COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1 RENA LYSTYA

COOPERATIVE LEARNING Reciprocal Teaching ROMBEL 1 RENA LYSTYA NINGRUM DINA NOVITA WIJAYANTI KHARISMA CLEVERIAN HESNY NENO

DEFINITION OF COOPERATIVE LEARNING 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 Criteria of Cooperative Learning The students work together in small group on a structured activity Cooperative groups work face to face and learn to work as team

The Role of Small Group Learners actively participate Teachers become learners at times Diversity is celebrated Students learn for resolving conflicts Students draw upon past experience and knowledge Students are interested in their own learning

Cooperative learning emphasizes in students’ role than teachers’

The Impact of Cooperative Learning The achievement levels were significantly higher when cooperative learning methods were used as compared to individualistic Individual learning Cooperative learning VS

Types of Cooperative Learning Think pair share Three step interview STAD Jigsaw Reciprocal teaching

COOPERATIVE LEARNING RECIPROCAL TEACHING

DEFINITION OF RECIPROCAL TEACHING MEANS 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.

The Origin of Reciprocal Teaching HISTORICALLY THEORETICALLY PALINSCAR & BROWN 1984 To help students who face obstacle in reading comprehension. CONSTRUCTIVISM In getting knowledge learning for understanding and recognizing meaning

Cognitive Appretisceship Theories of Scaffolding Principles of Reciprocal Teaching Zone Proximal Development Propleptic Teaching

Think Aloud Cooperative learning scaffolding metacognition

Three Components of Reciprocal Teaching The 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 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 Questioning Clarifying Summarizing

PREDICTING 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? ”

Questioning q to help his/her learners find the most important information in the text. q to direct and answer questions about the text and find the most important information in the text. q 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. Example • “what is the meaning of the sentence? ”.

Summarizing 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 Implementation 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 substrategies for the students in their regular setting. The teacher leads the dialogue and applies the sub-strategies to one of the paragraphs. 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

CONTINUED 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.

Reciprocal teaching as technique to teach reading comprehension Reciprocal teaching builds the readers a metacognitive awareness of the active nature of reading, of task demands and self regulating in order to succeed in reading comprehension

Reading Comprehension It is type of reading to check whether the students understand comprehend the text or not

The relationship between reciprocal teaching & reading comprehension Reciprocal teaching parallels the new definition of reading that describes the process of reading as an interactive process in which readers interact with the text as their prior experience is achieved

THE GOALS OF RECIPROCAL TEACHING 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 help students monitor their comprehension using the four strategies To use the social nature of learning to improve and scaffold reading

ADVANTAGES OF RECIPROCAL TEACHING Effective in helping students to improve their reading ability Creates the new technique of reading that describes the process of reading as interactive Easily understood and mastered by both teachers and students

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 in Music Education, 15(1) , 1 -33. Retrieved November 8, 2012, from www-usr. rider. edu/~vrme/v 15 n 1/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/tpls 021020532060/5538. • 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.

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