The Intervention of Using Reciprocal Teaching Technique and Learning Styles on Students’ Reading Comprehension

Abstract

Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Students' Reading Comprehension. The research was quantitative method and applied quasi-experimental design. Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and students' learning styles on students' reading comprehension, and (2) there were differences effect of students' reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the students' reading comprehension.

Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

“…There are some differences between them as well. In the reciprocal teaching method without reflection, Egiyantinah et al (2018) found that the reciprocal teaching method is effective for improving reading comprehension; however, students' learning styles should be considered in order to gain more effectiveness. Regarding the RBRT approach, the teachers not only used reciprocal teaching alone but also reflected on their instructional context.…”

Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension

“…Additionally, teachers employ various instructional strategies to help students effectively comprehend reading texts. There were also some studies investigating teachers’ instructional strategies on students’ reading comprehension; for example, Egiyantinah et al.’s (2018) study investigating the effect of the reciprocal teaching strategy and learning styles on students’ reading comprehension achievement; Anyiendah et al.’s (2019) study exploring the effect of the interactive approach on learners’ achievement in reading comprehension in Vihiga, Kenya; Ahmada’s (2019) study examining the effect of the jigsaw learning model in teaching reading comprehension on narrative text; Salari and Hosseini’s (2019) study scrutinizing the effect of the team-based learning strategy on the Iranian intermediate EFL students’ reading comprehension achievement from the Golrizan Language Institute in Mashhad, Iran; and Barua’s (2021) study inquiring into the effect of the paraphrasing strategy on the tertiary level students’ reading comprehension achievement from the Gauhati University, India.…”

Reflective Teaching Model for Reading Comprehension

“…Therefore, teaching reading comprehension is of great importance for teachers to help students' complete understanding of the reading text. Egiyantinah et al (2018) also highlighted the teaching technique as one of the most important factors which determine the success or the failure of students' reading comprehension process. In teaching reading comprehension, it is a complex interaction between a teacher's instructional strategy, setting, readers' background, readers themselves, task, and the reading text itself (Yukselir, 2014).…”

“…RH1: The pre-and post-tests aimed for this sub-study are expected to be reliable and valid for measuring students' reading comprehension achievement (Egiyantinah et al, 2018).…”