Optimize Reciprocal Collaborative Pedagogy in ESP Reading Comprehension Skills Using E-Learning Platform

Abstract

Globalization requires students to be trained in English for Specific Purposes (ESP) reading comprehension to learn English in a particular professional field for academic success and competitiveness in today’s job market. The study investigated the impacts of reciprocal collaborative pedagogy on ESP reading comprehension skills. A quasi-experimental approach was used. Fifty Indonesian electrical engineering polytechnic students were equally assigned to control groups that learned in the conventional reciprocal teaching method individually, and experimental group engaged in reciprocal collaborative pedagogy. MSLQ was used for quantitative analysis, and the interview was used for qualitative. Using the e-learning platform facilitated the distribution of ESP reading materials, announcements, and so on, supporting students’ involvement, accessibility, and active learning. The quantitative and qualitative results demonstrated that the tasks within reciprocal collaborative pedagogy promote comprehension, positively reduce anxiety, and build confidence in ESP-specialized text. In conclusion, the pedagogy reinforces each other to facilitate learning by working together, keeping together, coming together, and progressing together through peer interaction, and active engagement in group dynamic discussions enhances learning performance.