Reciprocal Teaching

Higher- level thinking skills have recently become more essential due to common core. Previous studies suggest that the combination of collaborative dialogue and the strategies of Reciprocal Teaching increase metacognition and comprehension. However, research is unclear if the resulted metacognition and comprehension will also result in higher- level discussion as well. To further explore this, twenty- eight fifth grade students were taught the Reciprocal Teaching strategies, and placed in heterogeneous groups of four to discuss science and social studies texts. Their collaboration was recorded and scored to determine the amount of higher- level dialogue present.  Findings suggest that Reciprocal Teaching can lead to growth in higher- level thinking. (Most significantly with social studies texts and GATE students.)

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.

This article discusses the use of pedagogical models as appropriate means of improvingthe quality of network-based education (NBE). NBE and novel kinds of teaching, studying, andlearning environments have recently become an essential part of university-level education. Inchanging ethos of education, one special challenge is facing teachers, designers and researchers: the development of pedagogical models, teaching methods and practices that are applicable in NBE. We argue that by analysing some salient characteristics of NBE it will be possible to develop and evaluate NBE. It is also crucial to analyse how to learn to apply pedagogical models in NBE in an appropriate way. The aim of the HelLa Project was to evaluate university degree programmes in the educational use of ICTs in the Finnish Virtual University. The focus of this studywas the 30-ECTS-credit study programme on the educational use of ICT, designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. The HelLaProject included three case studies in which students’ and teachers’ conceptions of applying pedagogical models in NBE were examined. The case studies combined qualitative and quantitative research approaches. Data were collected by using two web-based questionnaires for students, by interviewing teachers and students, and by recording the network-based discussions regarding thecourse assignments. The data were analysed by using content analysis, narrative analysis and statistical analyses. This article draws on the results of the three case studies regarding the conceptions of teachers and students on the application of pedagogical models in NBE.

Keywords: Pedagogical models, network-based education (NBE), educational use of ICTs, virtual university

ABSTRAK
Lazarus, 2015. Penerapan Model Pembelajaran Reciprocal Teaching Dengan Game Smart Case Untuk Meningkatkan Minat Belajar Dan Ketuntasan Belajar Siswa Kelas VIIIG Pokok Materi Sistem Ekskresi Di Smpn 13 Malang. Skripsi, Program S-1 Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, Institut Keguruan dan Ilmu Pendidikan Budi Utomo Malang. Pembimbing: Riyanto, S.Pd., M.Pd.
Kata Kunci : Model Pembelajaran Reciprocal Teaching, Game Smart Case, Minat Belajar, Ketuntasan Belajar.
　　　Penelitian ini bertujuan untuk meningkatkan minat belajar dan ketuntasan belajar biologi untuk materi biologi melalui penerapan model pembelajaran Reciprocal Teaching dengan game smart case. Penelitian ini merupakan penelitian tindakan kelas dengan subjek penelitian siswa kelas VIIIG SMP Negeri 13 Malang dengan materi pembelajaran sistem ekskresi.
　　　Partisipan penelitian ini adalah siswa kelas VIIIG SMP N 13 Malang yang berjumlah 31 siswa. Teknik pengumpulan data yang digunakan pada penelitian ini adalah observasi, wawancara, metode dokumentasi, angket, dan tes. Data yang diperoleh dianalisis secara kualitatif, kemudian dilakukan triangulasi untuk keabsahan data.
　　　Proses pembelajaran dengan pendekatan Model Reciprocal Teaching Dengan Game Smart Case yang dapat meningkatkan minat belajar dan ketuntasan belajar siswa kelas VIIIG SMP N 13 Malang dilakukan dengan; (1) peneliti memodelkan pembelajaran dengan pendekatan Reciprocal Teaching; (2) siswa merangkum materi yang ditugaskan oleh peneliti; (3) siswa membuat pertanyaan yang berkaitan dengan materi yang ditugaskan peneliti dan jawabannya; (4) kelompok presentasi; (5) kelompok lain menanggapi; (6) setelah waktu untuk presentasi selesai, siswa dengan bimbingan peneliti menyimpulkan materi yang telah dipelajari; (7) siswa mengerjakan soal tes secara mandiri untuk mengetahui kemampuan siswa setelah mempelajari materi; (8) sebelum mengakhiri pembelajaran, peneliti menyampaikan materi yang akan dipelajari pada pertemuan selanjutnya dan menyampaikan kegiatan siswa pada pertemuan selanjutnya. Berdasarkan Hasil angket minat belajar siswa di siklus I menunjukkan bahwa dari 31 siswa yang mengisi angket dan dianalisis nilainya adalah didapat Skor rerata gabungan 38,30/10 = 3,83 nilai ini termasuk dalam kategori cukup baik karena 2,50 ≤3,31<3,50. Pada siklus II minat belajar siswa kelas VIIIG meningkat Skor rerata gabungan 38,30/10 = 3,83, dan menunjukan minat belajar siswa termasuk dalam kategori baik, karena 3,50≤3,83<4,50. Peningkatan ketuntasan belajar siswa kelas VIIIG SMP N 13 Malang dapat dilihat dari peningkatan rata-rata nilai pada tes siklus I dan tes siklus II berturut-turut 78,5dan 86,2

This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1. applying no strategies, 2. applying unidirectional teaching strategies, and 3. applying reciprocal teaching strategies during learning. The results demonstrated that most students had positive perceptions toward VPen and the strategies. In the aspect of cognitive level of programming concept and program writing, students who used unidirectional teaching strategy outperformed students who did not use any strategy. The reason is that unidirectional teaching strategy facilitated students not only to write program codes but also to explain the structure and logic of codes to peers. On the other hand, students who used reciprocal teaching strategies outperformed students who used unidirectional teaching strategy on level of cognition of program concept and program writing. The reason is because the reciprocal teaching strategies, besides facilitating students to write program codes and to explain about them to peers, enabled students to interact with peers through questioning and clarifying each other’s codes. This study suggests applying reciprocal teaching strategies to enable students’ interaction, which facilitates learning, particularly, of novice programmers. That is, students without prior knowledge and skills may obtain assistance from peers when they experience learning difficulties while the instructor is unavailable.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students&#x27; reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students&#x27; reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while r...

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning.

This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM) in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students&#x27; reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

The article examines the claim of Anderson et al. (2001)
that students engaged in small-group discussions will
tend to imitate and appropriate argument stratagems and
other discourse behaviors from one another when it is appropriate
to do so. In a study involving 67 5th- and 6th-grade students
engaged in numerous small-group discussions, some evidence of
appropriation was obtained, especially in regards to asking
other students for reasons (“support requests”). There were
several cases, however, in which students did not appear to
use these requests appropriately. These cases are analyzed
from the standpoint of both speech act theory and argumentation
frames. The analyses indicate that students experienced
a conflict between frames associated with traditional, ritualized
participant structures and open, collaborative discussions.
The danger of teachers and students mixing discourse
frames in alternative learning environments is discussed.

The aim of this study was to examine the effects of the reciprocal and the self-check teaching styles on pupils’ basketball chest pass performance and on related psychosocial variables in a single physical education session. Participants were 64 fifth and sixth grade pupils between 11 and 12 years of age who were randomly assigned to three experimental (reciprocal style, self-check style, sequential use of reciprocal and self-check style) and one control group. The results showed that the three experimental groups outperformed the control group in chest pass accuracy and form, but no differences among the experimental groups were found. Moreover, no differences among the four groups in self-efficacy, satisfaction, effort, and enjoyment were found. These results showed that the reciprocal and the self-check styles are effective in enhancing pupils’ performance and are discussed with reference to self-regulated learning development in primary school physical education.

This preliminary study examined the effect of reciprocal teaching on struggling readers’ comprehension of a narrative text. The specific aspects studied were: (1) their suggestions to remake the ending of the narrative text based on preceding events; (2) their guided recall of details making up the gist of the narrative; and (3) their unguided recall of the gist of the narrative. The reciprocal teaching strategy was used to teach a literary text to 14 Malaysian struggling readers of English. The results showed that in the first lesson these students could not yet make links between the events of the story to suggest an alternative resolution of the narrative. Subsequently, their responses in the guided recall task showed that the four groups were able to supply the information making up gist of the story. However, the final unguided recall task showed that two groups usually provided their evaluation of their story and could remember only disparate details in the orientation of the ...

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students&#x27; reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students&#x27; reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.

Arabic text reading is one of the subjects taught in the Mahad Huda Islami (MHI) Islamic boarding school, Bogor-Indonesia. Every student must be skilled in reading Arabic texts one of which is cognitive ability to read the contents of the reading. However, the method used is still traditional in which learning is only focused on the teacher’s direction. This research aims to improve the students’ ability to synthesize and evaluate an Arabic text. As a student of pesantren or Islamic Studies Programs, they must be able to understand the contents of the Arabic language text, one of which is the ability to synthesize and evaluate a text. In this study, the researchers conducted classroom action research to apply the reciprocal method in reading learning. The finding reveals that students’ reading Arabic skills in synthesizing and evaluating aspects experienced a significant increase. The average value in the pre-cycle was 57.1 then it rose to 68.7 in the first cycle. The average value ...

This study aimed at investigating the effect of reciprocal questioning strategy combined with numbered heads together on reading comprehension of the eighth grade students in SMP Negeri 2 Singaraja. This study was an experimental study with post – test only control group design. The population of this study was the eighth grade students in SMP Negeri 2 Singaraja in academic year 2017/2018 with the sample of 73 students who were selected by using cluster random sampling. The data were collected using reading comprehension test. The data were analyzed by using independent samples t-test assisted with SPSS 24. The result showed that there was an effect of reciprocal questioning strategy combined with numbered heads together on reading comprehension of the eighth grade students in SMP Negeri 2 Singaraja. The result of independent samples t-test shows that the difference of reading comprehension between reciprocal questioning strategy combined with numbered heads together and reading gui...

Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching - which focuses on four reading comprehension strategies, namely summarizing, questioning, clarifying, and predicting-on improving EFL students&#39; writing ability. Assessment was made based on an evaluation sheet including five criteria (content, macro structure, micro structure, language range and complexity, and language errors) for evaluating the compositions. In this study, true-experimental design was used to study two classes of 104 randomly selected intermediate learners. The pre-test inter-rater reliability for the two raters who rated the students&#39; compositions was 0.95 and the post-test inter-rater reliability was 0.97. Since this study was conducted under the supervision of a supervisor and an adv...

This quasi-experimental study explored the impact of a seven-week intervention in reciprocal teaching (RT) on improving pre-service English-as-a-foreign-language (EFL) teachers&amp;#39; (PSEFLTs) reading comprehension skills. The experimental group (N = 56) were subjected to an intervention designed to help them understand and apply the steps in RT while the control group (N = 53) attended to reading classes taught conventionally. Data was collected from a pre-reading test administered prior to the commencement and a post-reading test administered following the intervention, and a semi-structured interview. The findings revealed there was no statistically significant difference in experimental and control group participants&amp;#39; reading comprehension skills in the pre-reading test; nevertheless, the experimental group outperformed the control group in the post-reading test. Analysis of the qualitative data demonstrated the PSEFLTs viewed the RT intervention as effective in developing their reading comprehension skills and would implement it in their future teaching.

ABSTRACT This article presents an insider view of an online community of adults involved in sharing digital photography through a host website, Flickr. It describes how reciprocal teaching and learning partnerships in a dynamic multimodal environment are achieved through the ...