Article Review

Title of article

Reciprocal Teaching of Comprehension strategies

Name of jurnal
Issue
Volume
Page number
Year publish

Improves EFL Learners Writing Ability

CIE
2
16
1-9
2013

1. Overview
Many teachers knew to improve students writing skill just by teach procedure
of writing only. They not aware that when they teach reading to their students that is
can improve students writing skill. I means thats the Writing skill not only be mastery
just by learning writing only, but writing also can improve by reading .
When we read a text we take some importances thing from passage such as
information, summarizing, questioning, clarifying and predicting , to get all of that
writing and reading are complement each other. For example when you read a text
and you want to write summarizing of the text , you not aware that you tried your
writing skill too, you try write with your own words it can improve your writing
ability such as in language use and grammar too.
Not just that when you more read you get many ideas and thounght to share
when you write something, from read you can get new knowledge to help your
writing skill, from read you know the rule of using language, using grammar, how to
make good paragraph and soon.
In this article the author describe that reciprocal teaching of comprehension
startegies improves EFL learners writing skill, because read more and identify a text
can improve writing skill. When teacher teach reading to the student indirectly they
teach writing skill too.

2. A description of the methodology

a. Does reciprocal teaching of reading comprehension have any effect on improving
EFL learners writing Ablility??

This study to prove the effect of reciprocal teaching of reading comprehension on the
writing, the true experimental was used to study two classes of 104 randomly selected
learners, a total number of 150 female styudents at the intermediate level from
Daneshpajoohan, Shomal and Asia langguage institutes in Amolsat for a placement test. The
participants answered the preliminary English Tes ( PET). They were ranked based on their
scores, 104 students were on standard deviation and randomly assigned to two groupd of 52
subjects which have similar scores were randomly assigned to the experimental and control
Group.
The following diagram summarizes the design, in this diagram GA and GB stand for
experimental and control groups. TI stands for before apply the treatment. T2 after the
treatment.
GA

TI

GB

TI

T2
T2

This subjet sat for three tests consist of 35 quenstions, the questions related to two skill of
reading and writing.
The table of inter-rater Reliability of the pre-test
intraclass
correlati
on
single
measur
es
Averag
e
measur
es

95% confidence
interval
lower
upper
bound
bound

F Test eith ztrue Value 0

value

df1

df2

Sig

905

847

942

20.1
07

60

60

.
000

950

917

970

20.1
07

60

60

.
000

The table of inter-rater Reliability of the post-test

single

intraclass
correlati
on
952

95% confidence
interval
lower
upper
bound
bound
922
.971

F Test eith ztrue Value 0

value

df1

df2

Sig

40.9

60

60

measur
es
Averag
e
measur
es

74

976

.959

.985

40.9
74

000

60

.
000

60

To answers the research, the raw scores taken from the pre-test and post-test were
submitted to the computer using t-test. The dollowint tables indicate the summary of t-test.
An independent samples t-test was conducted to compare the scores of the experimental and
control groups before the treatment, as indicated in table the experimental group(M=16.96
SD= 3.99) and the control group (M=16.25, SD=2.97;T(102)=0.418,P.>.05 before the
treatment.
The indepedent samples t-test for the experimental and control
groupd(pre-test)
group
experimental control

N
52
52

Mean

StdD
ev

16.96
16.25

3.99
2.97

Df
102

sig
0.67
418 7

The independent samples t-test for the experomental and control

groups(post-test)
group
experimental control

Mean

StdD
ev

Df

52
52

36.71
17.87

3.47
3.93

102

sig

258 0.00
7 0*

The final result shows that the mean scores of the experimental group after the
treatment is ore than the control group. That is the participants who received the
comprehension strategy instruction formed signicicant differences between the means of the
two groups, the null hypothesis receprocal teaching of reading comprehension strategies has
no fositive effect to improve EFL learners writing skill is rejected, therefore the reciprocal
teaching wich consit of teaching four specific reading strategies, may have an effecton the
students writing.

3. Evaluation

a. Between reading and writing are mutually, them have effect each other, when
teacher teach reading teacher not aware they teach writing indirectly.
b. The reading ability emphasizes summarizing, questioning, clarifying, and
predicting, that all is the important component in teach reading also student get
writing ability too when make them.
c. If the student more reading they can get many ideas and thought which they can
share in a composition, to add the vocbulary and make the good composition in
writing.
4. Discussion of implications
According to the Article about the the effect of reciprocal teaching of reading
comprehension on writing among female students at the intermediate level in Amol,
iran, data were collected by conducting by placement test, pre-test and post-test. The
result of independent samples t-tests analysis from the post-test administration
indicated that the experimental group had a better perfomance than the control group,
To experiment the reciprocal teaching comprehension and relation with improving the
writing ability. This suggest that comprehension strategy instruction through
reciprocal teahing be useful for improvement of writing ability.
Reading and writing are interpendent processes that are assential and mutually
benefical. By improve one skill, the other will be improved(Yoshimura,2009 quoted
in Cie 2013:2)
My opinion teaching reading comprehension can imrove writing ability too,
because when we read more we can share our knowledge to a composition, and which
learn reading we get information that we write as a summarizing , conclusion,
idenfying of a text so indirectly we learn writing, how make good summarizing with
true grammar and paragpah.