Investigating Impacts of Reciprocal Teaching on Grade Nine Students’ Reading Strategies Use, Strategies Practice, and Perceptions

Abstract

This study aimed at investigating impacts of reciprocal teaching on grade nine students’ reading strategies use, strategies practice and perceptions. In the study, Japan Secondary School was chosen using simple random sampling technique. In the school, grade nine was selected purposively since this grade is the transitional level from elementary to secondary school where learners usually face difficulties as compared to other grades of secondary school. In grade nine, two intact groups (one experimental and the other control group) were selected. The study used quasi-experimental design with mixed method (qualitative and quantitative). To collect data, pre-test and post-test questionnaires were administered, and observation and interview were employed. The data from the questionnaires were analyzed quantitatively using independent samples t test, whereas the observation and the interview data were analyzed qualitatively. The result from the questionnaires uncovered that there was a significant difference in reading strategies use between the experimental and control groups favoring the experimental one. Moreover, the observation result showed that the practice of reciprocal teaching evolved from teacher-led to students-led practice which eventually focused on cooperative, responsible and active involvement of students on reading tasks. Besides, interviews unveiled that the experimental group students perceived that reciprocal teaching is indispensable to mediate ideas and lessen reading difficulties. Accordingly, it can be concluded that reciprocal teaching enhances students’ reading strategies use and advances their responsibility-taking abilities for learning. Based on the findings and conclusion, it was suggested that reciprocal teaching should be implemented in EFL reading classes.