THE RECIPROCAL TEACHING : AN EFFECTIVE STRATEGY FOR TEACHING READING COMPREHENSION AT AN ISLAMIC SENIOR HIGH SCHOOL
DOI:
https://doi.org/10.31851/qver5e73Keywords:
Reciprocal Teaching, Reading Comprehension, Teaching Strategy, EFL.Abstract
This study investigates the effectiveness of the Reciprocal Teaching Strategy in enhancing students’ reading comprehension at an Islamic senior high school. It aims to compare students’ reading ability before and after the strategy’s implementation and to determine whether the improvement is statistically significant. Using a quantitative approach, the research employed a pre-experimental one-group pre-test and post-test design involving 21 students. Data were collected through a multiple-choice reading test and analyzed using SPSS with a paired sample t-test. The results indicate a notable improvement in students’ performance, with the mean score increasing from 43.33 in the pre-test to 90.23 in the post-test. The significance value of 0.000 (< 0.05) confirms a statistically significant difference between the two scores. These findings demonstrate that the Reciprocal Teaching Strategy effectively enhances reading comprehension. This study provides practical implications for English language teaching, particularly in reading classes at the senior high school level. It highlights the value of collaborative learning and critical thinking in fostering student engagement and improving comprehension, offering useful insights for teachers and researchers in EFL contexts.
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