THE EFFECT OF RECIPROCAL TEACHING PROCEDURE ON EFL STUDENTS‟ READING COMPREHENSION ACHIEVEMENT

Abstract

The Reciprocal Teaching Procedure is a model originally developed aiming at using discussion to improve students‟ reading comprehension, develop self regulatory skills and achieve overall improvement in motivation. This study aimed at investigating the effect of the Reciprocal Teaching Procedure on students‟ reading comprehension achievement in English language compared to the Conventional Teaching Instruction. The study was carried out on two groups experimental and control groups-each of which consists of 31 students. An Independent samples t-test was applied in order to see whether there was a statistically significant difference or not between the groups. Additionally, a paired sample t-test was used so as to compare differences within each group. The results from the post-test displayed that statistically significant difference between the experimental and control groups, favoring the treatment group at p=.0.02, < 0.05 After the treatment, the experimental group students took an attitude questionnaire to illicit their thoughts about the effectiveness of using reciprocal teaching procedure on the reading comprehension strategies in EFL classes. The data collected from the attitude questionnaire analyzed through descriptive statistics including the mean and standard deviations. The results showed 3.45 grand mean score at „Agree‟ level. Thus, students have positive attitudes towards using reciprocal teaching procedure on improving their comprehension.