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 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 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.  

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 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.

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

2016 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Adetoun Olubanke Oladele ◽  
Isaac Taiwo Oladele
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Primary Schools ◽  
Whole Language ◽  
Analysis Of Covariance ◽  
Primary School Children ◽  
Control Group ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading

Abstract This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

scholarly journals Informational Texts Comprehension with Collaborative Strategic Reading Model

2021 ◽  
Vol 9 (4) ◽  
pp. 445-459
Author(s):  
Muhammed Serhat Semercioglu ◽  
Kaya Tuncer Çağlayan ◽  
Kasım Kıroğlu
Keyword(s):  
Reading Comprehension ◽  
Moment Equation ◽  
Control Group ◽  
Main Theme ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The main purpose of this study is to examine the effect of teaching through the “Collaborative Strategic Reading (CSR) Model” on the reading comprehension skills at primary fourth grade. As a consequence, it was concluded in the study that the pre-test means were close to each other in the experimental and control group and that the experimental group had a higher mean than the control group in the post-test mean scores. Moreover, no significant difference was obtained between the experimental and control groups regarding the pre-tests. Still, a significant difference was obtained in favour of the experimental group for the post-tests. On the other hand, whereas it was determined that there was no significant difference between the experimental and control group for the pre-tests of Reading Comprehension and Main Theme Determination scales, there was a significant difference in favour of the experimental group for the post-tests and gain levels. It was also concluded that the value p which corresponded to Z=0,58 in the Pearson Product-Moment equation was 0.082 (p>0,05), and considering that the result was not significant, the pre-test/ post-test prediction level was not significant, and the power degree of the correlation between them did not present a significant difference.

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 THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING ON STUDENTS’ READING COMPREHENSION

2019 ◽  
Vol 5 (2) ◽  
pp. 103-110
Author(s):  
Yusi Anita
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading ◽  
The Mean ◽  
Positive Effect ◽  
Experimental Group ◽  
Statistical Results

The objective of this research was to find whether collaborative strategic reading was effective to improve students’ reading comprehension on SMPN 1 Gondanglegi Malang. The participants are students from 8D and 8C Class. The first group was 8D as the experimental group, and the control group was 8C. The data mainly came from statistical results, including the questionnaire responses. The scores of both groups were analyzed by using independent sample t-test. The result of independent sample t-test showed that the probability (p) was less than level of significant which is 0.05, it was .000. It means there is a significant difference between students who are taught by using Collaborative Strategic Reading than they who are not. The mean score obtained by experimental group was higher than the mean score obtained by the control group (74.58 > 62.66). It shows that there was a positive effect after applying Collaborative Strategic Reading in the experimental group. Thus, it can be concluded that Collaborative Strategic Reading is effective to improve students’ reading comprehension. Keywords: Collaborative Strategic Reading, Reading Comprehension, Effectiveness

scholarly journals COLLABORATIVE STRATEGIC READING (CSR) FOR BETTER READING COMPREHENSION

2016 ◽  
Vol 17 (1) ◽  
pp. 65
Author(s):  
Impiani Zagoto
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Main Idea ◽  
Comprehension Strategy ◽  
Strategic Reading ◽  
Csr Strategies ◽  
Collaborative Strategic Reading ◽  
Csr Strategy ◽  
The Impact ◽  
Research Type

This article aims to examine the impact of Collaborative Strategic Reading (CSR) strategies on students' reading comprehension. This research type is experiment with quasi experiment design. The data of this research is obtained by reading comprehension test of student of third semester of English education of STKIP Nias Selatan. Data obtained from these tests were analyzed using T-test. Based on the results of data analysis, it was found that t count is larger than ttable. In a sense Collaborative Strategic Reading (CSR) strategy has an impact on students' reading comprehension. Strategy is very helpful for students in determining the main idea and draw conclusions from a text that is read.

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