scholarly journals PEMAHAMAN KONSEP SISWA KELAS VII SMP DALAM MATERI GARIS DAN SUDUT MELALUI PENDEKATAN RECIPROCAL TEACHING

2020 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefanny Hepta Augustine ◽  
Yusuf Hartono ◽  
Indaryanti Indaryanti
Keyword(s):  
Reciprocal Teaching

Penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan kemampuan pemahaman konsep matematis siswa menggunakan pendekatan model Reciprocal Teaching  pada materi garis dan sudut. subjek penelitian ini adalah siswa kelas VII SMP di Kota Palembang tahun ajaran 2019/2020 yang berjumlah 15 siswa. Proses pembelajaran yang digunakan yaitu menggunakan pembelajaran daring online yang disesuaikan dengan tahapan-tahapan Reciprocal Teaching. Teknik pengumpulan data yang digunakan adalah tes tertulis yang terdiri atas 5 soal, kemudian didukung oleh observasi aktivitas siswa untuk memperoleh data tambahan. Berdasarkan hasil penelitian diperoleh hasil kemampuan pemahaman konsep matematis siswa menggunakan pendekatan model Reciprocal Teaching pada materi garis dan sudut pada 15 siswa kelas VII SMP di Kota Palembang terkategori baik dengan rincian : presentase siswa yang memiliki kemampuan pemahaman konsep matematika dengan kategori sangat baik adalah sebanyak 40%. Serta persentase rata-rata dari data tes kemampuan pemahaman konsep matematis siswa sebesar 78,86%  termasuk dalam kategori baik. 

Assessment of Reciprocal Teaching on Comprehension for Poor Word Decoders

1994 ◽  
Author(s):  
Mina C. Johnson ◽  
Dick Olson ◽  
Barbara Wise
Keyword(s):  
Reciprocal Teaching

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.

PENERAPAN MODEL PEMBELAJARAN RECIPROCAL TEACHING DIPADU DENGAN READING, QUESTIONING, AND ANSWERING UNTUK MENINGKATKAN HASIL BELAJAR DAN RETENSI SISWA KELAS XI SMA NEGERI 7 AMBON PADA MATERI SISTEM EKSKRESI

2019 ◽  
Vol 1 (1) ◽  
pp. 9-15
Author(s):  
Yeslina Patty ◽  
M Nur Matdoan ◽  
S Liline ◽  
Tri Santi Kurnia
Keyword(s):  
Reciprocal Teaching

Penelitian untuk mengetahui hasil belajar dan retensi siswa dengan penerapan model pembelajaran Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering pada materi sistem ekskresi telah dilakukan pada tanggal 21 Mei – 21 Juni 2018. Teknik pengumpulan data dengan menggunakan tes untuk untuk mengetahui hasil belajar siswa dan  retest untuk mengetahui retensi siswa. Lembar observasi digunakan untuk mengetahui nilai afektif dan psikomotor siswa. Data hasil penelitian dianalis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering dapat meningkatkan hasil belajar siswa dengan perolehan rata-rata nilai formatif yaitu 83.43. Namun, model pembelajaran Reciprocal Teaching dipadu dengan Reading, Questioning, and Answering tidak berpengaruh pada retensi siswa.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Implementation quality of principles of reciprocal teaching in whole-classroom settings: a two-year study with low-achieving adolescents

2021 ◽  
pp. 1-35
Author(s):  
M. Okkinga ◽  
A. J. S. van Gelderen ◽  
E. van Schooten ◽  
R. van Steensel ◽  
P. J. C. Sleegers
Keyword(s):  
Reciprocal Teaching ◽  
Implementation Quality

Reciprocal Teaching: A Review of the Research

1994 ◽  
Vol 64 (4) ◽  
pp. 479-530 ◽  
Author(s):  
Barak Rosenshine ◽  
Carla Meister
Keyword(s):  
Standardized Tests ◽  
Effect Size ◽  
Cognitive Strategies ◽  
Reciprocal Teaching ◽  
Future Research ◽  
Journal Articles ◽  
Unpublished Studies ◽  
Comprehension Tests

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenter-developed comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.

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