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.

scholarly journals THE EFFECTS OF USING COLLABORATIVE STRATEGIC READING ON READING COMPREHENSION SKILLS FOR NON-ENGLISH MAJORED COLLEGE STUDENTS / ẢNH HƯỞNG CỦA VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC HỢP TÁC TRONG KỸ NĂNG ĐỌC HIỂU DÀNH CHO SINH VIÊN TRƯỜNG CAO ĐẲNG KHÔNG CHUYÊN TIẾNG ANH

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Mai Thi Chuong ◽  
Vo Thi Lien Huong
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Achievement ◽  
Structured Interview ◽  
Strategic Reading ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Quasi Experimental ◽  
Written Test ◽  
Reading Comprehension Skills

This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

scholarly journals The Effectiveness of Listen-Read-Discuss and Contextual Redefinition Strategies in Teaching Reading Comprehension to EFL Learners with Different Levels of Motivation

2021 ◽  
Vol 11 (3) ◽  
pp. 541-458
Author(s):  
Isa Aulia Rohman ◽  
Suwandi Suwandi
Keyword(s):  
Reading Comprehension ◽  
Teaching Reading ◽  
Efl Learners ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Group 2 ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Different Levels ◽  
Group 1

This study aims to analyze how effective the listen-read-discuss (LRD) strategy and contextual redefinition (CR) strategy in teaching reading comprehension to EFL learners with different motivation levels. This paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at SMP Islam Nudia Semarang. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: LRD and CR strategies. Test and questionnaire were used to collect the data in this study. The data was analyzed using ANOVA to prove the hypotheses. The result showed a significant difference between LRD and CR strategies to teach reading comprehension to students with high and low motivations. The Contextual Redefinition (CR) strategy effectively teaches reading comprehension to high and low motivation levels than the Listen-Read-Discuss (LRD) strategy. Based on ANOVA analysis, there were no interaction among the LRD and CR strategies, students' motivation, and teaching reading comprehension.

scholarly journals Efficacy of Collaborative Strategic for Reading (CSR) To Improve Students’ Reading Comprehension

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Abd Syakur ◽  
Paisun Paisun
Keyword(s):  
Reading Comprehension ◽  
Average Score ◽  
First Semester ◽  
Comprehension Skill ◽  
Strategic Reading ◽  
Comprehension Skills ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Field Notes ◽  
Reading Comprehension Skills

The purpose of this research or the study was to improve students' reading comprehension skills. Classroom Action Research (CAR) has been used to adopt this research. The research includes five stages, namely preliminary research, preparation, implementation of plans, observation of results, and reflection of results. The research was conducted in three cycles, each cycle being tested for reading comprehension which aims to evaluate student learning outcomes. The subjects of this study were class VIIIC students of SMP Negeri 11 Malang 44 first semester students (2019/2020). The types of data in this study consisted of field notes, observation sheets, tests, and interviews. This type of data is used as the basis for evaluating student achievement in reading comprehension in each cycle. The result of the study showed the implementation of the Collaborative Strategic Reading (CSR) improved the students’ reading comprehension. As indicated by the increase in the average score of students and the percentage of students who achieve mastery learning to read comprehension descriptive texts in the post test given in three cycles (72 and 77% in the first cycle, 74 and 82% in the second cycle, and 78 and 86% in cycle III). The implementation of CSR in reading comprehension was effective in improving students' reading comprehension skill.

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 a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

scholarly journals School Age Gender Gap in Reading Comprehension

2017 ◽  
Vol 3 (2) ◽  
pp. 78
Author(s):  
Christy L. Pagal ◽  
Jhon Kevin A. Mirafuentes ◽  
Quennie C. Ypanto
Keyword(s):  
Reading Comprehension ◽  
Statistical Difference ◽  
Reading Attitudes ◽  
Male And Female ◽  
Attitudes And Practices ◽  
Correlational Design ◽  
Significant Difference ◽  
Comprehension Skills ◽  
The Relationship ◽  
Reading Comprehension Skills

Students’ reading comprehension was found to be one of the major concerns with all teachers worldwide. It is essential to optimize students’ performance in all courses. Yet, we claimed that gender, and reading attitudes and practices could influence reading comprehensibility. We utilized descriptive-correlational design of quantitative research. Descriptive design was used to obtain the attributes of students’ reading attitudes and practices. Moreover, we used a correlational design to determine the relationship or association between and among attributes and their level of reading comprehension skills. We found out that students have a positive attitude towards reading when reading materials are educational and entertainment. In terms of the significant relationship between reading attitudes and practices, results reveal that reading attitude does not always affect reading practices. In terms of the relationship between student’s reading attitudes and practices and their levels of reading comprehension skills, student’s reading attitudes and practices have no significant relationships to all levels except between their reading attitudes and their comprehension skills in the Inferential Level. Lastly, in terms of the significant difference between male and female students’ reading comprehension skills, there is a statistical difference in the Literal and Evaluative Levels between the male and female. Thus, reading comprehension skills vary in these two levels. On the other hand, they showed no statistical difference in the Inferential and Critical Levels between the male and female. Therefore, the Literal and Evaluative Levels of male and female to reading comprehension skills are due to their reading attitudes and practices individually.

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