scholarly journals Improving Reading Comprehension Skill of Civil Engineering Students through Collaborative Strategy

2020 ◽  
Vol 3 (2) ◽  
pp. 69-78
Author(s):  
Addy Utomo
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Civil Engineering ◽  
Reading Tests ◽  
First Semester ◽  
Comprehension Skill ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Teaching Learning ◽  
Implement Strategy

This paper centers around the application of the collaborative strategy on first semester student of the Civil Engineering Department of ITN Malang who have problems in English. The use of collaborative strategic reading (CSR) was to help the students to improve their reading comprehension skill. This research was conducted (1) to know the response of the first semester student of civil engineering ITN Malang after using CSR method to improve their reading skill, and (2) to know the effect of CSR method towards their reading. CSR is a research-based instructional practice in teaching reading comprehension to enhance content area learning. It is the best way to teach reading comprehension with four strategies of CSR because students can learn in groups. Model of classroom action research developed by Kemmis &Mc Taggart (1999) was applied. Preceed with intial recoinnaisance step held before four steps of teaching (planning, implementing, observing, and reflecting) this research was conducted in two cycles, the first cycle to implement strategy add by reading comprehension test and second cycle to implement strategy. The data research obtained through observation and field notes during teaching-learning processes ended with reading tests. The finding showed that collaborative strategic reading improved students` reading comprehension skill.

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.

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.

scholarly journals Collaborative Strategic Reading (CSR) to Improve Students’ Achievement in Reading Comprehension

2021 ◽  
Author(s):  
Doni Sudibyo ◽  
Areski Wahid ◽  
Ismail Suardi Wekke
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Tertiary Education ◽  
Numerical Data ◽  
Strategic Reading ◽  
Language Class ◽  
Teaching Of Reading ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Teaching Learning

Reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. In this case, the teaching of reading is essential for preparing students with the basic reading skill in order to be able to gain information and knowledge from any reading text. In the process of learning, the central goal of reading is to develop learners’ comprehension. In this case, the researcher proposes Collaborative Strategic Reading (CSR) as a technique of teaching reading in general English classes. The researcher formulates the statement of the problems in the form of questions as: (1) is there any significant improvement of students’ achievement in reading comprehension after being taught by using Collaborative Strategic Reading (CSR)? (2) How do the students respond to Collaborative Strategic Reading (CSR) in the teaching of reading comprehension?. Since the present study is to measure the effect of Collaborative Strategic Reading (CSR) towards the students’ reading comprehension achievement, it is classified into quantitative research. Here, the researcher collected numerical data by comparing the results of pre-test and post-test between two groups of experimental study – control and experimental groups. The data is used to investigate whether there is a significant increase in students’ reading comprehension achievement after being given the Collaborative Strategic Reading (CSR) treatment in reading class. After the data of this research was found to be distributed normally, through the calculation of the normality test, there was also a need to identify the homogeneity of the data of the whole scores of the test for both experimental and control groups. The results of the calculation of the t-test indicate that the score of the tvalue is bigger than ttable (2.18 > 2.021). This means that there is a significant improvement in the students’ achievement after they were treated using Collaborative Strategic Reading (CSR) strategy when studying reading comprehension in the classroom. The results of the analysis of the students’ response to the application of Collaborative Strategic Reading (CSR) strategy in the teaching learning activities in the classroom provide a strong preference for the students study reading comprehension using Collaborative Strategic Reading (CSR) strategy. Since this current study is an action research, it is advisable that future researchers could follow up the results of this study for the development of similar research in the field of teaching methods and strategies. This is strongly suggested because there is still plenty of problems and the essences of Collaborative Strategic Reading (CSR) strategy that need to be uncovered. It is also important to see how Collaborative Strategic Reading (CSR) could be applied in the other language skills, not only for the students of the tertiary education but also at the secondary education.

scholarly journals IMPLEMENTING COLLABORATIVE STRATEGY TO IMROVE READING COMPREHENSION THE ELEVENTH GRADERS OF SMK KERTHA WISATA MALANG

2019 ◽  
Vol 1 (2) ◽  
pp. 60-66
Author(s):  
Chindy Hanggara Rosa ◽  
Yahmun Yahmun
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Eleventh Graders ◽  
The Mean ◽  
Classroom Action Research ◽  
Class Teacher

ABSTRACT In this classroom action research, the researcher used the model of classroom action research developed by Kemmis and Mc Taggart (1999). There are four steps of teaching. Before doing those four steps, the researcher did reconnaissance step by observing the class situation and interviewing the class teacher and the students to know the problems. After knowing the problems, the researcher started to do the four steps of teaching they were planning, implementing, observing, and reflecting. The findings of this result showed that teaching reading comprehension using collaborative strategic reading improved the students` reading comprehension skill. In the first cycle the result was not satisfactory.  The students were still passive in class because they did not understand about the method and many of them still found difficulty in understanding the texts. Their mean score of the first cycle was under the MMC. The criterion of success is when students give good response to this method, and also get the mean score that reach the MMC. After implementing the second cycle, the researcher found that the students were more enthusiastic because they knew about the topics of the texts and enjoyed comprehending the texts using CSR. They felt that the method was not boring. Besides that, the students` mean score was 72.85. The second cycle succeeded and proved that the students` mean score improved. It was above the MMC.

scholarly journals IMPROVING READING COMPREHENSION ABILITY OF THE 2ND SEMESTER OF PUBLISHING STUDENTS AT POLITEKNIK NEGERI MEDIA KREATIF THROUGH COLLABORATIVE STRATEGIC READING TECHNIQUE APPLICATION

2021 ◽  
Vol 9 (1) ◽  
pp. 41-46
Author(s):  
Liza Amalia Putri ◽  
Refi Yuliana
Keyword(s):  
Reading Comprehension ◽  
Reading Tests ◽  
Study Program ◽  
Strategic Reading ◽  
Reading Technique ◽  
Comprehension Ability ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
The Mean ◽  
Reading Comprehension Ability

This research analyzed Collaborative Strategic Reading (CSR) in improving the reading comprehension ability of the 2nd semester Publishing students at Politeknik Negeri Media Kreatif and the difficulties found in applying the CSR technique in improving reading comprehension ability. The aims of this research were to find out if CSR strategy improved the student's reading comprehension ability and to find out the difficulties found in applying CSR strategy in improving the reading comprehension ability. The methodology used in this research was Classroom Action Research (CAR). The data of this research were the result of reading tests. The subjects of the research were forty-four students of the second semester of Publishing study program at Politeknik Negeri Media Kreatif. The findings of the research showed that the mean of pre-test was 54,3 and the mean of post-test was 70,2. Based on the findings and the analysis of the data above, it was concluded that using CSR improved the students reading comprehension.

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

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 IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

2019 ◽  
Vol 13 (2) ◽  
pp. 88
Author(s):  
Fuad Abdul Baqi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Learning Activity ◽  
Comprehension Skill ◽  
The Subject ◽  
Teaching Learning ◽  
High Level

<p>This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS<sup>3</sup>. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.</p>

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