Exploring Reciprocal Teaching Method on EFL Learners’ Reading Comprehension

Authors

DOI:

https://doi.org/10.29408/veles.v5i2.3860

Keywords:

classroom action research, reciprocal teaching method, reading comprehension

Abstract

This research was carried out as the learning activities in the reading classroom were not yet effective. As a result, the student's ability to comprehend reading texts was poor. This study aims to improve the EFL students’ reading comprehension by implementing the Reciprocal Teaching Method (RTM), especially in comprehending IELTS reading texts. Classroom action research was conducted by following four stages; planning, implementing, observing, and reflecting the actions. The Reciprocal Teaching Method (RTM) consists of four stages; predicting, questioning, clarifying, and summarizing to engage the learners in group-work activities, boost motivation, as well as enhance their comprehension. 28 learners from the English department who enrolled in the Reading course were selected as participants. Data were gathered through observations, tests, interviews, as well as document reviews. The results revealed that the Reciprocal Teaching Method (RTM) boosts students' ability to comprehend the IELTS reading texts and engages them during the teaching and learning process.

Author Biography

Ahmad Ridho Rojabi, UIN KHAS Jember

Ahmad Ridho Rojabi is a lecturer of English Education department, IAIN Jember. His major interests cover literacy in ELT, teaching method, and technology-enhanced learning (TEL). He was awarded as the best presenter at Academic Circle: Intercultural Communication at State Polytechnic of Malang Indonesia in 2019. His recent publications are: “Blended Learning via Schoology: Benefits and Challenges†in 2019 and “Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia†in 2020.

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Published

2021-10-28

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Vol. 5 No. 2 (2021): VELES Voices of English Language Education Society

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Articles

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