Enhancing The Conceptual Understanding In Teaching English Through Reciprocal Teaching Method At Primary Level by Soha Sadiq D/O Sadiq Khan

1. To enhance the conceptual understanding in
teaching English Reading through using
reciprocal teaching method at primary level
Presenter:
Ms. Soha Khan
Supervisor:
Ms. Shanilla Memon
Coordinator
Miss Nadia
Govt. Elementary College of Education (W) Hyderabad

2. Content:
 Introduction
 Problem Statement
 Research Objectives
 Research Questions
 Significance of the study
 Literature review
 Research Methodology
 Population and Sample
 Action plan/Time Spain
 Findings
 Conclusion
 Recommendation

3. Introduction:
 Reciprocal teaching is a powerful research-based teaching Technique/Method. Reciprocal
teaching was designed to focus on just four important strategies that good readers use to
comprehend text. Reciprocal teaching is an interactive teaching strategy and a cooperative
learning instructional method Based on Vygotsky Theory (Galloway 2001). This method consist
on four Strategies: According to Oczkus (2013) the strategies of Reciprocal Teaching as follows:
Reciprocal teaching Strategies
Predicting Questioning Clarifying Summarizing
Means
Nature of
interaction since
one person act in
response to another

4. Problem Statement:
 Throughout my teaching practice, I observed that students they are not able to recognize and
understand the text that concerned with the second language, because lack of teacher knowledge
about using approved strategies that helpful to the students in which students learn how they are
easily comprehend English reading text material. ?. I also observed the main reasons that affect
on the students reading performance.
Research Objectives:
 To explore the conceptual understanding of the teacher in using reciprocal strategies in teaching
English reading.
 To apply reciprocal strategies which are helpful to develop conceptual understanding in learning
English reading.
 Lack of reading text material, students totally focused on text
book.
 Lack of teacher knowledge about strategies, teachers totally
focused on traditional way in which firstly teacher read the text and
after teacher reading, one by one student comes to read the text.
 Lack of parent’s involvement. Because the family background
play vital role in students academic performance.
 Lack of monitoring student’s progress

5. Research Question:
1. What strategies of reciprocal teaching in classroom are used by teachers?
2. What are the influences of reciprocal strategies on increasing fifth grade student’s behavior
towards English reading?
Significance of the study:
 Students understanding in English subject reading. Referring to the significance of my
topic in which promote reading comprehension skill through using Reciprocal strategies,
the students should be well prepared with the skill as early as achievable so they are
familiar to comprehending what they read in their daily life. It is essential to implement
strategies that can help solve the students’ problems in reading. One of the strategies that
help students recognize reading materials is Reciprocal Teaching (RT) method. Reciprocal
Teaching, based on the explanation greater than, has many advantages. This research study
will be beneficial to know about the reciprocal teaching strategies because mostly teacher
not aware to this method, but some teachers use reciprocal strategies in-direct way. This
method appears to be the most appropriate for students, because it provides high order
thinking instructional strategies that can make the students totally engaged in English
reading learning process.

6.  Literature Review:
Authors
Year of
Publications
Statement
Palinscar and Brown (1984)
Reciprocal Teaching, based on the explanation greater than, has
many advantages. It provides clear teaching through direct
instruction that can make understandable what will the
students do in reading learning process
Piaget (1994)
Piaget’s view is that learners must be self-initiated and actively
involved in learning. In reading comprehension, teachers must
be able to model good behavior of reading with understanding
so that learners will ultimately take responsibility for their own
learning
Bruner’s (1960)
Reciprocal teaching is based on Bruner’s constructivism or
discovery learning theory. According to Bruner’s, theory on
constructivism encompasses the idea of teaching and learning
as an active process and through applying reciprocal teaching
method teacher develop critical thinking where students
learning are able to new idea based on what their current
knowledge is as well as their previous knowledge

7.  Research Methodology:
Conduct Interview
Reconnaissance
Meet With HM
Cycle 04
Cycle 02
Cycle 01
Cycle 03
Observational checklist
Conduct workshop
Develop reading corner
Collect data
Post assessment of
Reciprocal Teaching

8. Population and Sampling:
Population Sampling
14 Students 6 Students
6 Teachers 2 Teachers

9. Time Spain:
S/No Date Action Place Data collection
Tool
Reflection
01 19-9-2019 Reconnaissance
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Interview
Questionnaire
Tool
I have visited PC primary school.
First I meet with HM (miss Surya)
than I told about my research topic
and its importance, after that asking
some question about Reciprocal
teaching method
02
2-10-2019
3-10-2019
18-10-2019
Cycle 01
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Observational
checklist
I was observe and analyze the
teacher information about the
reciprocal strategies and also
observed the way of teachers that
they was apply RT strategies during
teaching English Reading,
03
23-10-2019
28-10-2019
Cycle 02
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Conduct workshop
I will conduct workshop in which I
will be present my research topic to
the teachers of P.C Urdu section
school. After conducting workshop I
will take reflection to the teachers
about how RT helpful to the
Teachers and students and what
they have learnt through the
workshop.

10. 04 30-11-2019 to
5-11-2019
Cycle 03
Primary P.C Urdu
section school
attached with
G.E.C.E (W) hyd
Develop Reading corner
I will conduct workshop in
which I will be present my
research topic to the teachers of
P.C Urdu section school. After
conducting workshop I will take
reflection to the teachers about
how RT helpful to the Teachers
and students and what they
have learnt through the
workshop.

11. Findings:
 reconnaissance stage result indicated that teachers not have awareness about
Reciprocal Teaching Method but Indirect manners teacher know some things
about RT strategies.
 After observation researcher identify that Teachers read Students in the
traditional way they not use those strategies that help the students to
comprehend the text meaning.
 When conducting workshop, in this stage findings indicate that teachers share
some problem that related to the students reading they said that mostly students
not have interest during the reading because students not understand the second
language.

12. Conclusion:
 It has been concluded that Reciprocal Teaching Method is one of reading
comprehension methods that encompasses four activities (predicting, questioning,
clarifying, and summarizing).This method appears to be the most appropriate for
students because it provides high order thinking instructional strategy that can
make the students fully engaged in reading learning process. This study focused
that if the teachers are used this method so teach the students in effective manner
then definitely would be possible to develop critical thinking and comprehension
skills of the students. This research purpose to give an suitable information and
awareness to teacher that how improve reading in English subject.

13. Recommendation:
 Primary school teachers should apply and use the Reciprocal teaching
Method when she teach English subject reading
 Teachers should polish the ability of students in Reading comprehension
skills not ignoring their talent and abilities.
 Teacher should be motivate the students during reading because each student
right to read and write in a correct manner
 Teachers and prospective teachers should study this method because this
research helpful to the teachers and trainers

14. References:
 Galloway, C. A. (2001). Vygotsky's learning theory. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Available
Website:http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky%27s_constructivism
 Bruner. (1961). INSTRUCTION: APPLYING BEHAVIORAL,COGNITIVE, AND
CONSTRUCTIVIST APPROACHES. 373.
 bruner's. (n.d.). Bruner’s Theory on constructivism. Retrieved 2019, from http;//www.teach-
nology.com
 Palincsar, A. S. (1984). Reciprocal teaching of comprehension fostering and comprehension
monitoring activities. Cognition and Instruction .
 salvin. (1994). Retrieved 2019, from Reciprocal teaching - eric:
http;//files.eric.ed.gov>fulltext/EJ10883607.pdf