IMPROVING READING COMPREHENSION SKILLS OF JUNIOR HIGH SCHOOL STUDENTS THROUGH RECIPROCAL TEACHING
Abstract
Reading comprehension is an essential skill in English language learning that enables students to understand texts, develop critical thinking, and expand their vocabulary and knowledge. However, many junior high school students experience difficulties in comprehending English texts due to limited vocabulary and teacher-centered instructional practices. Preliminary observations at a junior high school in Malang indicated that students' reading comprehension achievement was below the minimum mastery criterion, particularly in identifying main ideas, understanding detailed information, and summarizing texts. This study aimed to improve students' reading comprehension through the implementation of the Reciprocal Teaching strategy. The study employed a Classroom Action Research (CAR) design consisting of three cycles, each including planning, acting, observing, and reflecting. Reciprocal Teaching was implemented through four strategies: predicting, questioning, clarifying, and summarizing. The findings revealed a gradual improvement in students' reading comprehension across the three cycles. The mean score increased from 61.52 in the preliminary study to 67.61 in Cycle I, 74.57 in Cycle II, and 84.35 in Cycle III, with 100% of students achieving the minimum mastery criterion by the end of the study. Classroom observations also indicated increased student participation, collaboration, confidence, and metacognitive awareness throughout the learning process. These findings suggest that Reciprocal Teaching is an effective instructional strategy for improving reading comprehension and promoting active, student-centered learning among junior high school students. Therefore, English teachers are encouraged to adopt this strategy to enhance students' reading achievement and classroom engagement.
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