Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.