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priorities on the assignment and complexion of academic tasks in the classroom. It is also characterized by teacher-centered and teacher-
dominated classroom Peterson, 1999: 231. Teacherslecturers cannot assess what the students’ prior knowledge is, so will be unaware of why
the students cannot learn and improve their reading. It can be concluded that reciprocal teaching model is more effective than direct instructional
model to teach reading.
2. The students who have high intelligence have better reading skill than
the students who have low intelligence
The students who have high level of intelligence will be encouraged if the lecturer gives them a chance to involve in teaching-learning process.
They have better attitudes in joining the teaching and learning process. They have high interest to pay much attention to the teacher and all of the
activities in the class and always do the reading task well. The situation of the class is more cheerful. There are a lot of argumentation and opinion. The
students become the centre of teaching-learning process. They are not bored in joining class because they are more active than the students who have low
intelligence. There is a substantial correlation between intelligence and reading ability. It is true that a child who is intelligent enough to go to
school is intelligent enough to learn to read simple materials. It means that the students who have high intelligence will have high ability in
understanding a text Deboer, 1966: 132.
74 The students who have low level of intelligence don’t have any interest
in joining the learning process and they do so since they don’t have a desire to learn more. They have little attention to the lecturer and the material that
is given. The students depend on the teacher and their friends all the time in teaching learning process. They are passive to learn in the class, and tend to
listen to t he lecturer’s explanation during the lesson rather than express the
opinion and ask the question. They prefer becoming the follower and listener, and also slower in doing any reading tasks which are given to them.
Deboer 1966:132 states that the students ’ who have low level of
intelligence will have low ability in understanding a text.
3. There is an interaction between teaching models and students’
intelligence.
M odel tends to be concerned primarily with students and lecturer roles and behavior. In reading process, the teacher also needs to use suitable
technique that motivates the students to join the class. Direct instructional model cannot motivate the students because this model just focuses on
academic content. The students are passive in learning. Reciprocal teaching requires the students to be active in learning-process.
The fact shows that the students having high intelligence perform very well in the class when they are taught by using reciprocal teaching; they
attempt to be active in teaching learning process and do the task better. The
75 students will not depend on the teacher’s translation and explanation, and
they try to find the meaning and message from the text by themselves. This model makes the students develop their social relation with other students.
Borich 1996: 397 says reciprocal teaching provides opportunities to explore the content to be learned via classroom dialogue. At the centre of
reciprocal teaching are group discussions in which you and your students take turns as leader in discussing the text. The high level of intelligence
students got higher score than the low level students. The students who have high level of intelligence 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. So reciprocal teaching is more effective for students having high intelligence toward students’ reading skill.
M eanwhile, the students taught by using direct instructional learn reading material as usual. They have less attention to the lecturer’s
explanation and need support in comprehending a text. 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. Direct instruction as an instructional method works for only a small percentage of students, not for a great variety. The students
who have other than verbal intelligence, or who come from different cultural world views will fail http:www.usask.caeducationcourseworkmcvittiej
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methodsdirect.html. Direct instructional seem satisfy the students having low intelligence. That is why direct instructional model is more effective for
the students who have low level of intelligence t oward students’ reading
skill. The effect of teaching model used depends on the level of students’
intelligence. In the end, it can be concluded that there is an interaction between teaching model and students’ intelligence.
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BAB V CONCLUS ION, IMPLICATION, AND S UGGES TION
