THE EFFECT OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ READING ABILITY ACROSS DIFFERENT LEARNER PERSONALITIES

AFIDA MUNAWATI, 12510174001 (2019) THE EFFECT OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ READING ABILITY ACROSS DIFFERENT LEARNER PERSONALITIES. [ Thesis ]

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Abstract

ABSTRACT Munawati,Afida.Registered Number Students. 12510174001. 2019. The Effect of Collaborative Strategic Reading on Students’ Reading Ability Across Different Learner Personalities. Thesis. English Education Program. Graduate Program. State Islamic Institute (IAIN)Tulungagung. Advisors: (I) Dr. Nursamsu, M.Pd., (II) Dr. Umy Zahroh. Ph.D. Key Words: CSR, Reading Ability, Learner Personalities. Teaching reading nowadays is argued to support the students to solve the 21st century literacy challenges and develop 21st century skills. Compared to conventional teaching strategy, Collaborative Strategic Reading (CSR) consider more promising to fulfill the demand. The present quasi-experimental research with 2x2 factorial design aimed to investigate the effect students’ reading comprehension across extroversion and introversion Learner personalities. The effect of CSR compared to the conventional teaching strategy, which was mainly conducted by reading aloud, finding difficult words, and answering reading tasks. This research also investigated the interaction between teaching strategy and students Learner personalities. The research problems in this research were : (1)Do students taught by using CSR have better reading comprehension than those taught by using conventional teaching strategy? (2) Do students with extroversion learner personality taught by using CSR and conventional teaching strategy have better reading comprehension than those with introversion learning style?(3)Is there any interaction between CSR teaching strategy and the students’ learner personality (extraversion and introversion)? The objectives of this research were : (1) The students taught by using CSR have better reading comprehension than those taught by using conventional teaching strategy.(2)The students with extraversion learner personality taught by using CSR and conventional teaching strategy have better reading comprehension than those introversion with learning style.(3)There is interaction or not between teaching strategy and the students’ learner personality (introversion and extraversion). This research method : 1) The research design were quasi-experimental research with 2x2 factorial design , 2) The population involved 66 eight grader of MTs Darul Huda Wonodadi Blitar in 2018/2019 Academic Year. 3) The instrument were questionnaire learner personality and reading comprehension test. 4) The data collection was obtained from the result of questionnaire and reading comprehension scores.5)The data analysis were using ANOVA. The result of statistical analysis shown that there was significant difference in the reading comprehension between students taught using CSR and those taught using conventional teaching strategy indicated by p value 0.00. This result 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 extroversion students and introversion students indicated by p value .754. Moreover, there was no interaction between teaching strategy and students’ Learner personalities. The insignificant result between extroversion and introversion students was due to equal benefits and two parties got from brainstorm, group working, discussion, and the use of cue card, while the introversion students gained more benefits from reading, explicit instruction and modeling in CSR, the use of learning log, and the procedural strategies.

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