PROMOTING STUDENTS’ READING
COMPREHENSION:
THE INTERVENTION OF STUDENT-SELECTED VS
TEACHER-ASSIGNED GROUP OF
COLLABORATIVE STRATEGIC READING
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Institusion
Universitas Muhammadiyah Gresik
Author
CHOLIFAH, DINI SITI
Subject
English Education
Datestamp
2020-12-11 07:54:18
Abstract :
Despite myriad studies regarding the positive impacts of Collaborative Strategic Reading (CSR), none has ever addressed the challenges it poses. Putting several students into a group does not guarantee effective collaboration will occur. The success of the collaborative learning process depends mainly on the interaction among students. The group must be structured carefully to improve the effectiveness and facilitate students? learning. This study aims to compare the effect of Student ? Selected and Teacher - Assigned Group of Collaborative Strategic Reading on student?s reading comprehension. This quasi-experimental study was done on 107 junior high school students consisting of 41 males and 66 females divided into two experimental and one control group. The result of the T- Test indicates that the Teacher-Assigned Group of Collaborative Strategic Reading outperformed the Student-Selected Group. Students in the Teacher- Assigned group were more heterogeneous and balanced in terms of students? cognitive ability and gender leading to a more task-oriented group. This resulted in group productivity which leads to better reading comprehension. Finally, recommendations for further study are suggested.
Despite myriad studies regarding the positive impacts of Collaborative Strategic Reading (CSR), none has ever addressed the challenges it poses. Putting several students into a group does not guarantee effective collaboration will occur. The success of the collaborative learning process depends mainly on the interaction among students. The group must be structured carefully to improve the effectiveness and facilitate students? learning. This study aims to compare the effect of Student ? Selected and Teacher - Assigned Group of Collaborative Strategic Reading on student?s reading comprehension. This quasi-experimental study was done on 107 junior high school students consisting of 41 males and 66 females divided into two experimental and one control group. The result of the T- Test indicates that the Teacher-Assigned Group of Collaborative Strategic Reading outperformed the Student-Selected Group. Students in the Teacher- Assigned group were more heterogeneous and balanced in terms of students? cognitive ability and gender leading to a more task-oriented group. This resulted in group productivity which leads to better reading comprehension. Finally, recommendations for further study are suggested.
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