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Christine, Linda
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Social Sciences Other

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The Application of Think-Pair-Share and Reciprocal Teaching Strategy on Improving Students’ Reading Comprehension Alviani, Fani; Khusaini, Khusaini; Christine, Linda
Foremost Journal Vol. 6 No. 1 (2025): Volume 6 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v6i1.7210

Abstract

This research aimed to finding out the effect of Think-Pair-Share and Reciprocal strategies and then the result both of those strategies above will be compared at the tenth grade students of SMK PGRI 31 Legok. This research is quantitative research with the quasi experimental research. The population of the research is the tenth grade students with the total population is 355. The researcher using the purposive technique sampling to choose the sample and got 108 students for three classes and consist 36 students each class. There are three classes those are X MP 1 as the class experiment which is taught by Think-Pair-Share, X MP as the experiment class which taught by Reciprocal Teaching Strategy, and X MP 3 as the controlled class which taught by Conventional Teaching Strategy. The result showed the students’ score of reading comprehension after being taught by those strategies are good because the mean of the total score of students’ Posttest which taught by using Think-Pair-Share is (68.94), and Reciprocal Teaching Strategy is (71.81). The mean of students’ posttest score on reading Comprehension which taught by Reciprocal teaching Strategy is bigger that the students which taught by Reciprocal Teaching Strategy. So, Reciprocal Teaching Strategy is effective that Think-Pair-Share on improving students’ Reading Comprehension.
The Effect of Reciprocal Teaching Technique and Metacognitive Strategy on Improving Students' Reading Comprehension Ismayani, Andin; Christine, Linda
Foremost Journal Vol. 3 No. 2 (2022): Volume 3 No. 2 August 2022
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v3i2.2858

Abstract

ABSTRACT The goal of this study was to determine how Reciprocal Teaching Technique and Metacognitive Strategy affected students in the tenth grade at SMK Lab Business School in Tangerang. With the help of quasi-experimental research and qualitative data, this study was quantitative. Students in the tenth grade make up the research's total population, which is 276. The writer recruited 112 students for three classes—two experimental and one control—using purposive selection to choose the sample. The control class was taught using Conventional Instruction, as opposed to the experimental class which was taught using Reciprocal Teaching Technique and Metacognitive Strategy. The author utilized a written test to determine whether the data were normal and used the chi square formula and the fisher formula to determine whether the data were homogeneous. The findings of this study revealed that students' reading comprehension scores weren't very good after being taught the technique, as evidenced by the post-test mean values for students who were taught using the reciprocal method being lower than those who were taught using the metacognitive strategy.
Co-Authors Alviani, Fani Ismayani, Andin Khusaini, Khusaini