The Effectiveness of Using Reciprocal Teaching Technique on Students Reading Comprehension at UPT SMPN 1 Mare

  • Ayu Fitriani Syam Fakultas Sastra, Universitas Muslim Indonesia
  • Abdollah Abdollah Fakultas Sastra, Universitas Muslim Indonesia
  • Hadijah Hadijah Fakultas Sastra, Universitas Muslim Indonesia
Keywords: Reciprocal Teaching Technique, Teaching Technique, Teaching Reading Comprehension


This study were to know the use of reciprocal teaching technique improve the student reading comprehension in descriptive text at UPT SMPN 1 Mare and to find out the effectiveness of reciprocal teaching technique in student reading comprehension at second grade of UPT SMPN 1 Mare. This study employed quantitative research. The subject of this study was the student class VIII 5. The researcher used purposive sampling technique to take randomly 1 class of 5 classes which have the same characteristics in terms of age and the average. The result of this study showed that reciprocal teaching is more effective than the explanatory strategy in teaching reading comprehension . It can be proven from mean of post-test score in experimental class which was 79.24 was higher than before given a treatment (79.24 > 59.68). It means that the Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. From the research result, it can be concluded that reciprocal teaching is effective in teaching reading of descriptive text. There are five main points in the study of student perceptions in the used of reciprocal teaching technique on students' reading comprehension they are perception Teaching reciprocal technique is more enjoyable than other method, makes it easier for students to understanded reading texts (descriptive text), increase knowledge about reading comprehension (descriptive text), The students can be motivated, and the students easily adapted.


Brown, D. (2009). Why and how textbooks should encourage extensive reading. ELT Journal, 63(3), 238–245.
By, P., & Oezkus, L. (2020). Reciprocal Teaching. Word of Mouth, 32(2), 9–11.
Chou, P. T. M. (2011). The effects of vocabulary knowledge and background knowledge on reading comprehension of Taiwanese EFL students. Electronic Journal of Foreign Language Teaching, 8(1), 108–115.
Fatmawati, Y. (2014). the Impact of Using Skimming and Scanning Strategies of Descriptive Text Towards Students’ Reading Comprehension At Grade Eight of Smpn 22 Bandar Lampung. 463–467.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational Research : competencies for analysis and application.
M.F. Patel, & Jain, P. M. (2008). English Teaching Method. In Huntesl.Com.
Mulyono, D. (2021). The influence of learning model and learning independence on mathematics learning outcomes by controlling students’ early ability. International Electronic Journal of Mathematics Education, 12(3), 689–708.
Pratama, ferina nadya. (2020). The Effect of Skimming and Scanning for the Eighth Grade Students’ Reading Comprehension. Skripsi.
Rahmat, A. (2017). Small Group Discussion Strategy Towards Students’ Reading Comprehension of SMA Negeri 11 Bulukumba. Journal of English Language, Literature, and Teaching, 1(8.5.2017), 18–44.
Rahmawati, S. D. (2020). The Effectiveness of Reading English Magazine to Improve Students’ Vocabulary Master. 3(2017), 54–67.
Setiyaningsih, A. (2013). The use of three phases technique to improve students participation and reading comprehension in narrative text. ELT Forum: Journal of English Language Teaching, 2(2), 1–8.
Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The Reading Teacher, 64.