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

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.

Towards a Thorough Framework in Strategic Reading Comprehension Instruction

Reading comprehension skill is widely used in EFL settings. English language learners, especially, in academic settings, are provided with a high level of literacy and comprehension of texts, where they are provided with a considerable portion of knowledge fused into written documents. Therefore, the skill of processing texts efficiently with sufficient comprehension gains significance in students’ academic accomplishments. Nevertheless, the concept of reading as a general term and strategic reading as an enabling skill should be differentiated in reading comprehension instruction. Providing students with written texts without Empowering them to deal with the texts cannot yield fruitful results in designated goals of reading comprehension. In view of that, the present research tried to introduce strategic reading as a holistic concept and endeavored to enlighten each aspect of it using reading models and frameworks presented in the related literature on reading comprehension. Instructors, with the awareness of strategic reading as an important reading skill, can determinedly instruct and implement it in their classrooms to enable students resourcefully for their educational goals which eventually leads to academic and professional achievements.

Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

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

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>

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

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.

Practical and Strategic Benefits of Banking Literacy Park in Library of Universitas Sebelas Maret, Indonesia

Well literate and financially inclusive community can be created through improving financial and banking literacy. This descriptive qualitative research aims to find out practical and strategic benefits of Banking Literacy Park to library users in Library of Universitas Sebelas Maret, with questionnaire being the method of collecting data. Data analysis uses an interactive model encompassing data collection, data display, data reduction, and conclusion drawing. The population of research includes students of FEB (Faculty of Economics and Business), SV (School of Vocation) and Postgraduate School of UNS, and financial practitioners. Discussion is conducted using structural functional theory. The result shows Banking Literacy Park in Library of Universitas Sebelas Maret used to find information, fulfill the need for financial and banking literacy (Goal attainment), respond to the library users’ need for open and comfortable learning space (Adaptation); Library of Universitas Sebelas Maret establishes a relation with stakeholders to ensure emotional bond (Integration); the presence of literacy park can be optimized by increasing facilities, infrastructures, and holding financial and banking literacy (Latency). Practical benefit includes UNS-BNI Literacy Park in banking area as an alternative open comfortable strategic reading corner for studying, doing the lecturing assignment and final assignment, discussing, browsing internet, improving infrastructure and providing financial/banking literacy. Strategic benefit includes Banking Literacy Park providing knowledge and skill to manage money by understanding banking, investment, budgeting, selecting insurance, making decisions and opportunity of getting better life in the future. The management of UNS-BNI Literacy Park in banking area is conducted continuously to keep it existent and sustainable.

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

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.

Practical and Strategic Benefits of Banking Literacy Park in Library of Universitas Sebelas Maret, Indonesia

Well literate and financially inclusive community can be created through improving financial and banking literacy. This descriptive qualitative research aims to find out practical and strategic benefits of Banking Literacy Park to library users in Library of Universitas Sebelas Maret, with questionnaire being the method of collecting data. Data analysis uses an interactive model encompassing data collection, data display, data reduction, and conclusion drawing. The population of research includes students of FEB (Faculty of Economics and Business), SV (School of Vocation) and Postgraduate School of UNS, and financial practitioners. Discussion is conducted using structural functional theory. The result shows Banking Literacy Park in Library of Universitas Sebelas Maret used to find information, fulfill the need for financial and banking literacy (Goal attainment), respond to the library users’ need for open and comfortable learning space (Adaptation); Library of Universitas Sebelas Maret establishes a relation with stakeholders to ensure emotional bond (Integration); the presence of literacy park can be optimized by increasing facilities, infrastructures, and holding financial and banking literacy (Latency). Practical benefit includes UNS-BNI Literacy Park in banking area as an alternative open comfortable strategic reading corner for studying, doing the lecturing assignment and final assignment, discussing, browsing internet, improving infrastructure and providing financial/banking literacy. Strategic benefit includes Banking Literacy Park providing knowledge and skill to manage money by understanding banking, investment, budgeting, selecting insurance, making decisions and opportunity of getting better life in the future. The management of UNS-BNI Literacy Park in banking area is conducted continuously to keep it existent and sustainable.

Informational Texts Comprehension with Collaborative Strategic Reading Model

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.