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
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.