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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 109 / 233

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their friends to translate the meaning of each sentence. However, the leaders also asked

their friends to clarify the words and the references they did not know. They translated

almost word by word not focusing on the meaning across the text. The leaders asked a

few questions related to the main idea. Moreover, the less proficient students did not

interact much with their friends. However, when they were leaders, they concentrated on

their responsibilities.

I n t h e l a t e r p e r i o d , t h e t i t l e o f t h e t e x t w a s K i l l e r B e e s , a n d s t u d e n t s a s k e d m o r e

questions on the main idea, but they still wanted to know some unimportant words. They

improved the use of the four key strategies through metacognitive process or awareness.

In other words, they planned, monitored, and evaluated their work while completing the

reading task. In addition, the less proficient students interacted more while reading. They

were encouraged from their friends to share their ideas.

Findings from the quantitative data suggested that the students in the reciprocal

teaching group developed their metacognitive awareness (planning, monitoring, and

evaluating) when they read a passage. After the teacher modeled the procedure of the

reciprocal approach, they organized their own thoughts in their cooperative group.

Everyone in the group had a chance to be a leader, something that reflected directly on

their own and the other participants’ performances. The stages of the reciprocal approach

guided them towards achieving an understanding of the meaning of the reading passage in

order to improve their reading ability.

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