The Effectiveness of the Reciprocal Learning Method in Improving Students Reading Comprehension Skills in Procedural Texts

Abstract

This research was motivated by the low reading comprehension skills of procedural texts among grade V students at SDN 01 Bilah Barat. This condition is caused by the use of conventional learning methods that tend to be monotonous and teacher-centered, resulting in students being passive and having difficulty grasping meaning, identifying main ideas, and summarizing the text's content. This low level of understanding is indicated by the students' learning outcomes that have not yet reached the Learning Objective Completion Criteria (KKTP), which is 75. This study uses a qualitative approach with the Classroom Action Research (CAR) type which is implemented in three cycles with reference to the Kemmis and McTaggart model. The research subjects were 23 fifth-grade students of SDN 01 Bilah Barat. The success indicator is determined if the average class score reaches at least 75 and the percentage of classical learning completion reaches at least 75%. The Reciprocal Teaching method is applied by focusing on four main strategies: Summarizing, Questioning, Clarifying, and Predicting. The results of the study show a significant increase in learning outcomes from each cycle, which proves that the action hypothesis is accepted. In Cycle I, the average class score was at 65.5 with a classical completion rate of only 39.13%. After improvements and an emphasis on active student participation, in Cycle II, the average class score increased to 74.8, with a classical completion rate of 69.57%. The most significant improvement occurred in Cycle III, where the average class score reached 85.2, with a classical completion rate of 86.96%. This increase was a 19.7-point increase in the average score and a 47.83% increase in classical completion from Cycle I to Cycle III.