Reciprocal Teaching Research Articles

Penerapan Model Reciprocal Teaching untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD Negeri 016 Rambah Samo

This research is classroom action research (PTK) which aims to improve student learning outcomes through the application of the reciprocal teaching model in mathematics learning. Data collection techniques are carried out in the form of student activity observation sheets, teacher activity observation sheets and test questions. The results of this research show that in cycle I and cycle II there was an increase. The learning outcomes in cycle I, meeting I, had an average score obtained by students, namely 54.12, then in cycle I, meeting II, the average score obtained by students was 65.88. Then in cycle II, at meeting I, the average score obtained by students was 71.18, and at meeting II, the average score for students was 85.88. Besides increasing student learning outcomes, student observation sheets also increased. In cycle I, meeting I, student observations were 50%, then in cycle I, meeting II, it increased to 60%. In cycle II, meeting I, the student's ability still increased to 80%, and in cycle II, meeting II, it increased to 90%. Based on the results of the research that has been carried out, it can be concluded that the application of the reciprocal teaching model can improve student mathematics learning outcomes for class V students at SD Negeri 016 Rambah Samo

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.

CalcEs-supported activities in reciprocal teaching on senior high school students’ mathematics learning

CalcEs is an educational software application that enhances students' comfort and efficiency in problem-solving. The integration of reciprocal teaching with educational software like CalcEs not only improves mathematical understanding but also aligns with the broader goals of developing 21st-century skills, such as critical thinking, collaboration, and digital literacy. This quasi-experimental research investigated the impact of CalcEs-supported activities on students' performance in General Mathematics. The control group, consisting of 24 Grade 11 Humanities and Social Sciences (HUMSS) students, used conventional teaching methods, while the experimental group, comprising 30 Grade 11 Shielded Metal Arc Welding (SMAW) students, engaged in reciprocal teaching with CalcEs supported activities. Significant differences were observed in the pre-test and post-test scores within both groups, as well as between the post-test scores of the two groups, indicating that CalcEs-supported activities in reciprocal teaching positively influenced student performance.

PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL

The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.

The Improvement of Students’ Mathematical Communication Ability and Learning Interest on Junior High School through The Application of Reciprocal Teaching

This research is an experiment which aims to examine improving the mathematical communication skills and interest in learning of junior high school students in set material by implementing the reciprocal teaching learning model. The problem behind this research is that students' mathematical communication skills and interest in learning in set material are still in the low category, so learning alternatives are needed that can develop students' mathematical communication skills and interest in learning. The research method used is Pre-Experimental with a one group pretest-posttest research design. The population in this study were all class VII students in one of the private junior high schools in Karawang Regency. The sample in this research was 25 students with a purposive sampling technique. The instrument used is a communication skills test and a non-test in the form of a learning interest questionnaire. Based on the analysis of the data obtained, it shows that students' mathematical communication skills after implementing the reciprocal teaching model are better, namely from 8.32 to 75.32 and students' interest in studying set material after using the reciprocal teaching model is 60% in the low interest category and 40% with the high category which was previously 32% in the very low category and 68% in the low interest category. Thus, it can be concluded that the application of the reciprocal teaching model can improve the mathematical communication skills and interest in learning of class VII SMP students in set material, although not optimally.

Pengaruh Model Pembelajaran Reciprocal Teaching terhadap Keaktifan Belajar Peserta Didik Pendidikan Agama Kristen dan Budi Pekerti Kelas VIII SMP Negeri 2 Pollung Tahun Pembelajaran 2023/2024

The aim of this research is to find out whether there is a difference in the learning activity of students who use the reciprocal teaching model compared to conventional ones in class VIII Christian Religious Education and Character education at SMP Negeri 2 Pollung for the 2023/2024 academic year. The research hypothesis is: "The Reciprocal Teaching Model has a positive and significant effect on the Learning Activeness of Christian Religious Education and Character Education Students in Class VIII of SMP Negeri 2 Pollung for the 2023/2024 Academic Year." The population is all students who are Protestant Christians in Class VIII of SMP Negeri 2 Pollung which consists of 6 classes totaling 180 students. The research sample was determined using the Purposive Sampling technique, namely 30 students in class VIII5 as the experimental class which used the reciprocal teaching model and 30 students in class VIII4 as the control class which used ordinary treatment (conventional class). This research method is the Quasi Experimental Design method using a Nonequivalent Control Design. The instrument used in this research was a test with 30 items. Research data for the questionnaire was analyzed using the average difference test formula (N-Gain Score). It was found that the average value for the experimental class was 0.6370 in the medium category, while the average value for the control class was 0.2531. in the low category so it is known that increasing the Learning Activeness of Class VIII Christian Religious Education and Character Education students at SMP Negeri 2 Pollung for the 2023/2024 academic year is more effective using the Reciprocal Teaching model than using conventional treatment. Then carrying out an independent test using the t test obtained a value of t = 7.040 > t table (α = 0.05; df = 58) = 2,000. Thus, it can be concluded that the research hypothesis is accepted, namely that there is a difference in the learning activity of students before and after learning with the Reciprocal Teaching Model in Learning Christian Religious Education and Character Education for Class VIII SMP Negeri 2 Pollung for the 2023/2024 Academic Year and H0 is rejected.

The Effect of the Reading Concept Map Reciprocal Teaching (Remap RT) Learning Model on Students' Concept Understanding and Learning Interest in the Nervous System Sub-Material

The Effect of the Reading Concept Map Reciprocal Teaching (Remap RT) Learning Model on Students' Concept Understanding and Learning Interest in the Nervous System Sub-Material

Effect of reciprocal teaching on comprehension, attention, rapid naming and working memory

This study aims to evaluate word callers attending the fourth grade of primary school in terms of rapid naming, verbal working memory, and attention skills, and to examine the effect of the reciprocal teaching approach on the development of word callers' reading comprehension skills. The study group consisted of 25 word callers and 21 independent readers. Fourth-grade students who are at the independent level in word recognition skills and at the level of frustration in reading comprehension skills are defined as word callers. On the other hand, students who are at the independent level in both word recognition and reading comprehension skills are defined as independent readers. According to the findings, difficulties in rapid naming, verbal working memory and attention skills are common characteristics of word callers. On the other hand, with the reciprocal teaching approach applied for 12 weeks, significant improvements were achieved in the reading comprehension skills of word callers. In this direction, it can be interpreted that the reciprocal teaching approach eliminated the difficulties experienced by word callers.

유아교사의 사회적 초인지 역량 함양을 위한 상보적 교육모형 및 프로그램 개발

Purpose: The purpose of this study was to develop a reciprocal education model and program to cultivate the social metacognitive competency of early childhood teachers. Methods: This educational model confirmed the validity of the contents of experts, and the appropriateness of the educational program was confirmed through pilot tests. Results: The procedure of the reciprocal education model consisted of Aware-Analysis and Monitoring (AM), Planning and Monitoring (PM), Reciprocal teaching Activities (RA), and Reflection and Evaluation (RE). The program was developed so that early childhood teachers could acquire and apply metacognitive strategies. Conclusion: This study will be helpful for cultivating professionalism of early childhood teachers.

Techniques Used in Teaching Reading Skill in Senior High School: A Systematic Literature Review

English teachers have to use the best reading teaching techniques to make their students improve their reading skills to understand an English text or the written language. Since reading is not an easy skill to master, teachers need to choose appropriate reading techniques that help the students improve their reading skills to comprehend the English text they read. This research aims to discover the techniques used to teach reading skills in senior high school classes. The techniques are explored through the research articles written by previous researchers on this topic. This study employed a systematic analysis method that identifies existing articles that are available online. The research reviewed 20 articles on the research topic, which were collected from Google Scholar. This research highlighted four teaching techniques frequently mentioned and suggested as effective in teaching reading skills. They were: Think-Pair-Share, reciprocal teaching, mind mapping, and Question-Answer Relationship (QAR). These techniques have been proven effective in improving students’ reading comprehension. These techniques are, of course, not without shortcomings. Thus, teachers need to pay attention to the situation of their classes in choosing appropriate techniques, especially in teaching reading skills. Implementing the appropriate techniques brings instruction to life while encouraging students to actively engage in class.

Using Internet Reciprocal Teaching to Develop Second Graders’ Online Text Evaluation Skills

The current study examined the actions and thought processes second grade students go through while reading online, implementing a research based teaching strategy for new literacies, Internet Reciprocal Teaching (IRT). In particular, strategies for how to critically evaluate online text were introduced to the second grade students. Through IRT, second graders were able to  evaluate online texts for relevance and credibility. Participants used several different strategies in determining credibility of online texts. They sought out more information about the website or author, used background knowledge about a particular website, looked at the URL, identified the amount of ads on a webpage, and used other miscellaneous criteria. The current study can contribute to existing literature by exploring evaluation strategies that young students may already possess and addressing any possible relationships between IRT and evaluation strategies used by students while reading on the internet.

Investigating students’ perceptions of self-directed learning in mathematics at the basic school level

Self-directed learning (SDL) is an educational approach, where individuals take initiative and responsibility for their own learning, choosing what, how, and when to learn. It is assumed that SDL empowers students to tailor their educational experiences to personal interests and pace of learning, fostering autonomy and lifelong learning habits. This study aims to investigate on students’ attitudes toward SDL in mathematics at basic school level using quantitative research design (survey). The data were collected from students using SDL attitude scale. Total papulation of the survey consists of students from six publics and eight private schools, out of which students from two purposefully selected schools from each category for the sample. From the four school, 120 students were selected. Attitudes towards SDL in mathematics scale developed by the researchers were applied to collect the data and were analyzed using SPSS version26 based on the research questions. The study revealed that students had negative attitude toward self-management, self-monitoring and self-motivation as required for SDL in mathematics at basic level school. Moreover, there is no significant difference in student’s attitudes toward SDL in mathematics between public and private school, and between male and female students. The result shows that student’s attitude towards SDL changes positively as they participated in different teaching learning techniques applied for engaging them in learning such as KWL, jigsaw, reciprocal teaching, think-share-pair, and cooperative, and collaborative instruction. This implies that negative attitude towards a pedagogical approach does not mean that students pay less attention to the approach but changes when applied appropriately.<i> </i>

Effect of Cooperative Learning With Internet Reciprocal Teaching Strategy on Attitude Toward Learning STEM Literacy

Effect of Cooperative Learning With Internet Reciprocal Teaching Strategy on Attitude Toward Learning STEM Literacy

A Gawp into Exploring Participatory Action Research in conjunction with Reciprocal Teaching to Enhance Students' Ability to Solve word Linear Programming Problems in Zambia: A Hermeneutic Approach

The study used a hermeneutic design and had a qualitative nature. The data was then subjected to a thematic analysis. The goal was to improve and elevate Zambian students' aptitude for solving linear programming problems. If all activities involved are monitored, students' ability to solve linear programming problems can be improved through the exploration of participatory action research and reciprocal teaching. The use of the approach can have an impact on how well students succeed when working together to solve linear programming word problems. In class, teachers observed their pupils at work, but during their combined sessions, they discuss the issues they were having as well as any misunderstandings that periodically surfaced. The findings showed that when students collaborate, their performance on linear programming assignments can increase dramatically. The benefits of cooperation are illustrated by the teacher reflections' participatory action research. According to the study, participatory action research is a useful teaching approach in educational contexts. The study found that using reciprocal teaching in secondary schools can increase students' proficiency with solving linear programming problems, which will improve student performance and lessen the workload for both teachers and students.

Associate teachers’ perceptions of reciprocal teaching and learning in physical education lessons

ABSTRACT Physical Education (PE) Initial Teacher Education (ITE) programmes are responsible for preparing teachers who can address the needs of an ever-changing and increasingly diverse student population. This paper analyses associate teachers’ (ATs) use of the reciprocal approach and the perceived impact on students’ learning and social inclusion in PE lessons. Questionnaires and group interviews with 23 ATs were used to explore the impact of the reciprocal approach. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that ATs valued the reciprocal approach for its impact on students’ motor skills and understanding. Moreover, the ATs identified an effect on inclusion and language development, particularly for English as an Additional Language students. These findings have implications for providers of ITE as the distinct features of the reciprocal approach helped ATs to develop their practice and address the needs of their students.

Evaluating the Impact of Reciprocal Teaching Strategy on International Postgraduate Science Education Programs

Evaluating the Impact of Reciprocal Teaching Strategy on International Postgraduate Science Education Programs

Effect of the Dialogue and Argumentation Strategy on the Academic Achievement of Ordinary Level Students in Zimbabwe

The purpose of the study was to examine the effect of the dialogue and argumentation strategy on the academic achievement of mathematics students studying the subject at ordinary level. The research strategy used was a descriptive survey. A quantitative approach that used a structured questionnaire for data collection from a sample of 100 O’ level Mathematics teachers was used. Data validation was done using Confirmatory Factor Analysis (CFA). The Structural Equation Modelling (SEM) was used for data analysis. The empirical findings of the study indicated that all the factors of dialogue and argumentation strategy namely: collective teaching, purposeful teaching, supportive teaching, reciprocal teaching, cumulative teaching and pedagogical repertoires have a significant and positive influence on the teaching of ordinary level mathematics. These results demonstrate that the dialogue and argumentation strategy has a significant effect on the academic achievement of ordinary level mathematics students. The main study limitation was that the findings of this study might not be transferable nationally since the study was delimitated to only schools in Gutu district of Masvingo province in Zimbabwe. These results have implications on the effective teaching of ordinary mathematics in secondary schools in Zimbabwe.

Reciprocal Teaching Strategy and Reading Comprehension in Students with Disabilities: A Third Grade Study

Reciprocal Teaching Strategy and Reading Comprehension in Students with Disabilities: A Third Grade Study

The Effect of the Command and Reciprocal Teaching Methods on Enhancing Students’ Self-Esteem level in Basic Skills Course in Basketball

The study investigates the effect of applying the command and reciprocal teaching method in basketball fundamental skills course on students’ self-esteem level at the school of sport sciences by applying the experimental methodology. The sample of the study consisted of (37) students enrolled in basic basketball courses. They were divided into two groups; (1) the first group consisted of (18) students taught by the command teaching method, (2) the second group consisted of (19) students taught by the reciprocal teaching method. The Arabic version of the Rosenberg Self- Esteem Scale was used to collect the data required. Means, standard deviations and t-test were used to analyze data collected. Results revealed a significant effect of the reciprocal teaching method on students’ post self-esteem level. Also, differences between both teaching methods in favor of the reciprocal. Nevertheless, no significant differences have revealed in students’ post self-esteem levels according to the command teaching method group. We recommend using the reciprocal teaching method to improve learners and players self-esteem.

THE USE OF RECIPROCAL TEACHING TECHNIQUE ON STUDENTS' ABILITY TO WRITE A SUMMARY ESSAY

English learners needed to master the four key skills: reading,writing, speaking, and listening. The writing skill wasimportant for students to gather new information fromreading and to express their thoughts in writing.Consequently, teaching students to write paragraphseffectively required a suitable technique. This researchinvestigated the effect of the reciprocal teaching techniqueon students' ability to write summary essays. APre-Experimental method and One Group Pretest Posttestdesign were used in this research. The research targetedeleventh-grade students at SMA Rimba Madya, with asample of 29 students. Data collection involved pretests andposttests in the form of essay tests aimed at producingsummary essays with an introduction, body, and conclusion.Data were analyzed using the t-test. The pre-test resultsshowed that the highest score was 70, representing 17% ofthe sample, with five students achieving this score. Thelowest score was 35, representing 24% of the sample. Incontrast, post-test results improved with the highest scorereaching 90, again representing 17% of the sample, and thelowest score increasing to 55, representing 21% of thesample, with six students scoring at this level. The analysisrevealed a t-test value of 9, exceeding the t-table value of2.05 at the 0.05 significance level, leading to theacceptance of the alternative hypothesis (Ha). It could beconcluded that the reciprocal teaching technique had apositive effect on students' ability to write summary essays.