The Effect of Collaborative Strategic Reading (CSR) on the Eleventh Year Students' Reading Comprehension Achievement at MAN 2 Situbondo

Abstract

The objectives of this research were: (1) to know whether or not there is a significant effect of Collaborative Strategic Reading (CSR) on the eleventh year students’ reading comprehension achievement at MAN 2 Situbondo in the 2013/2014 academic year, and (2) to know how far the effect of Collaborative Strategic Reading (CSR) on the eleventh year students’ reading comprehension achievement at MAN 2 Situbondo is. The design of this research was quasi experimental with posttest only design. The research area was chosen by using purposive method. The data collection methods of this research were test, documentation, and interview. Two classes as the experimental group and the control group were chosen by using cluster random sampling method. The experimental group was taught by using CSR, while the control group was taught by using Question-Answer strategy. At the end, a posttest was conducted to both classes. The result of the t-test formula analysis showed that the value of t-test was higher than that of t-table (2.663 > 1.9971). Thus, the formulated alternative hypothesis (H1): “There was a significant effect of Collaborative Strategic Reading on the Eleventh Year Students’ Reading Comprehension Achievement at MAN 2 Situbondo in the 2013/2014 academic year” was accepted. A further analysis showed that the value of the Degree of Relative Effectiveness (DRE) was 8.69%. It means that the use of Collaborative Strategic Reading (CSR) in teaching reading comprehension was 8.69% more effective than question-answer strategy.