The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

Rahman, ndah Fadhilah

doi:10.24252/eternal.v21.2016.a7

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…The result of the present study which shows that there was an increase of the mean scores in the students' reading comprehension is in congruence with the findings of Rahman (2015) on the effects of Collaborative Strategic Reading in the Indonesian students' reading comprehension. In her study, it showed that there was a significant improvement in the quality of the students' reading comprehension in the experimental group while the quality of students' reading comprehension in the control group was increased.…”

Section: Resultssupporting

confidence: 90%

“…The significant result of this study is parallel to the previous research of Rahman (2015) showing the students' attitude toward the use of CSR in reading classroom. The implementation of Collaborative Strategy is remarkably good because most of the students' attitudes get high to very high score and only a few of them gets enough score.…”

Section: Resultssupporting

confidence: 82%

“…Novita (2012) proved that CSR instruction is the best method to solve the EFL classroom's problem and give benefits to the learning process such as motivating the students, improving social interaction in the classroom, and creating a positive learning environment. The study of Rahman (2015) on the implementation of Collaborative Strategic Reading and its effect on students' reading comprehension showed that students' proficiency has a positive significant correlation with students' attitudes. The result of the students' attitudes revealed that the majority of the students have a positive attitude towards CSR.…”

Section: Collaborative Strategic Reading and Reading Motivationmentioning

confidence: 99%

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Collaborative Strategic Reading on Students’ Comprehension and Motivation

BERMILLO

Merto

2022

EJEL

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Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation. Article visualizations:<img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" />

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Section: Resultssupporting

confidence: 90%

Section: Resultssupporting

confidence: 82%

Section: Collaborative Strategic Reading and Reading Motivationmentioning

confidence: 99%

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Collaborative Strategic Reading on Students’ Comprehension and Motivation

BERMILLO

Merto

2022

EJEL

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“…In this research, it was found that collaboration skills were taught in some English literacy activities. The implementation of collaborative strategy reading was responded positively by students (Rahman, 2015). It could improve students reading comprehension significantly.…”

Section: Discussionmentioning

confidence: 97%

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

Ratama

Padmadewi

Artini

2021

JERE

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Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught. In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

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“…In addition, the application of this strategy was also found to be beneficial for teachers because it made it easier for teachers to guide students to work cooperatively in a team of five or more depending on the number of students in the class. In line with research conducted by [5] it is stated that this CSR strategy has proven to be successful in improving students' ability to understand the content of reading texts and enriching students' vocabulary in interpreting the author's intentions in English reading texts. This is supported by the findings from [6] that this strategy can help students develop their ability to work together or collaborate considering that a discussion group will make the reading comprehension process more comfortable and easier.…”

Section: Introductionmentioning

confidence: 56%

The Effect of Learning Strategies and Linguistic Intelligence on the Results of English Texts Reading Comprehension for High School Students in Medan

Sonia¹,

Siallagan²,

Sibuea³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The objectives of this research are: (1) the difference of results of students' English text comprehension who are taught with the Collaborative Strategic Reading (CSR) strategies and student taught by using the Directed, Reading, Thinking, Activity (DRTA) strategy (2) the difference of results the students who have high linguistic intelligence is better than students who have low linguistic intelligence (3) the interaction between learning strategies and linguistic intelligence in influencing students' learning outcomes of understanding English texts. This study is a quasiexperimental research. The population in this study all students of class XI MIPA SMA Negeri 2 Medan and XI MIPA SMA Negeri 5 Medan. The research instrument is an objective test of valid and reliable learning outcomes of students' English text comprehension, and a linguistic intelligence questionnaire sheet. The data analysis technique used is Two Way Anova on data that has been normally distributed and homogeneous. The results obtained by testing hypotheses: (1) the average of the children achievement taught by Collaborative Strategic Reading (CSR) strategy is higher than students taught by Directed, Reading, Thinking, Activity (DRTA) strategy, which indicated by Fc = 8,65 > Ft = 3,98 at significance level α = 0,05 with df (1.68); (2) the average of the students who have the ability of high linguistic intelligence is higher than the students who have low linguistic intelligence, which is indicated by Fc= 9,38 > Ft= 3,98 at significance level α=0,05 with df (1.68); (3) there is interaction learning strategy and linguistic intelligence to the Understanding English text outcomes student, which is indicated by Fc = 5,58 > Ft =3,98 at significance level α = 0.05 with df (1,68). Based on the data analysis it can be concluded that Collaborative Strategic Reading (CSR) strategy is better than the Directed, Reading, Thinking, Activity (DRTA) strategy in improving students' learning outcomes of understanding English texts. Students who have a high linguistic intelligence obtain higher English learning outocmes than the students who have low linguistic intelligence.

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The Implementation of Collaborative Strategy Reading (Csr) and Its Effects on Students’ Reading Comprehension

Cited by 7 publications

References 4 publications

Collaborative Strategic Reading on Students’ Comprehension and Motivation

Collaborative Strategic Reading on Students’ Comprehension and Motivation

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

The Effect of Learning Strategies and Linguistic Intelligence on the Results of English Texts Reading Comprehension for High School Students in Medan

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