IMPLEMENTING RECIPROCAL TEACHING SUPPORTED BY MULTIMEDIA TOOLS TO IMPROVE STUDENTS' READING COMPREHENSION AT SMA N 1 SUSUKAN

Nawal, (2026) IMPLEMENTING RECIPROCAL TEACHING SUPPORTED BY MULTIMEDIA TOOLS TO IMPROVE STUDENTS' READING COMPREHENSION AT SMA N 1 SUSUKAN. Other thesis, IAIN SALATIGA.

	Text NAWAL 23030220070.pdf Download (6MB)
	Text NAWAL 23030220070.pdf Download (6MB)
	Text NAWAL 23030220070.pdf Download (6MB)
	Text NAWAL 23030220070.pdf Download (6MB)

Abstract

Reading comprehension is an essential skill that students need to master; however, many students still experience difficulties in understanding texts, particularly in identifying text structures and constructing arguments. This study aims to improve students’ reading comprehension through the implementation of Reciprocal Teaching supported by multimedia tools, including PowerPoint presentations, educational videos, and visual learning materials. This research employed classroom action research conducted in two cycles involving 34 students of the 11th grade at SMA N 1 Susukan in the academic year 2025/2026. Quantitative data were collected through pre-tests and post-tests, while qualitative data were obtained through classroom observations and documentation. The results showed a significant improvement in students’ reading comprehension. The mean score increased from 80.74 in the pre-test to 88.38 in the post-test of Cycle I and further improved to 91.06 in the post-test of Cycle II. In addition, the percentage of students achieving the Minimum Mastery Criterion (KKM) increased from 70.59% to 97.06%. Qualitative findings indicated that students became more active and engaged in reading activities through the reciprocal teaching process and the use of multimedia tools. The improvement was evident in students’ ability to identify text structures and construct arguments more effectively. Therefore, it can be concluded that the implementation of reciprocal teaching supported by multimedia tools is effective in improving students’ reading comprehension. The findings suggest that the integration of reciprocal teaching and multimedia tools can create a more interactive and effective reading learning environment.

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