IMPLEMENTING RECIPROCAL TEACHING STRATEGY IN READING COMPREHENSION OF NARRATIVE TEXT AT MA AL AMIEN AMBULU

Hisbullah, M Rivkhi (2026) IMPLEMENTING RECIPROCAL TEACHING STRATEGY IN READING COMPREHENSION OF NARRATIVE TEXT AT MA AL AMIEN AMBULU. Undergraduate thesis, UIN KHAS Jember.

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Abstract

M. Rivkhi Hisbullah, 2026: Implementing Reciprocal Teaching Strategy in Reading Comprehension of Narrative Text at MA Al Amien Ambulu
Keyword: Reciprocal Teaching, Reading Comprehension, Narrative Text
Reading comprehension is one of the essential skills in learning English, particularly in understanding narrative texts. However, many students at MA Al Amien Ambulu experienced difficulties in comprehending narrative texts due to limited vocabulary, low participation, dependence on teacher explanations, and the use of conventional reading instruction. Although the school has implemented Kurikulum Merdeka, classroom practices were still largely teacher-centered. To address these challenges, the English teacher implemented Reciprocal Teaching as an interactive strategy to encourage students to become more active, collaborative, and strategic readers.
The focused of this research were: (1) How does the teacher implement Reciprocal Teaching in reading comprehension of narrative texts among senior high school students at MA Al Amien Ambulu? and (2) How do the students respond to the application of Reciprocal Teaching strategy in reading comprehension of narrative texts at MA Al Amien Ambulu?. Based on the research focused, the objectives of this study were: (1) to describe the process of Reciprocal Teaching implementation in reading comprehension of narrative texts at MA Al Amien Ambulu, and (2) to analyze students’ responses toward the application of Reciprocal Teaching strategy in reading comprehension of narrative texts.
This study employed a qualitative descriptive design. The research was conducted at MA Al Amien Ambulu, involving an English teacher and students of class XI IPS 1 as the research participants. Data were collected through classroom observations, interviews, and document reviews. The data were analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation.
The findings revealed that Reciprocal Teaching was implemented systematically through several stages, including teacher modeling, guided practice, group discussions, role rotation, presentations, and reflection activities. The strategy integrated four main activities: predicting, questioning, clarifying, and summarizing. The implementation encouraged students to participate actively in collaborative learning and gradually reduced their dependence on the teacher. Students showed positive responses toward the strategy, becoming more engaged, confident, motivated, and active during reading activities. Furthermore, the strategy helped students improve their understanding of narrative texts, identify important information, comprehend vocabulary in context, and interpret the moral values of the stories. In conclusion, Reciprocal Teaching was implemented effectively in reading comprehension of narrative texts at MA Al Amien Ambulu and successfully promoted active, student-centered learning.

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