EFEKTIVITAS MODEL PEMBELAJARAN RECIPROCAL TEACHING DALAM MENINGKATKAN PEMAHAMAN BACAAN AKADEMIK BAHASA INGGRIS MAHASISWA TEKNIK UNPAM SERANG
DOI:
https://doi.org/10.69957/tanda.v6i04.3058Keywords:
Reciprocal Teaching, Reading Comprehension, Pembelajaran Bahasa Inggris, Penelitian Tindakan KelasAbstract
Kemampuan memahami bacaan akademik berbahasa Inggris (reading comprehension) merupakan kompetensi penting bagi mahasiswa teknik karena mendukung akses terhadap berbagai literatur ilmiah internasional. Berdasarkan hasil observasi awal pada mahasiswa Program Studi Teknik Mesin Universitas Pamulang Kampus Serang, kemampuan membaca akademik masih tergolong rendah. Mahasiswa mengalami kesulitan memahami kosakata teknis, mengidentifikasi ide pokok, menemukan informasi penting, serta menerapkan strategi membaca secara efektif. Selain itu, rendahnya partisipasi dan motivasi belajar turut memengaruhi hasil pembelajaran. Oleh karena itu, diperlukan model pembelajaran yang mampu meningkatkan keterlibatan mahasiswa sekaligus mengembangkan kemampuan membaca akademik.
Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Reciprocal Teaching dalam meningkatkan kemampuan reading comprehension mahasiswa Teknik Universitas Pamulang. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 28 mahasiswa semester II Program Studi Teknik Mesin Universitas Pamulang Kampus Serang tahun akademik 2025/2026. Data dikumpulkan melalui tes pemahaman bacaan, observasi, angket, wawancara, dan dokumentasi, kemudian dianalisis secara kuantitatif dan kualitatif.
Hasil penelitian menunjukkan bahwa penerapan model Reciprocal Teaching efektif meningkatkan kemampuan reading comprehension mahasiswa. Nilai rata-rata meningkat dari 61,2 pada pra-tindakan menjadi 72,4 pada siklus I dan 83,6 pada siklus II. Persentase ketuntasan belajar juga meningkat dari 39% pada pra-tindakan menjadi 68% pada siklus I dan mencapai 89% pada siklus II. Selain meningkatkan hasil belajar, penerapan strategi predicting, questioning, clarifying, dan summarizing turut meningkatkan keaktifan, motivasi belajar, kemampuan berpikir kritis, serta kerja sama mahasiswa. Dengan demikian, Reciprocal Teaching dapat menjadi alternatif strategi pembelajaran yang efektif untuk meningkatkan kemampuan pemahaman bacaan akademik Bahasa Inggris mahasiswa teknik di perguruan tinggi.
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