Studies in Linguistics and Literature

Vol. 1, No. 2, 2017

www.scholink.org/ojs/index.php/sll

Applying Reciprocal Teaching Method in Teaching Reading

Moh. Rodli1* & Hari Prastyo2
1
Madrasah Aliyah Negeri (State Islamic High School), Mojokerto, Indonesia
2
Islamic Institute of Uluwiyah, Mojokerto, Indonesia
*
Moh. Rodli, E-mail: [email protected]

Received: May 27, 2017 Accepted: June 20, 2017 Online Published: July 11, 2017
doi:10.22158/sll.v1n2p112 URL: http://dx.doi.org/10.22158/sll.v1n2p112

Abstract
Reading is one of English language skills considered more important in this modern world, so reading
gets more emphasize than other skills. Although receiving more attention than other language skills in
English classroom, the result of students’ reading comprehension achievement is still far from
expectation. To help students comprehend English reading texts and have better achievement in reading
skill, Reciprocal Teaching method can be an alternative to offer. The Reciprocal Teaching method as an
instructional activity that takes place in the form of dialogue, which is structured by the use of four
steps: predicting, clarifying, question generating, and summarizing. Students learn to use four
strategies to increase their understanding of the text being read. This method is useful for improving
students’ reading effectiveness, in addition to help students better remember what they read. This paper
highlights the Reciprocal Teaching method and its use as an alternative to improve students’ reading
comprehension achievement.
Keywords
reading, Reciprocal Teaching

1. Introduction
Reading is one of English language skills considered important for students’ growth as an individual in
many aspects of life. Every day we cannot escape from reading activity. We read newspaper, report,
messages, books, notes, and many other writings. So reading has been considered as one of the major
sources of providing students with great amount of information about various subjects (Salehi &
Vafakhah, 2013, p. 148). That is why students are taught reading skill at school. By reading, the
students will know how English is actually used in printed and written forms.
According to Rivers (1981, p. 259) the most important activity in any language class is reading.
Reading is not only a source of information and a pleasurable activity, but also a means of
consolidating one’s knowledge of a language. In other words, reading activities can bring many
benefits for students such as to get information, pleasure and knowledge. Furthermore, Nunan (1991, p.
259) states that reading is the most important activity in any class not only as a source of information, a
112
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

pleasurable activity, but also a means of consolidating and extending one’s knowledge, literature, and
culture. So the knowledge or information which students get from the reading activity in the classroom
hopefully can give meaningful contribution in every aspect of life (Gillet & Temple, 1994, p. 3).
According to Burns et al. (1996, p. 5) the ability to read is vital to functioning effectively in a literate
society. However, students who do not understand the importance of learning to read will not be
motivated to read. Justify Burns’ opinion, Bruder and Henderson (1988) state that the ability to read
can be affected by some factors, such as linguistic aspects, prior knowledge, and reading strategy.
Dealing with the linguistic aspects, mastering relevant vocabulary items and structures become a basis
for which a student decodes meaning from the text. Another factor is prior knowledge that students
bring into reading. When students are reading a text, they are not passive; instead, they bring their prior
knowledge to incorporate with new information within a text. Meanwhile, the use of strategy in reading
brings about some benefits for which the students might adjust their purpose for reading and become
aware of what they were reading.
Referring to the importance of reading, the students should be well prepared with the skill as early as
possible so they are accustomed to comprehending what they read in their daily life. Leipzig (2001, p. 1)
states that in reading activity we are not only reading the text, but also trying to understand what we are
reading. It is based on the fact that reading requires words recognition, comprehension, and fluency.
Djiwandono (1996, p. 63) also states that to understand all types of information in an array of the text
requires not only the reading activity but also ability to understand the content. In addition, he asserts
that without the ability to understand the content, one cannot absorb or comprehend a lot of information
quickly, accurately, and easily. Accordingly, reading should become the main emphasis in English
teaching program in Indonesia, particularly for the senior high school students. Yet it does not mean
that the other skills of English like listening, speaking, and writing are not important.
Unfortunately, reading at the secondary and higher school still becomes problem for students. Alderson
(1984) states that when the students are confronted with a reading text, they seem to read with limited
understanding. Furthermore, Students mostly are still experiencing reading difficulties in reading
learning process. Most problems are lack of vocabularies, lack knowledge of sentence structures,
difficulties in discovering the meaning of words in context and also improper classroom activities.
Inadequate vocabulary makes them stumble at each sentence, and soon they begin to lose their patience
with and interest in reading (Rahman, 2007, pp. 32-33). This is because if the students faced a difficult
text with many unknown words, the students of course will look for it in a dictionary in many times.
This will make the students become boring and lose their interest in reading.
So, Limited knowledge of vocabulary and lack of sentence structure is regarded as the main problem
(Gunning, 2002 in Chawwang, 2008, p. 2). Lacking of sentence structures knowledge also lead the
students to become frustrated in reading activity. As we know, sentence structures will makes the
readers know about what the function of the words are, when the sentence expected by the author to be
happened, and many others. The complex sentences that contain complex sentence structures will break
113
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

the students’ mental down because they cannot gain the real meaning of a sentence and this will intrude
the students’ success in reading. Some students also cannot discover the meaning of words in context.
Actually students need to imply meaning by guessing from sentences or context (Aebersold & Field,
1997 in Chawwang, 2008, p. 2). But the students sometimes only know one meaning of a word. This
will lead a misunderstanding in interpreting the meaning of a sentence. It also causes confusion for
students in understanding a text.
Improper classroom activities are also responsible for students’ poor reading (Rahman, 2007, p. 34). A
proper classroom learning activities should be applied in reading learning process. A proper instruction
in reading learning process will help the students read in a right way.
According to Yaseen (2013, pp. 2-3) in reading class in some schools, teachers ask the whole class to
repeat after them, then one by one to sound out words. Sometimes they read for the class and then ask
the students one by one to read loudly. Sometimes they focus on every single word, how it is
pronounced and what it means. Those explanations by Yaseen are often happened in the reading class.
Those will create an inappropriate interaction between teacher and the students. The students will have
misunderstanding of what reading is and they will think that “just read fast with correct pronunciation,
and you are a good reader”. Those improper reading instructions sometimes will make the students
consider that reading is an unimportant and passive activity than ignore it. Reading is such a passive
activity but actually it is not. Reading is an active activity because it involved our brain to work
consciously or unconsciously to gain information if the right strategy is applied.
Considering the above causes, it is necessary to implement a strategy that can help solve the students’
problems in reading. One of the strategies that helps students understand reading materials is
Reciprocal Teaching (RT) method. RT method is originally developed by Palincsar and Brown (1984)
and they describe it is as problem solving activities that aim to promote thinking while reading,
resulting in better comprehension of the reading passage (Salehi & Vafakhah, 2013). It is a step by step
procedure and emphasize in four reading strategies that a teacher or tutor and a group of students takes
turns leading discussion about specific segment of text through the following strategies: predicting,
clarifying, questioning, and summarizing (Palincsar & Brown, 1984, p. 117).
According to Palincsar & Brown (1984, p. 127), RT Method offers some advantages for the students,
such as providing them a window into the thinking of proficient readers as they problem-solve their
way toward meaning; giving the students a condition to approach reading as an active and strategic
process; and learning behaviors that will help them become more independent readers, capable of
handling increasingly sophisticated material.
Furthermore, it provides explicit teaching through direct instruction that can make obvious what will
the students do in reading learning process. It is a sharing of an active comprehension because it
involves reciprocal dialogue. It is an important factor in Reciprocal Teaching method which is based on
the premise that group participation and dialogue that can aid learning as well as promoting conceptual
change (Meyer, 2010, p. 42). This strategy also provides higher order thinking (Meyer, 2010, pp.
114
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

43-47). This strategy encouraging the students to create their own questions based on the text for
deeper comprehension. When creating and answering the questions, the students will develop critical
thinking ability to engage them in reading and also deepen their understandings that enable all students
to experience success with their learning.

2. Discussion
2.1 Reading Comprehension
Reading is the process of recognizing, interpreting, and perceiving the written or printed material.
According Braunger and Lewis (2001, p. 4) reading is a complex and purposeful socio-cultural,
cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and
written language, their knowledge of the topic of the text, and their knowledge of their culture to
construct meaning with text.
Comprehension is necessary if one wishes to learn from textbooks and manuals, enjoy great literature,
or simply follow directions in a cookbook. It constitutes an activity of associating or connecting a
reader’s ideas or thoughts with what an author states in print. Blair-Larsen and Williams (1999, p. 37)
state that comprehension is a multidimensional thinking process; it is the interaction of the reader, the
text, and the context. They further point out that comprehension occurs when readers make critical
connections between their prior knowledge and new-found knowledge in the text. While reading a text,
readers activate their prior knowledge or schemata about a topic. In other words, when a reader or
student encounters a reading text, he tries to associate his prior knowledge and what has been written in
print. If this happens, it can be said that reading conveys understanding. Otherwise, reading without
comprehension cannot be associated as reading since reading is directed to achieve comprehension.
2.1.1 Models of Reading Process
To understand the content of a particular text, one must go through a process. During the reading
process, a reader might use one, two, or combination of the two models. The models of reading process
are bottom-up, top-down, and interactive model.
Bottom-up Model
The bottom-up model of reading ability is primarily concerned with the recognition of individual letters,
phonemes and words. Gough, La Berge and Samuels as quoted by Cox (1999) state that bottom-up
reading model views reading as a part to whole process. First, the reader learns to recognize letters,
followed by words, and then words in context, until he or she finally begins to understand what is read.
This model believes that the reading process begins with individual recognition of letter and phonemic
counterparts. This knowledge then leads to the recognition of individual words of the text presented to
the reader. Meaning of the whole text is a process of building understanding of individual letters to the
word level, then to the sentential level, and finally the text level.
Top-down Model
The top-down model of reading process places the emphasis on the reader’s active participation in the
115
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

reconstruction of the meaning in the text. Stanovich as quoted by O’Malley and Pierce (1996) states
that the model by starting with the reader’s hypotheses and predictions about the text and his or her
attempts to confirm them by working down to the smallest units of the printed page. Similarly, Cox
(1999, p. 270) states that top-down reading views reading as part of language development and a
process of hypothesis testing in which the reader’s job is to make predictions about the meaning of
what is being read.
Interactive Model
Cox (1999, p. 270) points out that interactive model views the reading process as an interaction
between the reader and the text. The model allows for both bottom-up and top-down processing and is
reflected in teaching approaches that emphasize direct reading instruction of word identification skills,
vocabulary, and word meaning and comprehension. Interactive model is suitable for skilled readers. For
them, both bottom-up and top-down models of reading can occur simultaneously. It means that when
such readers are confronted with the reading texts, they must activate both their linguistic competences
and their schemata related to the text contents.
2.1.2 Levels of Reading Comprehension
To know to what extent students have understood the content of the text, some experts have proposed
some levels of reading comprehension. Four levels of comprehension as identified by Burns, Roe, and
Ross (1996) are discussed. They are reading the lines (literal comprehension), reading between the
lines (interpretive or inferential comprehension), reading for evaluation (critical reading), and reading
beyond the lines (creative comprehension) each of which can be described in the following section.
Literal Comprehension
Burns et al. (1996, p. 255) explain that literal reading comprehension involves acquiring information
that is directly stated in the text. It is a prerequisite for higher level understanding. To be better in this
comprehension one should have a thorough understanding of vocabulary, sentence meaning, and
paragraph meaning. They also say that the basis of the literal comprehension is recognizing stated main
idea and details. Details in reading mean the specific explicitly-stated parts of a paragraph or passage
that contains the basic information. Main idea is the central thought around which a whole paragraph is
organized. It is often expressed in a topic sentence. Moreover, it is stated that recognizing and
understanding the cause and effect relationship as well as sequence in a written passage is also
important to be the basis of literal reading comprehension. Finding out the cause and effect relationship
in the reading text is considered as literal skill when the relationship is explicitly stated. Sequence, the
order in which events in a paragraph or passage occur, can be identified by time-order words, for
example now, before, when, while, yet, after, and so on.
Furthermore, they say that the next basis for literal reading comprehension is direction. The ability to
read and follow directions is prerequisite for successful school work. It involves understanding details
and sequence; therefore, the exercises under the headings are appropriate to use in teaching students to
follow written direction.
116
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

Interpretive/inferential Reading Comprehension

Based on Burn et al.’s opinion (1996, p. 263), interpretive reading involves making inference or
reading between the lines. Moreover, they explain that it is the process of deriving ideas that are
implicitly stated. Skills included in this comprehension are 1) inferring the implicit main idea of the
passages, 2) inferring cause and effect relationship which are not directly stated, 3) inferring referents
of pronouns, 4) inferring referents of adverbs, 5) inferring omitted words, 6) detecting mood, 7)
detecting the author’s purpose in writing, and 8) drawing conclusions.
Critical Reading Comprehension
Critical reading is evaluating written material-comparing the ideas discovered in the material with
known standards and drawing conclusions about their accuracy, appropriateness, and timeliness. The
critical reader must be an active reader, questioning, searching for facts, and suspending judgment until
he or she has considered all the material. Critical reading depends on both literal and interpretive
comprehension, and grasping implied ideas is especially important.
Creative Reading Comprehension
Creative reading involves going beyond the material presented by the author. Like critical reading,
creative reading requires readers to think as they read, and it also requires them to use their imagination.
Such reading results in the production of new ideas. To go beyond the material in the text, readers must
make use of their background schemata, combining this prior knowledge with ideas from the text to
produce a new response based on, but not completely dictated by, the text. Therefore creative readers
must be skilled in the following areas : a) predicting outcomes, b) visualization, c) solving problems, d)
improving story presentation, and e) producing new creations (Burn et al., 1996, pp. 293-296).
2.2 The Nature of Reciprocal Teaching Method
According to Suparna (2014, p. 15) Reciprocal Teaching is a reading strategy which starts as an oral
dialogue among teacher, student, and text. In this case, Reciprocal Teaching is a kind of cooperative
learning that needs students involved in group discussion guided by the teacher with an explicit
instruction. Moreover, Doolittle et al. (2006, pp. 106-107), specifically, Reciprocal Teaching consists of
three main components, (a) the teaching and learning of specific reading comprehension strategies, (b)
the dialogue between an instructor and students where the instructor models why, when, and where to
use these reading comprehension strategies, and (c) the appropriating of the role of the instructor by the
students, that is, students begin to model the reading comprehension strategies for other students.
They stated that the goals of Reciprocal Teaching are for students to learn the reading comprehension
strategies, learn how and when to use the strategies, and become self-regulated in the use of these
strategies. The four comprehension strategies that traditionally constitute Reciprocal Teaching are
predicting, clarifying, questioning and summarizing (Meyer, 2010, p. 41). Oczkus (2010, p. 6)
introduced it as “The Fab Four” strategies to make it friendlier with the students. “The Fab Four”
strategies introduced elements of fun and adventure, as well as costumes and props to accomplish the
goal i.e. the students remember “The Fab Four”, so they can get the impact and they can use the
117
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

strategies independently (Stricklin, 2011, p. 620).

2.3 Procedures of Reciprocal Teaching Method
According to Oczkus (2013, p. 35) the steps of Reciprocal Teaching as follows: 1) Predict. Students
draw inferences and use evidence from the text throughout the reading process. 2) Question. Students
ask and answer questions to understand the text. They draw on multiple sources, including digital items,
to answer questions. 3) Clarify. Students know and apply grade level phonics and word analysis skills
in decoding words in texts. They also use context to confirm or self-correct, and they reread when
necessary. 4) Summarize. Students can identify main ideas and details in paragraphs and in multi
paragraph texts. They also compare and contrast the overall structure of a text.
2.4 Benefits of Reciprocal Teaching Approach
Reciprocal Teaching, based on the explanation above, has many advantages. It provides explicit
teaching through direct instruction that can make obvious what will the students do in reading learning
process. It is a sharing of an active comprehension because it involves reciprocal dialogue (one of an
important factor in Reciprocal Teaching) which is based on the premise that group participation and
dialogue that can aids learning as well as promoting conceptual change (Meyer, 2010, p. 42).
Besides, Reciprocal Teaching had proved to be effective in enhancing the students’ comprehension
through many researches that have been expanded (Todd & Tracey, 2006; Bess, 2007; Sarasti, 2007;
Yoosabai, 2009; University of Western Illinois, 2010; Freihat & Al-Makhzoomi, 2012; Salehi &
Vafakhah, 2013; Hou, 2015; Oczkus, 2010). Reciprocal Yeaching not only helps the students to
comprehend a text but it can also uses in solving mathematics problems (Quirk, 2010; Meyer, 2014)
and musical understanding (Abrahams & Abrahams, 2010). It means that Reciprocal Teaching has
developed as a strategy that can help the students in wide coverage of understanding. In short, this
strategy can be considered as a good strategy to enhance students’ comprehension because it can be
applied in any school subjects.
2.5 Reciprocal Teaching Strategy in Teaching Reading
A model of Reciprocal Teaching strategy for the teaching of reading can be developed into pre, while,
and post reading activities (See Table 1 below).

Table 1. Model of Teaching Reading Using Reciprocal Teaching Strategy

Reading Stage Teacher’s Activities Students’ Activities
Pre-reading
Activating students’ Opening the meeting. Carefully listening to the theme
prior knowledge Introducing the theme. mentioned.
Showing topic-related pictures to Paying attention to the pictures
students. shown.
Connecting the pictures to students’ Responding the teacher’s

118
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

background knowledge by asking some questions by answering the

questions to the students about the question about the pictures.
pictures. Paying attention to the Reciprocal
Introducing Reciprocal Teaching Teaching strategy and its
strategy and its objective. objectives explained by the
teacher.
* Predicting step Distributing the text to the students. Observing the text and also the
Distributing Reciprocal Teaching Reciprocal Teaching worksheet.
worksheet to be completed in each step Predicting what is the text about
of Reciprocal Teaching strategy. or what will happen in the text by
Asking the students predict what the observing the picture or the title.
text is about or what will happen in the Writing their prediction on the
text by observing the picture or the title. Reciprocal Teaching worksheet.
Asking the students to write their
prediction on the Reciprocal Teaching
worksheet.
* Questioning step Asking the students to make a list of Making a list of questions they
questions they expect to be answered in expect to be answered.
the reading. Writing their questions on the
Giving time to the students to make Reciprocal Teaching worksheet.
their questions.
Asking them to write their questions on
the Reciprocal Teaching worksheet.
While-reading
* Clarifying step Asking the students to read deeply the Reading deeply the text (read
text to answer the questions they have silently).
made. Finding the answer of the
Asking the students to look for the questions which they expect to be
meaning of the difficult words in answered in the text.
dictionary. Finding the meaning of difficult
Asking the students to clarify the words in the dictionary.
questions based on their comprehension Writing the answer of the
of the text by writing them on the questions and also the meaning of
Reciprocal Teaching worksheet. the difficult words or sentences
Asking the students to write the on the Reciprocal Teaching
meaning of the difficult words or worksheet.

119
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

sentences and write them on the

Reciprocal Teaching worksheet.
Post-reading
* Summarizing step Asking the students to analyze their Analyzing their answer.
answers. Summarizing the text.
Asking the students to summarize the Writing their summaries on the
main point or the conclusion of the text Reciprocal Teaching worksheet.
with their own words. Delivering their summaries in
Asking the students to write their front of class.
summary on the Reciprocal Teaching Collecting their works to the
worksheet. teacher.
Asking the students to deliver their
summarize result in front of class.
Asking the students to collect their
works.
Closing the meeting.

3. Conclusion and Suggestion

Reciprocal Teaching Method is one of reading comprehension methods that encompasses four activities
as follows: 1) Predict. Students draw inferences and use evidence from the text throughout the reading
process. 2) Question. Students ask and answer questions to understand the text. 3) Clarify. Students
know and apply grade level phonics and word analysis skills in decoding words in texts. They also use
context to confirm or self-correct, and they reread when necessary. 4) Summarize. Students can identify
main ideas and details in paragraphs and in multi paragraph texts. This method appears to be the most
appropriate for students because it provides high order thinking instructional strategy that can make the
students fully engaged in reading learning process.

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 Visions of Research in Music & Education (Vol. 15). Princeton, NJ: Westminster
Choir College of Rider University.
Alderson, J. C. (1984). Reading in A Foreign Language: Reading Problem? In J. C. Alderson, & A. H.
Urquhant (Eds.), Reading in a Foreign Language (pp.1-27). New York: Longman.
Bess, B. R. (2007). The Effects of Reciprocal Teaching Strategies on Students’ Comprehension of a
Seventh Grade Life Science Text (A Thesis Submitted in Partial Fulfillment of The Requirements

120
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

for The Degree of Master of Education in the Department of Teaching and Learning Principles).
Orlando, FL: University of Central Florida.
Blair-Larsen, S. M., & Williams, K. A. (1999). The Balanced Reading Program. In Helping All Students
Achieve Success. Delaware: International Reading Association, Inc.
Braunger, J., & Lewis, J. P. (2001). Building a Knowledge Base in Reading (2nd ed). Delaware:
International Reading Association.
Burns, C. P., Roe, D. B., & Ross, P. E. (1996). Teaching Reading in Today’s Elementary School.
Houghton, USA: Mifflin Company.
Chawwang, N. (2008). An Investigation of English Reading Problems of Thai 12th-Grade Students in
Nakhonratchasima Educational Regions 1, 2, 3 and 7 (A Thesis Presented in Partial Fulfilment of
the Requirements for the Master of Arts Degree in English). Bangkok, Thailand: Srinakharinwirot
University.
Cox, C. (1999). Teaching Language Arts. In A Student-and Response-Centered Classroom (3rd ed).
Needham Heights, MA: Allyn and Bacon.
Djiwandono & Soenardi, M. (1996). Tes Bahasa dalam Pengajaran. In FPBS-IKIP Malang. Penerbit:
ITB Bandung.
Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., & Young, C. A. (2006). Reciprocal Teaching
for Reading Comprehension in Higher Education: A Strategy for Fostering the Deeper
Understanding of Texts. International Journal of Teaching and Learning in Higher Education,
17(2), 106-118.
Freihat, S., & Al-Makhzoomi, K. (2012). The Effect of the Reciprocal Teaching Procedure (RTP) on
Enhancing EFL Students’ Reading Comprehension Behavior in a University Setting. International
Journal of Humanities and Social Science, 2(5), 279-291.
Gillet, J. W., & Temple, C. (1994). Understanding Reading Problems: Assessment and Instruction (4th
ed). New York: Jean Wallace Gillet and Charles Temple.
Hou, Y. J. (2015). Reciprocal Teaching, Metacognitive Awareness, and Academic Performance in
Taiwanese Junior College Students. International Journal of Teaching and Education, III (4),
15-32. https://doi.org/10.20472/TE.2015.3.4.003
Leipzig & Henry, D. (2001). What is Reading? WETA. Retrieved April 14, 2007, from
http://www.readingrockets.org/article/352.
Meyer, K. (2010). “Diving into Reading”: Revisiting Reciprocal Teaching in the Middle Years. Literacy
Learning: The Middle Years, 18(1), 41-52.
Meyer, K. (2014). Making Meaning in Mathematics Problem-Solving Using the Reciprocal Teaching
Approach. Literacy Learning: The Middle Years, 22(2), 7-14.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher. New York: Prentice Hall,
Inc.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment for English Language Learners. In
121
Published by SCHOLINK INC.
 www.scholink.org/ojs/index.php/sll Studies in Linguistics and Literature Vol. 1, No. 2, 2017

Practical Approaches for Teachers. Addison-Wesley Publishing Company.

Oczkus, L. (2010). Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving
Reading Comprehension (2nd ed). Newark, DE: International Reading Association.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension Fostering and
Comprehension Monitoring Activities. Cognitive and Instruction, 1(2), 117-175.
https://doi.org/10.1207/s1532690xci0102_1
Quirk, P. J. (2010). Using Reciprocal Teaching and Learning Methods to Enhance Comprehension in
Mathematics Word Problems. In A Thesis Presented in Partial Fulfillment of the Requirements for
the Degree of Master of Education. Palmerston North, New Zealand: Massey University.
Rahman, Md. H. (2007). An Evaluation of the Teaching of Reading Skills of English in Bangladesh. In
A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of MA in English.
Rajshahi, Bangladesh: University of Rajshahi.
Salehi, M., & Vafakhah, S. (2013). A Comparative Study of Reciprocal Teaching Only (RTO) and
Explicit Teaching of Strategies before Reciprocal Teaching (ET-RT) on Reading Comprehension
of EFL Learners. Australian Journal of Basic and Applied Sciences, 7(2), 148-155.
Sarasti, I. A. (2007). The Effects of Reciprocal Teaching Comprehension Monitoring Strategy on 3rd
Grade Students’ Reading Comprehension. In Dissertation Prepared for the Degree of Doctor of
Education. Denton, TX: University of North Texas.
Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The Reading
Teacher, 64(8), 620-625. https://doi.org/10.1598/RT.64.8.8
Suparna, K. (2014). Improving Reading Comprehension through Reciprocal Technique to the Tenth
Grade Student of SMK PGRI 4 Denpasar in Academic Year 2013/2014 (A Thesis as Partial
Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Education Study
Program Faculty of Teacher Training and Education). Denpasar, Bali: Mahasaraswati Denpasar
University.
Todd, R. B., & Tracey, D. H. (2006). Reciprocal Teaching and Comprehension: A Single Subject
Research Study (Partial Fulfillment of the Requirements for the Master of Arts Degree in Reading
Specialization). Union, NJ: Kean University.
University of Western Illinois. (2010). Reciprocal Teaching and Reading Comprehension. In
Elementary Education Graduate Candidate Work. Macomb, IL: Western Illinois University.
Yaseen, A. (2013). The reading difficulties in English and how to deal with them as perceived by
teachers and students in Nablus district (A Thesis Submitted in Partial Fulfilment of the
Requirements for the Degree of Master of Teaching Method, Faculty of Graduate Studies). Nablus,
Palestine: An-Najah National University.
Yoosabai, Y. (2009). The Effects of Reciprocal Teaching on English Reading Comprehension in a Thai
High-School Classroom (A Dissertation Presented in Partial Fulfillment of the Requirements for
the Doctor of Philosophy Degree in English). Bangkok, Thailand: Srinakharinwirot University.
122
Published by SCHOLINK INC.