The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels

2018 ◽  
Vol 13 (4) ◽  
pp. 318-330 ◽  
Author(s):  
Maryam Babapour ◽  
Saeideh Ahangari ◽  
Touran Ahour
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

scholarly journals The Comparative Effect of Collaborative Strategic Reading and Content-Based Instruction on EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (6) ◽  
pp. 165
Author(s):  
Mania Nosratinia ◽  
Negin Hooshmand Fateh
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Efl Learners ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Pre Treatment ◽  
Based Instruction ◽  
Age Range

The present study was an attempt to compare the effect of teaching Collaborative Strategic Reading (CSR) and Content-Based Instruction (CBI) on the reading comprehension of English as a Foreign Language (EFL) learners. To fullfill this objective, a group of 90 intermediate female EFL learners, within the age range of 17 to 19, took a piloted sample of the PET as a pre-treatment proficiency test. Sixty of them were selected as homogeneous learners and were randomly divided into two experimental groups of CSR and CBI. The CSR group receieved CSR strategy training based on Klingner, Vaughan, and Schumm's model (2001), while the CBI group receieved CBI-based strategy training, using Tsai and Shang's (2010) model. At the end of the training, another piloted PET reading test was administered  as the posttest. The pre-treatment reading scores were analyzed using the Mann-Whitney U test whose results confirmed the pre-treatment homogeneity of the participants. The post-treatment scores were also analyzed using the Mann-Whitney U test whose results indicated no significant difference in the reading posttest levels of CBI and CSR groups, U = 423.5, z = -.401, p = .688, r = -.0517. The article concludes with a discussion on the results and presenting some implications. 

scholarly journals The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (3) ◽  
pp. 158
Author(s):  
Mania Nosratinia ◽  
Elham Mohammadi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Strategic Reading ◽  
Efl Teachers ◽  
Collaborative Strategic Reading ◽  
Age Range ◽  
Experimental Group ◽  
Better Than

This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS) and Collaborative Strategic Reading (CSR) on English as a Foreign Language (EFL) learners' Reading Comprehension (RC). The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24); they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002) model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998) model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.  

scholarly journals ACTIVATING EFL LEARNERS BY INTEGRATING TEAM-BASED LEARNING WITH COLLABORATIVE STRATEGIC READING

LITERA ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. 297-311
Author(s):  
Khadijah Maming
Keyword(s):  
Reading Comprehension ◽  
Active Learning ◽  
Learning Strategies ◽  
English Education ◽  
Efl Learners ◽  
Strategic Reading ◽  
Team Based Learning ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Ability

Team-Based Learning (TBL) is one of active learning strategies that build on individuals’ strengths by allowing them to collaborate and work as a team to achieve common learning objectives. TBL is a cooperative learning strategy was introduced to encourage students become active learners rather than be passive recipients of information. It is generally based on the principle that students working together as a cohesive team are able to achieve higher levels of learning. The lecturer’s role essentially is as facilitator. In order to activate the participation of EFL learners in classroom and improve their reading comprehension ability, the researcher conducted a research to find out good impacts of TBL integrated with Collaborative strategic reading toward the English Education Department students in Indonesia as EFL learners. The researcher applied quasi-experimental method. The students started reading activity by previewing the text, click (what vocabulary the students understand), clunk (what vocabulary the students don’t understand), getting the gist, wrapping up and done cooperatively. The conclusion of this research showed that TBL integrated with Collaborative strategic reading can activate the participation of EFL learners in classroom and improve their reading comprehension ability. It also had better achievement than the students taught by conventional learning. Keywords: team-based learning, collaborative strategic reading, EFL, active learning

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

2021 ◽  
pp. 136216882110115
Author(s):  
Ali Amjadi ◽  
Seyed Hassan Talebi
Keyword(s):  
Reading Comprehension ◽  
Rural Areas ◽  
Reading Strategies ◽  
Multiple Choice ◽  
Strategy Instruction ◽  
Teaching Reading ◽  
Social Emotional ◽  
Reading Tests ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

scholarly journals Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

2021 ◽  
Vol 6 (10) ◽  
pp. 4858
Author(s):  
Aisyah Kahar Putri ◽  
Rofiqoh Rofiqoh ◽  
Mukrim Mukrim
Keyword(s):  
Reading Comprehension ◽  
Study Groups ◽  
English Teachers ◽  
Second Phase ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Strategic Reading ◽  
Teacher Needs ◽  
Collaborative Strategic Reading ◽  
Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

scholarly journals The Effect of Collaborative Strategic Reading Toward Students Reading Skill

2020 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Ahmad Khoirul Anwar
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
English Text ◽  
Research Subject ◽  
Strategic Reading ◽  
Collaborative Strategic Reading

This article aimed to improve student’s skill in reading an English text. It is used Collaborative Strategic Reading (CSR). This method consist of 4 steps those are : Preview, Click and Clunk, Get the Gist and Wrap Up with the purpose is improving students reading comprehension by working in the group. The research subject was 8 grade of SMP 1 Jogoroto. There were 18 males and 14 females in the sample of research. There were two cycle pretest and posttest, the pretest was done before the implementation of Collaborative strategic reading in the class and the posttest was done after the implementation of CSR technique in the class. The students reading skill before the teacher aplly the Collaborative strategic raeding was only 50% it because of the students not really know the pronounciation well but after the implementation of CSR technique in the class and the teacher aplly the steps in CSR technique well(preview, Click and clunk, get the gist and wrap up) the students reading skill was 100%. In term the student’s participation, the students actively answer the question from the exercise by working in a group and pay attention to the teachers’ explanation(feedback). Keywords: Collaborative Strategic Reading, Reading Comprehension, Reading Skill

scholarly journals The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

2021 ◽  
Vol 11 (3) ◽  
pp. 315-323
Author(s):  
Lulu Walidaini ◽  
Januarius Mujiyanto ◽  
Warsono Warsono
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Teaching Reading ◽  
Strategic Reading ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Reading Comprehension Skills ◽  
Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

EXPLORING THE USE OF COLLABORATIVE STRATEGIC IN READING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 217
Author(s):  
Mila Arizah ◽  
Lora Claudia
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Teaching Reading ◽  
Test Cycle ◽  
Strategic Reading ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Teaching Learning ◽  
Reading Comprehension Ability

The study was concerned to investigate the students’ reading comprehension students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The objectives of this study was to find out the students’ reading comprehension to the eleventh grade students of SMA Negeri 3 OKU which was taught by using Collaborative Strategic Reading. The population of this study was the whole of the eleventh grade students of SMA Negeri 3 OKU. The total number of the population was 258 students; and 30 students were taken as the sample through purposive sampling. The pre-test and post-test and observation were used as the techniques for collecting the data. The researcher concluded Based on the data analysis in chapter IV, the researcher found the students’ pre test score and post-test cycle I was improved from 60,89  to 72.94. Then the students’ post-test cycle I score and post-test cycle II was improved from 72,94 to 79.74. The researcher can be concluded that Collaborative Strategic Reading worked effectively and efficiently in helping the student’s reading comprehension at the eleventh grade students of SMA Negeri 3 OKU 2018/2019 and this learning has applied successfully and able to increased students’ ability in reading comprehension. The students were more active and participated in the teaching-learning process of reading comprehension. Therefore, Collaborative Strategic Reading can be alternative strategy for teacher in teaching reading which can improve their reading comprehension ability.

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