RENA LYSTYA NINGRUMRENA LYSTYA NINGRUM

DINA NOVITA WIJAYANTIDINA NOVITA WIJAYANTI

KHARISMA CLEVERIANKHARISMA CLEVERIAN

HESNY NENOHESNY NENO

It promotes the idea that students work together to learn and are responsible for one another’s learning as well as their

own (Slavin, 1991)

It promotes the idea that students work together to learn and are responsible for one another’s learning as well as their

own (Slavin, 1991)

The students work together in small group on a structured

activity

The students work together in small group on a structured

activity

Cooperative groups work face to face and learn to work as team

Cooperative groups work face to face and learn to work as team

Learners actively participateLearners actively participate

Teachers become learners at timesTeachers become learners at times

Diversity is celebratedDiversity is celebrated

Students learn for resolving conflictsStudents learn for resolving conflicts

Students draw upon past experience and knowledgeStudents draw upon past experience and knowledge

Students are interested in their own learningStudents are interested in their own learning

Cooperative learning emphasizes in students’ role than teachers’

The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic

The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic

Cooperative learning Cooperative learning Individual learningIndividual learning

VS

DEFINITION OF RECIPROCAL TEACHING

DEFINITION OF RECIPROCAL TEACHING

MEANSNature of interactions since one person acts

in response to another

Nature of interactions since one person acts

in response to another

Reciprocal teaching is based on the dialogues and discussions between the learners themselves or the students and the teacher (Blakey and Spence (1990))

Exchanging roles between the teacher and the learners which make the students responsible for their roles in the teaching learning process and allows students to support each other continuously.

Exchanging roles between the teacher and the learners which make the students responsible for their roles in the teaching learning process and allows students to support each other continuously.

HISTORICALLY PALINSCAR

& BROWN 1984

To help students who face obstacle

in reading comprehension

.

THEORETICALLYTHEORETICALLY CONSTRUCTIVISMCONSTRUCTIVISM

In getting knowledge learning for

understanding and recognizing meaning

In getting knowledge learning for

understanding and recognizing meaning

Cognitive Appretisceship

Cognitive Appretisceship

Theories of ScaffoldingTheories of Scaffolding

Zone Proximal DevelopmentZone Proximal Development

Propleptic Teaching

Propleptic Teaching

Principles of Reciprocal Teaching

Principles of Reciprocal Teaching

Think Aloud

Cooperative learning

scaffolding

metacognition

The teaching and learning of specific reading comprehension strategiesThe teaching and learning of specific reading comprehension strategies

The dialogue between an instructor and students where the instructor models why, when, and where to use these reading comprehension strategies

The dialogue between an instructor and students where the instructor models why, when, and where to use these reading comprehension strategies

The appropriating of the instructor by the students , that is students begin to model the reading comprehension strategies for other

students

The appropriating of the instructor by the students , that is students begin to model the reading comprehension strategies for other

students

The Strategies of Reciprocal Teaching

Predicting

Predicting

Questioning

Questioning

Clarifying

Clarifying

Summarizing

Summarizing

This strategy gives opportunities for the students to make the use of the main titles and subtitles as well as the questions of

the text in predicting the content of the text before reading it.

EXAMPLE:

The leader may ask “what do you expect the next

paragraph to be about?”

to help his/her learners find the most important information in the text .

to direct and answer questions about the text and find the most important information in the text.

Give questions which reflect high thinking abilities.

to help his/her learners find the most important information in the text .

to direct and answer questions about the text and find the most important information in the text.

Give questions which reflect high thinking abilities.

Clarifying

It supports students in monitoring their own comprehension. It gets them to think about what is confusing to them as they read.

It supports students in monitoring their own comprehension. It gets them to think about what is confusing to them as they read.

Example

Summarizing

The students organize the main idea in order they can understand

the relationship between them

The students organize the main idea in order they can understand

the relationship between them

“Can I use my own language to retell the story from the text?”

The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs.

The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs.

The teacher explains every activity. It is important to emphasize activities that may promote these processes.

The teacher distributes cards containing the tasks in the sub-strategies for the students in their regular setting.

The teacher distributes cards containing the tasks in the sub-strategies for the students in their regular setting.

The teacher chooses a leader who plays the role of the teacher for every group. Then the leader exchanges

his/her role with his/her classmates in the group after every dialogue

The teacher distributes copies of the text for every student in the all groups.

The teacher gives enough time for silent reading according to the length and complexity of the text.

The leader of each group coordinates the task selection in his/her group and each member outlines his/her task to their group and answers their questions.

After ending the dialogues, the teacher distributes questions about the content of the text to assess the students’ comprehension.

CONTINUED

It is type of reading to check whether the

students understand and comprehend the

text or not

THE GOALS OF RECIPROCAL TEACHING

To improve students’ reading comprehension using four comprehension strategies: predicting, questioning, clarifying and

summarizing

To improve students’ reading comprehension using four comprehension strategies: predicting, questioning, clarifying and

summarizing

To scaffold the four strategies by modeling, guiding and applying the strategies while reading

To guide students to think about their own thinking

To use the social nature of learning to improve and scaffold reading

Effective in helping students to improve their reading ability

Easily understood and mastered by both teachers and

students

Creates the new technique of reading

that describes the process of reading as

interactive

ADVANTAGES OF RECIPROCAL

TEACHING

CONCLUSION

Reciprocal teaching is a cooperative learning instructional technique which creates natural dialogue models and reveals learners’ thinking processes about a shared learning.

REFERENCES• Abrahams, F., & Abrahams, D. (2010) . The Impact of Reciprocal Teaching

on the Development of Musical Understanding in High School Student Members of Performing Ensembles: An Action Research. Research in Music Education, 15(1) ,1-33. Retrieved November 8, 2012, from www-usr.rider.edu/~vrme/v15n1/visions/Impact of Reciprocal Teaching on Musical Understanding. Abrahams and Abrahams.pdf.

•  Ahmadi, M. R. (2012) . Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, 2(10) , 2053-2060. Retrieved November 18, 2012, from http://ojs.academypublisher.com/index.php/tpls/article/view/tpls021020532060/5538.

• Ockuz. L. D. (2005) . Reciprocal Teaching Strategies at Work: Improving Reading Comprehension, Grades 2–6: Videotape Viewing Guide and Lesson Materials. New York : International Reading Association.

• Tsong, C. (2007) . Learning Reading Strategies Together Through Reciprocal Teaching. Otawa: Wa Ying College.

Thank You