Applying Reciprocal Teaching to Overcome Learners' Barriers to Effective Listening

Abstract

The research is the action research aimed at investigating to what extent Reciprocal Teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when Reciprocal Teaching is employed. Several techniques: interview, observation, and test were applied to obtain the data. The mean score of two raters was calculated to derive the qualitative data; Constant Comparative Method was implemented to analyze the qualitative data. The research result showed Reciprocal Teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. The enhancement of Reciprocal Teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. The use of Reciprocal Teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. Considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through Reciprocal Teaching.

The Implementation of the Reciprocal Teaching Strategy for Enhancing Listening Comprehension

“…Reciprocal Teaching has been proven to be a successful approach for developing appreciation learning in numerous earlier studies. On the other hand, this tactic is rarely used to demonstrate appreciation for listening (Rokhaniyah, 2020).…”

“…The obstacles comprised distinguishing watchwords to acquire fundamental thought, lack of vocabulary, linguistic issue, and powerless paying attention to divided among sounds. A huge number of university students have trouble distinguishing between sounds and distinguishing between British and American English pronunciation (Rokhaniyah, 2020). Despite the fact that listening vocabularies were the same when we learn reading vocabulary.…”

“…The pith of listening was for quite some time perceived in English Language Educating's set of experience. Rokhaniyah (2020) defined that according to a definition, the Direct Method, which first placed an emphasis on listening, was followed by the Audiolingual Method, in which language was supplied verbally before being conveyed in written communication. Given the research findings and methodological focus on listening in, the most frequently cited justification for listening was having problems listening in large courses with little to no strategic support.…”

Effectiveness of a Proposed Program Integrating MALL & Reciprocal Listening to Podcasts in Fostering EFL Faculty of Biotechnology Students’ HOTS, Vocabulary Acquisition and Speaking Fluency

“…Reciprocal listening refers to an instructional procedure where EFL learners work actively in collaborative groups to predict, clarify, question and summarize spoken texts content and main ideas (Dehham, Hasan & Raheem, 2018;Hussein & Dehham, 2019;Rokhaniyah, Utama & Marantika, 2020).…”

“…During RL, EFL students are involved in collaborative interaction as they listen attentively to audio texts and try to make meanings of these texts; this interaction takes place among groups of students as well as with the EFL teachers, and it involves the active use of predicting, clarifying, questioning and summarizing strategies. Moreover, it entails that EFL teachers work as facilitators and guides to foster their students' active learning and meaning construction processes (Dehham, Hasan & Raheem, 2018;Hussein & Dehham, 2019;Rokhaniyah, Utama & Marantika, 2020).…”