The Effect of Reciprocal Teaching on SMP Negeri 5 Singaraja Students' Vocabulary Mastery and Reading Comprehension Ability

Abstract

This study aimed to investigate the effect of Reciprocal Teaching on junior high school students' vocabulary mastery and reading comprehension ability. The study employed a quantitative approach using a quasi-experimental design with a pre-test and post-test control group design. The participants consisted of 60 eighth-grade students of SMP Negeri 5 Singaraja, with 30 students assigned to the experimental group and 30 students to the control group. The instrument used was a reading test consisting of multiple-choice items assessing vocabulary mastery and reading comprehension. The collected data were analyzed using descriptive statistics, paired samples t-test, and independent samples t-test with a significance level of 0.05. The findings revealed that students who were taught using Reciprocal Teaching achieved significantly higher post-test scores than those who received conventional instruction. The independent samples t-test indicated significant differences in both vocabulary mastery and reading comprehension (Sig. = 0.000 < 0.05). These findings demonstrate that Reciprocal Teaching is an effective instructional strategy for improving students' vocabulary mastery and reading comprehension by promoting active participation, strategic reading, and collaborative learning.