way that
the candidate is required to select the answer from a number of given options.
The answer is only one of which is correct.
In
assessing Reading comprehension has some indicators. The indicators are
students able to:
1)
Identify the
topic from the text.
2)
Identify main
idea from the text.
3)
Identify
information that needed from the text.
4)
Give conclusions
from the text.
5)
Understand the
vocabulary from the text.[22]
So,
in this research, the researcher will take all of the indicator of reading
comprehension.
4.
Narrative
Text
Narrative text is the imaginative story to entertain
the people. Narrative text is an imaginative story to entertaining or amusing
the readers.[23]Narrative
text is a story with complication or problematic events and it tries to find
the resolutions to solve the problems.[24]
An important part of narrative text is the narrative mode, the set of methods
used to communicate the narrative through a process narration. The Purpose of
Narrative Text is to amuse or to entertain the reader with a story.
Generic structure of narrative text, are:
1)
Orientation
This part is
commonly mentioned in the first paragraph, it can be called as an introductory
part of a story. The narrator let the readers know where and when the story
takes place and who are involved in the story called as characters. Every event
must be supported by some characters which participated in a story. Characters
regard as a particular role in a story. The characters mention such as
beautiful, helpful, selfish, faithful, etc. In the part of orientation,
students could mention not only adjectives which belongs to the characters but
also physical characteristic such as; weight, age, height and so forth.
2)
Complication
In this part,
the narrator tells us about something that will begin in a series of event.
This event will influence toward one or some characters. The complication is a
trigger.
3)
Resolution
This part can
be found in the end of the story. The narrator finishes the story by giving
readers and listener about a problem solving of complication or the
complication is sorted out.
4)
Coda
The narrator
will put together a coda in the text if there is a moral value or message from
the story which could become as learning for both the readers and listeners.[25]
Language
features of narrative text are focus on specific or individual participants,
using of past tense and using of temporal conjunction and temporal
circumstances, ex: the, after, that, once
upon a time, etc.
Example:
Three Fishes
Orientation: Once, three fishes lived in a pond. One evening, some
fishermen passed by the pond and saw the fishes. 'This pond is full of fish',
they told each other excitedly. 'We have never fished here before. We must come
back tomorrow morning with our nets and catch these fish!' Then the fishermen
left.
Complication:When the eldest of the three fishes
heard this, he was troubled. He called the other fishes together and said, 'Did
you hear what the fishermen said? We must leave this pond at once. The
fishermen will return tomorrow and kill us all!' The second of the three fishes
agreed. 'You are right', he said. 'We must leave the pond.'
But the youngest fish laughed. 'You
are worrying without reason', he said. 'We have lived in this pond all our
lives, and no fisherman has ever come here. Why should these men return? I am
not going anywhere - my luck will keep me safe.'
Resolution: The eldest of the fishes left the pond that very evening
with his entire family. The second fish saw the fishermen coming in the distance
early next morning and left the pond at once with all his family. The third fish
refused to leave even then.
The fishermen arrived and caught all
the fish left in the pond. The third fish's luck did not help him - he too was
caught and killed.
Coda: The fish who saw trouble ahead and
acted before it arrived as well as the fish who acted as soon as it came both
survived. But the fish who relied only on luck and did nothing at all died. So
also in life.
A.
Review of Related Findings
There are
some findings related to this research. Firs, Yanuar Irakas Prihatno has done
research. The result of the research was mean score of the students in the pre-test
was 66.26, whose the highest and lowest score in turn were 88, and 32 and they
averagely got 7.21 in the post-test having 85 as the biggest, and 55 as the
smallest score. It indicated that the students’ scores improved during the
implementation of peer tutoring.[1]
The
second, Dika Prima Nugraha also has done
research. The result of the research had shown that Peer Tutoring could be an
effective technique to improve the students’ reading comprehension. This
conclusion came from the analysis of the test result.[2]
The last, Besty
Maghfiroh also has done research. The result of the research had shown
that Peer Tutoring could be an effective method to increase the students’
interest and matematika study result. This conclusion came from the analysis of
the test result.[3]
Based
on above explanation, the similarity between this research is related to the
approach employed. Meanwhile, the differences are related to the location of
research, the time of research, and the grade of the students being
participants.
B.
Conceptual Framework
The
concepts of peer tutoring employed to improve the students’ reading
comprehension have been presented. The conceptual framework, they are: in
the context of English communicative competence includes four major aspect
categorized in to main ways was receptive competence and productive competence.
Receptive competence consists of two different modes of language behavior,
namely listening and reading. Productive competence consists of two modes,
namely speaking and writing. Reading is one of basic language skills that should be
mastered by the students. This is because reading is useful to get information,
knowledge and values. Many people believe that reading is the most effective
way to get information from a text clearly. By reading, people can get the
information in a text and make meaning from it. But, in the fact there were
still many problems appearing in the process of teaching reading.
Based on
my observation in SMA Negeri 8 Padangsidimpuan, I could see an urgent problem
to overcome soon. It was the students’ grouping model which existed in the
classroom. During the lesson, the students who chose to take a seat in the back
rows. Moreover, they were easily provoked to be noisy. Contrary, they who were
sitting down on the front rows instead concentrate to see what their friends
were doing.
On that
case, I would like to try to effect the condition in the classroom by pairing
the students on different abilities called peer tutoring. Peer tutoring with
assigned partners (tutor and tutee) was often used for tasks that require two
students to work together. Then the teacher might group the students based on
the various levels of ability. Before the implementation, the students were
trained to interact as tutor and tutee to work in small groups. Whenever the
students were attracted, they would be automatically motivated to read.
|
Students’ problems are: 1. Students
reading competence was still low. 2. The
students still lack of vocabularies related to the topic of the text that
will be read. 3. The
students uninterested in teaching reading.
|
Based
on picture above, peer tutoring strategy is a teaching strategy used by teacher
to teach reading narrative text. Peer tutoring strategy is suitable with
narrative text, because this strategy will help students’ problem in reading
comprehension. First, researcher gave pre-test to know the students’ reading
comprehension before treatment. Then, researcher gave treatment with peer
tutoring strategy for experimental class and lecturer strategy for control class.
The last, researcher gave post-test to find out the effect of peer tutoring
strategy to students’ reading comprehension at grade X SMA Negeri 8
Padangsidimpuan.
C.
Hypotheses
The hypothesis of this research stated
that:
Ha:
There is a significant effect of using peer tutoring strategy to students
reading comprehension in narrative text at grade X SMA Negeri 8 Padangsidimpuan.
Ho:
There is no significant effect of using peer tutoring strategy to students
reading comprehension in narrative text at grade X SMA Negeri 8 Padangsidimpuan.
[1] Yanuar
Irakas Prihatno, Improving Grade X Students’ Reading Comprehension by Using
Peer Tutoring at MAN III Yogyakarta”, 2014, accessed from http://eprints.uny.ac.id/19826/1
/Yanuar%20 Irakas%20Prihatno%2009202244030.pdf,
Retrieved
on
[2] Dika
Prima Nugraha Putra, Improving Grade XI Students’ Reading Comprehension by
Using Peer Tutoring at SMA N 1 Pleret, 2013, accessed from http//:eprints.umk.ac.id/1173/1/TITLE.pdf. Retrieved on
[3] Besty
Maghfiroh, Pengaruh Strategi Pembelajaran
Kooperatif Model Tutor Sebaya (Peer Tutoring) Terhadap Minat dan Hasil Belajar Matematika
Kelas V Madrasah Ibtidaiyah Darul Huda Ngaglik Bandulan Sleman Yogyakarta,
2012, accessed from http://digilib.uin-suka.ac.id/9948/1/
BAB%20I%2C%20 IV%2C%20DAFTAR%20PUSTAKA.pdf.
Retrieved
on
[1] Joan
walker, Using Peer Tutoring to Facilitate Accessed, accessed from http://wee
jeelearning.com/portfoliofiles/hill_center_di/assets/resources/PeerTutoring.pdf. Retrieved on
[2] Peter,
Mentoring and Tutoring, accessed from http://www.unicommons.com/node/6975. Retrieved
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[3] L.
S. Fuchs Fuchs, D., Phillips, N. B., Hamlett, C. L., &Karns, K. Acquisition
and transfer effects of classwide peer-assisted learning strategies in
mathematics for students with varying learning histories School Psychology Review, (24), 1995,
p. 604-620, assessed from https://eric.ed.gov/?id=EJ
589164,
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[4] D. F. Dansereau, Transfer
from cooperative to individual studying. Journal of Reading, (5),1987, p. 614-619, assessed from goo.gl/uZUilo, retrieved on
[5] Nancy Falchikov, Learning Together Peer Tutoring in Higher
Education, (New York: RoutledgeFalmer, 2001), p. 3-4.
[6]Anita Lie Hidayati, Cooverative Learning, (Jakarta:
Grasindo, 2004), p. 7.
[7]Arikunto Suharsimi, Pengelolaan Kelas dan Siswa, (Jakarta:
Rajawali, 2002), p. 62.
[8]Djalil Aria, Pembelajaran Kelas Rangkap, (Jakarta:
Depdikbud, 2001), p. 38
[9] Mell. Silberrnen, 101 Strategi Pembelajaran Aktif (Active
Learning), Terj. Sarjuli dan Azfat Ammar, (Jakarta: Yakpendis, 2001), p.
157.
[10] L.
Rico, Classwide Peer Tutoring: Student Perception and Effectiveness, A
Disertation: Post Graduate Program, ( University of Hongkong, 2003), p.15,
assessed from http://hub.hku.hk/
bitstream/10722/30097/1/FullText.pdf?accept=1,
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[11]
Topping ,The peer tutoring handbook:
Promoting cooperative learning, accessed fromhttps://www.oakland.edu/Assets/upload/docs/WRT/Peer_Tutoring_in_Reading_Comprehension.pdf.
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[12] Saminanto. PTK (Semarang: Rasail Media Group,
2010), p. 48.
[13]
Hadi susanto,
Belajar dan Mengajarkan, accessed
from https://bagawanabiyasa.word
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[14] Syaiful Bahri Djamarah,
Guru dan Anak Didik (dalam Interaksi Edukatif),
(Jakarta: PT. Rineka Cipta, 2000), p. 205.
[15] Syaiful Bahri Djamarah,
Guru dan Anak Didik….. p.99.
[16] Umar Farooq, The Procedures of Teaching Lecture Technique,
accessed from http://www.study lecture
notes.com/social-education/382-lecture-method-of-teaching-definiton-steps-html.
Retrieved on November 01th 2017 at 09.05 a.m.
[17] Golden Wainwright, Speed Reading Better Recalling , (Jakarta:
Gramedia,2007), p.42.
[18] Wayne Otto, How to Teach Reading, (America: Addisen
Wesley Publishing, 1979), p. 161
[19] Henry Guntur Tarigan,
Membaca Sebagai Keterampilan Berbahasa,
(Bandung: Aksara, 1990), p.7.
[20] Jeremy Harmer, The Practice Of Language Teaching,(Malaysia:Longman,2003),
p.202.
[21] J. Michael O’Malley
and Lorraine Valdez Pierce, Authentic
Assessment for English Language Learners (Amerika: Addison Wesley
Publishing Company, 1996), p. 98.
[22] Ibid.
[23]Joko Priyana,
dkk, Be smart in English for Grade X of
Senior High Schools, (Jakarta, Grasindo: 2008), p. 50.
[24]Aris munan,
Developing English Competencies, accessed
fromhttp://duoulala.blogspot
.co.id/2013/07/narrative-text-definition-purposes.html.
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[25] Mark
and Kathy Anderson, Text Types in English 3, Sydney: McMillan, 1997, p.
4.
