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
the students who have low intelligence.
The students who have high level of intelligence have better attitudes in joining the teaching and learning process. They have high
38 interest to pay much attention to the teacher and all of the activities in the
class and always do the task well and correctly. They are not bored in joining class because they are more active than the students who have low
intelligence. The students who have low level of intelligence usually don’t have
any interest in joining the learning process and they have little attention to the teacher and the material that is given. The students depend on the
teacher all the time in teaching learning process. They are passive to learn in the class. They prefer becoming the follower and listener, and also
slower in doing any tasks which are given to them. That is why the students who have high intelligence are supposed
to have higher reading skill than the students who have low intelligence.
3. Interaction between model of teaching and students’ intelligence.
The teaching technique which is used by the teacher in the class gives a big influence for the success of the teaching and learning process.
In reading process, the teacher also needs to use suitable technique that will motivate the students in joining the class. Direct instructional model
cannot motivate the students because this model just focuses on academic content. Their intelligence cannot grow up.
Reciprocal teaching model is effective for students who have high level of intelligence, because by using reciprocal teaching model the
teacher will try to teach reading in group and independently. The students
39 will
not depend on the teacher’s translation and explanation, and they try to find the meaning and message from the text by themselves. The students
will be more active and the teacher not only teaches academic content but also consider making the students develop their social relation with other
students. This model is supposed to be more effective for students having high intelligence.
Intelligence gives a big influence to the students to improve their reading skill. If the students have high level of intelligence they will have
high ability in reading many texts. They can read anything that the teacher gives to them. They will be active in joining the teaching learning process
especially in reading because they have high level of intelligence. Direct instructional model seems satisfy the students having low
intelligence in joining the reading class. They depend on the teacher’s
explanation to read something. They don’t need to be more active, and just
wait for their teacher’s translation and explanation to know the message of the text. They are passive in joining reading class, and they are slower in
doing the task. That is why direct instructional model is supposed to be more effective for the students who have low level of intelligence toward
students’ reading skill. So, it is assumed that there is an interaction between teaching models and students’ intelligence.
40
F. Hypothesis
