Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class
This research aimed to find out the difficulties and the benefits of reciprocal teaching perceived by the students in reading comprehension class, and the strategy in reciprocal teaching that the students prefer the most. This research was qualitative research applying phenomenological approach. The participants of this study were 5 students majoring in English Education Department of Institute Parahikma Indonesia. The data was collected by using semi-structured interview and it was analyzed by using thematic analysis adapted from Given (2018). The result of this study indicated that the difficulties faced by the students are less teacher’s monitoring, students’ interest in learning reading comprehension which makes them bored, self-competence of the students in understanding the text, and the difficulty in unifying their perceptions. The benefits of it that the students perceived are that they become more creative and imaginative, and it is an encouraging method and effective. Furthermore, it can boost their enthusiasm and create collaborative engagement. However in term of the most preferred strategies in reciprocal teaching, most of the students perceived that questioning is the best.
Ahmad Al Saraireh, M. Y., & Nabil Ku, K. M. (2016). The effect of the reciprocal teaching model on developing jordanian students' reading comprehension comprehension at Mutah University. International journal of linguistics, 8(6).
Aldosemani, T., Shepherd, C. E., & Bolliger, D. U. (2018). Perceptions of instructors teaching in Saudi blended learning environments. TechTrends, 1(63), 341–352.
Babapour, M., Ahangari , S., & Ahour, T. (2019). The effect of shadow reading comprehension and collaborative strategic reading comprehension on EFL learners’ reading comprehension comprehension across two proficiency levels. Innovation in Language Learning and Teaching, 13(4), 318-330.
BakarNordina, A., & Alias, N. (2013). Learning outcomes and students perceptions in using of blended learning in history. Procedia - Social and Behavioral Sciences(103), 577–585.
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed self-control training. Topics in Learning and Learning Disabilities, 2(1), 1-17.
Duffy, G. (2002). The case for direct explanation of strategies In C. Block & M. Pressley (Eds.). New York Guilford Pres: Comprehension instruction: Research–based best practices.
Etikan, I., Musa, A. S., & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Friatin, L. Y., Rachmawati, E., & Ratnawati. (2017). Blended learning voice: Students’ perceptions of mid transitioning into digital needs of academic reading comprehension. EDUCATION: Journal Of Education, 2(2), 224-241.
Geoffrey, E., & Gay, L. R. (2016). Competencies for analysis and applications (11th ed.). Educational research.
Given, L. M. (2008). The SAGE encyclopedia of qualitative research methods. Thousand Oaks, California: Sage Publications, Inc.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading comprehension. Harlow: Pearson Education.
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading comprehension. New York: Routledge.
Gray, D. E. (2004). Doing Research in the Real World (1 ed.). London: SAGE Publications Ltd.
Gray, D. E. (2014). Doing research in the real world (3rd ed.). London: Sage.
J, M. P. (1988). Reciprocal teaching and reading comprehension comprehension. Journal of Research in Reading comprehension, 11(1), 3-14.
Ja’ashan, M. N. (2015). Perceptions and attitudes towards blended learning for English courses: A case study of students at university of Bisha. English Language Teaching, 8(9), 40-50.
Johnson, D. W., & Johnson, R. T. (1989). Cooperative learning: What special education teachers need to know. The Pointer, 33(2), 5-11.
Kiszczak, A., & Chodkiewicz, H. (2019). Text-based student questioning in EFL settings: long-term strategy implementation in reciprocal reading comprehension tasks and its perceptions. Theory and Practice of Second Language Acquisition, 5(2), 39–57.
Kosar, G. (2016). A study of EFL instructors’ perceptions of blended learning. Procedia - Social and Behavioral Sciences, 232, 736–744.
Krashen, S. (1985). The Input hypothesis: Issues and implications. London: Longman.
Kula, S. S., & Budak, Y. (2020). The effects of reciprocal teaching on reading comprehension comprehension, retention on learning and self-efficacy perceptions. Pegem Eğitim ve Öğretim Dergisi, 10(2), 493-522.
Manzo, A. V. (1968). Improving reading comprehension comprehension through Reciprocal questioning. Unpublished doctoral dissertation, Syracuse University.
Meister, C., & Rosenshine, B. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
Mohsen, M. A., & Shafeeq C. P. (2014). EFL teachers’ perceptions on Blackboard applications. English Language Teaching, 7(11), 108–118.
Moore, P. J. (1988). Reciprocal teaching and reading comprehension comprehension: A review. Journal of Research in Reading comprehension, 11(1), 3-14.
Okkinga, M., Steensel, R. v., Gelderen, A. J., & Sleegers, P. (2018). Effects of reciprocal teaching on reading comprehension comprehension of low-achievening adolescents: The importance of specific teacher skills. Journal of research in reading comprehension, 41(1), 20-41.
Ozckus, L. (2003). Reciprocal teaching at work: Strategies to improving reading comprehension comprehension. Newark: International Reading comprehension Association.
Palincsar , A. (1987). Reciprocal teaching: Can student discussions boost? Instructor, 96, 56-58.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
Pitaloka, N. L., Anggraini, H. W., Kurniawan, D., Erlina, & Jaya, H. P. (2020). Blended learning in a reading comprehension course: Undergraduate EFL students’ perceptions and experiences. IRJE Indonesian Research Journal in Education, 4(1), 43-57.
Qutob, M. S. (2020). The influence of implementing reciprocal teaching in L2 classes on female students' perceptions of their reading comprehension skills and motivation to read. Arab World English Journal (AWEJ), 11, 432- 443.
Reutzel, D. R., Smith, J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20(3), 276-305.
Rombe, K. (2014). Students perceptions of blended learning environment in CALL course: advantages, limitations, and suggestions for improvement. Jurnal Dinamika Pendidikan, 7(3), 143-148.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221.
Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate students’ perceptions toward blended learning through instagram in english for business class. International Journal of Language Education, 3(1), 64-73.
Slavin, R. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.
Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension comprehension of efl students. Research article, 3(2), 125-141.
Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative health research, 17(10), 1372-1380.
Stein, J., & Graham, C. R. (2014). Essentials for blended learning: A standards-based guide. New York: Routledge.
Takala, M. (2007). The effects of reciprocal teaching on reading comprehension comprehension in sainstream and special (SLI) education. Scandinavian Journal of Educational, 50(5), 559-576.
Warman, L. (2018). Students’ perceptions of using WhatsApp in blended learning on reading comprehension comprehension. J-SHMIC: Journal of English for Academic, 5(2), 27-38.
Wastera, J., & Moore, D. (1995). Reciprocal teaching of reading comprehension comprehension in a new zealand high school. Psychology in the Schools, 32(3), 225.
Watkins, P. (2017). Teaching and developing reading comprehension skill. Cambridge: Cambridge University Press.
Wiseman, D. L. (1992). Learning to Read with Literature. NY: Allyn and Bacon.
Yang, Y.-F. (2010). Developing a reciprocal teaching/learning system for college remedial reading comprehension. Computers & Education, 55(3), 1193–1201.
Yoosabai, Y. (2009). The effects of reciprocal teaching on English reading comprehension comprehension in a Thai high-school classroom.
Copyright (c) 2020 Tamaddun Life: Jurnal Bahasa, Sastra dan Budaya
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial Share Alike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).