Reciprocal teaching of reading comprehension in a New Zealand high school

1995 ◽  
Vol 32 (3) ◽  
pp. 225-232 ◽  
Author(s):  
Julia Westera ◽  
Dennis W. Moore
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
New Zealand ◽  
Reciprocal Teaching ◽  
Teaching Of Reading

scholarly journals RECIPROCAL TEACHING OF READING TO PROMOTE STUDENTS’ CRITICAL THINKING

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Fitri Lestari Sriwahyuni ◽  
R. Bunga Febriani ◽  
Luthfiyatun Thoyyibah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Critical Thinking ◽  
Junior High School ◽  
Ninth Grade ◽  
Reciprocal Teaching ◽  
English Teacher ◽  
Teaching Reading ◽  
Teaching Of Reading

This paper is a case study that aims at finding out the Reciprocal Teaching of Reading to Promote Students’ Critical Thinking. The researchers used a case study in this qualitative research. The research participants of this study were the ninth grade of Islamic Junior High School in Tasikmalaya, consist of twenty five students. In collecting data, the researchers used triangulation method as data collection techniques. The instruments are observation, interview, and questionnaire. The result showed that most of students’ perceptions are good. It is recommended for English teacher to used Reciprocal Teaching in Reading to promote students’ critical thinking.Key words: Reciprocal Teaching, Reading, Students’ Critical Thinking

scholarly journals The Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated Reading and Composition' on the Reading Comprehension of Iranian EFL Intermediate Students

2019 ◽  
Vol 9 (9) ◽  
pp. 1111
Author(s):  
Zahra Kamdideh ◽  
Reza Vaseghi ◽  
Saeedeh Talatifard
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Total Population ◽  
Reciprocal Teaching ◽  
Test Results ◽  
Intermediate Students ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Explicit Teaching ◽  
Post Test

The present study investigated the effects of Reciprocal Teaching of Reading (RTR) and Cooperative Integrated Reading and Composition (CIRC) on the reading comprehension of Iranian EFL intermediate students. After administering the Preliminary English Test (PET) to a total population of 53, this researcher selected an almost homogeneous group of 42 Iranian intermediate students and randomly assigned them to two groups of CIRC and RTR techniques – 21 students per group. Based on their scores, both classes were divided into 7 almost heterogeneous teams - three members each. Both groups received the same instruction for five weeks and the course lasted for 15 sessions of 90 minutes. Whereas the RTR group experienced their reading course via RTR, which emphasizes explicit teaching of reading strategies, the other group experienced their reading course through CIRC. Upon the end of the treatment, a PET was administered to both groups as post-test. The scores of the post-test were compared with those of the on pre-test. Results showed that RTR had a more significant effect on the improvement of reading comprehension of the participants. The factors that led to the results of the study and the pedagogical implications for EFL teachers, syllabus designers and materials developers are discussed. In addition, she suggests recommendations for further research.

scholarly journals Competitive Team-based Learning vs. Reciprocal Teaching of Reading: A Study in Reading Classes

2019 ◽  
Vol 10 (3) ◽  
pp. 489
Author(s):  
Fatemeh Salari ◽  
Seyed Mohammad Hassan Hosseini
Keyword(s):  
Reading Comprehension ◽  
Statistical Significance ◽  
Reciprocal Teaching ◽  
Placement Test ◽  
Intermediate Students ◽  
Teaching Of Reading ◽  
Team Based Learning ◽  
Comprehension Ability ◽  
The University ◽  
Experimental Group

This study was an experimental investigation on the effects of a new innovative approach to ELT/Education namely Competitive Team-Based Learning (CTBL), developed by Hosseini (2009, 2019) at Mashhad Rooyan Research Center in Iran, and Reciprocal Teaching of Reading (RTR), developed by Palinscar, at the University of Michigan and Brown (1985), at the University of Illinois at Urbana-Champaign, on the reading comprehension of Iranian EFL intermediate students. See the introductory 17-minute video to CTBL at https://youtu.be/cPtOUaIkJlk or at http://www.aparat.com/v/i32tK. After administering Interchange placement test to a total population of 75, and after ensuring that the participants were homogenous and at intermediate level, sixty students were selected, based on their scores in the pretest. Then, they were randomly assigned to two experimental groups – thirty per group. Each class was divided into seven teams of four – the two remaining students in each class worked in pairs. Before the experiment, the researchers conducted the Interchange reading test. In the course of experimentation, while the first experimental group was instructed via RTR method of CL, the second experimental group was instructed via Hosseini's approach to (language) teaching (i.e., CTBL). At the end of the study, the reading comprehension test (posttest) was used to assess the probable progress in the reading comprehension ability of the students. Independent samples T-test illustrated statistical significance at P≤0.05 level that proved the superiority of CTBL over RTR on the participants' reading comprehension achievements. Suggestions to researchers have been put forward at the end of the present article.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

THE EFFECT OF USING WRITTEN RETELLING STRATEGY TOWARD THE STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SENIOR HIGH SCHOOL KARTIKATAMA METRO LAMPUNG INDONESIA

2018 ◽  
Vol 1 (3) ◽  
pp. 26-37
Author(s):  
Rana Wijaya ◽  
M.Ihsan Dacholfany
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Language Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Senior High School ◽  
Second Grade ◽  
Control Group ◽  
Significance Level ◽  
Written Retelling

Reading is one of the important aspects of language learning. By reading, the learners get knowledge and information. But in reality, students are often ignoring to mastering this skill. It is the researchers found in the second grade of SENIOR HIGH SCHOOL Kartikatama Metro Lampung Indonesia, where students have difficulty in reading comprehension, so this leads to lower their learning. Therefore, to improve students' reading comprehension ability, researchers used Written Retelling Strategy (WRS) in the learning process.        The purpose of this study was to determine whether the use of Retelling Written Strategy (WRS) has a positive effect on students' reading comprehension in learning English. Written Retelling Strategy (WRS) considered as one strategy that makes students more active and fun in the learning process to comprehend some text.        Forms of this research are Quantitative Research conducted in two classes. Each class is divided into the trial and reserve grade. Author implements True Experimental Design (Pure Research) by applying a pre-test and post-test as an instrument. In accordance with the method of this study, the data were analyzed using t-test that allows knowing the difference between the experimental group that used a class of written retelling strategy and the control group who did not use written retelling strategy. Finally, the research data show that t observations = 3,590 and is included in the category of high impact. Furthermore, t observation T Table consult with a significance level of 5% = 2.010 and 1% = 2,682, the data states that t observations greater than the T Table, this could mean that Hi is received. And could mean that there is a positive and significant influence between experiment class and class control on the use of written retelling strategy at second grade of Senior High School  Kartikatama Metro.

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