Reciprocal Teaching and Literal Reading Comprehension in EFL Classrooms: A Retrospective Analysis of Two Instructional Cycles
DOI:
https://doi.org/10.51454/jet.v7i3.1063Keywords:
classroom action research, EFL reading, narrative text, reading comprehension, reciprocal teachingAbstract
This retrospective classroom action research report describes changes in eighth-grade students’ literal comprehension of English narrative texts during the use of Reciprocal Teaching at SMP Negeri 1 Bulukumba. The surviving records covered 30 students, including 16 female and 14 male students, and contained aggregated test results and classroom-participation summaries from a diagnostic assessment and two instructional cycles. Reciprocal Teaching organized reading around predicting, questioning, clarifying, and summarizing. The class mean increased from 54.97 on the diagnostic assessment to 69.97 after Cycle I and 82.23 after Cycle II. The surviving participation summaries also increased from an average of 69% in Cycle I to 83% in Cycle II. These records show a positive descriptive pattern during the two cycles. However, the original test forms, student-level scores, complete observation instrument, and lesson documents were not available when this report was prepared. The findings are therefore presented as a record of change in one classroom, not as proof that Reciprocal Teaching alone caused the improvement or that the results apply to all dimensions of reading comprehension
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