Reading comprehension is essential for the academic success of students; however, numerous junior high school students in Indonesia are still having trouble with the comprehension of texts as a result of a lack of understanding strategies, a lack of interest, and a limited vocabulary. This study aims to examine how the Reciprocal Teaching Method affects eighth-grade students at SMPN 1 Tabanan’s abilities to read with greater comprehension. This study includes a quantitative approach, non-equivalent control groups, and a quasi-experimental design. Two classes were chosen as samples: the experimental group, which consisted of 42 students and received instruction based on the Reciprocal Teaching Method, and the control group, which consisted of 40 students and received conventional instruction. In order to assess their progress in reading comprehension, both groups completed a pre-test and a post-test. Effect size analysis, as well as descriptive and inferential statistics, such as independent and paired t-tests, were used to analyze the data. Based on the results, the experimental group’s post-test scores significantly improved, while the control group’s scores remained the same. An effect size of Cohen’s d = 1.068 validated the large partial impact of the Reciprocal Teaching Method, and independent t-tests showed a statistically significant difference between the two groups (p < 0.001). These results demonstrate that the Reciprocal Teaching Method is beneficial in encouraging students to actively use reading methods such as summarizing, questioning, clarifying, and predicting. It is determined that the Reciprocal Teaching Method can be used as an effective teaching method for junior high school English classes and that it considerably increases reading comprehension.
Ayu et al. (2025) studied this question.