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RECIPROCAL TEACHING APPLIED TO UNDERSTAND CHEMISTRY CONCEPTS

By Septi Riyanningsih (09303241004) Chemistry Education09 Faculty of Mathematis and Science, UNY

ABSTRACT This article contains about an alternative learning strategies suitable to be applied on chemistry subject. In fact chemistry is a subject that is less interesting to some students and to understand the concepts require logic. So that needed an approach that can make easy students receive learning materials given like concepts and definition. Strategy used is reciprocal teaching. According to Palincsar, the formal definition of reciprocal teaching is as follows, Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding the segments of the text are structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. With four basic strategies are expected to be implemented well in chemistry subject so that learning achievement student could also be better. Keywords: summarizing, question generating, clarifying, predicting

THEORITICAL BACKGROUND Nowdays, the role of education is more important and can not be negotiable, because the problem of education is something that is always interesting and never finished to be discussed and reviewed. Throughout human civilization so throughout it education is a universal activity in the life of the community to increase human dignity. Through education people can find meaning in life as well as to place themselves as subjects in every change, in cultural or structural. Education is not only preserve the culture and forward from generation to generation, but also expected to change and develop knowledge, in other words, education must be quality. Quality problem education, especially student achievement in high school is a national problem and has long been discussed. Chemistry is one of the subjects is taught in high school by the students' mastery level is low. Efforts related to improving learning achievement of this chemistry have been done, starting from the central to local level. In small scale efforts such as improvement of teaching and learning process, giving guidance and counseling to certain of students who have difficulty learning, whereas a large scale has also done the repair / improvement of school curriculum, the upgrading for teachers of chemistry and so on. Indeed it is easy to understand, because the increase of learning achievement chemistry subject as a result of these efforts will depend on many variables. For example, improving the management of teaching and learning, strengthening teachers through upgrading chemistry subject and system of new students accepting and many other variables that affect student achievement. One thing that is a problem that has not been solved although it has implemented innovations to chemistry subject in schools, comprehensive and fundamental is if traced will be found that the chemistry is still a lesson that is less interesting for many students. Especially when associated with the fact that chemistry generally related to chemistry concepts that abstract, and requires logic to understand it. With the problems that exist, then one alternative learning strategy that can be applied is Reciprocal Teaching strategy. This strategy gives

the opportunity for students to understand the subject matter through the questions, summarizing, and predicting. It is expected that the use of these strategies will help students to understand abstract concepts and finally student achievement would be better.

SUMMARY

Reading is perhaps one of the most important tools to gain knowledge. Forget school going students, sometimes many of the adults also fail to grasp sufficient information from the text that they read. Reading with understanding is a habit that needs to be imbibed in students at a young age. Young school going students need to be a taught the importance of concentrated and constructive reading, and hence teachers often make use of several reading tec hniques and teaching methods that aid the students. One such technique is the reciprocal teaching technique, which is a remedial technique, aimed at developing and enhancing reading comprehension. Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. ( Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring

Activities,1984). Palincsar (1986) in (Reciprocal Teaching, 2011) describes the concept of reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. According to Palinscar, during reciprocal teaching, the teacher and students take turns assuming the role of teacher in leading this dialogue, which leads to an interesting group learning experience. There are four basic strategies in reciprocal teaching, which, if applied while reading, can enhance the understanding and enable maximum grasping of information by the student from the given text. These strategies are as follows: Predicting: This is the stage where the students are encouraged by the teachers to predict or hypothesize about what the students think the author will discuss in the text. While predicting, students often have to draw upon the background knowledge pertaining to the subject in concern, which eventually enriches the learning experience by linking the new knowledge that they will come across in

the text with the already possessed knowledge. Also, this helps enhance the students understanding of text structure as they learn the purpose of headings, subheadings, and questions that are embedded in the text and thus are useful means of anticipating further information. Encourage the students to think on the following lines:
y

I am looking at the title and other visual clues that are appearing along with the body text on the page. What do I think we will be reading about?

Thinking about what I have read and discussed so far, what do I think might happen next?

Summarizing: Summarizing the important information as you simultaneously process the text helps students to identify and integrate the most important information in the text. The length of the text after which summarization can differ from person to person. Text can be summarized after a few sentences, paragraphs, or across the passage as a whole. Usually while making use of the reciprocal teaching techniques, the students should be advised to begin summarizing at sentence and paragraph levels. As they master the technique, they can become proficient enough to integrate at the paragraph and passage levels.

Encourage the Students to think on the following lines:


y y y

What does the author want me to remember or learn from this passage? What is the most important information in this passage? What are the valid and logical questions that can be phrased about the text?

Question generating As students we are always taught to question everything since asking questions leads you to more and more information. The questioning technique reinforces the summarizing strategy by taking the readers understanding to the next level of reading comprehension. Questioning requires the students to process and identify the information that is present to them and further analyze its significance to generate a valid question, which they can answer themselves. This strategy has a major advantage of flexibility since students can be taught to generate questions at many levels. Encourage the Students to think on the following lines:

y y

What question do I have about the text that I read? What are the concepts in the passage that I did not fully comprehend or am unsure about?

Im curious about so-and-so things mentioned in the text

Clarifying Clarification of any doubts or questions regarding the text as and when you are reading it is very important for reading comprehension. It is particularly important while working with students who have a history of comprehension difficulty, since at times students may believe that the purpose of reading is saying the words correctly rather than understanding the underlying meaning of the written text. When you ask the students to clarify a particular concept in the text, their attention is brought to the fact the text is not being understood. The students will then think of the reasons why there is difficulty or failure in understanding. The reasons might include new vocabulary, unclear reference words, and even unfamiliar or rather difficult concepts. The clarifying technique makes the students aware of such impediments to comprehension and encourages them to take the necessary measures to restore meaning. For example rereading the text or looking up difficult words or asking for help tends to restore meaning of the previously un-understood text. Encourage the Students to think on the following lines:
y y

One of the words from the text that I wasnt familiar with was... What other words or additional concepts do I need for further clarification and better understanding? (Reciprocal Teaching Strategies, 2010) In summary, each of these strategies was selected as a means of aiding

students to construct meaning from text as well as a means of monitoring their reading to ensure that they in fact understand what they read. Based on the above explanation, then we can easily applying reciprocal teaching learning strategies in chemistry subject. The steps that can be done when applying this strategy is as follows: 1. 2. Teacher asks students to learn the material readiness today. Teachers formed groups consisting of 3-5 students because this strategy based on dialog.

3. 4.

Teacher provides materials to each group. (like mole concept) The next step, students are asked to understand the meaning of words or phrases that are not familiar.

5. 6.

Teacher clarifies the material that has been given to students. The next step, students are asked to find connections between knowledge that has been obtained previously with the newly accepted concept that can predict new things.

7.

At this step, the teacher teaches the students so that students make a question to him self about the material that has been studied.

8.

For this step, certainly it's been obvious that the simplest is to ask students to create an overview of the learning process that goes along with the results using their own language. This approach is suitable to understand the definitions, concepts of

chemistry that sometimes makes students confused and do not understand clearly what was meant by the concepts he had learned. It is expected that the use of these strategies will help students to understand abstract concepts and finally student achievement would be better.

REFERENCES

Annemarie Sullivan Palincsar and Ann L. Brown. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Urbana Champaign: Center for the Study of Reading University of Illinois.http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261 %20Papers/Palincsar%20Reciprocal%20Teaching.pdf. accessed on 30th May 2011 at 10:59 pm http://condor.admin.ccny.cuny.edu/~hhartman/Reciprocal%20Teaching.doc accessed on 17th April 2011 at 1:01 pm Model Pembelajaran Reciprocal Teaching.2010. http://id.shvoong.com/socialsciences/education/2000790-model-pembelajaran-reciprocal-teaching/. accessed on 17th April 2011 at 1:05 pm Reciprocal Teaching Strategies . 2010. http://www.buzzle.com/articles/reciprocalteaching-strategies.html. accessed on 11th June 2011 at 11:07 am Sri Nurhayati.2009.Peningkatan Hasil Belajar Padamata Kuliah Kimia Dasar I Dengan Metode Pendekatan (Moderat) Modification Of Reciprocal Teaching.http://journal.unnes.ac.id/index.php/LIK/article/download/238/ 246 accessed on 17th April 2011 at 1:10 pm

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