The Effect of Collaborative Strategic Reading on Junior High School Students’ Reading Comprehension Achievement

Arif, Muchamad (2014) The Effect of Collaborative Strategic Reading on Junior High School Students’ Reading Comprehension Achievement. Masters thesis, Widya Mandala Catholic University.

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Collaborative Strategic Reading is excellent technique for teaching reading comprehension. It gives some strategies to the students in facing difficult word, phrase, or sentence. The researcher has one statement of the problem. It is “Do the eighth graders who are taught using collaborative strategic reading obtain a higher reading comprehension Achievement than those who are taught using Hot Potatoes?” The researcher focused on the effect of collaborative strategic reading on the students reading comprehension achievement in reading descriptive text. He compared between students’ reading comprehension achievement taught using collaborative strategic reading and that taught using Hot Potatoes especially in reading descriptive texts. The population of this research was grade eighth of the academic year of 2013-2014. The samples of this research were class 8A and class 8E because based on Anova result (see appendix 1) they had similar ability. The research design used in this thesis was a quasi-experimental design. The researcher gave the pretest before treatments and the post test after treatments. He analyzed the gain scores of each group. In analyzing the data, the researcher compared the gain scores of both the experimental and control groups. This research was conducted in twelve meetings. Every meeting, the students got different descriptive text. From the result of the students’ pretest and posttest, it could be seen that there was significant effect to the students who taught by Collaborative Strategic READING. THE RESULT OF THE COUNTING PROCESS WAS THE T observation is 2.88, while the ttable for .05 is 2.01 and .01 is 2.68. It showed that tobservationis higher than the required ttable for .05 and .01. Meanwhile, the mean of gain score for the experimental group is 3.29 and for the control group is 2.25. The analysis of the mean of the gain scores of both groups showed that the experimental group had higher achievement of reading compared to the control group. The result of the tobservationcompared to the ttable for .01 shows that the Tobservationwas higher that the ttable . It means that the implementation of Collaborative Strategic Reading gave more significant effects to the students in reading comprehension achievement.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Collaborative strategic reading, teaching reading descriptive text
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Users 12 not found.
Date Deposited: 03 Nov 2015 06:03
Last Modified: 03 Nov 2015 06:03

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