DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

THe Effect of Collaborative Strategic Reading (CSR) on Reading Comprehension of Students across Different Learning Styles

ROSYI AMRINA

Abstrak


ABSTRAK

 

Amrina, Rosyi. 2016. The Effect of Collaborative Strategic Reading (CSR) on Reading Comprehension of Students across Different Learning Styles. Magister’s Thesis, English Language Teaching, Graduate Program of State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd., (II) Dr. Sri Rachmajanti, Dip.TESL., M.Pd.

 

Keywords: CSR, reading comprehension, learning styles

The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century skills. Compared to conventional teaching strategy, Collaborative Strategic Reading (CSR) seems more promising to fulfill the demand. The present quasi- experimental study with 2x2 factorial design aimed to investigate the effect of CSR on reading comprehension of students across active and reflective learning styles. The effect of CSR was compared to the conventional teaching strategy which was mainly conducted by reading aloud, finding English words’ meaning through translation, and answering reading task. This study also attempted to investigate the interaction between teaching strategy and students’ learning styles.

This study involved 47 eleventh graders from two science-major classes of SMAN 1 Amuntai, South Kalimantan Province. The experimental group was taught using CSR in English class, while the control group was taught using the conventional teaching strategy. The instruments used to collect the data were reading comprehension posttest, learning style questionnaire, questionnaire of students’ perception on CSR, and interview guide of teacher’s perception on CSR to provide data triangulation. Statistical analysis was performed using SPSS 18.0 to test the hypotheses at .05 level of significance.

The results of statistical analysis showed that there was significant difference in the reading comprehension between the students taught using CSR and those taught using the conventional teaching strategy indicated by p value of .034. This finding conforms to the theory of CSR and the previous studies indicating that CSR is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between active students and reflective students indicated by p value of .702. Moreover, there was no interaction between teaching strategy and students’ learning styles. The insignificant result between active and reflective students was due to the equal benefits the two parties obtained from different elements of the teaching strategy. The active students gained more benefits from brainstorming, group work, discussion, and the use of cue cards, while the reflective students gained more benefits from reading, explicit instruction and modelling in CSR, the use of learning log, and the procedural strategies.

The subsequent finding of this study showed that the students had positive perception on the implementation of CSR. This is confirmed by the result of the teacher interview. Thus, it can be concluded that CSR is a promising alternative strategy to help students to comprehend English texts and improve their reading comprehension in EFL context.