Abstract
Abstract: The article aims to investigate the efficacy of Reciprocal Teaching Method (RTM) on reading comprehension to EFL students. The subject of the study was two classes from the second grade students of Ilmu Agama Islam (IAI) in Probolinggo. There were 44 students emerging from XI IAI 1 and XI IAI 2 which consisted of 22 each. Nonrandomized sampling was chosen to select the group. To decide the groups into control and experimental, coin was used. The XI IAI 1 class then became the experimental group (taught using reciprocal teaching method), meanwhile the XI IAI 2 was the control group (taught using conventional as it is). Both classes acquired mixed levels of reading achievement. It means that both classes were at the same level of reading comprehension. After the treatment, it revealed that those who were taught using RTM gained better result than those were taught using the conventional one. Key Words: Reciprocal Teaching Method, Reading Comprehension, Conventional Strategy
Highlights
Further Cahyono and Widiati (2006) explained that initial reading is an effort made by those who have not been able to read to learn reading, whereas reading comprehension is an activity aimed to understand the messages of a particular text (Williams, 1998 as cited by Cahyono & Widiati, 2006, p.37)
The hypothesis of this study emerged that students who are taught using reciprocal teaching method have better reading comprehension than those taught using conventional method
The independent variable is manipulated through treatment or intervention that is Reciprocal Teaching Method (RTM), the dependent variable is EFL reading comprehension
Summary
Palinscar (1986) stated that a reciprocal teaching method is created to increase the level of students’ understanding of a reading comprehension which involves the interaction between students and teacher and students and students so that everyone becomes an active learner. Questioning is based on the content of the text that is read, so students must concentrate on finding a key idea, and identifying information and facts from main idea of the text This question can measure the level of students’ deepening of the passage and can provide evidence to the teacher that the students have been able to construct and understand the meaning by creating his own question. The hypothesis of this study emerged that students who are taught using reciprocal teaching method have better reading comprehension than those taught using conventional method
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