36 that are usually tested to the people. They are: visual-spatial intelligence,
verbal-linguistic Intelligence, and logical-mathematical intelligence.
E. Rationale
1. The differences between Reciprocal Teaching Model and Direct
Instructional Model
In the direct instructional model the teacher becomes the decision maker, the teacher will be engaged in many planning decisions, such as
deciding what heshe would like to teach, and heshe wishes to teach. The activity is teacher centered. The students have lack of opportunities in the
classroom. The students just become the follower and depend on the teacher during the teaching and learning process and usually work
individually . Student activity can be mainly passive and the attention span of students may be limited.
On the contrary, reciprocal teaching model requires different way in teaching learning process especially in reading process. It makes
students work cooperatively which will develop their ability in their social and human relation. Reciprocal teaching must be carefully scaffold to
ensure success for the students, reciprocal teaching is a routine for scaffolding reading comprehension, where students work as active
members of a cooperative and collaborative group and are taught to use the strategies of predicting, questioning, clarifying, and summarizing to
comprehend text.
37 The process of this model is the discussion leader a teacher or
student leads the group in making predictions about the text based on the information from the text often the title, heading or subtitle and perhaps
browsing through the text. The leader can then ask the group if they need clarification of words or ideas clarification may be discussed throughout
the dialogue. Firstly a review of the main points is covered so far. The text is usually read silently and notes may be individually written about
points to clarify or questions to ask. The leader generates questions and the group responds. Other members
of the group are invited by the leader to ask additional questions and seek clarification of any words, phrases or sentences of which they are unsure.
The leader then summarizes what that particular section of the text is about, and asks other members if they would like to elaborate upon, or
revise the summary. Finally, in preparation for moving on to the next portion of text, the group repeats the process beginning with predictions.
The students have to be more active in joining the learning process. In short, reciprocal teaching model is supposed to be more effective than
direct instructional model.
2. The difference between the students who have high intelligence and
