A.

Reciprocal Teaching and Interest

Reciprocal Teaching is an interactive and collaborative practice designed to

enhance reading comprehension skills with the use of scaffolded conversation to

enhance comprehension between group members and the teacher. Four (4)

comprehension strategies serve as the foundation for scaffolded conversation of

texts: predicting, clarifying, questioning, and summarising. Engaging in this

technique enables students to read, discuss, and apply critical thinking to the text

(“Reciprocal teaching,” 2024).

In relation to this, according to Lentillon-Kaestner, V., & Roure, C. (2023),

Reciprocal teaching is not all about passive listening. By prediction, challenging,

clarifying on, and summarising the text, students can actively engage. They feel

more in control of their education because of this experiential learning method, which

also makes it more interesting and applicable to their own lives. Also, reciprocal

teaching highlights the 4 comprehension strategies and by engaging to this students

become more aware of their own thinking and learning [Link] metacognitive

awareness empowers them to take control of their learning, identify areas they need

to focus on, and develop a deeper understanding of the material. This sense of

agency can further fuel their interest and motivation. (“Reciprocal Teaching:

Definition, Benefits and Strategies,” 2023).

B. Reciprocal Teaching and Achievement

Cambridge University Press & Assessment (2024) define Achievement as

something very good and difficult that you have succeeded in doing or something

that you did or got after planning and working to make it happen, and that therefore

gives you a feeling of satisfaction, or the act of working to make this happen.

Mafarja et al. (2023) states that there is clear evidence linking reciprocal

teaching to improved achievement among learners, especially in reading

comprehension. Studies regularly reveal that students who take part in reciprocal

teaching programs typically perform better academically in related areas, have

higher reading comprehension scores, and have more confidence in their potential to

learn. This positive impact is attributed to the active engagement, strategy

instruction, and scaffolding provided by the approach.(Joan Baker, [Link]., & Lisa M.

Emerson, [Link]., [Link]., 2014). According to John Hattie's research, reciprocal

teaching has an effect size of 0.74, indicating a strong positive correlation with

student achievement. This means that reciprocal teaching is a highly effective

method for improving student learning outcomes (Bales, K., 2024).

C. Reciproral Teaching and Reading Comprehension

Reciprocal teaching is a highly effective instructional strategy that directly

improves reading comprehension. It acts as a catalyst for comprehension by

providing students with a structured framework for practicing essential

comprehension strategies. These strategies include predicting, questioning,

clarifying, and summarizing, which encourage active engagement and deeper

analysis of the text (Reciprocal Teaching | Reading Rockets, n.d.). Moreover,

reciprocal teaching fosters metacognitive skills, enabling students to become more

aware of their comprehension strengths and weaknesses, develop strategies for

overcoming challenges, and monitor their progress (Ahmadi & Gilakjani, 2020).This

increased metacognitive awareness is crucial for developing independent and

effective readers.

Research consistently shows that students who participate in reciprocal

teaching programs exhibit significant improvements in their ability to identify main

ideas, draw inferences, comprehend complex text structures, answer comprehension

questions accurately, and engage in critical thinking about the text (Dew et al., 2021).
This demonstrates the strong, direct relationship between reciprocal teaching and

improved reading comprehension skills.

D. Reciprocal Teaching and Participation

According to Cambridge Dictionary (2024), Participation is defined as the fact that

you take part or become involved in something. This shows that reciprocal teaching

and participation are inextricably linked in the context of education. According to

Kiser S. (2020), through active participation in learning activities, students get to

assume the role of the teacher. In small groups, students carry out assigned tasks

while the teacher employs effective reading techniques. Four students, for instance,

will be assigned to a group, and each will represent one of the four tactics. As a

summarizer, questioner, clarifier, or predictor, they play a specific role that keeps

them interested. To comprehend text, proficient readers combine these four

methods.

Student comprehension is observed and evaluated by them. Being in charge of their

own groups, they are responsible. As a result, there is an increase in reading

comprehension and retention and student engagement.

REFERENCE

Lentillon-Kaestner, V., & Roure, C. (2023). Situational Interest within the Reciprocal

Teaching Style: Roles of Dyad Composition and Students’ Personal Variables.

Research Quarterly for Exercise and Sport, 95(2), 509–518.

[Link]

Indeed.(2023).Reciprocal Teaching: Definition, Benefits and Strategies.

[Link]

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 wDVHJRm69Gzhp9kMDninI8VL0QA3xnfnCzZiFk1K728cd7-V9I_aem_AHDMi

mJKSfyzCXOwgbDFjQ

Mafarja, N., Mohamad, M. M., Zulnaidi, H., & Fadzil, H. M. (2023). Using reciprocal

teaching to enhance academic achievement: A systematic literature review.

Heliyon, 9(7), e18269. [Link]

Baker, J., & Emerson, L. (2014). Reciprocal Teaching: Seeing is Believing. William &

Mary School of Education.

[Link]

ocalteaching/?need_sec_link=1&sec_link_scene=im&fbclid=IwZXh0bgNhZW0

CMTEAAR1v7eU3CX7_51FFIomNAbVRqWkhQn_sPGh3G97mtSPTgMOyIgI

DwElHt1o_aem_fdRARCRhznTmKCVy4fU8tw

Bales, Kris. (2024, June 25). How to Boost Reading Comprehension With Reciprocal

Teaching. [Link]

Reciprocal Teaching | Reading Rockets. (n.d.). Reading Rockets.

[Link]

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AR3HEBKOZu9eTtSm5UJYmBjeWZWYjewAXaQYWBVJ7qK-AiUYqUYDA9K

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Ahmadi, M. R., & Gilakjani, A. P. (2020). Reciprocal Teaching Strategies and Their

Impacts on English Reading Comprehension. Theory and Practice in

Language Studies, 2(10). [Link]

Dew, T. P., Swanto, S., & Pang, V. (2021). THE EFFECTIVENESS OF

RECIPROCAL TEACHING AS READING COMPREHENSION

INTERVENTION: A SYSTEMATIC REVIEW. Journal of Nusantara Studies

(JONUS), 6(2), 156–184. [Link]