Collaborative Learning Approach Towards Students’ Reading Comprehension; Does It Have Any Effect?

Authors

  • Baiq Ayu Puteri Jihan Khairunissa English Languange, Faculty of Language and Art Education (FPBS) IKIP Mataram
  • Dedi Sumarsono
  • Baiq Sumarni

DOI:

https://doi.org/10.58258/jupe.v4i4.809

Keywords:

Reading Comprehension, Collaborative Learning Approach

Abstract

This research was aimed to find out the effect of Collaborative Learning Approach towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in academic year 2018/2019. This research was pre experimental research with one group pre-test and post-test design. The sample was taken from all population of the second grade students of MA Darunnajah Al-Falah Telagawaru which consisted of 23 students. The students were treated by using Collaborative Learning Approach. The instrument of collecting the data used reading test that consisted of 25 items in form multiple choice. The result of technique of data analysis showed that the value of sig two tailed was 0.000. It meant that, the value of t-test was lower than the significance level (0.000 < 0.05), indicated that the alternative hypothesis (Ha) was accepted and the null hypothesis was rejected. Thus, it can be concluded that Collaborative Learning Approach is an appropriate and effective approach for teaching reading because, it has a significant effect towards students’ reading comprehension at MA Darunnajah Al-Falah Telagawaru in Academic Year 2018/2019.

References

Based on the analysis of the data that collected during this research, it can be concluded that Collaborative Learning Approach is proper and suitable approach for learning reading comprehension, since there was a significant difference between students’ progress before and after being taught using Collaborative Learning Approach.

It can be concluded that collaborative learning approach can be used as an approach or strategy in teaching reading comprehension. It was found that the result of sig two tailed was 0.000. It was showed that the value of sig two tailed was lower than the significance level (0.05). It meant that the Null hypothesis (Ho) was rejected because the level of significance (0.05) was higher than the value of sig two tailed. Thus, Alternative hypothesis (Ha) was accepted which means collaborative learning approach was effective in teaching reading comprehension.

REFERENCES

Al-Kaabi, Aisha Fadl. 2016. Effects of Collaborative Learning on the Achievement of Students with Different Learning Styles at Qatar University (QU. Thesis. Brunel University London.

Brown, H. Douglas. 2003. Language Assessment: Principles and Classroom Practice. San Fransisco: Pearson Longman.

Duffy, Gerald G. 2009. Explaining Reading: A

Resource for Teaching Concepts, Skills, and Strategies Second Edition. London: The Guilford Press.

Harmer, Jeremy. 2003. The Practice of English

Language Teaching. Cambridge, UK: Longman Press.

Irawan, Lalu Ari. 2015. A Guide Book for Prospective EFL Teachers from Theories to Practice Second Edition. Mataram: Penerbit Genius.

Johnson, Andrew P. 2008. Teaching Reading and Writing : A Guidebook for Tutoring and Remediating Students. UK: Rowman & Littlefield Publishers, Inc.

Kabir, Masoud Farnaz. Kiasi, Ghasem Aghajanzadeh. 2018. The Effect of ollaborative Strategic

Reading on EFL Learners’ Reading Comprehension and Vocabulary Knowledge. European Journal of Foreign Language Teaching, 2537 – 1754.

Kaldırım, Abdullah. Tanvsanli, Omer Faruk. 2018. The Effect of Collaborative Learning, Approach on Students’Academic Achievement in Turkish Courses in Turkey: A Meta-Analysis Study. Education and Science ted mem. 194 185-205.

Kothari, C.R. 2004. Research Methodology: Methods and Techniques. New Delhi, India:New Age International (P) Limited, Publishers.

Momtaz, Dr Esmaeil. 2015. The Effectiveness of Collaborative Reading in Tertiary Level EFL Teaching in Iran. Journal of Second Language Teaching and Research. Volume 4 Issue 1.

Wahyuni, Irna. 2014. The Effect Collaborative Writing and Reading Habits Toward the Students’ Writing of Recount Text at the Grade Eight of MTsn. Kamang.

Komposisi: Jurnal Pendidikan Bahasa, Sastra dan Seni. 2. 135-147.

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Published

2019-06-04

Issue

Vol. 4 No. 4 (2019)

Section

Articles

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