The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts

Pilten, Gülhiz

doi:10.11114/jets.v4i10.1791

Cited by 24 publications

(28 citation statements)

References 25 publications

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“…The same high motivation was also shown by the students in the indirect activity that supports reading comprehension activity, such as paying attention to their friend, answering the questions and identifying and analyzing the text. This same significant increase of students' motivation in this research is in agreement with the finding in the related literature (Pilten, 2016).…”

Section: The Comparisons Of the Improvements In The Students' Motivatsupporting

confidence: 93%

Improving Students’ Participation And Motivation In Reading Comprehension Through Reciprocal Teaching

Dharmawan¹,

Putra

2020

J.PM

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Penelitian ini merupakan sebuah upaya untuk meningkatkan partisipasi dan motivasi siswa dalam kegiatan membaca teks procedure dan report melalui metode Reciprocal Teaching. Penelitian ini merupakan penelitian kualitatif yang dikembangkan menjadi sebuah PTK (Penelitian Tindakan Kelas). Subjek dalam penelitian ini adalah siswa kelas 9 SMP Negeri 9 Satu Atap Praya Barat Daya. Kelas ini terdiri dari 4 (empat) siswa. Subjek dipilih berdasarkan observasi awal dan tes yang dilakukan oleh penulis pada awal penelitian. Hasil penelitian menunjukkan bahwa siswa tersebut memiliki partisipasi dan motivasi yang rendah dalam kegiatan membaca, sehingga mempengaruhi pemahaman membaca mereka dalam pembelajaran Bahasa Inggris. Tahap PTK dilakukan dalam dua siklus yang meliputi perencanaan, pelaksanaan, observasi, refleksi dan revisi. Hasilna menunjukkan bahwa metode Reciprocal Teaching dapat meningkatkan partisipasi siswa terhadap kegiatan membaca pada siklus I (terjadi peningkatan 12%) dan siklus II (terjadi peningkatan 12%). Selain itu, motivasi siswa terhadap kegiatan membaca mereka juga meningkat pada siklus I (terjadi peningkatan 7%) dan bahkan peningkatan yang lebih tinggi pada siklus II (terjadi peningkatan 17%). Ini berarti bahwa metode ini terbukti dapat meningkatkan partisipasi siswa dalam kegiatan membaca mereka. Disamping itu, motivasi siswa meningkat dengan penerapan metode Reciprocal Teaching ini. Penelitian ini dapat digunakan sebagai referensi untuk melakukan penelitian yang berkaitan dengan kemampuan membaca atau metode pembelajaran Reciprocal Teaching kepada peneliti lain ataupun praktisi Pendidikan Bahasa Inggris.

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Section: The Comparisons Of the Improvements In The Students' Motivatsupporting

confidence: 93%

Improving Students’ Participation And Motivation In Reading Comprehension Through Reciprocal Teaching

Dharmawan¹,

Putra

2020

J.PM

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“…Additionally, the four main components of RT have recently been applied to the tuition and practice of reading in EFL classes (Al-Harby, 2016;Ashegh, 2018;Pilten, 2016;Sheng-Shiang & Hui-Chin, 2018). Ninsuwan (2015) suggests that RT skills are of particular use in aiding EFL learners to comprehend new words, as well as master different approaches to learning English.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Palincsar and Brown (1984) conducted two studies on different groups of the same age (seventh grade) at separate times, and revealed the beneficial effect of RT strategies on pupils' reading comprehension skills in different subjects. Many studies have since been carried out to examine the effectiveness of RT on the comprehension of participants of different age groups (Liu & Bu, 2016;Pilten, 2016;Reichenberg & Kent, 2014;Schünemann, Spörer, Völlinger & Brunstein, 2017;Sheng-Shiang & Hui-Chin, 2018). A quasi-experimental study carried out in Sweden by Reichenberg and Kent (2014) suggests that RT improves third-grade students' comprehension, while similar results with elementary students were found by Pilten (2016) in Turkey and Schünemann, Spörer, Völlinger and Brunstein (2017) in Germany.…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

Qutob¹

2020

AWEJ

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This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students' attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students' perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.

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“…An example of this interactive activity is peer tutoring. This activity can train collaborative and thinking skills (Arrand, 2014;Pilten, 2016). According to Arrand (2014) and Hott & Walker (2012), peer tutoring can shape interactions between peers such as mentoring and coaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing the Validity and Reliability of Metaseller Tutoring Module for the Purpose of Mathematics Learning Intervention

Bakar¹,

Ismail²

2020

ujer

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The level of mastery of mathematics is evidence to evaluate the excellence of the school mathematics curriculum. However, the effectiveness of the delivery of mathematical learning remains an issue when the level of mastery is still low. Therefore, curriculum transformation is required to ensure that mathematical mastery is at a satisfying level. Various suggestions and interventions have been undertaken to enhance the mastery of students' mathematical concepts and achievements, including through the construction of teaching modules. Therefore, the objective of this study is to develop the Meta-Seller Tutoring Module (M-ST) and subsequently determine the validity and reliability of the module. This M-ST module is developed through a design and development research that takes the ADDIE Model as an instructional design guide. This M-ST module incorporates peer tutoring and metacognitive learning strategy models as it is content and module activities to help the improvement in students' mastery of mathematics. A total of 10 experts, a mathematics teacher, and 31 students participated in the study to determine the content validity and reliability of the module. The results of the analysis of the content validity of the module found that it is in an excellent rank with a validity index of 0.86. While the value of the reliability coefficient is 0.953 which also indicates that this module is at a very high level of trust. Based on the results, it can be concluded that this module is very useful and can be used as an intervention in mathematics learning. Teachers can integrate this module into teaching and learning to produce effective mathematics learning. By using this module, teachers can provide students with learning aids through interactive materials to create active learning.

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The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts

Cited by 24 publications

References 25 publications

Improving Students’ Participation And Motivation In Reading Comprehension Through Reciprocal Teaching

Improving Students’ Participation And Motivation In Reading Comprehension Through Reciprocal Teaching

The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

Testing the Validity and Reliability of Metaseller Tutoring Module for the Purpose of Mathematics Learning Intervention

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