The Effectiveness of Reciprocal Teaching Method Embedding Critical Thinking Towards MIA Second Graders’ Reading Comprehension of MAN 1 Kendari

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Andi Ayu Lestari
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Test Scores ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Second Graders ◽  
Reciprocal Teaching ◽  
Comprehension Test ◽  
Qualitative Approaches ◽  
Post Test

This research is aimed to investigate the effectiveness of reciprocal teaching strategy embedding critical thinking for students’ reading comprehension at the second grade of MIA at MAN 1 Kendari. Quantitative and qualitative approaches were employed to investigate the effectiveness of the method, as well as students’ perception. The study was guided by two research questions: (a) does reciprocal teaching method embedding critical thinking (RTT+) affect MIA second graders’ reading comprehension; (b) how do students perceive RTT+? Ninety-seven students participated in the present study.    The instruments   of   the   study   were   reading   comprehension   test   and questionnaires. Reading comprehension test was administered on two different occasions; before and after treatment, whereas questionnaires were administered prior to the end of the study. Paired sample t-test was employed to examine possible differences in students’ pre- and post- test  scores. The  results  show  significant  improvement  in  students’  post-test  scores. Implications of the study will be critically discussed in this paper. Key words: Reciprocal Teaching Method, Critical Thinking, RTT+, Reading Comprehension.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON REPORT TEXT

2019 ◽  
Vol 2 (5) ◽  
pp. 601
Author(s):  
Elisa Yulianti ◽  
Eko Setiawan
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Second Grade ◽  
Learning Method ◽  
Teaching Reading ◽  
Know How ◽  
Post Test ◽  
Reciprocal Method ◽  
Report Text

The objective of this research is to know how to use of reciprocal methods to teaching reading comprehension of the senior high school in second grade. The background of the research is to help students’ to cope the difficulties in reading report text, because there are still many students who find it difficult to read English and the lack of reading comprehension of students in class XI Animation of SMK TI Garuda Nusantara Cimahi with the aim to know whether there is an increase in student scores after using the Reciprocal Learning method.  The author uses the reciprocal method to increase the ability of students to read comprehension. This research is quantitative by using experimental research methods. After conducting the research obtained the data pre-test (80) and post-test (95). Based on these data, it can be concluded that the use of reciprocal methods in the report text material can improve reading comprehension in students of class XI Animation 2 Vocational School of TI Garuda Nusantara Cimahi.

THE EFFECT OF USING RECIPROCAL TEACHING METHOD ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Yohana Siburian And Tjut Ernidawati
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

This study deals with the effect of Reciprocal Teaching Method on Students’ Achievement on Reading Comprehension on narrative text. The population of the study was the 2015/2016 academic year second semester grade XI students of SMA Negri 1 Paranginan Humbang Hasundutan. The samples were two classes, namely XI IPA 1 and XI IPA 2, with the total was 60 students selected by applying random sampling. The sample was divided into two groups. Experimental group (XI IPA 1) was taught by applying Reciprocal Teaching Method while the control group (XI IPA 2) was taught without applyingReciprocal Teaching Method. The data of this research were taken from the students’ score of reading narrative text test. The calculation showed that the coefficient of the test was 0.64, it showed that the test was reliable and the reliability was substantial. There were two data used in this research. They were pre-test and post-test. The data were analyzed by using t-test formula to show the effect of applying Reciprocal Teaching Method on students’ achievement in reading narrative text. After analyzing the data, the finding indicates that t-observed was higher than t-table (4,00 > 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It means that applying Reciprocal Teaching Method has significantly affected on the students’ achievement in reading narrative text. It implies that Reciprocal Teaching Method is a significant technique for teaching reading narrative text.

scholarly journals أثر استخدام استراتيجية التدريس التبادلي في تنمية فهم المقروء لدى طالبات من قسم الإعداد اللغوي بجامعة الراية

2018 ◽  
Vol 2 (01) ◽  
pp. 23-32
Author(s):  
Nur Hanifah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Female Students ◽  
Reciprocal Teaching ◽  
Variation Method ◽  
Good Effect ◽  
Comprehension Skill ◽  
The Impact

Learning strategies are the steps that the students use to enhance their learning process. Strategies are important in learning a language in particular, as they are effective, self- directed is able to offer progress in a smart way and can increase their self- confidence. In order to achieve the objectives of the study, the researcher was used a scientific method, that is the experimental method. Sample of the study consisted of thirty (30) female students from STIBA of Ar-Raayah, where the sample was divided into two groups: the experimental group consisted of (15) female students, and the control groups consisted of (15) female students. The instrument of the study is a test of reading skill before and after applying Reciprocal teaching, which paved the researchered to know the impact of using reciprocal teaching method in development of reading comprehension skill. This study had shown that there were good effect of using reciprocal teaching strategy in the development reading comprehension skill for students, proved that this strategy helps to develop of reading comprehension skill and measurement for variation method teaching in STIBA of Ar-Raayah.

The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: Reflections of the pupils and their teacher

2021 ◽  
Vol 9 (3) ◽  
pp. 679-686
Author(s):  
Sultan Selen Kula ◽  
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Classroom Teacher ◽  
Teaching Strategy ◽  
Intervention Group ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Positive Effects ◽  
Significant Difference ◽  
Post Test

This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.

scholarly journals The Effect of Using Reciprocal Teaching Strategy on Students’ Reading Comprehension and Attitude toward Reading in Seventh Grade Students in Kuwait

2013 ◽  
Vol 7 (3) ◽  
pp. 344
Author(s):  
Hend A. Almaian
Keyword(s):  
Reading Comprehension ◽  
Test Scores ◽  
Teaching Strategy ◽  
The Other ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Teaching Reading ◽  
Seventh Grade ◽  
Students Attitudes ◽  
Experimental Group

The purpose of this study was to investigate the effect of using reciprocal teaching strategy on reading comprehension and on students' attitude toward reading for seventh grade students in Kuwait. The research sample consisted of 40 students distributed in two groups. The experimental group 20 was taught using reciprocal teaching strategy, while the control group 20 was taught using traditional methods. Two instruments were designed: a test to measure students reading comprehension and the other to measure the attitude toward reading. The results showed that there are significant statistical differences in test scores between the experimental group and the control group in favor ofthe experimental group. However, there were no significant statistical differences in students’ attitudes between the two groups. The study recommends that teachers in schools use reciprocal teaching strategy in teaching reading in order to develop students’ reading comprehension. 

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.

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.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON REPORT TEXT

2019 ◽  
Vol 2 (3) ◽  
pp. 385
Author(s):  
Elisa Yulianti ◽  
Eko Setiawan
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Second Grade ◽  
Learning Method ◽  
Teaching Reading ◽  
Reciprocal Learning ◽  
Know How ◽  
Post Test ◽  
Reciprocal Method ◽  
Report Text

The objectives of this research is to know how to use of reciprocal methods to teaching reading comprehension of the senior high school in second grade. The purpose of the research is to help students’ to cope the difficulties in reading report text, because there are still many students who find it difficult to read English and the lack of reading comprehension of students in class XI Animation of SMK TI Garuda Nusantara Cimahi with the aim of (1) how to implement the Reciprocal Learning method in increasing students' reading comprehension (2) whether there is an increase in student scores after using the Reciprocal Learning method.  The author uses the reciprocal method to increase the ability of students to read comprehension. This research is quantitative by using experimental research methods. After conducting the research obtained the data pre-test (80) and post-test (95). Based on these data, it can be concluded that the use of reciprocal methods in the report text material can improve reading comprehension in students of class XI Animation 2 Vocational School of TI Garuda Nusantara Cimahi.

scholarly journals The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

2018 ◽  
Vol 5 (1) ◽  
pp. 20-32
Author(s):  
AHMAD JAILANI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Teaching Strategy ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Second Year

Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.

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