The implementation of reciprocal teaching technique to improve students' speaking skills: A case study in the 9th Grade Student of 9C at MTsN 1 Sumedang

The study aims to investigate teachers’ implementation of reciprocal teaching technique to improve students’ speaking skills. It also aims to identify teachers’ preference toward the use of reciprocal teaching technique to improve students’ speaking skills, and students’ responses after experiencing the implementation of reciprocal teaching to improve their speaking skills. This study uses qualitative case study. It is choosen to find out more detail of the implementation of reciprocal teaching technique at school. The respondents are choosen from one English teacher to find out how reciprocal teaching technique work to improve students’ speaking skills and thirty eight students of nineth grade at MTsN 1 Sumedang to find out the effectiveness of reciprocal teaching technique. The data obtained from observation, interview, and questionnaire. The results of the study reveal that the most commonly used type of reciprocal teaching technique is four strategies: question generating, summarizing, clarifying, and predicting. The findings also show that the teacher prefers to use reciprocal teaching technique to improve students’ speaking skills. In addition, in the timing of giving reciprocal teaching the teacher tends to choose both active and provocative based on the students’ activities in teaching learning process because the teacher wants her students being active and improve their speaking skills. Furthermore, the study explores the students’ responses after experiencing the implementation of reciprocal teaching to improve their speaking skills. The results of the study shows that the students give positive responses to the English activities especially the lesson taught by their teachers in teaching learning process. Besides, the students have positive attitude towards teacher’s implementation of reciprocal teaching technique. Then, the study reports that some of students lack of vocabulary and tend to hard to speak English, so they do not like the teaching method implemented by the teacher in teaching learning process. Therefore, it is suggested that it is important for the teachers to consider the reciprocal teaching technique which would be implemented in a classroom