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.

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 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.

scholarly journals The Effect Of Reading Strategy And Personality On Efl Students’ Reading Comprehension at STIE TRIBUANA

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 65-73
Author(s):  
Tiara Noviarini
Keyword(s):  
Reading Comprehension ◽  
Comparison Group ◽  
Reading Strategy ◽  
Study Program ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
Reading Text ◽  
Experimental Group

By interviewing four students at the Manajement  Study Program in STIE Tribuana, the researcher found that the students face some problems when reading English texts. The problems found were important to be investigated because students’ reading comprehension play an essential part to improve their English ability from reading text. This research was conducted at STIE Tribuana. This research used descriptive quantitative approach. The respondents were divided into two groups: experimental group and comparison group. The experimental group was treated by using PQ4R strategy while comparison group was treated using CSR strategy. Each group consisted of 14 extroverted students and introverted students. The data were collected using reading test (35 items in the form of multiple choice) and personality questionnaire. The result revealed that there was no significant difference between students who use PQ4R and those who use Collaborative Strategic Reading (CSR) on their reading comprehension. The second one was there was no a significant difference between introverted students and extroverted students on their reading comprehension. The last one was that there was no a significant interaction between reading strategy and personality in their effect on students’ reading comprehension.  

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 Collaborative Strategic Reading (CSR) in Improving the English Department Students’ Reading Comprehension Achievement

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ahmad Ridho Rojabi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Reading Strategies ◽  
English Department ◽  
Learning Groups ◽  
Strategic Reading ◽  
Csr Strategies ◽  
Collaborative Strategic Reading ◽  
Reading Text ◽  
Classroom Action Research

Reading as a receptive skill is very important skill for all students of English because it is a skill that everyone needs in studying or conveying the language. However, it is very difficult for the students to catch the message from the reading text as they have limited words and reading strategies. The aim of this research is to prove whether the implementation of Collaborative Strategic Reading (CSR) is effective to improve students’ reading comprehension.To achieve the purpose, the classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This research was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. CSR is implemented to teach students reading comprehension in cooperative learning groups. CSR consists of four strategies that are implemented in pre-reading, whilst reading, and post-reading. CSR strategies consist of: (1) preview the text, (2) click and clunk, (3) get the gist, and (4) wrap up. The result of the research revealed that Collaborative Strategic Reading (CSR) improved the students’ reading comprehension achievement on the fourth semester of English departmentat IAIN Jember.   Keywords: collaborative strategic reading, reading comprehension achievement, classroom action research

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 English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

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