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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 96 / 233

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Attention and Summarization) with both a mean score of 3.50. The least used

metacognitive strategy was item 11 (Selective Attention), with a mean score of 2.47.

Students’ use of the metacognitive strategies after reciprocal teaching.

From Table 4.4, we can see that after reciprocal teaching the average of most

reading strategies stood above 3.5, except the ones for item 11 and item 12 which are in

selective attention metacognitive reading strategy. Item 11 was the least used

metacognitive strategy by the participants after they received instruction through

reciprocal teaching. Its mean score was 2.80 and its paired difference mean was 0.33.

However, it shows a significant difference at 0.05. Item 12 is the strategy that improved

the least, showed by its paired difference mean which stood at 0.26. Moreover, it does not

show a significant difference at 0.05 level.

Comparison of the Ten Types of Metacognitive Strategies Students Employed before

and after Reciprocal Teaching

The metacognitive strategies from the questionnaire can be classified into ten

types (see Table 3.1, Unit 3). Table 4.5 reveals the ten types of metacognitive strategies

the students in the experimental group employed before and after reciprocal teaching.

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